The superintendent, as the district educational leader, has responsibility toward the board of education and instructional staff. The latter function is encouraged and monitored by superintendents who use inservice programs, central office instructional and curriculum specialists, teacher committees, principals, and consultants to identify and…

A "pro-management" leadership stance means that board members and administrators run schools so that employees are comfortable bringing concerns to management directly rather than through a union. (Author/IRT)

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)

Based on recent bitter experience, this article tells districts how to prepare for a teacher strike. Administrators should assess their public relations program and the strength of their board, know their adversary (the union) and the bargaining process, asssess the management team, and plan strategically. (MLH)

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)

Describes the role of the Wilmington (Delaware) local of the American Federation of Teachers (AFT) in desegregating the state's school system. AFT leaders were instrumental in integrating teacher professional development sessions in 1945. (FMW)

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)

California school employee unions' objective is the enhancement of wages and hours for their members. School districts and unions need to participate in some form of collaborative (nonadversarial) bargaining. Lists steps a district might follow to handle the negotiations process from an educational point of view; that is, support and enhance…

An overview of the legal obligation of public school districts to bargain with their employees. (MLF)

Critiques Chester Finn's analysis (EA 518 431, this issue) of teachers unions, outlining the ambiguities in Finn's theories. (MD)

Before school districts and administrators' associations begin negotiations, seven proposals that provide the basis upon which adversaries can discuss the proposal's merits must be considered. (1) Establish language that would permit an administrator to teach one period a day (month or week). This proposal allows substitution in the event of…

This book was designed to help school administrators, board members, and teachers improve effectiveness and cooperation at the bargaining table. It charts the history of collective bargaining and discusses changes now taking place in education that will likely affect negotiations. Following the overview of collective-bargaining history in chapter…

Guidelines are given to school board members and administrators on using advocacy communications in dealing with teachers' strikes. Strikes are described as staged media events and extensions of the collective bargaining process. An educational association's "game plan" is outlined which summarizes the five central themes used by most…