Teachers and Students

All over Chicago, bloggers, message boarders, reporters and post-school playgrounds are abuzz with news of waiver votes happening at schools scattered throughout the city. For my family, the extended school day is nothing new.


What is new is that CPS paying for it. Or, more accurately, the teachers at our school voted to give up their stipend and take the flat 2 percent payout + $150,000 in discretionary funds of the Pioneer Program in exchange for teaching school for an additional 45 minutes (to our already extended day) each day. Starting Monday, The Boy and The Girl will attend school from 8 a.m. until 3:30 p.m., giving them an extra 5 minutes for lunch and 40 total minutes added to the music, art, technology and physical education that they already receive, giving them a full 60 minutes to explore these subjects. They'll retain the daily 90-minute literacy and math blocks that make up the core of their instructional day. 


There is much debate over the extended day and public education in general these days in public forums and private living rooms and everywhere in between. Unfortunately, in education policy--as in parenting--we may only see the effects of our immediate actions 10 or 20 years down the line. But, I am fairly confident that a 7.5-hour day, structured in the above manner, will afford my children the kind of education I think that they--and their peers--need to become productive members of society in 16+ years. I believe that this new longer day will look nothing like the CPS-as-babysitter model feared by many. 


And more importantly, the teachers at my children's school believe that this longer day is beneficial to the children. So much so that 83 percent of them voted to take a significant pay cut. In light of this, I am disappointed to learn that the 2011 Blue Ribbon Commission recommended that teachers pursue children-of-teacher admission to their schools as a benefit through CPS' Human Capital division (page 4). Won't someone please think about the teachers?

Fathers and School

Last May, Grandma Texas came to visit during a school week. She came with me on a Thursday afternoon to pick up The Boy, The Girl and The Tot (Who Isn't) from school and her observation about life at the kids' urban elementary school struck me as odd: she was surprised to see so many fathers at school. She thought that this was perhaps a Chicago thing, but more recent news makes me think it's yet another sign of school success.

Perhaps it's because The Dad has worked from home since we moved to Chicago 9 years ago, or the acquaintance of a fair number of police officers and fire fighters (both male and female) and nurses, but a sizable population of involved fathers has never struck me as odd. And fathers at our school are involved. And more to the point, their involvement is visible and tangible, regardless of individual race, educational level, marital status, address, generation, age or socioeconomic status, fathers are very involved at our school. They drop off their kids, pick up their kids, attend parent-education events, lead fundraising, chaperone field trips, direct traffic, volunteer in class, read books, coach extracurricular sports and bring special activities (like the Pilot Light Chefs) to our school.

I've always taken this for granted, but it's actually anomalous in Chicago today. Per new CPS chief Jean-Claude Brizard, such involvement is so rare in some neighborhoods as to be bizarre. In some areas of the city, in fact, according to Brizard, census data show that there are some neighborhoods where there are no males between the ages of 18 and 35 living there. They are all either incarcerated or dead, he said.

Although my father was not intimately involved in my early elementary years in the early 80s, I feel fortunate that I cannot really imagine a world bereft of dads.  And I thank goodness that my kids--and their classmates--do not have to either.

The Big Blue Box

On Monday morning, our power went out. A City of Chicago tree crashed into a ComEd power line, taking two power boxes and power for 90.9 percent of the houses on our block along with it. ComEd and the City sounded worse than my children during a squabble ("It's not my fault. You fix it." "No, you fix it first." "No, you." "NO, YOU."), leaving us without power for a dreadful 36 hours.*

What was a mama to do? Go to IKEA, of course!

I love IKEA. Certainly not as much as these folks, and probably not as much as the friend who once sent weekly countdown emails for the opening of the Emeryville IKEA, but my love for IKEA has been fierce and unwavering since my French host family took me to "Chez IKEA" in Paris when I was 17. I love Chicago because it's got O'Hare and a direct line to anywhere in the world, but I also love it because it's got two IKEA stores within a 40-minute drive.

I go there when it's cold outside (indeed, it was The Boy's first outing in February 2003). I go there when it's hot outside (as I told a family friend earlier this week, it's cheaper than a trip to the movies). I go to put the kids in Smaland. I go for inspiration, for lunch, to kill time, or because I just haven't been there in awhile. 




* I know there were households worse off than we were. I'm just sayin' 

Not quite the 7th of July

But the transcripts from the Blue Ribbon Commission hearings are finally up on the OAE site.

BRC Redux

The Dad, the kids and I rolled back into town after our first ever family road trip on Monday night around 11 p.m. Less than 24 hours later, I was back in the auditorium of Lane Tech, listening to the same CPS administrator review this year's proposed changes to SE/magnet enrollment policy (see page 6). Unlike at last year's presentation, which was sketchily announced and scarcely attended, yet expertly presented, the crowd this year was huge. Public comment extended beyond the allotted 2-hour window. (CPS is learning that the best way to contact parents is not to stick a print ad next to the obits in the Trib.)

Like last year, I spoke to the Blue Ribbon Commission. Unlike last year, the moderator responded to comments and questions from the crowd. My comments were not news--either to the audience, which included the Raise Your Hand Coalition steering committee and a few teachers and fellow parents from the kids' school, or to the CPS powers-that-be: we need more high school options, we need to increase the size of the pie all-around. This sentiment was oft-repeated by those who gave testimony at the hearing.

Another common theme among commenters was how unfair CPS's 2009 SE enrollment policies are to their junior high children. The prevailing sentiment was that their ("our") northside children are more deserving of a spot at Northside Prep, Walter Payton, or Jones because they  scored 20 points (or 50 points or even 100 points) higher than a kid who has to bus in from the west or south sides. You'll soon be able to read the transcript online, so you'll be able to verify that a man said, "the smarter kids are going to become disenfranchised" by CPS' current SE enrollment policy/system. Really? I'd like to see some research on that. Because I know there is a whole lot on how black, Hispanic, Asian, and poor children become disenfranchised by a dearth of opportunity. More on this issue at another time.

And the other major theme at Tuesday's hearing was the issue of enrolling the children of school staff at magnet schools. I had read about the policy-change proposal drafted by the Friends of Mayer group several weeks ago on NPN, but it wasn’t until I attended the hearing that I realized the import of such a change. The proposal asks that CPS/Blue Ribbon Commission replace principal discretion at magnet schools with a new, transparent policy that would allow teachers, principals and staff to enroll their children at the school where their parent(s) work.

I was directly and positively affected by the Board of Education’s 2009 decision to keep families together by giving siblings priority in the magnet enrollment process. Keeping siblings together in their schooling minimizes family stress and maximizes educational outcomes for students. Likewise, keeping school employees’ children with them in the school communities they serve is critical for the continued success of great CPS elementary schools.

As I listened to parent after parent and teacher after teacher speak in support of keeping families together, it struck me that our school community and our children will bear an incredible loss if our extremely dedicated teachers, administrators or staff were forced to measure their time between their children and their students.  Can you imagine our school without the excellent teachers who have been with the school since its inception and, I believe, are an integral part of its success? I do not want to do so.

You can show your support for fabulous teachers, administrators and school staff everywhere within CPS by submitting public comment in favor of allowing teachers, administrators and staff to enroll their children in the magnet schools where their parent(s) work by submitting public comment here.