How to use the liberating aspects Claypool’s mandated The challenges of teaching of public education as a means to furlough days impact Black and brown students stay woke—and fight back PAGE 2 professional learning PAGE 4 in the time of Trump PAGE 5 CHICAGOUNIONTEACHER March 2017 ⁄ Volume 80 ⁄ Number 5

Also in this issue... Our students are Later this week, learn to help enforce our contract and more than a score! win the battles that matter most PAGE 6

Sisters doing it for themselves:​ feminist demands and the enduring significance of Women’s History Month PAGE 12 CHICAGO UNION TEACHER / 222 MERCHANDISE MART PLAZA SUITE NO. 400 / CHICAGO, IL 60654-1016

Human Rights Committee Coats for Kids drive warms students’ bodies—and hearts PAGE 13 The business of standardized assessment overtook what was a rich and happy experience for many students throughout the years. As families in Chicago and nationwide push back, educators long for a return to teaching—not testing. PAGE 8 The inner fears of a collective conscious

BY JESUS AZTECA SANCHEZ

Inner Fears are surrounding our minds like smoke that suffocates empathy Echo’s of the past reverberate off shields Shields that protect and mask our shattered faces BY JESUS SANCHEZ Never to be vulnerable and so we live callously ducation can be used as a way to liberate As children grow future generations from the dominant Minds teach minds to be Ewhite culture. Yet historically, education Education as insecure was used for the suppression of non-European The fear of losing a false cultures. For example, in the 1800s, boarding control schools were created to colonize the minds of Vicious cycles that reoccur the indigenous youth who occupied them. The Shared though generations colonial powers wanted to educate or “mold” the a way to resist of fear disguised as anger native children so that they would practice Eu- Bloodstains are bleached ropean ways of life. The intention was to sever that stained historical non-European indigenous practices by condi- Historically, education was used for the suppres- narratives tioning the youth against their elders’ cultural Misery disguised as triumph practices. sion of non-European cultures. How do we liber- As conquest It can be said that education has always As patriotism played a role of resisting a then-popular way of ate our students and help them get free—and stay Ropes that hung on trees thinking. Education can now be used to vali- that way? Strange fruits hung their date the oppositional identities of students of dangling color. Latino educators can now empower Lati- Men that lost their feet no youth by building relationships and sharing Women opened like the same cultural and linguistic background of callalilies exposing their their students. There are ways that educators pre mature seed classroom. Critical pedagogy is a framework when thinking of their own relation to dominant can use education to empower Latino youth and Pesticides blown into the for teaching where students can ask questions white culture. The teacher uses agency “as ways resist a system that was meant to suppress com- lungs of men and women about why curriculum may be bogged down in of preparing Raza (of Mexican origin) students munities of color. Poisoning the new Eurocentricity. They can also ask about who to negotiate between their cultural existence and The first way to use education as a form of generation with defects controls those societal structures and the cur- White society in order to excel academically and resistance is for Latinos to choose education as seen at birth riculum itself. Critical pedagogy helps students socially,” according to Bert-Avila. This agency is a profession. Although white teachers can chal- The genocide of a people develop a critical lens when looking at presented something that is unique to a Latino educator lenge students of color, they can never truly un- way of life information. Bert-Avila describes critical peda- because they have had to grapple with their place derstand the cultural practices that may create Lies in-between a story of gogy as, “one perspective that educators of color within the dominant white culture. White edu- oppositional identities for the students. Once glory have grounded their teaching in, in order to set cators that are inexperienced cannot state what Latino educators are certified, they must come The moans that echo in- up an environment where issues can be dis- that struggle is or how that struggle impacted back to communities of color and engage in the between the paper of cussed to take action and create change.” This their own life. Latino educators (for the most growth of those communities. Once engaged in pages pedagogy challenges the students to see things part) have an advantage in relating to those very the community, the educator must use what he Wanting to break out of a from different perspectives and create ways to real struggles that students of Latino origin are or she has learned by appealing to the commu- fairytale written to keep address issues of race, class, gender and all oth- facing everyday as it pertains to identity, posi- nity and making culturally relevant studies for us asleep er “-isms” that a Latino educator confronts with tionality and agency. the students. This will give the students a sense To keep us imprisoned their students everyday as an act of agency. This Each of the aforementioned are ways Latino of pride, ownership and may validate their op- drinking a Kool-Aid way of teaching validates the students’ opposi- teachers can use education as a way to resist positional identities. that poisons our blood tional identities because it creates an environ- against dominant culture. The irony is that Yet it is not just a Latino educator who shares streams ment where students also produce knowledge the weapon used to condition non-European the same linguistic and cultural background as Counting endless days in the and contribute to the learning that is happen- groups into the dominant white culture is now their students that makes the difference. As prison of our mind ing. The teacher learns from the student and the being used to expose non-European perspec- Margarita Inez Bert-Avila states in “Critical We are complacent frozen student learns from the teacher—it is a cyclical tives to the students. The role of the educator Xicana/Xicano Educators. In Latinos and ed- in time way of sharing knowledge as Bert-Avila states: is to facilitate intrinsic motivation within the ucation: A critical reader,” “Sharing a linguistic Yet we will break free as the Teachers learn from the student and vice student, and by using relevant curricula, this and cultural background but lacking a critical/ sun cascades on clouds versa, everyone has a voice, reflection is encour- can be achieved. It is the validation of the stu- consciousness perspective perpetuates oppres- We will break free aged, all have positive self-image with respect to dent’s oppositional identities that creates their sive structures many Xicana/Xicano educators shattering shields what is being taught, to what is being learned, interest in what is being taught. Too often stu- work to counteract.” Bert-Avila is talking about perceiving our and to the environment of the classroom. dents of color’s experiences are seen as being how speaking the language and sharing the commonalities Lastly, education can be used as a way of inferior to the dominant culture’s perspective. same cultural experience is not enough—stu- Together we will break free resisting to leverage positionality for agency to Relevant curricula, the use of critical pedagogy dents must be challenged by Latino educators from this misery take place. Bert-Avila defines agency as “actions and agency can create a learning environment sharing their critical/consciousness perspective. We will break free from the that offer an environment of choice, voice, un- where critical thinking takes place. This way of This leads to using education as a political act brain washing derstanding, reflection, dialogue, empowerment, teaching gives students a voice and validates where students are informed with necessary We will break free if I follow access and power.” Agency takes place not in any their oppositional identities as valid in the information for independent thought. you and you follow me isolated incidence, but in the everyday practices realm of their own education. Another way to use education as a way of We will break free liberating and interactions the Latino educator has with resisting is by utilizing critical pedagogy in the your psyche their students. Agency gives students a head start Jesus Sanchez is a teacher at Social Justice High School. Break free

2  March 2017 ∕ Chicago Union Teacher CHICAGO UNION TEACHER

EDITOR ∕ Ronnie Reese

CONTRIBUTING WRITERS ∕ Gina Caneva, Carol Caref, Ph.D., Erika Cheng, Roxana Gonzalez, Michelle Gunderson, Monty Neill, Linda Perales, Debby Pope, Jackson Potter, Jesus Sanchez, Natalia Segura, Gabriel Sheridan, Dave Stieber, Christel Williams-Hayes Equity.

CONTRIBUTING PHOTOGRAPHERS ∕ Sarah Hainds, Max Herman, Colton Mullinix, Scott Olson, Sarah-Ji, Bob Simpson Dignity. ADVERTISING MANAGER ∕ April Stigger

DESIGN AND PRODUCTION ∕ Eric Ruder

OFFICERS Respect. the Karen GJ Lewis, NBCT ∕ PRESIDENT Jesse Sharkey ∕ VICE PRESIDENT president’s Maria Moreno ∕ FINANCIAL SECRETARY Michael Brunson ∕ RECORDING SECRETARY Sisters and Brothers, tacks—work that starts with our delegates message The Chicago Union Teacher is and their loyal service to their schools and published eight times a year. The Every March, I struggle with the need our mission. We will also have to support Chicago Union Teacher is the official to shift from Black History Month into parents in our school communities who publication of the Chicago Teachers Women’s History Month. I am old enough push back against cycles of standardized Union, which is the exclusive to remember Negro History Week morph testing that industrialize our classrooms. bargaining agent for teachers, into Black History Month when the United As we deal with a mayor and a CPS CEO counselors, librarians, clinicians and States celebrated its bicentennial in 1976. who cannot be trusted, we will have to fight paraprofessional and school-related By 1987, amidst disappointment of the to enforce our agreement with the Board of personnel in the Chicago Public failure of the Equal Rights Amendment to Ed. In our view, furlough days violate the Schools. meet the ratification threshold of 38 states, provisions of our contract that guarantee Women’s History Month became a reality. a set number of professional development Chicago Teachers Union • Local 1 • But just like Black History doesn’t begin days, and we have filed a grievance accord- American Federation of Teachers, with slavery, women’s history doesn’t begin ingly that has advanced to arbitration. We Our activity last AFL-CIO. with the suffragettes. The common story is also have a case that argues the Board can- that all human history begins with Lucy, the not unilaterally alter our salaries, which it year avoided The Chicago Union Teacher is oldest example of homo sapiens—our fore- has just done with furloughs. This is also affiliated with the International mother whose remains were found in Africa. being advanced to arbitration. bankruptcy for Labor Communications Association Women’s history celebrates the contri- We need to continue going after TIF tar- and the AFT Communications butions women have made and continue gets and new revenue streams by focusing our district, and Network. to make to the betterment of humankind. on wealthy corporations and individuals From ancient queens to modern women of who have helped Rahm beautify downtown this year will Chicago Teachers Union affiliations science, and from the arts to politics, wom- while leaving our district broke on purpose. include the Chicago Federation en have a special responsibility to support By our estimates, an additional TIF surplus require more of Labor (CFL), the Illinois State each other in our continued quest for eq- and a corporate head tax would generate Federation of Labor-Congress of uity, dignity and respect. more than the $129 million that CPS says of the same, Industrial Organizations (ISFL-CIO), As educators, we share this same quest, it needs to address its deficit. Our action the American Federation of Labor- even while working with the dysfunction last year on April 1 jarred loose nearly $500 in addition to Congress of Industrial Organizations that is Chicago Public Schools. Just like million in revenue for the school district (AFL-CIO), the Illinois Federation last year, the district has run out of funds and set the stage for a record $100 million highlighting of Teachers (IFT) and the American and is relying on the thawing of the Illinois TIF surplus declaration. Those were great Federation of Teachers (AFT). governor’s cold heart to equitably fund our outcomes compared to what Claypool and schools. Rahm has the ability to fix the Co. had planned for us—namely, the elimi- the need for problem himself, but instead chooses to nation of our 7 percent pension pickup. engage in theatrics while his inaction leaves Our activity last year avoided bankruptcy sanctuary 1901 WEST CARROLL AVENUE CHICAGO, IL 60612 our students—many of whom are trauma- (or worse) for our school district, and this tized by unprecedented violence and threats year will require more of the same, in addi- schools and TELEPHONE: of deportation without sanctuary—out in tion to highlighting the need for sanctuary 312-329-9100 the cold and subject to even greater harm schools and funding to address the violence, funding to GENERAL E-MAIL: if the school year ends early. budget cuts and threats of deportation our [email protected] This is the same longer school year, students are experiencing. Taking militant address other mind you, that he campaigned on in 2011 action this year would not be designed to ADVERTISING E-MAIL: but our district clearly cannot afford. add to the nearly four weeks of furloughs [email protected] urgent needs. The CTU will once again have to reach that Rahm and Claypool are telegraphing— WWW.CTUNET.COM out to parents and Chicago’s communities it would be to stop them from taking those and show how cutting three weeks from days. If we can bring full attention to alter- the school year and 10 percent of teacher natives the mayor has to cutting his “longest” and PSRP salaries is not acceptable, logical school year by a month, it will galvanize the or prudent. We will have to use all organi- city and put us in a better position to win zational means to fight against these at- state and city revenue to address this crisis.

In solidarity,

Karen GJ Lewis, NBCT

Chicago Union Teacher ∕ March 2017  3 Letters

Testing while Testing zone bilingual am a fifth and sixth grade Language Arts teacher at James my young students. Having previously taught at TEAM En- Ward Elementary School, and each spring my classes do glewood Community Academy High School, where there a poetry zine project about a topic of my students’ choice were few resources, I understand the unfortunate necessity I esting takes a particularly negative toll on centered on different perspectives. Last year, my former of gaining entrance to a fully-resourced school. culturally and linguistically diverse (CLD) student Xiaolin Liu wrote her zine “Testing Zone” about I’ve kept Xiaolin’s zine as an exemplar for other students students also known as English Language standardized testing from different perspectives. It was an because it’s a great example of a poetry collection that ex- T Learners (ELLs). They are often tested without especially interesting piece from her because she generally plores different perspectives and because it brings up an knowing the language in which they are tested is a strong test taker, but the pressure to get into academic interesting discussion in class around this time of year. in. It’s like being assessed in painting while color centers and selective enrollment schools wears on many of Rich Farrell, Ward Elementary blind. There is plenty of research that indicates that learning a new academic language takes 5-7 years. Chicago Public Schools has mandated Northwest Evaluation Association™ Measures of Academ- ic Progress® (MAP®) testing as early as second grade! Three years in school is not enough. CLD The impact of furlough days students need more time to master the language and culture in these tests. Many are immigrants and refugees who are new to this country and do not recognize American traditions and norms. on professional learning Some at CPS might say that students whose Assessing Comprehension and Communication in English State to State for ELLs proficiency lev- s an educator in Chicago Public Children’s Hospital and its Transgender nals have consistently published em- el is below 3.5 are not required to take the test, Schools, when I heard our profes- Toolkit for educators. pirical studies that link professional but what about students whose proficiency levels Asional development days would be •Bilingual specialist presentation on development to student achievement. are 3.6 and higher? They haven’t tested out of the furloughed again, I was astonished, dis- Assessing Comprehension and Commu- Personally, my experience supports bilingual program yet, so why should they test? heartened and discouraged! I was moti- nication in English State to State data to these findings. The impact of missing my Should their scores even count towards bilingual vated to write this to share the impact of improve English Language Learners in- aforementioned PD will be significant— teachers’ evaluations? Furthermore, if CPS really cancelled professional development (PD) struction. both immediately and long term for my wants to give a Seal of Biliteracy on high school days on my teaching practice and my stu- •Chicago Teachers Union Founda- practice and my colleagues’ work. Ulti- diplomas, then why test CLD second graders in dents. I want to inform those not familiar tion Quest Center collaboration with mately, the lost opportunities will impact English? It discourages their bilingualism. CPS with what educators do on PD days and mentors provided by the Chicago Teach- our students academically and socially. should delay MAP® testing in English until stu- the value of what has been taken away. ers Union to determine trends in my ac- The content of my PD was meant dents completely test out of the bilingual program. PD days directly impact the quali- tion research on implementation of new to be immediately implemented as we There should be no rush to learn English. CLD ty of the instruction and environment Next Generation Science Standards. are confronted with transgender issues students will learn English in time. (Trust me, within our schools. These are the pre- •Library curriculum planning with within our school, we have lost our ESL English is my second language). cious few hours we jam pack with op- team leads to correlate standards with teacher to budget cuts and we are held Additionally, we should teach more languages portunities to improve our own prac- community resources such as Field Mu- responsible to teach new standards that to all students—not reduce the number of lan- tice, collaborate with others to improve seum Primary Source Boxes, Donors we do not yet fully understand (nor do guages they know. Did you know principals are whole school initiatives, finish projects Choose projects and other technological we have the resources to implement evaluated by the number of CLD students who exit and planning, evaluate data and find resources available to teachers in CPS. with fidelity). These are all paramount bilingual programs? Imagine if CPS gave credit to valuable resources. •Grant writing with a professional issues we had planned to address. principals who increased the number of languages Here is a snapshot of what I had writer to apply for funds to refurbish our The remaining furlough days will students learned. planned for professional development library and implement a new, school- come and go, and so will the opportu- Let’s continue to push for an elected school on the first furlough day mandated by wide science program. nities for us as teachers to hone our craft board, fight the Illinois Performance Evaluation Mayor Rahm Emanuel and his hand- •Peer review meeting with parents, to improve the quality of education we Reform Act and never stop defending immigrants picked CPS CEO, Forrest Claypool, on colleagues and Northwestern graduate provide our students. and refugees from ataques de los tres bad hom- Feb. 3, 2017: students to discuss outcomes of a pilot So, if you’re like me, you have definite- bres: Rahm, Rauner and Trump. •Lesbian, gay, bisexual and transgen- unit of study and provide feedback. ly lost a lot more than four days of pay. Carlos Carrillo, Southeast Area Elementary, CTU der advocacy discussions with Lurie’s It is no surprise that academic jour- Paula Wyatt, Beaubien Elementary Bilingual Committee Chair

4  March 2017 ∕ Chicago Union Teacher Letters Letters The many challenges of teaching in the time of Trump

s a Latina educator who is a product of Chicago Public Schools and has parents, family members, friends and students who Aare immigrants, there are so many implications to teaching during a Trump presidency. I fell asleep before the results of the elec- tion were announced, and although Trump was in the lead at the time, I figured that when I woke up things would go back to “nor- mal,” and this lunatic that spews hate would not be given the highest office in the country. Yet, when I woke up and found out the news, I was stunned to learn that this racist and sexist extremist would be our next president. The implications of this new era were further solidified in my mind when I had the first opportunity to see my students after the news broke. Imagine a group of K-2 special education students, the Roxana Gonzalez majority of whom are immigrants or come from immigrant fam- ilies, sitting on the rug in front of me saying, “Ese hombre no me gusta, es malo.” (“I don’t like that man, he’s bad.”) How ironic, see- ing that Trump is the one who called our brothers, uncles, fathers and grandfathers “bad hombres.” The concern and worry that my students voiced immediately fueled my fire to let my students know that I am their advocate, and their protector. How can I do this? How can I let them know that our culture is I teach because beautiful? That our language is beautiful? That our brown skin and indigenous roots are beautiful? That the sacrifices and struggles that our parents face every single day are not in vain? I plan to do this with softness, with caring, with realness and with authentic caring connections. I will continue to cultivate a loving environment in my it matters classroom in which the experiences of my students and their families are validated and valued. I will set the example to them as a Latina with a master’s degree, and show them that their teachers can look t’s hard to put into words the profound effect that my students remind me of the beauty and power of like them. I will help my students understand that the neighborhood the Trump campaign and election has had on me as communities that Trump repeatedly attacked. of Little Village that they are being raised in is filled with hard-work- Ia Latinx educator leading a classroom of Black and I teach middle school social studies on the West ing, self-sacrificing and resourceful adults. My students have strong, brown students. For weeks, I had been looking for- Side of Chicago, and my students embody tenacity powerful and brilliant young minds, and can fulfill every ounce of ward to election night because it would mark the end in the face of adversity. They are resilient, not de- potential that they possess. of the tumultuous and emotionally taxing campaign spite of who they are as Black and brown youth, but We, the Latinx community, make major contributions to our season. As I watched the Electoral College map turned because of who they are as Black and brown youth. neighborhoods, our city, our state and the country as a whole, and red, the reality and all the accompanying emotions of a On our toughest days, they remind me that our work although this new era will heighten and intensify the existing injus- Trump presidency were simply overwhelming. towards “freedom and justice for all” is a work in tices that we face, we should not be frightened. We should see this I was angry and fearful, but I wasn’t necessarily progress, and one which they will lead. as a push to personally begin, or continue, our fight to combat this surprised at the outcome. Trump had run a cam- As a social justice educator, I am always looking oppression, both inside and outside of the classroom. paign of hate that relied on people’s racism, sexism, for ways to uplift the voices in history that have his- Linda Perales, Corkery Elementary homophobia and xenophobia to win the vote. The torically been left out of textbooks. In the same way, politics of fear won, but every day in my classroom, we seek to understand the issues and conflicts that affect our communities the most, and students’ in- terests are driving the curriculum. In a roundabout way, the Trump campaign re-energized me because it reminded me that teaching and empowering stu- dents is not only necessary, but urgent. People often ask me why I teach. The short an- swer is, “I teach because it matters.” Threats to our community’s stability and progress are much closer than Washington, D.C. On the same day that Mayor Rahm Emanuel’s handpicked Board of Education announced four forced furlough days for Chicago Public Schools teachers and staff members, the U.S. Department of Justice released a scathing report on Chicago policing practices. Both of these are exam- ples that local leadership and institutions will not prioritize the needs and safety of our communities. As an educator, I commit to fostering civic engage- ment and critical thinking in my classroom. To my fellow educators, remember that in a politi- cal climate that treats teachers and students in com- munities of color with disdain, teaching with love and joy is also an act of resistance. Stay mad. Keep loving. Resist. Organize. And as Solange Knowles Linda Perales sings, “Don’t let anyone steal your magic.” Roxana Gonzalez, Prieto Academy

Chicago Union Teacher ∕ March 2017  5 A delegate’s work is Resolution: never done Forrest Claypool Upcoming conference key to must resign enforcing our contract and Below is text of the resolution passed by the Chicago Teachers winning school fights that Union House of Delegates on Feb 1, 2017, calling for the resigna- tion of Chicago Public Schools CEO Forrest Claypool. matter. WHEREAS, the efficiency measures proposed by Chicago Public Schools and imposed by the Chicago Board of Education have led to mass privatization, costly contracts, program cuts, mass layoffs and an increased inefficiency of our public school BY JACKSON POTTER AND services all while frivolously lining the pockets of wealthy CHRISTEL WILLIAMS-HAYES For more information on investors RESOLVED that the Chicago Teachers Union calls for the attending the March 18 school very school should have an elected immediate resignation of CPS CEO Forrest Claypool and a leader training, to which all CTU member vote of no confidence for his efforts to dismantle and delegate, who is a rank-and-file members are welcome, please member acting as a liaison between sabotage the Chicago Public Schools; and be it further E RESOLVED that CTU will move to have our sister unions within the Chicago Teachers Union and its mem- visit www.ctunet.com/training. bers. The duties of a delegate are not lim- CPS follow suit in this vote. ited in this time where our professions are not respected, unions are under attack and our members have their own families and At Lindblom Math and Science Acad- responsibilities outside of the classroom. emy, students recently burst in on a For- So we need delegates to be on the front rest Claypool press conference with a sit- lines for our members and leaders when in and chants of “Hey, hey, ho, ho, Forrest there is a call to action and we have to pro- Claypool’s got to go.” Instead of being tect our rights. disciplined, they won accolades from CPS Along with their daily work of being the Chief Education Officer Janice Jackson for amazing educators that they are, delegates civic pride and the promise of a meeting attend monthly House of Delegates meet- with Claypool to discuss their concerns. ings and share information with colleagues Simultaneously, Lindblom teachers and in their buildings when they host monthly staff have begun a campaign of non-com- union meetings. Delegates also chair the pliance with the new KRONOS self-ser- Professional Problems Committee (PPC) vice system to protect their clerk positions that meets once a month as a committee and eliminate further paperwork burdens and with principals, if necessary. on teachers. We salute delegates for being CTU lead- On March 16 (delegates only) and ers and appreciate them for all the work March 18 (all members welcome), Union they do to keep our union moving school- staff along with member leaders will pro- by-school. This month, delegate and school vide key strategies and opportunities to leader conferences are a critical part of the share best practices for properly enforc- calendar for our members. While we won ing our new agreement—along the lines of some critical and game-changing provi- what members are doing at Deneen and sions from our 22-month contract battle Lindblom. Our keynote speaker at the with the Chicago Board of Education, CPS conference is Lois Weiner, a scholar and CEO Forrest Claypool and his boss, Mayor longtime member of the American Feder- Rahm is devious. Rahm Emanuel, are already actively work- ation of Teachers who has written exten- ing to undermine those gains through fur- sively about the CTU and social movement loughs and budget cuts. They have already unionism. Weiner will share her thinking Rauner is evil. put three furlough days and $50 million about challenges the CTU and all teach- in cuts on the table with more furloughs ers unions face in the current political and elimination of clerk positions likely climate, and how we can win in a tough Trump is forthcoming without a budget cure from environment. Also, in one session, we Springfield. We must therefore, as we have will have new materials and “fight back” done for many years, depend on our union modules for areas of significant concern embarassing. and the deep network of alliances we have to members. These modules will include established to win justice for ourselves and strategies to address special education our students. cuts and paperwork concerns, new class he Trump administration will promote efforts to expand Fortunately, we already have a number size provisions and Kronos self-service. right to work (for less) to Illinois; continue attacks on pub- of good examples of what this looks like. Another session will give you a chance T lic education with an aggressive push for vouchers and At Deneen Elementary recently, the PPC to choose your own workshop and focus on charter proliferation; rain down oppressive police tactics with met and demanded that the administra- different areas of interest such as evalua- federal support for stop-and-frisk programs; and attempt mass tion comply with the new contract lan- tion, paraprofessionals and school-related deportation of our undocumented students and their families. guage that teachers only have to submit personnel and clinicians, advanced griev- Does this sound familiar? As a U.S. Congressman, Rahm a lesson plan or a unit plan, not both. It ance/contract enforcement management, Emanuel blocked efforts at immigration reform, and as mayor of turns out that the administration was not new delegate training, Revenue 101, sol- Chicago, made our city ground zero for efforts to close the most only requiring teachers to do both, but also idarity with unionized charter teachers, schools in American history. The foundation of Emanuel’s mass mandated detailed grade level intervention how to address threats to our health and school closings came with aggressive charter school expansion plans on top of already extreme paperwork safety at the workplace, among others. and the denial of affordable housing to low-income families. Illi- requirements. Needless to say, the PPC was nois is where uber-rich Gov. Bruce Rauner has attempted to gut well organized, had the support of the en- Jackson Potter is the CTU staff coordinator, and collective bargaining rights and eliminate our retirement security. tire staff and successfully won its demand. Christel Williams-Hayes is a CTU organizer. We will not let them drag us down!

6  March 2017 ∕ Chicago Union Teacher Fired for a day

If a classroom is like a ballet, then being furloughed and losing Furlough professional development days is like having no days are time for rehearsal. BY MICHELLE GUNDERSON

ur school system is falling apart, a poor and what solution does Mayor ORahm Emanuel and his ap- pointed CPS CEO, Forrest Claypool, have? Firing us for four days. It might seem like an extreme state- budget ment, but that is essentially what we are experiencing. Chicago teachers have been furloughed for four days. Our work is no longer needed on these days, we are not entering our buildings and our jobs have decision been put on hold at a point in time where the work of our city’s teachers is needed more than ever. We have been fired. For several years, I have taught the Forrest Claypool inclusion classroom for first grade. This means that children with special needs and his boss, Mayor Photo: Sarah Hainds/CTU and general education students are taught in the same classroom with a vari- Rahm Emanuel, ety of specialists and supports needed for everyone to learn. In this classroom, we need to think like CPS teachers, principals and staff work with one special education co-teach- er, three teaching assistants, a speech who do more with less to provide Chicago students the therapist and an occupational therapist. We have additional help from our school education they deserve. psychologist and social worker. This is a huge team of people, but it is required to make sure that everyone learns. So what do we do on days of profes- sional development like the ones that BY GINA CANEVA nett took a day from us to velopment than teachers alarming is the fact that student-athletes, fill Emanuel and Claypool have taken away make up for a snow day. in countries where stu- the Chicago Board of Ed- our library shelves with from us? We plan, we talk and we envision Last year, Claypool took dents outperform Amer- ucation and CPS have ear- books, and create mean- n Feb. 3, I was the work our students can and should be two days as furlough ican students. Omitting marked $480 million ingful extracurricular forced to take doing. These days are necessary for estab- days. The four profes- 32 professional develop- from property taxes on events for students when Oa furlough day lishing the working platform that guides sional development days ment hours for Chicago’s unspecified construction faced with a shoestring instead of entering my the lives of children. Losing these days is scheduled for elimina- public school educators projects. There are talks budget. We have a suffi- students’ grades, plan- no small matter. It hurts us all. tion this year amount to does little to help close of building a new high cient and effective back- ning our second semes- Taking away these days and the pay the entirety of our teach- the achievement gap school in Englewood for up plan when our copiers ter library program, and that accompanies this work is wrong. er institute days for the between CPS and other $75 million to combine break down. During fur- collaborating with col- There are those who argue that teachers rest of the school year. districts in our state and four high schools with lough days we work from leagues to help improve are professional, salaried employees and As a district, CPS sees across the country. declining enrollment. home, unpaid when our our students’ literacy should do whatever it takes to do our job. the elimination of these Unfair compensation CPS currently has close to school doors are closed. skills. Close to 30,000 There are others who say that schools days as a viable solution and district instability, 50 shuttered schools that Well-connected Chicago Public Schools should run like businesses. I know of to fiscal problems and/or both effects of furlough the city has had difficul- leaders like Claypool teachers, administrators no business venture that survives and to use as make-up days. days, add to teacher and ties selling or using. Why and Emanuel should use and staff members were flourishes on the amount of free labor For around 500 pub- principal turnover rates, can’t CPS use $35 million their connections to do barred from their school our school system depends on from its lic schools in our district which have a direct im- from these “unspecified” the same for teachers as buildings in the name of teachers. (charter schools are not pact on our students. projects to provide stan- we do for our students. a misguided budget de- We all grade papers in the evening, affected), teacher insti- Last school year, during dard professional devel- They must provide cision. create lesson plans on weekends and tute days are the only contentious contract ne- opment to its staff? for professional develop- In his January email attend countless meetings, but there is times when the whole gotiation, more than 50 Critics may argue ment and compensation to all CPS faculty and certain work that cannot be done unless staff can meet and learn principals left CPS. In that furlough days are equal to that of staff staff, CPS CEO Forrest given the time and space to work togeth- from each other. On 2014, Catalyst Chicago better than layoffs or members in other dis- Claypool emphasized the er. Without professional development these days, we look at reported that Chicago’s taking away student at- tricts. I urge Claypool importance of preserv- time, we are asked to do the impossi- student work together, annual teacher turnover tendance days, but this and Emanuel to be in- ing instructional time ble—create a learning environment de- discuss whole-school rate is 18 percent, a rate argument is not solu- novative rather than pu- with students by placing pendent on the cooperation and collab- disciplinary issues, hold higher than most dis- tion-minded. All three nitive when it comes to four furlough days on oration of almost a dozen people. If my mentoring meetings be- tricts in Illinois. Actions actions are punitive to education funding. Re- the remaining teach- classroom is like a ballet, with people tween veteran and new like furlough days cause our staff and ultimately instating our profession- er institute days of the coming in and out of it to dance and per- teachers, and use data to teachers, staff, and prin- our students. Claypool al development days will school year. Although I form their part, then being furloughed is determine the next steps cipals to look to more and Mayor Rahm Eman- help to stabilize our dis- am grateful we are not like having no time for rehearsal. for our students. We also stable districts outside uel need to think like trict and ensure that our losing vital instructional I refuse to take this lying down. I collaborate to plan for of CPS. Fair compen- CPS teachers, principals educators have the time time with our students, was one of the leaders who encour- the next semester. sation also comes into and staff who often go we need to work together his decision downplays aged a no confidence vote of Forrest There is ample evi- play as the four furlough above and beyond for for the improvement of the impact of teacher Claypool. I will join any protest of the dence to show the impact days amount to around Chicago students with Chicago students. professional develop- decision to furlough teachers on profes- professional development a 2 percent pay cut. This very few funds or re- ment and fair worker sional development days. I will join my has on students. In 2010, is the exact raise amount sources at our disposal. Gina Caneva is a teacher- compensation. fellow workers in the city in refusing to the Stanford Center for promised to teachers Across the city, my librarian at Lindblom For the last three upload grades and lesson plans into the Opportunity Policy in through the contract colleagues and I raise Math and Science Academy. consecutive years, CPS school system’s electronic platform. Education released sur- upon which the Chicago funds in innovative ways This article was originally faculty and staff have My stance is personal and so is yours. vey results that conclud- Teachers Union and the to provide our students published in the Huffington missed out on key pro- I ask you to join me. fessional development ed that U.S. teachers Chicago Board of Edu- with technology and Post and has been updated spend less time with their cation just agreed. textbooks for learning, for inclusion in Chicago days. In 2015, then-CPS Michelle Gunderson is a teacher at Nettel- peers in professional de- What is even more obtain uniforms for our Union Teacher magazine. CEO Barbara Byrd-Ben- horst Elementary.

Chicago Union Teacher ∕ March 2017  7 HOW THE RISE OF TESTING

Photo: Sarah-Ji/Love and Struggle UNDERMINED THE GOAL OF LEARNING

time collecting and analyzing testing data as All the work and study we do to become The opt-out movement is leading us toward though this is helping our students’ learning teachers and provide instruction for our stu- experience, or as though it is informing our dents every day is insulted with the DIBELS the fulfilling education experience of an instruction. We allow others to evaluate and test—a test, by the way, that is not actually used rate our schools and communities based on for what it was designed to assess. We do not earlier time—and away from the business of this data. need the data the DIBELS creates. Many of us I understand how we got here. But there is know within the first week of school where our for-profit data collection. another way. students are in reading ability, and we should There was a time when technology was be spending all of our time teaching small used for projects, research, art and expres- groups and individuals, and not testing them BY GABRIEL SHERIDAN depended on it for success. There was a time sion, but not lesson content. We did not have incessantly. when arguing about growth versus achieve- online programs teaching reading and math. I call upon each of you to reflect on what esting season is upon us again, and that ment was not part of our discourse. Back Those subjects were always done hands-on the tests—required by outside sources—offer means that it is time for us to consider then, we argued over phonics versus “whole with people interacting. And we assessed your ability to connect with your students and T our collective stance on the issues in- language.” Now we act as though testing data students’ understanding with tests that con- their families. What is it you need to help your volved with the testing industry. The next is an indicator of our students’ learning ex- nected to the subjects we were addressing in kids build background knowledge? What will it round of the Partnership for Assessment of perience. class. We had complete control over the test take for that student you have, who may live in Readiness for College and Careers test begins There was a time when some principals en- materials. There was no testing industry—yet. crisis and constant fear, to have an experience in early March. The Dynamic Indicators of couraged teachers to become well versed in arts When I started teaching, there really was in which they will be inspired to push harder Basic Early Literacy Skills (DIBELS) test in integration. The possibilities varied from city to just one big state test we all gave, and it was to gain more in a school atmosphere? early elementary is ongoing, and the end-of- city, but we all had a wealth of options that were not used in the same way that tests today Then ask yourself if the time taken with year Northwest Evaluation Association Meas- considered “best practice” at the time. profess to evaluate the strengths of a teach- these tests that you had no hand in creating ures of Academic Progress® (NWEA MAP®) We were sent to programs such as the Chi- er, school or neighborhood. In those days, and unrelated to what you may teach or have tests are going to be here before you know it. cago Artist & Teachers Collaborative, which the standardized test was used to establish a taught, is worth it. In fact, the test-taking pro- I have been teaching for Chicago Public was rich with talented artists who worked in- sort of baseline for what kids ought to be able cess is stagnant in terms of student gain. This Schools for 19 years. Some would consider me a tensively with us teachers in weekend-long ses- to do at each milestone. Teachers did not get is not a learning moment, and for many of our dinosaur. As we head into this time of testing, sions. We worked with dancers, actors, comedi- the scores from those tests until the following students, may result in undue stress and feel- however, I have been reflecting on my career ans, painters and writers. We used to teach art school year, when they may be reviewed by the ings of failure. Also, consider that our private and the experiences I have had with testing alongside math, science and social studies, and new teacher, but really, our emphasis was on school counterparts do not take these tests. and the changes over time. Old-timers will integrated all sorts of art forms into our reg- the experience and not the score. For me, what happens every day in my recognize some of my musings here, yet newer ular lesson planning because art was consid- The attack on teachers and public schools classroom is what is important for all of my teachers will find some of this hard to believe. ered background for all the subjects we taught. had much to do with the rise of the testing students. It is this day that may be the only When I was hired at CPS, the teacher for When we taught writing, it was considered an industry. The money to be made from these day, and I hate to waste it on a test that is only whom I took over told me that when she was art form that took patience and practice and tests and the online curriculum involved over- making them feel bad about themselves and trained, piano was an obligatory course. In- often included fiction and fun, not just a re- took what was a rich and happy experience for not helping bolster their experience, let alone deed, the classrooms in early elementary were sponse to a test question or an algorithm, or a many, many students throughout the years. their education. each outfitted with a piano. And I remember convention to fulfill a test requirement. Today, many of my colleagues and I get It is this reflection I offer you to consider as the pianos in my building being moved out Back then, grades were simply a way for us tripped up when the testing windows open. the opt out movement grows. What will your when I was hired. I came in when computer to communicate with parents about students’ Small group work and attention to teaching part be in steering us toward a fulfilling ex- courses were required. needs and celebrate their accomplishments. things like the mechanics of language, sight perience, and not a for-profit, data-collecting The contrast in how I taught before and We did not even give letter grades below third words and comprehension of content go out the machine? how the classrooms are managed in public grade then. We gave symbols to represent window. When I am struggling to administer schools today is stark. There was a time we did mastery or a need for more support. these useless tests, I am lucky to be able to read Gabriel Sheridan is co-chair of the CTU Testing a book aloud to my students. not collect and track data as though our work Today, we spend an inordinate amount of Committee and a teacher at Ray Elementary.

8  March 2017 ∕ Chicago Union Teacher Building a stronger testing reform movement under ESSA Understanding the potential—and pitfalls— of the Every Student Succeeds Act is key (NCLB), nowhere does ESSA test scores. computer-based packaged formers must ensure that the to creating significant say a state must fire anyone •Halt district- or school- curriculum and tests to re- overhaul includes primarily lo- or close, privatize or take over mandated standardized in- place current statewide tests cally based, teacher-controlled change in how we view any school. Nor does ESSA terim, formative or other such as the measure of student assessments such as projects require states or districts to tests, including those embed- learning. Corporations are and portfolios. FairTest has standardized testing. judge teachers by student test ded in commercial, computer- peddling many such products, a recent report on what this scores, which Illinois does and based curricula. This includes and many districts are buying could look like based on ESSA which has produced a huge in- tests used to judge teachers. them. They have all the same requirements and concrete ex- crease in the number of tests •Ban standardized testing harmful consequences as reg- amples. The New York Perfor- students must take. in Pre-K through grade two, ular standardized tests, but mance Standards Consortium BY MONTY NEILL children in reading and math Illinois has a choice. It can including mandates to use in- they are given more often, is the best U.S. example of edu- in grades 3-8 and once in continue NCLB-style pun- struments such as Kindergar- connected to packaged in- cator-controlled performance he federal Every Student high school, as well as science ishments or it can collabo- ten Individual Development struction and harder to refuse. assessments. Succeeds Act (ESSA) in three grades. English lan- rate with districts to improve Surveys. They represent a serious dan- Assessment and evaluation Ttakes effect as President guage learners (ELLs) also teaching and learning. Unfor- •Ensure transparency in ger to the quality of education. should rest on what commu- Donald Trump and U.S Secre- must be tested for English tunately, Illinois and Chicago the number and uses of tests nities want their schools to be Winning better assessment tary of Education Betsy DeVos proficiency in grades K-12. But policy leaders appear intent on and time spent on test prepa- and do. Studies over the years promote their education agen- ESSA fundamentally changes sticking with punishment and ration. Activists are using If Illinois and CPS reduce have found they want schools da amid escalating resistance. federal accountability man- over-testing. It will take savvy, audits and surveys to expose the stakes and the number of that ensure basic skills and ESSA presents significant op- dates in a way that creates persistent organizing to win over-testing. ESSA contains tests, Chicago teachers will critical thinking, provide arts portunities and some dangers room for real improvement. the needed policy changes. funding for states and dis- be under less pressure to test and physical education, and for the testing resistance and ESSA says state account- tricts to audit, evaluate and incessantly. They will have foster emotional health and What should teachers reform movement. How can ability systems must include reduce their testing programs. a greater chance to expand positive social relationships. and other movement the movement use the oppor- test scores, a “growth” mea- Fight to limit the weight the use of performance as- Testing has little or nothing activists do? • tunities to win greater assess- sure such as test score gains, given to test scores in Illi- sessments, though large class positive to contribute to meet- ment reform victories? progress by ELLs, high school The essential demands are nois’ formula for evaluating sizes and lack of resources ing any of these goals, but has The first task is to con- graduation rates and at least to cut back testing to the fed- schools. Ensure that other make this difficult. Still, many come to control education. By tinue to build opposition to one “school quality” indica- eral limits, end punitive sanc- indicators are educationally teachers already use perfor- fighting for the schools all our high-stakes standardized tor. These can include school tions imposed on teachers, sound and do not simply re- mance assessments. These children and communities de- exams. One key is to expand climate, discipline practices, students and schools, and im- produce school rankings by can be a basis for developing serve, teachers and their allies the already large numbers of absenteeism, parent engage- plement teacher-controlled, poverty. teacher-determined, stu- can build a basis for sufficient test refusals, which topped ment and access to advanced student-focused assessment. •Win a state opt-out law dent-focused assessing. FairT- funding, support and assess- 40,000 in Illinois and 20,000 placement courses or a rich Chicago teachers and their ensuring parents can refuse est plans to work with Chicago ment rooted in high-quality in Chicago in 2015. Next curriculum including arts. allies can fight to win the fol- the tests without fear of state educators, parents, students learning. is to transform movement A state must use these in- lowing goals: penalties for their child. Eight and community groups to lay strength into winning state dicators to “meaningfully dif- •End CPS requirements states now have such a law. the groundwork for a future Monty Neill is the Executive Di- legislation and local regula- ferentiate” among schools and that students pass standard- ESSA mandates no penalties transformation. rector of FairTest, which works tions to cut back testing, end identify the lowest-performing ized exams to be promoted to for opting out, and certainly ESSA will initially allow up to end the misuses and flaws of high stakes and implement five percent among those that the next grade, as New York no loss of Title I funds. to seven states to participate in standardized testing and ensure high-quality assessments. receive Title I funds. When a and some states have recently an Innovative Assessment pilot that evaluation of students, Blocking the spread school is identified, the dis- done. These are not required program; more can join later. teachers and schools is fair, What does ESSA mandate? of computerized test trict must implement a locally by federal law or regulations. Activists should push Illinois open, valid and educationally packages Unfortunately under developed improvement plan. •End Illinois’ requirement to join the pilot and overhaul beneficial. Visit www.fairtest. ESSA, states must still test Unlike No Child Left Behind to judge educators by student ESSA allows states to use its assessment system. Re- org for more information.

Chicago Union Teacher ∕ March 2017  9 The “new” SAT is a fail How many more students will be made to feel academically inadequate before these tests are eliminated?

BY CAROL CAREF, PH.D. needed to get its product One College Board test up to speed to compete reviewer wrote to offi- with the ACT. As Cole- cials that he had “never or Illinois high David Coleman, College Board CEO. Annual salary and benefits: $900,000. school students, man himself said in an encountered so many Fthe ACT / Prairie email to employees, the seriously flawed items” State Achievement Ex- SAT and Practice SAT in the 20-plus years amination is no more. needed to be overhauled he had been screening indicated that the gap not) and students who mote equity and oppor- aligned with President The SAT (Scholastic Ap- by March 2015, so that math material for the between low and high are prone to test anxiety. tunity. He also had this Donald Trump’s admin- titude Test) is here. April “College Board could organization. He asked scorers was much larger Students who have solid to say about Betsy DeVos: istration. He should not 5 is the initial test date win new business and “Why so many items on the math section than mathematics knowl- “[She] is a remark- be allowed to make de- for the SAT, which all counter the most pop- with vocabulary issues, the reading and writing edge, but are hampered able citizen leader. She cisions about tests that juniors must take (except ular college entrance especially for ELL (En- sections. The math sec- by the language of these believes fiercely in our determine which of our some exempt special ed- exam in America, the glish language learner) tions needed to have word problems, will an- founding principles of students go to college. ucation students). The ACT.” The SAT needed students?” fewer long questions, swer fewer math ques- liberty and equality of How many more stu- new SAT was designed to to be ready, even though, Yet the race was on but there wasn’t time to tions correctly. As re- opportunity. We can’t dents will be made to feel be more closely aligned really, it wasn’t. Illinois and the “not for profit” rewrite these questions search shows and math wait to see what she does academically inadequate to Common Core State was one of the states College Board put prof- and still meet the March teachers experience, dif- next as Secretary of Ed- before these tests are Standards (CCSS) than that fell for the hype its and marketing ad- 2015 deadline. ferent problem contexts ucation.” eliminated? Parents and previous versions. David and changed from ACT vantages above the need Among those disad- or reading levels impact Right. students need to learn Coleman, known as an to SAT. for test integrity. The vantaged by long test math performance on Coleman, who makes more about this so they “architect of the Com- Internal documents College Board released questions are recent word problems. $900,000 a year in sala- can plan accordingly. mon Core,” was hired in examined by Reuters the exam even though immigrants, students Coleman was not in- ry and benefits, is either SAT boycott, anyone? 2012 as head of the Col- showed that “the makers it did not meet its own whose native language terested in talking about totally out of touch with lege Board. of the new SAT knew the design specifications isn’t English, test-tak- the flawed tests. In fact, the reality of Betsy De- Carol Caref, Ph.D., is the The SAT is a busi- test was overloaded with for the math section. ers with learning dis- College Board claims its Vos, a complete oppor- CTU Education Policy ness, and as such, it wordy math problems.” Its research on the test abilities (diagnosed or test specifications pro- tunist or sees himself as Director.

A day to Students who participated remember said they felt empowered, BY NATALIA SEGURA tation to the march, and many of them met myself and two co-work- respected, n Wednesday Feb. 15, some ers at the park. It was amazing. heard, excited of my students asked me For most of my teenage students, Oif I was going to the “Day this was maybe the first or second Without Immigrants” march and march that they had ever attended. and surrounded rally the next day. In a school with The crowd was relatively small a Latino population of 97.3 percent, at the beginning—around 100 or by a community where some students have shared more—when the speaker from with me their personal stories of ARISE Chicago started his speech. that understands fear each day, I felt an urge to sup- The speech was done almost com- port my students and ask for a per- pletely in Spanish and main ideas and supports sonal day. I then told students that were: the need for unity between I was going to go to the march and immigrants from different countries, them. that if they were also thinking about how in the U.S. gainfully employed, going, I would meet them there. we are not criminals and that Pres- Photo: Max Herman When my students asked me why ident Donald Trump has to go. The I was going, I explained to them that crowd was composed of mostly Lati- as an immigrant and as their teacher, nos at the rally and the march. Uni- ten, we are millions, count all of us”). watching the news with their par- I needed to go to be heard by march- vision and several other television On Friday, students returned to ents. They were telling us that they ing, and missing work so that other news outlets were there, and two of school and a big topic in the hallways saw us on the news marching and teachers, Chicago Public Schools, my students and I were interviewed. would say that at least 1,000 people was the march. Where were you at being interviewed. They were telling the entire government and the whole It was a life-changing experience joined the march, especially as we the march? Did you see this sign? All their friends, “Next time, I will be out country could see how things would for the kids who were interviewed were passing the Mexican Consul- reactions were positive. Students who there, too…I also want to march!” work without immigrants. and also for the 10 others who were ate. Chants were almost entirely in participated in the march and rally The next thing they asked me was, The next day, I arrived at Union standing right beside us. Spanish: “Sí se puede” (“Yes, we can”), said they felt empowered, respected, “So, Ms. Segura, what are we going to Park at 11 a.m. thinking that maybe “I felt like my voice mattered,” “El pueblo unido jamás será vencido” heard, excited and surrounded by a do on May Day—May 1?” I must say, one or two students would make it several of them told me later. (“The people, united, will never be community that understands and I can’t wait! there. I was so wrong. More than 45 As we started marching toward defeated”) and “No somos uno, no supports them. Students who stayed of my students had talked among downtown for about three blocks, somos diez, somos millones, cuénta- home were also part of the conver- Natalia Segura is a teacher at Spry themselves to organize transpor- the crowd got significantly bigger. I nos bien” (“We aren’t one, we aren’t sations as the majority of them were Community Links High School.

10  March 2017 ∕ Chicago Union Teacher An open letter to the Donald Photo: Scott Olson/Getty

As a Chicago Public Schools teacher ums and the beautification of our charge of our school district has zero You don’t need to send the for the past ten years, I have per- already beautiful downtown. We educational experience. None. All of sonally seen and experienced the need to fully fund our public schools these school closings, funding cuts Feds to our city...unless they’re impact that the violence has had and create new revenue options to and diversions of money to charter on my students, their families and do so. Another Chicago writer said schools by our mayor have harmed going to get rid of our mayor. my colleagues. we need to “talk about the systemic and continue to harm our students But here is the thing about vio- issues.” We need to talk about how and our city, which, in turn, is tied lence: Hardly anyone would choose people do not have job options in far to the violence. to commit crimes or be violent if too many neighborhoods in our city. A Chicago organizer puts it there were other options. The issue BY DAVE STIEBER ther. Many of us in Chicago have The way Chicago Public Schools is clearly: “Poverty is violence, and it is that the amount of other options been trying to teach our Democrat- run is also terrible and contributes to exacerbates violence… If you give is extremely limited, in particular, Dear Mr. President, ic mayor, Rahm Emanuel, the same the violence. The mayor has complete people access to mental health care in our most vulnerable and violent You seem to have a strong dislike things that I am about to teach you. control over our schools. He closed [and] education, you give them the neighborhoods. towards Chicago. Is it due to the fact He refuses to listen, too. He likes to the most schools in the history of opportunity to realize their full hu- You yourself said Chicago’s vio- that Chicago was the only city in the put on fuzzy sweaters and claim he our country and has continually cut manity. And we’re denied that.” lence is “very fixable,” so I hope that country, during your presidential cares about our city and our people, school funding. He picks the mem- To put it simply, we do not need to means you are willing to address campaign, where you were afraid but his policies prove he doesn’t. bers of the school board, who show give the police more power. We do not the root causes of the violence. to take the stage? Or is it because I don’t want you to follow in his their gratitude for being appointed need more police. We need to create Chicago, through the purposeful former President Barack Obama by doing whatever he says—this in- jobs and fund our public schools and footsteps. segregation policies of redlining, re- adopted Chicago as his hometown? First, there are a few things to cludes opening new charter schools, our neighborhoods. strictive covenants and eminent even though charters have prov- People need jobs. I know you weren’t a fan of Obama note, President Trump, and one of domain over the years, has been en no more effective than traditional Services need to be provided. since you called him “the Founder of them is that Chicago is not the Wild divided into a city of “haves” and neighborhood schools. The person in Schools need to be fully funded. ISIS” and declared for years that he West. “have nots.” Generally, downtown All neighborhoods need to be wasn’t born in America. There is no doubt that certain and the North Side of the city are equitably funded. So you have two reasons to not neighborhoods in our city have the “haves,” and the South and West I hope you appreciate the gift I like our city. But beyond that, I’m very high levels of violence (I will sides are the “have nots.” am giving you. I am saving you some not sure why you are so obsessed address that in more depth shortly), Those of us who live in Chica- work on investigating the root causes with tweeting or talking badly about but it is important you know that go know that jobs and investment Chicago. You just criticized Chicago while some neighborhoods have in struggling communities—which You yourself of violence in our city. You don’t need again in your address before a joint seen increases in violence, many includes public schools—are keys to send the Feds to our city unless the session of Congress. If you want other neighborhoods have seen de- to stopping violence. The invest- said Chicago’s purpose of them coming is to get rid to actually help our city, then you creases in violence. The parts of ment in these communities should of our mayor. should listen to people from Chica- Chicago that are funded appropri- improve the lives of the residents violence is Just kidding…kind of. go. You shouldn’t meet with people ately are beautiful, which is why rather then push them out. As one But I guess all this to say, I would who aren’t from here to talk about Chicago is the third most visited city Chicago writer says: “Want to fix “very fixable,” like to ask you to stop talking bad us—like that pastor from Ohio who in the U.S. I mean, you should know Chicago? Invest in its people, em- about our city. claimed on live TV that “top gang downtown Chicago is beautiful be- brace the idea that the rest of the city so I hope that Or, as the kids say, just take the thugs” from Chicago wanted to meet cause you own Trump Tower, which matters, [and] not just the North name Chicago out of your mouth. with you. After that bold proclama- is right on the Chicago River. Side.” Chicago has also closed half of means you tion on national television, he later In fact, contrary to what Attor- its mental health clinics which were Sincerely, admitted he “misspoke” (i.e. lied). ney General Jeff Sessions and you primarily located on the South and are willing to An actual resident of Chicago April 29, 2017, will mark the say, crime is not up nationally, it is West sides. Now the largest primary first 100 days of your presidency, down. Chicago does not even make provider of mental health in the en- address the root P.S. Release your tax returns. so I decided to give you a gift. As a the top ten of the most violent cit- tire country is the Cook County Jail high school Social Studies teacher in ies per capita in the country. But located here in Chicago. Dave Stieber is a teacher at Chicago Chicago, I decided to teach you about sadly, violence is an issue in parts We need to stop diverting mon- causes of the Vocational Career Academy. This ar- Chicago and specifically why we do of our city, so let’s address it. ey away from neighborhoods that ticle was originally published in the not want the Feds to come to our city. There is no doubt that certain need it the most—money that has violence. Huffington Post and has been updated Don’t think I am singling you neighborhoods in our city are not been stolen from neighborhoods for inclusion in Chicago Union Teacher out due to your political party, ei- anywhere as safe as they should be. and used for things like new stadi- magazine.

Chicago Union Teacher ∕ March 2017  11 Honoring our sisters worldwide Celebrating International Women’s Day and Women’s History Month

BY DEBBY POPE tionary definitions are often to have women written into unsatisfactory, but this one the history books where they arch 8, International captures it pretty well: “the were so often missing. Women’s Day, began advocacy of women’s rights on The third or contemporary Min New York City in the basis of the equality of the wave attempts to expand fem- 1909 to honor the women of sexes.” It’s a definition that is inism to include women with the International Ladies Gar- simple in concept but much a diverse set of identities and ment Workers Union who had more complex in application. celebrating that women are of bravely struck the year before. The history of U.S. feminism “many colors, ethnicities, na- The next year, women from 17 began with the women who tionalities, religions and cul- countries held a conference, took up the fight to abolish tural backgrounds.” It also op- and by 1911, more than one slavery and gain the right to poses the concept of a “gender million women were celebrat- vote the pre-Civil War era. binary” and protests the way ing International Women’s After several generations of our culture and society im- Day. Following the Russian struggle, they won the right pose gender and sexual identi- Revolution in 1917, Interna- to vote with the 19th Amend- ty categories. The third wave, tional Women’s Day (IWD) ment, which went into effect while benefiting from some of became a national holiday in 1920. That is considered the earlier fights, rejects the in the Soviet Union. In 1975, the first wave of feminism. notion that women inherent- tion with a play, “Money Make of unions, community and the United Nations acknowl- The second wave, an out- ly all have the same interests ‘em Smile,” written by Mary women’s organizations. The fight for edged March 8 as an interna- growth and expansion of the and needs. It celebrates the Bonnett, a playwright and The Chicago Teachers tional day of recognition. civil rights movement in the intersection of women’s rights retiree CTU member. The Union strongly opposes all resources and In the United States, wom- 1960s and 1970s, focused with other struggles such as committee is also working forms of discrimination, rac- en’s history was first officially on equal rights for women, anti-racism, disability rights, with the CTUF on a women’s ism and sexism. The fight for quality schools recognized by President Jim- including the failed attempt LGBTQT rights, etc. history art display which will resources and quality schools my Carter in 1980 when he to pass a national Equal The CTU Women’s Rights be installed in March at the for all is, by its nature, a fem- for all is, by proclaimed Women’s History Rights Amendment to the Committee was born of the new Union headquarters. inist demand. Week, which included IWD. U.S. Constitution. Other key second wave and is currently We proudly participat- its nature, Women’s History Month was issues were—and continue to active on a number of key is- ed in women’s marches on Debby Pope is a part-time CTU finally established by Presi- be—reproductive rights such sues. In partnership with the Jan. 21, both in Chicago and grievance writer and staff liai- a feminist dential Proclamation in 1987 as birth control and abortion, CTU Foundation, we have de- Washington D.C. The CTU son to the CTU Women’s Rights and continues to this day—a access to affordable childcare veloped a curriculum on sex was also actively involved in Committee. If you would like to demand. victory for women and for and fights against gender vi- trafficking and have held pro- the March 8 International include more about women’s his- feminism. olence in its many forms. Ac- fessional development work- Women’s Day celebration in tory in your curriculum, contact So, what is feminism? Dic- ademic feminists also fought shops for teachers in conjunc- coalition with a large number her at [email protected].

tion for Education established the a Happiness Inquiry Project. Chicago public school annual Teacher of the Year Award As one of her nominators to commemorate twenty-five wrote, “She constantly challeng- years of support to Chicago public es herself to learn new curricu- teacher awarded school teachers and to honor Deb- lum, partner with new teacher by and Shirley, two of the CFE’s teams and build strong relation- teacher of the year most dedicated Board members ships with students so they are and volunteers. The distinction is primed for success as they enter annually bestowed upon a teacher high school.” The CFE is hon- who embodies the CFE’s mission ored to recognize Ms. Henry Chicago Foundation for Education and goes above and beyond ex- and highlight the outstanding (CFE) recognizes Kat Henry, special pectations to make great teaching teaching and learning she makes and learning possible. possible in just one of Chicago’s education teacher at Pulaski Ms. Henry exemplifies the public schools. CFE spirit. A teacher for nine Ms. Henry received an en- International School, as the Jannotta- years, she has been involved in graved plaque, a $1,000 honorar- Jaffee Teacher of the Year. more than a dozen CFE programs ium and has been invited to serve and is currently engaged in the a two-year term on the CFE Board intensive Action Research Lead- of Directors. ership Institute (ARLI) to learn BY THE CHICAGO Award to Ms. Katherine Henry. more about her students’ social The Chicago Foundation for Educa- FOUNDATION FOR EDUCATION The recognition was presented by and emotional learning. Ms. tion (CFE) empowers teachers to in- Katie Palmer, daughter of the late Henry has coached study groups, spire Chicago’s public school students Katie Palmer, daughter of the late Debby n a surprise ceremony at Pu- Debby Jannotta, and Michael Jaf- sharing what she’s learned with through meaningful, high quality Jannotta; Kat Henry, CFE’s 2017 Teacher of the laski International School of fee Patterson, the grandson of the other educators, and traveled learning experiences. With help from Year Award recipient (Pulaski International IChicago, the Chicago Founda- late Shirley Jaffee, and celebrated to Denmark in 2014 to study hundreds of community volunteers, School of Chicago); Michael Jaffee Patterson, tion for Education (CFE) awarded with Ms. Henry’s students, col- happiness through a CFE Fund the CFE serves approximately 700 the grandson of the late Shirley Jaffee. the 2017 Debby Jannotta and leagues, family and friends. for Teachers Fellowship, subse- teachers and their 40,000 students (Photo: Colton Mullinix/Chicago Foundation for Education) Shirley Jaffee Teacher of the Year In 2010, the Chicago Founda- quently engaging her students in each school year.

12  March 2017 ∕ Chicago Union Teacher Dear Human Rights Family,

Just a small note to say a HUGE thank you so very much for donating the coats to our students at Duke Ellington School. We really appreciate your thoughtful contribution for helping to keep our children warm this winter. We can’t thank you enough. Please know how much you’ve helped our students and families in a major way.

Best Regards, Duke Ellington Family Coats for Kids

he Chicago Teachers Union learn if they are hungry or cold. Our ed- delivered orders to schools for our Human Rights Committee ucators spend many dollars to stop this students. Twould like to thank the Chi- from happening to our children, but Our hearts are warmed when we cago Teachers Union, the Chicago we have a growing problem of poverty see children who have nice, warm Teachers Union Foundation and Op- in our schools. There is great concern coats, but this is just the beginning, eration Warm for the coats donated from teachers when you have three to because there is more that our com- to our committee to distribute to our four children in a class who do not have mittee plans to do. CPS students Chicago Public Schools students. a coat, and this is where our educators often come in on Monday mornings Members of the CTU Human step up and do what is needed. Even hungry because they haven’t had Rights Committee saw that there though it can become very costly over enough food to eat. was a great need for some CPS stu- time, they still do what is needed to en- The CTU Human Rights Commit- dents from preschool to 12th grade sure that a child is prepared for class. tee will next host a fundraiser for a pi- to be provided with a warm coat. We cannot fix the needs of every- lot program called Feed the Children. Many of our teachers and parapro- one right now, but as a committee, This program will reach out to at least fessionals have already personally we can start with a modest offering 100 of our students from four neigh- supplied coats, shoes and clothing to our students most in need. Our boring schools to share a perishable in addition to purchasing classroom committee, with the assistance of food to help carry them over a long supplies such as paper, pens, pencils CTU paraprofessionals, teachers holiday weekend. The Committee has and book bags. This has become very and retirees, has already given away partnered with Mt. Carmel Church at costly to our members over the years. almost 200 coats and has just re- 2976 S. Wabash to use its location for The CTU Human Rights Committee ceived a second shipment of another distribution and to store the food. plans to share in this compassionate 400 coats for continued distribution. The pilot will begin at Drake, and enduring task of assisting our Human Rights Committee mem- Haines, Healy and Sheridan ele- students and supporting our educa- bers along with other CTU retirees mentary schools. For more infor- tors in our schools. and member volunteers have come mation, contact Charlotte Sanders, Our educators are on the front line in after work and in their spare time chairperson of the CTU Human in schools everyday and they know the to help complete orders for school Rights Committee at cssanders7@ CTU Human Rights Committee needs of their students. A child cannot pickups. They have even personally aol.com.

Chicago Union Teacher ∕ March 2017  13 2017 Student Become an authorized OSHA trainer Scholarship Awards When: TBA. Must complete nine full The Chicago Teachers Union and Chicago Teach- days of training over the summer (four ers Union Foundation are presenting regular, vo- days in July and five days in August) cational and special education awards this year in the amount of $1,000. Applicants must be a Time: 8:30 am to 4:30 pm with an high school senior who will graduate this year be- hour for lunch fore August 31, 2017, as well as a son or daughter of a currently employed, active member in good How Much: All participants receive a standing of the Chicago Teachers Union or a son or stipend of $110/day plus paid mileage. daughter of a deceased member who was in good Breakfast and lunch are provided. standing with the Chicago Teachers Union at the time of death. Location: Chicago Teachers Union Special education students are eligible for all Center, 1901 W. Carroll Ave., Chicago, scholarships and are encouraged to apply. IL 60612-2401 The deadline for submissions is May 5, 2017. Please go to www.ctunet.com/for-members/ awards/scholarships to download the application. What: The OSHA Outreach Training Program provides training for workers and employers on the recognition, 30-hour programs as well as those avoidance, abatement, and preven- which are most hazardous. Students tion of safety and health hazards in are briefed on effective instruction- We Need Your Voice! workplaces. The program also provides al approaches and use of visual aids information regarding workers’ rights, and handouts. This course allows the The CTU Elementary Steering Committee is employer responsibilities, and how student to become a trainer in the looking for CTU members who teach kinder- to file a complaint. This course is OSHA Outreach Training Program, to Contact: Email Dr. John Kugler at garten through 8th grade and are interested in designed for individuals interested in conduct both 10- and 30-hour General [email protected] to reserve being active members of the committee. Learn teaching the 10- and 30-hour general Industry Outreach classes, and to issue your spot in this training with “OSHA more about how you can get involved and use industry safety and health Outreach cards to participants after verifying 2017” and your name and school in the your voice to impact elementary education. Our training program to their employees course completion. Persons successful- subject line next meeting is March 15 at the Chicago Teachers and other interested groups. Using the ly completing this course will receive Union Center at 4:30 p.m. For more information OSHA General Industry Standards as an “Authorized General Industry contact, send an email to TheresaInsalaco-DeCic- a guide, special emphasis is placed on Trainer Card.” [email protected] (CTU Liaison). those topics required in the 10- and

House of Delegates FR2 FULLERTON ELEMENTARY Bruehl, E.; Contreras-Espinoza, Jose A.; Crockett, PILSEN-LITTLE VILLAGE ELEMENTARY Lynette G.; Turner Burkes, Constance ∕ Meeting ∕ Wednesday, Steven C.; Garza, Eslavia; Gonzalez, Juan Turan C.; Gordon, Megan M.; Hintz, Linda Cosme, Maria T.; Guerrero, Jesus A.; SSH SOUTH SIDE H.S. Cameron, Alisia February 1, 2017 M.; Jacobson, Johanna T.; Kearns, Donald S.; Jameson-Hardy, Jacqueline; Jennings, Monahan, Dorothy M.; Toman, John L.; Fisher-Gary, Tonya; Furigay, Marc D.; E.; Nguyen, Triet M.; O’Neill, Terrence J.; Christina; Magallanes, Lucero; Morris, A. ∕ PL2 PILSEN-LITTLE VILLAGE McMurray, Tara A.; Miller, Chiffon N.; Delegates not present: AL1 AUSTIN- Stamps, Tara S.; Zuniga, Laura B. ∕ FL1 Valerie L.; Paz, Juliana; Webster, Keisha ELEMENTARY Cardenas, Griselda; Reed, Darryl L. ∕ SW1 SOUTHWEST SIDE NORTH LAWNDALE ELEMENTARY FULTON ELEMENTARY All Present ∕ FL2 L.; Worthy, Jennifer L. ∕ NW1 NORTH- Olazaba, Phillip J.; Todd, Roisleen K. ∕ RR1 H.S. Burke, Heide L.; Dobert, Kenneth G.; Alexander, Melissa; Anderson, Grace FULTON ELEMENTARY Body, Jerline; NORTHWEST SIDE H.S. Costas, Alice RAVENSWOOD-RIDGE ELEMENTARY Newcomb, Bernard C.; Padilla, Juan G.; A.; Boyle, Tanya R; Collins, John T.; Carlson, Julie A. ∕ FSS FAR SOUTH SIDE E.; Coupaud, Helena; Gryglak, Emma E.; DeJesus, Iris; Dunn, Suzanne; Glowacz, Zwiazek, Carly A. ∕ SW2 SOUTHWEST Criswell, Marquiette R.; Poole, Alethea; HIGH SCHOOL Brownlow, Dorothy M.; Maeda, Ann T.; Ochoa, Victor; Plencner, Derek; Hartman, Paul W.; Janes, KarenJ.; SIDE H.S. Novak, Paula M. ∕ WS1 Rivas, Marisol; Sciarine, Kathleen; Currie, Andrew R.; Pincham, Robert E.; Scott M.; Plum, Keith R.; Schmidt, Sharon Lancaster, Elizabeth R.; Mountz, David B.; WEST SIDE H.S. Colsant, Tricia D.; Ruiz, Williams, Nancy J. ∕ AL2 AUSTIN- Rountree, Eric F.; Winston, Gerald O. ∕ GH1 M.; Smith, Laura R.; Wasowski, Robert Pulliam, Davina M. ∕ RR2 RAVENSWOOD- Melanie; Seale, Jodi J.; Sevener, Jeffrey M. ∕ NORTH LAWNDALE ELEMENTARY GARFIELD-HUMBOLDT ELEMENTARY A. ∕ NW2 NORTH-NORTHWEST SIDE RIDGE ELEMENTARY Davis, Stephanie WS2 WEST SIDE H.S. Cole, Maximilian A. Maxey, Kelechi S.; Servais, Maggie K. ∕ Greco-Serwa, Sandra M.; James, Donella H.S. Bach, Barbara A.; King, Elizabeth M.; A.; Drase, George P.; Ebstein, Jody; ∕ CITY-WIDE CAREER SERVICE Butler, BP1 BURNHAM PARK ELEMENTARY M. ∕ GH2 GARFIELD-HUMBOLDT Pedersen, Christian E.; Pinson, Theo W.; Fitzsimons, Cathleen A.; Obichere, Marie Mary S.; Cruz, Griselda; Davis, Sharon D.; Shaw, Janice D. ∕ BP2 BURNHAM PARK ELEMENTARY Clark, Clinetta M.; Starr, Kristen J.; Trine, Karen M.; Vlahos, C.; Swenson, Morgan L.; Wray, Mollie H. Guerrero, Genoveva; Johnson, Kimberly Y.; ELEMENTARY Hegwood, Catherine; Georgopoulos, Stella S.; Trowers, Laquinya; Peter A.; Yonan, Joanne S. ∕ OH1 O’HARE ∕ RI1 ROCK ISLAND ELEMENTARY Lipschutz, Joan E.; Martinez, Nellie M.; Horton, Kawana T.; Poplawski, Nicole Watson, Joyce; Woods, Unique L. ∕ LC1 ELEMENTARY Clarke, Deborah L.; Green, Bobo, Jennifer L.; Holmes, Davina; Jaquez, Parker-Taylor, Karmen L.; Racky, Denise M.; A.; Ringhand, Allison B.; Robinson, Tracy LAKE CALUMET ELEMENTARY Bright, Shane R.; Habetler, Deidre; Irwin, Melissa Nicole J.; Jemison, Diannia; Majka, Margaret Ramsey, Barbara; Robinson, Patricia; Spiff, Y. ∕ EG1 ENGLEWOOD-GRESHAM Janine M.; Coleman, Angela K.; Dydo, L.; Kasai, Meleia F.; Spagnola, Patricia A.; A.; Murphy, Erin A.; O’Connor, Regina Inodu; Watts, Bessie M. ∕ CITY-WIDE ELEMENTARY Cleary, Anne T.; Franklin, Andrea M.; Grant, Lorrie A.; Melton, Tsatsos, Mary G.; Van Pelt, Michele R. ∕ M.; Sparks, Jeri L. ∕ RI2 ROCK ISLAND Ahmad, Huma A.; Boyle, Therese M.; Mark A.; McKinney, Angela M.; Reeder, Wilene M.; Miller, Taniko S.; Saunders- OH2 O’HARE ELEMENTARY Boettjer, ELEMENTARY Andersen, Robert; Christensen, William E.; Evans-Douglas, Candice C.; Repta, Jennifer A.; Smith, Wolffe, Tanya L.; Smith, Charmaigne M.; Thomas A.; Burchfield, Elizabeth J.; Calandriello, Joanna; Harris, Jacquelyn; Tonya; Freed, Jeanne M.; Green, Burma Vera I. ∕ EG2 ENGLEWOOD-GRESHAM Spearman, Nicole N.; Whitehead, Sheryl F. Davidson, Susan K.; Manesis, Nick G.; Himes, Lewis; Taylor, Dewana T. ∕ SK1 S.; Gruodis, Paul J.; Knudstrup, Karen A.; ELEMENTARY Brown, Marsandra Y.; Clay, ∕ LC2 LAKE CALUMET ELEMENTARY O’Donnell, James M.; West, Margaret A. SKYWAY ELEMENTARY Baker, Gynette Lamme, William R.; Margotte, Glory A.; Jamila K.; Davis, Victoria M.; Gilmore, Ceretto, Traci A.; Fattore, Maribeth A.; Lee, ∕ PE1 PERSHING ELEMENTARY Cline, C.; Boose, Robin B.; Clarke, Ernestine; McCormick,Mary T.; Milkowski, Lawrence Jacqueline; Hurley, Christine M.; Jarrell, Tyrone T.; Silva, Soila R. ∕ ME1 MIDWAY Veronica; Fernbach, Laura A.; Gonzalez, Crockett, Nicole M.; Norment, Sonya E.; Nevels, Leigh M.; O’Connell, Jennifer L.; Ashley N.; McNeal, Susie E.; Triplett, ELEMENTARY Dusek, Lisa A.; Finn, Omar; Pulaski, James; Scanlon, Heather; C.; Parks, Redina M.; Quinn, Jovonna ∕ Ramirez Odell, Helen; Schechtman, Judith Kevin L.; Williams, Samantha ∕ FR1 Nancy A.; Hester, Kamau L.; McGrath, Sicora, Cristina R.; Torres, Leticia M. ∕ PE2 SK2 SKYWAY ELEMENTARY Brown, B.; Schmidt, George N.; Schwartz, Jennifer FULLERTON ELEMENTARY Chavez, Lisa Patrick W.; Muir, Jeanine E.; O’Malley, PERSHING ELEMENTARY Ferrin, Nicole Marlene; Coleman, Kathy L.; Hunter, K.; Slavitt, Marlene; Socoloff, Miriam A.; B.; De La Pena, Alejandra; Milano, Dena Margaret M.; Outlaw, Cassandra ∕ ME2 M.; Grijalva, Brandon C.; McGuckin, Kali; April M.; Kimble, Jennifer N.; Phillips, Toro, Theresa L. M.; Muhlberger, Mireya; Rivera Anna M. ∕ MIDWAY ELEMENTARY Anderson, Eric Porter, Shay; Walls-Kirk, Kimberly A. ∕ PL1 Jala L.; Rentmeesters, Anna M.; Simpkins,

December 24 Julia A. Smith, Ruggles January 4 Frances E. Turner, Songhai January 13 Bobby Lee Franklin, Substitute Teacher In memoriam December 24 Sammie M. West, Substitute Teacher January 5 Iris Osby, Hinton January 13 Eileen R. Komie, Brennemann December 26 Phillip Perkins, Englewood January 5 Rita M. Sheridan, Morgan Park January 14 Norma Iris Martinez, Lowell 2016 December 29 Virginia Badillo, Mason January 6 Milagros T. Aciro, Kinzie January 14 Edna L. Overton, Brownell February 5 Vanessa Hamilton, Burnham December 29 Anna M. Klahn January 6 Arbirie S. Brooks, May Community Acad January 14 Lavon Waterman, Tilden H S July 15 Gene P. Murphy, Substitute Teacher December 29 Timothy D. Sheen, Castellanos January 6 Terrance Glenn Harrison, Simeon January 15 Carolyn L. Benson, Edgebrook September 28 Ellis Godwin, Washington December 30 Sidney M. Berman, Wright Branch January 6 Monya Z. Pokras, Fermi January 15 Dorris O. Prater, Sullivan H S December 2 Alina M. Mocko, C-W Educ General December 30 Jack L. Perlin, Prosser Vocational January 8 Joan Anne Gray, Blair January 16 Ann Mari Porter, Spalding December 5 Mildren H. Hooper, Wood Academy December 31 Norman R. Abrams, Carpenter Elem January 9 John M. Drake, Corliss January 17 William B. Malugen, Roosevelt High December 7 Lizzie Lewis, Kipling 2017 January 9 Victoria M. Hawkins, Disney Magnet January 18 Claire L. Hirsch, Armstrong December 9 Charles Steadman, Alex Haley Acad January 1 Gerald S. Wasilewski, Kelly H S January 9 Patricia Peschel, Prussing January 18 William E. Lewis, Substitute Teacher December 10 Virginia Lamantia, Region 2 Office January 1 Clarence D. Whittemore, Pulaski January 10 Cheryl Joyce Howell, Hearst January 19 Elsie G. Cordes, Lowell December 11 Mary C. Willis, Cameron January 2 Genevieve P. Antosz, Reinberg January 10 Leona S. Paytes, Higgins Academy January 19 Marlowe J. Mogill, Schurz High December 12 Stephanie Switnicka, Substitute January 2 Helen T. McClain, Dett January 10 Rachel D. Shapiro, DePriest January 19 Virginia O’Connor, Christopher December 16 Jean F. Brown, Wright Branch January 3 Melvena Berry, Substitute Teacher January 11 Margaret M. Dooling, Vanderpoel January 21 Lawrence R. Ralston, Hanson Park December 16 Cathy D. Gale, Fuller January 3 Carmen Delia Flores, Sabin Maget January 12 Delia P. Muzzulini Casas, Senn Metro January 24 Suzanne Osterberger, Pritzker December 18 Sheli A. Lulkin, Otis January 3 Pauline Nixon, William Penn January 12 Elizabeth Markey, Fenger January 27 Kenneth P. Calhoun, York Alternative December 21 Juan Colon January 3 Maura T. Smith, Washington High January 12 Gloria A. Milner-Thomas, Ellington January 28 Marlene G. Knutson, Pulaski December 23 Madalyn C. Henderson, Young Magnet January 4 Margaret H. Schalz, Edison January 12 Edmond W. Ragan, Crown January 29 Margaret J. Washington, Gage Park December 23 Eileen Kowaleski, Oriole Park January 4 Gail A. Stevenson, Brentano January 12 Rollin M. Sublett, Phillips

Lists of deceased members of the Chicago Teachers Union (CTU) are provided to the Chicago Union Teacher by the office of the Chicago Teachers Pension Fund (CTPF) and are printed as received. If you notice an error or omission, please first contact the CTPF at 312.641.4464 or via email at [email protected] to report the information. Please contact the CTU Financial Dept. as well by phoning 312.329.9100. Both the CTPF and CTU disburse death benefits to a member’s designated beneficiaries.

14  March 2017 ∕ Chicago Union Teacher CTU Foundation Erika Cheng / 12th grade / Thomas Kelly High School / Teacher: Brian Halberg Quest Center How do we end racism?

o think that racism has been traders who had seized Africans rationalizes and justifies racial announces embedded into American from a captured Spanish slave oppression, like the media narra- Thistory, culture, and soci- ship brought them to Jamestown, tives that criminalize victims of ety ever since mankind existed Virginia, in 1619. This is the start police and vigilante violence, like winners of makes us question where it origi- to the slavery system in America Michael Brown, Trayvon Martin, nated from. However, racism has of capturing Africans in Afri- and Freddie Gray, as well as many co-existed with humans far too ca and bringing them back only others. student essay long so that it has been instilled to be used as slaves for labor in Fully knowing how racism has deeply into modern culture and plantations. This eventually built persistently survived in our society society. Although compared to the up overtime and created a racial gives us the knowledge to combat and art contests 1600s when slavery and racism in barrier so even when the Thir- it. Just like George Yancy’s article, America was at its peak in popu- teenth Amendment was ratified, “Dear White America,” we must larity, racism existed behind the racism towards African Ameri- confront the racism in ourselves he essay contest was open to all Chicago Pub- shadows of modern society. Rac- cans still exists. Not only that, the before seeking to help ending rac- lic Schools students in grades six through ism has decreased tremendously environment can also be a factor ism in others, as Yancy puts it: “I’m T12. The student who won the essay contest throughout the years, especially in in the cause of ongoing racism. asking that you open yourself up; responded to the following question “How do we 1865 when Congress ratified the Since America is known to be a to speak to, to admit to, the racist end racism?” and received a $100 gift card with her Thirteenth Amendment that abol- diverse country with many dif- poison that is inside of you.” To al- work featured here in the CUT. The art contest was ished slavery or when it passed ferent ethnic groups and races low yourself to admit to your own open to all CPS students in grades pre-kindergarten the Civil Rights Act of 1964 that immigrating, they are bound to flaws not only empowers you to through fifth grade. The student who won the art outlawed discrimination based bring their culture and traditions face it, but to also empower oth- contest illustrated a picture that captured the idea on race, color, religion, sex, or na- as well. Children of immigrants ers to confront their flaws. Even of creating a sanctuary/safe space for all. The win- tional origin. However, this does end up being taught from a young I admit to being a racist. I some- ning artist received a $50 gift card and has her work not mean that racism has ended in age of only their family’s culture. times catch myself unconsciously depicted here in the CUT. America. So, how do we end rac- This results in children who grow judging a person based on their The teachers of the winning students were pro- ism? Although the topic of ending up close-minded because they skin color and not their individu- vided a CTUF Quest Center voucher that entitles racism itself is subjective, there is lack exposure to diversity and ality. However, by admitting to it, them to a free workshop, learning series or course a solution that can help America different cultures and traditions. I have the confidence of confront- of their choosing. gradually end racism and racial These children will grow up look- ing it and, ultimately, defeating it. oppression of minorities. ing down on others, and will end This becomes an inner battle for To begin with, we must first up oppressing other races, and many people because racism is, af- understand the issue in order to the endless cycle of oppression ter all, subjective. It is a matter of combat it. In this case, we must will continue as these children how the person interprets racism, understand how and why racism will start teaching their own chil- therefore, can only be ended with still continues to exist within our dren the same thing that they themselves. society. One of the well-known were taught. Racism in America To end racism, we must combat origins of racism in America is can also be seen as systematic, as it everywhere it lives and thrives. during colonial times when Dutch embedded in every aspect of our We must confront it in ourselves, social system. It is a system that in our communities, and in our grants privileges and benefits to nation. With the help of each oth- the whites at the expense of oth- er, breaking racial stereotypes or ers, the minorities. It is the unjust spreading awareness can have a costs of racism born by people of major impact on society. No one color, like denial of education and person can do it all or do it alone, employment, incarceration, men- but we can all do things to help, tal and physical illness, and even and in doing so, work collectively death. It is a racist ideology that to end racism.

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Chicago Union Teacher ∕ March 2017  15 Quest Center Professional Learning Restorative. Relevant. Reflective.

Overview of Restorative Practices: will focus on: identifying psychological and behavioral Nurturing Teacher Leadership QUEST CENTER symptoms of complex childhood trauma, the role of the boasts a 94% achievement rate, The What, The Why, The How teacher after a traumatic event, how to develop support twice the national average. 3.5 ISBE PD Hours systems and safe spaces for students to cope with grief, It includes: •Weekly professional development and This workshop is designed to support K – 12th grade teacher self-care to prevent secondary traumatic stress, small-group facilitation •Collaboration with a cohort teachers and school support staff in building a positive and developing a trauma-informed school community. of other CPS teachers going through the NBC process learning environment by developing healthy and Session Dates: 4/17, 4/24, 5/1, 5/8, and 5/15/2017 •Preparation for rigorous content knowledge Assessment nurturing relationships with students, and as a result, Center exercises •Individual coaching and mentoring by lessening the amount of detentions, suspensions, and CPS National Board Certified Teachers •Assistance with expulsions in their schools. Attendees will learn the Writing Across the Disciplines for writing required for the National Board portfolio historical context of restorative practices and learn what Elementary School (K–5th Grade) For more information and to register go to www.ctuf.org/ restorative practices are and are not. questcenter/ntl. Questions? Contact Lynn Cherkasky-Davis 15 hours and/or one lane placement credit Session Date: 3/21/2017 at 312-329-6274 or [email protected]. This 3-session professional development offering focuses on teaching young children how to write across CPS Framework for the disciplines. Participants will learn how to design ESL/Bilingual Endorsement Cohort instruction to teach elementary level students how to write Begins March 20, 2017 Teaching Conversations “like” a historian, mathematician, and scientist. Teachers 3.5 ISBE PD Hours per session will learn what resources work best for supporting this The Chicago Teachers Union Foundation Quest Center and The CTUF Quest Center presents CPS Framework for type of writing, and how to create exemplar pieces for Roosevelt University are partnering to prepare teachers Teaching (FFT) Conversations, a 3.5-hour session of students to analyze. Participants will be encouraged to to earn the ESL/Bilingual endorsement. The cohort will FFT round table discussion and analysis of each of the use what they have learned in-between session meetings, complete the six courses needed to earn the ESL and four Domains at the element level. Participants will in their own classrooms, and bring their student examples Bilingual endorsements taking two courses at a time (one collaborate and focus on what they are already doing in back to the class for analysis, reflection, and discussion. online and one face-to-face) over three consecutive semesters (Spring, Summer, and Fall) ending December, 2017. the classroom to improve and to determine best practices Session Dates: 4/26, 5/3, and 5/31/2017 to meet the “Distinguished” level for the domains Cohort students pay only $1,080 for each course—this is and components discussed. Teachers will share past only $360 per credit hour! evaluation experiences, provide advice to each other, and Writing Across the troubleshoot ideas for meeting expectations in the FFT. Face-to-face classes meet Saturdays (April 1, 8, 15, 29, and Disciplines for Grades 6–12 May 20) from 9 a.m. to 5 p.m. at the CTU Center, 1901 W. Session Dates: 3/23, 3/28, 4/18, and 4/25/2017 15 hours and/or one lane placement credit Carroll Ave. This 3-session professional development offering focuses ISBE requires 100 clinical hours in bilingual or ESL Restorative Practices on teaching middle school and high school students how settings. Learning Series Intensive to write in various disciplines. Participants will learn how For more information, go to www.ctuf.org/quest-center- to incorporate writing into the subjects they teach, and partnerships/roosevelt-university. For questions, or to 10.5 ISBE PD Hours make it part of their regular curriculum. Teachers will enroll, contact Ms. Laura Lag at 312-853-4753 or llag@ This 3-session Learning Series is designed to support investigate the writing style specific to their discipline, roosevelt.edu. K–12th grade teachers and school support staff in creating and create their own exemplar pieces to use as models for a positive learning environment by developing healthy student writing assignments. They will use the time in- and nurturing relationships with their students. During between session meetings to practice writing lessons with this 3-session Learning Series, attendees will engage their students, collect written pieces, and bring them back in the practices of restoration: classroom community to the class for analysis, reflection, and discussion. building; talking circles; restorative conversations; peer Session Dates: 5/10, 5/24, and 6/14/2017 conferences; and conflict, healing and re-entry circles. This Learning Series will support teachers and school support staff in cultivating their classroom cultures and honing classroom management skills. Learning Behavior Session Dates: 3/28, 3/29, and 3/30/2017 Specialist I Endorsement Enrolling Now for April 5 Start The Chicago Teachers Union Foundation Quest Center Family and Community Involvement is partnering with National Louis University to offer a 3.5 ISBE PD Hours Learning Behavior Specialist I (LBS I) Endorsement to provide high-quality, career-focused curricula, in a This professional development offering, for currently National Board Certification convenient, affordable format. This LBS I Endorsement practicing K – 12th grade teachers, examines the Register to attend our informational meeting on program gives you the knowledge and skills to work in framework for 6 Types of Family/Community Involvement Tuesday, March 28, 2017, 5:00 pm to 8:30 pm inclusive settings, using Universal Design for Learning (Parenting, Communicating, Volunteering, Learning at strategies to effectively reach all students. Home, Decision-Making, and Collaborating) and how Nurturing Teacher Leadership, the CPS/CTU’s 2-year to utilize it in their practice. Attendees will learn how professional development and candidate support program, Earn your LBS I Endorsement from NLU if you want to: and why to involve family members (and guardians and prepares CPS teachers, counselors, and librarians for •Learn from research-based instruction in differentiated caregivers) as partners with both school and home-based National Board Certification (NBC). If you will have curricular design, assessment, delivery strategies, and activities; strategies for 2-way communication with completed at least 3 years of teaching in your certificate collaborative practice with families, school colleagues, families to advance student learning; and, why and how to area by this June, attend the March 28 recruitment meeting and the school community •Attend a blended program— be responsive to families and their cultures and needs. to learn about how you can earn this advanced certification with classes held both online and on campus—that Session Date: 4/4/2017 from the National Board for Professional Teaching provides the flexibility you need as a teacher •Study Standards, the highest credential a teacher can achieve. with your colleagues in a special Chicago Teachers Union We look forward to informing you about financial and Foundation Quest Center Cohort Creating a Trauma-Sensitive contractual incentives, including an annual stipend of more In this cohort, you will earn your LBS I Endorsement at a Learning Environment than $1,950, full scholarship opportunities, program require- 40% discount over average NLU tuition rates. This means ments, and how you can earn an optional Master’s Degree you will increase your knowledge and employability for less 17.5 ISBE PD Hours and/or one lane placement credit and/or graduate and CPS Lane Placement salary credits, and than $6,000. Plus, there is no application or graduation fee. attain the Illinois NBPTS Master Certification Endorsement This 5-session course examines how teachers can support For more information go to: www.nl.edu/partners/ctuf. and nurture their students’ emotional well-being before, in only two years. Attend the meeting to learn about the union’s role in supporting National Board candidates, and For questions, or to enroll, contact Nina Slefo at 800-443- during, and after traumatic events in order to mitigate 5522 x5926 or [email protected]. the impact of complex childhood trauma. This course how you can increase student achievement and make yourself more marketable by joining our 2017-2019 cohort.

GO TO THE QUEST CENTER WEBSITE FOR PRICING OPTIONS, TIMES, AND TO REGISTER. ctuf.org/questcenter

16  March 2017 ∕ Chicago Union Teacher