COLLECTIVE BARGAINING AND EDUCATIONAL REFORM: ESTABLISHING A LABOR-MANAGEMENT PARTNERSHIP

YALE S. WISHNICK AND T. KATHLEEN WISHNICK

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DOI: 10.2190/05W9-0YPA-J8T5-T7G3

Abstract

This article examines one teacher association and school district's effort to change the adversarial labor-management relationship to an interest-based problem-solving partnership. At a time when the adversarial collective bargaining model is viewed as an impediment to education reform, the interest-based model presents new opportunities for teacher association and school district leaders to work together. A description of the interest-based model developed by the parties and its implication for education reform will be examined.

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