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.
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Recent Notebook Entries
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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...
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In the News: CTU points out "utilization" contradiction
Chicago Public Schools said Friday it planned to add four more charter schools to the nine charters previously approved for the coming year, but the Chicago Teachers Union fired back in a press released that said the openings only exacerbate the so-called "utilization crisis."
At the same time CPS is planning "to close neighborhood schools for under-utilization," the district continues "to open new charter operations which is a glaring contradiction," CTU said.
IN THE STATE
The tentative labor agreement that ended the Carpentersville-based Community Unit District 300 teacher strike is still being adjusted ahead of a vote by teachers and school board members. (Daily Herald)
During a recent public meeting, one parent called Glen Ellyn District 41’s plans to implement a "Think Tank" initiative a communication nightmare since many parents knew little about the process and were opposed to the district’s plans to move quickly to implement plans. (GlenEllyn Patch)
IN THE NATION
Instead of using the controversial value-added analysis for evaluating individual teachers, the Los Angeles school district and United Teachers Los Angeles have agreed to use a mix of individual and schoolwide data, such as raw state test scores, district assessments and high school exit exams, along with rates of attendance, suspension, graduation, course completion and other indicators. The tentative pact puts the nation's second-largest school system at odds with a national trend to gauge the effect of teachers on student achievement by using a value-added analysis. That method, known in Los Angeles Unified as Academic Growth Over Time, is opposed by many teacher unions as unreliable; but it is being used in Illinois, New York, Texas, Florida, Washington, D.C., and elsewhere. (Los Angeles Times)