Sunday, May 13, 2012

Required Recess? More Money?

Tribune reporter
7:03 p.m. CDT, May 10, 2012
"The Illinois Senate today voted 32-20 to require that students in kindergarten through fifth grade get at least 20 minutes of recess.

Schools also would be permitted to require recess for 6th through 8th grades.

The bill also seeks to block teachers from holding children out of recess as punishment, according to sponsoring Sen.
Kimberly Lightford, D-Maywood.

Lightford said her original bill asked for a statewide 30-minute requirement, but it was reduced to 20 minutes through negotiations.

Lightford said children need a chance to “cut loose” during the day to help them concentrate on their lessons.

Opponents argued the move could cost schools additional money.

The measure now goes to the House"

You mean that student between the ages of  6-12 need to run around a little bit? You mean they are not all ADD or ADHD as most get diagnosed? We do not think this will cost the city more money than the over diagnosis of special educational and services required for many students who have to carry their IEP's through high school.  We do believe this would cut the cost of educational services for many students. But, this of course would lower the amount of money we receive for our "Problem Students" from federal and state money.  What would happen if the city did not have more money to misappropriate?

Again, the children… please think of the children!

Friday, April 6, 2012

Are We Glorified Babysitters?

After talking with some colleagues over break, we were discussing what our public image is during these trying times. With the turmoil that took place in Wisconsin last year, we were reminded of a story published last year in the New York Times. With all this STIKE talk floating around the city, we wonder if current events or this article discussed holds any merit?

Are Teachers Overpaid?
This is just a little thought-experiment. There has been some talk of teachers being little more than overpaid baby-sitters – see for example this story in the New York Times:
The jabs Erin Parker has heard about her job have stunned her. Oh you pathetic teachers, read the online comments and placards of counterdemonstrators. You are glorified baby sitters who leave work at 3 p.m. You deserve minimum wage.
“You feel punched in the stomach,” said Ms. Parker, a high school science teacher in Madison, Wis., where public employees’ two-week occupation of the State Capitol has stalled but not deterred the governor’s plan to try to strip them of bargaining rights.
But are teachers overpaid babysitters?
Let’s imagine for a moment that teachers were paid a baby-sitter’s salary. Let’s assume that they charge $3.00 an hour per kid. They “babysit” 25 children from 8AM to 3PM Monday through Friday. That’s eight hours a day, five days a week, for approximately nine months (or 36 weeks) a year. The math, very briefly:
· 8 hours x $3.00/hr = $24 a day per student.
· $24/student x 25 students = $600 a day per class
· 36 weeks x 5 days per week = 180 days
· $600 x 180 days = $108,000.00/year salary.
The average teacher in Wisconsin – where teachers are fighting the Republican governor, Scott Walker, for their right to collectively bargain – makes about $51,000 a year. Their benefits package knocks that up quite a bit – some say by $39,000 to a total of $90,000 combined benefits and wages.
But that’s still $18,000 a year less than they would be making if they were actually baby-sitting.
Not all states are as generous as Wisconsin either.
------------------------------------------------------------------------------------------------
If we break down the CPS school day:
6.25 hours per day x $3.00/hr = $18.75 per hour per student
18.75 x 30 students a class = $562.50 a day
39 weeks x 5 days per week =195 days
562.50 a day  x 195 days  = 109,687.50/per year salary 

So in the CPS we are roughly making 1,700 more a year than in the above article but...

This is if we take out our 45min lunch period, which consists of aiding students in the hallway or sacrificing our lunch time to edit/grade/call home/meet with parents/IEP meetings/and oh yeah, maybe eat.

We are also capped at 32 students per class (we rounded down to roughly 30 students per class).

We have a 39 week calendar (we know there are holidays and breaks figured into this number) but we only get paid from August to June. Our pay over the Summer months is from deferred compensation with means we get paid money we already earned spread out over the Summer months. Any other job gets paid vacation; we get paid vacation too during the school year. Summer is not considered paid vacation.

According to the 2011-2012 CPS Teacher Salary Schedule for a 38.6 week position 6.25 hours per day

*A first year teacher with a Bachelor's Degree makes $47,268.00 per year.
  With Pension pick up $50,577.00
*A 16 year veteran with a Bachelor's Degree makes $79,566.00 per year.
  With Pension pick up $85,135.00
*A first year teacher with a Doctorate Degree makes $57,091.00 per year.
  With Pension pick up $61,087.00
*A 16 year veteran teacher with a Doctorate Degree $89,680.00 per year.
  With Pension pick up $95,957.00

This means that the average CPS Salary ranges from $50,577.00-$95,957.00. This isn't bad right?
Now, factor in that in order to receive these pay increases we must attain graduate degrees that count as continuing professional development toward keeping our certificate valid, but we pay for these degrees out of our own pocket.  We have to spend money we barely have as new teachers to try and  make more  money in the future. And we wonder why we have a problem with teacher retention. To put up with the stress and politics of this job and spend more money to make more, why would a new teacher not look for another job for a few dollars more (or less for that matter).

This also does not speak to the fact that the more experience and education you have, makes it damn near impossible to find a job because you now cost too much money to hire.  Then again, we want quality and experience in the classroom for our students to improve their test scores. But we don't need compensation right? We can just earn our money meritoriously. If our students don't produce numbers then, "No soup for you" or the family you support.


Wednesday, April 4, 2012

We're in the fight of our professional lives...Again


The CTU Delegate & School Leaders Training held at Crane H.S. met on Saturday March 10th.  According to the recent progress this is what the board is proposing...

- A 5-year contract with only a 2%  
  raise guaranteed.
- A pay freeze for teachers
- No more raises until we agree to testing-based Merit pay
- A longer school day and year, but a DECREASE in prep time, PD, and no additional resources
-An end to accumulated sick days (not sure of the details here)
- Increased health care costs
- No job security - tenured teachers who are laid off from closing schools would get no rehire rights and arbitrary systems, which make it easier to fire even the best of teachers.

This after a supreme court ruled 5-2 to up hold “The right of [a CPS] principal to decide who is going to fill a vacancy,’’ said CPS attorney James Franczek. A tenured Chicago Public School teachers laid off for economic reasons in 2010 does not have the right to be rehired to new jobs, unlike other teachers in the state.

The message that seems to be lost here is the history of what the CTU has won for us and what benfits many teachers take for granted:
        Class size
        Medical care and Benefits (including a more fair maternity leave policy)
        School day length
        Stipend after school positions
        Coaching pay
        Amount of preps allotted
        Professional Problem Solving Committee
        Etc...

If any of you are lucky enough to have teachers in your building who were around during any previous negotiations or strikes, please take the time to talk to them. Ask your union delegates for information about what was won previously when and how. You may be surprised to find out the benefits we currently enjoy, and even be more surprised at how recently these benefits have been granted to us.


A wise man once said, "A genuine leader is not a seeker of consensus, but a molder of consensus."
-Martin Luther King Jr.-

This seems like the continuation of a beautiful friendship...

Sunday, March 11, 2012

A big, big problem

Recently there has been much chatter about the teacher's responsibility to protect the student.  We know that if a student shows any sign of abuse at home we are legally obligated to call DCFS.  We know that if that instance regrettably did occur we would do so immediately out love for the student - and because as educators our students health and well-being are far more important than their scores.

But what if the abuse comes from an administrator? What if an administrator is bullying students? Not necessarily physical abuse - I mean verbal abuse.  Name calling? Swearing? Threatening? Downright scary stuff!  We are familiar with examples where principals have used verbal abuse in an attempt to elicit a violent student response that triggers expulsion.  Principles are not wardens of disciplinary camps, they are responsible for the education and well being of all students.

If this abuse was coming from a fellow teacher, we would report directly to the principal.  But if it is coming from the principal...who do we go to?  Is evidence (audio/video) required?  If staff and students are aware of the problem by either seeing it in person or hearing complaints is this sufficient?  We need to think about and discuss these important questions.

What action would you take?  What are all the options?
Has anyone else experienced this problem?  As teachers we have the responsibility to protect our students - don't we?  How do we protect them when the fear of retaliation is real?  This issue is too important for status quo positions.

The Children! For God sakes, will someone think of the CHILDREN!

CPS is requiring principals and schools to submit a plan for the upcoming school year extended day (from 6.5-7.5 hours for HS and looking at about 90 minutes in length for grade schools) . The powers that be are trying to have “Approved Plans” by union members working with administration… sounds like fuel for contract negotiations.  


All of this to be done without:
  • A contract
  • an idea of how many positions will be funded
  • how many classes will be offered due to lack of knowledge of teacher #'s
  • no directive by administration as to how this time should spent
The only requirement?  That it NOT be spent on INSTRUCTIONAL TIME?  What the heck? Isn't the argument that schools are failing, test scores are low...think of the children!  But we cannot spend the time on instruction?  It must be "developmental" or for "enrichment" - whatever that means!


What is going on with schools and the "extended day" schedule proposals?  We have heard a variety of horror stories.  


How is this time being spent? What are the "creative ideas?"  Many schools are vying for the $100,000 reward for most creative schedule... and where is that money coming from? 30 schools get 100K?  Unbelievable! No money for paper, books, or positions - but get those creative juices flowing so no one realizes that we have no plan....at all.


What's going on at your schools? Let us know!


P.S. - Make sure your Delegate organizes and submits a signed Open Letter on the Extended School Day as soon as possible.  Download it at here.


This is incredibly important!  Make sure that the LSC's and the Board have on record our demands to make the mandated extended day work!

Turning the assessment tables...

How I love Diane Ravitch!  She strikes again with this latest piece evaluating Arne Duncan - giving him a "scorecard."
REPORT CARD: ARNE DUNCAN
Fidelity to the Constitution                       F
Doing what’s right for children                 F 
Doing what’s right for public education     F
          Respecting the limits of federalism            F
          Doing what’s right for teachers                 F
          Doing what’s right for education               F

We thought I'd take this opportunity to discuss how our administrators are "graded."  Aside from "My School My Voice" surveys - there really is little assessment of our leaders for public view.

How would we evaluate our administrators?  After all, effective and fair leadership makes all the difference. Some bright folks from the University of Texas released a study "Estimating the Effects of Leaders on Public Sector Productivity."   EdWeek summarized the findings briefly here - basically that good principals make a difference in high-poverty schools. Duh.

I'm not sure how the value-added assessment worked.  The data came from Texas Schools - however, the EdWeek blog post does not state when the data is from.  Either way - if you have the $5 to spend to get the actual study, feel free to forward it to me!  I won't tell ;)

Assessing the effectiveness and value of our principals is an issue that we would like to tackle here. The UT study summary states:
 "...there is little quantitative evidence due to the difficulty of separating the impact of leaders from other organizational components – particularly in the public sector."
Interesting. Other organizational components? Is that code for 'principals have no autonomy because they receive orders from on-high so frequently?' Perhaps.   I can remember a time when the staff would get hit one day with (insert screaming administrator here) ATTENDANCE!  Then another week...GRADES!  Then...STANDARDS!  Then....ATTENDANCE!  All in one quarter - as if the principal just got reamed on the phone by the Area.  We surely can't hold principals accountable with qualitative data because of those pesky "other organizational components."

** Unlike teachers and the mountain of initiatives we are pummeled with - yet held accountable for   without mention of the district, board, etc.    

At least for now we can turn to the qualitative.  How would you rate your principal?  If he/she is effective, what does that look like?  We at SCT have yet to experience it.

An idea of some principal effectiveness measures for discussion:

Shares leadership
Nurtures Students
Thoughtful of Professional Development Needs
Understands a balance of testing in education
Communicates effectively
Supports staff and shows respect (treats staff like professionals)
Consistent in decision-making
Follows through in initiatives/mandates brought to staff
Acts as an educator first
Puts students needs before the "appearance" of the school
Respects STU contract

Our principals would receive F's and D's across the board.  What are your thoughts on your leadership?  Does it matter?
Do you have strong leadership?  What does that look/feel like?  What kind of difference does it make?
We're dying to know!

Just another strategy...

We are exhausted.  Every year it feels like the same thing; Introduce initiative. Wait a few months. Problem still exists. Reprimand staff. Scrap initiative. Introduce initiative. Wait a few months....ad nauseum.

Here's a small example.  My principal first said that our evaluations included that we must have a learning objective written on the board.  Then we had to ensure we had an essential question on the board every day.  Now we must have a learning goal on the board every day.  What the difference is between a learning goal and objective I can't tell you.  And how these strategies are supposed to reinsure the administration that my students are learning - I couldn't tell you either.  However, it's really just a drop in the bucket of the strategies or best practices that are thrown in our face every month.

After being in this game for quite a while, we tried to remember as many initiatives, strategies, standards that were presented or implemented in PD - we were asked to implement/consider these just over the last 5 years.  To name a few: 
  • Writing across the curriculum
  • Reading to learn
  • writing to learn
  • learning how to learn
  • leading to learn
  • Data driven Instruction
  • Experiential Learning
  • Project Based Learning
  • Brain-Based Learning
  • Standards Driven Instruction
  • No More Excuses
  • Learning Walks
  • Socratic Seminar
  • RAFT
  • Learning Objecitves
  • Essential Questions
  • AVID strategies 
  • UBD
  • Curriculum Mapping
  • Differentiation
  • ACT
  • WorkKeys
  • Illinois State Standards
  • College Readiness Standards
  • College Board Pre-AP alignment
  • Common Core Standards

Now, individually these are all very good when used effectively and for their purpose.  In fact many of them we have had great success.  However, we are asked to implement the standards, master the strategies, or adapt our plans to fit the latest, hottest trend so often - and there is rarely an assessment as to the effectiveness or continued support for departments. No time to master anything.

No time to see whether or not they are working - we can't see the results because we are to busy trying to please our principal (who is busy trying to please the board),  keep our jobs, get those scores up, make sure the kids have eaten, talk to Billy about why it's wrong to hit, counsel Lupe on the dangers of joining the gang, evaluate our data while getting new data, helping Jenny's mom find aid so her electricity doesn't get cut off, make 5 different modifications for a quiz because in one class there are non-english speakers, autism, LD, CD, design a better assessment to meet the needs to 15 different reading stanines, trying to talk a kid down after the AP calls him a loser, losing the forest for the tree, etc. etc. etc.   

Is anyone else tired?