Maine Educator February 2020

MAINE

Educator TREE POSE & TEACHING Yoga's impact on student learning

February 2020 www.maineea.org @maineea

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MEA Contests Essay & Art Cover

MEA/Sea Dogs "My Hero Works at School" DETAILS

Magazine Art Cover Contest DETAILS

The MEA is please to join with the Portland Sea Dogs for its annual "My Hero Works at School" essay contest.

The Maine Educator will feature a cover designed by a Maine public school art student depicting the theme "What I Love About Maine."

Submissions need to a short essay no more than 300 words, about their school hero.

Submissions need to be 8.5" by 11". The magazine title will be across the top and 2.5" high, please keep area clear.

GRADES - K-5 Two winners will be selected and receive tickets to a 2020 Sea Dogs game for themselves, their family and their school hero.

GRADES - K-5, 6-8, 9-12 Based on entries, an indeterminate number of finalists will be selected, with one overall winner chosen from the finalists to have their work on the cover of the magazine.

Deadline is April 29, 2020 Submit to Giovanna Bechard at contest@maineea.org or mail to: Giovanna Bechard 35 Community Drive Augusta, ME 04330

FEBRUARY 2020

Volume 80, Number 4

CONTENTS 16

10

Quality Schools Summit Free Professional Development

Yoga’s Impact on Student Learning

20

22

Advocating for Your Students Outide the Classroom

Read Across America

30

Forward Thinking Highlighting Our Schools

16

33

MEA Membership Provides Unique Opportunities

6 Opening Bell 7 Editor’s Note 8 President’s Letter 9 Free Stuff 10 Quality Schools Summit 11 Time Management

Tips for Educators 12 We Must Respond to

the Health Crisis of

Adverse Childhood Experiences 13 “I Didn’t Know It Had a Name” 16 Yoga’s Impact on

Student Learning 19 Fast Facts 20 Read Across America 22 Advocating for Your

Students Outide the Classroom 23 Make Your Voice Heard 24 MEA Elections 27 Grant Writing for Educators 28 National Board

Certified Teachers &

MEA Awards 29 Tech Talk-Digital Detox 30 Forward Thinking 31 We Are MEA 32 Calendar 33 MEA

Membership Provides Unique Opportunities

30 Editorial Staff

Managing Editor Editor Layout Design

Paula Voelker Giovanna Bechard Shawn Berry

Leadership

President Vice President Treasurer NEA Director

Grace Leavitt Jesse Hargrove Beth French Amanda Cooper

Board of Directors

Robert "Bo" Zabierek Suzen Polk-Hoffses Mallory Cook Cedena McAvoy Ken Williams Janice Murphy Nancy Mitchell Dennis Boyd Rebecca Cole

Amy O'Brien Brown Bob McCully Janet Howe Kuech Donna Longley Lisa Leduc Neil Greenberg Gerry French Carson Hope

Maine Educator (ISSN #1069-1235) is Non-Profit US Postage paid at Augusta, Maine published by: and additional mailing offices.

Maine Education Association For advertising rates and information please 35 Community Drive, Augusta, ME 04330contact: Shawn Berry 8005 35 Community Dr., Augusta, ME 04330 207-622-4418; fax 207-623-2129 207-622-4418 ext. 2206 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 043308005 February 2020 • www.maineea.org 5

PENING BELL Local Association Branding In an effort to be more recognizable as an important voice in the education process, the Dirigo Education Association held a contest to design a logo for the local. The winner, Catori Watson, received a $25 gift card for her efforts, and now her hand-drawn logo represents the local as it lives up to its motto, "working together."

Scarborough Works Without Contract, Pushes for Change Frustrated with a lack of a contract and lack of support from the School Board, members of the Scarborough Education Association rallied during School Board meetings this winter. "We are professionals and we want to be respected and valued for the work we do for our students and our school community. The unwillingness of the School Board to settle the contract has led to extremely low morale among the faculty.

Many teachers in this district feel the Board's actions show a complete lack of support for the work we do," said Krystal Ash-Cuthbert, teacher and president of the Scarborough Education Association.

Among the issues raised by the Scarborough EA during the negotiating process: • •

Lawsuit Filed on Behalf of Member Who Won Gorham Town Council Seat The Maine Education Association, with support from the National Education Association, filed a lawsuit in Maine Superior Court seeking immediate injunctive relief against the town of Gorham for refusing to allow Janet Kuech, an Ed Tech in the Gorham School Department, from serving on the Gorham Town Council. Kuech is a member of the Maine Education Association, resident of Gorham and works at Narraganset Elementary School.

On Election Day, Kuech won a seat on the Gorham Town Council.

Since that time, members of the Gorham Town Council have twice refused to seat her, citing the Town Charter. The Town Charter states that no council members shall hold an office or profit under the Town Charter or Ordinances. However, Gorham's town attorney provided legal advice to the Council stating Kuech was not precluded by the Town Charter from being seated on the Council. Still, the Council refused to honor the will of the voters and its own attorney's advice.

Kuech won her seat in a six-way race for three seats, ousting incumbent Paul Smith. Kuech was the only non-incumbent to win.

The lawsuit contends the refusal to seat Janet Kuech as a town councilor is an infringement of the rights and privileges granted in the Maine Constitution to Kuech and those who voted for her on November 5, 2019.

"Instead of respecting the town voters and the rule of the law, these town councilors have doubled down in their lawlessness by moving forward and posting a notice for a new election scheduled in March of 2020 for the seat that Janet Kuech won and for which they refuse to seat her," said her attorney Jonathan Goodman, who has been hired by MEA to represent Kuech.

6

Maine Educator • February 2020

•

Provide adequate time- Teachers need time to improve their practice, to create better lessons for their students, and meet the ever increasing demands of the profession.

Employee Rights- SEA has asked for there to be an explicit Complaints and Investigations process that is clear, fair, and equitable.

Comparable Pay- Salaries that are better aligned with districts like Scarborough. SEA believes in order to adequately attract and retain teachers in Scarborough, the Board needs to evaluate salaries based on similar communities with a similar tax base, as it has done in the past.

At the time of press, the local is still waiting on a report from a Fact Finding panel-a neutral chairperson and one employee representative and one employer representative. Together, they look at the issues, take evidence and provide a report for both parties with recommended resolutions of each issue.

Online School Votes to Unionize Teachers at Connections Academy voted to join the Maine Education Association, but after the vote, the school took the teachers to court, arguing the election wasn't valid.

MEA fought for the teachers during a hearing in Boston, arguing the November election was valid, which would give the teachers the right to form a union affiliated with the MEA. Since the election, Connections Academy has denied the teachers' ability to collectively organize as a new unit of the MEA, contesting some of the ballots. In total, four of the ballots are being contested, two

by Connections Academy, one by the NLRB and one by the MEA. To move the union formation process along, MEA agreed to allow for a second election to occur, after the Connections Academy to allow some educators it originally contested to vote.

As an agreement in court, a revote was held and MEA lost the fight to unionize, by one vote. MEA is still questioning the intimidation tactics of Connections Academy and will continue to work with the teachers at the school.

February

FROM THE EDITOR

2020

OnLife is the MEABT wellness program that is free to use and offers everything from how to create healthy meals to dealing with stress. I found a “challenge” on the app that helps reduce stress in 24 seconds.

Hint, it involves slow breathing. The good thing, for me, this is helping (a little) calm me down. Completing challenges in OnLife has the added benefit of earning points which are worth actual dollars. You can claim up to 250 points, worth $250 a year. It’s a win-win-I can do something useful that helps me, and I get to earn money for it. Learn more about this program on the meabt.org website under the wellness program tab.

Self-care, particularly as an educator, is important as so many of you are dealing with what is now being called second-hand trauma. The National Education Association interviewed teachers across the country about this issue and compiled resources to help educators. Maine Educator has that article in this magazine as well with the hopes the research and data can help support you. You can find that information on page 11.

Whether it’s breathing or yoga or trash TV or a good cry that puts you in a place to cope, I hope you find what works for you so you can get through the days that seem insurmountable.

Happy Trails, Sweet Maggie...

A

s I sit here to write this, we’re coming off a tough morning for our family. We’ve just told our two boys we have to let our beloved dog, Maggie, go. She’s a chocolate lab that has been around longer than both of them and the idea of not having her.... well, it’s tough. The decision wasn’t easy, and the news didn’t go over well. The only thing I can hope is they understand why, and they have the proper coping mechanisms to deal with the idea of losing their pet.

Unfortunately, my kids had to go to school with this news weighing on them. Life is messy sometimes. As educators, you have no idea what happened to each student before they stepped on your bus or into your classroom. While I told my sons’ teachers what was going on, just in case they got upset at school, I'm sure that doesn’t happen enough.

Preparing your students to learn, regardless of what they’re dealing with or have dealt with in their personal lives, is an important part of the day. My kids have to deal with the loss of a pet, but there are students out there with far worse issues they’re struggling with and getting beyond that so they can focus on their education is a crucial part of the school day. In Lewiston, several teachers are using yoga techniques with great success. Read more about how you can incorporate these tools into your teaching on page 14.

I’ll be honest, as I sit here writing, I'm taking a few deep breaths and trying to focus for the workday. I’ve been using the OnLife app to help, which is available through the MEABT. If you’re not familiar with it,

FOLLOW US ON SOCIAL MEDIA Giovanna Bechard Editor editor@maineea.org

February 2020 • www.maineea.org

7

MEA PRESIDENT'S LETTER

We need for ALL of us to be ACTIVISTS. We need everyone to ACTIVELY ANSWER the call to ACTION. Look at the progress that has been made over the past twelve months—because of the activism of members!

"

A is for Activist By: Susan Verde

Recommended Reading Well, my recommendation is actually a board book.

For toddlers.

My granddaughter has amassed a collection of books that nearly rivals in quantity the number of books that I have on my shelves (and in piles on various other surfaces!). She has been enthralled with books almost since she was born just twenty months ago. And while certainly my new favorite book is “How to Babysit a Grandma”* (a gift she recently gave me), while visiting her recently I spied a book that I thought I should recommend to all MEA members: “A is for Activist”**. On the first page, it states that “A is for Activist” and also for “Advocate”, and “Abolitionist”, and “Ally”. “Actively Answering A call to Action”. (It’s a different sort of alphabet book, by the way!)

When I saw it, I thought: that is exactly what we need now, more than ever! We need for ALL of us to be ACTIVISTS. We need everyone to ACTIVELY ANSWER the call to ACTION. Look at the progress that has been made over the past twelve months—because of the activism of members! And though it was a good number of you who did ‘answer the call’, it was still only some members, not yet all. Now it is time for ALL members to do so—when we all do, imagine the positive change we can make for our professions and for our students!

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Maine Educator • February 2020

We are in the midst of the legislative session, and even though it is a ‘short’ session, there is lots to do—raise the minimum wage for our invaluable support professionals, increase support for our deserving retirees, reduce the burden of student loans, increase funding for our pre-K through higher ed public education system, and last but not least, strengthen the power of educators’ voices.

Our #RedforEd days last year were successful—they certainly contributed to the progress made. This year we are calling on all of you to Actively Answer the call to Action, not only during #RedforEd days, but also at school board meetings, at March elections and caucuses and town meetings, at budget hearings and votes, at June primaries—wherever and whenever there are decisions being made that directly-or indirectly-affect our work with our students and impact our professional and personal lives.

In closing, here are a few more quotes from the suggested reading—you can probably guess my favorite letters in this alphabet!

“G is for Grassroots…Stronger together—we Grow.”

For the letter O: “Open minds Operate best. Critical thinking Over tests. Wisdom can’t be memorized. Educate! Agitate! Organize!”

And the best letter: “U is for Weekends. U is for Workers’ Rights!

Wait. That’s not U, that’s DOUBLE U. U is for Union. Union yes!”

I would just recommend one edit to the author: M is for the Maine Education Association and its Magnificent, Munificent, Meritorious Members! *"How to Babysit a Grandma", by Jean Reagan **"A is for Activist", by Innosanto Nagara

Grace Leavitt President gleavitt@maineea.org

FREE STUFF PHYSICAL ACTIVITY RESOURCES

From tips to learning in a winter wonderland to practicing mindfulness the Online Physical Education Network (OPEN) provides comprehensive teaching modules to incorporate movement into your teaching and learning. The website hosts a variety of resources that can help all educators, not just those in physical education.

FMI: https://openphysed.org

NATIONAL WILDLIFE FEDERATION LESSON PLANS The National Wildlife Federation's Lesson Plans and Webinars offers more than 1000 cross-curricular lesson plans in life science, ecology, wildlife biology, scientific identification, and observation for K-12 students, and related reports and both live and archived webinars. All lessons are aligned with National Science Education Standards, but standards are not listed. For best results, teachers should use either Firefox or Chrome when downloading or opening reports.

It's one of the best four letter words out there— FREE—especially when you're on a tight budget. Maine Educator found a few freebies!

ORAL HEALTH MATERIALS

SIX FLAGS TICKET

Help children learn the healthy habits that bring a bright smile and a bright future with a free dental hygiene curriculum from Colgate. The kit includes materials to encourage students to learn how to take care of their teeth and mouth. Information is available for students in grades PreK-3.

FMI: http://bit.ly/37B5cSA

This isn't a freebie for you, but it can help motivate your students to read. Read to Succeed is a program run by the amusement park, Six Flags (there's one in Springfield, MA).

Students in grades K-6 are encouraged to read and for those who complete six hours of recreational reading they'll earn a free ticket to Six Flags. There is no cost to participate.

FMI: https://feedback. sixflags.com/rts/default. aspx

FMI: http://bit.ly/2Grm56r

February 2020 • www.maineea.org

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FREE FOR MEA MEMBERS!

TRAINING SESSIONS INCLUDE:

• • • •

Restorative Practices Trauma Informed Teaching Social & Emotional Learning AND MORE!

20 2 0

FREE Professional developmentyou even earn contact hours!

4

10

WHEN:

WHERE:

SNOW DATE:

REGISTER:

SATURDAY APRIL 4, 2020

UNIVERSITY OF MAINE AT FARMINGTON CAMPUS

SUNDAY APRIL 5, 2020

REGISTRATION SITE OPENS MID-FEBRUARY

Maine Educator • February 2020

TIME MANAGEMENT TIPS FOR EDUCATORS

3

EVERY TEACHER ALWAYS ASKS FOR MORE TIME. THESE TIPS CAN BRING SANITY INTO TEACHERS’ LIVES FOR PLANNING, GRADING, COMMUNICATION, STUDENT BEHAVIOR, AND ORGANIZATION.

STEPS TO PLANNING

1. Create a planning routine and structure that works for you and your students.

Use a specific planning process, such as “Understanding by Design,” to ensure that your lessons are aligned to the standards and include only what is meaningful and purposeful.

For additional information on Understanding by Design, visit ASCD’s UBD website: http://bit.ly/ planningmea

•----------------2. Create an organization system for keeping track of your lessons, where you’ve been, and where you’re going.

Websites and apps (e.g. Pinterest, Teacher Plan) also allow you to visually see lessons and map out your lesson plans.

•----------------3. Pull out materials that you’ll need for the next day’s lessons before you go home for the day.

Or, organize the week’s materials in different totes so that all you need is to pull out what you need when you’re ready.

3

As seen on nea.org

STEPS TO GRADING

1. Remember that not every activity is an assessment and in need of grading.

Some activities serve only as tools to help students learn or solidify concepts.

•--------------------------------•--------------------------------2. Use a variety of assessments in the classroom including those that don’t require paper and pencil, such as dialogue or online tools.

3. Quickly scan and check for understanding on formative work in the classroom.

Use a simple mark (check, smiley face, etc.) to show status of “grade” or progress.

3

STEPS TO COMMUNICATION

1. Create a monthly calendar for parent communication.

On a blank calendar form, write the names of your students, placing one or two per day. Each month use the schedule to send a short note home, make a phone call, or email parents to keep them updated on how their student is doing in class.

•--------------------------------2. Resist the urge to check email throughout the day.

Instead, check 2-3 times per day (before school, during lunch/planning, and after school). During those checks, scan for critical issues.

•--------------------------------3. Work with your team to upload information on Google Docs so that necessary forms are in one place and are accessible to all.

BEHAVIOR Have proactive measures in place to diffuse difficult situations before they happen. Examples include: Have a two-way journal where a student can write when he/ she is most frustrated. Give that student a designated space/time to turn in the journal to you and notify the student when you will respond. For a blog post on tips for proactive measures, visit this post: http://bit.ly/behaviormea

ORGANIZATION Designate areas in your room for specific items such as: completed student work, work for absent students, papers to be used each day, papers that need to be copied. Items needing lamination, etc. For more ideas on classroom organization, visit this series. For additional help with organizing resources, visit this post: http://bit.ly/organizationmea February 2020 • www.maineea.org

11

FAST FACTS The impact trauma has on our schools is very real.

In order to understand how to best meet the needs of our students, it is important to fully understand the issue. Below are facts regarding both Adverse Childhoold Experiences and data specific to Maine students.

46% 1in5

12

H.R. 433

Percentage of America's children who have experienced at least one Adverse Childhood Expereience with the number rising to 55% for children aged 12 to 17, according to data from the 2016 National Survey of Children's Health (NSCH)

Number of U.S. children who have two or more ACEs according to data from the 2016 National Survey of Children's Health (NSCH).

A resolution unanimously passed by the U.S. House of Representatives in February 2018 that affirmed the efficacy and value of traumainformed programs and policies within the federal government and commended efforts in states that are promoting local awareness and collaboration on the issue.

Maine Educator • February 2020

58%

Percentage of U.S. children with Adverse Childhood Experiences (ACEs) living in households with incomes less than 200 percent of the federal poverty level, according to a report entitled Addressing the Epidemic of Trauma in Schools written by the National Council of State Education Associations in collaboration with the NEA's Center for Great Public Schools.

"We need to change from asking, 'what's wrong with this child' to 'what happened to this child?'

That simple change in our thinking can really make a difference in our approach." - participant at a recent NEA convening on student trauma

In Maine 3.3% total, but 4.7% of 12th graders

Percentage of students who reported housing instability (anything other than 'in my parent's or guardian's home' or school housing) according to the 2019 Maine Integrated Youth Health Survey.

15.9% total, but 21.3% of 12th graders

Percentage of students who reported they rode in a car or other vehicle driven by someone who had been taking illegal drugs such as marijuana, cocaine, heroin, or LSD, according to the 2019 Maine Integrated Youth Health Survey.

N

ot too long ago, many educators who complained of burnout were probably greeted with a collective shrug from school leaders.

Teacher exhaustion or stress have often been dismissed as signs of weakness and an inability to cope. With schools and districts providing little in the way of support, the burden was always on educators to deal with whatever was dragging them down.

Although this scenario still plays out in too many schools, districts are becoming more aware and sympathetic to the pressures teachers face in school every day and the adverse impact it has on the profession and students.

This acknowledgement leads to – hopefully, eventually – strategies and programs designed to support educators.

'I Didn't Know it had a name'

Secondary Traumatic Stress and Educators

By Tim Walker, NEA Today

Experts caution, however, that policymakers resist a one-size-fits-all approach. Yes, educators are burned out, they are stressed, they are fatigued, they are demoralized, and many are now coping with trauma—all conditions with similar symptoms that require proper diagnosis to treat effectively. The trauma could be their own – or their students’.

According to the Centers for Disease Control (CDC), more than half of all U.S. children have experienced some kind of trauma.

Whether you’re a teacher, paraprofessional, counselor, or school resource officer, every staff member cares deeply about students. And that means being exposed to the traumas students bring into school every day, including poverty, grief, family problems, racism, drug abuse. The emotional and physical toll is often Secondary traumatic stress is severe. Even if they have not endured trauma themselves, educators can sort of the consequence of being begin exhibiting symptoms similar to a good teacher. If you care about those of their students – withdrawal, anxiety, depression, and chronic your students, you’re probably not fatigue.

“

going to avoid it” – Jessica Lander, teacher

Teacher exhaustion or stress have often been dismissed as signs of weakness and an inability to cope.

This is called secondary traumatic stress (STS), defined by the National Child Trauma Stress Network (NCTSN) as “the emotional duress that results when an individual hears about the firsthand trauma experiences of another.”

Secondary traumatic stress has long been acknowledged as a condition affecting professions such as nurses, child welfare workers, first-responders, and counselors. It’s taken a while, but STS is “beginning to be actualized as a real condition affecting teachers,” says Steve Hydon, clinical professor and director of the School Social Work Program at the University of Southern California.

“What was once referred to as stress or educators ‘having a bad day’ – which might still be happening – has evolved. Schools are realizing the very real presence of STS.” February 2020 • www.maineea.org

13

The condition is likely more prevalent than anyone may realize, says Jessica Lander, a high school teacher in Lowell, Mass.

“Secondary traumatic stress is sort of the consequence of being a good teacher. If you care about students, you’re probably not going to avoid it.”

‘It Drains Us’ Lander likely helped a lot of educators begin to understand STS last year with an article she wrote for the Harvard Graduate School of Education titled “Helping Teachers Manage the Weight of Trauma,” a short primer on the condition complete with recommended resources. KQED MindShift picked up the story, which was soon widely shared across social media.

Research examining the impact of STS on educators, however, remains fairly thin.

A 2012 study conducted by the University of Montana did conclude that there is an increased risk for STS in school personnel. The study analyzed over 300 staff members in six schools in the northwest United States. The researchers found that “approximately 75 percent of the sample exceeded cut-offs on all three subscales of STS. Furthermore, 35.3 percent of participants reported at least moderate symptoms of depression.”

Jennifer Pacatte (center) with two students at an anti-gun violence rally. (Photo courtesy of Jennifer Pacatte)

The tendency to conflate conditions persists, despite the similarity in symptoms, says Hydon.

“Compassion fatigue,” for example, is often used interchangeably with STS. Compassion fatigue “generally sets in over time, hence the ‘fatigue’.” explains Hydon. “Secondary traumatic stress can set in almost immediately because of a student experience.”

Like fatigue or burnout, STS quickly spills over into educators’ personal lives and likely hastens their exit from the profession.

“It seems like teachers have in some ways become case workers,” LeaAnn Keck of Trauma Smart told Edutopia. “They get to know about their students’ lives and the needs of their families, and with that can come secondary trauma.”

Jennifer Pacatte, a teacher in Rochester, NY, considers herself fortunate that she has a network of support outside the school. When she began her career in the mid-1990s, she admits she didn’t quite realize what she was was getting herself into beyond the role she had been trained for.

“I was not really prepared for how my students’ lives outside of school would seep into the classroom and how that would so deeply affect me,” she recalls.

“Every day, I would go home and think about my kids and their problems.

Educators take that on, and it drains us. For newer teachers nowadays, it has to be even worse. They don’t have the capacity to deal with the impact.”

Keeping Educators Healthy

46 PERCENT OF AMERICA’S CHILDREN HAD EXPERIENCED AT LEAST ONE ADVERSE CHILDHOOD EXPERIENCE (ACE) WITH THE NUMBER RISING TO 55 PERCENT FOR CHILDREN AGED 12 TO 17.

Data from the 2016 National Survey of Children’s Health (NSCH) showed that 46 percent of America’s children had experienced at least one adverse childhood experience (ACE) with the number rising to 55 percent for children aged 12 to 17. One in five U.S. children have two or more of these experiences.

In the small rural district in eastern Washington where Steve Stroschein teaches, the number of ACEs students have experienced is staggering.

“More of our kids are affected by drug abuse, violence at home, poverty,” he says. “We’re a different school now than when I started in 1990, or even 2000.”

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Maine Educator • February 2020

Inside a Trauma-Informed Classroom A child’s brain changes when they witness violence at home or in their communities, or experience poverty, eviction, and hunger. With the right professional training, educators can reduce the impact of traumatic experiences and help all children learn.

“

As educators, our focus is always on the students, but we have to bring it back to ourselves. Our educators are stressed. They’re struggling – Steve Stroschein, teacher

As president of the Clarkston Education Association, Stroschein was concerned by the impact student trauma was having on educators in the district, particularly those just starting out. “As educators, our focus is always on the students, but we have to bring it back to ourselves. Our educators are stressed. They’re struggling.”

In 2018, he teamed up with the district superintendent to launch a modest initiative to help “keep our teachers healthy,” Stroschein says. “We’re emphasizing community-building within the school. Giving them a person to talk with, providing them with resources. We’re a small district so we can make more of an effort to check in on all our staff to see how they’re doing.”

A child’s brain changes when they witness violence at home or in their communities, or experience poverty, eviction, and hunger.

“It’s important that they know we care. We can’t leave our educators out on an island by themselves.”

Last May, representatives from 39 National Education Association affiliates echoed Stroschein’s concern at a gathering in Chicago to discuss trauma-informed schools. Participants noted that many members felt isolated as they neglected their own mental and physical health while they assisted students dealing with trauma.

In the resulting report, NEA and the National Council of State Education Associations issued a series of recommendations around trauma-informed schools, including advocating for comprehensive mental health and employee assistance program supports for all educators. Acknowledging the need for self-care, NEA and NCSEA also urged affiliates to promote a campaign to counter the narrative that it’s somehow selfish to look after yourself.

Not Only About Self-Care Steve Hydon says educators have a responsibility to be aware of the importance of self-care and be proactively engaged in it.

In 2019, the National Council of State Education Associations partnered with the NEA Center for Great Public Schools to help build a framework for trauma awareness and trauma-informed approaches.

“But it is also the school’s responsibility to understand that trauma is inevitable and can impact anyone,” he adds. “If we want healthy teachers in our classrooms, schools must acknowledge the importance of things like staff appreciation, involvement in decision-making, vacation time, mental health awareness and professional development training on ways to build and value self-care.”

It’s critical that these efforts are school or district-wide, says Jessica Lander, because an inordinate emphasis on self-care or “resilience” without adequate supports places too much of the burden on the individual educator.

“What was fascinating to me when I wrote the article last year,” Lander recalls, “was the number of teachers who responded by saying, ‘Oh my gosh, I have been feeling these things for years, and I didn’t know it had a name.’”

That can be isolating for educators, making it more likely that they think it’s just an individual problem that they alone have to address.

“

If we want healthy teachers in our classrooms, schools must acknowledge the importance of things like staff appreciation, involvement in decision-making, vacation time, mental health awareness and professional development training on ways to build and value self-care.”

- Steve Hydon

“If the teacher doesn’t know what he or she is going through,” Lander says, “the school or district has an obligation to tell them, ‘We are going to name it and we are going to help you.’”

February 2020 • www.maineea.org

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Yoga's impact on student learning

16

Maine Educator • February 2020

B

efore any reading or writing starts in teacher Sarah Cummings’ class, each third-grade student sits on the floor in a circle, takes a few deep breaths followed by a targeted question and some yoga poses. The routine is part of Cummings’ integrated teaching approach that incorporates social and emotional learning into her daily lesson plans.

Cummings began using yoga techniques in her classroom to prepare her students for a day of learning, explaining the techniques she learned through a specialized training with Radiant Beginnings Yoga, which focuses on teaching students the skills they need to collaborate, deal with stress and practice respect for self and others. The techniques, Cummings says, are possible through both breathing exercises and yoga poses.

“When your body is calm and relaxed you can't have PTSD symptoms- so that’s where we’re putting all the pieces together- getting your brain focused to make good choices and strengthening that aspect, breathing, taking deep calming breaths. If kids have PTSD or have something they’re dealing with, they can come in here and be calm and be ready to learn for the day,” said Cummings.

“Forward bending positions are calming it’s all about the breathing with it and having the peaceful thoughts when you’re doing it. Backward bending is energizing. Standing positions are just grounding-really being strong and calm, that’s where the standing positions come in to play,” added Cummings who teaches at Montello Elementary School in Lewiston.

Part of Cummings’ training includes the understanding that yoga and mindfulness can support students in trauma as well.

“When your body is calm and relaxed you can't have PTSD symptoms- so that’s where we’re putting all the pieces together- getting your brain focused to make good choices and strengthening that aspect, breathing, taking deep calming breaths. If kids have PTSD or have something they’re dealing with, they can come in here and be calm and be ready to learn for the day,” said Cummings.

Across town, at Geiger Elementary, kindergarten teacher Bridget Morse gets into a yoga tree pose as she and her students follow along to a yoga video. The approach looks different here, as these students are younger, but the goal is the same.

“The yoga settles and relaxes them so we can do our readers' workshop. I like the yoga a lot better than Go Noodle because when you do Go Noodle, the minute you click to move on and they see their creature we go from a relaxed state to an excited state, and then we have to start over. With yoga we don’t have to worry about that,” said Morse.

Both teachers incorporate yoga into the day and say it is not something that needs a lot of time to complete effectively. In fact, if you’re doing it right, Cummings says the yoga and mindfulness is part of the lesson and not something “extra.”

February 2020 • www.maineea.org

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Books to Incorporate Yoga & Mindfulness

Whoever You Are By: Mem Fox

I Am Yoga

By: Susan Verde “I tie our yoga and mindfulness in with literature. I have a lot of read a-louds that I do that tie in with the question of the day that I ask when we are in our morning circle- so it is all connected.

In the afternoon, I will read a book that connects to the question we talked about in our circle in the morning. Then I tie in the conversation about the book with listening standards, speaking standards and then students write about it as well,” said Cummings.

I Am Love

By: Susan Verde

The life skills learned through these techniques are ones both teachers say help their students but also help them as they deal with the stresses of the job.

“We talk about self-care as teachersthis is a great way for me to start my day. I also use it as modeling behavior. If someone does something, I will take a deep breath and say ‘did you see I took a deep breath?’ and then we can move on and problem solve,” said Cummings.

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Maine Educator • February 2020

Puppy Mind

By: Andrew Jordan Nance

WE MUST Respond to the health Crisis of Adverse Childhood Experiences It’s time for all professionals working in the health, education and incarceration fields — and all communities — to respond to this health crisis. It’s also time for all to consider if they are passing on to their children the impact of their own adverse childhood experiences.

By: Joyce Schelling, Retired Educator aine has the ACEs create a disrupted nation’s highest stress response affecting the rate of anxiety and neurological, immune, hormonal the third highest and cardiovascular systems. This rate of depression among children toxic stress determines which ages 3-7. It is above the national genes get turned on or off when rate for behavior problems and dealing with stress, which can be children diagnosed with Attention passed on to the next generation, Deficit/Attention Hyperactivity as discussed in “ The Deepest Disorder (ADD/ADHD). The Well” by California’s Surgeon average number of suicides per General Nadine Burke Harris. year by youth under age 20 is well The studies in her book emphasize above the national average and that ACEs occur at similar rates has risen by 50 percent in just five across all socio-economic groups. years.

Burke Harris has made raising It’s time to ask if these frightening awareness of ACEs one of her top statistics from the Maine priorities, and professionals here Children’s Alliance’s Maine KIDS in Maine are increasingly part of COUNT 2019 Data Book are this work. connected to Adverse Childhood “Adverse childhood experiences Experiences (ACEs). and toxic stress constitute the The experiences include emotional major public health issue of abuse, witnessing domestic our time,” Burke Harris said in violence, alcoholism, bullying and an interview earlier this year. divorce. Children with two or “Childhood adversity (ACEs) more ACEs are more than three leads to long-term changes in times as likely to consider suicide the structure and function of than children with zero or one, our brains and bodies, and those according to the data book. changes can subsequently impact educational attainment and risk

M

Joyce Schelling, Retired Educator

of violence or incarceration. They dramatically affect health, with significant risks for the leading causes of death… including heart disease, stroke, cancer and Alzheimer’s disease.”

The need for intervention is clear.

Magnetic resonance imaging (MRI) and functional magnetic resonance imaging (fMRI) have demonstrated that a child who experienced a certain level of trauma at a young age will still have measurable changes in his/ her brain as a teen — even if the trauma no longer exists and his living situation is stable and secure. But, as Burke Harris points out, poor outcomes are not inevitable.

“Adversity is not destiny,” Burke Harris said. “The science is clear: early intervention improves outcomes.”

She names six critical treatment areas: sleep, exercise, nutrition, mindfulness, mental health support for child and parent, and healthy relationships. These, as well as meditation, boost the brain changes that help rewire the brain and promote increased physical and mental health.

providers in southern and central Maine are beginning universal screening for ACEs. The Maine Resiliency Building Network hosts presentations state-wide to educate teachers, parents, health providers and the business community about ACEs, and how to help all children thrive. Clarity Services offers trainings on how language can help heal brains and help us create connection with others even during conflict.

Over the years, I have worked with a wide variety of children and families: special needs to gifted, toddlers to adult, rich to poor. I and my colleagues, too often, had no apparent answer for a child with overwhelming problems. I now believe that the missing piece was ACEs. It’s time for all professionals working in the health, education and incarceration fields — and all communities — to respond to this health crisis. It’s also time for all to consider if they are passing on to their children the impact of their own adverse childhood experiences, and how they can help heal themselves and their loved ones.

Schelling’s opinion article first The movement to combat appeared in the Bangor Daily ACEs is national and active in News.

Maine. Hospitals and health February 2020 • www.maineea.org

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NEA’s READ ACROSS AMERICA: CELEBRATING A NATION OF DIVERSE READERS Cover images used with permission.

TITLES FOR MIDDLE GRADE READERS

These short stories by powerful and diverse voices show how heroes come in all shapes and sizes and small acts of kindness can save the day.

Read about inventors and inventions, the science behind their work, and how to get started tinkering, inventing, and innovating.

Twelve-year-old Güero, a freckled, red-headed, Mexican-American border kid, discovers the joy of writing poetry, thanks to his English teacher.

Candace sets out to find the treasure her grandmother searched for and expose an injustice committed against an African American family.

With the help of her chorus teacher, Genesis learns to love herself and finds her voice to overcome internalized racism and a verbally abusive family.

The graphic biography of Dietrich Bonhoeffer, a pastor whose faith led him to devote his life to the German Resistance and stopping Hitler.

While her immigrant parents clean the rooms, ten-year-old Mia manages the front desk of the Calivista Motel and tends to its guests.

After losing both her father and her home, Nora and her mother have no place else to live but the shantytown of Manila’s North Cemetery.

Prince Veera and his best friend Suku use their wits and wisdom to deal with some of the trickiest problems presented in King Bheema’s court.

At his new Miami school, Salvador Vidón meets Gabi Reál, with whom he soon shares his secret: he can open portals into another universes.

The adventures of the fictionalized Zora Neale Hurston and her best friend Carrie explore the idea of collective memory and the effects of slavery.

While still grieving his best friend’s death, seventh-grader Mason and his new friend Calvin are targeted by neighborhood bullies.

Celebrating A Nation of Diverse Readers readacrossamerica.org 20

Maine Educator • February 2020

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NEA’s READ ACROSS AMERICA: CELEBRATING A NATION OF DIVERSE READERS Cover images used with permission.

TITLES FOR TEEN READERS

Two African-American teens find themselves working together to solve the murder of a mutual friend, Paris Secord, aka DJ ParSec.

In this raw graphic memoir, Jarrett J. Krosoczka shares his day-to-day life with his grandparents and his difficult interactions with his heroin-addicted mother.

Epic heart-pounding fantasy set in an alternate ancient India where a rebel assassin and a reluctant soldier find forbidden love as they battle to save their lands.

The students of Marjory Stoneman Douglas High School share their emotional journeys that began on February 14, 2018, and continue today.

Darius’ life of dealing with depression and high school bullies takes an unexpected turn when he travels to Iran to meet his grandparents for the first time.

Heartbreaking and hopeful stories about nine courageous young adults who have lived with a secret for much of their lives: they are not U.S. citizens.

Through 100 chapters, each 100 words, sixteen-year-old Will walks the streets of L.A. to deal with tragedy and loss.

Seventeen stories that offer unique perspectives to explore what it means to be young and black in America today.

After Rukhsana’s conservative Muslim parents catch her kissing her girlfriend Ariana, they whisk her away to Bangladesh and a world of tradition and arranged marriages.

The lives of two cursed sisters become entwined with two enchanted boys in this contemporary retelling of “SnowWhite and Rose-Red’ and “Swan Lake.”

Best friends Chelsea and Jasmine find and use their voices to confront stereotypes, biases, and societal wrongs in their community.

A Muscogee (Creek) girl attending an overwhelmingly white high school, Louise “Lou” Wolfe deals with the difficulties of “dating while Native.”

Celebrating A Nation of Diverse Readers readacrossamerica.org February 2020 • www.maineea.org

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Advocating for Your Students Outside the Classroom By: Rose Walker, Lewiston Ed Tech

I

am an educator that stands in the fight for equality in public education. I first began my involvement with the Lewiston Education Association after a Listening Tour that was organized in my school district. Local association leadership and MEA staff came through our school and talked to us about issues that matter to us. The Association was trying to better understand what the educators in Lewiston needed so we could best support our students. I liked this idea and wanted to be involved in learning more about how I could help my students, on a bigger scale.

When I joined the Lewiston Education Association, I was eager to become a building rep. That role then turned into becoming a member of the Ed Tech bargaining team, and then the chair of the Lewiston Education Association’s Instruction and Professional Development Committee.. I quickly realized there were a lot of opportunities for me to get involved and be an advocate for my students if I just asked and paid attention to what was happening in the bigger world of education policy. I began advocating at the Maine State House to become a voice for educators, and in the spring, I testified in the legislative committee with my two children, (Daisy who is 5 and Olivia who is 3) during a Red for Ed event. I wanted to show them that having a voice and ensuring that you are heard is a very important life lesson.

All of this helped lead me to the realization that not only in the community where I work and the community where I live, there is a sincere need to advocate for those family, friends, coworkers, community members, and neighbors that have voices and messages that need to be heard. In the combined cities of Lewiston and Auburn, there is an average of 18.3% of families living in poverty which becomes a real obstacle for many students in public schools. Too many times our voices and calls for help have been unheard. Too often decisions are made without the perspective of what is happening in the classroom.

All stakeholders need to have a seat at the table to facilitate the necessity of a new direction and leadership within my community.

On August 22nd I took the jump and began a campaign to run for the school committee in Auburn, Maine. The beginning of October the MEA sponsored my participation in the See Educators Run program organized by the National Education Association in Detroit. This became an invaluable resource as it provided me the tools necessary to run a successful campaign. I took that knowledge, and a month after my return, I used those resources and I won my committee Ward 1 seat in Auburn against an incumbent.

Presenting at NEA Headquarters in D.C. about my work and advocacy.

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Maine Educator • February 2020

While I work in Lewiston and I live in Auburn, I had a unique perspective from not only an educator but a parent and community member.

Throughout this whole process, I began to understand the need for

Rose Walker with MEA staff, Amanda Fickett and MEA President, Grace Leavitt. transparency within the school department and the collaboration with key stakeholders. Educators, parents and community members were not feeling heard which ultimately became a disservice to the students that we strive to educate. Rebuilding these relationships cultivates the success of students and unifies the community. By investing in classrooms, we set a priority to building a foundation for student learning. What is important to teachers is that students have access to quality education to prepare them for the jobs of the future. As the voice of an educator, I understand the need to put students at the center of any educational policy and am now empowered to do so. ­­ It is my purpose to demonstrate my commitment to change and to encourage others to follow.

In December, I was invited to the National Education Association staff meeting in Washington DC to speak about my experiences. My election was one of many across the country from fellow alumni of the See Educators Run program, which puts the voice of educators on local school committees, city councils, state and federal government.

We need to continue building momentum. I would encourage each and every one of you to become involved and let your voice be heard. A small idea inspires big change.

None of this would have happened without the commitment and support of my local association, leaders in the Auburn schools, the Maine Education Association and the NEA. It will take all of us, working together -- parents, school board members, teachers, educators, administrators, community members -- all working together to make our schools places where students are inspired to learn and grow.

To learn how you can get involved, contact your local MEA office today!

At the State House advocating!

e c i o V r u o Y e Mak

D R A E H

GET INVOLVED AND BE PART OF THE MEA REPRESENTATIVE ASSEMBLY!

The RA is the decision-making body of the Association.

You can help set the course of the MEA by submitting a resolution or new business item.

WRITE A RESOLUTION Example of a Resolution (belief statement):

WRITE A NEW BUSINESS ITEM Example of NBI:

Resolution E27.

RESOLVED: That the MEA believes in the importance of Social and Racial Justice for all people.

NBI - That the MEA gather current information to an MEA position that clearly defines what appropriate space, proper heating/ cooling/venitilation systems, sufficient maintenance and air/ water quality standards are in schools.

RESOLUTIONS AND NEW BUSINESS ITEMS WILL BE DISCUSSED AT THE MEA RA IN MAY. WANT TO LEARN MORE ABOUT THE MEA RA AND HOW TO BECOME A DELEGATE? VISIT: MAINEEA.ORG/RA

SUBMIT FORMS TO: MEA Resolutions Committee 35 Community Drive Augusta, ME 04330 Contact your local president or call Erin Noyes at 207-6224418 x2221 or email: enoyes@maineea.org

Submission Deadline: March 7, 2020 February 2020 • www.maineea.org

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2020 MEA Elections Members set the course for the MEA deciding the issues the Association supports and the ways to success for every Maine student.

Delegates are elected to speak for the nearly 24,000 MEA members they represent on important issues. MEA candidates may publish a biographical sketch in the Maine Educator according to the Standing Rules. Candidates for the MEA Board of Directors and the NEA Representative Assembly (RA) appear on the following pages. Election info and forms are available online at www.maineea.org/meaelections.

Board of Directors Robert Zabierek Board of Director – District A It has been my pleasure to serve as your MEA Board member for District A for the past three years, as well as having served the final years of our two previous Board members’ terms. In that role, I have advocated for Cafeteria, Janitorial, and Maintenance Workers, Bus Drivers, Educational Technicians, and Teachers; in both good times and bad.

I have served as a Board Liaison to the Government Relations and Strategic Budget Committees and lobbied the Legislature in Augusta.

I am also proud to have served as a delegate to both the MEA and NEA Representative Assemblies over the past ten years. I serve on the SkillsUSA Maine Board of Directors and am a Past President of ACTEMaine, the Association of Career and Technical Education instructors.

Please re-elect me to continue the work we have begun at MEA to raise teacher and education support professional’s rates of pay and continue to improve working conditions. I will work with the Student MEA members throughout our state, as well as our Young Education Professionals, to assure that our MEA conferences provide relevant professional development and encourage veteran educators to share best practices from their classrooms and their schools. Please vote!

Tom Walsh Board of Director - District K I have been an active union member for most of my fifteen years as a high school Social Studies teacher including the nine years I have been working in Maine. For several years I served on the MEA's Government Relations Committee, and I am now serving on the MEA's Structure & Bylaws Committee. The MEA honored my organizing work on behalf of the Stand Up for Students referendum campaign by awarding me the Anne Sheehan Political Action Award in 2017. Locally, I have been a Building Representative on the board of the Falmouth EA, and I am now Falmouth EA President.

Should I be elected, my work on the Board of Directors will be driven by two main goals. First, I want to help the local leaders of associations in District K get to know each other better and become more comfortable turning to each other for advice, guidance, and support.

Second, I want to help the local leaders become more familiar with the resources and support that is available from the MEA. Achieving these goals will help local leaders more effectively serve and support the members of their local associations.

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Maine Educator • February 2020

Board of Directors Nancy Mitchell Board of Director – District G

NEA Representative Assembly At Large Delegates Jessie Muldoon

NEA Representative Assembly District Delegates Rebecca Manchester NEA RA District 21 Rebecca Manchester, who has been the Latin teacher at Bonny Eagle High School since 2004, has been an active member in her local, Saco Valley Teachers' Association, and in the state organization, first by attending the MEA-RAs and a short time later joining the Structure and Bylaws committee, a committee which she now chairs.

Rebecca has been going to the NEA-RAs since 2008, first as a local delegate and later as a district delegate.

Rebecca Manchester would be honored to continue to serve her fellow members at the national level.

Indriani (Ina) Demers NEA RA District 22 Indriani (Ina) Demers, a first generation immigrant of Indonesian background has been representing Maine at the National Education Association for years.

Serving Portland she is actively engaged at the State level as a member and co-chair of the HCRCA, the ESP, and currently at the Resolutions Committees. Locally, she served as Ed. Tech. President for three terms, currently, Ed. Tech. VP. In addition, she has served students as an ESL teacher and currently as an Educational Technician (Ed. Tech.) still holding endorsements to teach general K-8 and K-12 ESL, exploring special needs as a certified Behavior Health Professional (BHP) also serving English Language Learners (ELLs) with undisputable background as her first language/s are other than English.

Ina's intention to be an NEA RA is to learn more at the national level in the hope of making her local and state level EA better in supporting our students.

Please, vote for me! Thank you for your support.

Robert L. McCully NEA RA District 23 I am a veteran mathematics teacher, athletic coach, and student council advisor from Falmouth High School. Throughout my long teaching career I have been very active in professional associations. I have consistently served as an FEA President or Chief Negotiator, as well as an MEA-RA and NEA-RA Delegate for District 23.

I served on the MEA Board of Directors for a maximum term of seven years from 2004-2012, then served another three year term from 2014 -2017. I am currently in the final year of another three-year term. I currently serve on The Policy Review Committee. I have served on several MEA committees and sub-committees, including the Statewide Bargaining Committee and both the MEA and NEA Resolutions Committees.

I serve on the Board of Supervisors for the Cumberland County Teachers Federal Credit Union, and have been active with mathematical associations.

I have been an NEA-RA delegate for the past fifteen years, and take the responsibility of representing District 23 very seriously. I have a great deal of experience in representation at the local, regional, and state level, and have found it fascinating and rewarding to contribute at the national level.

Nesrene Griffin NEA RA District 24 Nesrene Griffin is a 4th grade educator who has taught in Lewiston for over ten years. She is the Chair of LEA's Human, Civil Rights & Cultural Affairs Committee. Nesrene is an advocate for racial & social justice, diversity, & inclusiveness and works to support policies that positively impact Maine students and educators. She is a leader in her district and values the experiences, networking, and benefits that both the MEA and NEA memberships have offered.

Jill Watson NEA RA District 26 Hello, my name is Jill Watson and have been teaching since 2000 as a special education teacher, with 18 of those years at Maranacook Community High School. I live in Gardiner with my partner, Jamie, and our three cats. I have served in multiple roles within my local association, MEA and NEA. I currently serve as Maranacook Area Staff Association’s president and grievance officer. Both of these roles I have had for multiple years. I also have been a member of the MEA Resolutions committee for the past three years and a member of the NEA Resolutions committee for the past two years. I am a past board of director for MEA for district F. I completed two full terms (6 years) and during that time I also served on HCRCA, IPD, Audit Committee, and various other committees. I have served as an NEA Representative Assembly Delegate and attended the NEA RA multiple times and would like to continue to bring Maine’s voice to the national level. As a delegate, I would work hard and do my best to represent Maine.

Thank you for giving me the opportunity to bring your voices to the NEA RA as a delegate.

Olivia Brown NEA RA District 26 The last eight years I have been passionate about advocating for educators and students.

I am a dedicated young educational professional that will help bring new energy and a fresh perspective to the teaching field. Attending the NEA RA will allow me the opportunity to continue advocating for Maine' s students and educators at the National level where I can help make changes that will positively impact the growth and success of students.

I first became involved as an MEA member while attending the University of Maine in Farmington. I was president of the student MEA my last two years of college. At this time I was also a member of the HCRCA committee. Recently, I have been an active member

Olivia Brown's statement continued. on the HCRCA committee, including being co-chair the last two years.

I have attended and spoken at the last three MEA RA. I have also been an active member of my local, Mt. Blue EA, for the last four years where I teach fifth grade. I have lobbied in Augusta numerous times to help strengthen our education system.

I look forward to being the District 26 voice at the NEA RA and advocate for education at the national level.

Jesse Hargrove NEA RA District 27 A few years ago, my oldest son turned and said to my wife and I, " I think I have an advantage because both of my parents are teachers." Education is a family matter. My two sons, Aden and Rylan, attend Mount View Elementary school in RSU 3, where I have served on the Board of Directors for the past 8 years.

Additionally, I serve on the Waldo County Technical Center Cooperative Board. I have taught 8 years as a Special Education Teacher, and am in my 10th year as a Social Studies teacher. I have been President of the Hermon Education Association for the past 4 years, and am on my second year serving as the Maine Education Association Vice President. It has been a pleasure to grow as an educator and advocate with my colleagues, near and far, in the MEA. Gerry French NEA RA District 28 Always an active participant at the NEA Representative Assembly, I have made it a practice to raise my voice and the profile of the MEA. Whether it be running for the NEA Board of Directors from the floor of the RA, networking on the floor with the many contacts that I have made nationally, or participating in lively debate in our own Maine caucus meetings, there is never a doubt that Gerry French is in the room. And when Gerry French is in the room, the voice of MEA is in the room. Please assist me once again in using this voice to represent the best interests of the Maine delegation, and MEA as a whole, by electing me the Representative of Election District 28 to the NEA Representative Assembly.

Robert "Bo" Zabierek NEA RA District 29 It has been my pleasure to serve as a NEA-RA Delegate for MEA over the past 10 years, as well as having served as a Delegate to the MEA-RA for several terms. In that role, I have advocated for Cafeteria, Janitorial and Maintenance Workers, Bus Drivers, Educational Technicians, Teachers and Professors; in both good times and bad. I have served five years on the MEA Board and as a Liaison to the Government Relations and Strategic Budget Committees and lobbied the Legislature in Augusta. I also serve on the SkillsUSA Maine Board of Directors and am a former President of ACTE-Maine, the Association of Career and Technical Education instructors.

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Maine Educator • February 2020

Robert "Bo" Zabierek's statement continued.

Please re-elect me to continue the work we have begun at the NEARA to raise teacher and education support professional ' s rates of pay and continue to improve working conditions. We must work to elect education-friendly candidates both locally and nationally. I will work with the NEA Career and Technical Education (CTE) Caucus representing our state and encourage our veteran CTE educators to share best practices from their shops, their classrooms and their schools.

Please vote for me, Bo Zabierek, to help continue moving MEA and

Jennifer Perry NEA RA District 31 I am the Director of Housing and Communications for Auxiliary Services and have served the students of UMaine for over 42 years. I became active in UMPSA in 1998 when I was able to join the union.

I live in Eddington with my husband and two cats. I have had the pleasure of representing UMPDA and ACSUM at the NEA RA for the past two years.

Please visit Maineea.org/mea-elections for election information and forms.

Grant Writing for Educators While you may not want it to be the case, you may need to find money elsewhere to fund projects or ideas that will best support your students.

Here is a guideline, to help you write a successful grant.

Write Clearly Is Your Project Feasible?

Before you even apply for any grant, you need to ask yourself this important question-can I really make this project happen?

Organizations that give out grants expect progress reports and you will need to show how your funding is being used, so you need to make sure your project is doable in the grant time frame and the work is relevant to your students’ ability and grade level.

Read and Follow Guidelines Precisely This sounds like an easy one, however your grant could be denied simply because you didn’t follow the directions properly. Make sure you’re adhering to any and all guidelines outlined in the process. Answer all questions, but don’t add extra items. Remember, organizations receive a lot of grant requests, so you want to keep your proposal concise and clear.

Remember to use your own voice in your writing and be clear with your request. Your audience may not understand local jargon or acronyms so keep that specific type of language out of your proposal. Depending on who you are requesting grant monies from, they may know nothing about education at all so keep your audience in mind and adjust your language accordingly. Take a non-specialist approach to your writing, focusing on the need for the money and the students it will benefit.

Develop A Budget All grant applications will ask you to provide a budget. In your budget, make sure you’re asking for items that are directly linked to the learning objectives in the grant request. Be specific with what you need but don’t box yourself in with your proposal. For example, don’t write: $1,000 technology supplies. Instead, write $1,000 for 2 iPads. Don’t ask for more money than you need and make sure you’re asking only for things that fulfill the mission of your project.

Create A Timeline For Your Grant Writing You already have a job, so writing this grant is MORE work. Keep yourself organized and create a timeline for the writing process. You will likely need to write and re-write and proofread. Build in time to have a colleague go over your proposal and time for any recommendations, letters or signatures from administration that could be necessary. You don’t want to miss the deadline to file the grant because you waited too long to get a signature from your principal. There will be delays, build that into your timeline.

Proofread Another no brainer—but read, re-read and read again everything you’ve written. Make sure you have all the signatures where they need to be, you’ve attached any needed documents and you’ve answered every question properly. Then, send it off and be patient!

February 2020 • www.maineea.org

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Congratulations to our MEA members who are now also National Board Certified Teachers of Maine!

Carolyn Arline, RSU 11 - Gardiner Karen Beckler-RSU 11 - Gardiner William Cabana-Scarborough Tracy Deschaine-RSU 26 - Orono Kathy Dow- Lisbon School District Elizabeth Fahan-Scarborough Megan Fuller-AOS 98 Amy Hanson-RSU 22

Janet Heath-SAD 28 Abigail Luchies- RSU 1 Matthew Madore-RSU 22 Joan Pierce -AOS 92 Ruth Poland-AOS 91 Alexa Querry-Lewiston Public Schools Eva Rodd- Portland Public Schools Elizabeth Sanborn-RSU 55

MEA Awards 2020 Each year the Maine Education Association sponsors awards to recognize individuals, groups, and companies for their commitment to public education. We encourage each local association to parcipate fully in acknowledging those MEA members whose commitments to the ideals of our Association serve as models for each of us.

Awardees are recognized at an awards banquet at the MEA Representative Assembly in May. Available awards are below. Head to maineea.org for award submission forms.

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Maine Educator • February 2020

Current members of the MEA Board of Directors should not be considered for MEA awards during the time that they are serving on the Board. If you need further information, please contact the Office of the President by emailing tgordon@maineea.org Award for Teaching Excellence Joan McGovern ESP Award Anne Sheehan Political Action Award

Corporate Award Friend of Education Award Golden Apple Award

Honor Medal Human and Civil Rigths Award John H. Marvin Local Assoc. Award

DEADLINE TO APPLY: MARCH 7, 2020 VISIT: MAINEEA.ORG/AWARD-GRANTS TO NOMINATE

Use a real alarm clock

DIGITAL DETOX

O

n June 29th, 2007 Apple released the first iPhone.

Our digital world has never been the same. You can book a trip to Maui (don’t we wish), order dinner and pay your water bill all from the palm of your hand or comfort of your living room recliner on your laptop.

The digital age has, as you all know, changed how you educate children and communicate with parents. With so much time spent in front of a screen it’s not a bad idea to think about taking a digital detox and getting back to basics. Here’s how to make it happen:

Eliminate push notifications, alerts, beeps and such Think about how many times your phone or computer dings during the day or sends you a small notification on the bottom of your screen or top of your phone. These notifications take attention away from your life and send your focus to your phone. Ironically, as I was typing this article I received a notification from a local newspaper.

Don't keep your phone in your pocket or at your side Before you take your phone out, ask yourself-"is there something happening in front of me that I can be present for instead of burying my head in my phone?" The answer is usually, "yes." Resist the urge to use your phone out of boredom and scrolling through other people's social media accounts.

Most people now use their cell phones for an alarm clock.

Problem is, when that alarm goes off or you can't fall asleep, your phoneand all the social media connected to it-is right there in your bedroom when you're trying to sleep. The temptation to go online when you can't sleep or wake up early is great when your phone is right at your bedside. If you start using a regular alarm clock again, your bedroom becomes tech-free (or at least cell phone free) eliminating the distraction.

Clean out your social media accounts You spring clean your house, do the same for your social media accounts. Go through and stop following people who annoy you with their posts. Stay their friend if you don't want to make them feel bad, but don't feel the need to clutter your life with people who post things you don't like, don't agree with or simply just annoy you.

Delete the mail app on your phone (when you're not working) If you're on school break, you've earned a break. Do not, let me say this again, do not, check your email. If you must, delete the mail app from your phone and be present in your daily life.

All the parent questions and emails will be there for you when you are back working. Only work when you are paid, and that includes checking and responding to email.

February 2020 • www.maineea.org

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Highlighting good work in our public schools MEA is pleased to have sponsored WGME-TV’s Forward Thinking segment that highlights the innovative work happening in our schools. Each story showcases the out-of-the box, hands-on learning happening in our schools and the extra effort put forth by our educators to create inspiring learning environments.

MEA believes in supporting programs that highlight our public schools so the public can better understand the work that is being done by our members. Below are just some of the stories featured on the special segment. To view these stories, head to our website at https://maineea.org/forward-thinking/

AUBURN

Auburn students create their own inventions through a STEM project. These students created a drier for their hockey equipment.

AUGUSTA

Students in Augusta thrive in a STEM class, testing vehicles they created that run on air.

BRUNSWICK

Students in Brunswick learn about how to become an EMT and a Certified Nursing Assistant through a class at Region 10 Tech.

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Maine Educator • February 2020

MEA members shine in so many ways. Together, let's celebrate our successes and congratulate our colleagues.

We Are MEA

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Health Teacher of the Year Congratulations to Roxanne Mayhew who was awarded the 2019 Elementary Health Teacher of the Year by the Maine Association for Health, Physical Education, Recreation and Dance. Mayhew has been a teacher in the Lake Region School District for 27 years and she is presently at Songo Locks Elementary. In her application for the award, Mayhew wrote: "In Health, my goal is to provide students with the skills and health literacy necessary to make informed decisions. I want students to understand the impact of personal choices on individual health and apply strategies that will promote optimal wellness."

Members' Art Newsletter Wins National Award

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Community Courage Award Winner Congratulations to MEA member Michelle Wyler who received EqualityMaine's Community Courage Award.

Wylder is a librarian at Sumner Memorial H.S. and was recognized by Equality Maine for her work to help students implement a new school board policy that is inclusive for all members of the LGBTQ2S+ community.

#RedForEd Strong in Bar Harbor Marianne Tripp and Rachel Singh are decked out in their #RedForEd gear on a recent Wednesday. The educators of the Bar Harbor Teachers Association wear red on Wednesdays to show support for our public schools as they continue to advocate for the schools our students deserve.

Wearing red is one way the local makes it clear the educators are a unified front with a common voice and common goal. Make sure you're wearing red each Wednesday!

Congratulations to Lisa Ingraham, President of Madison EA and President of the Maine Art Education Association for being recognized with a national award of excellence from the National Art Education Association for her work as editor and publisher of Mixed Media, the MAEA monthly newsletter. This is not Lisa's first national award, previously she received the award for excellence for Category I size organizations.

The award this year is for Category II, organizations with membership up to 500.

February 2020 • www.maineea.org

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Calendar - PRE-RETIREMENT SEMINAR DATES March

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Belfast Location: Belfast Area High School, Library 4:00 PM - 7:00 pm Cost: Free

March

March

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18

March

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Kennebunk

Skowhegan

Auburn

Location: Middle School of the Kennebunks, Cafeteria

Location: Skowhegan Middle School, Cafeteria

Location: Auburn Middle School, Music Room

4:00 PM - 7:00 pm Cost: Free

4:00 PM - 7:00 pm Cost: Free

4:00 PM - 7:00 pm Cost: Free

April

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Ellsworth Location: Ellsworth Elementary Middle School, Cafeteria 4:00 PM - 7:00 pm Cost: Free

To register for one of the Pre-Retirement Seminars, please register on the MEA website at: www.maineea.org. (Professional Development, Pre-Retirement Seminars).

Select the location and date you would like to attend and register.

Fall dates will be added later.

Registrations are taken on a first-registration basis and will cease five (5) days prior to each seminar.

MUST PRE-REGISTER IN ORDER TO ATTEND Enrollment is limited to 75 at each session so be sure to register early.

For questions, call the MEA office in Caribou at 1-800-281-3191.

It's hard to believe it's time to get ready for the new school year. As you prepare for returning students, you should also think about preparing for your own financial future.

Supplemental retirement plans offered in your district are one of the best places for you to set aside money for your future. Why participate?

• Earnings in the account grow tax-deferred.

• You determine how much you want deducted from your paycheck – which you can change at your convenience.

• The contributions you make are saved through convenient, automatic payroll deductions – you won’t even miss them.

• Any contributions you make are always 100% vested –so the money you save is always yours.

Whether or not Horace Mann is an approved provider in your district's supplemental retirement plan,it ’s important that you participate to help prepare for a healthy financial future. Contact your local Horace Mann representative to get more information on how to help protect what you have today and achieve a more secure financial future.

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Maine Educator • February 2020

WINNER, WINNER CHICKEN DINNER

MEA Membership Provides Unique Opportunities

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hile second grade teachers Taryn Southard and Allison Richards won’t be buzzing in and answering questions on Maine Pubilc’s high School Quiz Show, they’re making their TV debut along with Lewiston EA member, Gabrielle Blais.

“Honestly, I wasn’t sure what I was getting myself into, but I said “sure, why not” when asked. And then I pulled Allison along and we just laughed, smiled and went with it!” said Southard.

Both teachers smiled as they helped MEA with the taping of questions for the show. The MEA is a sponsor of the quiz show that highlights students from schools across the state as they compete against each other. Questions range from history to math and everything in between. This season features students from 16 schools with the winner set to receive $1,000 to go toward their Project Graduation.

“MEA is proud to sponsor High School Quiz Show: Maine which gives some of the very best students a platform to excel and demonstrate their knowledge. Supporting a show like the quiz show allows others to see the success of our students and educators,” said Grace Leavitt, MEA President.

In being active in the Association, Southard has been able to attend various trainings around the country, participate in local social and learning events and now be on TV, proving that participating in the work of the union brings far more value to her work life than just the contract.

“There are so many unique opportunities available through the MEA if you just pay attention and get involved. The taping was a little scary, but fun! I’m glad the MEA is willing to support things like the Quiz Show-it's important for the public to see our students do well on this type of platform. My membership really is valuable and I look forward to what may come next!,” said Southard.

“There are so many unique opportunities available through the MEA if you just pay attention and get involved. The taping was a little scary, but fun! I’m glad the MEA is willing to support things like the Quiz Show-it’s important for the public to see our students do well on this type of platform.”

- Taryn Southard, Portland EA

Watch High School Quiz Show: Maine on Maine Public and online at mainepublic.org

February 2020 • www.maineea.org

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