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CONTENTS AROUND THE UNION 5 President’s Message 6 Letters MEMBER NEWS 9 The Burdens of a Hero rahm- 9 Teacher Wins Excellence in Science Award SAVE DYETT 10 Why I Go Hungry For Dyett 11 Why My Hunger Strike 12 The Dyett 12 UNION SUMMER 16 CTU On the Move 22 A Career in the Union Trades RAuner 23 Not Just Surviving...Thriving! CONTRACT ENFORCEMENT 26 The Contract is Expired...What Does That Mean for Me? 26 Will There Be a Strike by the CTU? 27 It’s About Process, Right? aTtAcks UNION SUMMER ∕ WILL CTU STRIKE? ∕ DYETT 12 ∕ BOYCOTT BANK OF AMERICA OUR DISTRICT

ChicagoUnionTeacherseptember 2015 / vol. 79 / number 1 30 The Forrest Claypool Chainsaw Massacre 32 CPS Budget Fails Special Needs Students DESTROYING our schools Harming our communities serving the rich and powerful 35 CPS Must Address Its Illegal Teacher Vacancies ■ Governor Bruce Rauner has ■ As Mayor, Rahm has ■ Bruce Rauner owns laid off 7,000 nine homes BROKE ON PURPOSE been a top advisor to Mayor teachers and severely cut retirement worth a combined tens of millions of on school closings and income for thousands of seniors who live dollars. Rauner spent more than 38 Why a Bank of America Boycott is Necessary other harmful education policies. and spend money in our communities. $100,000 to join an exclusive wine club. 46 DePaul’s Stadium Deal is an Insult to St. Vincent Juan Rangel, the disgraced former CEO His friend Rauner wants to cut even Asked whether he’s a member of the 1 of charter-school giant UNO, has also more from the limited income of the percent, he responded, “Oh, I’m THE CHARTERS been a close advisor to Rahm. Rangel elderly. probably .01 percent." 48 Fighting for Public Schools on the Southwest Side stepped down as UNO’s CEO after a ■ Both Rahm and Rauner oppose a ■ After leaving his White House job, PROFESSIONAL DEVELOPMENT series of corporate scandals and minimum wage hike of $15 an hour for Rahm made $18 million working for two federal investigations into UNO’s misuse s 50 Lesson Study for Professional Growth—It’s No “Mirage” working families in Chicago despite the years in private equity—essential to his Cover design of public funds. TEACHER EVALUATION need in our communities. An early 2014 success was Rauner’s support. How did by Eric Ruder ■ Both Rahm and Rauner back budget poll found that nearly two-thirds of Illinois he make so much so quickly? According 52 Back To School Reboot cuts for public schools and sending voters support a minimum wage of $10 to Ron Suskind, a Pulitzer Prize–winning school money to private an hour. former reporter for the Wall Street RESEARCH organizations beyond the democratic Journal: "Paying someone who will be a 55 Teachers of Color, Turnover and Why We Must “Grown Our Own” control of our communities. future government of cial a lot of money COMMENTARY for doing very little? On Wall Street, we call that an investment." 60 Let’s Talk About Grades and Grading A Rahm-Rauner agenda threatens ALL OF US. IN CLOSING 62 Delegates Not Present 63 In Memoriam We must build our capacity to fight misguided politicians, well-financed corporate school Contribute to reformers, and people who want to turn back the clock on workers’ rights. Visit CTUnet.com/PAC, and make a monthly donation of $5, $10, or $20. the CTU PAC. THE PRESIDENT’S MESSAGE ChicagoUnionTeacher

EDITOR-IN-CHIEF ∕ Stephanie A. Gadlin ASSOCIATE EDITOR ∕ Ronnie Reese Sisters and Brothers, CONTRIBUTING WRITERS ∕ Michael E. Brunson, Sara Hainds, Kurt Hilgendorf, Pavlyn Jankov, Jennifer Johnson, Marc Kaplan, Joshua Lerner, Audrey May, Kristine Mayle, Joseph McDermott, Kathy Murray, Katie Osgood, Welcome back! The start of school is CPS, and why we are calling for a boycott always a time of optimism and perhaps a of Bank of America to pressure the noto- Jackson Potter, Chris Pratscher, Monique Redeaux-Smith, Ph.D., Ronnie Reese, bit of trepidation at what the next year will rious lender to renegotiate bad banking Martin Ritter, Annette Rizzo , Pavlyn Jankov, Erika Wozniak bring, and that’s just for the students! As deals and restore critical supports to our CONTRIBUTING PHOTOGRAPHERS ∕ educators, however, it is our job to ensure schools. We take a closer look at Forrest Curtis Bynum, Phil Cantor, Adriana Cardona-Maguigad, Nathan Goldbaum, Howard Heath, that Chicago’s public school children are Claypool, Chicago’s longtime Mr. Fix-It, Brian Jackson, Rebecca Martinez, Charles Edward Miller, Ronnie Reese, Sarah Jane Rhee, prepared for life both inside and outside of and whether he will bring more chaos and the classroom, and I am proud of all of you disorder to the district. We also recap a Martin Ritter, Phil Roeder, Bob Simpson for your prep and professional development busy summer for our members and high- ADVERTISING MANAGER ∕ April Stigger over the summer in working toward their light what you need to know about teacher growth. Thank you for your continued ded- evaluation for the upcoming year. GRAPHIC DESIGN ∕ Eric Ruder ication to our schools and our city. Regarding our contract, we have started It’s a time of optimism and trepidation the mediation phase of negotiations where PRODUCTION ∕ Eric Ruder ∕ Progress Printing Corp., Inc. for our union as well, as we return to we will attempt to resolve outstanding dis- classrooms without a contract and fol- agreements with the Board. Your pay will OFFICERS lowing a summer of great upheaval for remain the same as usual—not updated Karen GJ Lewis, NBCT ∕ PRESIDENT the mayor’s handpicked Board of Ed— by lane or step increases. Most of our con- Jesse Sharkey ∕ VICE PRESIDENT from the resignation of the former CPS tract terms must be honored by CPS even Kristine Mayle ∕ FINANCIAL SECRETARY CEO under a black cloud of scandal, to after the contract expires, and until we Michael Brunson ∕ RECORDING SECRETARY the installation of a new CEO and a sock either reach impasse or settle a new con- It is extremely important that we are puppet as Board president, to the impas- tract. We believe that your salary and ben- unified and organized this year, and that TheChicago Union Teacher is published eight times a year in September, sioned Dyett 12 hunger strikers and their efits are among the terms that must be we continue to bring to light the condi- October/November, December, January, February, March, April, May/June. fight for a high-quality neighborhood honored even after the contract expires. tions in our classrooms and the impor- TheChicago Union Teacher is the official publication of the Chicago , school in one of Chicago’s most historic The budget crisis for CPS is real, yet it is tance of the vision we have for our which is the exclusive bargaining agent for teachers, counselors, librarians, clinicians communities. But what else is new? We a reality of the district and the city’s own schools. Most importantly, continue to and paraprofessional and school-related personnel in the . didn’t start the hash tag #CPSchaos for creation. Hence “broke on purpose.” give your all for your students. They are nothing. We thrive in the midst of district When the mayor, his buddy in the the No. 1 stakeholders in all that we do, Chicago Teachers Union • Local 1 • American Federation of Teachers, AFL-CIO. drama, and we’ll do so again. governor’s mansion and Sherriff Claypool and there’s no wavering in our fight to In this issue, you’ll learn about the talk about “skin in the game,” however, we provide for them the city and the schools TheChicago Union Teacher is affiliated with the International Labor Communications Association attacks on special education that will affect refuse to let it be the hides of CTU mem- they and their families deserve. and the AFT Communications Network. more than 50,000 students throughout bers that they’re coming after. Have a wonderful year!

Chicago Teachers Union affiliations include the Chicago Federation of Labor (CFL), In solidarity, the Illinois State Federation of Labor-Congress of Industrial Organizations (ISFL-CIO), the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Illinois Federation of Teachers (IFT) and the American Federation of Teachers (AFT). Karen GJ Lewis, NBCT 222 MERCHANDISE MART PLAZA SUITE NO. 400 CHICAGO, IL 60654-1016

TELEPHONE: 312-329-9100 E-MAIL: [email protected] (GENERAL) [email protected] (ADVERTISING) WWW.CTUNET.COM

CHICAGO UNION TEACHER september 2015 5 LETTERS LETTERS

CPS Learning Hub = Hot Mess I have been engaging with the Learning Hub site and would like to give some feedback—this is another very poorly designed system. It is no better than what it replaced (CPS University). It is difficult to browse in this system and to find specific trainings that you know are available. The information for the sessions is also incomplete. There might be gems of training opportunities available at CPS, but because of Learning Hub, one would never know they exist. In this time, when Chicago Public Schools is strapped for financial resources, I am wondering how much money has been squandered to create and maintain this inefficient, frustrating system that is actually a deterrent to a teacher taking advantage of professional development Designed To respectCTUnions opportunities. As we are living in an age of technological advancement, I am an active Chicago Teachers Union member All t-shirts are $15 ($2 extra for XXL) and a CPS should not have to rely on such a Mickey Mouse system like this. and dedicated to serving my students, community portion of those proceeds will help fund the first-ev- The old hard copy professional development catalog was much more and city. Chicago public school teachers are all deeply er Nettelhorst Elementary School Debate Team! user friendly and useful than what the district offers today. They should involved with events pertaining to our positions and The Perfect Cup (4700 N. Damen) and The Revo- get a skilled computer designer on the team to create online environments concerned about what the future holds for our lutionary Lemonade Stand (2315 S. Leavitt) are for CPS. It would be more respectful to the user. schools. I believe teachers deserve a fair contract and selling the shirts, and they’re also available online Julia Rowe, Boone Elementary need to stand united. After feeling frustrated and via the order form at http://ow.ly/Rd2yN and the If you are interested in professional development at the Chicago Teachers powerless in this struggle, I became determined to Revolutionary Lemonade Stand website at http:// Union, please visit the PD section of the CTU website at http://www.ctunet. channel my energy in a positive way. With the help ow.ly/Rd31t. com/quest-center/professional-development. of a friend, Dorit Hershtig of Book-It Studios in I believe these two designs embody the spirit of New York City, I created two unique and powerful our profession and I hope you’ll join me in spreading designs for t-shirts. The messages conveyed by the the word. Let’s stand together in pride as we make t-shirts are: We love what we do, and we will stand this powerful statement! together to fight for a fair and equitable system that Jason Merel, serves all students in Chicago. Retired? Get Involved With Your Union! Nettelhorst Elementary School BY KATHY MURRAY encourage other retired members remain a member of the CTU as to remain involved and in contact a retiree. The fee is collected The Chicago Teachers Union Retir- with the CTU! every October and entitles you to A Different Kind of Good Friday Grieving RETIREE CORNER RETIREE ee Functional Group will be cele- Our meetings are held at the a variety of discounts through the brating its 25th year this fall and Service Employees International CTU and the American Federation Regarding the “PSRPs: We gious holidays…” We will keep you informed encourages our newly retired Union hall located at 2229 S. of Teachers. You will receive your Want Full Equality Now” letter This Board Rule is not part of about the progress of the griev- members to remain involved in our Halsted St. There is free parking monthly Chicago Union Teacher from the June 2015 issue of Chi- the collective bargaining agree- ance. A copy of the grievance is union. The group holds monthly located behind the building. The publication mailed to your home, cago Union Teacher, Board Rule ment between the Board of Edu- available upon request. The CTU meetings to discuss pension meetings begin at 10:30 a.m. and along with your yearly CTU appoint- 4-10c (http://www.cpsboe.org/ cation and the Chicago Teachers represents more than 40 updates, as well as health care a continental breakfast is always ment calendar. content/documents/chapter_iv_ Union. In an effort to remedy this non-teaching functional groups and current events that affect the served. They will be held on Thurs- august_2013.pdf ) stipulates in inequity, the CTU filed a griev- and would never be a party to any Kathy Murray is a CTU organizer and quality of life of retirees in Chicago day, September 10; Thursday, staff liaison to the Retiree Functional part, “Appointed teachers shall be ance on behalf of all PSRPs who inequality that harms a bargaining and the state of Illinois. If you are October 15; and Thursday, Novem- Group. Call or email her at 312-329- granted up to three (3) non-at- either took a zero or personal unit member we represent. a retired member, please consider ber 12. 9100 or [email protected] tendance days with pay in a school business day on April 3, 2015, to June Davis, CTU PSRP Field attending the meetings and The dues are $24 per year to with questions or comments. year for the observance of reli- observe Good Friday. Staff Coordinator

6 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 7 MEMBER NEWS The Burdens of a Hero

BY MARTIN RITTER penetrated his upper back, For K – 6th Grade Teachers of Mathematics and/or Science bounced off his vertebrae Shawn Harrington, Marshall and pierced his lung. Anoth- Metropolitan High School er bullet grazed his shoul- special education aide since der. Police later found anoth- 2011 and assistant boys er bullet lodged in the head basketball coach, needs rest of his daughter’s seat, some help from his brothers prosecutors said. and sisters. Though paralyzed from Heroic actions saved the the waist down, Harrington life of Harrington’s daughter calls the tragedy “a minor Photo: DNAinfo Chicago last year but left him seri- setback before a major ously injured as he was shot comeback.” continues to serve and is To reach the donation and paralyzed when several Harrington, who played on poised to be a spokesperson page, visit http://bit. gunmen, mistaking him for the 1994 Marshall boys bas- for nonviolence for Chicago ly/1IKir4O, and for more 35 ISBE PD Hours and/or 2 Lane Placement Credits another man, fired several ketball team that was prom- Public Schools students, but information, contact Mar- This course fulfills 35 of the required STEM credit hours for CPS STEM Teachers rounds into his car on the inently featured in the docu- he needs our help in defray- shall Athletic Director Dor- morning of Jan. 31, 2014. mentary “Hoop Dreams,” is ing enormous monthly med- othy Gaters at (773) 534- th This course provides currently practicing K - 6 grade teachers of mathematics and/or science with a deep Harrington immediately dove described by many as a tal- ical costs and purchasing a 6455. CTU across the car to protect his ented man “who had done handicapped-accessible understanding of lesson design that engages students in mathematical reasoning and integrates STEM Martin Ritter is a CTU daughter as a bullet everything right.” Shawn vehicle. (Science, Technology, Engineering, and Mathematics) practices. Students who can ‘think mathematically’ organizer. will learn to make sense of, and persevere through, authentic problems. The course will be driven by the Common Core State Standards for Mathematics (K - 6th content standards and the 8 standards for Mathematical Practice) and the Next Generation Science and Engineering Practice Standards. Participants will learn to integrate science and mathematics instruction, teach binary coding, and develop a project-based lesson for their elementary classrooms. Attendees will learn to teach students how to use hands-on tools (such as a compass and protractor) to construct diagrams, and use manipulatives (such as Teacher Wins Excellence in Science Award algebra tiles and geoboards) to model and solve mathematical problems to arrive at applicable solutions. BY ANNETTE RIZZO alongside scientists and NOAA Corps th This course will support currently practicing K - 6 grade teachers of mathematics in developing students staff. As part of the Teacher at Sea pro- who know how to question and investigate problems by ‘thinking mathematically.’ This course is aligned eborah H. Campbell, a seventh gram, her voyage started in South Car- to the CPS Framework for Teaching Components 1a, 1c, 1d, 3c, and 4d. grade science teacher at Locke olina and headed to Gray’s Reef Instructor: Michael P. Moriarty, NBCT DElementary School traveled to National Marine Sanctuary off of the Washington, D.C. in July to receive coast of Georgia. Aboard the vessel, Session Dates: Location: an Excellence in Science Education Campbell wrote blogs about her expe- Mondays - 10/5, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, Chicago Teachers Union Award from the National Oceanic riences and observed and assisted with 11/30, 12/7, and 12/14* 222 Merchandise Mart Plaza, Suite 400 and Atmospheric Administration fish telemetry, which is the work of Chicago, IL 60654 (NOAA) Teacher at Sea program. chief scientist Sarah Fangman. Fish Session Time: Campbell was chosen from more than telemetry includes operating on fish Parking/Transportation: 700 Teacher at Sea alumni and was underwater to install tracking devices. 1 5:00 PM - 8:30 PM* The CTA Brown Line stops on the second Deborah Campbell (center) accepts the one of 10 receiving an award. Debo- Although Deborah was not able to floor of the Merchandise Mart. Parking at Excellence in Science Education Award from the rah was selected for her commitment *In order to receive any credit, participants must be in attendance MartParc Orleans on the NE corner of scuba dive, she was allowed on support National Oceanic and Atmospheric Administration for each entire registered class session(s). Orleans and Hubbard is $11 after 3 PM. and dedication to science education. boats assisting divers who were replac- (NOAA) Teacher at Sea program. Next to Parking is not validated. The award ceremony took place at the ing worn-out receivers. Campbell’s Cambpell are Jennifer Hammond, Teacher at Sea Tuition: Dirksen Senate Office Building. other responsibilities included collect- Program Manager, and Dr. Richard W. Spinrad, If you have any questions about this course, In 2012, Campbell was chosen from 35 ISBE PD Hours with 2 Lane Placement Credit - $160 ing Arca Zebra shells to examine tissue NOAA Chief Scientist. (Photo: Deborah Campbell) contact: Michael Moriarty 312-329-6275 a pool of more than 200 applicants to for pollutants, dissecting the invasive 35 ISBE PD Hours without Lane Placement Credit - $120 [email protected] travel aboard a NOAA vessel to work Lionfish to determine eating habits and

Created In House by CTU Staff CHICAGO UNION TEACHER september 2015 9 MEMBER NEWS THE DYETT 12 THE DYETT 12 7 Dyett 12 hunger striker and CTU member Monique Redeaux-Smith speaks at A Just Chicago rally at the Thompson sonar mapping of the ocean Center on March Why My Hunger Strike floor. 26. While on board the ves- Photo: Nathan BY MARC KAPLAN enrollment high school in the rap- the school will not be made at the Goldbaum sel, a tropical storm forced idly gentrifying Mid-South region, August 29 Board meeting, as was the ship to seek shelter for 3 am reaching out to let everyone so they closed King high school as scheduled. two days at a naval base in This story was know that starting tomorrow, I an open enrollment high school and We feel that we cannot let a written on and 10 other activists are launch- turned it into a selective enrollment small group of unelected business- Jacksonville, Florida. After the eve of the I ing a hunger strike to protest the high school. With that being done, people and friends of the mayor the storm, the ship sailed Why I Go Hungry for Dyett hunger strike to discriminatory, arbitrary and capri- back to Gray’s Reef and then save Dyett High they made Dyett into a high school (aka the Board of Education) to Savannah, Georgia. The BY MONIQUE extraordinary Black and brown young peo- School. cious actions of the mayor and the with no extra support, totally desta- destroy educational opportunities ship anchored along the riv- REDEAUX-SMITH, PH.D. ple who demonstrate that resiliency is as Board of Education regarding the bilized the school and began the for young people in this or any oth- erfront in Savannah and vis- inherent within them as their hair and eye only open enrollment neighbor- process of dismembering it. er community. We have initiated itors were allowed on board, have been a teacher for ten years in color—students that inspire me with their hood high school in the Ken- With the Board’s intention to this hunger strike in the hopes that where Campbell assisted low-income communities of color. In brilliance. Students who I shed tears of joy wood-Oakland (Bronzeville) com- shut Dyett down, there was total it will raise the issue to a level where NOAA Corps staff with Ithose ten years, I have often taught chil- with as they invite me to their prom send- munity——and disinvestment in the school and a they are “persuaded” to do the right tours. Reflecting on her expe- dren in dilapidated buildings with ancient offs and college trunk parties, and too many in support of the plan for the Dyett conscious attempt to discourage thing and support the Dyett Global rience this summer, “My heating and cooling systems—if they have that I shed tears of sorrow and regret over Global Leadership Green Technol- young people from attending. The Leadership and Green Technology Teacher at Sea experience air conditioning at all. I have seen public as they are taken from us too soon. ogy High School. community, students and parents High School plan. was awesome,” she says. “The schools closed in historic numbers, shut These are the reasons why I go hungry For those of you who are not organized, fought back and got the The struggle for Dyett rep- scientists and crew made me down and “turned around,” only to be worse for Dyett. familiar with the Dyett struggle and mayor and Board to back down and resents one of the most significant feel valued and respected as than the “failing” schools they supposedly I refuse to accept that the current state what it entails, a short history is in agree to close the campus for one battles in the fight against privat- an educator.” rehabilitated. I have seen experienced Black of education is the best we can do. Every order. Dyett was once, as recently year and then reopen it. The com- ization and the dismantling of After her voyage, Camp- teachers—anchors in the community, men- child deserves a world class education in 5 as 2011, one of the most successful munity, along with partners such as public education, and the gentri- Marc Kaplan bell shared her Teacher at tors who showed me how to maintain my their neighborhood. Every child should see middle schools in the city with the University of Illinois College of fication of communities that goes (back row, second Sea experience at regional love and appreciation for children, while themselves reflected in their teachers and numerous awards to show for all of Education, Chicago Botanical Gar- hand in hand with it. This is a from left) with the fine work that was going on and national science confer- at the same time, working for a system that in their curricula. Our children of color Ald. Ricardo dens and many others developed a community that has faced one of there with a high degree of parent ences as well as with her despises these children—pushed out, laid should see that both their bodies and their Munoz (top left) comprehensive plan for the Dyett the largest numbers of school clos- colleagues and students. off and shamed by an unfair and biased lives matter; that their greatness is what will and other Dyett and community involvement. The Global Leadership and Green Tech- ings along with some of the great- She also wrote a unit plan- evaluation system that labels their many transform our society. Teachers deserve to hunger strikers Board of Education, following the nology High School. The plan was est destruction of housing for ner called “Shark vs. years of experience as “developing.” be treated as professionals with knowledge (Photo: Sarah lead of the political powers that be, introduced to the community, dis- low-income residents in the city. Human,” where, in the unit, I have seen politicians and businessmen and expertise that is not only valued, but Jane Rhee) decided that they needed a selective cussed with parents and students Their fight is our fight, and a vic- students compared shark use education as a “get-rich-quick” scheme. coveted, especially as their years of experi- at meetings large and small, and was tory for the Dyett Global Leader- body systems with human While teachers are held accountable for ence increase. Parents and families deserve given widespread support. The ship and Green Technology High body systems and dissected more, but provided with fewer and fewer a space where they, too, are valued and Board has attempted to thwart this School will be a victory for every Dogfish sharks. Campbell resources, these same millionaire politicians respected as having knowledge and expertise plan at every turn, soliciting com- low- and moderate-income family, hopes to conduct scientific assert that we haven’t put enough “skin in that is needed in the classroom. peting proposals and changing the and every child in the city. CTU research on Lake Erie the game” and should not only work tirelessly I am an experienced Black teacher, a rules and “moving the goalposts” to alongside other teachers with underprivileged students for 30–40 mother, a union activist and a resident in derail this initiative. The Board even Marc Kaplan is a member of the Dyett 12 and father of the CTU and scientists next year. CTU years in the conditions mentioned above, but the community of Dyett High School. This accepted a competing proposal that delegate at Von Steuben High should do so only to look forward to living is why I go hungry for Dyett. CTU was submitted after the deadline. Annette Rizzo is the in poverty once we retire because they refuse School. He is a lifelong activist in CTU Health and Benefits Monique Redeaux-Smith, Ph.D., is a member Most recently, it cancelled a public the Uptown community and a local to adequately fund our pensions. Coordinator and a teacher of the Dyett 12 and a teacher at Morrill hearing that was supposed to be on school council member at Uplift field representative. But in these 10 years I have also met Elementary School. August 10 and said the decision on Community High School.

10 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 11 THE DYETT 12 THE DYETT 12

Jitu Brown has mentored thousands of young people in Prudence Browne is a doctoral student at the University of Cathy Dale is a former CPS parent and LSC member at Anna Jones is a Bronzeville parent of four and a member of Bronzeville and beyond for the last 22 years and is a director Illinois College of Education Curriculum and Instruction Mollison Elementary School and King College Prep High the parent advisory council member at Carter G. Woodson of the Journey for Justice Alliance and lifelong member and Program and proud member of Teachers for Social Justice. School. Elementary School. leader of the Kenwood Oakland Community Organization.

Rev. Robert Jones is the pastor of Mt. Carmel Missionary Marc Kaplan is the father of the CTU delegate at Von Monique Redeaux-Smith, Ph.D., is a teacher at Morrill Ele- Irene Robinson was born and raised in Bronzeville and is Baptist Church and former member of the Dunbar High Steuben High School, a lifelong activist in the Uptown mentary School. an active LSC member at Mollison Elementary School. School LSC. He is dedicated to standing for the rights of community, and a local school council member at Uplift those whose voices are not heard. Community High School.

Nelson Soza is the Executive Director of Pilsen Alliance April Stogner is a lifelong Bronzeville resident and a member Jeanette Taylor-Ramann is a lifelong Bronzeville resident Dr. Aisha Wade-Bey is a teacher at Hendricks Elementary and a lifelong activist, organizer and father of three. of the Mid-South Education Association. and chair of Mollison Local School Council. She has been School, Bronzeville resident and a member of the CTU a member of the LSC for 20 years. Black Caucus. Source: Teachers for Social Justice Photos: Phil Cantor

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he Chicago Teachers Union was as active as ever during the summer of T 2015 as we celebrated another year of participation in some of Chicago’s largest neighborhood parades and continued to organize among our members and commu- nity partners. The summer kicked off with the June 9 Rally for a Fair Contract and Just Chicago, where a sea of 5,000 CTU mem- bers and their families and friends marched in red down LaSalle Street from the Thomp- RALLY son Center to the Chicago Board of Trade, FOR A FAIR demanding that the city’s wealthy pay their CONTRACT fair share in taxes, and that elected and AND A JUST appointed leaders look for new revenue streams to provide for the city our students CHICAGO, deserve. The focus was again on our stu- JUNE 9 dents as the Union marched in Bronzeville’s 86th annual Bud Billiken Parade in August with a contingent of more than 200 rank- and-file members, allies and their families. The Bud Billiken Parade has for years marked the unofficial start of the year for Chicago’s public schools, and this year’s theme was, “Education: It’s an order!” —Ronnie Reese Photos by Sarah Jane Rhee

16 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 17 UNION SUMMER UNION SUMMER

86TH ANNUAL PUERTO RICAN BUD BILLIKEN PEOPLE’S PARADE PARADE Photos by Bob Simpson Photos by Ronnie Reese

18 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 19 UNION SUMMER UNION SUMMER

CHICAGO PRIDE CTU GOLF & YEAR-END OUTING PARADE Photos by Nathan Goldbaum Photos by Howard Heath

CTU SUMMER ORGANIZING INSTITUTE Photos by Curtis Bynum, Rebecca Martinez, Ronnie Reese, and Martin Ritter

GRASSROOTS EDUCATION MEMBERS LEADERS TRAINING Photos by Ronnie Reese

20 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 21 UNION SUMMER UNION SUMMER

7 5 Photo: Ronnie Reese A Career in the Union Trades BY MICHAEL E. BRUNSON year’s even brought more than 250 young adults in contact with representatives cross the nation, in many states, from construction trades and state agen- counties and municipalities, bridges cies. Participants engaged in hands-on Aare at the point of collapse and dams demonstrations of each trade and gath- are crumbling. Roadways, water pipes and ered essential information on the next tunnels are in dire need of renovation and steps for apprenticeship enrollment. repair as economic development is based The importance of the training can be on sound infrastructure. Nationwide, this seen in many of Chicago’s neighborhoods. infrastructure renovation requires an Take a tour of the communities that our 1 Team Karen at the 6th Annual Mary E. Smith Brain Tumor Awareness Fun Run/Walk. Photo: Audrey May investment of $3.6 trillion dollars by the public schools serve and what immediately year 2020. The most important invest- becomes visible is a need and a lack—a need ment is to prepare those who will do the to refurbish, repair, and rebuild and a lack hands-on work and planning. of training for the skills required to do so. Not Just Surviving…Thriving! Our nation’s public schools have a This is especially evident on the South and commitment to ready our youth for the West sides of our city, where community BY AUDREY MAY Lewis” to bring awareness University was awarded the future through college and career coun- and economic development is critical if our to brain tumors and to hon- CTU-CPS seling. There is plenty of emphasis on city is to flourish and survive. I am calling n a beautiful, sunny or our own brave warrior! Excellence in Science “college,” and rightly so, but let us not on all Career and Technical Education Saturday morning in Team Karen consisted of Award and a $2,500 schol- forget that a pathway to success also lies (CTE) teachers and coordinators who are August, nearly ten (In alphabetical order) Carol arship on behalf of the Chi- in finding a career in a field such as nurs- interested in sharing ideas on how the CTU O Caref, Lynn Cherkasky-Da- months to the date that cago Teachers Union Foun- ing, manufacturing, construction, the can help strengthen and develop CTE pro- Chicago Teachers Union vis, Alicia Edwards, Chan- dation. The walk was orga- tell Frazier, Aisha Gray, Glo- culinary arts and more. This success is grams in Chicago’s public schools. We must President Karen Lewis was nized by Tiffany Woodson, not only for the individual student, but prepare our youth to help rebuild commu- ria Henllan-Jones, Vera diagnosed with a brain who for the last six years also for the communities in which they nities and promote economic development Lindsay, Arianna Martinez, tumor, CTU staff and mem- has honored the memory of will serve and conduct business. in our city, state and nation. CTU Leticia Martinez, Audrey her mother, the late Mary On August 5 of this year the Chicago bers gathered at the Coun- May, Maria Moreno, Kathy Michael E. Brunson is the CTU Recording Smith, by supporting brain Teachers Union was proud to work with try Club Hills Concert Cen- Murray, Lisa Pattara-Mc- Secretary. He invites those interested to sign up ter to join hundreds of sup- tumor awareness and rais- the St. Paul Community Development for the Union’s Practical Arts and Vocational Grane, Helen Ramirez, Ber- porters participating in the ing money for research and Ministries, the Construction Industry Education Committee found at http://www. nice Roberts, David Rob- scholarships. CTU Service Corporation, the Chicago Fed- ctunet.com/for-members/committees, or 6th Annual Mary E. Smith bins, April Stigger, Kim eration of Labor, Chicago Public Schools contact him directly at michaelbrunson@ Brain Tumor Awareness Fun Tarnow, Walter Taylor and Audrey May is the executive and other organizations to host the sec- ctulocal1.com if you are interested in improving Run/Walk. We were all Yolanda Velazquez. Ja’Lia assistant to CTU President ond annual Construction Expo. This and developing the CTE programs in CPS. proud to be on “Team Karen Sheppard of Denison Karen Lewis.

22 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 23

CONTRACT ENFORCEMENT CONTRACT ENFORCEMENT The Contract is Expired… What Does That Mean for Me? BY JACKSON POTTER pension pickup from non-union cut the pickup later this year when employees as we continue nego- a $480 million budget hole mate- hicago Teachers Union mem- tiations. If CPS attempts to dis- rializes. The CTU’s Big Bargaining bers enter this school year with rupt these benefits, the Union will Team has started the mediation Can expired contract. What file charges with the Educational phase of the negotiations where we happens to our jobs and our rights Labor Relations Board, but it is will attempt to resolve outstanding in that situation? For the most part, most important that we be orga- disagreements with the Board. they look exactly like they did in nized and unified in opposing Eventually, the Board and our June. Your paycheck should reflect these actions in a lawful way. union will reach another agreement. the same pay rate (not updated by The expiration of a contract In 2012, reaching an agreement lane or step increases). You can file allows the employer some leverage meant retroactive pay raises and grievances on the same contract to make unilateral changes in the lane and step advances that were provisions as in June. Your principal workplace on subjects they are not paid out with one retroactive pay- has the same obligations under the required to bargain over—like class check. We believe retroactive pay contract to treat you with respect size, subcontracting and layoffs— will follow this new contract, too. and honor your rights. Most of our but past practice and labor law In the event we reach contract terms must be honored by allow for most of the contract’s impasse—a point where we can Chicago Public Schools even after provisions to remain in place. If you no longer advance negotiations— the contract expires, and until we notice any changes in the rights the Board could attempt to impose either reach impasse or settle a new afforded to you in your workplace, upon us new terms and conditions contract. please check with your delegate and apart from the expired contract. We believe that your salary field representative. We are hopeful that by being well and benefits are among the terms As mentioned, the Chicago organized and unified in our that must be honored even after Board of Education has decided to demands for a new contract, the the contract expires, though CPS cut non-union employees’ pension Board and the mayor will realize disputes that it must continue to pickup of 7 percent over the next that they have no choice but to 1 advance your steps and lanes and three years. They have continued deal seriously with the CTU’s Photo: pay the pension pickup during to pay the 7 percent pickup for vision for our schools. CTU Charles CTU members, but we will remain Edward this time. So far, the district has Jackson Potter is the CTU Staff Miller decided to only withdraw the vigilant if the Board attempts to Coordinator. It’s About Process, Right? BY JOSEPH MCDERMOTT not resolved at the school. The underlying message from the principal was, “There’s no way I am going to ecently the Union filed a grievance against a West resolve the issue at the school, which will require an Will There Be a Strike by the CTU? Side principal after an attack on a substitute appeal, so why not skip the school meeting?” The teacher. The Chicago Teachers Union grievance Union’s response is, “It’s about the process being done CTU staff keeps hearing piling on useless paper- percent of our mem- answer, start asking R process requires the principal to schedule a school- correctly—not only the outcome.” When we focus on this question: Will the work and standardized bers. Strike authoriza- your colleagues how based meeting within five days. The principal contacted following the process, we are more likely to have great- CTU strike? Only CTU tests, will you vote to tion does not mean the they would vote. Poll a CTU field representative and informed them that er results. In this case, we might not resolve the griev- members hold the strike? If CPS raises union will definitely your members on she refused to schedule a meeting, and directed the ance at the school level, but the Union and the prin- answer, which lies in our health care premi- strike—the final deci- whether they would field rep to the Chicago Public Schools office of cipal develop a mutual respect based on good faith. other questions. If CPS um, will you vote to sion of when to strike strike under these cir- Employee Engagement if there were any questions. Mayor Rahm Emanuel selected Forrest Claypool says it will take 7 per- strike? The union’s offi- rests on the 800-mem- cumstances. Email the Our contract allows for an appeal if a grievance is as the newest CEO of CPS. There was never a public cent from your pay- cers serve the mem- ber House of Dele- results of your poll to check, will you vote to bers. Any strike must gates. Will the union trisharaymond@ctulo- strike? If CPS keeps be authorized by 75 strike? To find out the cal1.com. CTU

26 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 27 CONTRACT ENFORCEMENT

Mayor Rahm Emanuel selected Forrest Claypool as the newest CEO of CPS.... There was no hiring process, or at least anything transparent that could be discerned by the public.

The CTU reached out to the trust and faith because the selection by the principal and another one network chief to ask about the new process did not value teacher input that clearly didn’t work for anyone. principal selection process, to advo- and was done behind closed doors. The model that had moderate sup- cate on behalf of what the Fenger This hiring “process” was more port wasn’t allowed on the ballot. teachers wanted and to share their than just secretive—it was com- Most teachers actually agreed concerns with the chief. The Union pletely autocratic. There were no with the principal, but were so hoped that once the chief knew and parents, teachers or community offended by not having the choice understood the staff ’s needs and that had input. Instead, one person between the two best models, made concerns, she would take them into (the chief ) controlled the process. a collective stand to let their voice consideration during the principal This type of practice leads to prin- be known. Out of roughly 30 mem- selection process. cipals being hired because they can bers who voted, only about five The network chief, however, be “trusted” by the boss and actually voted for anything on their chose not to engage with the Union, because they are going to be “loyal” ballot. The rest signed in to vote, not to value teacher voice, and to the boss. These are the same and then left the ballot blank. The instead, not to have a transparent characteristics valued by Emanuel teachers did this not because they principal selection process. Instead, when he hired Claypool for the didn’t like the principal’s favorite the network chief told the Union CPS CEO position. model, but because they did not like to contact the Chicago Board of The question of “process” is one that the process was not followed. posting for the position. There was no applica- neighborhood schools in the selection of prin- 1 Education with questions on its the Fenger teachers and staff valued. Our battle for process is at the tion process or sharing of resumes from inter- cipals. CPS created a separate network for these Fenger principal selection process. The respect for process was demon- core of our fight for a better school When we hold true High ested candidates. There was no public forum at schools called “OS4.” These schools are usually There was nothing that required strated during the recent model district and stronger schools for School which citizens could gather and ask questions 90 percent or more low income, and almost all the chief to consider teacher input schedule vote, where the Profes- our students. The battle over pro- to our principles Photo: in the principal hiring process, just sional Problems Committee worked cess happens at every level of the of prospective candidates. There was no hiring are more than 90 percent Black or Latino. In Wikipedia process, or at least anything transparent that these schools, the local school council does not and persist in our as there’s nothing that requires a with the previous principal, per the district. This is a battle that is could be discerned by the public. have the power to hire the principal. That power principal to share the resumes of CPS/CTU Bargaining Agreement, based on principle and not pure Instead, the lack of a process produced a goes exclusively to the network chief. vigilant struggle, all potential teacher and school to select two models to put to an all pragmatism. leader whose main qualifications were being The principal of Fenger High School we can continue the staff candidates. The school code staff vote. One model was favored When we hold true to our prin- loyal and trusted by the mayor. Perhaps a trans- announced her resignation in June, but prior for local school councils creates a by the principal, which had merits ciples and persist in our vigilant parent process would have netted the same out- to her decision to leave the school, there were fight to save public process for all of this, but the Board and had strong staff support. struggle, we can continue the fight come. Either way, the public sees what is pain- many issues the staff wanted addressed. Some and the network chief don’t have Another model had merits and only to save public education. When we fully obvious, that the mayor’s choice is not the staff complained of a bully culture in which education. to honor this process at OS4 moderate staff support. focus on process, and do it right, most qualified to lead our school district. staff was mistreated by the principal. Many staff schools. This is a policy decision The principal and PPC couldn’t the positive outcomes will eventu- The same disrespect for process manifests members left the school because of the way that doesn’t best serve the school. agree on two models to put on the ally follow. CTU There is a chance the new principal ballot. The final ballot ended up itself throughout our “watch list,” “probation,” they were treated. The morale, for many, was Joseph McDermott is a CTU teacher “intense supports” and “heavy intervention” low and full of frustration. will be hired and greeted with less having the one schedule favored field representative.

28 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 29 OUR DISTRICT OUR DISTRICT

The Forrest Claypool Forrest Claypool From: Vandalia, Illinois Chainsaw Massacre Lives: Chicago, Illinois Family: Married; three children BY PAVLYN JANKOV the Park District to chop heads and Education: Bachelor’s degree, Southern Illinois University trim the budget. I think he has (1978); law degree, University of Illinois (1981) ew Chicago Public Schools proven that he can handle the heat. CEO Forrest Claypool has And now he will be in the heat.”2 Previous positions: chief of staff, Mayor Richard M. Daley Nlong ties to key political play- In the spring of 2011, in his (1989-93, 1996-2002); superintendent, Chicago Park ers in Chicago. Prior to being first months as head of the Chica- District (1993-96); president, Chicago Transit Authority appointed chief of staff to Mayor go Transit Authority under Mayor (2011-2015); chief of staff, Mayor Rahm Richard M. Daley in 1989, Clay- Rahm Emanuel, Claypool cut $7.6 Emanuel (April 2015-July 2015) pool worked as a partner at polit- million in top management jobs Political history: Democratic Cook ical strategist David Axelrod’s and changed vacation policy for County commissioner (2002-10); consulting firm. Daley then direct staff.3 In a little more than lost primary for Cook County appointed him head of the Chicago a year, long-term contracts had Board president (March 2006); Park District, where he oversaw the been reached with all unions rep- lost independent bid for privatization of many park district resenting CTA workers. Claypool county assessor job functions throughout the early claimed that without work rule (November 1990s. Despite targeting workers changes from the workers, a fare 2010) that he framed as patronage hires, hike would be necessary. Claypool 361 firings. The unions charged 1 Claypool had the blessing of Daley also targeted and reduced overtime that the CTA was not following Photo: throughout the “clean-up.”1 time, framing it as cracking down progressive discipline before fir- Catalyst Chicago Claypool also had a second stint on work agreements made by for- ing employees.5 Claypool was also as chief of staff for Daley in 1998, mer administration.4 criticized for bringing on board when he had already consolidated Although the CTA continued to the CTA a former top aide to a reputation as a “fixer.” “Forrest is to hire union staff, Claypool Cook County Board President the hatchet man,” said a veteran ramped up the firings of employ- , an aide that Clay- politician who spoke to the Chica- ees throughout his tenure. In the pool once derided as a “patronage go Tribune in 1998 on condition year after reaching contract agree- chief.” 6 CTU of anonymity. “He was sent over to ments with the unions, there were Pavlyn Jankov is a CTU researcher.

NOTES 1 http://articles.chicagotribune.com/1998-01-17/ 4 http://articles.chicagotribune.com/2012-01-15/news/ news/9801170050_1_mayor-daley-parks-re-election-bid ct-met-cta-overtime-pay-20120115_1_overtime-spend- 2 http://articles.chicagotribune.com/1998-01-13/ ing-cta-officials-cta-records-show news/9801130218_1_mayor-richard-daley-park-district- 5 http://www.chicagotribune.com/news/ct-cta-firings- city-hall met--20141013-story.html?track=rss#page=1 3 http://articles.chicagotribune.com/2011-06-27/news/ 6 http://articles.chicagotribune.com/2014-04-17/opinion/ ct-met-cta-cuts-0628-20110627_1_cta-cuts-cta-budget- ct-patronage-hiring-edit-0417-20140417_1_forrest-clay- cta-president-forrest-claypool pool-jeffrey-ladd-metra

30 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 31 OUR DISTRICT OUR DISTRICT

CPS Budget Fails Special Needs Students BY KRISTINE MAYLE Education Programs (IEPs) accu- percent reduction for schools with While CPS makes mulated, sometimes for months. above average SPED populations, Center is experiencing a 17 the claim that we go while CPS makes the claim that istrict schools are bearing Despite this compromised system compared to 3 percent for schools percent cut and losing 10 posi- we go above and beyond state the brunt of the FY2016 of supports, the district passed a below average. tions. Some of the most drastic above and beyond standards—our local effort on Dbudget cuts with a $60 mil- budget that slashes special educa- In addition to the closure of cuts are at Vaughn Occupa- special education has actually lion net loss to their school bud- tion further with the closure of 200 vacant SPED positions, CPS tional High School, from state standards, our decreased relative to other school gets. Although Chicago Public 200 special education positions is laying off 63 special education which CPS is proposing to cut districts. Schools claims to have held the to save $14 million, and generat- teachers across 40 schools, along 23 special education assistants local effort on special But not only is CPS cutting student-based budgeting (SBB) ing another $28 million in savings with hundreds of special educa- as well as all four child welfare education has special education expenditures, it rates steady, district schools are from reducing special education tion aides. Many of these schools attendants. is planning on cutting special edu- being hurt by a combination of supports to schools. serve disproportionately high »»High schools with a greater actually decreased cation revenue. The district is declining enrollment and an end These aggregate figures mask numbers of special needs stu- SPED percentage than the currently pushing support of Sen- to the “hold harmless” funds that the deep impact that budget cuts dents. The average percentage of average are also experiencing relative to other ate Bill 318, which includes not schools with lower-than-project- are having at the school level. students with IEPs for schools significant budget losses. The school districts. just a property tax freeze and a ed enrollments received last year. Schools serving special needs stu- with at least one SPED teacher five high schools with the high- pension holiday, but a sunset to But the district is also slashing its dents are being hurt the most. layoff is 25 percent. est percentage of budget cuts the block grants that CPS has centrally provided support for Catalyst Chicago found that spe- »»Beard Elementary, an early all have SPED populations been receiving from ISBE since special education (SPED) posi- cialty schools were losing an aver- childhood school predomi- over 18 percent. State Board of Education (ISBE) 1996. CPS is pushing for the tions to schools, which is having age 17 percent of staff, compared nantly serving special needs data, out of all of CPS’ expendi- elimination of the block grant— a cascading impact on a school’s to the 1.6 percent cut across all students with a focus on “Right-sizing” Special tures on special education, just along with an effort to restructure ability to meet the needs of all district schools. autism, is losing 20 percent of Education? 11.8 percent is beyond state, local the state’s education funding for- students. The cuts also disproportion- its budget. This translates into When announcing its target- and federal revenues associated mula—without any guarantee of Prior to these new cuts, ately affect schools with high pop- a loss of seven teacher posi- ing of special education in June, with special education. This parity from the future structure. schools were already struggling to ulations of special needs students tions. The Rudolph Learning then-interim CPS CEO Jesse amount, referred to as the “net ISBE calculates that without the provide appropriate staffing for across all district schools. Schools Ruiz justified the cuts by claiming expenditure,” is less than 95 per- block grant formula in place, CPS their special needs students, and with a SPED percentage greater that CPS has been over-resourc- cent of other school districts in would receive $268 million less district resource-support has been than the city average of 12.2 per- ing students with special needs. the state! The district’s net expen- in funding for special education on the brink of dysfunction. Sup- cent experienced a net reduction CPS claims that it funds special diture has risen since 2011—but services. ports such as additional school of 656 positions, compared to a education so far above and beyond so has that of other school dis- CPS has not made public any aides were granted, if at all, only net loss of 26 positions across state guidelines that the cuts tricts. In 2011, CPS’ net expen- evidence that shows that the posi- after they were clawed from cen- schools that were below the city would be a matter of “right-sizing” diture of 6 percent on special tions cut at district schools go tral administrators, while clear average. The average percentage special education. education was lower than 92 per- above and beyond meeting stu- violations to students’ Individual change in school budgets was a 6 However, according to Illinois cent of other school districts. So dent needs. CPS officials make

32 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 33 OUR DISTRICT OUR DISTRICT

CPS Must Address Its Illegal Teacher Vacancies School FY15 Budget FY 16 Budget Cut % Cut Positions Lost % IEP BY SARAH HAINDS in the areas that have experienced education positions, but CPS has 6,603,989 4,763,982 (1,840,007) –28% (13.5) 18% the most school closings in the last not responded with any sound Bowen High School 7,004,827 5,317,652 (1,687,174) –24% (13.0) 22% very year the Chicago Board 15 years, and 38 percent are special solutions. Now, with the looming of Education passes a resolu- education positions. budget “crisis” that has already led Bogan High School 12,392,875 9,495,019 (2,897,855) –23% (16.4) 19% Etion to waive the Chicago The CTU has been calling to drastic cuts to classrooms in Harper High School 5,873,572 4,587,404 (1,286,168) –22% (14.5) 24% residency requirement for teachers attention to the issue of teacher neighborhood schools, the vacancy Julian High School 10,536,199 8,234,306 (2,301,893) –22% (24.2) 18% on a long list of “high need” teach- vacancies, especially in special issue is likely to worsen. There are ing fields that are hard to staff. The resolution adopted in January of 2014 included STEM, ROTC, Vacant positions July 2014–December 2014, Still Vacant as June 3, 2015 the absurd claim that all of “All Means All” Expansion or funding art. Similarly, with ESL, guidance counselors, librari- their special education cuts As CPS slashes central sup- AMA, the rhetoric is about ans, math teachers, nurses, physical are to “supplemental” posi- ports, the district also signifi- helping a school do more with education, special education and tions, and that none should cantly expanded the All Means what it has to meet student world languages, among others. impact the servicing of stu- All (AMA) program and there needs, but the reality is that the Despite this residency waiver, Chi- dent needs identified in their are now 102 schools experi- district is using scarce funding cago Public School’s faces hundreds IEP legal documents. Yet even menting with a student-based and flexibility to incentivize of position vacancies every year. as the district slashes special budgeting formula for special inclusion in general education Vacancies in schools can be very education supports from its needs students. Under AMA, settings for our special needs detrimental for the instructional schools, there are no commen- funding for special education is students without adhering to operation of the building. They can surate cuts for charter schools. provided directly to schools their needs or providing addi- result in students spending an Not only is CPS shielding based on the number of special tional resources in new set- entire year with a range of substi- charters from sharing in spe- education students and their tings. The CTU will tutes or uncertified instructors. In cial education cuts, it does not needs on a per-pupil basis be doing more the case of special education pull- even allow public scrutiny instead of a quota formula. The analysis of this outs and ESL, it can mean a lack of over the resources provided to program, however, is not just program and its services for those students—despite special needs students in char- about funding. With the roll impact on special the fact that it is illegal to do so. ters. The public does not out of SBB in our schools, the education classrooms as The Chicago Teachers Union has found that vacancies in the know whether charter schools rhetoric of providing “flexibility” the year goes on. CTU are meeting student needs by to schools to manage budgets is receiving schools from the massive hiring the appropriate certi- overridden by the reality of Kristine Mayle is a special 2013 school closings were more fied staff, or what the special reduced budgets leaving princi- education teacher and the CTU prevalent than vacancies elsewhere education staffing ratios to pals autonomy over choices Financial Secretary. in the district, especially for special students are at these schools. such as closing library programs education paraprofessionals. These positions were twice as likely to be vacant and for longer period of time compared to other schools. This has not changed. Of the vacancies that CPS has reported in June 2015, the vast majority is

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LegislatorsLEAD Educators Appreciation Featuring: Dinner Harrington’s Corned Beef POWER IN THE RANK AND FILE 1 rumors that CPS is beginning to of the displaced teachers, or must Some schools reported that a lot Social Hour - 4:00 p.m. Photo: eliminate the special education clearly explain why a displaced of effort had gone into trying to -THE FIGHT CONTINUES Sarah cluster programs as it moves for- teacher was not chosen. fill the vacancy, while most indi- Jane Rhee ward with its “All Means All” pilot The CTU contacted delegates cated that either a substitute—or Friday, October 30, 2015 Program Begins at 5:00 p.m. where neighborhood schools are at 80 schools that had at least one numerous substitutes—taught the given special education funds vacant position for at least six class all year (25 percent) or the instead of allocated positions. This months in the 2014-2015 school position simply remained unfilled Plumbers Hall allows principals the “flexibility to year to find out how each school with no one teaching the class (45 be innovative” in serving their spe- dealt with its vacancies. These percent). In the cases of unfilled 1340 W. Washington Blvd. cial education population. Coupled schools had much higher rates of positions, it seems like the stu- with the huge cuts in school bud- vacancies in certain positions than dents were just sent to other class- Chicago, IL RSVP before October 19 gets, this will likely increase the schools in the rest of the district, rooms and special education stu- burden on neighborhood princi- and many delegates reported that dents were placed in the general pals to keep positions open. the schools could not fill the posi- population classrooms. Article 35 of the CTU/CPS tions despite numerous efforts to Again, with the current budget contract requires that principals hire teachers. There were a total cuts that schools are facing, this post vacancies prominently at the of 135 vacant positions that varied situation will only get worse. Teach- Reserve your table today! Name ______school, and the CTU also posts greatly by subject and grade, ers need to exercise their right to the entire citywide vacancy list on although the majority of the vacan- Address ______grieve vacancies through Article 35. a quarterly basis. Principals are cies were for elementary special City ______State _____ Zip______Substitutes should not be teaching $50 per person -$500 per table of ten required to fill these vacancies with education, bilingual education, fine a class for the entire school year, and Home Phone ______School Phone ______qualified candidates, including arts and physical education. they certainly should not be per- Please reserve ______seats for me at the LEAD Dinner School ______displaced teachers, and have the According to a CTU teacher forming the work of a full-time on Friday, October 30, 2015. Enclosed is my check for $______State Representative District ______State Senate District ______discretion to hire whoever they field representative, some princi- assigned teacher such as lesson choose. If three or more displaced pals do not like hiring after Octo- I cannot attend the 2015 LEAD Dinner, but here is my contribution plans and grading. CTU Please mail to teachers apply for a position, the ber, so they would rather make do of $______. LEAD principal is encouraged to hire one and wait out the vacancy all year. Sarah Hainds is a CTU researcher. Chicago Teachers Union Please make checks payable to: CTU-PAC. 222 Merchandise Mart Plaza, Suite 400 Chicago, IL 60654-1016 RSVP before October 19.

CHICAGO UNION TEACHER september 2015 37 WHY A BANK OF OR EF E P B R AMERICA S O L F I I P T U S BOYCOTT P IS NECESSARY

BY PAVLYN JANKOV

The Bank of America is making massive profits by denying a quality public education to students of Chicago Public Schools.

Does this sound like a purposely provocative statement? Perhaps you’re thinking it indulges in overheated rhetoric to grab a few headlines. If so, BOYCOTT BANK OF AMERICA please read on. Though it may seem far-fetched that one of America’s largest financial institutions would stubbornly insist on diverting revenue from Chicago Public Schools in order to feed its bottom line, that is precisely what is happening.

Of course, Bank of America can’t be held solely responsible for the crime of robbing a generation of Chicago public school students of their educational opportunities. To succeed, Bank of America has happily counted on the support of its friends within Chicago’s political establihsment.

But let’s not get ahead of our story.

38 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 39 BROKE ON PURPOSE BROKE ON PURPOSE

WITHDRAWAL

Students and families List payouts singly. PAY to the ORDER of of Chicago, Illinois State of Illinois swaps losses $120 million In the aftermath of the Great Recession, as the to sell to investors shielded the banks from risk while DATE 2015-2016 school year City of Chicago financial security of our school system deteriorated, creating the conditions for a toxic asset bubble that swaps losses $65 million Bank of America profited from its toxic debt deals inevitably crashed on the backs of homeowners and with the city and school district. The Chicago Public the wider economy. BofA also had the worst record CPS swaps Schools budget for this upcoming school year has in providing relief to its customers through the gov- losses $32 million been slashed by more than $200 million, much of it ernment’s Home Affordable Modification Program. affecting services to our neediest students. Meanwhile, Instead of helping customers modify their agree- Termination fees $57 million financial institutions like BofA are imposing more ments, as required by the federal government, BofA Tim Maloney, Illinois president (Chicago & CPS) than $200 million in penalty fees on CPS from toxic prolonged the process, collecting fees while sub-con- Total payout swap deals, deals from which the banks have already tracting out the modification program into what 081904808 3125857730482 demanded $274 million reaped hundreds of millions of dollars from the CPS was—as described by a former employee—an “absurd, budget over several years. However, it’s not only with self-contained ecosystem of worthlessness.” BofA is these toxic swap contracts that BofA shoulders our also engaged in a variety of everyday predatory lend- society with all the risks while they earn profits. ing activities such as providing financing to payday lenders and pushing high-interest loans. Not only From the Financial Crisis to Everyday Predation does BofA take systematic advantage of under-banked Swap Deals That Are Toxic For Us and Tasty For Them Bank of America was the lead bank in originating communities through predatory lending, and damage subprime loans and home foreclosures. The mort- the middle class through abusive mortgages and fore- What were these unanticipated their long-term borrowing. When were so widespread that in gages that banks like BofA bundled into larger loans closure practices, but they have also undermined penalty payments? These pay- the district entered these 2008, the Securities and ments were the cost of multiple swaps, former school board Exchange Commission found interest rate swap agreements president David Vitale was CPS that Bank of America and the that CPS made with several Chief Administrative Officer, Royal Bank of Canada had mis- financial institutions including and one of the main architects led thousands of investors The Common History of American Banks Bank of America, Loop Financial of these deals. As a former CEO about the security of this mar- The practice of making matter of documented and profit, from the expan- Products, Goldman Sachs and of the Chicago Board of Trade, ket. The decision required the profits while offloading risk names, but the historical sion. But like the 2008 the Royal Bank of Canada in the David Vitale had a penchant for banks to buy back billions of is a central practice of fact that American finance financial crisis, the specula- early 2000s. These agreements exotic financial dealings and a dollars’ worth of these deals. banks, but has an especially was built on foundational tion built on debt and attached a side bet to several close relationship with the part- Although the SEC recognized malicious American histo- theft—of profits from slave investor greed led to the long-term borrowing deals that ner financial institutions. One the bad faith dealing on the part ry. In the early 1800s, the labor.2 Increasing specula- Panic of 1837 when cotton were based on variable interest of the most aggressive swap of the banks, they only took American slave trade had a tion on land and cotton prices, and the toxic debt rates. These side-deals, or partners was Bank of America, action to protect the inves- massive domestic expan- prices meant that more based on those prices, col- “swaps,” were portrayed by the which convinced the district to tors—the purchasers of debt sion to the new southwest slave holders turned to lapsed. The states stepped financial institutions as a way take out swaps on a substan- who were attempting to profit states. Like other big banks, banks and investors to in to bail out the slavehold- interest. In the past, the of balancing the risk inherent in tially risky type of debt—auc- from this market! the history of Bank of import credit to purchase ers, the financial industry risk fell on the slaves who taking out debt without a fixed tion-rate securities. The Chica- But the municipalities that America (BofA) has docu- slaves and land. In order to of the south was reorga- labored faster to deliver rate of interest. When interest go Tribune’s sweeping expose` got burned had other recourse. mented ties to this “peculiar minimize risks to the first- nized and the northern expected profit rates to rates plunged in the wake of the of these swaps showed how Several municipalities have institution.” Several of line lenders, southern slave- financial centers became their owners and interest 2008 recession, these swaps Bank of America was aware brought suit and won money BofA’s predecessor banks holders securitized slaves the chief organizers—and rates to lenders. The bur- turned toxic for CPS and many that the market was headed back from the banks by arguing had ties to slave owners, by pooling individual loans profit-makers—of the sys- den of today’s financial cri- other municipalities that had toward a “meltdown,” but they that the financial institutions even accepting slaves as and then selling them as tem of slave credit and sis has similarly fallen on been convinced to enter them. gave no such warning to district that pushed these deals violat- 1 2 As a result of these toxic officials as they signed off on ed a rule of the Municipal Secu- loan collateral. But what bonds in national and financing. Throughout this struggling homeowners— 7 joins the history of big international markets. One history, the banks have through the destruction of swaps, CPS ended up paying the deal in 2007. rities Rulemaking Board when banks like BofA to the didn’t have to deal directly made sure to offload inves- their assets and middle roughly $36 million a year on The deceptions about the they misrepresented the full top of the costs of servicing auction rate securities market risks of these swaps. CTU institution of slavery isn’t a with a slaveholder to fund, tor risk while still collecting class security. CTU

40 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 41 DEPARTMENT XXXX BROKE ON PURPOSE

and other community groups amplified demands to 2013.6 BofA has soaked our school district of for legal action against the swaps (see sidebar), May- $32 million from their toxic swaps, and are demand- or Rahm Emanuel indicated that his administration ing another $37 million in termination fees. They had no intention of aggressively pursuing a suit, have also reaped more than $60 million from their saying “there’s a thing called a contract”.5 swap deals with the city. These deals were sold to With a groundswell of opposition in the streets municipalities as ways of mitigating risk, but in the and a legal model with success in other municipalities end, the governments shoulder the full burden. around the country to recoup losses, the city’s public City officials have failed to hold the banks account- response was instead what we expect to hear from the able. We must push for public accountability over the swap counterparties. It is apparent that the city and profits Bank of America has made off of our local CPS officials have not played hardball with the banks, governments and public school system. Our personal never challenging the bad terms of the contract, but boycott of BofA’s predatory services won’t dismantle provision of public services by assisting hedge funds $1 billion expansion of their short-term credit line. 1 only discussing when and how they would meet them. their profit engine, but is a necessary statement against with corporate tax avoidance. Schools opened this fall, but only after CPS imposed Photo: them. A public movement can budge even the most $200 million in cuts to positions and programs such Nathan Boycott Bank of America recalcitrant institutions. Sign the petition to support City Officials Refused to Goldbaum as elementary sports, services for our most needy stu- Hold Banks Accountable Bank of America is one of the leading banks in a Bank of America boycott at http://petitions.moveon. dents and another round of borrowing money at high CTU interest rate swap deals since the Recession. It earned org/sign/boycott-bank-of-america. At the beginning of this summer CPS claimed that interest rates—including borrowing to make the rest a cash flow crisis made it unable for the district to of the penalty payments. $7.3 billion in profits off of swaps alone from 2009 Pavlyn Jankov is a CTU researcher. make both its full required pension payment for Fiscal City and district officials claim they had been Year 2015 and to open schools this fall. Although CPS negotiating with the banks. In the summer of 2014 blamed the legislative gridlock in Springfield, there when the city and school districts credit ratings were was nothing unanticipated about the June pension still above “junk,” city officials were reportedly nego- NOTES payment, which had been fully budgeted this past fiscal tiating a lower threshold for when they’d have to be 1 Harris, A. (2006, December 13). Bank of 3 Perez, J., Gillers, H., & Dardick, H. (2015, com/news/watchdog/cpsbonds/ct-cps- year. What CPS did not anticipate when it passed a forced to make the penalty payments.4 Since the America, JPMorgan slave trade cases June 21). Chicago Public Schools faces cash bond-ctu-met-20141120-story.html reinstated by court. Retrieved from: http:// crunch now, possible crisis in the fall. budget last year was a roughly $220 million penalty credit downgrading this spring, district officials were 6 Campbell, D. (2013, September 25). Rising www.bloomberg.com/apps/news?pid=​ Retrieved from: www. Chicago Tribune rates seen squeezing swaps income at biggest payment to partner banks that came due this spring, reportedly negotiating the timetable of their penalty newsarchive&sid=aRCQp48f6z2k chicagotribune.com/news/ct-cps-financial- when at the same time, CPS’ credit rating dropped to payments. It has now come to light that the school banks. Bloomberg Retrieved from: http:// 2 crisis-met-20150622-story.html#page=1 the lowest investment grade. Instead of going on a district doesn’t even know whether they ever inves- Baptiste, E., & Hyman, L. (2014, March 6). www.bloomberg.com/news/articles/​2013- American finance grew on the back of slaves. 4 Mihalopoulos, D. (2014, June 18). Exclusive: 09-26/rising-rates-seen-squeezing-swaps- press offensive when this sudden cash need came due, tigated their legal recourse. Sun Times. Retrieved from: http://chicago. A financial time bomb in Chicago. Sun income-at-biggest-banks the city and CPS avoided the topic whenever possible. Despite being armed with evidence that BofA suntimes.com/uncategorized/7/71/151465/​ Times. Retrieved from http://chicago. 7 Gillers, H. & Grotto, J. (2014, November When pressed, district officials claimed to be in con- entered into deals with the city and schools without american-finance-grew-on-the-back-of-slaves. suntimes.com/politics/7/71/164166/ 10). Banks kept CPS in shaky bond market. tinued negotiations with the banks. However, the fully disclosing their knowledge of impending risks, Baptiste, E. (2010). Toxic debt, liar loans, and exclusive-a-financial-time-bomb-in-chicago Chicago Tribune Retrieved from: http:// securitized human beings. Common-Place district had already paid out a portion of these penalty the city’s position on the penalties has been one of 5 Gillers, H. (2014, November 20). Teachers www.chicagotribune.com/news/watchdog/ 10(3). Retrieved from: http://www.common- fees, even as they threatened to skip the required pen- complete capitulation. In the fall of 2014, when the union, advocates protest and ask CPS to act cpsbonds/ct-chicago-public-schools-bonds- place.org/vol-10/no-03/baptist/ sion payment.3 CPS ended up paying their legally Chicago Teachers Union, the Chicago City Council on costly borrowing. Chicago Tribune banks-met-20141107-story.html#page=1%27 obligated payment to the pension fund, after a massive Progressive Caucus, the Grassroots Collaborative Retrieved from: http://www.chicagotribune.

42 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 43

BROKE ON PURPOSE BROKE ON PURPOSE 3 McCormick Place Event Center renderings Pelli Clarke Pelli Architects

DePaul’s Stadium Deal Is an Insult to St. Vincent BY ERIKA WOZNIAK a special concern for the deprived members 1 of society. DePaul University emphasizes the Attucks easily be used for public services, such as paving building can have on a community can be as n 2013, when Mayor Rahm Emanuel announced development of a full range of human capa- Elementary a road, making sure I don’t have 36 students great as the positive impact of a strong school. he would be building a stadium with public funds bilities and appreciation of higher education School was in my classroom again or paying for proper I know that many Chicago residents are excited closed in 2008 around the same week that he closed 50 public as a means to engage cultural, social, religious, custodial services so that teachers don’t have about the stadium, because they feel it will I Photo: to use our precious time and money to make bring in revenue and be good for the city. But schools, I was shocked and horrified. That Emanuel and ethical values in service to others. Nathan would be so callous was not the source of my surprise. sure our classrooms are not filthy like they have I ask, “At what cost?” I have always stated that I wanted to tell the mayor that this deal was fun- Goldbaum It did not shock me that the mayor would engage in been this past year. I am fine with the stadium; however if DePaul damentally and morally wrong, because that is what wants to build one, the school should use its such fiscal extravagance when “lack of funds” was used As a DePaul graduate, it breaks my heart my education at DePaul taught me to do. money, not our precious tax dollars. as an excuse to deny thousands of Chicago’s children that the university would dishonor the work I started a simple petition on MoveOn.org, fig- That is why I chose to start yet another peti- access to their neighborhood schools. What shocked of St. Vincent DePaul and its own vision by uring that I was not the only one who could not As a DePaul tion in the hopes that we can once again honor me was the name of the institution with which the getting into a deal that directly benefits them believe that $55 million in public tax dollars was DePaul’s namesake and the students who attend mayor was partnering for this massive waste of public graduate it breaks and hurts everyone else in the city—most espe- going to be taken away from public schools and each and every Chicago public school. This lat- funds: DePaul University. cially, the students of Chicago Public Schools. institutions and given to a wealthy, private university. est petition is asking DePaul to donate the I hold DePaul to a higher moral standard. I grad- my heart that the The school is hoarding these precious tax dol- I was correct, and I was not the only one who felt proceeds of the naming rights of the future uated from this institution in 2004 and have taught lars for a stadium that just isn’t necessary, or this way. On July 24, 2013, I held a press conference university would stadium back to Chicago Public Schools. You in Chicago Public Schools since my graduation. I even close to the university, for that matter. at City Hall and delivered a petition to Mayor Eman- can find the petition at http://ow.ly/RL6BR. loved my education at DePaul because of the values, Over the summer, I visited all 50 public uel with almost 3,000 signatures urging him to put dishonor its own I am truly hopeful that DePaul will make values reflected in DePaul’s Vincentian Identity: schools closed in 2013 because I truly felt I these public tax dollars to use in our public schools— vision with a deal needed to see each and every institution that the right decision and donate the proceeds of Motivated by the example of St. Vincent, who not into private universities. The petition is still in had to close its doors to enable the opening of the stadium’s naming rights to our cash-starved instilled a love of God by leading his contem- circulation with more than 3,700 signatures. that benefits them the doors of DePaul’s future stadium. It was schools, and help provide our deserving stu- poraries in serving urgent human needs, the It has been stated that DePaul is not benefiting an emotional experience; many schools were dents with the precious resources that they DePaul community is above all characterized from tax increment financing (TIF) dollars, but to and hurts everyone boarded up, there was litter and overgrown deserve. If you agree with me, please add your by ennobling the God-given dignity of each be clear, the land for the new stadium was purchased else—most grass, and weeds had taken over many of the name to the petition and pass it along. CTU person. This religious personalism is mani- through TIF money, and the public dollars that are school’s playgrounds. I left some buildings Erika Wozniak is a CTU delegate, a fifth grade fested by the members of the DePaul com- being used to build the stadium are coming from especially, Chicago angry, others with tears streaming down my teacher at Oriole Park Elementary and an alumnus munity in a sensitivity to and care for the the taxes on the hotel property that will be built on cheeks, and appalled in every case because I of DePaul University. Follow her on Twitter at @ needs of each other and of those served, with the site as well. These taxes are also public and could students. know that the devastation an empty school erikawoz82.

46 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 47 THE CHARTERS THE CHARTERS

Fighting For Public Schools on the Southwest Side BY KATIE OSGOOD have sufficient space available for students— AND CHRIS PRATSCHER even schools that were once over capacity. The hard truth, however, is that Noble Street ike so many other parts of Chicago, the needs to expand by any means necessary as a way Southwest Side is reeling from the latest to sustain their voracious and invasive business Lround of Chicago Public Schools budget model. They could not care less about the colossal cuts. Neighborhood schools are losing more than repercussions for surrounding community $9 million dollars, which threatens the continued schools, as their concerns are driven by one sim- existence of vital programs such as art and music, ple motive: profit. If these charter schools are as well as special education services, bilingual allowed to be built, nearby high schools including We must protect services, after school and sports activities. Kelly, Kennedy, Curie, Solorio, Gage Park, Han- In spite of CPS’ decision to remain “broke cock and Hubbard will likely see dramatic our schools and on purpose,” prompting these painful cuts, CPS declines in both enrollment and resources. neighborhoods is entertaining the idea of building brand new All is not lost, however. The community and charter schools in the area. the Chicago Teachers Union are fighting back. using the only The Noble Street Charter network alone is Led by the Brighton Park Neighborhood Coun- 1 (13th) and Raymond Lopez (15th) But the fight is not over. Noble borhood schools!” proposing at least two new high schools for the cil (BPNC) with support from the CTU, a power we have: July 23 public also joined a number of school Street will undoubtedly continue A number of Neighborhood Southwest Side. After being chased out of both legion of more than 1,000 parents, students, forum on charter principals, as well as Cook County to find ways to push its proposals, Advisory Council (NAC) meetings our numbers, schools at Kelly the North and Northwest sides by strong com- community members, teachers and school staff Commissioner and former mayoral lying in wait until opposition has are scheduled and CTU members High School. munity pushback, Noble Street is now turning packed the Kelly High School auditorium on united, in candidate Jesus “Chuy” Garcia, to quieted for the Chicago Board of are encouraged to attend to speak its sights to the Southwest Side in its insatiable July 23. So many arrived, in fact, that police had Photo: Brian Jackson for the Chicago Sun- voice the need to invest in existing Education to call a vote. Other out for our schools. We also ask desire for expansion. to turn a good number of individuals away due action. Times neighborhood schools, stop budget charter operators are also looking you to fellow members, parents and One proposed site is at 47th and California, to the possibility of being over capacity. These cuts and end charter expansion. to expand on the South Side, our students to spread the word which is only a few short blocks from Kelly High numbers were not by accident. Many weeks What remains unmistakable is despite the manufactured budget about this treacherous threat of School—a school that has been making remark- prior to the event, the BPNC and the CTU that a majority of the Southwest crisis. The Academy for Global charter expansion in our commu- able progress over the past few years and proudly spent significant time knocking on doors, phone nities. We must protect our schools Side community continues to stand Citizenship (AGC) is looking to carries a long history of educating the youth of banking and engaging in critical discussions and and neighborhoods using the only strong for neighborhood schools. build a new facility on former Chi- Brighton Park. meetings with union members and community power we have: our numbers, unit- In the face of such a united front cago Housing Authority land once Noble Street representatives claim that new stakeholders. As was the case in both the North ed, in action. CTU schools are needed to counter overcrowding, and Northwest side anti-charter fights, elected of opposition, Noble Street has no earmarked for much-needed other choice but to recognize that low-income housing. In the mean- Katie Osgood is a special education yet that assertion is demonstrably false. This officials were also pressured to come out strong teacher at Langston Hughes area has seen a number of new schools built against charter expansion. it faces a formidable task in expand- time, we cannot afford to let up on ing on this side of town. The net- the pressure. We urge any members Elementary School, and Chris over the past few years, including Back of the The meeting itself was student led, including Pratscher is a teacher at Curie Metro Yards High School, Solorio Academy and sev- students from Kelly and Hancock high school work is bouncing around our city of Southwest Side communities to High School. Both were members of eral new UNO charter schools (including speaking passionately about their dire need for like predatory birds, looking for a call your aldermen to say “No more the 2015 CTU Summer Organizing UNO Soccer Academy at 5025 S. St. Louis, fully funded neighborhood schools possessing place to feed. charters!” and “Invest in our neigh- Institute. only three blocks from this newly proposed programs like art, sports, and various other extra- Noble school). Clearly, most schools in the area curricular activities. Aldermen Marty Quinn 1Photo: Adriana Cardona-Maguigad

48 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 49 PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT

Lesson Study for Professional Growth — It’s no “Mirage” BY JOSHUA LERNER colleagues in studying these research into a short unit of materials and do so in prac- lessons that they plan together. recently released report tice—observing and reflecting They choose one of the lessons from The New Teacher on how actual students respond to serve as a “research lesson,” AProject entitled “The in the classroom. How much in which one teacher teaches Mirage” argues that profession- professional development the lesson while the rest of the al development may not be meets all three conditions? planning team observes the worth the cost and teachers fail Lesson study, a structure of instruction. The team then to improve. Unfortunately, “The collaborative work that pro- comes back together to discuss Mirage” mostly bypasses a thor- pels teacher-driven learning their observations. They draw ough discussion of how profes- within a school community, conclusions about the effective- sional development might be includes the three essential ness of their approach to teach- made more meaningful, and features described above. ing the lesson and walk away instead relies heavily on the Here’s how it works. with new insights about teach- same old script in which teach- A team of teachers comes ing and learning that they can lesson study cycle is not self-contained. Rather, each worked together to consider a vertically aligned vision ers are the source of the prob- together and decides on both apply in future lessons within cycle contributes to a growing body of pedagogical for what oral and written communication should look lem. The report claims that we a topic to investigate and a their own classrooms. content knowledge that teachers themselves cultivate like over these two years, and then observed each other must evaluate teachers better long-term student goal to When teachers observe throughout their school building. implement lessons they had planned together to achieve so they understand their own address. For example, a third research lessons collaboratively, In this way, lesson study differs from traditional this vision. Focusing deeply on one goal throughout the poor performance. Then, we grade team might decide to the impact of this lesson study “sit-and-get” forms of professional development. It year, collaborating on and observing lessons across grade can incentivize their improve- focus on unit fractions while multiplies. For example, these is teacher-driven and collaborative. Together, teachers levels, and thoroughly analyzing and reflecting the les- ment with rewards and addressing the goal for stu- third grade teachers might later decide on the most pressing problems of teaching sons they had planned and observed together were some consequences. dents to make and critique attend a fifth grade research Lesson study has and learning, and then test classroom approaches to of the main benefits of lesson study that these teams It seems to me that it would mathematical arguments. lesson on dividing fractions addressing these problems. Lesson study also incor- reported. be better to focus not so much These teachers spend some and take part in their post-les- been shown to porates the implementation and practice of new In a recent What Works Clearinghouse (WWC) on teachers—but on teaching. time researching their topic by son discussion. There, they can methods and ideas into the professional development review, 643 mathematics professional development pro- The report recommends we doing things such as reading make connections about how foster collaboration, process itself. Rather than being told by a workshop grams were studied for their effectiveness. Lesson study define “development” clearly. professional texts, revisiting the the content knowledge they drive professional presenter (or Chicago Public Schools evaluator) to was one of only two approaches that met WWC scientific Catherine Lewis, a leading edu- Common Core progressions developed earlier vertically go off and use a new and perhaps unfamiliar teaching criteria and showed significant impact on students’ math cation researcher at Mills Col- documents, investigating how aligns across grade bands. They growth and lead strategy, teachers use lesson study to collaboratively proficiency. This is an optimistic sign in contrast to the lege, has already done so. She a topic is taught in other cur- may also reflect with their col- test the strategy and then observe and reflect on its bleak picture of professional development described in believes there are three features ricula, or even by choosing a leagues about the school’s to improved effectiveness in the classroom. “The Mirage.” We know we can’t just evaluate and incen- that are essential to the type of few students to whom to give broader goals for student com- At my school, teachers who were new to lesson study tivize our way to better teaching and learning. There has professional development that a problem and carefully observ- munication and mathematical student outcomes. last year reported that a sense of collaborative develop- to be a better way. Lesson study has been shown to foster leads to great teaching: Teach- ing their approaches to solving reasoning and what these goals And that’s no ment was one of the main benefits of their work. Kin- collaboration, drive professional growth and lead to ers must have access to high the problem. look like at each grade level. dergarten and first grade teams chose to focus on devel- improved student outcomes. And that’s no mirage. CTU quality curriculum and mate- The team then incorporates The point is that the growth mirage. oping their students’ communication skills through a Joshua Lerner is a union delegate and nationally board rials, collaborate with their some new ideas from their that derives from a single team’s unit on persuasive writing. Teachers from both teams certified teacher at Chavez Multicultural Academic Center.

50 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 51 TEACHER EVALUATION TEACHER EVALUATION

HARE .S . R A Teacher Evaluation: Back to School Reboot O D

BY JENNIFER JOHNSON to providing timely, high quality resources, support, SAM information and training to help our members T Appeals Work- V

s we head back to school, there’s a lot on our understand the evaluation process and tools in order shop in Septem-

minds and on our plates. Chicago Public Schools to get the best possible outcomes. This will be another

ber to help mem- O

is still “Broke on Purpose,” and there’s still uncer- N

A »»The CTU is continuing its Teacher Evaluation challenging year, bers begin the

tainty about how the start of school will go amid the Liaison program in which members and union appeals process and E

continual chaos and reshuffling in the district. Teacher C

delegates volunteer to participate in extra training but if we always connect with CTU

evaluation is once more a main point of contention in on the evaluation procedures and S.A.M. strate- staff who can further A M

contract negotiations, and yet it appears that ratings . gies to foster collaboration and advocacy in their share, advocate, and T assist them. Look for E from the previous year won’t be available before school schools. There will be additional training on eval- details about the appeals starts again. CPS is still willing to spend money on mentor, we will uation at the fall delegate and school leaders’ work- workshop in the CTU vendors doing work related to evaluation even as the shop. More information about upcoming training get through the monthly evaluation emails. district lays teachers off and closes positions that will be provided at House of Delegates meetings impact our students and classrooms. Members want »»Tenured educators that share and in forthcoming CTU communications. year stronger and receive a SY 14-15 final teach- in order more support to improve their instruction and engage er-evalua- their students in meaningful and creative ways with »»Once final “REACH” summative ratings for SY summative rating of to improve our more united tion. To ensure less stress and mandates. We have to find ways to stick 14-15 are released on summary reports on the “Developing” will be practice. The more we can that you are receiving infor- together in the face of the chaos and support one Reflect and Learn System (RLS) website, educators than ever. required to complete a do this together with our col- mation from the CTU, another through evaluation, while we press for changes may have a right to file a grievance (within 45 school Professional Development leagues, the more united we are members can fax their in negotiations. days of receiving the final summative rating) if they (PD) plan with their eval- and the more likely it is that updated contact informa- We must continue to work together and enact our experienced procedural errors. To that end, the uator in order to improve everyone can improve and tion including their person- “Share. Advocate. Mentor.” (S.A.M.) mantra. We have CTU field staff is ready to assist members in filing during SY 15-16. You can advocate for fairness in the eval- al email address to (312) to think of teacher evaluation as a collaborative cam- grievances once ratings are released. Educators can read about the appeals uation process. 329-6200 or call the CTU paign. We cannot leave each other to work with stu- prepare by collecting relevant documentation, writ- process in contract Article »»The CPS Frameworks do office at (312) 329-9100 dents in isolation. Teaching is not a contest, and ing up a timeline of their evaluation experience and 39-9 and the remediation not and cannot take into and ask to speak to a staff neither is teacher evaluation. We must share best referring to the Grievance Checklist on the CTU process in contract Article account all of the important member in the CTU Finan- lessons and strategies as well our observation scores website at http://www.ctunet.com/rights-at-work/ 39-8 on the CTU website and unique factors in an cial Office. with one another. We must advocate for ourselves in teacher-evaluation to assess the procedural errors at http://www.ctunet. educator’s classroom or pre- and post-observation conferences and in other that they experienced. If you don’t know who your com/for-members/ Despite the stress, we have practice, but with study, the arenas like the Professional Problems Committee CTU field representative is, please visit the CTU final-contract-language. to use the evaluation process to frameworks can help an (PPC) and Professional Personnel Leadership Com- web site at http://www.ctunet.com/rights-at- »»To keep up with the latest grow as professionals and to educator identify areas to mittee (PPLC). We must mentor each other whether work/field-rep-lookup. updates about the evalua- build solidarity with our col- improve and provide some we are new educators or veterans. »»All educators—both tenured and untenured— tion process, please read and leagues. While CTU staff and ideas about doing so. The There are serious impediments to the evaluation who receive a final summative rating of “Unsat- refer back to the monthly members must continue to CTU Quest Center will be system being objective and efficient, and educators isfactory” for SY 14-15 have the right to file an evaluation emails which are push back against the inconsis- offering a fall learning series need to be armed with accurate information and appeal, and tenured educators who receive a final archived on the CTU web- tent and unfair implementation on Domains 1 and 3 of the strategies to defend themselves and help their col- “Unsatisfactory” rating will participate in a reme- site at http://www.ctunet. of the new evaluation process, CPS Framework for Teach- leagues. The Chicago Teachers Union is dedicated diation process. The CTU will be holding an com/rights-at-work/ there is also room to reflect and ing beginning in October,

52 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 53 TEACHER EVALUATION RESEARCH

and more PD will be offered during the rest fidelity and fairness of their student growth score 3 of the school year. By studying your frame- on the Performance Tasks than their VAM score While CTU staff and Photo: work, educators will also be better able to from standardized tests, because the Performance Grow Your advocate for themselves in the evaluation Tasks better and more directly relate to the skills members must continue Own process. To view dates for upcoming evalua- and content that we teach. Look for more remind- tion PD, please visit the PD page for the ers like this in the monthly evaluation emails. to push back against the Quest Center on the CTU website at http:// Evaluative “REACH” observations may begin on www.ctunet.com/quest-center/profession- Monday, October 5, 2015, and must be complet- inconsistent and unfair al-development. To see our suggestions on ed by or on Friday, May 27, 2016. implementation of the forming Framework study groups in your This will be another challenging year, but if school, go to the November 2013 monthly we always share, advocate, and mentor, we will new evaluation process, evaluation email on the CTU website at get through the year stronger and more united http://www.ctunet.com/rights-at-work/ than ever. If we help one another, we can stay there is also room to teacher-evaluation/november-2013-teach- positive and focus on the joy of our work with er-evaluation-tipsupdates.​ young people. CTU reflect and share in »»Though there is never enough time for mem- Jennifer Johnson is the CTU Special Projects order to improve our ber-driven professional learning during the Facilitator for Teacher Evaluation. To volunteer to Teachers of Color, Turnover and school year, educators and students benefit become a Teacher Evaluation Liaison or to find out practice. when we work together. When we share lesson if there is a liaison in your school, please email her plan ideas and teaching strategies, as well as at [email protected]. Why We Must “Grow Our Own” observation scores and evaluation experiences with one another, everyone benefits. Not only BY JENNIFER JOHNSON story that CTU has been telling for years—that does the sharing of teaching strategies and teachers of color are woefully underrepresented in evaluation experiences help new and veteran e know Chicago Public Schools has myriad the CPS teaching force and that the number of Black educators add more tools to their teaching Please call if problems to tackle to provide the richest and teachers has sharply declined. tool belt, but sharing regularly can help staff Wbest possible educational opportunities and While the percentage of Latino CPS teachers has members identify inconsistences or needs in outcomes for students. One of the most important increased in recent years to more than 18 percent, it the evaluation process that should be brought you’ve been injured problems that desperately need to be addressed is is woefully low compared to the number of Latino to the attention of the school union delegate, the dearth of teachers of color and how to recruit students.1 Even as the number of Latino teachers the PPC, and/or the PPLC. To read about If you’ve been hurt at work or in a car and retain in a school district that serves predomi- slowly rises, the percentage of Black teachers is down ideas for collaboration, click on the November accident, I can help. nantly Black and Latino students. Nearly 40 percent from 40 percent in 2000 to merely 23 percent cur- 2013, December 2013, January 2014, April I have worked with hundreds of people, just of all CPS students are Black and 46 percent are rently, due to several factors, not the least of which 2014 and May 2014 monthly evaluation like you, and together we can ensure that Latino. Recent WBEZ reports corroborated the is the disparate impact that school closings has on emails on the CTU website at http://www. things are made right and you receive schools serving mostly Black students and employing ctunet.com/rights-at-work/teacher-evalua- everything you deserve. mostly Black teachers.2 Student-based budgeting is tion/ and read the section called “Tips to Help My name is David Iammartino, I am a former incentivizing principals to cut expensive veteran Your Students & Your Rating.” attorney for the City of Chicago Board of More than 86 percent of all CPS students teachers—many of whom are Black—due to inad- Finally, teachers and librarians should not Education and my wife is a CTU member. equate recruitment efforts by CPS and increasingly forget that the beginning-of-year window to give qualify as “economically disadvantaged,” so “rigorous” teacher preparation requirements backed There’s no cost to explore your options and “REACH” Performance Tasks is September 14 by the Illinois State Board of Education. Teachers you owe it to yourself—and your family—to it is critical that students have stable to October 23, and that you need to order your of color are struggling to make a career out teaching tasks prior to the window. Although we have to learn your rights. environments staffed by career educators in CPS. This trend is not only consequential for Attorney David A. Iammartino continue to combat the over-testing of our stu- teachers who want jobs, but for the students of color Parente & Norem, P.C. who don’t often enough see teachers who look like dents, educators have more control over the 221 N LaSalle St. | 27th Floor | Chicago, IL 60601 in order to learn. them or come from their communities, and white Call Today 773-653-6202 This is attorney advertising material.

54 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 55 RESEARCH RESEARCH

2015 NEIU GYO Grads Josefina Bahena Elementary Education/TESOL; with Logan Square Neighborhood Association endorsement in Math Melissa Domenech Elementary Education/TESOL South West Organizing Project Eric David Physical Education (K-12) Health, Phys student behavior, and parental involvement— students whose educational experience will be vastly ONE Northside Ed, & Recreation/Health Education all of which are linked to student achieve- enhanced by having a teacher of color. ment—especially for financially impoverished A 2014 EdWeek article titled “We Need Teachers Ariel Lewis Early Childhood Education/ Action Now Institute Inner City Studies students (Bryk & Schneider, 2002; Bryk, of Color,” by Jacob Murray and Jackie Jenkins-Scott, Sebring, Allensworth, Easton, & Luppescu, echoed the importance of having teachers of color: Elvira Maldonado Bilingual Bicultural/ 2010; Ronfeldt et al., 2013).5 Logan Square Neighborhood Association Elementary Education (double major) More research is needed on the correlation Elementary Education/Middle Level We, as educators, know that maintaining and between teachers of color and the academic Felicia Peters ONE Northside Education (double major)/Math and supporting a collaborative and dedicated staff is vital performance of their students. But studies by Science Concepts to a school’s success and practices like shifting many Betty Achinstein and Rodney Ogawa from the Teacher turnover has devastating educational teachers out of their regularly taught grades causes University of California, Santa Cruz, suggest 1 Kevin Samerson Special Education (K-12) impacts, most especially on students in schools with Photo: ONE Northside unnecessary chaos. Because the need for teachers of that reducing this gap by increasing the presence high levels of poverty. More than 86 percent of all Grow color is so great, the high levels of turnover among of minority teachers in K-12 schools can have Your Justin West Bilingual Bicultural/ CPS students qualify as “economically disadvantaged,” ONE Northside teachers of color is doubly devastating. Aside from Own Elementary Education (double major) a positive impact on the achievement and reten- so it is critical that students have stable environments what we know about school closures and other dis- tion of minority students. Having teachers who staffed by career educators in order to learn. trict policies disproportionately impacting teachers more accurately reflect the population of their A 2015 Teachers College Record report by Nicole Second, schools with high turnover often of color, researchers have been examining why turn- classrooms results in a number of benefits to S. Simon and Susan Moore Johnson called “Teacher must reconfigure their teaching assignments over among teachers of color is even higher than students and the school community, including Turnover in High-Poverty Schools: What We Know each year in response to staffing changes caused among their white peers. culturally based instruction and higher student and Can Do” stated things we know intrinsically by transfers and new arrivals. Disruptions in Murray and Jenkins-Scott surmised: expectations. These teachers can also serve in about the impact of teacher turnover but are borne instructional continuity result in “less compre- the role of cultural mediators and advocates, The reasons for attrition among teachers of color out by the research: hensive and unified instructional programs” helping to counter negative stereotypes and vary. Many dislike the idea of top-down man- for students (Guin, 2004, p. 19), and this strengthening a district’s human capital.3 On average each year, high-poverty public agement and minimal faculty input, which they directly affects their learning (Allensworth et schools—especially those in urban areas—lose encounter particularly in urban, low-income al., 2009; Balu et al., 2009–2010; Boyd, Gross- On top of the low rates of teachers of color in 20 percent of their faculty (Ingersoll, 2004)… schools. Some face isolation. Others are cast in man, Lankford, Loeb, & Wyckoff, 2006; Inger- CPS, chaos caused by district policies means that In one of the first empirical studies about how stereotyped roles. For example, school admin- soll, 2001; Ronfeldt et al., 2013). This may be teacher turnover remains higher than it should. A turnover compromises the instructional effec- istrators and teacher colleagues often ask male because, as Ost (2014) recently demonstrated, 2009 University of Chicago Consortium on School tiveness of schools, Ronfeldt and colleagues teachers of color to serve as school disciplinar- when a teacher switches grade assignments, Research report by Elaine Allensworth, Stephen (2013) found that the negative effects of turn- ians, with the assumption that they are better the consequences for students are “similar to 6 Ponisciak and Christopher Mazzeo called “The over on academic achievement are greater for suited to “handle” students of color. teacher attrition because [the teacher’s] Schools Teachers Leave: Teacher Mobility in Chi- low-performing and Black students than for grade-specific human capital is wasted” (p. 24). Terrenda White, University of Colorado Assis- cago Public Schools” found: their higher performing, non-Black peers. Third, repeated turnover thwarts the kind tant Professor and contributing author to the 2015 [T]hat about 100 Chicago schools suffer from Repeated waves of new teachers create prob- of continuity needed to build sustained, trust- book “What’s Race Got to Do With It?: How Cur- chronically high rates of teacher turnover, los- lems for several reasons. First, schools with high ful relationships among teachers, students, and rent School Reform Policy Maintains Racial and ing a quarter or more of their teaching staff turnover commonly employ a disproportion- families. Such relationships develop over time Economic Inequality,” explains further: every year, and many of these schools serve ately large proportion of novice teachers, who, and are critical for forming a sense of com- predominantly low-income African American on average, are less effective than those with Some of the research suggests that teachers munity unified by a common mission and an children. In the typical Chicago elementary more teaching experience (Clotfelter et al., 2005; of color leave at higher rates than white teach- agreed-on strategy for achieving it (Hansel- school, 51 percent of the teachers working in Grissom, 2011; Ost, 2014; Rivkin et al., 2005). ers not because of the students. It’s not even man et al., 2013). Sustained and stable rela- 2002 had left four years later, while the typical When students are repeatedly taught by new salary. It’s the lack of autonomy, lack of deci- tionships also allow schools to establish norms high school had seen 54 percent leave by 2006.4 teachers, they pay a substantial price year after sion-making authority, having trouble with for instructional quality, professional conduct, year in the quality of instruction they receive. discipline policies at their schools, as well as

56 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 57 RESEARCH RESEARCH

new teachers find teaching jobs. This means they GYO’s grassroots methods focus are successful in completing their teacher prepara- tion programs and earning their educator license. on ensuring that teachers of color Noteworthy is that their retention rates in CPS are through the roof once they find jobs. Nearly all GYO form meaningful relationships teachers are still in the classroom after several years of teaching. GYO teachers aim to build long careers with individual program in teaching. partners and mentors once On Friday, June 5, 2015, GYO held its Chicago graduation celebration. It was a joyous affair at which these new teachers find the new graduates were celebrated by their families, their GYO colleagues already teaching in CPS, their teaching jobs. community partner organizations and even one CPS principal. Toward the beginning of the ceremony, Principal Jimmy Lugo of Stowe Elementary School poor leadership…Another piece of this is that echoed his sentiments from an April 2015 Crain’s historically, teachers of color have been placed Chicago Business article called “Investing in home- grown teachers has long-term payoff,” saying that in or choose to work in hard-to-staff schools. 8 Now that they’re leaving at unprecedented “GYO teachers build community.” rates, we have to think about how we’ve struc- The bulk of the graduation was spent honoring legislators what is being lost when we don’t invest GYO is a proven program with deep community tured those schools in ways that don’t give the GYO candidates completing their teacher prep 1 GYO graduates in our students and our communities. The CTU, in roots. We must do more to recruit and retain a stable teachers as much control.7 programs, thanking the GYO coordinators and their community partner organizations and giving out Photo: Grow Your Own our contract proposals, has called on CPS to shift teaching force. We must do more to make our teach- Clearly, changes to teacher preparation programs special awards. CTU member and Amundsen High all contracts and funding that they provide to Teach ing force reflect the demographics of our city. Sup- and requirements, improved efforts at recruitment School teacher Mayra Bravo-Gonzalez received the for America teachers to Grow Your Own. Research porting GYO is yet another way we will continue and more collaborative school structures need to be “Making a Difference One Student at a Time Award” tells us all we need to know. There are not enough to fight for the schools our students deserve. CTU addressed in order to lead to systemic change. In the and Northeastern Illinois University College of Edu- teachers of color in CPS and teacher turnover coun- Jennifer Johnson is the CTU Teacher Evaluation meantime, despite all of the obstacles, one bright spot cation Dean Maureen Gillette was specifically hon- teracts our efforts to improve student outcomes. Facilitator. is the gargantuan efforts of a small statewide program ored by GYO because she champions the program called Grow Your Own (GYO) (http://www.growyo- and ensures that candidates complete their teacher urownteachers.org/). Grow Your Own has been preparation through NEIU. Dean Gillette said that NOTES particularly successful in preparing small cohorts of it’s GYO that gets her out of bed in the morning and teachers of color, with the help of community orga- that GYO teachers inspire her. It is inspiring what 1 Becky Vevea, “Why are Latino teachers 4 Elaine Allensworth, Stephen Ponisciak and edweek.org/ew/articles/2014/09/10/​ nizations and university partners, prepare teachers this small group of allies is able to accomplish despite such a minority in CPS?” http://www. Christopher Mazzeo “The Schools Teachers 03murray.h34.html wbez.org/news/why-are-latino-teachers​ Leave: Teacher Mobility in Chicago Public of color to sustain long and meaningful teaching 7 Terrenda White, “On teachers of color: the recent so-called “reforms” to teacher prep require- -such-minority-cps-112399 Schools,” https://ccsr.uchicago.edu/ ‘We’re bringing them in, but we’re losing careers in CPS. GYO’s predominantly Black and ments and attacks on GYO’s reputation and funding. publications/schools-teachers​-leave-teacher​ 2 Natalie Moore “Why are there fewer black them,’” http://www.colorado.edu/education​ Latino CPS teacher candidates already live in Chicago It is truly a testament to GYO’s commitment to -mobility-chicago-public-schools teachers in CPS?” http://www.wbez.org/ /2015/07/30/terrenda-white-teachers​ neighborhoods and are deeply invested in their com- public education and our students that they soldier 5 news/why-are-there-fewer-black-teachers​ Nicole S. Simon and Susan Moore Johnson -color“we’re-bringing-them-we’re-losing- munity. Many of them started their careers in other on and keep making sure that more teachers of color -cps-112385 “Teacher Turnover in High-­Poverty them” roles working in CPS and decided that the next step are working in our schools. Schools: What We Know and Can Do,” 3 Jacob Murray and Jackie Jenkins-Scott 8 Jimmy Lugo, “Investing in homegrown https://tcrecord.org/library/abstract. for them was to become a classroom teacher. In this era of austerity, when Governor Bruce teachers has long-term payoff,” http://www. “We Need Teachers of Color,” http://www. asp?contentid=17810 GYO’s grassroots methods focus on ensuring that Rauner is aiming to cut state funding from many edweek.org/ew/articles/2014/09/10/​ chicagobusiness.com/article/​20150430/ teachers of color form meaningful relationships with critical social service programs including GYO, stu- 03murray.h34.html 6 Jacob Murray and Jackie Jenkins-Scott, OPINION/150439976/investing-in​ individual program partners and mentors once these dents, teachers and parents need to remind “We Need Teachers of Color,” http://www. -homegrown-teachers-has-long-term-payoff

58 september 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER september 2015 59 COMMENTARY

3 Photo: Phil Roeder Let’s Talk About Grades and Grading BY KURT HILGENDORF more engaging learning experiences with »»How does assessment differ from our students in the classroom. A major grading? he new school year marks 20 years policy shift over the past few years has been »»How often should we assign grades? of Chicago’s experiment in mayoral the imposition of grading policies like the »»To what extent could we shift our time control of schools. Some things have T “no zero” policy and mandating a mini- from assigning grades to providing remained constant, such as the Chicago mum number of weekly grades. Consistent detailed and targeted feedback to Board of Education’s constant efforts to with top-down implementation, there was students? avoid responsibility for…well, just about no discussion of why these moves were » anything by saying “It’s Springfield’s fault” made—they were compliance driven. Con- »What grading/assessment strategies or “We’re empowering principals” through sequently, there was no discussion of the have you found effective in your own classroom and school? student-based budgeting (also known as underlying philosophy of grading and why “schools below budget”). A second con- we grade, how we grade and how we could »»What challenges do students and stant has been regular changes to gover- grade more effectively. teachers face when changing a system nance models, such as reconstitution, This is the first in what will hopefully of grading? small schools, turnarounds, school clo- become an ongoing series of articles that »»Who should be making decisions sures, job outsourcing and regular lead- serve as conversations about grading and about grades and grading—adminis- ership shifts at Chicago Public Schools’ how we can use different approaches to trators, teachers, students, parents, or central office, none of which have resulted grades and grading to improve our practice. a combination of all? Why? in consistent school improvements, let Please send your thoughts on the ques- »»Should we even assign grades at all? alone the promised miracles. tions below to kurthilgendorf@ctulocal1. Why or why not? A third constant has been the Board’s com. I’ll compile and share responses in »»What other questions regarding refusal to credit teachers and paraprofes- future issues of Chicago Union Teacher. grades and grading do we need to ask sionals for their contributions to improve- »»What is your philosophy on grades and discuss? ments across the district, even though and grading? What should our pur- »»Should grading look different in prima- school staff has been the people who have pose be? ry grades than it does in upper grades? effectively navigated and adapted to the »»Should we use grades to rank and sort yo-yo governance changes at the district Those who do the work day in and students? Why or why not? level. A final constant is the imposition day out are the real experts on instruction of reforms rather than a collaborative »»Should we use grades to influence or questions. I look forward to this continu- process of developing and expanding punish behavior? Why or why not? ing discussion. Thanks for all your work promising practices. »»How do grades affect students’ moti- with Chicago’s students and best wishes The unilateral imposition of policy vation? How could we change our for the 2015-16 school year. CTU erodes teacher autonomy, undermines our grading practices to more effectively Kurt Hilgendorf is the CTU policy expertise and limits the ability to create motivate students? researcher and lobbyist.

60 september 2015 CHICAGO UNION TEACHER IN CLOSING IN CLOSING In memory of... 2014 December 30 Fatai A. Aremu, Citywide General Ed June 22 Margaret A. Khead, Robert A. Black July 25 Jeanne H. Pinter, Cantym 2015 June 22 John W. Hahn, Cook County Juv July 25 Joan C. Sullivan, Mireles January 4 Renee A. McIntosh, Substitute Teacher June 23 Beatrice S. Mattenson, Blaine July 25 Allan W. Dornseif, Substitute Teacher April 25 Rosie C. Fuller, Substitute Teacher June 23 Rosalie Barnes, O’Keefe July 25 Louise N. Viramontes, Mireles May 20 Dolores Brendel, Kosciusko June 24 Alan D. Mead, Substitute Teacher July 27 Ivradell W. Haugabrook, Mather AL1 AUSTIN-NORTH LAWNDALE ELEMENTARY Anderson, Barragan, Eden; Cordova, Nancy; Dunn, Joseph M.; Gaal, May 23 Louis F. Frasca, Lane Tech HS June 26 Berta E. Haded, Citywide Special Serv July 28 Jean M. Boudreau, Prosser Career Acad Grace A.; Proctor, Laurel; Sciarine, Kathleen ∕ AL2 AUSTIN- Louis J.; Padilla, Jose G.; Torres, Leticia M. ∕ PE2 PERSHING May 23 Barbara B. Hayes, Anderson Academy June 26 Charlotte Eli Palmore, McAuliffe July 28 Christine H. Dinwiddie, Wacker NORTH LAWNDALE ELEMENTARY Doyle, Jacqueline L.; ELEMENTARY All Present ∕ PL1 PILSEN-LITTLE VILLAGE May 23 Virginia M. Pedroza, Juarez June 27 Teresa Bates, Substitute Teacher July 28 Robert M. Palese, Clemente HS Humphreys, Timothy A.; Maxey, Kelechi S.; Munoz, Cielo ELEMENTARY Fragoso, Miguel; Gonzalez, Jennifer; Rentz, M. ∕ BP1 BURNHAM PARK ELEMENTARY Shepherd, Yvette Kathleen M.; Toman, John A. ∕ PL2 PILSEN-LITTLE VILLAGE May 24 Charlotte Roller, Beethoven June 27 Phyllis B. Edwards, Dulles July 29 Robert S. Kauth, Onahan C. ∕ BP2 BURNHAM PARK ELEMENTARY Berger, Michael ELEMENTARY Schiessl, Daniel M. ∕ RR1 RAVENSWOOD-RIDGE May 27 Donnell Epps, Best Practice June 28 George Kaprelian, College July 29 Jeff R. Hebbel, Citywide General Ed S.; Dawkins, Katherine P. ∕ EG1 ENGLEWOOD-GRESHAM ELEMENTARY Arnold, Ruth M.; DeJesus, Iris; Feeney, Charles May 27 Donald J. Schmitt, Ryerson June 29 Helen M. Davis, Tilden HS July 30 Marshall F. Knox, Dunbar HS ELEMENTARY Sharp, Daisy L.; Smith, Vera I.; Ward, Lorna R. L.; Hopkins, Anne; Lancaster, Elizabeth R.; Loudin, Robert ∕ EG2 ENGLEWOOD-GRESHAM ELEMENTARY Dixon, Edmund; B. ∕ RR2 RAVENSWOOD-RIDGE ELEMENTARY Fitzsimons, May 28 Mildred M. Copeland, Ryerson June 29 Wilma E. Coleman, Dist #18 August 1 Margarita Agosto, Lloyd Gilmore, Jacqueline; McNeal, Susie E. ∕ FR1 FULLERTON Cathleen A.; Noncek-Eastman, Jennifer L.; Obichere, Marie May 28 Kathleen R. Eisenstein, Region 2 June 30 Leslie L. Fant, Goodlow August 1 Rose Marie Brown, City Colleges ELEMENTARY Chavez, Lisa B.; Hotton, Alma G.; James, C. ∕ RI1 ROCK ISLAND ELEMENTARY Hicks, May 29 Betty Jo Dunbar, College June 30 Julian Rene Paniagua, Substitute August 2 Alan Duggan, Chappell Ramses, D.; Morris, Leanne D.; Muhlberger, Mireya; Rivera, David L.; Martin, Donna M.; Menefee, Jeremy R.; Anna M. ∕ FR2 FULLERTON ELEMENTARY Bruehl, Steven Phillips-Mitchell, Caprice A. ∕ RI2 ROCK ISLAND Delegates May 29 Elizabeth C. Kirby, Clay July 1 Carolyn M. Battiest, Harper HS August 2 Richard Pemberton, South Shore HS C.; Fister, Mary N.; Jacobson, Johanna T.; Kearns, Donald E.; ELEMENTARY Himes, Lewis ∕ SK1 SKYWAY May 29 Irma Rose Slaiman, Riis July 1 Julius B. Rials, Medill August 3 Mosezell Bishop, Banneker Morrison, Cynthia ∕ FL1 FULTON ELEMENTARY All Present ELEMENTARY Blake Boose, Robin; Evans, Karen; Not Present May 31 Janet E. Calkins, Bogan HS July 1 Marcella F. Richman, Talcott August 6 Mildred F. Kolmas, Kozciuszko ∕ FL2 FULTON ELEMENTARY Griffin, Allison E.; Reese- Hall, Redina; Reed, Cynthia M.; Rogers, Jimmie; Clark, Vanessa B. ∕ FSS FAR SOUTH SIDE HIGH SCHOOL Walker, Helen Y. ∕ SK2 SKYWAY ELEMENTARY HOUSE OF May 31 Joseph M. James, Former Teacher July 4 Evelyn P. Boxenbaum, Sauganash August 7 Gerald Gallagher, Schurz Arredondo, David; Balsam, Loretta C.; Barnett, Annitria S.; Brown-Murray, Adrienne J.; Moore, Arneice A.; DELEGATES June 1 Audrey R. Cimino, Dirksen July 5 Robert R. Church, Shields August 7 Mary A. Triska, Kinzie MacDonald, Francis J.; Rountree, Eric F.; Styler, Kenneth Pabellon, Meaghan E.; Phillips, Jala L.; Simpkins, MEETING June 1 Betty J. Porter, Audubon July 5 Bernice Givens, Raster August 8 Juanita L. Gilmore, Coopernicus D. ∕ GH1 GARFIELD-HUMBOLDT ELEMENTARY Metzger, Lynette G.; Taylor, Lakeshia L. ∕ SSH SOUTH June 2 Marion Hayslett, Dunbar July 7 Willie W. Hinton, Carver August 8 Richard T. Mayszak, Henry Clay Suzanne M. ∕ GH2 GARFIELD-HUMBOLDT ELEMENTARY SIDE H.S. Cameron, Alisia L.; Grigsby, Lacy B.; Wednesday, Trentham, April L. ∕ LC1 LAKE CALUMET ELEMENTARY Jairam Jihan, Rivanna; Reed, Darryl L. ∕ SW1 June 2 , Foreman HS July 9 Beverly J. Buechele, Dawes August 9 Lawrence A. Hutcherson, Crance September 9, 2015 Christopher J. Lentz SOUTHWEST SIDE H.S. SW2 Coleman, Angela K.; Effs, Dominique P.; Grant, Lorrie All Present ∕ June 4 Janet V. Enrietto, Murphy July 9 Betty J. Collins, Stevenson August 10 Robert Dimoff, Washburne A.; Horton, Rebekah J.; Spearman, Nicole N. ∕ LC2 LAKE SOUTHWEST SIDE H.S. Obrien, Mark W.; CALUMET ELEMENTARY Goodar, Vanessa P.; McKinney, Skalinder, Eric; Spee, Leah M. ∕ WS1 WEST SIDE June 4 Mary Fickett, Fulton July 9 Albert J. Lockett, Reed August 10 George H. Garber, Stewart LaConya; Morgan, Kelly A.; Schmitt, Mary T. ∕ ME1 MIDWAY H.S. Aliabadi, Habibollah; Harris, Stephanie J. June 5 Gregory Chuck Wiley, Region 5 Office July 9 Sinnia D. Sanders, Dvorak August 10 Patricia C. Lux, Citywide Special Serv ELEMENTARY ME2 WS2 WEST SIDE H.S. Hester, Kamau L.; Robinson, Annette M. ∕ ∕ Stringer, Jerral; Waters, June 5 Alta Marie Jacko, Reinberg July 10 Dorothy R. Sandrock, Steinmetz August 10 Judia W. Parker, Sbarbaro MIDWAY ELEMENTARY Jameson-Hardy, Jacqueline; Jennings, Cynthia R. ∕ CITY-WIDE CAREER SERVICE Aguirre, Emma July 11 David A. Murray, Hale August 11 Jeanette B. Marsh, Hillard Adult Ctr Christina; Magallanes, Lucero ∕ NW1 NORTH-NORTHWEST N.; Bullocks, Latonya N.; Cruz, Griselda; Guerrero, Genoveva; June 5 Lorraine O’Brien, Calumet HS SIDE H.S. Archambault, Kelly A.; Deady, Philip J.; Goodman, Hampton, Vermie L.; Johnson, Bonnie; Kirkpatrick, Kelsey; June 5 Charles E. Pace, Coonley July 12 Bettye J. Brown, Robert A. Black August 12 Michael Scot Fedoruk, Palmer Michael A.; Gryglak, Emma E.; Schmidt, Sharon M.; Walsh, Krantz-Perlman, Isaac J.; Parker-Taylor, Karmen L.; Robinson, June 6 Donald K. Jacobs, Cook County Juv July 12 Mildred F. Carroll, Henry August 12 Richard E. Moore, Jenner Matthew J. ∕ NW2 NORTH-NORTHWEST SIDE H.S. Flanagin, Patricia; Sanders, Vickie; Scott, Ella M.; Spiff, Inodu; Williams, July 12 Constance Celano, Haugan August 13 James E. Sanders, Webster Eleanor D.; Mead, Thomas C.; Pedersen, Christian E.; Yonan, Linda F.; Wright, Valarie A. ∕ CITY-WIDE Brent, Charlotte; June 7 Edward N. Houston, Mason Joanne S. ∕ OH1 O’HARE ELEMENTARY Spagnola, Patricia Bures, Robert F.; Christensen, William E.; Evans-Douglas, June 7 Honorata P. Pumanes, Burbank July 12 Darlene Jacobsen, Coonley August 14 Lois E. Hannan, Kipling A.; Tsatsos, Mary G. ∕ OH2 O’HARE ELEMENTARY Davidson, Tonya; Ford-Kendrick, Onna L.; Green, Burma S.; Gruodis, June 9 Doris M. Dubois, Beasley July 12 Dennis H. Johnson, Dewey August 15 Lucille Y. Edwards, Bond Susan K.; Gans, Howard L.; Medina-Correa, Naomi; Sacks, Paul J.; McCormick, Mary T.; Ong, Jantra; Ramirez Odell, Helen June 9 Kenneth Goldberg, Central Office July 13 William A. Jones, Substitute Teacher August 15 Margaret MacNamara, Webster Deborah; Smith, Barry R. ∕ PE1 PERSHING ELEMENTARY M.; Saffro, Scott J.; Thompson, Theodore June 9 Dianne Beatrice Pierce, Farren July 14 Marilyn K. Hunter, Mollison August 16 Hyacinth Morano, Curie June 9 Mark A. Upchurch, Englewood HS July 14 Calvin Sanders, Washburne Trade August 16 Marjorie Schnierer, Bradwell June 10 Ada E. Brown, Special Education July 15 Mable M. McClendon, Mollison August 16 Josephine A. Vasquez, Niños Heroes June 13 Dorothy L. Collins, Dumas July 15 Steven Tarzon, Substitute Teacher August 17 Essex Alexander, Harper HS June 13 Marilyn Friedman, Park Manor July 16 Dorthea I. Williams, Cook August 17 Donald C. Wall, Von Steuben HS June 13 Elba M. Maisonet, Schubert July 17 Juanita Drish, CVS August 18 Jeannette All Barrow, Curie Metro HS June 13 Susan C. Russell, Substitute Teacher July 17 Sarah Blumen, Lemoyne August 19 William F. Bartuce, Stock June 15 Ava Lavinder, Hope July 17 Bob O. Britton, Cooper Primary August 19 Helen P. Johnson, Pasteur June 16 Cecilia M. Short, Marconi July 18 Michael Delmar White, Harlan HS August 20 James E. Breashears, Robeson HS June 18 Terri Katsulis, Holden July 18 Ellen Buckley August 21 Martha Z. Flores, Central Office June 19 Mary Stewart, Mason July 18 Elinore Pollock, Kilmer August 21 John Geider, Beethoven June 19 Walter J. Freedman, Taft July 19 Norma L. Harris, Shoesmith August 22 Luba V. Markewycz, LaSalle June 20 Alfreda T. Page, Casals Pablo July 21 Paul E. Blum August 24 Betty E. Gartner, Reilly June 20 Odessa P. Wilson, Beasley July 22 Virginia C. Blackman, Fuller August 28 Stephanie M. Evans, DuSable June 21 Emma L. Mayfield, May Comm Acad July 23 Katialice E. Steele, McCosh June 21 Willie Crittendon, Julian HS July 23 Patricia D. Sundling, Addams

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 62 september 2015 CHICAGO UNION TEACHER are printed as received. If you notice an error or omission, please first contact the CTPF at 312.641.4464 or via emailCHICAGO at [email protected] UNION TEACHER toseptember report the 2015 information. 63 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.