This paper argues that school boards give away too much in contract negotiations with teacher associations without making sure the concessions they make result in higher educational quality. Educational administrators' general lack of expertise in labor relations, the author maintains, tends to lead to low quality contracts. Reviewing 11 articles devoted to bargaining and contracts in the "American School Board Journal" from 1970 to 1982, the study offers conclusions from each as to what school boards should not netotiate. It contends further that because of teachers' current concerns about job security, school boards are now in a position to make fewer concessions than they have in the past. The 11 articles reviewed concur in advising boards to address with caution negotiations that involve (1) board management rights, (2) ambiguous language, (3) specific money items separated from total costs, (4) calls for the board to serve as grievance tribunal, and (5) possible constraints of the board's normal procedures. The study concludes with two appendixes outlining selected generalizations about professional employees and the DON'Ts of bargaining in eight of the articles reviewed. (JBM)