Wednesday, February 19, 2025

Chicago Teachers Union/CPS contract talks remain stuck on what goes on in schools, not on economics

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Chicago Teachers Union/CPS Contract Talks Remain Stuck on What Goes On in Schools, Not on Economics

Kirstin Roberts gets to her Chicago preschool classroom early every day, putting small chairs around tables, setting out children’s names and making sure materials are in the right place.

"For those very, very young children, it is really important that they come into a classroom that’s ready," she says.

But Roberts doesn’t get paid until the 3- and 4-year-olds scurry in. She and other elementary school teachers say they desperately need more time for preparation, and that’s been a key point of contention in the Chicago Teachers Union’s ongoing contract negotiations with the Chicago Public Schools.

A lot of attention has been paid to the cost of the CTU’s demands as CPS faces a financial cliff. But several key unresolved issues are less about money and more about what happens during the school day.

Negotiators are facing major sticking points concerning elementary school planning time, teacher evaluations, and who has the final say over what is taught. Bogdana Chkoumbova, the school system’s chief education officer, and other CPS officials say changes proposed by the CTU could threaten the academic progress that students have been making.

Elementary School Planning Time

Until 2012, Chicago teachers were paid to arrive half an hour before students, time many used to prepare and plan with other teachers. But then-Mayor Rahm Emanuel decided he no longer wanted Chicago to have one of the shortest school days and years in the country. He added an hour of instructional time, in part by having students and teachers start at the same time. Winning back prep time has been a key contract demand ever since.

This time, rather than seek to reduce instructional time to add prep time, the union demanded that the school system hire extra staff members to give students more enrichment classes, like library, art, advisory, and gym, while classroom teachers plan. CPS says it can’t afford to hire many additional staffers.

Roberts is frustrated over CPS saying the union wants to subtract from the school day: "The union has been arguing for additions to our schools that would improve students’ access to a well-rounded education."

The union says it’s open to a compromise, proposing 20 minutes, rather than 30, of additional planning time daily. It says that can be carved out of the school day without reducing instructional time.

Who Decides What Gets Taught?

Ever since Donald Trump was re-elected president, the CTU has said its contract can build a "force field around schools." If the federal government threatens to withhold money to school districts that teach Black history or don’t protect LGBTQ+ students, for example, the contract language could keep CPS from succumbing to the financial pressure, according to CTU vice president Jackson Potter.

CPS officials say language is already in place to protect culturally relevant, historically accurate curricula.

But the union and CPS are at odds over who gets the final say over classroom curriculum choices. CPS wants the decision-making to remain with principals and teachers. The union says that, under CPS’ latest proposal, principals get to decide if there is a disagreement. The union says that’s not acceptable because the principal could insist on something a teacher finds objectionable.

Teacher Evaluations

CPS and union officials also disagree over how and when teachers should receive performance evaluations.

The CTU has long wanted to reform the evaluation system, called REACH, saying Black teachers working in economically disadvantaged communities get lower marks than other educators for factors beyond their control.

"For too many of our educators, they are still being crushed under this evaluation system," says Tara Stamps, a Cook County commissioner who’s a former longtime teacher and current CTU staffer leading a new teacher development program. "It is not equitable. Black teachers by and far are penalized using it. That has increased turnover for Black teachers."

That’s what a 2020 study published by the American Educational Research Association found, raising concerns that the evaluation system — largely based on classroom observation scores — could be biased and lead to unfair discipline or firings. A state lawmaker introduced a bill last year aimed at addressing those disparities.

Conclusion

The Chicago Teachers Union and the Chicago Public Schools are at an impasse in their contract negotiations, with disagreements over issues like elementary school planning time, teacher evaluations, and who has the final say over what is taught. The union is pushing for more time for teachers to prepare and plan, while CPS is concerned about the impact on instructional time. The two sides will need to find a way to compromise and find solutions that benefit both teachers and students.

Frequently Asked Questions

Q: What is the main point of contention in the Chicago Teachers Union’s contract negotiations with the Chicago Public Schools?
A: The main point of contention is over issues such as elementary school planning time, teacher evaluations, and who has the final say over what is taught.

Q: What is the Chicago Teachers Union’s demand for elementary school planning time?
A: The union is demanding that the school system hire extra staff members to give students more enrichment classes, like library, art, advisory, and gym, while classroom teachers plan.

Q: What is the Chicago Public Schools’ concern about the union’s proposal for elementary school planning time?
A: CPS is concerned that the proposal could reduce instructional time and negatively impact student progress.

Q: What is the disagreement between the Chicago Teachers Union and the Chicago Public Schools over teacher evaluations?
A: The union is pushing for a reform of the evaluation system, called REACH, which it says is biased and leads to unfair discipline or firings, while CPS is concerned about the impact on teacher accountability.

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