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ERIC Number: ED348751
Record Type: RIE
Publication Date: 1992
Pages: 47
Abstractor: N/A
Reference Count: N/A
Negotiating Change: Education Reform and Collective Bargaining. Studies in Collective Bargaining.
National Education Association, Washington, DC. Research Div.
Most recent reform initiatives have begun outside the collective-bargaining process and are unregulated by collective-bargaining agreements. The collective-bargaining process should be used creatively to shape the changes that are now occurring. When public school teachers were granted bargaining rights, the scope of negotiation was limited more strictly than for private sector bargaining. In several states, bargaining scope is defined by enumerated subjects, rather than through wages, hours, and other terms and conditions of employment. Statutes containing comprehensive management rights provisions or restrictive lists of negotiable subjects present unions with formidable barriers to negotiations. State courts and public employee relations boards have often had to develop legal tests or standards to determine whether certain items pertain to educational policy or working conditions. Also, considerable variation in bargaining exists from state to state. Collective bargaining over educational policy issues is rare; since 1975, teachers have made little progress in obtaining new contractual provisions concerning noncompensation items. As the education reform movement becomes more concerned with school restructuring, local associations must forge an appropriate relationship between the collective-bargaining process and the educational change process. Local associations contemplating serious involvement in school improvement efforts should negotiate contractual provisions governing these efforts. Included are an executive summary and a bibliography of 48 references. (MLH)
NEA Professional Library, P.O. Box 509, West Haven, CT 06516.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Education Association, Washington, DC. Research Div.
Identifiers: N/A
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