I never considered the job of teaching to be easy. My advisor during my student teaching days explained that teaching was "like nailing jelly to a wall" or "like working in a car factory where the cars don't want to be made." In short, it's next to impossible. But that's the type of people teacher are - willing to tackle the impossible.

         But now the impossible is becoming unbearable.

         It seems that we no longer have advocates at the district office. At the board meeting on March 26, I watched in frustration as the board members and the superintendent sat stone-faced while teacher after teacher expressed their anger that negotiations have gone to impasse. In the staff room I hear teachers complain that the board doesn't think teachers are concerned, and that the board simple doesn't care that good teachers are leaving the district.

         I believe these complaints because I share them.

         While the district has refused to negotiate in a forthright manner, I've helped a fellow teacher edit his resume. While the district has hemmed-and-hawed about how much money is available, I've looked at the pay scales of other districts. While the district has shown me no evidence that they are committed to retaining quality teachers, I've listened as those same quality teachers have spoken about job opportunities in other districts in other counties.

         How should I get back the respect I had for my district? When will I feel respected again? Do I have to begin my search for another district, one that will treat its teachers as their number one asset? Or will I again feel respected right here in Cupertino?

4 Years in District, Grade 3: 7+ years as an instructional assistant, four years as a teacher, one of which was as a full time teacher intern and full time Santa Clara U. student. As a full time student and intern, there was little to no support to put my classroom together or my curriculum. I got my assignment three days before school began only to find a few desks (only) and no book - supplies etc. Since then, I've spent a lot of my own money for materials and many extra hours to get a program that my students/parents are happy with. I've spent many hours and money on a very popular multicultural program. I'm feeling I'm just getting comfortable with the textbooks and they are changed. Now language art is piloting a new textbook but there is only one acceptable book that is state-approved. Why pilot it? The report cards are only on the Mac, meaning we spent many hours at night at school to complete report cards. Now midyear they are available for PC. Couldn't we wait to start the new report card when material/assessment were available rather than getting them as we go? Methods used cause teachers more stress. More planning is needed.

31 Years in District, Grades K-3, 5, Special Ed: Cupertino has been a great place to serve as an educator! BUT the Kindergarten issue must be addressed. We are being asked to accomplish "academics" in class sizes of 32. The district must look to ways to support this grade level - the task is daunting! Maybe you need to research the parcel tax again or suffer the consequences of not giving this grade level the support it deserves.

9 Years in District, Grade not entered: I feel we are continually required to do additional work, i.e., extra trainings - science notebook, SS Plan training, report card training, differentiation, etc…We never have time to learn a strategy and then plan a unit to see how it works.

         The DO is continually devising things for teachers to do - and HR has the rudest management personnel. The school sites are not informed of a lot of things that go on at the district levels - DO jobs are also given to those special few who play the DO game.

14 Years in District, Grade 1: I've been teaching for 14 years and my husband complains at how late I get home every day. He says, "You've been doing this for so many years, shouldn't it be easier by now?" and I tell him that it's only gotten harder.

33 Years in District, Grades K, 2-6: CUSD used to be a district with a vision and a plan to attain the vision. Now it seems that we merely react to changes around us haphazardly. Programs and plans are put into effect before they are complete, without the necessary support systems in place. Too many changes are being required at once and the changes (new programs and materials) have not been coordinated with each other. CUSD's right hand doesn't seem to know what the left hand is doing.

         The number of newer teachers keeps growing and the number of older, experienced teachers is shrinking. I am happy to help (standards committee, report card committee, social studies curriculum writer, science lead teacher, workshop presenter, being observed by new teachers, piloting materials . . . and the list could go on) but the list of tasks keeps growing. The length of a day doesn’t.

         Then, to add insult to injury, I need (after 34 years of teaching) to get a CLAD credential!

         I have been required to move several times recently due to remodeling and opening a new school. Some of my materials have been lost or damaged. Other people's materials have been piled on mine (due to a clerical error at the DO level) making moving 10 times harder. My belongings have been thrown aside to make room for a new work station even the principal didn't know was coming. My classroom was flooded before school opened this year causing more damage and weeks of additional work. Three times I have had to open school in a new classroom without enough time to set it up. Twice I have had to spend weeks cleaning out rooms that should have been empty. I feel that I teach well in spite of, not because of, the district at times.

Over 30 Years in District, Grade not entered: Teaching used to be fun. We were focused on providing the best possible education for our students. Now we are torn in too many directions. Too many times the district is not adequately prepared for us to make the changes they require. When are some of the meetings and duties going to be taken away? We cannot do all that is expected.

31 Years in District, Primary Grades: I thought teaching would get easier through the years, but it's gotten much harder and significantly more stressful. In our effort to be the best district in the area, we have put incredible pressures on our students and staff. This can't be healthy for anyone. I sometimes stay at school until 8:00, work at home on grading, lesson plans and newsletters until midnight and am up again at 5:00 preparing for the day. I work during lunch, chugging down a liquid lunch to simplify things while I read my email and get ready for the afternoon activities. The best part of my job is in the interactions with my students and this is what keeps me coming to work each day.

12 Years in District, Grade 1: In response to your request to describe my experience as a CUSD teacher, I thank you for the opportunity to share my thoughts with the Board of Education.

         I have seen our school district change dramatically over the last 12 years. In the past, the superintendent would say "JUMP" and we would say "HOW HIGH?" This was due to an earned mutual respect and professional admiration for those on both sides.

         THAT mutual respect no longer exists, nor do the positive feelings we once felt for CUSD. The attitude the teachers have received from the administration has not been encouraging. The manner in which the head people of Human Resources chooses to speak to teachers is neither kind nor professional. There is nothing HUMAN about the head staff in CUSD's Human Resource Department any longer. Have they learned nothing from Pat DeMarlo or the professionals prior to her? This, along with many other things that have gone downhill since William Bragg has been superintendent is great cause for poor morale within the entire CUSD teaching staff. The HUGE FLIGHT of administrative staff in the DO was our first indicator! The poor leadership we have experienced from the present superintendent gives us many reasons to lose confidence in CUSD. Since William Bragg has been the superintendent we have seen very little positive progress. Why are you wasting the taxpayers' money on a person who is not capable of doing the job?

         If this contract is not settled in a way that teachers feel that they are valued and respected, there will be no reason for any of us NOT to apply to Santa Clara Unified or any other district where we will get COLA and the health benefits we need to live in Silicon Valley. In the near future, Cupertino Union School District will NOT be living up to its reputation.

         It is your responsibility as the school board to take action in the best interests of the CHILDREN in the Cupertino Union School District.

10 Years in District, Grades 1,3,3/4,RS, etc.: Support level depends on the person and situation. Dr. Horton is very supportive, HR is very BAD. The superintendent is not good, he allows too much confusion and upset to happen to teachers and parents. He has implemented too many new programs, pilots, and textbooks in too short a time. Allowing the Mandarin program to be funded with so few children is an insult to us all. We are working too hard, for too little, to allow a privileged program to exist. They were supposed to be self-supporting and they are not. Why do 4 teachers get their very own Resource Teacher and the rest of us can't even get an aide?!?!

         As a teacher, I am very distrustful of the current Board and Administration. I am tired of hearing you cry poor when you give big raises to the top people. Why was the administrative salary schedule reworked and the other schedules not?

         I have been teaching for over 30 years and have never been as demoralized and disillusioned as I am now. I can't retire, I can't change districts without a huge pay cut, I can only contemplate a dismal future with CUSD or leave the profession. What would you do? What do you think I'm going to do? It is in your hands!!!

4 Years in District, Grade 5,6: I have not had the opportunity to work on a team with an experienced teacher since student teaching as so many upper grade teachers are relatively new. This makes it harder to learn the ropes. District now provides excellent workshops, but did not provide new teacher support for me in my first year. The workshops give many new ideas and info, but also add pressure of "doing better." There is little or no time to implement new ideas.

         I teach 5 sections (4 different classes), each requiring prep and correcting. I have 32-33 students in each class; they have widely varying ability and interest levels, including resource students. Yet I have no help in the classroom - not even anyone to clean the room adequately.

         Sixth grade teachers also work in difficult conditions for the teaching of science. We do units that require use of sand, animals, and water, but we have no water in the classroom. Again, cleanup takes lots of time. We use kits for some portions of the curriculum, but have no place to store the materials. To teach those units with no kit, we must find or write our own activities and purchase all the supplies. The cost of supplies in now reimbursed (not in earlier years!), but the time involved is not.

         CUSD seems intent on making us a better district by imposing new standards and expectations. Administrators seem to forget that learning also requires review, practice, and reflection. I think DO does not trust us to make wise use of time (1/2 of a "learning day," for instance) by allowing us to plan and practice new ideas on our own.

         I feel the pressure of ever increasing expectations to meet all student needs, but no support for doing that - no smaller class size, no time to review new techniques, no support staff to help with routine tasks or assist struggling students.

Less than 1 Year in District, Grade 7/8: I wish support from administration.

Years in District not Entered, Grade 6-8: What is up with the deal where a teacher not yet tenured is afraid to go to the board meeting?

         Lower-below income housing is also very low in quality - often resale means making very little money back from the investment.

         Do not put your head in the sand that your teachers are happy.

(No entry on years, grade): 1) School site administrators have failed to advocate for their counselors and teachers. The DO had been very nonresponsive.

         2) There is no plan to transition students at risk into Miller - and there is no administrative support to create one. NONE.

·      Some school administrators are unreliable, not dedicated to their jobs, not student centered and spend little to no time on campus. There is no support from DO or CUSD to get rid of these people.

6 Years in District, Grade not entered: The school board needs to think independently of the superintendent and look into finding a professional business/finance employee to determine budget issues. HR is very rude in general to teachers. Teachers feel lack of respect from administration (with exception of Richard Taylor). In past years the adversarial role did not exist. It has worsened with Dr. Bragg.

6 Years in District, Grade not entered: I work closely with students and staff in special education. While our director is supportive and tries to make positive changes, I don't think the superintendent supports positive changes. The Board and the superintendent have no idea what the needs are. The test scores are not the only indicator of the district's success. We are not looking beyond the scores.

(No entry on years, grade): We need to go to fact finding immediately!

30 Years in District, Grades 7-8: The current superintendent is the worst superintendent that I've experienced in my 30 years in the district.

29 Years in District, Grade not entered: Can't stand the superintendent, insincere. Tired of district office personnel and their insincere comments. They continually praise - but ask for more and more time. Not worth it to my health.

1-1/2 Years in District, Grade not entered: I am a new teacher to the district. I am sorry to say that there have been times when I wish I had weighed my options a bit more carefully. While the students in the district are, on the whole, wonderful, the district administration is not. I knew going into this profession that there would be many drawbacks. Members of my family told me repeatedly that the administration is a nightmare (to put it politely). I thought the comments referenced bureaucratic red tape. I had no idea that the district administration held its valuable teachers in such low regard. I have never felt so unappreciated by my employer. I have been in several other professions and this one is, by far, the worst at recognizing and valuing the employees. I urge the board to do everything in its power to change this. The teachers are worth a lot. We deserve appreciation!

5 Years in District, Grades K-2: When I just started here, I felt supported and respected. Now, I've seen many of my fellow teachers leave to other districts for more pay, better benefits, and more respect. I am underpaid and overworked. I don't feel the DO would support me, especially with target students. The DO needs to pay us a living wage. All the good teachers are going, all the experienced teachers are leaving to districts that will pay them what they're worth. I love teaching, and it's a crime to treat us this way. Pay us what we're worth! 5% is not much in a valley full of millionaires.

4 Years in District, Grades 4-6: Unfortunately, my time in CUSD is up. I cannot wait until they come around and wake up. I have already been hired by another district.

2 Years in District, Grades K-2: I am leaving CUSD because of the unrealistic expectations placed upon teachers. I am paid 7.25 hours a day, yet I work at least 10-12 hours every day. As a single, new teacher, it is unaffordable to live in this area. I feel as though I am constantly under demands - parents and administration - and I feel under-appreciated and undervalued for the work I do. While I love my students, it is not enough to keep me in this apathetic and unfriendly teaching environment.

6 Years in District, Grade not entered: I am enjoying working for CUSD. I grew up in Cupertino and went to CUSD schools. I love this community and enjoy giving back to the community that raised me.

         I am saddened by the lack of respect that educators receive from our community. I have an M.Ed, however am not treated as a professional on a daily basis, whether it be from parents or the district. The work we do is endless, yet it keeps getting piled on. Every colleague I work with is extremely dedicated to the children and education, which is why I enjoy working here so much.

         I hope that the Board of Education will help and support their teachers. Thank you for your time and for asking our individual input on these issues.

15+ Years in District, Upper Grades: As the school district and school board continue to increase its demands on me as a teacher, they fail to fairly compensate me for the expanded work and stress.

         I am also deeply offended when board members say things like, "They don't need more money, they need subsidized housing." I am a professional! I deal with social, emotional, and educational problems all day long - I deserve better than subsidized housing, food stamps, and less than "the best" for my own children!

38 Years in District, Grades K-12: I have a principal who undermines my authority with one of my pupils. If I have a consequence for the child, he will tell the principal that he doesn't know why he has been disciplined, and the principal will release him, thus undercutting my authority.