Collective Bargaining Case Study

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Collective Bargaining In Berryessa Union School District

Working as a teacher one would believe that within the union contract would be provisions that specifically protect and benefit the teachers, the student, student academic achievement, and equity. After close examination of the contract, I found very little benefit where student equity or achievement were concerned, moreover, the contract seemed to cover how the district and teacher interactions should occur, and students benefits are a by-product of the contract. The collective bargaining and Union Contracts are for the sole benefit and protection of the teachers, and staff covered under the contract. Ultimately the contract, at its best, provides protection and services for teachers
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There is nothing in the union contract that supports staff changing their assignments to benefit students. This is up to a principal, who can move a teacher to another grade level. If a teacher would like to change grade levels they need only to put in for a transfer by April 1st of the current school year. Teachers can move to any open grade level at whatever site they choose provided that there is an opening, the principal can reject the transfer, but this rarely ever happens. The contract does allow for the movement of teachers from one site to another in the cases of enrollment, changes in class size, and teachers who have clear issues in attendance. If a teachers is consistently out beyond any leave or days of absence, there is a strong possibility they can and will be moved if they miss a certain number of days beyond and federal leave, or disability. Another way to move a teacher is to place them on a Peer Assistance Review (PAR). PAR is used to bring a teacher up to standard. If teacher on PAR continues to perform poorly there is a strong possibility that they can be released form their position. This requires an administrator who is observant, documents frequently the errors in teaching, and communicates with the human resource director. It can be very expensive to release teachers so some administrators are reluctant to move on a teacher. Building staff capacity has best been accomplished through team …show more content…
The union contract provides for interactions with teacher who have complaints, and stipulates that teachers can be forced into PAR to assist in improving the behavior that may be unacceptable by the administrator. PAR can last up to three years. If the problem is with teaching, the contract does not allow for the movement of that teacher as long as they are in PAR. The teacher can be moved into a grade level where the least amount of damage can be done. Some teachers can find themselves working in transitional kindergarten, or kindergarten for the remainder of their career. The academic achievement of students the highest priority, so moving the teachers to grade levels where they can do little damage is allowed by the contact. There is little the teachers can do about the move as the district supports the administrator most of the time. In the way the contract is looking out for students, but this is a built in

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