Teacher Unionism and Bureaucracy: A Case Study

Notes

• William J. Grimshaw , Union Rule in the Schools ( Lexington , Ma. : Lexington Books, D.C. Heath and Co. , 1979 ); Lorraine McDonnell and Anthony Pascal, Organized Teachers in American Schools (Santa Monica, Ca.: The Rand Corporation, 1979); Douglas E. Mitchell, “The Impact of Collective Bargaining on Public and Client Interests in Education,” Teachers College Record 80 (May 1979): 695–717.
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• Anthony M. Cresswell and Michael J. Murphy , eds., Education and Collectiue Bargaining (Berkeley, Ca.: McCutchan Publishing Corp., ( 1976 ); Alan Rosenthal, Pedagogues and Power: Teacher Croups in School Politics (Syracuse, N.Y.: Syracuse University Press, 1969).
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• In addition to the previously cited works, see also: Robert J. Braun , Teachers and Power-. The Story of the American Federation of Teachers ( New York : Simon and Schuster , 1972 ); Philip Taft, United They Teach: The Story of the United Federation of Teachers (Los Angeles: Nash Publishing Co. 1974).
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• Charles W. Cheng , “Community Participation in Teacher Collective Bargaining: Problems and Prospects,” Harvard Educational Review 46 ( May 1976 ): 153 – 74
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• Cresswell and Murphy , Education , Parts I, II, and III.
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• The 1972 contract was the sixth contract. However, this researcher was never able to obtain a contract for the period July 1, 1963—June 30, 1965. The sequence of contracts are: July 1962—June 1963; July 1963-June 1965; July 1965-June 1967; July 1967—September 1969; September 1969-September 1972; September 1972-September 1975; September 1975—September 1978, which was in substance the same contract of 1972—1975 due to New York City's fiscal crisis; and September 1978—September 1980.
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• Among other works also see: Diane Ravitch , The Great School Wars: New York City , 1805 – 1973 ( New York : Basic Books , 1974 ); Mario Fantini, Marilyn Gittell, and Richard Magat, Community Control and the Urban School (New York: Praeger Books, 1970); George R. LaNoue and Bruce L.R. Smith, The Politics of School Decentralization (Lexington Ma.: Lexington Books, D.C. Heath and Co., 1973); Melvin Zimet, Decentralization and School Effectiveness (New York: Teachers College Press, 1973).
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• In particular, one should trace the interlocking positions of the following individuals: Albert Shanker, Dan Sanders, Sandra Feld-man, Velma Hill, Jules Kolodny, Vito De Leonardis, George Altomare, and Sol Levine, among others.
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• Article II, Constitution of the United Federation of Teachers, Local 2, American Federation of Teachers, AFL-CIO. See also: Albert Shanker, “Why Teachers Need the Right to Strike,” in Education , ed. Cresswell and Murphy , pp. 357 – 62 Sandra Feldman, A Teacher Unionist's View-. The UFT and School Conflict (New York: The United Federation of Teachers, undated).
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• Webster's New Twentieth Century Dictionary , Unabridged , Second Edition, 1978 .
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• Peter M. Blau , Bureaucracy in Modern Society ( New York : Random House , 1956 ); Peter M. Blau and Marshall W. Meyer, Bureaucracy in Modern Society, 2nd ed. (New York: Random House, 1971).
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• Benjamin S. Bloom , Human Characteristics and School Learning ( New York : McGraw Hill Book Company , 1976 ), pp. 110 – 11 Teachers and Counselors in the Welfare Education Plan, Employees Employed by the Manpower Development Training Program, School Psychologists, School Social Workers, Attendance Teachers, School Secretaries, and School Paraprofessionals. The “Special Education” category is further divided into: Teachers of Socially Maladjusted and Emotionally Disturbed Children, Teachers of the Homebound, Teachers of CRMD, Teachers of Health Conservation, Teachers in the Schools for the Deaf, and Teachers of the Visually Handicapped.
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• UFT contracts in the 1970s have covered the categories of: Day School Teachers (which are subdivided into specific contractual clauses for elementary, junior high, high school, special education);
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• Where We Stand: Albert Shanker Columns in The New York Times ( New York : The United Federation of Teachers , 1970 -1973); Albert Shanker, “Why Teachers Need the Right to Strike,” in Education, ed. Cresswell and Murphy; Sandra Feldman, Decentralization and the City Schools, Looking Forward Series No. 12 (New York: League for Industrial Democracy, 112 East 19 Street, New York 10003, undated.)
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• Mario Fantini , What's Best for the Children? ( Garden City N.Y. : Anchor Press/Doubleday , 1975 ), p. 44 .
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• “Reform, Good and Bad,” in Where We Stand , pp. 24 – 33 Albert Shanker, “Decentralization: Politics or Education,” Where We Stand Series, The New York Times, November 28, 1976, p. 9E; Albert Shanker, “Local District Waste Cheats the Children,” Where We Stand Series, The New York Times, July 3, 1977, p. 9E. See also the entire August 1979 issue of New York Teacher and the August 1979 issue of American Teacher (both issues are concerned with convention coverage and the “threats” to American public schools).
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• “ AFT's ‘Best Year Ever’ in Congress ,” American Teacher , November, 1978 , pp. 1 , 10, 12–14, 19–20; “On the Legislative Front,” New York Teacher, June 10, 1979, pp. 1–2, 8–9. “Expenditures in the 1978 State and Federal Elections,” New York Teacher, March 18, 1978, p. 4; “77 of 80 Legislative Endorsees Victorious UFT Members Helped Carey-Cuomo Build 440,000-Vote Margin City,” New York Teacher, November 19, 1978, pp. 4A-5A; Thomas Y. Hobart, Jr., “VOTE/ COPE-Keeping NYSUT the Most Effective Lobbying Force,” New York Teacher, October 9, 1977, p. 4.
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• “NYSUT IS ACTION POLITICS-VOTE/COPE,” Committee on Political Education of the New York State United Teacher , AFT-CIO (distributed in NYC public schools, June 1979).
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• Mario Fantini , “Afterward,” in Naomi Levine , Ocean Hill-Brownsville: Schools in Crisis ( New York : Popular Library , 1969 ), p. 148 .
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• “Teacher Unionism: A Quiet Revolution,” in Where We Stand , pp. 33 – 35
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• Thomas Y. Hobart , Jr. , “Gallup Poll of Parents Refute Critics Views,” New York Teacher , September 25, 1977 , p.4. See also: Thomas Y. Hobart, Jr., “Anti-Education Critics Find New ‘Ideal’ — School Systems in Totalitarian States,” New York Teacher, November 19, 1978, p. 4. the AFT monthly journal carried a Ravitch article entitled: “In Defense of the Schools,” American Educator, October 1977, pp. 14–19.
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• A prime example is the use of work by Diane Ravitch. The UFT/AFT has endorsed and promoted her books Great School Wars and The Revisionists Revisited; and
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• Bernard Bard , “Chisholm Out, Blasts Shanker,” New York Post , March 1, 1978 , p. 1 .
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• The New York Times , March 1, 1978, p. 1 .
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• Eugenia Kemble , “Competency-Based Teacher Education: Pitfalls and Prospects,” New York Teacher , May 1974 , p. 18 .
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• Simon Beagle , Myths and Misunderstandings About More Effective Schools , Series No. 560 (Washington, D.C.: American Federation of Teachers, undated). See also: Albert Shanker, “Where We Stand: Title I Education Sould Get 1 Billion Boost,” Where We Stand Series, The New York Times, December 18, 1977, p. 9E.
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• Roy R. Pellicano , “ The United Federation of Teachers and the Deficit Model of Urban Education Reform ” ( ed. D. diss , Teachers College, Columbia University , 1977 ).
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• Thomas Y. Hobart , Jr. , “Violence and Vandalism: Troubling Problems in the Schools,” New York Teacher , January 14 , 1978 , p. 4 ; Shanker, “Title I Education Funds”; Pellicano, “The UFT and the Deficit Model” and the August 1979 issues of New York Teacher and American Teacher.
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• Shanker , “ Title 1 Education Funds.” See also: “Union Urges More Student Aid ,” American Teacher , March 1979 , p. 4 .
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• The More Effective Schools Program: A Staff Manual ( New York : The NYC Board of Education, September 1971 ), pp. 17 – 34
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• “Teachers' Centers: A Needed Education Reform,” in Where We Stand , pp. 24 – 25
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• “Interviews are Underway for Teacher Center Staffing,” UFT Bulletin, New York Teacher , November 5, 1978, p. 3 A; “Teacher Centers: ‘Realm of the Possible’,” New York Teacher, November 5, 1978, p. 11; “Teacher Center Policy Board Considers the Connections,” UFT Bulletin, New York Teacher, p. 2A; “Teacher Needs Will Shape Teacher Center Workshops,” UFT Bulletin, New York Teacher, January 7, 1979, pp. 4A-5A.
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• Ibid. See also: “ Centers Open for Teachers to Exchange New Techniques ,” Learning in New York 5 (March/April 1979 ): 3 .
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• Toni Cortese to NYSUT Membership, May 23, 1979.
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• “ Quest Courses ” are given at UFT Headquarters, 260 Park Avenue South, New York, New York. The number of courses is usually limited, and, the course content usually concerns classroom methods and/or foreign language training, i.e., Spanish.
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• Albert Shanker , “Vouchers Would Threaten Society,” Where We Stand Series , American Teacher , September 1979, p. 6 ; also reprinted in New York Teacher, August 1979.
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• “ Agreement between The Board of Education of the City of New York and United Federation of Teachers, Local 2, American Federation of Teachers, AFL-CIO covering Day School Teachers, Teachers Assigned, Per Session Teachers, WNYE Teachers, WEP Teachers and Counselors and MDTP Employees ,” September 9, 1975—September 9,1977. See also: any contract negotiated since 1969; in addition, the preamble of the 1965, 1967, and 1969 contracts are significant because they state a union-management “intent to work toward the achievement of common aims of educational excellence” (Preamble of 1965 Contract UFT and NYC Bd of Education), p. 3.
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• Albert Shanker to UFT membership, October 1, 1975; “City Elections,” School Worker (Newsletter of the Coalition of NYC School Workers) 2 (November 1977): 3; “Contract Negotiations: Scenario For a Sellout,” School Worker 2 (February/March 1978): 1.; Jerry Flint, “Complex Fight Over City Pay,” The New York Times, March 16, 1977, p. Bll. See also: Vito De Leonardis, “Perspectives and Prospects in Public Education Labor Relations,” New York Teacher, pp. 27–30; Sandra Feldman, “The Evolution of Organized Teachers, Their Impact on Education Policy and Emerging Issues,” New York Teacher, May 8, 1977, pp. 23–25.
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• Constitution of the United Federation of Teachers, Local No. 2, American Federation of Teachers, AFL-CIO, Revised as of September 1970, Article II, Section 1.
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• Colin Greer , The Great School Legend ( New York : Viking Press , 1972 ), p. 3 . See also: “Securing the Future: America's Stake in Our Schools,” A Report on the State of the Union, 1978–1979, American Teacher, September 1979, pp. A1-A36; Pellicano, “The UFT and the Deficit Model.”
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