INCLUSIVE COLLABORATIVE NEGOTIATIONS: A NEW LABOR RELATIONS PARADIGM IN THE LOMPOC UNIFIED SCHOOL DISTRICT
ZULMARA CLINE AND JUAN NECOCHEA
DOI: 10.2190/0W4V-AKRD-XQ4L-RW75
Abstract
This article discusses an exciting fifteen-year journey in the professionalization of teachers as the Lompoc Unified School District implemented inclusive collaboration negotiations in their effort to reform education. Educational reform that focuses on professionalizing teachers by expanding their roles can result in long-lasting organizational change. In the Lompoc Unified School District teachers were able to collaborate with management and make decisions about policy, teacher evaluations, and budgetary priorities. The implications for reform are vital because the traditional labor relations paradigm of collective bargaining will be redefined as management and teachers work "hand-in-hand" to transform schools.
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