PASSP Proposed Resolutions for 2000-2001      

In 2000-2001, the Pennsylvania Association of Secondary School Principals affirms its commitment and dedication to affecting positive change in the education arena as described in the following statements.

1. To ensure that all children of the Commonwealth receive equal opportunities for educational success, the Governor's Administration and General Assembly are strongly encouraged to enact equity measures when allocating state funds for basic and special education programs.

2. Pennsylvania's regulations governing the education of special needs students must be amended to comply with the new federal Individuals with Disabilities Education Act (IDEA).  In revising regulations. Pennsylvania should not set a higher standard of discipline protection for special needs students who possess a weapon on school property or who demonstrate disruptive behavior, which is not a manifestation of the student's disability. Furthermore, Pennsylvania's state regulations must retain "principal or designee" to attend special education meetings so that those who best know the student are part of the team, which develops the educational plan for the student.

3. Tuition vouchers for private schools provide an uneven playing field between public and private schools.  If vouchers are provided to private schools, schools receiving state or federal funds must be held to the same rules and regulations governing public schools.

4. Pennsylvania faces a critical shortage of qualified candidates for school administrator positions. Although many teachers hold administrative credentials, few apply for positions due to longer work year, more responsibility and a negative perspective of the job of the principal. In an attempt to attract qualified educators to positions in school administration, PASSP urges state lawmakers to revisit the public school retirement code and consider and enhanced retirement service credit, which would recognize the longer year, workday and overall greater responsibilities that come with the principalship.

5. The 30 and out retirement window should become a permanent part of the PSERS retirement code so that public school employees' retirement benefits are not tied to political whim and because in the long run actuarial data are more accurate.

6. Continuing professional development is critical to all educators.  School administrators specifically need professional development activities that are designed and administered by colleagues in their field to ensure continuity, stability and quality of the principalship.

7. State assessments to complement state academic standards are needed; however, assessments must be age appropriate, criterion based and linked to graduation. The test administration dates and time allotted for each component of the test must be consistent from year to year so school districts can plan in advance.

8. To ensure an appropriate and quality education for all children of the Commonwealth, the General Assembly is strongly encouraged to re-examine and monitor the home schooling education law and enact changes as deemed necessary through the input of parents, school administrators and elected school officials.

9. Maintenance, enhancement and compliance of Act 93 are important to ensure stability, quality and equity for middle management school personnel.

10. Community service is an extremely critical component in our children's educational program, therefore, we must continue to work within our communities to make service learning an integral part of the American way of life.

11. Data from the Department of Education shows evidence that the Student Assistance Program in operation in Pennsylvania schools for over a decade provides a viable, cost-efficient means of serving at-risk students. The state should provide financial and technical support to continue and expand this proven program.

12.  Schools must work with their communities and receive state support to ensure that all students and staffs are safe to learn and to teach.  The Association urges the state to provide financial and technical support for programs, measures and resources that create safe school environments, such as but not limited to, training for all school staff, conflict resolution, peer mediation, student assistance teams, security cameras and collaboration with mental health and law enforcement.