Papers by Douglas E. Mitchell
In May 1985, the Representative Assembly of the Association of California School Administrators (... more In May 1985, the Representative Assembly of the Association of California School Administrators (ACSA) adopted a resolution calling for a comprehensive review of labor relations among teachers, school boards, and school management. The Far West Laboratory was engaged to design a survey of ACSA members. A questionnaire was designed and circulated to a 25 percent random sample of active ACSA members (3,105 administrators) in November 1986. The usable response rate was 1,275, or 10.3 percent of the active ACSA membership. The questionnaire consisted of 97 questions covering 11 areas of labor relations practice, experience, and opinion. The data demonstrate that administrators are broadly experienced with the basic elements of labor relations: proposal development, negotiations, contract administration, and grievance resolution. However, considerable confusion was found concerning the "confidential employee" concept and the identity of the chief management spokesperson in teacher negotiations. Many administrators disclosed knowledge gaps regarding negotiations history and contract content. Administrators seemed less troubled than expected by collective bargairing. Although unenthusiastic about collective bargaining's contribution to education, administrators do feel that cooperation is possible and that teacher organizations could provide significant leadership in schools. Further examination of interrelationships among responses, such as the "trust syndrome" covered in this report, is recommended. Two appendices contain the survey instrument and data tables. (MLH)
This research report offers a theoretical framework for interpreting and improving the incentives... more This research report offers a theoretical framework for interpreting and improving the incentives available to elementary school teachers by drawing together diverse threads of research on work motivation,reward patterns, and incentive systems across a broad range of.work settings. The report draws upon data collected during a year-long study of 15 elementary school teachers, their 5 principals, and 10 central office administrators in one moderately large, urban, unified school district in southern. California. This report includes the executive summary of the study as well as eight additional chapters. Chapter-1 offers an overview of teaching incentives, and chapter 2 reviews prior research on elementary school teachers' work motivation, and reward and incentive systems. In the third chapter, the 15 teachers' work orientations and incentive . systems are outlined on organizational, group, and individual levels. Chapter 4, "Teaching Lessons= The Cultural Enterprize of the 11.
Conclusions about public school labor relations advanced in this report are.based on analysis of ... more Conclusions about public school labor relations advanced in this report are.based on analysis of data from a two-phasestudy. The first phase consisted of case studies conducted during entire collective bargaining cycles in eight school districts--four in Illinois and four in California. The second phase of the research expanded the work into 65 additional districts in the same 2 states, using interviews and surveys as the primary means of investigation. Approximately 240 persons were interviewed and a total of 1,038,usable questionnaires returned. The authors conclude that (1)\public sector labor relations have,changed the nature of school governance and the patterns of participation of lay persons in the schools; (2) three distinct generations and two highly conflfct-ridden intergenerational periods exist in school labor relations; and (3) there have been important changes in school operations and in the nature of work within schools. The body of the report treats the concept of and evidence about the generational development of labor relations. The appendices include case study reports on each of the eight districts studied in the exploratory stage as well as a detailed methodological presentation On the second stage, including the instruments used. (Author/MLF)
This policy brief provides an overview of organizational strategies, resources and opportunities ... more This policy brief provides an overview of organizational strategies, resources and opportunities that promise to have a substantial impact on improving student learning and closing achievement gaps in California schools. It focuses on the organizational and operational characteristics of schools and classrooms and does not address in any detail questions regarding instructional alternatives. A framework for addressing policy issues is grounded in three preliminary ideas: 1) many different factors in children's social and cultural backgrounds influence student achievement as much or more than their school experiences; 2) the achievement gaps separating rich and poor, English speakers and English learners (ELs), majority and minority children are deep and persistent, and require changes that reorganize achievement within as well as between classrooms; and 3) there are no "silver bullet" policies, and no universal answersschools have to respond to very local conditions and do so in a myriad of complex and subtle ways. Thus the organizational and policy reforms needed must emphasize deregulation, local initiative, leadership, and continuous program and policy improvements. This is one in a series of ten papers and policy briefs prepared through a collaboration between the California Department of Education and the University of California organized by the UC Davis School of Education Center for Applied Policy in Education. April, 2008. This is one in a series of ten papers and policy briefs prepared through a collaboration between the California Department of Education and the University of California organized by the UC Davis School of Education Center for Applied Policy in Education. April, 2008.
If a comprehensive list of the rewards and incentives which direct teachers can be identified the... more If a comprehensive list of the rewards and incentives which direct teachers can be identified the impact of collective. bargaining on this reward system can be studied. Secondly, if the connection between specific rewards and performance of various teaching tasks can be specified, the way that collective bargaining shifts emphases from task to task can be studied. Eight types of rewards are available to teachers, including: 1) wages, salaries, and fringe benefits; 2).stable and comfortable working conditions; 3) advancement possibilities; 4) recognition for one's work; 5) a sense of personal competence; 6) a sense of stimulation and personal growth; 7) satisfying interpersonal relationships in the work environment; 8) a sense that one's work is meaningful or important to society. Only those rewards that are compensations for work performed are directly controlled by collective bargaining agreements. The four major functional tasks required of teachers are associated with the above rewards. these tasks include: 1) supervision of students at school; 2) socialization and accultration of students; 3) instruction of students in mental, physical, and social skills; and 4) certification of students' learning accomplishment or lack of accomplishment. Collective bargaining will most likely focus attention on the certification activities of teachers. (Author/JG)
Educational Leadership, 1992
Analysis of the characteristics of the teaching task yields a series of four propositions about t... more Analysis of the characteristics of the teaching task yields a series of four propositions about the organization and administration of public schools. First, the personal orientation of the learner is a central consideration in teaching activity. The task of aiding the learner in his development is transactional and requires privacy for both the teacher and the learner. Second, the position of teacher is neither technical nor professional but must take into account both political and technical considerations. Third, schools must be organized to provide accountability with regard to environmental quality. Fourth, the teacher must he seen as a unique supervisor in the school's authority structure. These propositions
Over 35 percent of all Western Region students (in Arizona, California, Nevada, and Utah) enterin... more Over 35 percent of all Western Region students (in Arizona, California, Nevada, and Utah) entering the ninth grade in 1980 failed to complete high school. This paper providcs education policy makers with an overall understanding of the Western Region dropout problem, reviews available research, analyzes alternative change strategies, and briefly describes three categories of specific policy options. Students' decisions to leave school are shaped by numerous interrelated factors, including personal reasons, family characteristics, and disappointments in the school. Schools contribute to school leaving by creating dull and uninspiring programs, allowing staff insensitivity to student needs, and failing to develop effective management systems to identify, track, and serve the needs of at-risk students. Promising approaches to reducing early exit behavior must deal with student "disconnectedness" and address three policy levels--the community, the school, and the individual staff member. Coordinated change at all levels is required for maximum effectiveness. Six strategies for reducing school leaving can be identified: risk management, environmental management, incentive management, program management, staff management, and culture management. Three policy options are available: (1) strengthening school cultures and programs; (2) retaining at-risk youth; and (3) enhancing career and vocational programs. (134 references) (HLH)
The report describes a project to document the content, nature, and effectiveness of services to ... more The report describes a project to document the content, nature, and effectiveness of services to limited-English-proficient (LEP) students in the Ontario-Montclair School District (California), which has a high concentration of LEP students and a variety of English language development (ELD) programs. The district developed a comprehensive computer system that links LEP instructional services to students' language and academic progress. The report describes the three phases of the project: an inventory of the district's existing data systems, documentation of district ELD programs and services, and development of a plan for a comprehensive data tracking system. The study identified two data management issues affecting language development programs related to design limitations of a currently-used database system, and seven general data management issues relating to the overall efficiency and integrity of the data systems. Solutions are offered. (MSE)
This document reports on a three-phase research study undertaken in October 1988 for the Californ... more This document reports on a three-phase research study undertaken in October 1988 for the California Association of Regional Occupational Centers and Programs (ROC/P). Phase 1 was a comprehensive review of the legal and fiscal development of ROC/Ps since their inception in 1963. Phase 2 was a cost-effects study of ROC/P courses, relating such variables as student enrollments, expenditures, revenues, and course sqbjects to such variablrq as number of students continuing, completing, and leaving, as well as their follow-up status. Phase 3 was planning for the development of a management information system. It was found that (1) program planning and evaluation are influenced by organizational and political factors as well as by fiscal and legal constraints; (2) simple cost comparisons, outcome analysis, and even cost-effects studies cannot fully describe the complex factors influencing ROC/P program performance; (3) across a broad range of fiscal, organizational, and program dimensions, ROC/P managers face rapidly changing conditions and an uncertain future. In the area of fiscal support, data revealed year to year fluctuations as high as 30 percent of the base revenues. In.the area of accountability, pressures for cost-effective programs had risen sharply while assistance and resources had improved only slightly. An extensive list of references is included, along with 6 appendixes that provide the instrumentation for the study.) (CML)
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Papers by Douglas E. Mitchell