ISSUE SUMMARIES:
Scope of Collective Bargaining

Participants debated expanding the role of collective bargaining beyond salary, hours, and class size to include instructional and professional issues (student achievement, professional development, curriculum, etc.), with some participants describing innovative ways that some districts have included these issues in contracts. Some participants felt that teachers should have some say over these issues through peer review, while others felt that expanding the scope of collective bargaining would undermine the ability of administrators to act as effective leaders. + Expanding what is included in the collective bargaining process + Adapting collective bargaining to a changing environment + Ensuring a high level of teacher professionalism + Alternative forms of teacher compensation ---------------------------------------------------------------------------------   Should collective bargaining go beyond the traditional issues of salaries, hours, and class size to include instructional and professsional issues? Some participants saw collective bargaining as an opportunity for unions and districts to work together to foster professionalism, create good working conditions, make teachers feel valued and respected, and involve teachers more in governance and decision making, with the goal of promoting student achievement. Others suggested that these goals are better achieved outside the scope of the collective bargaining process, which grew out of the Wagner Act and should be primarily concerned with economic issues.   Randi Weingarten President, United Federation of Teachers, New York City This discussion always gets framed as you have either won or lost. We need to create a path, through transparency or hearings, for the creation of a consensual set of goals that are student focused. These could begin to get us to the "hows" as well as the "whats." (2 minutes, 26 seconds) top ---------------------------------------------------------------------------------   Alan Bersin Former Secretary of Education, California State Government We cannot load onto the collective bargaining process goals that are not consistent with its purpose, which is wages, hours, and working conditions. Give union leaders the chance to be education leaders by separating out collective bargaining from disciplining of members. (2 minute, 3 seconds) top   How might the collective bargaining process change to adapt to the changing environment of public education? Some participants offered examples of innovative ways to include instructional and professional issues in the collective bargaining process.   Adam Urbanski President, Rochester (NY) Teachers Association Play Audio It makes a difference whether the teacher sees the contract as the ceiling or as the floor. If teachers view the contract as the floor – which is a cultural change issue – anything is possible. Here are some examples from Rochester. (4 minutes, 50 seconds) top ---------------------------------------------------------------------------------   Gene Wilhoit Executive Director, Council of Chief State School Officers The Extended School Services program in Kentucky is a good example. It uses state money to pay for teachers to spend more time in schools, but doesn't solve the issue of additional planning time. (1 minute, 20 seconds)   top What is the best way to ensure a high level of teacher professionalism, and who should have the ultimate responsibility? All participants agreed that instructional excellence was of supreme importance. But participants sharply disagreed on whether peer review should be included in collective bargaining or whether principals should retain the ultimate authority to evaluate teacher quality, outside the scope of collective bargaining.   Alan Bersin Former Secretary of Education, California State Government A major responsibility of the school district is to provide teachers with an excellent principal. The principal has to be a good instructional leader and should delegate professional development but should not have to give away control over it in collective bargaining. (2 minutes, 23 seconds) top ---------------------------------------------------------------------------------   Randi Weingarten President, United Federation of Teachers, New York City Who is the change agent, the principal or the teacher? If you believe the connection is between teacher and child, you have to believe in the collective bargaining process as the way to get there. If the teachers don't feel like they have a say, the best you will get is compliance – not risk, not thinking about what will help the child. (2 minutes, 46 seconds) top ---------------------------------------------------------------------------------   Warren Simmons Executive Director, Annenberg Institute for School Reform Both of you agree that teacher professionalism should come with accountability that is not primarily punitive. We should focus on how to create conditions that support continuous improvement – by teachers, principals, central office administrators, and communities. (30 seconds) top ---------------------------------------------------------------------------------   Gene Wilhoit Executive Director, Council of Chief State School Officers What could be put in place to move us from this reality to a better working environment? There are two potential areas: teacher preparation and peer review. (2 minutes, 2 seconds)   top What alternatives exist to the traditional forms of teacher compensation commonly negotiated in collective bargaining? Compensation structure for teachers has been extensively pinpointed as an area that needs to adapt to the changing environment of public education. Innovative approaches have been tried in some districts to reward excellent teachers and foster higher student achievement but still provide needed safeguards for teachers.   Marc Tucker President, National Center on Education and the Economy The only way we can get where we need to be is by hiring the finest teachers at the best pay with the best working conditions, comparable to private industry. (44 seconds) top ---------------------------------------------------------------------------------   Louise Sundin Co-Director, Teacher Union Reform Network Play Audio In Minneapolis, there is a professional pay plan rewarding results. Scaffolding has to be in place for this, and teachers must be involved in the development of the plan. This model is embedded in the contract in Minneapolis. (3 minutes, 22 seconds) top ---------------------------------------------------------------------------------