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Essay / Research Paper Abstract
A 3 page research paper that examines a teachers' contract in the state of New York. The typical teachers' contract covers basic job related categories, such as compensation, benefits, hours, leave policy and retirement benefits; however, the typical contract in the US also contains clauses that are essential to school management. Such clauses include job assignment; class size and caseloads; safety conditions; evaluation and grievance procedures and school discipline policy (EDP, 2005). In the confrontational system of bargaining, which is patterned after the private sector, both sides present a list of demands prior to opening negotiations (EDP, 2005). In general, boards of education do not generally present a list of demands, but they do expect contract to include clauses that are significant to school management. Two of these are discussed. Bibliography lists 2 sources.
Page Count:
3 pages (~225 words per page)
File: D0_khtcon.rtf
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Unformatted sample text from the term paper:
are essential to school management. Such clauses include job assignment; class size and caseloads; safety conditions; evaluation and grievance procedures and school discipline policy (EDP, 2005). In the confrontational system
of bargaining, which is patterned after the private sector, both sides present a list of demands prior to opening negotiations (EDP, 2005). In general, boards of education do not generally
present a list of demands, but they do expect contract to include clauses that are significant to school management. For example, the Board of Education for the City School
District of the City of New York and the United Federation of Teachers (Local 2, American Federal of Teachers, AFL-CIO) was able to reach an agreement on a contract covering
the period between November 16, 2000 through May 31, 2003 (Teachers Contract, 2005). This agreement begins by stating their "joint intentions and commitments," which indicate that "Enhanced student achievement based
upon high standards and expectations must be the driving force behind every activity of New York City public schools" (Teachers Contract, 2005). In order to accomplish this standard, the contract
goes on to state that schools must be "reinvented," so that decision making is shared by "those closest to students, including parents, teachers, administrators, and other shareholders" (Teachers Contract, 2005).
In order to facilitate this process, the contract proposes peeling away layers of "bureaucratic impediments" so that "flexibility, creativity, entrepreneurship, trust and risk-taking become the new reality of our
schools" (Teachers Contract, 2005). The contract specifically calls for the "factory model schools of the 1900" should be transformed into the "child-centered schools of the next century" (Teachers Contract, 2005).
As this indicates, a teacher contract encompasses more than simply stating the details of employment. It also incorporated a vision for the school and emphasizes school management priorities. In addition
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