 |
Building relationshipsMadison Teachers Inc. welcomes
|
Madison Teachers Inc. Executive Director John Matthews (right) and Madison schools Interim Superintendent Art Rainwater meet regularly to discuss issues. |
By Lyn Jerde
Written for News & Views
John Matthews remembers the words as clearly as if he’d tape-recorded them. “We’ve got to get together. We’ve got a lot of bridges to build.”
Madison Interim Superinten-dent Art Rainwater said those words to Matthews on April 23, the morning after Superintendent Cheryl Wilhoyte announced her resignation, effective in June. In her resignation speech, Wilhoyte blamed Madison Teachers Inc. and Matthews, its executive director, for much of the storminess that characterized her five years in office.
“I’ve found that we can resolve nine out of 10 concerns by sitting down together and discussing them.” |
Matthews responded to Rainwater’s outreach by immediately arranging a lunch meeting.
Now, the two men meet regularly — at lunch, in each other’s offices, and sometimes at school board meetings or joint appearances on local TV interview shows.
Benefits of cooperation
A half year after Rainwater’s overture, he and Matthews are eager to attest to the benefits of cooperation between the teachers’ union and administration.
“It’s never a good thing for kids when the adults in their lives are not working together,” Rainwater said. “First of all, I’m a teacher, too. All of us are teachers.”
“I’ve found that we can resolve nine out of 10 concerns by sitting down together and discussing them,” Matthews said.
It is important to note, Matthews said, that Madison teachers built the foundation for this new relationship by demonstrating over the years that the union is strong and united.
The ‘Art file’
Matthews has a green folder that he calls his “Art file” — topics of discussion that he and Rainwater can take up during their meetings.
Often, those topics include issues in dispute or grievances between a teacher or group of teachers and the administration. The meetings provide time for the two to explore possible resolution.
For example, if a teacher takes issue with the wording of his principal’s evaluation of the teacher’s performance, then Matthews and Rainwater might get together to suggest more constructive wording to the principal. If the principal agrees, then the teacher might decide that the conflict can be solved without arbitration. The two also discuss resolving issues before they become problems.
Relationship saves money
Matthews said this type of union-administration cooperation saves money for public school districts as well as the union. If a dispute goes to arbitration, it costs the district about $650 a day for the services of an arbitrator, and about $150 an hour to hire outside legal counsel.
“When we solve a problem this way,” he said, “then the district saves about $10,000 that could go toward fixing a school’s roof or updating textbooks.”
Rainwater said his willingness to talk to the union does not mean the union gets everything it wants.
Matthews said he and Rainwater have discussed the need to have a legal mechanism – arbitration – available to resolve issues on which they can’t agree.
Agree to disagree
“Sometimes, we agree to disagree,” Rainwater said. “But we let them know that when they come and ask for something, they’ll be given a fair shake.”
That doesn’t apply only to dollars-and-cents issues, Matthews said, but also to a less tangible quality — respect.
“A district can’t be served,” Rainwater said, “unless it has teachers who are respected, properly compensated, and given the proper equipment they need to do their jobs.”
Impact on education
Respect goes far beyond money matters, Matthews said. Often, Matthews said, he and Rainwater talk about new approaches to education, and try to anticipate the implications of those approaches.
For example, Matthews and Rainwater have discussed the impact of the new block scheduling at LaFollette High School. Will teachers have enough time to plan their lessons? Will they be properly compensated for time spent developing curriculum?
Matthews said this atmosphere of respect benefits children.
“People in the work sites are happier now, and this creates more relaxed learning environments,” he said.
Rainwater said — and Matthews agreed — that cooperation between administration and union will work only if both sides are completely up-front.
“The key is total honesty,” Rainwater said.
“When I sit down with John and talk about the issues we have, I hold nothing back — and I know that he does the same with me.”
Posted December 2, 1998
 |
All
About WEAC - News
- Education Resources
|
 |