When it comes to teacher concerns regarding workload, additional responsibilities, assessment administration and compilation, special needs students (inclusion), kindergarten size, 4-6 planning time, 6^th grade class size, heat or air conditioning during non-teaching time in the schools (yes, we're still here!), the district seems unconcerned.

         I love my school, my kids and parents, and our school administration. The team spirit seems to end there. I'm sad to say this, but I don't think the district office knows what it's like to be in a classroom. Perhaps it's time for a new job for them . . . I'm not giving mine up!

3 Years in District, Grades 1,2: I feel the unwillingness of the district to compromise on bargaining sends a message that teachers are not valued. I would be happy to see CTA make compromises too, to meet the district halfway. Why won't the district do the same?

(No entry on years, grade): Dear Sir or Madam, Teachers do not deserve respect for the work that they do. This is the message that we are receiving from the District. We are in a state of crisis, and we need to work together to resolve it.

         I did not choose this job; it chose me. This job is my true calling in life, and I couldn't ignore the call. I was truly meant to teach. I love my job and the work that I do. How many people can say that they are touching the lives of others every day?

         As a teacher, I am not only an educator, but I am also an ear that listens, a heart that comforts, a hand that heals, and a mind that inspires. I am helping to shape the lives of our children, who are the future of our country.

         By listening to teachers and putting our needs first, you are also putting the needs of our future first. What greater investment is there?

         Thank you.

3 Years in District, Grade not entered: 13 year level - should be 22^nd.

(No entry on years, grade): Demands and expectations of staff is unreasonable.

3 Years in District, Grade 7: This district is headed for a disaster of "Titanic" proportions. Teachers are leaving to go to better paying districts who have "wised up" to the fact that they have to compete for qualified teachers. Other teachers are leaving Cupertino because they can no longer afford to live here on a CUSD salary.

         CUSD will be forced to hire inexperienced teachers which will result in the test scores going down. How will this affect property values?

         We need a parcel tax to give the district the ability to pay its teachers what we deserve.

4 Years in District, Grade 6: Although I love teaching (without thinking of all the stresses -> grading, meetings with parents, pay), it often crosses my mind to find another profession that pays to value their employees. With a significant other in a service profession (and poor pay also) it is literally impossible for us to afford the area with a quality of life!

11 Years in District, Grades 6-8, elective teacher now: I spoke to the board 3/26/02. I have been with the district in some capacity since 1976. After the teacher strikes it seemed that the district administration and teachers worked hard at being a team.

         Yvette delPrado was hired and she spent considerable effort cleaning house and putting things in order so that they ran well. Pat Lamson continued. The district office was filled with committed people who were also quite capable.

         I tried to keep an open mind about Dr. Bragg. By the end of his third year I had lost faith. He is a CEO who doesn't really seem to know how or if his departments work together. I'm not sure he cares. Why do I say that? As a staff member and someone who looks and listens a lot it seems to me that gears no longer mesh. One department at the DO works at cross purposes with another (I don't mean one specific, I mean all). Each probably tries hard, but not in conjunction with others. Names of capable people rise to the surface over time. Lorna Horton, Rene Jones, Muff Hernandez, Bev Armstrong, Sharon Zeches, Ann Taniguchi, Julia Yu, are there others? Of course, but our CEO hasn't worked hard enough at coordination, training, or hiring excellent people.

8 Years in District, Grades 5-7: I was a student in CUSD in the 70's and 80's and the district had an amazing reputation. So much has changed, but I no longer feel that the district supports the reputation. I feel our district leaders talk a good talk, but never give the support necessary. I feel our district does not make a decision and frankly, I feel our superintendent and board members have NO IDEA what good teaching is . . . what is best for ALL kids. I have never been so frustrated - since the new superintendent. I just don't have the confidence and pride in our district. I wonder just how respected and valued I am to the district.

35-40 Years in District, Grades 7/8: I was once proud to call myself a Cupertino Teacher because I felt the district cared about supporting me and providing me with what I needed to do my job well. I also felt they (the board and administration) were honest about the budget, curriculum issues, and benefits. Today, however, I don't feel the district cares about any of these. In fact, I think they would be happy to see me leave so they could hire someone less expensive! The trust and faith in honest communications is not there!

         The district is on its way downhill because of these things. New teachers can get more money elsewhere and receive better benefits. Test scores will drop, property values will fall and the community will not support this kind of downward drop!

4 Years in District, Grades 1,2,5,6: For the workload, education level attained, and social, moral responsibilities - I am underpaid and undervalued. 4 years teaching (1 year as intern with full time responsibility of 5/6 ELD class and 87% pay), BS Northwestern University, Credential and MA from Santa Clara University - $41,000/year.

6 Years in District, Grades 6-8: I am not worried about it personally, because I have already found employment with another district the next school year. Although I will have to provide for my family's benefits, my salary increase will be $20,000. My new employer pays first year teacher $47,000. That is $2,000 less than what I'm making now, after 6 years in this district! My career started in this district and I'm disappointed that I am forced to leave and go to another. I wish you would've experienced the district (CUSD) 6 years ago. What a team! What morale! Family even! Now, it's survival. Things have changed. Cost of living is brutal. CUSD will get nothing but new recruits. It takes 3-5 years to figure the job out. Then they will figure it out. "Hey, we cannot own property in the bay area. No equity for us." But the weather is nice. Let's throw away our salary for rent and after school we can stay home because we cannot afford to enjoy life. No children, no family, no life! Yeah, teaching is rewarding! Maybe in Oregon where a teacher can own a trailer. Good luck.

13 Years in District, Grade not entered: I also don't feel very valued when the district office won't do anything about our parking lot in the mornings. Some days it is hard to be to work on time due to the parents in our parking lot. That's just one more stress none of us need!

4 Years in District, Grades 6-8: In the time I have been here, I have seen more and more demands made on teachers with fewer directions and less support from the administration. I love my job but I don't like the diminishing support. This year the overwhelming impression is that the district doesn't really need us and that we can be replaced. In a time of teacher shortages, why is this district willing to sacrifice known commodities for unknown, untried, untrained? It breaks my heart that we are at such odds when we both want to provide a good education for our children. Can't academic strength and just wages co-exist? Can't we find a way to restore trust and mutual respect? We see "throw-away children" every day. Are we now throwing away our teachers, too? We are losing teachers that it will take us years to replace.

11 Years in District, Grades 6-8: During my first 5 years in the district, I felt awed by the level of support and warmth flowing from the DO and specifically by Pat Lamson. Her departure ushered in an entirely new style of management which seems to go out of its way to disregard the feelings and concerns of the teaching staff.

         I never thought I would come to feel that a strike would be appropriate as a teacher, but I have painfully come to the conclusion that a show of strength and solidarity is the only thing the current management will understand and respect.

         It seems very sad to consider that years of trust and goodwill between our teachers and management was squandered away almost immediately by our new superintendent. His edicts and casual subterfuge are, I believe, creating a growing kernal of hardened dismay and disgust among teachers previously know to be "up" for any challenge which benefits our students. I, for one, am ready for a strike.

         If these words are repeated, the superintendent will know full well who wrote them.

10 Years in District, Grade 6: Direct your negotiating team to settle.

9 Years in District, Grade 7: Since the departure of Pat Lamson, I do not feel the District Office has a vision. I saw the fancy powerpoint presentation at the beginning of the school year, but it doesn't mean anything to me. Teachers have lost faith in the people who are working at the DO. There is a lack of leadership. No one knows what the other people, sometimes in the same department, are doing. If you send an email with a question, rarely is it answered that day and sometimes it is never answered. We spend time on programs/issues that don't really matter. We are required to go to meetings that are not well planned or coordinated. Things come out of the district office that appear to be done in haste with many mistakes. When people complain, the DO changes their minds. We have become reactionary as opposed to being proactive. We are losing our low students but spend many more hours focusing on how to challenge our GATE students. We are not servicing our at risk students in any real way that I can see. We do a lot of documenting - SST, SSP, etc., but what comes from that? Are we changing behaviors or covering ourselves when the child fails. I used to believe that children and their needs were the focus of this district, sometimes to a fault. But now I can't figure out what or who is the focus. There seems to be a don't rock the boat policy, which doesn’t serve anyone's needs.

5 Years in District, Middle School: I have worked as a teacher in 4 different district in 2 states. The teacher in Cupertino are the most dedicated and hardest working and least valued of any teachers I have worked with. What a shame! CUSD and the Board have no idea what they will be losing if these teachers leave!

1 Year in District, Grade 6: 21 years in district - as student and teacher, and I feel forced out of the area due to economics and lack of financial support from the district. Contemplating leaving next year for affordable living and supportive district.

8 Years in District, Grade not entered: As a teacher, I am appalled at the tactless behavior of Barry Chang at the last board meeting. I feel bad on many levels. First, I feel bad that Mr. Chang is insensitive to teachers' concerns. His tasteless joke about a raise gives the impression that 100 plus teachers flooded the boardroom as a whim. Second, I feel bad if Mr. Chang represents the collective sentiments of the entire board. This would mean several individuals believe it is acceptable for teachers to be insulted and disregarded. Third, I feel ad if Mr. Chang does not represent the entire board. His poor attempt at humor would then have misspoke for those who are aware of teachers' effort, trauma and educational impact.

         What is a teacher worth? It is a fact that people do not go into teaching to become wealthy. While there are many financial factors involved in the budget, teachers are the factor that directly affects the children in this district. How important are doctors in a hospital's budget? How important are police officers in the law enforcement budget? Children will always be in schools. What will happen if teachers continually leave the schools in this area? How is it economically feasible to deal with constant teacher turnover and a negative reputation?

4 Years in District, Grade K: Years as a taxpayer in this district = 31. Children who went to CUSD schools = 2.

Typed by Parents for Quality Education

July, 2002