Union Teacher Staff • Kenzo Shibata Editor • Nathan Goldbaum Associate Editor • April Stigger Advertising Manager Chicago Teachers Union

www.ctunet.com

Vol. 75, No. 7 The OfficialUNION Publication ofTEACHER the Chicago Teachers Union April/May 2012

MAY

23Page 5

INSIDE: • Negotiations • Matt Damon • Teacher Interview Evaluation • The Curie 12 Chicago Union Teacher Staff • Kenzo Shibata Editor • Nathan Goldbaum Associate Editor • April Stigger Advertising Manager Chicago Teachers Union

Officers • Karen Lewis President • Jesse Sharkey Vice President • Michael Brunson Recording Secretary • Kristine Mayle Contents Financial Secretary President’s Message...... 3 The Chicago Union Teacher is published eight Negotiations...... 4 times a year in September/October, November/ Teacher Evaluation...... 6 December, January, February, March, April, May Review: Teacher Incentives...... 6 and June. The Chicago Union Teacher is the official publication of the Chicago Teachers Union, which Common Core...... 7 is the exclusive bargaining agent for teachers, Study: Teachers Work Overtime...... 8 school clerks, library assistants, vision/audiometric Corporations Cut Ties to ALEC...... 9 technicians, teacher assistants, school community representatives, and related services personnel. Legislative Update...... 10 Chicago Teachers Union • Local 1 • American CTU Families “Pump Up” Solidarity...... 12 Federation of Teachers, AFL-CIO. CTU TV...... 12 The Chicago Union Teacher is affiliated with the The Curie 12: Ten Years Later...... 13 International Labor Communications Association and the AFT Communications Network. People’s History at TEAM Englewood....14 Chicago Teachers Union affiliations include the Arts for All...... 14 Chicago Federation of Labor (CFL), the Illinois Matt Damon Interview...... 15 State Federation of Labor-Congress of Industrial Nurse’s Note: ADHD...... 16 Organizations (ISFL-CIO), the American Federation of Labor-Congress of Industrial Kelly HS Teacher Published...... 16 Organizations (AFL-CIO), the Illinois Federation Experienced Teachers Best Resource...... 17 of Teachers (IFT), and the American Federation Delegates Not Present...... 22 of Teachers (AFT). In Memoriam...... 24 222 Merchandise Mart Plaza • Suite 400 1 1 Chicago, IL 60654- 0 6 CORRECTION: On page 6 of the March/April edition of 312-329-9100 • Switchboard the Chicago Union Teacher, we wrote that the 12 day strike 312-329-6251 • Newspaper Office occurred in 1972. That strike actually happened in 1973. E-mail: [email protected] [email protected] [email protected] Web Site: www.ctunet.com President’s Message Sisters and Brothers: It has been nearly 25 years since the Chicago Teachers Union last went on strike. For decades, the mere memory of past strikes was enough to make the Board bargain seriously at the table. The current round of negotiations—as well as the daily disrespect the Board shows educators—demonstrates that faded memories no longer suffice. This year, the law requires 75 percent of our entire membership to vote for a strike authorization. A strike authorization does not guarantee that we will walk the picket line. In fact, a strike authorization may lessen the possibility of a strike because simply demonstrating our level of unity may cause the Board to see reason. Striking is our option of last resort. Yet, in the past, when all teachers, paraprofessionals, and clinicians band together in solidarity, this has led to increased power, protections, and safeguards that are essential to the well-being of teachers and students in our Chicago needs schools. an advocate The CEO and the Mayor won’t tell you that. Instead, they want you to engage in a sort of that will fight “learned helplessness,” a condition in which a person learns to behave helplessly, even when the opportunity is restored for them to avoid an unpleasant or harmful circumstance to which for public school they have been subjected. According to psychologists this condition results from the perceived educators and absence of control over the outcome of a situation. the schools Don’t fall for the ‘okey doke’: Together, we have the power to change the outcome of how the Board treats us and what they can do to our students. Parents opposing parts of the our children mayor’s longer school day campaign have shown the City what can happen when citizens stand deserve. We are up for their beliefs and fight together. Their efforts resulted in CPS reducing the ridiculously long length of day for elementary school students by at least a half hour. The power is in our that advocate. voting hands and marching feet. Recently, CTU issued a research-based report, “The Schools Chicago’s Students Deserve,” which offered ten recommendations to strengthen neighborhood schools, including reducing class size, providing wrap-around services for students, addressing inequities in our system and ensuring students get off to a good start by having access to pre-kindergarten and full day kindergarten classes. With release of these educator-backed and proven reforms, educators have finally taken a proactive approach to f force their employers to provide a high quality education for all students. Ultimately, members, parents, and our students are extremely vulnerable to the poor and haphazard policy making of an unelected Board of Education and CEO Brizard. The district spends countless millions on unnecessary testing, politically connected charters and turnarounds. It refuses to access TIF surplus funds and continues to use general state aid, allocated for instruction, to pay off their debts. On top of that they want to reduce our pay and benefits, increase work hours, and meddle with our pensions. Now more than ever, we need an advocate that will fight for public school educators and the schools our Chicago children deserve, we are that advocate. In Solidarity,

Karen GJ Lewis, NBCT

Chicago Union Teacher • April/May 2012 • 3 The fact-finding panel in the current negotiations is comprised of (left to right): As chairperson, Arbitrator Edwin H. Benn (appointed by agreement between CPS and CTU), CTU Vice President Jesse Sharkey, and Joseph Moriarty of CPS’s legal department. CTU-CPS Negotiations Move to Fact-Finding The Chicago Teachers Union and Chicago Upon issuance of the report on July 15, students. However, given the hostile climate Public Schools have agreed to the 2012, the parties then have 15 days to created by the current administration, it is appointment of a fact-finding panel that accept or reject the recommendation of the imperative that we are all prepared.” commenced work on May 1, 2012. The fact-finding panel. “It took 30 years for CTU to gain collective three-member panel includes CTU Vice Proceedings of the fact-finding panel are bargaining rights for our members,” President Jesse Sharkey, CPS representative expected to be confidential and are not open Lewis continued. “These rights guarantee Joseph Moriarty, and neutral Chairperson, to the public. In the event that either party workers a fair contract with safe working Arbitrator Edwin H. Benn. rejects the recommended settlement, the conditions, a reasonable work day, adequate The CTU-CPS labor contract expires on chairperson of the fact-finding panel shall pay, and some protections for our students. June 30, 2012, and the parties remain far publish the recommendation to Chicago Teachers and education support personnel apart in their bargaining positions. Under newspapers. Thirty days after publication, deserve the ability to protect their rights in amendments to the Illinois Educational the Union is then free to strike, provided the workplace and have a say in their job as Labor Relations Act passed on June 13, it has given a 10-day strike notice and its educators.” 2011, in the absence of agreement, and members have voted to authorize a strike. following mediation efforts, the parties “Public school teachers are not looking must convene a fact finding panel, which forward to a strike next year,” said CTU has 75 days to issue a report recommending President Karen GJ Lewis, “we look terms for settlement of the labor contract. forward to being in our classrooms with our

Negotiate Negotiate Mediation Fact-Finding Panel Panel 30 day ONLY 4% raises next contract (by demand of either party) Report Wait 15 days Time 10 75 days maximum max days No Deal No Deal No Deal Reject Strike ! ! ! ! !Notice! Above: A timeline of the stages of contract negotiations since CPS refused last May to pay raises set forth in the 2007-2012 collective bargaining agreement. Although exact dates have not been predictable since then, each point at which no deal is reached leads to the next stage of bargaining. The parties began bargaining over the upcoming contract in October 2011 and CTU requested mediation in January 2012.

4 • Chicago Union Teacher • April/May 2012 75 YEARS STRONG! Celebrating75 YTheea Anniversaryrs Stron g! YES to unity. Of MemberCelebrating Solidarity the A nniversary of Member Solidarity! YES to our dignity. YES to a fair union contract. TEACHERS YES to funding smaller class sizes. UNION YES to professionalism for our children. We say YES to the future of our schools! Wednesday, May 23 Auditorium Theatre, 50 E. Congress Pkwy. DOORS OPEN 3PM / PROGRAM 4:30PM ctunet.com/May23

The Chicago Board of Education is trying to roll back the clock with unprecedented “take back” demands. They would take away everything that CTU members have won since our Union was founded 75 years ago. We will defend our profession and work to help save public education. The photo below shows CTU members at a 1969 mass meeting at the Auditorium Theatre, fighting for children and schools. We’ll do it again in 2012! Please bring your CTU membership card or paycheck stub to the rally! MASSMASS MEETINGMEETING MEMBERSMEMBERS ONLYONLY

Chicago Union Teacher • April/May 2012 • 5 News and events from TEACHERS UNION QUEST CENTER the professional development days at the many critics of value added telling CPS not Teacher beginning and end of the school year. This is to make it part of teacher evaluation. senseless because, as every educator knows Another way to measure “student growth” and research confirms, after you learn is being developed by CPS: curriculum- Evaluation something new you need time for ongoing based performance tasks for each grade and learning, collaboration, and problem subject, to be created by groups of teachers solving. Issues this spring. There are many issues related We need more non-teaching time built to these tasks that need to be resolved. By Carol Caref, CTU Quest Coordinator into our day, not only to plan for classes, However, performance tasks seem to be a communicate with parents, assess student fairer way than multiple choice standardized Next year part of your evaluation as a work, etc., but also time to learn to tests to evaluate what teachers are doing in teacher will depend on your students’ test incorporate the Charlotte Danielson the classroom. Value added would not be scores. This is because of the Performance Teaching Framework into our practice. This used with performance tasks. Evaluation Reform Act, passed in January Framework will be the basis for classroom The PERA rules state that the student 2010. PERA requires CPS teachers to observations next year, and will comprise growth part of a teacher’s evaluation must implement a new evaluation system four the greatest percentage of our teacher be at least 25% the first two years and 30% years sooner than the rest of the state. evaluation rating. CTU is insisting on an after that. Although CPS initially wanted Current CTU leadership has been fighting evaluation safety net for teachers, to protect student growth to count for as much as the impact of this law in several ways. (For against unfair principals. A peer observer 60%, (nationally, 50% is typical) they have more background information, see the from a different school, for example, could decided to use the state minimums for Evaluation Update in the February 2012 provide a check on a principal who ignored the first two years. However, by year five Chicago Union Teacher.) evidence and scored teachers subjectively. they intend to increase the student growth At Chicago’s PERA negotiations, which Another percentage of our teacher portion to 40%. Both performance tasks started December 9, 2011, we have evaluation rating will come from “student and NWEA computer adaptive tests would insisted that CPS, not just teachers, be growth.” Growth is often measured by be used to measure student growth. Visit held accountable. CPS is responsible for “value added.” However, this measure says ctunet.com/evaluation to learn more. many factors that impact our ability to much more about student factors like You have a role to play in how this turns out. teach, including large classes, understaffed health, poverty, and neighborhood than it Become an active union member so that buildings, and lack of necessary resources. does about the teacher. It is unreliable—a you can help fight for a fair contract and a We will continue to fight for CPS to support teacher could be scored excellent one year fair evaluation system. Set your home page schools instead of attacking them. and unsatisfactory the next—and it is a to ctunet.com. Wear red on Fridays. Help ranking: those with the lowest “value added” CPS expects us to learn a new evaluation organize your building. Talk with parents. score always lose out, no matter how much system, new standards, and teach more Attend meetings and rallies. Together, we they’ve helped students. CTU is one of next year. Their new calendar puts all of can win!

What are value-added metrics? Dr. Jesse Rothstein why should we be very concerned? University of California, Berkeley Wednesday, May 30th CPS will be including Value Added Metrics (VAM) as part 6:00 to 8:00 p.m. of teacher evaluation. VAM DePaul University, 254 SAC shows serious inconsistencies (Schmitt Academic Center), and inaccuracies when used for 2320 N. Kenmore, Chicago, IL teacher evaluation. Learn more Sponsored by Chicago Teachers Union, about VAM and its flaws from a DePaul University College of Education, nationally-recognized expert. CReATE (Chicagoland Researchers and 2 CPDUs available Advocates for Transformative Education)

6 • Chicago Union Teacher • April/May 2012 President Lewis addresses members of the CTU Quest Center’s Common Core State Standards Unit Development Team, supported by AFT’s Innovation Fund.

By Lynn Cherkasky-Davis, CTU Quest Coordinator CTU member and math teacher, Christine Fransen, who provided guidance on earlier What’s Three CTU members were selected to drafts of the CCSS, attended this meeting represent the CTU Quest Center’s ongoing to ensure that previous teacher suggestions engagement with the AFT as teachers about earlier iterations of the standards In Store across the nation gathered to delve into had been addressed. Two additional the Common Core State Standards and CTU members, Mike Moriarty and John work with content area work teams to Kuijper (mathematics and English language with the develop career and college ready curricular arts teams, respectively), were recently units aligned to the CCSS. More than a added to these AFT working groups. Both hundred members gathered at the Maritime Moriarty and Kuijper are also collaborating Common Institute in Baltimore for a weekend to team members developing curricular speak directly with the CCSS authors, units for the Quest Center’s recently won including David Coleman and Jason Zimba, AFT Innovation Fund grant. A summary Core? as well as consortia assessment partners of the entire weekend can be found at (The Partnership for Assessment of Readiness for NotesFromAFTccssTeacherWorkTeams. College and Careers and Smarter Balanced). blogspot.com.

2 CPDUs/PTPs

Chicago Union Teacher • April/May 2012 • 7 Chicago public school is well beyond a • An appropriate increase in pay for any Study Shows full-time job.” expansion of the official school day. Teachers also spend an average of 12 days Based on the results of the study, Emanuel’s How Much during summer break doing at least one idea of adding another 90 minutes to the school-related activity, and an additional 30 school day would not produce positive Teachers Work hours of professional development training educational outcomes. In order for that to CHAMPAIGN, Ill. — The claim that while the school year is not in session, work, teachers would need more resources, Chicago public school teachers aren’t according to the research. Bruno says. working enough hours during the school day The study also analyzes how teachers’ in- “For the teachers, the problem isn’t the are unwarranted at best and intellectually class hours are allocated. length of the day,” he said. “The bigger dishonest at worst, according to research question is, what are you actually going to from a University of Illinois labor expert. “It’s a workload study, looking at activities, do with the content of the day? A certain but also measuring time allocation, so The contentious debate between Mayor percentage of that is going to go toward people can see what really is a claim against Rahm Emanuel and Chicago Teachers Union behavioral management, emotional needs, teachers’ time,” Bruno said. “Everyone President Karen Lewis over the length handling data and paperwork. What are knows a teacher’s role goes beyond of the school day has focused on Chicago you going to end up with? Another 15 classroom instruction. We wanted to public schools having the shortest official minutes of instruction? That’s not going quantify how much beyond instruction that day of any major city – 5 hours and 45 to get you anywhere. You wouldn’t get a role extends.” minutes for elementary school students, higher performance in the STEM subjects and 6 hours and 45 minutes for high school According to the research, less than half unless you dealt with things like the students. But Robert Bruno, a professor of the time in a day’s work is actually given children’s emotional needs and behavioral labor and employment relations at Illinois, to instruction. Teachers spend just over 3 management issues.” says when you account for time outside of hours each day performing non-teaching According to Bruno, the study also draws the contractually obligated instruction, a related activities, including behavioral from a field of research that looks at time- teacher’s day is almost twice as long. management; speaking to students about intensification in the labor process – how a personal or family-related problem; “We wanted to show just how long, and just workers are forced to multi-task, what communicating with parents; sorting data; how many actual working hours, are involved happens when they’re forced to rush to do setting up or taking down classrooms; and in in being a K-12 teacher in the Chicago Public work, and how they perform after more and meetings with administrators and planning School system,” Bruno said. “What we found more demands are placed upon them. with colleagues. is that teachers are spending almost 10-plus “The results are that hours per day at the school, and then putting Other non- they don’t perform in roughly another two hours at home. So teaching duties at their highest level, their workday is absolutely not 5 hours and that could be and they certainly 45 minutes but almost twice that – and performed by have higher levels of that’s not even including weekends.” a teacher’s aide stress and burnout – hall duty, bus Bruno, Steven Ashby, a professor of labor and and job satisfaction,” duty, cafeteria employment relations at Illinois, and Frank he said. “So if you’re and detention – Manzo IV, a research assistant and graduate going to demand also account for a a student at the University of Chicago, are co- more of the teachers, significant portion authors of a paper that surveyed 983 Chicago you can’t do it by of a teacher’s non- Flanked by CTU members, Professor Steven Ashby of Public School teachers. The study profiles a simply adding more instructional time. the University of Illinois announces study results. teacher’s standard school-day workload and minutes onto the day. the time they devote to the job. “The big issue is that there’s actually It’s a much more complex issue.” insufficient time given to classroom The findings include: The burnout rate of public school teachers instruction,” Bruno said. “Too often teachers in Chicago is higher than usual, Bruno notes. • Teachers work 58 hours per week on are working without support from teacher’s average during the school year. aides and other administrative personnel. “The turnover rate is almost 50 percent of As a result, much of the work imposed on faculty within 5 years,” he said. “Nobody • Teachers work for 10 hours and 48 a teacher draws from the time designed for ever quite steps back and says, ‘What are we minutes on average during a standard reading, writing and math.” doing to these teachers in this 5-year period school day, and spend almost an additional that’s generating such turnover?’ One of 2 hours working at home in the evening. From the research, several recommendations the recommendations we make is for an are made, including: • Teachers work another 3 hours and 45 examination of the impact of nearly 60-hour minutes on school-related work over the • Teachers should be the primary voice in workweeks on teacher stress, creativity, job weekend. determining how school time is used. satisfaction and turnover.” • “It’s a 58-hour week, which is over 800 • Teachers should be released from other hours a year beyond what is contractually non-instructional time-consuming duties obligated,” Bruno said. “Teaching in a while increasing the time spent on actual instruction. 8 • Chicago Union Teacher • April/May 2012 National News from Increased The American Legislative Exchange Council, better Scrutiny Leads known as ALEC, has had the kind of week that Corporations gives public relations Cohort Master’s professionals nightmares. to Cut Ties The shadowy organization, to ALEC which is funded by major PrograMs corporations, prefers to In Your area • one Night a Week • Discounted tuition promote its agenda in the background, working with corporations and conservative organizations to write “model bills” that are introduced in legislatures around the country. In recent days, however, some of its major corporate funders, including Coca-Cola, Intuit, Kraft, McDonald’s and Pepsi, as well as PrograMs offereD: the Bill & Melinda Gates Foundation, have announced they are cutting ties with ALEC. Also, Reed Elsevier joined that group last week. • Differentiated Instruction Master’s While lesser known, Reed Elsevier is one of the largest academic • Special Education Master’s with Endorsement publishing companies in the world; it owns prestigious scientific • Early Childhood Education Master’s journals like Cell and The Lancet and LexisNexis. The Professional Staff • Master’s Completion Congress, the AFT’s affiliate that represents instructional staff at the For educators who have state endorsements and wish to

City University of New York, recently published a detailed account complete a master’s program with Concordia University New Programs! about Reed Elsevier and ALEC in its Clarion newspaper. • Type 75 Certification with Master’s While ALEC has been around for decades, it has remained relatively Last chance to enroll before Type 75 Certification changes! unknown until the last year or so. The group’s model bills promote • Educational Technology Master’s corporate and conservative interests, including proposals to privatize • Curriculum and Instruction Master’s schools, prisons and other public services; to make it harder to vote; • Reading Master’s with Type 10 Certification and to take away workers’ and immigrants’ rights. One reason for • School Counseling Master’s the increased scrutiny of ALEC has been the efforts of Common Cause, People for the American Way, Progress Now, the Color of • Teacher Certification with Master’s Change and the Center for Media and Democracy, whose ALEC • ESL or Bilingual Endorsement with Master’s Exposed website has published hundreds of the model bills as well as Meets requirements for ESL/ELL Endorsement background provided by a whistleblower. Most legislators are careful to hide their ties to ALEC, but public Classes start in May & september 2012 records obtained from one Florida state representative showed that some copies of his draft bill that would have restricted unions’ ability to at multiple CPs locations collect money for political activities said “Copyright, ALEC” on every Call 708.957.5994 for DetaIls page, despite his denial that ALEC had provided him any materials. The current backlash against ALEC is coming in large part as a reaction against “Stand Your Ground” laws in Florida and two The C&I master’s program from Concordia University has and will dozen other states that have been in the spotlight since the killing continue to allow me to be a better educator. — Molly W. of Trayvon Martin. ALEC and the National Rifle Association (a longtime member) have aggressively pushed such laws, despite the The program was challenging yet appropriate for someone objections of law enforcement groups. (While it looks to be more of working full-time as a teacher. I would do another program through a PR ploy than a substantive change, ALEC announced on April 17 a Concordia cohort in a heartbeat! — Marissa E. that it was eliminating its “public safety and elections” task force and focusing more on economic issues.) I needed my ESL Endorsement and Concordia offered me the opportunity to do so through their cohort. The program was As the NewYork Times noted in an April 16 editorial titled “Embarrassed wonderful and class was just a few minutes from home. by Bad Laws,” ALEC has criticized its opponents and claimed it is — Katie A. only interested in job creation, government accountability and pro-business policies. “It makes no mention of its role in pushing a law that police departments believe is increasing gun violence and for more information call anthony deaths,” the Times writes. “That’s probably because big business is arbogast at 708.957.5994 or email beginning to realize the Stand Your Ground laws are indefensible.” [email protected]

CUC ad update 2012 01-20.indd 1 2/21/12 2:19 PM Chicago Union Teacher • April/May 2012 • 9 Legislative Update President: Karen GJ Lewis * Vice President: Jesse Sharkey * Recording Secretary: Michael Brunson * Financial Secretary: Kristine Mayle

Spring 2012 Stacy Davis-Gates, Legislative Director

“Teaching is not a profession, it’s a CTU Issues Education Plan passion.” ~ Anonymous Seventeen years of school closings, “turnarounds,” excessive standardized testing and other failed Now In Springfield reform experiments have had no positive SB 3239 (Martinez, D-Chicago) SCHOOL retirement systems. Legislative impact on student CLOSING MORATORIUM for 2012-2013 bill Leaders, representatives, and union learning for a vast deadline extended to April 26, 2012. leaders are convening on pension majority of Chicago reforming issues beginning as early as SB 3362 (Lightford, D-Maywood) CLASS this week. Public School (CPS) SIZE CAPS bill deadline extended. students. Yet the mayor The 20th Day and Board of Education

SB 3394 (Martinez, D-Chicago) 20TH executives insist on DAY bill deadline extended to April 26, The Illinois School Code mandates that 2012. there cannot be a reduction in teachers implementing the same status quo methods that due to a decrease in the number of have contributed to instability in our neighborhood The Budget students at a school after the 20th day schools. of the school year which is a full month into the school year. To avoid The Illinois House of approved HR 706 A new report from the Chicago Teachers Union and HJR 68. The adoption of HJR 68 overstaffing, CPS uses the entire first (Madigan, D-Chicago/ month of the school year as a (CTU) makes a compelling argument that the Cross, R-Oswego) by both “wait and see” period. Every education children receive should not depend on the House and Senate, year, CPS predicts how many zip code, family income, or racial background. students will show up at its the General Assembly has Students from all communities deserve a high- agreed on how much neighborhood high schools and money state government every year they get some schools quality education with equitable learning will spend for the wrong. In some places, students experiences and resources tailored to children’s upcoming fiscal year that start class without teachers success. begins on July 1. because there are too many students. In others, fewer The Illinois House of has determined to students than expected fail to attend spend $33.719 billion in revenue. and teachers are laid off. Public Education will suffer cuts to their Impact budget. CTU CONTRACT  In HJR 69 and HR 706, general revenue Bad enrollment projections are DEMANDS: funds for Pre-K through 12 education typically found in neighborhood high will be reduced by $258 million to schools while magnet and selective School’s Chicago Students Deserve: $6.49 billion, a 4 percent cut. We do enrollment and charter schools do not NOT know where these proposed cuts experience this issue because of their Well- will come from yet. selection process. In 2009 the Chicago funded and well-resourced schools; Public Schools underestimated smaller class sizes, a robust, well- enrollment by at least 50 students in 19 If the GSA formula would be reduced by rounded curriculum, and in-school an additional $250 million, it is of its 116 high schools. services that address their social, emo- estimated that the foundation level would be $5,631 per pupil.  Bad enrollment projection derails tional, intellectual and health needs. efforts to improve struggling high Fullly resourced school buildings, and That figure represents about 86% of the schools. In overenrolled schools, a school system that partners with current statutory foundation level students are assigned to overcrowded A newparents. collective bargaining agreement amount of $6,119 per pupil. classrooms or given substitute teachers for weeks. This standard sends the Teacher Pensions message to some of the city’s neediest for our members that impact wages, schools that school does not “count” work hours, benefits, workplace health until October—after the 20th day. Gov. Quinn announced a proposal to and safety, professional development address the Illinois pension problem. Protection & Respect for Tenured Teach- His proposal applies to active  In 2009, instead of hiring highly and other work-related issues. employees enrolled in the 5 state ers Continued on back... An effective and equitable public education system

for all students in Chicago 10 • Chicago Union Teacher • April/May 2012 Now In Springfield continued...

qualified teachers to teach our students students meet or exceed Illinois from day 1, CPS sent 124 substitute standards in Matteson. At Chicago’s teachers to 35 high schools to stand in Francis Parker School, class sizes reflect until CPS gave principals the power to the national private school average of 18 hire the highly qualified teachers needed students, but high school classes are to properly instruct those classes. often smaller. There are 32 states that currently  New York City, which has hundreds have class size reduction programs or more high schools than Chicago, has limit class size by law. The state of students choose up to a dozen schools Florida has a class size cap of 18 for they’d like to attend. The district lower grades, 22 for middle grades, and Chicago Teachers matches them to a school. These 25 for high school. students receive an assignment letter 5 How many CTU members months before the first day of school. It would cost CPS approximately $170 This issue will continue as new high million to lower class sizes in who are teachers? schools open every year in Chicago. Kindergarten through third grade from 28 to 20. That is about half of the amount 21,555 Class Size CPS budgeted for the Office of New Schools this year. Busing students from Chicago Public School (CPS) class shuttered Price (a neighborhood school) sizes are among the highest in Illinois. Average Salary: to National Teachers Academy will cost For example, in Matteson School District, an estimated $90,000 per year. southwest of Chicago, the average class

sizes per grade are from 16 to 23, with Average CPS Reported Salary: $69,000 most below 20. (Source: June 2011, Alicia Win- Compared to CPS, 15% more kler) Average salary according to Chicago Teachers Union Teacher members’ Total Earnings: $73,994.70 Pensions Matter Prior to 1995, the Chicago Public Schools (Source: CPS provided compensa- Board of Education (CPS) funded pensions tion spreadsheet of CTU members. Pensions provide secure and stable on an annual basis through a property tax Includes total earnings, across all retirements for teachers, administrators, and levy. In May 1995, CPS sought and potential CPS compensation crite- public school personnel, yet their very received a change in the law which allowed ria, but does not include pension existence has come under attack. CTPF sets it to keep pension tax revenue. From 1995 pickAverage up). Years of Service the record straight.: to 2005, CPS made no contributions to the pension fund. This costly measure redirected more than $2 billion in funds Average Teacher Experience in 2011, 1. CTPF members do not contribute to or designated for pensions into the CPS 13.7 years (Source: ISBE School receive Social Security retirement benefits operating budget. CPS was forgiven an additional $1.2 billion dollars in funding Report Card for CPS – this number includes Charter school teachers) A pension is the primary source of CTPF relief from the Illinois legislature in 2010. members’ retirement security. The normal Social Security contribution is 6%, but CTPF 4. The State of Illinois provides minimal CTPF members contribute 9% of their earnings to funding Average Teacher Experience in 2011 of fund their retirement pensions. Benefits non-charter CPS teachers: 14.8 earned over a lifetime of service are (Source: ISBE TSR 2011 data file) deferred compensation, guaranteed by State support for CTPF has fallen in recent Retention Rates Illinois law. The average CTPF retiree years. CTPF received $32.5 million in receives $41,584 annually after investing 2011, while the Teachers’ Retirement 28 years of service in the Chicago Public System (TRS) received more than $2.5 Schools. billion. Chicago’s taxpayers bear a double CPS (excluding charters) average 1 year burden, funding TRS and their own system, school-level Retention Rate, 79% 2. Pensions create a positive impact on Illinois’ without equal benefit. (Source: Calculated from ISBE economy 2008-2009 to 2009-2010 data files. CCSR’s average 1 year school- 5. Retirees depend on CTPF for health insurance level Retention Rate, also excluding charters, 80% (Source: CCSR A 2009 study by the National Institute on Teacher Mobility study , calculated Retirement Security found that in the State for the 2002-2003 to 2005-2006 of Illinois, each $1 paid out in pension CTPF offers comprehensive group health Racial Demographics benefits supported $1.50 in economic insurance for members who must pay for school years) activity. their coverage after retirement (many do not qualify for “free” Medicare Part A). The 3. Funding problems, not generous benefits, fund offers a health insurance premium 47.2% White, 28% Black, 18% Hispanic. caused the current financial problems with the subsidy, to help offset insurance costs, but Gender Demographics: pension system it is limited to $65 million per year. CTPF was recently forced to cut benefits to retirees and the amount will continue to decline unless the cap is raised. 23.7% Male, 76.3% Female

Chicago Union Teacher • April/May 2012 • 11 Steinmetz High school and the CTU Public CTU Families Relations and Communications Committee. ‘Pump Up’ The event cost was only $10 per family and sold out quickly. This did not discourage View and download Solidarity some families, who paid at the door. Each photos from these attending family was treated to pizza, pop, and other events at By Israel Perez, CTU Social Committee and a small giveaway as a “thank you” for CTUnet.com/pics More than 50 children of CTU members supporting the Chicago Teachers Union. got the chance to show their solidarity at “I think they should plan them all the time,” a family-friendly event sponsored by the said Charlotte McCann from Bogan high CTU Social Committee. CTU families school. “I think this is just fantastic!” came together at Pump It Up!, an indoor playground with two private indoor arenas The goal of every social event sponsored equipped with inflatable slides, bounce by the CTU social committee is to bring houses, obstacle courses and a steep rock- together teachers and staff to a place, climbing wall. While the children were outside of meetings and school buildings, sliding, jumping and climbing their hearts where they can meet other educators and out, parents were able to socialize outside CPS staff from all four corners of Chicago. the stressful walls of their schools. To find out more about CTU Social events “I thought it was a great way to get together please visit www.ctunet.com/social or with your whole family and meet other email us at: ctusocialcommittee@gmail. CTU families,” said Michelle Mottram of com.

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12 • Chicago Union Teacher • April/May 2012 we could be fired the day this letter hit the our administration know what we were The “Curie 12” papers. For those with tenure it could clearly planning to do ahead of time. Third, we be seen as an act of insubordination and elected Marty McGreal and Vera Wallace, Ten Years Later grounds for dismissal. We weren’t sure what two veteran teachers, as the spokespeople to expect. The only thing we truly hoped for of the group to ensure we could not be Teachers Stand Up was a public discussion about the CASE. attacked individually. Three years earlier, the Chicago Board of In the months that followed we had meeting for Students by Education initiated a long and costly lawsuit after meeting with officials from Chicago Refusing to Administer against the editor of Substance News, George Public Schools. They sent the heads of every Schmidt, for publishing text from five CASE department I could imagine over to the Flawed Tests exams. We knew we were taking a huge risk. school to talk to us. By Katie Hogan Our department was in chaos the day the For the first time in my short career as a letter was received by CPS and hit every teacher, my words of promoting justice and Beginning in 1998, ninth- and tenth- grade major Chicago newspaper. People wanted to fighting for our rights matched my actions. core-subject teachers in Chicago Public talk to the rebel teachers who wouldn’t give The twelve of us were not fakes, and the Schools were mandated by the district the test. They wanted to know if we would students saw it. to give the Chicago Academic Standards handcuff ourselves to the doors if they tried In December, the central office suddenly Examinations, an end-of-course assessment to drag us out. CPS wanted an immediate issued a press release saying that the CASE of student progress. In my first year of meeting with our principal and those who exams were being discontinued—not just at teaching at Curie High School I realized had sent the letter. Students lined up by Curie, but throughout CPS. And not just for there were serious flaws in CASE and I our desks to ask if that was really us in the the next round of tests, but permanently. was shocked. Instead of a skills-based test newspaper and if we were really risking our using the Illinois Learning Standards, I saw jobs for them. My mother wanted to know if In a system of more than 600 schools, a poorly written, content-based test that I was going to have to move back home after 26,000 teachers, and 400,000 students, asked students seemingly random questions losing my job. I had never been so exhilarated. twelve teachers had spoken out in a way unrelated to the Board of Education’s that brought about system-wide change. Three factors clearly helped our claims. curriculum. At that point, we had just spent The new CEO of Chicago’s schools, Arne First, we had hard data supporting our four weeks of instructional time going over Duncan never gave credit to any movement assertion that the CASE did not improve the material that was supposed to be on the to abolish the CASE, but we knew what it instruction, but instead actually hurt CASE, and three days of actual test taking. had taken. student achievement. Second, we had let How, I wondered, did this help my students? I soon realized that I was not alone in my hatred of the CASE. Pretty much every teacher I knew loathed it, but no one was doing anything about it. I began my second year in the classroom with a very clear desire CHICAGO TEACHERS UNION MEMBERS to start fighting this test. Over a conversation in the lunchroom with my fellow English D I S C O U N T S teacher Marty McGreal, a movement was born. I began mentioning to a few other Paying too much for Auto and Home Insurance? teachers in the English department that we weren’t going to give the test. Get a $10 gas card FREE We started getting more teachers on board, WIN when you call for a qualifying quote.* and we wrote a press release with our evidence and sent it both to CPS and to the media. Over 50...? Save More! The response was not quite as enthusiastic as we had hoped. While a few teachers quickly Do you own an apartment building? voiced their support, most pretended We also do commercial insurance. to ignore what we were doing. That was something I never understood: teachers Insurance Co. stand up every day and inspire students with their words and presence. They work hours without pay beyond almost any other profession. They sacrifice their time, spirits, Auto & Home and energies for the education of youth. Yet Hank Skiba at 800-305-8998 A Unitrin Company when it comes to speaking truth to power, www.sharlogskiba.com most are reluctant. Over 20 Years of Service Twelve of us – later to be dubbed the “Curie 12” signed on to the campaign. We were all *While supplies last. Restriction may apply. scared. Those of us without tenure feared Chicago Union Teacher • April/May 2012 • 13 MD: My high school teachers were phenomenal. All of them, even the ones CTU Interviews I had in math, for instance—which is not something I particularly loved or spend Actor, Activist time doing now—they made it interesting and fun for me. Matt Damon My high school drama teacher, Jerry Chair of the CTU Public Relations and Specca—Ben Affleck was in the class, too— Communications Committee Drew Heiserman and he was an English and drama teacher. So I Chicago Union Teacher Editor Kenzo Shibata had took writing classes with him, I took speech the opportunity to sit down with Matt Damon classes with him, I took every drama class before a performance of “The People Speak Live!” he offered. I did all the plays with him. at the Metro. Damon explained the project (see the He taught us an incredible level of self- article on the opposing page), his skepticism about discipline. Kids who came out of his class, charter schools, and how his high school drama Film star Matt Damon has been outspoken in even if they didn’t go into acting, were really teacher played an integral role in his writing the support of teachers and their unions. Photo better for having taken his class. He was like screenplay for “Good Will Hunting.” courtesy of thepeoplespeak.com. a life coach in a lot of ways. Chicago Union Teacher: How often do you He also taught us how to write. Every year get the chance to talk to students like you who really effected change. Don’t wait for he would do a play that was kind of this thing did today [after the performance at TEAM leaders to do it for you, it’s just not going that was emergent, where we’d improvise Englewood High School]? to happen. Your job in the citizenry is to be stuff and he’d kind of direct and write the engaged, to be participating, and to agitate. whole thing as we were kind of doing these Matt Damon: We’re literally just rolling this scenes. He’d say, “Well, try this scene,” … out now so this was our first visit today. CUT: Your mother opted you out of standardized tests as a kid, how did that and a play would emerge out of that process. CUT: The speech last July [at the Save Our make you feel? That was basically how [Ben Affleck and I] Schools March In Washington, D.C.] has wrote “Good Will Hunting.” We used those made every teacher a Matt Damon fan; if MD: Back then, a teacher’s job and salary [were not] tied to how well I did on a same techniques… He was a teacher who they were not already. What would you like affected my life in… incalculable ways. to tell teachers right now? test… Nowadays when you talk to teachers in public schools, one of their biggest MD: This is a disheartening time. It doesn’t complaints is that they don’t have any time Voices of a People’s History feel like it’s enough to say, “Hang in there.” to teach… all they really can do is teach to Resources are available at: I’m hoping that event in July was the these tests… That’s not really a template for beginning of an attempt to… organize and trying to learn anything, except maybe how ThePeopleSpeak.com try to counter the narrative that’s out there. to take a standardized test. I do have hope that can happen. There’s a lot PeoplesHistory.US/ of money and power standing on the other CUT: Was there a particular teacher who side of the argument. The charter myth has inspired you? Chicago been pretty much debunked now, they’ve had their decade and it didn’t work. If there’s going to be a serious discussion about education policy, it should include teachers. Somehow that’s a heretical thing to say right CTU’s Arts for All The U.S. Department of Education, in 2004, now. These policymakers just continue to encouraged arts education, saying, “(It) can ignore the people who know how to teach. Campaign Urges be particularly beneficial for students from economically disadvantaged circumstances CUT: How did you decide to hand a toolkit a Full Curriculum and those who are at risk of not succeeding in to teachers? school.” Yet, in 2011 only 25 percent of CPS MD: We had all of these resources, these The Chicago Teachers Union urges Chicago neighborhood elementary schools provided actors doing these readings. It just seemed Public School parents and teachers to instructor positions for both art and music, like such a natural way for kids to connect leverage their voices to strengthen the 40 schools had neither, and most schools are to history. If you’re reading a Frederick city’s current planning process on how to forced to choose between the two; and 42 Douglass speech, it can be incredibly develop and support the arts in Chicago percent of neighborhood schools in Chicago moving… When you’re 15 years old, it schools and communities. “Arts For All” is are not funded for a full-time arts or music doesn’t take a rocket scientist to know the theme of CTU’s Fine Arts Committee’s teacher. new campaign to promote education in fine that Morgan Freeman doing Frederick A report of international studies on the arts and music as fundamental components Douglass… that’s probably a more visceral impact of arts education revealed several of a holistic curriculum for all students in way to connect. Howard’s whole thing was benefits from arts programs. Arts education the city’s public schools. about change coming from the bottom was found to: and these regular people were the ones

14 • Chicago Union Teacher • April/May 2012 TEAM Englewood’s Educator toolkits from the workshops guests had an hour-long discussion about include a DVD of “The People Speak” along poetry, history, and protest. with digital primary source material and Missy Hughes When asked why he got involved with this possible lesson plans for teachers. One project, Damon spoke of how powerful the thousand toolkits, based on primary source Gives Her Students words of Frederick Douglass had been to historical documents and aligned with him when he first read them. He thought national teaching standards, were made Voice Through about how much more powerful they could available to educators. be to the next generation when they hear “People’s History” Hughes was one of these educators. She used those eloquent words of protest in the voice By Drew Heiserman the resources from the toolkit, combined of Morgan Freeman. The program focuses with her 11 years of experience teaching on the narratives of historical change makers Missy Hughes is an English Language Arts in CPS, to begin a project examining the as read by poets and actors. teacher who was contemplating ways to teach words of revolutionary men and women like Jerome Wade, a sophomore at TEAM, a unit on revolutionary figures to her 10th Sojourner Truth and Martin Luther King, Jr. voiced the appreciation of the students to graders at TEAM Englewood High School. She began the unit by showing “The People be speaking with Damon and Fiasco. He felt Hughes taught the unit using an “educator’s Speak” (a DVD is included in the toolkit) to touched that they would come to the school toolkit” provided by the Chicago Voices her students. Out of that experience, some and “see through the bad ‘rep’ Englewood project. Little did she know that her efforts of her students developed response poems has.” He said he wanted them to see the to inject something fresh into her curriculum to what they had seen and read in class. students for who they really were. would lead to her meeting film star Matt She was surprised to get a call from the Damon and recording artist Lupe Fiasco. Hughes said she felt rejuvenated in her 11 organizers for “The People Speak, Live!”—a years of teaching by working with students Launched in the fall of 2011, Chicago Voices benefit show for the project to take place at to speak their truth through poetry. With is a pilot project intended to bring Howard the Metro nightclub. They told her that Matt the Voices toolkit, she felt she had the Zinn’s “A People’s History of the United Damon wanted to meet her students. resources to start a unit on protest; and States” to life in classrooms throughout In addition to being a vocal defender of has been collaborating with fellow teachers Chicago. Voices of a People’s History, the non- teachers and public education, Damon to incorporate art, music, history, and the profit organization promoting the program, produced “The People Speak” and has been language arts into this project at TEAM. provides public arts programming. Their work intimately involved in the promotion of They will be working on this project into includes live performances with students and the Voices of a People’s History project. the spring, culminating in their own version professional artists, as well as free community He asked to meet while he was in town to of The People Speak, called “Englewood screenings and discussions throughout perform at the benefit show with students Speaks.” The idea is similar to that behind the year of “The People Speak”—a film in who have been exposed to the curriculum. Zinn’s work, emphasizing the voices of which celebrity performers such as Morgan Chicago hip-hop artist Lupe Fiasco joined “regular people” from the neighborhood. Freeman, Sandra Oh, Bruce Springsteen, and Damon and met with Hughes and a select Marisa Tomei perform readings of historical “They were so impressed with our students group of her students at TEAM Englewood. writings and speeches. that Matt Damon and [“The People Speak” The students performed their response director] Chris Moore told me to keep them Professional development was provided poems for Fiasco and Damon. After their updated on the show and to let them know for educators participating in the project. readings, the students and their acclaimed what resources we needed,” relayed Missy.

• improve students’ aesthetic development CTU has pushed for quality over quantity and appreciation of the arts in public schools or a better school year in the wake of a longer one. It advocates • enhance children’s self-awareness, self- for smaller class sizes, a robust, well- confidence and acceptance of others rounded curriculum, and in-school services • increase class attendance and significantly that address students’ social, emotional, lower drop-out rates intellectual, and health needs. In addition the Union believes all students deserve • promote enthusiasm, motivation and professional teachers who are treated as engagement in learning such, fully resourced school buildings, and • improve student behaviors in terms of a school system that partners with parents. greater motivation to read, awakening Three organizing meetings will take of student interestion and emotional place around the city to involve educators growth in the campaign: May 14 at Lane Tech, • develop interpersonal skills such as May 17 at Saucedo Elementary, and Learn more at: teamwork, tolerance, and appreciation May 29 at Kenwood Academy. Find of diversity in people and ideas the Arts For All initiative on facebook CTUnet.com/arts4all at facebook.com/ArtsForAllChicagoSchools • enhance academic attitude and aspiration and visit CTUnet.com/arts4all. Chicago Union Teacher • April/May 2012 • 15 Kelly High School teachers in his department, but did not find them very useful or practical, especially for HD Teacher Releases teaching high school students of diverse AD abilities. His book contains dozens of lesson RN, BSN, By Karen Ables Book on Teaching plans that are detailed yet adaptable and l Nurse Certified Schoo geared towards students of diverse abilities. U.S. History According to Mr. Oswald, the activities in this book also target important academic and Joe Oswald is chair of the social studies Attention-deficit hyperactivity disorder is literacy skills, such as note-taking, outlining, department at Kelly High School. He has defined as a pattern of behaviors in which reading, writing, and analyzing primary been teaching United States History for 14 a child, before the age of 7 years, shows and secondary sources. Additionally, the years. In addition to teaching, Mr. Oswald developmentally inappropriate levels of suggested Microsoft PowerPoint®, Excel®, enjoys writing in his spare time. A few attention, impulsivity or hyperactivity. and Publisher® years ago Mr. Oswald ADHD is the most common mental health projects provide wrote a book about problem of childhood and affects 3-5% of a creative and the historic Beverly the population. The behavior and academic student-centered Hills/Morgan Park problems of children with ADHD often approach to community where he result in serious disturbances in their teaching and has lived his entire life. relationships with parents, teachers, peers learning. Though This year Mr. Oswald and siblings. the lessons in took over teaching this book were There are 3 different subtypes of ADHD: his school’s Urban originally designed Inattentive Type, Hyperactive-Impulsive Studies/Chicago for high school Type and Combined Type. Each of these History courses. This students, they types has its own set of symptoms. Diagnosis change gave him the can be modified is a complex process that cannot be based opportunity to do for teaching on a single visit to the doctor. Information something he had middle school must be gathered from parents and teachers been thinking about students and other and through observations of the child in a for quite a while, topics in history. natural setting. Most children with ADHD namely, putting Furthermore, the can pay attention in situations in which they together a resource lessons in the book are very interested, such as a video game, a book for the teaching are aligned to the favorite TV show or in a one-on-one setting. of United States new Common History. Oswald Effective evaluation and treatment of ADHD This teacher’s guide, full of reproducibles Core Standards recently finished involves the cooperation of the child’s and activities, is available from Amazon via and Indicators the book, and it is parents, physician, school personnel and JoeOswald.com. for Literacy in now available on mental health professionals. History and the Amazon.com. All of Social Sciences and the College Readiness Behavior modification, in which the the materials in the book are reproducible Standards. parent and the teachers are taught how to and it contains various activities, projects, work with the child, is the most widely lecture notes, map assignments, graphic The lessons in his book are classroom-tested, recommended and effective, nonmedical, organizers, handouts, quizzes, tests, and represent years of teaching students of short-term treatment for ADHD. For many cooperative learning assignments. diverse abilities, and are sure to save teachers children with ADHD, the combination of countless hours developing activities. Mr. When asked why he wanted to write a book behavior modification and medication is the Oswald’s new book is titled “A Teacher’s like this, Oswald said that after serving as most effective treatment. One advantage Guide to United States History, Volume I: the cooperating teacher for several student of combining medication with behavior Reproducible Activities and Lesson Plans teachers over the years and also working modification is that a child’s medication for Teaching the Age of Exploration through with numerous teachers new to the field, dose can usually be reduced. the Progressive Movement.” Mr. Oswald he saw a real need for some type of guide hopes other teachers will find the materials Children with ADHD are eligible to receive or resource book teachers can use when in this book practical, helpful, and a useful special education services in school under looking for new ideas in the classroom. supplement to the great work they are the Individuals with Disabilities Education He bought several of these lesson plan and already doing in the classroom. Act and Section 504, either in regular or activity-type books over the years from special education classes. educational publishers for himself and

16 • Chicago Union Teacher • April/May 2012 reduction in experienced African-American drastically, though the reforms took Experienced teachers, which prompted Chicago Teachers place in mostly black neighborhoods. Union to file a complaint with the Equal The shakeups meant a 30, 40 even Teachers Are a Employment Opportunity Commission on 60 percent reduction in African- February 8th, alleging the 2011 Chicago American teachers at individual School’s Best Public Schools layoffs unfairly impacted schools. black teachers. These numbers make me think that “reform” Resource Last year CPS made 930 layoffs and teachers may be coded language for something pretty This commentary by Chicago Union Teacher at schools with a higher-than-average appalling. percentage of African-American or low- editor Kenzo Shibata first appeared on Sadly, Wendell Phillips High School was income students were twice as likely to lose HuffingtonPost.com. “turned around” in 2010 and the entire staff their jobs. I began my teaching career at Wendell was fired. Over the years the school has Phillips High School, a school with a student The Chicago Consortium on School had a high turnover of staff and many of my population that is almost entirely African research released a study on February 9th colleagues had come and gone, but the ones American and living in poverty. Although I where researchers looked at schools that who were there for the long haul, the ones had good liberal intentions, my experiences implemented “reforms,” many of which who taught students’ brothers, sisters, and as a middle class Asian American made it a included firing and replacing the entire staff. in some cases, parents -- were fired. challenge to relate to my students. I sought Although the study employed questionable mentors to help me learn how to teach. means for analyzing performance data, The teachers who helped out the most were according to a Chicago Public Radio report the ones who could relate to the students researchers were able to conclude: through shared culture and experience. New staff at schools where drastic These teachers were role models to the reform took place tends to be younger, students and mentors to the young staff. more white, and less experienced. Unfortunately, in the current era of Teachers are also more likely to slash-and-burn school reorganization have provisional certifications... The spearheaded by the corporate education percentage of African-American reform establishment, we have seen a drastic teachers at many schools dropped

ELED 405 / FOUNDATIONS OF EDUCATION / THUR / 6PM / CHICAGO CAMPUS DOES YOUR ADDRESS DETERMINE THE QUALITY OF YOUR EDUCATION? DISCUSS AT ROOSEVELT.EDU/SpeakYourMind

HELLER STONE COLLEGE OF COLLEGE OF CHICAGO COLLEGE OF COLLEGE OF COLLEGE OF EDUCATION ARTS COLLEGE OF PHARMACY BUSINESS PROFESSIONAL AND SCIENCES PERFORMING STUDIES ARTS

Chicago Union Teacher • April/May 2012 • 17 If You Expect More of Yourself...Choose NTL

Find out about pursuing National Board NURTURING Certification, Illinois Master Teacher Certification, and the role TEACHER of the Quest Center in supporting Chicago Public School teachers through LEADERSHIP the process.

A Proven National Board Certification Support Program Requirements: • 3 years at current ATTEND OUR INFORMATIONAL MEETING certificate level • 2 years commitment to teaching in CPS th Monday, May 14 , 2012 after certification • Successful completion or of application Tuesday, May 29th, 2012 4:00 p.m. – 7:30 p.m. Chicago Teachers Union Quest Center 222 Merchandise Mart Plaza, Suite 400

Transportation: Brown Line comes into the 2nd floor of the Merchandise Mart Parking: Parking at the MartParc garage, corner of Kinzie and Wells, is $10.00 after 3:00 p.m.

Register by contacting: Lynn Cherkasky-Davis at (312) 329-6274, [email protected] or register online at ctunet.com under the “Quest Center” tab

For more information on Nurturing Teacher Leadership visit us online at www.ctunet.com or contact Lynn Cherkasky-Davis.

18 • Chicago Union Teacher • April/May 2012

For Prestige, Success & Acclaim...Make Us Your Choice

What is Nurturing Teacher Leadership? What are the Nurturing Teacher Leadership is an 11 month program of weekly professional Benefits of NTL? development and candidate support that prepares teachers for National Board for Professional Teaching Standards (NBPTS) certification. It includes:  96% success rate  Small group facilitation   Collaboration with a cohort of other CPS teachers going through the certification National Board Certified Teacher mentors process – professional learning community  Technical support  Illinois Master Certification  Assessment center good for 10 years  Individual mentoring  Professional lending library  33 graduate credits offered  Rigorous professional development  opportunity for a Masters  Computer lab access Degree in Teacher  Professional leave days with substitute teacher coverage Leadership  Weekend retreat  12 CPS lane placement credits awarded Why We Are Special  professional learning The Chicago Teachers Union Quest Center’s Nurturing Teacher Leadership (NTL) program community offers a small supportive group setting in which National Board Certification (NBC) candidates work collaboratively and are mentored by National Board Certified Teachers.  professional leave days with We read, study and discuss literature and research on current issues and concepts in substitute coverage education, applying our new or refined insights to our teaching practice. We provide  summer institute multiple resources, support, and incentives. Our focus is on developing, improving, and validating teaching, thereby increasing student achievement.  public recognition

During weekly meetings, successful teaching practices are recognized and shared. NTL  annual cash award ($1,750 facilitates all aspects of the year-long intensive NBC process. We assist teachers with is pensionable) descriptive, analytical, interpretative, and reflective writing required for the National Board portfolio. We provide technical assistance for required documentation of your  coaching incentives work, facilitation with analyzing student work, individual coaching and mentoring, and  teacher leadership roles preparation for the rigorous Assessment Center. NTL supports teachers throughout the entire certification process, providing technical, professional, intellectual and moral  become a better teacher support. After achieving National Board Certification, opportunities are available for you to support others—at a professional wage. The CTU Quest Center is teachers working for teachers to improve the achievement of Chicago’s children.

What is National Board Certification? NBPTS Certification offers teachers the opportunity for career advancement. It:  provides an advanced credential consistent with what accomplished teachers should know and be able to do,  certifies that you have the status of one who has met professional teaching standards,  certifies that you have prepared a professional portfolio demonstrating your teaching abilities,  certifies that you have fulfilled the rigorous Assessment Center exercises, and  entitles you to receive the Illinois Master Certificate.

LCD:oteg-743-tr Chicago Union Teacher • April/May 2012 • 19

Summer 2012 Professional Development

All Quest courses are suitable to meet the ISBE 20% requirement for regular education teachers of students with specialized needs.

Two Hours Graduate Level CPS Lane Placement Credits and/or 30 IL Recertification CPDUs/PTPs $130 and book fee/materials fee, if required (see individual course descriptions)

Any non-members will pay an additional fee of $30 for each course registration.

Summer Professional Development Registration Deadline is June 7, 2012

Differentiation in the Literacy Classroom (2 Lane Placement Credits - 30 CPDUs/PTPs) - Chicago Teachers Union, 222 Merchandise Mart Plaza, Chicago, IL 60654, June 25, 26, 27, 28, 29, 2012, 9 a.m. - 4 p.m., Walter Taylor, NBCT, Instructor. Participants will learn about unique strategies for providing differentiated instruction, focusing on how content, learning experiences, and assessment can all be modified to address the unique needs, learning styles, interests, and skills of all students. Course participants will participate in inquiry-based learning activities with their peers to develop differentiated lessons that can be implemented in their very own classrooms. In addition, participants will infuse 21st century skills to provide robust and rigorous lessons that are relevant to a digital native student population. A book is required for this course. All levels

Integrating Chicago’s Visual Culture into the Curriculum (2 Lane Placement Credits-30 CPDUs/PTPs) The first and final sessions will be held at the CTU Quest Center 222 Merchandise Mart Plaza Suite 400, Chicago, IL 60654, from 4 - 7 p.m. All other sessions will be held at Chicago’s cultural institutions from 1:30 - 4:30 p.m. The dates of the course are: June 20, 21, 22, 27, 28, 29, July 5, 6, 12, 13, 2012. The location for the cultural visits will be distributed at the first session. Linda Comminos, NBCT, will be the instructor. This course is designed to acquaint teachers with the educational offerings at various museums and other Chicagoland cultural venues. Teachers will uncover the authentic uses of museums and other cultural institutions as sites for extended teaching and learning experiences. Teachers/teams will create a presentation highlighting their visits and the resources found during the visits. Teachers will utilize these resources in developing a curriculum or special project that will be used in their teaching. All levels. The cultural institutions for this course will not be duplicated in the course entitled - Looking Through New Eyes: Exploring the Educational Resources of Chicago’s Cultural Institutions.

Looking Through New Eyes: Exploring the Educational Resources of Chicago’s Cultural Institutions (2 Lane Placement Credits-30 CPDUs/PTPs) The first and final sessions will be held at the CTU Quest Center 222 Merchandise Mart Plaza #400, Chicago, IL 60654, 4-7 p.m., all other sessions will be held at Chicago’s Museums from 1:30 - 4:30 p.m. The dates of the course are: July 23, 24, 25, 26, 27, 30, 31, Aug 1, 2, 3, 2012. The locations for the museum visits will be distributed at the first session. Linda Comminos, NBCT, will be the instructor. This course is designed to expose teachers to the professional development support resources of the Chicago cultural institutions involved in the Museums in the Park Program. Teachers will uncover the authentic uses of museums as sites for extended teaching and learning experiences. Teachers/teams will create a presentation highlighting their visits and the resources found during the visit. All levels. The cultural institutions for this course will not be duplicated in the course entitled - Integrating Chicago’s Visual Culture into the Curriculum.

For further information, contact Debbie Pazera, Chicago Teachers Union, 312-329-6271.

20 • Chicago Union Teacher • April/May 2012

CTU Quest Center

Summer 2012 Professional Development

Registration Deadline: June 7, 2012

Registration Form

Name used with Chicago Public Schools (CPS):______

Current Status (tenured, substitute, PAT, TAT, school clerk, etc.):______

School: ______Highest Degree Achieved:______

Home Address: ______

City/State/Zip: ______Preferred Phone #:______

Preferred E-mail Address: ______(This must be provided)

Chicago Teachers Union Member  YES  NO

How did you hear of the 2012 Summer CTU Quest Center offerings? Chicago Union Teacher Newspaper ____ CTU Quest Center Website ______Colleague ______Flier ______Other ______

Registration/payment is available online at: ctunet.com/pd, or

Check/money order for all fees should be made payable and sent to: CTU Quest Center, 222 Merchandise Mart Plaza, Suite 400, Chicago, IL 60654 - Attention: Debbie Pazera

Any non-members will pay an additional fee of $30 for each course registration. Registration/fees must be received by June 7, 2012. No cash accepted.

Course Title(s): ______

______

Participants will receive an online confirmation prior to the first day of class PROVIDED all registration/fees have been received.

The Quest Center reserves the right to cancel classes because of low enrollment. Please note: your tuition fee will not be refunded if you cancel after the deadline date of June 7, 2012.

Chicago Union Teacher • April/May 2012 • 21 Delegates not present at the House of Delegates Meeting on Wednesday, April 11, 2012

AL1 AUSTIN- GH2 GARFIELD- RR1 RAVENSWOOD- CITY-WIDE CITY-WIDE NORTH LAWNDALE HUMBOLDT RIDGE ELEMENTARY TEACHERS CAREER SERVICE ELEMENTARY ELEMENTARY Askounis, Katherine G. Bures, Robert F. Alcozer, Belen Claudy, Margarete L. All Present Feeney, Charles L. Foley, Mary E. Aviles, Gladys M. Lopatka, Marcia J. LC1 LAKE CALUMET Lancaster, Elizabeth R. Gruodis, Paul J. Bell, Benna L. Smith, Lisa L. ELEMENTARY Lock, Sara C. Harris, Wanda Bonet, Damaris Smith, Tanya Y. Landeen, Jennifer E. Roberts, Brian L. Rodrigues, Patrick Keegan, Arthur E. Bullocks, Latonya N. AL2 AUSTIN- Rowe, Julia R. Knudstrup, Karen A. Butler, Lynne M. NORTH LAWNDALE LC2 LAKE CALUMET ELEMENTARY ELEMENTARY RR2 RAVENSWOOD- Korach, Albert Cassidy, Eileen M. Christopher, Garza, Susan K. RIDGE ELEMENTARY Morgan, Monroe Clarke, Linda W. Margaret M. Koliarakis, Diane A. Nevels, Leigh M. Flowers, Wylene ME1 MIDWAY Hildreth, Iris E. ELEMENTARY McGrath, Clare Pyster, Marianne L. Heard, Yvonne BP1 BURNHAM Hester, Kamau L. Soto, Karen J. Qualls, Ernestene L. Hill, Delphine PARK ELEMENTARY Preciado, Diana RI1 ROCK ISLAND Simmons, Jenean D. McCoy, Anthony Crawley, Dorothy Q. Williams, Norma ELEMENTARY Socoloff, Miriam A. Miller, Carmella M. All Present BP2 BURNHAM ME2 MIDWAY Wigler, Marc S. Myron, Deanna L. PARK ELEMENTARY ELEMENTARY RI2 ROCK ISLAND Simmons, Ruth M. Cusick, John F. ELEMENTARY Contreras-Espinoza, Stewart, Gloria J. Gaal, Lee A. Calandriello, Joanna Jose A. Swanson-Lagesse, Garrison, Stephanie B. Magallanes, Lucero SK1 SKYWAY Nancy A. Sticca, Jacquelyn A. Morris, Valerie L. ELEMENTARY Hinton, Michael D. Warren, Anthony EG1 ENGLEWOOD- Ogrady, Rose E. GRESHAM Pickens, Tori A. SK2 SKYWAY ELEMENTARY ELEMENTARY Sharp, Daisy L. Waywood, Anna J. Brown-Murray, Smith, Vera I. NW1 NORTH- Adrienne J. NORTHWEST Williams, Michael A. SIDE HS Cooney, Cheryleta EG2 ENGLEWOOD- Cox, Ron O. SSH SOUTH SIDE HS GRESHAM Lucchesi, Lauren ELEMENTARY Maeda, Ann T. Evans, Charnelle C. NW2 NORTH- McDonald, Karen M. NORWEST SIDE HS Menzies, Frank L. FSS FAR SOUTH SIDE HIGH SCHOOL Bateman, Benjamin G. Reed, Darryl L. Pincham, Robert E. Bravo-Gonzalez, Mayra SW1 SOUTHWEST Hale-Daoud, SIDE HS FR1 FULLERTON ELEMENTARY Cassandra L. Burke, Heide L. Smart Choice Carrillo, Lena O’Shea, Mary Rose Kelly, Timothy J. Choose a retirement plan provider with more than a Argumedo, Rolando Wrobel, Michael T. Newcomb, Bernard C. half century of experience. Nguyen, Quang V. De La Pena, Alejandra OH1 O’HARE saving : investing : planning Dixon, Karen E. ELEMENTARY Yauch, Sandra K. Allison, Davis R. Santacruz, Erica P. SW2 SOUTHWEST OH2 O’HARE SIDE HS FR2 FULLERTON ELEMENTARY We provide individual solutions and ELEMENTARY Perry, Donna M. Carlson, Anne E. Block, Caryn T. Zehnder, John M. one-on-one guidance to help you plan for Caldwell, Jean Llanes, Cynthia WS1 WEST SIDE HS and enjoy a secure retirement. Let’s talk. PE1 PERSHING Woodley, Audrey L. FL1 FULTON ELEMENTARY ELEMENTARY All Present Broderick, Christine B. WS2 WEST SIDE HS Youngberg, Michael Coffey, Shawn P. Call a financial advisor at: FL2 FULTON Gallagher, Morgan D. ELEMENTARY PE2 PERSHING Marshall, Lindsay N. ELEMENTARY Long, Denise L. Mitchell, Angeleta M. Moulton, Allison M. Paye, Mark T. 1-800-892-5558 Shimkos, Karina M. Porter, Shay Topel, Scott G. ext. 88815 Silverman, Danielle S. PL1 PILSEN- LITTLE VILLAGE GH1 GARFIELD- ELEMENTARY HUMBOLDT All Present ELEMENTARY Bonds, Joyner E. PL2 PILSEN- Annuity contracts are issued by The Variable Annuity Life Insurance Company. LITTEL VILLAGE Annuities and mutual funds offered by VALIC are distributed by its affiliate, Ehgartner-Czeszejko, American General Distributors, Inc., 2929 Allen Parkway, Houston, Texas 77019, ELEMENTARY member FINRA. Linda M. Delgado, Albert D. VALIC represents The Variable Annuity Life Insurance Company and its subsidiaries, Greco-Serwa, Sandra M. Olazaba, Phillip J. VALIC Financial Advisors, Inc. and VALIC Retirement Services Company. Copyright © The Variable Annuity Life Insurance Company. Head, Darnell J. All rights reserved.

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22 • Chicago Union Teacher • April/May 2012

CTU/CSU Summer 2012 Program Class Schedule

ALL CLASSES WILL BE HELD AT CHICAGO TEACHERS UNION HEADQUARTERS 222 MERCHANDISE MART PLAZA, SUITE 400

MATH 5040 Number Theory for Middle School Teachers (3) Course content will focus on prime numbers, Euclidean algorithm, greatest common divisors and least common multiples, modular arithmetic, Diophantine equations, integration of the content in elementary and middle school. This course may not be used for graduation credit in mathematics or mathematic secondary education option. (Middle Grade Endorsement Class) (Cannot be used for a Master’s degree.) Fridays - May 11 - July 13, 2012 5:00 p.m. - 9:00 p.m. Instructor: TBD

EDUCATION 5440 Philosophy, Curriculum, and Instructional Methods for the Middle School (3) Examination of the origin and development of the middle school concept, responsibilities of the middle school classroom teacher, and developmentally appropriate instructional practices for middle school teaching, include content area reading. (Middle Grade Endorsement Class) Fridays - May 11 - July 13, 2012 5:00 p.m. - 9:00 p.m. Instructor: TBD

PSYC 5210 Adolescent Psychology for Middle Grade Teachers (3) Explores the development issues of early adolescence as they pertain to middle school education. Explores the advisory role of middle school teachers in assessing, coordinating and referring students to health and social service agencies. (Middle Grade Endorsement Class) Saturdays - May 12 - July 14, 2012 9:00 a.m. - 1:00 p.m. Instructor: TBD

Schedule of classes may change. *************************************************************************************** GRADUATE TUITION - $636.00 for 3 credit hour course Please enroll me in the following: ___MATH 5040 (G) 3 Credit Hour ___ED 5440 (G) 3 Credit Hours ___PSYC 5210 (G) 3 Credit Hours A $50.00 DEPOSIT IS REQUIRED PER CLASS; THE BALANCE/ADDITIONAL PAYMENT IS DUE THE FIRST DAY OF CLASS. Complete the form below and make your check payable to: Chicago State University. Name______

Address______

City______State______Zip______

Home Phone (___) ______School Phone (____) ______

E-mail address______

If I decide not to take the class(es) indicated above, I must notify the CTU Graduate Coordinator before the first class meeting or forfeit my deposit. Signature______Date______Please mail to: Chicago State University, 9501 S. King Drive/JDC 201, Attention: Bonita Herring, Chicago, IL 60628 or fax to 773.995.2941 or visit the website at www.ctunet.com For More Information Call - Chicago State University-773.995.2570 or e-mail - [email protected]

Chicago Union Teacher • April/May 2012 • 23 August 2011 Thelma G. Dozier 30th Carter October 2011 In Patricia McEniff 31st Clay December 2011 Wallace E. Burton 20th Gage Park HS Memoriam Creacy M. Wilson 30th Abbott January 2012 Barbara J. Peterson 2nd Flowers Hs Jimmie Ray White 17thth Mather Hs Fay D. Deyoung 24th Doolittle West Jeaneria Humphrey 25th Gregory Isadore I. Salario 25th Marshall Hs Elysse A. Daniels 27th Foreman Hs Laverne B. Williams 28th Kohn Lawrence Balsevicis 29th Cameron Anthony Pasko 30th Everett Joseph F. Schroeder 30th Near North Specialty Clarice R. Edenson 31st Sub Lauryne E. Pauza 31st Sub February 2012 Marylou Fritzmann 1st Clemente HS Veronica Booth 2nd Pirie Amalia M. Durante 2nd Beaubien March 2012 Henry L. Meyers 2nd Schurz Shirley D. Davis-Morrissey 1st Solomon Charles E. Mingo 2nd Dusable HS Eurydice Kartsounis 2nd Gresham Pearl H. Meredith 3rd Henry Colleen W. Hall 3rd Hyde Park HS Lauretta K. Obara 3rd Gage Park HS Joseph Lee 3rd South Shore HS Margaret L. Tobin 5th Neil Rosemary D. Cleary 6th Ward June Fleming 6th Sexton Rose B. Corey 6th Sub Robert E. Nelson 6th Foster Park Euphrosyne Fewer 6th Morse Clarence J. Robson 6th Montefiore Ernestyne Johnson 7th Kosciuszko Lillian Gipson 8th Terrell Kay J. Davey 9th Schurz HS Florence Heston 8th Morse Elizabeth C. Parks 9th Shakespeare Phyllis J. Tuccori 8th Clay Albert E. Peppers 10th Dett Robert Stinson 10th Chicago Parental Sherry Torimaru-Charvat 12th Skinner Esther Mcgee 12th Jefferson David Kawiecki 13th Washington HS Sara L. Spurlark 12th Ray Julius D. Newborn 13th Wadsworth Charles E. Lyles 13th Robeson HS Mabel L. Canham 14th Corliss HS Paul B. Gordon 14th Wells HS John W. Mulder 14th Kennedy HS Robert M. Schrempf 14th Von Stueben HS Marguerite E. Cannon 15th Harvard Roberta Karlson 16th Fort Dearborn Rita M. Jutzi 15th Neil Marilyn S. Shannon 16th Carroll Lydia Georgoff 18th Kelly HS Joseph J. Eckl 16th Dept of Voc & Car Ed Anita S. Miller 19th Lindblom Leedward Wilson 17th Gillespie Evelyn Antonia Rosa 19th Juarez Comm Acad Marvin D. Burack 18th Amundsen William Elzaurdia 20th Kelvyn Park HS Mary L. Collins 18th Hanson Park John G. Browne 22nd Fulton Shirley P. Thompson 18th Hinton June G. Hennelly 22nd Sutherland Patsy Borgomainerio 19th Brennemann Helen Hinsberger 22nd Onahan Pamela Jean Threet 19th Sullivan Marion G. Shore 22nd Mckay June Perryman 20th Scammon Stamo Kocalis 23rd Bell Almena B. English 21st Gladstone Alyce Williams 23rd Hinton Ruth Dorothy Gillies 21st Von Humboldt Barbara S. Bulmash 24th Von Steuben HS Patricia C. Reidy 21st Young Charles F. Krabec 27th Westinghouse HS Betty L. Zaturski 21st Saucedo Carol L. Kastner 21st Sutherland Elizabeth C. Myron 23rd Hawthorne Editor’s Note: Lists of deceased members of the Chicago Teachers Bettye Gardener 25th Penn Union are provided to the Chicago Union Teacher by the office of William B. Deyoung 27th Kelly HS the Chicago Teachers Pension Fund and are printed as received. Jose T. Mendez 27th Thorp J N If you notice an error or omission, please contact the editor at Rosalyn L. Olian 27th Marshall 312-329-6252 so a correction may be made in a subsequent edition. 24 • Chicago Union Teacher • April/May 2012 Chicago Teachers Union Retired Chapter

ANNUAL SPRING LUNCHEON

Tuesday, May 29, 2012

Maggiano’s Little Italy 516 North Clark Street

Social Hour: 11:30 a.m. Luncheon: 12:30 p.m.

Price: $30.00/members $35.00/guests Parking: Valet Parking - $10.00

------Please Print

RESERVATION FORM Return by Tuesday, May 15, 2012

Member’s Name ______Telephone ______

Guest’s Name ______

Return this form along with your check made payable to: Chicago Teachers Union, 222 Merchandise Mart Plaza, Suite 400, Chicago, IL 60654. A reservation will be made after payment has been received in the Union office. There are no refunds after a reservation has been processed.

Enclosed find payment of ______for ______reservations. (Tickets will be held at the door)

Chicago Union Teacher • April/May 2012 • 25

Date: Friday, June 22, 2012 Place: Maggiano’s Little Italy 516 N. Clark Street Time: Social Hour 11:30 a.m. Luncheon 12:30 p.m.

Parking: Valet Parking $10.00

RSVP by Thursday, June 7th

Due to space limitations reservations will be limited to the first 275 respondents. Phone reservations will not be accepted. Faxed reservations will not be accepted after June 7th. ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

Name ______Last 4 #’s of SS ______TEACHERS Home Address ______Home #______UNION

City ______State ______Zip ______Guest name ______

Job Classification______School ______Yrs. of Service ______

Return this form along with payment for your guest to Carolyn Fulton, Chicago Teachers Union, 222 Merchandise Mart Plaza, Chicago, IL 60654. Retiring members attend free; one guest per retiring member may attend at a cost of $35 (if space is available after the deadline you may pay for additional guests). Checks should be made payable to Chicago Teachers Union. You may fax your reservation to 3123292513 if you are not bringing a guest. A letter confirming your attendance will be sent after the registration deadline. For additional information call 3123296213.

oteg-743-cdf 26 • Chicago Union Teacher • April/May 2012 Golf Outing

Monday, June 25, 2012 Silver Lake Country Club 147th Street & 82nd Avenue, Orland Park We can accommodate 288 Golfers & Large Groups

Golfer’s Check-In 8 a.m. Continental Breakfast Provided Proceeds benefit Student North & South Course Shotgun Start: 9 a.m. Special Assistance Fund Course assignments based on first-come/ first-served reservations

Prizes will be awarded based on the Peoria Scoring System � Prizes for Women’s and Men’s Divisions � Prizes for longest drive, closest to the pin, and lowest scores � Plus, fabulous golf and door prizes! Cocktails/Open Bar 3-5 p.m. �Dinner Banquet 5 p.m. Golf Participants $110 includes greens fees, cart, half-way stand & dinner (no refunds) Dinner Banquet $45 (Dinner reservations must be pre-paid - no refunds)

………………………………………………………………………CTU GOLF OUTING RESERVATION FORM………………………………………………………………….……..

Name______School______Address______City, State, ZIP______Home Phone______Number of Golfers______Check One: $110 for Golf, Activities & Dinner Banquet  $45 for Dinner Banquet Only

SIGN Names of Golfers 1. ______UP 2. ______3. ______TODAY! 4. ______

MAIL TO: CTU GOLF OUTING/Attn: Carolyn Fulton • 222 Merchandise Mart Plaza, Suite 400 • Chicago, IL 60654-1016

oteg-743-cdf Chicago Union Teacher • April/May 2012 • 27 GLOBAL UNDERSTANDING. HIGHER PURPOSE.

SCHOOL OF EDUCATION • MASTERS • DOCTORATES • CERTIFICATES

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