Chapter 2: Professional Unionism

This chapter, written by Brad Jupp and Julia E. Koppich, begins with important words:
"The challenge of educating all students to unprecedented high levels of achievement means changing the work or teaching and changing the school as a workplace. It also means changing the way unions represent teachers, and the way teachers unions and school districts conduct their business. Above all else, reform requires teachers and administrators to work as partners." (p.29)

For the OPE framework to be successful and for districts to advance student learning and teacher practice, Koppich and Jupp argue that unions must professionalize. In a professional model, the work to redefine teaching, create performance standards and ensuring excellence requires a collaborative effort of unions and district administration.

Traditionally, unions have focused on protecting the interests of individual teachers, and historically their work has been anchored in improving the monetary benefits and workplace conditions for teachers. Additionally, unions have rigid contracts that are negotiated periodically with few changes over time. Jupp and Koppich argue that this practice of annually adding to or subtracting from an existing contract leads to inflexibility and institutional inertia.

The mandate in the new era of standards and accountability is for districts and unions to work collectively for the good of students, staff and communities. The key principles of professional unionism are as follows:

1. Both sides must accept the inevitability of change, recognizing that the status quo is not an option.
2. There must be a tolerance of risk and innovation by both sides; however, it is critical that districts provide teachers with some flexibility to experiment in the interest of improving results in their classrooms.
3. Union and administration must engage collaboratively to seek common ground.
4. Both groups must advocate and believe in an expanded role for teachers. Teachers must have the opportunity to take on leadership roles (peer evaluation, school-based staff developers, demonstration classrooms, etc.).

While the authors acknowledge that few districts and unions have fully professionalized, examples of unions that have made great strides are provided. One such example that is often cited in educational research is the Toledo Federation of Teachers, an organization that pioneered the peer evaluation and review model. Other unions, such as the Montgomery County Education Association, have been instrumental in developing teacher-directed professional development programs, which have been shown to lead to increases in teacher quality and student learning. Additionally, the Denver Classroom Teachers Association, with Brad Jupp as president, successfully ratified a contract that included differentiated pay and rewards for Denver Public Schools teachers. The system, known as ProComp, has been studied throughout the nation as a new compensation model.

The challenges of moving from a traditional to professional union are many. Change is difficult, but the authors argue that change is mandatory for unions to adapt to the evolving expectations and diversity of their members. Based on success of progressive unions thus far, several recommendations for professionalizing unions emerge.

First, the professional union must be grounded in a belief in effective teaching. "New practice must begin with the expectation that the impact of teaching on student learning is measurable and that we can use judgments about teacher performance to inform decisions about levels of teacher pay and employment." (p.37) District leaders and teachers must engage in practical discussions of measuring student learning.

Building on the belief in effective teaching, professional unions must embrace the policy premises of the standards and accountability movement. Two simple premises have risen to the top of education policy over the last twenty years:

1. The public has a reasonable expectation that schools should work toward accelerating student learning toward meeting a high standard.
2. Incentives, both positive and negative, should be part of supporting educators in their efforts to meet the public's expectations.

Therefore, one measure of progress for unions would be in their ability to acknowledge the importance of high expectations for students that are aligned to reasonable incentives.

Third, professional unions will work to serve the diverse needs of their membership. Rather than sticking with an approach of solidarity and one-size-fits-all systems of rewards, unions must "begin a practice that addresses the variety of jobs and the diverging views and aspirations of their members." (p.38) Differentiated pay and responsibilities are ways of easing into this mode of operation.

Finally, to advance the role and stature of the teaching profession, unions must remain steadfastly committed to the research-based conclusion that it is effective teaching, not silver bullet programs, that leads to student growth. With that belief at the forefront, the union and the school district will have a thriving, results-oriented relationship.

Professionalizing the relationship between unions and administrators will result in a more collaborative approach toward the greater good for all students. Peer review, teacher leadership, teacher voice in decision making, and major contributions to curriculum and staff development are all ways that teachers should be involved in the reform efforts of districts. "The moment belongs to the professional unions that are ready to change labor-management relations and redefine the quality of work for their members." (p.40)