Longer Day Deal

Today's big story is the news that CPS and CTU have reached a partial deal on the longer school day proposal.  It includes nearly 500 teachers getting rehired at a cost of roughly $50M.  Views include pro (Sun Times) and con (Tribune).  But we all know that the most important view on the deal comes from you. So, what do you think?  City agrees to hire more teachers to handle longer school day Sun Times: After months of acrimony culminating in a 90 percent strike authorization vote, the Chicago Teachers Union and the city have reached an agreement that could help avert a strike and pave the way for Mayor Rahm Emanuel’s longer school day.

Agreement reached on longer Chicago school day WBEZ: Chicago Teachers Union President Karen Lewis says an agreement to staff a longer school day by hiring back tenured teachers is a "step in the right direction" as tense contract negotiations continue with the city.

CPS to hire 477 teachers for longer day; both sides claim win Tribune: Chicago Public Schools will hire nearly 500 teachers to accommodate a longer day for students that will only marginally increase the workday for teachers.

CPS, CTU reach partial agreement in contract talks Catalyst: The deal only applies to displaced teachers with satisfactory or better ratings. Also, the teacher will be on probation for a semester and the job is only guaranteed for a year.With yearly school closings, the issue of displaced teachers is a big one. CTU fought a legal battle to ensure broader protections for them, but lost.

CPS Contract Negotiations WTTW:  Chicago Public Schools will hire nearly 500 teachers to accommodate a longer day for students. What does this mean for students and teachers? Paris Schutz has the latest.

Longer School Day Deal Reached Progress Illinois: The Chicago Teachers Union and Chicago Public Schools announced this afternoon an interim agreement that will let Mayor Rahm Emanuel go forward with his desired seven-hour school day, while also more or less maintaining the workload of teachers.

Who wins in the school deal? Chicago Tribune (editorial page): At first blush, Tuesday's partial and tentative deal between the Chicago Public Schools and its teachers looks like a win.

A good deal for teachers, schoolkids Sun Times (editorial):  The victory was written across Chicago Teachers Union President Karen Lewis’ face on Tuesday.

Rahm gets his longer school day — but at a cost Crain's: That's the bottom line of Tuesday's settlement between Chicago Public Schools and the Chicago Teachers Union over a highly contentious issue that could have prompted a strike: how to lengthen Chicago's notoriously short instructional day.

Answers to the paralyzing questions about school funding fairness Tribune: Q: Is it true that the Chicago Public Schools educate about 18 percent of the special-education students enrolled in Illinois' public schools, but receive 29 percent of the grant money earmarked for special education? A: Yes, according to the Illinois ...

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    Does anyone know if this interim propsoed deal means that teachers do not have to be at school longer or does it mean that they will indeed have to be at shool longer but get more non instuctional (lunch and prep) during the day?

  • In reply to M Wesoloskie:

    As I understand it teachers and students at the high school level will be at school for an average of 435 minutes (7.25 hours) over a five day period. Previously this was 421 minutes (7 hours) over five days. There will be a maximum increase of 7 instructional minutes and 7 planning minutes (or some other combination of instructional and planning minutes to equal 14). The elementary day will be 420 minutes for students and teachers. Previously it was 420 minutes for teachers and 390 (I think) for students. The teacher lunch was at the end of the day when students had been dismissed. Now, I am guessing that the teacher lunch will be moved to the middle of the day. There is no increase in instructional minutes at the elementary level.

    This means no added time at school for elementary school teachers and 14 minutes total for high school teachers.

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    In reply to Evan Velleman:

    Thank you that was helpful. And not to split hairs - but I think this will mean that teachers have to be at school an extra 30 minutes - it would be unwise to negotiate on this and Rham would have a PR field day with it - but being married to a teacher the PRACTICAL side of things is that now she will have to stay at work an extra 30 minutes. Like I said...not worth arguing over...just worth noting.

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    In reply to Evan Velleman:

    I am not sure about the extra time for teachers, but I am guessing that teacher lunch will be moved to the middle of the day, so teachers will need to remain at school an extra 45 minutes. Since our school minutes will be the same as the students, I am confused as to the preparation time in the morning.

  • Back to the table: Karen says 20% take it or leave it, Rahm says where am I gonna get 20%, how about 9.95%? Karen says we'll take 15 or we walk. Rahm says, OK, 14.95 split over 3 years (5%) and we'll worry about where thats gonna come from later and everybody goes back to work.

  • In reply to tonyloeb:

    What would be the basis for those salary demands in light of the deal on the work day, very low inflation, and the fact that teachers did so well over the previous 5-year period?

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    In reply to district299reader:

    Teachers had a 4 % raise for 4 years not 5, as CPS cancelled that one.

  • In reply to Catherine Buck:

    While the 5th year in a row of 4% was cancelled, you still compounded AND other increases applied. Sorry, no sympathy from this parent and taxpayer. The fact finder pointed out the reality is teachers received 19-47% increase between 2007-2012. He even adjusted the longer day to account for teachers being overcompensated during the "Great Global Recession." If there is an adjustment for this factor, then teachers get ZERO raise over the next 5 years because you already got it since 2007. Sounds right to me.

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    In reply to district299reader:

    We also didn't get our promised pension contributions. I don't see why CPS should be rewarded for failing to pay its debts and instead squandering on HST and other magic beans.

  • Surely the Department of Labor maintains statistics on the average wage increase for the entire US workforce over the past three years. Use this figure to project CTU wage increases going forward, for the term of the contract. Not one penny more, since teachers are not being asked to work one minute more. Base the wage increase on taxpayer reality, not bloated public employee union fantasy.

  • In reply to mrobertson718:

    It looks like high school teachers ARE being asked to work fourteen minutes more--which is a 3% increase.

    Cost of living increases also have to be considered. The fact-finder suggested 2.25% for the next two years, and 2.5% for the 3rd and 4th years of the contract.

    And then there are the step-and-lane increases. The fact-finder suggested these be negotiated. At the least, it is unfair to eliminate lane increases for those who have already started a Master's (or equivalent) degree program.

    One must also consider increased health care costs. It's possible that a raise of, say 2%, will be entirely eaten up by increased health care contributions. That's really no raise.

    So you have to consider the whole package rather than just the parts.

  • In reply to mrobertson718:

    I agree with mrobertson, but I do not think he goes far enough. Paying teachers anything at all is a crime. However, I do not agree with mrobertsons mat. 14 is more than 0. And yet, doesn't this just prove mrobertsons point? Who is to blame for his poor math skills? You guessed it! Teachers! Just for what they've done to mrobertson, let's make teachers pay to teach. See how they feel then!

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    In reply to chicago:

    As a student teacher, I did pay to teach. As an undergraduate, I paid twice as I had a double major and in graduate school I paid twice as I earned multiple certifications. I also pay at least $5000 per year to purchase materials to teach my students. These are materials that will help them learn and CPS refuses to buy them. Question to the group. How many of you pay to furnish your workplace with supplies and materials needed to run your printers?

  • In reply to Catherine Buck:

    I was in the private workplace for over 25 years and yes, I had to but my own "supplies" What were you buying for $5,000.? I know all teachers end up spending some $$, but that sounds like a lot, unless you are counting college materials. I hope you saved your receipts for your taxes. That's what we all do. It's called the cost of doing bussiness. Welcome to the adult world of WORK!

  • In reply to 30 years:

    I am sorry that you had to "but" your own supplies while in the private workplace. I will go way out there and assume you provided supplies for yourself and perhaps a few others and not up to 30-something others or in the case of some teachers, hundreds of others, as conscientious and dedicated teachers must do. And here's an interesting fact - the tax codes allow teachers to write off (deduct) $250 for school supplies each year. The vast majority of us have spent that before the year begins. And if you have no reason to file an itemized return, you are plain out of luck.
    But "out of luck" is a familiar situation for CPS teachers. And, 30 years, $5,000 doesn't buy what it used to.

  • In reply to mrobertson718:

    According to the CURRENT B of E calendar, teachers will be working 10 additional days as well. So, add cost of living and the amount for the extra day to your calculations. BTW, teachers are expected to start school at the same time as students, and end at the end of the student day. I hope everyone realizes that teachers will need to come in before and stay after to prep, which effectively neutralizes the "extra" prep per week we are receiving.

  • In reply to Teacher:

    I agree! What did we gain here? Most of the teachers at my elementary school need at least a half hour to prepare for the school day without students. I think Karen agreed to a bad deal. I smell some rotten fish! I want back my 2 holidays and a shorter school year! We better get something for our hard work!!!

  • In reply to Grandma:

    What this deal does: keeps the length of the day the same for elementary teachers, increases total weekly prep time, moves lunch to the middle of the day (where it should have been all along), brings 477.5 teachers into schools, and represents real movement toward a better school day for elementary teachers and elementary students. You haven't lost. You have gained.

    Elementary school teachers still get paid for that 1/2 hour of prep, it will just come in the middle of the day. Simply adjust your preparation management and you've lost nothing.

    The two holidays converted to school days IL00341170
    and shorter are a completely separate issue. The longer year is something the mayor may impose at will without negotiation.

  • As a teacher this is good, but I don't get it. The numbers in the agreement say that elementary schools recieve the exact amount of minutes and HS gets a few more minutes. Brizard called it instructional time. Are the counting recess as instructional time?

  • In reply to UghMG:

    I think the confusion comes into play because the teacher day is different than the student day. Under the compromise agreement, the teacher day stays the same but the student day is increased from what it was last year. This is possible because teachers will have to take their lunch and their morning prep period during the student day.

    It will be up to the principals to juggle schedules so teachers get their prep time and lunch time, and students get their instructional minutes and have adequate supervision during lunch and recess. Principals whose schools get additional teacher positions out of the 477 formerly displaced teacher pool will get some help there. But, it will be a difficult task in many schools.

  • In reply to Paul:

    As both sides declared victory, it's interesting that CPS says the longer school day remains intact while CTU says that CPS backed down from the longer school day.

    There should be parentheses after each of their statements. CPS says the longer school day remains intact (for students) while CTU says that CPS back down from the longer school day (for teachers).

  • In reply to Paul:

    Paul: However the numbers on CTU website indicate 296 instructional hours for children both before and after this agreement. BTW I know many teachers that do not get preps because they are not staffed adequately.

  • In reply to UghMG:

    I believe that the 296 instructional minutes are the minutes that each teacher is expected to teach students, not the minutes that each student is expected to receive. The students could, for instance, receive 296 minutes of instruction from his classroom teacher and another 50 minutes from a specials teacher.

  • I don't get it either. I teach in a high school. It looks like I am working more than an hour a week more. My administrator has already emailed and said he is adding the extra minutes on to each period. Am I getting paid for this or not? I feel like I just got sold out!

  • In reply to district299reader:

    Don't get your drawers all in a bunch, Negative Nancy. Compensation is still on the negotiating table. The entire membership will vote on the final package that includes salary and benefits.

  • In reply to district299reader:

    Now is when we the CTU needs to hear our complaints. When we vote on the contract and if we vote no we will become the greedy teachers. It is important to put all the facts on the table and I don't think CTU is being totally honest with us!!!

  • In reply to Grandma:

    What exactly are you complaining about? You got more prep time, the same amount of teaching time, more teachers, and students will receive instruction in art, music, world language, p.e., etc.

    You might consider reading the detailed explanation on the CTU website before complaining about who knows what.

  • In reply to district299reader:

    I'm so sick of the whining about the raise...seriously, a *whole* hour and you feel sold out already. Suck it up...they're not done negotiating. This petulant, whiny, bean-counting is embarrassing.

  • In the corporate world, a college educated manager staying at their desk 14 minutes past the end of their shift is called...adult responsibility. If you mentioned this to your supervisor during your annual salary review they would laugh in your face.

    Cost of living increase? Sounds reasonable as long as it is tied to verifiable statistics.

    I recall when the corporation I worked for at the time had a dismal year financially. One of the first "perks" they eliminated was tuition reimbursement. Many managers who were in the process of obtaining MBAs were pissed off. Ultimately they paid their own tuition bills and vowed to shop for a new job upon graduation.

    When the economy improved and the company's performance stabilized, tuition reimbursement was reinstated.

    Rising healthcare costs? Those of us in the corporate world have been feasting on that sh!t sandwich for the past decade. Yum yum. Maybe Obamacare will remove this bad taste from my mouth but somehow I doubt it.

    I agree the whole package needs to be evaluated to determine if the deal is fair. To me the whole package includes taking into consideration how the rest of the US workforce is faring.

  • In reply to mrobertson718:

    mrobertson718
    Oh, you angry man (or woman)! I will say that I am grateful to be in a job I love and to be happy going to it every day of my 27 year career, and not as miserable and angry as you seem to be. So you see, I am quite adult! FYI (though I am sure you will have an angry rejoinder to every comment I make).

    I have worked 3 out of 5 day days every "vacation" week I have had this summer. And I am sure I will continue to, as schedules, IEP's, will have to be recalculated and submitted to our overlords for the 3rd time in as many months. And this is no small job.

    Traditionally, teachers officially started at 8:30, students at 9. I arrived between 6:30 and 7:00 most days. Stayed until 5 on most as well, as well as taking work home.

    I am sure, as well read on the subject of education as you, have read the U of I study about how the average teacher works over 50 hours in addition to their scheduled time. We understand this is the job of a professional.

    Teachers to spend in the hundreds and thousands annually for their classrooms. Supplies, yes. Also, books field trips, books bags and clothing for students who don't have it. And perhaps you are not aware that there is a cap on the amount you can declare on your taxes, because you never reached that cap. Every teacher I know does every year. When Wall Street and business types were raking in the money in the Reagan and Clinton years, you can bet that teachers did not get the gravy.

    We will need health care for our prolapsed bladders that come from being unable to use the bathroom regularly. I will bet in your corporate job you were allowed to do so as needed!

    You have NO idea the commitment, energy and expertise it takes to be a great teacher. Nor the endurance and persistence it takes to work day after day, year after year, with joy and engagement, and then get beat up by yahoo's like you.

    Please volunteer for a protracted and regular amount of time at your local school, and you may get a taste of what teachers endure and celebrate. THEN I would be glad to hear what you have to say.

  • In reply to mrobertson718:

    Being bitter about one's own situation in the private sector does not impact the reality of the public sector, which is very different. I have worked in five different sectors of our economy during my lifetime, the private sector both as an employee and a self employed person, currently in the not for profit sector, in the public sector as a CPS teacher, as an independent contractor for the Federal Judiciary and the Bureau of Indian Affairs, and for the United States Army.

    US Army officers and enlisted personnel often think the whole of the civilian workforce are a bunch of winners, I mean when you are shipped off to a combat zone for a year and a half living in 100 plus degrees, getting shot at, or blown up you lack a lot of compassion for the situation of civilians in general. So private sector employees need to get off of their high horses in relation to the endless rants about teachers who work 10 months and get $76,000 a year. We all have our crosses to carry don't we.

    I am now almost 60 years old and of all the jobs I had the most exhausting on a daily basis was teaching at Calumet High School, prior to its conversion to a charter. There is no question that on a periodic basis in the other jobs I have done I worked with greater intensity and sometimes with far greater risk to myself and my own personal wealth than when I worked for CPS. But in terms of the daily grind, teaching truly low income students from fragmented or non-existent families is in my opinion unsurpassed in how it wears an individual down. That is why I got out and why many others too get out of daily classroom instruction of inner city students.

    The central issue facing Chicago right now in relation to the CTU contract is to secure a deal that allows teachers to believe that they lost a lot less than they could have so they approve it, that allows Mayor Emanuel to claim yet another victory on behalf of the poor children of our city - even though their situation relative to middle class kids will still be bad, and allows CPS not to fiscally immediately explode. If kids get more art, music, or PE that is great too. Baiting public sector teachers with how tough it is out there in the private sector helps achieve none of those things.

    Rod Estvan

  • In reply to Rodestvan:

    As is the usual case, your words pierce through the nonsense and highlight the truth. Thank you.

  • In reply to Rodestvan:

    Thanks! Rod. If you are a good teacher you are drained physically and emotionally and the stress levels are quite high.

    BTW There is no tuition reimbursement in CPS. I paid for two masters and would have continued on for my doctorate but could not afford it as I had to pay for my son's college tuition. My second masters was in special education because the school I was at had no children in the primary grades in special education so I started taking classes to help them in the my general education class of 30. The primary building had 21 classes from kindergarten to third grade and not one child was allowed to be referred for services except for speech. I needed to help the children who had disabilities in the classroom and I needed to learn more which meant taking more courses-very sad situation.

    At this school we were given a ream of paper a week and one workbook for reading and math. I spent a lot of money Xeroxing and finally bought a used ditto machine for my basement. Friends and family were appalled back then but in reality things are not much different as far as teacher out of pocket expenditures. I had to buy a laptop two years ago to complete IEPS at home. My desktop crashed after I downloaded all of the CPS programs on it for mail and the e-IEP. My tax preparer is not surprised at how much I spend as he has other CPS teachers as clients.

  • In reply to mrobertson718:

    Thank goodness I don't work for the "corporate world." Maybe you should become a teacher.

  • In reply to mrobertson718:

    Massive lolz at reading the words "sh!t sandwich" on the 299 blog. Thanks, dude.

  • As far as I can tell those of us who fall into the PSRP catagory( AKA the Red Headded Step Childern of CTU) will still have to work 30 minutes before and 30 minutes after the kids leave thus adding 45 minutes un paid to the school day or an 8 hour day, plus or 20 minute lunch. Now add in the 10 extra days added to the school year, why do I feel the teachers may have gotten something and the PSRPs which have not been mentioned in the deal the fuzzy end of the popsicle as usual?
    This better be a "tenative deal"!

  • In reply to Traveler:

    Take a deep breath. Compensation is still on the negotiating table.

  • In reply to Traveler:

    Actually, the Board hasn't said anything about increasing the hours for PSRPs. You are paid hourly, so if there is an increase in your work time, you will get paid for it. There is no way, however, that your hours will go above 8 in a day, because then the Board would have to pay you overtime.

    As far as the longer year goes (CTU is saying that isn't part of the tentative agreement), again PSRPs are paid hourly. So you will be compensated for any time you work.

    The Union is not treating you as "step-children." Rather, the Board of Ed doesn't understand what you do.

  • In reply to Danaidh:

    In many ways I wish I was paid hourly, the board would owe me thousands in unpaid OT.

    You are correct the board does not understand what we do for the the schools. However, ( and please correct me if I am wrong) this is the first time PSRPs have been at the table with the teachers. Thank you Karen Lewis for recognizing us! However there is a history of the PSRPs being given the short end of the stick in the past.

    Yes, I will breathe, it ain't over till it's over.

  • In reply to Traveler:

    Traveler writes: "please correct me if I am wrong...this is the first time PSRPs have been at the table with the teachers."

    I will correct you. Maureen Callaghan, a school clerk, was Treasurer of the Chicago Teachers Union from 2001-2004, and she sat "at the table" during the negotiations for the 2003-2007 contract. And she always spoke up for the ESPs (as they were called at the time). No officer has come from the ranks of the PSRPs since then.

  • What teacher swipes in and begins teaching? What teacher swipes out when the bell rings? It takes at least 30 minutes to swipe in, climb 3-4 flights of stairs, write the objective on the board, prepare the lesson, sign on to impact, etc. This must be done before the first student walks into the room. Add time on to each class, add ten days to the school year, keep adding. Remember, many teachers to not get step and lane increases. I haven't had one in over a decade. I am not pleased with this deal. It is not win - win for me.

  • In reply to district299reader:

    My husband is expected to be changed into his uniform, and have is toolbox at his station at the beginning of his shift. Climb the stairs on your own time it's part of the commute.

  • All I have to say to Karen Lewis and CORE is that I had better be compensated for ever extra minute I have to be in that building over last year or there's no way I will vote to approve that contract. I'm also my school's delegate, and that will be my recommendation to my co workers. Why should high school teachers have to work extra time over elementary teachers and not be compensated over those elementary teachers?

  • In reply to district299reader:

    It is 14 more minutes you are required to be away from your family. On the other hand, please note that elementary teachers have more instructional time. Most elementary teachers are being forced to give up a huge perk. HS teachers have a lot more prep time. In the end, I think it mostly balances out.

  • Dont believe you are a CTU member! You would not pit elementary members against HS in this manner. You are a negative plant.

  • No. I am a CTU member, and it's not right that I, as a high school teacher, have to work more for the same as an elementary teacher. Will vote no to any agreement that requires this.

  • In reply to district299reader:

    I believe you are what you say. I, too, am a HS teacher and delegate. Negotiations are continuing, however, so we must preserve the Unity that has gotten us this far.

    We share the same concerns over how this interim agreement will affect the HS day. Unfortunately, there are scarce few details. Most of the information, it seems, is placed at the elementary schools where the bulk of the teaching force is. Until more information is available, we must practice patience. No one's starting school in the next week.

  • In reply to Danaidh:

    We didn't gain anything for the elementary schools. CPS and CTU know that these teachers come to school early any way so why get more paid prep for them. We lost the only team planning time because we can't all get together during the school day. When do we meet? We will meet after school and will not get paid for doing work that is needed for our job. We got screwed. If we say no the public will hang us for sure.

  • In reply to district299reader:

    Really? Any reasoned teacher would clearly distinguish the difference in the day-today operations of the elementary vs. secondary school day. No reasoned elementary teacher would rail against the additional 32 minutes of midday planning time and the 36 minutes of passing time built in the H.S. day. They would not do this because the know the intricacies of secondary education. Just as any reasoned HS teacher would easily differentiate the educational needs of 14-18 year-olds vs. 5-13 year-olds. Therefore you either lack reasoning (in which case see your district supervisor ASAP for additional training) or are indeed a negative plant seeking to divide.

  • Someone please help me understand how demanding increases that the Board of Education clearly cannot afford will benefit the CTU, the BOE or the students? Don't people realize that whatever increases are given will ultimately be piad for with future CTU jobs as the BOE will have no choice but to close a lot more underutilized schools?

  • Independent observer here is my attempt at an answer. A budget is what can be called a malleable document, each definition of what is needed is subject to definition and quantification. What today cannot be afforded, may tomorrow be completely affordable in the CPS budget. For example charter school supporters are marching around because they assume if the aggregate allotted for the charter school funding increase is reduced each of their operations may not receive the additional funding they believe they have been promised. That may not be the case, because CPS 2013 enrollment estimates for charter schools may be wildly wrong, they were wrong in the 2012 budget as the current proposed budget concedes at page 8. So any cut to this aggregate may or may not impact each individual charter operator in a meaningful way.

    The budget assumes certain payments to not only charter schools but various other vendors, what if 25% of these payments are shifted to FY 14 by a slight of hand, simply not paying vendors in the last quarter of the fiscal year. Having been in a previous life a risk manager for a commodities firm in Chicago, I have seen up front how malleable a balance sheet can be and how it is possible to squeeze money out of the apparently walking bankrupt. The magic of the budget can in fact work miracles for a short period of time. Accounting principles are one thing, but a cash balance is another thing entirely.

    Now if we look at the long run - things indeed look grim - especially for the pension fund. But apparently that dilemma waits for a solution and is not relevant to the task at hand which is completing a deal, and indeed our Mayor has cut such cockeyed deals in the past on the big scale in Congress, so this relatively small deal, it should be not a problem for one so skilled in the art of making what is fiscally unsound suddenly possible when it is politically expedient. By the way the Mayor still has some excess TIF funds in his back pocket that can be released to get through the current funding needs of a new contract.

    I for one am frankly most concerned about CPS going into the next fiscal year with zero reserve funds, even with a liberal application of budget magic. The prudent thing to do would be to eliminate some things like the IB expansion for example and possibly liquidating the summer bridge program. Both charter schools and traditional schools can be forced to consolidate to create savings based on economies of scale. None of those things go down well with many constituencies but as the population in Chicago continues to decline there will likely be no option in the future. But as the wise old economist John Maynard Keynes once said in relation to the long term implications of borrowing by governments in order to survive for today: "The long run is a misleading guide to current affairs. In the long run we are all dead."

    Rod Estvan

  • 2 ways.
    1. It pushes the board into making better choices for the children, teachers and parents (opens up the discussion as it did with this agreement.)
    2. It prevents the board from steamrolling over those loyal staff members that bust their asses in dangerous, under resourced places
    This situation is nothing new. They have had since the last contract to prepare for this. BOE never has enough money for anything. They and the city misuse it.

  • More Questions then answers!

    1. There is currently no Professional Development time allocated (during the first full year adoption of the common core wtf?)
    2. Principals may or may not receive a position to hire additional "ancillary" staff from the 477 displaced teacher pool. TBD
    3. That position must be "ancillary" meaning: p.e., art, music, etc. as it can not be used for the hire of additional traditional classroom teachers
    4. What percentage of this 477 displaced teacher pool are endorsed in these areas? Good Question.
    5. If three persons of this pool apply for position with required endorsement to opening one must be hired otherwise the principal does not have to hire from pool.
    6. A complete schedule make over with just a couple of weeks before track E schools open doors.

  • Why do the private sector workers (that post here) take such pride in how bad they have it? Rather than preach that teachers should lose all their hard-won-gains (they weren't given to us you know), they should fight for their own.

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