AFT Higher Education

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AFT HIGHER EDUCATION

A Division of the American Federation of Teachers

Edward J. McElroy, President

Nat LaCour, Secretary-Treasurer

Antonia Cortese, Executive Vice President

HIGHER EDUCATION PROGRAM AND POLICY COUNCIL

Chair: William E. Scheuerman, AFT Vice President, United University Professions, State University of New York

Vice Chair: Sandra Schroeder, AFT Vice President, AFT Washington

Barbara Bowen, AFT Vice President, Professional Staff Congress, City University of New York

Tom Auxter, United Faculty of Florida

Jason Blank, Rhode Island College Chapter/AFT

Ora James Bouey, United University Professions, SUNY Stony Brook

Perry Buckley, Cook County College Teachers Union

Bob Congdon, Alaska Community Colleges Federation of Teachers

William Cutler, Temple Association of University Professionals

Daniel Georgianna, University of Massachusetts Faculty Federation

Chris Goff, Graduate Teaching Fellows Federation

Martin Hittelman, California Federation of Teachers Community College Council

Susan Kaufman, University Professionals of Illinois

John McDonald, Henry Ford Community College Federation of Teachers

Derryn Moten, Alabama State University Faculty-Staff Alliance

Larry Oveson, Minnesota State College Faculty

Mark Richard, United Faculty of Miami-Dade Community College

Sam Russo, Adjunct Faculty United

Karen Schermerhorn, Faculty and Staff Federation of the Community College of Philadelphia

Ellen Schuler Mauk, Faculty Association at Suffolk Community College

Curtis Smeby, Northern Montana College Federation of Teachers

Louis Stollar, United College Employees of the Fashion Institute of Technology

Donna Swanson, TVI Employees Federation

Roy Vestrich, United Professions of Vermont

Nicholas Yovnello, Council of New Jersey State College Locals

PROFESSIONAL STAFF ADVISORY COMMITTEE

Iris Delutro, Professional Staff Congress, City University of New York

Kevin Fahey, University of Connecticut Professional Employee Association

John J. Marino, United University Professions, State University of New York

Juliette Romano, United College Employees of the Fashion Institute of Technology

Elinor Sullivan, University Professionals of Illinois

Nick Yovnello, Council of New Jersey State College Locals

STAFF

Lawrence N. Gold, AFT Higher Education, Director

Craig P. Smith, AFT Higher Education, Associate Director

Lindsay Albert, AFT Higher Education, Senior Associate

The American Federation of Teachers

January 2006

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ESTABLISHING STANDARDS

FOR PROCEDURES

AND REQUIREMENTS

1. Professional staff should be guaranteed avoice in decision-making through a strong,open and cooperative partnership with uni-versity administration.

2. Professional staff hiring-based on proceduresmutually agreed upon by administration andprofessional staff representatives-shouldinclude an in-person interview and an openhiring process. The interview process shouldbe conducted at the departmental or equiva-lent level, with participation of professionalstaff on search committees, and recommen-dations made to the college or university forfinal decision.

3. At the point of hiring, professional staffshould be given a current and accurate posi-tion description that has been reviewed andapproved by both the college and its profes-sional staff. Position descriptions should bedeveloped by the individual departments,including the professional staff serving inthose departments, in consultation with thehuman resource or personnel department oncampus. They should be up-to-date withdefined expectations, workload require-ments, time allotment rules, and skillrequirements.

4. A clear performance evaluation system shouldbe established based on current and accuratejob descriptions. Evaluation should includediscussions of working conditions, profession-al development, promotion opportunities andother key elements of the position.

5. After completing a probationary period, pro-fessional staff are entitled to job security.After an employee completes the probation-ary period, an assessment committee shouldreview his or her performance and make rec-ommendations. The employee should be

issued a multi-year contract or given time forremediation. At a minimum, professional staff should have a comparable tenure-styledue process system with long-term contracts,adequate notice of nonrenewal, seniorityranking, and the freedom to challenge man-agement without sanctions.

6. Professional staff should have a clearlydefined work schedule-based on proceduresmutually agreed upon by administration andprofessional staff representatives-withoptions for comp time or flex time. Oncedefined, a system should be set up to handlenecessary compensation and concessions tothose encountering "on-call" requirements,night work and other overtime hours.

7. If professional staff members' job responsi-bilities change substantially, they should beable to apply for a position reclassificationreview.

8. An appeals process should be openly availableto professional staff to handle any disputes,ranging from promotions to denial of reap-pointment. A clearly defined and fair appealsprocess should be set up to handle any employ-ment disputes and guarantee due process.

SETTING STANDARDS

FOR COMPENSATION

1. Professional staff should have a fair and equi-table salary classification structure for eachjob title based on procedures mutuallyagreed upon by administration and profes-sional staff representatives. To recognize theirmany different duties and levels of responsi-bility, an institution should clearly define itsclassification and salary system for the vari-ety of job titles. The salary structure shouldbe based on years of experience and includeprovisions such as negotiated minimumsalaries, advancement steps and salary ranks.

Summary of Standards of Good Practice

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STANDARDS OF GOOD PRACTICE IN THE EMPLOYMENT OF PROFESSIONAL STAFF / 3

2. Professional staff should receive paid sickleave, paid holidays and breaks, health andpension benefits, and any other benefits nec-essary, comparable to those of faculty.

3. Funds should be designated for professionaldevelopment and training. Professional staffshould also have access to tuition waivers,travel allowances, and financial support forconferences and other relevant programs.

4. Professional staff should have the option ofsabbaticals or education leaves, as deter-mined by a sabbaticals committee.Professional staff members who are excusedfrom their regular duties to attend work-related training should not be required tomake up the time missed. Sabbatical com-mittees that review requests for leave mustinclude professional staff selected by peers.

5. Professional staff should be considered forpromotions or salary increases based on pro-fessional development, supplemental educa-tion and years of experience. Criteria for pro-motions should focus on, but not be limitedto, professional development, years of serviceto the college or department, and quality ofwork. A clear procedure should exist forapplying for promotions.

6. Notice of vacancies and the process for fillingvacancies must be public and transparent. Asystem should be in place for notice of all pro-motion opportunities. Professional staff shouldreceive a timely and complete response fromsupervisors following any request for a promo-tion. Colleges and universities should followpreviously defined procedures for determiningwhether professional staff members meet thecriteria for promotions.

PROMOTING STANDARDS

FOR PROFESSIONAL

RESPECT AND SUPPORT

1. Professional staff must have representationwith full voting privileges on academic andinstitutional governing boards. Consideringthe multiple roles professional staff fill andtheir unique perspectives on students' needs,slots should be reserved for them on govern-ing and planning committees and boards.

2. When hired, professional staff should receivea formal orientation to the institution, thedepartment or equivalent, and the institu-tion's governance structure; they should alsobe advised of their rights under any collectivebargaining agreement. If there is a collectivebargaining contract, professional staff shouldbe advised fully of their contractual rightsand responsibilities.

3. Professional staff should have suitable work-ing conditions and access to support servicesnecessary to fulfill their responsibilities.Professional staff should have adequate sup-plies, access to campus facilities, includingthe library, and other campus privileges.

4. Professional staff should have a flexibleschedule that provides the opportunity forcommittee work at the departmental orequivalent level. Time away from the jobshould be allowed for committee work dur-ing normal work hours. In cases where addi-tional time is needed beyond the definedwork week, compensatory time should apply.

5. Professional staff should have the right to helpset the academic calendar for the institution.

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ENSURING STANDARDS

FOR UNION REPRESENTATION

1. In consideration of their representation inthe bargaining unit, local unions represent-ing professional staff should designate posi-tions for them on their board of officers (or inelected leadership) so that professional staffissues are included in the local union's deci-sion-making process.

2. The local union representing professionalstaff should provide an orientation hand-book of rules, processes and advice fornew union members. An orientation hand-book should outline their rights, responsi-bilities and opportunities within theunion.

3. For internal local union governance, profes-sional staff should be guaranteed due process

on all formal arbitrations and grievances.Professional staff should have an arbitrator-with knowledge of professional staff issues-tohear complaints over classification upgrades,discipline or other unfair practices.

4. All local unions with professional staff mem-bers should actively encourage participationin union affairs, and follow a policy of oneperson-one vote.

5. Local, state and national unions should pro-vide all their members-both professional staffand classroom faculty-information on therole professional staff play at higher educa-tion institutions.

6. Professional staff should expect that theirunion, at the local, state and national level,will push for full implementation of the stan-dards of good practices outlined in thisreport at its campuses and institutions.

Summary of Standards of Good Practice (continued)

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STANDARDS OF GOOD PRACTICE IN THE EMPLOYMENT OF PROFESSIONAL STAFF / 5

Introduction

Who Are Professional Staff?Almost everyone can conjure up a mental imageof a college professor. A professor develops thecurriculum for the classes he or she teaches. Aprofessor teaches in the classroom and advisesstudents outside the classroom about their aca-demic work. A professor studies the latest disci-plinary literature, attends professional confer-ences and conducts original research.

This, however, is only part of the staffing pic-ture in the modern college or university. In addi-tion to instructional staff, colleges rely on largenumbers of personnel called classified or sup-port staff serving in a wide variety of secretarial,clerical and technical support roles.

Another category of academic employee isprofessional staff (used in this publication),which also may be referred to as a variety ofother names, such as academic professionals.Professional staff serve in capacities that linkacademic and administrative services for stu-dents. This fast-growing group is the focus ofthese standards.

It is impossible to define neatly the responsi-bilities of professional staff because they under-take an incredibly diverse set of tasks and theirjobs are classified differently from one college tothe next. For example, college librarians are cat-egorized as faculty in some institutions and asprofessional staff in others. Here is just a sampleof the roles filled by professional staff today:

■ Student advisors who provide academic andcareer guidance and ensure that the needs ofstudents of multiple ethnic and culturalbackgrounds, ages and experiences are met;

■ Administrative staff who handle joint plan-ning and coordination of services. For exam-ple, internships, community programs andopen-access facilities require professionalsupport and coordination;

■ Information technologists who supportteaching, learning and research. Today's stu-dents, when they come to college, wantlearning opportunities outside as well asinside the classroom. The increased relianceon technology-including online learning andvirtual communication-has greatly expandedthe need for information service and supporttechnicians;

■ Laboratory managers and teaching assistantsin science labs;

■ Registrars;

■ Instructional program directors;

■ Medical personnel;

■ Computer programmers and engineers;

■ Admissions personnel;

■ Financial aid counselors; and

■ Development/public relations specialists.

How large is the cohortof professional staff?In compiling national data, the U.S. Departmentof Education asks each institution of highereducation to designate the number of workers itrefers to as "noninstructional" staff. In 2003 thedepartment reported that, out of 3 million high-er education employees, almost 1.7 million were

Table 1. Professional staff at degree-granting institutions: Fall 1995-Fall 2003

Percent Change from

Fall 1995 Fall 1999 Fall 2003 Fall 1995 to Fall 2003

Total 415,892 451,076 541,472 30.2 %

Full-time 347,946 373,902 461,510 32.6 %

Part-time 67,946 77,174 79,962 17.7 %

Source: U.S. Department of Education, Fall Staff Survey, various years.

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noninstruc-tional staff.Theseemployeesnow outnum-ber allinstructionalstaff by morethan 250,000and areincreasing ata faster rate.

The government breaks down this category of"noninstructional" employees into the followingsubcategories: (1) executive/administrative/managerial, (2) technical and paraprofessional,(3) clerical and secretarial, (4) skilled crafts, (5)service/maintenance, and (6) other profession-al. Although, again, the actual breakdown ofstaff responsibilities will vary from institution toinstitution, it is this "other professionals" groupthat most professional staff fall into. This groupnow represents almost 20 percent of the totalhigher education workforce. Between 1995 and2003, the Department of Education reports thatthe number of full-time professional staff inhigher education grew by nearly 33 percent.

What explains the growthof professional staff?A number of factors account for the growth ofprofessional staff. One is the growing size anddiversity of the student body. Today more than15 million students attend more than 4,000 col-leges and universities. Enrollment in highereducation has grown by 12 percent since 1995and 30 percent since 1985. With larger numbersof nontraditional students, including adult, low-income and minority students, the composite ofthose who want to attend college is diversifying,and the demand for services is increasing.

Today's students rely on immediate special-ized care and learning opportunities outside aswell as inside the classroom. Professional staffmembers are trained to understand studentneeds and provide the necessary services. Forexample, students' increased use of technologyand need for open-access facilities, internshipsand community programs have led to newdemands for well-trained professionals.

For better or for worse, many colleges havebecome multifaceted organizations encompass-ing job training, entertainment, food services,sports, housing, healthcare, and private researchand development. The classroom mission of theinstitution is just one aspect of the total highereducation experience. Professional staff are akey means of ensuring students are well-served.

Also contributing to the rise in professionalstaff numbers are the accountability and report-ing requirements imposed by state and federalfunding agencies. In addition, the share of stateappropriations going to public higher educationinstitutions has decreased. Paradoxically, thelast 20 years have witnessed both dramaticgrowth in higher education and increasing fiscalausterity. Many indicators suggest that publicfunding will continue to be an unreliable sourceof support in the future.

The decline in public support has led col-leges and universities to adopt a more corporatemanagerial model, which undermines collegiali-ty and faculty governance, jeopardizing the mis-sion of higher education. The managerialapproach often has been to cut back on vitalservices and to move the staffing structure awayfrom secure, well-paid tenured faculty jobs. Toreplace the teaching responsibilities of thetenured full-time faculty, college administratorsincreasingly rely on poorly paid and lessautonomous part-time/adjunct faculty andother contingent faculty positions. Managementalso has turned to professional staff to take onout-of-classroom responsibilities formerlybelonging to tenured full-time faculty, such asadvising students.

Professional staff members often are in a bet-ter position than faculty to offer the array ofspecialized services today's students need. Atthe same time, professional staff are likely to beless autonomous and more subject to manage-ment control than the tenured faculty. Despitethe importance of the functions they perform,and despite the level of skill required to performthose functions, professional staff generally arenot compensated as well or treated with thesame institutional respect as top administratorsand teaching faculty. For these reasons, theAmerican Federation of Teachers believes thereis an urgent need to develop and enforceresponsible standards of good practice in theemployment of professional staff.

This group now

represents almost 20

percent of the total

higher education

workforce.

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STANDARDS OF GOOD PRACTICE IN THE EMPLOYMENT OF PROFESSIONAL STAFF / 7

AFT, Professional Staff andStandards of Good PracticeThe roles filled by professional staff are not ancil-lary to the learning process—they are the lifebloodof the institution, ensuring that interconnectedservices reach students in a form they can use. Inorder to do their best work, professional staffneed clear expectations, job security, opportuni-ties for professional development, avenues foradvancement, appropriate compensation, man-ageable workload, and guaranteed participationin college decision-making. Unfortunately, cam-puses often lack these supports.

Colleges and universities should share deci-sion-making authority more broadly with pro-fessional staff, as they do with faculty under thestructure of shared governance. The AFTbelieves procedures should be established toensure that professional staff members partici-pate in all decisions about administrative servic-es as well as in the shared governance process.Professional staff have perspectives on students'needs that should be considered when develop-ing academic programs and standards.

The AFT is the largest union of college fac-ulty and professional staff in the country.Among its 1.3 million members, the AFT repre-sents 150,000 faculty and professional staff atcolleges and universities. The union is activein organizing professional staff, and AFTHigher Education affiliates have some of thelongest-standing and most sophisticated col-lective bargaining contracts for professionalstaff in the country.

This document sets forth standards of goodpractice for the employment of professionalstaff. It is one in a series of good practice publi-cations released by the AFT. Other publicationsin this series include standards for part-time/adjunct faculty, graduate employees andfull-time nontenure-track faculty. All are avail-able on the AFT Web site, www.aft.org.

These guidelines were developed in consulta-tion with an advisory committee of top profes-sional staff leaders. They are intended to serveas a blueprint for the appropriate treatment ofprofessional staff based on the principle thatrecognition and equity must be coupled withjob security and professional treatment. Thispublication follows an earlier brochure,"Professionally Speaking," which highlighted

the issuesfaced by pro-fessional staffand theircontributionsto highereducation.

TheStandards ofGood Practicefor theemploymentof profession-al staff aredivided intotwo sections:

1. Standards for Employment: AchievingRecognition and Job Security

■ Procedures and Requirements

■ Compensation

■ Professional Respect and Support; and

2. Standards for Union Representation:Ensuring Full Rights for Professional Staffwithin their Unions.

We hope this publication will enlighten publicofficials, college trustees and college adminis-trators about the important benefits of strength-ening professional staff's position on campus.We also hope professional staff members andtheir unions can use these standards in theirdiscussions with faculty and management.

Professional staff have

perspectives on

students' needs that

should be considered

when developing

academic programs and

standards.

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1. Professional staff should be guaranteed avoice in decision-making through a strong,open and cooperative partnership with uni-versity administration. Cooperation betweenprofessional staff and their managers is criti-cal to maintain an effective institutionalworkforce. Employee knowledge and experi-ence must be considered at the beginning ofany decision-making process. To the greatestextent possible, both parties should come tothe table as equals. This gives employees-who know their jobs best-more control overtheir own work. Involving professional staffin workplace decision-making results in astronger institution. While professional staffat some institutions do sit on committees orserve as advisors, this is rare. Truly sharedpower in decision-making is essential forstaff input to be utilized effectively.

2. Professional staff hiring-based on proce-dures mutually agreed upon by administra-tion and professional staff representatives-should include an in-person interview andan open hiring process. All too often, profes-sional staff are hired sporadically and with-out transparency. Professional staff shouldknow minimum standards for a position,including its education and experiencerequirements. The interview process shouldbe conducted at the departmental or equiva-lent level, with participation of professionalstaff on search committees, and recommen-dations made to the college or university forfinal decision. A credible and organized inter-view and hiring process provides an essentialfoundation for open communication andprofessional recognition.

3. At the point of hiring, professional staffshould be given a current and accurate posi-tion description that has been reviewed andapproved by both the college and its profes-sional staff. Position descriptions should bedeveloped by the individual departments,including the professional staff serving inthose departments, in consultation with thehuman resource or personnel department oncampus. They should be up-to-date withdefined expectations, workload require-ments, time allotment rules, and skillrequirements. Having a current and accuratejob description provides a baseline for evalu-ating job performance and commitment. Keyelements in the description should includetitle, summary of job, examples of work, pri-ority and schedule of duties, and educationand experience requirements.

4. A clear performance evaluation systemshould be established based on current andaccurate job descriptions. Professional staffshould be made aware of expectations for thesuccessful performance of their duties.Evaluation should include discussions ofworking conditions, professional develop-ment, promotion opportunities and otherkey elements of the position.

5. After completing a probationary period, pro-fessional staff are entitled to job security.Together, the administration and profession-al staff should designate a probationary peri-od for new employees. After an employeecompletes the probationary period, anassessment committee should review his orher performance and make recommenda-tions. The employee should be issued a

SECTION ONE

Standards for Employment: AchievingRecognition and Job Security

Procedures and Requirements

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STANDARDS OF GOOD PRACTICE IN THE EMPLOYMENT OF PROFESSIONAL STAFF / 9

multi-year contract or given time for remedi-ation. Contract renewal should be guaran-teed unless the administration has raisedserious concerns about performance or citesfiscal problems. Fiscal constraints must bedemonstrated and not manipulated by man-agers to remove experienced staff for the sakeof cutting costs.

Students deserve to have a stable work-force to handle their concerns. Tenure is themost appropriate and effective process forachieving this form of job security. At a mini-mum, professional staff should have a com-parable tenure-style due process system withlong-term contracts, adequate notice of non-renewal, seniority ranking, and the freedomto challenge management without sanctions.

6. Professional staff should have a clearly definedwork schedule-based on procedures mutuallyagreed upon by administration and profes-sional staff representatives-with options forcomp time or flex time. Professional staffface expanding job descriptions and growingworkloads. To control the level of work andreward additional work with additional com-pensation, professional staff and their man-agers need first to clearly define a normaland livable work week. Once defined, a sys-tem should be set up to handle necessary com-pensation and concessions to those encounter-ing "on-call" requirements, night work andother overtime hours. Failure to replace staffmust not be used to increase workload and

should be discussed with professional staff.

7. If professional staff members' job responsi-bilities change substantially, they should beable to apply for a position reclassificationreview. Professional staff members should beable to identify to their direct supervisor thespecific duties they believe justify reclassifi-cation to a different title. Factors warrantinga job reclassification may include the addi-tion of new programs or expansion of exist-ing programs; the realignment of organiza-tional structures; the introduction of new,more complex technologies; or added educa-tional or experience requirements.

8. An appeals process should be openly avail-able to professional staff to handle any dis-putes, ranging from promotions to denial ofreappointment. A clearly defined and fairappeals process should be set up to handleany employment disputes and guarantee dueprocess. Professional staff deserve to knowthat they will be treated with respect and thattheir concerns will be addressed in a timelyand professional manner.

A major concern for professional staff isthe possibility of changes in working condi-tions without due cause. Too often, profes-sional staff are subjected to increases oradjustments in their duties or workloads, cre-ating instability. Having a clear appeals proce-dure with due process is necessary to handlethe situation immediately in a professionalmanner.

Compensation

1. Professional staff should have a fair andequitable salary classification structure foreach job title based on procedures mutuallyagreed upon by administration and profes-sional staff representatives. One of thebiggest challenges for any institution is thesheer diversity of jobs held by professionalstaff. To recognize their many different dutiesand levels of responsibility, an institutionshould clearly define its classification andsalary system for the variety of job titles. Thesalary structure should be based on years of

experience and include provisions such asnegotiated minimum salaries, advancementsteps and salary ranks. To assure professionalrecognition and treatment, institutionsshould guarantee compensation based onevaluation of the position's requirements.

2. Professional staff should receive paid sickleave, paid holidays and breaks, health andpension benefits, and any other benefitsnecessary, comparable to those of faculty.Professional staff serving in part-time posi-tions should receive sick leave, holiday pay,

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Professional Respect and Support

and health and pension benefits. Part-timeor contingent status must not be manipulat-ed to reduce costs. For all staff, these benefitsshould be paid year-round.

3. Funds should be designated for professionaldevelopment and training. Professional staffmembers face an ever-changing environmentwith increasing technological and profes-sional demands. To respond to this effective-ly, institutions should designate adequatefunds specifically for the professional devel-opment of these workers. Professional staffshould also have access to tuition waivers,travel allowances, and financial support forconferences and other relevant programs.Actively encouraging professional staff toenhance their skills clearly benefits not onlythose workers, but the institutions and stu-dents as well.

4. Professional staff should have the option ofsabbaticals or education leaves, as deter-mined by a sabbaticals committee.Additional leave time for educational purpos-es helps professional staff members expandtheir horizons, refresh their skills and bring arenewed perspective to the students theyserve. Professional staff members who areexcused from their regular duties to attendwork-related training should not be required

to make up the time missed. Sabbatical com-mittees that review requests for leave mustinclude professional staff selected by peers.

5. Professional staff should be considered forpromotions or salary increases based onprofessional development, supplementaleducation and years of experience. Criteriafor promotions should focus on, but not belimited to, professional development, years ofservice to the college or department, andquality of work. Professional staff membersshould receive support and compensation foreducating themselves and making a long-termcommitment to the institution. A clear proce-dure should exist for applying for promotions.

6. Notice of vacancies and the process for fill-ing vacancies must be public and transpar-ent. A system should be in place for notice ofall promotion opportunities. Professionalstaff should receive a timely and completeresponse from supervisors following anyrequest for a promotion. Colleges and univer-sities should follow previously defined proce-dures for determining whether professionalstaff members meet the criteria for promo-tions. Professional staff must know that theywill be rewarded for their hard work, addi-tional education, and overall commitment totheir institution and its students.

1. Professional staff must have representationwith full voting privileges on academic andinstitutional governing boards. One of thetoughest challenges for professional staff isfinding their voices on college and universitycampuses. Considering the multiple rolesprofessional staff fill and their unique per-spectives on students' needs, slots should bereserved for them on governing and planningcommittees and boards. As academicemployees, professional staff should have arole in the governance of their institutions.

2. When hired, professional staff shouldreceive a formal orientation to the institu-tion, the department or equivalent, and theinstitution's governance structure; they

should also be advised of their rights underany collective bargaining agreement.Professional staff should get adequate infor-mation about the institution and department(or equivalent). A formal orientation familiar-izes new employees with their workplace andshows them how they fit in to the bigger pic-ture. If there is a collective bargaining con-tract, professional staff should be advisedfully of their contractual rights and responsi-bilities.

3. Professional staff should have suitable work-ing conditions and access to support servic-es necessary to fulfill their responsibilities.Professional staff should not have to makeextraordinary efforts to do their jobs.

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Professional staff should have adequate sup-plies, access to campus facilities, includingthe library, and other campus privileges.

4. Professional staff should have a flexibleschedule that provides the opportunity forcommittee work at the departmental orequivalent level. Time away from the jobshould be allowed for committee work dur-ing normal work hours. In cases where addi-tional time is needed beyond the definedwork week, compensatory time should apply.

5. Professional staff should have the right tohelp set the academic calendar for the insti-tution. Having separate duties from instruc-tional staff, professional staff often workhours when classes are not in session. Theycan provide valuable information on institu-tional life that may not be available toinstructional staff or administration. Theirinput on the academic calendar is critical tothe overall performance and functioning ofthe university.

SECTION TWO

Standards for Union Representation: Ensuring Full Rights for Professional Staff

within their Unions

To put these standards into practice, it is best tohave a legally enforceable collectively bargainedcontract and a strong national union. Sometimesthe union for professional staff will representonly those staff members; more often, they willjoin college faculty in a larger union. In caseswhere professional staff members are one ofmany constituencies in the union, the unionmust ensure that professional staff interests aredefended as vigorously as those of any othercomponent of the union. All union membersmust be informed and empowered.

Professional staff are vital members of theAmerican Federation of Teachers, and we aredeeply committed to their needs for recogni-tion, communication and security. Unions at thelocal, state and national levels must value therole this rapidly growing group plays in highereducation.

1. In consideration of their representation inthe bargaining unit, local unions represent-ing professional staff should designate posi-tions for them on their board of officers (orin elected leadership) so that professionalstaff issues are included in the local union's

decision-making process. Having designatedrepresentatives for professional staff ensuresthey have a voice in union governance.

2. The local union representing professionalstaff should provide an orientation hand-book of rules, processes and advice for newunion members. Communication is essentialto support and involve professional staffmembers. An orientation handbook shouldoutline their rights, responsibilities andopportunities within the union.

3. For internal local union governance, profes-sional staff should be guaranteed dueprocess on all formal arbitrations and griev-ances. Professional staff should have an arbi-trator-with knowledge of professional staffissues-to hear complaints over classificationupgrades, discipline or other unfair practices.

4. All local unions with professional staff mem-bers should actively encourage participationin union affairs, and follow a policy of oneperson-one vote. One person-one vote is partof the AFT Constitution. Professional staff,often silenced at work, should always betreated with respect and know that their voic-

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es will be heard equally on all union matters.

5. Local, state and national unions should pro-vide all their members-both professionalstaff and classroom faculty-information onthe role professional staff play at higher edu-cation institutions. To fight collectively forthe rights and working conditions of profes-sional staff, the entire union must under-stand and respect the commitment, perform-ance and perspectives of these professionals.

6. Professional staff should expect that theirunion, at the local, state and national level,will push for full implementation of thestandards of good practices outlined in thisreport at its campuses and institutions.Where professional staff and other academicemployees are in the same union on campus,professional staff members have a right toexpect that their fellow members, including

classroom faculty, will advocate for theimplementation of these best practices. It isimportant for all union members to reinforcethe concept of solidarity and understand thatcontractual rights are only as good as theunion is strong. We are a single union of pro-fessionals, and we must promote, protect andfight for the rights of all.

When professional staff members are notin the same union as other academicemployees, regular communication shouldbe established between the two groups. Also,professional staff locals across institutionsshould provide information and support toone another.

In short, the union should be a placewhere all elements of the workforce cancome together as equals, where the hierar-chies of the academy are undone.

For more information about theAmerican Federation of Teachers’ workon professional staff issues, visit the AFTHigher Education Web site atwww.aft.org/higher_ed.

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American Federation of Teachers, AFLCIO

555 New Jersey Ave, N.W.Washington, DC 20001

202/879-4400www.aft.org

Ask for item no. 36-0718$3.00 per copy

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