How much do you need to retire?
THE RIGHT TO
MEA pushes for recess mandate
Student Loans: Hope Through Fear Facebook “f” Logo
February 2017 Vol. 77 - Number 4
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CONTENTS
On the cover:
How much do you need to retire?
Lynn D’Agostino PE Teacher Brunswick EA
THE RIGHT TO
MEA pushes for recess mandate
Student Loans: Hope Through Fear Facebook “f” Logo
February 2017 Vol. 77 - Number 4
/maineeducationassociation
C MYK / .ai
Facebook “f” Logo
C MYK / .ai
/maineea
@maineea
/maineea www.maineea.org
Inside Look PG 8
A C I R E M A ACROSS
Head into the classroom of the 2017 Teacher of the Year. Tammy Ranger shares teaching tips that have proven to increase reading levels for students by multiple grade levels in just one year.
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They’re the picture purrrr-fect pets of the MEA. Check out some of the fun submissions for our pet photo contest and the two pet winners!
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For many bus drivers, there is so much more to the job than transporting students from Point A to Point B. Take a ride with the Gardiner bus drivers to see the unique way they’re helping students and their community.
February 2017
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News You Can Use
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7 Curb Classroom Chatter 8 Inside Look: 2017 Maine Teacher of the year shares teaching tips 9 Educator Recommended Books 10 Open Doors & Empathy 11 Fast Facts 12 When Lava and Poetry Collide 14 Beyond the Bus 15 Perspectives: One University
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Advocacy
Follow Us on SnapChat! Hermon High School Teacher Mallory Cook took over MEA’s Snap Chat recently. Follow Maine Education Association on SnapChat to see more member takeovers. Scan the code below!
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Your Association 23 25 29 30 31
MAINE
Educator
Volume 77 Number 4 - Copyright 2017 Editorial Staff Managing Editor - Robert Walker, Executive Director Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Shawn Berry Communications Assistant
MEA Leadership President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston 4
Maine Educator • February 2017
The Right to Play 5 Things Your Students Need to Hear Ask the Sub! Bargaining and Organizing Update Hope Through Fear
Board of Directors Bo Zabierek Suzen Polk-Hoffses Jesse Hargrove Beth French Ken Williams Jill Watson Aaron Greene Jim Thornton Samantha Garnett Sias Terry Martin Bob McCully Amanda Cooper Deborah Butler John Messier Neil Greenberg Crystal Ward Gerry French
YEP-MEA: On the Precipice MEAElections How Much Do You Need in Retirement? Calendar The Pets of MEA
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Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices. For advertising rates and information please contact: Giovanna Bechard 35 Community Dr., Augusta, ME 04330 207-622-4418 ext. 2205
Send letters to the editor, questions, and comments to gbechard@maineea.org
Editor’s Note
Overheard in the minivan... Johnny, age 7 to his little brother Louis age, 4: Is Robert Griffin III on the Patriots? (asking as if it’s a quiz) Louis: I don’t know. Johnny: Of course not. He’s the quarterback of the Browns.
they showcase their knowledge. With the goal of integrating more literacy into her science classroom, Katie Coppens shares her unique techniques from a recent teaching manual she penned. Learn more about the teaching model, and how you can infuse more language arts into your social studies or science work by taking a peek at this classroom on page 12.
Louis, with disgust: Ugh. The Browns stink.
In Rockland, a retired teacher is back at it—helping students as a substitute teacher. Read more about his tried and true ways to help students learn on page 19.
There are several things about this exchange in the backseat of our minivan that made me laugh and then think. First, my four-yearold already knows the Browns stink (sorry to any fans). Second, my 7-year-old knows the name of one of the many quarterbacks of the Browns. When did that happen? Third, the fact that he knows who the quarterback of the Browns is was one more example that kids can learn and retain so much information, if they’re interested in what they’re learning. There is proof of this in schools across the state.
In every corner of the state, in our schools, colleges and universities, there are so many interesting things happening. I encourage you to share your stories and let your communities know how you’re making a difference. Share the success stories, the tough stories, the funny stories. They’re all valuable in helping people understand the work of public school employees. Share what you love, and what you’ve overheard because, as I’ve found, those can be the best stories of all. Here’s my personal favorite, again from the backseat of my minivan.
In Skowhegan, the current Teacher of the Year, Tammy Ranger, works hard to make her teaching relatable to her students. She is constantly sharing stories from her personal life, her strengths and weaknesses, to help relate to her students. Her technique is improving reading at a pace that seems unimaginable. She gave Maine Educator an inside look at her classroom and shares her proven teaching tips that have moved students from a 1st grade reading level to 6-8th grade level in one year. That story is on page eight.
Johnny: Louis is Babe Ruth on the Red Sox? (quizzing his little brother, again)
In Falmouth, engagement levels are sky high because the Science and English teacher flipped the script and put students in control of how
Louis: I don’t know. Johnny: He was on the Red Sox but then they traded him to the Yankees. Louis: Where does he play now? There is so much to learn; but they are up for the challenge. Giovanna Bechard Editor gbechard@maineea.org
February 2017
• www.maineea.org
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President’s Message
LOIS KILBY-CHESLEY PRESIDENT
CHANGE FOR THE GOOD OF OUR STUDENTS I believe, “Change is good” but not every change is necessary. Locally run public schools are a right for every Maine student and that belief has been tantamount in the work of the last 4 years. My goals have always been to make changes only when they will improve education for the sake of our students. I have worked diligently for changes that strengthen our community public schools while encouraging others not to use precious time with proposals trying to “fix” schools that aren’t broken. This year, I want to see Question 2 implemented because I believe the change will benefit our students. Governor LePage wants to eliminate it. If done right implementation will be a huge asset to our schools by investing more money into our statewide education system through Essential Programs and Services – the school funding mechanism. When the money is used as Stand Up for Students intended, more money will be available to improve classroom instruction, including professional development and recruitment/retention of highly qualified educators in both our urban and rural schools. Our students’ school lives could be vastly improved with the infusion of increased funding from Question 2.
Lois Kilby-Chesley MEA President
I want control of our schools to remain within the community. A competitive incentive program supported by Governor LePage is proposed that would encourage districts to share costs. On January 3, the MDOE released the following: “…the Maine Department of Education has identified $3 million in funds that will be made available through a competitive application process for school districts pursing regionalization and efficiency efforts.” I believe we should move cautiously as communities engage in yet another carrot before the donkey scheme. $3 million is a small pittance which won’t last long. In this case, the loss of local control to a larger consolidated entity in exchange for some temporary cash may not improve schools for our students. If this newest attempt at regionalization is to work it will need to be done with delicacy, thoughtfulness, and the anticipation that some Mainers want simply to keep their community schools locally controlled.
Do you have a question for Lois? Send it in an e-mail to lkilby-chesley@ maineea.org
At least this time consolidation is not mandated. Nasty “divorces” after “forced marriages” in the past rounds of consolidation have cost towns money and left long and deep scars on some communities. I support MEA’s Resolutions that consolidation occurs only in instances when it improves education for students. In some RSUs
change may have been successful, but looking back I have doubts about the success of many past consolidation efforts. I cannot support the change to a state-wide teachers’ contract for salaries and benefits until we learn more about Governor LePage’s proposal. As I write this, the public details for putting all teachers under the same contract are non-existent. How can a state-wide contract be accomplished? Would this change raise all salaries? Would there be winners and losers? Which benefits would we retain? Non-educators (and some educators) are crying that recruitment and retention in schools would be better if only teachers had economic equity. Perhaps there is some merit to this, particularly if rural, less affluent community schools are able to raise salaries. However, as with any blanket change such as this, the devil is in the details. Before MEA’s Board of Directors as a group, and I as an individual, can support or oppose a change to a state-wide contract we must know the answers to many, many questions. Will a state-wide contract fix our equity problem? Will it help us recruit college graduates into classrooms? Will it benefit our students? Many questions remain as to which changes being proposed for the next two years move toward improved education of our students. Larger school districts, less local control, and standardized salary and benefits – ideas generated from an office known for its hostility toward public schools and the jobs done within – may change education, but do they improve education for our students? Instead of fixing something not broken, let’s aim to make education stronger for our students by: • Implementing Question 2 and fully funding classrooms; • Increasing educator rights in determining working conditions and students’ learning conditions; • Giving decision-making to the professionals for our profession; • Respecting educator voice; • Hiring only fully prepared educators, and paying them salaries comparable to peers with the same levels of education in other professions; and • Making the profession of educator attractive and appealing so we can attract the best and brightest graduates. Change can be good. Let’s put our efforts into changes that will improve education for our students In Unity,
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Maine Educator • December 2015 February February 2017 2017
u News Yo
C c l a s s r oo m
Chatter
Most students love to talk. It might be about their dog, their family or anything they consider important. “If they have a concern, something that’s making them sad, I try to honor it even if it’s the silliest thing in the world,” says kindergarten teacher Jennifer Bond Stuart. “If it’s in the middle of teaching time, I validate their concern by saying ‘I really want to hear this, but I can hear about this later.’ It works with every child because they feel validated.”
GET STUDENTS INVOLVED
b r u
VALIDATE STUDENT CONCERNS
HAND OUT TICKETS
THREE IDEAS TO HELP CURB CLASSROOM CHATTER
Find the child who is behaving the way you asked and hand him or her a ticket, like the kind you buy in a 50-50 raffle. Then, ask the student to write his or her name on the ticket and inform the student he or she could win a prize. Twenty-three year veteran elementary teacher Karen Robertson uses this technique, and affectionately became known as the “ticket lady” with more and more students sitting quietly and ready to learn, recalling the moment she handed out her first ticket. “All of the others immediately began to wonder what that student was handed and the room got 50 percent quieter,” Robertson says. “By the time I had given out two tickets, the entire room was quiet and with me. It gives the whole classroom a positive attitude because we all like rewards.”
Can Use
When Jane Nelsen, author of Positive Discipline: A Teacher’s A-Z Guide, was working as an elementary school teacher in Elk Grove, California, she would always put problems on a class meeting agenda. “Get the kids in a circle, send a talking stick around and let them brainstorm and come up with a solution,” Nelsen says. “Students will come up with the same solutions teachers have lectured them about, but when they choose it, it works like magic.” This technique will give them the time and space to talk about what is important to them and keep them more focused when they’re doing the tasks you ask. February 2017
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News You Can Use
Inside Look
2017 Maine Teacher of the Year Shares Teaching Tips As a 32-year old mother of three, Tammy Ranger decided to go to college. She was the first person in her family to do so. Before entering college, Ranger worked as a waitress, cleaned houses and operated a home daycare. During college, she sometimes brought her young children to classes if she didn’t have a babysitter, and other times her children helped her demonstrate lessons for her methods classes. As she entered the education field, Ranger was determined to be like the outstanding teachers she’d seen in her own children’s classrooms. Today, Tammy Ranger stands in front of struggling readers as the 2017 Maine Teacher of the Year. Her personal story is nothing short of remarkable. What she’s doing in her classroom for her students is certainly life-changing. “Every day I ask myself: If I were a child in my class today would I want to come back tomorrow? What did I learn? How did I feel? Was I engaged? What interested me?” Ranger said during a recent visit to her classroom. If Ranger doesn’t like the answers to any of her own questions she makes changes for the next day of learning. To an outsider, it is clear why Ranger received this prestigious award. But, like so many before her, she is extremely humble, crediting many others for her success. “This is such a supportive school and district. They understand the importance of professional development, which was an enormous help in earning my master’s degree and National Board Certification,” Ranger remarks. That is certainly true, and right across the hall from her class at Skowhegan Middle School is Jennifer Dorman, the 2015 Maine Teacher of the Year. Still, there is a teaching skill in Ranger’s Language Arts class that is moving kids to make impressive reading gains. “Most of the kids make multiple year’s growth in one year; we want them to close that gap,” said Ranger. So how does she do it? Ranger shared some of her strategies with Maine Educator during a recent classroom visit.
Groups & Trust Ranger works in small groups with her students, reading passages aloud and leaving out key words for the students to read to her as a group. “By doing this, kids are engaged in the text,” says Ranger. While students work with Ranger they discuss key themes in the passage and share their thoughts. Ranger often does a pre-reading activity with the students to prepare them for the content they’re about to learn in their passage. She doesn’t just ask students to complete the assignment, she does it as well to model what the work should look like. On this day, the passage was about self-esteem and students were asked to share strengths and weaknesses, and then rate their overall self-esteem. Ranger told students, among other things, she was well organized, but needed to work on her patience. Her willingness to share clearly makes an impact on her student’s ability to learn. “Part of teaching for me is about building trust. The very first week of school I show a slide show to my students, which includes pictures of my house, my husband, my life. They’re more 8
Maine Educator • February 2017
open to me when they know more about me, and their willingness to share helps me know them, which makes it easier to find books they are interested in reading—an important piece of turning them on to reading. These early conversations form the foundation for a positive student-teacher relationship, which is critical for student learning,” said Ranger.
Read Aloud/Audio Books While Ranger is working with one group at a table, another group is reading aloud and recording their reading. Ranger listens to the recordings each Sunday to check for fluency. Audio books are also used daily in Ranger’s class to support some students in their independent reading. The audio books have a narrator that keeps students engaged, asking relevant questions and summarizing events throughout the story. “Having a classroom library filled with highquality, engaging books is another critical component of helping students grow as readers,” says Ranger.
Honesty “One of my beliefs about teaching is to be transparent with the students about their reading level and progress. The students need to know where they currently are, what “grade level” reading is, and the size of the gap we need to close. It’s a difficult, but important conversation. They see the gap, and I say to them: ‘I’m going to stand shoulder to shoulder with you and we’re going to close this gap together.” Ranger shows students how to set reading goals, and throughout the year the students track their growth. “The approach”, Ranger says, “is a motivator to help students improve their reading to achieve grade level status, and to build confidence and agency within each student.” As Teacher of the Year, Ranger is committed to eliminating barriers to learning. She’s hopeful to share the success stories of her students, despite the obstacles, including the effects of poverty that impact many of her students. “Being Teacher of the Year for me is about serving, and that’s a high priority for me. I can get on board for advocating for kids and teachers,” said Ranger.
News You Can Use
NEA’S READ ACROSS AMERICA Educator Recommended Books 2016-2017
PreK-K Maybe Something Beautiful: How Art Transformed a Neighborhood written by F. Isabel Campoy and Theresa Howell and illustrated by Rafael López (HMH Books for Young Readers) More-igami written by Dori Kleber and illustrated by G. Brian Karas (Candlewick) Pool by Jihyeon Lee (Chronicle Books) Thunder Boy Jr. written by Sherman Alexie and illustrated by Yuyi Moralas (Little, Brown Books for Young Readers)
The Cat in the Hat by Dr. Seuss (Random House Children’s Books)
Grades 1-2 Freedom in Congo Square by Carole Boston Weatherford; illustrated by R. Gregory Christie (Little Bee Books)
Going Home, Coming Home by Truong Tran; illustrated by Ann Phong (Children’s Book Press) A Piece of Home by Jeri Hanel Watts; illustrated Hyewon Yum (Candlewick) School’s First Day of School story by Adam Rex with pictures by Christian Robinson (Roaring Brook Press) When Green Becomes Tomatoes: Poems for All Seasons written by Julie Fogliano; illustrated by Julie Morstad (Roaring Brook Press)
Grades 3-5 Ada’s Violin: The Story of the Recycled Orchestra of Paraguay by Susan Hood; illustrated by Sally Wern Comport (Simon & Schuster Books for Young Readers)
Funny Bones: Posada and His Day of the Dead Calaveras by Duncan Tonatiuh (Abrams) Hypnotize a Tiger by Calef Brown (Henry Holt and Co.) Jazz Day: The Making of a Famous Photograph by Roxane Orgill; illustrated by Francis Vallejo (Candlewick) Words with Wings by Nikki Grimes (Wordsong)
Grades 6-8 Blackbird Fly by Erin Entrada Kelly (Greenwillow Books) Hour of the Bees by Lindsay Eagar (Candlewick) Rhythm Ride: A Road Trip through the Motown Sound by Andrea Davis Pinkney (Roaring Brook Press)
The Shadow Hero written by Gene Luen Yang and Sonny Liew (First Second) What Elephants Know by Eric Dinerstein (Disney-Hyperion)
Grades 9-12 Becoming Maria: Love and Chaos in the South Bronx by Sonia Manzano (Scholastic) Draw the Line by Laurent Linn (Margaret K. McElderry Books) Ink and Ashes by Valynne E Maetani (Tu Books) Symphony for the City of the Dead: Dmitri Shostakovich and the Siege of Leningrad by M.T. Anderson (Candlewick) Written in the Stars by Aisha Saeed (Nancy Paulsen Books)
20 Years of NEA’S Read Across America
Celebrating a Nation of Diverse Readers nea.org/readacross
February 2017
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News You Can Use
Open Doors & Empathy: Breaking the Curse of Common Wisdom Sometimes the extroverts in the room are those who need the most alone time . . .
By: Dan Ryder, English Teacher, Mt. Blue High School
I have to fix a door. In fact, I have three doors in need of my attention, but I will start with the one sitting atop a rolling frame in our high school’s theater workshop. It vexes me. For two weeks, four students and two adults have tried to wrangle a free standing door on wheels for a fall production of Tom Jones. We screwed and braced and leveled and shimmed and still it swayed and stuck and slumped and blurgh. I consulted with a colleague — a tinkerer self taught in composites and engineering — who made superb suggestions I promptly found a way to misapply. Another colleague passing through offered a hearty solution, yet impractical for the stage — studded walls are for daylight basements, not for portable doorways. And so we set builders stood, hands on hips, scratching our heads and scrunching our brows. We deconstructed and reconfigured and as we did I talked and talked and talked. I talked about this possibility and that probability, one idea after another, and apologized again and again. “Sorry, I’m a verbal processor.” “I just have to talk things through sometimes.” “What do you want to try? I know we just need to try something.” 10
Maine Educator • February 2017
My pulse heightened, my tension grew, and while I was able to keep open anger and outward frustration in check, the stress would not be denied. Finding a solution that worked ...ish, justifying a work-around for the door’s continued wonkiness, and setting courses of action for the coming weeks took up the remainder of our Saturday morning. It would require more of my attention later. And here I stand before the door. Alone. Measuring. Fitting. Trying. Thinking. Measuring. Drilling. Screwing. Securing. Saying nothing to anyone but myself. And while some troubles with the door persist, they are fewer than before. As I start to work on the next project, an actor asks me what I’m doing. I explain. She makes a simple suggestion: adding another set of wheels beneath the door to account for its sag. It is excellent and while I cannot put it into practice at the moment, I am assured it will work. The actor returns to the stage and I turn to the other two doors in question. I spend the next hour working on a prototype, testing my own hypothesis, and feeling confident it will work. I spend this hour alone. This would be an unremarkable
detail except that I am an extrovert by nature, a social adrenaline junkie by habit. I thrive at conferences and workshops, I crave networking and conversation. My favorite forms of procrastination involve colleague’s classrooms, social media PLNs, and Call of Duty. And yet I found my way to answers while alone and found myself more open to suggestions after solitude. I plan my best lessons in the shower and compose my best writing in the quiet hours of the night after the family is asleep. An afternoon with a pile of comic books or a morning on a trail run refreshes my spirit and often inspires the next steps in any number of endeavors. In the space of eighty minutes, I often press my students into service. Though supportive and measured, I cajole and jostle, advocating a bias toward action. Try something. Give it a whirl. Come up with eight ideas in four minutes. Push yourself. Fail up. Crush it. Stay focused. Empathize. Explain your intention. Iterate. In fairness, I wouldn’t characterize myself a taskmaster — I’ve a spine of chocolate eclair — though I do set high bars for my students and feel guilt pangs when the class features unstructured time. I easily tangent and shenanigans often abound; still my classes
emphasize learning and growth, vision and revision, empathy and authentic problem solving. Empathy. As often as we employ design thinking in my classroom, as many times as I run DT workshops or consult with schools and organizations, I still find myself forgetting to consider my students’ point of view at times. I may provide a variety of seating and spaces around the room to work. I may have bring your own device, wear your hat in the room, and eat and drink as you wish policies. Yet I sometimes forget that the loudest students in the room may the ones who need the most quiet to think, the fastest talkers the ones who need the most time to process, and the most withdrawn socializers those who most yearn for an audience with whom to share their ideas. The curse of common wisdom is indeed a difficult one to break, though we may start by keeping all doors open for our students — even if those doors swing a bit askew. To read more of Ryder’s thoughts on education, design thinking, innovation and empathy, visit: wickeddecentlearning.com and danryder207.com. Interested in following the discusson on Twitter and Instagram? Check out #dtk12chat #EdChatME #dare2design
Fast Facts
News You Can Use
Interesting facts and quotes about Association membership and public education in Maine and beyond. Have an idea or stat you want shared? Send it along with your name and local to gbechard@maineea.org
INSIDE THE NUMBERS
“HONESTLY, I FEEL THIS IS WHERE I AM SUPPOSED TO BE, WORKING WITH HIGH SCHOOL KIDS IS MY GIFT.”
Dr. Richard Nickerson said in the Portland Press Herald after being named one of the 10 national finalists for the music educator Grammy Award. Among his many other distinctions, Nickerson has been recognized by Choral Director Magazine as one of 10 “Choral Directors of Note” in the United States.
“THE MEA AND ITS MEMBERS ARE LOOKING FORWARD TO WORKING WITH DR. BOB HASSON. DR. HASSON IS AN EXPERIENCED EDUCATION PROFESSIONAL WHO WILL BRING A TREMENDOUS AMOUNT OF KNOWLEDGE TO A DEPARTMENT THAT NEEDS STABILITY, ESPECIALLY NOW AS EDUCATORS WORK TO IMPLEMENT NEW STATE AND FEDERAL MANDATES.” Lois Kilby-Chesley, MEA President after announcement Bill Beardsley would step down as the head of the Department of Education
61% Percent of Teachers in the United States make in salary compared to other similarly educated full-time non-teachers. Ranked 11th in the world according to the Organization for Economic Co-operation and Development (OECD)
44,634 Highest starting teacher salary with a Bachelor’s Degree in Maine - located in the WellsOgunquit CSD
30,000 Lowest starting teacher salary in Maine - 12 different districts including; Southern Aroostook Region 2, Princeton, RSU 86 (Fort Fairfield), Calais, RSU 88 (Van Buren), RSU 32 (Ashland), RSU 79 (Presque Isle), Madawaska, Machiasport, Machias and Cutler
$47,095 Median Maine household income, according to latest Kids Count data
UNITED STATES TEACHERS EARN 61% OF WHAT SIMILARLY EDUCATED NON-TEACHERS EARN According to the Organization for Economic Co-operation and Development (OECD)
46.8 Percent of Maine school children eligible for free/reduced lunch, according to the latest Kids Count data February 2017
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News You Can Use
When Lava & Poetry Collide
Creative Writing in Science: Activities That Inspire Inside the book:
H
ot lava with expressive language don’t appear to have a natural connection in teaching, that is until you visit 6th grade Katie Coppens classroom. Coppens is a Science and Language Arts teacher. In Coppens science classroom, students are continually incorporating a language lesson into their work with the ongoing goal of getting more writing into science. “This is a great way to get more time in for literacy. The more we can integrate, in general, the better it is for student understanding. There has been a lot of focus on STEM but this initiative to shift to STEAM, and express how the arts are valuable to show their knowledge is as important,” said Coppens. The idea of mixing the two subjects, and how to teach with that theory in mind is the focus of Coppens new book Creative Writing in Science; Activities that Inspire, printed by the National Science Teachers Association. The classroom resource book, complete with lesson plans and rubrics for each assignment, features K-12 activities that integrate writing with content in life science, Earth and space sciences, and engineering and physical sciences. “The book is about creativity and inspiring students to find their voice through writing and to give them another way to show their scientific understanding,” said Coppens. Every assignment in the book meets Next Generation 12
Maine Educator • February 2017
Science and Common Core Standards and comes with strategies for teaching a creative writing style, whether it’s showing knowledge through a student produced rap or through prose. On this day, students presented their knowledge of rock formation in very different ways. One student team created a cooking show called “Chemistry Kitchen” and cooked rocks to show how to make sandstone, while another presented a “news” report interviewing a rock and still another wrote a creative narrative through the voice of the rock. Each example, while very different, showed the students’ knowledge of the rock cycle. For Coppens, that’s what makes the science come to life, and helps her students increase their literacy skills. For the students, the methods are clearly working to better engage them in their learning. “The rock cycle sticks in your mind when you do something more creative,” said student Hailey. Another student, Mike said: “I did a rap and I got to use a lot of the vocabulary.” Those are the goals for Coppens in her day-to-day life, to inspire a love for learning while expressing that love through language. It’s what sparked the creation of her teaching manual, which she hopes can help other educators incorporate more language into whatever subject they teach. “Learning should be exciting—fun is important,” added Coppens.
15 science activities strategies for teaching a creative writing style (assignments work as in-class activities, homework, or final assessments for a unit) Reproducible handouts Graphic organizers Writing models Scoring rubrics
Sample Lesson Ideas Travel Blog About the Digestive System Packing List for the Planets Group Poem: Earth’s History
Online Extras Student Model Examples • • • •
Poems about Earth’s history “The Rock Story” What if the KT asteroid had never hit? The Dinosaur Daily
To learn more about the book, see sample chapters and purchase it, head to the Maine Educator Online.
News You Can Use
February 2017
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News You Can Use The activity books are carefully positioned for all students to reach them in bags attached to the side of the bus, on the inside seat. This allows students to simply sit and color or read. Zagwyn says students often swap books, which he purchases with his own money. “They’re quiet and they’re learning. Even the big kids are coloring. When I first put the books in this fall, the kids were surprised and they just looked at them and then said-‘Oh good, stuff to do!’” said Zagwyn. Zagwyn says when the students are engaged they’re better behaved, which is always his goal as he focuses on providing a safe ride. While safety is always priority number one for all drivers across the state, the members of GBDA take caring for children and their community to a whole new level, especially over the holiday season. The secret Santa who drives a bus for Gardiner is confident his identity is safe from his more impressionable students. Surprisingly, even his teenage passengers resist breaking his cover as jolly Saint Nick.
“We’re more than bus drivers, we converse with students every day, encouraging them to study hard and follow their dreams.”Charles Wilson, GBDA President
Beyond the Bus
T
By: Giovanna Bechard & John Rosales
here’s just something special about the bus drivers in Gardiner.
“Some of the older kids recognize me but don’t say anything because they don’t want their younger brothers and sisters to know too early about Santa,” says Leslie Crockett, a member of GBDA who volunteers to appear as Santa at local craft fairs, private parties, museum and other charity events. “I enjoy it,” says Crockett, who also dons superhero and other costumes year round on his bus and at school events. “It’s one way I give back to my community.” The local’s holiday spirit began in November when members raised $250 to buy Thanksgiving Day turkeys for less fortunate families. When members learned that a local supermarket chose to donate the turkeys in partnership, GBDA members used the funds to purchase gifts for students.
When you walk on to Ted Zagwyn’s bus you immediately notice the difference. Zagwyn, a member of the Gardiner Bus Drivers Association, is not only focused on getting kids from Point A to Point B, he’s also focused on engaging them while they ride.
“We’re more than bus drivers,” says Charles Wilson, GBDA President. “We converse with students every day, encouraging them to study hard and follow their dreams. During the holidays, we want them to have something under the tree.”
“I put in coloring books and crayons, word puzzles and comic books. I always switch out the books depending on what grade level is on the bus. I always have something to keep them occupied, no matter what age group is riding,” said Zagwyn.
And by all accounts the kids in Gardiner are getting more than just something under the tree in part thanks to their school bus drivers.
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Maine Educator • February 2017
PE
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C RSPE TIVE
One University The University of Maine System consists of 7 universities with unique missions that serve their region and the state. UMS envisions a new structure for the System that would vastly homogenize courses, programs, and curricular offerings; the concept is being called One University. One likely outcome of One University would be the replacement of much needed in-person instruction with online instruction. UMaine System Administrators argue that One University will save money by streamlining the curriculum. No evidence supporting this claim has been offered. Faculty views on the move are far more focused on student outcomes and educational quality. They share their thoughts below.
Jim McClymer, Ph.D. Associate Professor of Physics and Graduate Coordinator University of Maine One University is more of a slogan than a cohesive, positive plan. This is a problem, because a slogan’s meaning is in the mind of the beholder. Few can argue with the motivation to expand higher education to improve society and individuals as a public and private good. Keeping with the theme of clichés; the devil is in the details and this is where One University runs into serious problems. In many ways The University of Maine System has put the cart before the horse, with multiple academic & programmatic integration efforts having ill-defined and often contradictory goals. “One University” ignores the importance of place. Our 7 Universities have well defined differentiated missions. Our Universities have evolved to fill the unique needs of their students. This point cannot be overstated; the Universities are continually evolving to meet the needs of their communities and their students. UMS acknowledges that this critical step of understanding mission differentiation is way behind. The usual response of UMS to lack of information is to press on, despite the damage the lack of facts and deep understanding of differentiated missions do to students and the State of Maine. There are however positive signs. After too long an absence we now have an academic vice chancellor who appears to understand and values academia. U.S. higher education remains the envy of the world and a critical part of the engine of economic and cultural growth. Academic freedom and faculty control of the curriculum are necessary for Universities to meet the challenges of this century. Careless meddling will level the playing field, pushing the US towards 2nd class status. It is a nice vision to bring the “full power of all of UMS to every Citizen.” It is also unrealistic; the roads might as well be paved with gold. It is a nice fiction that the entirety of a University can “be delivered” to each person. It is critical that all decisions be made with the understanding that education isn’t delivered, it is a social process. A simplistic vision for an almost exclusive on-line education that is “delivered” will lower the quality for Maine students, giving them a 2nd class education.
Susan Feiner, Ph.D. Professor of Economics & Women and Gender Studies University of Southern Maine The University of Maine System’s push to create “One University” will harm the thirty thousand or so students enrolled on the seven campuses. Even as the full time faculty shrinks (from 1200 to 800 in 2016) System administrators continue to impose new work related to One University thereby diverting faculty time from teaching. Ironically, when the expensive consultant’s report included faculty reservations about One University, the Board of Trustees demanded that those findings be deleted. Over and over Trustees and system officials insist a fiscal crisis looms. But the cost of One University is conservatively pegged at 60 million dollars! Yet there’s no discussion of where that money will come from. No wonder UMaine System faculty are nearly unanimous in their opposition. Faculty focus every day on students. We design courses, offer mentoring and provide counsel to support student success. We know the students at Fort Kent are not cookie cutter replicas of those at USM or Presque Isle. The students at UM are not just like those at Farmington or Augusta. One University supposes a false uniformity, and thus sees no problem in radically reducing student choice by imposing the requirement that there be one history department for all of Maine, one MBA for all of Maine, one math department, language department, engineering department. Faculty understand that what students need and want varies across the campuses. One University quashes diversity. Why? Clearly not to save money, but to spend more on administrators who administer other administrators. Who needs those pesky faculty anyway? Faculty stand united in support of the public higher education Mainers deserve. We wish the administration did. One University is a consultant’s dream and a nightmare for Maine’s college students. February 2017
• www.maineea.org
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cac y
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MEA pushes for recess mandate
B
y the time students get to Lynn D’Agostino’s physical education class they’re ready to move around. They’re ready to run and get out their energy. After all, D’Agostino says, they’re kids and they need the release in order to learn. “There is a correlation between all the endorphins you release that actually gets you to learn,” said D’Agostino who was named the 2016 Elementary School Physical Education Teacher of the Year. The science behind movement and its benefits is well researched. The part of the brain that processes movement is the same part of the brain that processes learning, highlighting the importance of activities like
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Maine Educator • February 2017
physical education and recess in our schools. Researcher Terrence Dwyer is one of many who have conducted several studies suggesting that exercise supports success in school. Among the findings: exercise improves classroom behavior and academic performance. Secondly, the research shows that even when an experimental group got four times more exercise per week than a control group of their peers (375 minutes versus 90 minutes), their “loss” in studying time did not translate into lower academic scores. The research further revealed social skills also improved in the groups who exercised more.
Advocacy In D’Agostino’s classes at Harriet Beecher Stowe School in Brunswick there’s an even greater focus on movement, beyond the weekly physical education class. She’s constantly pushing students and her community to have a greater understanding of the life skills that promote overall wellness. D’Agostino teaches every student bicycle and pedestrian safety skills leading up to her bike and walk to school events. D’Agostino even provides bike helmets for students in need.
The push to keep recess comes at a time when the increased focus on testing is taking time away from other subjects, like the arts and physical education. In fact, in a recent MEA survey, conducted after the last round of standardized testing, 58.3% of MEA members stated the amount of time spent on testing negatively impacted other specialty subjects, including physical education. Members stated specialty subjects were cancelled in order to
42%
“Exercise needs to become a lifestyle for the students. I do a whole lesson on how do you dress for the outdoors; we talk about how do you dress appropriately. Some kids are instant athletes— they’re on teams but we need to help the kids who have a different brain power. I always ask myself ‘how can I take a student that is non-athletic and teach them?’ I did a pedometer unit to show students what it looks like to move, so they don’t just sit around,” said D’Agostino. The continued push for knowledge around movement and learning is one that will soon play out in Augusta as well where Senator Rebecca Millett is sponsoring a bill to mandate recess in elementary schools.
of school children in the U.S. get most of their daily total exercise at recess, more than during PE or after school programs, according to Robert Wood Johnson Foundation
increase the amount of time needed to complete standardized testing with teachers reporting: “lots of schedule shuffling to accommodate this test,” and “all art, PE, guidance, and music classes were missed during testing.” National data shows that since the inception of No Child Left Behind, 20% of the school systems nationwide have decreased time for recess, averaging cuts of 50 minutes per week.
“Somehow in the past few decades, we have forgotten how much children need play, physical activity, recess and physical education to be emotionally, physically, and intellectually healthy and ready to learn. Somehow we replaced this understanding with a rush to cram as much D’Agostino is more than supportive of a recess academics and testing as possible into a child’s day. mandate. In fact, she believes the requirement It’s time to reset our kids’ days at school with should extend a sensible balance of academics and time for “Somehow in the past beyond physical activity, play and opportunities for elementary few decades, we have schools. “I social development,” said Senator Rebecca forgotten how much would love Millett. Last year, Rhode Island mandated at children need play.” mandating least 20 consecutive minutes of free play for every kid, every day in elementary schools. recess—I - Senator Rebecca The new law in Rhode Island also allows think it should Millett school systems to count recess as instructional be a K-12 time, so they do not have to extend the school requirement,” day to meet the requirement. said D’Agostino. Sen. Millett’s proposal is still in the works, and will be up for discussion in the Education Committee, of which she is a member. In the meantime, D’Agostino focuses on sharing her knowledge with her students in hopes of reversing the trend of obesity while preparing all students to learn. “Play helps students so much more than most would think—it’s social and emotional growth and the physical activity all in one—all the things students need to be prepared to sit down and learn,” said D’Agostino.
29%
percent of children and adolescents (ages 2-19) are overweight or obese, according to the Society of Health and Physical Educators
20%
of the school systems nationwide have decreased time for recess, averaging cuts of 50 minutes per week (Center for Education Policy 2008).
February 2017
• www.maineea.org
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5 Advocacy
Things your students need to hear
In an effort to make sure you’re getting through all the curriculum needed, or keeping up with the latest menu changes in the kitchen, or trying to manage the bus route on a snowy day, it can be easy to forget the basic things students may need to hear in order to succeed and have a productive day at school. Even if you only have a few moments with each student, it’s important to make each word count. Here is a friendly reminder of five simple things you can say to help guide students along in their day. GREET EVERY CHILD “GOOD MORNING, TYLER!” Taking the time to greet every child helps put a positive note on their day before it begins, says Jennifer Korte, a first-grade teacher. A personal connection also gets your students in a learning frame of mind. So many simply start the day by getting down to work, Korte says: “They forget that these kids are bouncing off the walls to talk to them.” Korte says one of her colleagues shakes hands with each student as they enter the classroom in the morning. “She greets them and treats them with respect and is also teaching social skills at the same time,” Korte says. DEMONSTRATE THAT YOU CARE “HOW ARE YOU DOING?” Teenagers in particular are attuned to whether adults care about them as a whole person, psychologist Lisa Damour says. To demonstrate that you care, communicate a real interest in how students are doing in their school and personal lives. If you see a student is struggling in one particular area, make sure you note not just his struggles there, but also his successes in other areas, Damour says. “When students know you have a personal interest in who they are, it’s much easier to talk with them about the next step they need to take for themselves,” third grade teacher Sara Hyde says. 18
Maine Educator • February 2017
CELEBRATE RISK TAKING “THANK YOU FOR TRYING SOMETHING NEW.” Success isn’t necessarily measured by whether a child knows the right answer. Sometimes, success comes in the form of risk-taking, which should be celebrated—even if the end result is failure. “Traditionally, we’ve celebrated students who know the answers,” Damour says. Instead, encourage students to take risks and embrace mistakes: “Say, ‘I am so glad you took that risk. Thank you.’” Remind your students that if they knew everything, you wouldn’t have a reason to be there to help them along in school, whether it’s learning proper ways to socialize on the school bus or understanding to try new, healthy foods, or teaching them a new math problem. Students need each and every adult in their school environment to support and teach them new things. Share your own struggles to help create a safe learning environment. FOCUS ON THE POSITIVES “LET’S FOCUS ON THE POSITIVE.” When students get in trouble, don’t dwell on the negative. Instead, give them time to work through their feelings. Once they calm down, tell them you know they’ll do better next time. Korte says she makes sure her students know she separates the way she feels about their behavior or work from the way she feels about them by saying, “You know I’m not mad at you.” And, she says, “I do tell my kids ‘I love you, sweetheart,’ because they need to hear that.” ENCOURAGE AND HOLD YOUR STUDENTS TO A HIGH STANDARD “I KNOW YOU HAVE IT IN YOU.” Hyde lets her students know that she’ll be honest about their work and their abilities in the classroom. “If I know they’re capable of doing better work, I question them. I might say, ‘I see that this needs work to be one of your best efforts. What questions do you have for me so you can do your best?’” she says. “It’s important to encourage and hold them to their highest standard—not to berate but to be honest.” For more education tips head to neamb.com
Advocacy
Ask The Sub! At 70-years-old, Morris Berry hasn’t skipped a beat. After spending 33 years teaching mostly history, Berry retired in 2004 but quickly started working again as a sub that same fall. Maine Educator sat down with Berry to talk about the continued role of MEA-Retired educators in Maine schools, and how they can help current teachers.
Q&A
MEA-Retired Member Morris Berry talks about his retirement job in the classroom
You could do so many things in retirement, why do you keep coming back to school to teach? It keeps my mind sharp—it makes me feel good. Some of the kids call me grandpa but I still know how to connect with the kids. So much has changed in education but it’s still all about the kids. I can’t tell you the number of days I tell the kids there are a lot of people who love you—your parents do and I do, in a different way but I do. I tell them I’m here to look out for you. You look back and say, I did make a difference.
Being the sub for the day can’t be easy. How can a classroom teacher So much has changed in terms of how teachers teach. What advice can you offer to the newer help? educators? I need to have great plans for the day. I need to know where I’m going--the I am a teacher at my core--that’s who I am, it’s always there. These younger teachers, they’ll ask me questions, day to day schedule. I need to have class lists, seating charts—things like ‘what can I do better?’ While there are new things in technology, and I’m amazed how far that’s come, there that. Going in cold makes it more difficult. A simple thing like a seating is still the very basic fundamentals I share with them chart allows me to actually teach your from my years I’ve put in; I’m like a mentor to them. At its core, even after all these years, the best advice students something instead of just for new teachers is care about the kids, talk to them a watch them for the day. lot— that makes a difference.
Graduate Division
Training the Teachers of Tomorrow Center for Innovation in Education at Thomas College
Graduate Programs in Education • Master of Science in Education • Master of Science in Education Leadership • Master of Science in Literacy Education
207.859.1102
•
grad@thomas.edu
•
thomas.edu February 2017
• www.maineea.org
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Tech T@lk Create Games
NEW Ideas to Try in 2017
Let students try a new way to showcase their learning in 2017--there are so many options to choose from. Here are some fun ideas to help engage your students in a new way in the new year.
Scratch MIT
https://scratch.mit.edu With Scratch, you can program your own interactive stories, games, and animations — and share your creations with others in the online community. Scratch helps students learn to think creatively, reason systematically, and work collaboratively.
Hopscotch
www.gethopscotch.com With Hopscotch, kids master core coding concepts, like loops, variables, and conditionals, that transfer to any language. They practice problem solving and computational thinking while bringing their ideas to life. Hopscotch allows students to make whatever they want- art, games, interactive stories by using straight-forward code blocks. Tutorial helps students learn to code faster and reach the “aha” moment fast.
Comic Strips Toondoo
www.Toondoo.com Toondoo allows students to create cartoons and use them in comic strips or in books. You just need to drag and drop to create your masterpiece. Toondoo allows you to make your own characters, upload images and even add your own artistic touches to your work.
Make Beliefs Comix
http://www.makebeliefscomix.com Make Beliefs Comix allows students to create their own comic strip using a variety of diverse characters, scenes and words and objects. Comics are easy to move, scale, print and email giving students a new way to share their knowledge and tell a story.
Infographics Adioma
www.adioma.com Adioma allows you to create a simple infographic by typing your text into pre-filled out space. The program will choose an icon that it believes mirrors your words. You can change the icon, if you choose, and choose the format you desire for the infographic.
Visme
www.visme.co (Website url is .co not .com) Students can choose from a variety of templates to create their own infographics. You can easily change the icons, color and designs from the menu and even upload your own images. These infographics are a bit more sophisticated and allow for more customization. 20
Maine Educator • February 2017
Advocacy
The soon to be members of the Hermon Education Association gather before presenting to the School Board.
Contract Settled-Raises Included Brunswick Teachers (BEA) settled a 3-year contract, with salary increases of over 3% each year, no change in health insurance, an increase in stipends and course reimbursement. Portland Education Association settled a 3-year contract with salary step increase each year of 0%, 1.5%, 1.5% increase on scale. The 2014-2016 contract had the district paying for health insurance at 100% of the prior year’s premium plus any rate increase up to 3%. The new 2016-2019 contract maintains that language with no changes. The South Portland Educational Support Professional Association, representing ed techs and secretaries, recently settled a 3-year contract, after working under an expired contract since the beginning of the school year. As the parties were unable to reach an agreement through regular negotiations, a state mediator was called in to help with negotiations. After three mediation sessions, the parties settled on a 3-year contract. Some of the gains for ed techs and secretaries are: •2.75% increase for each of the 3 years, plus steps; included in this increase for ed techs is the addition of 11 paid holidays over 3 years •Added professional development language to provide payment for attending workshops and conferences •Added language for payment at BA Teacher salary when working 60 days or more as a long term sub •Added recall language with seniority as a criteria for recall
The Hermon Teachers Association is working on becoming the Hermon Education Association to include ed techs in the contract. Teachers have joined with the ed techs in the district to rally support for the formation of the new bargaining unit and presented it in front of the school board, which will decide if it will recognize ed techs as part of the bargaining unit. Tri-County Educational Support Professional Association organized a new unit of Ed Techs to help create consistency for the students, retain staff and create job security. The local says they now have a more unified front between the three schools. Previously, newly hired Ed Tech’s were not offered health insurance due to the number of hours they worked. Now, all new Ed Techs are offered health insurance. “Anyone wanting or thinking about creating a new unit should not be afraid of the word “union” because it is in the best interest of everyone involved. Many employees feared that they could lose their job if they seemed interested in forming a unit. Do your homework and educate yourself about the many benefits of being a member and reach out to other individuals who have units to find out any road blocks they may have faced along the way. Strength in numbers can be very beneficial for all involved,” said Kim Hubbard a new MEA member.
New Local Associations Formed The North Haven Teachers’ affiliation with the MEA was voluntarily recognized by their School Board, creating a new unit within the local. Another new group formed at the Waldo County Technical Center. Both the professional and ESP staff at the school are now represented by the MEA and were officially recognized by the school board in that area.
Members of the Tri-County Educational Support Professionals Association got together in order to determine their new constitution and bylaws.
February 2017
• www.maineea.org
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Advocacy
Hope Through Fear
“How do I run the photocopier wherever I get a job? I’m going to be standing in front of the desks and teaching instead of sitting at one of them—I think it will be scary. I want to hope that I will have people across the hall that will talk to me when I need advice,” said Chelsey. Her fear is not unusual. On top of the fear of the unknown with a new job, college graduates today have greater financial burdens than others have in years past. According to The Institute for College Access and Success, 7 in 10 seniors (68%) who graduated from public and nonprofit colleges in 2015 had student loan debt, with an average of $30,100 per borrower—that’s a 4% increase from the average debt of 2014 graduates. The numbers are far worse for graduates of UMF—with 92% of all graduates leaving school with debt. Despite all obstacles ahead, college students like Chelsey continue to find the hope through the fear.
Chelsey Oliver is preparing for what’s next. She’s getting ready to take over a classroom of her own. She’s learning what it will take to be a teacher. Chelsey is full of hope for the future of her chosen profession
“I’m hopeful for a collaborative effort with my future mentor teacher. I’m hopeful I will have a teacher who will work with me to help guide me so I can be the best teacher for my students— that’s what I’m most hopeful for.” Chelsey is also hopeful for the future of the union. She’s a leader of StudentMEA at UMF and recently applied for and received a grant from the National Education Association to help organize other preservice teachers and community members to help them better understand the work of educators and the importance of public education. The cause, for Chelsey, is part of who she is now as a student and who she 5: plans to be when she is step a classroom teacher.
Chelsey is a Senior at the University of Maine Farmington. She’s one of the more than 2,000 students at UMF--a place that’s graduated seven Maine Teacher of the Year recipients since 2006--a training ground for many of Maine’s future educators.
4: to “I know my first years of teaching arestep going be crazy, and the more people I can learn from public service promote and to talk to the better. I’m excited to also work “I think there is so much value of belonging Do you want to be in the best position to have your student loans forgiven working 10 years in publicto the MEA, an organization that supports with people who are not in my school soafter I can service? learn from them—that schools, the students and the visit www.nea.org/ degreesnotdebt · would be beneficial,” profession. I’m hopeful we can said Chelsey. Chelsey connect more pre-service teachers, is already making with current educators and retired those connections members so all together we can connect NEA through her Studentbetter help ourwith students,” said MEA membership. Chelsey. NEA.org NEA Today @NEAToday She’s taken advantage of trainings available One more goal for a college through the MEA and student that begins with her hope learned more about for the future. her profession and about how she can have #degreesnotdebt an impact. While Chelsey if full of excitement for her future she’s like many college students preparing for life after school—she’s scared. Start and advance the conversations about NEA Degrees Not Debt and solutions to college affordability and student debt. If you are interested in organizing on Degrees Not Debt give us a shout out at degreesnotdebt@nea.org
“How do I run the photocopier wherever I get a job?...I think it will be scary.” Borrowers who work in public service jobs (such as education) often qualify for Public Service Loan Forgiveness. This means that loans could be completely forgiven after ten years of working and making payments. Use the keep track of your eligible employment and qualifying loan payments. Step 1)
service organization at which you are/were employed must complete Section 3, which provides details of how long you have been employed, what type of organization do you/did you work for and if your job considers you full-time or part-time.
https://studentaid.ed.gov/sites/default/files/publicservice-employment-certification-form.pdf
· To view and download ready-to-use materials to help you and your team get started · To check out the latest Degrees Not Debt videos · To share your story
steps to kick student debt 1. Sign the pledge
2. Apply for FSA ID 3. Certify employment in public service 5. Help others kick their student debt
4. Check eligibility for lower payments
Step 2) After section 3 has been completed, get the form back and mail the completed PSLF form to FedLoan Servicing (PHEAA), the PSLF servicer, following the instructions on the form. Update the form annually or whenever you change jobs.
Step 3) form and based on the information provided by your employer, determine whether you qualify for the Public Service Loan Forgiveness program.
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Maine Educator • February 2017
brought to you by:
your friends at the NEA who want you to own your future
Your As
so ciation
On The Precipice MEA works to engage younger members as face of profession changes 45% of all MEA members are 52 or older. In the next five years, Maine schools will lose 18% of all staff to retirement.These are facts the MEA is not ignoring as it works harder than ever to evolve with those who are entering the profession. In order to attract early career educators, a new group, the Young Education Professionals of the Maine Education Association (YEPMEA) formed last year. The group continues to grow early career educators join who hope to help shape the future of the profession. YEP-MEA members are educators who are in their first five years-they all care about their students, having a voice in their work, and learning more about the “I got to spend a union while having fun. YEP-MEA members hope to build personal and professional relationships with other like-minded educators through networking and community outreach to help further the cause of great public schools for every Maine student.
weekend with people who share similar experiences as me and talk about some of my favorite topics: teaching, learning and the big picture education” Cassie DeValk teacher at Vivian E. Hussey Primary in Berwick Maine
YEP-MEA members meet throughout the year at both social and professional development functions to share ideas, stories and experiences to both make new friends and learn from each other. Recently, a group of early career educators gathered at Sunday River for the weekend to learn about the Association and the value of belonging. At YEP-MEA weekend, members received professional development around the issues they expressed interest in--including learning more about their teacher evaluations, technology in the classroom and proficiency based education. In addition, each member walked away with a better understanding of what the MEA is--how being a member can benefit their professional and personal life, and how they can have a greater voice in their own work. “I initially went to Sunday River because it sounded like a nice little weekend getaway, but it ended up being much more. I got to spend a weekend with people who share similar experiences as me and talk about some of my favorite topics: teaching, learning and the big picture education. And we had a bit of fun thrown in as well,” said Cassie DeValk, a teacher at Vivian E. Hussey Primary in Berwick. YEP-MEA has its own website, full of resources to help educators who are just starting out. From certification and licensure questions, to grant information, to student loan forgiveness--you can find it all on the YEP-MEA website. To learn more about how you can get involved in YEP-MEA, or to sign up for upcoming event, head to yepmea.org. Want to engage on social media? Follow MEA on SnapChat and Instagram. February 2017
• www.maineea.org
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SET MEA’S COURSE MEA wants your opinion on issues that affect your profession, public education, and local association.
How?
Submit a Resolution and/or New Business Item to be discussed at MEA’s annual Representative Assembly.
Forms are found online at maineea.org
“I hadn’t been a part of the union until recently; I wasn’t an early adopter. But I came to the RA, to see how the Association works, it was fascinating. Listening to people who debate important issues affecting our profession, you start to get a sense of the power, and it shows you if you have a voice and you speak up you can have an influence in a pretty big organization. If you’re passionate about something, you can get your voice out there pretty far because of the Association.” - Ryan Watts (Firsttime delegate), Gorham TA
What? Examples of a Resolution (belief statement) include:
RESOLVED: That the MEA believes educators must be involved in developing district acceptable use policies for Internet access. The Association also believes required student and parent signatures must be on file in respective schools prior to Internet use.
Example, of a New Business Item (action item) include:
That the MEA will work with the legislature to create, for all preK-12 schools, a fair and equitable assessment system that is based on multiple measures.
Where? Forms are found online at www.maineea.org and submit to: MEA RESOLUTIONS COMMITTEE Maine Education Association 35 Community Drive FMI and SUBMISSION FORMS: Augusta, ME 04330 Contact your local Association
President or call Tammy Simpson at 622-4418 x2221 or e-mail tsimpson@maineea.org
When? DEADLINE: MARCH 4
It’s your Association!
Your Association
Candidates for Election 2017 Take the Lead….Your Vote Does Count. Members set the course for the MEA by deciding the issues the Association supports and the ways to achieve success for every Maine student. Delegates are elected to speak for the 23,500 MEA members they represent on important issues. MEA candidates may publish a biographical sketch in the Maine Educator according to the Standing Rules. Candidates for the MEA Board of Directors and the NEA Representative Assembly (RA) appear on the following pages. At MEA’s 2017 RA on May 20-21 in South Portland, delegates will elect an NEA Director for Maine and a Trustee for Maine Public Employees Retirement System. Election information and forms are available online at www. maineea.org in the “Members Only” area under Elections. Certificates of election for local MEA RA delegates must be received by March 6. Questions about elections should be directed to the office of the Executive Director at 1-800-622-4418 ext. 2218 or email lheaney@maineea.org. MEA Board of Directors Candidates Robert “Bo” Zabierek – District A I am the current member of the MEA Board of Directors for District A and have been a Delegate at the MEA Representative Assemblies (RAs), in Portland for two terms and have served two terms as an at-large Delegate at the NEA Representative Assembly (NEA-RA); where I am a member of the CTE (Career and Technical Education) Caucus. I also serve on the MEA Government Relations Committee. I am also the Past President of the Southern Aroostook Vocational Educators’ (SAVE) Association. I feel that it’s important that CTE schools have a voice on the Board and that all facets of the Maine educational landscape be represented. I’m on SkillsUSA Maine’s Board of Directors. I’m also the current President of ACTE-Maine (Association of Career and Technical Educators-Maine). I work at the Region Two School of Applied Technology 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 MEA and am asking for your vote for the position of District A Board member, I would be honored to continue to represent all Aroostook’s Teachers and ESPs in Augusta. Jesse Hargrove – District C Working with students and young educators continues to be the best career a person can have. It’s hard to believe that I’m on my 15th year of teaching, 8 as a Special Educator and 7 as a High School Social Studies teacher, currently at Hermon High School. I’m grateful for the support of my two brilliant sons, Aden and Rylan, and a creative, artistic wife, Ciara, the choral director
at Waterville Schools. My MEA career has evolved from MEA-RA delegate, to local positions as Treasurer and now President. I have also served as a delegate to the NEA-RA for the past 3 years. The past years as Director has introduced me to charismatic leaders and educators across the middle of Maine, from Dover-Foxcroft to Lincoln and places in between. Thank you for the support as I run for re-election. I love doing this work. Bob McCully – District K I am a veteran Mathematics teacher at Falmouth High School with substantial experience in member advocacy. I currently serve the FEA as Chief Negotiator, and have continually served as either Chief Negotiator or President. I have previously served on the MEA Board for ten years and am eligible for another term. I have been a delegate to both the MEA and NEA Representative Assemblies for years. I have served on many MEA committees (including Policy Review, Statewide Bargaining, and Resolutions), and I have served on the NEA Resolutions Committee. I have served on the Boards of ATOMIM and ATMNE (mathematics associations) and currently serve on a Board for the Cumberland County Teachers Federal Credit Union. I am very concerned about ongoing attacks on our profession, and the lack of respect being shown to education practitioners. Educators always look for ways to improve their practice, but we are being bombarded by mandates from individuals far removed from the reality of a public school classroom. It is imperative that the MEA continues to function as a union protecting its members’ interests, and also function as a professional association to serve our members, our students and our communities well. District L - no candidates Neil Greenberg – District P About 10 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 president of my statewide local. I currently represent District P (ACSUM, UMPSA, MPBN) on the MEA Board of Directors, am a delegate to both the MEA and NEA RA’s, and was chosen last year to be on the editorial board for the NEA’s peer reviewed journal, Thought and Action. Gary McGrane – District R After retiring from the Bureau of Labor Education, University of Maine I went to work for my Native American brothers and sisters of the Penobscot Nation. What I liked about my job(s) was not only working from a curriculum but working from experience. Working for BLE gave me the opportunity to share the experiences I had gained over the last forty years working in a union environment. The MEA and the NEA have made great strides in Standing Up for Students, and now we must not let the politically elite pull the rug out February 2017
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Your Association from under us. As teachers we built a public school system so that every child and young adult would have a chance for a better life, a society that allowed aging workers to retire with dignity, and created communities of first class citizens. If elected I want to continue with these efforts. I truly believe we are all better off if we invest in the future together. As a retired teacher I want to work with like-minded teachers that are willing to make a positive difference. Thomas (Tom) H. Moore III – District R I was born in Portland, Maine, but spent my early childhood years in Puerto Rico, Dominican Republic, and Jamaica, B.W.l. After attending Eastport Grammar School, I graduated from Shead Memorial High School, 1959. I graduated from University of Maine at Orono, 1963, with a B.A. in Romance Languages. I was awarded a French Government Teaching Assistantship in English at Lycée Périer, Marseille, France, academic year 1963-64. I earned an M.A. in Spanish at Middlebury College, Vermont, 1972. I taught from 1964 to 2008 in public and private schools: Hamilton-Wenham Regional H.S. (MA), Fryeburg Academy (ME), Gardiner Area H.S. (ME), William Penn Charter School (Philadelphia, PA), Germantown Academy (Ft. Washington, PA), and Upper Kennebec Valley H.S. (Bingham, ME). I served on MEA Board, District C, 2004-2008; as delegate to MEA RA, 2003-2008, as an alternate in 2009, and from 2010 to present. I was elected delegate to NEA RA, 2007 & 2008 and 2010-2016. As Information Chair for Somerset-R, I have edited the newsletter “Electromediagram for Somerset Retired Educators” since 2009. I was elected MEA-R 2nd Vice President (2011-2013), 1st Vice President (2013-2015) and President (2015-2017). I understand our issues and would represent you with indefatigable tenacity. Thank you. NEA RA At-Large Candidates (alphabetically) for 2-year terms
Stacie Cocola – NEA RA At-Large Delegate For the past two years I have been fortunate to attend the NEA-RA as an Alternate At-Large Delegate. They were amazing experiences and powerful reminders of the work educators do beyond just the curriculum they teach. I have been a high school English teacher for almost two decades, teaching literature, writing, public speaking, and myriad electives, and earned my National Board Certification in 2014. At the local level I have proudly served as a building rep, vice president, and am currently in my fourth year as president. At the state level I have been a Representative for the MEA-RA for the past five years, served two years on the Government Relations Committee and am currently on the Instruction and Professional Development Committee. Beyond my classroom and union work I am a PLCSS mentor and facilitate PD opportunities on using technology in the classroom. Teaching is an art and a science and it is my goal to continue to advocate for our profession at the local, state and national levels; your vote for me as an NEA-RA At-Large Delegate will allow me to continue that work on behalf of us all. Thank you for your consideration! 26
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Rebecca Cole – NEA RA At-Large Delegate Rebecca is a first grade teacher and 20-year veteran staff member in RSU #14. As President of the Sebago East Shore EA, she values every opportunity to advocate for her students and colleagues in working to foster the best possible learning and teaching environment for all. Rebecca serves on a number of district-level committees and is the Chair of the Instruction and Professional Development Committee for the Maine Education Association. When not engaged in professional pursuits, Rebecca participates in several local community theatre groups and enjoys reading, kayaking, traveling, and spending time with her family. Andrew Doak – NEA RA At-Large Delegate It is hard for me to put myself “out there” and self-promote, but let me give it a shot: After 3 years on committee and participating in our own RA, I am ready to lend my voice. I am 27 and a Special Ed Teacher in rural Maine. I led negotiations at 23 on a contract as an Ed Tech, and am on the team of the third contract I have been a part of. I have worked in Day-Treatment, coach two sports, I have been a part of a grassroots political campaign, and have a deep passion for the direction of teaching. It terrifies me, as I am sure it terrifies you. All of the background work I try to do has pushed me to try for a bigger, more impactful experience. With these experiences, not only do I know how to use Assessments to inform instruction instead of as a competitive marker, I understand budgets and contract language. I am a Social Studies turned Ed Tech at a Day-Treatment program turned Special Ed Teacher who understands the cruel nature of our profession. Thank you for your time and consideration. Beth French – NEA RA At-Large Delegate My name is Beth French and I have been an active MEA member and passionate public school educator for fifteen years. I am a full time wife, mother of three sons, and third grade teacher in my hometown. It has been my honor and privilege to serve my community as a distinguished member of my East Belfast School Leadership Team, a member of Delta Kappa Gamma, and Local Union Vice President in RSU 71 Education Association. I’ve gained a wealth of knowledge and experience on committees for; TEPG, Negotiations, Standards Based Report Card Writing, and CCSS Curriculum Alignment. I currently serve as MEA Board District D Director, on Resolutions Committee as Board Liaison, MEA ad hoc Organizing Committee, and an MEA RA delegate. I was appointed to the DOE Task Force for Maine’s School Report Card Grades A-F, and attended the Northeast Organizing Institute in 2016. In 2015 I served as an MEA/NEA Representative Assembly Delegate, and eagerly await the opportunity to serve my colleagues around the state in this capacity once again. I would be most honored to represent my professional perspective and experience on the issues that most effect public education, as an NEA Delegate.
Your Association Sarah Hirschfeld – NEA RA At-Large Delegate My name is Sarah Hirschfeld, and I am a third year science teacher at Yarmouth High School. Growing up outside Philadelphia, PA, I came to Maine to attend college and ended up falling in love with the state and the opportunity to work in its schools. I teach 9th and 10th grade science as well as coach the Science Bowl team, middle school swim team, and the high school junior varsity softball team. I am currently enrolled in an online Masters Program through the University of New England to earn a Master of Science in Education. I first became involved in the Maine Education Association in 2015 through the Young Education Professionals of the MEA event at Sunday River. Connecting with other educators throughout the state invigorated my desire to get involved with the MEA. Since then, I have attended the 2016 MEA Representative Assembly, joined a districtwide committee that changed the school start time of our district schools, became a member of the MEA’s Instruction and Professional Development committee, and continued attending YEPMEA events supporting new members. Phyllis Hunter – NEA RA At-Large Delegate Public Education is the cornerstone of our democracy and never before has its very existence faced such an uncertain future. The many voices of NEA members must be louder and stronger than ever before. I have been one of those passionate and strong voices standing up for the important work you do everyday on behalf of Maine’s students. I entered the field of public education as a second career and from day one I understood the importance of becoming an active member. I have served as Vice-President, President, and Chief Negotiator of my local association. I have served on the MEA’s Government Relations Committee, the MEA’s Board of Directors, and presently I am serving on the MEA’s Statewide Bargaining Committee. In 2013 I was honored to receive the prestigious “Ann Sheehan Political Action Award” from the MEA as of result of my work with members of the legislature in Augusta as well as organizing back home meetings with many of them. For the past three years your vote has afforded me the great honor of representing you at the annual NEA Representative Assembly. Your vote will allow me to continue to be that passionate and strong voice on your behalf. Allison Lytton – NEA RA At-Large Delegate My name is Allison Lytton, I currently serve as Secretary for the Lewiston Education Association. I am a 2nd grade teacher at Governor James B. Longley Elementary School in Lewiston, Maine. This is my 7th year in the teaching profession and my 3rd year teaching in Maine. I previously taught in North Carolina and was an active member of the NCAE. I served as the Chair of the Human and Civil Rights Commission at the state level and also locally as the Beginning Educators Director, representing all members within the district with 5 years or less in the profession. I have enjoyed my participation with the LEA and MEA thus far. I look forward to continuing and growing my involvement
on a local and state level. I would appreciate the opportunity to represent MEA and the educators of Lewiston at the NEA this coming summer. Terry Martin – NEA RA At-Large Delegate I am running to be a NEA RA representative for the second time. I am running because I love this organization and what it stands for. I have met so many dedicated educators all over our state over the past three years serving as a member of the MEA Board of Directors and in the two NEA RA’s I have attended I have met many more dedicated educators from all over our nation. The educators I have met over the last two years are consistently passionate about the predicament that educators have found themselves in lately. They are frustrated over the over testing of children, that limits the time they have to truly educate their students. They are frustrated with consistent lack of resources to meet the needs of children. I want to represent these educators at the national level especially with the new administration’s plan to challenge public education as it has never been challenged before. I not only have experience as a member of the Board of Directors and as a representative at the NEA RA the last two years, but I have served at the MEA RA for the past decade. Please vote for me. David Murray – NEA RA At-Large Delegate I am a second grade teacher in Piscataquis county. Before my time working in the United States, I lived and taught in Japan for eight years, which is where I realized my love for teaching. I have been working with the MEA on the Government Relationships community for several years, and currently am its chair. I truly enjoy working for the teachers and students of Maine and I look forward to representing you at the NEA-RA. Jonathan Payne – NEA RA At-Large Delegate Dr. Jonathan Payne has had the honor of representing Maine as an NEA At-Large delegate for the past two years and would be humbled by the opportunity to serve again. He has recently defended his doctoral dissertation A Pilot Benefit and Costs Analysis Study of Sponsors of Registered Apprenticeships in Maine to complete his Ph.D. in in Public Policy with Concentration: Educational Leadership. He began teaching Chemistry and Engineering in 2007 at Noble High School where he is currently finishing his third year as Technology Integrator. He holds his B.S. in Marine Biology from the University of New Hampshire and his M.S. in Teaching and Learning from USM. He has been an active engaged member of his local where he has served as a Building Rep., Vice President, and is currently serving his third year as President. He is also an active member at the State level where he has represented his local at the MEA RA and serves on, and was co-chair for, the Government Relations Committee. All of these experiences have given him the depth and breadth to better understand education and ed. policy for myriad stakeholders.
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Your Association Jane Seidenberg – NEA RA At-Large Delegate Hi everybody. I have been a special education teacher for 18 years. I have been an active member of NEAMEA for 15 years! These past three years I have been my building representative and a member of the GTA Executive Board. I am strongly in support of public schools and have been dismayed at the reform agenda that has been pushed down our throats by clueless bureaucrats the past 10 years. Thank goodness No Child Left Behind is history but I am skeptical about the new ESSA (Every Student Succeeds Act). I believe teacher’s voices are the most important and most of the mandates coming down from the federal government make our jobs harder not easier. It’s about time teachers got the support and credit we deserve. We all work hard and this blaming of teacher’s is not constructive, does not help our students and has to stop. My vision is that there is more local control for teachers and teacher’s input is used and valued when designing content and assessments. Thank you so much for your support. I will do my best to represent the needs of teachers and students to the best of my ability. Molly Smith – NEA RA At-Large Delegate As a long standing member of the organization I have served in many capacities. Currently, as local Negotiator, Building Representative and as Chair of the Human, Civil Rights and Cultural Affairs Committee. I have worked in education for 42 years. As a special education teacher I have supported and advocated for my students and their families, many of whom are among the most vulnerable of our citizens. I am proud to be a PUBLIC servant with all of the challenges that accompany that role. My son and daughter are currently educators in Maine. They are third generation public educators, which gives me much delight and concern. The work we have chosen is important and a thousand times worth the investment. Robert “Bo” Zabierek – NEA RA At-Large Delegate I am the member of the MEA Board of Directors for District A and have been a Delegate at the MEA Representative Assemblies (RAs), in Portland for two terms and have served two terms as an at-large Delegate at the NEA Representative Assembly (NEARA); where I am a member of the CTE (Career and Technical Education) Caucus. I also serve on the MEA Government Relations Committee. I am also the Past President of the Southern Aroostook Vocational Educators’ (SAVE) Association. I feel that it’s important that CTE schools have a voice at the RAs and that all facets of the Maine educational landscape be represented. I’m on SkillsUSA Maine’s Board of Directors. I’m also the current President of ACTE-Maine (Association of Career and Technical Educators-Maine). I work at the Region Two School of Applied Technology 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 28
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vote for the position of Delegate At-Large, I would be honored to continue to represent all Maine’s Teachers and ESPs at the NEA Representative Assembly. NEA RA Districts Candidates for 1-year terms
Ken Williams – NEA RA District 25 Delegate Upon hearing that a NEA Representative Assembly delegate seat opened up for District 25 I immediately went to work on running for that opening. Over my 31-year classroom career many MEA colleagues have made powerful comments about the thrill of the NEA RA and I have had a personal and professional goal to one day attend a Representative Assembly as a delegate. It is now my pleasure to be running, and soon, I hope, advocating for MEA members at our national affiliate. Positions as a local president, local negotiator, current and past MEA Board member, MEA RA delegate for 25+ years and veteran Retirement System trustee since 2005 all feed into my knowledge and experience base. I promise to be an active and informed member of the Maine delegation to the NEA RA. Working at the NEA RA for the thousands of MEA members across the preK-12 faculty, higher education and professional support staff worlds is something I will cherish. Policy work is interesting as are advocacy roles and I pledge to work diligently and thoughtfully on behalf of all MEA members at the national Representative Assembly. Robert “Bo” Zabierek – NEA RA District 29 Delegate I am the member of the MEA Board of Directors for District A and have been a Delegate at the MEA Representative Assemblies (RAs), in Portland for two terms and have served two terms as an at-large Delegate at the NEA Representative Assembly (NEA-RA); where I am a member of the CTE (Career and Technical Education) Caucus. I also serve on the MEA Government Relations Committee. I am also the Past President of the Southern Aroostook Vocational Educators’ (SAVE) Association. I feel that it’s important that CTE schools have a voice at the RAs and that all facets of the Maine educational landscape be represented. I’m on SkillsUSA Maine’s Board of Directors. I’m also the current President of ACTE-Maine (Association of Career and Technical Educators-Maine). I work at the Region Two School of Applied Technology 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, I would be honored to continue to represent all Maine’s Teachers and ESPs at the NEA Representative Assembly.
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How Much Do You Need in Retirement?
t’s a big number for sure. A seemingly unimaginable number, especially on an educators’ salary. But according to some studies, fewer than half of all Americans have ever tried to even determine what their number is. Depending on your age, you may have different views on how much your pension and Social Security will actually help you in retirement. Regardless, financial advisors will tell you it’s a good idea to go back to that number that you should know and have perhaps been avoiding.
Turning Half a Year Older Matters
Depending on who you ask, financial experts suggest you need anywhere between 8 and 12 times your annual pay. That means a household earning $75,000 a year would need to have saved $825,000. The longer you work the less money you need as is true of the opposite. If you retire at age 62 under this same scenario you would need to have banked $1 million for retirement. Of course, these are just estimates and how much you need will depend on your spending.
What to do now?
Surprising things you may not know about retirement Medicare Does Not Cover All of Your Health Costs When you hit age 65, it’s time to enroll in Medicare. But just as with the health insurance you’ve had throughout your working years, you’ll have to pay premiums for Medicare coverage and co-pays on covered services. And some services -- such as long-term care -- aren’t covered at all. The average 65-year-old couple will pay $240,000 in out-of-pocket costs for health care during retirement, according to Fidelity Investments. And that does not include those potential longterm-care costs.
Once you hit age 59 1/2, you are no longer subject to the 10% early-withdrawal penalty if you take money out of your IRA or 401(k). Withdrawals of your earnings from a Roth IRA will no longer be subject to that penalty, either (assuming you’ve owned a Roth IRA for at least five years). And starting in the year in which you turn 70 1/2, you must take required minimum distributions from traditional IRAs and 401(k)s.
As an MEA member you have access to a variety of resources for free to help you plan going forward, whether you’re 25, 55 or 65. For more on preparing for retirement based on your life stage, visit the NEA Member Benefits Retirement Planning Center at neamb.com. You’ll also find a retirement income calculator, tips on how to plan your saving strategy, information on investment mistakes you need to avoid and the monthly Kiplinger Retirement Report newsletter, which is free for MEA members.
Not sure where to start or if you’re on the right track? NEA has a 5- minute retirement online retirement check-up. Head to the Maine Educator Online to gauge your personal path to retirement. Visit maineea.org for more Information. This article is for informational purposes only and does not constitute the provision of investment advice. Brought to you by NEA Member Benefits. Some content provided by: The Kiplinger Washington Editors
MEA/MEA-R Pre-Retirement seminars 9/14 Ellsworth - Elementary/Middle School 4-7 p.m. 9/21 Auburn - Middle School Cafeteria 4-7 p.m. 9/28 Rockland - South School former Rockland Middle School - 4-7 p.m. 10/5 Kennebunk - Middle School Cafeteria 4-7 p.m.
10/12 Skowhegan - Middle School - 155 Academy Circle - 4-7 p.m. 10/22 Caribou - Middle School - 9 a.m.-12 p.m. Contact Dianne Leighton via phone (207)622-4418+ext. 2400 or by email at dleighton@maineea.org
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Calendar Coming Soon
March 4
March 16-19
April 28
New Educator Summit
Maine Educator Cover Contest
Maine Science Festival
My Hero Works at School Essay Contest
The Maine Science Festival events include forums, handson activities, workshops, exhibits, and films. Nearly all events are free of charge. Location: Cross Insurance Center, Bangor & Hampden Academy Performing Arts Center FMI: mainesciencefestival.org
The MEA is pleased to join with the Portland Sea Dogs for its 3rd annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay, no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2017 Sea Dogs game for themselves, their family and their school hero. Submit essays to: contest@maineea.org
Brand new to the MEA this year, the MEA will host a special training just for early career educators. Come to learn about key issues affecting your profession-everything from classroom management techniques to understanding your evaluation. Stay tuned to your email for further information. This training is not to be missed for ALL early career educators. Non-members are invited to attend.
Maine Educator will feature a cover designed by a Maine public school art student depicting the theme “What I Love About Maine.” For contest details: please visit Maineea.org/grants WHO: Grades K-4, 5-8, 9-12 – There will be 3 finalists from each category, plus electronic art. One overall winner will be chosen from the finalists and have their work on the cover. Submit artwork to: contest@maineea.org
Let’s talk about you Call us for help in creating personal solutions for: • auto insurance • umbrella liability • life insurance • home insurance • other financial needs • retirement planning Lisa Bussiere, Auburn . . . . . . . . . . . 207-783-3660 David Case, Bangor . . . . . . . . . . . . . 207-941-2121 Joe DeFranco, Ellsworth . . . . . . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . . . . . . 207-623-5004 Stewart Durrell, Wilton . . . . . . . . . . 207-645-4779 Martha Frost, Falmouth . . . . . . . . . . 207-797-3019
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P.J. Kinney, Presque Isle . . . . . . . . . . . . 207-764-1283 Tony LaPrino, Rockland . . . . . . . . . . . . . 207-941-1212 Dominic Vermette, Waterboro . . . . . . . . 207-467-3650 Troy True, Brunswick . . . . . . . . . . . . . . . 207-729-1975 Dominic Vermette, East Waterboro . . . . . 207-247-0186 Paul Yarnevich, South Portland . . . . . . . . 207-510-6600
The Pets of MEA They’re purr-fect pet photos from our MEA members. After a long day at work, coming home to an animal who loves you, no matter what can, make the stress seem to go away. In fact, according to the Centers for Disease Control and Prevention pets can lower your blood pressure and cholesterol and increase opportunities for socialization and outdoor activities. That’s on top of the companionship and the cuteness. The MEA wanted to share a little of that cuteness with its members and put the call out for photo submissions in its first ever The Pets of MEA contest.
Jan Cerabona - “I was showing my cat my picture in the latest issue of the Maine Educator and this is how he reacted.”
Here are some of the best pet photos submitted and our two winners, who will each receive a gift card to buy schools supplies.
Mathieu Bourgeois’ dog laying low with the Maine Educator. Winner Sue Lyons - “Annie dressed up with her blonde wig and pink accessories ready to curl up with her Valentine Bear and the Maine Educator!”
Lois Hoyt - “Elliot ‘reading’ the Maine Educator.”
Winner
Ashley Allen - “She’s been helping mom teach for 13 years
Dan Rayner - “Winston playing in the leaves, which he loves to do.” February 2017
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Maine Education Association 35 Community Drive Augusta, ME 04330
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