An interesting result of the unionization of our teaching force is the reduction in leadership skills of school managers. A school district’s collective bargaining agreement sets very clear guidelines on the requirements for a teaching position along with a payment schedule based on length of experience and level of education. It also dictates how a school or district must hire or reduce the number of teachers. I happened to be a teacher in the mid 1980’s when New Jersey passed a minimum salary for teachers. Being part of the union at that time made me very proud and happy. After all, the union was very much responsible for bringing about that change. I went from a mom who was eligible for the free government rice, milk, and cheese (I wish I were kidding) to someone who could actually make ends meet - overnight.
But now, as I work to assist principals improve results in their schools, I find that collective bargaining agreements have eroded the leadership skills of the people who run our schools. Educators have difficulty understanding how to treat candidates who are applying for positions, and how to effectively lure the best candidates to their schools. They know how to follow the rules, but don’t understand how to reward an employee for a job well done. When it is clear that a teacher really should not be in the classroom, they struggle to provide feedback and to engage in challenging conversations. Any organization’s greatest asset is its people. There is no place where that is more apparent than in schools. If we really want to reform education, we need to help lead educators become true leaders.
But now, as I work to assist principals improve results in their schools, I find that collective bargaining agreements have eroded the leadership skills of the people who run our schools. Educators have difficulty understanding how to treat candidates who are applying for positions, and how to effectively lure the best candidates to their schools. They know how to follow the rules, but don’t understand how to reward an employee for a job well done. When it is clear that a teacher really should not be in the classroom, they struggle to provide feedback and to engage in challenging conversations. Any organization’s greatest asset is its people. There is no place where that is more apparent than in schools. If we really want to reform education, we need to help lead educators become true leaders.
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