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Show 96 After the organization of UCIE and the walkout, both taking place in 1964, the UEA continued its emphasis teacher to IIrightsli justify in the shift undesireab1e, union-style a manner. on It used educational by stating that conflict is but that it appeared in the Review can instead be teacher welfare and not productive. terms necessarily The following in 1967: We suggest. that we recognize conflict for what it is- an honest difference of opinion. It is safe to say that a school system that never has a conflict does not make much Conflict does hot have to become a power progress. struggle if the issues are faced honestly, and discussed frank ly. Conflict, if it is directed properly, will serve the educational system and result in better decisions and new and better programs for the schoo 1 s. 59 . . Further illustration of the kind of teacher-board which the UEA editorial thought would be ideal was relationship contained in a Review in 1967: The list of negotiable items is endless but we might begin with a few suggestions: curriculum teaching materials, duty free lunch periods, sick leave, personal leave, sabbatical leave, transfer policy, nonteaching duties, employment and use of teacher aides, teacher evaluation, class size, teaching assignment, negotiation procedure, discipline poli:cy, prepar ation periods for every teacher, and a grievance procedure. The procedure requires a measure of good faith from both parties. It requires unstinting effort and patience from both sides. But when give-and-take negotiations over impor tant matters that affect teachers has taken place, democracy will have been put into practice and a long step will have been taken toward maintaining high morale among teachers and retaining the services of the most capab1e.60 The list of 5911Donlt negotiable items and the Find Fault--Find 7. 61 (September-October 1967): 61 (November-December 1967): 60IlNegoti.ations--A Two Way 7. a manner in which the list Remedy," Utah Educational Review Street," Utah Educational Review was |
