2000

Extended School Day

The American Federation of School Administrators believes that its locals and members must participate fully in the design, authorization, implementation, evaluation, and continuation of programs that extend the school day, school year, create alternative calendars and/or implement year-round school programs. The implementation of such programs must take into consideration salaries, collective bargaining agreements, due process, and established workplace rules and [...]

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Charter Schools

The American Federation of School Administrators has reservations about the implementation and support for the public charter school movement. The Federation supports innovation in public school education, but has concerns that charter schools and other nontraditional school options may not provide the sustained reform that our nation’s public school require. In the event that charter schools and/or other nontraditional schools [...]

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Before and After School Programs

The American Federation of School Administrators believes that the learning process does not begin and end at the traditional school day. Students need to have adequate and appropriate adult supervision and guidance before and after school. Those students who have limited and/or no adult supervision before or after school need to have access to programs and services that can provide [...]

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Standards and Assessments

The American Federation of School Administrators believes that public school administrators and supervisors must be composed of individuals who meet the highest standards. The goal of those standards is to provide the highest quality education to all students. Such standards should include: recruitment; professional development; evaluation; effective practice and accountability. Therefore, to ensure the highest quality of standards, the establishment, [...]

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Recruitment and Retention

  The American Federation of School Administrators believes that the federal government, state governments and local school boards must do more in the recruitment and retention of high quality school administrator and supervisors. The Federation urges such agencies to create specific programs designed to recruit and to retain high quality public school administrators and supervisors. The Federation feels strongly that [...]

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Promote Excellence

The American Federation of School Administrators believes that it is the union’s job to help promote excellence in our nation’s public schools. It is the Federations and its locals’ position that strong leadership is the cornerstone to effective public schools. Affiliates and members are encouraged to promote the highest standards for their staff, students and communities.

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Professional Development

The American Federation of School Administrators believes that public school administrators and supervisors must receive specific leadership professional development in order to maintain the highest standards for public education. Such professional development programs must improve the knowledge and skills important to school leadership and provide the opportunity to learn and apply new practices and techniques. Such programs should be designed [...]

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Mentoring

The American Federation of School Administrators believes that strong mentoring programs designed to assist new and/or struggling public school administrators and supervisors can be beneficial to their professional careers. Such mentoring programs must be negotiated with the local affiliate and participation must being voluntary. The development, implementation and evaluation of such programs must be a joint effort between the school [...]

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AFSA to provide a National Voice

The American Federation of School Administrators believes that educating our nation’s children, youth and adults is one of the most important endeavors society can make. The opportunities that a free public education afford our nation’s citizens is a right that must be preserved and strengthened. The Federation believes that state governments and the federal government must maintain a strong public [...]

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