ABSTRACT
For schools that have formal collective bargaining agreements, interacting with union representatives can be an opportunity for collaboration in service of the school’s mission. However, school leaders need to take care to ensure these relationships are managed well. Rather than assume opposition, early in their tenure, school leaders should engage with the appropriate level of union representation. School leaders should know what the union contract says generally but should focus on three key areas that historically cause the most friction between the union and school administration: assessing teacher performance; curriculum and assessment; and the structure of the school day and school schedule. Teachers generally should play a consultative role in curriculum and assessment decisions. If the union representative is open to collaborating with school leadership, leaders should also consider including them in teacher teams that are reviewing curricula and providing recommendations to the principal and school leadership team.
