STOP THE ChicagoUnionTeacher

CONTENTS

AROUND THE UNION 5 President’s Message 6 Letters 8 Retiree Corner CONTRACT ENFORCEMENT rahm- 8 CPS Breaks Caseload Law, and Now It Has to Pay OUR DISTRICT 10 Walk-Ins at Your School 12 Zombie Board of Dead-ucation 14 Fruit from a Rotten Tree: The Truth about Barbara Byrd-Bennett 17 From A to Z on the Plight of Public Schools 19 LEAD 2015: Changing What We Cannot Accept RAuner THE CHARTERS 22 Chicago Urgently Needs a Moratorium on Charter School Expansion OUR PSRPs 28 PSRP Appreciation 30 You, Me, and PSRP aTtAcks BOARD OF (UN)DEAD ∕ CASELOAD VICTORY ∕ FUNDING OUR SCHOOLS TEACHER EVALUATION ChicagoUnionTeachernovember 2015 / vol. 79 / number 3 THE SUPERHEROES IN OUR SCHOOLS 31 What Teacher Evaluation Should Do for You DESTROYING our schools Harming our communities serving the rich and powerful AJUSTCHICAGO.ORG ■ Illinois Governor Bruce Rauner has ■ As Mayor, Rahm has laid off 7,000 ■ Bruce Rauner owns nine homes 32 How Should We Fund Schools in Illinois? been a top advisor to Chicago Mayor teachers and severely cut retirement worth a combined tens of millions of Rahm Emanuel on school closings and income for thousands of seniors who live dollars. Rauner spent more than BOOKS other harmful education policies. and spend money in our communities. $100,000 to join an exclusive wine club. 37 Union Reading for the Whole Family Juan Rangel, the disgraced former CEO His friend Rauner wants to cut even Asked whether he’s a member of the 1 of charter-school giant UNO, has also more from the limited income of the percent, he responded, “Oh, I’m 38 Black Teachers on Teaching been a close advisor to Rahm. Rangel elderly. probably .01 percent." THE CLASSROOM stepped down as UNO’s CEO after a ■ Both Rahm and Rauner oppose a ■ After leaving his White House job, series of corporate scandals and 38 Grades and Grading, Part II minimum wage hike of $15 an hour for Rahm made $18 million working for two federal investigations into UNO’s misuse s working families in Chicago despite the years in private equity—essential to his of public funds. Photo: COMMENTARY need in our communities. An early 2014 success was Rauner’s support. How did Victor Powell 40 The Spectators Revolt ■ Both Rahm and Rauner back budget poll found that nearly two-thirds of Illinois he make so much so quickly? According Photography cuts for public schools and sending voters support a minimum wage of $10 to Ron Suskind, a Pulitzer Prize–winning 42 Amy Winehouse, Allen Iverson, and “Seeing” Our Students school money to private an hour. former reporter for the Wall Street organizations beyond the democratic Journal: "Paying someone who will be a IN CLOSING control of our communities. future government of cial a lot of money 46 Procedure for Filling Vacancies for Functional Groups for doing very little? On Wall Street, we 46 call that an investment." Delegates Not Present A Rahm-Rauner agenda threatens ALL OF US. 47 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 Sisters and Brothers,

EDITOR-IN-CHIEF ∕ Stephanie A. Gadlin The tide is rising. It is time for us to future of collective bargaining in our state. batten down the hatches and prepare for The Board continues to fight us on the ASSOCIATE EDITOR ∕ Ronnie Reese the incoming storm. most important elements of our contract CONTRIBUTING WRITERS ∕ A ship known as Chicago Public demands. Not only are we fighting for Jitu Brown, June Davis, Stephanie Gadlin, Kimberly Goldbaum, Sarah Hainds, Kurt Hilgendorf, Schools (CPS) is broke on purpose, and bread-and-butter issues but also a reduc- Jennifer Johnson, Mahpara Khan, John Kugler, Kathy Murray, Jackson Potter, Lashawn Wallace our district continues to reel from the recent tion in paper work. SUPES scandal that will ultimately send On the political front, our Political CONTRIBUTING PHOTOGRAPHERS ∕ former schools CEO Barbara Byrd-Bennett Action and Legislative Committee released Phil Cantor, Stephanie Gadlin, Nathan Goldbaum, John Kuijper, Matthew Luskin, to prison. We believe her malfeasance is the its early endorsement list in advance of the Rebecca Martinez, Kathy Murray, Braden Nesin, Debby Pope, Ronnie Reese, tip of the iceberg. Therefore, we support upcoming statewide electoral cycle. Gen- Sarah Jane Rhee, Martin Ritter, Gabriel Sheridan the call for an extensive investigation of all eral Assembly candidates participated in Board-approved contracts under Byrd-Ben- an extensive screening process with rank- ADVERTISING MANAGER ∕ April Stigger nett’s tenure, and that the district reverses and-file members that included the com- her decision to lay off thousands of educa- pletion of a mandatory questionnaire, GRAPHIC DESIGN ∕ Eric Ruder tors and close 50 neighborhood schools. addressing a myriad of issues impacting PRODUCTION ∕ Eric Ruder ∕ Progress Printing Corp., Inc. We who dare to teach must never cease the lives of educators. The Illinois primary to learn. That is why we are pleased to will be held March 15, 2016. discover that more than 97 percent of our We are focused on getting an elected, OFFICERS members believe they will vote “yes” to representative school board in Chicago, Karen GJ Lewis, NBCT ∕ PRESIDENT authorize a strike when the time comes. progressive revenue solutions that will fund include: State Sen. William Delgado (Dis- Jesse Sharkey ∕ VICE PRESIDENT Our November 5 “mock poll” revealed that our school district and halt the attacks on trict 2), State Rep. Elgie Sims (District 34), Kristine Mayle ∕ FINANCIAL SECRETARY teachers, paraprofessionals and clinicians our pensions, and the full restoration of State Rep. LaShawn Ford (District 8), Michael Brunson ∕ RECORDING SECRETARY remain unified, organized and ready to our collective bargaining rights. Therefore, State Rep. Ann Williams (District 11), engage the mayor’s hand-picked Board of our first priority is to get champions in the State Rep. Cynthia Soto (District 4), State TheChicago Union Teacher is published eight times a year in September, Education and CEO Forest Claypool on statehouse. This means that we need polit- Rep. Robert Martwick (District 19) and October/November, December, January, February, March, April, May/June. what’s important to us—protecting our ical leaders who are grounded in our mis- community leader Jay Travis (District 26). TheChicago Union Teacher is the official publication of the Chicago Teachers Union, profession and ensuring our students have sion to strengthen our schools; and, they Let’s continue to rally and build our which is the exclusive bargaining agent for teachers, counselors, librarians, clinicians the schools they deserve. must be able to win. solidarity and power. That’s why I look and paraprofessional and school-related personnel in the Chicago Public Schools. We still have much work to do. Since We believe early endorsements buoy the forward to seeing every CTU member at August, we have added more than 1,000 hopes of challenging candidates by infusing our November 23 Winter Rally and Tail- Chicago Teachers Union • Local 1 • American Federation of Teachers, AFL-CIO. new members to our bargaining unit. Our their campaigns with much-needed gate Celebration. We’ll rally, encourage one paraprofessionals, to whom this issue is resources. As we fight for the LaSalle Street another, cheer on our issues, and celebrate TheChicago Union Teacher is affiliated with the International Labor Communications Association dedicated, remain the backbone of our Tax on financial transactions at the Chi- the upcoming holiday season with hot food and the AFT Communications Network. schools. Their insight, skill and commit- cago Board of Trade, a commuter tax and and beverages. If you missed May 23, you ment make them everyday superheroes to a millionaire’s tax, we are also pushing for won’t want to miss November 23. Bring Chicago Teachers Union affiliations include the Chicago Federation of Labor (CFL), parents and students across the city. Many an Elected Representative School Board. your grills, food, noisemakers and signs. the Illinois State Federation of Labor-Congress of Industrial Organizations (ISFL-CIO), of our brothers and sisters remain encour- Strong and focused legislative leaders will Dress for the occasion. Let’s show the city the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), aged, focused and concerned about the pave the way. The CTU’s endorsees the full beauty and power of the CTU. the Illinois Federation of Teachers (IFT) and the American Federation of Teachers (AFT). In solidarity, 222 MERCHANDISE MART PLAZA SUITE NO. 400 CHICAGO, IL 60654-1016

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

CHICAGO UNION TEACHER november 2015 5 LETTERS LETTERS

Easy Come… email from Alderman O’Shea indi- have written sincere letters of recom- roughly 10 SECAs and PSRPs who were stolen With a $500 million shortfall and cating that he had obtained informa- mendation. Additionally, I have worked years ago, that from CTU and given to SEIU be able thousands of teacher layoffs looming, Easy Go! tion from Dr. Janice Jackson that the tirelessly and dedicated countless hours required all of to return to our powerful union?” While handing out extra start-up funds for Our school delegates are awesome Dr. Griffin will not be joining Chicago to the improvement of my practice, and us non-certi- I was going through this incredibly new charters is robbing current Chicago folk. Public Schools in any capacity. I am more than halfway through the fied interpret- unjust cut in pay, my family expanded Public School students at a time of their Way to go, David! process for National Board Certifica- ers to take an to include the care of my four grand- greatest need. Not only are they incredible edu- 1 Loretta McCauley cators. They are incredible leaders and Patty Mitchell, tion (NBC). Unfortunately, because exam and reg- Photo: Gabriel Sheridan children, who I believe deserve the very The community and even one Neigh- activists for what is best for public CTU teacher field representative most of my teaching experience is in ister as an best from me, just as I believe my stu- borhood Action Council were over- education and our future invest- Texas and I am relatively new to the American Sign Language Interpreter. dents deserve the very best from me. whelmingly opposed to the proposals. The test cost $250. We were promised Opening more charters will result ments—our students! I want to take district, I was placed on probationary My work is so important to me, yet it by the Board that we would be reim- in more district schools closing. this time to thank and acknowledge Thankful and status upon coming to CPS. seems like I am often my only advocate bursed when we passed the exam. I when it comes to fair pay and fair treat- Charter schools do not have any David Tournoux, the delegate at Cas- Thoughtful The Chicago Teachers Union values never saw a dime from that. We were ment. It troubles me so much that I had meaningful way for communities to sell Elementary School. qualified teachers, and if not for its dil- I would like to acknowledge the sup- also told that we were getting a pay no choice in the changes to my union participate in school governance, such I received an email from David igent efforts, I would be looking for port and guidance that I have received increase instead, while the certified representation. I have nothing against as a Local School Council or elected about information that he had received work outside of teaching right now. In from the CTU, especially from Lynn interpreters received both a reimburse- SEIU, but the CTU’s power seemed to school board. from his administrator on the hiring contrast, CPS has never hesitated in Cherkasky-Davis, during these trying ment and an increase in pay. That really protect my interests in a more substan- Teachers in these schools do not have of Dr. Kelvin Griffin from the Atlanta laying me off, even though the district times at CPS. I have been laid off and has invested in my National Board stuck in my craw. This tiny piece of my tial manner. I now feel so limited in the a union voice and can be fired for speak- School System. rehired twice in the past two months, Certification professional development. journey is just an example of how some fight for quality resources for my stu- ing up for themselves or students. It appears that Griffin resigned after and her determination and deftness at After expressing my dismay at being of us are treated as a sub-category of dents, no longer alongside my longtime There are more reasons, but I want- allegations of unprofessional behavior utilizing her vast network of CTU laid off the second time, I reached out educators. This was also the beginning CTU colleagues. ed to make a case to the Board that that included drugs and illicit sexual members has been crucial in connecting to CPS’ Talent Office to address what of the end to the title “Sign Language Loretta McCauley, they may not have considered—that activity at Young Middle School. (Read me with administrators who value my was happening to their “investment.” Interpreter.” sign language interpreter adding charters is hurting all schools, more at http://on.11alive.com/1N4U- skill set as a high school English teacher. Only when I wrote to CPS, reminding After 21 years in the Chicago Teach- including charter schools. The new aqV.) I brought this information to the Thankfully, I am still employed, but it them of their lost NBC investment, did er’s Union, my position was cut. I was Noble campus will decrease enrollment attention of 19th Ward alderman Matt is not due to any action from CPS. they respond, assuring me that they not exactly fired, however, as I showed Charter Win is at the 11 high schools within 1.5 miles O’Shea and questioned how this hiring My layoffs were never due to any would do everything in their power to up to school every day rehired as a Spe- Everyone’s Loss of it. That includes two charter high could happen—and even more so, why performance-related concern. To the assist me in finding employment within cial Education Classroom Assistant. My schools. The density of charter schools Before the Chicago Teachers Union did it happen? contrary, principals have always CPS. That was the last I heard from title would no longer include “Sign Lan- in Chicago is so high that new ones strike in 2012, the executive board of Within three days, I received an expressed remorse in my dismissal, and them. If it weren’t for the CTU, I would guage Interpreter,” and overnight, I don’t just prey upon district schools, Chicago Alliance of Charter Teachers still be out of a job. became a Service Employees Interna- but they are cannibalizing other char- tional Union (SEIU) member. Imme- and Staff voted unanimously to send a ter schools and harming their own If CPS wants to continue employing diately after I was rehired, my first resolution to the American Federation networks in the process. Chains like dedicated, qualified teachers like myself, scheduled duties were to support the of Teachers annual convention for a Noble Street fund their expansion it should take a cue from the CTU and very same hearing impaired students I moratorium on new charters, school through bond issues that accumulate value its teachers as individuals. had just been supporting all this time! closings and turnarounds. So, it was my debt obligations which divert an Samuel L. Rasch, Nothing had changed and yet every- pleasure to advocate for a brighter future increasing number of dollars—our tax Foreman High School thing changed—my pay was cut almost for Chicago’s youth by speaking against dollars—away from the classroom and in half, my duties almost doubled and charter expansion at the last Chicago into debt service. Noble and KIPP Missing My Union I had a larger case load, which included Board of Education meeting. Unfortu- should focus on serving the schools changing diapers and chasing nately, the board followed their privat- that they have, instead of disserving I am a sign language interpreter. I pre-schoolers who are hearing impaired. ization script and green-lighted another them through their efforts to expand. have signed all my life and had been I continue to be a dedicated member KIPP and another Noble campus. Chris Baehrend, Latino Youth High working for the Board of Education for of the school staff. I ask my delegate There were many reasons to oppose School, ChiACTS Vice President

several years. A new mandate came, friends all the time, “When will us these charter proposals: 1 Tournoux (far right), with teachers and staff at Cassell Elementary.

6 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 7 CONTRACT ENFORCEMENT

Notification of Enforcement Action & Sanctions (Step 1)

November 25, 2014

Dr. Markay Winston Chief Officer Office of Diverse Learner Supports + Services City of Chicago School District 299 125 South Clark Street Chicago, IL 60603

and

Ms. Barbara Byrd-Bennett Chief Executive Officer CPS Breaks Caseload Law...and Now It Has to Pay City of Chicago School District 299 Byrd-Bennett is now a convicted felon 125 South Clark Street Chicago, IL 60603

BY JOHN KUGLER, PH.D. enforced Speech-language pathologists’ (SLP) case- who pled guilty to federal bribery Re: City of Chicago Systemic Complaint Speech/Language Caseloads loads not to exceed 60 students. We won this case by Case Number 2013-0397 n a clear case of Chicago Public Schools’ mendacity organizing through the Union’s delegate structure. charges in a $23 million no-bid Dear Dr. Winston and Ms. Byrd-Bennett: On October 24, 2013, your district was notified that the Illin Education had identified one or more finding identified complaint investigation. On Ma and malfeasance, the Chicago Teachers Union has CTU delegates Jennifer O’Connell, Huma Ahmad s of noncomplianceois as State a result Board of the of contract scheme with SUPES that certain portions of the correctiv rch 12, 2014, your district was notified other portions of the subm e action order had been completed, while won a case in arbitration that never should have and Susan Hickey are the heroes in this case. They with the corrective action order.itted documentationThe foll did no t demonstrate compliance I by April 18, 2014. owing documents were to be submitted taken three years to resolve. The Union filed the griev- pulled together data from all parts of the district that Academy. Winston abruptly resigned • A list of all speech/language total number of students on thepathologists cu (SLPs) in the district and the ance on December 18, 2012, that CPS was breaking refuted the claims of CPS administrators in all steps rrent caseload of each SLP. Illinois State Law 105 ILCS 5/14 (Sec. 14-6.03): of the grievance process to win this case. her position on or about October 23, In the beginning of the case, CPS made two argu- Speech-language pathology assistants. 2015, for unknown reasons. ments. The first was a lie that it was not in violation (b) ... A full-time speech-language patholo- In ISBE Case Number 2013-0397 Notification of the 60 caseloads per speech pathologist limit. The gist’s caseload limit may not exceed 80 students of Enforcement Action & Sanctions dated November way we proved that CPS was lying was to gather school (60 students on or after September 1, 2003) at 25, 2014, the state Board of Ed was clear in corre- data from individual speech pathologists. Our delegates The second CPS argument was that state law did any time.... spondence with CPS that it had not been in compli- organized witnesses and gathered caseload statistics not apply to Chicago Public Schools and was not ance with state law, nor was CPS providing informa- On October 13, 2015, arbitrator Edwin Benn that refuted the claims of CPS administrators that enforceable through the grievance process. CPS first tion requested by the State to resolve the caseload sustained grievance #6127/12-12-060(jk) that SLP caseloads were not more than 60 students. made the argument that the law does not apply to them. They changed their argument after the Union complaint. ISBE was clear in its frustration over the filed a claim with the Illinois State Board of Education matter with this threat of sanctions against CPS: (ISBE), using CPS’ responses that it did not have to Please submit the information explained in follow the law and that they did not violate the law. the preceding paragraph no later than Decem- CPS responded officially to the grievance with: ber 19, 2014. If the materials are not submit- Roberta Cares, and We Thank Her For Her Dedication Chicago Public Schools was in compliance ted by this date, additional enforcement with the caseload regulations of 23 Illinois actions will be taken. These actions may BY KATHY MURRAY Born in Georgia in 1927, Wilson Administrative Code 226.735 (Work Load include a conference with administrators of came to Chicago at the age of 19 by for Special Educators) for the named grievant this agency, notification to your local board etired members have always pro- herself with a young son. She began during the grievance filing period. Therefore, of education of the continued noncompliance,

RETIREE CORNER RETIREE vided such a wealth of knowl- working at Austin High School as a the grievance is deemed to be without merit suspension of your school recognition or an Redge and support to our union. teacher’s assistant and would work for and denied. [February 27, 2013] order withholding some or all of your Part B When thinking about this month’s 35 years in the CPS system, retiring funds under P.L. 108-446. column and connecting retired mem- at age 84 in 2011 from Shubert Ele- To which the CTU responded in a March 1, Ironically, the 2014 ISBE letter was addressed to bers and PSRPs, I thought immedi- mentary School. During her career, 2013, letter: Barbara Byrd-Bennett and Markay Winston, both ately of such amazing members as Roberta received honors from Chi- It is a shame that CPS administrators and the of whom have since left the system. Byrd-Bennett is Portia Ball, Charlotte Brent, Bernice cago and Springfield—in 2002 for Office of Labor Relations have taken the posi- now a convicted felon who pled guilty to federal Roberts and Cecilia Scott—women her community work on the West 7 Roberta tion, in a February 27, 2013, response, that it bribery charges in a $23 million no-bid contract who toil tirelessly for our union Side by the Chicago City Council, Wilson is the responsibility of the victims of scheme with SUPES Academy. Winston abruptly through phone banking, political and in 2011, when she received an Photo: law-breaking to be responsible to prove they resigned her position on or about October 23, 2015, action, organizing, House of Delegates Excellent Educator Award from the Kathy have been hurt. Yet more egregious is that this for unknown reasons. Both worked together in Ohio set-up and community work. Illinois General Assembly. Murray specific law is meant to protect the most vul- school districts before coming to work in the Chicago And, thinking of retired PSRPs, With all of her accomplishments, nerable people in our state—special education Public Schools. I thought of Roberta Wilson, who Teachers Union, our members and Wilson says what’s most important students who have speech and language Arbitrator Benn was clear that CPS’ argument has dedicated her life to the children the children of Chicago. CTU to her are her son, her family, her disabilities. that the law could not be enforced by the grievance in Chicago Public Schools and con- community work and her union activ- Kathy Murray is a CTU organizer and process was not valid: tinues to do so through her church, ism. As she enters her 89th year, we’d staff liaison to the Retiree Functional the century-old Third Unitarian like to thank her for all of her hard Group. Church on the city’s West Side. work and dedication to the Chicago

8 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 9 CONTRACT ENFORCEMENT OUR DISTRICT OUR DISTRICT

This case is different because the par- ties agreed to specifically incorporate external law concerning SLP caseloads into the Agreement. In Section 21-13.1 of the 2012-2015 Agreement, the parties specifically agreed that “[i] n accordance with Section ... 226.735 of the Illinois State Board of Educa- tion Rules and Regulations, the BOARD shall develop, in cooperation with the UNION, a plan specifying limits on the work load of its special education teachers....” The parties again incorporated external law con- cerning SLP caseloads into the 2012- Walk-Ins at Your School 2015 Agreement in Section 21-13.2 BY CTU ORGANIZING (including special education with the language “[b]argaining unit staff ) and the loss of art and employees who work with students n October 15, 2015, par- foreign language programs, with disabilities shall not be required ents, students and commu- counseling and libraries. The to exceed caseloads, class sizes, limits nity members, in a show of walk-ins, inspired by actions in on ratios of students with disabilities O solidarity with the Chicago Milwaukee and St. Paul, Min- to general education students and lim- Teachers Union, sent a message nesota, were spirited and uni- its on ratios of students with disabil- to the hand-picked Chicago fying for each school ities to teachers and PSRPs as required Board of Education: “Support community. under law.” our schools! Stop cuts that The CTU is planning more In the end, the result was a hands-down affect the children in public of these actions in the coming victory to make the all grievants whole. That schools!” Rallying outside of months, culminating in hun- included three years’ back pay for each stu- two high schools (Kelvyn Park, dreds of walk-ins next year dent over the 60-limit caseload. The Union Uplift), two elementary schools during the months of January is now working out how much should be (Ray and Hanson Park) and and February. Let’s keep the paid to each SLP going back three years. Madero Middle School, the train rolling! For information The union was the winner in this case, participants spoke about harm on organizing a walk-in at your but the real story here is the brash disregard caused by budget cuts which school, contact us at organiz- for the law—and resources that should be have resulted in layoffs [email protected]. CTU going toward the special needs of the stu- dents of Chicago Public Schools. If you know of any cases where special education law or resources are being violated and/or misused, contact your CTU field represen- tative immediately. An injury to one is an injury to all! CTU John Kugler, Ph.D., is a CTU teacher field representative. Photos by Matthew Luskin, Rebecca Martinez, Debby Pope and Martin Ritter

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Zombie Board of Dead-ucation BY STEPHANIE GADLIN

ust days before Halloween, zombies went on the attack in voicing their desire to Jcontinue to kill neighborhood schools and ensure that the very heart of public edu- cation winds up in their graveyards. On their way to feasting on the brains of the mayor’s hand-picked Chicago Board of Education, the Zombie Board of Dead halted traffic, disrupted a Chicago Teachers Union press conference where Vice President Jesse Shar- key spoke and then proceeded to march, I mean, slow-drag themselves to City Hall in search of more brains upon which to feast. Finding none, they waved to one of their zombie-like supporters, Mayor Rahm Emanuel, who smirked, rolled his eyes and disappeared back into his own cavern to continue with his evil plans. From there, the Zombie Board of Dead joined Chicago Public Schools students at the Thompson Center to protest budget cuts crippling students and their families, and then made an appearance in the lobby of a building owned and operated by one of the walking dead’s closest friends, billionaire Ken Griffin. Unfortunately, Griffin’s hench- men didn’t see the zombies listed on his meeting schedule, and the police were soon called. CTU Stephanie Gadlin is the Director of Photos by Stephanie Gadlin, Nathan Goldbaum and Ronnie Reese Communications for the CTU.

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Privatization produces the Barbara Byrd-Bennett’s of The Truth about Barbara Byrd-Bennett and CPS the world, setting the tone for this type of behavior.

Fruit from a Rotten Tree 1 creating a “cradle to career” system in Harlem that don’t have representative voting rights on the school Corporate BY JITU BROWN mentioned are the schemes used to give the illusion was promoted as a national model. Then we learned board. Our silence is demanded, while school boards education reform that he pushed out students from his first three classes in more than 94 percent of America’s cities are elected. of growth: the rapid increase of alternative schools, Hall of Shame, s a Chicago Public programs such as Credit Recovery and CPS outright to make the school look better. In CPS, we have no direct way to hold officials account- from left to In New Orleans, they “cooked the books” to make able for the policies they set. Here is what we do know: Schools parent and falsifying the data on graduation rates. This is “smoke right: Michael long-time commu- and mirrors,” not improved education. This is the Bloomberg, the charter system look like a success, but, according Nationally, only one out of 5 charters outperform A to 2014 data, more than 56 percent of the Recovery traditional public schools, but we see across this coun- nity organizer, I am true legacy of Barbara Byrd-Bennett in Chicago. Michelle Rhee, appalled by the actions of What is also conveniently left out of the conver- and Geoffrey School District schools received a grade of D or F from try the starving of neighborhood schools while charters Barbara Byrd-Bennett in sation is that in Detroit, she was an active participant Canada the Louisiana Department of Education. Similar stories and contract schools are expanded. We know that in stealing from Chicago’s in stripping the publicly elected school board of its are told in Newark with the now-deposed Cami Ander- Chicago since 2002, only 18 percent of the schools children to feather her 1 authority while dismantling an African-centered son; in Detroit under the emergency manager system; that replaced closed schools perform well. In New York already robust nest. What Jitu Brown curriculum and focus that was dramatically improv- in Philadelphia where there were efforts to build two under Mayor Michael Bloomberg, after closing nearly is more appalling, however, Photo: Phil Cantor ing student performance. In Cleveland, her expense new prisons while closing 24 schools; and in Ohio, 160 schools, only 13 percent of minority children is Mayor Rahm Emanuel’s account—provided by privatizers—was nearly as where there are efforts to advance privatization despite graduated from college are career ready. the fact that one of America’s greatest public education effort to isolate her actions as the corruption of an large as her annual salary, while the math perfor- Manufactured Misery individual—and the public’s acceptance of such mance of Black males plummeted on her watch. But success stories is right around the corner. nonsense. Corruption and discriminatory actions it is important to understand that Barbara Byrd-Ben- In Cincinnati, since 2003, the model of Commu- After the creation of Local School Councils in the that disregard the voices of Black and brown parents nett is not the issue. nity Learning Centers has raised the graduation rate Chicago School Reform Act of 1988, there were five are central to the culture of the school privatization Privatization produces the Barbara Byrd-Bennett’s from 50 percent to more than 80 percent, while the straight years of improved test scores on the Iowa movement. While millions of dollars are pumped of the world, setting the tone for this type of behavior. opportunity gap between Black and white students, Test of Basic Skills. Despite this, Mayor Richard M. into selling the public on “school choice,” nationwide She is a symptom, not the disease. Unfortunately, she which has shrunk to 4 percent, is being ignored. Daley declared “an education crisis” and the state corporate education interventions have failed to has a lot of company. In Chicago, the former president Elsewhere, failed corporate education interventions legislature passed the 1995 Chicago School Reform improve the academic outcomes in minority com- of the Chicago Board of Education, David Vitale, are promoted as “the new civil rights movement.” Amendatory Act, which gave the mayor absolute authority in selecting the school board and appointing munities, while a laundry list of “reformers” have approved 27 turnaround schools for the Academy of School Colonialism and the Chief Executive Officer. Paul Vallas, the first CPS been caught violating the public trust. Urban School Leadership, for which he used to be the Loss of Voting Rights the board president. In Washington, D.C., Michelle CEO, initiated “school probation” to impose punitive Barbara Byrd-Bennett: A Spoke in a Wheel Rhee was hailed as an “education warrior” who would This “new civil rights movement” is colonialism, measures for schools that did not achieve acceptable Barbara Byrd-Bennett was lauded as an accom- lead the charge against bad teachers and failing plain and simple. Author Alice Walker once said, “No annual improvement in their standardized test scores. plished educator who had the ability to relate to the schools until it was revealed that she inflated her one is your friend who demands your silence and In 2012, nearly 300 CPS schools were on academic everyday parent and the skills to lead the nation’s students’ scores and taped their mouths shut as a denies your right to grow.” In Chicago, New Orleans, probation, setting them up to be closed and “turned third-largest school district. The spin from the Eman- discipline measure. Geoffrey Canada from the Har- Camden, Philadelphia, Newark, D.C., Detroit and over” to private operators who run public schools to uel administration highlights improved graduation lem Children’s Zone was celebrated as a visionary for scores of other cities where the schools serve primarily make a profit. These schools exist in communities like rates as proof of her competency. What is not connecting social services to his charter schools, children of color, a common denominator is that we Brighton Park, Kenwood Oakland, Auburn Gresham,

14 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 15 OUR DISTRICT OUR DISTRICT

In Chicago, New Orleans, Camden, Philadelphia, Newark, D.C., Detroit and scores of other cities where the schools serve primarily children of color, a common denominator is that we don’t have representative voting rights on the school board.

Humboldt Park, Englewood and Aus- to run a charter school, or land con- tin, while in Lincoln Park, Edgewater tracts, but for CPS to finally value 3 and Rogers Park, the families enjoy Black children in Bronzeville the way Photo: effective K-12 systems of education it does children in Lincoln Park. What Sarah and world-class neighborhood schools. was burned on the collective memory Jane Rhee Why don’t those of us who live in of our action was that on the 25th day Humboldt Park, Englewood and Aus- of the hunger strike, Rahm Emanuel tin? Until Chicago and other urban and CPS CEO Forrest Claypool cities deal courageously and honestly awarded Lincoln Elementary, a well-re- From A to Z on the Plight of Public Schools with the question of systemic inequity, sourced school in Lincoln Park, a $21 we will always have a country where million dollar annex. They held a rib- Board of Ed Alliteration the education of minority children is bon cutting ceremony while we starved sabotaged, on purpose. in Washington Park. This lack of BY MAHPARA KHAN dismissal of teachers; decisive discrimination; and We have given the Chicago Board respect for our legitimate voices is the deprivation and disparities that have led to the dev- of Education viable solutions to the problem, and Barbara Byrd-Bennett is Appeal to administrative authorities to address and allocate additional and appropriate funding as an astation of dozens of districts that definitely deserve aforementioned problems. The Coali- merely the fruit from a rotten tree. better deals and direction. tion to Revitalize Dyett High School This is why the Journey for Justice alternative to austerity and African-Americans in engaged in a deliberate, respectful pro- Alliance is even more committed to apartheid schools. Equitable education emphasizing exploratory expe- cess of engaging parents, educators, winning an elected, representative Bring the billion dollars back for the betterment of riences, and real emotional and economic development students and Bronzeville neighbor- school board and transforming Chi- our schools, to balance our budget brutally bulldozed to eradicate poverty instead of freedoms being eroded, hood residents, and developed a world- cago to a sustainable community to barebones by billionaire bullies and bandit banks. erased and eliminated under “education reform.” school district. To paraphrase the late, class plan for the Dyett Global Lead- Boycott Bank of America because the Board of Ed Fund for a free and fair education for all! ership and Green Technology High great organizer Ella Baker, “Until the is #BrokeOnPurpose. School as the hub for a sustainable education of Black and brown boys Gross negligence from governor grows with the glar- Chicago’s corrupt corporate elite and the charter-col- community school village. Education and girls and Black and brown moth- ing gaps in housing, while Gates Foundation goals laborated compact clearly colluded with banks and experts from across the country and in er’s sons is as important as the edu- make gigantic gains. put the constraints on Chicago’s children; consoli- CPS itself acknowledged that it was cation of white boys and girls and dation and colossal closure of classes and care clinics Have a heart and help the hundreds of hungry and the best plan for Bronzeville’s children. white mother’s sons, we who believe in centers crucial to kids continue to create cata- homeless with healthy food, housing and health care. The mayor of this city and his educa- in freedom will not rest until it strophic conditions for children concentrated in tion chair, Alderman Will Burns, comes.” CTU Insistence ends for increased inequities and injustice communities of color. blocked this plan because of politics. Jitu Brown is National Director of the in Illinois; implementation of education reform; incon- I was one of 12 people who recently Journey for Justice Alliance and one of Down with drowning in downgraded debt; decreased sistent and inadequate resources; income inequality; launched a 34-day hunger strike not the Dyett hunger strikers. and disproportionate funding for diverse learners; and inequitable arrests and incarceration rates. 1 #FightForDyett Victory Rally Photo: Sarah Jane Rhee

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

7 Photo: Sarah 1 1 1 1 1 Jane Ald. Sue Sadlowski Garza Jonathan Jackson State. Rep. Will Guzzardi State. Rep. Mary Flowers CTU Vice President Rhee Jesse Sharkey and CTU President Jobs and justice for our unions is just what we need. away from schools have left students with skeletal Karen Lewis schools starved of staff and services to support spe- Kids in kindergarten today are the carriers of the cial needs students. key to knowledge tomorrow. Terminate toxic swaps, termination and transaction Limiting and lessening the opportunity gap is up to fees, and transfer taxes and TIF funds toward total our politicians’ will. transformation of our “torn” town to “tinsel” town. Misplaced priorities, marginalization and misuse of Unfortunately, usurious interest rates paid unfail- millions messed with the masses’ class mobility. ingly, and the underfunding of undermining of pen- 1 No to apartheid, bare bones budget, cuts and clo- sions have resulted ultimately in unemployment, CTU President Karen Lewis and Illinois House Speaker Michael Madigan sures, discrimination, elimination of arts, freeze on underpaid workers, unaffordable rents and undeni- 1 funds, glaring gaps, homelessness, incarcerations, ably uprooting many urban families. Undoubtedly, Honoring the Dyett hunger strikers judicial inequities, layoffs, marginalization, neglect, as a union, we stand united in an uproar for an 1 overcrowding, pension cuts, questionable quizzing, urgency to upgrade our schools. Rank-and-file CTU members reforms, segregation, turnovers, underfunding, vio- Vocalize vociferously how vicious cuts have left the LEGISLATORS EDUCATORS APPRECIATION DINNER 2015 lence, wasteful spending, expansion of charters and very vulnerable to fall victim to violence. years of disproportionate funding. While the whole world watches, woe to the word Changing What Oppose opportunistic objectives: outsourcing, and will of a few in our “world class” city who are over-testing and options that overhaul and over- waging a war widely with weapons of “withholding We Cannot Accept crowd our old schools. and withdrawing” of the wealth warranted for the Profiteering politicians: Please pull privatization worthy, weak and the weary working class, turning BY CTU COMMUNICATIONS policies, pay your taxes, and promote policies to pro- it to a “worst class” city. tect public schools and pupils from prison pipelines. he 2015 Legislators Educators EXit the expansion of experimental schooling and Appreciation Dinner was a power- Push for primarily Pre-K and progressive programs expanded staff at CPS Central Office, which is an for people predominantly plagued by poverty. Tful showing of educators and legis- expensive and exorbitant expense to taxpayers. lative leaders discussing issues involving Qualified teachers, quality programs and quality Year after year, our youth yearn for “a just Chicago.” collective bargaining, sustainable school teaching equals quality education. communities and fighting the austerity Zero bankers, bureaucrats and businessmen on our agenda. The dinner also highlighted Rally relentlessly to reject Rahm and Rauner’s ridic- Board with zero budget cuts. CTU school and neighborhood leaders who ulous and radical reforms. Mahpara Khan is a bilingual teacher at Walt Disney have taken a bold stance to defend public Segregation, serious revenue shortfalls and spending Magnet School. education. CTU 1 Photos: Jamie Link

18 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 19

THE CHARTERS

Chicago Urgently Needs a Moratorium on Charter School Expansion BY SARAH HAINDS depth of the bureaucracy is much deeper for traditional neighborhood schools; CPS has eliminated nearly all he Illinois Network of Charter Schools (INCS) of the important supports for our most struggling runs a lot of opinion pieces in Chicago papers. students and schools, which is pushing these students TRecently, it ran one speaking out against the into nefarious for-profit alternative schools; and CPS Chicago City Council resolution for a charter expan- implemented student-based budgeting— and now its sion moratorium and another to claim, once again, evil stepson, “All Means All”—which has annihilated that the INCS believes that charter schools get short- school budgets. In short, in the 20 years since charter changed in the Chicago Public Schools budget. This schools have proliferated, CPS has made it nearly is coming at a time when former U.S. Secretary of impossible to provide excellent educational services Education Arne Duncan awarded the state of Illinois to Chicago’s children. 1 exclude families who are struggling to survive and drastically changed how the rest of district schools more than $42 million to expand charter schools We have lost libraries, counselors, social workers, Photo: who can’t comply with their discipline policies. Despite are funded, mainly by eliminating the automatic allo- over the next five years. custodians, teacher aides, special education bus aides, Braden Nesin their claims to the contrary, charters still exclude stu- cation of various staff positions at schools. The INCS is once again claiming that families are foreign languages, electives, career and technical edu- 3from Flickr dents with disabilities. Researchers at the University For the last few years, as the Chicago Teachers “languishing” on the mythical charter waiting list and cation classes, and our buildings are crumbling. Mean- of Illinois at Chicago proved last year that charter Union, the media and advocacy groups have pointed that the people of Chicago are choosing charters for while charter school support continues to increase schools only serve the special education students with out, charter schools have been seeing great increases their “innovative curriculum.” Once again, the INCS every year, despite the fact that 10 charter schools had the cheapest and easiest Individualized Education in their budgets while neighborhood schools have spin machine is hiding the most obvious “innovations” to close for poor performance, and scandals abound. Programs. been losing tremendously—to the point that some of charter schools: They pick and choose who can What we have now is a very expensive, private dis- These aldermen also know that this ordinance, high schools are operating on “bare bones” budgets attend; force non-union teachers to go door-to-door trict, separate from the rest of the city public schools. while not law, is an important step toward changing and offering students a very limited range of courses, to recruit families; require families to participate in We’re not allowed to know about what they’re doing CPS policy and state law. Charters are unfairly sup- programs and activities. school in ways public schools cannot; teach to the that’s so supposedly innovative. We’re not allowed to ported by CPS at the expense of our neighborhood Despite what INCS claims, it is not true that the test; spend a lot of money on marketing; have huge impose CPS policies on them. We’re not allowed to schools. For a sector that claims so vociferously that increase in charter funding is simply due to the “equi- philanthropic—and now federal—financial support; have full accountability of their funding. it needs autonomy, this autonomy actually depends table” student-based budgeting reflecting enrollment and need more students because they’re building The Chicago City Council isn’t being short-sighted tremendously on the district for finances, facilities, increases. CPS gives extra money to charter schools themselves into severe debt. at all. The 42 aldermen who signed the ordinance professional development, custodians, nurses, social based on an unfair formula in which CPS calculates Charter schools were never intended to become a calling for a moratorium on charter school expansion workers, marketing, and of course, for students. all of the services that it provides to other schools in district unto themselves, as they are currently attempt- know that privately owned charter schools are destroy- Over the years, charters have lobbied very hard for the district, calculates the per-pupil amount of that ing to do. They were supposed to be innovative labs ing our neighborhood public schools. Charter schools additional funding. In 2012, CPS signed the “Gates calculation and distributes it to the charters. This is in which school staff would be free from some of the Compact” which, among other things, was a commit- not fair because CPS does not, in fact, provide services district bureaucracy in order to find new and innova- ment to equally fund traditional public schools and equitably to all schools in the district. Magnet, gifted, tive ways to successfully teach students at risk for charter schools within the district (several other dis- selective enrollment and specialty schools all receive academic failure. Then, when they figured out which tricts across the nation also signed onto this contract). extra funding for their programs. This results in char- new methods were successful, they were supposed to Charter schools were never intended to While CPS did not end up pursuing the “Gates ters getting a bigger piece of the small pie while in turn share them with the district so district schools could become a district unto themselves, as Compact” and thus did not receive the promised fund- not providing extra services to their students. replicate these models. ing from the Gates Foundation, it did go ahead and Every year, the district sponsors the “New Schools Did Chicago Public Schools learn anything from they are currently attempting to do. change the charter funding formula. The next year, Expo,” offering free shuttle service to take parents to the charter school sector over the last 20 years? The student-based budgeting went into effect, which Soldier Field to register for charter schools. When

22 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 23 THE CHARTERS

The 42 aldermen who signed the ordinance calling for a moratorium on HELLO charter school expansion know that privately owned charter schools are destroying our neighborhood public schools.

was the last time CPS had a city school fair? CPS has state funding. District schools have been threatened an entire Central Office department dedicated to with massive layoffs in January, on top of the positions I’m NEW supporting charter schools, and incurs an inordinate lost to date. If your alderman is not one of the 42 amount of legal expenses managing all of the renewal signatories to the charter moratorium ordinance*, it’s and lease contracts. CPS also shares district-wide time to pay him or her a visit and convince them to here services such as social workers, nurses, professional do what’s right. development and intensive instructional supports in *BE IT RESOLVED, that we, the undersigned math and reading with charter schools. On top of members of the Chicago City Council do hereby this, charters get their own special additional cash in express our desire for the Illinois State Board of Edu- an effort to be “fair.” cation and Chicago Board of Education to jointly The INCS is complaining about the unfair advan- impose a moratorium on charter school expansion for tage CPS schools have regarding facilities. This is the 2015-2016 school year, and conduct a comprehen- ridiculous. First, it is entirely the fault of charter sive study of long term facility and school programming schools that they are getting themselves in serious debt needs as required by state law (IL P.A. 97-0474-as by building extravagant school facilities. Secondly, amended) through the mandated revision of the Chi- charters are taking over our schools through co-sharing cago Public Schools’ Educational Facilities Master Plan, and outright land grabs, for which CPS is paying mil- a draft of which must be made public by CPS by Jan- lions of dollars for in renovations. Charters like KIPP uary 2016; and provides the City Council and the and Urban Prep keep playing hot potato with our public with a plan to bring CPS’ financial balance sheet district school buildings, moving to a new one every CTU 5 to long term stability. Photo: couple of years. The district pays for those moves and Sarah Hainds is a CTU researcher. lsrayfield all of the required renovations. On top of this, CPS from Flickr promotes charter schools more vigorously than it does its neighborhood schools. In its op-eds, the INCS says it “urges the district to keep cuts as far away from the classroom as possi- ble,” yet there are so many layers of expensive bureau- cracy in charter schools that take money from the classroom every single day. Charter CEOs and oper- ators are paid a ridiculously high salary. Charters pay management and franchise fees to for-profit compa- nies across the country, and pay teachers unsustainably low wages (and thus have high teacher turnover and an over-reliance on Teach for America interns). In short, it is the charter model that cuts funding from the classroom, not the CPS distribution of funds. This is why the CTU calls for a moratorium on charter school expansion. CPS is claiming it is not only broke, but will face a huge deficit this year without TEACHERS UNION

24 november 2015 CHICAGO UNION TEACHER

PSRP APPRECIATION

BY JUNE DAVIS »»Highlight solidarity with PSRPs by wear- ing red on Wednesday, November 18. araprofessionals and School-Related Per- »»Organize an appreciation breakfast or sonnel (PSRPs) are essential educators. lunch. Their non-instructional services are a P »»Offer a card or buy a small gift. vital cog in the education machine. In Chicago Public Schools, all PSRPs are members of the »»Send a letter to the editor (leadership@ Chicago Teachers Union. Some may be in the ctulocal1.com), write a blog post or share same school—or even the same classroom— your thoughts in another forum on the every day, while others only visit each school important work that PSRPs do for a few times per year. students. Teachers and clinicians know that their »»If you are a teacher or parent, have your jobs would simply be impossible if not for the students write letters to the PSRPs who hard work of their fellow educators, and in help them. If any students would like to recognition of that, the State of Illinois since write to Vision & Hearing Screeners or 2006 has designated the third Wednesday in other citywide PSRPs, email us (again, at November as PSRP Day. Below are a few [email protected]) and we will ways for every CTU member to show appre- gladly deliver letters or gifts. CTU ciation for PSRPs especially on this day—and June Davis is the CTU PSRP field staff every day! coordinator.

Top row (left to right): Tennielle Evans, Jose Jimenez, LeNedra Vaughn, Christel Williams-Hayes Second row: Myra Johnson, Lucille Thompson, Lisa Catledge, Sabrina Woods, Denise Fells, Gloria Higgins CHICAGO UNION TEACHER november 2015 29 Third row: Arttice Gaither, Georga Maberry, Julieta Riesco, Sherri Dabney-Parker, Yvonne Heard Bottom row: Charman Dortch, Porsche Ball, Roberta Wilson, LaShawn Wallace PSRP APPRECIATION TEACHER EVALUATION

YOU, ME, AND PSRP BY LASHAWN WALLACE or assisting teachers in classrooms, we confident about their retirement bene- have our busy hands working all day. It’s fits. Situations like this are why every araprofessionals and School-Re- a busy but rewarding day as we smile PSRP needs to be involved with the lated Personnel (PSRPs) are vital and lend a helping hand to ensure the CTU—a union that fights for all of its Pparts of the foundation of our day runs smoothly. members—and encourage even more schools. Starting at 5 a.m. and going The past three years have been very to get involved. Remember, this union until the last teacher and student have challenging for PSRPs with the loss of is not “those people”—it’s you and I. What Teacher Evaluation Should Do for You left the building, your helpful PSRP is jobs and school closings, which is why Being a PSRP working in the school, the one who locks the doors and turns we fight tirelessly each day to ensure that I see and know first-hand what we face BY JENNIFER JOHNSON to be thrown out teacher evaluation data this year off the lights at the end of a long day. In Chicago Public Schools does not forget as employees in CPS. “Broke in pur- due to another testing debacle. Educators are the morning those smiling faces behind about us being a vital part of the school pose,” is a reality. There are a lot of things he October 20, 2015, release of high-stakes expected to provide students and parents with accu- the desk are the PSRP clerks who take system. Because of the closings and lay- that have changed over the years in our teacher evaluation ratings from the 2014-15 rate and timely data, but CPS did not, while having calls, communicate with parents, and offs, we felt the need to make our mem- buildings, but in spite of that PSRPs Tschool year to nearly 17,000 Chicago Public to correct thousands of errors in rating calculations provide staff and students support to bers aware of their pension benefits, so continue to stand strong. CTU Schools (CPS) educators—nearly two months into last year, causing educators to have even less faith make the day less stressful. We try and the Chicago Teachers Union allowed its LaShawn Wallace is a teacher assistant at the 2015-16 school year—demonstrates CPS’ mis- that their evaluation results are fair and accurate. fix our students’ problems, polish rela- Pension Committee to put together a Taft High School and 20-year veteran of placed priorities and double standards. »»Evaluation is not the same as professional learning. tionships with parents and preparing training that informed PSRPs of their CPS. She serves as a CTU delegate and is »»Educators must meet demands of timeliness and Teacher evaluation should be used to improve teach- beautiful schools for our principals. pension rights. Many of our members vice president of the teacher assistants on accuracy, but not CPS. While educators must fulfill ing quality. The CTU knows that professional edu-

Whether it’s outside on the playground attended this meeting and now feel very the CTU Executive Board. myriad duties asked of them by administrators and cators work hard every day to ensure the students the district in a timely manner and risk punishment of CPS receive a rich and high-quality education, if they do not comply, educators are not afforded even as the district starves schools and students of CTU Member • Educational Sign • Head Start Social • Parent Advocates Support Clerks the same respect and must wait anxiously for a final, the necessary resources to achieve that goal by paying PSRPs Are: Language Service Resource • School Assistants • Speech/Language accurate rating from the previous year (even as layoff bankers and private contractors before funding Interpreters Assistants • Audiometric and • School Clerks Pathology and shuffling has already begun). The use of stan- schools. Instead of punitive evaluation processes, Vision Screening • Guidance Counselor • Health Service • School Clerk Paraeducators dardized test scores in teacher evaluation continues new educators, educators struggling without needed Technicians Assistants Nurses Assistants • Student Special to contribute to the untimeliness of ratings. In order resources and educators in a new teaching assign- • Audio-Visual • Head Start • Hospital Licensed • School Community Needs Program to be usable and actionable, teachers need feedback ment need support and not punishment when their Technicians Educational Practical Nurses Representatives Assistants to inform their planning and adjust their instruc- ratings are “Developing” or below. Identifying strug- • Community Resource Assistants • Instructor • School Library • Student Special tion. Waiting for final rating feedback well into the gling educators and providing them much-needed Relations • Head Start Health Assistants Assistants Services Advocates next school year, largely due to opaque and junk support does not warrant the massive amount of Representatives Resource Assistants • Interpreter Clerks • School Social • Teacher Assistants science Value-Added Measures (VAM) scores time and resources currently involved in evaluating • Computer • Head Start Parent • Occupational Service Assistants • Technology which feel largely unusable to teachers, is disre- CPS educators. The CTU’s Quest Center is dedi- Technicians Resource Assistants Therapist Assistants • Special Education Coordinators spectful to educators. High school VAM scores had cated to providing diverse and relevant professional

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learning activities aligned to the same percent (more than 80 per- CPS Framework for Teaching cent) of educators received the top demonstrating the CTU’s com- two highest ratings in the new mitment to educator growth. system they received under the old »»Money for evaluation, but not for and supposedly arbitrary teacher schools. The CTU believes that evaluation checklist. Why not use CPS ought to devote the resourc- the time and resources currently es currently spent on complicated devoted to teacher evaluation to and time-consuming teacher expand professional learning evaluation schemes and “junk opportunities, increase staffing science” student growth measures and resources in schools, or on to fully staffing and resourcing appropriate and targeted efforts to our schools and providing oppor- identify and support the small tunities for professional learning fraction of educators who are real- and growth to all educators. Sev- ly struggling? In this time when CPS has a “bare bones” budget, the The states that do well by the eral millions of dollars is spent How Should We Fund Schools in Illinois? data does not point to the need for paying private vendors and CPS students most in need of a complicated, stressful and expen- BY KURT HILGENDORF inequitable and insufficient funding. But national experts on school funding (and central office staff (for software, sive teacher evaluation system. our plight does not have to be. Other states’ the source of the graph on page 30) lays VAM calculations, evaluator educational resources ensure CPS ought to seek relief from the ontrary to the claims of some econo- approaches to funding schools point the out the grim reality in several parts. The training, roster verification and expensive and undue burden of that students with the metric reformer types, money matters way toward viable fuller and fairer alterna- report rates Illinois 16th nationwide in assessment development) which the state’s evaluation mandates Cin schools. The ongoing state budget tives. This article points to three great available funding for schools, but that could be otherwise spent to ben- and negotiate changes with the highest learning needs cuts and the Chicago Public Schools budget options for addressing Chicago’s and Illi- number masks two major and related efit students and schools. The CTU in the next contract. that’s “balanced” with $480 million of mys- nois’ school funding challenges. problems. First, the State of Illinois is University of Chicago’s Consor- receive higher proportions We applaud our members, tery money on top of deep cuts to tradi- School funding comes from three pri- worst in the nation in the proportion of tium on Chicago School teachers, librarians, counselors, of education funding. tional public schools point to the real neg- mary sources: state funding, federal fund- school funding that comes from the state Research has found that for every clinicians and others who endure ative impact that insufficient revenue to ing, and local funding (usually property government—about 30 percent statewide, year of the new CPS REACH the REACH teacher evaluation schools has on our students’ opportunities taxes). Chicago’s challenges come from compared to more than 50 percent in teacher evaluation system, edu- system, demand fairness in the to learn. Contrary to some media outlets worst-in-the-nation funding from the many states. Low state funding means that cators do not feel that the invest- process, ask for high-quality pro- (cough *Chicago Tribune* cough…), Illi- State of Illinois, combined with a rela- school districts have to obtain operating ment in evaluation reaps rewards fessional development, question nois is not broke. Illinois has the fifth-larg- tively low local property tax rate that is money elsewhere, almost always through large enough to merit the levels faulty assessment and student est economy in the country and, indeed, “capped” by state law and corporate give- property taxes. Illinois’ property taxes are of stress associated with it. growth measures, and still one of the largest in the world. The Chicago aways like the TIF program, property tax high precisely because the state provides area alone accounts for almost $550 billion abatements, toxic interest rate swaps and so little school operating revenue. Despite the massive time and demonstrate their teaching excel- in annual economic activity and, of that, an aversion on the part of guys like Mayor Illinois’ low share of funding for educa- resources CPS has devoted to its lence and professionalism in the CPS’ budget is about 1 percent. Add anoth- Rahm Emanuel and CPS CEO Forrest tion also results in the second problem. The new, complicated REACH teacher face of CPS chaos and budget er 0.3 percent and we’re not having a con- Claypool to force wealthy people to pay overall amount of school funding hides the evaluation system, only a small mismanagement. CTU versation about our students losing out. anything close to their fair share. grossly unfair and unequal distribution of fraction of CPS educators are Jennifer Johnson is the CTU Special Instead, we should be discussing how every- To understand why Illinois and Chi- that money between low-income and identified as “Unsatisfactory” (2 Projects Facilitator for Teacher one could have a full and robust curriculum. cago don’t have to be like they are, we must high-income districts. Data available from percent this year) and nearly the Evaluation. And this isn’t some fantasy. Chicago is survey the national picture of school fund- the Illinois Report Card allows us to clearly subject to the same forces that districts in ing. The annual publication “Is School see how unfair Illinois school funding really all parts of the state are subject to, namely Funding Fair?” by some of the foremost is. New Trier High School in Winnetka,

32 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 33 AJUSTCHICAGO.ORG AJUSTCHICAGO.ORG

for instance, has only 4 percent low-income students Massachusetts and spends more than $21,000 per student. John Hope Massachusetts is held as a national model for school High School in Chicago’s Englewood neighborhood, outcomes, as the state’s students regularly lead the has 97 percent low-income students, spends $8,000 nation in scores on the National Assessment of Edu- less per student, and was subject to huge budget cuts cational Progress (NAEP) and international assess- this school year. Given the amount of poverty in Engle- ments. Massachusetts rates high for school funding wood, at a minimum those per-pupil expenditures need fairness and, importantly for Illinois to know, has a flat to be equalized if students at those schools are to have state income tax (MA at 5.15 percent; IL at 3.75% that anywhere close to similar opportunities that New Trier was formerly 5%). Massachusetts has a weighted stu- students have during and after high school. Some places dent formula so that students from low-income house- fare even worse than Chicago. Marion High School, holds, students with disabilities, English learners and in far southern Illinois, has 41 percent low-income other higher-need categories receive additional funds. students and spends only $8,000 total per student, less The Massachusetts formula also takes into consider- than 40 percent of what students at New Trier receive. ation differences in costs between districts, similar to The disparities occur because of property wealth— one proposed now in the Illinois General Assembly. Winnetka has a lot of it, Marion does not, and Chicago Importantly, in Massachusetts, local contributions to is trapped by a tax cap and politics. school funding are determined both by property wealth Given these numbers, the report, which grades and by income. This component is important because states, gives Illinois an “F” in funding distribution. property values (and therefore taxes) have increased This rating is based on the wide disparities between more quickly in recent years than incomes have grown. districts and the empirical reality that students from By taking income into account, too, the formula is more low-income homes, students with disabilities, responsive to changes in the economy. Furthermore, English learners and other harder-to-educate stu- Massachusetts provides a much larger portion of fund- dents require more funds. Illinois’ school funding ing, so school districts with lower property values can formula means that students who are already ahead still have access to sufficient funds for schools. Finally, of their peers receive larger proportions of funding when Massachusetts shifted to this formula, the state than students with more challenges. added additional money into it, thereby avoiding the To contrast, the states that do well by the students situation of winners and losers that proposed changes most in need of educational resources ensure that to Illinois’ school funding formula created. students with the highest learning needs receive high- er proportions of education funding. Of the states New Jersey with “A” grades, we will focus on three as possible New Jersey is a school funding model for two main models for a new Illinois school funding formula. reasons. First, New Jersey directs some of the highest

34 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 35 AJUSTCHICAGO.ORG BOOKS

Union Reading for the Whole Family amounts of money toward funding schools. Second, because of a 30-year legal effort to equalize school COMPILED BY Drew Daywalt, Oliver Jeffers, E.D. Hirsch, Joseph F. Kett and The Day the Crayons Quit James Trefil, Dictionary of Cultural funding, school funding in NJ is subject to the Abbott CTU COMMUNICATIONS (Philomel Books, 2013) Literacy (Houghton Mifflin, 1993) court decisions. The Abbott decisions include two Sidney Lens, Labor Wars crucial components regarding school funding: First, (Haymarket Books, 1973) Poor Duncan A national just wants to bestseller, The schools in low-income urban areas must receive parity Celebrated his- funding compared to wealthy suburban districts; and color. But when Dictionary of torian Sidney he opens his Cultural Liter- second, additional money must be targeted toward Lens chronicles instructional and curricular measures that work, like box of crayons, acy has been the great battles he finds only w i d e l y early literacy programs (as opposed to, say, gambling of the early on interest rate swaps). The legal battle resulted in the letters, all say- acclaimed for American labor ing the same identifying and School Funding Reform Act of 2008, which created movement— a single, weighted formula to ensure that more dollars thing: His crayons have had enough! defining the core body of knowl- from the Penn- They quit! Beige Crayon is tired of edge that no literate American go to students who are most in need of the money. sylvania coal- When New Jersey made the change to this statewide playing second fiddle to Brown Cray- should be without. Now in this fields to the crucial workers’ victory on. Black wants to be used for more newly revised and updated edition, formula, the state legislature injected an additional of the 1930s in the sit-down strikes Minnesota’s school funding approach differs a bit than just outlining. Blue needs a the authors provide a comprehen- $500 million into the funding formula, again avoiding 1 against General Motors. the conversation of winners vs. losers. from Massachusetts and New Jersey in that there are Even N.J. Gov. break from coloring all those bodies sive look at cultural literacy for the multiple strands to the formula (as Illinois has now), Chris Christie Doreen Cronin, Click Clack of water. And Orange and Yellow are nineties. New entries reflect sug- Part of the reason that New Jersey is able to fund hasn’t been able this approach is its graduated state income tax system, but the way in which the funds are distributed ensures Moo: Cows That Type (Simon no longer speaking—each believes gestions from hundreds of readers. to make New and Schuster, 1999) which includes higher rates on filers who make more that students with higher needs receive more funds he is the true color of the sun. What The dictionary takes into account Jersey’s education can Duncan possibly do to appease the growing consensus over the than $500,000. Perhaps because of this system of taxing from the state and that the funding distribution is funding as Farmer Brown those most able to pay, Republican governor Chris fairer. In fact, in Minnesota, students with higher unequal as it is in has a problem. all of the crayons and get them back specifics of multiculturalism, the Christie has pushed for big cuts to the money available needs receive 33 percent more funding to their Illinois. His cows like to doing what they do best? political and geographic changes in the world, and the new ideas and for the state’s public schools. The New Jersey State schools. That money can go toward wrap-around to type. All day Paolo Freire, Pedagogy of Supreme Court found the first round of cuts was services, additional instructional supports and full long he hears the Oppressed (Herder and terms that flow constantly from unconstitutional and required half of the $1 billion in and rich curricula that research shows are crucial to “Click, clack, Herder, 1970) scientific research and technological development. The Dictionary of cuts restored. That said, the funding formula in New improving student outcomes. MOO. Click, xFirst published Cultural Literacy challenges us to Jersey continues to be underfunded and its cuts have Minnesota points the way toward a solution to clack, MOO. in Portuguese in find out more about what we know harmed traditional public schools in a couple of ways Illinois’ revenue problem. Students in Chicago and Clickety, clack, MOO.” But Farmer 1968, Pedagogy and helps us make sense of what that are familiar to Chicagoans—by cutting funding students in Marion deserve the equitable educational Brown’s problems REALLY begin of the Oppressed we read, hear, and learn. It is a “must to the formula while simultaneously sending an influx opportunities and supports students at New Trier when his cows start leaving him was translated have” book for every home. CTU of cash to charter schools. Even still, New Jersey con- receive. If Illinois were to adopt Minnesota’s tax notes.... and published in tinues to have one of the highest average per-pupil rates, the state would have billions of dollars in addi- Doreen Cronin’s understated English in 1970. expenditures in the country, and its state funding for- tional revenue, with the vast majority generated from text and Betsy Lewin’s expressive The methodology mula remains one of the most fairly distributed. those most able to pay. Those additional billions illustrations make the most of this of the late Paulo Freire has helped to could go into a school funding formula that is truly hilarious situation. Come join the Minnesota empower countless impoverished adequate and equitable, as the examples of Massa- fun as a bunch of literate cows turn and illiterate people throughout the Minnesota serves as a model for Illinois in many chusetts, Minnesota and New Jersey show. The Farmer Brown’s farm upside down. world. Freire’s work has taken on ways—the biggest being the state’s push for progressive Chicago Teachers Union supports, and will continue especial urgency in the United States revenue. Rather than follow the status-quo, trick- to support, a legislative approach that recognizes and Western Europe, where the cre- le-down theory that tax breaks for the rich will result the need for revenue and for funding fairness. CTU ation of a permanent underclass in a better economy for everyone, Minnesota followed Kurt Hilgendorf is the CTU policy researcher and among the underprivileged and the opposite path: It raised taxes on the highest earners lobbyist. This article was originally written for the CTU minorities in cities and urban centers

and used the additional money for public services. companion website, www.ajustchicago.org. is increasingly accepted as the norm.

36 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 37 BOOKS THE CLASSROOM

Black Teachers on Teaching The district is setting up BY KIMBERLY GOLDBAUM students to fail by labeling Michele Foster, Black Teachers them as not meeting the on Teaching (The New Press, 1998) benchmark, and then

houldn’t I be ashamed to say I requiring a grade bought this book when it first to accompany that Scame out, never read it, then recently rediscovered it and pur- so-called failure. chased it again? However, in the context of belonging to the Chicago Teachers Union chapter of the American Federation of Teachers’ Grades and Black Caucus, Chicago Teachers Union chapter, and having wit- Pedagogy, community involvement, Grading Series— nessed the devastation of Chicago integration, the role of unions and Public Schools mass school closings teacher autonomy were subjects November 2015 and layoffs, the experience of the important to all the teachers black educator in his or her own featured. BY KURT HILGENDORF words is important to read. In Black The recurrent theme of the book Teachers on Teaching, author is how racism affected both the n the September 2015 issue of Chicago Michele Foster speaks to those edu- teachers and the students, and how Union Teacher, I wrote an article about cators, who have a long history in grading to open a conversation about the system’s aims didn’t necessarily I children are powerful indicators of self-worth, and grades literacy. The standards are too stringent and America of having to fight to get coordinate with the best interests how we can change and adapt our think 1 jobs within public school systems about how grades should be used to Photo: amboo who? low grades can signal to primary age children that lockstep for students who are developing at different of either. This book is a treasure from Flickr and public sector unions. improve our instruction. Several of you their value is extremely low, despite the fact that they’re rates. Early readers frequently do not begin to read trove of history. It illustrates the being assessed on a very complex and challenging task. independently until the third grade. Yet, the Common After Lisa Delpit’s comprehen- ways in which Blacks had to be provided nuanced and thoughtful respons- sive introduction, the book is divid- es (thanks to those who shared!). One Gaining early childhood literacy requires developing Core pushes that skill development earlier and earlier, inventive fighters, because when the multiple skills simultaneously on a comparatively as if standards can be applied to human beings in the ed into three parts: “The Elders,” fortunes of Black teachers rise, response struck a particular chord, asking, “The Veterans,” and “The Novices.” “What’s the purpose of grading and devel- small base of knowledge. Penalties in the form of low same way as standards are applied to uniform man- Black students—weighted with so grades for children, especially those who are learning ufactured products. Furthermore, the Common Core The book chronicles past and (what much deprivation by a system that oping readers in early grades, especially if were then) conditions of employ- a large percentage of a classroom includes more than one language simultaneously, are destruc- does not differentiate for English learners (ELs); didn’t know what to do with tive to young students learning something new. instead, the Common Core issues guidance that puts ment. The author notes little having them—also rise. Foster captures the students who are learning English? Also, changed almost two decades after how does the district’s mandatory grade That leads to another point: The district, not the the onus on the teachers and staff to make the stan- particular grit of Black teachers’ teacher, mandates this system. The district is setting dards work for ELs. The district could choose to assess this book was published. The teach- predecessors, and every reader policy for primary grades impact how ers featured in the book discussed these young students learn?” up students to fail by labeling them as not meeting differently and more appropriately to develop students’ could benefit from the testimony of the benchmark, and then requiring a grade to accom- self-worth, curiosity and a love for reading instead of racism in both its conservative and these rank-and-file models. CTU This teacher’s response is useful for liberal forms with explicit terms several reasons. First, it called into ques- pany that so-called failure. One major problem with a fear or dread about reading. Instead, the district has that could help today’s teachers Kimberly Goldbaum is a teacher at tion the use of grades as motivation, or, in the Common Core State Standards (CCSS) is its taken a one-size-fits-all approach that mandates rank- frame their fight for social justice. Seward Elementary. this case, de-motivation. Grades for young developmentally inappropriate approach to early ing and sorting students as young as six.

38 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 39 THE CLASSROOM COMMENTARY

Part of our obsession with mind-numbing, eye- THE Spectators popping 24/7 stimulation is the dynamism of a market-based economy predicated on consumerism.

5 Donald Trump 55 Bernie Sanders Illustrations: DonkeyHotey from Flickr at precisely the same time that the enter- tainment industry has undergone its own “extreme makeover.” The teacher’s response also points to a major flaw The average voter is more interested in of grades: the lack of specific, targeted feedback and BY JACKSONRevolt POTTER programming. Americans love candidates that aren’t afraid to be contro- support. Under a typical grading framework, letter to consume blockbuster movies versial or buck the established lines and grades average a body of assessed work. The problem here is a rebellion brewing and hyperbolic newscasts on practices of their traditional party. While is that this average tells us very little, as a single letter among American voters. Comedy Central or Fox that mainstream leaders of the Republican and has practically no descriptive power on its own. People TWith outsiders Donald easily outweigh our interest in Democratic parties revel in heaping abuse assume that “A” work is excellent, but what if much of Trump and Bernie Sanders newspapers, heady books or upon the clown-like buffoonery and “nar- that grade came as the result of extra credit and com- surging in the polls against public television. cissism” of Trump, or the outlandish Ver- pliance? This teacher’s response pointed to the impor- their anointed establishment Part of our obsession with mont-style “socialism” and class warfare tance of a more holistic approach to communicating opponents, unusual and unpre- mind-numbing, eye-popping themes from the Sanders camp, the influ- and nurturing student growth: assessing what students dictable shifts have emerged in 24/7 stimulation is the dyna- ence of both is unavoidable. In fact, as writer have learned; providing support to help them grow; the lead-up to the 2016 presi- mism of a market-based econo- Matt Taibbi of Rolling Stone recently men- providing support to parents to help them help their dential election. my predicated on consumerism. tioned, the chagrin of the traditional pun- children grow, and planning future learning experiences Listening to the pundits, one To get our attention and pur- dits may be helping the unlikely candidates for the unique blend of children in a particular class- would think the instability in the chasing power, producers must surge in the polls by reaffirming their under- room. These activities are tied to collaboration and polls is a function of anger over find new and innovative ways to dog and outsider status. learning instead of labeling and sorting, which is a the gridlock in Congress and the repackage news content, “reality” A common perception is that our democ- major role of grades for decades. search for a scapegoat to blame television and edgier shows on racy has been hijacked by special interests So what could the district do differently for pri- for rising inequality, whether cable stations to maintain a and Super PACs. Could it be that Ameri- mary age literacy practices? How could the district those are immigrants in the case strong following. cans have tired of the pablum spewing out best adapt grades for English learners? Do we even of Trump or the super-rich in As our television habits are of talking heads that clamor for their favor need grades in early childhood, or is there a richer, the case of Sanders. What if being revolutionized, we can and simply chosen the most outrageous, more descriptive approach to feedback that moves something else entirely is at now watch pretty much what- flamboyant and strident options available? learning? And if the district still chooses to require work—perhaps an electorate ever we want whenever we want Perhaps we are on the verge of another grades, what can teachers do to support developing that is sick of the tried-and-true to, and the growth of slickly Jacksonian moment in the evolution of readers within this flawed framework? What are some formulas of the political class produced cable television series American Democracy. The nation’s fifth powerful ways to adapt grades to support students’ and more accustomed to being like The Wire, Game of Thrones president was ridiculed by mainstream par- growth rather than just ranking and sorting? Send engaged through the shock and and House of Cards has coin- ty leaders for allowing uncouth and uned- your ideas on these and other grading issues to awe of a media spectacle? cided with the emergence of a ucated voters into the newly established [email protected]. Thanks again to those We all spend countless hours political system fueled by “mon- Democratic Party, and yet those voters went who responded, and I heartily encourage and welcome on social media and download- ey power.” Citizens United effec- on to deliver one of the most enduring vot- others to share your thoughts. CTU able content, devouring Holly- tively unleashed unregulated ing blocks in our nation’s history. Kurt Hilgendorf is the CTU policy researcher and lobbyist. wood and absorbing provocative campaign cash into U.S. politics Trump’s ability to maintain and build

40 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 41 COMMENTARY COMMENTARY

upon his lead among virtually all demo- graphics within the Republican Party has 5 Amy Winehouse been nothing short of remarkable. It is also Amy Winehouse, Allen Iverson, and Photo: Wikipedia of great concern that he has built his can- didacy upon a celebration of extreme nativ- the Importance of Seeing Our Students ism and his inordinate wealth. Trump, however, has fortified his burgeoning coa- BY GREG MICHIE Amy Winehouse was that she could sing and that lition by bucking all the Masters of the she looked increasingly gaunt and bleary-eyed every Universe and their corporate backers who wo documentaries I saw recently got me thinking time I saw videos or photos of her. At most, Leno’s have tried to preside over a staged corona- a lot about teaching, even though neither focuses jab might’ve caused me to shake my head and wonder tion for the preferred candidates, before a Ton education: “Amy,” about acclaimed British what the singer’s problem was, why she couldn’t just single voter has the chance to weigh in. singer/songwriter Amy Winehouse, who died in get herself together. But as the film unfolded, I began This is by no means the first time an 2011, and “Iverson,” about 11-time NBA all-star and to understand more about Winehouse’s childhood, entertainer or gadfly has catapulted into 2000-2001 Most Valuable Player Allen Iverson. her insecurities, her path to that point. Seeing her in the political limelight. Ronald Reagan and At their respective peaks, both Winehouse and that new light, the joke not only wasn’t funny, it Bill Bradley were both entertainers, but Iverson were incredible, unique talents. But personal seemed cruel and unfair. As Leno’s audience roared they were also given the blessing of their struggles, which played out under the full glare of its approval, I hurt for her. respective political parties to run as legit- the media spotlight, eventually overshadowed their So, what does all this have to do with teaching? imate party candidates. In this case, neither gifts in the eyes of many, and over time morphed For me, both films serve as potent reminders of how Sanders nor Trump are considered accept- into shorthand labels: Winehouse as a self-destruc- important it is for teachers to “see” our students. I don’t able options to their respective party, yet tive addict, Iverson as a self-centered “thug.” mean just noting their physical presence. I mean seeing they are surging ahead because of their The documentaries push beyond these simplistic each kid who walks through our classroom door as outsider and entertainment status. depictions to allow audiences to see their subjects as fully as we can. I mean asking ourselves questions: Who Perhaps our political system is finally three-dimensional and to better understand the trou- is this young person? Where is he or she coming from? catching up to our television preferences. bles that gripped them. Neither film is a hagiography: What animates or silences or worries him? What pas- Whereas the folksy personas of Reagan, Both Winehouse and Iverson are portrayed as flawed sions does she have? What wounds? What parts of Bill Clinton and George W. Bush might individuals who made questionable decisions along him or her might I not be seeing in the classroom? have filled our entertainment fix in the past, the way. But we are also witness to their vulnerability, Just as some white basketball fans looked at Allen Americans now thirst for brash, straight- their eagerness to please, and—perhaps most striking Iverson’s black skin, tattooed body, and embrace of talking and decidedly unorthodox candi- to me—how young both seem when initially thrust dates. It just might be that the spirit of into the whirlwind of non-stop attention. Game of Thrones’ Ned Stark is coursing There’s a sequence in “Amy,” after her drug and alco- When we fail to see students fully, through the lifeblood of the body politic at hol addictions had become widely known, with a clip just the right time to advantage democracy of former “Tonight Show” host Jay Leno tossing out a it not only hampers our ability to over dynasty and lead to the downfall of joke about her in a monologue. “Amy Winehouse’s new hereditary political power. If the two-party album will feature songs about cooking,” Leno says. teach them well. It prevents us system continues to flout the evolution of Then, after a couple beats: “Cooking crystal meth, black public opinion, the houses of both Bush tar heroin...” The audience howls and erupts in applause. from envisioning what they are and Clinton could meet their doom and As I watched the scene, I wondered if I would’ve capable of doing and being, what the new media empire of the country just laughed at the joke if I had heard it at the time. I’d might become the new kingmaker. CTU like to think not, but I might’ve. Either way, it wouldn’t they might become. Jackson Potter is the CTU staff coordinator. have fazed me much. Back then, all I knew about

42 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 43 COMMENTARY COMMENTARY

Chicago neighborhood. Once they’d all finished record- Viewing the students’ videos gave ing, I pieced together short clips from each student’s footage to create a montage of their lives outside school. me glimpses of their experiences Viewing the students’ videos gave me glimpses of their experiences that I never would’ve seen otherwise: that I never would’ve seen taking care of a younger sibling at night while mom otherwise... worked the late shift; helping cook enchiladas for a all, Chicago has seen a drastic decline in the number family dinner; marveling at the lights of downtown of Black teachers over the past 15 years—from 40 Chicago at night (“We should come here every week- percent to 23 percent—and I’ve heard little about hip-hop style and labeled him a “thug,” teachers some- end!”); tensing up at the sight of a passing police van; strategies to address it. listening to a father extol the virtues of hard work. times fall back on shorthand—seeing a student as When we fail to see students fully, it not only ham- It was a fascinating project, and it helped me see simply “slow” or “unmotivated” or “gang-involved”— pers our ability to teach them well. It prevents us from a number of my students in ways I hadn’t before. and fail to look more deeply at what lies underneath. envisioning what they are capable of doing and being, But here’s the truth: At the end of the year, I still Or, having not examined their own biases or preju- what they might become. In his recently released best- didn’t know all of my 32 homeroom students well. dices, teachers use part of a student’s identity—Afri- seller “Between the World and Me,” Ta-Nehisi Coates Some remained barely etched outlines or half-drawn can American or poor or immigrant, for example—to recounts his years as a student in Baltimore’s public portraits. make limiting assumptions about the child, to not schools, where the curriculum seemed hopelessly How does that happen? I had two years with see him or her fairly. disconnected from the life he then knew. “I was a curi- these kids—360 school days. How could any of ous boy,” Coates writes, “but the schools were not Other times, we fail to see a student almost them leave my classroom not being fully seen? entirely. This past spring, a 7th grader in one of my concerned with curiosity. They were concerned with Some students try hard not to be, of course. They compliance.” social studies classes came to my room after school throw invisibility cloaks over their heads at every Similarly, in their book “To Teach: The Journey, In to check out the next book in a manga series. As she opportunity. But a teacher can’t—or at least shouldn’t— Comics,” William Ayers and Ryan Alexander-Tanner was leaving, she looked up at a couple drawings she’d just accept that and let a kid disappear into the crowd. tell of a retired teacher’s recollection of one of her for- done that I’d posted on a wall. “That’s the only place Still, it’s not easy, and institutional factors and mer students, jazz great Ella Fitzgerald, upon the iconic in this school that I feel visible,” she said. counter-productive policies make it even more daunt- singer’s death. “I’ve thought about it all these years,” I didn’t interpret her statement to mean that she ing. Large class sizes bring with them a greater likeli- the woman says. “I had the great Ella Fitzgerald in my felt more visible in my classroom than in others. I hood of student anonymity. The narrow focus on class and didn’t even know it.” The tragedy, Ayers and took it literally: that the meager rectangle of wall space raising test scores obscures the crucial relational com- Alexander-Tanner say, is that all the kids in the class that held her artwork was the only place in school ponent of good teaching. And the prizing of “text-based were Ellas—or Amys, or Allens, or Ta-Nehisis—each where she truly felt seen. Sure, her comment could evidence” in Common Core standards can make it seem with unique gifts, a singular story, something of value be disregarded as teenage hyperbole, but it left me as if students’ own perspectives—based on their lived to offer. thinking for days afterward—not just about her, but experiences and cultural backgrounds—are little more As a new school year gets closer by the day, I plan about all the other students I needed to make efforts than distractions to the educational process. 1 dent” is seeing them racially and culturally. to hold that thought close, to re-commit to seeing each to see more fully. These aren’t excuses—just realities. Another reality, Allen Iverson But increasing one’s cultural proficiency isn’t some- student I teach as fully as I can. Amid the myopic focus One way I tried to do that was through a project perhaps more important but even less discussed, is that Photo: Wikipedia thing that can happen in a couple PD sessions. It’s an on test-based “achievement” in our schools, it may be inspired by a series of short videos by Justin Harenchar, many school districts give little attention to building ongoing commitment. I’ve spent 25 years working in one of the most overlooked aspects of a teacher’s work. a Chicago-based filmmaker. Harenchar recorded foot- their teachers’ cultural competence: the ability to better Chicago schools, and I’m still doing the work and It’s also one of the most vital. CTU age of his everyday experiences over the course of a understand, validate, and build upon students’ racial feeling like I still have a lot to learn. For the most part, year, then edited together 3-second clips from each day Greg Michie is a teacher at Seward Elementary and and cultural backgrounds in the classroom. In Chicago, though, it’s been undertaken on my own or by collab- Senior Research Associate at the Center for Policy Studies into monthly visual collages. For my spin on the idea, only 9 percent of students are white, but 50 percent of orating with thoughtful colleagues—not through and Social Justice at Concordia University Chicago. This each 8th grader in my homeroom checked out a video teachers are, which means a lot of white teachers are efforts the district itself has initiated. Perhaps district article was originally published in the Huffington Post camera for a day and taped whatever they chose— teaching African American and Latino kids. For these leaders are of the mistaken belief that a teacher’s race Education online at http://www.huffingtonpost.com/ inside their apartments and out in their south side teachers—myself included—part of “seeing the stu- is of little significance. It sometimes seems so. After education/.

44 november 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER november 2015 45 IN CLOSING In memory of... Procedure for Filling Vacancies for Functional Groups 2015 There is one Area Vice Presi- second the nomination and 6. At the meeting where the the meeting. February 3 Rubimar Monet, Otis Elementary October 8 Albert M. Freedman, Roosevelt HS dent vacancy and one School vote. Only persons in the voting is to take place, each 12. The candidate with the September 14 Elaine X. Pro, Burroughs October 9 Janice G. Horn, Farnsworth Community Representative functional group may be nominee shall have the highest number of votes will September 14 Antoinette Wrobell, Taft October 9 Warren R. Link, Taft vacancy. nominated. Associate dele- opportunity to speak for one be declared the winner. In All voting members of the gates may vote. minute in the order in which the case of a runoff election September 17 Andrew G. McCann, Wells October 10 Jesus C. Abalos, Lindbloom functional groups of the 3. Nominations will be taken they appear on the ballot, if it will occur at the next September 19 Eileen Peterson, Altgeld October 11 Evelyn C. Lash, Harte House of Delegates may vote they so desire. from the floor and seconded House of Delegates Meeting. September 21 Cornelia Ann Davis, Substitute Teacher October 11 Eldevon Malcolm, Roosevelt HS for one (1) candidate for from the floor during the 7. Delegates will be called to In the case of a runoff, each September 22 Vernon Vanderah, Turner October 11 Marie C. McGuckin, Surs Area Vice President, no mat- December 2015 House of the voting area to pick up the remaining nominee will be ter how many are nominated. Delegates meeting. ballots and to have their badg- given one minute to speak in September 23 Edith R. Burford, Hurley October 11 Bettye J. Redmond, Earle Only PSRP delegates may 4. Voting shall take place at es checked for voter eligibility. the order in which they September 23 Michael E. Sailes, Central Office October 12 Johnnie Shannon, South Shore Comm Acad vote for one (1) candidate to the January House of Dele- 8. Voters will place cast bal- appear on the ballot, at the September 26 James G. Porter, Pickard October 12 Robert W. Tisdale, Julian HS fill the School Community gates meeting. lots in boxes at the designat- meeting where the runoff Representative vacancy. September 27 Shirley A. Benson, Powell October 14 Coletta A. Hahn, Alexander ed locations. voting is taking place. The procedure is as 5. Pre-printed ballots will be September 29 Elena S. O’Connell, Corkery October 15 Dorothy M. McCann, Black Br provided by the Rules-Elec- 9. When voting is complete, 13. Prior to the House of follows: September 29 Ramona D. Roberts, Esmond October 16 Corinne P. Kornmann, Substitute Teacher tions Committee. To priori- Rules-Elections Committee Delegates meeting where vot- 1. Nominations for vacancies tize the order, the Rules-Elec- members will count the ing will take place, all eligible September 29 Jean Walderon, Alcott October 17 John R. Fitzgibbon, Whitney Young shall be advertised in the tions Committee will put ballots. candidate names will be post- September 30 Peggy A. Reddick, Tesla October 17 Raymond R. Randolph, Curie Chicago Union Teacher pre- names in a hat and list them ed on the CTU website in ceding nomination meeting, 10. Up to two representatives October 1 Pearl B. Ellis, Kozminski October 19 John G. Delin, Trumbull in order of selection. Elected alphabetical order by func- on the CTU website and in per candidate may be present October 1 Fern Kohn, Alcott October 20 Daniel T. Kelly, Reilly members of the Executive tional groups. the meeting notice bulletin during the counting. The Board may vote within their The Rules-Elections com- October 2 Girtlee Booze, Robinson October 20 Anne M. Zimmerman, Substitute Teacher for the month of the election. candidate may be one of the functional group. Non-vot- representatives. mittee requests that the vot- October 2 Aurelia E. Husnik, Eli Whitney October 21 Bettie J. Battiest, Luella 2. Only those members of the ing members of Executive ing take place at the meeting 11. The results will be given October 5 Arey Desadier, Charles Deneen October 21 June F. Drnavich, Cameron House of Delegates, who rep- Board may not vote, unless as early as possible. CTU to the President for October 6 Mildred P. Arburtha, Truth October 22 Linda D. Lewis, Bogan Tech HS resent the functional group to they are a delegate. be voted on, may nominate, announcement at the end of October 6 Stephen Fredrick Eggerding, Hearst October 22 Marion H. Rice, Kennedy HS October 6 Geraldine B. Hletko, Gary October 23 John F. Daly Jr., Greene October 7 Ava Marie Blocker, Morgan Park HS October 26 Stephanie N. Panek, Stevenson AL1 AUSTIN-NORTH LAWNDALE ELEMENTARY Anderson, Grace LITTLE VILLAGE ELEMENTARY All Present ∕ RR1 RAVENSWOOD- October 7 Louis R. Docimo, Prosser October 29 Jake Carter, Bennett A.; Pesce, Jennifer ∕ AL2 AUSTIN-NORTH LAWNDALE ELEMENTARY RIDGE ELEMENTARY Goff, Linda S.; Mountz, David B. ∕ RR2 Egwuekwe Maxey, Kelechi S.; Humphreys, Timothy A. ∕ BP1 RAVENSWOOD-RIDGE ELEMENTARY Wiltse, Nora S. ∕ RI1 ROCK October 7 Lottie M. Garfield, Perry October 29 Doris Shamby, Roosevelt HS BURNHAM PARK ELEMENTARY All Present ∕ BP2 BURNHAM ISLAND ELEMENTARY Foy, Brandon J.; Gagner, Louis T.; Menefee, October 8 Milton Collen, Nettlehorst PARK ELEMENTARY Berger, Michael S. ∕ EG1 ENGLEWOOD- Jeremy R. ∕ RI2 ROCK ISLAND ELEMENTARY GRESHAM ELEMENTARY Sharp, Daisy L.; Smith, Vera I. ∕ EG2 Himes, Lewis ∕ SK1 SKYWAY ELEMENTARY ENGLEWOOD-GRESHAM ELEMENTARY All Present ∕ FR1 FULLERTON Boose, Robin Blake; Evans, Karen ∕ SK2 SKYWAY 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 ELEMENTARY Chavez, Lisa B.; Poellinetz, Andre D.; Vacco, Angela ELEMENTARY Brown, Marlene; Phillips, Jala L.; are printed as received. If you notice an error or omission, please first contact the CTPF at 312.641.4464 or via email at [email protected] to report the information. Please contact the CTU Financial Dept. as well by phoning 312.329.9100. Both the CTPF and CTU disburse death benefits to a member’s designated beneficiaries. L. ∕ FR2 FULLERTON ELEMENTARY All Present ∕ FL1 FULTON Turner Burkes, Constance ∕ SSH SOUTH SIDE Delegates ELEMENTARY Arzuaga, Carlos A.; Maurello, Rosemary S. ∕ FL2 H.S. Cameron, Alisia L.; Reed, Darryl L. ∕ SW1 FULTON ELEMENTARY All Present ∕ FSS FAR SOUTH SIDE HIGH SOUTHWEST SIDE H.S. Moten, Latonya; Penuelas, Not Present SCHOOL Rountree, Eric F.; Styler, Kenneth D. ∕ GH1 GARFIELD- Homero L. ∕ SW2 SOUTHWEST SIDE H.S. HUMBOLDT ELEMENTARY Boatwright, Lowery E.; Metzger, Suzanne Skalinder, Eric ∕ WS1 WEST SIDE H.S. Colsant, HOUSE OF M.; Moreno, Claudia I. ∕ GH2 GARFIELD-HUMBOLDT ELEMENTARY Tricia D.; Harris, Stephanie J. ∕ WS2 WEST SIDE DELEGATES All Present ∕ LC1 LAKE CALUMET ELEMENTARY Coleman, Angela H.S. Butler, Tonya L.; Miller, Cynthia L.; Renteria, MEETING K. ∕ LC2 LAKE CALUMET ELEMENTARY McKinney, LaConya ∕ ME1 Rita ∕ CITY-WIDE CAREER SERVICE Aguirre, MIDWAY ELEMENTARY Hester, Kamau L.; O’Malley, Margaret M. ∕ Emma N.; Cruz, Griselda; Gaither, Arttice S.; ME2 MIDWAY ELEMENTARY Anderson, Eric E.; Jennings, Christina ∕ Gonzalez, Maria A.; Guerrero, Genoveva; Hampton, Wednesday, YOU NW1 NORTH-NORTHWEST SIDE H.S. Archambault, Kelly A.; Goodman, Vermie L.; Hill, Delphine; Riesco, Julieta; Sanders, November 4, 2015 Michael A.; Gryglak, Emma E.; Kimbrue, Hayley A.; Walsh, Matthew J. Vickie; Scott, Ella M. ∕ CITY-WIDE Ahmad, Huma ∕ NW2 NORTH-NORTHWEST SIDE H.S. Hinz, Jennifer; King, Elizabeth A.; Christensen, William E.; Daniels, Theresa D.; M.; O’Shea, Mary Rose; Yonan, Joanne S. ∕ OH1 O’HARE ELEMENTARY Evans-Douglas, Tonya; Freed, Jeanne M.; Knudstrup, Kasai, Meleia F. ∕ OH2 O’HARE ELEMENTARY Davidson, Susan K.; Karen A.; Lofton, Saria C.; Margotte, Glory A.; McCormick, Mary Klenetsky, Jody; Lord, Amanda M. ∕ PE1 PERSHING ELEMENTARY T.; Milkowski, Lawrence E.; Nevels, Leigh M.; Nyberg, Angelica M.; Cordova, Nancy ∕ PE2 PERSHING ELEMENTARY Melero, Juanita ∕ PL1 O’Connell, Jennifer L.; Ong, Jantra; Saffro, Scott J.; Socoloff, Miriam PILSEN-LITTLE VILLAGE ELEMENTARY Toman, John A. ∕ PL2 PILSEN- A.; Thompson, Theodore; Whitfield, Benita A.

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