Maine Educator February 2014 by Maineea

MAINE

Educator

February 2014

Vol. 74 • Number 6

Visit MEA Online: www.maineea.org

IT’S YOUR ASSOCIATION. READ ALL ABOUT IT.

Carrot-and-Stick Does merit pay actually improve performance?

Story on Page 7

Complain A Little—Then Act!

Does Submit Your Homework Lesson Ideas to Learned on Help MEA a Stretcher Learning?

MEA Sign the “One Small Step” Elections Pledge Candidates

Top Issues In Education

TAKE ONE SMALL STEP FOR STUDENTS Educators have a million and one things on our plates right now: Common Core ~ proficiency-based diplomas ~ testing ~ educator evaluations ~ mass customized learning ~ student poverty ~ the list goes on and on. Federal funds and grants are meant to help states deal with the many federal requirements passed on to us. But did you know that at least some of the resources sent from Washington to benefit our students get deducted on the way to the classroom? Maine treats the Title I funds differently than other states. If a district receives a dollar in Title I money, the State of Maine deducts a dollar in state funds that are sent through Maine’s Essential Programs and Services formula (EPS). What is MEA doing about this? We have our “One Small Step for Students” campaign that is drawing the attention of people across the state to the inequities of the use of Title I funds. The Title I funds that are sent to Maine are described, in part, like this at http:// www2.ed.gov/programs/titleiparta/index. htm : “Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from lowincome families to help ensure that all

community members ~ working together. We need to ﬁll the State House with the voices and letters of those who care about our children. You can help by taking action. On the back page of this issue of the Maine Educator you will ﬁnd a cutout postcard to alert legislators to our concern. Copy and share the form with other members of your community. Lois Kilby-Chesley, MEA President

children meet challenging state academic standards... LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families...[T]he school must focus Title I services on children who are failing, or most at risk of failing, to meet State academic standards.” It is pretty clear from this that the Title I funds are meant to supplement the money already provided to education ~ to give our students at risk an extra leg-up. But that is not happening. We really need to have your involvement to change the funding process for Title I in Maine so that eligible children receive the federal funding they are due. MEA is working hard to have changes made at the state level and that takes all of us ~ ESP, teachers, parents, and

Fill out the form, return it to your local leader, to your UniServ director, or drop it in the mail to: Maine Education Association Attn: Jenna Vendil 35 Community Drive Augusta, ME 04430 If it is easier you can ﬁll out a form online at: http://www.maineea.org/ onesmallsteppledge. We will deliver the postcards to the legislators as we receive them, a few at a time. This is a great way to gain attention to our effort to protect our students and - best of all - IT WILL ONLY TAKE A COUPLE OF MINUTES OF YOUR TIME! It is imperative that our most vulnerable students get the federal money that is meant to improve their opportunities. Please help MEA help our students. To learn more about getting involved go to: http://www.maineea.org/onesmallstep

COMPLAIN A LITTLE–THEN ACT! By Paul Hambleton, Deputy Executive Director

We often hear how busy everyone is, how there’s no way to add anything else to the plate, and how people are weary of all the new initiatives. That’s a common set of concerns, and as long as I’ve been a teacher, it has always been a problem. There is never enough time, and there is always too much to do.

Maine

Educator

We hear talk about how teaching is no fun anymore because of standardized tests, common core, proﬁciency-based education, mass customized learning, meaningless staff development, unfair school “grading systems,” and political rants about failing public schools. I admit, I’ve engaged in those

ISSN #1069-1235 Published by Maine Education Association Periodicals rate paid at Augusta, Maine and additional mailing ofﬁces.

President Executive Director/ Managing Editor Comm. Director/ Editor Layout/Ad Manager Questions/comments:

Lois Kilby-Chesley Rob Walker Giovanna Bechard Allison Coombs gbechard@maineea.org

Subscription $10 per year. The Maine Educator is published 9 times annually, September, October, November, December, January, February, March, April & May. POSTMASTER: send address changes to: Maine Educator, 35 Community Drive, Augusta, Maine 04330-8005

February 2014

conversations and ranted and raved a little from time to time – some of you have heard me out very patiently. Thank you. Like some of you, I joined the Facebook group for BATs (Bad Ass Teachers) both nationally and right here in Maine as a way to see what some very smart (and very angry) educators are saying about the injustices going on in public education. While it’s a starting place, and contains grains of truth and stimulates dialogue and thinking, it won’t actually change anything unless we do something. The children and communities served by our public schools need something more from us. We need to ﬁnd the time, ﬁnd the energy, and bring back the fun

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Top Issues in Education for ourselves and for the profession we hold dear. Yes, I said fun – because our hope is in our actions, not our words. It feels good to act – it’s actually fun. It’s time we do more than talk. We have to act, and we’ll have fun doing it. While testifying before the Education Committee about an important new legislation (LD1736) to create a modern home-grown Maine virtual academy, run by and for Maine public schools, the Committee Chair, Representative Bruce MacDonald, asked me if I knew of some excellent educators who could help develop and implement such a project. I told Representative MacDonald that I knew that there are at least 24,000 excellent teachers, support staff and higher education educators in Maine, many of them who would help with moving Maine into the digital age, and that indeed this was already happening in many places. In coming months, MEA will be hosting regional and local meetings across the state to start a movement

of teacher-leaders who are ready to stand up, take action, and take back our profession. MEA professional leaders like Jill Watson, Amanda Cooper, Rachel Bourgeois, Doug Hodum, Karen MacDonald, Deb Silver, Bob Calderwood and many more have already stepped up and taken action rather than simply stayed with the old saws about not enough time, no fun anymore, and all the rest. Yes, we do have a lot to talk about and sometimes rant about, but we have work to do. We have to act. Add your name to the list. Go ahead, complain a little ﬁrst. Let’s get that out of our systems. Then let’s step up and take charge of our profession. There are more than 24,000 of us – with that many leaders, there is nothing we can’t accomplish for Maine’s public schools. That’s what we do, because we are leaders, and there’s never been a more important time for us to lead. Want to step up right now? Send me an e-mail or call me. Let’s talk. And then let’s act.

SAVE THE DATE MEA Spring Conference Leading the Profession

MISSION: POSSIBLE

SATURDAY APRIL 5 University of Maine at Augusta

From the State House MEA Works to Improve Ad Hoc COLA Payments Appropriations committee members in Augusta, after testimony from many retired MEA members, passed a bill that would increase the next amount the ad hoc COLA is paid on from $20k to $30k. While this only provides small relief for retirees, the change recognizes the cuts made to the pension in 2011. The bill’s approval is not yet ﬁnalized and still needs legislative approval.

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Higher Ed Faculty Pushes for Transparency AFUM (Associated Faculties of the Universities of Maine) members worked with Republican Senator Doug Thomas and testified in front of the Education Committee in Augusta pushing for the passage of a bill that would enhance transparency in funding the University of Maine System. Members spoke about issues relating to UMS spending and the University’s lack of accountability when it comes to the way the system office spends precious resources. Many AFUM members believe the System Office staff has been growing while the campuses have seen layoffs and cuts to programs. That money spent is not made known to the public, based on how the current system is set up. AFUM maintains more transparency means more accountability. The way the system works now, only UMS knows where the money is spent. Faculty told the committee if they are held accountable for work in the classroom the same should be true for UMS when it comes to taxpayer dollars.

February 2014

Lesson Learned on a Stretcher

LESSON LEARNED ON A STRETCHER By Giovanna Bechard, Communications Director

Jeff Charbonneau just passed out in his home after returning from the hospital, receiving a clean bill of health from what he thought was a minor medical issue. Jeff’s wife found him on the floor and dialed 911. The ambulance arrived quickly. Jeff was now awake and staring into the eyes of a former student who sat in his class years ago. The 2013 National Teacher of the Year’s life quickly depended on a man who Jeff admits was not one of his best students in class. This is just one of the reasons Jeff doesn’t call his students, students. He calls them people. “We have to educate all kids as if they are our family. That’s what we should be communicating out about how we are a family.” said Charbonneau at a recent conference NEA affiliate communications directors attended. Charbonneau is vocal. He is captivating and funny. He teaches high school chemistry and physics at Zillah High School in Zillah, Washington. Zillah is a rural community with just over 3,000 people yet Jeff managed to receive national recognition for his teaching. The question—what is he doing right? Simply put, Jeff listens to his students. “I say the system is not broken—the answers to every single education issue is sitting inside a classroom,” said Jeff. According to Jeff, who has been touring the country sharing his story and message with educators and business leaders, a great classroom has several crucial components. “A great classroom is hands on. A great classroom is confident—comes from the teacher and student. A great classroom is adaptable. A great classroom is student led. At the end of the day a great classroom is positive,” says Jeff. Inside his tiny high school Jeff started the first Robot Challenge in Washington state. The school district didn’t have money for the program, but Jeff refused to say no. He went to local businesses and asked for support, receiving $25,000 in donations and grants. Several businesses were more than willing to sign up and Jeff kept them part of the process, inviting them back for local competitions to see how hard students work and to witness science success first-hand. The buy-in though first came from the kids. “You need three kids to think a new program is cool—they’ll grab they’re friends and you’ve changed course. Three teachers? It won’t happen. We’re old—we don’t know what it’s like to be a kid. So we need to not tell them what it’s like. That’s why a great classroom is student led,” added Jeff. Jeff is quick to mention that great classrooms cannot be achieved without administrator support and the willingness to change. “Jeff’s passion for education and learning extends beyond the boundaries of the classroom. What makes him unique is his ability to get students motivated about their own learning and guide them to becoming advocates of their education,” said Mike Torre, Principal of Zillah High School. “This produces students who can think outside the status quo and become the next generation of innovators.” With the constant daily stresses public school employees feel each day Jeff still says this is the best time to be in education… recognizing it is taxing but more than worth it because in the end Jeff says, “we teach people that grow up to be us.” That was never more true for Jeff until that day when he stared up into that former student turned EMT’s eyes—who on that day saved his life. Charbonneau receives an award from President Obama

February 2014

www.maineea.org

DO YOU wANT TO BE HEARD? Here’s your chance!

It’s your Association.

MEA wants your opinion on issues that affect your profession, public education, and local association.

SUBMIT YOUR THOUGHTS

in the form of Resolutions and New Business Items (all submissions will be discussed at MEA’s annual Representative Assembly, “RA”)

What is a Resolution?

Examples of a Resolution (belief statement) include: Resolved that the MEA supports the use of technology as a supplement to the educational process when prescribed by a properly trained educator.

What is a New Business Item?

Examples of a New Business Item (action item) include: That the MEA will work with the legislature to create fair and equitable assessment system for all K-12 schools that is based on multiple measures.

DEADLINE: March 1 Forms are found online at www.maineea.org and mail to MEA RESOLUTIONS COMMITTEE Maine Education Association 35 Community Drive Augusta, ME 04330 FMI and SUBMISSION FORMS: Contact your local Association President or call Tammy Simpson at 622-4418 x2221 or e-mail tsimpson@maineea.org

Does homework really help learning?

PECTIVE S R E

Five reasons why I rarely give homework 1. In the "real" world, most people try not to bring work home; the goal is to do one's job during normal working hours and then have what's left of the day to do whatever one desires. 2. I cannot monitor who is doing their own homework vs. who is getting "help"; in the past, I have had students who have been Diane P. Kew, English Teacher tutored by well-meaning Lewiston High School individuals who end up doing the work—and the learning—in place of the student...this is counterproductive, although students do not care because they are predominantly focused on passing the class, not learning the material. 3. If half the class has not done the homework, then those individuals are already behind. Additionally, if they are struggling learners the level of challenge has just increased signiﬁcantly because they have not had the exposure to the material that the others have. 4. The 9th graders I teach are just below grade level in reading and/or writing. Many of these students come from families that do not have the resources necessary to help their children with their homework, either due to their transient status, their lack of English-speaking skills, their need for help with chores and childcare, their work schedules, their own inability to earn a high school diploma, and/or their personal issues. 5. By having students do most of the work in class, I can see where they are struggling and can jump in quickly to guide them in the right direction so they are less likely to get overly frustrated and give up.

Daily Practice As a math teacher I do assign homework. I call it daily practice. I do not count it as part of the grade. I often give students practice sheets with answers included. A list of answers is now obviously unacceptable. I must see how the students arrived at the given answer. They know what questions to ask the next day. I try to keep a list of homework completion in Inﬁnite Campus, so that parents can see Pam Crabtree, Math Teacher Bonney Eagle High School if practice is being completed on a regular basis. Students who do not do the practice are rarely successful on any of the assessments. I don’t know of any endeavor where practice does not improve performance.

Consider Outside Factors

We have gone around on this in my district. At this time, I give homework to my honors students and check it, as part of their work habits grade. I do not give regular homework to my non-honors classes. Why, you ask? Well, we are teaching in a culture where education is not valued over sports, jobs, chores or responsibilities. And there are many homes without parents who have Donna P. Walsh, Chemistry/ the time or take the time to make Physical Science Teacher, sure kids do their homework. We New Teacher Mentor Massabesic High School were ﬁnding that most students never did their homework anyway. So, grading homework only helped the A students get A+ and D students end up getting F's. We all believe that practicing (meaningful homework), especially in languages, math, many subjects, leads to improved knowledge. We have been told that we need to recognize that many of our students have little to no resources at home and terrible home lives, therefore, they are not concentrating on our homework. They have tougher things to focus on in life. So, no homework unless it's to just ﬁnish up something that they did in class. However, I give my Honors classes homework almost every day. Most of that is practice work that we no longer have time to do in the classroom. Often it is reading, notes, lab reports (I am a chemistry teacher) or projects. I try to help them learn skills other than chemistry that they will need in college as well.

WE ASKED, YOU ANSWERED... Sheryl Morton, Rangeley Lakes Regional School Rangeley

Sarah Hanley, Helen Thompson Elementary - West Gardiner

I do not assign homework. Not necessarily as a rule, but more as a consideration to the student and family. I am working with special education students, who, in some cases, when I did assign homework, would return with a note from home-with unfinished homework. The notes would reveal (through their own confessions) the parents’ inability to assist the student with the work given, and an appeal for understanding of the stress this academic requirement was placing on the family. I also have an understanding that there is a plethora of extra-curricular activities that students are/may be involved in. Rural Maine requires a one to three hour bus ride in-between the schools the athletic teams play for instance. Then there are those students who are employed in after school jobs. Following a seven-hour day of academics, these students are expected to work for four hours in the evening. This leaves limited time for homework. I also like to imagine that a family would enjoy spending what little time together they have in the evenings, without the added distraction of work brought home from school. There is too, the realization that with several other teachers already sending home assignments for students to complete, the homework can be overwhelming. And the students do have study hall time scheduled into their day, which if they are wise, allows them time to complete assignments not completed during the class time (but is this homework when it is completed during the school day.) I do fulfill academic obligation by utilizing the entire class time in the most productive manner possible. I also ask questions relating to what the students have been learning, such as: “so, did you hear anything in the news relating to what we have covered, or have you made any connections outside the classroom to other content areas or real life scenarios,” etc. And isn’t it acceptable to expect that kids have some playtime with their peers or social time for the older students. Building relationships is vital to their well-being. And last but not least, perhaps there are some parents who would prefer to teach things to their children that are culturally relevant and sacred to family time.

I have had strong, albeit conflicting feelings at times, about assigning homework vs. no homework, to my fourth grade students for a very long time. My core belief on the topic, is that 9 and 10-year olds do not require the additional time spent on lessons at home, that parents may or may not be equipped to help their child with (time, understanding of the assignment’s goal, etc.). Assignments that I would give students, would be ones that require minimal assistance from parents, however, there are very few students who don’t need even just a minimal amount of support, reminders, or prompting to do homework. Is it fair to claim so much of our families’ dwindling home time with MORE work? What is the objective of homework? Is it to promote responsible habits? Is it to extend a student’s understanding of a topic? Is it to provide the extra practice a student needs but can’t seem to receive during a regularly scheduled day at school? Here is my very unofficial breakdown of what I’ve seen in the past when it comes to my own experience with homework: Of a class of 20 students... 1.

5 will not do the assignment at all, or will lose/misplace the work before I receive it. They will require extra help or more time to do the work. Usually at recess if that is the only time available.

5 will do an incomplete job, not pay attention to the detail or thinking required, and pass it in only to require more time and attention to either understand it or complete it properly. Usually at recess, as that is the only time available.

5 will do the assignment, but only after great frustration, exceptional help from parents, and will have spent way too much time on the work. Parents will ask that I give them extra help on the work, even if it means losing a recess.

5 students will need no help, and do a great job on the assignment, taking pride in completing work independently.

Kristin Sims, Warren Community School - Warren Philosophically, I’m mostly anti-homework. I definitely do not give rote practice homework. I feel that if students are independent with a skill, they don’t need to practice it at home, and if they’re not, I don’t want them to practice it without support. Many students are already over-booked with sports and activities, so I want them to also have time for family and social activities. That being said, my students do have a standing assignment to read for thirty minutes each night. They are responsible for keeping a log of their reading, and write a constructed response to their book weekly. I don’t penalize them if they do it during independent work time instead of at home. They also have the option of taking work home if they did not finish it, or if they want to move faster through a standard. I try to support my students’ individual needs, so what they’re doing at home may vary. Therese M. Hersey, Mt. Blue High School - Farmington They do not do it any way. I give them time in class to do assignments while I am there for guidance and to answer questions. I have better results that way. Andrea O'Neill-Knarr, Carmel Elementary School Carmel Homework should not be "busy work" but a chance to strengthen concepts learned in school...it's a critical piece! Cheryl Dycio, Sabattus Primary School - Sabattus My position on homework is for kids to practice skills they may be lacking, or to work on projects that demonstrate learning, possibly in multiple formats. I teach Kindergarten so there is very little homework. It is usually for students who have consistently showed incomplete work, or have a need to practice a specific skill.

So for those last 5 students, is this worth it? The students who need free, unstructured play time to refuel and focus for the second part of their day, are usually the students who ended up in the classroom at recess, making up the homework or getting extra help. Where is the value in that? I feel as though I plan and carry out challenging and worthwhile lessons that stretch students all day long. I do not feel as though it is best practice after a day of intense learning and expectations, that students be sent home with even more work. And is that work truly valuable? Or is it “busy work?” If I can’t supervise students or help them in doing that work, how do I know what they even got out of it? How do I grade it? Lastly, students need downtime. They need time to have conversations with family members, relax, play, and find enjoyment in chosen activities that enrich their days, not push them to their limits and force battles with clocks. I grudgingly assign homework because it is expected. I would prefer not to. I have created assignments that can be done online, so that students can have an additional day (Saturday) to complete the work. I provide choice in assignments. I only grade students based on our “work habits,” and do not apply homework grades to any academic subject areas. In a perfect world, I would not assign homework on a regular basis to my fourth grade students.

“MacGyver” Teacher Wins Award

Athens Education Association Toy Drive Teachers and support staff at Athens Community School helped their own students and community children by collecting everything from board games to basketballs during a holiday toy drive. This is the second activity in recent months where the association helped community members, understanding those in need are not strangers but their neighbors and students. In November, the association hosted a diabetes walk to raise awareness and money for the cause.

Secretary of the Year Honored in Westbrook In a gym full of energetic students during a surprise assembly, June Lentz (Westbrook EA) received the Maine Principals’ Association Maine School Secretary of the Year award. Lentz who is a secretary at Canal Elementary School in Westbrook told the crowd she was honored to receive the award and gave credit to the students and professionals who support her each day. Lentz will also be honored at two additional events, one in March and another in the Spring.

Photo Credit: KeepMECurrent

Hike Through History Update

Reaching Out During a Difﬁcult Time Thank you to the Kennebunk, Arundel and Kennebunkport Educators' Association members who proved that educators go above and beyond for their students and their families. Recently, a 16-year-old student passed away after suffering a long illness. His family could not pay for the funeral and other burial services. Local Association members stepped in and made a large donation to the family to help with these costs. In addition, the reception after the funeral was set up and organized by all of the teachers in the various schools who chose to make a donation. Association members provided enough food for everyone with quite a bit left over to send home with the family. Many of our teachers have also made individual monetary donations to the family. Several fund raisers are also planned by school community members, both teachers and students, in the next few weeks to help the family during this difﬁcult time.

Biddeford TA Reaches Out to All Educators

Thank you to Tracy Lapointe (Quamphegan EA) for her continued involvement and dedication to the Hike Through History project in RSU 35. In the December issue of the Maine Educator we reported the program received the 2013 statewide Historic Preservation Honor Award for Organizational Excellence. Lapointe has been an integral part of that success including connecting older students, ﬁrst at the high school and now at the middle school, with third grade students from Central School to bring the past to life for the school community. Thank you for your efforts Tracy to help your students and your community as well.

Congratulations to Sam Blunda (RSU 23 EA) of Saco Middle School! Blunda, known as the school’s “MacGyver go to guy”, recently received the 2014 Middle Level Teacher Excellence Award from the International Technology & Engineering Educators Association of Maine. Blunda teaches Industrial Technology at the school and was praised by his principal and peers during an assembly for his innovative instruction and research-based ideas like project-based learning. The award committee also selected Blunda for his “exemplary reputation” as one of the favorite teachers among SMS students who is able to provide joy and conﬁdence in student learning.

Way to go Biddeford Teachers Association for making an effort to connect with your members and those who have not yet joined. The local hosted a winter gathering and asked members and non-members to meet with the Executive Committee to “blow off some steam, reconnect, and celebrate 100 days of school.” Taking the time to meet with anyone interested in the work of your local strengthens your ability to help members.

February 2014

www.maineea.org

Cushing Kindergarten Teacher Recognized Nationally

Honoring a Former Student – Riley’s Playground

Members of the Greenville Education Association paid tribute to a former student Riley Lizotte who died at the age of 12. Riley was born with pulmonary atresia, and braved ﬁve open heart surgeries until he passed last March. To honor his "jokester" spirit his teachers and members of the Greenville EA donated $2,500 to a fund to build what’s being called Riley’s Playground. The group delivered the check to the school board in late January. The school board also donated an additional $5,000 for the playground. The MEA is proud of its members who are willing to not only help students in their schools but also help lift communities and spirits at the same time.

Congratulations to Beth Heidemann (Seacoast EA) who was recognized nationally, receiving the Presidential Award for Excellence in Mathematics and Science. Heidemann was one of only 102 teachers across the country to receive the award. Heidemann teaches kindergarten at the Cushing Community School and focuses on hands-on learning. The Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) are the highest honors bestowed by the United States government speciﬁcally for K-12 mathematics and science. “These teachers are inspiring today’s young students to become the next generation of American scientists, mathematicians and innovators,” President Barack Obama said in a news release. “Through their passion and dedication, and by sharing their excitement about science, technology, engineering, and math, they are helping us build a promising future for all our children.”

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February 2014

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Carrot

and

Stick

Does merit pay actually improve performance?

In the private sector, if you produce the most widgets in a month you may receive a financial bonus. If you’re a TV news anchor and the ratings increase your contract may call for a bonus check in addition to your regular pay. If you are a public school teacher and your students’ performance improves you get—well nothing that can put food on your table. So, what if you too had an incentive in the form or merit pay? Would that be the answer to improving teacher performance or increasing student growth? Research shows the answer is no. In fact, studies show merit pay can actually lead to poorer performance and in some cases locally a merit pay scale can cost teachers money in the long run. Paying teachers bonuses based on their performance has been a controversial issue in education since the 1950’s but was never scientifically studied until 2007 when nearly 300 Nashville Public School teachers volunteered to take part in a three year project. Math teachers who taught grades 5 through 8, nearly 70% at the middle school level, took part in The Project on Incentives in Teaching, called the POINT Experiment carried out by the National Center of Performance Incentives, based at Vanderbilt University in Tennessee. The experiment found that students with teachers who were eligible for bonuses did not outperform those whose teachers were part of the “control” group and not eligible to receive bonuses. In addition, similar results were reported from merit based experiments in Texas and New York City. The study also found that “rewarding teachers with bonus pay, in the absence of any other support programs, does not raise student test scores.”

“Motivation lies in ‘the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.’” ~ Daniel Pink

Still, some would argue the old carrot-and-stick approach… where a reward or fear of punishment would induce a certain type of behavior…would create a better learning environment through better performance. This method does work, according to some research, but only in certain scenarios. Daniel Pink, considered one of the top 15 business thinkers according to Thinkers 50, which ranks the best management ideas in the world, says what motivates people to do things isn’t always about money. After reviewing research conducted by economists at MIT, Carnegie Mellon and the University of Chicago Pink says: “As long as the task only involved mechanical skills, bonuses worked as to be expected—the higher the pay the better the performance. That makes sense. But once the task called for even rudimentary cognitive skill a larger reward led to poorer performance.” Instead what motivates people to perform better, which would in turn help students has nothing to do with incentive pay. Instead Pink suggests the exact opposite saying motivation lies in “the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.” Still, school districts around the state are pushing, and in some cases succeeding in implementing merit pay. In some cases, educators are pleased with the system, because it is not based

MERIT PAY IN MAINE According to the Carrabec contract the way the scale is written, it is possible a teacher can go five years without ever seeing a raise and in some cases if they remained on the old scale they would be making more money than they would on the new scale, assuming they receive no incentives or very small ones. on student performance. In Portland, members agreed in 2007 to a professional learning based system that rewards educators for their effort to improve their learning which in turn would help the student. Here’s how it works: Educators move horizontally across five salary lanes based on the earning of contact hours for participation in professional learning activities. Work on district committees, curriculum design, and leading student activities can contribute to earning the contact hours needed to gain a lane change. Staff also can gain contact hours for participating in learning activities and taking college courses. A new merit based system in place in Carrabec is under review and has mixed reviews, according to Dave Ela, President of the local association. “Carrabec (RSU 74) is in the third year of its experiment with a performance based pay scale. There are two scales, the performance scale and the traditional scale. There are some very strong opinions - both positive and negative - among members about the performance scale. It is hoped that by working with the school board over the next few years, we can get to a place where all stakeholders feel content,” said Ela. The school district pushed for the incentive system after difficult negotiations. “The teachers are going to be taking a close look at how the scale will impact future earnings for those teachers who have been placed on it. I have also suggested to the teachers that there are several important things they need to look at as they continue with this experiment – effectiveness, affordability, and the standards by which they measure teacher performance. Under the present contract, new teachers are required to be on the performance scale. Veteran teachers are grandfathered and nearly all remain on the traditional scale. Pay, for those on the performance scale, is directly affected by the standards set by the district’s implementation committee, which has Association representation,” said MEA UniServ Director, Dan Allen. According to the Carrabec contract the way the scale is written, it is possible a teacher can go five years without ever seeing a raise and in some cases if they remained on the old scale they would be making more money than they would on the new scale, assuming they receive no incentives or very small ones. Carrabec is going into contract negotiations soon, when the incentive-based scale will be a top issue. The issue is one teachers are seeing from Deer Isle to Hampden. Done correctly, based on Portland’s example, incentive pay can “work.” Done incorrectly, both national and local information shows financial incentives don’t amount to anything more than a rotten carrot on the end of a twig.

Affiliate News Expert Panel Unanimously Concludes MSAD 58 School Board Should Support Teachers

Michaud Meets with Augusta Area Educators

After nearly two years of working without a contract, members of the MSAD #58 Teachers Association received unanimous support through a fact-finding report written by three experts. The panel, including one chosen by the MSAD 58 School Board, one chosen by the Teachers’ Association, and one independent member, supported nearly all proposals put forward by the teachers. Based on the testimony of the MSAD 58 business manager at the fact-finding hearing, the report recommends that the board should pay the amount that was already included in the school budget and passed by taxpayers, a 2% increase to teachers in the first year. The expert panel concluded that this was fair and that no additional taxes would need to be raised to fund this recommendation. The School Board however, refuses to settle. Members continue to make the public aware of the favorable report, and received media coverage in several newspapers.

Gubernatorial candidate Democrat Mike Michaud met with educators in Augusta in late January. He talked with members from the Augusta Education Association about his campaign and his desire to keep his message positive. Rep. Mike Michaud speaks with Michaud expressed his Augusta EA President Jeff Dejongh enthusiasm to work with and MEA President Lois Kilby-Chesley MEA members throughout the state to move education policy forward in Maine. He ended by telling members “My sister is a school teacher and she is not bashful about letting me know about education issues. I hope to have the chance to address any issue but also to make sure we send a positive message about all we have to offer here in Maine.” In case you were wondering, Michaud’s sister is an MEA member.

No Contract Since 2011 for RSU 73 Teachers in RSU 73 (Jay, Livermore, and Livermore Falls) began negotiations in September 2011, and still do not have a merged contract. After seeking the assistance of mediator with no success, the parties will have a fact-finding hearing. In addition to salary and insurance, RIF is a major focus. Portland Ed Techs Work Without Contract Ed Techs in Portland are working on a campaign to make sure the school board understands their value as they continue to work without a contract. The ed techs have been without a contract since August. The campaign, Champions for Children, focuses on informing the school board of all they do to help their students and explaining exactly who they are, as educators. Many of the ed techs in Portland are certified teachers, have higher level degrees and additional certifications. The PEA conducted a survey of its ed techs in order to learn more about the membership to help create a stronger message for the campaign. In addition, the ed techs and others in the district are wearing buttons to school as a visible sign of unity. MPBN Members Improve Communication After petitioning the board of MPBN, union members now have an improved path of communication. MPBN members (represented by the MEA) will now have a regular slot on future board agendas for union leadership to present any issues it wishes the board to be aware of, or actions to consider. In addition, members of the executive committee are proposing to informally sit down with union leadership. While the communication strategy is not everything members asked for, most union leaders consider both steps will forge a closer relationship between employees and the board of MPBN. Union members say the new process will insure that future, strategic decisions, while remaining solely the purview of the board, will at least be made with board members having a better understanding of how such decisions are viewed by the staff who must carry them out.

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RSU 3 Beats Back Bus Driving Outsourcing More than 100 people including bus drivers in RSU 3, parents and students spoke out at a meeting of the RSU 3 Board of Directors where the issue of subcontracting the work of Photo Credit: Pen Bay Pilot the drivers was brought to the table. The Board is looking to save money as state funding continues to decrease but after discussion and a closer look at the ﬁnances, the Board rejected the idea to privatize the work. Only one company, from Massachusetts, offered any savings, which was quickly debated as marginal understanding the company would likely change its price structure once it won the bid and the RSU would not beneﬁt from any actual savings. However, the most compelling arguments to keep the current bus drivers came from parents and students who spoke of the value in knowing the bus drivers and the transportation director personally. The vote from the Board was unanimous to keep the drivers and say no to privatization. Saco Valley TA Defeats RSU Withdrawal Proposal Members of the Saco Valley Teachers Association worked to defeat a proposal to pursue the idea of the town of Standish withdrawing from RSU 6. Members of SVTA contacted all MEA members who live in Standish, regardless of what district they are employed. The membership sent information to members to make them aware of the impact of a withdrawal. Through the communication, enough members and others from the community turned out to vote down spending $25,000 to study the impact of the proposal.

February 2014

NEWS & NOTES

Tax Credit Eliminated Until last year, elementary and secondary school teachers could deduct up to $250 worth of teaching supplies and expenses from their taxes. The federal government eliminated this tax credit and you can no longer receive this deduction.

Free Prom Dresses For Students

Every girl deserves to feel beautiful at her prom, no matter what financial challenges she is facing. The Maine Event Prom Project is a nonprofit organization that collects gowns and formal wear accessories to help financially challenged students go to their prom. Generous individuals donate new and like new formal wear and accessories, so that they can provide them for free or for a small donation to local young women. The group is based in Bridgton, Maine, and they serve the Southern and Central Maine regions. The dress distribution day is set for Saturday March 29th—location to be announced. Further information is available at the website http://maineeventpromproject. org The founder, Christine Bradstreet, can be reached at christine@maineeventpromproject.org or at 781-214-0603.

2014 MEA Elections

Candidates for MEA Board of Directors and NEA Representative Assembly (RA) appear on pages 11–14. MEA’s RA is made up of delegates from local associations across Maine who will set priorities, policies, programs and budget for 2014-2015. To become a delegate for the MEA RA on May 17 and 18, contact your local president for information or Linda Heaney at lheaney@ maineea.org

LAST CALL TO SWING FOR THE FENCES! “My Hero Works at School” Essay Contest The Portland Sea Dogs and the Maine Education Association are jointly sponsoring an essay contest for all students in Maine’s public schools. Please encourage your students to write an essay, no more than 250 words, to explain how a school employee has had a positive impact on their life. Two winners will be selected. Prize package includes:

National Board Certification Workshops

Scholarships and CEU credits are available for attending the workshops. Be sure to register early. FMI and to register, contact Cindy Fabbricatore at cfabbricatore@maineea.org and visit: www.maineea.org/nationalboard

Candidate Support Workshops:

Location: MEA Headquarters, Augusta 8:30am-2:30pm - Morning coffee, snacks, and lunch will be provided

2014 March 22

Renewal Candidates (2004-05) Workshops:

Location: MEA Headquarters, Augusta 9am-11am

2014 March 22

February 2014

Sea Dogs tickets for student and school employee and their family and friends. Winning students will be Junior PA for one inning, announcing the players. On ﬁeld award ceremony and more! Please send entries to: MEA-Sea Dogs Essay Contest Attn.: Giovanna Bechard 35 Community Drive Augusta, ME 04330 or E-mail gbechard@maineea.org Deadline for entry submission is March 21, 2014 Entries must include the student’s name, home address, phone number, school name and address and grade level.

www.maineea.org

MEA Election Candidates

2014 MEA Election Candidates BOARD OF DIRECTORS

Jesse Hargrove – MEA Board of Directors – District C

Phyllis Hunter – MEA Board of Directors – District A I chose to follow my dreams when it was time for a second career. Upon entering public education I quickly understood the importance of membership in my association and became an active member right from the start. Within a few years I assumed the role of Vice-President, and currently serve as President and Chief Negotiator. In 2011 the MEA President gave me the opportunity to serve on the MEA Government Relations Committee. Those of us in Northern Maine are well aware that our distance from Augusta sometimes silences our voices. I have spent the last three years making sure that your issues and concerns are heard. I meet regularly with our State Representatives here and in Augusta. I have organized and facilitated town hall meetings with our State Representatives and members so that many of your voices could be heard. On numerous occasions I have made the 500 hundred-mile round-trip to testify on your behalf at the statehouse. As a result of my work the MEA Board of Directors awarded me the prestigious Anne Sheehan Political Action Award in 2013. Your vote will allow me to continue representing you and the important work we do in Northern Maine’s public schools.

Robert “Bo” Zabierek – MEA Board of Directors – District A I am the newest member of the MEA Board of Directors and have been a Delegate at the last four Representative Assemblies. This year, I was an at-large Delegate at the National Representative Assembly; and will be again in Denver, CO this summer. I am the President of the Southern Aroostook Vocational Educators (SAVE) Association in Houlton, and have been for the past four years. I would be honored to continue representing all Aroostook CTE (Career and Technical Education) schools, as well as academic schools, on the MEA Board of Directors. I fell that it’s important that CTE has a voice on the MEA Board and that all facets of the Maine educational landscape be represented on the MEA Board. I’m a SkillsUSA Student Advisor and a member of the Charter Committee of ACTE-Maine. It is important that voices from all corners of our state be heard at our Board meetings. I reside and work in Aroostook County, my son and wife have both taught students from the County at Katahdin High School. I bring a fresh and unique perspective to the conversations on the Board and am asking you for your vote for the MEA Board of Directors-District A.

www.maineea.org

I started teaching in 2002 as a Special Education teacher providing direct instruction and Resource Support to students with special needs. After four years I switched roles to develop the Pre-Vocational program for students with moderate to severe disabilities. I began teaching Social Studies in 2010, ﬁrst at Richmond High School and now at Hermon High School (Go Hawks!), where I’m in my ﬁrst year as Department Head. Ciara, who teaches music in Waterville Public Schools, and I were married in 2007. We have two boys. Aden is a kindergartener at Mount View Elementary School. He loves soccer and is trying out wrestling. Rylan is a busy 4 year old with devilish instincts and Don Juan charm. I’ve been a member of the MEA for 12 years and became inspired after hearing dozens of educators give testimony about the Local Comprehensive Assessment System before the Education sub-committee. Since then, I’ve strived to take more active roles including the Representative Assembly, Government Relations Committee, negotiations and treasurer of my local association while continuing to advocate at the state level.

Sally Plourde – MEA Board of Directors – District K “Our days begin to end the day we become silent about the things that matter.” Dr. Martin Luther King Jr. Sally Plourde has lived this quote throughout her professional career. She has been a champion for quality public education in numerous ways. In her local Association, Sally has served as President, building representative, and Chief Negotiator. She is a Trustee on the Board of Directors for MEA Benefits Trust and is also on the MEA Board of Directors. Sally served on the Instruction and Professional Development Committee for the MEA and Resolutions Committee for the NEA. As a National Board Certified teacher she has been a candidate support provider throughout the state. On the national level Sally has presented at many education conferences. She was a delegate to the NEA Representative Assembly for twelve years and a delegate to the MEA RA as well. The past two years Sally has been a fellow in the Governor’s Academy for STEM education. She was a state finalist for the Presidential Award for Excellence in Math and Science Teaching and a finalist for Maine Teacher of the Year. Sally and her husband Stephen live in Westbrook where she is a second grade teacher.

February 2014

MEA Election Candidates Amanda Cooper – MEA Board of Directors – District L

Neal Flynn – MEA Board of Directors – District R

My name is Amanda Cooper, I am an 8th grade English and Social Studies educator at Gorham Middle School. I have had the honor of serving the MEA members of District L for the last three years and am eager to continue to serve in this capacity. The work that we face in the education arena is more challenging than ever before and it is my sincere desire to continue to be a voice in the ﬁeld, for the beneﬁt of my colleagues and students. My prior experience as a board member, treasurer and chief negotiator of my local give me the skills and knowledge needed to work towards positive teaching and learning experiences for members of the district and across the state. Thank you for supporting me in my candidacy for this position.

Dina Goodwin-Short – MEA Board of Directors – District P I have lived in the Farmington area all my life. I have worked in public education for 34 years at the University of Maine in Farmington. I’ve been a member of ACSUM since the clerical staff was organized, and am a proud afﬁliate member of the MEA and NEA. I have been active with ACSUM at the campus level for more than three decades. As one of the ﬁrst participants, I graduated from the NEA Emerging Leader Academy for higher education activists. Upon graduation, I made a commitment to hard work on behalf of my union to better our working conditions, thus standing up for public education. I currently hold the positions of President of the UMF Chapter, Statewide Treasurer and Member of our negotiating team. I have been an elected delegate to the MEA-RA. I have been part of the MEA delegation to the NEA-RA as an alternate and delegate. I am thrilled to roll my sleeves up and work hard on behalf of public educators in Maine and across the country. As an educator in the University of Maine System, I know how important public education is to our future here in Maine.

Neil Greenberg – MEA Board of Directors – District P About 12 years ago, I decided to become active in my union (UMPSA), and, not being one who likes to sit back and watch others do the work, I jumped in with both feet. I applied for, and was accepted to the NEA’s Emerging Leaders Academy, and am now in my second term as president of my statewide local. I sit on several statewide task forces, and am on the MEA’s Strategic Budget Committee. I am Chairperson of the MEA’s Higher Education Council, and have been a delegate to both the MEA RA and the NEA RA.

Having just recently retired allows me to identify with issues from both the active educator’s perspective and the retiree’s perspective. As an active educator, I represented my local and the State of Maine at the NEA-RA for twelve consecutive years. I have been a delegate from my local (Saco Valley Teachers’ Association) at the MEARA for the past thirteen consecutive years. I have been a member of the MEA Board of Directors, have served on four different MEA committees: Leadership Committee, Human, Civil Rights and Cultural Affairs Committee, and am currently on the Resolutions Committee and also a reader for the Clyde Russell Scholarship Committee. I have been part of a very successful MEA cadre that has presented at local, state-wide, and Northeast Regional Leadership conferences on Bully Prevention. Representing the MEA, I was a member of the Governor Baldacci’s committee that studied bullying issues in Maine schools. I would like to continue serving YOU, my constituents, as a part of the MEA Board of Directors. I would appreciate your support.

Kay Grindall – MEA Board of Directors – District R I am Kay Grindall from Oakland and would like your vote as a member of the MEA Board of Directors from District R—Maine Education Association Retired (MEA-R). I joined MEA-R immediately upon retirement in 2008 and have served as corresponding secretary for two years until I became editor of The Clarion in 2010. I am a member of the Communications Committee. I have served on the MEA Resolutions Committee for three years and currently serve on MEA Strategic Budget Committee--2008 to present. I am president of Kennebec Retired Educators Association. While an active teacher in Waterville Public Schools, I served as treasurer for 24 years, newsletter editor for 10 years, and delegate to MEA-RA and NEA-RA. I was chosen “Business Educator of the year” in 2000, and I have been a member of Delta Kappa Gamma, an association for women educators, since 1994. I also serve as secretary of the Board of Directors of Sunset Home of Waterville, treasurer of Howard Cemetery Association, Secretary/Treasurer of Hilltop Drive Owners Association, and an adjunct professor of accounting at Thomas College, Waterville.

Crystal Ward – MEA Board of Directors – District R Hello, I am Crystal Ward and I have been an active member of MEA/NEA and my local from 1973 to present. I am asking for your VOTE!! My involvement in MEA includes: •

MEA-R Legislative Chairperson 2013-2014

February 2014

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MEA Election Candidates •

MEA-R representative on the MEA Board of Directors

In addition, I have been an MEA RA delegate and member of the State-Wide Bargaining and Resolutions Committees. I am presently in my second term on the MEA Board of Directors, and I also serve on both the Strategic Budget Committee and Executive Director Evaluation Committee.

•

Androscoggin Retired Educator Asso. member and chair of Legislative committee

•

MEA/NEA-R RA representative for two years

•

MEA Board of Directors for 12 years

•

NEA Director representing Maine for 8 years

•

MEA Government Relations Committee 2008-2013

•

Testify in Augusta on “ﬁxing” the damage done to our pensions in 2011 by the 125th Legislature

•

State Legislative chairperson of Delta Kappa Gamma Society international

When I am not teaching or working on association business, I enjoy skiing, kayaking and spending time at my family’s camp in northern Maine.

Indriani “Ina” Demers – Delegate - NEA RA District 22

I will promise to continue to SPEAK UP AND SPEAK OUT for retired members across the State of Maine and will work to restore pension COLA’s, remove the capped $20,000, and save our 45% insurance.

NEA RA District Delegates

Donna Longley – Delegate - NEA RA District 20 My name is Donna Longley and I am currently a 4th grade Math and Social Studies teacher at Wells Elementary School in Wells. I have also taught special needs in both Massachusetts and California.

Since being in Wells, I have been active in my local association as President, Vice President, Building Representative and Chief Negotiator. I also regularly attend the district bargaining councils meetings as well as many of the MEA conferences. This is my second year on the statewide bargaining committee. I have attended the NEA RA for the past 2 years. During my 2nd year I was appointed to be on the elections committee. I hope to be elected as a delegate to the NEA RA as I continue to be active at the local, state and national level.

Mary Sue Jackson – Delegate - NEA RA District 21

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A committed President of Portland EA Ed. Tech. Unit, a member of the PEA Executive Board, and a champion representing ALL students, and members. As a member of Human and Civil Rights and Educational Support Professional (ESP) Ad Hoc Committees, I will, again, attend the Minority and NEA Leadership Summit in Atlanta this February 2014. Involvement in the Union includes, but not limited to: MEA RA, NEA RA, Minority Leadership Conferences, NEA ESL Conference, and have presented workshops at the MEA conferences for many years on English Language Learners, human rights issues, and ESP issues as well. Recruiting new members from all units has always been my top priority to become stronger as we are champions for all students and their families!!!

I studied Special Education & Elementary Education at Fitchburg State College in Fitchburg, MA. While at Fitchburg I was elected as the president of the student chapter of the Massachusetts Teacher Association which i served for 2 years.

I am a fourth grade teacher in MSAD 35, where I have taught since 1991. During my employment, I have served as a Quamphegan EA building representative, co-president, president and negotiator for several of the members’ contracts.

Vote for me!! I have/will serve and represent members as NEA RA District 22.

As an Ed. Tech. III, currently I hold a valid Maine K-8 teaching certiﬁcate, a K-12 ESL certiﬁcate, and earned a Masters in Teaching and Learning (University of Southern Maine) and still attending professional development.

Robert McCully – Delegate - NEA RA District 23 I am a veteran mathematics teacher, athletic coach, and student council advisor from Falmouth High School. Throughout my long teaching career I have been very active in professional associations. I have served continuously as an FEA President or Chief Negotiator, and as an MEA-RA and NEA-RA Delegate. I enjoyed serving on the MEA Board of Directors for a maximum term of seven years and on the NEA Resolutions Committee. I am currently a Statewide Bargaining Committee member, and I have served on several MEA committees and sub-committees. I have served on the Executive Boards of the Association of Teachers of Mathematics in Maine and of the Association of Teachers of Mathematics in New England. I serve on the Cumberland County Teachers Federal Credit Union Board. I present talks and workshops at state and regional teacher conferences, and publish in mathematical journals. I have been an NEA-RA delegate for the past nine years, and take the responsibility of representing District 23 very seriously. I have a great deal of experience in representation at the local,

February 2014

MEA Election Candidates regional, and state level, and have found it fascinating and rewarding to be involved at the national level.

Susan Grondin – Delegate - NEA RA District 24 A commitment to representing members began over thirty years ago when I was hired to teach seventh grade at Lewiston Middle School. Through the years I have held local leadership positions and have been appointed to state committees. Opportunities to serve at the state or national level resulted in my becoming an MEA Board of Director, an MEA Beneﬁts Trust Trustee, Resolutions Chair, Instruction and Professional Development Chair, MEA-RA delegate, NEA-RA delegate, NEA Resolutions Committee member, and co-chair of two NEA Resolutions sub-committees. Each experience required knowledge of member concerns, the impact of educational policies on classroom teachers, and the position of our state association on topics like class size. Although each geographical area may have different issues there are many we all share like Response to Intervention (RTI). A dedication to our association, knowledge of issues, and experience are vital assets when choosing a person to represent our members at the national level. I have these attributes and promise to advocate for members and support positions and policies that address the educational concerns of our state. Please elect me as your District 24 NEA-RA delegate.

Sally Martin – Delegate - NEA RA District 25 I have been an elementary school teacher in various schools and programs for many years. I have enjoyed working with kindergarten to fifth grade students and gifted and talented students. Besides serving off and on as the building representative, I am a long time member of the local professional certification committee, and more recently, I joined the Professional Growth and Evaluation committee. As I have become more involved with my local association, I have also become more aware and more interested in the NEA’s purpose and mission. I have had the privilege to represent District 25 for the past two years at the NEA Representative Assembly. Both years, I have been impressed by the quality of the discussions and strong commitment to the education of ALL children and young people. It has been reaffirming and inspiring to hear thousands of teachers from across the country discuss policies and actions that benefit students from kindergarten through college. I would appreciate the opportunity to continue to represent you again at the NEA Representative Assemblies.

Joyce Blakney – Delegate - NEA RA District 26 My name is Joyce Blakney and I am running for the District 26 NEA Representative Assembly seat. For the past 23 years I have proudly served our Association in a variety of ways.

At the local level I have been building rep, newsletter editor, contract statistician for teachers and ed techs, chief negotiator for the teacher contract, grievance chair, MEA-RA delegate, vice president and president. At the state level I have served on the Government Relations, Strategic Budget, Membership, Executive Director Evaluation and a variety of ad hoc committees. I currently serve as the chair of the Structure and Bylaws committee. I have also sat on the MEA Board of Directors as a district representative and as your state Treasurer. Nationally I have attended many years of training with other state treasurers. I also have been a district or local representative to the NEA RA. It is to that end that I am again running for the district seat to that august body. The MEA has been so much to me over the last 23 years. I feel I must give back to it as much as I can. Please support me in this endeavor with your vote. Thank you.

Jesse Hargrove – Delegate - NEA RA District 27 I started teaching in 2002 as a Special Education teacher providing direct instruction and Resource Support to students with special needs. After four years I switched roles to develop the Pre-Vocational program for students with moderate to severe disabilities. I began teaching Social Studies in 2010, ﬁrst at Richmond High School and now at Hermon High School (Go Hawks!), where I’m in my ﬁrst year as Department Head. Ciara, who teaches music in Waterville Public Schools, and I were married in 2007. We have two boys. Aden is a kindergartener at Mount View Elementary School. He loves soccer and is trying out wrestling. Rylan is a busy 4 year old with devilish instincts and Don Juan charm. I’ve been a member of the MEA for 12 years and became inspired after hearing dozens of educators give testimony about the Local Comprehensive Assessment System before the Education sub-committee. Since then, I’ve strived to take more active roles including the Representative Assembly, Government Relations Committee, negotiations and treasurer of my local association while continuing to advocate at the state level.

Phyllis Hunter – Delegate - NEA RA District 29 I chose to follow my dreams when it was time for a second career. Upon entering public education I quickly understood the importance of membership in my association and became an active member right from the start. Within a few years I assumed the role of Vice-President, and currently serve as President and Chief Negotiator. In 2011 the MEA President gave me the opportunity to serve on the MEA Government Relations Committee. Those of us in Northern Maine are well aware that our distance from Augusta sometimes silences our voices. I

February 2014

www.maineea.org

have spent the last three years making sure that your issues and concerns are heard. I meet regularly with our State Representatives here and in Augusta. I have organized and facilitated town hall meetings with our State Representatives and members so that many of your voices could be heard. On numerous occasions I have made the 500 hundred-mile roundtrip to testify on your behalf at the statehouse. As a result of my work the MEA Board of Directors awarded me the prestigious Anne Sheehan Political Action Award in 2013. Your vote will allow me to continue representing you and the important work we do in Northern Maine’s public schools.

Bernard “Ben” Paradis – Delegate - NEA RA District 29 My name is Bernard “Ben” Paradis and I am a semi-retired teacher living in Cross Lake with my wife Nancy. I have been teaching in SAD 27 since 1967 and still enjoy working with young people. I have been a local president and chief negotiator, an MEA Board Director and an NEA Representative for several terms, standing up for several terms, standing up for Northern Maine educators. Maine is a small state with only a few delegates, so it is important that these delegates are effective in making contacts with other states and informing them of our issues. I would like to continue serving as your representative and would appreciate your vote.

Robert “Bo” Zabierek – Delegate - NEA RA District 29 I am a member of the MEA Board of Directors and have been a Delegate at the last four MEA Representative Assemblies (RA) in Portland. This year, I was an at-large Delegate at the NEA Representative Assembly in Atlanta, GA; where I joined the CTE (Career and Technical Education) Caucus. I am the President of the Southern Aroostook Vocational Educators (SAVE) Association, and have been for the past four years. I feel that it’s important that CTE schools have a voice at the RA and that all facets of the Maine educational landscape be represented. I would be honored to continue to represent the County’s CTE schools, as well as their academic partner schools, at the NEA Representative Assembly. I’m a SkillsUSA Student Advisor and a Contest Coordinator. I’m also a member of the Charter Committee of ACTE-Maine (Association of Career and Technical Educators). I reside and work in Aroostook County, my wife Suzie and son James have taught Aroostook County students at Katahdin High School. I bring a fresh and unique perspective to the conversations and issues at the NEA-RA and am asking for your vote for the position of Delegate for District 29 at the NEA Representative Assembly.

Roger Roy – Delegate - NEA RA District 30 I have been a faculty member at UMFK for twenty-one years, and have been actively involved with AFUM since my ﬁrst year. I am a life-long union person and a political activist.

Neil Greenberg – Delegate - NEA RA District 31 About 12 years ago, I decided to become active in my union (UMPSA), and, not being one who likes to sit back and watch others do the work, I jumped in with both feet. I applied for, and was accepted to the NEA’s Emerging Leaders Academy, and am now in my second term as president of my statewide local. I sit on several statewide task forces, and am on the MEA’s Strategic Budget Committee. I am Chairperson of the MEA’s Higher Education Council, and have been a delegate to both the MEA RA and the NEA RA.

Want to have your say in MEA? MEA’s RA is made up of delegates from local associations across Maine who will set priorities, policies, programs and budget for 2014-2015. To become a delegate for the MEA RA on May 17 and 18, contact your local president for information or Linda Heaney at lheaney@maineea.org

Submit your Resolutions and New Business Items for review at the MEA Representative Assembly. To see how go to page 5 of this magazine!

The MEA is working hard to help all of our students, especially those that live in poverty. As you may know, the state currently punishes our students in poverty by using a funding formula not used anywhere else in the country. Under Maine’s current formula, which provides state dollars to local schools, schools are penalized by the state for receiving federal Title I funds. In order to change that funding formula, the MEA is working on our One Small Step Campaign. You can help by ﬁlling out this card and mailing it back to: Maine Education Association ATTN: Jenna Vendil 35 Community Drive Augusta, ME 04330.

Thank you for all you do to help Maine’s public schools and students.

Dear I urge you to support all Maine students by ensuring our local school districts have everything needed to educate every student, especially those who live in poverty. As a state we need to put education ﬁrst and make a strong commitment to our students. Currently, our students who live in poverty are left far behind because of how the state distributes federal money for education to each district. While schools with a signiﬁcant population of students in poverty receive federal funding for educational programs through Title I, Maine’s current funding formula allows the State to take away state aid if they receive federal dollars. That means students who need programs like after-school, extended-day and family engagement go without. Together, as educators, parents and supporters for our local schools, we need to take one small step for our students, make a promise for our future and change the funding formula. Name:

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