This blog will take a short fall break. Look for a new post on Monday, October 24.
Late Monday night, after two years of negotiations, Chicago Public Schools and the Chicago Teachers Union reached a tentative agreement to avert a strike only minutes before a midnight deadline.
Emma Brown and Kari Lydersen summarize the terms of the tentative agreement for the Washington Post: “It calls for a four-year contract good through June 2019, including salary increases based on teachers’ experience and education—which had been frozen during contract negotiations—and cost-of-living raises in the final two years. The agreement also includes a cap on privately run charter schools and would require the school system to provide a teaching assistant in early education classrooms—kindergarten through second grade—with 32 students or more. And in a victory for the union, it requires the school system to continue its contribution to current teachers’ pensions, though new hires will lose that benefit… The total cost of the tentative agreement, and the school system’s plan for footing the bill, was not immediately clear.” Chicago’s WBEZ and a local publication, DNA Info, speculate that the cost of the agreement will be covered through special Tax Increment Financing district funds.
The Chicago Teachers Union emphasizes that improving support for children is part of the tentative contract—the above-mentioned addition of an assistant in primary grade classrooms of over 32 children, and an additional $10-$27 million to hire more clinicians, wrap-around supports and restorative justice coordinators. Teachers also won promises for two additional 15 minute preparation times per week beginning in 2017 and a reduction in required testing and excess paperwork.
The Chicago Teachers Union’s 800 member House of Delegates must ratify the agreement before it can be considered approved, followed by a vote by all 28,000 members of the Chicago Teachers Union. Last February the union’s membership rejected a tentative contract as it became clear that when its complicated terms were added together, some teachers’ salaries and benefits would have been reduced. The school district has been negotiating in the midst of a serious financial crisis, with the district teetering on the edge of bankruptcy from time to time and its bond rating falling to junk status.
At contract time, it is common to blame teachers and their unions, particularly in these days when business rhetoric and celebrity dominate the airwaves. Children are too often an afterthought; the people who educate children and adolescents work invisibly in the schools few of us visit or think much about after our own children become adults. Teaching is public work of great consequence; nothing a teacher says or does can really be taken back. Every teacher’s biggest worry is passing judgment or saying something hurtful that a child will carry through life; yet that same teacher knows she or he must insist on every child’s best effort at every turn. Teachers don’t have power lunches as part of their day; they are simply present—supporting and instructing and mentoring our society’s children day after day and year after year. Teaching also requires considerable preparation—filling every day with well orchestrated curriculum that builds coherently through the semester and school year.
In a column published a couple of years ago in the Washington Post, Why Educating the Educators Is Complex, Mike Rose, a teacher of teachers at UCLA, reminds us about what teachers do:
“Teaching done well is complex intellectual work, and this is so in the primary grades as well as Advanced Placement physics. Teaching begins with knowledge of subject matter, of instructional materials and technologies, of cognitive and social development. But it’s not just that teachers know things. Teaching is using knowledge to foster the growth of others. This takes us to the heart of what teaching is…. The teacher sets out to explain what a protein or a metaphor is, or how to balance the terms in an algebraic equation, or the sociological dynamics of prejudice, but to do so needs to be thinking about how to explain these things: what illustrations, what analogies, what alternative explanations when the first one fails? This instruction is done not only to convey particular knowledge about metaphors or algebraic equations, but also to get students to understand and think about these topics. This involves hefty cognitive activity, … but the teacher is doing it with a room full of young people—which brings a significant performative dimension to the task.
“Thus teaching is a deeply social and emotional activity. You have to know your students and be able to read them quickly, and from that reading make decisions to slow down or speed up, stay with a point or return to it later, connect one student’s comment to another’s. Simultaneously, you are assessing on the fly Susie’s silence, Pedro’s slump, Janelle’s uncharacteristic aggressiveness. Students are, to varying degrees, also learning from each other, learning all kinds of things, from how to carry oneself to how to multiply mixed numbers. How teachers draw on this dynamic interaction varies depending on their personal style, the way they organize their rooms, and so on—but it is an ever-present part of the work they do.”
I am very glad Chicago’s mayor, Rahm Emanuel, who controls the Chicago Public Schools, felt compelled to affirm these realities as the school district and the teachers union negotiated on Monday night. At a press conference two hours prior to the agreement, Emanuel said: “Tonight, we are committed to remaining at the negotiating table as long as it takes to reach an agreement—to give teachers raises, to secure their pensions, to invest in our schools.” I hope Emanuel’s ongoing management of the school district will embody these values.
In the meantime, all praise goes to Karen Lewis and her negotiating team for insisting with dignity—despite hard financial times in Chicago and the state of Illinois—that the rights and contributions of school teachers remain visible.