National Board Certification
7 National Board Certification is the most respected professional certification in education.
Celebrate Diverse Books
15 Celebrate a nation of diverse readers with these recommended books!
SAVE THE DATE - MEA Winter Conference
16 January 25 - Presque Isle February 8 - Bangor
Supporting Multilingual Learners in the Classroom
24 We have compiled a list of strategies and supports to help you set your multilingual learners up for success.
Hargrove
14 To celebrate this commitment, MEA proudly presents “Together with MEA,” a series of inspiring video advertisements showcasing the exceptional work of educators across Maine.
16 The 2019 National Teacher of the Year delivered a powerful keynote address at the Maine Education Association Summer Conference, focused on the importance of addressing implicit biases and systemic racism to create a more equitable education system.
18 Challenging student behaviors can disrupt classrooms and hinder learning. By implementing effective strategies, educators are able to create a more positive and supportive environment for all students.
Cole
Board of Directors
District A: Pamela Kinsey
District B: Steven Knowles
District C: Kendrah Willey
District D: Cedena McAvoy
District E: Thresa Mitchell
District F: Hilary Koch
District G: Valerie Pinkham
District H: Dennis Boyd
District I: Evelyn Atwood
District J: Suzanne Nelson
District K: Tom Walsh
District L: Rebecca Manchester
District M: William "Bill" True
District O: Michael Grillo
District P: Lisa Henderson
District R: Kay Grindall
District ESP: Jay Nicholson
Student: Zach Wentworth
Maine Educator (ISSN #1069-1235) is published by:
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back to school! As summer turns to fall, and the eighty- and ninety-degree temperatures are replaced with evening lows in the forties, my excitement for the school year continues to grow. Somehow, school shopping is much easier—my kids have yet to break from the athleisure trend—so wind pants and t-shirts seem good enough for them. Our house is filled with conversations about soccer, musicals, physics classes, unit plans, and new technologies accompanied by smiles and gleaming eyes.
The start of the school year brings so many opportunities and much anticipation. Our schools are gateways for community connection, through arts, athletics, and academics. We will return to Friday night lights, open houses, and fall productions. We also welcome new colleagues, team members, and friends into the community. It's a great time to share past successes, as well as upcoming events, to create a sense of belonging as you ask others to be part of the Union community effort.
As elections approach, let’s take a breath and remember that there is more that unites us. We can find common ground in rooting for our local teams, laughing at comedy, and learning something new. My greatest joy is watching my kids and students play and perform, but I’ve also joined two fantasy football drafts. One league is with my extended family, spread out across the country, and the other with my colleagues at Hermon. Perhaps this is my year for the trophy…. though the D+ draft grade says otherwise.
In my new role as MEA President, I’m learning new protocols and technologies (haven’t used Microsoft since Windows XP). It’s a good reminder that we all are lifelong learners. My first job
teaching, attendance was done on paper, and student grades were submitted on a floppy disc. I’ve already travelled to schools across Western Maine, The Lakes Region, and most recently, parts of Central Aroostook County. We have great educators and great schools across the state, and I look forward to seeing more of them.
This year, as you settle into your routines, I encourage you to take a moment to reflect on the difference you make. Whether it's mentoring a new teacher, advocating for education policy, or simply fostering a positive school culture, your contributions are invaluable. As a public school educator, married to a public school educator, and the parent of two public school students, I'm deeply grateful for the incredible work that you do. I've witnessed firsthand the positive impact you have on our children's lives, from inspiring them to pursue their passions to helping them overcome challenges.
It’s game time. The show must go on and we are ready. We’ve been preparing all summer for this moment. I hope this is a wonderful year for each of you. Thank you for all that you do.
At this time every year, I am amazed at how quickly time flies (where did the summer and sun go) and how much has happened over the last year. It feels like just yesterday when I was a student eager for new school clothes and school supplies. (Can you say Trapper Keeper?) I may have a slight (okay major) passion for Post-it notes and multi-colored pens, but I try to keep it in check. If you are ever at MEA HQ in Augusta, please visit me and check out my collection for yourself.
As time marches on, MEA continues to support our members and public education, and our collective work helps to move the needle on a variety of issues. Here are a few examples of our accomplishments and work we are engaged in moving forward.
1. New Leadership. We have a new MEA President, Jesse Hargrove, Vice President Beth French, Treasurer Jaye Rich, and NEA Director Becca Cole. Later in this edition, you can learn more about them and their path to leadership in the union. If you have not seen President Hargrove’s new video communication – The Hargrove Herald, please do so. You should be receiving them via email on the first and third Sundays of the month. They contain snapshots of the work being done in the Association and will highlight upcoming events and happenings at MEA.
2. Conferences. The MEA Winter Conference will be held on two dates: January 25 in Presque Isle and February 8 in Bangor. It will be a drive-in event with lots of great professional development opportunities for all, including our early career folks and ESPs. Please mark your calendars and plan to join us at one of them!
3. Elections Matter. Please remember to vote, whether early, absentee or in person. A list of MEA-endorsed candidates can be found in this magazine with information on voting options. As you know, who we elect matters for our professions and our communities. Once the election is over, a new legislature will convene in January to make major decisions on issues that impact all of you every day in your schools and work locations. MEA will be developing our legislative priorities for this session. We need YOU though to partner with us to make educator voices heard. Please stay tuned for more information on lobby days and bill advocacy in the new calendar year.
4. Online Professional Development. MEA has launched a new online portal for professional development, the Learning Hub, free to MEA members. There are currently three offerings to assist in the completion of contact hours and build professional skills. More offerings are being developed to expand the available options. You can find more information on the MEA website on how to access The Learning Hub. Check it out!
5. DEIJ trainings. This past year, MEA completed the first step in our larger DEIJ (Diversity, Equity, Inclusion, and Justice) journey. We completed an equity audit which included surveys of our members and staff, focus groups, and individual conversations. MEA received the audit findings in April with recommendations for next steps which we are working to prioritize and implement over the upcoming years. One of our first priorities is to train a broader community of members and leaders on foundational DEIJ principles so that more members will have similar understandings of this work and their role in our journey. Stay tuned for more information on trainings soon.
6. Membership Matters. MEA’s membership grew last year by less than 1%. While that is good news (rather than a membership loss), our collective work remains to build our membership numbers, engage the members we already have, and grow strong local associations. Strong membership means a strong MEA, ready to use that strength to influence legislative action, education policy, and local school boards. To share our collective work, victories, and power, one-on-one conversations with new and continuing educators is vital. Sharing the value of membership helps others understand our mission and strategic foci (adopted by the MEA Board of Directors in July). Please consider getting involved in your union. Your voice is crucial to our success.
If it is a fresh start to a new school year for you or just the continuation of your year, I wish you a fall filled with fun, apple cider doughnuts, and spectacular foliage. As the year progresses, please remember to take in your surroundings to see the beauty that exists in our world. Please also remember that MEA is here to support you and to help you see purpose in our collective work.
All the best, Rachelle
Rachelle Bristol Executive Director 207-622-5866
x 2227
Did you find PBIS World useful? Let us know how this will benefit you in your role. We’ll send some MEA swag to a few lucky participants.
If you've completed MEA’s Learning Hub course, Understanding Challenging Behavior: Root Cause Analysis for Education Support Professionals, you may already be familiar with PBIS World. If not, you're in for a treat that will undoubtedly help address behavioral challenges you face with students.
Introducing PBIS World: A free, comprehensive website offering tiered interventions (from Tier 1 to Tier 3) and data collection strategies, all organized by observable student behaviors. The most remarkable aspect of this resource is its user-friendly design.
1. Start with Behavior: Users begin by selecting from a list of behaviors they observe in students.
2. Confirm your Observation: Each behavior comes with a detailed description. This helps users ensure that they are accurately identifying the behavior in question.
3. Explore Interventions: Once the behavior is confirmed, users can access a list of clickable interventions tailored to address it. Each intervention provides guidance on: •Why you should use it •When you should use it •How to implement it •What supports are available
4. Track Data and Progress: Users can access data tracking sheets for each intervention. Additionally, if a Tier 1 intervention has been tried for six months with little success, the site suggests Tier 2 interventions to consider next.
These resources are available for free on the PBIS World website. For those who prefer a physical copy, there's also an option to purchase and download the accompanying book.
Mallory Cook Director of Training & Early Educator Engagement mcook@maineea.org
In August, MEA launched a new, self-paced, online learning platform – the Learning Hub. Here, members can take advantage of professional learning opportunities in the form of mini “courses,” wherever and whenever it is convenient for them.
We currently offer three courses and will add more throughout the school year.
Classroom management is often used synonymously with student behavior, but it has much more to do with an educator’s routines, habits, and responses. When we think back to our favorite classes and educators, we likely picture a space that made us feel known, respected, and engaged. In this course, participants will consider strategies they can implement to create a positive environment that works for all students. They will understand how respect, rapport, routines, and engagement impact the classroom environment, learn and adopt strategies they can immediately implement to their classrooms and set measurable goals to improve the classroom environment.
This course, designed specifically for education support professionals, will allow for participants to determine their strengths in building positive relationships with students. Participants will use a fishbone protocol to identify potential root causes of behaviors, and then determine ethical interventions to achieve a student's behavioral goals, create goals to enhance the way they build and sustain relationships with students, and adopt new interventions they can utilize to meet student needs.
For those interested in mentoring new teachers or needing a refresher
There’s no way around it – the first two years in the classroom are tough, but strong mentorship can provide new teachers or those new to a district with the supports they need to thrive and persist. Developed in partnership with early career teachers, this training emphasizes best practices in mentoring so that you can assess your mentee’s strengths and areas for growth, while also providing assistance and support to help them reach their full potential.
After this training you will:
• Understand the role of mentors
• Understand impactful mentoring strategies
• Develop action steps to improve your effectiveness as a mentor
MEA is leading the way providing quality PD
Love that the MEA is really spearheading this need for quality professional learning opportunities for members- the Hub is VERY user friendly and practical.
Excited for the future!
I'm SO impressed with the Learning Hub & am excited to see what is to come in the future!
Perfect amount of content
I felt like there was a perfect amount of content in this course, 'Creating a Positive Learning Environment'. It was not enough to be overwhelming, but also not too little.
AMAZING benefit
The three courses from the MEA are an AMAZING benefit to the membership. THANK YOU!!!
→Tell us and you will be entered to win a prize!
Navigation was effortless
Navigating the learning hub seemed to be quite effortless.
Mentoring course was clear and concise
'The Best Practices in Mentoring' course clearly and concisely helps inform a mentor on how they can best guide their mentee. The content would be a great refresher for those who are already mentors or a good starting point for those who have not yet mentored.
about the Hub?
Reach out to Mallory Cook mcook@maineea.org
To be qualified:
• Enroll in and complete a course before 12/31/2024
• Snap a picture to capture where you took your learning - a couch? A soccer field? The backseat of a car? The school parking lot? Share your photos with learninghub@maineea.org and your photo may be featured on social media or in the magazine!
*A winner will be announced and contacted at the start of the new year.
“I am particularly excited to engage with MEA members in new ways as president,” said Hargrove. "Especially finding ways to support and engage our early career educators in the early stages of their careers and inspire more young people to pursue education as a career."
As a public school parent and the spouse of a public school teacher—his wife Ciara works for Waterville Public Schools—Hargrove understands the importance of building relationships between educators, parents, and the Union to create strong communities and public schools where everyone can thrive.
Jesse Hargrove, former Vice President of the Maine Education Association (MEA), officially began his role as MEA President on July 15th.
President Hargrove brings a wealth of experience, enthusiasm, and a deep commitment to public education to his new role. With over 22 years of experience in education, primarily as a high school social studies teacher, Hargrove has demonstrated unwavering dedication to ensuring that every student in Maine has access to quality education.
Throughout his career, Hargrove has been an advocate for educators and students. As President of the Hermon Education Association (HEA), he successfully campaigned for better working conditions and secured paid parental leave for his colleagues.
I am particularly excited to engage with MEA members in new ways as president... Especially finding ways to support and engage our early career educators in the early stages of their careers.
Hargrove’s commitment to public education in Maine is evident in his various roles within MEA and the community. He has served as Vice Chair of the RSU 3 School Board, on the MEA Benefits Trust Board, and the Waldo County Technical Center Cooperative Board.
With his extensive background and proven track record, Hargrove is poised to lead the Maine Education Association with vision and dedication, continuing his mission to improve public education for all Maine students and working conditions for Maine educators.
Stay in touch with President Hargrove by following his MEA President’s Message, the Hargrove Herald. A new message will be released on the 1st and 3rd Sundays of each month. If you have a question for the President, send it to comms@maineea.org, and he may answer it live on an episode!
See The Hargrove Herald Scan the QR Code to watch the latest episode of the Hargrove Herald!
→Years teaching
22 years – 8 as a Teacher of Students with Special Needs, 14 as a Social Studies Teacher
→Union positions
MEA Government Relations Committee; MEA Board of Directors Region C; MEA Vice President; KIDS EA Stipend Committee, HEA Treasurer, HEA President
→What was your first job?
JH: My first job was a shelf stocker at a general store.
→Who was your favorite educator from childhood?
JH: Tanya Hubbard, late MSAD/RSU 3 English Teacher, Senior Class Advisor, and Contract Negotiator.
→When you were a kid, what did you want to be when you grew up?
JH: I always wanted to be a WWE (except it was WWF when I was a kid) wrestler or play football for the Denver Broncos.
→What is your favorite thing to do in Maine?
JH: My favorite thing to do in Maine is canoeing at Lake St. George to the rope
swing and hiking Tumbledown Mountain with my kids.
→What is your biggest hope for MEA?
JH: That parents, students, and educators see the MEA as a partner in building strong communities.
→What is one goal that you have for MEA this year?
JH: To connect, engage, and empower early career educators with their local associations.
→If you could have a superpower, what would it be?
JH: Humor
→What is your favorite movie and/or book?
JH: My favorite movie is Good Will Hunting, and my favorite book would have to be A Prayer for Owen Meany.
→What is your favorite flavor of ice cream?
JH: Chocolate with coconut
→What is something most people don’t know about you?
JH: I worked on the William S. Cohen Archives housed at University of Maine Orono
→If you could meet one person, living or dead, real or fictional, and have a conversation with them, who would you meet and what would you talk about?
JH: My grandfather passed away when my dad was only four years old. I've always
wished I could have known him, learned about his life, and explored our family history.
→What’s your go-to karaoke song?
JH: Me singing out loud is a violation of human rights, but let’s go with what I will belt out to the radio in the car “In the Air Tonight” by Phil Collins.
→Years teaching 23 years
→Union positions
MEA Treasurer, MEA Strategic Budget Committee Chair, MEA Resolutions Committee, MEA Government Relations Committee, MEA Audit Committee, MEA President’s Advisory Council, MEA Organizing ad hoc Committee, RSU 71 EA Vice President, RSU 71 EA President, RSU 71 EA Grievance Chair, RSU 71 EA Labor Management Chair and RSU 71 EA Lead Negotiator.
→What was your first job?
BF: My first job was working as a front desk clerk and a night auditor at a hotel in Camden, Maine.
→Who was your favorite educator from childhood?
BF: My third-grade teacher, Martha McGilpin. She had the most beautiful read-aloud voice! She set up an easel with an array of vibrant paints in our classroom for students to use when we finished our work. This was my first experience painting on a real artist’s easel.
Continued on the next page →
→When you were a kid, what did you want to be when you grew up?
BF: I wanted to be an educator and work with elementary age students in my hometown community (Which is exactly what I am doing!).
→What is your favorite thing to do in Maine?
BF: My favorite thing to do in Maine is to visit my local sandy saltwater beach. The beach is beautiful in all seasons and serves as my respite spot!
→What is your biggest hope for MEA?
BF: My biggest hope for MEA is that we will continue to grow in membership and that we will equally grow in member engagement.
→What is one goal that you have for MEA this year?
BF: I will do my best to support our membership growth! We will continue to build solidarity as we sign new members and actively engage ALL of our members in our collective work.
→If you could have a superpower, what would it be?
BF: If I could have one superpower it would definitely be mind-reading. Can you imagine what kind of union leader you could be with THAT superpower?!
→What is your favorite movie and/or book?
BF: Brene Brown - Dare to Lead. I’ve lost track of how many times I’ve re-read this text!
→What is your favorite flavor of ice cream?
BF: I love ice cream, and this would be a much easier question if you narrowed down the scope by asking my choice by brand name. I’m going to have to go with the classic here - Hershey’s Chocolate!
→What is something most people don’t know about you?
BF: I absolutely love my work and love socializing, but I also really enjoy my quiet alone time. It feels good to have a balance of both when life gets very busy.
→If you could meet one person, living or dead, real or fictional, and have a conversation with them, who would you meet and what would you talk about?
BF: If I could meet one person, I would like to meet any one of my ancestors who traveled to America in search of a new life. I would like to talk with them about their hopes and dreams for their children and future generations. It would be very powerful to hear their story and know the narrative that would one day become… me.
→What’s your go-to karaoke song?
BF: Wow, I do enjoy a good karaoke tune! I would have to say ABBA. Just makes my heart feel sooo good!
→Years teaching 9 years
→Union positions
LEA Vice President. Previously: LEA President, LEA GR Chair, MEA Structure and By-Laws Chair, MEA GR member
→What was your first job?
JR: My first job was at an animal clinic taking care of animals. I LOVED this job because I was paid to play with dogs and cats– my favorite! I worked there throughout high school and part of college.
→Who was your favorite educator from childhood?
JR: My favorite educator was my 11thgrade history teacher. She taught history like a story, with drama and suspense, which made it so much fun! After her courses, I became hooked on history and learning the stories of our past. I briefly considered becoming a high school history teacher but realized that high school wasn't for me.
→When you were a kid, what did you want to be when you grew up?
JR: I always wanted to be a teacher growing up. I was the kid who was always playing school at home and was the teacher. My poor little brother often found himself being voluntold to be the student. Growing up, I loved working with kids and even helped out in the pre-k/kindergarten classrooms one class period a day when I was a junior and senior.
→What is your favorite thing to do in Maine?
JR: I have so many things I love about Maine, it’s hard to just choose one! But I think what I love most is the beautiful nature. Maine's oceans, lakes, beaches, mountains, trails, and more always leave me in awe.
→What is your biggest hope for MEA?
JR: My biggest hope for MEA is to have 100% membership of public school employees across Maine so we can make the biggest impact on educators and students.
→What is one goal that you have for MEA this year?
JR: A goal I have this year is to get more early career educators involved in the work we do with MEA. This looks different for every educator, but being involved on any level can make a difference in your life and your profession.
→If you could have a superpower, what would it be?
JR: I would love to be able to teleport. I love to see new places but hate traveling to get there.
→What is your favorite movie and/or book?
JR: My all-time favorite book is A Tree Grows in Brooklyn by Betty Smith. I’ve read it at least a dozen times. My favorite movie changes based on the day, but my favorite back-to-school movie is Kindergarten Cop.
→What is your favorite flavor of ice cream?
JR: Being someone born and raised in Texas, my favorite ice cream is BlueBell Vanilla Bean! When you’re down south, it’s a must!
→What is something most people don’t know about you?
JR: My grandparents were instrumental in the Tulsa Democratic Party and hosted President and Lady Bird Johnson when they visited in the 1960’s.
→If you could meet one person, living or dead, real or fictional, and have a conversation with them, who would you meet and what would you talk about?
JR: I would love to meet and talk with Michelle Obama. When I first saw her in 2008, I was mesmerized. I love her outlook on life and positive, albeit tough, attitude. I would love to talk to her about her life and experiences and, honestly, anything she has to say to me. To be honest, I’d just really love a hug too. ;)
→What’s your go-to karaoke song?
JR: This is literally a dinner table conversation at my home at least once a week. Currently, my go-to karaoke song is “Mr. November” by the National.
Rebecca Cole NEA Director
→Years teaching
29 years
→Union positions
Building Rep, local Vice President, local President, MEA Board of Directors, NEA College and Career Readiness work group, NEA Leaders for Just Schools facilitator, NEA Board of Directors
→What was your first job?
RC: My first non-teaching job was as a mother’s helper for a family who owned a kitchen table business. I cared for their four children during the day and worked for their company at night (they sold a game called Ta-Ka-Radi). I have also been a birthday party clown, a trail guide for a horse stable, and a scenic technician for a theater. I currently also work at Books-aMillion in South Portland.
→Who was your favorite educator from childhood?
RC: My second grade teacher, Mrs. McCluskey—she knew how much I loved books and made a point of finding texts she knew I would enjoy.
→When you were a kid, what did you want to be when you grew up?
RC: I either wanted to work in international relations as a translator or become an educator.
→What is your favorite thing to do in Maine?
RC: My favorite thing to do in Maine is outdoor/nature photography, particularly going to the beach in the winter and taking sunset photos. I also love being part of the theater community, especially City Theater in Biddeford.
→What is your biggest hope for MEA?
RC: My biggest hope for MEA is that we
continue to build capacity in leadership so that we can effectively organize around issues that impact our educators, students, and communities.
→What is one goal that you have for MEA this year?
RC: I want to find creative, high-impact ways to connect more local leaders to MEA’s work and support them in engaging their members to strengthen the organization as a whole.
→If you could have a superpower, what would it be?
RC: I wish I could teleport. This would not only allow me to help others immediately and get way more accomplished, but it would make my life goal of traveling around the world much less expensive. :)
→What is your favorite movie and/or book?
RC: My favorite book is a memoir called My Thirty Years Backstairs at the White House by Lillian Rogers Parks OR the Julia Child biography Dearie by Bob Spitz
→What is your favorite flavor of ice cream?
RC: Lemon sherbet
→What is something most people don’t know about you?
RC: I don’t like blueberries at all, and I can’t stand it when people whistle.
→If you could meet one person, living or dead, real or fictional, and have a conversation with them, who would you meet and what would you talk about?
RC: I would love to meet Fred Rogers and hear his perspective on so many issues facing our schools, our families, and our society today.
→What’s your go-to karaoke song?
RC: I’ve only sung karaoke once, but my friend and I sang “Shallow” by Bradley Cooper and Lady Gaga. I think it went ok, but next time I would choose “That’s All” or “The Nearness of You”.
MEA’s dedication to quality public education goes beyond classrooms. Our Union’s unwavering support for both educators and students is shaping a future where ALL Maine students can thrive.
To celebrate this commitment, MEA proudly presents “Together with MEA,” a series of inspiring videos showcasing the exceptional work of educators across Maine.
These videos tell the heartfelt stories of five MEA members from various roles and school districts. Despite their diverse backgrounds, they share a common bond: they are proud Union educators who flourish thanks to the robust support network provided by MEA.
Watch their stories at maineea.org/togethermea, and send us a note about something exceptional happening in your local for a chance to be featured as well. Together, with MEA, students succeed.
LEARN MORE
Watch their stories! Scan the QR Code below to watch each of their stories on our website!
BY: CHERRY MO
A heartwarming tale about a young girl named Jun who moves from Hong Kong to America. Feeling lost and alone in her new school, Jun finds comfort in the familiar flavors of her homemade lunch. As she shares her food with classmates, she discovers the power of connection and friendship, realizing that home isn't just a place, but a feeling that can be carried with you wherever you go.
BY: JONATHAN TODD
A graphic novel that follows Cecil Hall, a shy and talented artist who moves to a new school. Cecil struggles to fit in and find friends, especially when he's faced with microaggressions and the pressure to conform. Through his love of drawing and his experiences with friendship, Cecil learns to embrace his individuality and find his voice.
BY: JEN WANG
A book for anyone who loves survival stories like Hatchet. Seeking solace, Ash embarks on a journey to their late grandfather's secret cabin in the California wilderness, accompanied only by their loyal dog. The story explores themes of identity, selfdiscovery, and the complexities of human connection, offering a heartwarming and thoughtprovoking exploration of finding one's place in the world.
Rodney Robinson, the 2019 National Teacher of the Year, delivered a powerful keynote address at the Maine Education Association Summer Conference, focused on the importance of addressing implicit biases and systemic racism to create a more equitable education system.
In July, nearly 200 educators gathered at the University of Southern Maine to hear from 2019 National Teacher of the Year, Rodney Robinson of Virginia. Robinson taught at Virgie Binford Education Center, a school inside the Richmond Juvenile Detention Center in Richmond, Virginia, and is now the Director of Teacher and Leader Pathways for Richmond Public Schools.
During his passionate keynote address, Robinson shared that his inspiration to become an educator stemmed from his mother’s unfulfilled dream of teaching. Despite never having the opportunity to be a teacher herself due to segregation, she remained the most influential educator in his life. Her lessons in teaching his sister, who had a disability, profoundly shaped Robinson’s career and his understanding of the critical need for equity in education.
Robinson also fondly recalled Dr. Lewis, his high school assistant principal. Dr. Lewis recognized Robinson’s potential and provided invaluable guidance, assisting him with college applications. This mentorship played a pivotal role in helping Robinson gain admission to college and ultimately transformed his life.
You must go above and beyond to challenge students to overcome their experiences.
- Rodney Robinson, 2019 National Teacher of
the Year
Rodney Robinson stressed that recognizing students’ needs and providing essential support—much like Dr. Lewis did for him—is crucial for establishing an equitable education system. Not all students begin on an equal playing field, some will always require extra assistance to achieve their full potential. However, they all deserve a quality education. As Robinson said to attendees, “A good teacher knows what each child needs and delivers accordingly.”
According to Robinson, the first step toward more equitable schools involves introspection. Educators must look in the mirror and understand how their personal history and experiences influence their interactions with students. Acknowledging our own biases and backgrounds is essential for fostering an inclusive learning environment.
Later in the day, Robinson led a breakout session that delved deeper into this concept. He emphasized the importance of addressing implicit bias—the attitudes or stereotypes that unconsciously shape our understanding, actions, and decisions. Recognizing and challenging these biases is a critical step toward greater equity in education.
However, Robinson argued that to create an equitable education system, it is essential to recognize how systemic racism has impacted educator recruitment throughout history and contributed to the racial gap that is still prevalent in education today. To create a truly equitable system, we must confront these systemic challenges head-on.
To dig deeper, session participants explored the unintended consequences of the landmark Brown v. Board of Education decision and its lasting impact. Remarkably, 70 years after that pivotal decision, we continue to grapple with the underrepresentation of black educators.
The statistics are striking. While only 20% of educators in the United States are BIPOC (Black, Indigenous, People of Color), over 54% of students in public schools fall into that category. In Maine, the disparity is even more pronounced. Just over 4% of teachers in Maine identify as BIPOC, despite students of color making up over 12% of the student population in the Pine Tree State,[1] and some school districts in Maine are significantly more diverse than the state average, like Portland Public Schools where 52%[2] of students are students of color. Even in these more diverse districts, the overall disparity remains.
Robinson attributed these staggering statistics to generations of black students, like his mother, who were discouraged from entering the education field after the Brown vs Board decision— which determined that segregating schools was illegal. In fact,
after Brown, 40,000 black educators lost their jobs[3], and many teaching programs at historically black colleges and universities (HBCUs) were dismantled.
“Rodney’s insights pushed us to reflect on our own practices and consider new strategies for fostering diversity and inclusion in education to help create better experiences for all,” said Jesse Hargrove, MEA President.
It is essential to recognize that educational research consistently underscores the value of representation in education. Research shows that when students of color learn from teachers of color, they are 7% more likely to complete high school, 13% go onto college[4], twice as likely to be referred to Gifted and Talented programs, and face fewer suspensions and disciplinary action.[1] This underscores the critical role that diverse educators play in fostering equitable learning environments.
Robinson’s closing remarks emphasized the ongoing importance for educators to engage in self-reflection—to look in the mirror and consider how our life experiences have shaped our beliefs, attitudes, and biases about ourselves and others. By identifying and addressing our implicit biases, we can create more inclusive and supportive school environments for both students and staff.
So, how can we find better ways to connect with students?
Dr. Sara E. Rimm-Kaufman and Dr. Krystal Thomas propose four components to reduce implicit bias and foster meaningful connections with students*:
1. Become Self-aware & Unlearn Prejudicial Habits: Implicit biases often develop unconsciously, influenced by media portrayals and cultural messages. We may be completely unaware of these biases. The first step is to recognize when prejudice occurs, reflect on how our backgrounds contribute to it, and actively replace stereotypes with new, unbiased thinking.
2. Learn About Your Students & Their Perspectives: Take time in the classroom to truly listen to your students. Understand their points of view, identify their interests, and cultivate empathy. Seek opportunities to incorporate aspects of their culture, language, and customs into the learning environment.
3. Individuals to Counteract Stereotypes: Recognize that each student is unique. Tailor your approach to meet their individual needs. Challenge stereotypes by treating students as individuals rather than making assumptions based on group characteristics.
4. Transform the School Climate & Culture: Build trusting relationships with students, families, fellow teachers, and administrators. Consider power dynamics within the school community. Amplify the voices of those who are often marginalized or left out of decision-making processes.
Sources:
[1] K-12 Demographic Data Dashboards - TNTP
[2] Fast Facts - Portland Public Schools. (n.d.). (https://www.portlandschools.org/about/fast-facts)
[3] Sara Carlsen, KUFMS. The Unintended Consequences of Brown v. Board of Education, (https://www.youtube.com/watch?v=z4UARsqclMU) (Accessed: 30 August 2024).
[4] Sara Carlsen, KUFMS. The Unintended Consequences of Brown v. Board of Education, (https://www.youtube.com/watch?v=z4UARsqclMU) (Accessed: 30 August 2024).
* Rimm, Kaufman, & Thomas (2024) [APA Div. 15 Practice Brief]. White, middle-class teachers and culturally different students: Applying psychology to become culturally responsive.
Examine Your Implicit Bias Activity:
This activity can be used for self-reflection or as a tool for examining implicit biases with students or colleagues. By understanding your biases, you can make more conscious and equitable decisions.
• Think about how you see yourself and how others see you.
• On the palm of the hand, write one thing from the list that is a core value of your identity.
• On each of the fingers and thumb, write an important value, role, group, or affiliation that also defines your identity.
family role friendship religion race workplace role volunteer role gender identity age gender ethnic group country of origin sexual orientation state mental health physical health
Debrief:
hobby/interest geographic location neighborhood language
• Examine the list and identify which values are not written in your hand. How can the values that are left out of your hand contribute to your implicit biases?
• Example: If religion is not a core value, maybe you are not aware of when you plan events or meetings on holidays.
• How might your bias or “blind spots” manifest in your life or your teaching?
• How can you work to understand and empathize with experiences different than your own lived experience?
Examine Your Implicit Biases
Resources to sharpen our racial analysis and to deepen our understanding of implicit biases, microaggressions, and stereotypes.
Challenging student behaviors can disrupt classrooms and hinder learning. By implementing effective strategies, educators are able to create a more positive and supportive environment for all students.
Last year, an MEA survey revealed challenging student behaviors as the top concern among educators. While the reasons for this spike in behavioral concerns are complicated, many cite the pandemic’s lasting effects as many students continue to grapple with missed social and emotional development, gaps in critical early intervention services, and the financial strain on their families.
If your physical developmental needs are not met, your emotional needs can’t be met either.
As a social worker at Somerset Elementary School, Tina Beverly notes, “The ACES (Adverse Childhood Experiences) scores are significant in our district.” According to Beverly, it is not uncommon for students to miss physical and emotional milestones. “If your physical developmental needs are not met, your emotional needs can’t be met either,” she says.
- Tina Beverly Social Worker
To address these challenges, Somerset Elementary implemented a traumainformed approach, including the creation of a therapeutic sensory room. The approach has been so successful that the school expanded to include sensory areas throughout the building, including in the hallways.
Unfortunately, many schools lack the resources and training to address the students' growing behavioral challenges that educators are faced with. Mykayla Conerly, Board Certified Behavior Analyst in Waterville, explains, "Most educators don't receive the coursework that prepares them for the behavioral challenges they will encounter in the classroom." Conerly helps within her district by providing educators with the tools and strategies they need to develop effective behavior intervention strategies.
“ ”Teachers often express that staff don't have the training to meet the behavioral needs that we are seeing.
Mykayla Conerly Board Certified Behavior Analyst
Conerly explains that when addressing challenging behaviors in your students, it is important to identify the root cause of the behavior. “While behavior can serve many different functions, when we see challenging behaviors from students, they typically fall into two categories,” she says. “Escape—the student is trying to get out of a task that they don’t want to do or a place that they don’t want to be, or attention—the student is seeking attention or connection from another person.”
Conerly's district is fortunate to have a behavior analyst, but this is not the norm. “Teachers often express that staff don't have the training to meet the behavioral needs that we are seeing,” she says.
While many of the challenges educators are observing today are systemic issues, like staffing shortages, there are strategies that can be employed to try and prevent the behaviors from happening in the first place.
Conerly emphasizes that educators should be curious about the “why” behind the behavior rather than reacting impulsively when students exhibit challenging behaviors. She suggests taking a step back to explore the underlying reasons for the student's actions. Build positive relationships with your students by being approachable, accessible, and genuinely interested in their lives. Actively listen to their thoughts and feelings, and show empathy through your words and actions.
Remember, behaviors often communicate an unmet need, so by understanding the "why" behind a behavior, you can address the root causes more effectively and create a supportive learning environment.
Identifying the balance between positive and negative interactions in our classrooms is important. “By reinforcing
positive behaviors, we see more behavioral change than by punishing negative behaviors,” Conerly explains. “This doesn’t mean we don’t hold kids accountable, but by highlighting the behaviors we want to see rather than those we don’t, we can address the root need of the behavior while building positive relationships and establishing trust with our students.”
Research on the “magic ratio” of positive to negative interactions varies, suggesting anywhere from 3:1 to 10:1. However, the impact of maintaining a high positive-to-negative ratio in interactions is clear. The key principle is that students need far more positive interactions than negative or corrective ones.
Conerly also suggests having a colleague observe and tally your use of negative versus positive reinforcement. “Once we are aware of our positive-to-negative ratio, we can change our behavior accordingly,” she advises.
Conerly encourages educators to establish clear expectations for students. For instance, consider working as a group to create classroom norms and clearly display them for students
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to follow. She also suggests educators create visual reminders of the daily schedule and walk through the schedule or any changes in routine with students at the start of the day or class period. Educators can also help students transition to new tasks or events by utilizing timers or giving verbal prompts as transition time approaches (e.g., 5 minutes, 2 minutes, 1 minute). This is especially helpful for our learners who struggle with executive functioning skills.
To foster positive engagement, offer students choices within boundaries whenever possible. Conerly says, “Studies have shown that when people are offered choices, they are willing to work harder.” By finding opportunities to center your instruction around students’ choices—making it a regular part of the school day—you are sending a signal that you respect them and honor their agency.
Offering students choices might look different depending on grade level, subject matter, and classroom dynamics. However, Conerly has a few suggestions for getting started: offer all students flexible seating options (desk, floor, wobble stool, standing), give students the option to choose a writing utensil that they would like (erasable pen, pencil, mechanical pencil, a pencil with a special design, etc.), provide different options for how students show their knowledge, or allow students to choose if they work with a partner or independently.
While preventing challenging behaviors from occurring in the classroom might be ideal, that will not always be possible. So, how can educators respond when a student’s behavior is escalating, or they become dysregulated?
““They are the heart of the sensory room,” she says as an educator works quietly with a student at a sensory table. “[The educator's] heart rate and her breathing are teaching his body to sync up and helping him to regulate.”
Tina Beverly Social Worker
The way we interact with students can significantly influence their behavior. Speaking calmly and modeling self-regulation behaviors, like breathing techniques, can help students learn to self-regulate. Conerly suggests that, if possible, educators should try to identify the source of the problem, remove the audience before discussing the behavior with the student, and work together to generate a mutually agreed-upon solution. This might include finding a calming corner, taking a movement break, or visiting a sensory room at your school.
If a student is dysregulated or outside their ‘window of tolerance,’ as Tina Beverly from Somerset Elementary School describes, they benefit most from adult-guided, multisensory integration. This involves providing a calming place where they can learn strategies to cope with their frustration, anxiety, anger, or other difficult emotions.
This is where Somerset Elementary’s therapeutic sensory room comes in. Within this space, educators teach, model, and implement skills and strategies designed to exercise students’ central nervous systems and regulate their emotions. For schools without access to a sensory room, there are other effective techniques educators can use.
At Somerset Elementary, Beverly highlights the importance of adult-led activities. “They are the heart of the sensory room,” she says as an educator works quietly with a student at a sensory table. “[The educator's] heart rate and her breathing are teaching his body to sync up and helping him to regulate.” Beverly calls this dual attunement—a neurological response where the student begins to mirror the adult.
If you don't have access to a specialized space, consider incorporating sensory-based activities into your classroom. This might include providing fidget toys, coloring books, or guided meditations for students seeking sensory avoidance or activities like open gym and scooter board play can benefit students seeking sensory input.
“You won’t be able to teach a student effectively if they aren’t regulated. It’s okay to give them a few minutes to remove themselves and regulate themselves before coming back to learn,” says Conerly.
In fact, Beverly notes that Somerset Elementary has seen improved behavioral outcomes and academic performance since implementing a comprehensive and trauma-informed approach to meeting students’ needs. While the sensory room is available to all students, staff have also created smaller sensory areas throughout the building, including a learning pod in the hallway, sensory corners in each classroom, and smaller sensory classrooms.
The larger sensory room offers a variety of tools for students seeking sensory input, such as a crash pad, trampoline, and weighted balls. The room also provides quiet areas, tents, and other calming activities for students seeking sensory avoidance.
Beverly explains each activity has a purpose. “By using each station, we are teaching the students how to use positive strategies that utilize visual, tactile, and gustatory senses to regulate their body and emotions,” she says.
Beverly and Conerly both stress the importance of making sensory tools and strategies accessible to all students. As Beverly emphasizes, “This is not something that students have to earn; it is something they need.” Educators can foster resilience and social-emotional learning skills by meeting students where they are, both physically and emotionally, and providing them with the tools they need to regulate their emotions.
Below are some tools that Beverly recommends educators use within their classrooms if they don’t have access to, or the space for, a sensory room within their schools.
→Cozy Corner: Create a quiet space with a rug, bean bag chair, pillows, or other flexible seating options.
→Yoga and Guided Meditation: Incorporate age-appropriate yoga or guided meditation practices.
→Fidget Box: Fill a box with small, quiet toys, such as monkey noodles or squishy balls.
→Sensory Bins: Use a Rubbermaid box filled with rice or beans and add small objects like cars or animals.
→Creative Activities: Provide coloring books, connect-the-dots worksheets, mazes, or puzzles.
→Music: Use music to create a calming atmosphere during sensory activities or any classroom area.
→Midline Activities: Explore activities that engage both sides of the brain, such as bilateral movements or cross-lateral activities.
Check out our Learning Hub Courses:
• Responding to Challenging Behaviors-Root Cause Analysis for Education Support Professionals
• Creating a Positive Learning Environment REGISTER FOR FREE: maineea.learnupon.com
Contact Mykayla Conerly
For access to more resources or to contact Mykayla Conerly to learn more about her work, visit: getbehaviored.com
READ: Empowered By the Human Design: Tina Beverly suggests reading Empowered by the Human Design by Katie Pagnotta. This book presents the BBARS of Excellence Framework, a resource that integrates social-emotional learning, trauma-informed care, and brain science to help educators create a supportive and thriving learning environment for both students and themselves.
avenue for support includes a series of eight micro-credentials designed by the National Education Association (NEA) to support educators in understanding the complexities of teaching students who are learning English and working with families of multilingual learners.
Maine’s growing multilingual population is a strength to the state and an asset to our communities. It is critical that we set educators up for success to meet the needs of all students. To help educators continue to foster rich, diverse classrooms throughout the state, MEA has compiled a list of resources and suggestions to help.
If you have more ideas, please let us know!
These multilingual learners come from diverse linguistic backgrounds, with Spanish identified as the most common language, spoken by 76 percent of multilingual learners nationally.
Maine presents a slightly different story. Over the last decade, Maine has become home to many refugees, asylum seekers, and families, creating a vibrant and diverse population across the state. Today, 63 percent of Maine schools—across all sixteen counties—enroll at least one multilingual learner.
As educators across the state welcome an increasingly diverse school community, Maine’s multilingual learners differ from national trends. According to the Maine Department of Education (DOE), the top five most common languages among multilingual learners in Maine are Portuguese, Somali, Spanish, Arabic, and French.
While the uptick of multilingual learners has been a trend in Maine for the last decade, many districts across the state have welcomed hundreds of newcomers in just the last few years. The Maine DOE reports that in the 2023-2024 school year, more than 7,000 multilingual learners were enrolled in Maine schools, and the pace of migration is not slowing.
Last year, Maine experienced a 15 percent increase in total multilingual enrollment, a trend that appears to be accelerating among children aged three to five, a demographic that has grown by 54 percent since 2020.[2] This makes multilingual learners the fastest-growing demographic in Maine schools today.
As educators embrace multilingual learning in their classrooms, they often encounter a significant challenge: many teacher preparation programs provide limited, if any, training on how to support students with diverse linguistic backgrounds. Additionally, many districts are under-resourced and lack the multilingual teachers needed to serve the growing population of diverse learners.
According to data compiled by the Maine DOE, there are 234 multilingual teachers licensed in Maine. However, the teacherto-student ratio is disproportionately represented throughout the state. Of the 234[3] licensed multilingual teachers in Maine, 57 percent are employed by Portland Public Schools, Lewiston Public Schools, and South Portland Public Schools.
The challenges faced by under-resourced schools are real, but there are resources available to support educators. One
Sources:
[1] National Center for Education Statistics. (2024). English Learners in Public Schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. Retrieved [10/1/2024], from https://nces.ed.gov/programs/coe/indicator/cgf.
[2] 1 i Multilingual Learner (English Learner) Dashboard | Department of Education (https://www11.maine.gov/doe/index.php/ Multilinguallearnerdatadashboard)
[3] ESSA Dashboard | Department of Education (https://www.maine. gov/doe/dashboard)
WE HAVE COMPILED A LIST OF STRATEGIES AND SUPPORT TO HELP YOU SET YOUR MULTILINGUAL LEARNER UP FOR SUCCESS.
Take the time to learn your students' names correctly. Pronouncing their names accurately demonstrates respect and can significantly strengthen your relationships with them. Students may be hesitant to repeatedly correct others, so ensuring that all staff members know their names correctly can help students feel valued and included in the school community.
Use a tool like NameCoach to share student name pronunciation with your colleagues. Consider assigning a multimedia project to all students where they share the meaning behind their name, an acrostic poem of their name, and/or an artistic presentation of their name.
Begin by assessing your students' prior schooling experiences and their literacy levels in their native languages. Additionally, gather information about their English language proficiency in reading, writing, speaking, and listening. Keep in mind, students may have varying strengths and weaknesses across these different language skills and content areas.
Be aware of the "silent period"
Many students experience a "silent period, a phase in language acquisition where learners are relatively quiet as they listen and absorb a new language. During this stage of language development, consider incorporating read-alouds and music to emphasize listening comprehension, modeling language for students, and utilizing pictures or visuals to support vocabulary acquisition.
Encourage students to share a greeting in their native language and invite them to discuss aspects of their culture. This not only highlights their linguistic abilities, but celebrates the diversity of languages and cultures within the classroom. It also provides an opportunity for other students to gain insights into the experience of language exposure.
Utilize visuals, schedules, and assist students in tasks that may be unfamiliar, such as using a locker. Be prepared to make adjustments to accommodate students who are still acclimating to a new culture and language by creating an inclusive classroom environment.
Colorín on the Go
Think about how students need language to access your content area. Identify key vocabulary in the lesson and look for different ways to present new content and vocabulary, such as the use of images, videos, student glossaries, and simplified definitions of more complex contentspecific terms.
For example, when teaching word problems in math, consider shortening word clauses and using familiar terms or visuals to help students understand the problem's requirements. To save time, consider using an AI tool like Google Gemini to help you simplify math word problems.
This app offers a collection of over 100 practical strategies and tips to support multilingual instruction, including ideas for new teachers, family engagement, and social and emotional support.
ML
ML Chat is a place to learn more and continue to refine your craft. Hosts talk with experts, researchers, and educators to explore how best to serve our language learners. (Look up this podcast through your favorite listening platform)
NEA Resources
Visit: nea.org/weta/resources-for-english-language learners
Public education shouldn’t be at the mercy of politics. But the reality is, elected officials are constantly weighing policies that affect our students, schools, and professions every day. That’s why electing pro-education candidates is important. MEA members have thoroughly vetted candidates in Maine’s state and congressional races, asking key questions on education issues. Based on their responses, MEA members have endorsed those who will best support Maine students and the profession. On the following pages, you’ll find the candidates endorsed by your colleagues.
In-person absentee voting begins in towns and cities around the state by Monday, Oct. 7.
15
Maine has same day voter registration, meaning that Mainers may register to vote and cast their ballot on the same day, Election Day. Online voter registration at maine.gov/vote is available through Tuesday, Oct. 15.
31
No-excuse, absentee voting runs through Thursday, Oct. 31. Maine’s no-excuse absentee voting law means that any Maine voter may choose to vote absentee, whether in person at their town or city hall, or at home. Check with your municipal clerk for voting times and drop box locations. 5
Tuesday, Nov. 5, is Election Day. Absentee ballots must be received by mail or at a designated municipal drop-off location by 8 PM on Nov. 5.
For more information, to register to vote, request your absentee ballot, or check the status of your absentee ballot visit the Maine Secretary of State's website by scanning the QR code. 7
Thomaston, Cushing 44 Bill Pluecker Warren, Hope, Union 46
Crafts Newcastle, Bristol, Nobleboro, Damariscotta 48
Stover Boothbay, Boothbay Harbor
Rafael Macias Topsham
52 Sally Cluchey Bowdoinham, Bowdoin (part), Richmond
53 Judy Tunkle Chelsea, Pittston, Randolph
54 Karen Montell Gardiner
55 Daniel Shagoury Hallowell, Manchester
57 Tavis Hasenfus Winthrop
58 Sharon Frost Belgrade, Fayette, Mount Vernon, Vienna
73 Tiffany Bond Rangeley, Kingfield
74 Gregory Kimber Wilton, Weld, Strong, Temple
78 Eric Giroux Rumford, Bethel 81 Joan Beal Norway, Sweden, Waterford
83 Carrye Castleman-Ross Bridgton, Denmark, Harrison
84 Cassandra Dove Baldwin, Naples, Sebago
86 Craig Messinger Raymond, Casco, Portland (part)
88 Stefanie Damien Auburn (part)
89 Adam Lee Auburn (part)
92 Scott Girardin Greene, Sabattus
93 Julia McCabe Lewiston (part)
94 Kristen Cloutier Lewiston (part)
95 Mana Abdi Lewiston (part)
96 Mike Lajoie Lewiston (part)
98 Kilton Webb Durham, Pownal
99 Cheryl Golek Harpswell, Brunswick (part)
100 Daniel Ankeles Brunswick (part)
101 Poppy Arford Brunswick (part)
102 Melanie Sachs Freeport
103 Arthur Bell Yarmouth
104 Colleen Strickler New Gloucester, Gray (part)
105 Anne Graham North Yarmouth, Gray (part)
106 Doris Poland Windham
107 Jane Pringle Windham
108 Parnell Terry Gorham (part)
109 Eleanor Sato (Gorham part)
110 Christina Mitchell Cumberland
111 Amy Kuhn Falmouth
112 Edward Crockett Portland (part), Falmouth (part)
113 Grayson Lookner Portland (part)
114 Dylan Pugh Portland (part)
115 Michael Brennan Portland (part)
116 Samuel Zager Portland (part)
117 Matthew Moonen Portland (part)
119 Charles Skold Portland (part)
120 Deqa Dhalac South Portland (part)
121 Christopher Kessler South Portland (part)
122 Matthew Beck South Portland (part)
123 Michelle Boyer Cape Elizabeth
124 Sophia Warren Scarborough (part)
125 Kelly Murphy Scarborough (part)
126 Andrew Gattine Westbrook (part), Scarborough (part), Saco (part)
127 Morgan Rielly Westbrook (part)
128 Suzanne Salisbury Westbrook (part)
129 Marshall Archer Saco (part)
130 Lynn Copeland Saco (part)
131 Lori Gramlich Old Orchard Beach
132 Ryan Fecteau Biddeford (part)
133 Marc Malon Biddeford (part)
134 Traci Gere Kennebunkport, Biddeford (part)
135 Daniel Sayre Kennebunk
136 Michelle Coonners Alfred, Lyman (part), Waterboro (part)
138 Michale Barden Cornish, Limington, Buxton (part), Hollis (part)
140 Jason Nadeau Arundel, Dayton, Lyman (part)
142 Anne-Marie Mastraccio Sanford
143 Kathryn Manende Hall Sanford
144 Corinna Cole Lebanon, Acton
145 James Smith Wells
146 Walter Runte York (part), Ogunquit
147 Holly Sargent York (part)
149 Tiffany Roberts South Berwick (part), North Berwick (part)
150 Michele Meyer Eliot, Kittery (part), South Berwick (part)
151 Kristi Mathieson Kittery (part)
MORE →MEA Scorecard
Find out how your lawmakers voted on issues that impact your students and schools with MEA's scorecard.
On Tuesday, November 5, 2024, citizens across the United States will cast their votes for President and U.S. Congress. Additionally, here in Maine, we will be voting for all 186 seats in the Maine Legislature.
Elections offer a prime opportunity for civics education, encouraging students to envision the world and their future. Here are some resources and book recommendations to help teach students about the election process.
→PBS Election Center
PBS Learning Media is a comprehensive educational guide designed to help educators bring the electoral process into their classrooms. The guide includes engaging, age-appropriate materials tailored for different grade levels, interactive videos and activities, and ready-made lesson plans that can be shared directly to your Google Classroom to encourage students to think critically about local and national issues.
Learn More: bit.ly/meapbselection
→C-SPAN Classroom
C-SPAN Classroom offers a wealth of election resources designed to help teachers educate students about elections. C-SPAN Classroom has a variety of classroom resources, including videos and lesson plans, all designed to be adaptable, dynamic, and interactive ways to teach the election process.
Learn More: bit.ly/meacspan
Founded by former Supreme Court Justice Sandra Day O’Connor, iCivics utilizes gaming to explain complex topics to learners. All the iCivics teaching resources are nonpartisan and geared towards engaging high school, middle school, and elementary students. Each game takes between 15 to 30 minutes and includes teacher resources and, in some cases, web-quests for students to dig deeper into the topic.
→"Cast Your Vote"
Cast Your Vote is a simulated election game where students learn about candidates and issues, attend a Town Hall debate, ask candidates questions about important issues, and rate candidates’ responses.
Play Here: bit.ly/meaicivicsvote
→"Win the White House"
In this game, also offered by iCivics, students learn how candidates run for President. Gamers will act as presidential candidates, pick a slogan, develop arguments to support issues, raise funds for their campaign, poll voters, and make personal appearances. Students will need to keep an eye on the Electoral College tally as election day draws near to see if they win the White House.
Learn More: bit.ly/meaicivicswhitehouse Books
ELEMENTARY
→Vote for Our Future By: MARGARET MCNAMARA illustrated by MICAH PLAYER
The students at Stanton Elementary School might be too young to vote themselves, but they find ways to use their voices to encourage their parents, friends, and family to vote.
FMI: bit.ly/meabookvote
→This is Our Constitution: Discover America with a Gold Star Father By: Khizer Khan
Learn more about the Constitution and how to uphold its principles from a citizen who is passionate about his adopted country.
FMI: bit.ly/meabookusa
→One Person, No Vote (YA Edition): How Not All Voters Are Treated Equally By: Carol Anderson and Tonya Bolden
This history of unconstitutional voter rights suppression in America is filled with statistics and stories sure to inspire soon-to-be voters to take action to ensure the basic right to vote for all Americans.
FMI: bit.ly/neavoteresource
The Trustees have designated two different categories of awards:
√ Graduating high school seniors who will attend a four year college
√ Graduating high school seniors who will attend a Maine community college
* Awards will be limited to applicants who are residents of Maine for other than education purposes.
Application forms must be obtained by going to our website at: clyderussellscholarshipfund.org
Applications may be downloaded between October 1 and January 31. Deadlines for applications will be February 1 of any given year.
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
Burdick
One thing that stands out to me as I travel across the state and witness the exceptional work of Maine educators is how connected we are. This sense of connection was particularly evident when I visited Nes Griffin’s classroom at Conners Elementary in Lewiston to film part of our “Together with MEA” video series. To my surprise, Nes and I share more than just a passion for education—we both graduated from Northeastern University—go Huskies—and are alumni of USM’s Extended Teacher Preparation Program (ETEP)—small world!
Witnessing the incredible dedication of Maine educators is truly awe-inspiring. This spring, we filmed the stories of five educators and launched a video series titled "Together with MEA” (page 18). I encourage you to visit our website at maineea.org/togethermea to watch the inspiring videos featuring: Nes Griffin (Lewiston EA), Kendrah Willey (SAD 68 EA), Jay Nicholson (Dirigo EA), Marissa Deku (Lewiston EA), and Peter Sharpley (Lewiston Food Service Managers Assn.). Additionally, consider submitting your own stories about the remarkable things happening in your schools for a chance to be featured.
Despite the challenges faced throughout the state, MEA members are united in our shared commitment to public education. MEA connects you to a network of educators to provide support, encouragement, and camaraderie. For instance, you can glean tips from Mykayla Conerly (Waterville EA) and Tina Beverly (RSU 19 EA) on handling challenging student behaviors in "Building Positive Learning Environments" (Page 20). We compiled a list of resources to help you "Support Multilingual Learners in your Classroom" (page 24), and to teach the electoral process in "Activating Young Citizens" (page 28).
MEA is here to support you. If you are looking for free professional learning opportunities check out the new Learning Hub: Portable Professional Learning (page 8) which launched in August. Help us share this fantastic resource by hanging the flyer on the back page in your breakroom or sharing it with a colleague.
Samantha Burdick Director of Communications & Editor editor@maineea.org
As you continue to navigate this school year, remember that you are not alone. The connections that we build with each other, our students, and our communities are the foundation for everything that we do. Your Union is behind you every step of the way. Thank you for your dedication and have a fabulous year!
Use the MEA Voter guide to know which candidates your colleagues have identified will support Maine public schools and you! On page 26 and 27 you will find our 2024 endorsed candidates, laid out so that you can tear it and share it with a colleague or family member. Visit maineea.org/endorsed-candidates-2024 for the latest information!
The Graduate Programs in Education at UMF Flexible. Affordable. Connected. Responsive. Offering Premier Master’s Programs in: Counseling Psychology - Creative Arts Early Childhood Education Leadership Mathematics Education Special Education Teaching matters. Keep learning at farmington.edu/grad-studies/ .
