by South Side CPS Mom | March 07, 2014
There are so many potential divisions among us in Chicagoland. Big things like race and class or lefties vs. right wingers (although it must be admitted, right wingers are few here). Smaller things like north siders vs. south siders, Cubs vs. White Sox.
It's easy to be divided. Those divisions and many others have separated folks in this city for a long time.
I wrestle with the problems of divisions real and imagined. I've been told my race and privilege should keep me out of the education advocacy conversation. My religious affiliation once caused someone to spit out their drink at me accidentally, you know, in shock, at a party. (It's really not that shocking, I'm just a Christian.) And every once in awhile my status as a stay-at-home mom is thrown back at me like a grenade to blast apart any comments or critiques I might level, my antiquated social position making any utterances, I suppose, probably irrelevant.
On a national scale there are huge divisions, deal-breaker divisions, among education activists. Folks in other states face the same problems we do here--school privatization, teachers' union busting, terrible curricular standards pushed onto the schools by the political class, endless standardized tests, and alarming data gathering. In other states, education activists are divided along political lines so all those folks who essentially agree with each other about what should be done in response to the corporate attack on public education refuse to work with each other. Progressive activists hate conservatives, and the conservatives distrust the progressives, and none of them will even talk to each other.
That's how it looks in many cities across the nation. People all tripping over those cement blockades of divisiveness, or getting walled off by that police tape of anger and suspicion, cordoned into separate groups.
It's hard for those divisions to be overcome. And the consequences are pretty severe. A hundred divided groups of people can't accomplish anything. A thousand self-proclaimed separatists will find their power dissipating into a handful of sand.
But that's not what we have here.
Not in Chicago.
We have a special situation here. We're lucky.
It is a gift, our special situation. It's a gift given to us by our mayor.
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by action now | March 25, 2014
Action Now is in strong support of the decision of Saucedo Elementary teachers and parents to opt out of the unnecessary ISAT test that wastes classroom time and places an arbitrary value on our children and our schools.
One of Action Now’s dedicated parent leaders, Zerlina Smith, has a child who attends Saucedo Elementary. The unanimous decision to protest the ISAT test demonstrates the power that can be built when strong parents and teachers unite to revitalize our public schools and end the harmful high stakes testing of our children.
Action Now believes that it is time for public school students, the majority of whom are low-income and minority, to be seen as treasured children worthy of the same classroom instruction time and rich curriculum as any child at an elite private school. In fact, many of Chicago’s elite private schools, like the Chicago Lab School that the Mayor’s children attend, have fewer standardized tests than public schools.
All children have value and possess varied skills and talents, which is why one-size-fits-all high stakes testing is inherently flawed. It is harmful to students’ self-esteem and academic future when these test results label kids as “failures” even though the standardized testing system of evaluation is a failure itself. There is no research or statistical proof showing that high stakes testing is effective at gauging student knowledge or that it serves any positive educational purpose.
The more insidious issue is that each year millions of our tax dollars go to high stakes testing companies. It is one more way that our public school system is being privatized and our hard earned tax dollars are siphoned off to big corporations.
Action Now parents are fighting for community based public schools where decisions are made by parents, teachers, students and community members instead of by politicians and rich technocrats. We want schools that are by the people and for the people because we are the true stakeholders in public education. This is why Action Now says Bravo to Saucedo Elementary!
by John Kugler - CTU Field Representative | March 05, 2014
The Chicago Federation of Labor (CFL), which represents more than 320 affiliated unions and more than 500,000 union members in Chicago and Cook County, voted to support boycotting Chicago teachers. On March 4, 2014, at the monthly CFL delegates meeting held at Chicago Plumbers Hall, 1340 W Washington Blvd., a resolution was put on the agenda to support the Chicago Teachers Union members who are boycotting the Illinois Standards Achievement Test (ISAT).
Robert Reiter, Secretary-Treasurer of the CFL, introduced the resolution. In a short explanation to the CFL delegates by CTU Local 1 Representative John Kugler of the reasons why the teachers were boycotting the tests, it was made clear that the tests were irrelevant to student achievement and being phased out anyway next year. Even more persuasive was the fact that these types of outdated tests take up to two weeks of instructional time away from the children in the Chicago Public Schools, which are a waste of money and resources.
The resolution passed unanimously by the delegates. It was resolved that the CFL support the right of the teachers to exercise their first amendment rights to boycott the standardized tests.
by ctu communications | March 03, 2014
CHICAGO—While the Illinois Federation of Teachers (IFT) has endorsed Republican gubernatorial hopeful Sen. Kirk Dillard in the upcoming primary, the Chicago Teachers Union Local 1 (CTU) has not formerly endorsed any gubernatorial candidate. The decision to endorse the Hinsdale legislator who once served as state chair of the anti-labor American Legislative Exchange Council (ALEC), was made on Friday by the IFT but not the CTU.
The IFT is the state federation for all American Federation of Teachers (AFT) locals in Illinois. “We don’t really feel like this is a decision that pertains to Chicago. Frankly, almost none of our members will pull a Republican ballot,” said CTU Vice President Jesse Sharkey. “I suspect they made this decision because many of their downstate members do vote in Republican primaries.”
Currently, the CTU is heavily invested in two local races. In the 26th legislative district the union fully supports community organizer Jhatayn "Jay" Travis, former executive director of the Kenwood Oakland Community Organization, who has a long and successful track record of standing up for working families. In addition, CTU has endorsed Will Guzzardi in the 39th legislative district who has demonstrated a strong commitment to our issues.
by ctu communications | March 03, 2014
by ctu communications | March 03, 2014
What’s going on with the ISAT? In the past several weeks, over 2,500 parents from 69 schools have opted their children out of the ISAT, and many teachers have protested and spoken out in public against the test. The ISAT does not count for student achievement or growth, does not give timely data to inform instruction, will not be used to measure teacher performance, and will not affect school funding and performance levels. The ISAT will take away from valuable time that could be used teaching—and as such, the test is harmful, not helpful. We feel that taking a stand against the ISAT will contribute to public understanding and future resistance to harmful, high stakes, standardized tests.
What are CTU members doing? Most CTU members, while not happy with the ISAT, will administer the test as directed. However, groups of teachers from at least two schools have announced their intention to boycott the ISAT, and refuse to give the test. Along with parent resistance, this has attracted extensive media attention and put some of CPS’ and ISBE’s testing practices under a microscope.
What should I do if a principal or administrator confronts me about testing? Remind your administrator that you are a dedicated teacher and ask, “Could this conversation lead to discipline?” If the administrator gives any answer other than, “No,” you should say, “I am happy to continue this conversation, but I would like union representation” and you may respectfully decline to participate in the conversation until you have a union representative with you.
Administration’s main tactic will be to pressure and intimidate those teachers who are the most vulnerable—be they untenured, isolated, or scared. Teachers who are tenured, highly respected, and courageous need to stand up to this pressure—our schools don’t work without you! If you stick together you will protect your coworkers and make a stand for better education.
Protest works. This spring, after years of educator complaints and watching harm done to our students, the problems of harmful testing are finally getting media attention. Thousands of parents are responding. The district has now backed off of its claims that members will be suspended and dismissed for their refusal to give the test. This proves that when we fight for educational justice alongside our parents, we will win!
What will happen to teachers who boycott? In her letter to principals on Friday, Barbara Byrd-Bennett wrote, “The teacher who has refused the assignment should be given the option of going home without pay on all testing days or supervising the students who are not taking the test.” This is a significant win, because the demand to teach, not administer a meaningless test, was at the heart of the teachers’ protest in the first place.
Byrd-Bennett’s letter suggests that the Board may discipline teachers for what it calls insubordinate behavior. The 2012-2015 CTU contract provides for a 4-step progressive discipline process. We do not believe that your mere refusal to administer a test, when announced in advance, is grounds for severe disciplinary action, and the CTU will defend the rights of all teachers subjected to any form of discipline.
Will I lose my teaching license for participating in a boycott or making public statements against the ISAT? There is no precedent for ISBE revoking a teacher’s license under these circumstances and no student rights have been undermined by the teachers' conduct. Since 1988, the Board has only revoked 16 certificates in the entire state—for felony drug offenses, cheating, and similar charges.
Will my school lose federal funding if not enough students take the ISAT? No. Your school cannot lose funding, be closed, or suffer other consequences. The worst that can happen is that, if you are a Title 1 school, you will have to implement professional development and tutoring. Because this year schools are required to have 100% of students meeting or exceeding ISAT standards, it is highly unlikely that the district will make “annual yearly progress.”
by ctu communications | March 03, 2014
As university faculty whose responsibilities include preparing future educators, we support the action of teachers at the Saucedo and Drummond elementary schools in Chicago who are refusing to administer the Illinois Standards Achievement Test (ISAT). Over a decade of research shows that an over emphasis on high-stakes standardized tests narrows curriculum, creates social and emotional stress for students and families, drives committed teachers out of the profession, and turns schools into test-prep factories with principals forced to comply as overseers—especially in low-scoring schools. We understand assessment as the process of gathering evidence about learning, from multiple sources, so that teachers can better support student learning. The ISAT, in contrast, contributes virtually nothing. CPS no longer uses the ISAT for promotion, graduation, or eligibility for selective-enrollment schools and is phasing it out after this year. It is not aligned with Common Core State Standards—which, regardless of how one sees them, Illinois has already adopted—and does not help teachers improve student learning. The pre-service teachers with whom we work are demoralized about a future of teaching in such a test-driven atmosphere. We teach our students—future educators—to stand up for their students, families and communities, and to take principled stands for social justice. That's what the Saucedo and Drummond teachers are doing. We applaud them and stand with them.
- Pauline Lipman, University of Illinois at Chicago, College of Education
- Rico Gutstein, University of Illinois at Chicago, College of Education
- Asif Wilson, University of Illinois at Chicago, College of Education
- Daniel Morales-Doyle, University of Illinois at Chicago, College of Education
- Eleni Katsarou, University of Illinois at Chicago, College of Education
- Arthi Rao, University of Illinois at Chicago, College of Education
- Joshua Radinsky, University of Illinois at Chicago, College of Education
- Irma Olmedo, University of Illinois at Chicago, College of Education
- David Schaafsma, University of Illinois at Chicago, English Department
- Kenneth Saltman, DePaul University, College of Education
- Joel Amidon, University of Mississippi, School of Education
- Nicole Marroquin, School of the Art Institute of Chicago, Department of Art Education
- Wayne Au University of Washington—Bothel, Education Program; Rethinking Schools
- Bill Schubert, University of Illinois at Chicago, College of Education
- Federico Waitoller, University of Illinois at Chicago, College of Education
- David Stovall, University of Illinois at Chicago, College of Education
- Danny Martin, University of Illinois at Chicago, College of Education
- Ann Aviles de Bradley, Northeastern Illinois University, Department of Educational Inquiry and Curriculum Studies
- Eomailani Kukahiko, University of Hawai’i, College of Education
- David Stinson, Georgia State University, College of Education
- Minerva S. Chávez, California State University, Fullerton, Department of Secondary Education
- Katy Smith, Northeastern Illinois University, Educational Inquiry and Curriculum Studies
- Gail Tang, University of La Verne, Department of Mathematics
- Craig Howley, Ohio University, Patton College of Education
- Rodrigo Jorge Gutiérrez, University of Maryland, College of Education
- Erin Turner, University of Arizona, Department of Teaching, Learning and Sociocultural Studies
- Tom Pedroni, Wayne State University, College of Education
- Donna Vukelich Selva, Edgewood College, School of Education
- Michelle Fine, City University of New York, The Graduate Center
- Maria McKenna, University of Notre Dame, Department of Africana Studies
- E. Wayne Ross, University of British Columbia, Department of Curriculum and Pedagogy
- Noah De Lissovoy, The University of Texas at Austin, Dept. of Curriculum and Instruction
- Eugenia Vomvoridi-Ivanovic, University of South Florida, Department of Secondary Education
- Bree Picower, Montclair State University, College of Education and Human Development
- Beatriz S. D'Ambrosio, Miami University, Dept. of Mathematics
- Celia Oyler, Teachers College, Dept. of Curriculum and Teaching
- Jesse Senechal, Virginia Commonwealth University, Metropolitan Educational Research Consortium
- Ira Shor, City University of New York, The Graduate Center
- Thomas G. Edwards, Wayne State University, College of Education
- Christine Sleeter, California State University—Monterey
- Jessica Shiller, Towson University, Dept. of Instructional Leadership and Professional Development
- Deb Palmer, University of Texas at Austin, Department of Curriculum and Instruction
- Maren Aukerman, Stanford University, Graduate School of Education
- Christine Yeh, University of San Francisco, School of Education
- A. Lin Goodwin, Teachers College, Columbia University
- Stuart Chen-Hayes, Lehman College, School of Education
- Lee Bell, Barnard College, Program in Education
- Diane Horwitz, DePaul University, College of Education
- Gary Anderson, New York University, Steinhardt School of Culture, Education, and Human Development
- Patrick Camangian, University of San Francisco, School of Education
- Antonia Darder, Loyola Marymount University, School of Education
- Lesley Bartlett, Columbia University, Teachers College
- Sandy Grande, Connecticut College, Education Department
- Michelle Gautreaux, University of British Columbia, Dept. of Curriculum Studies
- Kathryn Herr, Montclair State University
- Emily Klein, Montclair State University
- Craig Willey, IUPUI, Indiana University School of Education
- Swapna Mukhopadhyay, Portland State University, Graduate School of Education
- Kiersten Greene, State University of New York at New Paltz, School of Education
- Stuart Greene, University of Notre Dame, Department of English and Africana Studies
- Horace R. Hall, DePaul University, College of Education
- Lois Weiner, New Jersey City University, Dept. of Elementary and Secondary Education
- Gustavo E. Fischman, Arizona State University, Mary Lou Fulton Teachers College
- Amy Feiker Hollenbeck, DePaul University, College of Education
- Rebecca A. Goldstein, Montclair State University, College of Education and Human Services
- Enora Brown, DePaul University, College of Education
- Sangeeta Kamat, University of Massachusetts—Amherst, College of Education
- Stephanie Farmer, Roosevelt University, Dept. of Sociology
- Ron Glass, University of California, Santa Cruz, Center for Collaborative Research for an Equitable California
- Karen Monkman, DePaul University, College of Education
- Lisa Edstrom, Barnard College, Barnard Education Program
- Daniel S. Friedrich, Columbia University, Teachers College
- Marjorie Siegel, Columbia University, Teachers College
- Alan Singer, Hofstra University, Department of Teaching, Literacy and Leadership
- Barbara Winslow, Brooklyn College, Secondary Education
- Maria Hantzopoulos, Vassar College, Dept. of Education
- Sharon Whitton, Hofstra University, Department of Teaching, Literacy and Leadership
- Jim Brown, Wayne State University, College of Education
- Linda McSpadden McNeil, R ice University, Center for Education
- Matthew Weinstein, University of Washington-Tacoma, Secondary Science Program
- Victoria Trinder, University of Illinois at Chicago, College of Education
- Marie Ann Donovan, DePaul University, College of Education
- Rosalyn Baxandall, City University of New York, Labor School
- Amira Proweller, DePaul University, College of Education
- Judith S. Kaufman, Hofstra University, Department of Teaching, Literacy and Leadership
- Gregory Smith, Lewis & Clark College, Graduate School of Education
- David Forbes, Brooklyn College, School of Education
- Lois Weis, University at Buffalo, SUNY, Graduate School of Education
- Monica Taylor, Montclair State University, College of Education and Human Services
- Norma Lopez-Reyna, University of Illinois at Chicago, College of Education
- Gloria Alter, DePaul University, College of Education
- Miguel Zavala, California State University, Fullerton, Department of Secondary Education
- Barbara Madeloni, University of Massachusetts Amherst, School of Education
- Arnold Dodge, Long Island University/C.W.Post Campus, Department of Educational Leadership and Administration
- William Ayers, University of Illinois at Chicago, College of Education (retired)
- Peter Taubman, Brooklyn College, Dept. of Secondary Education
- Susan Gregson, University of Cincinnati, College of Education, Criminal Justice, and Human Services
- Jackie Wiggins, Oakland University, Department of Music, Theatre, and Dance
- Tema Okun, National Louis University, Dept. of Educational Leadership
- Bill Hoecker, DePaul University, College of Education
- Judith Gouwens, Roosevelt University, College of Education
- Carl B. Anderson, Penn State University, Dept. of English
- Mari Ann Roberts, Clayton State University, Dept. of Teacher Education
- Isabel Nuñez, Concordia University, Center for Policy Studies and Social Justice
- Renee A. Middleton, Ohio University, The Patton College of Education
- Regina Sievert, Salish Kootenai College, Division of Education
- Jennifer Alexander, Richard J. Daley College, Business Department
- Sunshine Campbell, The Evergreen State College
- Marvin Hoffman, University of Chicago, Urban Teacher Education Program
- Chris Brown, University of Texas at Austin, College of Education
- Nancy Lesko, Teachers College, Department of Curriculum and Teaching
- Florence R. Sullivan, University of Mass., Amherst, College of Education
- K. Wayne Yang, University of California, San Diego, Dept. of Ethnic Studies
- Elizabeth Meadows, Roosevelt University, College of Education
- Benay Blend, Central New Mexico Community College, Humanities Dept.
- Nekaiya Herring, University of North Dakota, Dept. of Social Work
- Karen Graves, Denison University, Department of Education
- Lilia Monzo, Chapman University, College of Educational Studies
- Karen Gourd, University of Washington, Bothell, Education Program
- Jeff Bloom, Northern Arizona University, College of Education
- Aisha El-Amin, University of Illinois at Chicago, College of Education
- Eric Toshalis, Lewis & Clark College, Graduate School of Education and Counseling
- Diane Levin, Wheelock College, Early Childhood Education
- Brian Horn, Illinois State University, College of Education
- Scott Ritchie, Kennesaw State University, Department of Elementary and Early Childhood Education
- Ann K. Schulte, California State University, Chico, School of Education
- William T. Trent, University of Illinois, Urbana-Champaign, Department of Educational Policy, Organization and Leadership
- Morna McDermott, Towson University, College of Education
- Susan Roberta Katz, University of San Francisco, School of Education
- Susan Wray, Montclair State University, Dept. of Early Childhood, Elementary and Literacy Education
- Sandra M. Gonzales, Wayne State University, College of Education
- Cindy Lutenbacher, Morehouse College, Dept. of English
- Mark Nagasawa, Erikson Institute
- Wendy Luttrell, City University of New York, The Graduate Center
- Mary Rapien, Bristol Community College, Division of Mathematics, Science and Engineering
- Carolyne J. White, Rutgers University, Department of Urban Education
- Isaura B. Pulido, Northeastern Illinois University, College of Education
- Bill Watkins, University of Illinois at Chicago, College of Education
- Michelle Parker-Katz, University of Illinois at Chicago, College of Education
- Barbara Morgan-Fleming, Texas Tech University, Curriculum & Instruction
- Emma Haydée Fuentes, University of San Francisco, School of Education
- Joel Westheimer, University of Ottawa, Faculty of Education
- Brian D. Schultz, Northeastern Illinois University, College of Education
- Sumi Cho, DePaul University, College of Law
- Therese Quinn, University of Illinois at Chicago, School of Art and Art History
- John Rogers, UCLA, Graduate School of Education and Information Studies
- Kathleen McInerney, Saint Xavier University, ESL/Bilingual Education Program
- Linda Christensen, Lewis and Clark College, Oregon Writing Project
- Elizabeth Skinner, Illinois State University, School of Teaching & Learning
- G. Sue Kasun, Utah State University, Teacher Education and Leadership
- Paul Gomberg, Chicago State University, Department of Criminal Justice, Philosophy, and Political Science
- Andrea S. White, Kenyon College, Psychology Department
- Sandra Yarema, Wayne State University, College of Education
- Michelle Maher, Oregon State University, Teacher and Counselor Education Dept.
- Todd Alan Price, National Louis University, College of Education
- Sarah Robbins,TCU, English Department
- Eve Tuck, State University of New York at New Paltz, School of Education
- John Duffy, National Louis University, Teacher Education (retired)
- Suzanne Baker, Denison University, Department of Education
- Anneli Frelin, University of Gävle, Faculty of Education and Business Studies
- Mara Sapon-Shevin, Syracuse University, School of Education
- Ryan McCarthy, Wilbur Wright College, English Department
- Randi Ploszaj, Wilbur Wright College, English Department
- Bill Marsh, Wilbur Wright College, English Department
- Cydney Topping, Wilbur Wright College, English Department
- Simeon Stumme, Concordia University, Center for Policy Studies and Social Justice
- Daryl Dugas, Northern Illinois University, College of Education
- Daniel McNamara, Wilbur Wright College, English Department
- Judith Reed, Keene State College, Education Program
- Marilyn Frankenstein, University of Massachusetts/Boston, College of Public and Community Service
- Ellen Ellsberg Edge, Keene State College, Child Development Center
- Tom Bassarear, Keene State College, Department of Education
- Judy Lister, Keene State College, Education Department
- Lee Shumow, Northern Illinois University, Leadership, Educational Psychology & Foundations Department
- Carolyn Vander Schee, Northern Illinois University, Leadership, Educational Psychology & Foundations Department
- Janet Lorch, National Louis University, Elementary and Middle Level Teacher Education
- Angela Valenzuela, University of Texas-Austin, College of Education
- Karyn Sandlos, School of the Art Institute of Chicago, Art Education Department
- Joan Wynne, Florida International University, Leadership & Professional Studies
- Omar Perez Riveros, University of Cambridge, Department of Psychology
- Dana Fusco, York College, Department of Teacher Education
- Leigh Patel, Boston College, Lynch School of Education
- Mirka Koro-Ljungberg, University of Florida, School of Human Development and Organizational Studies in Education
- Jermaine Soto, Syracuse University, Cultural Foundations of Education
- Dorene Ross, University of Florida, College of Education
- Molly A. Swick, Northern Illinois University, College of Education
- Lori Chajet, City University of New York, The Graduate Center
- Savannah Shange, University of Pennsylvania, Graduate School of Education & Africana Studies
- Mary Ann Ryan, Chicago State University, English Department
- Daniel McNamara, Wright College, English Department
- Arthur B. Powell, Rutgers University—Newark, Department of Urban Education
- Caitlin Cahill, Pratt Institute, Dept of Social Sciences & Cultural Studies
- Sari Knopp Biklen, Syracuse University, Cultural Foundations of Education
- Dayna Cunningham, MIT, Dept. of Urban Studies and Planning
- Jennifer Cannon, University of Massachusetts Amherst, Teacher Education and Curriculum Studies Dept.
- Dani O’Brien, University of Massachusetts Amherst, College of Education
- Amy Shuffelton, Concordia University, School of Education
- Kate Sheesh, Hunter College (CUNY), Psychology Dept.
- Sandra Schmidt, Columbia University, Teachers College
- Noah Asher Golden, Chapman University, College of Educational Studies
by ctu communications | February 28, 2014
CHICAGO—The Chicago Teachers Union (CTU) supports the teachers and parents at Thomas Drummond Montessori School who announced today their intent to boycott the Illinois Standards Achievement Test (ISAT). The union was notified by a group of teachers at Drummond this morning who will not administer next week's ISAT.
Some teachers at Drummond will join Maria Saucedo Scholastic Academy as the second school this week with educators taking action against this “low-stakes” standardized test. Saucedo teachers announced on Tuesday their intent to boycott the ISAT.
“This second [school with boycotting teachers] is evidence that more and more educators continue to take a principled stand against harmful tests and in support of their parents and students,” said CTU VP Jesse Sharkey. “The CTU supports these teachers and calls on the district to stop making threats to parents and educators who are trying to restore some sanity to the education system.”
The Drummond teachers boycotting the ISAT are holding a press conference this afternoon regarding their decision. The CTU commends these members and pledges continued support and representation in the event of any retaliatory adverse action CPS may take against them.
WHO: CTU Vice President Jesse Sharkey and Thomas Drummond Montessori School parents and teachers.
WHAT: Press conference to announce the decision of some Drummond teachers to boycott the Illinois State Achievement Test and highlight for the district the failure of a narrow, test-based approach to education that stifles creativity and undermines the efforts of teachers to develop engaged, curious and lifelong learners.
WHEN: Friday, February 28, at 4 p.m.
WHERE: Thomas Drummond Montessori School, 1845 W. Cortland St., Chicago, IL 60622
by ctu communications | February 28, 2014
CHICAGO – The Chicago Teachers Union will lead the second largest team in the Polar Plunge for the Special Olympics on Sunday, March 2nd at North Avenue Beach. As part of “Team CTU,” about 50 special education teachers, union officials and others will don “CTU red” and jump into the icy lake to raise funds for Special Olympics Chicago.
“We are proud of the strides that children living with disabilities and their parents make every day, and this is our chance to give back to them outside of the classroom,” said Kristine Mayle, CTU’s financial secretary and a former special education teacher.
CTU members are participating in the Plunge this year to raise funds for this worthy cause and to raise awareness of the approximately 4,000 CTU members that serve as special education teachers for the nearly 40,000 students with special needs in the CPS system. Many CTU members also dedicate countless hours after school and on weekends to coaching Special Olympic athletes.
Team CTU is not only the second largest team, but as of the evening of March 1, is in the top 10 in fundraising out of 334 teams! Please consider a donation to get us even higher!!
Special Children's Charities/Special Olympics Chicago 2014 Polar Plunge
Sunday, March 2 at 10 a.m., North Avenue Beach
Team CTU, the second largest team in this year's Plunge, is in the 11:30 a.m. wave. Look for our CTU Red!
For more information on Special Olympics Chicago, visit sochicago.org
See you in the water!!
by karen lewis - ctu president | February 26, 2014