MAINE
Teacher Evaluation:
Educator Myth vs. Fact
page 19
6ArTS Reasons Students
NEED the
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January 2015 Vol. 75 • Number 4
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IT’S YOUR ASSOCIATION. READ ALL ABOUT IT. contents 5 6 17 29 30
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Editor’s Note Ask Lois Fast Facts Events & Deadlines Just For Fun
3 Contract Must Haves
While every contract in the state is different, each should have these three basic items. Without them you could not only be leaving money on the table but you could open yourself up to wrongful termination.
11
Students Need the Arts
With budget cuts often come a reduction or elimination of art programs. Members and students share what they’re teaching and learning that go far beyond things like paint brushes and music instruments. Behind the Scenes: The Arts In Maine’s Schools page 15
8 Getting Beyond Norway
On the Cover: Belfast High School Senior Tina Hill
According to the latest census report, Maine has the highest percentage of non-Hispanic whites of any state in the country, at 94.4% of the total population. In some Maine towns that percentage is even higher. So how can you teach diversity in a place where mostly everyone looks the same? Open a book with a Norway elementary teacher to learn more. January 2015 • www.maineea.org
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News You Can Use 7 8 10 11 16 17 18
Mirror, Mirror Getting Beyond Norway Perspectives: Are Proficiency Based
Diplomas Realistic for ALL Students?
6 Reasons Students Need the Arts Pinning on Pinterest Fast Facts Recommended Reading
Advocacy 19 20 21 22
“We all support this project and want to see it be successful.” - Mt. Vernon Educators
Deborah Dubord (Maranacook Area Schools Association), a second grade educator, and co-applicant, Deborah Hatt (Maranacook Area Schools Association) of Mt. Vernon Elementary School in Fayette, ME, received a $5,000 Learning & Leadership Grant from the NEA Foundation to convene a study group to deepen their ability to understand and effectively respond to the growing number of children entering school with a history of adverse childhood experiences. To apply for a grant for your school, head to www.maineea.org/grants.
What is your go-to stuck inside movie?
Teacher Evaluation: Myth vs. Fact Better Bargaining Know Your Students Be an ACE
Your Association 23 24 26 27 28
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Did You Know? Walking In Her Shoes MEA Election Information Pride in Public Schools Set MEA’s Course
MAINE
Educator
Volume 75 Number 4 - Copyright 2015 Editorial Staff Managing Editor - Robert Walker, Executive Director Editor - Giovanna Bechard, Communications Director Layout/Ad Manager - Allison Coombs, Communications Assistant
MEA Elected Officers Shawshank Redemption or The Incredibles
President - Lois Kilby-Chesley Vice President - Grace Leavitt Treasurer - Denise Simoneau NEA Director - Michael Thurston
Board of Directors
Maine Educator • January 2015
Send letters to the editor, questions, and comments to gbechard@maineea.org
Subscription to the Maine Educator is $10 per year, available to persons or institutions not eligible for MEA/NEA membership. The Maine Educator is published 7 times annually, September, October, December, January, March, April, & June.
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Editor’s Note Dance like no one is watching We have regular dance parties in my house. Everyone in the family has a “signature” move. My sons’ moves are as hysterical as they are unique. Their dancing, and I use that term loosely, is just one way they show their personalities. I’m not sure they realize the level of importance of expressing themselves at their young ages, 5 and 2, and I didn’t either when I danced as a child. But, after visiting schools across the state, it is clearer now than ever, kids really need the arts. And not just because arts fulfill some required elective credit but because MEA members across the state are committed to teaching students something they say only the arts provide. In the face of constant budget cuts, art educators and students showcase the value of the arts, highlighting their work and the life lessons art education provide on pages 11-14. I am continually amazed by the students and educators in our public schools. Take Ed Tech III Lindsey Morin, for example. Spending a day with her is like trying to juggle while hula hooping. Frankly, I was shocked at how much proverbial juggling happens in her day, all for the benefit of her students. My sister Anna Lisa (left) and me She is proof positive why support staff are so critical in the education process of every student. It’s something I’m confident you’re all aware of—but I do think we all need a little reminding sometimes. So, remember to say thank you to your colleagues for their hard work. Remember to celebrate even the smallest of successes. Remember you have people who are on your side, who care about public schools and public school students. Remember you’re one of 24,000 members. 24,000 strong who are the best advocates for your students; learn more on page 22. And finally, remember it’s okay to sing loudly in the car even when you’re terrible because we all have to express ourselves, somehow. At least that’s what I tell myself.
Giovanna Bechard Editor
January 2015 • www.maineea.org
5
Lois on “Opt Out”
Ask Lois From Tom, an MEA member: At the Fall Conference the MEA's position on standardized testing was mentioned along with the right that parents have to opt their children out of standardized testing. “I’m curious about this policy position/statement and how it is going to be shared and/ or publicized. I think this would be a good opportunity to build up the capacity of all members to be advocates for public education by rallying around this issue.” My answer: MEA has been at the forefront of speaking against overtesting our students. We agree we must be making decisions that are in the best interest of our students and be advocates for them. Over-testing is simply not good. You can see our MEA Board of Directors position on Common Core and the assessments by going to our website at www. maineea.org/commoncore. MEA’s Board discussed the parental Opt Out issue again at our December meeting. The decision to Opt Out of standardized testing needs to be made by the family or community. The MEA Board believes that there are several avenues available to parents who want to learn more about Opt Out. Those include community action by interested groups, but does not include teacher recommendation to Opt Out. There may be consequences - a massive Opt Out action may put a school in jeopardy of being a “failing school.” Please remember to check our association website on a regular basis. We post important information including MEA Board of Directors positions like ours on Common Core and testing and our research papers like the one on Virtual Schools. Our MEA Facebook page also is a good resource for information. And watch for announcements of meetings and trainings held by UniServ Director field staff. We all know doing what is right for our students is essential, leading MEA to call for changes to the Common Core implementation and its associated testing. Testing, and preparing for testing, needs to be addressed by parents and educators. When the Legislature convenes be ready to tell your story to your local Senators and Representatives so they have a full understanding of the effect on students. 6
Maine Educator • January 2015
There are several active groups that provide information about and encourage Opting Out including “Change the Stakes,” “Fair Test” and on Facebook "Opt Out of Standardized Tests Maine.” In addition to Colorado, at least three states - Florida, New York and New Jersey - have activist parents leading strong Opt Out movements.
One example of community action occurred in Boulder, CO where more than 200 students and families decided to Opt Out citing tests that don't align with curriculum, don't impact college enrollment, and aren't reliable indicators of success. Do you have something you want to ask Lois? E-mail her at lkilby-chesley@maineea.org. Due to space constraints not all questions will be published.
u News Yo
Mirror, Mirror
Can U se
Resilience. It’s a key word for Special Education teacher Leeanna Cloutier (Megunticook TA) at Camden-Rockport Elementary School. In her resource room she’s working with students at a range of reading levels; some barely speak, so finding a way to encourage and motivate each child was crucial. That’s when Cloutier introduced “the mirror.” “I got the idea from a friend who I was visiting. She is battling cancer and she became bitter. So, I thought—what can I do with my kids, who sometimes struggle to learn, to make them not bitter,” said Cloutier. Now, when each student walks in the room she asks them to sit down, look at themselves in “the mirror” and read a phrase taped to the top out loud. The phrases are all motivational, including ‘Today, I am fabulous’ and ‘Today, I am happy.’ Cloutier changes the phrases everyday, and sometimes more than once in a day to try to inspire and meet the needs of each individual. “When we first started doing it the kids said ‘Wow, I'm fabulous?’ Nobody tells them. We have to tell them. School has become much more than an education system. We have become the lifeline. They won't be ready to learn if we don't have their emotional and physical needs met,” said Cloutier. “My favorite word is focused,” said 1st grader Lucas. “I say it and it helps me. It makes me feel kind of good; it makes me feel focused for the day. I like focused because it helps me learn.” In the two months since “the mirror” has been in class Cloutier says she’s learned to redirect her students to it when they’re stuck on an assignment, adding the mirror has changed, in a positive way, the manner she teaches. “This empowers kids to think more positively about themselves. We can tell them how great they are but if they don't feel it, it falls on deaf ears. We need to be more thoughtful and ask ourselves how can we make these kids feel good about themselves so they can go on and be more productive citizens. This simple mirror helps do all of that,” said Cloutier.
Cloutier’s Mirror Phrases
January 2015 • www.maineea.org
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News You Can Use
Getting Beyond Norway
{
“I didn’t grow up in Oxford Hills,” Caden shouts out. “Oh that’s right, Bryant Pond. Is it really much different?” asks Humanities and Social Studies teacher Justin Stygles. “Yeah—here we have an Applebees!” exclaims Caden. “Can you see why we need to talk about diversity?” Stygles says.
In Stygles’ 6th grade class at Guy E. Rowe school in Norway one student has never left the state. Six have never been on a plane. “The ocean is blue, but I’m pretty sure some see it green and gold,” said Stygles, humorously referring to the school colors in Oxford Hills. “They love their home,” added Stygles (Oxford Hills EA). The reality of what students experience outside of school is something Stygles knows he can’t change. The demographics in his class in Norway are similar to much of Maine. The town, with a population of just over 5,000, is 96% white. While Maine has pockets of people who are in a minority race or ethnicity, especially among French Americans (the highest in the US), it also has the highest percentage of nonHispanic whites of any state in the country, at 94.4% of the total population, according to the 2010 census. With such little exposure to diversity, Stygles uses reading to open his students eyes to life outside of what they call OH—Oxford Hills. “In this class and in my 5th grade class, I have students who have been to the Fryeburg Fair but never crossed the border. There is a much bigger world out there and literature, these stories of truth and reality, they take us to a world that is different than their image of the world perpetrated on TV. Literature is key,” said Stygles.
Read Aloud “I slept in subways at night. When I didn't have 15 cents for the subway I slept on park benches,” read Stygles from the book One Crazy Summer, a Newbery Honor novel. The story follows three sisters in 1968 travelling to Oakland, California to meet their mother 8
Maine Educator • January 2015
who abandoned them. The girls thought they might go to Disneyland, instead their mother sends them to a day camp run by the Black Panthers. On this day, Stygles finished reading the novel aloud to his class ending four weeks of study of the characters, themes and culture. “Through my read alouds I deliberately choose books that are going to bring my students to other cultures and experiences. Our Humanities and Social Studies curriculum allows us to bring diversity in. We are getting ready to talk about the Aztecs and Indian removal and then the Civil War. We talk a lot in here about immigration and slavery, how the Italian and French were treated differently than the slaves, and how the war was about extreme ideals. I want kids thinking about this and playing around with the notion—what does equality, love, and appreciation mean. It is a thread of humanities,” said Stygles.
How are we the same? How are we different? To help students think about other cultures, Stygles asks his students of the characters in the book two fairly basic questions: How are we similar and how are we different from the girls in the book? The question allows Stygles to both assess their understanding of the text but also allows his students to grasp the issue of diversity and what it means to not live in a place where nearly everyone looks the same. “It's good to have differences,” said Caden, 11-years-old. “There are different ways to look at things, maybe better ways—two points of view, three points of view.” The concept of needing multiple points of view, from differing perspectives became apparent when Caden talked about race and how the characters in the book differed from the people who lived in his community. “I learned that African American people think the same, that there is nothing different about them. We had one in our class last year. They shouldn’t be treated differently because they are people, and they shouldn't be treated different because of their color.” The idea from Caden of “having one” in their elementary class last year is something that Stygles
News You Can Use says is very real, and reality in his students’ lives—making the idea of teaching diversity through core courses—that much more important. “I am not teaching them to get it now but so that in a few years when they are sitting at a bus stop in Secaucus, New Jersey then they know they should respect people and different ideas. I am trying to remove the stereotypes. I want them to know we come from different places and the idea is to try and understand one another,” said Stygles.
The Take Away Stygles wraps up his 6th grade class for the day with a writing assignment: take the comparison list of similarities and differences between the students and book characters and write a short essay. The responses highlight the understanding of not what is black and white but what each student could relate to—one student said like the main character she too had a sister, another said he also went to camp. “I want the kids to take away that we all have these amazing journeys and how we can all come together. The only thing I can do is give them the tools and decide who they want to be and appreciate other people. Doesn't that sound so much better than saying I'm teaching diversity?” said Stygles.
Books to Inspire Diversity Absolutely Almost Lisa Graff
A Long Way from Chicago Richard Peck
Inside Out and Back Again Thanhha Lai
Nightjohn Gary Paulsen
Brown Girl Dreaming Jacqueline Woodson
One for the Murphys Lynda Mullaly Hunt
Online Exclusive: Get in the Classroom of “Getting Beyond Norway”
January 2015 • www.maineea.org
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PE
S
C RSPE TIVE
Are Proficiency Based Diplomas realistic for ALL students?
YES Is a “traditionally-earned” diploma realistic for all students? A proficiency-based diploma is realistic for more students, and is a reliable certification of skills. A diploma earned without demonstrated proficiency is empty currency. To create communities that value education, we must ensure that the education provided carries transferrable value. Simply put, proficiency-based learning is best practice, minus unfair penalties, plus clarified reporting. This equation serves to better inform instruction, encourage a growth mindset, and facilitate success for all students, including those at risk of dropping out. Within a traditional system, dissonant criteria are conflated inside 100 points. Content mastery, work completion and attitude are blended into a single, blurry measure. This affects both the discouraged, determined student, whose grit does not translate into discernable growth, and the student who is disengaged because the curriculum is too easy, thus boring. Both of these students—not unusual cases—are at risk of dropping out. A proficiency-based model, with content and behavior reported separately, crafts a transparent narrative of classroom activity: skills mastered, scaffolding needed, opportunities for deep thinking and higher-order challenges. Students are praised for behavior without praise obscuring academic progress. The fear of failure is dissolved as intellectual risks are condoned through formative assessment. “Traditional” systems often include unfair grading policies that alienate many students. Those who fall behind due to authentic personal challenges may resign to the reality that credit is unrealistic. A bad first quarter paired with an impeccable second quarter is not always enough to salvage a GPA. These students tend to quit. Strict late or missing work policies that lower grades and limit retakes do not teach authentic lessons in responsibility. Flexibility and revision opportunities do not decrease initiative: habits of work hold students accountable for selfadvocacy and work ethic. It is better to model compassion and reward perseverance than reinforce that hurdles always derail hard work. What a diploma represents, how it is earned, and mechanisms that ensure an equitable education for all—including ELL and special education students—are not new questions borne from the PBE transition. The takeaway is that the proficiency-based model crafts a learning environment where a high school diploma is realistic for more students— including those historically at risk of dropping out. More importantly, the paper currency of a proficiency-based diploma has a reserve of academic and social skills—the gold bullion of demonstrated mastery—to back it up.
rebecca redman, Lewiston EA 10
Maine Educator • January 2015
NO The Proficiency Based Learning caused some of my Special Education Students to shut down. As a math teacher, I feel with this system in place I am causing more harm than good. My Special Education Students’ growth is being retarded because they know they can't achieve the Standards and I am not given the tools to help them. Some Special Education Students will succeed with the additional support from Special Education staff, 21st Century and Special Flex classes but not all. Most of LHS Special Education students were moved into regular classrooms this year to comply with the Least Restrictive Environment expectations that were imposed by the State of Maine. This initiative has its merit in that it will provide growth for some students. There is always a few that just have not been placed correctly. Students that have a first or third grade reading level or students that have never been in a traditional classroom will not succeed. Now that we have moved to the Proficiency Based Learning system, there is no way that these children can receive higher than a 1. The children see the 1 constantly on their papers and feel that no matter how much they try, it is never going to be greater than a 1 so why should they even try. So therefore they shut down and become discipline problems in the class. I have tried to be an advocate for these children. Their parents for any number of reasons are not advocating for them, so I feel that I must. It has taken me since October 10th to get the “powers that be” to schedule IEP meetings on two of my students. It is like hitting my head against a wall. Even when I went to two School Board meetings to talk about this, the IEP meetings are slow in the planning. Something has to be put in place for these low level Special Education Students whose needs are not being met with the existing Proficiency Based Learning System. They are not going to pass the rigorous summative assessments and therefore will not meet the Standards. I hate to think that these students will age out of school before they can complete the Standards. The Special Education students need to be put into a setting where they will see some success. Will they not get some kind of diploma or certificate of attendance? Without changes, the current Proficiency Based Learning System fails a significant amount of students and is simply another mandate that cannot be fulfilled.
Mary rider, Lewiston EA
6ArTS Reasons Students
NEED the
It’s easy to make a case for why students need math or language arts. We all want kids to be able to read and write. No brainer. No one ever says, come budget time, “Let’s get rid of social studies.” But far too often classes in the Arts are cut when district budgets become tight. For some of the lucky programs, like after school drama at Winslow High, each year’s performance helps pay for the next in addition to community support and grants. But what happens when budgets call for a reduction or elimination in the Arts in poorer communities, where no one helps out and there are no funds to “make do?” The arts do more than make things pretty or give someone something to listen to. Researchers find that continued learning in the Arts correlates strongly with higher achievement in both math and reading. There are social benefits as well. With help from MEA members and talented students we’ve put together 6 reasons students need the Arts. There are, of course, many more. Pictured: Thornton Academy students, and Vojtech Machytka 11 JanuaryAbby 2015Chelate • www.maineea.org
Cover Story
1
The Arts teach students to be critical thinkers I have my heart and soul wrapped around studio thinking. If students are engaged in visual arts they are training their brains to be more receptive to other learning opportunities. I believe it does help them in other classes such as science, mathematics, and English Language Arts. I feel very strongly these skills, critical thinking, developing a craft, engaging and persisting, observing and reflecting are applicable to every course one may take. Those skills are taught and refined explicitly in art class. Belfast Area High School Visual Arts Teacher, Heidi O’Donnell, Education Association by the Bay Taking art classes taught me good hand-eye coordination skills and problem solving. A lot of times we’re given a project and we just have to figure it out—and that’s how the world works—and I learned that in art. Belfast Area High School Student Giovanni Golgano
2
The Arts encourage collaboration
Art taught me how to appreciate and learn from other people’s perspectives to better understand them, and their point of view. I am then able to use their point of view to better my art. Belfast Area High School Student Sarah Berry 12
Maine Educator • January 2015
When you’re on stage you have to work with everyone—you have to make connections. Drama taught me how to do that. Winslow High School Student Luke Giordano
3
The Arts promote social development
Drama kind of saved my life. I’ve had a lot of problems at home and with myself, but I come here for a couple of hours a day and acting as a different person helps. Plus, everyone here is so supportive. It’s like a family. Winslow High School Student Maria Poirier
4
Being part of the band I’ve met a lot of people and got out of my comfort zone. Moving schools is really hard and music is something I have in common with other kids. It’s a constant in my life. York High School Student Celina Neal
The Arts increase self-esteem and help students express themselves Drama builds self-confidence. The odds of any of the students becoming a professional actor are slim, but the odds of them speaking in front of a group or making a presentation in life is high. We’re teaching them something they may not learn in a classroom. Putting on a show is the ultimate group effort and they see the importance of working in a group which they will all need later in life. Winslow High School Drama Teacher Jen McCowan, Winslow EA
In film, trial and error is part of the process. There is always a vision of what it should look like in your head and when it doesn’t work I know I have to try again. I learned in film class how to focus, realize my mistakes and learn from them. Waterville Senior High School Student William Tiner
January 2015 • www.maineea.org
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5
The Arts highlight students’ creativity
Music gives people who aren’t athletic, where the spotlight usually is, a chance to show their talents and gives people like me a chance to shine even though I’m not on a soccer field. York High School Student Johanna Bennett
Media Arts let me be creative in my own way and I can use these skills for a job in the future. Waterville Senior High School Student Terry Chamblee
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The Arts teach perseverance
Media literacy is necessary to be competitive in today’s workforce. I had a student who got a job in the area because he knew Photoshop; he learned that here. The Arts are about making. Being a “maker” puts us in the position of exporting a product instead of just being consumers. Everything I teach my students can use in whatever profession they choose to go in. Waterville Senior High School Digitial, Emerging Media and Traditional Art Teacher Suzanne Goulet, Waterville EA 14
When they’re dancing they are using their body to create art which can feel risky, especially for kids in this age group. Sometimes they are uncomfortable exploring themselves with their body but dancing gives them a chance to try and be as creative as their mind will allow. Thornton Academy Dance Teacher Emma Campbell, Thornton Academy TA
Maine Educator • January 2015
The quality of work you do in a Choir directly impacts the quality of work for the person on either side of you and that is true in choral, instrumental and in life. Music and performing is an extension of what we do as people—you have to take accountability for what you do. If I am in math and fail it doesn't impact the student next to me. If I am in chorus and am not prepared then it directly impacts the person next to me. The lessons in music are more than singing or playing instruments; it’s about persistence, responsibility and accountability. York High School Choral Director rob Westerberg, York TA
Online Exclusive
Behind the Scenes: The Arts in Maine’s Schools
Tech T@lk
Pinning on
With a half a million education pins each day, Pinterest has quickly become the largest source of ideas for educators. If you can imagine it—Pinterest has an idea for how to do it. If you’ve never used Pinterest, take a minute to get familiar with the site with our Pinterest 101 section here. If you’re an old pro—check out some ideas we found for you to make your life a little easier. Everything you see here came from a Pin on Pinterest, which is usually linked to another site or blog where you can find more information.
Pinterest 101
Classroom Tips and Tricks
Pins are visual bookmarks that you collect on boards. You can save (“re-pin”) Pins you find on Pinterest or add new ones from your favorite websites. (Source: Pinterest) Click “Pin It” to “re-pin” or Pin a link.
View the image or website the Pin came from
Send the Pin via private message to another user
Silent Sprinkles
Purchase a sugar container, fill with rice and glitter, and tape the hole. When your students get noisy “sprinkle” their heads and tell them to use the magic to settle down. "I purchased an inexpensive shoe rack and numbered the slots. I ask students to store their cell phones and personal devices in one of the slots each day when they come into class," says Scharla Taylor, on a classroom technology blog found on Pinterest.
From the blog: Teaching Sam and Scout
Image representing the Pin’s subject
Require all students to turn something in on assignment due dates. If their assignment is not done they must turn in a “Missing Work Log.” Once the assignment is turned in the top of the log is saved by the teacher and the bottom is attached to the assignment. Download the log: http://tinyurl.com/ missingworklog
What else can you find on Pinterest? Life Hacks
Why didn’t I think of that?!
Save $1,378 this year! Take the 52 Week Money Challenge. Start with $1 and add $1 per week until you hit $52. Or start with $52 and reduce the amount by $1 per week.
Around the House When you have to hang something with exact holes, photocopy the back and use as a template.
Double Duty Dinners
Pin’s original source User who Pinned the link and caption about the link.
Great at night and for lunch the next day
Turkey Tacos http://tinyurl.com/turkeytaco
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Maine Educator • January 2015
News You Can Use
Fast Facts
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
Maine 1 of 2 States Where Rate of People without Health Coverage Rose in 2013
$
The number of Mainers without any form of health care coverage grew by 12,000 in 2013 and the state’s uninsured rate rose from 10.2% in 2012 to 11.2% in 2013, according to federal Census Bureau.
98%
Of those surveyed believe standardized test scores should not be the primary factor in evaluating schools, teachers and students, according to the Northeast Indiana Friends of Public Education
For every one dollar invested in quality preschool programs, the public sees a $7 benefit according to the Campaign for Educational Equity
“Getting rid of science and technology when our future is heading in that direction – they should be the priority. A university should have a wide range of majors. Don’t keep dwindling it down. Not everyone wants to be a nurse.” Leah Percy, a University of Southern Maine senior studying geosciences, which was recently eliminated by the UMaine System due to budget cuts, as published in a US News and World Report titled, “Poorest States Cut What Experts Say Could Help the Most: Higher Ed.”
Source: US Census Bureau American Community Survey 2013 1-Year Estimates
“It is our honor to recognize these truly exceptional colleagues and members of the UMF campus family. Their incredible years of service mirror what takes place in every corner of UMF every day. Talented, skilled and hardworking staff are committed to helping our students with every facet of their educational experience.” Kathryn A. Foster, UMF president on faculty and staff, including Elizabeth Jennings who received an unsung hero award and Shari Witham named administrative staff of the year, UMPSA and ACSUM members, respectively.
1
Harassment and Assault in Maine Schools Based on Sexual Orientation (percentage harassed or assaulted in the past year)
Verbal Assault Physical Harassment Physical Assault
81% 38% 22% 25%
50%
75%
100%
Data from GLSEN (the Gay, Lesbian & Straight Education Network) Survey of 103 Maine students with a +-9% margin of error. January 2015 • www.maineea.org
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News You Can Use
Beat the Winter Blues with a New Book Maine Authors
Dinner with the Smileys By Sarah Smiley
The Poacher’s Son
“Throughout the book, Sarah Smiley’s unvarnished detailing of the emotional ebb and flow of being a “single mom” to three irrepressible boys while trying to balance career, car pool and dinner prep is Bombeck-esque at times, deeply moving at others. DINNER WITH THE SMILEYS transformed the family, so much so that even upon Dad’s return home, the dinners have continued... one new guest every week.”
By Paul Doiron
“Set in the wilds of Maine, this is an explosive tale of an estranged son thrust into the hunt for a murderous fugitive—his own father”
On the Silver Screen
Fiction
Monuments Men
Some Luck By Jane Smiley
By Robert M. Edsel & Bret Witter
“Some Luck delivers on everything we look for in a work of fiction. Taking us through cycles of births and deaths, passions and betrayals, among characters we come to know inside and out, it is a tour de force that stands wholly on its own. But it is also the first part of a dazzling epic trilogy—a literary adventure that will span a century in America: an astonishing feat of storytelling by a beloved writer at the height of her powers.”
“Focusing on the eleven-month period between D-Day and V-E Day, this fascinating account follows six Monuments Men and their impossible mission to save the world’s great art from the Nazis.”
Non-Fiction Hard Choices
The Kid: The Immortal Life of Ted Williams
“Hillary Rodham Clinton’s inside account of the crises, choices, and challenges she faced during her four years as America’s 67th Secretary of State, and how those experiences drive her view of the future.”
“During his 22 years with the Boston Red Sox, Williams electrified crowds across America—and shocked them, too: His notorious clashes with the press and fans threatened his reputation. Yet while he was a God in the batter’s box, he was profoundly human once he stepped away from the plate.”
By Hillary Rodham Clinton
By Ben Bradlee, Jr.
For Your Students Young Adult The Eye of Minds – James Dashner Great – Sara Benincasa Middle School The One and Only Ivan – Katherine Applegate The Outsiders – S.E. Hinton Grades 4-5 Best Shorts: Favorite Short Stories for Sharing – Avi and Carolyn Shute Grades 2-3 The Adventures of the Little Wooden Horse – Ursula Moray Williams Pre-K through Grade 1 The Mitten – Jan Brett 18
Maine Educator • January 2015
Teacher Evaluation: Myth vs. Fact Adv
cac y
o
Making continued progress. It’s what all teachers hope for as they work toward proficiency for their students. Developing a clear and meaningful teacher evaluation system will help work toward the goal of helping each child succeed. The process of developing a system that works for both teachers and students can be difficult and confusing. Below are some common misconceptions and easy answers to help you understand the evaluation process and what it should look like.
Myth #1: You can be held accountable for students not in your class and
those students’ standardized test scores and other student growth measures can impact your evaluation.
Fact: You have to be considered a “teacher of record” for a student
whose test score and performance is used in your evaluation.
In order to be considered a “teacher of record” and be able to have that student’s scores reflected in the teacher’s evaluation, the student must be in the teacher’s class and instructed by that teacher for at least 80% of the scheduled instructional time for the course. In addition, the student must have taken both the pre and post-test designed to measure achievement in that course.
Myth #2: Your peers and students must have input on your final evaluation rating.
Fact: Peer input is only used for formative assessment (informal feedback). Student input is not required. The inclusion of peer and student input in an evaluation is not mandatory in the teacher evaluation rules. However, the local group creating the evaluation system can include the student input as part of the formal summative assessment process where a teacher receives his/her effectiveness rating. Peer input only can be included in the summative effectiveness rating if the teacher chooses.
Myth #3: A portion of your evaluation rating will be based on the district’s on-time graduation rate.
Fact: Collective evaluation measures are optional; the teacher evaluated decides if a collective measure is used.
An evaluation can use a collective measure, i.e. building or district-wide measure to evaluate a teacher but only if agreed to by the teacher to whom it will be applied. A collective measure, whether it’s student test scores for the whole building or graduation rates, for example, cannot be more than ¼ of the agreed upon percentage of the entire student growth component of an evaluation.
Myth #4: Student growth must be at least 50% of the score for a teacher’s evaluation.
Fact: Student growth can and should be limited to 20%.
The Department of Education has a default evaluation model if any district does not come up with its own evaluation model. In the DOE’s default model it sets student growth at 20%. In addition, student growth is not based solely on test scores. The DOE rules surrounding student growth state that multiple measures must be used and standardized test scores cannot be the sole type of measurement used to evaluate a teacher. January 2015 • www.maineea.org
19
Advocacy
Better Bargaining While every contract and negotiations session is different there are at least three basic elements that should be included in each contract to make sure each teacher and support staff are represented in a fair way. The following should be included/and or never removed as language in all contracts:
1) Just Cause
Just Cause is defined as a reasonable and lawful ground for discipline or dismissal. Just Cause language protects an employee from unfair or arbitrary treatment in the workplace. Typically, an employer must prove an employee was in the wrong, violating a policy or rule, etc., before any discipline or termination.
Sample contract language: No employee shall be disciplined or deprived of any professional advantage without just cause. No teacher on a continuing contract shall be non-renewed without just cause. (Nonrenewal applies to teacher contracts only.)
2) Appropriate Health Insurance Language
The MEABT offers members the best health insurance coverage for the price which is why the MEA recommends you have a direct reference to the MEABT as the health insurance carrier in the contract so that no changes to health insurance coverage can be made without the Association agreeing to the change. In addition, the contract should specifically mention the MEABT plans that can be offered to employees and to the percentage of the coverage the district pays toward the named plans in the contract. It is not good enough to simply have language that states employees will be covered under a major medical plan because that leaves the door open for the district to change plans during the term of the agreement which could increase costs to employees, reduce benefits or both. The MEABT is able to provide costeffective, quality coverage because of the size of the pool insured—the MEABT is Anthem’s largest client on the east coast. The size of the pool (the number of people who have MEABT for insurance) offers stability in the cost of coverage and better negotiating power for the MEABT when it discusses costs with Anthem. Think of it this way—if you buy a jar of mayo at a warehouse club you get a better price per unit because of the sheer size; the same is true for the cost of the insurance coverage.
Sample contract language: Employees may choose from the MEABT Standard Plan or Choice Plus plans. The Board shall pay 100% of single coverage or 88% of eligible dependent coverage for the Choice Plus plan. The employee shall pay the difference in premium between the Choice Plus plan and the Standard plan.
3) Grievance process that ends in binding arbitration
If a local association or member identifies that the contract between the parties has been violated the local or member has the right to file a grievance. A grievance is a process by which a contract violation is raised to the attention of the administration. It is the hope a resolution will be reached in the grievance process that will be acceptable to both parties. If that does not occur, the parties have a right to submit the case to arbitration where a neutral party will reach a binding decision regarding the alleged violation.
Sample contract language: In the event a grievance is not satisfactorily resolved during the grievance process, the Association will serve written notice on the employer moving the matter to arbitration. The parties shall confer within ten (10) days to select an arbitrator deemed to be competent, experienced, and impartial. Should the parties be unable to agree upon an arbitrator, the grievance will be immediately referred to the American Arbitration Association for resolution by a Want or need more help with single arbitrator in accordance with the procedures, your negotiating? Attend one rules and regulations of that Association. of the two upcoming trainings The arbitrator's decision as to whether there has for negotiators and local been a violation of this Agreement shall be final and binding on the Board, the Association and any and leaders. See page 29 for more all affected employees. information.
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20
Maine Educator • January 2015
Advocacy
Know your students so you can be their best advocate
2.7
HOUrS
Z
Z Z
The average amount of sleep that adolescents lose on school nights as a result of their biological clock pushing them to later sleep/wake cycles Source: Education Commission of the States
Average Amount of Weekly Homework Assigned in Hours
3.5 Middle School (6-8) 3.2 Elementary School (K-5) 2.9 High School (9-12)
Source: University of Phoenix College of Education
23.1%
of students watch 3 or more hours of TV on a typical school day
12,000
Number of Maine children who lack health benefits Source: Annie E. Casey Foundation Releases 2014 KIDS COUNT Data Book
20.6%
& 24.2% of Maine students
report being electronically bullied (e-mail, chat rooms, instant messaging, websites, or texting) and bullied on school property, respectively. Both of these figures are greater than the national average. Source: Maine Youth Risk Behavior Survey
More than
1 in 4
Students who felt sad or hopeless almost every day for 2 or more weeks in a row. Source: Maine Youth Risk Behavior Survey
More than 200 Source: Maine Youth Risk Behavior Survey
Approved public preschool programs in Maine serving thousands of children
Source: Maine Department of Education
January 2015 • www.maineea.org
21
Advocacy
ACE Advocates for
Children & Education
Be an ACE. Have you ever asked, “Why can’t the MEA do something about that?” Here is your answer. You are the MEA. The MEA is only as strong as its members’ voices. While MEA staff advocate for you, your students and the profession, there are only 41 MEA staff members statewide. But, there are 24,000 members across Maine. Your voices are needed now more than ever to advocate for your students. If you want to impact education policy decisions become an ACE, an Advocate for Children and Education.
Brief Description: Advocates for Children and Education (ACE), MEA’s new grassroots advocacy program,
focuses on the experts in our schools—our members—giving them a chance to share their expertise with those who make policy decisions about public education.
Mission: MEA members will advocate on issues that affect public education including policies that affect students, member rights and working conditions. ACEs will work to promote positive policies and legislation and deter negative ones by establishing one-on-one relationships with legislators, who make the decisions that affect your students and workplaces. What makes a good ACE: The MEA ACE advocate believes in public education and recognizes the need to
get involved in the political process, which controls so much of what happens in our schools. As an advocate you may decide you want to email your legislators, invite them into your school or even share a cup of coffee to discuss important education issues.
Expectations and Responsibilities of ACE Advocates:
• Participate in MEA training for ACE Advocates • Communicate regularly with elected officials with the purpose of establishing a relationship with the legislator • Communicate with other MEA members and members of the community (including parent/teacher organizations) on the connection between public education and politics • Serve as a “rapid response” team and act quickly when called upon during times of legislative crisis • Provide regular and ongoing feedback to MEA • Agree to a two year commitment to the ACE program • Average time commitment expected: two hours per month
Interested in advocating for your students?
Contact John Kosinski, Government Relations Director at jkosinski@maineea.org 22
Maine Educator • January 2015
National Board Certification is an
advanced teaching credential and a challenging professional development experience that ensures Board-certified teachers have the proven skills needed to help students achieve. Congratulations to the MEA members who are now Board-certified!
TrICIA BUrSEY - WISCASSET MIDDLE SCHOOL STACIE COCOLA - MARSHWOOD HIGH SCHOOL SUSAN DErECTOr - MONTELLO ELEMENTARY SCHOOL ABBY DIX - FARWELL ELEMENTARY SCHOOL rENEE DOUCETTE - MARSHWOOD HIGH SCHOOL JENNIE DrISCOLL - BRUNSWICK HIGH SCHOOL AMY FAVrEAU - GOV. JAMES B. LONGLEY ELEMENTARY KATHY HENrIKSON - DIKE-NEWELL SCHOOL CHErI HILL - GOV. JAMES B. LONGLEY ELEMENTARY MELISSA HOISINGTON - KINGFIELD ELEMENTARY SCHOOL DANETTE KErrIGAN - SACOPEE VALLEY MIDDLE SCHOOL JAMES KOCH - LEWISTON HIGH SCHOOL SHErrI-ANN LAVALLEE - ELM STREET SCHOOL ANGELA MArDEN - MONTELLO ELEMENTARY SCHOOL MArK MILLEr - SOUTH HIRAM ELEMENTARY SCHOOL SHANNON MONTGOMErY - GREELY MIDDLE SCHOOL CATHArINE POTTEr - FALMOUTH ELEMENTARY SCHOOL SYLVIE ST. AMAND - LEWISTON REG TECH CENTER JEFFrEY SULLIVAN - LEWISTON HIGH SCHOOL SUSAN WEBEr - LEWISTON MIDDLE SCHOOL
Interested in applying for National Board Certification? Go to page 30 for session dates or go to www.maineea.org/nationalboard for more info.
NBCT Facts
285
Number of Board-certified teachers in Maine, about 110,000 are certified nationally
Your As
Did you know?
so ciation
A Portland Ed Tech who was told she was no longer employed with the Portland Schools after visiting her sick mother in Africa has been reinstated with full back pay. The MEA worked with the Portland EA Ed Tech unit and filed a grievance on her behalf to receive the positive outcome. Had the MEA not won an arbitration (similar to a court proceeding) that benefited Scarborough EA ESP members, 6 out of 23 Food Service Workers would have received no paycheck and had to write checks back to the district to cover the cost of health insurance because of the drastic proposed employer premium contribution reduction. The arbitrator in the case sided with the members, keeping premium costs at an affordable level. After more than two years of negotiating a contract, members in rSU 73 EA have a 3-year agreement. Members in the three towns, Jay, Livermore and Livermore Falls have been working without a contract due to the consolidation. Prior to the new merged contract, teachers working at Livermore Falls Elementary School were paid on a lower, separate salary scale without step increases even though they were working in the same RSU. All other MSAD #36 teachers were transferred and paid on the higher Jay salary scale. Under the new agreement, Livermore Elementary teachers were immediately brought to the same scale as other teachers in the RSU, who also received modest increases but agreed to contribute an additional 5% toward health insurance costs. The National Education Association created Read Across America Day in 1998 after a small reading task force at NEA came up with an idea to celebrate reading. For your March celebration, receive a visit from the Cat in the Hat in your school and funding for a reading celebration. Turn to page 30.
45% 65%
National pass rate on first try
a n d by the third year
You can retake portions you failed and bank your passing scores for up to two years.
3,000
$
the 2014-15 salary supplement for a teacher that is Board-certified. The MEA worked on behalf of members to increase that stipend from the previous year given the rigorous application process. (Teachers in TIF districts may receive additional funds) January 2015 • www.maineea.org
23
Your Association
Walking in Her Shoes A day in the life of an Ed Tech III 7:20 a.m. Ed Tech III Lindsey Morin takes notes and does all the math worksheets so she can grasp the material herself in order to help her student. By mid-year the student is learning well and Morin answers questions when asked.
9:15 a.m. Classroom Teacher: What is happening during the freezing process? Cindy Whispers: Kinetic energy. Morin: Yeah! Say it louder! You totally got it. Trust yourself. You have the right answers. Morin is a constant source of encouragement for her Special Education Students who need both learning and support. “She helps me with my work. She’s cool, nice and friendly,” says Cindy. Do you remember what particles are? Cindy isn’t sure so Morin turns back to the notes she took from the last class. Yes, she keeps detailed notes, arranged neatly in a binder. She has one for each subject.
Y
ou really need sneakers to keep up with Lindsey Morin who is in her 10th year as a Special Education Ed Tech III at Cony High School in Augusta. On her way to meet her assigned students, in the pre-vocational program, she hands out high-fives in the hall. She’s fast. And it’s clear she’s needed. “If our kids don’t have anyone in the classes—it’s brutal—it’s the difference between sink or swim,” said Morin, Augusta Education Association. The increased need for special education ed techs keeps Morin and the one other ed tech in the program more than busy. Cuts reduced the level of staffing over the years so students are now grouped together to make sure each child gets the attention required. “We want them to be as successful in the mainstream as possible, empowering themselves by good choices and hard work; that’s our goal,” said Morin.
9:42 a.m. “Ready to work magic?” Morin asks Cindy as they both put on protective goggles for an in-class experiment. While they appear to look like lab partners, Morin is much more, guiding Cindy to examine the chemical reactions and analyze the data. Morin didn’t study chemistry as part of her formal college education but like Cindy, she is a good student and uses her love of learning to help Cindy succeed. 24
Maine Educator • January 2015
10:28 a.m. On her way to her next class, Morin stops to ask a student she doesn’t work with how things are going. She has a continued interest in all the students she meets, which is clear as the walk from one side of the school to the other is filled with “hellos” and friendly waves.
Your Association
2:15 p.m. Morin gets ready to go home. “The best feeling about my job is our students who make it a point to come tell me how they are doing. It’s nice to know the kids trust you and know you’re invested in them.”
1:50 p.m. Morin’s student day ends but her work is not complete. She heads back to the central classroom where all the Special Education Students meet for the day and posts assigned work as she reports back to the lead teacher, Tammy Roberts (Augusta EA). “Lindsey understands the balances of support and need. She has a lot of the innate things you can’t teach that motivate the kids and really makes the staff happy to work with her,” said Roberts.
1:15 p.m.
There are 67 ed techs in the Augusta school district compared to 170 teachers, representing 40% of the overall teaching staff. Superintendent James Anastasio says ed techs play an important and indispensable role in the educational process. “The direct instruction and support they provide for students and teachers are essential. Without their support, many students would not have their needs met and teachers would find it almost impossible to provide the attention, instruction, and individualized intervention and/or rigor that all students deserve.” Morin is grateful for the support from administrators and students. “It’s really nice to know you’re appreciated; you feel validated,” says Morin, as she hustles her way down the hall for what will be another busy day.
Half way through class, Morin finds her table, where she pulls her students aside, has grown by two more students who are not in special education. She is now helping those students as well teaching them life lessons that are relevant to all students. “We share a lot of hopes and we want to encourage hope but we like to teach them if you want to be a doctor, what does it really take?” said Morin. In addition to the notes she takes in each class, Morin also makes copies of all handouts so come test time each student can use her work to study and prepare.
12:30 p.m. “When I was in high school I was terrible in math but now I’m relearning it so I can help them,” said Morin as she worked with two more students in Life Skills. It’s a needed lesson in this class as Morin teaches her Special Education Students how to calculate the taxes in a paycheck.
11:20 a.m. 10:30 a.m. From Tech Chemistry to Global Insights Morin quickly switches gears and joins a round table discussion about current events helping two students engage in the conversation. This class is particularly hard, none of the students are very talkative and Morin knows she needs to find a way to break through.
Morin probes her students with questions about an assignment to analyze a political cartoon. While she is only assigned two students in the class she ends up helping others as well. “I’ve worked with Lindsey for a number of years. She is really good at drawing the kids out and that’s what’s important because we’re trying to get them to be critical thinkers. She’s a good facilitator,” said Jon Millett, Social Studies teacher. Augusta EA. January 2015 • www.maineea.org
25
Your Association
Honor a Colleague
Each year the Maine Education Association sponsors awards to recognize individuals, groups, and companies for their commitment to public education. We encourage each local association to participate fully in acknowledging those MEA members whose commitments to the ideals of our Association serve as models for each of us. Deadline for award nominations is March 2, 2015. Awardees are recognized at an awards banquet at the MEA Representative Assembly in May. Log on to www.maineea.org/awards for applications and nomination forms.
MEA Election Information for the 2015 MEA and NEA Representative Assemblies Elections Conducted by the Local Association MEA Representative Assembly Local Delegates/Alternates
Candidates’ Notices of Intent are due to Local Presidents by January 22, 2015 to conduct an election. Elected delegates and alternates Certificates of Election need to be signed by the Local Association President and submitted to MEA by March 5, 2015
Election information and forms for candidates filing for Maine Education Association positions are available on the MEA web site. Candidate positions include: MEA President MEA Vice President MEA Treasurer MEA Board of Directors NEA Director If and When election • MEA Representative Assembly • NEA Representative Assembly
• • • • •
The election information is divided into 3 categories. All forms and instructions are PDF file format and available on the MEA website at www.maineea.org and go to MEA Elections in the Members Only area. Register for access if you have not already done so by following the instructions on the Members Only access page. For assistance, please contact Linda Heaney at lheaney@maineea.org. 26
Maine Educator • January 2015
NEA Representative Assembly Local Delegates/Alternates NEA will be emailing Local Association Presidents with information regarding delegate counts and forms - filing deadline is April 10, 2015
Elections Conducted by Maine Education Association MEA Board of Directors Information, forms, responsibilities, and list of districts for Board vacancies – filing deadline is February 2, 2015
MEA Representative Assembly Statewide Associations ACSUM, AFUM, UMPSA, CCFA, CCAA, MPBCEA
Information and forms for MEA RA vacancies for statewide locals – filing deadline is February 2, 2015
MEA Representative Assembly Cluster Delegates/Alternates
(local associations with less than 35 members) Information, forms, and list of cluster districts for MEA RA vacancies – filing deadline is February 2, 2015
NEA Representative Assembly At-Large Seats, District 24 Seat and Cluster Delegates/Alternates
Information, forms, and list of responsibilities for NEA RA vacancies – filing deadline is February 2, 2015
MEA-Retired – vacancies for MEA and NEA Representative Assembly Information and forms for members of MEA-Retired Association for MEA and NEA Representative Assembly vacancies – filing deadline is February 2, 2015
SEAM – Student Education Association of Maine
Elections will be conducted by the MEA for the MEA and NEA Representative Assemblies. Forms will be emailed directly to SEAM members in January.
Elections Conducted at the MEA Representative Assembly MEA President, MEA Vice President, MEA Treasurer, and NEA Director - If and When (the NEA Director is elected to a higher position) Information and forms for positions – bios and statements deadline is February 25, 2015
“Can you buy me underwear for Christmas?” It was an honest question from an elementary school boy in Gardiner which spoke to a much bigger issue. Unfortunately, for many educators, they’re all too familiar with this kind of need. “I had one elementary school ask for hairbrushes this year. That was a first,” said Lisa Foster who helps organize $ense For Kids in the MSAD 11 school district. The program, modeled after the one started by the Augusta Education Association, uses money donated by teachers and support staff through payroll contributions to buy items for students in need. "We take care of more and more kids every year. We’re trying to remind teachers and staff that there is a need and be conscious of it. We tend to go about our day—but we have to realize that kids are wearing shoes that are busting at the seams. We try and take care of any kind of need that would prevent them from learning," said Becky Waugh, Gardiner TA Treasurer. The Association collects about $1,600 over the course of the year. Members can donate the remaining cents from their paycheck, a set amount each pay period or a one-time donation. The Association then receives wish lists from individual schools based on what students in each area require. For some, that means school supplies, for others it’s so much more. At Laura E. “When I take what I’ve purchased from Richards Elementary School there is a full drawer of just socks and underwear. Recently a student received free eyeglasses through $ense for Kids after the school wish lists to each building I a member noticed he had electrical tape over scotch tape just to keep his always hear ‘you don’t know how much glasses together. When a student had no winter coat, a member asked the Association if $ense for Kids money could help. this helps us.’” - Lisa Foster, Gardiner TA “I ordered a coat from JC Penny and had it sent to the house and the child’s mother wrapped it up and gave it to him as a Christmas gift. She thanked me so many times,” said Waugh. While the appreciation is welcomed, for the members in MSAD 11 it’s really about living up to their motto, “Helping our students live a happier school life...using a little $ense.” The program also donates additional funds to the Boys’ and Girls’ Club to pay for scholarships for summer programs.
Remembering To Help Others Associations across the state also continue to work to help the communities in which they live and work. The Eastern Aroostook Education Association recently collected socks, mittens, hats and slippers for the Northern Maine Veterans Home in Caribou. The items were wrapped in bright paper, labeled and delivered by members the day before Veterans Day. Members, Ryan Drost, Vanda Madore, Elizabeth Long and several others organized this event for the second year in a row. “This year we donated 74 items which was enough for each veteran to receive a personal gift,” said Vanda Madore, EAEA Vice President. “We do not do this for thanks or recognition, only out of gratitude,” added member Elizabeth Long. The donation was especially personal for Ken Atcheson the Association’s treasurer. His father was a Veteran and passed away in July at the Veterans Home in Caribou. “We as teachers recognize that those who have served our country deserve the support of a grateful nation and in doing this simple act we have tried to make their lives a little better. One of the greatest lessons that we can pass on to our students is the knowledge that we are responsible for all of those around us," said Atcheson. It’s an ongoing lesson that clearly has no boundaries.
Each veteran received a personal gift from Eastern Aroostook Education Association January 2015 • www.maineea.org
27
SET MEA’S COURSE What? Examples of a Resolution (belief statement) include:
Resolved that the MEA supports the use of technology as a supplement to the educational process when prescribed by a properly trained educator.
Example of a New Business Item (action item) include: That the MEA will work with the legislature to create fair and equitable assessment system for all K-12 schools that is based on multiple measures.
When? DEADLINE: FEB. 28
Where?
How? Submit a Resolution and/or New Business Item to be discussed at MEA’s annual Representative Assembly, where members set the direction of the MEA. "It was really inspiring to sit with dedicated educators who felt so passionately about the MEA. I don't think people realize how committed the MEA is to growing the profession of teaching. When you go to an RA and see all of the people committed to the improvement of this professional organization, it makes you proud to be a member. I also was really motivated by NEA President Lily Eskelsen Garcia's mere presence and her speech. It was amazing to see a national leader in education at our little RA in Maine." - Sarah Rubin, Gorham TA
Forms are found online at www.maineea.org and submit to: MEA RESOLUTIONS COMMITTEE Maine Education Association 35 Community Drive Augusta, ME 04330 or e-mail to tsimpson@maineea.org
FMI and SUBMISSION FORMS: Contact your local Association President or call Tammy Simpson at 622-4418 x2221 or e-mail tsimpson@maineea.org
It’s your Association.
MEA wants your opinion on issues that affect your profession, public education, and local association.
Your Association
Upcoming Events and Deadlines January 24 or February 7th, 2015: Negotiators Training NEW! Beginner and Advanced Bargaining Training for Leadership and Negotiator Teams This brand new offering is geared to help local association leadership, with an emphasis on negotiation teams, bargain contracts with information on how to do everything from negotiate the basics to how to create complex new salary scales. This training is open to all members. Every local is encouraged to send a team to this training. The January session will be held in Orono; February, Portland. To register please visit: www.regonline.com/2015bargain
Various Dates: Member Workshops National Board Candidate Support Members interested in receiving support during the application or re-application process to become a National Board Certified Teacher can attend MEA workshops conducted by an existing NBCT and Member. Dates are as follows: • January 24 • February 28 (South Portland office, 29 Christopher Toppi Drive) • March 21 • April 11 • May 2 All workshops last two hours and begin at 8:30 am. Each, except for the February session, is held at the MEA Headquarters in Augusta, 35 Community Drive. You must register to attend. To register or ask questions, contact: cfabbricatore@maineea.org.
Ongoing Sign Up: Reading Events Cat Tracks Tour with Cat in the Hat and MEA President In honor of Read Across America, the MEA will be conducting its first ever Cat Tracks Tour! Sign up now for a visit to your class from the Cat in the Hat and MEA President, Lois Kilby-Chesley who will travel the state and read to students with the Cat in the Hat by her side. Members can request a visit by e-mailing gbechard@maineea.org. Members will be selected for a visit during the Cat Tracks Tour on a first-come-firstserved basis. All visits are based on time and availability. The visit during the Tour will also include special gifts for your class, including a free book for every student, given to students by the MEA. Please note: the Cat in the Hat is a suit provided by the MEA that must be worn by an employee in your school for the length of the visit. Make-up is also provided. All visits will be conducted throughout the month of March. Those who are selected for a visit will be notified by e-mail.
February 6, 2015: Grant Deadline Read Across America Funding for Locals Celebrate NEA’s Read Across America Day with a little extra cash for your activity. The MEA will award $50 grants to locals for their reading events. Funds are limited and available on a first-come-first-served basis, so apply now. Each year there are always more applications than money to go around. For an application form please visit www.maineea.org/readacrossamerica. All applications must be signed by your local President and submitted to the MEA.
March 2, 2015: Nomination Deadline MEA Awards Submissions Each year the Maine Education Association sponsors awards to recognize individuals, groups, and companies for their commitment to public education. We encourage each local association to nominate an outstanding member. To apply and learn more visit: www.maineea.org/awards
Up to 20% off at Sunday river and Sugarloaf
Visit the member benefits section of www.maineea.org to print off a vocher and bring it, along with your membership card to the ticket window. Can’t print the voucher? Head to an MEA office and pick one up. Each voucher will work for up to four discounted lift tickets for the MEA member and immediate family (as defined by dependents only).
Up to 15% off Online at Shawnee Peak
MEA members can purchase discounted lift tickets and rentals at www.shawneepeak.com. Use promo code MA4418. Discounts are offered online only. Vouchers must be printed and presented at any of the ticket windows along with an MEA Membership card.
Lost Valley Ski resort, Auburn
MEA members with membership card will receive $5.00 off on an 8-hour lift ticket. The offer is also available for up to 3 additional family members.
Carter’s X-C Ski Centers
Route 26 Oxford and Intervale Road, Bethel Enjoy beautifully groomed Cross Country Ski trails. Trail Fees Adult Day Pass: $14: Seniors (over 62): $10. All MEA members will receive $2.00 off per day ticket price listed above with MEA membership card. January 2015 • www.maineea.org
29
Maine Educator • January 2015
Top Puzzle: 1. In Between Jobs; 2. Multiple Personalities; 3. What's Up?; 4. Cake Mix; 5. End to End; 6. A Stitch in Time
30
Botton Puzzle: 1. Forgive and Forget, 2. Back Door, 3. Go on a Double Date, 4. Almost Impossible, 5. Afternoon Tea, 6. Not in Use
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