We are now heading into Day 6 of the Chicago Teachers Union Strike, and I am tired.
Being on strike has been exhausting on just about every level. It’s physically exhausting to be on the picket line from 6:30 am – 10:30 am, then go to a rally/march in the afternoon. It’s mentally exhausting to not know when we’ll be back in school and if/when we’ll make up the lost days, and to think through all the contingency plans for where to start once we get back into the classroom (and into email and Google Drive, where my teaching life lives). And it’s emotionally exhausting to see the city’s responses to the union’s bargaining team, to hear all of the excuses, and especially to read the letter that the mayor sent to the union on Monday.
— ChicagoTeachersUnion (@CTULocal1) October 21, 2019
And yet, to be on strike is in one sense the least that I can do as an educator for the students of Chicago. The strike makes all of us take a stand on the issues that are being raised, and I stand with the CTU. The union is fighting for the common good. We are asking for a nurse in every school. A librarian in every school. Staffing at clinician-to-student ratios as recommended by the appropriate national organizations. A student-to-counselor ratio and limiting ‘non-counseling duties’ so that the counselors can actually do their jobs. More teacher-directed prep time so that we can actually do our jobs. And the bargaining team is making progress on these issues. It just took a teachers’ strike for the city to move.
I’ll be honest, my school has been doing just fine. I’ve spent all 7 years of my teaching career at a selective enrollment high school in Chicago, which in many ways puts me in a bubble and makes it easy to ignore what’s going on in the rest of the city. At our school’s Back-to-School night in September, a parent asked if our teachers would also be on strike if the union went on strike (also a sign of how confusing the high school system is in Chicago). Earlier in October, our CTU staff had a joint “walk in” with the SEIU workers at our school, and one of the students on the school newspaper stopped me to ask how the contract negotiations, the (at the time, potential) strike would affect our teachers and our students. The Wednesday before the strike, during the last period of the day, one of my students commented “yeah, but this strike won’t affect us that much”. And this confusion about how the contract negotiations would affect our school is understandable- we often don’t feel the effects of district-wide issues in the same ways that other schools do. When the CPS budget crisis happened a few years ago, our parent group was able to fundraise $250,000+ to cover the shortfall. Our science department budget has always been able to cover the supplies I need for labs, and I have never had to put together a Donors Choose project to fund the activities I want to do in the classroom. We already have a full time librarian, a nurse in the school every day, 6 counselors for our approximately 2000 students (note: still a higher student-to-counselor ratio than what’s recommended by the American School Counselor Association).
I have to remember that all of this makes us the lucky ones. And it’s absurd when I think about how this makes our school lucky, because these are things that students in other school districts take for granted.
There are clear systemic issues affecting the youth in our city. Even in our privileged school, we have students dealing with homelessness and trauma, we see the effects of systemic racism and injustice. I have conflicting feelings about the very existence of selective enrollment high schools – I love where I work, but I also want all students in the city to have well-resourced educational experiences that doesn’t depend on how well they do on high-stakes standardized tests. But, as one of my colleagues said to our staff yesterday morning on the picket line, systemic problems require systemic solutions, and our teachers’ contract is one place to start.
I believe that education is a right, not just for the privileged. I still have individual work to do – I could have done a better job of talking about the strike with my students before it happened, I could do a better job of finding places within the science curriculum where we can discuss issues of injustice and inequity. I am tired, as are many of my colleagues. Being on strike takes “teacher tired” to a whole new level. I would rather be back in my classroom, thinking about electron configuration and periodic trends. But this strike is a time for me to literally put my money where my mouth is. So as long as it takes to get the wins our students and communities need, I will be out on the picket line. It is, after all, the least that I can do.