Moore Johnson and Kardos 2000

Moore Johnson, Suan and Susan M Kardos "Reform Bargaining and Its Promise for School Reform"
in

Loveless, Tom. 2000. Conflicting missions. Teachers Unions and Educational Reform The Brookings Institution, Washington, DC.

• reform Bargaining: teachers unions recognizing common interests with schools, working collaboratively with school administrators (8)
• in teh US, there was teh factory model of schooling, which has since been replaced by the professional model of schooling (8-9)
• "Teachers must approach their work as a craft or prfession rather than as routine labor, and schools must be organized to encourage them to do so." (9)
• bureaucracy, union or otherwise, can stifle innovation and make teachres and schools unable to respond to the varied needs of students and communites (11-12)
• but importantly one urban principal once declared that the thick, phone-book size contracts were actually an indictment of past administrations, namely their wilingness to abuse teachers (12)
• industrial bargaining led to better pay and faier, more reasonable work environment, yet they also limited the roels teachers could play, overly supported weak teachers (tenure), etc (17)
• good for dividing resources, bad for facing educational challenges (19)
• negotiators who improved edcuation suggested it was only possible once unions/teachers had already attained bread adn butter items that regulate basic working conditions (25)

never really gets into community, but one could see how industrial bargaining would limit community interaction as well...though reform bargaining may also limit this, if the community isn't specifically invted to be invovled