Not exact matches
But the superintendents came up with solutions to these barriers to overcome
teacher - credentialing limitations at the elementary and secondary levels, line - of - sight rules, class - size limits, and
restrictive provisions in union
contracts that specify the instructional and non-instructional time for each
teacher in a given day.
In fact, the main reason
teachers go to work in charter schools is that they like the freedom that these schools offer... including freedom from top - down
restrictive union
contracts that dictate a
teacher's every move.
While it is true that when Green takes off his journalist hat and puts on his columnist one he is no longer under any obligation to describe things accurately, he is being more than a bit disingenuous to suggest the «Commissioner's Network» (Section 18 of Senate Bill 24) simply means «longer days, year - round school, more social services, better pay for sought - after science and math
teachers — without the constraints of
restrictive labor
contracts.»
Green says, «certainly the unions could compromise and agree to allowing Malloy and Pryor a dozen or 18 schools where the state could take dramatic action — longer days, year - round school, more social services, better pay for sought - after science and math
teachers — without the constraints of
restrictive labor
contracts.»
There's a reason for this: without the
restrictive terms of a typical union
contract, charter schools are able to reward top - performing
teachers and experiment with the most promising teaching methods.