Why are America's public schools falling so short of the mark in educating the nation's children? Why are they organized in ineffective ways that fly in the face of common sense, to the point that it is virtually impossible to get even the worst teachers out of the classroom? And why, after more than a quarter century of costly education reform,…

One of the biggest errors that boards of education make in collective bargaining concerns the selection of their bargaining team. A negotiator should be used who knows labor law, understands the educational process and its common practices, and is knowledgeable about school law. In addition to the negotiator, who should be the spokesman, the…

This report attempts to present a balanced discussion of several key issues in the charter school movement. Its goal is to help school board members, especially those in urban districts, assess the record of charter schools so far, and understand the complexity of the issues involved. The first chapter presents a brief legislative history of the…

Describes seven main power tactics used by teacher unions in strike situations. Recommends a program of advocacy communication strategies that school boards can follow in fostering positive community relations before and during a strike. (IW)

Outlines the reasons for having superintendents function as negotiators with employee unions. Includes six recommendations: (1) understand the negotiating process; (2) build a negotiating team; (3) know the costs; (4) learn negotiation rules; (5) develop a strategy; and (6) review these tips. Includes a list of pitfalls. (MD)

Golden rules for negotiating a good labor contract are directed at two groups: the negotiating team and the school board. (MLF)

Criticizes the concept of superintendents functioning as chief negotiators in collective bargaining processes (it endangers the relationship with teachers, and puts an extra burden on the demanding job of a superintendent). Lists five recommendations for hiring outside negotiators. (MD)

Instead of taking an adversarial approach to bargaining, a school district in Palmer, Alaska, now uses collaborative negotiation. Benefits from collaborative bargaining have included shorter contract negotiations and the filing of fewer grievances. Selecting and training the teams is a crucial element for success. (MLF)

It is critical to analyze every detail of the proposals made by the negotiating teams of both the union and school board. What labor and management decide to include can affect the school districts' financial and decision-making processes for years. (MLF)

This essay presents an overview of the past 25 years of collective bargaining in American public education. Drawing distinctions between compensation and noncompensation issues, the essay addresses the issue of striking a balance between the interests of organized teachers and the educational interests of their communities, and it incorporates…

Arbitration is an effective way to resolve disagreements between school systems and their employee unions. A practicing arbitrator offers some suggestions that encourage the best use of the arbitration process. (MLF)

Experience indicates that school boards have an inadequate understanding of labor relations, for they tend to relinquish too much of their authority to teachers' associations. A survey of 11 articles pertaining to labor relations from the "American School Board Journal," 1970-82, reveals the following consensus on areas unsuitable for inclusion in…

Teacher unions have pushed beyond bargaining over teacher welfare issues to include participation in education policy and decision making. Offers suggestions for school boards to deal with curriculum and instruction issues creeping into contract negotiations. (MLF)

School improvement cannot be negotiated. In many educational circles, negotiation carries a negative connotation that creates a perception of adversaries, causing trust levels between participants to decline. Decisions made in an atmosphere of adversarial relationships between teacher unions and school boards are not always the productive…

Medically fragile children need special supervision and care. Educators' concerns center on the time it takes to perform needed services, adequate preparation, and potential liability. Offers nine guidelines that address the needs of medically fragile children while minimizing the threats of liability. A related page summarizes issues raised by…