N.E.A. Vote Allows Officers To Run for Third Term

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Mary Hatwood Futrell, president of the National Education Association, arrived at her union's annual meeting as a lame duck but left with the option of running for a third two-year term.

Delegates voted 72.4 percent in favor of a constitutional amendment to allow their president, vice president, and secretary-treasurer to run for a third term. A two-thirds majority was required for passage.

Similar amendments have been debated at each annual convention for the past 10 years. The change will enable the union's executive officers to serve for up to six year&-the same as members of the board of directors and the executive committee.

Delegates characterized the results as a vote of confidence in Ms. Futrell, who is halfway through her second two-year term and who said she will run again.

"I think the fact that we have had a strong leader certainly helped to influence people's minds about the need to have an extension," said Nancy J. Finkelstein, president of the Massachusetts Teachers Association. "Mary Futrell came into this assembly in a strong position, and she left in a stronger one."

Some school districts facing teaching shortages plan to hire people this fall who are not fully trained to teach, according to a survey released by the N.E.A. in a July 5 press conference.

The N.E.A. survey, conducted by the Commercial Analysts Company of New York City, found 32,300 vacancies in the nation's 100 largest school districts at the end of June.

Keith Geiger, vice president of the union, said the teacher shortage nationwide could be double or triple that amount.

Of the more than 15,700 school districts nationwide, the N.E.A. surveyed the 143 systems with enrollments of 30,000 or more, of which 100 responded.

Th fill job openings, about 38 percent of the districts surveyed indicated that they might assign teachers outside their field of preparation; another 38 percent said that they might recruit people from other fields who had not been trained as teachers; and 15 percent said that they would consider hiring teachers from foreign countries.

About 54 percent of all Americans' favor increasing teachers' salaries, even if it means higher taxes, according to a nationwide Gallup Poll released in Louisville July 3.

That is up from 52 percent in 1985 and 45 percent in a similar poll in 1983.

Those polled said beginning teachers should earn about $20,700 a year-compared with a current average starting salary of approximately $16,000 to $17,000. Teachers with 15 years' experience should earn an average of $31,400, they said.

The results were based on an N.E.A.-sponsored telephone survey of 1,507 adults, conducted between April 21 and May 25.

On the eve of the convention, the N.E.A. board of directors changed its AIDS policy to oppose all mandatory AIDS testing of school employees and to make it easier for teachers with AIDS to remain in the classroom.

Ms. Futrell said the policy revision gives school employees more flexibility.

The changes reflect the findings of the Centers for Disease Control in Atlanta, which has not found evidence that AIDS is transmitted in schools.

In other action, the union:

  • Endorsed a resolution urging the creation of community-operated family-planning clinics on school grounds.
  • Approved a proposal calling on the N.E.A. to work with other national organizations on ways to "discourage and eliminate the blatant use, misuse, and exploitation of the secondary-school and college athlete."
  • Awarded $213,000 to affiliates in eight local school districts for programs to prevent school dropouts.

    The new grants are part of Operation Rescue, a project begun by the union last year to help cut the dropout rate in half by 1990.

  • Announced plans to expand its "Mastery in Learning Project," which involves teachers in their school's decisionmaking process, from 6 to 30 schools this fall.

Vol. 06, Issue 01, Page 13

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Free Ebook: How to Implement a Coding Program in Schools

Successful Intervention Builds Student Success

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

Building Community for Social Good

5 Resources on the Power of Interoperability from Unified Edtech

New campaign for UN World Teachers Day

5 Game-Changers in Today’s Digital Learning Platforms

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

Tips for Supporting English Learners Through Personalized Approaches

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >