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='~;::==Ii II' II ! I: II D I THE NEGOTIATIONS FOR THE FIRST LEGAL CONTRACT BETWEEN THE CONEJO TEACHERS AND THE CONEJO VALLEY UNIFIED SCHOOL DISTRICT 1976-1977 by 1; Sydney Stein A Thesis Presented to the Faculty of the Education Department of California Lutheran College JiI, i 'II. i ; Ii : Ii j ii .~ ;; Ii i JI ~ j ', .. 1 ji !' In Partial Fulfillment I: :I l: of the Requirements for the Degree !!" q ~i Master of Arts in Education With an Emphasis in History r! II li ;jjl II !! ii ~! I!" Ii Ii Augu st, 1981 Ii II :: :1 :lI'" :1 I' if i! ", j .---- :!"' :II I ='~;::==ii II' II ! I: II d i. .' I! " "It " p j :i" I; .1I' ii ,I ii Ii The thesis of Sydney Stein II is approved I! II 'li :;" jl ,I II ii Ii n II II l! Ii I' ij !,'i II l! il Ii 11 I! II 'I !i 1/ !; II ji II I' ___ II I' II" II II Leonard Smith Ii ,.ii II Ii Carol Genrich .iiI I II --~---:------li ;j f'"---' Robert Formhals , ' II II I, I, iI I! -II II'I Ii II II 4 Ii I' II II II !I i' Ii Ii 11 ii !l II" !! l~ " jl" II jl jl r II Ii II II " II II II JI iI II :!Ii August, 1981 if ji I. " ii H it Ii Ii 'I 'i r: Ii 'I " !J " It TABLE OF CONTENTS j" II iJ II i Dedication ii I CHAPTER Prefa.ce ... ". ... .. .. .... .. .. .. .. 1 II Ii I I 1. Creation of the Unified School j, District and the Initial Agreement Between the Teachers and the Dis- trict 2 2. The Beginning of Collective Bar- gaining under the Rodda Act in California and the Conejo 11 3. The Negotiations 17 II 4 . Conc1u sion 47 )1 .Appendix 51 Footnotes 54 Bibliography 62 j, T - -------------- - ii ii" il it d !i" II j! !I II II ii il i Dedicated to the memory of Bernard Dain with acknowledgement to Thomas Boysen and Robert W. Formhals \~'~/ II II II ,.== .. \1 • n ' _1..; __ II !, I' THE NEGOTIATIONSFOR THE FIRST LEGAL CONTRACT !I BETWEENTHE CONEJO TEACHERSAND THE I! Ii CONEJOVALLEYUNIFIED SCHOOLDISTRICT 1976-1977 Ii i! I! 1: ii i; In 1973 two school districts in the Conejo Valley in 1! ,IIi Ventura County, California were unified. Two years later I; !I :I" California adopted a collective bar~aining plan for public !! ii 11 school teachers. Within one week of the date that the law ,I [i iI ~ 'I i; went !'- into effect, negotiations between the Conejo teachers "I, " nIi :i and the Conej 0 Valley Unified School District began. Ii ii " Ii Ii The negotiations went on from July, 1976, to May, II '1:11977. The underlying reasons for the difficulties encoun- !i I 'I Ii tered in reaching a successful conclusion to negotiatio~s of 'I- (''I ii j , I "'.,-" Ifii the first" legal contract between the Unified Association of .-I' ,I , I' II 11 ConejoTeachers (UACT) and the Conejo Valley Unified School q II Distr-ict were: 1) the teachers believed they already had a II Ii jl Ii binding agreement with the member s of the Board of Education il 11 II Ii and therefore neither they nor the Board could agree to less ii !I " II than was deline ated in the earlier agreement, 2) the members !I , II "I II I of the Board of Education believed that when a coritract ex- Ii "I I. I, pired, everything in tha t- document died and had to be renego- 11 II Iitiated, and 3) the teachers chose to use non-professional .1 Ii negotiators who were members of the school district while :' I Ii the District chose to use a professional negotiator. I IIIi Ii ilII il II Ii Ii II ~j I, H" II ;; il 11 ii II ij i! i1 II I!'I Ii11 I' II'I CHAPTERI !j II II I' " 'I !!Cteat10n of the Unified School District and the Initial II !I :I Agreement Between the Teachers and the District ii II II II II In 1973 the Conejo Valley was a small suburban ,I Ii Southern California valley co~sisting of three communities, /1 i! ",:1. ,I [,Newbury Park, Tpousand Oaks, and Westlake Village. The II lj I, I:. school communi ty also was divided by three. Children from IIi ; I Ii Newbury Park and the western part o-f Thousand Oaks were, II Ii educa ted by the employees of the Timber School District and Ii' Ii the children in Westlake 'Village (Ventura County) and 'II I!Ii east~rn Thousand Oaks attended the Valley Oaks School Dis- ,II iI p IItrict. The two high schools were the easternmost schools II II I I, I I! in the Oxnard Union High School District. This changed with I Ii I i.1 the special election held September 18. Eighty five percent ill !: I :Iof those voting on the issue chose to unify their school III Iisystem' creating one of 'the larger school districts in Califor~ , I' 11 Iinia .1 Ii Five individuals were elected to the unified Board of 'i I ~Education at that time. Pauline Hogstad became the first !i" II ~Board President. The others were Cecil Schnelle, vice-presi-Il 'I i1 II qdent, Glen Scott, clerk, Robert Myers, and Lawrence Smith. II I·.1 ii i! Smith, Hogstad and Myers were to serve four year terms and II I!" i! ", Ii -------------' r--- IiI, !! I It'i i " H 11 !i ,I II IiSchnelle and Scott had two-year terms. Both Hogstad and II Myers were incumbent elementary school board members at the Ii IIi' iitime," Hogstad on the Timber School Board and Myers on the II " Ii d II I, 'I iiValley Oa:ksBoard. Larry Smith was currently serving on the I: " n'i !j high sc hool Board and had previou sly served on the Timber ii . "II , Ii Board. Cecil Schnelle was a m:m~er of the Oxnard Harbor II Commission after retiring from the Oxnard Union High School Ii Ii District administration. Glen Scott, a teacher at Newbury II , II Park High School, remained a teacher in the Oxnard Union High I! Ii School District by transferring to another school in order to'l avoid conflict of interest charges. Ii The Board members took office immediatel~ holding II II iitheir first'meeting on September 25 and their first order of ii jibusiness was to employ a superintendent. With' advice and Jl " , !!assistance from I ';I! James Cowen, Ventura County Superintendent of Ii ilPublic Instruction and Robert Ferris from the University ~f II '!, "I !!SoutI hern Calif or,nia, a searc h was begun. Thi s searc h re suI tedjj i.i II ' I. i!inthe employment of Wayne Butterbaugh as first Superintendent:: !iof the Conej a Valley Unified School District in the early III iFonths of 1974. I 'I II II At the same time, the leader s of the teacher s I as so- ! 1\ I i~iations representing the two elementary districts were !bolding meetings with representatives from the two high liSCh001S affected by the merger. On a spring day in 1973 I! ikhree Timber District teachers met with three Valley Oaks Ii ;: II ,I 'I i'teachers and four high school teachers, two from each school. Ii Ii II il .:=.::~ 1 I il " " H I! II 114 !'I 'I Ii "These ten people began to create a local teachers' associa- II H ,tion to be affiliated with the California Teachers Associa- ;t :1 tion and the National Educati:an Association. Ii !! :l Meeting during the summer,2subcommittees created a il Ii constitution and bylaws for an organization first called the II d 11 Ii United Association of Conejo Teachers, later changed to the Ii :1 Unified Association of Conejo Teachers (UACT). UACTleaders I! H ,._*" , it if 'I :i had petitioned the California, Teachers Association for re- II! .~ ~ I ii cognition before the election 'so there would be an official Ii 11 II !i spokesperson for the teachers as soon as unification became ai! 'i II I! reality. The first chairperson was Monty Davis, an inter- jll! II I :1 mediate school teacher and ordained mini ster. He informed III, lithe new Board at their first meeting of UACT's existence. ,I Ii With the establishment of the unified district came !I 'I ' II Ii the need to unify policies defining the working conditions I j! Il !: of the employees. The pr,ocess by which certificated employ- II ii II II ees had input in this procedure was known as the meet-and-con-!! ,II hIi I!Ii fer process as defined in the state's Winton~-- ,._" Act. The Winton!;I. P li II Act was intended to establish a "professional" approach to Ii I; ,I ii resolving issues. Cer'tificated Employee Councils were I'! I' I :i created by teacher organizations. CEC volunteers met and II I Ii III conferred with district administrat,ors about the wording of II Ii specific education policies. T~many association officers, 11 ;1 thi s procedure was le sst han sa ti sfactory. They fre quent ly II 'i" "'I il called the Winton Act the "meet and defer" process. Too II Ii often this method was described as a meeting where the ad- II -~ il .. ilI , i 'IIi H .. ,ministrators told the CEC representatives what the teachers were going to dO.] The California Teach~rs Association (CTA), represent- ing over 100,000 California teachers, was urging local af- .
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