Educators at Acero schools just CPS describes its Annual Regional Here’s your guide to the results won the first-ever union strike Analysis as “visionary,” but the real of our recent delegate elections against a charter school. Will CICS aim is to find a pretext for more as well as information about charters be next? PAGES 6 AND 7 school closures PAGE 7 upcoming elections PAGE 11 CHICAGOUNIONTEACHER November-December 2018 ⁄ Volume 82 ⁄ Number 3

Also in this issue...

Noble network founder Michael Milkie resigns in response to allegations of improper treatment of Victory at Acero female alumnae PAGE 2

On our Letters page, Jackson Potter calls on billionaires like J.B. Pritzker to put their money where their campaign rhetoric is and tax the super- rich to fund quality public education PAGE 4 CHICAGO UNION TEACHER CARROLL W. / 1901 AVENUE / CHICAGO, IL 60612

PSRPs make a daily difference in the communities they serve, and that’s why our union celebrates them every November PAGE 8 The nation’s first-ever strike against a charter school operator ends in victory; contract language sets a pattern for other charter schools and for the district contract. PAGE 7 The people have spoken, but our (Photo: Stacey Rupolo/Chicago Reporter) work is just Noble network founder beginning resigns due to improper BY THE CTU POLITICAL AND LEGISLATIVE DEPARTMENT behavior toward women he Nov. 6 election was about the repudiation of Donald Trump and Bruce Rauner, and Tvictories in the U.S. House of Representa- tives and by Illinois Governor-elect J.B. Pritzker CTU President Jesse Sharkey released the following made that clear. When voters affirm humanity statement in response to initial reports of the and reject the dangerous policies of hate, racism and divisiveness, politicians on the wrong side of resignation of Noble Network of Charter Schools the people will lose. And while we celebrate our wins, the beneficiaries of the vote have a responsi- founder CEO Michael Milkie, but prior to an investigation bility to stand up to Trump’s hateful and danger- ous rhetoric and undo Rauner’s harmful policies. into Milkie’s behavior by the Noble Board of Directors. Our city and state will soon be rid of long- time friends Rauner and Rahm Emanuel, both union-hating chief executives. The Nov. 6 Demo- crat victories weren’t just a blue wave—they also BY CTU COMMUNICATIONS people who can make a difference merits; the push-out and expulsion of represented a union wave, as candidates for work- and better our future.” academically struggling students; a ers’ rights, including two CTU members, were ilkie’s resignation is a victo- At the height of Noble’s power, its narrow and concentrated emphasis voted into office. ry for students and families board of directors, lawyers and the po- on standardized tests; and a ‘churn Illinois voters have spoken and made clear that Mwho have suffered under No- litical action committees they controlled and burn’ approach to teachers. health care is a human right; Chicago’s public ble’s extreme disciplinary policies and donated hundreds of thousands of dollars This is just the latest example of the school communities deserve an elected, repre- history of fining its predominantly to politicians — including Rahm Emanu- collapse of the charter industry in Chica- sentative school board; our city needs rent con- Black and Brown students for small el — in efforts to expand their boot print go, and I am proud of the Noble students trol and affordable housing; child care and home infractions to the tune of hundreds of on Chicago’s public school communities. who took a stand to refocus their future care services must be restored; the wealthy must thousands of dollars in revenue. Un- This type of malfeasance became a hall- and reclaim the schools they deserve. pay their fair share; and progressive revenue must der his direction, the extreme level of mark of other charter operations like fund public services. These must be the priorities social control exhibited in most Noble UNO/Acero, where the CEO earns just Today I attended the Noble char- of Governor-elect Pritzker and Chicago’s next charter schools revealed a deep mis- as much as the CEO of the entire Chicago ter schools’ board meeting. I got mayor. trust of low-income students of color Public Schools district, and the Chicago to speak on a topic that I’m very The same movement that elected Democrats to and their families, when, in the past, International Charter School (CICS) net- passionate about: students’ ex- office is now expecting them to pass policies that Noble would withdraw proposals for work, which used taxpayer money to pay pression and rights. It was em- restore and strengthen workers’ rights. Every sin- North Side campuses when met with itself $2 million in management fees and powering to speak on behalf of gle winner has to deliver on the promises of their community opposition from predom- spends just as much on executive salaries the students who signed our peti- campaigns with the support of the people who inantly middle and upper middle-in- as it does on special education staff for all tion to demand changes at Noble elected them and the goal of a better tomorrow come white families, and then turn of its schools. regarding some of its totalitarian for our schools and school communities. its attack on imposing its schools on Rahm loves Noble, and he did ev- rules, such as bathroom escorts Congratulations to our CTU-endorsed win- lesser-clouted communities of color. erything in his power to anoint it the and overly restrictive discipline ners: Kwame Raoul for Illinois Attorney General; Said one parent of a Noble stu- ‘model’ charter network. But he’s on policies. We are organizing to de- Delia Ramirez for Illinois State Representative of dent: “I believe our students should the way out, and now, so is the per- mand changes now. the 4th District; CTU member Aaron Ortiz for Il- be able to have opinions and express son who created the template for all My name is Juan de la Torre, linois State Representative of the 1st District; and them, with respect to all. We need to of Noble’s discrimination and injus- or as Noble sees me, as a 3.12 GPA CTU member Brandon Johnson for Cook County help our young adults become people tice. Milkie will hopefully be taking and 1130 SAT score—not as a per- Commissioner of the 1st District. who are not scared of the world, but with him Noble’s focus on student de- son.

2  November-December 2018 ∕ Chicago Union Teacher CHICAGO UNION TEACHER

EDITOR ∕ Ronnie Reese ASSOCIATE EDITOR ∕ Christine Geovanis Preparation now, CONTRIBUTING WRITERS ∕ Carol Caref, PhD., Carlos Carrillo, Daniria Dukes, Tennille Evans, Maria Moreno, Jackson Potter, Emma Tarkowski victory later CONTRIBUTING PHOTOGRAPHERS ∕ Erica Clark, Christine Geovanis, Stacey Rupolo and CTU strike supporters

ADVERTISING MANAGER ∕ April Stigger Sisters and Brothers, from the negotiating table—the time we DESIGN AND PRODUCTION ∕ Eric Ruder Recently, I was at the office well into spend compiling demands, identifying the evening and stopped into our ex- pressing issues and writing language to ecutive board room on my way home. address those issues. We win better con- OFFICERS There, a group of about 15 rank-and-file tracts because of the time we spend or- the Jesse Sharkey ∕ PRESIDENT members were clustered around their ganizing in our buildings and unifying Stacy Davis Gates ∕ VICE PRESIDENT laptops and flipping through Post-it our membership, convincing the public president’s Michael Brunson ∕ RECORDING SECRETARY covered contracts—their fifth meeting of our demands and building political Maria Moreno ∕ FINANCIAL SECRETARY message in the past three weeks. power. The Chicago Union Teacher is The group is the Citywide Profession- Over the past several months, the published eight times a year (three al Problems Committee (PPC), which is Union has been gearing up for the ex- times a year in print). The Chicago a collection of members who are doing piration of our contract, which ends on Union Teacher is the official the important work of compiling and June 30, 2019. We started during the publication of the Chicago Teachers vetting hundreds of contract suggestions last school year with membership sur- Union, which is the exclusive coming in from all around the city. The veys, and over the summer, the CTU bargaining agent for teachers, suggestions come from across virtually Executive Board met and made plans counselors, librarians, clinicians and every job classification and level in our to improve the process and communi- paraprofessional and school-related membership, and it is the PPC’s job to cation. This fall, we have been collecting personnel in the Chicago Public propose a set of bargaining demands to demands that will go before the House Schools. the House of Delegates, which, in turn, of Delegates for final approval in Janu- Chicago Teachers Union • Local 1 • will discuss and ratify the proposals that ary. We will begin bargaining formally American Federation of Teachers, become our formal demands. in mid-January, and as we go into the Through the AFL-CIO. The expiration of our CTU contract second semester, expect us to emphasize with the Chicago Board of Education Contract Action Teams in our schools formal bargaining The Chicago Union Teacher is is a big deal. We know the end of the and take public action to lift up pressing affiliated with the International Labor process means a new agreement, with issues in our contract fight such as pay, process — which Communications Association and the big implications for our pay and bene- health care and staffing needs. AFT Communications Network. fits, the kind of working conditions we Through the formal bargaining pro- is governed by teach under and the learning condi- cess—which is governed by state law— Chicago Teachers Union affiliations state law — we include the Chicago Federation tions in our schools. It also means the we intend to win a good contract next of Labor (CFL), the Illinois State possibility of a strike. fall, or be ready to strike by that time. intend to win a Federation of Labor-Congress of Because so much attention is focused Obviously, there are some things which Industrial Organizations (ISFL-CIO), on the conclusion of this process, we we may influence, but we cannot fully good contract the American Federation of Labor- sometimes forget that the majority of control, such as how the mayor’s race Congress of Industrial Organizations the work precedes the drama at the end. plays out. An historic strike and a num- next fall, or be (AFL-CIO), the Illinois Federation Like an iceberg, the public’s attention ber of major contract victories from our of Teachers (IFT) and the American may be focused on the part that peeks up CTU Acero charter sisters and brothers ready to strike by Federation of Teachers (AFT). above the water, but the larger, more im- may also play a role. We can, however, portant part of negotiating our contract control our preparation, internal align- that time. is underneath the water line, out of sight. ment and the ability to convey a unified 1901 WEST CARROLL AVENUE Our union knows how to run an and effective message. We can also con- CHICAGO, IL 60612 effective contract fight. In fact, there trol our own level of organization and TELEPHONE: are books about how to run a model involvement in this process. 312-329-9100 campaign that are based on CTU work If we resolve to win fair pay and ben- GENERAL E-MAIL: (for example, How to Jump Start Your efits, better learning conditions for our- [email protected] Union from Labor Notes Press and selves and our students, and endeavor ADVERTISING E-MAIL: No Shortcuts, by Jane McAlevey). And to make the CTU a beacon for everyone [email protected] here’s our secret: We do not win a better who wants educational justice in the WWW.CTUNET.COM contract because we are clever and go to city, then we have our work cut out for the negotiating table with magical skills us. But the one thing I am certain that of persuasion. We win a better contract we will do is fight, because when we because of all the things we do away fight, we win!

In solidarity,

Jesse Sharkey

Chicago Union Teacher ∕ November-December 2018  3 LETTERS Pritzker has to walk it like he talks it

Recently, in the lead properly fund our brarians, counselors up to the Nov. 6 gu- schools, provide uni- and social workers for bernatorial election, versal college access, every school, and si- the students in my universal health care multaneously provide civics class at Back or programs with the free housing for each of the Yards College capability to disrupt of CPS’ 15,000 home- Prep examined the the violence, poverty less students. various statements and foreclosures rav- By the way, six of about progressive and aging their commu- the 10 richest people flat taxation models nities. in the state include from both candidates. We then attempt- Pritzker, his brother, We looked at the rel- ed to calculate what Anthony, his sister, ative wealth of Bruce impact doubling the Penny, and a cous- Rauner, J.B. Pritzker 4.95 percent income in, Jean; real estate and their willingness tax rate for the top mogul Sam Zell; and to release tax returns, 10 wealthiest Illinois- the richest man in as reported by the Chi- ans could have upon the state, hedge fund (Photo: Chi Hack Night/YouTube) cago Tribune. state coffers. I asked manager Ken Griffin. For good reason, students to compute It would be a game these 16- and 17-year- the amount we could changer if they all that might actually programs or invest- have created 120 units tributed to the most olds were skeptical derive from these ten came out in support channel his family’s ment in the near term. of affordable housing vulnerable among us. about the claims people by taxing their of a truly progressive wealth into the com- Ironically, Crain’s or added 120 librari- As my students say, made by both men to total wealth instead of taxation model that mon good, as opposed Chicago Business re- ans to CPS. J.B. must now “walk help working families their annual incomes. used their wealth to to a barrage of slick cently reported that If we aim to have it like he talks it” and stabilize their lives Needless to say, the not only lift the state television commer- after the Nov. 6 elec- a state and federal tax himself and his through more effective total was a breathtak- out of financial crisis, cials or ubiquitous so- tion, Pritzker went government that im- brethren at rates that and efficient govern- ing amount that near- but substantially im- cial media ads. Addi- on a spending spree proves the standard of will actually make a ment. In particular, ly equals the annual prove the lives of mil- tionally, he has called and purchased a $12 life for the next gener- difference in the lives there was doubt that budget of the City of lions of people. for a taxation system million Florida horse ation, then the profane of ordinary people. the richest people on Chicago and Chicago But Pritzker has that would be reve- farm—clearly an ex- amounts of wealth the planet would tax Public Schools. It was instead refused to re- nue-neutral, prohib- ample of conspicuous that have accrued Jackson Potter, themselves adequate- a figure large enough lease an actual model iting any significant consumption that to the top echelon of Back of the Yards ly or fully enough to to provide nurses, li- of progressive taxation advancement of social could alternatively earners must be redis- College Prep History has absolved us Special education restored at Southeast Side school thanks to teachers and parents who asserted the rights of their students.

Two years ago, a dark cloud set mom was confused. Why meet attacked as Southeast didn’t Actions included appointing a over Chicago Public Schools. now and not at his annual IEP hire an English Language monitor to oversee CPS, elimi- Throughout the district, prin- meeting? The principal and Program Teacher until I said nating school-based budgeting cipals were reducing services case manager hurried through something. Needless to say, to staff SPED positions and in students’ Individualized the meeting and made glitter- teacher activism is frowned new training for all teachers Education Programs (IEPs). ing generalities. Before the upon by CPS, and despite good to re-establish practices set in They eliminated service min- mom signed off I asked, “How performance, I was non-re- federal and state SPED poli- utes, denied new eligibilities many pull-out minutes will newed at the end of the year. cies. and didn’t fill open special the student receive now?” The The counterpunch was As for me, I won my ap- education (SPED) teacher po- administrators looked ner- swift and cold. I couldn’t be- peal, returned to CPS and my sitions. Special needs students vous and said they were elim- lieve that I had to leave the dis- grievance is processing. What were under attack by a heart- inating half of his minutes. I trict I graduated from because a difference a year makes! The less Chicago mayor. was stunned. This boy was I knew what the students’ mayor is leaving City Hall, a Parents and teachers, how- still reading at a first grade rights were. new state budget is set and ever, started pushing back. level! Long story short: I told Teachers and parents my fifth grade IEP students I remember the first IEP the mom she had a right to say throughout the city continued are receiving wraparound meeting I was called into that “no,” and she did. The boy’s pushing back. We were down services. It goes to show that, year at Southeast Elementary minutes were preserved. but not out. The Illinois State “Las hormigas pueden vencer School. The principal and case These battles continued Board of Education was made a un elefante.” manager stated that a boy in throughout the year as my IEP aware of these practices and Ants can beat an elephant! my fifth grade class needed students were called one-by- launched an investigation for an impromptu revision. The one into impromptu meetings. which results were recently Carlos Carrillo, Jungman poor kid was illiterate, and his Even bilingual education was published and action steps set. Elemantary School

4  November-December 2018 ∕ Chicago Union Teacher We won a fair contract for charter PSRPs

BY DANIRIA DUKES tions. There are days morning, Ms. D.” “Ms. that I cannot wait to D, I did my homework” became a Special get to work and serve or any other anecdote Education Appren- my students. And there eases any frustration I Acero Zizumbo Special Education Apprentice Daniria Dukes speaks at a press conference Itice for the UNO are days that I am ap- might have had when I outside of the UNO/Acero office at 209 W. Jackson on Dec. 4, 2018. (Photo: Erica Clark) network In April 2013. prehensive about what walked into the build- Before being hired as kind of day awaits me. ing. It saddens me that ed personnel—known tract for all PSRPs, to better serve our stu- The bottom line an apprentice, I spent When I enter the our management does more frequently as PS- whether you serve as dents. Office coordi- is PSRPs are dedi- about two years work- school building and not necessarily share in RPs. They wouldn’t be an office coordinator, nators need adequate cated to service, but ing as a long-term sub- start my morning duty, my daily plight to serve oblivious to the many apprentice or Infor- paid time off so that we also require a fair stitute for the network however, any apprehen- and educate the future times that I, as an ap- mational Technologist they are well rested contract. And we have before ultimately being sive feelings fade away. leaders of tomorrow. prentice, have spent my (IT). And now we have and able to deal with won one. hired as an apprentice. Standing at the front If they did, then they own money on school one. Equality is not a the massive amounts I can honestly say that door of the school and would be more under- supplies or a special want; it is a need. We of office duties. IT staff Daniria Dukes is a Spe- the last 5 ½ years in seeing the faces of more standing of the needs birthday treat for a all need fair wages. Ap- also deserve paid time cial Education Appren- this position has been than 500 students of paraprofessionals student. prentices need the abil- off, in addition to ade- tice at Acero Zizumbo a rollercoaster of emo- greet me with “Good and other school-relat- I wanted a fair con- ity to go back to school quate work. charter school.

Emma Tarkowski (second from left) at a Nov. 14, 2018, press conference announcing the Dec. 4 Acero strike date. (Photo: Christine Geovanis)

y name is Emma Tarkowski. I You see our students as test scores choosing education as a career, why am a kindergarten teacher at and dollar signs. should I be made to feel inadequate for What is MMarquez Elementary. I came You don’t see the unique and beau- wanting fewer students in my classroom today because I am an advocate for my tiful people that I get the privilege to so that I can better serve them? students and myself. teach every day. You celebrate and In a time when people are fleeing a school I don’t want to stand before you to- own their successes, while chastising our profession, why should I be made to day to tell you why I became a teacher. me for their failings. feel guilty for asking for a salary, work without its I don’t want to tell you how many You use your brief visits for public- day and work year comparable to all hours I spend outside of school, time ity propaganda, but ignore the effort, other schools in Illinois? taken away from my family, planning time and dedication that go into mak- Why should I stay when I am not heart? and creating resources for my stu- ing our classrooms successful. valued and treated as a professional? dents. You don’t know them. You don’t To quote Sydney Hook, “Everyone I don’t want to tell you the thou- know their needs. You don’t know their who remembers his own education re- Acero Marquez Elementary sands of dollars I spend every year to families. And you don’t know me. members teachers, not methods and School teacher Emma supply my classroom. So I stand here today and ask you, techniques. The teacher is the heart of I don’t want to tell you how the why should I choose Acero? the educational system.” Tarkowski gave the following message your principals sent out last In a time when there are more teach- So I ask you, what is Acero, without speech at a meeting of the Friday made me feel. er openings and fewer applicants, why its heart? Because today, like every other day, should I work for a company that choos- Acero charter network board of I am here to speak for our students es profit over students? Emma Tarkowski is a kindergarten directors on October 24, 2018. and the future of public education. In a time when fewer people are teacher at Acero Marquez charter school.

Chicago Union Teacher ∕ November-December 2018  5 CICS teachers on deck for next potential charter strike Rank-and-file educators at four schools controlled by Chicago International Charter Schools vow to strike if necessary to win better classroom resources for their students.

BY CTU COMMUNICATIONS between 2.3 and 2.8 percent of want to strike, but we will if that’s public education dollars at each what it takes to win better educa- TU charter teachers and school—for its own “fee.” tional supports for our students.” paraprofessionals at four “Even after the Illinois’ Gen- The union is demanding full CChicago International eral Assembly passed new ed- recognition and bargaining Charter School (CICS) schools ucational funding a year ago, rights for roughly 40 Civitas voted overwhelmingly on Nov. 2 there still aren’t enough funds school paraprofessionals who’ve to strike in their battle for more going into our schools,” CTU Vice voted overwhelmingly to join the classroom resources for students President Stacy Davis Gates said. union; full staffing and smaller and better treatment of educators. “That is offensive to our students class sizes instead of the 14 per- A total of 138 CTU members— who need special education and cent increase in class size that more than 90 percent of the union other educational supports, and management is demanding; a workforce—voted out of the four- it is offensive to parents and edu- commitment from CICS to fol- school bargaining unit of roughly cators who come out of their own low all state and federal special 150 union workers. Just over 96 pockets to pay for basic classroom education laws, which the char- percent of those who cast bal- resources that charter operators ters have rejected; fair compen- lots—133 union members—voted should be providing.” sation—including quality health to strike. More than 70 percent of “Instead, charter operators benefits—to help attract and the workforce at CICS is female, use public education dollars for retain a qualified, experienced, and more than half identify as patronage and six-figure execu- stable workforce; and living people of color. tive salaries,” Davis Gates added. wages for paraprofessionals, who CICS has stalled for months “The fact that too much is being provide vital services to students. at the bargaining table over de- spent on CEO pay and manage- “We’re not second class educa- mands that range from the criti- ment costs is a slap in the face tors, and we don’t deserve second cal need for more special educa- to all the people who worked class treatment from our bosses,” tion teachers to management’s desperately to change the state said Chris Baehrend, who heads scheme to raise class sizes. At funding formula, so our members up the CTU’s charter division. the same time, nearly a third of are fighting to make these char- “Our members deserve equal taxpayer dollars never make it to ter operations authentic school pay for equal work, just as our the classroom, instead going to communities, and are demanding students deserve real equity and bankroll CEO pay and exorbitant that charter operators capitulate.” justice in educational funding.” management costs. Teacher Jen Conant, who “Instead, management treats Charter managers admitted chairs the educators’ council at public dollars like a piggy bank to teachers that one school pays CICS’ three Civitas-managed for their own profit, robbing our more than 24 percent of its public schools, agreed. “Right now we students of millions of dollars a education dollars directly to CICS have paraprofessionals teaching year for trauma supports, special and its management firm, the classes because of severe teacher education needs, enrichment pro- Civitas Education Company, in- shortages, and our schools have grams and the host of other edu- stead of spending those funds on very high turnover rates as staff cational resources they need for students. Chicago Public Schools leave for less harsh working con- a well-rounded education,” Baeh- takes an additional amount— ditions,” Conant said. “We don’t rend added. “That’s got to end.”

6  November-December 2018 ∕ Chicago Union Teacher These photos were submitted by CTU member supporters of the Acero strike, and all photos can be seen at www.ctulocal1.org/acerophotos.

When we fight, we win! CTU members at Acero schools just won the first- ever union strike against a charter school employer.

BY CTU COMMUNICATIONS ity. The contract also establishes sanctuary out a proposed set of priorities that every schools, restorative justice and culturally member should review and discuss with he bargaining team for more than relevant education. The CTU has fought for their delegate and fellow educators. Before 500 striking Chicago Teachers Union these issues in district schools and we’ve the January 9, 2019, House of Delegates Tmembers at 15 Acero charter schools made some gains, but the improvements meeting, delegates will be presented with reached a tentative agreement with man- won in these 15 schools will bolster our dis- specific contract proposal language that will agement just before 5 a.m. on Dec. 9. Their trict-wide fight. be reviewed, amended and recommended demands were reasonable: lower class sizes The strike helped expose the world to the at that meeting. That step will prepare our for students, sanctuary for students and oth- overpaid executives and management prior- bargaining team to begin negotiations with er members of our school communities, and ities draining school budgets in the charter Board representatives in earnest. fair compensation for educators, especially model, and strengthened the struggle to end Our members’ solidarity with teachers PSRP teacher assistants and other low-wage charter proliferation—for educators at both and paraprofessionals at charter schools support staff. district and charter schools. By striking, CTU has moved us forward. We all have to con- Whether marching in the cold or endur- members at Acero shifted power, funding and tinue building that solidarity in the weeks ing sleepless nights of negotiations, CTU rights from boardrooms to classrooms. to come, because in the coming year, edu- members at Acero worked hard to win a Educators at the 10 other charter net- cators at district schools will need to win strong contract that benefits students and works represented by our union continue those same rights and more. educators at schools throughout Chicago. By to negotiate their own contracts. Members The biggest win, however, is not writ- rejecting charter operators’ divide-and-con- at CICS schools have already authorized a ten into the contract. The strike has trans- quer privatization strategy, they forged new strike (see opposite page), as they demand formed relationships and grown our sense bonds of solidarity in their own schools, both a new contract and union recognition of agency as defenders of student interests with parents and students, and among ed- for paraprofessionals. against the business interests of our employ- ucators throughout the city. Preparations for our CPS contract cam- ers. Our schools will function better because The new contract at Acero helps combat paign are also heating up. This month, ev- we are closer and more committed to each lower pay at charter schools from under- ery delegate received a preliminary sum- other as a union. Along with parents and cutting district educators’ wages. It helps mary of contract demands submitted by students whose support has been critical, we protect special education services, reduces CTU members of all stripes throughout are also closer and more committed to our class size and institutes system-wide senior- the district. That summary document lays school communities.

Chicago Union Teacher ∕ November-December 2018  7 Thank a PSRP!

BY TENNILLE EVANS

very day in schools, colleges and universi- ties across Illinois, paraprofessionals and Eschool-related personnel (PSRPs) make a difference for our kids and communities. They are the frontline of defense in our schools as they manage offices and make sure students are in safe and productive learning environments. They also bus students safely to school, provide healthy meals, clean buildings, and much, much more. Schools cannot function properly without PSRPs, yet despite all they do, we too often forget to tell them “Thank You.” The American Federation of Teachers nation- al PSRP conference is just around the corner in 2019 and Chicago Teachers Union PSRPs have already begun unique planning efforts to bring as many members as possible to next year’s conference. The CTU PSRP Commit- tee, chaired by LaShawn Wallace of Taft High School, is helping raise funds for delegates to attend the national conference by creating fun and relevant themed gift baskets. A themed basket is created and raffled off to members at each monthly CTU House of Delegates meet- ing. Tickets are priced at three for $5, and each member gets a shot at winning this jumbo-filled gift basket. Each basket has a coordinating theme for each month. For example, in Septem- ber, the basket was a “back-to-school” theme filled with supplies, coffee mugs, a MacBook case, pens, rulers and everything a parapro- fessional or teacher would need to begin the school year. PSRP Day, which falls on the third Wednes- day of November every year, is an annual day to recognize the invaluable role PSRPs play in en- suring that Chicago’s public schools and higher education institutions run efficiently. The Chi- cago Teachers Union has taken its celebration of PSRPs a step further and honors them the entire third week of November each year. So whether you work with PSRPs or are a parent, there is sure to be a PSRP who touches your life. Let’s celebrate them every day!

Tennille Evans is a CTU organizer.

8  November-December 2018 ∕ Chicago Union Teacher Visionary process or Test scores usually are a school closing plan? reflection of Chicago Public Schools’ Annual Regional Analysis could socio-economics, be the district’s latest attempt to close schools under the rather than guise of making them better. an indication

BY CAROL CAREF, PH.D. has seen a loss of close to 73,000 students are in those top-rated borhoods started to disappear. students since 2003. The reason seats, compared with 91 percent This year, CPS has space for of school hicago Public Schools is directly related to Chicago’s of white students.” 508,158 students according to uses the term “visionary” housing, police, employment and It is not surprising that its calculations, and its student Cto describe its new pro- school policies. There is no ques- schools in impoverished neigh- population is down to 361,314. effectiveness. cess for giving schools access tion that CPS plans to close more borhoods have lower school Yet, since 2012, CPS has budget- to certain programs based on schools, and the ARA is part of ratings. The School Quality ed close to $1.3 billion for new the Annual Regional Analysis the plan to decide which schools Rating Policy (SQRP), which construction, including annexes (ARA). Actually, this is CPS’ lat- to close. The CTU will aggres- determines school levels, is and new buildings, mostly due to est attempt to close schools under sively fight school closings, just highly based on test scores. Test overcrowding. the guise of making them better. as we have done in the past. scores usually are a reflection The district ignores an obvious prising result. Students in South The ARA’s backdrop is the loss CPS has planned a number of socio-economics, rather than partial solution: Change school and West side schools have fewer of thousands of CPS students be- of ARA “briefings” throughout an indication of school effec- boundaries to shift students from fine/performing arts programs, cause of city policies focused on the city, and we encourage CTU tiveness. Most schools with low overcrowded schools into schools International Baccalaureate and Chicago being a “global city”—a members to attend. The ARA ratings serve high populations of with room for more students. selective-enrollment elementary center for finance, insurance, report was developed by Kids students with Individualized Ed- Schools’ racial and economic dif- school programs available. real estate and marketing. Now First Chicago, a new name for ucation Plans (IEPs), homeless ferences are the reason this solu- In connection with the ARA, that it is ranked fifth among all the Renaissance School Fund, a students or economically disad- tion is rarely implemented. CPS is saying it will offer extra global cities, greater numbers of charter fundraising group. Their vantaged students, and are not The issue of whether students programming to some under- wealthy people are moving into analysis is based on four ques- given the resources they need to attend schools in their region is served schools, but this is too lit- Chicago, pushing out working tions: How many level 1+/1 seats overcome these serious impedi- narrowly posed. Schools lose tle too late. Further, schools have class families and shrinking the are there? How many seats are ments to academic progress. funding when they have fewer to submit applications in order to public school population. there for the student population? It is ironic that Kids First and students due to neighborhood receive this programming, when CPS claims that the ARA’s Are students choosing schools in CPS were major proponents for population loss and an influx of it should be the district’s respon- purpose is to “ensure that every their region? Do students have more charter schools, and now charter schools. These schools sibility to guarantee equitable student in every community has access to the variety of schools are “concerned” that there are are then less able to provide more education, and not be reliant on access to high-quality public and programs offered? more available “seats” than stu- than a bare bones program. The applications from each school. schools.” The last time CPS made As Chalkbeat reporter Adesh- dents to fill them. The question CTU has advocated for years that To CTU members, parents, a claim like that, in 2013, the dis- ina Emmanuel revealed, “At of space should have been asked under-enrolled schools should students and community mem- trict closed 50 schools, displacing CPS, 65 percent of students dis- before new charter schools were receive extra funding to incor- bers: Get ready to fight school nearly 12,000 students, most of trict-wide are enrolled at Level built. CPS should have taken porate programs to attract more closings. whom were Black. The CPS stu- 1-plus or Level 1-rated schools. into consideration the impact on students. The ARA analysis of dent population, particularly in But only 45 percent of Black stu- schools when public housing was student access to a variety of Carol Caref, Ph.D., is a CTU educa- South Side and West Side schools dents and 72 percent of Latino torn down and affordable neigh- programs determined an unsur- tion policy analyst.

Chicago Union Teacher ∕ November-December 2018  9 House of Delegates M.; Montanez, Rene R. ∕ NETWORK 4A Saldana, Lucila; Spyer, Lara; Torres, Alicia Drelle L.; Davis, Joyce R.; Gordon-Thomson, Jarrell, Ashley N.; Kus-Michaels, Susan Meeting ∕ Wednesday, Bennett-Stanley, Marlene K.; Bruehl, Steven E.; Zavala, Juan ∕ NETWORK 8B Banasiak, Latonya L.; Grant, Lorrie A.; Jaquez, Nicole T.; Laidler, Autumn M.; Major, Sandra; October 31, 2018 C.; Caskey, Jessica L.; Hungerford, Robert; Sally A.; Herro, Erik N.; Magallanes, Lucero; J.; Melton, Wilene M.; Taylor, Evan M.; O’Connor, Kelley M.; Pardo, Jonathan James, Ramses D.; Ryan, Phyllis A.; Suvatne, Reddicliffe, Rebecca J.; Saucedo, Ernestina A. Whitehead, Sheryl F. ∕ NETWORK 13B M.; Voss, Erma; Wade, Michelle N. ∕ Delegates not present: NETWORK 1A Wonju J.; Weston, Lindsay N.; Zoldan, Sara ∕ NETWORK 9A Hill, Anita J.; Idemudia, Coleman, Angela K.; Fattore, Maribeth A.; AUSL WEST Egwuekwe Maxey, Kelechi Blaszczyk, Diane L.; Brennan, Jennifer R. ∕ NETWORK 4B Alba, Elizabeth; Burke, Tara Y.; Shaw, Janice D.; Walsh, Jan K. ∕ Janacek, Gregory; Kallianis, Patricia L.; King, S.; Miller, Patricia K.; Servais, Maggie K.; L.; Clarke, Deborah L.; Green, Laurie Maura K.; Hartrich, Jeanne M.; Krakovsky, NETWORK 9B Banks, Lindsey L.; Garcia, Latia M.; Lee, Tyrone T.; Roberson, Danielle Waters, Cynthia R. ∕ CITY-WIDE CAREER J.; Hernandez, Sarah E.; Kim, Gina Y.; Kevin D.; Lossin, Leah L.; Schroeder, Zach Chandra D.; Horton, Kawana T.; Olson, B.; Sullivan, Elinor J.; Vargas, Maria A. ∕ SERVICE Brackenridge, Darrell G.; Ayala, McNulty, Scott T.; Nykiel-Donlin, Jennifer ∕ NETWORK 4C Bingea, Aaron R.; Blundy, Genni L.; Schnall, Jamie L. ∕ NETWORK NETWORK 14 Boatman, Wendy M.; Bullie, Rosa B.; Butler, Deborah; Campbell, S.; Spagnola, Patricia A. ∕ NETWORK Rachel E.; Flynn, Christine A.; Manata, Amy 10A Dooey, Maureen P.; Gazdziak, Graham Derrick S.; Doherty Trebing, Bridget; Duvall, Jacqueline; Casimir, Jacqueline; Coty, Sharon; 1B Davis, Deborah; Hartwig, Christine K.; O’Neill, Terrence J.; Pirillis, Freeda R.; McLaurin, Makeesha D.; Murphy, Mary David E.; Elliott, Russell A.; Heath, Kelly Cruz, Griselda; Fells, Denise M.; Garcia, E.; Karpa, Kevin M.; Kurzydlo, Vicki L.; ∕ NEWORK 5A Anderson, Emily L.; B.; O’Malley, Margaret M.; Scollard, Ashley A.; Hopp, Stacy; Lang, Nicholas; Lewis, Bethsaida; Johnson-Harper, Luwanda; McLennon, Tasmie S.; Nikolopoulos, Cerda, Brian; Gaiser, Jacqueline M.; Greco- L.; Zaturski, Steven A. ∕ NETWORK 10B Shereena D.; Marshall, David M.; Mihoc, Jordan, Sherry; Kirkpatrick, Kelsey; Lozoya, Anastasia C.; Parece, Andrew J.; Perez, Stacy Serwa, Sandra M.; Josephs, Donyielle A.; Acevedo, Arielle D.; Creech, Matthew; Kelly, Georgian; O’Shea, Mary R.; Palomino Maria C.; Monarrez, Carmen; Riesco, L.; West, Margaret A.; Zuniga, Christopher Maurello, Rosemary S. ∕ NETWORK 5B Laura M.; Khani, Colleen M.; Linehan, Villamonte, Walter; Rittmeyer, Robert; Julieta; Trice, Jeanine; Vaughn, Lanedra J.; V. ∕ NETWORK 1C Burchfield, Elizabeth Buckner, Lavita J.; Claiborne, Kisha L.; Joseph A.; McDevitt, Julie A.; McKay, Megan Roscoe, Jennifer; Vanover, Daniel L.; Vlahos, Watson, Kimberly A.; Williams, Robert L. ∕ J.; Cantu, Lisa A.; Coleman, Pamela A.; Haynes, Marci S.; Jasutis, Susan M.; Thrash, J.; Rodriguez, Carlos; Tobias, Kimberly N.; Peter A.; Ward, Anne C.; Wittenwyler, Brian CITY-WIDE Ali, Jamillah M.; Christensen, Davidson, Susan K.; Dillon, Barbara K.; Rasheeda M.; Walker, Romanetha; Watson, Urbon, Melissa A. ∕ NETWORK 10C D. ∕ NETWORK 15 Chapman, Cristen William E.; Cochrane, Christine M.; Flanagan, Nora J.; Graves, Kenneth R.; Joyce; Wells, Tamika R.; Williams, Lekisch Fuller, Nicole; Gagner, Louis T.; Rhodes, M.; Dobert, Kenneth G.; Grauer, Brian M.; Esposito-Usterbowski, Mary Amy B.; Falk, Nickels, Margaret C.; O’Donnell, James M. ∕ NETWORK 6A Barge, Nikolaous Derrick; Spangler, Jessica; Sparks, Jeri L.; Harris, Stephanie J.; Hernandez, David; Hill, Claire E.; Gruodis, Paul J.; Gunn, Sharon; M.; Watson, Gretchen C.; Wehbeh, Jenine A.; Change, Helen; Cutler, Audrey; Jones, Vinezeano, Michele T. ∕ NETWORK 11A Molly D.; Kass, Lillian H.; Nykiel, Mary J.; Heath, Howard L.; Hennen, Jared P.; Lewis, ∕ NETWORK 2A Gamble, Samantha S.; Shaleka; Pattis, Wendy R.; Stamps, Tara Chatman-Walls, Carolyn D.; Cleary, Anne Padilla, Juan G.; Renteria, Rita; Roberson, John W.; Livinston, Stephen D.; Matthews, Gladney, Maxine; Kitchka, Melissa E.; S.; Sweeney, Jonathan M.; Weingarten, T.; Henderson, Theresa M.; Mitchell, Susan Gerald A.; Robinovitz, Isaac W.; Wagner, Sheresa L.; Milkowski, Lawrence E.; Ramirez Lancaster, Elizabeth R.; McLaurine, Cody Wendy J. ∕ NETWORK 6B Borge, Michael C. ∕ NETWORK 11B Christian, Linda; Clay, Pamela M.; Walach, Erin ∕ NETWORK Odell, Helen M.; Reilly, Mary Sharon; P.; Mountz, David B.; Pulliam, Davina M.; A.; Bruesch, Michael D.; Canada, Christine Jamila K.; Holmes, Davina; McNeal, Susie 16 Banks, Ramona; Brown, Carolyn R.; Schechtman, Judith B.; Schecter, Jeff M.; Rodriguez, Natalie M.; Thomas, Katherine V.; Carlson, Julie A.; Padilla, Jose G.; Scalise, E.; Washington, Danielle R. ∕ NETWORK Burke, Heide L.; Byrnes, Christopher Tsitsopoulos, Bessie; Whitfield, Benita A. ∕ G.; Torres, Javier; Wynn, Kathryn E. Matthew; Sicora, Cristina R.; Trine, Karen 11C Davis, Victoria M.; Smith, Vera I. ∕ M.; Cybulski, Nicholas S.; Druckmiller, CTUA1 Dukes, Daniria; Forst, Christopher; ∕ NETWORK 2B; Bravo-Gonzalez, M.; Vazquez, Brian ∕ NETWORK 7A Chino, NETWORK 12A Baker, Daniel J.; Cade, Hannah; Kelly, Jason D.; Kelly, Timothy Haas, Amanda; Horwitz, Michelle R.; Jones, Mayra; Delessio-Parson, Jenny; Heidekat, Ervis; Monahan, Dorothy M.; Nelson, Shannon L.; Carter, Cozette T.; Crockett, J.; Mathews, De’Meica A.; Moore, Cheryl Sarah C.; Kuchenbecker, Elise; Loafmann, Jay P.; Hernandez, Wilson; Medellin, Sherry S.; Salazar-Bolda, Magdalena; Nicole M.; Hunter, April M.; Isom, Charissa D.; Moten, Latonya; Stapleton, Patricia Paul R.; Masciola, Stacey; Oliva Gonzalez, Leticia N.; Pedersen, Christian E.; Soto, Vidakovic, Diana L.; Weatherred, Jacob ∕ B.; Pineda, Leticia A.; Robinson, Chaunte A.; Thomas, Alison K. ∕ NETWORK 17 Francisco J.; Oldendorf, Elisabeth A.; Rouke, Karen J.; Toomey, Kimberly A.; Valdez, NETWORK 7B Cuadrado, Luz M.; Delgado, E.; Simpson, Allyson L. ∕ NETWORK Collins, Darrin A.; Collins, Sarah J.; Nichols- Bethany K.; Stewart, Erica C.; Vester, Robyn Virginia ∕ NETWORK 3A Archie-Fudge, Albert D.; Kniff, Jennifer B.; Peralta, 12B Baker, Gynette C.; Bell, Wilma Z.; Sweat, Shari A.; Pincham, Robert E.; Platt, ∕ CTUA2 Ferri, Enrico G.; Hale, David M.; Marquita L.; Arroyo, Judith; Barrientos, Alfredo; Zablocki, Danielle ∕ NETWORK Blake Boose, Robin; Jancaric, Lucille A.; Mallory D.; Riouse, Nicole D.; Robinson, Hicks, Mona F.; Hudson, Vaeshan; Martinez, Tracy M.; Mendoza, Mary; Milano, Dena 8A Buchanan, Susan M.; Carapia, Yesenia Johnson, Tequila; Kidd, Tracey Y.; Kile, Thelma; Shea, Michael C.; Sokoya, Jamiu Marines; Michael, Nicholas; Nash, Thomas; M.; Montgomery, Andrea H.; Villa, Mary R.; Colclasure, Susan M.; Crall, Patrick; Carmen L.; Klyce, Sharnetta G.; McEachran, O.; Styler, Kenneth D.; Voss, Dustin K. ∕ Nisbet, Thomas M.; Olufs, Kaitlin; Perez- ∕ NETWORK 3B Anderson, Grace A.; Dusek, Lisa A.; Markham, Catherine A.; Timothy; Moore, Arneice A.; Sanchez, Lora AUSL SOUTH Chan-McShane, Joann L; White, Noel; Steele, Melissa K. Crowder, Sharon D.; Del Monico, Kathleen Matuska, Lisa M.; Rosenbaum, Jessica S.; ∕ NETWORK 13A Bobo, Jennifer L.; Davis, Doucette, Ashley M.; Ferrin, Nicole M.;

House of Delegates 4C O’Neill, Terrence J. ∕ NEWORK Laura M.; Linehan, Joseph A.; Magliano, ∕ NETWORK 14 Lang, Nicholas; Marshall, Campbell, Jacqueline E.; Casimir, Jacqueline; Meeting ∕ Wednesday, 5A Gaiser, Jacqueline M.; Greco-Serwa, Jennifer J.; McDevitt, Julie A.; Mirkiewicz, David M.; Mead, Thomas C.; Mihoc, Cruz, Griselda; Garcia, Bethsaida; Gonzalez, December 5, 2018 Sandra M. ∕ NETWORK 5B Claiborne, Brittany E. ∕ NETWORK 10C Sparks, Jeri L. Georgian; Palomino Villamonte, Walter; Maria A.; Henry, Kimberly; Hill, Delphine; Kisha L.; Clark, Clinetta M.; Watson, ∕ NETWORK 11A Chatman-Walls, Carolyn Reid, Kimberly M.; Roberts-Duarte, Samuel; Johnson-Harper, Luwanda; Jordan, Sherry; Delegates not present: NETWORK 1A Joyce ∕ NETWORK 6A Cutler, Audrey; D.; Cleary, Anne T.; Henderson, Theresa M.; Vanover, Daniel L. ∕ NETWORK 15 Banda, Lozoya, Maria C.; Powers, Reyne M.; Riesco, Blaszczyk, Diane L.; Erzrumly, Layla; Green, D’Addario, Paul T.; Kruchten, Jacob R.; Mitchell, Susan C. ∕ NETWORK 11B Clay, Stephen; Renteria, Rita; Roberson, Gerald Julieta; Smith, Shakita; Trice, Jeanine; Laurie J.; Spagnola, Patricia A. ∕ NETWORK Stamps, Tara S.; Waller, Eric; Weingarten, Jamila K.; Holmes, Davina ∕ NETWORK A.; Robinovitz, Isaac W.; Roseman, Steven Watts, Bessie M.; Williams, Robert L. ∕ 1B Mclennon, Tasmie S.; Pappas, Liza Wendy J. ∕ NETWORK 6B Freeman, Roy 11C Davis, Victoria M.; McKinney, Angela M.; Wagner, Pamela M. ∕ NETWORK 16 CITY-WIDE Boughton, Patricia; Brown- R.; Parece, Andrew J. ∕ NETWORK 1C ∕ NETWORK 7A Chino, Ervis; Monahan, M.; Triplett, Kevin L. ∕ NETWORK 12A Burke, Heide L.; Cover, Marc E.; Cybulski, Sutton, Jereece M.; Carter, Cathaline G.; Flanagan, Nora J.; Nickels, Margaret C.; Dorothy M.; Perez, Carmencita; Rentz, Baker, Daniel J.; Cade, Shannon L.; Carter, Nicholas A.; Druckmiller, Hannah; Kelly, Christensen, William E.; Drucker, Laurie O’Donnell, James M. ∕ NETWORK 2A Kathleen M. ∕ NETWORK 7B Cardenas, Cozette T.; Carter, Launder F.; Crockett, Jason D.; Ma, Amy; Mathews, De’Meica B.; Gruodis, Paul J.; Hennen, Jared P.; Gladney, Maxine; Lancaster, Elizabeth R.; Griselda; Ceballos, Marlena; Cosme, Maria Nicole M.; Hunter, April M.; Isom, Charissa A.; Moten, Latonya; Trojan, Kara R. ∕ Lalagos, Thomas; Matthews, Sheresa L.; Thomas, Katherine G.; Wynn, Kathryn T.; Cuadrado, Luz M.; Kampton, Katherine B.; McElmurry, Gwendolyn M.; Pineda, NETWORK 17 Collins, Darrin A.; Collins, Milkowski, Lawrence E.; Schechtman, E. ∕ NETWORK 2B Hernandez, Wilson; M.; Peralta, Alfredo; Zablocki, Danielle ∕ Leticia A.; Robinson, Chaunte E.; Simpson, Sarah J.; Nichols-Sweat, Shari A.; Pincham, Judith B.; Schecter, Jeff M.; Toro, Theresa Lerner, Joshua D.; Pedersen, Christian E. ∕ NETWORK 8A Carapia, Yesenia R.; Cleve, Allyson L. ∕ NETWORK 12B Bell, Wilma Robert E.; Platt, Mallory D.; Riouse, Nicole L.; Whitfield, Benita A. ∕ CTUA1 Crooks, NETWORK 3A Arroyo, Judith; Mendoza, Craig A.; Sontag, Paula R. ∕ NETWORK Z.; Johnson, Tequila; Kidd, Tracy Y.; Kile, D.; Sokoya, Jamiu O.; Styler, Kenneth D. ∕ Andrew M.; Dukes, Daniria; Forst, Mary; Milano, Dena M.; Montgomery, 8B Banasiak, Sally A.; Herro, Erik N.; Carmen L.; Klyce, Sharnetta G.; McEachran, AUSL SOUTH Chan-McShane, Joann L.; Christopher; Haas, Amanda; Horwitz, Andrea H.; Ryczek, Lourdes T. ∕ NETWORK Lipsey, Christopher T.; Magallanes, Lucero; Timothy; Sanchez, Lora ∕ NETWORK 13A Ferrin, Nicole M.; Jarrell, Ashley N.; Kus- Michelle R.; Jones, Sarah C.; Kuchenbecker, 3B Anderson, Grace A.; Crowder, Sharon Reddicliffe, Rebecca J. ∕ NETWORK 9A Bobo, Jennifer L.; Davis, Drelle L.; Grant, Michaels, Susan T.; Major, Sandra; Mata, Elise; Masciola, Stacey; Oldendorf, Elisabeth D.; Guimon, Michelle B. ∕ NETWORK Hill, Anita J.; Walsh, Jan K. ∕ NETWORK Lorrie A.; Melton, Wilene M.; Styles, Rommy C.; O’Connor, Kelley M.; Pardo, A.; Oliva Gonzalez, Francisco J.; Rouke, 4A Bennett-Stanley, Marlene K.; Cieslik, 9B Horton, Kawana T.; Olson, Genni L. Patricia A.; Taylor, Evan M.; Whitehead, Jonathan M.; Wade, Michelle N. ∕ AUSL Bethany K.; Vester, Robyn ∕ CTUA2 Laura C.; James, Ramses D.; Ryan, Phyllis ∕ NETWORK 10A Boyle, Amanda K.; Sheryl F. ∕ NETWORK 13B Fattore, WEST Egwuekwe Maxey, Kelechi S.; Farder, Adams, Hugh M.; Ferri, Enrico G.; Hale, A.; Zoldan, Sara R. ∕ NETWORK 4B Alba, Dooey, Maureen P.; Horn, Jennifer M.; Maribeth A.; Janacek, Gregory; Kallianis, Dejernet M.; Miller, Patricia K.; Prochaska, David M.; Hudson, Vaeshan; Martinez, Elizabeth; Benavides, Angela M.; Hartrich, McLaurin, Makeesha D.; Murphy, Mary B.; Patricia L.; Kasdan-Soso, Lorie M.; King, Taylor C.; Sturkey, Cailynn; Ward, Latonya Marines; Michael, Nicholas; Nash, Thomas; Jeanne M.; Schroeder, Zach ∕ NETWORK O’Malley, Margaret M.; Zaturski, Steven A. Latia M.; Koslowski, Mary V.; Lee, Tyrone L. ∕ CITY-WIDE CAREER SERVICE Olufs, Kaitlin; Perez-White, Noel; Robinson, ∕ NETWORK 10B Frangella, Carla A.; Kelly, T.; Roberson, Danielle B.; Sullivan, Elinor J. Brackenridge, Darrell G.; Butler, Deborah; Natasha; Schmidt, Katie; Steele, Melissa K.

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Anthony Dorn, Sub Melvin Lubershane, Dett Clement Smith, Collins HS In memoriam Lynda Jean Flagg, Northwest Middle Adela Mendez, Marquette James Smith, Sub Postal Service Emily Ford, Calumet HS Eileen Moran, Crane HS Albin Stasiak, Burbank 2018 Noreen Gerson, Nobel Ora Nobles, M.L. King Dorothy Steward, Woodson South CPC Sherry Apter, Reciprocal Mamon Gibson, Gifted Programs Luisa Nodarse, Hedges Gerald Tazic, Cook Elizabeth Balachowski, Reciprocal Lydia Gluss, Bell John Northrop, College-Reciprocal Aida Torres, Peabody Marilyn Bastien, Esmond Florence Halprin, Sub Barbara Peck, Bateman Susie Travis, Graham Helen Bobin, Cregier HS Edward Hegarty, Faraday Ronald Perkins, Hirsch Metro HS Bettye Jean Vassel, Dewey Margaret Boisvert, Chappell Kanzetta Howell, Goodlow Magnet Marjorie Piasecki, Former Teacher-Reciprocal June Verbillion, College-Reciprocal Rubye Brown, Sub Thomas Hudacek, Curie HS Harvey Rollerson, Howland Johnny Walker, Sub Postal Service Janet Cameron, Spalding HS Alberta Jackson, Ryder Mary Rood, Mather HS Ora Walker, Beidler CD Carpenter, District 6 Leroy Jackson, C-W Educ General Herbert Rosing, College-Reciprocal Jean Ward, Raymond Barbara Cartwright, Woodson North Mary James, Farragut Betty Russell, Former Teacher-Reciprocal Evelyn Warren, Mather HS Roger Charlier, Reciprocal Rosie Johnson, Orr HS Jerome Sallamme, Lavizzo Elementary Gloria Washington, Lewis William Conley, Reed Undine Johnson, Haines Ada Santiago, C-W Educ General Joan Waterstraat, Kellog June Crittendon, Bradwell Allen Kern, Lane Tech HS Richard Savin, Senn Ladorothy Williamson, C-W Early Childhood Marte Daniels, Dunbar Vocational Daniel Kiehn, Reciprocal Carol Scafide, Ogden Miriam Zayed, Earle Virginia Daugherty, Curie HS Edward Kozloff, Sub George Schmidt, Sub Postal Service Yvonne Zeringue, Sub Stanley Domikaitis, Carroll Donald Lesch, Lane Tech HS Thomas Schwager, Morgan Park HS Yolanda Locke, Wells Winston Short, Hamilton

Lists of deceased members of the Chicago Teachers Union (CTU) are provided to the Chicago Union Teacher by the office of the Chicago Teachers Pension Fund (CTPF) and are printed as received. If you notice an error or omission, please first contact the CTPF at 312.641.4464 or via email at [email protected] to report the information. Please contact the CTU Financial Dept. as well by phoning 312.329.9100. Both the CTPF and CTU disburse death benefits to a member’s designated beneficiaries.

10  November-December 2018 ∕ Chicago Union Teacher Notice of elections Nominations to fill citywide teacher, PSRP and clinician delegate vacancies are in mid-January, and ballots will be mailed out January 28.

BY MARIA MORENO February 19, 2019, or dropped off DT (10 Vacancies) in person to the CTU office by 5 Instructional Support Leader, ominations to fill citywide p.m. on Monday, February 25, Assistant (Blg.) I & II, Teacher TT (5 Vacancies) 2019. Ballots will be counted by Occupational Therapist, Physical Assistant (Blg. - Spanish) I & II, teacher, PSRP and clini- Temporary Teacher Prov. Cert. the CTU Rules-Elections Com- Therapist, Psychologist, Social Teacher Assistant (Blg.) I & II, Ncian delegate vacancies Worker, Teacher-Citywide Substitute Teacher, Temporary mittee at the CTU office on Tues- Teacher Assistant Montessori will be held at the Chicago Teach- Teacher Day-To-Day Substitute day, February 26, 2019. During Monday, January 14, 2019, 5:00 p.m. - 5:30 Program I & II, Educational Sign ers Union Center, 1901 W. Carroll Teacher, Temporary Teacher the counting of ballots, each can- p.m., Room 125 Language Interpreter I & II, Avenue, on Monday, January 14, Cadre, Temporary Teacher didate is allowed a maximum of School Social Service Assistant 2019, and Wednesday, January Displaced FTB Cadre 100 Days, two observers, including himself/ ST (2 Vacancies) and Instructor Assistant I & II 16, 2019. Nominators must be Downtown/District Offices & herself. The election results will be present at the nomination meet- Speech Language Pathologist, Monday, January 14, 2019, 5:30 p.m. - 6:00 Spec. Ed. Displaced FTB’s Cadre ing. Members who want to be published in the Chicago Union Audiologists p.m., Room 125 Teacher magazine and posted on Wednesday, January 16, 2019, 5:00 p.m. - nominated and cannot attend the Monday, January 14, 2019, 5:00 p.m. - 5:30 5:30 p.m., Room 126 meeting may have someone else the CTU website. p.m., Room 126 CR/AD/YI (3 Vacancies) in their functional group make a Citywide teacher, PSRP and School Community Represen- LA/SS/IS/FE (1 Vacancy) nomination for them at the meet- clinician delegate candidates CT/SC/TO (10 Vacancies) tative, Parent Advocate, Parent ing. Nominators and those who wishing to mail campaign litera- School Library Assistant I & II, Advocate (Blg.), Community second the nominations must be ture to members in their function- Computer Technician, School Student Special Services Advo- Relations Representative I & II, in the same functional group as al group may provide stamped Clerk Assistant, School Clerk cate, Student Special Needs Pro- Youth Intervention Specialist the nominee. Paper nominations and stuffed literature to the CTU I, Interpreter Clerk, Special gram Assistant, PSRP Instruc- will be completed to ensure accu- no later than Tuesday, January 22, Education Support Clerk, School Monday, January 14, 2019, 5:30 p.m. - 6:00 tional Support Leader, Family p.m., Room 130 racy and to move nominations in a 2019, at 5 p.m. in order for it to be Clerk I, (Blg. - Spanish), Post- Engagement Coordinators secondary Liaison, Computer timely manner. Nomination forms labeled, processed and mailed to Wednesday, January 16, 2019, 5:30 p.m. - Technician, Technology Coor- will be available at the nomination members. Nominations meetings scheduled on 6:00 p.m., Room 126 meeting and on the CTU website If you need clarification re- dinator I, II, & III, Attendance Wednesday, January 16, 2019, according at www.ctulocal1.org. garding your functional group or Coordinator to the following schedule: GC (2 Vacancies) Citywide teacher, PSRP and the election process, please con- Monday, January 14, 2019, 5:30 p.m. - 6:00 Guidance Counselor Assistant, clinician delegate ballots will be tact CTU administrator Norma p.m., Room 126 TN (1 Vacancy) College/Career Coach, CTE mailed on Monday, January 28, Albor at 312-329-6215. School Nurse College & Career Coordinator, At 2019, to members’ home address- TA (6 Vacancies) Nominations meetings scheduled on Risk Student Coordinator, CTE es. Completed ballots must be Wednesday, January 16, 2019, 5:00 p.m. - Monday, January 14, 2019, according to School Assistant I & II, Teacher 5:30 p.m., Room 126 Academy Coordinator returned to the CTU with a post- the following schedule: Assistant I & II, School Assistant Wednesday, January 16, 2019, 5:30 p.m. - mark date no later than Tuesday, (Blg. - Spanish) I & II, School 6:00 p.m., Room 126 Citywide/PSRP/clinician delegate vacancies filled

ominations to fill citywide TT cial Education Support Clerk, Teacher Assistant (Blg.) I & II, 10. Kimberly Watson teacher, PSRP and clini- School Clerk I (Bilingual – Span- Teacher Assistant Montessori Temporary Teacher Prov. Cert. Ncian delegate vacancies ish), Postsecondary Liaison, Program I & II, Educational Sign DT were held on October 23 and 25, Substitute Teacher, Temporary Computer Technician, Technolo- Language Interpreter I & II, 2018. In the categories that re- Teacher Day-To-Day Substitute gy Coordinator I, II & III School Social Service Assistant Instructional Support Lead- ceived nominations, the number Teacher, Temporary Teacher Cad- and Instructor Assistant I & II er, Occupational Therapist, of nominees was either equal to or re, Temporary Teacher Displaced 1. Deborah Butler Psychologist, Social Worker, less than the number of positions FTB Cadre 100 Days, Down- 2. Jacqueline Campbell 1. Darrell Brackenridge Teacher Citywide town/District Offices & Special 3. Bethsaida Garcia 2. Benjamin Bontempo available. As a result, the positions 1. Mary Difino were filled without opposition. Ed. Displaced FTB’s Cadre 3. Latonya Bullocks TA 4. Jacqueline Casimir 2. David Temkin Congratulations to the new 1. Corey D. Braddock delegates who were officially seat- 5. Sherry Jordan School Assistant I & II, Teacher 6. Luwanda Johnson Harper ST ed at the October 31, 2018, House SC Assistant I & II, School Assistant of Delegates meeting. 7. Kathryn Schmidt Speech Language Pathologist, (Blg. – Spanish) I & II, School 8. Shakita Smith School Clerk Assistant, School Assistant (Blg.) I & II, Teacher Audiologists Clerk I, Interpreter Clerk, Spe- 9. Jeanine Trice Assistant (Blg. – Spanish) I & II, 1. Sheresa L. Matthews Election to fill vacancies on the CTU Executive Board

here is one vacancy to fill an tion and vote. Only persons in the them in order of selection. Elected the counting. The candidate may number of votes. For example, if unexpired term on the Chi- functional group may be nominat- members of the Executive Board be one of the representatives. one elementary school functional Tcago Teachers Union Execu- ed. Associate delegates may vote. may vote within their functional 12. The CTU president will an- vice president vacancy remains tive Board: One Elementary School Citywide delegates will sign in as group. Non-voting members of nounce the results by the end of after the initial election, the two Teacher Functional Vice President. high school or elementary. Executive Board may not vote, the meeting. candidates who received the great- All voting members of the 3. Nominations will be taken from unless they are a delegate. 13. Whichever candidate receives est number of votes (excluding the functional group of the House of the floor and seconded from the 7. At the meeting where the vot- 50 percent plus one will be select- candidate who received 50 percent Delegates may vote for one candi- floor at the January 9, 2019, ing is to take place, each nomi- ed to fill the unexpired term seat- plus one of the vote) will partici- date for each vacancy for the re- House of Delegates meeting. nee shall have the opportunity to ed as functional vice president. In pate in the runoff. In the case of mainder of the unexpired term, no 4. Voting shall take place at the speak for one minute in the order the case that a candidate does not a runoff, each remaining nominee matter how many are nominated. February 06, 2019, House of Del- in which they appear on the bal- receive a majority (50 percent plus will be given one minute to speak The procedure is as follows: egates meeting. lot, if they so desire. one) of the votes cast, there will be in the order in which they appear 1. Nominations for vacancies shall 5. Prior to the House of Delegates 8. Delegates will be called to the a runoff for the position at the next on the ballot, at the meeting where be advertised on the CTU website meeting where voting will take voting area to pick up the ballots, House meeting. Candidates in the the runoff voting is taking place. and via email preceding the nom- place, all eligible candidate names have their badges checked and runoff election will be those who 14. The Rules-Elections Commit- ination meeting, in the Chicago will be posted by functional group sign the voters’ signature list. received the greatest number of tee requests that the voting take Union Teacher and in the meet- on the CTU website, listed in al- 9. Voters will place cast ballots in votes. The number of candidates place as early in the meeting as ing notice bulletin for the month phabetical order by last name. boxes at the designated locations. in the runoff election will be equal possible. of the election. 6. Pre-printed ballots will be 10. When voting is complete, to twice the number of remaining 2. Only those members of the provided by the Rules-Elections Rules-Elections Committee vacancies for the position. Runoff Maria Moreno is the CTU House of Delegates who represent Committee. To prioritize the or- members will count the ballots. ballots will list candidates in or- Financial Secretary. the functional group to be voted on, der, the Rules-Elections Commit- 11. Up to two representatives per der of the number of votes received may nominate, second the nomina- tee will put names in a hat and list candidate may be present during and beginning with the highest

Chicago Union Teacher ∕ November-December 2018  11 Quest Center Professional Learning Restorative. Relevant. Reflective.

QUEST CENTER affordable format • blended program–with classes held both online & on campus– that provides the flexibility teachers need Creating a Trauma • program of study with 15+ colleagues in a special CTUF Quest Sensitive Learning Environment Center Cohort 15 ISBE PD Hours, 1 CPS Lane Placement Credit Receive a 40% Discount Creating a Trauma Sensitive Learning Environment examines Cohort members can earn an LBS I Endorsement at a 40% how teachers can support and nurture their students’ emotional National Board Certification – discount from the regular NLU tuition rate. Teachers will well-being before, during, and after traumatic events in order to increase their knowledge, ability, & skills for less than $6,000. mitigate the impact of complex childhood trauma. Many of our 2019-21 Cohort Plus, there is no application or graduation fee. students have been exposed to multiple tragic events, often of an To learn more or to register, visit www.nl.edu/ctuf or contact invasive, interpersonal nature. This course helps teachers learn Recruitment has begun for the 2019-2021 Lisa Mullins at [email protected] or 312.261.3474. to deal with wide-ranging, long-term impact of this exposure Nurturing Teacher Leadership cohort. that often results in grief and depression, adversely affecting Attend the Thursday, January 24th Informational Meeting their students’ learning and social/emotional well-being. Nurturing Teacher Leadership This course will focus on: • identifying psychological and behavioral symptoms of complex The CPS/CTU’s 2-year FREE professional development & childhood trauma, candidate support program, prepares CPS teachers, counselors, • the role of the teacher after a traumatic event, & librarians for National Board Certification (NBC). If • how to develop support systems and safe spaces for students to you will have completed at least 3 years of teaching in your cope with grief, certificate area by June, 2019, you qualify to participate in NBC • teacher self-care to prevent secondary traumatic stress, and & earn this advanced certification, the highest credential a • the impact school and community culture has had on teacher can achieve, as well as: celebrating life to manage grief associated with death or loss. • advance on the CPS salary scale Earn your ESL – Bilingual • fulfil your state re-licensure requirements Endorsement in only 2 Overall, this course will support teachers in creating a safe • earn an annual $1960+ pensionable stipend and supportive environment in which students feel nurtured, • receive contractual & other leadership opportunities including Semesters! not only to learn, but also to express their feelings. They also 1st consideration for Consulting Teacher & Framework collaborate with the instructors to produce their own Classroom Specialist roles Begin January 29, 2019 Crisis Plan. This offering is aligned with the CPS Framework for Teaching Components 1b, 2a, 2d, 3b, 3c, 4d and 4e. • qualify for a full scholarship To better serve Chicago’s diverse student population, The Quest • earn an optional Master’s Degree &/or graduate & CPS Lane Center is partnering with Roosevelt University to begin a cohort Placement salary credits working toward completing Bilingual & ESL endorsements in • attain the ISBE NBPTS Master Certification Endorsement only 2 semesters. REACH: Take Your Evaluation to Benefits The 5-course program will be delivered as follows: the Next Level Nurturing Teacher Leadership boasts a 94% achievement rate, • Winter 2019 | January 29 – May | 2 Courses Online twice the national average. It includes: • Summer 2019 | Face to Face – 3 one week Intensives | 7/8 – 15 ISBE PD Hours, 1 CPS Lane Placement Credit 7/12, 7/15 – 7/19, 7/22 – 7/26 • Weekly Professional Development & small group facilitation Enhance this year’s observation cycle through this hybrid • Summer classes will meet face-to-face, from 9:00 a.m. to 5:00 • Collaboration with a cohort of other CPS teachers going (Online and Face-to-Face) course in which you will learn how p.m., at the Chicago Teachers Union Center through the NBC process to discuss your practice during pre- and post- conferences • The tuition for each course is $1,135. Total tuition for the • Preparation for rigorous content knowledge Assessment and using Reflect and Learn as a supportive tool. Participants 5-courses is only $5,400. Center exercises will learn the language of the CPS Framework for Teaching • Graduate credits earned can also be applied toward CPS • Individual coaching & mentoring by CPS National Board and what it means to be “distinguished.” In order to receive lane credit & Roosevelt MA degrees in Reading or Second Certified Teachers Lane Placement Credit and Professional Development Language Special Education. • Assistance with writing required for the National Board portfolio Hours, participants must complete all in person and online • NOTE: The Illinois State Board of Education requires 100 • 7-day Summer Institute (1st two weeks in August, 2018 & 2019) requirements. All components of the CPS Framework for clinical hours in bilingual or ESL settings. • 36 Graduate Credits/Optional Master’s degree Teaching from Domains 1, 2, 3, and 4 will be addressed through • 15 CPS Lane Placement Credits For more information, visit https://www.roosevelt.edu/ this professional development. • Membership in the most highly regarded professional learning colleges/education/cps-endorsement community or contact Ms. Laura Lag |312-853-4753 | [email protected]. • Paid coaching roles upon National Board Certification • Joining the ranks of more than 2200 current CPS National Board Certified Teachers, including former CTU President, Karen GJ Lewis, and The University of St. Francis continues to enjoy • Becoming a better teacher! a wonderful working partnership with the Quest Center – Chicago Teachers Union Foundation. For more information contact Lynn Cherkasky-Davis at 312 329 6274 or [email protected]. *Beginning January 2019 the USF/Quest Center partnership will continue to offer To register for the Recruitment Meeting on 1/24/19, go to CTUF. reduced tuition rates for CPS teachers starting org/NTL at $195/per credit hour for select courses. *All the course work is in eight week modules and all the instruction is 100% online. *The partnership features Reading and Technology Endorsements at reduced rates. *There is no formal application process; you only have to enroll on the Chicago Teachers Union Foundation landing page (www. stfrancis.edu/real/ctuf) and enroll by using Earn a Learning Behavior your CPS email address. Specialist 1 (LBS1) Endorsement * There are two course start dates: The week beginning January 14th and the week ENROLLING NOW FOR January 14th START! beginning March 4th. CTU members can earn an LBS I Endorsement through our * Teachers may enroll in more than one course partnership with National Louis University. This Endorsement a semester and the speed in which they can program gives you the knowledge & skills to work in inclusive complete/obtain an endorsement is entirely up classrooms & school settings, with the ability to use Universal to the individual teacher, since more than one Design for Learning strategies to effectively reach all students. course can be taken in any given semester. Earn your LBS I Endorsement from NLU if you are looking for a: *Registration is now open for all of course start • high-quality, career-focused curriculum designed & taught dates! by expert faculty, including CTU members, in a convenient,

GO TO THE QUEST CENTER WEBSITE FOR PRICING OPTIONS, DATES, TIMES AND TO REGISTER. ctuf.org/questcenter

12  November-December 2018 ∕ Chicago Union Teacher