CPS Threatens Saucedo Teachers (Why?)

CPS Threatens Saucedo Teachers (Why?)

CPS may have played right into testing opponents’ hands by threatening (via letter) to take away teachers’ certifications if they don’t administer the ISATs next week, given how few teachers are involved. But that’s what they did.  Perhaps they had no other choice.  But heavy-handed tactics in Seattle turned an isolated band of teacher testing protesters into a citywide rebellion last year.  What do you think should happen to the Saucedo teachers (if anything), and what do you think CPS should have done?


CPS warns employees on testing Tribune: With a group of parents and some teachers threatening to boycott a state assessment test students are supposed to be given starting Monday, Chicago Public Schools warned principals that employees could face disciplinary action if they interfere with the testing process.

CPS threatens to discipline teachers who won’t give students ISAT Chicago Sun-Times
Chicago Teachers Union Vice President Jesse Sharkey called CPS’ threats “really absurd and harmful” and noted the specific disciplinary measures ordered by Byrd-Bennett are typically used for the most serious infractions. He said the threat to state ..

Video: CTU president Karen Lewis supports ISAT boycott Sun Timcs: In a video posted to YouTube, Chicago Teachers Union president Karen Lewis supported teachers at a school who voted to boycott annual state achievement tests.

CPS threatens discipline, CTU fights back Catalyst: The letter, sent out Thursday to principals, claims teachers could face the harshest repercussion from boycotting the test — losing their state education certification. CTU is also asking members to attend a rally Friday afternoon in support of the Saucedo Scholastic Academy teachers who said earlier this week they will refuse to administer the state-mandated Illinois Standards Achievement Tests that are scheduled to begin next week.

Battle Brewing Between CPS, Teachers Over ISAT Boycott Progress Illinois: CTU President Karen Lewis posted a video statement Wednesday in support of the boycott at Saucedo Academy, which can be viewed here. The Illinois Federation of Teachers has also voiced their support for educators who refuse to administer the ISAT.

Teachers at Chicago School Plan Boycott of State Test Education Week News: Teachers at an elementary school in Chicago have made the nervy move of announcing that they will refuse to administer state-mandated standardized tests that are scheduled to start next week.


Tutoring & Mentoring Show Significant Results for High School Students Chicago Tonight: New research shows that the combination of mentoring and intensive tutoring can make up for three years’ worth of lost learning for 9th and 10th grade boys who were previously at risk of dropping out down the road. Brandis Friedman has the story. Read an article and watch a web extra video.

CTU President Karen Lewis blasts metal shredder site across from Pilsen school Chicago Sun-Times: Chicago Teachers Union President Karen Lewis injected herself into a long-running neighborhood zoning fight on Thursday, alleging students at a public high school would face danger from a newly approved metal shredder in Pilsen.

Canty Elementary School Needs to be Expanded, Rahm Said … In 2004 DNAinfo: “Addressing school overcrowding is an important part of the work we are doing to modernize the district, and it is why the mayor and CPS CEO Barbara Byrd-Bennett have already relieved overcrowding at 33 schools across the city, have invested over $1 …

A video that shows why teachers are going out of their minds Washington Post (Valerie Strauss): This presenter was one of several consultants flown in from California and the United Kingdom for the Chicago Public Schools’ Office of Strategic …

North Lawndale should welcome Legacy charter school Chicago Tribune: With prospective new rent-paying tenants or potential buyers such as Legacy for these buildings, we’re talking about fresh investments in Chicago communities, many of them with declining populations.


City Halts Six School Changes Inherited from Bloomberg WNYC: Dozens of new or expanded schools got the all-clear to open this fall but a handful of others saw their plans dashed, as the city navigated its way through a thicket of proposals left by the Bloomberg administration. See also ChalkbeatNYNYTAP

D.C. Sees Another Bump In Public School Enrollment WAMU: Enrollment in D.C. traditional and public charter schools increased by three percent in the 2013-2014 school year, the fifth consecutive year of growth in the city’s school system.

School finder created to help Minneapolis parents find best gap-closing options MinnPost: At the height of school-choice season, here’s a curious paradox for your consideration: Despite all of the attention paid to one of the nation’s worst racial and socioeconomic achievement gaps, there are unfilled seats in proven and promising Minneapolis schools that are struggling to recruit low-income students.


Education secretary Duncan to governors: Join the early education parade KPCC: Education Secretary Arne Duncan told governors this week that expanding early education programs is underway — and they should join in.Governors peppered Duncan with questions regarding funding and access for early education for their states.

Students With Disabilities Aim For A College Degree, But Often Get Stuck HuffPost: When he was a kid, Will Farrior was “just like your average child and student making A’s and B’s while participating in extracurricular activities,” the 26-year-old told a Senate committee on Thursday.

Mind The Gap (Year): A Break Before College Might Do Some Good NPR: Taking a gap year, postponing the start of college, is becoming more common in the U.S. As Kirk Carapezza reports, more schools are encouraging students to take one — and even helping pay for them.

Community Colleges Missing The Mark For Men Of Color NPR: Community college is seen as a good option for students who can’t afford four-year colleges. But a recent report finds community colleges aren’t effectively serving male students of color.

Top 10 teachers in Florida illustrate how messy and absurd the new teacher data is Hechinger Report: 8 of the top 10 don’t even teach the courses that are measured by the state’s math and reading tests that were used to calculate the value added measures. They could have been art or physical education teachers.



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  • fb_avatar

    Hey Alex you gonna talk about the budget lies? CPS ended last year with a $949,143,000 Surplus. Would be nice if you called them out on this con-artist double talk. (p 40, FY2013 CAFR)
    first reported at Substance News

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    Release the flying monkeys. (Wizard of Oz reference, for those needing an explanation.)

  • Isn't most of this the cashflow issue with state not paying cps for a long time and on the books cps needs to have it listed until it cycles through. It always makes the reports hard to read. I highly doubt there is that much money sitting around. LOL!

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    CPS ended FY2013 with a fund balance for its General Operating Fund of $949 million, a decrease of $120 million or 11.23%, from FY2012. Of this, $798 million is restricted or assigned for specific uses, while the balance is held as a reserve to cover future years’ deficits. (p 40, FY2013 CAFR)
    first reported at Substance News

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    "If this discussion could in any way lead to my being disciplined or discharged, request that my Union representative be present at the meeting. Without representation, I choose not to answer any questions."

    If anyone asks you if you are going to administer the ISAT, invoke your Union Rights IMMEDIATELY!!!!! Do Not Respond with any answers!!!! Read them your rights!

  • Chicago parent groups support teachers refusing to administer ISAT

    Contact: Julie Woestehoff - 773-715-3989

    Parents United for Responsible Education and More Than a Score strongly
    support the teachers at Chicago's Saucedo Elementary school and any
    other Chicago Public Schools (CPS) and Illinois teachers who are
    refusing to administer the Illinois Standards Achievement Test to their
    students beginning on Monday, March 3.

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    Teachers at second CPS school to boycott low-stakes ISAT

    CHICAGO—The Chicago Teachers Union (CTU) supports teachers and parents at Thomas Drummond Montessori School who announced today their intent to boycott the Illinois Standards Achievement Test (ISAT). Drummond joins Maria Saucedo Scholastic Academy as the second school this week to take action against this “low-stakes” standardized test. Saucedo teachers announced on Tuesday their intent to boycott the ISAT.
    “This second boycott is evidence that more and more educators continue to take a principled stand against harmful tests and in support of their parents and students,” said CTU VP Jesse Sharkey. “The CTU supports these teachers and calls on the district to stop making threats to parents and educators who are trying to restore some sanity to the education system.”
    Drummond teachers are holding a press conference this afternoon regarding their decision to boycott the ISAT. The CTU commends these members and pledges continued support and representation in the event of any retaliatory adverse action CPS may take against them.
    WHO: CTU Vice President Jesse Sharkey and Thomas Drummond Montessori School parents and teachers
    WHAT: Press conference to announce the decision to boycott the Illinois Standards Achievement Test and highlight for the district the failure of a narrow, test-based approach to education that stifles creativity and undermines the efforts of teachers to develop engaged, curious and lifelong learners.
    WHEN: Friday, February 28, at 4 p.m.
    WHERE: Thomas Drummond Montessori School
    1845 W. Cortland St.
    Chicago, IL 60622

  • Kudos to the teachers at Saucedo and Drummond. It is very hard to get a group of teachers to agree. These two schools must be wonderful to teach at and I'm sure the students reap the benefits of a united staff.

    The parents need to keep their children home next week so that CPS cannot retaliate. There is little teaching done during ISAT test days.

    Where are the spineless principals? Why is it always the teachers who advocate, at great personal expense, for the children? This is why teachers are so stressed-we have no instructional leadership!

  • In reply to district299reader:

    "no instructional leadership" what? What does protesting a test have to do with instructional leadership? In case you have not been informed principals do not have a union. Principals have been removed for far lesser offenses.

  • In reply to district299reader:

    Principals don't need a union, just ethics and a "pair of cojones" to advocate for their students. I'm tired of principals sitting back in their 500.00 leather chairs waiting for the teachers to advocate for student safety, clean building conditions and adherence to state special education guidelines. The teachers are worn out doing your jobs!
    Isn't the principal certificate called a Type 75 in Administration and Supervision? Be competent administrators and supervisors and stop passing the buck!

  • In reply to district299reader:

    Principal's need a union more than teachers. If they had some sort of protection they could stand up along with students and teachers to the chiefs, BoE, and the rest of the education bureaucrats.

    It is sad to say, but most of the new breed of principals wouldn't join because they are not courageous enough to speak up to their bosses. Many so-called "new leaders" all too willingly accept their lot as tools of CPS instead of advocates for their school. They only understand "top down" management and don't want to do anything to risk their careers. Most are so young they have more than 25 years to go until retirement and so they won't rock the boat.

  • In reply to district299reader:

    This generalization is ignorant and false. If the 'old' principals are so much better why don't they take the risk of starting a union? Ageism can go both ways.

  • In reply to district299reader:

    I imagine there are too many youngblood principals in the pool. Old principals probably feel they can make it a few more years. The good, experienced principals with 10 or more years of teaching experience are too few. Many probably avoid CPS as well. You need at least 75% support before you can get full union support.

  • Why aren't the principals vocalizing to central office that they think the children are over tested? Why are the majority of principals like sheep? There is very little instructional leadership in CPS. Teachers are basically on their own….

  • Have you ever vocalized anything to central office? You'd be better off talking to a wall. Before you generalize about 670 people you barely know might I remind you that the vast majority of teachers aren't opting out of the ISAT which means teachers are just as much sheep too. Principals have little power. The mayor can call them CEO's but they are not. They are branch managers that can quickly replaced.

  • In reply to district299reader:

    My job is to teach. It is the principal's job to make sure I have everything so I can teach. If I don't have the time to teach due to needless testing then it is the principal's job to vocalize this to central office. 670 principals have the power but they have chosen not to utilize that power.

  • What are the principals doing? Probably thinking about the possible loss of federal and state funds, the 0s on REACH evaluations, the level 3, 4, or 5s that will appear on the school progress report contributing to lower enrollment, and the myriad of real consequences that some teachers never consider but will blame the principal for anyway. Principals, unlike teachers, shoe up individually for public spankings and beratement. They don't have the luxury of being covered by a school name. This has nothing to do with instructional leadership. Teachers continuously bash principals but forget that principals are teachers, too. You can dish it, but you can't eat it.

  • In reply to district299reader:

    Many principals are unqualified and arrogant. Their fear of their bosses endangers schools. By creating toxic cultures at their schools and not speaking up to network chiefs and the CEO many principals are in fact dooming their schools.

    Our principal is late to school EVERY day, berates and publicly spanks teachers and students, passes the buck to teachers for all failures, steals credit for any success, and refuses to properly conduct REACH evaluations. If our principal is truly a teacher I have yet to see it.

  • In reply to district299reader:

    LOL. Just goes to show that everyone in CPS is incompetent. Why do CPS employees get on public forums, complain about each other anonymously, and wonder why citizens are looking to charter schools? SMH.

  • In reply to district299reader:

    The situation above IS at a charter school.

  • In reply to district299reader:

    WOW. Just keep your kids at home and buy them an IPad.

  • In reply to district299reader:

    Wouldn't it make more sense to try to attract better, more experienced principals?

  • In reply to district299reader:

    WOW! So you think the charters schools do not have any of this?
    Well, I do suppose the PD video would not bother the charter school employees because they use scripted lessons anyways due to the fact that so many of the teachers are not certified. You can look up certifications on ISBE.
    We have had former charter school teachers come into CPS and tell horror stories about teaching in a charter-maybe that is why they have such a high turnover rate which is surprising since they do not have the severe discipline problems CPS does because they kick them out.

  • In reply to district299reader:

    Just wondering....is this your opinion or fact? How many schools are you familiar with, or are you just making a hyperbolic generalization? Does your principal "berate" about reasonable issues or petty issues? It sounds like a lot must be wrong with teachers and students if this is ongoing. You mention that your school has successes and failures, not just failures. Is your principal addressing failures and causes or just yelling about failures? Have you attended meetings with your principal and the Network to know that the principal is not having "stand up" conversations, or are you assuming? What constitutes late? What time does your principal leave your school? Does he or she stay late into the evening, attend school events, or District meetings, works late at night from home, or on weekends? Are you aware if your principal has a morning check-in routine, outside meetings, or other obligations? Does your principal have a family? What does your principal take credit for? From whom do they take credit? Has your school received some award or recognition? Are you REACH evaluator certified? Have you calibrated with your principal and IES, reviewed multiple REACH observations, made multiple teacher observations, and see problems with REACH evaluations? Or, are you just describing your own general discomfort with REACH and your experience/observations?

    Your description could be interpreted that you are a toxic person at your school. The other items suggest that your school is progressing, the principal has some level of standard and is holding everyone accountable including the students, but for some reason, you are upset about it.

  • In reply to district299reader:

    What does a principal's family situation have to do with showing up on time? We all have families and make arrangements accordingly. How can a principal show up each and every day after students arrive and then seriously address students about being tardy?

  • In reply to district299reader:

    If you're married to a principal or have a principal parent, it means a lot. My husband used to be a principal, and he had to make some decisions. You can't arrive at school at 7 a.m and return home at 9 p.m. everyday, work into the night, work weekends, and have a family. Meanwhile, everyone at the school has set hours. He chose to do some late mornings, so he could see our kids regularly, not a couple of times a week. He chose to miss some evening events, meetings, and limit his weekend work, so he could have family time. Few people realize how much principals give up personally to make sure schools are great places for kids, but their families do.

  • In reply to district299reader:

    Nobody is saying principals should work 14 hour days everyday, but for $115,000 + they should be working an average of at least 11 hour days at the school. Some days will have to be 14 hour days, others just 9 or 10. In the summer, many principals cut back on the days or hours they work to make up for long hours during the regular school year. I have no problem with that.

    If the choice is to arrive before the children or stay long after they leave, the principal should be early. Kids are there in the morning every day, important events that run until 9 are not nearly as common.

  • In reply to district299reader:

    You think it's reasonable for someone to work between 11-14 hours a day? Yes, principals can modify their days in the summer, but they aren't making up that much time over 6-8 weeks and getting school ready.

    Are you aware in CPS that principals are 52 week employees? They don't get all the breaks that 38.6 week employees get - they have to take vacation, if the schedule allows, because the buildings are always open ( i.e. Winter, Spring, and Summer breaks). And, vacation isn't really vacation if you have to answer e-mails and calls.

    Principals do make 115+, but there are teachers who are topping out at 100 without extended day or additional pay opportunities, and they have a 7 hour 15 minute day with two planning periods a AND a lunch. Bottom line when time is calculated by hours, many teachers make more than principals by the hour.

    If principals should work almost twice the amount of teachers, the pay should reflect that as well. Principals are severely short on that end.

    Working that much should not be an expectation. It is not physically or mentally healthy. If people are required to work that much, no wonder they're crazy.

  • In reply to district299reader:

    Do principals still have to punch in just once a day?

  • In reply to district299reader:

    Most teachers work far more than 7.25 hours a day. I’m assuming the two prep periods you are referring to are for high school teachers. If so, I don’t think they are all duty free. Elementary teachers frequently lose prep time when the librarian, gym, art, or music teacher is absent. To suggest that class preparation time is “time off” is insulting. Teachers actually need more prep time than what they are allotted during the day.

    In addition, the intensity of work that a teacher experiences with a classroom full of children throughout the day is much greater than that which a principal experiences for most of the day. Principals who spend much of their day behind the door of their office or in meetings are so isolated that they just don’t get it. Too many principals forget (or barely ever knew) that teaching class is by far the hardest job in the school. Some do understand how hard it is and that is why they fled the classroom after 5 or so years. They won't publicly state it, but if they were so passionate about teaching they wouldn't have left the classroom before they reached age 30. There are supportive principals who do indeed get it, however the number of these appears to be rapidly shrinking.

    As far as hours go, many teachers have no choice but to work 10-12 hours a day. The workload dumped on some by principals, the networks, and CPS in addition to the commonly understood demands of the job (planning, teaching, and grading) are monumental. Add to this the simultaneous, rapid, and premature implementation of REACH and Common Core and the situation is intolerable for many. Given the current climate, principals at struggling schools must be putting in long days during the school year. It is hypocritical to hold oneself to a different standard than what most teachers are held to.

    Teachers who make more than 100K have generally worked 30+ years, while principals can make more and not even have reached age 30. These experienced teachers are also the best mentors for young teachers. Sometimes these experienced educators actually serve as subliminal mentors for newbie principals. ; ^) While principals do have to work more days in the summer, teachers earn every dollar during the school day because they are in the classroom doing the actual work and interacting with children. Teachers are held accountable every hour of every day by their students. Principals have much more freedom and truth be told, much more down time.

    Most principals make up a tremendous amount of time over the 12 weeks outside of the normal school year. Few are putting in very long hours in June, July, early August, winter break and spring break. Usually the AP, Principal, and other administrators stagger their schedules during these periods. I've dropped in my school a number of times during the summer to find no administrator in the building. Most people have no problem with this, but be honest. It is very common.

  • @district299reader ...and some principals have barely taught and got their fast track type 75.

  • In reply to corruptionok:

    The operative word being some - many of whom don't remain principals for long. Principal bashers demonstrate a misunderstanding of how schools work. No school can function at a high level without a good principal. If a school treats their principal poorly, distracts the principal by not doing what they are supposed to do, thus exponentially multiplying the principal's work, they will never have a good principal. Only the lowest denominator or most naive principals take those jobs, and those principals quickly exit. This is how turnaround became a strategy.

  • In reply to district299reader:

    Many principals don't understand that their job shouldn't be to exponentially multiply teachers work. Preparation, instruction, and grading is a full day in and of itself. Inexperienced principals have either forgotten this or never truly understood to begin with.

    Lowest common denominator principals thrive in CPS. The New Leaders program encourages even more of this.

  • In reply to corruptionok:

    What does punching in once a day matter? Principals have to report to their network every time they leave their building. If a principal is late every day or is frequently absent a quick call to the network to report this will fix it.

    Hey here is a novel idea--how about we all treat each others like professionals. If principals had a union you better believe they'd be standing up and be in the front of the fight. Principals and teachers both work damn hard. Stop tearing each other apart.

  • In reply to district299reader:

    Many principals have too much power and have ruined many careers. There are a lot of great principals, but there are too many that blindly do the BOE'sg bidding, treat teachers like garbage, and aren't fully invested in the students because they know they will move on in a few years.

  • http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/02/28/a-video-that-shows-why-teachers-are-going-out-of-their-minds/

    At least I didn't hear the CO word "Pacific" used instead of "specific"..

  • In CPS teachers have the most experience. Many new principals are actually less experienced. There are network chiefs and coaches who only have a few years in the classroom. BBB never worked in a CPS school. We have a Secretary of Education who never worked in or even attended a public school.

    The system is top down with the least experienced making the decisions, teachers are the only ones in this chain of command with the courage to buck this system. Until more principals get the courage to advocate for their staff and students we will continue to struggle.

  • There are schools with new principals who have caused the most experienced teachers to leave for other schools yet this is not red flagged at central office. I understand that there may be movement when a new principal comes in due to philosophical differences but when 50 staff members leave there is something rotten going on that needs to be investigated.

    There is also something wrong when a room full of teachers do not get up and leave the PD in the video….which CO administrators approved this PD? This is why I have to leave my class with a sub!

  • It isn't red-flagged because it is intentional. CPS wants to cut costs, it cares nothing, in fact it has disdain for experience. Rather than investigate, CPS likely rewards the principal for cutting costs.

    "New Leaders", the principal indoctrination program that all new CPS admins must go through was created by a TFA tourist, a charter advocate , a business consultant, an educrat, and get this- the principal of the private Blue Man Group school. These are the people who designed CPS principal indoctrination program. Is it any wonder why we have so many inexperienced bureaucrats running our schools?

  • Can you tell me more about the "New Leaders" program? Our school is searching for a new principal- should we be wary of anyone that's gone through this or is it obligatory? Also, does anyone know of any good principals/ assistant principals that they could recommend?

  • In reply to anonymous:

    My school went through the search a year ago and took five-six months to find the best candidate to fit the school’s needs. You want someone who has experience in the classroom as well as knowledge/experience with the needs of your school. That may include special ed, ELLs, knowledge to support your enrichment team and your school’s goals as well as needs. It’s a big shoe to fill. We ran our ad in the CPS bulletin twice because we were unhappy with the candidates the first time around. We did phone interviews, and two in person interviews with each of our possible candidates before making our decision. We also got additional advice from our Network and our LSC Liaison. Know that the final decision is yours (LSC) and the contract is for four years.

    The ‘Day in a Life’ is a pretty hard test to go through. Some candidates don’t pass after three tries. All new candidates must go through the program and can not be considered as a viable candidate until they pass. There are several components to the program and each is scored individually, then added for a composite score. You want to see your candidate’s scores on each component before making your decision.

    Finding a good candidate takes time. Using the CPS bulletin, and word of mouth is best.

  • In reply to ladyfair:

    Our two LSC teachers took two PB days and went to the schools that the top two candidates came from-they learned a lot from talking to teachers and parents at entry and dismissal time plus they contacted the CTU delegate at those schools. Do not rely on slick resumes and professional interviewing techniques -dig for your best candidate. The principal the LSC picked, was the best principal I ever had but unfortunately he left the system for a much better offer.

  • Yes, you should be very wary. New Leaders are almost always inexperienced ladder climbers who eliminate experienced staff and after a few years move on somewhere else in the education business.

    I think all CPS principal candidates are required to be indoctrinated through this program. Sorry.

  • In reply to district299reader:

    This is false. There are several principal preparation programs in Chicago. New Leaders is one of them. UIC has the longest running program. TFA just created one too, and either Loyala or Depaul have a new program. UIC tends to recruit from CPS teachers and because they are a university and have one of the most progressive faculties (Bill Ayers, Pauline Lipman, Alfred Tatum) their graduates tend to be a lot more balanced.

  • i suppose this was the principal's fault, too?

    Top High School Basketball Team [Curie] Forced To Forfeit Season + @chipubschools Title http://ht.ly/u9NEs

  • Actually yes, it is likely the principals fault. The buck stops with the principal. The AD is also culpable. The players bear responsibility too for having lousy grades.

    For a school like Curie to develop a top-ranked basketball team in a few years is fishy. Do all of these players live in the attendance area, or are they using the IB or some other program to poach out of district players? Real talk: the neighborhood doesn't have many African-American residents, and the stars on the team aren't Polish or Mexican.

  • Exactly, the buck stops at the principal, no matter the circumstances or who didn't do their jobs. Accordingly, the peanut gallery should stop sharing their opinions about the principal and HOW they decide to do their job. Ultimately, the principal and no one else is held ACCOUNTABLE.

  • There is fundamental ignorance about the responsibilities and working conditions of principals.

    Principals are accountable to everyone - parents, union delegates, PPCs, PPLCs, the Board, the CEO, the network chief, the LSC, US senators, the US rep, state senator, state rep, local alderman, county commissioner, local businesses and the people who live across the street.

    Principals are constantly harangued by a subset of teachers who care more not losing any of their sick and personal days and ensuring that every minute of their preparation period is accounted for than educating children well, union delegates with colorful histories having nothing to do with advancing public education whose major goal appears to be to create a toxic environments between teachers and principals in schools, union delegates who want to interfere with observations of teachers for the sole aim of ensuring that they are not accountable for their performance, and a central union headed by ludicrous demagogues who, among other questionable activities, spend thousands in union money defending teachers who no other union would tolerate among its members (most recently a teacher who menaced a special ed student with a belt and left the frightened child vomiting on school staircase was defended for two years by this organization and defended in manner of questionable integrity).

    In light of these truths, it is a wonder that anyone wants the position of principal and a wonder that we don't all just give it up and go the voucher route. Principals work really hard, are expected to achieve miracles, under impossible conditions for relatively little pay. Give 'em a break.

  • In reply to district299reader:

    That is a big part of the problem. Given the status quo of mayoral control and corporate reform, there are few who want to be CPS principals for the right reasons. Most newbies are pompous ladder-climbers with delusions of grandeur.

  • In reply to district299reader:

    I notice how quick you are to deride poor teachers ( and poor teachers should not have been tenured by the principal) yet not a word comes out of your mouth about the poor principals. We have principals who cheat on standardized tests, take newly hired teachers to resorts in another state for PD on the taxpayers dime, have extra-martial affairs with staff members, and are so inept that 50% of the tenured staff transfers within two years. We have principals who blatantly hire only one race, one religion or hire only non-tenured teachers. We have principals who were crappy teachers and even crappier principals.

    We do have awesome administrators but the really sharp ones get promoted or are offers jobs in the suburbs so we are left with the not so bright ones, the inept or the downright idiotic ones. Please remember that some principal somewhere tenured these inept principals and teachers-the buck stops with the principal. Teachers know who teaches and who doesn't so why don't the principals know this? Why offer tenure-it's easier and the principal doesn't plan on staying so the next principal with have to deal with the incompetent teacher.

  • Once again the media is missing the real CPS story one guesses because it so intent on creating controversy that it distorts or ignores the true story.

    CPS has created an avenue for parents to opt out of testing that ISBE apparently doesn't recognize. Looks like CPS has gone to bat for parents with ISBE and gotten it move a bit off its position, from requiring students who opted out to sit quietly in the testing room on Thursday evening, to allowing them to be in a separate room reading quietly Friday albeit still requiring that they receive testing booklets and hear the testing instructions before beginning to read. That's some progress anyway.

    Raise Your Hand's Wendy Katten is all in a lather about this of course. She has a point -- a point that CPS has apparently been making to ISBE with at least some success. But, per usual, as she has hooked her ambitions to the eternally self-righteous anti-CPS, anti-accountability demagogues at CTU, she poops all over CPS and bad-mouths it efforts to negotiate a narrow path between regulatory requirements and parent demands. Doesn't feel like fair argument.

  • In reply to district299reader:

    Meh, if anyone was pooping their pants it was the folks at 125. Once again they act bold and brassy only to back down when the pressure is on. What is the deal with the nimrods at CPS HQ? Does the mayor call up make demands or do you try to anticipate what he wants? I imagine him throwing a hissy fit, getting on his phone and telling BBB to stick it to the teachers, only to have to reverse that decision hours or days later when the "polling" data comes in.

    It is truly pitiful how quickly and how often the know-it-alls downtown have to back pedal as of late when they realize the public doesn't support them on yet another issue. Ames, cold/snow days, testing boycott, etc.

  • In reply to district299reader:


    Where o where are our administrators?

  • In reply to district299reader:

    Wendy Katten will not do anything that her text buddy Karen Lewis woudn't approve. Her entire existence is based on bashing CPS and the mayor while doing Karen's bidding. Sad really. Get a life brings on a whole new meaning with this character. Due to her endless nagging ragging mill, I have lost all respect for her.

  • In reply to district299reader:

    CPS has never once gone "to bat" for any parent. I haven't ever seen one case of this, not in twenty years. And "allowing" them to be in a separate room but forcing them to still receive a test booklet and listen to instructions is akin to the child whose parent has opted them out of sex ed, yet the school still puts the paper information in front of them and requires them to sit through the reading of the table of contents. This would be a clear and reckless violation of parental wishes. CPS has not been making any point to ISBE. Parents have. What planet are you living on?

  • C'mon, Wendy Katten and Karen Lewis have far more credibility and support in Chicago than CPS and Emanuel. The only thing that keeps the mayor's ship afloat is his rich .001% bosses. 125 and the BoE is universally hated.

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