Amendments to resolutions are recommended
educators, programs, schools and communities;
n used as a single criterion for high-stakes
decision-making;
n used inappropriately to evaluate teachers;
n used to design programs for “teaching to the
test” rather than to the content measured by the test.
The MTA further believes that the
administration of a standardized test includes the
responsibility to educate the stakeholders in the
purpose of the test, the meaning of test results
and the accurate interpretation of conclusions,
while protecting the privacy rights of students and
educators. (99)
Proposed Amended B- 32
Standardized Testing Of Students
The Massachusetts Teachers Association
believes that the primary purpose of standardized
tests should be to improve the quality of education
and instruction for students. Standardized tests
are most useful when selected or developed by
educational professionals closest to the classroom
and integrated with assessment information specific
to district programs.
The MTA urges locals to advocate developmentally appropriate assessment techniques that are bias-free, reliable and valid.
The MTA also believes that when a test is
mandated at the state or national level it should only
be used to evaluate programs toward meeting state
or national standards and/or goals. The MTA opposes
any use of standardized tests when scores are:
The MTA further believes that the administration
of a standardized test includes the responsibility
to educate the stakeholders in the purpose of the
test, the meaning of test results and the accurate
interpretation of conclusions, while protecting the
privacy rights of students and educators. (99, 15)
Proposed New B- 33
(and renumber the rest of Section B)
B- 33 Time to Learn
The Massachusetts Teachers Association
believes that an excessive focus on high-stakes tests
and other mandated assessments has a negative
effect on the quality and breadth of the education
Continued from previous page provided to students. This excessive focus constrains
the curriculum that districts can provide and limits
students’ time to learn. ( 15)
Proposed New C- 21
(and renumber the rest of Section C)
C- 21 Nutrition
The Massachusetts Teachers Association
believes that proper nutrition is essential to child
development and student success. School food
service programs must be nutritionally sound,
appealing and affordable. Serving sizes should be
appropriate for various age groups within a school. A
choice of nutritious beverages and plant-based foods
should be available.
The MTA also supports nutrition programs
that are regulated by uniform standards, readily
accessible, are medically correct for students and
employees who have special, documented dietary
needs, and are supported by public funds.
The MTA believes that the way public funds
are allocated for school food service programs
must maintain quality and appropriate levels of
service. ( 15)
Current D- 11
Evaluation of Personnel
The Massachusetts Teachers Association
accepts the concept of educator accountability for
the provision and maintenance of high-quality
education when and where educators have a
significant role in the formulation of goals, policies
and procedures.
The MTA supports the requirement that local
associations bargain educator evaluation instruments
appropriate to the roles of the individual educators
and their use for the improvement of instruction,
professional growth and education personnel
accountability. The MTA believes that the primary
goal of evaluation should be improvement of
instruction.
The MTA believes that the establishment of
performance criteria within evaluation must ensure
that objectives are attainable and that evaluation
takes into account all community and environmental
factors that affect the learning process, including
adequate funding.
The MTA further believes that state education
associations must be integral to the establishment
of any performance criteria promulgated by the
Commonwealth. (73, 85, 90, 10)
Proposed Amended D- 11
Evaluation of Personnel
The Massachusetts Teachers Association accepts
the concept of educator accountability for the
provision and maintenance of high-quality education
when and where educators have a significant role in
the formulation of goals, policies and procedures.
The MTA supports the requirement that local
associations bargain educator evaluation instruments
appropriate to the roles of the individual educators
and their use for the improvement of instruction,
professional growth and education personnel
accountability. The MTA believes that the primary
goal of evaluation should be improvement of
instruction.
The MTA believes that the establishment of
performance criteria within evaluation must ensure
that objectives are attainable and that evaluation
takes into account all community and environmental
factors that affect the learning process, including
adequate funding.
While evaluations may be used in some
employment decisions, evaluations should not be
used to adversely affect an educator’s license.
The MTA further believes that state education
associations must be integral to the establishment
of any performance criteria promulgated by the
Commonwealth. (73, 85, 90, 10, 15)
Current E- 2
Educational Personnel Involvement
in Statewide Educational Policy
The Massachusetts Teachers Association
believes that educational personnel from all levels
should be involved in the establishment of statewide
educational policy. Therefore, the MTA encourages
the Massachusetts Department of Elementary and
Secondary Education and the governing boards
of higher education to include MTA designees on
its task forces and committees, including those
that deal with curriculum frameworks, statewide
student testing programs and teacher licensure and
evaluation. (77, 78, 85, 86, 89, 99, 09)
Proposed Amended E- 2
Educational Personnel Involvement
in Statewide Educational Policy
The Massachusetts Teachers Association
believes that educational personnel from all levels
should be involved in the establishment of statewide
educational policy. Therefore, the MTA encourages
the Massachusetts Department of Elementary and
Secondary Education and the governing boards of
higher education to include MTA designees on its
task forces and committees, including those that deal
with curriculum frameworks, statewide student testing
programs and teacher licensure and evaluation.
The MTA also supports the inclusion of a
significant number of preK- 12 educators as voting
members of the Board of Elementary and Secondary
Education. (77, 78, 85, 86, 89, 99, 09, 15)
