I work in a CPS school that has been on probation for 3 years. The "network" (the administrative office that manage the community schools- the old region or area) tell us what we teach, when to teach it, and what materials to use. I disagree and do not think these techniques work. We have asked for professional development and interventions to help us see different ways to help the students, but the "network" pushes their own agenda, which hasn't improved our scores in the last 3 years. If their handouts aren't being used we are asked why. They interchange different "data" which is like comparing apples to oranges and have us use it for multiple purposes. It doesn't make sense. It is an internal struggle for me because I want to do things differently. I think I could help my students in a different way. However, I am not allowed to. I have to follow the same format that hasn't worked for the past 3 years. I feel we are being set up to fail. Maybe, if we had the Turnaround School resources NOW we could make it before becoming a Turnaround School and losing our jobs. I am a good teacher and do my job and I could say the same about my coworkers. We have more students, less resources, more paperwork, and more stress. Every meeting we are told how we could lose our jobs- attendance, scores, not following the network's guidelines. It’s terrible! It’s just short of harassment. They are doing exactly what educators are taught NOT to do. Education is about modeling, learning, reflection, trial and error. We don't have numbers or data in front of us; we have live breathing human beings that have bad days, and sick days. So many factors play a part in a child's ability to learn. On another note, I do support the longer day but not 90 minutes. I have 2-3 hours of work to do when I get home. It doesn't matter if they give us an additional preparation period. In the past 4 years the amount of paperwork has dramatically increased, CPS will find other mindless tasks for us to do that don't actually help our students. To sum up, Turnaround schools might work but a so might all schools with 3 teachers in a class!

I have a different experience to present about an AUSL high-school teacher-training academy (Solorio). I'm an accomplished teacher who decided to leave after one semester because of the deficit-based views AUSL uses to develop teachers and instruct students.

Please read my Chicago Now blog The White Rhino to see what AUSL expects teachers to do and how it does not understand how to educate or socialze minority youth in high schools: http://tinyurl.com/87hu6dr

Ray Salazar

I use to teach at Wendell Phillips High School in Bronzeville during it's turn around process. Our school was literally starved in every way possible. While 1/4 of our school's student's were homeless and 1/3 where special ed, we literally were not allowed to hire extra staff as late as February and March. I recall in December having students that had up to three substitutes going into December.

Due to funding, we had to reduce security to six security guards that were stationed between three floors, a basement, and permanent security by the front door. There would be literally 40-80 students wondering through the hallway during the day. The school, which received funding based on enrollment, had to keep every student possible.

When the AUSL came in they received massive funding, where able to restore the building, had funding for extensive school programs, had appropriate staff at the beginning of the year, and where allowed to remove "undesirable" children to other public schools.

These students or "hallwalkers", where sent to other public schools which puts a massive strain on their environment, especially because gang territories are crossed, and in turn, damage the performance of other schools making them more selective for turn around.

There was no evaluation process to our termination. We purchased everything out of pocket, worked tirelessly in one of the most dangerous and impoverished communities, learned to make due with nothing to provide the best education possible, where from the community and for others even purchased homes next to the school, and lived in an environment that was dangerous for us and students because of the budget cuts and lack of security.

Potter's comments really struck a painful moment of my past. Teaching the student's that I cared for and having no support was extremely emotionally draining. We worked as hard as we could. The ultimate blow was when we where terminated it was because we had, "failed our student's". Of course there wasn't anyone who evaluated me or watched my teaching which was regular within my department.

I can they CPS for greating an environment where I had to break up eight fights in one semester that where in front of my door alone, for having student's barge into a co-workers room and hang a student out of a window, for going on "lock down" and having SWAT visit the school because of guns. I can also appreciate their value of "children" for having kids who cared being unmotivated because they had no teachers, no support, and they new they did not matter to CPS.

The only why I can see justice for the teachers and student's is if the directors and proponents of turn arounds are given bikes without tires. Regardless of how hard they try to peddle and care for the bike, if it doesn't move forward, they can experience being unemployed for a year and half with the rest of us.

I downloaded and read the summary report. I email requested the methodology and data set the CCSR was working working from, as it says to do on the bottom of page four of the summary, and have yet to receive a reply.
It's disappointing that none of the writers would come onto the show "with other guests."
It would seem that information is being voluntarily withheld from the Consortium.

CPS TURNAROUND model is illogical, illegal and bad policy. Across the country the idea that a school district would fire everyone in the school including the office staff, the lunch ladies, the custodial staff, the security staff, and every high performing, highly qualified educator is in COURT right now. But, not in Chicago. If the Chicago Bears lose, you get a new coach, you don't fire the entire team and staff. So let's TURNAROUND the Board of Education and elect them of the people, by the people and for the people.
And if that logic works, why not TURNAROUND every Illinois legislator? They keep failing the people of Illinois with the budget shortfalls and running the state into massive deficits, not paying their bills, not funding education properly and fairly in the first place. By the way the Chicago schools has a 720 million dollar surplus. Check it out on their Budget web site, but hurry, they will hide it for next year and then cry "broke, cash strapped, or bankrupted."
Thank you.

What those who support "turning around" schools continue to ignore are the ramifications of creating more instability in our children's lives. Anyone who has been a child of divorce understands the instability that is caused when a child suddenly has his world "turned around" by a change of support structure. Yes, children ultimately learn to cope with divorce and other major changes in their social structure, but do we, as a society, really want to continue to be the instigators of instability in our children's social structures? Clearly, "firing all of the adults" in a school creates instability in children's lives. Until and unless we consider the human cost in all of these policies that essentially destroy children's social structures, we, as a society will continue to do a disservice to our children.

We are now witnessing the systematic demonization and destruction of an entire free public school system and many of its excellent, hard-working employees. Everything is riding on a bet that, like a phoenix rising from the ashes, a new improved public school system will emerge from the rubble. And, so what if the gamble fails (which seems more and more likely as this drama unfolds) and this doesn’t happen? Who will put Humpty back together again? All the king’s horses and all the king’s men will have been fired.

Who said the teachers (including clinicians and PSRPs) haven't done their jobs? If I don't take my medicine and my numbers are less than desirable, my doctor isn't accused of not doing her job. We take into account my history, my current setting, and my own willingness to abide by my health. My doctor is accountable and culpable for actual surgical work and diagnoses.

Likewise for us educators. I can be accountable for what I do, but not for family situation, personal student motivation, aptitude and ability, and resources from my employer. So interviewers, policy wonks and district bosses should ease up on that "when teachers are not doing their job" stuff.

The other issue is equating the Chicago Teachers Union with being out for members only. The CTU is for member protection as it should be, but we always look at student impact. Without good working conditions, students can't learn and the adults would be unfulfilled. The job is about them and I dare anybody to argue any part of our contract as not having a direct interest with student education. A special thank-you to Jackson Potter!