Maine Educator June 2015

MAINE

Educator Not So Smarter Balanced

Helping Hand

Local association comes together for student in need

also

Make Your Evaluation Process Meaningful to You Facebook “f” Logo

June 2015 Vol. 75 • Number 7

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It’s your assocIatIon. read all about It. contents 4 5 15 27 28

Editor’s Note Ask Lois Fast Facts Events & Deadlines Just For Fun

18 Making your Golden years Golden

How much do you really know about the retirement system? What will your pension check look like?

Do you even qualify for a state pension? There are so many questions, and now you will have some answers. Use the two pages in this magazine to learn more about your financial future and why it’s never too soon to start saving.

22 Chicken in a Cup?!

Johnathan Payne needed extra snacks during the recent MEA Representative Assembly as members weighed in on key issues affecting education and the Association. Who will lead the MEA in the future and what key issues will play a role? MEA members from across the state decided in May and had fun at the same time.

You Said It!

MEA members debate whether Maine students should go to school year-round.

Read more on page 11

7 Not So Smarter Balanced

In schools across the state MEA members reported issues with the Smarter Balanced Assessment. The MEA took those concerns to lawmakers and helped enact change. What went wrong with the test? What went right? What’s next for student assessment? A Waterville art teacher shows us in a cartoon she created. on the cover: bryan riley and teacher rob taylor (rsu 73 ea)

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Maine Educator • June 2015

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News You Can Use 6 7 8 10 11 12

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Finland or Bust?

Not So Smarter Balanced Three Strategies to Make the Evaluation Process Meaningful to You Tech Talk: PBS Learning Media Perspectives: Year-Round School Helping Hand

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Advocacy 14 15 16 17 18

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End 68 Hours of Hunger Fast Facts: Estimates & Rankings Today in MEA Legislative Updates Your Pension: What You Need To Know

Your Association Save Money on Healthcare

Q:

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I am MEA What I Learned at Say Yes! MEA Representative Assembly Condoms & College

MAINE If you could choose your age forever, what age would you choose?

Volume 75 Number 7 - Copyright 2015

Educator

Editorial Staff Managing Editor - Robert Walker, Executive Director 37 Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Allison Coombs, Communications Assistant

MEA Elected Officers

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President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston

Early 30’s

Board of Directors

Jesse Hargrove, Phyllis Hunter, Steven Knowles, Ken Williams, Cyndy Fish, Jill Watson, Robin Colby, Samantha Garnett, Jim Thornton, Bob McCully, Terry Martin, Jamie Watson, Amanda Cooper, Mary Sue Jackson , Roger Roy, Neil Greenberg, Crystal Ward, Bob Calderwood

Send letters to the editor, questions, and comments to gbechard@maineea.org Subscription to the Maine Educator is $10 per year, available to persons or institutions not eligible for MEA/NEA membership. The Maine Educator is published 7 times annually, September, October, December, January, March, April, & June.

Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

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For advertising rates and information please contact: Allison Coombs, 35 Community Dr., Augusta, ME 04330, acoombs@maineea.org 207-622-4418 ext. 2206 June 2015 • www.maineea.org

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Editor’s Note

ROAR

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“I got the eye of the tiger, a fighter, dancing through the fire ‘Cause I am a champion and you’re gonna hear me roar.”

If you’ve never heard Katy Perry’s song Roar, I guarantee if you pull up next to my car you’ll get an earful. Every time this song comes on the radio I sing as loudly as possible.

And, I can’t sing. I don’t care who sees me. I don’t care who hears me. This song is like a battle cry for me—it makes me realize I can do it, whatever the “it” is. I believe we all have to feel like champions. We have to roar in our own way about things that matter to us, and if we’re loud enough and passionate enough we can enact change.

school start times are now much more reasonable. That day, I felt like a champion for my child—with a “roar” loud enough to make a difference.

My “roar” recently made an impact when the Portland School Board passed a 7:45 a.m. start time for certain elementary schools in the district without proper public comment. As a concerned parent, I contacted each member of the school board and the superintendent.

Then, I started an online petition asking the Board to reconsider. I contacted the Portland Press Herald about the petition, and later that same day a story appeared in the newspaper talking about the start times, the petition, and the Board’s new decision to reconsider. After much public discussion and proper parent notification, the

Plenty of MEA members have been using their “roars” recently to help make an impact on education policy decisions—everything from the use of the Smarter Balanced Assessment to Proficiency Based Diplomas— members are speaking up and telling lawmakers about how certain education mandates are affecting teaching and learning. And MEA members are helping enact change, for the better.

Read more on page 17.

Maine Educator • June 2015

If there ever was a teacher who used his “roar” for a student in the most powerful way, it’s Rob Taylor. When one of his students needed a robotic arm to help keep him as independent as possible, Taylor worked with his local association to raise money for the arm—and he didn’t stop there. You’ll find that story on page 12.

Nearly 150 MEA members came together in May with a “roar” so loud they made MEA history. For the first time, at least that anyone

can remember, there was a tie in the race for MEA Vice President. The election, held during the MEA Representative Assembly, brought passionate debate from two MEA leaders who care deeply about public education and the Association. Members showed their voice counted in the most democratic way possible. To read more about the MEA-RA, the election, and the course for the future of the Association turn to page 22.

As you head into the summer, it’s important to remember that each of you are champions for your students every day—whether you “roar” or not is up to you. But if you do—I bet your students will thank you. And while you’re at it—you might as well be louder than a lion.

Enjoy your summer!

Giovanna Bechard Editor

Be The Change Ask Lois

MEA only exists because public education exists. MEA is a member-driven, democratic organization that works with and for you, because we are you, and you are us.

We have been around for 156 years but what we know for sure—schools are changing, students are changing, and our membership is changing.

Our local and state Associations need to change also, if we are to remain relevant. One change we are already working toward is building strong community support for our schools, our colleges and universities, and our educators.

This is not a quick fix. This is only one step in a series that will put MEA in the position of being the “go-to gang” when people want leaders for education issues. We know to be successful we have to first have the support of our communities, and now is the time to reinforce and strengthen these bridges.

That’s why we need to start planning for 5-years, 20-years, and 50-years down the road to protect our system of publicly funded public schools and we need to be deliberate in developing a step-by-step plan.

Many of our newest colleagues already are ready for change and are ready to lead the change. We want to engage in action with our youngest members who already outpace our veterans in community service rates. We want to join in changing the paradigm for education. For us it becomes less about how we have done things, and much more about how we will meet the needs of the future, and engage our potential members, Millennial members, veteran members and communities.

As part of this we need to change the way our state and local Associations engage with our potential members and with our Millennial members to understand the impact of seeing the whole picture. Where could we begin?

First we need to ask others’ opinions. It is easy to ask and then forget—we need to ask, listen and then give others the reins to make a difference. I am the first to admit that I am hesitant to do this, but in order to open up our Association to this generation of “do-ers,” we have to be willing.

A large group of members were at the Pirates Festival in Eastport last September where we carried an MEA banner in the parade.

We had a great time, made an impact on the community (we got the loudest clapping and hooting of anyone) and built new bridges.

MEA has been providing take-home books to Maine's students for two years and some locals have taken this on for their own students and are funding the books from Association funds.

This is a great way to let parents know we care even more than they already know.

MEA Board members volunteered at the inaugural Maine Science Festival in Bangor.

MEA was one of the sponsors and it gave us the chance to pitch in and help make the Festival a huge success.

3,000 people walked in the Heart Walk in Portland. Think if we had a presence there.

This summer will be the Folk Festival in Bangor. We could be there. There are Apple Festivals and winter celebrations. These are places we could use your activism and volunteerism to address our good work and help us become even more visible.

How can your local Association start the change? Have your Association get involved in the Komen Walk for the Cure. Show up on the capital steps in Augusta for Climate Change speeches. Host a Candidates’ Night for local candidates. Have a Friday gathering that has an entrance “fee” of canned goods.

Your imagination is unending. If you give me a heads-up I will do all I can to come to support you. I am MEA, you are MEA and MEA is all of us supporting one another.

Let’s make sure we are moving forward together. The MEA is here to help you activate in building bridges to our communities. Let’s start now paving a road to our future.

Since this is the last issue of the Maine Educator for this year, I would be remiss if I didn't say thank you for everything you are already doing. I know your time is precious, and I know you already give 24/7. Thank you for another great year, and thank you for being an MEA member.

Luckily in Maine, there are hundreds of opportunities to “advertise” our Association.

On the Sunday of the Representative Assembly

June 2015 • www.maineea.org

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Can U se

u News Yo

Finland or Bust?

The Nordic country of Finland is known for its aurora borealis, midnight sun, and saunas (there’s an average of one per household and even one in parliament). In recent years, Finland has also taken the title of one of the best education systems in the world, so much so that it’s hard to read an article in the New York Times about education that doesn’t mention Finland. So what’s in the secret sauce? It’s something educators here in Maine and beyond crave—respect and trust.

public school.” This too, made the pages of the New York Times, but not for the same positive reasons as Finland’s headlines.

So, as educators face the difficult challenge of ensuring every child has a great public school, the question becomes how can Mainers elevate the status of teaching in a way that Finland has achieved?

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Merit pay doesn’t exist.

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Teachers are respected and effectively given the same status as doctors and lawyers and must have a master’s degree (which is paid for by the government).

“What if teaching was seen as one of those core central parts of communities?” questioned Jen Lunt, at a recent discussion on the topic of elevating the status of teaching at Bowdoin College.

Lunt, a Portland Education Association member, was part of a panel of several education leaders in the community including MEA Deputy Executive Director Paul Hambleton and Bangor Superintendent Dr. Betsy Webb.

All offered a crowd of eager soonto-be educators and those already in the profession their views on education, and how to change the narrative and public perception at the same time.

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Education is fully funded by the government, not local communities, eliminating socio-economic barriers.

For ELL teacher Jen Lunt, elevating the status is about building a sense of community around teaching.

Consider some of the facts about Finland’s System: • High school teachers with 15 years of experience make 102% of what other college graduates make. In the U.S. this figure is 62%.

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And in turn: 93% of Finns graduate from high school, 17.5% higher than the U.S. *Source Business Insider 3,685 miles away, here in Maine, educators are up against the rhetoric that public schools are failing students. One of the more egregious attacks came from Governor LePage: “If you want a good education, go to private schools. If you can’t afford it, tough luck—you can go to the 6

Maine Educator • June 2015

“I have a student who just moved to the country and I went to the home to see it—they had just gotten out of the family shelter.

(My student) was thrilled! I went in, and there was one air bed in one room, one in another, some pots a church had given them, and that was it. My mission was now to get furniture for the family. I feel like that is a really important part of who I am for my students but also to the greater community.

I don’t mind crossing that boundary because it does elevate the status (of teaching), it elevates who we are to the people that we serve,” said Lunt.

For Bangor Superintendent Betsy Webb, elevating the status is in part about sharing the passion around teaching.

“We need to do a better job sharing what a wonderful profession it is. I come from a lifelong line of educators, and I never had a moment where I didn’t believe I was going to be an educator. I can’t imagine doing anything other than being an educator. My husband laughs at me because I still say I’m going to school. I don’t say I’m going to work. I just think we have to have the brightest and the best understand this is a calling. You are educating the next generation you want to make a difference, there is no better place to be, and I think we have to honor that this is one of the most complicated professions.”

For MEA Deputy Executive Director Paul Hambleton, elevating the status is in part about teacher leadership.

“Teachers need to understand they’re leaders, they’re experts in teaching. Don’t let anyone take that away from you. One of the things that teachers need to do is to start connecting with policy makers and say ‘this is what it’s like at the ground level.’ You’re maybe up there at 30,000 feet, and you know what you’re talking about, but you need to get the voice of teachers who are actually going to implement these policies.

Education is not a product it’s a process. Teachers can be leaders in their own right.”

While there are a lot of differences between Finland and Maine when it comes to how the education system is structured, there is hope among educators that respect and status are returned to the profession.

“People believe in their own teachers—they really do,” concluded Hambleton.

Now, if we could only have so many saunas….

News You Can Use

Not So Smarter Balanced MEA member stories about the Smarter Balanced Assessment made a difference with policy makers in Augusta in helping sway the Education Committee to unanimously support a bill terminating the Smarter Balanced testing in Maine’s schools, and requiring a process for selecting the next state-wide assessment with educators at the table. The vote came after MEA members, parents and students raised extreme concern with the test itself and the overuse of high-stakes testing in our schools. The MEA will continue to push for less testing time and more teaching and learning time.

Art teacher Suzanne Goulet (Waterville EA) illustrated your testing stories through art.

June 2015 • www.maineea.org

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News You Can Use

Three strategies to make the evaluation process meaningful to you as a professional

By Stefani Hite, Ed.D.

I left the advertising industry to become a teacher.

The transition brought an intensive year of graduate school, student teaching and credentialing exams. In a very short time, I went from a luxurious office in Manhattan to a roomful of five-year-olds, just outside Philadelphia.

Culture shock is a polite way of describing that change.

As I acclimated myself to the demands of teaching, friends and colleagues from my previous life in advertising would ask about my new job.

When I explained that I was teaching kindergarten, the response was almost always the same: “Oh! You must be having so much fun!”

Well, yes, I enjoyed the work. But that’s not what they meant. In their minds, I was sitting on the floor with adorable kids, playing with building blocks, singing songs, and skipping home at 3:25 every afternoon. In reality, I was learning what experienced educators know very well: teaching is an unbelievably demanding job.

It is physically exhausting. It is emotionally draining. And it’s incredibly challenging on an intellectual level.

The reaction from folks outside of education is woefully predictable. Teaching kindergartners is intellectually challenging? Well, yes, if you do it right. It relies on knowing content in four major disciplines deeply enough to develop relevant objectives for five-year-olds, while understanding pedagogy deeply enough to relate complex information to young children. My story uncovers a fundamental and crucial problem: those with limited experience in education have very little understanding of the complexity and demands faced by teachers and school leaders. In fact, many policymakers and public critics believe they know quite a lot about teaching simply because they once went to school. “How hard can it be?” they muse. Sadly, these are many of the same folks who have developed policies around teacher evaluation.

“I was learning what experienced educators know very well: teaching is an unbelievably demanding job.”

So, what exactly should you do? Take the following actions so that the evaluation system can be successfully implemented in a fair and productive manner.

Article reprinted with permission from New Jersey Education Association (NJEA) and modified to reflect Maine law.

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Maine Educator • June 2015

News You Can Use

1. Deeply understand the model

2. Learn about the role of student achievement

3. Find your professional voice

Everyone—that means everyone—in the system needs to fully understand the evaluative criteria and rubrics that will be used to assess practice. It is not uncommon for districts to focus training on supervisors or a handful of teachers who are expected to inform their colleagues. It is not sufficient to simply select a model (whether it is Danielson, Marshall, Marzano, etc.) and have an in-service day; all teachers and administrators must learn the model and the rubrics deeply enough to apply them in practice. Whether using Webb’s Depth of Knowledge or Bloom’s Taxonomy, applying concepts is a higher-level activity.

Therefore, it is not enough to have basic recall of the model and rubrics. It must be something all participants can make meaning with, and relate to, their complex work.

Student learning objectives (SLOs) should be one of the most teacher-driven aspects of the evaluation system.

According to Maine law, teachers have the ability to collaborate and develop SLOs. SLOs are meant to reflect the growth and performance of a specific group of students, based on their particular abilities and academic needs. It is inappropriate to set goals that are district-, school-, or even department-wide, since such goals would not reflect the needs of the students for whom a teacher is responsible.

There are two important steps within the SLO process that prove to be challenging; the first involves assessment.

The law defines multiple measures as both formal and informal measures and includes in the definition examples of performance assessments, portfolio projects, problem-solving protocols, and teacher-based assessments. These should not be overlooked in favor of standardized or published assessments, particularly if those do not accurately reflect the curriculum being taught throughout the year.

The second step relates to developing baseline information. Since it is important to have an accurate understanding of students in order to develop meaningful goals, a simple pretest given the first week of school often yields insufficient information for setting an appropriate goal. Rather, a collection of information, including grades in past classes, assessments of prerequisite skills, scores on assessments in late September and October, some measure of student engagement including homework completion, class participation, and attendance might all be used to develop goals for a group of students. Best practice would indicate collecting data from multiple sources in order to set goals for students that are both ambitious and achievable.

We know our students deserve great teachers. Teachers and school leaders deserve a system designed to foster greatness.

This can only be accomplished with a collaborative effort to create systems of transparency and fairness. The purpose of teacher evaluation models is to provide common vocabulary and expectations that put a focus on high quality instruction— highlighting it when it’s observed and supporting it when it needs improvement.

Teachers and school leaders must participate in dialogues for learning. This means that the data gathered during an observation or a teacher portfolio of behindthe-scenes work are opportunities to have meaningful conversations about teaching—and not just as fodder for a final “score.”

Working together, we can make the evaluation process work for us, and more importantly, for our students.

Crowdsource Your Teaching The idea of crowdsourcing, asking for help or money from an online community, isn’t new. It’s gained attention recently with major news stories having a crowdsource or crowdfunding angle—think of the online ask for the public to pitch in and pay for the Patriots’ ‘Deflategate’ fine.

Now, think of how crowdsourcing can help teaching. Members of the Westbrook Education Association are piloting a program that allows teachers to leverage the collective insight of teachers from around the world by connecting classrooms through video and the internet.

"I really think this could revolutionize teacher evaluation and would be an awesome benefit that we could offer our members,” said Shannon Belt, Westbrook EA President.

Belt researched the program, called ImproveClass, and the local association is paying for the pilot project for its members. Here’s how it works: teachers record themselves teaching a lesson with a phone or iPad, upload the video to the ImproveClass website, and then ask for feedback from the online community. The video is shared within a community of the same kind of teacher (math to math, for example) and the submitting teacher receives

an email alerting him/her someone has something to say about the video.

Through email, both teachers now have the opportunity to have an open conversation about the lesson and ways to improve. ImproveClass cofounder Bradley Krugh says the idea came out of the thought—how can you really provide honest feedback to a colleague without consequence.

“We think there is additive feedback when you open it up to this network in an anonymous way. It’s a safe environment that is outside of what is considered a performance review,” said Krugh.

For more information, click here.

June 2015 • www.maineea.org

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Tech T@lk What can I find on PBS LearningMedia?

There is a world of resources at your fingertips on www.pbs.org and www.mpbn.net.

Tap into some of the offerings, and support MEA members who work at MPBN at the same time.

s Grade K-8

Design Squad Nation

If it can be built or designed, this resource can help. One great project for students, ages 9-12, is building bristle bots. A bristle bot is a small robot made from the head of a tooth brush that moves due to the vibration caused by the pager motor attached.

PBS shows you how to make a bristle bot with a step-by-step guide, including what materials are needed for the electrical process.

Learn how to build a bristle bot: http://pbskids.org/designsquad/ build/bristle-bots/ Attention middle school teachers: download a special STEM Guide

POV—Documentaries with a point of view—offers free resources for educators, including more than 200 online films and clips connected to lesson plans. The resource also includes discussion guides, and point-for-point on how the lesson plan aligns to specific Common Core standards. Registered educators can use any of the fulllength films or clips in the classroom for free. Choose a film or film clips based on subject, grade and even theme with an easy online menu. Examples of films and lessons include Koch, a documentary about the former New York City mayor. In the lesson, after showing short clips from the film, students examine the qualities of a politician to determine which characteristics the most effective political leaders possess.

with 11 activities divided into three units—force, electricity, and sound— topics found in nearly every physical science curriculum. Guides range in topics from the Solar System to Adaptive Technologies and even include performance rubrics.

GET MORE ONLINE To download the full teacher’s guide, lesson plans, and other other resources on this page please log on to the Maine Educator Online at www.maineea.org.

Gra des 9-1 2

To have access to the documentaries for free, join the lending library. For more information log on to the Maine Educator Online at www.maineea.org Photo source: http://www.pbs.org/pov/

All Grades

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Maine Educator • June 2015

Register for PBS Learning Media—a free online resource that allows you to browse by grade and subject different standardsaligned lessons. Once you select a lesson you can use the online lesson builder to share the assignment with your students.

Lessons, with supporting pictures/graphics range in topics from Energy in a Roller Coaster Ride to Mission U.S.: For Crown or Colony? An interactive way to learn U.S. History.

FMI log on to: http://mpbn.pbslearningmedia.org/

YES I believe students would benefit from short breaks spead throughout the whole year. In Aroostook County many schools still participate in the potato harvest. Elementary students who have been taught routines and expectations prior to the three-week harvest break—forget much—in many ways it feels as though we have to start our year twice with these young ones. - Phyllis Hunter, Washburn TA

If you mean, a school year with vacations scheduled every ten-twelve weeks, great. If you mean the New South Wales, Australia, system of four 8-10 week terms with six weeks off in the summer and no vacation less than two weeks, great! If you mean ditching the nineteenth century school year based on the agricultural seasons, great! If you mean universitystyle one week breaks in mid-semester, as well as winter and spring breaks, great! Going into July? No problem—why does everyone get so upset about that? - Jim Bulteel, Riverside EA

Yes and No. Learning is a 24/7 event. Year-round school should be structured with apprenticeships and other learning experiences outside of the school building. - Deb White,

I simply feel that the summer break is good for everyone involved, so we can begin the new school year refreshed.

- Rebecca Gail Williams, Washburn TA

I said no because I work on the second story. It is 76+ degrees even on mild days. If there was temperature control I wouldn’t mind. - Deborah Melvin, SAD 29 EA

They work so hard for 175 days, they deserve a break to recover and enjoy being a kid before they transition into their next grade. - Eva Shannon, Bangor EA

Several reasons in Maine why year-round school doesn’t work: Firstly, with the heat of summer, air conditioning would be needed which would be very costly to districts. Secondly, in the high school level, many employers depend on students for summer workers since Maine tourism is one of our biggest industries. Thirdly, students depend on summer work to save for college. Lastly, most teachers take summer classes to keep up their certification by taking summer classes because trying to take classes during the school year takes away from the inschool year preparation time. - Steve Goulette, Bangor EA

Riverside EA

NO Students need time to unwind and be kids. They need to enjoy the summer months, exploring and discovering.

- Tracy Reed, Washburn TA Educators are asked to do so much extra during the school year that they would burn out in a year if it was year-round.

Also, students are children and need time to learn through play, enjoy themselves, and can you imagine how fast they would be if they didn’t have the summers? Older students need to work to pay for college or other things they need/ want. How will they learn to integrate with the workforce, etc. if they don’t get to work. I think the extra stress on students would raise mental illness problems. - Laurie Moulton, Washburn TA

Students need a break from the rigor of school and have a chance to relax, make a little money, and travel. I would however like to see the time off be winter months, not summer months. - Bo Zabierek, Southern Aroostook Vocational Ed

Association (SAVE)

Really more sort of yes and sort of no. #1 we should better space our vacations/breaks. #2 we should go longer, but maintain a longer break in the summer (but maybe not as long as now) for travel, camps, etc. for out of the box education.

(Maybe we need to change the narrative for summer break as—not learning—to learning unleashed.) - Shana Goodall, Riverside EA

Kids and teachers need an extended break from school.

This is a time when kids enjoy family vacations and summer camps and teachers participate in professional development opportunities. Schools do not have air conditioning. - Debra Bishop, Riverside EA

They need a break to recharge their batteries. The teacher needs a break too. It gives families a chance to go on vacation.

With no air conditioning in the building it would be very hot in the classrooms. - Lorna Lane, Bangor EA

Students require time to be kids, as well as rejuvenate for the next school year. - Joni Buck, Bangor EA www.maineea.org June2015 2015 •• www.maineea.org June

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students go to year-round?

NO Students need time to relax their brains and be children. Lots can be learned from summer activities at rec departments, family gatherings and simply playing outside.

- Bonny Plourde-Tingley, Madawaska EA

Children need to be allowed to be children by exploring the outdoors during summer. Also, children should have a break to engage in physical activities through their neighborhood recreation program. Summer is also a great time to expose children to museums, libraries, theaters, and other educational venues. - Robin Thurston, Washburn TA

The classroom environment in the summertime is too much for students to handle. A hot classroom is not conducive to learning and not all schools can afford air conditioning.

- Ryan Drost, Eastern Aroostook EA

A time-dependent approach might be more appropriate.

Essentially, K-8 should run year-round, with summers providing targeted interventions. Grades 9-12 students would follow the same schedule as now in place. This will allow older students to gain employment skills through summer work opportunities. - Christopher Healy, Hermon TA

Summers are a time to recharge and “be a kid.� They have the rest of their lives to work year-round. - Anne Mourkas, Bangor EA

Open for more NO responses

NO cont.

Summer gives students an opportunity to find out more about themselves through summer camps and/or work opportunities. Also, students need to have something to look forward to that isn’t likely to stress them out, and for most kids, summer offers that. If I lived in a state like Arizona or somewhere that the summers were too hot, I would feel differently, but then I would probably want a “summer vacation� in a cooler season. - Susannah Owen, Bangor EA

I need a break! However, I would consider going year-round with 2- or 3-week breaks distributed throughout the year.

- Mary Cuskelly, Bangor EA

Students need to have time to have learning experiences outside of school. Many things such as family vacations and social gatherings during the summer months are valuable learning experiences that cannot happen during the school year. - Laura Cavazos, Riverside EA

PE

S

CTIVE E P S R

Should school

YES I believe our school year is too short. I think school is often a safe place for kids and summers are long and hard on families and children. The summers-off concept was developed to help with family farming, and it is an out-dated concept.

Children tend to regress and lose what has been taught during this long break, and with a year-round school system this will be less likely to happen. Of course it will be costly for the schools as air conditioning and increased teacher pay will be needed, but education for everyone should be a priority. - Cyndy Fish, Bangor EA

For elementary and junior high students, year-round school would give them the consistency they need plus food for those hungry tummies. This will allow for working parents to not struggle to pay for summer daycare. As a teacher, I feel like I could teach more and stay consistently on track.

Year-round school could add some “fun� back into our curriculum allowing students the opportunity to experience new subjects that our current schedule does not allow for.

Academically, I feel children would move faster and be more relaxed with a longer school year, as long as we had shorter more frequent breaks. Anxiety builds in the younger students when we approach summer break. Most want to be in school where they are safe, attended to, have playmates, are fed and their minds are nurtured. - Martha Gladstone, Bangor EA

Students lose a lot of skills during the 10-week summer vacation. The regular school year is fast and furious and students and teachers get burned out. Spreading vacation time throughout the year makes more sense.

- Shannon Shaw, Bangor EA

Open for more YES responses

NO cont.

Summer gives students an opportunity to find out more about themselves through summer camps and/or work opportunities. Also, students need to have something to look forward to that isn’t likely to stress them out, and for most kids, summer offers that. If I lived in a state like Arizona or somewhere that the summers were too hot, I would feel differently, but then I would probably want a “summer vacation� in a cooler season. - Susannah Owen, Bangor EA

I need a break! However, I would consider going year-round with 2- or 3-week breaks distributed throughout the year.

- Mary Cuskelly, Bangor EA

Students need to have time to have learning experiences outside of school. Many things such as family vacations and social gatherings during the summer months are valuable learning experiences that cannot happen during the school year. - Laura Cavazos, Riverside EA

students go to year-round?

NO Students need time to relax their brains and be children. Lots can be learned from summer activities at rec departments, family gatherings and simply playing outside.

- Bonny Plourde-Tingley, Madawaska EA

Children need to be allowed to be children by exploring the outdoors during summer. Also, children should have a break to engage in physical activities through their neighborhood recreation program. Summer is also a great time to expose children to museums, libraries, theaters, and other educational venues. - Robin Thurston, Washburn TA

The classroom environment in the summertime is too much for students to handle. A hot classroom is not conducive to learning and not all schools can afford air conditioning.

- Ryan Drost, Eastern Aroostook EA

A time-dependent approach might be more appropriate.

Essentially, K-8 should run year-round, with summers providing targeted interventions. Grades 9-12 students would follow the same schedule as now in place. This will allow older students to gain employment skills through summer work opportunities. - Christopher Healy, Hermon TA

Summers are a time to recharge and “be a kid.� They have the rest of their lives to work year-round. - Anne Mourkas, Bangor EA

Open for more NO responses

Cover Story

Helping Hand In 1st grade, Bryan Riley could walk.

By 7th grade, Bryan had metal rods inserted in his spine for support.

Now, in 9th grade, Bryan needs a power chair to get around.

Bryan Riley has Duchenne Muscular Dystrophy, a degenerative genetic disease. While Bryan’s mobility continues to decrease, his passion for education and love for robotics grows. Bryan is a member of the FIRST Robotics Team at Spruce Mountain High School in Jay where teacher Rob Taylor says he thrives, competing recently with the school’s team at an event in Lewiston.

“Throughout all of this, Bryan has maintained a positive attitude and has continued to be the gifted student and wonderful friend that many in his school and community have come to know,” said Taylor.

Taylor has been Bryan’s mentor since he entered school. When he struggled to walk, Taylor pushed a wheel chair behind him for support.

“There was no way in hell he was getting in that chair, he's the most independent guy,” said Taylor.

When Bryan missed a lot of school because of his illness, Taylor found an alternative way to get him the instruction he needed and craved.

“He’s made all the difference in the world,” said Bryan’s mom Tina of Taylor. “When you talk about kids reaching their potential, you need the right person to do that and Rob has been that person. Most kids in Bryan's situation fall through the cracks but Rob and his school picked him right up. They have been instrumental in making sure no barriers exist—they knock them down at every turn—Rob has been the leader the whole way,” said Tina Riley.

Bryan Riley 12

Maine Educator • June 2015

So, when Bryan lost most of his strength and mobility in his upper body, unable to even give a high-five or a fist pump, it was no surprise to anyone that teacher Rob Taylor stepped up again, and this time he brought his local association with him—the need now was far greater than before.

Bryan needed a new arm—a robotic one to do the work he could no longer bear to handle on his own. Paying for the arm, a JACO2 carbon fiber arm that attaches to his wheel chair, would be a challenge—it cost $40,000.

But, with Rob Taylor once again taking the lead, the RSU 73 Education Association didn’t disappoint Bryan.

RSU 73 EA kicked off the fundraising efforts, starting raffles, hosting spaghetti dinners and promoting a Crowdrise campaign to help pay for the arm. More than 70 donors in the community stepped forward and together everyone raised $15,000. Kinova Robotics, who manufactures the arm, then provided Bryan’s family with the contact information of donors who might fully fund the robotic arm. The final donations came through just days before Bryan was set to compete with his high school team in a robotics competition.

“It is appropriate that a student with Bryan’s passion for robotics can have his life improved by this wonderful technology,” said Taylor.

And now Bryan can function beyond his disability, thanks to his arm which helps the 15-year-old maintain some independence.

“Things are more accessible now than they were before. I can push things—a handicapped button for a door and elevator buttons,” Bryan said as he demonstrated how the arm works. The arm can perform tasks far beyond pushing buttons; it has the ability to pick up items from almost any angle— even a raw egg without breaking it—the arm has a hand with two fingers and thumb coated with rubber. Bryan operates the arm with a joy stick controller on his wheelchair.

“It makes me feel really happy that people think I'm a really good person,” said Bryan in response to the outpouring of support.

As for Rob Taylor, who’s supported Bryan since he was 7, the happiness comes in the form of a new kind of high-five and a new outlook on the future.

“Bryan is a wonderful kid. He got the arm installed and he has a perma-grin—he hasn't stopped smiling,” said Taylor.

At the competition, thanks to Bryan’s new arm, he was able to physically participate in the challenges which had the Spruce Mountain team create a robot of its own to lift and stack totes, inspiring his teammates.

“He's a huge part of our community and part of our program. He makes me realize we are all human; he is one of my best friends. I've known Bryan almost all my life and he's always been the same great kid, I don't see a disability,” said friend and classmate Austin Gilboe.

“rob [taylor] and his school picked him right up. they have been instrumental in making sure no barriers exist.” - Tina Riley June 2015 • www.maineea.org

13

cac y

Friday

o Adv

Hour 1

It’s when the cycle begins.

Hour 68

Monday

It’s when the cycle ends.

Ending the 68 hour cycle of hunger for students has become a mission of sorts for RSU 55 (Baldwin, Cornish, Hiram, Parsonsfield, and Porter) Special Education teacher Kari Sawyer and her daughter Rylee. 68 hours is the amount of time in between free lunch at school on Friday and free breakfast on Monday. In that time, Sawyer says, many of her students struggle with hunger.

“As a special education teacher in a very rural school district, I have many students who live with food insecurity. I have extra food on hand in my classroom for students who are hungry. I know many other teachers and ed techs who do, as well,” said Sawyer, Tri-County TA. But Sawyer knows an extra snack here and there isn’t enough. She read about a program that started in New Hampshire in 2011 and then worked with chapter founders Dina Call and Renee Roy to help it spread to Maine—its goal—as it’s named, is to End 68 Hours of Hunger. The non-profit sends students home with nourishing bags of food that each cost around $10 a week, per child. There is enough food in each bag for the entire weekend, with some leftover to share.

Students identified as those in need in each of the RSU’s two elementary schools, middle school and high school all receive bags.

Buying the food for the growing number of students who receive bags is costly, Sawyer says, especially as the program continues to grow. “Students have heard that other kids get these bags and ask if they can get one, too. We started out distributing 64 bags and we are now up to 80 bags. No student is turned away,” said Sawyer. With the increase in need, came an outpouring of support from the local community. Sawyer, her daughter, other educators and MEA members organized a silent auction and raffle at a local inn.

The fundraiser netted $8,000 thanks to the generous support of local residents and businesses. A districtwide food drive also collected items, with students leading the charge, even hosting their own fundraisers.

“I wanted to do the food drive and 50/50 at the Super Bowl party because I wanted to help out a great cause and give back to my community. I also wanted to do it because I think that everyone should have the privilege of food when they aren't in school,” said 8th grade Sacopee Valley Middle School student Rylee Sawyer.

14

Maine Educator • June 2015

“I think the program is awesome because it helps kids that don't have enough food over the weekend get food they might not be able to get.”

- Rylee, 8th grader, Sacopee Valley Middle School

Friday.

“Our principal said that attendance has increased, especially on Fridays when the bags are distributed. If students know they will be absent on Friday, they will usually ask if they can get their bag early,” said Sawyer.

It’s not just attendance that’s on the rise. The stories from educators in the district speak to the true value of the End 68 Hours of Hunger program.

“A teacher said to me that a student she knows that gets the bags had done poorly in previous years on standardized tests. Since she began participating in the program at the beginning of the school year, she jumped up 13 points on her English test! This is a great accomplishment,” added Sawyer.

What’s in each bag?

2 breakfasts 2 lunches 3 dinners for a child

The program in RSU 55 gives students additional bags of food over vacation and holiday breaks, and is currently working on a plan for the summer months.

End 68 Hours of Hunger is available to students in four Maine communities, New Hampshire, Massachusetts, Florida, Ohio and California. To learn how to start a program in your school or district, log on to www.end68hoursofhunger.org.

Fast Facts: Rankings & Estimates Rankings and Estimates is an annual report the National Education Association’s Research Department has produced for more than 70 years. The report shows rankings on how states compare on a variety of education and funding measures and estimates which show how education funding in each state has changed over time. The report also presents school projections for the future. The data is collected from state departments of education and state affiliates, like the MEA.

183,545

in the nation

24.2%

Public school enrollment in Maine in Fall 2013

$

57,379

U.S. average classroom teacher salary for the 2014-15 school year; represents an increase of 1.4% from previous year

40 in the nation th

In 2013-14, Maine ranked among the bottom tier of states when it came to percentage of revenue for K-12 public schools that is contributed from state government.

On the opposite end, Maine ranks 19th in the nation for local government contribution to K-12 public schools.

34

th

Percentage of public school teachers in Maine who are men

-2%

Ranking of where Maine pays its public school teachers in comparison to the other U.S. states.

The average teacher salary in 2012-13 in Maine was $48,430.

Percentage change in average salaries of Maine public school teachers 2003–04 to 2013–14

*Average teacher salaries since 2008 do not include payments by the Maine Department of Education to bring teachers paid below $30,000 up to the $30,000 minimum salary.

Sixteen states and the District of Columbia experienced declines in student enrollment in fall 2012.

The greatest declines were in Rhode Island (-2.1%), South Carolina (-2.1%), Vermont (-2.0%), District of Columbia (-1.4%), Maine (-1.2%), New Hampshire (-1.1%), and New York (-1.1%)

12,793

Number of Maine public high school graduates in 2012-13

June 2015 • www.maineea.org

15

Advocacy

Today In MEA 2015 County Teachers of the Year Congratulations to the MEA members who were named County Teachers of the Year!

Franklin: Brenda LaVerdiere Mt. Blue RSU EA Knox: Fallyn Adams Medomak Valley EA Penobscot: Angela McLaughlin Glenburn EA Sagadahoc: Johnna Stanton Sagadahoc EA Somerset: Debora Tanner SAD 54 EA (Skowhegan) Waldo: Kathryn Foran Education Association 22 Washington: Ben Brigham Eastport EA (Union 104)

Big Win in LewistonAll Discipline Dropped Against Member A Lewiston High School teacher, who maintained he was wrongly disciplined, received vindication after winning an arbitration, which is similar to a court case. The member grieved the discipline, the School Board upheld the discipline, and with the help of his MEA UniServ Director, who stood by his side the entire time, moved the issue to the arbitration phase where a bi-partisan arbitrator sided with the member. All of the allegations and all discipline issued were removed from his file and destroyed, including an improper performance evaluation. This is a tremendous win for the member and the local association.

First Contract for Technology Group in Mt. Ararat A group of technology support leaders and an information system coordinator recently organized in Mt. Ararat after feeling frustrated with a lack of bargaining power. The new unit will now receive the benefits of its first ever contract which will last for three years. Among the benefits: a wage scale with a 2.79% increase in the first year, 3% in the second year and another 3% in the third year. The contract also comes with 100% coverage for all current bargaining unit members and 95% of adult with child and 100% of premiums of previous year for two adults and family. Other benefits include: just cause protection for discipline, a complaints and investigation process, and professional development course reimbursement.

After Mediation, Group Settles New Contract RSU 38 EA (teachers) have been without a contract for more than a year. In mediation, the group settled on a new 3-year teacher contract that continues 100% single insurance. The combination of increases to the base, along with step increases provides teachers with an 8% increase over the 3-year contract.

Educators our savings pack a wallop!

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To learn more, contact your local agent or visit horacemann.com Lisa Bussiere, Auburn - 207-783-3660 Joe DeFranco, Bangor - 207-941-2121 Stewart Durrell, Wilton - 207-645-4779 PJ Kinney, Presque Isle - 207-764-1283 Debby Schwarz, Kennebunk - 207-467-3650 Dominic Vermette, Waterboro - 207-247-0186

David Case, Bangor - 207-941-2121 Jeff Delisle, Augusta - 207-623-5004 Martha Frost, Falmouth - 207-797-3019 Charles Lynch, Camden - 207-230-7620 Troy True, Brunswick - 207-729-1975 Paul Yarnevich, S. Portland - 207-510-6600

Auto and home insurance are underwritten by Horace Mann Insurance Company and its affiliates

16

Maine Educator • June 2015

Advocacy

Under the

DOME MEA Report Shows Gov. LePage Budget Reduces Education Funding Again After careful analysis, the MEA released a new report in April which shows a district-by-district comparison of the amount of funding in 2015-16 each receives under Governor LePage’s budget proposal compared to the new proposal released by House Speaker Mark Eaves, entitled a Better Deal for Maine.

The MEA’s five-page report shows the amount of money the State provides for education through the state funding formula to each district under the Governor’s Budget proposal, under the Better Deal for Maine and the difference between the two. The Better Deal provides hundreds of thousands of additional dollars for many public schools.

Examples of additional funding in 2015-16 compared to the governor’s proposal under the Better Deal are: Lewiston: $385,756 Portland: $1,322,574 Waterville: $134,699 MSAD 61: $393,775 MSAD 17: $408,496 Bangor: $428,952 RSU 79/MSAD 01: $136,787 Augusta: $261,443

According to the new MEA analysis, based off Department of Education data, there is not a single school district in the

state that would receive less money under the Better Deal proposal. Some districts (minimum receivers) receive the same state contribution under both plans, as reflected in the data.

The Better Deal proposal provides an additional $20 million in state education funding. This additional funding reduces the local contribution required under the state formula, reducing the mill rate required locally, which alleviates pressure on property taxes for local homeowners.

While the Better Deal doesn’t fulfill the obligation to fund schools at 55%, as mandated by voters in 2004, it increases the state contribution to 47.1%. The state contribution is 46.5% in the current fiscal year and would slide to 46.1% next year under the Governor’s proposal.

“It is clear a Better Deal for Maine is also a better deal for Maine students and schools. If we are serious about doing what’s right for students then we, as a state, need to be serious about doing what works. That means giving our schools the funding they need to provide students with the instruction they deserve, making sure our class sizes are manageable and our educators have the resources, mentoring, and support that every professional needs—the MEA believes the Better Deal budget proposal moves the state in that direction,” said Lois Kilby-Chesley, teacher and President of the Maine Education Association.

To see the side-by-side analysis of funding for 2015-16 for each school district, click here.

MEA members Educate Legislators on Key Issues and Support Elimination of Smarter Balanced Assessment

More than two dozen lawmakers and education leaders in the state attended a first of its kind discussion hosted by the MEA in early April. The forum, entitled “Learning First: Common Core, Smarter Balanced, Proficiency Based Education” brought classroom teachers together with policymakers to share real-life experiences on the issues that affect the profession and students.

The Legislature considered several bills regarding each of these issues during the session, including a bill to end the state contract with Smarter Balanced and do away with the test entirely, a bill to raise the starting teacher pay to $40,000 and a bill to remove the mandate for a proficiency based diploma and increase the COLA. In addition, MEA members worked to protect their rights as union members and shared their stories about the value of the Association as they lobbied against so called “right to work” bills which are a direct attack against union membership.

In order to ensure legislators had the proper facts regarding these important issues, MEA members led the “Learning First” forum and testified in Augusta on several occasions to share their experiences in the classroom with legislators who are either passing or rejecting key policy issues affecting education and learning.

Some of the bills mentioned above will be carried over and discussed again next session and others, as of press time, were still awaiting final votes. The MEA is your resource and support in Augusta, and will keep you informed on these key issues.

June 2015 • www.maineea.org

17

Advocacy

Your Pension: What You Need to Know As you likely know, as an educator invested in the Maine Public Employee Retirement System (MainePERS) you will receive a pension upon retirement. For the purposes of the Teacher Retirement Plan, only certified professional staff qualify. Other classifications may be covered under a MainePERS Participating Local District (PLD) plan.

The Teacher Retirement Plan is designed as a replacement for Social Security, meaning teachers do not pay into Social Security and will not receive a Social Security benefit for time spent teaching. If teachers have also worked in Social Security eligible jobs, pension service will likely impact benefits earned under that system depending on how much creditable time has been worked. The following two pages are designed to educate you on the retirement system, your pension, and help you learn more about how you can save now if retirement is far off or help you prepare if you’re planning to retire in the coming years.

How much will my pension check be when I retire?

Teacher Retirement Plan: It depends. The pension you receive is based on a formula, and will be different for everybody. The formula: Average of the highest 3 years of your salary X 2% X Total number of years worked under the system = Pension/Year For Example: $40,000 X 2% X 35 = $28,000/Year (a portion is taxed, explained below) In a PLD: This calculation varies depending on which plan your district participates in; contact your payroll administrator for more information.

When I receive my pension check in retirement, will taxes be taken out?

What’s the difference between the Teacher Retirement Plan and a PLD, and how do I know which one I belong to, if any?

Only certified professional staff and Ed Tech II and III qualify for the Teacher Retirement Plan. Other classifications may be covered under MainePERS PLD and may or may not qualify for Social Security depending on the plan design. There is only one Teacher Retirement Plan in the state but there are several different PLDs available.

Joining a PLD may be optional, however participation in the Teacher Retirement Plan is mandatory. To know if you belong to a PLD, contact your payroll administrator.

How much do I contribute into my pension?

Those who contribute to the Teacher Pension: Required to pay in 7.65% of each paycheck to fund the pension Interesting fact: those who are eligible for Social Security contribute less each pay period at a rate of 6.2%. The State is responsible for payment into the pension as well at a rate of 2.65% of individual earnings. (This amount will increase to 3.36% July 1, 2015 to keep up with the cost of funding the pension system.)

Those who contribute to a PLD: Contribute a percentage of your earnable compensation to MainePERS, and the contributions earn interest based on a rate set

by MainePERS Board of Trustees. The percentage you contribute depends on the service retirement plan your PLD has chosen. (If you don’t know the plan, ask your payroll administrator.) Your employer also contributes an amount to the PLD which is a percentage of your total compensation; the percentages changes each year.

18

Maine Educator • June 2015

In short, yes, some taxes will be taken out. You are not taxed twice for your contributions; however when you pay into the System you have already paid State taxes on your contribution amounts. In addition, if you made contributions before January 1, 1989 you have already paid Federal taxes. However, you are responsible for the taxes on the amount of money the State contributed to your pension (that’s the 2.65% mentioned above). In addition, you have not paid State or Federal taxes on the interest your contributions earned while you were working, so you will be responsible for that amount as well. Each January, after you retire, MainePERS will send you a 1099-R form to let you know how much in benefits you received in the previous year.

The form also indicates how much of your total benefit is subject to state and federal withholdings. This is true for both the Teacher Retirement Plan and a PLD. I’ve contributed to the pension and I want to be sure I receive all benefits I’ve earned but someone told me I need to be vested in order to get a pension check when I retire. What does that mean?

Being vested means you have met the requirements to receive a monthly benefit at normal retirement age under your plan. In order to be vested, those who began work on or after October 1, 1999, must have five years of creditable public employment. Anyone whose last date of MainePERS contribution was before October 1, 1999, must have 10 years of public employment, contributing to the system, to become vested. This is true for those in the Teacher Retirement Plan and the PLD. I don’t plan to retire for another 30 years, will there even be any money left to fund the pension?

Yes. Per the Maine Constitution the pension system must be funded.

The pension system is nearly 90% funded and one of the best funded plans in the country. In addition, the pension system is required, by law, to be fully funded by 2028. The PLD is funded separately from the state plan.

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The credit card program has been developed for members and their families only. Eligible family members include parents, spouse (or domestic partner) and children. If a member decides not to renew membership, that person and his/her family will no longer be eligible to receive the preferred rates, fees and special promotions offered through this credit card program. If eligible, a replacement card will be offered.

This credit card program is issued and administered by Bank of America, N.A. Visa and Visa Signature are registered trademarks of Visa International Service Association, and are used by the issuer pursuant to license from Visa U.S.A. Inc. NEA is a registered trademark of NEA’s Member Benefits Corporation. Bank of America and the Bank of America logo are registered trademarks of Bank of America Corporation. © 2015 Bank of America Corporation MB0515-BS-MEA

Advocacy I didn’t always work in education and contribute to MainePERS. I used to have another job and I contributed to Social Security. Will that affect my pension benefit?

No. You will still receive your pension, as long as you are vested. However, your Social Security payment will likely be lower due to the fact that you are also receiving money from a pension. This may not be true for certain PLDs, but is the case for all enrolled in the Teacher Retirement Plan. Your Social Security benefit will also be decreased if you take a private sector job and contribute to Social Security after you retire from your public sector job. The reduction is known as the Windfall Elimination Provision (WEP) which again, reduces the Social Security benefits of workers who also have pension benefits from employment not covered by Social Security. You are only eligible to receive Social Security benefits after you’ve worked for 10 or more years (40 quarters {4 quarters in a year}) in a Social Security eligible job. Social Security benefits received by those who also receive a pension are impacted on a sliding scale, depending on how many years you’ve contributed to Social Security. The chart below highlights the reduction in benefits due to the Windfall Elimination based on years of Social Security Coverage: Years of Social Security Coverage and Maximum Monthly Reduction due to Windfall Elimination (for those 62 years old in 2015) 20 or less $413

21 $371.70

22 $330.40

23 $289.10

24 25 $247.80 $206.50

26 $165.20

27 $123.90

28 $82.60

29 $41.30

30 $0

*Important: The maximum amount may be overstated. The WEP reduction is limited to one-half of your pension from non-covered employment.

Source: Social Security Administration, How the Windfall Elimination Provision Can Affect Your Social Security Benefit, Washington, DC

Saving Outside Your Pension Your public pension may not be enough to keep you financially stable when you retire. Or if you were hoping to finally take that trip you’ve always wanted, you may want more income to ensure your Golden Years are truly golden. However you choose to invest any other money, time may be more important than money—and here’s why.

Total Invested

Value at Age 65 Investor A saved $1,000 per year for 10 years beginning at age 30, totalling $10,000.

$62,385

$38,993

$20,000 $10,000

Investor B saved $1,000 per year for 20 years beginning at age 45, totalling $20,000.

Based on an average rate of return of 6% with compounding interest, the hypothetical scenario puts investor A out on top.

Small Steps to Retirement Savings Looking for ways to save more? Think a few extra dollars in savings really doesn’t make a difference? You’re wrong.

Consider this scenario: Current Age: 45 Monthly Savings: $30 Yearly Savings: $360 Value at Retirement (age 65): $11,904 The retirement value is based on a 5% annual rate of return.

To determine retirement savings based on your age, use the retirement calculator found in the Maine Educator Online at www.maineea.org.

In the example above, the additional years of compounding interest greatly increased Investor A’s savings. Investor B now has to play catch up—saving a lot more with far fewer years to do so before retirement.

June 2015 • www.maineea.org

19

What about my spouse—he/she pays into Social Security—does that affect my benefit?

Yes and no. You will still receive the same public pension benefit, regardless of your spouse’s benefit. However, if your Social Security eligible spouse passes away, the Government Pension Offset or GPO reduces the Social Security spousal benefits by 2/3 of the pension from the non-covered public employee. In other words, the GPO lowers the dependent/survivor benefit by 2/3 from your government pension. The GPO, however, does not reduce the benefits of your spouse who was covered by Social Security.

Example: Terry works in non-SS-covered employment for a SLG. She will receive a government pension from the job of $600 per month. Her husband works in SS-covered employment. She is entitled to a dependent benefit from his work of $500 per month before the SSA applies the GPO. To calculate the GPO, SSA does the following: • multiplies $600 by two/thirds (600 X 2/3 = $400); and • subtracts the $400 from the $500 dependent benefit (500 - 400 = $100).

Result: Terry receives a dependent/survivor benefit of $100 per month. This is called a "partial GPO offset."

In some cases the calculation under the GPO could mean when your Social Security covered spouse passes away you receive zero of his/her Social Security benefits; this is called a “total GPO offset.” There are some GPO exemptions.

For more information: www.ssa.org Both the WEP and the GPO apply to those contributing to the Teacher Retirement Plan and the PLD.

what about my spouse?

so ciation

Your As

I am

Members gather in Scarborough to listen to a new budget proposal from House Speaker Mark Eves and Senator Justin Alfond. The proposal, called A Better Deal, would increase education funding in the next two years.

Don Sprangers, a teacher at Washington Academy and Washington Academy TA member, was recently named Eberhard Thiele Environmental Educator of the Year by the Maine Environmental Education Association.

When your name is Doug Pride—wearing the MEA Pride shirt is fitting! Pictured with copresidents Kim MacDonald and Jessica Zipper, they’re all pride in SAD 51 EA!

Carolyn Brown, an art teacher in Camden Hills and Megunticook TA member, was named the 2015 Maine Art Education Association Art Educator of the Year.

Students’ art work hangs in the halls of MEA headquarters and was recently celebrated during the annual art show.

Dancing robots from the Maine Science Festival. MEA was a proud sponsor of the event which heightened the awareness of the impact of science in everyday life and demonstrated the diversity of scientific enterprise in Maine.

Sammie Garnett, MEA President Lois Kilby-Chesley, Rachel McGlinnBourgeois, Maryann White, and Amanda Cooper attended the NEA Leadership Summit in California, learning how to be better leaders in and out of school in order to be a better advocate for students.

MEA President Lois Kilby-Chesley threw out the first pitch at a Sea Dogs game at Hadlock Field during Teacher Appreciation Night sponsored by Horace Mann.

20

Maine Educator • June 2015

Your Association

What I Learned at

!

S E Y Sa y to more collaboration

rESPect success for all students

2015 MEA Spring Conference Overheard at the Spring Conference “I like that everyone can talk and if you put something in you get something out—it’s been great.”

Sarah Glazier, RSU 19 EA “Allow yourself to have a moment with your kids and laugh at yourself. If you can laugh at yourself, it is okay.”

Patty Scully, Winslow EA “Have the courage to fail—it's fine to pick yourself up but other times you'll go through great discovery.”

Rob Olson MEA UniServ Director and former teacher “The two things that keep you alive in the classroom: the kids smiles—that will let you know what you're doing is working, and innovation. Give yourself the ability to create. There are days you're just trying to get by—realize what's wrong and then make tomorrow better.”

Justin Stygles, Oxford Hills EA

“This is my first MEA Conference and I feel like I have something to take away to apply to my struggling readers. I just want to make a difference.” Alicia LaFosse, Coastal EA

“You know you've been to a good conference when you can't wait to go back and try what you learned Monday morning. I attended the close reading session with the 2015 Teacher of the Year. I liked that she showed us the models that work, and we got a chance to be the students and read an article and dissect it to put the models to use. That worked really well for me…I thought it was fantastic!”

Carolyn Downing, Winthrop EA “I really enjoyed learning about Student Learning Objectives. I'm a freshman at the University of Maine Presque Isle and we do proficiency based learning. It really helps future secondary education teachers to learn how to do those things and experience what you're being assessed on. This conference gave me the chance to learn from the experts.”

Katherine Waldron, SEAM, UMPI

“When someone asks you what you do for your job don't just answer custodian, for example. You may be a custodian—but you may be a mentor, you may be an ESP, but you may also work at the local food pantry. Make sure to tell your whole story.”

Grace Hwang Friedman - Senior Program Specialist, National Education Association June 2015 • www.maineea.org

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Your Association

Getting the Bigger Picture MEA RA delegates set new course Nearly 140 members from across the state attended the 87th MEA Representative Assembly or RA. The MEA RA is where members decide the focus for the Association in the coming year. Members have a chance to elect new officers, offer new ideas, debate key education issues, and reconnect with friends. We asked the members, who are voted to attend as delegates for their local association, why attending makes a difference.

Rebecca Cole Sebago East Shore EA Participating in the RA, particularly at a time of the year when our energy and inspiration are most challenged, provides an opportunity for me to collaborate, to connect, and to rediscover my passion for my work. In turn, I carry that passion and rejuvenation back to my local members and am motivated to recruit new members.

Terry Martin Merrymeeting TA The MEA RA is kind of like a family gathering, plus it’s great to debate the issues. At the RA, you connect with people and you go back to your local after and hopefully can convey the enthusiasm that happens here. It always feels like we are getting something accomplished to help schools and students.

Earl Wiman NEA Executive Committee, Keynote Speaker

Tavia Lunt Gardiner TA Being a delegate at the MEA RA allows me to "touch base" with others that can truly relate to my everyday life, the good parts and the struggles. They truly appreciate me! I get to make new friends and know I can rely on them because they're in my same boat and have my back. Sometimes it's easy to feel isolated and alone, but we're not. Being a delegate renews my hope and gives me the strength to get up each day and "go for it" again.

April Miller Bangor EA The MEA RA is where the decisions are made! Attending the RA every year keeps me informed and allows me to play a role in deciding the focus of the MEA.

22

Maine Educator • June 2015

We must be the voice for all the students who spend all of their allowance before Tuesday, who like ghost stories, who shove their dirty clothes under the bed. We must also be the voice for those who live nightmares during the day, for those who’ve never seen a dentist, who scrape together scraps of food. We must be their voice too. We must continue to be the heroes.

Your Association

Your MEA Officers Delegates vote to keep the same slate of officers in place, but not without making history first

MEA delegates passed a new business item proposed by Susan Feiner, the President of the USM AFUM chapter, which is affiliated with the MEA. The new business item asked the MEA to support an independent report that showed USM administration violated academic due process, tenure and academic freedom. Read all of the new business items and bylaw changes in the “Members Only” section at www.maineea.org.

MEA president Lois Kilby-Chesley and Treasurer Denise Simoneau were re-elected to their existing offices, both in uncontested elections. The race for MEA Vice President, however, made Association history. Existing Vice President Grace Leavitt had a challenger in Mike Thurston who is the current NEA Director for the MEA. Both candidates answered

20 minutes worth of probing questions from the delegates after giving their speeches. When the delegates voted, each received 66 votes. There has never been a tie (at least that anyone can remember) in an MEA election. After a revote, Grace Leavitt won the election and remains the Vice President of the MEA.

2015 BYLAW CHANGE ARTICLE 1. MEMBERSHIP Section 4. Membership Dues L. The annual assessment for the MEA Legislative Crisis Fund (50%) and Pro Education Media Campaign (50%) will be $6 per active/retired member and $3 per active educational support/ student member.

2015 NEW BUSINESS ITEMS 1. RESOLVED: That the MEA explore whether efforts need to be made to collaborate with the State of Maine clearly define the purpose of a school, including direct services, supplemental services, and support services to enable working towards proper funding. Referred to committee for further discussion.

2. RESOLVED: That the MEA increase the effort to actively recruit and engage ethnic minority members in our local and state Associations. Passed 3. RESOLVED: That the MEA send a press release in support of the May 13, 2015 American Association of University Professors (AAUP) investigative report of USM that finds USM administration violated academic due process, tenure and academic freedom. Passed

MEA delegates used their break time at the RA to participate in a cyber lobby—asking legislators to end the use of Smarter Balanced testing and to vote “no” on four separate “right to work” bills that would hurt unions in the state. The MEA worked hard to push for an end to the use of Smarter Balanced after feedback from members. The actions of those at the RA helped make a difference.

4. RESOLVED: That the MEA monitor the Corporation for Public Broadcasting to ascertain if they are still advocates of public education. Passed

June 2015 • www.maineea.org

23

Your Association

Reach. Teach. Inspire.

MEA’s leadership spent time sharing key messages As educators face continuing changes in the profession, the MEA remains a constant—a constant source of support, enrichment through professional development and advocacy. The MEA is only as strong as its members, and MEA leadership spoke about engagement, the profession and how together we can grow and move forward in the coming year.

Lois Kilby-Chesley MEA President “We know our members don't belong just to MEA. We know you have lots of other groups you work with. Connecting with these groups makes necessary connections. When we come together with progressive groups like the Maine People's Alliance to advocate for human rights, or with other unions like the Maine State Employees Association to advocate for fair contracts or with environmental organizations like 350. org, or community organizations like Maine Science Festival as they engage Mainers in knowledge building—what we are really doing is building our own power.”

And the winners are…

Each year the MEA awards outstanding members and community leaders for their efforts to help students succeed. In addition, the Clyde Russell Scholarship Fund, created by the Maine Education Association, awards exceptional students scholarships to help them in their continuing education. Below are this year’s winners.

Kevin O’Leary (right) pictured with NEA Director Mike Thurston received the MEA’s Human and Civil Rights Award for his efforts to educate students through drama on key social issues like homelessness, sexual orientation, religion, and abuses by those in power. Kevin is a proud member of the Sagadahoc Education Association.

Representative Tori Kornfield, and former public school teacher, received MEA’s Friend of Education Award for her efforts in the Maine Legislature to support policies that put students and learning first. Representative Kornfield is a vocal supporter of pre-K programs, supports expanding access to early post-secondary education, and she even helped create and then chair a special task force to end student hunger.

Rob Walker MEA Executive Director “It is time for us to spend major time on the major thing of creating the next sets of shoulders. And the group of MEA members who owns those shoulders will understand that having a collective bargaining law, electing pro-education/pro-union candidates is a strategy, perhaps only a tactic, in making sure we can protect the rights of our members and advance their interests, as well as, the interests of the students we serve. We will be effective leaders if our story is compelling and the new potential members find value in what we do and how we stand together and provide the next set of shoulders.”

To read the full speeches and see more photos from the MEA RA, click here.

24

Maine Educator • June 2015

Jan Cerabona, pictured with MEA Treasurer Denise Simoneau, received MEA’s Golden Apple Award. The award is given to an individual or group that has demonstrated a strong commitment to the local school(s) and/ or to the children of a community. Since entering retirement, Jan has been the primary force behind Maine’s Day of Caring which pairs retired MEA members with college student MEA members to work on projects in schools around the state, like planting school gardens or painting classrooms. Jan is a proud MEA-Retired member.

Your Association

Bo Zabierek, pictured with MEA Treasurer Denise Simoneau, also received MEA’s Golden Apple Award for his work in Houlton to revive the student program, SkillsUSA Maine which provides training and leadership opportunities for career and technical students in addition to competitive experiences. Bo is a constant supporter of career and technical education, ensuring each student has a pathway to success with the understanding that all students learn differently. Bo is a proud Southern Aroostook Vocational Education Association member.

The Good Shepherd Food Bank received MEA’s Corporate Award for its continued efforts to ensure families, especially students, have the proper nutrition to learn. The MEA worked closely with Good Shepherd as the Association sponsored the WGME-TV School Spirit Challenge where schools collected food during pep rallies. MEA members helped collect food and the drive proved to be the single largest in Good Shepherd’s history. Supporting good nutrition while addressing food insecurity should be efforts that are applauded and honored. Congratulations to the Good Shepherd Food Bank and its staff, Board of Directors, and volunteers for your work.

Pictured: Kristen Miale with NEA Director Mike Thurston

Still educating even in retirement The 63rd annual convention and meeting of the Maine Education Association Retired took place in early May. Retired educators from around the state came together to share in their volunteer successes, advocacy efforts and spend time rekindling long-time friendships. In the words of MEA-R President Larry Given, “Retirees continue to give the gift of their experiences and time to help others. The strength of our association is sustained by the dedication of the members and those who participate and promote the ideals of the organization.”

Patty Scully, pictured with Jennifer Kent, Anthem, and MEA President Lois Kilby-Chesley received MEA’s top award, the Award for Teaching Excellence.

Patty Scully is an innovator. This year Patty spearheaded a new program called Leveled Literacy Intervention which is aimed at helping at-risk children succeed. While there are many amazing educators among us, what her peers say sets Patty apart is the personal care she takes with each individual child—making sure the child who needs glasses gets them, ensuring the hungry child gets a snack or the poor child gets a pair of her handmade mittens. As the winner of the MEA Award for Teaching Excellence, Patty will now represent the state at the NEA Foundation for the Improvement of Education’s gala event in Washington D.C—where she will represent Maine well. Patty is a proud member of Winslow Education Association.

(L to R) Sarah Caldwell, Andrew Sandweiss and Michael Ericson all received scholarship money through the MEA’s Clyde Russell Scholarship Fund. Sarah and Andrew each received $8,000 and will attend Yale University in the fall and Michael received a $2,000 award to help pay for his education at Northern Maine Community College. All three students have achievements most adults will never attain. Sarah is a published author who wrote a memoir detailing her journey with her dad’s ALS, which claimed his life more than a year ago. Andrew created a STEM project with results that are now providing farmers and scientists in South America and the Pacific Rim with information that will help them sustain food supplies and secure a regional economy in the face of global climactic events. His research will soon be published by the Emirates Center for Strategic Studies and Research. Michael was an orphan in Cambodia when he was adopted and brought to Washburn, Maine. While he admits he struggled to fit in at first, he found a place for himself in woodworking. His passion helped him complete many community service projects including updating the local recreational department to include an elderly community center and improving the playgrounds in the town. Michael’s teachers say he is a role model for others to look up to—as are all of the scholarship winners.

June 2015 • www.maineea.org

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Your Association

Condoms and College A day in the life of a high school guidance counselor

How has your job changed recently and what issue is challenging for you?

One of the biggest challenges for me has been negotiating transgender issues.

I have had a couple kids come in and identify as transgender. Helping them and understanding, “I want to be called this,” for example. I am trying to help them and their teachers understand what their legal rights are—it's hard.

What bathroom do they go to, what name do they go by, what name do we legally have to use in the system, and how do you create a welcoming environment without being offensive?

I feel like I don't know as much about it as I should. I want to be helpful, but I don't want to be offensive. I have some professional development on the issue coming up, so I am hopeful that will help me help my students.

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Maine Educator • June 2015

In Mandy Nalls’ top left drawer of her desk you’ll find condoms next to a flyer advertising a Canadian college. In that same drawer there is a box of thank you notes in a variety of bright colors, maxi pads, bandages and some pens. In its own way, Nalls’ desk drawer, which she calls her “Mary Poppins” drawer, is a snapshot of what her day is like as a guidance counselor at Morse High School in Bath.

“There is no typical day,” Nalls says in between meetings with students.

The spring months leading to the end of the year are particularly hectic. In addition to creating the master schedule with her fellow guidance counselors for next school year, she’s also getting ready for what is known as “decision day”—the last day for students to pick which college or university they’ll attend.

“We've got a little bit of drama...the ‘oh my gosh, can we do last minute applications’?” said Nalls.

Getting to “decision day” is hard work for Nalls and the guidance team—40% of students at Morse High School are first generation college attendees.

“When we're trying to help kids get to college it’s more in-depth because you’re starting from the beginning. What does it mean to go to college? Where do we start to look? We need to help both the student and the parent understand the difference between a two- and four-year college,” said Nalls. At Morse High School, 75% plan to enroll in some kind of post-secondary education and another 7% will join the military or pursue other certifications.

Knowing she is responsible for helping shape the future of so many students’ lives, Nalls and the guidance team meet one-on-one with each student in their junior year to talk solely about their future.

“There are a lot of questions—typical things like: ‘What do I do with my life? I want to go to college or I think I want to join the military. I want a job, what do you think?’

Usually we pull out and make a list or take surveys to guide what career path to choose,”

Nalls’ “Mary Poppins” Drawer

said Nalls. That guidance is only part of how Nalls helps her students. Most of the day Nalls says she puts into practice her military training to manage the day and the emotional needs of the students.

“The majority of the day, I feel like it’s a react-to-contact, said Nalls using a military term to explain her job. Most of the day you come in and say what is going to happen today? Students come in, they say ‘I had a fight with my boyfriend.’ A lot of it is just listening.

You try not to give too much advice but offer them skills to get through it—a lot of it is skill building,” said Nalls.

Advice, life skills, scholarships and college applications—the list goes on and is proof Nalls really needs her “Mary Poppins” drawer to get through each day.

Your Association

Upcoming Events and Deadlines National Board Certification: June 17 or June 18, 2015

SUMMER EXCLUSIVE MEMBER BENEFIT

National Board for Professional Teaching Standards Informational Meetings

Teachers who would like to learn more about the National Board process are invited to attend one of two informational meetings which will be held from 4 to 5:30 p.m., on June 17 at Greely Middle School in Cumberland and on June 18 at MEA headquarters in Augusta. The MEA offers year-long support for teachers seeking NBPTS certification.

Once certified, Maine teachers receive a stipend of $3,000 per year from the state.

Some districts may also provide an additional stipend.

Professional Development Opportunity: August 4-6, 2015

Writing by the Sea - A Retreat for Writers and Writing Teachers

Join the Southern Maine Writing Project for an explorative and creative journey to one of Maine’s secret treasures, Burnt Island. Though some attendees may choose to focus on individual writing, facilitators will offer opportunities for people to write together and to share strategies for teaching young writers.

Registration Fee - $350 | Recertification Credit – 10 contact hours FMI: http://www.southernmainewritingproject.org Professional Development Opportunity: August 4-17, 2015

Summer Literacy Institute - Various Locations

Offered by the Maine Department of Education, teams will explore issues of complexity, cognitive demand, standards grouping or bundling for effective instruction and assessment, and methods for determining proficiency. Cost: $60/person FMI: http://www.maine.gov/doe/calendar

As a MEA Member you’ll save up to $9.00 off select one-day passes at Northern New England’s largest water and amusement park by ordering your ticket(s) online. Go to https:// www.funtownusa.com/tickets-passes/, click on “Corporate Discount Tickets,” and use the code maineed2015. If you are a first time user you must create a user account with your email address. For complete directions to purchase the discounted tickets, go to the Maine Educator Online.

MEA Benefits Trust Approved Walk-In Clinics Summer, the season of bumps and bruises, is around the corner. If you need to be seen by a doctor quickly but it is not an emergency instead of going to the emergency room, head to a walk-in clinic. Most walk-in centers can treat problems like minor cuts and burns, sprains and strains, sports injuries, sore throats, earaches and the flu. Some places can give X-rays or run other tests on site, so they can let you know quickly if you need more specialized care.

Using a walk-in clinic will also save you the fee charged at the emergency room, saving you money.

Auburn The Clinic at Walmart, 100 Mount Auburn Ave. 207-330-3900 Augusta * Concentra, 219 Capitol Street, Suite 2 866-944-6046 Bangor * Concentra, 34 Gilman Rd. 207-941-8300 Berwick Berwick Walk-In Care, 4 Dana Dr. 207-698-6700 Brewer Penobscot Community Health Center, 735 Wilson St. 207-989-1567 Brunswick Mid Coast Walk-in Clinic, 22 Station Ave., Suite 102 - 207-406-7500 East Waterboro Goodall Express, 10 Goodall Drive, Suite 900 207-490-7760 Freeport Freeport Medical Center, 42 Mallett Dr. 207-865-3491 Gorham Mercy Express Care, 19 South Gorham Crossing 207-839-9101

Houlton Katahdin Valley Health Center, 59 Bangor St. 207-521-0022 Jackman Jackman Community Health Center, 376 Main St. 207-668-7755 Kittery MyHealth Walk-in Care, 35 Walker St. 207-439-4430 Lewiston Concentra, 59 East Ave. 866-944-6046 Norway Concentra, 176 Main St. 866-944-6046 Old Town Penobscot Community Health Ctr., 242 Brunswick St. 207-827-6128 Porter Sacopee Valley Health Center, 70 Main St. 207-625-8126 Portland Mercy Fore River Express Care, 175 Fore River Pkwy 207-553-6105 Presque Isle The Aroostook Medical Center, 23 North St., Suite 2 207-760-9278

Saco So. Maine Medical Ctr. PrimeCare, 655 Main St. 207-294-5600 South Paris Coughs-N-Sniffles Clinic, 4 Market Square, Suite 1 207-739-2873 South Portland Concentra, 85 Western Ave. 866-944-6046 Waterville MGMC Express Care, 211 Main St. 207-877-3450 Wells York Hospital Walk-in Care, 114 Sanford Rd. 207-646-5211 Westbrook Mercy Express Care, 40 Park Rd. 207-857-8174 Windham Mercy Express Care, 409 Roosevelt Trail 207-893-0290 Yarmouth Mercy Express Care, 385 Route 1 207-535-1200 *indicates other locations in city exist—see full list here.

June 2015 • www.maineea.org

27

Sudoku Challenge

Answers on page 16

2015 - 2106 Pre-Retirement Sessions Announced To register for one of the pre-retirement days, you must e-mail Dianne Leighton at dleighton@maineea.org.

Registrations will be taken on a first-registration basis and will cease ten (10) days prior to each seminar.

2015 Brewer Area* Machias Area* Winslow Area* South Portland Area* Topsham Area* Presque Isle Area* 2016 Skowhegan Area* Kennebunk Area* Rockland Area* Auburn Area* Ellsworth Area*

Sat., Sept. 12 Sat., Sept. 19 Wed., Sept. 23 Wed., Sept. 30 Wed., Oct. 7 Sat., Oct. 17

9:00am - 12:00pm 10:00am - 1:00pm 4:00pm - 7:00pm 4:00pm - 7:00pm 4:00pm - 7:00pm 9:00am - 12:00pm

Sat., March 5 Sat., March 12 Wed., March 16 Wed., March 23 Wed., March 30

9:00am - 12:00pm 9:00am - 12:00pm 4:00pm - 7:00pm 4:00pm - 7:00pm 4:00pm - 7:00pm

MUST PRE-REGISTER IN ORDER TO ATTEND Enrollment is limited to 75 at each session so be sure to register early. (NOTE: must be an MEA member to attend.) (*exact sites will be announced at a later date) NOTE: Should a cancellation or change of venue occur, only those registered will be notified.

Online Exclusive MEA RA Special Section Lois Kilby-Chesley, MEA President Speech at the MEA RA I am so glad to be back before you at the 87th MEA Representative Assembly. Just think, MEA began in 1859 when a group of men met in Waterville to form The State Teachers Association. At our 150th anniversary in 2009 it was explained that the Association began being unrelentingly male and unapologetically elitist. Membership was restricted to “gentlemen” drawn from the ranks of superintendents, principals, college professors and teachers in large towns.

After many name changes including the Maine Pedagogical Society and the Maine Teachers Association, the first Representative Assembly was held in 1928.

That first RA set the stage for each year since as we have grown our membership and expanded our base. So here we are today in South Portland ready to plan for the next 12 months.

The past three years have been amazing! I have enjoyed every day—well maybe almost every day. Perhaps we could have used a change in the Blaine House in November, so there was a week in November when I wasn't in the best mood. But we didn't get what we had hoped and so MEA took our licks and kept on going. As my mentor used to say: “We picked ourselves up, dusted ourselves off and got back on that pony.”

Part of being able to keep moving forward is because I know I am not alone. I have Grace, our vice president right there with me, I have Denise our treasurer right there with me. If something comes up I know I have them covering my back. I have the Board of Directors, and Mike, our NEA Board of Director, and Rob, and Paul, and most of all I know you are there.

You are out there every day working your tail off for our students. It takes YOU to keep the MEA going and you are my fall back.

Honestly every once in a while I start thinking how busy I am and start feeling sorry for myself, then I think about YOU. I think about the hard work you are doing every day for the KIDS. And THAT is what matters.

We presently have 17,970 members in

classrooms as well as our 5,439 retirees. We represent the faculty of the University of Maine System (AFUM), the Associated COLT Staff of the University of Maine (ACSUM), the University of Maine Professional Staff Association (UMPSA), Maine Public Broadcasting (MPBN), Portland Public Library employees, Educational Support Professionals (ESP) PreK-12 including secretaries, bus drivers, custodians, maintenance, food service, and educational technicians, administrators in a handful of districts and teachers PreK-12. We also work hand-in-hand with MEA-Retired, and the Student Education Association of Maine (SEAM), We are the voice of Maine's educational community and we stand together in support of our students. We stand together in support of our communities. And we stand together in support of our colleagues. When one of us is attacked, we are all attacked. When one of us is mistreated, we are all mistreated. When one of us is admired, we are all admired. When one of us is exalted, we are all exalted. MEA stands in solidarity with our members.

This year we had the chance to stand together many times and to support one another. We know the problems that have plagued the University of Maine System.

We saw the ransacking of the University of Southern Maine. Our higher education Associations had protracted negotiations. And we expect that this conflict with the University System will continue. As I look over at the AFUM president, Ron, I think he will nod if I say the next round of negotiations is going to be a (please excuse my language)–a “real pissah.”

We stood together when there was a move to outsource a variety of positions around the state. Subcontracting the work of our members to outside corporations, particularly for bus drivers and custodians has stayed on our radar for several years and has been a primary focus of the ESP Ad Hoc Committee.

So were we surprised that Maine School Management—Superintendents and School Boards—backed an anti-union bill that would have allowed them to subcontract? We weren't surprised a bit. We are ever vigilant to protect our support professionals in all our public institutions from pre-K to higher ed.

We helped as districts dissolved, as they reconstructed themselves, or as they compromised and moved on toward a consolidated future.

We stood firm on changes that would have affected our retirement. Once the retirement freeze was gone, we made sure that the base on which retirement is figured is adjusted by the COLA each year. So...

The $20,000 COLA base will be adjusted each year going forward for any COLA paid.

For example, the COLA base in 2015 will be the 2014 base of $20,000, plus the 2.1% COLA, for a new COLA base of $20,420.

We continue to stand up for retirement equity. Back in the early 2000s MEA led the way to fix the Social Security mess for retirees.

But Washington didn't fix it when they had the chance. NEA still works on the GPO-WEP issue as it has for more than a decade. I am talking about the set-up that will eliminate or reduce your Social Security checks if you contributed to MEPERS. We haven't given up. But honestly, this is now an $80 billion fix.

BEE as in Billion.

We continue to stand together for changes because We haven't given up. As recently as February of this year “…U.S. Congressmen Kevin Brady (R-TX) and Richard Neal (D-MA) have co-authored H.R. 711, known as the Equal Treatment of Public Servants Act. If passed, this federal legislation would repeal the Windfall Elimination Provision known as WEP in its current form and enact a new formula which would recognize actual earnings history.

We stood together during the Governor's tirades against our members and against MEA. We stood together when he insulted us and when he bullied us. We held our tongue rather than engage in verbal sparring, but in our schools, our universities, and our libraries we proved that his disparaging words were wrong, wrong, wrong. MEA members are indeed amazing!

We are always shoulder-to-shoulder with each of our members, and sometimes others join us.

We found friends in some unexpected places. We worked with both sides of the political aisle as we built bipartisan alliances to do what is right for students of all ages.

At times—not all the time, but sometimes— we compromised and reached consensus with the Maine Superintendent Association, Maine School Board Association, Maine Principals' Association, the Chancellor's Office and with various institutions' leadership in many areas.

At other times we stood firm.

Did we capitulate? No. Did we compromise our values and beliefs? No. Did we work for the good of our members and the futures of our students? You betcha!

We work to be at the table as much as we can with diverse groups because if we aren't at the table we are on the menu.

MEA only exists because public education exists. We can't lose our publicly resourced schools in Maine. That's why we work to

find commonalities with other organizations.

Sometimes we surprise even ourselves when we find that we have more in common on an issue than differences, with groups that have in the past been on the other side. One of the things you will hear said is, No permanent friends. No permanent enemies. Only permanent issues.

Building unexpected bridges to those who have viewpoints in common with us on particular issues is one way we work to get the job done and to protect public education from those who work against us.

And there are increasing numbers of forces at work to dismantle public education. From the new power team of the Walton Family from Walmart and Bill Gates who put together a national conference in March on investing your millions in Charter Schools, to David Coleman, co-founder of Student Achievement Partners an achievement-based assessment company, founding member of Students First, who is now President of the College Board and a primary author of Common Core State Standards, to the infamous Koch Brothers, who fund and run the Bill of Rights Institute in Arlington VA, founded Americans for Prosperity, lead the American Legislative Exchange Fund, aka ALEC, and who are now investing more than $13 million of their millions and millions to endow faculty positions at public colleges and universities including in Florida, Arizona, Utah, North Carolina, Kansas and more.

These people have enough power and money to keep going and going.

That is why we need the Maine Education Association and the National Education Association more than ever. We need to be sure we are standing arm-in-arm, shoulder-toshoulder in Maine, and across the country, in support of our members and in support of our students, and we need to be standing toe-to-toe up against those who would shut down public education.

By finding like-minded individuals, electing like-minded leaders, and seeking out likeminded organizations we build coalitions of pro-public education advocates to take on the bandits of anti-public education.

MEA has some friends in Washington and we have many friends in Augusta. But we need to continue to monitor and engage these friends in conversations and—yes, maybe debates—about the inherent goodness of public education. We need to be sure that every legislator in Augusta has several MEA contacts who are talking to them regularly.

And that is what the MEA's ACE group is all about. It is about building a web of contacts.

As we build our coalitions with legislators,

we need to be supporting a more global perspective and build bigger webs and contact lists. We know our members don't belong just to MEA. We know you have lots of other groups you work with. Connecting with these groups makes necessary connections. When we come together with progressive groups like the Maine People's Alliance to advocate for human rights, or with other unions like the Maine State Employees Association to advocate for fair contracts or with environmental organizations like 350.org, or community organizations like Maine Science Festival as they engage Mainers in knowledge building—what we are really doing is building our own power.

The power of numbers. That is what it is all about. So when we hear that less than 11% of workers in the US are union members that implies a lack of power. But when we see the pictures of the streets in Brooklyn NY back a couple of months ago when hundreds of workers and SEIU members came together in “The Fight for $15”—that is powerful.

When we talk about the loss of members at the NEA level that implies a loss of association support. But when and if you have the chance to see or hear the NEA RA at work, that is power.

And when we look at the declining numbers of MEA members we know we can do better. Because without numbers—without our colleagues, particularly our youngest colleagues—joining us at the MEA, we lose power.

That's why membership recruitment is so important. It is why the MEA will be asking our current members to use their contacts, coalitions and connections to bring every Maine educator into the MEA. MEA's power in Augusta and Washington depends on it.

So let me get ramped up on the conversation about membership. It is something you are going to be hearing a lot about. MEA's membership is declining. That is one reason we had to rearrange our UniServ Districts.

It is why we lost one of our NEA directors a couple of years ago. It is why our budget that Denise will present is very conservative.

We are losing members—no let me correct that—we aren't getting the new teachers to join MEA as our veterans retire. It isn't that people are quitting the MEA. It is that our veterans are retiring. MEA is spending a lot of time trying to figure out how to engage our newest colleagues. And do you know what the answer is?

Ask them. Ask them to join the MEA. But don't tell these twenty and thirty somethings that if they join they will get a great liability insurance policy. That isn't what matters.

Maybe the savings benefits of NEA Benefits

will matter, but probably not. How many people here today are in your twenties or thirties? Will you stand up for just a minute, please? Look around. We have a problem if we don't start engaging more of our younger educators. These activists are our future.

Our newest colleagues want to make a difference. They want to engage in action.

We need to change the way WE do things to engage. We need to stop talking and start doing. That goes directly back to what I was saying earlier about coalitions. Coalitions that do something. Have your Association participate in Komen Walk for the Cure. Show up on the Capitol steps in Augusta for Climate Change speeches. Have a Friday afternoon gathering that is less about the “Beer is Food” caucus and more about collecting food for hungry kids.

Our union history matters–of course. But as much as what we have done in the last 50 years matters to many of us, the next generation will be making a difference in the next 50 years and that has to matter too. We need to allow the doers to do. And as do-ers what happens? First of all we engage our educators who are young.

Second of all, our communities see us out and about and gain a new perspective on us.

Third, we gain power. The power to make a difference. And as this happens, we expect that our membership will grow.

So one of the goals for the next year is recruitment of our newest colleagues. It means one-to-one conversations and asking people to become a part of our Association. If every one of us in this room was able to bring one new member into the Association we would gain 150 members. Think about it. Find one new member and get them signed up. You can do that.

What is our second big goal beginning today?

We need to be engaging in elections. What?

You might say. But there aren't elections this fall. No there aren't you are right, at least not in Augusta or Washington. So this upcoming year is a prime time for us to begin aligning our bowling pins and checking out the weight of the ball needed to knock down anti-publlc education candidates. We need to be sure that in 2016 we have leaders at all levels—from the President in Washington, to our local school boards—who are pro-public education.

What will MEA do to work toward this? We need you. Again it will take all of us. It means talking to our friends and our families and our frenemies, and our coalitions about the importance of electing people who are going to support our work in our schools.

We can't elect people who are going to stack our State Boards with anti-public education trustees. We can't elect people who believe

that outsourcing our employees' positions to corporations is efficient. We can't elect people who believe that our retirees somehow shouldn't get the retirement they worked to accumulate. We can't elect people who believe that our UMS system should be streamlined regardless of the effects on students and faculty. And we can't elect people who think that corporate run schools are better than our public schools.

Maybe as I ran through the “we can'ts” you had an image of someone you know we should elect. Now is the time to begin to engage in that campaign. Maybe it is in your town—a local leader or a representative to Augusta who understands the importance of public education. Maybe it is one of our leaders in Washington who you know would represent us well. Engage. Engage in the process of getting that person elected. Right now.

We can. We can have leaders who support us. We can have a voice at the table. We can and we will with your help.

So here are my two asks of you.

Find a potential member when you get back to work this week and start talking to her. Tell him about this weekend. Tell her what we did and how MEA works for our members. Keep talking until the time is right to get him signed up as a member. I hope that by June 15 I can report that we have gained 150 new members.

My second ask is to get involved in a campaign. Find someone you feel strongly about and begin to engage in the long and hard work now. In 2016 I believe we can and will have strong pro-public education elected leaders as our President, in our Congress, in our State Senate, in our House, and in our towns. On this I ask you to take the lead.

I know you are busy. I know there is never enough time to do all the things that you are asked to do. I know you sacrifice family time and sleep. But I also know you are amazing. I know you care. I know you get the job done.

And I know you do an outstanding job! Thank you for all you do! And remember WE ARE The MEA. Together we are strong, together we are powerful!

Rob Walker, MEA Executive Director Speech at the MEA RA Business philosopher, Jim Rohn said, “We can no more afford to spend major time on minor things than we can to spend minor time on major things.” I want to spend some time talking about major things on which we spend major time on and the major things of which we will need to spend major time.

It is with that thought in mind that I would like to discuss the state of our union.

Membership is a major thing. This is the first year we have ever proposed a strategic budget that will bring in fewer dues dollars due primarily to our membership losses. In spite of that challenge, I am proud to report that the financial state of our union is still strong.

Since 2006, we have reduced our staff by 11% and our new hires have come into the organization near the start of salary scales. As a result we will be able to support the same objectives as last year at roughly the same rate.

Having fewer staff and less experienced staff is not without its problems, but I am proud of all our staff for staying with us and working to meet the needs of our members.

MEA as an organization and you as MEA members must prioritize the growth of membership. It was true 40 years ago, twenty years ago and it is true today. The biggest reason educators do not join is that they were not asked. We are continuing with our ask campaign. Now we have the tools to track who gets asked. Don’t underestimate the power of the delete button or the wastebasket. An ask campaign has to be personal and in-person.

Sending them a letter or an email inviting them to join is not sufficient.

In addition to meeting the obvious objectives of member advocacy at the table and protecting your rights, there is an equally important reason for a strong membership— not just a large membership, but a strong membership, We are moving, ever so slowly, back to the values that created our transformation. The MEA has been around for well over 150 years, but there are dates that mark our ascendency as an organization. We passed the collective bargaining law in 1969. We gained power at the table because we asserted our collective power at the ballot box. We had a strong engaged membership.

We have some recent dates that are notable.

Between 2004 and 2009, we stood together to defeat four tax cap referenda TABOR I, TABOR II, the Palesky tax cap, and the reduction of the excise tax. In 2011 we

defeated an attempt to limit voter participation by defeating a ballot question that would restrict voter registration.

2011 is also important because of the bad things that happened. The Legislature created charter schools, tried to send tax dollars to religious schools and gave an income tax break to Maine’s wealthiest and paid for it by reducing the retirement benefits of retired teachers.

Because of all that, 2012 is a very important date because it marked our good work. We targeted legislators who did not support our issues and changed the face of the Legislature to one that added money to public education and supported workers’ rights. These dates are important because it wasn’t about what happened at MEA headquarters, but more about members joining in to support a cause and MEA members stepping up to vote their interests and it is about a core of MEA activists who not only voted, but made the calls, contacted their legislators and knocked on doors. Strong engaged members.

If you’ll permit this small digression, my 11th grade English teacher was one of those activists. Besides always catching me going down the upstairs at Westbrook High School, she was an association leader and activist who worked toward that goal. Catherine Sullivan stayed on that path until her death in March.

She served as MTA president, an MEABT trustee and MEPERS trustee and was a pioneer for social justice before we started using the term.

And Charlene Thompson who insisted we engage in electoral politics because she knew what enemies of public education could do if they were elected to office. We stand on the shoulders of the likes of Catherine Sullivan and Charlene Thompson.

It is time for us to spend major time on the major thing of creating the next sets of shoulders. And the group of MEA members who owns those shoulders will understand that having a collective bargaining law, electing proeducation/pro-union candidates is a strategy, perhaps only a tactic, in making sure we can protect the rights of our members and advance their interests as well as the interests of the students we serve. We will be effective leaders if our story is compelling and the new potential members find value in what we do and how we stand together and provide the next set of shoulders.

Call it standing together or call it collective action. It is organizing. It is bringing people together for a common cause. One of the good things we have done is to provide training, advocacy, negotiations, legislative work, and electoral work for our members. One of the

not so good things we have done is to provide training, advocacy, negotiations, legislative work, and electoral work for our members. We will be weaker if members just pay their dues and expect Augusta or the UniServ director to take care of it all. It is important to empower our locals.

One of our UniServ Directors likes to say, if MEA comes to your table and asserts it influence, the power that is in the room leaves when MEA leaves. It is much more effective to have MEA guide, train and support a local so power is at the local level. There will be times when MEA needs to bring its resources and expertise into the room, but we are all better off with effective locals.

We had a staff reduction in 2009 caused by federal demands that pensions be funded at very high rate. Our pension costs for our staff soared and we eliminated our department of instructional and professional development to balance the MEA budget. Since then Teacher evaluation, student learning objectives, performance based diplomas, Smarter Balanced testing, Common Core and the rising population of millennials in our ranks appeared on our horizon. We restructured this year and reduced our UniServ staff by one and recreated our Instructional and Professional Development Program. We now have a way to spend major time on the major educational issues.

It is my hope that this will be one of the ways to connect to our newest and youngest members and provide support for standard implementation, testing, and evaluations. All these and more have forced themselves into the professional lives of our members.

Even if you like parts of all that, standardsbased education and teacher evaluations are intrusive and time-demanding. If we don’t stretch and offer members what they need in these areas, they will find it elsewhere. We cannot be a one-trick pony. In addition to the advocacy work we do so well, we have to increase our presence in the professional side of our members’ and potential members’ lives.

Our IPD director has it right. One person cannot get it all done. Dan Allen envisions part of his role is to find and develop a cadre of members who can lend their professional talents to serve our members. Just like how we train competent negotiators, we are going to spend major time on the major thing of organizing around professional issues. If we are correct and if we are successful, our newest recruits will find value in the MEA. We must continue to dedicate major time to the major thing of politics and the work our elected friends can do for our members.

My mantra to John Kosinski is no permanent

friends, no permanent enemies, only permanent issues. And he has used that phrase when approaching Republican legislators when they were wondering why he wanted to talk to them about their bill. We found ourselves supporting Republican sponsored legislation like the bill to protect student privacy and the bill to give students and educators a sales tax holiday and more.

Several years ago we gave our Friend of Education Award to an elected leader from the Democratic Party whose prior legislation on proficiency based diplomas is now grossly underfunded and in many school districts it has become an added burden without training and support. It is not about the friend or the enemy. It is about the issue. When it comes to PBD our stance is fix it, fund it or forget it.

This is not about proficiency based education, but about a diploma system that throws some students away.

We spend major time to the major task of staying in business. This year our not friends in the legislature introduced no less than 6 major pieces of legislation that would prohibit payroll deduction, prevent the assessment of agency fees, ban public sector bargaining, fine the union for not sending out letters to members about our political activity, make unions pay a fee to the ethics commission, and make the right to bargain over subcontracting a prohibited subject of bargaining. These attacks come from the extreme elements of the Republican Party. In spite of that, we must continue our search and efforts to elect some Republicans who still believe in unions.

There are some pretty famous Republicans who did. Dwight Eisenhower, Teddy Roosevelt, and Abraham Lincoln come to mind. Ike said, “Only a fool would try to deprive working men and women of the right to join the union of their choice.” And Teddy said, “It is essential that there should be organizations of labor. This is an era of organization. Capital organizes and therefore labor must organize.” Abe said, “If any man tells you he loves America, yet hates labor, he is a liar. If any man tells you he trusts America, yet fears labor, he is a fool.”

But I want to be clear about how we engage in politics. The anti-union sentiment exists in a segment of the Republican Party including our Governor. Until such time that the influence of the extreme elements of the Republican Party is reduced, we will have to find Republican friends but ensure that we have enough Democrats to prevent the Governor and his followers from getting their way.

Paul Wellstone was a progressive senator from Minnesota and extraordinary organizer.

He said, “There is, of course, no guarantee of

success. But politics is not about observations or predictions. Politics is what we create by what we do, what we hope for, and what we dare to imagine.”

We are in the age of information and those that manage and use that information have power at their disposal. The NEA is spending major time and major resources to the major renovation of our membership database. We will have to go along for the ride. The current system is a data entry system that records your membership, your address, where you work, and what your job is.

The next iteration will allow you the member to personally update your status. But more importantly it will become not just a transactional database, but one whose data will allow for transformation. It will link to a voter action network and help us identify members of the public willing to step up for public education.

The state of our union is stronger because we have improved our internal and external communications. We spent major time on the major thing of public image. Thanks to an NEA grant we were able to sponsor the WGME/ Good Shepard Food Bank School Spirit Challenge. We had pro-MEA, pro-public education ads running through the fall. We have a similar project underway in the Bangor media market.

I want to spend the last few minutes talking about some of the amazing work that goes on in our headquarters building.

How about our new magazine format for the Maine Educator! When Giovanna approached me with her idea, my comment to her was let’s try it, here is the budget and you can only spend the money once. And Allison’s skills as a graphic artist helped to put the finishing touches on the transformation.

I love Friday mornings. For the price of a dozen donuts, I get the President, the Deputy Executive Director, our General Counsel as well as our Directors of Communications, Government Relations and Collective Bargaining together to review the landscape and respond to legislative attacks and opportunities.

It was the summer of 1987 when Shawn Keenan, our staff attorney came to work for us. I first met Shawn at summer leadership conference right after he started to work for MEA. I remember walking on the Gorham campus during that Summer Leadership training as he listened as I tried to catch him up on an issue left unfinished by his predecessor.

He recently submitted his letter of intent to retire. Please join me in thanking him for his member advocacy, his management of the legal

program, and his counsel to me. He and I will spend major time on the major thing of finding a suitable replacement.

The legal expenses are a major thing. Each year we find ourselves expending that part of the budget and more. No matter what we think we have to budget to meet anticipated expenses, we will overspend that line to make sure the rights of our members are protected.

Careful management of the other accounts allows us to absorb the expenditures.

We spend major time on the major thing of attending to our resources. I am proud to report that since I assumed the role of executive director we have finished each year in the black. That is not a guarantee that it will happen every year, but by relegating the unspent portions of the budget at the end of the year to undesignated reserves we will have a hedge against a challenging year or an attack from the extremist who seek to pass laws that limit our ability to collect dues or take collective action.

And related to that is the major care that our comptroller gives to our finances. Payroll, federal filings, insurances, reports, training of the audit committee, and staff liaison to the budget committee. Ian, thank you for your support and diligence.

Confidence in how we do our work is important. On a yearly basis, the NEA brings execs and business managers together to talk about financial health. They remind us that we do not want to be the next Indiana who was placed in NEA receivership several years ago. We have the right policies in place on whistle blowing, internal controls, investment guidelines, and audit committees and more importantly, we follow them.

At the beginning of my remarks, I mentioned how proud I am of our staff doing the work they do. In addition to our staff as a whole and Shawn and Ian there are three more people I wanted to single out because they are part of my management team. As managers they serve at my beck and call. The term beck and call goes back to the 1500s when it was beckon and call and later shortened to beck and call in the early 1600s. I will tell you they step up and serve even when I don’t beckon or call.

Tammy makes sure our buildings are heated, cooled and in repair. I trust her to review and renew agreements with our service providers. She is our lead trainer making sure our assistants keep up with technology.

You have a room tonight and meals today because Linda take cares of the logistics and hotel contracts for our governance meetings.

Her work with the Structure and Bylaws Committee gives me the confidence that your elections will be held fairly.

I want to thank Governor Walker for messing up collective bargaining in Wisconsin. Otherwise we might not have had Paul become our deputy executive director. He was involved in association and governance work in that state. While there he achieved National Board Certification. His background served us well as we developed trainings to offer to locals on structuring teacher evaluation at the local level.

Thanks Paul, Linda and Tammy for your good work and support.

This is such an amazing organization. At the state house, we are recognized by friend and foe alike as one of the most effective organizations in the building. We are always asked to serve on statewide ballot questions that affect taxes, voting rights, and funding. Our endorsement or nonendorsement of candidates means something.

We have some locals who have stepped up in the same way. Portland EA engages in local elections. Bangor, Bonny Eagle, Gorham, Gray-New Gloucester, Mountain Valley, Spruce Mountain, and many other locals created good will in their community by whole heartedly supporting food drives.

And we have some locals stepping up big time to defend members and teaching and learning.

Lewiston HS has a new principal because the LEA organized around a lack of leadership. A couple of years ago Lincoln, Maine got a new Superintendent who would be more respectful of teachers and educational support staff. And a couple of years ago, USM staff and students caused regime change. We are asking our staff to look for ways to help you better the lives of your members at the local level.

In the meantime, it is my pleasure to serve as your Executive Director and I am looking forward to the successes and challenges ahead spending major time on the major things that face us.

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