Maine Educator April 2016 by Maineea

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The Maker Movement

Educator Educato

If you teach it, they will learn!

out of the Shadows

Shedding light on the student homeless population

New Rules:

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April 2016 Vol. 76 • Number 5

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Educating for life.

IT’S YOUR ASSOCIATION. READ ALL ABOUT IT. contents 5 6 16 30 31

18 Stand Up for Students

Editor’s Note President’s Message Fast Facts Events & Deadlines Just for Fun

INSPIRING EDUCATORS

Learn more about the MEA’s new award to highlight the work of our members with this new feature already airing on TV! Read more on page 17.

The MEA supported initiative to increase education funding will appear on the November 2016 ballot. The campaign is underway, and now it’s time to spread the word about why we need to Stand Up for Students.

Money Talks

Tax time could mean a refund, what should you do with that extra cash? Also read about the best times of year to buy big ticket items. See page 11.

28 Roar into Reading On the Cover: (L to R): Adela Kaliwa and Nicole Morin, Lewiston High School Students

As part of MEA’s ongoing effort to help create lifelong readers, the Association donated a free book to every first grader in Maine. In addition, MEA President Lois Kilby-Chesley went reading with the Cat in the Hat. (Photo: First Grade Classroom in RSU 19) April 2016 • www.maineea.org

News You Can Use

Hitting the Mother Lode with a Motherboard Out of the Shadows The Hot List: Educator Classroom Picks Money Talks Perspectives: Should Middle School Students

7 8 10 11 12

Have Recess?

Tech Talk: Maker Movement Learning in 3-D Fast Facts Inspiring Educators

13 14 16 17

Advocacy

18 Stand Up for Students 20 I am MEA

Your Association

Maine

Educator

Go on a road trip with any person (dead or alive), who would you choose and where would you go? Editorial Staff Managing Editor - Robert Walker, Executive Director Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Allison Coombs, Communications Assistant

Maine Educator • April 2016

You Did What? Reinvigorate Your Local From Homeless to County Teacher of the Year MEA RA: Constitution Change, Resolutions, and New Business Items Cat Tracks Tour

21 22

24 28 MEA Leadership President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston

Travel through small town America with Charles Kuralt.

Board of Directors Phyllis Hunter Steven Knowles Jesse Hargrove Cyndy Fish Ken Williams Jill Watson Robin Colby Jim Thornton Samantha Garnett Sias Terry Martin Bob McCully Amanda Cooper Jill Kehoe Richard Feynman, Deborah Butler John Messier Tuva or bust. Neil Greenberg Crystal Ward Bob Calderwood

Jack Kerouac and my late husband for a “cosmic” ride.

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

Send letters to the editor, questions, and comments to gbechard@maineea.org

Editor’s Note

Phone Games When I was a kid I remember vividly playing telephone with my friends—the game, as you know didn’t involve a real phone but a message that always managed to get jumbled by the time it reached the last person. My now 7-year-old and soon to be 4-year-old love playing telephone because to them, there is novelty in playing something called telephone without actually playing a game on a real phone. My 1st grader asked me the other day, “What kind of games did you play on your phone when you were a kid?” It took all I had not to laugh. Another time he asked me why someone was using a walkie-talkie instead of a phone—it was a phone just a flip phone. I hadn’t realized my children had never seen a cell phone that wasn’t a smart phone, let alone a house phone on a wall with a long cord so you could walk from room to room while you chatted away. Explaining what the phone jack on our kitchen wall was made for a good laugh as well. This is the world our children live in. There isn’t an appreciation for life without Caller ID, or being surprised on Friday night when mom or dad comes home with the latest movie from the video store and you have no idea what you’re about to watch. We fast forward commercials, order food online—have it ready for instant pick up, and play any number of games on a telephone, whenever we want—not to mention the availability of music. Never will my children have a real appreciation for the “Mix Tape”—hitting play and record from the radio at the exact same time for all your favorite songs was hard work! I’m not saying it’s bad, just different. And that difference can manifest itself in wonderful ways. The differences became especially apparent during a recent visit to Rumford where students are

using their hands to create things that have real-life practical purposes, using a 3-D printer. This is the kind of stuff that not long ago would have been saved for adults in high level jobs. Now, students are building and creating on a whole other level, in ways many could have never imagined. The work is part of what’s known as the “Maker Movement.” To read more about the movement and the projects, head to page 14. The 3-D printing is truly innovative work and inspiring to see. It’s the kind of work that should be celebrated, and the MEA is excited to announce a new award, in partnership with two local television stations, to highlight inspiring educators. So much of what we see on TV today is either negative or sad (or about cats), and there’s not enough news out there about what you’re doing. So, the MEA decided to help change that with a weekly news feature about our inspiring educators. To read more about our new Inspiring Educators segment and to learn how you can watch it, turn to page 17. The stories and members featured so far give me hope, as a parent and employee here at the MEA, that in the face of all the continued changes in education policy (see page 18) at the heart of what you do things are the same—you’re still changing the lives of kids each day in unique and wonderful ways. So, I guess it simply goes to show that no matter how much changes, the important stuff always stays the same. Now, the next time my kids play on the iPad I can rejoice, because they’re wearing their Star Wars gear—because in reality, everything old is new again and new ideas keep us all on our toes, in a good way.

Giovanna Bechard Editor & #proudmama

April 2016 • www.maineea.org

Presidentâ&#x20AC;&#x2122;s Message

Lois Kilby-Chesley MEA President

Do you have a question for Lois? Send it in an e-mail to lkilby-chesley@ maineea.org

Maine Educator â&#x20AC;˘ December April 2016 2015

LoIS KILBY-CHESLEY PRESIDENT

IF YOU COULD CHOOSE OUR NEXT EDUCATION COMMISSIONER WHAT WOULD YOU LOOK FOR? We have had numerous Commissioners of Education or Acting Commissioners since I became MEA President three and a half years ago. Stephen Bowen, Jim Rier, Rachelle Tome, Tom Desjardin, Bill Beardsley, and now Paul LePage. All of them were appointed in one manner or another to the top state leadership position in education regardless of proven educational leadership and experience. It would definitely be nice to know that whoever our leader is has achieved a certain level of honesty, vision, inspiration, communication, and commitment to public education through proven educational leadership. Honesty - Maine educators must have a leader who is honest and who can be trusted to support public educators and public schools, colleges and universities. Trust is enhanced by the individual's history of ethical behavior and compassion toward our students and educators. Certainly honest, ethical behavior must be a cornerstone to the appointment, and any deviation from that should be scrutinized closely before moving forward with the final decision. The commissioner must be vigilant for our students' sakes, and s/he must be beyond reproach in the areas of safety and protection of every student in every school or university. Vision - Our commissioner must have a solid vision for public education. We are at a crossroads, with many special interests trying to push corporate, religious, and other values into the space reserved for publicly operated schools. This visionary must be able to see a clear path ahead for our communityrun schools, community colleges and universities. S/He must be able to stand up to those who would attempt to bring down or privatize public education. S/He must be able to separate personal ideology from decisions that will affect factual and scientifically-based teaching and learning. The long-term vision must represent the interests of all Mainers in supporting and maintaining locally operated schools, run by locally elected school boards and qualified local school leaders. And the vision must include our colleges and universities as the focal point for preparing students for the future. Inspiration - We must have a leader who is an inspiration to those who choose to work in education in Maine. The commissioner must have the skills to develop an environment of continuous improvement, a background and full understanding of public schools and public universities, and the

ability to build confidence in our communities and our schools that the profession of teaching is admirable, ethical, and sustainable. We must avoid those who would seek to embarrass or denigrate our educators or students. Communication - It is imperative that the next commissioner listens to the concerns and ideas voiced by practitioners from higher education to preschool. There is no one who knows more about what is happening in classrooms than our classroom educators. Communication comes to a standstill when personal attitudes and animosities interfere with honest, open discussion or when the commissioner pillories the MEA and our members, publicly or behind the screen of media attacks, tweets and emails. Any policy or curriculum decision that is made should have representation from the Associations representing professional educators, as well as parents, community leaders, business leaders, and researchers, when warranted. We must have a commissioner who is able to take in information, process in a non-judgmental way, and make decisions that will always benefit our students first and foremost. Commitment - The Education Commissioner must be committed to public schools, the publicly elected individuals who lead them, and the public employees who work in them. We must have a commissioner who has spent his/her career in public education. That commitment is necessary to keep education from becoming a political football tossed about by whatever bureaucrat lands in the end zone and who represents partisanship rather than what is best for our students. We must have a commissioner who understands our profession. Obviously there are plenty of other attributes that our next Commissioner of Education must have. At the least, isn't it essential to have one that displays honesty, vision, inspiration, communication and commitment? In Unity,

“Far from perfect” and “complete failures” are two ways Amy Ryder describes some of her work as a librarian at Mountain Valley Middle School. But in the next breath she’s quick to share how those imperfect failures are changing students’ lives in the best possible way. “A few weeks after we started, I overheard one of my students in the hall. The principal remarked that he noticed this student hadn't been in the office lately and the student said, ‘Yeah, ever since I started going to the library for tech take-apart I've really been staying out of trouble.’ Their eyes light up when they look at our piles of junk. It's been amazing,” said Ryder, Western Foothills EA. The amazement in the library lies in the tech take-apart program Ryder started as an effort to engage kids who she noticed had an interest in the building of technology. The concept is as simple as it sounds—students take apart technology stuff, cameras, computer towers, hairdryers, CD players, speakers, printers, and more and then they put it back together or turn it into something else. “We do crafts and sculpture with the leftover pieces. I have between 5 and 30 kids a day, and with more space and materials I could have twice this many. It is easy and fun, and it's totally changed how I look at education. I didn't know a motherboard from a heat sink when we started this project, and most of the kids didn't either. I'm learning along with them. This is probably my favorite part; it's a totally new learning process,” said Ryder. Ryder says many of the kids who participate are not successful in the typical classroom. “Many are frequent visitors to the office and detention room, lots have IEPs, the vast majority come from low income and/or troubled homes,” says Ryder. But, during the lunch/learning lab block at school, when the library is open for tech take-apart those same students behave and they learn. “I think it's fun because you get to discover what's inside of everything.” Nicole, grade 6. “I learned that you can fix anything but it takes patience.” Jared, grade 7.

u News Yo

Hitting the Mother Lode with a Motherboard

Can U se

“I learned how to take apart a tower, fix it, and put it back together. It takes concentration, patience, and smarts.” Matt, grade 6. “Tech take-apart taught me responsibility for knowing that I've got to go to class!” Josh, grade 8. That responsibility is extending beyond the library as well for the students who participate, some are even performing ad hoc tech support for the staff with their newfound skills, and they’re enrolled in afterschool and summer programs to continue the work. “The other thing I really like about it is that most of our projects are complete failures. Many go unfinished or abandoned or traded. In school we so often have a goal for everyone to finish a project and sometimes the process suffers. This program is completely process oriented. When kids realize their project is broken, I say, “Did you learn anything?” The answer is always an enthusiastic ‘Yes’!” said Ryder.

Click here for Ryder’s how-to guide!

Want to learn more about the Mountain Valley Middle School Take-Apart Library check out the school Facebook page at www.facebook.com/ mountainvalleymiddleschool. If you live in the area feel free to drop off your broken or used electronics by messaging the school on Facebook or emailing Amy Ryder at aryder@rsu10.org.

April 2016 • www.maineea.org

News You Can Use

Out of the Shadows “It just kind of happened.” Being homeless wasn’t something 15-year-old Lewiston High School Sophomore Nicole Morin thought would ever happen to her. After all, by her own admission, she loves her parents and they provide for her, but when conflict with other family members became too much, Nicole says she felt as though she had to leave even though she had nowhere to go. “I didn’t know what I was getting into,” Nicole said of her time spent at a local youth homeless shelter. “I thought it would be a safer and nicer place to be at a time when there was overwhelming struggle at home.” According to Mary Seaman, Lewiston’s McKinney-Vento Homeless Liaison, Nicole is one of about 300 kids and families in the Lewiston school district annually identified as “in need of supports” due to a lack of a permanent housing; it is difficult to track exact numbers for a highly mobile population of students. At one point during the 2014-2015 year, Seaman says there were 57 students identified at Lewiston High School. The STEP program (Students Transitioning, Experiencing Progress) ensures that academic supports are in place for all high school students experiencing homelessness—a need Seaman says continues to be overwhelming. “I have a dozen more kids who have been referred for services, and I just can’t get to them all,” said Seaman as she thumbed through folders of students each with their own story of how they ended up homeless. For 18 year-old Adela Kaliwa, it was a fire that destroyed her family’s apartment that caused her homelessness. That’s when Adela turned to Seaman and Meg Dumais, an Ed Tech who oversees the STEP portion of homeless services and coordinates community donations for what’s known as “The Store Next Door” project. The “store” is designed to ‘eliminate barriers to education’ by providing school supplies, clothing, toiletries, and household goods. Everything is free to help displaced students. “It was very difficult losing everything,” said Adela. “Meg brought me sneakers, she brought me soccer shoes. Meg and Mary buy you things you really need and they help a lot of us. I don’t know what I would 8

Maine Educator • April 2016

have done without this program.” For Adela, this was not her first experience with homelessness. She first lost everything while still in Africa, attempting to flee war and trauma in her homeland. From clothes to soap to forks to food, Dumais and Seaman provide everything a student needs to focus on learning instead of on their housing situation. For many students, according to Dumais, talking about their home life is difficult.

“They may see ‘Johns’ coming in every night, they may see their parents doing drugs and drinking alcohol...we’re teaching them that education is the only way to end that cycle.” Meg Dumais, Ed Tech

News You Can Use

“A majority of our students are really trying to look for a better life. For some, they’ve grown up in a situation that doesn’t support education. If they do have a home, they may see “Johns” coming in every night, they may see their parents doing drugs and drinking alcohol, and in their homes, that is more important than setting an alarm to get their kids to school. Some of the students leave that situation, end up homeless, but they want better. We’re teaching them that education is the only way to end that cycle,” said Dumais. Over the past 10 years since “The Store Next Door” and STEP came to LHS, an ongoing informal system of support for students has grown to be nearly self-sustaining. Donations appear at the school office daily, with Seaman often finding her car filled to the brim with much needed food and other items. The local community is responsive to these needs, understanding how much “The Store Next Door” and its supplies are truly needed. One hundred percent of the items provided to students from the store are donated. The donations come from within as well. LHS Ceramics teacher Jody Dube stepped up to help the cause this year with his LHS Cares cups project. Located on the opposite side of the building, Dube works with what he calls a “Noah’s Arc” of students. “We become aware that there are students who need more from us than lessons. Through art, I am able to teach students that what they do has value, and that is empowering to them,” said Dube. The value in Dube’s art students’ work was realized after completion of a recent project in which students hand-crafted 115 ceramic mugs. Dube sold the mugs as a fundraiser for the students who need services and help from “The Store Next Door,” raising $1,300. But beyond the money, the project gave students like Ryan, who both benefits from the store and who created some of the cups, a reason to come to school. “Mr. Dube’s art class means a lot to me; it’s one of the classes that inspired me to go to school. He instructs me to stay away from the stuff I was doing, and keep on the right track, which meant a lot to me—it showed me he cared,” said Ryan.

Back at the store, Seaman and Dumais continue to meet and work with students to make sure kids like Nicole, who is now living back at home, catch up on school work and attend class. Dumais goes to Adela’s track meets, brings her water and makes sure she has support on the sidelines. “We offer them support and become their mom and their dad and their aunt,” said Dumais of the continued work to eliminate barriers to homelessness and open doors through education.“I love Mary and Meg. They care about me, and that matters and keeps me coming to school,” said Nicole. And when it comes to care at Lewiston High School, it’s clear—the cups here runneth over. April 2016 • www.maineea.org

News You Can Use

The H t List

Discover these educator recommended tools and be inspired to reimagine your day

Hokki Stools The Hokki Stools are consistently given rave reviews for their ergonomic design that allows students to keep moving, while sitting still. Teachers who have Hokki Stools rave about their impact on student learning saying, “It’s that whole mindbody connection, if our body is in motion our mind is in motion. Kids who can move while they work are more likely to focus on their work and be engaged in what they’re doing.” There are several sizes of stools with prices starting around $110 per stool.

Cocoon Grid It Organizer If you’re tired of getting cords, flash drives and the like lost in your bag from home to school teachers recommend the Cocoon, which is about the size of a sheet of paper. One online teacher reviewer said: “For a while, I tried to assign items to various pockets to try to keep them organized, but that never worked very well. I'd forget what went where and spend way too much time digging around for something. That changed once I got the Cocoon.” Cost: starting at $15.

OSMO Osmo is an iPad accessory that claims to foster “social intelligence and creative thinking by opening up the iPad to the endless possibilities of physical play.” Osmo was rated TIME Magazine’s Best Invention of 2014. It uses the camera on the iPad as a way to track motion for different games. There are currently four apps available for Osmo, which include Masterpiece, Words, Tangram, and Newton. Cost: Starting at $78.

AmazonBasics 4 Port USB 3.0 Hub Need more USB ports? MEA’s Technical Coordinator recommends using a USB 3.0 Hub—it’s the newest standard in connection and allows you to download and transfer data more quickly from an external hard drive or flash drive. You can also use the additional ports for charging your devices. Cost: $17.

Soft Grip Brushes These brushes help students understand where to grab the brush, and teachers rave about their ablity to reinforce fine motor skills in younger students. You can find the brushes on fabercastell.com. Cost: $4.99/4-pack

Maine Educator • April 2016

News You Can Use

Money Talks 6 Smartest Ways to Spend Your Tax Refund

Should you save it or spend it? Actually, you can do both. Find out how personal finance experts recommend divvying up your windfall. To help provide some guidance, NEA Member Benefits spoke to several personal-finance professionals who offered these six wise ways to spend your refund: 1.

Pay down that credit card balance. Financial experts universally rank paying down expensive debt at the top of the list of “smart tax-refund spending ideas.” And guess where you’re likely keeping your most costly debt? That’s right: It’s generated by that tiny piece of high-rate plastic in your wallet. “By using proceeds from your tax refund to pay off that debt, you’re reducing your interest,” says Ryan S. Himmel, a certified public accountant (CPA) and president/CEO of BIDaWIZ Inc., an online marketplace for professional tax and financial advice and services.

Invest for a comfy retirement. Let’s say you pay off your credit card bill every month. You can opt to invest all or part of your tax refund into your retirement portfolio, and you’ll avoid even more taxes in the process. “You can sock it away into an IRA—or make additional contributions to your work-based retirement plan—and reap the rewards of tax-deferred investing,” Himmel says.

Build a “rainy day” cushion. Personal-finance experts recommend that you keep no less than six months’ worth of expenses in an emergency fund that’s readily accessible vehicle, such as a savings account. Building up that cushion isn’t exactly fun, but it’s necessary in an unpredictable economy.

Keep it “in house.” If you own your home, consider making an extra mortgage principal payment. “That brings down the effective cost of that debt,” says Anna K. Pfaehler, a certified financial planner (CFP) and portfolio manager with Palisades Hudson Financial Group, a financial planning and investing firm. However, there are downsides to this idea, especially if you have significant credit card debt, which typically has a higher interest rate than a mortgage. (See suggestion No. 1)

Give it away. Donating all or part of the donation to charity isn’t just the right thing to do; it’s also a smart financial move. “Not only are you helping a good cause,” Pfaehler says, “you’re reducing your tax bill.”

Have fun! It’s perfectly reasonable to enjoy spending a big refund. But maybe you should consider a tech toy or nice dinner as opposed to a luxury cruise or new car. “I have a little trick you can use here,” Reining says. “I call it the 90/10 rule. Take 90% of your return and commit it to a ‘responsible’ choice. Then, take what’s left over and enjoy that new gadget, fancy dinner or weekend getaway.”

While it may seem nice to get a big tax refund every year, you may have heard that’s not a good thing—or is it? Read more from the financial experts in the fold out and see a larger “When to Buy” list here. Reprinted courtesy of NEA Member Benefits, www.neamb.com

April 2016 • www.maineea.org

eceiving a big ol’ check from Uncle Sam can be viewed as a bad thing. Why? Because it represents an interestfree loan you’ve made to the U.S. government. Instead of withholding all of that cash from your paycheck, you could have been putting it to work by building your emergency fund, paying off debt and investing in your retirement. To avoid excessive withholding and get more money back throughout the year, first discuss your W-4 form with a humanresources representative and/or a certified tax professional. “The number of personal allowances you have depends on your marriage status and dependents,” Pfaehler says. “The fewer the number of allowances, the greater the withholding rate. If you consistently have a huge refund, you might have too few allowances.” However, you don’t want to cut the withholdings too close. In fact, financial/ investment expert Jim Morrison feels that all the fretting over the “giving the government an interest-free loan” thing is overstated. “So what if you’re giving the IRS that loan?” asks Morrison, who founded Morrison Financial Group. “At today’s interest rates on savings accounts with a $3,000 tax refund, you’re giving up literally just a couple of dollars a year. However, the tax penalties for under-withholding are severe. They also can result in the requirement to file quarterly tax estimates for years to come. All of which means that obsessing about withholding too much simply isn’t worth the potential hassle.”

Should You be Getting a Big Tax Refund Every Year? Read more

C RSPE TIVE

Should middle school students have recess?

YES

YES, but No

Growing up, I looked forward to recess time. At my middle school all we had was a school parking lot. We drew four squares with chalk and played competitive four-square, and we took a tennis ball and threw it up against the school wall for a game of wall-ball. It was a time to socialize and to take a break from the academic stressors. It was a time where we could just be kids. Now, as a middle school teacher it seems that recess is the one thing that “we” teachers look to take away when a student either misbehaves, hasn’t completed a homework assignment, or the schedule needs to be rearranged for that day. As an adult, I am constantly finding myself needing a break from the day. So why should we tell students they are not allowed to have this? This past fall, I decided to take one class outside at the start of class, and they all just went about doing their own thing, non-stop. When we came back in, we had one of the more productive classes ever. On social media, I asked what people’s views of recess in middle school are and it was unanimous, “pro recess at all ages. Even as adults!” The importance of fresh air and providing our students with the opportunities to get up and move were also brought up in response to my proposed question. Recess should not be a bargaining chip. Kids, of all ages, deserve the time to take a break from society’s expectations. They deserve the opportunity to get fresh air and to socialize with their peers and not have to worry about their home lives or what homework assignment is coming due. Even if it’s just ten-minutes every hour, we all deserve the opportunity to have movement breaks in our day, but especially middle school students.

Middle school students today are faced with a very different school environment from those of years gone by. Students are stressed in ways we never were at their age. Classroom assessments, district assessments, and state mandated assessments occupy far more of the school day than ever before. Administrations want to maximize the amount of time that students spend in school and many are discussing cutting recess from the daily schedule of middle schoolers. This is a very bad idea. Students will not have time to de-stress, relax, or re-group if many administrators get their way. My administration has suggested that middle school students should maximize their time at school and not waste their time with child’s play, but instead spend their time in class, studying, learning, and taking tests. There are so many benefits of recess, even at the middle level, to help students with social skills and the art of negotiation that can come from unstructured play, improvements in cognitive development, and a bit of time to decompress from the demands of rigorous standards. However, because of the increased demands and increased testing there is not enough time to fit in recess, even though I feel is not only a necessary, but very important part of a kid’s day. Last week, my students took several classroom assessments, two District-wide assessments, and the practice items for the new state assessment. What if we were to stop testing our students so much and allow them to be children for a while longer? Apparently, this isn’t an option. So, even though I would like to see less testing and more time to allow students to have recess, I'm reluctant to say that middle school kids shouldn't have recess, not because it's not necessary but because there is not enough time in the day.

Vanessa Evrard Auburn EA

Maine Educator • April 2016

Some lawmakers in Rhode Island are debating a bill that would require students in grades K-5 receive at least 20 consecutive minutes of freeplay recess each day. The bill would also block school administrators from withholding recess for academic or punitive reasons. This begs the question, would recess be beneﬁcial for students in middle school as well?

Phyllis Hunter Washburn EA

The Maker Movement

Tech T@lk

The Maker Movement is as simple as its title—it’s a movement to allow students to make things, play, and tinker to create something of their own. From the Darth Vader model, as built with a 3-D Printer in a classroom in Rumford (see page14) to robots made of Legos, the possibilities are endless. You can easily create a “makerspace” for students to learn through experimentation and play in your school. Here are a few ideas to help you get started.

Sketch Up This software allows students to draw in 3D, and is being used in Maine schools. The software allows students to first draw lines and shapes and then gives them the opportunity to push and pull surfaces to turn them into 3D forms. Students can stretch, copy, rotate and paint to make anything they can think of, they are only limited by their own imagination. Learn more at sketchup.com. The pro version of the software is free for any MLTI participating school.

The State House modeled in Sketch Up.

makey makey This invention kit turns everyday objects into touchpads and combines them with the internet. Students have done everything from create game consoles out of playdough to turn stairs into a piano keyboard. The kit connects the object to a computer program using a circuit board, alligator clips and a USB cable. Learn more and see video of how it works at www.makeymakey.com. Each kit costs $50.

Cardboard, Duct Tape and Popsicle Sticks Don’t have the budget for a 3-D printer? Don’t underestimate the power of good old-fashioned duct tape. Create an innovation station in your class where kids have space to tinker with these easy to access tools and build using their imagination. The innovation station will encourage critical thinking, creative problem solving and deeper learning. A willingness to allow students to explore is key, the expensive tools are nice, but not necessary.

April 2016 • www.maineea.org

When it comes to printing, many of us might just think, color or black and white? But for students in Jeff Bailey’s class at Mountain Valley High School in Rumford, printing takes on a life of its own— they’re doing it in 3-D. “Besides visualizing on a computer you can create something and see it in the real world to get a prototype out of things you can make. It can be used for ideas and just for fun too,” said Sophomore Jacob Sinclair. Jacob designed a Darth Vader model in the computer program Sketch Up (see page 13 for more) and then made that design come alive with the 3-D printer. The printer uses plastic, instead of ink, to create the models built in various computer programs. For Bailey’s students, living in a town where the paper mill is the primary employer, 3-D printing is opening new doors. “I want kids to be creative. 3-D printing gets them to think visually and critically and helps them to become more successful with an area of their intelligence they don’t normally use in schools. This is an area that a lot of kids don’t know they excel in until they try it,” said Bailey. The new hands-on tools in Bailey’s class are helping to reimagine what “shop class” used to be years ago, giving students the STEM learning experience they can then use to explore careers in science, technology and engineering. Bailey believes in helping shape a “maker mindset” where students can literally make something from nothing. “For some kids they’ll become architects or machinists but for other kids there is an awareness that this exists. I always remind them that everything they buy—someone designed it,” said Bailey. With the 3-D printer, students are only limited by their imaginations, creating everything from ping pong paddles, to chess pieces, to chair models to car parts. “My car had a missing piece from the air vent so I took it from my car and designed a new one and printed it. I’ve always been interested in science and space, so this has pushed my curiosity,” said Senior Alex Ridley. Bailey, who used to teach English, also manages to weave in language arts lessons as well into his engineering classes. A recent project asked students to redesign the school cafeteria, which required kids to interview and study what students wanted. The process of making

Maine Educator • April 2016

News You Can Use

Week of Making and designing through printing is catching on in a big way at Mountain Valley where students are now working on individual projects to design smartphone apps that would be useful to local community members. For Sophomore Ty-zel Knox, Bailey’s teachings and 3-D printing lessons have been transformative. “It makes me want to become either an architect or an engineer. Both my parents work in the Dixfield mill. I thought I would work in the mill or somewhere else in town, but this has opened my mind to something more. The challenge of making something and being able to make it, and 3-D print it is exciting,” said Knox. In addition to 3-D printing in class, Bailey teaches Pre-Engineering, Art of Architecture, Engineering, Architectural Design and Exploring Technologies—they’re subjects which can translate to jobs in high demand and high pay. “Sometimes it’s a struggle to get them past the challenges here,” said Bailey who says since he’s been an employee in the district he’s seen the free and reduced lunch rate jump to 80% of the student population at the high school. But even with the challenges there is a lot of hope and excitement around new ways to use technology, and ways to turn technology into opportunity. The proof Bailey says is in a recent student project that exceeded all expectation.

Just in the last two years the nation has taken on a leading role in advancing the “Maker Movement” to help students learn and grow in multiple fields. President Obama declared June 17-23 as the National Week of Making with this proclamation:

“Makers and builders and doers—of all ages and backgrounds—have pushed our country forward, developing creative solutions to important challenges and proving that ordinary Americans are capable of achieving the extraordinary when they have access to the resources they need.” – President Obama, National Week of Making Proclamation To learn more about National Week of Making, log on to http://weekofmaking.org/.

“I had a student 3-D print a game controller to control the game he designed and coded himself, which is like the trifecta of engineering,” said Bailey.

April 2016 • www.maineea.org

News You Can Use

Fast Facts

Interesting facts and quotes about Association membership and public education in Maine and beyond. Have an idea or stat you want shared? Send it along with your name and local to gbechard@maineea.org

“But I do ask myself, the question ‘Why are we testing students in grades 3-8 two hours longer than grade 11?’ I respectfully ask you to be patient with us and recommend to your children that they participate to the best of their ability in the assessment. At the same time I strongly request that you contact your legislator to voice that this issue has not been solved satisfactorily and needs to be monitored and reviewed. Our apathy will only prolong our agony.” - Paul Pezanoski, Superintendent of Schools, Brunswick in

“How can we make sure that education is no longer likened to a fictional city in need of a masked crime fighter? Policymakers at all levels must commit themselves to creating systems that attract and retain great teachers. By investing in and supporting teachers at all stages of their careers, we can put the myth of the lone superhero teacher to rest and set about creating real change for teachers and students.” - Lisette Partelow,

article in U.S. News and World Report titled Misplacing Hope in Hero Teachers

a letter to parents regarding the new Maine Educational Assessment testing window opened in March

Million

The amount of money lawmakers and the governor agreed to add to the education budget for the 2016-17 school year

1.2

Billion

The amount of money the state has now fallen short in education funding, since 2008, due to the lack of providing the 55% level of funding, as mandated by voters more than a decade ago. In the next school year the state will only be paying 48.1% of education costs.

117

Number of districts that will still see a cut in the state share of school funding in the next school year, even with the additional $15 million

“The duty of commissioner of education is a full-time job, the deputy commissioner is also a full-time job,” Lois Kilby-Chesley, president of the Maine Education Association, said in a written statement. “To not appoint a commissioner to the Department of Education is a disservice to Maine students who deserve better. Maine students deserve a full-time commissioner who is devoted to public schools and students, and who is knowledgeable in education policy and law. The MEA maintains its extreme concern over the lack of seriousness Gov. LePage is taking with the appointment of the commissioner of education.” - Portland Press Herald in response to the Governor announcing he would assume the role of the Commissioner of Education. “This is also a good week for celebrating the ‘lunch ladies’ (like I used to be) who make school meals possible. Schools would shut down without the food service personnel and other Educational Support Professionals who are committed to the success of every student.”- Lily Eskelsen García,

President of the National Education Association, sharing her thoughts on National School Breakfast Week

Maine Educator • April 2016

“It’s unreasonable to think yet another commission looking into the funding formula will discover anything different. If schools have insufficient resources, it’s due to overall funding levels—which have never reached the 55 percent prescribed in law— and how they’re deploying their resources.”- Bangor Daily News Editorial Board on the newly established Blue Ribbon Commission to study the school funding formula. The Commission establishment was part of the deal that provided additional funding to schools next year.

News You Can Use

INSPIRING EDUCATORS

The Maine Education Association is proud to sponsor a new award given to educators across the state who are truly inspiring students each day. In partnership with NEWS CENTER, the MEA will highlight an “Inspiring Educator” to be featured during a news segment each week. Each Inspiring Educator chosen will showcase his or her work on both WCSH 6 and WLBZ 2, and how that work is making a difference in the lives of their students. The Maine Education Association is proud of all of its inspiring educators, and hopes this new partnership will let the public see the work happening in each of our great public schools. You can see the Inspiring Educators segment on NEWS CENTER each Tuesday in the 5:30 newscast. Below are some of the MEA’s recent award winners.

Lisa Coburn (Auburn EA) is a teacher at Washburn Elementary School where she’s integrated the use of iPads to help her students dramatically improve their math scores. She used research to learn better ways to ask her students questions about math and a better way to give them a problem so they can take risks. Students are using technology to collaborate with their peers and have discussions about learning and thinking. Through the research and use of the iPad, Lisa has had remarkable success with her student’s math scores, including one child who scored a five in the beginning of the year and then scored an 85, months later.

Eva Rodd (Portland EA) is the Early Childhood Occupations, Program Instructor at Portland Arts and Technology High School where she oversees high school students working toward national certification in early childhood occupations. Under Rodd’s guidance, high school students learn how to work with 3- and 4year-olds, earning national certification they can then apply toward college credit, or use to show proof of the experience when they enter the workforce. Eva also works well with the younger children to help them grow in a learning lab environment, giving her high school students the chance to create their own curriculum affording them the opportunity to have hands-on training. Eva’s students say, “Ms. Rodd is a really great teacher and she balances learning time and teaching time very well.”

To see the stories of the other members honored as Inspiring Educators, visit www.maineea.org/inspiringeducators. And be sure to tune in each week to NEWS CENTER on Tuesday nights at 5:30 or Wednesday morning to see MEA members shine! Interested in nominating an educator to be featured? Send an email to contest@maineea.org. April 2016 • www.maineea.org

cac y

o Adv

Advocating for the Profession

ozens of students, teachers and support staff took to the halls of the State House to send a clear message to those who make education policy decisions—put students, teaching and learning first. Several bills and funding decisions discussed in Augusta during the 127th legislative session will impact your work and how you educate your students. MEA members and their children worked to gain lawmaker approval for the MEA supported Stand Up for Students education funding initiative, a bill to increase starting teacher pay, and a measure to put a hold on tying testing to teacher evaluation. Member voices made an impact, and many lawmakers not only listened but followed through to support students with their votes.

STAND

for Students $157 MILLIoN REASoNS To VoTE YES

Teachers, Students, Parents and Businesses Prepare to Get out the Vote for School Funding Initiative, Ask for Lawmaker Support

In four short months, Maine Education Association members, a coalition of parents, community members, and business owners worked to gather enough signatures to place the Stand Up for Students education funding initiative on the November ballot. In March, the Secretary of State announced the initiative, which will provide $157 million more for public schools in the first year, with additional funding each year thereafter, had enough valid signatures to make the ballot. The MEA supported initiative will finally bring the State to the 55% funding level mandated by voters more than a decade ago. Phyllis Hunter (Washburn TA), Rep. Carol McElwee Members spoke with (R-Caribou), and Lou Willey (UD 15 Director) with lawmakers in Augusta to students from Caribou Schools ask for their support for the measure.

House Speaker Mark Eves (D-North Berwick) meets with students at the State House.

chance to help their students is a step in the right direction—especially in the face of chronic underfunding from the State. “Learning the Stand Up for Students initiative will be on the November ballot gives me hope that in the coming years my students will get the opportunities they deserve, more support programs like Alternative Education and behavior programs, more resources in the classroom like current textbooks and instruments and supplies in our music and art classes,” added Hargrove. The MEA supported Stand Up for Students ballot initiative will bring state funding back to the 2008 level and provide our schools the resources they need to give every child a quality education with equal opportunities, regardless of their zip code. To learn more about Stand Up for Students and volunteer to help the measure pass in November, log on to www.standupforstudentsmaine.org.

“I gathered signatures to put this education funding question on the ballot and it is a good day today knowing Mainers will get the chance to speak out, with their vote, in support of public schools.” - Ciara Hargrove, Waterville EA

“Had this additional funding been in place in 2015, my school district would have received $1.1 million more in funding—that kind of money is game changing for students,” said teacher Ciara Hargrove, Waterville EA. For the more than 300 members, like Hargrove, who helped collect signatures to place the question on the ballot, the news voters will get a 18

Maine Educator • April 2016

Ina Demers (Portland EA) with Rep. Jeff Hanley (R-PIttston)

Advocacy

TAKE THREE: PRoFICIENCYBASED DIPLoMAS

oN HoLD: TEACHER EVALUATIoN TIED To TESTING

Another proposed change to the Proficiency-Based Diploma (PBD) system is making its way through the Legislature. This proposal would, once again, greatly impact teaching, learning and how you do your job, and has the potential to change the system your district may already have in place in order to meet this state mandate. While the MEA is supportive of proficiency-based learning, it does not support a proficiency-based diploma mandate, and has concerns with the bill that has recently passed out of the Education and Cultural Affairs Committee. MEA members shared concerns with lawmakers in hopes to change the legislation to the best possible alternative, understanding the diploma mandate is now Maine law.

The MEA worked hard to provide relief as the state rolled out a new standardized test to replace Smarter Balanced. With changes to the old No Child Left Behind, now known as ESSA, tying testing to your evaluation is no longer a mandatory requirement at the federal level. However, state law still requires student test scores on the Maine Educational Assessment in tested grades and subjects be a component of your teacher evaluation. The MEA worked to place a two year freeze on this requirement, meaning the DOE cannot force a district to use student growth and testing as a measurement of your evaluation. This moratorium begins in this school year and lasts through the 2016-2017 school year. The use of testing, if any, will be left up to local districts. In addition, the MEA worked to extend the teacher evaluation pilot year through the ’16-’17 school year. The MEA will continue to work to make standardized testing, tied to evaluation an optional, not mandatory component.

The new bill, LD 1627, “An Act to Implement Certain Recommendations of the Maine Proficiency Education Council” would: 1.

Change the requirement that students must be proficient in all 8 content areas to 4 content areas—English/Language Arts, Math, Social Studies, and Science and Technology. For the class of 2021, students must demonstrate proficiency in the state standards in the content areas listed above. For each graduating class thereafter, students must choose one additional content area per year until students are proficient in all 8 content areas by 2025.

A student who is a child with a disability, and is considered a special education student by law, may be awarded a high school diploma if that student meets proficiency levels as specified by the goals and objectives of the child’s individualized education plan. The individualized education program team shall determine the number of performance tasks that meet the student’s demonstration of proficiency in meeting the state standards.

The new proposed bill still requires educators to track proficiency in all eight content areas via the transcript, even though proficiency only needs to be demonstrated in four areas.

The new bill also states any rules regarding proficiency development by the Department of Education must give flexibility to local school districts and must “include guidelines and protocols to strengthen the capacity of school administrative units to ensure sufficient opportunity through multiple pathways for all students to achieve proficiency in meeting the state standards.” While the revised bill addresses some of the concerns regarding the proficiency-based diploma mandate, particularly around the needs of special education students, the MEA still has reservations about the requirement, and its implementation in our schools. The MEA and many of its members have expressed concern students will be left behind, even with the new language in the bill. The change in the content area requirement, from eight to four, could result in schools narrowing the curriculum in an effort to focus on certain areas now being marked as needed to pass proficiency. Foreign language teachers, art, and music teachers have expressed concerns to MEA that their programs could be greatly reduced in an environment where Math, ELA, Social Studies and Science become the primary focus of graduation. The MEA will continue to focus on how this new change impacts students and teachers in each of our schools.

$40K THE FIRST DAY The MEA believes teacher salaries are far behind where they should be, and it believes in elevating the profession by paying teachers a starting salary of $40,000. The current state mandated starting teacher salary is $30,000. The MEA supported and worked to garner legislative support for a bill that would create this $10,000 increase in state law, while also improving requirements for student teachers to give them more training time in the classroom while in college. Nearly 1/3 of all K-12 teachers are slated to retire in the next five to seven years, and the MEA believes in order to attract and retain good teachers we need to pay teachers a fair, living wage. Rep. Ellie Espling (R-New Gloucester) with The bill passed out Patty Scully (Winslow EA) of the Legislature’s Education and Cultural Affairs Committee, the MEA will continue to push for increased pay to make Maine a more attractive state for educators. The bill is awaiting a final vote in the Legislature. April 2016 • www.maineea.org

I am Andrea Garland, (BASE, Portland) and her co-workers sent Valentine’s in the form of 300 oranges with heartwarming messages, delivering them during school lunch.

RSU #29 EA representatives Melissa Goodwin, Katie Wright, and Pam Mailman stand with 15 boxes of food donations that will be heading to families as part of the RSU #29 Education Association February Break Food Drive. (Photo: Melissa Goodwin)

Congratulations to Marge Queen, physical education teacher, and Dan Nogar, Dean of Students and music teacher (Portland EA) who were both recognized by the School Board for their work in their school’s Rise and Shine program, a before school enrichment program.

Michaela Lamarre (Saco EA), an eighth-grade science teacher, was named a Milken Educator Award winner and received $25,000. Lamarre is the only teacher in Maine this season to win the award, and among up to only 40 educators nationally who received the honor. (Photo: Maine Dept. of Ed.)

Paul DeSaulniers (Seacoast EA), teacher and adviser at Oceanside High School worked with local fisherman and the Maine Lobstermen’s Association to donate more than 85 bikes to students in the area through a fundraising project called Boats for Bikes. To ensure safe riding, the Rockland Kiwanis donated helmets for each new bicycle owner.

Maine Educator • April 2016

MEA was a proud sponsor of two recent EdCamps where members, including many pre-service teachers, came together to share their own ideas on topics they cared about most. EdCamps are a great way to connect, collaborate and learn new techniques.

Your As

Bagels and Books

so ciation

Spend a few dollars and buy bagels for the staff in your building. Put a sign next to the bagels that says something like “Enjoy a great start to your day, courtesy of the (local association)” Also, take a few minutes to share, over your nice hot bagel, something you’re reading that you’re enjoying with others. Better yet, start a local association book club.

Thank First-Year Members Handwritten notes go a long way. Send a special thank you or year-end certificate to first-year members. During the first-year of membership, members form their initial judgments about the value of membership based in large part upon the experience created by the local association. Make that experience a good one, and let those members know they matter to your local.

You Did What? Simple, fun ideas to make your Association visible

Getting away from the standard come sit and meet to hear about what’s going on can be difficult. Sure that type of meeting is necessary sometimes, but making the Association valuable to members beyond things like contract negotiations and protections doesn’t have to be hard. Visibility of your local association will create value in the work you do, and will help increase your association vitality and membership in the long run. So how can you be more visible? It’s really easy. Here are a few ideas that have worked from members around the country.

Communicate Communicate successes to members regularly. Remember, the membership experience is ongoing. Let members know what’s going on in either a newsletter, flier, email, or website. When distributing your newsletter don’t forget to leave a couple of copies in any lounge areas, or common areas for everyone to see. Don’t have a newsletter? Create one today! Ask your local UniServ Director for guidance.

Trivia Night Have Fun Don’t forget that having fun is crucial to your sanity and to the vitality of your local association. People want to hang out with people they like, it is human nature. Make sure to set some time aside for some social events hosted by the local association. Host a happy hour at a local establishment, create a volunteer night for the local, host a local association awards ceremony where members receive awards like “most active member,” or “most likely to pitch in when needed.” As long as you are doing something and identifying the association as the organizer you’re ahead of the game!

Sponsor a “Rookie of the Year” Award This is an easy way to both make a connection with a new, younger member and highlight the association as the group of educators who cares about making sure people feel valued. The “Rookie of the Year” could receive a plaque and sports jersey with the local association’s name and Rookie logo on it. You could also choose of the a “Member of the Month” and Year give them something special too—maybe a designated close parking spot (which would come in handy in the winter). Either way, by selecting a member to spotlight, good practices are promoted and strong ties to the association are formed. April 2016 • www.maineea.org

Your Association

“I knew education was my way out.” -Fallyn Adams, from homeless student to County Teacher of the Year

As a young 20-something, I accepted a job as an educational technician. That first year, I learned many things about my life. It turns out that I didn’t know it all and that being an educator was hard. Much harder than I had thought. One particular day, while sitting in a professional development session, I heard someone give such an in-depth definition of poverty and homelessness that it gave me chills. In that moment, I realized two truths: I was a child of poverty, and I had been homeless on more than one occasion. I understand how absurd it sounds to have realized as an adult that I grew up poor. We were never homeless in the typical sense. We never lived on the streets. I always had a place to call home, although I always knew it was temporary. I knew, of course, that we didn’t have a lot of money. We moved from rental to rental. We lived with grandparents. We lived with friends. We lived at a campground one summer. In my brain, though, that meant we were fun and adventurous. My parents didn’t let it feel like we were poor, just that we lived differently. Free lunch was something that the poor kids had. At my

house, we looked for and counted change every morning for lunch money. Growing up, there were three elementary schools in town. One’s address dictated one’s school. Despite moving across town at least once a year, my principal let me stay for my entire K-5 experience. My mom told me it was because I was the smart kid, the good kid, and he needed more kids like me at his school. As an adult working in education, I became aware that the truth was probably closer to the fact that he felt sad for me—knowing that we would move again, and it was in my best interest to stay in one place. Understanding my childhood in context was a defining moment that forced me to reflect on my past. I had been the very definition of a child at risk, and the odds had not been in my favor. It was not a happy truth to self-realize. Over the next eight years, I gave my all to a job that didn’t give me much in return. I continued to place myself in the role of “child at risk.” My confidence was non-existent, and I found myself playing the role of follower and never of leader. Not too long ago, I took a job in my current district. The people here were amazing, and I started to come out of my shell a little bit. A very little bit. While several peers, my principal included, encouraged me to take a leadership role, I hesitated. Who was I to influence people? Being honored as a County Teacher of the Year has changed some things. While I am still very aware of how I was defined as a child, I am opening up to some new ideas and definitions. It turns out that what I do is important. It turns out that what I do is pretty darn good. I have a new label, one that I happen to think is pretty impressive. I can’t rightly capture the feelings of confidence that this experience has given me, but rest assured that it’s there. This program has allowed me to finally accept what I have held at bay for so long. I am capable of things my childhood labels restricted me from doing. It all seems so simplistic, but trading labels from “homeless”

Maine Educator • April 2016

Your Association

From Fallyn—How can you help your students in need?

and “poverty-stricken” to “County Teacher of the Year” has been a game changer.

Ask questions.

And I like it. It’s helping to fuel the fire of what I already do with my students and using that same passion when I interact with adults. In my daily life, I’ve decided that I should have a voice.

“Did they take a taxi here this morning? We have a lot of students who are homeless living in hotels they have taxis bring them to school—I've seen a lot over the years. Remember you don’t know what happened before a child came to school.

If I don’t take a leadership role now, when will I? I need to represent the rest of us. Those of us who label ourselves and doubt our abilities. Those of us who are content being unrecognized. It’s not an easy task to change one’s nature—one’s very core—but I think that this recognition is helping me with that. My gratitude is endless. Fallyn Adams teaches fifth grade at Union Elementary School and is the 2015 Knox County Teacher of the Year; editorial first appeared in the Bangor Daily News.

My 5th grade teacher, he didn't see me as that kid who missed a lot of school and wasn't worth it but he always believed in me. He let me read his ‘special books.’ My teachers treated me like I could do something more, and that meant the world.”

Create a safe environment. “You have to just be there for them—they have to feel safe. I've seen it with so many kids that they don't feel safe, and then they check out. Knowing where they’re coming from, and understanding it makes you more empathetic to students who are homeless.”

Horace Mann helps fund education Horace Mann is a national sponsor of DonorsChoose.org, a website dedicated to funding classroom projects. It’s just one way Horace Mann says “thank you” to educators. To learn more, visit DonorsChoose.org or horacemann.com, or talk to your local Horace Mann agent.

Lisa Bussiere, Auburn . . . . . . 207-783-3660 David Case, Bangor . . . . . . . . 207-941-2121 Joe DeFranco, Ellsworth . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . 207-623-5004 Stewart Durrell, Wilton . . . . . 207-645-4779 Martha Frost, Falmouth . . . . . 207-797-3019

P.J. Kinney, Presque Isle . . . . . . . . . . . 207-764-1283 Tony LaPrino, Rockland . . . . . . . . . . . 207-941-1212 Dominic Vermette, Waterboro . . . . . . 207-467-3650 Troy True, Brunswick . . . . . . . . . . . . . 207-729-1975 Dominic Vermette, East Waterboro . . 207-247-0186 Paul Yarnevich, South Portland . . . . . 207-510-6600

April 2016 • www.maineea.org

Your Association

MEA Representative Assembly May 21-22, 2016

MEA’s highest governing body is the Representative Assembly. It derives its power from, and is responsible to, the membership. RA delegates are elected by their local associations to meet annually, discuss, and vote on proposed changes to the MEA Constitution, Bylaws and Standing Rules, adopt policies, and enact a strategic budget. To become an elected delegate, contact your local president for information or Linda Heaney at lheaney@maineea.org.

PROM – Pre-RA Overview Meetings April and May 2016 Review Proposed Changes to the MEA Constitution, Resolutions, New Business Items, and 2016-2017 Strategic Budget. There are no elections scheduled at this RA. Delegates and Presidents may learn more of the anticipated RA agenda items by attending PROM. RSVP by calling 888622-4418 and the extension in the list to the right for your area.

2016 MEA Elections Results MEA BoARD oF DIRECToRS for 3-Year Terms DISTRICT B – Suzen Polk-Hoffses DISTRICT D – Beth French DISTRICT G – Aaron Greene DISTRICT H – Jim Thornton DISTRICT J – Terry Martin DISTRICT ESP – Gerry French NEA REPRESENTATIVE ASSEMBLY DISTRICT DELEGATES for 2-Year Terms District 20 Donna Longley District 21 Rebecca Manchester District 22 Ina Demers District 23 Bob McCully District 24 Samantha Garnett Sias District 25 Sally Martin District 26 Jill Watson District 27 Jesse Hargrove District 28 Gerry French District 29 Phyllis Hunter District 30 John Messier District 31 Neil Greenberg NEA REPRESENTATIVE ASSEMBLY DELEGATE MEARETIRED – for 1-Year Term Delegates: Jan Cerabona, Larry Given, Phil Gonyar, Crystal Ward Alternates: Jim Bryson, Neal Flynn, Kay Grindall, Ben Paradis 24

Maine Educator • April 2016

MEA-REPRESENTATIVE ASSEMBLY – Delegates in Statewide Local Associations MEA-RETIRED Delegates: Jan Cerabona, Larry Given, Tom Moore, Crystal Ward AFUM Tony Enerva UMPSA Jen Perry, Neil Greenberg ACSUM Tammy Connor, Dina Goodwin, Dan LaLonde, Matthew Wilbur MEA REPRESENTATIVE ASSEMBLY CLUSTER DISTRICTS – Cluster 8 Aaron Greene, SAD 49 Ed Tech Unit 1 Cluster 12 Jason Bricker, Downeast ESP

Monday, April 25 Caribou Area

**Please register by April 18, 2016** Call Dianne Leighton at Ext. 2400

Tuesday, April 26 Bangor Area

**Please register April 19, 2016** Call Amy Clark at Ext. 2304

Tuesday, May 3 Auburn Area

**Please register by April 26, 2016** Call Lindsay Davis at Ext. 2208

Wednesday, May 4 Augusta Area

**Please register by April 27, 2016** Call Erin Noyes at Ext. 2228

Thursday, May 5 South Portland Area

**Please register by April 28, 2016** Call Gail Poirier at Ext. 2501

2016 PROPOSED CHANGES TO THE CONSTITUTION CONSTITUTION Article VI. Officers and Board of Directors, Section 2, Parts A and C Section 2. Board of Directors A. The Board of Directors shall consist of members as follows: three Offi cers - 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 two directors who represents education support professionals, and one director who represents retired members. B. Ethnic minority members shall be guaranteed representation on the Board of Directors in the same manner as an election district is guaranteed representation, except that the count for ethnic minority members shall be based upon statewide membership totals. If there are no ethnic minority members elected to the Board of Directors in election districts, an at-large ethnic minority seat on the Board of Directors shall be created for a three-year term. Candidates for this seat shall come from and be elected by ethnic minority members in a statewide election. C. Active K-12 education support professional members employed in education support positions shall be guaranteed representation on the Board of Directors. If the number of K-12 education support professional members elected to the Board of Directors for the K-12 election districts is less than the percentage of education support members of the active K-12 members, an at-large education support professional seat on the Board of Directors shall be created for a threeyear (3) term. At no time will there be more than one (1) ESP at-large seat. Candidates for this those seats shall come from and be elected by K-12 education support members by a statewide election.

Your Association Submitted by: Government Relations Committee, Jonathan Payne, Committee Co-Chair

D. Retired members of the Association who are also members of the Maine Education Association-Retired shall be entitled to one (1) seat on the Board of Directors. Candidates for this seat shall come from and be elected by a statewide election. E. Higher education members shall be guaranteed representation on the Board of Directors: one (1) member representing the AFUM and community college units and one (1) member representing the ACSUM, UMPSA, and MPBCEA units. Candidates for these seats shall come from and be elected by a statewide election.

Estimated budgetary impact: $0 3.

RATIONALE: To increase members’ level of grassroots participation. MEA as an Organization Goal, Objective #3: Increase MEA’s influence statewide

RATIONALE: The number of educational support professionals are spread out over the whole state: and the needs of educational support professional differ throughout the state making it difficult for one ESP Board of Director to represent those needs in each area.

Submitted by: Human, Civil Rights and Cultural Affairs Committee, Ina Demers and Merrie Ojeda, Committee Co-Chairs

Submitted by: ESP Committee The Structure & Bylaws Committee recommends “Ought Not to Pass”

Estimated budgetary impact: $0 4.

The Board of Directors recommends “Ought Not to Pass”

2016 PROPOSED NEW BUSINESS ITEMS 1.

E16. RESOLVED: That the MEA supports measures for the State of Maine to require that skilled nursing facilities provide necessary staff for appropriate care of the residents. (Adopted 1997; Amended 2002)

RATIONALE: Stand Up for Students represents $157 million dollars of greatly needed additional funding for our public schools.

MEA as an Organization Goal, Objective #:3 Increase MEA’s influence statewide Submitted by: MEA-R, Thomas Moore, MEA-R President

Submitted by: Government Relations Committee, Jonathan Payne, Committee Co-Chair Estimated budgetary impact: $0 2.

RESOLVED: That the MEA will assess the health of the relationship of teachers with school board members, and send the results to the appropriate committee(s). This information will include: District descriptive statistics, local union attendance to school board meetings, meetings outside public session, any negative implication of interactions in either forum, existing protections for communication in either forum, existing preclusions from communication in either forum. RATIONALE: To help the MEA support the ability of local associations to advocate for themselves and their students at the local level. Professional Autonomy Goal, Objective #2 & #3: 2. Expand MEA’s capacity to be a resource for professional information and opportunities 3. Increase cooperation and build partnerships with other educationrelated organizations MEA as an Organization Goal, Objective #2 & #4: 2. Increase members’ level of grassroots participation 4. Expand the capacity of local associations to advocate for their members Economic Goal, Objective #5: Improve funding for professional development for all educators

RESOLVED: That the MEA promote that the state provide on-going supervision of skilled nursing facilities to ensure the mandated requirements are met to provide appropriate care of residents. RATIONALE: Recent changes in state supervisory levels can lead to changes in providing needed care. In reference to Resolution E16

RESOLVED: That the MEA will make getting out the vote for Stand Up for Students an essential component of public relations through November 2016.

Quality of Learning Goal, Objective #3: Ensure adequate funding and resources for all public schools

RESOLVED: That the MEA publicize the events to create an awareness of the activities sponsored by the NAACP around MLK taking place around the state.

Estimated budgetary impact: None submitted 5.

RESOLVED: That the MEA explores initiating, supporting, and/or endorsing legislation that builds a minimum wage in schools for Education Support Professionals in the same vein as the minimum teacher salary. RATIONALE: It is generally accepted that every profession in the education realm requires multiple areas of expertise and certain qualities. To ensure that the Maine schools can maintain and recruit the professionals needed to support them, we feel that a minimum hourly wage be established for our Support Professionals. As there are already certifications in place for Educational Technicians that require continuing education, they can be used to build a minimum wage for them. If/when other Support Professionals get ways to allow for the establishment of a minimum wage they can be worked on.

Economic Goal, Objective #1 Increase Maine educators’ salary/wages Submitted by: ESP Committee, Gerald Morey and Aaron Greene, Committee Co-Chairs Estimated budgetary impact: $0 Cont. next page

April 2016 • www.maineea.org

Your Association 6.

and benefits and students through cuts to programming and services.

RESOLVED: That the MEA supports the passage of the November 2016 ballot initiative to increase Maine’s minimum wage to $12 an hour. RATIONALE: As we have members at or close to the federal minimum wage, supporting the increase of the federal and/or state minimum wage would not only help the citizenry, but would have a direct effect on some of our members. Furthermore, if the ballot initiative that will be on the November 2016 ballot in Maine passes to increase the minimum wage to $12 it would benefit many ESP members as many don’t make that wage. See Resolution C22 C22.

Submitted by: Statewide Bargaining Committee Belinda Saucier & Donna Longley, Committee Co-Chairs 4 - New B RESOLVED: That the MEA believes that peer-to-peer observations of educators should be the major component of formative professional development and growth. Rationale: Because educators believe that their peers offer the most useful and valuable feedback to help them improve their effectiveness as professionals.

RESOLVED: That the MEA supports statewide minimum compensation and working conditions for all public education employees including payment of at least a livable wage to all employees. (Adopted 2004; Amended 2006)

Economic Goal, Objective #1 Increase Maine educators’ salary/wages

Submitted by: Government Relations Committee, Jonathan Payne, Committee Co-Chair 5 - New B

Submitted by: ESP Committee, Gerald Morey and Aaron Greene, Committee Co-Chairs

RESOLVED: That the MEA believes that funding release time should be provided for teachers to participate in peer-to-peer observations for formative professional growth.

Estimated budgetary impact: $0

Rationale: Because educators believe that dedication to observing their peers and offering the most useful and valuable feedback to help them improve their effectiveness as professionals is an essential component of professional growth.

2016 PROPOSED RESOLUTIONS New, Amendments and Deletions

1 - Editorial Change to C23 C23.

Resolved: That the MEA supports legislative action to increase retired educators’ pension exemption from $10,000 $6,000 to parity with the social security exemption and exclude any social security benefit received from being used to reduce the deduction. (Adopted 2012)

Submitted by: Government Relations Committee, Jonathan Payne, Committee Co-Chair 6 - New C RESOLVED: That the MEA supports an increase in minimum salary to $40,000 for certified teachers in the 2017/18 school year and indexed for inflation in subsequent years.

Rationale: 2014 legislation action increased exemption to $10,000.

Rationale: The minimum teacher salary hasn’t increased in statute since 2007-08. A new more appropriate amount is needed to attract teachers and lift the bottom of scales and keep up with inflation thereafter.

Submitted by: MEA-R, Thomas Moore, MEA-R President 2 - New A RESOLVED: That the MEA believes that the Department of Education requires a qualified, full-time Commissioner of Education who has been approved by the Maine State Senate. Rationale: The Commissioner of Education is a pivotal leader of guiding educational policy forward in Maine. This is a position that is crucial to a healthy and fecund educational system. We have had six commissioners of education over the past four years, this creates dissonance in the system and hinders the continuity of educational progress statewide. Submitted by: Government Relations Committee, Jonathan Payne, Committee Co-Chair 3 - New A RESOLVED: That the MEA supports the state meeting its obligation of at least 55% funding of the total cost of public school education. Rationale: State has underfunded education by $1.2 billion over the last 7 years having a negative impact on bargaining for wages 26

Maine Educator • April 2016

Submitted by: Statewide Bargaining Committee, Belinda Saucier & Donna Longley, Committee Co-Chairs 7- New D RESOLVED: That the MEA believes that all ESP contracts should have a negotiated, appropriate and fair evaluation process. Rationale: ESP contracts are lacking in evaluation language. ESP do not face ed policy constraints and needs to make sure an appropriate system focusing on professional growth is in place. Submitted by: Statewide Bargaining Committee, Belinda Saucier & Donna Longley, Committee Co-Chairs 8 - Proposed Amendment of C13 C13. RESOLVED: That the MEA supports a safe, secure, non-violent and non-abusive learning and working environment. The environment must be free of discrimination and violence regardless of age, race, color, religion, creed, sexual orientation, gender identity, disability, health, size, home language or the perception of one’s sexual

Your Association orientation or gender identity, marital status, Association activity, and or any characteristic protected by law. (Adopted 1997; Amended 2002; Amended 2013) Rationale: To be consistent with areas of protection in model contract language, includes protected activity under labor law and a catch-all for other protections under law such as FMLA.

Congratulations!

Submitted by: Statewide Bargaining Committee, Belinda Saucier & Donna Longley, Committee Co-Chairs 9 – Proposed Deletion of C17 C17. RESOLVED: That the MEA supports increases in educators’ pension benefits. (Adopted 2000; Amended 2002) Rationale: C3 wording includes C-17 rationale. C3. RESOLVED: That the MEA supports increases in retired educators’ pension benefits and that any past reductions or freezes implemented by the legislature be reversed. (Adopted 1987; Amended 2002; Amended 2013) Submitted by: MEA-R, Thomas Moore, MEA-R President

MEA congratulates the following members who received National Board Certification in 2015: Stephen Belleau (Lewiston EA) Rebbecca Belmore (SAD 51 EA) Nora Johnson (Tri-County TA) Kathleen Kamps-Houston (SAD 54 EA) Lauren King (Lewiston EA) Stacey McCluskey (Carrabec EA) Susan o’Brien (Education Association 22) Lisa Savage (Carrabec EA)

MEA-Retired’s Annual

Day of Caring Our Day of Caring combines the concepts of NEA’s Outreach to Teach and AARP’s Day of Service to honor September 11, 2001. This is an opportunity to give back to the communities in which we live and to the students we love. The more hands involved, the more we can accomplish! Our goal is to make a difference in a school in every Maine County every year for our students and our communities. We invite you to join us this coming September for our annual Day of Caring – projects vary by county. FMI: Jan Cerabona, MEA-Retired Community Participation Coordinator, jcerab2805@aol.com. April 2016 • www.maineea.org

Your Association

Cat

Tracks Tour

“What a fun morning for my class! Thank you for the opportunity.”

- Jessica DeJongh, Augusta EA Farrington Elementary School - Augusta

All 14,000 1st grade public school students will receive a free book and bookmark from the Maine Education Association in celebration of Read Across America. The book donation is part of an on-going effort by the MEA to help create lifelong readers. In addition to the free book, MEA President Lois Kilby-Chesley will visit 22 public schools across the state during MEA’s 3rd annual Cat Tracks Tour where Lois reads to a 1st grade classroom with the Cat in the Hat by her side. The tour began on March 1st and continues through April. This is the second year the MEA provided a free book to ALL public school 1st grade students in Maine. Funding for the books has been generously provided by a private foundation. “MEA is excited to be able to provide a free book to all public school 1st grade students in Maine. MEA’s 2106 Cat Tracks Tour is one more way the MEA continues to work to better the lives of students by bringing reading alive with a visit from the Cat in the Hat. Not every student has access to books at home and instilling a love of learning at an early age is something MEA members believe will make a difference in a child’s life. This tour can help spark that natural curiosity of learning for hundreds of students,” said Kilby-Chesley.

Carrabec Community School - Anson

Lincolnville Central School - Lincolnville

The tour stops included: schools in Frenchville, Veazie, Augusta, Lincolnville, Rangeley, Bristol, Oakland, Orono, Litchfield, Shapleigh, Milbridge, Bowdoin, Westbrook, Alexander, Randolph, Milford, Waldoboro, Winthrop, Arundel Carrabec, Windham, and Thorndike.

Asa C. Adams School - orono 28

Maine Educator • April 2016

Your Association

Teresa C. Hamlin School - Randolph Mt. View Elementary School - Thorndike

Rangeley Lakes Regional School - Rangeley

“Lois was wonderful with the children!” - Donna Brown, Rangeley Teachers Association

oxford-Cumberland Canal School - Westbrook

Libby-Tozier School - Litchfield

Veazie Community School - Veazie

“It was wonderful. The kids loved it! Thank you!!” - Laurie Kimball, Veazie EA

Dr. Lewis S. Libby School - Milford

Thank you to all of the 1st grade classes that participated in MEA’s Cat Tracks Tour and submitted photos of their reading celebrations! April 2016 • www.maineea.org

Calendar April

Books Across America Library Books Award Contest Deadline

NEA will award $1,000 grants for school libraries in need. Members who apply must work in a school where at least 70% of the students receive free or reduced lunch. Application available online at maineea.org/grants

May

SLo Teacher-Principal Workshop

Save the date for the first ever joint teacher and administrator workshop at USM from 8:30 a.m.-2:30 p.m. Registration is opening soon, participants must come as a teacher/principal team. To learn more about the workshop and the new MEA partnership with the Maine Principals’ Association see the next page.

June

May

App Design Challenge Contest deadline for Maine high school students to design, develop and demonstrate Android mobile apps. The apps need to be helpful to the students’ communities and schools.

Student prizes include $10,000 in scholarship money divided between 1st, 2nd, and 3rd place winners.

NEA Foundation Awards Grant Deadline for NEA Foundation awards to enhance teaching and learning: •

•

Student Achievement Grants support initiatives that improve academic achievement. Learning & Leadership Grants support high-quality professional development.

FMI: www.neafoundation.org

Learn more: www.tylertech.com/ maineappchallenge2016

Partners in PD

MEA works with Maine Principals’ Association to offer collaborative professional development The Maine Education Association is pleased to announce a new partnership with the Maine Principals’ Association (MPA), the professional association of building administrators. The newly formed partnership is aimed at providing both educators and administrators with high-quality professional development both groups can work together on, as a team, to best benefit students. Dan Allen, the MEA Director of Training and Professional Development is spearheading the collaboration. “I felt it was time the MEA work to model collaborative behavior to try and foster a relationship between educators and administrators that was both healthy and beneficial to everyone involved,” said Allen. With that collaborative goal in mind, Allen began working with Holly Couturier the Assistant Executive Director at the Maine Principals’ Association. Together, the two have pulled in teachers and principals from various districts to talk about what types of professional development are needed and discuss ways to bring that learning to districts in the form of teacher/principal teams. The first workshop offered for teams of teachers and principals will be held May 3rd—the topic—Student Learning Objectives. The primary focus of the work will be to model collaborative behavior around the topic of SLOs. “We are trying to make sure that as we provide professional development around SLOs focusing on how principals and teachers can work together while creating an SLO that meets the needs of the students,” said Couturier. “There are a lot of new education initiatives that continue to impact teaching 30

Maine Educator • April 2016

and learning and the MEA felt this partnership was necessary in order to figure out the changes together and create a working relationship that will benefit students in the long run,” added Allen.

JoINT SLo TEACHER AND ADMINISTRAToR WoRKSHoP Sessions Include: Nuts and bolts of SLOs, instructional strategies and assessments, demographic data, peer review of SLOs, and collaborative leadership Who: Must come as an MEA teacher member/principal Team Date: May 3rd Where: University of Southern Maine, Portland Campus Time: 8:30 a.m. - Continental Breakfast 9:00 a.m. - 2:30 p.m. - Workshop Sign Up: Keep an eye on your email for a registration link

Unscramble the tiles to reveal a message. Hint: Famous Quote

www.thinkablepuzzles.com Attitude is a little thing that makes a big difference. - Winston Churchill

Color Me!

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Web Version

March is National Nutrition Month Eating Right Isn't Complicated eatright.org Eating right doesn't have to be complicated - simply begin to shift to healthier food and beverage choices. These recommendations from the Dietary Guidelines for Americans can help get you started. •Emphasize fruit, vegetables, whole grains and low-fat or fat-free milk and milk products. •Include lean meats, poultry, fish, beans, eggs and nuts. •Make sure your diet is low in saturated fats, trans fats, salt (sodium) and added sugars.

Monthly MAP Webinar Available on demand starting March 15th Let's Sleep On It There's nothing like a good night's sleep. Learn about the types of sleep, steps to help you have better quality sleep, as well as myths about sleep. To view a seminar on demand go to anthemeap.com and enter MEA Benefits Trust. You'll find these and other seminars in the "Online Seminars" section.

March is National Kidney Month. The inaugural run of the Maine Nephrology Associates 5K Walk/Run for Kidney Health will be held Sunday April 10th in Portland. Click here for more information or to sign up.

Make Your Calories Count Think nutrient-rich rather than "good" or "bad" foods. The majority of your food choices should be packed with vitamins, minerals, fiber and other nutrients, and lower in calories. Making smart food choices can help you stay healthy, manage your weight and be physically active. Focus on Variety Eat a variety of foods from all the food groups to get the nutrients your body needs. Fruits and vegetables can be fresh, frozen or canned. Eat more dark green vegetables such as leafy greens and broccoli and orange vegetables including carrots and sweet potatoes.

Healthy Label Claims May Boost Your Appetite Consumer Reports on Health April 2016 "Healthy" food labels may lead you to overindulge, according to new research. People who munched on chocolate chip, oatmeal raisin, or cocoa-espresso cookies in a recent University of Texas at Austin study reported feeling 40 percent hungrier afterward when the treats had healthy-sounding labels. In a related study, volunteers ate more than twice as much popcorn when labeling suggested that it was healthy.

Board of Trustees Susan Grondin, Chair Sally Plourde, Vice Chair Mary Kay Dyer, Secretary Robin Colby

http://view.email.nea.org/?qs=545ab74d56823705cdb8792b8cafa07d8bff3ea8cfe68e63ea0... 3/16/2016

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Vary your protein choices with more fish, beans and peas. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice or pasta every day.

Larry Given Grace Leavitt Donna Longley Barbara Williams

Know Your Fats Look for foods low in saturated fats and trans fats to help reduce your risk of heart disease. Most of the fats you eat should be monounsaturated and polyunsaturated oils. Check the Nutrition Facts panel on food labels for total fat and saturated fat.

Come Find Us on Facebook! Like us on Facebook and stay current on programs and events. Join us and bring your insight to the conversation.

Redeem your points today and receive your prepaid card sooner! Participate in the MEA Benefits Trust/Onlife Health wellness program and when you've earned at least 50 points you can request your prepaid debit card. It's simple, just select REDEEM located on the dashboard in the points section. Redemptions are now processed every other Friday. That means you can get your card quicker - now within 5-7 weeks. Continue to earn points within the website to receive additional prepaid cards (up to $250). Remember, all current points will expire on June 30, 2016 and restart with a zero balance on July 1, 2016 for the next year. Questions? Contact Linda Welch, MEABT, at lwelch@meabt.org, 207.622.4418 x2510 or Onlife at 877.807.9379.

@theMEABT

This email was sent by: The Maine Education Association Benefits Trust 35 Community Dr Augusta, ME 04330

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$500 Quarterly Drawing! Congratulations to CJ Mauger (RSU 35), Lacie Erikson (York) and John Soucy (spouse of MSAD 24 educator) for winning $500 for the second quarterly Onlife Wellness drawing! You, too, could win! All you have to do is participate in the Onlife Health Wellness program. You gain one entry into the drawing for each 50 points you earn each quarter. Even if you have already redeemed the maximum of 250 points for prepaid debit cards, you are still eligible for the drawing! Winner CJ Mauger, who has already far exceeded 250 points, said, â&#x20AC;&#x153;How wonderful! I've been using and loving OnLife Health for the past three years , but this will have me hiking the HealthTrails with much better gear!â&#x20AC;?

Questions? Contact Linda Welch at MEABT, 207.622.4418 x2510/lwelch@meabt.org or visit www.onlifehealth.com.

CJ Mauger

John Soucy

Lacie Erikson

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Working with you to make your life healthier! www.meabt.org

Privacy Policy | Manage Subscriptions | Update Profile One-Click Unsubscribe | Forward to a Friend |Contact Us Please do not reply to this message as the "reply to" function does not allow us to receive your email. ÂŠ 2012 Maine Education Association Benefits Trust All Rights Reserved

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Maine Educator April 2016

Articles inside

From Homeless to County Teacher of the Year

You Did What? Reinvigorate Your Local

Stand Up for Students

I am MEA

7

Learning in 3-D

Tech Talk: Maker Movement

Inspiring Educators

Perspectives: Should Middle School Students

The Hot List: Educator Classroom Picks

Out of the Shadows

Fast Facts