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)

Describes the successful efforts of the school board in a small Tennessee community to reverse teachers' initial enthusiasm for forming a union. (Author/WD)

A school board member responds to an article by Albert Shanker that appeared in the previous issue. (IRT)

Teacher control of public education is a possibility. If it eventuates, the concept of local, lay, public control of the schools is going to be severely shaken. (Author/WM)

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)

Discusses the topics given attention at the American Federation of Teachers national meeting, including the union's consideration of organizing other public sector employees and the organization's views on busing and the Bakke case. (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)

Boards are effectively countering teacher strikes and threats of teacher strikes. (IRT)

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)

Tactics teachers can use to disrupt the board during collective bargaining. (IRT)