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Vol. 75, No. 8 The OfficialUNION Publication ofTEACHER the Teachers Union June 2012

Inside: • May 23 Rally • Student Art Awards • Charter Bill Defeated • Matt Farmer: Teachers Don’t Like Bullies Chicago Union Teacher Staff CTU congratulates its • Kenzo Shibata President’s Message Editor 2012-2013 Scholarship • Nathan Goldbaum Award Winners Associate Editor President Karen Lewis’ Remarks at the June 1st Strike Each student received a $1,000 Authorization Press Conference • April Stigger Scholarship: Advertising Manager Rebecca A. Cuculich – Jacqueline B. Vaughn Scholarship Chicago teachers and paraprofessionals are fed up. Chicago Teachers Union Jada Jamison – John M. Feweks Scholarship They are tired of being blamed, bullied and belittled by the very District Kyla Thomas – Jonathan G. Kotsakis Scholarship that should support them. Officers Paris Olawale – Robert M. Healey Scholarship We live in a City that no longer trusts educators as important resources in KaJuan Jackson – Charles E. Usher Scholarship helping our youth to develop values, skills and the knowledge required for • Karen Lewis Mario J. Diaz – Mary J. Harrick Scholarship them to enter adult life as thinking and engaged citizens. President Benjamin Radinsky – Ernestine Cain Brown Scholarship We live in a City that has done everything it can to take the joy out of Jimmy Guo – David M. Peterson Scholarship • Jesse Sharkey teaching and learning. Vice President Zobia Chunara – William “Bill” Buchanan Scholarship George V. Vidas – Glendis Hambrick Scholarship Teachers in Chicago are being deskilled, unceremoniously removed from the process of school governance and reduced to technicians and babysitters. We’re being asked to work • Michael Brunson Eleanor Spencer – John Marshall Scholarship What we really Recording Secretary harder and longer in order to further inflict upon our students mindless experiment after mindless experiment. The school district, however, calls these experiments “reform.” want is what’s • Kristine Mayle When their experiments fail it is the teacher who is blamed and evaluated. Financial Secretary best for the Next year, all schools move to longer school days and a longer school year—without 400,000-plus any commitment from the District to give students and teachers the resources they need. The Chicago Union Teacher is published eight school children times a year in September/October, November/ The Board won’t even explain to the public how it will pay for a longer school year; how December, January, February, March, April, May and Contents it will fund the hiring of the art, music, world languages and physical education teachers whom we are June. The Chicago Union Teacher is the official pub- lication of the Chicago Teachers Union, which is President’s Message...... 3 who are so desperately needed to help provide our students with the type of education pleased to be the exclusive bargaining agent for teachers, school they deserve. Matt Farmer: Teachers Don’t Like Bullies...... 4 clerks, library assistants, vision/audiometric techni- Instead, what the Board has said is it wants to lengthen the school year; cut professional able to teach and cians, teacher assistants, school community repre- Journalist Ben Joravsky Talks Education...... 5 sentatives, and related services personnel. Chicago development days; decrease pay and benefits; and evaluate teachers based on student test help shape their Brown v. The Board of Education 2012...... 6 Teachers Union • Local 1 • American Federation of scores. Teachers, AFL-CIO. young lives. Charter Schools...... 7 More of the status quo. The Chicago Union Teacher is affiliated with the Celebrates the Arts...... 8 International Labor Communications Association In all of my 22 years of teaching I have never seen a climate as hostile as the one created and the AFT Communications Network. Allen Wardell Inspiration Award...... 8 by Rahm Emanuel, his hand-picked school board and his handpicked leadership of Chicago Chicago Teachers Union affiliations include CTU Honors Puerto Rican Educators...... 9 Public Schools. the Chicago Federation of Labor (CFL), the Il- linois State Federation of Labor-Congress of In- National Board Candidates...... 10 In the end, what we really want is what’s best for the 400,000-plus school children dustrial Organizations (ISFL-CIO), the American Summer 2012 Professional Development...... 11 whom we are pleased to be able to teach and help shape their young lives. Federation of Labor-Congress of Industrial Or- ganizations (AFL-CIO), the Federation of CTU Quest Center Registration Form...... 12 Teachers (IFT), and the American Federation of Book Reviews...... 13 In Solidarity, Teachers (AFT). Student Art Awards...... 14 222 Merchandise Mart Plaza • Suite 400 Nurse’s Note: Three Kinds of Nurses...... 20 Chicago, IL 60654-1016 312-329-9100 • Switchboard In Memoriam...... 20 312-329-6251 • Newspaper Office Delegates Not Present...... 21 Karen GJ Lewis, NBCT E-mail: [email protected] [email protected] [email protected] Web Site: www.ctunet.com

Chicago Union Teacher • June 2012 • 3 Teachers Don’t Like Bullies By Matt Farmer “People in Chicago Have Much More Chicago Parent, Lawyer, and Musician

A couple of voices from Mayor Emanuel’s Power than They Realize” “education reform” choir are up in arms because some public schools teachers are Journalist Ben Joravsky talks education and now talking seriously about the possibility of a teachers’ strike in Chicago later this Chicago politics at north side event. summer. The mayor’s folks are outraged by such On May 9, Chicago Reader journalist Teachers from Lane Tech, Clemente, talk – and by recent reports of mock strike Ben Joravsky spoke to a packed room of and Kelvyn Park High School posed votes in schools across the city – because concerned Chicagoans about the state of questions to Joravsky. they believe it distracts teachers from their Chicago politics. The event was held in a Eduardo Sosa of Lane Tech High School primary mission, which is educating kids. private room above a northside bar. asked about the city’s plans for arts spokeswoman Although he is considered a gadfly education in the city. Becky Carroll called news of recent mock and a consummate thorn-in-the-side of Joravsky said that he was “probably strike votes “a disservice to our children.” the Chicago political machine, Joravsky the last person” the Board would Charter school advocate Rebeca Nieves maintained that he is not a cynical human consult about these matters, but stated Huffman upped the ante, saying the Chicago being, but rather optimistic and truly that there are no official art, drama, or Teachers Union was recklessly “playing appreciates those who stand up. music programs in the CPS. He said that the strike card” and would likely rely on Blogger, attorney and CPS parent Matt Farmer recounts how he would cross-examine Hyatt heiress and Chicago Board of Education member Penny Pritzker during CTU’s He told the audience, which included schools that can raise funds will finance

“thuggery and intimidation” to get its way. SubstanceNews.net Photo: many CTU members “People in Chicago these programs themselves, but CPS has Give me a break. May 23rd rally at the Auditorium Theatre. Photo by Powell Photography, Inc. Have Much More Power than They not committed itself to fully funding Karen Lewis, CTU President and Ben It’s not as if the city’s teachers are suddenly Realize” and described why he is so these programs. Joravsky, Chicago Reader journalist asking their bright-eyed students to paint that this mayor and his hand-picked team The deck is undeniably stacked against hopeful. Joravsky advocated for Chicago’s color-by-number portraits of Eugene Debs have shown them during the last year. the teachers in their current negotiations Joravsky,, praised Chicago Teachers students to receive the same education and Albert Shanker during their (likely non- In fact, I’d fear for my fourth-grade with the Board of Education, and a strike Union for reaching out to community Mayor Emanuel received at New Trier “Why should [students] pay for existent) art classes. And no one, to date, daughter’s next eight years in the CPS vote is the only leverage teachers have to groups and getting their story out to High School which – according to something that will give them an $11 an has accused any CPS teachers of shaking system if her teachers were not mentally secure a fair contract. parents. Joravsky, “has a great art and music hour salary?” she asked. down kids in the cafeteria for contributions and emotionally invested in the ongoing You want to call mock strike votes a scare “I was always picking on the teachers program.” Joravsky, a veteran Chicago journal- to a CTU strike fund. contract negotiation process. tactic, be my guest. But don’t forget to call union [in the past], I felt that they were A Wright College instructor voiced ist, has made a career out of telling Teachers and their union representa- Make no mistake – I want my kid in class out Emanuel and his high-priced media their own worst enemy… Teachers her outrage over a quote that Mayor stories typically ignored by the main- tives are simply gearing up – outside of the next September. But if her teachers ulti- machine the next time the mayor starts have stood up – they have no choice. Emanuel made in The Atlantic about his stream media. He wrote a series of classroom, mind you – to fight for their mately vote to go on strike, my daughter talking about putting 55 kids in a classroom, You cannot pretend that this [mayoral] big plans for Chicago City Colleges. stories exposing Chicago’s Tax Increment professional lives this summer, and I’m glad will know why. orcomplaining that CPS teachers enriched administration in any way is friendly to Financing Program (TIF), which siphons they’re finally getting engaged. She may not have a deep understanding themselves for years while “cheating our teachers. “ From The Atlantic April 2012, much-needed money from public schools. I say that both as a longtime CPS parent of tenure issues, pension contributions, or children,” whom, he claims, teachers effec- Joravsky had some particularly kind “Rahm fired almost all the college pres- The event was hosted by “Democratic and as a local school council member. I talk “step and lane” increases, but (like most kids tively “left on the side of the road.” words for CTU President Karen Lewis. idents, hired replacements after a national Leadership for the 21st Century” — a to a lot of teachers around the city, and from I know) she has a solid grasp on the basic It’s easy, I suppose, to make a habit of “I am a fan of Karen Lewis – I knew her search, and decreed that six of the seven political group for young professionals. Rogers Park to Gage Park they’re angry. concept of “fairness.” dumping on CPS teachers if the only par- before she was [CTU] President. I like the city-run colleges would have a special They’re tired of being made scapegoats Even a 10-year-old can understand that ent-teacher conferences you ever have to fact she was tough, I like the fact that she concentration. Corporations pledging to for the devastating effects of the genera- if 75 percent of the CTU’s membership attend take place at a private school. stood up to Rahm [Emanuel]. Anybody hire graduates will have a big hand in tional urban poverty that Emanuel and his ultimately concludes that our charter- who stands up to Rahm, I appreciate” designing and implementing curricula. aides would rather not talk about. They’re school-loving mayor is trying to give them This article was originally published in the Joravsky also praised the movement “You’re not going for four years, and tired of having their students used as over- (as Emanuel might say) “the shaft,” then Huffington Post. to oppose the Olympics in Chicago, you’re not going for a Nobel Prize or a tested lab rats by an ever-changing cast of those teachers need to stand up and fight, which was spearheaded by the coalition research breakthrough,” he says. “This is out-of-touch, out-of-town “reformers” not only for their individual jobs and their “No Games Chicago.” Joravsky said that about dealing with the nursing shortage, who specialize in “public education by press profession, but also for the well-being of story was buried by “the powers that be” the lab-tech shortage. Hotels and restau- release.” But what really angers the teachers the kids in the classrooms in which they in Chicago because the organizing was so rants will take over the curriculum for I’ve talked to is the absolute lack of respect now teach. effective. culinary and hospitality training” [said Mayor Emanuel].

4 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 5 Brown Charter Schools Should Not Receive v. Additional Funding The Board of Education 2012 By Sarah Hainds, CTU Researcher Every year, charter schools are accountability and that accountabil- investigative journalists and education Five decades later, Chicago Public Schools expanding the number of campuses they ity, though legally undefined, has been researchers have been working really operate in Chicago and recently, the commonly understood to mean higher hard for years to figure out what g oes on remain segregated and unequal Illinois legislature increased the state educational achievement outcomes. in the daily operations of charter schools cap on charters. Now charter propo- While some charters are producing — what is being commonly called the nents are asking the cash-strapped state higher test scores than the city average, “secret sauce.” On the 58th anniversary of Brown v. Board of Education, of Illinois to increase per pupil expendi- half of them aren’t. Research from the president of the Chicago Teachers Union (CTU) said the tures for charters. across the nation is showing the same Update: Thanks in part to the efforts promise of an integrated school system remains elusive for Charter schools were supposed to be results, even research funded by the of members like you, House Bill 4277 Chicago’s children. Even 32 years after the sued innovative incubators that were given Gates Foundation and conducted by the — which would force school districts to the Chicago Board of Education for maintaining a dual school autonomy from the district in exchange Mathematica Institute — so it’s not just divert more funds from neighborhood system segregating students on the basis of race, and three years for finding creative solutions to improve an anti-charter conspiracy. public schools to charter schools — was after the end of the consent decree that resulted, a “separate but education, and to share those innovative None of these charter operators defeated in Springfield. We can expect equal” system remains in Chicago. ideas with the rest of the district. Charters are publicly sharing their great ideas this kind of bill to return. Sign up for On May 17, another Brown v. Board was heard in the Circuit were given autonomy in exchange for for “what works.” In fact, countless email alerts at ctunet.com. Court of Cook County. In that case, plaintiffs led by Kenwood Oakland Community Organization’s Jitu Brown brought a civil rights claim on the basis that the Chicago Board of Education is disparately affecting African American students in the manner in which it conducts school closings, phase outs and “turnarounds.” Charter School Facts On February 22nd, despite hundreds of protests by parents, • Charters are in debt in Chica- • In 2010, the 11 biggest charter • There is no public oversight community leaders, educators and students, the Board of go, owing at least $130,000,000 management organizations for how charters spend their Education voted unanimously to uphold the plan to disrupt in bonds pocketed over $6 million in money. When audits or annual 17 schools targeted for closure, phase-out, or turnaround – student fees reports are made available, including five closures, two phase-outs, and ten turnarounds. • Charters serve only 51% of they aren’t uniform and dif- The students attending the schools selected by schools’ CEO neighborhood kids, according • According to pages 209 – 225 ficult to compare, as the Civic Jean-Claude Brizard are overwhelmingly African American – to the most recent CPS report. of the FY11 audit, nearly a Federation stated. approximately 87 percent of the affected students are African quarter of traditional public Americans. By comparison, less than half of the students in the • 3,000 students transferred out schools in Chicago have lower • Between FY11 and FY12, CPS Chicago public schools are African American. or were kicked out of charters per pupil expenditures than expenditures on charters rose A recent CTU poll showed the majority of Chicago voters “We’re asking for the Board to rescind their hurtful decisions in 2010 charter schools. Increasing the almost 16% while enrollment oppose closing, consolidating, and phasing out chronically and to discontinue these harmful policies,” she said, referring to amount that charters get will only rose about 12%. underperforming schools. Neighborhood schools serve as the Feb. 22nd Board vote. • CPS spent a minimum of $206 mean that more traditional anchors in the communities where they are located. They’ve Lewis also noted students and their families recognize the million on 33 facilities it leases neighborhood schools will re- • CPS allocated $7.2 million in outperformed both charter and current turnaround schools, “apartheid-like system” managed by CPS. “It denies resources to to charters for $1 ceive less and thus will be un- FY12 to support new charter and yet they’re under attack from those who stand to profit from the neediest schools, uses discipline polices that disproportion- able to provide the resources schools. the conversion of neighborhood schools. Instead of treating ately harm students of color, and enacts policies that increase • The Civic Federation reported their students need to improve public schools like parking meters that can be privatized and the concentrations of students in high poverty and racially seg- that administrative costs are academic achievement. sold off for no public gain, CPS should treat them with respect. regated schools,” she said. much higher at charters than “Chicago’s school system is built on broken promises,” said While the CPS student body as a whole is about 45 percent CPS – 16.7% vs. 8.5% • Charter schools received CTU President Karen GJ Lewis, NBCT. “This city has never African American, at these schools the student population is more $5.9 million from CPS this year lived up to the ideal of an integrated, well-resourced school than 80 percent African American, and at ten of the schools, • The Civic Federation was un- for Small School Support – system. Our public schools today are in a similar situation as enrollment is virtually 100 percent African American. While the able to evaluate the financial something that many neigh- they were almost a century ago. Although public schools are law may have changed in 1955, segregation and racial inequality status of 8 charter operators borhood schools want and free and welcoming to all students, the politics and social con- did not. “Whatever the reason for this disparity, it is clear that CPS for lack of information need in order to better serve ditions within the community often perpetuate “separate but has a long way to go in securing equal education for its students, their students. equal” conditions that must be challenged. regardless of their race,” said Attorney Mike Persoon.

6 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 7 Dyett High School Celebrates the Arts, Chicago Teachers Union Honors despite not having them Distinguished Puerto Rican Educators

On Monday, May 14th starting at 3:00pm, the Chicago Public Schools. Adding insult to “Now the district is reducing their facilities By Zulma V. Ortiz and Ángel Quiñones artists, teachers, community members and injury, this past February the Chicago Board budget by 85% for next year, they are going students gathered to create art at Dyett High of Education unanimously decided to close to do to other schools what they’ve already Chicago Teachers Union will participate privatization of our educational services and For over a hundred years these two Puerto School (555 East 51st Street). Students partic- the school despite a history of neglect and done to Dyett,” said June Webb, a science in the Annual Puerto Rican Parade that will the proliferation of charter schools, both in Rican educators, Maestro Rafael Cordero ipated in multiple art stations after dismissal. sabotage by the school district. teacher at Dyett. “Parents and teachers alike take place on Saturday, June 16, 2012. The the United States and Puerto Rico. and Hostos, have historically represented Local artists shared their knowledge with During the school closings battle earlier are outraged that CPS has the audacity to close Parade will close the week’s activities that During this year’s Puerto Rican Parade the highest values of our public education students about how to create comic books, this year, the district’s Chief Operating our schools after they have failed to provide commemorate each year the Puerto Rican the Chicago Teachers Union will recognize, institutions. The basis for the right to a build drums, paint banners, design posters, Officer, Tim Cawley, acknowledged the art, music, world languages and the appro- Week in the City of Chicago. During that honor, celebrate, and pay tribute to the lives free, public and egalitarian education in silk-screen t-shirts, and more. The art fair tendency of CPS to close schools after years priate numbers of support staff to make our week the city of Chicago in general, and and works of two extremely important and Puerto Rico, as well as in various Latin was precipitated by the growing concerns of of divestment; schools successful. It’s important to defend the Puerto Rican community in particular widely recognized Puerto Rican educators American countries, have rested and has Chicagoans at the lack of essential supports “If we think there is a chance that a our schools. My union, the Chicago Teachers celebrate and recognize the richness of the who exemplified, on the Island and abroad, embedded its roots, since the 19th century, and programming for neighborhood Chicago building is going to close in the next five to Union, has spoken out repeatedly about the Puerto Rican culture, commemorate the the true essence of what a genuine teacher on the shoulders of these two Puerto Rican Public Schools. 10 years, if we think its unlikely it’s going need for more enrichment, adequate staffing history of the Puerto Rican people and the should be and must do for our youth. We teaching leaders. This year our CTU will In fact, since 2011, Dyett High School to continue to be a school, we are not going and appropriate facilities for our schools; it’s contributions they have made in the area of are referring to two Puerto Rican teachers: pay a well-deserved tribute to both of them. students have been denied an art program by to invest.” about time that CPS started listening.” public education on the Island and the world. El Maestro (“The Teacher”) Rafael Cordero This is a historically significant moment, for Molina (1790-1868) and “Citizen of the many people do not want to constantly see Americas and Teacher of the Youth,” Eugenio the actions that threaten the very existence María de Hostos, Esq. (1839-1903). of our public education institutions, by the Collins High School Teacher Wins CTU’s Allen Wardell Inspiration Award By Carrie Maxwell This years’ annual Allan Wardell Inspi- could talk to about LGBTQ issues and ration Award winner is Emily Tongue, a bullying concerns. Special Education Science teacher at Collins The GSA, with Tongue’s guidance, Academy High School and faculty sponsor of sponsored the National Coming Out Day their Gay-Straight Alliance (GSA). in October. They worked with the Humani- Tongue helped her students organize ties Department to organize a school wide an anti-bullying day of service. Through service-learning day in December focused this day of service, students created on anti-bullying strategies and identity anti-bullying videos shown at a neigh- empowerment and participated in the borhood elementary school. The school recent National Day of Silence. As the year GLBT Committee Chair Mel Ferrand presents the held a competition for the best video and went on more and more students through- Alan Wardell Inspiration Award to Emily Tongue. Collin’s GSA won. out the school felt confident to confide in Students and teachers have worn pride their teachers, stick up for their friends, received from their colleagues. Thanks to ribbons and no hate buttons through- promote equality throughout the school everyone for their nominations. out the school year and since the GSA’s and create a culture of safety and respect With the number of Chicago Teachers creation it is far less common to hear due to Tongue’s leadership on LGBTQ Union members advocating for LGBT students use anti-LGBT statements issues. people’s safety and equality both in schools and phrases while they are in school Congratulations to the other nominees; and the community as a whole growing thanks to Tongue’s efforts with the GSA. Nathan Campbell of Bogan High School, each year, it was a difficult decision in Although the GSA was snickered at and Lisa Ehrlich-Menard of Curie Metropolitan selecting this year’s winner among so their meeting signs were torn down at High School, Sara Sayigh of Daniel Hale many highly qualified nominees. If you the beginning of the school year, GSA Williams Prepatory School of Medicine know someone who has promoted gay and members eventually became leaders at located at the DuSable Campus, Joyce lesbian history and/or GLBT rights in the the school. Also, a number of teachers and Yang of TEAM Englewood High School classroom, school or community, please staff hung Safe Zone signs on their doors and Anita Zajac from Stockton Elemen- consider nominating them next year for so students would know with whom they tary School for the recognition they this annual award.

8 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 9 100% of CTU’s National Board Candidates Submit Portfolios By Lynn Cherkasky-Davis

On midnight Saturday, March 31st, on-demand assessments of their content institute, and they have been supported the 49 candidates in the CTU Quest knowledge. by weekly classes and mentor NBCTs Center’s Nurturing Teacher Leadership Quest Center’s professional develop- through the CTU. (NTL) National Board candidate support ment programs like NTL help clarify NTL is now accepting candidates for program, reached a milestone in their the deep need of system-wide teacher their 15th cohort, which begin this July progress towards becoming National collaboration: as one NTL mentor said, with a Summer Institute. Recruitment Board Certified. Every member of the “if teachers were provided collabora- and information sessions are being held group submitted massive portfolios tive professional engagement like this, now for teachers interested in honing representing hundreds of hours of work, imagine what teaching and learning their craft for the NTL 15 cohort. This including videotapes of their teaching could become.” Elementary and high may be the last year for candidates to and descriptions, analyses, and reflec- school teachers and counselors make up receive the state scholarship to cover tions of their teaching. the NTL 14 cohort. their $2,000 application fee. There is no These teachers have discovered what For teachers, the four-part portfolio cost for the 11 month NTL program, more than 1900 of Chicago’s National process includes a close examination of although teachers wishing to pursue 12 Board Certified teachers (NBCTs) student growth over time, self-analysis Lane Placement Credits or a Master’s already know – that it is the relentless and reflection of small and large group degree (in Teacher Leadership or in Cur- drive to improve instructional quality videotaped lessons, and an assessment riculum and Instruction) or receive up to that helps our schools deliver results to of a teacher’s professional learning and 33 graduate credits do pay a fee. the children and families we serve. The documented accomplishments and For more information on becoming a NTL process has been transformative for professional involvement outside of candidate for National Board Certifica- many. It’s hard to realize how many ways the classroom (within the professional tion and enrolling in NTL, contact Lynn that teacher collaboration could change community, teacher leadership and col- Cherkasky-Davis at LynnCherkasky- the way we see teaching and student laboration, interactive communication [email protected] or register online learning, but this is surely one of the and work with parents, and outreach to at ctunet.com/ nbct most intense, involved, and supportive the community). These teachers’ work professional development programs began in earnest last July during summer around. As one candidate put it, “My thinking about my own teaching has blown me away; I have thought, re-thought, altered and re-reflected on my practices to the point to which I now know my craft better than ever, and teach accord- ingly. And I thought I already knew to do that!” As of April 1st, candidates were exhausted but relieved, and ready for their Spring break. They now look forward to hours of study before the 2nd phase of this year’s program: preparing for June’s assessment center exams, six

10 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 11 Book Reviews By Sarah Spector

If you have a book to recommend and/or a book with a review, please contact: [email protected].

Kaboom: How One Man Review of Review of Built a Movement to The Assault on Public Urban Teaching Save Play Education by Lois Weiner by Darrel Hammond by William Watkins Teachers College Press, New York, 2006. Rodale: NYC. 2011. Teachers College Press, NY, 2012 This book is a realistic description and evaluation of Kaboom tells In the Foreward, Watkins the urban teaching experi- three stories simul- set the tone for the book in referring to the damage ence. The author has taught taneously: the in both suburban and urban importance of play, of No Child Left Behind and the hope for change school systems and is able to how to get a “build” in educational policies. compare the two based on off the ground But, he says, very little her experience. Although and childhood has changed in the past this short book (100pp) memories of Darrel few years. The effects of is directed to the person who is considering Hammond. Kaboom “conservative modernization” are very visible teaching, in training or in the first year, veteran now is a large successful not-for-profit and educators and others need to understand teachers can benefit from the thoughtfulness, which is present in every description. New which pairs corporations with community what is happening and mobilize. The book is teachers in an urban setting will be more suc- organizations who want to build a play- actually two essays by Watkins and seven essays by other others, including Pauline Lippman, cessful if they have the ability to reflect—on ground. The final product-the playground- what they are doing, what they see, what they is important but the process is just as Alfie Kohn, Kenneth Saltman, Jack Gerson and others. This is important to read as it brings the think and how they feel. The first year will be important. If community members are reader out of their own local situation and to the overwhelming with students, curriculum, instrumental from the beginning, then they national and international picture. For example mandates, administrators, colleagues, tests, will be there both to use the equipment and in the essay by Saltman, venture philanthropy is supplies but you will survive if you are able to take care of it. It is uplifting to read how explained as a new form of philanthropy which step back, slow down and think about what you both Kaboom came to be and how play- pushes privatization and deregulation by sup- are doing and why. Chapters on school systems, grounds have impacted communities. The porting charter schools, vouchers, tax credits, teachers, unions, administration, classroom management and students offer great insight author states in the beginning that there is corporate models of curriculum, accountability. on how to manage, survive and be successful a play deficit in the US- that kids have lost The major venture philanthropists are the Bill and Melinda Gates, Foundation, Eli and Edythe in the first years. One great piece of advice is between 9-12 hours of free play each week, to get to know your students. The author gives that one in four kids get no free-play time Broad Foundation and the Walton Foundation. As the Board of Education is closing schools and quite a few examples of how knowing, really for physical activity. Many kids do not have creating charters and turnarounds in Chicago, it knowing the students impacted her handling access to safe play areas, many spend hours is important to know this is part of a national of a situation. While teaching in an urban area with electronic media and the schools have trend. Other chapters look at issues such as can be both exhausting and exhilarating, Lois cut recess. Hammond points out that in testing, race and school reform, unions, the Weiner also feels that teachers are irreplaceable Finland, schools known for high test scores, role of religion and eugenics. While at times the in the struggle to change the schools and make children receive a 15-minute session of free information seems very academic, overwhelm- improvements. This book would be great in an education course and should be required for play after every 45 minutes of instruction. ing and even a some “knowledge is power and all alternate certification programs. It is also a The 2,000 playgrounds built by Kaboom and powerful”. We cannot fight to improve education and teaching conditions without the necessary valuable read for a veteran teacher who needs a community organizations are making a dent bit of renewal. but much more needs to be done. Read this knowledge. William Watkins is a Professor at the College of book for inspiration to see what can be done Education, Department of Curriculum and Instruction and information on how to do it. at the University of Illinois at Chicago

12 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 13 Congratulations to this year’s student artists and their teachers!

Devon Williams • 5th Grade • Ruggles Elementary Zhan Chen • 11th Grade • Curie HS Thanks to Lourdes Guerrero for photographing the art.

Valerie Rosero • 12th Grade • Kelvyn Park

Alison Sandoval • 8th Grade • Calmeca Academy

Quevon Baugh • 12th Grade • Graham Training Center Cheyenne Morgan 6th Grade Imani Dawson • 11th Grade • Mather HS O’Toole Elementary

Johnea Jarrett • 4th Grade • Attucks Academy

Sara Trapanga • 11th Grade • Kelly H.S. 14 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 15 Lorenda Barren • 12th Grade • Manley Career Academy

Diana Domingo • 5th Grade • Belding Elementary Dinah Hernandez • 2nd Grade • Avondale-Logandale

Trezher Banks • 3rd Grade • Schmid Elem.

Alexis Giff • 6th Grade • Keller Regional Gifted Academy Annie Chan • 6th Grade • Healy Elementary Madison Wilson • 5th Grade • Aldridge Elementary

Karina Monrreal • 8th Grade • Stevenson Elementary

Kimberly Gutierrez • 8th Grade Erika Cheng • 7th Grade • Holden Elementary Jacqueline Aguila • 5th Grade • Hanson Park Peabody Elementary 16 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 17 Melody Kulich • 3rd Grade • Hamilton Elementary

Edalynn Villagracia • 9th Grade • Lincoln Park HS Taeya McGee • 7th Grade • Sayre Language Academy

Yanina Villagomez • 8th Grade • Evergreen Academy

Jaiden Mayer • 1st Grade • Cassell Elementary

Guadalupe Martinez • 5th Grade • Sandoval Elementary

June Bolden • 5th Grade • Kipling Fine Arts Acad.

Ana Brito • 5th Grade Jordan Community

Lupe Torres • 7th Grade • Ruiz Elementary Juan Soto • 8th Grade • Orozco Academy 18 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 19 Some of their coursework is in educational they work to achieve health examination and psychology, human growth and development, immunization compliance at each school, special education law and policies, and health provide early intervention services to students education. They serve an internship and obtain with health issues, provide follow up to s Type 73 school nurse certification from the students with health deficits including vision e Kind State of Illinois. They must obtain continuing and hearing, administer medications and treat- Thre education each year to maintain certification. ments; work with chronically ill and medically s Only certified school nurses may participate fragile students, promote wellness, provide of Nurse Odell, in multidisciplinary conferences to decide on first aid, emergency care and referrals for Ramirez By Helen educational placement and write IEPs. Only illness and injury. ool Nurse certified school nurses are legally allowed Licensed practical nurses (LPNs) are tified Sch Cer to perform duties requiring teaching or the high school graduates with one to two years of exercise of instructional judgment or educa- additional education to become an LPN. They Did you know that there are three tional evaluation of pupils. Certified school are paid as paraprofessionals in the schools different kinds of nurses who work in nurses in Chicago are paid the same as teachers and work under the supervision of regis- the schools? and were formerly called teacher nurses. tered nurses. They administer medications Although all three have basic nursing skills, CPS also hires non-certified registered (including insulin injections) and treatments they have different educational preparation nurses called health service nurses in the schools as required by student IEP and and different responsibilities. All work under (HSNs). They are paid as paraprofessionals 504 plans. They usually care for students with the Illinois Nurse Practice Act. and have limited duties as required by law. severe health disabilities and also provide first Certified school nurses (CSNs) are They are strongly encouraged to obtain cer- aid and emergency care. registered nurses (RNs) licensed by the state tification so they can perform all school nurse National guidelines call for one school nurse of Illinois to practice professional nursing. functions. HSNs are not allowed to perform to every 750 well children and more nurses They have baccalaureate degrees and have duties requiring teaching or the exercise of at schools where students have special health completed postgraduate education in the instructional judgment or educational evalu- needs. CTU strongly supports state certifica- public health specialty of school nursing. ation of pupils. Like certified school nurses, tion and professional pay for school nurses.

April 2012 In Anne M. Jakob 1st Dirksen Catherine T. Cunnea 2nd Gary Burnette B. Stamps 3rd Willard Memoriam Robert J. Walker 3rd Sub Marie L. Derwinski 4th South Shore HS December 2012 Madeline F. Roche 5th Kilmer Eileen M. Byrne 26th Nurse Margaret Mendez 6th Pullman Edith P. Cook 8th Harlan HS March 2012 Theodis R. Leonard 8th Paderewski Maybelle T. Ryan 8th Kennedy HS Pembroke W. Taylor 14th Amundsen HS Agostino A. Alagna 9th Healy Patricia R. Scott 17th Cuffe Carol A. Gaul 9th Field Ruth A. Posternack 18th Kilmer Reba J. Haliburton 9th Holmes Darlene A. White 19th Shoop Charles Johnson 10th Lindbloom HS Dorothy Moriarty 23rd Sub Edwin V. Kelley 10th Curie HS Juanita Whitman 23rd Young Henry B. Stein 11th Stagg Mary B. Monroe 24th Dulles Margaret Ratchford 12th Peterson Viola G. Brown 25th Thorp Adele C. O’Grady 13th Gray Miriam C. Lykke 27th Senn HS Fuller M. O’Malley 13th Burbank Edward Pfingston 28th Gresham Ralph J. Vesecky 13th Spry Charles W. Black 29th Dvorak Donald P. Biernat 15th Pickard Alecia R. Holloway 29th Goodlow J. Quinn Brisben 17th Harlan HS Marie T. Wackrow 30th Howe Helen A. Pavichevich 17th Thorp George L. Armstrong 31st Green Richard Bernard Doran 20th Libby Donna Ruth Horsmann 31st Fenger HS James E. Smalley 20th Earle Lawrence Jonesi 31st Central Office Ruth E. Diaz-Rose 22nd York Charles Johnson 10th Lindbloom HS Arthur R. Lehne 22nd Central Office Gilbert D. Newchurch 22nd Kelly HS Editor’s Note: Lists of deceased members of the Chicago Teachers Union are Dorothy G. Kozeluh 26th Oakenwald provided to the Chicago Union Teacher by the office of the Chicago Teachers Pension Josephine Koprcina 27th Healy Fund and are printed as received. If you notice an error or omission, please contact G. Joanne St. Angelo 27th Cameron the editor at 312-329-6252 so a correction may be made in a subsequent edition.

20 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 21 Delegates not present at the House of Delegates Meeting on Wednesday, May 9, 2012 Smart Choice AL1 AUSTIN- FL1 FULTON NW1 NORTH- RI1 ROCK ISLAND CITY-WIDE TEACHERS Choose a retirement plan provider with more than a NORTH LAWNDALE ELEMENTARY NORTHWEST SIDE H.S. ELEMENTARY Ackerman, Fred half century of experience. ELEMENTARY Monarrez, Diana M. Cox, Ron O. Anderson, Mahiri Bures, Robert F. saving : investing : planning Claudy, Margarete L. Lombardo, Martin R. Brown, Leanee Y. Keegan, Arthur E. Harris, Vera Maeda, Ann T. Mahoney, Rosemary F. Korach, Albert Robinson, Jacqueline FL2 FULTON ELEMENTARY Meegan, Timothy S. Martin, Donna M. Morgan, Monroe We provide individual solutions and Shere, Nicole R. Body, Jerline Plum, Keith R. Qualls, Ernestene L. Smith, Lisa L. Mitchell, Angeleta M. Reilly, Mary Sharon one-on-one guidance to help you plan for Smith, Tanya Y. RI2 ROCK ISLAND Shimkos, Karina M. NW2 NORTH-NORWEST ELEMENTARY Schechtman, Judith B. and enjoy a secure retirement. Let’s talk. Silverman, Danielle S. SIDE H.S. McGinty, John B. Scott, Willie E. AL2 AUSTIN- Bateman, Benjamin G. Socoloff, Miriam A. NORTH LAWNDALE Arter, Amy B. GH1 GARFIELD- SK1 SKYWAY Call a financial advisor at: ELEMENTARY Fasana, Matthew P. Christopher, Margaret M. HUMBOLDT ELEMENTARY CITY-WIDE CAREER ELEMENTARY Grays, Angela M. Doyle Kathleen N. Hildreth, Iris E. SERVICE Bonds, Joyner E. Ellis, Tanya M. Alcozer, Belen 1-800-892-5558 Greco-Serwa, Sandra M. OH1 O’HARE Hatchett, Simone K. Aviles, Gladys M. ext. 88815 BP1 BURNHAM PARK Pechota, Amber R. ELEMENTARY Johnson, William R. Berrios, Daisy ELEMENTARY Wendorf, Lori S. Allison, David R. Pates, Cynthia M. Bonet, Damaris Sims, Monica L. Rogers, Jimmie Brown, Barbara J. Washington, Darlene Bullocks, Latonya N. GH2 GARFIELD- OH2 O’HARE Annuity contracts are issued by The Variable Annuity Life Insurance Company. HUMBOLDT Cruz, Griselda Annuities and mutual funds offered by VALIC are distributed by its affiliate, ELEMENTARY SK2 SKYWAY ELEMENTARY American General Distributors, Inc., 2929 Allen Parkway, Houston, Texas 77019, BP2 BURNHAM PARK Barnhart, Kent A. ELEMENTARY Fells, Denise M. member FINRA. ELEMENTARY Bugala, Julie R. Block, Caryn T. Bowers, Tony A. Flowers, Wylene VALIC represents The Variable Annuity Life Insurance Company and its subsidiaries, Cusick, John F. Savage, Lekia D. VALIC Financial Advisors, Inc. and VALIC Retirement Services Company. Kelly, Deanna L. Brown-Murray, Adrienne J. Heard, Yvonne Copyright © The Variable Annuity Life Insurance Company. Fischer, Janice L. Sidaway, Stephanie Burt, Betty A. Hill, Delphine All rights reserved. Stapinski, Rachel I. Trentham, April L. Cooney, Cheryleta Malyj-Lendel, Eileen H. VC 22571 (07/2009) J74596 EE VALIC.com PE1 PERSHING McCoy, Anthony ELEMENTARY Green-Gates, Darlene EG1 ENGLEWOOD- LC1 LAKE CALUMET Jancaric, Lucille A. Miller, Carmella M. GRESHAM ELEMENTARY ELEMENTARY ALL PRESENT Sanchez, Lora Myron, Deanna L. Carrethers, Loreal S. Landeen, Jennifer E. Robinson, Patricia Pugh, Anthony R. Melton, Wilene M. PE2 PERSHING Santiago, Milagros Ruff, Nadra C. ELEMENTARY SSH SOUTH SIDE H.S. Scott, Ella M. Sweeney, Jonathan M. Menzies, Frank L. LC2 LAKE CALUMET ALL PRESENT Shaw, Sharlene ELEMENTARY Simmons, Ruth M. SW1 SOUTHWEST SIDE EG2 ENGLEWOOD- Tofilski, Mary Stewart, Gloria J. PL1 PILSEN-LITTLE H.S. Swanson-Lagesse, Nancy A. GRESHAM ELEMENTARY VILLAGE ELEMENTARY Evans, Charnelle C. Newcomb, Bernard C. ME1 MIDWAY Cosme, Maria T. Nguyen, Quang V. ELEMENTARY Dawson-Casper, Gwendolyn Williams, Rhonda L. FSS FAR SOUTH SIDE Hester, Kamau L. Johnson, Philomena M. HIGH SCHOOL Preciado, Diana McDonald, Franics J. Serpa-Beltran, Dalizy SW2 SOUTHWEST SIDE Veasy, Iley A. PL2 PILSEN-LITTLE H.S. VILLAGE ELEMENTARY Perry, Donna M. FR1 FULLERTON Chavez, Marlene ELEMENTARY ME2 MIDWAY Olazaba, Phillip J. Costas, Queenie W. ELEMENTARY WS1 WEST SIDE H.S. DeLaPena, Alejandra Julian, Denise S. Bartholomew, Gibbons Koutny, Elizabeth Kosek, Suzanne D. RR1 RAVENSWOOD- Hernandez, David RIDGE ELEMENTARY Palamore, Martin W. Murphy, Michael S. Magallanes, Lucero Mays, Alison G. Stout, Alyson H. Nevarez, Antonia Morris, Valerie L. Rodrigues, Patrick. Vacco, Angela L. Paulinski, Juanita N. Shields, Darlean WS2 WEST SIDE H.S. Shine, Latoya N. RR2 RAVENSWOOD- Gallagher, Morgan D. FR2 FULLERTON RIDGE ELEMENTARY ELEMENTARY Clancy, Patrick A. Hough, Kevin M. Billingham, Joan M. Ebstein, Jody Rehak, Jay C. Brennan, Jennifer L. Nash, Michelle J. Topel, Scott G. Byrd, Marcie A. Davis, Heath Morrison, Cynthia Weingarten, Wendy J.

22 • Chicago Union Teacher • June 2012 Chicago Union Teacher • June 2012 • 23 ELED 405 / FOUNDATIONS OF EDUCATION / THUR / 6PM / CHICAGO CAMPUS DOES YOUR ADDRESS DETERMINE THE QUALITY OF YOUR EDUCATION? DISCUSS AT ROOSEVELT.EDU/SpeakYourMind

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