Teach for The Future Inc.

08/11/2026

PHILLIP JACKSON LEGACY SCHOLARSHIP APPLICATION
Honoring a Legacy of Education, Fatherhood, Leadership, and Community Service
Phillip Jackson was a lifelong advocate for the education and advancement of Black and Brown children and families.
In 1996, Mr. Jackson founded The Black Star Project in Chicago with a mission to help close the academic achievement gap and improve educational and life outcomes for Black and Brown youth. His work extended far beyond the classroom. He championed the involvement of fathers in their children’s lives, supported Father-Daughter Dances, celebrated the accomplishments of young Black men through the Black Male Graduation, and was a strong supporter of CAUSE Teachers and educators committed to serving their communities.
The Phillip Jackson Legacy Scholarship honors his commitment to education, family, leadership, service, and the belief that young people can transform their communities when they are given opportunity, encouragement, and support.
APPLICANT INFORMATION
1. Full Name
2. Date of Birth
_______ / _______ / __________
MM / DD / YYYY
3. Email Address
4. Phone Number
(_______) _______ - __________
5. Mailing Address
Street: _____________________________________________________
City: ______________________________ State: ________ ZIP: __________
6. Are you a U.S. Citizen or Permanent Resident?
☐ Yes
☐ No
7. Are you of African American / Black American descent?
☐ Yes
☐ No
☐ Prefer not to say
ACADEMIC INFORMATION
8. Current Educational Status
☐ High School Senior
☐ Undergraduate Student
☐ Trade/Technical School Student
☐ Other: _______________________________________
9. Name of Current or Most Recent School
10. Current GPA (if applicable)
________ / 4.0
11. Anticipated Graduation Date
_______ / __________
MM / YYYY
12. Intended Major, Career Path, Trade, or Field of Study
13. Have you been accepted to a college, university, trade school, or other educational program?
☐ Yes
☐ Not Yet
☐ Not Applicable
If yes, please list the institution or program:
COMMUNITY, LEADERSHIP & SERVICE
Phillip Jackson believed that education should be connected to family, leadership, service, and responsibility to the community.
14. Please describe your involvement in any school, church, neighborhood, civic, family, mentoring, employment, volunteer, or community activities.
15. Have you participated in any programs involving mentoring, fatherhood/family engagement, education advocacy, youth leadership, community service, or support for Black youth?
☐ Yes
☐ No
If yes, briefly describe your experience:
ESSAY SECTION
Please select ONE of the following essay questions and submit a response of 250–500 words.
Essay Option 1
How have your heritage, family, and upbringing shaped your views about education and your responsibility to your community?
Essay Option 2
Phillip Jackson dedicated his life to improving educational opportunities and life outcomes for Black and Brown youth. How do you plan to use your education, career, or talents to strengthen your community and create opportunities for others?
Essay Option 3
Describe a moment when you demonstrated leadership, perseverance, courage, or service to others. What did that experience teach you, and how will you carry that lesson into your future?
Essay Option 4
Phillip Jackson strongly believed in the importance of fathers, families, teachers, and communities working together to support children. What role have family members, teachers, mentors, or community leaders played in your development, and how do you hope to provide that same support to others?
Essay selected: ☐ 1 ☐ 2 ☐ 3 ☐ 4
SPECIAL REFLECTION: JUNETEENTH
16. What does Juneteenth mean to you personally, and how do you believe its history and legacy should influence the work of your generation?
Please respond in approximately 150–300 words.
FLOYD BIBBS LITERARY REFLECTION
In Honor of Floyd Bibbs
Select a poem from Floyd Bibbs’ book, Reflections in the Mirror, and write a brief interpretation of the poem.
In your response, discuss:
What you believe the poem is communicating;
What message or theme stood out to you;
How the poem relates to your own life, community, history, or experiences; and
Why you selected this particular poem.
Suggested length: 250–500 words.
Title of Poem Selected:
Your Reflection:
SUPPORTING MATERIALS
Please include the following with your completed application:
17. Resume or Activity Sheet
Please submit a current resume or a list of school, employment, extracurricular, leadership, volunteer, and community activities.
☐ Attached
18. One Letter of Recommendation
The recommendation may be provided by a teacher, counselor, community leader, employer, clergy member, coach, mentor, or another adult who can speak to your character and potential.
☐ Attached
19. Most Recent Transcript
Official or unofficial transcripts will be accepted.
☐ Attached
APPLICANT CERTIFICATION
20. Certification and Signature
I certify that the information provided in this scholarship application is true and complete to the best of my knowledge. I understand that providing false or misleading information may result in disqualification from consideration for the Phillip Jackson Legacy Scholarship.
Applicant Signature: _________________________________________
Date: __________________________
SUBMISSION INSTRUCTIONS
Please submit the completed application and all required supporting materials by:
Application Deadline: December 31, 2026
Applications may be submitted by email to:
[Scholarship Email Address]
or
[Second Scholarship Email Address]
Applications may also be submitted online at:
[Insert Scholarship Application / Upload Link]
Incomplete applications may not be considered.
Finalists may be contacted for an interview with the Scholarship Selection Committee.
SCHOLARSHIP SELECTION
Applicants may be evaluated based on:
Academic effort and achievement;
Leadership and perseverance;
Community involvement and service;
Commitment to education or career development;
Strength and thoughtfulness of written responses;
Alignment with the values and legacy of Phillip Jackson; and
Overall completeness of the application.
The Phillip Jackson Legacy Scholarship seeks to recognize young people who demonstrate the potential to carry forward a tradition of education, family engagement, leadership, service, and commitment to the advancement of the Black community. https://www.gofundme.com/.../honoring-a-legacy-by...

08/11/2026

The Most qualified candidate is still running as a write in in District 10B
Dr. Rosita Chatonda EdD
Dr. Rosita Chatonda is an educator, community organizer, author, curriculum developer, and advocate for public education with nearly four decades of experience serving students, educators, families, and communities.
Dr. Chatonda is the founder of CAUSE (Coalition and Alliance of Urban School Educators), a national caucus advocating for public school educators and addressing issues affecting teachers and schools in urban communities. She is also the Founding President of Teach for the Future, Inc., a curriculum-based nonprofit organization that develops innovative, culturally responsive curricula and social-emotional learning experiences for inner-city youth.
Her leadership and advocacy extend throughout Chicago and beyond. She serves as Chair of the
Chicago Public Schools South Shore Community Action Council and as Displaced Teacher Chair for the NAACP. She is also an approved State of Illinois vendor providing professional development opportunities for Illinois educators through the Illinois State Board of Education.
Educator and Literacy Advocate
Dr. Chatonda began her career as a public-school teacher in Chicago in 1986 and has also taught within the Archdiocese of Chicago. Her educational background includes a master's degree in Curriculum and Instruction, graduate study in psychology at the University of Chicago, and certifications across multiple areas of education, including mathematics and science.
She earned her Doctorate in Education, focusing her research on literacy and educational outcomes for African American students and descendants of American chattel slavery. Her dissertation, “The Literacy Gap,” examines approaches to creating greater educational equity for Black American students through literacy. Building upon this research, Dr. Chatonda has also developed proposed legislation aimed at addressing what she identifies as the “Literacy Gap.”
Her work with young people continues through Teach for the Future, where she focuses on helping urban youth develop their talents in writing, publishing, music composition, and other creative and academic disciplines. She also spent four years implementing the Upward Bound Program at Chicago Vocational Career Academy (CVCA) on Chicago's South Side.
Community Organizing and Teacher Advocacy
Dr. Chatonda's experience as a community organizer began in 1985 while she was raising her family. She organized a parent-teacher association that worked to address racial inequities within Chicago Public Schools. She later enrolled in Teach for Chicago and continued building a career that combined classroom instruction, community organizing, educational research, and advocacy.
In 2009, Dr. Chatonda organized a caucus within the Chicago Teachers Union to advocate for
African American educators who had been displaced or terminated. Her advocacy has focused particularly on the displacement of veteran educators, “Do Not Hire” policies, and the closing of public schools in predominantly African American communities. Her work and advocacy have been covered by the Chicago Sun-Times and other publications.
Through CAUSE Teachers, Dr. Chatonda and other educators have also pursued litigation concerning employment practices affecting displaced teachers, including constitutional and rightto-work claims associated with placement on “Do Not Hire” lists. Some of these matters have proceeded through federal district and appellate courts.
Today, Dr. Chatonda continues organizing educators nationally around issues affecting teachers, students, and public schools in urban communities. She also writes commentary and opinion pieces on education policy and teacher advocacy that have appeared in publications across the country.
Dr. Chatonda's commitment to public education also extends to elected school governance. She has twice run for a seat on Chicago's elected school board, bringing her experience as an educator, community organizer, parent advocate, and longtime public-school activist directly into the electoral process. She is currently running again as a write-in candidate, continuing her effort to ensure that educators, parents, students, and historically underserved communities have a meaningful voice in the decisions that shape Chicago's public schools.
Author and Composer
In addition to her work in education, Dr. Chatonda is an accomplished songwriter and composer.
In 1988, when HBO aired its “Welcome Home” tribute to Vietnam veterans in Washington, D.C., her composition “Tribute to Vietnam Vets” received recognition, including attention from internationally acclaimed musician Ramsey Lewis, who subsequently worked with her to develop her musical talents. Today, Dr. Chatonda holds copyrights to more than 50 original musical compositions.
Her writing also documents the educational, political, and historical issues that have shaped her decades of advocacy. Her book projects include “The Literacy Gap,” which expands upon her research into literacy and standardized testing outcomes among descendants of American chattel slavery; “At Rainbow's End: REN 2010,” a documentary history examining three decades of
Chicago education politics and Chicago-style union organizing; and “Drinking from the Whites Only Fountain,” a documentary work examining the experiences and history of American Descendants of the Enslaved (ADOS).
Across her work as an educator, organizer, researcher, author, composer, and advocate, Dr. Chatonda has remained committed to advancing educational opportunity, strengthening the voices of public-school educators, and creating culturally relevant learning opportunities for Black students and underserved urban communities.
More information about Dr. Chatonda's educational and professional development work is available through Teach for the Future, Inc. at Teach4thefuture.org.

07/31/2026

As a veteran educator, parent organizer, education author and community organizer, I have dedicated my career to improving public education and advocating for students, parents, and teachers. I worked for both Chicago Public Schools and the Chicago Teachers Union, and I played a significant role in organizing on Chicago's South Side during Karen Lewis's successful campaign for CTU president—a movement that many believe helped reshape Chicago politics in the years that followed.

My advocacy on behalf of veteran educators who were losing their jobs ultimately came at a personal cost. I believe I was subjected to racism, harassment, and political retaliation because I refused to remain silent. For more than fifteen years, I have felt that I have been targeted by individuals associated with the CTU, political organizers, and the Mayor's political network because of my willingness to challenge decisions that I believed harmed Black educators and the communities they served.

I ran for the elected Chicago Board of Education as an independent community candidate with a dedicated team of volunteers and very limited financial resources. In contrast, the CTU had substantial organizational and financial resources and challenged my candidacy, resulting in my removal from the ballot. In my view, these actions prevented voters from choosing among the most qualified candidates and undermined the promise of an independent elected school board.

Today, the individual who opposed my candidacy has been appointed to the very seat I sought to represent. From my perspective, this raises serious concerns about whether the process has been fair, transparent, or truly representative of the community.

I believe Chicago deserves an elected school board where every qualified candidate has an equal opportunity to compete and where the voices of parents, educators, and neighborhood residents are valued above political influence. Democracy works best when voters—not political organizations or special interests—decide who represents their communities.

Dr. Rosita Chatonda EdD

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07/27/2026

For those who follow me nd don't understand what's 's happening. Since I left CTU in 2011—and Brandon Johnson later filled the position I vacated—I have consistently been under attack by Black individuals aligned with the White liberal leadership that runs CTU. Their issue has always been my strong advocacy for keeping Black veteran educators in the classroom.
Many people don’t know the backstory.
In 2010, I volunteered to run the South Side campaign for Karen Lewis and CORE (Caucus of Rank-and-File Educators). I still have the data from that election. Karen Lewis ultimately won in a runoff against Marilyn Stewart after initially receiving only 27% of the vote. In that runoff, 4 of the 5 caucuses lined up behind CORE.
However, when I analyzed the data, I saw something critical: CORE did not carry or win in Black elementary schools.
That raised a serious concern for me. I knew that if CTU leadership ever had to make decisions involving layoffs or closures, Black elementary schools—and Black educators—would be the most vulnerable. With only 27% initial support, I believed CORE would eventually have to eliminate opposition in order to maintain power.
Before working with CORE, I had already been organizing Black educators through Operation PUSH. So when the opportunity came, I chose to work within CTU with one goal: to prevent mass firings and protect Black educators. At that point, we had already lost 5,000 Black educator positions before CORE even took office.
When I was given the opportunity to help keep four schools in Black communities from closing, I worked behind the scenes with CPS district administrators. Those schools were Bouchet, Beidler, Tilton, and Marconi. We were successful in keeping them open.
I expected support from CTU leadership—but instead, I was confronted. Jackson Potter, a CORE leader within CTU, became angry and told me I should go work for the NAACP.
What followed speaks for itself.
Rahm Emanuel later closed 50 schools after Karen Lewis went to Springfield and signed SB7—a union-busting bill that removed seniority protections for tenured teachers during economic downturns. Since then, we have lost an additional 8,000 Black educator positions under the caucus that Stacy Gates and Brandon Johnson are aligned with.
If you want more details, I documented this in my book, At Rainbow’s End (Ren 2010), available on Amazon.
As a former CTU organizer, I understand what is happening. There are paid Black political voices—along with others—who come onto my page to challenge and attempt to intimidate me on behalf of the same White liberal power structure that controls CTU and now has influence within the city of Chicago.https://www.amazon.com/s?k=at+rainbows+end+ren+2010+rosita+chatonda&ref=nb_sb_noss

07/15/2026

I'll still be running as a write-in candidate.
The district boundaries were redrawn, and I was moved into a different district. I have always lived in and previously ran in District 10A, so I collected signatures for District 10A. Afterward, I was told I had been reassigned to District 10B because of the new district map.
The redistricting placed many residents into different districts than the ones they had previously been part of, which created confusion for candidates and voters alike.
The good news is that my name has now been made public. Please remember the spelling, and on Election Day in November, write in Dr. Rosita Chatonda.
Pictured: Dr. Marlo Barnette, Executive Director of C.A.U.S.E. Teachers.https://chicago.suntimes.com/.../five-chicago-school... See less

07/08/2026

FOR IMMEDIATE RELEASE
Dr. Rosita Chatonda Announces Write-In Campaign for Chicago Elected School Board – District 10B
Chicago, Illinois – Dr. Rosita Chatonda, longtime educator, community advocate, and Executive Director of Teach for the Future, Inc., announced today that she intends to continue her campaign for the Chicago Elected School Board as an official write-in candidate for District 10B.
For previous election cycles, Dr. Chatonda's residence was located within District 10A, where she had been eligible to run. However, due to the redistricting of the Chicago Elected School Board districts for the 2026 election, her residence was reassigned to District 10B. Because she had relied on the previous district boundaries, the majority of the petition signatures she collected were from voters residing in District 10A. As a result, she did not have sufficient valid signatures from District 10B to qualify for placement on the printed ballot.
Dr. Chatonda has submitted a Freedom of Information Act (FOIA) request seeking records regarding when and how the District 10 boundaries were changed and the implementation of those changes.
Despite not appearing on the printed ballot, Dr. Chatonda remains committed to serving the families, students, educators, and residents of District 10B.
"My commitment has always been to the children and families of our community. While I will not appear on the printed ballot, I am asking voters to support my campaign by writing in my name on Election Day."
Dr. Chatonda has devoted more than 30 years to education and community service. Her campaign continues to focus on improving student achievement, strengthening neighborhood schools, supporting teachers, increasing parental involvement, and promoting transparency and accountability within Chicago Public Schools.
For more information, visit www.teach4thefuture.org or contact:
Dr. Rosita Chatonda, Ed.D.
Executive Director, Teach for the Future, Inc.
Founding President CAUSE Teachers
773-580-7183
[email protected]
[email protected]

06/07/2026

Dear CAUSE Members and Supporters,

We urgently need your help.

All of our petition signatures for the Elected School Board race are being challenged. We chose not to challenge other candidates because we believe this school board should be community-driven—not controlled by corporations or big business. Our children are not for sale.

We know that we have at least 500 valid signatures, yet all 1,014 of our submitted signatures are being challenged. We believe this blanket challenge is unfair and is being used as an attempt to keep us off the ballot.

We are asking for volunteers to help us review and recover our signatures from Wednesday through Friday, June 10–12,,2026 between 9:00 a.m. and 5:00 p.m. at the Board of Elections.

We will also be holding a press conference on Wednesday at 2:00 p.m.

If you can volunteer for a few hours—or even a few days—your support would make a tremendous difference. Please contact me as soon as possible if you are able to help.

If you are unable to volunteer but would like to support this effort, donations are greatly appreciated. You may send donations via Zelle to 773-419-7417. We will also have a donation button available soon on our website: Teach4theFuture.org.

Location:
Board of Elections
69 W. Washington Street, Suite 600
Chicago, IL

Thank you for standing with us in this fight for community representation and quality education for our children. Together, we can ensure that the voices of parents, students, and community members are heard.

Sincerely,
Dr. Rosita Chatonda EdD

04/28/2026

Dr. Rosita Chatonda’s candidacy for the Chicago Board of Education, District 10, is rooted in a lifetime of commitment to students, educators, and the integrity of public education. With more than 30 years of experience as an educator, she brings not only credentials, but lived understanding of the Chicago Public Schools system—inside and out.
Holding a Doctorate in Education, a Master’s degree in Curriculum and Instruction, and a Master’s degree in Psychology, along with a Bachelor’s in Psychology, Dr. Chatonda has built her career at the intersection of academic rigor and human development. She also holds five middle school endorsements and earned her certification in Math and Science from the University of Chicago—further demonstrating her deep academic preparation and subject-matter expertise. As a state-certified teacher who taught directly in CPS classrooms and later served as Head Teacher for Math and Science, she has seen firsthand both the promise and the challenges facing Chicago’s students. That experience means she is ready to lead on day one—without a learning curve.
Beyond her work in schools, Dr. Chatonda is also an accomplished author and educational historian. She has written three books that reflect her deep engagement with literacy, equity, and the historical experiences of Black educators in Chicago. Her works include The Literacy Gap, At Rainbow’s End, a documentary account of 30 years of Chicago’s educational history, and her forthcoming book, Drinking from the “Whites Only” Fountain, which examines the history and struggles of Black educators in Chicago. Through her writing, she not only documents the past but also helps shape the future of education.
Dr. Chatonda’s commitment to education is not only professional—it is deeply personal. She is the proud mother of four children—three sons and a daughter—who attended a range of Chicago schools, including Chicago Public Schools, the University of Chicago Laboratory Schools, and Mount Carmel Catholic High School. All four ultimately graduated from Kenwood Academy, where Dr. Chatonda was a highly active parent and community leader. A musician and songwriter, she served as President of the Kenwood Academy Booster Band Club for 10 years, supporting student programs and fostering school pride through the arts.
Throughout her career, Dr. Chatonda has been a consistent and vocal advocate for justice within the education system. She has stood alongside Black teachers who were wrongfully terminated, fighting for fairness and accountability. At the same time, she has dedicated herself to uplifting inner-city youth, ensuring they are not overlooked or underserved.
This commitment led her to found Teach for the Future, Inc., an organization focused on meeting the real needs of students often left behind. Through culturally grounded social-emotional learning programs, targeted curriculum support for first-generation and low-income students, tutoring for struggling students, and exposure opportunities like college tours, she has worked to close both achievement and opportunity gaps.
Her leadership also includes founding the Coalition Alliance of Urban School Educators (C.A.U.S.E.), a network designed to empower educators and amplify their voices in policy and practice. She has consistently challenged decisions she believes harm communities, including being a vocal opponent of school closures that disproportionately affect Black and brown neighborhoods.
Dr. Chatonda’s impact is also visible in program development. She successfully implemented the Upward Bound Program at CVS High School, creating pathways for students to envision and achieve higher education goals.
Now, as a candidate for District 10, she is bringing that same passion, experience, scholarship, and advocacy to the broader stage of educational governance. Her campaign is grounded in a simple but powerful belief: that those who have dedicated their lives to education—and who understand the realities students and teachers face—should help shape the future of Chicago’s schools.
For Dr. Rosita Chatonda, this race is not about politics. It is about purpose, equity, and ensuring that every child in Chicago has access to the quality education they deserve.

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04/18/2026

r. Rosita Chatoda for Chicago Public Schools Elected School Board – District 10
I am proud to announce my candidacy for the Chicago Public Schools Elected School Board, representing the 10th District.
As a seasoned educator, a CPS parent for decades, and a dedicated education community organizer for over 15 years, I bring a depth of experience that is rooted in our schools and communities. I have served as Parent Chair for Kenwood Academy’s music program for more than a decade and authored several books on education. My work has always centered on advocating for students, families, and equitable school systems.
I am running because I believe I am uniquely qualified to address the systemic issues facing our district—especially the long-standing inequities impacting schools on the South and West Sides. We must confront these challenges head-on and implement real solutions that strengthen our school communities.
I have not only studied these issues—I’ve taken action. I filed a federal lawsuit to challenge systemic inequities in CPS because our students deserve fairness, transparency, and accountability.
What We’re Up Against
By 2026, the school board will be fully elected. This historic shift also brings significant challenges. Powerful institutions—including CPS, the Chicago Teachers Union, and corporate interests—are expected to invest heavily in these races, often backing candidates who align with their agendas rather than the needs of our communities.
This election is already becoming highly politicized. Community-driven candidates like myself face major obstacles just to get on the ballot.
How You Can Help
Our first goal is simple but critical: secure enough signatures to qualify for the ballot.
We need at least 15 dedicated volunteers to help gather signatures.
We learned a lot from our previous campaign, where our petitions were aggressively challenged. This time, we are preparing stronger—and we need your support.
📅 Signature Gathering EventNext Saturday | 12:00 PM – 7:00 PM(Location: TBA)
If you’re available and ready to stand up for our schools, please reach out and join us.
Together, we can build a school system that truly serves our communities.
— Dr. Rosita Chatoda
[email protected]

03/21/2026

Campaign Support Document: Dr. Rosita Chatonda for Chicago School Board (District 10)
Executive Summary
Dr. Rosita Chatonda is a lifelong educator, community organizer, and breast cancer survivor running for the Chicago School Board in District 10. With over 30 years of experience in public and private schools, she brings unparalleled expertise and a deep commitment to equity in education. This document outlines her platform, addresses the challenges she faces from political opponents, and highlights her unique qualifications to serve the students, parents, and educators of Chicago.
The Candidate: Dr. Rosita Chatonda
Dr. Chatonda's background is rooted in a profound dedication to the educational advancement of inner-city youth. Her qualifications include:
•
Extensive Educational Background: Doctorate in Education, Master's in Curriculum and Instruction, and a BA in Psychology. She holds state certifications with endorsements in Math, Science, Language Arts, Social Studies, and Music
•
Decades of Experience: Over 30 years as a teacher in Chicago Public Schools (CPS) and the Archdiocese of Chicago. She has served as a Head Teacher for Math and Science in CPS
•
Community Leadership: Founder of C.A.U.S.E. (Coalition and Alliance of Urban School Educators) and Teach for the Future Inc. She has served as Co-Chair of the South Shore Community Action Council for CPS for 8 years and is an active member of the South Side NAACP
•
Advocacy and Resilience: A breast cancer survivor who has continuously fought for her community. She is a vocal opponent of school closures and an advocate for Black teachers wrongfully terminated by the district
Addressing the Challenges: CTU/CORE, CPS, and Rhymefest
Dr. Chatonda's campaign has faced significant opposition, notably from the Chicago Teachers Union (CTU) / CORE caucus, CPS establishment, and other candidates like Che "Rhymefest" Smith.
The CTU/CORE Challenge
Despite being a former CTU employee and a veteran educator who volunteered to help elect CORE leadership in 2010, Dr. Chatonda has been challenged by the very organization she once supported.
•
The Disconnect: The current CTU/CORE leadership often prioritizes broader political goals over the immediate needs of veteran educators and local communities. As Dr. Chatonda notes, the caucus has shifted towards novice teachers and non-educator activists, sidelining those with historical knowledge and deep roots in the system.
•
Political Objectives: The leadership's stated goals have increasingly focused on shifting the political landscape, sometimes at the expense of focusing on core educational issues. Dr. Chatonda's independence and refusal to be "bought" make her a threat to this established political machinery. She advocates for her community first, not a political agenda.
The CPS Establishment
Dr. Chatonda has been a persistent critic of CPS policies that harm neighborhood schools, particularly school closures based on "low test scores," which she identifies as a strategy that often leads to gentrification Her demand for a forensic audit of CPS finances to understand the consistent budget deficits challenges the status quo and demands true transparency
The Race in District 10
The District 10 race includes high-profile candidates like Che "Rhymefest" Smith. While Smith brings celebrity status, Dr. Chatonda brings decades of actual classroom and administrative experience. The board needs educators who understand curriculum, school finance, and child psychology, not just public figures.
Platform and Vision for Chicago Schools
Dr. Chatonda's platform is built on equity, transparency, and practical solutions for student achievement.
1. Educational Equity and Curriculum Reform
•
Closing the Achievement Gap: Dr. Chatonda, author of "The Literacy Gap," focuses on the specific needs of students who are Descendants of Chattel Slavery, addressing why 85% of Black children are failing standardized tests
•
Skills-Based Education: She promotes skills-based education and tailored strategies for neighborhood schools, rejecting the "one size fits all" approach
•
Support for All Schools: Ensuring neighborhood schools receive the same resources and attention as Selective Enrollment schools
2. Financial Accountability and Transparency
•
Forensic Audit: Immediate call for a forensic audit of CPS to determine where funds are being spent and to address the continuous budget deficits despite declining enrollment
•
Springfield Engagement: Building strong relationships with state legislators to secure necessary funding through the Evidence-Based Funding (EBF) model
3. Empowering Local Voices
•
Local School Councils (LSCs): Strong support for LSC autonomy, believing that principals and local communities should have the final say in how their schools are run, including decisions on School Resource Officers (SROs)
•
Parental Involvement: As a former CPS parent and current grandparent, she is committed to amplifying the voices of parents and supporting Community Action Councils (CACs)
4. Leadership and Governance
•
Educator-Led District: Dr. Chatonda opposes the "CEO" model for CPS, advocating instead for a qualified Superintendent with an educator's background, an understanding of school finance, and knowledge of child psychology
Conclusion
Dr. Rosita Chatonda represents the authentic voice of Chicago's educators, parents, and students. Her resilience as a cancer survivor mirrors her relentless fight for educational justice. She cannot be swayed by political caucuses or establishment pressure. In November, District 10 has the opportunity to elect a proven leader who will bring genuine reform, accountability, and a deep love for the community to the Chicago School Board.
References
[1] Chicago Board of Education Member Candidates' Questionnaire: Rosita Chatonda. Coalition Voter Project.
[2] Elect Dr. Rosita Chatonda for Elected School Board for District 10 (Bio). Coalition Voter Project.