The following resolutions reflect issues and trends in education statewide and nationally. Some are continued efforts because of their importance to children, education and our profession. The Pennsylvania Association of Elementary School Principals (PAESP) in concert with the National Association of Elementary School Principals (NAESP) affirms its commitment and dedication to these principles:

   The PAESP supports and shares the NAESP belief that the elementary and middle-level school is the foundation of all educational efforts on behalf of the child, and that the primary responsibility for the development of an effective program in each elementary and middle-level school is vested in the principal.

   The PAESP supports and shares the NAESP belief that the child is the nation's number one priority and must be the focal point of the educational process. It is the shared responsibility of the principal, instructional staff, parents and community to facilitate the direction and use of available skills and resources toward helping each child develop a positive self-image and to strengthen feelings of self-worth in assisting each child to experience success in society.

   PAESP encourages all involved in the educational process of children to work in partnership for the total development of the child by providing opportunities by which each child may realize his/her fullest potential.

   PAESP supports the concept that all children of the Commonwealth receive equal opportunity for educational success. Therefore, PAESP continues to strongly urge the Governor and the General Assembly to enact equity measures when allocating funds for basic and special education programs.

   The PAESP supports the No Child Left Behind Act of 2001 (NCLB) and the efforts of the President and legislature to close the achievement gap between disadvantaged and minority students and their peers. We look forward to working with our legislators in Pennsylvania to implement the provisions of the Act in a manner that is mutually beneficial to all our schools and students and is in accordance with the tenets and beliefs of the PAESP.

   The PAESP is particularly concerned that the state and federal legislature allocate enough money to fully fund the provisions of the NCLB Act so as to not create any additional unfunded mandates.

   PAESP maintains its belief that early childhood/elementary education is the foundation for future learning, and encourages legislative support in making kindergarten mandatory. The PAESP also supports pre-kindergarten and early education programs that work to provide young children with the skills necessary for school success.

   The PAESP urges principals to exert leadership in gaining community understanding and financial support for the implementation of early childhood programs as part of the elementary school experience.

   The PAESP believes that Pennsylvania's regulations governing the education of special needs students must be amended to comply with the new federal Individuals with Disabilities Act (IDEA). In revising regulations, Pennsylvania should not set a higher standard of discipline protection than required by the Act 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, the PAESP believes that Pennsylvania's state regulations must retain the "principal or designee" as a member of the Multidisciplinary Team that attends special education meetings so that those who best know the student are part of the team, which develops the Individual Educational Plan (IEP) for the student.

   PAESP believes that all children should be protected from communicable diseases, and that school officials should continue to work with local and state agencies for development and enforcement of immunization requirements.

   The PAESP further urges the Pennsylvania legislature to provide funding and support for increasing the number of certified school nurses and other health care professionals available to all children, in every school building, within the Commonwealth.

   PAESP also recognizes recess as an important component in a child's physical and social development. PAESP encourages principals to develop and maintain appropriately supervised free play for children during the school day.

   PAESP strongly believes in the importance of assessments for planning of future instruction to help meet the needs of students. State assessments to complement state academic standards are needed, but must be age appropriate and criterion based. 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.

   The PAESP joins the NAESP in its belief that the assessment process must focus on student performance and has as its primary purpose the advancement of student learning and the improvement of instruction. This process must be fair, flexible, and authentic in that it reflects the students' demonstration of competence. The procedures utilized must be valid and appropriate representations of the expectations placed on students. The PAESP does not support the use of one high-stakes test as the sole determiner of a students academic success for promotion. but rather believes that student achievement must be based on a number of factors including teacher judgment and classroom performance.

   The PAESP also joins the NAESP in opposing the publicizing of test scores as a means of rating or comparing schools or school districts.

   PAESP continues to support legislation for lowering and limiting student-teacher ratios in kindergarten and the elementary grades, with an emphasis in the primary grades.

   PAESP encourages principals to exercise leadership in protecting and providing uninterrupted teaching/learning time in the classroom.

   PAESP believes that the arts are a vital part of an elementary and middle school curriculum, and therefore affirms that the arts should be an integral part of the total instructional program. Art education facilitates creative thinking and expression, provides relevancy to the curriculum and has a positive impact on student achievement.

   The Association encourages educators and schools to integrate the arts more fully into the educational program as a means of enriching the content of all subject matter areas and of enhancing the teaching process. PAESP urges allocation of adequate funds for arts education.

   PAESP continues to believe that to ensure an appropriate and quality education for all children of the Commonwealth, the General Assembly should be 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.

   The PAESP believes that it is the local school district responsibility to ensure that every child within its district is receiving an appropriate education. Home Education programS must be held strictly accountable for the academic achievement and social/emotional growth of children. Therefore, the PAESP strongly opposes any attempts by the legislature to remove the school district’s rights and responsibility to oversee the effectiveness of home schooling programs within its borders

   The PAESP joins the NAESP in recognizing that technology is expanding educational options, including "cyber schools." While definitions of the term "cyber schools" may vary the PAESP strongly opposes educational practices that bypass the teacher/student relationship, lack accountability and divert funds from public schools. The PAESP believes that integrating future technology into effective educational practices and options can be beneficial. At the same time, any school receiving public funds must maintain proven elements of quality education.

   PAESP continues to strongly oppose tuition vouchers for private schools, which create 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.

   PAESP continues to support comprehensive guidance programs in every school and emphasizes that a qualified and certified guidance counselor be assigned to provide services to all elementary and middle schools.

   Data from the Department of Education shows evidence that the Student Assistance Program in operation in Pennsylvania 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.

   PAESP continues to endorse the effective use of technology in education and recognizes the need for policies to control and monitor the use of technology in the schools. PAESP recommends written plans addressing copyright laws, privacy issues and acceptable use policy for students and staff regarding the Internet and web design. The association encourages the responsible use of systems and filtering programs that protect children from inappropriate web sites.

   PAESP continues to recognize that schools must work with their communities and receive state support to ensure that all students and staff 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.

   PAESP believes students have the right to learn in school without undue interference of their educational growth by seriously disruptive students. Such interference shall be regarded as a serious infringement upon the right to learn.

   The National Association of Elementary School Principals (NAESP) defines a crisis as a serious event, occurrence or situation that adversely affects the elementary or middle school community. PAESP equally recognizes the important role of the principal in establishing a crisis resource team to provide a rapid and effective response to the members of the school community during a crisis situation.

   PAESP equally recommends that each school district develop a plan of action and train the necessary personnel for crisis intervention. The PAESSP has created the Principals Emergency Response Team (PERT), that is available upon request to all members seeking support.

   PAESP continues to believe that 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.

   The PAESP encourages all of its members to become involved in their communities. The school principal should keep their community aware of and assume the responsibility for interpreting school programs. In this role the principal serves as an advocate for parents, keeping them informed of the instructional needs of their children and of the resources available to meet such needs.

   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, PAESP urges state lawmakers to revisit the public school retirement code and consider an enhanced retirement service credit which would recognize the longer year, workday and overall greater responsibilities that come with the principalship.

   PAESP opposes alternate entry into the profession of the principalship. Principals within the state should hold valid principal certification, have five years teaching experience and hold at least a master’s degree. Instructional leadership from qualified and experienced educators is the key to good schools.

   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. The PAESP strongly supports the provisions of the No Child Left Behind Act to provide funds for training to improve principal quality.

   PAESP believes that maintenance and enhancement of Act 93 are important to ensure stability, quality and equity for middle management school personnel.

   PAESP continues to support legislation to make permanent the 30 and Out Retirement Window with no age restrictions. The association also supports changes in the Pennsylvania State Educators Retirement System (PSERS) to recognize the longer year, workday and overall greater responsibilities that come with the principalship.