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| Autor/in | Lundberg, Larry |
|---|---|
| Titel | Preparing for Negotiations. |
| Quelle | (1976), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrators; Board of Education Policy; Boards of Education; Collective Bargaining; Elementary Secondary Education; Negotiation Agreements; Negotiation Impasses; Public School Teachers; Superintendents; Teacher Associations |
| Abstract | The school board's negotiating team is all-important in the collective bargaining process, especially in light of the unity and organization of teacher association teams. Upper echelon administrative personnel, not the board members themselves, should compose the board's negotiating team. A board inexperienced in collective bargaining can hire a professional consultant/negotiator. Middle management administrators, such as principals, should not be on the negotiating team, though they should be consulted on a regular basis during negotiations. The same holds true for the superintendent. Even though its members are not directly involved in the process, the board can maintain control over negotiations by formulating a list of administrative demands, establishing priorities, carefully defining its team's authority and limitations, and setting limits on length of negotiating sessions. The negotiations process consists of three phases: planning (including measuring teacher demands in terms of cost, value to the educational process, administrative feasibility, and legality), probing (ascertaining the position of the teachers' team), and persuasion (reaching tentative agreements that will eventually be formalized in the contract). (DS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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