career oriented

Newark looks to build school-to-work ‘pipeline’ by boosting vocational education

PHOTO: Patrick Wall
Monique Baptiste-Good (left), vice president of programs for Newark Alliance, and Erin Sweeney, executive director of Schools That Can Newark, helped launch a new coalition devoted to expanding vocational education in Newark.

Newark has an employment problem — and the school district wants to help.

While more than half of jobs in the city pay more than $40,000 annually, just 10 percent of those jobs go to Newark residents. Instead, most Newarkers have lower-paying jobs, while about 8 percent are unemployed.

The mayor has targeted local employers, challenging them last year to hire 2,020 Newark residents by 2020. Now, the school system is focused on the other side of the equation: training workers.

“We can hire more Newark residents,” said interim schools Superintendent Robert Gregory, “but we need to make sure that they’re prepared for the positions that they step into.”

To do that, Newark Public Schools is looking to strengthen and expand its vocational programs — also called “career and technical education,” or CTE — that provide students with in-demand job skills and sometimes even college credit by the time they graduate high school. Many Newark high schools advertise programs in fields ranging from carpentry and engineering to cosmetology and the performing arts, but some disappeared after teachers left and many are not recognized by the state.

Gregory said he wants to “revamp” the district’s vocational offerings so that there’s a “seamless pipeline” from schools to jobs — whether students choose to enter the workforce right after high school, attend college, or get specialized job training. To oversee the effort, the district recently brought on Chamiris Mantrana, a former teacher and vice principal at Technology High School who began her career as a chemical engineer. She said that, just a few years ago, vocational education got scant attention from the district.

“Then all of a sudden,” Mantrana said, “we’re back again.”

It won’t be easy to shore up the district’s vocational programs. Many schools struggle to find qualified teachers with up-to-date industry skills, and to offer programs matched to the demands of local employers. Meanwhile, the county-run vocational and technical, or “vo-tech,” schools offer selective programs that lure away many of the district’s top students.

To help navigate those challenges, the district has joined a new coalition of Newark industry and education leaders called the Newark CTE Network. The group, which hopes to steer more students into high-quality vocational programs, held its first meeting Monday.

It was founded after regional employers complained that they couldn’t find workers for “middle-skill” jobs — electricians, dental hygienists, or crane operators, for instance — that require specialized skills but not four-year college degrees, said Monique Baptiste-Good, vice president of programs for Newark Alliance, who co-founded the network with the nonprofit, Schools That Can Newark. At the same time, many schools are unsure what types of vocational programs to offer, Baptiste-Good added.

“Right now, a lot of institutions are just researching online,” she said. “There’s no reason for that when you’ve got industry leaders right here.”

The network’s inaugural meeting was held in the downtown offices of the Newark Alliance, a nonprofit that promotes the city’s economic revitalization. About a dozen people gathered in a sixth-floor conference room including Mantrana, her counterparts at the county and the state education department, and representatives of local education-focused nonprofits and employers.

Most agreed that a top challenge is attracting qualified teachers, who must have a special CTE certificate issued by the state. Individuals who have studied or worked in certain industries can get provisional teaching certificates, but they must then undergo two years of classroom supervision and coursework to become fully certified.

Convincing skilled workers to switch to a lower-paid profession with a demanding certification process all to teach teenagers is not easy, several people said. Dicxiana Carbonell, assistant superintendent of the Essex County vo-tech district, which serves about 2,200 students across four high schools and adult-education programs, said she recently interviewed a prospective automotive-technology teacher. An automotive technician for BMW, the interviewee’s current salary topped $150,000.

“How do we compete with that?” she said.

The difficulty of finding qualified teachers can lead schools to offer vocational courses based on their teachers’ certifications, rather than employer demands. Gregory, the interim superintendent, said the district has “a lot of archaic CTE programs that are not mapped to current industries.”

And while several of the system’s roughly 15 high schools offer CTE classes in areas including dentistry, the performing arts, and telecommunications, only a handful have programs that meet the state’s stringent requirements, said Mantrana, who became the district’s special assistant for CTE earlier this year. (The requirements include at least three sequential courses, a combination of classroom and hands-on learning experiences, and a culminating skills assessment.)

The district is looking to create more state-approved programs, which would make them eligible to receive federal funding that could be used to buy updated equipment and curriculum materials. Officials want those programs to tap into local job markets. For instance, Gregory said, the district is launching a transportation and logistics program that could help prepare students to work at the nearby ports, which have been criticized for hiring few local workers.

To design the new programs, the district has turned to local universities such as Rutgers and New Jersey Institute of Technology. It has also partnered with the group Schools That Can Newark, a nonprofit focused on real-world learning.

A couple years ago, the group helped West Side High School build an advanced manufacturing program from scratch — a labor-intensive process that involved finding a curriculum, setting up mentoring and internship opportunities, and establishing an advisory committee with industry representatives.

Now the group is partnering with other high schools, advising the district on its CTE strategy, and helping lead the Newark CTE Network. Its goal is for every Newark high-school student to have the chance to take high-quality vocational classes that lead to well-paying jobs, said Erin Sweeney, the group’s executive director.

“You should have employers that are lined up,” she said, “ready to grab those kids when they graduate.”

Charter strike

Chicago’s second charter strike ends with pay wins for teachers and paraprofessionals

PHOTO: Yana Kunichoff
Teachers and supporters march in front of Chicago International Charter Schools' corporate offices on the fifth day of the strike.

Chicago’s second charter school strike ended early Monday with the teachers union winning concessions on pay raises for teachers and paraprofessionals that will put their salaries on par with educators at non-charter schools.

Under the deal, reached overnight after two weeks without classes, the union said Monday that teachers at four Chicago International charter schools, known as CICS, will see an immediate 8 percent pay bump. Over the next four years, their salaries will rise more substantially.

Paraprofessionals will be brought up to district pay scales immediately, the union said.

Students and teachers at the four schools, are managed by Civitas Education Partners, will return to class Tuesday. CICS oversees 14 schools in all a complex organization that includes multiple managers.

The deal ends the the latest display of the Chicago Teachers Union’s organizing muscle ahead of several high-stakes contract negotiations, including contract with Chicago Public Schools that expires in the spring, and several other charter contracts still in talks.

The contract will apply only to the four schools that have a union and were on strike: Northtown Academy, Ralph Ellison, Wrightwood, and Chicago Quest. But a spokesperson for CICS said Monday that the organization was “committed to equity” across its other 10 campuses and is in internal discussions about how the bargaining will impact teachers and classrooms at its non-unionized schools.

CICS had warned during the strike that it could face bankruptcy if it implemented all of the union’s demands. In a statement Monday, the network said that the issue of “limited funding” was an “unfortunate reality in public education.”

“In order to pay for such a significant salary increase, we will be forced to make certain cuts and compromises,” the statement said. “For example, we will likely need to limit the number of instructional coaches, assistant principals and other valuable support staff members.”

The tentative agreement brings to an end a contentious nine-day strike that started with picket lines and escalated late last week when dozens of teachers blocked the lobby of the Loop high-rise housing the offices of accounting firm PricewaterhouseCoopers. The board president of CICS, Laura Thonn, is a partner in the Chicago offices of the firm.

Friday also was payday for teachers, who received substantially smaller checks than they would have had they been working.

The teachers union and CICS said that the tentative agreement also guarantees assistants in kindergarten, first-, and second-grade classrooms; paid parental leave for teachers; and a slightly shorter work day. The tentative agreement cuts the workday by 15 minutes but does not reduce instructional time, CICS said Monday.

One sticking point was also class size. The tentative agreement sets a “goal” of 28 students per class with a clause that limits class sizes to 30. Overcrowding at district schools has been a point of intensifying discussion this year, too, with a new report from the group Parents 4 Teachers showing that more than 1,000 classrooms in kindergarten through eighth-grade in Chicago have more than 30 students.

“We have finally won a contract that our schools, students, and our staff deserve,” said Jen Conant, a CICS Northtown teacher and member of the bargaining team.

The tentative contract will now go to the broader union membership for a vote.

Charter strike

On Chicago charter strike, how far will the teachers union go?

PHOTO: Yana Kunichoff / Chalkbeat
Picket signs used by protesting strikers from the Chicago International Charter Schools, who were targeting charter network CEO Elizabeth Shaw on Feb. 11, 2019.

Chicago’s second charter strike has now stretched over nine days. Beyond picket lines and hashtags on social media, the Chicago Teachers Union has blocked a lobby of a Loop high rise, delivered labor-themed Valentines to Mayor Rahm Emanuel’s office at City Hall, and even wrangled appearances from the Rev. Jesse Jackson and Illinois Sen. Tammy Duckworth.

How hard will the union push and what’s at stake in its efforts to win a new contract for teachers?

Related: Multiple CEOs, multiple layers: Strike puts charter management under microscope

It could be the future of charter organizing in Chicago, experts say. A victory could “buoy a local wave of new charter school strikes,” said Bob Bruno, director of the Labor Education Program at the University of Illinois at Urbana-Champaign. But if the contract doesn’t bring home the goods, failure could cast a pall over future organizing at dozens of Chicago charters — and untold numbers elsewhere.

Bruno expects in coming days to see increased pressure on members of Chicago International’s board, and possibly even a civil disobedience confrontation that ends in arrests. “They’ll look for ways to demonstrate that the ownership and leaders of this charter operator are not people who are invested in schools,” Bruno said, while “looking for ways to move the employer at the bargaining table.”

But the union’s strategy is risky.

Private employers can permanently replace strikers because its teachers are governed by the National Labor Relations Act, not the Illinois Labor Relations Act which protects public employees.

Chicago International, where teachers at four schools are on strike, has dug in its heels, arguing that granting union demands would bankrupt the network within a few years. “They want a compensation that is fiscally irresponsible for us to agree to,” said LeeAndra Khan, CEO of Civitas Education Partners, one of a handful of management companies contracting to run some of the network’s 14 schools.

The strike also comes in the final weeks of Chicago’s mayoral election. The union has backed Cook County Board President Toni Preckwinkle for mayor, but critics wonder if the union’s effort in maintaining the strike means it’s paying less attention to getting Preckwinkle into office.

But the union has tried-and-true tactics, Bruno said, including political pressure and escalating protests that have helped win tough contract battles in the past. It’s become more combative since the Caucus of Rank and File Educators, or CORE, won leadership of the union in 2010 with a promise to fight against educational inequalities.

That approach helped teachers in the 2012 strike, when thousands of union members went out on a weeklong strike that captured national headlines and pushed their demands beyond just wages and benefits to broader school-quality factors.

Union political pressure also worked in December, when 500 unionized teachers at Acero charter schools in Chicago walked off the job during the nation’s first-ever strike of charter teachers.

Along with pickets throughout the four-day strike at schools across the city, the union also brought attention to how the network had used its political connections to expand. Strikers stormed the office of powerful Alderman Ed Burke, who represents areas thick with Acero schools. Burke then called the network’s CEO and pressed for an agreement. The strike ended shortly afterward.

The Chicago Teachers Union is also known for its staying power in strikes. In 2012, teachers stayed on strike an extra day to make sure that most members were able to review line items of the new contract before it was signed, despite pressure from Emanuel to end the strike. That strike lasted a total of seven days.

In the case of the Chicago International strike, Bruno said the charter network may shoulder the greater risk. The network, which oversees 14 schools run by five charter management organizations, some of which subcontract management to a third operator, has argued that meeting the union’s demands for wages could push the entire network into bankruptcy.

A strong contract that benefits teachers could also push teachers at the network’s 10 non-unionized schools to push for higher wages, Bruno said. “That could be a problem for the employer.”

While the union may be using tactics it has found successful in the past, management of Chicago International doesn’t respond to the same pressures, organizers acknowledged.

If the campaign doesn’t win raises for teachers, or results in cuts to the classroom, Bruno said it could risk slowing down the broader movement to unionize charters. “It gives teachers across the charter school system pause. They are no less interested in having a collective voice but they will remain somewhat uncertain that the union is the appropriate venue for that,” he said.

Richard Berg, an organizer in the Chicago Teacher Union’s charter division, said that because Chicago International and Civitas aren’t political in the same way that Acero is, the union has shifted to focus to the network’s unusual management structure and its connection to big business.

“If you look at their board, it’s not education people or community people. It’s corporate lawyers and money people,” Berg said. “Our strategy has been to say: OK, well, what is going to influence money people to care about children? The morality of it.”

A federal mediator already attends negotiations between Chicago International and the union.  The network requested federal mediation a month and a half ago, and since then a representative from the Federal Mediation and Conciliation Service has been present both at bargaining and in the discussions held independently on each side.

Both teachers and management blame the delay in coming to an agreement on the other side.

“We are determined to make these schools right for our students,” Berg of the union said. “We hope [management] will do the right thing sooner rather than later, because we have thousands of students that are missing school because of management’s intransigence.”

The network, meanwhile, said it’s focused on finding an agreement in negotiations to get back to the classroom. “We are focused on trying to end the strike so that our kids can get back in school,” Khan said.