SUCH A DEAL: Reconciling Student Needs and Adult Wants in Principal and Teacher Contracts

Appleseed has conducted a systematic, nationwide examination of how teacher and principal contracts have an operational impact, and we are writing a two-part report outlining a series of ideas about how these agreements (and the actions they endorse or prohibit) affect student learning. We plan to suggest possible areas for improvement. The reports will be issued in spring 2010.

Employment contracts that cover public school principals and teachers have a tremendous impact on the quality and equality of student learning. The essential question is this: How can these legally binding agreements become a springboard to create a better learning climate for students?

While recognizing that high achievement derives from a complex set of factors, there is broad consensus among educators that contractual provisions affect the quality of classrooms and the development of educational leaders, and thus can help or hinder improvement efforts.

This work will be a valuable resource for boards of education, superintendents, union officials, state and federal policymakers, college professors in the field and advocates interested in improving student achievement.

A point of strength of this research is the sample, which consists of nearly 40 school districts in 10 states and the District of Columbia and covers:

♦ Unionized and right-to-work states

♦ Urban and suburban school districts

♦ School systems from every geographic region of the country

♦ Districts with varying governance structures

♦ Academically successful districts and those that struggle

This effort builds on Appleseed’s history of developing highly credible, thorough, and non-partisan research on a range of issues – with a commitment to pursue the advocacy and public education to make needed changes.