Because the demand for excellence in public education is ever present, this article explores the development of a professional enhancement program designed to select and develop a qualified, competent faculty and staff. The basis for the program is a strong educational philosophy, which leads to a vision of what schools can be. It stresses the…

In this article, a professional negotiator for school boards explains why public participation in teachers' contract negotiations won't work. (Editor)

An overview of grievance arbitrations in Michigan is intended to help principals be aware of the process involved in arbitration. (Author/MLF)

Although collective bargaining agreements can inhibit the principal's instructional role, it is still possible to be both contract administrator and instructional leader. (Author/JM)

The present confrontational labor/management negotiations model mitigates against the development of a higher form of teacher professionalism. Current union and school management models are highly centralized governance systems. Collaborative planning must be instituted in a collegial manner to be successful. (MLH)

Presents specific examples of provisions currently found in administrator-board collective bargaining agreements that protect administrators from the adverse effects of both bilateral decisions made by boards with teachers, and unilateral decisions made by boards concerning principals. (Author)

Negotiations between teachers and boards of education often lose sight of the real goal of schools: educating youth. In this article, the author urges that principals protect the learning environment of their schools by ensuring that contract provisions are consistent with sound educational philosophy. (Editor)