Leon Bellin.

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Leon Bellin’s work at a UIC Gallery 400 faculty exhibition.

The news yesterday that Playboy Magazine was going to drop nude photographs of women caught my interest.

First, because I had no idea Playboy Magazine was even around any more. Apparently the market for magazines that objectify women has gone flacid. The publishers complain that “now every teenage boy has an Internet-connected phone instead. Pornographic magazines, even those as storied as Playboy, have lost their shock value, their commercial value and their cultural relevance.”

The magazine will adopt a cleaner, more modern style, said Mr. Jones, who as chief content officer also oversees its website. There will still be a Playmate of the Month, but the pictures will be “PG-13” and less produced — more like the racier sections of Instagram. “A little more accessible, a little more intimate,” he said. It is not yet decided whether there will still be a centerfold.

I admit that I had an interest in Playboy as a young heterosexual 14-year old. By 1966 it replaced Mad Magazine as my publication of choice.

In those days, one of the features of Playboy was Ribald Classics. The old joke about buying Playboy for the articles was partially true. I looked forward to the cartoons and artwork almost as much as anything else. The full-page drawing that accompanied each Ribald Classic was always a knock-out.

Leon Bellin illustrated almost all those early Ribald Classics in Playboy.

Leon Bellin was also a teacher, a professor of art, first at the University of Illinois at Navy Pier and then at Chicago Circle Campus. Leon ran the very small art education program at UIC.

He was my art teacher. And he became my dear friend.

When he was 60 years old I took him to is first baseball game. We sat in the bleachers at Wrigley. He took me to my first opera. We sat in the upper deck at the Lyric.

He would do written critiques of my work using German words I didn’t understand.

He would accuse me of being “consciously low-brow” for my love of popular culture.

Leon, like many of the early instructors at Navy Pier, was a graduate of the storied Institute of Design at the Illinois Institute of Technology. 

The Institute of Design was founded in 1937 as the New Bauhaus: Chicago School of Design by László Moholy-Nagy. It became known as the Institute of Design in 1944 and later joined Illinois Institute of Technology in 1949.

While I was at UIC in the late 80s, its painting faculty drew from some of the really great artists in Chicago. Phyllis Bramson, Susan Senseman, Martin Hurtig, Rod Carswell, Morris Barazani, Roland Ginzel, Dan Ramirez, Martin Puryear and others. I loved it there.

As good a figurative artist as Leon Bellin was, he was also a great teacher. And teacher of teachers.

He was somehow related to the children’s book author and artist, Ezra Jack Keats. Money from the Keats foundation funded a Saturday art program at UIC that Leon created called the Circular Dream Machine. It was Leon’s idea to make it free to any Chicago public school student. It provided those of us in the art education program an opportunity to learn teaching by teaching early in the program.

We also spent a lot of time with the students at St. Gregory’s Episcopal Choir School at The Church of the Epiphany on Ashland on the west side.

At the time, the Reverend Rempher Whitehouse headed The Church of the Epiphany and he was a friend of Leon. When Rev. Whitehouse opened the Choir School for African American boys from the neighborhood, Leon jumped at the chance to offer art instruction using us, his art education students.

The Church of the Epiphany was also known as The Panther Church. Fred Hampton and the Black Panther Party used the building as a meeting place. They served breakfast for children there.

Fred Hampton’s funeral took place at the Church of the Epiphany.

Reverend Whitehouse passed away last year at the age of 91.

After retiring from UIC Leon’s health worsened.

He moved with his wife Norma to Albuquerque and more recently to California with his daughter.

We lost touch.

I heard recently that he passed away in 2013. He was 92.

But you never forget your best teachers.

Karl Gabbey: “If teachers lived on such a gravy train, the whole world would know about it, and everybody would jump through all kinds of hoops to secure a teaching position.


– By Karl Gabbey

Why is it that so many people who are not teachers, have never been teachers, probably have little or no acquaintance with teachers, yet presume to “know” everything about teachers and their jobs, i.e. salaries, benefits, working conditions, etc?


Perhaps. it’s because most people have been inside a school building and that qualifies as expert knowledge.

Okay, salaries and other forms of compensation are public record and some busybody who has nothing better to do will pass his or her time tracking salaries in District X or District Y just so he or she can dump on teachers somewhere in the blogosphere or on the Trib’s editorial page. Is that a symptom of a pathology? I digress… Do salaries and benefits in Districts X and Y posted on their webpages tell the entire story?

It’s beyond presumption that some people are constantly crabbing about supposed “advantages” that teachers have. Again, if teachers lived on such a gravy train, the whole world would know about it, and everybody would jump through all kinds of hoops to secure a teaching position.

Maybe, even Ken Griffin would apply to teach if that were the case.

I was a college grad with a decent GPA and I could have done something else, but I had a great student teaching experience and some incredible people who influenced my decision. In spite of the less-than-deserved status that our society accords teachers, I enjoyed my years in the classroom and have no regrets.

Some individuals are either comfortable with a display of ignorance, or through some inner compulsion, must reveal it bombastically to the whole world.

The ignorance of these people, or “trolls,” is often amusing, sometimes irritating, even nasty, but always petty, immature, infantile, cheap, and quite frankly embarrassing. Who wants to make a fool of himself or herself in front of others with ignorance? It seems that somewhere in the recesses of their cowardly psyches they realize this which likely explains why he, she, or they refuse to reveal their identities and sign off only with “Anonymous.” Clearly people with intelligence, depth of knowledge, and the skill to articulate don’t do that.

I’ve learned through personal experience not to presume anything about the jobs of an accountant, a physician, a computer programmer, or a mailman, to name a few. I just don’t know the negatives or positives of jobs other than my own. I look upon ignorance as a negative and try very hard to avoid communicating something that would jeopardize my credibility.

The world would be a far better place if “trolls” who, by definition, don’t know anything and only try to enflame, would either be more considerate by keeping their thoughts to themselves or do some valid research in order to make a contribution to the discussion.

Lesson: Never criticize your neighbor until you’ve walked a mile in his or her shoes!

A letter from the home front.


I recently posted several comments from anonymous trolls who scolded me about how good teachers have it. 

I received this from a colleague still teaching in my old school district, CCSD64 in Park Ridge:

The district that Fred taught in is doing so well in Reading and Math, measured by MAP, that the Board now wants us to compete with super performing districts across the country. We are already working our tails off to get these kids to perform as well as they do, but the pressure is on to do even better. Is there room for growth? Always, but within reasonable expectations.

The Board is using a representative sample of schools around the US. No consideration was given to whether or not the districts have full day Kindergarten. We don’t, and half the time the kids are in half day K, they are going to Art, Music, and PE. I am not slamming the co-curricular subjects. They are essential to developing the “whole child” as D64 loves to say. D64 should open a full day K program.

In addition, how many of these super performers have a growing population of ESL students? How many have SPED students and their teachers pushed into the regular education program? Again, not slamming push in, but it is a factor in turning out super performers. How many super performers get free lunch? D64 has a growing population of students living in poverty as well.

Board members have very high expectations, but they keep warning us in cloaked language not to expect much of a raise, if any, when our current contract expires in June. The district is also hiring administrators barely into their 30s because they can get them for $80K a year. Board members speak openly about hiring our current superintendent at below market value.

The wet behind the ears administrators have also begun to seemingly target the more experienced teachers by calling them to their offices. These teachers have been told to bring Union representation so that they can be reprimanded for something that could just as easily been addressed without the disciplinary nature of the meetings. Our Union president has been at one of the schools three times in about seven days to take notes at these meetings.

So, anonymous, if you want to be a teacher, and think everything is so rosy for us, by all means, as Karl said, get off your duff and join the ranks. Frankly, I tell anyone who mentions to me that they want to become a teacher not to do it. You get a Tier 2 Pension in Illinois, you have to work until you are 67 to collect it, your receive little or no Social Security, even though you may have paid into it for years like Fred and myself, the paperwork is overwhelming, differentiating for each child is extremely time consuming, and expect to limit your social life to days off, vacations, and 60 days “off” ( laughing hysterically here!) during the summer. A good number of the teachers I work with are taking anti-depressants or anti-anxiety medication. Teaching requires a huge amount of mental, emotional, and physical fortitude. Good luck to you. You’ll need it.

Siddhartha sits under the bodhi tree.



My friend Michelle Gunderson teaches first grade at a Chicago public school.

She is a staunch teacher union activist and a proponent of student-learning from play.

In a sane world this would be considered common sense and obvious.

As a sign of how nuts schools have become, Gunderson must be considered an educational radical for advocating play.

On Facebook this morning Michelle posted this:

As we build education policy groups, let’s make sure we include teachers who have spent their lives playing on rugs with children. Too often early childhood voices are missing from the process.

I think I would take that another step.

Education policy groups (if we need them at all) should only include teachers who have spent their professional lives on the floor with children.

Years ago I worked with an administrator who happened to be a Buddhist.

She often complained to me how she missed being in the classroom with kids.

“No problem,” I finally said. “Why don’t you come to my room and tell my second graders the story of how Siddhartha got to be the Buddha.”

I was already showing my students how to draw the human figure and how legs and arms bend and which way they bend. And which way they don’t.

And how some joints bend only one way and others have joints called balls. Which always got a giggle.

I would stick pieces of tape at the joints and we would move around and discover the amazing fact that arms and legs only bend where there is a joint.

One student would demonstrate a ballet position and then we would all take that position.

Another would pretend to be a hockey goalie. And then we all would.

Trust me. This all led to amazing discoveries.

The day came when the  administrator came to the art room with her personal Buddha and sat on the floor in a lotus position, telling the story of how Siddhartha sat under the bodhi tree and gained enlightenment.

And with tape on our joints we also sat in the lotus position.

Including me.

And listen. I was still doing this at 60.

I believe we gained a level of enlightenment.

I’m not sure that it made her a better administrator.

But she continued to come back every year for years.

I have to admit that in my last few years it was much easier for second graders to go full lotus than it was for me.

Yet I never gave up the floor.

Thinking about memorials on Memorial Day.

The Memorial - photo by Dan Arant

She had been after me for years to do an art project that connected her teaching of the Holocaust to her fifth graders.

And I had resisted it for years.

Artists had struggled for centuries on how to depict great human horror and tragedies. A few have been successful.

Guernica, of course, comes to mind.

But it is not an easy thing for an adult artist, let alone fifth graders. And I imagined drawings with swastikas with red circles and slashes across them. And the fifth grade boys would have a field day with drawings of Nazi tanks.

So, every year during the Holocaust Curriculum I avoided her, sometimes hiding in the supply room if I saw her walking down the hallway.

Then one year she went to D.C. and brought back posters from the National Holocaust Museum. One depicted nothing more than a pile of children’s shoes that had belonged to the youngest victims of the camps.

Okay. I had resisted long enough.

In class we had a discussion of the idea of public memorials. Some of the students noticed that sometimes the simplest image evoked the strongest reaction.

Like the shoes.

Alright. No Swastikas!

In class we generated a list of a hundred words that represented how they felt about this part of our history.

We sliced off tiles from the big block of clay and the students painted with glaze one of the words they had chosen on to the tile.

When finished, we arranged the glazed tiles on the bottom of the school’s stair well.

It formed a giant found poem.

It was just in time for open house.

One of the parents came over to talk.

“I’m surprised you decided to do something so controversial,” he said.

“Controversial? The Holocaust?”

‘Uh huh,” he said.

“It was not a problem for me,” I said.



In 1965 I was not the greatest of students.

How is it that so many bad students aspire to be good teachers?

I stayed in school mainly to be with my friends.

I thought about this when I read the story of the Ohio high school teacher who was forced to resign after he obliged a student request to read an Allen Ginsburg poem, Please Master.

My Los Angeles high school defaulted to a college track. But I forced my parents to sign me out of that track.

This gave me the freedom to opt out of a required trig class, for example, while taking a bunch of classes I really wanted to take. Like one in international relations and a string of wonderful literature classes.

I was also looking to cause trouble and so spent many a lunch hour with our principal, Jim Tunney. He later became a National Football League chief referee.

In one of my lit classes the assignment was to bring in a poem to read aloud.

I chose Allen Ginsburg’s Howl.

Have I written about this before?

On the one hand I loved the beat poets.

Ginsburg in particular.

I spent many nights at the Venice West Cafe, listening to beat poets like Larry Lipton reading to the sound of bongo drums.


On the other hand I secretly hoped that reading Howl would get me in trouble.

And another lunch with Jim Tunney.

But my teacher, whose name has long escaped me, responded as if I had just read Emily Dickenson.

As the bell rang he called me up and opened a desk drawer, pulling out Andre Malraux’s Man’s Fate.

“Here,” he said. “Tell me what you think by Monday.”

Tell me what you think.

The best thing a teacher can say.

The way it’s spozed to be.

When I was a 16-year-old I read A.S. Neil’s Summerhill. Its utopianism was the perfect book for the time, which was 1966.

Summerhill was an actual school in England. It was founded on the radical premise that children should have the freedom to choose what they learn, when they learn it or if they learn it all.

As I decided that there was a reality to choosing teaching as my calling I read other radical critiques of traditional education.

I was a young man completely ignorant of life as a teacher in the classroom (except from the point of view of a student). What attracted me to these writers and their books was that for the most part they were written by actual teachers, not academics, and totally accessible.

I read John Holt’s Why Children Fail.

I read Jonathan Kozol’s Death at an Early Age.

I read The Way it’s Spozed to Be by James Herndon.

Looking back on this I see the limitations of what was available and known to me.

Yes, Kozol and Herndon wrote of their experiences teaching poor children and children of color.

But I was ignorant of what else was available. And there was the failure of publishers to make available to us the classroom experiences of teachers of color.

This created a huge gap in my knowledge.

In spite – maybe because – of the utopianism and radicalism of those I did discover, I was challenged to think of my classroom in terms of what I could do beyond the system’s expectations.

Now I look at the pictures of the parents and teachers who are resisting the standardized testing and Common Core and marvel at how young they are.

Or maybe how old I have become.

As a retired teacher I am excited by this rebellion and the explosion of resistance to the tests.

I am convinced that young teachers are again thinking and talking to each other about teaching in radical ways beyond the expectations and demands of the system.

I am convinced that this is not an educational movement that will be limited to a critique of poorly constructed test questions.

I am convinced that this movement is about rethinking curriculum, rethinking schools and thinking about who are the children and communities our schools serve.

When I was a student my mentor Professor Bill Schubert taught me that the curriculum was more than just the syllabus.

Curriculum was everything.

It’s more than a score.

It’s more than the test.

It’s everything.

Lee R. Talley. Yep…a roll of the dice. A commentary on Time Magazine.


– Lee R. Talley is a retired teacher from Tinley Park.

Let’s start with the premise that nobody wants bad teachers in the classroom.  That’s just common sense.  Unfortunately, it’s the nature of the beast.  When I was in public elementary and high school in the 1960’s and 1970’s, I had teachers that were excellent to awful.  I had the same experience at the five colleges I attended while getting my undergraduate degree and three graduate degrees.

The Time magazine article, “Taking on Teacher Tenure,” by Haley Sweetland Edwards, doesn’t present a well balance argument on teacher tenure.  (A grade of “C” at best.)  Edwards writes that, “Teacher tenure is a policy that restricts the ability to fire teachers, requiring a “just cause” rationale for firing.”  Wrong!  The only thing that teacher tenure guarantees is “the right to due process.”

Tenure was created to provide teachers with protections.  A long time ago, teachers were subject to rules which impeded on basic rights, being told what time they should be home, which activities they should engage in, who they could associate with, etc.  They were often fired for breaking these ridiculous rules. Teachers came together to gain protections against such rules. They wanted their own rules which ensured they wouldn’t be fired for no reason and to protect college professors from losing academic freedom.  Wealthy industrialists started writing and undermining professors. Tenure was created to ensure professors would be able to write freely.  It angers many people that the reason why tenure was developed is not clear.

As long as I can remember, teachers don’t hire or fire teachers.  Administrators hire, evaluate, and then either retain or dismiss them.  So if you apply Edwards logic, how do you protect teachers from bad administrators?  How do you protect teachers from school board members with personal and/or political agendas?  Do bad administrators and board members exist?  Yes.  How do I know?  I’ve been a classroom teacher, building administrator, and school board member.  Trust me, they all exist…in numbers larger than I like.

Edwards’ piece also creates a bias towards suggesting that teacher tenure is a vast obstacle to student achievement.  Check out the “buzz phrases” used:  “pink-cheeked beneath a trim white beard” — (Santa Claus is making this decision, and Santa would never do anything bad); “what happened next was predictable” – “DEFCON I” — (It’s assumption mixed with opinion, not fact; and please, MAKE THOSE WORDS SCREAM!!!); “Silicon Valley muckety-mucks” — (Aw shucks, I’m just a country bumpkin, a regular guy, just like you); “Jumping off the cliff” — (How could Welch be anything but a hero because only heroes risk their life for others, right?)

Because you’re extremely wealthy you’re right.  Yes, rich people have all the answers…otherwise they wouldn’t be rich, right?  We live in Merry Ol’ England where the nobility of the rich upper-class society know what’s best for the other 98% percent.  If you examine their proposed solutions you’ll see they’re mostly “cookie-cutter” solutions, one size fits all, which those in education know doesn’t work.  Billionaires and business types live by the mantra of trying to apply a specific methodology that will maximize profits.

Edwards also trots out the same old tired names — Infinera’s David Welch (invested in NewSchools Venture Fund and founded StudentsMatter), Microsoft’s Bill Gates, Facebook’s Mark Zuckerberg, Netflix’s Reed Hastings,  and Walmart’s Waltons.  Ask yourself, how many jobs were lost and how much of the middle class has disappeared over the years because these so-called geniuses were using foreign workers, paying them very little.  They shipped American jobs shipped overseas so they could make billions rather than being good corporate citizens.  The bottom line is that all these reform efforts are all about how private sector businesses and Wall Street equity firms can get their hands on more government money.

Edwards also invokes the names of “education experts” U.S. Secretary of Education Arne Duncan, Fomer Washington D.C. Chancellor of schools Michelle Rhee, and former CNN anchor turned education activist Campbell Brown.  Duncan failed in Chicago and Rhee failed in D.C., both getting out of town before the walls came tumbling down.  (Rhee now runs StudentsFirst, a nonprofit — meaning the budget only has to show a zero balance at the end of the year.)  Brown didn’t get her contract renewed at CNN and is married to Republican operative Dan Senor (who was one of the geniuses who took us into Iraq looking for WMDs), both big players in the conservative charter school privitization movement.

Edwards also states “countless stories of schools and districts being unable to fire bad teachers.”  Okay, give me statistics.  How many bad teachers have been fired?  How many teachers have been denied tenure?  We all want excellent teachers in the classroom, especially those in the profession.  Nothing is worse than being a educator and seeing a co-worker who isn’t doing the job.  Unfortunately it’s a roll of the dice in knowing if someone is going to be a good -average – or bad teacher until they actually teach.  But as politicians and private industry titans keep hammering educators, I’d like to know what they’re going to do when the upcoming teacher shortage hits?  You think they’re going to find enough of the best and the brighest to fill all these vacate positions?  You want to guess why that’s not going to happen?

In the Vergara v. California case  Judge Rolf M. Treu’s state that tenure law “violates the state constitution” and the students rights to “basic eqaulitiy of education opportunity.”  So if this is true, then it should  be the same when it comes to school financing (books, supplies, equipment, etc.), including charter and private schools?

Welch’s argument is even weaker — “If children are being harmed by these laws, then something, somewhere, is being done that’s illegal.”  One could use this same argument as the basis for suppression and inequality in all laws.  Unless he’d like to live in a Socialist society?  Of course, we could apply his logic to members of Congress.  He has a good one, I have a bad one.  That’s not right.  Of course, it’s a rigged system geared towards incumbents and money.  “Oh, okay…nevermind!”

Edwards also cites the three-year study by Harvard “education expert” Thomas Kane, funded by the Bill & Melinda Gates Foundation, which supports the Charter School theory of doing away with tenure improves student achievement.  Unfortunately, a recent study by the University of Minnesota Law School directly refutes that, concluding that charter schools are no better than public schools.

During my last year in education I asked a coordinator from a school reform model, “Can your company guarantee results?”  He replied, “No, we can’t.”  I countered, “Does that mean that your company will refund our money based of the percentage of students who don’t meet grade level standards?”  With a shocked look on his face, “Oh no, we would never do that!”  Yep, it’s a roll of the dice.

So, after all these geniuses get done “fixing education,” who is going to be left holding the bag, left to clean up the mess?  Geez, I wonder.  Here’s the one solution I know to be true:  Until you fix what’s wrong outside of schools you’ll never fix what’s wrong inside of schools.

Arne’s proof. Marcy’s proof.


This morning NPR reports, “Under the new guidelines, Duncan says he’ll require proof that these (Special Needs) kids aren’t just being served but are actually making academic progress.”

During the 2011-2012 school year – my final year of teaching – I was on evaluation. In our district tenured teachers were formally evaluated by the principal every two years.

The process would usually involve several meetings and a classroom observation.

For many years my school had a large number of Special Needs students – particularly students with autism – and we struggled to successfully apply best practices, including inclusive classroom settings for every student.

It was always my belief that even those students who were identified on the far end of the autism spectrum should be included with typical students in the art room. With the help and support of great paraprofessionals, that is what we did.

The idea of being evaluated by the principal in the final year of my teaching seemed silly. It was a fluke of the calendar.

But as union president I had witnessed awful principals give poor evaluations to retiring veteran teachers just so they could claim they were not giving every teacher a high rating. And I had also seen the devastated look on many of these teachers’ faces who took this stuff seriously, believing that after a life-time of teaching, they were now considered less than adequate.

I, on the other hand, was more skeptical of the process. So when Marcy, my principal, asked me to fill out a sheet on what my professional goals for the year were, I told her that I had none. “I’m a good teacher. I will be a good teacher this year. I am retiring at the end of this year.” 

She asked me to tell her what my goal for the lesson was that she was going to observe.

I told her, “Why don’t we meet afterwards, and you see if you can tell me what my goal was?”

At the appointed time, Marcy walked into my room with pen and a legal-sized note pad and sat on a stool in the corner.

It was a class of fifth graders and we were exploring perspective. I was demonstrating the tricks of using one-point perspective to create the illusion of depth on a two-dimensional surface.

This class – like most of my classes – had a student with autism. In this case Jimmy was on the extreme end of the autism spectrum. He was not verbal and would often appear inattentive, shaking his hands or staring out the window. But we – the paraprofessional and I – knew that Jimmy was hearing me, understood at some level and with problematic motor skills, Jimmy would attempt to do the work. Or some work.

Marcy missed all that.

Worse, Marcy was unaware that she was missing it.

In her post-observation write-up she said that Jimmy was not engaged.

I was appalled. I refused to sign the write-up and wrote a response which I insisted be placed in my personnel file.

“You cannot tell whether Jimmy is engaged or not engaged simply by a one-time observation,” I wrote. “You clearly have very little knowledge of autism, although you were a special education administrator for many years.”

I also pointed out that whether a child has autism or is a typical student, engagement is not binary. A student is not in or out. There are degrees of engagement with a project. This is no less true for Special Needs students.

The Obama administration said Tuesday that the vast majority of the 6.5 million students with disabilities in U.S. schools today are not receiving a quality education, and that it will hold states accountable for demonstrating that those students are making progress.

A major shift in Special Needs accountability.

It must be demonstrated that the students are making progress.

One can only shudder at what Arne has in mind.

Hinsdale board member: Our salary and benefits should be lower than other districts.


As I have been reporting, Hinsdale High School District teachers gave their union leadership full backing last week in the union’s bargaining with their board. With nearly every member voting, a strike authorization vote received 100% of the members support.

I can see why.

The current board is now controlled by ideologues who are willing to sacrifice Hinsdale’s quality public schools on the altar of their anti-government, anti-tax agenda.

Rich Brandeis is a board member of Cass District 63.

Cass is a separate school District from Hinsdale 86 but is a feeder district. Cass’s students go to Hinsdale for high school.

In an exchange of emails that were supplied to me, Brandeis gets attacked by one of Hinsdale’s anti-tax board member, Ed Corcoran, for siding with the union.

Brandeis is a graduate from Bradley University with a Bachelor in Business Science and an MBA from Indiana University.

Brandeis wrote to the Hinsdale board:

As you consider your options with regard to the upcoming tax levy, I’d like to caution you to consider your actions carefully. What you decide will impact Hinsdale D86 for many years to come. I have heard you are considering a 0% increase. While it may be a popular decision with the majority of the homeowners in the District, I believe your decision must go beyond that factor alone. Your number one responsibility is to ensure that Hinsdale Central and South continue to provide an excellent environment for teaching and learning. You are, after all, trustees of an asset that is owned by all of the taxpayers. It continues to be an asset only if both schools provide the opportunity for excellence in education. If the quality slips, ultimately so will the value of homes within the District. Having Hinsdale Central and South provide the education they do is a major reason people want to buy homes in the area.

Hinsdale board member Ed Corcoran responded:

Unfortunately I do not share any mutual interest to increase the levy and taxes and would like to see you support a zero levy as well.

The Teacher’s Union has delivered a demand to bargain and is aggressively pushing for a levy increase with no basis other than self interest. My concern is that your push appears to be a clear sign of support for wage increases for the teacher’s Union vs showing your support for and respect for the taxpayer. With 75%+ of taxpayer spending going to Union represented employees who are already paid generously over the market rate, and who received large raises during the recession (compounded annual since the recession), we need to show some restraint here in Illinois and in D86.

So since you are pushing so hard to increase funds over and above what is necessary for operations, the main question is “Is Rich Brandeis advocating for the Union?”.

As a person elected by the taxpayers, I hope you understand your duty and to advocate for only 2 parties. The student and the taxpayers.

With the excellent work conditions and benefits teachers realized in District 86, the salary levels would be lowered substantially by market forces. Our salary and benefits should be lower than other districts due to the great parents and great students and excellent work environment/conditions – not to mention the prestige our teachers enjoy in the education community. There are large numbers of unemployed and highly qualified teachers, so it should be obvious to anyone that we should not be paying above market wages with taxpayer’s hard earned money.

I believe a zero % or negative levy in D86 is the only approach to instill proper respect for tax payer’s hard earned money and move our spending in the right direction, since we already have adequate revenue and many efficiency gains to be made. I would also challenge your District to consider the same.