CPAA Overview on CTU Provisions

The Chicago Principals and Administrators Association (CPAA) represents principals and assistant principals. While we do not negotiate or interfere in other unions' contracts, we must speak up when agreements directly impact our ability to lead schools effectively. 

As negotiations between the Chicago Teachers Union (CTU) and Chicago Public Schools (CPS) continue, two proposed provisions threaten student success and the integrity of our schools. If implemented, these provisions would hinder school leaders’ ability to drive academic performance while stripping them of the necessary tools to do so. 

Reducing or Removing Principal-Directed Time 

Principals are responsible for: 

  • Overseeing daily school operations 
  • Supporting high-quality instruction through teacher coaching and evaluation 
  • Developing and implementing a cohesive curriculum 
  • Fostering a safe, inclusive, and positive learning environment 
  • Managing budgets, resources, and staffing 
  • Engaging families and the community 

Principal-directed time is essential for: 

  • Teacher and team collaboration 
  • Analyzing student performance data 
  • Aligning staff efforts with the Continuous School Improvement Plan (CIWP) 
  • Communicating district initiatives 
  • Addressing school-specific issues 

While we fully support teachers’ need for prep time to plan lessons, communicate with families, and collaborate with colleagues, it cannot come at the cost of the time principals need with them to drive school-wide improvement. Eliminating this time weakens school leadership and negatively impacts student learning outcomes. 

Proposed Solutions 

CPAA proposes a compromise that balances both the principals and teachers needs for planning: 

  • Add time at the start of the school day – Teachers previously arrived before students but bargained this away in past agreements. Restoring this time would allow for necessary prep without disrupting principal-directed time. 
  • Principal Discretion to rotate prep time on a school-by-school basis – A flexible, school-specific approach can help balance teacher prep needs with instructional priorities.

Limiting Teacher Evaluations for ‘Proficient’ Teachers

The proposal to evaluate teachers rated "Proficient" only once every three years is deeply concerning. While "Proficient" meets expectations, ongoing feedback is essential for continuous growth. Without regular evaluations, principals lack the tools necessary to support teacher development, which directly affects student success. 

Why Regular Evaluations Matter: 

  • Principal evaluations ensure: 
    - Accountability 
    - Improved teaching and effectiveness 
    - Stronger student outcomes 
  • Annual/Bienniel teacher evaluations provide: 
    - Timely feedback for professional growth 
    - Targeted support and development opportunities 

*NOTE: Not all "Proficient" ratings are equal. Just as letter grades range from A to F, “Proficient” spans a broad spectrum: 

  • A – Exceeds expectations 
  • F – Fails 
  • B, C, D – All considered "Proficient" 

Principals and assistant principals are evaluated annually based on standardized test data and teacher performance. Principals can not be held accountable for outcomes without the authority to ensure instructional effectiveness. 

Proposed Solutions 

CPAA proposes a compromise that balances accountability with professional growth: 

  • Principal discretion in determining which teachers enter a three-year evaluation cycle.
  • Clear performance triggers based on data or informal observations to initiate additional support for teachers in the cycle. 
  • Binding recourse for teachers who fail to consistently maintain “Proficient” or “Distinguished” performance. 

Bottom Line: Principals Are Essential to Decision-Making 

  • Principals bring critical expertise – Their role requires both instructional and operational leadership. ● They have experience both teaching and running a school – Understanding both classroom instruction and school management is key. 
  • They offer a broad perspective – Leadership extends beyond individual classrooms to drive school-wide success. 
  • They deeply respect teachers – As former teachers, principals value and understand the work educators do every day. 

At the heart of any contract negotiation must be the students we serve. Our shared responsibility is to ensure their education is never compromised by competing priorities.

Weakening school leadership is not a viable solution. We urge CPS and the Board to include principals and assistant principals in decisions that impact school operations. The principal union, CPAA, is the only way to ensure those critical voices are included and considered.

CPAA has also sent a letter to Chicago Board of Education President Sean Harden expressing our concers. You may read the letter here: