When I asked the superintendent what could be done to rectify the unworkable legislation that we get from Sacramento and Washington, he told me we would just have to learn to comply. I want a superintendent who will champion the rights of school children, not one who is a toady.

33 Years in District, Grade 3: There were times in the recent past when the board valued the teachers and sincerely worked to and found ways to support the teachers in terms of salary, benefits, and morale. I don't see this happening at this time. I've been in this district for 33 years and seen its ups and downs and this is definitely a down time. I don't envy the new teachers coming into Cupertino and facing what we are today. The good teachers will look elsewhere.

3 Years in District, Grade 4: Coming into CUSD, it is seen as a prestigious school district. The stress that I feel as a teacher here is the high expectations put upon me from the district (new programs, writing test, new curriculum), from the parents (expecting 100% effort for each individual - for me that would be 3,000%) and the workload (come to school at 7:30am, stay until 4:30pm and correct papers at home for 3 hours per day, 5 days a week). I am a wife and mother too, but I am very stressed because I feel like my home life suffers with my requirements as a teacher. What is most frustrating is I feel like I am not treated as a professional by the district and I am not paid what I am worth, considering the hours I put in.

5 Years in District, Grade 3: CUSD has trained me to be a good teacher for the last 5 years and is at risk of losing me because they fail to compete (regarding salary and benefits) with other surrounding districts. I don't want to leave Cupertino, but what will you do to try to keep me here?!

30 Years in District, Primary Grades: I have been in the district for 30 years. I have seen many superintendents and several boards come and go. I used to know them all and most of them knew me by name. We all felt like a family. Now, I don't know any of them. I do not feel that we are a "family" anymore. I feel that the district has become very impersonal. The board appears to me to be passive and unresponsive to our needs. I would like to see a quick solution to this problem. This kind of impasse is hard on all of us!

12 Years in District, Grade K: I am a Kindergarten teacher. I am being asked to teach a curriculum that used to belong to first grade - and continually assess the children's attainment of that curriculum. In Kindergarten, that means primarily doing individual conferences. I am asked to teach Reading (must reach Level 3 by first grade), Writing, Mathematics, Social Studies, Science, P>E>, Health, Art and Music (we do have a PTA_funded Music and P.E> teacher at our school). We must teach this in a half day. Besides this, we must assure that our 4-5-6 year olds have developmental experiences that are essential to developing later skills: i.e. puzzles, blocks, games, imaginative play, volumetric experiences (i.e. sand, rice water). We need the school board to recognize, as many of our surrounding districts have, that Kindergarten now requires a full day, with small class size. In other words, we require what all the other primary grades now have. Why should we have to beg for this, when other district have made it part of their strategic plans and are already implementing it? When the state supports 20:1 Kindergarten? Full-day Kindergartens have increased from 11% (in 1969) of Kindergartens nationally to more than 50% in 1999*. (Most recent data 54%) Are we going to be the LAST ones to do this?

*NY Times, Eric Schmitt, March 23, 2001.

6 Years in District, Grade 1: I have been a parent in this district with three children attending CUSD schools. My youngest graduated last year. I taught 5 years at De Vargas and decided that I could not effect change. I was disappointed, and frankly angry that the district does nothing for at-risk schools. At De Vargas last year, I had more than 50% of my students "at-risk." Dr. Bragg's assertion that the intervention specialist is our district-supplied help is foolish, unresponsive, and a façade! The intervention specialist serves as a vice principal. I changed to Regnart to see if I should just try another school, or leave the district. At the current time I probably will be here next year, but I do intend to apply to Moreland. Maybe a smaller district will be well-run.

5 Years in District, Grade 3: The stuff that is going on now is doing irreparable damage to relationships between teachers and between teachers and principals. The board needs to put pressure on the district to solve this NOW. Please remember who is whose boss? Nobody is happy now!! And there are tough choices to make - but it is the board's job to make those tough choices!

15 Years in District, Grades 2,3: Look at the salary scale from step 10-20 years. The increases freeze between 11-15 and 16-20. A middle-aged person on this salary cannot get ahead. I'm still renting, yet I work about 60 hours a week to do a good job teaching. My workload increases every year. I like my school community, teachers I work with, and I love the kids. However, it is not enough incentive to keep me in a place that is working me to death and paying me little for it. I will be leaving for another district within the next year.

5 Years in District, Grades 4,5: I would love to be able to give you more information, but I am too busy to write more on the back! This sums up the major concerns I have: I work 50-60 hours per week on my teaching job. This leaves little to no time for myself or my husband. I am approaching burnout and I am considering leaving the district! I am an excellent teacher and you need me!

4 Years in District, Special Education: This is my 4^th year teaching in CUSD. I have taught at different schools.

         I have enjoyed working at each school.

         But, each year teachers complained heavily about administration at the DO. Many teachers were very concerned about turnover of district personnel. They feel it is a sign of less than excellent leadership at the top. Many high caliber employees left to take other jobs.

         I have heard many complaints each year about ineffectiveness of district-level committees.

         I makes me wonder if I chose the best district I could to teach in.

3 Years in District, Grades 4,5: I have been a teacher in CUSD for 3 years. In that time, more and more things have come down from administrators, which make it very difficult to be an effective teacher - the kind of teacher that each of us aspires to be. It takes more and more time outside of the duty day to plan lessons, grade papers, meet with teachers, parents, students, etc. to be sure that I am meeting the needs of each and every student in my classroom. Every year there are new adoptions, new tests, new procedures, new responsibilities, etc. that must be addressed in addition to everything else that we do on a daily basis. With all of these new things, there is no compensation from administrators.

         IEPs, SSTs, SSPs, etc. are all supposed to be done during our duty day. This had never been the case for me. These meetings are always planned before school, during our duty free lunch, or after school. After all of these things happen, and we have taught 30 children all day, we are then expected to score papers, create exciting lessons, write newsletters, update websites, communicate with parents, return emails, etc….and all of this happens on our own time.

         I am willing to do these things…if my hard work is acknowledged and I am recognized and given the support I need to make these things happen. I am not supported by the district or by the administrator at my site. I am a teacher because the lives of the children are what matter to me. But I will be honest. I am going back to school for another degree because I know that with all of the demands and stress placed on me, I cannot do this much longer. I thought I would be a teacher for the rest of my life. I thought I would have support, especially in CUSD. Obviously, I was mistaken.

3 Years in District, Grade 3: My life as a teacher is very sad. I decided to go into teaching because I wanted to help children learn and grow. I come from a family of teachers and well knew what to expect. However, I was surprised to get here and discover that I actually have very little time to teach! A good part of my time is spent on administrative stuff. Filling out forms, testing (assessments), meeting with parents, solving recess problems, etc. And when I do find little time to teach, I feel I am at 15%. What good does that do for the students? Stress, overload, too many duties all makes me a bad teacher (15%). When I can give 100%, I am really good at what I do. I want to give 100%. Funny thing is, if I gave all my time to teaching, I probably wouldn't have a job. Because, apparently, all the other duties on my plate are more important to the district.

         I have so much more to say, but I have way to many other important things to do.

"Too many" Years in District, Grade not entered: Do you think I have time to sit here and write you a book? Try listening to some of the speakers at your board meetings!

(No entry on years, grade): Stop floating the money and pay up! High test scores are because of your teachers, not administrators or board members.

9 Years in District, Grades K-2: Wow! Where to begin? I've taught in Cupertino for 9 years. Prior to that, I taught for 5 years in Alum Rock. When I first came to Cupertino, I was astounded by how well teachers were treated by the administration. The superintendent, Pat Lamson, knew me by name as well as knowing personal information. She asked about my child shortly after I had my first baby. The same personal attention and respect came from those working under her. I don't see that kind of personal attention coming from the DO currently. I have a good reputation in the district and certainly at my school. I'm not sure our current superintendent or many of those working under him would recognize me on the street. I find that sad - it was a quality that made this school district administration stand out. I love Cupertino, I love the school I work in. I currently have my oldest child enrolled in my school. If it were not for that fact - I would probably be seeking employment elsewhere. I went into this profession with my eyes wide open. I knew it was long hours and low pay, but it is disheartening, to say the least, when I know I could move to a neighboring district (Santa Clara) and make $10,000 a year more. Cupertino needs to offer incentives for veteran teachers such as myself to stay. As it is, I can't afford to live in the district, hence by daily commute from Boulder Creek. As I said earlier, having my daughter enrolled in my school is what is currently keeping me here. Her enrollment is not guaranteed year to year - nor is that of my younger son coming up. If that was to be terminated, what would I stay for? Our union is asking teachers to "work to rule" working only our paid 7-1/4 day. Not only is it virtually impossible to run my classroom only working these hours but it goes against every fiber of my being. I went into this profession because I love teaching. I stay in it because I'm good at it and it is rewarding. I can teach anywhere in the state. Why should I stay in Cupertino?

         I hope for a speedy resolution to these negotiations. I hope to see some creativity on the part of the district in keeping the high quality teachers they currently employ. I'm hoping to shake the feeling that I would be making a mistake to remain in this district.

4 Years in District, Grade 2: I like this district but there is no incentive to stay. I can't afford to live here.

2 Years in District, Grades K-6: I am a second year teacher. My years of service at a state institution were not transferred (not accredited).

         When I go around to finance a house I am told that CTA has programs, city of San Jose has programs. These programs, in many ways, backdoor you on the cost. Also what about teachers who have owned homes previously so do not qualify for the best loans.

         Probably the largest issue with regard to teacher recruitment that will force teachers to leave the area is home ownership. Statistically the CUSD is headed toward catastrophe unless it finds banks who can help young teachers get into home ownership. They face the undesirable truth that most teachers (majority) leave within five years.

         Seeing the abundant wealth in this area and realizing that you are financially existing in the poverty/low income level of society is troubling indeed.

5 Years in District, Grades 1,2: I moved to the CUSD from another Santa Clara County district because I wasn't receiving the district support that I needed as a professional. I decided to work from the CUSD because many of my colleagues told me how supported the CUSD teachers felt. My first year in the CUSD proved to be no better than my last three years. A fully included student was placed in my second grade classroom while I already had the maximum 20 students. The district decided to keep this student on the special ed. roster, so that I would appear to have only 20 students. I did not receive any help from the administration once the placement was made. I was very disappointed by this lack of support. I made the move to the CUSD believing it to be my last. Well, I've been a model teacher in the CUSD for 5 years, and seeing the salary schedules from the neighboring districts makes me question why I'm here. If no district is better than another, I might as well work for a higher paying one to pay off my mortgage.

37 Years in District, Grade 6: I have been an upper grade teacher in CUSD for 37 years. We live in the district, and both of my children (ages 40 and 34) went through CUSD. One grandchild attended Dilworth, and another will enter Kindergarten in a year.

         I am most concerned about the future of students in the district. We are putting money at the entry levels on the salary scale - we need to put more money in the middle. These teachers want to live and work in this district; they want to raise their children here - and, they can't! Future students deserve this commitment.

         So far, we've maintained quality new teachers - our reputation as a supportive place to work is rapidly diminishing in this county - we need to settle these issues and rebuild the district as the "Best place to be!"

4 Years in District, Grade 1: I luckily live in my parents' house. Unfortunately, I'm getting married and will not be able to live in the area with my salary. The district has made it so hard for me to live a balanced life as a young adult.

1 Year in District, Grade K: Keep Full Day Kindergarten! The experience this past year has been for the most part very positive. I strongly believe that my students are very well-rounded and well-prepared for first grade because of the full day class they have been a part of this year.

30 Years in District, Grades 2-6: More supported and valued in the past than now!

5-1/2 Years in District, Grades K-2: Workload is constantly increased without anything being taken off the plate. I'm constantly working "overtime" (after school hours, before school hours, and weekends) but no appreciation for it.

4 Years in District, Grade 3: I feel that teachers work very hard and teach because they want to do what's best for students. However, with unrealistic demands and expectations, I feel especially overworked and tired! Teacher morale is low. Bottom line is, teachers work very hard and are very under-appreciated.

2 Years in District, Grade K,1: Get it together! Figure it out! Stop changing things and being more responsive to teacher needs. Ex: we need more prep time for all grades in order to compensate and keep up with all of the changes.

6 Years in District, Grades 1-3: The amount of work added each year with nothing removed makes it extremely difficult to feel proficient, develop new plans and standards based instruction and to address the serious emotional needs of students in a Title 1 school. Add, add, add new programs - how do we become truly consistent and able to develop good team planning, not to mention getting good at new "stuff"?

1 Year in District, Grade 2: Because of health issues, I have had to move out of my classroom and have limited resources/furniture/storage. The district was slow to respond to my health issues therefore making me feel not valued as a teacher. The workload continues to increase without adequate time to prepare and compensation.

         Because of the high cost of living in the Silicon Valley, it is difficult to make ends meet. Our salaries are not comparable to other professions in the area.

2 Years in District, Grade 2^nd - ELD: My experience with CUSD had been very rewarding in many ways, especially compared to private school. However, I feel underpaid and overworked. As a single person, I am barely making it - often I need help from my mom. As a 42-year-old woman, that's ridiculous - and I'm not living in a really expensive area by any means. I love being a teacher, but I really resent not being able to support myself while having to spend all my extra time grading papers, and doing lesson plans. I need less to worry about and more pay!

1 Year in District, Grade K: I came to this district thinking that I was leaving contract, salary, and benefits issues. It does not seem to be the case now. I would leave Cupertino to work in Palo Alto which pays higher and has better benefits and supports teachers in many ways.

         Regardless of what I do, full day Kindergarten should continue.

1 Year in District, Grade K: I am happy to have this opportunity to be a CUSD teacher. However, I am also my family's sole support and I need to take care of them the best way that I can. I had offers from other districts, most of whom offer higher salaries, better benefits, larger Masters/CLAD stipend, and a more stable earning future. If necessary, I will look elsewhere to find what I need.

38 Years in District, Grade 1: I spend about 10 hours a day most days at school and several hours each Sunday. I don't get paid enough for this kind of workload. I have a wonderfully supportive principal and staff, but I don't believe that the administration at the DO doesn't realize that we can't keep adding on and not taking away. Also, I spend almost $1000-$2000 a year on books and supplies for my classroom. What's a new teacher supposed to do, or people with families? They can't afford to spend that kind of money on their classroom and yet we're expected to meet all the standards, even though we have so many students with behavior and learning problems. The classroom teacher is supposed to take care of with no support except for the principal. The reality of the classroom is not the same as it was 30 years ago.