STOP THE ChicagoUnionTeacher

CONTENTS

AROUND THE UNION 5 President’s Message 6 Letters 8 Retiree Corner

CONTRACT ENFORCEMENT rahm- 11 Infiltration of the Professional Personnel Leadership Committees OUR DISTRICT 16 CPS CEO’s Amended Guidelines Regarding Rehiring 22 Risk of Suspension Is Higher in Schools Serving the Most Vulnerable 23 Democracy Award Given to Two Public Schools 26 Empowering Students in Police Interactions RAuner NATIONAL 31 Use Recertification to Build Your Union

WORLD 33 Puerto Rico Needs Debt Relief Based on Justice aTtAcks POLITICS: SETTING THE COURSE ∕ CHARTER AGREEMENT ∕ SPED CLASS SIZE POLITICS: SETTING THE COURSE

ChicagoUnionTeacheroctober 2015 / vol. 79 / number 2 34 Challenging the Education of Rauner and His Democratic Enablers ChaLlenging tHe 38 2015 General Assembly Recap gOvernor's gRue Some DESTROYING our schools Harming our communities serving the rich and powerful eduCatiOn aGeNda 40 It’s Time That the Wealthy and Corporations Pay Their Share ■ Governor Bruce Rauner has ■ As Mayor, Rahm has laid off 7,000 ■ Bruce Rauner owns nine homes 40 been a top advisor to Chicago Mayor teachers and severely cut retirement worth a combined tens of millions of A Note From Alderman Sue Sadlowski Garza on school closings and income for thousands of seniors who live dollars. Rauner spent more than 41 The Intersection of Politics and Teacher Evaluation other harmful education policies. and spend money in our communities. $100,000 to join an exclusive wine club. Juan Rangel, the disgraced former CEO His friend Rauner wants to cut even Asked whether he’s a member of the 1 TEACHER EVALUATION of charter-school giant UNO, has also more from the limited income of the percent, he responded, “Oh, I’m 44 Education Experts Urge Reversal of Deeply Flawed Vergara Ruling been a close advisor to Rahm. Rangel elderly. probably .01 percent." stepped down as UNO’s CEO after a 46 A Laundry List of Problems With New edPTA Teacher Assessment ■ Both Rahm and Rauner oppose a ■ After leaving his White House job, 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 CHARTER SCHOOLS working families in Chicago despite the years in private equity—essential to his of public funds. Cover design by 50 CTU Enters Agreement With Union at Chicago Charter Schools need in our communities. An early 2014 success was Rauner’s support. How did Eric Ruder and ■ Both Rahm and Rauner back budget poll found that nearly two-thirds of Illinois he make so much so quickly? According Annie Zirin SPECIAL EDUCATION 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 51 Special Education Class Size and ISBE Waivers organizations beyond the democratic Journal: "Paying someone who will be a control of our communities. future government of cial a lot of money IN CLOSING for doing very little? On Wall Street, we 54 Delegates Not Present call that an investment." A Rahm-Rauner agenda threatens ALL OF US. 55 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 Sisters and Brothers, ASSOCIATE EDITOR ∕ Ronnie Reese

CONTRIBUTING WRITERS ∕ Some of wealthiest people in our coun- This issue of Chicago Union Teacher Carol Caref, Ph.D., Jim Cavallero, , Stacy Davis Gates, Brian Harris, try, guided by schemes that have made focuses on the political climate in which Kurt Hilgendorf, Jennifer Johnson, Joseph McDermott, Kathy Murray, them fortunes in the private sector, have our union finds itself today—our legis- Jackie Umbles, Larry Vigon, Samantha Winslow converged to set the government’s agenda lative victories, and how movements at for public education. Among these people the local, national and international levels CONTRIBUTING PHOTOGRAPHERS ∕ is the Illinois governor, whose first legis- work to combat the so-called reformers Lynn Friedman, Howard Heath, Jennifer Johnson, Sarah Jane Rhee, Adam Romanowicz lative session—the 99th General Assem- who have adopted an agnostic attitude bly—has been marred by sparring over his towards the important social issues of our ADVERTISING MANAGER ∕ April Stigger so-called “Turnaround Agenda.” As Chi- time. Too often I have heard from those GRAPHIC DESIGN ∕ Eric Ruder cago public school educators, we all know who represent the interests of the corpo- what “turnaround” is code for, which is a rate elite that in order for transformation PRODUCTION ∕ Eric Ruder ∕ Progress Printing Corp., Inc. changing of the guard where trusted, vet- to take place in education, we must eran ideals and principles are tossed aside remove it from the realm of politics and OFFICERS for strategies that call for competition, the broader social context in which oper- choice, deregulation and incentives. ates. This is disingenuous. In fact, it is Karen GJ Lewis, NBCT ∕ PRESIDENT Rauner and the like have demeaned through politics that so-called “reformers” Jesse Sharkey ∕ VICE PRESIDENT our profession, discriminated against our commit their greatest transgressions. The Kristine Mayle ∕ FINANCIAL SECRETARY students, accelerated privatization and opposition to our vision for schools and Michael Brunson ∕ RECORDING SECRETARY justified anti-union attacks that have communities across Chicago has used chased away scores of education profes- politics to resist our efforts to secure the the greatest predictor of what each child TheChicago Union Teacher is published eight times a year in September, sionals. These interests that fear democ- schools and city that all Chicagoans gets from their education should be their October/November, December, January, February, March, April, May/June. racy and wish to exclude us from deci- deserve. equal and inherent dignity and worth. TheChicago Union Teacher is the official publication of the Chicago , sion-making power want us to believe The type of private education that Bill Our contract demands, in particular, are which is the exclusive bargaining agent for teachers, counselors, librarians, clinicians that they are the saviors of our children Gates can buy for his children looks very inextricably linked to these outcomes. and paraprofessional and school-related personnel in the . and communities, but they are not. It different than the one he promotes Our students deserve small class sizes, makes me proud to see our members and through privatized charters. The type of nurses, counselors, fully funded special Chicago Teachers Union • Local 1 • American Federation of Teachers, AFL-CIO. many of the families that we serve reject elite selective enrollment public education education services and a well-rounded these notions, and instead, call for the that Bruce Rauner secures for his chil- curriculum. Our families deserve publicly TheChicago Union Teacher is affiliated with the International Labor Communications Association expansion and democratization of edu- dren based on power and access is very funded neighborhood schools, livable and the AFT Communications Network. cation through an elected representative different than the type found at the char- wages, safe streets and democracy in edu- school board, in conjunction with expan- ter that bears his family’s name. This cation. As a union, we are at our best Chicago Teachers Union affiliations include the Chicago Federation of Labor (CFL), sion of the public sector to secure jobs, suggests that the value a child receives when we secure these needs and challenge the Illinois State Federation of Labor-Congress of Industrial Organizations (ISFL-CIO), housing and vital services in our schools from an education is equal to the resourc- the political dynamics to secure the pro- the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), and communities. es securing that education, but in reality, tection of those we serve. the Illinois Federation of Teachers (IFT) and the American Federation of Teachers (AFT).

222 MERCHANDISE MART PLAZA In solidarity, SUITE NO. 400 CHICAGO, IL 60654-1016

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

CHICAGO UNION TEACHER october 2015 5 LETTERS LETTERS

Support the

Campaign for aldermen to protest the idea of unaf- Exactly who is “The Ugly”? If we are Clinicians to fordable charter school expansion professionals, why would we address Zopp defends no-bid SUPES contract vote Take Lunch during a time of declining enrollment. any person in this fashion? Addition- If Rahm wins the charter school ally, I am very offended that anyone Andrea Zopp, an experienced circumstances, simply because Mayor prosecutor and former executive Rahm Emanuel wanted to hire some- Recently the Chicago Teachers expansion, he will be forced to close would choose to list information director of a non-profit organization one who could close a ton of neigh- Union developed a campaign for cli- schools to balance the budget. Don’t regarding any person’s family and whose mission is to improve the lives borhood schools in Black nicians to take a lunch period during let a crisis go to waste, get rid of a background next to a poorly Photo- of African-Americans, is claiming communities. the school day. More often than not, political enemy and reduce pensions... shopped graphic of this person wield- innocence in approving the $20 mil- Ms. Zopp also claims that there clinicians find themselves unable to all he has to do is to reduce or elimi- ing a chainsaw. Where is the benefit lion no-bid SUPES contract while she was urgency in approving a principal take their lunch period, a hard-fought nate neighborhood schools. in this feeble attempt at humor? served on the Chicago Board of Edu- training program. What are the rea- right that was put into the 2012-2015 Please ask Union members to fight I would like to know who approved cation. Ms. Zopp claims that, “with sons for that? Maybe because CPS contract with the Board. The pressure charter school expansion. Our Union this juvenile style of journalism? I the information available at the time,” had pushed out so many principals to do many tasks from both schools and our jobs may depend on it. would also be very curious to under- that it was the right decision to make. who refused to follow the racist cor- and the Office of Diverse Learner Debra Ditkowsky, teacher stand the rationale used to make this This “information” included having porate school reform agenda? What Supports and Services forces many horrible decision. Rather than being blind faith in indicted former CPS about other principal training pro- dedicated clinicians to eat while work- a provider of information and resourc- CEO Barbara Byrd-Bennett because grams that CPS already uses, includ- ing or not at all! At the August 31, es, it appears that the main thrust of she was “the educational expert.” Two ing the Urban Education Leadership 2015, meeting of all clinicians, Union this magazine is Rahm, Forrest and UNION SUMMER ∕ WILL CTU STRIKE? ∕ DYETT 12 ∕ BOYCOTT BANK OF AMERICA obvious problems with that state- Program at U.I.C.? What about ask- staff talked about this campaign and Bruce bashing. Who could ever think that would be beneficial to our ment—that any good prosecutor ing the Chicago Principals and distributed buttons that read, “Clini- ChicagoUnionTeacherseptember 2015 / vol. 79 / number 1 would rebut—are the fact that BBB Administrators Association for their cians need lunch, too!” Please support members? was approved to be CPS CEO in the input? What about grilling BBB on 1 your clinicians in their effort to take Thomas Hollatz, Andrea Zopp first place, without proper investiga- her reasons why she was pushing the their lunch period. Hanson Park Elementary tion, and that the Board of Ed does SUPES contract so much—did Ms. Clinicians are invited to send the Ed note: The cover design and feature not have other “educational experts” Zopp even ask her about the conflict CTU a photo of their school teams color. Apparently Hillary Clinton is art mentioned in Mr. Hollatz’s letter to confer with, despite the fact that of interest regarding her employment wearing the button, red CTU t-shirt was intended to be satire, which is Ms. Zopp’s role model in her quest there were also two former CPS prin- there? The no-bid SUPES contract, and eating lunch to leadership@ defined online as “the use of humor, for the Senate seat. The policies enact- cipals serving on the board with Ms. now under federal investigation, cost ctulocal1.com. irony, exaggeration, or ridicule to ed by President Bill Clinton also hurt expose and criticize people’s stupidity Zopp at the time in question. the district $30,000,000. That money low-income families of color—with Susan Hickey, LCSW, Ms. Zopp approved the appoint- could have hired about 429 school retired CPS social worker or vices, particularly in the context of welfare reform and the free trade contemporary politics and other topical ment of BBB even though BBB was librarians or counselors—two school agreement that shipped so many of ‘The Bad, the issues.” We welcome criticism from our clearly a representative of the corpo- positions that provide services that our jobs overseas—and Ms. Clinton Fight Charter membership, yet we also are aware of rate education reform movement that have proven time and again to help is also trying to plead innocence in widespread anger and frustration among Expansion Worse and the is firing Black teachers, closing schools students succeed in school. regards to the non-existent weapons families, teachers and the community in Black communities and benefiting Ms. Zopp cannot recuse herself Ugly’ is the Worst about cuts to special education, teacher of mass destruction that sent us into I hope the Union remembers the white millionaires. CPS turned a blind from the dereliction of duty under her the devastating war with Iraq. I guess layoffs and the attacks on our pensions. eye to BBB’s tenure as a superinten- watch governing a school district that fate of the air traffic controllers under I do not understand what possible These are the themes that make up the there’s a new meaning to the term dent in Detroit and Cleveland, both serves nearly 400,000 students—most President Ronald Reagan. I hope the benefit can result in name calling. “The overwhelming majority of Chicago Union Chiraq now. Union is asking members to call their Bad, The Worse and The Ugly”? Teacher content. of which she left in suspicious of whom are low-income students of Sarah Hainds, CTU researcher

6 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 7 RETIREE CORNER RETIREE CORNER

savings plan. Contact your employer to ask about your retirement savings Too young to think about plan options. What should I do now? retirement? Think again. 1. Complete a CTPF Designation of Beneficiary form and update it BY JACKIE UMBLES separate entity, governed by Illinois law from other participating systems in a as important life events occur and managed by an independent reciprocal pension. The CTPF also (marriage, civil union, childbirth, f you’re at the beginning of your 12-member Board of Trustees. Teach- helps protect your family’s financial divorce, etc.). Download a copy career or just began working for ers, administrators, and pensioners security with a survivor pension and at www.ctpf.org. IChicago Public Schools, it can be elect representatives to the Board of death benefit. 2. Keep your employer and the hard to imagine what retirement will Trustees; the Chicago Board of Edu- Social Security and Medicare CTPF up-to-date with any Photo: Howard Heath 1 look like. Your pension is an important cation appoints two members. CTPF changes in your demographic are working, so we are always grateful for part of your future financial picture trustees have fiduciary responsibility The CTPF was established in information. You can download a Retirees for Dyett the support our retired members provide and, as a new employee, it’s important for fund operations, approving benefit 1895, long before the Social Security change of address form at www. to the CTU. to understand your benefits. programs and making investment deci- Act was signed in 1935. Some CTPF ctpf.org. BY KATHY MURRAY sions. The next election for two CTPF members do not make Social Security Again, we always value our retired Fund Basics 3. Make sure to register your e-mail CTU members and encourage more of teacher trustees will be November 6, contributions, but members employed address at www.ctpf.org. n Tuesday, September 1, 28 retired The Chicago Teachers’ Pension 2015. after 1986 make contributions toward Chicago Teachers Union members them to provide activism and support 4. Read Pension News, E-Lerts, Fund (CTPF) has been providing Medicare. You’ll need 40 quarters of boarded a bus to visit the offices of when it comes to issues that affect our Pension v. 401(k): E-News and other important O secure retirements for Chicago edu- Medicare contributions to be eligible elected officials in the Dyett high school students, schools, members and pen- What’s the difference? alerts from the CTPF. Stay cators for more than 120 years. Found- for premium free Medicare Part A community. The group paid visits to Illi- sions. The Retiree Functional Group has informed and share your voice. ed on July 1, 1895, the CTPF is the There are two major types of when you reach age 65. nois state representatives Christian monthly meetings during the school year oldest pension fund in Illinois and one retirement investments: Defined 5. Take an active role in protecting Mitchell and Ken Dunkin, aldermen that take place at SEIU, 2229 S. Halsted Will my pension be enough? of the oldest funds in the country. Contribution plans [401 (k)] and your pension by becoming a Pen- Will Burns and and U.S. St. in Chicago. Meetings begin with cof- Defined Benefit plans [pension]. Your pension is designed to provide sion Fund Ambassador. Lean fee and sweet rolls at 9:45 a.m. and con- Who Participates in CTPF? Congressman Bobby Rush. Their mes- In a Defined Contribution plan, a stable income in retirement, but a more at http://www.ctpf.org/ sage was to urge these elected officials to clude at noon. The next meeting will be The CTPF provides benefits for you and your employer contribute to pension should not be your only retire- general_info/advocacy.htm and support the Dyett hunger strikers and held on Wednesday, November 18. CTU certified teachers and administrators a retirement account on a regular basis. ment asset. When you retire, some of register as an ambassador at goo. add pressure to the fight to bring a green gl/QtrMVV. Kathy Murray is a CTU organizer and staff employed by Chicago Public Schools. At retirement, your income is based your expenses may decrease, but many technology high school to the commu- liaison to the Retiree Functional Group. Membership currently includes more on the contributions made and the of your expenses may remain stable or 6. Vote in the CTPF’s Trustee Elec- nity. The bus tour ended outside of Dyett than 63,000 active and retired investment returns you accumulate. increase. Retirees who are under age 65 tion. Trustees represent your with a visit and continued show of sup- members. The CTPF offers a defined benefit and do not qualify for Medicare often interests. The next election will port to the hunger strikers, who went Retiree Appointed to Each time you receive a paycheck, retirement plan. This plan bases your pay more for health insurance at retire- be held in schools on November without food for 34 days to win an open LSC Advisory Board you make a contribution to the fund. benefit on a pension formula—not ment than they did while employed. 6, 2015. enrollment neighborhood high school. An employee’s total contribution is 9 investment returns. Your pension is CPS may offer retirement savings Where can I find more Our active retired members do a tre- BY CTU COMMUNICATIONS percent of their salary. The employee paid for your lifetime and is protected options known as a 403(b) or a 457 information? mendous amount of outreach on behalf pays 2 percent of this and your employ- from inflation with an Automatic retirement plan. When you partici- of CTU membership. This outreach hicago Teachers Union retiree Jerry er picks up the other 7 percent. Annual Increase. When you reach pate in these plans, contributions are Visit the CTPF website at www. often consists of political action that also Yanoff has been appointed to the retirement age, your benefit will be deducted from your pay on a pre-tax ctpf.org. CTU Fund Governance took them to Springfield to support the CLocal School Council (LSC) Advi- calculated based on your service cred- basis. Investments and gains in the Jackie Umbles is the Chicago Teachers’ Dyett hunger strikers. Many times, calls sory Board for a two-year term. The While the CTPF provides benefits it and final average salary. Your service plan are not taxed until distributed. Pension Fund Communications to action such as this take place during Advisory Board is the conduit between for CPS employees, it is its own credit may be combined with service This provides a regular and systematic Specialist. the school day when our active members Chicago Public Schools’ more than 500

8 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 9 RETIREE CORNER CONTRACT ENFORCEMENT

Infiltration of the PPLC BY JOSEPH MCDERMOTT administrators got elected to the teachers 7 PPLC. Jerry he Professional Personnel Leader- The following is my open letter to that Yanoff ship Committee (PPLC) is the principal. This step is a serious threat to individual Local School Councils and Tlegislated tool teachers use to advo- the spirit and intent of the law that lead the Chicago Board of Education. Its cate for curriculum initiatives, input on to the creation of PPLCs. This is a dan- purpose is to advise on all new and budget and professional development. gerous precedent. I share this letter to changed Board of Ed policy. Yanoff PPLCs meet with school administrators ensure that no other school allows this was appointed as a community mem- to collaborate on these three things, and to happen ever again. ber of the Boone School LSC. are made up of teachers elected by their Yanoff was the CTU delegate peers to represent the interests of class- from Mather High School and room teachers. Essentially, the initiatives This step is a serious threat became a functional high school vice of the PPLC come from rank-and-file president in the 1980s and 1990s. He teachers and are presented to the admin- to the spirit and intent of was also an American Federation of istration for implementation. the law that lead to the Teachers and Illinois Federation of The Chicago Board of Education Teachers convention delegate, taking doesn’t always like or support the PPLC. creation of Professional WRITE TO US the 5 + 5 retirement package in 1993. There are no network chiefs that monitor At that time, he began teaching at PPLCs, nor are there PPLC trainings Personnel Leadership Agree? Disagree? Send Chicago Union National-Louis University in his field provided by the Board. The Board Committees. Teacher your feedback, your compliments and of special education. He taught at doesn’t conduct walk-throughs to see the your criticisms. Send letters to the editor to National-Louis for 18 years, during implementation of PPLC initiatives in [email protected] or Chicago Union which time he also wrote three hand- classrooms. Teacher, 222 Merch­andise Mart Plaza, Suite books for teachers: “The Classroom Instead, the Board uses Instructional Dear Principal, 400, Chicago, IL 60654. Letters may be Teacher’s Trouble-Shooting Hand- Leadership Teams (ILT) as a means to The Professional Personnel Leadership edited for length and clarity. book,” “The Classroom Teacher’s usurp the democratic power of the Committee (PPLC) was created in 2003. Inclusion Handbook” and “The Excel- PPLC. The Board mandates and funds PPLCs were created as an amendment to WRITE FOR US lent Teacher’s Handbook.” He also trainings for ILTs, which are monitored the 1988 School Reform Act, which created did in-services for CPS teachers’ con- by network chiefs. Some principals allo- Local School Councils (LSC). The spirit The Chicago Union Teacher is published for tinuing professional development. cate money to pay teachers who partic- and intent of the PPLC was to give teachers the members of the Chicago Teachers Union. Yanoff appears to be the only ipate on the ILT. (ILT members are a voice in the creation of curriculum, pro- It is your magazine. Members can—and CTU member on the Advisory selected by the principal.) The ILT over- fessional development and school improve- should!—submit articles about whatever Board. “There are principals, parents sees many instructional ideas that are ment efforts. Deborah Lynch, the president topics they consider relevant to our overall and community members, but no one generated at the structural network level. of the CTU at this time, personally testified project of fighting for quality public education other than I who will consider the The ILT is a top-down, undemocratic before the Illinois General Assembly and and justice for all. Email submissions for view point of the teachers,” he said. tool of management. explained the reasons to create PPLCs. consideration to [email protected]. “I do not yet know how much power This year, for the first time in the his- Some legislators, along with President we have, but at least we can be heard tory of PPLCs, a far Southwest Side high Lynch, advocated for this bill as a means during policy making and school principal directed two adminis- to provide teacher voice in school decision ADVERTISE IN THE CUT changing.” trators to join the PPLC. The school making. The legislative notes reveal the “I don’t think I will save the sys- posted a notice of nominations. Five following testimony: The Chicago Union Teacher accepts classified tem,” he added, “but I do hope to teachers and two administrators showed Senator James DeLeo testified that, “the advertisements from CTU members at a sub­ make some dents.” CTU up for the meeting. This is how the current committee now serves as an stantial discount. For more information, contact April Stigger, advertising manager, at [email protected] and 312-329-6225.

CHICAGO UNION TEACHER october 2015 11 Illustration: Ellen Gradman CONTRACT ENFORCEMENT

7 The Board uses Instructional James DeLeo Leadership Teams (ILT) as a means to usurp the democratic power of the PPLC.

advisory committee…This changes the title and it’s called the PPLC, and it has teacher-members who work with the LSC and principals in determining matters of curriculum and school improvement plan develop- ment.” Senator DeLeo makes references to teachers as 1 Willie Delgado being the members. DeLeo’s reference to teachers also initiatives such as ILTs, student-based budgets and other includes the intent that teachers will be empowered with principal autonomy measures, principal voice and power specific tasks to improve the school. has increased in the past 11 years. I ask you, what has Senator Willie Delgado testified that the PPLC been done to balance principal autonomy with teacher would allow principals to “develop a working relation- voice? The PPLC must be maintained as a body that ship with teachers, who know what’s going on all day is exclusive to teacher membership. long, and to provide that counseling and recommenda- The PPLC is a democratically elected body that tions to the overall budget for that particular school.” empowers the voice of teachers in the guidance of their Senator Delgado refers to the knowledge a teacher has school. The Board countered that by creating Instruc- in the school, which should be viewed as different than tional Leadership Teams (ILTs) to carry out the agenda the experience and view of a principal. The purpose of of the network, Board and school administrators. The the PPLC is to allow for a different perspective, which ILT’s are principal-appointed, rather than elected like would be different than that of an administrator. the PPLC. The ILT creates its agendas based on man- Delgado also adds that PPLCs “allow the teachers dates from a central authority. The PPLC solicits the to have a bit more opportunity…because they under- needs of the teachers and presents them to the admin- stand the things that are going on in their classrooms istration. The Chicago Teachers Union contends that and the dynamics that are necessary to have a successful you already have the ILT, and therefore the PPLC is budget.” It is clear that Delgado believed the law would needed to be the place where teacher voice is driven by apply to teachers because they have a different experience teachers only. than principals. The PPLC would allow teachers to Please take these arguments into consideration. You take that different experience and use it to recommend could prove to be a hero to your teachers. You could policy to the principal and LSC. show that you want to collaborate with the Union, and I urge you to consider the testimony of the General not combat it. You could demonstrate that you model Assembly. You allowed for an administrator to take a self-reflection by changing your mind. The Union asks place on the PPLC. This is an action that has never principals to give teachers feedback, give them a chance been done by any other principal in Chicago Public to practice that feedback and then re-evaluate their Schools. It is an unprecedented action that would violate performance. In this case, the Union is giving you feed- all past practices within the district. It sets a very dan- back, asking you to self-reflect and then giving you the gerous precedent that could usurp the entire spirit and chance to demonstrate growth. I thank you for your intent of the PPLC, which was to give teachers a voice consideration of this request. CTU in the creation of school policy. The administration already has a pronounced voice in school policy and decision making. In fact, through Joseph McDermott is a CTU teacher field representative.

12 october 2015 CHICAGO UNION TEACHER BE A PART OF THIS STRIKING SCENE

—R ALLY — NOVEMBER 23, 2015 / AUDITORIUM THEATER REGISTER EARLY AT CTUNET.COM/RALLY OUR DISTRICT OUR DISTRICT

I. PURPOSE

The District changed its guidelines for designating certain separated employees (non-renewed probationary appointed teachers) as ineligible for rehire (“DNH”) in May 2010. These Guidelines memorialize and amend those guidelines by:

 providing more discretion to principals and hiring managers with respect to rehiring employees who were separated for certain reasons,

 creating more transparency so that affected current or former employees are informed

about the designation,

 creating a more forgiving policy with respect to employees who are separated for certain reasons, and,

 creating parameters for removal of the DNH designation.

II. SEPARATED EMPLOYEES WHO WILL RECEIVE DNH DESIGNATIONS ON CHIEF EXECUTIVE OFFICER’S GUIDELINES AND AFTER JULY 1, 2012 FOR DESIGNATING SEPARATED EMPLOYEES AS Effective July 1, 2012, and thereafter, the following separated employees shall be designated as INELIGIBLE FOR REHIRE ineligible for rehire: Effective July 1, 2011 1. Employees dismissed for cause, including: Amended October 1, 2015

a. Employees who were incompetent.

b. Employees who engaged in misconduct.

c. Certified full-time teachers dismissed for cause because they worked without renewing their certification (meaning that they did not complete professional development after several notices or had their certifications suspended or revoked for cause).

2. Employees who resign while dismissal charges or actions are pending or in lieu of dismissal.

3. Employees who separated while an investigation was pending and that investigation ultimately substantiated serious misconduct by the employee.

Rev. 151001 Rev. 151001

16 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 17 OUR DISTRICT OUR DISTRICT

III. NOTICE OF DNH DESIGNATION If the separated employee is a member of a bargaining unit, the exclusive representative may submit its opinion in writing about whether the DNH designation should be removed and the Effective July 1, 2011, and prospectively, the following notice procedures will go into effect: reasons for its opinion. 1. A copy of these Guidelines shall be posted on the Talent Office’s web-site. Chief Executive Officer or designee shall give due consideration to the opinion of the labor

organization and to any exigent circumstances, subsequent remediation, or subsequent evidence 2. The Office of Labor Relations shall notify employees when their dismissal is sought under that the causes for which the DNH designation was originally placed have been removed. The the Employee Discipline and Due Process Policy Procedures, CEO Guidelines governing Chief Executive Officer or designee shall not however substitute their judgment of an employee’s dismissal actions or under 105 ILCS 5/34-85 that, in the event that they are dismissed performance for that of the principal or manager responsible for the employee’s evaluation or from CPS employment, they will not be eligible for rehire. The notice may be contained rating. in one or more of the following: dismissal charges, notices of hearing, notices of recommended decisions and notices of dismissal. A request to remove the designation may be made at any time after it has been placed; however, the CEO or designee will only consider a request for removal of the designation once every two 3. When an employee who resigns while dismissal charges or a dismissal decision is pending (2) years. The CEO’s or designee’s decision on whether to remove the designation is is designated as ineligible for rehire, the Office of Labor Relations or the Talent Office shall discretionary. notify the employee in writing of the DNH designation. V. EXISTING DNH DESIGNATIONS.

4. When a separated employee receives the DNH designation because an investigation 1. In conjunction with the development and ultimate implementation of these Guidelines, substantiates that the separated employee committed misconduct, the Office of Labor the district has either removed or offered to remove the DNH designations for the Relations or the Talent Office shall notify the separated employee of the designation and following groups of separated employees: reasons for it. Except in cases that present legitimate privacy or safety concerns, a copy of

any applicable investigatory report issued by an investigator employed by the district a. Probationary Appointed Teachers who were non-renewed more than once. shall be included in the notice with appropriate redactions in the case of student

information or other privacy concerns. b. Day-to-day substitute teachers who worked without a day-to-day substitute In the event one or more of the foregoing notices is not given, the Office of Labor Relations shall teacher certificate. take appropriate remedial action by notifying the separated employees as soon as the lack of notice is discovered. The failure to give notice shall not affect the underlying separation or the 2. The Office of Labor Relations shall notify all probationary teachers who were designated separated employee’s eligibility for rehire. as DNH in 2010 to the extent that they have not already been notified.

IV. REQUESTS FOR REMOVAL OF DNH DESIGNATION. 3. The Office of Labor Relations will continue to review DNH designations upon receipt of Eligibility for rehire is a hiring standard that is within the sole discretion of the Board to establish. a request for a review under Section IV of Guidelines. That authority has been delegated to the Chief Executive Officer.

Separated employees who are ineligible for rehire may petition the CEO for removal of the designation by submitting a request to the Office of Labor Relations which sets forth reasons why the cause for the designation is no longer valid or should be excused. Reasons for removal of the designation include, but are not limited to, changed circumstances (e.g., additional experience, additional education or training, a period of good work performance for another employer) and evidence in support of the reasons should be submitted (e.g., letters of recommendation etc.)

Rev. 151001 Rev. 151001

18 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 19 EFORE B PR S O L F I I P T U S

P

Mr. Mayor and CPS, we want to know: Where did our money go? oliticians and CPS adminis- They’ve diverted money pect and ac- trators have drained school from the pension fund for the cept less. Pcoffers to fund their their pet last decade, and now they won- CEOs across Total: $1.2 billion* projects, while shortchanging der why the pension fund is un- the country,

* parents, students and teachers. derfunded! including ad- They are happy to spend mon- And bad fi nancial bets on ministrators at ey on charter schools that trans- toxic interest-rate swaps by CPS, say their late public funds into private the city and CPS have handsome- outsized sala-

$450 million p r o fi t s , while they close down ly rewarded bank executives, ries are justi- : public schools that serve whole especially at Bank of America, ed in order to attract top talent BOYCOTT BANK OF AMERICA neighborhoods. who are friends and colleagues of to the job. So how does CPS city and school of cials. expect to attract and retain CPS lossesCPS Now that CPS is broke on quality teachers by paying purpose, they want teachers to them less and making teaching pay the price, and the parents in the public schools into a dai- * $459 million and students they serve to ex- ly struggle?

$200 million Contact Bank of America Illinois President CIty losses: million $750 Tim Maloney Tell Tim Maloney (312-904-8262, abuse@ Toxic swap payments Cash bonuses to top Most recent bankofamerica.com) to return the money that Bank to Bank of America v e Bank of America round of CPS of America has taken from Chicago Public Schools. For more information, and other banks executives (1999-2009) budget cuts ctunet.com

*Estimated OUR DISTRICT OUR DISTRICT

New UChicago Consortium report: Democracy Award Given to Risk of Suspension Is Higher in Two Chicago Public Schools the length of suspensions, which BY THE ILLINOIS CIVIC mostly affected schools with the MISSION COALITION Schools Serving the Most Vulnerable highest suspension rates, was asso- ciated with improved attendance but he Illinois Civic Mission Coalition BY THE UNIVERSITY OF CHICAGO CONSORTIUM academic achievement, all students are worse school climate. Restorative (ICMC) has recognized Uplift ON CHICAGO SCHOOL RESEARCH at a high risk for being suspended. practices that accompany suspen- TCommunity High School and Racial disparities in suspension rates are sions have a more positive association Westinghouse College Prep as Democ- tudents’ risk of suspension is more strongly largely attributable to the degree to which with climate in schools with lower racy Schools, for providing students with determined by which school they attend than Chicago high schools are segregated by suspension rates, suggesting that authentic experiences in the rights, Sby their backgrounds—including their race, race, poverty, and achievement. The policy solutions are particularly dif- responsibilities and tensions of a consti- gender or income. A subset of Chicago schools— schools serving students from the high- ficult to implement effectively in tutional democracy. Through these expe- 1 about a quarter of high schools and 10 percent of est-poverty neighborhoods with the low- schools with the most disciplinary riences, participating schools equip stu- Westinghouse College Prep schools with middle grades— have very high sus- est incoming achievement are either problems. dents with the knowledge, skills, and Photo: Jennifer Johnson pension rates, and almost all of these schools pre- predominantly African American schools dispositions necessary for informed and dominantly serve African American students. These or schools that serve a mix of African 4. Disparities also exist because Afri- can American boys are suspended effective engagement in our democracy. receive funding from the Robert R. schools’ students come from the poorest neighbor- American and Latino students. Thus, Since 2006, 41 Illinois high schools have McCormick Foundation, which con- hoods with the lowest incoming achievement; many suspension practices at these schools drive the at higher rates than other students in their school. At schools that have successfully completed a school-wide civic venes the ICMC to invest in high quality have been victims of abuse or neglect. At high-sus- racial disparities at the district level. However, assessment and have been subsequently civic learning initiatives. pending high schools, about half of students received there are also many schools that predominantly racial/ethnic diversity, suspension rates for African American boys are recognized as Democracy Schools. “Our Democracy Schools network a suspension in the 2013-14 school year. serve African American students that do not have Uplift and Westinghouse are two of spans the state and represents its rich Following an earlier report that found Chicago high suspension rates; the students in these schools about 13 percentage points higher than the suspension rates for other 10 exceptional Illinois high schools hon- diversity,” said Shawn Healy, Ph.D., has been experiencing an overall decline in suspen- tend to have high prior achievement or come from ored as Democracy Schools. The other chair of the Illinois Civic Mission Coa- sion rates since 2009, Suspending Chicago’s Students: neighborhoods without substantial poverty. students who attend the same school. Illinois high schools that have earned this lition and civic learning scholar at the Differences in Discipline across Schools examines rea- distinction in 2015 are: Antioch Com- McCormick Foundation, a leading sons for racial and gender disparities in suspension 2. Students with a history of abuse or neglect are at particularly high risk for being suspended. “Students with the most disadvan- munity High School, Antioch; Francis funder of civic learning initiatives. “With rates and finds that suspensions are concentrated tages are most in need of a supportive W. Parker School, Chicago; Granite City the emerging civics course requirement among schools serving the most vulnerable student For the first time, researchers were able to com- bine discipline data with child welfare data and school climate, and all too often they’re High School, Granite City; Marion High in Illinois, our 2015 Democracy Schools populations. Suspending Chicago’s Students also found that almost a third of the students with a not getting it. Further, they’re more School, Marion; O’Fallon High School, stand as models for their peers through- explores the degree to which differences in schools’ likely to be suspended, miss even more O’Fallon; Oswego High School, Oswego; out the state to emulate.” suspension rates are related to school climate and history of abuse or neglect were suspended in the 2013-14 school year. Students with a history of instructional time, and fall further Oswego East High School, Oswego; and Democracy Schools provide opportu- student achievement. behind,” said Elaine Allensworth, Lew- Prairie Ridge High School, Crystal Lake. nities for students to participate in the “The group of high schools that are suspending abuse or neglect are concentrated in schools with high suspension rates; in almost all high-suspend- is-Sebring Director at UChicago Con- Illinois Democracy Schools embrace democratic process through a range of at very high rates are facing extreme concentrations sortium and co-author of the report. the mission to provide high-quality civic classes and clubs. From class discussion of disadvantage,” said UChicago Consortium ing high schools, at least 10 percent of students had a documented history of abuse or neglect. “The vast majority of Chicago learning opportunities for all students. on current issues to democratic simula- researcher Lauren Sartain, lead author on the report. schools are safe and orderly and have Their leadership emphasizes civic learn- tions and service learning opportunities, The combination of deep poverty, low achievement, 3. Schools with higher suspension rates have worse low suspension rates,” said Consortium ing through development of professional students are able to experience first-hand and exposure to trauma presents enormous chal- climates for learning, even when compared to researcher and report co-author Sha- faculty and staff capacity, and proven civic the critical role they can play in shaping lenges. Without supports, that’s a recipe for frus- schools serving similar student populations. Fre- nette Porter. “That’s especially true in the learning practices are woven throughout their government and society. CTU trated students, stressed teachers, and an environ- quent use of suspensions is related to greater dis- middle grades, where there is less con- the formal curriculum. Democracy ment where tensions escalate. order in schools and with less positive peer rela- centrated disadvantage than at the high The Illinois Civic Mission Coalition is a Schools foster a school climate that nur- broad non-partisan consortium including Key findings fromSuspending Chicago’s Students tionships among students. District policies discour- school level. Everyone’s likelihood of tures and models civic dispositions and educators, administrators, students, include: aging suspensions, shortening their length, and suspension goes up in the transition to builds reciprocal relationships within the encouraging alternative discipline approaches such universities, funders, elected officials, 1. At Chicago high schools serving students who high school, but it’s particularly prob- surrounding community. policymakers and representatives from the live in extreme poverty and have low levels of as restorative justice have mixed effects. Shortening lematic for African American boys.” CTU The new Democracy Schools will private and non-profit sectors.

22 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 23 2016 Scholastic Art & Writing Awards ABOUT THE SCHOLASTIC ART & WRITING AWARDS

For more than 90 years, the Scholastic Art & Writing Awards have recognized the exceptional vision of our nation’s youth. Established in 1923 by Scholastic founder How to Enter in Five Steps

Maurice R. Robinson, the Scholastic Awards have grown Registration for the 2016 Scholastic Art to become the nation’s highest honor and largest source & Writing Awards opens on Wednesday, of scholarships for creative teens. Through a nation- wide partner network of 118 Affiliates, the 2015 Awards September 16, 2015. On this date, you received 300,000 submissions spanning 28 categories of can start your submission process in five art and writing. Students are encouraged by their educa- easy steps: tors, both in schools and through out-of-school programs, 1. Create an account on to submit their original work. All students in grades 7 artandwriting.org/registration through 12, whether in public, private, or home schools, can apply. Notable Scholastic Awards alumni include 2. Upload your work Andy Warhol, Sylvia Plath, Cy Twombly, John Baldessari, Kay WalkingStick, Richard Avedon, Stephen King, 3. Sign the submission form Luis Jiménez, and Truman Capote—to name just a few. 4. Pay your submission fee, or RECOGNITION obtain a fee waiver In 2015, the Alliance and our Affiliate partners provided recognition at the regional and national levels to more 5. Mail your submission form than 60,000 teens. Of these top regional award recipients, more than 17,000 went on for consideration at the national level, with more than 2,000 students receiving National Medals. National Medalists in the poetry category also PUBLICATION have the opportunity to be selected for the National The Alliance features works by National Medalists of Student Poets Program (artandwriting.org/nspp). both art and writing in our annual National Catalog. Additionally, we publish a collection of exemplary EXHIBITION written works in this anthology, The Best Teen Writing, More than 1,000 works of art and writing by National and a chapbook that features works from the National Medalists were shown in the Art.Write.Now.2015 Student Poets. These publications are distributed free of National Exhibition at the Sheila C. Johnson Design charge to schools, students, educators, museums, libraries, Center at Parsons School for Design at The New School and arts organizations across the country. Our searchable and Pratt Institute’s Pratt Manhattan Gallery. Throughout online gallery of 30,000 art and literary works from 2010 the year, selections of work will travel the country with onward can be accessed at artandwriting.org/galleries. the Art.Write.Now.Tour 2015—with upcoming stops in Springs Preserve, NV; Grand Rapids, MI; and Bozeman, SCHOLARSHIPS MT—or spend a full year on display at the U.S. Department The Alliance distributes more than $250,000 in direct Dive in to your imagination! of Education or the President’s Committee on the Arts scholarships annually to National Medalists. Students can and the Humanities in Washington, D.C. leverage their success in the Awards through our Scholar- ship Partners, a national network of dozens of esteemed Classroom Poster universities, colleges, and art schools for additional oppor- tunities. Additionally, our Alliance Summer Arts Program How to Enter in 5 Easy Steps pairs students with top-tier summer arts and writing intensives around the nation, providing scholarships to New in 2016 Announcements talented emerging artists and writers. Educator’s Guide • Classroom Exercises OUR DISTRICT

Empowering Students in Police Interactions BY JENNIFER JOHNSON organizations such as First Defense Legal Aid (FDLA) and We Charge Genocide (WCG) are hicago Public Schools students often encounter committed to helping students have a voice and police officers, not only in their communities become informed of their rights when they interact Cbut also within their own school buildings. with police officers. Organizations such as VOYCE However, it is infrequent that we engage our students (Voices of Youth in Chicago Education) and Project in conversations about how they are impacted by NIA have worked to educate Chicagoans—from those interactions with police. Even less frequently legislators to CPS students—about inequitable do we facilitate discussions that address how stu- school discipline and policing. They have advocated dents can be empowered to take actions that encour- for, and won, changes in legislation and school policy. students, know their rights when interacting with comes from a petition filed with the United Nations age positive police interaction. We must have con- VOYCE, with the support of the Chicago Teachers police and have access to lawyers if faced with arrest. in 1951 that documented 153 racial killings and versations with our students about how they can Union, has been instrumental in the May 2015 pas- FDLA provides free, 24-hour legal representation other human rights abuses, “mostly by the police.” have a voice in the increasingly loud discussions sage of Senate Bill 100 in the Illinois General Assem- to people in police custody in Chicago, and educates WCG led a workshop this past 2015 at Kenwood about law enforcement in citizens’ everyday lives. bly which will eliminate so-called “zero tolerance” Chicagoans about how to protect their constitutional High School hosted by teachers and CTU members We know that people of color nationally face dis- discipline procedures in CPS and further efforts to rights. The organization undertakes these activities Jemeria Bedford-Carter and Mike Shea. WCG’s proportionately higher rates of arrest, punishment increase restorative justice practices in schools. “to promote fairness and accountability in the justice Page May and Malcolm London helped the nearly and fines stemming from interactions with police. To help address the inequities in school discipline system,” according to its mission. CPS educators can Our students of color also often face proportionately and to disrupt the “school to prison pipeline,” the invite FDLA staff to lead a workshop with their higher levels of discipline within their school that CTU is committed to supporting and expanding students about their rights in their school. For more can cause them to be funneled into the “school-to- the work of providing teachers and CPS staff with information or to schedule a workshop, contact Black power is not anti-white. prison pipeline.” According to a Project NIA report professional development in restorative practices. Vennessa Redmond at redmondvennessa@gmail. called “Policing Chicago Public Schools,” while Black The CTU has been involved in the Safe Schools com. To see Redmond’s short video on your rights Feminism is not anti-men. Not youth represent 42 percent of all CPS students, Black Consortium, a partnership funded by the Robert when stopped by the police, visit http://ow.ly/TfYeJ. students accounted for 75 percent of school-based Wood Johnson Foundation which brought together wanting to see people discriminated We Charge Genocide arrests in 2012. Reports such as “Black Girls Matter: the CTU, CPS, Alternatives Inc. and VOYCE to against and hated for who they Pushed Out, Overpoliced and Underprotected” goes bring restorative practices to a number of CPS The mission of We Charge Genocide (WCG) is a step further and highlights how nationally, Black schools to help improve the school climate. The to be a “grassroots, inter-generational effort to center choose to love does not make you gay. female students face even higher rates of discipline CTU also is dedicated to negotiating with CPS for the voices and experiences of the young people most as compared to their white peers than do Black male a restorative justice coordinator position in every targeted by police violence in Chicago.” WCG aims Not wanting people to die in students and their white counterparts. school, as well as limitations on police officers being to end police violence through “education and doc- Amidst the increased attention to police violence stationed in schools. umentation,” including in-school workshops to help Palestine does not make you anti- in the last few years, many local organizations were students understand how policies like “stop and frisk” First Defense Legal Aid Semitic. And if you care, then you already doing work to combat these problems. These impact communities and what they can do to con- organizations deserve additional credit, support and First Defense Legal Aid (FDLA) is focused on tribute to ending policies that target the poor and have to do something about it. attention for fighting for social justice. Local Chicago ensuring that community members, including people of color. The name “We Charge Genocide”

26 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 27 150 Kenwood students become more informed justice?” for family members of victims of police 1 about the disproportionate impact of police practices violence, such as the John Burge torture victims, or Photo: Sarah Jane Rhee on people of color and how they can get involved the mother of Chicagoan Rekia Boyd who was killed with the WCG “#ChiStops” campaign. Early in the by a Chicago Police Department officer in 2012. He presentation, the students watched and reacted to asked the students to consider that working to end a video of a young man whose first experience being police violence is a part of larger struggles for justice stopped by the police was when he was 13 years old that are going on throughout the world. He asked and running an errand for his mother. May and the students to repeat a mantra that urged them to London shared the rates of “stop and frisk” in New act in ways that support justice for those oppressed: York City at the peak of that policy to the exponen- Black power is not anti-white. tially higher rate of stops by police in Chicago, par- Feminism is not anti-men. ticularly of Blacks. While only 32 percent of the Not wanting to see people discriminated against population of Chicago is black, 72 percent of all and hated for who they choose to love does police stops are of blacks. The data begged the ques- not make you gay. tion of how police practices intersect with historical Not wanting people to die in Palestine does not racism and perceptions held about Blacks. As a result make you anti-Semitic. of this knowledge and the experience of Chicagoans, And if you care, then you have to do something WCG is aiming to pass a Stops, Transparency, Over- about it. sight and Protection (STOP) Act in the to improve the way police report stops If you’d like to invite representatives from WCG so that the race, gender and reason for the stop are to your school, please email info@wechargegenocide. all recorded and that anyone stopped receives a org, Page May at [email protected] or receipt of the stop. They believe such an act would Malcolm London at [email protected]. de-incentivize excessive stops and provide a mech- You can also follow WCG on Twitter at anism of accountability. #wechargegenocide. CTU During the closing of the school visit, London Jennifer Johnson is the CTU Teacher Evaluation asked students to consider the question “What is Facilitator.

28 october 2015 CHICAGO UNION TEACHER NATIONAL

Steward’s Corner Use Recertification to Build Your Union BY SAMANTHA WINSLOW for us to fail. Even when the rules are program, not just something they stacked against us, we can still win.” scramble to put together before the any thought Wisconsin Gov- The Milwaukee union won all four vote. At the beginning of the year, the ernor Scott Walker’s anti- units it represents: teaching assis- Milwaukee union gives each building Munion Act 10 would be a tants, substitute teachers, accoun- representative a list of employees the death sentence for Wisconsin’s public tants, and teachers. Overall, 70 per- union thinks are working at the sector unions. They’ve been given a cent of members voted, and 99 per- school. The rep updates the list with high hurdle to clear: every year they cent of those voted yes. new employees and those who’ve left, have to recertify the union with yes Racine teachers got 87 percent of and returns it to the union office. votes by 51 percent of the bargaining teachers to vote, and 98 percent yes. Organize Each School unit. Not voting counts as a “no” vote. (For “no” voters, there’s little incentive But teacher unions around the state, to vote, since not voting is Having active leaders at each while objecting to a law that ties two equivalent.) school is essential. If anything, having hands and a leg behind their backs, have recertification loom each year moti- Update Your Lists taken the law’s obstacles and turned vates unions to build organization. them into organizing opportunities. While the law presents a unique While the exercise is an unfair bar Recertification grants a union legal challenge that unions in other states for unions to meet, it creates urgency recognition to bargain with its dis- and sectors don’t face, the lessons of that can help unions with an organiz- trict—but only over the one topic Act how to win are the same basic steps ing model improve their turnout for 10 allows, wages. And increases are as any organizing campaign: their other campaigns, too. Leaders legally capped at inflation, around 2 list-building, phone-banking, having at both Racine and Milwaukee said it percent. Some public sector unions leaders in every building, and having helps to do a big campaign launch. “We have opted not to recertify, seeing it the capacity to reach all your mem- had a committee that put the campaign as pointless when bargaining is so bers in a short period of time. together,” said Al Levie, a Racine teach- limited. In 2014, voting began the day after er who helped lead the recertification But half the state teacher public sector unions tried and failed campaign. “We created the timeline, locals did recertify this year, including to unseat Walker in midterm elec- the literature, the training.” many of the largest districts, such as tions, so unions were already in full Madison, Green Bay, Milwaukee, and turnout mode. Racine. The first step is to make sure the list The Wisconsin Employment provided by the employer is accurate. What’s most crucial is Relations Commission conducts the With non-votes counting against votes. This year unionized workers you, this is essential. A teacher who’s engaging in campaigns could vote by phone or online, for a no longer employed but still on the on the issues teachers two-week period November 5-25. rolls hurts the outcome. Schroeder said “We like doing it,” said Milwaukee it took a long back-and-forth with the and school employees Teachers Education Association Vice district to get the list fully updated. President Kim Schroeder. “It’s a con- On the union side, list updating care about. stant reminder that the system is made has become part of the local’s ongoing

CHICAGO UNION TEACHER october 2015 31 NATIONAL WORLD

Levie helped train all reps on the Community leaders and elected officials demand that communities on the Island recertification process. “They took get the same financial relief that has been granted to banks and big corporations their membership list building by building, went around asking people to vote,” he said. “This year in the first Puerto Rico Needs Debt Relief Based on Justice week [of voting] we won the election.” Nonetheless they continued turning BY THE PUERTO RICAN CULTURAL CENTER Roosevelt Institute. They were joined by Chicago out votes in the second week, to get Alderman Carlos Ramirez-Rosa and Illinois State the highest participation possible. 1 everal community and labor groups and elected Representative Cynthia Soto. In Milwaukee, leaders tried to Governor Scott Walker’s attacks on public employees compel Madison officials held a press conference Oct. 1 calling They also drew attention to fact that the Wall teachers to recertify each year. make a fun event out of the first days Photo: Lynn Friedman, CC BY-NC 2.0. Son the Federal Reserve Bank to refinance Puerto Street banks and hedge funds that helped create the of voting, getting people together for Rico’s debt. The groups highlighted that the Fed has debt crisis on the Island and are also responsible for a party at lunchtime or after school. voting results—targeting teachers but on a larger level, it found the key helped banks and big corporations, and that now the harsh austerity measures being imposed on local The goal was to get votes in right who voted but are not yet members. issue to be the attacks on public it’s the time to help hard working Americans too. communities in Chicago as a result of predatory away, before interest waned. In Milwaukee, they do a big sign-up schools. The state has cut public school They warned that higher taxes, lower wages and cuts financial deals. The City of Chicago and Chicago Phone-banking filled in the gaps push in the summer. funding across the board, and is divert- to essential services would only harm already strug- Public Schools have either already paid or owe Wall when employees couldn’t be reached Unions have to work extra-hard ing remaining funds to pay for prolif- gling families on the Island. Street firms like Bank of America $1.2 billion for at work. Unions tracked who report- to get people to pay dues, given that erating private and charter schools— “In 2008, the Federal Reserve told us we had to interest rate swaps. Interest rate swap penalties have ed voting, with the phone-bankers they can’t win improvements through with devastating effects. bail out Wall Street because the banks were too big cost Puerto Rico nearly $640 million. updating leaders at the school sites collective bargaining. Building mem- So the Racine union has framed its to fail,” said José E. López, the Executive Director “The same toxic swap deals that are responsible and vice versa, so they could zero in bership really comes down to identi- work as a fight to reclaim the teaching of the Puerto Rican Cultural Center. “Today, the for school closings and teacher layoffs in Chicago five million Puerto Ricans living on the US mainland are also responsible for school closings in Puerto on those who hadn’t yet voted. fying issues that would make people profession. “It’s hard,” said Levie. “Peo- 5 José E. López, are here to tell the Fed that the people of Puerto Rico,” said Chicago Teachers Union President Karen “Once you ask somebody, it’s fairly want to join. ple have to see the union as absolutely Executive Director Rico are too big to fail. We are calling on the Fed to Lewis. “From Humboldt Park to San Juan, big banks easy to get a yes,” said Milwaukee teach- relevant.” Fight for What Matters of the Puerto make an investment in Puerto Rico to help get the like Bank of America are robbing our children’s er and union executive board member With no time to recover after win- Rican Cultural Island’s economy back on track and avoid devastating futures so they can make a profit.” Stephanie Schneider. “The biggest chal- Before Act 10, “for a lot of people ning recertification, Milwaukee and Center, speaks austerity measures that will cause endless pain and *The press conference comes just a day after the lenge is just getting everybody.” it wasn’t something you thought all Racine teachers had to pivot into an before a crowd suffering for the Puerto Rican people.” Archbishop of Puerto Rico Roberto González Nieves too much about when you sign your even bigger fight. Under the guise of at the Federal Uphill Battle The organizations present in front of the Federal presented a proposal in Washington DC calling on contract—it was a given you’d join the accountability, an assembly bill intro- Reserve Bank of While the election results looked union,” Schneider said. But now, “since Chicago. Reserve Bank of Chicago included the Puerto Rican refinancing as a way to help Puerto Rico from harmful duced in January would close schools Cultural Center, the Chicago Teachers Union, austerity and exploitation of workers. good for the teacher unions that par- we couldn’t conduct bargaining like deemed failing based on student test Photo: Puerto Rican we had in the past, we had to demon- Cultural Center Hedge Clippers, the ReFund America Project at the The proposal, based on a report put out by the ticipated, winning recertification scores, replacing them with charters or every year has to be part of a bigger strate the need for the union.” Hedge Clippers campaign, shows that “Under Sec- private schools in the voucher system. strategy to stay organized. What’s most crucial is engaging in tion 14(2)(b) of the Federal Reserve Act, the Federal The unions aim to stop it. Teachers Statewide, teacher union member- campaigns on the issues teachers and Reserve has the authority to directly purchase new testified at the state capital about the ship has plummeted more than 30 school employees care about. This bonds issued by the Commonwealth of Puerto Rico disastrous impacts such policies have percent since the law was passed. Not year the Milwaukee union fought to to purchase back outstanding government debts of had already. only is membership voluntary, but the raise wages for teaching assistants and up to $47 billion.” law also prohibits employers from to add preparation time for teachers. “Messaging-wise, it’s part of the “Puerto Rico has been a victim of predatory lend- deducting dues from employees’ pay- It mobilized teachers to school board same fight,” said Schroeder. “These ing,” said Saqib Bhatti, Director of the ReFund America checks. The union has set up a separate meetings, and engaged with parents forces want to end our union, and end Project and a Fellow at the Roosevelt Institute. “The process for members to pay union dues. and the public. public schools. We show our strength same financial firms that benefited from the Federal Since the Wisconsin Employment In Racine, leaders facilitated discus- by recertifying.” CTU Reserve’s bailout programs have preyed on the Island’s Relations Commission shares the list sions at every school to identify the The original version of this article appeared structural economic problems. The Fed has a moral of who voted (just not how people issues affecting teachers. The union in Labor Notes #431, February 2015, and obligation to act now to protect the livelihoods of 3.6 vote), the union can use last year’s does take on specific school concerns, is reprinted with permission of the author. million American citizens living in Puerto Rico.” CTU

32 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 33 Challenging the Education Agenda of Rauner and His Democratic Enablers

BY STACY DAVIS GATES

attle lines established during the 2014 Illinois gubernatorial race

are cementing as the current never-ending legislative session drags Balong. The fighting and gamesmanship continues as child care sub- sidies, mental health treatment and other crucial social services are left unfund-

ed and the most vulnerable of our society—the poor and disabled—scramble

to find resources to sustain their existence.

The media has us believing that this epic war is simply about partisan- ship—battles that pit right-wing ideologue Republican Governor Bruce Rauner against long-time democratic Speaker of the House . Yet, most often uncovered in these stories is the coupling of our billionaire governor and the middle manager of the Billionaire Boys Club, Mayor Rahm Emanuel (a.k.a. “Rahmner”). The alliance between corporate Democrat may- ors and right-wing governors threatens the stability of school districts and teacher retirement security throughout the nation, with examples illustrated prominently in Newark and Philadelphia.

34 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 35 POLITICS: SETTING THE COURSE

to external providers and the loss of thousands of Illinois—once a blue state, now purple— experienced Black teachers. The condition of CPS is a case study for what not faces unending threats of mobilization to do in administering public education. Exhibit A is its recently indicted former CEO Barbara Byrd-Ben- The Republicans’ inactivity and refusal to partic- from those reluctant to identify with nett. Further, while the mayor slashes school budgets, ipate in the legislative process has fueled an atmo- eliminates valuable services and positions and gives sphere of hyper-partisanship. Illinois—once a blue anything close to a progressive ideology. lip service to the under-resourcing of schools, he does state, now purple—faces unending threats of mobi- nothing to acquire the necessary funding to enrich lization from those reluctant to identify with any- our district. The mayor of Chicago cannot effectively thing close to a progressive ideology. The work to manage the school district. After appointing a tone support those protecting encroachments on collec- Legislative Executive Council (ALEC) think tank was deaf and disconnected Board of Education and tive bargaining and services for the underserved must pushed through the legislative process by a corporate recruiting two inadequate administrators to lead our be balanced with a challenge to corporate Democrats Democrat (Sen. Heather Steans). district, he has returned to the age-old patronage who are virtually indistinguishable from their Chicago teachers already know the harm of a system by hiring a political insider known for slashing Republican brethren. The dismantling of public “Turnaround Agenda.” In fact, the 1995 Chicago public services and firing workers. education through assaults on educators and silence School Reform Amendatory Act—predecessor to The Democrat-controlled White House just on equitable school funding and progressive revenue Rauner’s “Turnaround Agenda”—passed during the released more than $157 million in funding for pri- policies are bipartisan catastrophes. time when both legislative chambers and the governor’s vate charter operators, while CPS and public school Governor Rauner’s “Turnaround Agenda” attacks mansion were filled with Republicans (and pushed by districts across the country collapse under their own the state’s poor, working and middle class citizens. a Democratic Chicago mayor). This act gave the sole weight. In Chicago, while the city hall media machine His agenda promotes a repeal of taxes while failing to power and authority over CPS to the mayor of Chicago promotes a message that blames Springfield, teach- provide a pathway to sustain the state’s current services and curtailed the ability of the Chicago Teachers ers, paraprofessionals and clinicians for our current and liabilities. The “Turnaround Agenda” is silent on Union to negotiate on matters other than wages and budget woes, it is the lack of democracy, loss of how we acquire revenues needed to offer an adequate benefits—much of our collective bargaining rights— revenue streams for our city and school district. worker agency, and the mayor’s inability to secure 1 and equitable school funding plan. His agenda begs while allowing for the proliferation of charter schools. Ideas such as a progressive city income tax or a “Rahmner” for regressive policies that have little empirical evi- Additionally, the pension levy that once funded Chi- adequate progressive revenue sources that fail our LaSalle Street Tax must be prioritized over dence of success, and urges privatization schemes that cago teacher pensions was removed. This reckless, district. The “broke on purpose” narrative tells the regressive parking ticket fees and red light and have failed our city and school district for years. The ill-conceived piece of legislation concentrated power story of both a local and national crisis, and the path speed camera fines. It is unacceptable to expect absence of progressive revenue proposals is a glaring in the hands of the mayor and his handpicked Chicago forward for us, while not easy, is clear: that those who have the least should shoulder omission and demonstrates irresponsible leadership. Board of Education, a dynamic that gave way to the 1. Create an Elected Representative School Board. the burden of our city’s budget woes. The privatization of public accommodations and leg- funding of unchecked privatization that’s left our Nearly 90 percent of Chicagoans in 37 wards agree 3. Finally, we must restore the full collective bar- islation to eliminate collective bargaining and retire- schools filthy, our district with mediocre education that our city’s voting electorate deserves to have a gaining rights of Chicago educators. The 1995 ment security will surely fail the state of Illinois like options and opportunities, and scores of veteran edu- say in how our district is led and how tax dollars Amendatory Act and its successor, Gov. Rauner’s it has Chicago Public Schools. cators standing in unemployment lines. are allocated. The mayor has repeatedly failed to “Turnaround Agenda,” are bad policy. The inabil- The opposition to Rauner’s agenda is sharp. Labor, Twenty years later, the full impact of the Amen- offer our city’s children a complete, well-rounded ity of Chicago educators to balance the neoliberal progressive advocates and Democratic members of datory Act is realized. The proverbial chickens have and fully resourced public education. An ERSB school deform design has resulted in a dangerous both legislative chambers continue to repudiate his come home to roost. The mayor can no longer ignore would do a better job of that. over-testing regime, 50 school closings and the harmful policy points. Similarly, this alliance also is the impact of multiple pension holidays and the financial destabilization of the entire district. It creating space to challenge corporate Democrats underfunding of deferred compensation as a result 2. Secure revenue. The district and our city will is clear—now more than ever—that the voice of who share similar policy points, and political contrib- of non-payment by CPS. Also, the unchecked pro- collapse under “scoop and toss” financial practices educators is needed to right the wrong path of utors who promote and pass equally harmful legisla- liferation of private charter operators has led to and bad toxic swap deals. The mayor must join unchecked and unbalanced political power. CTU tion. The creation of the shadowy Illinois State Char- leveraging students for profit, widespread sweetheart us and our allies in demanding that those who ter School Commission crafted by the American deals to third party vendors, the outsourcing of jobs are able to pay, pay. We must secure progressive Stacy Davis Gates is the CTU Legislative Coordinator.

36 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 37 POLITICS: SETTING THE COURSE DEPARTMENT XXXX

2015 General Assembly Recap BY THE CTU POLITICAL DEPARTMENT came up for a symbolic vote in the House, where it received only 38 votes in support, far below the ue to the budget impasse of 2015, the Illinois 60 votes required. General Assembly never officially adjourned 4. HR 531, a resolution that urges the General Dand has been in continuous session since May Assembly to reduce fees to banks if budget cuts 31, 2015, highlighted by major, ongoing battles over to municipalities are enacted, passed the House. Gov. Bruce Rauner’s so-called “Turnaround Agenda” The resolution also included a provision that and the state budget. It is in this environment that would put bank fees last in line to be paid after legislators continue to debate policy on labor, pen- paying employees, meeting pension obligations sions, revenue, publicly funded and privately operated and paying other legitimate bills. charter schools, restorative justice and education. Pensions Despite this challenging environment, the Chicago Teachers Union had an impactful spring and summer. 1. The biggest pension development was the early There were a cadre of bills that have been passed into May decision by the Illinois Supreme Court that law and HB428—a bill providing for an elected school struck down the state pension reforms that result- board in Chicago--garnered 50 co-sponsors. ed in deep cuts to active and retired teachers’ pensions. The unanimous 7-0 decision affirmed School Commission’s appeal function, passed the Partnership for Assessment of Readiness for Col- Revenue the state constitution’s plain language on dimin- House with the minimum requirement of 60 lege and Careers, passed the House with 64 votes 1. The state budget is the fundamental issue moving ishment of pension benefits and ensures that votes, and did not move forward in the Senate. and had a hearing in the Senate, but the bill has forward. The House and Senate Democrats passed benefit changes cannot mean reductions. not yet come to the Senate floor for a vote. Restorative Justice “spending” plans that minimized cuts and shifted 2. SB 777, a bill to change the funding ramp for 2. HB 4025 makes civics a required high school additional money toward K-12 education, but Chicago police and fire pensions, passed both 1. SB 100, a Voices of Youth in Chicago Education class and passed both chambers. there is insufficient revenue to support those pro- chambers and appears headed for a gubernatorial (VOYCE) bill to end zero-tolerance student 3. HB 3428 would provide college credit at Illinois posals, and Gov. Rauner has promised to veto veto. The bill increases funding to both funds, discipline approaches and reduce the use of exclu- public universities for every student who scored (could be full, line-item, or amendatory veto) the but at a slower rate than the current law requires. sionary discipline that has resulted in major dis- three or better on an Advanced Placement exam bills. The continued public theater around the 3. HB 3695, a bill to reinstate the dedicated property parities between white and Black and Latino and passed both chambers. budget is designed to shift public sentiment toward tax levy for the Chicago Teachers Pension Fund, students, passed both chambers. Labor either the Democrats’ or the Governor’s position. passed the House but did not even get a hearing 2. SB 1304, the major police “reform” and police Given that the session has gone past May 31, a in the Senate. The bill would not add new revenue camera bill, passed both chambers. 1. The House debated the Governor’s proposal to budget solution requires supermajorities of 71 to the pension fund, but it would establish a floor 3. HB 218, a bill to decriminalize the possession of create local right to work zones and rejected the votes in the House and 36 votes in the Senate. on the amount of revenue going to the fund. small amounts of marijuana and require a ticket proposal with 72 “no” votes. 2. HJRCA 26, a constitutional amendment to insti- rather than arrest, passed both chambers. 2. The House held a rare “committee of the whole” Charter Schools tute a millionaires’ tax that would be used for 4. HB 494, a bill to allow non-violent, minor offend- hearing on workers’ compensation and then education funding, received 68 votes in the House 1. SB 1591, a CTU bill to require disclosure of civil ers access to working in public a set period of rejected the governor’s proposals on work comp but required 71 votes to move forward. and criminal law enforcement investigations into time after their sentences conclude (rather than changes. The House later passed a series of 3. The governor wants to permanently freeze prop- charter applicants (board members and the orga- completely barring people from the opportunity amendments to a bill that would make changes erty taxes across the state. Such a proposal sounds nization itself ), passed the Senate unanimously to work in schools), passed both chambers. to codify an Illinois Supreme Court decision. great on the surface, but in practice, the proposal and received a veto-proof 104 votes in the House. 3. SB 1229, an AFSCME bill that gives up the right Education and Instruction would strangle revenues going to municipalities The bill will be sent to the governor and we eager- to strike in exchange for binding arbitration to and school districts, putting schools in an espe- ly await his signature. 1. HB 306, the bill to allow parents to opt their settle a contract dispute, passed both chambers cially untenable situation. The property tax freeze 2. HB 397, a bill to end the Illinois State Charter students out of standardized tests, including the and will likely be vetoed by the governor. CTU

38 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 39 POLITICS: SETTING THE COURSE POLITICS: SETTING THE COURSE

Statement from Chicago City Council Progressive Reform Caucus on impact of Emanuel’s budget on working families It’s Time That the Wealthy and Corporations Pay Their Share A Note from Alderman Sue The Progressive Reform ‘outsourcing’ of 311 jobs. Again and Caucus is encouraged that again, we’ve seen that privatization BY SUSAN SADLOWSKI GARZA the Emanuel administration leads to reduced quality services and 3 ‘‘T th Photo: is finally talking about taking steps lower wages. The 311 operators are took the office of 10 Ward alderman on to right the city’s broken finances and city residents. They live and spend May 18, 2015. There was no transition, no Sarah training and my predecessor didn’t even Jane ending poor fiscal practices like money in Chicago communities. I Rhee ‘scoop and toss’ bonding. But we have We must learn from past privatiza- leave me a paper clip, so I had to dive in feet grave concerns about the impact on tion mistakes and reject this plan. first and hit the ground running. Chicago’s neighborhoods and work- “While we were encouraged In my office, I’m very comfortable working ing families of the Emanuel admin- that the Emanuel administration with my constituents and taking on the day- The Intersection of Politics istration’s proposed FY 2016 city proposed increasing taxes on ride- to-day responsibilities of being an alderman. budget. share companies, the Progressive As a Chicago Public Schools counselor and “The nearly $600 million prop- Caucus strongly opposes the pro- Area Vice President for the Chicago Teachers and Teacher Evaluation Union, for a long time I’ve been listening to erty tax increase will have a dispro- posal to open the airports and BY CAROL CAREF, PH.D., KURT HILGENDORF Teacher evaluation mandates were not developed people’s concerns and directing them to portionate impact on low-income McCormick Place to ride-shares. AND JENNIFER JOHNSON to improve teaching. They were developed by cor- resources that would enable them to help better homeowners and seniors. That is This will inflict real harm on the porate reformers and funders such as the Gates their situation. why we support the administra- thousands of Chicagoans who ith every story about a great teacher being Foundation, who view education as a business. The After working in CPS for almost 22 years, tions’ efforts to expand the Home- drive cabs, creating negative ripple fired for wonky Value-Added Metric (VAM) New Teacher Project (now named only by its acro- taking on a whole new role and walking into City stead Exemption in Springfield. effects in local economies all over scores; with every legal challenge to unfair nym, TNTP) published “The Widget Effect” in Hall as an alderman was something that I could W But with no end in sight to the the city. evaluations; and with a good chunk of conversations 2009, which claimed that the main problem in edu- never have imagined. The first days in my new gridlock in Springfield, passage of “We look forward to working held during teachers’ lunches, it becomes clearer that cation was the fact that teachers were almost all environment were overwhelming, to say the least. the expanded exemption is not alongside the mayor, his team and Illinois and other states’ teacher evaluation systems evaluated as “good or great.” The well-publicized I never had a doubt that I could do this job, but assured. That is why we are offering our colleagues in City Council to were born of a particular ideology and politics, and movie “Waiting for Superman” promoted the idea I have a lot to learn about the way city government a meaningful rebate program for ensure that the FY 2016 budget asks not “best practices” in improving educational out- that bad teachers were never fired, but went from is being run. I had this image of how things were working families who own their the very wealthy and big corpora- comes. Education research is clear that smaller class school to school inflicting their poor teaching prac- supposed to work, and then I stepped through homes. tions to pay their fair share, rather sizes, wrap-around services, modern facilities, arts tices on new groups of students. The President the door. They are not the same. From taking the “We are also troubled that the than creating undue burden on instruction, enriched curriculum opportunities and Barack Obama administration developed a funding oath of office to meeting one-on-one with Mayor Emanuel administration has not working families and seniors.” CTU professionally staffed libraries in every school all policy (Race to the Top) which demanded that states Rahm Emanuel, and now working on a budget included a plan to implement an directly and effectively contribute to student implement evaluation plans tied to student achieve- Progressive Caucus members include with a $600 million deficit, this experience has Alternative Minimum Property learning. ment growth. Ald. (5); Ald. been nothing short of drinking from a fire hose. Tax on the Central Business Dis- The research is equally clear that devoting It was this corporate reform ideology that drove (6); Ald. Susan The first 100-plus days as the Chicago City trict. This represents a serious Sadlowski Garza (10); Ald. Toni resources to support robust teacher preparation, the Illinois state government to pass the Performance Council’s first-ever elected CTU member has deficiency in the administration’s Foulkes (16); Ald. David Moore including programs like Grow Your Own that pre- Evaluation Reform Act (PERA) of 2010. The cur- been one of the most exciting things to ever property tax plan. Until the build- (17); Ald. Ricardo Muñoz (22); pare community residents to teach the children in rent Chicago Teachers Union leadership was not happen to me. As long as I stay true to myself, ing owners in the Central Business Ald. (29); Ald. their neighborhoods, positively impact student yet in office, and there is no record of any fight stick to my values, and remember that I work District are stopped from gaming (32); Ald. Carlos achievement. The research also notes that our society against PERA by the previous CTU leadership. for the people who elected me—and also the the system and are required to pay Ramirez-Rosa (35); Ald. Nick does not address the out-of-school social issues that Chicago Public Schools, the state’s largest and most Sposato (38); Ald. (45). ones who didn’t—I will be hopefully become their fair share, those costs will account for at least two-thirds of the variation in complex school district, was the first to begin imple- one of the best alderman Chicago has ever continue to be passed on to home- student achievement. mentation in September of 2012 as a test run for owners in the neighborhoods.” known. CTU “We are alarmed that the admin- Susan Sadlowski Garza is alderman of Chicago’s istration is floating the possible 10th Ward.

40 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 41 POLITICS: SETTING THE COURSE POLITICS: SETTING THE COURSE

how the evaluation system would work. unconstitutional. PERA was not the only change to evalua- In the wake of PERA and SB7, CTU rep- Teacher evaluation tions, however. Education reformers wanted resentatives on the statewide Performance to “up the stakes” and push out experienced, Evaluation Advisory Council (PEAC) worked mandates were not more costly, teachers. The anti-union group with the IFT and IEA to promote as many Stand for Children poured millions of dollars reasonable policies as possible. For example, developed to into Illinois political races, contributing $2.8 PEAC was charged with defining a percentage million to legislative candidates running in the for “significant” in PERA’s requirement that improve teaching. November 2010 election and filling a funding student growth be a “significant” part of eval- They were developed vacuum created when the Illinois Federation uation. The unions had argued for 10 percent of Teachers (IFT) and Illinois Education Asso- but others wanted 50 percent. PEAC estab- by corporate ciation (IEA) chose to withhold political cam- lished a compromise of 25 percent as a mini- paign contributions. Ed reform-friendly legis- mum for the first two years of the evaluation reformers and lators, buoyed by Stand’s new money and system and 30 percent in subsequent years. influence, introduced Senate Bill 7 in January This move helped the CTU keep CPS from funders such as the 2011, which proposed to change tenure (and implementing a system with 60 percent student Gates Foundation, other) provisions of the Illinois School Code. growth measures tied to teacher evaluations, The CTU, IFT and IEA negotiated changes which they included in early evaluation pro- who view education ers” and the fix is not more evaluation. even as the number of states even using this test has to SB7, but the controversial bill and its pro- posals. However, prior to the 2012 strike, CPS 71 Photos: As more information comes in, and as additional shrunken dramatically. We’re continuing to tie the visions of tenure tied to teacher evaluation still insisted on making student growth 45 as a business. Sarah Illinois districts are subject to the law, the results issue of student over-testing to teacher evaluation passed. Attacks on tenure continue throughout percent of evaluation. Fortunately, the 2012 Jane are leading more teachers to follow the CTU’s lead and arguing for other growth measures to be used. the country, headlined by the Vergara decision strike knocked the student growth percentile Rhee in challenging the evaluation system’s worst ele- We know that Performance Tasks are imperfect and in California, which declared key aspects of down to the state minimum. ments. We’ve chipped away at the usage of VAM contribute to the testing calendar, but they are the teacher tenure and due process protections The problem with the reformers’ dogma on with patient, consistent and research-based claims most reasonable growth measure for teachers at the teacher evaluations is that its premise to begin and questions which the Chicago Board of Educa- present time. with is completely wrong. Their belief that tion has been forced to acknowledge to a degree. We The CTU and CPS representatives nearly com- huge numbers of bad teachers populate the first tackled school-wide VAM and the inappropri- pleted a-contract extension this summer, but the classroom is false. The number of teachers ateness of Educational Planning and Assessment deal -other ,“SLD”;;;; teachersEcontinues identified as “Unsatisfactory” barely moved System tests for high school teacher evaluation. Evaluation is just one of the many issues that after the REACH evaluation system was put Pre-K through 2nd grade teachers no longer have highlight the need for the CTU and its members to in place. In the first year of REACH, which a school-wide VAM score in their rating and, for tackle political work. Next to bringing the “Share. only applied to non-tenured teachers, the total now, high school teachers do not either. Elementary Advocate. Mentor.” mantra to life in Chicago’s public identified as “unsatisfactory” went only from 1 teachers in the tested grades are now the sole teachers schools, actively advocating for sound, research- percent in the old evaluation system to 3 per- subjected to VAM, which feels unfair and we must based evaluation practices in bargaining and the cent. Principals spent six hours on each obser- fight against it, but it represents some serious political arena will ultimately yield the greatest vation to move that number of “unsats.” More- victories. rewards. CTU over, those numbers may not have been accu- We have to anticipate that CPS trying to force rately representative of the first year, since the Carol Caref, Ph.D., is a CTU research consultant, Kurt the use of Partnership for Assessment of Readiness new system was rolled out with little profes- Hilgendorf is the CTU policy researcher and lobbyist for College and Careers (PARCC) tests for teacher sional development for teachers and adminis- and Jennifer Johnson is the CTU Teacher Evaluation evaluation, and we must actively combat the PARCC trators. Clearly, the problem is not “bad teach- Facilitator.

42 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 43 TEACHER EVALUATION

Amicus “Friend of the Court” briefs spotlight harm to students and failings of decision Education Experts Urge Reversal of Deeply Flawed Vergara Ruling BY THE CALIFORNIA and national nominee Timothy Smith—wrote of the TEACHERS ASSOCIATION importance of due process and how these laws ensure they are able to teach without fear of discriminatory, ome of the nation’s top legal scholars, education politically motivated or baseless termination, and how policy experts, civil rights advocates, award-win- the laws support the risk-taking often necessary to be Sning teachers, school board members and admin- an outstanding teacher. They also stressed how strik- istrators filed five amici curiae, or “friend of the court,” ing down the challenged statutes would likely worsen briefs with the California Court of Appeal. The filings teacher turnover in already disadvantaged school shine a spotlight on the numerous and major flaws districts. The educators were joined in their brief by that would harm students in last year’s decision, strik- the American Association of University Professors, ing down important due process rights for California the Arab-American Anti-Discrimination Committee, educators, as well as other laws governing hiring and and the Korematsu Center for Law & Equality. layoffs of state educators. The briefs strongly criticize More than 90 top national education researchers the Vergara ruling on both legal and policy grounds, and scholars, including Diane Ravitch, Richard Inger- method” (VAM) of interpreting those scores as the ident of the Los Angeles Unified School District. urging that the decision be reversed. soll and Eva Baker, took the decision to task for failing major criteria for teacher layoffs due to budget cuts. Perhaps most devastating to the decision was the Prominent civil rights organizations including the to establish any causal link between the challenged “VAM scores have been shown to be unstable and to brief by some of the top legal scholars in the country, Lawyers’ Committee for Civil Rights, Equal Justice statutes and any alleged problems the suit purports fluctuate dramatically from year to year, so that a teach- among them Dean Irwin Chemerinsky and Cath- Society, Education Law Center, Southern Poverty to address. These experts argued that current laws er could appear very ineffective one year and then very erine Fisk of the University of California-Irvine Law Law Center, and Advancing Justice-L.A. filed pow- play a key role in the recruitment and retention of effective the next,” they wrote. “The trial court ulti- School, Charles Ogletree of Harvard Law School, erful briefs. These organizations argued that a lack of quality teachers in a job market where teaching is mately failed to consider the possibility that relying and Pam Karlan of Stanford Law School. These adequate funding, and certainly not the challenged unfortunately often becoming less and less attractive solely on VAMs as a way to administer reductions- experts said there was simply no basis in the law for statutes, is the primary cause of educational inequity, as a career option for university students. The research- in-force could drive teachers away from the profession finding the challenged statutes unconstitutional or and that in order to close the achievement gap, dis- ers were also highly critical of the plaintiffs’ proposal and exacerbate the teacher shortage.” that any causal link had been demonstrated between advantaged schools and students must have the sup- to rely on standardized test scores and the “value-added Past and present school board members, as well the statutes and a diminished education for any port and resources they need to succeed. Arguing that as school administrators, filed a brief that argued student. They argued that striking down the statutes money and race influence competition for qualified making teaching a more attractive profession is in the could in fact make things worse for students. They teachers and the ability of districts to enact proven The trial court ultimately failed to consider the best interest of students. Vergara would make teaching wrote, “In this case, the trial court substituted its reforms like smaller class sizes, the organizations a less desirable profession and would exacerbate a judgment about desirable education policy and the urged the Court to reverse the “…plaintiffs’ attempt possibility that relying solely on VAMs as a way to growing teacher scarcity, especially in light of the fact best way to improve education for students without to lay blame at the feet of the tenure system for dis- that it is just one among many ongoing orchestrated regard to the harms its policy choice might cause parities that are the product of other factors, including administer reductions-in-force could drive teachers attacks on educators. Among supporters of the appeal and without regard to the evidence or the law about chronically inadequate funding for education.” away from the profession and exacerbate the were Kevin Beiser, board member of the San Diego the cause of educational inequities and the likelihood Some of California’s most honored teachers— Unified School District; Joan Buchanan, former state that the court’s injunction would redress it. The trial including 2012 National Teacher of the Year Rebecca teacher shortage. lawmaker and trustee of the San Ramon Valley Uni- court exceeded its role in our constitutional system Mieliwocki, and 2014 California Teacher of the Year fied School District; and Steve Zimmer, board pres- and its ruling must be reversed.” CTU

CHICAGO UNION TEACHER october 2015 45 TEACHER EVALUATION

A Laundry List of Problems With New edTPA Teacher Assessment BY LARRY VIGON mentoring these students: The evaluators hired by Pearson have absolutely no contact with the students. eginning on September 1, students in teacher It is completely impersonal, yet these evaluations will preparation programs in Illinois will be determine the destiny of students who might very Brequired to pass an assessment known as edT- well be exemplary candidates as judged by their PA in order to obtain a license. The test was added instructors and supervisors at their college. No matter on to a list that already includes the Test of Academic how many A’s these students have on their transcripts, Proficiency (also known as the basic skills test) or and no matter how praiseworthy their letters of rec- an acceptable score on the ACT or SAT; a content ommendation, it will be these Pearson evaluators test before student teaching; and the Assessment of who, in the end, determine their professional fate. Professional Teaching. Instructors see their students during seminars, Surprisingly, there has been little debate about edT- confer with them after scheduled observations, and PA, and coverage in the mainstream press has been exchange emails with them offering guidance and 1 Having gone through the edTPA pilot program instruction have to be completed early in the student scant. However, many in the educational community suggestions. This constant contact exemplifies the The edTPA is a this semester, I have found Pearson evaluators to be teaching experience. Since student teachers invariably have some major concerns with this new assessment. close, professional relationship that develops costly assessment highly subjective, despite rubrics that are in place. One improve over time, it is basically impossible for edTPA The edTPA was developed by Stanford University between instructors and their students, and in most that doesn’t score was so outlandish that it is hard to believe that evaluators to see how much the candidate has grown as a multiple-measure uniform assessment, and will cases ends in a successful student teaching experi- accurately predict such an individual is currently employed and in a posi- by the end of the semester. Then there is the fear, at be scored in Illinois by Pearson Education, a private, ence. As any veteran teacher will tell you, relation- good teaching and takes educators tion to cause some real harm to highly qualified stu- least on my part, that some evaluators might even be for-profit corporation that provides products and ships matter, but this is totally lacking in the edTPA/ dents. Each edTPA portfolio can receive a total of 75 biased against candidates because of their skin color, services for educators and school districts. (Pearson Pearson experience. who know the candidates out of possible points and in this case there was an 18-point accents, or the fact that they wear turbans or hijabs. has also amassed the largest amount of student data What is particularly painful from a financial view- the equation, says differential between what the Pearson evaluator gave One of the most frustrating aspects of edTPA was in the country, which should be alarming for those point is that Illinois is not even picking up the $300 one professor. one of my students and what I determined the final the time it took to deal with the minutiae. A required worried about the privacy of student information.) tab that goes to Pearson. The full cost is borne by the Photo: Shutterstock score should be. The other scores were within 1 and “language function” was so vague that none of my What is most worrisome about the edTPA is that students who must pay an additional $300 if the 5 points, indicating a real problem with the score. students even understood it. Neither did I. Also, much student teachers will need a passing score for licensure entire test has to be retaken due to a poor score. (The It should be noted that Pearson evaluators are emphasis deals with formative and summative assess- and this score will gradually rise, making it more dif- basic skills test and content-area tests each cost $135.) paid for each portfolio they grade so it makes eco- ments. This sounds good in practice, but is impractical ficult to pass in the years ahead. What the final score What makes the edTPA totally offensive is that nomic sense for them to grade as many portfolios given that the final high-stakes summative assessment will ultimately be has yet to be decided. Hopefully, the instructors are severely limited by illogical guide- as they can, as fast as they can. Obviously, monetary could take place weeks beyond the three to five lessons required score for licensure will not be determined by lines. For example, certain types of support for their rewards may come into conflict with their profes- that the edTPA entails. a failure/pass ratio, guaranteeing that some students students are deemed unacceptable such as leading sional responsibility to give each portfolio the time The handbooks contain a lot of information and would have to fail in order for the edTPA to be con- comments about their observations in order to help it needs to properly evaluate it. much of it had to be explained to my students. This sidered valid. their students pass edTPA. This represents such a took up crucial class time that was needed to discuss fine line that I totally excused myself from the edT- Drain on time, doesn’t predict good teaching Impersonal, costly and subjective appropriate methods and strategies that I had devel- PA classes, and focused instead on the non-edTPA Another problem is the video component of the oped over the course of a 36-year teaching career at Aside from the scoring system, a number of other classes, knowing I had full reign to say whatever I edTPA. Permission slips have to be distributed and elementary and secondary schools in the private and issues are troubling to the educators who are needed to say to help my students improve. collected, and due to deadlines, the videos of classroom public sector. Furthermore, my students constantly

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CHICAGO UNION TEACHER october 2015 49 CHARTER SCHOOLS SPECIAL EDUCATION

CTU Enters Service Agreement with Chicago Special Education Class Size and ISBE Waivers Alliance of Charter Teachers and Staff Local 4343 BY JIM CAVALLERO Chicago Public Schools is often granted waivers as high as a 60/40 ratio. However, any time the number of students BY BRIAN HARRIS hicago Teachers Union members should be aware of with special needs exceeds 30 percent, a school must com- general education class sizes that serve students with plete an “Application for Deviation.” It is important to note he Chicago Teachers Union has entered into a Cspecial needs. Regardless of whether the class is that the 70/30 Deviation should be the last resort and service agreement with the Chicago Alliance taught by only a general education teacher or co-taught reprogramming should be considered first. The form schools Tof Charter Teachers and Staff Local 4343 (Chi- with a special education teacher, the Illinois State Board are required to complete can be found on the ISBE website ACTS) and the Illinois Federation of Teachers (IFT) of Education guidelines of a 70/30 ratio of general edu- at http://www.isbe.state.il.us/spec-ed/pdfs/34-38a-devi- to provide bargaining and grievance representation cation students to students with special needs is the stan- ation-forms.pdf. for ChiACTS members. As of September 1, 2015, dard. Our contract article 21-13.2 “Limitations on Work- The Application for Deviation requires that the general the CTU became responsible for contract negotia- load” states that: education and special education teacher submit information tions and contract enforcement for more than 1,000 regarding how classroom instruction would be impacted by Bargaining unit employees who work with students ChiACTS members at 32 Chicago charter schools. the addition of students with special needs. It also asks how with disabilities shall not be required to exceed This transition sets the stage for greater collab- these teachers were consulted regarding the placement of caseloads, class sizes, limits on ratios of students oration in the Union’s efforts to improve the educa- students with special needs and also what supports are being with disabilities to general education students and tion of 400,000 Chicago public school students. The provided to them. This application must be applied for prior limits on ratios of students with disabilities to teach- IFT previously provided these services to ChiACTS, to the implementation of the deviation from class size. ers and PSRPs as required under law. which were transferred through a servicing agree- Article 21-13.2 was a victory the CTU won for our ment with the state union signed by officers of the students with special needs in our last contract. It allows CTU and ChiACTS. us to advocate for what is the best learning environment “At ChiACTS, we are always trying to discover for our students. At my school, Chicago Academy High ways to strengthen our bond with the CTU, and School, I was programmed for an inclusion class of more this is a fantastic arrangement for both unions and than 40 percent students with special needs. I brought for the people of Chicago,” said Brian Harris, Chi- the class size contract violation to the attention of my ACTS president. “Since teachers and staff at charters “We are hoping to create a unified voice for public principal along with information about the deviation from and at CPS both serve the young people of our city educators in the city of Chicago,” said CTU Vice the 70/30 ratio. I was able to get that class size reduced and are equally subject to the terrible decisions of President, Jesse Sharkey.” so that it best served the needs of all students in the class. the unelected school board, it makes sense for us to As the CTU and ChiACTS embark on a new We have to advocate for our students—especially our work together as closely as possible.” phase of collaboration, Chicago charter schools will students with special needs. Our contract provides oppor- For nearly a decade, the CTU, IFT and American benefit from a focus on improving many of the issues tunities for us to do so. If your classes with students who Federation of Teachers have worked together to affecting traditional neighborhood schools, such as have special needs are in excess of 30 percent, bring it to unionize teachers working in Chicago’s charter poorly run outsourced services, increasing class sizes, the attention of your principal. Ask if some reprogram- schools. During that time, nearly 20 percent of the attacks on special education and an abundance of ming can be done. Ask to see the Application for Devia- teachers at Chicago charters have decided to form a standardized testing. tion. In my situation, a grievance did not need to be filed. union, which has become ChiACTS Local 4343. The “If we are ever going to defeat the corrupt edu- If you cannot work out something at the school level or CTU and ChiACTS have greatly deepened their cation reform movement, we need unity among all are told there is no Application for Deviation, or that you work together over the years by planning shared con- teachers and school staff,” Harris said. “This agree- can’t see the Application for Deviation, contact your CTU ferences, showing solidarity for campaigns and devel- ment will help us build our unity.” CTU field representative to file a grievance. CTU oping joint strategies to address professional prob- Brian Harris is a teacher at Chicago International Jim Cavallero is a CTU delegate and special education teacher lems, charter expansion and school funding issues. Charter School and president of ChiACTS. at Chicago Academy High School.

50 october 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER october 2015 51

IN CLOSING IN CLOSING In memory of...

2015

AL1 AUSTIN-NORTH LAWNDALE ELEMENTARY Anderson, James ∕ PE2 PERSHING ELEMENTARY Melero, Juanita; Putnam, March 4 Sadie L. Turner, Woodson September 8 Margaret N. Burke, O’Toole Grace A.; Hatfield, Jamie L.; Pittman, Sylvelia I.; Poole, Jeffrey A. ∕ PL1 PILSEN-LITTLE VILLAGE ELEMENTARY March 24 Carlotta J. Dunbar, Ryder September 8 Maggie Lee Wilson, Curtis Alethea; Proctor, Laurel; Sciarine, Kathleen ∕ AL2 AUSTIN- Guerrero, Jesus A.; Reed-Lopez, Anne C.; Toman, John A. ∕ NORTH LAWNDALE ELEMENTARY Buchanan, Latasha PL2 PILSEN-LITTLE VILLAGE ELEMENTARY Ma, Amy ∕ RR1 July 8 Dolores Ann Arnold, Shoop September 9 Florence G. Jackson, Calumet HS B.; Humphreys, Timothy A.; Thrash, Rasheeda M. ∕ BP1 RAVENSWOOD-RIDGE ELEMENTARY Feeney, Charles L.; Janes, August 3 Mary Alice Bentley, Kelvyn Park HS September 9 Kathryn Moffat, Sub BURNHAM PARK ELEMENTARY Shepherd, Yvette C. ∕ BP2 Karen J.; McLaurine, Cody P.; Mountz, David B.; Pulliam, BURNHAM PARK ELEMENTARY Berger, Michael S.; Ringhand, Davina M. ∕ RR2 RAVENSWOOD-RIDGE ELEMENTARY August 5 Ora D. Epps, Sayre Language September 9 Jane A. Oehlerking, Spalding Allison B.; Washington, Nathalia A.; Zaturski, Steven A. ∕ Birden, Darren A.; Davis, Stephanie A.; Skweres, Steven; Soto, August 10 Mark Alan Palermo, Senn September 10 John J. Bolger, Darwin EG1 ENGLEWOOD-GRESHAM ELEMENTARY Reeder, Candice Karen J. ∕ RI1 ROCK ISLAND ELEMENTARY Foy, Brandon J.; C.; Ruff, Nadra C.; Sharp, Daisy L.; Smith, Vera I. ∕ EG2 Lekkas, Harry G.; Martin, Donna M.; Menefee, Jeremy R. ∕ August 13 Lois E. Willis, Englewood September 10 Joanne Lee Gerst, Lyon ENGLEWOOD-GRESHAM ELEMENTARY Hurley, Christine RI2 ROCK ISLAND ELEMENTARY All Present ∕ August 21 Dorothea E. Adams, Wright September 10 Patrick J. Rodgers, Wells HS M.; Jarrell, Ashley N.; McNeal, Susie E. ∕ FR1 FULLERTON SK1 SKYWAY ELEMENTARY Blake Boose, Robin; ELEMENTARY Chavez, Lisa B.; DeLaPena, Alejandra; James, Carter, Launder F.; Evans, Karen; Hall, Redina; August 21 Randy S. Metzler, Sub September 11 Anthony W. Dopke, Stockton Ramses D.; Montgomery, Andrea H.; Vacco, Angela L. ∕ FR2 Norment, Sonya C.; President-Brown Chapman, August 24 Joseph P. Fitzgerald, Arts Of Living September 11 Harold W. Frazer, William Gray Elementary FULLERTON ELEMENTARY Bruehl, Steven C.; Jacobson, Rochelle M.; Reed, Cynthia M.; Rudin, Lisa H. Delegates Johanna T.; Kearns, Donald E. ∕ FL1 FULTON ELEMENTARY ∕ SK2 SKYWAY ELEMENTARY Brown, Marlene; August 25 Patricia M. Ryan, Stewart September 12 Yvonne T. Johnson, Parkman Alexandroff, Pam; Cerda, Brian; Maurello, Rosemary S. ∕ FL2 Coleman, Kathy L.; Pabellon, Meaghan; Phillips, Not Present August 26 Tim Francis, Schurz HS September 13 Gertrude Fields, Crown Magnet FULTON ELEMENTARY Griffin, Allison E. ∕ FSS FAR SOUTH Jala L. ∕ SSH SOUTH SIDE H.S. Cameron, Alisia SIDE HIGH SCHOOL Arredondo, David; Broussard, Jeffrey L.; Collins, Valerie M.; Fisher-Gary, Tonya D.; HOUSE OF August 27 Betty L. Richards, Gifted Program-Central September 13 Johanna R. Kasper, Smyser A.; MacDonald, Francis J.; Rountree, Eric F.; Styler, Kenneth Grigsby, Lacy B.; Lucchesi, Lauren; Nichols-Sweat, DELEGATES August 28 Margarita Fiscella, Alexander Graham September 15 Carennea Ferrell, Cather D. ∕ GH1 GARFIELD-HUMBOLDT ELEMENTARY Brignoni, Shari A.; Reed, Darryl L. ∕ SW1 SOUTHWEST MEETING Michele D.; Farder, Dejernet M.; Metzger, Suzanne M. ∕ GH2 SIDE H.S. Brode, Amanda A.; Burke, Heide L.; August 29 Irene C. Arrington, Kelvyn Park HS September 15 Constance Maragos, Sutherland GARFIELD-HUMBOLDT ELEMENTARY Bonatz, Julia M.; Haynes, Kelly, Timothy J.; Moten, Latonya; Penuelas, Wednesday, August 29 Rita Shine, Bryant September 15 Virginia D. Myers, Schurz HS Marci S.; Smith, Elayne P.; Trentham, April L. ∕ LC1 LAKE Homero L. ∕ SW2 SOUTHWEST SIDE H.S. October 7, 2015 CALUMET ELEMENTARY Dowd, Darnell A.; Spearman, Nicole Crockett, Turan C.; Harris, Shelly; Skalinder, August 29 Roberta L. Smith, Julian September 16 Robert P. Kacynski, Prescott N. ∕ LC2 LAKE CALUMET ELEMENTARY Goodar, Vanessa Eric ∕ WS1 WEST SIDE H.S. Harris, Stephanie August 30 Eileen O’Brien, Schurz HS September 16 Angela Reynolds, Dulles P.; Morgan, Kelly A. ∕ ME1 MIDWAY ELEMENTARY Bendik, J.; Jones, Emily C.; Stout, Alyson H. ∕ WS2 WEST Robert; Hester, Kamau L.; O’Malley, Margaret M. ∕ ME2 SIDE H.S. Butler, Tonya L.; Kampton, Katherine M.; Miller, August 31 May I. Stoesser, Reinberg September 17 Ruth L. Green, Parker MIDWAY ELEMENTARY Magallanes, Lucero; Paz, Juliana ∕ Cynthia L.; Rice, Scott ∕ CITY-WIDE CAREER SERVICE Aguirre, September 2 Babette Simon, Boone September 17 Maurice Harvey, Jordan NW1 NORTH-NORTHWEST SIDE H.S. Archambault, Kelly A.; Emma N.; Cruz, Griselda; Gonzalez, Maria A.; Guerrero, Goodman, Michael A.; Gryglak, Emma E.; Phelan, Audrey R.; Genoveva; Hampton, Vermie L.; Hathaway, Ida M.; Krantz- September 3 Isadora M. Toney, Burnside September 17 Lois C. Ricks, Abbott Plencner, Scott M.; Plum, Keith R.; Schmidt, Sharon M.; Sloan, Perlman, Isaac J.; Parker-Taylor, Karmen L.; Phillips-Everett, September 4 Michael G. Reiniger, Riis September 18 Marilyn Enyard Hunter, Lyon James; Smith, Laura; Walach, Erin; Walsh, Matthew J. ∕ NW2 Clovise; Sanders, Vickie; Scott, Ella M.; Spiff, Inodu ∕ CITY- NORTH-NORTHWEST SIDE H.S. Hungerford, Robert; Pedersen, WIDE Ahmad, Huma A.; Clam, Matthew C.; Evans-Douglas, September 6 Nathaniel Ferrell, Cb York Alternative September 18 Elaine L. Jackson-Mathis, Attucks Christian E.; Yonan, Joanne S. ∕ OH1 O’HARE ELEMENTARY Tonya; Ford-Kendrick, Onna L.; Freed, Jeanne M.; Gruodis, Paul September 6 James W. Foreman, Dunbar Voc HS September 21 Miriam Pushel, Jackson Allison, David R.; Irwin, Melissa L.; Spagnola, Patricia A. ∕ OH2 J.; Heath, Howard L.; Lofton, Saria C.; McCormick, Mary T.; O’HARE ELEMENTARY Burchfield, Elizabeth J.; Dillon, Barbara Nevels, Leigh M.; Nyberg, Angelica M.; O’Connell, Jennifer L.; September 6 Albert Pirtle, Burke September 21 Theresa W. Threet, Terrell K.; Medina-Correa, Naomi C.; Ortiz, Lorraine G.; Reyes, Julia Ong, Jantra; Racky, Denise M.; Socoloff, Miriam A.; Thompson, September 7 Flarizell Creagh, Crane HS September 22 Shirley A. Severino, Christopher A.; Skaggs, Sara L. ∕ PE1 PERSHING ELEMENTARY Pulaski, Theodore; Whitfield, Benita A. September 7 Betty J. Sibley, Cuffe September 23 Sam S. Ozaki, Taft HS September 7 Gladys Smith, Owen Acad September 25 Grace R. Kramp, Hale September 8 Irving Bunton, Central Offices September 26 Marie D. Jernigan, Medill

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 54 october 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 email atCHICAGO [email protected] UNION TEACHER to reportoctober the 2015 information. 55 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.