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CPS Reaches Agreement with CTU on $10 Million Commitment to Support School Staffing

03 November 2021

Under Agreement, CPS to Pause Most REACH Teacher Evaluations For Another Year

CPS Office of Communications

Phone: 773-553-1620
Twitter: @chipubschools
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Chicago Public Schools (CPS) CEO Pedro Martinez today announced an agreement with the Chicago Teachers Union (CTU) that allocates $10 million to support school staffing. The plan pauses most REACH teacher evaluations for the second year following the recent Illinois State  Board of Education decision to make those evaluations optional. 

CPS' $10 million commitment will prioritize hiring additional cadre substitutes, and may also be used to cover expedited compensation for missed teacher prep time, compensation for teachers covering additional classes, and expanding the substitute  teacher pools to ensure classrooms have adequate coverage during the 2021-22 school year.  CPS, like many districts across the country, has faced a number of employee vacancies amid the COVID-19 pandemic. 

"Our schools have been incredibly resilient throughout this pandemic, and CPS is committed to supporting our dedicated principals and staff as we navigate the unique challenges of the past and current school years," said CPS CEO Pedro Martinez. "By giving our schools more funding and flexibility, we can ease the burden on administrators and educators so they focus on their most important job: preparing every Chicago Public Schools student for success in the classroom and beyond."

District leaders also agreed Tuesday to pause REACH teacher evaluations for the second consecutive year except for teachers on remediation plans and probationary teachers working towards tenure following the State Board of Education’s decision last month to provide such flexibility amid staff and supply shortages. CPS created and implemented REACH (Recognizing Educators Advancing Chicago’s Students) educator evaluation and support system in response to 2010 state law requiring more robust educator evaluations, including classroom observations and student growth measures. Principals and other administrators may still prioritize providing feedback to teachers in order to continue to improve their teaching practice.