Maine Educator Fall 2022

Editor

Giovanna Bechard

Layout Design

Shawn Berry

Leadership

President

Grace Leavitt

Vice President

Jesse Hargrove

Treasurer

Beth French

NEA Director

Rebecca Cole

Board of Directors

District A: Pamela Kinsey

District B: Ally Loukas

District C: Vacant

District D: Cedena McAvoy

District E: Thresa Mitchell

District F: Janice Murphy

District G: Nancy Mitchell

District H: Dennis Boyd

District I: Evelyn Atwood

District J: Rick Beaule

District K: Tom Walsh

District L: Rebecca Manchester

District M: Chris Jones

District O: Lisa Leduc

District P: Dina Goodwin

District R: Gary McGrane

District ESP: Jamie McAlpine

Student: Kendrah Willey

Maine Educator (ISSN #1069-1235) is published by:

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

POSTMASTER: send address changes to:

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

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

Shawn Berry

35 Community Drive, Augusta, ME 04330 207-622-5866

Managing Editor

Rachelle Bristol

Four years ago, I wrote my first “President’s Letter” for the Maine Educator. Back then, there was no way to have predicted what was to come. While I was certainly excited about the position I had recently been elected to, I admit that mostly I missed the excitement of preparing for the new school year. It has been a roller coaster of emotions since then, as all were forced to deal with zoom meetings, remote instruction, quarantines, vaccines, masks, etc. So it has been refreshing, ‘rejuvenating’ as one member recently said to me, to have had a beautiful Maine summer with the chance to see many of you in person again at various meetings and conferences. Yes, we are still in a pandemic, I realize, but there is definitely a renewed sense of hope and energy for this academic year, and oh, my, does it feel good!

Four years ago, we were also faced with an important election. And again two years ago, and now once more, here we are with another. We keep saying an election is “the most important one ever”—and seemingly, each time we say that, it truly is!

We have made a lot of progress over these past years. For one thing—the most important—you all have been nothing less than amazing! You have carried on in the face of what should have been insurmountable challenges, yet even a worldwide pandemic did not stop you! If

you can do that, you can handle just about anything that comes at us!

We have also made such great progress in terms of funding for our schools, supports for our students, improvements to pensions, and more—again, all while dealing with COVID. But we also know that there is so very much more progress that is needed: our students—and educators!—still need supports to deal with what we have experienced, vacant positions need to be addressed, many buildings still need better ventilation, to name just a few things—and certainly our essential support professionals need not only greater recognition and respect for the important work they do, as do all educators, but also they deserve to see that recognition in the form of respectable wages.

Yes, we have a lot more progress to make on issues that are important to our members—and they are important to our members because ultimately, that means a better system for our students. You’ve heard it said so many times, because it is true—our educators’ working conditions are our students’ learning conditions.

As you know, our Association conducts a ‘screening and endorsement’ process, which includes the voices of members who represent you. This gives all candidates, if they choose to participate, the opportunity to state where they stand on issues that are important to you all. It is, of course, entirely up to you whether

to use the information that results from that process when the time comes to vote. But with ‘friends of public education’ in offices, we will be able to continue to make progress as well as counter the recent attacks we’ve been seeing on educators and our public schools— attacks that in other states have led to laws that make it ever more challenging to provide the safe and welcoming places of learning we know our students deserve and our members need so they can do their best work.

Here’s to the hope that this year will indeed be the best year ever—for our students and for all of you—and that together we continue to have strong public schools where all are respected and valued. Know that your Association, and I personally, will do everything possible towards that end!

Stay safe, stay strong, and let’s keep moving forward!

In Unity, Grace

What? Summer’s Over?

As many of you know, I have spent a lot of my personal time on a sailboat enjoying the Maine coastline. The views have been spectacular, and I have learned a lot about Maine and the complexity or simplicity of life. It struck me recently that there are a lot of shared principles between sailing and the work we all do for public education. Since a new school year is underway, I thought I would share some observations.

1. Planning is Key.

The ocean tides are always changing and should be planned for. In the marina where the boat is, the water depth can fluctuate significantly depending on the time of day and/or the moon phase. The sailboat I have been spending time on is a Tartan 33 which has a draw of 4 feet 6 inches so the water depth below the keel must be greater than that to be able to navigate the boat and get in and out of the marina. Planning ahead and paying attention to your surroundings is key to avoid getting mired in the mud. To best support members, MEA has paid attention to the evolving impact of COVID on all of you and our school environments and has worked collaboratively with stakeholders to anticipate what this school year might look like and how we can meet members’ evolving needs and communicate more

effectively. We are also looking ahead to plan for any possible changes due to this November’s election. Elections matter. Your voice matters. If you need a list of MEA endorsed candidates, please visit the MEA website.

2. The Work is Never Done.

The saying goes that the best days for a boat owner are the day they buy the boat and the day they sell the boat. That is because there is always something that needs to be fixed, replaced, or managed. A consistent investment of time and energy is required to have a functioning vessel that is seaworthy and enjoyable. Even when under way, the symphony of tasks to be completed on a sailboat to capture the energy of the wind and ocean is complex. There are multiple sails that can be deployed in a variety of ways to maximize speed and efficiency depending on wind direction. Determining the best combination depends on utilizing the tools available to assess the reach of the current wind. Similarly, educators employ many tools and partnerships to help a student reach their full potential. The work of ALL educators is never done, and there are many parts that must work together in the best interests of students and public education in general. The work you all do every day is inspirational and motivates all of us at MEA to find new and better ways to support you. Please remember MEA is here when you need us.

3. Don’t Forget to Enjoy the Ride.

While there is plenty of planning and work to be done to make a successful trip, I always remember to look around, take in the sights and enjoy the moment. The Maine coastline offers beautiful views which evolve depending on whether it is the beginning or end of the season, and the experience can be different depending on who you invite on the ride with you. There is nothing like the sun on your face, the wind in your hair and good company. While COVID has affected us all differently and altered the way we think about life and how we interact with each other and our students, a fundamental truth still exists. Educators do what you do because you were drawn to the work and wanted to make a difference in student’s lives. The connections you make with students fuels your drive and makes even the toughest days more manageable. For educators, it is the journey towards success whatever that may be for any student that makes it all worthwhile.

While there are many more observations to share, I hope these three resonate with you as you begin a new school year. As summer winds down (I refuse to believe that the season is over) and a fall crispness permeates the air, I hope your new school year proves to be the best year yet and that your calling still calls to you despite all the trials and tribulations that you have gone through the past two years. Your resilience has made all the difference to your students and those around you. MEA is proud to support you.

All the best, Rachelle

MEA in action

MEA Played a Powerful Role in Lifting Salaries

Starting on July 1st, all public school teachers were required to receive a minimum salary of $40,000. The MEA worked to create this new state law, phasing in the increase over the last three years. MEA understands more work needs to be done for all teachers, support staff, and higher education members, and is negotiating for even more at bargaining tables across the state. The Results:

“I would say I’m kind of the quintessential Maine girl. …

My family hunts, I grew up with guns in my home, I’ve shot guns. But … the concept of shooting children is just so hard to wrap your head around because they’re just somebody’s babies.”

MEA President Grace Leavitt Speaks Out

THOUSAND

Year MEA first began working to increase the minimum salary

"Our public education is for all of our students. We accept all students in our schools," Leavitt said. "And this decision is going to funnel those public tax dollars to some private religious schools that are only for a select few students."

-on Carson v Makin Supreme Court decision allowing public dollars to be used for private, religious schools. At the time of publication, only one religious school in Maine planned to accept state money.

“Something that’s developmentally appropriate and to just try to reassure students and communities that educators are there to do everything we can to support them and keep them safe, and we will continue to do that.”- Leavitt on continuing to support educators following the Uvalde and other shootings around the country.

MEA stands up for members to ensure our voice, values and priorities are heard and respected.

MEA members speak up and walk out to support safety and equity

AMANDA COOPER, Gorham teacher on advocating for safer schools.

MEA members continue to advocate for safe and just schools for all students, marching in several Pride parades in the summer.

9 Ways to Start the Year Fresh

Resolve that this is a brand-new school year.

While some COVID-19 protocols may remain, you have the chance to start over, and it’s up to you to help make the most of it. Leave the last year and a half behind and focus on the future. Make the best of what lies ahead. Start FRESH!

Be careful what you put in writing when talking to parents. When responding to angry or upset parents, keep it cordial and brief. Always offer to meet with the parent/guardian in person to discuss issues that arise. Once the meeting is over, that’s when you should email to follow up and recap the discussion and provide the agreed-upon next steps.

Know your rights.

Know your rights. Read or re-read your contract so that you will know your rights. Remember, as a union member you have Weingarten Rights which guarantee you the right to union representation. If you believe any meeting may result in disciplinary action request your right to union representation. Read your rights in the sidebar on this page.

Know your union representative.

At the local level you have an executive team that leads your local association. Familiarize yourself with this team, know what buildings they work in and how to contact each of them. This local association leadership is your first point of contact for any issues. Also, make it a point to know who your UniServ Director (MEA Field Representative) is-this person is your MEA contact at the state level. Never forget that if you have any

questions that are work related, you can reach out to a union representative-that's what they’re there for!

Be realistic. Manage your expectations for the year. While you know you’ll try your best, you may not reach every goal, and that’s ok. Set your sights on realistic success with your students and your job. Don't let your sincere concern for each child turn into a downward spiral where you focus on failure instead of success.

Say No.

You cannot be afraid to say no. You must realize that while you want to help others, you must remember there is only so much time in a day. You are not obligated to say yes to voluntary committees, duties, etc. Saying no from the get-go will allow you to control your time. When you can, sure, help but do not overload yourself from the beginning. You set your own limits.

Appreciate the small things.

Give yourself a lift by focusing on the positive-the student who tells you that he or she learned something that first week of school or the child who speaks to you in the parking lot and uses your correct name.

Start off slowly.

During the first grading period, while the material may be review work, go over the course content slowly enough that most students can find some success.

Remember three qualities of working in schools.

Be flexible, be patient, and keep your sense of humor.

Weingarten Rights

MEA members have what are known as Weingarten Rights. These rights are granted to union members by the Supreme Court and state the following:

NLRB v. J. Weingarten, Inc, 420 U.S. 251, 88 LRRM 2689

(U.S. Supreme Court, 1975)

If this discussion could in any way lead to my being disciplined or terminated, or affect my personal working conditions, I respectfully request that my union representative, officer, or steward be present at the meeting. Without representation, I choose not to answer any questions.

Human, Civil Rights and Social Justice Grant

This grant is available for members who are interested in:

• helping students understand Human, Civil Rights and Social Justice issues

• helping teachers understand and support the issues of Human, Civil Rights and Social Justice

• involving parents and community members with these issues

MEA Magazine Art Cover Contest

The Maine Educator will feature a cover designed by a Maine public school art student depicting the theme “What I Love About Maine.” Submissions can be any form of art and should be 8.5” by 11” or able to be photographed. Please advise students that the magazine title will be across the top and 2.5” high. The artist will want to make sure there is nothing important to the piece at the top, as it may be obscured by the title. Entries must include the name of the student, the school, and the submitting teacher’s name and email.

DEADLINE April 28, 2023

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

Partnership for Caring

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

Grants & Opportunities

MEA offers awards and grants to members to both honor and support colleagues and your work. In addition, MEA’s partners provide support for members as well. MEA is here to help you further your career-take advantage of one of these opportunities today. To apply for an MEA grant, visit maineea.org/awards-grants

Read Across America Incentive Grants

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

Grants of $50 each will be awarded on a first-come, first-served basis. Requests must be made by the local association President for funding of activities within the local association.

Lambert Political Action Grant

This grant is available for members who are interested in:

• Implementing a political action plan in your school district

• Involving the community in supporting public education

• Increasing Association involvement in activities that promote public education

Clyde Russell Scholarship for Students

The Clyde Russell Scholarship Fund was created by the Maine Education Association through a trust established by the late Audrey Lewis. The Trustees have designated two different categories of awards:

(1) Graduating High School Seniors who will attend a 4-year college

(2) Graduating High School Seniors who will attend a Maine Community College

To help students apply visit: clyderussellscholarshipfund.org/

MEA/Sea Dogs “My Hero Works at School” Essay Contest

The MEA is pleased to join with the Portland Sea Dogs for its annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2022 Sea Dogs game for themselves, their family and their school hero.

DEADLINE April 28, 2023

NEA Foundation Grants

The NEA Foundation offers members a variety of opportunities, including a Global Learning Fellowship, Learning and Leadership grants, Equity and Student Success grants and more. To learn more about each opportunity, visit neafoundation.org

Asking someone to join the union seems like a difficult task, but when you know what to say, the “ask” isn’t difficult at all. Research shows people WILL join, if they’re asked. Below are some easy answers to the common questions potential members ask. MEA encourages you to use this as a guide in your membership recruitment process.

THE UNION ADVANTAGE-HOW TO TALK TO PEOPLE ABOUT MEMBERSHIP AND JOINING

Who is MEA?

Maine Education Association (MEA) is our state’s union for all public school educators. We are part of the largest labor union in the country, with nearly three million members who work together to ensure all educators have a stronger voice. Together, we are a union.

What does MEA do for me? What are MEA’s recent successes?

What are the dues?

What does being a union mean?

As a union:

• We have the legally protected right to negotiate for higher salaries and improved working conditions for educators.

• We meet with lawmakers from both political parties to improve our daily lives as educators.

• We work hand in hand with school administrators and school boards to make sure our voices are heard and respected.

• We make sure that educators have the resources you need to give students your best.

MEA gives educators a voice in their work. The Union listens to members to ensure their needs are met, and advocates at the local, state and national level to create real change. Recently, MEA changed state law to increase the minimum teacher salary and is working to increase the minimum wage as well. Pay increases are also negotiated by the union at the local level.

MEA advocated to create a law that gave educators COVID sick time, and laws to protect educators against dangerous behavior while on the job. Pension improvements can also be credited to MEA work at the statehouse.

MEA is always on the side of our members and working to improve pay, benefits, working conditions and student learning conditions. To help members understand these successes, share this magazine with them, particularly page 25 which highlights some of this work.

Dues vary based on the district/ employer, position and work status (full-time, part-time or quarter-time). On average it costs about $25 a pay period for a full-time, professional member and half that for full-time ESP members.

Looking for more resources?

Ask your UniServ Director for more support or for help to run a membership campaign. MEA has everything you need to kick start membership in your local association!

SCAN HERE TO CONTACT YOUR UNISERV DIRECTOR

Violence in Schools and what MEA is Doing to Protect Educators

The pandemic not only impacted how educators teach students, but also greatly impacted the way children and parents behave in our schools-and in some cases-not for the better. Our educators have seen these impacts in the form of verbal and physical violence. Your Union has been working hard to create safeguards to ensure you can work without fear of violence from both within school walls and outside.

The issue of violence in schools is a national one with a survey by the The American Psychological Association (APA) finding that nearly half (49%) of teachers expressed a desire to leave the profession or transfer to another school due to school climate and violence. The survey also found:

• One-third of teachers reported they experienced at least one incident of verbal and/or threatening violence from students during COVID (e.g., verbal threats, cyber bullying, intimidation, sexual harassment).

• 29% of educators reported at least one incident of verbal harassment or threatening behavior from a parent of a student.

• Approximately 37% of educators reported at least one incident of harassment or threat of violence from a student and 42% reported the same from a parent.

The data is alarming, and MEA worked hard to put measures in place to protect all educators, regardless of job title or position. MEA is focused on solutions and worked to pass legislation that funds anti-bully policies for school staff and addresses dangerous behavior in the classroom.

Anti-Bullying of School Staff Policy

Anti-bullying laws have been in place for years, but a new law now includes a provision that includes school staff in that policy, protecting them from bullying behavior from both other school employees, administrators, parents, students or any other individual connected with the public school.

MEA believes all schools should be inclusive environments for all employees and students in our public schools. The new anti-bullying policies MEA supported and worked to implement must include, but are not limited to:

• A provision identifying the responsibility of all school employees to comply with the policy.

• A clear statement that bullying, harassment and retaliation for reporting such behavior are prohibited.

• A provision outlining the responsibility of a superintendent to implement and enforce the policy.

• A procedure for school employees to report incidents of bullying.

• A procedure for promptly investigating and responding to incidents of bullying, including written documentation of reported incidents.

• A statement that any rights under the policy do not exclude access to or limit any other right or remedy under the law. If an affected school employee is covered by a collective bargaining agreement, the policy under this subsection is subject to the dispute resolution process of the collective bargaining agreement.

Addressing Dangerous Behavior in the Classroom

Following an increase in educators injured on the job, MEA worked with lawmakers in Augusta to advocate for a measure that could help protect employees in our schools, while also working to stop dangerous behavior.

The Act to Address Dangerous Behavior in the Classroom requires a school administrative unit to immediately investigate allegations of violent behavior by a student against a public

school employee and, if an allegation is substantiated, to institute an action plan to avoid future violent behavior. Both a local union representative and the injured educator, if any, must be part of the creation of the individualized response plan to avoid future dangerous behavior, which may include, but is not limited to:

• Minimizing suspension and expulsion of the student.

• Prioritizing counseling and guidance services for the student and educators.

• Providing positive behavioral interventions and supports and supports designed to address the consequences of trauma in the individual and training for the student and educators.

• Restorative practices.

• Training for public school employees who interact with the student.

• Provision of adequate staffing and professional development necessary to implement the plan.

The law goes one step further to help protect an injured staff member stating that school districts are prohibited from counting any time away from work due to an injury resulting from violent behavior against a public school employee’s accrued sick leave.

MEA understands this crisis of violence in our schools should unite educators, students, families, and politicians around the common goal of ensuring that our public schools are the safest, healthiest, and most just places in our communities. The Union will continue to work towards that goal this school year, and beyond.

YOUR MEMBERSHIP WORKING FORYOU

Salary Increases

The MEA worked hard to increase salaries, and the official minimum salary for all full-time teachers in Maine is now $40,000. In locals around the state, union negotiators also bargained historic raises for ESP and higher education members.

State Funding for Education Maintained

For the second year in a row, the State meets its commitment to funding 55% of the cost of public schools.

COVID Sick Leave

The legislature adopted a bill to provide 15 days of paid COVID leave for all school employees. It is retroactive to January 1, 2021. If someone had gone unpaid due to COVID and they had no more leave to use, they must be paid up to 15 days.

Pension Improvements

The MEA was successful in winning a 4% COLA for this year. The budget lifts the base amount of the pension by 2.4% starting July 1, 2023. It also increases the amount of your pension not subject to state income tax from $10,000 to $25,000 for the 2022 tax year, and $30,000 and$35,000 in future years.

Addressing Workplace Bullying

Prote ting u ators rom Dangerous Behavior

MEA knows many educators face dangerous behaviors from students, and that's why the MEA worked with legislators to make sure assaults against educators, of any kind, are investigated and protocols are put in place to make sure administrators provide educators the tools they need to address dangerous behavior. Specifically, the new law MEA advocated for requires administrators to develop plans to prevent assaults in the future, and frontline educators need to be involved and engaged in the process.

MEA worked with legislators to pass a new law requiring all school districts to have a policy in place to address workplace bullying in response to verbal attacks on educators around the state. The law allows local associations to grieve any scenario where the school district is not abiding by its policy to prevent the bullying of educators and school employees.

Deeper Investments in Student Success

MEA worked with other education partners and leaders to support funding for free meals at school for all Maine students, and free community college for 2020-2023 high school graduates.

Student De-Escalation Strategies

With each new school year, a new set of students brings new personalities and potentially new challenges. The pandemic brought additional challenges for all school staff as they dealt with difficult student behaviors.

Below are several suggestions from the Crisis Prevention Institute to help educators de-escalate situations in a classroom.

1-Show Empathy

Whether you believe a student’s behavior is irrational or not, is not at issue. The feelings of your student are real to them, so in turn they are justified. Don’t ignore those feelings and keep in mind whatever your student is experiencing in that moment is the most important thing for them at the time.

2-Personal Space

Boundaries are important. Keep your distance from your student, if possible three feet away from the person who is in crisis. Giving space allows the situation to diffuse, decreasing the person’s anxiety and can help prevent acting out. Explain to your student why you are backing up, so they understand and are not scared by the action.

3-Control Body Language & Voice

Pay attention to how you stand, your facial expressions, and your gestures. Your body speaks volumes without saying a word. When your student is in crisis, they are less likely to hear your words so your

tone and body language should remain calm to help defuse the situation.

4-Remain Calm

While you can’t control someone else's behavior, you can control how you react to it which will have a direct effect on the overall situation. Think positively and tell yourself you can handle the situation. Your calm tone and reaction will help.

5-Feelings Over Facts

Facts matter, but in the moment, feelings should be the focus of your reaction. Watch a student’s body language and listen to what they are really saying. React with ‘feeling statements’ like, “that must be hard for you.” Supportive words will tell your student you understand them and what is happening.

6-Deflect Challenging Questions

When confronted with a challenging question, ignore it to avoid a power struggle. When your authority is challenged, redirect instead to focus on the actual issue. Bring the student’s focus

to how you can work together to solve the problem.

7-Create Boundaries

If a student’s behavior is physical, disruptive or dangerous give them clear, simple boundaries. Offer simple choices and consequences. When a student is upset, hearing you may be difficult, so be sure to speak in simple terms offering the most positive behavior choice first.

8-Be Flexible

If you can, and the situation allows, offer your student options and flexibility to avoid possible additional issues. For example, if you need a student to take a quiet seat away from a class, offer a choice as to where they sit or in what room. Be thoughtful about which rules are flexible and which are not.

9-Be Quiet

Just as choosing your words wisely will help de-escalate a situation, the lack of words will also help. Allow your student to have some quiet time to reflect on the situation and decide how to move forward.

10-Take Time

When someone is rushed, stress levels may rise. Both you and the student should take some time to think about what happened, find solutions and process. Time can help bring calm to the situation.

Serving and Surviving- What's Needed in November

By Emily Albee

Serving and surviving as a public school teacher in Maine for 2 years of the COVID-19 pandemic created innumerable challenges to overcome and problems to solve. Society was drastically reminded of the vital roles schools and educators play providing students equitable access to academic and emotional support, food, internet, and overall life stability. Despite the national divisiveness about education, vitriol spewed at school board meetings, and calls for curriculum censorship, educators continued to rise above the challenges and keep education as their number one priority for students. Additionally, our legislative and executive leadership in Maine rose above the noise and distractions to secure vital policy victories for public education in Maine. There may

be issues that still divide legislators but historically, we have never seen politicians in Augusta come together like this to support our public schools especially during an extremely tumultuous period. These policy victories required bipartisan compromise, leadership, and the practical commitment to education.

know what is best for students and sometimes it is required to educate community members about policy points and the needs of our schools.

-How many school board seats are up for the fall election? Do we have qualified, education friendly candidates challenging uncontested seats?

EMILY ALBEE

2023 Maine Teacher of the Year Finalist

2022 Penobscot County TOY Proud EA22 and MEA Member 13th Year Teacher

Continued bipartisan teamwork is required from our legislative and executive branches to maintain support for public education in Maine. A necessary component of that teamwork is for educators to engage community members to participate in voting and choose candidates that are best for students and educators. It is vital to research existing candidates and get a sense of their voting report card and how they have or have not supported education policy in Augusta. We must continue to support our elected “education friendly” policy makers and to help non-education friendly policy makers find the exit door of the state house. The same goals must be adhered to as we choose a Governor that will support education in Maine. The checks and balances of state executive and legislative branches will only function as a team with common goals and perspectives about education funding, inclusive and equitable curriculum, and protection of all Maine students. Additionally, our local school board races are just as important for members to engage with knowing about candidates and their stances on issues. Seeing education friendly school board members across our state fighting for our students and educators impacts local decisions that ensure if districts are participating in inclusive and equitable education experiences for all students.

These are simple action steps for educators to get involved in the coming local and state voting races. Educators

-Work with local associations to come up with a common questionnaire to send to all school board candidates and local legislative candidates to get their thoughts about education policy issues and stances. Distribute the responses among the community so they are informed as they head to the voting booth.

-Hold a meet the candidate night for local school board races to allow community members to ask questions of the candidates.

-Invite local legislative candidates to spend a day with educators at school and allow student voice to be included on how these individuals will or will not support public education in Maine.

It is vital for Maine educators to continue to engage in choosing candidates at the local, state, and national level that create and support policy that is best for our students. Voting individuals into or out of public office is the foundation of a participatory democracy as voters say yes or no to the policy makers who will stand up for Maine students and educators. As we welcome our students back to the classroom, let’s hit the ground running understanding the compositions of our local school boards and legislative districts. We want successful and knowledgeable voter participation in our November 2022 elections to say yes to candidates that will work to protect and promote education policy that benefits all students and educators in Maine.

We have never seen politicians in Augusta come together like this to support our public schools

Big News on Student Loans

TEMPORARY WAIVER CAN HELP EDUCATORS WITH PUBLIC SERVICE LOANS — BUT THE DEADLINE LOOMS

In October 2021, the Biden Administration issued a “Limited Waiver” of some of the strict requirements of the Public Service Loan Forgiveness (PSLF) program. Qualifying payments now include older federal loans, as well as non-Income Driven Repayment and late payments. While many have already received forgiveness under this temporary waiver, or are working toward eligibility, the U.S. Dept. of Education estimates that hundreds of thousands more borrowers will be on average two years closer to loan forgiveness because of the waiver’s provisions. Educators and other public service workers must submit a PSLF application before Oct. 31, 2022, to receive the benefits of the Limited Waiver. Find information at maineea.org/student-loan-forgiveness/

Take action before Oct. 31, 2022!

Go to studentaid.gov/pslf, log in with your Federal Student Aid ID (or create one if you do not have one) and make sure your contact information is up to date. The U.S. Department of Education uses this as their primary method of contact to reach you about the progress of your PSLF application. If you have a Direct Loan, have made 120 payments, and have applied for PSLF, you should

receive automatic forgiveness or updates about your payment count soon. If you have a Direct Loan and have NOT applied for PSLF, you need to apply for PSLF immediately, even if you haven’t reached 120 payments yet. If you have a Federal Family Education Loan (FFEL) or Perkins loan, you must first consolidate into a Direct Loan, then apply for PSLF before the waiver period ends Oct. 31, 2022. To begin your PSLF application, visit studentaid.gov/pslf to use the Department of Education’s PSLF Help Tool.

Why You Should Apply

You should submit the PSLF application even if you have not yet made 120 qualifying payments or reached 10 years of service. Submitting the application will help confirm you are on the right track by ensuring you are making qualifying payments and working for a qualifying employer. It will also allow Federal Student Aid (FSA) to alert you if any changes are necessary and, under the temporary waiver, ensure any payments you’ve made that qualify under the temporary waiver but would not otherwise qualify under the regular PSLF requirements are counted toward your total.

Learn More

Visit NEA’s Student Debt page at nea. org/your-rights-workplace/student-debtsupport/ navigate-your-student-debt, where you find helpful information and tools, including the podcast “The PSLF Changes that Could Change Your Life”. Watch the NEA webinar “Educators of Color and Public Service Loan Forgiveness” at tinyurl.com/ PSLFeducatorsofcolor. Check out the NEA Student Debt Navigator powered by Savi, a tool to find options to better manage your student loan debt (tinyurl.com/ NEAstudentdebtnavigator).

MOST OF OUR STUDENTS CAN’T

VOTE. WE HAVE TO VOTE FOR THEM.

Education policy impacts every educator and every student. The future of our jobs, our public schools, and the education for each student will be in the hands of those elected into office, including the Governor. Below is a side-by-side comparison of the two major candidates for Governor and where they both stand on key education issues. The data is based on both candidates’ voting records and previous actions when each held office.

RACE FOR GOVERNOR

VS.

MILLS LEPAGE

SCHOOL FUNDING

• Signed state budgets that led to historic increases in funding for public schools, including passing 55% state funding for the '21-'23 school years, after 17 years of MEA advocacy1

• Opposes voucher programs that take money away from public schools2

• Consistently shortchanged funding for schools and repeatedly proposed cuts in state aid for schools. In some of his budgets, schools were underfunded by nearly $200 million3

• Strong advocate of voucher programs which siphon more funding from public schools4

RETIREMENT SECURITY

MAJOR PENSION IMPROVEMENTS INCLUDING:

• Increased cumulative Cost of Living Adjustment for all retirees5

• Lifted the base amount for the Cost of Living Adjustment, helping keep up with inflation6

• Signed budget that increases state share of retiree healthcare from 45% to 55%7

• Increased income tax exemption on your pension8

MAJOR CUTS TO PENSIONS INCLUDING:

• Pushed teacher and ed tech retirement costs to local cities & towns, increasing property taxes9

• Increased retirement age to 6510

• Cut, capped, and then froze the Cost of Living Adjustment11

• Refused to support increases to state share of retiree healthcare costs12

SALARY & BENEFIT INCREASES

• Signed into law the bill that increased the minimum teacher salary to $40,00013

• Increased State aid to schools, giving districts more money to boost pay and benefits14

• Refused to support increases to the minimum teacher salary.15

• Reduced funding for schools, forcing cuts in pay, benefits and layoffs16

VS. RACE FOR GOVERNOR

MILLS LEPAGE

FREE MEALS FOR STUDENTS

• Signed into law free meals for all public school students17

• Increased State funding for meal program so costs didn’t shift to local taxpayers18

• No progress was made during LePage’s 8 years as Governor to address student hunger in our schools19

STABILITY FOR PUBLIC SCHOOLS

• Maine Department of Education stable, with just one Commissioner of Education, Pender Makin20

• Fully funded revenue sharing program, sending hundreds of millions more to local communities21

• Maine Department of Education and Governor’s office regularly meet with MEA leaders to listen to educator concerns

Breen, signed by the Governor on July 19, 2021, found here: http://www. mainelegislature.org/legis/bills/getPDF.asp?paper=SP0577&item=16&s num=130

• Revolving door of leaders at the Maine Department of Education with at least 6 different Commissioners, including LePage himself22

• Reduced revenue sharing to cities and towns, leaving less money for schools23

• Consistently criticized MEA and educators, even saying teachers are a “dime a dozen,” and if you want a good education you need to attend private school24

Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper =HP0156&item=7&snum=130

2) MEA candidate questionnaire, June 2022

3) see “How Are School Districts Preparing for LePage’s Propised Education Cuts,” Maine Public Radio, March 27, 2017 https://www. mainepublic.org/maine/2017-03-17/how-are-school-districts-preparingfor-lepages-proposed-education-cuts

“Gov. LePage calls for $35.5 million in spending cuts,” Mainebiz, December 28, 2012, found here: https://www.mainebiz.biz/article/gov-lepage-callsfor-355-million-in-spending-cuts LD 1032, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2012 and June 30, 2013”(Emergency) (Governor’s Bill)

Sponsored by Representative Patrick Flood, signed by the Governor on June 20, 2011 Found here: http://www.mainelegislature.org/legis/bills/ getPDF.asp?paper=HP0778&item=25&snum=125

4) See “LePage bill for school choice hits resistance,” Kennebec Journal, May 9, 2013, found here: https://www.centralmaine.com/2013/05/09/lepagenix-charter-school-cap-send-public-funds-to-private-schools/ “LePage bill lifts cap on charter schools, lets public money go to religious schools,” Bangor Daily News, May 20, 2013, found here: https://www. bangordailynews.com/2013/05/09/news/new-lepage-school-choice-billwould-lift-cap-on-charters-let-public-money-to-go-to-religious-schools/

5) LD 1995, “An Act To Make Supplemental Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and To Change Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2022 and June 30, 2023” (Emergency) (Governor’s Bill) Sponsored by Representative Teresa Pierce, signed by the Governor on April 22, 2022 Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper =HP1482&item=3&snum=130

6) LD 1995, “An Act To Make Supplemental Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and To Change Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2022 and June 30, 2023” (Emergency) (Governor’s Bill) Sponsored by

Representative Teresa Pierce, signed by the Governor on April 22, 2022

Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper =HP1482&item=3&snum=130

7) LD 1733, “An Act To Provide Allocations for the Distribution of State Fiscal Recovery Funds” (Governor’s Bill) Sponsored by Senator Catherine

8) See “LePage’s teacher retirement proposal draws fire,” Kennebec Journal, March 19, 2013 found here: https://www.centralmaine. com/2013/03/19/teacher-retirement-proposal-draws-fire_2013-03-19/ “Legislature considers repealing LePage budget change on teacher retirement costs,” Portland Press Herald, April 5, 2017, found here: https:// www.pressherald.com/2017/04/05/legislature-considers-repealinglepage-budget-change-on-teacher-retirement-costs/

9) LD 1032, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2012 and June 30, 2013” (Emergency) (Governor’s Bill) Sponsored by

Representative Patrick Flood, signed by the Governor on June 20, 2011

Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper =HP0778&item=25&snum=125

10) LD 1032, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2012 and June 30, 2013” (Emergency) (Governor’s Bill) Sponsored by

Representative Patrick Flood, signed by the Governor on June 20, 2011 Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper

=HP0778&item=25&snum=125

11) During his 8 years as Governor, the state share of retired teacher health care was maintained at 45% and never increased. In fact, in the state budget he signed in 2011, LD 1032, language was included in the budget to cap and further diminish the amount the state pays, although the specific language was not implemented.

12) LD 1995, “An Act To Make Supplemental Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and To Change Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2022 and June 30, 2023” (Emergency) (Governor’s Bill) Sponsored by Representative Teresa Pierce, signed by the Governor on April 22, 2022 Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper

=HP1482&item=3&snum=130

13) LD 1001, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2019, June 30, 2020 and June 30, 2021” (Emergency) (Governor’s Bill) Sponsored by Representative Drew Gattine, signed by the Governor on June 17, 2019, found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper= HP0743&item=4&snum=129

14) During Paul LePage’s 8 years as Governor, the minimum teacher salary in Maine remained at $30,000 as established in 2006 by then-Governor John Baldacci. The minimum teacher salary was increased to $40,000 with the passage of LD 1001, signed by the Governor in 2017.

15) see “How Are School Districts Preparing for LePage’s Propised Education Cuts,” Maine Public Radio, March 27, 2017 https://www. mainepublic.org/maine/2017-03-17/how-are-school-districts-preparingfor-lepages-proposed-education-cuts “Gov. LePage calls for $35.5 million in spending cuts,” Mainebiz, December 28, 2012, found here: https://www.mainebiz.biz/article/gov-lepage-callsfor-355-million-in-spending-cuts LD 1032, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2012 and June 30, 2013”(Emergency)(Governor’s Bill) Sponsored by Representative Patrick Flood, signed by the Governor on June 20, 2011 Found here: http://www.mainelegislature.org/legis/bills/getPDF.asp?paper =HP0778&item=25&snum=125 16) LD 1001, An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds, and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2019, June 30, 2020 and June 30, 2021” (Emergency) (Governor’s Bill) Sponsored by Representative Drew Gattine, signed by the Governor on June 17, 2019, found here: http:// www.mainelegislature.org/legis/bills/getPDF.asp?paper=HP0743&item =4&snum=129

LD 221,An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2021, June 30, 2022 and June 30, 2023”

(Emergency)(Governor’s Bill) Sponsored by Representative Teresa Pierce; signed by the Governor on June 30, 2021 Found here: http:// www.mainelegislature.org/legis/bills/getPDF.asp?paper=HP0156&item= 7&snum=130

LD 1995, “An Act To Make Supplemental Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and To Change Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2022 and June 30, 2023”

(Emergency) (Governor’s Bill) Sponsored by Representative Teresa Pierce, signed by the Governor on April 22, 2022 Found here: http:// www.mainelegislature.org/legis/bills/getPDF.asp?paper=HP1482&item= 3&snum=130 117) LD 221,An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2021, June 30, 2022 and June 30, 2023” (Emergency) (Governor’s Bill) Sponsored by Representative Teresa Pierce; signed by the Governor on June 30, 2021 Found here: http:// www.mainelegislature.org/legis/bills/getPDF.asp?paper=HP0156&item= 7&snum=130

(18)LD 1995, “An Act To Make Supplemental Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and To Change Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2022 and June 30, 2023”

(Emergency) (Governor’s Bill) Sponsored by Representative Teresa Pierce, signed by the Governor on April 22, 2022 Found here: http:// www.mainelegislature.org/legis/bills/getPDF.asp?paper=HP1482&item= 3&snum=130

(19) ”Gov. LePage’s legacy: Maine now third in nation for extreme food insecurity,” Maine Beacon, September 11, 2017, found here: https:// mainebeacon.com/gov-lepages-legacy-maine-now-third-in-nation-forextreme-food-insecurity/

“Senate overrides LePage veto of bill to provide summer food for free, reduced lunch students,” Bangor Daily News, February 11, 2014, found here: https://www.bangordailynews.com/2014/02/11/politics/senate-overrideslepage-veto-of-bill-to-provide-summer-food-for-free-reduced-lunchstudents/ 20) Please see: https://www.maine.gov/doe/about/leadership/makin 21) LD 221,An Act Making Unified Appropriations and Allocations for the Expenditures of State Government, General Fund and Other Funds and Changing Certain Provisions of the Law Necessary to the Proper Operations of State Government for the Fiscal Years Ending June 30, 2021, June 30, 2022 and June 30, 2023” (Emergency) (Governor’s Bill)

Sponsored by Representative Teresa Pierce; signed by the Governor on June 30, 2021 Found here: http://www.mainelegislature.org/legis/bills/ getPDF.asp?paper=HP0156&item=7&snum=130 asp?paper=HP0778&item=25&snum=125

22) See, “Nominee for education commissioner held up, so LePage says he’ll stand in,” Portland Press Herald, February 11, 2016. Found here: https://www.pressherald.com/2016/02/11/lepage-tells-crowd-he-willserve-as-education-commissioner/ 23) 2016-2017, State of Maine, Biennial Budget Briefing, January 9, 2015

Governor Paul R. LePage, page 14, found here: https://www.maine.gov/ budget/sites/maine.gov.budget/files/inline-files/2016-2017StateofMaineBie nnialBudgetBriefing.pdf

24) ”LePage calls classroom teachers ‘a dime a dozen’,” Portland Press Herald, August 19, 2017, found here: https://www.pressherald. com/2017/08/19/lepage-calls-classroom-teachers-a-dime-a-dozen/

“Democratic State House leaders ready to face LePage,” Portland Press Herald, November 13, 2012, found here: https://www.pressherald. com/2012/11/13/maine-legislature-democrats-north-berwick-lawmakermark-eves-house-speaker/

Better BargainingContract Must-Haves

While every contract and negotiation session is different, here are three basic elements that should be included in every contract to make sure all members are treated fairly. MEA believes the following items must be included and/or never removed as language in ALL contracts:

Just Cause

Just Cause means the employer must have a reason to act and the reason must be just and fair when disciplining or dismissing an employee. Just Cause language protects an employee from unfair or arbitrary treatment in the workplace. An employer must have substantial proof an employee was in the wrong, violating a policy or rule, etc., to discipline or terminate. Just cause considerations include that the employee was aware the conduct would be unacceptable; employer rules/orders are reasonable; a fair investigation is conducted; adherence to equal treatment (i.e., rules will be applied consistently); and there is an appropriate discipline/penalty (i.e. punishment fits the crime).

Sample contract language: No employee shall be disciplined or deprived of any professional advantage without just cause. No teacher on a continuing contract shall be non-renewed without just cause. (Nonrenewal applies to teacher contracts only.)

Grievance Process with Binding Arbitration

A Grievance Process ending in binding arbitration allows the Local Association to make sure the terms and conditions agreed to in the contract are followed by the parties. If there has been a violation of the contract, a grievance can be filed. A grievance can be filed by the grievant(s) – member(s) impacted – and/or Local Association depending upon your contract language. The grievance process usually begins at the supervisor or building level and then escalates to higher levels of administration unless a resolution is reached. The process is meant to resolve problems in a manner that is acceptable to all parties. If resolution does not occur, the parties have a right to submit the case to arbitration where a neutral third party will reach a binding decision regarding the alleged violation.

Sample contract language:

In the event a grievance is not satisfactorily resolved during the grievance process, the Association will serve written notice on the employer moving the matter to arbitration. The parties shall confer within ten (10) days to select an arbitrator deemed to be competent, experienced, and impartial. Should the parties be unable to agree upon an arbitrator, the grievance will be immediately referred to the American Arbitration Association/Labor Relations Connection for resolution by a single arbitrator in accordance with the procedures, rules, and regulations of that Association. The arbitrator's decision as to whether there has been a violation of this Agreement shall be final and binding on the Board, the Association, and any and all affected employees.

Wage/Salary Language and Scale

All contracts must include a wage/salary language and scale. Wage/salary language is usually found in the body of the contract and includes agreements on initial placement on the scale (i.e., how prior experience will be treated), step progression (i.e. move a step per year, when does that occur), how often and when pay days occur, shift or other differentials added to wage rates (i.e., night, BCP/TCI, etc...), lane change requirements and pay supplements (i.e., National Board). The wage/salary scale is referenced in the wage/salary language but often are found in the Appendix of the contract, with a different scale for each year of the contract. Best practices and what MEA recommends for scale structures include:

1. The top of the scale (highest rate) on the scale is reached as soon as possible. The scale should match the expected career trajectory for the position. When a position has been mastered, the person should be at the top of the scale. For instance, current literature for teachers shows mastery of the craft – say, when a teacher is comfortable teaching another teacher how to teach – at 7 to 10 years of experience. MEA recommends 10 years maximum to the top as a goal.

2. That the top of the scale rate be a professional, fair and competitive rate for the position.

Recognition Clause-Technical Must Have

A recognition clause is the foundation of the contract as it identifies who the parties (i.e. Local Association and employer) to the agreement are, what positions are covered under the contract – the bargaining unit – and recognizes the Local Association as the exclusive bargaining agent and representative of the identified group of employees. The clause may also identify positions excluded from the terms of the contract as well as how newly created positions will be handled.

Initially, the recognition clause details come from how the bargaining unit was first formed either through voluntary agreement, Labor Board determination/election or card check recognition processes. The Maine Labor Relations Board (MLRB) for public employees and the National Labor Relations Board (NLRB) for private employees administer these processes. Once established, the parties to the contract can agree to amend who is covered by the contract through negotiations – it is a permissive subject of negotiations. If agreement cannot be reached, the MLRB/NLRB unit clarification and determination processes are utilized to decide the matter.

3. That the scale structure be indexed. An indexed scale can be implemented in different ways but the key is the function of the index keeps the whole scale up with inflation over time. When a cost of living increase is applied to an indexed scale, each step or level goes up by the increase, allowing each experience step not to lose purchasing power over time if an adequate cost of living increase is negotiated.

4. The bottom of the scale (lowest rate) is competitive and provides a minimal living standard. The lowest rate keeps up with any required minimum wage or salary rates in law after indexing for inflation each year.

5. Career earnings are maximized. Career earnings are a measurement of the strength of the scale as a whole. The measurement takes into account the starting rate on the scale, the top rate, how many years it takes to get from starting to top, the step increments in between starting and top, and even lane changes for teacher contracts. Comparing the career earnings from year to year also considers the cost-of-living increases.

If a new position is created, the employer does not get to unilaterally determine if the position is or is not in an existing bargaining unit. If the Local Association and employer cannot agree on the status of the new position, the MLRB/NLRB processes are used to determine if the position is included in the recognition or not. A fact-based community-of-interest test is used by the MLRB/NLRB to decide the issue.

If the Association or employer wishes to include an existing position in the bargaining unit during the term of the contract, the parties must either mutually agree to the change or wait until negotiations to address it, unless the position has substantially changed since last negotiations. If the position has substantially changed, it follows the new position process. If the parties cannot agree on inclusion of an existing position that has not substantially changed, a party must first raise the issue and attempt to negotiate it at the next round of negotiations. If resolution is not reached through bargaining, then the MLRB/ NLRB processes can be utilized.

Sample contract language:

RECOGNITION

A. The (town/city/RSU/university/college) Committee (the Committee) hereby recognizes the (Local Name) Education Association/MEA-NEA (the Association) as the exclusive bargaining agent and representative for the (name of bargaining unit). This unit includes employees in any of the following positions: (list positions)

B. The Committee agrees not to negotiate with or recognize any organization other than the Association for the duration of this agreement unless as otherwise provided for in Title 26 MRSA, Chapter 9A as amended.

C. New Positions: If the School Committee creates a new professional position, it shall notify the President of the Association by email. The School Committee or its designee(s), if requested in writing by the President of the Association, shall meet to determine whether the new position shall be added to the bargaining unit. Absent mutual agreement, either the School Committee or the Association may request a determination by the Maine Labor Relations Board.

Lessons Learned

Below are some of the take-away lessons members shared with MEA from each of the sessions attended.

Session: Winning With Words

This was one of the most useful sessions. We really enjoyed learning about the framing techniques and values based persuasive arguments and how effective they are. Really well done and I commend the speaker for giving a great presentation. I also really enjoyed that he gave us the handouts to his presentation as well.

Session: Student De-escalation Techniques

This was a great session! I have taken 3 graduate classes with this presenter and really enjoy learning from her. The information given was some review since I have taken classes from her, but there

Learning and Leading

MEA holds first in-person conference since the beginning of the pandemic

More than 250 MEA members came together to learn from each other and a host of experienced presenters during MEA’s Summer Conference. The event mixed professional development with networking and entertainment (team trivia was a hit!), making for a successful conference where members learned key lessons they say they’ll use immediately. Below are some of the lessons learned this year. Didn’t make it to the conference?

No sweat! MEA will have more! Make sure you keep up with your email, and download MEA’s app for up-to-date information.

was new information as well and it was given in a different format. The arc of how students react and exactly when to step in and back off was very helpful.

Session: Dealing with Difficult People

I left this session with tips on how to deal with difficult people in the workplace. The presenter gave concrete examples. Also liked that she “made us” consider our own contributions to any difficult situation (being reflective as professionals). Being from Anthem, she also shared strategies for “staying healthy” all the time, but particularly during stressful times.

Session: Union 101: Why My Union Matters

Awesome session. I knew a lot beforehand but also learned new things! This was also helpful because I can use some of the info to talk to others about our union.

Session: Community Connections for Supporting Students in Need

This session provided information about how to identify resources for support in your community. There were some great ideas/strategies for developing “in-school” areas to assist families and children with basic fundamental needs. Time was given for participants to start creating a community map of resources.

Session: Visibility Creates Value: Building Your Local Up Through Communications

Excellent information and presentation. This session was just what I think every MEA member should attend. Hands on suggestions were given to assist in getting the word out that MEA makes a difference. Invigorating call on how to engage people to join MEA, good discussion of communication practices of union and how to get buy in. Excellent speaker!

Overheard at the Conference

ALICIA DEROCHE

Special Education Ed Tech

“I have enjoyed being around new people to meet new people from around the state and learn from other people and challenge myself to think outside the box.”

NETTIE BRUEN TriTown EA 1st Grade Teacher

“My biggest nugget is having an open mind that we don’t know everybody’s background to how they respond to things and it’s better to get more information before you react.”

Dirigo EA Bus Driver

“This has been a good learning experience to help me better handle the kids on the bus; really learning everybody’s story matters. Everybody does have an opinion and it’s about perception; sometimes it’s better to say nothing than respond.”

Educators get an advantage

w ith Horace Mann auto in surance!

Horace Mann auto insurance offers preferred premiums and special features and benefits — for educators and association members.

With the Horace Mann Educator Advantage®, you’ll get:

• No deductible for covered vandalism losses on or near school property or while at a school-sponsored event.

• A replacement car if your new car is declared a “total loss.”

• Up to $1,000 for veterinary bills or related expenses if your pet is injured or dies as a result of a covered accident.

• Liability coverage if you transport students in a vehicle we insure.

Also, MEA members may qualify for even better premiums. Contact your Horace Mann representative to learn more, or visit h horacemann com

Horace Mann Insurance Company and its affiliates underwrite Horace Mann auto insurance. The benefits and discounts listed: are only general descriptions of coverage; do not constitute a statement of contract; are subject to terms, limits and conditions of the policy contract; and may vary by state.

Coastal EA

SHAWN WEBSTER

Breakfast After the Bell

Research shows that children who increase their school breakfast participation as a result of a school breakfast program offered at no cost to all students show greater improvements in math scores, attendance, punctuality, depression, anxiety, and hyperactivity than children whose participation remains unchanged or decreases.

1 in 5

Did you know?

Maine kids lives in a household that struggles to put enough food on the table

School breakfast can offer reliable access to nutrition for food insecure children. School breakfast results in calmer classrooms and focused students.

School breakfast leads to better academic and health outcomes for students.

School breakfast must meet strict nutritional standards and incorporate whole grains, fruit and milk and a recent study found that school meals are among the healthiest meals that students consume.

School breakfast is free for all students

How can I help?

You can help make sure that students have access to school breakfast by supporting efforts to make breakfast part of the school day. Breakfast After the Bell is a best practice to ensure all kids are nourished and ready to learn. High need schools in Maine are required, by law, to provide breakfast after the school day starts, and there is funding available to start a Breakfast After the Bell program at your school.

Innovative Breakfast Models

Breakfast in the Classroom: Nutrition staff pack breakfast in coolers or crates to deliver to classrooms. Students take 10-15 minutes to eat breakfast with their peers while getting the school day started.

Grab and Go: Students grab breakfast from the cafeteria or a cart in the hallway on the way to their first class.

Second Chance Breakfast: Students eat breakfast in between their first and second classes. This can either take place in the cafeteria or on the go.

Negotiations Round Up

All across Maine, MEA members are improving their working and living conditions. Here is a sample of some of the Union’s successes compiled by MEA’s Director of Collective Bargaining and Research, Nate Williams. Questions? Contact Nate at nwilliams@maineea.org

Salary

Brunswick EA negotiated to increase starting salaries to at least $49,500 by 2025, including raises of $4000 in 2022-23, $3000 in 2023-24, and $2500 in 2024-25, in addition to steps for all staff members.

Cape Elizabeth Service Employees secured raises of 7% in 2022-23, 5% in 2023-24, and 4% in 2024-25.

Madawaska teachers and Madawaska ESP will receive a 5.9% cost of living adjustment (COLA) applied to their scales this year. This is by virtue of a provision in their contracts that applies either a floor COLA or a COLA tied to the Social Security increase, whichever is greater.

Woodland teachers reached agreement on a three-year contract. The average increase per teacher is 18% over the term of the contract, while maintaining a 3% compound index that has 16 steps. In a five-year span ending in 2024-25, the Association will have increased the top of scale by about $14,000 and increased career earnings by 32.5%.

RSU 39 teachers settled a three-year agreement. The average increase is over $10,000 and 18.4% over the contract term, and the Local maintained its 3.2% compound index with 18 steps. In a sixyear span ending in 2024-25, the Local will have increased starting salary by over $10,000, the top of scale by over $12,000, while increasing career earnings by over 36% and reducing the number of steps by 50%.

COVID Leave

SAD 46 (Dexter) negotiated for a grant and /or restoration of up to 15 sick leave days to any teacher affected by illness caused by COVID-19 from January 1, 2021, for leave used when subject to federal, state, or local quarantine; upon advice of a health care provider to self-quarantine; when experiencing symptoms of COVID-19; when caring for an individual subject to federal, state, or local quarantine; or for a parent or guardian caring for a child whose school or childcare is closed due to COVID-19.

Anti-Bullying

Woodland Education Association (Baileyville) ESP and teachers incorporated anti-bullying language that requires witnesses of bullying activity to report the incident and prevents retaliation for making the report.

Earned Paid Leave

RSU 19 (Newport) ESP negotiated to allow employees to convert unused earned paid leave to accumulated sick days at the end of the year.

Hermon Education Association allows teachers to use EPL to extend holidays and vacation time, as long as substitutes are available.

RSU 25 (Bucksport) Teachers

negotiated a $200 incentive for members who do not use any paid leave, including EPL, and a $100 incentive for members who have 2 or fewer absences.

Expanding the Bargaining Unit

Gorham teachers added occupational therapists to the bargaining unit while negotiating increased step indexes and annual raises of 2.5% in 2022-23, 3% in 2023-24, and 3.25% in 2024-25.

Just Cause

South Portland ESPs and service employees were able to negotiate just cause provisions into their contracts, providing greater job security for their members. The service employees also added a sick leave bank and market adjustment raises plus steps, resulting in a 9% increase. The ESPs also added 2 paid holidays, and eliminated a troublesome comp time system.

ACCESS THE MAINE CONTRACT DATABASE

See your local contract along with other contracts from around the state!

Access to the contract database requires individual registration, verification of eligibility, and the use of a password.

Contract Database Eligible Users: Local Association Presidents, Local Association Chief Negotiators, MEA Board of Directors, MEA Statewide Bargaining Committee member, MEA Staff and MEA RA Delegates.

Fully Repeal Unfair Social Security Penalties

Support the Social Security Fairness Act and the Social Security 2100 Act to fully repeal both the GPO and WEP.

The Maine Education Association, along with the National Education Association, are continually working to ensure our educators retire with the benefits they deserve. The Government Pension Offset (GPO) and the Windfall Elimination Provision (WEP) together deprive more than 2.5 million dedicated public servants, including many educators, of Social Security benefits they have earned.

The Social Security Fairness Act (S. 1302/H.R. 82) and the Social Security 2100 Act (S. 3071/H.R.5723) would fully repeal the GPO and WEP.

Retired educators are actively engaged in our advocacy efforts, pushing for floor and committee votes on both bills. The Social Security Fairness Act has more than 260 co-sponsors in the House, enough to pass. The Social Security 2100 has about 200 cosponsors in the House, short of the 218 needed if every member is present for the vote.

Our Union needs to continue to pressure lawmakers to make these important votes to help secure our future. Please, do your part and add your voice to this important cause. Sign our petition to repeal both GPO and WEP.

Supporting ESP Professional Excellence

Your Union is leading and strengthening efforts to elevate Education Support Professionals (ESPs) as respected professionals essential to the success of all students, educators, schools, and communities through relevant, Union-convened, ESP-led programs and supports. Here are some of the opportunities.

ESP Professional Growth Continuum (PGC)

Develop your professional knowledge and skills using the ESP PGC to positively impact your students, your worksites, and your communities. Grounded in eight universal standards of professionalism, the PGC provides ESPs with clear pathways for professional growth throughout their careers.

›Nea.org/pgc

ESP Learning Network Webinars

Join ESP colleagues from across the country in a monthly professional development webinar on a wide variety of topics to support your professional growth. Missed a webinar? No problem! Many past webinar recordings are available now.

›Nea.org/esppdwebinars

NEA ESP National Conference

Attend the largest national conference for ESPs to develop the skills and knowledge to support student and school success, strengthen your educator voice through the Association, and network with the largest community of ESPs.

›Nea.org/espconference

ESPs: Supporting Our Own Through Peer Mentoring

Design and build effective workplace ESP peer mentoring programs to support ESP professional excellence. Available formats include in-person events, blended learning, independent learning path courses (coming soon!), and a manual to guide program development.

›Nea.org/espmentoring

Building Winning Teams: Effective Ed Tech-Teacher Teams

Develop strong ed tech-teacher partnerships critical for student learning and success by engaging in this eightsession in-person professional learning opportunity. Follow the link below to learn how to build winning teams in your school and district.

›Nea.org/bwt

ESP Leadership Institute (ESPLI)

Join the next generation of ESP leaders to develop leadership attitudes, skills, and knowledge that will enhance your ability to be visible, vocal advocates at the local, state, and national levels of the Association.

›Nea.org/espli

NEA Micro-credentials

Demonstrate your knowledge and skills and earn a micro-credential! A microcredential is a short, competency-based recognition that ESPs can earn in a range of topics, from applying the ESP PGC standards to your role and responsibilities to working effectively in paraeducatorteacher teams.

›Nea.org/micro-credentials

Student and Educator Mental Health

Learn how to support the mental wellbeing of your school community through blended-learning courses, webinars, and resources on social emotional learning, grief, and trauma-informed education.

›Nea.org/sel, Nea.org/grief, Nea.org/trauma

Integrated Pest Management (IPM)

Protect the health and safety of students and educators by learning how to control pests without harmful pesticides. IPM training and certification is now available from the IPM Institute of North America. Contact ›tbarchak@nea.org

Why Professional Development for ESPs?

Everyone who works in schools plays a critical role in supporting student success. Learning occurs throughout the school day, in the cafeteria, the hallways, school playgrounds, athletic fields, and school buses. ESPs create experiences and conditions for healthy, safe, supported, engaged, and challenged students.

Recommended Books

School Librarian and MEA member Meg Rooks recommends the following books for your students this school year.

Maine Reads

Smart slow-burn of a novel told in the alternating perspectives of two black students at an elite and mostly white prep school. Devon and Chiameka are being targeted by anonymous texts (from "Aces") which reveal their secrets to the whole student body. As they join forces to try and uncover Aces' identity, the situation goes from disturbing to terrifying with a twist ending that I did not see coming. Definitely high school YA but I would recommend it to some 8th graders.

Grade Level: 10-12 Reading Age: 14-18

Clever story that tackles the subject of domestic violence through magical realism. Samantha and her sister Caitlin are sent to live with their aunt after their father's abuse has torn apart their family. Their aunt introduces Samantha to a childhood card game (fox and squirrels) that comes to life, and Samantha's relationship with the characters parallels her family struggles.

Grade Level: 5-9 Reading Age: 10-14

This story, told in verse, follows Ellie, an overweight middleschooler who is being bullied by almost everyone: her classmates, strangers in restaurants, even her own siblings and mother. After her father brings her to a counselor, Ellie begins to find her voice and assert her right to take up space in the world. This is an important book that I will recommend to everyone.

Grade Level: 5-6 Reading Age: 10 and up

SCAN ME

Safety, Equity & Justice Take Center Stage

2022 NEA Representative Assembly Back and Better than Ever

By: Cindy Long, NEA Today Edited by: Giovanna Bechard, MEA Communications Director

After two years of the pandemic, delegates to the 2022 NEA Representative Assembly (RA) were back in person in Chicago, with about 6,000 members, including some from Maine. There was a feeling of renewal and celebration after another difficult year. As delegates gathered, they felt restored by the hope, energy, and determination of their union to come back better and stronger than ever.

“We will prevail!” NEA President Becky Pringle promised in her keynote address.

The challenges facing educators, students, and communities today are real and many, Pringle acknowledged. But union members continue to stand strong and embrace their role as the voice of education professionals, she told the RA delegates. Teacher and Augusta EA member Jan Murphy attended her first NEA RA with more than a dozen other Maine educators. Murphy came back with the encouragement needed to begin another year in her school with her Union by her side.

RA DELEGATES VOTE TO CONTINUE CRITICAL WORK ON SAFETY, EQUITY, AND JUSTICE

The delegates approved the policy statement during an ongoing global pandemic, as students, educators, and communities face politicians and institutions that are taking away freedoms and rights, brushing off a growing gun violence epidemic, attempting to divide communities by race and place, and increasing restrictions on what educators can teach and what students can learn. The new NEA policy statement continues to build on the ongoing racial and social justice work of the association. In 2021, RA delegates approved a measure, NBI-A,

“I attended my first ever National Education Representative Assembly this summer. It was an amazing, exhilarating experience. The days were long as there was a lot of work to do for our organization, but I can’t say enough about how powerful it was to have a voice in how the NEA runs. To be in the same room as thousands of educators from all over the country was amazing!”

- Jan Murphy, Augusta EA

and to feel supported in their work,” says Frazier. “In turn, our entire school community will be affected in a positive, nurturing way—and our students will leave their communities and flourish in whatever community they go into next— that is what this policy will help do,” said James Frazier of New Jersey who is an NEA board member and one of several educators who served on an NEA task force that developed the criteria behind the new policy.

TOGETHER, LET'S BE MORE

that established a task force to identify criteria for safe, just, and equitable schools. Over the course of a year, the task force met to research, gather evidence, and consult with educators and experts. The work involved engaging with national partners, state and local affiliates, racial justice advocates, allies, and community activists. NEA's new policy statement is the result of that work and is guided by four core principles:

• Adopt a restorative justice philosophy to create a school climate that rejects the criminalization and policing of students.

• Provide training and support for culturally competent instruction.

• Develop and implement plans to end disparities in disciplinary and behavioral practices.

• Create a community-centered school environment to foster safe, positive environments and engage all members of the public school.

“This policy statement allows NEA to provide the avenues for educators to have what they need so that education is safe, just, and equitable across this nation

In a video thank-you to the NEA delegates gathered in Chicago, Parton said she knows how hard educators work to help every student succeed. "I’m working to do my part as well,” Parton said. “My foundation offers college scholarships for local high school students, and my theme park, Dollywood, is covering college tuition and expenses for employees.”

But Parton says she is most excited about her Imagination Library.

“Together, let’s continue to inspire kids to dream more, care more, learn more, and therefore, be more,” she said.

To listen to more speeches, learn more about policies and business conducted, and enjoy more moments from the 2022 NEA Annual Meeting and Assembly, visit nea.org/ra.

Dolly Parton was named the 2022 NEA Friend of Education for her “Together, let’s continue to inspire kids to dream more, care more, learn more, and therefore, be more," she told delegates via a video message.

Team MEA

When I reflect on this past summer, I can only think of one word. Baseball. For our family, it was the summer of baseball. Our youngest son’s team won the Maine State Championship, which was a huge accomplishment, and the first time the city of Portland won in the 9/10 age group division. Winning meant the team kept playing in a regional tournament through most of the summer.

While the team loves baseball, the dedication it took for the boys to have such success was something to be commended. The group of now fourth and fifth graders practiced every single day from the end of the school year through the middle of August during one of the hottest summers on record. They didn’t quit or complain. While they came up a bit short of a regional title, their devotion to the team and all things teamrelated was inspiring. A group of boys, many of whom didn’t know each other before playing baseball together, worked collaboratively to achieve a common goal. They became a mini family with a true sense of community, building friendships that will last for years to come.

The team’s efforts reminded me of what it is like to start a new school year with new students... kids and college students who are in new environments with new people with unfamiliar rules and expectations looking to find a place to fit in and belong. What helped the baseball team was its instant sense of community. They came together because of a common interest but formed a unique bond because of the leadership set forth by the coaching staff and parents. Every adult involved with the team made it a point to get to know each other, (most were also strangers before this experience) and all came together quickly, connecting to support each player.

This is now the time for you too, as a local union come together and support each other. Starting the year united, having each other’s backs will help you get through each dayeven the bad ones-feeling supported. Your union is your team. Each educator and MEA staff member are here to listen when you have a problem, offer advice when you are struggling reaching a particular student, and celebrate when you get that W. Just as the baseball team needed caring adults to help them along the way, because their talents alone were not enough, you all need each other and your Union. And we are always here.

As you dive into this school year, I wish you all the same success of my son’s team...the kind that keeps you smiling like a child, excited for the small wins, and ready to roll up your sleeves when you’re down two runs in the bottom of the 6thbecause you truly never know how much you can accomplish until you swing for the fences.

Together, we can do more. Together, we are a team. Together, we can achieve so much for our students. Good luck this year, and go team MEA!

Giovanna Bechard Editor