We need a plan for our local schools that builds on the richness of our diversity and stands upon our local assets while seeking the highest quality leaders in education. We need an alderman who can be our school's proudest advocate.

Although I was a lead organizer of the referendum that called for a formal community process to debate the military academy, My concern for education goes beyond the military academy at Senn. I see the installation of the Rickover Military Academy as emblematic of the problem in decision making in our schools both locally and as a city. Locally, decisions about our local schools are made without input from teachers, parents, administrators or the broad community. In the case of the military academy, two wards on the north side of Chicago said NO to the school. But when it was offered to the 48th Ward the Alderman said, "Yes" without consulting the parents, the teachers, the principal or the community. Both the Alderman's office and the Chicago Board of Education insist that a process occurred in choosing Senn for the military academy. But 70% of the voters disagreed. If only the Alderman had reviewed the facts about military academies and had seen that they do little to improve scholastic achievement.

Senn High School is the centerpiece of public education in our community. It is the school into which the students from all but McCutcheon Elementary flow and the point from which young people enter college and the local workforce. Yet after 16 years in office, the Alderman of the 48th Ward has done little for Senn. She has not attended Local School Council meetings, has not worked to improve the school or support the school, has not worked to integrate the school into the community nor integrate the community into the school. Making decisions about educating our young people without regard to the concerns of teachers, administrators and the community or without a comprehensive education plan for the community is poor public policy making.

What makes schools successful is not ill-informed, top-down approaches, or approaches that exclude teachers, parents and kids. The way to make strong schools is to provide for strong leadership and control at the principal level and to provide for the inclusion of children, parents, teachers and the community in a trusting learning environment. Good schools create learning that is not driven by testing but by clearly defined academic focus and vision, high standards for achievement and provisions for continual staff and teacher development.

But what can an Alderman do? An alderman can create great local schools by convening and leading planning and visioning for community-wide education that listens to a broad sector of people-teachers, children, parents, administrators, and community members. The Alderman should be active in Local School Councils, helping ensure that they thrive while supporting their autonomy. The alderman must be the primary advocate for our community schools with the Chicago Board of Education, fighting for resources and helping them understand our local values. The Alderman should be the school's biggest cheerleader, communicating school success within the community and by communicating community concern to school leaders.

My concern for education in the 48th Ward goes beyond one school, goes beyond bricks and mortar, and gets to the fundamentals of education. Any successful team knows that to win you have to practice the fundamentals. I propose a Vision for Education in 48 that includes the entire system-with Senn as the focal point and the feeder schools, Goudy, Pierce, Swift, and Hayt, representing entry into the system and local secondary schools (Truman, DePaul, Loyola, St. Augustine), and trade schools and work as well as programs for adult learners as the exit points for the system.

The first step in providing a strong educational opportunity to our community is to have a strong academic vision. From there we can work together to achieve the highest standards of education for our young people.