A district about to bargain for the first time should perform a comprehensive review and revision of board policies before it begins to bargain. Once a union is recognized, a board cannot make unilateral decisions to change its policies on terms and conditions of employment. (Author/IRT)

By resisting laws that would legalize teacher strikes, state legislatures and local school districts probably have contributed to the excessive time devoted to bargaining and consequently have helped bring on themselves many of the ills that protracted bargaining invites. (Author/IRT)

The board of education must be willing to delegate authority to administrators. Examines some of the reasons why policies developed before a strike often don't work during a strike. (IRT)

Looks at the usefulness of certain procedures and the significance of certain factors that can minimize the time required to reach an agreement between boards and teachers. (Author/IRT)

School boards should negotiate prior district approval of academic credits that are tied to teachers' salaries. The credits must support the teacher's specific job assignment, be of passing grade, be confirmed by a specific date, and be received after a bachelor's degree. (MLF)

Considers the fallacies behind the following common school-board negotiating practices: attaining labor harmony through collective bargaining, never rescinding once-granted benefits, refusing to grant a demand for fear of escalating demands, and gaining teacher gratitude and reduced tensions through board generosity. (JW)