Maine Educator April 2015

Breach Update

MAINE

Educator

Every Student Needs

How to Write a Good

Student Learning Objective

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April 2015 Vol. 75 • Number 6

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A closer look at what it takes to educate the whole child

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My Hero Works At School Essay Contest The MEA and the Portland Sea Dogs have once again joined together for the 2nd annual “My Hero Works at School” essay contest. The contest is open to all public school students. Please encourage your students to write an essay, no more than 250 words, to explain how a school employee has positively impacted his/her life. Two winners will be selected.

Prize package includes: Sea Dogs tickets for student and school employee and their family or friends on Saturday, June 6th. Winning students will be Junior PA for one inning, announcing the players. On field award ceremony and more!

Please send entries to: MEA-Sea Dogs Essay Contest Attn: Giovanna Bechard 35 Community Drive Augusta, ME 04330 or E-mail gbechard@maineea.org Entries must include the student’s name, home address, phone number, school name and address and grade level.

IT’S YOUR ASSOCIATION. READ ALL ABOUT IT. contents 5 6 12 29 30

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Editor’s Note Ask Lois Fast Facts Events & Deadlines Just For Fun

13 Best Social Studies Apps

The globe at your fingertips—literally. Discover five of the best apps for teaching Social Studies at all grade levels.

On a Quest to Inspire

Students in Oxford Hills are learning to reach new heights by studying what they choose. Read about the unique approach to learning that’s improving student attendance and increasing engagement at one middle school.

9 To Pledge or not to Pledge

On the Cover: Doris Hicks (Saco Valley TA), Kathie Robinson (SAD 06 Support Staff Association), Tim Emery (SAD 06 Support Staff Association), Delores McIntire (Saco Valley ISP Association), Tina Dippolito (SAD 06 Support Staff Association)

Recently, students voiced concern about the perceived requirement for students to say the pledge in school. The state does not require students to recite the pledge—so does that make those who choose not to less patriotic? Members weigh in on the issue.

April 2015 • www.maineea.org

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Cat Tracks

News You Can Use 7 8 9 10 12 13 14

Tour 22

Your Answers: Teacher Evaluation & Standardized Testing

Advocacy

Your Association

Funny Things Students Say

22 24 25 26

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Q:

27

Haiti to visit my daughter

Volume 75 Number 6 - Copyright 2015 Send letters to the editor, questions, and comments to gbechard@maineea.org

Subscription to the Maine Educator is $10 per year, available to persons or institutions not eligible for MEA/NEA membership. The Maine Educator is published 7 times annually, September, October, December, January, March, April, & June.

Baku, Azerbaijan to

visit my grandkids and their parents

Board of Directors

Phyllis Hunter, Steven Knowles, Jesse Hargrove, Ken Williams, Cyndy Fish, Jill Watson, Robin Colby, Samantha Garnett, Jim Thornton, Terry Martin, Bob McCully, Jamie Watson, Amanda Cooper, Mary Sue Jackson , Roger Roy, Neil Greenberg, Crystal Ward, Bob Calderwood

4

Either New Zealand or South Africa

Maine Educator • April 2015

Cat Tracks Tour Today in MEA MEA Elections - Officers Biographies Proposed Changes to Constitution, Bylaws, and Standing Rules New Business Items and Resolutions

Educator

Editorial Staff

President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston

22

MAINE

Managing Editor - Robert Walker, Executive Director Greece Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Allison Coombs, Communications Assistant

MEA Elected Officers

16

16 Where MEA Stands 18 System Stressed 20 Your Answers

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if airfare were free where would you go right now?

The 123s of SLOs NEA Health Information Network Perspectives: Pledge of Allegiance What Every Student Needs Fast Facts: Vaccinations 5 Social Studies Apps On a Quest to Inspire

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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: Allison Coombs, 35 Community Dr., Augusta, ME 04330, acoombs@maineea.org 207-622-4418 ext. 2206

Editor’s Note

¿Hablas español?

I never thought as a public school student my son Johnny would have the opportunity to enroll in a Spanish immersion program. He is in Kindergarten at Lyseth Elementary School in Portland and his teacher, who moved here from Pamplona, Spain, only speaks Spanish to the students. Everything, from can I go to the bathroom, to hold the door, to time to read, and do your worksheet is all communicated in Spanish. It’s an amazing program and the first of its kind offered in a public school in Maine.

As a parent, I rely on the day-to-day discussion with my son to understand what he is learning. However, the typical response to the common “What did you do today?” question is: Nothing. And the answer to “What did you like about today?” is: Recess.

He’s six and his answers, while they don’t tell me anything about what he learned in the classroom, do tell me he is enjoying school.

I want him to play. I want him to enjoy being at school. If he loves being at school he will continue to build on that love for learning that started in public preschool. I’m happy he’s happy at school. I’m happy he’s learning to play well with others because after all, shouldn’t school be a place where discovery happens? Shouldn’t school be a place where children learn both the basic skills but also have the chance to be inspired by a great educator who teaches them they can be tomorrow’s inventor, great thinker, artist or leader?

Sure, I believe my child should try and reach high expectations and some form of testing can help gauge where he is doing well

and where he may need more help.

But, I am concerned about his future and what the increased focus on high-stakes testing will do to his love for school. No bubble test can measure Johnny’s curiosity. I know the debate around testing is fierce on both sides, but what I believe we all need to remember as a state and a nation is that at the core of it all are our children.

MEA members are concerned about testing as well and how it impacts their ability to teach. Of those who recently responded to an MEA survey, 68% say pressure related to improving test scores has had a negative impact on their ability to teach effectively.

Read more of the survey results and results to a recent teacher evaluation survey on page 20.

Even with the changing landscape in our schools, it is clear MEA members are working hard to keep children engaged and ready to learn. That was evident during the recent MEA Cat Tracks Tour where MEA President Lois Kilby-Chesley visited schools around the state with the Cat in the Hat to read and give each student a book to build or add to their at-home library. The tour brought reading to life for the students. To see a photo essay of the Cat Tracks Tour turn to page 22. Other students in Oxford Hills are inspired to learn by building their very own race car. That story’s on page 14.

Johnny dressed as The Giving Tree for “celebrate your favorite book character day at school.”

Inspiring things are happening all over the state and in my own home. The other day, while in the kitchen, Johnny said: “Mamá, leche fría, por favor.” Johnny got that big glass of cold milk he asked for so nicely—along with a kiss and a huge smile from his mother, who hopes now and in the future, those who make decisions about public schools both listen to those who know education best—you the educator—and remember how much every decision affects kids just like Johnny.

Giovanna Bechard Editor

April 2015 • www.maineea.org

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Ask Lois

Q

What the heck is going on with Educator Evaluation?

On Thursday, March 5 there was a public hearing on proposed changes by the Maine Department of Education to our Educator Evaluation law and rules. The room was packed with MEA members, students and interested community people. This is a small part of what I testified to: “MEA knows there is one change that is now required by the U.S. Department of Education (USDOE) to maintain an Elementary and Secondary Education Act (ESEA) waiver. That change is a very difficult one for MEA to swallow. We do not believe that high-stakes standardized testing is good for our students, nor do we believe the resulting scores are accurate representations of our students’ success. We do believe that using scores for any amount more than minimal percentage of student growth is reckless—under no circumstances should it be more than 10%.

However, MEA cannot be the blocker to Maine’s ESEA waiver. Therefore, we are compromising in this one change—one big change—and that is the use of student assessment scores as one measure of student growth. I stand before you knowing that our students’ learning will not benefit from using student test scores in teacher evaluation, and research supports our position. MEA hopes however, that in maintaining the waiver, our schools’ financial support from both the State and Federal government will be maintained and that we do no harm to our public community schools.”

In one sentence: Yes, MEA agreed to accept student assessment as a part of student growth measurements because Maine would have lost the ESEA waiver without it.

The USDOE told stakeholders there are also additional, less onerous changes that the Maine DOE needs to make. MEA worked to keep these to a minimum since so many of our districts are already well into plan development.

Though the Educator Evaluation process was long, at times frustrating, and often required compromise I believe that we now have the time necessary to do the job correctly, as well as necessary supports in place for an evaluation system that will improve our public schools.

You can access additional information at www.maineea.org/teacherevaluations,

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Maine Educator • April 2015

MEA is happy with the changes the Education Committee unanimously supported: • to give districts 2015-16 to pilot their educator evaluation plan; • to give 6 additional weeks to districts – until July 15, 2015 – to submit a pilot plan for evaluation and the student growth measurements; • to push back the date for filing a district educator evaluation plan for approval from Maine DOE from June 1, 2015 to June 1, 2016; and • to keep the option of collective measurement – more than one teacher using scores of the same students to help improve the team or school.

Defining Student Learning Objectives and How to Write One

By Paul Hambleton - MEA Deputy Executive Director Have you ever planned a thematic unit for your students? You might have planned a unit on salmon migration in Maine’s rivers for 3rd graders, or a unit on “survival” for middle school English Language Arts students who are reading young adult novels. Thematic units are a tried and true way for teachers to plan lessons focused on academic skills such as reading, math, science, or other subjects in the context of interesting themes to capture students’ attention and help them apply new skills and knowledge.

Good unit plans always include assessment. Student Learning Objectives (SLO) are a new tool developed to focus a teacher’s planning on student growth. SLOs are a requirement of most teacher evaluation plans in Maine. As with great unit plans, when quality, classroomfocused SLOs are created and implemented, students will benefit.

SLOs include: • • • • •

Characteristics of learners Academic goals Instructional strategies Assessments Measurements of student growth over time

Unit Plans VS. SLO—What’s the difference?

SLOs are a more formalized method of unit planning that ensures a focus on student growth rather than simply a focus on the content of the unit. A Student Learning Objective is the implementation of a long-term academic goal or set of goals created by a teacher or group of teachers using data about students and their learning over a defined period of time. SLOs are being used as a component of teacher evaluation in many states, including Maine. SLOs promote teacher collaboration, a focus on student learning, and encourage teacher reflection on the influence of classroom practice on student learning.

Writing a Good SLO Creating an SLO is simple to start with, but gets more complex as you work into the details. SLOs can vary considerably, depending on district requirements, learning goals, the assessments used, and the length of time covered by the SLO. See the sidebar for a simple stepwise process for developing an SLO. SLOs are created on special forms and templates that have been developed to capture and formalize the process of SLO development.

SLOs can be aligned with school and school district goals, and may include a variety of assessments from teacher-created to performance measures to state-required tests. SLOs can be for one teacher or groups of teachers and may involve small numbers of students or fairly large cohorts. In some ways, SLOs resemble the Individual Education Plans (IEP) used by special education programs.

If they are set up right, and administration is supportive, then teachers can collaborate to take control of their practice through mastery of

u News Yo

The 123s of SLOs:

Can U se

SLOs. If SLOs are seen as prescriptive and mandated by administration without regard to teacher input, SLOs will not be successful.

Teachers have been planning lessons and developing units for many years. SLOs are a way to formalize that planning and focus on student learning.

Mastering SLOs in your classroom will take time, study, and practice.

Your school district is required to provide professional development for teacher evaluation, and SLO training should be part of that. MEA can provide assistance with local training and will offer ongoing training at MEA conferences and regional meetings.

7 Steps of Creating an SLO Step 1: Who are your students? Every class is made up of individual learners with their own special characteristics. This information is essential to developing learning goals and instructional practices.

Step 2: Decide on the length of time covered by the SLO. Is it the length of the course, a semester, a full year? Often SLOs cover a full course of study, but that may vary, depending on the district or situation.

Step 3: Establish the appropriate standards and content covered by the SLO. Step 4: Choose the assessments you will use to measure student learning.

Step 5: Establish growth targets for students in the cohort. The student growth should be based upon baseline data or a pretest and potential growth in learning. Use a growth model that includes all students’ growth, not attainment of a single growth target. When a target is used, it may not account for growth under the target or beyond the target.

Step 6: The teacher develops rationale for the growth targets using knowledge of the students, their circumstances or special needs, and the content.

Step 7: Develop instructional strategies that will best support students in their learning.

April 2015 • www.maineea.org

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News You Can Use

Member Resources

BagtheJunk.org aims to educate, mobilize, and empower members of the school community to replace junk snack foods and sugary drinks with healthier options.

This guide contains practical tools and resources for school nurses and allied health professionals to increase immunization rates among adults in their communities.

Did you know there is a whole network of resources available to MEA members that help you make sure Maine’s school communities are safe and healthy for students and staff. Tap into the NEA Health Information Network for a variety of free resources. To download the resources for any of the items listed here log on to www.maineea.org and view the digital version of the Maine Educator.

Download the Cleaning, Sanitizing, and Targeted Disinfecting School Wide fact sheet that offers tips and best practices to help custodians and maintenance staff fight the spread of infectious diseases school wide.

88% of schools reported one or more students have a food allergy 8

Maine Educator • April 2015

This booklet is designed to educate all school employees about food allergies and how employees can help to prevent and respond to food allergic reactions in schools. The booklet is free and is available in print and online.

Unexpected food allergens can be found in non-food items like: • • • • •

Modeling clay and paper mache (may contain wheat) Crayons (may contain soy) Shaving Cream (may contain milk) Finger Paints (may contain milk or egg whites) Soaps (may contain wheat, dairy, soy or nut extracts)

The Breakfast in the Classroom Toolkit was developed to educate teachers and other school professionals about the impact of hunger on learning and new models of addressing hunger in the school setting.

Inside The Food Allergy Book

Hand sanitizers and washing with only water

DO NOT remove food allergens, according to studies

PE

S

C RSPE TIVE

Should every student be required to stand and say the Pledge of Allegiance?

YES

NO

As a teacher of 38 years, I have asked my class to stand every morning to say the Pledge of Allegiance. Yes, I have explained to them that we do this as a form of respect for our country and that as a citizen of the United States, it is one of our duties. As a teacher, reflecting about the meaning of the words in the Pledge of Allegiance, and how I ask my class every day to stand and say this, I’m reminded of its sincerity.

“I pledge allegiance,” is simply a response of loyalty, loyalty to the country that we live in. “To the flag,” is a symbol of how our country came to be, a reminder of how we got to where we are today. “Of the United States of America and to the Republic for which it stands,” simply states that our country is united, sometimes more than others, but isn’t that what defines a democracy? “One nation under God,” seems to raise such opposition, when in reality, isn’t it simply stating a higher presence? (In fact, our currency states, “In God We Trust” and it seems we have no trouble using it when we need to!)

“Indivisible, with Liberty and Justice for All,” states the binding principles of why so many have chosen US Citizenship, and that we will stand as one, with freedom and fairness, not for one, but for all.

In conclusion, my class will continue to stand every morning and say the Pledge of Allegiance, placing their hand over their heart as a sign of respect. Children, when asked, can often tell us what disrespect looks like, so isn’t this the perfect opportunity to teach them about a much higher form of respect? When given the opportunity, to instill in children, such a higher calling, shouldn’t we all feel the responsibility convincing?

It is more important that we discuss with our students what this country offers and stands for than requiring them to stand and recite something that may hold no special meaning for them without a context. While I recognize the fact that many civil events begin with the Pledge of Allegiance, I do not feel as though this is something that should be required of our students. Of course, the Supreme Court has ruled on this issue, finding that students may not be compelled to do so nor be punished for not doing so. That is not the reason why they should not be required.

Before I say anything else, I want to be clear. I love my country and am proud to be an American. I hope that my students learn to feel that way as well, but simply stating the Pledge of Allegiance will not do that and may not affirm their allegiance, something they may not have yet.

Requiring them to say an oath that was devised more than one hundred years ago, and congressionally adopted during the Cold War, will not necessarily inspire those feelings of pride and dedication. By allowing students the choice to either say it or not, are we not instilling one of the freedoms for which we are proud—freedom of speech?

The fact that I do not choose to say the Pledge of Allegiance in my classroom does not mean my students cannot say it. The fact that my students stand and remove their hats means they respect the flag and hopefully what it symbolizes.

I have no issue with the Pledge of Allegiance being said in schools, nor do I take issue with the fact that some people would like to recite it to start their day. I firmly believe that people of all ages should be allowed to decide how they honor this country.

Barbara Hade, Washburn TA

Recently, students in South Portland, over the intercom, added four words to the normal morning request saying: “would you please rise and join me for the Pledge of Allegiance if you’d like to.” It sparked fierce debate over students’ rights.

Reciting the Pledge is optional under state and federal law but schools are required to provide a chance for every student to say the Pledge.

Doug Hodum, Mt. Blue RSU EA April 2015 • www.maineea.org

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Cover Story

What Every Student Needs Meeting the needs of every student is an increasingly difficult task when you consider what educators are facing before a student even enters the classroom. Some key facts to consider:

Hunger among Mainers is on the rise—the number of people who are food insecure, not knowing where

their next meal will come from, has increased significantly in recent years according to the USDA. Nearly 1 in 4 children are food insecure.

Homelessness is up and so is the percentage of students in Maine who are homeless according to the

federal government.

Divorces are on the rise too. The latest census data reports that Maine has the second-highest rate of divorced people in the nation only behind Nevada.

State funding for public schools has remained stagnant over the last four years while school districts have been forced to pay more.

The challenges, though, continue to be met by hard working educators who come to work ready each day to educate the whole child—inside and outside of the classroom. Here are the stories from the members in SAD 6 who understand educating a child is truly a group effort.

ecess /Lunch R

er Bus Drivtion o t li o p ip ia Tina D pport Staff Assoc

Monitor

e. Tina as her smil s u io g ta n o s as a as c n she serve er laugh is e h e — tw e re b fi it in p dents open and lito is a s om help stu py. “You d afternoon fr n g a Tina Dippo in g th in ry rn o ve ap in the m she does e e and are h drives bus onitor where ts are not sitting alon hine. I say ‘Hi’ to m s s e c re see suns lunch and m sure studen want kids to on crying, I make the s to making u k o c Y a . n e s c ir fa e y ts p th e g m . t ru a n g e in d T to see a bus, if a stu arent knows it,” says don't want p I’m driving n ry e h ve e W d t. n n a e n each stud like my ow les and treat them I . d o o g l oth of her ro e b fe age, in y it il ib gardless of spons re re , f d o il l h a c e d a t rea teracts with he feels a g adult who in ry Tina says s ve e t a th dent. ongly believes str the success of that stu dult faces in in le see other a to plays a ro d e e n ts re than one “Studen there is mo ze li a re to l if they have a schoo help them n a c o h w than just person having more ving other , s lu P . m le a prob them—ha er support portant their teach em feel im th e k a m lp he to respect adults who aches them te y— p p a and h Tina. adults,” said

u SAD 06 S

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Maine Educator • March 2015

Tim Emery, Custodian

SAD 06 Support Staff Association There’s a light side to Tim Emery. He’s full of jokes for the kids in his Buxton school, but when it comes to school safety Tim couldn’t be more serious.

“When you're working during the day you always have to think about if what you’re doing can be dangerous for the child.

You take a mop out—you have to make sure you put a ‘wet floor’ sign up because there are falling hazards. I have to make sure the building is secure, make sure doors are locked and everything is clean. Hepatitis C can stay on a table for ten days, so we have to be careful,” said Tim. Tim says it is his goal to provide a clean, safe environment for the students that is conducive to both nurturing and learning. “Students need to feel safe so they can learn, and that’s part of the job of a school custodian,” said Tim.

Aid re, Building ti In c M s re Delo ciation Saco Valley IS

P Asso

ol d in public scho ores has worke ch. el D Te s Ed ar d ye an 30 y g secretar in ud cl In the more than in , ns tio riety of mber of posi cause of the va be d ai g she’s had a nu in ild bu lls herself a Now, Delores ca every day. things she does McIntire. t of hugs,” says lo a d an s ck aids, ice pa “I give out band t, McIntire also t to each studen or pp su do work al ic ys at the school. “I rs he On top of the ph ac te d an go in the t the staff the teachers, I r fo g works to suppor in py co , n't do it lletin boards The teachers ca . ds ki in the office, bu e th t or rience and lp and supp . Delores’ expe ire nt classroom to he cI M d de t students ed help,” ad pective of wha rs pe alone. They ne ue iq un a no one ol give her sroom, saying as cl e role in her scho th of t ou both in and ucation. and staff need ent’s whole ed ud st a of ge ar person is in ch ve a really p effort—we ha ou gr e iv ct lle ild is a co “Educating a ch .” re good team he

s n, Food Service Kathie Robinso f Association D 06 Support Staf SA

e’s binson makes sure sh e at lunch, Kathie Ro them ar ch nts tea de to stu rks en wo wh e Even dent as sh stu ch ea of on ati uc contributing to the ed n’t learn at home. ng she says some do thi me so n, tio tri nu t abou t sure I like this.’ I food and say, ‘I'm no the of , me so to int it because it is good “The students will po it and they may like try st lea at up t to pu m d the d an always encourage and we prep the foo a community garden ve m to make ha the We e d. ag ur foo co hy en healt r garden to ou in n ow gr is at wh signs and tell them id Kathie. nutritious choices,” sa amount of proteins, ich include a certain wh , als me hy alt he the importance of Beyond preparing les, Kathie stresses tab ge ve d an its fru , g students are whole grains, dairy le both play in ensurin ro the d an ch lun d school breakfast an prepared to learn. all the better. They ir stomach, I feel it's the t ou ab nk thi to said Kathie.

“If they don't have teacher is teaching,” the at wh on us foc should be able to

3rd G Doris Hicks,

rade Teache

r

“First I ords flow freely. w e th , ul sf es cc ppy with to be su n if they're not ha y student needs ar er le ev t t n’ ha ca w s ey th ck t t learn if ris Hi ade bu nt too—they can' When you ask Do rta use I teach 3rd gr po ca im be is be od ay Fo m ers. ring— ble with their pe would say nurtu 're not comforta ey th d an e ar ey where th udent said Hicks. they're hungry,” s which impact st ge an ch of t lo a fall sroom she’s seen e bottom didn't n't bored and th s been in the clas as ha w s rotate p ck e to Hi w e s th ar n— ye pe ar In the 33 lp them le dle and ho id he m to e th ps to ou gr lk ta to in ed to I separate them e behind Hicks’ learning. “You us individual needs. hile the techniqu W on ” s y. cu od fo I yb w er ev No ith nstant. behind. utes so I meet w ere is always a co th ys sa e sh groups in 10 min d, ge dology has chan them feel classroom metho child that makes y er ev in ng hi et som motivated to find “Every day I am y place.” school is a happ

Saco Valley TA

News You Can Use

Fast Facts: Vaccinations Students in Public Schools:

Must have a certificate of immunization for each disease or other acceptable evidence of required immunization or immunity against each disease.

OR The parent states in writing each year an opposition to immunization because of a sincere religious belief or for philosophical reasons.

OR The parent (or child) presents to the school each year a physician’s written statement that immunization against one or more of the diseases may be medically inadvisable.

1.3%

State Non-Medical Exemptions from School Immunization Requirements, 2015

Percentage of increase of those who opted out of vaccines citing philosophic reasons since 2004, according to the Maine CDC. The number of people who opted out for religious reasons remained steady at .1%.

Source: Adapted from Immunization Action Coalition, June 2014. * The existing statute in California, Minnesota and Louisiana does not explicitly recognize religion as a reason for claiming an exemption, however, as a practical matter, the non-medical exemption may encompass religious beliefs. ** In Arizona, the personal exemption is for school enrollees. In Missouri, it is for childcare enrollees only.

Vaccination opt out rates for Children Entering Kindergarten TOP FIVE 1. Oregon 6.4% 2. Vermont 5.7% 3. Idaho 5.5% 4. Michigan 5.3% 5. Illinois 4.8% 9. Maine 3.9%

737

Source: U.S. Centers For Disease Control and Prevention

“Herd Immunity:” the term used to describe the epidemiological Reuters/Ipsos Poll

rule that 95% or more of a given population needs to be immunized against a particular infectious agent to prevent an epidemic from occurring.

66%

Number of people in a recent poll who believe public schools should be allowed to refuse enrollment to children unvaccinated by parental choice. (Reuters/Ipsos poll)

Notes: For the first question, 2,124 American adults were interviewed online from February 12-20, 2015 with a credibility interval of ± 2.4 percentage points. For the other question, 2,382 American adults were interviewed online from February 12-20, 2015 with a credibility interval of ± 2.3 percentage points.

12

Maine Educator • April 2015

Number of pertussis cases in 2012— highest rate in Maine since at least the 1960s according to the Maine Centers for Disease Control. This year the CDC recorded 181 cases so far.

Pertussis or Whooping Cough is defined by the Mayo Clinic as a highly contagious respiratory tract infection that is easily preventable by vaccine.

15.6 million

Number of deaths, the World Health Organization estimates have been prevented thanks to the measles vaccine in the years 2000 to 2013.

5

Tech T@lk

Social Studies Apps

MyCongress

World Book - This Day in History

Free

Get in touch with your government through MyCongress. This app is a portal to detailed information about your elected U.S. Congressional officials allowing you to track their news, video and Twitter feeds and contact them directly.

Free

This Day in History for iPad is an interactive multimedia calendar that displays historical events for the current day or any selected day, along with related media such as photos, illustrations, music, and speeches. Hear national anthems, president’s speeches and learn interesting facts for historical events.

Geography Drive USA $2.99 - Ages 9-11

2015 World Factbook

USA Today called this a “stellar” app that “turns learning about all the 50 states into an engaging travel game.” Geography Drive USA packs 800 important facts into a traveling trivia challenge including questions about state capitals to US landmarks and historic events.

$0.99

World Factbook includes extensive information on more than 250 countries and locations throughout the world. This app works off line as well. App includes, among other things, maps, flags, government, economy and much more about countries featured.

Breaking News + Free

This app pulls current events from news sources around the world and has been called the “Gold standard for news aggregation.” The app allows you to add topics to a watch list so if students are studying a particular news event you can see all the media coverage in one easy location.

April 2015 • www.maineea.org

13

News You Can Use

On a

QUEST

Thursdays are special at Oxford Hills Middle School. Student

attendance on Thursday is higher than any other day of the week at 97%. On Thursday students are inspired—they’re on a Quest.

“What we’re really doing—we’re trying to give kids real life application and choice in what they’re doing. We want to produce kids who want to go on and be successful,” said middle school Principal Troy Eastman.

And Eastman had an idea on how to make that happen—he asked the educators in the building a simple question: If they could design a school, what would it look like?

“It’s been all teacher driven, our teachers work really hard and they’re getting kids to do things they never would before,” said Eastman.

Things like learning about meteorology, photography, history through dance and rock and roll, and costume design. They’re even studying how to market a race car they’re building with the help of a local racing shop.

That’s right, students built a race car and it will race in the TD Bank (Oxford) 250 this summer.

The choices are part of the school’s Quest program when every Thursday the regular schedule is put aside and students choose

which area of unique study they would like to focus on for the coming weeks and, sometimes months, ahead. The Quests, with focuses in Art, STEM and Humanities, are developed by the staff who, at times are outside of their normal routine-like the English teacher who teaches dance and says she loves every minute of it.

“The engagement is huge in activities where kids aren’t normally engaged. They’re invested. It’s incredible. I feel very lucky to work here,” said Laurie Catanese who teaches Language Arts and is also teaching “Dance through the Decades” where students learn and perform period dances like the Charleston and then learn the history of that era.

The Humanities element is a two year learning experience. In year one, students learn the rights, roles and responsibilities of an American Citizen, and the second year students learn how conflict affects humans and their culture.

In the first year, students engage in learning in their primary classrooms as well as an integrated project based learning day, called a Primary Learning Day. Primary Learning Days consist of Quests that include everything from Communication and the Art of Storytelling

"Kids that were disengaged in

14

Maine Educator • April 2015

News You Can Use

to

INSPIRE

to Outdoor Recreation & Land Management.

In the second year, students can choose from seven different Quests with an equally diverse set of topics including Propaganda and the Media at War, Meeting Living Heroes to Preserve their Stories, and Weapons of Warfare.

The propaganda discussion in one classroom was in stark contrast to the work of a group of students on the other side of the building who were painting race car tires and preparing marketing materials for their car.

“There are so many options with Quest. I am on the financial team for the race car and I’m learning life skills—money management— I’m learning about the cost of printing a poster and budgeting for the project. Those are skills I can use in the future,” said student Travis Pike.

The race car work is a year-long process with students doing the hands on work of building the car, in conjunction with Crazy Horse Racing, run by former Oxford Hills Comprehensive High School teacher Mitch Green.

“Sometimes kids that can get out and become part of a business in that community…the lessons they learn at that

business will make the lessons at school come to life,” said Green.

There is perhaps no greater example of that than the race car which is getting a lot of attention. Students at the middle school chose Maine native Spencer Morse to race their hand-built car. The students are marketing the car, getting sponsors for the car and are part owners of it as well—each student’s name is written on the door.

“I have 35 kids that have their heart and soul in this thing. There’s nothing I want to do more than see those kids happy with my performance and anything I can do to get it done, I’m going to do it,” said Morse.

While the racing is serious business—the learning part of Quest Days are at the forefront.

“Students are doing math without even realizing they’re using the Pythagorean Theorem. It’s proof that while it’s not traditional there are a lot of different ways to learn something,” said teacher Kyle Morey who works with the racing students.

Want to help out? Head over to the Aspire Higher Race Car’s Facebook page: facebook.com/ AspireHigherRacecar

school like coming to school.”

April 2015 • www.maineea.org

15

cac y

Education Climate Change—Where the MEA Stands o Adv

As education issues change, the MEA Board of Directors evaluate how these changes affect students and the profession.

The Board, which consists of 22 educators elected into office by members in their region, recently met to discuss Common Core, high-stakes testing and proficiency-based diplomas. Educators must be the primary voice as the profession heads in a new direction. The new MEA Board positions will help MEA members and staff as we work together to advocate for education policies that move the profession in a positive direction that will ultimately benefit Maine students.

Common Core State Standards Developed: 3/21/15

Assessment Developed: 3/21/15

The Maine Education Association cannot fully support, at this time, the Maine Learning Results for English Language Arts and Mathematics (MLR/ELA/math) also known as Common Core State Standards (CCSS).

The Smarter Balanced Assessment, also known as Maine Educational Assessment (MEA) for Mathematics and English Language Arts/Literacy, which is intended to align with CCSS, has been adopted as a Maine high-stakes student assessment. MEA has several concerns with Smarter Balanced Assessments.

MEA believes that CCSS often lack developmental appropriateness and clarity. This resulted from the limited role of teachers and parents in the development of CCSS. The MEA recognizes the hard work that teachers have done to implement the CCSS. Despite these efforts, there is disparity in the way the CCSS is being interpreted and implemented.

There are also vast differences between districts in the funding, time, technology, and professional development necessary for successful implementation of CCSS. The use of CCSS resulted in the adoption of Smarter Balanced Assessments. MEA has concerns regarding the appropriateness and implementation of these assessments.

MEA recognizes that no set of standards is perfect and that implementation will require ongoing monitoring with periodic opportunities for revision and refinement by stakeholders.

The MEA believes the following actions by the state and local school districts are necessary: • • • • •

re-evaluate CCSS as part of the Maine Learning Results in light of problems such as developmental appropriateness and lack of clarity; include a full range of stakeholders in the vetting of such standards, adoption of new standards, or any changes to current standards; establish a system for ongoing monitoring with immediate and periodic opportunities to revise and refine CCSS by a full range of stakeholders; provide resources, technology, professional development, and support, for standards to be implemented successfully; and provide sufficient time and training to ensure proper implementation of standards.

MEA believes the current overuse and misuse of high stakes standardized testing is detrimental to our students and public education.

MEA insists that students deserve well-designed assessment tools that test the information being taught. Testing is most useful when there is adequate time for learning between test administrations and when results are used to inform instruction.

MEA believes the use of results from high stakes standardized testing in grading the success of schools is unfair.

MEA believes that it is necessary to monitor Smarter Balanced administration and training. Periodic opportunities for open dialogue of the success and failure of administration of the test must be available to a full range of stakeholders.

MEA rejects the use of high stakes tests in teacher evaluation frameworks which do not inform instruction or truly measure student growth.

Proficiency-Based Diplomas Developed: 1/31/15 The MEA opposes Proficiency-Based Diplomas until such time as the following are addressed: • • • •

16

Maine Educator • April 2015

adequate time for development, including input and feedback by local educators; adequate resources for development, adequate planning provided to this public school initiative; and inequities incurred by the expectation that all students will meet all standards regardless of individual strengths and challenges, particularly students receiving special education services and/or English Language Learners (ELL).

HOW ARE SMARTER BALANCED ASSESSMENTS GOING? MEA is collecting stories about the administration of the Smarter Balanced assessments.

How are things going in your district? What has gone well? What have the challenges been? What has not gone well? What have you learned about the Smarter Balanced Assessments?

Please send your stories to MEA’s Communications Director Giovanna Bechard at gbechard@maineea.org.

ATTENTION RA DELEGATES Upcoming Pre-RA Overview Meetings (PROM) Attend a Pre-RA Overview Meeting (PROM) in your area to learn more on issues that will be on the RA agenda.

Information meetings begin at 4:30 and end about 8 PM with dinner provided. Members may reserve their meal by calling the MEA UniServ ofďŹ ce of the location they will be attending. Meeting location and directions will be provided with registration.

To register, call 1-888-622-4418 and the extension listed below to the date/location you will be attending.

April 27 - Caribou - Dianne Leighton, ext. 2400 April 28 - Bangor - Jo-Lynn Leithiser, ext. 2303 May 4 - Portland - Gail Poirier, ext. 2501 May 5 - Auburn - Sue Beaulieu, ext. 2103 May 6 - Augusta - Dan Stevens, ext. 2216

Advocacy

System Stressed Once named a Top Ten Techie to Watch by Massachusetts High Technology Magazine, Dr. George Markowsky brought a unique perspective to the halls of the State House. He’s more than accomplished— he’s built enhanced voice controlled keyboards for paralyzed individuals, he’s written six books and among other things is the director of the University of Maine Homeland Security Lab and the chair of the Computer Science Department at UMaine.

On this day in Augusta though, he’s an advocate for college students.

Markowsky joined a half a dozen other professors from University of Maine campuses from around the state to talk with lawmakers, many in influential positions on the Education and Cultural Affairs Committee and Appropriations Committee, about the state of the UMaine System (UMS). All are members of the Associated Faculties of the Universities of Maine (AFUM), the MEA unit that represents higher education. The group is concerned about the impact of the UMS budget on students and staff—the budget is $519 million for the coming fiscal year. All campuses, except the flagship in Orono, are running at a deficit. While the Governor’s proposed budget does increase funding for UMS, it is about half of what the System requested and needs. For Markowsky the needs go beyond money—he says part of the problem is cultural.

“We don't value higher education enough. You can see everybody wants to win American Idol—they don't want to do the next breakthrough in biochemistry,” he added.

The question for faculty now, after seeing so many cuts (see timeline) across the UMaine System campuses, is can they change people’s minds about the value of higher education. In meeting with Education Committee Chair and retired Bangor teacher, Representative Tori Kornfield suggested faculty continue to share their stories with other members of the Education Committee and other lawmakers who are UMaine System alum.

18

Maine Educator • April 2015

"The future of Maine runs through our public schools and universities.

As a teacher of 37 years and now a legislator, I believe it is time for the State to properly fund higher education and understand its value both for our students and for Maine's future economic success," said Representative Kornfield.

The University of Southern Maine has been hit particularly hard. Since the spring of 2014, more than 100 professors have been fired, retired or left for new jobs, according to recent data provided by AFUM. Sociology professor Christy Hammer says despite the cuts and low morale she remains steadfast in advocating for the survival of USM, located in both the population center and economic engine of Maine.

“Just maintaining USM as a comprehensive institution is crucial, Hammer told Representative Kornfield. They (UMaine Board of Trustees) want to say let’s just cut traditional majors but we have the population so we need to prevent any more firing and prevent more cuts to traditional majors.”

While faculty at campuses across the state crunch the numbers on what the latest budget will mean to the nearly 30,000 students enrolled in the UMaine System, the computer science professor reflects on his day in Augusta, wondering if most people are simply missing the bigger picture.

“Public education has been a way for people who come from disadvantaged areas to get a college education and as we cut funding to public universities we are transforming them to private universities,” said Markowsky. “We as a society, we have to realize public education is necessary so we don't create a two-tier system of the ‘haves and have nots.’”

And it could get worse for Maine’s future college students. Due to several years of flat funding from the state, declining enrollment and three years of tuition freezes, the financials of the UMaine System are headed in the downward direction. UMaine officials told lawmakers in order to not raise tuition and fees, which already make up 18% of Maine’s median household income of $50,487, they will have to use $9 million in reserves to balance the 2015-16 budget. Last year was the first year UMS used money from the budget stabilization fund to close financial holes. They’re the kind of numbers that even one of the Top Ten Techies can’t compute.

“If we don't care about the American Dream—then sure, don't fund public education and university,” said Markowsky.

Advocacy

UMaine System: A Closer Look october 6, 2014

University announces the elimination of 50 faculty positions at USM. Students and faculty protest the cuts

october 24, 2014

The master’s program in Applied Medical Sciences and the undergraduate French program are eliminated

november 17, 2014

More than 100 USM students, alumni and faculty take over Board of Trustees meeting protesting higher education cuts

December 1, 2014

14 non-faculty positions eliminated at USM

February 24, 2015

Standard & Poor’s downgraded its long-term outlook for the University of Maine System from stable to negative (lower credit ratings mean higher interest rates on future borrowing)

March 5, 2015

Faculty from UMS campuses across the state lobby legislators to support higher education and increase funding

March 9, 2015

UMS budget presented to legislature-proposal includes 206 more positions to be cut systemwide

last five years

7.5% decrease in enrollment systemwide

December 2, 2014

American Association of University Professors (AAUP), a national college faculty organization which lobbies on behalf of academics announces plans to investigate USM cuts

December 31, 2014

2019

UMS faces a potential $69 million deficit

USM at a Glance •

Deadline for cut faculty to vacate campus offices

January 18, 2015

AAUP visits Maine to investigate cuts on behalf of faculty

• • •

160 positions affected by the budget cuts, since reductions began About 130 of those positions will not be refilled 18.5% decrease in employees at USM Fall 2014 enrollment down 5.5%

In Memory Dennis Towle

Towle was a former president and chief negotiator (7 years) for the Augusta Teachers Association, former member of the MEA Board of Directors and a trustee on the MEA Benefits Trust, and was a former chair of Special Services for MEA. He also served as vice president of the Maine Education Association – Retirees organization.

Catherine Sullivan

In addition to being a life-long teacher, Sullivan served on the MTA (now MEA) Board of Directors, was elected as MTA president, served on the MEA-R Executive Committee, the Guidance Committee of the National Retired Teachers Association and as a trustee on the MEA Benefits Trust. At the time of her death she served as a trustee at MEPERS.

Charlene Thompson

A Saco school system teacher for more than 30 years, Thompson served in many capacities for the Saco Education Association and on the MEA Board of Directors.

She received the Anne Sheehan Political Action Award in 2013. Thompson also represented Maine at the NEA RA for more than 15 years. In retirement, Thompson was active in the York County Retired Teachers Association, including two terms as president.

Inspire

at a higher level

Our online MS in Education program provides: • A career-focused accredited education • Rolling admissions and monthly start dates • Continuing education and certification renewal opportunities • Supportive advisors who understand your needs • Maine SPED Law Course available online; approved by DOE

BEGIN TODAY

Visit online.sjcme.edu/educator April 2015 • www.maineea.org or call 800-752-4723 for more information.

19

Advocacy

Your Answers

The MEA recently asked its members, through a series of online surveys, where school districts stood on certain important issues affecting the profession. The MEA is using these responses to advocate for its members to ensure we put learning first. Below are some of the key results from each survey; all received more than 500 member responses.

Teacher Evaluation If your district will be using percentages, what portion of a teacher’s total evaluation score will be from student learning and growth?

How much emphasis did your school place on students' state standardized test results to evaluate your performance?*

29%

No emphasis - 0% of my evaluation will include students’ test scores

24%

Little emphasis - 5-15% of my evaluation will include students’ test scores

29%

Moderate emphasis - 16-25% of my evaluation will include students’ test scores

Other

41% 16-20%

0-5% 6-10%

36%

3% 14%

11-15%

5%

72%

of those who responded don’t know how districts will arrive at the final evaluation score given to each individual teacher.

How many hours of professional development have you had in your district’s teacher evaluation model?

17%

25% More than 5 hrs None

28%

7%

A lot of emphasis - 26-50% of my evaluation will include students’ test scores

2%

Extreme emphasis - 51-99% of my evaluation will include students’ test scores

0%

Total emphasis - 100% of my evaluation will include students’ test scores

“This has not YET been included, but I KNOW it will be in the near future, which frightens me. Let's face it, my dentist still keeps his job, even though my lack of flossing leads to cavities. It's not his fault that I don't follow life skill directions.” Member Survey Comment

Have you developed SLOs for your content area?

2-5 hrs 1-2 hrs

11%

0-1 hrs

19%

YES NO

50%

36% DON’T KNOW

75% 20

have had 5 hours or less of professional development on teacher evaluations.

Maine Educator • April 2015

14% *Please see page 24 for important changes to the law that will affect the inclusion of standardized testing.

Advocacy

Standardized Testing During the last school year, how much pressure have you felt to improve state standardized test scores?

A Lot

Extreme

15%

35%

58%

5%

36%

“I don't have a problem with the concept of assessing student abilities, but the method needs to be appropriate and somehow the students need to feel some accountability as well, or else some are not motivated to try.” Member Survey Comment

Overall, including test preparation, practice tests, and actual testing time, how much time do you spend on standardized testing in one year?

31-45 hr

s

24%

46+ hrs

14%

0-15 hrs

29%

Member Survey Comment

On average, how much class time do your students spend taking standardized tests?

27% 39% 17% 6% 2% 6%

0-10 hours per year 11-20 hours per year 21-30 hours per year 31-40 hours per year 41 hours or more per year Don't know say too much or way too much time is spent on testing.

Do you believe the Smarter Balanced Assessment will be age and grade-level appropriate for you students?

16%

53%

42%

“I have taught for only 15 years, and I am already feeling so burnt out and frustrated, that I often consider other options for employment. My body is beginning to feel the toll. My mental health already has.”

83%

Overall, did the emphasis on improving state standardized test scores impact your classroom positively or negatively, or did it not impact it either way?

Extremely negatively

Somewhat negatively

no

Little

11%

34%

YES

No Pressure

Moderate

16-30 hrs

Has the use of state standardized test scores and outcomes led you to consider leaving the profession?

Somewhat/ Extremely Positively not impacted

5%

Don’t Know/ Can’t Answer

33% no

62%

YES

5%

26% April 2015 • www.maineea.org

21

so ciation

Your As

Cat

Tracks Tour

To promote and celebrate reading in our public schools, the MEA launched a new initiative called the Cat Tracks Tour. The Tour took MEA President Lois Kilby-Chesley on a ride across Maine with the Cat in the Hat (suit worn by gracious members) to visit schools during NEA’s Read Across America.

During the visits, Lois read the classes a new story and gave students a book to take home. The response from MEA members and students was amazing! In total, the Cat Tracks Tour reached more than 300 students in a dozen communities.

}

Owls Head Central School

Governor John Fairfield Elementary, Saco Member: Darci Holland, Saco EA

Dike-Newell School, Bath Member: Kathy Henrikson, Sagadahoc EA 22

Maine Educator • April 2015

“The kids really enjoyed listening to the Dr. Seuss books – especially the fourth graders who loved the tongue twisters in Fox in Sox!” - Anne Pietroski, Seacoast EA

Canal Elementary, Westbrook Member: Susie Brown, Westbrook EA

Your Association

Greely Middle School, Cumberland Center Member: Beth Fenwick, SAD 51 EA

Russell Elementary School, Gray

“My class enjoyed the book and were still talking about it at the end of the day. Thank you also for the generous donation [of books] to the classroom and students.” - Courtney Knight, Gray-New Gloucester TA Gardiner Regional Middle School

“The reading event was wonderful and the students enjoyed Lois's visit very much.” - Kim Quirion, Gardiner TA

Ridge View Community School, Dexter Member: Kristy Staples, SAD 46 EA Helen S. Dunn Elementary School, Greenbush Member: Ann Bean, Greenbush TA

Hancock Grammar School Member: Yasmin Beal, Down East EA (RSU 24) Katahdin Elementary, Stacyville Member: Janelle Martin, RSU 50 EA

Princeton Elementary School Member: Justin Hikel, Downeast TA (Princeton) April 2015 • www.maineea.org

23

Your Association

Today in MEA Teacher Evaluation Update: Changes Coming Soon On Wednesday, March 11, the Education Committee unanimously passed a set of changes to the teacher evaluation rules. The MEA and members who testified in Augusta worked directly with the Maine Department of Education to make sure the changes were beneficial to educators. Included in the changes that passed the House and Senate, and which have now been sent to the US DOE for approval: 1.

To maintain Maine’s federal waiver which allows schools to disregard the mandates under No Child Left Behind which are punitive in nature, the US Department of Education required Maine’s evaluation law include a statewide assessment component. The change means the student growth measure must include student assessment results, the percentage of which is left up to the local district. The assessment is one factor of the multiple measures required for the student learning and growth component of the evaluation. The MEA was only supportive of this measure in order to maintain the federal waiver.

Tom Walsh (Falmouth EA) testifies in front of the Education Committee

To read more about the changes to the evaluation system, or to ask questions about the process, log on to www.maineea.com/teacherevaluations

2.

Pilot year has been extended—School districts will now have all of next school year (2015-16) to pilot their programs.

3.

The Maine Department of Education pushed to have new language included that would allow for an entire evaluation, 100%, be based on student test scores. The MEA pushed back and now new language is included in the law that says this can only happen at the teacher’s discretion.

4.

Collective Measures are maintained in the new language. The Maine DOE originally proposed eliminating the use of collective measures but the MEA maintained keeping collective measures will help the continuity in the process for districts who have systems in place and provide an additional tool if teachers and districts want to use such measures.

Time to Get No Child Left Behind Right!

You’ve heard of NCLB. NCLB is more formally known as the Elementary and Secondary Education Act or ESEA. Congress is debating changes to ESEA right now and they need to hear from educators. Members in the Bangor area met with Senator Susan Collins’ staff to share the key elements necessary to ensure the new ESEA is beneficial to students.

Those changes include: 1. A new accountability system with an “opportunity dashboard” 2. Less testing to give students more time to learn 3. Decoupling high-stakes testing and accountability 4. Ensuring qualified educators and empowering them to lead There is still time to share your opinion with Maine’s congressional delegation. To learn how: http://educationvotes.nea.org/get-esea-right

Senator Collins’ staffer with Denise Simoneau (Bangor EA), Jesse Hargrove (Hermon TA), and Cyndy Fish (Bangor EA)

24

Maine Educator • April 2015

Students from Gorham TA Scott Caulfield’s Comparative Government class testified in opposition to including standardized testing in teacher evaluation. GraceAnn Burns eloquently moved the committee testifying: “…it feels as if we’re headed to an unbalanced state, one in which testing is of greater importance than teaching…As I look back on my twelve years of schooling and assess what has had the greatest impact, I can assure you that it was not filling in bubbles on standardized tests. It was the educators and teachers who reached inside and inspired me, challenged me, and set me on the course I’m on today. I learned best and was most engaged when the environment was stress-free, supportive, encouraging, and nurturing.”

MEA Elections 2015 - Officers Biographies MEA President lois Kilby-Chesley Delegates to the MEA Representative Assembly will be voting for leadership of our Association. I have been your MEA President for the past three years, and hope I have shown you I am trustworthy, capable and ethical enough to be re-elected for another term. I genuinely love the challenges of being MEA President. I look forward to continuing to advocate for our members and focus on improving, protecting, and promoting public education for our students.

I believe we must be courageous, and I am not someone who is shy about standing up for what I believe is right for students and educators. I am known for my candidness, but hope in the process that I remain respectful and open-minded to others’ beliefs and values.

Thank you for your part in the success of public schools. We must have a diverse membership dedicated to being pro-active in every community. I believe Maine public schools pre-K through higher education are the best around – let’s keep it that way!

I promise, if re-elected, I will continue to fairly represent MEA members and be a leader of whom you can be proud to say, “I am the MEA and Lois is my president”.

MEA Vice President Michael Thurston It has been an honor to represent our students and our members at every level of advocacy within our Association.

Delegates to the MEA-RA will receive a full list of my local, state, and national Association activities. I’d like to use this space to let people know that I’m the son of public educators and I’ve been teaching high school government and law for 30 years. I was born and raised in Maine, attended public schools, and along with both of my parents, my wife, three siblings, and both of my children earned a college degree on a University of Maine campus. Public education is not my job – it absolutely defines who I am. It is my sincere hope that the delegates to the RA will allow me to continue fighting on behalf of our students and our colleagues. I can no longer imagine a time when I won’t be on the front lines organizing, communicating, negotiating, and advocating for Maine students, instructors, and all education professionals.

I want to hear your thoughts and ideas. Feel free to contact me at natsfanmet@hotmail.com, and visit our facebook page: facebook.com/MikeforMEA. Your issues are my concerns. Elect Mike! Focus on the future!

MEA Vice President Grace leavitt In my 16 years on the MEA Board, representing District J, then as your NEA Director, and now as your Vice President, I have worked hard to keep our Association strong and energized as our professions face ongoing changes and challenges at the local, state, and national levels.

My enthusiasm for this work parallels my devotion to teaching and learning. I am in my 40th year as a teacher, having taught Spanish at Greely High in Cumberland for 30 years where I am also department chair, and having experience at all levels, elementary through college and adult education. I have been recertified as a National Board teacher and I continue to have a deep commitment to do all I can to improve public education and opportunities for our members and our students.

My supportive husband and talented daughters (both artists) have played a large role in inspiring me, but even more I have drawn energy and motivation from you, my colleagues, and from my students. With your support, I will continue to devote my energy, common sense, experience and commitment to further benefit our members and the students in our schools and universities, and to keep our Association moving forward!

MEA Treasurer Denise Simoneau I have been educating sixth grade children in the Bangor area for the past eighteen years, and I look forward to many more years working with awesome middle school students.

Currently, I serve the Association locally as the Bangor EA grievance chairperson, delegate to the MEA/RA and NEA/RA. I have also been a member of our negotiations team. Statewide, in addition to my role as MEA Treasurer, I chair the Strategic Budget committee, am a member of the Appeals Board, the Audit committee, EDEC, and Membership committee.

I have also served as chairperson to the Structure and

Bylaws committee.

Serving as your treasurer for the past two years has been such an exciting and rewarding experience that I would very much like to serve the MEA in the same capacity for three more years. I was honored that you voted me as your treasurer two years ago, and would appreciate your support again this election. Thank you.

NEA Director (If and When Election)

Amanda Cooper My name is Amanda Cooper and I am asking for your consideration of my candidacy for NEA Director at the 2015 MEA RA, should the position become available. I have been an active member of the MEA since 1998 where I served as president of the student organization at St. Joseph’s College of Maine. I currently serve as treasurer and chief negotiator of my local association, and am serving my fourth year as a member of the MEA Board of Directors. As a parent, educator, and taxpayer I feel very strongly that the voice of professional educators needs to be heard in the political arena. My passion for working on educational policy is driven by my belief that every child in this country deserves access to a quality education so that they can become contributing members to our future communities in meaningful ways. Our children deserve caring and competent educators advocating for their needs and their future.

Having the opportunity to serve as a board member for the NEA would provide a platform for me to engage in this important work on behalf of children and educators here in Maine, and across the country.

MEA ElECTion WinnErS MEA Board of Directors • MEA Board District E – Ken Williams - 3 Year Term • MEA Board District F – Jill Watson - 3 Year Term • MEA Board District I – Samantha Garnett - 3 Year Tern • MEA Board District K – Robert McCully - 2 Year Term • MEA Board District M - Jamie Watson - 2 Year Term • MEA Board District N – Deborah Butler - 3 Year Term • MEA Board District O – John Messier - 3 Year Term MEA-retired delegates to the MEA representative Assembly for 3-year terms • Paul Bouchard; Peg Newberg; and Claudette O’Connell MEA-retired delegates to the nEA representative Assembly for 1-year terms • Jim Bryson, Jan Cerabona, Larry Given, and Crystal Ward • Claudette O’Connell will be the alternate nEA At-large delegates to the nEA representative Assembly for 2-year terms • Robin Colby, Lindsay Davis, Phyllis Hunter, Ben Paradis, Jonathan Payne, and Robert “Bo” Zabierek • At-Large alternates will be Claire Bailey, Stacie Cocola, Mary Kay Dyer, Beth French, Terry Martin, Patricia Morris, and Jill Watson nEA rA District 24 Delegate – for a 1-year term • Samantha Garnett April 2015 • www.maineea.org

25

2015 PROPOSED CHANGES TO THE CONSTITUTION, BYLAWS and STANDING RULES Constitution

CONSTITUTION ARTICLE VI. Section 2. Board of Directors

A. The Board of Directors shall consist of members as follows: three Officers - President, Vice President, Treasurer, the National Education Association Director(s) from the state, one director from each of the Maine Education Association election districts, one director who represents education support professionals, and one director who represents retired members. ……

RATIONALE: To clarify the length of terms for Officers and Board of Directors.

Submitted by MEA President Lois Kilby-Chesley The S&B Committee recommends: No Position CONSTITUTION ARTICLE VI. Section 3. Terms of Office: A. and C. A. The Officers President, Vice President, and Treasurer shall serve for no more than two (2) three-year (3) terms to begin July 15 with the exception of the Treasurer elected in 2013 who shall serve for a two-year (2) term. No officer shall be eligible to consecutively succeed himself/ herself more than once for the same position.

Officers Board of Directors members who will have completed fewer than two (2) years of a vacated seat will be eligible to serve two (2) consecutive three-year (3) terms.

Officers Board of Directors members who will have completed two (2) years or more of a vacated seat are eligible to serve one (1) additional three-year (3) term.

C. MEA Board of Directors members shall serve for no more than two (2) three-year (3) terms to begin July 15. No Board of Director member shall be eligible to consecutively succeed himself/herself more than once in any combination of MEA Director positions.

MEA Board of Directors members who will have completed fewer than two (2) years of a vacated seat will be eligible to serve two (2) consecutive three-year (3) terms.

MEA Board of Directors members who will have completed two (2) years or more of a vacated seat are eligible to serve one (1) additional three-year (3) term.

In no case will a MEA Director serve for more than seven (7) consecutive years.

RATIONALE: To clarify the length of terms for Officers and Board of Directors.

Submitted by MEA President Lois Kilby-Chesley The S&B Committee recommends: Ought to Pass CONSTITUTION ARTICLE VI. Section 3. Terms of Office A. The President, Vice President, and Treasurer shall serve for three-year (3) terms to begin July 15 with the exception of the Treasurer elected in 2013 who shall serve for a two-year (2) term. No officer shall be eligible to consecutively succeed himself/herself more than once.

RATIONALE: This Constitution article was amended at the May 2012 RA to align the elections of the MEA Officers.

Submitted by Structure and Bylaws Committee The S&B Committee recommends: Ought to Pass Maine Educator • April 2015 26

Bylaws

BYLAWS ARTICLE 1. MEMBERSHIP Section 4. Membership Dues

L. Members shall pay an The annual assessment of $2 per member for an the MEA Legislative Crisis Fund (50%) and Pro Education Media Campaign (50%) will be increased from $2 to $6 per active/retired member and from $2 to $4 per active educational support/student member for one year (2014-2015) only.

RATIONALE: This Bylaw was amended at the May 2014 RA for a one-year period.

Submitted by Structure and Bylaws Committee The S&B Committee recommends: Ought to Pass BYLAWS ARTICLE 1. MEMBERSHIP Section 5. Dues Transmittal and Enforcement Procedures New E. A governance affiliate which is more than 20% in arrears in dues transmittal as determined by either the regular or a previously-approved alternate dues transmittal agreement will have its financial records subject to review by the MEA at the discretion of the Executive Director.

RATIONALE: This will provide more flexibility to the Association in how it assists local governance affiliates ensure fiscal responsibility, accountability and transparency to its members.

Submitted by MEA President Lois Kilby-Chesley The S&B Committee recommends: Ought to Pass BYLAWS ARTICLE II. REPRESENTATIVE ASSEMBLY Section 5. Elections The following positions shall be elected at the annual meeting of the Representative Assembly by a majority vote of delegates present and voting. Elections shall be by open nomination and written secret ballot unless there is only one (1) nominee. In the event there is only one (1) candidate for a position, the candidate shall be declared elected.

A. President B. Vice President C. Treasurer D. National Education Association Director(s) E. Maine Public Employees Retirement System Trustee - The Maine Education Association representative on the Board of Trustees of the Maine Public Employees Retirement System shall be nominated and elected in accordance with the procedures followed in the election of officers. The term of office shall be as defined in the Maine Public Employees Retirement System Laws, Title 5, Chapter 101, Subchapter II, s1031.

D. Statewide Bargaining Committee A Statewide Bargaining Committee of nineteen (19) members shall consist of one (1) member with bargaining expertise from each UniServ District, one (1) education support professional member selected from the state at-large, one (1) Maine Education Association retired member, and one (1) student member. Where representation from each UniServ District is not feasible, the President shall have the option of filling committee positions with at-large appointments for not more than one (1) year.

Committee members shall be appointed for three-year (3) terms.

RATIONALE: Adjustment of the numbers on committees in accordance with actual numbers of UniServ Districts by removing the number the descriptions state the make-up of each committee.

Submitted by MEA President Lois Kilby-Chesley The S&B Committee recommends: Ought to Pass BYLAWS ARTICLE VI. COMMITTEES Section 2. Standing Committees, New F. F. Education Support Professional (ESP) Committee An Education Support Professional Committee of eleven (11) members shall advocate for ESP involvement in the Association and educational and training programs designed to advance ESP related issues. Committee members shall be appointed for three-year (3) terms except in the first year. In the first year 4 individuals will be appointed for three-years (3), 4 individuals will be appointed for two-years (2) and 3 individuals will be appointed for one-year (1) to ensure staggered terms.

RATIONALE: The current ESP Ad Hoc Committee will become a MEA Standing Committee with the specific charge to attend to ESP issues for all categories, including but not limited to: bus drivers, custodians, maintenance staff, clerical staff, food service staff, and educational technicians/paraeducators as well as others designated as ESP in a local association’s Recognition Clause.

Submitted by MEA President Lois Kilby-Chesley The S&B Committee recommends: Ought to Pass BYLAWS ARTICLE IX. GENERAL FINANCE Section 3. Budget D. The budget shall include an appropriation for contingencies of at least one-third one half (1/2%) of one a percent (1/3 of 1%) of the previous year’s budget. This provision may be waived by the Representative Assembly with a two-thirds (2/3) vote.

RATIONALE: The edit to this Bylaw would allow electronic balloting in the future.

Submitted by Structure and Bylaws Committee

RATIONALE: Each year the MEA budget increase in total. Presently we set aside 1/2 of 1% to the contingency account. That amount is presently more than enough for our needs. By reducing the amount to 1/3 of 1% we will have a contingency account that fits our needs at the same time releasing additional funds for use in other parts of the budget.

Submitted by MEA President Lois Kilby-Chesley

The S&B Committee recommends: Ought to Pass

The S&B Committee recommends: Ought to Pass

BYLAWS ARTICLE VI. COMMITTEES Section 2. Standing Committees, A, C, and D

STANDING RULE 1. ELECTIONS COMMITTEE

A. Government Relations Committee A Government Relations Committee of nineteen (19) members shall consist of members representing each of the UniServ Districts, one (1) education support professional member, one (1) Maine Education Association retired member, and one (1) student. Where representation from each UniServ District is not feasible, the President shall have the option of filling committee positions with at-large appointments for not more than one (1) year. Committee members shall be appointed for three-year (3) terms.

C. Instruction and Professional Development Committee An Instruction and Professional Development Committee of nineteen (19) members shall consist of one (1) member from each of the UniServ Districts, one (1) education support professional member, one (1) member of the Maine Education Association retired, and one (1) student. Where representation from each UniServ District is not feasible, the President shall have the option of filling committee positions with at-large appointments for not more than one (1) year. Committee members shall be appointed for three-year (3) terms.

Standing Rules

B. The Elections Committee or its designee shall be responsible for: 1. supervising the accreditation and registration of delegates of the Representative Assembly; 2. conducting elections and any other items on which votes are taken by printed ballot; 3. providing a preliminary report at the first meeting of the Representative Assembly. The preliminary report shall include information concerning compliance with all requirements required of delegations. Noncompliance by delegations will be specifically noted and reported; 4. providing a final report prior to the adjournment of the Representative Assembly; 5. preparing ballots and setting up a method for counting the ballots; and 6. announcing the results of the elections as soon as the results are certified.

RATIONALE: The edit to this rule would allow electronic balloting in the future.

Submitted by Structure and Bylaws Committee The S&B Committee recommends: Ought to Pass

STANDING RULE 2. ELECTION PROCEDURES Section 5. Campaigning B. MEA Resources available to candidates 4. Campaign Statement: Candidates who have filed a Notice of Intent Form for an election held prior to the MEA Representative Assembly may submit a brief campaign statement (thirty (30) words or fewer) to be included with a mailed ballot. This applies to all contested elections where ballots are distributed mailed to local associations or individual members.

RATIONALE: The edit to this rule would allow electronic balloting in the future.

Submitted by Structure and Bylaws Committee The S&B Committee recommends: Ought to Pass STANDING RULE 2. ELECTION PROCEDURES Section 5. Campaigning C. MEA Resources available to candidates Mailing Labels/Lists/E-mail Lists: a. Upon request of a candidate running for office elected at the Representative Assembly or at- large, the Maine Education Association shall provide at no charge to the candidate either one (1) set of mailing labels, or list, or E-mail list of the Maine Education Association governance affiliate presidents and/or Representative Assembly delegates. The mailing labels or list shall contain member names, addresses, name of governance affiliate, and telephone numbers as available to the Association. The mailing labels or lists shall be mailed to the candidate's home address or sent electronically upon receipt of a letter from the candidate guaranteeing the labels'/lists' confidentiality as provided by Maine Education Association policy. b. Upon request of a candidate running for office to be elected in a governance district, cluster election district, or governance affiliate, the Maine Education Association shall provide at no charge to the candidate either one (1) set of mailing labels, or list, or E-mail list of the Maine Education Association members eligible to vote for the candidate's office. The mailing labels or list shall contain names, member addresses, name of governance affiliate, and telephone numbers as available to the Association. The mailing labels, or lists shall be mailed to the candidate's home address or sent electronically upon receipt of a letter from the candidate guaranteeing the labels'/lists' confidentiality as provided by Maine Education Association policy. c. A one-week (1) notice is necessary to provide any mailing labels or lists. d. Upon request of a candidate, the Maine Education Association shall provide at actual cost including staff time additional sets of the Maine Education Association member mailing labels and/or lists. The cost of these sets of mailing labels or lists must be reported as campaign expense.

RATIONALE: In this day and age we are trying to be planet friendly and fiscally responsible citizens. The use of email is widely accepted as the standard method of communication. The current lists do not lend themselves to easily pull the email addresses for use.

Submitted by Donna Longley The S&B Committee recommends: Ought to Pass STANDING RULE 2. ELECTION PROCEDURES SECTION 6. BALLOTING/VOTING A. The following requirements shall be observed in the preparation for paper of the ballots: 1. the Elections Committee or designee shall prepare ballots containing the names of all certified candidates; 2. the ballot shall not identify the source of any nominators, indicate endorsing parties, or contain any information that might be construed as prejudicial, such as a candidate's capabilities, prior service, or present or previous office(s) held; 3. the order of names on the ballot shall be determined in alphabetical order for two (2) consecutive years and in reverse alphabetical order for two (2) consecutive years; 4. members shall be elected by secret ballot for each individual office; 5. secret ballot shall mean a procedure for voting on slips of paper (or voting machine) on which the voter may mark the vote secretly, 6. balloting procedures should be so devised that the person expressing a choice cannot be identified with the choice expressed; 7. the intent of the voter shall be the governing factor in determining

how the vote shall be counted; and 8. if a paper ballot is used, the voter will be instructed to place the marked ballot in a sealed envelope which is then to be signed. Before tabulation, the ballot will be separated from the envelope identifying the sender. The outside envelope shall clearly indicate that a paper ballot is enclosed. Paper ballots may be returned in a batch as long as each ballot is in a separate envelope.

B. In elections conducted by MEA prior to the Representative Assembly, ballots shall be distributed to active, active education support, student, and retired members on or prior to a date selected by the Elections Committee at least forty-five (45) days prior to the first day of the Representative Assembly and shall be returned no later than the date established by the Elections Committee. The outside envelope shall clearly indicate that a ballot is enclosed.

C. Ballots may be returned in a batch as long as each ballot is in a separate envelope.

D. Contested candidates shall be notified no fewer than two (2) days prior to the distribution of ballots.

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

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

G. A ballot recount request for elections conducted by MEA must be received by the MEA Elections Committee at an MEA office as stated in the MEA Elections Timeline. The Elections Committee will recount the ballots. The recount will take place on the date stated in the MEA Elections Timeline. All candidates involved will be notified of the date of the ballot recount, will be invited to observe the ballot recount, and will be informed of the results of the ballot recount.

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

RATIONALE: The edit to this rule would allow electronic balloting in the future.

Submitted by Structure and Bylaws Committee The S&B Committee recommends: Ought to Pass

2015 PROPOSED NEW BUSINESS ITEMS 1. RESOLVED: That the MEA explore whether efforts need to be made to have the State of Maine clearly define the purpose of a school to enable working towards proper funding.

RATIONALE: For the MEA to work towards the “Quality of Learning Goal: part 3 – Ensure adequate funding and resources for all public schools” the actual definition of what a public school is and what it is supposed to do needs to be clearly defined. You can’t communicate to a legislator how a school is being underfunded, if the legislators don’t have complete and accurate information of what is currently required of schools. The legislation needs to clearly decide what a public school is supposed to provide the child. Is it an institute of academics or a whole child/family institute? Without the basic question being resolved of what is a public school’s purpose, it is impossible to clearly argue funding.

Quality of Learning Goal, Objective #3: Ensure adequate funding and resources for all public schools Submitted by: Gerald J. Morey Jr., SAD 29 EA Estimated budgetary impact: $0 2. RESOLVED: That the MEA increase the effort to actively recruit and engage ethnic minority members in our local and state Associations.

RATIONALE: Develop and expand strategies currently in place to become an agent of change in a state that is changing in diversity.

MEA as an Organization Goal, Objective #2 & #3: 3. Increase members’ level of grassroots participation 4. Increase MEA’s influence statewide Submitted by: The Human, Civil Rights and Cultural Affairs Committee: Catherine Geren, Committee Chair & Grace Leavitt, Co-Chair Estimated budgetary impact: None Submitted

2015 PROPOSED RESOLUTIONS New, Amendments and Deletions Proposed Deletion of A6 A6. RESOLVED: That the MEA supports legislation to change the bargaining law to allow tentative agreements reached prior to arbitration to be considered part of the binding recommendations issued by the arbitration panel. (Adopted 1992) Rationale: This resolve was never really necessary. Only issues in dispute enter the arbitration process and tentative agreements remain as such (they are not issues in dispute) and are incorporated into any final contract that includes the binding award of the arbitrators on the issues that were in dispute. The Maine Labor Relations Board has been clear on the standing of tentative agreements. Absent ground rules that allow for reconsideration, tentative agreements are considered final. To allow for a party to continue to reopen negotiations on a subject would lead to continuous bargaining. M.S.A.D. #68 Teachers Association vs. M.S.A.D. #68 Board of Directors (MLRB Case No. 77-07) states: “In Van Buren Education Association v. Maine School Administrative District No. 24, MLRB Case #76-08, we found that absent ground rules, a tentative agreement may be a final agreement unless the parties have agreed otherwise in the ground rules. To negotiate and renegotiate items without some finality on the items discussed would result in fruitless marathon bargaining sessions and is against the policy of promoting agreement through the collective bargaining process. It is public policy to encourage the parties to reach final agreement. Therefore, once an item is agreed to at the bargaining table, the item should not be reintroduced for negotiation unless the ground rules specifically provide for its reintroduction.”

Note that if ground rules allow for the reopening of tentative agreements by either party that would have to be done before impasse is reached (i.e. fact finding) and the reintroduced issue would then be an issue in dispute to be determined ultimately by binding arbitration.

Submitted by: Statewide Bargaining Committee Deb Butler & Robin Colby, Committee Co-Chairs Proposed Amendment of B8 B8. RESOLVED: That the MEA encourage members and school districts to recognize the need for educational employee educator involvement in every aspect of educational policy. (Adopted 1991; Amended 1992; Amended 2000; Amended 2012) Rationale: We wanted a term that would be consistent with the language in other resolutions.

Submitted by: Instruction and Professional Development Committee Holly Trottier & Jill Watson, Committee Co-Chairs Proposed Amendment of B11 B11. RESOLVED: That the MEA believes every student has the right to receive an excellent education at a great public school. The MEA believes Great Public Schools have: • safe, secure and supportive environments for all students and staff • parent and community involvement and support • educator involvement in educational policy • fully qualified teachers and Education Support Professionals committed to students and their learning • appropriate funding and resources • highly skilled and collaborative professional leadership • challenging curricula that are flexible, innovative, diverse and complete (Adopted 1995; Amended 1997; Amended 2002; Amended 2012; Amended 2013)

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Rationale: To ensure that this includes any concerns re: cultural diversity and sexual orientation.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs Proposed Amendment of B12

placing stringent conditions on current and future recipients.

Rationale: Some of the lowest yearly earning members of the Association are not in the Maine State Retirement system. The 403(B) does not get any contribution from the employer and assumes someone grossing an income less than $10,000 annually can find money to contribute to investing and that the tax advantage would actually mean something. Some of these positions are also some of the most physically demanding and can lead to the body needing retirement sooner.

B12. RESOLVED: That the MEA believes peer assistance and review should be considered in districts where exceptionally strong and long-standing relationships of mutual trust has been established between the local association and the administration for formative purposes only.

Effective local support teams or peer assistance programs for incoming professionals and a successful mentoring program for experienced teachers should be considered prerequisites to the development of a process of peer assistance and review. (Adopted 1998; Amended 2000)

By the Association believing a strong Social Security System is necessary to not only the country’s citizens, but to its members who are not in the State retirement system it will express its awareness of needs of all professions in the Association. Their dignity in retirement should be as in the forefront of the Association as a member who is enrolled in the Maine State Retirement System.

Rationale: It is now part of the teacher effectiveness law that there will be peer assistance and review. The strike through was because that part is now irrelevant.

New - #2 (C28) –

Submitted by: Instruction and Professional Development Committee Holly Trottier & Jill Watson, Committee Co-Chairs Proposed Amendment of B17 B17. RESOLVED: That the MEA believes that members need to be professional pro-active advocates for children and public education. To accomplish that objective, the MEA also believes that: • Members can be more effective at Individual Education Plan meetings if they are knowledgeable about special education laws and regulations, transition regulations, and 504 regulations.

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

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

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

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

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

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

(Adopted 2003; Amended 2012) Rationale: We are more diverse, both our student bodies and our staffs, and need to be more aware & knowledgeable of such issues in order to be advocates for children and public education.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs Proposed Amendment of C15 C15. RESOLVED: That the MEA deplores the practice of assigning substitutes to regular positions. Such positions should be filled by employees who are eligible to be placed on contractual status by the school district. The MEA further opposes the practice of utilizing employees to substitute for personnel on extended leave without providing full pay and benefits for the substitutes. The MEA recognizes the need and the legislative requirement for certified/authorized educators to be hired for every teaching and support position, K-G preK12. (Adopted 1997; Amended 2002) Rationale: The Committee (SWBC) believes the “G” stands for graduation and given the language in the rest of the resolve around assigning “substitutes,” “contractual status by school district,” “certified/authorized educators” we believe it refers specifically to K-12 education. Faculty also clarified that they do not have substitutes in the university system if they miss a class.

Submitted by: The Resolutions Committee w/recommendation from the Statewide Bargaining Committee New - #1 (C27) RESOLVED: That the MEA supports all members including those who do not have Maine State Retirement, by improving Social Security benefits or at a minimum, not reducing benefits or Maine Educator • April 2015 28

Submitted by: Gerald J. Morey Jr., SAD 29 EA

RESOLVED: That the MEA believes that school personnel should be protected from workplace bullying.

Rationale: To ensure a safe and supportive working environment.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs New - #3 (C29) – RESOLVED: That the MEA believes that the Maine Public Employee Retirement System (MainePERS) should divest its holdings in fossil fuel companies.

Rationale: Climate change poses a serious threat to the future well-being of all Mainers.

Submitted by: Christopher Sutherland, Portland EA New - #4 (D29) – RESOLVED: That the MEA opposes any affiliate waiving any of its collective bargaining rights and safeguards granted under the Maine Public Employees Labor Relations Act, such as a zipper clause.

Rationale: Consistent with Policy 1.3 Submitted by: Statewide Bargaining Committee, Deb Butler, Committee Chair New - #5 (D30) – RESOLVED: That the MEA believes the ability for educators to have a voice in their workplace through collective bargaining is a fundamental tool in enabling educators to lead the way to great public schools for every Maine student. In order for educators to be successful, local associations must organize parent and community support for wage, salary, and benefits structures, and for fair and positive working conditions designed to attract and retain quality staff and make for an environment conducive to learning.

Rationale: Reflects our mission statement Submitted by: Statewide Bargaining Committee, Deb Butler, Committee Chair Proposed Amendment of E5 E5. RESOLVED: That the MEA supports the education of its members on the issues specific to women and minorities in leadership roles believes in the importance of education regarding women’s and minorities’ issues; furthermore, the MEA believes that women and minorities should be encouraged to take on leadership roles.

(Adopted 1993; Amended 1996) Rationale: To clarify E5 as requested by the Resolutions Committee Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs

Proposed Amendment of E6 E6. RESOLVED: That the MEA supports legislation to bar firms who do not have workers’ compensation and/or unemployment insurance, or who hire illegal aliens, or who refuse to provide generally accepted benefits from bidding on state or local government contracts. (Adopted 1993) Rationale: To update language to reflect the current situation.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs Proposed Amendment of E23 E23. RESOLVED: That the MEA believes in the equality of all individuals, and that human dignity is of supreme importance in the educational process and is enhanced by: • programs which reinforce the individual member’s contractual, statutory, and constitutional rights • elimination of discriminatory practices in employment, promotion, and compensation • elimination of racist and sexist stereotyping in curriculum materials and teaching practices • recognition of and respect for the richness of the multicultural heritage of the students of the State of Maine (Adopted 2004) Rationale: Both equality and dignity are important in the educational process.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs New - #5 (E25) RESOLVED: That the MEA supports changes to all gender-based classifiers to read LGBTQIAQ throughout our documents.

Rationale: To ensure all employees and students of Maine schools feel secure in the educational system. The inclusion of these identifiers is not only timely, but appropriate.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs Proposed Amendment of F6 F6. RESOLVED: That the MEA believes in and supports legislation that every child should have direct and confidential access to comprehensive health care, psychological programs, and social services and that such health care services and care should be provided by properly licensed health professionals. Any additional personnel hired to provide such services and care should be to supplement not supplant current positions. (Adopted 1997; Amended 1998; Amended 2002) Rationale: Our students’ needs have expanded beyond what may be considered “health care” needs.

Submitted by: The Human, Civil Rights and Cultural Affairs Committee Catherine Geren & Grace Leavitt, Committee Co-Chairs

UPCOMING PRE-RA OVERVIEW MEETINGS (PROM) April 27 - Caribou April 28 - Bangor May 4 - Portland May 5 - Auburn May 6 - Augusta

Your Association

Upcoming Events and Deadlines Ongoing: Application for Summer Travel

8-21 Day global tours available at discount for educators

GEEO is a non-profit organization dedicated to encouraging and assisting as many educators as possible to travel abroad and then share their experiences with their students upon their return to the classroom. Trips are available at discounted rates for educators and even provide graduate school or professional development credit. Summer tours available include trips to a variety of locations including Greece, Italy, Costa Rica and The Galapagos Islands. GEEO also provides teachers educational materials and the structure to help them bring their experiences into the classroom. To learn more: http://www.geeo.org/

May 7, 2015: Contest Deadline Extended

“My Hero Works at School” Essay Contest - WIN SEA DOGS TICKETS!

The MEA and the Portland Sea Dogs have once again joined together for the 2nd annual “My Hero Works at School” essay contest. The contest is open to all public school students. Please encourage your students to write an essay, no more than 250 words, to explain how a school employee has positively impacted his/her life. Two winners will be selected.

Prize package includes: Sea Dogs tickets for student and school employee and their family or friends on Saturday, June 6th. Winning students will be Junior PA for one inning, announcing the players. On field award ceremony and more!

Please send entries to: MEA-Sea Dogs Essay Contest Attn: Giovanna Bechard 35 Community Drive Augusta, ME 04330 or E-mail gbechard@maineea.org Entries must include the student’s name, home address, phone number, school name and address and grade level.

June 1, 2015: Grant Deadline

NEA Foundation Student Achievement Grants

The NEA Foundation provides grants to improve the academic achievement of students in U.S. public schools and public higher education institutions in any subject area(s). The proposed work should engage students in critical thinking and problem solving that deepen their knowledge of standards-based subject matter. The work should also improve students’ habits of inquiry, self-directed learning, and critical reflection. Applicants will be notified in writing by September 15, 2015 if they receive an award. For more information and to apply: http://www.neafoundation.org/pages/nea-student-achievement-grants/

ATTENTION RA DELEGATES: UPCOMING PROM MEETINGS May 4 - Portland May 6 - Augusta April 27 - Caribou May 5 - Auburn April 28 - Bangor

Identity Monitoring and Recovery Program Anthem is providing AllClear ID, a leading and trusted identity protection provider, for 24 months of identity theft repair and credit monitoring services to current or former members of an affected Anthem plan or other independent Blue Cross and Blue Shield plans dating back to 2004.

AllClear ID is ready and standing by to assist you if you need identity repair assistance. This service is automatically available to you with no enrollment required. If a problem arises, simply call 877-263-7995 and a dedicated investigator will do the work to recover financial losses, restore your credit, and make sure your identity is returned to its proper condition. Call centers are open Monday to Saturday from 9 a.m. to 9 p.m. ET. For additional protection, and at no cost, you may also enroll in the AllClear PRO service at any time during the 24 month coverage period.

This service includes credit monitoring and an identity theft insurance policy. Please enroll at https://anthem.allclearid.com/.

A few helpful tips on enrolling in AllClear PRO: 1. When you get to AllClearID’s page, they will ask you your name and email address.

2. They will then email you a code to sign up for the service. You will need a code for each person you are signing up, for example your spouse or any dependents on your policy, (current or past, back as far as 2004).

3. It can take up to 72 hours to get a code emailed to you. (However, it only took 5 minutes when I enrolled.)

Those without Internet access or who prefer assistance via telephone can call 877-263-7995.

For additional information regarding your protections, please visit: https://anthem.allclearid.com/faqs

April 2015 • www.maineea.org

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Funny

Stuff

Student: Mrs. Watson I have to go to the bathroom.

Me: Sure, you have two minutes.

Student: Oh Mrs. Watson, what I have to do in the bathroom is going to take a little longer than two minutes. #middleschoolboys Jamie Watson, South Portland EA ay, one of l Pajama D e v e -l e d ra , puts his ng This week o n at his desk w o d ts si ders ining and my 2nd gra ke he's recl li ck e n is h d the life!" hands behin r his breath, "THIS is e nd murmurs u l EA on, Coasta s n h o J Kristy

Students

Say...

“Your hair lo I'm still sh oks great today, M s G. ocked tha t you can nice hair have and be go od a Samantha Garnett, L t math.” ewiston E A

Recently, when referencing a teacher who had gotten married over the summer, a student said to me, “Did you know that Ms. Valley has a new name this year?” I responded, “Yes, I did. Do you know why?” He pauses, then says, very earnestly, “I think she just got tired of the old one.”

Sarah Griffin, Portland EA

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Maine Educator • April 2015