ISSUE SUMMARIES:
Institutional Roles

The subject of the roles various institutions can play in the collective bargaining process emerged in several sessions. By far, participants spent the most time addressing a possible role for state governments. Other institutions whose roles were discussed included: human resources departments, teachers unions, the federal government, and districts. + State governments + Districts + Human resources departments + Balance of power ---------------------------------------------------------------------------------   What role can state governments play to enhance the collective bargaining process? Most participants agreed that the primary role of the state is to create a climate and incentives – financial and others – to reward collaborative behavior. State laws can be helpful or get in the way.   Alan Bersin Former Secretary of Education California State Government States don't have the capacity to do educational work effectively. Their job is to create frameworks in which districts, unions, and schools can succeed. (32 seconds) top ---------------------------------------------------------------------------------   Warren Simmons Executive Director, Annenberg Institute for School Reform The state's role is to distribute resources and to provide data so that stakeholders can use lagging and leading indicators to foster continuous improvement. (39 seconds) top ---------------------------------------------------------------------------------   Randi Weingarten President United Federation of Teachers, New York City States can have a tremendous impact by creating climate and incentives that reward collaborative behavior. (1 minute, 14 seconds) top ---------------------------------------------------------------------------------   Julia Koppich Education Consultant We need to alter the process in order to alter outcomes. Contracts need to center more forcefully on student achievement; this may require state incentives and involvement in some kind of accountability. (31 seconds) top ---------------------------------------------------------------------------------   Gene Wilhoit Executive Director, Council of Chief State School Officers There is a state role that overlays collective bargaining. Education is the stated responsibility of the state; states have abdicated this role to local districts in the past but have decided to take this back. The conversation is changing at the state level; states will no longer tolerate the losses we've seen in the past ("all" means all). (2 minutes, 52 seconds)   top What should the district's role be in collective bargaining? Traditionally, the district, in the role of management, has been the unions' adversary in collective bargaining. Is there a different, more productive approach?   Randi Weingarten President United Federation of Teachers, New York City We need to rely on the skills and knowledge of teachers. Teachers don't need the district to tell them what to do, but rather to be there when they need help. (39 seconds) top ---------------------------------------------------------------------------------   Warren Simmons Executive Director, Annenberg Institute for School Reform The district's role is to organize supports and identify teacher expertise and best practices, so that equity is achieved. (32 seconds)   top Would changing districts' human resources policies and practices address some of the problems that are more commonly attibuted to other causes? Human resource practices are sometimes a major, but overlooked source of problems.   Michelle Rhee CEO & President, The New Teacher Project There are problems in districts with hiring procedures. The hiring timeline in urban districts is incredibly late, which is more of a problem than a shortage of teachers. This is a cause for losing the most promising candidates. (4 minutes, 14 seconds) top ---------------------------------------------------------------------------------   Michelle Rhee CEO & President, The New Teacher Project Hiring and vacancy policies reside at the state level, as well as budget issues, for instance in California. (2 minutes, 31 seconds)   top Who has more power in the collective bargaining process – teachers unions or management? Should the balance of power be changed? Each side of the collective bargaining table saw the other as having more power. What kind of power does each possess? Is it possible to change collective bargaining into something other than a power struggle?   Alan Bersin Former Secretary of Education California State Government Teachers unions seem to feel like they are always under siege, but they are the most powerful institutions in the sector. There is a punitive dimension to accountability – adverse consequences for professionals who don't meet standards of quality teaching. This has to be reciprocal, so that the system is held accountable as well. (2 minutes, 30 seconds) top ---------------------------------------------------------------------------------   Randi Weingarten President United Federation of Teachers, New York City Teachers unions and management both have the power to say "no"; only management has the power to say "yes." The union is a secondary player; both parties can lead negatively, but the only way to lead positively is with a positive reciprocal relationship. (54 seconds) top ---------------------------------------------------------------------------------   Richard Stutman President, Boston (MA) Teachers Union Principals do control staffing: 84% of vacancies in one study were filled by principals, not by unions, excesses, transfers, etc. Principals don't necessarily make the right staffing choices. In most schools in Boston, over three years, principals selected about 50% of teachers. (2 minutes, 37 seconds) top ---------------------------------------------------------------------------------