The deadline to send emails to the President to support the Campaign for Our Public Schools is October 17. Here are instructions about where to send them.
Send them either to this blog or to Anthony Cody at Anthony_Cody@hotmail.com.
Below is a model letter for teachers. It can be revised to make it appropriate for parents or anyone else.
Write your own letter, in your own words.
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Dear President Obama,
We assume you know that there are many thousands, perhaps hundreds of thousands, perhaps millions of teachers, who are disappointed in your education policies.
We assume you know that some will vote for you reluctantly, some will vote for a third party candidate, and some will not vote at all. Our votes will make a difference.
Given the choice between you and Mitt Romney, who seems to view public education with contempt, we want to help you win back the hearts and minds of teachers.
Here are ways to do that.
Please, Mr. President, stop talking about rewarding and punishing teachers. Teachers are professionals, not toddlers. Teachers don’t work harder for bonuses; we are working our best now. Waving a prize in front of us will not make us work harder or better. We became teachers because we want to teach, not because we expected to win a prize for producing higher scores.
Please stop encouraging the privatization of public education. Many studies demonstrate that charters don’t get better results than public schools unless they exclude low-performing children. Public schools educate all children. The proliferation of charter schools will lead to a dual system in many of our big-city districts. Charters are tearing communities apart. Please support public education.
Please speak out against for-profit schools. These for-profit schools steal precious tax dollars to pay off investors. Those resources belong in the classroom. The for-profit virtual schools get uniformly bad reviews from everyone but Wall Street.
Please withdraw your support from the failed effort to evaluate teachers by the test scores of their students. The American Educational Research Association and the National Academy of Education issued a joint paper saying that such methods are inaccurate and unstable. Teachers get high ratings if they teach the easiest students, and low ratings if they teach the most challenging students.
Please stop closing schools and firing staffs because of low scores. Low scores are a reflection of high poverty, not an indicator of bad schools or bad teachers. Insist that schools enrolling large numbers of poor and minority students get the resources they need to succeed.
Please speak of the role of public education in a democracy, doors open to all. Please speak about the importance of early childhood education and small classes and libraries and the arts and a rich curriculum. Please remind the nation why schools need nurses and social workers and after-school activities.
Please recognize that schools work best through collaboration, not competition. Remind the nation why teaching to the test is wrong and why standardized testing should be used to help, not to give rewards and punishments.
Please, President Obama, recognize that your policies are demoralizing teachers. Many are leaving the profession. Young people are deciding not to become teachers. Your policies are ruining a noble profession.
President Obama, we want to support you on November 6.
Please give us reason to believe in you again.
I am a teacher.
/signed,

And don’t forget to copy and paste your letter in the Campaign Archive at http://campaignforourpublicschools.org
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dianerav posted: “The deadline to send emails to the President to support the Campaign for Our Public Schools is October 17. Here are instructions about where to send them. Send them either to this blog or to Anthony Cody at Anthony_Cody@hotmail.com. Below is a mode”
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The letter leaves out the foundation of how to impact both education reform needs that honor quality education and instruction in addition to the impact of poverty on learners: invest in high-quality early education through effective public preK and Head Start integrated programming.
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President Obama:
My name is Jennifer Baker. I teach 8th grade U.S. history, 9th grade Geography, and debate at a medium-poverty school in Sunset, Utah. Since I am from one of the redder states in the Union, I doubt very much that you really care about the travails of a teacher here. But, you should! Utah has the lowest per-pupil expenditure in the nation, and the state would have to pay nearly $1,000 more PER student to reach the rank of 50th. Our schools are in a world of hurt, and your Race the Top and NCLB waiver policies are partially to blame.
I teach 235 students per day over seven periods. I have 30 minutes for lunch, and that’s the only break I get all day. My average class size is 33 students. I work constantly: 10 hours a day during the school year, including five to seven hours each weekend, and probably four hours each day during the summer. I love my job and my students, and I wouldn’t want to be anywhere else.
However, I am stressed, exhausted and despairing. Why? Because my students, my school, my subject area, my profession, and myself are all under attack. I am frustrated and tired of my profession, and by extension, myself, being blamed for all of the nation’s ills. I am tired of my school and students being labeled “failures.” I know they are not failures. My students do better quality and more difficult work at a much younger age than I did, and I was my university’s valedictorian!
With the heavy testing and “accountability” measure of No Child Left Behind, and now, Race to the Top, everything has been dropped in favor of math and reading. Students are heavily stressed by these tests. The tests are inappropriate and test my students on how much technology they have at home, not their abilities. Every year, our 8th graders must take a state assessment of writing. They have to write a persuasive essay from a never-before-seen prompt. This year’s question asked students to convince someone to have tablets instead of textbooks. The problem was, that my kids living in poverty often did not know what a “tablet” was. They could not write an essay to convince someone to use a product that they did not even know what it was. The test was flawed from the beginning, and yet our school’s reputation depended on this test!
One of the major purposes of public education is to help citizens learn to be good community members and strong members of our democracy. The testing is so all-important that civics and history are being cut or eliminated. Because of the ever-expanding requirements, students in Utah only take a half-year of Geography in their entire high school careers! I teach my students to be informed voters, to track bills being discussed, to debate national policy, and to maintain contact with lawmakers. As the testing continues to take over the school, however, those teaching opportunities are being cut away. Charter schools are heavily segregating my students by minority and income status, and many students now never see someone who is not exactly like themselves. The assault on public education is an assault on our democracy!
I know that you pay a great deal of lip service to how important teachers are, but your actions show that you do not support public schools or career teachers at all. I am extremely disappointed that your philosophies of hope and change have not come to fruition, and that, instead, you are catering to Tea Party policies when it comes to education.
Thank you for listening to me.
Jennifer Baker
Sunset, Utah
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my own letter to President Obama:
Dear President Obama,
I am in my 27th year of teaching English for speakers of other languages (ESOL) at a public elementary school in Montgomery County, Maryland. As you might know, Montgomery County was one of two counties in Maryland that turned down Race to the Top money when Maryland became one of the awarded states. Our superintendent wisely expressed data driven concern over linking teacher evaluations to test results. But unfortunately, even though Race to the Top was rejected by my county, the major emphasis where I teach is on raising the test scores. I remember one of your inspiring speeches when you were running for president the first time, when you expressed concern that teachers be allowed to teach what they love, and not be teaching to the test. Now, teaching what we love is derogatorily referred to as “hobby teaching” that needs to be trashed in favor of following curriculum that micromanages what we are to teach from week to week, replete with such codewords for conformity as “outcomes alignment.” It breaks my heart to hear so many of my colleagues tell me they are feeling what I am feeling, that the joy and creativity are getting sucked out of education. And I fear for my grandchildren when they enter school, as I watch students literally tremble with fear as they are forced to sit through one on one assessment sessions that shut down formal instruction for weeks each school year, as I watch other students sit frustrated after completing part of a standardized test, because the directions are that until everyone is finished, they can not look at a book, they can not write on paper, they can not do anything more than sit and breathe until everyone else is finished, and as I watch so many other things happen at school that are hurtful to children‘s healthy development.
It is also distressing to discover that the leading lights of what has been termed the education reform movement themselves have little teaching experience, and set alarming examples for education discussion. Michelle Rhee, for example, only taught for a few years, and in at least one speech was giggling over how, after she taped students’ mouths shut, they were bleeding when they peeled off the tape. Especially awful has been reading recent comments by one of the authors of the Common Core Curriculum, David Coleman. At a meeting with a panel of educators in New York in April, 2011, he said, “As you grow up in this world you realize people really don’t give a shit about what you feel or what you think.” This and other comments by him seem as damning to me as Governor Romney’s comments about 47% of U.S.citizens having no interest in taking personal responsibility. Why are these people dictating education policy?, rather than classroom teachers who have been fighting on the front lines of education for decades?
The bottom line is that I feel I have been given an untenable choice: Risk accusations of insubordination by continuing to develop my teaching based on what I have learned from decades of experience (buoyed by a torrent of recent emails from students I had five, ten, fifteen, even twenty years ago, thanking me for my efforts), or continue to do exactly as it is dictated I must do, even though there are harmful effects for the children with whom I have been entrusted. More and more, early retirement is looking like the only viable option.
At my school, we were told by a testing coordinator, by way of trying to boost clearly sagging morale, that “change is hard, but if we can just hang in there for a while longer,” blah blah blah. The problem is, this is change dictated from the inexperienced top down, this is not change percolating up from the experienced bottom. Trickle down pedagogy, if you will.
Mr. President, you still have my vote this November for your efforts to stave off a full blown Depression, your efforts to reform health care, and the inspiration and encouragement your administration has clearly given to people the world over, struggling to crawl out from under the heavy burden of dictatorships in one form or another. I also applaud your taking global warming seriously in pursuit of alternative energy sources. But please, please, don’t become the president who presided over the effective destruction of public education and the democratic ideals for which it used to stand. Education is not a business where test scores are equivalent to profits; it is long past time to chase the money changers out of the sacred temples that are our children’s minds. Study after study shows if we are to really close the achievement gap, the principle culprits are rampant poverty and malnutrition, not “bad” teachers. You might say the talk of bad teachers only applies to a few “rotten apples,” certainly not to people like myself. But this prepare-for-the-test culture is making all of us, ALL OF US, feel like who knows?, maybe one or more of us is a bad teacher too. Nobody is beyond suspicion.
Would that public school teachers really could “teach what they love.”
Respectfully submitted, David Taylor
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Here’s my two cents. I can’t wait for the form letter in return. I’ll make some space for it on my fridge.
October 17, 2012
Dear Mr. President,
How do I start out a letter to the President of the United States? A historic one for me since I’ve never written a letter to the President before. So, let me be blunt and cut to the point. I’m busy, you’re busy, and so I’ll try to be brief. I’m a voter, a teacher; one of 3.7 million according to the latest statistics, http://nces.ed.gov/fastfacts/display.asp?id=28 a DC metro area resident and as a result of your 3 years and a few months in office, an often cranky fellow.
To paraphrase a comment made to you by Velma Hart at a Town Hall meeting in September 2010,
“I’m one of your middle class Americans. And quite frankly, I’m exhausted. Exhausted of defending you, defending your administration, defending the mantle of change that I voted for,” That comment pretty much sums up my feelings.
http://www.nationalreview.com/corner/247152/im-exhausted-defending-you-daniel-foster
I’m not sure what your legacy will be or for that matter how history will remember you. However, if you continue along the path you are going with public education, the discussion and history of may very well end with you.
What a legacy indeed.
I’m curious as to how you can justify the following which are the results of your overall education policy and that of your Secretary of Education Arne Duncan?
• The RttT prize frenzy
• Testing 5 year –old Kindergarten students for career and college readiness
• Bestowing HQT status to college graduates with just 5 weeks of teaching and educational learning experience
• The rewrite of FERPA 1974 by your Secretary of Education that loosens privacy safeguards and monetizes student data
• The Federal intrusion into local matters regarding school policy, evaluation, and curriculum.
• Lastly, the outlandish claim made last night that the commercially developed and copyrighted Common Core State Standards that states were forced to adopt as a condition for winning RttT money, has somehow miraculously led to improvement in many “challenging” schools. Is this another Dept. of Ed miracle claim? CC/CCSS has yet to be implemented- but it’s already a success? Wow!
There is so much more I wish to share with you and in the coming weeks I’ll do so.
I do have one question that I hope you can answer: Would you subject your daughters to this? If yes, then why? It doesn’t make sense nor is it educationally sound, or as we’re so fond of using buzz words today- a “best practice” If not, then why would you do so for the overwhelming majority of our nation’s children?
I look forward to your response.
Kindest regards,
s/Mark Collins
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