Teachers Unions in Private Schools?

[Anonymous]

Do DC area private schools typically have unionized teachers? Is it a help or hinderance to the quality of the school?

[Anonymous]

No union in private schools.

[Anonymous]

Anonymous wrote:Do DC area private schools typically have unionized teachers? Is it a help or hinderance to the quality of the school?

They do not have unions; some schools do have faculties that, while non-unionized, have a lot of say on matters of curriculum, school policy, and hiring. Other schools have a more top-down structure with more of the power residing in the Head of School. Most independent school teachers I know are happy with their level of autonomy and overall environment, and realize that there are structural limits to teacher compensation.

[Anonymous]

Its very rare for independent schools to have a faculty union, though it has happened from time to time. I worked a school several years ago where faculty were seriously considering unionization. That said, in my opinion, it is a huge red flag when an independent school has a teacher's union; it means that the faculty felt disenfranchized enough from leadership to unionize. That's a bad sign for the relationship between the admin team and the teachers, and doesn't bode well for the School. Most schools are able to find a way to make sure that teachers have a seat at the table in all major school decisions.

[Anonymous]

I've heard most schools are happy with the autonomy relating to the curriculums and not being unionized however, in terms of tenure and compensation for the employees I'm sure that's another issue. I've heard about a school in the area that is forcing out excellent employees because of their higher salaries and replacing them with relatively inexperienced teachers. I don't think these long term employees probably thought of the structural limits in compensation when they decided to accept their teaching positions. Now that those teachers are most likely being forced to find other jobs, do you think not being unionized is having a positive impact in the classroom? Having had a disgruntled teacher teach my child, I would not want my child to again be in a position where most of the power lies in one person like the HEad of a school making all the decisions.

[Anonymous]

Anonymous wrote:I've heard most schools are happy with the autonomy relating to the curriculums and not being unionized however, in terms of tenure and compensation for the employees I'm sure that's another issue. I've heard about a school in the area that is forcing out excellent employees because of their higher salaries and replacing them with relatively inexperienced teachers. I don't think these long term employees probably thought of the structural limits in compensation when they decided to accept their teaching positions. Now that those teachers are most likely being forced to find other jobs, do you think not being unionized is having a positive impact in the classroom? Having had a disgruntled teacher teach my child, I would not want my child to again be in a position where most of the power lies in one person like the HEad of a school making all the decisions.

I don't know if this is the NEA or what, but private schools aren't unionized and I can't imagine they will be -- there's enough out there to suggest that the effect of unions in public schools has been mixed at best that private schools are not going to jump on that bandwagon, and if private school teachers cared most about union status they'd get certified and go teach public. The intellectual autonomy is great, and the pay is not bad and better than it has ever been, now that schools have realized people actually live on independent school teaching salaries. If you don't like a school with a strong head, there are certainly schools out there (Friends' Schools, for the most part) where decision-making is more on the consensus model.

[Anonymous]

Washington International school has a teachers union

[Anonymous]

Responding to the 20:38 post. A strong head doesn't always equate to a person who can make sound educational decisions. Certified teachers are people who have enough background knowledge in education to teach a variety of student learners and in their subject area. There is more credability to the school if they have certified teachers. BTW it is a myth that private schools pay more or comparable salaries to public schools. Back to unionization... I'm not a proponent to unions but I do think too much power in one person(s) hands enables "yes" workers and stiffles creativity. How are teachers suppose to teach children to be "out of the box thinkers" if they have to tow the line? Why can't an employee have some rights that are protected (even in private schools)?

[Anonymous]

Anonymous wrote:Responding to the 20:38 post. A strong head doesn't always equate to a person who can make sound educational decisions. Certified teachers are people who have enough background knowledge in education to teach a variety of student learners and in their subject area. There is more credability to the school if they have certified teachers. BTW it is a myth that private schools pay more or comparable salaries to public schools. Back to unionization... I'm not a proponent to unions but I do think too much power in one person(s) hands enables "yes" workers and stiffles creativity. How are teachers suppose to teach children to be "out of the box thinkers" if they have to tow the line? Why can't an employee have some rights that are protected (even in private schools)?

What's your angle here?

And if we're on the subject of teaching, it's "toe the line," not "tow the line." And it's "credibility," not "credability." And it's "proponent of unions" not "proponent to unions." And it's "stifles" not "stiffles."

[Anonymous]

Stiffles makes me giggle.

Clearly, you did not have a "certified" teacher.

[Anonymous]

Anonymous wrote:Stiffles makes me giggle.

Clearly, you did not have a "certified" teacher.

Power mad headmasters make me sniffle,
As my creativity they do stiffle.
I ain't got no hitch so there's no use tryin'
To make this teacher tow the line.

[Anonymous]

13:08 Why does WIS have a teachers union? Anyone know?

[Anonymous]

Anonymous wrote:13:08 Why does WIS have a teachers union? Anyone know?

I taught at WIS for quite a few years. I've taught at other area private schools as well. I'm not sure "why" WIS has a union (which has existed for many years), but I've wondered more why not every school has a union. I've been very surprised to read the comments on this thread.

The WIS Staff Association has a very healthy relationship with the administration. I believe that everyone benefits from the active dialogue and the ongoing consideration of what is in the best interests of every constituency in the school, including the faculty, staff, and administration, as well as the students and their families.

Each year, the representatives of the WIS Staff Association bring proposals to the administration, and the administration brings proposals to the Staff Association. Sometimes months of healthy discussion ensue before a lengthy written agreement (over 30 pages) is finalized. Many of the provisions are carried over from year to year, with updates, revisions, or new items as needed.

Here are a few examples of changes to the agreement over time. Long ago, WIS used to provide a higher percentage of employee health insurance (about 90% for individuals and families, as I recall). This was reduced to something like a 75% WIS contribution for individual coverage and lower family coverage in exchange for improvements in other benefits. This reduction in employee health insurance contribution might have occurred around the time that WIS instituted retirement benefits with generous annual contributions from WIS and modest annual contributions from the faculty. There had been a long tradition of a generous tuition benefit for faculty/staff children attending WIS. It was a subject of debate over a period of years; the administration wanted to reduce or remove that benefit while continuing to provide need-based tuition assistance. The faculty was reluctant to give up a benefit. I don't recall if negotiating a compromise was related to the launching of retirement benefits, salary improvements, or something else. The compromise involved a grandfather clause for faculty who were employed as of that year; it covered even unborn future children of those faculty members; but faculty hired subsequently could only receive need-based tuition benefits for their children. There were also negotiations over the pay scale for existing faculty and incoming faculty. Long ago, new faculty were placed on the pay scale according to years of experience, but their initial placement granted a rise of only one step for every two years of prior experience (and a step for an advanced degree), and as I recall, it was capped at step 7. This was intended to protect the existing faculty somewhat, many of whom had worked at WIS for many years for very low salaries in the early years, who were not eager to see new faculty jump in high on the salary scale when the salaries were finally catching up to those of other top private schools in the area. But as I recall, with this limitation on salaries for new hires, the school was not always able to seal the deal with top candidates; the administration wanted more flexibility in placing newly-hired faculty on the salary scale, and this provision was amended with more generous terms for the new hires. Other provisions of the agreement address working hours, rotas, supplements for a variety of roles (such as subject coordinators), professional development, the evaluation of newly hired teachers and ongoing faculty evaluation, job security, and more.

I have always regarded WIS's annual process of proposing, discussing, and ratifying changes to the agreement to reflect mutual respect and professionalism on the part of the faculty and administration. It's a beautiful thing.

[Anonymous]

Do any DC independent schools have early release days in ES/Primary like they do in Fairfax/Arlington? I had never heard of this before nor did I have early release in ES/Primary. A teacher friend told me that this policy was negotiated by the teacher's union. I am hoping that most independent schools do not follow this policy. It seems that in this age group, public school has already shortened their days considerably.

Sorry for hijacking the thread. The union discussion reminded me of this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:13:08 Why does WIS have a teachers union? Anyone know?

I taught at WIS for quite a few years. I've taught at other area private schools as well. I'm not sure "why" WIS has a union (which has existed for many years), but I've wondered more why not every school has a union. I've been very surprised to read the comments on this thread.

The WIS Staff Association has a very healthy relationship with the administration. I believe that everyone benefits from the active dialogue and the ongoing consideration of what is in the best interests of every constituency in the school, including the faculty, staff, and administration, as well as the students and their families.

Each year, the representatives of the WIS Staff Association bring proposals to the administration, and the administration brings proposals to the Staff Association. Sometimes months of healthy discussion ensue before a lengthy written agreement (over 30 pages) is finalized. Many of the provisions are carried over from year to year, with updates, revisions, or new items as needed.

Here are a few examples of changes to the agreement over time. Long ago, WIS used to provide a higher percentage of employee health insurance (about 90% for individuals and families, as I recall). This was reduced to something like a 75% WIS contribution for individual coverage and lower family coverage in exchange for improvements in other benefits. This reduction in employee health insurance contribution might have occurred around the time that WIS instituted retirement benefits with generous annual contributions from WIS and modest annual contributions from the faculty. There had been a long tradition of a generous tuition benefit for faculty/staff children attending WIS. It was a subject of debate over a period of years; the administration wanted to reduce or remove that benefit while continuing to provide need-based tuition assistance. The faculty was reluctant to give up a benefit. I don't recall if negotiating a compromise was related to the launching of retirement benefits, salary improvements, or something else. The compromise involved a grandfather clause for faculty who were employed as of that year; it covered even unborn future children of those faculty members; but faculty hired subsequently could only receive need-based tuition benefits for their children. There were also negotiations over the pay scale for existing faculty and incoming faculty. Long ago, new faculty were placed on the pay scale according to years of experience, but their initial placement granted a rise of only one step for every two years of prior experience (and a step for an advanced degree), and as I recall, it was capped at step 7. This was intended to protect the existing faculty somewhat, many of whom had worked at WIS for many years for very low salaries in the early years, who were not eager to see new faculty jump in high on the salary scale when the salaries were finally catching up to those of other top private schools in the area. But as I recall, with this limitation on salaries for new hires, the school was not always able to seal the deal with top candidates; the administration wanted more flexibility in placing newly-hired faculty on the salary scale, and this provision was amended with more generous terms for the new hires. Other provisions of the agreement address working hours, rotas, supplements for a variety of roles (such as subject coordinators), professional development, the evaluation of newly hired teachers and ongoing faculty evaluation, job security, and more.

I have always regarded WIS's annual process of proposing, discussing, and ratifying changes to the agreement to reflect mutual respect and professionalism on the part of the faculty and administration. It's a beautiful thing.

Sounds like veterans banding together to screw over newcomers.