Collective bargaining agreements
“Eighty five percent of teachers in American public schools are represented by teachers unions.” (Kremer & Samson, 2013) Teachers unions bargain on behalf of the teachers, school districts and the schools it represents. This back and forth bargaining is called collective bargaining. It’s bargaining on behalf of the “collective,” which is the teachers. In my five-year experience, teachers have their say and our association updates us on a monthly basis about the proposals that are on the table. This can include our pay, benefits, class size, school calendar, budgets, programs, etc.
Sustaining Programs
If collective bargaining agreements are grounded in common language, technology and school leaders must sustain new programs by allowing teachers to have their say, allow teachers to pilot programs beforehand and then implement a long-term plan with that will offer continuous support for teachers. Leadership can adopt the latest program with all the bells and whistles but if there’s no support in how to utilize the program efficiently and effectively, then the program will fail and money will be wasted. Teachers know the needs of their students so there must be a grassroots effort to obtain the feedback of the teachers prior to implementing a program. “The EERA specifies that negotiations are to begin well in advance of adoption of the final budget for the ensuing school year.” (Kremer & Samson, 2013)
Reflection
Within the past few years, we’ve begun the shift from the old standards to the common core. With this shift came the implementation of technology, a new language arts curriculum, in the midst of adopting the Next Generation Science Standards (NGSS) and next school year will be adopting a new math curriculum aligned with Common Core. Prior to adopting these changes, there was professional development time to ensure teachers were ready. However, many feel there could have been more preparation especially for the teachers that weren’t as tech savvy. It can be a very daunting task to be given a classroom equipped with the 21st century but not properly prepared to utilize the curriculum, as it’s intended. Continuous support for teachers in the area of technology and how technology aligns with the curriculum would be the best way to ensure a program is launched and sustained.
References
Kremerer, F & Sansom, P. (2013). California School Law (3rd ed.) Stanford University Press.
“Eighty five percent of teachers in American public schools are represented by teachers unions.” (Kremer & Samson, 2013) Teachers unions bargain on behalf of the teachers, school districts and the schools it represents. This back and forth bargaining is called collective bargaining. It’s bargaining on behalf of the “collective,” which is the teachers. In my five-year experience, teachers have their say and our association updates us on a monthly basis about the proposals that are on the table. This can include our pay, benefits, class size, school calendar, budgets, programs, etc.
Sustaining Programs
If collective bargaining agreements are grounded in common language, technology and school leaders must sustain new programs by allowing teachers to have their say, allow teachers to pilot programs beforehand and then implement a long-term plan with that will offer continuous support for teachers. Leadership can adopt the latest program with all the bells and whistles but if there’s no support in how to utilize the program efficiently and effectively, then the program will fail and money will be wasted. Teachers know the needs of their students so there must be a grassroots effort to obtain the feedback of the teachers prior to implementing a program. “The EERA specifies that negotiations are to begin well in advance of adoption of the final budget for the ensuing school year.” (Kremer & Samson, 2013)
Reflection
Within the past few years, we’ve begun the shift from the old standards to the common core. With this shift came the implementation of technology, a new language arts curriculum, in the midst of adopting the Next Generation Science Standards (NGSS) and next school year will be adopting a new math curriculum aligned with Common Core. Prior to adopting these changes, there was professional development time to ensure teachers were ready. However, many feel there could have been more preparation especially for the teachers that weren’t as tech savvy. It can be a very daunting task to be given a classroom equipped with the 21st century but not properly prepared to utilize the curriculum, as it’s intended. Continuous support for teachers in the area of technology and how technology aligns with the curriculum would be the best way to ensure a program is launched and sustained.
References
Kremerer, F & Sansom, P. (2013). California School Law (3rd ed.) Stanford University Press.