Riled Up At Ravenswood - New Principal Ousted
Apparently the school has experienced an influx of middle class parents, attracted in part by new principal Erin Roche (pictured), a former Sabin and Telpochcalli teacher and New Leader trainee whose contract was not renewed despite high parent survey approval ratings last year. At issue is the usual stew of tensions around race, income, and Title I funding. Four parents joined the teacher reps to oust Roche, I'm told.
Anyone know anything more, or have anything to say about this? Has a CPS school ever gone through gentrification without major collateral damage? Nettlehorst? South Loop? Pritkzer? Sabin? It seems like things almost invariably go bad, at least partially, as things might just be getting better. Or maybe I'm just noticing the occasional flareups of an otherwise successful process.
There's apparently an LSC meeting coming on Thursday at 5:50 for Ravenswood Elementary.
They have got to go. This would never be tollerated by the Il legislator--let's have an elected council to telly ou what to do before you vote or spend money. Then, principal's evaluate teachers--the LSC teachers cannot wait to get back at the principal. The legislator gave them this power. There are no other LSC anywhere else in Il or the US. The legislators are more idiotic for doing this. Wake up. There should be LSCs for you.
So he gets promoted and he is over his head. What does he really do in the ivory tower?
So he is a nice guy--so what? Talent should be promoted--not some program that actually started with allies of Clinton--yep--check it out.
They got some political pull with Daley some years ago--so Daley has bailed on Clinton. Then new leaders actually hired actors to test potential candidates for princpals. wow--actors---
Obama had no intentions of running for higher office either as quoted on WTTW. Now Daley is behind him and Obama wants private schools and the CTU supports him.
They are out for themselves, not the children.
Another school is going to slowly phase in.
Board officials stated it would be a 6 year phase out. The letters sent home stated that the proposed changes would have no effect on the enrollment status of ANY student currently attending Andersen. Another flyer said, "No children are forced to move."
They then announced, did not write it out, that the existing pre-k and kindergarten students would go to Pritzker next year.
Then we pointed out that the current 1st graders would only be in 6th grade when Andersen officially closes. We were wondering what would happen to them. The next day the phase out was said to be for 8 years.
At every meeting the Board officials said the phase out could be shorter if enrollment dropped. THEREFORE the phase out might only be 1-2 years!! And at that time if ANDERSEN IS NO LONGER VIABLE ALL STUDENTS WILL BE DISPLACED. So the letter home that states no children will be moved is very misleading and contradicts what is being announced in meetings.
The letter home and all the press from CPS states that children will go to an equal or better school. Not true with a short phase out, kids will go to various neighborhood schools.
Are ISAT scores the only thing that makes a school better anyway?
The utilization rate of the school does not appear to have taken into account the various Special Education programs limiting class size.
Andersen is not a failing school ISAT scores have gone up, programming is varied, there is a World Language program, partnerships have been formed in last couple years,and there are sports teams. The statements made by the Board that an underutilized school lacks these things is not true in this case.
The school phasing in has a 22% low income population while 91% of the existing students are low income. Huge difference. Huge difference in racia demographics too.
There is no guarantee that the current bus students will contine coming to the school. They come from overcrowded Mary Lyon Elementary. Interesting though that the the new magnet school will bus kids, but only as far as 6 miles. Not quite far enough to reach our bus kids.
How is that for a gentrifying area? Remove an entire population of students to bring in another. Bring in new programming for the new students and not for the existing ones.
There are many inequalities between schools but in the same school!
The benefits to the community are stated as having a magnet school drawing from around the city. Andersen draws from the community and from around the city already. Could probably draw more with same busing opportunities.
The number of children in the community is low except for the pre-k, kinder, and 1st. Check out the numbers of applications for these grades in nearby schools. Why does the phasing in school have 6-8 years to get up to appropriate utilization %.
So during the phasing wouldn't the building be even MORE UNDERUTILIZED while a school phases in year by year.
Why are schools not involved in a dialogue prior to a proposal to phase out?
What message are we sending these children? That they are not good enough for the new school?
The best interests of the children have not been considered one bit!
The principal at my child's school retired last year and is getting a huge pension but she is staying on at the school as a consulting principal collecting yet another cps paycheck.
I like the New Leaders Principals. I truly doubt Pat Bacceleri was is in over his head. He is extremely well Qualified. The parents at South Loop miss him dearly. Another good Principal is Craig Benes over at Talcott. They had some grumblings over at Talcott but from what I hear they worked it out.
It is to bad that the Principal at Ravenswood got the axe. We need principals that think outside the box. I hope another school snatches him up,
With the vote to oust Mr. Roche, my confidence in the school and CPS has been shaken to its core. More than anything, my family-- and many families like mine --feels betrayed by the public school system.
It is clear that a majority of Ravenswood teachers do not subscribe to Mr. Roche's "best practices" approach to lifting student achievement. They do not want to be challenged to be better teachers, or improve their effectiveness in student learning. Yet, the teachers are protected and Mr. Roche is out.
Mr. Roche taught us, as parents, that we can have high expectations for a neighborhood school; you can bet that we will have extremely high expectations of our next principal.
Or are those the only ones about whose 'ousters' you care?
Juuuuust askin'....
Dear Alexander,
We were heavily involved in aiding the principal evaluation process at Ravenswood Elementary School, and our conclusions about the high quality of the LSC's process of principal evaluation are briefly summarized below. They contradict the inaccurate assertions in Dennis Frank's letter.
As you may know, DFC has provided in-depth assistance to LSCs with end-of-contract principal evaluation and principal selection for the last six years. Our focus is on helping LSCs carry out a thorough process that is consistent with law and policy and with best practices for effective LSCs, effective schools, and effective principals. We are very careful not to take sides in advocating for any particular decision or candidate; our focus is on helping the LSC carry out an effective process, based on the Seven Standards for Principal Leadership specified by the Chicago Board of Education..
DFC conducts four-hour introductory educational courses about Principal Evaluation and Selection in the fall and winter of each year and sends out invitations to attend to all LSC's whose principal's contract is expiring. .
A parent LSC member from Ravenswood attended a DFC Introductory Course last fall. She then convinced the Vice-Chair of the Ravenswood LSC (also a parent LSC member) that the LSC should consider enlisting DFC to help them with the principal evaluation process.
DFC agreed to come to the Ravenswood LSC meeting, and on January 3 Valencia Rias and Elena Rios (who is bilingual in English and Spanish) carried out a workshop for the LSC about how to carry out the principal evaluation process effectively.
The LSC then began the process in closed session and spent 5 hours beginning the process. Working in closed session is essential under the law to protect the confidentiality of information about the principal. DFC staff can participate in closed sessions only if the LSC agrees, No LSC member objected at any point to DFC's participation and role.
At the LSC's request, Valencia Rias and Elena Rios of DFC helped facilitate the process in subsequent closed and open sessions.. Two top DFC priorities were that the process be carried out systematically, with close attention to each criteria on which the principal was to be rated, and that LSC members focus on judging patterns of behavior and not simply focus on individual incidents.
The LSC held three further closed session meetings (5 hours on January 12, 4 hours on January 19, and 3 hours on January 24) to carry out and complete the principal evaluation process. For two of these meetings, Elena Rios of DFC was present as a facilitator (on January 12 and 24).
For all meetings, the LSC posted proper public notices. For the January 12, 19, and 24 meetings, the meeting included an open session in which the LSC heard from interested parents, community members, and teachers.
Since the LSC's tentative decision is reached in a closed meeting, the January 25 meeting in which the LSC conducted a formal 6 to 4 vote not to renew the principal's contract was done in order to comply with the legal requirement that the final vote be completed in in open session.
It would be illegal for DFC to disclose specifics of the evaluation or the reasons that were advanced by individuals in rating the principal. However, we can make several comments that contradict key assertions made in Dennis Frank's letter:
The process was not dominated by teacher LSC members. A parent LSC member was the individual who participated in DFC's Introductory Course, and another parent LSC member convinced us to come to the Ravenswood LSC meeting, which led to in-depth assistance to the LSC. Further, based on our 13 hours of participation as the LSC completed the principal evaluation, we were impressed with the seriousness with which each LSC member (including parent LSC members) took their individual responsibility to rate the principal on the numerous specific criteria contained in the principal evaluation. (Mr. Frank's inaccurate assertions about how the evaluation process unfolded rely on the stereotype that Latino parents will blindly follow the lead of teachers, when parent LSC members in fact advanced their own independent vviews about the principal's strengths and weaknesses.)
The principal evaluation process was not hasty. The LSC took 17 hours to systematically carry out the evaluation. Further, we conclude that the LSC succeeded in basing its ratings on patterns of behavior and not on individual incidents.
The complaint that the LSC refused to publicly explain its reasons for not renewing the principal's contract is bogus. The LSC has a legal duty to keep these reasons confidential. The principal has the right to request that the reasons for his non-renewal be spelled out by the LSC in writing. Only the principal is authorized to release this letter. The principal further has the right to request an independent hearing before an arbitrator appointed by the American Arbitration, Association, which he has done. It is during this hearing that LSC members have the legal right and duty to verbally state their reasons for not renewing the principal's contract.
The fact that Elena Rios of DFC is bilingual in English and Spanish helped ensure the informed participation of LSC members whose primary language is Spanish.
Many LSC members complimented DFC staff on the helpful role that we played. Whatever their position on the principal's retention, no LSC members complained about DFC's role in facilitating the process or sought to bar DFC staff from the closed meetings. Further, DFC staff have been asked to continue to assist the LSC as the LSC proceeds with principal selection" by members who voted for and against the principal's renewal,
The LSC has a wide range of certified principal candidates who are eligible to apply. As of January 22, 2008, there were 624 principal candidates who had been declared eligible to become principals by the Office of Principal Preparation and Development. This list is available on the Chicago Public Schools website (under the Office of Principal Preparation and Development or OPPD).
Overall, the Ravenswood LSC conducted a very high quality principal evaluation, and the reality of this evaluation contradicts the inaccurate assertions in Mr. Frank's letter.
Sincerely,
Donald R. Moore, Ed.D.
Executive Director
Designs for Change
P.S. Please Post This Comment. Thank You.
Dear parents, families, friends, teachers, staff, and children of Ravenswood School,
The following comments are adapted from my address to the Local School Council at their emergency meeting January 30, 2008.
As I stated to the LSC after their vote, I disagree with the LSC's decision to not renew my contract. The LSC votes do not coincide with my understanding of parental support and evaluation of performance. I have appealed the decision to not renew my contract. My appeal is meant to show my commitment to Ravenswood School and to the work that we've been doing for the last three years. However, I have begun to look beyond this school year.
I joined Ravenswood three years ago and as principal undertook three major initiatives to improve rapidly student learning: Benchmark assessments, Balanced Literacy, and teacher-directed professional development.
Benchmark assessments are administered every eight weeks and give teachers feedback on individual student progress in specific areas of reading, math, and writing. Teachers use this information to create re-teaching plans, so all students can progress academically.
Balanced Literacy is a framework of instruction that allows teachers to focus on specific learning skills for individual students.
Teacher-directed professional development provides 14 hours each year for teacher teams to expand their instructional repertoire, so students are academically successful. Teacher teams identify their goals and the process by which they meet them.
Alongside these three instructional initiatives, I also began a strategy to embrace ALL the parents of the school's families and to include them actively in their children's school life.
In the past three years, all of these initiatives have resulted in significant improvements at Ravenswood. Test scores are up. Building improvements create a welcoming feel to learning. Classroom communities are stronger. Parent involvement is at an all-time high.
Over the next five months I intend to fully continue the initiatives. They have required faculty to think differently about student learning. That change has been hard for some faculty. Benchmark assessments, balanced literacy, and teacher-directed professional development will continue to build excellent learning for our children.
I am deeply disappointed in the decision of the LSC to not renew my contract. I don't apologize for pushing teachers to a higher standard, but I am sorry that I may have done something that made some teachers not want to renew my contract. I know that this has been hard on everyone.
I appreciate the strong support from parents and teachers in recent days and would welcome it throughout the appeal process. The outcome is less than certain given the vast discretion the Illinois School Code grants to LSCs in making these decisions. Let me be clear that whatever the outcome, I respect local control and the appeal process.
Ms. Blahuta and I will continue to support the good work that will occur over the next five months; at the same time, we have also begun to look for our next school leadership opportunity.
I wish students, their families, and the Ravenswood community continued successes and pledge to work toward that end this year. It is my hope that the next principal chosen by the LSC will support the successful initiatives established here for children.
Estimados padres, familias, amigos, maestros, facultad, y estudiantes de la Escuela Ravenswood,
Los siguientes comentos son parte de mi discurso al Concilio Local Escolar en la junta de emergencia el 30 de enero, 2008.
Como dije despues del voto del concilio, no estoy de acuerdo con la decision del concilio de no renovar el contrato. Los votos del concilio no reflejan como yo entieno el apoyo de padres y evaluación de mi trabajo. Yo apelé la decision de no renovar el contrato. La apelación es para mostra mi dedicación a la escuela y al trabajo que hemos hecho por tres anos.
Vine a Ravenswood hace tres anos y como director empece tres programas principales para mejorar rapidamente el aprendizaje de ninos: Examenes regulares, lectura balanceado, y desarrollo professional dirijido por maestros.
Examenes regulares son administrado cada ocho semanas y dan a los maestros la prueba de progreso academico para cada estudiante en las areas especificas de lectura, matematicas, y escritura. Los maestros usan esta información para crear planes de ensenanza para que todos los estudiantes puedan progresar academicamente.
Lectura balanceada es una estructura de instrucción que dejan a los maestros enfocarse en destrezas especificas de aprendizaje para estudiantes individuales.
Desarrollo profesional dirijido por maestros provee 14 horas cada ano para que equipos de maestros puedan mejorar su instrucción y para mejorar su exito academico. Equipos de maestros identifican sus metas y el proceso de llegar a las metas.
Ademas de estes programas de instrucción, también empecé una estrategia de incluir TODOS los padres de las familias de la escuela e incluirlas activamente en la vida escolar.
En los ultimos tres anos, todos los programas han resultado en mejoramientos grandes en la Ravenswood. Los resultados del los examanes están para arriba. Mejoramientos del edificio crean le dan el bienvenido al visitante. Las comunidades de cada salon son más fuerte. La inclusion de padres es mucho más alto.
En los próximo cinco meses, voy a seguir con estes programas. Ellos han requirido que la facultad piensa diferente por el aprendizaje estudiantil. Este cambio ha sido difícil para unos. Examanes regulares, lectura balanceada, y desarrollo dirijido por maestros van a continuar a construir oportunidades excelentes de aprendizaje para nuestros ninos.
Y aprecio muchísimo el apoyo de padres y mastros en días recientes y durante el proceso de la apelación. El resultado es desconocido dado el control que tiene el concilio por la ley del estado de Illinois. Dejeme clarificar que respeto completament el control local y el proceso de la apelación.
La Sub-directora y yo vamos a continuar el trabajo bueno de los proximos meses; a la vez, hemos a buscar la siguiente oportunidad de liderazgo.
Estoy muy triste de la decision del concilio de no renovar el contrato. No pido perdon por haber empujado los maestros a un nivel mas alto, pero pido perdon que quizas hice algo a los maestros que les hizo no querer renovar el contrato. Yo se que todo el proceso ha sido muy dificil para todos.
Erin Roche
Principal/ Director
Being Counter: No one, including myself (a white guy), is crying disenfranchisement, but thanks for your cynicism and knee-jerk flippancy. If anything, this is about a group of people caught unawares and then seeing how strategic and stifling this process is. Lesson learned: Become a part of the elections, and you can bet on that. And if you are checking out a new school, look at the LSC minutes (if they are available--all of ours aren't!). The Ravenswood parents, both new and old, have yet to hear from the NO voting parent reps, but all intentions seem on placating a disgruntled faculty, and possibly a very small vocal minority with a chip on their shoulder. Come Thursday evening and maybe you will see that this isn't all gentrifying and scary, "like Nettlehorst, like Blaine" scary. I've met nothing but salt of the Earth folks wanting to be a part of something exciting with a very interesting
and smart Principal.
DFC: You know, I ran through your post twice, and I'll take it at face value that you are doing your job. I also appreciate the good intentions of your organization, but I must say, you are hardly an effective organization, your staff is diminishing, and you are losing credibility. Sorry. For every date you mention you were on site training people, the record will show that at least 2 parent reps have been absent since October, but made a real effort to be there 12 days ago to vote the way they did.
Also, when you take the time to train, DFC, you might want to think about training LSC's to post notices on the 48 hour button and not do it on one side of the school. Also, DFC, you might want to suggest to an LSC Chair that when she promises to have minutes and evaluations available in a timely way as she did last week, they should be made available. Like, pronto. Also, DFC, if an LSC goes into closed session,
maybe audio and/or video should be made available to the public.
Not just the last 2 years, but maybe THIS year, and maybe THIS past week. This LSC has got a roster of gross violations of the Freedom of Information Act---which you may want to consider part of your "training." You can bet your sweet bippy that this is going to be combed through completely. Information to the public has to be given completely and in a timely way, so you might want to have that be a part of your training, Designs for Change.
Just a suggestion.
Dennis Frank
Please stop perpetuating a stereotype - I am going to trust that none of these white guys will be climbing a tower with automatic weapons; please exercise the same restraint.
As for your exhortations for 'research'; the majority of parents in the city have limited ability to cherry pick schools based on the economic freedom to move where they would like. Because they and their children have little choice but to try to bloom where they are planted, they will be wary of how much fertilizer is being dumped on them. Sorry if you find this scary.
Bippy? I looked this up; it's a joke from a TV show from 40 years ago.
Do you have school aged children?
Are you forgetting about the two hundred posts when the Curie principal was ousted?
ERIN ROCHE of Chicago, a member of IMSA's charter class of 1989, is principal of Ravenswood School in Chicago. Mr. Roche holds a bachelor's degree in elementary education and mathematics from Knox College and a master's degree in education from the University of Illinois-Chicago. Mr. Roche has served in Honduras with the Peace Corps, was assistant principal at both Boone Elementary and Noble Street Charter High School in Chicago, and a new school planner with the National Teachers Academy. Mr. Roche has also worked with the Chicago Public Schools in creating Telpochcalli, a school dedicated to developing bilingual English/Spanish students.
that was already doing well, he has brought some of the
scores for the school up, but he is not a people person.
He disrespects his teachers and he bullies his parents
who are not middle class. The teachers have always
been excellent at Ravenswood and he would have
done a lot better to treat them with respect instead
of disdain. No school can attribute success or failure
to one person. But all of a sudden the LSC is the villain.
Most of these people who are so upset have never even
tried to attend an LSC meeting or find out what the teachers
are going through because they want to work with
someone who will respect and work with them.
Mr Roche is a bully in the worst form. He cannot
be corrected. Perhaps if he had tried to work with
the teacher and the parents who needed help
the most, he would have gotten more votes.
* One pro-Roche teacher said that a Teacher LSC Rep had told the teacher to not talk to the LSC on Roche's behalf "or else"
* Another teacher independently said the same
* A parent said that she saw a teacher put her body in between a parent who asked a parent LSC Rep why he voted no; the teacher (you?) told the parent that they couldn't talk to the LSC parent Rep and had to leave the building
Sounds like some low tactics.
The following comments are adapted from my address to the Local School Council at their emergency meeting January 30, 2008.
As I stated to the LSC after their vote, I disagree with the LSCs decision to not renew my contract. The LSC votes do not coincide with my understanding of parental support and evaluation of performance. I have appealed the decision to not renew my contract. My appeal is meant to show my commitment to Ravenswood School and to the work that weve been doing for the last three years. However, I have begun to look beyond this school year.
I joined Ravenswood three years ago and as principal undertook three major initiatives to improve rapidly student learning: Benchmark assessments, Balanced Literacy, and teacher-directed professional development.
Benchmark assessments are administered every eight weeks and give teachers feedback on individual student progress in specific areas of reading, math, and writing. Teachers use this information to create re-teaching plans, so all students can progress academically.
Balanced Literacy is a framework of instruction that allows teachers to focus on specific learning skills for individual students.
Teacher-directed professional development provides 14 hours each year for teacher teams to expand their instructional repertoire, so students are academically successful. Teacher teams identify their goals and the process by which they meet them.
Alongside these three instructional initiatives, I also began a strategy to embrace ALL the parents of the schools families and to include them actively in their childrens school life.
In the past three years, all of these initiatives have resulted in significant improvements at Ravenswood. Test scores are up. Building improvements create a welcoming feel to learning. Classroom communities are stronger. Parent involvement is at an all-time high.
Over the next five months I intend to fully continue the initiatives. They have required faculty to think differently about student learning. That change has been hard for some faculty. Benchmark assessments, balanced literacy, and teacher-directed professional development will continue to build excellent learning for our children.
I am deeply disappointed in the decision of the LSC to not renew my contract. I dont apologize for pushing teachers to a higher standard, but I am sorry that I may have done something that made some teachers not want to renew my contract. I know that this has been hard on everyone.
I appreciate the strong support from parents and teachers in recent days and would welcome it throughout the appeal process. The outcome is less than certain given the vast discretion the Illinois School Code grants to LSCs in making these decisions. Let me be clear that whatever the outcome, I respect local control and the appeal process.
Ms. Blahuta and I will continue to support the good work that will occur over the next five months; at the same time, we have also begun to look for our next school leadership opportunity.
I wish students, their families, and the Ravenswood community continued successes and pledge to work toward that end this year. It is my hope that the next principal chosen by the LSC will support the successful initiatives established here for children.
Estimados padres, familias, amigos, maestros, facultad, y estudiantes de la Escuela Ravenswood,
Los siguientes comentos son parte de mi discurso al Concilio Local Escolar en la junta de emergencia el 30 de enero, 2008.
Como dije despues del voto del concilio, no estoy de acuerdo con la decision del concilio de no renovar el contrato. Los votos del concilio no reflejan como yo entieno el apoyo de padres y evaluacin de mi trabajo. Yo apel la decision de no renovar el contrato. La apelacin es para mostra mi dedicacin a la escuela y al trabajo que hemos hecho por tres anos.
Vine a Ravenswood hace tres anos y como director empece tres programas principales para mejorar rapidamente el aprendizaje de ninos: Examenes regulares, lectura balanceado, y desarrollo professional dirijido por maestros.
Examenes regulares son administrado cada ocho semanas y dan a los maestros la prueba de progreso academico para cada estudiante en las areas especificas de lectura, matematicas, y escritura. Los maestros usan esta informacin para crear planes de ensenanza para que todos los estudiantes puedan progresar academicamente.
Lectura balanceada es una estructura de instruccin que dejan a los maestros enfocarse en destrezas especificas de aprendizaje para estudiantes individuales.
Desarrollo profesional dirijido por maestros provee 14 horas cada ano para que equipos de maestros puedan mejorar su instruccin y para mejorar su exito academico. Equipos de maestros identifican sus metas y el proceso de llegar a las metas.
Ademas de estes programas de instruccin, tambin empec una estrategia de incluir TODOS los padres de las familias de la escuela e incluirlas activamente en la vida escolar.
En los ultimos tres anos, todos los programas han resultado en mejoramientos grandes en la Ravenswood. Los resultados del los examanes estn para arriba. Mejoramientos del edificio crean le dan el bienvenido al visitante. Las comunidades de cada salon son ms fuerte. La inclusion de padres es mucho ms alto.
En los prximo cinco meses, voy a seguir con estes programas. Ellos han requirido que la facultad piensa diferente por el aprendizaje estudiantil. Este cambio ha sido difcil para unos. Examanes regulares, lectura balanceada, y desarrollo dirijido por maestros van a continuar a construir oportunidades excelentes de aprendizaje para nuestros ninos.
Y aprecio muchsimo el apoyo de padres y mastros en das recientes y durante el proceso de la apelacin. El resultado es desconocido dado el control que tiene el concilio por la ley del estado de Illinois. Dejeme clarificar que respeto completament el control local y el proceso de la apelacin.
La Sub-directora y yo vamos a continuar el trabajo bueno de los proximos meses; a la vez, hemos a buscar la siguiente oportunidad de liderazgo.
Estoy muy triste de la decision del concilio de no renovar el contrato. No pido perdon por haber empujado los maestros a un nivel mas alto, pero pido perdon que quizas hice algo a los maestros que les hizo no querer renovar el contrato. Yo se que todo el proceso ha sido muy dificil para todos.
Erin Roche
Principal/ Director
When this is all said and done, this travesty came from the neurotic machinations of "some teachers."
Daley doesn't care if students learn a second language unless it is Chinese, so we can build those great business relationships with companies that make toothpaste out of pencil shavings and paint baby toys with lead paint.
Richie - so hard to learn a second, or even a first language when you have lead poisoning.
You are really hitting the nail on the head on all counts. Ramming Chinese down the throats of kids who can barely handle their own language is insane. I wonder how much Chinese these kids are actually learning? My guess is virtually zero.
Since we have a huge Hispanic population and Spanish is rapidly become a second language, it would make much more sense to teach Spanish to everybody at an early age up to eighth grade, and to make Hispanic kids literate and proficient in Spanish, in addition to English, of course..
Being Counter, curmudgeon, and esp. Truth Be Told.......
Why don't you post your real names instead of
pseudonym-ing like some hormonal teenager on Facebook?
My guess is we'll find ourselves 1 or 2 or 0 degrees from
an art room at Ravenswood.
-interesting and unfortunate for supporters of principal roche that they were unprepared to win spots on the LSC 18 months ago, cultivate better support from among those who were already on it, or at least get better intelligence about what was going on ahead of time
-last year with curie and every time before, nonrenewed principals withdraw or lose on appeal due to the low standard LSCs are held to for backing up their decisions; we know what's likely to happen here (though there's always a first time and the giants did with the superbowl)
-how about a timely reminder that it was, among others, none other than barack obama who brokered the language that protects LSCs rights to remove even high performing principals back in 1999? amazing. one of his few concrete education accomplishments.
-instead of endlessly focusing on questioning or reversing the LSC decision after the fact, or questioning the LSC process entirely, why don't LSC critics on this blog (and in real life) focus on their ability to run their own slates and remove current LSC members who vote against what parents want?
i mean, did proponents make it clear to current LSC members over the past few months -- everyone knew the contract was up -- that they'd be strongly opposed this spring if they went against principal roche? i'm not taking sides here, just pointing out a tool that seems to go unused in LSC situations.
I don't disagree at all.
I am one of many parents/kids coming in with the existing board.
I can accept the position, but don't have to like the
way it was handled, that being parent reps siding with
a negative faculty. And here, I would have to say
that I side with Principal Roche and his accomplishments and not
the apparently very bad teachers in the upper grades. The great
teachers are in the primary grades. Its 2 schools, plain and simple.
1 down, 2 to go...
at telpochcalli, i'm told, the response when the LSC removed its long-standing principal was to rally against the LSC and get new folks elected, who were -- i'm not sure how -- able to get the original principal reinstated.
the full story from mike is over on his blog --
here, here, among other places.
even if you don't get your original principal back, cases like this demonstrate to LSCs that they can be held accountable politically.
i get the sense, though, that incumbents are mostly unopposed if they run again on LSCs, and are rarely opposed and beaten for making "bad" decisions -- is that right?
are there other examples like telpochcalli where an LSC is replaced through organizing over a specific issue?
Why don't you post your real names instead of
pseudonym-ing like some hormonal teenager on Facebook?"
Do you really think the vocabulary of hormonal teenagers would extend to relatively obscure words like "curmudgeon"? Get real!
The advantage of anonymity is that it provides the potential of allowing the writer to disclose matters that would otherwide remain hidden. In an atmosphere of secrecy, e.g. closed sessions on the fate of principals, the value of such a venue should not be underestimated.
The bs about the Spanish in Roche's letter being "poor" is just petty. Any Spanish speaking family I know is just pleased (and certainly not "slapped in the face') by the effort to include the info in Spanish, just as I am thankful for any English used when I'm traveling outside the US. Perhaps he wrote it himself, considering his time spent in Honduras, and I'd cut anyone slack who is writing in a 2nd language. Feel free, y'all, to fix it if it's important to you that it's grammatically correct.
And yes, closed meeting are, in fact, not for the public, but the minutes are--when are those going to be made public? And whenever ANY body doesn't make their intent LOUD and clear (like posting signs where everyone can take notice of them, not just where they're "required by law"), something dirty is going down.
Change in ANY organization is met with resistance. From what I understand, the changes in Ravenswood reflect the changes in the demographics in their families (and I truly believe that Ravenswood's diversity appealed to all taking a chance with CPS). Growing is going to be painful--but to fire someone who seems, by all accounts, to be a sharp, involved administrator is simply stupid. A year may not seem like a lot to us adults, but a year of turmoil for a child in his/her elementary years is HUGE, and this change, like so many in CPS, seems to have had beginnings a while ago but repercussions that simply exploded in everyone's faces. These kinds of actions do tremendous harm to the kids, who are the ones we should be thinking about.
And last comment for today--like all evolving schools, old time teachers, who got comfortable with their half assed teaching, forgiving themselves because they're "in the trenches", are a HUGE hindrance for growth. Good teachers are constantly evolving and learning. Just like good parents.
Sense when are Spanish speakers not due the same courtesy as English speakers? This is the problem with our system.
tell us the principal's name, and the background -- i don't think i've heard about this before.
-- alexander
Spanish is not, regardless of whether it "should be", the first language of this country, and therefore any entities "choice" to include it to disseminate information IS a courtesy. Or a wise business move, depending on the arena we're playing in. Of course it makes sense to have school information go home in Spanish (or Polish or Russian) and I support that whole-heartedly--but to bash the grammar of it is petty and rude.
If I were to move to Mexico, I certainly wouldn't have a problem with any grammatical errors in any English-written literature I might get, so what "system" are you talking about and what is its problem?
Hi, Everyone,
Here's a quick update on various meetings from Monday, as well as some details for Thursday:
1. Yesterday afternoon there was a meeting between just a few LSC members and a few concerned parents, put together by CPS leadership in the AMPS office and the LSC/Community Relations office. The LSC had their lawyer present, so it sounds like they were not able to offer much.
2. There was also an official LSC meeting yesterday afternoon, where the council members discussed formation of the Principal Selection Committee. Notes from that meeting follow this email (thanks to Natalie Waechter for taking notes and typing them up). The process for selecting the committee to select a new principal will also, apparently, be discussed/presented at the LSC meeting on Thursday evening.
3. A group of parents did get together last night to outline talking points, to make sure they will all be addressed at the meeting on Thursday night. However, EVERYONE who has an opinion on this matter is encouraged to attend and express their opinions. If you have written comments, please feel free to email me -- I will print them all out and put them together to present to the LSC.
3. The LSC meeting is open to the public on Thursday evening at 5:30 p.m. at school. If you attend, you will be asked to sign in when you arrive at the meeting. If you want to make a public comment, you can check a box indicating such. We believe that public comments will be limited to 2 minutes for each person, and will be called in the order in which they were signed in. If you plan to attend, please drop me a note, as I am trying to keep a running tab on how many people are expected to attend, so that we can advise the LSC to make sure they plan for appropriate meeting facilities.
4. Childcare will be available in the nursery at Bethany Church beginning at 5:15 p.m. (before the meeting starts at 5 o'clock). Bethany Church is on Paulina, directly south of the school across Cullom. The nursery is in the church basement, which can be entered below the stairs to the main entrance on Paulina. We are looking for another adult to help supervise in that room, so if you are available or can refer someone to me, please let me know.
Thanks,
Wendy
----------------------------------------------------------------------------------------------------------------------------------------------
Ravenswood School
LSC Meeting Notes
February 2, 2008
5:30 pm
In attendance:
Lilliana Dominguez
Jennifer Simokaitis
Kitty Conde
Marysol Angeles
Abel Angeles
Colleen McVeigh
Ida (CPS Area Rep)
LSC Elaine Siegel (Legal Council)
Helen Poot
Bonnie Perry
Rosilie Hernandez
Not present:
Erin Roche
Tim Hart
AGENDA
Principal Selection Committee
LSC discussed the process for selection a Principal Selection Committee
1. A maximum of 20 members to be on the PSC (Principal Selection Committee). Those members can include members of the LSC. The breakdown of representation is as follows:
10 LSC members
5 Teachers
5 Parents
1 parent from Lower grades
1 parent from Intermediate grades
1 parent from Upper grades
1 parent from Special Education
1 parent from ELL
2. The LSC members can act as the additional parents and teachers members.
3. Candidates for the PSC must submit a written statement outlining their qualifications as a PSC member by February 15. There was some concern expressed as to the literacy of some of the potential candidates and whether or not their statements could be oral.
4. On February 23 at 9:30, a training session will be held to train all PSC applicants. The final reviews and candidates will be selected after the training session that same day.
If the current LSC cannot decide on viable candidates by the deadline, the Board of Education will assign and interim principal to the school on July 1. That principal could be Erin Roche.
The PSC and application process will be discussed with the school community at the LSC meeting on February 7, 2008.
if you know more, or have any thoughts about how this is panning out, let us know. and of course, the LSC meetings are open to the public
/ alexander
Among the other claims made against Roche is that he required the teachers to make their own copies and that he required the teacher to spend as much time each day assessing the progress of the students as they spend taking the kids to the bathroom. Neither seem like good reasons for the decision.
A more productive approach would be to place contract terms in a new contract to correct the perceived problems. If communication is the problem, that can be addressed. I am a parent of two kids at Ravenswood with a third coming in the fall. Erin Roche is the one who sold us on the school - several years ago when enrollment was way down.
is "allowing" up to 30 minutes of public speaking at the front end of the meeting. 2 minutes per speaker, so, 15 speakers. Not enough time or people allowed to speak.
Ravenswood School 4332 N. Paulina Street Chicago
Again, the sneakiness and the whole "you can't handle the truth" pomposity smacks of shady going ons. I'm just sayin'... If your beef is legit, then air it in the open. Holding teachers accountable, moving forward, wanting growth...these aren't bad things for Roche (and parents) to want and getting rid of the principal, who I have yet to read anything "fireable", about only hurts the kids and the school in general. A few old school teachers and families not down with the direction the school is taking? Then allow democracy to work and ask for all Ravenswood families to vote. Talk about bullying.
from the Attorney General's site
I mean, extremely positive.
It is 2 school years old. Somehow her opinion has changed (2 years!) to lead the charge to unseat Principal Roche.
This same teacher rep was part of the process to hire him, as well.
Maybe he was expected to be a lax principal and he turned out to be someone with a vision, 'ya think?
But just as some principals are too lazy/disorganized/incompetent to identify weak teachers, or to take corrective action if they can identify them, not all LSCs can bring themselves to admit they were wrong and cut their losses on a principal selection that sours or turns out to be false advertising.
I don't think it happens more often these days; I just think parents are less likely to keep taking it, keep quiet and live with the mistake.
Curie is the most recent example in memory; as it happened, this all unfolded just around the time Rufus had noticed what a chucklehead he looked on cable broadcasts of parents reading him the riot act at Board Meetings.
Consequently, the Board nailed their flag to the mast, and Daley and Co. declared that not only was the council wrong for removing a 'nice' administrator who did not produce results (yes, "nice, but no cigar" is not an anomaly restricted to the teaching profession), when their witch hunt of the LSC failed to shake their determination to cut this dead weight loose, they mulishly announced she was a Superstar and and made her an AIO (I can't imagine how AIOs who are performing well felt when Central Office made it clear that they thought a bag of rocks could do their job)
It could be that the rash of oustings of white male principals is because they more likely than women and minorities to be so full of themselves that they oversell their abilities and then just expect that the community and teachers (who are usually female) should just shut up and take their 'management style', no matter how brutish or incompetent.
Most importantly, this should be a wakeup call to Daley and Duncan that the gross underrepresentation of Hispanics in School and Central administration is going to come to a head fairly soon.
50% Hispanic student population, but only 13% of principals are Hispanic. Less than 10 percent in Central/Regional administration.
*Side note--Mr. Frank the comment that you made about the upper grade teachers is completely false. The teachers in these grades are fabulous, their morale is down and they don’t feel supported. You try teaching 7th and 8th graders that call you a “Bitch” or “Asshole” to your face and see how you feel when they’re sent to the office and made the “special errand runner” for the rest of the day.
Mr. Roche doesn’t know how to deal with the students and lets them walk all over everyone, including himself. When teachers try to address these issues with Mr. Roche/Ms. Blahuta, a blind eye is turned or the buck is passed on to Mr. Pollack (the principal in training with 2 years of classroom experience). These issues make it hard for the teachers to do their jobs. What I hear over and over is that the teachers don’t feel supported. Sure, test scores are up but morale at the school is at an all time low. Mr. Roche doesn’t make the teachers OR the students feel welcome. Instead of a, “Good morning <insert student/teacher name here>,” he walks past them with his blinders on.
A principal should be a leader of a school. That means that he/she should be an example of how he wants his students and teachers to be when they are at school (and out in the world for that fact). If the principal has a sourpuss face on all day, the teachers and students are bound to as well. It’s not just about test scores anymore; it’s about being a person that treats others how he/she wants to be treated. Try a “Good morning” or “Hey, how’s it going?” Instead of ending the school day with, “DO NOT touch the snow when you go outside” try saying, “Have a nice night and be careful walking home, it’s icy out.”
It’s not hard to show others respect but apparently in Mr. Roche’s case it is.
It’s too bad that he thought that buttering up a few of the LSC parents was going to earn him his contract. He is so transparent and the parents, teachers AND students can see right through him. Mr. Roche isn’t being ousted, because HIS actions (or lack of) have gotten him where he’s at today.
A student told me the other day, “I feel bad for Mr. Roche but you know what, he doesn’t even know any of our names so he’ll be fine at another school.” That pretty much sums it up.
Mr. Roche doesn’t know how to deal with the students and lets them walk all over everyone, including himself. When teachers try to address these issues with Mr. Roche/Ms. Blahuta, a blind eye is turned or the buck is passed on to Mr. Pollack (the principal in training with 2 years of classroom experience). These issues make it hard for the teachers to do their jobs. What I hear over and over is that the teachers don’t feel supported. Sure, test scores are up but morale at the school is at an all time low. Mr. Roche doesn’t make the teachers OR the students feel welcome. Instead of a, “Good morning <insert student/teacher name here>,” he walks past them with his blinders on.
A principal should be a leader of a school. That means that he/she should be an example of how he wants his students and teachers to be when they are at school (and out in the world for that fact). If the principal has a sourpuss face on all day, the teachers and students are bound to as well. It’s not just about test scores anymore; it’s about being a person that treats others how he/she wants to be treated. Try a “Good morning” or “Hey, how’s it going?” Instead of ending the school day with, “DO NOT touch the snow when you go outside” try saying, “Have a nice night and be careful walking home, it’s icy out.”
It’s not hard to show others respect but apparently in Mr. Roche’s case it is.
It’s too bad that he thought that buttering up a few of the LSC parents was going to earn him his contract. He is so transparent and the parents, teachers AND students can see right through him. Mr. Roche isn’t being ousted, because HIS actions (or lack of) have gotten him where he’s at today.
A student told me the other day, “I feel bad for Mr. Roche but you know what, he doesn’t even know any of our names so he’ll be fine at another school.” That pretty much sums it up.
A principal should be a leader of a school. That means that he/she should be an example of how he wants his students and teachers to be when they are at school (and out in the world for that fact). If the principal has a sourpuss face on all day, the teachers and students are bound to as well. It’s not just about test scores anymore; it’s about being a person that treats others how he/she wants to be treated. Try a “Good morning” or “Hey, how’s it going?” Instead of ending the school day with, “DO NOT touch the snow when you go outside” try saying, “Have a nice night and be careful walking home, it’s icy out.”
It’s not hard to show others respect but apparently in Mr. Roche’s case it is.
It’s too bad that he thought that buttering up a few of the LSC parents was going to earn him his contract. He is so transparent and the parents, teachers AND students can see right through him. Mr. Roche isn’t being ousted, because HIS actions (or lack of) have gotten him where he’s at today.
A student told me the other day, “I feel bad for Mr. Roche but you know what, he doesn’t even know any of our names so he’ll be fine at another school.” That pretty much sums it up.
*Side note--Mr. Frank the comment that you made about the upper grade teachers is completely false. The teachers in these grades are fabulous, their morale is down and they don't feel supported. You try teaching 7th and 8th graders that call you a "Bitch" or "Asshole" to your face and see how you feel when they're sent to the office and made the "special errand runner" for the rest of the day.
Mr. Roche doesn't know how to deal with the students and lets them walk all over everyone, including himself. When teachers try to address these issues with Mr. Roche/Ms. Blahuta, a blind eye is turned or the buck is passed on to Mr. Pollack (the principal in training with 2 years of classroom experience). These issues make it hard for the teachers to do their jobs. What I hear over and over is that the teachers don't feel supported. Sure, test scores are up but morale at the school is at an all time low. Mr. Roche doesn't make the teachers OR the students feel welcome. Instead of a, "Good morning ," he walks past them with his blinders on.
A principal should be a leader of a school. That means that he/she should be an example of how he wants his students and teachers to be when they are at school (and out in the world for that fact). If the principal has a sourpuss face on all day, the teachers and students are bound to as well. It's not just about test scores anymore; it's about being a person that treats others how he/she wants to be treated. Try a "Good morning" or "Hey, how's it going?" Instead of ending the school day with, "DO NOT touch the snow when you go outside" try saying, "Have a nice night and be careful walking home, it's icy out."
It's not hard to show others respect but apparently in Mr. Roche's case it is.
It's too bad that he thought that buttering up a few of the LSC parents was going to earn him his contract. He is so transparent and the parents, teachers AND students can see right through him. Mr. Roche isn't being ousted, because HIS actions (or lack of) have gotten him where he's at today.
A student told me the other day, "I feel bad for Mr. Roche but you know what, he doesn't even know any of our names so he'll be fine at another school." That pretty much sums it up.
Also, I'm not sure why Mr. Roche would want to try and stay at Ravenswood where he is clearly NOT wanted. That would only make things worse. Teachers are afraid that if if he does end up staying and they state their concerns at these "emergency meetings" that they'll be fired next school year.
Mr. Roche belongs behind a computer at a desk, not dealing with children on a daily basis. He has the personality of a shovel and DOES bully his teachers. You wouldn't know because you aren't an employee of his and I guarantee that if you were, you would have circled, "No" where it asked if his contract should be renewed. End of story.
Thanks for providing some specifics. This makes this affair less baffling. I am shocked at the student misbehavior you report.
This is not a "Blackbord Jungle" (Glenn Ford, Sidney Poitier, Vic Morrow, 1955--good film, rent it on DVD).
But it makes for good hysteria and scapegoating of Erin Roche, which you spent a lot of time with your...posts.
That school is run like a well-oiled machine, its actually calm and quite most of the time. I invite anybody to take a tour and have a look.
Remember, the LSC was fully aware of who and what they were getting when they recruited and hired Roche. Roche is a different model of principal - more the CEO model than the master of ceremonies model that is so prevalent. That’s fine. Is discipline a problem – I haven’t seen it. I know from my experience as a teacher that discipline starts in the classroom. Anecdotal evidence shows me that discipline is better now that it was under the last principal.
I understand that teachers want more of the credit for the success of the school. They are right - it is not just Erin Roche. There are some excellent teachers at Ravenswood, most of whom support Roche. However, to be a great school you need both great teacher and a great principal. It is disingenuous to discount Roche to the degree several posters have.
It is funny that an anonymous poster said that teachers would not tell me the truth because I am a Roche supporter. Would teachers not tell the truth to the contingent of teachers that are anti-Roche? Are they so easily swayed or so easy to be cowed? I hope not.
As to the point about young principals – the statistics are what they are. There is a principal shortage. Good teachers do not necessarily make good principals nor is there a rush for good teachers to become principals. National statistics show that a large percentage of principals are former gym teachers. Is that the alternative the posters here want?
Finally, the question remains for the teachers and the LSC - what is your plan? You did this. What is your plan? My family, and many other families, made a commitment to Ravenswood. We are in it for the long haul. I hope that the Ravenswood community does not see this decision as a call for a return to the old way. That would be a mistake.
First of all this is not a movie thread. This is about modern times and school, not movies from the 50's. Don't take it personally, but how long have you been at this school? This is not a well-oiled machine. Four years ago it WAS a well-oiled machine, not anymore. I am not exaggerating at all, more specifically, did you see the fight that was going on right in front of Mr. Roche today at the end of the school day? It was two girls fighting and two parents had to separate them, you call this calm and "quite"? There is not a blinder person than the one that doesn't want to see.
Well, probably you must say the true about who was asking to the LSC parent! They were 3 parents cornering 2 LSC members and questioning about why they choose not to renew the contract
Please share your anecdotal evidence with the group.
I am curious as to how it trumps witnessing fights and disrespect that is not addressed,which Mr. Frank also called anecdotal.
I was one of the parents who questioned our parent representatives about their vote. The LSC members are elected public officials. Asking an elected official why they took the action they did is hardly bullying. It is the responsibility of the elected official to answer questions of their constituents, right? A teacher intervened stating that we parents didn't know the truth, which was precisely my point. What is the big secret? Why couldn’t these elected officials simply state their reasons. Also, if the concerns addressed were so pervasive, why is there such division within the LSC? Finally, if these problems were so pervasive, why were they not raised anywhere in prior evaluations?
My anecdotal evidence is that every time my wife and I have been at school, there is a calm, quiet, positive environment. There has been an influx of parents into the school to volunteer who all report similar circumstances. Additionally, we were told by several older parents that the former principal's discipline was to scream at children and that teachers would regularly manhandle children to achieve "order". From where I sit, that is progress.
I guess I am part of the "new school." I wanted to be a part of community that took what is right and wrong with the school, tabled it with EVERYONE (that was interested) in the community, and become a part of something exciting. Yes, with change. Like our friend Obama says, "Yes WE can."
I think this is more of a personnel problem than a sociological one.
However, it became a sociological problem when a very popular art teacher--very loved by the community I might add (and I like her, too!)
--decided to enter into the fray of public policy and politics for her own agenda. Instead of coming up with new modules or following her Principal, she decided to put that time and energy into the art of propaganda. Creating the perception of Us and Them. Bullying faculty.
This will come to light.....
There's was a short guy with a funny mustache in Germany in the '30's who was an artist who entered then into the fray of public policy, for his own gain. I guess he was misdirected, and.....well, you know the rest of that story.
It is a gift, to be an artist. Especially when you inspire people to look at the beauty of our world, or our contradictions. Sometimes this is best put on a canvas, rather than over a decade of LSC meetings.
***
Alexander, put down your laptop and come tonight! Faces are better than fonts. I thank you for your blog, its a lot of soapboxing, but a lot more exciting than Big Media.
Mr. Janes- if you think about it, your children, who behave in school and try their best, are the ones who are going to suffer having Mr. Roche as a principal. The chaos created around the students that are consistently behaving, doing their work are being shorted here. The negative attention that these unruly students are causing in the classrooms, instead of being dealt with by Mr. Roche/Pollack/Blahuta, are taking precious learning time away from YOUR children. How is that in the best of interest of any of the students at Ravenswood?
There are also more issues than just the discipline too. It's goes deeper than that. It's the "holier than thou" attitude that Mr. Roche walks around Ravenswood with. Also, I believe Mr. Roche knows why his contract isn't being renewed. I don't believe that those reasons need to be discussed with you, unless of course, your representing him as his attorney. Your voice was listened to when you filled out the "Principal Survey" and fortunately for the teachers and parents that KNOW what's taking place at the school, THEIR voices were also heard. It always seems calm at Ravenswood because teachers don't want parents, like yourself, running back to Mr. Roche saying what you heard. Talking takes place behind closed doors.
Also, Mr. Frank-- Mr. Willis is a joke to the students more than a security guard. He is a 60-something year old man waiting his final years out at Ravenswood to retire. The students know that Mr. Willis isn't going to be able to do anything if there is a security issue that arises. How safe does that make you feel if YOUR children are indeed students at the school? Mr. Willis will also tell you that there ARE issues at Ravenswood. He knows, just as the rest of us do. Some are just more privy to the things that are going on. Did you know about the student that was bullied by some 7th and 8th grade students and was caught between a door and had his leg punctured so seriously that he required stitches? Probably not because nobody was reprimanded and the issue was never addressed. That's the kind of chaos that's taking place. OPEN YOUR EYES!
I was shocked to see a sharp increase in incidents over the last few years. The important thing at this point, is to move forward, and while Mr. Roche may or may not return next fall, the teachers, parents, and students will. So try to keep the dialog civil and focused on the best outcomes for the greater school community. The frequent references to "two" schools, one for the early grades and one for the upper grades, betrays a racist/classist sensibility. Ravenswood has long been a neighborhood school that we can be proud of. Before Mr. Roche was hired, the student demographics were a little different, but the award winning teachers, school and community partnerships, well maintained building, substantial library, and investment in technology, were all in place. Ensuring that all of these things continue to be available for all of the children is what people should be focused on.
Wow. We see that at our schools, too. Adolescent new administrators who don't have the chops. Sad for everyone involved, including the administrators, who should have had sought more experience before taking on top level roles...
If you publicly compare the people you "like" to Hitler, what must you say about the people you don't like? While you cite Obama's campaign as a source of inspiration, you have apparently not learned anything from his campaign message-end the politics of distortion. It is so unfair, unnecessary, and unproductive to pin all the problems on one teacher. She was not alone in her decision. You are doing Mr. Roche no favors by smearing the reputation of a good teacher that any school would be glad to have.
It is very disgusting that you compare a teacher with that short guy that you mention, If she has been doing that propaganda I haven't received any, (but I have eyes and ears, and I'm open to listen), please move forward and focus to bring a Real PRINCIPAL, not someone who can't control his own school, got lack of discipline, and full of lies. If you are so into bring better for the school, why you didn't enroll as a LSC member before, go take the require steps and be involved. not just now, where you were before this happen?
You all see such a small part of a big picture.
I guess I am part of the "new school." I wanted to be a part of community that took what is right and wrong with the school, tabled it with EVERYONE (that was interested) in the community, and become a part of something exciting. Yes, with change. Like our friend Obama says, "Yes WE can."
I think this is more of a personnel problem than a sociological one.
However, it became a sociological problem when a very popular art teacher--very loved by the community I might add (and I like her, too!)
--decided to enter into the fray of public policy and politics for her own agenda. Instead of coming up with new modules or following her Principal, she decided to put that time and energy into the art of propaganda. Creating the perception of Us and Them. Bullying faculty.
This will come to light.....
There's was a short guy with a funny mustache in Germany in the '30's who was an artist who entered then into the fray of public policy, for his own gain. I guess he was misdirected, and.....well, you know the rest of that story.
It is a gift, to be an artist. Especially when you inspire people to look at the beauty of our world, or our contradictions. Sometimes this is best put on a canvas, rather than over a decade of LSC meetings.
***
Alexander, put down your laptop and come tonight! Faces are better than fonts. I thank you for your blog, its a lot of soapboxing, but a lot more exciting than Big Media.
You are spot on. I know that Arne's position paper on principal recruiting and preparation has been posted on the CPS website for some time, and was discussed in Alexander's site as well; one of the bullet points it included in its goals was to aim to recruit principals with 5 years or less teaching experience, the implication I suppose being that once you've learned how to do your job, and what it means to be an educator, you are no longer appropriate for the 'Principal as CEO' experience.
The reality is that for the last 5 years, the only persons being fronted to even get on the principal's list are 'graduates' of Arne-sponsored training programs. And experienced (read 35-40 plus) persons and especially Hispanics have not been either recruited or welcomed into these programs.
Jose Alvarez, the Central Office lap dog who keeps telling Arne that he is the sole representative of Hispanic interests and views in the city, recently sent around a 'recruiting' notice inviting Hispanics with Administrative credentials to attend a Board-sponsored 'principal training program'
Fine and good, but most of the people he contacted are seasoned administrators in Central and regional administration, whom Arne wants herded into the schools because he is tired of their gadfly advocacy of children downtown.
This shifting of the same people around to make it look like he doing something is rearranging deck chairs on the Titanic. And it is certainly not going to solve the problems of inexperience and insensitivity rife in the ranks of the 'CEO cream' being skimmed and poured into neighborhood schools, with communities expected to shut up and be grateful. While these people will either grow into the experience and stay, or self-destruct and leave or be ousted, the children are the ones who will have their educational experience affected. And the less wealthy your family is, the more important and vital a lifeline to success your education is.
When you are not rich, you cannot move away from the failed experiment, or switch to private school, or ultimately go into your parents' or their friends' businesses for a job because your education didn't take. Sorry, Dennis, but you are clearly not able to see that these people are fighting for the lives and future of their children. This is all they have.
You may want the school to be run by an Enron-style administrator, but it sounds as though the school community here is pretty much sharing that they prefer an educational leader to Jeffery Skilling.
And heads up to LSCs who think they've weathered the worst of this firestorm: Jose Alvarez was recently promoted to be Chief of LSC and Community Relations.
If you went into any classroom at Ravenswood, you would see quite differently than what you're alleging about the teachers being "checked out."
Expecially when most of the people who are doing the
bashing are fans of the principal not because of his work,
but because of the way he treats them and or their children.
Parents whose children are not "having difficulties" usually
are not even involved at the school. It does take everyone
working together to make the progress this school had
when he arrived, but Mr. Roche wants to take credit for
everything like he is in the classroom with the students.
The teachers at Ravenswood are the "real people" educating the
students and a Good / Great Principal would always work with his
teachers. Mr. Roche runs a dictator style building and sometimes
yes, a strong hand is needed, but he did not allow his teachers to
see that he knew how to be fair, or that he cared about the children
especially when he does not even know any of the students by name
unless he likes their parents.
The final proof is in the pudding if he considers himself to have
done a great job, He should move on and not file for arbitration
and just leave on June 30th to get another contract with another school.
Great Principals are in demand in many schools,
they really need someone with Mr. Roche's background.
FINAL THOUGHT - After the bashing the LSC is sure
to get at the meeting tonight,
Perhaps one of the LSC members will want to revisit
the contract vote and somebody will changes their mind
and part of that will be to write an addedum of their issues and
when Mr. Roche turns into Frankenstein. They can get him for
violating his contract. Or maybe at the next school he will learn
his lesson so that does not get voted out every four years where
ever he goes, because he finally realized that he is not a God over
other teachers, parents and their children.
Please remember that Ravenswood had very low enrollment when Erin Roche began. Getting the neighborhood children into the school was necessary. Those that are so eager to see him go will also see many families go, and then where will the children come from? The idea was never to chase anyone out, only to get more families involved in the school and to keep the school going. Look what has happened to so many schools this year because of low enrollment. Yes, teachers, you succeeded and caused a man to lose his job....now let's see how long you keep your jobs.
also, are there minutes of the LSC meetings where the surveys and or mr. roche's performance were discussed, or issues of school violence, faculty relations, or any other communication? or is this all "new"?
-- alexander
-they surveyed all Chicago Public School teachers and all students in grades six through twelve
http://ccsr.uchicago.edu/ISR/7777/
CPS surveys
http://research.cps.k12.il.us/resweb/SchoolProfile?unit=5550
30% of Ravenswood parents completed the survey
white parents had higher satisfaction rates than other groups.
the link you provided is enlightening - in the slightest. It does show that of the 30% participation in this survey there was 60% approval. Nowhere does it show demographic breakdown of satisfaction rates for this survey.
What is also interesting to note is that in every category for which there is data, Ravenswood exceeds CPS averages, including the Student Connection, where response was 92% for "Students Reporting a Safe and Respectful School Climate".
Enrollment at Ravenswood was/ has been declining, as it has been in many gentrifying neighborhood schools. That is a fact. It is also a fact that our neighborhood schools must and should attract and retain middle class students. It is not an either or choice between low income and middle/upper middle income students. Nor should it be. Many of the middle class parents who can afford other choices for their children, will almost certainly tell you that they want their kids in a school with a diverse ethnic and socio economic environment. In fact, several posters have mentioned this in their comments. Mr. Roche deserves much of the credit for attracting this new group of parents into the school. Prior to his arrival, Ravenswood was a wonderful and strong neighborhood school with declining enrollments. Most of the students did not come from the immediate attendance boundary of the school. Mr. Roche's tenure brought with it the tuition pre-k program and other programs designed to bring in those middle class parents. That is a good thing. He deserves praise for accomplishing that. Clearly though, this period of change was not handled well across the board. Over the last several years, I have heard numerous negative comments attesting to this fact. Many lower income and hispanic parents have told me that there have been increasing incidents of behavior problems. Context is important here. It doesn't put Ravenswood Elementary on par with Clemente HS, it just mean that there is a perception that things were not as held together as they used to be. Those same parents have told me that they felt pushed aside by Mr. Roche-that he wasn't friendly to anyone. They have also reported that the teachers were not happy.
I don't have a horse in this race, and I maintain an open mind, but this is what I have observed over the last 3.5 years. So, when I read the posts about the "manipulated" LSC parents, it really offends me. People of good conscience should examine their own assumptions about why they believe this group of parents is not capable of making an independent and informed judgement.
Everyone needs to take a deep breath and figure out how to move forward. Would it be in the best interests of the students for Mr. Roche to stay? I think not. It would almost certainly lead to an exodus of teachers-good teachers-and if he hasn't been able to navigate these tricky political waters thus far, it doesn't seem reasonable to assume that he will spontaneously develop the skill set to heal the wounds and bring everyone back together. Waters School-at Wilson and Campbell-has experienced many of the same demographic shifts along the same time lines and they seem to have done so without the strife and drama. It is possible to make these changes successfully.
New parents you need to involve yourselves in the Principal selection process and the LSC. You need to consider the needs of the whole school community and accept the fact that not everyone had a positive experience with Mr. Roche. If you aren't willing to do this, then your "commitment" to this school wasn't very deep in the first place and you should leave it to those who are willing to roll up their sleeves and do the heavy lifting.
Teachers don't roll back on Mr. Roche's accomplishments. Our neighborhood schools should be committed to providing a good public education for all students in the neighborhood.
However, I'd be interested in seeing if the perceived "increasing incidents of behavior problems" by "lower income and hispanic families" are just that: perceived. Or is it that as the school gentrifies, behaviors that were accepted in the past are no longer tolerated? Are the behavior problems with the "new" kids? Or are the "old" kids being called out more?
I can tell you from experience, what's seen as acceptable, "normal" behavior at one school is simply not tolerated at another. And frankly, a lot of behaviors that are accepted in lower income communities--fighting, swearing--are not accepted in middle income communities. I am NOT saying lower income families=bad behaviors. I'm talking about tolerance levels for, let's say "fringe" behaviors. (WHY there is that tolerance is too sociologically complex to discuss here).
Unfortunately, there is no real way of finding out if there are, in fact, "more" fights now at Ravenswood than there were 4 years ago, because what would equate into a write up now probably wouldn't have hit the radar back then. Or was dealt with "off the books" by staff (which also probably helped with the close, "family feel" of the past).
I am behind you 100% on everyone considering the needs of the whole school community, but that's going to be tough.
the most obviously destructive option is for the dismayed and surprised parents, who feel so frustrated and embarrassed right now, to take their support and their kids and go somewhere else.
the constructive options -- easier said than done -- are either to engage with the current LSC and disgruntled parents and teachers towards a solution that addresses everyone's needs, or to run their own slate in the upcoming LSC elections and "take back" the school and possibly rehire roche.
i've talked to a few parents since last night's meeting, and hope to talk to more. i've heard about but not seen the school-made surveys, which seem to show strong parental support and strong faculty concerns from the folks who filled out the surveys.
During his first year, relief was expressed as staff and parents were able to approach the principal directly. But this change was difficult for some insiders to navigate. Five of the LSC members who voted against Roche this month lost significant "personal power" under the new administration.
Under the former principal, teacher reps had roles of "Robin Hood" - serving as advocates for their peers and getting things done for their colleagues under the previous principal. Able to navigate in an "Us vs Them" climate, they were displaced and had no role in a collaborative climate where more teachers approached the principal directly. Teacher reps also felt the loss of "perks and praise" some favorites received from the previous administration.
Several teachers voiced the change in culture:
"We keep expecting Roche to yell at us, and just tell us what to do. We're not used to being asked to think."
"We used to be able to keep control because we could threaten kids with the principal's name. We're not used to having to do discipline without the "terror factor."
Parent reps found it hard to find a new role under the new administration. Previous bilingual parent meetings had been adversarial-- "Us vs. Them" battles as the parents used meetings to argue with the former principal over school issues. Roche did things differently-- attending meetings, answered questions (in Spanish), and parents were challenged to find ways to volunteer and bring parent leadership to various projects around the school. Parents who knew how to fight for their kids under the previous principal were left unsure of their role under the new guy. Administration attempts to bring together the parents into a united, proactive group failed.
And so, displaced from their comfortable roles, some found ways to stir up the "Us vs. Them" mindset again. This was a familiar culture and role for those displaced by a new principal. They created a battle where none was necessary.
This leader was unable to shift the culture of the school. Is there enough internal will of the school community to shift the climate? Or would it be easier to return to a dictatorship?
There is the "Parent Report" on the front page.
Under the "Other" tab you will find the "Parent Survey Principal's Report". You can review the demographic information in this latter report.
Do you believe a 60% positive on a survey of only 30% is meaningful?
Could the level of parent response (30%) say anything about principal leadership?
"Can't decide what is right here. I went home and cried.
I think I have officially become disallusioned. I grew up in Vermont where liberals and white people reign. I believed that we all just want good and we all just want to get along but actually after seeing how this all went down last night. I feel bitter and like I don't want to get along with anyone.
I don't want to send my kids to a public school and I don't want to send them to a school where the employees hire the boss. This is crazy! Seven teachers (staff) on the panel to hire the new boss? I'm sorry teachers work hard and have a REALLY tough job. I have to also comment that they have a union which protects their interest (to the extreme - can you say health insurance payment freeze - do you have that?) and they have more time off than I can ever dream of. The way the LSC system works and that fact that we don't have true educational, administrative professionals who Erin is accountable to is unacceptable.
And I'm going to say it - It bothered me that that the only two parents who spoke against Erin and the school didn't speak english and one accused HIM of racism.
You know what I think- I think that the teachers have some freaking matyr complex (they want to serve the underserved and not the true, representative community) and frankly, let them have at it. I have the means and the smarts to transfer my girls to anther school. I'm done with this social experiment.
Sorry - I'm just done sugar coating this."
Thanks for the clear and cogent overview of the crisis at WBEZ.
And for you persistence in getting all the data and bridging all concerns.
I think arguments could be made for both sides of that issue, and I guess it comes down to the severity of the incident that triggered the formal write up. For my part, I do believe that a Principal who can command the respect of his or her students, and who is willing and able to be an effective disciplinarian, or who has a surrogate for this role, would better serve the community. I prefer tough love to funneling rough kids into the juvenile justice system. Depends on the severity of the instance though, and the degree to which the public safety is compromised.
"Do you believe a 60% positive on a survey of only 30% is meaningful?"
- No more so than an LSC whose parental representation was determined by 20 votes. A mistake that won't be repeated.
You pretty much had to dig to get to the "Parent Survey Principal's Report". What was the point of your mentioning the higher favorable rating (82%) among white parents than, say, hispanic parents (58%)? Is that what this is all about to you? Race? Disappointing. I thought this was about education.
As for having to dig for the more detailed parent report – well you should address that with CPS REA. You might also want to address it with the principal and LSC. These reports should have been distributed, reviewed, and discussed with the broader community of parents, teachers, and community. It’s a real waste to spend so much time and money on these surveys and have nobody bother to look at them or do anything with them until there is a problem with some principal or school discipline.
that the information is vital. Even the surveys that CPS used to report
to schools the responses from parents was fudged considering how many
schools do not have meaningful parental involvement.
I imagine - as with other cases similar to this one - that there is some truth to the realities experienced by all parties, including rough edges in the leadership and broad disparities in visions within the faculty and parental population. What's sad is that the process doesn't seem to allow for more informal communication and collaboration along the way - instead we get the ugliness of the conflict exacerbated and highlighted - and with such dramatic results.
I hope the best for everyone, but primarily those kids - in all the complexities of their changing demographic and whatever impact that has on their educational attainment.
Yes you are correct , but one seldom gets to see the whole picture
and realize that the TRUTH IS A DEFENSE when you know what the
truth is and in this case the process gets so bastardized by those
who do not have your heart that perhaps you need to support that
the school get conflict resolution training. It might help.
Thanks for having a heart for the entire tawdry affair of the Ravenswood
LSC which includes the Principal.
To those who wish to label Erin as a bully, I would point out that there are bullies everywhere at Ravenswood. GREAT teachers who also happen to support Erin have been warned BY FELLOW TEACHERS not to speak up in support of Erin "or else" (and these great teachers will be leaving, there are plenty of teaching jobs to be had), parents with "expertise" have pushed other parents to agree with their anti-Erin views both at and outside of LSC meetings. Inferior tenured teachers in dire need of administrative feedback have used this feedback, once delivered, against Erin, by labeling him as "a bully" for merely doing his job. It's not easy, I am sure, to hear that you have classroom management issues and it is probably easier to find fault with the person who tells you this than to look way deep inside yourself and find courage to make changes.
Bullying aside, how about the degree of duplicity and lack of professionalism among some parents and teachers there? Lots of whispering amongst teachers (behind closed doors), and amongst LSC parents, parents who were too busy whispering to even speak to any of the other parents standing at the school door. I personally witnessed a certain oft-cited teacher talking out of both sides of her mouth - she acted receptive to Erin's efforts to mend fences when he got a negative LSC review last Spring and she continued along her merry way in pursuit of her agenda, which is now not-so-hidden, of course.
Teachers have been bullied, parents have been bullied, teachers are bullies, parents are bullies. Lots of back-stabbing and whispering campaigns detracting from the business of teaching!
All in all, it's not such a great place to send your kid when you know, full well, that your child's needs are not even on the radar because all of the adults involved are very very busy with other most regrettable activities.
Ravenswood's so-called community deserves their next principal -- good luck with that hire! And Erin deserves a better opportunity - good luck with your next position!
"Ravenswood's so-called community deserves their next principal -- good luck with that hire! And Erin deserves a better opportunity - good luck with your next position!"
The above comment seems particularly sad. So, if her kid isn't at the school anymore too bad for the 500 plus who remain. This philosophy of "me first" says so much about what is wrong with our city, public school system, and probably goes a long way towards explaining what lies at the heart of this whole sad story.
As a "neighbor" were you at any of the LSC meetings? Did you volunteer in classrooms and sponsor events there? I was there, and I did. I also tried to follow up with LSC parents (who were busy whispering and quite unfriendly, when it comes down to it) when I had concerns. I also brought my concerns to a very receptive set of principals, and to teachers, both receptive and unreceptive. Sorry for my tone but not for my feelings, which I come by quite honestly. It's not "ME FIRST" but "I TRIED and I GAVE UP," in my opinion.
Yes I am bitter about enrolling a child in a school, which was so highly rated by neighbors and for which I have paid taxes for years, only to realize once my child was there just how toxic the school's culture was becoming, to the detriment of each attending child's education. What must it be like for a parent whose only options are failing public schools?
In some ways, I wonder if we should all stop pretending that any public school's community really has a role in school quality. It seems that a few people can determine the fate of a school and its administrative hiring, nearly behind closed doors and that tenured teachers are really running schools, behind another set of closed doors.
I'm told that it is a principal's market, in terms of hiring. Do you think anyone with experience, of any caliber, will step into this mess? I think the candidates will all be first-timers, and so it goes....
Based on feedback from teachers and many parents who specifically picked Ravenswood after meeting Erin and hearing rave reviews from their neighbors about Erin, this school may well be shut down, if these parents and teachers do move forward with their plans to leave in response to such a truly unbelievable and unfortunate series of events. And I agree with the parent who said she was done with this social experiment in her post - as a parent I have to agree - I am also risk-averse when it comes to experimentation.
I am still paying those taxes and I am still a stake-holder and your view of my post doesn't acknowledge this. I did try to participate in the process and the school. My experience was not positive and this had nothing to do with my child's teacher (GREAT) but rather with how very tenuous and toxic I found the school's environment/culture to be. It was so obvious that teachers were gunning for Erin and he knew it, at some level.
I am thinking that the real point of all of this is that we should be questioning our investments and the process and the accountability of LSCs instead of pointing to the selfish ME FIRST parents, who have tried and have given or will be giving up because they must choose to place a child's well-being above supporting a school that has literally begun imploding upon itself.
ME FIRST really doesn't say it, it's more like MY CHILD FIRST and I will always value my child's well-being above that of his school, really, how could I make any other choice?
I certainly agree that MY CHILD FIRST is a pretty predominate factor in Chicago's public school system It is the reason many of my neighbors, for example, place their children at magnet and gifted school programs. In fact, isn't it the reason that these schools exist? Some school systems educate their so-called gifted kids within regular educational programs. Perhaps we should eliminate all of the "MY CHILD FIRST" programs such as these to level the playing field and by default give neighborhood schools (and their LSCs) the focus and scrutiny they seem to need?
I did try, though, neighbor.
I wish Erin the best of luck and hope that Ravenswood finds the Principal they are looking for. I am so disillusioned after reading some of the posts written by the teachers of this school who are supposed to be role models for these young children that I intend to find a different place to volunteer my time and money.
I'm fixated on the personnel problem at Ravenswood. The world operates in choatic and ways--I accept that. Its not the parents fault that a couple of shifty backstabbers took advantage of some sloppy timing at the LSC. We should take it easy on other parents, and ourselves.
Screw 'em! They got our principal, but we're taking back our school in March!
Our sons and daughters don't deserve to navigate through a school of toxicity and dysfunction, so lets get the rats!
I know one of you personally (we stood on that sidewalk together many a time) and I want to say you rock. Thank you to Dennis and Kristin for making me feel welcome after "SAD" made me so sad.
I hope you all run for the LSC and displace those "with expertise" who have contributed to this mess.
Your children and all children deserve a superior education via the free and public education for which we all pay taxes.
Best,
that former attendee's mom
I also wonder what the "or else" threat to other teachers is? Or else we won't sit by you in the teachers lounge, or else you won't be invited to my new year's eve party. What exactly is the big conspiracy?
It can certainly and does certainly happen. Teachers get drummed out by unsupportive peers, not just those whining parents and demanding administrators. Even with tenure, an untenable work environment can force a teacher to look for another school position elsewhere.
What teacher wants to sign up for the "or else"?
Can't comment on the "real reason". Maybe you can ask that LSC for their minutes and perhaps as a group we can purse our freedom of information rights? All I know is that some folks have been building a case against Erin from day one, and no doubt it must be documented somewhere. Since Erin says he wants this all as a matter of public record, shouldn't that entitle us to see/read it all somewhere?
I agree, let's eliminate the mystery/conspiracy from all of this and expose it all.
I'm setting up a sister-blog for incoming relevant documents, minutes, evaluations, and surely video.
I'll leave the commentary to Alexander. He's the man.
Look for that next week, after everyone takes a much-needed break. I only have a campaign button and song for now, but
things should get spicy soon with REAL data. Enjoy!
http://goodbyekittygoodbye.blogspot.com/
Cut/paste:
http://chicagopublicradio.org/Content.aspx?audioID=18383
It is likely that all principals are flawed and make mistakes. I have not met one who isn't a person too. I hope the critics who once believed in Erin and now find him to be terriblly flawed, hold themselves to the same standard of excellence. Did you ever make mistakes as a teacher as a parents or as a person? And what was the solution? What is your solution for Ravenswood? The onus is on those who voted NO.
To the Joe post, the residency requirements are not holding back the brilliant principals at the city limits who are waiting to get in. Most suburban principals likely wonder how something as absurd as an LSC could ever exist and like the suburbs. The ability for 2 members to miss virtually all meetings and then vote NO (or even Yes), will be another arguement to drop the model. What type of principal would want to serve this type of LSC, one that one year sets an exceeds in evaluating Erin, the next year meets and then fires him a day later? As an LSC, you will likely attract the type of leader who is equally fical, one that has no patience for imperfection. Your inabilty to collectively overcome conflicts as adults, hurts the very children you serve. It is in the moment of crisis that children will look and learn. Will they see adults who are leaders or adults who are caught up in hurt feelings?
You're a fine example of the type of parent Ravenswood DOESN'T need at the school. I'm sure your groupies are proud of you. Do you Myspace your kid's friends and pretend to be their age and call them names? That's the type of guy you strike me as. Bizarro.
You're taking it too far.
You must have gray hair. Is that it, whippersnappers of the board?
Putting all the nastiness aside, exactly what type of Principal is Ravenswood seeking to replace Erin? I know a selection committee is being developed as we speak. How many of the same people who decided to oust Erin are going to be on that committee? Is there a way to get all sides represented? It is time to focus on the inevitable - Erin is going and someone will replace him.
Since it is a principal's market, my fear is that any replacement will not possess the same drive and vision to make Ravenswood the best school it can be. Obviously, if the new leader is unexperienced and NOT politically saavy, the teachers who seem to wield incredible influence in the school are going to walk all over him. They may be happy, but what about the children's education? Ravenswood's future?
Yes, Ravenswood school will still be here, but will it still be the school with all the POSITIVE buzz it enjoyed over the last three years. I don't think so. Ravenswood had the chance to move forward and become a popular school of choice for parents living in the neighborhood. Now what?
Please make sure the next Principal has the skills to move this school in the right direction. We need more quality choices in our neighborhood. Growing pains can be difficult, but the truth is the neighborhood boundaries include all income classes and many different racial backgrounds. I know, I live in this neighborhood. (i.e. Irving Park to Leland from Hermitage to Greenview). This is not a neighborhood dominated by one socio-economic or racial group. Thus, not one group should have total control over what happens with this school.
Everyone needs to come together and not miss (again) the opportunity to make Ravenswood School the crown jewel of our community.
I believe that everyone involved here probably wants the same thing for this school. Teachers and parents want a school that is welcoming place where students will be safe and part of a dynamic learning environment. Unforunately, there isn't a clear idea about how to achieve those goals.
Neighborhood parents, please remember that this issue doesn't have to be framed in "us vs. them" terms, see Dennis Rich. There are bad actors all over this problem, but the question is how to move forward in a positive way. No one has the market cornered on truth here and objective people know that there is some truth to most everything that has been posted on this blog.
Try as I might, I can not understand why it so impossible for some people to believe that those involved with the decision not to renew the contract, had good reasons and good intentions. Why does speaking up for one group of students-kids that you have known since Kindergarten-watched grow up-known their familes-why does that have to be characterized in negative terms? Don't you wnat teachers who have the strength of their convictions teaching your kids? What if the politics here were upside down-wouldn't you want these same teachers to represent your issues and interests?
Teachers and principal selection parents. It would seem that you really missed the boat on reaching out to "new" parents. Perhaps it was intentional. Perhaps not. So, here's your chance to make it right. Every person on that selection committee should take this work very seriously. All the stakeholders should be represented. Teachers and Parents on both sides of the issue. If this doesn't happen, then it will certainly serve as proof that good intentions were not the motivation here. It will most likely drag this problem out further. It might mean that lots of parents and teachers will leave. But more than anything else, it will make for a further weakening of a formerly good school.
We are in our fifth year of probation! Let just say some of the applicants were from schools that have been closed. Some of the committee was actually considering people from schools that are closed or are slated to close for a school on probation! When I mentioned that they said what do you mean.
So sometimes having a wide open meeting with lots of input is not the best route to pick a leader. There needs to be a focus on what is needed and who can best get the school where it needs to go. Sometimes the democratic system can even mess things up more. We all have to remember, and most people do not, when we mess up a school, like Orr, all those kids that went through that school are forever damaged and have been harmed by the very system meant to protect them.
Get a core group (teachers, parents, community) to get what you need for your school.
Remember we are grown and can fix our mistakes, but mess up a child and that harm takes a lifetime or in most cases never gets repaired.
Just look at the news every day. We do not talk about one murder anymore but 2, 3, 4, 5 at a time now by who do you think? Some kid that was messed up or did not get the services they needed when they were growing up.
Way too much selfishness going on.
All of the bad attitudes are going to impact the interest in the school and scare away parents. If we are so sure that we can maintain a quality education for all of our children, we need to keep pushing on this front so that we don't risk losing the school to low enrollment! Lots of schools are closing throughout the city due to changing demographics of their neighborhoods.
Thanks for your response. It seems you both have something POSITIVE to add to the dialogue. Regarding the LSC, I do know two individuals on the board - one who voted for Erin and one who voted against him. I respect them both as individuals and know that they BOTH felt they were making the right decision for the school. As to the exact reasoning behind their decisions, that remains unknown as they are not at liberty to disclose that information due to confidentiality reasons. Nonetheless, they really are both wonderful people and I truely don't believe that they would cast their vote without the best intentions.
However, that still leaves filling the principal position. I understand your comments that essentially "too many people may spoil the well" but I do believe that ALL groups need to feel represented in order for Ravenswood to move forward. I don't believe that all groups were necessarily represented by the LSC or there wouldn't be such a feeling of discontent and disillusionment in the above blogs. Obviously, anyone participating in the selection process needs to be qualified to do so but also needs to fairly represent the neighborhood that Ravenswood School is supposed to serve. Living in the neighborhood, it is strange to feel like an outsider at your OWN neighborhood school.
Please reach out to the newcomers - they came to Ravenswood with good intentions - to give their child a good education in a diverse and vibrant school community.
Hopefully, there is ANOTHER great prinicpal out there who is willing to dedicate his/her time and energy to making Ravenswood the school of choice for the neighborhood.
http://illinoisloop.org/math.html
I'll describe them. One starts with pr and is something your doctor gives you. The other starts with sp and refers to someone who has expertise in something. Apparently, the idiotic automatic censor sees a drug name lurking in that word.
I do not want to discourage you but the resumes we screened were pretty bad. 50% we discounted right off the bat. and as i stated earlier the others were form closing schools, closed schools, or admins jumping from charters to cps. the worst thing about it is the principal you all just let go will have no problem getting a better position if he so desires.
We have had six principals in 8 years. From what i have seen you are going to be set back at least a year if you are lucky to find someone fast and start planning for next year ASAP, before school lets out. So the new admin can assess the needs of the school and formulate a plan of their own for improvement. If it happens during the summer there is going to be lots to issues in sept.
Your best bet is to go in house so there is no big upheaval and changes. Not saying that change is bad but in a school setting there needs to be time to see and adjust to what is going on to make the best decisions without causing disruption to instruction.
Just take for example us teachers when we get evaluated for two 45 minute period out of one year of instruction without the evaluator taking into account anything special or out of the ordinary that might be happening. No fair.
Same for an administrator. Is it fair top put someone in a position without being able to assess the school culture and needs and then make personnel and curricular decisions?
Again do not rush it but do not play around either.
Alexander, you need to write more about the need to bring this issue to the fore.
There's much more hammering that needs to be done on the the importance of determining the objective value added by the new philanthropy and their investees. Tax free status is no excuse for the lack of performance reviews - even at a subsidized price, and even for services that are provided free to an education agency. If these services were subjected to NCLB's SBR requirement, many of these nonprofit groups have even less research that Bob Slavin and others (including yours truly) said of the publishers that won the Reading First market.
It's not all nonprofits or all of the New Philanthropy's nonprofits, but it's most of the New Philanthropy's nonprofits. If I am incorrect, the nonprofit and foundation managers and media relations staffs should post all the program evaluations - third party or internal - in a comment below. Alternativel, they might explain why evaluations havent been done, and why they are loathe to open up their books to researchers and reporters.
Given the whole (Social) "Return on Investment " rhetoric espoused as a justification for the New Philanthropy's existence and its grant making strategy, even one unevaluated investment is unacceptable.
Readers interested in more on the topic might go here
Posted by: Marc DeanMillot |
I have to bring up my favorite school example Orr. The only reason I keep bringing up Orr is that I have some very good friends that worked at Orr and were terminated. I have primary source material of the graft and out right theft of government resources without regard to anyone. In fact there was open racism displayed by the administration when there was questioning of the expenditures and need for oversight. I have contact info of at least 4 individuals that could document specific items of theft and misallocation from Orr.
I have even made requests to my opwn ETC department to recover Federally funded equipment purchases to redistribute them to CPS schools. i was turned down and told that it was not necessary. I am not talking about a drill or circular saw here. Machinery that is at least 40k to replace. maybe not even replaceable anymore.
What do you think would happen if I made a formal complaint or communication?
I would get questioned and investigated. Where is the principal from Orr that stole all that leather furniture? Probably getting another sweat heart deal.
How cheap can you be to steal furniture?
Shame on you.
Sorry I digressed.
If this school hires someone from within-it will most likely be one of the teacher leaders who mobilized to get the principal out in the first place. Under a different set of circumstances, in house would definitely be preferable, but in this case it will just cast a LONG shadow of doubt as to why the principal was removed in the first place. Also, involving all the stakeholders doesn't mean having a selection committee of 100, it does mean that these folks should make sure the process is as transparent as possible and allows for input.
Finally, if Designs for Change will stay on and advise this group, they should make it their business to see to it that stakeholder input and transparency happen.
If HPA hired the wrong person from within, we could possibly go backwards not 1 or two years but maybe 10 years. In fact, unofficially, it has been made known if the wrong candidate is chosen the school would be slated to be reconstituted ASAP. Unofficial news.
If there is a good candidate that is not spoiled or corrupted by the status quote or the dreams of yester year then they should be considered if they have the qualifications and the paperwork.
the point I was trying to make is getting someone completely from the outside could have its own setbacks just in the matter of adjustment to the operational systems in place.
No fighting it is the weekend I am trying to relax.
I understand the desire to move forward in a positive way but also feel it is important to be realistic about what is going on for my children and all the children at Ravenswood.
This board has been enlightening because it has at least given me some reasons for why Mr. Roche’s contract was not renewed. So let’s look at the problems that have been raised and then decide how (if) the real problems can be addressed.
1. Discipline/respect/safety – A huge issues and one that needs to be addressed at numerous levels. If this was being underreported than we have no way to even begin to know the extent of problem.
2. Teacher feeling lack of respect – Definitely an issues and raises the sub-issue of whether these teacher are justified in this feeling. (Please understand that I am NOT saying that teachers are not worthy of respect, just suggesting perhaps there are SOME teachers that do not earn the respect)
3. Curriculum – Lack of reference to the curriculum and student improvements in this conversation. I really appreciated Ms. Kitty’s insight regarding interpretation of test scores at the end of the LSC meeting. More of this discussion needs to happen in reference to the decision that was made and the path forward.
4. LSC existence and process – I’m willing to admit this may be my own issue but it seems worthy of examination since so much of the frustration, I and other parents felt was not feeling like we did not understand what happened and how it could happen. By stacking the deck with people who think like me - I still don’t think the LSC is a good idea.
Add your own issues here!
Seriously, if you can’t have an open dialogue about the problems then there is absolutely no chance of going forward positively.
All public schools in Chicago have problems. If we try to sweep this under the rug and bring out our cheerleader outfits then we risk missing a tremendous opportunity for real change.
these circumstances are a ripe breeding ground for growing accustomed to doing your work in isolation-which is not a good thing-and doesn't lead to the best possible outcomes. if you read up about chicago school reform, you will at least have a context for understanding how LSCs came to be. Imagine if you will, that you can not afford to move easily, that you can not afford to send your child to private school, that switching schools may be more stressful than staying in a dysfunctional one, your best shot at influencing the goings on at the school is through the LSC.
I think this is a great opportunity for Ravenswood to get some new energy and fresh ideas for it's LSC work. There are many positive models of well functioning LSCs that contribute a lot to their schools, but someone else can take up this torch.
I agree with your points about curriculum and instruction-yes, it does need to be a part of the dialog. absolutely. i would caution you though about easily subscribing to a stereotypical point of view about teachers. The teacher who has drawn the most incoming fire from this debate, is an award winning teacher-a golden apple finalist and illinois art teacher of the year.
Hardly someone who meets the criteria for "phoning it in".
Some people posting here have used highly evocative language like "rank and file teachers union", "old guard", etc. to describe the teachers with whom they disagree. It is sort of like Bill Clinton mentioning that , "yeah, well Jesse Jackson won South Carolina too". It is meant to conjure up an immediate negative association-an image of failure. The fact is that while there may be some teachers who are aptly described by these terms, most of the teachers at Ravenswood could not be so characterized. That is why it is a great school. Mr. Roche did a good job of generating attention and buzz about these teachers and programs that were there when he arrived. I believe wholeheartedly that Mr. Roche was hired-and according to this blog-by the same teachers that organized to remove him-because they wanted a strong instructional leader. Unfortunately, things fell apart with the execution of the ideas. So, here's your chance-everyone's chance to get it right this time.
I don't dislike any of the members of the LSC. The ones I know - I like a lot and the others I don't even know.
I understand why the LSCs were created to address a feeling of disempowerment but that doesn't mean that they work as intended.
Lastly, I support the vast majority of teachers that I know at Ravenswood but know from my own experience in business that workers who complain the loudest (especially when they see the opening) are the ones who are being called out.
I agree that Ravenswood has a great base from which to build. I agree this is a good opportunity. I just (reasonably) question if the system of school administration is a bigger problem than any one school can address (overcome).
P.S. I used to do work in the early 90s at the Board of Ed on Pershing Road. We called the people who worked there "the dinosaurs" and the stories I could tell you would curl your hair!
Let's all of us move forward in the same direction, I heard theres going to be parents of different levels to form the committee, teachers and community. Step in, I'm going to do it, and I think (Or at least I'm going to try) to do my part.
(see the scribbled handout given to us at the Feb. 7th meeting, without explaination or discussion, WTF?!)
Moving forward also is about remembering what just happened, which, as one parent spoke about on the 7th, was nothing short of Kafkaesque. The teacher reps and the NO voters should be held accountable for their actions unless they have a credible statement to make to their constituents. They owe us that much, instead of their stoicism and having been lawyered. The dialogue begins with them.
I am through with the handwringing and second guessing. This crisis coalesces the recent past with the present. Just because the vote is done and we're moving forward, doesn't mean we can't do it differently with better LSC members--both Parent and Teacher Reps.
I implore the faculty at Ravenswood Elementary to come up with some better candidates than Kitty and Tim. I know its a lot of hard volunteer work, but you ALL are equally responsible for helping BRIDGE this process positively. That is most of this problem--you let a couple of your peers make a big, rash move without thinking of the implications and complications ahead of this ousting. This thing landed like an A-bomb to a lot of families. Just a thought. I mean, other faculty CAN run for the LSC besides these two.
Others and myself have said it before: reveal your names. As only one parent of many concerned, the dialogue begins now and at the meetings. We can make this productive.
What are you afraid of?
Keep up the slams on my references to movies, Laugh-In, and age-ism. Some levity to all this is welcome, esp. when the anonymous can be so petty. I'll try to give you some more movie references if you want: Right now I would say we are somewhere between "Crash" (2004) and "Notes on a Scandal" (2006). Hope those movies are not to dated for your tastes.
BTW, has anybody checked out the stats of all these so-called disapline problems? Alexander's got a data page growing at
http://www.catalyst-chicago.org/RUSSO/index.php/entry/527/Reporting_Ravenswood
Doesn't look like the gate keepers don't have a cogent argument anymore. Looks like all the nay-sayers have left is the fact that they didn't like Erin's positive, non-aggressive reform initiatives.
Look that up in your Funk and Wagnalls!
Are you Avery Szjen, the principal of Bellow High School? Both your comments and his are hoaxes, right?
Try actually looking at attendance and achievement from 2002 to the present to articulate a counter argument that Roche had no effect. Without the "elitists" who can come from out of the district, attendance would be down much further meaning that there would be 1 kindergarten and 1 first grade class with those numbers following up to the upper grades. The tide turned with Roche's outreach to the neighbors and the wider community. Many teacher should thank Erin for their jobs at Ravenswood. Without the recruiting, those jobs would be gone. Going from 54% ISAT passage in reading in 2002 to 69.8% in 2007 shows improvement. Doesn't it? Your arguments just fade way.
Bully? My boss is a bully too. He makes me work hard everyday and calls me out when I don't. Quite the bully.
Courtney - you seem like just the person to make a difference in those Englewood schools. I'll work a trade - Fulton school get you and we get Roche. Seems fair.
(Yawn)
The document he eludes to was not rocket science
reading. If he felt there should have been a discussion
or questions about the document he did not understand,
Why didn't he ask a question or even
say something ??
The school depends on some of these funds
to support the educational climate at the
school. But since your witticism leans towards
being on the defensive in one area.
I can understand why you didn't do anything
except make another cutting remark. The
information being shared was not something
new except to someone who has not been
attending the LSC meetings.
In fairness to the situation at hand.
I was past shocked when Mr. Roche
did not get a contract for a myriad of reasons
and yes I have attended the LSC meetings
for the last year. The LSC meetings are always
open to parents, staff, students, community
residents and the general public.
But the fuel of discontent that you consistently
fan the flames of whenever you get
a chance does not demonstrate you would
do much better if you were on the
LSC, if funding is not something you
think is important.
This state and the schools in this
district know that funding is one
of the fundamental components for
having programs to support that
children, school staff, parents
and yes the community are all
engaged in promoting the school
being a healthy learning environment.
You have the right to disagree
about the actions taken by LSC
Although, reflecting that funding
for the school is boring to you,
( your YAWN statement
not mine) this is where you and most LSC's
agree, because they usually
feel the same way.
Keep the attitude ( when it is positive)
you may need it if
you decide to become an LSC member,
but not getting training will be the detriment
of your wholesome attitude to support
any principal that you feel would be good for
a school.
Here's all the Title 1 "training" one needs.
This cash from the Feds is a reality at Ravenswood. It provides supplemental or free lunches to low-income students there.
It *may or may not* decrease as enrollment increases with more kids coming in that don't need it.
It is incremental. It *may or may not* decrease, we don't know, because we don't know what will happen at Ravenswood.
FORS actually had a game plan to offset the incremental reduction. Nobody wants to talk to FORS because they are the ones being demonized for this issue. They also recently provided for the school a $6,500 science lab with their parental involvement and fundraising. You're welcome, Tim Hart.
Its the elephant in the living room no one wants to acknowledge. That Title 1 exists and is important, but the future-tense anxiety that is is being wiped out because of a certain perception generatered at the school.
Ask Constance Conde if she ever used the Y word. In a specific context, like, "the yuppies coming in threaten Title 1" it
is a racist remark, really. It presents an invading force rather than many people with great intentions.
All parents need to understand that firing Erin Roche is largely symptomatic of something more largely dysfunctional. A new principal may or may not bridge this. I predict with the current teacher reps and their shameful fear-mongering you will find yourself in the same situation with another 4 year contract.
One really has to search one's soul if they want their child navigating through grades where teachers like this operate on this level.
I think parents and teachers alike should bridge this crisis by seeing to it that we have 2 new teacher reps in the spring LSC elections running. I wish there were term limits. Kitty and Tim have been on the LSC for over a decade, possibly 14 years.
You are a rabble rouser and sound as venomous as the teacher's you are constantly critiquing on this blog. Seriously, move past the name calling/name dropping and start working on what's going to be best for the future of Ravenswood. Trying to pin all of the the blame on Mr. Hart and Ms. Kitty isn't productive and really makes your motives seem malicious.
No way, could Roche bring that attitude to the Englewood, South Shore or Roseland communities. He'll resign by sundown.
excerpt from it:
"The bad news in our most cosmopolitan and vibrant cities is that many middle-class people can no longer afford to live in “middle-class” school districts. The good news, if my experience is any indication, is that this could drive middle-class white children back into local poor brown schools, and they would come with parents armed with higher educations, the Internet, fiercely lofty expectations, and an ability to read and (at least vaguely) understand federal legislation. What happens to poor public schools when, God forbid, pushy middle-class, Type A, do-it-yourself PTA mothers become involved and agitate to lift up the boats, not just of their own children but, perforce, of their children’s disadvantaged classmates as well?"
And as other threads/articles/posters have mentioned, along with upper/middle class involvement comes pressure for schools to "do better" (like at Blaine) and that's not a bad thing. What's a bad thing is to have things like "gifted programs" (or such) pop up in the neighborhood schools that somehow only have the PTA/Friends of members kids admitted, and when those classes somehow get the nicer rooms, the newer books, the better equipment. Or when special programs run after school until 4, but working parents need their kids at a park district, open-til-6 after school program, eliminating their kids' participation.
And that "extra money" that comes with lower income kids doesn't exactly wind up in the faculty's or administration's pockets.
So I know money talks. But no one's should talk louder because they decided to be a lawyer rather than a teacher. And a public school should have the public's interests in mind, not just the biggest contributors.
(Blaine does, by the way, have an awesome woman pushing for everyone's involvement in school funding reform--props to DS)
How was Hawthorne able to cope with high-SES influx?
And, by the way, 'Courtney', comments like "CockaRoche" and "ass" are completely inappropriate, juvenile, and out of line in this forum. You should be ashamed of yourself.
Change is hard. People resist change almost subconsciously. According to the facts (test scores, enrollment, etc.) prior to Mr. Roche's arrival, Ravenswood school was certainly not the best national example of "good teachers" and "excellent teaching" (to quote my friend Courtney). No doubt that there were (and are) many very good teachers there, doing the amazing things that teachers do and don't get paid enough for. But test scores were unacceptably low, attendance was very low, and parents who had a choice in schools weren't choosing Ravenswood (note to everyone: local parents choosing not to send their kids to Ravenswood was not a good thing). You can have a nice ship and some really great oarsmen and still travel in circles without a good captain. Based on some tired and uninspired comments posted here, it is obvious that some of the long time teachers were fine with that mediocrity. Mr. Roche's attempts to motivate them to higher achievement (which, by the way, benefits the long-time students as much as anyone. The thinly-veiled racism behind the labels "outsider" and "Yuppie" used here are misguided and revealing) obviously inspired a backlash. This is all fairly simple to understand.
The fear and resentment which the established parents and teachers are exhibiting toward the influx of the newer parents is sad, wrong, and unwarranted, but alas it, too, is understandable. I'll wager that during the falling enrollment years with the flat and dropping test scores these same teachers were shaking their heads and lamenting the lack of parental involvement. That's a tired and easy scapegoat that they're not going to have anymore.
Funding? There is a large trend that Mr. Roche helped to bring about in terms of rapidly increasing enrollment these past couple of years, and the 500 student mark is now achievable. Also, as is stated here, Mr. Roche helped jumpstart the Friends of Ravenswood School, which has provided a large amount of new funding which will continue to grow if FORS doesn't implode due to this decision. If Mr. Roche had been allowed to stay on, the funding balance would have tipped in favor of the future and in favor of progress, and all students would have benefitted. I hope that can still be achieved.
Right now FORS is being demonized by the established entities at Ravenswood. That has to stop, because there's not a good school in this city right now that doesn't have an active parents association such as FORS. You're going to need us. And FORS is going to need the good teachers we have at Ravenswood, so please let's keep this civil. We have to work together. The increased presence and involvement of FORS is clearly one of the reasons that the LSC voted not to retain Erin Roche. That seems misguided to me. I urge members of FORS to make an all-out effort to get candidates on the LSC as soon as possible. But I also urge the FORS parents to respect and reach out to the teachers at Ravenswood, despite this vote which we vehemently disagree with, to chart a course for continued improvement for the school. Obviously Mr. Roche earned some enemies, and I'm trying to respect some of the reasoning behind that, hard as it may be.
The biggest disappointment here is that many of us were really excited to be a part of the Ravenswood School community, and eager to help the school to improve on behalf of all students. We didn't realize that some entrenched entities think everything at the school (low enrollment, mediocre test scores, and an aging infrastructure which required a constant struggle for $'s to keep up) was fine and that our talk of improvements would be taken as an insult or a challenge. And we didn't realize how much some established parents would see us as a threat, and view us through a lens of resentment while at the very same time we were excited to be enrolling our children in a school where not every child looked the same, thought the same, and came from one sliver of world culture.
There are some very good teachers at Ravenswood School. There is also a very good principal there named Erin Roche who will likely soon be leaving. That's not a good thing. And so my question for the LSC and the teachers of Ravenswood School is: what kind of principal do you think you're going to hire going forward? Seriously. If we don't get a principal with new ideas who is going to push for better teaching, better test scores, more parental involvement, better facilities, better funding, etc., then we're definitely going backward into the failed CPS of the 1980's. Is that really what you want? Your MOST important requirements are a principal who speaks fluent Spanish and schmoozes you with friendly compliments each day? Are you kidding???? Please think this through carefully.
*incidentally, I was a proponent of being open with names here until I read the comments by an actual teacher at the school. Based on those ridiculously juvenile comments, I sincerely fear backlash and reprisal against my child. So my apologies on the pen name.*
your post is as long as George's, but not as interesting.
Good. Leave. Sorry your investment fell through. Good luck flipping your house. Nobody was holding their breath waiting for you and Mr. Roche to come and rescue the poor souls at Ravenswood. Go back and read your post and listen to how whining and sanctimonious you are. If you are raising your children to be this self-centered, I will be happy for the children of Ravenswood if you and your ilk leave. You have a right to live where you wish. But stop acting like you are doing people a favor by doing so.
Ravenswood school is over 60% Hispanic. Show some respect.
Good is the enemy of great. Please do not delude yourself into believing you're great. The parents want great not good. If that task is too hard for you, don't let the door hit you on the way out. Removing the principal will not diminish the push by parents for great. We want great for all students, not just our own. We are not striving for a school that awards students simply for being good. We are striving for a school that challenges students to be great.
Listen to your own comments and you'll hear a bitter teacher playing out the string until retirement. You've quit already. Good luck in your next career.
If being counter and courtenay are teachers at Ravenswood, I feel sorry for ALL the children in their charge. How does the mere presence of neighborhood children disadvantage the earlier student demographic? Yes, the needs of all students should be weighed equally. Absolutely. Where in this discussion thread have neighborhood parents argued that their children should be given preferential treatment? No where. Clearly, there are teachers and maybe some parents who just paint all these people with a broad brush and don't want to deal with any of us. Given the posts I've read, it does seem increasingly likely that teachers have fanned the flames of discomfort that the original student families might have been feeling.
So, what happens next? You hire your brother in law and make him pledge to keep the neighborhood parents out? As these families age over the next 3-5 years, their enrollment will drop and drop and drop. Without new students, low income-high income-or something in between-Ravenswood School is in trouble. It might look like an attractive place to put a charter school. It might look like a valuable real estate parcel. What then? Well, you are probably out of a job. So, will your brother in law take out ads in the paper to keep that old demographic flowing in to the school? What if CPS precipitously makes a policy change regarding accepting out of boundary students? What if out of boundary kids are no longer an option? Or what if CPS puts a percentage cap on this student population?
In an ideal world, teachers would be able to afford the 800,000 homes. But that is another topic for another day.
Neighborhood parents:demand entry/transparency into principal selection committee, continue to draw attention and press, mobilize your own slate for elections of LSC, if need be, overturn the decision of the current LSC-get copies of the school budget and take note of what the poverty funds pay for and plan for demographic shifts. If all else fails there are other good schools in this neighborhood that want your involvement.
I think you'll find this post to be a little shorter, but much more interesting.
Thanks for doing a great job of reinforcing my points with your bitterness and bigotry. Using the word "investment" and throwing out the Hispanic % shows your true feelings: anything that threatens to bring that percentage down, even if the reason is increased overall enrollment which poses no harm to the existing student population, is what you're dead-set against. I have no disrespect for the Hispanic community at the school, and am very glad that the school is diverse. That's one of the key reasons we chose the school. I want improvements for all students. You reveal your bigotry in your stance for trying to keep new students out. And you do a disservice by ignoring the improvements made over the last 2+ years which will give all students a better future.
"Investment" is a poor word for my involvement in the city and in this school. I've poured my soul into my home, my neighborhood, and in placing my child into this school. The disrespect is clearly coming from you and those like you. The move for exclusion and division is coming from you and those like you. And don't you dare tell me that I don't care about the existing students. You know nothing about me (obviously), and know nothing of the efforts I've made, the money I've contributed, the sentiments that I hold, and the votes that I have passionately cast to help improve the lives and the education of ALL students in the City of Chicago, the State of Illinois, and the United States of America. And I'm not going anywhere. See you at the school.
"Given the posts I've read, it does seem increasingly likely that teachers have fanned the flames of discomfort that the original student families might have been feeling."
"The disrespect is clearly coming from you and those like you. The move for exclusion and division is coming from you and those like you. "
"And so my question for the LSC and the teachers of Ravenswood School is: what kind of principal do you think you're going to hire going forward? Seriously. If we don't get a principal with new ideas who is going to push for better teaching, better test scores, more parental involvement, better facilities, better funding, etc., then we're definitely going backward into the failed CPS of the 1980's."
Yes, Yes, and Yes.
And thank you for being articulate and polite.
See you at the relevant meetings (but maybe Designs for Change would like to attend the Title 1 and NCLB training sessions offered by the current LSC)
I am so deeply disturbed by the comments of some here that I am more and more convinced that I need to take my kids out of Ravenswood or they will become the targets of retaliation. The strangest thing about this is there seems to be some assumption that Hispanic and "yuppie" interests are drastically different. Silly me, I thought we all just wanted our kids to well educated, safe and happy.
Thank you. the parents of every child can be involved as much as they have time or resources for, I believe. We're not the parents with the most time spent, most money donated, etc. We're like most of the other parents, parents who span the range of skin color and income, who want this school to be a really great school for all kids. Most of us want the school to be a safe, happy place for learning, where all children and their parents are welcome. Most of us are worried about our mortgages or rent, worried about property taxes, worried about car payments, healthcare costs, etc. The word "yuppie" originated in Mahattan to describe unmarried twenty-somethings with corporate jobs and an insatiable desire to have the latest/greatest cars/stereos/televisions. "Yuppie" is now thrown out to slander any caucasians who own a home and a car (hello! I have an 8-year old Oldsmobuick!) in the city. That word has got to go. We're parents. many of us are middle class, some are not. We love our children like all other parents love their children. We want to be a part of this school, not to take it over. But everyone (all parents, teachers, and local citizens) should want this school to continue to improve in all areas (graduation rate, test scores, infrastructure, etc.). If we're not improving for the kids, what are we doing? I guess we're going to argue about how to achieve improvement, but if there are folks who don't think we need to improve at Ravenswood, then we have an impasse. Let's take the argu-- scratch that, let's start calling it a "discussion", on how to improve Ravenswood to the meetings. We'll definitely be at the LSR meetings, and the FORS meetings.
Thanks much!
This conflict is becoming more intense as the complete north side of Chicago east of Western Av. north of Chicago Ave and approaching as far south as Foster St gentrifies. The decline in the Hispanic community in particular in these areas has been precipitous in the last 15 years. Ultimately Ravenswood School will become largely white and upper middle class or CPS will close the school down reopen it as something else forcing out the students not living in the attendance area. The families living in the $800,000 homes are probably paying between $6,500 and $8,000 in property taxes in the Ravenswood School intake area, if you are going to pay that kind of money you should get a school to go along with it, or at least so the logic would go.
What is pushing this conflict more than the upper middle class home owners are younger families that bought condos and can not sell them and move to the suburbs because of the market conditions. Some of these younger families also are finding themselves in fiscal difficulty due to the ecomic down turn. These younger largely white families also do not have the deep pockets necessary to easily send their children to F W Parker, Latin, the British School, etc. Cathloic Schools for some families are not an option because of religious issues and moderate academic achievement in some of these North Side schools. These families are looking for good schools and are willing to work to create one in their own community, part of the reality of creating a good school is effectively getting rid of teachers used to teaching low performing low income students and those students themselves whose remedial needs drive teaching practices that are unacceptable to middle class families.
We will be seeing similar conflicts at numerous other elementary schools in the future.
REMEMBER, NO PROFANITY, NO PERSONAL ATTACKS.
KEEP RESPONSES ON THE TOPIC AT HAND.
Maybe we should look to see if there has been an increase in the number of students accepted at selective high schools in the city. This would compare Ravenswood's test scores with other CPS schools, as opposed to old scores with a test and pass score that has changed over time.
Has Ravenswood had an increase in students accepted at Northside or Walter Payton now that Roche is principal? If that is the case, then, yes, maybe the Ravenswood scores have legitimately increased.
If not, I would be likely to agree with the earlier poster who said: "maybe he talked a good game but was all sizzle and no steak - just as likely, and it happens a lot more than you think." And probably even more common in CPS. How many classroom years does Mr. Roche have? It is easy to talk about ways to improve classroom instruction when you aren't the one in the classroom trying to make the changes. (It is especially difficult to improve instruction when the school lacks discipline. IF students are allowed to swear and act as some of the comments here have indicated they are allowed to act at Ravenswood, I would want my principal out, too.)
And, BTW, I agree that it is very likely that Dennis=Courtney. As a CPS teacher, I know the ability principals have to intimidate and harass teachers with whom they do not agree. I can't imagine any Ravenswood School teacher posting on this site, especially in the manner in which "Courtney" posted, and risk being harassed for the next four months.
Also, upper-middle class neighborhood parents do not send their kids to Ravenswood school. The ones who are interested are hard working middle class families. Show some respect.
the posting that used profane language has been removed.
keep it clean, folks, and on topic, or your comment with be removed and you may be banned from commenting.
-- alexander
A private email to our LSC board from me in the immediate days following the 6-4 vote found its way referenced by the notorious
being counter.
Tue Feb 5, 2008 at 8:55 PM
By: being counter
".....As for your exhortations for 'research'; the majority of parents in the city have limited ability to cherry pick schools....
Uhm, I never used the word 'research' on this blog or any other correspondence other than my direct email to INDIVIDUAL LSC board members with a plea to the NO voting members to reverse their decision.
Seems to me that is a violation of public trust and pretty much a double standard for that to leak, or it actually be a a board member.
I'm contacting the BOE and State's Attorney's cyber crime unit today.
One ringy-dingy...two ringy-dingys....
Your point is that test scores citywide are on the upswing so we should look at where the Ravenswood students are going to high school. However, the problem with this formula is that the time Mr. Roche has been at Ravenswood is not enough time to correct any flaws in the educational curriculum to significantly increase the number of students accepted to "selective enrollment schools". In addition, it seems as if some of the teachers at Ravenswood were not receptive to his attempts to alter their way of teaching the material. In order to make a significant impact on test scores, you need to start sooner than 5th grade and have teachers/parents who embrace the improvement model.
In answer to your question, however, I worked with students at Ravenswood this year to help them fill out high school applications. The students I worked with, for the most part, did not have sufficient scores to even APPLY for selective enrollment schools. They also didn't seem to have an understanding of the scores/grades that are necessary to get into these schools. Who's fault is that? the principals? the guidance couselor? the teachers? I have no idea - but it was not fun being put in the position of telling these students the reality of the situation.
Regarding the students, I am frankly surprised about all the claimed discipline problems. The students I worked with were polite and respectful and I enjoyed getting to know them. It seemed to me that what they lacked was knowledge about what was required to get into the school of their choice.
To neighbor - I agree.
If the discipline is a problem at Ravenswood, I don't think the primary responsibility for behavior modifications belongs at the principal's door. Parents are the ones that need to get involved in order to address this problem - they are the only ones that can significantly influence their child's behavior or correct it.
I also live in the Ravenswood community and you are right; upper-class people are NOT sending there kids to Ravenswood. It is the now struggling middle class that is also trying to find a home at their neighborhood school.
It is obvious that you are angry. Can you explain how "the hispanic community" is being disrespected? I assume you mean at Ravenswood. I'm confused. By whom? How? Please give some specifics so I can understand your position and where this anger is coming from.
Could someone shed light on which way the principal wanted teachers to alter their way of teaching? This seems to have been a major reason for the discontent, and yet no specifics are ever offered.
One of the teachers posting here also made an excellent point about supposedly rising scores. The increases are illusory since they depend on manipulations like changing the cut score.
Mr. Roche wanted to introduce "balanced literacy" similar to a model used at Burley elementary (a neighborhood school with great results in the area of language arts). I believe it involves, in part, use of "literacy centers" and pulling students into smaller groups to work on problems/difficulties they may be having i.e. comprehension. He also wanted to introduce 8 week assessment tests to determine whether the students had grasped the material taught. If the tests revealed that the students were not understanding a particular lesson (for example, fractions) he believed that the teachers needed to alter the way it was taught so that the students were understanding and grasping the material.
He also was focused on the 7th grade math curriculum. He felt it wasn't strong enough and that it was one of the reasons the students were not performing as well as they should on standardized tests.
Regarding the "rising test scores", if they don't really reflect improvement at Ravenswood, is it true that rising scores at other schools also reflect a false sense of improvement? Please explain.
Who are you going to choose to lead?
Some movies to throw in the queue -
"The Conversation"
"Conspiracy Theory"
"Enemy of the State"
As usual in exchanges such as these, the paranoid reveal more about themselves than those they purport to expose..
Sorry, I have not read what I am sure are your many writings outside this forum. Your remarks here have repeated enough of the same themes that I don't feel the need to do extra-credit reading to better understand your personality.
But hey, do let me know what I owe you for use of the word research©. I didn't know that word was copyrighted.
Are all the answers to the math quiz '4', or has it been just luck of the draw? (I'm creating a crib sheet to your spam filter, Alexander; we plagerists need all the help we can get... :)
this is a link with info about school funding issues/actions.
A+ Illinois
Might be interesting to some folks, especially at this time of year when the budget deficit is in the news.
Your link is hinky.
Just as well; APlus is Duncan's propaganda tool.
You stated in your Feb 12, 10:12 a.m. comment to me,
"The cash from the Feds provides supplemental or free
lunches to low - income students".
These types of statements are why one would need
Training on Title I, so that at the very least if one is
going to expound on a subject they would have their
facts straight.
Ravenswood received $137,088.00 in Title I - Part A
NCLB funds this school year and it does not
" pay for school lunches for low - income children".
The document you received at the February LSC
with the Chairman's Report gave specific
information about how the Title I - Funds are
generated and what they are used for:
1. 54. 59 percent of the Ravenswood population
generated these funds because of the income
of the working parents of Ravenswood students
whose income meets the guidelines for the
school receiving additional supplemental
funds.
Ravenswood school received
$612.00 is given per student of
a working family whose income reflects
they fall in certain categories for the
school to receive the above mentioned dollars.
224 families at Ravenswood generated the
$137,088.00 Title I - Part A dollars .
But everyone at the school benefits
from these valuable dollars being available
for the schools supplemental academic needs
as reflected in the School Improvement Plan.
2. Those dollars are used at Ravenswood to pay
for programs in the school. Primary teaching
staff, school equipment, office supplies and
professional development courses for
teachers.
Contrary to popular belief it does not pay for
school lunches.
As far as the statement
low-income parents,
only 12 parents in the entire school
receive TANF services. TANF stands
for temporary aide to needy families.
Also because of the mandates of a
section under Title 1 -Part A subpart one
of the NCLB Act aptly called Parental
Involvement, their is a budget of
$ 3,115.84 for the parents to use
for their reasonable and necessary
expenses they incur when attending
school related meetings or training.
It can pay for parents to attend
conferences, childcare, transportation
cost such as buscards and gas fare.
Parents of students at Ravenswood
are to have meetings and discuss
how they want to use the funds.
The community also can be a part of
this group.
Appreciation is truly noted for the
FORS and the funds they so generously
have provided to the school via
fund-raisers and other wholesome
activities. Nothing can replace
the obvious true efforts of the
this community group that
says we are partners and as partners
we contribute in every way that
we can to the healthy learning
environment at our community
school.
But it does not negate the fact
that meaningful parental involvement
includes addressing the literacy
and socio-economic needs of parents.
Fund raising is always important
because there are not
enough dollars in the school and it
will always be needed even with
Title I funds or if as you state the
school will not receive them
because the income of the parents
will not constitute the school receiving
them.
I hope your schedule will permit
you attending an upcoming
Budget Training that will cover
how all of the school funds
are used to support
the academic needs of
the school.
Many people want this to be about class or race, but that line has been drawn by parents who have been at the school longer and seem threatened by change. Change is hard, but it's not necessarily bad. New families have also brought in a lot more volunteerism and fundraising for the school. I think some of the feeling that Erin Roche is more friendly to certain parents (that happen to be white, or newer, or middle-class, or however you want to define them) has to do with the fact that they are at the school volunteering time all the time. He is familiar and appreciative. And, as I mentioned, he is somewhat introverted. I have volunteered at the school, and I have the occasional conversation with Erin Roche, when I have a question and set up an appointment to talk. But, I take no offense when we pass and nothing is said. I have no doubt that the parents who complain that he'll only give him "two minutes" don't make an appointment. I am confident that if they asked for one, he'd be happy to oblige. That's how a meeting is made. The newer parents coming in embrace the diversity of the school and many have chosen the school based on this quality. We want it to be a unified school, we want parents to want to work together to make the school the best it can be for our children. It would seem that that would be a simple idea to implement. Don't we all want a great education for our kids?
Finally, this is NOT about gentrification. The neighborhood that Ravenswood serves has included an affluent and middle-class component for many many years. It's nothing new. Most of these people don't send their kids to Ravenswood, they go to private schools. The influx of middle-class families is not related as much to gentrification, but more to a feeling that families living in the city feel like they should be able to send their kids to a public school and they chose Ravenswood based on the merit of Erin Roche and some of the teachers he hired (some of which I'm sure we'll, sadly, lose). Many are out of boundary enrollees, but that shouldn't ruffle anyone's feathers, as many of the lower-income kids are out of boundary as well. It's change people. It might be uncomfortable, but you need to deal with it. You should feel proud that they chose this school.
Unfortunately, no matter what the outcome, Ravenswood will backslide at least a few years of it's progress, simply by the loss of confidence in the school and the loss of good teachers that will certainly happen with Erin Roche's departure (teachers he already hired or teachers he would have hired).
I want the best possible education for my child and I think I should be able to get that in a public school. I'd like to be able to get that in my neighborhood school. Is that possible?
working towards the same goal.
Thought for the day "Always hold firm to the thought that each one of us can do someing to the bring some portion of misery to an end."
Wow. You are to be commended for your energy and efforts. I was shocked when I discovered that the schools in Lincoln Park did not have the same resources as the schools in Englewood. It seems upside down, doesn't it? Defies our stereotypes about the "inner city schools". It isn't exactly a "welfare mentality" though. Those extra dollars are meant to provide additional resources for at risk kids. That is important and necessary. At risk kids should get extra support, I think. It is unfortunate though, that when schools are faced with a shift in student population, there is a financial incentive to resist an influx of middle class students. This is where leadership, planning, and communication become so important. The good news is that if the earlier post citing $600 and change per pupil is correct, that is not an insurmountable fundraising goal. I would happily write a check for that amount, and I am person of modest means.
I'll bet many regular readers will be interested to hear your thoughts about other schools and how they have bridged the transistion. There was a Catalyst article a while back which highlighted the fundraising success of these ancillary parent groups across the city. Might be interesting too.
Finally, while the "keep out you're not wanted" commentaries may not have actually come from teachers, there does seem to be a dearth of posts about what they are hoping to achieve going forward. Why is that? I can't help but believe that there is more common ground here than these posts reflect.
Thank you for your thorough explanation of Title 1 specifically at Ravenswood. I was cavalier with my comments, and I stand corrected. I don't think I will personally will find the training productive, but I do know parents who will. I apologize if I was offensive, truly.
Concerned Parent--
Your post is comprehensive and offers the best, diplomatic overview of the situation with the same question mark(s) as I have. I hope you will run on for the LSC because I believe you to be fair minded.
Thanks for taking the time and effort to clarify issues regarding Title 1 around Ravenswood. I humbly apologize for any cavalier remarks in this area. I am merely troubled by the unsubstantiated specter of funding loss juxtaposed with incoming families, which has clear inroads to the teacher rep(s). I will not participate in the training, but thank you anways, and rest assured, there will be interested parents attending.
Kristin Lotane and Concerned Parent--
Thank you for the first-ever, unbiased and diplomatic overview of the situation at large, you exhibit much-needed sanity, and I hope you run for the LSC this Spring, for I will vote for you.
Thanks for taking the time and effort to clarify issues regarding Title 1 around Ravenswood. I humbly apologize for any cavalier remarks in this area. I am merely troubled by the unsubstantiated specter of funding loss juxtaposed with incoming families, which has clear inroads to the teacher rep(s). I will not participate in the training, but thank you anways, and rest assured, there will be interested parents attending.
Kristin Lotane and Concerned Parent--
Thank you for the first-ever, unbiased and diplomatic overview of the situation at large, you exhibit much-needed sanity, and I hope you run for the LSC this Spring, for I will vote for you.
- measuring the improvement in acceptance rate for Ravenswood Students going into high school would be a very poor indicator of Erin Roche's performance. As stated above, Mr. Roche started in 2005/2006. The children who will have benefitted the most from the changes he brought with him are now in the 2nd through 4th grades. Like a plant that has been through hard times, the resuscitation starts at the roots, works and begins working its way up the stalk, even while some of the leaves still show signs of the hard times experienced earlier. So you will see the grades and test scores reflected at Ravenswood. Ravenswood was not a disastrously performing school prior to Mr. Roche coming on board, but it was underperforming vs. the state and national averages. The test scores show that since his arrival, particularly in the earlier grades, the school was beginning to catch up quickly. And the improvement affected all demographics in those age groups, which is why the class-based resentment echoed here by the champions of status quo and divisiveness is utterly ridiculous.
- hinging the direction of Ravenswood school on maximizing Title I funding is disastrous in terms of vision. That's like a Major League Baseball team focusing its strategy on maximizing the amount of luxury tax profit it receives from other teams in the league instead of trying to boost attendance by winning some games. Let Title I come as it may. We have Title I families at Ravenswood and that is absolutely fine. To manage the school in such a way as to actively seek Title I funding is a backwards strategy. Let's focus on increased funding from overall attendance, and from the new, more flexible, less-limited funding that the involved parents group FORS can bring in. The parental involvement that FORS brings to the table is not exclusive in terms of types of parents and families involved, and can bring in more money than simple parental donations (fund drives, political awareness, state/local funding, corporate matching, etc.). Putting all of the chips on Title I is short-sighted and uninspiring. Check out some of the other examples of successful "turnaround" schools on the North Side and you'll see that Title I funding concerns are well back in the rearview mirror and nobody worries about them anymore. Ravenswood can and should do the same.
- I believe that there really are some Ravenswood teachers on this blog throwing out their tired and desperate sentiments of status quo and divisive exclusion. I don't think that uninvolved parties are trolling this blog looking to start up a rau for the fun of it. Take note that in years past, before the improvements and involvement that Erin Roche helped to inspire, there was a lot less involvement and attention to the issues at Ravenswood (facts about low LSC meeting turnout, low Parental involvement in the school have been cited by several parties, and I've heard those comments myself from teachers and parents at the school). The passions arising right now are genuine on both sides of the dispute. The forces who wish to fight change and who resent any change in the overwhelming Hispanic population % are real people, and some of them are teachers.
- I can attest that Mr. Frank is a real person. He is not 'Courtney'. He is a concerned and involved parent who is upset at a what really is a bad decision by the LSC.
- Erin Roche is not involved in any of the outpouring of comments on this blog. Even his letter and quotes were posted here by Ravenswood parents, and not at his direction. I'm very disappointed in the decision by the LSC not to renew his contract, and I know the decision was a mistake. And contrary to what the forces of status quo think, Erin and I have only spoken briefly a couple of times when I was evaluating the school. He does not spend his time fawning over the "new" parents. He wouldn't remember me if you tied him up and waterboarded him. He has been far to busy working on many, many fronts to improve teaching, learning, facilities, funding, etc. to be lobbying any demographic for any particular agenda. The fact that he's too busy working on behalf of all students to remember me or to stop by and lobby me for money because I'm a "new" parent is indicative of his focus and I admire him for it. The fear and resentment issues presented by the folks behind his ouster are just ridiculous. His methods are sound, his approach is professional, and the improvements he brought to the school are real, measurable, and valid. The personality issues I can't answer as they are entirely subjective, but his attempts to connect to the Hispanic culture at the school are impressive and laudable to me, and the criticisms I've heard here are petty and disingenuous as far as I'm concerned.
- to the parents who are questioning whether Ravenswood school is the right school for their children, please hang in there. If we join together firmly, politely, and with the clear mission to improve Ravenswood for all students (regardless of background), we can continue the turnaround despite the negative voices and the bad decision on Erin Roche. Improvement and change can be achieved. Let's put our collective positive energy back into that mission.
Now, why doesn't everyone here take this energy and APPLY it to what is happening in the school. For all of you who have so much time on your hands to write lengthy blog comments, start being proactive! Be a candidate for the upcoming LSC elections at Ravenswood School. Teachers and parents, why not become a member of the Principal Selection Committee? Apparently, only 5 applications have been submitted, including mine and my husband's. Everyone should be attending meetings of SIPAA, NCLB, BAC, FORS and the LSC.
I have not been on this blog as of yet because I am spending my time rallying support within the school!
If you really do care about what happens to all of the children at Ravenswood, start getting involved.
Talk is cheap. It is time to take some action.
Natalie Waechter
Mom of a kindergarten at Ravenswood.
Thank you for your commitment and support.
Oh, by no means do I say that this blog and getting involved at the school are mutually exclusive. I am all for venting and getting frustration out even if it has to be anonymously. And, I agree, this blog can serve to set the direction for a future course of action at the school.
But, when there are only 5 Principal Selection Committee (PSC) member applications, and less than that for the LSC at this time, it has to make me wonder when people are going to start acting!
The energy put forth on this blog could ALSO be used to further the efforts at Ravenswood is all that I am saying.
So, I hope to see you all there at SIPAA meeting this Thursday night, January 21 from 5:00-7:00 pm.
And, I hope to see your your PSC application in the LSC mailbox in the LSC mailbox by the extended deadline of January 20.
I am also looking forward to seeing you at the FORS meeting on Monday night, January 25 at 6:30 at Bethany Church.
Just for future reference, the next LSC meeting will be on March 5 at
You are right. May I suggest that you hand out flyers to parents that you see after school. List the dates and other relevant info regarding the possibility of their involvement with any of these committees etc. In my experience, people need a lot of coaxing and for things to be made as easy as possible in order to consider taking on extra work.
Thank you!
I have gotten some new insight to what parents (from grades other than my children) are looking for and what teachers may be looking for. I am looking forward to being an active part of the SIPAAA and PSC along with parents from other grades and teachers from all grades/subjects.
It would be a shame if the issues of the past month pull the school's reputation and forward momentum down.
By the way -- I would make #3 on the PSC list of five :)
-- alexander
LSC's seem to be stacked with "entrenched" teachers who sit on there for years and years, parent reps who don't take their positions seriously or maybe they have their own personal agenda. The audience is filled with a "bully crowd" and NO ONE from downtown will look at what's happening! The AIO is involved in the cover and it seems downtown is too. Is it proper for schools to stack their accounts with 100's of thousands of dollars and not indicate what it's earmarked for? What is a reasonable amount of money to keep rolling over to the next year? Does money have anything to do with the principal at Curie not getting her contract renewed?
Seems that our state keeps talking about School Funding Reform, how can some schools hoard all of this money and not get it to the students and teachers? Some schools can hardly fundraise $1000. (instead of spending so much time on fundraising, we need to march on Springfield to demand REAL School Funding Reform! HB750 is still alive, www.ctbaonline.org)
The real issue is all about what is best for the students, their interest is suppose to be the focus! Not just select groups of students---ALL STUDENTS! The main focus shouldn't be how pretty the school grounds are, how good the playlots are. It's about the academics, the books, the needs of the teachers and students, low class sizes, teacher assistants, communication, etc...
The system is so unbalanced and dirty.
I'd love to see a blog set up to discuss LSC's.
Good luck to Ravenswood! I hope there's a good resolve for what's happening. Responsible parents & community people- get out there and get involved, turn it around. (That's what I hope happens at Blaine!) Speak up even if your voice shakes!
The discussion is to be continued....
The LSC will continue their discussion of budget cuts this Wednesday, April 9th at 4pm, also at the Bethany Church basement. (check notices at the school doors for confirmation).
The meeting last Thursday was an open discussion about budget priorities. There were about 50 teachers and parents at the meeting. Teachers were really in force. The meeting was congenial and productive.
The total budget was not finalized, but the LSC did vote to continue all-day kindergarten. The BOE only funds half-day Kindergarten, so fundraising is ahead to keep the full-day Kindergarten.
Still ahead this Wednesday are decisions on cuts that may/may not affect class sizes and ancillary classes such as library, art, music, and gym. Not all, just some. Where the cuts fall will inevitably be a “Sophie’s choice” situation. A reworked SIPAAA (school improvement plan) will also be tabled.
*****
The Principal Selection Committee, with alternates, have been in place for a over a month. The PSC is ongoing, with a goal of finding a new Principal by the end of this school year.
*****
In LSC news, the candidate forum held 2 weeks ago revealed 5 new parent representative candidates:
Carlos Beals
Lisa DeYoung
Greg Janes
Kristin Lotane
Andy McSheffery
Two parent representatives, Colleen McVeigh and Liliana Dominguez, are running for re-election.
3 people who are running for community representative are:
Bonnie Perry, seeking re-election.
Mary Lubben and
Michael Matteson
The 2 long-term LSC teacher reps, Tim Hart and Kitty Conde, are also seeking re-election.
****
Readers of this blog are encouraged to observe the existing LSC meeting this Wednesday, April 9th at 4pm on the budget and the school improvement plan.
Those involved directly with Ravenswood Elementary are encouraged to vote on report card pick-up day, next Thursday, April 17th.
Its all good, some reductions in art and music and some losses in incremental stuff. Contact any of the existing LSC members for the particulars:
Abel Angeles (parent)
Marysol Angeles (parent)
Kitty Conde (teacher)
Liliana Dominguez (parent)
Tim Hart (teacher)
Rosie Hernandez-Pecararo (parent)
Colleen McVeigh (parent)
Bonnie Perry (community)
Helen Poot (community)
Jennifer Simokaitis (parent)
Local School Council Elections are being held
on April 17, 2008 at your neighborhood
Chicago Public School. Polls are open at the
school from 6:00 am to 7:00 pm.
Come out and make a difference in your community!
Local School Councils are the site-based
management team of each school.
Their primary
responsibilities include:
1. Selecting the school’s principal and
renewing the principal’s contract.
2. Developing the School Improvement
Plan for Advancing Academic Achievement
(SIPAAA).
3. Determining how the annual school
budget is allocated.
4. Creating a climate of high expectations
and accountability around
administrative and teacher performance.
Local School Councils are made up of
the principal, teachers, parents and
community members and consist of 11
voting members:
1 - Principal
6 - Parent Representatives
2 - Community Representatives
2 - Teacher Representatives
As a community member, you are eligible to vote for
up to 5 candidates on the Parent and Community Representatives ballot (one ballot).
Check the CPS website for the actual streets in the
Ravenswood community that can vote if you live
in the community. If Ravenswood is your neighborhood
home school, you can come down and vote, whether your
child goes to Ravenswood or not. Proof of residency is
required.
Thanks!
Everyone over the age of 18 may vote at all schools where they are eligible. Parents may vote at schools in their area and any school where they have a child in attendance. Voters do not need to be citizens and are eligible at the elementary and high school in their area. Voters can vote for any combination of community and parent representatives, but may only vote for five candidates.
From:
http://en.wikipedia.org/wiki/Local_School_Councils
The new LSC will be seated July 1, and will serve for the next two years. The new LSC is comprised of:
PARENT REPRESENTATIVES:
Colleen McVeigh 78 votes (incumbent)
works with teachers to provide instructional and curricular support in differentiating instruction and meeting individual student needs, and assists teachers in using assessment to inform instruction in their classrooms. Colleen has done teaching, coaching and consulting work for DePaul University, University of Chicago, and the Associated Colleges of the Midwest as well as several other private and public organizations. She believes that in order for all students to achieve, rigorous expectations need to be communicated clearly to school professionals, parents, and the community.
Lisa DeYoung 63 votes
has over 20 years of both for-profit and non-profit experience focused on operational improvement of organizations and program development. She earned a Masters of Business (MBA) and Masters of Social Work (MSW) and has extensive experience with managing budgets, fundraising, and effectively working with diverse teams. Currently, she is the Director of National Programs at America’s Second Harvest, the largest domestic anti-hunger organization. She develops and manages national programs that feed low-income children and their families. She has been part of the Friends of Ravenswood for two years and has served as a room captain. She believes that parent involvement is key to a well-functioning school.
Greg Janes 61 votes
is the parent of three children who will all attend Ravenswood in the fall. He is currently a lawyer and is a former fifth grade teacher. He coaches his children's soccer and baseball teams. He is active in school activities and events. He has three priorities: to insure that all children are challenged, to provide before and after school activities for all, and to hold the teachers, parents and next principal accountable to the high standards that we expect for our school.
Carlos Beals 49 votes
is the parent of a current Ravenswood student and will have two more children enroll in coming years. He has a degree in aeronautical engineering, though currently works in risk management for an electronic futures trading company in the Loop. He believes every child should get the best possible education regardless of their background and believes an active LSC can make that happen by setting high standards and following through on the implementation of those standards at all levels - student, parent, teacher and administration. He also believes in supporting and expanding before- and after-school activities.
Andy McSheffrey 41 votes
has spent the last 20 years working with schools, government and private businesses helping people to confront issues that unlock and maximize their performance. Andy has worked extensively with teachers, coaches, administrators and students in schools throughout Illinois. He has worked with over 30,000 people to increase productivity and improve workplace dynamics. Andy has a Bachelors degree in Parks and Recreation and has done Masters Degree work in substance abuse counseling. He served in the Navy in Vietnam and has been trained in experiential education, outdoor survival and counseling.
Kristine Lontane 38 votes
is the full time mother of two Ravenswood students. She also works 5 days a week for River West Meeting Associates, a meeting planning company she helped co-found in 1997. A native of Vermont, she has lived in Chicago for over 15 years now. As a co-founder of a successful small business, she brings experience in working though growing pains, budgeting, planning and employment issues. Her passion however is community building and she hopes to help make Ravenswood a model community school.
COMMUNITY REPRESENTATIVES
Mary Lubben 44 votes
a resident of the community since 1994, is an executive with JPMorgan Chase. She has two children currently in CPS (Northside) with a third entering in the fall (Lincoln Park). She served for several years on the finance committee at her kids’ parochial school and assisted with fundraising efforts. She believes Ravenswood School is an underappreciated asset with enormous potential that would benefit from stable leadership and wider community support. She thinks that with her background she can be helpful on both counts.
Bonnie Perry 42 votes (incumbent)
is the rector/senior pastor of All Saints' Church. She believes that Ravenswood School should be an excellent School and she will work to make it so. She is deeply saddened by Principal Erin Roche's departure and will work to find a principal who espouses the ideals that Erin put forth. She is committed to increasing the community's connection to Ravenswood School and will use all of the resources of All Saints' Church and the church's not-for-profit, Ravenswood Community Services, to solidify this connection.
TEACHER REPRESENTATIVES
Kitty Conde 20 votes (incumbent)
Tim Hart 20 votes (incumbent)
Peace. Out.
What is "Hannah" doing on the blog? Shouldn't she assist someone with homework?
There is a new principal. The old one is moving on. As long as you don't go to Prescott, you don't need to worry about Roche.
The teachers seem happy with the choice. If you are a teacher, you should be more professional than to continue to try to bring the school that you work at (or if you are a parent, the school where your children attend) down.There are lots of jobs out there, if you aren't happy, find a place where you will be.
It seems like 95% of people at the school want a good education and community for their children.
Give it a chance and maybe you will be happy. If you like to complain, this topic has been picked to death - find something new to criticize like the gas prices or funding for education. Continuing to badmouth everyone isn't helping anyone. Why would anyone want that for their school or their children?
The address/phone number for Prescott is listed as-
4332 N. Paulina
Chicago, IL 60614 (or GSR #35)
(773) 534-5525
(773) 534-5775
To clarify--My professional capacity is working with teachers, schools and districts. That is my job. I do not work with Ravenswood. I work with other schools and other districts--most not even in Illinois. Feel better now?
As for Ravenswood, I volunteer there because it is my children's school. I have volunteered in my children's classrooms. It is what mommies do. I have also helped out in other classrooms where teachers have needed help. It's what parents and community members do.
As for the LSC, I was elected to serve on the LSC and have done so very well for two years and will do so again for another two years. I am intimately familiar with CPS budgets and the roles and responsibilities of LSC members. I worked for CPS for 15 years. I no longer work for CPS. My primary concern professionally and as an LSC member at Ravenswood and as a parent of children at Ravenswood is creating excellent educational opportunities for all children--not just mine--all.
For the record--the new principal is not a friend of mine. I met her during the interview process, as I did all the candidates. She is a nice person. She also will make an excellent principal of Ravenswood. That is why the LSC voted unanimously to offer her a contract. The process was conducted efficiently and expertly by all the members of the LSC and PSC. If teachers did not know there was to be an advisory poll at the Principal Candidate forum, they should address their colleagues on the PSC and LSC for the lack of communication. The vote itself was not binding it was an informal poll. The intention was to make the process as inclusive as possible. The process was not a joke. It was a long drawn out act of labor and love by parents, community members and teachers to make Ravenswood an excellent institution of learning. If you have any further questions or complaints, you may address the LSC at the next meeting June 5, Thursday at 5:30 pm in the Multipurpose room at the school.
Colleen McVeigh
Staff Developer, Teachers Institute, Washington DC
Facilitator, Rochelle Lee Fund, Chicago
Educational Consultant, DePaul University, Chicago
Ravenswood LSC Parent Representative
Mother to two children
20 year Ravenswood Community Member
Thanks
Curious Parent
Start at the beginning of this thread and read down. It's pretty much all listed here.


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