Saturday, August 11, 2012

SOS Update

   
On the March to Save and Transform Public Schools  
 

August 9, 2012
Dear Save Our Schools Supporters, People's Education Attendees, and Persons Interested in the SOS 2012 Convention Event...

If you registered for the Convention you received a thank you letter earlier. Two such acknowledgements cannot fully express our appreciation.  Besides which, we are well aware that thousands of persons, who were unable to travel to DC, were and are indeed, a large part of what makes Save Our Schools powerful.

We want to thank all of you for a successful event, your energy, efforts, and the energy you expend to make our community strong!

As you know, on August 3rd through August 5th many of us gathered together for the People's Education Convention 2012.  While the intent, to strengthen the foundation first built in 2010 - 2011, differed from that of last years massive March and Rally, the result was similar.  The gathering fueled the fire in a fight to Preserve and Transform Public Education.

Save Our Schools understands that the decision to attend or not to attend the People's Education Convention 2012 was not made lightly.  Time and expenses were serious considerations.  Commitment to the cause did not wane whether you traveled to Washington DC or did not. We thank you for your consistent and constant support!  Without you our children, public schools, and communities barely stand a chance. With you we can move mountains.  Your ability to communicate is everything. We reciprocate with a special thank-you to all those who helped bring the event together...

Keynote Speakers Jonathan Kozol and Nancy Carlsson Paige each expressed their sentiments aloud. Each felt inspired.  Jonathan mused that while the travel was physically tiring, he was energized.  The people, the conversations, the connections, all moved him. Nancy reflected, "The convention gave me hope. Thank you everyone. It was an uplifting experience, we won't be stopped."  Indeed, the People Convention experienced was powerfully phenomenal. 

Deborah Meier was encouraged.  She reflected on the hills we climbed and the precipice we stand on now.

Shanta Driver brought Convention Goers to their feet in applause, when she spoke of Education as the "new civil rights movement." Through anecdotes, Driver shared that she found inspiration through activism, students and Save Our Schools activism.

Rose Sanders both closed the 2012 Convention and opened the door to opportunities.  She spoke of how current corporate education reforms are pernicious attacks against our precious children.  Inspired by Gideon, Faya Rose Sanders reminded an expectant and eager Save Our Schools audience that strength is not always found in numbers. Small as we are, we can move masses, and so the People's Education Convention did.

Your participation in this voluntary Movement is greatly appreciated. We are grateful to those of you who were able to join us in person through your travel to Washington DC.

Save Our Schools wishes to take this moment to honor and thank the Advisors who work tirelessly, at every hour, for free, and the voluntary Information Coordinators.  No less notable are the Session Speakers who donated their time, energy, and effort to lead workshops and panels. [Please refer to http://saveourschoolsmarch.com/get-involved/volunteer-opportunities/workshop-panel-session-presenters-panelists/]. 
  SOSPplsEdctnCnvntn
The Friends of Save Our Schools, and the honorary Assistants who participated on their own dime helped make "The People's Education Convention 2012 and Beyond" sensational.  We share t he names.

The Save Our Schools Steering Committee initiated the effort to solidify the People's Education Principles.  We know we could not have continued on sturdy ground without you.

Advisors who do far more than advise, you act, your wondrous work sustains us all.  Thank you...
* Betsy L. Angert, Social Media [Web Site] "Server," Graphic Designer, and Desktop Publisher
* Becky Smith, Project Coordinator, Convention Organizer

Save Our Schools Information Coordinators, your enduring efforts are invaluable. We wish to acknowledge those who share the wisdom of what is...
* Shaun Johnson [Maryland]
* Sarah Stitzlein [New Hampshire]
* Terry Moore [New Jersey]
* Judy Rabin [New Jersey]
* Liza Womack [New York, Massachusetts]
* Liz Hallmark [New York]
* Rosalie Friend [New York]
* Ken Derstine [Pennsylvania]
* Crystal Swepson [Rhode Island]
* Bonnie Nesbitt [Virginia,]
* Pam Zich [Virginia, Washington, D.C.]
* Adam Heenan [Illinois]
* Anne Pritchett [Kansas]
* Nancy Creech  [Michigan]
* Lindsay Peifer [Minnesota]
* Peg Nicholson [Missouri Arkansas, [Tennessee]
* Vince Marsala [Ohio]
* Sarah Stitzlein [Ohio]
* Carmen Montopoli [Wisconsin]
* Donna Mace [Florida]
* Maria Schrenger [Kentucky]
* Lee Barrios [Louisiana]
* Rachel Bhattacharyya [Texas]
* Katherine Cox [Arizona]
* Emily Crum [Oregon]
* Jane Watson [Washington]
* Becca Ritchie [Washington]
* Susan DuFresne [Washington]
* Sarah McKinney [New Mexico]
 * Tracy Douglas [California]
* Melody Wise [Colorado]
* Bob George [Illinois]

Friends of Save Our Schools, we could not have done all we did and do without you and your generous support.
* Bess Altwerger [Save Our Schools Co-Founder]
* Anthony Cody [Save Our Schools Co-Founder]
* Tracey Douglas
* Emily Gasoi
* Rick Meyer [Save Our Schools Co-Founder]
* Dov Rosenberg

Again, whether your name is listed among those most visibly active in giving rise to the People's Education Convention 2012 and Beyond or not. You, Save Our Schools Supporters, are thanked.  

If you wish to donate to the Save Our Schools 2012 and Beyond 
Cause and/or Scholarship Fund Click...

Saturday, August 04, 2012

Good critique of School Of One: Online learning:Gary Rubinstein

Gary Rubinstein:

When used appropriately, technology can really make things better. It can also be a big waste of money. In my math class, I have incorporated an incredible computer program called ‘The Geometer’s Sketchpad’ which first came out in the early 1990s. With this program, which only costs about $10 per student, I’ve developed activities that encourage critical thinking and collaborative problem solving. My students have also benefited from my class website where they can download any handouts they lose or were absent for, in addition to all the homework assignments. I can even email an entire class with the push of a button to clarify something from class that day. These things have made me a more effective teacher, and they have been practically free.
The School of One is a technology that was hailed by TIME magazine as one of the 50 best inventions of 2009. By harnessing the power of computers to analyze the skills of students, the computers could create customized learning plans for each student, and find an efficient way to match the students with teachers to maximize learning.
I visited the School Of One in the spring of 2010, during the initial pilot program. I am (or at least ‘was’ until I wrote this post) friendly with the Joel Rose, the former ‘CEO’ of School Of One, and I asked if I could go to one of the tours.
Before we got to see the school in action, we got a brief summary of what we were about to see. The concept was that the old teacher-centered model was ineffective. One teacher would have 30 or more kids. Some of those kids had the prerequisite skills for the planned lesson, and others didn’t. So the teacher would struggle to ‘differentiate’ across all the different starting skill levels. That was true.
So the School of One would alleviate this by having a large room where five different lessons would be taught simultaneously. Some students would be taught by teachers in large or small groups, depending on what skills they had not yet mastered. Others would work on individualized lessons at computers. This would enable the teachers to get the most out of their direct teaching time as students would not participate in a lesson that they were not ready for. Sounded pretty good to me.
Though the school had only done a small pilot program in the summer of 2009, they claimed “Students in summer school pilot acquired new math skills at highly accelerated rate: estimated by NYC Department of Education’s Research and Policy Study Group as 7 times faster than peers with similar demographics and pre-test scores. Small sample size (n = 76) was a limitation.”
Seven times faster. I guess if effective teachers teach three times faster, then effective teachers with computer assistance teach seven times faster. This stat is a huge red flag. It is similar to a diet that clams you will lose thirty pounds in one week.
After the explanation of the School Of One, we were taken into the room, which was designed a bit like an airport terminal. Monitors told the students who should go to what station. There were about 100 kids in the very large room with about six teachers. Two teachers were teaching in the corners to groups of about 20. Two teachers were teaching in the middle to small groups of about 10. Two teachers were supervising students who were working independently on laptops.
I peered over the shoulder of a student working on a computer and saw that the skill he was practicing was to take sentences like: “three less than t” and convert them into ‘t-3′. As this is one of the more useless skills in all of middle school math, I was disappointed that they didn’t take the opportunity to drop a few topics in their reinvention of math teaching.
I also noticed that very few students were doing any scrapwork for any of their problems. This reinforced my own experience in trying to learn things on the computer, like when I tried to learn music theory that way — it is tough to take a computer seriously when it tells you to do something.
I also noticed a lot of kids playing games. The games came from a website called coolmath-games.com (Real slogan: Come for the games, stay for the lessons). The three most popular (click on links to play the games and see how much math you actually do while playing them) were 1) a pac-man game called math-man where your pac-man tried to clear the board of dots while avoiding ghosts. The ghosts had numbers on them, and you could eat the ghost with the answer to a math question at the bottom of the screen — or not 2) a game called Bloxorz where the player moved a rectangular box around a maze, and 3) one from math-play.com where if you got a multiple choice question right, you could try to make a basketball shot. Part of the idea of individualized learning is that some students will go at an accelerated pace. But from what I saw, if kids finished early, they were allowed to play these math games. Unfortunately the games had very little math. I watched a kid play math-man for fifteen minutes without answering a single math question. In this screen shot, you can see that the question 83 divided by 1 is at the bottom so if you really want to do the question, you can eat the ghost with the 83 on it, or you could just avoid the ghosts and eat all the dots.

The best thing I saw was the small group instruction, something that I know is effective, where a teacher was working with about 8 students on a math concept, giving each student individualized attention.
Ten minutes before the math period was over was ‘assessment’ time, where each student went to a computer to take a multiple choice test to inform the computer if they would be ready for the next concept tomorrow. Just like I saw during the lessons, I watched a student do the entire multiple choice test without lifting pencil. As there were only 4 choices per question, he may have even passed, but it is doubtful he truly knew the concepts.
Next to the large room of School of One was another large room filled with adults with suits on. They were analyzing, in real time, the data that was coming in from School of One. Based on the amount of mindless game playing going on in the main room, I wondered what they were analyzing in the other room.
I left School of One feeling a bit funny. It seemed like there were some good things about it. Certainly a computer sorting students into ability groups does make it easier for a teacher. Also computers grading work is helpful. But the major flaw that I considered a missed opportunity was that in the design it seemed that their main ‘goal’ was ‘test prep.’ If I were to use millions of dollars to ‘re-invent’ the math classroom, I would want to develop a better vision of what the goal of studying math was. As they were clearly focused on test prep, the entire enterprise, in my opinion, was limited. Even if they succeeded at getting test scores up, that superficial goal would be all they really accomplished. There was not one bit of ‘critical thinking’ going on there.
On the tour with me was the founder of Mathalicious, who was just getting started back then, but has since been getting pretty popular in the world of internet math people. He seemed as unimpressed as me so I talked to him and asked what he thought. He said “I’m worried that this is what kids will think math is about,” which I agreed with. The technology, I admit, was pretty new and maybe ‘critical thinking’ can be infused later with better lesson content. I don’t know if that was part of the long term plan.
My visit was in the spring of 2010. They were doing the spring pilot at IS 228. Then they were going to expand to two more schools for the 2010-2011 school year, and then to four more schools the next year.
In the 2010-2011 school year, the three schools IS 228, MS 131, and IS 339 all started their first full year. By the end of 2011, two of the three schools, MS 131 and IS 339, had dropped the program. The CEO and the other employee at School of One also resigned from NYC DOE so only one school continued, the original school IS 228.
I checked the school report progress reports to see how math scores were affected by using this program. I know that these numbers aren’t as meaningful as the DOE hopes they are, but I have no problem using them here since these are the numbers they value so much and it is always ironic the way the DOE chooses to ignore numbers that don’t fit with their theories about what will help the schools.
At IS 228 in Brooklyn, the ‘flagship’ school:
In 2009-2010 had a 41.8% in their math median growth percentile.
In 2010-2011, after doing SO1, they went down to a 37.6% median growth percentile.
At MS 131 in Manhattan:
In 2009-2010 had a 62.7% in their math median growth percentile, which was enough to help the get an ‘A’ on the large ‘progress’ component of the progress report.
In 2010-2011, after doing SO1, they went up to a 74.4% median growth percentile.
At IS 339 in The Bronx:
In 2009-2010, they had a 36.5% in their math median growth percentile, which helped them get a ‘B’ in ‘progress.’
In 2010-2011, after doing SO1, they went down to a 12.9% in math median growth percentile, which contributed to their ‘D’ in ‘progress.’
So of the three schools, one went up on their math progress while two went down. Two schools dropped the program, including one of the schools that showed ‘progress’ with it.
Within a year, Joel Rose and Chris Rush, the two main people working on School of One, re-emerged with a new company called New Classrooms Innovation Partners, which will work with cities, including New York City — where they will expand to 50 schools within the next three years. Though New York City is not immediately giving them a lot of money, this article questions whether or not this violates the conflict of interest laws.
Former Chancellor Joel Klein who now works for News Corp has just started an ed tech venture called amplify which I believe is working with New Classrooms Innovation Partners in some way. I haven’t found a direct link between the two companies, but it would seem strange that Klein would be competing against people who he mentored.
As I’ve said, I do think that computers can be used to help teachers work more effectively. Whether or not this technology will accomplish much is yet to be seen. As it does not seem to be based on any vision of making math a more interesting or more meaningful experience, I am skeptical. If the common core standards truly are about making math no longer ‘a mile wide and an inch deep’ I wonder how this framework can be adapted to enable deeper understanding.
I guess the 50 schools in New York City that will get the ‘opportunity’ to participate in the field tests will soon find out.

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Privatizing Public Schools: Big Firms Eyeing Profits From U.S. K-12 Market




By Stephanie Simon

NEW YORK, Aug 1 (Reuters) - The investors gathered in a tony private club in Manhattan were eager to hear about the next big thing, and education consultant Rob Lytle was happy to oblige.

Think about the upcoming rollout of new national academic standards for public schools, he urged the crowd. If they're as rigorous as advertised, a huge number of schools will suddenly look really bad, their students testing way behind in reading and math. They'll want help, quick. And private, for-profit vendors selling lesson plans, educational software and student assessments will be right there to provide it.

"You start to see entire ecosystems of investment opportunity lining up," said Lytle, a partner at The Parthenon Group, a Boston consulting firm. "It could get really, really big."

Indeed, investors of all stripes are beginning to sense big profit potential in public education.

The K-12 market is tantalizingly huge: The U.S. spends more than $500 billion a year to educate kids from ages five through 18. The entire education sector, including college and mid-career training, represents nearly 9 percent of U.S. gross domestic product, more than the energy or technology sectors.

Traditionally, public education has been a tough market for private firms to break into -- fraught with politics, tangled in bureaucracy and fragmented into tens of thousands of individual schools and school districts from coast to coast.

Now investors are signaling optimism that a golden moment has arrived. They're pouring private equity and venture capital into scores of companies that aim to profit by taking over broad swaths of public education.

The conference last week at the University Club, billed as a how-to on "private equity investing in for-profit education companies," drew a full house of about 100.


OUTSOURCING BASICS

In the venture capital world, transactions in the K-12 education sector soared to a record $389 million last year, up from $13 million in 2005. That includes major investments from some of the most respected venture capitalists in Silicon Valley, according to GSV Advisors, an investment firm in Chicago that specializes in education.

The goal: an education revolution in which public schools outsource to private vendors such critical tasks as teaching math, educating disabled students, even writing report cards, said Michael Moe, the founder of GSV.

"It's time," Moe said. "Everybody's excited about it."

Not quite everyone.

The push to privatize has alarmed some parents and teachers, as well as union leaders who fear their members will lose their jobs or their autonomy in the classroom.

Many of these protesters have rallied behind education historian Diane Ravitch, a professor at New York University, who blogs and tweets a steady stream of alarms about corporate profiteers invading public schools.

Ravitch argues that schools have, in effect, been set up by a bipartisan education reform movement that places an enormous emphasis on standardized test scores, labels poor performers as "failing" schools and relentlessly pushes local districts to transform low-ranked schools by firing the staff and turning the building over to private management.

President Barack Obama and both Democratic and Republican policymakers in the states have embraced those principles. Local school districts from Memphis to Philadelphia to Dallas, meanwhile, have hired private consultants to advise them on improving education; the strategists typically call for a broader role for private companies in public schools.

"This is a new frontier," Ravitch said. "The private equity guys and the hedge fund guys are circling public education."

Some of the products and services offered by private vendors may well be good for kids and schools, Ravitch said. But she has no confidence in their overall quality because "the bottom line is that they're seeking profit first."

Vendors looking for a toehold in public schools often donate generously to local politicians and spend big on marketing, so even companies with dismal academic results can rack up contracts and rake in tax dollars, Ravitch said.

"They're taking education, which ought to be in a different sphere where we're constantly concerned about raising quality, and they're applying a business metric: How do we cut costs?" Ravitch said.


BUDGET PRESSURES

Investors retort that public school districts are compelled to use that metric anyway because of reduced funding from states and the soaring cost of teacher pensions and health benefits. Public schools struggling to balance budgets have fired teachers, slashed course offerings and imposed a long list of fees, charging students to ride the bus, to sing in the chorus, even to take honors English.

The time is ripe, they say, for schools to try something new -- like turning to the private sector for help.

"Education is behind healthcare and other sectors that have utilized outsourcing to become more efficient," private equity investor Larry Shagrin said in the keynote address to the New York conference.

He credited the reform movement with forcing public schools to catch up. "There's more receptivity to change than ever before," said Shagrin, a partner with Brockway Moran & Partners Inc, in Boca Raton, Florida. "That creates opportunity."

Speakers at the conference identified several promising arenas for privatization.

Education entrepreneur John Katzman urged investors to look for companies developing software that can replace teachers for segments of the school day, driving down labor costs.

"How do we use technology so that we require fewer highly qualified teachers?" asked Katzman, who founded the Princeton Review test-prep company and now focuses on online learning.

Such businesses already have been drawing significant interest. Venture capital firms have bet more than $9 million on Schoology, an online learning platform that promises to take over the dreary jobs of writing and grading quizzes, giving students feedback about their progress and generating report cards.

DreamBox Learning has received $18 million from investors to refine and promote software that drills students in math. The software is billed as "adaptive," meaning it analyzes responses to problems and then poses follow-up questions precisely pitched to a student's abilities.

The charter school chain Rocketship, a nonprofit based in San Jose, California, turns kids over to DreamBox for two hours a day. The chain boasts that it pays its teachers more because it needs fewer of them, thanks to such programs. Last year, Rocketship commissioned a study that showed students who used DreamBox heavily for 16 weeks scored on average 2.3 points higher on a standardized math test than their peers.


SPECIAL ED AS A GROWTH MARKET

Another niche spotlighted at the private equity conference: special education.

Mark Claypool, president of Educational Services of America, told the crowd his company has enjoyed three straight years of 15 percent to 20 percent growth as more and more school districts have hired him to run their special-needs programs.

Autism in particular, he said, is a growth market, with school districts seeking better, cheaper ways to serve the growing number of students struggling with that disorder.

ESA, which is based in Nashville, Tennessee, now serves 12,000 students with learning disabilities or behavioral problems in 250 school districts nationwide.

"The knee-jerk reaction [to private providers like ESA] is, 'You're just in this to make money. The profit motive is going to trump quality,' " Claypool said. "That's crazy, because frankly, there are really a whole lot easier ways to make a living." Claypool, a former social worker, said he got into the field out of frustration over what he saw as limited options for children with learning disabilities.

Claypool and others point out that private firms have always made money off public education; they have constructed the schools, provided the buses and processed the burgers served at lunch. Big publishers such as Pearson, McGraw-Hill and Houghton Mifflin Harcourt have made hundreds of millions of dollars selling public school districts textbooks and standardized tests.

Critics see the newest rush to private vendors as more worrisome because school districts are outsourcing not just supplies but the very core of education: the daily interaction between student and teacher, the presentation of new material, the quick checks to see which kids have risen to the challenge and which are hopelessly confused.

At the more than 5,500 charter schools nationwide, private management companies -- some of them for-profit -- are in full control of running public schools with public dollars.

"I look around the world and I don't see any country doing this but us," Ravitch said. "Why is that?"

Wednesday, August 01, 2012

Chicago Strike and Charters

If teachers strike, 50,000 kids will still be in school

A boon to charter schools? Leverage for the mayor? All sides are pondering what it would mean for charter schools to stay open if union teachers walk out.

July 31, 2012

(WBEZ/Linda Lutton)
The new school year has already begun at Alain Locke Charter on the city's West Side. Students at the school are among 50,000 citywide who would be unaffected by a teacher walkout.
(WBEZ/Linda Lutton)
Fourth-grade teacher Liz Koonce says she's happy to be working at a school where kids have more time in class and won't be affected by a potential teachers strike.
(WBEZ/Linda Lutton)
The new school year has already begun at Alain Locke Charter on the city's West Side. Students at the school are among 50,000 citywide who would be unaffected by a teacher walkout.
prevnext
The Chicago Teachers Union and the school district have an agreement on the longer school day, but the two sides still say they are "far apart” on issues like wages and benefits. And the union has said a strike is not off the table.
If there were a strike, it would take place in a whole new context, one that has national eyes focused on Chicago.
If Chicago teachers walk out, there will be 50,000 kids still in school.
Outside William Penn Elementary School on the city’s West Side, you can sort of imagine where a picket line might be set up if Chicago Teachers Union teachers walk out on strike--somewhere near the large painted "Welcome" sign just off the sidewalk. But in this same building, at an entrance about 50 feet away, is the sign for a charter school: Kipp-Ascend. If Penn teachers strike, KIPP teachers will be at work, and hundreds of students will pass the picket line and walk into school. That scenario could be repeated across the city.
"We’ve never had this dynamic occur in the country where there’s been a major urban area considering a teachers strike while they had a large charter sector," says Andrew Broy, head of the Illinois Network of Charter Schools.
"So we’ll have some portion of public schools students going to school, some portion of teachers going to school to educate those students, while the rest of the teachers aren’t."
Right now, folks on all sides of the equation are trying to figure out what that would mean.The city has over 100 charter schools. All would be open if teachers strike.  More than 50,000 kids would be in class, about 13 percent of the district.
Broy says charter schools’ phones are ringing.
"We’ve had a number of charter schools in our network who’ve been contacted by parents who’ve heard about a strike happening, and are saying, 'Look, do you have seats available?'"
Broy says about a third of charter schools do have seats, and he wants the district to increase the number of students charter schools are allowed to take if union teachers do walk out. "Because ultimately our goal is not just to represent the charter sector, but to make sure the children of Chicago have access to education," he says. "I don’t think anybody wants 350,000 students to be out for a long time."
Broy is betting that parents will see things the way WaConda Curington does. She has four children in charter schools.
"I would say as a parent, I am relieved that my kids will continue to go to school. Because that’s not fair to the children of CPS. They’re gonna be at a disadvantage," said Curington. "I mean it’s sad, but at the same time, I guess I would say I am thankful that my kids are not a part of that system."
Charter schools begin the new school year
Charter school co-teachers Ryan Buchanan and Liz Koonce were already at work last week setting up their fourth-grade classroom at one of the city's five LEARN charter school campuses.
"It was a short summer, but it’s good for the kids that they get back so quickly, and their retention is a lot better," said Buchanan, age 23, as he carefully wrote student names onto clothes pins for the class behavior chart.
Koonce agrees. "As a teacher, I want the best for my kids. I understand both sides. I come from a school where there was a union, so I understand the benefits of that."
Koonce is 25. She used to teach in a suburban district. She isn’t supposed to say how much she makes at LEARN. But on average, Chicago charter teachers make $20,000 less per year than their CPS counterparts. Part of that is because charter teachers tend to be younger and less experienced. But even adjusting for that, Broy says they make between $8,000 and $12,000 less.
Early Wednesday morning Koonce will be greeting her new students on their first day of school.  Look for the city to highlight the fact that teachers like Koonce and Buchanan work longer days and longer school years, while union teachers push for more money.
Leverage
But not everyone thinks those 50,000 charter school kids will be an advantage for the city in contract negotiations.

"I don’t think it figures into either side’s leverage. I think it figures into both sides’ estimations of what a mess it would be if there were a strike," says Don Rose. The Chicago political consultant says charter school students would be "collateral damage" if charters stay open while teachers are on strike.
"They will be confronted by picket lines. It is even possible that they will be heckled by students whose teachers are out on strike, or their teachers will be heckled. This will just be a further flouting and re-angering of those who oppose charter schools."
Elizabeth Purvis has lived through this. She runs Chicago’s biggest charter school network, and kept a charter school open in Rockford last spring when teachers there went on strike.
"We were prepared for people to picket our schools, but no problem. We have a number of  the children of public school teachers. They dropped their kids off at school…not a ripple." But charter schools are still a tiny percentage of schools in Rockford and haven't attracted the same level of opposition as they have in Chicago.
The growth of charters has depleted the ranks of the Chicago Teachers Union. Every time the union has negotiated a contract over the last decade, it’s come to the table representing fewer members. Thirty-three thousand in 2003. Thirty-two thousand for the last contract, agreed to in 2007. Today, the union says there are 25,500 members in the CTU's bargaining unit.
Still, union official Jackson Potter says he does not see the 50,000 charter kids in classes as a threat. He points to a Chicago Tribune poll that found parents trusted the unions reform proposals more than the school district's.
"We have a rich history in this city of parents taking on the Board of Education when they think there’s injustice," says Potter.
Potter says the union is fighting for more than just wages—it wants air conditioning, playgrounds, and social services for kids, and he thinks parents understand that.
And far from talking about charter school teachers as scabs, Potter is looking to build bridges between the union and charters.
"There's a lot of solidarity that I don't think people recognize or understand," says Potter. "I think we could see a number of interesting scenarios, where charter teachers are picketing with us, where charter teachers are talking about what rights they don’t have, and what rights they want, and thinking about ways to organize these buildings so that they're not treated with disrespect."
One thing all sides agree on: unions and charter advocates across the country will be watching.

Friday, July 27, 2012

American Federation of Teachers Convening in Detroit Vice President Joe Biden, Charles Blow, Diane Ravitch, UAW President Bob King Among Major Speakers

Media Advisory
July 26, 2012
Contact:
Carolyn Fiddler
202/393-6355
cfiddler@aft.org

American Federation of Teachers Convening in Detroit
Vice President Joe Biden, Charles Blow, Diane Ravitch, UAW President Bob King Among Major Speakers 


WASHINGTON—The American Federation of Teachers 2012 convention will begin Friday, July 27, and will last through Monday, July 30, at Cobo Center in Detroit, where more than 3,000 delegates will gather from across the country representing preK-12 teachers; paraprofessionals and school-related personnel; higher education faculty and professional staff; early childhood educators; federal, state and local government employees; and nurses and other healthcare professionals.

The convention opens with AFT President Randi Weingarten’s keynote address introducing “solution-driven unionism,” a redefinition of unionism that advances solutions focused not just on members, but also on the people they serve and the communities in which they live. Solution-driven unionism will advance creative solutions to unify members and their communities around issues important to all working people.

After delivering her keynote address on Friday, Weingarten will join members of the Detroit Federation of Teachers as they gather at the Detroit Pubic School headquarters to tell Detroit Public Schools Emergency Manager Roy Roberts to stop dictating and start working collaboratively to ensure the students of Detroit have what they need to succeed.
Essential items the convention will address include:
  • Approving a new American Federation of Teachers mission statement that emphasizes the organization’s commitment to championing fairness, democracy, economic opportunity, and high-quality public education, healthcare and public services for our students, their families and our communities.
     
  • Passing a resolution calling for an end to the fixation on high-stakes testing and the restoration of balance to public education by prioritizing high-quality instruction informed by appropriate and useful assessments.
     
  • Passing a resolution addressing the need for infrastructure and public service investment to create jobs as the AFT works to improve public education, prepare students for work and improve the outlook of the U.S. economy in the 21st century.
Featured speakers at this year’s convention include Vice President Joe Biden and Dr. Jill Biden, historian of education at New York University and best-selling author Diane Ravitch, New York Times columnist Charles Blow and United Auto Workers President Bob King (see list and schedule below).


AFT Convention at Cobo Center, Detroit
Speaker Highlights

Friday, July 27, 9 a.m. session

           AFT President Randi Weingarten

Friday, July 27, Noon
            Rally at DPS,  3031 W. Grand Blvd.

Saturday, July 28, 9 a.m. session
            UAW President Bob King
Saturday, July 28, 2 p.m. session
             Diane Ravitch, NYU historian of education and best-selling author
             Rev. Wendell Anthony, Detroit Branch NAACP president

Sunday, July 29, 2:30 p.m. session
            U.S. Rep. Dale Kildee (Mich.)
            Dr. Jill Biden
            Vice President Joe Biden (see below for special instructions)   
Monday, July 30, 7:30 a.m. Women’s Rights Breakfast
             Sandra Fluke, Georgetown Law School graduate
             Betty Dukes, lead plaintiff in Dukes v. Wal-Mart
Monday, July 30, 9 a.m. session
             Charles Blow, columnist for the New York Times
 

Rahm blinks first in battle with teachers


ANALYSIS

Rahm blinks first in battle with teachers

Lee Sustar and Nicole Colson look at how the Chicago Teachers Union pressured Mayor Rahm Emanuel to hire more teachers to support a longer school day.

July 26, 2012
RAHM EMANUEL has agreed to come up with money to hire nearly 500 more teachers to support the longer school day, but Chicago's mayor still wants concessions that may provoke a strike.

The agreement was sought by the Chicago Teachers Union (CTU) months ago as a way to maintain teachers' workday at current levels after Chicago Public Schools (CPS) used a new state law to increase the school day at elementary schools from five hours and 45 minutes to seven hours.

The agreement means that Chicago's early-start schools--attended by about one-third of CPS's 440,000 students--will open August 13 with enough faculty to support the additional instruction without making teachers work harder for less.

"CPS has finally backed off the unworkable, seven-hour, 40-minute teacher work day," CTU President Karen Lewis said at a press conference [1]. "CPS thus reverses its publicly announced policy that the CTU has consistently criticized as bad for both students and teachers...and it has finally agreed to recall rights for teachers. This is movement in the right direction."

That sentiment was voiced by many of the 500 teachers and supporters who turned up to picket the July 25 Board of Education meeting, held the day after the announcement of the agreement.

"We were never totally against a longer day," said Ken Murfay, a physical education teacher at Wacker and Owen elementary schools, as he walked the picket line outside the meeting with chanting union members. "We just wanted a funded longer day with more teachers, not just all the pressure on the people that are there now."

A high school music teacher agreed: "It shows that what we've been doing--organizing out in the streets has made a difference."

That organizing was backed up by a vote in May in which nearly 90 percent of all CTU members authorized union leaders to call a strike. Under state law, any teacher who didn't vote was counted as a "no"--so in reality, among union members who voted, the vote to authorize a strike was 98 percent. That result--which followed a huge May 23 downtown rally and march by thousands of CTU members and supporters--finally forced CPS and Emanuel to begin bargaining seriously.

Emanuel had calculated that he'd neutered the CTU by pressuring state legislators to pass a law requiring 75 percent of all union members to vote to authorize a strike. Instead, his aggressive demands and insulting tone only angered teachers who two years ago elected a group of reformers determined to rebuild a fighting union.

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THAT'S WHY the agreement marks a stinging defeat for Emanuel, who has been gunning for the CTU since he announced his candidacy for last year's mayoral election.

Emanuel's handpicked school board cancelled teachers' contractual 4 percent pay raise last year. When contract negotiations began this year, Emanuel's operatives at CPS demanded that teachers accept a 20 percent increase in their workload in exchange for a 2 percent pay raise, plus a new merit pay system that would replace individual raises based on experience, known as steps, and educational attainment, called lanes.

The new agreement resolves one of those issues. By hiring 477 new teachers, many of them for art, music and physical education, CPS will be able to support the longer school day without requiring elementary school teachers to work additional instructional time. The deal will, however, require high school teachers to work 14 minutes longer per day.

In another big win for the union, the new teachers will be hired from a pool of laid-off CTU members. That's a key precedent for the ongoing negotiations: Over the past decade, the CTU has seen thousands of experienced union members lose their jobs in school closures, only be replaced by lower-paid new hires who themselves lack job security until they achieve tenure after three years in their posts.

While Emanuel claimed the deal as a vindication of his push for a longer school day, it's obvious that the agreement marks a defeat for a politician notorious for his take-no-prisoners style. Yet the mayor is still using CPS's claimed $665 million budget deficit as a pretext to demand that the CTU swallow a 2 percent pay hike, the abolition of step and lane raise and a merit pay system.

For CTU members, those are strike issues. Many Chicago teacher activists point to the disastrous merit pay system in Baltimore [2], which led to 60 percent of teachers being denied a raise and placed on probationary status.

Emanuel and his strategists at City Hall and CPS will now mount a counterattack on the CTU. With the issue of the longer school day resolved, they will argue that the union no longer has the basis for demanding a big pay raise of about 30 percent, an amount intended to compensate for last year's cancelled raise and the longer school day.

In fact, the CTU had already gained leverage in talks with CPS following the release of an arbitrator's report [3] that sides almost entirely with the union, including a recommendation for a 35 percent raise over four years.

The CTU, by state law, can't demand that the school board negotiate over anything but pay and benefits. But in making a bold demand over pay, the union aims to force the city into bargaining on critical non-economic issues like class sizes, the length of the school day and other questions.

Emanuel had arrogantly demanded that the CTU "wait for the report" from an independent arbitrator, known as a fact-finder, before discussing the union's demands further--on the assumption that the report's recommendations would be in the city's favor.

Instead, as Chicago Sun-Times reporter Fran Spielman wrote [4], the fact-finding process "has now blown up in the mayor's face."

Arbitrator Edwin Benn's report came down largely--though not entirely--in the union's favor. Among other things, Benn recommended 15 to 20 percent salary increases for teachers working the longer school day that Emanuel and CPS imposed at elementary schools next year--and a 35.74 percent overall raise over four years, with a first-year pay hike of 18.2 percent.

Benn also concluded that CPS should not have extended the school day if it couldn't pay teachers comparable raises for working the extra time. "The board cannot realistically expect that it should not have to compensate employees for the problem it caused by an almost 20 percent increase for the employees' work time," the report noted.

As Spielman wrote, the report "pins the blame for the stalemate squarely on Emanuel and demands that the mayor choose between fiscal reality and his signature push for a longer school day and school year."

- - - - - - - - - - - - - - - -

WITH THE longer school day issue settled, however, Emanuel and CPS will again try to portray any CTU demand for a decent pay raise as an example of greedy teachers attempting to serve their interests against needy kids.

There's also the possibility that Emanuel and CPS will try to chisel away at the staffing deal for the longer school day by laying off other teachers and increasing class sizes, as CTU Vice President Jesse Sharkey told reporters. Sharkey had a suggestion for where to find the money:

I don't know where the board is going to get the money for hiring. I have some suggestions. I would suggest that the big increase in funding--which the charter schools were not able to get through the state legislature, but which they turned around and got from CPS voluntarily--is something they might want to look at.

But Emanuel is adamant [5] that CPS won't pay for the longer school day by pulling back its growing budget for charter schools.

So the CTU's battle for a fair contract will continue--a battle that the union sees as part of a long-term struggle to defend public education. The CTU is supporting a grassroots effort to get an elected school board [6] as well as a range of community organizations that have resisted CPS's policy of underfunding and then closing "low-performing" schools in predominately African American and Latino neighborhoods.

Many parent, community and labor activists from those struggles are also active in the new Chicago Teachers Solidarity Campaign [7], which is working to support the union in the fight for education justice.

That solidarity is needed more than ever. Rahm Emanuel may have lost this round, but the CTU's fight isn't over.
 

Can the AFT meet the challenge?

http://socialistworker.org/2012/07/25/challenges-facing-the-aft

COMMENT: LEE SUSTAR

Can the AFT meet the challenge?

Lee Sustar looks at the attacks facing the American Federation of Teachers as union delegates gather in Detroit for the organization's biannual convention.

July 25, 2012

AS DELEGATES from the American Federation of Teachers (AFT) gather in Detroit for their convention July 27-30, it's hard to keep up with the escalating attacks on teachers and public education.

America's most politically wired mayor, Rahm Emanuel, is taking aim at the Chicago Teachers Union (CTU) in a contract showdown [1] over Emanuel's effort to make teachers work much longer for less. Los Angeles teachers are bracing for their third straight year of pay cuts [2] to try and avert some layoffs. In Philadelphia, officials are trying tobreak up the city's school district into "networks" run by private groups, which will effectively destroy centralized collective bargaining for the Philadelphia Federation of Teachers, an AFT affiliate. In Cleveland, the AFT local union accepted a contract that allows for layoffs based on evaluations rather than seniority [3].

Then there's the host city for the AFT gathering, where the Detroit Federation of Teachers (DFT) is being hit with the continuation of a 10 percent pay cut, cutbacks in maternity and sick leave and other takeaways [4] in a contract imposed by an emergency financial manager empowered by state law to tear up union collective bargaining agreements. These attacks come after the union agreed to previous rounds of concessions [5] that forced Detroit teachers to defer part of their pay until they retire or leave the district.

What we're seeing in Detroit, Philadelphia and Cleveland is nothing less than the controlled demolition of public education. And the response of the union most affected by these attacks, the AFT, is...what, exactly?

Certainly the union has sounded the alarm when faced with some of the more egregious attacks, and AFT President Randi Weingarten talked tough at a May 23 Chicago Teachers Union rally.

Yet the AFT leader kept quiet when the Philadelphia school carve-up was announced. And when members of United Teachers Los Angeles (UTLA) voted to accept an agreement that gave them unpaid furlough days in exchange for averting some layoffs, Weingarten was quick to issue a statement of support [6].

"UTLA members agreed to forego up to 10 days of pay to ensure that as many of their colleagues as possible stayed in the classroom and off the unemployment line," she said. Weingarten, however, failed to mention that LA teachers--whose union is jointly affiliated with the AFT and the National Education Association--also took pay cuts in the previous two years, but still haven't seen all the promised jobs return.

Then came the Cleveland deal, in which the local union agreed to allow layoffs based on performance evaluations [7]--which are based on student test scores--rather than seniority. Weingarten trumpeted the deal as a model of collaboration. In fact, Weingarten began pushing the Cleveland teachers to accept evaluations based on test scores more than two years ago [8]. It was the union, not management, that proposed axing traditional job protections, Weingarten said, "breaking a significant logjam over the tenure issue."

In fact, the AFT surrendered far more in the Cleveland deal. The union had already agreed in April to the so-called Cleveland Transformation Plan [9], which gives "the district greater flexibility to close underperforming schools and to partner with charter schools," Crain's reported. "It also would give school principals greater responsibility over budgeting and hiring." In other words, principals will be empowered to target teachers they view as troublemakers.

After rejecting an initial tentative agreement [10] because of its harsh economic impact, Cleveland teachers voted to accept a contract with somewhat better terms on pay and benefits, but that accepts the "transformation" plan. Once contract terms were settled, the local union joined the school district and Republican Gov. John Kasich--who last year tried to gut collective bargaining for public-sector workers--to back legislation that will enforce Cleveland's school "reform."

In an article headlined "A School Fix Without a Fight," [11] the Wall Street Journal highlighted the significance of the union's concessions:

The overhaul, signed into law by Gov. John Kasich this month, will allow the district to link teachers' pay, in part, to student test scores, and to lay off teachers based on performance instead of seniority. It will also let the district fire teachers after two years of poor performance, based in part on test scores.

The district will become the only one in Ohio to share local tax dollars with charter schools--public schools run by outside entities that are now funded by state and federal money--and will have more say in who gets to operate those schools.

In other words, the Cleveland Metropolitan School District will see tax dollars--and student enrollment--shift toward nonunion charter schools run by unaccountable private organizations. The Cleveland Teachers Union and the AFT, confronted with a head-on assault on public education, surrendered without a battle.

- - - - - - - - - - - - - - - -

THE AFT's concessions in Cleveland are only the latest example of a policy of collaboration in which the union sheds long-established principles--like the defense of tenure and opposition to merit pay--in the hope of staving off even more aggressive "reforms."

The Obama administration accelerated those attacks since 2009 through the Race to the Top program [12], which offered $4.3 billion in grants to states on the condition that they passed legislation lifting caps on charter schools, weakening teacher job protections, tying teacher evaluations to student test scores and imposing merit pay. But that didn't stop the AFT from making an early endorsement of President Barack Obama in his campaign for re-election.

Weingarten's strategy: Look to the Democrats for political cover while pre-empting the corporate reformers by taking the initiative in making contract concessions in order to keep the union's proverbial seat at the table.

That was the idea behind the 2009 teachers' union contract in New Haven, Conn., which Weingarten called "a model or a template." Under that agreement, as the Wall Street Journal put it [13], school officials have greater ability to close schools while imposing "tough performance evaluations and fewer job protections for bad teachers." Education Secretary Arne Duncan, who made his reputation by implementing a corporate-driven reform agenda as head of Chicago schools [14], cheered the deal: "This shows a willingness to go into areas that used to be seen as untouchable."

Weingarten also promoted similar "reform" contracts with AFT locals in Pittsburgh and Hillsborough County, Fla., [15] that allows teachers to opt out of tenure--job security--if they agree to merit pay. Microsoft founder Bill Gates' foundation helped bankroll both efforts. Private money was even used to fund salary increases in a similar merit pay scheme for teachers in Washington, D.C. [16], in an agreement that Weingarten helped negotiate.

Not surprisingly, many AFT members are appalled at the union's willingness to give up job protections and the principle of equal pay for equal work. That's why in 2010, members of the Baltimore Teachers Union initially rejected a contract [17] that embraced merit pay and undermined job security. Weingarten had the traditional response of union bureaucrats out to sell a lousy contract to a rebellious rank and file: Vote until you get it right. Staffers from AFT headquarters in Washington traveled the 40 miles to Baltimore and arm-twisted union members into accepting the deal in a second ballot.

Now the disastrous results are in. In the midst of the 2012 school year, some 60 percent of Baltimore teachers received unsatisfactory ratings [18], which meant that they got no raise, were placed on a "performance improvement plan" (PIP) and are subject to dismissal.

"We have more people on PIPs, and we're proud of it," said Tisha Edwards, chief of staff for Baltimore schools. "We're not saying we're going to fire everybody, but we're using PIPs the way they were supposed to be used, but never were: to communicate where we need to develop, and get better about documenting the development of our people."

- - - - - - - - - - - - - - - -

WEINGARTEN ISN'T embarrassed by this abandonment of the bedrock positions of the union. On the contrary, at the 2010 AFT convention, she made Bill Gates the keynote speaker. "We're not going to wait and oppose--we're going to lead and propose," she said of the reform agenda in her opening speech to delegates [19].

The problem is that by trying to maintain collaboration with politicians and education officials hell-bent on breaking teachers' union power, the AFT is moving further and further to the right to accommodate them, as evidenced by the union support for the "transformation" plan in Cleveland. And the union has so far been silent on the Los Angeles Unified School District's plan to give a company run by charter school pioneer Steve Barr [20] control of schools, which would be operated as "hybrids" of traditional and charter schools--another major shift of taxpayer money and students to unaccountable outside entities.

One of the few places the AFT leadership seems to be trying to hold the line is in New York City.

Even so, the United Federation of Teachers has so far failed to resist a punitive new evaluation system. And rather than fight for a contract that is years overdue, the union is simply trying to wait until Mayor Michael Bloomberg's term expires in 2013. In the meantime, the city's school officials pressed ahead with an aggressive school closure program that got more opposition from an Occupy-inspired education group [21] than the union itself--until an arbitrator barred the actions [22].

As the attacks on the teachers' unions intensify, AFT members are discovering what their counterparts in the steelworkers, autoworkers, Teamsters, machinists and other unions could have told them: Concessions only lead to more concessions. Indeed, the corporate school reformers are following the same plan as their private-sector counterparts.

In the freight industry, for example, the Teamsters membership has been gutted by the practice of "double breasting"--starving the unionized operations of investment while building up nonunion subsidiaries. That's why Consolidated Freightways, a one-time Teamster bastion, disappeared in bankruptcy court, while trucks from its nonunion counterpart, Con-Way, continue to roll down the highway.

As traditional school systems in New Orleans, Detroit and Pennsylvania are gutted," It doesn't take much imagination to see how nonunion charter schools are playing the same role in education as a subsidiary like Con-Way did in trucking. And just as the nonunion U.S. operations of Toyota grabbed market share from General Motors, unaccountable big charter operators like KIPP are siphoning off tax dollars students and students from traditional public schools. In Michigan, egged on by Republican Gov. Rick Snyder, two districts, Muskegon Heights and Highland Park, are handing their entire school district over to charter school operators [23].

As Diane Ravitch, the former assistant secretary of education turned school reform critic, wrote [24], "Governor Snyder wants to reshape the state's school finance system so that public money 'follows the child,' instead of just automatically going to public schools. This is part of the right-wing agenda to defund public education, cloaked in alluring terminology."

- - - - - - - - - - - - - - - -

WHICH BRINGS us back to Chicago, scene of the approaching confrontation between the Chicago Teachers Union and Mayor Rahm Emanuel.

Because it isn't just right-wingers like Snyder who want to funnel tax dollars into charter schools, it's corporate Democrats like Emanuel and his operatives. That's why Chicago Schools CEO Jean-Claude Brizard is using a formulation remarkably similar to Snyder's "follow the child" policy. "It doesn't make sense [that] our parents pay taxes and then pay tuition [for their children] to go to [private] school as well," Brizard said in a speech at the Economic Club of Chicago [25].

That's no coincidence. As Chicago journalist Ben Joravsky pointed out [26], Republican presidential candidate Mitt Romney's education plan "in many respects...reads like it could have been written by our very own union-busting, charter-school-loving Mayor Rahm Emanuel."

Will the AFT help Chicago teachers take on Emanuel, who has national clout after his stint as White House chief of staff? Randi Weingarten promised CTU members that she'd come to Chicago to support their struggle whenever necessary.

But the very day in June that nearly 90 percent of the CTU membership was voting yes to authorizing a strike, Weingarten was in town for a different reason--to participate in an event hosted by the Clinton Global Initiative, the foundation headed by former President Bill Clinton. She appeared alongside Emanuel on a panel [27] that highlighted that organizers billed as the "dynamic duo" as they discussed how union pension money could be tapped to fund Emanuel's new Infrastructure Trust, a deal crafted by banks to fund various development projects that will put taxpayers in debt for decades at unknown rates of interest.

That's why CTU members should look carefully at the AFT's potential role in contract negotiations and a possible strike. Chicago teachers should welcome Weingarten's pledge of solidarity--and use it to help them appeal to AFT and NEA members everywhere as they square off with Emanuel.

But where the AFT and Weingarten will counsel collaboration and compromise, Chicago teachers should stick to their guns and fight for decent pay and job security as part of their wider program to defend public education from privatization and budget cuts [28].

A union is only as strong as its members. While the steady retreat of the AFT in recent years has shown its weakness, the CTU's mobilization shows the potential to build a fighting teachers' union. As the contract deadline looms in Chicago, this year's AFT convention provides the opportunity to debate how the union can take a stand against the corporate education reformers--and win.

- - - - - - - - - - - - - - - - -

Published by the International Socialist Organization.
Material on this Web site is licensed by SocialistWorker.org, under a Creative Commons (by-nc-nd 3.0) [29] license, except for articles that are republished with permission. Readers are welcome to share and use material belonging to this site for non-commercial purposes, as long as they are attributed to the author and SocialistWorker.org.

[1] http://socialistworker.org/2012/06/26/how-can-the-ctu-win
[2] http://socialistworker.org/2012/06/13/vote-no-on-the-utla-deal
[3] http://www.cleveland.com/metro/index.ssf/2012/07/gov_john_kasich_signing_clevel.html
[4] http://www.freep.com/article/20120720/NEWS05/207200376/Teachers-rally-outside-Detroit-Public-Schools-headquarters-seek-bargaining-sessions
[5] http://socialistworker.org/2011/04/28/dictatorship-over-detroit-schools
[6] http://socialistworker.org//www.aft.org/newspubs/press/2012/061812.cfm
[7] http://www.aft.org/newspubs/press/2012/070212.cfm
[8] http://in.aft.org/gtu/index.cfm?action=article&articleID=25d08a7c-6b0e-4f28-bc34-16064edb3195
[9] http://www.crainscleveland.com/article/20120412/FREE/120419929
[10] http://impact.cleveland.com/metro/print.html?entry=/2012/06/cleveland_teachers_union_rejec.html
[11] http://online.wsj.com/article/SB10001424052702303292204577517150275318434.html
[12] http://socialistworker.org/2009/11/02/race-to-the-top-or-bottom
[13] http://online.wsj.com/article/SB125572781296990785.html
[14] http://socialistworker.org/2010/04/05/chicago-school-reform-fraud
[15] http://socialistworker.org/2010/07/22/wrong-partner-for-our-schools
[16] http://labornotes.org/blogs/2010/04/dc-teachers-gear-vote-privately-funded-merit-pay-plan
[17] http://socialistworker.org/2010/10/26/teachers-in-the-crosshairs
[18] http://articles.baltimoresun.com/2012-02-07/news/bs-md-ci-performance-improvement-plans-20120207_1_teacher-evaluation-system-new-evaluation-city-teachers
[19] http://socialistworker.org/2010/07/09/teachers-at-a-crossroads
[20] http://www.dailynews.com/ci_21092884/lausd-future-is-now-schools-announce-partnership-2013
[21] http://socialistworker.org/2012/02/07/targeted-for-turnaround%20
[22] http://blogs.wsj.com/metropolis/2012/06/29/schools-closings-blocked-by-arbitrator/
[23] http://www.themorningsun.com/article/20120707/NEWS03/120709751/teachers-await-selections-of-charter-operators
[24] http://dianeravitch.net/2012/07/18/michigan-plan-to-defun-public-education/
[25] http://articles.chicagotribune.com/2012-03-05/news/chi-cps-chief-backs-federal-dollars-following-students-to-private-schools-20120305_1_jean-claude-brizard-school-vouchers-private-schools
[26] http://www.chicagoreader.com/chicago/romneys-plan-for-schools-sounds-like-rahms/Content?oid=6860548
[27] http://www.youtube.com/watch?v=A70dXldBaZs
[28] http://www.ctunet.com/blog/text/SCSD_Report-02-16-2012-1.pdf
[29] http://creativecommons.org/licenses/by-nc-nd/3.0

Wednesday, July 25, 2012

CPS to hire 477 teachers for longer school day



Karen Lewis
Surrounded by the negotiation team, Chicago Teachers Union President Karen Lewis listens to a question, following the announcement at a press conference in the Teachers Union offices that the longer school day is being scaled back. (Antonio Perez, Chicago Tribune / July 24, 2012)
 

Removing a major hurdle in the contentious contract talks with the teachers union, Chicago Public Schools agreed Tuesday to hire nearly 500 teachers so students can put in a longer school day without extending the workday for most teachers.

Both sides claimed victory, as Mayor Rahm Emanuel was able to keep his plan for a longer day intact and the union was able to add teachers while holding the line on how long they work.

But the two sides warned that several sticking points have yet to be resolved in the contract dispute, and the union said Tuesday's agreement does not eliminate the threat of a strike.

"It is too bad this solution, which was actually presented months ago, was rejected out of hand" at that time, said Chicago Teachers Union President Karen Lewis. "It has taken a march of nearly 10,000 educators, a strike authorization vote and a fact-finder's report to get CPS to move on this issue."

Emanuel called the agreement "a breakthrough" but said "there are a lot of other issues to still be resolved."

The longer day is no longer one of those issues, he said during a news conference at Sexton Elementary School on the South Side, which added 90 minutes to its day in the past school year.

"Will there be a longer school day? Answer, yes. Will school start on time? Yes."

Under the agreement, CPS will hire 477 teachers in noncore subjects such as music, art, foreign language and physical education. That will allow elementary school teachers to continue to work seven-hour days, which include teacher prep time and lunch. At the high school level, teachers will put in an additional 14 minutes.

The current school day runs five hours and 45 minutes for most elementary schools and seven hours for most high schools. That will be extended to seven hours for elementary schools and 71/2 hours for high schools.

The additional staff to be hired will come from a pool of teachers laid off over the past three years, a plan that addresses the union's desire to find work for displaced educators.

The agreement likely will lead to more modest salary demands from the union. An arbitrator's report last week chastised the district for not offering teachers sufficient compensation for the longer day.

The fact-finder recommended 15 to 20 percent salary increases for teachers next school year, which would have cost the cash-strapped district $330 million. In contrast, hiring 477 teachers will cost the district about $50 million, school board President David Vitale said.

Emanuel could not say where that money will come from. Asked how the district will afford to hire the teachers, given a $665 million deficit and plans to empty its cash reserves, the mayor said, "We can't afford not to."

Tuesday's announcement allowed Emanuel to hold fast to his campaign pledge to keep children in school longer, the central part of his plan to improve Chicago's public school system.

In recent months the mayor has lost several rounds to the teachers. He tried to stop the union from taking a strike authorization vote in June, but teachers voted anyway, and nearly 90 percent of them backed a walkout. Then, last week, the arbitrator's report came out and was weighted largely in favor of teachers.

Tuesday's agreement was the latest sign of Emanuel's political pragmatism. In April he made a concession to opponents of the longer day by shaving 30 minutes off the original plan for a 71/2-hour school day for elementary students.

CPS spokeswoman Becky Carroll said the funding for additional teachers could come through savings realized in contract negotiations or further cuts in programs and staffing.

Union officials would not comment on whether they will lower their salary demands now that most teachers won't have to work longer. The union initially asked for nearly 30 percent over two years, while the district offered a 2 percent increase next year. In final proposals submitted to the arbitrator, the union asked for a 25 percent raise over two years and CPS proposed 2 percent increases annually for the next four years.

CTU Vice President Jesse Sharkey said the union floated the idea of adding more art and music teachers early in the talks, but the proposal didn't gain traction until last month's strike authorization vote. With the release of the arbitrator's report, talks about hiring from a pool of displaced teachers gained momentum over the past few days.

"They didn't show willingness to move on that until after the fact-finder's report became public," Sharkey said.

A third of CPS schools open Aug. 13, with the rest starting Sept. 4. The earliest the union could strike is Aug. 18. Talks between the two sides have been scheduled through Labor Day weekend.

Under the agreement, principals will decide how to use the extra teachers as well as what classes they want to add in their schools.

Issues in the contract talks still in play include teacher salaries and how increases are given. The union is still pushing for raises based on experience and the pursuit of graduate degrees, while the district would like to replace them with a system based on merit pay.

Job security and recall policies for fired teachers also remain on the table, as does a new evaluation system and health care costs, and the length of the school year. Class sizes also remain an issue — the union fears that the district could choose to raise class sizes and lay off teachers to save money.

"We don't want to see (the school board) paying for art and music by cutting teachers," Sharkey said. "There's still the question of class size guarantees. We don't want them to staff up at the expense of other class positions."

nahmed@tribune.com