Public school educators know from both experience and common sense that when school administrators treat teachers as partners rather than adversaries, schools function more smoothly, staff morale is higher and the entire school community benefits.

Now new research published by the Center for American Progress suggests that collaboratively run schools also have higher student achievement.

The findings affirm our focus at the UFT on ensuring that teachers have a voice at their schools and that chapter leaders have a seat at the table with principals. Fortunately for the city, Chancellor Carmen Fariña also understands the importance of fostering collaboration, rather than competition, within and between schools.

Our new contract reflects that priority by creating school-based committees and processes that require administrators and UFT members to work together on decisions affecting the school.

The study described in Research Shows [see page 17] used data from 26 schools in a Southern California school district to rate each school on the quality of the partnership between administrators and teachers.

The researchers found that formal partnerships between unions, administrators and teachers at the school level help improve student performance; lead to more meaningful communication among teachers on topics such as curriculum and instructional practice; and prompt more frequent and relaxed communication between teachers and administrators.

This sort of teamwork, of course, runs counter to the views of corporate education reformers. They contend that everything depends on the talents of the individual teacher. They sidestep or even actively oppose calls for greater collaboration within schools. Collaboration gives teachers a voice, something the reform camp doesn’t want.

As we work to build more collaborative relationships within our schools, it helps to remember who will benefit most — our students.