Collective bargaining in the public schools of the nation has its legal roots in the industrial labor model fashioned in the 1930s out of labor strife between union organizers and private businesses. This industrial union labor model was transplanted almost wholesale into the public sector over fifty years ago when teachers, fire and police personnel were granted the legislative right to collectively bargain their wages, benefits, and terms and conditions of employment in most states. What impact has this industrial model had on public education and on the relationship between teachers and administrators? Labor Relations in Education explores unions and collective bargaining in the public schools of America. The history of the laws, the politics of the response to collective bargaining and unions, and the practices of bargaining and managing a contract are explored in this volume. Changes that may move labor relations into professional relations and away from the industrial labor union model and diminish the schism that exists between educators are discussed. A fully developed simulation is included to employ the practices and concepts discussed in the book.

In this unique guide, a veteran labor lawyer takes you inside the world of school labor relations and shows you how things really work. You¿ll get a ¿street level¿ look at the how and why of union behavior, how contracts are really negotiated, what your contract should, and should not, contain, and how grievances ought to be handled. With a heavy emphasis on helping your district avoid costly mistakes, this book will help prepare board members and administrators to deal with one of the most challenging aspects of operating a school district in Pennsylvania. Presented in an informal, conversational style, Labor Relations for School Leaders should be in the library of every school leader who wants to deal effectively with labor relations problems.

Catholic School Leadership addresses many of the challenges facing those who prepare faith leaders and education leaders for the Catholic schools of the future. The well-known editors and contributors to this volume have written about their personal experiences with Catholic schools; the educational foundations of Catholic schools; teacher preparation and development; Catholic school leadership; dealing with parents and families; and the challenges of technology for Catholic schools. The contributions emphasize the perspectives of both scholars and practitioners within Catholic education and will interest anyone who has experienced time in a Catholic school either as a student, teacher or administrator, as well as those interested in what is happening within Catholic schools today.

This volume originates from the International Study of Principal Preparation (ISPP), a collaborative project representing nearly a decade of research on principal preparation in countries throughout the world. The authors examine the dynamic changes that are affecting the way principals work and transforming the world of educational leaders.

The quality and success of schools depend upon school leadership. Increasingly, in many countries worldwide, this belief has led to designing and implementing appropriate training and development programs for educational leaders. In an international comparative research project, current school leader training and development programs in fifteen countries across Europe, Asia, Australia, and North America are analyzed, compared, and discussed. Preparing School Leaders for the 21st Century provides insights and constructive ideas, for those planning and carrying out school leadership development in different countries and those conducting research in this field. * Part one in the book reflects on roles, tasks, competences, and conceptions of school leadership, exploring the changing context in which school leaders find themselves, focusing on the new demands on the school leaders and suitable leadership theories. * Part two provides a comparative discussion of the various leadership development models, identifying similarities and differences, based on a set of criteria selected and going beyond a mere juxtaposition. In describing common issues and challenges, it also looks for common solutions, and considers what the different countries might be able to learn from each other, and successfully transfer. * Part three identifies current international trends deduced from these programs. Nineteen recommendations for designing future programs are outlined, and instructive examples of best and promising practice are given. * Part four comprises well structured country reports, which provide information about the education system and school system of those countries, about recent changes and their impact on school leadership, about the overall school leader training and development approach.