Labor Management Collaboration: Rockford's Journey

Summary

In Rockford, the 1980s recession left lasting scars on its public school system, marked by high superintendent turnover, conflict, and distrust between the district and teachers. However, under new leadership starting in 2013, Rockford Public Schools embarked on a cultural shift, emphasizing collaboration and open communication. Through strategic planning and interest-based bargaining, the district and union transformed their relationship, ultimately improving morale, closing graduation gaps, and building a more positive and effective school environment. The story highlights the power of collaboration in overcoming deep-rooted challenges.

Takeaways

• 😀 The recession of the 1980s hit Rockford hard, leading to a long-lasting economic struggle and negative perceptions of the public school system.
• 😀 Rockford Public Schools experienced high turnover in leadership and dysfunction, including incidents like school board members fighting during meetings.
• 😀 The initial tone of labor negotiations was adversarial, with an attorney telling teachers they needed to 'do more with less,' setting a confrontational atmosphere.
• 😀 The Rockford Education Association (REA) voted overwhelmingly to strike, signaling deep dissatisfaction and a failure in negotiations.
• 😀 Dr. Jared became superintendent in 2013, managing 47 schools and nearly 5,000 employees. He recognized the importance of building relationships with unions and community partners.
• 😀 To improve the district, Dr. Jared and his team worked with the Consortium for Educational Change (CC) to involve stakeholders and create a strategic plan that would be a 'living, breathing' document.
• 😀 The strategic planning process emphasized collaboration, ensuring all levels of the system (classrooms, schools, districts) used common language and goals.
• 😀 Despite successes in building collaboration, there were concerns about repeating past conflicts in future contract negotiations, leading to the introduction of interest-based bargaining.
• 😀 Interest-based bargaining, which focuses on collaborative problem-solving rather than positions, helped strengthen relationships and led to the timely settlement of a new contract.
• 😀 The success of interest-based bargaining also led to the formation of committees that would continue working on difficult topics, ensuring long-term improvements in negotiations.
• 😀 Over time, these changes led to better morale, improved community perception of the schools, and measurable progress, such as narrowing graduation rate gaps between racial groups.

Q & A

What was the impact of the 1980s recession on Rockford?

The 1980s recession severely affected Rockford, making it one of the worst-hit cities in the country. This economic hardship contributed to a long-standing struggle for recovery, especially in the public education sector.

How did the community view Rockford Public Schools in the past?

The community had a negative view of Rockford Public Schools, seeing it as a place you didn't want to be. There was a high turnover in school leadership, and the schools struggled with poor public perception.

What was the tone of the early negotiations between the district and the union?

The tone was confrontational from the start. The district's attorney set the stage by telling teachers they would need to 'do more with less,' which led to tensions and set the foundation for a potential strike.

How did the Rockford Education Association respond to the contract negotiations?

The Rockford Education Association (REA) voted overwhelmingly to strike after negotiations with the district failed to settle a new contract.

What leadership changes occurred in Rockford Public Schools in 2013, and what impact did they have?

Dr. Jared became superintendent in July 2013, bringing new leadership to a district with 47 schools and nearly 5,000 employees. His focus was on building strong relationships with the union, district leadership, and the community.

What role did the Consortium for Educational Change (CC) play in improving the district?

The Consortium for Educational Change helped lead a strategic planning process by incorporating stakeholder voices into the decision-making. This was essential for creating a shared vision and building collaboration across the district.

How did interest-based bargaining differ from traditional bargaining approaches in Rockford?

Interest-based bargaining focused on collaboration rather than confrontation. Both parties shared their concerns and worked toward mutual solutions, aiming to avoid the conflict that had plagued previous negotiations.

What was the result of the new approach to bargaining in Rockford?

The new approach to bargaining led to a timely contract settlement and strengthened relationships between the district and the union. This process even continued with work groups addressing tough negotiation topics over the following years.

How did the changes in bargaining and leadership impact morale within the district?

There was a significant shift in morale. Teachers began to feel respected in their classrooms, no longer fearing punitive actions. This positive shift in culture contributed to a stronger sense of empowerment and collaboration.

What improvements were made in student outcomes as a result of the cultural changes in the district?

The cultural changes in Rockford Public Schools led to improvements in student outcomes, including closing the graduation rate gap between white, African-American, and Latino students.