Maine Educator June 2019

MAINE

Educator June 2019 www.maineea.org @maineea

“WHAT I LOVE ABOUT MAINE” COVER CONTEST Page 16

Winning design: Chloe Weeks Bangor High School Teacher: Eric Hutchins

Coverage you can depend on for the ones you love.

As an eligible NEA member,* you’ve got the protection of NEA Complimentary Life Insurance, issued by The Prudential Insurance Company of America — but you should name a beneficiary to make sure your loved ones are covered. Go to neamb.com/free-tote and register your beneficiary to get this FREE tote. Or call 1-855-NEA-LIFE (632-5433) and mention offer code: TOTEBAG

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Maine Educator • June 2019

Visit neamb.com/protect to learn about all the solutions available to help meet your insurance needs.

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DT220419

JUNE 2019 10

Volume 79, Number 6

NATURE EXPLORATION IN MEXICO

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Opening Bell Editor’s Note - Finish STRONG President’s Message Free Stuff Perspectives: Educational Malpractice Tech Talk: Podcast Possibilities Nature Exploration in Mexico Trauma Informed: How to Improve Self-Regulation and Connection in the Classroom Fast Facts Quality Schools Summit: Lessons Learned

09.

TECH TALK: PODCAST POSSIBILITIES

With a free app and a creative idea, you can easily turn your students into audio publishing machines!

Editorial Staff

Managing Editor Paula Voelker Editor Giovanna Bechard Layout Design Shawn Berry Leadership

President Vice President Treasurer NEA Director

Grace Leavitt Jesse Hargrove Beth French Amanda Cooper

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MEA members advocate for the schools our students deserve

“What I Love About Maine” Art Contest Finalists We Are MEA School Lounge Makeover Bachelor’s and Master’s Degree Career Earnings Summary #RedforEd Early Career Educators Engage in MEA 91st MEA Representative Assembly Calendar Summer Travel Discounts

12.

TRAUMA INFORMED

20.

CAREER EARNINGS DATA

Learn ways to help your struggling students by better understanding their trauma and how to help them cope.

District-by-District look at career earnings, based on a cumulative 30 year range.

Board of Directors Robert "Bo" Zabierek Suzen Polk-Hoffses Mallory Cook Cedena McAvoy Ken Williams Janice Murphy Maryann White Jim Thornton Rebecca Cole

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MAJOR EDUCATION WINS

Terry Martin Bob McCully Janet Howe Kuech Donna Longley Lisa Leduc Neil Greenberg Thomas Moore III Gerry French Carson Hope

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.

For advertising rates and information please contact: Shawn Berry 35 Community Dr., Augusta, ME 04330 207-622-4418 ext. 2206 June 2019 • www.maineea.org

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County Teachers of the Year Named

PENING BELL

Engaging Young Educators

Early career educators in the Bangor area participated in MEA’s Young Education Professionals (YEP) group as they attended a paint night. During the painting, the group learned about the extensive benefits of membership through the MEABT and through NEA Member Benefits. Further south, YEP-MEA held a technology training event at Rising Tide in Portland. The training offered advice on different technology tools educators can use to engage their students and left time at the end for members to share best practices. MEA regularly hosts these specialized events to give those newer to the profession a place to share and connect on the issues that matter to them. To learn more visit: https://maineea.org/yep-mea/

Congratulations to the MEA members named County Teachers of the Year. The teachers were nominated by a member of their community, underwent a rigorous application process, and were chosen by a panel of teachers, principals and business community members.

Maine County Teachers of the Year serve as ambassadors for teachers, students, and quality education state-wide. The Maine County Teachers of the Year are available to make presentations to local and regional organizations. Through the summer, they will continue to participate in an intensive State Teacher of the Year selection process.

Below are the MEA members who have received this honor.

Androscoggin: Shawn Rice, Edward Little High School, Auburn Cumberland: Heather Whitaker, Gorham Middle School Franklin: Robert Taylor, Spruce Mountain Middle/High School, Jay Hancock: Nell Herrmann, Blue Hill Consolidated School Knox: Thomas Gray, Camden Hills Regional High School Penobscot: Tracy Deschaine, Orono Middle School Sagadahoc: Charles Bingham, Morse High School, Bath Waldo: Ashley Reynolds, Captain Albert Stevens School, Belfast York: Ethel Atkinson, Bonny Eagle Middle School, Buxton Lincoln County did not have a nominee who both met the criteria and engaged in the application process.

Early Career educators learn new technology tips at an event at Rising Tide in Portland.

Local Associations Organizing

Bangor Contract Success After nearly a year of contract negotiations, Bangor EA reached a settlement agreement with the School Committee. Bangor teachers received an increase of 8% over the next three years; it’s the biggest gain in 11 years.

In keeping up with the push to increase the starting teacher pay, BEA negotiated a $40,000 base for teachers on the Bachelor scale on year three. Ed Techs also received an 8% increase over three years and credit for prior experience for new hires. In addition, BEA achieved new extra duty stipends.

Seacoast EA continues to reach out to members and non-members as it grows membership . The local held a member mixer-a social event for existing members and encouraged new members to attend by showing up with a completed membership application.

The group met at a local brewery in Rockland, raffled off prizes every 30 minutes, fed everyone and had fun! Seventy-five people showed up, including MEA President Grace Leavitt and UniServ Director, Rose Mahoney.

EDITOR'S NOTE Finishing

STRONG

E

very year, this time of year, it feels like May and June have 1,357 days.

The time seems to stand still, and the work feels never ending.

However, the end of the school year is near, and while that does not mean the work stops, the change in pace and necessary assignments, at least for me, is a welcomed one.

Getting through these last few weeks though doesn't have to be that difficult, if you think about the relationships you’ve built over the course of the year and tap into those to help guide you through. That kid that won’t seem to listen now—because it’s about 100 degrees in your non-airconditioned classroom and everyone just wants to go outside—that kid is really fond of you. He’s likely told his mother you’re his favorite educator ever.

The message may have not made it to you, but the relationship you built with that child has made a difference, and he’s talking about you at the dinner table. Educating that kid this year should be considered a “win” for this school year. And in the end, just remember you’re in this game for that kid. Use those relationships—all those times you talked Fortnite, Pokemon or sports or music or whatever with your students—use those bonds you’ve built to power through. You likely have more influence now than any other time of year. Take this time to try and guide and inspire your students; you may not get another chance.

So, how to finish strong and curb the end of the year chaos?

Try these ideas from your fellow educators:

Write a letter of introduction to the next teacher The letter should include the usual favorite book, leisure time activity (for fun!), etc. Also include information on “how I learn best” and what I like the most and the least about school.

Create Camp Read-A-Lot During the last week of school, take your students camping -- in your own classroom! Tents, flashlights and other camping gear make for a fun, end-of-year reading event.

Sit and Chat Moderate a discussion of what they liked best and the least about the school year and finish up with what they “will remember fondly.” If you do this at the start of the last week, the list can be typed up, printed out, and given to students to take home and remember the year.

Thank You Staff!

Education Support Professionals (ESP) sometimes don't get all the credit they deserve for school success. Ask your students to choose a staff member and send a thank you card on behalf of the class.

Small acts of kindness make a big difference and end the year on a great note!

Giovanna Bechard Editor editor@maineea.org

FOLLOW US ON SOCIAL MEDIA June 2019 • www.maineea.org

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MEA | President's Letter Reflect, remember, recharge

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here did this year go? Often that’s a question I would ask myself as the school year came to an end, and in this role now, I really am wondering where it went! It seems like the 2018 MEA Representative Assembly just happened, but actually we just ended the 2019 MEA RA! (It was great, by the way! Thank you to all who participated and helped to make it happen! Read more on page 26.

When I began this position last summer there were endorsements, trainings, meetings, then Supreme Court hearings, elections, book deliveries and of course, a full legislative session (which isn’t over yet—but hopefully will be by the time you read this!).

Though I have missed being in the classroom, I truly enjoy this work and especially the chance to meet many more members across the state. Seeing things from this perspective, I am even more confident our students and our public schools are in good hands. Our students are fortunate to have such dedicated and hardworking educators who really care about them and show it every day.

My dad was a teacher—high school math—for well over forty years. He at times worked three jobs to help my four sisters and myself go to college. I knew Dad loved teaching, but I saw how hard he worked, and I did not intend to follow in his footsteps.

But the college I attended, Beloit College in Wisconsin, had a requirement for a ‘field term’-you had to live away from home and campus and have a job for a term-so, I became an instructor at a language institute in Spain, teaching English to teens and adults.

My motivation initially was so I could stay on in Spain where I had been studying, but after just one evening of classes, I was hooked.

The interaction with students, the creativity and passion needed to find whatever ways they needed to get them to understand and learn—I loved it!

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Maine Educator • June 2019

There have certainly been times over the years when I have questioned my career path. But at those times, I just recall how I felt at the Briam Institute in Madrid, and how many more moments I have had where I have remembered my ‘why’ for becoming a teacher. And I feel renewed and reenergized.

Over the summer break in the academic year (even though I know many of us will be working), I hope that you can find the time to also remember your ‘why’—why you chose to do what you do for Maine’s students—and I hope that you also can feel renewed energy and have the chance to recharge.

Meanwhile I will be working on our next round of forward movement. After many successes in our Association this year, I will be looking for more ways to reinforce educator voice in the decisions that impact our students and our colleagues, to restore the respect that educators deserve, to redistribute the power that has been out of balance for too long, to retain the good progress in our schools and to reduce—or remove—the negative impact of misguided decisions of the past.

To our retirees and those who are about to join them, thank you for your years of service (and remember to stay connected by enrolling in MEA Retired!)

To all, relax, recharge, reinvigorate, and know that you can rely on the fact that together we will continue to work relentlessly to make our schools the great schools that all our students deserve!

Grace Leavitt President gleavitt@maineea.org

Free Stuff

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t's one of the best four letter words out there—FREE—especially when you're on a tight budget. Maine Educator found a few freebies!

Buy, Use Toss

This free unit asks students in grades 9-12 to explore and analyze the materials economy. Subject areas covered include science, social studies, business/finance, English, communications, journalism, and mathematics. The unit’s ten lessons (two-week curriculum unit) has student worksheets and extension activities and are keyed to national science and social studies standards.

FMI: http://bit.ly/buyusetoss

Young Scientist Lab

Free science lesson plans for grades K-6 will help you turn your classroom into a lab. Lesson plan ideas range from using post-it notes to determine the force necessary to pull them apart to examining golf ball designs to explore the physics of aerodynamics. Learn more and help bring your teaching to life!

FMI: http://bit.ly/youngscientistlab

Career Lesson Kit

“What Will You DO When You Grow Up” career lesson kit is available through Lenovo. Each lesson plan provides students with information about the possibilities of what they can do when they grow up. The kit is available for grades K-8 and is developed to support Common Core state standards.

FMI: http://bit.ly/careerlessonkit

Free White Boards

This is one of those deals where you can request a sample for free, without the obligation of buying the product. All you have to do is fill out an online form.

FMI: http://bit.ly/everwhitefree

Head to maineea.org/freestuff to find your resources!

June 2019 • www.maineea.org

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Perspectives

EDUCATIONAL MALPRACTICE: State Mandated Standardized Testing The quality of these tests is concerning. This is particularly true regarding the language and essay portions. As far as I can tell, the language test is looking at grammar. But the test is unbelievably tedious. On one item kids are asked to correct awkward sentences within long passages by choosing replacement sentences from a choice of four. The problem is, the replacement sentences all sound and look the same. Yes, if you look closely there are slight differences in the sentences, very slight. A student with attention issues will surely miss this nuance. If I ever gave any of my students a task like this my colleagues would call that bad teaching. Good teaching builds on success and does not set up students to fail. These questions on the language portion seem as if they are trying to “trick” the children; I say shame on them.

Jane Seidenberg works in the Resource Program as a special education teacher in Gorham

In my opinion, the worst of the tests is the 90-minute “essay”. Eight and nine-year-olds are asked to sit in front of a computer and type an essay for 90 minutes.

I

am one angry and exasperated special education teacher. I made it through the most excruciating time of year for me as a professional. I just know the majority of my colleagues feel the same. We trudged through the annual torture of administering the Maine Educational Assessments to the kids at our elementary and high schools throughout the state.

I cannot begin to describe how disruptive and inappropriate these tests are for the children I serve.

It is important to try however, because we need to have a conversation about the utility of these evaluations.

The assessments are administered over a week for a total of nine hours. It is hard to rationalize nine hours of testing for 8, 9 and 10 year-old students. By way of comparison, the BAR exam for would-be lawyers is 12 hours over two days, and the MCAT (admission to medical school) is 7 hours given in either one or two days. But these young children with disabilities take 9 hours of testing that includes two math tests, two reading tests, two language assessments (!) and one essay.

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Maine Educator • June 2019

In my opinion, the worst of the tests is the 90-minute “essay”. Eight and nine-year-olds are asked to sit in front of a computer and type an essay for 90 minutes. I don’t know about you, but I could never sit for 90 minutes and type up a high-quality essay. This is developmentally inappropriate for all children, and especially those with disabilities. This is not how writing is taught in schools and does not produce the best quality work from beginning writers.

The most agonizing part of the experience for me though is watching my students as they test. It’s important to understand that students with disabilities take all the tests at their grade level, even if they have not yet been taught or are ready for the material.

If they are a 5th grader and read at the third-grade level, they take the 5th grade test. If they are working on 3rd grade math concepts and are in 5th grade, they take the 5th grade test. Try to imagine how a nine-year-old student who already knows he/she is very behind experiences this injustice.

The final educational malpractice is the delivery of the scores. The scores for the MEA assessments generally arrive a year later. The kids are in a different grade, with different teachers and in some cases at a different school. How can that possibly be of any use to anyone? The score report says nothing about the students learning needs, only if he /she meets, partially meets, or does not meet the standards in a certain area. This is of no help to teachers, parents or students.

I’m writing this as a plea to all those in the position to affect educational policy. This approach to assessing and reporting on our students with disabilities must end. It is cruel and serves no purpose. It is a waste of time and resources. It takes valuable time from instructing.

It is damaging to children, teachers and the school culture. Those who understand children and schools need to come to the table and provide alternative ideas.

Too much is at stake to squander precious resources and precious children on something that provides so little in return.

Tech Talk

Free Tools

Podcast Possibilities

I

f you’re looking for a fun way to give your students their own voice while building self-esteem and sparking creativity-think Podcast!

Podcasting will allow students to both improve research, writing, speaking and collaboration skills.

Podcasts are also great for those students who are auditory learners. With free online tools creating podcasts are easier than ever. You can share the podcasts with students’ family members, the school and others by posting on social media, the school website and via email.

Here are a few ideas for podcast projects in your classroom:

Audacity allows you to record straight from your computer with an internal or external mic. You can also drag sounds in and mix and edit. (Windows/Mac)

Audacity

While it’s known for its music making, Garage Band, built into Macs is an easy application to create podcasts. (Mac)

Garage Band

1. Reading Radio Show

Students create a radio broadcast about a recent book they’ve read and share what they like most about the story. This gives students an opportunity to share what they’ve learned and gives them an opportunity to share opinions about the text as well.

An app that you can download on your phone, Anchor is as easy as can be to use.

You don’t need any extra equipment-you just record everything in your phone then you can edit online.

2. Action News Classroom

Students read non-fiction stories happening in your area, practicing both their reading and oral skills. Allow students to trade places reading different kinds of stories from features, to city hall type news to weather.

Anchor

3. Reporter Round Up

Have students interview each other or other teachers and administrators about interesting things happening in the school. Was there a recent class that performed a play?

Conduct a podcast review of the show after interviewing students and the teacher.

4. End of Unit Podcast

After you’ve finished a unit, ask students to share what they’ve learned in a podcast. If you studied World War II, students can present their knowledge in a podcast, reading from a written report and adding in key details and interviews at the same time.

5. Celebrate Special Months

Use a podcast to share information about important cultural events like Black History Month and Women’s History Month.

Share the podcasts with family and the community via social media.

Quick How To’s Give students an idea on how to start their podcast.

Remind students to: 1. State the name of the podcast 2. State their name(s) as the hosts of the show 3. Content of the show 4. Call to action to tell listeners when you can hear the show again or learn more about the topic 5. Thank listeners

June 2019 • www.maineea.org

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EXPLORATION NATURE

M EXIC

O, M AINE

“Worms can have 100 babies!” exclaims one kindergartener. “And they have five hearts!” explains Mrs. Maggie Corlett. The lesson on worms is just the latest in a series of year-long exploration projects outside at Meroby Elementary School in Mexico.

Every Wednesday, unless it’s pouring or feels like 11 degrees or colder, the students in Kindergarten, 1st and 2nd grades take their learning outside, into the woods adjacent to the school.

Maggie Corlett and the kindergarten team-Kristen Giberson, Heidi Ferguson, and Jessica McMichael- started the Nature Exploration program three years ago, and ever since, the changes in the students’ behavior and ability to learn has grown.

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Maine Educator • June 2019

“Trauma-based research has shown that spending time in nature has proven to be beneficial to helping students regulate emotions and behavior. Oxford County has some of the highest numbers when it comes to students in trauma, which adversely affects behaviors in the classroom. When we started going outside, some of the kids who struggled in the classroom became leaders in the woods.” The next thing we knew, the kids were growing and their ability to learn was expanding so we started spending more time in the woods.

If we can come out here and get them stabilized, they get a break-they get the mental rejuvenation-and then they can go into the classroom and learn,” said Corlett.

The lesson on this day was all about worms. Students explored in the woods, looking for worms and sharing in their discoveries with each other. While in the woods the problem-solving and critical thinking skills are evident when students used long logs to build bridges over huge mud pits. “See that’s STEM,” said Corlett. “And that’s teamwork, they’re learning so many skills out here,” added Corlett.

While the science lessons are evident, the literacy component is incorporated when each of the four kindergarten classrooms break-out into their own individual outside classrooms, complete with log seats. Here, students take out clipboards and write about the worm as the lesson continues in an environment that Corlett says exposes many of these children to opportunities they don’t have at home.

“We use the woods for everything!

For math, if we’re practicing what makes five, we take out ten-frames and we let the kids come up with five-so five leaves or sticks.

We would let them write five in the dirt; so, it’s your basic kindergarten curriculum just all outside. Then, we also bring the stuff from the woods into the classroom. So, if they love the mud, they then write about it and they’re more willing to make out the sounds because they’re out in the mud, so they know how to do it,” said Corlett.

Since the classes started going outside each week, Corlett says she’s seen the students’ vocabulary increase with reluctant readers seeking non-fiction books about what they’re studying outside, improving both their reading abilities and increasing their desire to read.

It’s an all-around win-win in the woods for everyone.

“This is the best! I love the woods!” said kindergartner Paytin.

“Many of the children live in apartments with balconies and no yards. Some live where it’s not safe to just go outside and play.

Many kids are told to stay out of the mud because they don’t have boots at home and their parents don’t want their shoes to get dirty because they only have one pair. Here we have boots donated, they all have a pair, and they can learn and explore,” said Corlett.

The Nature Exploration program was so popular in kindergarten, it has since been expanded and will be in grades K-4 starting next year. Regardless of the time of year, Corlett says they always find an excuse to go outside, and she tailors the lessons to what the students are interested in at the time. While the class was studying the books, Caps for Sale, they all headed outdoors and acted the book out with all the trees around the school.

June 2019 • www.maineea.org

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Trauma-Informed: How to Improve Self-Regulation and Connection in the Classroom

W

hen it comes to helping students who have had adverse childhood experiences (ACEs), it’s important for educators to understand first what types of experiences their students have faced or are dealing with, the proper questions to ask, and then how to move forward to best help the child. Below is information to help guide you in your work as you advocate and support your students.

ACEs are broken up into ten kinds in three broad categories as pictured below.

ACEs QUIZ

An ACE quiz identifies the difficulty of a child’s upbringing. The test below tallies different types of abuse and neglect and other areas that would impact the upbringing of a child, and the impact that childhood will have on their likely future health problems. The higher the ACE score, the higher the risk for a later health issues.

The test paints a picture for educators to understand what children are faced with and the barriers to learning before they even enter the classroom.

ACE test

Prior to your 18th birthday: 1. Did a parent or other adult in the household often or very often… Swear at you, insult you, put you down, or humiliate you? or act in a way that made you afraid that you might be physically hurt?

No___If Yes, enter 1 __ 2. Did a parent or other adult in the household often or very often… Push, grab, slap, or throw something at you? or Ever hit you so hard that you had marks or were injured?

No___If Yes, enter 1 __ 3. Did an adult or person at least 5 years older than you ever…

Touch or fondle you or have you touch their body in a sexual way? or Attempt or actually have oral, anal, or vaginal intercourse with you?

No___If Yes, enter 1 __ 4. Did you often or very often feel that … No one in your family loved you or thought you were important or special? or Your family didn’t look out for each other, feel close to each other, or support each other?

No___If Yes, enter 1 __ 5. Did you often or very often feel that … You didn’t have enough to eat, had to wear dirty clothes, and had no one to protect you? or Your parents were too drunk or high to take care of you or take you to the doctor if you needed it?

No___If Yes, enter 1 __ 6. Were your parents ever separated or divorced?

No___If Yes, enter 1 __ 7. Was your mother or stepmother: Often or very often pushed, grabbed, slapped, or had something thrown at her? or Sometimes, often, or very often kicked, bitten, hit with a fist, or hit with something hard? or Ever repeatedly hit over at least a few minutes or threatened with a gun or knife?

No___If Yes, enter 1 __ 8. Did you live with anyone who was a problem drinker or alcoholic, or who used street drugs?

No___If Yes, enter 1 __ 9. Was a household member depressed or mentally ill, or did a household member attempt suicide?

No___If Yes, enter 1 __

Source: Centers for Disease Control and Prevention Credit: Robert Wood Johnson Found.

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Maine Educator • June 2019

10. Did a household member go to prison?

No___If Yes, enter 1 __ Now add up your “Yes” answers: _______ This is your ACE Score

ACEs Increase H E A LT H R I S K S

Trauma-Informed Practice: Beneficial For All Students A trauma-informed approach to education aims to implement techniques that benefit students with trauma histories, educators, and the larger educational community as a whole. Such a model focuses on providing universal, tier-one interventions that provide valuable support to all students. Additionally, a trauma-informed approach abandons the notion that punitive discipline or special education referrals are a front line intervention when symptoms emerge. Rather, such an approach encourages educators to ask “what happened to you?” instead of “what’s wrong with you?”

Strategies to Support Traumatized Students

Source: Centers for Disease Control and Prevention Credit: Robert Wood Johnson Found.

Student Reactions to Trauma Molly Cevasco, Eric Rossen, & Robert Hull as seen on neatoday.org

Students experiencing trauma often display specific characteristics. These characteristics can be separated into three main categories: emotion and behavioral self-regulation, social skills, and cognitive functioning. All of these characteristics impact educational outcomes.

REGULATORY SKILLS

• Traumatic experiences may affect a student’s regulatory skills by impacting their ability to appropriately express and manage their emotions. Students may have difficulty labeling and recognizing their own emotions, or explaining their own emotional reactions to situations and events.

• For many children who have experienced trauma, loud or busy activities can also be overwhelming and may affect their ability to regulate their reactions. This can be especially confusing for teachers if students respond negatively to highly desirable activities.

SOCIAL SKILLS

• Children affected by traumatic experiences frequently demonstrate disordered social skills. They may struggle to engage in appropriate play with peers. This can present in several different ways, including “over-involvement” in social interactions demonstrated as a lack of boundaries.

• Children who experience trauma may appear withdrawn socially or may need to make themselves feel in control of even small situations. These students may display bullying behavior or may “talk back” to others in an effort to maintain their own control.

COGNITIVE FUNCTIONING

• Students may be easily overwhelmed and have difficulty following single or multi-step directions. They may appear inattentive or struggle to shift from one activity to another, despite significant prompting. Educators often mistake these behavioral cues for deliberate defiance.

Students with trauma histories may also struggle to ask for help or, conversely, may be overly dependent on others to start and complete work.

PROVIDE STRUCTURE AND A SENSE OF SECURITY, INCLUDING DEVELOPING A SAFETY PLAN: • Children who experience abuse often yearn for structure and predictability. Help students by clearly outlining daily schedules and providing them with a brief, private warning if you become aware of a change in the schedule.

• Make a safety plan with the student, parents, and guidance counselor. The plan should outline strategies the student can use when feeling anxious or upset. It can also include appropriate school staff to speak with, places to go, hotlines to call, and activities they can do in the classroom and other parts of the school. Be clear with the student about activities that are always acceptable in your classroom and activities that are only appropriate at specific times. Students may benefit from visuals that they can reference when they begin to notice that they are feeling upset.

IDENTIFY TRIGGERS OF ANXIETY OR CHALLENGING BEHAVIOR:

• Students who have experienced abuse may have difficulty remaining calm in frightening or anxiety-producing situations.

Keep in mind that loud noises (such as assemblies or fights), talking about violence, or raised voices might cause an emotional reaction. Offer the student a quiet place to stay until situations become calmer and be prepared for negative emotions and behaviors from the student in response to triggers.

DIRECTLY TEACH PROBLEM SOLVING SKILLS:

• Social skills and emotion regulation curricula are helpful, but they can be effectively supported with your own modeling. Be honest with students about how you’re feeling and talk through your actions in response to challenging situations.

• Remember that while students are learning from your behavior, they are also learning from the behavior they observe at home. It may be confusing for a student who witnesses domestic violence at home to understand that violence is an inappropriate strategy at school. Help students find alternative responses and be clear with them about what is acceptable behavior at school.

June 2019 • www.maineea.org

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FAST FACTS

By the Numbers 9 STATES

The number of states that have lower starting teacher salaries, compared to Maine—putting Maine’s starting salary near the bottom of the list.

77 CENTS “I’m in the job because it’s rewarding. It’s good for my heart. It makes me happy, but the salary -- it’s tight. Teachers are taking out credit cards and doing it that way because it’s the only way they can afford it.

I know it’s hard to see that come out of your taxes, but we need it. We need it to support our kids. And by supporting your teachers, you’re supporting your kids.” Chelsea Crane, a first-grade teacher in Biddeford on NewsCenter Maine speaking about the need to increase the starting teacher pay to $40,000.

“When we don’t have a voice in how that is done, and we don’t have a voice in the way that we are evaluated, that can start to be really disheartening, and I worry,” Sinclair said. “I worry about declining teachers. I worry about teachers who leave the business in the first three-to-five years.” Heather Sinclair, a teacher at Wiscasset Middle High School and a school board member in Edgecomb, speaking during a news conference at MEA’s #RedforEd Day at the State House, as aired on Maine Public.

“We advertised. We called the colleges.

We advertised again. And still did not find a single person for a third-grade teaching position.” Patty Scully, Winslow Elementary teacher,

testifying in Augusta, with comments later printed in the Bangor Daily News, on the need to increase teacher salaries to attract and retain people to fill vacant positions. Scully, an intervention teacher, was required to take the 3rd grade position because the district never found a qualified applicant.

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Maine Educator • June 2019

The amount of money teachers earn compared to every dollar earned by someone in another profession with similar education and years of experience—also known as the Teacher Pay Gap.

$10 MILLION

The amount of money Governor Mills placed into her original budget to fund an increase in starting teacher salaries to $40,000.

50 YEARS

Average age of an American public school nationwide, as reported in NEA Today article regarding the need for states to invest more in school infrastructure.

$3 MILLION

Amount of money in the State’s School Revolving Renovation Fund which provides no-interest loans for school repairs across the state. The fund initially had $200 million in it when Governor Angus King was in office. Governor Mills is proposing adding a one-time $20 million investment into the fund to help aging schools.

“The Maine Education Association has heard for years from its members about the evaluation process and its need for change. This change in law truly highlights the value and knowledge of our teachers.

Teachers deserve a fair evaluation process, one that helps them learn and grow; this new law allows for that to happen while giving teachers a voice in the process.”

MEA President Grace Leavitt in a statement as news broke on the passage of a new teacher evaluation law that removes the standardized test score requirement.

#TRENDING

Kaitlin Young Great Day @MaineEA Quality Schools Summit! It was a blast to share about the work of @TeachtoLeadME

MEA Training at its Best MEA continually works to provide its members free, high-quality professional development. At this year’s Quality Schools Summit, members chose between from a variety of training sessions to help them in their work. From trauma informed teaching and learning, to meeting the needs of the whole child, educators walked away with information they could use immediately when they returned to work the following Monday. Plus, the time to connect with others from around the state and share best practices is always a benefit of an MEA event! Here are some of the lessons learned and comments on the Summit from the members, in their own words.

Session Name: Power of the Pause: Trauma Informed Shifts for the Classroom This was an excellent session. I appreciated the speaker and assistants. We covered a lot of important information in a very organized fashion, with handouts and note-taking to bring back to our schools with us. Our questions were encouraged and validated.

Thank you for a great session. I decided to stay for the next session with this speaker, as the first two were so informative and interesting.

Session Name: Vision Meets Action: Whole Schools and Whole Communities Partnering to Educate the Whole Child in ME The hands-on activities and discussions were wonderful, as well as the goodies. The presentation opened my eyes to looking at the whole child, and has given me tools to bring back to use with my own students.

Shana Goodall Learning with Brittany Ray, MTOY 2007, about Adverse Childhood Experiences at the @MaineEA Quality Schools Summit #WeAreMEA

Carson Hope Adding so many things to my toolbox at the @MaineEA conference!

Jennifer Wright So much fun talking about Teacher Leadership and Teach to Lead Maine with @MrColemanGSB and @sedomusicME at the @MaineEA Quality Schools Summit.

Session Name: What’s Voice Got to Do With It? Student Voice in Trauma Informed Schools This was an interesting session, giving the idea to invite students to come up with their own subject to participate in as a class. This gave students an opportunity to take their minds off of traumas and problems that they are dealing with and focus on something fun and interesting of their own choice. It gives them pride to be able to lead the class in a direction of their choosing and look forward to the ideas their classmates have for future classes which they would plan for.

June 2019 • www.maineea.org

15

“WHAT I LOVE ABOUT MAINE” COVER CONTEST

The MEA is pleased to showcase student artwork during its fourth annual Maine Educator Art Cover Contest. Artwork was judged in the following categories: K-4, 5-8, 9-12 and Digital. Congratulations to all the students and teachers!

9-12 Finalists

Allisyn Tidd Bangor High School Teacher: Eric Hutchins

Celia Buetens Orono High School Teacher: Jessica Barnes

5-8 Finalists

16

Livia Ponarski Madawaska Elementary School Teacher: Barry Tingley Maine Educator • June 2019

Zoe McMann Massabesic Middle School Teacher: Angela Jones

K-4 Finalists

Mackenzie Shields CK Burns School - Saco, Maine Teacher: Kathy Moody

Lillian Owen Eliot Elementary Teacher: Jennifer Chamberlain

Digital Finalists

MAINE

Preston Perkins Oxford Hills Technical School Teacher: Virginia Valdes

Emily Landspey Oxford Hills Technical School Teacher: Virginia Valdes June 2019 • www.maineea.org

17

We Are MEA

Congratulations to Karina Escajeda, Augusta EA, who received an NEA Learning and Leadership Grant to study Arabic in Egypt this summer.

Escajeda was also selected to participate in the Fulbright DA (Distinguished Award in Teaching) program in the second semester of the 20192020 school year. She is one of 26 teachers, nationally, who have been selected, and one of two teachers who will be placed in Greece. “I am looking forward to representing Maine overseas as a citizen ambassador with the Fulbright program, and I am looking forward to improving my Arabic this summer for the benefit of the Augusta Schools community,” said Escajeda.

Congratulations to Thornton Academy TA member Jodi Thomas who was named Maine Art Education Association Teacher of the Year!

Thomas has taught at Thornton Academy since 2002 and has instructed a wide range of visual art classes. Additionally, Thomas ran a Summer Arts for Kids and Summer Arts for Teens camp.

“Ms. Thomas is willing to help; she allows students space to grow as individuals and to become more independent. I think this is the most notable aspect of the class environment she creates–– students are comfortable enough to express creativity, while still understanding the effort that they must put in to succeed,” student Megan Bainbridge told Thornton Academy’s online publication.

Lynn Snow has been named the 2019 Maine Agriculture in the Classroom Teacher of the Year. She

is a 5th grade Science and English teacher at Thomaston Grammar School. Thomaston Grammar School is a K – 5 school serving approximately 200 students. Lynn has taught 5th grade at the school since 2007.

Michele Lawless and Anais Aguirre from Portland EA made their way to NEA headquarters in Washington, D.C. for

a training on Race and Equity, to learn more about how help our students and how to encourage people from diverse backgrounds to enter the profession.

18

Maine Educator • June 2019

In the fall of 2009, Lynn and three of her colleagues decided to take on the task of transforming an abandoned high school ropes course area into a school garden. Together, these individuals began what is now known as the TGS Common Ground Garden & Outdoor Classroom. It is this project that set Lynn in motion to integrate agriculture into her teaching. Today, Lynn serves as the lead garden teacher at her school and uses much of the garden’s harvest in her classroom that is equipped with a full kitchen. Over the years, Lynn and teammates have worked with hundreds of 10year old students that consistently claim that the “garden” was the best part of their 5th grade year!

Learn more about the TGS Common Ground Garden and Maine Ag in the Classroom by heading to the Maine Educator Online.

Here are the links for the online magazine: https://www.agclassroom.org/me/

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June 2019 • www.maineea.org

19

Career Earnings Data

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CAREER EARNINGS SUMMARY BACHELOR’S DEGREE 2018-19 SCHOOL DISTRICT BA MAX CUMMULATIVE SALARY FOR 30 YEARS PORTLAND $1,978,982 WELLS-OGUNQUIT CSD $74,803 $1,921,165 YARMOUTH $71,849 $1,880,650 FALMOUTH $74,339 $1,874,549 CAPE ELIZABETH $72,071 $1,855,671 FIVE TOWN CSD $72,212 $1,812,146 RSU 28, CAMDEN $72,212 $1,812,146 RSU 35, ELIOT $68,640 $1,804,030 AOS 98 - EDGECOMB $69,990 $1,796,113 WEST BATH $72,817 $1,772,300 SOUTH PORTLAND $65,445 $1,762,010 RSU 88, VAN BUREN $67,430 $1,749,030 AOS 98 - GEORGETOWN $70,536 $1,744,677 SCARBOROUGH $67,538 $1,742,776 RSU 01, BATH $72,923 $1,732,201 AOS 93 - BRISTOL $65,101 $1,727,091 WESTBROOK $68,377 $1,713,207 GORHAM $65,845 $1,707,397 AOS 93 - GREAT SALT BAY CSD $66,172 $1,690,987 RSU 51, CUMBERLAND $64,558 $1,690,599 RSU 75, TOPSHAM $67,800 $1,687,500 VEAZIE $68,750 $1,684,650 RSU 07, NORTH HAVEN $64,510 $1,684,424 BRUNSWICK $72,132 $1,678,048 AOS 93 - SOUTH BRISTOL $65,472 $1,677,896 AOS 98 - BOOTHBAY-BOOTHBAY HARBOR CSD $71,206 $1,674,052 AOS 98 - SOUTHPORT $65,578 $1,672,773 ST. GEORGE $64,766 $1,672,230 BIDDEFORD $63,648 $1,665,457 RSU 05, FREEPORT $63,195 $1,655,229 VASSALBORO $67,143 $1,649,705 KITTERY $61,295 $1,647,379 RSU 13, ROCKLAND $64,125 $1,643,450 LEWISTON $63,888 $1,640,760 RSU 26, ORONO $71,150 $1,638,450 RSU 42, MARS HILL $62,160 $1,638,360 ISLESBORO $62,841 $1,636,624 RSU 32, ASHLAND $59,607 $1,629,961 RSU 14, WINDHAM $67,298 $1,629,740 RSU 08, VINALHAVEN $67,000 $1,627,618 RSU 71, BELFAST $62,388 $1,624,812 GLENBURN $66,770 $1,621,360 SACO $62,957 $1,616,844 RSU 15, GRAY $66,125 $1,615,250 THORNTON ACADEMY $58,502 $1,612,465 SANFORD $63,670 $1,609,435 AUGUSTA $64,988 $1,607,572 ACTON $62,684 $1,607,520 RSU 60, BERWICK $62,835 $1,607,048 NORTHPORT $60,867 $1,600,455 RSU 34, OLD TOWN $63,500 $1,597,313 DAYTON $61,422 $1,588,818 LINCOLNVILLE $63,706 $1,577,365 RSU 57, ALFRED $63,366 $1,575,803 AUBURN $58,456 $1,567,349 RSU 20, SEARSPORT $60,520 $1,566,548 MADAWASKA $57,988 $1,562,394 RSU 10, RUMFORD $61,664 $1,561,555 RSU 56, DIXFIELD $61,664 $1,561,550 RSU 73, JAY-LIVERMORE $61,491 $1,556,571 AOS 93 - NOBLEBORO $57,464 $1,546,951 FOXCROFT ACADEMY $61,706 $1,544,088 RSU 40, WALDOBORO $63,088 $1,543,505 RSU 06, BUXTON $59,850 $1,541,000 AOS 94 - SAD 46, DEXTER $65,171 $1,536,527 RSU 33, ST. AGATHA $60,214 $1,531,530 RSU 49, FAIRFIELD $64,000 $1,524,500 RSU 11, GARDINER $60,844 $1,523,917 RSU 54, SKOWHEGAN $64,691 $1,518,221 AOS 91 - BAR HARBOR $63,116 $1,516,176 AOS 91 - MT DESERT CSD $63,116 $1,516,176 AOS 91 - MT DESERT ELEM $63,116 $1,516,176 AOS 91 - SOUTHWEST HARBOR $63,116 $1,516,176 AOS 91 - TREMONT $63,116 $1,516,176 AOS 91 - TRENTON $63,116 $1,516,176 RSU 19, NEWPORT $61,425 $1,514,363 RSU 02, HALLOWELL $59,567 $1,513,488 FRYEBURG ACADEMY $58,750 $1,509,500

Maine Educator • June 2019

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AOS 90 - BAILEYVILLE EASTON ATHENS RSU 86, FORT FAIRFIELD RSU 22, HAMPDEN AOS 95 - SAD 27, FORT KENT HOPE RSU 18, OAKLAND RSU 59, MADISON AOS 93 - JEFFERSON WISCASSET RSU 72, FRYEBURG WINSLOW APPLETON RSU 52, TURNER LISBON RSU 78, RANGELEY EAST RANGE CSD RSU 53, PITTSFIELD RSU 12, WINDSOR RSU 83, BINGHAM MILFORD RSU 24, SULLIVAN RSU 82, JACKMAN SOUTHERN PENOBSCOT REGION 4 RSU 44, BETHEL RSU 63, HOLDEN RSU 74, ANSON RSU 64, CORINTH RSU 17, PARIS OXFORD REGION 11 SURRY RSU 58, PHILLIPS RSU 16, POLAND AOS 77 - ALEXANDER CALAIS RSU 39, CARIBOU RSU 55, PORTER OTIS RSU 68, DOVER-FOXCROFT GREENBUSH RSU 61, BRIDGTON WALDO REGION 7 RSU 04, SABATTUS FAYETTE RSU 03, UNITY RSU 41, MILO DEER ISLE-STONINGTON CSD RSU 38, READFIELD RSU 67, LINCOLN ORRINGTON WINTHROP RSU 80, GUILFORD AOS 90 - PRINCETON RSU 25, BUCKSPORT FLAGSTAFF RSU, EUSTIS RSU 45, WASHBURN RSU 09, FARMINGTON LAMOINE EAST MILLINOCKET RSU 70, HODGDON RSU 79, PRESQUE ISLE ELLSWORTH CHERRYFIELD MEDWAY WOODLAND AOS 94 - HARMONY RSU 89, PATTEN RSU 50, ISLAND FALLS RSU 37, HARRINGTON RSU 87, CARMEL AOS 90 - SAD 30, LEE AOS 77 - PEMBROKE BROOKLIN CASTINE MILLINOCKET BLUE HILL HANCOCK AOS 96 - JONESBORO AOS 96 - MACHIAS CASWELL SEDGWICK AOS 77 - EASTPORT BROOKSVILLE SOUTHERN AROOSTOOK REGION 2 AOS 96 - WHITING AOS 77 - PERRY PENOBSCOT AOS 96 - EAST MACHIAS AOS 77 - RSU 85, LUBEC AOS 96 - CUTLER

$60,838 $60,530 $55,793 $60,696 $63,845 $57,391 $59,150 $65,000 $56,811 $59,091 $67,520 $58,172 $67,693 $57,878 $58,719 $58,461 $59,320 $55,500 $58,793 $65,873 $55,409 $61,000 $55,953 $56,482 $57,100 $56,921 $62,500 $54,212 $58,500 $56,602 $57,684 $54,418 $60,832 $56,500 $59,300 $56,171 $57,074 $58,000 $53,500 $60,496 $56,500 $49,452 $49,824 $55,480 $56,517 $53,473 $54,473 $52,650 $60,592 $57,500 $50,717 $57,524 $56,746 $54,713 $57,130 $52,106 $50,686 $55,509 $51,691 $56,500 $55,344 $56,724 $53,500 $50,860 $48,398 $50,805 $46,587 $53,877 $53,877 $50,648 $49,558 $54,250 $50,278 $43,868 $44,135 $50,000 $42,419 $46,753 $48,200 $49,350 $43,500 $45,673 $49,225 $42,407 $49,649 $45,900 $48,448 $40,500 $47,800 $46,595 $44,024

$1,508,173 $1,507,126 $1,502,150 $1,496,715 $1,492,328 $1,489,984 $1,483,980 $1,479,447 $1,478,675 $1,478,212 $1,474,202 $1,474,132 $1,471,987 $1,471,580 $1,470,848 $1,468,884 $1,466,794 $1,461,000 $1,460,685 $1,460,020 $1,454,753 $1,453,950 $1,453,592 $1,450,557 $1,442,800 $1,441,803 $1,440,250 $1,437,871 $1,437,100 $1,435,560 $1,429,270 $1,428,519 $1,426,916 $1,425,311 $1,419,000 $1,418,317 $1,416,081 $1,410,240 $1,407,750 $1,403,930 $1,395,000 $1,392,333 $1,390,680 $1,389,880 $1,382,109 $1,381,990 $1,381,773 $1,378,763 $1,378,688 $1,376,036 $1,371,378 $1,370,783 $1,367,890 $1,365,374 $1,357,215 $1,355,243 $1,352,412 $1,351,288 $1,346,537 $1,345,300 $1,345,010 $1,344,225 $1,344,014 $1,323,400 $1,316,347 $1,315,584 $1,314,345 $1,314,345 $1,298,953 $1,296,756 $1,295,555 $1,290,375 $1,269,140 $1,261,256 $1,260,836 $1,260,000 $1,252,578 $1,245,049 $1,243,500 $1,236,750 $1,233,000 $1,230,787 $1,230,105 $1,226,386 $1,198,263 $1,188,000 $1,181,650 $1,172,250 $1,150,700 $1,136,808 $1,127,871

170. AOS 96 - MACHIASPORT $45,500 $1,107,550 171. AOS 77 - CHARLOTTE $40,951 $1,088,514 CAREER EARNINGS SUMMARY MASTER’S DEGREE 2018-19 # SCHOOL DISTRICT MA MAX CUMMULATIVE SALARY FOR 30 YEARS 1.

WELLS-OGUNQUIT CSD $78,890 $2,043,791 2.

YARMOUTH $77,938 $2,030,032 3.

FALMOUTH $80,367 $2,029,260 4.

CAPE ELIZABETH $78,019 $2,020,236 5.

PORTLAND $1,978,982 6.

RSU 35, ELIOT $75,161 $1,975,385 7.

SOUTH PORTLAND $72,374 $1,923,691 8.

FIVE TOWN CSD $75,462 $1,909,636 8.

RSU 28, CAMDEN $75,462 $1,909,636 10. RSU 51, CUMBERLAND $72,537 $1,899,556 11. SCARBOROUGH $73,384 $1,885,365 12. AOS 98 - SOUTHPORT $73,776 $1,881,909 13. WEST BATH $76,576 $1,881,897 14. THORNTON ACADEMY $73,128 $1,881,218 15. AOS 98 - EDGECOMB $73,249 $1,879,750 16. RSU 88, VAN BUREN $72,150 $1,865,190 17. RSU 01, BATH $76,688 $1,837,851 18. RSU 05, FREEPORT $71,497 $1,833,068 19. RSU 75, TOPSHAM $72,300 $1,822,500 20. GORHAM $69,594 $1,819,876 21. AOS 93 - BRISTOL $68,371 $1,813,840 22. AOS 98 - GEORGETOWN $72,596 $1,806,487 23. BRUNSWICK $76,180 $1,799,168 24. BIDDEFORD $68,952 $1,798,056 25. AOS 93 - SOUTH BRISTOL $69,681 $1,785,770 26. RSU 42, MARS HILL $67,133 $1,769,431 27. KITTERY $66,548 $1,765,505 28. RSU 32, ASHLAND $64,440 $1,762,120 29. RSU 07, NORTH HAVEN $67,098 $1,761,964 30. AOS 98 - BOOTHBAY-BOOTHBAY HARBOR CSD $74,463 $1,752,112 31. AOS 93 - GREAT SALT BAY CSD $68,172 $1,750,987 32. LEWISTON $67,936 $1,744,720 33. VEAZIE $70,750 $1,744,650 34. ST. GEORGE $67,006 $1,739,430 35. RSU 14, WINDHAM $70,775 $1,733,690 36. ISLESBORO $65,680 $1,723,041 37. AUGUSTA $69,528 $1,719,875 38. RSU 15, GRAY $70,575 $1,718,950 39. AUBURN $63,691 $1,717,329 40. WESTBROOK $68,377 $1,713,207 41. RSU 13, ROCKLAND $66,425 $1,712,450 42. VASSALBORO $69,143 $1,708,859 43. SACO $65,818 $1,702,686 44. RSU 26, ORONO $73,150 $1,698,450 45. SANFORD $66,728 $1,696,807 46. RSU 02, HALLOWELL $66,768 $1,696,455 47. RSU 71, BELFAST $64,583 $1,690,537 48. RSU 60, BERWICK $65,580 $1,689,398 49. ACTON $65,327 $1,686,810 50. ATHENS $62,489 $1,682,420 51. LINCOLNVILLE $67,206 $1,682,365 52. GLENBURN $68,770 $1,682,080 53. RSU 57, ALFRED $66,794 $1,677,720 54. NORTHPORT $63,267 $1,674,355 55. RSU 08, VINALHAVEN $68,500 $1,672,618 56. MADAWASKA $61,991 $1,665,537 57. DAYTON $63,972 $1,665,320 58. AOS 9 - HARMONY $65,443 $1,657,806 59. RSU 56, DIXFIELD $64,826 $1,656,427 59. RSU 10, RUMFORD $64,826 $1,656,427 61. FOXCROFT ACADEMY $66,178 $1,655,984 62. AOS 93 - JEFFERSON $66,162 $1,655,101 63. RSU 33, ST. AGATHA $64,214 $1,650,720 64. AOS 94 - SAD 46, DEXTER $68,921 $1,649,033 65. LISBON $65,476 $1,645,146 66. RSU 61, BRIDGTON $61,389 $1,639,600 67. RSU 40, WALDOBORO $66,931 $1,637,510 68. RSU 06, BUXTON $62,850 $1,637,000 69. RSU 49, FAIRFIELD $68,000 $1,635,000 70. RSU 20, SEARSPORT $62,786 $1,634,443 71. AOS 93 - NOBLEBORO $60,701 $1,634,104 72. RSU 73, JAY-LIVERMORE $64,482 $1,631,522 73. RSU 74, ANSON $65,625 $1,617,457 74. RSU 54, SKOWHEGAN $67,891 $1,614,221 75. AOS 95 - SAD 27, FORT KENT $61,391 $1,609,984 76. RSU 19, NEWPORT $64,575 $1,609,223 77. RSU 11, GARDINER $64,276 $1,608,415 78. RSU 83, BINGHAM $60,635 $1,605,214 79. AOS 90 - BAILEYVILLE $64,040 $1,604,228 80. FRYEBURG ACADEMY $61,750 $1,599,500 81. RSU 34, OLD TOWN $63,500 $1,597,313 82. RSU 53, PITTSFIELD $63,318 $1,596,432 83. EAST RANGE CSD $60,000 $1,596,000 84. RSU 22, HAMPDEN $68,150 $1,595,046 85. EASTON $64,162 $1,594,815

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AOS 91 - BAR HARBOR AOS 91 - MT DESERT CSD AOS 91 - MT DESERT ELEM AOS 91 - SOUTHWEST HARBOR AOS 91 - TREMONT AOS 91 - TRENTON RSU 04, SABATTUS RSU 86, FORT FAIRFIELD RSU 72, FRYEBURG RSU 78, RANGELEY HOPE RSU 59, MADISON RSU 58, PHILLIPS APPLETON RSU 12, WINDSOR WISCASSET WINSLOW RSU 52, TURNER RSU 18, OAKLAND RSU 24, SULLIVAN RSU 82, JACKMAN FLAGSTAFF RSU, EUSTIS RSU 44, BETHEL SOUTHERN PENOBSCOT REGION 4 CALAIS RSU 68, DOVER-FOXCROFT RSU 17, PARIS MILFORD SURRY RSU 64, CORINTH ORRINGTON OXFORD REGION 11 RSU 03, UNITY RSU 39, CARIBOU RSU 63, HOLDEN RSU 16, POLAND LAMOINE DEER ISLE-STONINGTON CSD OTIS RSU 55, PORTER AOS 77 - ALEXANDER RSU 25, BUCKSPORT WINTHROP WALDO REGION 7 AOS 90 - PRINCETON RSU 41, MILO BLUE HILL BROOKLIN RSU 38, READFIELD GREENBUSH RSU 80, GUILFORD RSU 67, LINCOLN ELLSWORTH CASTINE RSU 09, FARMINGTON FAYETTE RSU 79, PRESQUE ISLE BROOKSVILLE RSU 45, WASHBURN EAST MILLINOCKET RSU 89, PATTEN RSU 50, ISLAND FALLS MEDWAY RSU 37, HARRINGTON CHERRYFIELD WOODLAND AOS 90 - SAD 30, LEE RSU 70, HODGDON HANCOCK AOS 77 - PEMBROKE PENOBSCOT MILLINOCKET AOS 96 - MACHIAS RSU 87, CARMEL AOS 77 - EASTPORT AOS 96 - WHITING CASWELL SEDGWICK AOS 96 - JONESBORO AOS 96 - EAST MACHIAS AOS 77 - PERRY SOUTHERN AROOSTOOK REGION 2 AOS 77 - RSU 85, LUBEC AOS 96 - CUTLER AOS 96 - MACHIASPORT AOS 77 - CHARLOTTE

$65,616 $65,616 $65,616 $65,616 $65,616 $65,616 $64,027 $64,128 $62,279 $62,820 $62,050 $59,811 $66,344 $60,878 $68,923 $70,020 $71,129 $61,200 $67,000 $59,150 $59,049 $58,641 $59,922 $60,600 $59,127 $64,878 $58,826 $62,600 $57,356 $60,500 $55,235 $59,908 $56,973 $59,887 $64,000 $58,250 $57,890 $56,346 $55,500 $59,800 $60,800 $61,276 $60,324 $51,760 $57,367 $56,473 $51,234 $54,203 $62,592 $57,800 $58,746 $59,000 $56,000 $51,010 $57,957 $57,517 $58,524 $49,354 $51,686 $57,700 $56,396 $56,396 $49,936 $53,284 $51,960 $52,005 $56,250 $55,344 $49,905 $53,218 $47,150 $51,500 $52,850 $49,558 $51,083 $50,400 $45,000 $46,673 $48,700 $50,800 $49,934 $50,319 $50,233 $46,532 $49,930 $42,314

$1,591,176 $1,591,176 $1,591,176 $1,591,176 $1,591,176 $1,591,176 $1,588,686 $1,581,223 $1,578,199 $1,571,794 $1,570,980 $1,568,675 $1,566,890 $1,561,580 $1,551,520 $1,549,202 $1,546,748 $1,542,458 $1,539,447 $1,536,652 $1,527,573 $1,524,784 $1,523,739 $1,516,400 $1,506,267 $1,505,657 $1,502,280 $1,501,760 $1,498,936 $1,497,100 $1,496,320 $1,495,990 $1,490,290 $1,486,362 $1,485,250 $1,477,811 $1,474,399 $1,473,572 $1,467,750 $1,464,240 $1,464,000 $1,459,301 $1,454,783 $1,448,760 $1,445,534 $1,444,773 $1,442,058 $1,441,390 $1,438,688 $1,434,000 $1,427,890 $1,421,745 $1,421,568 $1,416,664 $1,413,534 $1,412,109 $1,398,225 $1,385,322 $1,382,412 $1,381,000 $1,374,508 $1,374,508 $1,361,677 $1,361,368 $1,356,400 $1,351,584 $1,350,375 $1,345,010 $1,339,657 $1,335,540 $1,314,750 $1,308,000 $1,302,000 $1,295,555 $1,285,845 $1,285,200 $1,285,000 $1,260,787 $1,258,500 $1,235,700 $1,221,977 $1,218,333 $1,209,870 $1,191,109 $1,189,825 $1,135,662

June 2019 • www.maineea.org

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22

Maine Educator • June 2019

#REDforED EDUCATORS SPEAK UP FOR THE SCHOOLS THEIR STUDENTS DESERVE

BIG WINS FOR THE PROFESSIONS

On Wednesday, April 17, Maine educators rallied at the State House to support having a greater voice in their work and greater ability to advocate for their students. Teachers, support staff, retired educators, parents and community members were in Augusta, on what the Maine Education Association called #RedforEd Day at the Maine State House to ask lawmakers to support several key bills that would give educators a greater voice in their work, including bills that support educators and the profession, a bill to allow educators to strike, if and when needed, a bill to increase teacher pay, and a bill to improve the evaluation process. The effort paid off, and MEA members’ voices have been heard on many of these key issues.

For years, MEA has been educating lawmakers at the State House about the need to remove the test score mandate in the teacher evaluation process. Finally, the effort has paid off. A new law, LD 92, signed by Governor Janet Mills brings a major change to the teacher evaluation process, eliminating the mandate that standardized test scores and student growth measures be a component of the process. Research shows the results of standardized tests don’t reflect the quality of teaching.

Teachers’ evaluations, under the new law, can now be based entirely on standards of professional practice. In addition, the law requires school districts to construct a steering committee that regularly reviews and refines the performance evaluation process to ensure it is fair and beneficial to the teacher. Several stakeholders will be on that committee, but the majority of members, according to law, must be teachers appointed by the local MEA association. Any decisions made by the committee must be reached by consensus. This provision allows educators to have a much greater voice in the evaluation process.

Additionally, a separate bill removes the mandate that an effectiveness rating be required as part of the teacher evaluation process.

“What we are witnessing is not a moment but a movement of and by educators who are advocating for the public schools our students deserve. Educators are empowered and have found their voice in advocating for their students and their profession.

Educators are the experts in the classroom and deserve to have an equal seat at the table when key decisions that impact their students are made,” said Grace Leavitt, president of the Maine Education Association.

MEA Successful in Removing Test Scores, Effectiveness Rating Mandate from Evaluation Process

June 2019 • www.maineea.org

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MEA Successful In Working To End Food Shaming In Schools

Governor Mills signed into law a measure that requires schools to feed students school lunch whether or not they are able to pay.

The Maine Education Association began advocating for this measure during the last legislative session and continued working with legislators during this session to ensure the bill would pass. In particular, MEA member and Representative Jan Dodge worked hard with other lawmakers to explain the importance of ensuring kids are not hungry so they can learn. The law now specifically prohibits punishing students who cannot pay or have a lunch balance by requiring them to wear a wristband, hand stamp or other identifying mark. The law also now requires communication about payments occur with parents or guardians and not with students.

MEA is pleased to see this measure finally pass as the Association continues to work on eliminating barriers to learning.

Increase in Teacher Pay to $40,000 Starting Salary

MEA’s bill to raise the minimum teacher salary to $40K is making its way through the Legislature and at the time of press is still awaiting votes for passage. MEA and its members have testified at the State House multiple times in support of increasing teacher pay. Senator Rebecca Millett has been a champion on this issue. If an increase in the minimum teacher pay is achieved it will have a major impact on teacher recruitment. MEA’s Director of Collective Bargaining is working with MEA UniServ Directors (Field Staff ) to help locals prepare to adjust scales in preparation for this anticipated change.

Two Year Teacher Probationary Period Want these updates in your inbox? Sign up for the MEA Under the Dome Newsletter online at maineea.org

Collective Bargaining Improvements

While not yet signed by the Governor, MEA was successful in moving a bill out of committee that gives educators a much greater voice at the bargaining table. LD 240 allows teachers the ability to negotiate over planning and prep periods. Rep. Mike Sylvester and Rep. Scott Cuddy were crucial in helping amend this bill and speak in its favor to allow for final passage out of the Labor Committee. There are still several steps in the process before this bill becomes law.

MEA has also worked to advocate for a bill that changes labor law by mandating an arbitrator’s decision on contract negotiations be final on all matters, including salary and health insurance costs. If passed by the legislature and signed by the Governor, this bill would dramatically change our ability to negotiate. Currently, salaries and health insurance costs are not subject to binding arbitration. At the time of press, this bill was awaiting final votes.

Pay Averaging for ESP

MEA worked to support a bill titled: An Act To Provide School Personnel Paid Hourly a Wage Pay Option. The bill requires a school administrative unit to provide school personnel, who are paid on an hourly basis, with the option of receiving pay averaged over a period of 12 months or shorter. At the time of press, the bill passed the House and was awaiting a vote by the Senate.

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Maine Educator • June 2019

MEA was successful in rolling back the length of the teacher probationary period to two years. The three-year period was established under Governor LePage. The new law, signed by the Governor, brings the probationary period back to two years. The law is effective for new hires beginning in the ‘20-’21 school year.

Right to Strike

Around the country, teachers and other educators have gone on strike to raise awareness and make improvements for their students. Strikes are always a measure of last resort, but as educators have seen, strikes have proven to be an effective way to fix problems for students and schools. LD 900 will create a manageable framework for educators and other public sector workers to strike, if they ever need to. This bill has been heard in the Labor Committee, and at the time of press, is awaiting several votes before it moves forward.

Yep-mea weekend

“I liked meeting others my age. I liked having a place where I could learn and grow openly.”

W

ith the promise of learning how to collectively better advocate for students and the profession, early career educators from around the state came together for a weekend training and networking event in Portland.

The weekend was one of several events throughout the year connected to MEA’s continued effort to create a space for those who are newer to the profession.

Events throughout the year ranged from a designated conference just for our Young Education Professionals of the MEA (YEP-MEA), to a specialized technology training at Rising Tide in Portland, to a weekend training in Portland, to pottery and paint nights.

Through MEA’s Young Education Professionals group early career educators can find a space for themselves and work together to get other newer educators to understand the value of belonging and join in the union. Want to learn more? Check out: https://maineea.org/yep-mea/.

YEP-MEA Paint Night in Bangor

After attending YEP-MEA weekend in Portland where members learned everything from teaching with poverty in mind, to how to organize members in their local associations, members left feeling supported, engaged and energized to continue the school year. Here’s what they had to say about the benefits of connecting to YEP-MEA and the programs offered by the Association.

“It was great being around like-minded people and having very thoughtful and eye-opening conversations.”

“I liked that there was equal opportunity for learning and for networking.”

“Connections, deep discussions, feeling empowered, the food, and FUN!!”

“The conversations, and ability to network... It’s very comforting to know that I’m not alone with the problems I’ve been having.”

“Getting together with other young educators, sessions and information that were useful and relevant to me, a chance to discuss issues we are facing at our schools and 1) not feel alone, 2) feel like there was something we could do about it, and 3) just be heard.”

“I liked the set up for discussions rather than being lectured.”

YEP-MEA Weekend in Portland

YEP-MEA Weekend in Portland YEP-MEA Tech Training in Portland

June 2019 • www.maineea.org

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A R A E M N I 2019 O S S F E RO

T

R P E T H N I C E V OI

he MEA held its 91st annual Representative Assembly (RA) on May 18th and 19th. MEA’s RA is the largest democratic body of the association made up of educators elected by their local associations to represent their district. The MEA RA delegates set the course of work for the Association in the upcoming school year and discuss and take positions on key education issues.

During the MEA RA, members also celebrate the great work of our educators, partners and our students. On the following pages are the thoughts on those who attended, key take-aways from leadership and MEA’s executive director, and the winners of MEA’s awards.

Vision for the Future

u

Paula Voelker, MEA Executive Director “More membership recruitment – our numbers are good, but they could be better; why better – organized people in numbers have an impact; organized resources have an impact. Looking around the country, we know this to be true. We know the path is sometimes long, sometimes shorter, to accomplish our goals; but we must be constantly moving towards the goals, growing and actively recruiting new people to bring their energy and ideas to keep us fresh and agile....This is your organization; you help inform the work and goals. I hope that you will take the opportunity today and over the next year to participate and make your voice heard.”

Grace Leavitt, MEA President “I hope to continue to work with you all to see that our schools are properly funded, that our schools are better able to meet the needs of all of our students, that the educator voice is ever more involved-and listened to-in making decisions that affect us and our students, that we are reducing the equity gap across our state, and hopefully the nation, that our ESP are valued not just in words but also in compensation, that our retirees are not left to struggle after years of dedication to our students, that we are attracting more young people to join us in the great work we do.”

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Maine Educator • June 2019

“

MEA Members in their own words

Gail Rodrigue, RSU 4 EA “I love being here. I love to see how this works and I love to see the process. It’s important for me to learn, watch and listen to know what’s going on and how things become what they are in the MEA.”

Taryn Southard, Portland EA “I want to be more involved but also be more educated on what is going on in the state of Maine. This has been a good learning process. I think it’s important for more younger educators to get involved--I think part of being here is getting a better idea of why I should be involved.”

Patty Scully, Winslow EA “I am happy to be a delegate to the MEA Representative Assembly.

This is important work and I am a proud to be a teacher in our state!”

MEA Award Winners

MEA is proud to honor its members, and members of the community who are committed to excellence in education. Below are this year's winners.

HUMAN AND CIVIL RIGHTS AWARD Presented to the Center for Grieving Children Intercultural Program CORPORATE AWARD Presented to Machias Savings Bank, Princeton Branch ANNE SHEEHAN POLITICAL ACTION AWARD Presented to Jan Dodge, State RepresentativeMEA-Retired

FRIEND OF EDUCATION AWARD

CLYDE RUSSELL SCHOLARSHIP FUND WINNERS

Presented to Michael Sylvester, State RepresentativeDistrict 39 FRIEND OF EDUCATION AWARD Presented to Nate Libby, State Senator-District 21 GOLDEN APPLE AWARD Presented to Kim Nichols, Hermon Education Association GOLDEN APPLE AWARD Presented to Children’s Benefit Fund

JOHN MARVIN LOCAL ASSOCIATION AWARD Presented to the Lewiston Education Association HONOR MEDAL Presented to Kim Hubbard, Tri-County ESP

JOAN MCGOVERN ESP AWARD Presented to Karen Choate, Lewiston Education Association AWARD FOR TEACHING EXCELLENCE Presented to Jodi Thomas, Thornton Academy Teachers Association

The Clyde Russell Scholarship Fund was created by the MEA through a trust established by the late Audrey Lewis. It awards graduating seniors monies to help cover tuition, room, board, books and fees. Congratulations to this year's winners!

Hunter Steele (not pictured) is a senior at Lewiston High School and plans to attend Brown University in the fall. Hunter aspires to be a judge, working first as a defense attorney—a career path set into motion from an interest in service and desire to protect people from injustices.

Emma Hargreaves is a senior at Old Town High School and plans to attend Bowdoin College in the fall. Emma will double major in English and Governmental Studies and hopes to be an active woman in politics one day.

Alexander Farkas is a senior at Cony High School and plans to attend the University of Pennsylvania’s School of Engineering and Applied Science. At Penn he will participate in Engineers Without Borders, pursuing his love of science.

Cassandra J. Smeltzer enrolled in Medical Science at Midcoast School of Technology and plans to attend Central Maine Community College in the fall. Cassie plans to become a registered nurse, combining her love to help others and her interest in anatomy.

Rhode Niangasa Phambu is a senior at South Portland High School. She hopes to one day become a nurse and plans to start her post-secondary education at Southern Maine Community College where she will study to become a certified nurse assistant and then continue on to earn a nursing degree.

2019 New and Amended Resolutions Amendment to A-10 A10. RESOLVED: That the MEA opposes public school choice/charter schools and virtual schools unless all of the following guarantees have been met: • Schools are accountable to state and federal standards.

• Schools are nonsectarian.

• Schools are run by non-profit entities inside the public school domain.

• School employees have collective bargaining rights.

• School personnel are appropriately certified and authorized.

• Schools provide open admissions and accommodations for the needs of at-risk students and for those requiring special education services.

• Schools comply with all state and federal nondiscrimination and equal education opportunity laws.

• Schools provide each student in a virtual learning setting with appropriate on site assistance and services.

• Schools provide each student in a virtual learning setting with opportunities for social interaction with other students.

• Schools ensure that each student in a virtual learning setting has sufficient non-screen time as part of their schedule.

• Virtual school programs are age appropriate.

• Schools are accountable to appropriate publicly elected school board(s).

June 2019 • www.maineea.org

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• Schools comply with all applicable security, safety and health standards.

• School funding sources do not reduce state funding to existing public schools.

(Adopted 1998; Amended 1999; Amended 2004; Amended 2005; Amended 2009; Amended 2011; Amended 2013; Amended 2019) New A-20 RESOLVED: That the MEA believes that all children should have access to public Pre-K and K programs that are developmentally appropriate: • Mandatory, full-day, free, publicly funded, developmentally appropriate, quality kindergarten programs in all school districts; • Optional, full-day, free, publicly funded, developmentally appropriate, quality universal pre-kindergarten programs for all three- and four-year old children whose parents choose to enroll them; • Dedicated funding for early childhood education; • Increased publicly funded support services such as physical therapy, occupational therapy, speech therapy, et al, for children, birth through age 5, in disadvantaged families; • Increased access to Early Head Start programs.

(Adopted 2019) Amendment to B-11 B11. RESOLVED: That the MEA believes every student has the right to receive an excellent education at a great public school. The MEA believes Great Public Schools have: • safe, secure and supportive environments for all students and staff • parent and community involvement and support • educator involvement in educational policy • fully qualified teachers and Education Support Professionals committed to students and their learning • appropriate funding and resources • highly skilled and collaborative professional leadership • challenging curricula that are flexible, innovative, diverse and complete • well-maintained facilities with appropriate space and proper heating/cooling/ventilation systems.

(Adopted 1995; Amended 1997; Amended 2002; Amended 2012; Amended 2013; Amended 2015; Amended 2019) Amendment to B-13 B13.

RESOLVED: That the MEA supports the revised version of the Maine Learning Results (2007) and the implementation of all eight content areas in all of Maine’s schools. We believe that any shift in the focus to the “Common Core” must not lead to a narrowing of the curriculum since all students deserve a well-rounded, quality education.

RESOLVED: That the MEA supports the ongoing review and revision of learning results/standards.

We believe that any shift in learning results/ standards must not lead to a narrowing of the curriculum since all students deserve a wellrounded, quality education.

The MEA believes the following actions by the state and local school districts are necessary: • Evaluation of the developmental appropriateness and clarity of learning results/standards; • Inclusion of a full range of stakeholders in the vetting of such standards, adoption of new standards, or any changes to current standards; • Establishment of a system for ongoing monitoring with immediate and periodic opportunities to revise and refine learning results/standards by a full range of stakeholders; • Provision of resources, technology, professional development, and support, for standards to be implemented successfully; and • Provision of sufficient time and training to ensure proper implementation of standards.

(Adopted 1998; Amended 1999; Amended 2000;

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Maine Educator • June 2019

Amended 2005; Amended 2010; Amended 2011; Amended 2019) Amendment to B-17 • B17. RESOLVED: That the MEA believes that members need to be professional proactive advocates for children and public education.

To accomplish that objective, the MEA also believes that: • Members can be more effective at Individual Education Plan meetings if they are knowledgeable about special education laws and regulations, transition regulations, and 504 regulations.

• Local associations should have a resource person knowledgeable in special education/ inclusion/504.

• Local associations should negotiate additional resources and improved working conditions in special education.

• State and local organizations involved in special education need to coordinate their services.

• Members need to be knowledgeable of legal protections against harassment, student violence, and other unsafe working conditions for educators or students.

• Members need to gain knowledge about issues that face our increasingly diverse students and staff.

• Members need training on the social and emotional needs of students.

• Members need current training on bullying prevention.

• Members need training on implicit bias.

• Members need support in all of the above issues through local professional development.

(Adopted 2003; Amended 2012; Amended 2015, Amended 2019) New B-30 RESOLVED: That the MEA supports NACEP (National Alliance of Concurrent Enrollment Partnerships) and NECHE (New England Commission of Higher Education) standards for all early college and dual enrollment courses in Maine high schools.

(Adopted 2019) New B-31 RESOLVED: That the MEA believes that teacher evaluation and accountability should follow the NEA position. (see appendix) (Adopted 2019) New B-32 RESOLVED: That the MEA believes that students deserve well-designed assessment tools that test the information being taught: • There is adequate time for learning between test administrations; • Results are used to inform instruction; • Authentic assessments should be used to evaluate an individual student’s growth in multiple ways; • Monitor state-wide assessment administration and training; • Annually review the success and failure of administration of the test with a full range of stakeholders; • The results of high-stakes testing should not be used in teacher evaluation frameworks.

(Adopted 2019) New B-33 RESOLVED: That the MEA believes that parents in Maine deserve the opportunity and choice to opt their public school students out of high-stakes standardized assessments. (Adopted 2019) Deletion of C-11 C11. RESOLVED: That the MEA encourages local affiliates to include local retiree representation from MEA-Retired while planning the bargaining of health benefits. (Adopted 1995; Amended 2014) Referred to Committee D25. RESOLVED: That the MEA believes that all employees in a bargaining unit who are not members of the Association should pay their fair share of the costs of representation by the Association. (Adopted 2006) Amendment to D-29 D29. RESOLVED: That the MEA opposes any

affiliate waiving any of its collective bargaining rights and safeguards granted under the Maine Public Employees Labor Relations Act, such as a zipper clause. Affiliates whose collective bargaining agreements still have a zipper clause should be working to remove any such clauses.

(Adopted 2015, Amended 2019) New D-31 RESOLVED: That the MEA will support public prekindergarten as long as all educators are part of the local bargaining units. (Adopted 2019) New E-26 RESOLVED: That the MEA supports schools refraining from the use of mascots and logos that depict Native American tribes, individuals, customs, or traditions.

(Adopted 2019) New E-27 RESOLVED: That the MEA believes in the importance of Social and Racial Justice for all people.

• Advocates for respect, fairness and dignity in our society; • Opposes hate-based bias, racial profiling, religious intolerance, socio-economic stereotyping, and bullying; • Advocates for a culture free from hate and racism; • Condemns a culture that disrupts the mental, emotional, and cognitive needs of our students and educators by means of oppression; • Supports the eradication of institutional racism; • Promotes awareness of and appreciation for multiculturalism and diversity.

(Adopted 2019) 2019 NEW BUSINESS ITEMS 1.

RESOLVED: That the MEA will have the Government Relations Committee add a question on the Screening and Endorsement Questionnaire related to the candidate’s views on the LGBTQ+ community.

2. RESOLVED: That the MEA gather information from members regarding the amount (or lack of ) free time/recess students in their schools receive and any impacts that are seen in student behavior and learning.

3. RESOLVED: That the MEA investigate the cost of using YouTube videos as communication and training.

4. RESOLVED: That the MEA increase the funding for the “Members Are Leaders” grant from $1000 annually to $5000 annually.

5. RESOLVED: That the MEA, in conjunction with MEA-Retired, will develop and implement a communication plan to inform active educators about the benefits of unified membership in MEA-Retired upon retirement.

6. RESOLVED: That the MEA explore how it may encourage strengthening of locals by possibly and not limited to committees of the MEA connecting with local committees.

7. RESOLVED: That the MEA explore helping local association with legislative bills that fit within the Resolutions of the MEA whether educational or not.

8. RESOLVED: That the MEA Structure and Bylaws Committee present to the 2020 MEA RA appropriate changes to the MEA governing documents that would allow either the elected member’s local president or the elected member’s representative on the MEA Board of Directors to sign a Certificate of Election form to become a delegate to the RA. 9. RESOLVED: That the MEA actively lobby the Maine Public Employees Retirement System (MPERS) in order to apply the necessary pressure to convince MPERS to implement a process whereby MPERS will divest all retirement funds from the fossil fuel industry.

10. RESOLVED: That the MEA will be strike ready by the year 2022.

11. RESOLVED: That the MEA will work to increase ESP wages to a minimum of $16.00 per hour for the first-year employees and increased to $24.00 per hour by year eight of employment by using the legislative process and to bring current ESP up to these wages.

12. RESOLVED: That the MEA gather current

13.

14.

15.

16.

information to support an MEA position that clearly defines what appropriate space, proper heating/cooling/ventilation systems, sufficient maintenance and air/water quality standards are in schools.

RESOLVED: That the MEA call on our lobbyist to create a bill calling on the state legislature to create a nonbinding resolution calling on Congress to solve the GPO/WEP (Government Pension Offset/Windfall Elimination Provision) problem.

RESOLVED: That the MEA create a “Supporter of Public Higher Education” award. Individuals or groups can be nominated by any represented higher education member. To be awarded yearly at the RA. RESOLVED: That the MEA will investigate the development and implementation of MEA ESP statewide board of director elections being held at the MEA RA, with a recommendation from the Structure and Bylaws committee presented at the 2020 RA. Referred to Committee RESOLVED: That the MEA will investigate the development and implementation of ESP atLarge seats on the MEA Board of Directors to be modeled after the NEA ESP at-Large Board of Director process, with a recommendation from the Structure and Bylaws Committee to be presented at the 2020 RA. Referred to Committee

2019 PROPOSED CHANGES TO THE STANDING RULES STANDING RULE 2, SECTION B, PART 2 b, c & d STANDING RULE 2, ELECTION PROCEDURES Section 1. Elections Conducted at the MEA Representative Assembly B. Nominations a. President, MEA Representative Assembly Delegate, and First Alternate National Education Association Director; b. Vice President, MEA Representative Assembly Delegate, and Second Alternate National Education Association Director; c. Treasurer and MEA Representative Assembly Delegate; d. National Education Association Director(s); and MEA Representative Assembly Delegate(s) e. Maine Public Employees Retirement System Trustee.

STANDING RULE 2, SECTION 1, PART A, B, C, D STANDING RULE 2, ELECTION PROCEDURES SECTION 1, Elections Conducted at the MEA Representative Assembly A. Notices of Intent For publication in the Maine Educator, Notice of Intent to run for any Association office elected by the Representative Assembly shall be filed with the Executive Director on or prior to the date set by the Elections Committee which shall be not less than seventy-five (75) days prior to the annual meeting. In order to be considered as a candidate for any Association office elected by the Representative Assembly, Notice of Intent must be filed with the Executive Director no later than thirty (30) calendar days prior to the first day of the Representative Assembly.

B. NominationsElections 1. At the first business meeting of the Representative Assembly, official nominations shall take place as they are appropriate in each year for the elections provided by the Bylaws and Standing Rules.

2.1 The following shall be elected by the Representative Assembly and nominations, as appropriate in each year. shall be made in the following order: C. Nominations from the Representative Assembly Floor Nominations to any office listed in this section may be made from the floor of the Representative Assembly.

D.C Only One Candidate for Any Vacancy After nominations have ceased If only one

(1) candidate exists for any vacancy, that candidate is to be declared elected.

2019 BYLAW Changes BYLAW ARTICLE IV. SECTION 2 BYLAW ARTICLE IV. OFFICERS Section 2. Powers and Duties of the Vice President B. perform such other duties as are directed by the Constitution, Bylaws, and Standing Rules or by the President; and C. serve as Second Alternate National Education Association Director and D. serve as a delegate to the Representative Assembly.

BYLAW ARTICLE IV. SECTION 3 BYLAW ARTICLE IV. OFFICERS Section 3. Powers and Duties of the Treasurer E. serve as delegate to the Representative Assembly; and F. perform all other duties applicable to the office of Treasurer.

BYLAW ARTICLE V. SECTION 2, PART A & NEW B BYLAW ARTICLE V. BOARD OF DIRECTORS Section 2. Duties 16. attend meetings and the annual Board of Directors Retreat, and be encouraged to attend ACT, District Bargaining Council and Governance meetings within their district, all MEA-sponsored conferences, the MEA Representative Assembly, and national governance meetings and training sessions as approved by the MEA President; and, 17. serve on various MEA and other committees as requested by the MEA President and shall attend meetings associated with those committees.

B. Members of the Board of Directors shall: 1. attend meetings and the annual Board of Directors Retreat, and be encouraged to attend ACT, District Bargaining Council and Governance meetings within their district, all MEA-sponsored conferences, national governance meetings and training sessions as approved by the MEA President; 2. serve on or as liaisons to various MEA and other committees as requested by the MEA President and shall attend meetings associated with those committees; and 3. serve as delegates to the MEA Representative Assembly.

BYLAW ARTICLE VII. SECTION 3 BYLAW ARTICLE VII. BOARD OF DIRECTORS Section 3. Academic Non-Governance Affiliates A. An academic non-governance affiliate is an organization of educators with a common instructional purpose, which has a reciprocal, complementary and supportive relationship to the Maine Education Association. Its members are primarily MEA members working in public education, but academic affiliates may also include other education professionals in their membership.

B. A group or unit seeking The academic nongovernance affiliation affiliate shall file a written application including copies of its governance documents with the MEA Board of Directors.

The application shall be by petition signed by two-thirds (2/3) of the applicant organization’s members who are also MEA members. The petition shall include the results of a vote of the applicant organization membership taken in accord with its governance documents showing approval of the affiliation request. must meet the following minimum standards: a. the affiliate shall have common interests in advancing public education with the Maine Education Association; and b. the affiliate shall be a self-governing organization with expressed values compatible with those of the Maine Education Association C. A professional organization shall be comprised of at least sixty percent (60%) Maine Education Association members with a common occupation or subject matter assignment who are organized to further specific educational objectives.

Affiliation proposals shall include: a. Copies of potential affiliate’s governance documents b. Letter of interest signed by the organization’s

governance board. c. Relationship goals and areas of collaboration in support of shared values, public education, and MEA goals.

D. A nonprofessional organization shall be an auxiliary or service organization comprising at least seventy-five (75%) percent Maine Education Association members with a common interest or occupation. Affiliate Relationships will be approved by the MEA Board of Directors and reviewed on a regular basis not to exceed three (3) years. a. It is understood that Affiliate Relationships are voluntary and collaborative; and b. Affiliation does not commit MEA resources or action.

E. The Association shall not affiliate an academic non-governance affiliate unless it meets the following minimum standards: 1. the affiliate shall have common interests with the Maine Education Association; 2. the affiliate shall be a self-governing organization with governance documents compatible with those of the Maine Education Association; 3. if all members of the affiliate are eligible for membership in the Maine Education Association, at least sixty percent (60%) of the members of the affiliate shall be members of the Maine Education Association. If all members of the affiliate are not eligible for membership in the Maine Education Association, then not less than seventy-five (75%) percent of those members of the affiliate who are eligible for membership in the Maine Education Association must be members of the Maine Education Association; 4. the affiliate shall comprise at least twenty-five (25) members; and 5. the affiliate shall not duplicate Maine Education Association services.

BYLAW ARTICLE I. SECTION 4. PART A AND B BYLAW ARTICLE I. Section 4. Membership Dues A. The annual membership dues of the Maine Education Association, for active professional members shall be calculated to the nearest dollar and shall be the greater of: (1) 2.5 percent increase over the prior year’s dues, or (2) 0.765 percent of the average salary of Maine teachers as established by the Department of Education for the second year prior to the budget year (i.e., the 2016-2017 dues will be based on the average teacher salary for 2014-2015). The Maine Education Association active part-time membership shall be open to any person who is employed fifty percent (50%) or less, but greater than twenty-five percent (25%), of the normal schedule for full-time faculty members or who is on sabbatical leave. Membership dues will be calculated to the nearest dollar on the basis of fifty percent (50%) of dues for full-time active educators.

One-quarter (1/4) membership shall be open to any person who is regularly employed for twentyfive percent (25%) or less of the normal schedule for full-time faculty members. Membership dues will be calculated to the nearest dollar on the basis of twenty-five percent (25%) of dues for full-time active professional educators.

B. The annual active education support membership dues for active education support educators shall be equal to one-half (1/2) of the Maine Education Association dues for active educators rounded to the nearest dollar. The Maine Education Association active education support professional part-time membership shall be open to any person who is employed twentyfive (25) hours or less, but greater than fifteen (15) hours, and dues will be calculated to the nearest dollar on the basis of fifty (50%) percent of dues for full-time active education support professionals.

One-quarter (1/4) active education support membership shall be open to any person who is regularly employed for fifteen (15) hours or less of the normal schedule. Membership dues will be calculated to the nearest dollar on the basis of twenty-five percent (25%) of dues for full-time active education support educators

June 2019 • www.maineea.org

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Calendar Ongoing The wait is over!

July

August

August

Online course memberships for MEA members

NOW AVAILABLE!

Maine Education Association (MEA), University of Maine at Presque Isle (UMPI) and Virtual Education Software (VESi) have partnered to offer MEA members access to online courses available for Continuing Education Units (CEUs).

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Visit virtualeduc.com/mea or call 1-800-313-6744 for more information.

Discounted Courses for CEUs One low annual course membership

Course topics include:

fee of $175.00 per year

Attention Deficit Hyperactivity Disorder Autism & Asperger’s Disorders Classroom Management Differentiated Instruction Early Childhood Education Harassment, Bullying & Cyber-intimidation Reading & Writing Response to Intervention Talented and Gifted Teaching Diversity Teaching Math Conceptually and many more.

Earn 3 or 4.5 CEUs

MEA, University of Maine at Presque Isle (UMPI) and Virtual Education Software (VESi) have partnered to offer MEA Visit virtualeduc.com/mea or call 1-800-313-6744 for online courses available members access to more information. for Continuing Education Units (CEUs).

Choose from over 30 courses for

re-certification/authorization renewal You may take one course each term for a total of four each year

CEUs granted through University of Maine at Presque Isle.

We recommend that you check with your school district and/or state licensing agency to verify these course offerings will meet your district and/or state requirements for re-certification/authorization renewal.

The course membership is only offered to MEA members. Courses range from classroom management to dealing with student behavior issue. FMI: maineea.org under conferences and trainings.

Methods of Teaching Computer Science

ECET2 York County

UMA has a tremendous offer right now for a summer course. Plus course tuition and fees are covered for the first 15 secondary education instructors who enroll. FMI: Rachael Magill at 207.621.3163 or rachael.magill@maine.edu. COURSE DETAILS: This course is designed to provide potential computer science teachers with an understanding of general and specific methods for teaching computer science in middle and high school.

EDU 392 METHODS OF TEACHING COMPUTER SCIENCE SUMMER 2019

Elevating and Celebrating Effective Teachers and Teaching (IT’S FREE!!!) 8:00 AM – 3:30 PM York County Community College The MEA and several other groups are supporting a team of educators from eight different school districts, working together to bring the most exceptional professional development we have ever experienced to York County. ECET2 is the type of conference that can transform your teaching.

REGISTER: http://bit.ly/ECET2YORK

ECET2 Downeast Elevating and Celebrating Effective Teachers and Teaching (IT’S FREE!!!) 8:00 AM – 3:30 PM University of Maine at Machias The Downeast ECET2 team of educators is working together to bring the most exceptional professional development you have ever experienced to Downeast Maine.

ECET2 is the type of conference that can transform your teaching.

REGISTER: http://bit.ly/ECET2DOWNEAST

JULY 8 – AUGUST 24

Multiple Dates

Save The Date: 2019 MEA Learning and Leading - North & South MEA is reaching out to members with two Learning and Leading Conferences, one in the Bangor area on October 26 at Hampden Academy in Hampden, and the second on November 2 at Southern Maine Community College in South Portland. The MEA Learning and Leading Conferences are opportunities for you to learn from your peers while discovering new teaching strategies, learning about innovative and effective practices, and rekindling your passion for your profession.

FMI and sign up: https://maineea.org/conferences_trainings/

Why does the price of auto insurance change — when the situation doesn't?

At Horace Mann, we want to provide educators the best auto insurance coverage possible at the most affordable price possible. And sometimes "the most affordable price possible" includes rates going up a little.

Some rate increases seem obvious — like if your driving habits change or you add a young driver to your policy. But sometimes, it may seem like a rate increase comes out of nowhere. That's not actually the case — it happens for a reason.

To receive a no-obligation auto insurance quote, contact your local Horace Mann representative.

P.J. Kinney, Auburn . . . . . . . . . . . ...207-783-3660 David Case, Bangor . . . . . . . . . . . . .207-941-2121

Joe DeFranco, Ellsworth . . . . . . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . . . . . .207-623-5004 Martha Frost, Falmouth . . . . . . . . . .207-797-3019

P.J. Kinney, Presque Isle . . . . . . . . . . . . 207-764-1283 Tony LaPrino, Rockland . . . . . . . . . . . . 207-941-1212 Dominic Vermette, Waterboro . . . . . . . . 207-247-0186 Troy True, Brunswick . . . . . . . . . . . . . . . 207-729-1975 Paul Yarnevich, South Portland . . . . . . . .207-510-6600

Horace Mann Insurance Company and its affiliates underwrite Horace Mann auto insurance EMA-00125

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Maine Educator • June 2019

TRAVELLING THIS SUMMER? MAKE SURE YOU KNOW HOW TO SAVE MONEY WITH YOUR MEMBERSHIP! CHECK OUT NEA VACATIONS (THERE ARE LEGIT DEALS)

u Travelling this Summer? Make sure you know how to save money with your membership!

With a world of travel discounts, inside information, and helpful tips and guides, NEA Vacations gives you everything you need to see and do more for less. You’ll also earn NEA Travel Dollars that you can apply to future travel costs. Enjoy exclusive discounts on: • Hotels • Resorts • Cruises • Guided Vacations

Photo Courtesy of NEA Member Benefits

MEA/MEA-Retired Pre-Retirement Schedule 2019-2020 9/11/19 Wed. 9/14/19 Sat. 9/18/19 Wed. 9/25/19 Wed. 10/2/19 Wed. 10/9/19 Wed. 10/19/19 Sat.

Brewer Area Machias Area Winslow Area So. Portland Area Topsham Area Make-Up Date* Presque-Isle

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

3/4/20 3/11/20 3/18/20 3/25/20 4/1/20 4/8/20

Belfast Area Kennebunk Area Skowhegan Area Auburn Area Ellsworth Area Make-Up Date*

4:00 - 7:00 4:00 - 7:00 4:00 - 7:00 4:00 - 7:00 4:00 - 7:00 4:00 - 7:00

Wed. Wed. Wed. Wed. Wed. Wed.

*Make-Up Date if needed due to any cancellations To register for one of the Pre-Retirement Seminars, one must register on the MEA web site www.maineea.org (Professional Development, Pre-Retirement Seminars).

Looking for other deals?

Head to neamb.com

The Advantages of

Membership

Where Educators and Community Unite

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Home Equity Loans

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Low Rate Auto Loans

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Free Checking

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Mobile Banking with Remote Check Deposit

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Instant Issue Debit Card with Rewards Points

Membership eligibility required

Find and click on the link to register and select the location you want to attend.

Fall and Spring seminar dates are listed.

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

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

85 Civic Center Drive · Cony High School/CATC Campus www.connectedcreditunion.org · 1-800-464-3773 Federally Insured by NCUA

June 2019 • www.maineea.org

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NON PROFIT US POSTAGE PAID AUGUSTA, ME PERMIT NO. 275

Maine Education Association 35 Community Drive Augusta, ME 04330

Earn your Master’s in Education UMaine’s College of Education and Human Development offers several M.Ed. programs such as Elementary and Secondary Education, Instructional Technology, and Special Education fully online to accommodate your busy schedule.

“As a teacher with a busy family, the M.Ed. program meets my needs in so many ways. I am able to take engaging online classes with instructors who know how to create class communities in the virtual environment.

I am also able to develop valuable skills that I can apply immediately in my teaching practice. Finally, the M.Ed. program instructors and support staff genuinely care about the success of the students. I really couldn’t have asked for a better program!” – Jessica Ludders

Be a Black Bear From Anywhere!

Contact an advisor today to get started.

207.581.5858 • umaineonline@maine.edu

online.umaine.edu/masters-in-education 32

Maine Educator • June 2019

The University of Maine is an equal opportunity/affirmative action institution.