Unionization of teachers has led to fundamental changes in the management of education and in relations between teachers and school districts. Understanding the Teacher Union Contract explores the implications of this collective-bargaining revolution in education. Through detailed examination Lieberman shows how the kinds of provisions typically found in teacher union contracts affect the educational workplace and education reform, and how they might be revised to the benefit of students, parents, and the public. Lieberman begins with the respective roles of school district management and teacher unions. Unlike managers in the private sector, school district officials are part of a government agency that is legally responsible for operating public schools in the public interest. They must balance the interests of employees with the needs of students, taxpayers, and parents, as well as with district educational goals. Teacher unions' primary objectives are to enhance employee welfare and to promote the union as an effective organization. Unions must balance the differing needs of various groups within their membership -- for example, by resolving tensions between older teachers who want improved retirement benefits and younger teachers who might prefer more rapid salary increases. Lieberman shows how competing union and management goals play out in collective bargaining and are embodied in teacher union contracts. He argues that by developing an understanding of teacher unions, their role, and their needs, district officials and school board members can bargain more effectively and develop a productive ongoing relationship with unions. This highly readable book will be of interestnot only to school administrators and board members but also to teacher representatives, parents, taxpayers, and members of the media who report on education.

An anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education.

In 2005, the New York City Department of Education (NYCDOE) and its teachers union, the United Federation of Teachers (UFT), agreed to a groundbreaking contract that reformed outdated school staffing provisions. Specifically, the new contract changed the staffing process for teachers and schools in three major ways. First, it protected the right of schools to choose which teachers they hired, regardless of seniority. Second, it ended the "bumping" of novice teachers out of their positions by senior teachers who claimed these positions based on seniority and without input from principals or school staffs. Finally, it established a more open hiring process for "excessed" teachers (those displaced from their positions because of falling school enrollments, budget declines, programmatic changes, or school closures). In short, the 2005 contract saw New York City transition from a system in which teachers and principals often had no input over teacher assignments to a system of "mutual consent," in which both teachers and principals had to agree on all teacher placements. This policy shift brought to a halt the pervasive forcing of teachers on schools and of schools on teachers, trends that had tarnished the city's staffing system. Viewed through the lens of effective school staffing practices, it was a significant step forward. As this paper will illustrate, the mutual consent system has resulted in mutual benefits for teachers and schools by offering better choices, increased flexibility and greater transparency throughout the staffing process. The positive impact of this policy shift on New York City teachers is especially noteworthy. This study finds that the mutual consent system has: (1) earned strong support from New York City teachers; (2) successfully facilitated thousands of transfers; (3) resulted in positions that teachers find satisfying; (4) resulted in positions that teachers plan to keep; (5) provided fair and equal access to vacancies; and (6) not disadvantaged high-poverty schools. 2005 teachers union contract staffing rules are appended. (Contains 17 figures, 2 tables and 38 notes.).

Work with students at all levels to help them read novels Whole Novels is a practical, field-tested guide to implementing a student-centered literature program that promotes critical thinking and literary understanding through the study of novels with middle school students. Rather than using novels simply to teach basic literacy skills and comprehension strategies, Whole Novels approaches literature as art. The book is fully aligned with the Common Core ELA Standards and offers tips for implementing whole novels in various contexts, including suggestions for teachers interested in trying out small steps in their classrooms first. Includes a powerful method for teaching literature, writing, and critical thinking to middle school students Shows how to use the Whole Novels approach in conjunction with other programs Includes video clips of the author using the techniques in her own classroom This resource will help teachers work with students of varying abilities in reading whole novels.