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
- 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
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...
The data is all self reported data from the school, none of it is confirmed to be accurate. For example, my principal claimed that she spent $1,000.00 on the arts budget, when in fact my classroom...
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Numbers that Count: Chicago School Policy Forum
Schools, social service agencies, government agencies and other outside institutions can "get on the same page" to help children succeed in school by focusing on tracking key indicators that lead to higher achievement such as attendance and grades. Speakers at this year's first Chicago School Policy Forum on Feb. 20 talked about numbers that count: Elaine Allensworth of the Consortium on Chicago School Research talked about the consortium's ground-breaking work developing the 'freshman on-track indicator"; Beshon Smith of Baltimore City Schools explained how the district and outside partners honed in on improving attendance; and Colleen Cichetti of Children's Hospital discussed suspensions and how to improve discipline with social-emotional learning.