As 21st century school systems continue to emerge, low-income parents will continue to regard public charter schools as the means through which their children have equal access to quality education. This report is a response to the National Education Association's (NEA's) policy statement on charter schools. In the statement, the NEA calls for a…

In the past, school and college administrators relied heavily on advice from colleagues, largely because they had an internal orientation toward their work. As the social, political, and economic influence of external forces became more apparent, they learned to value input from a range of stakeholders. Robert Taft, former governor of Ohio, is a…

Spells out some tough guidelines for keeping school boards in charge of public schools. Suggests including in contracts a strong management rights clause, a no-strike clause, cancellation of all bargaining rights during the term of the contract, and specific and detailed restrictions on grievance procedures. (Author/JM)

If a school board member with teacher union sympathies is leaking critical information to the union during bargaining, changes in negotiations procedures must be made to prevent the spy from being privy to confidential information. (Author/JM)

Offers predictive propositions concerning what happens when the school board is the initiator of change and the union is the protector of the status quo. (Author/JM)

Presents a framework for examining the different political power of state associations of administrators and school boards and teachers unions in Michigan. (EF)

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)

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)

Instead of the win/lose or compromise methods of resolving conflict between teachers and school districts, the author advocates a problem-solving approach in which both sides seek to view the conflict from the opposite perspective and to discuss alternative solutions. (WD)

Discusses instances in which it is contended that boards of education have bargained away some of their policy-making rights and public reaction to these instances. (IRT)

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)

The author shares his views and insights regarding the role and responsibility of an advocate and discusses whether school board negotiators are prepared to act as a group to protect the interests of their clients as a group. (Author/MLF)

Establishing expectations for teachers, identifying deficiencies, providing assistance, and documenting the process are not always effective. School boards, administrators, and teacher unions must commit themselves to making teacher dismissals a realistic option. Otherwise, current reform efforts will consist more of rhetoric than substance. (MLH)

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)