Weiner 2012

• Not very analytical, but good use of concepts, free-flowing, like an easy reader for teachers
• Protecting the heart of teaching
• "our responsibility to do right by our students is at the heart of teaching...tachers are pressured to carry out mandates that harm kids." (15)
• a good teachers union has special moral and political respnsobilities because of teachers' work (21)
• to destroy teachers autonomy is to destroy an important space for training and discussing civil rights, social justice, critical thought, and ideas of freedom (21)
• teachers reproduce society, students are forced to be in schools, and thus forced to be exposed to either good or bad teachers (22)
• teaching is caring (24-25) and teachers need to work with parents and the community (26-27)
• argues teachers are "idea workers", and that unions protects teachers' freedom to teach ideas, even those the union may not like (30)
• neoliberalism has painted teachers' uniosn in a bad light, but it gives them the opportunity to increase the purview of their bargaining beyond merely wages and hours (31)
• Building a social movement union
• campaigns have been successfully built around halting school closures in many cities (38-39)
• expanding the issues on which teachers' union advocate (39-40)
• teachers' unions must package demands of salary and benefits with class size to make sure they aren't utterly sacrificing students' interests (47-48)
• Unions need to have courage, be caring, and critique (64-72)
• teachers and studnets are "victimized" by the lack of democracy in schools, which hinders teachers and schools' ability to work creatively and help their studnets (116-117)
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Moore Johnson 1984

Johnson, Susan Moore. Teacher Unions In Schools. Philadelphia: Temple University Press, 1984.

• data from 1979-1980
•  Reallocated authority:
• the school is no longer the principal's empire (my term), now informal authority and collaboration with teachers is used more often, though most principals say that was always the better way to run a school (57)
• Bargaining and Bureaucratization
• there was a clear trend toward centralized administration of contracts, but particularistic labor relations at teh school-level continued (82)
• Grievance procedures had made some schools more hierarchical, but many schools also resolved disputes more informally (82-83)
• "pesonalities conitnued to be more important than roles" (83)
• the experieces suggest there are strong influences within schools against massive centralization, and feelings that teachers/education demanded autonomy rather than control (83)
• Defining a Teachers' Job
• teachers look to contract to protect them from unreasonable work demands (made by administrators) (108-109)
• careful balance between limiting administrator abuse and over-emphasizing limiting teachers obligations. the former is necessary, the latter can hurt school's effectiveness (109)
• restricting teachers' obligations makes more work for administrators (109)
• Maintaining Staff Comepetence
• everyone in a district (teachers, admin, etc) thinks unions are responsible for the continued employment of bad teachers (133)
• principals can still  hve some power in trying to upgrade teachers, but it gets pretty hard to summarily dismiss a teacher
• Accommodation in the Schools
• "teachers like to be part of a winning team" (163)
• teachers seem OK with both partial democracy and partial authoritarianism...they don't want to be abused, but will work with principals who expect a lot from them
• Conclusion
• schools have not become bureaucratic factories due to unionization (165)
• teachers are a bit ambivalent about unions
• protects tem in some cases
• but they see themselves as professionals as well
• and they realize that the contract can't regulate everything (166)
• individual personalities and local-level constellations are still really, really important to how a school actually functions (167-8)