Teacher Ownership/Democratic Governance Category 3
Here is a collection of articles written on the EdVisions model and network schools.
Teacher Ownership/Democratic Governance articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 3: Teachers organized as a professional practice, contracting as a group where applicable.
Education Evolving. (2004). Teacher professional partnerships: A different way to help teachers and teaching. St. Paul, MN: Schroeder, J., Kolderie, T., & Dirkswager, E.
Teachers could and should have the option to work—as many other professionals do—with colleagues in a professional group which they collectively own, with administrators working for them. This is the original report on the topic.
Education Evolving. (August 2006). Teachers in professional practice: An inventory of new opportunities for teachers. (second edition).
This 2006 inventory of existing and developing teacher professional partnerships (TPPs) documents growing interest in a professional model of teaching. The inventory describes several teacher professional partnership models, offering a useful overview of the many ways in which teacher partnerships are organizing and functioning.
Kolderie, T. (Spring 2004). Freeing teachers: The promise of teacher professional partnerships. American Experiment Quarterly.
In the April 2004 American Experiment Quarterly, Ted Kolderie wrote that virtually all of our discussion about improving teaching occurs within the traditional assumption that teachers are employees managed by administrators, rather than professionals in control of their work. Current efforts to train teachers, to improve teacher practice, to recruit teachers, to retain teachers and to change the way in which teachers are compensated need not take place within this boss/worker, master/servant framework.
Newell, R., & Buchen, I.H. (2004). Democratic learning and leading. New York, NY: Scarecrow Education.
In this book excerpt, Ronald J. Newell and Irving H. Buchen describe the collaborative culture and democratic-governance structure embodied in EdVisions Cooperative—a teacher professional partnership. They describe how the governance model works in practice, the critical success factors, and the perceptions of involved teachers.
Sieu, M. (2015). Effective labor-management partnerships. Leadership, 44(5), 12.
This article presents important elements for effective labor-management partnerships between school boards and teachers in the U.S. It explains the need to develop interest in partnerships and establishes guidelines. It notes the need to make the achievement of students a priority. It also mentions the importance of creating infrastructure and handling conflicts.
Sundin, L. (2014). Teachers creating and leading schools ... is union work. Phi Delta Kappan, 95(5), 31-34.
This article discusses the Minnesota Guild of Public Charter Schools, the first union-sponsored authorizer of charter schools in the U.S. Topics discussed include the involvement of teachers in the leadership of charter schools, the role of the Minneapolis Federation of Teachers (MFT) and the American Federation of Teachers (AFT) in the founding of the Guild, and innovation in charter school education. Efforts to professionalize teaching are also described.
Tucker, M. (2010). Changing the system is the only solution. Phi Delta Kappan, 91(6), 28-30.
In this article, the author discusses secondary education and educational reform in the United States. He raises a number of issues including his assertion that states should be responsible for the hiring and employment of teachers and that school boards should devote themselves to the improvement of student learning and should not concern themselves with the running of schools. Among a number of issues the author examines questions arising from school finance and funding. The author points out school governance issues unique to the U.S.