In an interesting charter/Shanker essay over at EdWize, Jonathan Gyurko writes: Teacher empowerment is not an absence of management and doesn’t assume teacher input into all day-to-day decision-making. But it does envision that educators will have the right to influence the major issues and decisions facing a school.
Can this be examined empirically? I’m trying to come up with the most neutral possible language (i.e., something that union leaders might agree on) that a researcher could use to explore “teacher voice” in union and non-union schools.
For example, “On a scale of 1 to 10, to what extent do you believe that you, as an individual teacher, influence major issues and decisions affecting this school? Similarly, what about the extent to which the teachers, as a group, influence major decisions at this school?”
Camp David bonus Q: Might unions support replication of non-union charters with unusually high “teacher voice/satisfaction” ratings, in exchange for charter peeps supporting the unionization of charters which had unusually low “teacher voice/satisfaction” ratings?