YEAR IN REVIEW ∕ DUE PROCESS ∕ SOCIAL WORK IN CPS ∕ RIGHTING THE WRONGS

ChicagoUnionTeacherjune 2016 / vol. 79 / number 8

ChicagoUnionTeacher

AROUND THE UNION 5 President’s Message 6 Letters of Solidarity: Dear CTU, We Stand With You!

CONTRACT ENFORCEMENT 14 Does Due Process Matter When a ‘Bad’ Teacher in Mistreated?

MEMBER SPOTLIGHT 17 A Life Saved–And a Cautionary Tale 17 State Board of Ed Licensure Information 18 I’m Tired of Injustice Caused by the City’s Mismanagement

ANNUAL STUDENT ART SHOWCASE 22 Young Artist Awards 2016

THE YEAR IN REVIEW 30 CTU Research: Righting CPS Wrongs 32 CTU Organizing: Power in Numbers

YEAR IN REVIEW ∕ DUE PROCESS ∕ SOCIAL WORK IN CPS ∕ RIGHTING CPS WRONGS 36 Our Year, Our Union: Th e Year in Pictures

ChicagoUnionTeacherjune 2016 / vol. 79 / number 8 RESEARCH 40 Social Workers and Psychologists Decry Conditions in Chicago Schools

TEACHER EVALUATION 44 Calling on Charlotte Danielson to Rethink Her Rethinking

EVENTS 48 CTU Joins Canadian, Mexican Teachers in Solidarity Against Repression

BOOKS 50 Th e Life of a Freedom Fighter ▲ COMMENTARY Cover illustration: Latisia Clavien, 50 Why Does CPS CEO Forrest Claypool Th ink He’s Above the Law? Jordan Elementary IN CLOSING 54 Delegates Not Present 55 In Memoriam ChicagoUnionTeacher

EDITOR-IN-CHIEF ∕ Stephanie A. Gadlin

ASSOCIATE EDITOR ∕ Ronnie Reese

CONTRIBUTING WRITERS ∕ Susan Hickey, LCSW, Jennifer Johnson, Joey McDermott, Timothy Meegan, Jackson Potter, Ronnie Reese, Walter Taylor

CONTRIBUTING PHOTOGRAPHERS ∕ Zbigniew Bzdak, Nathan Goldbaum, Jamie Link, Debra Loch, Tonya Werner-Martin, Jose Osorio, Jackson Potter, Ronnie Reese, Sarah-Ji, Bob Simpson

ADVERTISING MANAGER ∕ April Stigger

GRAPHIC DESIGN ∕ PRODUCTION ∕ Eric Ruder

OFFICERS Karen GJ Lewis, NBCT ∕ PRESIDENT Jesse Sharkey ∕ VICE PRESIDENT Kristine Mayle ∕ FINANCIAL SECRETARY Michael Brunson ∕ RECORDING SECRETARY

Th e Chicago Union Teacher is published eight times a year in September, October/November, December, January, February, March, April, May/June. Th e Chicago Union Teacher is the offi cial publication of the Chicago Teachers Union, which is the exclusive bargaining agent for teachers, counselors, librarians, clinicians and paraprofessional and school-related personnel in the Chicago Public Schools.

Chicago Teachers Union • Local 1 • American Federation of Teachers, AFL-CIO.

Th e Chicago Union Teacher is affi liated with the International Labor Communications Association and the AFT Communications Network.

Chicago Teachers Union affi liations include the Chicago Federation of Labor (CFL), the Illinois State Federation of Labor-Congress of Industrial Organizations (ISFL-CIO), the American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), the Illinois Federation of Teachers (IFT) and the American Federation of Teachers (AFT).

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

Sisters and Brothers, is has been a year of ups and downs, a state budget. Chicago’s mayor wants and while the rhetoric between some of educators to take a 7 percent pay cut, and our elected offi cials has ramped up over endure skyrocketing health care costs, the past few weeks, your union has taken increased class sizes and further charter this time to refl ect and plan for the future. expansion, but does not want to tax his We’ve had quite the busy spring—on a wealthy business cronies. His handpicked number of fronts—and wanted to give our CPS CEO has hit students and parents members time to fi nish the year strong, with the threat of CPS not opening school despite the uncertainty that faces our dis- doors next fall. To say we are in crisis mode trict as we head into the summer. would be an understatement. In reading the collection of letters in But let us be clear, Chicago represents this issue from national American Feder- the wealthiest part of Illinois with over two- ation of Teachers affi liates, however, it is thirds of the state’s gross state domestic apparent that our fi ght for school funding, product, which means we can save our- a fair contract and the city our students selves. Solutions will come when the mayor and their families deserve is one that we and city leaders go after much-needed rev- share with thousands of others. In the time enue. is is the only way we will be able that our leadership team has been in offi ce, to win a good contract that supports great on our schools, we are shifting many nar- you have pushed the Chicago Teachers schools in all of our communities. We know ratives surrounding public education, and Union to the forefront in the war to defend that we cannot win a decent contract with- after a summer of rejuvenation for our public education, not only in the city of out winning revenue, so we are going after members—if not for our Organizing Chicago, but nationwide. As many of you the mayor, the governor, CPS and the pow- Department—will enter the 2016-2017 know, I have three questions that I always er elite to accomplish that goal. school year an even greater force. ask when faced with decisions surrounding roughout the summer and beyond, Join us Wednesday, June 22, as we the work we do—does it unite us, does it we will continue to advocate for our stu- march on city hall to call for progressive build our power and does it make us stron- dents and our members, examples of which revenue solutions for our city and public ger? e words of encouragement from you will fi nd in this issue of Chicago Union schools. Let us also welcome new CTU our union sisters and brothers around the Teacher, like our profi le of CTU delegate Financial Secretary Maria Moreno, who country embody all three of these ques- Omar Gonzalez of Burroughs Elementary will be joining us July 1. Maria, a citywide tions, and it is with that support that we School. We are changing the political land- speech-language pathologist and functional are emboldened in our eff orts, not just for scape through our work for an elected CTU vice president, will be replacing Kris- the betterment of Chicago Public Schools, school board in Chicago and a new school tine Mayle. Kristine has poured her heart but as an inspiration to all. funding formula. We are improving our into her job for the past six years, and as a We have now gone nearly one full year practice as educators by fi ghting back special education teacher in CPS, has a without a contract. CPS is broke by design. against the onslaught of high-stakes stan- large place in that heart for children who Illinois is fl at broke and being “governed” dardized tests and “no-win” systems of are most in need of resources. is passion by a stark-raving mad ideologue who teacher evaluation, as explained in this transferred into her amazing work for our thinks our city’s public schools are prisons, issue by CTU Teacher Evaluation Facili- union. She will be dearly missed. and has us approaching 400 days without tator Jennifer Johnson. Despite the attacks My best to you all for a great summer.

In solidarity,

Karen GJ Lewis, NBCT

CHICAGO UNION TEACHER june 2016 5 LETTERS OF SOLIDARITY

We Stand With You! ll eyes remain on the Chicago Teachers Union in our fight for a fair contract and the schools and city our students and their families deserve. Here are some words of Aencouragement and inspiration from our union sisters and brothers around the country.

American funding of schools! We’ve got other professionals whose services Federation your back. are vital to the health of their of Teachers —Susan Youssofi, Senior communities. We are all in this together because we have a shared a n k y o u . a n k Associate, Digital Marketing, Share My Lesson goal, which is to improve the lives you for standing up and fi ghting of the people we serve. for what we know is right. ank you for forcing politicians in Chi- —Dan Montgomery, Illinois President, Illinois Federation cago, Springfi eld, and Washing- Federation ton, D.C. to pay attention to what of Teachers is going on in schools. ank you of Teachers for using your voice to stick up On behalf of Newark for your students, especially since the 103,000 mem- Teachers so many of them don’t have any- bers of the Illinois Federation of Union one else sticking up for them. Teachers—from Lake County to ank you for showing us all St. Clair County—we stand in e teachers’ aides what solidarity really means. solidarity with our sisters and and clerks of the Your fi ght is our fi ght—it’s the brothers in the Chicago Teachers Newark Teachers Union in New- fi ght to protect public education Union, who are now fi ghting for a ark, N.J. stand with you. as a public good. I want you to contract that will give the students know that the AFT is behind you of Chicago the best education pos- 100 percent, and—with apologies sible. is is never easy, and we St. Paul to all math teachers everywhere— applaud your eff orts toward com- Federation that goes double for me. I’m with mon sense reforms that will of Teachers you in this fi ght today, tomorrow improve the classroom experience e St. Paul Feder- and every day until we win. for the students of Chicago. ation of Teachers —Randi Weingarten, We stood tall and marched stands with the CTU as you con- President, American with you in September of 2012, tinue your fi ght for schools your Federation of Teachers and again on April 1st of 2016. students deserve. You have been We will continue to stand with an inspiration to us as well as to you until a deal can be reached other locals around the country! that is fair to you and the students you serve. —Denise Rodriguez, We’re standing strong with you. e IFT represents not only President, St. Paul Federation Keep fi ghting for a fair contract teachers, but paraprofessionals, of Teachers

and lobbying the state for full public employees, nurses, and

6 june 2016 CHICAGO UNION TEACHER LETTERS OF SOLIDARITY

Alliance like to offer an expression of soli- the struggles of our brothers and AFT darity, support and encouragement sisters everywhere belong to all of to the leadership and members of us. It is because of this belief that Alliance/ the CTU. As education profession- the ATF has stood, and will con- AFT Local 2260 stands in soli- als in a large, urban school district, tinue to stand, in solidarity with darity with our brothers and sis- we know the challenges you face in our brothers and sisters in the ters in Chicago. Across the nation, the fight for strong public schools Chicago Teachers Union. public schools are being system- where children get the resources Public education has been atically starved of resources and they need to succeed, and teachers under attack from corporate subsequently condemned as fail- and school employees have a voice America for several decades and ures. Teachers and school employ- through their union to advocate for Chicago has certainly suffered. e ees are attacked and condemned our profession and those we serve. ATF stood in solidarity with the for daring to speak out and stand ough we are separated by rank and file of CTU during the up against the intentional almost 300 miles, we stand in sol- strike of 2012. We have been kept destruction of the American pub- idarity with you as you fight to informed of CTU’s many battles lic education system. reclaim the promise of a great pub- with Chicago Public Schools. e Yet we know that strong, lic education for all children. Just ATF has followed your dealings well-funded and supported public last month, a number of CTU with countless incompetent super- schools where every child has an members traveled to Detroit to intendents, numerous school clo- opportunity to thrive and achieve stand shoulder-to-shoulder with sures and Chicago’s anti-union are essential to the future of our the DFT and the other AFT mayor, Rahm Emanuel. e CTU nation. As Linda Bridges, former Detroit unions at our rally for pub- has taught us all of the dangers of president of Texas AFT, tirelessly lic education in Lansing. We thank placing public schools under may- proclaimed, “Our kids are worth you for your support and are ready oral control with an appointed it.” e members of the Chicago to offer the same. board of education instead of a Teachers Union are sending a pow- Rest assured that you have the democratically elected one. erful message across the United support of your sisters and broth- We have been inspired by your States. Alliance/AFT Local 2260 ers here in Detroit. We stand, collective strength and integrity. supports them in their efforts and united, with you! You have modeled for us all the vows to join our voices with —Ivy Bailey, Interim power of a community united with theirs against those that would a union for the greater good. Your sabotage public education. President, Detroit Federation of Teachers brothers and sisters in the Albu- —Rena Honea, President, querque Teachers Federation stand Alliance-AFT in complete solidarity with our Albuquerque brothers and sisters in the Chicago Teachers Union—your struggle is Detroit Teachers Federation our struggle. Stand strong CTU, Federation you have many brothers and sisters of Teachers e Albuquerque Teachers Fed- standing with you. eration (ATF) believes that soli- On behalf of the darity is the foundation of union- —Ellen Bernstein, NBCT, leaders and member of the Detroit ism. We know that locals do not Ed.D., President, Albuquer- Federation of Teachers, I would que Teachers Federation

exist in isolated vacuums and that

CHICAGO UNION TEACHER june 2016 7 LETTERS OF SOLIDARITY

Philadelphia do so in a manner we all benefi t and solidarity with our brothers and Federation learn from. e members of AFT sisters of the Chicago Teachers of Teachers Michigan stand with you as you Union. e nationwide attacks on have always stood with others. public education can be fought e Philadelphia Federation of when we, as professionals, stand in Teachers is proud to stand with —David Hecker, President, AFT Michigan solidarity against them. We honor the Chicago Teachers Union in its your strength and perseverance as fi ght for a fair contract. you fi ght for adequate and appro- Here in Philadelphia, educators Education priate resources for your students. are no strangers to working without Minnesota We support our colleagues as they a contract in a district that devalues educate their communities and the them at every turn. Like the CTU, CTU Local 1, nation about the attacks on public the PFT understands that our we have your education. working conditions and the learn- back! Please hang tough, you ing conditions of school children deserve to be treated as profession- —Kallie Leyba, President, are one in the same. at’s why we als! A contract good for student Douglas County Federation will never capitulate to administra- learning and fair teachers! at is tors who insist on extracting addi- a very reasonable expectation! United tional fi nancial and personal sacri- —Paul Mueller, Career and Federation fi ces from teachers and school staff . Technical Education teacher, of Teachers Rather than fund schools on the Education Minnesota– backs of educators, we must con- Brooklyn Center Resolution in Support of the tinue to demand that our public Chicago Teachers Union schools are adequately supported Education Minnesota stands by local and state governments. strong with our brothers and sisters WHEREAS, the city and the e PFT will continue to sup- in Chicago in your fi ght for more Chicago Teachers Union have port the CTU, even as we draw equitable school funding. We agree been at loggerheads for months inspiration from the resolve of education dollars should be based over a new contract; and Chicago’s educators. on need, not zip code. It’s wrong WHEREAS, Chicago’s schools are facing a budget defi cit —George Jackson, that the Chicago Public Schools of an estimated $500 million in Communications Director, students who need the most sup- the 2016 budget; and Philadelphia Federation of port have often received the least. WHEREAS, Mayor Rahm Teachers Stay strong, stay united and know you are not alone. We are Emanuel has said that if the state fi ghting with you, side by side. fails to provide enough money to AFT Together, we will Reclaim the fi ll that budget hole, he will balance Michigan Promise! his budget by laying off thousands of school employees; and The commit- Douglas County WHEREAS, in response to ment, determi- Federation of Teachers this latest threat and the stale- nation and solidarity of Chicago mate over negotiations, the Chi- teachers are an inspiration to us all. and Classified Employees cago Teachers Union announced Whether you are fi ghting to keep on Dec. 14 that 88 percent of the schools open, smaller classes, books Douglas County Federation of eligible membership had voted to and supplies for your students, or Teachers and Classifi ed Employ- authorize a strike; and

what teachers and staff deserve, you ees—Local 2265 stands in WHEREAS, the Chicago

8 june 2016 CHICAGO UNION TEACHER LETTERS OF SOLIDARITY

Teachers Union has urged the needed as you continue your strug- in the fi ght for adequate funding mayor and his administration not gle to make an intransigent mayor of Chicago Public Schools. CPS to balance the budget in a manner and a bought-and-paid-for gover- students and teachers deserve that will hurt the 400,000 chil- nor see reason. Across the country, high quality public schools that dren enrolled in the Chicago pub- and here in New York, we have off er a rich and rigorous curricu- lic schools; and seen the trend: politicians bank- lum, including the arts, reason- WHEREAS, last week, the rolled by hedge-fund cronies, wag- able class sizes and wages that Chicago Teachers Union fi led an ing a war against public education. attract and retain excellent edu- unfair labor practice complaint  e playbook is all too familiar: cators. Students and teachers with the state with regard to starve public education of needed deserve to have safe, well- negotiations, calling for fact-fi nd- resources; decry the “failure” of equipped buildings and state of ing to begin; therefore be it public schools, citing faulty data the art technology. RESOLVED, that the United to support the pre-ordained con- We stand with our brothers Federation of Teachers throws its clusions; and turn the system over and sisters and applaud your full support behind its sister to charter schools who just happen strength and resolve as you fi ght union, the Chicago Teachers to be campaign donors. to do what’s best for the children Union; and be it further Your fi ght, Chicago, is our of Chicago. RESOLVED, that the United fi ght. It is the fi ght of the entire —Kevin Dalton, President, Federation of Teachers will stand nation, state by state, city by city, Toledo Federation of Teachers in unity with this AFT local and county by county and town by any others engaged in the critical town. Public education is the cor- struggle to advocate for students nerstone of a democratic system AFT Indiana and their families, for citizens and which regards freedom and On behalf of the their communities, for patients opportunity as ideals, and it has membership of AFT and healthcare, and for our own succeeded in lifting more people Indiana, we want the existence as organized labor. out of poverty than any single membership of CTU Local 1 to entity in the country’s history. We know that we stand in solidarity is resolution passed at the March wage this fi ght at the negotiating with you in your struggle to 2016 UFT Delegate Assembly. table, in the legislature, in the obtain a fair and equitable con- courts and in the court of public tract settlement. Local 1 has opinion, and we do so on every New York always been an inspiration and level: city, state, national. Stand State example for all to follow when it strong, Chicago, knowing that United Teachers comes to standing fi rm in the nev- New York stands with you! On behalf of the NYSUT Offi - er-ending battle to enhance the —Karen Magee, President, cers, the Board of Directors and teaching and learning environ- New York State United our 600,000+ members, NYSUT ments for their students. Teachers stands with you as you work to Stay strong and know that reach an equitable settlement with AFT Indiana stands with you. We Chicago Public Schools for the Toledo are confi dent that your persever- betterment of your members, stu- ance will overcome those that do Federation not respect, appreciate or support dents and the community. We of Teachers applaud the solidarity of your your eff orts in the classrooms. 27,000 members, and we off er our The Toledo Federation of —Rick Muir, President, support in any way that it is Teachers stands with the CTU AFT Indiana

CHICAGO UNION TEACHER june 2016 9 LETTERS OF SOLIDARITY

Cosgrove how they are going to provide for example for all unions across Illi- Middle their family after losing a position nois and across the nation. School, to arbitrary budget cuts. We feel  ank you President Karen Spencerport that sense of loss in our coaches Lewis, VP Jesse Sharkey and each New York as they struggle to tell their stu- and every member of the CTU dent athletes that they will no who has committed to fi ghting for I am writing to encourage all longer be a team and will be public education. You make us all CTU members to keep up the unable to play their sport due to stronger. We stand in support of good fi ght for a fair contract, lob- budget cuts—desperately trying your eff orts and are ready to help bying the state of Illinois for full fi nd meaning and purpose for a in whatever way we can. funding for your schools and to year of dedication and sacrifi ce. —Melissa Cropper, President, push back against Mayor Rahm We understand the pain of stu- Ohio Federation of Teachers Emanuel’s offi ce for the disre- dents who feel abandoned by a spectful way he is treating all of society that explicitly and implic- you. itly states they are not worthy of Baltimore We had a similar fi ght here in all the benefi ts of a fully funded Teachers Spencerport when it took us 16 educational system, whether due Union months to bargain a fair contract. to race, class or community. We We have also been in an epic fi ght are proud of our teaching broth- The Baltimore here in New York for the past fi ve ers and sisters who are fi ghting to Teachers Union years with Governor Cuomo over ensure Chicago provides proper and the AFT-Maryland stand in fair funding and a common sense funding and a fair contract to pro- solidarity with our sisters and teacher evaluation system. As a tect them from this pain and brothers of the Chicago Teachers result of our advocacy at the state hardship.  eir profession and Union. We understand the value and local levels, we have turned the children and communities of a fair, respectfully negotiated the tide. Fight on and stay unifi ed! they serve can benefi t from the contract and would like to believe You will be victorious! promise of education if we stand the Chicago Public Schools does as well. We call on them to come —John Kozlowski, 6th grade together and make our voices to the table and negotiate in good teacher, Cosgrove Middle heard. faith to ensure the educational School —Benjamin Bax, Field professionals have all the tools Representative, Oklahoma and resources they need to edu- City AFT Oklahoma cate the children of Chicago. City AFT Unfortunately budget fi ghts Ohio are nothing new to us here in Bal- In Oklahoma we are timore. We know all too well the also dealing with Federation of Teachers arduous tasks of ensuring that drastic cuts to education funding every level of government com- and understand the importance  e Ohio Federa- mits the funds needed to teach of your struggle. We know the tion of Teachers commends you our young people. In Baltimore, hardship budget cuts cause our for your courage in fi ghting for a teachers and PSRPs go above and teachers when we see the pain in fair contract and for your com- beyond to provide the students the eyes, the loss of pride and that mitment to children and their here with the best education pos- dark place deep into their soul as families. Your leadership in stand- sible, despite spending the last they choke back tears and ponder ing fi rm for what is right sets an two years having to lobby our

10 june 2016 CHICAGO UNION TEACHER LETTERS OF SOLIDARITY SOLIDARITY

legislators and governor to fully and counselors in schools, arts and fund education here in the city. physical education as elements of We know the members of the a full, rich curriculum not driven Chicago Teachers Union want by high-stakes testing. nothing more than amicable ank you for sharing that THE negotiations that result in a fair vision with us by taking the most contract. We also know that it is dramatic action of all in striking incumbent of Gov. Rauner, May- when absolutely necessary and ONLY or Emanuel and every politician sharing your statements, videos, in Illinois and Chicago to see that tweets and so that the larger com- the children of Chicago get an munity sees that teachers are adequately funded public educa- united to stand up for education WAY tion. We in Baltimore stand in for our students. We see a Chica- solidarity with the educators in go where teachers have a voice in Chicago and hope the political the community and share a vision leadership there does what is best of a city that rejects the politics for the young people of the city, of racial division and privatization by equipping the schools and of public services. TO classrooms with the resources We join you in speaking out they need to be successful. against the prevalence of gun vio- lence so dramatically impacting our students regardless of who is WIN AFT New pulling the trigger, and fi ghting Jersey excessive fees and penalties levied Educators through- by big banks that rob our commu- out the country see nities of vital resources. While you the Chicago Teachers Union com- are calling for “A Just Chicago,” we munity engagement and member join you in calling for “A Just Amer- mobilization efforts as prime ica,” which means “adequate pay examples to follow. We all need to and permanent jobs; freedom from share a vision of organizing judicial inequities; stable, aff ord- against school closures that rip able and appropriate housing; bet- communities apart and advocate ter access to whole health care; for what we know our students equitably funded, high-quality need—smaller class sizes, nurses education; and political action to equalize opportunity.” CTU ! CHICAGO UNION TEACHER june 2016 11 The mayor and his hand-picked school board keep walking away from money Chicago’s students need. ▪ Layos and budget cuts ▪ Crammed classrooms ▪ Mass school closings ▪ Special education cuts Chicago’s schools are in crisis, but the truth is… Chicago is not broke. Unfair taxation gives our schools’ money away to the rich and powerful. Corporations and the wealthy keep getting richer while schools and public services keep seeing cuts. Our taxation in Illinois is broken because it severely favors the rich, while under-funding resources that children and families need. The mayor has excuses. Rahm Emanuel and Forrest Claypool want to exclusively blame Governor Teachers have solutions. Rauner for the CPS shortage. Rauner The Chicago Teachers Union has continually proposed fair and prac- has held state services hostage for his tical ways to raise revenue for our schools. But the mayor and city anti-union agenda and we must contin- council need to make these solutions happen. Solutions include: ue to ght in Spring eld for a fair state income tax, for a nancial transactions ▪ Redirect all TIF funds to the schools tax, and for dedicated pension funding. ▪ Restore the head tax on big corporations But the mayor and City Council have a variety of ways to solve the CPS cash ▪ Cut consumer sales taxes while expanding crunch with or without Spring eld. luxury and corporate sales taxes ▪ A progressive Chicago income tax Confront the crisis. Act now. Tell your alderman to step up for the CTU’s revenue solutions. Contact them and learn more about revenue for our schools at: TEACHERS UNION brokeonpurpose.org CONTRACT ENFORCEMENT

Does Due Process Matter When a ‘Bad’ Teacher is Mistreated? BY JOSEPH MCDERMOTT determined that the proper layoff order was fol- lowed. Ratings and seniority were properly adhered n February, the Chicago Board of Education to when the teachers were selected for layoff. announced that all schools had to cut their Upon further review it was determined that Ibudgets by 5 percent. is was an arbitrary both teachers were staffed in the same subject area. number selected by the Board leadership to It was very unlikely that this particular subject area respond to its ongoing fiscal crisis. One month was “overstaffed” by more than two positions, com- earlier, Chicago Public Schools offered the Chi- pared to every other subject area in the school. It cago Teachers Union a contract that included no also became evident that both teachers were pre- financial impact during the current school year. viously harassed and/or threatened by the princi- When the CTU rejected that offer, the Board then pal. It was evident that the teachers were targeted imposed these new cuts and applied additional and the “fiscal crisis” was a chance to remove them. financial trickery, when they reallocated Title I e spirit and intent of Appendix H is to prevent and federal special education money to the schools discriminatory and retaliatory layoffs from taking to claim they cut 5 percent from every school. place. Ideally, the principal analyzes the instructional e result was that many principals had to needs of the school and determines which types of make difficult decisions, including the layoff of positions will have the least impact—if selected for educators who directly serve children. In the end, layoffs. e first step in the process is never done less than 20 teachers were affected through layoffs. with a specific person selected for layoff. e first e teachers were entitled to pay and 21 days’ step is to identify the type of position and then notice between February 29 and March 21. determine the person who will be impacted by the Schools then “saved money” through cuts by not cut. In this situation, the principal was able to paying employee costs between March 22 and June manipulate that process by doing the opposite. 22. is comes out to 64 paid work days out of a e CTU began a thorough investigation of total of 208 per year (31 percent of the work year). is resulted in an average savings to CPS of $30,000 per layoff. In the case of one school, the principal bragged Due process rights are at the to the Local School Council that the layoff of two heart of our democracy. e U.S. teachers “would be a good thing” for the school. According to the principal, the teachers allegedly Constitution, the Bill of Rights both had several complaints against them made by colleagues, students and parents. e principal’s and the freedom to which we message was that the school was going to save money and remove two problem teachers. Accord- ascribe to living in this country ing to the principal, this was a win-win situation. are all consistent with the ideals e laid-off teachers contacted the CTU to determine if their layoff was proper. e Union of due process. reviewed the provisions of Appendix H and

14 june 2016 CHICAGO UNION TEACHER CONTRACT ENFORCEMENT

the matter and requested budget information from raised questions at the time of the layoff, ques- the school. e Union calculated the projected tioning whether they were legal. Some staff savings attributed to the layoffs. e savings were acknowledged that the teachers were not the most compared to additional costs needed to pay teach- popular, and that they understood why the prin- ers for overtime (OT) positions opened to cover cipal wanted to select them for layoff. courses taught by the laid off teachers. e Union e CTU field representative assigned to the case found that there was minimal amount of money received a phone call from a member who had learned saved after the OT costs were factored in. by word of mouth in the school that “the teachers e Union then requested the master schedule might get their jobs back.” e member was angry and student enrollment data for each course and that their union dues were going toward helping a found that the average class sizes for the affected “bad teacher,” and went on to say, “ is is why people subject areas were no different than any other sub- don’t like unions…because they protect bad teach- ject area. In other words, the department was not ers.” e member wanted to know why the union overstaffed and the cuts were arbitrary. ere was was helping a bad teacher get their job back. no reasonable explanation that the two cuts to the e field rep shared with the member the specific department had any valid purpose related responsibility of a union in enforcing contractual to student needs and impact on student learning. rights for its members. It is the job of administra- It soon became evident that a layoff grievance tion to evaluate. If a teacher does not perform at was forthcoming. It was also evident that the a high level, they will receive an unsatisfactory Union had a strong case. Many staff members rating, which leads to intense support during a

CHICAGO UNION TEACHER june 2016 15 CONTRACT ENFORCEMENT

get enforced with more earnest for a member In a school system with a history whom the union determines to be a sympathetic victim. e Union does not withhold representa- of corruption and cronyism, due tion for a member deemed by others a “bad” teach- er. e Union enforces a process and ensures that process is essential. When our all guidelines within that process are followed. Again, the members’ performance (Article 39) district has an annual budget or conduct (Article 29) could have been addressed crisis, due process is essential for through evaluation or employee discipline. e members instead were targeted for layoff by veteran teachers. manipulating the application of Appendix H. e principal never went through any of these two processes to address their performance or conduct 90-day remediation period. is is not only a issues. As a result, this act was a violation of the matter of contract enforcement; this is a right, per contract. Any member who is laid off, out of con- school code, for every public school tenured teach- formity of the contract, deserves the same due er in the state of Illinois. In this case, the principal process and contract enforcement. wanted to sidestep this right and dismiss one Due process rights are at the heart of our teacher prior to the right to remediation. democracy. e U.S. Constitution, the Bill of It is also the job of administration to monitor Rights and the freedom to which we ascribe to employee conduct. If the employee doesn’t write living in this country are all consistent with the their lesson plans, abuses sick days or is abusive ideals of due process. In a school system with a toward students, they can be subject to discipline. history of corruption and cronyism, due process e administration must go through the due pro- is essential. When our district has an annual bud- cess rights of the employee prior to issuing disci- get crisis, due process is essential for veteran teach- pline, rights that include providing evidence, ers. Due process also is necessary when we have explaining the allegations against the employee and an invalid evaluation system used to determine allowing the employee to respond to the allegations. layoff order. In this case, the principal sidestepped all of these e job of a CPS teacher involves several risks rights and dismissed the teachers without any and perils each day we serve our students. Just discipline. like an iron worker could fall from a beam, any e concerned teacher’s real issue was not with teacher can be the subject of an unfair allegation. unions, but with due process. I informed the mem- In a system rife with corruption, any one of us ber that many employers, especially in the public could be a whistleblower; due process protects sector, have due process for all employees—union that right. To perform and be at a minimum level or non-union. e member, however, took issue on Maslow’s hierarchy of needs, we need due pro- with the fact that this particular “bad” teacher had cess. For due process to be effective it must be due process and couldn’t be removed arbitrarily enforced for any teacher when violated. Democ- or on a whim. racy is not always fast or pretty, but it is better e field rep also shared that the CTU has an than tyranny and oligarchy. Our due process is a obligation to enforce due process for all of its mem- check on the tyranny and whims of a morally bers. e Union cannot create its own employee challenged school system. CTU evaluation guidelines to determine if a member Joseph McDermott is a CTU teacher field has representation rights. e contract does not representative.

16 june 2016 CHICAGO UNION TEACHER MEMBER SPOTLIGHT

A Life Saved–And a Cautionary Tale BY SUSAN HICKEY and the one school that is her base school for one and a half days per week. She said that she had ittle did Cassandra Walton know that when been switched out of that particular school four she walked into one of the 16 schools she was times this school year and the day the near tragedy Lassigned to that she would ever bring a person occurred was only the second time she has been back to life. Walton, a certifi ed school nurse, was in there since the fourth reassignment. an Individualized Education Program meeting one What worries Walton is that she has noticed day when a staff member rushed in to ask “Where that some staff members do not know where the is the nurse?” Apparently, the school principal had AED is located at their school, or if it is in working fallen and hit her head and was unconscious in the order. CPS approved a Board of Education policy hallway. An outside counselor was giving her car- on June 15, 2003, named “Use of Automatic Exter- 1 diopulmonary resuscitation but the principal had nal Defi brillators in the Chicago Public Schools,” Cassndra no pulse and her heart had stopped. Walton knew which mandated that all schools receive an AED, Walton what had to be done and got an Automatic External and that there would be regular checks to see if they Defi brillator (AED) and gave the principal one are in working order and that school staff has per- electric shock to start her heart again. By the time sonnel trained on how to use them.  is is another the paramedics arrived, the principal had regained example of CPS not enforcing its own policies— her pulse and was transported to the hospital. She policies which are in place to protect students and is home right now recovering from the ordeal. school personnel’s health and safety. Walton has worked in Chicago Public Schools Walton, however, deserves recognition for since 1998 and is recognized for being an excellent nurse.  e fact that she was able to perhaps save reviving the life of this principal. She is her hero— the principal’s life was fortunate for all as Walton and ours. CTU must divide her time between many schools and Susan Hickey, LSCW, is a retired social worker and a

has time only to be in special education meetings district supervisor for clinicians and citywide teachers.

State Board of Ed Licensure Information OUR DISTRICT BY WALTER TAYLOR to ELIS. You must enter your PD hours For further information on how to renew into ELIS yourself, as soon as possible. your Professional Educator License at the end he CTU Quest Center advises that you If you have not yet earned your required of your fi ve-year licensure cycle, you may fi nd always enter your professional develop- hours for this licensure cycle you can still take instructions at http://www.isbe.net/ELIS/ Tment (PD) hours into ELIS immediately and complete PD now through mid-June. To instructions/license-renewal-elis.pdf. after you complete the professional develop- earn your remaining required ISBE PD hours If you would like to learn more about ISBE ment activity and evaluation. If you wait, you aligned to REACH please take advantage of licensure requirements go to http://www.isbe. may forget, and your PD hours may end up the Chicago Teachers Union Quest Center net/licensure/ppt/lic-renewal-140701.pdf. not counting toward your license renewal. professional development off erings which can If you need further information or assis- For help entering or submitting PD be found on at www.ctunet.com/pd. tance after you have visited these very helpful Hours into ELIS go to http://www.isbe.net/ If you have not yet set up your ELIS ISBE sites, please contact this author at 312- ELIS/instructions/record-prof-dev.pdf. account on the ISBE website, go to http:// 329-6273 or [email protected]. Please note that entering your PD Hours www.isbe.net/licensure/ppt/elis-educator Time is of the essence! CTU into the CPS Learning Hub is not the same -trng-pres130614.pdf to learn more about Walter Taylor is a CTU Quest Center as entering it into ELIS on the Illinois State how to do so. If you have not done so professional development facilitator. Board of Education website.  e PD hours already, please set up your ELIS account you enter in Learning Hub do not transfer immediately.

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*******A few spots still available******* Get Paid to be Certified!!!! OSHA Safety Certification and Training for CTE Staff (10-hour and 30-hour General Industry Certifications) Health, Science and Technology Teachers Should Apply

When: July 25 – 29 and four days in August 15 - 19 Time: 8:30 am to 4:30 pm with an hour for lunch

How Much: All Participants receive a stipend of $110/day Mileage Paid Breakfast and Lunch provided

Location: Illinois Federation of Teachers Robert M. Healey Center 500 Oakmont Lane Westmont, IL 60559

What: The OSHA Outreach Training Program provides training for workers and employers on the recognition, avoidance, abatement, and prevention of safety and health hazards in workplaces. The program also provides information regarding workers' rights, employer responsibilities, and how to file a complaint.

Through this program, workers can attend 10-hour or 30-hour classes delivered by OSHA-authorized trainers. The 10-hour class is intended for entry level workers, while the 30-hour class is more appropriate for workers with some safety responsibility. Through this training, OSHA helps to ensure that workers are more knowledgeable about workplace hazards and their rights, and contribute to our nation's productivity. On completion of this program participants can become OSHA Authorized General Industry Trainers.

CONTACT: Dr. John Kugler to RSVP your spot in this training -- [email protected]

MEMBER SPOTLIGHT

I’m Tired of the Injustice Caused by the City’s Mismanagement

BY JACKSON POTTER If you could wave a magic wand to improve teaching and learning in our hen you walk into Burroughs Elementary district, what would you do? School in the Brighton Park community, Funding public education would be my first Wone thing is clear, this staff is unified, hard priority. Our elected leaders, such as our mayor, working and successful. e room that Chicago need to understand that it is in the best interest Teachers Union delegate Omar Gonzalez has his to educate all Chicagoans. If there is money for union meetings in is a cornucopia of learning activ- pay police wrongdoing lawsuits, police officers and ities and student projects. e 3-D planetary sys- fire fighters, and money to fund multi-million tems, indoor seedling station, colorful masks and projects, then surely the mayor and city hall can an assortment of other creative student work engulfs find creative ways to keeps our schools open. Has the teachers and staff as they stream inside. Omar Chicago Public Schools student academic growth is all about the business and quickly pulls the meet- not risen, while crime and taxation has risen in ing to order. He is clearly passionate and dedicated Chicago? Teachers are working hard! to our cause of educational justice and pushes his Second, I would take the “politics” out of edu- colleagues to get involved to fight the attacks on our cation by allowing the voters of Chicago have an public schools. As one of our key leaders in a vibrant elected school board and have parents who send school community, Omar represents the high caliber their children to CPS schools determine how they of fighters and educators we have in the CTU. With want to educate their children. It’s time the mayor’s leaders like him, we stand a good chance of winning appointed school board and Chicago City Council the battles we face ahead of us. does something else other than sign rubber checks. How did you get into teaching and why Do any of these people even have an education Chicago Public Schools? background, other than attending a school of some kind? Enough of this mismanagement! I guess educating children was something I Lastly, I will continue to work hard to educate was meant to do. From my youth experiences— my students and hope that my efforts undo all the growing up in an unforgiving urban environment “bad” CPS policies that hinder their education. like the city of Chicago and understanding that everyone, poor or rich, can have access to a great education—and knowing that my experiences and desires can help children “do better,” my decision My career choice gives me great to become an educator in CPS was solidified. Giving back to the community and helping other satisfaction because our students children realize that they have options to “do bet- ter” is what motivates me to wake up early and are our sons, daughters, nephews, work long hours. My career choice gives me great nieces and friends. I don’t think satisfaction because our students are our sons, daughters, nephews, nieces and friends. I don’t the mayor can say that. think the mayor can say that.

20 june 2016 CHICAGO UNION TEACHER MEMBER SPOTLIGHT

3 Gonzalez, left, and a colleague at Burroughs Elementary. Photo: Jackson Potter

You are a district supervisor, one of our key union leaders who help to engage members around our fight for educational justice. What made you sign up for this difficult job, and explain your involvement and dedication to the CTU? Honestly, I’m tired of the injustice caused by the city’s mismanagement of public funds, and the mis- treatment and disrespect of our city’s educators by those who want to scapegoat the working middle class. I decided to take action and get involved to let the people like Richard Daley, Rahm Emanuel, Ken Griffin and Bruce Rauner know that enough is enough! e people of this city deserve better. We pay taxes and are politically conscious citizens. anks to this union and its leadership, and its hard-working delegates, we are making a difference. We’re educators making the public aware of the mismanagement of public funds, unfair tax code in Illinois and the neglectful and fiscally irresponsible opening of “unproven” charter schools. We are begin- ning to hold our local elected leaders accountable and they make hold us accountable as well. Son of CTU I’m happy to say that at Burroughs, our teachers Member Receives are politically conscious and understand that this CFL Scholarship financial crisis was manufactured by CPS through irresponsible financially policies. Our staff members Congratulations to Samuel have gone to hearings and spoken out against the Wischnewsky (second from left), opening of new charter schools; we have gone to rallies; a senior at Whitney You ng High we have had parent-teacher meetings along with the School and winner of a William Brighton Park Neighborhood Council; we participated A. Lee Memorial Scholarship (from left) CFL Secretary-Trea- in the April 1 one-day strike; and we will continue to given by the Chicago Federation surer Robert Reiter, Chicago follow the direction of President Karen Lewis and our of Labor. Wischnewsky was Teachers Union President Karen union. As delegate CPS teacher and parents, we must among 10 winners who received Lewis and CFL President Jorge remain strong and united. Our sons, daughters, neph- a $2,000 award to be used at any Ramirez. Wischnewsky’s father, ews, nieces and friends all deserve quality schools. CTU accredited college or university in John, is a teacher at e Chicago Jackson Potter is the CTU Staff Coordinator. the United States. Joining him is Academy. CTU —Ronnie Reese

CHICAGO UNION TEACHER june 2016 21 young artist awards 2016 Yolanda Bemm, Roosevelt High School

Aiden Richart, Blair Early Childhood Center

Aurea Pena, Ortiz De Dominguez Elementary

Cassidy Saez-Vega, Devry University Advantage Academy

Christopher Redmond, Ninos Heroes Academy Raphael Diaz, Orozco Academy

CHICAGO UNION TEACHER june 2016 23 YOUNG ARTIST AWARDS

Darius Griffi n, Pullman Elementary

Constantine Nelson, Lincoln Elementary

Fionn Hui, Andrew Jackson Language Academy

Evelyn Hodge, Sullivan High School

James Calhoun, Uplift Community High School Yuen Liu, Kelly High School

24 june 2016 CHICAGO UNION TEACHER YOUNG ARTIST AWARDS

Jazz Dunn, Alcott Elementary

Kyla Greer, Courtenay Language Arts Center

Marley Milacek, Newberry Math & Science Lauren Le, Jamieson Elementary

Monica Mireles, Mather High School Mayra Campoverde, Ruiz Elementary CHICAGO UNION TEACHER june 2016 25 YOUNG ARTIST AWARDS 2015

Anna Mei, Gunsaulus Scholastic Academy

Nolan Branch, Voise Academy High School

Savanna Trevino, Peace and Education Coalition H.S.

Ricardo Cisneros, Foreman High School

Sofi a Mota, Wilma Rudolph

Trent Landsberger, Christa McAuliff e Elementary 26 june 2016 CHICAGO UNION TEACHER YOUNG ARTIST AWARDS 2015

Jae Moody, Oliver Wendell Holmes Elementary Latisia Clavien, Jordan Elementary

Xavier Arnold, Lincoln Park High School

William Barker, Austin Polytechnical

Special thanks to Young Artist Awards 2016 curator and assistant to the CTU Recording Secretary, April Stigger, artwork photographer Rhonda Gholston, Hiram Long of the Artists Frame Service, and all the young artists who participated. CTU

Terrance Billiops, Manley Career Academy CHICAGO UNION TEACHER june 2016 27

THE YEAR IN REVIEW

CTU Research: Righting CPS Wrongs BY THE CTU RESEARCH DEPARTMENT instances where states had not implemented required testing (California, for example), no erhaps the Chicago Teachers Union Research funds were withheld. Now, with the passage of Department, part of the CTU Quest Center, the new federal education law, the Every Student Pshould be renamed the “Make Chicago Public Succeeds Act (ESSA), there is no federal testing Schools Tell the Truth Department.” As usual, this requirement. Still, CPS insisted on giving the has been a year of CPS lies, followed by CTU expo- PARCC to every student this year, and did every- sure of those lies. Five examples follow. thing within its power to discourage opt-outs. 1 3 When announcing their targeting of special edu- When CPS CEO Forrest Claypool started speaking cation for budget cuts in June of 2015, interim out against “discriminatory funding policies” at the CPS CEO Jesse Ruiz justified the cuts by claiming state level, he may have fooled some people into that CPS had been over-resourcing students with thinking that he is on the side of the students. Noth- special needs. CPS claimed they funded special ing could be further from the truth. Claypool has education so far above and beyond state guidelines done nothing but make idle threats—such as the that the cuts would be a matter of “right-sizing” threat to lay off 5,000 teachers in January. Although special education. he works directly with his boss, Mayor Rahm CTU researchers investigated this claim and Emanuel, neither has broached the subject of what found that CPS funding of special education has city funds could be used to support CPS needs. actually decreased relative to other school districts The CTU, on the other hand, has developed in the state. In addition, CPS backed a bill that a revenue proposal for CPS. While state funds would sunset block grants, resulting in even fewer are necessary, the city is able to contribute to its special education dollars. The CTU also investigated school system as well. Researchers, organizers and CPS claims that the reduced distribution of special the CTU Legislative Department developed a education resources would meet all student needs plan to raise $502 million for CPS. See http:// and found that CPS did not even have the data to www.ctunet.com/cps-revenue-recovery for more make this claim. CPS eventually backed off the cuts. detailed information about this plan. 2 4 In spring of 2015, when CPS backed off a plan This school year, CPS began implementation of to give the Partnership for Assessment of Read- a $30 million, four-year contract with RCM Tech- iness for College and Careers (PARCC) test to a nologies for supplemental nursing services, pro- 10 percent sample of schools instead of every fessional development and scheduling. The RCM school, the district cited concerns about losing contract encourages cost savings, without reward- federal money if the test was not administered. ing quality of nursing care. RCM receives money

CTU researchers exposed the reality that in other from CPS for reducing the cost of providing vital

30 june 2016 CHICAGO UNION TEACHER THE YEAR IN REVIEW

health care services to students with Individ- the CTU and its allies to expose the fraud. As usual, this ualized Education Program and 504 plans. This last year, the city finally admitted these CTU researchers also uncovered evidence deals were bad, but by getting out of them at has been a of untrained nurses who cannot perform basic full cost, had to pay penalties the banks tasks like opening an epinephrine auto-injector demanded. The CTU exposed these attempts, year of CPS (EpiPen®), completing progress notes for case pointing out the multiple legal options the files or showing up for work assignments. CPS district had to fight and get back its money, lies, followed continues to claim there is a shortage of nurses, and how other municipalities are reclaiming by CTU yet staffing agencies are employing hundreds lost funds. There is even a class action lawsuit of nurses. CTU members contend that CPS being brought by the Chicago Teachers’ Pen- exposure of practices undermine school nurse hiring by sion Fund against similar swap deals, and other waiting too late to post jobs or not posting on public bodies are moving forward with their those lies. websites visited by job-seeking nurses. own suits, belying the district and the mayor’s claims that there is no basis for suing the banks. 5 The efforts and actions by the CTU and its allies have led the state legislature to begin The mayor, CPS and former Chicago Board exercising oversight by holding a legislative of Education President David Vitale spent hearing in April that investigated these toxic years defending toxic interest rate swap deals deals at the district, city and state levels. CTU

despite constant research and organizing by

CHICAGO UNION TEACHER june 2016 31 THE YEAR IN REVIEW

CTU Organizing: Power in Numbers BY THE CTU ORGANIZING DEPARTMENT Noble’s charter expansion on the Southwest Side and chasing out new charters from the North and North- n 2016, we are living a “new normal.” Over the last west sides by strong community pushback. six years, we have experienced the impact of a new For the first time in our history, the Chicago Teach- Imayor and a new governor. Both are anti-labor, ers Union invited community organizations to partic- anti-teacher and pro-privatization. The struggles of ipate in the CTU/CPS bargaining process. These our union have intensified during this circumstance. community allies, representing parents and residents We have never gone this long without a contract. Our of our diverse school communities, supported key CTU school district is “broke on purpose,” severely crippling bargaining proposals such as having librarians and our schools’ infrastructures and further widening the nurses in every school; wraparound social-emotional opportunity gap in many communities. In the face of supports in our schools; reductions in testing and these circumstances our union has broadened our paperwork; restorative justice programs; services for community and union allies, continued our organizing homeless students; and meeting our demand for 50 efforts, developed new tactics and continued the fight sustainable community schools. 3 to win the schools our students deserve. Member organizing in our schools led to the Photo: Unfortunately, teachers, PSRPs and clinicians are December’s strike authorization vote in which 88 Bob experiencing such threats to authentic teaching, work- percent of our membership said “yes” to a strike to Simpson ing and learning conditions that our role has to extend fight for a contract and our schools. Ninety-six per- beyond the classroom and into the public sphere via cent of our members who voted, said “yes.” mobilization and community and political advocacy. CTU members organizing alongside community This is not easy and certainly Chicago Public Schools partners led to the March passage of an Elected Rep- doesn’t make it easier, for example, as network chiefs resentative School Board for Chicago in the Illinois pile on excessive and meaningless paperwork and House of Representatives. When this bill finally passes other tasks. Despite this, Chicago Teachers Union both chambers, it will result in Chicago’s first ever members are standing up for Chicago students and democratically elected school board. their communities. We had multiple large scale mobilizations before This academic year, our organizing campaigns were and after winter break. When the Board threatened many. Last summer we engaged members in a high-in- us with 5,000 layoffs, members engaged in a huge tensity organizing program designed to meet school mobilization in the cold in Grant Park on November workers, parents, clergy and community leaders to 23. The Board announced in January that it would organize for increased school funding; to oppose edu- take our 7 percent pension pick-up, and throngs of cational cuts and closings; to advocate for a more sane teachers and allies clogged Loop streets on February and moral fiscal policy from the Chicago Board of 4 near a Bank of America (BOA) branch to demand Education; to build support for an increase in the min- that the banks give back the money they have taken imum wage; and to engage in other struggles to improve from our schools. Teachers staged a sit-in at BOA were our schools and communities. For example, in the 16 CTU members were arrested in protest of financial Brighton Park community, we worked in collaboration deals engineered by former Board of Education pres- with partner organizations like the Brighton Park ident David Vitale. Our members also staged 170

Neighborhood Council in battling and slowing down walk-ins on February 15 to demonstrate the unity

32 june 2016 CHICAGO UNION TEACHER THE YEAR IN REVIEW

between our members, parents and students, spring turns to summer, our members are We will and our resolve to fight for our schools. visiting aldermen to urge the Chicago City April 1 was a momentous and historic day Council to act to save our schools. The CTU continue to as thousands of CTU members took to the has taken leadership in developing a Revenue streets for a one-day strike that connected Recovery Package to win revenue to fund our fight for the financial troubles of CPS with the broader schools and stop cuts. As we move forward in impacts of the statewide budget impasse on our contract campaign, we remain steadfast revenue and low-income families, higher education and in our work to organize in our school build- make the rich other social issues affecting our communities. ings, work together with parents and broaden Led by CTU members, dozens of unions, com- our union and community partnerships. The pay their fair munity organizations and social justice groups powers that seek to dismantle the public edu- came together under one banner of unity, cation system cannot be fought alone, and share to demanding revenue for our city and our state. neither can the fight for a livable wage, dis- On April 20, busloads of CTU members and mantling the school to prison pipeline, CPS provide our city allies rallied in Springfield for a fair tax and and law enforcement accountability, ending and our state progressive revenue for schools and deportations, defending public higher educa- communities. tion or protecting the public institutions in the resources Every time we fought back, the Board our communities. We will continue to fight backed down. for revenue and make the rich pay their fair we need. The revenue crisis in CPS has not share to provide our city and our state the

improved. As the school year winds down and resources we need. CTU

CHICAGO UNION TEACHER june 2016 33

THE YEAR IN REVIEW Our Year, Our Union he 2015-2016 school year was as busy as ever for the Chicago Teachers Union as rank-and- Tfi le members, community partners, parents and students continued to show tremendous solidarity in working tirelessly for fair and equitable funding for our schools. Union marches and rallies through- out the year—including the historic April 1 one-day strike—helped halt threats of 5,000 layoff s and pay cuts, and pushed for action on banks and tax incre- ment fi nancing. Four months of school walk-ins displayed the strength of our neighborhood school communities. December’s strike authorization vote served notice to the district that we are prepared to withhold our labor to ensure a prosperous future for Chicago’s public schools. September: First Day of School Solidarity It has been a year of gains—gains made because the CTU has pushed in alliance with families, legis- lators, community organizations, uni- versity professors and students, and fast food and transit workers for the city we all deserve. While the work is far from over, let us take a look back at what we have done this year as we carry momentum into what is sure to be a fruitful summer. —Ronnie Reese

Photo: Jose Osorio October: Zombie Attack on Board of Education

Photo: Nathan Goldbaum October: Delegates Training

36 june 2016 CHICAGO UNION TEACHER THE YEAR IN REVIEW

Photos: Jamie Link

October: Legislators and Educators Appreciation Dinner

Photo: Nathan Goldbaum

Photo: Nathan Goldbaum

November: One Vision. One Voice. One Victory. Rally in Grant Park

Photo: Tonya Werner-Martin

December: Strike Authorization Vote January: Rev. Dr. Martin Luther King Jr. Clergy Breakfast

CHICAGO UNION TEACHER june 2016 37 THE YEAR IN REVIEW

Photo: Debra Loch

February: Bank of America Withdrawal

April: April 1 Day of Action

Photo: Nathan Goldbaum Photo: Sarah-Ji February: March Against Mass Layoff s s

Photo: Nathan Goldbaum March: Contract Summit Photo: Zbigniew Bzdak

38 june 2016 CHICAGO UNION TEACHER THE YEAR IN REVIEW

April: April 1 Day of Action

Neighborhood School Walk-Ins

Photo: Zbigniew Bzdak April: Lobby Day in Springfi eld

CHICAGO UNION TEACHER june 2016 39 RESEARCH

Social Workers and Psychologists Decry Conditions in Chicago Schools BY SUSAN HICKEY have witnessed changes in CPS that have affected their ability to carry out their work. 66 percent of “It is heartbreaking that I turn away students that psychologists and 76 percent of social workers who have experienced [the] divorce of their parents and responded to the survey have worked for CPS for the loss of a loved one simply because I don’t have at least 10 years. Many of the respondents noted enough time to make those kinds of referrals a pri- that 2008 was the year brought changes for the ority… I am limited in the amount of restorative worse in the district, as their workloads began to practices I am able to help implement at my school increase. Seventy percent of social workers work at because of the lack of time and resources to do so. two CPS schools every week; 76 percent of psy- Every year the mantra from CPS is to do more with chologists serve at least three or more schools each less. Don’t the children of CPS deserve the same kind week; and 5 percent work at five or more. of services students at New Trier receive???” Since 2002, there has been an 11 percent —Veteran CPS social worker decline in the number of psychologists and a 22 percent decline in social workers at CPS schools. hicago is experiencing an alarming increase in These clinicians also serve about half of the charter violence, which impacts Chicago Public Schools schools in the district, currently serving a total of Cstudents and their families. Yet CPS has cut the 541 schools. Their schedules are changed regularly. number of mental health providers (social workers “My schedule is constantly in flux,” said one survey and psychologists) in the schools, and burdens school respondent. “Just as I feel like I can start making counselors with case management duties. The Chi- a positive, school-wide impact, I get moved to other cago Teachers Union recently surveyed social work- schools or have schools added/removed.” ers and psychologists to find out how they are coping It is clear that CPS psychologists and social with increased demands and the disconnect between workers love their jobs and love the students they their professional ethics and the reality of working serve. It is also clear that CPS staff cuts and ever-in- in CPS. Due to the seriousness of the issues these creasing demands on paperwork and other respon- clinicians face, 58 percent of all CPS psychologists sibilities are making quality care unsustainable. and 37 percent of social workers responded—an Said another respondent: exceptionally high response rate. The CTU followed up with a citywide meeting of these clinicians in Social workers must do assessments, write IEPs February to share the survey results and probe deeper and 504 plans, provide crisis intervention services, into the issues revealed in the survey. provide multi-tiered support services (MTSS), Social workers and psychologists are extremely counsel children with IEPs [and] 504 plans and serve the general education population, as well as dedicated to the CPS children they serve. Many

40 june 2016 CHICAGO UNION TEACHER RESEARCH

5 Photo: Sarah E. Hertel from Flickr It is clear that CPS psychologists and social workers love their jobs and love the students they serve… It is also clear that CPS staff cuts and ever-increasing demands on paperwork and other responsibilities are making quality care unsustainable.

consult with teachers regarding how to provide effective services to students in need of help. We also do student observations and provide counseling and other support to parents and their families. material resources if I had more psychologists We link families to resources for food, cloth- around, and therefore more time to do my job. ing, housing, mental health care and a host of Another concern is that students in the general other services. We cannot walk away from those education population are not receiving the in need so we stay at work beyond school hours social-emotional services they need. Many CPS to make sure that we help those who are truly in students live in communities with high levels of need of our support and expertise. violence and need help coping with this trauma. Survey respondents also reported high levels of Other students have mental health issues and stress and feeling completely overwhelmed, inad- suicidal ideation that need proper—and in some equate and unable to continue with these work- cases, immediate—attention. loads and to comply with current mandates. I have been assigned to two schools this year but I often feel overwhelmed by the amount of work I am [a] citywide psychologist and I get deployed I am expected to do, especially as a psychologist every so often to complete evaluations anywhere who is early in their career with minimal mento- in the city. Every year I have been assigned to dif- ring support. For example, I did over 130 special ferent schools... I was a psychologist at a suburban education evaluations my first year in the district; school prior to working for CPS and I find the by comparison, the suburban district I interned conditions for psychologists at CPS harsh and in had me do 12 evaluations during my year-long bordering inhuman. I do not have a limit to the internship, which is about half of what their full- cases I have to complete in a year, or monthly, and time, hired psychologists do in one year. The therefore I am asked to do the impossible. I work students at my underfunded schools have signif- on weekends at least six hours on Saturdays and icant needs outside of these evaluations that I am five hours on Sundays to complete my reports. CPS unable to fully meet because I am only part-time is actually losing money because my personal hours in each building and constantly doing evaluations. are not accounted for state reimbursement. Every There simply is not enough social-emotional sup- year we have been asked to do something new and port staff to meet the needs of students, parents something in addition to what we did the previous and staff. I could make do with the limited year without taking away any cases… I constantly

CHICAGO UNION TEACHER june 2016 41 RESEARCH

Survey respondents also reported high levels of stress and feeling completely overwhelmed, inadequate and unable to continue with these workloads and to comply with current mandates.

feel like I am on a treadmill that is unstoppable and I cannot do my duties the way they should be done. To serve the students in the schools, the psychol- ogists should have a limit to the cases they are asked us missing direct service to students. We are spread 1 to do and a limit to the services they are asked to too thin to perform our jobs professionally and Photo: offer. I would like to offer services to regular edu- the toll it is taking on me is huge. I have students, Ronnie cation students in the schools but there is no time who are suicidal and have had multiple psychiatric Reese allowed for that when we are given so many eval- hospitalizations, and students who are suffering uations to complete. I never take lunch and I work from terminal cancer. The needs are enormous before school starts and after school ends because and the demands are more than is humanly pos- I have to complete the paperwork. sible for me to meet on a consistent basis. Most survey respondents feel that CPS man- In order to professionally meet the needs of our agement does not understand the work they do or students and families, we need more time in our how long it takes to do the things that are man- schools and less demands from our managers, as dated. They feel underappreciated or not at all well as more support from them. This job has valued for their work. Many reported that their become increasingly demanding and our students’ clinical skills are not recognized or utilized, and and families’ needs are increasing each year. I never instead, their work assignments are primarily test- feel ‘caught up’ on my work and that’s not a healthy ing, assessing and reporting. way to function. I need to feel good in order to help meet the ever-increasing needs of our school com- I do not have enough time to properly do my job, munities. I haven’t felt good about my job in years. plain and simple. The social and emotional The system needs to provide each school with cli- demands in both [of ] my schools are extremely nicians who have enough time in each school to high and impossible for me to keep up with. I feel perform our jobs professionally and thoroughly. as though I am being asked to do the impossible We need more social workers in order to meet the on a daily basis with little to no support. Providing needs of our students and their families. CTU direct services to students is said to be our priority. However, we have countless initial and re-evalu- Susan Hickey, LSCW, is a retired social worker and ations that are very time consuming. There are a district supervisor for clinicians and other citywide

many meetings we must attend, which necessitates teachers.

42 june 2016 CHICAGO UNION TEACHER

TEACHER EVALUATION

Calling on Charlotte Danielson to Rethink her Rethinking BY JENNIFER JOHNSON grade teacher will ever receive a VAM score. 7 The CTU is currently working to rid third This is an edited version crisis in teacher quality has been manufac- through eighth grade elementary teachers of the 10 of a longer examination of value-added 3 tured and compounded by increasing stan- Photo: percent to 20 percent VAM they are still receiving measures and Charlotte Grace Adardized tests, and teachers and students find in their ratings. CPS is particularly vulnerable Danielson’s Framework Donnelly, themselves demoralized in schools and districts because they use a school-wide VAM measure, for Teaching. For the Catalyst with cultures shaped by these intertwined “reforms.” full article, please visit which, in many ways, is even more arbitrary and Chicago As more teachers nationally experience the negative capricious and the New York legal victory provides the “Documents About impacts of this manufactured teacher quality crisis, Teacher Evaluation” added leverage, on top of existing research, against section of the CTU’s teachers are challenging evaluation systems. Recent- individual VAM as well. The CTU’s efforts will Teacher Evaluation ly, Great Neck, New York fourth grade teacher Sheri continue to be wide and involve lobbying for changes page at http://www. Lederman won her case in the New York Supreme to the state evaluation law, including, but not limited ctunet.com/rights- Court to overturn her “ineffective” evaluation rating to, efforts to specifically prohibit the use of VAM at-work/teacher- which was based largely on the black box value-add- (CPS is the only district in the state, as far as we evaluation. ed measure (VAM) score she received because the can tell, that uses VAM) and getting revenue to keep state’s evaluation system gives significant weight to our schools functioning in order to settle a reason- VAM. The judge in his decision called the growth able contract including changes to REACH. score and rating she received in the 2013-2014 VAM, however, is not the only problematic part school year both “arbitrary and capricious.” This of the new teacher evaluation systems. Since first victory against VAM will provide leverage to other publishing her Framework for Teaching in 1996, educators fighting teacher evaluation, and locally, Charlotte Danielson has become a household name help the Chicago Teachers Union’s continuing in many homes with a teacher. Her Framework is efforts to beat back the use of VAM. now used in school districts across the nation— The CTU has been ahead especially of the game more frequently than her rival Robert Marzano’s in attacking VAM. While Chicago Public Schools model—and her name is often known to invoke a wanted VAM to be upwards of 60 percent of our sense of dread when spoken aloud to an over- final ratings, CTU staff and leadership fought worked and underpaid public school teacher. vociferously in Performance Evaluation Reform CPS initially contracted with the Consortium Act negotiations in 2011. Next, as a result of mem- for Educational Change (CEC) for an extensive bers striking in 2012, no CPS teacher was sched- three-year “Excellence in Teaching” pilot of the uled to receive more than 10 percent to 20 percent Danielson Framework for Teaching in 100 district of their final REACH rating based on VAM. High schools. The primary CPS contract with the CEC, school teachers had no VAM in their ratings in which began in 2009 for $100,000 in services, was the 2012-2013 school year, had only 5 percent amended to a contract worth $265,000. This pilot VAM from Educational Planning and Assessment and study of the pilot by the University of Chicago’s System tests in their rating the following year and Consortium on School Research informed the no VAM in any school year since. Additionally, as district’s desire to apply the Danielson Framework a result of CTU pushback, starting with the 2014- to the REACH teacher evaluation system, despite

2015 school year ratings, no pre-k through second some of the challenges of implementation identified

44 june 2016 CHICAGO UNION TEACHER TEACHER EVALUATION

3 Photo: Grace Donnelly, Catalyst Chicago

fortune—peddling an instrument designed for As a result of members striking in 2012, no self-reflection that is being used to quantify and reduce teacher practice to ratings, is now saying that CPS teacher was scheduled to receive more there is a need to “rethink” teacher evaluation? Quotes like this have been attributed to Dan- than 10 percent to 20 percent of their final ielson in the past: “That’s not what I wrote this REACH rating based on VAM. [her framework] for, it’s not appropriate for eval- uating teachers. It’s appropriate to use it for teach- ers to improve their instruction.” But her Danielson Group website currently says: in the pilot. Subsequently, CPS in 2014 approved a three-year contract with the Danielson Group …[I]n the last few years, with the new emphasis for services that included a menu of fees for services on teaching evaluation, people have had to base their that could be acquired. The contract included a flat evaluations on something. I’d prefer that they use $2,500 fee for a “standard [planning] session,” and my Framework for that purpose, rather than some a $285 per hour rate for a Danielson Group facil- other instructional model that’s not as well itator to lead a session. CPS has reported spending researched or well accepted. That’s not to say that at least $10,100 on that most recent contract. I approve of every evaluation system that’s been It is safe to say that the CTU agrees with Dan- developed, particularly if it’s seen as something that’s ielson when she writes, in April 18, 2016 Education done to teachers, rather than as a collaborative effort. Week (EdWeek) commentary titled “Charlotte Her Group touts the Framework as a “valid Danielson on Rethinking Teacher Evaluation,” that instrument for measuring effective teaching.” She “teaching is simply too complex for anyone to believe cites the 2013 Bill and Melinda Gates Foundation that there is no more to learn.” The drive of CTU funded Measures of Effective Teaching (MET) Quest Center staff and the success rate of teachers study as the study that proves that her framework in our Nurturing Teacher Leadership National is valid—the same study that states that only rough- Board Certification process helps demonstrate a ly 6 percent of all teachers are ineffective. Danielson’s fraction of how deeply felt our passion is about being Framework was validated in this study by deter- great teachers. How ironic is it, then, when the very mining that the observation results using the Frame-

person who has made a career—and seemingly a work align to the results that teachers would receive

CHICAGO UNION TEACHER june 2016 45 TEACHER EVALUATION

on VAM scores. In 2013, Jesse Rothstein, Asso- actually demonstrate skill in making accurate ciate Professor of Public Policy and Economics at judgments. But since evaluators must assign a The CTU is the University of California at Berkeley, questioned score, teaching is distilled to numbers, ratings, the study’s methods and came to the conclusion and rankings, conveying a reductive nature to currently that “while the MET project has brought unprec- educators’ professional worth and undermining edented vigor to teacher evaluation research, its their overall confidence in the system. working to results do not settle disagreements about what makes an effective teacher, and offer little guidance Danielson rightly argues that “it makes sense rid third to design personnel policies for the vast majority about how to design real-world teacher evaluation through systems.” of teachers who are not in need of remediation.” In EdWeek, Danielson writes that she’s “deep- Using the MET study data, she contends that eighth grade ly troubled by the transformation of teaching roughly 94 percent of teachers are not “unsatis- from a complex profession requiring nuanced factory” and so we should not spend dispropor- elementary judgment to the performance of certain behav- tionate energy on a subset of our educators. (In iors that can be ticked off on a checklist.” the new rigorous CPS REACH system no more teachers of On her Group website, Danielson states that: than 2 percent to 3 percent of educators in each of the first three years of implementation have the 10 The Framework for Teaching is definitely not a been identified as “Unsatisfactory”.) percent to 20 checklist of specific behaviors. For example, in 2a, She’s right to further emphasize that “an eval- (creating an environment of respect and rapport) uation policy must be differentiated according percent there are many ways teachers create an environ- to whether teachers are new to the profession ment that’s safe for students to take intellectual or district,” and after a novice is mentored and VAM they risks… not just one practice that every teacher evaluated annually and achieves tenure, the work should demonstrate. The same can be said for each should shift to “ongoing professional learning” are still of the 22 components... you can illustrate this by rather than constant evaluating. receiving in picking one, consider how you would demonstrate Danielson also is correct in saying that what proficient or distinguished level performance, and we ought to spend time on is “a focus on profes- their ratings. then ask whether there are other things you (or sional development, replacing the emphasis on someone else) might do that would also fit that ratings with one of learning,” and that “when teach- description… there are “lots of ways to be good.” ers work together to solves problems of practices, In EdWeek, she alludes to the distrust and they have the benefit of their colleagues’ knowledge damaging impact of using standardized tests in and expertise to address a particular issue they’re value-added models saying: facing in the classroom.” She added that observa- tion should “promote active engagement: self-as- Many state systems require districts to evaluate sessment, reflection on practice, and professional teachers on the learning gains of their students. conversation.” She opines “that learning can only These policies have been have been implemented occur in an atmosphere of trust.” despite the objections from many in the measure- So, she’s right in a number of ways. Unfortu- ment community, regarding the limitations of available tests and the challenge of accurately nately, her Framework has directly contributed to attributing student learning to individual the lived reality that teacher evaluation is nothing teachers. like she says it should be. In reality, its impact is often toxic. CTU In EdWeek, she acknowledges that, Jennifer Johnson is the CTU Teacher Evaluation

…few jurisdictions require their evaluators to Facilitator.

46 june 2016 CHICAGO UNION TEACHER

EVENTS

7 New CTU Financial CTU joins Canadian, Secretary Maria Moreno speaks Mexican teachers in at the 12th Tri-national Conference in Solidarity Against Defense of Public Education in May. Severe Repression Photo: Jackson Potter BY JACKSON POTTER and listening to the experts in our classrooms in both the U.S. and Mexico.” t the 12th Tri-national Conference in Defense Conference delegates also expressed support of Public Education, attendees unanimously for the tens of thousands of Mexican teachers who Apassed a strongly worded resolution at the took strike action starting on Monday, May 15 concluding plenary in which delegates called on the (Teachers’ Day in Mexico). Th e strike is an eff ort government of President Enrique Peña Nieto of to convince the government to repeal a sweeping Mexico to own up to the role of the state and police series of constitutional changes and education in the 2014 disappearances of 43 indigenous stu- reforms that are harming public education. dent teachers from the state of Guerrero. Th e bien- Striking teachers from Mexico City, Guerrero, nial conference, held at the University of British Oaxaca, Veracruz, Chiapas and other Mexican states Columbia May 12-15, 2016, came just two weeks who are members of the teachers union, Coordina- after the release of a scathing report by a panel of dora Nacional de Trabajadores de la Educación, are forensic experts from the Inter-American Com- demanding: mission on Human Rights, which said that the » Freedom for political prisoners jailed for Mexican government stonewalled their investiga- defending public education tion into the students’ apparent massacre, in eff ect » An end to the repression of indigenous teachers granting impunity to those responsible. Th e conference brought together teacher union- » Reinstatement of 360 teachers recently fi red ists from across three countries, the United States, for protesting government reforms Mexico and Canada, and included British Colum- » An end to the criminalization of teachers’ bian Teachers Federation President Jim Iker, Cana- opposition to the reforms dian Teachers’ Federation President Heather » Cessation of attacks on labor rights Smith, leaders of provincial teacher unions in “It was humbling to see, listen to, and speak with Ontario, Quebec and Newfoundland, as well as the Mexican delegation,” said Curie Metro High the future fi nancial secretary of the Chicago Teach- School teacher Adam Heenan. “Th ey noted how they ers Union, Maria Moreno. Moreno said that the were inspired by the work we do in Chicago, but I U.S. teachers shared a sense of admiration for their am in awe of how they have bravely unifi ed in con- Mexican counterparts, who must sacrifi ce so much frontation of political oppression manifested in mass and take such serious personal risks in their work. abduction, incarceration and murder in the wake of “Th rough our work with the Tri-national Coa- the Global Education Reform Movement.” lition for the past eight years, we’ve learned that Th e Tri-national Coalition also urged the Mex- teachers across Mexico face repression just because ican government to respect the knowledge and they speak up for their labor rights and the rights professional expertise of its teachers and end the of their students to a good education,” Moreno privatization of public education. CTU said. “We need to hold those who do not respon- sible for not keeping up with funding our schools Jackson Potter is the CTU Staff Coordinator.

48 june 2016 CHICAGO UNION TEACHER CHICAGO UNION TEACHER june 2016 49 BOOKS

The Life of a Freedom Fighter BY JACKSON POTTER life up until that moment. In her opening statement at the ssata Shakur is a lifelong freedom fi ghter murder trial she lambasts an who has attracted both controversy and American justice system that Apraise for her activism and participation in had systematically stripped the Black Freedom Movement of the late 1960s people of color of their rights. and early 1970s. Her autobiography details the many ways that the police, Federal Bureau of I sat next to a pregnant wom- Investigation and other security forces monitored an who was doing ninety days her activities, tapped the phones of the Black Pan- for taking a box of Pampers ther headquarters in New York City, and ensnared and watched on TV the par- the leadership of the Party in criminal investiga- doning of a president who had tions to neutralize its activity. stolen millions of dollars and who had been Similar things occurred in Chicago at the time. responsible for the deaths of thousands of human In 1969, Black Panther leaders Fred Hampton beings. For what? For peace with honor? Nixon and Mark Clark were gunned down by Chicago was pardoned without ever standing trial or being police at the direction of then-Cook County found guilty of a crime or spending one day in State’s Attorney, Ed Hanrahan. Subsequently, jail. Who else could commit some of the most forensic analysis found that the two Panthers were horrendous, destructive crimes in history and get likely summarily executed by a barrage of bullets paid 200,000 tax dollars a year? coming exclusively from the Chicago Police Shakur asks some tough questions about the Department. nature of American Empire and the contradictions In her book, Shakur narrates her upbringing between the ideals our government claims to rep- in rural North Carolina through a mixture of resent and the terrible things it has done in our poetry and vivid storytelling. Additionally, she name. She is also prescient in lambasting the role condemns the many racist and demeaning expe- of the one percent in hoarding wealth, and then riences she experienced in school, as primarily using the security apparatus and media to con- white teachers attempted to force her to see the demn those who resist. We are currently caught world through a Eurocentric prism. in a similar moment in U.S. history as Chicago police have reactivated a political spy program that I am at the top and bottom of a lower-archy. monitored the activities of civil rights, labor and I am an earth lover from way back. anti-war activists in the ’60s and ’70s. Now, how- I am in love with losers and laughter. ever, the spying is focused on Black Lives Matter I am in love with freedom and children. activists, but recent revelations show they have also been monitoring Chicago Teachers Union Th e story alternates between her trial for the protests closely.

murder of a state trooper in May 1973 and her Assata’s legacy lives on today and so does the

50 june 2016 CHICAGO UNION TEACHER BOOKS

subsequent House of Delegates meeting. It is important to recognize the critical role that Assata’s Daugh- ters and many other groups led by Black youth—including many CPS graduates—have played in standing for racial justice and in solidarity with the CTU in our fi ght for a good contract and against school closings. With forces on the right coalescing around presumptive Republican presidential nominee Donald Trump, the CTU and others will have to continue expand- ing our coalitions and alliances to be success- ful. With Trump grant- ing permission for peo- ple to be their worst 3 racist and xenophobic Illustration: Jared Rodriguez selves, we need to keep organizing for educa- tional, racial and eco- nomic justice. controversy that followed her. Recently, at a CTU Shakur’s life story trans- rally, Page May, a teacher leader in the organiza- ports us back to a time when many of the same tion Assata’s Daughters, condemned Chicago currents of racism and state repression were rag- police with a series of expletives. Shortly after the ing. We can learn a great deal from the mistakes rally, May received multiple death threats, and of the movements of the past in our eff orts to sexist, racist and extraordinarily foul comments meet the challenges of the present. “Assata: An on her social media pages. While the Union dis- Autobiography” provides many important lessons agreed with what Page said at the rally, CTU Vice and insights in that regard and is well worth the President Jesse Sharkey condemned the death read. CTU

threats to her in the strongest terms at a Jackson Potter is the CTU Staff Coordinator.

CHICAGO UNION TEACHER june 2016 51 COMMENTARY

Why Does CPS CEO Forrest Claypool Think That He’s Above the Law? BY TIMOTHY MEEGAN I recently filed a complaint with nyone remotely associated with Chicago Public Schools can tell you the financial the Inspector General regarding Acrisis we face today could be seen coming for a decade or more. The three main drivers of Claypool’s blatant and egregious the CPS deficit are balloon pension payments required as a result of more than a decade of CPS disregard for CPS’s Ethics Policy “pension holidays” (or spending the employer and on prohibited political activity. employee contribution on operating expenses), charter proliferation and debt service. Yet our politicians have let it come to this: up face of suffering. I ran for alderman to save my to 40 percent budget cuts citywide and schools school and defend all neighborhood public schools with declining enrollment will face additional cuts. from cuts and privatization. My school, Roosevelt High School, is looking at I lost the race for City Council in the spring $2.5 million in budget cuts and an additional $1 of 2015 under dubious circumstances. Despite million due to declining enrollment, unless 157 that bitter defeat, I limped through the end of the additional kids materialize this summer. That’s year, resolving to redouble my efforts in the fall not likely considering the number one reason for and focus on great teaching. When I returned to enrollment decline is families moving to the Roosevelt in September, I found myself sum- suburbs. moned to the CPS Office of the Inspector Gen- These cuts are devastating and take their emo- eral, under investigation for alleged prohibited tional, mental and physical toll on parents, stu- political activity. No disciplinary action was filed. dents and teachers every time they happen— More recently, award-winning Blaine Elemen- which is several times a year, every year, since 2010. tary School principal and Chicago Principals & After this year, I doubt we will be able to offer Administrators Association president-elect Troy math, English, science and social studies, much LaRaviere was removed from his post, in part, less art, physical education, music, drama and due to allegations of prohibited political activity. other electives—and Mayor Rahm Emanuel’s new In the district’s dismissal charges against LaRa- computer science requirement. viere, it was stated that “you engaged in Political This is why I ran for a seat on the Chicago City Activity on Board compensated time…you used Council. I, like many others, could see the crisis social media, your CPS calendar, and your CPS coming and the unwillingness of Chicago’s polit- email account to engage in Political Activity on ical establishment to stop the bleeding. I found it multiple occasions…and used your official Board

difficult to remain passive and compliant in the position to engage in Political Activity.”

52 june 2016 CHICAGO UNION TEACHER Full disclosure: LaRaviere supported my can- in creating this mess, and it is incumbent upon didacy and spoke at one of my fundraisers. This the mayor to obtain the revenue to fix it. Emanuel occurred after school hours. points at Gov. Bruce Rauner, and Rauner points These allegations, however, are nothing more back at the mayor, yet neither has taken steps to than what CPS CEO Forrest Claypool is doing solve the problem, which is their job. to promote the “20% for 20% CPS Equality I contend the entire “20% for 20%” campaign Campaign.” is a politically motivated ruse designed to redirect I recently filed a complaint with the Inspector parent and community anger toward state gov- General regarding Claypool’s blatant and egre- ernment and away from the City of Chicago and gious disregard for CPS’s Ethics Policy on pro- Mayor Emanuel, who bear the primary respon- hibited political activity. It defines political activity sibility to fund Chicago Public Schools. Because as “including, but not limited to ‘Preparing for, the Board of Ed is directly appointed by the mayor, organizing, or participating in any political meet- and that Board appoints the CPS CEO, Emanuel ing, political rally, political demonstration, or other is using both CPS and Claypool for political political event, ’” and states that “CPS employees purposes. may not engage in political activity during work So what’s the difference between political activ- hours or use CPS resources for political activity.” ity promulgated by Claypool, versus political It applies to “all Officials, Employees, and Board activity from the likes of LaRaviere, or even me? Contractors,” including Claypool himself. I guess it comes down to whether you are an insid- It is not that I do not agree that CPS deserves er and above the law—or you aren’t. CTU more equitable funding from the state. I do. But Timothy Meegan, NBCT, is a CTU functional vice the City of Chicago and the mayor are complicit president and teacher at Roosevelt High School.

CHICAGO UNION TEACHER june 2016 53 IN CLOSING

AL1 AUSTIN-NORTH LAWNDALE ELEMENTARY Anderson, Grace Lapaglia, Antoinette; O’Donnell, James M.; Reyes, Julia A.; Westfall, A.; Boyle, Tanya R.; Collins, John T.; Crowder, Sharon D.; Hatfield, Michael F. ∕ PE1 PERSHING ELEMENTARY Dunn, Joseph M.; Jamie L.; Rivas, Marisol; Sciarine, Kathleen; Williams, Nancy J. Gonzalez, Omar; Padilla, Jose G. ∕ PE2 PERSHING ELEMENTARY ∕ AL2 AUSTIN-NORTH LAWNDALE ELEMENTARY Bishop, Anne Ferrin, Nicole M.; Mata, Rommy C.; Moulton, Allison M.; Strentz, E.; Ellison, Samantha M.; Maxey, Kelechi S.; Thrash, Rasheeda Madilyn A.; Walls-Kirk, Kimberly A. ∕ PL1 PILSEN-LITTLE VILLAGE M. ∕ BP1 BURNHAM PARK ELEMENTARY Crawley, Dorothy Q.; ELEMENTARY Monahan, Dorothy M.; Olmedo, America Y.; Reed- Niederfrank, Willis; Turner, Deborah A. ∕ BP2 BURNHAM PARK Lopez, Anne C.; Tirres, Rebekah E.; Toman, John A. ∕ PL2 PILSEN- ELEMENTARY Hegwood, Catherine; Horton, Kawana T.; Lohitsa, LITTLE VILLAGE ELEMENTARY Hecht, Emily L.; Olazaba, Phillip J. Sushma S.; Poplawski, Nicole A.; Ringhand, Allison B.; Washington, ∕ RR1 RAVENSWOOD-RIDGE ELEMENTARY DeJesus, Iris; Glowacz, Nathalia A. ∕ EG1 ENGLEWOOD-GRESHAM ELEMENTARY Derek; Janes, Karen J.; Lancaster, Elizabeth R.; Loudin, Robert B.; McKinney, Angela M.; Reeder, Candice C. ∕ EG2 ENGLEWOOD- Rowe, Julia R. ∕ RR2 RAVENSWOOD-RIDGE ELEMENTARY Benavides, GRESHAM ELEMENTARY Brown, Marsandra Y.; Davis, Deborah Angela M.; Brooks, Laurie; Davis, Stephanie A.; Ebstein, Jody; J.; Hurley, Christine M.; McNeal, Susie E. ∕ FR1 FULLERTON Hartrich, Jeanne M.; Wiltse, Nora S.; Wray, Mollie ELEMENTARY Chavez, Lisa B.; Milano, Dena M.; Pena, Tasia H. ∕ RI1 ROCK ISLAND ELEMENTARY Foy, Brandon L.; Polotsky, Kristen E.; Weston, Lindsay N. ∕ FR2 FULLERTON J.; Gagner, Louis T.; Jemison, Diannia; Lekkas, Harry Delegates ELEMENTARY Bruehl, Steven C.; Fister, Mary N.; Gonzalez, Juan G.; Majka, Margaret A.; O’Connor, Regina M.; M.; Kearns, Donald E.; O’Neill, Terrence J.; Weingarten, Wendy J.; Phillips-Mitchell, Caprice A.; Powell, Leslie U. ∕ RI2 Not Present White, David A. ∕ FL1 FULTON ELEMENTARY All Present ∕ FL2 ROCK ISLAND ELEMENTARY Andersen, Robert ; FULTON ELEMENTARY Carlson, Julie A.; Griffin, Allison E. ∕ FSS Calandriello, Joanna; Harston-Lampkins, Angela S.; HOUSE OF FAR SOUTH SIDE HIGH SCHOOL Broussard, Jeffrey A.; Brownlow, Himes, Lewis; Mason, James J.; Poindexter, Monique DELEGATES Dorothy M.; Dervin-Brown, Evajamania V.; Doyle, Michael T.; R. ∕ SK1 SKYWAY ELEMENTARY Boose, Robin MEETING MacDonald, Francis J.; Pincham, Robert E.; Rountree, Eric F. ∕ GH1 B.; Carter, Launder F.; Gordon, Tekita; Laurent, GARFIELD-HUMBOLDT ELEMENTARY Brignoni, Michele D.; Greco- Sidney; Naumann, Jeffrey W.; Norment, Sonya Serwa, Sandra M.; Johnson, Vernesser; Johnston, Tammy L. ∕ GH2 C.; Quinn, Jovonna; Thomas, Chanel C. ∕ SK2 Wednesday, GARFIELD-HUMBOLDT ELEMENTARY Bonatz, Julia M.; Haynes, SKYWAY ELEMENTARY Harrell, Lucinda P.; Jones, June 8, 2016 Marci S.; Smith, Elayne P.; Watson, Joyce; Wisnar, Mercedes D.; Lawanda D.; Kimble, Jennifer N.; Phillips, Jala L.; Woods, Unique L. ∕ LC1 LAKE CALUMET ELEMENTARY Bright, Simpkins, Lynette G.; Turner Burkes, Constance ∕ Janine M.; Coleman, Angela K.; Grant, Lorrie A.; Horton, Rebekah SSH SOUTH SIDE H.S. Cameron, Alisia L.; Fisher-Gary, Tonya D.; J.; Saunders-Wolffe, Tanya L.; Spearman, Nicole N. ∕ LC2 LAKE Reed, Darryl L.; Reid, Kimberly M. ∕ SW1 SOUTHWEST SIDE H.S. CALUMET ELEMENTARY Goodar, Vanessa P.; Lee, Tyrone T. ∕ ME1 Newcomb, Bernard C.; Padilla, Juan G.; Penuelas, Homero L. ∕ SW2 MIDWAY ELEMENTARY Bendik, Robert; Hester, Kamau L.; McGrath, SOUTHWEST SIDE H.S. Byrnes, Christopher M.; Crockett, Turan Patrick W.; O’Malley, Margaret M. ∕ ME2 MIDWAY ELEMENTARY C.; Harris, Shelly ∕ WS1 WEST SIDE H.S. Forbes, Dominique A.; Anderson, Eric E.; Auguste, Camille C.; Contreras-Espinoza, Jose Robinovitz, Isaac W.; Stout, Alyson H.; VanHorssen, Martha S. ∕ A.; Cragg, Kevin T.; Julian, Denise S.; Magallanes, Lucero; McKay, WS2 WEST SIDE H.S. Dudley, John B.; Holic, Sara L.; Kampton, Megan J.; Morris, Valerie L.; Waywood, Anna J.; Worthy, Jennifer L. Katherine M.; Keddy, Thomas M.; Peralta, Alfredo; Renteria, Rita ∕ ∕ NW1 NORTH-NORTHWEST SIDE H.S. Costas, Alice E.; Coupaud, CITY-WIDE CAREER SERVICE Butler, Mary S.; Callahan, Sharon D.; Helena; Gandara, Maria A.; Gryglak, Emma E.; Lewis, Shereena Hampton, Vermie L.; Hill, Delphine; Johnson, Kimberly Y.; Parker- D.; Plencner, Scott M.; Schmidt, Sharon M.; Wasowski, Robert A. Taylor, Karmen L.; Phillips-Everett, Clovise; Robinson, Patricia; ∕ NW2 NORTH-NORTHWEST SIDE H.S. Bravo-Gonzalez, Mayra; Sanders, Vickie; Scott, Ella M.; Spiff, Inodu; Watson, Kimberly A. King, Elizabeth M.; Lionberger, John H.; Mead, Thomas C.; O’Shea, ∕ CITY-WIDE Ahmad, Huma A.; Bures, Robert F.; Christensen, Mary R.; Pedersen, Christian E.; Yonan, Joanne S. ∕ OH1 O’HARE William E.; Douglas Johnson, Cheryl D.; Freed, Jeanne M.; Gauld, ELEMENTARY Ambrosio, John P.; Blaszczyk, Diane L.; Erzrumly, Patrick J.; Knudstrup, Karen A.; Lamme, William R.; McCormick, Layla; Habetler, Deidre; Irwin, Melissa L.; Kasai, Meleia F.; Spagnola, Mary T.; Moreno, Maria T.; Nevels, Leigh M.; O’Connell, Jennifer L.; Patricia A.; Tsatsos, Mary G. ∕ OH2 O’HARE ELEMENTARY Davidson, Penn, Emily M.; Schechtman, Judith B.; Schwab, Jean R.; Schwartz, Susan K.; Gans, Howard L.; Klenetsky, Jody; Kurzydlo, Vicki L.; Jennifer K.; Slavitt, Marlene; Toro, Theresa L.

54 june 2016 CHICAGO UNION TEACHER IN CLOSING

In Memoriam

2015

December 20 Ella D. Curtis, Earle April 9 Clifton R. Boone, Dvorak

2016 April 9 Dorothy W. Raven, Hope Middle

February 2 Earl A. Boney, King College Prep April 10 Omar E. Carey, Farragut

March 11 Willie E. Scott, Substitute Teacher April 10 Clara L. Galbreaith, Reavis

March 17 Mary A. Ransford, Project Canal April 11 Marjorie Ruby Adams, Nettlehorst

March 18 Bettye F. Pierce, Harlan Comm Acad April 13 Barbara Dee Glickman, Chalmers

March 21 Andrew A. Kyriazes, Saucedo April 14 Jerry L. Nichols-Scott, South Shore Acad

March 23 Charlene Joy Kunicki, Murphy April 14 Florence B. Summerhill, Jamieson

March 23 June M. Yuhas, Simeon April 14 Louella M. Williams, Kilmer

March 24 Robert Sussman, Substitute Teacher April 15 Mary B. Dixon, Dusable

March 25 Doris M. Coleman, Copernicus April 15 Muriel Greenstein, Substitute Teacher

March 27 Marie A. Martino, Blair April 15 Harold R. Harris, Parker Comm Acad

March 28 Marion M. Casa, Irving April 16 Richard J. Gunia, Cooper

March 28 Hattie M. Robinson, Haugan April 16 Ruth Rovner, Bell

March 28 Osborne Lee Royster, Ryder April 17 Linda Carlson, Taylor

March 31 Pauline Metzdorff, Gray April 17 Sheldon T. Rosenthal, Graham

March 31 Larry J. Thomas, Coles April 18 Phyllis I. Lindahl, Peck

April 3 Mary M. Harter, Neil April 18 Dolores Perales, Senn

April 4 Ethel M. Hudson, Milton Brunson April 20 Emanuel Horowitz, Senn

April 4 Ernestine Jackson, Jahn April 21 Mary L. Hopkins, Coles-Recip

April 5 Mary Ann Peterson, Gresham April 21 Lorraine Kruizenga, Byrne

April 7 Ollie F. Gipson, Gillespie April 24 Richard Babik, Blair

April 7 Kurt A. Kopfstein, Sullivan H S

Lists of deceased members of the Chicago Teachers Union (CTU) are provided to the Chicago Union Teacher by the offi ce of the Chicago Teachers Pension Fund (CTPF) and are printed as received. If you notice an error or omission, please fi rst 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 benefi ts to a member’s designated benefi ciaries.

CHICAGO UNION TEACHER june 2016 55