Perspectives: One University

P E R S P E C T I V E S 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.

A d v o c a c y THE RIGHT TO

MEA pushes for recess mandate

By 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 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.

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. “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 and ready to learn. Somehow we replaced this 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

movement and learning is one that will soon play increase the amount of time needed to complete out in Augusta as well where Senator Rebecca standardized testing with teachers reporting: “lots Millett is sponsoring a bill to mandate recess in of schedule shuffling to accommodate this test,” elementary schools. and “all art, PE, guidance, and music classes were “Somehow in the past few decades, we have since the inception of No Child Left Behind, 20% forgotten how much children need play, physical of the school systems nationwide have decreased activity, recess and physical education to be time for recess, averaging cuts of 50 minutes per emotionally, physically, and intellectually healthy week. stated specialty subjects were cancelled in order to missed during testing.” National data shows that 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 physical activity, play and opportunities for social development,” said Senator Rebecca Millett. Last year, Rhode Island mandated at “Somehow in the past few decades, we have forgotten how much beyond elementary schools. “I would love least 20 consecutive minutes of free play for children need play.” mandating every kid, every day in elementary schools. - Senator Rebecca recess—I The new law in Rhode Island also allows Millett think it should 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. 42% 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

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).

Advocacy 5

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.

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

Ask The Sub!

MEA-Retired Member Morris Berry talks about his retirement job in the classroom

At 70-years-old, Morris Berry hasn’t You could do so many things in retirement, why skipped a beat. After spending 33 do you keep coming back to school to teach? years teaching mostly history, Berry retired in 2004 but quickly started It keeps my mind sharp—it makes me feel good. working again as a sub that same Some of the kids call me grandpa but I still know fall. Maine Educator sat down with how to connect with the kids. So much has changed Berry to talk about the continued in education but it’s still all about the kids. I can’t tell role of MEA-Retired educators in you the number of days I tell the kids there are a lot Maine schools, and how they can help of people who love you—your parents do and I do, current teachers. 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 Q&A difference.

Being the sub for the day can’t be easy. How can a classroom teacher help? So much has changed in terms of how teachers teach. What advice can you offer to the newer educators?

I need to have great plans for the day. I need to know where I’m going--the day to day schedule. I need to have class lists, seating charts—things like that. Going in cold makes it more difficult. A simple thing like a seating chart allows me to actually teach your students something instead of just watch them for the day. I am a teacher at my core--that’s who I am, it’s always there. These younger teachers, they’ll ask me questions, ‘what can I do better?’ While there are new things in technology, and I’m amazed how far that’s come, there is still the very basic fundamentals I share with them 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 for new teachers is care about the kids, talk to them a 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

Tech T@lk Let students try a new way to showcase their learning in

2017--there are so many options

Create Games NEW Ideas to Try in 2017 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.

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

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. 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.

Members of the Tri-County Educational Support Professionals Association got together in order to determine their new constitution and bylaws.

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 “I’m hopeful for a collaborative effort with next. She’s getting ready to take over my future mentor teacher. I’m hopeful I will a classroom of her own. She’s learning have a teacher who will work with me to help what it will take to be a teacher. guide me so I can be the best teacher for Chelsey is full of hope for the future of my students— that’s what I’m most hopeful her chosen profession for.” Chelsey is also hopeful for the future of the union. She’s a leader of StudentMEA at UMF and recently applied for and

Chelsey is a Senior at the University of Maine received a grant from the National Education

Farmington. She’s one of the more than 2,000 Association to help organize other prestudents at UMF--a place that’s graduated seven service teachers and community members

Maine Teacher of the Year recipients since to help them better understand the work 2006--a training ground for many of Maine’s of educators and the importance of public future educators. education. The cause, for Chelsey, is part of who she is now as a student and who she

“I know my first years of teaching are going to step 4: plans to be when she is a classroom teacher. step 5: 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 Start and advance the conversations about NEA Degrees Not Debt and with people who are not in my school so I can learn from them—that would be beneficial,” “How do I run to the MEA, an organization that supports schools, the students and the profession. I’m hopeful we can Do you want to be in the best position to have your student loans forgiven after working 10 years in public service? Borrowers who work in public service jobs (such as education) often qualify for PublicService Loan Forgiveness. This means that loans could be completely forgiven after ten years ofworking and making payments.Use the solutions to college aordability and student debt. If you are interested in organizing on Degrees Not Debt give us a shout out at degreesnotdebt@nea.org visit www.nea.org/ degreesnotdebt · · To view and download ready-to-use materials to help you and your team get started said Chelsey. Chelsey is already making the photocopier keep track of your eligible employment and qualifying loan payments. Step 1) service organization at which you are/were employed mustcomplete Section connect more pre-service teachers, with current educators and retired · To check out the latest Degrees Not Debt videos · To share your story those connections through her Studentwherever I get 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. members so all together we can better help our students,” said connect with NEA

MEA membership. She’s taken advantage of trainings available a job?...I think it will be scary.” Chelsey. One more goal for a college NEA.org NEA Today @NEAToday through the MEA and student that begins with her hope learned more about https://studentaid.ed.gov/sites/default/les/publicfor the future. her profession and about how she can have service-employment-certication-form.pdf #degreesnotdebt an impact. While Chelsey if full of excitement Step 2) After section 3 has been completed,get completed PSLF form to FedLoan Servicing (PHE the AA) form back , the PSLF s and mai ervicer, l the for her future she’s like many college students following the instructions on the form.Update t you change jobs. he form annually or whenever preparing for life after school—she’s scared. Step 3) form and based on the information provided by your employer,determine whether you qualify for the Public Service Loan Forgiveness program. 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