Research and experience in school labor relations suggest that superintendents can be more effective during contract talks by acting like unbiased education leaders--not tough negotiators. Superintendents can avoid taking adversarial positions by staying off the bargaining team and following suggested guidelines for their role as educator,…

The resolution of public sector negotiations impasses by a vote of the electorate is presented as a new solution that is the best available in teachers' union disputes with administration. It puts the accountability in the hands of the people who must live with the decision. (MD)

Offers a model for wage negotiation for Catholic school teachers, identifying the negotiators (i.e., the diocesan bishop or his delegate, an officer of the teachers' organization/union, the diocesan superintendent of schools, and four lay persons) and their task (i.e., to negotiate a fair compensation package). (DMM)

Collective bargaining is a bilateral decision-making process where representatives of the faculty and of the college must come to some mutual agreement on items that are listed in the body of the contract. Typically, the adversarial or competitive bargaining approach is used to resolve differences between the two sides, but there are some mutually…

An exchange of letters between the president of Temple University and the chairman of the AAUP committee on academic freedom and tenure is presented concerning the appropriateness of the association's censure of Temple on actions permitted under collective bargaining agreements. (MSE)

Eighteen suggestions for reducing or even preventing grievance arbitration costs are detailed under negotiating the contract, administering the contract, and preparing for arbitration categories. (KS)

Criticizes the concept of superintendents functioning as chief negotiators in collective bargaining processes (it endangers the relationship with teachers, and puts an extra burden on the demanding job of a superintendent). Lists five recommendations for hiring outside negotiators. (MD)

Using an innovative bargaining model, a Chicago-area (Illinois) school district negotiated a teacher contract in under 30 days in an atmosphere of mutual trust. Central to sociologist Irving Goldaber's "win-win bargaining" model are (1) a schedule and a set of values agreed to by both parties and (2) a neutral facilitator. After adopting…

This continuing education curriculum and related materials are designed to provide library professionals with a general orientation to the issues and process of negotiating and successfully securing an automation contract. The course syllabus includes the following topics: (1) definition and objectives of a contract; (2) why vendors typically have…

Guidelines for supervisors and managers in handling grievances are presented, with suggestions for avoiding the long and costly arbitration process whenever possible. The author stresses that management must understand the perspective of the arbitrator who is bound by the labor contract and precedent. (MF)

The first of a two-part article about the procedures necessary for school administrators to participate effectively in school district negotiations. (Author/MLF)

Describes a New York State school district program that has been successful for the past 20 years. The school board, administrators, and union leaders meet monthly and discuss items not subject to contract negotiations. A close positive relationship has evolved from the meetings. (MD)

Describes how a New York school district developed a way to successfully settle contracts with teachers using a joint committee of the parties involved rather than professional negotiators. (MD)

The directory begins with a summary of unionization activities among college faculty for the 1989 calendar year. It is concluded that there were no significant events in academic collective bargaining during the year, with faculty unions concentrating resources on servicing their members and preserving affiliations. The faculty contracts and…

These two lesson plans deal with the historical role of government in resisting and/or protecting the activities of organized labor and the goals and methods of both management and labor. They are multiclass activities and may be used alone or together. The first lesson plan provides materials for a trial to be conducted by the students. The topic…