Archives for category: Teacher Pay

A news bulletin:

NEWS ADVISORY:

For Immediate Release| ctulocal1.org
CONTACT: Chris Geovanis, 312-329-6250, 312-446-4939 (m), ChrisGeovanis@ctulocal1.org
Wednesday, 6:30 a.m., Dec. 5: Picket lines continue at Acero campuses
Wednesday, 10:00 a.m., Dec. 5: Press conference and rally at Chicago Board of Education, 42 W. Madison. St.
CTU charter educator strike against UNO/Acero enters second day

Picketing continues at 15 UNO/Acero sites, culminating in a rally downtown at the Chicago Board of Education.

CHICAGO—CTU teachers, paraprofessionals and support staff at 15 charter schools run by the Acero charter network formerly known as UNO will enter the second day of their historic strike—the first against a charter operator in U.S. history—starting with 6:30 a.m. picket lines outside of their schools.

Educators will then rally and hold a press conference at the board of education at 10AM to update the press and public on the status of bargaining, in advance of the Chicago Board of Education’s monthly meeting. CTU President Jesse Sharkey will raise strikers’ issues at the CPS board meeting at 10:30 a.m. Those issues include why CPS has allowed the charter operator to stockpile tens of millions of public dollars designated for students’ education instead of investing those funds in classrooms.

Management and the CTU bargaining team remain far apart on critical issues that include: class size, sanctuary school community language in the contract, fair compensation for paraprofessionals, and lower class sizes, which are currently set at 32 students per class—four more than what Chicago Public Schools seeks to meet at district-run schools. CTU members have called those class sizes both outrageous and unsafe for students, particularly children in kindergarten through second grade, where one adult simply does not have the capacity to safely supervise, let alone educate, 32 young children.

Management continues to refuse to include language in the contract that would provide assurances that Acero would follow federal law in providing special education services to students, and refuses to include a commitment in the contract to ensure that its schools operate as sanctuary schools, a virtually no-cost commitment that would provide protection for UNO/Acero’s overwhelmingly Latinx student population.

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The Chicago Teachers Union represents nearly 25,000 teachers and educational support personnel working in schools funded by City of Chicago School District 299, and by extension, the nearly 400,000 students and families they serve. The CTU is an affiliate of the American Federation of Teachers and the Illinois Federation of Teachers and is the third-largest teachers local in the United States. For more information, please visit the CTU website at http://www.ctunet.com.

The CEO of UNO/Acero Charter Schools, Robert Rodriguez, is angry that his teachers went out on strike. He blames the union and “outside” interests who are anti-charter. Apparently, he does not take seriously his teachers’ demands for higher pay and smaller class sizes. He disrespects them by not hearing their voices.

He released this letter.

This is a video of him reading his letter.

In his letter and statement, he describes Acero as “one of the best performing charter networks in Chicago.”

Dana Goldstein wrote in the New York Times, however, that “At Acero schools, a quarter of students met standards on state exams in 2016, the same percentage who met standards in the Chicago district schools, according to a report from the Illinois State Board of Education.”

If that is what it means to be “one of the best performing charter networks in Chicago,” that speaks poorly of the entire charter sector.

Veteran journalist Dana Goldstein now covers education for the New York Times.

She writes here about the Chicago charter teachers’ strike:

Over 500 educators in Chicago began the nation’s first strike at a charter school network on Tuesday, shutting down 15 schools serving more than 7,000 children. Teachers for the Acero Schools network rallied at local schools to call for higher pay and smaller class sizes, among other demands.

The action is the latest mass teacher protest in a year when educators have closed ranks in places where organized labor has historically been weak — first in six conservative or swing states where teachers walked out of classrooms, and now in the charter school sector, where unionization is sparse.

All of the picket lines have formed out of a dispute over public dollars — whether education funding is adequate, and what percentage of the money should go toward educator pay and classroom resources versus other costs.

“Everyone is feeding off each other and hearing this rallying cry,” said Martha Baumgarten, a fifth-grade teacher at Carlos Fuentes Elementary School in the Acero network and a member of her union’s bargaining committee. “A lot of this comes down to lack of funding. But teachers across the country are seeing each other stand up and say that’s not O.K. We’re not going to support budgets and politics as usual.”

Charters are funded by taxpayers but independently managed by nonprofit organizations, like Acero, or by for-profit companies. Educators at Acero earn up to $13,000 less than their counterparts at traditional public schools in Chicago and cannot afford to live comfortably in an increasingly expensive city, according to the Chicago Teachers Union, which represents the striking workers.

The chief executive of Acero, Richard L. Rodriguez, earns about $260,000 annually to manage 15 schools, a similar salary to that of Janice K. Jackson, the chief executive of the Chicago Public Schools system, which includes over 500 schools.

In addition to higher pay for teachers and support staff, the union is asking that more money be spent on special education services for students and on a program that allows classroom assistants to continue their education and become lead teachers. The union also argues that Acero’s class sizes — up to 32 students at every grade level — are too high.

Acero says the comparatively large class sizes allow it to serve more families, noting that many of the network’s schools have wait lists. It acknowledges that its teachers, who earn an average salary of $65,000 per year, are making less than their peers in traditional schools, but says that is because of inadequate funding from the state. Mr. Rodriguez earns a salary that is competitive given his duties managing the network’s facilities and real estate, it added.

Helena Stangle, a spokeswoman for Acero, said that after the network’s teachers unionized in 2013, management has repeatedly agreed to reduce hours and shorten the work year for teachers, but that to do so any further would erode what makes the schools attractive to parents.

“The focus of the discussion today is maintaining our own identity as a network of schools,” she said. The promise of an extended school day and year is “a real differentiator and important to our families.”

The strike comes shortly after a midterm election in which a burst of progressive Democratic energy led to defeats for charter school advocates in Illinois and other states.

That teachers in a charter network were able to organize, let alone walk out of their classrooms en masse, is notable given the history and aims of charter schools.

Only about 11 percent of the nation’s 7,000 charter schools are unionized, according to the National Alliance for Public Charter Schools.

Although the union leader Al Shanker helped popularize the concept of charter schools in the 1980s, intending them as laboratories for educational innovation, he became a fierce critic when reformers began using charter laws to open nonunion schools. The reformers hoped that student performance would improve outside the bureaucratic constraints of contract work rules, and that underperforming teachers could be fired more easily. Results in the charter sector have been mixed. At Acero schools, a quarter of students met standards on state exams in 2016, the same percentage who met standards in the Chicago district schools, according to a report from the Illinois State Board of Education.

The Kansas State Department of Education has money to burn (but not on tezchers’ Salaries), so it burned $270,000 to hire three inexperinced temporary teachers from TFA. The three will be gone in two years or so, meaning this was a very unwise expenditure.

Mercedes Schneider explains the folly here.

The real winner in this bad deal is TFA and its recruiter.

Note to state education departments: Don’t do stuff that makes you look foolish.

The teachers of Los Angeles have authorized a strike. As you will see in this article by LA parent Carl Petersen, negotiations remain stalled.

The district claims it can’t afford to settle with its teachers. This having raised Board Member salaries by 174% and paying its new superintendent a base salary of $350,000 (supporters of former investment banker Beutner originally said he would take no salary).

One of the richest cities in the nation claims it can’t pay its teachers or provide the services children need. Yet LAUSD managed to find an extra $1 billion for JOHN Deasy’s iPad Fiasco.

Cue the world’s smallest violin.

And this:

“As previously stated, Superintendent Beutner has no professional experience or training in the field of education. UTLA leadership is comprised of people who are education professionals. Yet Beutner has stated that deciding “what tests students take” is not something that the LAUSD “would, should or could bargain with labor over.” “Under a UTLA proposal, teachers would be required to give only the standardized tests required under state or federal law”.

“While the union proposal is a step in the right direction, it does not go far enough. Under state law, parents have a right to opt their children out of all standardized testing. Unfortunately, LAUSD teachers are not allowed to inform parents of this right. By instituting an opt-in system, all parents would be informed of their rights before their children were forced to take these tests.”

Why does the investment banker think he knows more about testing than teachers?

Our society shows its disrespect for teachers by not paying them a salary they can live on without working a second job.

In state after state, the powers that be have cut taxes, cut education spending, and boasted that they are not “throwing money” at schools.

Meanwhile, as this feature in the New York Times shows, many teachers have to work extra jobs to meet their expenses.

This is shameful!

Legislators think it’s fine to “throw money” at those who are the 1%. The less they need money, the more they get it from the state, while teachers give up their days off to patch together a living.

Having paid as little as possible to hire teachers, legislators complain about them, demand more of them, strip away their collective bargaining rights, attack their pensions and healthcare.

We have a crisis in education: a crisis caused by greed. Pure, unadulterated greed, which enriches the richest and neglects those upon whom we depend to educate the next generation.

Into this crisis come the Reformers, with their cost-cutting ideas, their plans to replace teachers with technology or increase class sizes or import low-wage temps from TFA, but no proposals to guarantee that teachers are paid as professionals.

TIME magazine has made the discovery that teachers in America are underpaid.

North Carolina teacher Stuart Egan noticed that TIME had done a dramatic turnaround.

So did I. But I thought of TIME’s two cover stories lambasting teachers, one in 2008,the other in 2014.

That was then, this is now.

In this story, TIME presents a sympathetic portrait of teachers in America. This stands in sharp contrast to their heroic cover story about Michelle Rhee in 2008, written by Amanda Ripley and their cover story in 2014 about the “Rotten Apples,” the teachers who alledly could never be fired. The 2014 story referred to the Vergara case in California against teacher tenure, which was ultimately dismissed by the highest state court.

Maybe the news here is TIME’s abandonment of its war against teachers.

The story begins:

Hope Brown can make $60 donating plasma from her blood cells twice in one week, and a little more if she sells some of her clothes at a consignment store. It’s usually just enough to cover an electric bill or a car payment. This financial juggling is now a part of her everyday life—something she never expected almost two decades ago when she earned a master’s degree in secondary education and became a high school history teacher. Brown often works from 5 a.m. to 4 p.m. at her school in Versailles, Ky., then goes to a second job manning the metal detectors and wrangling rowdy guests at Lexington’s Rupp Arena. With her husband, she also runs a historical tour company for extra money.

“I truly love teaching,” says the 52-year-old. “But we are not paid for the work that we do.”
That has become the rallying cry of many of America’s public-school teachers, who have staged walkouts and marches on six state capitols this year. From Arizona to Oklahoma, in states blue, red and purple, teachers have risen up to demand increases in salaries, benefits and funding for public education. Their outrage has struck a chord, reviving a national debate over the role and value of teachers and the future of public education.

For many teachers, this year’s uprising is decades in the making. The country’s roughly 3.2 million full-time public-school teachers (kindergarten through high school) are experiencing some of the worst wage stagnation of any profession, earning less on average, in inflation-­adjusted dollars, than they did in 1990, according to Department of Education (DOE) data.

Meanwhile, the pay gap between teachers and other comparably educated professionals is now the largest on record. In 1994, public-school teachers in the U.S. earned 1.8% less per week than comparable workers, according to the Economic Policy Institute (EPI), a left-leaning think tank. By last year, they made 18.7% less. The situation is particularly grim in states such as Oklahoma, where teachers’ inflation-adjusted salaries actually decreased by about $8,000 in the last decade, to an average of $45,245 in 2016, according to DOE data. In Arizona, teachers’ average inflation-adjusted annual wages are down $5,000.

Steven Singer reviews the latest Phi Delta Kappa poll of public opinion about public schools and finds that public support is at an all-time high, with one exception: Though people admire and respect teachers, they don’t want their children to grow up to be a teacher. They understand that teachers are underpaid and undervalued.

He writes:

According to the 50th annual PDK Poll of attitudes about public schools, Americans trust and support teachers, but don’t want their own children to join a profession they see as underpaid and undervalued.

In almost every other way, they support public schools and the educators who work there.

When it comes to increasing school funding, increasing teacher salary, allowing teachers to strike, and an abundance of other issues, the poll found a majority of people unequivocally in favor of endeavors meant to bolster learning.

In fact, support for education and educators has never been so high in half a century.

“Two-thirds of Americans say teachers are underpaid, and an overwhelming 78% of public school parents say they would support teachers in their community if they went on strike for more pay,” according to PDK’s Website.

John Thompson writes in “The Progressive” about the aftermath of last spring’s teacher uprising in Oklahoma.

Read it all.

“Teachers who walked off the job this spring protesting poor salaries and inadequate school funding in multiple states are winning in the court of popular appeal. According to a new survey: “In the six states where there were wide-scale teacher strikes and walkouts—West Virginia, Oklahoma, Arizona, North Carolina, Kentucky, and Colorado—63 percent of respondents favored raising teacher pay. Public support in those states jumped by 16 percentage points since last year.”

“The strong sentiments expressed by those in the teacher walkout states carried over to support for teacher pay raises from survey respondents across the country, with nearly half of those provided with information on average teacher salaries in their state saying pay should increase. Support for higher teacher pay increased from a year ago among both Democrats and Republicans.

“In Oklahoma, the teacher revolt prompted 112 current or former teachers and family members of teachers to run for local, state, and federal office. More than seventy of those advanced in primary elections.

“But since the walkout and the primaries, the U.S. Supreme Court’s Janus v AFSCME decision essentially imposed “right to work” on teachers across the nation, and anti-union “reform” groups and politically conservative organizations have followed up with campaigns encouraging teachers to leave their unions.

“Also, with a new school year starting, local teachers unions find themselves back in a familiar, but uncomfortable situation of having to collaborate with school systems and government leaders in the now super-charged political environment created by the walkouts.

“Teachers have a good shot at continuing to build popular support and even at winning at the ballot box this November, but they need to stay unified in the face of new challenges to their unions. Key to this is confronting an emerging divide over whether their movement is being led from the top down or the bottom up.”

Here is the voice of a genuine progressive.

Kelda Roys is running for the Democratic nomination for Governor so she can run against Scott Walker.

The primary is August 14.

She released this letter to teachers.

She really gets it. She speaks to the hearts and minds of all who have suffered the insufferable Walker, who has walked all over teachers, students, and public schools. He has bulldozed the Wisconsin Idea.

Wisconsin needs Kelda Roys.

She writes:


This is a message of hope. A promise to you of what kind of governor I will be, and a heartfelt statement to demonstrate that I hear what you’ve been saying and empathize with what you’ve been experiencing.

Throughout the past eight years, you, your pocketbook, and your profession have been under attack.

You are constantly asked to “do more with less” as a result of the historic budget cuts to your classrooms. Without proper funding, the schools you work in, especially in rural communities, continue to close. You are often forced to “‘teach for the test” as opposed to engaging young minds in the joy of learning and helping develop students’ whole selves. Your class sizes are going up, but your professional autonomy is being ratcheted down.

As a result of Act 10, your collective bargaining rights were eliminated, compensation reduced, and work devalued. Your median salaries have continued to fall: as of the 2015-26 school year, your average pay was more than $10,000 lower than it was before the passage of Act 10. The policies of the Walker administration have done serious harm to Wisconsin’s once-great public education system. A record number of your colleagues have left the profession altogether.

In the numbers-driven, high-stakes testing approach that many school districts are taking, your autonomy is lost. This is bad for you and even worse for students. In the ever-expanding push for “accountability,” teachers are too often punished — never administrators, or politicians who fail to remedy the social and economic injustice that follows students into the classroom. Rather than addressing the teacher retention and pipeline problem by increasing pay and restoring joy to the profession, Walker and the DPI are undermining teacher qualifications by enabling fast-track “alternative” licensing for people without teaching degrees. And the expansion of privatization, from the voucher programs to so-called “independent” charters, steals resources away from our public schools and the kids you serve. It’s no wonder so many teachers feel demoralized and are leaving — your ability to practice the profession you love and teach your students is constantly questioned, challenged, and denied by the very people who should be supporting you.

Despite all this, I am asking you to not to leave.

As a small-business owner, as a mother, and as a proud graduate of Wisconsin’s public schools, I know how critical you are to our state and our future. To attract and retain the best teachers, Wisconsin must become a better state in which to be a teacher — we must invest in public schools and educators.

As governor, I pledge I will do everything in my power to restore the funding our schools deserve, the rights, wages, and benefits you lost, and the autonomy and respect you deserve.