Maine Educator Winter 2024

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CONTENTS

Winter 2024 VOLUME 84, NUMBER 2

COVER

Ma1ne Strong 14 Healing and Change in the Aftermath of Tragedy

FEATURES

Teaching While Scared

10 Violent student outbursts are putting educators at risk.

"The stress and disappointments of teaching aren't worth it."

12 That’s the headline from a new RAND survey that highlights the top reason teachers cite when asked if they were very likely or somewhat likely to leave their jobs.

Read Across Maine

21 MEA is hosting a Read Across Maine contest to encourage students to develop a love for reading, explore diverse books, and improve reading skills by embarking on an exciting reading journey through Maine.

Editorial Staff Managing Editor Rachelle Bristol 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: Pamela Kinsey District B: Kristen Braun District C: Susan Szava-Kovats District D: Cedena McAvoy District E: Thresa Mitchell District F: Janice Murphy District G: Valerie Pinkham District H: Dennis Boyd District I: Evelyn Atwood District J: Vacant District K: Tom Walsh District L: Rebecca Manchester District M: Chris Jones District O: Lisa Leduc District P: Lisa Henderson District R: Kay Grindall District ESP: Jay Nicholson Student: Zach Wentworth Maine Educator (ISSN #1069-1235) is published by:

SPECIAL SELECTIONS

Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 Phone: 207-622-5866 Fax: 207-888-2070

MEA Notice Board 6 A guide for all of the latest offerings from MEA

Writing Strategies For All Students 26 Special Contribution from AFUM members Sara Flanagan and Tammy Mills

Chronic Absenteeism and What to Do About It 7 More than 1 in 4. 28.4% to be exact.

Bargaining Round-Up 26 Check out latest local contract wins

Maine Educator 35 Community Drive, Augusta, Maine 04330-8005

MEA Winter Conference 28 "Winter EDventure" Chilling Challenges.

Hot Solutions.

Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

Protecting Your Voice: Navigating Challenges in Today's Classroom 9 As an educator, it is important to know and understand your rights when it comes to what you can and can’t say to keep you protected according to the law.

Books For the New Year 24 Check out the latest recommended books from NEA Social Media Savvy: 25 A Guide to Posting Wisely and Professionally

30 MEA RA - Make Your Voice Heard DEPARTMENTS 4 5 8 19 31

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

POSTMASTER: send address changes to:

For advertising rates and information please contact: Shawn Berry 35 Community Drive, Augusta, ME 04330 207-622-5866

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President's Letter - Winter 2024 Grace Leavitt

Stay Strong

I have also said numerous times since having the privilege of serving in this position that the challenges just keep on coming—and they do, and they seem to be greater than ever.

But we are strong, our Association is strong, and we will keep rising to meet them by working together.

I first got involved in my local association because when I heard complaints about a problem, I felt compelled to do what I could to try to address it, to find a solution. United with fellow association members, we would inevitably find the best path forward to address many issues and improve things. That is what unions do.

That is what we must continue to do, together.

Writing the President’s Letter for this issue has been a struggle. October 25th will cast a long shadow over us for quite some time, even those of us less directly impacted by the tragic losses suffered by so many that day. Events taking place around the world—continuing wars, ongoing violence—may be less front and center for most of us here in Maine, but they still provide a somber backdrop to our shorter sometimes dreary winter days.

All this likely makes it even harder to keep worries at bay—whether about respiratory illnesses, the data breach, threats made that interrupt our school days, or any number of other concerning things in our personal lives.

Yet we carry on. Educators are nothing less than amazing at managing to focus on our students, despite it all. The work we do is so important and the impact we have on the students we work with every day is great. We may not often get the chance to see the future results of our work. We may not often get the recognition this work deserves. But whenever we do, it is awesome, and it underscores the huge responsibility that we take on as educators. (And by educators, please be assured that includes every adult in our schools and on our campuses who work with and support our students in all ways!)

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Maine Educator | Winter 2024

A team of members joined me recently in working with groups from other New England state associations to discuss what more we can be doing to be sure all students—and educators!—have a safe, compassionate environment in which to learn and work. I am grateful to Alisha Lampron, Samantha Hatch, Janet Kuech, Bobbie Thibodeau, and our NEA Director Rebecca Cole for their time and expertise that weekend. That was just before October 25th. Now that work takes on even more urgency. This work will continue.

Together with all of you, MEA will continue to work to see that our professions receive the recognition and the respect that the invaluable work you all do deserves—and that includes in tangible ways like compensation.

Know, too, that we will be working ever harder to do what we can to reduce the potential of anything like October 25th happening again. I have said so many times during these past few years that safety is the very top priority—safety of our students, of our educators, of our communities. Now it is hopefully clearer to many more that there is much, much more work to do to see that not only our schools but also our communities have greater assurance of being safe places for us all.

In the last issue I wrote that I had high hopes this would be a great year for us all.

Having seen how our local leaders have stepped up to support members during these most difficult weeks, having seen members remain focused on students’ needs and carry on, having seen MEA staff so quickly gather information to help us all—having seen all that, I feel an even greater sense of hope. It is important we stay strong, that we reach out whenever we may need to ask for help, that we do what is needed to be sure our schools, our campuses are the safe, compassionate environments we all deserve, and that our communities are safe places where we all can thrive. I remain full of hope that together we will keep fulfilling the awesome responsibility of the invaluable work we are charged with doing.

In Unity, Grace

Grace Leavitt MEA President 207-622-5866 x2200

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

What is the Right Thing? Is there one?

Honestly, I am struggling. Struggling to find the right thing to say in this message.

The unthinkable has happened in Maine, and at the same time, the holiday season is upon us. Is it appropriate to be joyful when others have lost so much? When our safety cocoon has been broken?

Or do we need as a collective whole to embrace the joy and happiness of this time of year? To acknowledge that despite the bad there is definitely more good?

I know I have been more purposeful in my interactions with my inner circle so that they understand their meaning and importance in my life. I have been more mindful of the gifts that I have in my world and have realized that my time is not limitless on this rock so I must make it count.

Therefore, I chose Joy. Hope.

Gratitude. From that lens, I want to share a few things that bring me happiness and that I am grateful for: 1.

My friends and family. Since moving to Maine, I have found the right partner and a friend circle that has sustained me during tough times. It is difficult to make new connections at

my stage in life, so I am fortunate to have folks who have accepted me into their worlds with open hearts and minds. I have enjoyed so many new adventures that have challenged and pushed me to be different, to embrace the uncertainty in life.

I am also lucky to have built over the years a tightknit network of friends and colleagues who have shared their experiences, gifts and loyalty with me. I would not have been able to get to where I am in my life without this collective group of amazing and I mean amazing people.

2.

My mistakes. I have made many mistakes in my life. While some may not understand this one, I have learned more from my mistakes than I have from my successes. My failures have shaped me into the person I am today and have allowed me to push the boundaries of my skillset and knowledge. If there is one piece of advice that I share with anyone I mentor, it is that to fail is to grow. It is only a failure if you do not take away the lesson the universe was trying to give you.

Growth is a gift. We must keep pushing forward, especially when it is the most difficult.

3.

Memories. I have lost many loved ones in my life, but I carry them and many memories of them with me every day. My mother loved Christmas so this time of year is very special for me.

The kindness that seems to permeate the world makes me wish the holidays could be year-round. Not to mention holiday lights! Who can be mean when there are brightly lit lights on everything? So, I try and remember the lessons she/they taught me and be a good human even when others are not.

4.

MEA/Unions/Educators. I love

what I do. Advocating for the people who work so hard for students and public education every day is a privilege that I do not take for granted. I am lucky to have found something that combines my love of public education and advocacy.

So many things we take for granted were fought for and won by unions. A five-day workweek. Holidays. Overtime.

Health insurance. Representation of the oppressed. Due process. New educators often do not realize the history of their contracts or the battles that came before them. Unions understand that an injury to one is an injury to all and have fought to put protections in place for all employees. I am proud to help lead a union that represents all school employees and fights for the working conditions that help all succeed as educators.

Please also know MEA is working to find the right space to advocate for the changes we need that must happen to make our world and particularly our schools a safer place. You will hear more in the coming weeks and months about possible next steps and ways you can participate in those efforts. Educator voices will be key in that dialogue, and we will need you to help us advocate for those changes. We are stronger together.

As this year comes to a close, please take a moment to breathe, embrace the possibilities of life, the gifts you have in your world, the people and things you love, and the joy of this season.

Happy Holidays, Rachelle

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

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MEA Notice Board MEA Art Contest Maine Educator will feature a cover contest designed by a Maine public school art student depicting the theme “What I Love About Maine” Who: Grade K-4, 5-8, 9-12 Deadline: April 26, 2024

Partnership for Caring

maineea.org/awards-grants

Under the Partnership for Caring, MEA will assist local affiliates to meet exigent expenses of an unpredictable nature incurred by members or their immediate families. Contact MEA President for more information.

Clyde Russell Scholarship The scholarship Trustees have designated two different categories of awards for Graduating High School seniors: 1) Who will attend a 4-year college 2) Who will attend a Maine Community College.

Deadline is February 1, 2024

clyderussellscholarshipfund.org

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

Two winners will be selected DEADLINE: April 26, 2024

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Maine Educator | Winter 2024

MEA Awards MEA offers awards to members to honor colleagues. To apply for an MEA award, visit: maineea.org/awards-grants

Read Across America Grants To help plan and prepare for a reading celebration, MEA is offering Read Across America Incentive Grants to our local associations who sponsor association activities for this event. Grants of $50 each will be awarded.

DEADLINE: February 1, 2024

Guide for Students who are Transient Created By Students Students who move and change schools at least once during the school year frequently have high rates of absenteeism.

Count ME In created checklists for educators to use to help transition these students into a new school. The checklists were created by students for students and are a guide to help assimilate a new student into a new school to help them feel connected and welcome each day, with the goal of getting students to attend each day.

Chronic Absenteeism and What to Do About It How Educators Can Help Establish a Positive Relationship

More than 1 in 4. 28.4% to be exact.

That’s how many Maine students were chronically absent according to the Maine Department of Education’s most recent data.

A student is defined as chronically absent if they are absent 10% or more of the days enrolled. That’s just two days a month, on average. Absenteeism in Maine has been on the rise for the past several years, taking a big jump after the pandemic. In the 2017-18 school year, 16.5% of Maine students were reported as chronically absent, and now more work is being done to help ensure students return to classrooms.

In addition to the “robo calls” the school makes to families when a student is absent, Count ME In data shows a call from a teacher asking about their child informing them they were absent, and telling them the child was missed at school can help encourage that child to return to the classroom.. These types of calls should occur after a child has missed 1 to 3 days of school and then again when the child has missed 4 to 6 days of school.

Family engagement is not a one-time event. Educators must engage in on-going conversations and partner with families to create solutions to ensure students attend school. To give a student a reason to attend school, work to know the chronically absent child better-ask families what makes their child smile or laugh and ask for advice on how to better engage their student.

Scan here for the checklists

Assess student and family needs Understanding the barriers of what might keep a child out of school is also crucial.

Take the time to learn if your students' families need additional support outside of school. Refer families to appropriate resources, food pantries, social services, housing, etc. to ensure they receive what is necessary to help clear pathways for attendance. Additionally, work with school officials to help arrange transportation to and from school, if necessary.

Additional support on attendance issues can be found at countmeinmaine.org/.

Scan here for additional support

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Cook's C PRACTICES IN O BEST R MENTORING N E R

By Mallory Cook

Maine teachers new to the profession are required to have a mentor for two years. Those new to a district are required to have a mentor for one year.

While discussions surrounding teacher recruitment are essential, it is also important to understand how we best retain the educators we have.

Understand Mentee's Background Traditional Teachers

Traditional Teachers likely went through a traditional educator preparation program and have a professional certificate. While they have met all requirements to be professionally certified, they may need support in putting theory into practice.

Experienced Teachers

Experienced Teachers are likely coming from another district. They may need more support around school culture and meeting the needs of the students in the new placement.

Alternative Pathway Teachers

“

In addition to professional certificates, Maine has Conditional and Emergency Certificates.

Those holding conditional certificates have met some of the requirements for professional certification and will reasonably meet all requirements in 3 years. Those with emergency certificates are filling a shortage area and may not have classroom experience or preparation.

They may need more direct supports in course work or principles that are learned in educator preparation programs.

Without my mentor, I don't think I would've made it through my first year."

Lily Withington Portland Public Schools

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Maine Educator | Winter 2024

Mentor Responsibilities

01 Share your experience/areas of expertise/professional goals

This builds trust in a relationship that requires vulnerability. It also models that all educators are engaged in professional growth, regardless of experience.

02 Set realistic expectations

SCAN ME

Share with your mentee the New Teacher Center’s Phases of First-Year Teaching.

Using this information, notice how important support will be October February.

03 Provide routine support, advice, and feedback

In addition to scheduling formal meetings, be sure to be a person who checks in with your mentee. Sometimes organic conversations are the most valuable.

04 Facilitate conversations with wraparound supports

Share what supports are available for students, but also work to schedule times to include them in your meetings with your mentee. This is especially important when it comes to supporting your mentee around special education services.

05 Review school procedures and expectations

This includes giving them a sense of the school’s culture.

What does the community value? What does staff value?

What do students value?

06 Assist in developing and maintaining documentation for recertification

Visit maineea.org and select the Professional Development tab and then Certification & Licensure to see MEA’s teacher recertification guidance.

07 Conduct at least 2 observations utilizing coaching cycle

SCAN ME

Use a data observation technique to intentionally focus your observation.

08 Provide opportunities for the mentee to observe you

Have your mentee facilitate a pre and post conference.

Mallory Cook

INTERESTED IN Director of Training & PARTICIPATING IN Early Educator Engagement MEA'S MENTOR mcook@maineea.org TRAINING? EMAIL → → →

Protecting Your Voice:

Navigating Challenges in Today's Classroom community or the general public about the importance of teaching certain concepts or in a certain manner (e.g., teaching by way of inquiry in order to engage students and prompt critical thinking).

Writing a letter to the editor, attending a rally off work time, posting on Facebook or tweeting about a public event or action, or speaking to the school board as a citizen about the importance of teaching these concepts are all examples of protected speech and activism.

CRITICAL REMINDER

A

s an educator, whether you like it or not, you are held to higher standards within the community. What you do or don’t say as an educator can have implications on your livelihood, even if you’re not on the job when you speak up. This is especially important as culturally responsive and racially inclusive education increases to enrich the education experiences of all students.

Across Maine, educators are working to include more diversity, equity and inclusion training for staff to ensure students understand how to live and grow in a diverse world. Unfortunately, some are resistant to this change and continue to work against these efforts, including efforts to ban books. As an educator, it is important to know and understand your rights when it comes to what you can and can’t say to keep you protected according to the law.

WHY ARE THESE EFFORTS TO BAN BOOKS AND CREATE DISCORD BETWEEN EDUCATORS AND FAMILIES HAPPENING AND HOW SHOULD I RESPOND? These measures are an attempt to undermine faith in public education

and our state’s educators. Educators and their unions have defeated many of these measures by calling out this negative playbook looking to disrespect educator’s work and pivoting to the values of honesty, inclusion, and respect that so many of us hold in common.

Remember your central responsibility to students remains unchanged.

While you are working with students in your classroom, your state standards and approved curriculum approaches govern, and you should continue to follow them. As an educator, you know best how to design age-appropriate lessons for students that will help them understand the past and prepare for the future.

Always remember that educators, particularly at the K-12 level, are held to higher standards that may make them vulnerable to discipline or firing even for off-duty activity. Pledging to or actually violating a law related to your work is a serious decision that could expose you to discipline. You should always discuss those risks with your local and state affiliate before signing such a pledge or agreeing to such an action so that you can make an informed decision about how to proceed.

Have a question?

Contact us by scanning the QR Code below.

IS MY SPEECH PROTECTED OUTSIDE OF THE CLASSROOM? WHAT ACTIONS CAN I TAKE? Remember that your speech and activism are most protected when you are speaking up as a citizen on a matter of public concern or in concert with other union members. That means that your speech is protected by the First Amendment when you are speaking up outside of work time and to your

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Teaching While Scared

Violent student outbursts are putting educators at risk.

By: Brenda Álvarez, Senior Writer, NEA Today and Giovanna Bechard, MEA Communications Director First Appeared In NEA Today

W

e put up with these working conditions and keep showing up "for the kids", but those emotional manipulations won't work forever. We need plans in place for the serious influx of behavioral needs.

Daniel Edyte Parsons begins her class at 8:45 a.m. with a check-in, where she learns how her fourth graders are doing or what they did the previous evening. She then moves on to morning work—projects students can easily accomplish—followed by math.

Mornings are one of the best parts of her day, she says.

At about 10 a.m., Parsons, an elementary school teacher in Washington, starts to see the warning signs.

A student gets up from his seat, walks around the class, and begins to provoke other students, until one eventually snaps back. The roving student storms out of the room, slams the door, and joins the fifth and sixth graders during their recess and lunch break.

Parsons’ lessons have been interrupted by much worse over her 10-year career in two different school districts. Desks have been shoved or tipped over. She’s been hit and kicked. Today, as a union building representative, she gets called in when her colleagues experience similar outbursts or physical attacks from students.

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Maine Educator | Winter 2024

“

Some of our students are angry and confused. They need more than what they’re getting, and we can’t do it with the number of feet we have on the ground.

Edyte parsons Fourth-Grade Teacher

2,983 violent Incidents Reported in Maine Schools

”

Last year, Parsons says, “a 5-year-old hit, scratched, spat on, and kicked at least six adults.”

The child was dealing with trauma: his mother had almost died and was revived in front of him. But there were few interventions or resources available to help curb the child’s behavior.

A GROWING CONCERN In Maine, data reported to the

Department of Education from school districts in Maine demonstrate an increase ... in the number of both injury-related and non-injury related dangerous behaviors in schools. In 2021-22 school year the MDOE reported 2,983 violent incidents with 690 of those involving injuries. In the 2018-19 school year there were 737 overall fewer violent incidents...and those are just the issues reported to the State. Education experts suggest that many more cases of dangerous behavior are happening in schools and just not getting reported.

"Our members are reporting an increase in the frequency of escalated behaviors, some of which present the risk of danger to staff and students.” said Mallory Cook, MEA’s Training and Early Career Engagement Director. Alongside field staff, Cook spends time traveling to districts around the state to train educators on the Dangerous Behavior

DANGEROUS STUDENT BEHAVIOR DEFINITIONS Violent Incident (with Physical Injury):

Violent Incident (without Physical Injury):

Any physically violent incident with injury where one or more students, school personnel, or other persons on school grounds require professional medical attention.

Incidents involving violent behavior or the threat of violent behavior but that did not result in the need for professional medical attention.

Law MEA recently pushed to pass with the hopes of helping educators find a clear plan for students exhibiting dangerous behaviors.

The Dangerous Behavior Law gives educators a process to follow with their administrators to not only document the incident but also to create a prevention and intervention plan to ensure students and staff remain safe.

few solutions given by those in charge was for educators to wear denim head to toe, so bites have a lesser chance of breaking through the skin.

The data nationwide is also concerning.

From March 2020 – June 2021, the American Psychological Association surveyed nearly 15,000 pre-K–12 teachers, administrators, school staff, and counselors about their experiences with physical threats and attacks from students and parents.

One-third of the teachers reported being threatened by a student within the year, including verbal threats, cyberbullying, intimidation, or sexual harassment; and 29 percent reported at least one incident from a parent.

Fourteen percent of teachers said they had been victims of physical violence from students.

“

One of my students bit me so hard it pierced the skin.”

Maine Elementary School Teacher

”

THE KIDS ARE NOT OK “One of my students bit me so hard it pierced the skin,” says a Maine teacher who wishes to remain anonymous.

“I had bites all over,” she recalls, explaining that the student’s behavior has been a problem, and one of the

For the Maine teacher, the struggle of how to help students and maintain her own safety is a growing problem not just for her, but for many others who say they’re seeing similar issues in their schools.

“Kids just stick the middle finger up, cursing in the halls right in front of admin and no one steps in,” added another Maine teacher. “The behaviors are out of control and it's affecting so many aspects of school life.”

THE CONSEQUENCES OF NO CONSEQUENCES Credible threats get downplayed or ignored, says Tim Martin, a union leader in Washington. Last year, he says, a middle school student in his district cornered a teacher in the stairwell.

“He made a gun with his hand, put it to her head, and threatened her,” Martin says. “She was scared to death. She went straight to the office and reported it.”

But nothing happened.

According to Martin, school officials reported that the student had a ketchup packet in his hand and that he did not make a hand gesture in the form of a gun.

Because administrators are afraid of getting fired, they try to change the verbiage, so the threat doesn’t have to be rated so high, Martin explains. But he says behaviors are “out of control.”

Norma De La Rosa, a retired teacher and president of the El Paso Teachers Association in Texas, can attest to this.

She has fielded calls from educators

who want administrators to follow student discipline policies for threatening and violent behaviors.

“But this seems to be the common result: Kids do things like … bring weapons to school,” De La Rosa says.

“They’re reported, and nothing gets done to the students, because they’re back in class the next day.”

COLLECTIVE BARGAINING & YOUR UNION CAN HELP The Maine Education Association has been able to bargain for strong language in the law to ensure certain safety protocols are followed when it comes to dangerous behaviors in public schools. The Dangerous Behavior and Prevention Law is intended to increase workplace safety and also does the following:

•

• •

protects your paycheck and sick time, if a dangerous behavior is substantiated and a staff person is injured requires administration to work with the union to develop action plans aims to keep staff and students safe and prevent future dangerous behaviors

For those who believe you have a dangerous behavior to report, MEA created a form to help you document the behavior. In addition, MEA encourages all local associations to work with their MEA representative to create a plan that creates a complete process for what happens when a behavior occurs. The plan should include items like: who is the designated school employee that receives the dangerous behavior reports? Do all employees know what form to use in filing a report? What happens after a report is filed? The law MEA worked to pass allows for local unions to be part of the process when this plan is created, ensuring educator voices are heard and respected. Without a proper plan and enforcement of the law at the local level, staff and students are left vulnerable to continued issues while on school property.

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"The stress and disappointments of teaching aren't worth it."

That’s the headline from a new RAND survey that highlights the top reason teachers cite when asked if they were very likely or somewhat likely to leave their jobs. While low pay is the second factor cited for why a teacher would leave the profession, dissatisfaction in the workplace outpaced money by 10%.

“The survey shows that pay, hours worked and working conditions are interrelated, suggesting that pay increases alone— without improvements in working hours or conditions—are unlikely to bring about large shifts in teachers' well-being or intentions to leave the profession,” Ashley Woo, coauthor of the report and an assistant policy researcher at RAND, said in a statement.

Top Reasons Why Teachers May Leave The Profession (Responses from teachers who said they were "somewhat likely" or "very likely" to leave their jobs at the end of the 2022-23 school year)

The national survey data is a peek into the work window of what is also happening in some Maine school districts. A recent survey of a southern Maine school district indicates teachers are dissatisfied with their working conditions, struggling with increased workload and increased stress, and have an overall feeling of disrespect.

Additionally, “too many meetings” and poor work-life balance, along with low pay were all factors leading to dissatisfaction with their jobs.

“This is my 2nd year as a classroom teacher- I honestly do not see myself surviving in these working conditions long enough to reach retirement age. The complete lack of respect for the needs of teachers is disgusting,” said one of the Maine survey respondents.

The southern Maine teachers are not alone with the RAND survey indicating only 1 in 4 teachers were “mostly” or “very” satisfied with the hours they worked in a week compared to other working adults.

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Maine Educator | Winter 2024

Hours Worked Per Week for teachers and working adults *RAND Survey Results

“ Only 1 in 4 Nationally, also only 1 in 4 teachers said they were “mostly” or “very” satisfied with the hours they worked in a week, compared with half of all working adults.

When it comes to pay, the RAND survey shows that most teachers feel underpaid with only 1 in 3 believing their base salary was adequate, compared to 61% of working adults. How much more would make a difference? Teachers responded saying they would need an average of $17,000 pay increase.

“Snacks, ‘we appreciate you’ emails/ meetings, etc. are all lovely but do not address the needs of teachers who are struggling. [These measures assume] that all people need is a pat on the back... the current state of a teacher's mental health is much more serious than that. Plans that support staff (based on staff feedback), in place and clearly communicated, show support for staff, not words,” added another Maine survey respondent.

“

Snacks, 'we appreciate you' emails/ meetings, etc. are all lovely but do not address the needs of teachers who are struggling.

Contact us

I don't feel my professional opinion matters at all.

To reach out and gain support to help build better relationships with your administration, scan here to reach your MEA representative.

”

Possible Solutions Increase Pay A key factor to helping educators is to increase pay overall, not just for teachers but also for support staff. The Maine Education Association continues to work on increasing the minimum starting teacher salary to $50,000 and also increasing the starting hourly rate for support staff to make those jobs competitive with other jobs in the community.

Administrator Support & Educator Voice MEA members, and the RAND survey authors state that better relationships with administration improve the likelihood that employees will stay on the job. This is not groundbreaking news and is consistent with all other studies on this matter.

However, attaining a better relationship can and should be done through your local union. Finding better ways to communicate, share ideas, and increase educator voice will help build bridges between educators and administrators. Strategies that include professional autonomy and increasing staff to decrease workload, among other things, will help decrease dissatisfaction in the workplace.

For one southern Maine educator the answer to solve a lot of the problems stems from the following comment: “I don't feel my professional opinion matters at all.”

And changing that can make much of the difference.

”

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Healing and Change

I

in the Aftermath of Tragedy

n the halls and classrooms of schools in Lewiston, Auburn and the surrounding communities where some families were locked down during school conferences that horrible day in October, children are now back to learning and staff are working through the process of how to continue in the aftermath of an unspeakable mass shooting that killed 18 people and wounded 13 others.

While the community came together, and the “Lewiston Strong” and “Maine Strong” phrases quickly spread, the media coverage has since dwindled and the spotlight on the city known for its mills and grit dimmed leaving some in the community to wonder-what happens next?

In the wake of this devastating event, the Maine Education Association’s focus turns to the crucial aspects of recovery, resilience, and reform. Beyond the headlines, beyond the initial shock, lies the story of communities and their schools determined to heal and transform.

“Within this community, you’ll find diversity in every sense of the word, the most dedicated and talented workforce, and more heart than I’ve encountered in all my travels. This place drew me in and changed my life for the better,” Jake Joy, a teacher in Lewiston, wrote to other educators shortly after the shooting.

While the scars of tragedy run deep, the Maine Education Association hopes to help all members explore strategies for selfcare, the urgent need for improved mental health support, and work to address the pressing issue of access to guns.

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Maine Educator | Winter 2024

Letter From Lewiston Education Association President

L

ike many educators in Lewiston, I was driving home from ParentTeacher Conferences on October 25th when I noticed several police officers speeding down East Ave. I pulled over to the side of the road and observed even more patrol cars racing towards Lewiston as I crossed the bridge to Auburn. Initially, I assumed there had been a major accident. However, upon arriving home, I received the call from our Superintendent urging us to shelter in place. Shortly after, my neighbor called to inform me that her daughter was at the bowling alley which led me to call and text all of my coworkers, friends, and student families to ensure their safety. The events that unfolded in the following days left me feeling frightened and isolated, although sadly, not entirely unexpected given the current climate in our country.

Returning to school was an incredibly daunting experience. How was I supposed to address what had happened in our city with my students? How could I provide support and comfort to my fellow LEA members who were directly affected?

How could our community begin to heal and move forward? These questions, among many others, kept me awake at night. Thankfully, our district acted swiftly and developed a reentry plan that prioritized compassion and healing. The Monday after the incident was reserved for staff only, allowing us time to process our emotions, grieve one of our own, and collaborate on ways to support one

another and our students. Although we were apprehensive about the students' return the next day, it turned out to be exactly what we, as educators, needed.

Our students have exhibited remarkable resilience and a strong desire to reconnect with one another. Their energy and enthusiasm fuel our commitment to resuming routines. Many students have questions and a sense of uncertainty.

Our small community will continue to experience the lasting effects of this situation for years to come, making it

challenging to predict how children will emotionally navigate and reflect upon these experiences in the future.

The weight of this tragedy hangs heavily over my thoughts throughout the school day, and we can't afford to ignore it. Engaging in open, albeit difficult, conversations about safety and the potential for future incidents is crucial.

When a student asks you if they’re safe at school, an educator wants to respond with a resounding, “YES!” in response. Yet, how can we offer such assurance when our students witness the horrifying scenes of their friends, neighbors, family, and community members being gunned down in their local bowling alley? The task of calming concerned parents and ensuring the safety of their children in our care becomes increasingly challenging when statistics reveal that over 300 people, including around 20 children, are shot in the United States every day (Brady United, 2023).

The reality is that I, as an educator, cannot 100% guarantee the safety of my students.

This realization is deeply unsettling.

Contemplating lockdown procedures and emergency exits in my classroom has become an unfortunate necessity.

As an educator, I find it impossible to remain passive when our classrooms, bowling alleys, Walmarts, and restaurants become scenes of tragedy. The urgency to address this issue and advocate for safer communities cannot be overstated.

Jaye Rich, M. Ed Lewiston EA, President

Patrick Dempsey visits Tree Street Youth Center

REFERENCES: Brady United (2023). The facts that make us act. https://www.bradyunited.org/keystatistics

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Mental Health Support

Self-Care

As an educator in Maine, you and your family have access to speak with health professionals to support you through this time. This resource is provided, without additional cost, through the Member Assistance Program (MAP). MAP licensed clinicians will answer your calls 24 hours a day, 7 days a week. Rest assured that any contact you have with your MAP is confidential.

The MEA understands saying “take care of yourself” is easier said than done.

Practicing self-care is crucial in the aftermath of a mass shooting situation, as it helps educators regain their emotional and mental equilibrium while remaining resilient in their roles as caregivers and educators. It is critical for your mental and emotional well-being that you continue to seek support from mental health professionals and find other ways to reduce stress.

The Member Assistance Program is available to all school employees and their household members, regardless of whether they are enrolled in the MEABT health insurance. The MAP program can provide support to people as they navigate and process this horrific tragedy. Access your MAP benefits and resources.

Additionally, through MEABT, members now have access to a brand new program, Aspire 365, that gives you same day access to comprehensive mental health care for you and your family at no cost to you.

Please see page 19 for complete details on how to access this vital support.

resources for managing stress and building resiliency. These programs are included in your health insurance plan and are available to you at your convenience. If you are not already a Virgin Pulse member, please join by going to www.join.virginpulse.com/meabt. If you have any questions, please contact the Virgin Pulse Customer Service number at 855-689-6884.

It is also crucial that you continue to connect with your colleagues to establish a support network. Use your local association as a way to gather, even if just socially, to establish a network that helps you find a way to take a break. Most importantly, it’s ok to say “no”, and it’s ok to establish proper boundaries between your and your life. It's essential Earn upprofession to $250 for participating! to create space for self-care by unplugging Through your MEABT health insurance, Our wellbeing program is designed to help you build health from work-related communications, you have free access to wellness programs. and make the healthy changes you want to see.both By staying physically and digitally, to recharge and The MEABT wellness program, known as time, you’ll earn points toward $62.50 each quarter to total $ disconnect.

Virgin Pulse, allows you to access in-app or web-based courses on mindfulness, self-awareness, cultivating healthy thoughts and yoga basics. There is also a Pause and Reset Guide, available on the Virgin Pulse app, that can provide

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going to join.virginpulse.com/MEABT. Already a member? Sign in at member.virginpulse.com.

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How to access your MAP You have three ways to connect with confidential help at no added cost:

p Call 855-686-5615 24 hours a day, 7 days a week.

Visit anthemEAP.com and enter MEABT to log in.

Scan the QR code with the camera on your mobile device.

includesEducator access to Emotional 16 Your MAPMaine | WinterWell-being 2024 Resources, administered by Learn to Live. Emotional Well-being Resources offers digital tools and online

Sign up for your Virgin Pulse account by

Your Member Assistance Program can help with life’s demands

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Pulse mobile app for iOS or Android. Access your account and track your

activity anywhere, anytime.

Please note: An activity tracking device is not required to participate.

Access to Guns In an era where gun violence is an all-too-common occurrence, the question of how to strike a balance between Second Amendment rights and public safety is a continued concern. The MEA has several adopted positions on gun issues including the most recent belief statement, adopted in 2023 which states: The MEA believes it is critical for our government officials to take further actions towards preventing acts of violence, both in our places of education as well as in our communities. Such measures to prevent acts of violence, however, must be consistent with a welcoming and caring climate that our students need and deserve in order to be successful. Any measures such as the installation of metal detectors, arming educators, and the like would create unsafe and harmful conditions for both students and educators.

The MEA has provided testimony in support of better laws, including the proposed Red Flag law that did not pass at the time and instead became the Yellow Flag law. The Union will continue to support legislation that falls in line with the belief statement to prevent acts of violence in our communities. These positions and beliefs are adopted by delegates at the MEA Representative Assembly, which is the governing body of the Union. MEA members can opt to become delegates at the MEA RA where issues like gun policies can be discussed.

Should Educators Carry Guns?

Following a mass shooting the question of, should educators carry guns, comes to surface. Recent data suggests the idea is still an unpopular one among all genders and ethnicities. The data below is from a 2022 survey of teachers who were asked the following question: If your school implemented a program where teachers could be armed in school, would you carry a firearm? A total of 19% of teachers replied yes, with the majority of them being males in rural areas.

Difference between YELLOW FLAG VS. RED FLAG LAWS YELLOW FLAG Maine is the ONLY state in the nation to have what is called a “Yellow Flag” law.

Promotes dialogue and intervention without confiscation.

When someone raises concerns about an individual's mental state or potential risk, the authorities work to facilitate communication and support services.

The primary objective is to address the root causes of distress or instability, potentially preventing crises in a more compassionate manner.

RED FLAG Allows authorities to temporarily remove firearms from individuals deemed a threat to themselves or others.

These laws often involve the court system, where a concerned party can petition to have guns temporarily confiscated from someone exhibiting dangerous behavior, such as severe mental illness or signs of potential violence.

The goal is to prevent tragedies before they occur.

Yellow Flag vs. Red Flag In the national conversation on gun control, Maine is the ONLY state in the nation to have what is called a “Yellow Flag” law.

While many states have adopted "Red Flag" laws, Maine’s Yellow Flag Law is considered a more tempered approach to gun control.

See the side bar to the right for more info.

The MEA supported Red Flag law legislation when it was proposed, and will continue to do so, if a new proposal is brought to the legislature.

Read more on the next page → MAINEEA.ORG

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Lewiston/Auburn: Two cities, one community

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ore than a month has passed since the shootings on October 25th rocked the Lewiston and Auburn communities and beyond, and during that time, Auburn schools have quietly gone about the business of recovering. Torn between supporting our neighbors across the river with all the fervor of #LewistonStrong while simultaneously experiencing the impact so deeply in our own schools, we have had to navigate the recovery differently than Lewiston. We accepted our place somewhere along the edges of the spotlight, with a lot less attention but no less love for those who are grieving.

At Edward Little High School alone, students lost fathers, stepfathers, uncles, cousins, co-workers, neighbors, friends and teammates. Staff at multiple buildings lost teammates, friends, and neighbors. Teenagers expressed feelings of survivor’s guilt because they didn’t attend bowling practice or cornhole that night. One student of mine lost seven members of the cornhole community she interacted with regularly, including her cornhole partner. One of our Red Eddies was shot and has undergone multiple surgeries with more on the horizon. His brother, a student at Auburn Middle School, and his mom, an employee at an elementary school, both witnessed it. The direct connections and the ripple effects throughout the district are immeasurable.

For many of our students, life just kept moving around them while they were working through a myriad of emotions. Sports playoffs and part-time jobs, college applications and All-State music auditions- everything went on as usual. And for at least a week, many kids had to work funerals into their schedules. So, we negotiated those days and weeks the best we could, with lots of hugs and questions like, “What do you need?” and “How can I help?”

But, time does heal. With each passing day and week, the heaviness seems to lift. Smiles return to the faces of the bereaved. Our injured student returned to school until his next surgery. A handful of kids openly mention they are in therapy and it is helping. May we never need to use the strategies we have learned through this ever again, but we have definitely learned plenty.

Staff and students of ELHS would like to extend our appreciation to the districts and organizations that reached out to offer support, especially to Lawrence High School for baking over 900 cookies for our students. I was told they did the same for Lewiston and Winthrop High Schools. Those cookies felt like so much more than just a sweet treat.

L/A Strong, Androscoggin Strong, Central Maine Strong, Maine Strong

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Maine Educator | Winter 2024

Marissa Moreau Spanish Teacher & Dept Chair Edward Little High School Auburn EA President

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We may be new to you, but educators are not new to us.

Horace Mann is a long-time MEA corporate supporter and we’re dedicated to supporting educators just like you with: • auto and home insurance that comes with special benefits and discounts for educators; • life insurance with preferred rates for educators; and • retirement solutions to help you plan for what life looks like outside of the classroom one day.

And if you struggle with things like finding classroom funding or becoming more financially secure, we have programs and workshops to help you with that, too.

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Not all discounts and benefits available in all states. 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 familiarize association members with the Horace Mann brand, products or services. Contact association.relations@horacemann.com for more information.

AM-C04767-1 (Oct. 23)

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Maine Educator | Winter 2024

Turn to the next page to use a Maine inspired MEA pull out map to track your students' reading journey and then enter MEA's Read Across Maine contest!

Scan for Contest Details and Submit!

MAINEEA.ORG

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Skowhegan Fairfield

Augusta

Brunswick

Bradley

Pejepscot Historical Society (Brunswick)

Portland Freedom Trail

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Paris Lewiston

Portland

Lewiston-Auburn Franco-American Heritage Center (Lewiston) Hannibal Hamlin (Paris)

Holocaust and Human Rights Center of Maine (Augusta) L.C. Bates Museum (Fairfield)

Margaret Chase Smith Library (Skowhegan) Leonard's Mills (Bradley) Wabanaki Cultural Center (Calais) Baxter State Park (Millinocket)

Calais

Houlton Band of Maliseet Indians Cultural Center (Houlton) Swedish Colony (New Sweden)

Maine Educator | Winter 2024

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New Sweden

Houlton

Millinocket

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MAINEEA.ORG

Books

For the New Year ELEMENTARY

WHEN RUBIN PLAYS

MIDDLE GRADE

SIMON SORT OF SAYS

BY: GRACEY ZHANG

BY: ERIN BOW

Rubin, an aspiring violinist, ventures into the forest to practice and is visited by creatures who appreciate his music as it is, helping him find his strength and voice.

Simon and his parents have moved to the National Quiet Zone (no internet or microwaves) where Simon, the sole survivor of a mass school shooting, hopes to start seventh grade as an ordinary kid.

YOUNG ADULT

THE LIFE AND CRIMES OF HOODIE ROSEN

BY: ISAAC BLUM

When fifteen-year-old Yehuda “Hoodie” Rosen and his family move with members of their ultra-Orthodox community to the mostly non-Jewish town of Tregaron, Hoodie has to navigate new friendships and growing antisemitism.

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Maine Educator | Winter 2024

SCAN HERE TO SEE ADDITIONAL NEA RECOMMENDED BOOKS

SCAN ME

Social Media Savvy: A Guide to Posting Wisely and Professionally

RECOGNIZE EVERY ELECTRONIC COMMUNICATION, NO MATTER WHERE IT HAPPENS, IS A RECORD If you wouldn’t want your school, family or community to know about it, should you really post it?

KEEP YOUR PROFILES PG RATED Don’t post content showing alcohol, drugs, questionable behavior or associations with controversial groups.

MONITOR YOUR ONLINE PRESENCE

A

sense of ownership in the classroom is key for students to participate and engage in the learning process. By valuing and incorporating students’ ideas, perspectives, and opinions you are closer to having a room full of students who not only aren’t afraid to speak up but who actively want to participate.

a criminal history record check, educators must “furnish evidence of good moral character when requested.”

This rule would apply to your personal social media account.

Creating this sense of agency for students will improve classroom dynamics and also provide them with a life skill they’ll need and use well after they leave your classroom.

Privacy settings don’t guarantee privacy, but using maximum settings may allow for your posts to remain as private as the world wide web will allow. On your personal account, use the maximum privacy settings that block your posts from students, parents and the school community. Keep in mind that someone still could print, copy or take a screenshot of your post, which is why what you post is so critical.

BE SMARTER THAN YOUR SMART PHONE Tip 1: Maintain good moral character online.

Remember, while there are no state laws in Maine that speak to a professional code of conduct for educators, the State does have rules regarding behavior for those who work in public schools.

According to the rules, following

Before you post anything, think-will someone have a problem with this post? It’s also critical to know what, if any, social media rules your employer (school district/college/university) may have that you must follow.

Tip 2: The internet is forever-beef up your privacy settings.

Tip 3: If it’s not appropriate for schoolit's not appropriate for social media.

Remember, if a comment or photo is inappropriate in the school or classroom, it’s inappropriate on social media and could cause problems for you in your work environment, even if the post had nothing to do with work or school.

Photos from your college spring break or last week’s party may embarrass you today, and cause some to question your ability to do your job. If someone tagged you in a photo you don’t want online, ask that person to remove the tag and the photo. Then, change your settings to allow you to review all photos with a tag before they get posted. This gives you control over who sees posts and photos you didn’t share.

CRANK PRIVACY SETTINGS HIGH Never friend, follow or add students, parents and professional contacts on your personal accounts. Consider making a rule that students can’t ask to follow, friend or add you.

NEVER VENT YOUR FRUSTRATIONS ONLINE Avoid airing gripes about your job, colleagues or students. Never share protected, identifiable information like student grades, health conditions or full names.

ALWAYS REMEMBER: The internet is FOREVER. You are a public employee paid with tax dollars.

What you follow, like or comment on, even on your own device, can become public business.

MAINEEA.ORG

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Writing Strategies

For All Students

Sara Flanagan, Assistant Professor of Special Education, University of Maine Tammy Mills, Senior Lecturer of Education, University of Maine

Sara Flanagan AFUM

W

riting can be difficult for students from learning to form a sentence to a formal paper. The writing process demands the simultaneous coordination of multiple tasks, including spelling and reading, brainstorming and organizing ideas, sentence and paragraph formation, and applying foundational knowledge such as punctuation rules. When students encounter difficulties writing, they may not effectively communicate their message and errors in spelling and grammar can exacerbate these challenges.

A teacher might not realize that “we have all but this one in the serys of the books we wonte beabul to read the seres of books and sumthing important hapins in the one thats mising” in response to a prompt on what book a library should buy and why reads, “We have all but one in the series of books. We won’t be able to read the series of books, and something important happens in the one that’s missing.” Students may rephrase a prompt without providing details or by providing off-topic information, or they may repeat the same idea several times. Students may not understand writing requirements such as having a topic sentence followed by relevant, supportive detail sentences (Graham, 2019; Mather et al., 2009).

Students who struggle with writing may receive lower grades or may not complete writing-related tasks successfully. Like 26

Maine Educator | Winter 2024

the student writing about a library book, the lack of sentence structure and other errors prevents their teacher from understanding their ideas about the book or fully assessing their writing. To support students’ writing, students need explicit instruction with strategies like graphic organizers and technology.

WRITING STRATEGIES Explicit instruction (EI), or the Graduate Release of Responsibility model, is an effective instructional model for writing and instruction broadly (see Table 2 online for an example). This provides a systematic, structured approach to teach any topic by providing a model then practicing together, in pairs or groups, and independently. Students are given feedback throughout to know if they responded correctly (or, incorrectly) and why. EI is particularly effective when introducing a new topic or one with multiple components, or when students may not understand the needed prerequisite skills (Archer & Hughes, 2010).

For writing, EI instructional elements like providing the needed background information, models of a writing task, graphic organizers or other scaffolds, and feedback are effective practices (see Table 2 online for resources). Reviewing background information such as writing-related vocabulary prior to

Tammy Mills AFUM instruction ensures that all students have the prerequisite knowledge. Models, or exemplars, allow students to see the finished product and identify models of different quality and determine why (Berger et al., 2013). For example, if instruction is on writing a complete sentence, a teacher might demonstrate this several times to explain what is a “good” sentence, and then show sentences with missing components to discuss how to correct these. Graphic organizers and concept mapping provide a structure for the writing task, and allows students to brainstorm and organize content before writing. These are useful for students because a similar structure can be used across grade levels and writing tasks from writing a sentence to a paragraph to a science lab report.

Technology supports writing with many tools embedded in students’ computers and devices. Typing, word prediction, and spelling and grammar check reduce reliance on physical handwriting and spelling, allowing students to focus on developing their content. Students can dictate (i.e., speak) instead of type, and then listen to their content using a screen reader for editing. Technology potentially increases motivation by creating more authentic and engaging writing tasks, such as creating a digital storybook instead of writing an essay. Authentic writing tasks provide students opportunities to express themselves to

varied audiences for multiple purposes.

If a writing task is relevant, students are motivated to engage with feedback, revise, and use writing strategies they find helpful for them. Writing with a clear purpose and audience in mind encourages students to craft compelling pieces, from letters to essays to social media posts. Last, an essential step of any writing instruction is feedback through written comments, conferencing, rubrics, or other strategies like peer-editing. It can be as straightforward as a checklist of required writing components. Any type of feedback allows students to know what they are doing correctly and why, areas of improvement and why, set writingrelated goals, and for teachers to monitor students’ progress. While writing can be challenging for students, strategies like the ones described can support all students’ writing.

Scan here to see the Writing instructional resources

Table 1. Example of lesson Scenario: A 4th grade teacher is teaching a lesson identifying the position and arguments in an essay as the first lesson in writing argumentative essays unit.

Lesson Component

Gain Attention

Instruction Ask: How many of you feel strongly about school dress codes such as if you might not be allowed to wear hoodies in school? Why? Allow students to respond both for and against the question

Preview (share the goal of the lesson and make it relevant)

Discuss: We’re providing arguments and evidence for and against our topic. We use argumentative essays, speeches, and other ways of communicating information such as social media to tell someone our position and then provide specific evidence for our position. Why would you give someone evidence of your position?

Review (review any needed prerequisite skills or vocabulary)

Review terms so students have the same background knowledge: argumentative, thesis statement, position, evidence

Modeling (“I do it”)

Give each student a copy of an argumentative essay on the reasons why hoodies should be allowed in school.

Display the essay in a way all students can see it.

Explain and identify the thesis statement and each of the arguments. Ask questions about why you selected an argument and the supportive evidence.

Give each student a copy of an essay on the reasons why hoodies should be not allowed in school.

Prompted or guided practice (“We do it”) with feedback

In small groups, students identify the thesis statement and the position. Provide specific feedback (“Correct, this is the position because….”). Students then identify the arguments and why with specific feedback If students can’t identity the thesis and arguments, give additional example essays

Sample checklist for a paragraph with a topic sentence, three detail sentences, and a concluding sentence that a student could use to check their own writing, for peer editing, or for a teacher to provide quick feedback.

Paragraph Checklist Topic sentence

Three detail sentences

Practice (“You do it”)

Repeat “We do” it but on a new topic in pairs or working alone. Provide specific feedback on errors or correctly identified sections

Closing (review, preview, independent work/assignments)

Remind students of the components of an argumentative essay and preview tomorrow’s topic on identifying a topic and their position

Figure 1. Example concept map and feedback checklist Sample concept mapping template (from https://www.mindomo.com/) for a writing task with three main ideas and two supportive details for each. This could be used to write a single paragraph or longer passage with a paragraph for each idea.

Concluding sentence Paragraph is on one topic Used complete sentences Used capitalization Used punctuation References Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient teaching. Guilford Publications.

Berger, R., Rugen, L., & Woodfin, L. (2013). Leaders of their own Learning: Student engaged assessment. Jossey-Bass.

Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303.

Mather, N., Wendling, B. J., & Roberts, R. (2009). Writing assessment and instruction for students with learning disabilities. Jossey-Bass Teacher.

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Winter Conference Lessons Learned MEA hosted its annual Winter Conference in early December. Members gathered for a full day of free professional development, taking away many lessons on a variety of topics from Assertive Communication Strategies to Mentoring to Union Contract Guidance. If you couldn’t make the conference this year, MEA encourages you to read what your fellow educators had to say about this event and what they learned and actions they can take so you will better understand what training is available to you, and then hopefully join us next time!

Assertive Communication Strategies for Educators in Collaborating with Administrators and Engaging Parents

Your Employment Contract: It's Not a Book of Neat Ideas and Interesting Suggestions

Session Feedback This was a great session! The presenter was able to tailor it to what we needed, and it became more of a question/answer session and discussion, which I found really helpful.

Session Feedback I learned so much during this session, including many things about my contract I would have never even known to look for. So informational and helpful!

Wonderful session! Loved the presenter!

She made me feel like I could be confident and professional with my parents and administration!

Lessons Learned/Actions to Take • I will go into meetings knowing my goals for the outcome and prepared to keep bringing the conversation back to the issue at hand.

• I think being more mindful about my using “I statements” when communicating with guardians about student behavior.

• I will explore the idea of having our union leadership meet with admin more frequently than the 4 times a year we currently meet. I will also look into doing a climate survey.

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Maine Educator | Winter 2024

Mentoring for Retention Session Feedback I really enjoyed the information from the presenter and the discussion with other colleagues. We received excellent resources to take back to school.

This was phenomenally organized and facilitated! Great resources thoroughly explained without overwhelming.

Lessons Learned/Actions to Take • Review those materials more closely and incorporate the one that describes the trajectory of the the new educator through the school year. I think I can get a lot from that, because we've had high staff turnover in the last three years, and we're still losing staff after the school year started. I can put that one to use for our whole staff, I think.

• Check out the mentor handbook to see if there are any things that could use some tweaking. I believe that there have been no revisions in years.

I would like to take another class to get a fresh outlook.

This was also a great session which moved very quickly. I learned a lot more about the process of taking grievances to the next level if they are not addressed.

Lessons Learned/Actions to Take • I will be keeping my contract handy to look up exact information.

• I will pay closer attention to what is included in my contract. I am going to talk to stake holders about removing he/she in the contract and change it to they.

• I will look for a scheduled hourly work day, sick time information, and ask for a classroom budget

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7

Make Your VOICE HEARD

Get involved and be part of the MEA Representative Assembly!

The RA is the decision-making body of the Association. You can help set the course of the MEA by submitting a resolution or new business item.

DEADLINE: MARCH 9, 2024

Write a Resolution Example of a Resolution (belief statement) Resolution C30. RESOLVED: That the MEA believes all students must attend safe schools to optimize learning.

96th MEA RA May 18-19, 2024

Write a New Business Item Example of NBI (1-year action item) That the MEA gather current information to an MEA position that clearly defines what appropriate space, proper heating/cooling/ ventilation systems, sufficient maintenance and air/water quality standards are in schools.

maineea.org/ra

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Maine Educator | Winter 2024

SCAN TO SUBMIT RESOLUTION

MEA RA Resolutions and New Business Items will be discussed at the MEA RA in May. Want to learn more about the MEA RA and how to become a delegate? Visit: Maineea.org/ra

Submit Forms MEA Resolutions Committee 35 Community Drive Augusta, ME 04330 Contact your local president or call Alex Bellami at 207-888-3948 or email at abellami@maineea.org

SCAN TO SUBMIT NBI

Editor's Note | Winter 2024 Giovann a Bech ard

Lemons Don't Need to Be Sour

A recent intereaction reminded me that a lot of people in this world just suck.

Yep. I said suck. You know these peoplethe ones who no matter what happens they’re never happy, they have an ax to grind on every issue, and they seem to take joy in making other people miserable by cutting them down for whatever reason they choose. In the aftermath of the tragedy in Lewiston that impacted so many in our state, I find some hope that we can ignore these types of people and realize that life is far too short to allow these interactions to impact your life.

I wish this type of toxic behavior ended in middle school (or didn’t happen at all), but we all know adults like this, and unfortunately it is our choice as adults how we choose to react. It’s also our responsibility as adults, and especially you as educators, to learn how to best manage both adults and children who have difficult behaviors. Recent studies show educators are increasingly dealing with students who are exhibiting behaviors that are dangerous and disruptive. This issue of Maine Educator will help you better understand how to handle those challenges, both while on the job and then in your personal life, if needed.

There are new resources available to help you seek mental health support if you need it as well, with same day support which is completely free through MEABT insurance. You can read more about that on pages 19 and 29.

Whether you’re dealing with difficult students, difficult adults, or just having “one of those days” I encourage you to find something that makes you smile.

For me, it’s pictures of my kids-I love my youngest in his lemon bucket hat

and my oldest laughing at his choice of lemon shirt. Some like funny memes or laugh out loud Tik Toks. Whatever makes you happy, bring yourself to find the joy that is needed in this world, and be the joy that we all need to have in our lives.

Choose joy. Choose happiness. Choose to ignore the hate and vitriol. Life is too short to live any other way.

Finally, I wanted to share a bit of workrelated news. This will be my last Editor’s Note. I have accepted a new job at the National Education Association, so you will have to make sure to read NEA Today to see what’s coming next! I buried the lead a bit here, which is something you should never do-however with so many emotions around what’s happening in our world today I felt more compelled to focus on how we can all work to help each other by spreading positivity and light instead of focusing on darkness.

We Will Miss You Giovanna!

Best of Luck at NEA!

As I reflect on my time at MEA, I wanted to thank you all for the work you do each day for our students, including my two boys. I wanted to thank you for reading these notes and using this magazine to support your work. I wish you hope for professional and personal growth in the future-remembering always your union is here to support you. AND—when life gives you lemons, you don’t always need to make lemonade-you can choose to find beauty in the lemon itself. Perspective matters.

All the best always, Giovanna Bechard

Giovanna Bechard Director of Communications & Editor editor@maineea.org

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Mallory Cook, Dire ctor of Training and Early Educator Eng agement, Holiday Smiles

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