K-12 Negotiation & Collective Bargaining Glossary
Key terms and definitions for Interest-Based Bargaining (IBB), IBCB, and K-12 education collective bargaining.
Interest-Based Bargaining (IBB)
A collaborative negotiation approach where both parties focus on underlying interests rather than fixed positions. Instead of starting with demands and compromising down, IBB teams identify what truly matters to each side and work together to create options that address everyone's core needs. Also known as interest-based negotiation or principled negotiation.
Interest-Based Collective Bargaining (IBCB)
The application of Interest-Based Bargaining principles to collective bargaining between employers and unions. In K-12 education, IBCB helps school districts and teachers' unions negotiate contracts collaboratively, focusing on shared interests like student outcomes, working conditions, and fiscal responsibility rather than adversarial positional bargaining.
Collective Bargaining
The process by which an employer and a union negotiate the terms and conditions of employment, including wages, benefits, hours, and working conditions. In K-12 education, collective bargaining typically occurs between school district administration and education unions representing teachers, classified staff, or other employee groups.
Positional Bargaining
The traditional approach to negotiation where each party starts with a fixed position (demand) and makes concessions until a compromise is reached. Often adversarial, it can damage relationships and produce win-lose outcomes. IBB was developed as an alternative to positional bargaining.
Interests
The underlying needs, concerns, desires, and motivations behind a party's position. In IBB, identifying interests is a critical step because multiple options can often satisfy the same interest. For example, a union's interest in 'fair compensation' could be addressed through salary increases, improved benefits, or reduced workload.
Issues
The specific topics or subjects brought to the bargaining table for negotiation. In K-12 collective bargaining, common issues include compensation, class sizes, preparation time, professional development, health insurance, and evaluation procedures.
Options
Potential solutions or proposals generated during negotiation to address the interests of both parties. In IBB, teams brainstorm multiple options before evaluating them against objective standards, encouraging creative problem-solving.
Standards
Objective criteria used to evaluate negotiation options fairly. Standards may include financial data, legal requirements, industry benchmarks, comparable district contracts, or operational feasibility. Using standards helps both parties assess options without resorting to positional power plays.
Three-Cut Method
An IBB evaluation framework that assesses each option against three criteria: (1) Does it satisfy the interests of both parties? (2) Do we have the resources to implement it? (3) Is it politically viable for both sides? Options that pass all three cuts move forward as viable solutions.
Ground Rules
Agreed-upon behavioral expectations and logistical guidelines established at the beginning of the negotiation process. Ground rules typically cover meeting schedules, communication norms, confidentiality expectations, media protocols, and how disagreements will be handled.
Ratification
The formal approval process where union members vote to accept or reject a tentative agreement reached at the bargaining table. A successful ratification means the negotiated contract becomes binding. In K-12 education, both the union membership and the school board typically must ratify the agreement.
Impasse
A point in negotiations where the parties are unable to reach agreement and progress stalls. When impasse occurs in K-12 collective bargaining, the parties may seek mediation, fact-finding, or (in some states) binding arbitration to resolve the dispute. IBB is designed to reduce the likelihood of impasse by focusing on shared interests.
Mediation
A dispute resolution process where a neutral third party (mediator) helps the bargaining parties find common ground and reach agreement. Unlike an arbitrator, a mediator does not impose a decision. Mediation is commonly used in K-12 labor relations when direct negotiation reaches impasse.
Facilitator
A neutral party who guides the IBB process, helping both district and union teams follow the structured framework, stay focused on interests, and maintain productive dialogue. Facilitators do not take sides or make decisions — they manage the process. In Parley, facilitators have visibility into both sides' workspaces.
Tentative Agreement (TA)
A preliminary agreement on a specific issue or the full contract, reached at the bargaining table but not yet formally ratified. Tentative agreements are typically documented and set aside until all issues are resolved, then presented as a package for ratification.
Bargaining Unit
The group of employees represented by a union for purposes of collective bargaining. In K-12 education, common bargaining units include certificated teachers, classified staff (custodians, bus drivers, aides), and sometimes administrators or specialized professionals.
Memorandum of Understanding (MOU)
A formal agreement between a school district and union on a specific topic, often used to address issues that arise between full contract negotiations. MOUs can modify or supplement existing contract language and are typically shorter and more targeted than a full collective bargaining agreement.
Sunshine / Public Notice
In many states, collective bargaining proposals must be publicly noticed before formal negotiations begin. This 'sunshining' process allows community members to review and comment on the initial proposals. The specific requirements vary by state law.