Argues that collective bargaining as it now operates in Ontario is disruptive to the educational process and very costly. Suggests a new model in which the provincial government would create politically independent machinery to determine teacher salaries and fringe benefits. (Author/IRT)

Reports on a national survey of board members and administrators focusing on teacher collective bargaining. (IRT)

Instead of taking an adversarial approach to bargaining, a school district in Palmer, Alaska, now uses collaborative negotiation. Benefits from collaborative bargaining have included shorter contract negotiations and the filing of fewer grievances. Selecting and training the teams is a crucial element for success. (MLF)

Most frequently made collective-bargaining errors include mistaking rhetoric for reality, negotiating every teacher demand, settling too soon, failing to resolve board conflict, allowing unions to define the comparison base, accepting ambiguous solutions, circumventing the bargaining team, not seeking counsel, waving "red flags," and trusting the…

School boards, who have been regarded as the keystone that links public education to ordinary citizens, are normally elected. However, these elections are usually low-turnout, low-interest affairs in which the vast majority of ordinary citizens play no role at all. In school board elections, the incentives of the teacher unions are strong and…

Part One of this report is concerned with the problem of school finance and contains a proposal made by James Bryant Conant for full State funding of public education; a reaction to the proposal by Joseph Cronin; and a roundtable discussion on the subject. Five chapters in the second part explore recent rulings on the rights of staff and students,…

This handbook is designed for use by board members, administrators, and teachers to aid them in understanding the legal aspects of governance, management, and operation of public schools in West Virginia. Substantial discussion is devoted to sources of school law (common law, state and federal constitutions, state and federal statutes); the legal…

This paper is a brief attempt to trace the role of negotiations in the educational process and to point out their implications for school administrators. (Editor/RK)

The speaker notes the increasingly important role that fringe benefits are playing in the collective bargaining process and offers examples of the costs--both direct and indirect--of these benefits--both economic and "noneconomic"--from his district. The speaker's district put a lid on the costs of fringe benefits by setting a fixed…

The American Federation of Teachers (AFT) and the National Education Association (NEA) each have developed ideal models of legislation for the regulation of teacher-school board negotiations. The AFT's collective bargaining model and the NEA's professional negotiations model attempt to reflect the philosophical uniqueness of their respective…

Basic ingredients of a successful negotiations process in education include adapting the procedure to the time schedule of the district and personnel concerned, establishing an agenda of items to be negotiated, sharing factual information, providing a proper setting with adequate facilities for the negotiating participants, utilizing effective…

This booklet explains the administrative team concept, argues for greater participation of the principal on this team, and provides a typical board-administrator agreement. The administrative team is described as a tool that provides not only a formal agreement for administrators, but also an internal structure that ensures participation by…

Identifies the advantages of employing a professional negotiator to represent boards of education in negotiations with teachers. (MLF)

The study of 228 Maine principals measures actual and preferred roles of school principals during teacher-board contract negotiations, compares elementary and secondary data, and draws conclusions related to five role types (principals as administration representatives, as separate bargaining units, as part of teachers' organizations, as…