Association of Teacher Educators - ATE Resolutions, 2014 forward

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Association of Teacher Educators

Resolutions of the Association of Teacher Educators, 2014 forward

Resolutions Committee

ATE Position Framework

Resolution 2014 - Future

Resolution 2010-2013

Resolution 2004-2009

Resolution 2022

Resolution 2022.1 ATE Response to Anti-CRT Legislation

Whereas, a number of states have passed or are considering legislation that impact teachers’ abilities to discuss or include texts that address racism, sexism, and societal inequities in classrooms,
Whereas, the ATE Standards for Teacher Educators and recent public statements from the organization have confirmed ATE’s emphasis on developing culturally competent teachers “who engage in activities that promote social justice,"
Whereas, ATE passed a resolution in 2021 supporting the addition to the ATE standards of “the development of anti-racism practices, programs, and/or modules within teacher education programs that will enable future and current teachers and school administrators to most effectively contribute to the society in which they perform professionally;”
Be it be resolved, that ATE engage in collaboration and advocacy efforts with partner organizations to provide research-based responses for important conversations around legislation impacting the work of teachers and teacher educators on crucial topics such as racism, sexism, and issues of equity in our society,
Be it further resolved that ATE provide resources, support research, or provide programming that will better support teacher educators, future teachers, and our school partners to engage with/address the controversies and challenges that impact their work and autonomy as professional educators in areas such as curriculum development and implementation.

Resolution 2021

Resolution 2021.1 Antiracism

Whereas, the ATE’s Standards for Teacher Educators seek to help teacher education candidates and other school personnel impact student learning, teaching, cultural competence, professional development, and program development;
Whereas, these Standards have been updated periodically;
Be it resolved, the ATE supports the development of anti-racism practices, programs, and/or modules within teacher education programs that will enable future and current teachers and school administrators to most effectively contribute to the society in which they perform professionally;
Be it further resolved, the ATE henceforth will include this addition in its Standards for Teacher Educators.

Resolution 2020

Resolution 2020:2 The National Coalition of Educators

Whereas, the ATE participates in the National Coalition of Educators;
Whereas, the intent of the NCE is to bring education professional organizations and groups across the country together to promote the profession;
Whereas, the participating organizations engage in monthly dialogue to share their work and look at points for collaboration;
Whereas, the NCE is committed to share with its constituents on periodic bases, key messages, initiatives, and celebrations that are of importance to its members and the field of education;

Whereas, ATE’s membership is entitled to and desirous of updates on the collaborative efforts of ATE;
Be it resolved, the ATE communicate outcomes of its NCE participation to its members on a periodic basis.

Resolution 2020:3 School Trauma

Whereas, students, teachers and school administrators are experiencing increasing amounts of trauma as a result of bullying, abuse at home, dramatic weather events, poverty, school shootings, immigration removals among other experiences;
Whereas, symptoms resulting from trauma can directly impact a student’s ability to learn as well as ability to relate to others and to successfully manage emotions;
Whereas, many teachers and school administrators may not have the tools to manage traumatic stress among students and school staff;
Be it resolved, the ATE supports the development of trauma-informed practices, programs, and/or modules within educator preparation programs that will provide future teachers and school administrators with the tools needed to recognize and respond to those who have been impacted by traumatic stress;
Be it further resolved, the ATE supports the development of support programs and practices to address the needs of teachers coping with secondary trauma.

Resolution 2020:5 Budget Cuts

Whereas, President Donald Trump’s 2021 Budget proposal would cut 11 educational programs from the national level;

Whereas, cuts to the National Endowment for the Humanities, the National Endowment for the Arts, and student loan assurances will deeply affect public schools and universities;

Whereas, such cuts would have a deep impact on students, their families, and communities across the nation;

Be it resolved, that ATE encourages current financial support levels for national educational programming.

Note: In response to Resolution 2019-3 below, following each resolution since 2015 outcomes taken as a result of the resolutions have been listed. These outcomes follow the statement “ATE Response on Actions as a result of this Resolution:…” The outcomes are provided by ATE’s Executive Director.

Resolution 2019

Resolution 2019-1: Centennial Task Force on the Future of ATE

Whereas, the Association of Teacher Educators will celebrate its first hundred years in 2020;

Whereas, there will be new leadership of the organization at that time;

Whereas, 2019 is the prime time to look forward;

Whereas, the organization would benefit from planning how to market, strengthen, and expand its national, state, and regional operations;

Action Statements:

Be it resolved, that the Delegate Assembly authorizes ATE’s Executive Board to create a special, timely task force that draws upon the expertise of, but is not limited to, individuals from the state units that receive the 2019 Sikula State Unit Achievement Awards and members from the five most recent Sikula Outstanding State Unit Awards (avoiding redundancy as needed) to put forth a report to a 2020 ATE general session that offers the bases for an electronic “playbook” for its members and addresses ATE’s plans for the future of the organization including its marketing, strengthening, and expanding of national, state, and regional operations;

Be it further resolved, that upon approval of ATE’s Board of Directors, the “playbook” be included in ATE’s website and sent to state and regional unit presidents for their immediate use.

ATE Response on Actions as a result of this Resolution:

ATE’s Board of Directors is looking at this as just one of the ways to celebrate ATE’s Centennial Year.

Resolution 2019-2: Special Recognition of Sustaining Members

Whereas, the ATE officially recognizes its members who have been members for twenty years through their designation as laureates;

Whereas, there are members who have sustained their membership over greater periods of time;

Whereas, such members have helped sustain the ATE through its first hundred years;

Action Statement:

Be it resolved, that members who have maintained thirty, forty, fifty, or more years as ATE members receive special recognition at future annual meetings as decades evolve.

ATE Response on Actions as a result of this Resolution:

This will be instituted starting at the 2020 Annual Meeting in Atlantic City.

Resolution 2019-3: Results of Actions on Approved Resolutions

Whereas, resolutions approved by the Delegate Assembly are posted on ATE’s website;

Whereas, all such resolutions contain action statements;

Whereas, the members of ATE should be informed of the results of actions that occur subsequently;

Action Statements:

Be it resolved,that the outcomes of posted resolutions be included after each one on the website;

Be it further resolved, that the Executive Director is responsible for completing this task beginning with resolutions posted from 2015 to the future.

ATE Response on Actions as a result of this Resolution:

Statements are included at the end of each resolution passed since 2015 showing ATE’s actions as results of the resolutions.

Resolution 2018

Resolution 2018-1: Implementation of Resolutions

Whereas, the Resolutions Committee formulates resolutions based upon input from ATE’s membership, authorized units, the Delegate Assembly, committees, and the Board of Directors;

Whereas, the Resolutions Committee presents resolutions to the Delegate Assembly that state the principles, policies, and goals of the Association;

Whereas, all resolutions direct action or state the position of ATE;

Whereas, the Delegate Assembly considers whether or not to support these resolutions;

Action Statement:

Be it resolved, that resolutions approved by the Delegate Assembly be implemented by the ATE President and Board of Directors unless specifically designated to other individuals or parties.

ATE Response on Actions as a result of this Resolution:

ATE’s Board of Directors has accepted this responsibility.

Resolution 2018-2: Promoting ATE Standards for Teacher Educators and Field Experiences for Teacher Educators

Whereas, the ATE has created standards for teacher educators and field experiences;

Whereas, these standards appear on ATE’s website;

Whereas, it is important for these standards to be publicized and utilized by teacher educators;

Action Statement:

Be it resolved, that the planning committees for ATE’s annual and summer meetings provide opportunities in the conference format for presenters to discuss and share their use of these standards.

ATE Response on Actions as a result of this Resolution:

This has been done.

Resolution 2018-3: Action on Gun Violence in Schools

Whereas, the federal ban on gun violence research, better known as the Dickey Amendment (Public Law 104-208 September 30, 1996; 110 STAT,3009) prohibits the necessary research needed to respond to the proliferation of gun violence in our American public schools.

Action Statement:

Be it resolved, that the Association of Teacher Educators supports the repeal of the Dickey Amendment and thus supports scholarly efforts to provide a research basis for action.

ATE Response on Actions as a result of this Resolution:
ATE supported this resolution and publicized their support widely. While the amendment itself remains, the language in a report accompanying the 2018 Omnibus spending bill clarifies that the Centers for Disease Control and Prevention can indeed conduct research into gun violence, but cannot use government appropriated funds to specifically advocate for gun control. This spending bill was signed into law.

Resolutions 2017

None to Report

Resolution 2016

Resolution 2016-1: Virtual Supervision

Whereas, the Association of Teacher Educators has its organizational roots and legacy as the Association for Student Teaching;

Whereas, the Association of Teacher Educators encompasses the National Field Directors’ Forum and the SIG for Educational Leadership;

Whereas, the Association of Teacher Educators supports policies and best practices pertaining to the identification and implementation of best practices regarding the supervision of field experience, student teaching, practicum, and internship candidates;

Action Statement:

Be it resolved that the Association will explore best practices in the ethical implementation of virtual supervisory techniques.

Be it resolved that the Association will identify and propose standards of practice for virtual supervision in educational settings.

Be it further resolved that the Technology and the Future of Teacher Education Committee be charged to collect best practice data and propose standards of practice for virtual supervision in educational settings.

Motion to approve Resolution 2016-1, Virtual Supervision. This is a motion from the committee and does not need a second. The motion passed.

ATE Response on Actions as a result of this Resolution:
ATE’s Technology and the Future of Teacher Education Committee is investigating technological innovations such as virtual supervision. ATE’s revised Standards for Clinical and Field Experiences were approved by the Delegate Assembly in Spring 2016.

Resolution 2016-2: Work of the Resolutions Committee

Whereas, resolutions approved by the ATE Resolutions Committee represent the input of the organization’s membership;

Whereas, such resolutions require consideration and action by the Delegate Assembly at ATE’s annual meeting;

Whereas, delegates need time in advance of the annual meeting to read and share resolutions with the members they represent;

Action Statement:

Be it resolved that in order to complete review of resolutions, a deadline will be established of December 1 for submissions.

Be it further resolved that all the favorably recommended resolutions will be forwarded to all the units and delegates at least two weeks prior to the convening of the ATE Delegate Assembly.

In the event of extraordinary or unusual circumstances, the committee may review late submissions.
ATE Response on Actions as a result of this Resolution:
This resolution has been put into practice.

Resolution 2015

ATE Resolution 2015 – 1. Federally Mandated Standardized Testing

Whereas, ATE supports assessment and accountability as a means to improve instruction,

Whereas, No Child Left Behind (Elementary and Secondary Education Act) mandates that every state must measure each child’s progress every year in grades 3 through and 8 and at least once in grades 10 through 12, this mandate, in conjunction with other federal policies incentivizing the use of student test scores for funding and teacher evaluation decisions, has led to an increased use of standardized testing across the nation,

Whereas, there is a growing concern expressed by parents, teachers, state officials, and students about areas such as student mental health and development, curricular diversity, and the decrease of instructional time and quality due to time demands of direct test preparation and test administration,

Whereas, research has yielded inconclusive and inconsistent data on whether high- stakes testing improves student achievement as well as on whether such tests accurately measure teacher quality,

Whereas, countries such as Finland are using more locally developed and performance focused assessment measures in conjunction with other policies, including high standards for teacher preparation, have demonstrated strong results on international assessments of student learning such as PISA,

Whereas, at the state level, evaluations of teacher education programs are being linked to achievement test scores of the students of their graduates,

Action statements:

Be it resolved that ATE promote, through its president, the reduction of the number of mandated standardized assessments and the adoption of assessment systems that allow for multiple measures of learning, including assessments designed to evaluate comprehension and critical thinking and provide teachers with more actionable and timely data to improve instruction.

Be it resolved that ATE promote, through its president, the inclusion of teachers in the creation and adoption of student assessment systems and related learning standards.

Be it further resolved that ATE promote, through communication between its president and the Secretary of Education, as the cabinet officer who institutes and oversees related policies, the inclusion of teacher educators in the discussions of assessment systems and the accompanying professional development so we can best prepare teachers for the changing assessment systems and standards they will encounter in their schools and classrooms.

ATE Response on Actions as a result of this Resolution:

ATE’s Board of Directors has worked with various groups responding to the testing regimen incorporated in the original No Child Left Behind legislation including FairTest and other groups. However, the passage in 2018 of the Every Student Succeeds Act significantly reoriented this testing regimen. The Board continues to monitor the situation.

ATE Resolution 2015 – 2. Rating Colleges of Education Based on Standardized Test Scores

Whereas, an accountability movement is gaining momentum to evaluate colleges of education based on the test scores earned by their graduates’ public school students,

Whereas, proposals to evaluate alternative teacher certification programs are not being developed or being publicized at the same rates as those being proposed to evaluate colleges of education,

Whereas, reports such as the Teacher Prep Review 2014 Report published by the National Council Teacher Quality use controversial research methodologies to evaluate colleges of education,

Whereas, a multitude of assessment strategies could be used to evaluate colleges of education but none have been sanctioned by teacher unions, professional organizations, or state departments of education,

Whereas, using quantifiable measures (e.g., standardized test scores, teacher performance, and teacher retention rates) to evaluate colleges of education is controversial and limiting because qualitative factors are omitted

Whereas, the foundational knowledge and teacher preparation colleges of education provide to their candidates can be mitigated for an array of reasons once candidates graduate from their programs,

Action Statements:

Be it resolved that the Association 0f Teacher Educators (ATE) creates an ad hoc committee to propose a methodology for evaluating colleges of education and alternative teacher certification program by December 2015.

Be it resolved that the ATE posts the ad hoc committee’s proposed methodology to a password protected section of its website that only members of the Association can access. In this section, members of the Association will be able to add comments and provide feedback pertaining to the proposed methodology.

Be it resolved that the ATE allocates time during its 2016 annual meeting for the previously mentioned ad hoc committee to present its methodology to the Association and field questions and comments that any member of the association may have.

Be it resolved that the ad hoc committee makes revisions in and finalizes the proposed methodology so that it may receive an up/down vote by state delegates at the 2016 annual meeting.

Be it further resolved that the Association creates an ad hoc committee to conduct a comparative study that analyzes the quality of teacher candidates that colleges of education produce as compared to the quality of candidates alternative teacher certification program produce.
Be it further resolved that the Association allocates times during its 2016 annual meeting for the ad hoc committee to present their findings and field questions before publishing the previously described comparative study in a 2016 edition of The New Educator.

Be it resolved that the Association composes a letter during the summer 2016 conference stating that it is opposed to evaluating colleges of education in disparate ways from alternative teacher education programs and include its proposal for evaluating all teacher education programs (both college of education and alternative teacher certification programs) with a request for endorsements to teacher unions, other professional organizations, and state departments of education.

Be it further resolved that the Association sends the endorsed letter to state and federal politicians, departments of education, and educational think tanks.

ATE Response on Actions as a result of this Resolution:

ATE’s Board of Directors continues to consider the best ways to implement items proposed in this Resolution. ATE was instrumental working with other groups to have the proposed 2016 Teacher Preparation Regulations, which would have initiated a process for evaluating educator preparation programs through links to student performance, delayed.

ATE Resolution 2015 - 3 Actions Taken on Resolutions

Whereas, the Association of Teacher Educators (ATE) has a standing committee on resolutions,

Whereas, the Resolutions Committee is charged to bring resolutions that reflect members' inputs to ATE's Delegate Assembly which convenes only at ATE's Annual Meeting,

Whereas, resolutions approved by ATE's Delegate Assembly always contain action statements,

Action statements:

Be it resolved that the ATE's Delegate Assembly represents ATE's membership at large,

Be it resolved that accountability of ATE's leadership to its members is paramount,

Be it further resolved that ATE's President or Board of Directors' designee be required to report quarterly to the membership and to the Delegate Assembly on actions taken to implement all resolutions passed.

ATE Response on Actions as a result of this Resolution:

This resolution is superseded by Resolution 2019-3 above, and ATE staff will continue to respond to Resolution 2019-3.

ATE Resolution 2015 – 4. Affiliates Resolution

Whereas, the Association of Teacher Educators has a renewable memorandum of understanding with the American Association of Colleges for Teacher Education, a cooperation agreement with Kappa Delta Pi, a partnership with and memorandum of understanding with the Gay, Lesbian and Straight Education Network, and a memorandum of understanding resulting in a partnership with the National Education Association,

Whereas, the language of each of these memoranda/partnerships delineates goals, purposes and initiatives to be shared by the organizations represented,

Action Statements:

Be it resolved that the Association of Teacher Educators publicize these professional affiliations to its membership and specifically, to the Delegate Assembly at its meeting during the annual conference.

Be it further resolved that the Association of Teacher Educators provide, at its annual meeting, a report to the Delegate Assembly, of all joint activities in which it has engaged with each of its affiliates during the intervening year since the previous annual meeting.

ATE Response on Actions as a result of this Resolution: AACTE and KDP, along with other groups, are members of the National Coalition of Educators, which ATE was instrumental in establishing and continues to coordinate.

ATE Resolution 2015 – 5. Collaboration with Professional Organizations

Whereas, there exists a large number of professional associations whose members educate many of our nation’s future teachers and/or students

Whereas, the impact of these organizations and their members is somewhat diluted due to their separate entities

Whereas, the effectiveness and import of these bodies would be enhanced through combined efforts

Whereas, the Association of Teacher Educators could logically serve as an umbrella organization whose members represent virtually all segments of teacher education

Action Statements:

Be it resolved that the Association, through its Executive Director, reach out to the major stakeholders in teacher education, such as, but not limited to, the International Reading Association, the National Council of Teachers of Mathematics, the National Council for the Social Studies, the National Science Teachers Association, the American Alliance for Health, Physical Education, Recreation and Dance, the National Art Education Association, the National Association for Music Education, the National Council of Teachers of English, and the Association for Supervision and Curriculum Development, in order to formulate memoranda of understanding with these organizations with the specific purpose of strengthening the impact of all on the direction of education and specifically, teacher education in this country.

Be it resolved that included in the memoranda are specific means, such as collaborative statements, on issues of mutual concern, addressed to national and state legislators.Be it further resolved that the memoranda address opportunities for collaborative contacts with news media designed to shed a national spotlight on issues affecting teacher education and education in general.

ATE Response on Actions as a result of this Resolution:
ATE was instrumental in establishing the National Coalition of Educators, uniting such groups, and continues to coordinate their meetings. NCE, which was started in 2016, directly responds to Resolution 2015-5.

Resolution 2014

Resolution 2014-1: Using Standardized Reading Test Scores to Retain Third Grade Students

Whereas, a growing number of states are instituting or considering to institute laws that retain 3rd grade students who score poorly on standardized reading tests

Whereas, no data exists about the long-term positive effects of retaining students in the elementary grades

Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests is becoming a national trend

Whereas, the practice of retaining 3rd grade students who score poorly on standardized reading tests impacts minority and high poverty student populations at higher rates than majority student populations

Whereas, retaining 3rd grade students who score poorly on standardized reading tests has not been shown to narrow the achievement gap over time

Whereas, reasons for student test performance can be attributed to cognitive abilities and affective dispositions

Action Statement: The Association of Teacher Educators resolves:

Be it resolved that the Association send letters to state legislators asking them not to support policies that retain 3rd grade students based on standardized test scores until more conclusive data confirming the positive effects of grade retention on 3rd graders is published.

Be it resolved that the Association create an ad hoc committee to collect, analyze, and disseminate data about the effects of retaining 3rd grade students based on their standardized reading test scores.

Be it resolved that the Association collaborate with other practitioner-based professional organizations (American Federation of Teachers, National Education Association and Parent Teacher Organizations) to write a positive statement and send it to national and state legislators.

Be it further resolved that the Association invites one of its members to compose an op-ed piece and submit it to news media with a national circulation to bring awareness about states passing laws that hold back 3rd grade students based on their reading scores without having supporting research.

Resolution 2014-3: Membership Involvement in Resolution Formulation

Whereas, there is both a need and a desire to involve the membership of the Association of Teacher Educators, with particular emphasis on members of Special Interest Groups, in the formation of Association positions, and

Whereas, these positions are primarily based upon the resolutions passed by the Delegate Assembly

Action Statement: The Association of Teacher Educators resolves:

Be it resolved that all Special Interest Group chairs encourage their members to submit resolutions or specific concerns upon which to base resolutions, to the Association of Teacher Educators Resolutions Committee Chair no later than December 1st of each year.

Be it resolved that each Special Interest Group chair be required to notify the Resolutions Committee Chair no later than October 1st of each year that its Special Interest Group will or will not be submitting one or more resolutions or bases for resolutions for the next annual meeting of the Resolutions Committee

Be it further resolved that the Special Interest Group Coordinator invite the Resolutions Committee Chair or designee, to present an update of the work of the Resolutions Committee at the annual meeting of the chairs of the Special Interest Groups.

Resolution 2014-4: Use of Common Core Student Assessment Results in Teacher and Teacher Education Program Evaluation

Whereas, The US Department of Education is providing incentives for states to adopt the Common Core standards

Whereas, the Common Core standards do not yet have a sufficient research base and have not been adequately field-tested

Whereas, an increasing number of states are considering using student progress on Common Core standards as a tool for teacher evaluation and personnel decisions

Whereas, student progress on Common Core standards or other state standards for beginning teachers (Years 1-3) are being considered as a tool for evaluation of teacher education programs

Whereas, the research on the needed statistical modeling and the research on new teacher development does not support such practices

Action Statement: The Association of Teacher Educators resolves:

Be it resolved that the Association develop an official statement to be issued to state legislators to reject policies without a sufficient research base to make policies that effect personnel and programmatic decisions for teachers and teacher education.

Be it resolved that the Research Committee be charged to collect, analyze, and disseminate research about the effects of using Common Core in the evaluation of teachers and teacher education programs.

Be it further resolved that the Association invite one or more of its members, to compose an op-ed piece and submit it to news media, to bring awareness regarding the lack of validity of the tools used to measure student progress on Common Core standards and the methodology of using such tools to evaluate teachers and teacher education programs.

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