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Collective bargaining in the public schools of the nation has its legal roots in the industrial labor model fashioned in the 1930s out of labor strife between union organizers and private businesses. This industrial union labor model was transplanted almost wholesale into the public sector over fifty years ago when teachers, fire and police personnel were granted the legislative right to collectively bargain their wages, benefits, and terms and conditions of employment in most states. What impact has this industrial model had on public education and on the relationship between teachers and administrators? Labor Relations in Education explores unions and collective bargaining in the public schools of America. The history of the laws, the politics of the response to collective bargaining and unions, and the practices of bargaining and managing a contract are explored in this volume. Changes that may move labor relations into professional relations and away from the industrial labor union model and diminish the schism that exists between educators are discussed. A fully developed simulation is included to employ the practices and concepts discussed in the book.
Focuses on the jurisdictional standards and procedures under which the NLRB operates.
In February 2011, the U.S. Department of Education (ED)--along with co-sponsors from the American Association of School Administrators, the American Federation of Teachers, the Council of the Great City Schools, the Federal Mediation and Conciliation Service, the National Education Association, and the National School Boards Association--brought together over 150 school districts at a conference called "Advancing Student Achievement Through Labor Management Collaboration." In order to attend, a team composed of the superintendent, the president of the local board of education, and the president of the local teacher organization all made a commitment to work together to create or deepen a labor management relationship focused on advancing student learning. Twelve districts noteworthy for the partnership of their district, board, and teacher organization facilitated conversations with district leaders and others in attendance at the conference. Individual district background and profiles of the progress made improving student performance results as well as a summary of the significant policy progress the collaborating partners have made together can be found at the U.S. Department of Education Web site http://www.ed.gov/labor-management-collaboration/conference/district-background-information. The 12 districts were: (1) ABC Unified School District, California; (2) Baltimore City Public Schools, Maryland; (3) Denver Public Schools, Colorado; (4) Douglas County School District, Colorado; (5) Green Dot Public Schools, California; (6) Helena Public Schools, Montana; (7) Hillsborough County Public Schools, Florida; (8) Montgomery County Public Schools, Maryland; (9) New Haven Public Schools, Connecticut; (10) Plattsburgh City School District, New York; (11) Independent School District 15-St. Francis, Minnesota; and (12) Winston-Salem/Forsyth County Schools, North Carolina. In the case studies that follow, the authors attempt to capture what these noteworthy local partnerships have accomplished and, more importantly, how they accomplished it. ED commissioned present and former Teaching Ambassador Fellows, teachers selected for one-year leadership assignments, to conduct this work. The fellows used interviews, document analysis, and digital audio recordings of presentations made by district leaders to learn from the opportunities and challenges, the successes and missteps of these 12 district partnerships. The authors hope these case studies will stimulate and inform conversation. One of their purposes is to describe the work of districts known for making early headway in the field. By so doing, more districts will be able to take up a more collaborative approach. Another purpose of these case studies is to demonstrate to leaders who do not sit at the local labor-management table, what is being done across the country, so they can consider how to encourage and accelerate this movement. Individual case studies contain figures and footnotes.
Teacher Unions and Social Justice is an anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education. Book Review 1: “The fight for justice – the fight for educational justice – is achieved by community wins. As more unions join forces with their communities to engage in social justice unionism the community will win, and we need a playbook. Teacher Unions and Social Justice… is that playbook. It’s packed with ideas, strategies, and the voices of change from across the nation from people who are protesting, marching, striking, organizing, creating, and demanding the schools our students deserve.” -- Bettina Love, Professor of Teacher Education, University of Georgia, Co-founder of the Abolitionist Teaching Network Book Review 2: “..this book is centered in strategy. It recommends building coalitions between unions and communities to demand investment in public schools. In the book’s vision, a union’s identity goes beyond its leaders…to promote and publicize the members’ collective action on cultural and community matters of concern." -- Foreword Clarion Reviews Book Review 3: “Teachers Unions and Social Justice creates a clear roadmap for building and wielding the power working people need to restore our social contract, by using common-good bargaining to build solidarity that extends beyond our workplaces and into our communities.” -- Sara Nelson, President of the Association of Flight Attendants-CWA
First published in 1991, Rethinking Labour-Management Relations explores how the contemporary system of industrial relations developed and outlines proposals for a better alternative. The book examines the positives and negatives of three systems of industrial relations: a freely operating market for labour where workers bargain individually with employers; a strike-based system of collective bargaining; and, a compulsory arbitration system. It discusses how the strike replaced individual bargaining, highlighting the deficiencies in these respective systems and presenting arbitration as the more efficient and effective way of settling disputes. In doing so, the book emphasises the role of the parties involved in finding solutions and considers how government intervention could be kept to a minimum. Exploring a wealth of literature relating to compulsory arbitration systems around the world and formulating a set of criteria for establishing the best possible form of arbitration, Rethinking Labour-Management Relations will appeal to those with an interest in the history of trade union theory, public policy, and labour law.