Some Schools Try Fighting Cuts

Some Schools Try Fighting Cuts

The big news of the day seems to be that a handful of LSCs have banded together to try and fight off the proposed budget cuts they face.  Will they have any impact?  It's hard to imagine how.  Or perhaps they'll be given some sort of reprieve individually, which will solve their problems but not do much to address problems citywide.  

Local School Councils unite to fight CPS budget cuts Chicago Sun-Times: Local School Councils at several Chicago Public Schools have formed a new coalition to fight drastic budget cuts to their proposed school budgets. Common Sense: Coalition of LSCs for Fair Funding comprises at least 20 elementary and four high schools,

CPS to hire movers as local councils form anti-cuts coalition Chicago Tribune: Chicago Public Schools announced plans Monday to hire 245 people to help with moving furniture and supplies from schools that are being closed, while a group of Local School Councils said they are putting together a districtwide coalition to fight school

Residents Grill O'Connor on Neighborhood School Closures ... Monday night for a town hall meeting at Swedish Covenant Hospital's Anderson Pavilion. While O'Connor didn't discuss the Chicago Public Schools closures during the meeting, residents quickly brought up the subject during a question and answer period.

CPS hires help to make transition to welcoming schools A city-wide effort to help transition closed Chicago Public Schools to new "welcoming schools" began Monday. Community members, parents, and some young people are among those hired by CPS to get the job done.

Therapy Helps Troubled Teens Rethink Crime  Vermont Public Radio: Tony DiVittorio, a social worker, created BAM. The program, operating in a number of Chicago public schools, is built around core principles of integrity, accountability and finding positive ways to express anger.

Training for School Principals WTTW:  Some innovative programs are preparing school principals for struggling urban schools by mentoring them and getting them firsthand experience. We look at how the Center for Urban Education Leadership at UIC and the nonprofit New Leaders are training 21st century urban school principals for the tough job they face.
Quinn signs bill requiring schools to hold shooting safety drills Tribune:  Local school districts will now be required to conduct safety drills to prepare for a possible shooting under legislation Gov. Pat Quinn signed into law Monday.
The Longest Day Revisited CPS Chatter: When people from outside Chicago look at the school day, they ask themselves if it’s longer, they count the hours, and consider it a success.  Unfortunately, when you take a deeper look, you notice some of the problems.
Chicago Public Schools Sound More Like Private Schools Carol Felsenthal (Chicago Magazine):  Something about the windup to the 2013-14 school year feels different: hints of a two-tier system, that will mean that public school students whose parents who can’t pay will get less... The  phrase “pay to play” is often used to describe political corruption. It may soon come to describe public education in Chicago. And Mayor Rahm Emanuel’s hour and 15 minute longer school day, which was going to be bursting with the enrichment provided by subjects such as music and art, becomes an empty promise with a terrible twist.


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  • Chicago Mag: "But something about the windup to the 2013-14 school year feels different: hints of a two-tier system, that will mean that public school students whose parents who can’t pay will get less."

    Hints? HINTS? Coma, much?

  • In reply to district299reader:

    What are the consequences to enrolled students whose parents can't pay a required fee? Nothing, as far as I can tell. The reality of fees isn't the problem. The problem is more likely low income parents who don't enroll their children in appropriate programs because they fear added expenses.
    Of course amplifying neighborhood angst about change serves the CTU's goals, so I'm sure we will being hearing a lot more about the haves and the have nots.

  • In reply to Donn:

    Good. We need more awareness of the issues of the haves and have-nots.

  • BTW, "the selective school from which Michelle Obama graduated in 1981" was not "selective"way back then. It was a magnet.

  • WTTW re: principal training programs: "Last year, Loyola University and Teach for America joined forces with the two programs featured in this story to form the Chicago Leadership Collaborative. CPS says it hopes to hire hundreds of graduates from the programs in the years to come." - Interesting.

  • In reply to district299reader:

    I have seen TFAs in action--LSCs--be warned not to hire them. Seems that Loyola will do anything to get their foot in the door.

  • Rockford, Schaumburg and Palatine may follow @chipubschools with teacher layoffs, says EIA

  • TFA candidates who enter the Chicago Leadership Collaborative do a one-year practicum as a principal intern while taking Harvard classes at night and then return to Chicago to do another year long internship while being mentored by a CPS principal. That's more training than any Type 75 program I know besides UIC's excellent Ed.D.

  • In reply to EyesontheOffice:

    Where's the teaching experience? Hard to be an effective administrator without classroom experience-I think the state requires 3 years which is too little. Does TFA? or do they get around the requirement ?

    TFAers do get a free masters' degree and it does plump up the resume while one is waiting to get admitted to an MBA or JD program

    I guess I find the lack of commitment to teaching to be an issue-to me teaching is a calling-you either have it or you don't and trust me the students know when your'e dabbling....

  • In reply to district299reader:

    The minimum seems to be three years teaching, then one year internship before becoming principal. But that quick path would probably be for older TFA career switchers, not TFAers came out of undergrad.

    At least one of the principals recognized as outstanding last school year has this background.

    I don't see how the TFA aspect is relevant. It's three years in the urban classroom, regardless of how they became a teacher. I doubt a B. Ed. is predictive of principal success.

  • Type75s do internships for a year. They have more classroom experience than tfa and their coursework isn't over a summer at Harvard-which does not have connection to or partnership with Chicago's poverty schools as other Illinois universities do. Type 75s choose to go into teaching and earn an education degree for a permanent job-not just 1-2 years (until a better one in my major comes along,) and since teaching is not going so well I think I will become an administrator attitude.
    As for UIC's program, I have seen/heard a leader in this program publicly speak ill of one of their own students in the program. The sad impression was that their student who was a principal having a difficult time at a CPS school, was not getting support needed from the program. It was also possible that the professor was so far removed that they did not realize that this was one of their students. The professor's negative words showed how little they knew about the inner workings and many difficulties a leader will encounter in a CPS school.

  • Bothersome that CPS seems to bypass assistant principals. With per pupil budgets, we will see more aps lose their jobs. What is worse, CPS chases talented principals out. This works for teachers since they have a revolving door of bosses. On the WTTW show, one intern said she was allowed to fail by her choice with what seemed a hands-off stance by her mentor. Well that is not mentoring. That's misguidance.

  • In reply to district299reader:

    “This works for teachers since they have a revolving door of bosses”

    What planet are you living on? Revolving principals means that half of the teaching staff will be fired before year’s end. Exactly how does that ‘work’ for teachers?! Revolving principals also means continuous upheaval and chaos for students, parents, teachers, and all stakeholders; it breeds distrust and suspicion.

    Face it you’re an idiot!

  • In reply to district299reader:

    No need to name call-silly to do. When schools that have revolving doors of leadership-which CPS promotes, there are employees who do things they should not; this affects better employees who can give up. Ever heard of 'when the cats away the mice will play?'
    Although you make my point in your last sentence, where do you get that 1/2 the teachers will be fired by year's end? Are you trying to share a thought about REACH, the old contract or both?

  • In reply to district299reader:

    APs will not be cut at all schools, especially high schools. They are indeed increasing at some high schools to help the principal complete all of the REACH assessments.

  • I just really believe you need to work effectively as an AP before moving into a principal spot.

  • In reply to district299reader:

    Good point--you should be a successful teacher first for a few years at a high poverty school before being an AP-- take a real good look at a number of the network chiefs, what 'success' they had were not at large high poverty schools. (Reader, be clear on this pt before you respond.) Sad that these networks are still open--spending $$$ when neighborhood schools choose between teachers or toilet paper.

  • The TFA/Harvard program requires four years of teaching experience; some candidates enter with more but others have just the bare minimum. Personally, six or seven would sit better for me but they base it on Mass' state standards. While at Harvard they do an internship for a year in a Boston area school (mostly public but a few pilot and charter schools too), take classes in the afternoon and at night, and then return to Chicago for another year long internship.

  • Alderman Cardenas--answer your voters' questions and stop talking about yourself to avoid answering them.

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