On Developing Guidelines on Collective Bargaining for English Programs

1972 NCTE Annual Business Meeting in Minneapolis, Minnesota

Background In recent years there has been an accelerating movement toward collective bargaining between teachers and their employers.  The scope and outcome of negotiated agreements under collective bargaining could have far-reaching impact on working conditions and curriculum in English and language arts instruction.  Class size, textbook adoption procedures, program funding, decision-making procedures concerning curriculum, preparation time for elementary teachers—these issues and others are likely to be affected by collective bargaining contracts.  As collective bargaining becomes more widespread in education, English teachers should be looking to NCTE to provide leadership, guidance, and information concerning the opportunities and pitfalls that negotiations offer our discipline.  Be it therefore Resolution Resolved, that the National Council of Teachers of English appoint a committee to survey the experiences and recommendations of English and language arts teachers who have been working under collective bargaining contracts, with the aim of publishing information and guidelines for others in the profession seeking to bargain for improved programs and teaching conditions for English and language arts teachers.