FACILITATING LABOR-MANAGEMENT COLLABORATION

Operating Principles	Resources
Administrators, teachers, and union leadership should work together throughout the ELT school redesign process; all parties are integral to the success of the initiative. The goals of any contract negotiations should be creating a "win-win" for teachers and the district: more time will improve outcomes and engagement of students as well as working conditions and compensation of teachers.
Action Steps
1.      At the outset, invite union leadership to commit to the planning process only – not to expanding learning time or a school redesign.  Superintendent should assure union leadership that they will be an essential part of the ELT design effort.
2.      Ensure that a teacher union representative serves on the planning team of each school engaged in the redesign process.
3.      Set up a regular schedule of meetings between superintendent (or his/her representative), principal(s) and union leadership to discuss issues and questions as they arise. Communication, sharing information, and answering each other's questions are essential to a successful planning process.
4.      Decide whether the ELT contract provisions will be contained in a side letter or become part of the general teachers’ contract. (Consult deadlines set by the Department of Education.)	QS #1*
5.      Convene meeting of management and union leadership to discuss broad framework of agreement, including the two central issues of compensation and the terms of teachers’ participation in ELT.  Also consider how the contract will need to be amended based on the progress being made in redesigning the educational program.	QS #2* QS #3* Contract language
6.      Management and union leadership should meet periodically to negotiate terms of contract.  Be sure to consider non-monetary methods of improving work conditions (e.g., more common planning time, greater instructional support, etc.).  Union agreements cannot take place outside the context of the overall district budget development process.  ELT funds must cover all costs associated with the expanded school schedule.  It may be useful to bring in a facilitator/mediator to monitor these discussions and to be sure each side represents their positions fairly.	QS #4* Teacher schedules
7.      Finalize terms of agreement.

      Question Set #1:  Setting the Context for Negotiations
        [Back to Action Steps]

CORE QUESTION
What will it take to get the union and administration
to reach an agreement by the deadline?

• What is the recent history of union-management negotiations?  How will this context impact current negotiations?
• What can management do to include the union throughout the redesign process?
• What are the best avenues of communication with union leaders?  To teachers generally?
• Who are the key players within the union who are key messengers to other teachers?  How can these members be included in the redesign process?
• Has a schedule for regular discussions about how to amend the teachers’ contract to accommodate ELT been established?
• What are the key issues that need to be worked out? Is there a way to chart progress towards resolution of these issues?
• What is the role of state or regional teacher union representative in the negotiations?

      Question Set #2: Compensation
        [Back to Action Steps]

CORE QUESTION
What is fair compensation in the new school design?

• Will teachers have more opportunity during the school day to prepare for classes (i.e., use time during the day to do work that they used to do at home)?
• Is it more practical to pay teachers via a percentage raise or by a stipend?
• Will increased pay count towards retirement?
• Has there been analysis to understand how teacher salary increases impact the overall budget for ELT?  (What portion of the $1,300 can be dedicated to teacher compensation?)
• Will sick time/personal time be prorated in accordance with the more hours worked?
• How will school-based administrators who are part of collective bargaining be compensated for any additional time worked?

      Question Set #3: Teacher Assignment
        [Back to Action Steps]

• Will all the additional hours be mandatory, some additional hours mandatory and some voluntary or all voluntary?
• If voluntary, what percentage of teachers will volunteer for the expanded schedule?  (Note: Without a significant portion of teachers willing to staff the expanded schedule, successful implementation of the redesign is much less likely.)
• Will teachers have the opportunity to transfer to a different school in the district? If so, will the current transfer policy be effective or does it need to be modified?
• What is the policy for having non-certified personnel teach in schools?  How will this policy impact the inclusion of partners in the school design?

      Question Set #4: Professional Development and Common Planning
        [Back to Action Steps]

CORE QUESTION
How will expanded time be optimized for use by teachers
in their planning and professional development?

• How much time is allowed in the redesigned schedule for common planning time?  for individual class preparation time? for professional development?
• Is there a process in place for adjusting the schedule if necessary to accommodate teacher requests?
• How will professional development be organized?  Will there be a plan developed for the year?