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Summer 2026 | maineea.org

"What I Love About School" Maine Educator Magazine Contest Isabella Ayer Grade 5, Caribou Community School Teacher: Brooke Ridley (Eastern Aroostook EA)

ALSO IN THIS ISSUE: Higher Education Pay Data in Maine - Page 14

How Bargaining a First Contract Strengthens Support for Multilingual Families - Page 18

98th Annual MEA Representative Assembly - Page 22

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Maine Educator | Summer 2026

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Summer 2026

Editorial Staff

VOLUME 86, NUMBER 4

Managing Editor Rachelle Bristol Editor Samantha Burdick Layout Design Shawn Berry

CONTENTS

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

COVER 12 Maine Educator

Magazine Contest

Winner of this year's magazine cover contest is Isabella Ayer, Caribou Community School. Teacher, Brooke Ridley (Eastern Aroostook EA)

Board of Directors

SPECIAL SELECTIONS In the Know 6 Quotes and Numbers MEA Summer Camp 8 With over 30 sessions delivered by experts in the field, we have something to offer everyone! Climate Education is Already in Your Curriculumn 10 How Maine educators are weaving climate into the lessons they already teach using the Maine Climate Education Hub. Read Across Maine 12 Congratulations to our three grand prize winners! My Hero Works at School Essay Contest 13 Read about the lasting impact Maine educators have on students’ lives, told through students’ own perspectives. MEA Legislative Scorecard 29 Check out how your legislators voted on key education and union issues that matter most to MEA members. DEPARTMENTS 4 MEA PRESIDENT'S MESSAGE 5 EXECUTIVE DIRECTOR'S LETTER 7 COOK'S CORNER 31 EDITOR'S NOTE

FEATURES

Higher Education Pay Data in Maine 14 Higher education salaries in Maine continue to rank near the bottom nationally and across New England.

How Bargaining a First Contract Strengthens Support for Multilingual Families

18 In the midst of bargaining their first contract after joining the Portland Education Association in January, staff at the Multilingual Center explain why union membership is vital to protecting services for the 40% of Portland Public Schools students and families who rely on the center.

What My Students Learned About Academic Freedom—and What it Means for All of Us

20 Unions across the country are fighting with school administrators about their rights to post and protest, to stand up for our students, to critique what is going on, and to try to fulfill our roles as educators in society.

98th Annual Representative Assembly

22 Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. Look at the governance documents as well as a recap from the RA.

2025-2026 District A: Pamela Kinsey District B: Lauren Remington District C: Kendrah Fisher District D: Ally Loukas District E: Thresa Mitchell District F: Jill Plourd District G: Valerie Pinkham District H: Stephenie Michaud District I: Rick Beaulè District J: Jason Curry District K: Tom Walsh District L: Rebecca Manchester District M: Stephanie Wigginton District O: Michael Grillo District P: Lisa Henderson District R: Kay Grindall District ESP: Jay Nicholson Student: Julia Gay 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: Shawn Berry 35 Community Drive, Augusta, ME 04330 207-622-5866

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President's Message

Spring Reflections and the Road Ahead I have very vivid memories of my oldest son learning to walk down the hallways of Winslow High School – an orange tiger striped hat complete with ears and a green puffy jacket that made it almost impossible to bend at the elbows. Years later, he would dance the night away at a Hermon Steel Pans concert and surprise Ciara with flowers following a Waterville choral concert. My kids have grown up with two educators for parents. We’ve seen cohorts of students come into our classes and cohorts leave. Recently, during a breakfast conversation with my wife, Ciara, we reflected on the Class of 2026 and what a great group they are. As we talked, I realized that I feel this way every year. Every June, I’m saddened to say goodbye to an amazing group of students—turned philosophers, welders, physical therapists, mechanics, nurses— who shared their insights, humor, struggles, and their kindness with my colleagues and me. This year hits a little closer to home as we celebrate the graduation of our first born with mixed feelings of sadness, joy, and excitement for the next leg of his journey. This time, I’m experiencing graduation from the floor seats as a parent. The gravity of graduation hit in the fall during Soccer season. Over the years, we’ve cheered on our students and our schools across boys’ and girls’ athletics— football, soccer, field hockey, basketball, wrestling, cheering, baseball, softball, track and field, and beyond. We’ve worn the gear, embraced the fanfare, and have been fortunate to witness a few State Championships along the way. My own kids are soccer players at heart. I learned to love the game alongside them, and always look forward to watching them compete, build skills, and form bonds with teammates. Being a “soccer dad” has been my greatest joy. Walking on the field with Ciara during a chilly fall evening for Senior Recognition was the first realization that this chapter was coming to an end. A 4

Maine Educator | Summer 2026

few weeks later, our hearts broke when our Gold Ball dreams slipped away in a playoff match against Orono High School, decided by penalty kicks. My senior was the goaltender. It took time for my son to overcome the loss, but eventually his community of friends, extracurricular activities, and future plans became his focus. He considered postsecondary options in Connecticut, Massachusetts, Florida, Georgia, and Colorado, making it clear he wanted an experience outside of Maine. Along the way, he faced both disappointments and acceptance letters, a reminder that as some doors close, others open. In the end, he set his course for Worcester Polytechnic Institute. We are now GOATS! During the Accepted Students Day, he was courted by the rugby team and has found great entertainment celebrating his recruitment. Perhaps, cheering on Goats Rugby will be my next hobby. While we are saying “goodbyes” to seniors, moving on to worksites, military service, or post-secondary education, we are also celebrating many of our colleagues' retirements this summer. Some may return as substitute teachers, while others look for new experiences. Much of our work at MEA has amplified the value of mentoring, whether that be new MEA committee members jumping into association work, aspiring educators learning classroom practice, or early career educators as they learn their school roles. I’m grateful for the retiring educators who served formally and informally as education and union, mentors, both at the local and state levels. Special thank you to Michael Thurston of Winslow Education Association who served as local President and NEA Director. Instead of stepping back, Mike will be “graduating” to the Maine State Board of Education. As one door closes, another opens. Congratulations to all the graduates, the retirees, and educators for another great year in Maine’s public schools, colleges, and universities.

Jesse Hargrove

President 207-622-5866 x 2227

Rylan, Ciara, Aden, and Jesse Hargrove at Mount View High School graduation.

Jesse Hargrove with Mike Thurston and James Skrabak at the State House.

Executive Director's Letter

How Many Sparkles Does it Take to Guide the Way Forward? 2) Why are lighthouses painted distinct colors or in patterns? A. No one could decide on a color. B. To differentiate them from their surroundings so vessels can see them in the daylight. C. Whim of the painter

Another MEA RA is in the books! For those of you who joined us on May 16 and 17 in South Portland, thank you for being part of the largest governing body of your union. For those who did not make it, please consider joining us next year. It is a lot of work AND a lot of fun! Each year at the RA, I have the pleasure of updating the RA delegates on MEA’s status on a variety of issues, including MEA’s progress on its strategic foci. The RA theme this year was Guiding the Way Forward with an amazing lighthouse design. First though, it would not be an RA without a few theme-oriented trivia questions from your Executive Director: 1) When is Maine Open Lighthouse Day this year? A. April 1 B. December 24 C. September 12 In Maine, every September, about twenty lighthouses open their doors to the public. Portland Head Light is one of them and was the first lighthouse I visited from the water when I arrived in Maine.

Patterns on lighthouses are called daymarks and help captains navigate different terrains from the water. The colors of the light beams at night are called nightmarks and help captains determine safe waters and side of the channel. As with lighthouses, MEA is guiding the way forward to avoid hazards in the waters or on the terrain. First, MEA has chosen to take a path that will empower the union, local associations, and you to continue its mission without interference or employer control. This year, the MEA Board of Directors voted to move strategically and methodically away from payroll deduction and to autopay. While convenient, payroll deduction puts control of our resources into another’s hands. Not the best-case scenario. Autopay is the ability to pay union dues through electronic funds transfer or credit card. Moving away from payroll deduction ensures that MEA and local associations will have the resources available when and if we need them. In a member survey done in late January/early February, three out of four members said they would switch to autopay if asked by their union. To further this goal, MEA is partnering with a few local associations to conduct conversation campaigns for current members. No current member is being forced to convert now. If you are not in a pilot local and wish to switch voluntarily, there is a QR code later in this edition that will send you to the website to convert. If you have questions, please contact MEA, and we will be happy to assist you. Second, MEA is leaning into its evolution to be as powerful and influential as we can be to protect public education, educators, our members, and democracy.

Rachelle Bristol

Executive Director 207-622-5866 x 2227 Power is an incredibly important thing, and a concept each of us must lean into. Our collective power is contingent upon each of us engaging in the work of the union. Whether it is converting to autopay, marching in a Pride parade, being a poll worker, stepping up to take a local officer or association rep position, MEA needs you. In addition, MEA is growing in numbers! At the time of my remarks, we had 354 more members with 49% of local associations growing by at least one. Our member approval ratings for all three layers of our union (NEA, MEA, and your local association) were over 80% with MEA solidly at 86%. Those approval ratings are absolutely the result of building connections between all of you and your local/MEA. We are more powerful together. While I could continue with things that MEA and our locals are doing to guide the way, I will leave you with this…It takes twelve references to sparkles. “Sparkles” was the word the MEA President challenged me to include in my remarks the night before. Sparkle on my friends. Have a great summer.

→Scan QR Code to switch to AutoPay today! MAINEEA.ORG

In the Know

Portland Public Library Staff Association Picket The Portland Public Library Staff Association held an informational picket on June 1 to call for more city funding for the public library highlighting low wages and financial struggles faced by library workers.

MEA-Retired RSU 50 EA leads the way

89%

MEA-Retired member Rosemarie Smith from Saco welcomed prospective retirees to check out MEA-Retired membership resources at the recent MEA Representative Assembly in South Portland in May.

of RSU 50 EA (Southern Aroostook) members signed up to pay union dues using MEA’s new AutoPay system in just one day. AutoPay is a convenient, safe, and secure way to pay and take control of union dues without relying on payroll deduction. Learn more about why some locals are making the switch at maineea.org/autopay/.

Maine Educator | Summer 2026

“Teaching is my dream job,” Lily Withington (Portland EA) said. “But I’ve had quite a few conversations with my friends and family members that if I can’t pay the bills, I’ll leave.” Read more here: bit.ly/50kteacher

47 years after starting college,

MEA member David Rinkle returned to finish his bachelor’s degree at the University of Maine and became a fulltime teacher at Narraguagus High School. “Trying to give them the inspiration that math can be fun, it’s just puzzles...there’s an answer you just have to find it!” —David Rinkle (SAD 37 TA), speaking to News Center in May. Watch the segment here: bit.ly/davidrinklesad37

Learning From Maine 6

Maine Finally Raises Teacher Pay to $50K by 2029!

Season 2 is now airing on Maine Public and at mainelovespublicschools.org.

Cook's Corner

Important Certification Changes This legislative session, the State Board of Education gathered feedback from educators to improve Maine’s educator certification standards, known as Rule Chapter 115. MEA advocated for changes that both support a high quality educator workforce and remove the unnecessary barriers that prevent members from expanding their certifications. We listened to your experiences and believe some of the changes will make it easier for you to grow in your profession. One of the most significant updates is the creation of a Portfolio Pathway, which will support teachers looking to expand their certification areas as well as individuals transitioning into education from other careers. Consider a few examples: • A kindergarten teacher who wants to become certified to teach pre-K • A teacher with a K–6 certificate who wants to teach 7th grade • A career mechanic who hopes to teach in a CTE center but needs certification

The Portfolio Pathway

If a school district chooses to participate in the Portfolio Pathway, the district will submit a plan to the State Board of Education describing how it will support educators seeking to expand their certificates or career changers seeking initial certification. Once a district’s plan is approved, participating educators will work with a Local Review Team to identify their strengths and areas of growth based on the InTASC Teaching Standards. Their individualized plan may include coursework, coaching, peer observations, book studies, or other learning experiences that meet their needs. This removes the barrier of strictly taking courses to meet certification requirements. It also allows administrators and educators to work together to understand an educator’s strengths and areas where they need to grow. After the plan is developed, the educator will receive a conditional (3 year) certificate. When they complete the plan and the Local Credentialing Committee verifies their progress, the Department’s Certification Office will issue a professional certificate. MEA strongly supported this proposal, especially because it includes important accountability measures: • District plans must be approved by the State Board • The rule requires a formal review of the Portfolio Pathway in ten years to ensure it remains effective • This is a voluntary process, and educators will not be pressured to expand their certification if they choose not to.

Mallory Cook

Director of Training & Early Educator Engagement mcook@maineea.org Education Technician II Minimum Credit Hours

Under the current rule, Ed Tech II certification requires 60 credit hours. Under the new rule, that requirement will be reduced to 45 semester hours. For some of you, this may change your designation as an Ed Tech I to an Ed Tech II. Review transcripts to be sure.

Lapsed Period

Under the current rule, the grace period for a lapsed certificate is six months. Under the new rule, the grace period will be extended to twelve months. Additionally, if a certificate expired within the last five years, the individual will be held to the certification requirements that were in place when their certificate was originally issued.

Conditional Certificate Requirements

Language has been added for more intense supervision and mentoring. Hours for many conditional certificates have been reduced from 24 to 18 semester hours for secondary teachers and from 24 to 15 for ESOL teachers.

Teacher of Children with Disabilities (282)

Language was added to create a transitional pathway for those with a Teacher of Students with Disabilities (inclusive of kindergarten) endorsement, to earn a 282 that is inclusive of preschool and elementary grades, without additional coursework. If you have any questions about these changes or others that were made to Rule Chapter 115, reach out to mcook@maineea.org. MEA will also work to host a training for credentialing committees and interested members at the start of the 26-27 school year.

LEARN MOR

When will changes take place? Changes will take effect in mid-July 2026.

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Each July hundreds of MEA members gather in Portland for our annual summer conference at University of Southern Maine—MEA Summer Camp. This FREE professional learning opportunity offers members an opportunity to connect with union members from across the state while enhancing their skills as educators, leaders, and changemakers. With over 30 sessions delivered by experts in the field, we have something to offer everyone!

PLENARY: →Desi Peña, M.A., CCC-SLP

Connecting Intentionally: Fostering Relationships with Multilingual Students and Families

According to the Maine Department of Education’s Multilingual Learner Dashboard, the number of multilingual pre-K-12 students continues to increase every year. Currently, 4.7% of all Maine students are identified as multilingual learners and the number continues to grow, especially among younger students. This information highlights the need for all educators to find ways to connect with culturally and linguistically diverse students and to establish avenues for two-way communication with their parents. This keynote will highlight culturally responsive teaching practices that can be incorporated into their classroom. It will also address the important connection between educators and parents and discuss actionable strategies for strengthening engagement among the two. We will be centering the value of partnering with culturally and linguistically diverse families as a means to enrich school communities and to increase academic success for all students.

Maine Educator | Summer 2026

HIGHLIGHTED SESSIONS →Mallory Cook, MEA Director of Training and Early Educator Engagement

Responding to Challenging Behaviors Through Root Cause Analysis Behaviors occur, and while we can’t control every root cause, we can make adjustments and use interventions to support student regulation. 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.

→Kay Grindall, MEA Board Member

The Empty Chair: Helping Students Cope with Grief Kay Grindall is a retired English and journalism teacher of 30 years at Waterville Senior High School. She has experienced the heartbreaking loss of a child and can share classroom and student insight as a mother and educator–speaking from both sides of the desk. She will share effective classroom projects and suggested protocol when our students experience the death of a loved one.

→Gretchen Scheibel and Alicia Thomas

Keeping Disruptive Students Engaged: Examining the Need for Targeted Classroom Management Training Teachers often encounter disruptive behaviors, which can escalate into more severe behavior if classroom management strategies are not employed. This session will discuss the ongoing behavior crisis in schools, and participants will leave with practical, evidence-based classroom management strategies they can implement immediately.

→Kate Fields, Connecticut Education Association

Developing Executive Functions in Students of All Ages Executive functions are a set of mental processes that allow us to connect past experiences to present and future action. Executive functions also 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. This workshop provides tools and strategies to help teachers systematically improve students’ executive functioning skills at all grade levels.

→Jessica Harvey and Emma Carey

Teach ME Outside: Building a Culture of Teaching Outside Learn how to build a culture of outdoor learning at your school! In this workshop you will navigate open-source resources about how to foster a conversation among your colleagues to support longterm change, and hear directly from a teacher who has done so successfully. You will experience hands-on, interdisciplinary activities and explore strategies to support taking students outside. Come network, learn from others, and leave with new outdoor learning ideas.

→Scan QR Code to see all sessions and presenters!

WHAT MEMBERS ARE SAYING →Union Professional Learning Opportunities

"The union provides opportunities for lifelong learning, improving my teaching practices, and connecting with other educators. The union supports the acceptance and inclusion of all students."

→My Favorite MEA Event of the Year

"MEA Summer Camp is my favorite event of the year... As a direct result of last year's camp, I became much more involved in MEA. I have become better at my job and a more engaged member of my profession and community."

→More Confident, Connected, and Ready to Lead "As a result of this year's summer camp, I'm even more confident and empowered as an educator, coworker and leader. The built-in time to network with peers from around the state (generous breaks and lunch time) was particularly helpful! What a great experience!"

→Inspired to Learn More, Do More, and Get Involved "This was my first MEA Summer Camp, and I loved it! It was a wonderful, enriching, enlightening experience. It leaves me motivated to learn more, do more. I also want to be more involved with the Union! I'm excited to attend next year's Summer Camp! "

→How Do You All Do That??

"I have left summer camp feeling supported and confident, having just attended the most banging PD sessions I've ever attended. Each session is a 10 out of 10 -- how do you all do that??"

→Scan QR Code to register today or visit maineea.org/summerconference

MAINEEA.ORG

Learn Alongside Other Maine Educators This July, the Maine Climate Change Education Hub is going to the MEA Summer Camp Conference (July 27, Portland). In a 90-minute workshop, educator Carey Hotaling will walk through six practical approaches for integrating climate into your existing curriculum without overhauling everything. Whether you’re new to climate topics or looking to deepen what you’re already doing, it’s a handson session designed for the realities of a Maine classroom.

High School Science Class at RSU5.

Climate Education is Already in Your Curriculumn How Maine educators are weaving climate into the lessons they already teach using the Maine Climate Education Hub Ask a Maine teacher about climate education and you’ll often hear that it matters to them, but there’s not enough time to weave it in. Between evolving standards, packed curriculum, and limited planning time, there’s rarely a clear opening for one more topic. The good news is that climate education can go hand in hand with your core curriculum.

teaching resource library draws from 100+ providers in multiple languages, and a dedicated professional development section supports educators at every stage.

It’s already there, woven into the science, ELA, math, and social studies lessons you’re already teaching. The Maine Climate Education Hub was built to help you find the entry points and easily teach it.

K-2: Outdoor Trees: My Connection to Nature - builds observation skills and connection to local ecosystems 3-5: Weather and Climate Graphing Lesson - integrates data literacy with climate concepts 6-8: Engineering & Science: Atlantic Puffins - connects Maine’s coastline to real Maine conservation challenges 9-12: English Language Arts: Connotation in Nature Writing, Wabanaki, Spanish, career exploration, and more

→What is the Maine Climate Education Hub? The Hub is a free resource offering teacher-created, scientist-reviewed lesson plans that align directly to the Maine learning standards, filterable by grade level, subject area, resource type, language, and more, so you can find what fits your classroom in minutes. In addition to lesson plans, the Hub’s 10

Maine Educator | Summer 2026

Climate Education Across Every Grade and Subject What makes the Hub different is its range. Climate doesn’t live only in science class. Here’s a snapshot of what’s available:

Ready to Explore? Whether you’re looking for a single lesson to drop into next week’s plan or a way to think differently about how climate connects to your whole course, the Maine Climate Education Hub has a place to start. Visit maineclimatehub.org to search by grade, subject, or standard—or scan the QR code to jump right in. Sign up for the Hub’s newsletter to stay connected with new resources, events, and professional development opportunities throughout the year.

Scan QR code to take action!

→Time Saver

“This has saved me so much time - I was just about to research how to teach this topic on plastic in the ocean.” - Cynthia, Maine Educator

→or visit maineclimatehub.org to learn more!

MAINEEA.ORG

Thank you to all the students and Maine educators who participated in MEA’s Read Across Maine challenge! MEA is excited to see how educators utilized this year’s BINGO cards to help students discover new genres and deepen their love for reading. Each of the Read Across Maine winners won a $500 gift certificate to purchase books for their classroom. Congratulations to all!

Patty Scully Winslow EA

Madeline Boyes Brewer EA

Hillary Koch Lewiston EA

500

students participated in Read Across Maine in 30 classroms from pre-k-12!

→Quotes

"This has increased accessibility for many of my students who are working hard at building literacy skills that give them the confidence to persevere, and normalized exploring different modalities of literature" -Sierra B (Veazie EA) "“This has been a fun way for my class to gain more confidence with reading and also helped the students explore the many different types of books and all the different worlds they can unlock by reading them.” -Angelica F (Calais EA)

Maine Educator | Summer 2026

This year, MEA received dozens of submissions for the annual My Hero Works in School essay contest. Each year, it is a highlight for us to read about the lasting impact Maine educators have on students’ lives, told through students’ own perspectives.

rks o W ero H y M ool h c S in test ay Con Ess

This year’s My Hero Works in School contest winners are Alexa P. of Bangor High School, who wrote about her teacher, Mrs. Elz Hammond, and Quinn B., who wrote about her teacher, Mrs. Baughman. Please read their essays below. The two students and their school heroes were honored on the field at the Portland Sea Dogs game on June 21. Congratulations to all!

Gaining My Voice

Mrs. Baughman is my hero

I walked in on the first day of high school fully blind, having never met any of my classmates in my life. Having moved from a small town in Central Maine, it was difficult to imagine meeting hundreds of new people. I used to be very vocal and outgoing, but walking into that ginormous space made me feel like I had lost my voice. On that same day I met my new theatre teacher, Mrs Elz Hammond. I’ve always taken a high interest in the performing arts. I grew up dancing and singing and putting on short plays for my family. It’s my one true passion. She is a shorter woman with an infectious laugh with short blonde hair. She insisted all her theatre students call her Elz instead, as it felt more natural. She speaks so passionately and confidently about her craft, that it makes you feel the same way. She has a way of lecturing that makes you just want to listen, and I do. I stayed in her class that entire year, and learned things that proved to be incredibly useful to me. Besides being an amazing teacher, she is a great mentor and trustee as well. She has helped me with personal problems I am having inside and outside of her classroom. She is a great person to talk to and seems to always know just the perfect things to say and how to listen. She has a funny way of seeming to always know the answer, which is extremely admirable to me. Starting the year made me feel like I had lost my voice. But joining her and her joyful energy she brings to the class, the craft, and the lifestyle of that classroom, gave me the ability to speak.

Mrs Baughman is such an amazing 4th grade teacher. She is smart, funny, and she is also very patient with all her students. Being in her class is the best, she always makes everything fun. One of my reasons why I chose her as my hero is because I used to get really bored doing work but when I got to 4th grade I loved it. Two of my favorite things we did this year was Greek mythology. We had a Greek mythology party with games and other fun things. My other favorite thing we did this year was natural disasters, we made giant posters and played natural disasters charades. My second reason I chose her as my hero is because she is patient with all her students, especially the boys, who run around and talk with their friends during class, but the girls aren’t always innocent either. This is why I chose her as my hero because she is my favorite teacher in this school. So she should get an award for being the best teacher ever, and I hope she will continue to teach for others and make them happy

Alexa P. Bangor High School

4th grade teacher Crystal Baughman (Seacoast EA) awards Quinn B. with a certificate for earning the MEA Essay Contest. Crystal and Quinn will be recognized at the Sea Dog’s game on Jun 21st.

Quinn B. Thomaston Grammar School

MAINEEA.ORG

Higher Education PAY DATA in Maine

ccording to data released by the National Education Association, higher education salaries in Maine continue to rank near the bottom nationally and across New England. Faculty at Maine’s public four-year institutions earned an average of $93,892, ranking 35th nationally. Faculty at public two-year institutions earned $66,879, ranking 33rd. Education support professionals (ESPs) earned an average of $47,852, placing Maine 19th. By comparison, neighboring New England states reported higher salaries across the same categories. Public four-year faculty salaries exceeded $100,000 in Connecticut, Massachusetts, Rhode Island, and New Hampshire. Public two-year faculty salaries were also higher in every New England state based on available data. ESPs earned the highest wages in Connecticut and Massachusetts, while Maine ranked in the middle of the region. These rankings show that Maine’s higher education workforce earns less than peers across New England, despite similar job demands and responsibilities.

Maine Educator | Summer 2026

→Higher Education Salaries in New England Number in parentheses indicates national ranking. →Connecticut Public Four-Year: $123,739 (#5) Public Two-Year: $97,455 (#2) ESPs: $55,105 (#1)

→Massachusetts Public Four-Year: $117,394 (#7) Public Two-Year: $78,158 (#17) ESPs: $51,672 (#5)

→Rhode Island: Public Four-Year: $108,826 (#16) Public Two-Year: $74,735 (#20) ESPs: $50,827 (#7)

→New Hampshire Public Four-Year: $103,853 (#22) Public Two-Year: $74,240 (#21) ESPs: $45,555 (#33) →Maine Public Four-Year: $93,892 (#35) Public Two-Year: $66,879 (#33) ESPs: $47,852 (#19) →Vermont Public Four-Year: $88,167 (#41) Public Two-Year: N/A ESPs: $42,389 (#44)

LEARN MOR

→National Averages Average Faculty Salary (Public 4-Year): $93,892 #35 Average Faculty Salary (Public 2-Year): $66,879 #33 Average ESP Earnings: $43,371 #33

Check out the New England Higher Ed Map

New this year! Explore the interactive maps on Scan QR code for salary guide our website to view average faculty salaries and ESP earnings across New England, filterable by state. Visit: maineea.org/salaryguide

MAINEEA.ORG

neutrality—the idea that university administrators should avoid taking positions on social and political issues– supporters argue that this approach protects academic freedom by keeping university leaders, including presidents, from speaking on behalf of the entire campus. After investigating institutional neutrality this semester, most of my students found little evidence to support the idea that institutional neutrality protects academic freedom. Instead, they concluded it can harm vulnerable students by making administrators hesitant to address issues like ICE around campus, trans visibility, and genocide.

What My Students Learned About Academic Freedom—and What it Means for All of Us

Their concern is not abstract. During the Spring Semester, a USM student and several community members were detained by ICE, and an academic conference on Palestine lost its reserved USM event space just one week before it was scheduled.

By Julianne Siegfriedt, PhD., Assistant Professor in Sociology and Women & Gender Studies, University of Southern Maine. All views are expressed as her own.

Unions across the country are fighting with school administrators about their rights to post and protest, to stand up for our students, to critique what is going on, and to try to fulfill our roles as educators in society. Should that also be the goal of all school and system administrations? University administrators, including within the University of Maine System, have vowed to remain “institutionally neutral” about these “political” issues resulting in silence from university administrators. This academic year, I taught a required sociology course focused on critical thinking and social issues and used the course to explore questions of academic freedom and institutional neutrality with my students. Students examined different arguments, shared and gathered evidence, and learned how to ask critical questions about institutional neutrality and the role of higher education in society. They also heard guest lectures from USM faculty and the University President, giving them space to ask their own questions and form their own views on institutional neutrality at our university and in higher education. 16

Maine Educator | Summer 2026

To do that, students had to first understand what institutional neutrality and academic freedom mean. As we worked through these ideas together, I found myself learning so much from them. Their insights deepened my own understanding of the role we all play as educators, students, staff, and administrators. Key Lessons When those in power suppress knowledge and spread disinformation, educators and researchers become a threat for advancing evidence-based truths. Actions such as executive orders expanding surveillance of campus expression, cutting research funding, detaining international students for protected protest, and reviewing library collections exemplify what PEN America describes as “authoritarian control of higher education.” As the federal government puts pressure on universities to adopt institutional

Definitions Academic freedom is defined as the autonomy of academics to study and teach who and what they want as they are accountable to not only their institutions but their disciplines as well. They are free to conduct research, create scholarship, and teach content based on the academic discipline they were trained in. Institutional neutrality is defined as the expectation for a university administrator/administration to refrain from making statements about “political or social issues” in order to protect academic freedom of those who do not need to remain neutral: faculty and students. Functions of the university is defined as the creation (research) and dissemination (teaching) of knowledge in a society. Check out the student arguments from both semesters on our informational website on institutional neutrality bit.ly/instneutrality

Key Takeaways from Our Discussions: Through our recent class conversations, several themes emerged.

1. We agree more than I thought we

did. The most shocking outcome was how much we agreed that academic freedom is essential to higher education’s core mission. Across political and ideological differences, scholars such as Angela Davis, Audre Lorde, Paolo Friere, and Martin Luther King Jr. have used higher education as a tool for social change. This shows that academic work is rarely neutral but deeply connected to the world around us.

2. Look out for Ambiguities. Unclear language was one of the biggest challenges that students faced. Until we defined terms like “academic freedom” and “institutional neutrality” as a class, there was often misunderstanding and confusion in our discussions. Academic freedom is not, as many believe, the right to an education. It is the freedom of faculty to reach, research, and share ideas without fear. Students also learned that institutional neutrality does not mean silence across the university. Instead, neutrality applies only to the administrators—not faculty or students—and is meant to protect open teaching and expression.

3. Does institutional neutrality

protect academic freedom? Is it possible for an institution to be neutral? Since institutional neutrality is widely accepted in higher education and promoted by the federal government, we expected to find evidence that it protects academic freedom. Yet despite broad agreement on the importance of academic freedom, we discovered less consensus on whether institutional neutrality achieves it. Instead, students and faculty found little evidence linking institutional neutrality to academic freedom and questioned whether true neutrality is achievable. Pointing to examples from the University of Maine System, including financial investments, influence in public policy, and

Chancellor Malloy’s selective response condemning political violence, they argued that institutions often fall short of neutrality. This raises questions about whether neutrality is an attainable or worthwhile goal.

4. Who benefits from institutional

neutrality and who is harmed? Legal scholars and higher education advocates warn that this push may curb campus speech, especially on issues of race and gender—and weaken university independence. In fact, students found the strongest evidence of this in political pressure from the federal administration to adopt institutional neutrality or face consequences for noncompliance. When the government labels issues of identity and humanity as “political” and bars university presidents from making statements on such topics when harm occurs, the result is silence. This silence from those in positions of power can send a chilling message to students whose safety is at risk, especially students of color, immigrant, trans and queer, and disabled students.

5. Unions and the bigger fight. I

assumed the tenured and tenuretrack faculty would feel more protected in their academic freedom, but I was surprised how often unions came up in discussions. Faculty emphasized to students that unions hold a key role in protecting their academic freedom, especially when it means critiquing the university by safeguarding their time to teach, conduct research, and serve the community. Given USM’s history, including recent cuts to tenured faculty positions, this raises an important question: Why do faculty feel more protected by their unions than by university administration?

When Unions Protect What Institutions Won’t Unions across the country are defending faculty rights to speak up, protest, support students, and critique institutions–core responsibilities of educators. Shouldn’t these be priorities for all school and university leadership? Meanwhile, our universities remain silent as trans students face violence and

exclusion, immigrant students live in fear, and rising costs of living outpace wages. Supporting the rights of students, staff, and faculty to a safe and welcoming learning environment should be neither problematic nor political. University leadership should stand with all — regardless of identity, status, or beliefs— to ensure they can learn, live, and work on campus without fear. Looking Ahead I believe universities and educational institutions should approach their role with a sense of responsibility and accountability. Educators understand the power we hold in our classrooms, and institutions should recognize their responsibility to protect open inquiry rather than retreat behind neutrality. Academic freedom exists so that knowledge-producers, like myself, can speak without fear of interference or retaliation. Policies built on disinformation are why academic institutions are under pressure. After two semesters of collecting evidence, learning, and having critical conversations with my students, I can’t support institutional neutrality as a means of protecting academic freedom. As the American Association of University Professors reminds us, “[t]he defense of academic freedom has never been a neutral act.” We have power in our educational roles, and I believe we should all take responsibility for the authorities we hold. Julianne Siegfriedt is an Assistant Professor at the University of Southern Maine in the Department of Sociology and Criminology and Women, Gender, & Sexuality Studies. Her research highlights family roles and health outcomes for vulnerable groups transitioning to adulthood. Dr. Siegfriedt has been a college educator for fifteen years and lives and works in Portland, ME. MAINEEA.ORG

The staff of the Portland Public Schools Multilingual and Multicultural Center.

How Bargaining a First Contract Strengthens Support for Multilingual Families In the midst of bargaining their first contract after joining the Portland Education Association in January, staff at the Multilingual Center explain why union membership is vital to protecting services for the 40% of Portland Public Schools students and families who rely on the center. Coming to the Multilingual & Multicultural Center at Portland Public Schools (PPS) from a range of backgrounds—former teachers, education support professionals, nonprofit workers, and even a former dentist and nurse— Multilingual Center staff play a vital role to the students and families in Maine’s most diverse school district.

preserving their vital department so that they can continue to serve multilingual families at PPS. Their bargaining priorities include job security, adding steps for meaningful raises, ensuring that Multilingual Center staff receive credit for professional development, and compensation for working longer hours and more contracted days.

After unanimously voting to join the Portland Education Association (PEA) in January and gaining official recognition in February, the 14-member bargaining unit is now negotiating their first contract.

→“WHAT WOULD THE DISTRICT DO WITHOUT US?”

At the heart of their organizing effort is 18

Maine Educator | Summer 2026

The Multilingual Center provides critical support, especially for newcomer families. Staff help families understand class schedules, sports, extracurricular activities, enrollment, and how the school system works.

“Our job is to interpret [during] IEP meetings, parent-teacher conferences, and new student intakes,” says Todd Chretien, a Spanish interpreter for PPS. “We also help multilingual families feel comfortable communicating with teachers and administrators. A lot of our work is building relationships with families and helping educators who may not speak their language do the same.” That work goes far beyond interpreting. Multilingual Center staff are present at most community events held by PPS.

“Parents don’t always understand why a teacher responds a certain way or how to use school resources. We collaborate with social workers, teachers, and staff. We are a conduit that helps everyone connect.” Betsy Paz-Gyimesi PEA Member

They help families complete school forms and college applications and connect them with social services, outreach programs, and engagement opportunities. At any given moment, staff may be on the phone helping families navigate urgent challenges. Many school districts rely on contracted interpreting services. Nana Kanjinga, who works with French- and Lingalaspeaking families, says those services are often more expensive and lack the depth of support provided by in-house staff. “Outside interpreters don’t build the same relationships or provide the same community connection that we do,” Kanjinga says. Betsy Paz-Gyimesi, who works alongside Chretien with Spanish-speaking families, describes the role as that of a cultural broker. “Parents don’t always understand why a teacher responds a certain way or how to use school resources,” Paz-Gyimesi says. “We collaborate with social workers, teachers, and staff. We are a conduit that helps everyone connect.” According to Kanjinga, this support often extends beyond school walls. “If a family needs mental health support, counseling, or a case manager, we help them find that,” Kanjinga says. “Whatever helps the family and student be stable and able to come to school, that’s what we do.” That level of trust does not end when families move away. “Families often reach back out,” Paz-Gyimesi says. “They feel lost without the support they had here, and we still help when we can because of those relationships.” Kanjinga agrees. “Families will call months or even years later asking for help understanding a document or enrolling a child,” she says. “Online systems are a big barrier for many families.” Colby Senior, a family and community specialist in the Multilingual Center, helps organize family and community events. These include engagement opportunities with the School Board and family engagement events for fifth graders transitioning to middle school—such as step-up days organized by the school, where multilingual staff help support students as they learn to manage lockers and navigate multiple teachers.

Senior says many districts rely on just one family liaison, but PPS’s centralized model offers something more. “It’s a vital service,” she emphasizes. “Districts across Southern Maine, and the state, are experiencing similar growth in multilingual learners, and they look to PPS as a model.” For Chretien, that ongoing support highlights why the district’s commitment matters. “PPS’s commitment to multilingual communities has grown over the years, and we want to protect that,” he says. “When students and families can’t communicate with educators, it affects everyone’s learning environment.”

→MAINTAINING THE DISTRICT’S COMMITMENT TO EQUITY Paz-Gyimesi, who has worked at the Multilingual Center for more than a decade, says organizing with the union had been discussed for years, but a major catalyst for organizing, comes down to the threat of further position cuts and the uncertainty that staff in the Multilingual Center face due to the political climate.

“Being here allows us to be a voice for families. We know the district, the language, and the system. That makes a real difference when we’re interpreting and advocating.” Nana Kanjinga PEA Member

Last year, Chretien says, three interpreter positions were eliminated. “Without representation, we felt we would be vulnerable again during budget shortfalls. Job protection was a key motivation for our staff.” For Kanjinga, organizing was also about advocacy for families. “Being here allows us to be a voice for families,” Kanjinga says. “We know the district, the language, and the system. That makes a real difference when we’re interpreting and advocating.”

Paz-Gyimesi adds that the current political climate, particularly around immigration enforcement, makes collective action more important than ever. “Given the direction things are going, unions matter,” she says. “They give workers a way to be heard.” Chretien adds that equity is also a workplace issue. “Our bargaining unit is mostly women and people of color,” Chretien says. “It’s about whether the district values interpreters as professionals and compensates them fairly for work that goes far beyond interpreting.”

→BUILDING SOLIDARITY ACROSS BARGAINING UNITS For staff in the Multilingual Center, bargaining their first contract is not only about working conditions and job security. It is also about creating a lasting legacy for their department and strengthening relationships with other PEA members and PPS staff. “This contract is for those who come after us,” Senior says. “We’ve built a supportive, collaborative culture at the Multicultural Center, and we want to protect that for future staff. We want anyone hired after us to have the same support that we give one another now.” For Chretien, being part of the same union as other PPS employees creates new opportunities for connection. “Being in the same union as teachers, education technicians, and other school staff helps build understanding,” Chretien says. “It creates another way to improve communication, not just with families, but with each other.” →Scan QR Code to sign up! →Supporting Multilingual Learners Course 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.

MAINEEA.ORG

WHAT II LOVE WHAT LOVE ABOUT SCHOOL ABOUT SCHOOL MAGAZINE COVER MAGAZINE COVER CONTEST MEA invites students Pre-K-12 to

MEA is pleased to showcase student submit art depicting the theme artwork from our 9th annual Maine Educator Art Cover Contest. This year’s About School.” Finalists “What I Love submissions highlighted what students will be selected in the following love most about school. Our union believes in celebratingcategories the success ofPre-K-3, 4-8, 9-12, and one our students and members, andwinner this overall chosen from the contest gives us the opportunity to do finalists to have their work just that.

showcased on the cover of the Congratulations to all of the magazine. participating students and educators!

DEADLINE: MAY MAY 1, 1, 2026 2026 MAINEEA.ORG/CONTESTS

Cover Contest Winner Isabella Ayer Grade 5, Caribou Community School Teacher: Brooke Ridley (Eastern Aroostook EA)

Maine Educator | Summer 2026

Pre-K-3 Viv Bourgeois Grade 3, Caribou Community School Teacher: Brooke Ridley (Eastern Aroostook EA)

4-8 Zoey McIntrye Grade 5, SAD 42 Teacher: Kristen Graham (Central Aroostook TA)

LEARN MORE

MEA Contests MEA provides multiple contests for members to participate in to win prizes for your class or to be featured on the magazine on the Maine Educator Read Across Maine MEA is hosting a Read Across Maine contest to inspire students to read more books across various subjects, genres, and authors while developing a love for reading and books and improving literacy skills. MEA/Sea Dogs “My Hero Works at School” Essay Contest MEA is pleased to join the Portland Sea Dogs for its annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay, about their school hero. Two winners will be selected and receive tickets to a 2027 Sea Dogs game for themselves, their family, and their school hero. Maine Educator Magazine Cover: "What I Love About School" Contest MEA invites students Pre-K-12 to submit art depicting the theme “What I Love About School.” Finalists will be selected in the following categories: Pre-K-4, 5-8, 9-12, and one overall winner chosen from the finalists to have their work showcased on the cover of the magazine. Learn more: maineea.org/contests/ MAINEEA.ORG

To access the governance documents on our website, please visit maineea.org/ governance-documents or scan the QR Code below. *YOU HAVE TO LOG IN TO THE WEBSITE TO VIEW DOCUMENTS

Maine Educator | Summer 2026

To access the governance documents on our website, please visit maineea.org/ governance-documents or scan the QR Code below. *YOU HAVE TO LOG IN TO THE WEBSITE TO VIEW DOCUMENTS

MAINEEA.ORG

To access the governance documents on our website, please visit maineea.org/ governance-documents or scan the QR Code below. *YOU HAVE TO LOG IN TO THE WEBSITE TO VIEW DOCUMENTS

Maine Educator | Summer 2026

To access the governance documents on our website, please visit maineea.org/ governance-documents or scan the QR Code below. *YOU HAVE TO LOG IN TO THE WEBSITE TO VIEW DOCUMENTS

MAINEEA.ORG

MEA Delegates Convene for 98th Representative Assembly Maine Education Association members gathered in Portland in May for the 98th 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. 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.

→Guiding the Way Forward

lasting change.

The 98th Representative Assembly theme of “Guiding the Way Forward” echoed through the remarks over the two day assembly in Portland. President Hargrove opened Saturday’s session by stressing the importance of organizing. He reminded attendees that the MEA has long guided the way forward by turning member voice into

“I hear gubernatorial candidates talking a lot about how transformative policies like Universal School Meals has been for Maine,” he told delegates. “That policy was first proposed right 26

Maine Educator | Summer 2026

here on this Representative Assembly floor.” MEA Delegates, he said, have helped shape policies that strengthen schools and communities across Maine. As the association approaches its centennial, Hargrove emphasized, "What happens in this room matters, and collective action continues to move the work toward equity, dignity, and opportunity for every student and school employee in Maine." MEA’s Executive Director, Rachelle Bristol, echoed President Hargrove’s comments on Sunday morning during her remarks. Sharing that MEA continues to see membership growth across all job categories. She also emphasized a few ways that MEA and our members are guiding the way forward as we head into a new way to process member dues through AutoPay to take back our power as a union, not leaving due collection up to our employers.

→NEA Vice President Princess Moss Makes First Visit to Maine NEA Vice President Princess Moss joined MEA Delegates on Saturday, in her first trip to Maine during her tenure as Vice

President, she previously attended the 2021 MEA Representee Assembly virtually due to the pandemic. Drawing on her experience as an elementary music teacher and the daughter of two public school bus drivers—who never had the opportunity to join a union—Moss underscored the importance of standing up for all educators and school staff. “Across this nation, we are doing for others what no one did for my parents,” Moss said. “We are growing our power. We are standing up. We are refusing to let working people be invisible.” Acknowledging the challenges educators face, Moss reminded delegates that their work matters most in difficult moments. “You know what’s remarkable about a lighthouse? It doesn’t wait for calm waters to shine. It shines because the waters are rough. That’s you—showing up for kids even when you’re running on empty.” She also spoke to Maine’s educator shortage, emphasizing the need for respect and professional dignity. “There are people who would become educators if they could count on being treated like the professionals they are—with dignity and respect.” She encouraged delegates to lead authentically and sustain their work through self-care, noting, “Even a lighthouse needs maintenance—tending your own light so you can keep guiding others.”

→MEA Members Elect Greely Teacher to be NEA Director On Sunday, members voted to elect Jason Curry (MSAD 51 EA) to succeed Rebecca Cole (Sebago East Shore EA) who was termlimited, as the next NEA Director. In his role as NEA Director, Curry will serve on the National Education Association (NEA) Board of Directors, representing MEA members, participating in policy-making, and strategic planning. Curry is a high school social studies teacher at Greely High School, where he has taught since 1998. Over his career, he says, educators have faced growing attacks on public education, including efforts to ban books, target students, and undermine the profession through national media campaigns.

→Meet NEA Director Jason Curry “Hi! My name is Jason Curry and I’m a high school Social Studies teacher. You’ll know that the instant you see my standard-issue tweed jacket with elbow patches. I’ve been teaching at Greely High School since 1998, and I’ve seen a lot. We’ve been targeted by some of the most radical and dedicated enemies of Public Education in the country. They have raged about us on national media, revealed names and identifying characteristics of our students to hate groups and the press, and tried to get books banned from our libraries. They’ve made our professional lives very difficult sometimes. Furthermore, across the state, school budgets are being slashed or defeated at the same time administration raises are far outpacing ESPs and professional staff. While educators are being riffed, and school buildings are being closed to save money. Retired MEA members are finding it incredibly hard to make ends meet on a tight budget because of wars and tariffs in the inflationary environment created in the last 18 months, and our members in higher education are under attack from reckless Executive Orders designed to humiliate fine institutions of learning, funnel students almost exclusively into trades, and shut down access to the beauty and pleasure of learning in the Humanities. But we are not helpless. We have allies and have our own strong, educated voices to further the well-being of public education in America. I have given my efforts and my voice to the cause consistently in my District, and for statewide issues frequently in Augusta, in Lewiston, Portland, Bangor and many other locations. I have been President and Grievance Director of my Local, as well as Lead Negotiator for two contracts; ESPs and Bus Drivers. I have served on the MEA’s Government Relations, Strategic Budget, Human and Civil Rights and Social Justice Committees, and most recently on the MEA Board of Directors. I am honored beyond belief to have been selected at the 2026 MEA RA to bring my efforts and my voice to the national level by being voted as your NEA Director for the next three years. I’m looking forward to any chance I can get to bring you updates of the NEA’s activities, as well as represent your needs in my new job starting in September on their Board of Directors. I hope you will consider inviting me to regional and local meetings so we can share information and build the bonds we will need in the future to rise up united as one and overcome the difficulties we may face going forward.” MAINEEA.ORG

MEA Awards Night

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. Learn more: maineea.org/news/meaawards26

Scan QR code to see award winners

Life insurance is love insurance Put your love into action with life insurance Love comes in many forms – through kindwords, thoughtful actions andmeaningful gestures. One of the most lasting ways to show your love? Life insurance. Getting life insurance to protect your loved ones financially is a way to say, “I love you,” and mean it. At Horace Mann, our life insurance policies are designed with educators in mind, including special rates exclusively for those in education.

Contact us today at 855-393-7508 to see how we can help you put your love into action with a free life insurance quote or review of your current coverage. Horace Mann Life Insurance company underwrites Horace Mann life insurance products. Horace Mann Service Corporation and certain of its affiliates (Horace Mann) enter into agreements with educational associations where Horace Mann pays the association to provide services aimed at familiarizing association members with the Horace Mann brand, products or services. For more information, email your inquiry to association.relations@horacemann.com. IM-003956 (Jan. 25)

Maine Educator | Summer 2026

horacemann.com

MAINEEA.ORG

notice board BARGAINING BOOT CAMP Summer 2026 UniServ Directors are hosting regional Bargaining Boot Camps which will provide valuable insights and practical tools as you learn the fundamentals of contract negotiations. Find a local event here: maineea.org/events/

NEA DISABILITY RIGHTS COMMUNITY ACTION GRANT DEADLINE: Rolling Amount: Up to $3,000 per project Supports collaborative, action-focused projects that strengthen member connection, advocacy, and elevate the voices of educators advancing disability rights across K–12 and higher education. Deadlines: Applications will be reviewed on a rolling basis, with awards issued periodically throughout the year, through December 2026, subject to availability. Learn more: bit.ly/disabilityactiongrant

UNION BULLETIN Virtual Union Bulletin Board Visit NEA’s virtual union bulletin board to find the tools and resources you need to learn about and get involved with your union.

bit.ly/neaunionbulletin

PROFESSIONAL LEARNING MEA Summer Camp: Summer Conference July 27-28, 2026, USM Portland 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. Register Today: maineea.org/summerconference

Editor's Note | Summer 2026

A Maine Summer and a Year Worth Celebrating

At a recent Hearts of Pine match with Moxie the Moose!

MEA won multiple awards at the national State Education Affiliate Conference!

We made it to summer in Maine, the best 100 days of the year. Each year, I try to stay close to home and plan a few staycations in places I have not visited. I keep a Maine bucket list to guide me. After all, we get through long, cold winters to enjoy our little sliver of “Vacationland.”

Finally, one last note. Due to rising printing and postage costs, next year you will receive two print issues of Maine Educator. The Fall 2026 and Summer 2027 issues will arrive by mail. The Winter and Spring 2027 issues will be available online at Maineea.org/maine-educator/.

Last year, my list brought me to Vinalhaven, new adventures in Acadia, Sea Dogs games, and a new love for the Hearts of Pine. This year, I’m hoping for two new hikes, a schooner ride, and my 20th high school reunion.

Whatever your Maine summer bucket list brings—whether you are working, supporting students through extended school year, keeping our higher education institutions moving, or taking time to rest and recharge—I hope you find time to enjoy these exceptional Maine summer days.

While we take time to enjoy our Maine summers, I also reflect on what an honor it has been to visit communities across the state and share the stories of MEA members. Every day, they support students as they learn, grow, and find their place in new communities. One example is the staff at the Portland Public Schools Multilingual Center, who recently formed a new bargaining unit. Their team supports newcomers in the Portland School District every day. They are now working toward a contract to protect the services their students and families rely on. Read more on pages 18-19. Much of this issue focuses on celebrating the work MEA members have done this year. I hope you enjoy the student art and essays, the culmination of our annual “My Hero Works at School Essay Contest” and “Maine Educator Art Cover Contest” on pages 20-21. You will also find a QR code to explore MEA’s award winners on page 28, including Joan McGovern Education Support Professional of the Year Michael Langley of Merrymeeting EA. Michael is a custodian at Woodside Elementary School who shares his love of outdoor learning with students.

Samantha Burdick

Director of Communications & Editor editor@maineea.org MAINEEA.ORG

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