Negotiations between the Chicago Teachers Union and CPS focus on school operations, not finances, as teachers seek more prep time.
Roberts and her fellow teachers are pushing for more prep time, which has become a hot topic in the ongoing contract talks between the Chicago Teachers Union (CTU) and Chicago Public Schools (CPS). While everyone’s focused on the financial side of things, the real issues are about what happens in the classroom.
Negotiators are stuck on several key points, like how much planning time teachers get, how they’re evaluated, and who decides what gets taught. CPS officials worry that the changes the union wants could mess with the progress students have made academically.
One big sticking point is teacher prep time. CPS leaders argue that adding more planning time would cut into the minutes teachers have to instruct students, which they’re not okay with, especially after the pandemic.
As these talks drag on into their ninth month, some teachers are even considering walking out to make their voices heard. They feel overwhelmed and ineffective due to the lack of adequate prep time, which they say is a major issue.
Before 2012, teachers were paid to come in early to prepare, but that changed when former Mayor Rahm Emanuel extended the school day. Now, the union is asking for extra staff to help provide enrichment classes while teachers plan, but CPS claims it can’t afford that.
Roberts is frustrated by the misconception that the union wants to take away from instructional time. In reality, they’re advocating for more resources to enhance students’ education. The union has even suggested a compromise of 20 minutes of additional planning time, which they believe can be done without cutting into instructional time.
Faith Mitchell, another teacher involved in the negotiations, says they’re trying to find creative solutions to give teachers the time they need. But the pushback has been disheartening, making them feel like they’re being labeled as lazy.
CPS officials acknowledge the union’s efforts but still believe it’s tough to find extra time without affecting instruction. They argue that they’re already providing additional teachers for enrichment but would need to extend the school day further to accommodate more planning time.
The CTU also wants to clarify who decides what gets taught in classrooms. They’re concerned that under CPS’s latest proposal, principals would have the final say, which could lead to conflicts over curriculum choices.
CPS insists that their curriculum proposals allow for flexibility, but the union wants to ensure that teachers aren’t forced to use specific materials if they can show alternatives are just as good.
Another point of contention is the teacher evaluation system. The CTU has long sought reforms, claiming that Black teachers in disadvantaged areas often receive lower ratings for reasons beyond their control. They argue that the current system is unfair and leads to higher turnover rates among Black educators.
CPS has rejected the union’s call to scrap the evaluation system entirely but has agreed to provide extra support for teachers rated as “developing.” They maintain that high standards are necessary and that the evaluation process isn’t disproportionately harming Black teachers.
As these discussions continue, both sides are trying to find common ground while addressing the real needs of teachers and students in Chicago.
