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Volume 22, Number 5
September/October 2006

Beyond Bargaining

What does it take for school district–union collaboration to succeed?


Last spring, teachers in San Francisco and Oakland threatened their first strike since 1979. In Detroit, 1,500 teachers in more than 50 schools participated in an unofficial “sickout” over salary issues. In a climate of financial constraint and escalating pressure to meet the federal mandates of the No Child Left Behind Act (NCLB), tensions between school district management and teachers unions appear to be rising nationwide.

But at the same time, in districts across the country, these traditional foes have been working together to implement collaborative reforms. From merit pay systems to peer review programs, innovations designed to improve the quality of teaching and learning in classrooms have been introduced into today’s collective bargaining agreements.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


For Further Information

For Further Information

Denver Public Schools Professional Compensation System for Teachers (Denver ProComp).

J. Hannaway and A. Rotherham, eds. Collective Bargaining in Education: Negotiating Change in Today’s Schools. Cambridge, MA: Harvard Education Press, 2006.

L. Kaboolian, with P. Sutherland. Win-Win Labor-Management Collaboration in Education: Breakthrough Practices to Benefit Students, Teachers, and Administrators. Mt. Morris, IL: The Rennie Center for Educational Research & Policy and Education Week Press, 2005.

Rennie Center for Educational Research & Policy, 131 Mount Auburn St., 1st Floor, Cambridge, MA 02138; tel.: (617) 354-0992.

Teacher Union Reform Network.

The Toledo Plan.