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State Collective Bargaining Policies for Teachers PDF - Collective bargaining for teachers is a contentious issue that promises to grow increasingly complex as governance reform — changing who makes what decisions about public education – takes center stage. Collective bargaining, if a state allows it, always occurs at the school district level. State policy, however, influences the process in a number of ways, from determining the scope of bargaining to dictating the terms of arbitration. This ECS StateNote presents the current collective bargaining state policies across the 50 states. (Updated by Emily Workman, ECS, December 2011)...

How Strong Are U.S. Teacher Unions? A State-by-State Comparison - This study represents the most comprehensive analysis of American teacher unions’ strength ever conducted, ranking all fifty states and the District of Columbia according to the power and influence of their state-level unions. To assess union strength, the authors examined thirty-seven different variables across the following five realms: 1) Resources and Membership; 2) Involvement in Politics; 3) Scope of Bargaining; 4) State Policies; 5) Perceived Influence. The full document is 400 pages. (Education Reform Now, October, 2012) ...

Trending Toward Reform: Teachers Speak on Unions and the Future of the Profession - This report examines changes in K-12 public school teacher opinions about a variety of teacher-centered reforms, including new approaches to evaluation, pay, and tenure, and the role of unions in pushing for or against these reforms from 2007 to 2011. The findings show strong continued support among teachers for unions, however, the union is by no means in the clear as teachers’ express anger and frustration towards some bread and butter union policies. (Education Sector, July 2012) ...

Recent Teacher Policy Changes in Tennessee: From Collective Bargaining to Collaborative Conferencing - In 2011 Tennessee enacted a new collaborative conferencing law that has changed the employment relationship between school boards and teachers in several key ways. This brief compares the 2011 law to the previous one. (Offices of Research and Education Accountability, Tennessee Comptroller of the Treasury, March 2012)...

Labor-Management-Community Collaboration in Springfield Public School - The purpose of this case study is to highlight the work by union, district, and community leaders in Springfield Public Schools, offering a compelling picture of labor-management-community collaboration in practice. (Rennie Center for Education Research and Policy, February 2012)...

Labor-Management Collaboration District Case Studies - This report uses interviews, presentations made by district leaders, and document analyses to summarize what the noteworthy partnerships of labor-management collaboration have accomplished and, more importantly, how they have accomplished it. (U.S. Department of Education, June 2011)...

Collective Bargaining for PK-3 Success - This report identifies six working conditions that are subject to contract negotiations and support a PK-3 approach: (1) class size, (2) length of instructional day, (3) planning time, (4) the role of para-educators, (5) entry level personnel requirements and (6) ongoing professional development. The publication also provides information about bargaining practices for states that participated in NEA's survey, offers ideas about improving working conditions for PK-3 teachers in non-bargaining states and discusses strategies for incorporating PK-3 components into contract negotiations. (Foundation for Child Development, November 2006)...


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