CPS has never had a strong, districtwide program of teacher induction and mentoring to stem an attrition rate that is higher than the national average. Instead, efforts to retain teachers depend on smaller-scale programs and individual principals who make it a goal to empower—and keep—their teachers.
Join the conversation
We encourage our readers to leave comments and engage in dialogue about our stories. But before you do, please check out our "rules of the road."
Recent Notebook Entries
- Take 5: Avoiding budget reality, discipline disparities, problems with choice
- Arts education report: More teachers and programs, but inequity remains
- Take 5: Victims of violence, “transparency” stats, Ventra misstep
- Early childhood quality rating system comes online
- Budget details still in short supply
Right Now On Notebook
You mention in point 3: "You may recall last week’s public celebration by Mayor Rahm Emanuel of a drastic drop in expulsions that turned out not to be true" but you provide no citation for where...
So is anyone scratching their heads over the Charter School issue? What have we done? We have replaced a bad system of public education (created by the federal government) with an even worse...
Subscribe to catalyst-chicago.org by e-mail
In the News: Teacher feedback on evaluations revealed
A study that will be released by Chicago Public Schools today shows teachers strongly oppose tying student achievement to their own performance. (Tribune)
Last spring, CPS and The Chicago Public Education Fund partnered to get feedback from teachers in designing a new evaluation system. Teachers provided feedback, which is summarized in a report posted the CPS website.
For parents who don’t speak English, having a conversation with a teacher can be difficult, but at a handful of schools in the Little Village neighborhood, some college students and future teachers are helping to translate the parent-teacher conference, according to WBEZ.
"In Chicago Public Schools, it's not the students who are short on respect for the teachers, although that is certainly a cause for concern in some schools," writes Jeff Libman, who teaches at Truman College in Chicago, in a Tribune op-ed. "It seems that the biggest threat to teachers' dignity comes from the very board of education that hires them to teach."
IN THE NATION
While much research points to 9th grade as a problem transition year, a new study suggests the move from elementary to middle school may be more of a worry. (Education Week)
The impending loss of accreditation for Kansas City, Mo., schools could cause an exodus of students to neighboring districts—and impose new financial burdens on the troubled Kansas City school system. (Education Week)
Mexicans, the fastest-growing major immigrant group in New York City, have the highest dropout rate: about 41 percent of Mexicans ages 16 to 19 have dropped out of school.
As class sizes swell to 45 students in many Oregon school districts, students feel the effects of claustrophobic desk arrangements, more noise, more distractions, and questions that go unasked or unanswered. (The Oregonian)
New initiatives underway at the local and state level for reporting and displaying education data will soon give parents across the Washington, D.C., region more readily available — and useful— information about how their public schools are doing. (The Washington Post)