Temple University Temple University Harrisburg

COLLECTIVE NEGOTIATIONS

ED ADMN 785 -- Fall 2004 -- 3 credits
Thursdays, 6:00-8:45 p.m.
234 Strawberry Square



WILLIAM MARTIN SLOANE, Adjunct Instructor

[email protected] -- (717) 249-1069

Office hours before and after class and by appointment


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REQUIRED BOOK:  Michael R. Carrell and Christina Heavrin, Labor Relations and Collective Bargaining, 7th edition (Pearson Prentice Hall, 2004).

RECOMMENDED BOOK:  Gene Geisert and Myron Lieberman, Teacher Union Bargaining:  Practice and Policy (Bonus Books, 1994).

"An oral contract isn't worth the paper it's written on."
"I read part of it all the way through."
"Spare no expense to save money on this one."

--Samuel Goldwyn (1882 - 1974)


READING ASSIGNMENTS

CLASS #:
DATE 2004
TEXTBOOK
PAGES
TOPICS
#1:
2 September
1-46 Labor Relations Overview
History and Law
(To hear an audio lecture on Introduction to Law, click here.)
#2:
9 September
47-90 Challenges and Opportunities
#3:
16 September
90-136 The Collective Bargaining Process
Establishing a Bargaining Unit
#4:
23 September
136-180 Unfair Labor Practices
#5:
30 September
2nd 1/2 of Class:
181-201

Examination #1
Unfair Labor Practices [continued]

covering pages 1-201
#6:
7 October
202-246 Negotiating an Agreement
#7:
14 October
246-288 Cost of Labor Contracts
Wage and Salary Issues
#8:
21 October
288-331 Employee benefit Issues
#9:
28 October
331-374 Job Issues and Seniority
#10:
4 November
2nd 1/2 of Class:
374-397

Examination #2
Job Issues and Seniority [continued]

covering pages 202-397
#11:
11 November
398-440 The Labor Relations Process in Action
Implementing the Collective Bargaining Agreement
#12:
18 November
440-483 Grievance and Disciplinary Procedures
No Class
25 November
. . . . . .
#13:
2 December
483-525 The Arbitration Process
#14:
9 December
525-567 Unions and Equal Employment Opportunity
#15:
16 December
Final Examination covering pages 398-567
COURSE DESCRIPTION:  The course will examine the history of the American labor movement and the laws that have brought collective bargaining into reality; the process of union democracy and bargaining; and the implementation and administration of contracts.  There will be an emphasis on public-employee unions in general and teacher unions in particular.

COURSE OBJECTIVES:  (1)  To develop understanding of collective bargaining as a bilateral process.  (2)  To develop understanding of the responsibilities of school administrators in relation to the collective-bargaining process.  (3)  To develop understanding of desirable employment relations in public education and constructive interaction with representatives of employees.  (4)  To develop competencies appropriate for certification requirements for positions in school administration.  (5)  To develop a base for future research and/or study in the field of employment relations in public education.  (6)  To develop competence in approaching educational issues and problems analytically and creatively.  (7)  To develop competence in communicating orally and in writing as necessary for successful performance as an administrator.  (8)  To develop competence in exercising leadership and working cooperatively with small groups of peers.

REQUIREMENTS:  (1)  Students should read all of the textbook assignments according to the above schedule.  (2)  Students will take three traditional, in-class, non-cumulative, closed-book examinations, each weighted equally.  The questions will be based on issues raised in the textbook and/or class discussion.  (3)  Students will complete a number of oral and/or written assignments as explained by the instructor.

PROPOSITIONS FOR DEBATE:  (1)  Binding arbitration should be the final impasse resolution in bargaining.  (2)  Peer evaluations should be utilized in judging teacher effectiveness.  (3)  Vouchers, charter schools, and other methods of privatization of public education will improve public education in the United States.  (4)  Technology should be utilized to its fullest extent in the instruction of students.  (5)  Compensation plans based on teacher performance should be the dominant method of rewarding teachers.  (6)  Grievance procedures render state tenure laws obsolete.  (7)  Affirmative-action plans as the basis for hirings, promotions, layoffs, etc., should be the main consideration in personnel actions.

ATTENDANCE POLICY:  The College of Education acknowledges the importance of interaction, interpersonal relations, collegiality and networking, as well as the primary function of teaching and learning.  Attendance in class is important to the accomplishment of these outcomes.  Therefore students may not miss more than 2.5 classes for any reason.  Arriving late or leaving early will be counted as a partial cut.  Examinations may be taken early, by pre-arrangement with the instructor, but may be taken late only in cases of the most extreme emergency and only at the discretion of the instructor.

DISABILITY DISCLOSURE STATEMENT:  Any student who has a need for accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation as soon as possible.

COMMUNICATION:  Students are encouraged to contact the instructor at any time, via e-mail (which is faster) or phone.  Individual meetings can be arranged at a mutually convenient time and place.

GRADING:  The course grade will be determined by the grades received on the three examinations (25% each) and on the oral and/or written assignments (25%).  The resulting grade may then be raised or lowered by one grade (e.g., from B+ to A-, or from C to C-), at the sole discretion of the instructor, on the basis of the student's class participation.  The instructor will be available over the summer to review the final exam with any student who is interested and to suggest means for improvement in writing successful answers.