Maine Educator Summer 2025

Summer 2025 | maineea.org

Cover Contest Winner Gabriel Curtis Old Town High School Teacher: Josh Curtis

Maine Educator Magazine Cover Contest

ALSO IN THIS ISSUE: MEA Summer Camp What Is, Maine?

Join us July 28-29 - Page 8

After four auditions, Kara Peruccio finally received the call she had been waiting for—contestant on Jeopardy!

-Page 14

Award for Teaching Excellence & ESP of the Year Meet Lauren Remington and Deb Ladner - Page 18

NEA Member

*

Exclusive

A Trusted and Valuable Benefit As an NEA member, did you know you receive $1,000 of term life insurance at no cost to you? You’re already enrolled in the NEA® Complimentary Life Insurance Plan, but it’s a good time to make sure you’ve selected a beneficiary.

When you do, you can have some peace of mind that your loved ones will receive their benefit in a time of need. This unique benefit helps ensure educators like you have additional coverage beyond what may be provided through your district. It’s just one of the many ways your union membership works hard for you.

Scan the code or go to neamb.com/mycomp for a quick and easy path to update your beneficiary information.

2

*Must maintain NEA membership. This coverage is offered to Active, Reserve and Staff members, as well as to Life and Retired members who are actively employed in education.

DT260625

Maine Educator | Summer 2025

CONTENTS

Summer 2025 VOLUME 85, NUMBER 4

FEATURES

Read Across Maine

COVER 12 Maine Educator Cover

Contest

Cover Contest Winner Gabriel Curtis Old Town High School Teacher: Josh Curtis

10 Thank you to all the students and Maine educators who participated in MEA’s Read Across Maine reading journey!

What is, Maine?

14 After four auditions, Kara Peruccio finally received the call she had been waiting for—she had been selected as a contestant on Jeopardy!

Summer 2025 | maineea.org

MEA Awards & MEA RA Recap

20 Maine Education Association members gathered in Portland this weekend for the 97th Annual MEA Representative Assembly. As MEA’s largest governing body, delegates gather from every county in Maine, representing MEA locals from across the state.

Cover Contest Winner Gabriel Curtis Old Town High School Teacher: Josh Curtis

Maine Educator Magazine Cover Contest

ALSO IN THIS ISSUE: MEA Summer Camp What Is, Maine?

Join us July 28-29 - Page 8

MEA Representative Assembly

After four auditions, Kara Peruccio finally received the call The Power of WE - Page 20 she had been waiting for—contestant on Jeopardy!

-Page 14

SPECIAL SELECTIONS In the Know 6 Quotes and Numbers Celebrate Diverse Books 11 Celebrate a nation of diverse readers with these recommended books!

My Hero Works at School Essay Contest 15 Every year it is always special to read, from a students’ perspective, the wonderful impact that Maine educators have on students’ lives each and every day.

Supporting Educator Mental Health 29 It’s no secret: teaching and working in schools has become more demanding than ever.

Rocking Professional Development: Lewiston EA Builds Power Through Art, Activism, and Community 24 When Nes Griffin, Jaye Rich, and Krista St. Cyr of the Lewiston Education Association (LEA) discovered they could apply for an MEA Professional Development Grant to support a local event, they saw more than just funding— they saw an opportunity to build union power.

MEA Bulletin Board 30 Stay up to date on the latest events from MEA.

Editorial Staff Managing Editor Rachelle Bristol Editor Samantha Burdick Layout Design Shawn Berry

Leadership President Jesse Hargrove Vice President Beth French Treasurer Jaye Rich NEA Director Rebecca Cole

Board of Directors District A: Pamela Kinsey District B: Vacant District C: Kendrah Fisher District D: Cedena McAvoy District E: Thresa Mitchell District F: Hilary Koch District G: Valerie Pinkham District H: Dennis Boyd District I: Evelyn Atwood District J: Suzanne Nelson District K: Tom Walsh District L: Rebecca Manchester District M: William "Bill" True District O: Michael Grillo District P: Lisa Henderson District R: Kay Grindall District ESP: Jay Nicholson Student: Zach Wentworth Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 Phone: 207-622-5866 Fax: 207-888-2070 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:

DEPARTMENTS 3 4 7 31

MEA PRESIDENT'S MESSAGE FROM THE EXECUTIVE DIRECTOR COOK'S CORNER EDITOR'S NOTE

Shawn Berry 35 Community Drive, Augusta, ME 04330 207-622-5866

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MAINEEA.ORG

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President's Letter - Summer 2025

The Power of We

embarrassingly low turnouts and instead give disproportionate influence on organized opposition and weakens the voice of the majority of Maine citizens who rely on the public services like our schools.

In MSAD 58 (Avon, Kingfield, Philips, and Strong), fewer than 400 voters across all four towns rejected the school budget. In RSU 15 (Gray/New Gloucester), the budget failed by just 19 votes.

In RSU 21 (Arundel, Kennebunk, Kennebunkport), only 25% of voters showed up to vote on the school budget—it was defeated by only 361 votes. Across the board we saw low voter turnout— Lewiston’s budget passed by only 14 votes with a 7% turnout, and in South Portland it was only 12%.

When budgets fail, our students are impacted. School committees and administrators are forced to make tough decisions regarding student programing, staffing, and facility needs— often delaying needed improvements, cutting services, and reducing staff. This places additional burdens upon our educators and limits learning opportunities for students.

In March, I stood with parents, students, school committee members, and educators standing in front of Deering High, Rowe Elementary, and Presumpscot Schools during their locally organized “walk-ins” in support of public schools. Weeks later, I joined educators and community members from Lewiston and Auburn on Longley Bridge to raise our voices against federal policies that put public education funding at risk. Then on May Day, I joined colleagues from National Education Association (NEA), Service Employees International Union (SEIU), and American Federation of Labor and Congress of Industrial Organizations (AFL-CIO) in Lafayette Square in Washington D.C. to stand in support of collective bargaining and organized labor rights.

For over 15 years, I’ve taught students in public schools and evening adult education programs, helping them understand the ongoing fight for democracy, equality, and human rights.

From the labor movement to women’s suffrage and the civil rights movements, history shows how people have organized together to drive meaningful change.

These recent, peaceful demonstrations in support of public schools, students, and labor are inspiring; they’re only the beginning. To create lasting change, we must turn these public displays of solidarity into personal—and sometimes uncomfortable—conversations with friends, family, and neighbors. That’s how real change takes root.

While we have seen thousands of supporters show up for demonstrations across the state, in many communities, protecting public education funding happens at the ballot box.

These large crowds do little good for when local elections gather 4

Maine Educator | Summer 2025

The status quo has been disrupted. Federal, State, and local funding are in flux, and programs that students and schools have long relied on, are now uncertain. However, all politics is local, and our communities still want high-quality, safe schools, that offer diverse and rigorous learning opportunities.

One way or the other, we will adapt. We will continue to find our collective strength, rowing together as in the same boat, building organizing power, and forging common ground with allies. As I write, I’m working with labor partners across the state, union members who are also parents and community members, committed to supporting our schools. Like us, they understand that strong schools build strong communities, and that those working against public education often oppose labor rights as well. We accomplish more when we work not only for our individual interests, but for the betterment of all.

As you slide into summer routines, I hope you will enjoy some much-needed down time, but I also ask you to join me in sharing the successes of our educational programs, the amazing work you and your colleagues do, and why we are essential in making Maine the way life should be.

Jesse Hargrove President 207-622-5866 x 2227

From MEA's Executive Director Rach e lle Bris to l

You Had to be There...

Where were you on May 17th & 18th?

No, this isn’t an interrogation, I promise.

At the MEA RA you say? Awesome! It was good to see you there!

For those of you who didn’t answer that way…. We missed you and hope you consider joining us next year.

What is the MEA RA or the Maine Education Association Representative Assembly?

It is a gathering of MEA members who were elected to represent others and to make decisions on issues of importance to the membership and association. It is a place where members yield their power over the direction of the union and make connections with other members around the state. It’s a great time and one you should be part of.

There is even an awards dinner where you can get dressed up if you like.

If you are interested in attending next year, please ask an MEA board member or your local president for more information on how.

At each MEA RA, I get the opportunity to share some insights on the organization, to provide some information on how the union is doing on its strategic foci, and to discuss ways that the association can build power and inf luence.

meeting the requirements of the MEA compliance policy.

The number of delegates at the MEA RA this year increased over last year, bringing more voices into the mix.

2) Power Over – Built on control and force; held by some and not others.

This spring, MEA launched a campaign (5 for $500) to collect personal cell phone numbers and personal email addresses from all our members. Why does MEA want this information? The union needs this information so that we can stay connected to you directly and minimize the potential of outside entities having control over our work together for public education and our members.

This will allow us to communicate important updates and happenings directly to you without any potential interference or disruption. It is the best way to stay informed on issues important to you, your union and public education. If you did not provide this info, you can always do so. MEA does not sell this info, nor does it use it for anything other than communicating with and empowering our members.

3) Power Within – Comes from self-awareness and knowing one’s capacities and desires.

Our local associations are incredibly important, and building membership in locals is vital to leveraging power and strengthening the union. Fifty percent of our local associations grew by at least one member this year. This percentage has grown from 33% in 2022 to 50% this year.

Many locals have also realized their potential by focusing on making connections to new folks to the profession.

Over 70% of our locals have engaged in new hire events, building bridges with new educators.

4) Power With – Shared power that grows out of collaboration and relationships.

MEA membership has increased over the last two years and helps us build inf luence on the issues we care about. There is power in numbers, and more voices lifting up our issues makes us more inf luential whether at the legislature, a school board meeting, or in bargaining. MEA is also continuing our DEIJ (Diversity, Equity, Inclusion and Justice) work, striving to be a place where all educators/ members feel welcome.

I hope to see you at the MEA RA next year. And maybe I will have seen a real moose by then! (If you know, you know.)

While there are lots of types of power, I want to focus on four that seem the most relevant to our work together.

1) Power to – ability to achieve what you want – not about control or force.

MEA and its local leadership have developed significant skills which give MEA and local associations the power to manage the work of the association effectively and efficiently. Fifty-eight percent of locals have leaders who have attended treasurer/president trainings with 30 locals

Find the Sunshine, Rachelle

Rachelle Bristol Executive Director 207-622-5866 x 2227 MAINEEA.ORG

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In the Know 65,000

students and 10,000 educators are impacted each year by the work of Ruth's Reusable Resources, MEA's Corporate Award Winner.

“When enrollment was down, [the administration] cut faculty positions, but now that enrollment is at an all-time high, faculty have not been hired back.

That has a direct impact on our students— I am losing time for the oneto-one interactions with my students that makes the community college experience special.”

-Shari Ward, CCFA President

300

students participated in this year's Read Across Maine Challenge

Barbara Welch, photo credit from: Greta Rybus for NPR

"The sooner that we can get to our students that are struggling, and help them get untangled, the chances of them needing services later are greatly decreased."

-Barbara Welsh, Title I interventionist at Mill Steam Elementary School told NPR in an interview about the impact of Title I funding in her rural district. Read the full story by scanning the QR code.

To Read NPR article

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Maine Educator | Summer 2025

“We need to attract more businesses to Maine, including tech industries.

To do this we need a welleducated workforce... But we can’t do it without monetary support. Your funding enables our current students to develop into mature citizens and contributing members of society. I can’t think of a better investment of tax dollars.”

- Karol Maybury, Professor of Psychology UMF and member of AFUM, told members of the Education and Cultural Affairs Committee in April at a hearing for LD 1219, An Act to Increase State Funding for the Campuses of the University of Maine System To Watch Testimony

5,000,000 hours of instructional time were lost during the 2023-2024 school year due to chronic absenteeism, according to KIDS COUNT data. That's equivalent to over 570 years.

Summer is the perfect time to earn contact hours for recertification!

As an MEA member, you get exclusive access to the MEA Learning Hub—your flexible, self-paced professional learning resource.

Choose the courses that interest you, complete them on your schedule, and submit your work to earn contact hours.

In our first year, over 800 educators—including teachers, ed techs, specialists, and higher ed staff—joined the Hub. We’re committed to offering content that meets your needs.

Check out our newest featured courses below—new content is added regularly! →Classroom Management: Creating and Maintaining a Trauma-Informed Approach Upon completion, learners can earn 6 hours toward state recertification.

Learn how trauma affects student behavior and how to build a supportive, strength-based classroom that reduces challenging behaviors--based on NEA research with added MEA insights for Maine educators. →Poverty-Related Trauma

→Diversity, Equity, & Cultural Competence in Classroom Instruction Upon completion, learners can earn 6 hours toward state recertification.

Develop shared language and strategies to honor students’ cultural experiences, fostering belong, and boosting engagement and success. →AI in Education

Upon completion, learners can earn 6 hours toward state recertification.

Upon completion, learners can earn 6 hours toward state recertification.

Identify trauma-related behaviors linked to poverty and learn strategies to support affected students so they can thrive academically and emotionally.

Understand AI fundamentals and how to ethically integrate AI tools into teaching and learning while promoting student AI literacy.

→Mental Health: Burnout Prevention for Educators Upon completion, learners can earn 6 hours toward state recertification.

Explore the causes and impact of burnout. Gain tools to build resilience, manage time, and create a purposeful, supportive teaching environment. →Supporting Multilingual Learners Upon completion, learners can earn 8 hours toward state recertification.

Explore second language acquisition and discover instructional strategies to support multilingual learners’ academic and emotional growth.

→Disability Representation & Historical Perspectives Upon completion, learners can earn 10 hours toward state recertification.

Examine the history and media portrayal of disability. Learn anti-ableist practices to create inclusive, respectful classroom environments.

→Scan QR Code to sign up!

Mallory Cook Director of Training & Early Educator Engagement mcook@maineea.org MAINEEA.ORG

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JOIN US AT Each July, hundreds of MEA members descend on the University of Southern Maine for our annual summer conference—MEA Summer Camp. This FREE event offers members the chance to connect with union colleagues from across the state while enhancing their skills as educators, leaders, and change-makers. At MEA Summer Camp, you can expect training sessions led by MEA members and experts that address the real challenges you face in your schools and classrooms, along with opportunities to engage more deeply in your union.

JULY 28-29 USM PORTLAND

FEATURED PRESENTERS: →Mallory Cook, MEA Director of Training and Early Educator Engagement

Session: Understanding Challenging Behavior Through Root Cause Analysis In this training, participants will identify a challenging behavior they are facing, determine what is within their control, and use a fishbone protocol to pinpoint the root cause. This process helps in identifying ethical interventions to achieve behavioral goals.

→Jessica Anderson, Executive Director of Count ME In

Session: Attendance IS Behavior Participants will explore tools and resources to make attendance improvement efforts more effective through tiered strategies for supporting student attendance that fit into an MTSS framework.

→Mallory Murphy, Tritown EA

Session: Positive Behavioral Interventions and Supports (PBIS) Classroom Practices 101 Participants will identify classroom practices that are research-based and will give educators ways to proactively strengthen their Tier 1 PBIS instruction.

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Maine Educator | Summer 2025

→Kate Fields, Connecticut Education Association

Session: Developing Executive Functions in Students of All Ages Executive functions help us plan, organize, strategize, focus, remember, manage time and space, and regulate emotions and impulses. Students with strong executive functioning perform better in school, have better attendance and behavior, and are more likely to achieve long-term goals they set for themselves. During this workshop, participants will receive tools and strategies to help educators systematically improve students’ executive functioning skills at all grade levels.

→Jim Clifford, Clifford and Clifford LLC

Session: Special Education Law 101: Understanding the Legal Foundations for Supporting Your Students This will provide a foundational understanding of key special education laws—such as the Individuals with Disabilities Education Act (IDEA) and Section 504—and show how educators and school staff can advocate for students while staying aligned with federal and state mandates.

→Scan QR Code to see all sessions and presenters!

KEYNOTE: Our Journey Through the Developing Nervous System as We Rewire Our Perceptions of Discipline

→Dr. Lori Desautels, PhD

Explore how our nervous systems are impacted by adversity, trauma, and experiences of resiliency through deepened connections and sensory regulation. Behaviors are only signals or indicators that the brain and body are struggling in survival states of functioning. In our time together, we will explore how we get out in front of challenging behaviors through our procedures, routines, and transitions. We will also explore the differences between co-regulation and coercive regulation which is the foundation of discipline practices that move us through conflicts and power struggles while attending to our emotional, social, and physiological health.

SESSIONS FOR EVERYONE! MEA Summer Camp offers something for every educator and school staff member. No matter your role, this conference is built to address the real challenges you face in schools, colleges, and universities. Below is a sample of this year’s offerings. Scan the QR code on page 14 for the full list of sessions and descriptions.

WHAT ARE MEMBERS SAYING ABOUT SUMMER CAMP? “AMAZING information and I felt challenged to actually create lessons to engage students in learning about their own history as well as rethink their interactions with their marginalized peers.”

“Going to the MEA conference will build your teaching confidence by reassuring you that you are on the right path of committing to change. Not only is it powerful but shows you opportunities that will help with your everyday challenges and long-term goals for change.”

→Supporting Desired Behaviors:

• • • • •

Positive Behavioral Interventions and Supports (PBIS) Classroom Practices 101 Understanding Challenging Behaviors Through Root Cause Analysis Attendance IS Behavior Developing Executive Functions in Students of All Ages Supporting Students and Staff Through Implementation of the Dangerous Behavior Prevention and Intervention Law

→Supporting Multilingual Learners and Newcomers:

• • •

Supporting Multilingual Learners and Newcomers Fostering Connection and Social-Emotional Learning Through Storytelling: Maine DOE's Mission to Support Our Newest Neighbors Accessing and Implementing Supports for Multilingual Learner

→Creating Inclusive Classrooms:

• • • •

Creating Inclusive and Affirming Environments Special Education Law 101: Understanding the Legal Foundations for Supporting Your Students Beyond Buzzwords: Real Strategies for Equity, Inclusion, and Cultural Responsiveness Building Welcoming and Affirming School Environments for LGBTQ+ Youth

“It turns out that spending two days in the middle of the summer reconnecting with my fellow teachers and Ed techs was JUST what I needed! The speakers were inspiring, and the sessions were interesting!

I plan on being there every summer moving forward.”

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Maine Educator | Summer 2025

Celebrate

Diverse Books

ELEMENTARY

MIDDLE GRADE

CESARIA FEELS THE BEAT

BY: MAYSOON ZAYID

Though the director insists that Cesaria wear the sandals that are part of her peacock costume, she stands up for herself and takes off her shoes while dancing at her seaside Carnival performance so she can feel the music through her bare feet.

Bay Ann is sure her tap dance will win at the school talent show, but when her crush, Alyee Maq, catches her before she falls (which was his fault anyway) and becomes a viral sensation for helping a girl with a disability, she is determined to beat him at his own attention-seeking game.

SHINY MISFITS

BY: DENISE ROSARIO ADUSEI | ILLUSTRATED BY PRICILA SOARES

YOUNG ADULT

GIVE ME A SIGN

BY: ANNA SORTINO

Lilah, whose hearing loss leaves her feeling not "deaf enough" to identify as Deaf or hearing enough to meet the world's expectations, finds community and romance when she becomes a counselor at a summer camp for the deaf and blind.

TO SEE ADDITIONAL NEA RECOMMENDED BOOKS

SCAN ME

Christine Skinner Washburn TA

Emma Hill Alexander EA

Keane Carlin Carrabec EA

Thank you to all the students and Maine educators who participated in MEA’s Read Across Maine reading journey! MEA is excited to see how so many educators utilized this year’s BINGO cards to help students discover new genres and deepen their love for reading.

Laurie Kimball Veazie EA Cindy Pelotte Winslow EA

Tina Whalen Falmouth EA

Each of the Read Across Maine winners won a $250 gift certificate to purchase books for their classroom! Congratulations to all.

“Read Across Maine helped build a stronger reading community in our classroom. It got students excited, talking, and creating—all through the power of books.”

— Lauren Nudi, Shapleigh School

“Many students were self-professed haters of reading and books. I made it my personal mission to change this one student at a time... Read Across Maine validated that message: reading isn't one thing done one way.”

— Meghan Look, Helen S. Dunn School

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Maine Educator | Summer 2025

Carson Hope Northport EA

Toni Reed Western Foothills EA Jessica Harvey RSU 16 EA

Rachel McNally Eastport EA

Marie Lufkin Rockland

Shelly Hooper Merrymeeting EA Erin Gaudette Dayton EA Karen MacKenzie Saco EA Lauren Nudi Kittery EA

“Read Across Maine is a fun, engaging and attainable way for students to increase literacy while making social connections. As a support professional I'm very grateful to this program and its built-in ability to reach students where they are as they strive to set achievable goals.”

— Shelley Hooper, Williams-Cone School

learned how to use the library better and to find different books than they would usually check out.”

Bringing Literacy to Life Educators across the state used MEA’s Read Across Maine BINGO cards to bring literacy to life in creative ways. Through these activities, teachers and education support professionals engaged students in diverse literacy resources, helping them deepen their love of reading.

Read Across Maine: A Statewide Celebration of Literacy This year’s Read Across Maine Challenge brought more than 300 students from classrooms across every county in the state on a journey to rediscover the joy of reading. The challenge encouraged educators to help students explore books across a variety of genres and subject areas—from poetry and Maine authors to recipe cards and STEM connections.

Students rose to the occasion by completing BINGO cards tailored to their grade levels, turning reading into classroom-wide engagement mixed with a little competition.

Read Across Maine in Action: A Visit to Three Schools This spring, MEA President Hargrove visited classrooms at Veazie Community School, Eastport Elementary, and Alexander Elementary, where students proudly shared their reading accomplishments and favorite genres.

At Veazie, students were especially excited to talk about their current favorite genre—dragons. While President Hargrove’s chosen title, At One: In a Place Called Maine, didn’t feature firebreathing creatures, it did highlight something just as magical, Maine itself.

Sparking rich conversations, plenty of curiosity, and text-to-text connections as

students related the story to other books and familiar places near their homes, like Mount Katahdin.

Integrating Literacy Across the Curriculum At Eastport Elementary School, teacher Rachel McNally introduced the Read Across Maine challenge to her 7th grade reading group, and they eagerly embraced the opportunity. “Students were actually searching the bookshelf for books that fit the criteria [of the BINGO cards],” she said. “While searching, they found new books they were excited to read.”

Their enthusiasm culminated in a unique STEM-literacy crossover project, where students invited President Hargrove to view a presentation of their favorite books. As part of their demonstration, students programmed robots to act out movie-style book previews, selecting which stories they’d like to “watch” next.

Even when the programming didn’t go as planned, students showed resilience— debugging their code and getting their robots back on track. The project was a powerful example of how reading can be integrated across disciplines to spark creativity, problem-solving, and deeper engagement.

In Alexander, Emma Hill’s 2nd and 3rd grade class enjoyed President Hargrove’s read aloud of I Met a Moose in Maine One Day. The rhyming tale brought them on a journey through Maine. Students were excited to identify towns that they knew, and curious to point out new towns and find them on the Maine map. Hill noted how the BINGO challenge helped students explore new genres: “They

At Winslow Elementary, resource room teacher Cindy Pelotte used the challenge to engage struggling readers by introducing them to a wide range of texts—from poetry and magazines to comic books and even recipes. “We read recipes. Talked about how important reading is in every job that they would do,” she said. “I believe that this has increased their interest in reading, which is a big step into becoming a better reader.”

At Dayton Consolidated School, pre-k teacher Erin Gaudette integrated the challenge into her class’s “All About Maine” social studies project. “We explored a variety of Maine authors and book genres to inspire a love for reading in early learners,” she said. “It also created an opportunity to discuss the benefits of visiting local libraries and participating in activities that enhanced a literacy-rich experience.”

Whether students were exploring Maine’s literary landscape, programming robots to bring stories to life, or sharing books with their families at home, the challenge reminded us that literacy is not confined to a single subject or space As Pelotte shared, “It’s not what they read that matters—but that they find something they enjoy.” That spirit of discovery and joy was evident in every classroom, every BINGO card, and every conversation sparked by a good book.

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fantasy novels to explore complex topics.

What is, Maine?

Kara Peruccio, an assistant professor in the Department of History and the Women’s, Gender, and Sexuality Studies Departments at the University of Maine, was a contestant on Jeopardy! in May.

A

fter four auditions, Kara Peruccio finally received the call she had been waiting for—she had been selected as a contestant on Jeopardy!. In March, she flew to Los Angeles to tape her first episode, which aired on May 9.

When asked how she prepared for Jeopardy!, Peruccio credited her love of reading, crossword puzzles, and trivia. She also fondly recalled friendly competitions with her twin sister— especially the hours spent playing trivia games on the Encarta Encyclopedia and Jeopardy! CD-ROMs. But perhaps most impactful were her students. “I learn a lot from my students and all of their different majors and interests, which also helped me prepare,” she reflected.

On the day of filming, contestants arrive at Sony Pictures Studios by 7:15 a.m. for a full day of taping. “I’m always amazed by the people who go on weeklong Jeopardy! runs,” Peruccio says. “I know a lot, but I don’t know if I would’ve had the stamina. It’s a long day.”

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“I want people to know it's okay to keep trying. Persistence, determination, and resilience are all so important.”

Kara Peruccio, Assistant Professor UMAINE Maine Educator | Summer 2025

Because Jeopardy! randomly selects contestants to play each game, Peruccio spent most of the day in the greenroom waiting to be called. She wasn’t chosen until the final game of the day, which gave her plenty of time to get to know the other contestants. After winning Friday’s game, she returned the following morning to tape the Monday episode as the reigning champion.

That downtime gave Peruccio a chance to bond with her fellow contestants— so much so that they keep in touch through a group chat. “Sitting around for hours waiting to tape will do that,” she laughs. She also chuckles about some of the categories she struggled with, like “Jeoportmanteau”—a category so challenging that no one answered a single clue correctly. “Now when I watch new episodes, I think, ‘Why wasn’t that category on my episode?’”

Despite not owning a television, Peruccio did very well in the category “Property Watching,” which featured clues related to HGTV shows. She answered nearly all of those questions correctly, including a question about Maine Cabin Masters, who had worked with the University of Maine Outing Club to renovate a cabin.

Now in her fourth year as a professor of Women’s Studies and History, Peruccio brings the same curiosity and creativity to her teaching.

She’s passionate about meeting students where they are—whether that means incorporating art or using

One of her courses, History and Fantasy Literature, uses recently published fantasy novels to teach about the Middle East and Islam. “It’s a great way to think about history through literary forms,” she explains. “I’ve found that it is sometimes easier to get students to read fantasy novels than drier academic texts. I think it is important to be flexible with what type of knowledge because we can learn from a variety of sources.”

She encourages students to pursue their interests and bring their passions into the classroom. “I always ask my Introduction to Gender Studies students to bring in articles or books they’re excited about,” she says. “If someone is interested in something, I try to find other texts or articles to supplement their learning and deepen their curiosity.”

Her own Jeopardy! journey is a testament to that philosophy. “This was my fourth time auditioning. I want people to know it’s okay to keep trying. Persistence, determination, and resilience are all so important,” she says. She brings that mindset to her own classroom where she works to create an environment where students feel safe to learn and grow. “I want them to know it’s okay to make mistakes or ask for help. Too often, students are afraid that doing so will make them seem less smart.”

Looking ahead, Peruccio is shifting her focus to her book manuscript about suffrage movements among Egyptian, Turkish, Spanish, and Italian women—a project that examines how women’s suffrage movements interact with authoritarian governments and international suffrage organizations during the interwar period. →To hear more about Peruccio’s experience on Jeopardy! watch our interview by scanning the QR Code!

This year, MEA received dozens of submissions for the annual “My Hero Works in School" essay contest. Every year it is special to read, from students’ perspectives, the wonderful impact that Maine educators have on their lives each and every day.

r ks o W ro My He ol o h c in S test ay Con Ess

This year’s “My Hero Works in School” contest winners were Sebastian L., from Veazie Community School and Juliette J. from Thomaston Grammar School. Sebastian’s essay honored his school hero, Mr. Smitty, a custodian at Veazie Elementary School. Juliette’s essay was written in honor of Mrs. Cole, an Education Technician at Thomaston Grammar School.

The two students and their school heroes were honored on the field at the Portland Sea Dogs game on June 22nd!

Congratulations to all!

My School Hero and Friend, Mr. Smitty Mr. Smitty is more than just a janitor at my school. He is my friend. He loves cars, especially Mustangs and Fords. He drives a Mustang, a Kawasaki motorcycle and a Ford Ranger truck! I think that Mr. Smitty and I get along so well because we both have a love for cars. A fun activity that Mr. Smitty and I like to do is exchange car magazines.

Our favorite car magazine is Modern Rodding where they restore old vehicles. My favorite restored car is the vintage ‘57 Ford Del Rio Station Wagon where they gave it a new paint job and removed the rust off of the car.

Mr. Smitty greets everyone in the hallways and he is always sure to give me a friendly fist bump! All of my friends are attracted to his vibrant personality as well as teachers and parents! If you ever need a ball pumped up, he is nice enough to pump it for you. He also is 75 years old and could be retired by now, but he chooses to spend time with us and makes our school a clean and happy place.

Something that people might not know about my friend is that he is a veteran and he was in a war. He doesn’t discuss the war and I think that makes him even more of a hero. All different kids with different abilities feel comfortable around Mr. Smitty and he never forgets to make silly jokes and show them his tools.

Sports is another thing that connects our friendship. I love soccer and he loves baseball and basketball. Mr. Smitty tries to find time in his schedule to come and support my school’s sports teams or he even comes to my band concerts! He is definitely my hero at school.

Sebastian L. Veazie Community School

My Hero Works at My School My hero is Mrs. Cole, she is a paraprofessional at Thomaston Grammar School, and has worked here for 8 years. Today you are going to find out why I picked her, and how amazing she truly is and everything she does for our school. So I'm going to show everyone how great of a paraprofessional she really is.

First, Mrs. Cole is amazing because even when she is having a bad day she still smiles and laughs. She tells us jokes throughout the day during morning care, lunch, and recess. I love to hear her laugh because it makes me happy and laugh too. Mrs. Cole helps everyone feel comfortable, welcome, and safe no matter what.

Next, she has so many responsibilities! She has to do morning care, lunch duty for all the kids in the school, recess duty, and even subbing too. Mrs. Cole has to look around to make sure everyone is safe during all her duties. She has to do that for 150 kids, I have no idea how she does it! When we go outside Mrs. Cole walks around, but sometimes there’s problems across the playground and she goes over and helps students solve the problem. I have know idea how she can even see that far!

Mrs. Cole is a wonderful paraprofessional at Thomaston Grammar School. She works so hard, but a lot of people don’t notice. I want her to know that I notice.

That's why I think Mrs. Cole deserves this award, so everyone knows how amazing she is. Mrs. Cole is my hero at Thomaston Grammar School!

Juliette J. Thomaston Grammar School

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Maine Educator Magazine Cover Contest The MEA is pleased to showcase student artwork during its eighth annual Maine Educator Art Cover Contest. MEA believes in celebrating the successes of our students and members, and this cover contest gives the Union that opportunity.

Congratulations to all the students and teachers!

Cover Contest Winner Curtis Gabriel Old Town High School Teacher:Josh Curtis

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Digital Art Shilynn Simas Oxford Hills Tech. School Teacher: Virginia Valdes

6-8 Laila Amis, Grade 8 Glenburn Elem. School Teacher: Lindsay Hartwell

K-3 Kai DeNeef, Grade 2 Central School Teacher: Brenda Stewart

9-12 Aidan Pecararo Waterville High School Teacher: Hope Lord MAINEEA.ORG

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Lauren Remington Meet Lauren Remington, Early Childhood Instructor 2025 Award for Teaching Excellence Winner!

When Lauren Remington stepped into her role as the early childhood instructor at St. Croix Regional Technical Center, she inherited more than an empty classroom—she inherited a program that had been dormant for two years.

Rather than be discouraged, Remington saw an opportunity to rebuild something meaningful. Today, thanks to her vision and dedication, the program is thriving and tailored to meet the needs of both her students and the broader Washington County community.

Remington is committed to creating new pathways for success. Her program equips students with knowledge, handson experiences, and industry-recognized credentials, preparing them for careers or further education. Early in her role, she earned an additional degree and teaching endorsement, allowing her to co-facilitate dual enrollment courses through the University of Maine at Farmington and Washington County Community College.

“Going back to school was important to me because I wanted to create meaningful opportunities for my students—not just to earn credits, but to build their confidence,” she says.

Remington continuously looks for ways to enhance her program. She recently piloted the use of observation rooms in her classroom lab, giving students more 18

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authentic learning experiences without disrupting care. “My goal is to build the best early childhood program in the state,” she says. “I want my students to understand their worth and the value of their education.”

Her impact extends far beyond the classroom. Whether mentoring, coaching, refereeing basketball, or organizing local initiatives, Remington creates spaces where students feel seen and supported.

“Building relationships is the center of everything I do,” she explains. “Providing service-learning opportunities helps bridge the gap between the classroom and the community.”

Remington’s advocacy extends beyond her classroom through active service on several local and statewide boards and advisory teams, where she champions expanded access to early childhood and technical education across Maine.

Her work with the state’s Career and Technical Education Grant Team led to her certification as a facilitator for Maine Roads to Quality courses, which are offered to her students at no cost, a firstof-its-kind opportunity in the state. Most recently, she was appointed to the Board of Directors for the Maine Association for the Education of Young Children, where she contributes to statewide early childhood education advocacy.

While academic success is important,

Remington says her goal is for her students to believe in themselves. “I want them to know they can achieve anything they set their minds to,” she shares.

Working with students for two or even three years allows her to build strong relationships and witness their growth firsthand.

Her students take many paths—some pursue higher education, while others enter the workforce as educational technicians or join Head Start programs.

One former student even used her course as a foundation for a career in pediatrics.

“One of my former students is now the lead teacher at my daughter’s childcare program,” she shares. “It’s a full-circle moment—watching someone I once taught now care for my child.”

“Lauren is a wonderful representation of an educator committed to student success,” said MEA President Jesse Hargrove. “Her dedication to community, student learning, and advocacy shines through as she represents Maine among NEA educators nationwide.” →Watch Lauren's interview featured in the Hargrove Herald!

Deb Ladner Oxford Hills EA Secretary named Joan McGovern ESP of the Year For many students, staff, and families at Oxford Hills Comprehensive High School, the day begins with a familiar smile and a warm greeting from Deb Ladner, the school’s front office secretary. Long before the first bell rings, she’s already in motion—answering phones, welcoming students, and quietly solving problems before most people have had their coffee.

Over her 30-year career in the district, Ladner has worn many hats—from classroom volunteer and substitute teacher to educational technician and now secretary. No matter the role, one thing has remained constant: Ladner is the heart of the school.

“Deb is the glue that holds this place together,” said Dennis Boyd (Oxford Hills EA). “She’s the first person we go to when we need help—and the last person to ever ask for credit.”

A proud graduate of Oxford Hills High School, Ladner chose to raise her family in the same tight-knit community where she grew up. Her lifelong ties to the area give her a deep understanding of the vital role schools play in rural communities—not just as places of learning, but as lifelines for families. “Some of the students, I went to school with their grandparents, and my kids went to school with their parents,” she said. “I know that these kids are our future, and we have to take care of them and invest in them today.”

Her commitment is reflected in the many ways she serves students and families beyond the school day. She connects students and families with food assistance programs, organizes school supply drives and holiday support, and helps host monthly community meals through her church. She also partners with the school’s Key Club to provide Thanksgiving baskets. That spirit of service extends to her classmates in the Oxford Hills Class of 1978. Together, they founded the annual 'Fore a Cause' golf tournament, which raises funds for grocery gift cards for families in need.

Ladner’s influence reaches far beyond Oxford Hills Comprehensive High School. She’s seen firsthand the difference universal free school lunches make for students. “When we feed them, they can learn better,” she says. When funding for the program was at risk earlier this year, she took action—making sure lawmakers heard directly from those who would be affected. “This year, I called my legislators and told them we can’t afford to lose this program—so many kids and families rely on it.”

Her commitment to care extends just as strongly to the dedication she shows her colleagues. “I just really care about people,” she said. “If I can help a someone [at work] get something done or support them in any way, I try to help.”

As a long-time member of the Oxford Hills Education Association, Ladner has become a trusted advocate for education support professionals (ESPs). She’s become the go-to person for unionrelated concerns for secretaries and others across the district—offering guidance, support, and a steady hand during challenging moments. Her thoughtful leadership has supported those working behind the scenes, and her advocacy has helped to secure fair wages and improved working conditions for her colleagues.

Now, as Maine’s Joan McGovern ESP of the Year, she brings that same dedication to a broader stage, using her voice to elevate ESPs across the state.

“Deb’s leadership and compassion embody the very best of what it means to be an education support professional,” said MEA President Jesse Hargrove. “She lifts others up, builds bridges between people and programs, and reminds us that care and connection are at the heart of public education.”

→Watch Deb's interview featured in the Hargrove Herald!

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MEA Delegates Convene for 97th Representative Assembly Maine Education Association members gathered in Portland in May for the 97th Annual MEA Representative Assembly.

As MEA’s largest governing body, delegates gather from every county in Maine, representing MEA locals from across the state.

Each year, they meet to set MEA’s priorities for the year ahead.

community demonstrations turned out thousands of people, it means very little if those people stay home when it is time to vote,” Hargrove told delegates. “We must turn the community members who are showing up to these demonstrations into advocates, voters, and candidates.”

Throughout the two-day event, delegates voted on the proposed budget for the upcoming year, new business items, amendments to bylaws, and received updates from MEA leadership and staff.

Pointing to efforts across the country to strip public employees of collective bargaining and payroll deduction, Hargrove reminded delegates that the time to organize is now. “We don’t need to wait for contract negotiations to start organizing. We don’t have to wait for an election to begin organizing. Make those connections when you go back to your worksites, invite your colleagues to join in the work that our association is doing.”

→There is Strength in Solidarity In his first Representative Assembly remarks as president, President Jesse Hargrove celebrated recent victories—including the repeal of GPO/WEP, the organizing successes of MEA’s higher education bargaining units at the University of Maine System, and collaborations across the labor movement at the Strength in Solidarity rallies on May Day. Citing consistently low voter turnout for school budgets, Hargrove stressed the importance of civic engagement. “While many of these 20

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→Delegates Reminded of their Collective Strength NEA Executive Committee member Robert Varela Rodriguez joined MEA delegates as the keynote speaker, reinforcing President Hargrove’s message of building solidarity and power across the community.

“Here in Maine, you don’t sit around and wait for things to happen. From your March walk-ins in Portland to your Strength in Solidarity events in May, you are demonstrating the

power of unionism and fighting to protect your values and your public schools,” he told delegates.

Highlighting examples from NEA’s recent victories in federal court, Rodriguez reminded delegates that membership strength translates into union strength. “As educators—and NEA members—we are uniquely positioned not only to impact the students in our classroom, but to impact 50 million public school students across the country.”

Rodriguez reminded delegates of the influence that they hold as educators and members of the largest union in both the state and nation. “Keep taking a stand for our students and public schools. When we are empowered, it won’t matter what our adversaries say. It won’t matter because we are unified and we believe in something bigger than ourselves.”

→The “Power of We” On the final day of the Assembly, MEA Executive Director Rachelle Bristol centered her remarks on the 2025 Representative Assembly theme, “The Power of We,” highlighting the strength found in union relationships, collective action, and meaningful connection with one another.

Bristol emphasized the importance of connectivity—specifically the ability to communicate directly with both current members and potential members. Referencing MEA’s recent campaign “Take 5 for $500,” which encouraged members to update their contact information, she said, "We need to identify the places where people want to limit our ability to be powerful.

If we don’t have the ability to communicate with our members without a third party—like a school district—they hold power over us and how we connect with members.”

Reflecting on President Hargrove’s message, Bristol reminded delegates that shared power is rooted in collaboration and relationships. “Our power grows through connection and collective action, but there is also strength in numbers,” she said, as she reported MEA’s continued membership growth— which brought applause and celebration from the delegation.

Membership growth is a sign of strength, but it’s only the beginning. Bristol urged delegates to keep pushing forward, bringing the lessons, inspiration, and energy from the Representative Assembly back to their locals to continue building power. “Leadership is about making the right thing happen when you need it to—not waiting to act when something happens to you. Sometimes, you need to peek your head out and engage.”

→MEA Awards Night 2025 During the annual awards banquet, MEA leaders presented MEA’s Annual Awards, recognizing MEA members and community members who have been exemplary in MEA’s advocacy for Maine students, educators, and public education.

→John H. Marvin Local Association Award: Lewiston EA

When faced with severe budget cuts, the Lewiston Education Association (LEA) mobilized members and the community through canvassing, letter-writing, and public testimony—ultimately saving 30 jobs and preserving vital student programs. LEA also secured a strong contract with salary increases and hosted their first member-led conference to foster professional growth and advocacy.

→Ann Sheehan Political Action Award: ACSUM

Amid stagnant wages and rising costs, the Associated COLT Staff of the Universities of Maine (ACSUM) became a driving force in advocating for increased university funding, partnering with legislators and fellow unions to spotlight the impact of underfunding. Through tireless efforts—testifying, organizing, and amplifying their stories—ACSUM played a vital role in MEA’s Fund Maine’s Future campaign.

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Committee’s Legislative Liaison, she advocates tirelessly for students, staff, and families both locally and in Augusta.

→Golden Apple Award: I’m Your Neighbor Books

I’m Your Neighbor Books promotes literacy and belonging by providing diverse, inclusive books that reflect the experiences of immigrant and refugee students across Maine. Through school partnerships and volunteer-led storysharing, they foster empathy and connection in classrooms and communities.

→Ann Sheehan Political Action Award: Crystal Ward

For 25 years, MEA-Retired member Crystal Ward tirelessly championed the repeal of the unfair Social Security Offsets (GPO/WEP), persistently lobbying Maine’s Congressional Delegation. Thanks to her unwavering advocacy, the Social Security Fairness Act was signed into law, restoring benefits to over 25,000 retired Mainers, and had a lasting impact on educators nationwide.

→Public Higher Education Impact Award: Raphael Okutoro Raphael Okutoro has championed faculty and staff by securing funding for academic programs, expanding professional development, and building bridges between higher education and the community. His leadership has strengthened support systems for educators and advanced equity and excellence across public higher education.

→Public Higher Education Impact Award: Michael Cauvel Michael Cauvel, Associate Professor at the University of Southern Maine and president of USM’s AFUM chapter, played a pivotal role in the Fund Maine’s Future campaign by conducting critical research on university funding and its economic impact. His work brought statewide attention to the need for increased appropriations for the UMaine System.

→Friend of Education Award: Dr. Elizabeth Eames

Since her election to the Lewiston School Committee in 2021, Dr. Elizabeth Eames has brought a thoughtful, inclusive voice to education policy, championing equity and community engagement. As a retired educator and the 22

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→Golden Apple Award: Kyle Leathers

Kyle Leathers has dedicated countless volunteer hours to creating opportunities for Millinocket students, from coaching the e-sports team to securing grants for robotics, career fairs, and college readiness programs. As a social studies teacher, he empowers students through Project Citizenship, guiding them to make real change in their community—like launching a community center and school garden.

→Golden Apple Award: Jamie Caouette

Under Jaimie Caouette’s leadership, The Store Next Door has become a lifeline for Lewiston students, providing essentials like clothing, toiletries, and school supplies to ensure every student feels supported and valued. Beyond material needs, the program offers academic support and advocacy, creating a safe, inclusive space for youth facing homelessness and hardship. MEA proudly presents the Golden Apple Award to Jaimie and her team for their profound impact on students’ lives and the Lewiston community.

→Human and Civil Rights Award: Ina Demers

Ina Demers exemplifies tireless advocacy, spending her April Break at the State House championing inclusive education for multilingual learners, children of immigrants, Maine’s First Peoples, and other marginalized groups. As a multilingual educator and active MEA leader, she brings vital insight to professional development and reminds us to always condiser the diverse experiences of our students.

→Human and Civil Rights Award: Lea Crane

Recognizing the need for language support among multilingual transportation staff, Lea Crane partnered with Portland Public Schools’ Multilingual and Multicultural Center to provide translation services and host accessible union meetings. Her efforts empowered staff to better understand their rights and helped secure ongoing support through the school budget.

→Ashley Bryant Arts and Humanities Award: Deborah Elz Hammond

Deborah Elz Hammond, a passionate artist and theater educator at Bangor High School, inspires students to explore the arts in ways that challenge norms and foster empathy.

As a devoted ally to the LGBTQ+ community, she creates a classroom rooted in compassion, equity, and emotional connection.

→Corporate Award: Ruth’s Reusable Resources

Each year, educators spend hundreds—often thousands—of dollars on classroom supplies, but Ruth’s Reusable Resources in Portland has become a vital partner in easing that burden.

Since 1994, Ruth’s has provided over $100 million in donated supplies to Maine schools, supporting more than 10,000 educators and 65,000 students annually.

→Corporate Award: Girls on the Run

Girls on the Run Maine empowers students in grades 3–8 through inclusive, research-based programs that blend physical activity with life skills to build confidence, empathy, and emotional resilience. With each season culminating in a celebratory 5K, their work fosters belonging and community for thousands of Maine youth.

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.

Kalei Kieu

Scarborough High School

Connor Voisine

Fort Kent Community High School

Asa Tussing

Deering High School

Hunter Gagnon

Poland High School

Not Pictured: Rosalyn (Roz) O’Reilly Orono High School, Jenna Dean Shead High School, and Samuel (Sam) Boone, Katahdin High School

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Association and shall annually make recommendations, which may be in the form of amendments to the Constitution, Bylaws, and Standing Rules in order to more effectively achieve the purposes of the Association.

The committee shall also support local associations to make sure their Constitutions and Bylaws are in compliance with MEA requirements and help them best meet the needs for their members. The committee shall be responsible for continuous maintenance of an efficient and workable election procedure and shall, through an Elections Committee of five (5), be responsible for planning and conducting elections. The committee shall be responsible for apportioning RA delegate credentials among governance affiliates.

2025 Bylaw Changes BYLAWS ARTICLE II, SECTION 2, PART C: ARTICLE II. REPRESENTATIVE ASSEMBLY Section 2. Terms of Delegates and Alternates C.An alternate delegate who has been elected through the regular elections process may be designated to replace a delegate who is unable to attend the Representative Assembly and shall resume alternate delegate status immediately following the Representative Assembly.

BYLAWS ARTICLE II, SECTION 2: ARTICLE II. REPRESENTATIVE ASSEMBLY Section 2. Terms of Delegates and Alternates A. All terms of office of Representative Assembly delegates shall be for one year. The terms shall begin and expire upon ratification of MEA election results.

B. Delegates and alternates shall be elected at the same time.

C. An alternate delegate who has been elected through the regular elections process may be designated to replace a delegate who is unable to attend the Representative Assembly and shall resume alternate delegate status immediately following the Representative Assembly.

D. The delegates who represent the governance affiliate shall be seated in the Maine Education Association Representative Assembly at the annual meeting only if the governance affiliate has transmitted sixty (60%) percent of the dues receivable by May 1. Any delegate from a governance affiliate who is denied a seat at the Representative Assembly due to the application of this paragraph may appeal the matter to the full Representative Assembly which may, by majority of its membership, vote to seat the delegate.

BYLAWS ARTICLE II, SECTION 3: ARTICLE II. REPRESENTATIVE ASSEMBLY Section 3. Delegates/Alternates Who File Late Entire section struck BYLAWS ARTICLE VI: ARTICLE VI. COMMITTEES Section 1. Representative Assembly Committees A. Representative Assembly Committees shall consist of (11) eleven members appointed for one-year terms.

Members shall be appointed by the MEA President.

When making appointments to the committees, the president shall strive to create committees with representation from as many MEA Board districts as possible and as many different membership categories as possible. The president may also consider other factors when making committee appointments if they believe doing so will best help the committee and the organization achieve its goals and vision.

B. Resolutions Committee A Resolutions Committee shall receive resolutions and new business items from members, groups of members, and committees, and, after editing and reviewing those resolutions and new business items, shall present them to the Representative Assembly.

C. Strategic Budget Committee A Strategic Budget Committee shall be chaired by the Treasurer. The function shall be to prepare, with the assistance of the Executive Director and President, the annual budget for presentation to the Board of Directors for transmittal to the Representative Assembly.

D. Structure and Bylaws Committee A Structure and Bylaws Committee shall study the Constitution, Bylaws, and Standing Rules of the

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Section 2. Standing Committees A. Standing Committees shall consist of one member from each MEA Board seat appointed by the president.

The president may also consider other factors when making committee appointments if they believe doing so will best help the committee and the organization achieve its goals and vision.

B. Government Relations Committee A Government Relations Committee shall develop and help support the association’s legislative goals and also review and recommend revisions to the screening and endorsement process. Members shall also serve on the screening and endorsement committee.

C. Human, Civil Rights, and Social Justice Committee A Human, Civil Rights, and Social Justice Committee shall advocate for educational and training programs designed to enhance human and civil rights and shall make recommendations on ways for the Maine Education Association to promote social justice.

D. Instruction and Professional Development Committee An Instruction and Professional Development Committee shall develop and help support the association’s professional development goals.

E. Statewide Bargaining and Organizing Committee A Statewide Bargaining and Organizing Committee shall develop and help support the association’s collective bargaining goals.

F. Education Support Professional (ESP) Committee An Education Support Professional Committee shall advocate for ESP involvement in the Association and educational and training programs designed to advance ESP-related issues.

G. Black, Indigenous, People of Color Committee A Black, Indigenous, People of Color Committee shall advocate for minority involvement and pathways to leadership, support educators and students of color, promote and support anti-racist education, and identify policies and practices that further support the MEA becoming an inclusive, equitable, and diverse organization.

Section 3. Ad Hoc Committees Ad hoc committees may be established by the Representative Assembly, by the Board of Directors, or by the President for the purpose of accomplishing a specific task within a limited period of time.

Section 4. Judicial Board The MEA Judicial Board shall consist of five (5) members appointed by the MEA President, with the consent of the MEA Board of Directors. The members of the MEA Judicial Board shall be appointed for five (5) year staggered terms, beginning September 1. The MEA President shall designate one (1) member of the MEA Judicial Board to serve as its Chairperson. Members of the MEA Judicial Board shall have been active, active education support, and/or retired members of MEA for at least five (5) consecutive years immediately prior to their appointment, and shall maintain active, active education support, or retired membership while serving on the MEA Judicial Board. A member of the MEA Judicial Board may be a delegate to the MEA and/or National Education Association Representative Assemblies, but shall hold no other elective or appointive position in MEA or any of its affiliates.

2025 Legislative Platform Changes Retirement with the Dignity We Deserve: Many educators remain in the profession for the majority, if not all, of their working years. While once teacher pensions were sufficient to sustain an active lifestyle after a career of service to students, today, after repeated cuts to our pension from policymakers in Augusta and Washington, DC, many struggle to pay their bills. The MEA will continue to advocate for strong pension benefits for all career

educators and to undo the many ways career educators are disadvantaged in retirement.

MEA supports: • A stable and secure retirement benefit for all education employees as essential to providing and maintaining a high quality education system, and for all public employees as essential to providing and maintaining high quality public services; • Improving the public pension system for all qualified educators including removing caps on cost of living increases, increasing state investments in the plan so it keeps pace with inflation, and increasing the amount the state pays towards retired teacher/ed tech health care; • The Social Security Fairness Act signed into law January 5, 2025.

MEA opposes: • diminution of retirement income for public employees.

Healthy Families, Healthy Schools, Safe Communities: Educators know that when students and their families are healthy and happy and live in safe communities there is a direct correlation in educational outcomes and attainment. Therefore, the MEA will consistently advocate for policies to support Maine’s families, especially families of young children, as well as policies that help to keep our communities safe places in which to live and thrive.

MEA supports: • Efforts to raise the minimum wage to a living wage to help more families escape poverty.

• The expansion of paid sick and paid family leave policies, so educators and families have the time they need to care for loved ones without causing financial harm.

• Efforts to expand health care as a universal human right for all Maine people; • A progressive tax system based on individual and corporate ability to pay to yield sufficient revenues to address needs; • Establishment and funding of programs and standards to protect children from physical, sexual, or emotional abuse and/or neglect; • Legislation to assist in developing programs to protect children from danger, ill health, or hunger; • Federal support for fully funded school meal programs including child nutrition programs when school is not in session that follow age-appropriate guidelines to provide adequate, appetizing, and nutritious foods and the provision of nutrition assistance to families unable to meet basic nutrition needs; • Common-sense gun safety measures such as banning assault weapons, limiting the capacity of ammunition magazines, universal background checks, waiting periods for all gun purchases, red flag law, safe storage of firearms, and increasing opportunities for gun safety education; • High quality, affordable childcare for all families in Maine.

MEA opposes: • Efforts to cut or eliminate programs designed to help families and children; • Unfair tax loopholes or giveaways that reduce revenues and shelter corporations and high-income individuals from paying taxes.

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2025 New Business Items This New Business Item proposes that the MEA fund sending two MEA members to participate in the 202526 Labor Summer Institute, where they can help us build solidarity with other Maine unions on commoncause issues and actions.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will advocate for waiving the requirement to be recertified after a professional educator reaches 20 years of teaching service.

The MEA will expand and fund trainings for members to increase our cultural responsiveness and instructional capacity to support multilingual learners (MLs) and their families including but not limited to refugees, asylum seekers, and Students with Limited or Interrupted Formal Education (SLIFE), and dualidentified MLs with disabilities.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will work to pass legislation that requires the state to compensate student teachers and their mentor teachers.

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REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will work to pass legislation that requires the state to compensate any prospective educator completing required full day field experience.

REFERRED TO RESOLUTIONS COMMITTEE The MEA will offer for all members Diversity, Equity, Inclusion, and Justice (DEIJ) and SocialEmotional Learning (SEL) professional development opportunities that are relevant to their practice.

The MEA will develop a resource accessible on the MEA Learning Hub that supports early career educators in the following areas: long-term financial planning, retirement planning, understanding contracts, navigating benefit enrollment, professional development, MEA leadership opportunities, and more.

The MEA will provide committee chairs with a report on all business items they submitted from the previous RA. The MEA will hold at least two (2) in-person Pre-Representative Assembly Overview Meetings (PROMs) in 2026--one in the Portland area and one in the Bangor area--in addition to any virtual PROMs. The MEA and MEA Leadership will explore and implement any additional possible effective and timely ways to facilitate more communication between MEA active members and MEA-Retired members, and to increase contact of MEA Retired members with potential MEA-Retired members.

The MEA, working with other organizations, will help to inform members about the impact of the referendum questions on the November 2025 ballot-the so-called 'voter i.d.' question (better known as a voter suppression measure) and the Extreme Risk Protection Order question--and will encourage members to defeat the 'voter i.d.' question and to support the ERPO question.

The MEA will help connect our members with Public School Strong Maine in order to assist in the formation of local teams in districts that will help promote and protect our public schools and help keep our system of public education strong.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will direct its elected representative to the Maine Public Employees Retirement System to propose a cost-effective and financially sound investment portfolio that does not contribute to any corporation, state-owned entity, or financial product identified as being complicit in the violation of the human rights guaranteed to Palestinian civilians under international law. To demonstrate compliance with this NBI, our representative will assemble a report of MPERS investments that were contributing towards Palestinian human rights abuses, and how they will be removed from our portfolio.

The MEA will identify a labor-friendly lawmaker to sponsor and reintroduce “Right to Strike” legislation in the upcoming legislative season, and seek to endorse only candidates in the 2026 gubernatorial election who support MEA members’ right to collectively bargain and strike.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will advocate for a change to amend Title 20-A: Education Part 6: Teachers, Chapter 507 Leaves of Absence §13601 to transfer all of a teacher's accrued sick time from their sending district to a new district upon completion of the required probationary period.

The MEA will research and report back to the 2026 MEA RA alternate funding sources for public education instead of property taxes.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will research and report back to the 2026 MEA RA proposed legislation that would guarantee release time for all association presidents or their designee to conduct association business.

The MEA shall investigate the retention rates of self-identified teachers of color across the state. This investigation will specifically examine the primary factors contributing to why these educators: 1. choose to leave or are compelled to leave their schools, and 2. choose to leave or are compelled to leave the teaching profession altogether.

The findings of this investigation shall be used internally to inform the work of the MEA, such

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as aiding in the development of future BIPOC Committee Charges.

REFERRED TO GOVERNMENT RELATIONS COMMITTEE The MEA will work to pass the Medicare for All Act.

2025 New and Amended Resolutions Amendment to A10 A10.RESOLVED: That the MEA believes that educational opportunities for all persons, which enable them to develop to the full extent of their capabilities and assume the roles of responsible citizenship, must be supported by: • full funding of legislatively mandated programs • the recognition that education should be a process which meaningfully involves professional and support educators, retirees, parents/guardians and students; these stakeholders should have direct involvement from the earliest planning stages to the final implementation of federal, state and local educational programs • community awareness programs that communicate local educational accomplishments and concerns to the public • the election of candidates for public office at local, county, state and federal levels, who are committed to the educational goals of the Association • the appointment of nominees to educational boards and task forces, including but not limited to the State Board of Education and the University of Maine Board of Trustees, who are committed to and supportive of public education, educators, and students • graduation requirements that reflect the equal implementation of all eight content areas of the Maine Learning Results (MLR) (Adopted 2004; Amended 2009; Amended 2011; Amended 2025) Amendment to A15 A15. RESOLVED: That the MEA believes that there should be dedicated funding for early childhood education and that all children should have access to: • 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 prekindergarten programs for all three- and four-year old children whose parents/guardians choose to enroll them; • increased publicly funded support services such as physical therapy, occupational therapy, speech therapy, et al, for children, birth through age 5 • access to Early Head Start programs.

(Adopted 2019; Amended 2021; Amended 2025) New A21.

RESOLVED: That MEA supports an equitable school funding formula that ensures all Maine students have the programs and resources needed for a quality, wellrounded pre-K-12 public education that enables them to be successful. (Adopted 2025) New A22.

RESOLVED: That the MEA believes the state and federal governments should provide sufficient funding for needed renovations to school facilities and/or new construction to ensure all Maine students have safe, up-to-date learning environments. (Adopted 2025) New A23.

RESOLVED: That the MEA supports district policies that restrict or prohibit the student use of cell phones and similar devices during the school day in order to promote the well-being of students, maintain the focus on learning, and support a positive, safe learning environment for all.

(Adopted 2025) Amendment to B7 B7. RESOLVED: That the MEA supports adequate training, salary and working conditions for all involved in pre-service teacher education, including mentors and student teachers/ interns. (Adopted 1986; Amended 1996; Amended 1997; Amended 2002; Amended 2014; Amended 2025) Amendment to B8 B8. RESOLVED: That the MEA supports mainstreaming and inclusion strategies that require reduced class size, provide appropriate support staff and materials, and include input from the educators who work with the affected students.

(Adopted 1990; Amended 1997; Amended 2007; Amended 2025) Amendment to B9 B9. RESOLVED: That the MEA supports professional development opportunities for all Education Support Professionals and that ESPs should be paid for their time when participating in professional development. (Adopted 1990; Amended 1992; Amended 1996; Amended 2002; Amended 2025) Amendment to B10 B10. RESOLVED: That the MEA supports the use of technology within the educational process when delivered by a properly trained educator, includes the educator in the selection of technology, and includes technical support.

(Adopted 1993; Amended 2009; Amended 2013; Amended 2021; Amended 2025) Amendment to B14 B14. RESOLVED: That the MEA believes that continuous professional development, with time and resources provided, is necessary for its members to implement initiatives and to keep current with best practices.

Furthermore, professionals must be involved in the identification of their learning needs. The MEA recognizes the need for published guidelines, time and funding for attendance at conferences, and workshops to assist educators in this process. (Adopted 2001; Amended 2006; Amended 2012; Amended 2025) Amendment to B15 B15. RESOLVED: That the MEA supports the effort to reach out to new educators during their first five years in the profession in order to support professional development needs and promote membership in the Association.

(Adopted 2002; Amended 2014; Amended 2020; Amended 2025) Amendment to B16 B16. RESOLVED: That the MEA believes that educators need to be professional proactive advocates for children and public education. To accomplish that objective, the MEA also believes that: • educators 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.

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

• educators need to gain knowledge about issues that face our increasingly diverse students and staff, including the District’s Lau Plan, a document which describes how school administrative units (SAU) meet the needs of its English learners and fulfills its civil rights obligations to them.

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

• educators need current training on bullying prevention.

• educators need training on implicit bias.

• educators can be more effective at language assessment committee meetings for English for Speakers of Other Languages (ESOL students) if they are knowledgeable about the student’s Individual Language Assessment Plan (ILAP).

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

• educators need training on suicide prevention; • educators need training on Adverse Childhood Experiences and the effects of trauma; • educators need training on the effects of poverty on our students and their learning; • educators need training on the impact that housing insecurity and homelessness have on student learning (Adopted 2003; Amended 2012; Amended 2015; Amended 2019; Amended 2021; Amended 2022; Amended 2025)

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Amendment to B17 B17. RESOLVED: That the MEA believes that professional excellence among educators is fostered by pre-service and in-service staff development. Such staff development should be guaranteed by: • the establishment of a professional standards board having a majority of public school classroom teachers, and carrying legal responsibility for teacher education programs, as well as for the development of policies and procedures governing certification, recertification, and the revocation of certificates • the appropriate certification and preparation for educators at all grade levels and in all academic areas • the encouragement and support of governance affiliates in their efforts to meet and consult with school boards on policy decisions affecting staff development and recertification; further, professional teachers and support educators should be in the majority on any school board appointed committees pertaining to staff development and recertification • the continued development of objective and effective forms of evaluation of the performance of all educational staff, including those providing special services (Adopted 2004; Amended 2025) Amendment to B18 B18. RESOLVED: That the MEA believes educators must be involved in developing district acceptable use policies for Internet access. The Association also believes student and parent/guardian signatures must be on file in respective schools as a condition of use prior to Internet use. (Adopted 2004; Amended 2025) Amendment to B21 B21. RESOLVED: That the MEA believes that students deserve well-designed assessment tools that test the information being taught. These tools include: • adequate time for learning between test administrations • results that are used to inform instruction • authentic assessments which evaluate an individual student’s growth in multiple ways • monitoring of state-wide assessment administration and training • annual review of the success and failure of test administration with a full range of stakeholders • equity for multilingual learners (Adopted 2019; Amended 202; Amended 2025) Amendment to B34 B34. RESOLVED: That the MEA believes that peer-to-peer observations of educators should be the major component of formative professional development and growth and that funded release time should be provided for educators to be able to participate in these observations. (Adopted 2016; Amended 2025) New B39.

RESOLVED: That the MEA supports authentic labor/ management collaboration and shared decision-making that involve the local governance affiliates, including Education Support Professionals, as full partners with administration, and which are supported by training, time, and funding. (Adopted 2025) New B40.

RESOLVED: that the MEA believes that students and educators must remain at the center of education; therefore, any use of Generative Artificial Intelligence (GAI) technology must be: • evidence-based, • carefully and ethically vetted prior to use, • carefully evaluated by educators, • used only to enhance the educational experience, • aligned with high-quality teaching and learning standards and practices.

Additionally, any use of GAI technology must not displace nor impair the essential connection between students and educators, and must: • include strong data protection practices, • ensure equitable access to and use of GAI tools, • include ongoing education with and about GAI for both educators and students, and • include regular reassessment of GAI tools.

(Adopted 2025)

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Maine Educator | Summer 2025

Amendment to C14 C14. RESOLVED: That the MEA supports improvements to Social Security benefits. (Adopted 2015; Amended 2025) New C33.

RESOLVED: That the MEA opposes any workplace policies or practices that encourage, normalize, or require the use of personal electronic devices for completing work tasks.

(Adopted 2025) Amendment to E7 E7. RESOLVED: That the MEA supports educational employees who are at risk of being fired, non-renewed, suspended with or without pay, transferred, or subjected to any other adverse employment action (including harassment) due to sexual orientation, gender identity, and/ or gender expression. This includes employees who protect, support, advocate, and have association with individuals within this class. (Adopted 1993; Amended 2011; Amended 2020; Amended 2025) Amendment to E21 E21. RESOLVED: That the MEA believes in the equality of all individuals, and that human dignity is of supreme importance in the educational process and is enhanced by: • programs which reinforce the individual member's contractual, statutory, and constitutional rights • elimination of discriminatory practices in employment, promotion, and compensation • elimination of assumptions and prejudices in curricular materials and teaching practices, including but not limited to racism, xenophobia, sexism, transphobia, homophobia, ableism, and religious discrimination that might limit the opportunities and growth of members of the educational community • encouraging all members of the educational community to examine assumptions and prejudices, including, but not limited to racism, xenophobia, sexism, transphobia, homophobia, ableism, and religious discrimination that might limit the opportunities and growth of members of the educational community • inclusion of affirming curriculum that allows students, staff, and communities to see themselves and their peers as positive members of society • recognition of and respect for the richness of the multicultural heritage of the students and educational employees of the State of Maine • promotion of a safe and inclusive environment for all (Adopted 2004; Amended 2015; Amended 2017, Amended 2023; Amended 2025) Amendment to E22 E22. RESOLVED: That the MEA believes that public schools should have the necessary resources and properly trained staff in order to ensure all students receive culturally sustaining and trauma-informed services. (Adopted 2010, Amended 2023, Amended 2024; Amended 2025) Amendment to E23 E23. RESOLVED: That the MEA believes, regardless of the citizenship, documentation, and/or immigration status of students or their parents/guardians, every student has the right to a free public education in an environment free from harassment. The MEA also believes that neither educational systems nor their employees are responsible for the determination and/or enforcement of immigration status.

(Adopted 2017; Amended 2025) Amendment to E24 E24. RESOLVED: That the MEA believes that all students, staff, and community members should be able to use the bathroom or locker room of the gender with which they identify, including non-binary, transgender, and gender expansive individuals. The MEA supports the goal of creating gender neutral public restrooms in all Maine educational institutions. (Adopted 2018; Amended 2021; Amended 2023; Amended 2025) Amendment to E26 E26. RESOLVED: That the MEA believes in the importance of human and civil rights, and social and racial justice for all people, and: Opposes: • hate-based bias, racial profiling, religious intolerance, socio-economic stereotyping, and bullying; • systems that reinforce settler colonialism and white supremacy culture; • a culture that disrupts the mental, emotional, and

cognitive needs of our students and educators by means of oppression; • institutional racism and the school-to-prison pipeline; • systems that reinforce ableist culture.

Supports • restorative practices; • the formation and facilitation of affinity groups; • voices of historically marginalized people within schools and communities.

Advocates for: • respect, fairness and dignity in our society; • a culture free from hate and racism; • a culture free from ableism; • awareness of and appreciation for multiculturalism and diversity.

(Adopted 2019, Amended 2023; Amended 2025) Amendment to E27 E27. RESOLVED: That the MEA supports increases in funding from the State of Maine for the following support services for Maine seniors: independent living, aging in place, assisted living, in-home care, and long-term care.

(Adopted 2020; Amended 2025) Amendment to E30 E30. RESOLVED: That the MEA believes and advocates that all students should be able to play and participate in school sports teams, clubs, and activities that best match their gender identity, including non-binary, transgender, and gender expansive students. (Adopted 2021; Amended 2023; Amended 2025) New E41.

RESOLVED: That the MEA believes, regardless of citizenship, documentation, and/or immigration status, every employee has the right to a safe work environment free from harassment and/or discrimination. The MEA also believes that neither educational systems nor their employees are responsible for the determination and/or enforcement of immigration status. (Adopted 2025) New E42.

RESOLVED: That the MEA believes that no human is illegal.

(Adopted 2025) New E43.

RESOLVED: That the MEA supports providing programs and resources to address the needs of unhoused students and staff. (Adopted 2025) New E44.

RESOLVED: That the MEA believes that students' right to privacy must be protected and kept separate from social and political issues. Protection includes, but is not limited to, their academic opportunities and their physical, socialemotional, and mental health.

The MEA opposes doxing, outing, or using inflammatory language to draw attention to and/or use students as scapegoats. (Adopted 2025) New E45.

RESOLVED: That the MEA believes public funds should not be leveraged or withheld from public education, nor should they be weaponized or used as a bargaining chip to undermine legal, democratic processes for the appropriation of public funds. (Adopted 2025) New E46.

RESOLVED: That the MEA believes gun owners should participate in educational programs that stress responsible ownership, including safe use and storage of guns. (Adopted 2025) Amendment to F8 F8. RESOLVED: That the MEA believes that every student deserves a nutritional breakfast and lunch free of charge.

(Adopted 2021; Amended 2025) 2025 Standing Rules Changes STANDING RULE 2, SECTION 4, PART 3: STANDING RULE 2: ELECTIONS PROCEDURES Section 4. Election of NEA Representative Assembly Delegates/Alternates 3.

NEA Representative Assembly at-large delegates/alternates are elected by active and active education support professional members in odd-numbered years for two-year (2) terms. The number of at-large seats shall not exceed the number of district seats. An election for any unfilled seat(s) will be held in the off year.

STANDING RULE 2, SECTION 4, PART 4: STANDING RULE 2: ELECTIONS PROCEDURES Section 4. Election of NEA Representative Assembly Delegates/Alternates 4.

NEA Representative Assembly district delegates/alternates are elected by active and active education support professional members in each NEA election district as designated by the Structure and Bylaws Committee in even-numbered years for two-year (2) terms.

An election for any unfilled seat(s) will be held in the off year.

STANDING RULE 2, SECTION 5, PART C-3: STANDING RULE 2: ELECTIONS PROCEDURES Section 5. Campaigning C. Maine Education Association Resources Available to Candidates: 3.

Candidate Flyer: The Maine Education Association will include a single sheet flyer 8 1/2" x 11" - of any candidate for office to be elected at the Representative Assembly in the advance mailing to delegates. The flyer and all copies must be prepared by the candidate at the candidate’s expense.

STANDING RULE 2, SECTION 5, PART C-4: STANDING RULE 2: ELECTIONS PROCEDURES Section 5. Campaigning C. Maine Education Association Resources Available to Candidates: 4.

Campaign Statement: Candidates who have filed a Notice of Intent Form for an election held prior to the MEA Representative Assembly may submit a brief campaign statement (one hundred (100) words or fewer) to be included in an official MEA publication or platform.

STANDING RULE 2, SECTION 6: STANDING RULE 2: ELECTIONS PROCEDURES Section 6. Balloting/Voting A. The following requirements shall be observed in the preparation of ballots: 1. the Elections Committee or designee shall prepare ballots containing the names of all certified candidates; 2. the ballot shall not identify the source of any nominators, indicate endorsing parties, or contain any information that might be construed as prejudicial, such as a candidate's capabilities, prior service, or present or previous office(s) held; 3. the order of names on the ballot shall be determined in alphabetical order for two (2) consecutive years and in reverse alphabetical order for two (2) consecutive years; 4. members shall be elected by secret ballot for each individual office; 5. balloting procedures should be so devised that the person expressing a choice cannot be identified with the choice expressed; 6. the intent of the voter shall be the governing factor in determining how the vote shall be counted; and B. In elections conducted by MEA prior to the Representative Assembly, ballots shall be distributed to active, active education support, student, and retired members as of January 15th of the current year. Ballots shall be distributed on or prior to a date selected by the Elections Committee at least forty-five (45) days prior to the first day of the Representative Assembly and shall be returned no later than the date established by the Elections Committee.

C. Contested candidates shall be notified no fewer than

two (2) days prior to the distribution of ballots.

D. If the number of candidates equals the number of vacancies for the same office, the candidates are to be declared elected.

E. Runoff elections shall be held as necessary until there is an election for each position by a majority vote of those voting. The ballot shall list the candidates in descending order who received the highest number of votes on the previous ballot, listing one (1) more candidate than the number of positions to be filled.

F. When voting at the MEA Representative Assembly, the delegate shall present appropriate identification to the poll clerk by wearing the badge provided at registration for the MEA Representative Assembly and shall register at the poll site. Materials promoting any candidate must be removed prior to entering the poll site.

STANDING RULE 2, SECTION 6: STANDING RULE 2: ELECTIONS PROCEDURES Section 6. Balloting/Voting G. All ballot and/or election procedures shall be in compliance with the Labor-Management Reporting and Disclosure Act (LMRDA) or any other relevant law or regulation.

STANDING RULE 3, SECTION 6: STANDING RULE 3: MEA REPRESENTATIVE ASSEMBLY STANDING RULES Section 6. Distribution of Materials There shall be no printed material distributed among the delegates on the floor of the MEA Representative Assembly, except with the permission of the presiding officer or as prescribed in Standing Rule 2, Election Procedures.

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27

serve up a delicious lunch.

“What I really loved is that we kept it local,” said LEA Vice President Jaye Rich. “From the food to the prizes, we were able to highlight our community and show that we’re all in this together.”

ART, ACTION, ADVOCACY

Rocking Professional Development: Lewiston EA Builds Power Through Art, Activism, and Community

W

hen Nes Griffin, Jaye Rich, and Krista St. Cyr of the Lewiston Education Association (LEA) discovered they could apply for an MEA Professional Development Grant to support a local event, they saw more than just funding—they saw an opportunity to build union power, deepen community ties, and engage both current and potential members in meaningful ways.

“When I first joined the union, I didn’t know all the benefits that were available to me,” said Griffin. “So when I learned about the grant, I thought, ‘This is a great way to educate our members about the nuts and bolts of LEA and MEA, as well as how to get involved.’”

“

When I first joined the union, I didn't know all the benefits that were available to me. So when I learned about the grant, I thought, 'This is a great way to educate our members about the nuts and bolts of LEA and MEA, as well as how to get involved.

Nes Griffin Lewiston EA Member 28

”

Maine Educator | Summer 2025

That idea became Rock ED Revolution, a professional development event held in April—timed to coincide with the start of the Early Enrollment period.

The event was a grassroots effort from start to finish.

LEA members coordinated speakers, organized sessions, secured local door prizes, and even brought in a Somali-owned catering business to

As the planning took shape, Griffin drew inspiration from a session she attended at the NEA Racial & Social Justice Conference called Art for Activism. She brought that energy back to Lewiston, where educators created powerful posters using artwork by Favianna Rodriguez. The posters were later used at a “Hands Off” rally held the same day.

“Members enjoyed having the opportunity to create something with purpose,” said Griffin. “It gave them a way to express themselves, take action, and it was fun.”

The event also featured an immigration panel designed to engage educators in meaningful dialogue about how to support immigrant families in today’s political climate. LEA says the session was especially well-received by members in Lewiston— one of the most culturally diverse districts in Maine and home to many immigrant families.

“The immigration panel was incredibly popular and very well received,” said Rich. “Our members are eager to engage in meaningful conversations about the issues that impact their classrooms and the families that they work with.”

A MODEL FOR MEMBER ENGAGEMENT For LEA, Rock ED Revolution wasn’t just a one-time event—it was the beginning of something bigger that they hope will expand and evolve.

“This was an awesome experience for LEA and our members,” said LEA President Krista St. Cyr. “We’re hoping to make this a yearly conference that continues to grow. I’d encourage other locals to apply for an MEA grant and try something like this. It’s a great way to engage members and build community.”

The MEA Professional Development Grant gave LEA the flexibility to design an event that reflected the unique needs and values of their local association. From creating art and advocating for justice, to understanding contracts, supporting students, and strengthening union engagement—Rock ED Revolution shows what’s possible when educators come together with a shared purpose—and a little support.

To Learn More About MEA Grants, Scan the QR Code

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The emotional toll is real. This year, MEA conducted a survey of our members on the challenges that they face in school.

Specifically, members were asked to name the primary concerns facing them as Maine educators. The survey revealed that 75% of members identified stress and burnout as a very serious problem, with 69% saying they are more likely to leave the profession earlier than planned. The reasons? A lack of respect, disruptive student behavior, growing responsibilities, and the mental health needs of students.

These challenges aren’t unique to Maine—the current mental health crisis in schools and universities continues to impact students and educators across the country—but these challenges are deeply felt here, especially in Maine’s rural communities where access to mental health care is scarce and provider waitlists can be long. While educators are known for their resilience and creativity, they

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MAINEEA.ORG

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notice board MEA SUMMER CAMP July 28-29 | Portland, ME USM Campus MEA Summer Camp offers the perfect FREE opportunity for members to connect with union colleagues from across the state and to enhance their skills as educators, leaders, and change-makers. Learn more and find out how to register on page 8.

Visit: maineea.org/summerconference

NEA REPRESENTATIVE ASSEMBLY July 2-3 | Portland, Oregon The World’s largest democratic, deliberative body, by educators for educators Every summer educators from across the country, including MEA convene to meet, debate vital issues, and set NEA policy and activities for the year. Interested in getting involved next year? Learn more at maineea.org/meaelections.

30

Maine Educator | Summer 2025

UPDATE YOUR CONTACT INFO! Contact US! We want to stay connected with members like you and continue to provide timely updates, resources, and support to your personal email and personal cell phone number.

Visit: maineea.org/contact-us/ or chat with us online and we can update your info!

Editor's Note | Summer 2025 Sa m anth a B urdi ck

Slowing Down This Summer

It’s been a busy and inspiring—if a little rainy—spring here at the Maine Education Association. From national trainings in Washington, D.C. with President Hargrove (and a surprise catch-up with Giovanna on the flight home,) to the energy and unity of our MEA Representative Assembly, this season has been a powerful reminder of what we can accomplish together as members of Maine’s largest union.

In this issue, we celebrate the strength of our collective voice and the extraordinary work of Maine educators. You’ll meet inspiring members like Deb Ladner, our ESP of the Year from Oxford Hills EA, and Lauren Remington from Calais EA, recipient of the MEA Award for Teaching Excellence. Lauren shared, “I want people to understand how much our students look up to us. One positive thing you say or do—it makes a difference.” Their stories—and those of all our award winners—show just how much heart, dedication, and impact Maine educators bring to their work every day.

You’ll also read how local unions like Lewiston EA are using MEA grant funds to create professional development opportunities that meet their members’ needs. And don’t miss the stunning student artwork, heartfelt essays about school heroes, and reflections from members on this year’s Read Across Maine contest. These stories are reminders of the impact you make every day.

As summer begins—whether you’re taking a well-earned break, pursuing professional growth, or continuing your work—I hope you find time to rest, recharge, and do what fills your cup. I’ll be filling mine by tackling my ever-growing stack of “to be read” books, knitting on my porch, and soaking in the beauty of our incredible state. Thank you for all that you do, and for being part of this powerful union. I hope to see many of you at MEA Summer Camp in July!

Samantha Burdick Director of Communications & Editor editor@maineea.org

MEA Communications was honored with two national awards!

I’m thrilled to share that MEA’s Communications Team brought home two national Awards of Excellence from the 2025 SEAComm Conference in Minneapolis! The SEAComm Awards recognize outstanding work by NEA state affiliate communicators across the country. We were honored for The Maine Educator—the very magazine you’re reading—and for our video series Together with MEA, Students Succeed, which highlights how union support helps educators and students thrive across Maine.

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