Comments On The Article Selected Writing Homework Help

Respond to at least two colleagues with comments on the article they selected for their post and provide additional insight into how the information in the article can impact the role of a leader in education.

(Note: I posted two of my colleague’s responses to the discussion post below, please respond to their posts. You may begin the response with Hi David & Hi Daun) (I need a half page response for each person) The instructor is very strict with references and citations. You must include both citations and references. If you do not know how to properly cite references please look it up, my grade will decrease with every reference error. Please use APA 6th edition format. Do not forget to list your references and you must include the in-text citations. Also please use current (meaning within the past 2 years) scholarly journal articles as references. Thanks.

David’s Post:

This study by Buckman, Tran, and Young was to discover the impact of collective bargaining on teacher pay agreement and offering information of the reasons contributing to the pay agreement of public school teachers. The study focuses on how human capital and job related characteristics impact the pay agreement of teachers. While unions have been found to support teacher bonuses based on additional duties, for the most part, they do not support bonuses based on improvement of student test scores. The largest teacher union in the nation, the National Association of Education (NEA), believes “performance pay schedules, such as merit pay or any other system of compensation based on an evaluation of an education employee’s performance, are inappropriate” (National Education Association, 2014, p. 64).

In spite of the potential impact of unions on teachers’ pay, there has been surprisingly little research that has been conducted on the topic. Consequently, this study was conducted to examine the relationship between the presence of a union and the pay agreement of teachers. In my district, there has been little evidence reflecting the influence of our union and educator’s salaries.

 I am aware of recent memorandum in my district regarding in reference to athletic supplement stipends that is pending. In a nutshell, two coaches’ supplement stipends are excessively more than other coach.  Performance pay is only for annual salary teachers. However, there are semester attendance bonuses for any educator it applies to with less than two in semester. This attendance stipend is recent form the district through collective bargaining. There is a minor financial advantage of collective bargaining many employees do not feel the compensation for outstanding attendance is enough. Bereavement and illness in a family member can easily remove educators from receiving this stipend. I feel that it would be beneficial if one or both was amended as stipulation in the district’s collective bargaining agreement.

 Collectivebargaining may positively impact how employees feel about compensation. For this study, teachers’ salaries were considered with the focus on potential impacts of collective bargaining and any influence to the teacher salary agreement. With that being said, employees reported more positive perceptions of pay when collectivebargaining is present than when it is absent are beyond the influence of salary amount. There is speculation these results may be of teacher representative input opportunities offered by collectivebargaining.

 Buckman, Tran and Young (2016) may have a point, “Advocates who seek to remove unions must attend to the loss of employee voice via union representation if collectivebargaining is to be eliminated from public education. Otherwise, the pay satisfaction of employees may suffer, which may result in negative consequences including high turnover”. Knowing someone is there to support, protect and have a legal voice does foster some intrinsic comfort.  

Buckman, D. b., Tran, H. t., & Young, I. i. (2016). Does collective bargaining influence the pay satisfaction of elementary school teachers?. AASA Journal of Scholarship & Practice, 13(1), 37-51. Retrieved June 21, 2016, from Education Source.

National Education Association. (2014). 2014-2015 NEA Resolution. Retrieved from

Daun’s Post:

The article, “Collective Bargaining in Education” by Grande Lum seeks to compare the traditional  union-management bargaining to the collaborative approach to problem solving -interest based bargaining and how it can be used effectively in education.  Education policy today is different from what it was when collective bargaining began.  At present, schools are held accountable for results, schools are competing for highly qualified teachers especially in the core subjects, and more careers are open to females now than then. With the new reforms in education policy, collective bargaining undermines collaborative skills such as trust and cooperation.  However, educators are reluctant to use this new type of bargaining tool as they are steeped in the traditional method and the training in this new bargaining arrangement may take too long.

     According to Lum (1996) “Interest – based bargaining has proven effective in certain states as it benefits both parties and allows unions to remain relevant. This bargaining strategy focuses on interests rather than positions as collective bargaining does and seeks to discover the motivations behind each party’s position.” The relationships among teachers and students will be enhanced through greater cooperation as they work collaboratively to reform their schools. Both parties can remain committed to their goals without disturbances. Interest- based bargaining defines the problem such as needs, desires outcomes, concerns, and fears that motivate people.  Positions can have several solutions to satisfy both sides.

     For every position, there are usually several solutions that would satisfy both sides’ interests. As educators, we may have interests or positions. For example, during bargaining, teachers in an institution insist that management must introduce new technology. Management hears the proposal and balks at the cost.  The teachers’ position is that they want the new technology; the administrator says the technology system costs too much. If teachers and administrators were to sit down and discuss, their interests might emerge.  Both sides share an interest in students’ achievement and school performance.  Lum (1996) has maintained that “Having identified the common interests, teachers and administrators can identify a range of options or brainstorm ideas to address the introduction of the new technology in the school. Certain factors must be cognizant to both parties such as state laws and regulations, best practices in the school district, recommendations by experts, and economic data. The decision arrived at will be based on reason rather than will power.”

     Interest- based training and guidance to manage the collaborative process.  Teachers can use their professional development workshop to prepare for this training. The training will incorporate the various role identities such as facilitators, recorders, time keepers. Relationships must be evaluated and joint communication strategies agreed on to prevent misinformation.  Cooperation, trust, and, the delivery of results are key ingredients to interest –based bargaining, rather than collective bargaining.

     Collective bargaining is the conventional way by which unions conventionally seek higher wages. No doubt, teachers are sticking to the traditional collaborative method of bargaining rather than the long wait for persons to be trained. Are we as teachers paying for the union label? There are teachers locally who are not unionized. Yet, they enjoy the benefits when the teachers’ union is successful in negotiation.

   If the education system is to evolve in ways that truly promote the education of our students, collaborative bargaining alone cannot do it. We must also use our collaborative skills to bring about reforms.


 Lum, G. (1996) Collective Bargaining in Education. Journal of the North American Association of Educational Negotiators Retrieved from

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