What are collective bargaining and interest-based bargaining?

 

       1. What is collective bargaining?

       In the section of Educational Employment Relations Act (EERA) in the Learning Module, it states that the EERA gave the rights of collective bargaining to teachers and classified employees in California’s public schools. The Learning Module’s Traditional Collective Bargaining section states that Traditional collective bargaining historically has been the most common form of bargaining in California and has been also referred to as “adversarial bargaining.”  And, the Learning Module’s Summary section mentions that collective bargaining in the K-12 school environment is required by law. The law is very clear in its direction to acknowledge the rights of employees and for management and labor to work together to agree upon those items that are within the scope of negotiations. The methods of collective bargaining can be developed by the school district and associations. There are two main methods of bargaining: adversarial and collaborative. Valerio (2016) mentions that traditional bargaining is proposal-based, supported by the explanation of need for proposed change, and is represented by a chief negotiator. Whereas the interest-based bargaining is interest-based, parties work together to find the solutions to meet the interest, and includes members of bargaining teams.

2. How does collective bargaining run in my school district?      

      

       In my school, there is one teacher as the Bargaining Team Executive Board Member and three teachers as our site representatives. The principal emails teachers the tentative assignment for the coming school year per the District Teachers Association Collective Bargaining Agreement. The site representative leader emails teachers at the beginning of the school year to inform our school of who the LTA leadership is on our campus and in the district and how to contact the members of our union directly. The  goal is to secure a safe and healthy workplace where teachers can thrive. Two important documents for teachers to read are your Collective Bargaining Agreement and the current Memorandum of Understanding (MOU). These documents outline the agreement our union has reached with management that governs your work environment. These documents depend on us to know what is in them and to ask that they be enforced and respected. When we are feeling like things are not going right, we can look over these documents to see if we have an agreement that backs up our position. It is the place to start.  We can join when there is a Collective Bargaining Agreement study hall and learn what has been established for our guidance and benefit.

      3. What is the interest-based bargaining?

       Interest-based bargaining lends itself to Christian leadership as it is built on trust and honesty. It is a method that models Christian ethics in the secular environment (Learning Module). It is essential to provide training to the union, employees, and management to learn about the concept, process, and benefit of interest-based bargaining. The training before negotiations uses a third-party facilitator to introduce the process and work on developing mutually beneficial interests (Boniface & Rashmi, 2012). The training and process can foster the trust and friendly relationship among all parties to reduce misunderstanding, stress, and anger through sharing the honest needs through sincere communication. 

       Sometimes, the union and management parties switch from collective and interest-based bargaining back and forth to balance and decide the better way for all parties. 

       How does your school district apply the bargaining? How would you like to improve it? Why? 

 

	Collective bargaining	Interest-based bargaining
1	Historically, it has been the most common form of bargaining in California.	It is run by Christian leadership as it is built on trust and honesty. It is a method that models Christian ethics in the secular environment.
2	It is also referred to as adversarial bargaining.	Both parties of union and management are encouraged to discuss and decide a shared goal from the labor and management parties. Find mutually beneficial outcomes.
3	It is in the K-12 school environment as required by law.	In the step of negotiation, both parties discuss and decide the salary increasing rate and period of time, then write in the contract.
4	The two main methods of bargaining are: adversarial and collaborative	Everybody around the table was given an opportunity to participate in the discussions.
5	It is proposal-based, supported by the explanation of need for proposed change, and is represented by a chief negotiator.	Create a win-win solution through satisfying all parties after the discussion and negotiation.

 

Resources:

2021. CUI Learning Module

 Kennedy, B. 1999. Interest-Based Collective Bargaining: A Success Story. Industry Relations Center. 

https://irc.queensu.ca/wp-content/uploads/articles/articles_interest-based-collective-bargaining-a-success-story.pdf

 Valerio, E. 2016. Interest Based Bargaining Basics.

https://slidetodoc.com/interest-based-bargaining-basics-presented-by-elizabeth-b/

What is the importance of induction, orientation, and mentoring?

 

1. What is the importance of induction?

       According to Rebore (2015), induction is the process designed to acquaint newly employed individuals with the community, the school district, and their colleagues. The primary goals of an induction program are to help new or newly assigned employees adjust to the social and job related aspects of the work environment, to reduce the anxiety associated with beginning a new job, and to help the new employee feel positive about having accepted the position. Teachers have learned about life in schools through their college preparation programs. However, some non-certificated personnel have never worked in school and the allocation of funds has lagged behind (Learning module, 2021). Therefore, it is crucial to provide classified employees with more effective induction, orientation, and mentoring. In addition, handbooks, site induction, job training and ongoing training are very helpful to all the employees, certificated and classified. 

       A few weeks ago, a teacher asked a question in our Southern California Chinese Teachers Association social media “I began to teach in a school in LASD, I was told that I am going to be in their induction program. As a veteran teacher with over ten years teaching experience in another state, do I have to be in their induction program?”  When I saw her question I was reading Chapter 5 Placement and Induction of Rebore (2015). I am glad I was able to explain to her that the induction is not only for the newly hired teachers, but also for the reassigned teachers like her. As Rebore (2015) mentions reassigned employees need to be acquainted with their new school, program and colleagues. He also provides

some universal objectives of the induction which are “Make the employee feel welcome and secure. Help employees become a member of the team. Inspire the employee toward excellence in performance. Provider information about the community, school system, school building, faculty, and students.” … This teacher appreciated my explanation and expressed that she began to feel much released after realizing it is not a new teacher evaluation process. I am very happy I was able to help her with the knowledge I learned from this class. 

2. What is the importance of orientation?

     According to  Employee Orientation Bill (AB 119), “New employee orientation” means the onboarding process of a newly hired public employee in which employees are advised of their employment status, rights, benefits, duties and responsibilities, and any other employment related matters. It does not matter which medium the orientation takes place in, whether it is in person, online, or through other mediums. Orienting a new employee to a particular school begins with an introduction to the other staff members. A tour of the facility and an explanation of administrative procedures, as well as an orientation to the instructional program, are also important aspects of this induction (Rebore, 2015). In my school, in the first staff meeting of each new school year, the principal introduces the new certificated and classified employees to the staff and we welcome them to join us. As a future administrator, I would like to offer a tour of the facility and an explanation of administrative procedures and instructional programs and other effective orientation activities to the induction. 

3. What is the importance of mentoring?

       Rebore (2015) states the importance of the mentor program. Rebore (2015) argues the experienced teacher can act as a role model and, through coaching, can help the beginning teacher develop his or her competencies, self-esteem, and sense of professionalism. I wish I had a mentor teacher when I began to teach in my school. I received the teaching position as an intern instead of a student teaching status. I was happy that I got paid as an intern, however soon I realized how much more helpful it would be if I had a mentor who could demonstrate how to teach, conduct classroom management, assessment, and communication with parents/guardians. I also needed the mentor teacher to observe my teaching and provide me with instructional feedback to help me find my teaching strengths and areas that need to improve. I truly understand the significance of the meteor to the new teacher and I hope all certificated and classified employees would have the opportunity to have a mentor or be a mentor to others to offer high quality work to students with equity.

      

How is your induction, orientation, and mentoring experience? What support do you need?

      Mentoring Illustration, by Kuba, https://openclipart.org/detail/333210/mentoring-illustration

Resources:

2021. Learning modules. CUI class materials.

Legislature Passes Employee Orientation Bill (AB 119) – What Do Public Employers Need to Know? California Public Agency Labor and Employment Blog.

https://www.calpublicagencylaboremploymentblog.com/labor-relations/legislature-passes-employee-orientation-bill-ab-119-what-do-public-employers-need-to-know/

Rebore, R. 2015. Human Resources Administration in Education. Pearson.

Compare the recruiting procedures of certificated and classified employees

 What are the recruiting procedures of certificated employees?

       According to Yeh (2021), classified employee position is the one “not requiring certification requirements” (Ed. Code 45103 a). It includes classified management, noon aides, confidential employees, excludes substitute and short-term employees: defined as less than 75% of the school year in Ed.Code 45103 b1. Also excludes temporary apprentices/ experts and students (Ed.Code 45103 b2). Certificated employee position refers to any position “requiring certification qualifications” (Ed. Code 44830). It includes: teachers, administrators, counselors, nurses, psychologists, librarians, and CDC staff (Ed. Cod 8366).

       In 2002, Congress amended ESEA and reauthorized it as the No Child Left Behind (NCLB) act. This law imposed Federal minimal requirements for teachers to become “highly qualified” in order to address the continuing dismal performance of students in public schools. Teachers were immediately required to demonstrate proficiency in their subject matter area in new and rigorous ways (Learning Module, CUI, 2021).        

       Nowadays most of school districts post the hiring procedure of classified and certificated employees requiring all applications shall be submitted online​, www.edjoin.org, completed as directed, and filed on or before the filing deadline as specified.

       In the school district, when it is necessary to fill existing or anticipated vacancies in the classified service and an appropriate eligibility list does not exist , the Personnel Commission shall direct that an examination be held to provide an appropriate list of eligibility. At least fifteen working days in advance of the date of the first part of the examination, public notice of such examination shall be given. Competitive examinations for positions in the classified service are open to all applicants who meet the minimum qualification requirements. I interviewed the director of the Human Resources and he told me that in the school district the examination for the classified applicants is the written test. Following completion of a selection process, the names of participants are arranged on a list in the order of the examination score. The eligibility list becomes effective for a period of one year upon approval by the Human Resources Director.      

       The document of California Legislative Information states that the governing board of a school district shall employ for positions requiring certification qualifications, only persons who possess the qualifications for those positions prescribed by law (Ed.Code 44830 a). The hiring procedures of certificated employees requires the applicants to submit the proof of the credential required for the position, transcript, application to the California Commission on Teacher Credentialing or your transcripts. Human Resources posts the position for a certain number of days. Candidates apply for the position with resume, letters of recommendation, credential, transcript and other documents listed in the job listing.  HR will have a paper screening to  determine the applicants’ qualification, then select the candidates for the interview on the phone, online or in person.  The interview team evaluates the interviews and informs them of the result of the interview. 

What are the differences and similarities of the recruitment of certificated and classified employees?

       According to Yeh (2021), classified employee position is the one “not requiring certification requirements” (Ed. Code 45103 a). It includes classified management, noon aides, confidential employees, excludes substitute and short-term employees: defined as less than 75% of the school year in Ed.Code 45103 b1. Also excludes temporary apprentices/ experts and students (Ed.Code 45103 b2). Certificated employee position refers to any position “requiring certification qualifications” (Ed. Code 44830). It includes: teachers, administrators, counselors, nurses, psychologists, librarians, and CDC staff (Ed. Cod 8366).

       There are some similarities between the procedures of recruiting the classified and certificated candidates. The candidates all need to submit the application with the required documents such as background check, TB test, Covid verification, and references, receive the notification of interview, and attend the interview. Typically, the principal recommends the candidate, the superintendent determines the successful candidates. Fiscal usually helps with budget and ensures the district can afford or sustain the position and where it is being funded from. Unofficial documents/transcripts will be accepted for initial consideration. If a job offer is extended and accepted, official documents /transcripts will be required. HR files the position for a certain number of days and a screening is done by HR and selected candidates are called for interviews. The differences between these two groups are also depending on the position, whether it is internal or external application, whether it is management or not. Unlike classified applicants, the certificated applicants are required to hold the credential required for the position. 

       In addition, classified and certificated employees belong to different unions. For example, my school district currently has two unions representing and serving the needs and interests of classified employees: California School Employees Association (CSEA) and Service Employees International Union (SEIU). These unions gain rights and benefits for the classified employees. The Teachers Association, the Teacher’s Union, is the exclusive representative of the non-management certificated employees, such as teachers and other educational support staff. It helps its members to reach a fair contract settlement with the District.

Resources:

2020. Improving the Teacher Recruitment Process. Powerschool

https://www.powerschool.com/resources/blog/improving-the-teacher-recruitment-process/

2021. Evaluation of Certificated Employees, Learning Module, 2021, CUI Class material 

Education Code - EDC - California Legislative Information.

https://leginfo.legislature.ca.gov/faces/codes_displayText.xhtml?lawCode=EDC&division=3.&title=2.&part=25.&chapter=5.&article=1

Rebore, R. W. (2015). Human Resources Administration in education. Pearson. 

The personnel commission rules and regulations for the classified service of the school district

Yeh, John R. (2021). Deciphering the Education Code, Translating the law into sound personnel

practices for certificated and classified employees. Burke, Williams & Sorensen, LLP

What is Gallup Q12? What are the most important elements in establishing a healthy school culture?

        Do you know what is expected of you at work? Do you have the materials you need to teach? What makes you feel your work is important? Who is your best friend at school?... Reflecting on these questions helps us establish the sense of belonging and engagement at work.

It is a great opportunity to learn the Gallup Q12 Employee Engagement Survey which provides effective questions to measure employee engagement. As a future administrator, I will frequently review it as the framework to understand what teachers need most to perform at their best and handle the issues that matter the most to performance outcomes.  The link of the Q12 Employee Engagement Survey is https://www.gallup.com/access/323333/q12-employee-engagement-survey.aspx

      These Q12 are all essential in establishing a healthy school culture. I found “Q07 At work, my opinions seem to count” is particularly important. As Dr. Harter (2020) states in the video, of the Q12 Employee Engagement Survey, that opinion counting is one of the most difficult elements to get right. As its foundation, it is about listening. Conversation is simple but not easy. It takes practice to hold a highly effective and interactive two-way conversation throughout the coaching. One of the core conversational skills is listening. I am a listener, but I need to learn how to listen to truly understand the factual information and the value behind it. Teachers are the educators who are close to students and have better understanding of students’ background and needs. It is impossible for an administrator to know everything teachers know. Therefore, it is crucial to invite and encourage teachers to have their voices and opinions heard to be part of the process of making decisions to provide students a better learning environment and school culture with equity. The link of Harter's video of "How Listening to Employees' Opinions Can Grow Engagement" is https://www.youtube.com/watch?v=6DAX9tMn5Xw

       In my opinion, another most important key element to establish a healthy school culture is “Q08: The mission purpose of my company makes me feel my job is important.” As Harter (2020) advocates in the video (see the following) during tough times when people can see how their work connects to something bigger, they might become more resilient. Most teachers, including myself, are busy with our own teaching tasks without connecting to a bigger purpose, such as the school or school district’s mission. As a future administrator, I will think deeply for a meaningful school mission to foster the staff connecting their work to the school mission. I will also keep in mind what  Harter (2020) reminds the administrators to make the mission simple enough for everyone to remember. Harter (2020) and Q12 Employee Engagement Survey all mention that many leaders think that putting the organization's mission statement on a wall is enough for employees to feel this connection. It is not. Leaders must ensure that the organization's mission and purpose are clear and aligned with the employee experience. The link of Harter's video of "How to Connect Your Employee's Role to the Company's Mission" is: https://www.youtube.com/watch?v=O7Cx49nr5v8&t=4s

In addition, Rebore (2015) points out Generation Y teachers and principals are seriously and intensely involved in communicating by electronic means such as cell phones, text messaging, email, and Websites. In order to provide teachers with various ways of sharing their experience of how to connect their work with the school mission, I can have this endeavor conducted during the staff meeting, workshop, email, Google-form and other possible electronic means. Helping teachers connect their work to the school mission can help create, promote, and maintain a healthy school culture in which teachers can see clearly the importance of their work and enjoy their personal achievement in a larger vision. 

What are the most important components, in your opinions, in establishing a healthy school culture? And why?

Resources:

Harter, J. 2020. How Listening to Employees' Opinions Can Grow Engagement.

https://www.youtube.com/watch?v=6DAX9tMn5Xw

Harter, J. 2020. How to Connect Your Employee's Role to the Company Mission.

https://www.youtube.com/watch?v=O7Cx49nr5v8&t=4s

Q12 Employee Engagement Survey 

https://www.gallup.com/access/323333/q12-employee-engagement-survey.aspx

Rebore, R. 2015. Human Resources Administration in Education, Pearson