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The Society for the Advancement of Excellence in Education provides non-partisan education research and information to policy-makers, education partners and the public. Our purpose is to encourage higher performance throughout Canada's public education system.
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Teacher Unions as Players in Education Reform
Karin Litzcke
A compelling look at the role of teacher unions and their collective agreements in the post-industrial age. This report examines the recent American phenomenon of 'new teacher unionism' and invites dialogue about its implications for Canada.
Litzcke's research focuses on the innovative work of the Teacher Union Reform Network (TURN). TURN's mission is to modernize the profession and transform unions into leaders of educational reform by focusing on high-performance schools and improved teacher quality. The TURN project, developed by visionary union local presidents such as Adam Urbanski, represents a significant shift from the union's traditional role. Its leading edge is found in innovative contract language pioneered by TURN locals. The TURN initiative is supported by a substantial federal government and foundation grant, and its progress documented by research scholars.
Litzcke examines the evolution of American teacher unions through collective agreements codifying new responsibilities for the quality of student learning. This provides basis for contrast and comparison with Canada.
Litzcke's research raises important questions:
♦ What is the role for Canadian teacher unions in the 21st century?
♦ What are the barriers to and essential conditions for union participation in school improvement?
♦ Does 'new teacher unionism' hold potential value in a Canadian context where school labour management relations have historically been counter-productive?
Liztcke has an MBA from the University of Western Ontario and has 20 years of organizational experience spanning the health care, sport, social activist, co-operative, and education sectors. Support for this research commissioned by SAEE was provided by Max Bell Foundation.
Research Series 13, Published July 2001, ISBN # 0-9689936-4-8
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