Skip to comments.Why Chicago Teachers Hate Rahm: How the Teachers Union Got to the Point of a Strike
Posted on 09/13/2012 9:12:48 PM PDT by PBRCat
Having spent the better part of a week asking teachers why they'd risk a public backlash by going on strike, I've concluded that the answer is best summed up by what one told me at their Labor Day rally: "Mayor Emanuel's pushed us to the limit. He's the world's biggest asshole."
Actually, I think he may have dropped the F-bomb onceor twice. But I'm trying to clean things up since this is a family newspaper, dammit!
But here's the bottom line: so much of this fight is fueled by the animosity of thousands of teachers toward one man. Emanuel increased their hours, cut their pay, portrayed them as money-grubbers, closed unionized schools, and opened more nonunion charters, thus depleting the union's power through attrition. And I haven't even gotten into the merit pay issue, which he's also tried to shove down their throats.
And you wonder why teachers are so angry they went on strike.
Still, keep this in mind before you join the rip-the-teachers chorus. Mayor Emanuel's pushing us toward a system in which all teacherscharter and unionare lower-paid, at-will employees who have about as much job protection and say in their workplace as grill-line workers in a fast-food restaurant.
Please tell me how that's good for kids.
much as I despise rahm emmanuel for his politics, he wants the teachers fired if they are proven to be les incompetents and they want union protection for their jobs whether or not the subject matter gets taught to the kids. THAT IS WHY THEY HATE HIM
How much ya wanna bet every darn one of them voted for him. LOL!!!
With an average salary of 76k and 93 percent illiteracy, I doubt Rahm had anything to do with the strike. These letches just want more, more, more.
Rohm should do what Reagan did with the air controllers ... fire them all (after all, they are turning out illiterate kids), hire teachers that are willing to “teach”.
In most of the Chicago Public Schools, it is impossible to be an effective teacher. There are a handful of privilege academies within the school system to serve the needs of the politically connected and the elites, but the middle class abandoned the system decades ago. The student population of most schools is almost exclusively composed of impoverished children from single parent ghetto households. There are police stationed at most schools and metal detectors are provided at the main entrances.
Dollars-to-donuts they’ll vote for him if he runs for mayor again.
I suspect that if Rahm had kept his foul mouth in check and not gone to such lengths to antagonize the teachers there may not have been a strike in 2012.
For what it is worth, Rahm’s three children do not attend the public schools. They are enrolled at the University of Chicago lab school. Most of the local politicians with children do not have a stake in the public schools. Their children attend private schools.
I read somewhere that a really high number of the teachers send their own kids to private schools too.
If Rahm keeps this up... I may even start to like him.
news flash—it’s that way everywhere
the minute they let the cops in school was the death knell
I completely agree
I am not a Rahman fan, but other than the language, this article makes the Mayor seem alright... When you have an overpaid, underperforming, workforce on the public dole - you need to fix it. The basis of this article is that.he is trying to fix it...
No, the initial article is correct. Rahm “The Wonder Horse” provoked this strike. The unions are so tied to the Democrat Party that they have no where else to go.
He understands that the unions have become too powerful and are going to have to be taken on so he decided to do it before Republicans have a chance.
Teachers are already evaluated and it is a MYTH that they cannot be fired.
They also use Class Warfare as much as the Left. And act as though 76 Gs is some princely salary.
Chicago teachers earn about 75% of what teachers in the surrounding suburbs make. The latter do not have to deal with armed gangs, uneducated parents, pupils mainly born out of wedlock and completely without discipline, lack of supplies, dilapidated facilities and insane bureaucracies.
No workforce short of Marine drill instructors could do much better with the Welfare class. There is little or no family support because there are very few real families to speak of.
“I read somewhere that a really high number of the teachers send their own kids to private schools too.”
That’s true almost everywhere. I know that here in Northern California it’s true and the community where I live has “good” public schools. It seems that the teachers know that they are not doing the job and don’t want their own kids to be products of their crappy efforts.
The comments have gone off in a number of different directions. Emanuel went to great lengths to offend the teachers and he was shocked when the union accepted his dare and went on strike.
Remember chaos is the way the Marxist liberals operate...the more the better. So you have the one who loves a crisis with the ones who love a crisis and there you have it...the chaos they love to live in.
I agree if Rahm had any intention of solving this problem he would fire them all and hand the schools over to the Charters.
Rahm and his teacher’s crisis...shiney object or candy put before you to distract from the Owebamanation...good timing, what?
(Teachers are already evaluated and it is a MYTH that they cannot be fired.)
Many of the teacher contracts include so many restrictions on firing a teacher that they make it near impossible to fire. When you have entire huge districts that include thousands of teachers result in only 1 or 3 teachers fired during a whole year, you know something is horribly wrong. Bad teachers instead get reassigned. The process happens so often that they have a name for it. They call it the dance of the lemons.
Chicago teachers are evaluated and can be fired. The problem is the firings are mostly political when principles don’t like someone personally or want to bring in a crony.
Emanuel is a better mayor than I thought he would be.
So, why don't they go get jobs in the suburbs?
Oba-nova! Teachers will have to retain their jobs by actually. Ring a good teacher? And they have to live like the rest of us pukes? Oh the horror! Oh the huge manatee!
The strike mobilizes the parents to demand that the teachers be paid the ransom money and get the kids back in school. How childish for everyone not to see that. It just hasn’t happened in Chicago in a while. But, folks, that is how it is done everywhere.
The situation with respect to not holding teachers accountable for performance and not weeding out the bad apples is the same in other self policing “professions” (ie medicine and law). The governing cartels (teachers union, AMA, ABA, and cartel controlled state licensing boards) control admission to the profession, the jobs, and the disciplinary process. How many incompetent lawyers at disbarred per year, how many doctors have their licenses revoked, how many teachers are fired? Certainly many fewer than the criminally negligent or incompetent players who are protected by the organized cartels that constitute the establishment.
Before I pulled my child out of public school I complained to the principal, superintendent and school board about poor teachers giving them very specific documentation. In the meetings I received the same smiles and patronizing promises to “look into it”. Nothing happened. Other parents received the same run around from the liberal Elizabeth Warren types administering our public schools and claiming to only care about the children.
I found a totally different experience at the private school. The teachers craved feedback from parents and took parent input seriously. The headmaster returned phone calls from parents on the same day, often within minutes. He also had answers and specific corrective action plans within one or two days. There was an entirely different sees of urgency but of course there were real market forces at work. The school knew the parents weren’t satisfied, they would withdraw their children and stop paying. This is why the unions fight vouchers.
It aggrevated me to pay outrageous property taxes to fund the public schools and have to pay private school tuition out of pocket in order to ensure my child received an education. However, my child is my legacy and worth every penny. It is unfortunate our public schools are filled with children who were the outcome of a casual one night stand and not nurtured by their parents. This societal disease is further compounded by a bloated bureaucracy of leftist social engineers overseeing a demoralized and sometimes marginally competent teaching staff weary from doing battle everyday with disruptive unloved children who receive no guidance at home and aspire to a life of crime or dependency.
Until we the people retake our public schools and enforce discipline, accountability, and real instruction in the basics (3 R’s)’, our culture will continue its decent to barbarism.
He liked Nickelback.
He wound up telling her “F*** you, Lewis.”
Like the teachers didn’t know that Rahm is a classless jerk who is unqualified to be in any position involving public interaction. He uses the F word because he has no intelligent response.
how does what you say conflict one iota with what I said?
they hate him because he opposes their job protection demand
I WOULD HAVE TAUGHT YOU THAT THOSE THAT RUN SCHOOLS ARE “PRINCIPALS” NOT “PRINCIPLES”.
Some NEA Resolutions Passed at the 2010 Convention in New Orleans:
A-14. Financial Support of Public Education. The Association believes that:
* Funds must be provided for programs to alleviate race, gender,
and sexual orientation discrimination and to eliminate portrayal of
race, gender, sexual orientation and gender identification stereotypes
in the public schools.
* Full-day, every day kindergarten programs should be fully funded.
* Federal, state, and, as appropriate, local governments should
provide funds sufficient to make pre-kindergarten available for all
three- and four-year-old children.
A-25. Voucher Plans and Tuition Tax Credits. The Association opposes
voucher plans, tuition tax credits, or other such funding arrangements
that pay for students to attend sectarian schools. The Association also
believes that any private school or agency that receives public funding
through voucher plans, tax credits, or other funding/financial
arrangements must be subject to all accountability measures and
regulations required of public schools.
A-34. Federally or State-Mandated Choice/Parental Option Plans. The
Association believes that federally or state-mandated parental option or
choice plans compromise free, equitable, universal, and quality public
education for every student. Therefore, the Association opposes such
federally or state-mandated choice or parental option plans.
B-1. Early Childhood Education. The National Education Association
supports early childhood education programs in the public schools for
children from birth through age eight. The Association also supports a
high-quality program of transition from home and/or preschool to the
public kindergarten or first grade. The Association also believes that
early childhood education programs should include a full continuum of
services for parents/guardians and children, including child-care, child
development, developmentally appropriate and diversity-based curricula,
special education, and appropriate bias-free screening devices. The
Association believes that federal legislation should be enacted to
assist in organizing the implementation of fully funded early childhood
education programs offered through the public schools. These programs
must be available to all children on an equal basis and should include
mandatory kindergarten with compulsory attendance.
B-12. Diversity. The National Education Association believes that
similarities and differences among race, ethnicity, color, national
origin, language, geographic location, religion, gender, sexual
orientation, gender identification, age, physical ability, size,
occupation, and marital, parental, or economic status form the fabric of
a society. The Association also believes that education should foster
the values of appreciation and acceptance of the various qualities that
pertain to people as individuals and as members of diverse populations.
B-13. Racial Diversity Within Student Populations. The Association
believes that to achieve or maintain racial diversity, it may be
necessary for elementary/secondary schools, colleges, and universities
to take race into account in making decisions as to student admissions,
assignments, and/or transfers.
B-14. Racism, Sexism, Sexual Orientation and Gender Identification
Discrimination. Discrimination and stereotyping based on such factors as
race, gender, sexual orientation, gender identification, disability,
ethnicity, immigration status, occupation, and religion must be
eliminated. The Association also believes that these factors should not
affect the legal rights and obligations of the partners in a legally
recognized domestic partnership, civil union, or marriage in regard to
matters involving the other partner, such as medical decisions, taxes,
inheritance, adoption, and immigration.
B-24. Education of Refugee and Undocumented Children and Children of
Undocumented Immigrants. The Association supports access for
undocumented students to financial aid and in-state tuition to state
colleges and universities. The Association further believes that
students who have resided in the United States for at least five years
at the time of high school graduation should be granted legal residency
status, and allowed to apply for U.S. citizenship.
B-30. Educational Programs for English Language Learners. The
Association believes that ELL students should be placed in bilingual
education programs to receive instruction in their native language from
qualified teachers until such time as English proficiency is achieved.
B-39. Multicultural Education. The National Education Association
believes that multiculturalism is the process of valuing differences and
incorporating the values identified into behavior for the goal of
achieving the common good. Multicultural education should promote the
recognition of individual and group differences and similarities in
order to reduce racism, homophobia, ethnic and all other forms of
prejudice, and discrimination and to develop self-esteem as well as
respect for others.
B-40. Global Education. The National Education Association believes that
global education imparts an appreciation of our interdependency in
sharing the worlds resources to meet mutual human needs.
B-48. Family Life Education. The Association believes that programs
should be established for both students and parents/guardians and
supported at all educational levels to promote -
* The development of self-esteem
* An understanding of societal issues and problems related to
children, spouses, parents/guardians, domestic partners, older
generation family members, and other family members.
The Association also believes that education in these areas must be
presented as part of an antibiased, culturally sensitive program.
B-49. Environmental Education. The Association supports educational
programs that promote -
* An awareness of the effects of past, present, and future
population growth patterns on world civilization, human survival, and
* Solutions to environmental problems such as nonrenewable resource
depletion, pollution, global warming, ozone depletion, and acid
precipitation and deposition
* The recognition of and participation in such activities as Earth Day.
B-51. Sex Education. The Association recognizes that the public school
must assume an increasingly important role in providing the instruction.
Teachers and health professionals must be qualified to teach in this
area and must be legally protected from censorship and lawsuits. The
Association also believes that to facilitate the realization of human
potential, it is the right of every individual to live in an environment
of freely available information and knowledge about sexuality and
encourages affiliates and members to support appropriately established
sex education programs. Such programs should include information on
sexual abstinence, birth control, family planning, diversity of culture
and diversity of sexual orientation and gender identification, sexually
transmitted diseases, incest, sexual abuse, sexual harassment, and
B-60. Education on Peace and International Understanding. The National
Education Association believes that educational strategies for teaching
peace and justice issues should include the role of individuals, social
movements, international and nongovernmental organizations. The
Association also believes that educational materials should include
activities dealing with the effects of nuclear weaponry and other
weapons of mass destruction, strategies for disarmament, and methods to
achieve peace. Such curricular materials should also cover major
contributing factors to conflict, such as economic disparity,
demographic variables, unequal political power and resource
distribution, and the indebtedness of the developing world.
B-82. Home Schooling. The National Education Association believes that
home schooling programs based on parental choice cannot provide the
student with a comprehensive education experience. When home schooling
occurs, students enrolled must meet all state curricular requirements,
including the taking and passing of assessments to ensure adequate
academic progress. Home schooling should be limited to the children of
the immediate family, with all expenses being borne by the
parents/guardians. Instruction should be by persons who are licensed by
the appropriate state education licensure agency, and a curriculum
approved by the state department of education should be used.
The Association also believes that home-schooled students should not
participate in any extracurricular activities in the public schools.
C-15. Extremist Groups. The National Education Association condemns the
philosophy and practices of extremist groups and urges active opposition
to all such movements that are inimical to the ideals of the Association.
C-24. Comprehensive School Health, Social, and Psychological Programs
and Services. The National Education Association believes that every
child should have direct and confidential access to comprehensive
health, social, and psychological programs and services. The Association
believes that schools should provide
* A planned, sequential health education curriculum for pre-K
through adult education that integrates various health topics (such as
drug abuse, the dangers of performance-enhancing dietary herbal
supplements, violence, safety issues, universal precautions, and HIV
* Counseling programs that provide developmental guidance and
broad-based interventions and referrals
* Comprehensive school-based, community-funded student health care
clinics that provide basic physical and mental health, and health care
services (which may include diagnosis and treatment)
* If deemed appropriate by local choice, family-planning counseling
and access to birth control methods with instruction in their use.
C-25. School Guidance and Counseling Programs. The National Education
Association believes that guidance and counseling programs should be
integrated into the entire education system, pre-K through higher education.
C-30. Student Sexual Orientation and Gender Identification. The National
Education Association believes that all persons, regardless of sexual
orientation or gender identification, should be afforded equal
opportunity and guaranteed a safe and inclusive environment within the
public education system. The Association also believes that, for
students who are struggling with their sexual orientation or gender
identification, every school district and educational institution should
provide counseling services and programs that deal with high suicide and
dropout rates and the high incidence of teen prostitution.
C-31. Suicide Prevention Programs. The National Education Association
believes that suicide prevention programs including prevention,
intervention, and postvention must be developed and implemented. The
Association urges its affiliates to ensure that these programs are an
integral part of the school program.
E-3. Selection and Challenges of Materials and Teaching Techniques. The
Association deplores prepublishing censorship, book-burning crusades,
and attempts to ban books from school library media centers and school
F-2. Pay Equity/Comparable Worth. The market value means of
establishing pay cannot be the final determinant of pay scales since it
too frequently reflects the race and sex bias in our society.
H-1. The Education Employee as a Citizen. The Association urges its
members to become politically involved and to support the political
action committees of the Association and its affiliates.
H-7. National Health Care Policy. The National Education Association
believes that affordable, comprehensive health care, including
prescription drug coverage, is the right of every resident. The
Association supports the adoption of a single-payer health care plan for
all residents of the United States, its territories, and the
Commonwealth of Puerto Rico.
H-11. Statehood for the District of Columbia. The Association supports
efforts to achieve statehood for the District of Columbia.
I-1. Peace and International Relations. The Association urges all
nations to develop treaties and disarmament agreements that reduce the
possibility of war. The Association also believes that such treaties and
agreements should prevent the placement of weapons in outer space. The
Association believes that the United Nations furthers world peace and
promotes the rights of all people by preventing war, racism, and genocide.
I-2. International Court of Justice. The Association urges participation
by the United States in deliberations before the court.
I-3. International Criminal Court. The Association believes that the
United States should ratify the Rome Statute of the International
Criminal Court and recognize and support its authority and jurisdiction.
I-9. Global Climate Change. The Association believes that humans must
take steps to change activities that contribute to global climate change.
I-12. Human Rights. The National Education Association believes that the
governments of all nations must respect and protect equal access to
education as embodied in the United Nations Universal Declaration of
I-17. Family Planning. The National Education Association supports
family planning, including the right to reproductive freedom. The
Association also urges the implementation of community-operated,
school-based family planning clinics that will provide intensive
counseling by trained personnel.
I-22. Immigration. The Association opposes any immigration policy that
denies educational opportunities to immigrants and their children
regardless of their immigration status.
I-33. Freedom of Religion. The Association opposes any federal
legislation or mandate that would require school districts to schedule a
moment of silence.
I-34. Gun-free Schools and the Regulation of Deadly Weapons. The
Association believes that strict prescriptive regulations are necessary
for the manufacture, importation, distribution, sale and resale of
handguns and ammunition magazines. A mandatory background check and a
mandatory waiting period should occur prior to the sale of all firearms.
I-47. Elimination of Discrimination. The National Education Association
is committed to the elimination of discrimination based on race, gender,
ethnicity, economic status, religion, disability, sexual orientation,
gender identification, age, and all other forms of discrimination. The
Association encourages its members and all other members of the
educational community to engage in courageous conversations in order to
examine assumptions, prejudices, discriminatory practices, and their
I-58. Linguistic Diversity. The Association believes that efforts to
legislate English as the official language disregard cultural pluralism;
deprive those in need of education, social services, and employment; and
must be challenged.
I-61. Equal Opportunity for Women. The Association supports an amendment
to the U.S. Constitution (such as the Equal Rights Amendment). The
Association urges its affiliates to support ratification of such an
amendment. The Association also supports the enactment and full funding
of the Womens Educational Equity Act. The Association endorses the use
of nonsexist language.
The above text is excerpted from NEA resolutions adopted at the 2010 NEA
Convention. Much language has been omitted, but no words have been
changed, added, or put out of order.
One might easily decide that the NEA is the most dangerous extremist group in the country.
Sorry but you're wrong on a lot of that.
Where in that mess of meadow muffins did it talk about teaching how to read? Or add? Or how to sign their name on a welfare check?
I agree with your opinion about the NEA. It is tough to cheer for anyone in the mess. The mayor is a despicable human being and the union has been co-opted by Bill Ayers and his Marxist pals. No wonder Obama cannot choose sides in this pissing match between a pair of skunks!
Whenever someone on the news refers to the families and parents of the CPS students, it makes me want to gag.
These miserable children have parents in the same way that stray dogs and feral cats have parents and families.
The liberals can never acknowledge that years of social experimenting have produced an underclass that cannot function.
Amen to that!
I have been warning teachers that they were on the wrong end of Obama’s redistribution scheme for the last two years, but teachers were lulled into supporting Obama again, when he offered them a waiver on Obamacare. It’s difficult to feel sorry for a group that were willing to throw the country under the bus as long as they weren’t dragged with it.
It’s about time that teachers woke up. The Ayeres’ plan for the teachers that Arnie Duncan and Obama have been working toward is to first eliminate the pay differentials for advanced degrees. They claim that students don’t benefit from teachers with advanced degrees (only advanced students benefit) and then they want to eliminate tenure to make it possible for school districts to eliminate the highest paid teachers because they can hire two or three lower paid early education teachers for the cost of one high paid teacher with experience and an advanced degree.
Of course all of this accompanies the plan to make 11 and 12th grades optional and start kids in public school at age 3-4. Students would still complete 12 years of school, but it would start at preschool. 11th and 12th grades would become like community college.
I hope they wipe each other out in a circular firing squad.
What has been done to the Black family the tragic. In the 30s the out of wedlock rate was only a little higher than for whites, now it is 80%.
This almost guarantees a dysfunctional culture.
Lake Forest is representative of the salaries paid in the suburbs and it is 107,000 per teacher. This may be a bit higher than some of the suburbs but not much.
Teachers in NYC are not well paid compared to this area.
Money spent is not all going to the teachers by a long shot. The school bureaucracy (Democrat employment agency) absorbs a large portion of that money. School construction (insider and “connected” bidders) and maintenance (union jobs) absorbs another huge portion. And now the schools are taking on the job of “parent” more and more.
I am surprised you think 76 G is a big salary in a city like Chicago. It isn’t and may not be higher than the average college graduate. This is exactly like the war on the 1% that the Radical Left is waging. Drop the underclass from the statistics and I will bet that the average income is close to the teacher salary.
I doubt there are many jobs more difficult than teaching in Chicago public schools. Most of us could not do it, I know I could not put up with the crap teachers have to put up with on a daily basis.
There aren’t that many jobs to get.
Trying to force a 16.7 increase in the work day without negotiation had a lot more to do with it. Now it is true that it would be very risky to allow Rahm to decide who goes and who stays because you know how that would go.
They are evaluated every year and can be fired and are.
Thanks for pointing out my misuse of the word. I am sure there are plenty of similar mistakes in my comments. How about pointing them out to me.
It might be matched by the Library Association.
BTW I never said they made 75% “less” than suburban teachers, I said they made about 75% as much.
Hmm. Sounds like free market capitalism (ie., supply and demand) is intruding on the teachers union's attempt to fleece taxpayers.
Oh freaking well. Boo hoo.
Huh? Free market capitalism has nothing to do with the number of jobs in the suburbs.