Profiles Robert P. Bates, director of field services for the American Federation of Teachers. (IRT)

The downside to collaborative bargaining is people's infatuation with the process rather than the outcome. Some school board officials claim that successful collaborative bargaining sessions happen only in wealthier districts. The most effective negotiator/facilitators are professionals found within the school district. Extreme positions could…

Describes the process for hearing complaints filed under Title IX of the Education Amendments of 1972. For related articles, see pages 21 and 22 in the same issue. (WD)

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)

Tired of contentious negotiations that hobble school systems with strikes and compromise pacts, school leaders are questioning the traditional adversarial approach to bargaining. As the experiences of Boston and Cincinnati show, principled or collaborative negotiation can turn adversaries into allies. A sidebar outlines joint training requirements…

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)

Informal negotiations over teacher contracts serve to create an atmosphere of trust and to focus settlements on items of major concern. This article gives guidelines established during such a "nonnegotiation" process in Coldwater (Michigan). (Author/WD)

A superintendent's personal account of a teacher strike reveals the lessons learned from the conflict and offers suggestions for avoiding similar situations. (WD)

Outlines circumstances under which it would be advantageous for a school board to initiate an unfair labor practice suit against the teachers' union. (IRT)

Part-time and substitute teachers do have rights, but courts often will not let such rights interfere with effective board action in solving school problems. As always, courts try to strike a balance between competing interests. (Author/IRT)

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

At the national level, factors that may discourage teacher strikes include the availability of revenues and the greater "sophistication" of negotiators. Highlights legislation proposed in Pennsylvania that sets a timetable for negotiations and puts restrictions on when teachers can call a strike. (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)

Where it is appropriate, school boards and superintendents can lead a no-representation campaign against teacher unionization. (IRT)

In Whithall (Michigan) schools, a teacher representative is included on the superintendent's administrative cabinet. Teacher participation has improved internal communication, aided in a campaign for a tax millage increase, and helped solve problems with teacher transfers. (MLF)