Although conventional collective bargaining has helped teachers achieve greater professional status, its win/lose approach causes participants to overlook shared educational objectives. Since the first experiments in win/win bargaining, the acrimony generated by the adversarial process has led an increasing number of school districts to incorporate trust, problem-solving, and cooperation into their bargaining procedures. This book describes ongoing experiments with collaborative bargaining, using information gleaned from journal and newspaper articles, reports obtained through ERIC database searches, and telephone interviews and correspondence with personnel in districts employing collaborative bargaining. Insights are shared regarding the most effective collaborative bargaining procedures and pitfalls threatening the process. Chapter 1 reviews teacher union achievement, the pros and cons of union membership, teachers' professional image, and the unions' role in school reform. Chapter 2 examines collective bargaining as traditionally implemented in industry and education and lists reasons for current efforts to restructure the process. Chapter 3 addresses whether the collaborative style can compete with traditional adversarial bargaining as a method of securing higher teacher salaries and benefits. In chapter 4, specific district models are presented to show how districts have adapted collective bargaining processes to their specific situations, focusing on drawbacks and necessary modifications. Benefits and common elements are also summarized. Chapter 5 offers 24 guidelines to consider before, during, and after implementing collaborative bargaining. An appendix presents position statements by four national educational organizations. (50 references) (MLH)