From Contracts To Classrooms: Covering Teachers Unions A by Joe Williams

From Contracts To Classrooms: Covering Teachers Unions A by Joe Williams

By Joe Williams

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Often, it is the union that fights to get management to consider reform. Too often, districts are conservative in negotiations because of control issues, and they are reluctant to share decision-making with teachers and parents. Some unions also are conservative because they believe the district is always wrong, which is not necessarily true either. Covering unions can be thought-provoking, exciting and frustrating at times, but it is always important. Follow the suggestions I’ve shared and, hopefully, you’ll do a much better job at making all of this meaningful for the public.

First-person account by the former president of the American Federation of Teachers of efforts to bring collective bargaining to public education, the formation of the United Federation of Teachers, and early (failed) attempts to merge the AFT with the National Education Association. ” Teachers College Press: 1997. Outlines how teachers unions can organize around issues of quality teaching and professional development, as well as economic fairness. See also “Taking Charge of Quality” by the same authors.

So teachers who had worked hard to establish innovative “small learning communities” within their large schools ultimately gave up when they couldn’t find enough willing colleagues in the building to buy into their concept. Lacking autonomy, most of the small learning communities became just another version of tracking, with little to distinguish them academically. The many good teachers who left the classroom to become their coordinators had limited ability to effect real change, and the job largely devolved into just another perk.

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