February/March 2013 VOL. 76 No. 4
PENCILS DOWN: The Campaign to End High Stakes Testing PARAPROFESSIONALS: The Backbone of the Chicago Public School System NURTURING TEACHER LEADERSHIP: 49 Teachers Achieve National Board Certification
feb 2013 master Cut1.indd 1 3/6/2013 4:09:32 PM “Not enough teachers. Overcrowded schools. We call it the school-to-prison pipeline.”
FPO
Yaquelin Rodriguez, graduate, Gage Park High School
Every student in Chicago Public Schools deserves a quality education. But CPS students have su!ered from years of experimentation. Schools have been closed and turned around and the curriculum continuously modified, causing hours of extra work for teachers with no discernible benefits to students. Economically disadvantaged African American and Latino students have su!ered disproportionately from this experimentation. Our children deserve better! They deserve smaller class sizes, a well-rounded curriculum, in-school health services, professional teachers who are treated as such, fully resourced school buildings and a school system that partners with parents. All of this can happen, but we need your help.
Support our neighborhood students, educators and schools.
Visit movechicagoschoolsforward.com and join the movement to give every student in Chicago the education they deserve.
feb 2013 master Cut1.indd 1 3/6/2013 4:09:33 PM EDITOR-IN-CHIEF Stephanie A. Gadlin
EDITORIAL ASSISTANT Trisha Raymond
CONTRIBUTING WRITERS Carol Caref, Ph.D., Matthew Collum, June Davis, Stacy Davis-Gates, Sarah Hainds, Kurt Hilgendorf, Pavlyn Jankov, Brandon Johnson, Zulma Violeta Ortiz, Andrea Parker, Debby Pope, Leah Ra!anti, Bonita Robinson, Miya Williams
ADVERTISING MANAGER 5| THE PRESIDENT’S MESSAGE April Stigger 6| LETTERS TO THE EDITOR GRAPHIC DESIGN Toussaint Werner 7| OPPENHEIMER FAMILY FOUNDATION AWARDS CTU MEMBERS PRODUCTION Nathan Goldbaum 8|URBAN SCHOOL REFORM Progress Printing, Inc. 10| PENCILS DOWN / CAMPAIGN AGAINST OFFICERS STANDARDIZED TESTING Karen Lewis, President Jesse Sharkey, Vice President 12| LEGISLATIVE UPDATE Kristine Mayle, Financial Secretary Michael Brunson, Recording Secretary 13| ALL THAT GLITTERS IS NOT GOLD : WHY WE NEED A CHARTER MORATORIUM !e Chicago Union Teacher is published eight times 14| 49 TEACHERS ACHIEVE NATIONAL BOARD a year in September, October, November/December, January, February, March, April/May, and June. "e CERTIFICATION THROUGH CTU Chicago Union Teacher is the o#cial publication of 16| FEATURE: PARAPROFESSIONALS!THE BACKBONE the Chicago Teachers Union, which is the exclusive bargaining agent for teachers, school clerks, library OF THE CHICAGO PUBLIC SCHOOL SYSTEM assistants, vision/audiometric technicians, school community representatives and related service 17| PARAPROFESSIONALS: IN NEED OF personnel. A LITTLE RESPECT
CORRECTION: Issues 1, 2 and 3 of this school year’s 18| KNOW YOUR RIGHTS volume of Chicago Union Teacher (Vol. 76) were mislabeled as Vol. 75. !e correct label will appear going forward. 19| THE DEAN WITH ALL THE RIGHT MOVES
!e Chicago Union Teacher is a#liated with the 21| HEALTH WATCH: SHORT TERM DISABILITY International Labor Communications Association and 24| RESEARCH REPORT: BLACK & WHITE the AFT Communications Network. 25| RESEARCH REPORT: TESTING TEACHERS 26| RESEARCH REPORT: THE IRREPLACEABLES UNION 28| BOOK REVIEW: THE FAILURE OF Chicago Teachers Union a#liations include the CORPORATE SCHOOL REFORM Chicago Federation of Labor (CFL), the Illinois State Federation of Labor-Congress of Industrial 29| BILINGUAL EDUCATION Organizations (ISFL-CIO), the American Federation of Labor-Congress of Industrial Organizations (AFL- 32| CHARTER WATCH: SUPPORTING THE CIO), the Illinois Federation of Teachers (IFT), and the RIGHT TO ORGANIZE American Federation of Teachers (AFT). 33| VOICE OF THE YOUTH 222 Merchandise Mart Plaza, Suite 400 Chicago, IL 60654-1016 37| DELEGATES NOT PRESENT: JANUARY 9, 2013 PHONE: (312) 329-9100 FAX: (312) 329-9200 39| DELEGATES NOT PRESENT: FEBRUARY 6, 2013 WEB: www.ctunet.com 42| SUNSET: IN MEMORIAM
3 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 3 3/6/2013 4:09:33 PM VICTORY & LEADERSHIP: On Friday, March 1, the charges against the School Closings Ten (above) were dismissed in court. "e ten had been arrested at City Hall on Nov. 2, 2012, demanding a meeting with Mayor Rahm Emanuel to discuss school closings. "eir commitment to stopping school closings has never faltered, and they are determined to continue the $ght.
THE SCHOOL CLOSING TEN: On November 2nd, CPS Teach- er Carrene Beverly-Bass (right was arrested with nine other activists in protest of the district’s upcoming school closing plan. More than 200 people from a variety of community organizations and the Chicago Teachers Union crowded the Fi%h Floor of City Hall to demand a moratorium on school closings and charter proliferation. Mayor Rahm Emanuel refused to schedule a meet- ing with the demonstrators who staged a sit-in that lasted until 11 p.m. Other education justice leaders arrested included Lillian Kass, Tom Lalagos, Jessica Havens, Jesus Campuzano, Shannon Bennett, Adorphus McDowell, Jeanette Smith, April Stockman and Sandra Stone.
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feb 2013 master Cut1.indd 4 3/6/2013 4:09:34 PM THE PRESIDENT’S MESSAGE
Brothers and Sisters,
Prior to the Board of Education’s release of the 129 schools on this year’s hit list, I urged you to stay together, continue to build our power and not CTU President Karen NBCT GJ Lewis, think for a moment that our $ght is over once the $nal announcement is made in March. Now, brothers and sisters, it’s time to be realistic—more realistic than CPS is being if they think that we’re going to stand by and let them close any of our schools.
And so you know, they don’t really plan to close 129 schools, or anywhere near that amount. It’s our belief that the $nal number will be less than 50 and that’s 50 schools too many.
Members of the Board’s own self-appointed commission feel that CPS doesn’t have the ability to close more than 100 schools, and have said that attempts to close even a fraction of that would be a disaster. But what they’re doing by throwing around these numbers—$rst 330, and now 129—is creating dual scenarios of shock and false understanding. "ey’re trying to shock us with an ridiculously high, completely unrealistic $gure, then show how much they’ve heard our cries when the $nal tally is considerably less.
"e closings they attempt, however many it is, will be billed at CPS “listening to the people” and “taking community input into consideration” in making its $nal decision. “We heard your cries,” they will say before trying to sell us 40- 50 closings as a show of sacri$ce and “tough decisions” that have to be made. It’s all rhetoric we’ve heard far too many times before.
What angers me the most is how the Board has invented a crisis through repeated lies and toys with the emotions of hardworking and dedicated parents, teachers, students and sta! by making them $ght publicly for their schools, and by extension, the well-being of their communities. CPS claimed that Chicago lost 145,000 school-age children since 2000, which includes all children ages 0-19 even if they never attended CPS schools. It implies an incredible loss when actually, CPS has lost 30,000 students. Considering the exodus of over 200,000 people, mostly African American, due to the demolition of "e State Street Corridor and Cabrini Green, one would expect the loss to CPS should be much higher. It isn’t. "ey claimed to operate with a “growing billion dollar de$cit,” yet had more than a $500 million sur- plus heading into the new $scal year; they claimed to have no closing list or plan toward the end of 2012, yet a report in the press provided evidence of covert plans in September to close or consolidate 95 schools and their own dog-and- pony show of “engaging communities”; and they’ve removed 201 of 330 schools based on community input, but failed to mention that many of the schools removed were charter schools, which were never going to be closed because they have $ve-year contracts that CPS can’t break.
Now, they’re allegedly “working with the community” to reduce the list of 129 schools in a surprise reveal next month, but I assure you, they and their boss in City Hall already know what the $nal total will be. "ey’ve known it for months.
So my messages remain the same—stay together, stand strong and continue to build power. We’ve had thousands of parents, students and CTU members coming out to defend their schools. Let’s keep that $ght alive. If your school is not on the list, $ght for your brothers and sisters who are. Stay active in social media and traditional media through op-eds and letters to the editors. Urge your aldermen and legislators take this $ght up the ladder. Stay engaged with the Union and our organizers and sta!ers who are in the streets and in the seats at these network community meetings.
Mayor Rahm Emanuel told me that 25 percent of our children will never amount to anything, so why should he give them anything? Well, he picked the wrong $ght, and he’s about to see what that 25 percent feels like.
In solidarity,
Karen GJ Lewis
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feb 2013 master Cut1.indd 5 3/6/2013 4:09:35 PM I am a retired teacher who had a very successful could explain in the King’s English what they had career and has been credited with helping so learned. many students attain degrees including doctoral Please don’t be duped by this corporate takeover of degrees. I am an NEA member and public school teacher our schools by privatizing them or turning them into on the east coast, and I want to thank you for I did not rely on testing. I relied on teaching, charter schools. Public education has served this your support of the Seattle teachers in their test in other words giving them the opportunities to country well for centuries and sticking to the basics boycott. It’s high time we as educators start explore, to do critical thinking, to analyze and has produced, in the past, a nation of scholars who standing up to ridiculous education decisions then integrate, with understanding, concepts were the envy of the world. made by people who have never taught a day and information they were exposed to. I took I have been fortunate enough to visit several other them on $eld trips to the theatre because I in their lives. countries and I always visit the schools. I was was a high school English teacher who taught especially impressed with the schools in China the whole child. I taught them research and Best wishes to all of you in Chicago, though I felt the discipline was a little too rigid; but, investigative skills. I had them to put all they had the main thing that impressed me was the fact that learned in a research paper for which I used the “Patti” teaching, not testing was going on. same manual for thesis and dissertation writing Tewsbury, NJ by Kate Turabian of the University of Chicago. When teachers love children and want to see them At that time, the Dewey Decimal System was blossom and soar, that, to me, is the de$nition of used to navigate the library and they mastered education. We want to produce lifetime learners, that also. not robots or clones that can ace a test but have no knowledge. "ey wrote essays in order to use language in a well-organized form stressing, sentence and Helen L. Burleson, B. A., M. A., DPA paragraph structure, &uency and vocabulary Doctor of Public Administration expansion. "ey wrote di!erent types of essays; and, I read and graded each paper with comments for improvement and/or Dear Editor: encouragement. Listening to person a%er person eloquently, yet desperately, plead for their schools not to be closed during the Austin-North Lawndale Network school utilization hearing on January 31, 2013 brought One of the important factors that you need to forth, to my mind, heart-wrenching images of our enslaved African American ancestors pleading for know is that this I did in an inner city school their loved ones not to be beaten, sold at auction, or killed. where most fathers were absent and children had little resources. Two and sometimes three Here we are, more than a century a%er the thirteenth amendment to our Constitution abolished students had to share text books, thus, of course, involuntary servitude, and the Chicago Public School System (CPS) is still meting out the protocol they could not take them home to study further. of slavery on the descendants of those whom this amendment supposedly enfranchised. "is is unconscionable. At one time, before our new school was built, we used the auditorium where everything CPS has been treating children like chattel for long enough. "e educational funds that are meant for was being taught from English to history to the students are not CPS’s to wager on this depraved, failed experiment called “urban school reform.” math to basic science. What do you think the "rough the closing of neighborhood schools and the opening of charter schools, CPS has forged an alliance with corporations that have been allowed to greedily hijack funding that is targeted for our concentration was in a setting like that? "ey children. And, as a result, our children’s schools have been sabotaged. Yet, CPS has chosen to create a concentrated because I enriched the curriculum false narrative of “school failure” and “underutilization.” and made it interesting and exciting. I even had a class where if anyone made a grammatical It is well-documented that during the era immediately preceding “urban school reform,” the Black/ error, another student would pinch that student. White achievement gap had dramatically narrowed as a result of our government’s “War on Poverty,” "is was not my idea, it was theirs. "ey would through which funding went directly to programs for students. However, since the advent of “urban come into class and tell me of the grammatical school reform,” that achievement gap has widened and caused unspeakable harm to our students and errors made by Ike, who was president at that to primarily African American communities throughout this city. I shudder to think how evolved our time. "ey were so excited about learning and students’ academic status and our educational system’s e!ectiveness might be today had CPS nixed the corporate “reformers’” privatizing schemes and, instead, had continued on the gap-closing path. expanding their knowledge that a%er holidays, Renowned Stanford researcher, Linda Darling-Hammond noted that “we would have had no racial they would bring their homework in. Little did achievement gap by the year 2000” had we continued with the “War on Poverty” programs and shunned they know that I was going to give them a break the current incarnation of “urban school reform,” which, in e!ect, is a “War on the Poor.” and not ask. As soon as the door opened, the $rst student put the homework on my desk. I It is unthinkable that a well-meaning citizenry would allow the unsubstantiated spin of the “reformers” could not back down then. To a child, each to continue to sabotage the education of highly capable students whose trajectory toward success was walked in and put the homework on my desk. undeniable before the onslaught of the “urban reform movement.” When I commented on it, one student stated, “We wouldn’t dare come to your class without It is time to end this failed experiment now. CPS owes an apology and reparations to the students who were swindled out of their education. It is time to return to the closing of the gap. No more school our homework.” closures. No more false narratives of “failure” and “underutilization.” And, in the words of the old With all this ridiculous nonsense about testing, Negro spiritual, “No more auction block.” I don’t see the sparkle, the excitement and the enthusiasm that I saw in those children who Sincerely, Bonita Robinson
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feb 2013 master Cut1.indd 6 3/6/2013 4:09:35 PM MEMBER NEWS
Chicago Teachers Union College Scholarship Awards Awarded to the daughters and sons of CTU members In Honor of Jacqueline B. Vaughn Mary J. Herrick John M. Fewkes Ernestine Cain Brown Jonathan G. Kotsakis David M. Peterson Robert M. Healey John E. Desmond Charles E. Usher William “Bill” Buchanan Glendis Hambrick Awards The Chicago Teachers Union presents regular, vocational and special education awards each in the amount of $1,000. Students will receive On November 29th, the Oppenheimer Family Foundation awarded $162,000 to 272 teachers for Teacher Incentive Grant Projects. In $500 each semester and will need to provide proof of enrollment. addition, "e Foundation announced its annual OPPY award winner, Eligibility multi-year grant awardee and outstanding art teacher, Mark Nelson, The applicant must be a son or daughter of a currently employed, active from Schurz High School. CTU member in good standing or a son or daughter of a deceased Pictured here with Ted Oppenheimer, president of the foundation, and member who was in good standing with the Chicago Teachers Union Mary Lyon School Principal, are the teacher recipients of two Teacher at the time of death. The applicant must be a high school senior who Incentive Grants. Marianne Galassani, Dena Milano, and Casey will graduate this year before August 31, 2013. Students applying Carlock are working on a project entitled: “Follow the Alphabet Road.” for a special education scholarship must be presently enrolled in a Maria Diaz and Mai-Phong Johnston’s grant project is called “Being special education school, class or program for students designated as Sensational.” EMH, TMH, blind, deaf, cognitively delayed, emotionally disturbed, speech impaired, or physically handicapped. The awards are entirely Also pictured with Ted Oppenheimer is OPPY award winner Mark unrestricted as to race, gender, religion, political affiliation, or choice Nelson and one of his students. of accredited college, university, business, trade, or vocational school. To view more winning projects and the teachers who won them, please How to apply online: visit http://www.ctunet.com/blog/congratulations-oppenheimer- grant-winners. For more information on the Oppenheimer Family Visit CTUnet.com/Scholarships Foundation, please visit http://o'ig.org/.
INCOMPLETE INFORMATION WILL BE CAUSE FOR REJECTION: The application must be postmarked or delivered to the CTU office before 5:00 p.m., May 3, 2013.
The completed forms should be mailed to: Scholarship Committee Chicago Teachers Union 222 Merchandise Mart Plaza, Suite 400 Chicago Illinois 60654-1016. All winners will be notified by letter of the committee’s decision by May 20,2013. A list of the winners will be published in the Chicago Union Teacher. The material received by the committee will become the property of the committee and will not be returned.
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feb 2013 master Cut1.indd 7 3/6/2013 4:09:36 PM COMMENTARY Corporate mis-education and chicago’s public schools !e following essay represents a perspective of “urban school reform,” that is rarely covered in the media. It is the perspective of a teacher who was not only in the classroom during the last twenty years of “reform,” but also during the twenty years preceding “reform.” !is look at the past and the present, from within the classroom, reveals how “reform” has impacted the e"ectiveness of our schools in ways that the general public is o#en not aware of, but which must be brought to light and addressed if our children are to claim their rightful places as educated, productive citizens in this century’s competitive global society. To: Members of the Chicago Board of Education From: Bonita Robinson December 19, 2012
WITH the prospect of school closings looming And it has been devastating to witness, since the capable students whose trajectory toward in Chicago, it would serve all stakeholders well advent of the urban “reform” movement, how success was undeniable before the onslaught of to look back over time to analyze and re&ect the “gap,” that had been aggressively closing, the urban “reform” movement. on just how we got to this point. "e last forty has stopped its movement toward the goal of years reveal a lot that all involved need to know full closure. I shudder to think how evolved our Before one more act of drive-by “reform” is in order to make more informed decisions as students’ academic status and our educational committed, by the turning-around, phasing-out, we approach the coming days of reckoning. system’s e!ectiveness might be today had we consolidating, closing or privatizing of schools, An analysis of the National Assessment of nixed the corporate “reformers’” privatizing I suggest a city-wide reading and discussion Educational Progress (NAEP), the gold standard schemes and, instead, had continued on the gap- of noted Stanford University educator and in our nation’s plethora of standardized tests, closing path twenty years ago. researcher, Linda Darling-Hammond’s "e reveals that while the $rst half of the past Flat World and Education: How America’s forty years was marked by great strides in ADDING CARTER G. WOODSON’S Commitment to Equity Will Determine narrowing the Black/White “achievement CLASSIC, “THE MIS-EDUCATION Our Future. "is invaluable resource gap,” the last half of this time period has provides an in-depth analysis of how we been plagued by virtually no “achievement- OF THE NEGRO,” TO THIS got to this point in educational policy gap” narrowing at all. It is very telling ENDEAVOR WOULD PROVIDE and o!ers solutions for remedy. "e goal that those $rst twenty years of steady gap- A BASIS FOR A MUCH-NEEDED of such a widespread e!ort would be to narrowing were fueled by our government’s DIALOGUE ABOUT RACIAL, formulate a strategy to rekindle the e#cacy Great Society: War on Poverty programs, CULTURAL AND ECONOMIC of the education provided in our schools. which funded academic, cultural and social Adding Carter G. Woodson’s classic, resources to directly meet the needs of poor ISSUES THAT THE “REFORM” "e Mis-Education of the Negro, to this and minority students, while the second MOVEMENT HAS SKIRTED DURING endeavor would provide a basis for a much- twenty years of stagnation have been fueled THE PAST TWENTY YEARS. needed dialogue about racial, cultural by regressive, corporation-backed political and economic issues that the “reform” policies of what some have called the “War-on- A close look at international achievement movement has skirted during the past twenty the-Poor” urban “reform” movement, which rankings reveals that when test scores of our years. Our students deserve what works, not funds the corporate takeover of public schools nation’s poor students are not included in a $ctionalized tale of “failure,” concocted by serving poor and minority students. the analysis, American students move from a private industry cartels in a covetous grab for disturbingly low position in the rankings to public funds targeted for children. It is time to As one who taught in the west side’s Austin the top of the rankings, indicating that poverty call it what it is - sabotage. And, it is time to end community for thirty-nine of the past forty is the culprit in the lower rankings, --- not it - now. It is time to reconvene the journey to years, I can attest to the fact that teaching “failing” students, “failing” teachers or “failing” the closing of the “gaps.” As our international during the era of the narrowing of the “gap” schools, as the slyly-cra%ed narrative of urban achievement rankings suggest, our nation’s was much more e#cacious than during this “reformers” has led the public to believe. standing, and possibly, survival, in the twenty- current era of starve-students-of-resources, Incredulously, however, the “reformers’” illogical $rst century’s global society depends on how we “test and punish,” destabilize-the-community- and contrived narrative of “failure,” followed address the needs of “the least of these.” by-closing-the-schools “reform.” It has been by the destabilization of schools, families and heartbreaking and repulsive to witness the neighborhoods, has, in these past twenty years, transformation of once vibrant, stimulating overshadowed well-reasoned logic that should learning environments into toxic test-taking be leading us to directly address poverty and Bonita Robinson, a recently retired reading sweatshops. It, also, has been ironic and truly equity as the Great Society programs did. When specialist, was awarded the Illinois Governor’s abhorrent to see veteran teachers, who were at you take into consideration that the narrowest Master Teacher Award while teaching at the the helm during the closing of the “gap,” being Black/Hispanic/White college enrollment Austin community’s Duke Ellington School denied teaching resources, becoming targets of “gap” in history also occurred as a result of during the time that the achievement and college a distorted storyline of “failure,” and then, being the Great Society programs, it is unthinkable enrollment “gaps” were narrowing. discredited, $red and, ultimately, replaced by that a well-meaning citizenry would allow less expensive, but unproven, and, o%en, non- the unsubstantiated spin of the “reformers” to certi$cated “teachers” during urban “reform.” continue to sabotage the education of highly
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feb 2013 master Cut1.indd 8 3/6/2013 4:09:37 PM COMMENTARY
Information Technology Solutions Heads Up CTU Members!!!
New ISBE Educator Licensure System
More Information and Advice: The New Educator Licensure System is The license will have the validity period
scheduled to take effect July 1st, 2013. that your certificate has now. For The new system will be The process is automatic and any educator example, if your current certificate called Educator Licensure (teacher, school social worker, and expires on June 30, 2013, your new Information system (ELIS). substitute) who holds an Illinois certificate license will expire on that date as well. This will replace the current or an NCLB paraprofessional approval However, there is one exception (listed Educator Certification need not do anything different to receive below): System (ECS). The new the new credentials. system is meant to individual who holds a substitute
streamline the process of So what can you do to prepare? certificate will be exchanging for a
renewal. This new system Basically, you need to continue to do what Substitute License. This will be valid should be easier and much you have always done: for a full 5-year cycle - that is until
faster to navigate. Sometime to engage in professional June 30, 2018. in late February 2013 or development; Types of certificates will become early March check ECS for the CTU website or ISBE website endorsements on your license. The information about the new regularly for updates; grade range in which you are able to system – ELIS. There should any information that is sent to you work will also appear on your license. be a tutorial up and running from CTU; Below are a few examples: at that point. and register your certificates as you hold a Type 03 Elementary Print and save a copy of soon as possible, if your certificate Teaching Certificate, your Professional your current credentials and renewal cycle is now. This will help to Educator License will have an professional development make the transition to the licensure Elementary Self-contained K-9 activities in ECS for your system seamless; and endorsement on it. records. This is just a safety you have a lapsed certificate, reinstate you hold a Type 10 Special precaution. it now. This will avoid you being issued a Certificate allowing you teach Physical lapsed and invalid license on which you Education K-12, your Professional Call Walter Taylor, NBCT, will not be able to work. Educator License will have a Physical Professional Development There are Three New Illinois Educator Education K-12 endorsement on it. Facilitator at 1-312-329- Licenses: 6273 or email at Educator License, [email protected] License with Stipulations, and if you have questions about License. the above. You can also visit
http://isbe.net/certification/ht WT: oteg-743-tr ml/roe.htm 9 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 9 3/6/2013 4:09:37 PM MEDIA WATCH
CHICAGO—"e Chicago Teachers Union overuse and misuse of standardized CTU research reveals a few quick facts on (CTU has launched a campaign in support tests,” said Monty Neill, Ed.D., Executive standardized testing: of local and nationwide e!orts to eliminate Director of the National Center for Fair & standardized non-state mandated tests— Open Testing (FairTest). “Now, teachers, t Since No Child Le% Behind the testing also known as “high-stakes testing”— parents and community activists are industry has experienced double‐digit from public schools. Test scores fail as pushing back in places like Chicago and growth. In 2008 K‐12 testing was a $2.6 measures of learning when high-stakes Seattle and even in Texas, where the billion industry. testing advanced by corporate education testing craze began.” reformers dominates curriculum, and also t Errors in standardized tests resulted fail to consider non-classroom stimuli that Teachers at Gar$eld High School in in thousands of students &unking, not a!ects school-age children, especially in Seattle are currently boycotting the passing college entrance exams, and urban areas. district-mandated Measures of Academic incorrect state rankings. Progress (MAP) standardized test. A Children who do not have access to health t CPS candidates in the National Board care, who are hungry, who are fearful of Certi$cation program reported violence in their communities, who do spending in some cases ten full not have books or access to other informal school days per year (48 hours) on learning at home, whose parents have standardized test preparation. (CTU, limited education, and whose families are NBCT Candidates internal survey) constantly stressed by economic problems are at an extreme academic disadvantage. t "ree out of $ve community college "ese factors are highly related not only to students need at least one remedial testing outcomes, academic achievement, course because they are ill prepared for future education and socio‐economic college. Less than 25% of these students success, but also to the racial, ethnic and group of teachers at Curie Metropolitan earn a degree within eight years. class origins of individuals. High School in Chicago successfully boycotted and ended a district-mandated t Excessive reliance on standardized tests "e inequitable history of American test a year ago. Teachers, parents and results and test prepping makes for a society, politics, institutions and economic students throughout Chicago and the U.S. poor transition from K‐12 to college. relations are at the root of these outcomes. have serious concerns about a number As a result, when academic outcomes are of aspects of standardized testing, CTU Vice President Jesse Sharkey and his averaged across subgroups such as race including cultural bias, the disruption wife, Julie Fain, have delivered a formal and class, glaring gaps appear. of early childhood learning and day- letter (Full text below) to the principal of to-day classroom routines, and the lack their sons’ school exercising their right “"ese issues are the things that are of accommodations for special needs as parents to opt their children out of all important to our families, not performance students. non-state mandated tests for the current on standardized tests,” said CTU President school year. In correspondence to Dr. Karen GJ Lewis. “I think it’s important for “We see all these actions around the Joenile Albert-Reese, principal of Chicago us to go on record about this because we country, from resolutions to strikes to Public Schools’ (CPS) AN Pritzker School, are likely to start seeing a more active anti- other kind of protests as linked to the Sharkey and Fain declared that testing is testing movement in Chicago.” loosely-knit resistance of people saying, not in the best interests of their children’s ‘Enough is enough,’” Neill said. “It’s time education, and will no longer allow them “"e U.S. has gone far overboard in the to get back to real teaching and learning.” to participate.
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feb 2013 master Cut1.indd 10 3/6/2013 4:09:38 PM MEDIA WATCH
“I’m a CTU o#cer, but before that, I’m the we do not believe these tests to be in the best We look forward to the time when our schools father of two school-age children and to that interests of our children’s education and can nurture the natural inquisitiveness and end, I’m against the misuse of standardized cannot continue to allow them to participate. love of learning all children should have tests and support the e!orts of teachers, instead of seeing them as data points on school administrators and other parents We have become alarmed at the incredible charts and spreadsheets. We are proud, to resist the standardized testing insanity,” increase in high stakes standardized testing grateful members of the Pritzker School Sharkey said. at CPS. !is year our kindergartener is community. We look forward to many years scheduled to take fourteen standardized of working together to improve our children’s tests. Our fourth grader is scheduled for education. twenty-four tests, including the ISAT, which Joenile S. Albert-Reese is spread over 8 sessions, and REACH We are happy to discuss this matter further. AN Pritzker School assessments in PE, library, music and 2009 W. Schiller Ave. Spanish. It’s simply too much, and too much Sincerely, Chicago, IL 60622 of a drain on scarce resources at our schools. Julie Fain and Jesse Sharkey January 15, 2013 !ese tests carry signi$cant consequences for students, teachers and schools, and Dear Dr. Reese, we see the e"ects of this. ! e curriculum becomes narrowed to cover what is on the We are writing to inform you that we are tests. Teachers and students become stressed exercising our right to exempt our children and demoralized. Ceaseless testing is driving from all non-state mandated tests for the out creativity, curiosity, and independent current school year. !is includes, but is not thinking. limited to: NWEA/MAP, REACH, DIBELS, and mCLASS. In addition, please do not We note that elite private schools have place the grades, ISAT scores, or results no use for standardized tests of any kind. of previous standardized tests of either of !ey trust their teachers to assess students’ our children on display in the classroom, progress with authentic, multiple measures hallway, or other public place. and intense attention given to each student. During whole class standardized testing We are concerned that CPS is going in the we understand that our children will be opposite direction-towards larger classes provided with appropriate accommodations with more standardized testing. We also do in order to engage in quiet, self-guided not support a competitive culture around activity like silent reading, drawing, writing, testing where prizes are given for results or or other appropriate activities so as to not students’ scores are posted in public (a clear disrupt the classroom in any way. violation of their privacy).
We do not take this decision lightly given the high stakes attached to performance on these tests for everyone involved—our children, our school, and our teachers. Unfortunately
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feb 2013 master Cut1.indd 11 3/6/2013 4:09:40 PM CTU ADVOCACY
T#- I).$&/&)%#( F+)#).+), C#(( Y1'$ S%#%& E(&.%&*23 State Rep. Rita May$eld (D-Waukegan) has put Call your Illinois State Representative and forth a TIF bill. HB197 would amend the state’s challenge them to become a co-sponsor of the Charters, tax increment $nancing (TIF) code so the share following bills: of taxes levied on each taxable parcel of real property that is attributable to a school district t HB2793 Chicago Elected Representative shall be paid to that school district. "e city of School Board (Rep. Elgie Sims, D-Chicago) tifs & Chicago and Chicago Board of Education oppose t HB3283 Moratorium on School Closings (Rep. the bill and claim that Chicago Public Schools is Elgie Sims, D-Chicago) the largest bene$ciary of TIF funds in the city. While it’s technically true CPS has received TIF t HB 1554 and HR 101 Robin Hood Tax (Rep. special Mary Flowers, D-Chicago) money for construction, that money has gone mostly to selective enrollment schools—not t HB2791 Class Size (Rep. Elgie Sims, neighborhood schools. CPS directed the majority D-Chicago) education of TIF construction money away from the students most in need of new facilities. Call your Illinois State Senator and challenge them to co-sponsor the following bills: Neighborhood schools constitute 69 percent of the schools in CPS yet received only 48 percent t SB2156 Limits on Standardized Testing (Sen. top of TIF funds. Seventy-eight percent of schools Bill Cunningham, D-Chicago) receiving funds are located on the North Side of the city, while very little TIF money has gone t SB1571 Moratorium on School Closings (Sen. legislative to the city’s South Side. Additionally, these William Delgado, D-Chicago) redevelopment projects are supposed to be in “blighted” areas, but one of the most recent TIF I).$+), M+)+/'/ W#,& zones established in Chicago—in the River North Please call your state senators to support SB68 neighborhood—is one of the wealthiest areas of (Minimum Wage). We know the negative impact activity of poverty in the classroom, and our support of any city in the country. increasing the minimum wage in Illinois will go a By Stacy Davis-Gates, long way in combating poverty. CTU Political Director S0&.+#( E*'.#%+1) On Wednesday, February 20, 2013, the Illinois M#$$+#,& E4'#(+%5 C"#$%&$ F'(( F')*+), State Board of Education (ISBE) voted to authorize public comment on proposed changes Call your state representatives to ensure they Charter School Full Funding (SB 2341, HB980, support SB10 Religious Freedom and Marriage and HB1223) is back in cue for the 98th to Part 226.730 and Part 226.731 of its rules. "ese proposed changes would e!ectively li% class size Fairness Act (Marriage Equality). "e bill passed General Assembly session in Spring$eld. State in the Senate and awaits a vote on the House &oor. Representative Dan Burke (D-Chicago) (HB980 restrictions on what constitutes the de$nition of a general education classroom, allowing local and HB1223) and State Senator Tony Munoz C"+.#,1 C+%5 C1').+( districts to decide class makeups. (D-Chicago) (SB2341) are sponsoring the bills Aldermen Matthew O’Shea (19th), Ricardo to allocate 95-100 percent funding for charter "e Chicago Teachers Union’s 2012–2015 Muñoz (22nd), Pat Dowell (3rd) and Willie operations statewide. "ese sponsors curiously contract includes new language that empowers Cochran (20th) submitted a resolution calling on have strong ties to embattled charter operator our members to advocate for special education CPS to halt the proliferation of charter schools in UNO, and last year, representatives from UNO students. We can now use the grievance procedure the midst of their plans to close neighborhood pushed this same unsuccessful legislation. "e to resolve situations in which CPS is not providing schools. "e resolution was promptly placed into $ling of these bills for UNO is an audacious move, su#cient resources or acceptable class sizes to the Rules Committee courtesy of UNO founder, especially in light of the ongoing investigations meet federal or state regulations. Any weakening Ald. Danny Sol)s (25th). Visit ctunet.com/charter into the management practices of the organization of regulations hurts our special needs students to ensure that this resolution receives a hearing and con&icts of interest uncovered by the Chicago and our ability to stand up for them. and council vote. Sun-Times. Representatives from the CTU, Access Living, I) C(12+), "e timing for these bills could not be worse. Equip for Equality, Illinois Education Association Brothers and sisters, together we can impact Governor Pat Quinn is proposing a $400M cut and the Illinois Federation of Teachers all testi$ed education policy in Chicago. Please remain to education spending (we su!ered a $200M in opposition to the rule. School management engaged with your elected o#cials and make it cut last year) thus fully funding charter schools (principals, school boards, administrators) along plain and clear to them that schools should not would be especially problematic with shrinking with the Illinois Alliance of Administrators of be closed—they should be supported and fully revenue. And, didn’t charter operators say they Special Education testi$ed in support. resourced. Tell them that the full funding and could educate for less? UNO also wants more proliferation of charters is ill-advised policy. Tell "e proposed rule change will be published in the money from the state to continue its exclusion them that smaller class sizes are a proven school Illinois Register on March 8, 2013. "e proposal’s of special education students, English Language policy that promotes achievement and narrows publication begins a 45-day public comment Learners and students residing in their attendance the achievement gap. Make sure they understand period. At ctunet.com/rules you can learn more boundaries, which undoubtedly adds to the that you need your pension, and that you do not about the proposed change and take action. congestion in the Midway Network. receive social security. And, $nally, tell them Oddly, the bill is not posted for the Education P&)2+1) U0*#%& that local control of the schools does not mean Committee. "e bills are scheduled to be heard in As of now there’s no active bill in the General mayoral control but an elected, representative the Executive Committee—the committee Burke Assembly to “reform” our pensions. But keep up school board. chairs. the good work and continue engaging your elected o#cials on the ins and outs of your pension!
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feb 2013 master Cut1.indd 12 3/6/2013 4:09:41 PM CTU ADVOCACY
By Brandon Johnson
Chicagoans have been promised that charter An ongoing expose has revealed that the Nobel Additionally, not a single charter is on the expansion will add “choice” and higher quality network $nes and pushes out scores of students school closing list. It is obvious to Chicagoans options to the mix of options that parents have in order to boost its test scores and squeeze low school policy is less about a moral commitment for their children. Unfortunately, it has not income parents for their scant resources. "is to our children and more about an ideological worked out that way. Amidst scandals from the additional tax levied on poor people in order to commitment to privatization and the quid pro two largest networks in our city and a Mayor access equal rights is a painful reminder of an quo relationships between the Mayor’s o#ce and who wants to close scores of schools while ugly past that as Americans we dare not revisit. his friends in high places. replacing them with private charter operators, Recently, the Sun-times has revealed that the the false promise of corporate school reform has UNO network used millions of dollars from city In a city ravaged by senseless violence become painfully evident. and state grants to reward it’s political friends exacerbated by short-sighted policies like and expand its non-pro$t empire at the expense school closings, and one that has neglected As a community, Blacks must investigate this of enhanced programs and quality instruction our neighborhood schools for far too long, it is trendy idea of o!ering public education dollars for students and educators in their buildings. critical that we leverage our limited resources in to private entrepreneurs that has historical roots Not to mention that charters have not performed a way that will strengthen our existing schools. in white resistance to school desegregation a%er as well as their neighborhood counterparts on For nearly 10 years, charters have been given a Brown v. Board of Education (1954). average. free pass and lacked the oversight, transparency and democratic local school governance that In a recent report, "e Black and White of Meanwhile, the Chicago Public Schools insists have characterized the rest of the district. We Education in Chicago’s Public Schools, “tens that it must close a record 129 schools because would do well to heed the advice of Nobel of thousands of students have been directly it’s broke even though it added $80 million to laureate and chief economist of the World impacted by CPS School Actions since 2001. the ½ a billion that charters receive every year. Bank, Joseph Stiglitz, and stop this charter Black communities have been hit the hardest—3 Also, a number of charters that the Board of experimentation, end the practice of using our out of every 4 a!ected schools were economically Education has allowed to expand recently have children as test subjects for unproven school poor and intensely segregated (“Apartheid worsened the so-called underutilization crisis reform schemes, and invest in the schools we Schools”) Black schools.” and there are plans to add 60 more. already have. contact key aldermen for a charter moratorium THE LETTERS BELOW HAVE SAMPLE LANGUAGE for key city council rules committee members TO RULES COMMITTEE MEMBERS WHO TO RULES COMMITTEE MEMBERS WHO TO ALD. DICK MELL (33RD), CHAIR OF SIGNED ONTO THE RESOLUTION HAVEN’T SIGNED ONTO THE RESOLUTION THE CITY COUNCIL RULES COMMITTEE SUBJECT: 6anks for signing R2013-180: SUBJECT: Please sign on to R2013-180 and SUBJECT: Please let the Rules Committee Moratorium on Charter Expansion While bring to a vote: Moratorium on Charter hear R2013-180: Moratorium on Charter Schools are Being Closed Expansion While Schools are Being Closed Expansion While Schools are Being Closed "ank you for supporting caution and I hope you will support caution and common Parents, students and educators in Chicago common sense in our schools facility policy. sense in our schools facility policy. deserve a hearing on this resolution. Your Your signature on this resolution helps lay the committee must vote on the resolution that groundwork. Your e!orts in bringing it to a vote Ald. Matt O’Shea sponsored R2013-180, which establishes a moratorium on charter school in the Rules Committee will be essential. establishes a moratorium on charter school expansion for the 2014-2015 school year. "is expansion for the 2014-2015 school year. It will allow us time to fully understand the impact "e resolution you signed that establishes a was immediately sent to the Rules Committee. of pending school closures. Furthermore, the moratorium on charter school expansion for "is resolution should be brought before the Board should adopt a policy that prohibits any the 2014-2015 school year will allow us time to committee and the entire City Council. charter expansion while neighborhood schools fully understand the impact of pending school "is resolution will allow us time to fully are being closed. We are counting on you for a closures. Furthermore, the Board should adopt committee hearing. a policy that prohibits any charter expansion understand the impact of pending school when neighborhood schools are being closed. closures. Furthermore, I hope you will support I am glad you are a part of this important the Board’s adoption of a policy that prohibits conversation about the best way for school any charter expansion when neighborhood facilities to support our city’s children and schools are being closed. We need good sense communities. and fairness in the city’s conversation about the best way for school facilities to support our "ank you for your continuing e!orts in children and communities. defending public education. We look forward to bringing this resolution successfully out of the Please sign on to the resolution, or vote in Rules Committee and to a full Council vote. committee to bring the resolution to a full Council vote.
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feb 2013 master Cut1.indd 13 3/6/2013 4:09:41 PM CTU EXCELLENCE
CHICAGO—"is January, Chicago and there is no NBCT support program my teaching practices,” said new NBCT, Teachers Union (CTU) honored the 14th that is more indicative of what we should Ryan Peet. “It was the most challenging, but cohort of Nurturing Teacher Leadership be doing in this country than the one that’s ultimately the most rewarding experience (NTL), the union’s National Board run by the CTU.” "orpe said. of my career.” Certi$cation professional development and candidate support program. More than 200 Other speakers included Luis Soria, the "e Quest Center NTL program has a 94 people packed the CTU’s Merchandise Mart Chicago Public Schools (CPS) Chief of percent National Board achievement rate— headquarters for an emotional ceremony Schools for the Midway Network and Alicia more than twice the national average. that celebrated 49 educators certi$ed during Winkler, CPS Chief of Talent. Other o#cials a pinning ceremony as new National Board in attendance included Joe Moriarty, CPS “It is extremely important for us to maintain Certi$ed Teachers (NBCTs) —the “gold Labor Relations O#cer; Susan Ansai, CPS a sense of professionalism,” Lewis said. standard” for teaching in Chicago. Director of Professional Development and “What I hope that we all continue to do is Professional Learning; Nancy Schwartz, to not only be strong professionals, but to “"e union has long been dedicated to National Board for Professional Teaching be strong union teachers.” the National Board and its process of Outreach Director; and Lynn Cherkasky- training and developing teachers,” said Davis, CTU Quest Center Coordinator. CTU President Karen GJ Lewis, NBC. “Board accreditation is something I take “We are grateful to CPS leadership for Nurturing Teacher Leadership, established great pride in, and today’s honorees should their continued support of professional in 1997, is an 11-month program of weekly feel the same, and know that they have the development through National Board professional development and candidate support of the union and our members in Certi$cation,” Cherkasky-Davis said. support that prepares teachers for living out their passion and desire for a “Much of the public doesn’t realize the National Board for Professional Teaching lifetime commitment to education.” crucial role that teachers play in the lives of Standards certi$cation. NTL supports children and our collective future, and an teachers throughout the entire certi$cation Keynote speaker, Dr. Ron "orpe, president investment in NBC and teacher enrichment process, providing technical, professional, of the National Board for Professional is an integral part of true education reform.” intellectual and moral support. A%er Teaching Standards, discussed the achieving National Board Certi$cation, highlights of the NTL model of professional "e CTU runs the rigorous program opportunities are available for National learning and how it should be a template for through its NTL program. "e program’s Board Certi$ed Teachers to continue their candidate support programs nationwide. mission is to increase student learning learning and to lead and support others—at "orpe also talked about his vision for by improving the quality of teaching in a professional wage. "e Chicago Teachers teacher leadership across the United States CPS; to nurture teachers as leaders from Union Quest Center is teachers working and recognized the leadership of Lewis, within their classrooms, schools, union for teachers to improve the learning of who recently renewed her 10-year National and district; to advance school reform Chicago’s children. Board Certi$cate and was among today’s initiatives; and to prepare and support honorees. teachers through NBC. To learn more about NTL Recruitment meetings and to register for an upcoming “"ere is no state more important to the “NTL has made me a better educator by meeting, visit ctunet.com/ntl. future of the National Board than Illinois, teaching me to become more re&ective in
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ABOVE: Nurturing Teacher Leadership (NTL) mentor Tim Meeghan pins Sade Adekunle for her National Board Certi#cation in Early Adolescent Social Studies/History. RIGHT: Shannon McGlynn gives advice to this year’s group of NTL candidates as fellow English/ Language Arts NBCT Melissa Morris looks on.
BELOW: Chicago Teachers Union President Karen GJ Lewis, NBCT, is honored by CTU Quest Center Coordinator Lynn Cherkasky-Davis and the Nurturing Teacher Leadership program for renewing her 10-year National Board Certi#cate.
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feb 2013 master Cut1.indd 15 3/6/2013 4:09:44 PM MEMBERS
!e Backbone of the Chicago Public School System students teachers empolyees 598 45,792 426,812 principals
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feb 2013 master Cut1.indd 16 3/6/2013 4:09:44 PM MEMBERS
By Miya Williams
A day without paraprofessionals would make a statement. "ough Davis underscores this point with her recollection of paraprofessionals’ they are sometimes overlooked and taken for granted, their impact is innate knowledge. “"ey knew who the gangbangers were and they knew invaluable. "ey are the community transplanted inside the school walls. which kids didn’t have dinner last night,” she shares. “When you get rid of "ey are parents, caring neighbors and former students of the school at us, you get rid of your history.” which they work. Even with 3,000 Paraprofessional and School-Related Personnel in the Chicago Teachers Union, respect is not inherent, but Yet there does seem to be some desire to keep PSRPs around. In the new they have earned it. contract negotiated in September of last year, they gained a four percent raise and retained everything that was obtained in the previous contract. Some of our challenges are having teachers and principals remember that Additionally, paraprofessionals are now able to transfer bene$t days to we are sta!, not hired help,” says Anita Burks, PSRP $eld representative and from other PSRPs or teachers, a practice previously only granted to for the CTU. “We are not responsible for the curriculum of the students, teachers. Also, principals can no longer replace teacher assistants with but we help and inspire many students to continue their education.” Special Education Classroom Assistants and a more equitable evaluation system is being implemented. PSRPs inspire parents as well. “We are committed to working with the Most are proud of what has been whole person,” o!ers Gloria Higgins, accomplished so far, but there is still more functional vice president/teacher to be done. Professional development assistant at Hearst Elementary School. seems to be lacking for PSRPs and not “"at is why it is so important to because there isn’t a desire for it. Currently engage parents from day one and keep paraprofessionals meet eight times a year, them involved in their child’s learning four times in the spring and four times experience.” in the fall, to o!er insight and support to each other. "ey also attend a conference "is certainly resonates with June for PSRPs, put on the by the American Davis, CTU PSRP coordinator/ Federation of Teachers, where they can $eld representative who became a network with other paraprofessionals from paraprofessional in 1966, shortly a%er across the country and attend workshops. the position was created. At that time she had a child in kindergarten and Whereas PSRPs can pursue further education was very involved in the Parent Teacher under their own recognizance, support of Association. As the community liaison, the paraprofessional-to-student-to-teacher she recalls, “Parents didn’t come to the pipeline is in need of outside attention. Davis school because they were intimidated lauds the Homegrown program, which is and they weren’t treated fairly.” While not funded by Chicago Public Schools, as Davis was initially hesitant about the an example. Homegrown provides students position, she eventually grew to like it. (former paraprofessionals) with a stipend “I found myself $ghting racism, getting during their $ve months of required student the African-American parents more teaching. “Many of them cannot a!ord to be involved and not intimidated,” she tells without a salary,” Davis o!ers. “CPS should CUT. work collaboratively with universities to o!er some incentive.” In addition to the community liaison position that Davis held, Gloria Higgins, functional vice president/teacher assistant at Hearst But for those PSRPs who don’t want to be paraprofessionals can now be found teachers there are even more challenges. Elementary School. - Photo Toya Werner-Martin throughout Chicago’s schools in roles Many paraprofessionals have associate, ranging from clerk and security guard to teacher assistant, dean and nurse. bachelor or master degrees but there aren’t any opportunities to advance. In the past, schools only employed teachers, but today non-teachers are “We should have a career ladder with a pay schedule that accommodates prevalent. "is is certainly a gain, but it can also be a detriment when it our degrees,” argues Burks. comes to turnaround schools. "e obstacles that face PSRPs may seem daunting, but they are not Equality may be what PSRPs want from their colleagues, but when the city insurmountable. Wallace remains optimistic about the presence of closes schools and removes all employees, paraprofessionals are unjustly opposition. “It gives us the opportunity to work together, organize around included. “We are not the instructors and yet the decision is based on these issues and build a stronger power within,” she states. the students’ performance,” reasons Lashawn Wallace who co-chairs the Paraprofessional Committee within the CTU. Paraprofessionals are certainly not alone in their desire to grab the attention of CPS and the school board. Just as they joined with other CTU "ere are many rami$cations resulting from these closings—families have members in the 2012 teachers strike, it will again be a united e!ort that to move, children have to walk farther to school and sta! is replaced with produces results. And if past accomplishments are any indication of future people who may not be from the neighborhood. “School closings as I see achievements, then there will be a positive outcome—and that is certainly it will eliminate the family of community,” says Higgins. “A neighborhood worthy of respect. school can be like a church for some communities,” adds Burks. “It is a safe haven.”
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feb 2013 master Cut1.indd 17 3/6/2013 4:09:44 PM RIGHTS
KNOW YOUR RIGHTS By June Davis
"e work day for PSRPs (Paraprofessional and School-Related Personnel) is seven hours and 45 minutes. "ese hours includes a 10-minute break in the morning, a 10-minute break in the a%ernoon, and a 30-minute lunch period in the middle of the day.
PSRPs assigned to a local school site shall not be required to sign out for lunch unless they are leaving the school building.
Arrival, departure and lunch hours are designated by the principal.
If you are working more than seven hours and 45 minutes per day, please contact your PSRP $eld representative.
“(Paraprofessionals) knew who the gangbangers were and they knew which kids didn’t have dinner last night. When you get rid of us, you get rid of your history.” ~ June Davis
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feb 2013 master Cut1.indd 18 3/6/2013 4:09:46 PM MEMBERS
By Andrea Parker
during the turnaround, said though most CPS wound, witnessed a neighborhood brawl, and elementary schools didn’t have a Dean, she some were looking like they wanted to rob me, thought it was a priority to change the climate and you don’t know what to expect when the and culture and to help teachers focus more on door opens,” Franklin admitted. However, teaching, not discipline. She said the males in the seeing this motivates Franklin even more extend school would really bene$t from a strong African visits into summer months. American male presence especially when some boys feel they cannot con$de in their mothers or “I had a student who just came home from the female teachers. juvenile center in July, and I wanted to welcome him with open arms and bearing some gi%s, let “I knew he was $t for the job because he had an him know he deserves attention all year round” attitude of love and fairness. “He is stern, strict, Franklin said. Franklin said he also likes to but never raises his voice,” Robbins said. “Students take students to the gym and workout, which is know he listens to them, hears their side, never another way he can burn o! negative energy and judges them, and they respond to that.” focus on staying in shape. During his tenure, Franklin’s colleagues Home visits are just one aspect of Franklin going confessed that he goes beyond his job duties to above the call of duty. Franklin also spends time permanently reduce behavior problems and build a%er school teaching entrepreneurship through healthy relationships among student and parents saving, investing, working on their gi%s. by doing something most paraprofessionals and teachers don’t. ….make home visits. “I know college is not for everybody, but What does a boy do when he can’t cope with everybody has a talent, and you can use that the death of his father, when his troublesome “Students need to know they are loved, and talent to make money,” Franklin said. Franklin, behavior causes an eighth grade expulsion, sometimes when there’s a problem in school, who also owns a car upholstery company three high school transfers, and a high school making a visit to the house is the only way to get called ODG Customs, where he customizes the dean telling him that he will either be dead or to the root of the problem,” Franklin said. interior automobiles. He showed students his in jail before twenty-one? remodeled van with leather upholstery on seats Lauren Karje, Curtis’s $%h grade science and with hardwood &oors. Students were excited to "at boy who, with the mentorship of his math teacher said Franklin’s home visit bought a be inside their Dean’s van and how the skill of last high school football coach, changed his sewing could be an art. life. Donzell Franklin, now 29, earned a dual bachelor’s degree and is a business owner. And However, for students who want to seek higher he gave back to his community. learning, Franklin said his next goal is to create a tracking system to keep up with students until He, ironically also, became of a Dean of college graduation. Students for Chicago Public Schools. But instead of giving at risk youth a death sentence, An annual sta! v. student basketball game was he encourages them to be entrepreneurs or in also initiated by Franklin. He said this is a way college by the age of 21. students and faculty can interact as equals. Cheers from teachers, students, and parents Franklin took the position at George Curtis permeate the gym as they look at sta! and Elementary in August of 2010 when the student as a family. Roseland school was turned around and managed by the Academy of Urban School “I want students to look at sta! not just as Leadership. He is responsible for helping a teachers, paraprofessionals or custodial sta!, but student population of nearly 500 students as human being who enjoy having a good time, refocus a%er repeated classroom disruptions. but I’m still waiting for the students to beat the sta!,” Franklin said jokingly. Facing the challenging job of changing chronic negative behavior, and creating high Even parents have recognized the power of a expectations among low income students was dean. A teary eyed Tynisa Cole, who is the something Franklin was willing to face since he mother of 3rd grader, Kaylin, and 9th grader, counseled many youth at a group home. chronically absent student back to her classroom. Kyline said Franklin showed genuine concern She said her student was absent for ten days and patience for her children. When Curtis was $rst turned around there were during the beginning of school year. A%er several “"ey know that Dean Franklin loves them, and incidents with students bringing guns, knives, unanswered phone calls, Franklin was noti$ed bullets to schools, and there were physical they want to please him and show him they can and he took home work to the child. While break free of negativity,” Cole said. assaults and the% were common. Two school talking with parents, he learned the student didn’t years later, those types of incidents are slim to have any shoes, which he o!ered to buy. Cole said Franklin saw that her son, who none according to Franklin. He attributes this graduated from Curtis in June 2012, had a success with teacher collaboration, and treating “Two days a%er the visit, the student was back in special talent in writing and football and told students with respect. my class with a nice pair of shoes, and there has him to practice his talents daily. been no attendance issue since,” Kartje said. “I’m usually the $rst face students see in the “Now my son writes rap lyrics for his a%er school morning and I usually greet them with Mr. A Roseland native himself, Franklin said home program and is on the high school football or Ms.,” Franklin said. “It’s hard for a child to visits can be dangerous, but necessary to hold the team,” Cole said. “Dean is not just like a father, disrespect you when you are giving them the parent accountable and make relationships with but an uncle and a brother. Every school needs a upmost respect.” the community even stronger. Dean Franklin. Evelyn Robbins, who was Curtis principal “I saw a man su!ering on the street from gunshot
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feb 2013 master Cut1.indd 19 3/6/2013 4:09:46 PM Weekend Workshop Series “Best Practices” aligned to the CPS Framework for Teaching
Saturday, April 13, 2013: 9:00 a.m. – 4:00 p.m. Sunday, April 14, 2013: 9:00 a.m. – 2:00 p.m. In this 2-day workshop, you will learn the importance of involving your students’ parents and the community at large in your teaching practice. You will have the opportunity to learn and engage in activities around Joyce Epstein’s 6 types of involvement: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. 12 CPDUs will be provided. This workshop is aligned to The CPS Framework for Teaching (Domain 4, Component C: Professional Responsibilities - Communicating with Families).
Saturday, April 27, 2013: 9:00 a.m. – 4:00 p.m. Sunday, April 28, 2013: 9:00 a.m. – 5:00 p.m. This 2-day workshop will familiarize teachers with inquiry-based learning and its benefits. All workshops will be Participants will discover its definition, strategies to employ and the benefits of utilizing such strategies. This workshop will showcase “best practices” associated with inquiry- held at the Chicago based teaching and learning. 12 CPDUs will be provided. This workshop is aligned to The CPS Framework for Teaching (Domain 3, Component B: Instruction - Using Teachers Union: Questioning and Discussion Techniques). 222 Merchandise Mart Plaza, 4th Floor Saturday, May 4, 2013: 9:00 a.m. – 4:00 p.m. Chicago, IL 60654 Sunday, May 5, 2013: 9:00 a.m. – 2:00 p.m.
In this 2-day workshop, participants will learn about unique strategies for providing differentiated instruction, focusing on how content, learning experiences, and assessment can all be modified to address the unique needs, learning styles, multiple intelligences, interests, and skills of all students. Course participants will participate in inquiry-based learning activities with their peers to develop differentiated lessons that can be implemented in their very own classrooms. In addition, participants will learn to provide robust and rigorous lessons. 12 CPDUs will be provided. This workshop is aligned to The CPS OR Framework for Teaching (Domain 1, Components A, B, and D: Planning and Preparation - Demonstrating Knowledge of Content and Pedagogy, Demonstrating Knowledge of Students, and Designing Coherent Instruction). 48 CPDUs 12 CPDUs
To register for the 4 Saturday, May 18, 2013: 9:00 a.m. – 4:00 p.m. Sunday, May 19, 2013: 9:00 a.m. – 2:00 p.m. workshop series, or an In this 2-day workshop, teachers will learn effective ways to manage a classroom. There individual workshop, will be an emphasis placed on teacher collaboration, leadership and reflection. The participants will be provided with readings and engage in individual, small-group, and please go to: whole-class activities that showcase “best practices” associated with effective classroom management. Teachers will enhance their ability to manage time, promote positive behavior, motivate students, plan classroom procedures, and maintain self-reflective www.ctunet.com/pd practice. 12 CPDUs will be provided. This workshop is aligned to The CPS Framework for Teaching (Domain 2, Component A, B, C, D: The Classroom Environment - Creating Brown line comes to the Mart. an Environment of Respect and Rapport, Establishing a Culture for Learning, Managing
Classroom Procedures and Managing Student Behavior). No parking validation available.
VISIT THE CHICAGO TEACHERS UNION WEBSITE AT WWW.CTUNET.COM WT:oteg-743-tr
20 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 20 3/6/2013 4:09:47 PM HEALTH
By Debby Pope NOBODY plans to get cancer, be in a serious the nature of your illness and when their doctor time during the school year, they may re-apply car accident, or have a stroke. Nonetheless these says that they are well enough to return to work. provided they have not exhausted the full 90 things do happen and, all too o%en, in addition In some cases this may be just a few weeks; days. For example, a woman who was o! for 45 to the pain and su!ering they cause, families are in other cases it may be the full 90 days. "e days on a maternity STD in the fall could apply thrown into $nancial crisis. "ere are teachers leave covers childbirth and recovery however it again later in the same year for a second STD and PSRPs who have saved up hundreds of sick cannot be used for child-rearing; it is only for the leave not to exceed the 90 day annual total if she days. Other colleagues struggle to maintain time that the member is physically or mentally was in an accident. Medical documentation a few days for that inevitable &u, sprain, or incapacitated for work. "e $rst 30 calendar days is necessary when applying for this leave. "e child’s chickenpox. And, while we all hope are paid at 100% of base salary. Calendar days following must be submitted: they won’t happen, catastrophes do occur….. 31-60 are at 80% and the $nal month, calendar We all know co-workers who have su!ered days (61-90) are paid at 60%. Employees may 1. A signed medical information unexpected health setbacks and who ended supplement the STD payments in days 31-90 authorization form obtained through the up without enough bene$t days to cover their to receive 100% income by applying sick days Board’s agent, Sedgwick. absences. Health problems are compounded by from your sick bank. If you wish to do so, you $nancial worries. Bills mount and credit scores must complete an authorization form and elect 2.Medical documentation of objective plummet. the speci$c banks for deductions at the time you 7ndings to support your medical condition While we hope that this doesn’t happen, for the apply for your STD leave. You cannot decide to from a licensed health care provider. $rst time there is a CPS bene$t that can help. do this once your leave has begun. If CPS denies your leave request, there is an Short Term Disability (STD) is a paid medical Daily bene$ts will be paid for each regular appeal process. leave of absence available to all full-time work day that the employee would have been employees. It went into e!ect January 1, 2013. scheduled had s/he not been disabled. STD Another, o%en related, new bene$t is paternity/ "e plan o!ers up to 90 days of income for those payments will not be paid during intersession, parental leave. "is also went into e!ect January who need to be absent for more than 10 days. vacation days or emergency weather days. 1, 2013. It provides for a 10-day paid leave for Employees will begin their time o! by using any Claims will be closed as of the last scheduled fathers, domestic partners and adoptive parents. of the ten sick days for that school year that they workday for the school year. If the employee Documentation will be required. "is leave may still have. "ey will not be required to dip into remains disabled at the start of the following be utilized for any two week period during the their retained/longevity sick bank. "e length school year they will need to submit a new claim. $rst year following the birth or adoption. of leave a member will qualify for depends on If an employee becomes disabled for a second
21 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 21 3/6/2013 4:09:47 PM CTU ADVOCACY
The Allan Wardell TEACHERS Presented by the Gay, Lesbian, Bisexual UNION Do you recognize and respect are open to any CTU member, tolerance? So did Allan Wardell. In fact, he revered it. Do you know any has helped foster a safe and healthy other CTU brothers and sisters who learning environment for all students do also? If so, please nominate him or tolerance. The person receiving this Award. award is one who has demonstrated commitment and courage in the Allan Wardell was a Chicago teacher, pursuit of equality for all students
Photo of Allan Wardell, courtesy of the Gay and Lesbian Hall of Fame
Celebrate with CTU
The social committee events this year have included: brings ctu members ŭ haymarket brewery together for fun and ŭ pump it up kids playzone solidarity. ŭ howl at the moon dueling piano bar ŭ upcoming celebration of gay learn more at marriage legislative victory ctunet.com/social friday, march 15th [ see website ]
22 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 22 3/6/2013 4:09:48 PM CTU ADVOCACY Consider purchasing a new home or refinancing your existing home?
We can help you…
…with a FIXED RATE mortgage that may lower your monthly payments or finance your new purchase. With the uncertainty of mortgage rates, take advantage of United Credit Union’s: t-083"5&4t-08$-04*/($0454 t130'&44*0/"-26"-*5:4&37*$& For more information, visit any of our Member Service Centers or call our Mortgage Department at 773-843-9491. Rates, terms, and member qualifications are subject to change without notice
FINANCIAL SERVICE CENTERS CHICAGO WEST CHICAGO EAST EVERGREEN PARK CHICAGO NORTH Follow us on: 4444 S. Pulaski Rd. 1526 E. 55th Street 9730 S. Western Ave., Ste 633 5901 N. Cicero Ave., Ste. 106 Chicago, Il 60632-4011 Chicago, Il 60615-5550 Evergreen Park, Il 60805-2788 Chicago, Il 60646-5711 773.376.6000 773.843.8900 773.843.9300 773.843.8500 EQUAL HOUSING LENDER 23OUTSIDE| CHICAGO ILLINOIS 800.848.3444UNION TEACHER | www.unitedcreditunion.com | FEBRUARY 2013
feb 2013 master Cut1.indd 23 3/6/2013 4:09:48 PM RESEARCH
By Pavlyn Jankov
For years, CPS has carried out policies that have the past twenty years. At the elementary level, underutilized space and help revive their school bene$tted corporate interests instead of CPS neighborhood schools are better options for buildings as the attractive educational hubs that students and have diminished the quality of students in apartheid schools, and magnet neighborhood schools ought to be. How many education, particularly among students of color, elementary schools roundly outperform neighborhood schools in Chicago’s impoverished students living in poverty, communities have and students who are not su#cient funding academically engaged. "ese to provide spaces students are o%en segregated dedicated to parent into “apartheid schools”, resources and adult further exacerbating the education? How de$ciencies in their schooling. many have the CTU published a report, "e capacity to share Black & White of Education their communities’ in Chicago’s Public Schools, colorful and which is a detailed critique of storied pasts of civil the destructive CPS policies rights advocacy of recent years. You can read and resistance the full report at http://www. to racism and ctunet.com/quest-center/ repression? How research/position-papers/ many spaces could privatization-the-black- be developed to white-of-education-in- activate students in chicagos-public-schools and read an excerpt charters, even though charters are able to select true community engagement, opportunities that below. students through the same lottery process. At develop both learning and social bonds? "ere To fully grasp the current disparities in the high school level, charter test score gains are tantalizing opportunities for real community Chicago’s schools, it is important to understand have come through intensive test prep that may schools, yet we live in a city where many of our the causes and trends of status-quo education raise scores but does not make students college- school facilities don’t even have the funds for in Chicago. "e District’s portfolio approach ready. "e intensive focus on dubious test scores proper libraries. to school facilities management has bene$tted is an educational “innovation” shared by District connected corporate interests at children’s schools as well. Not only are these opportunities foreclosed to expense. Nearly all of the students a!ected by Chicago’s most disadvantaged communities, but school closings, consolidations or turnarounds "e District’s $nancial outcomes have been no the alternative arrangement has already been are low-income African-Americans. Unproven better. School actions have had illusory savings decided on by the business community—the charter operators have been given carte blanche and may increase long-term costs, while charter mayor-appointed rubber stamp board, Astroturf to play musical chairs with public schools’ proliferation has proven expensive and has advocacy groups, corporate philanthropists former buildings. exposed the District to future $nancial risk. and the pro$t-driven investors lurking in the Social and governance outcomes likewise su!er. background. "eir vision is one of school Understandably, parents, teachers and students Charters operate without Local School Councils facilities as a Wild West landscape of school have vociferously opposed these actions, only and thereby reduce parent involvement in choice where anything goes, but equitable, to be told again and again via the Board’s educational decision-making. Charters enroll integrated schools are rare. Parents are “sold” policy decisions that their voices do not matter. fewer special education students and English a bill of goods about these schools but if they Chicago has created a vicious self-ful$lling Language Learners and have major diversity fail to live up to their promises, parents cannot prophesy. "e disinvestment in schools makes gaps between teachers and students. Charter simply “switch brands.” "e marketing approach it more di#cult to a!ord the innovative operators also churn through teaching sta!s and is also about “$t”: Does your child “$t” the programs needed to attract new students and have unnecessarily harsh discipline codes. "ese school? If not, the child may be thrown out in increase the quality of education. Rather than outcomes all point to a failed policy that should spite of the setbacks and humiliation that may reverse this trend of disinvestment, however, be ended, not continued and intensi$ed. cause. Children cannot be treated as products! CPS and city leaders plan to shut down dozens of neighborhood schools and hand even more "e manufactured utilization “crisis” When children become commodities and properties over to charter operators, or build portends additional harm to those who have education becomes just another business, we new ones. overwhelmingly borne the brunt of a failed lose the idea that all children, regardless of race policy. Unused spaces inside a school building or socioeconomic status, are entitled to a high- Perhaps the portfolio approach could be are potential school and community assets, quality public education that provides each child justi$ed by innovative practices that led to not liabilities that should endanger one of a with the conditions for success. "e privatization broad and deep improvements in various community’s key sites of engagement. "e and corporate reform experiment has failed. District-wide outcomes, but available evidence solution is for the District and the city to It is time to implement proven measures and does not support this conclusion. Educational enhance support to schools so that they can reinvest in our neighborhood schools. outcomes have only marginally improved over partner with their communities to repurpose
24 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 24 3/6/2013 4:09:48 PM RESEARCH
By Carol Caref
Are you tired of losing valuable instructional minutes because you have teacher evaluation; a much more reliable way to view teaching and foster to give, prepare your students for, or analyze data from yet another test? development comes through classroom observation. You are not alone! "is year’s CPS testing schedule includes at least $ve types of tests for every grade level, and most are given three times a "e CTU Testing Committee plans to organize against the misuse of year! K-2 children who have not yet or are just starting to learn to read testing and support groups of teachers who want to challenge the tests and compute, for example, are being subjected to 27 hours of testing a at the school, network, or district level. We are developing a “tool kit” year, or about an hour of testing every week or two. All this testing is of resources and action ideas. In addition, a group including parents, not helping our students learn! teachers and community activists has formed recently in Chicago and plans to advocate for: Recently, teachers at Gar$eld High School in Seattle took a bold stand and decided to refuse to give the NWEA MAP test to their students. Chicago has its own history of saying “No” to testing—in t ELIMINATION OF STANDARDIZED TESTING FOR 2002, 12 teachers at Curie High school refused to give the CASE exam, PRE+K TO 2ND GRADERS which had been exposed as invalid and a waste of time by Substance Newspaper. If readers are unfamiliar with the CASE, that is because t REDUCTION OF TESTING FOR OLDER GRADES shortly a%er the Curie Teachers took their stance, CPS stopped giving it! t ENDING THE USE OF STANDARDIZED TESTING TO "e CTU Testing Committee, chaired by Tracy Barrientos and Anne EVALUATE STUDENTS, TEACHERS, AND SCHOOLS Carlson, has met this year to develop plans to $ght over-testing in various ways. "e committee has decided to focus on the tests that t FULL DISCLOSURE OF THE COST, SCHEDULE, CPS lists as “optional” in their assessment calendar. Many Networks NATURE AND PURPOSE OF ALL STANDARDIZED and principals are making “optional” tests mandatory. In fact, a survey TESTS of CTU delegates uncovered that in 81% of elementary schools, at least three of the “optional” tests are mandated. Most of these tests are considered to be “formative assessments”. Teachers have designed formative assessments for years, aligned with their own curricular plans. If you would like information about testing to share with parents or Standardized formative assessments are worse than useless, because, in to better inform yourself, please download Debunking the Myths of addition to being unaligned, they take up valuable teacher and student Standardized Testing. At ctunet.com/testing you can download the report, time. along with many other resources about testing.
Adding to the test mania is the new teacher evaluation system. Two CTU members, if you are outraged at the misuse of standardized tests of the types of tests given to students in Chicago (NWEA in grades and want to be part of the $ght, come to the Testing Committee. Contact 3-8 and “REACH” Performance Tasks at all levels) are for purposes of the CTU at 312.329.9100 to learn the date and time of the next meeting. evaluating teachers. Not all students in every class take the Performance Tasks, but the tasks can be a particular issue for those students who do end up taking several in one day. "ese tests are not necessary to
25 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 25 3/6/2013 4:09:49 PM RESEARCH
By Kurt Hilgendorf and Pavlyn Jankov
TNTP (formerly "e New Teacher Project) teachers, undermines the collegial support and TNTP claims to want collaboration but designed released last summer its latest vision for how collaboration that positively impacts student a compensation system based on merit pay that to eradicate the educational e!ects of poverty learning. will eviscerate trust and collaborative working without actually relationships. TNTP addressing poverty further proposes or equity in paying for merit pay school resources. by freezing other Titled “"e teachers’ pay (and Irreplaceables”, makes no mention the report aims to of increased funding in&uence teacher for education). "e retention policies in logical outcome of large urban school this scheme is further districts. TNTP’s friction and $ssures central thesis is that within a teaching among teachers sta!. Further, in large urban every experience of school districts teacher merit pay has there are those demonstrated that that are inherently test scores do not so much more honestly improve. e!ective than their Merit pay ampli$es colleagues that they the stakes attached are “irreplaceable”. to testing, and a wide According to the report, too many of these TNTP used value-added modeling (VAM) range of cheating scandals demonstrates the “irreplaceables” leave their underperforming and growth score data to measure teachers’ likely outcomes. schools each year for a variety of factors that e!ectiveness. "ese measures basically look Despite a lack of clear evidence other than highly could be addressed and remedied by policies in at the di!erences between beginning and end questionable test scores, TNTP asserts that new line with corporate education reform. According of year test scores and compare the end of teachers are more e!ective than or just as e!ective to TNTP’s characterization, these teachers are so year “growth” among teachers. VAM makes as experienced veterans. Unsurprisingly, the talented that they are the single bulwark against that comparison as well, but uses available report recommends removing teachers whose a wide swath of less-talented co-workers who demographic data and prior student test test scores are no better than the average $rst cause irreparable harm to their students. scores to predict student test growth, and then year teacher in multiple places. "is approach attributes the di!erence between predicted and One underlying assumption in this argument is is linked to TNTP’s call for higher expectations actual growth to the teacher. that great teachers are “born” not made. Today’s – expect more and everything will magically struggling teachers can become tomorrow’s "e TNTP report bases its entire high-stakes $x itself. To this end, TNTP recommends that “irreplaceables”, given the right kind and argument on these problematic growth layo!s are no longer by seniority but instead amount of experience, self-re&ection, and measures that credible research has identi$ed by e!ectiveness ratings, an end to due process support. However, the TNTP plan would $re as crude snapshots at best. "e test data in most proceedings to remove veteran teachers and these teachers within a year-- in many cases, cases covered only one year. Additionally, the an end to sta#ng policies that give preference before they’d had a chance to develop their VAM itself, when used to evaluate individual to veteran teachers. It seems that TNTP would potential. teachers, is highly unreliable. A Mathematica like to end union contracts but never explicitly Research study found that one-year VAM error says so. TNTP used only test data to determine rates are approximately 35%. In other words, an teacher e!ectiveness; actually watching these "is report will undoubtedly be added to the 85th percentile teacher in one of the three VAM “irreplaceable” or other teachers teach was not corporate reformers list of documents in support districts, an “Irreplaceable” in TNTP’s jargon, part of the study. "e idea that student test scores of their union-bashing, anti-student, oblivious- could actually be at the 50th or 60th percentile, accurately re&ect teaching abilities is wrong to-poverty agenda. "ose who actually care an average performer. Or, more problematically, on many counts. Teachers instill con$dence, about students should denounce it. a teacher in the 15th percentile, one of the “low- encourage higher aspirations, promote creativity, performing” teachers who should be counseled provoke deep thinking, and help students cope sources: out or $red according to TNTP, could actually with insecurities, di#cult family situations, and Baker, E.L., Barton, P.E., Darling-Hammond, L., Haertel, E., Ladd, be near the average. One researcher found H.F., Linn, R.L., et al. (2010). Problems with the use of student test prior negative school experiences, to name a few. scores to evaluate teachers [Brie$ng paper No. 278]. Washington, DC: that 43% of New York City teachers who were Economic Policy Institute "e tests measure none of these. In addition, Schochet, Peter Z. and Hanley S. Chiang (2010). Error Rates in “irreplaceable” according to value-added data in Measuring Teacher and School Performance Based on Student Test the “o! with their heads” approach of TNTP to Score Gains (NCEE 2010-4004). Washington, DC: National Center for one year would not be considered so in the next Education Evaluation and Regional Assistance, Institute of Education sorting and then eliminating the lowest ranking Sciences, U.S. Department of Education. year. Di Carlo, M. (2012) “"e Irreconcilables”. Retrieved 8/27/12 from http://shankerblog.org/?p=6372#more-6372
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feb 2013 master Cut1.indd 26 3/6/2013 4:09:49 PM TEACHERS UNION
27 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 27 3/6/2013 4:09:50 PM BOOK REVIEW
what these billionaires really want is to cash in need to focus on STEM subjects, scripted on the lucrative $5 billion K-12 sector, eliminate curriculum, excessive standardized testing and teacher unions and all of the job protections the criminalization and militarization of our the unions $ght to keep, and turn students children through strict discipline will only result into obedient workers incapable of $ghting the in unquestioning drones who will obey their injustices that wage inequality and racism cause. bosses but not have the wherewithal to think critically and creatively enough to become the In Ken Saltman’s new book, "e Failure of next Bill Gates or Steve Jobs. Corporate School Reform, he clearly ties the problems of the privatization of public schools: Privatization isn’t limited just to K-12 education; taking democracy and critical pedagogy out of teacher education programs and teacher the classroom will result in a future workforce evaluations are also becoming increasingly of obedient drones incapable of creating the privatized. Just as corporate education reform innovative technologies that will supposedly is working to eliminate critical debate from save US capitalism. the classrooms, depriving our children from learning how to question the information they "e bulwarks of corporate education reform are presented with, but new teachers are also have repeatedly claimed that US education is lacking in this important skill – especially those in “crisis” and because teachers are not doing from the “fast track” programs. a good enough job teaching students, we are losing the global domination race. Right-wing "e result: students unprepared for college, economist Friedman went so far as to blame the lacking the skills needed to engage in scholarly recent economic crisis on teachers, saying that if research. only they did a better job teaching, our graduates How, then, is corporate education reform going would have been more entrepreneurial and to make the US more economically competitive? wouldn’t have been laid o!. "e supposed proof By driving down everyone’s wages so we can of how bad our teachers are teaching, however, compete for jobs with China and India – and is not only based on their narrow de$nition of not have the intellectual capacity to question it? Review By Sarah Hainds education and how it can be measured, but the measurement itself changes to $t their evolving If this seems too far-fetched, here is how Saltman Many people wonder why we have an issue with lies. Because these proponents have spent so cleverly articulates why this is true: even though corporate school reform, which can be de$ned much money to sell this idea to the public and corporate education reformers are claiming as decision making, policy development and politicians, it has become accepted as true: that, in general, U.S. public schools are failing, implementation, think tank research, corporate “a massive public relations and advertising they are really only referring to poor, inner- philanthropic funding and private management campaign was rolled out in place of evidence,” city schools that have always been subjected to of public schools – all under the auspices of according to Saltman. inequities in education funding. Saltman posits corporate leaders, most of whom do not have that corporate education reform will lead to an any knowledge about or experience in teaching. "is acceptance of a false truth is the crux of exacerbation of the already unjust dual system In the US today, one of the most important and the problem of corporate school reform: in the of education where the well-funded suburban in&uential people in the $eld of public education name of market e#ciency, education needs to schools educate the upper levels of the workforce is the Microso% Corporation CEO, Bill Gates. be delivered to consumers in the most cost- and the cities prepare students for low-skill, low- "e Walton Family of Wal-Mart comes in 3rd. e!ective and expedient way possible and that is wage work. Considering that Chicago’s business In Chicago, the leaders are Bruce Rauner, Paul done through scripted curriculum which is then elite most o%en live in places like Winnetka Finnegan, James Crown and Penny Pritzker. measured by standardized tests. "is removes while they dictate what happens in our schools, If you’ve never heard of these people then you all of the creative and intellectual work of the this doesn’t seem such a far-fetched concept. don’t read $nancial news or follow Chicago’s teachers and it removes the critical dialogue social elite. "ese people have no history or and thought process of the students. Ironically, Saltman’s solution to this dilemma is a call to experience in education but they have millions, this reform actually costs more (closing and return to the Common School Movement of if not billions of dollars and can meet directly opening schools, marketing new schools to Horace Mann in the early 1800’s, which is the with Mayor Rahm Emmanuel by simply picking attract students, buying more tests, paying philosophy that the purpose of education is up the phone. for “evaluations,” etc.) so it isn’t cost-e!ective “political inclusion, workforce preparation, a%er all, and it is unclear what will happen to and individual character building aiming to Increasingly since the 1970’s, led by education when the philanthropic donations bring together children of di!erent classes organizations such as the Business Roundtable, dry up. and provide a common learning experience.” various chambers of commerce, the Civic Education, especially social justice education, Committee of the Commercial Club of Chicago, Saltman shows that corporate school reform should foster critical debate that leads to social the corporate elite have been labeling public has already failed in its supposed purpose – to change. Further, social justice education should education in the US as a “failure” and calling improve educational outcomes – and that it will never be for the purpose of assimilation because for everyone involved to step aside and let them fail on its other supposed purpose – to save US the current social structures are so unjust. In lead. "e premise behind this is supposedly capitalism by training future technology giants. other words, students should not be taught that since they are billionaires, obviously they Countless studies have shown that charter that education simply leads to higher incomes. know how to run organizations. In reality, it is schools are not outperforming neighborhood We need to teach our students to question and capitalism that is in crisis – it’s been bailed out schools and they are not operating more cost- critique what they are learning and being tested by the government time and time again – so e!ectively. Despite all the rhetoric for the on.
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feb 2013 master Cut1.indd 28 3/6/2013 4:09:50 PM AROUND THE CTU
By Zulma-Violeta Ortiz
transition into mainstream classes in the general program of instruction.
Critics of bilingual education, however, argue that bilingual education programs inhibit the students’ ability to acquire English quickly. "ey believe that in order to succeed in USA, students need to master the language and values of the dominant culture, something no one refutes, but usually following “the sink or swim” approach, claiming that this method will help language minority students “melt in the pot.” "is is theory is not academically sound, and the “melting pot” theory has fallen into discredit since the 1960s. Usually language minority students, who can learn In recognition of the interconnectedness of the most important law in recognizing English fast, get the advantages and many all human beings around the globe, Chicago linguistic minority rights in the history of times achieve accordingly. However, many Teachers Union (CTU) has a commitment the United States. "e law did not force students do not learn English fast by no to the international pedagogy arena. CTU school districts to o!er bilingual programs, fault of their own. "is is due in part to a is building a Bilingual Program committee, but it encouraged them to experiment huge number of variables in their lives, for the $rst time in its 75 years of history. with new pedagogical approaches by such as the communities where they live, "is new CTU committee is dedicated to funding programs that targeted principally mastery of their own native languages, empowering our members who work in low-income and non-English speaking socio-economic levels, etc. "ey typically a bilingual program. In the history of the students. Title VII was the $rst bilingual fall behind their peers. "ey then start United States of America, multilingual and bicultural education program approved developing a gap that simply grows larger communities have survived side by side. at the federal level. "e main idea was to as years go by. Eventually they reach high "roughout history, in America, people provide at least part of the daily instruction school without the proper skills to be have spoken a myriad of languages. To give in the student’s native language while the successful, and many of them have by then us an idea, it is believed that among all the student was learning English, in order to lost their identity, their native language, indigenous peoples who inhabited America ease his transition into the general program and do not possess the necessary skills in more than 500 - 1200 hundred di!erent of instruction. the English language to be successful and languages were spoken. To those we must graduate. "e high percentages of language add the large number of languages brought Supporters of bilingual education believe minority students’ dropout rates at the high to this country by immigrants from all over that schools should build upon, rather than school level are indicative of this systemic the world. Together with English, Italian, eliminate or substitute, minority students’ failure. German, Dutch, Polish, French, Spanish, languages and cultures. By teaching Chinese, African languages, and even students academic subjects in their native Please, if you are interested in joining this Japanese are just some of the hundreds of tongue, while simultaneously o!ering them new Bilingual Committee and become part languages that are spoken and have been English language instruction, students of our CTU history makers, write President spoken in the United States for the last four can learn the language and continue to Lewis at: [email protected]. hundred years. progress academically in the main content areas, not falling behind their peers simply In 1968, the US Congress passed the because they are in the process of learning Bilingual Education Act of 1968, also English. In transitional bilingual education known as Title VII of the Elementary and programs, once students have mastered the Secondary Education Act. "e Bilingual English language at a level comparable to Education Act has been considered their age and grade level peers, they can
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feb 2013 master Cut1.indd 30 3/6/2013 4:09:51 PM teachers with 10 years of experience and a master’s "e people of Chicago seem to be moving away Chicago Teachers Union degree. from the CEO’s perspective of “wasting money Furthermore, teachers make less than other on under-utilized buildings” and “empty seats,” Letter to the Editor in Response to Greg Hinz’s professions that require similar amounts of when the district has created the situation by Crain’s Nov. 29, 2012, pension article education. "ose same teachers with 10 years of diverting public money toward private interests experience and a master’s degree make less than the in the $rst place. Our students are humans To the Editor: average civil engineer, registered nurse, business who deserve resources and public services, not Greg Hinz’s Nov. 29, 2012, article on the status manager or computer systems analyst with similar divestiture and cuts.
of the Chicago Teachers Pension Fund (CTPF) quali$cations. On CTU’s role in the 2010 pension relief law: Reconstituting, closing schools, turning them is detailed and generally well-informed. around, and replacing public education with Importantly, the column highlighted the Mr. Hinz’s article subtly suggests that the union should do more to manage CPS’s $nances. Besides semi-private alternatives will not improve Board of Education’s underfunding of the achievement, save money, or increase the public Chicago Teachers Pension Fund, as well as the fact that contract language clearly explains that $nancial decisions rest with the district, teachers purse. It hasn’t. It won’t. "e CEO’s market- the fact that teachers are ineligible for social based perspectives don’t serve more students in security. If the pension is gone, teachers have were blindsided. Legislators, shielded by former CPS CEO Ron Huberman’s claims that school wouldn’t a more e#cient and results-producing fashion. no retirement security. At the same time, It is the district that should drop this agenda and however, Hinz blamed the union for not open in September unless pension relief was granted, support what it already has. more vociferously opposing pension holidays staged a midnight raid on a March night in 2010. (as if teachers appreciated losing $1.2 billion SB1946 was not a product of a regular democratic Kimberly Bowsky in retirement money) and not voluntarily process. "e shell bill sat in the House rules Seward Elementary School proposing and supporting pension bene$t committee for almost four months until Speaker of Teacher reductions. Below are some clari$cations the House Michael Madigan and Majority Leader related to Chicago teachers’ pensions. Barbara Flynn Currie took over chief sponsorship On the contractual pension pick-up: on March 23, 2010. Senate President John Cullerton, Illinois law dictates that any pension pick-up Senate Minority Leader Christine Radogno, and Sen. comes in lieu of salary increases. As a result, Heather Steans were the chief Senate sponsors. "ree teachers don’t actually make more money— amendments were added March 24th, and the bill the district just covers a portion of teachers’ passed the House and Senate by the end of the night pension contributions (thus the term “pick- with votes of 48-6-3 in the Senate and 92-17-7 in the up”). Functionally, the pension pick-up House. It’s unclear exactly how CTU is supposed to serves as a pre-tax bene$t to teachers, and the stop such legislation given time constraints and the trade of pension pick-up to higher salary is level of power Illinois legislative leadership has to common throughout Illinois as almost two- shape votes. thirds of all Illinois districts have pension We thank Mr. Hinz for sharing important key pick-ups as part of teachers’ contracts. facts about the CTPF, especially the district and On teachers’ contributions to the pension legislature’s roles in creating the current shortfall, fund: and the fact that teachers’ pensions are modest and Teachers still pay 9 percent of salary, even the only retirement security teachers have. We are with the pick-up, since they didn’t get a raise also committed to coming to a fair resolution to when it was instituted. Teachers have never pension shortfalls. We do, however, want to be clear missed a pension payment as contributions that Chicago’s teachers had very little to do with the are made every two weeks at payday. Nor current unfunded liability and yet, in the publicly did teachers’ bene$t levels cause this pension proposed “reforms,” are being asked to shoulder crisis—the average CTPF bene$t is just under most of the sacri$ce. $42,000, as Mr. Hinz notes. Teachers are not getting wealthy o! of pensions. "e point is Respectfully, that teachers made their contributions but Kurt Hilgendorf the district has not, and the lack of employer Chicago Teachers Union contributions exacerbated market losses and slowed fund recovery. Dear Editor, On CPS’ pension payment record: Part of the communication that the Chicago Public CPS not did not pay into the CTPF for 10 Schools’ Chief Executive O#cer has asked for years between 1995 and 2005 because the warrants a response from someone who has worked CTPF’s funded ratio was above the 90 percent in the classroom as long as she has and lived in the statutory requirement. However, the 1995 vicinity longer than she has. amendatory act allowed the district to fold the former dedicated pension tax levy that had "e fact that the o#ce of CPS CEO has changed existed until that time into operating revenue. hands nearly $ve times in as many years, all of them In other words, the district took money that saying the same thing to the public, and getting the had been dedicated to pensions and used it same derelict results--the lasting de$cits, the same for everyday expenses. "e pension fund negligible “achievement” measurements, and the would not be anywhere near as underfunded violence in schools and neighborhoods--shows that had the dedicated revenue stream remained the agenda of austerity is more important than the in place. social good of serving everyone’s children. Instead of On teachers’ raises: promoting true district responsibility for 100 years, Mr. Hinz’s claim is a bit o!. "e raises aren’t students were demonized $rst, then their teachers actually 82 percent in real terms—those are were called out as inept. When teachers sought the contract raises that address in&ation. and earned National Board Certi$cation, other In&ation was 43 percent during that period. endorsements, and hard-won degrees from reputable Real wages therefore increased by 39 percent universities, the district &ipped the script and said at best, or about 2.6 percent per year. And that standardized tests would bare out quality. When those raises merely took Chicago teachers those test scores rose, the language changed to from some of the lowest paid in the region to a “under-utilization,” a substitution that would win the more reasonable level. Chicago’s teachers still sympathies of Chicagoans whose belts had already make signi$cantly less than many suburban tightened under this economy. From the powerful teachers with equal education. "irty-two resistance at most school closing hearings, I venture suburban districts have higher pay levels for that those same Chicagoans are tiring of the trend. 31 | CHICAGO UNION TEACHER | FEBRUARY 2013
feb 2013 master Cut1.indd 31 3/6/2013 4:09:51 PM CHARTER WATCH
By Leah Ra$anti
THE education “de-formers” try to convince us that up is down and down is up. "ey say that to “right-size” the district, underutilized schools should be closed while new charter schools in the same neighborhoods should be opened. Why is the continued proliferation of charters worked into the plan to “right-size” the district? One reason is that charter operators can hire a cheaper, non-union workforce to do the same kind of work CTU members do for more hours of the day, for less money and bene$ts, and without any due process rights.
We should be concerned for two reasons: 1) As union members, we should be appalled that others who share in the same work we do are regularly taken advantage of, experience burn-out and then are tossed away when they become too expensive or speak up too loudly against their working conditions and students’ learning conditions; and 2) When these working conditions become the norm with continued charter expansion, it undercuts our union and the contract we all have worked so hard to form and defend.
So, what do we do about this? I say ORGANIZE! As more charter school educators organize unions, charter operators will have to be more accountable to their students, parents, educators and school communities. "e educators in charter schools work day in and day out for the same reason CTU members do: to serve Chicago’s students. Charter educators didn’t accept jobs at charter schools because they are actively interested in helping to “right-size” the district. More o%en than not, a charter school is the only place where they could $nd a job. "ese educators deserve due process rights, fair pay and bene$ts, and a protected voice on the job so they can better serve Chicago’s students. "ey deserve a union.
Now is the time for CTU members to reach out to our fellow educators who work in charter schools and support their e!orts to organize. If you’re interested in helping to organize Chicago’s charter school teachers and sta!, contact me at [email protected].
Leah Ra$anti is CTU’s Charter School Organize and is on assignment at the Chicago Alliance of Charter Teachers and Sta$, Local 4343, where she helps to build their union membership.
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feb 2013 master Cut1.indd 32 3/6/2013 4:09:51 PM STUDENT COLUMN
positive energy came from my mother, my for me outside of school, as she helped me teachers, my siblings, and my friends. My whenever I had problems at home. She also mother would always tell me, “Work hard disciplined me and endowed me with social now, and I promise that it’ll all pay o! in skills that I needed to thrive in life. Each the future. You are destined for greatness, of these teachers, as well as a host of other I can feel it son!” Her faith in me gives teachers that have supported me along the me a reason to become successful in life. way, have been nothing more than stepping My teachers have always been a part of stones on my path to a brighter future. my support group as well. Among those "ese are the kind of teachers that CPS is Mrs. Toni Minter, who is a mentor, role needs, and that I am grateful for being in model, and second parent all in one. She my life. No matter how far I may get in life, has always believed in my potential and has I will forever remember these people, and provided me with knowledge as well as the I dedicate all of my hard work and success By Matthew Collum extra drive that I needed to progress. She to them for being a part of my success story gave me tough love, but always showed that and supporting me along the way. I am also GROWING up on the west side of Chicago, she cared about me, and she wouldn’t let me blessed with a wonderful circle of friends I have endured a lifestyle full of struggles, undermine the privilege of my education. who look up to me and support me 110% trials, and tribulations. Regardless of the Another teacher that has been of substantial of the way. I know that I am destined for fact, I will never think of my past as being help in my academic career is Mr. Terrell greatness, and I owe it to myself as well as anything less than a blessing because those Burgess. From the day that I met him in my these people to accomplish my goals and challenges are what made me the man freshman year of high school, Mr. Burgess ful$ll my destiny! I am today. I’m the type of person who has played the role of a mentor and older always tries to make a positive situation brother as well. He continues to give me Matthew Collum is a senior honors student out of a negative situation, and think on advice and motivates me to continue to at Westinghouse College Prep. He was the bright side no matter how dark my life perform at my highest potential. Also, I awarded a full scholarship to the University may become. Also, being surrounded with could never forget my $%h grade teacher, of Chicago. positive energy is what kept me motivated Mrs. Jacqueline Davis, who was more than to keep moving forward in life. "at just a teacher to me. She showed concern
DOES YOUR CERTIFICATION EXPIRE IN JUNE 2013? CTU ELECTION CTUNET.COM/RENEW NOTICE has information for you. CLASSIF IED ADVERT ISEM ENT
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NURTURING TEACHER LEADERSHIP
A Proven Support Program Accepting applications for 2013/14 school year. Apply now while state scholarships are still available.
ATTEND OUR INFORMATIONAL MEETING
th Thursday, April 11 , 2013 4:30 p.m. – 8:00 p.m.
Chicago Teachers Union Quest Center 222 Merchandise Mart Plaza, Suite 400
at under the “Quest Center” tab
Brown Line comes into the 2nd floor of the Merchandise Mart
Parking: Parking at the MartParc garage, corner of Kinzie and Wells, is $14.00 after 3:00 p.m.
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What is Nurturing Teacher Leadership? What are the is an 11 month program of weekly professional development and candidate support that prepares teachers for National Board for Benefits of NTL? Professional Teaching Standards (NBPTS) certification. It includes: 98% success rate Small group facilitation Weekly professional development annual pensionable cash Collaboration with a cohort of other CPS teachers going through the certification award - $1,800+
process – professional learning community National Board Certified Technical support Teacher mentors Assessment Center preparation simulations Individual mentoring Illinois Master Certification Professional lending library good for 10 years Rigorous weekly professional development 33 graduate credits offered Computer lab access Professional leave days with substitute teacher coverage opportunity for a Masters Weekend retreat Degree in Teacher Leadership or Curriculum and instruction Why We Are Special 12 CPS Lane Placement The Chicago Teachers Union Quest Center’s (NTL) program credits awarded offers a small supportive group setting in which National Board Certification (NBC) candidates work collaboratively and are mentored by National Board Certified Teachers. professional learning We read, study and discuss literature and research on current issues and concepts in community education, applying our new or refined insights to our teaching practice. We provide multiple resources, support, and incentives. Our focus is on developing, improving, and professional leave days with substitute coverage validating teaching, thereby increasing student achievement. During weekly meetings, successful teaching practices are recognized and shared. NTL 10 day summer institute
facilitates all aspects of the 11 month intensive NBC process. We assist teachers with public recognition descriptive, analytical, interpretative, and reflective writing required for the National st Board portfolio. We provide technical assistance for required documentation of your 1 consideration for work, facilitation with analyzing student work, individual coaching and mentoring, and Consulting Teacher roles preparation for the rigorous Assessment Center exercises. NTL supports teachers throughout the entire certification process, providing technical, professional, intellectual coaching incentives
and moral support. After achieving National Board Certification, opportunities are teacher leadership roles available for you to support others—at a professional wage. The CTU Quest Center is working for to improve the achievement of Chicago’s children. becoming a better teacher
What is National Board Certification? offers teachers the opportunity for career advancement. It: provides an advanced credential consistent with what accomplished teachers 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.
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feb 2013 master Cut1.indd 37 3/6/2013 4:09:57 PM DELEGATES NOT PRESENT AT HOUSE OF DELEGATES MEETING WEDNESDAY, JANUARY 9, 2013
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feb 2013 master Cut1.indd 41 3/6/2013 4:09:58 PM JANUARY
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feb 2013 master Cut1.indd 42 3/6/2013 4:09:59 PM QUEST CENTER NOW OFFERING 5 NEW ONLINE COURSES Begin this spring and complete courses before the end of the school year. Special CTU member code: CTU13
Enroll for Continuing Professional Development Units only and receive 45 CPDU credits.
Enroll for 3 hours of graduate credit to be Continuing Professional Development Units used for movement on the CPS pay scale.* Reg. $349: CTU price $199
Registration Deadlines Graduate Credit Reg. $619: CTU price $450 Enroll by March 15. Classes run April 8 -June 2
Course Description
Bullying and Cyberbullying: An Educator’s This course is designed to give educators at all levels (K-12) an overview of the re- Toolbox for Prevention and Intervention search related to bullying, harassment, cyberbullying and school violence.
Educating Students with Autism: Evidence This course, designed for K-8 educators, will focus on implementation of classroom Based Best Practice strategies to meet the diverse learning needs of students on the Autism Spectrum.
This course is designed to enhance a K-12 educators’ knowledge of brain research. The Principles of Brain-Based Learning: following themes will be explored throughout the course: brain development, informa- Teaching 21st Century Minds tion processing, memory and retention, transferring learning, and critical thinking.
This course is designed to help K-12 teachers understand school law as it pertains to School Law for Teachers: Understanding the rights of students and teachers. Participants will also learn about their rights as Rights and Responsibilities government employees regarding Freedom of Speech and employment issues.
This course is designed for grade 6-12 educators who are interested in enhancing their Teaching Algebra with Technology repertoire of technology to create dynamic algebraic lessons.
All courses have been aligned to the CPS Framework for Teaching. *Courses Approved and Transcribed by: University of St. Francis.
TO REGISTER-CALL OR VISIT: 888.550.5465 | www.connectinglink.com/ctu
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feb 2013 master Cut1.indd 43 3/6/2013 4:09:59 PM GET STARTED ON A NEW CHAPTER.
SCHOOL OF EDUCATION CERTIFICATES MASTER’S DEGREES DOCTORATES
Turn the next page in your life with a rewarding degree from Loyola University Chicago. With unique offerings for educators, we can help you enhance your current credentials or take on greater leadership in your school.
For more information, visit LUC.edu/education.
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