Indiana

IPS teachers push for more pay through 'Elevate IPS'

PHOTO: Scott Elliott
Last year, more than 150 IPS teachers assembled teacher compensation plans for a fictional school district from a variety of policy options as part of a TeachPlus event. Now teachers are pushing to try new strategies to raise teacher pay.

Tina Ahlgren started getting nervous last year as she sifted through lists of names of Indianapolis Public Schools teachers who had decided not return for another year without a raise.

The Shortridge High School math teacher — IPS’s 2014 teacher of the year — said she was disappointed but not surprised to see some of her highest-performing colleagues on a list of resignations — including a finalist for the prestigious Hubbard Life-Changing Teacher Award.

“It wasn’t the new teachers, or the ones who can’t cut it,” Ahlgren said. “It wasn’t the retirees. It was the middle people … who had really tried to stick it out after five years of no increase. That’s scary.”

Ahlgren is leading a new coalition of both union and nonunion teachers called “Elevate IPS.” The group is advocating for a pay raise in next year’s contract, which if approved would be the first in more than five years.

The goal is preventing another exodus of IPS teachers to nearby districts — where the pay can be as much as 10 to 25 percent higher — and keeping good teachers in the classrooms with some of the city’s neediest children.

“It’s not even about retaining or getting quality teachers,” Ahlgren said. “We’re having trouble getting warm bodies in IPS. We really need to help close this pay gap. When we lose people, we’re losing our best people.”

Superintendent Lewis Ferebee, who has previously said he wants to give teachers a raise, said he is encouraged by the group and wants to work with them to find ways to improve pay. Union president Rhondalyn Cornett also said she supported it at a recent board meeting.

This year, Ferebee said, the district couldn’t afford the recurring cost that an across-the-board raise to base salaries would bring. So instead IPS’s contract with the union gave teachers a one-time, $1,500 performance bonus.

“Seeing a group of teachers come together around this could be huge for IPS,” Ferebee said. “Having an organized group of teachers outside of the (union) bargaining unit is very fascinating because we haven’t had that in the past. Anything and everything we can do to address compensation, I’m on board.”

But state budget changes still looming in the legislature could scuttle Ferebee’s plan to work a raise into the budget. Lawmakers are still in the process of approving the state’s next two-year budget.

The district stands to lose $18 million or more if changes to the state’s funding formula changes approved by the House last month become law. The Senate has not yet approved a budget and those numbers are likely to change.

But will they change enough for teachers to get a raise? Ferebee is worried about how the legislature’s decisions could affect the district’s bottom line, and could block efforts to pay raises.

“I’m not saying it will stop our work,” Ferebee said, “but it definitely compromises our ability to do so.”

Teachers who are part of Elevate IPS hope to make an appearance at the Statehouse before the budget negotiations are finalized. Ferebee said he wants to join them.

“I think that we need those same teachers with me when I’m testifying on the floor talking to legislators about our progress,” Ferebee said.

Harshman Middle School teacher Madeline Mason, one of 10 finalists for IPS’s Teacher of the Year award, urged board members to take the issue seriously when she spoke in front of the IPS school board last week on the group’s behalf.

“We’re about moving away from complaining in the hallways and in the teachers lounge and actually about taking action,” Mason said.

But IPS school board member Sam Odle said teachers are going to need to support the district making some tough spending cuts over the next few years if they want raises.

“The legislature is going to give us less money,” Odle said. “The option isn’t for us to print our own.”

Negotiations over a new contract with the union won’t take place again until next fall. But Ahlgren said it’s important for teachers who may be considering leaving the district to learn sooner rather than later if they can expect an increase in pay. Board members last summer said they were concerned when a sea of late resignations flooded in just before the school year.

Even an incremental increase would be appreciated, Ahlgren said, to slow the growing earnings gap between teachers in IPS and nearby districts.

A 2010 study by Teach Plus called “The Cost of Loyalty” found that a teacher who stays at IPS for 25 years stands to lose about $235,000 over a lifetime compared to a colleague in the same position less than 10 miles away in Decatur Township.

“We know that IPS can’t make up a $14,000 pay gap in one contract,” Ahlgren said. “It’s going to take a show of faith of a significant step in the right direction.”

Teacher pay can have real impact on student learning, the group says.

An inability to recruit teachers leads to vacancies, Ahlgren said. As recently as mid-March the district had about 65 unfilled teaching positions.

“At the elementary level when there’s teachers missing, the classrooms get consolidated and you end up with bigger class sizes,” Ahlgren said. “At the high school level, we just set permanent substitutes who may not be licensed or qualified.”

Effective teachers are also heavily recruited by other districts.

School 39 teacher Abby Taylor, who has been moved eight times to teach at different schools during her nine years in IPS, said it’s becoming harder and harder each year to stay with the district without a raise. She said she sometimes gets an offer to leave as often as every week.

“When word gets around you are a leader in your building, they’re going to ask you to come,” said Taylor, who is a member of Elevate IPS.

But the kids keep Taylor in IPS — for now.

“It shouldn’t have to be a choice between your family at home and your school family,” Taylor said. “We’re choosing both. We can’t do that forever.”

Top 10

From forest preschools to a secret apology, here are Chalkbeat Colorado’s must-read stories of 2018

PHOTO: Ann Schimke/Chalkbeat
Megan Patterson works with children to make a dam in a creek during a recent "forest school" class.

We spend a lot of time at Chalkbeat chasing the news to keep our readers informed about controversial policy changes, fast-moving debates, and late-breaking decisions.

But we also relish the opportunity to dig deep into issues affecting students and families, shine light on innovative ideas, and hear from dedicated educators making a difference. With that in mind, we’ve gathered 10 of our best stories from 2018.

These stories don’t necessarily chronicle the biggest education issues of 2018, from teacher walkouts to unprecedented state interventions. But they are stories we think are important and insightful, and that we enjoyed reporting and writing. We hope you enjoy reading them.

No walls: Forest preschools let kids run free, but can they change to reach diverse families?

One day this past summer, about a dozen children frolicked by a Jefferson County creek — making pretend tea in small metal buckets, and building dams with sticks and mud.

They were students at Worldmind Nature Immersion School, where children spend all their time outside. So-called forest preschools like Worldmind are beloved by many families but face significant regulatory and logistical barriers in expanding their footprint nationwide. Here in Colorado, a pilot program could lead a new kind of child care license designed for them.

And being licensed could help the schools confront another problem: a lack of diversity among their students. Read more.

Colorado was never ranked 46th for teacher pay. Does this change the debate?

It was an oft-cited statistic: that Colorado, despite its booming economy, ranked 46th in the nation for teacher pay. The eye-popping number found its way onto social media posts and signs at massive teacher rallies last spring. News outlets latched on to it, too.

But it was wrong. Colorado was actually ranked 30th in the nation.

Our story breaks down how the mistake happened (hint: a new data system, an unrevised report) — and how groups with different agendas seized on the snafu to score points. Read more.

This is the letter of apology that Adams 14 leaders never sent

The Adams 14 district in Commerce City is arguably the most troubled and low-performing in Colorado. Just last month, state officials directed Adams 14 to hire an external manager to oversee the district’s operations for at least the next four years.

Back in September, Adams 14 officials considered taking a rare step: saying sorry to the community. But an apology letter was never signed nor sent out.

Chalkbeat obtained a copy of the letter, which makes mention of “various and conflicting priorities, coupled with constant turnover and organizational disarray.” Read more.

Rising test scores and dwindling trust: Denver’s Tom Boasberg leaves a complicated legacy

Colorado’s largest school district experienced a big change this year when longtime leader Tom Boasberg announced he would step down after nearly 10 years in Denver Public Schools.

Because of his school improvement strategies — some of which were controversial and heightened tensions with the community — the district that the new superintendent, Susana Cordova, will inherit in January is vastly different than it was a decade ago.

One tangible difference: Schools that once served as anchors of the community but struggled academically have been closed or replaced. That disappearance was on display on one of Boasberg’s last days, when he held his cell phone close to his mouth and enunciated each word so his GPS would understand his direction: “Montbello High School.” Read more.

Parents in one Aurora high school are visiting classrooms and giving teachers feedback

Like many schools in Colorado, Aurora’s Rangeview High School has a test score gap between white and black students. But the assistant principal there came up with a unique way to try to address it: by inviting black parents to visit classrooms and observe how students are — or are not — engaging with the teacher’s lesson, and then provide suggestions for improvement.

“We give true and honest feedback,” said one parent involved, “if they looked or appeared comfortable, how they interacted with the environment, the temperature of the room.”

Although the assistant principal considers the African American Parent Committee an experiment, she said it’s generating uncomfortable but necessary conversations. Read more.

How education reform became a wedge issue among Colorado Democrats this election year

For years, more moderate Democrats, often working in unison with like-minded Republicans, championed education reform efforts ranging from school choice to holding educators accountable for student performance.

But partly because of backlash against President Donald Trump and his education secretary, those strategies no longer fly with many Democrats — especially left-leaning Democrats who see them as undercutting public education and devaluing the work of teachers.

That sentiment was palpable in Colorado’s Democratic gubernatorial primary, and could shape the next legislative session, which starts in January. “Education is the issue that really stands to divide the left in a very substantial way,” one observer said. Read more.

How a Colorado school district turned things around at 10,000 feet above sea level

School improvement efforts look a little different high in the Rocky Mountains. While many of the strategies used by the 1,000-student Lake County school district are familiar to urban settings, they’ve been retrofitted to meet the needs of a district that’s 100 miles west of Denver.

For example, instead of firing teachers and principals who weren’t accelerating student learning fast enough, the district adopted a new curriculum and gave its teachers lots of training.

“The belief that the people are the problem is wrong,” the superintendent said. “Our teachers are professionals, and we believe in them. We’re proving that there is a framework or a pathway for rural schools to improve that’s about building capacity within your own community.” Read more.

7 things to know about how Colorado schools punish their youngest students

After state lawmakers rejected a bill to limit the use of suspensions in the earliest grades, Chalkbeat wanted to know more about the early childhood discipline landscape in Colorado. Data from the Colorado Department of Education revealed several trends.

Among them: Young black boys are suspended at disproportionate rates. Some rural school districts have the highest early childhood suspension rates in the state.

And despite nationwide debate about the impact of harsh discipline on young children and local efforts to bring the numbers down, suspensions in the early grades are actually going up. Read more.

In Denver’s gentrifying neighborhoods, some middle-class parents are avoiding the school down the block

Many neighborhoods in Denver are gentrifying, with middle-class families moving into what have historically been working-class communities. That type of demographic shift could easily lead to neighborhood schools that are more integrated by family income and race.

But that doesn’t always happen in Denver. Instead, data show that wealthier families – more often than low-income families – are using Denver Public Schools’ universal school choice process to send their kids to schools elsewhere in the city.

That’s a problem because research shows integrated schools boost test scores for students from low-income families without lowering the scores of those from wealthier ones. Denver officials want to see those benefits, but allowing parents to choose may be thwarting them. Read more.

Why this Colorado principal hand delivers birthday cards to more than 2,000 students and staff

Northglenn High School Principal Sharee Blunt is Colorado’s 2018 School Principal of the year — but perhaps even more impressive is the enormous number of birthday cards she hand delivers each year. If you’re one of those people who can barely remember your spouse’s birthday, you’ll be floored by Blunt’s annual feat.

In our interview with Blunt, part of Chalkbeat’s “How I Lead” Q&A series with distinguished school leaders, she talks about what she realized after a mother’s emotional reaction, and why she gave a teacher a pass during a lesson that went awry. Read more.

union power

Charter teachers won big in nation’s first strike. What now?

PHOTO: Yana Kunichoff / Chalkbeat
Teachers from Acero charter schools in Chicago protest stalled negotiations Oct. 24, 2018, as they readied to vote on authorizing a strike.

Some 500 unionized teachers joined in the nation’s first charter strike last week, and succeeded in negotiating wage increases, smaller class sizes and a shorter school day. Their gains could foreshadow next year’s citywide contract negotiations — between the Chicago Teachers Union, with its contract expiring in June, and Chicago Public Schools.

“The issue of class size is going to be huge,” said Chris Geovanis, the union’s director of communications. “It is a critically important issue in every school.”

Unlike their counterparts in charters, though, teachers who work at district-run schools can’t technically go on strike to push through a cap on the number of students per class. That’s because the Illinois Education Labor Relations Act defines what issues non-charter public school teachers can bargain over, and what issues can lead to a strike.

An impasse on issues of compensation or those related to working conditions, such as length of the school day or teacher evaluations, could precipitate a strike. But disagreements over class sizes or school closures, among other issues, cannot be the basis for a strike.

The number of students per class has long been a point of contention among both district and charter school teachers.

Educators at Acero had hopes of pushing the network to limit class sizes to 24-28 students, depending on the grade. However, as Acero teachers capped their fourth day on the picket line, they reached an agreement with the charter operator on a cap of 30 students — down from the current cap of 32 students.

Andy Crooks, a special education apprentice, also known as a teacher’s aide, at Acero’s Sor Juana Inés de la Cruz school and a member of the teachers bargaining team, said that even having two fewer students in a classroom would make a huge difference.

“You really do get a lot more time with your students,” Crooks said. “And if you are thinking about kindergarten in particular, two less 5-year-olds really can help set the tone of the classroom.”

In district-run schools, classes are capped at 28 students in kindergarten through third grade, and at 31 students in fourth through sixth grade. But a survey by the advocacy group Parents 4 Teachers, which supports educators taking on inequality, found that during the 2017-2018 school year, 21 percent of K-8 classrooms had more students than district guidelines allowed. In 18 elementary school classrooms, there were 40 or more students.

The issue came up at last week’s Board of Education meeting, at which Ivette Hernandez, a parent of a first-grader at Virgil Grissom Elementary School in the city’s Hegewisch neighborhood, said her son’s classes have had more than 30 students in them. When the children are so young and active — and when they come into classrooms at so many different skill levels — “the teachers can’t handle 30 kids in one class,” she told the board.

Alderman Sue Garza, a former counselor, accompanied Hernandez. She also spoke before the board about classroom overcrowding — worrying aloud that, in some grades at one school in particular, the number of students exceeded the building’s fire codes. (Board chair Frank Clark said a district team would visit the school to ensure compliance fire safety policies.)

While the Chicago Teachers Union aren’t technically allowed to strike over class sizes, the union does have a history of pushing the envelope when it comes to bargaining.

Back in 2012, when the Chicago Teachers Union last went on strike, they ended up being able to secure the first limit on class sizes in 20 years because the district permitted the union to bargain over class size.

They also led a bargaining campaign that included discussion over racial disparities in Chicago education and school closures, arguing that these trends impacted the working conditions of teachers.

“Even if you can’t force an employer to bargain over an issue, you can push them to bargain over the impact of an issue,” Bob Bruno, a labor professor at the University of Illinois at Champaign-Urbana, explained.

The Chicago Teachers Union also emerged from its 2012 negotiations with guarantees of additional “wraparound services,” such as access to onsite social workers and school counselors.