SCHOOL OF EDUCATION ELECTION 2015 ∕ SCHOOL LIBRARIES ∕ UNDERSTANDING TEXT COMPLEXITY

ChicagoUnionTeacherapril-may 2015 / vol. 78 / number 7

Great leaders never stop learning

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CONTENTS AROUND THE UNION 5 President’s Message 6 Pension Matters 7 One City, One Pension 9 Election 2015: The Movement That Changed Chicago Politics rahm- 10 Responding to Rauner’s Budget Address 12 We Demand the City Chicago’s Students Deserve 14 Uh Oh: How Rahm Won Re-Election 16 2015 Young Artist Contest for CPS Students 18 A Just Chicago: Rally for Education and Justice in Chicago MEMBER COMMENTARY 19 Hello, My Name Is: A Question of Respect DELEGATES RAuner 21 2015 Delegates and Leadership Training TESTING AND ITS DISCONTENTS 22 Testing Resistance and Reform Movement Growing Rapidly 25 Book Review: Why Our Schools Are Obsessed With Testing aTtAcks 27 CPS Cowers to Federal Threats and Administers PARCC 28 Leaflet: Myths and Facts About PARCC in Illinois CTU BLACK CAUCUS DESTROYING our schools Harming our communities serving the rich and powerful 31 Inaugural Black Caucus Heritage Curriculum Fair SCHOOL LIBRARIES ■ Illinois Governor Bruce Rauner has ■ As Mayor, Rahm has laid off 7,000 ■ Bruce Rauner owns nine homes 32 An Essential Component of the Education Our Students Deserve been a top advisor to Chicago Mayor teachers and severely cut retirement worth a combined tens of millions of Rahm Emanuel on school closings and income for thousands of seniors who live dollars. Rauner spent more than PROFESSIONAL DEVELOPMENT other harmful education policies. and spend money in our communities. $100,000 to join an exclusive wine club. 31 A Quick Guide to Understanding Text Complexity Juan Rangel, the disgraced former CEO His friend Rauner wants to cut even Asked whether he’s a member of the 1 40 of charter-school giant UNO, has also more from the limited income of the percent, he responded, “Oh, I’m Celebrating 2014 National Board Certified Teachers been a close advisor to Rahm. Rangel elderly. probably .01 percent." CTU SCHOLARSHIPS stepped down as UNO’s CEO after a ■ Both Rahm and Rauner oppose a ■ After leaving his White House job, 42 Application for Scholarship Awards series of corporate scandals and minimum wage hike of $15 an hour for Rahm made $18 million working for two federal investigations into UNO’s misuse s EVENTS working families in Chicago despite the years in private equity—essential to his of public funds. Opt out! need in our communities. An early 2014 success was Rauner’s support. How did 44 When Reading Gets Tough...Play! Photo credit: Eric Ruder ■ Both Rahm and Rauner back budget poll found that nearly two-thirds of Illinois he make so much so quickly? According FUNCTIONAL GROUPS cuts for public schools and sending voters support a minimum wage of $10 to Ron Suskind, a Pulitzer Prize–winning 45 school money to private an hour. former reporter for the Wall Street Procedures for Filling Vacancies for Functional Groups organizations beyond the democratic Journal: "Paying someone who will be a SPECIAL EDUCATION control of our communities. future government of cial a lot of money 45 Why Teachers of Diverse Learners Need a Union for doing very little? On Wall Street, we call that an investment." FINANCIAL REPORT A Rahm-Rauner agenda threatens ALL OF US. 50 Auditor’s Statement on Union Finances IN CLOSING 63 In Memoriam We must build our capacity to fight misguided politicians, well-financed corporate school Contribute to reformers, and people who want to turn back the clock on workers’ rights. Visit CTUnet.com/PAC, and make a monthly donation of $5, $10, or $20. the CTU PAC. THE PRESIDENT’S MESSAGE

ChicagoUnionTeacher Sisters and Brothers,

EDITOR-IN-CHIEF ∕ Stephanie A. Gadlin As I write this letter, Chicago Public run our own candidates for political office Schools is mired in scandal and the gov- and to change the political landscape in ASSOCIATE EDITOR ∕ Ronnie Reese ernor of Illinois—a blind bull in a china the city. I am proud to say today that we shop—has suggested bankruptcy as a have accomplished them all, and have CONTRIBUTING WRITERS ∕ solution to the financial problems that placed one of our members, Susan Sad- Michael E. Brunson, Benjamin J. Coyle, Ed Dziedzic, Stephanie Gadlin, plague our district. It is a trying time for lowski Garza, in a seat on the Chicago Gloria Henllan-Jones, Kurt Hilgendorf, Theresa Insalaco-DeCicco, public education in our city, but it is also City Council as alderman-elect of the Joseph McDermott, Monty Neill, Jackie Umbles, Ray Wohl extremely important that we understand 10th Ward. We protected the Progressive how these events are connected. Caucus, endorsed a number of new alder- CONTRIBUTING PHOTOGRAPHERS ∕ The governor, who helped finance the men and gave the mayor a race he never Chicago Shakespeare Theater, Antonio Dickey, Nathan Goldbaum, Chicago Public Education Fund, the pri- expected to run. Ronnie Reese, Jackie Umbles, Steven Vance vate education group behind CPS’s cur- What transpired in Chicago for the ADVERTISING MANAGER ∕ April Stigger rent woes, will inevitably twist the turmoil past six months was not just about an elec- at the top level of CPS into an indictment tion, but a movement, and throughout this GRAPHIC DESIGN ∕ Eric Ruder of a “broken” system that needs to be torn issue of Chicago Union Teacher you will down and rebuilt from the ground up. find evidence of your role—from PARCC PRODUCTION ∕ Eric Ruder ∕ Progress Printing Corp., Inc. This gives weight to his extremist rhetoric. opt-outs and delegate/school leader train- It also gives weight to increased calls from ing, to new National Board Certified OFFICERS his administration and the Chicago Board Teachers and the public introduction of Karen GJ Lewis, NBCT ∕ PRESIDENT of Education for cuts to our schools and our contract proposals at a March rally for we as a union talk about those who balance Jesse Sharkey ∕ VICE PRESIDENT pensions. Sadly, this is the modus ope- education justice. It was at this rally where budgets on the backs of regular people, Kristine Mayle ∕ FINANCIAL SECRETARY randi of many wealthy individuals who Morrill Elementary School teacher and and also a culture of conflict of interest, Michael Brunson ∕ RECORDING SECRETARY become politicians and handpicked deci- Big Bargaining Team member Monique the governor is exhibit A, B and C. sion makers, and remain disconnected Redeaux-Smith told a crowd of hundreds, In addition to our contract campaign for TheChicago Union Teacher is published eight times a year in September, from the reality of hardworking, every day “You don’t build strong communities and the city and the schools that our students October/November, December, January, February, March, April, May/June. people. They attempt to manage human strong families by continually disinvesting deserve, we must continue to hold politicians TheChicago Union Teacher is the official publication of the Chicago Teachers Union, lives like they manage their hedge funds. and taking away resources and social ser- accountable for their attacks on our union which is the exclusive bargaining agent for teachers, counselors, librarians, clinicians Take control then strip to the bone. vices.” Yet this is how our governor has and its members, and for what they do—and and paraprofessional and school-related personnel in the Chicago Public Schools. Our union, however, is a political and chosen to begin his term, by divesting in don’t do—for our families and communities. organizational force, evident in our work a number of essential state programs, We will defend your rights and the rights of Chicago Teachers Union • Local 1 • American Federation of Teachers, AFL-CIO. surrounding this year’s municipal election. including those providing services for working class people against any threat to Nearly two years ago, and exactly one day HIV-prevention and a pre-school for labor and the programs which help the most TheChicago Union Teacher is affiliated with the International Labor Communications Association after the mayor closed 50 of our neigh- impoverished AIDS-affected children. vulnerable people in our state. We will not and the AFT Communications Network. borhood schools, I said the Chicago Prior to taking office, he clouted his daugh- apologize for standing up for what is right Teachers Union had three political objec- ter into Payton Prep before making a for our children, and we will never remain Chicago Teachers Union affiliations include the Chicago Federation of Labor (CFL), tives—to register 100,000 new voters, to $250,000 donation to the school. So when silent in the face of austerity. 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). In solidarity,

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

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

CHICAGO UNION TEACHER april ∕may 2015 5 AROUND THE UNION DEPARTMENT XXXX

3 Your Pension Matters: CTPF Ambassadors attending a

Chicago Te training session Ambassadors Share the Message achers’ Pension Fund in the CTPF’s Chicago office. BY JACKIE UMBLES hands-on seminars Photo: Jackie Umbles designed to help mem- PENSIO Chicago Teachers’ Pension Fund (CTPF) pen- bers learn how to write N sion provides former teachers financial stability a letter to an editor, to Ain retirement and helps drive the economy in webinars, lectures and FUND Chicago and Illinois. Do your elected representatives educational outreach A understand how much your pension matters to you, events. The program’s One City, One Pension! goal is to offer members M your family, and our city and state? BY RAYMOND WOHL It’s time to share the message. the tools they need to meet R successfully with their local B A lack of state and employer funding has drained O A pension is a promise. Chicago public lawmakers. A resources from our pension fund, and it’s time to take D school teachers, counselors, nurses, social This spring, the CTPF hosted SSA TheTheBUCKBUCK action to protect your pension. We’re asking our mem- workers, office clerks, school engineers, seven different Ambassador Seminars bers to speak up and reach out to help Illinois legis- teaching assistants, administrators and for Chicago Public Schools teachers and retirees. STAYSSTAYS HEREHERE lators understand that pension funding is vital—not principals make contributions from every These events provided an overview of The Buck Stays CHICAGO TEACHERS’ IMPACT EXTENDS BEYOND CLASSROOM optional. paycheck to their retirement benefit fund. Here, the 2015 Economic Impact Statement and OF CTPF BENEFICIARIES IN , The contributions are deferred wages CTPF Pension Fund Ambassadors offered a look at CTPF pensioners’ direct economic 85% STAY ILLINOIS WITH HALF OF THOSE MEMBERS RESIDING IN CHICAGO invested over time and producing more impact on neighborhoods and communities through- In 2013, the CTPF Board of Trustees developed than 9 percent interest. These pensions out Illinois. Other highlights of the program included the CTPF Pension Fund Ambassador program to are protected by a contract and the State summer visits with Illinois Senate President John encourage our members to educate lawmakers and ILLINOISILLINOIS of Illinois Constitution. Cullerton in his Chicago office and State Represen- decision makers about the Chicago Teachers’ Pension $1.2 BILLION IN DIRECT Any employer, legislator or court that tative Barbra Flynn Currie in their Chicago offices, as Fund, its legislative priorities and our members. The PENSION PAYMENTS TO tries to take that benefit away is reaching well as winter and fall webinars. BENEFICIARIES IN THE program launched in October of 2013, and today, into retirees’ pockets for the purpose of The Ambassador program also helps to support STATE OF ILLINOIS includes more than 3,000 members who identify 12,628 wage theft. All active and retired union members’ efforts to reach out to lawmakers. “I led a themselves as Ambassadors for the CTPF. JOBS teachers and staff must be educated about group that met with Illinois State Senator Bill Cun- “Our members are teachers as well as concerned $1.7 BILLION SUPPORTED the facts of pension funds. Nearly $2 ningham,” said Judy Benson. “The CTPF helped me constituents who want to be a resource for their leg- IN TOTAL ECONOMIC IMPACT IN THE STATE billion dollars every year is put back into connect with other Ambassadors in the neighbor- IN THE STATE OF ILLINOIS OF ILLINOIS islators. They are educators who have devoted their the local economy by the two pension hood who wanted to attend.” lives in the classroom, and are depending on their funds paid into by Chicago Teachers pensions for financial security,” said Lois W. Ashford, How to Get Involved Union members. The facts show that this CTPF Vice President and chair of the CTPF Pen- positive economic impact creates nearly Getting involved can be as simple as writing a letter CHICAGOCHICAGO sion Law and Rules Committee. “Ambassadors aren’t 20,000 jobs in Illinois. Pensions do mat- or calling a legislator, or as involved as organizing your $592 MILLION IN DIRECT expected to solve the pension ‘crisis,’ but they are ter and they work for everyone! connecting legislators to the faces behind the pen- own event. Register as an Ambassador at http://goo. PENSION PAYMENTS TO BENEFICIARIES IN THE You are invited to become a Pension gl/TMn8SO (case sensitive). Once you register, you’ll sions. The Ambassadors share information about CITY OF CHICAGO Ambassador and get the facts on your be included on e-mail alerts with upcoming training 6,459 the important economic impact that pensions have pension! Please visit www. ctpf.org or on our communities.” and event information. JOBS “like” us on Facebook. CTU Find more information at www.ctpf.org on the $864 MILLION SUPPORTED Program Overview Education and Advocacy tab. If you have questions, IN TOTAL ECONOMIC IMPACT IN THE CITY Raymond Wohl is the Chicago Teachers’ IN THE CITY OF CHICAGO OF CHICAGO The Ambassador program provides training oppor- please e-mail [email protected]. CTU Pension Fund Recording Secretary. This NOTE: CTPF CALCULATES ESTIMATES OF TOTAL ECONOMIC IMPACT AND JOBS SUPPORTED BY MULTIPLYING column and opinions are those of Mr. Wohl tunities designed to educate our members. Educational Jackie Umbles is the Chicago Teachers’ Pension Fund BENEFIT PAYMENTS BY TOTAL OUTPUT MULTIPLIERS SUPPLIED BY THE U.S. DEPARTMENT OF COMMERCE, training sessions are offered year-round and range from BUREAU OF ECONOMIC ANALYSIS. and do not reflect the Chicago Teachers’ Communications Specialist. Pension Fund.

6 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 7 AROUND THE UNION

7 Sue Garza and Karen Lewis, champions for schools, communities and social justice. Photo: Antonio Dickey

City’s first run-off election a landmark moment for a new progressive and democratic movement Election 2015: The movement that changed Chicago’s political landscape

BY CTU COMMUNICATIONS run-off in Chicago’s history. their values and ideas that unit- The fact that a number of ed around Chuy and our can- or the first time in 20 incumbent aldermen lost Tues- didates for alderman is going years, Chicagoans had the day night and all Progressive to be a force in Chicago politics Fopportunity to engage in Caucus candidates won for generations to come.” an extended political debate re-election despite the mayor’s The day after the mayor WRITE TO US regarding the city’s future, efforts to discharge them closed a record 50 neighbor- which created a massive coali- demonstrates the dissatisfac- hood schools in 2013, President Agree? Disagree? Send Chicago Union tion of labor, community orga- tion and anger felt by countless Lewis said the CTU had three Teacher your feedback, your compliments and nizations, social justice activists, Chicagoans. Emanuel was able objectives: register 100,000 new your criticisms. Send letters to the editor to clergy and people of all ethnic to win re-election by promising voters, run CTU candidates for [email protected] or Chicago Union backgrounds and from all of to change his approach and be political office and change the Teacher, 222 Merch­andise Mart Plaza, Suite Chicago’s neighborhoods. The more responsive to the needs This was not political landscape of the city. 400, Chicago, IL 60654. Letters may be Chicago Teachers Union of every day residents of our just about The Union has accomplished edited for length and clarity. (CTU) is both proud and hon- city. If the mayor is truly repen- each of these goals, but still has ored to be one of the organiza- tant for his past policy trans- one election— much work to do for the 20,000 WRITE FOR US tions contributing to what was gressions, this will allow for homeless students in our dis- not only a mayoral campaign for more substantive contract it was about trict, a growing epidemic of The Chicago Union Teacher is published for Jesus “Chuy” Garcia, but a land- negotiations between the CTU a movement overcrowded classrooms, and the members of the Chicago Teachers Union. mark moment for a progressive, and the Chicago Board of Edu- 200 schools without libraries. It is your magazine. Members can—and democratic movement that is cation, and transparent discus- created Our ongoing contract negotia- should!—submit articles about whatever only going to grow larger and sions about the type of neigh- tions will bring these and many topics they consider relevant to our overall more powerful in Chicago pol- borhoods, schools and public by people other issues to the fore, and we project of fighting for quality public education itics. We are even more proud services that Chicago’s students who have felt hope that the mayor and his and justice for all. Email submissions for of the newest member of the and their families deserve. administration will respect the consideration to [email protected]. Chicago City Council, our own “This was not just about one relegated to work of Chicago public school Susan Sadlowski Garza, alder- election—it was about a move- educators and education sup- man-elect of the 10th Ward. ment created by people who the sidelines port staff, who desire only the ADVERTISE IN THE CUT Although Mayor Rahm have felt relegated to the side- for far too best for Chicago’s students and Emanuel won a hard-fought lines for far too long,” said CTU their families. The Chicago Union Teacher accepts classified re-election campaign, it came President Karen Lewis. “This long. We congratulate Chuy Gar- advertisements from CTU members at a sub­ only after surviving the first coalition of individuals and cia for carrying the torch and stantial discount. For more information, contact April Stigger, advertising manager, at [email protected] and 312-329-6225.

CHICAGO UNION TEACHER april ∕may 2015 9 Illustration: Ellen Gradman AROUND THE UNION AROUND THE UNION

providing a voice for the thou- sands of Chicagoans who have been marginalized by failed policies of both current and past mayoral administrations. Through Chuy’s campaign, Chicagoans have seen what is Responding to Bruce Rauner’s Budget Address possible if we challenge the sta- tus quo. We have debated a BY STEPHANIE GADLIN comes at the expense of other public ser- this budget proposal is primarily an attack number of issues in all parts of AND KURT HILGENDORF There is only one equitable vices on which students depend. Research on women and people of color. In Chicago, the city; a number of first-time is clear that out-of-school factors have where 85 percent of public school students aldermen will be sworn in as overnor Bruce Rauner famously said solution to Illinois’ budget: huge impacts on students’ ability to learn are low-income and 90 percent of those new members of the Chicago that he’s “been successful at everything and grow during school. Thousands of learners are students of color, Rauner’s City Council and many of them G[he’s] ever done.” His budget address Generate revenue from those students across the city have transporta- budget is a clear attack on already-deci- have committed to joining the in February was no different. Gov. Rauner most able to pay. tion challenges, so cuts to public transpor- mated communities on the South and West Progressive Caucus; and the wants to be successful in destroying vitally tation mean that more students will miss sides of the city. In what can only be people of Chicago have gained necessary public services, including the days of attendance, negatively impacting deemed a “surprise,” the governor did the the positioning and the right to state’s university system, drug treatment their achievement. Rauner’s cuts to mental same thing to women that he blamed Pat protest and have a greater and breast cancer services, public transit working families of Illinois, and in his health only exacerbate the effects of Mayor Quinn for: slashing public services and understanding of the power of and the Department of Children and Fam- zero-sum world, “success” means failure for Emanuel’s cuts to mental health clinics. decimating good jobs. Mr. Rauner’s pro- their collective voice. ily Services. Evidently, Gov. Rauner wants everyone else. Students suffer as a result, as their traumas posal to slash the retirement security of “The mayor didn’t win the to be successful at destroying Illinois’ econ- Budgets are statements of priorities go untreated, as workloads increase for active teachers is a direct attack on women run-off election in as much as omy, too. The lessons from Greece, Ireland, and morals, and it is clear where the gov- already over-taxed school counselors, and and people of color. Women make up 75 he survived it,” said CTU Vice Italy and Kansas all show that public gov- ernor fails on both. as family members are sent to jail rather percent of Chicago Teachers’ Pension Fund President Jesse Sharkey. “But ernment austerity budgets don’t work to The Republican lawmaker claimed that than to treatment. The governor’s cuts to members and 60 percent of Chicago we believe that if he is sincere fix the economy, and unnecessarily and this is an honest budget and that it’s make Medicaid ensure that students’ loved ones, Municipal Fund members. Furthermore, about owning his faults, and dramatically exacerbate human suffering. or break time. But that’s a deeply dishonest often the family’s primary caregiver and the proposed pension cuts come on top of listening to the voices of aver- The experiences in California and Minne- statement and his solution is evidently to source of support, will lose access to school budget and job cuts that have dec- age, working Chicagoans, those sota show the clearest alternative forward: break the state. He was crystal clear: Any healthcare; consequently these students’ imated the percentage of Black teachers in sentiments expressed in his Raise revenue from those most able to pay consideration of revenue will only be tied ability to be in school and concentrate the Chicago Public Schools. These com- television ads won’t just be con- and the state’s economy can grow and pros- to draconian reforms that harm working when there declines. In a Raun- bined measures most directly impact neigh- ciliatory, they will be needed to per. This contrast points to the real issue: people. Like his good friend Rahm Eman- er budget, students will borhoods like Roseland, Mt. Greenwood, CTU move this city forward.” Gov. Rauner most wants to be successful uel, the governor is attempting to capital- be clearly harmed. Morgan Park, Chatham, South Shore, at shoveling money to himself and his ize on a manufactured crisis rooted in his The sec- Auburn-Gresham and South Chicago. wealthy supporters. The tax cuts Rauner unwillingness to raise revenue from those o n d Public sector jobs undergird the economies wholeheartedly supports overwhelmingly who are most able to pay. reality in these neighborhoods, and as a result of benefit the privileged few at the top of There are two clear realities of this bud- is that his budget, these neighborhoods, already Notice: Due to a recording error, the Illinois’ economy; the vast majority gains get proposal. The first is that budget cuts devastated by unemployment, foreclosures Delegates Not Present lists for March and April were not available at press practically nothing and loses dramatically. will hit every segment of government oper- and the associated dramatic loss of wealth, time. Chicago Union Teacher will run Rauner’s thoroughly disproven voodoo ations, even those that get an “increase” in are further sacrificed to ideology. these lists in our June issue. economics is an unacceptable attack on the funding. The education funding “hike” There is only one equitable solution to

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Illinois’ budget problems: Generate reve- nue from those most able to pay. A report Our Transformational issued in February 2015 from the Center for Budget and Tax Accountability point- Contract Demands for City ed to the real impact of the reduction of the state’s income tax level—a massive transfer of wealth to the richest Illinoisans. Chicago’s Students Deserve Illinois is “broke” because the governor and his biggest supporters do not pay their BY CTU COMMUNICATIONS transparent conversations fair share. The solutions continue to be with the Board on how to clear. Rauner should advocate for a sur- n March 26, Chicago strengthen the district and charge on millionaires. He should support Teachers Union Presi- provide adequate resources for a graduated income tax. He should pro- Odent Karen GJ Lewis, all of its students, their fami- pose eliminating tax loopholes that allow NBCT, led 50 teachers and lies and the city our students corporations to avoid hundreds of mil- education support personnel deserve.” 1 lions in Illinois taxes. He should assist into contract negotiations Throughout negotiations, Photo: ndceaser from Flickr municipalities’ finances by pledging to with the Chicago Board of the CTU will be strongly for America to the Grow Your Own Program which reflects the experiences and identities of withhold state business from any bank Education, in which the advocating for the services and instead to develop a more diverse and local teach- our students. that refuses to renegotiate toxic interest Union presented its proposals supports needed by all CPS ing force directly from CPS student graduates. swaps. The governor provided practically for a new Collective Bargain- schools. Among the contract In the CTU’s recent research report, “A Just Chi- »»Engage in legal action against big banks to retrieve no detail and proposed none of these rev- ing Agreement (contract). demands the CTU proposes cago: Fighting for the City our Students Deserve,” upwards of $1 billion for our classrooms; end enue proposals. Many of the proposals are are: the Union argued that the families of Chicago stu- contracts with these same financial institutions dents deserve adequate pay and permanent jobs; Illinois’ success depends on the collec- designed to vastly improve the »»Establish lower and com- tive support of public services to fuel the academic and social/emotion- that refuse to renegotiate excessive fees and freedom from judicial inequities; stable, affordable pulsory class size limits in penalties. and appropriate housing; better access to whole entire state economy. al supports for Chicago’s most all schools. Taken collectively, Gov. Rauner’s pro- underserved students, who »»Return diverted revenues from the tax increment health care; equitably- funded, high-quality educa- »»Ensure that every school posal only worsens Illinois’ economic rely on the city’s public schools financing (TIF) program to the schools. tion; and political action to equalize opportunity. has: the necessary clini- challenges and unnecessarily harms work- to improve their life opportu- »»Place a freeze on charter school expansion, school To that end, the demands presented to the Board cians and a school counsel- ing people across the state. Evidently, nities. The current CTU/ closings and turnarounds; allow for union rights will reflect this vision. or and nurse; a truant offi- successfully shaking up Springfield means Chicago Board of Education for teachers at charter schools and legislative advo- “Teachers and PSRPs are demanding the schools cer, restorative justice coor- more of the same discredited 1980s eco- contract expires June 30, cacy for an elected school board. our students deserve, a commitment to public edu- dinator, librarian and play- nomic theory to benefit the wealthy. Way 2015. cation and real actions to address the social crisis so ground instructors; and art, »»Expanded pre-kindergarten (Pre-K) for parents to go, ‘overnor. CTU “Our new contract will many of our students in their communities face, so music, physical education at 300% of the Federal Poverty Level. reflect our values as educators, we demand that Chicago’s leaders treat our children Stephanie Gadlin is the Communications and other teachers to create »»Reduce significantly the number and duration of and the stake we have—and as the priority—not the bankers and stock-traders Director at the CTU, and Kurt Hilgendorf robust and effective educa- standardized tests; prohibit tests entirely for stu- our city should have—in the who fund their campaigns,” said CTU Vice President is the CTU policy researcher and lobbyist. tional programs. dents in Pre-K through 2nd grade. education of the children we Jesse Sharkey. “If we are to be accountable to the serve,” President Lewis said. »»Restore adequate prepara- »»Establish 50 sustainable community schools and needs of our children, we will have to hold the “There is absolutely no greater tion time and enforce paper- strive for policies to achieve increasing integration wealthy accountable for the massive investments that interest for our members than work limits for teachers. of students and increased access to curriculum our schools deserve.” CTU the lives of their students, and »»Dedicate resources previ- we look forward to honest, ously committed to Teach

12 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 13 DEPARTMENT XXXX AROUND THE UNION

whenever he was seen he had a “rain- signs expressing their newfound romantic affinity for Who needs safer bow coalition” around him, smiling and Mr. 1%. nodding their heads. And not just any The mayor had a plan. And it worked. And, end ‘hoods, housing and rainbow—the people needed to reflect of sentence, so stop kicking yourself if you were out the demographic of people he needed in the field, like I was, working to convince Chicagoans health care when we to convince most—and yes, that was to vote in their best self-interest. If you’re looking for can get a (mayoral) Black women, older African-Ameri- fairy dust, or the secret sauce, he didn’t have it. No, cans and the dwindling middle class this was not an act of God. hug, some hope (across all racial demographics). He The formula is quite simple when you think about didn’t need all whites or all Latinos or it and if you understand the science to it and how to 7 and some healing. Rahm Emanuel all blacks—he needed the right mixture apply it. Persuasion works. Polling works. Focus groups of Rahm voters, and he got it. And that work. Image consulting works. Leaning not unto your Photo: Uh oh. Kevin Gebhardt right mix meant targeting the undecid- own understanding works. Being a disciplined candi- from Flickr ed African-American voters who were date works. Being able to consistently hammer away angry at him but still loved President a thought, a message, an idea for or against something Obama, were influenced by charismatic leadership works. Having the resources to do all of this (say it Uh Oh: How Rahm Won Re-Election and were more likely, because of their religious beliefs, with me)…works. to “forgive and forget,” because “everybody needs a The Chicago Teachers Union is successful in this BY STEPHANIE GADLIN consultation and the successful use of well-placed second chance,” blah....blah. blah. And, period. regard. The public loves and trusts teachers and the surrogates. His goal was to convince the majority of So Rahm Emanuel apologized—in a TV ad. people who work in our school buildings, including uch of the post-election “analysis” seems to voters to forget his four years of failed leadership and principals. Teachers, like parents, are the first line of ignore a very simple fact: political propagan- instead re-focus them on their own inner fears of what The mayor in a fuzzy sweater—wow he is one of defense for our nation’s children. A teacher evokes a da (also known as political persuasion) “might” happen if Chicagoans “elect a Mexican Amer- us after all. feeling of love, trust, knowledge, compassion, focus M The mayor surrounded by Black women—wow, he works. While some folks were looking for people to ican,” or “career politician” who “can’t tell us who is on and authority. Because the CTU emphasizes teachers doesn’t dislike people of color, after all. blame in Jesus “Chuy” Garcia’s April 7 run-off loss, a commission” or “how he’ll solve the city’s budget instead of the word union in our brand, we are strongly as well as people to salute in Rahm’s 11-point win, crisis” in 45 seconds. This underlying message was The mayor smiling all the time—wow, maybe he’s regarded locally and across the nation and globe as perhaps they might look little deeper into how cam- reinforced by that “uh oh,” tag line in his repetitive isn’t so mean, and disconnected after all. caring about our students, the conditions in our school paigns actually work. We might want to consider negative TV ads, which highlighted this short utter- The mayor scribbling on a note pad—wow, maybe buildings and the conditions in the communities where how money, messaging and the campaign mechanics ance to convey feelings of dread, fear, confusion, he knows how to balance a budget, after all. we serve. create the viability of political candidates. untrustworthiness and uncertainty. Those were the The mayor knocking doors—wow, he might not be Every teacher, paraprofessional and clinician is First and foremost, you’d better have a candidate exact emotions he needed undecided voters to conjure so bad, after all. credited with “changing the conversation” about edu- that is running to win and not just oppose. If a person as they headed to the polls while he fought a well-liked, The mayor with Obama—wow, the PRESI- cation public policy, so-called school reform, charter is running to win their race, then there are some things smart, refreshing, popular candidate like Garcia. DENT!!!! (You know…Michelle’s husband.) madness and austerity in Chicago. We showed the a campaign must do and have in order to ensure that Who needs safer ‘hoods, housing and health care strength of organized labor through our solidarity, can happen. Yes, a candidate needs money; and obvi- If you elect that guy—uh oh. when we can get a (mayoral) hug, some hope and organizing and advocacy. For three years, the CTU You know he’s Mexican—uh oh. ously the inner workings of their campaign structure some healing. Uh oh. worked strategically and consistently to lower the are equally important. However, without the ability He doesn’t have a plan—uh oh. Rahm spent about $5 million a week (that we know mayor’s approval ratings so he would be politically to get out a clear, easy-to-understand message to the He won’t show you the money—uh oh. of ) to convince Chicago voters that he is a changed vulnerable and we could get some relief from his mis- right audiences, using the right medium and being He can’t make up his mind—uh oh. man; that he is the most competent; and that we should guided and harmful fiscal policies. Because we were able to effectively provide a counter narrative to an Do you want to take that chance—uh oh. focus on Chuy’s alleged shortcomings rather than on successful in dropping his poll numbers to a record opponent’s opposition messaging, your candidate’s Save yourselves, before it’s too late—uh oh. how Rahm exacerbated the city’s fiscal hemorrhaging low through coalition efforts, we were instrumental electability will fade. The mayor’s secondary persuasion goal was to and why so many people disliked him in the first place. in creating the first run-off and real municipal election Mayor Emanuel spent nearly $30 million over a re-brand himself as a “mayor for all” and not “Mayor Dropping five million dollars’ worth of coin every 168 this city has had in decades. six-week period with much of that going toward mes- 1%” by softening his image, making him appear to hours buys a lot of love—I don’t care what you say. If Through it all, the CTU was strong enough to take saging/media: TV ads, cable ads, radio ads, print ads, be from the neighborhoods by removing his suit and you hated him, you were gonna love him when it was the hits, criticisms and complaints from editorial digital, direct mail, social media, signage, polling, image tie, having him smile more and ensuring that done. Some people even put on t-shirts and held up boards and people on the well-funded right who

14 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 15 AROUND THE UNION AROUND THE UNION

3 Photo: Antonio 2015 Young Artist Contest for CPS Students Dickey he annual CTU Young Artist Con- and protected with cover flap, except 3. Invitation with one guest to a reception test is open to all students in Chi- sculpted pieces, and the maximum size at the CTU Office. Tcago Public Schools from kinder- (excluding mat) is 24”x30”. 4. Invitation to teacher or art teacher to garten through 12th grades. Its purpose 5. Any medium may be used, including attend luncheon. is to showcase student talent, recognize original, computer-generated work. 5. Art displayed in the CTU office for one students, parents, and teachers and to 6. Pieces may be in either black and white year. display prize winning creations by our or color, but charcoal, pastels, chalk, or 6. Winners artwork published on the students in the CTU Office. crayon works must be sprayed with CTU Website. All submissions must be received at the fixative to prevent smearing. No framed 7. A winner will have artwork showcased CTU Office. Send to Chicago Teachers work or canvas on stretchers allowed. on the cover of the June 2015 issue of Union, attn: April Stigger, 222 Merchan- 7. There is no theme; quality of the art is CTU’s CUT magazine. dise Mart Plaza, Suite 400, Chicago, IL the only criterion for judging. 60654. April can also be reached at 8. Any student attending a Chicago Public How to enter 312.329.6225 and aprilstigger@c­ tulocal1. School is eligible to enter. 1. Each piece of art must have two entry com. 9. Winning artwork becomes the property forms. launched and funded their own campaign against us. If Garcia had $30 million to spend in a sprint to Contest Rules of the CTU if not picked up 30 days 2. Please print or type and affix to the back after letter is sent out to the school for Teachers, like CTU President Karen Lewis emerged from being the fifth floor, I’m sure his TV commercials would 1. One entry per school. of artwork. artwork to be picked up. dragged, ridiculed and mocked in the media to being have been quite the sights to behold, too. He could 2. Flat drawings, prints, paintings, or 3. Please make a copy to submit in an parents, are a celebrated international labor icon who isn’t afraid have personally knocked on 100,000 doors and shook sculpture that reflect original ideas will Prizes envelope to accompany the artwork. to take on one of the most powerful and skilled poli- hands with another 100,000 people at EL stops and be accepted. 4. Entrant gives the CTU the right to the first line he would not have had the same reach or impact as Winners will receive: ticians of our time. In my focus group, people saw 3. All entries must be original student art. reproduce winning artwork. of defense for Karen as a “growling grizzly” to Rahm’s “sneaky snake,” a 45-second TV spot on ABC, NBC, CBS, WGN, No copies accepted. 1. A gift card. and therefore, I was intent on ensuring that our “moth- FOX and all of the radio stations slamming him as 4. Artwork must be matted or mounted 2. A certificate from CTU. Thank you! CTU our nation’s er bear” would ever been seen as fighting for those she an incompetent flip-flopper. loved—and that is the people of this city and its most Let’s keep it real: A 30-second earned media TV children. A vulnerable, which include children and the poor. We spot that you might catch if you watch or record your teacher prevailed because we knew justice and truth were on local newscast will never trump a 30-second negative CTU Young Artist 2015 Entry Form our side—and we have one of the best research teams political ad played over and over and over and over evokes a in the country. and over and over and over and over and over—did I Student Name feeling of love, How did the CTU do this: We had the messaging, say over—as you watch your favorite TV show or cable money and mechanics to successfully engage on our program. And even if you miss that, somebody in your Student Address trust, issues. We used persuasion. We had to convince people household or on their block, or at your workplace of our counter arguments. We were consistent in our didn’t—and they will tell you about it. Uh oh. I saw Student Phone Number knowledge, message until, until.... until....the press and then the my share. You saw yours. Then you got that stuff in compassion, people began to examine the facts for themselves and your mailbox. Then you got it on your Internet. Then Grade Age Medium understand that we were honestly speaking for the you got it on your cell phone. Then you heard about focus and best interests of our educators, students and families it on your radio. Then you read about it in your news- School we serve. Period. And then we organized. We all paper or social media site. Then you thought about it. authority. worked together, with the same message, for the same Then you went to vote. School Address cause and we pulled in the same direction. So let’s keep it all in perspective: On April 7, Chi- So in the final analysis of this election analysis, cago voters across race and class lines were not con- Zip School Telephone pundits would do a greater service to the community vinced to elect Garcia as mayor not because Rahm by correctly talking about the mechanics of political was the better choice, but because they were persuaded Art or Classroom Teacher (and advocacy) campaigns. Perhaps we can help peo- not to through a carefully orchestrated, well-funded, ple understand the process so they can make informed effective messaging component. CTU Teacher Email Address Contact Number for Teacher decisions based on all of the information available. Stephanie Gadlin is the CTU Communications Director. CTU Delegate

Principal’s Name

Please16 april print∕may 2015legibly CHICAGO and complete UNION TEACHER entire entry form. Thank you in advance! CHICAGO UNION TEACHER april ∕may 2015 17 AROUND THE UNION COMMENTARY

A Just Chicago: Rally for Education Justice in Chicago he Chicago Teachers Union on March 26, 2015, released its proposals publicly Twith hundreds of educators, parents, students and community members from across the city and country during a rally at the James R. Thompson Center. The Grass- roots Education Movement and Alliance to BY JOSEPH MCDERMOTT Reclaim Our Schools, city- be called by her first name with her peers. This was wide and national net- an attempt to create a power structure in which I would ecently, a principal insisted upon being called works, joined the CTU in be treated as a subordinate and defer to her title and the title of “Doctor.” He told me he “spent too support of this visionary position of authority. Jerry taught me this would not much money” on his degree not to be called by serve our members. He taught me that the principals agenda. CTU R that title. I thought about it for a minute. On the one must be on our same level and respect us as equals. hand, it is a sign of respect to honor an individual One principal told me it was unprofessional for who has worked hard in their field to earn a particular me to call him by his first name. What they regard degree. On the other hand, it can be used to elevate as social protocols and “professional dialogue” is really oneself to a position of supremacy over another a guise to diminish our power. I responded that, “I person. address all my workplace peers by their first name, Then I thought about what my field rep Jerry Siegel because there isn’t a person in my office that I address told me when I was a new dele- by ‘Mr.’ or ‘Ms.’” This is my expe- gate. When I became delegate he rience with professionalism and said, “Remember, when it comes What they regard as social professional dialogue. to union business, you have to As delegates and PPC mem- put yourself on equal footing protocols and “professional bers, we must often partner and with a principal.” Indeed, our collaborate with the boss. Part- contract refers to our Profession- dialogue” is really a nership cannot take place when al Problems Committee as a guise to diminish we are treated as a subordinate, Photos: Nathan Goldbaum “meeting of peers” between the and not an equal. The insistence delegate and the principal. We our power. of a title is an effort to enforce are peers. a hierarchical power construct This is the reason I don’t between management and labor. always call principals by “Ms.,” “Mr.” or “principal” when The use of a title can often be an indication that one I address them. One principal is always called by her is an adversary or that we have a barrier between first name by other principals and central office staff. each other. The use of first names is a demonstration Once, that same principal insisted that I call her “Prin- that we are equals and that we have a working cipal ______” or “Ms.” This was demeaning to me relationship. and to the Union, to insist on a title from me, but to One principal indicated that he was raised to

18 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 19 COMMENTARY DELEGATES

Partnership cannot take place when we are treated as a subordinate, and not an equal.

respect people with power, and somehow I was I share these thoughts hoping that principals not raised with the same level of respect. I was and bosses everywhere can respect the work of taught, however, to respect education in all forms. delegates and the PPC. I hope that we all can I was taught to respect the master mechanic that honor our diverse backgrounds and life expe- 2015 Delegates and Leadership Training studied their craft just as I would respect the riences. I seek to understand because I honor master physician or educator. Every trade has a the years of good deeds and service by many Nearly 200 CTU delegates, retirees and school activists came together for two days means of furthering oneself through study. principals. in March to build power in their schools and in the streets, and gain valuable skills, tips I was taught by my parents to fight hierarchy, I demonstrated great deference to my first and solidarity. Members gathered to hear labor analyst Jane McAlevey, Bill Fletcher of the inequality and oligarchy. I told the principal, “I principal at Crane High School, Melver Scott. AFL-CIO and Bob Peterson of the Milwaukee Teachers’ Education Association outline the will treat the custodian, the teacher, the security He did so much to guide me and help me devel- steps to winning good working conditions. CTU members then broke out into planning guard and the boss all with the same level of op as an educator. I often think back to Mr. Scott sessions organized first by network and then by topic, with sessions on fighting respect and dignity.” If I call each of the other for guidance when I experience a principal that paperwork overload; oversized classes; principal bullying; unsafe conditions; back-to-back trades by their first name, I will call the boss is abusive or doesn’t support a teacher. I ask, with sessions on political organizing; PSRP pensions; and evaluations and more. by their first name. The boss gets no special “What would Mr. Scott have done in this type privileges for being the boss. of situation?” Mr. Scott had the unique skill in Photos: Nathan Goldbaum I was also raised as a person of God and faith. which he could convince me to be enthusiastic I was taught that we are all loved equally by our about the most ridiculous of Board of Education creator. I was taught that we didn’t need a priest mandates, which was a truly miraculous skill. to make our water holy. I was taught that the I finally told the principal that between the minister was no more “reverent” than the con- two of us I would use a first name. I would gregants, just because they studied theology and concede to respect their request when we were had a position of authority in the church. I was in front of their staff. It might seem trivial, but taught that we were all equal in the eyes of the everyone deserves the same respect and dignity Lord. In some religious traditions, everyone is regardless of their position in life. CTU called “brother” or “sister,” much as we do as fel- Joseph McDermott is a CTU teacher field low union members. representative.

20 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 21 Testing Resistance and Reform Movement Growing Rapidly OPT OUT! BY MONTY NEILL

n early March, as the testing season is just beginning, the resistance and reform movement is expanding rapidly Iacross the nation. Thousands of high- school students in half a dozen New Mex- ico communities walked out on their exams. The Nathan Hale School Senate in Seattle voted not to administer the Smarter Bal- anced Assessment Consortium Common Core exam. As New Jersey begins Partner- ship for Assessment of Readiness for Col- lege and Careers (PARCC) testing, some communities report refusal rates of more than 40 percent. Since mid-February, TESTING AND ITS DISCONTENTS

7 Photo: Sarah Jane Rhee

course, to meet federal testing requirements under Unfortunately, most Democrats want to keep every- No Child Left Behind, these states have had to adopt grade testing. This will be a live issue into April, so other standardized exams. check http://fairtest.org for updates as well as links Another advance for the anti-testing movement for sending emails to members of Congress. is that, for the first time since the passage of NCLB, What does seem certain is that any bill that Congress is debating whether to reduce federal- advances through Congress will end NCLB’s puni- ly-mandated annual testing, from grades 3-8 to once tive sanctions—except perhaps for the lowest scoring each in 3-5 and 6-9, as well as once in high school, districts, which are overwhelmingly comprised of for reading, math and science. The U.S. House of students who are low-income, of color and/or are Representatives refused to allow a vote on such an English language learners. As it stands now, neither amendment to its rewrite of the law (perhaps the House nor Senate will require states to use stu- because leaders feared it would pass). However, the dent test scores to rank teachers, but if they use Senate has not yet made such a decision. Lamar discretionary federal funds to evaluate teachers, they Alexander, the education committee chair, included will have to include student “growth” scores. the “grade span” option in his initial draft bill. An important development has been the rapid

newspapers in more than a dozen states have reported exams. More are certain to do so this year. on boycotts, though the main testing has not yet start- Quite a few states have established commissions ed in most jurisdictions. Bills to explicitly authorize to review the amount of public school testing. In parents’ right to opt their children out of standardized surveys, teachers have reported that up to 30 percent BOOK REVIEW exams have been introduced in at least 11 states, of classroom time is spent on testing and test prep, including Illinois. while some districts administer more than 20 exams The Test: Why Our Schools Are Obsessed With “Opting out” both reflects and shapes public in a year in certain grades. The amount of testing is opinion. Several national and state surveys recently likely to dramatically expand if states do not kill Standardized Testing–But You Don’t Have To Be reported that strong majorities believe there is too policies to judge teachers based on student test much testing, too much teaching to the test, and scores, as required under U.S. Department of Edu- BY ED DZIEDZIC offers some unique sugges- “Billionaire Boys’ Club” of that these misuses harm learning. cation waivers from No Child Left Behind (NCLB) tions for combatting the Bill Gates, Eli Broad and Local school leaders have increasingly joined the sanctions. For example, the superintendent in As CTU members, we current over-testing craze. the Walton Family Founda- resistance. The Lewiston, Maine, Board of Education Miami-Dade, Florida said his district will have to understand the problems “The Test” helps parents tion. Kamenetz reveals how sent notices to parents informing them of their right create 1,500 new exams to comply. of excessive standardized understand the drawbacks the current testing mania to refuse. From New Jersey to Oregon, many school Legislators also are increasingly rejecting the testing. Many parents, how- to standardized over-test- has reaped exorbitant cor- boards have passed resolutions recognizing this right. PARCC and Smarter Balanced exams, the two Com- ever, are confused and mis- ing, and offers a guide to porate profits for testing In Florida, Lee County voted to end all its dis- mon Core consortia. The number of states partici- led by promoters of high opting-out, coping with and companies such as trict-mandated tests (which add greatly to the bur- pating in PARCC dropped by half over the past stakes tests who insist the changing standardized Pearson. den), while other districts cut back some tests. The year, while several states dropped Smarter Balanced. constant barrage of stan- assessments. Kamenetz also explores Florida boards also are a major source of pressure on More are likely to join them in the coming year. Of dardized tests are neces- Kamenetz reviews the designing better assess- helping them approach the the legislature to reduce the number of exams and the sary and even good for history of standardized ments, like portfolio assess- test as a game, one that stakes to both students and teachers attached to them. students. Anya Kamenetz’s testing—testing which ment and a SimCity-type they can win. In response to the growing anti-testing move- very readable book, “The reveals strong, often racist, video game that could “The Test” is a book that ment, states and districts are changing laws and Several national and state surveys recently reported Test: Why Our Schools Are bias against students of assess real-life, deci- parents can use as a prac- policies. In 2013 and 2014, four states repealed or Obsessed With Standard- lower socio-economic sta- sion-making skills. Finally, tical guide, teachers can use to counter the pro-test crowd delayed graduation exams. In 2015, Arizona has that strong majorities believe there is too much ized Testing—But You Don’t tus. She investigates the she includes a chapter on and students can use to already halted its exit test, while Oklahoma, Utah, Have To Be” (PublicAffairs, federal No Child Left Behind “beating the test”—com- testing, too much teaching to the test, and that imagine a future with much Pennsylvania and Texas are debating whether or not 2015) uncovers the history and Race to The Top acts, mon sense suggestions for less testing madness. CTU to do the same. Other states and districts ended or these misuses harm learning. behind the current testing and discusses the Com- calming children down if softened grade promotion testing or eliminated other craze, addresses the prob- mon Core heavily funded they must take standardized Ed Dziedzic is a delegate at lems with these tests, and testing promoted by the tests. She recommends Whitney Young High School.

24 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 25 TESTING AND ITS DISCONTENTS TESTING AND ITS DISCONTENTS

7 Photo: Sarah Jane Rhee

are critical of testing. They also rec- An important development has been the rapid ognize that testing is the primary excuse for closing or privatizing increase in teacher unions openly battling the schools, as has been done most exten- overuse and misuse of tests and backing the sively in Chicago but also in Phila- delphia, Newark, Boston, New York right of parents to opt out. and other cities. Despite misinformation and CPS Cowers to Federal repression, the anti-testing move- many states do impose graduation exams and some ment continues to expand by leaps Threats and Administers have test-based grade promotion policies. and bounds. As it grows, parents, At times, administrators threaten students. One teachers, students and communities the PARCC Assessment New York City activist said even in affluent schools, will win more and greater victories BY CTU COMMUNICATIONS parents have been told their child faces retention in as together we roll back the testing their grade (though test-based retention was ended onslaught and establish assessment The Chicago Teachers Union is extremely disappointed in the deci- in NYC last year) or won’t be able to attend the as a tool to support rather than sion of Mayor Rahm Emanuel’s handpicked Chicago Board of Edu- school prom if they do not take the test. undermine learning. CTU cation to administer the Partnership for Assessment of Readiness Increasingly, teachers are threatened. A New Monty Neill is the Executive Director for College and Careers (PARCC) throughout Chicago Public Schools Mexico student and teacher have been suspended, of the National Center for Fair & Open (CPS) in the wake of intimidation and financial retribution by the and a local advocate reported, “Education Secretary Testing (FairTest), a group that advances Illinois State Board of Education and U.S. Department of Education. increase in teacher unions openly battling the over- Hanna Skandera has asked for the names and license quality education and equal opportunity The district’s choice to back down from the original decision to use and misuse of tests and backing the right of numbers for any teachers who helped or supported by promoting fair, open, valid and administer the PARCC this year only to a set of pilot schools parents to opt out. Chicago Teachers Union support students during the walk out.” An upstate New York educationally beneficial evaluations of because of state and federal threats to withhold education funding for last spring’s boycotts is a notable example. activist added, “Teachers in NY are facing official/ students, teachers and schools. FairTest if the test was not administered throughout CPS, allows for con- Nationally, the National Education Association is unofficial gag orders [and] schools are being pun- also works to end the misuses and flaws tinued policy measures to disrupt the lives of students, handcuffs forcefully pushing Congress to require only grade ished for actions (legal) taken by parents/families of testing practices that impede those classroom educators and holds the sword of disinvestment over goals. (refusing the tests).” In previous years, no teachers children and communities who need this funding the most. span testing, and it voted to support parental opt FairTest compiled two reports on the out rights. As unions have stepped up, communi- in Seattle, Chicago or New York City were fired or 2014 movement. One is on victories, “This decision has the potential to blow up and be a tremendous ty-parent-union alliances have grown. disciplined for aiding mass test boycotts, though http://www.fairtest.org/new-fairtest- failure, because CPS itself has said the district may not be able Not surprisingly, authorities in some states, dis- they were often threatened. report-testing-reform-victories-first. to handle a proper rollout at this time due to technical issues and tricts and schools are attempting to repress the As in Chicago, state and administrative pressure The other is on the development of the frustration among students, teachers and administration over anti-testing movement. Last year in Chicago, admin- against refusing to take standardized tests is stron- movement, http://www.fairtest.org/ administering the test properly,” said CTU President Karen GJ istrators called parents who had opted out to pres- gest in low-income communities of color, where local testing-resistance-and-reform-movement. Lewis, NBCT. “But instead of understanding those issues, the sure them to change their minds, with some success. schools also are most likely to rely heavily on federal For weekly newsclips from around the state and the feds decided to threaten to withhold funding from Elsewhere, administrators often falsely tell parents funding. The false threat of economic loss to their nation, see http://www.fairtest.org/ a district that’s one of the most poorly resourced in the nation.” that opting out will cost their schools federal funds. school has been a deterrent. However, communities news/other, or get them directly in your By changing course on a previous decision to limit the PARCC Under federal rules, including the NCLB waivers, of color increasingly recognize the damage testing email by subscribing at http://www. to just 10 percent of CPS schools, the district will continue to fairtest.org/weekly-news-signup. it will not. (Illinois has a waiver that ends NCLB causes, as did parents at Chicago’s Saucedo Elemen- burden elementary school students with the inhumane pressure penalties for all but the lowest-scoring schools.) tary School last year, where teachers led a boycott of over-testing and take valuable time away from classroom instruc- Some schools have told parents it is illegal to opt of the now-defunct Illinois Standards Achievement tion. A number of CPS teachers who have taken the sample PARCC out, even where it clearly is not. No state imposes Test (ISAT). test have stated that the assessment is inappropriate for 3rd penalties simply for refusing to take the tests, though Several recent surveys found most people of color through 8th grades, and is coyly designed for students to fail. CTU

26 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 27 TESTING AND ITS DISCONTENTS TESTING AND ITS DISCONTENTS

Myths and Facts about PARCC in Illinois MYTH: PARCC has been properly field tested MYTH: Students might be held back or not FACT: PARCC has not been shown to be valid graduate if they refuse PARCC this year and reliable FACT: PARCC is not attached to any MYTH: States and districts will lose Title I MYTH: There is no "opting out" of PARCC. The PARCC field test was given to determine if schools high-stakes decisions this year Funding for our schools because of opt out FACT: Your child can refuse the test. had the proper technological “bandwidth”. Results of The IL State Board of Ed has said t hat PARCC will not FACT: Your district will not lose federal funds Students can refuse PARCC testing. Parents should how well students did or did not do have not been be used for anything for students this year: because of opt out notify their school in writing that their child is refusing released to any district. Neither PARCC nor the state "This is a baseline year so there are no consequences There is no federal or state law that requires penalties the test and they expect their child to be treated with has done any study on the validity of the field test for schools or students." In future years, Illinois intends for schools or districts if parents opt out or refuse the kindness and respect. results. (We filed a Freedom of Information Act request to use the PARCC test that students will take during test. The federal No Child Left Behind (NCLB) law did for the studies; we were told none existed.) their 3rd year of high school coursework as a include a mandate that required schools to have a 95% Although the IL State Board of Education has said that No data has been released advising the public how graduation requirement. Schools/districts have no idea participation rate on state tests or face sanctions. “Opting out is not an option,” they have also said much money has been spent to meet the technical what PARCC scoring will be like and have no idea how However, since 2014, Illinois has had a waiver to NCLB districts “ can develop a policy for those students who requirements of PARCC. testing will proceed this year, so it is unlikely that an that replaces those sanctions with a new accountability refuse to take assessments on testing days .” individual school or district could attach their own system. Though some states do have opt out laws or MYTH: PARCC is the only way to truly assess high-stakes to this test. Ask to be shown policies in regulations or broadly allow opt out in practice, Illinois our students writing if administrators make threats like this. The IL NCLB waiver says that to receive points on does not. As a result, parents are not permitted to FACT: Standardized testing provides an factors in the Multiple Measures Index (MMI) used to refuse the test on behalf of their children; special incomplete picture of what students are MYTH: Students have never opted out of a grade schools that depend on test results, schools must needs children, children with anxiety and children as learning and how schools are performing state test; it can’t be done have participation sufficient for results to meet a 95% young as 8 are expected to refuse the test themselves. Teachers assess students every single day. Parents see FACT: Thousands of students opted out of confidence level. If large enough numbers opt out, a the results through quizzes, tests, projects, homework state tests last year school or district could fail to meet that confidence We are working to get an opt out bill passed in IL, and through these results have the ability to see how Students across Illinois refused to take the ISAT last level. HB306 . We need your help; please call your state their child is learning and what problems they may year. In Chicago alone, more than 2000 students were representatives and tell them to support HB306 so that need to work on at home and school. PARCC results recorded as “Code 15”, i.e. refused to engage with the Schools that do not meet their MMI targets are there is a clear and humane policy for families that will not be provided until the following school year -- test. In New York State more than 50,000 students “priority schools” and are targeted for interventions. don’t want their children to take PARCC or other at which point students will have moved to the next opted out of testing even though NYS has no laws Priority schools are primarily designated as such by state-mandated assessments. grade. In any case, standardized testing is primarily a about opt out. being in the lowest 5% of schools based on various measure of the socio-economic characteristics of a performance ratings. Note that interventions for MYTH: Illinois would lose millions in federal school’s community. priority schools do not include withholding of funds . funding if the opt out bill HB 306 became law MYTH: Children opting out of PARCC must be

Additionally, we know of no cases in other states FACT: Other states already have laws clearly kept home during the test window At this time, there are only 9 states plus the District of where schools have been identified as “priority permitting opt out of state-mandated testing FACT: Your child can refuse the test at school Columbia that are still participating in PARCC testing and do an alternative activity schools” solely on the basis of low participation rates. The following states have opt out laws or regulations: this year: Arkansas, Colorado, Illinois, Maryland, New Write a letter to your child’s There have been schools that did not meet California, Wisconsin, Utah, Pennsylvania, Nebraska, Jersey, New Mexico, Ohio, Rhode Island, Massachusetts. principal to let them know that your participation rates last spring in New York State, and Oregon. Other states, like Washington, have allowed (RI and MA not using the test for all students.) 13 child will refuse testing. Explain even some in Chicago as well. One year on from parents to opt their children out without formal states that originally planned to use PARCC have that ISBE says that districts can massive opt outs, there have been no consequences. provisions with no adverse consequences; Rhode dropped out . create their own refusal policy. You can r ead more about this issue here. Island plans to d o so this year. Some other states, State that your child will be reading including North Carolina and Massachusetts, with no Over 70 superintendents in IL have publicly asked the a book or engaging in another quiet ISBE is making overblown threats to scare districts and opt out provision in law or regulation have informed state board to delay this test because the test isn’t activity during testing time. families from opting out of the test. See our letter to school districts they should create alternative ready, and our schools aren’t ready for this test. ISBE debunking their misinformation here. education settings for children whose parents refuse the tests.

28 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 29 TESTING AND ITS DISCONTENTS CTU BLACK CAUCUS

PARCC: What Teachers Need To Know:

• The Chicago Teachers Union opposes PARCC and supports parents and students who refuse the test.

• PARCC is a drain on our financial resources, our technological resources, and our teaching time.

• The overemphasis on high stakes testing and data collection in our district is starving our classrooms of creativity, curiosity, and joy.

• High stakes tests have no place in our evaluations, which should be based on our teaching practice and authentic assessments “… It is the policy of the State in our society, and the triumphs the proper concern of all people, • These tests take an emotional toll on our students, many of whom suffer from additional stress and trauma on a of Illinois that the history of the of African-Americans and their particularly students enrolled in daily basis. African slave trade, slavery in significant contributions to the the schools of the State of Illinois.” • There is no risk to CPS funding when students refuse PARCC. Students coded as refusals do not count for AYP America, the depth of their impact development of this country is —Illinois School Code (105 ILCS 5/27-21) purposes and no district has ever lost funding due to student refusals or opt outs.

• These tests do nothing to address issues of inequality in our city, they simply measure it. Instead of testing, we need: o smaller class sizes Inaugural CTU Black Caucus o less bureaucracy and paperwork o more autonomy to teach according to the needs of our students Heritage Curriculum Fair

BY MICHAEL E. BRUNSON Our nation will never truly expe- to understanding the current state What you can do: rience healing and redemption of our society and America’s activ- n March 28, the Chicago until the entire story is told. ity on the global stage. CTU Teachers Union Black Cau- Understanding the impact of slav- • You have the right to talk to parents about their rights on non-school time. Michael E. Brunson is the CTU cus held its first Heritage ery, Jim Crow and racism is crucial O Recording Secretary. • Opt your own children out of PARCC testing if they are CPS students Curriculum Fair at Westinghouse College Prep High School. Close • Share information on Facebook, Twitter and other social media to 100 educators attended to view • Write letters to the editor and to your legislators urging them to support HB0306, legislation that would protect and discuss creative curriculum ideas for teaching African-Amer- parents’ right to opt out of testing. ican history in our public schools. • Get involved in your PPLC and LSC to make sure curricular and spending decisions are not driven by testing Presenters included Chicago considerations and test prep Public Schools teachers, staff and representatives from such groups • Incorporate discussion of the history of standardized testing and current debates into your curriculum as Urban Landscapes and the A. • Get involved in your contract committee to organize for a contract that demands the schools our students deserve Philip Randolph Pullman Porter museum. The event was capped • For more information for teachers and parents visit www.morethanascorechicago.org off by spoken word performances from Dianna “Goddess Warrior” Tyler, Ollie “Hood Raised” Woods and Kente Kizer. African-American history is a critical part American history. Photos: Ronnie Reese

30 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 31 SCHOOL LIBRARIES SCHOOL LIBRARIES

193 School Libraries Lost Schools Without Librarians, by CPS Network

Budget cuts and school closur es decimate CPS libraries Citywide, CPS schools with a certified librarian on staff are down to just 50%, but access to library programs is especially low in the South and West sides of Chicago. The graph below shows where Since 2011, multiple years of budget cuts libraries are missing, and the percentage of schools in each CPS Network without libraries. to district schools, and the move from funding Library access is worst in Networks 5 (West Garfield Park, West Humboldt Park, and North Lawndale) positions to school-based budgeting has and 11 (Englewood and Auburn Gresham), where over 70% of schools are without access. decimated library programs across CPS. The cuts have hit cross the entire city, but they ! are most concentrated in the south and west ! ! !( Library Program !( sides, areas that have lost the most funding ! ! !(! !( !( !( !! with Certified Librarian and also decimated by school closings. ! ! !( !( !( ! !( !( Yes ! !( !(!( !( !( !( !( ! !(!( 41% !( ! !( None !( ! !( !( ! ! ! !( !( !(! ! ! !( !( 39% !( !( ! !( !( ! % of schools without libraries !( ! !( ! !( ! ! ! !( ! !( by CPS Network ! !( !( !( !( !( !( !( ! !( !( !( !( ! ! ! !( !! !( !( !( ! !( ! 38% - 41% !( !( ! 41%! !( !( !( !( !( !( !( !( !( ! ! ! ! ! !( 42% - 47% 1 !( !( !( !( ! !( !( !( !(!! !( !( ! ! !( !( 48% - 55% !!( !( ! A school library !( ! ! !( ! !( !( !( ! ! ! ! !(!( !! !!( !( !( !( 56% - 68% 47% !( ! !( ! !(! !( !( ! ! !( !( !( not in a Chicago ! ! ! ! ! ! ! ! 69% - 76% ! !(!! !( !( ! ! ! !( ! ! ! ! !! ! ! public school !( ! !73%! !(! !(50%!( School Libraries: An Essential !( ! !( !!( ! ! ! !( ! !! ! !( ! !( !( ! !( ! ! !! ! Photo: Hellebardius ! ! !( ! !( ! ! !( !( ! ! ! ! !( ! !( !( !( ! !( ! from flickr !( ! !(!!!( ! !( !( ! !( ! !( ! !( !( !( ! !( ! !( !49% !( !( ! !( ! ! Component of the Education ! !( !( ! !( ! ! ! !(!( ! ! ! !( ! !( !( ! ! !( ! ! !( ! !( !( !( !( !( ! !(!( ! !( 45%! !( ! ! ! !( !( ! ! ! ! !!( ! ! ! 64%! !( ! !( ! !( !( ! ! !( !( !( ! ! !! ! Our Students Deserve !( ! !(!( ! !( !!( !( ! !( !( ! !( ! ! ! ! ! !( !( ! !! ! !( !( ! ! !( !( ! ! !( ! !( ! ! ! ! !( !( ! !!( ! ! !( ! ! ! ! ! ! !( ! ! ! ! ! !( !( ! ! ! ! ! BY CTU LIBRARIANS COMMITTEE ! more than 200 library positions were elim- !! ! 76% ! ! ! !( !( !( ! ! !( ! ! !(38%!( ! !( ! !( !( ! !( !( !( !( !( ! ! !( 68%! !( inated in just two years. The entire district ! !( !( ! ! ! ! ! ! ! School libraries are the hub of School Libraries !( ! ! !( ! !( !( ! ! he map accompanying this article Lost Since 2011 ! !( ! has been impacted, but the South and ! ! !( !( !( !( ! ! ! !( ! !( !! !( SCHOOL CLOSURE ! ! shows something we had suspected ! ! !( West sides were the hardest hit. vibrant learning communities !( !( ! !( !( !( !( CUT ! !( ! ! !( ! !( ! !(!( !( ! for a while—professionally staffed ! Two major events have precipitated this ! Community Areas !( 55% T !( ! and, like any classroom, !( libraries are disappearing from the Chi- trend. The first was the closing of 50 ! ! !( cago Public Schools. In the summer and schools—a move that CPS officials and require facilitation by trained, ! ! !( fall of 2013, several of us heard from Mayor Rahm Emanuel’s appointed Chi- librarian colleagues who had been reas- cago Board of Education claimed would licensed professionals. signed or displaced due to the closing of result in additional resources for all remain- libraries. The anecdotal evidence was ing schools. In the first year alone, 31 of 50 alarming. In one school, a National Board receiving schools did not have a profession- Certified librarian was moved into an ele- ally staffed library. Only one out of the 4 mentary classroom and the library oper- receiving schools that had brand new schools have licensed librarians. We believe this is in in schools with professional librarians perform better ated with a patchwork of volunteers. In library spaces built had enough funds to direct conflict with the district’s mission to prepare in assessments of reading and writing, even when another school, the librarian was moved hire a librarian. The second event was the students for success as 21st century learners. adjusted for socio-economic status and other vari- to a social studies classroom and the Board’s decision to shift to a per pupil/per School libraries are the hub of vibrant learning ables. Moreover, with a poverty rate well above 80 library left unstaffed. Subsequently, a few school funding model. Again, CPS officials communities and, like any classroom, require facili- percent, we know that our school libraries are often of us gathered and discussed how we and the Board claimed this was necessary tation by trained, licensed professionals. School the first point of consistent access to print and digital might respond, and last winter, the Chi- to distribute adequate resources across the librarians nurture a love of reading and provide resources for our students. cago Teachers Union Librarians Commit- district. In fact, the results have been dev- instruction on the continuum of literacy skills—from Last summer, Chi School Librarians brought our tee—also known as Chi School Librari- astating. Neighborhood schools lost mil- reading to research to the creation and exchange of concerns to the Board of Education and the media, ans—was born. With the help of the lions of dollars and principals were forced information. In today’s information society, school and we continue to raise the importance of having CTU and a close examination of the to cut critical positions, including those of librarians are critical partners in educating our stu- professionally staffed libraries for our students.We following year’s budget, we learned that school librarian. Today, only 38 high dents. More than 20 studies confirm that students do not advocate for the restoration of school librarians

32 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 33 SCHOOL LIBRARIES

SCHOOL LIBRARIANS: 100% of CPS schools are required to SEE TEACHERS IN School librarians are teachers, include literacy in their improvement research specialists, reading advocates, plans. Strong school libraries are the technology integrators, professional foundation of strong literacy programs; the SCHOOL’S development partners, and curriculum school librarians support information innovators. needs and integrate literacy development LARGEST across the curriculum and across grade TEACHING SEE levels. CLASS- More than 50% of Chicago Public Schools do not have a More than 20 ROOM certified librarian. This is a sharp decline research studies show a direct link between in professionally staffed libraries in the professionally staffed school libraries and How past two years, yet the Board of increased student performance. DIFFERENTLY TEACHING Education promised that school closings can we would result in better resources for our students. fund 100% school libraries? 87% of Chicago’s elite private schools have Stephen Krashen, of CPS students are from low-income professionally staffed libraries. A school retired professor and families. For many of our children, the library program is integral to every child’s DIFFERENTLY school library is the first place education and shouldn’t be available only nationally recognized reading they have regular, safe to students in wealthy schools. access to books. expert, recommends reducing Everyone turns to teachers—for knowledge, encouragement and spending for standardized leadership. But where can teachers turn—for deeper expertise, testing and using those funds Sources: American Association of School Librarians. “Strong School Libraries Build Strong Students.” 2013. towards quality school libraries. specialized skills and career advancement? DePaul’s College of Chicago Public Schools. “Stats and Facts.” February, 2014. http://www.cps.edu/about_cps/at-a-glance/pages/stats_and_facts.aspx Chicago Teachers Union Research Department. Infographic created by @ChiSLibrarians. Education offers full-time, part-time and online programs that will give Krashen, Stephen. “Protecting Students Against the Effects of Poverty: Libraries.” New England Reading Association Journal. 2011. Facebook: Chi School Librarians Updated August, 2014. you the leadership tools, educational models and multicultural insights you need to succeed in a variety of professional settings.

at the cost of other essential positions. In fact, we assert vised and unfavorable borrowing arrangements. There is still plenty of time to apply and receive full consideration that there are funds within CPS that should be redi- Clearly, this map demonstrates the continued inad- equacy and lack of equity in distribution of resources for admission to our master’s, doctoral, licensure, and endorsement rected to the schools and classrooms so that every child has access to essential resources. First and fore- across our district. With per pupil funding, it is impos- programs for this September. most, we need to reduce the inordinate amount of sible for any school in the district to offer the com- money spent at the school, network and district levels prehensive educational program—including school on over-testing our students. This is money spent that libraries—that we know our children need to be successful. We need to move beyond the “if ” and get Learn more at depaul.edu/teachers. does not benefit students. We also believe the Office of Innovation and Incubation should be eliminated back to the “how” to make essential resources available and other district offices, such as Public Relations, to all of our students. CTU reduced. Finally, we support the Union’s call for the The CTU Librarian Committee advocates for a certified Board of Education to renegotiate some of its ill-ad- teacher-librarian in every Chicago public school.

CHICAGO UNION TEACHER april ∕may 2015 35 PROFESSIONAL DEVELOPMENT

How Do Teachers Choose an Appropriate Text for Their Students? A Quick Guide to Understanding Text Complexity

BY THERESA INSALACO-DECICCO, M.ED., NBCT Unless you know what a complex text egardless of your grade level, content area, or discipline, in some way you are probably respon- is, it is difficult to know which texts Rsible for implementing the English Language Arts Common Core State Standards. Because of this, can and should remain part of your many teachers are now incorporating the “close read- repertoire and which texts need to be ing” process in their instruction. Additionally, the CPS Framework for Teaching makes it clear that teachers permanently shelved. at the Proficient and Distinguished levels incorporate disciplinary literacy in their planning and instruction and teach using “complex” texts. In order to determine schools of thought on how best to use complex texts, if a text is complex, you need to analyze the text, focus- but here is a quick guide to get you started. ing on these three aspects: quantitative (sentence 1. Don’t let familiar texts slip away. Many teachers length, word frequency, and text cohesion), qualitative are afraid that using a text students may have (language, knowledge demands, text structure, levels previously read or heard before will negatively of meaning), and reader and task considerations (does impact instruction. Often it is just the opposite! this text make sense to use with the group of students Familiarity with a text gives students a chance to with whom you plan to use it). Then you decide when focus on specific passages when in class. Instead and how you will use the text in your instruction. of waiting for students to read a text, you can start However, many teachers struggle to find complex a class discussion or Socratic Seminar right away texts that align to their instructional plans. Two com- using a text previously read in class. You also have mon misunderstandings are that the texts teachers the opportunity to scaffold and challenge students have been using for years, or the way they have been immediately at the start of class if you plan to use using the text in their instruction, no longer will align texts familiar to students (and don’t forget to to the new standards, and that these old texts are not incorporate higher order questions). considered complex enough. However, unless you 3 know what a complex text is, it is difficult to know 2. Don’t just go with quantitative data from reading This article is designed to help which texts can and should remain part of your rep- level systems to choose a text. Lexile, Flesch-Kin- teachers master the ertoire and which texts need to be permanently shelved. caid, Fountas & Pinnell, and all the other leveling CPS Framework In many cases, the texts teachers have been using all systems available are neither perfect nor, in isola- for Teaching along are still appropriate, if those texts/lessons are tion, reliable tools for reviewing and selecting texts. Components 1a, implemented in the correct way for the correct purpose Even the CCSS Appendix A issues a warning for 3c, and ELA CCSS Anchor Standards when teaching specific skills and reading strategies. using quantitative tools like these alone to deter- 1 and 10. As with most educational topics, there are several mine readability levels of texts. Although many

CHICAGO UNION TEACHER april ∕may 2015 37 PROFESSIONAL DEVELOPMENT

standardized test results include a student reading what is presented in the text, it probably should level, it isn’t necessarily accurate since students’ not be used for a “cold read” or assessment. interests, prior knowledge, and background knowl- 4. Not all texts you teach must be complex. While edge, among other qualities, indicate the types of you want to ensure that students are exposed to a texts they can and will read. large amount of complex texts at their grade level, 3. Read the text before you teach it. It is difficult some texts you need and want to use during read- to teach a text if you don’t know it yourself. Look alouds, demonstrations, and for discussion just for qualities in the text that you know align to aren’t complex. That’s okay! As adults, we read your instructional purpose and student learning various levels of text on a regular basis—the news- objective(s). Decide if the text structure, language paper, magazines, blogs, etc. Students need to know features (vocabulary, structure of sentences, and that everything they read is not going to be analyzed convention use), meaning, and prior/background at great lengths and then discussed. Some texts are knowledge demands are appropriate for your pur- just read to be read, and the interaction is a one-way pose. A general rule of thumb for a “close read” is street. (Although you might want to take the time that the reader should be able to get most of the to teach students to know the difference!) context from the text itself. If you choose a piece 5. Teach students disciplinary literacy. Historians that requires the reader to know a lot more than read texts differently than mathematicians and chemists, etc. While historians will spend more time looking for the time when a piece was written, information about the author, and biases of the era, a mathematician just wants to know if the proof or problem is accurate and if the author listed all of the steps to get the solution in the correct way. Please call if If you are a middle-school or high-school teacher, you might find this was part of your own learning you’ve been injured process as you became specialized or endorsed in specific subject areas. For generalists, you might If you’ve been hurt at work or in a car want to focus on teaching one or two texts per unit accident, I can help. and teach through the lens of that discipline. I have worked with hundreds of people, just Once you get started selecting texts for specific like you, and together we can ensure that instructional purposes, it is highly recommended that things are made right and you receive you read more about text complexity from some of everything you deserve. the contemporary literacy researchers to expand your My name is David Iammartino, I am a former knowledge. Tim Shanahan (http://shanahanonliter- attorney for the City of Chicago Board of acy.com/) and Grant Wiggins (https://grantwiggins. Education and my wife is a CTU member. wordpress.com/author/grantwiggins/) write interac- tive blogs that often focus on this topic; Douglas Fisher There’s no cost to explore your options and and Nancy Frey, as well as Kylene Beers and Robert you owe it to yourself—and your family—to Probst, have entire books for teachers that cover the learn your rights. use of complex text and close reading. CTU Attorney David A. Iammartino

221 N LaSalle St. | 27th Floor | Chicago, IL 60601 Theresa Insalaco-DeCicco, M.Ed., NBCT, is a CTU Quest Center Professional Development Facilitator. For more on Call Today 773-653-6202 this topic and the process of close reading, contact Theresa This is attorney advertising material. at (312) 329-6270 or email TheresaInsalaco-DeCicco@ ctulocal1.com.

CHICAGO UNION TEACHER april ∕may 2015 39 PROFESSIONAL DEVELOPMENT PROFESSIONAL DEVELOPMENT

bring to the district and contributing financial Certification, initially earned 10 years ago. The eve- Celebrating 2014 National Board Certified Teachers resources for candidate support. ning’s enjoyment was heightened by delicious hors The NBCTs were also honored by Peggy Brook- d’oeuvres provided by CPS Culinary and Hospitality BY GLORIA HENLLAN-JONES, NBCT process over the past one, two, or three years, which ins, NBCT, Executive Vice-President of the National Program students, and by music from the CPS culminated in a series of pedagogical knowledge and Board for Professional Teaching Standards, in her Advanced Arts Jazz Combo students. The names his year’s celebration honoring Chicago Public content area exams, and the development of a port- keynote speech, and by Dr. Paulette Poncelet, CPS of the new NBCTs can be found at http://ow.ly/ folio that included videos of their teaching, analyses Schools’ most recent class of National Board Chief of Educator Effectiveness. Joe Clark and Adam LByjr. CTU Certified Teachers (NBCTs), bringing the dis- of their students’ work showing growth over time, Ramirez, NTL Class of 2014 NBCTs, shared their T Gloria Henllan-Jones, NBCT is the CTU Quest Center trict’s total to more than 2,000 NBCTs, took place reflections on their practice, and highlights of their successful journeys through the NBC process. Adam National Board Certification Project Director. on Friday, March 27th, 2015, at the Back of the Yards contributions to the profession, their work with fam- also movingly remembered his teaching colleague CPS NBCTs receive a yearly stipend of $1,875+ College Preparatory High School. Eighty-eight new ilies and community, and how their own professional Dan Greenfield, an NBCT and long-time mentor and preference for CPS leadership opportunities. The NBCTs and their families, friends, and mentors were learning led to student learning. President Lewis said of NBC math candidates including Adam; sadly, Dan ”going through the process of deep, deep professional Chicago Teachers Union manages all NBC initiatives for welcomed by Principal Patricia Brekke, who spoke of passed away last year as Adam and his cohort com- the Chicago Public Schools. If you are interested in this development and reflection that is required to how highly she values the NBCTs on her staff. Lynn pleted the certification process. advanced certification, please visit our website at http:// Cherkasky-Davis, Chicago Teachers Union Director become an NBCT is an outward sign of the com- In addition to the new NBCTs, 41 CPS teachers www.ctunet.com/pd or write nationalboard@ctulocal1. of Professional Learning and head of the Quest Cen- mitment you have made to your students, your col- were recognized for renewing their National Board com. ter’s Nurturing Teacher Leadership program which leagues, and yourselves.” She encouraged them to supports National Board Certification (NBC) for all become activists and lobbyists in the fight for con- CPS teachers, served as mistress of ceremonies. tinuation of the state’s financial support for National 3 3 CTU President Karen Lewis, herself an NBCT, Board Certification in the face of Governor Bruce The CPS 2014 class Larger than life, CTU welcomed the new NBCTs, via video, to this Rauner’s education budget cuts that include funding of National Board President Karen Certified Teachers Lewis congratulates advanced level of certification. She congratulated the for NBC application fees. She thanked CPS for rec- ognizing the value National Board Certified Teachers received a pin, the new NBCTs and teachers who completed the rigorous certification certificate and a encourages them to sign for their door. become advocates for their profession.

3 3 NBCT Joe Clark, Adam Ramirez, Special Education 2014 Early teacher at Northside Adolescent Learning Center, Math NBCT, with addresses the class mentors Ryan Advance your career faster than you imagined. Educators who are of 2014. Peet and Michael certified from the National Board for Professional Teaching Standards Moriarty. (NBCT) can transfer up to 12 credits toward a Master of Education degree from Grand Canyon University.

GRADUATE IN LESS TIME AND ENJOY: 3 3 • 100% online classes and coursework completed around your busy schedule Lynn Cherkasky- Culinary students • Individualized attention from faculty and peers • Christian perspective toward learning, teaching and living Davis, CTU Director of prepare hors • Vibrant online community for sharing ideas and available resources Professional Learning, d’oevres for the flanked by National 300 guests. MASTER’S DEGREE PROGRAMS: • Early Childhood Education Board for Professional All photos: • Curriculum and Instruction Teaching Standards Nathan • Educational Leadership VP Nancy Schwartz • Elementary Education Goldbaum • Secondary Education (left) and Executive • Special Education Shape the future and learn VP Peggy Brookins. • Autism Spectrum Disorders more at gcu.edu/CTU • TESOL

Grand Canyon University is regionally accredited by the Higher Learning Commission. (800-621-7440; http://hlcommission.org/). For more information about our graduation rates, the median debt of students who completed the program and other important information, please visit our website at gcu.edu/disclosures. Please note, not all GCU programs are available in all states and in all learning modalities. Program availability is contingent on student enrollment. 15COEE0076 CHICAGO UNION TEACHER april ∕may 2015 41 CTU SCHOLARSHIP AWARDS CTU SCHOLARSHIP AWARDS

Chicago Teachers Union Scholarship Awards 4. List of all monetary scholarships or awards received. (Write INCOMPLETE INFORMATION WILL BE CAUSE Karen GJ Lewis, President “none” if no awards have been received.) FOR REJECTION. 5. Applicant’s work employment record, including type of work, This application must be postmarked or delivered to the Awarded to the daughters and sons of CTU members approximate number of years, approximate hours per week. CTU office before 5:00 p.m., Monday, May 4, 2015. The com- (Write “none” if applicant has no work employment record.) pleted forms should be mailed to: Scholarship Committee, In honor of 6. A 500-word or less, typed, statement from applicant—“What Chicago Teachers Union, 222 Merchandise Mart Plaza, Suite I hope to gain from a post-secondary education.” 400, Chicago Illinois 60654-1016. Jacqueline B. Vaughn CTU president from of Teachers from 1971 to 1989. Vice president David M. Peterson Chief CTU lobbyist from 7. Statement of recommendation from a teacher, dean, coun- All winners will be notified by letter of the committee’s 1984 to 1994, vice president from 1972 to 1984, of the American Federation of Teachers. Pres- 1972 to 2001 and was highly respected on the selor or other school educator. decision by Friday, May 18, 2015. A list of the winners will be recording secretary and field representative from ident and secretary-treasurer of Chicago Fed- local, state and national levels. Helped draft 8. For special education—proof of enrollment in a special published in the Chicago Union Teacher. The Material received 1968 to 1972. President of the Illinois federa- eration of Labor from 1984 to 1994. legislation which benefitted the working men education program from a teacher, dean, counselor or by the committee will become the property of the committee tion of Teachers from 1989 to 1994. Vice pres- and women of the Chicago Teachers Union, the administrator. and will not be returned. CTU ident of the American Federation of teachers Charles E. Usher An active member of the Illinois Federation of Teachers and the Amer- and Illinois State AFL-CIO. Initiated education Chicago Teachers Union and more than thirty ican Federation of Teachers. reform and restructuring initiatives through the year teacher in Chicago Public Schools. Served establishment of the CTU Quest Center. as member of the CTU House of Delegates John E. Desmond CTU president from 1966 and as a delegate to several conventions of the to 1972, vice president, treasurer and legislative John M. Fewkes First CTU president from American Federation of Teachers and the Illi- director. Secured collective bargaining right in Application for Scholarship Award 1937 to 1941 and from 1947 to 1966. President nois Federation of Teachers. Career education 1966 and negotiated first CTU contract in Please print or use a typwriter. of the American Federation of Teachers, 1942 teacher at Forte Dearborn School. 1967. Vice president of the American Federa- to 1943. Signed original CTU charter in 1937 tion of teachers and Illinois State AFL-CIO. amalgamating five small unions into Local 1 of Mary J. Herrick First editor of the Chicago Name of applicant the American Federation of Teachers. Union Teacher. Vice president of the American William “Bill” Buchanan Bill was a Board Jonathan G. Kotsakis CTU assistant to the Federation of Teachers. Signed original CTU employee for 24 years, teaching math and spe- Address president for education issues and field repre- charter in 1937 amalgamating five small unions cial education at Farragut and Foreman High sentative from 1972 to 1994. Under the lead- into Local 1 of the American Federation of Schools, and later as a math coach for teachers ership and guidance of President Jacqueline B. Teachers. throughout Chicago. Vaughn, he spearheaded the CTU Quest Cen- Phone Number ter for restructuring and reform. Ernestine Cain Brown CTU Functional vice Glendis Hambrick CTU treasurer from 1972 president for teacher assistants, field represen- to 1984. Vice president of the Illinois Federation Name of high school now attending Robert M. Healey CTU president from tative for paraprofessionals, and finally assistant of Teachers. Special vocational and occupational 1972 to 1984, financial secretary from 1968 to the president for paraprofessionals. Retired scholarship established to honor his leadership to 1972. President of the Illinois Federation from the Chicago Teachers Union in 1993. in this area. Address of high school

Expected date of graduation

FOR YOUR OWN BENEFIT AND IN ORDER TO the time of death, and a high school senior who will graduate this Name of parent/guardian who is/was a CTU member AVOID DELAYS AND MISUNDERSTANDINGS, we year before August 31, 2015. Special education student are eligible ask you to carefully read and complete the steps applicants must for all scholarships and are encouraged to apply. School where parent/guardian is/was assigned follow to be considered for a scholarship. How to apply Address of CTU member Awards Please make certain that the application is completed in full, The Chicago Teachers Union shall present regular, vocational and that it is signed by the applicant AND the parent or guard- and special education awards each in the amount of $1,000. ian so that membership in good standing can be verified before presentation to the Scholarship Committee of the Chicago I hereby apply for a Chicago Teachers Union scholarship award and agree to abide by the decision of the scholarship committee. Eligibility Teachers Union. I understand that the decision of the scholarship committee is final. The Awards are entirely unrestricted as to race, religion, political The following information must be submitted with this affiliation, or choice of accredited college, university, business, trade, application: or vocational school. The applicant must be a son or daughter of 1. Transcript including class rank. (Signature of parent/guardian who (Signature of applicant) a currently employed, active member in good standing of the Chi- 2. Extracurricular activities record. is/was CTU member in good standing) cago Teachers Union, or a son or daughter of a deceased member 3. College entrance test scores. (Write “none” if applicant has who was in good standing with the Chicago Teachers Union at not taken any test.) Don’t forget to include a 500-word, or less, typed statement on “What I hope to gain from a post-secondary education.”

42 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 43 EVENTS FUNCTIONAL GROUPS

Chicago Shakespeare Theater Now Accepting Applications for “Bard Core” Professional Learning Seminar When Reading Gets Tough...Play! Procedures for Filling Vacancies for Functional Groups There is one high school teacher vacancy and one 8. Delegates will be called to the voting area to BY CHICAGO SHAKESPEARE THEATER students and elementary school teacher vacancy. pick up the ballots, have their badges checked myself. Engage- All voting members of the functional groups of and sign the voters’ signature list. hakespeare remains a cornerstone in our urban ment and under- the House of Delegates may vote for one (1) candi- 9. Voters will place cast ballots in boxes at the classrooms. His portrayal of our human nature standing both grew date for each vacancy, no matter how many are designated locations. is encompassing and timeless, his language in ways that they had not before.” S nominated. 10. When voting is complete, Rules-Elections Com- unparalleled, and his plays bridge generations and Each Bard Core session is aligned with CPS learn- cultures. But Shakespeare does pose a real chal- ing objectives and supports teachers’ development in mittee members will count the ballots. lenge—to students and to teachers alike—and his several domains of the CPS Framework for Teaching. The procedure is as follows: 11. Up to two representatives may be present during work is some of the most difficult that a high school “I can see my students being more engaged while taking the counting. The candidate may be one of the 1. Nominations for vacancies shall be advertised student is required to read. responsibility for their learning. I feel more confident representatives. in the Chicago Union Teacher preceding nom- Chicago Shakespeare Theater (CST) on Navy as a teacher and a risk taker in the classroom and 12. The results will be given to the President for ination meeting, on the CTU website and in Pier supports teachers approaching this challenge because of this, my students perform better,” attested announcement at the end of the meeting. the meeting notice bulletin for the month of the through “Bard Core Curriculum: Reading into Shake- a Bard Core 2014-15 participant, an English teacher 13. In case the candidate does not receive a majority election. speare”—a free, 30-hour course for English teachers at Hyde Park Academy. (50 percent plus 1) of the votes cast, there will 2. Only those members of the House of Delegates, at non-selective CPS high schools—that introduces The seminar begins with a week-long summer be a runoff for the position at the next House who represent the functional group to be voted drama-based strategies for engaging all students, workshop, August 3-7, 2015, and concludes with meeting. Whichever candidates receive 50 per- on, may nominate, second the nomination and including struggling and reluctant readers, diverse three Saturday mornings on October 3, December cent plus 1 will be automatically seated as func- vote. Only persons in the functional group may learners and English language learners, with Shake- 5 and March 19, 2016. In the summer, teachers will tional vice presidents. Candidates in the runoff be nominated. Associate delegates may vote. speare and other challenging texts. build a toolkit of strategies, which includes text election will be those who received the greatest City delegates will sign in as high school or Over the course of eight morning sessions (one work, scene work, arts-integrated writing, improvi- number of votes. The number of candidates in elementary. week in summer and three Saturdays interspersed sation and active reading strategies; Saturday morn- the runoff election will be equal to twice the 3. At the May and June House of Delegates meet- throughout the school year), teachers practice a range ings will bridge Bard Core lessons with participants’ number of remaining vacancies for the posi- ings, citywide delegates will be asked to declare of skills used in the rehearsal room to break open unique classroom experiences. tion. Runoff ballots will list candidates in order which functional group they will vote with – Shakespeare’s text and engage with it actively and Teachers who complete the seminar receives 20 of the number of votes received and beginning elementary or high school. creatively, combining theater practices with best free tickets to a student matinee of Chicago Shake- with the highest number of votes. For example, 4. Nominations will be taken from the floor and practices in reading—in Shakespeare and beyond. speare’s abridged Twelfth Night in March 2016. if four (4) high school Functional Vice Presi- seconded from the floor. With instruction by curriculum and reading experts, Each year, teachers participating in Bard Core have dent’s vacancies remain after the initial election, 5. Voting shall take place at the June House of as well as educator artists and structured peer-learn- earned Lane and CPDU credits. the eight candidates who received the greatest Delegates meeting following the nomination ing, teachers work toward mastery of these skills Teachers are encouraged to participate with a col- number of votes (excluding the candidate who meeting. through “on-your-feet” instruction, as they actively league from their school. To foster service to schools received 50% + 1 of the vote) will participate in explore the implications of these strategies for their across the city, no more than two teachers per school 6. Pre-printed ballots will be provided by the the runoff. In the case of a runoff, each remaining own students and teaching environment. are accepted. Now entering its twelfth successful year, Rules-Elections Committee. To prioritize the nominee will be given one minute to speak in Each year, Bard Core’s 24 participants are over- Bard Core has served more than 200 CPS teachers order, the Rules-Elections Committee will put the order in which they appear on the ballot, at whelmingly recruited by the word-of-mouth from their in over 60 high schools across the city. names in a hat and list them in order of selection. the meeting where the runoff voting is taking Elected members of the Executive Board may own colleagues who have graduated from this uniquely Interested teachers are asked to submit a short place. vote within their functional group. Non-voting dynamic and powerful seminar. According to one 2014- application form and participate in a brief phone 14. Prior to the House of Delegates meeting where members of Executive Board may not vote, 15 Bard Core participant, an English teacher at Lake interview; a $50 deposit then secures one’s place and voting will take place, all eligible candidate unless they are a delegate. View High School, “Being able to apply drama-based is refunded on the seminar’s first day. names will be posted on the CTU website in 7. At the meeting where the voting is to take place, strategies in class, and not just talk about them, was For high school English teachers who wish to apply, alphabetical order by functional groups. where the rubber hit the road. The impact of bringing call 312-595-5678 or email mtopper@chicagoshakes. each nominee shall have the opportunity to speak for one minute in the order in which they The Rules-Elections committee requests that the vot- these strategies into the class has been felt by both my com to request an application. CTU appear on the ballot, if they so desire. ing take place at the meeting as early as possible. CTU

44 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 45 SPECIAL EDUCATION SPECIAL EDUCATION

1 power that is placed over them by people whose moti- Exposing “Reform” Photo: Why Teachers of Diverse Learners Need a Union vation may not always be in the right place. It is our Was there anything more gratifying than when woodleywonderworks duty to speak for those who cannot advocate for them- BY BENJAMIN J. COYLE between academic ability and achievement closes. from Flickr House Bill 3232 was signed into law in the state of selves, but this cannot be done if retaliation and fear Illinois in July of 2014? The CTU flexed its political Special education teachers, in particular, count on these are a constant presence. hen I decided to pursue my career in educa- services to be in place so that our training and com- muscle by encouraging politicians to support fairness tion, I, like many other potential teachers, was mitment to our students’ education becomes the pri- Professionalism and accountability for charter schools. No longer would charter schools be able to siphon tax dollars Wdirected towards being a special education mary focus of our day. We’ve all heard the critics pontificate about how from our community without being accountable for teacher by both current teachers and my academic teachers unions only exist to help funnel money to advisors. They told me a special education certification Advocate Without Fear their policies and procedures. This was particularly political parties or protect teachers. There could be important to special education, because many of our almost guaranteed employment and job security at Teachers unions have historically fought for edu- no statement further from the truth. The CTU pro- any school of my choice. I quickly realized early in my cators’ First Amendment rights. Whether we reflect classrooms would become more populated if charter vides professional development activities year-round schools found reasons for dismissing students with career that special education required skill and passion on the 1930s and the American Federation of Teachers’ so teachers learn new techniques and constantly and is not simply a “job.” I also realized that the security fight against requiring teachers to take an anti-Com- special needs or accommodations. What’s worse is that improve their practice. I have attended informative the charter schools kept the tax money provided spe- I was promised was only as strong as the union that munist oath, or speak out currently against the U.S. professional development from both Chicago Public was supporting me. Department of Education’s standardized testing pro- cifically for these children, even as the students Schools and CTU concerning special education returned to public high schools. When special educa- Equality cedures, the union has committed to helping teachers issues—including laws and classroom management. express concerns without intimidation and (or) pen- tion teachers were asked to do more with less, the The CTU presents its development and data from CTU began to use its media and political power to let In Chicago, we hear about how important “choice” alty. Teachers are not privy to controlling the school’s a teachers’ perspective. I have a personal distaste for is for students and parents. The same can be said for budget or writing legislation that affects us; conse- the public know what was happening. As public out- people who are there to “develop” me, when they have rage grew, politicians began to make the right decisions teachers. The Chicago Teachers Union has champi- quently, the balance of power tips heavily in favor of never actually taught a day in a public school class- for our public schools and communities. CTU oned the efforts of equitable school funding and diver- whatever administration, be it local or national, that room. I prefer to take advice from those who can tell sity of socioeconomic groups in our public schools. affects our daily performance. If special education me what they’ve successfully done, then tell me what Benjamin J. Coyle is a CTU delegate at Hubbard High The CTU promotes having necessary resources and teachers are not able to advocate for their students, I need to do to be successful. School and a PAC/Big Bargaining Committee Member. wrap-around services in all schools so that the gap then they are subject to any inexperienced or transient

46 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 47

NURTURING TEACHER LEADERSHIP What is Nurturing Teacher Leadership? What are the The National Board Certification Support Program Nurturing Teacher Leadership is a 2 year program of professional development and candidate support that prepares CPS teachers for National Board for Professional Benefits of NTL? for CPS teachers/counselors/librarians Teaching Standards (NBPTS) certification. It includes:  94% success rate

Find out about pursuing  Weekly professional development and small group facilitation National Board  Collaboration with a cohort of other CPS teachers going through the  annual pensionable cash Learn how you can earn an extra $1875+ a year certification process – professional learning community award - $1,875+ Certification, Illinois  Technical support Accepting applications for 2015-16 school year Master Teacher  National Board Certified  Assessment Center preparation simulations Certification, and the role Teacher mentors  Individual mentoring of the Quest Center in  Professional lending library  Illinois Master Certification supporting Chicago Public  Computer lab access School teachers through  39 graduate credits offered ATTEND OUR INFORMATIONAL MEETING the process. NTL: The sole support program for CPS teachers  opportunity for a Masters Degree in Teaching and Requirements: The Chicago Teachers Union Quest Center’s Nurturing Teacher Leadership (NTL) Learning Tuesday, May 12, 2015 program offers a small supportive group setting in which National Board Certification  3 years teaching at (NBC) candidates work collaboratively and are mentored by National Board Certified  12 CPS Lane Placement 4:45 – 8:15 p.m. Teachers. We read, study and discuss literature and research on current issues and credits awarded current certificate level concepts in education, applying our new or refined insights to our teaching practice.  professional learning Chicago Teachers Union We provide multiple resources, support, and incentives. Our focus is on developing, community  3 years commitment improving, and validating teaching, thereby increasing student achievement. Quest Center to teaching in CPS  10 day Summer Institute During weekly meetings, successful teaching practices are recognized and shared. NTL 222 Merchandise Mart Plaza, Suite 400 August 3rd – 14th from  Successful completion facilitates all aspects of the intensive new 2 year NBC process. We assist teachers with 9:30 a.m. - 4:30 p.m. Chicago, IL 60654 of professional profile descriptive, analytical, interpretative, and reflective writing required for the National Board portfolio. We provide technical assistance for required documentation of your  public recognition

work, facilitation with analyzing student work, professional development on st differentiation of instruction, individual coaching and mentoring, and preparation for  1 consideration for the rigorous Content Knowledge Assessment Center exercises. NTL supports all CPS Consulting Teacher roles

Register Online: teachers throughout the entire certification process, providing technical, professional,  coaching incentives at ctunet.com under the intellectual and moral support. After achieving National Board Certification, “Quest Center” tab opportunities are available for you to support others—at a professional wage. The CTU  teacher leadership roles Quest Center is teachers working for teachers to improve the achievement of Chicago’s  becoming a better teacher Transportation: children. Brown Line comes into the 2nd floor of the Merchandise Mart What is National Board Certification? After 3 p.m. parking - $11 at MartParc Orleans, indoor self- NBPTS Certification offers teachers the opportunity for career advancement. It: park lot on the northeast corner  provides an advanced credential consistent with what accomplished teachers of Orleans and Hubbard. should know and be able to do,  certifies that you have the status of one who has met professional teaching

standards,

 certifies that you have prepared a professional portfolio demonstrating your teaching abilities,  certifies that you have fulfilled the rigorous Assessment Center exercises, and  entitles you to receive the Illinois Master Certificate endorsement on your Professional Educator License

For more information on Nurturing Teacher Leadership, or to register for the informational meeting, visit us online at For more information on Nurturing Teacher Leadership, or to register for the www.ctunet.com/pd or contact Lynn Cherkasky-Davis at (312) 329-6274 or [email protected] . informational meeting , visit us online at www.ctunet.com/pd or contact Lynn Cherkasky-Davis at (312) 329-6274 or [email protected] . LCD:oteg-743-tr

FINANCIAL REPORT FINANCIAL REPORT

50 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 51 FINANCIAL REPORT FINANCIAL REPORT

52 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 53 FINANCIAL REPORT FINANCIAL REPORT

54 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 55 FINANCIAL REPORT FINANCIAL REPORT

56 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 57 FINANCIAL REPORT FINANCIAL REPORT

58 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 59 FINANCIAL REPORT FINANCIAL REPORT

60 april ∕may 2015 CHICAGO UNION TEACHER CHICAGO UNION TEACHER april ∕may 2015 61 FINANCIAL REPORT In memory of... DEPARTMENT XXXX

2014 February 17 Ruby A. Jackson, McCosh June 20 Arthur D. Booker, Esmond February 17 Frances M. Jennings, Hanson Park September 14 Anne W. Flaska, Fulton February 17 Jane M. Johnson, Lemoyne October 2 Marian W. Huffman, Young February 18 Evelyn S. Adams, Lewis February 18 Patricia B. Stevens, Farragut HS 2015 February 19 Christine Gillet-Stewart, Clemente HS January 7 Gwendolyn R. Ferguson, DuSable HS February 19 Louis B. Snider, Harlan HS January 20 Henry C. Bronars, Canty February 19 Diane Stamper, Hammond January 20 Ellen B. Kirby, Schneider February 20 Bernice Sobel, Budlong January 20 Gerald Woodruff, Curie Metro HS February 22 Ralph Robert Barba, Fulton January 22 Rosemary S. Dowd, Luella February 23 Margaret Franzman, Stockton January 22 Evelyn F. Moore, Schurz HS February 24 Ora J. Bonner, Kozminski January 23 Jeanette Jackson, Sherman February 24 Julia Carolyn Shelton, Sullivan January 24 Martha Miller, Sub February 25 Patricia Dukes, Guggenheim January 26 Sunday M. Ikoh, Chopin February 25 Richard A. Jones, Cook County Jail January 28 Barbara J. June, Lloyd February 26 Marcia P. Harris, Jones January 29 Bennie D. Creed, Westcott February 27 Ernestine D. Moore, Kelly HS January 29 Mary V. Glavin, Dawes February 27 June C. Pappas, Stewart January 30 Magdaline M. Pappas, Bogan HS February 28 Michael P. Lazaris, Young Magnet HS January 31 Joseph Gusic, Dore March 1 Henrietta Heinen, Lane Tech HS January 31 Laura Hudson, Earhart March 1 Jerome J. Laz, Madison January 31 Carlos M. Rosa, Office Of Research March 1 Gloria J. Schwartz, Young Magnet HS January 31 Marjorie S. Siemieniak, Marshall Metro HS March 1 Mamie Agusta Wilson, Lee February 1 Ethel Brown-Simmons, Dunbar Voc HS March 2 Fred D. Hearn, Bowen HS February 1 Lucia A. Long, Funston March 2 Marcell Elizabeth Hooks, Bouchet Academy February 1 Emily F. Paul, Sub March 3 Stephanie Biernat, Tonti February 1 Mitsuru Shimasaki, Peabody March 3 Arline Gordon, Kenwood HS February 2 Elaine C. Murphy, Coleman March 3 Francine-Olivia Ermelda Lynch February 3 Francisca Caro-Rivera, Jungman March 3 Frank McClenahan, Central Office February 3 Manooshak N. Salvador, Prescott March 3 Ronald R. Schuckert, Sub February 3 Doris T. Shepard, Delano March 5 Evangeline Binkley, McCosh February 4 Edward Bradach, May March 6 John M. Bean, Disney Magnet February 4 Albert M. Iskander, Gallistel Lang Ac March 6 Minette K. Brooks, Dyett February 4 William N. Phillips, Morgan Park HS March 6 Bessie M. Davis, Barton February 5 Victoria Brierty, Seward March 8 Joseph Victor Francis Twarowski, Eberhart February 5 Arthur Diez, Lake View HS March 9 Yacoub Y Dr Al-Ubaidi, Gage Park HS February 6 Leslie E. Avina, Jackson March 9 Alice H. Harper, Peck February 6 B Leroy Kohutynski, Lane Tech HS March 9 Chattie Estellea Henderson, Paderewski February 6 Ruth R. Kolar, Gershwin March 10 Denis H. Gully, Young Magnet HS February 6 Jacqueline R. Oliver-Holton, Central Office March 10 Ella Ward February 7 Mary I. Zotti, Lovett March 10 Leona Williams, Hirsch HS February 8 Margaret M. Dawn, Clemente HS March 11 Carol Hirsch, Williams Multiple February 9 Janice A. Armstrong, Phillips Academy March 11 Anthony Maravilla, Bowen HS February 9 Ann S. Mark, Medill March 12 Diana S. Burns, Amundsen HS February 9 Ann Lorraine Adams, Christopher March 12 Jorge Gonzalez, Castellanos February 11 Lorna M. Hymen, Taylor March 12 Morris Gordon, Alex Haley Acad February 11 Anthony Picciola, Cook County Jail March 13 Clifton A. West, Cook Co Juv Det Ctr February 12 Esther M. Klun, Gage Park HS March 14 Barbara June Berry, Mount Greenwood February 12 Zebedee Taylor, Foster Park March 14 Marie S. Wilson, South Shore HS February 12 Valerie M. Mathison, Palmer March 15 Mary Patricia Casey, Schurz HS February 13 Rosetta A. Daniel, Spaulding HS March 15 Ellen M. Hardy, Revere February 13 Ruth V. McDonald, Hinton March 15 Elaine C. Thurau, Shields February 14 Mary C. Finnegan, Sutherland March 16 Alice G. Boland, Twain February 14 Nancy T. Griffin, Marshall HS March 16 Charles N. Haverly, Jungman February 14 Marna Shapiro, Lincoln Park HS March 17 James R. O’Dea, Washburne Trade February 15 Milton Weiner, Field March 19 Eddice M. Young, Pickard February 16 Alfred J. Gagnon, Taylor March 20 Marion C. Krucek, Clissold February 16 Ernest Randall Jones, Lake View HS March 24 Dorothy Sullivan, Mt Greenwood February 16 Nancy Ann Kristan, Oriole Park March 24 Mabel C. Waters, West February 17 Shirley G. Dubois, Bradwell March 25 Michael Frederick, Whitney Young HS

Lists of deceased members of the Chicago Teachers Union (CTU) are provided to the Chicago Union Teacher by the office of the Chicago Teachers Pension Fund (CTPF) and

62 april ∕may 2015 CHICAGO UNION TEACHER are printed as received. If you notice an error or omission, please first contact the CTPF at 312.641.4464 or viaCHICAGO email at [email protected] TEACHER april to∕ mayreport 2015 the information.63 Please contact the CTU Financial Dept. as well by phoning 312.329.9100. Both the CTPF and CTU disburse death benefits to a member’s designated beneficiaries.