Maine Educator Winter 2021

MAIN

Winter 2021 | maineea.org

Educator

School Nurse STRUGGLE “We are frequently yelled at.

Sworn at. Insulted.”

The daily life of a school nurse during the pandemic.

WINTER '21

VOLUME 82, NUMBER 2

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CONTENTS

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Union News MEA President's Letter From MEA's Executive Director Career Earnings Data Challenging Bias and Harassment in Our Schools Handling Parent and Community Hostility Building Stronger Local Associations MEA Contests Educators' Rights and the First Amendment Inclusive Books at Hermon High School School Nurse Struggle Using SEL in the Classroom Student Behaviors & Conflict Resolution Creating Responsible Digital Citizens Read Across Maine We Are MEA Editor's Note

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28 Follow us on social media @maineea @Maineeducationassociation @MaineEA @maineea

www.maineea.org MAINEEA.ORG

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Union News

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How To Erase Your Student Debt Public Service Loan Forgiveness Program Overhauled Saving MEA Members Tens of Thousands of Dollars

The Maine Education Association and the National Education Association advocated for an overhaul of the broken Public Service Loan Forgiveness (PSLF) program. Our advocacy has paid off and members are already saving money with their loan forgiveness that was previously denied but is now being granted. The change comes after the US Department of Education announced temporary overhauls to the Public Service Loan Forgiveness (PSLF) program.

The new changes might help erase your student loan debt if: • You have federal student loans AND you work full-time for a school district, or institution of higher education AND • You have Direct Loans OR You consolidate into the Direct Loan Program by Oct. 31, 2022

• • • •

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Temporary Changes to PSLF FFEL and Perkins loans payments are now eligible and count towards the required 120 payments Previous payments outside of income-driven repayment now count towards the required 120 payments Previous late payments and partial payments now count towards the required 120 payments Payments made prior to consolidation will now be eligible towards the required 120 payments

Maine Educator | Winter 2021

How to apply for Loan Forgiveness 1. Go to studentaid.gov/ pslf, login with your Federal Student Aid ID (or create one if you do not have one) and make sure your contact information is up to date so the U.S. Department of Education can communicate directly with you.

2. If you have a Direct Loan, have made 120 payments, and have applied for PSLF, you should receive automatic forgiveness soon.

3. If you have a Direct Loan, have made 120 payments, and have NOT applied for PSLF, you need to apply for PSLF right away.

4. If you have a FFEL or Perkins loan, you need to consolidate into a Direct Loan, then apply for PSLF. 5. You must apply before October 31, 2022.

Why did the PSLF program change?

PSLF was created in 2007 to forgive the federal student debt of public employees, including teachers, faculty, and education support professionals, who provide 10 years of service and make 120 monthly payments on their student loans.

However, when the first borrowers became eligible for forgiveness, more than 90% of applications were denied because the program had too many technicalities and many loan servicers misled borrowers about the rules. The Biden Administration’s overhaul of the program fixes some of the technicalities and will mean debt forgiveness right away for tens of thousands of public service workers and eventual forgiveness for many more. Eventually, hundreds of thousands of educators could become eligible for loan forgiveness over the next year.

The changes to PSLF will exist only until October 31, 2022, so apply for forgiveness immediately.

For more information, go to studentaid.gov

President's Letter Grace Leavitt - Winter 2021 Persistence The timeline for producing the Maine Educator is determined in advance, and I set my own deadline for submitting the President’s Letter well before the actual time our Communications Department absolutely must have it, just to be sure I get it done on time (not that I am known for punctuality—I seem to have adopted a habit of having a ‘grace period’ at times—but when my being late means holding up someone else, I make an extra effort to stray from my customary behavior).

Writing the President’s Letter for this issue, however, has proved to be even more difficult than the last. I struggled then due to the unexpected increase in challenges that were hitting as the school year began. I literally am writing this letter just a day before the deadline. In ‘normal’ times, the message would be about reflecting on the past year and looking forward to what the New Year will bring. But this year is so far from ‘normal’, that just won’t do. How do I find the right message to our hardworking, exhausted members that will acknowledge all they are dealing with while also somehow lifting up their spirits?

I’ve been saying ‘Stay strong’ and ‘Hang in there’. But with the frustrations around the continuing pandemic-- quarantines, stress, workload, angry people at school board meetings, unruly behavior, new variants of COVID-- I keep thinking, how do we cope when too often we may feel like we’re at the end of our rope? How do we somehow still hold on to hope, hope for things to be better in the New Year?

I shared my difficulty in coming up with what to write in a conversation with my husband, who remarked that something he has admired about me is my persistence, that I just don’t give up. His comment got me to thinking—persistent? I always thought I was just plain stubborn, even ornery! But maybe in that orneriness there really is a persistence to carry on, even through a global pandemic. I am sure that is what each of you also must have—whether you were born with it or have developed it because of the nature of the work we do working with and for students.

Coincidentally a recent article in Ed Week caught my eye, “The SEL Skills That May Matter Most for Academic Success: Curiosity and Persistence”1. The article is about a recent study conducted by the Organisation for Economic Co-operation and Development (OECD), “Beyond Academic Learning: First Results From the Survey of Social and Emotional Skills”2.

I know some of you are “SELed out”, having had training on teaching social/emotional skills to students, and you already know how important such skills are for students to learn and

reach their potential. But it does seem persistence is more important now than ever—and especially for us—the adults!

The various teacher evaluation frameworks include the word ‘persistent’ or a similar characteristic--tenacious, determined, relentless even! For those not involved in classroom instruction, I’ve heard some may not view themselves as ‘educators’—but believe me, you are! Whether transporting students or providing them with meals or whatever your role is, in all your interactions with students, you are also instructing students in many various ways, and you are essential to our students’ education; you also must have, or have developed, persistence as a characteristic.

You are also likely tired of hearing about ‘self-care’—but, since I am ornery—or stubborn—or persistent and relentless—I am going to end this message with urging you to be sure that you all do take care of yourselves and engage in whatever form of self-care—safe and healthy, of course! —not only over the upcoming break, but in the months to come. Please do whatever might help you to continue to be persistent. We need you— your colleagues, our students, our communities—we need you to carry on so that we will get through these most challenging times. We will persist!

Stay strong! And hang in there! And reach out to MEA, and to me, any time! We are here for you!

In solidarity, Grace

Grace Leavitt, President Maine Education Association 207-622-4418 x 2200

1“The SEL Skills That May Matter Most for Academic Success: Curiosity and Persistence”, Ed Week, Oct. 29, 2021, by Sarah D. Sparks 2”Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills”, OECD Publishing, Paris, https://doi. org/10.1787/92a11084-en

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From MEA's Executive Director Rach el l e J ohns on and ongoing communication channels, balancing the need for information against information overload. We surveyed our members and conducted focus groups to learn what our members and potential members needed and wanted from their union. MEA evolved to begin to meet those needs to be responsive to current members and attractive to potential members alike.

It’s That Time of Year It is only natural at the end of anything, particularly a calendar year, to take stock of what you have accomplished and what lies ahead. Given the trying times we still find ourselves in, this is especially true this year.

For me personally, a lot has happened…

I became a resident of Maine in January when I moved to South Portland in the middle of a pandemic. One of my first memories is that of standing in line outside the DMV to obtain my Maine driver’s license/Real ID which made me somewhat official albeit still “from away”.

Wicked has become part of my vocabulary in a way I couldn’t have imagined before moving here.

I learned that sailing along the beautiful Maine coast can be the cure for almost anything that ails you if you let it.

I learned to appreciate that there is joy in the Maine landscape and coast. I took a trip up Mt. Battie and took in the amazing vistas that present themselves to those who make the journey.

And lastly, I have learned that the things you may have thought you wanted, you don’t really want at all, and if you are open to it, the life you were truly meant to live will find you.

MEA advocated for following the recommended CDC guidelines to keep both educators and students in school and for keeping educator voices at the table when decisions around Covid protocols and policies were decided and implemented.

MEA celebrated significant and numerous legislative wins this past year, moving the needle on multiple issues that affect our members, including a long-fought battle about planning time and full 55% state funding for public education. The summary of those wins can be found on the MEA website.

MEA’s membership remained vibrant. Our membership numbers stayed steady, and we were one of a small number of states that did not lose membership during this crisis. Leaders and staff kept MEA visible and relevant despite the challenges.

We are stronger together and keeping a robust membership is key to maintaining our influence both locally and statewide.

As the 2022 year unveils, MEA will move our mission and values forward and will implement the Board’s adopted three strategic foci: membership growth, racial and social justice, and local capacity/member engagement. Stay tuned for opportunities to move this work in your local.

MEA is also looking forward to how we continue to support our members in this everchanging environment and look forward to staying connected to all of you to help emerge successfully from this moment in history. We know each of you is struggling in different ways as this pandemic creeps on, and we will look for new ways to provide much needed emotional and professional support.

So as the calendar pages turn, here’s hoping that the new year brings continued resiliency and strength for us all.

Stay safe. Stay well.

I am looking forward to what 2022 will bring – hopefully the end of a pandemic, a return to the new normal, and a refreshed look at priorities and life.

For MEA, a lot has happened as well.

As when the pandemic started, MEA pivoted how we support members and met a variety of member needs through virtual and in person (as appropriate) meetings, conferences, and events.

MEA stayed connected to our members through numerous new 6

Maine Educator | Winter 2021

Rachelle Johnson MEA Executive Director

As part of MEA’s continued commitment to educate its members on issues that impact their work and life, MEA’s Director of Collective Bargaining and Research compiled the follow data regarding salaries, in particular, career earnings in Maine. Career Earnings is a strength-of-scale measure. The name is a bit of a misnomer as it does not equate to actual career earnings, which should be higher. The measure allows for an apples-to-apples comparison between scales. The Career Earnings measure takes into account the beginning salary, the top salary, how long it takes to get from the beginning to the end, and what the Step increments and Lane increments are between the beginning and end of the scale. A 30-year “career” is used, allowing movement from the beginning to the end of most scales. Data collected is based off of current, settled contracts in the MEA database as of November 15th. If a district is not listed it means MEA does not have a current contract for that district.

Career Earnings Data

Career Earning Summary Straight BA 2020-21

1 Wells-Ogunquit CSD 2 York 3 Falmouth 4 Yarmouth 5 Cape Elizabeth 6 Five Town CSD 7 RSU 28, Camden 8 AOS 98 - Edgecomb 9 Scarborough 10 RSU 35, Eliot 11 South Portland 12 RSU 75, Topsham 13 RSU 21, Kennebunk 14 Bangor 15 West Bath 16 Flagstaff RSU 17 Gorham 18 RSU 35, Eliot 19 RSU 01, Bath 20 RSU 51, Cumberland 21 RSU 86, Fort Fairfield AOS 98 22 Georgetown 23 Brunswick 24 AOS 98 - Southport

Cumul.

BA MAX Salary for 30 years $79,359 $2,038,169 $75,053 $2,037,208 $82,571 $2,000,080 $76,972 $1,992,247 $75,719 $1,949,603 $75,609 $1,897,391 $75,609 $1,897,391 $69,837 $1,871,925 $74,034 $1,866,782 $70,343 $1,855,090 $68,718 $1,850,611 $70,600 $1,842,600 $75,515 $1,842,365 $73,127 $1,833,676 $76,130 $1,826,280 $76,900 $1,822,700 $69,834 $1,818,498 $62,537 $1,812,310 $76,466 $1,810,198 $73,483 $1,786,183 $69,800 $1,786,100 $72,061 $1,782,126 $74,466 $1,778,284 $69,572 $1,774,374

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$66,410 $1,761,017

#

School District

AOS 93 - Bristol

26 RSU 05, Freeport 27 Biddeford 28 Kittery 29 RSU 88, Van Buren 30 Westbrook 31 RSU 56 - Dixfield 32 RSU 10, Rumford 33 RSU 39, Caribou Limestone 34 Community School 35 Brewer 36 St. George 37 RSU 07, North Haven AOS 93 - South 38 Bristol AOS 98 - Boothbay39 Boothbay Harbor CSD 40 Veazie 41 Saco AOS 93 - Great Salt 42 Bay CSD 43 RSU 13 Seacoast 44 Sanford 45 Islesboro 46 RSU 08, Vinalhaven 47 Greenville 48 RSU 09, Farmington 49 RSU 34, Old Town 50 RSU 52, Turner 51 RSU 32, Ashland 52 Northport 53 RSU 15, Gray 54 Easton 55 Thornton Academy 56 RSU 57, Alfred 57 RSU 26, Orono 58 Acton 59 Glenburn 60 Lincolnville 61 RSU 71, Belfast

$67,044 $66,870 $65,028 $67,430 $74,619 $68,331 $68,331 $68,331 $68,331 $68,349 $68,877 $66,123 $65,799

$1,756,037 $1,751,626 $1,751,147 $1,749,030 $1,747,471 $1,743,703 $1,743,703 $1,743,302 $1,743,302 $1,741,547 $1,729,442 $1,726,433 $1,722,687

$73,206 $1,720,457 $71,075 $67,208 $66,833 $67,425 $67,547 $65,356 $70,000 $68,119 $64,496 $6,800 $67,906 $63,085 $63,948 $68,218 $64,188 $60,717 $65,660 $73,150 $64,541 $67,025 $67,061 $63,935

$1,719,619 $1,718,530 $1,717,710 $1,713,225 $1,707,438 $1,703,484 $1,699,612 $1,699,385 $1,697,958 $1,693,315 $1,689,334 $1,683,870 $1,683,406 $1,682,718 $1,682,231 $1,673,510 $1,666,860 $1,666,750 $1,663,230 $1,662,400 $1,660,183 $1,657,331

RSU 23, Old Orchard 62 Beach 63 AOS 92 - Vassalboro 64 AOS 91 - Trenton AOS 91 - Southwest 65 Harbor AOS 91 - Mt Desert 66 CSD 67 AOS 91 - Tremont 68 AOS 91 - Bar Harbor AOS 91 - Mt Desert 69 Elem 70 Dayton 71 RSU 83, Bingham 72 Knox Region 8 73 Auburn 74 Lewiston 75 RSU 29, Houlton 76 RSU 42, Mars Hill 77 Portland 78 RSU 60, Berwick 79 RSU 40, Waldoboro RSU 73, Jay80 Livermore 81 AOS 77 - Alexander AOS 77 - RSU 85, 82 Lubec Baxter Educators’ 83 Association 84 RSU 20, Searsport 85 RSU 06, Buxton 86 AOS 77 - Perry 87 RSU 11, Gardiner 88 RSU 82, Jackman 89 RSU 04, Sabattus 90 AOS 77 - Eastport 91 AOS 92 - Winslow 92 RSU 19, Newport 93 AOS 90 - Baileyville 94 RSU 22, Hampden 95 Hermon 96 Fryeburg Academy 97 RSU 49, Fairfield 98 RSU 59, Madison 99 AOS 93 - Nobleboro 100 Foxcroft Academy 101 RSU 18, Oakland 102 RSU 44, Bethel 103 Lisbon 104 Milford 105 RSU 54, Skowhegan AOS 94 - SAD 46, 106 Dexter 107 Augusta 108 RSU 12, Windsor 109 RSU 33, St. Agatha 110 Greenbush 111 RSU 16, Poland 112 RSU 17, Paris 113 RSU 53, Pittsfield 114 Wiscasset 115 RSU 78, Rangeley 116 RSU 02, Hallowell 117 Hope 118 AOS 93 - Jefferson 119 RSU 58, Phillips 120 Appleton 121 Otis 122 Waldo Region 7 123 Woodland 124 Athens 125 RSU 64, Corinth 126 RSU 24, Sullivan

$62,281 $67,143 $65,700 $65,700

$1,649,716 $1,649,705 $1,649,600 $1,649,600

$65,700 $65,700 $65,700 $65,700 $63,569 $62,800 $65,540 $61,031 $63,888 $66,000 $62,160 $64,315 $63,914 $66,282 $63,350 $59,200 $59,200

$1,649,600 $1,649,600 $1,649,600 $1,649,600 $1,648,342 $1,647,520 $1,645,046 $1,641,606 $1,640,760 $1,638,750 $1,638,360 $1,638,085 $1,632,626 $1,627,940 $1,609,729 $1,605,300 $1,605,300

$61,543 $60,783 $61,763 $59,600 $63,611 $62,178 $60,136 $57,600 $73,720 $65,537 $64,963 $66,424 $63,152 $60,250 $67,000 $64,036 $57,464 $61,706 $68,400 $61,898 $65,507 $64,831 $67,210 $65,171 $67,866 $64,951 $60,214 $57,935 $60,900 $59,468 $61,169 $70,248 $61,931 $61,973 $59,691 $61,020 $62,285 $60,216 $57,309 $54,149 $53,808 $55,793 $60,863 $57,153

$1,601,650 $1,599,839 $1,599,238 $1,594,300 $1,593,232 $1,592,006 $1,586,600 $1,579,700 $1,578,682 $1,570,961 $1,569,116 $1,563,033 $1,556,616 $1,554,500 $1,550,000 $1,548,769 $1,546,296 $1,544,088 $1,543,212 $1,541,691 $1,539,825 $1,538,986 $1,537,530 $1,536,527 $1,536,165 $1,535,245 $1,532,496 $1,527,817 $1,526,041 $1,521,540 $1,521,432 $1,520,112 $1,517,531 $1,515,459 $1,511,829 $1,511,356 $1,509,700 $1,508,353 $1,507,980 $1,504,704 $1,503,608 $1,502,150 $1,495,156 $1,491,081

127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182

East Range CSD RSU 03, Unity RSU 72, Fryeburg Surry RSU 38, Maranacook RSU 61, Bridgton Calais RSU 14, Windham RSU 74, Anson Fayette Orrington Lamoine AOS 92 - Waterville Winthrop RSU 41, Milo RSU 55, Porter Southern Penobscot Region 4 RSU 89, Patten Ellsworth East Millinocket RSU 25, Bucksport RSU 70, Hodgdon RSU 68, DoverFoxcroft RSU 79, Presque Isle Washington Academy Hancock Deer Isle-Stonington CSD RSU 50, Southern Aroostook AOS 90 - Princeton Moosabec CSD Cherryfield RSU 31, Howland AOS 94 - Harmony Medway RSU 63, Holden RSU 67, Lincoln RSU 87, Carmel RSU 37, Harrington Millinocket RSU 45, Washburn Brooksville AOS 77 - Pembroke Blue Hill AOS 96 - Jonesboro Castine Southern Aroostook Region 2 AOS 96 Machiasport AOS 96 - Machias RSU 84, Danforth AOS 96 - Cutler AOS 96 - East Machias Caswell AOS 96 - Whiting Penobscot AOS 77 - Charlotte Brooklin

$56,500 $57,550 $58,751 $56,616 $64,038 $52,464 $61,516 $55,412 $55,412 $57,826 $55,306 $56,058 $71,353 $59,691 $61,433 $59,950 $57,100 $60,680 $56,167 $59,360 $59,439 $57,675 $60,496 $63,982 $56,600 $51,350 $53,000

$1,491,000 $1,489,200 $1,488,261 $1,486,228 $1,486,188 $1,477,033 $1,475,615 $1,473,871 $1,473,871 $1,472,183 $1,466,802 $1,463,127 $1,461,790 $1,459,274 $1,457,892 $1,444,400 $1,442,800 $1,437,813 $1,427,305 $1,413,091 $1,409,251 $1,408,550 $1,403,930 $1,401,536 $1,398,975 $1,393,500 $1,390,895

$57,200 $55,650 $52,094 $52,600 $58,000 $48,469 $50,988 $49,750 $60,000 $50,903 $51,618 $58,000 $54,000 $46,006 $46,006 $44,132 $50,419 $45,433 $61,062

$1,390,500 $1,388,700 $1,383,520 $1,375,600 $1,375,500 $1,367,444 $1,361,285 $1,360,250 $1,353,000 $1,343,029 $1,337,267 $1,333,500 $1,331,000 $1,317,671 $1,310,700 $1,303,164 $1,302,570 $1,297,918 $1,283,489

$49,500 $50,274 $46,138 $45,800 $51,218 $43,000 $46,500 $41,600 $42,605 $43,986

$1,267,500 $1,264,467 $1,242,390 $1,239,000 $1,237,365 $1,223,500 $1,206,000 $1,205,250 $1,132,577 $476,832

See Master's on next page.

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Career Earning Summary Straight MA 2020-21 # School District MA MAX 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 8

York Wells-Ogunquit CSD Yarmouth Falmouth Cape Elizabeth RSU 35, Eliot South Portland Scarborough RSU 51, Cumberland Five Town CSD RSU 28, Camden AOS 98 - Southport RSU 35, Eliot Nurses Bangor: 2020-2021 RSU 75, Topsham RSU 21, Kennebunk Flagstaff RSU, Eustis AOS 98 - Edgecomb Thornton Academy RSU 05, Freeport Gorham West Bath RSU 01, Bath Brewer Brunswick Biddeford Kittery RSU 56 - Dixfield RSU 10, Rumford RSU 88, Van Buren RSU 86, Fort Fairfield Greenville Westbrook RSU 83, Bingham AOS 93 - Bristol AOS 98 Georgetown AOS 93 - South Bristol RSU 39, Caribou Limestone Community School RSU 04, Sabattus RSU 32, Ashland Saco RSU 13 Seacoast RSU 07, North Haven Islesboro RSU 09, Farmington Auburn Sanford AOS 98 - BoothbayBoothbay Harbor CSD St. George RSU 15, Gray RSU 52, Turner Easton 1 Veazie AOS 93 - Great Salt Bay CSD Portland RSU 42, Mars Hill RSU 57, Alfred RSU 34, Old Town Lincolnville Northport Knox Region 8 Acton

$82,556 $83,694 $83,423 $84,744 $81,967 $77,377 $76,037 $79,493 $82,565 $79,162 $79,162 $78,269 $68,791 $79,093 $75,100 $80,415 $82,668 $72,923 $75,896 $75,851 $73,959 $80,061 $80,414 $74,501 $78,512 $72,443 $70,601 $73,455 $73,455 $72,150 $72,300 $73,317 $78,178 $70,562 $69,745 $74,165

64 Cumul.

Salary for 30 Yrs $2,240,873 $2,168,257 $2,150,502 $2,131,631 $2,122,479 $2,040,690 $2,021,044 $2,010,685 $2,007,140 $2,004,053 $2,004,053 $1,996,485 $1,993,880 $1,983,284 $1,977,600 $1,975,365 $1,958,772 $1,954,672 $1,952,425 $1,944,705 $1,942,261 $1,939,136 $1,920,562 $1,899,289 $1,897,341 $1,889,088 $1,882,006 $1,874,591 $1,874,591 $1,865,190 $1,861,100 $1,855,345 $1,854,261 $1,851,152 $1,849,457 $1,845,532

$70,029 $1,833,446 $71,747 $1,830,560 $71,747 $1,830,560 $69,156 $68,200 $70,396 $69,425 $68,776

$1,824,591 $1,820,480 $1,812,230 $1,809,600 $1,806,015

$68,758 $68,527 $66,931 $70,792 $76,463

$1,805,490 $1,804,078 $1,803,520 $1,800,135 $1,799,912

$71,259 $72,765 $71,813 $68,040 $73,075 $68,833

$1,799,740 $1,793,425 $1,786,526 $1,781,319 $1,779,610 $1,777,710

$69,524 $67,133 $69,046 $70,500 $70,561 $66,613 $69,040 $67,318

$1,769,930 $1,769,431 $1,768,440 $1,767,815 $1,765,183 $1,763,418 $1,750,012 $1,746,540

Maine Educator | Winter 2021

65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130

RSU 23, Old Orchard Beach Lewiston RSU 08, Vinalhaven RSU 61, Bridgton AOS 91 - Trenton AOS 91 - Southwest Harbor AOS 91 - Mt Desert CSD AOS 91 - Tremont AOS 91 - Bar Harbor AOS 91 - Mt Desert Elem RSU 40, Waldoboro RSU 26, Orono AOS 94 - Harmony Lisbon RSU 60, Berwick Glenburn RSU 71, Belfast Dayton AOS 92 - Vassalboro RSU 29, Houlton RSU 02, Hallowell RSU 06, Buxton AOS 93 - Jefferson RSU 73, JayLivermore Athens RSU 11, Gardiner RSU 82, Jackman RSU 22, Hampden AOS 90 - Baileyville RSU 20, Searsport RSU 19, Newport AOS 77 - Alexander AOS 77 - RSU 85, Lubec AOS 92 - Winslow RSU 53, Pittsfield RSU 14, Windham Foxcroft Academy RSU 58, Phillips RSU 74, Anson RSU 33, St. Agatha RSU 49, Fairfield AOS 94 - SAD 46, Dexter AOS 77 - Eastport Fryeburg Academy Augusta AOS 77 - Perry RSU 59, Madison RSU 54, Skowhegan AOS 93 - Nobleboro RSU 44, Bethel RSU 12, Windsor East Range CSD RSU 78, Rangeley Baxter Educators’ Association Hermon RSU 18, Oakland Hope Appleton Lamoine Wiscasset Orrington RSU 03, Unity RSU 72, Fryeburg RSU 17, Paris Milford RSU 16, Poland Otis

$65,498 $1,746,210 $67,936 $71,500 $65,128 $68,450 $68,450

$1,744,720 $1,744,612 $1,739,456 $1,732,100 $1,732,100

$68,450 $1,732,100 $68,450 $1,732,100 $68,450 $1,732,100 $68,450 $1,732,100 $70,319 $75,150 $68,087 $73,368 $66,909 $69,025 $65,862 $65,531 $69,143 $68,000 $69,463 $64,808 $68,321 $66,431

$1,727,086 $1,726,750 $1,724,769 $1,724,601 $1,722,476 $1,722,400 $1,716,999 $1,712,090 $1,708,858 $1,698,750 $1,698,629 $1,696,318 $1,692,201 $1,687,230

$62,489 $67,200 $64,982 $70,903 $68,288 $63,066 $68,687 $61,200 $61,200

$1,682,420 $1,681,600 $1,676,118 $1,670,604 $1,669,054 $1,668,337 $1,665,916 $1,665,700 $1,665,300

$77,461 $65,784 $66,825 $66,178 $68,291 $66,825 $64,214 $70,000 $68,921

$1,658,803 $1,658,752 $1,656,173 $1,655,984 $1,655,366 $1,653,457 $1,650,720 $1,650,000 $1,649,033

$59,800 $63,250 $72,607 $61,100 $67,036 $70,410 $60,701 $65,161 $68,000 $61,000 $65,518 $62,315

$1,645,288 $1,644,500 $1,643,312 $1,639,300 $1,638,769 $1,634,530 $1,634,122 $1,629,254 $1,626,746 $1,626,000 $1,625,152 $1,624,825

$65,293 $70,400 $62,591 $63,216 $62,340 $72,748 $59,990 $6,105 $62,899 $61,692 $66,431 $62,900 $59,452

$1,617,744 $1,603,212 $1,599,805 $1,598,350 $1,597,125 $1,595,112 $1,594,995 $1,594,200 $1,594,177 $1,588,260 $1,586,986 $1,581,474 $1,569,043

131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180

RSU 24, Sullivan Waldo Region 7 Calais Greenbush Surry RSU 64, Corinth RSU 38, Maranacook Winthrop AOS 92 - Waterville Woodland RSU 89, Patten RSU 25, Bucksport RSU 41, Milo Southern Penobscot Region 4 Fayette RSU 68, DoverFoxcroft Ellsworth RSU 55, Porter Deer Isle-Stonington CSD Hancock RSU 50, Southern Aroostook RSU 70, Hodgdon AOS 90 - Princeton Washington Academy Castine RSU 79, Presque Isle Brooksville Brooklin East Millinocket RSU 31, Howland RSU 84, Danforth Moosabec CSD Medway Cherryfield RSU 63, Holden RSU 37, Harrington RSU 87, Carmel RSU 67, Lincoln AOS 77 - Pembroke Millinocke Penobscot AOS 96 Machiasport AOS 96 - Machias AOS 96 - East Machias AOS 96 - Jonesboro Caswell AOS 96 - Cutler Southern Aroostook Region 2 AOS 96 - Whiting AOS 77 - Charlotte

$60,350 $56,253 $64,592 $59,235 $59,673 $62,863 $66,038 $62,491 $75,182 $55,008 $63,680 $63,753 $63,433 $60,600

$1,568,143 $1,567,521 $1,567,122 $1,566,815 $1,559,494 $1,555,156 $1,546,009 $1,543,274 $1,540,161 $1,540,151 $1,527,813 $1,521,451 $1,517,892 $1,516,400

$59,326 $1,516,165 $64,878 $1,505,657 $58,667 $1,504,826 $61,750 $1,498,400 $56,696 $1,484,834 $54,350 $1,482,000 $60,200 $1,480,000 $59,775 $1,471,550 $58,350 $1,469,700 $58,600 $1,458,975 $52,510 $65,836 $51,872 $54,503 $60,560 $60,000 $55,461 $53,194 $52,588 $53,700 $51,250 $54,717 $52,603 $62,000 $54,665 $59,500 $48,250 $53,500

$1,458,423 $1,457,156 $1,455,983 $1,452,090 $1,450,292 $1,435,500 $1,420,830 $1,416,220 $1,409,285 $1,408,600 $1,405,500 $1,404,103 $1,394,019 $1,380,000 $1,378,950 $1,378,500 $1,347,750 $1,335,000

$53,774 $1,329,720 $54,218 $1,327,365 $50,919 $46,000 $48,575 $61,779

$1,317,570 $1,314,000 $1,307,250 $1,304,986

$51,000 $1,303,200 $44,554 $1,191,269

Scan the QR code for the MEA Salary Guide.

Download the MEA App Today!

Scan the QR code for the Apple App Store.

Members-Only Website MEA offers a lot of valuable information for its members and wants you to have access to this in an easy way. You will now be able to access key pieces of informationthink collective bargaining guidance, salary data, legal guidance and more-online with your Individual ID. Log in at maineea.org to unlock your members-only information.

Life is full of unexpected moments If you’re faced with an accident or sudden illness, would you be prepared?

Supplemental insurance products can help pay for out-of-pocket expenses from covered accidents or illnesses, such as transportation, childcare and deductibles.

Plus, they’re more affordable than you may think.

• Cancer insurance • Disability income insurance • Accident insurance • Hospital insurance

Contact your Horace Mann representative to learn more or visit horacemann.com/locator..

National Teachers Associates Life Insurance Company, a Horace Mann Company, underwrites Horace Mann supplemental insurance products. Horace Mann and its affiliates enter into agreements with educational associations pursuant to which Horace Mann or its affiliate pays the educational association to provide various services that are aimed at familiarizing the association’s members with the Horace Mann brand, products or services. For more information or to ask questions about your educational association’s services agreement, please email your inquiry to association.relations@horacemann.com. horacemann.com SI-000041MEA (9-21)

MAINEEA.ORG

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2 2 0 2 r Back fo

Maine Educator Magazine Cover: "What I Love About Maine" Cover Contest The Maine Educator will feature a cover designed by a Maine public school student depicting the theme “What I Love About Maine.” Submissions can be any form of art and should be 8.5” by 11” or able to be photographed.

Please advise students that the magazine title will be across the top and 2.5” high. The artist will want to make sure there is nothing important to the piece at the top, as it may be obscured by the title. Entries must include the name of the student, the school, and the submitting teacher’s name and email.

WHO: Grades K-4, 5-8, 9-12 – Based on entries, an indeterminate number of finalists will be selected, with one overall winner chosen from the finalists to have their work on the cover of the magazine.

HOW: Submit artwork to Giovanna Bechard via email at contest@maineea.org DEADLINE: April 29, 2022

"My Hero Works at School" Essay Contest The MEA is pleased to join with the Portland Sea Dogs for its 6th annual "My Hero Works at School" essay contest.

Students are encouraged to write a short essay, no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2022 Sea Dogs game for themselves, their family and their school hero. Entries must include the name of the student, the school, the submitting educator's name and email and the name and email of the school hero, if different than the submitting educator.

WHO: Grades All public school elementary and middle school students HOW: Submit essays to Giovanna Bechard via email at contest@maineea.org DEADLINE: April 29, 2022

Photo is from June 2019 10

Maine Educator | Winter 2021

Building Stronger Local Associations

Increasing power and leadership skills among the membership

Finding Members to Participate

Building strong local associations with an organizing culture is key to our Union’s success.

A culture of organizing is one that promotes deep member engagement, leadership development, and collective action. At its core, organizing means facilitating collective action among a group and empowering others to take on leadership roles.

Effective organizing results in increased membership growth and more member engagement, expanding leadership, and real wins on the policies and practices that impact our members, our schools, our students, and our communities. That’s why MEA continues to train its members on these key issues, including at our recent Fall Conference where members shared and learned ideas from each other.

“Our local association showed our superintendent we had power very early on by showing him we were organized. We went to school board meetings, had #RedforEd events, and because we showed up and acted we have built relationships, and the district administration knows we have a system in place. We have been able to make sure our local is part of the decision-making process through labor management meetings,” said Beth French, teacher, local leader and Treasurer of the MEA. Building that power in a local comes with a leadership structure that incorporates instead of alienates members. Instead of a topdown style, MEA trains members to use a “snowflake” approach where multiple members work together to take on an issue they collectively need to focus on rather than one person wielding all the control.

“It has to be the members that are driving what the issue is going to be and what the tactics are because then they will feel more connected. We want to build structures that are inclusive, provide space for everyone, and create a transition plan in leadership in the local,” said Krystyna Dzialo, MEA’s Deputy Executive Director.

In many locals the same few people do “all the things” -which is both unsustainable and ineffective. The highest functioning local associations have the most power and influence and they also have the most members engaged and involved. Being engaged and involved does not mean you have to give up all your time to the union—and finding people to help is easier than you may think. The best way to find people who are ready to step up is to simply ask. But who do you ask? Look around your buildings and talk to people.

Ask some simple questions of your colleagues: Who do you trust and respect? When you need to know something, What is Power? who do you go to, other than an existing building rep or “Power, properly local leader? Who takes the understood, is the initiative? Is communication flowing? It is likely the same few ability to achieve names will percolate to the top, purpose. It is the and now you’ve found people strength required to who would make good leaders in your “snowflake” model. bring about social, They don’t need to hold official political or economic positions, because always remember leaders don’t need changes. In this titles, they just need followers.

“”

Increasing your engagement will increase your power. Increasing your power will increase your membership. Increasing your membership will increase your overall voice in decisions in your district and jobs. Engagement matters and is directly connected to your Union’s ability to have the greatest impact on your members’ lives.

For help on how to build a unique organizing plan for your local to help increase your power, contact your MEA Representative who can work with you to develop a unique organizing plan for your local.

sense power is not only desirable but necessary in order to implement the demands of love and justice. One of the greatest problems of history is that the concept of love and power are usually contrasted as polar opposites.”

-Martin Luther King, Jr. MAINEEA.ORG

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Handling Parent and Community Hostility As COVID cases rise, and the stress of the pandemic continues, many teachers, education support professionals, faculty, principals and administrators have received letters, complaints, or been harassed by parents or vocal community members.

For the sake of our students, an educators’ job must be to calm the storm and bring balance to the angry rhetoric that is brought to schools and, in some cases, impacting local decisions about how to best educate Maine students.

To help bring balance and ensure members stay within the law, MEA’s General Counsel compiled the following guidelines to help manage these difficult situations.

COVID-Related Hostility Towards Educators

•

Notify your Union representative immediately of the situation. It is important your Union knows of the situation so it can provide you with the best support and protection, if necessary.

Attacks on Individuals regarding Curriculum Issues When it comes to attacks on individuals or groups of members and their ability to do their job for students, MEA will defend our members under their collective bargaining agreements and, when necessary, in a court of law.

If members of the community send letters, emails, verbal demands for copies of curriculum, or there are allegations against educators for doing their jobs, MEA believes these items should be addressed by principals and other administrators rather than individual educators. The same principle is true if this type of attack or questioning occurs on social media-these should be addressed by administration and not the individual.

MEA recommends that teachers and ESPs who receive a hostile email, social media posting, or are physically confronted with COVID-19 or any issue do the following:

MEA advises members to notify your local association immediately of any of these actions by parents or community members allowing the local association to notify the administration. MEA believes the local association should strongly recommend, at a minimum, a written response from the administration be sent and followed up with a conversation if necessary.

•

Support Available

As school boards around the state continue to enforce and sometimes change policies around COVID-19 and our schools, hostility around varying policies in some places has boiled over.

De-escalate a physical interaction or encounter as much as possible by politely referring them to a building administrator.

•

Take a copy of the email/letter/posting to your immediate supervisor as documentation. This is vital in showing the seriousness of your complaint and can be used in a district’s response to the parent or guardian.

•

Ensure the administration is doing its job of protecting staff and students; ask what the district’s plan and policies are for reacting to threats and what public safety measures it has in place at school, on-campus events, or School Board meetings. Make sure the district has updated its written anti-bullying policy to include educators and employees.

•

Do not reply to angry emails or social media posts without consulting with your administration and Union representative.

•

Avoid commenting on any social media posts that deal with school related issues

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Maine Educator | Winter 2021

MEA Legal Services is ready for any job-related legal issues that arise. We will use all means necessary to protect members who are threatened for doing their jobs and standing up for safety and/or honesty in education. Requests for legal support should initiate through MEA UniServ directors. If you have any further questions, please contact your MEA UniServ Director.

Contact your MEA Field Representative using the MEA App or scan this QR Code:

WHAT YOU NEED TO KNOW ABOUT EDUCATORS’ RIGHTS AND THE FIRST AMENDMENT

C

urriculum, particularly in subjects such as History and English Language Arts, naturally touches upon topics including race and diversity that are to be taught in an age- appropriate manner.

Students must have the tools to understand and investigate different perspectives.

Students should graduate from school ready to engage with others and thrive as respectful, informed, and productive citizens.

School districts routinely promote inclusiveness and equity and celebrate diversity to make all students feel welcome and included in their educational environment.

This approach is appropriate and is in keeping with guidance from the State Department of Education that all students should feel valued, included, and supported regardless of race.

However, it is important to remember there are lines in what is appropriate to say inside your school, outside your school and what can potentially be held against you and affect your employment.

Teachers or other educators who want to speak out publicly on their school district’s policy or curriculum with respect to race, diversity, equity, or inclusion should be aware that their First Amendment rights may be limited.

• The Supreme Court has found that a public employee speaking about a matter of public concern has first amendment protections. However, that speech is curtailed when public employees make statements pursuant to their official duties.

•

Also importantly, if a teacher in a particular school district speaks against their district’s plan or district operations and disrupts the educational environment, they may not

be entitled to First Amendment protection and could face potential discipline.

•

There are safer ways to speak out publicly including working with your local union and/or MEA who may be able to help get the message across through protected, concerted action.

A few notes regarding free speech and social media considerations for school employees: 1. There is no absolute right of free speech for anyone!

2. Further, free speech rights are much stricter even more limited for educators and other public employees. A district can restrict some speech in order to ensure it fulfills its duty of educating children safely.

3. Speech for educators and public employees that is NOT protected includes: • Speech related to and in the course of your employment/job • Off-duty speech that causes a substantial adverse impact on your students, the District, or your standing in the classroom.

• Speech that is obscene, defamatory, or threatening.

If you have questions about this topic, please reach out to your MEA Field Representative. It is always the intention of MEA to ensure members understand their rights and support them in their profession.

Contact your MEA Field Representative using the MEA App or scan this QR Code:

MAINEEA.ORG

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Inclusive Books at Hermon High School The Gender and Sexuality Alliance (GSA) at Hermon High School received a grant from MEA’s Human and Civil Rights & Social Justice Committee. With that funding, the GSA club audited the library’s LGBTQIA+ books and ordered books to be more inclusive of the LGBTQIA+ community in the school. The addition to the school library resulted in materials that students and staff say improved the school community.

As the Hermon High School’s Library Media Specialist, what did you notice when compiling the lists of LGBTQIA+ books during the start of the audit process?

I noticed that the library subject fields had antiquated terms for LGBTQIA+. For example, transgender was not a subject heading for a few older books. The subject heading was entitled "transexual." This helped me bring our catalog up to date and become more inclusive.

Also, I realized that we were missing a lot. I had prided myself on being inclusive, yet I had no book on Asexuality, Demisexuality, and Gender Fluidity. The students also noticed that I did not have a book on Intersexuality. I am glad that they woke me up. Also, their display included the many flags of LGBTQIA+, and I am so grateful to the students. I learned so much.

-Library Media Specialist

How are students responding to the display in the library? Are the books moving?

The books are moving. One book, How to Be Ace: A Memoir of Growing Up Asexual has moved the most. This display has been the single most popular display in my 10 years here.

-Library Media Specialist

What impact has the new LGBTQIA+ book section in the library had on you or other members of the school community?

It has allowed other students to experience the culture of LGBTQIA+ where they otherwise couldn't at home, and hopefully has helped students questioning their identity to be more comfortable or understand more about themselves.

-High School Student The LGBTQIA+ book section in our library helps us feel safe at school. As queer kids, we hear homophobic jokes and passive aggressive comments almost daily. To be able to see all the rainbows and acceptance right when we walk in the door, it lets us know that this is a place where we don’t have to hide, because we will not be met with harm if we are ourselves.

- High School Student Having the LGBTQIA+ section in the library brings awareness to the LGBTQIA+ community and it makes us more seen in the school, and people can get educated on the LGBTQIA+ community. -High School Student The display makes educational and non-educational LGBTQIA+ stuff more accessible to my friends. - High School Student Reading these books about different orientations and identities has helped me learn more about myself. -High School Student 14

Maine Educator | Winter 2021

Which books, and why?

Hermon High School’s librarian pulled lists of books in the library catalogue based on different keywords for example, asexuality, gay, bisexual, lesbian, and transexual.

Members of the Gender and Sexuality Alliance club were given these lists and conducted research on the representation of that identity in the text. From there, the staff and students determined gaps in identities and representations.

Students then conducted research on texts that would be more inclusive. The students were responsible for choosing each text and worked with the librarian to order books that would be most inclusive and useful for the high school.

To see the full list of books ordered by Hermon High School's Gender and Sexuality Alliance, visit maineea.org/maine-educator

School Nurse STRUGGLE

"We are frequently yelled at.

Sworn at.

Insulted."

The daily life of a school nurse during the pandemic

T

he requirements for public school nurses have expanded to levels likely no one could have ever imagined due to the pandemic. Contact tracing, quarantines, pool testing, and vaccines have been added to the pre-pandemic duties including medication dispensing, belly aches, playground mishaps and more. What makes matters worse, the nursing shortages, like in other education fields, mean fewer nurses for a much sicker student population.

From September 2021 through the first week of November, the CDC reported 7,428 positive and probable COVID cases in children ages 5-19. Compare that to a similar timeframe last year-and include all of November-and the CDC reported 1,135 cases in that same age group. The 6,000 plus more cases of school-aged children this school year has put a massive strain on the entire public school system, particularly those responsible for taking care of the students and staff in our schools-our school nurses.

“

I have 20 years of nursing experience -hospital pediatrics; labor and delivery; community health center; camp nursing; and now school nursing. Being a school nurse during COVID is the most difficult out of all the nursing jobs I have ever held."

– Western Maine School Nurse MAINEEA.ORG

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The following excerpts are the personal views of several Maine school nurses; Maine Educator has kept their identity private, at each nurse's request as they all feared speaking out could impact their daily lives.

School Safety Measures and Administration Support are Critical Our school district in Western Maine has had no evidence of school-based transmission. We do enforce universal masking and assigned seating (when possible). Students are taught to frequently sanitize their hands. Parents are taught to notify the school if their student has COVID-like symptoms so nursing staff can educate them around the protocol for returning to school. We are frequently yelled at, sworn at, insulted, and hung up on by parents and guardians who are just as frustrated about this pandemic as we are. The extra work (mountains of it) and responsibility is nearly impossible to maintain at the current pace. On top of my job as a school nurse in an elementary school, I am the District Nurse Coordinator and for a yearly stipend I help figure out the nursing budget, coordinate team meetings, and act as liaison between our team and the district’s physician consultant. COVID has added so much more to that position.

We are fortunate in our district to have the support of our administration and building administrators. We are fortunate to be paid for our hours worked outside of contracted hours--many school nurses in Maine do the extra work for free. The DOE has provided nurse liaisons to answer questions regarding all things COVID via phone call or email. It is nearly impossible to reach them, and some are covering as many as three counties worth of school districts.

If the mask mandate is done away with, there will be an increase in COVID cases which will create more worry for parents, staff, and students alike. It will also increase the amount of work that school nurses and administrators are required to do whenever a positive case pops up. Often, we have several cases per day, scattered throughout the district, that we hear about. All hands are on deck for these situations, but we cannot abandon our other responsibilities. We are burnt out, mentally exhausted, emotionally drained and constantly worried about our students and staff, not to mention our own families, who miss out on time with us as we contact trace on weekends and in the evenings.

- Western Maine School Nurse

“

We are burnt out, mentally exhausted, emotionally drained and constantly worried about our students and staff, not to mention our own families..."

– Western Maine School Nurse

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Maine Educator | Winter 2021

Dealing with Angry Families Who Insult and Threaten You know who is taking the brunt of parent abuse-school nurses! We are the ones who speak to parents about quarantine their kids, and many are burned out and not happy when that happens! Despite nurses following MDOE and Maine CDC guidelines, parents argue, insult, name call and threaten school nurses every day! Even some teachers are annoyed when we tell them we need seating charts and bus seating charts when they want to attend field trips! Guess what, we're still in a pandemic!

It’s exhausting and we don’t get a break-contact tracing evenings and weekends!

- Southern Maine School Nurse

Nurse Log: Minute by Minute Reality for a Maine School Nurse

Tuesday (Pool Testing) Arrival at School-9:59 AM

Check my mailbox-plan to read and file paperwork a bit later this morning.

Start setting up for pool testing: number the tubes, email lists of students to teachers so they know who to send down when I call their classroom. I test approximately 100 students and staff during the day between the hours of 9:30am and 2pm.

While I do this, I monitor 2 students with Type 1 Diabetes, neither of whom are independent with their care (between these two wonderful students I make anywhere from 10-20 trips up and down the stairs per day); take phone calls from other district nurses; talk with teachers and my building administrator as they check in with various issues; dispense medication.

Call parents whose students have been called out ill for the day to discuss protocol

10 AM-2 PM

I received news that a student has tested positive for COVID-19.

The contact tracing process begins as I continue to do pool testing. Teachers are contacted and asked for lists of where the student was and who they were sitting with; bus schedules are received from the Transportation Department; a detailed phone interview is done with parents to determine dates of testing and last date in school for student and any siblings. Principal and

district administrator are notified. Other nurses are notified and a spreadsheet for working on contact tracing is created and shared with them. Case is reported via website to the Maine DOE. Close contact calls are made, questions are answered for each parent. I work with the front office staff to coordinate dismissal for close contacts. Their names are entered on the spreadsheet for tracking students who are out of school for something COVID related.

Run downstairs to check on the other T1D and check in with his teacher, who is trained to help manage multiple glucose checks and insulin dosing.

Check Students Showing COVID Symptoms & Address Pool Testing Questions

2 PM

Back to my office. See two students for COVID-like symptoms.

One is sent home, meaning I have to go over the protocol for returning to school with their parent or guardian. Some get angry, most are very understanding. Today’s parent is the latter.

Last few close contact calls are made.

Take a phone call from another nurse in the district about some Pool Testing results. Troubleshoot an issue with a nurse from a different school in the district.

Emails are sent to teachers whose students will be out of school as they quarantine.

Speak briefly with the building principal about Pool Testing and feedback received from parents about the process.

2:30 PM

Address Mental Health Concerns

Pool testing is finally done and entered in the lab’s system, boxed up, and given to a courier to be brought to the lab.

I eat lunch, only interrupted twice.

3:00 PM

Students are dismissed from school. I finish the official DOE Close Contact Template and email it to the appropriate person.

Check emails one more time and answer urgent ones.

Wednesday 8:40 AM

Walk in to check my mailbox-1.5-inch-thick pile of COVID results, doctor’s notes to enter into one of the myriad spreadsheets (added to yesterday’s pile because I couldn’t get to it due to pool testing and contact tracing a COVID positive case in our school building). I use these spreadsheets this year to track who is out ill, who may return, who needs to be checked on via phone call, and whose COVID test results are pending.

Check voicemail and return phone calls.

Check email and respond to urgent messages.

Turn on iPods for tracking blood sugars in students with Type 1 Diabetes.

Meeting with Administrator

Look at my notes from office visits yesterday and try to chart one or two of them before a meeting with a district administrator regarding the new immunization law. During this meeting two students come to see me for various health reasons, and a parent drops off an emergency medication for their student-I have to remind her that I need an order from the child’s PCP in order to administer this medication in school. Back to the meeting with the administrator.

Student Glucose Checks

Run upstairs to check on a student with T1D whose blood glucose level is too high. Calculate insulin dosage and administer via pump. Notify parents via text message. Thirty minutes later, for the same student, give insulin for a snack time.

Receive medication refill from a parent who is concerned about their child’s mental health. Email to school counselor and school LCSW asking if they can check in with student.

Check-in on Diabetic Student

Walk upstairs to see the younger student with Type 1 Diabetes-help them count carbohydrates they want to eat at lunch and then calculate insulin. Today, their blood glucose was too low for insulin delivery. Student needed a fast-acting source of glucose, so they had some juice. Notified parent via text message.

Continued to monitor the student's blood sugar and gave insulin via pump on the way out to the student’s recess time. Update parent again via text.

Talk to Maine CDC Investigator

Return to the health office. Answer phone call from Maine CDC case investigator with questions about a positive COVID case in this school which occurred over a week ago.

More COVID Duties & Questions

Order masks and gloves from Central Supply for two schools in the district.

Call from Assistant Principal at high school seeking clarification on policy for when a student should be sent home ill (COVID vs.

Non-COVID policies).

Medication, Glucose and Playground Needs

Dispense medications for a few students (all due at the same time).

Head down the hall to complete carbohydrate count and insulin calculation for 5th grader who is not able to do that on his own at this time.

Dispense medication for a student.

Tend to several students with playground injuries (mostly minor today).

Check in with a younger student with T1D when they return MAINEEA.ORG

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from recess.

Bathroom and Snack Break

Use the bathroom for the first time since waking up. Eat a quick snack at my desk--first time having eaten since 7:30 this morning. Despite being on the teacher’s contract, my school nurse colleagues, and I don’t have a regular, 20-minute, studentfree lunch. It’s actually quite rare. Neither do we have a prep period every day. There is always someone or something that needs our attention.

Update COVID Spreadsheet

Update COVID tracking spreadsheet to cross out names of students who are out of quarantine and can return to school and add names of students who were called out with illness who need to test or be seen by their PCP in order to return to school.

Try and Catch Up on Items Not Yet Done

Email staff regarding flu vaccine opportunities in the community.

Chart medications that have been given today.

Reply to emails from staff in my building, as well as staff in other parts of the district.

Final Check on one of the Diabetic Students Check on the older student with T1D and calculate carbohydrates and insulin for his snack.

See Students with Non-COVID Complaints

Chart recess health office visits. See a student about a sore tooth, another who needs a snack, and another who has a belly ache.

Attend COVID Meetings & Check the Pool Results

What’s Needed to Keep Schools Open School nurses do not simply put on bandages and give out ice packs as some might think. School nurses wear many hats and are responsible for the health and safety of the entire school community; this includes the students, staff and their families as well. During the ongoing COVID-19 pandemic, school nurses are being pulled in many different directions. One of the biggest struggles for me is I am unable to see my “regular” students.

These are the students who come to see me every day, sometimes multiple times, for various needs. Now a significant part of the school nurse’s role is to help students feel listened to, cared for, welcomed and safe. No longer is my primary role attending to a student’s physical needs. Mental health concerns have become much more prevalent in school-aged children.

The biggest thing my school needs from the community to keep our school open and safe is to keep children home when they are sick. As a working parent myself, I do understand the hardship this can be on families. There are many students in my school with chronic health conditions who are not eligible to be vaccinated against COVID-19. As a community, we must work together to keep the students in our school safe and healthy.

- Mid-Coast School Nurse

Log into Zoom meeting (office hours), held weekly, by the School Nurse Consultant at the Maine DOE. This is where school nurses from around the state receive updates on COVID practices and other policy changes. We can also ask questions and get clarification on issues happening in our schools.

Attend a meeting to give consultation on COVID safety guidelines for an after-school activities club.

Check for Pool Testing results (fingers always crossed that they come back negative).

It’s now 4:45, well past my contracted end time. As I walk out the door, I throw a glance over my shoulder at the now 2-inch pile of paperwork yet to be charted and filed.

-Western Maine School Nurse

“

The biggest thing my school needs from the community to keep our school open and safe is to keep children home when they are sick."– Mid-Coast School Nurse

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Maine Educator | Winter 2021

Increased Duties and Frustrations of the School Nurse On top of the traditional duties of a school nurse, one Bangor area nurse highlighted what has been added to their plates.

• • •

Contact trace a lot! In the month of September, we had over 380 encounters for contact tracing purposes Monitor our students who are and aren't vaccinated Monitor and manage students who are pool testing positives

Continued: Increased Duties and Frustrations of the School Nurse • • • • • • • • • • •

Live Chat

Become masters of complex algorithms that change weekly and sometimes daily Meticulously go through our students' school days when there is a positive case and investigate student movements which can take HOURS Deal with angry parents who feel we are punishing their families Conduct mandated screenings for grades Pre K, K, 1, 3, 5, 7, and 9 Manage chronic health conditions Participate in IEPs and 504s Develop individual health plans for students Educate staff about the health conditions of students, provide yearly training, and update for any changes in a student's health condition Supporting mental health issues and crisis events Notify parents of illness, injury, and vaccine requirements Multiple phone calls a day regarding absences, and followup for illness and testing

We have multiple phone calls from the CDC asking for the same information sent to the DOE because they do not share info. We are working weekends, holidays, and after hours. We have no lunch breaks. While the administration staff is supportive, we are told that the processes won't change.

- Bangor Area School Nurse

MEA Support For School Nurses In various local associations around the state, MEA has been able to negotiate additional benefits for school nurses. In some cases, like in Augusta, nurses received an extra $3,500 for this school year. In other districts, nurses carefully document their hours worked, including weekends and nights and get paid their hourly per diem rate. Some local associations, with the help of MEA, were able to negotiate additional time off—for example, a workshop day or an additional day off before vacation. These days are paid days and nurses do not lose leave time. MEA understands the additional stressors on nurses and MEA UniServ Directors continue to work with local associations to find ways to compensate them for their additional time and effort.

Live chat is available, Monday-Friday 8:00 a.m. to 5:00 p.m. when MEA offices are open.

It has never been easier to get in touch with MEA! MEA now has a live chat feature where you can talk directly with an MEA staff member on your phone or your computer. This live chat function is available during office hours. Reach out anytime you need us… we are just a few clicks of your keyboard away.

maineea.org MAINEEA.ORG

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Four Principles for Using SEL in the Classroom

Try these creative ways to work social and emotional learning into your lessons.

By: James Paterson, edited by Giovanna Bechard

Continuing to focus on student mental health is necessary as we work through the third school year during a pandemic.

Adjustments to academic and emotional issues are needed throughout the year to ensure students’ needs are met. Experts recommend continuing to incorporate social and emotional learning (SEL) in your lessons.

The Collaborative for Academic, Social, and Emotional Learning (CASEL), defines SEL as building skills to develop healthy identities; manage emotions; achieve personal and collective goals; feel and show empathy for others; establish and maintain supportive relationships; and make responsible and caring decisions.

And a CASEL survey found that most teachers believe SEL boosts academic performance and prepares students for college, careers, and civic engagement.

Here are four essential components for integrating SEL into academics and examples for how they can be used in classrooms:

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Fostering Academic Mindsets

Helping students adapt a growth mindset is key to this process, Schu says. The goal, she explains, is for students to understand “who they are as learners so they can improve with effort and new strategies, and [that they] know struggle is part of the process.” Students should feel they belong, that they can succeed, and that their work has value, she adds.

To accomplish this, try to communicate high expectations for students by asking them about their thinking, sharing exemplary work, using specific feedback to drive improvement, and communicating that mistakes are an important part of learning.

“How teachers communicate the meaning of setbacks, struggle, and failure is critical to students’ mindsets,” the CASEL guidance notes.

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Aligning SEL and Academic Objectives

SEL can help foster learning. One objective of the Common Core, for example, is for students to be able to “construct viable arguments and critique the reasoning of others.” To include SEL in this learning, help students anticipate how others will hear their arguments and teach active listening skills, so they can understand other perspectives. Both of these approaches involve social awareness and relationship skills, which are key SEL goals.

SEL is particularly helpful in explaining challenging ideas and tasks, or in lessons that involve understanding decisions or relationships—such as why characters in history or fiction may have acted a certain way.

3

Using interactive instructional practices and structures to promote SEL

Class discussions and group learning can enhance SEL understanding and competence. Try some of these activities to introduce SEL skill-building into your practice: • Journal writing. Ask students to write down a response to a prompt that uses an SEL skill, such as: When did you see someone empathize or understand the feelings of another person this week? Or, what is one thing your team can do differently next time to achieve your goals?

• Class meetings. Encourage participation, and focus on solving problems and creating a positive climate, with everyone contributing.

• Collaborative problem-solving. Have students work together on a project, puzzle, or problem. If appropriate to the grade level, examine the process that worked best for decisionmaking and problem-solving.

• Goals and progress. Encourage students to set goals for the day, week, quarter, or year. Focus on successes and setbacks, the reasons for them, and the value of the process more than the outcome.

4

Emotional Intelligence Take time to explain the emotions that you or a student are feeling. Name the feelings and explain why they are valuable and how they can be channeled.

Want to know more about SEL? Visit the Collaborative for Academic, Social, and Emotional Learning (CASEL) at casel.org. Sign up for NEA’s courses on using SEL in the classroom, at nea.org/SEL.

Student Behaviors & Conflict Resolution

Navigating a difficult year where norms need reteaching The last time a 7th grader had a full, normal school year they were in 4th grade. Current 2nd graders have never had a “normal” school year. The return to full-time, in-person learning has been a struggle for some of these students who lack the proper behavior skills for their ages, as they have not had the routine of proper classroom behavior for several school years.

The adjustment continues to be a struggle, as students come to school with increased trauma needing support and conflict resolution skills. Here are some ways to help your students as you continue to navigate the school year.

“”

Disruptive behavior should be seen as an opportunity to understand where the behavior came from, help the child to recognize their emotions and help the child develop strategies for resilience.

Approaching Issues Using a Trauma Lens

When dealing with student behaviors it is important to ask yourself the following questions: Why did the student act this way? What lessons do you want to teach at this moment? How can I best teach this lesson? Understanding student behaviors, encouraging resilience, repairing harm, and handling challenges are all part of supporting students in need and properly navigating difficult behaviors in your classroom. To change your approach, alter your views when considering why a student is behaving in a particular way.

USING A TRAUMA LENS

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TRADITIONAL VIEW

TRAUMA INFORMED VIEW

Student has anger management problems

Student is using non-adaptive responses to get needs met

Students has ADHD; is destructive and uncontrollable

Student has difficulty self-regulating; student was triggered

Student is choosing to act out

Student lacks the necessary skills

Student is non-responsive

Student doesn't trust adults; student has negative view of the world

Student needs consequences or medication

Student needs to develop self-regulation skills and develop trusting relationships

Maine Educator | Winter 2021

From Discipline to Management

While dealing with a conflict or difficult behavior it may seem easier to enforce discipline to get back to your planned lesson more quickly. However, it is important to shift gears from a discipline mindset to one of management.

Disruptive behavior should be seen as an opportunity to understand where the behavior came from, help the child to recognize their emotions and help the child develop strategies for resilience.

To develop those strategies, focus on the essentials of trauma informed care including:

1.

2.

3.

4.

Connect: Focus on relationships Protect: Promote safety and trustworthiness Respect: Engage in choice and collaboration Redirect: Teach and reinforce skill building and competence

It’s easy to fall into discipline traps that you’ve used in the past. Do your best to avoid these pitfalls as you work to manage your classrooms and the behaviors in them.

DISCIPLINE TRAPS IN THE CLASSROOM Discipline becomes consequence based rather than teaching based If we are disciplining, we can't be warm and nurturing We confuse consistency with rigidity We talk too much

Student Relationships and Skills to Navigate Situations

A child who feels their school and classroom are safe places has better opportunities to grow and learn both as students and people. To foster a cohesive, safe, and peaceful classroom environment your students need to feel comfortable with not just you, the educator, but also each other. Creating cooperative teams, study buddies, or unique activities to help students understand each other’s backgrounds and ideals can help. Try these activities to both help everyone learn about each other and help create a safe, open space for discussion and conflict resolution.

Brown Bag Biographies Send each student home with a brown paper bag and ask them to bring back small items in the bag that reflect their interests and personalities. This “show and tell” lets students take turns explaining their items, while getting to know each other better, fostering more respect between each student.

Restorative Circles A group activity that helps students process their thoughts and feelings. Talking sticks can also help facilitate this process.

Guided Questions These questions help to bring out the emotions and reasons that went into the student’s behavior, such as what were you thinking at the time, what have you thought about since, what do you think you need to do to make things right?

We don't focus enough on the "why" behind the behavior We don't focus on how we say what we say We communicate that students shouldn't experience big or negative feelings We overreact

We don't repair We lay down the law in an emotional moment and then realize we overreacted We forget students may need our help in making good choices and calming down We discipline in front of others, not privately

Peer-led Mediation These trained peer leaders are students who then serve as impartial mediators.

These approaches, among others, help get to the root cause of student behavior. Plus, students learn accountability and how to navigate situations without resorting to name calling or violence. Students can also grow socially and emotionally.

Maine Educator gathered information for this article from a professional learning module available to members called Strategies for Building Resilience: Creating a Trauma Responsive Culture Within Your Classroom created by the Delaware State Education Association. The entire training and many others are available as micro-credentials on our website. Scan this QR code for more information. maineea.org/micro-credentials/ MAINEEA.ORG

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Creating Responsible Digital Citizens By: Andrew Kozlowsky NEA MEMBER, ADVANCED Placement U.S. History and Modern World History Teacher

So much of student’s lives are wrapped up in digital platforms, whether it’s for school or more often in their personal lives, children and teenagers are influenced by the internet and social media. The recent Tik Tok challenges that infiltrated schools, damaged bathrooms, and caused injuries to educators highlight the greater need to educate students to be responsible digital citizens.

As educators, we bear the responsibility for making sure our students know how to distinguish reliable information they see on the Web from misinformation. Below are some suggestions on how you can incorporate this learning into your everyday lessons. You can use the ideas as warmup activities or weave them into a larger project.

COMPARING ARTICLES USING LATERAL READING Scan QR Code to access activity Lateral reading is verifying what you’re reading, as you are reading it. You can teach students to simply open a new tab and research the organization to see if it’s reliable or has a history of spreading misinformation.

To do this, try this activity which requires students to analyze two articles from the New York Times to determine which source is more reliable. Both articles are about plastics and the environment, but one is sponsored by a major corporation with a vested interest in the topic. Teachers may want to spend a few minutes at the start of class providing students with background on lateral reading.

Activity: Civic Online Reasoning - Comparing Articles

ANALYZING SOCIAL MEDIA POSTS Have students try to assess the Scan QR Code to access activity reliability of a short video about economics that was posted on social media. Students should research the credentials of the content creator, which requires them to think critically about the point of view of the post.

Activity: Civic Online Reasoning - Social Media Video 24

Maine Educator | Winter 2021

CLAIMS ON YOUTUBE Scan QR Code to access activity One of the fastest ways that misinformation spreads is through YouTube. A person can edit a video to create nearly any narrative. In this activity, students analyze one of these videos to determine how reliable the narrative is. Students work in small groups to research the background of the creator and the claims made in the video. This helps students establish a habit of researching sources and provides them with the context to make educated decisions about the reliability of sources Activity: Civic Online Reasoning - YouTube

DIGITAL COMPASS Scan QR Code to access activity Created by Common Sense Media, this learning experience helps students find ageappropriate, reliable online information for students from grades three through twelve.

Each activity can be completed in 10 to 15 minutes. Students investigate different sources to determine their reliability and practice being safe digital citizens.

Activity: Common Sense - Digital Passport

FAKE NEWS CHALLENGE This activity is especially popular Scan QR Code to access activity among my students. Using a fake news article generator, students test the skills of their classmates by trying to create the most believable fake news story. I rotate students on a weekly basis to create a news story that may or not be true. Students are assigned real or fake news stories.

In the fake story, they can add details that are untrue to see if classmates can catch their lie through research. Students relish in trying to trick their classmates.

Activity: Fodey.com - Newspaper Clipping Generator

Join MEA in our new 312 mile reading journey!

Map your students reading up and down I-95 with our new reading contest and be #SpottedReading All Maine first, second and third graders are encouraged to complete a 312-mile Read Across Maine journey to celebrate National Read Across America Day. To help track your students reading, pull out the spread in this magazine and use the map to track the reading progress of each student or your whole classroom. There are mile markers along “I95”—with a marker for every 26 miles for a total of 12-mile markers in all.

Educators should determine, based on students’ abilities, what achievement helps move them closer to each mile marker. For example, maybe first graders will become proficient in reading 12 new sight words and move up or down the map, earning 26 miles per word. Second graders might focus on reading 312 sentences over the course of the contest and third graders might try to finish 312 pages in a book. You decide what milestones work best for your classes/schools-you’re best equipped to create an appropriate reading journey.

Contest & Incentives MEA wants to make the Read Across Maine journey as fun as possible, and every student who is #SpottedReading the full 312 miles will be entered to win four tickets to the Maine Wildlife Park where maybe you’ll find a spotted animal! All teachers who have full classes complete the journey will also be entered to win a book for each of their students and a $500 gift

card to be used toward purchasing books for your classroom library. If your class completes the full 312-mile journey, teachers will also have access to receive a digital file that will allow you to print personalized certificates of completion. Certificates will be provided to you

by MEA-all you need to do is add students’ names and print. Save this magazine and scan the code below when your class finishes the reading journey and then enter to win!

Share Your Success MEA would love to see our successful students and share in their achievements. Share pictures of your students on social media and tag us in your posts using the #SpottedReading hashtag.

Not an elementary teacher? Remember, “You’re never too old, too wacky, too wild, to pick up a book and read with a child.”

Visit www.nea.org/readacross for details and resources. From booklists to tips for reading out loud, find what you need to inspire students to pick up a book and become lifelong readers!

Scan QR Code to Enter!

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Use Hashtag: #SpottedReading

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I-95 Markers Kittery Kennebunkport Falmouth Lewiston Augusta Fairfield Newport Bangor Howland Medway Oakfield Houlton

Use this checklist to track your progress!

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eAreME W

The Maine Association for Health, Physical Education, Recreation and Dance honors outstanding educators who carry out quality programs, serve as positive role models, and are leaders in their profession, school, and community. This year, an MEA member received every award given by MAHPERD! Congratulations to our outstanding members!

These educators redesigned their classes, worked with outdoor learning coordinators, created an entirely new curriculum, and more to keep students safe, moving and healthy. MEA is proud of each of you as you worked to make the most of physical education and health classes to care for students' physical and mental wellbeing during the pandemic.

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Maine Educator | Winter 2021

Member Makes Cover High School Science teacher by day, photographer all the time—Greenville EA member Isaac Crabtree landed the cover of the prestigious Down East magazine.

His work was pictured on the cover of the October edition of the magazine.

When not teaching at Greenville Consolidated School, Crabtree captures beautiful pictures and video of Maine’s North Woods.

Congratulations Isacc on your photography success!

Career and Technical Educator of the Year Congratulations to Amber Sloat, the newly named Career and Technical Education Teacher of the Year. Sloat is an introduction to medical professions teacher at Houlton’s Region Two School of Applied Technology. The Southern Aroostook Voc Education Association member is credited with working with the University of Maine at Fort Kent and Northern Maine Community College to allow her students an opportunity to earn college credits for their work at Region 2.

Additionally, Sloat has a 100% completion rate for students in phlebotomy certification. Sloat will now be considered for a northeast region award.

History Teacher of the Year Michelle Strattard, a teacher at Gray-New Gloucester High School and member of Gray-New Gloucester TA has been named the 2021 Maine History Teacher of the Year. The award is presented annually by the Gilder Lehrman Institute of American History, the nation’s leading organization dedicated to K-12 American history education. She brings this love of local history to the classroom so students can see where they fit into the larger picture. Students engage in historical research, exploration, and inquiry in the classroom to build academic skills and become engaged citizens.

We Want to Hear From You! We want to hear about all the amazing things our members our doing. Either send your story to editor@maineea.org or post on social media using the #WeAreMEA and tag us!

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Graduate Certificates in Online Learning Design Graduate Certificate in Designing Learning Experiences This certificate is designed to provide students with the instructional design methodologies and skills, informed by learning science, needed to design effective online learning experiences. This certificate is ideal for individuals aspiring to work in the field of learning experience design or who feel this skill set would help achieve their professional goals in online learning.

Graduate Certificate in Teaching Online This certificate is designed to provide educators with a rigorous and practical introduction to the skills and knowledge needed to design, develop, deliver, and evaluate courses in engaging online formats, and understand the necessary components of the entire online learning ecosystem. This certificate is ideal for individuals working in a K-12 or higher education setting who are passionate about online learning and want to improve their ability to teach and design online courses.

Program Highlights •

No GRE required

•

12-credit hour certificates

•

Complete in just under one year

•

Multiple start times: spring, summer, and fall

•

100% online – no campus visits required

LEARN MORE TODAY 30

Maine Educator | Winter 2021

WHAT OUR STUDENTS ARE SAYING “I would absolutely recommend that all educators take these courses because not only do they provide a fantastic foundation for online teaching, but they dive into concepts that even teachers who have been in the profession for 20 years can benefit from learning.”

800.994.2804 | education@une.edu | online.une.edu

Editorial Staff Managing Editor Rachelle Johnson Editor Giovanna Bechard Layout Design Shawn Berry

Leadership President Grace Leavitt Vice President Jesse Hargrove Treasurer Beth French NEA Director Rebecca Cole

Board of Directors

District A: VACANT District B: Suzen Polk-Hoffses District C: Ellen Payne District D: Cedena McAvoy District E: Thresa Mitchell District F: Janice Murphy District G: Nancy Mitchell District H: Dennis Boyd District I: Allison Lytton District J: Rebecca Pruente District K: Tom Walsh District L: Rebecca Manchester District M: Chris Jones District O: Lisa Leduc District P: Dina Goodwin District R: Gary McGrane District ESP: Jamie McAlpine Student Observer: Kira Yardley Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

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

EDI TOR 'S N OT E - WI N T E R 202 1

Robe O'Clock

In the beginning of this pandemic, my loving husband bought me a new robe. This was right around the time when it seemed like everyone was getting robes as gifts—comfort in the face of a seemingly never-ending pandemic.

This robe, or house coat*, as I call it, if I'm feeling like the 75-year-old version of myself, has become a bit of a security blanket. When I’m cold, I put it on—and the sherpa-like inside envelopes my exhausted body while the flannel outside provides a warmth only found when tied tightly around my waist.

When I’m feeling a bit spry, and more like the 40-something, cough, cough, year old woman that I am, I call it a robe. This robe is by no means an item that makes me in any way attractive.

In reality, it’s a hideous item that I spilled egg yolk on last week.

BUT-what has made me LOVE this robe even more is the discovery that other mothers, just like me, have similar ridiculous robes they wear for the same reasons.

In fact, one mother last week not only admitted she has a pink robe with matching pink slippers, but also has a time for her robe—Robe O’clock-a time I have not adopted when I unwind and shut it all down.

I can’t think of a better phrase... Robe O’clock. It sums up the exact emotions many have been feeling lately—exhausted, fed up, drained—and what was needed to deal with the mental weight of teaching and learning during the most difficult school year ever. We need Robe O’clock. We need time to check out. We need to wrap ourselves in comfort and joy. We need to tune out the negative noise. We need to refocus. We need a break. We all need our own version of my Scotch Plaid robe and time to reset. Sometimes Robe O’clock comes late Sunday night, and sometimes as soon as it’s dark at 4:45 I pack it in. For me, there is true value in remembering that no matter how hard I want “things” to be different, I can only control my reactions and feelings to everything around me. I will use the upcoming winter break to extend my Robe O’clock moments, and I encourage you to do the same. Find your “plaid robe” and roll with it—you've more than earned it.

Giovanna Bechard Editor editor@maineea.org

*House Coat-It’s a coat that you wear in your house so you don’t have to turn up the heat, hence the name house coat.

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Maine Education Association 35 Community Drive Augusta, ME 04330

Graduate Programs That Change Lives M.S.Ed in Educational Leadership — Enrolling a New Cohort This Summer!

Those Who Can, Teach.

Those Who Teach, Advance Their Careers at Farmington.

Whether you’re seeking to earn the credentials, knowledge and skill sets to climb the ladder at your current school, to become a more valuable educator wherever you choose, or to be the kind of educator other teachers want to emulate, the University of Maine at Farmington M.S.Ed. in Educational Leadership will help you get there.

M.S.Ed. in Educational Leadership is designed for professional educators who want to become leaders in their classrooms, schools, school districts or other educational settings.

> > > > >

• Delivered in blended format: 70% online / 30% face-to-face • Emphasizes school improvement knowledge and skills grounded in research • Organized in a collaborative cohort format Other Graduate Programs Offered at Farmington • M.S.Ed. in Early Childhood • M.S.Ed. in Special Education • M.A. in Counseling Psychology - Emphasis in Creative Arts • Online M.Ed. in Instructional Technology • Certificate in Administration • Certificate in Assistive Technology • Certificate in Gifted and Talented Education • Certificate in Math Leadership • And more!

Accredited by the New England Commission of Higher Education (NECHE) and the Council for the Accreditation of Educator Preparation (CAEP)

Learn More: www.farmington.edu/edleader-1