TEACHING OF CONTROVERSIAL ISSUES. 15 Any democracy, if it is to remain a democracy, must expect and anticipate change politically, socially and
TEACHING OF CONTROVERSIAL ISSUES. 28 Any democracy, if it is to remain a democracy, must expect and anticipate change politically, socially and 29 economically. In a democracy, change should come through law and through orderly procedure rather than 30 through revolution and use of force. There are controversial issues inherent in change, which if correct 31 solutions are to be found, must be freely and openly discussed. 33 Consistent with accepted professional standards and practices, all pupils shall have an opportunity to learn 34 and employees to teach, relevant to the course content, to find facts, to collect factual materials, to organize 35 factual materials, to interpret factual materials, to examine attitudes, to survey prejudices, to note appeals, to 36 rethink assumptions, and to consider what ought to be as well as what is, and to generalize upon the basis of 37 this material. Employees who teach any subject area tied to a content area standard, shall not be subject to 38 discipline for potential controversy resulting from presenting content as fact. 40 No employee shall use his/her position to propagandize in the interests of any religious, social, economic, or 41 political creed. The techniques of dealing with controversial issues are the most valuable outcomes of those 42 classes and include an ability to collect information, to refrain from passing judgments before sufficient facts 43 have been secured upon which to base these judgments, to organize materials, to seek relationships, and to 44 draw inferences and conclusions. Every employee shall have the right to express personal views on 45 controversial subjects, as long as other views/perspectives are also presented. No employee shall express 46 personal views at a time or in a manner that would interfere with the achievement of these outcomes or would 47 condition the thinking of the pupil upon the controversial issues under consideration before that pupil has 48 basic facts. 49 50 51
TEACHING OF CONTROVERSIAL ISSUES. Any democracy, if it is to remain a democracy, must expect and anticipate a change politically, socially and economically. In a democracy, change should come through law and through orderly procedure rather than through revolution and use of force. There are controversial issues inherent in change which, if correct solutions are to be found, must be freely and openly discussed. Consistent with accepted professional standards and practices, all pupils shall have an opportunity to learn and certificated employees to teach, relevant to the course content; to find facts; to collect factual materials; to organize factual materials; to interpret factual materials; to examine attitudes; survey prejudices, note appeals, rethink assumptions, and to consider what ought to be as well as what is; and to generalize upon the basis of this material. No certificated employee shall use his/her position to propagandize in the interests of any religious, social, economic or political creed. The techniques of dealing with controversial issues are the most valuable outcomes of those classes and include an ability to collect information, to refrain from passing judgments before sufficient facts have been secured upon which to base these judgments, to organize materials, to seek relationships, and to draw inferences and conclusions. Every certificated employee shall have the right to express personal views on controversial subjects but no certificated employee shall express personal views at a time, or in a manner that would interfere with the achievement of these outcomes or would condition the thinking of the pupil upon the controversial issues under consideration before that pupil has basic facts.
TEACHING OF CONTROVERSIAL ISSUES. Section 37.5. The District may elect in which buildings and classrooms to utilize a substitute. A substitute may be excluded from a particular classroom upon request by the classroom teacher, however, the substitute shall be provided with the nature of the complaint and shall have an opportunity to conference with said teacher. The conference shall be arranged through the building administrator. Before deciding not to use a specific substitute in a particular building again because of a complaint(s) regarding that substitute's work, the substitute shall be informed in writing of the nature of the complaint(s) and be given an opportunity to respond to the allegation. A substitute will only be excluded from a particular building if a problem is not remediable as determined by the principal. The Human Resources Department shall review any decision made by a building administrator to not use a specific substitute. However, only when the District decides to drop a substitute from its substitute list is that decision grievable and is grievable only to the extent there is no just cause. For this section, just cause shall include any material or significant breach of the duties of substitutes outlined in the Substitute Teacher Handbook, repeated parental complaints, insubordination, unprofessional conduct or conduct which reasonable educators would consider detrimental to students or to their education.
TEACHING OF CONTROVERSIAL ISSUES. Academic freedom carries with it academic responsibilities. These responsibilities include a commitment to democratic tradition, a concern for the welfare, growth and development of children, and an insistence upon objective scholarship.
