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Insight to inform from MEA's survey February 2018 www.maineea.org @maineea
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gradstudies.umf.maine.edu Maine Educator • February 2018
Administration, Applied Behavior Analysis, Math Leadership, Gifted & Talented Education, Proficiency-Based Education 12-credit program with blended delivery courses
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For those students with a bachelor’s degree who are interested in special education including K-12 in-service educators, those working in birth to age five intervention settings, educational technicians and others 100% online
February 2018
Volume 78 Number 4
CONTENTS News You Can Use
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7 Free Stuff! 8 Proposed Changes for Certification and PEPG Rules and Ed Tech Changes 9 Fast Facts 10 13 Reasons Why - New Season, New Guidance The hit Netflix series will be back for a second season, and there is already concern about how this will impact students. 13 Tech Talk
Making Music Matter Music Around the State NEA Read Across America Perspectives - How Two Students' Warmth Helped Me Come Out at School
Your Association
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21 How Much Do You Really Take Home? Maine Educator takes a closer look at some sample districts to help members understand this important deduction. 22 New NBCT MEA Members 23 Resources for Early Career Educators New resources available for educators in their first five years 24 Get In the Game! Help Create MEA's Playbook for 2018 25 MEA 2018 Election Profiles 29 #WeAreMEA - From Flight Nurse to School Nurse MEA Member Shines 30 Calendar 31 Advice to Survive & Thrive MAINE
Educator Volume 78 Number 4 - Copyright 2018 MAINE
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Advocacy 14 15 16 20
13 Reasons Why - New Season, New Guidance
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Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices. For advertising rates and information please contact: Shawn Berry 35 Community Dr., Augusta, ME 04330 207-622-4418 ext. 2206
How Much Do You Really Take Home?
Resources for Early Career Educators
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Editorial Staff Managing Editor Robert Walker, Executive Director Editor Giovanna Bechard, Communications Director Layout/Ad Manager Shawn Berry, Graphic Designer MEA Leadership President Lois Kilby-Chesley Vice President Grace Leavitt Treasurer Denise Simoneau NEA Director Amanda Cooper
Board of Directors Bo Zabierek Gerry French Suzen Polk-Hoffses Jesse Hargrove Beth French Ken Williams Jill Watson Jim Thornton Samantha Garnett-Sias Terry Martin Bob McCully Janet Howe Kuech Deborah Butler John Messier Neil Greenberg Thomas Moore III
February 2018 • www.maineea.org
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Opening Bell
Proposed changes for Certification and PEPG Rules and Ed Tech Changes The Maine Department of Education (MDOE) is proposing several changes to the certification and evaluation process. These changes affect both teachers and support staff. MEA has concerns about many of these changes and their impact on teaching and learning. MEA will monitor and participate in this process in an attempt to revise the proposals so they work for all educators. In addition, feedback from members on these changes will help MDOE understand why some of the revisions do not work for Maine educators. Please send your feedback to Jaci Holmes at the MDOE-email: jaci. holmes@maine.gov
Proposed Teacher Certification Changes Chapter 115 The MDOE is proposing many changes to the certification process. The most significant are highlighted below, with MEA’s concerns.
Proposed Change #1 •
Creates a pathway to become a teacher based on work experience. A person will be able to use work experience to address knowledge areas that are required for an endorsement.
MEA Concerns Becoming a teacher is more than a handful of courses in education, some years of work outside education, and a degree. A June 2016 report from the Learning Policy Institute which reviewed 30 studies conducted over 15 years, states that teaching experience is positively associated with learning gains. And while it is possible that someone who hasn’t gone through a preparation program might gain enough training, experience and knowledge to perform well in the classroom, three years certainly won’t get them there. MEA believes that we must look to our university system for help in preparing highly qualified individuals for the classroom. The solution to encouraging individuals into education is not to lower expectations but rather to make the career of teacher something one attains after receiving a full and vibrant background in all manner of education.
MEA Concerns MEA believes it is inappropriate and dangerous to put the superintendent in charge of certification recommendations under Chapter 115. Leaving one person, regardless of title, in charge of this process opens it up to discrimination and potential abuse. MEA believes this could create an opportunity for superintendents to get around the just cause provisions in a contract. Just cause requires the district to provide you with reasons for a termination or discipline. Beyond your probationary period, you can’t be fired without good reason. The district must evaluate you, provide you with opportunities for improvement, and the district must support that attempt at improvement. There must be a firewall between the evaluation process, which is under the control of administrators, and the certification process which should be in the hands of classroom professionals.
Proposed Change #3 The MDOE is proposing to change the grade ranges for certification to include the following: PreK-3, PreK to 8 and Pre-K to 12. MEA Concerns The MEA believes teaching preschoolers is a specialized endeavor. Therefore, all early PreK childhood educators should be required to meet standards including study in child development resulting in PreK- grade 3 certifications. There are only so many courses college students can fit into their academic career, and for those focused on higher education there will not be enough time devoted to studying the unique needs of PreK students.
Proposed Local Support System Changes Chapter 118 The MDOE is proposing to eliminate this entire section of law regarding support systems for educators. In doing so, the following would be eliminated: • Professional Learning Community Support Systems (PLCSS); • Requirement for involvement in peer support and effective practice development; • PLCSS certification and renewal recommendations; • PLCSS support for creating and approving certification action plans; • PLCSS induction support for new teachers; • Assignment and training of mentors;
Proposed Change #2 Under new certification rules, this change would require a superintendent or an administrator to verify if the requirements for a renewal of certificate have been met, and to recommend appropriate action to the commissioner—to renew or not. This proposed change replaces the function of the certification support team that existed under Chapter 118. 4
Maine Educator • February 2018
• Support services within the Professional Learning Communities model, for professional development; and • PLCSS membership of peers and administrator. Some reference to peer mentoring/coaching will be added to Chapter 180, Teacher Evaluation, in a very limited and condensed version. Proposed changes for Certification PEPG Rules and Ed Tech Changes continued on Page 8!
Editor's Note
Email questions or story ideas to editor@maineea.org
Getting Over the Coldand the Mice
I can’t help but think of Spring. I get it, I live in Maine and with that comes snow and not complaining about the weather—at least not too much. But this winter, we had a pipe freeze and we had mice. So, if the pipe wasn’t bad enough the mice put me over the top. I don’t even like an ant in the house, so to have to deal with mice you know what in my utensil drawer—that puts me over the edge. And, I blame winter. If it wasn’t so darn cold then the rodents wouldn’t be looking to find a home in my house. So, that brings me back to Spring and all the glory of warm weather, flowers, fewer rodents and fresh beginnings. But since we are not there quite yet—it’s important to make the best of what we have, and take advantage of what winter has to offer. The MEA has been busy this winter working to advance the profession and support students—there are important proposed changes to certification and authorization (page 4 & 8), new resources available for early career educators (page 23), data to show what your net compensation would be after health care deductions (page 21) and new recommended books to share with your students (page 18 & 19). With so much going on in the profession, it does seem I ask myself when are things not busy in work and in life? I won’t pretend to have the answer to that, because I always feel like there is somewhere to be or someone to shuttle to a practice or game. Don’t mistake that for complaining, being busy keeps me going. I wouldn’t know how to not
[
be busy. In fact, if you asked me to do something now, even though I don’t really have time, if it was something I felt strongly about, or would add some value to my life, I’d probably say yes. The busy people are always the ones who seem to find time to take on just “one more thing.” That’s the person to find when it comes to building strength in your Association. While it’s easy to get caught up in the “I have so much to do, I can’t worry about my local association,” I urge you to engage all members, and engage those younger educators who aren’t members. It won’t take much. A simple two-minute chat with someone who hasn’t yet joined about the value of membership will pay dividends in the future. Membership growth is key to the vitality of the union, and finding the right member to have that talk with someone who isn’t a member is the first step in strengthening your local. Trust me, ask that person who is the busiest if they can help. The opportunity for a fresh beginning and clean slate is upon us as we head into Spring. I encourage you to take advantage of opportunities to grow membership, engage in changes in your profession, and learn more from MEA about how to better help your students. I know I’m looking forward to the opportunity this spring to deal with lady bugs instead of mice. Priorities and perspective are always important, too.
Connect with us on Social Media: /maineea @maineea /maineea @maineeducationassociation
Giovanna Bechard Editor editor@maineea.org February 2018 • www.maineea.org
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MEA President's Message
Email questions or to lkilby-chesley@maineea.org
What is the MEA RA and Why Does It Matter? MEA members pride ourselves on being the largest democratic organization in the State of Maine. Our members run the organization though our Constitution and Bylaws, with help from the elected Board of Directors. Each May the Maine Education Association holds a Representative Assembly (RA). The RA is a group of elected local association delegates from across the state. Locals with at least 35 and less than 105 members may send one delegate. Larger locals are allotted more delegates and smaller locals are clustered together in groups of 35 members to reach the minimum for one delegate to represent them. Members are our most important asset and RA delegates are vitally important to our organization. The RA is the highest governing body of the MEA and derives its power from, and is responsible to, the membership. Without our members’ direction, our state Association wouldn’t exist. At the RA the delegates elect officers, edit the MEA Governance Documents, discuss and vote on New Business Items, approve a 12-month budget and assess our Resolutions. At this annual meeting, the RA delegates determine MEA's policies and programs for the upcoming year. Keeping our members informed is part of my job. Making sure you know the important role of the RA in our annual work is my goal. In the weeks preceding the RA, MEA publishes proposed new Resolutions, proposed New Business Items, and proposed changes to Constitution, Bylaws, and Standing Rules in the April Maine Educator. MEA also conducts Pre-RA Overview Meetings (PROM) in three locations around the state to discuss items that will be on the RA agenda. This year the PROMs will be held in the Portland area on April 24, Augusta area on April 25, and Bangor area on April 26. In an effort to make the information more accessible we will post a video online for easy access, and/or you can Skype in to one of the meetings. You will be able to gather the information and hear the candidates for MEA President, MEA Vice President and MEA Treasurer explain their goals and positions.
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Maine Educator • February 2018
What is a Resolution? A Resolution is something the MEA members believe. Examples of Resolutions include: Resolved that the MEA encourage members and school districts to recognize the need for educator involvement in every aspect of educational policy; or Resolved that the MEA supports the use of technology as a supplement to the educational process when prescribed by a properly trained educator. What is a New Business Item? A New Business Item is something the MEA will do in the upcoming 12 months. Examples of New Business Items include: That the MEA will determine the need for a state-wide base wage from Educational Support Professionals; or That the MEA will direct the appropriate committee(s) to conduct a feasibility study of progressive MEA dues structure prepared for presentation at the 2018 MEA RA. You can find a copy of all our Governance Documents at our website (maine.nea.org) on the Members Only drop-down menu (if you haven’t registered you will need to do that). If the RA sounds interesting to you talk to your local president. Ask if your local will be represented at the MEA Representative Assembly in South Portland at the Sable Oaks Marriott on May 19 and 20. Hold an election if the position is contested, and have your president forward the forms that have been sent to them, back to the MEA. Then mark your calendar to join your colleagues in the largest democratic assembly in Maine. We can’t wait to see you there!
Lois Kilby-Chesley MEA President lkilby-chesley@maineea.org
Free stuff!
News You Can Use
It’s one of the best four letter words out there-FREE-especially when you’re on a tight budget. Maine Educator found a few freebies!
Bilingual Digital Books
Free bilingual resources developed with Sesame Street help teachers and parents enhance learning opportunities for young children. The digital books help build vocabulary in Spanish, with English versions available as well.
Science Fair Tool Kit
From the Environmental Protection Agency: Download a free Science Fair Fun Toolkit for students in grades 6-8. The kit is a step-by-step guide to help you design an exciting science fair project that focuses on the 3Rs of waste management—reduce, reuse, and recycle. Use your science fair project to show how the 3Rs lead to resource conservation. The toolkit includes notes for teachers and students and sample projects and resources.
Scholastic Magazine
Get a free sample of one of the magazines offered by Scholastic. Choose from magazines based on grade level, subject or professional learning. Check out all the options in their online catalogue and then ask for your free sample to read more!
Weather Watcher Chapter
Create weather watchers in your classroom with this activity where students observe and record data about local and national weather for two weeks and then use this data to identify patterns in the weather that can be used to predict future weather at their location. This free sample chapter also includes the Table of Contents, Introduction, Safety in the Classroom Practices, Standards Organizational Matrix, Activities at a Glance Matrix, and Index for the book.
Free “Teacher Life” Card Game
It’s like Cards Against Humanity for teachers! Download the cards for free and print them out in color or in black and white. There are more than 90 questions and 385 answer cards with those who have played the game claiming “you can play enough rounds to get you through an entire PD session on Implementing Standardized Test Data With Fidelity & Rigor.”
ALL resources for how to order your free stuff can be found in the Maine Educator Online. Head to Maineea.org and start clicking today! February 2018 • www.maineea.org
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News You Can Use
Continued Proposed changes for Certification and PEPG Rules and Ed Tech Changes MEA Concerns MEA believes that Support Systems are essential to the development and improvement of Maine’s educational workforce. MEA believes that recommendations for certification and renewal, for professional development action plans, for induction of new educators, and for the unbiased and non-discriminatory recommendations necessary for credentialing, are best fulfilled by a team of peers with the support of administration. MEA does not believe that the decision for any of these should be left to the sole discretion of any one individual, regardless of title. These proposed changes replace the function of the Certification Support Team under Chapter 118. This leaves classroom professionals out of the decision-making for the 5-year path to re-credentialing for colleagues, something educators have reported to MEA as being a supportive process beginning with defining a re-certification plan and ending with approval from a team of professionals for continuation. MEA Recommendation MEA recommends that all school districts have a certification committee to avoid the possibility of a single person making a decision about your credential and by doing so, causing you to lose your job in a manner that would do an end run around just cause. This would avoid even the appearance that the superintendent is using certification to remove a teacher from their job rather than going through the evaluation process. MEA recommends you put this committee in your contracts.
Ed Tech Changes The Maine Department of Education is proposing changes to ed tech classifications. The changes include: 1. Ed Tech IIIs will now be known as certified educational technicians and will perform the same functions, have the same required supervision and maintain basically the same eligibility requirements as currently. 2. Other educational technicians will only require a clearance from MDOE and the remainder of the qualifications, supervision requirements, and function will be determined by the District. 3. As the new rules read, there will no longer be a distinction between Ed Tech Is and IIs, there will only be certified and noncertified educational technicians. The rules are not clear as to if non-certified educational technicians can’t do certified educational technician work; this distinction appears to be one a district will be allowed to make on its own. As written, a certified educational technician wouldn’t even need to have a high school diploma to get a clearance. The rules call for existing Ed Tech III authorizations to remain in effect to expiration. As of 7/1/18 there will no longer be Ed Tech Is and IIs, unless changes are made to this proposal during the legislative process. MEA Concerns
Ed Tech Certification From the Maine Department of Education The Maine Department of Education (MDOE) approved a one-year extension for all certificates with an expiration date of July 1, 2017. Those impacted teachers, educational specialists, and administrators with certificates that would have expired on July 1, 2017, now have an expiration date of July 1, 2018. The 2018 extension will also be applied to Educational Technicians whose expiration date is February 1, 2018. Those impacted Educational Technicians will now have an expiration date of July 1, 2018. The purpose for this extension is to allow the Department of Education time to implement the new online certification system.
The MDOE’s decision to eliminate designations for the positions of Ed Tech I and II will result in a weakening of support for students. Under the proposed rules it appears there are almost no requirements for educational technicians except those that have Ed Tech III status, for which requirements will not change. As written, the law will not distinguish between Ed Tech I's and II's and districts will have authority to assign them as they see fit. Under the proposed rules, recent high school graduates could be assigned to do the work of an Ed Tech II. In fact, the rule does not even require a high school diploma as written. The changes to this rule will not serve the interest of our students and should not be implemented. The changes could also possibly implicate retirement systems of Social Security and MainePERS. MEA Recommendation There are potential contractual and retirement issues with this proposed change. It is advised that if these proposed changes move forward, new negotiations would have to occur for non-certified personnel at that point to determine pay rates and job duties
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FastFacts 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 editor@maineea.org
Should Maine Relax Certification Standards To Get More Teachers In Classrooms? "We believe this weakens our profession, which is no way to recruit college students into our ranks," says Lois Kilby-Chesley, Maine Education Association president. She says she understands the difficulty in finding and recruiting new teachers, particularly in rural Maine. But she worries that with inadequate requirements for certification under this new pathway, many teachers could enter the classroom with far less experience than they currently need. She says that could potentially also hurt students and schools. "We must be ever-vigilant that we refrain from hiring unqualified individuals," Kilby-Chesley says. Maine Public, 12/27/17 Educators Worry Proficiency-Based Diplomas Could Keep Some Maine Students From Graduation "If we don't get it right the first time, there's going to be a generation of kids that are going to suffer," Dick Durost, executive director of the Maine Principals Association, said in October. "If this is going to pass the straight face test at the local level, if we're holding them where we've set the bar, are we setting kids and families and communities and educators up for failure? And I think as we get further and further into this, that's the concern." Maine Public 1/5/18
The Addams Family Top high school musical in 2017—but not the most popular in the last six years. That title goes to Beauty and the Beast which closed on Broadway in 2007 and for the next six years was the number 1 most produced musical in high schools around the nation. Source: Dramatics magazine survey, with some data compiled by NPR
936 Hours
Number of student teaching hours (equivalent to a full school year) required by the University of Southern Maine for a soon to be teacher compared to just 250 for Colby College.
Moonlighting—Up before dawn and into the night, many educators struggle with second jobs to help make ends meet. "I worked two jobs. School and the Maine Turnpike. I also earned my NBCT which gave me a stipend. I joined the Union because they negotiated our contracts with a fair and practiced hand." Peg Becksvoort, retired Falmouth teacher in a Facebook post in response to NEA Today article.
9 Million
Final number of students across nine states, the Virgin Islands and Puerto Rico who missed some amount of school this past fall because of natural disaster, including hurricanes and wildfires. February 2018 • www.maineea.org
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New Season, New Guidance The popular and controversial show "13 Reasons Why" has been confirmed for a second season on Netflix and will return in 2018. The show, which graphically depicts the 13 reasons why a teenage girl commits suicide was the top trending show on Google when it debuted last year. Several families around the country have also claimed the show “inspired” their children to commit suicide. “For us—the kids were sort of making light of the show, which created more problems for some of the kids that were really struggling with thoughts of suicide,” said Caribou High School social worker Denise Hamlin. Many teenagers binge watched "13 Reasons Why", without adult supervision, 10
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left to process not only the topic of suicide, but bullying, rape, drunk driving, and slut shaming. Now, in its return for the second season, school employees say they are more prepared for what to expect and are offering advice to help as the second season of the show approaches. “While we don’t encourage kids to watch the show, we do want to educate everyone about the resources available. This time, we are more prepared. It’s a sensitive topic and we want to do a preventative piece on suicide to help students, teachers, parents and the community to identify the seriousness of the issue,” added Hamlin. The National Association of School Psychologists (NASP) is also weighing in, discouraging troubled teens from watching 13 Reasons Why and is offering guidelines for educators to help them engage in supportive conversations with students or those who may be affected by suicide.
Guidance for Educators From the National Association of School Psychologists
1. While we do not recommend that all students view this series, it can be appreciated as an opportunity to better understand young people’s experiences, thoughts, and feelings. Children and youth who view this series will need supportive adults to process it. Take this opportunity to both prevent the risk of harm and identify ongoing social and behavior problems in the school community that may need to be addressed. 2. Help students articulate their perceptions when viewing controversial content, such as 13 Reasons Why. The difficult issues portrayed do occur in schools and communities, and it is important for adults to listen, take adolescents’ concerns seriously, and be willing to offer to help. 3. Reinforce that school-employed mental health professionals are available to help. Emphasize that the behavior of the second counselor in the series is understood by virtually all school-employed mental health professionals as inappropriate. It is important that all school-employed mental health professionals receive training in suicide risk assessment. 4. Make sure parents, teachers, and students are aware of suicide risk warning signs. Always take warning signs seriously, and never promise to keep them secret. Establish a confidential reporting mechanism for students. Common signs include: • Suicide threats, both direct (“I am going to kill myself.” “I need life to stop.”) and indirect (“I need it to stop.” “I wish I could fall asleep and never wake up.”). Threats can be verbal or written, and they are often found in online postings. • Giving away prized possessions. • Preoccupation with death in conversation, writing, drawing, and social media. • Changes in behavior, appearance/hygiene, thoughts, and/or feelings. This can include someone who is typically sad who suddenly becomes extremely happy. • Emotional distress. 5. Students who feel suicidal are not likely to seek help directly; however, parents, school personnel, and peers can recognize the warning signs and take immediate action to keep the youth safe. When a student gives signs that they may be considering suicide, take the following actions: • Remain calm, be non-judgmental, and listen. Strive to understand the intolerable emotional pain that has resulted in suicidal thoughts. • Avoid statements that might be perceived as minimizing the student’s emotional pain (e.g., “You need to move on." or "You should get over it.”). • Ask the student directly if they are thinking about suicide (i.e., "Are you thinking of suicide?"). • Focus on your concern for their well-being and avoid being accusatory.
• Reassure the student that there is help and they will not feel like this forever. • Provide constant supervision. Do not leave the student alone. • Without putting yourself in danger, remove means for selfharm, including any weapons the person might find. • Get help. Never agree to keep a student's suicidal thoughts a secret. Instead, school staff should take the student to a schoolemployed mental health professional. Parents should seek help from school or community mental health resources. Students should tell an appropriate caregiving adult, such as a school psychologist, administrator, parent, or teacher. 6. School or district officials should determine how to handle memorials after a student has died. Promote memorials that benefit others (e.g., donations for a suicide prevention program) and activities that foster a sense of hope and encourage positive action. The memorial should not glorify, highlight, or accentuate the individual’s death. It may lead to imitative behaviors or a suicide contagion (Brock et al., 2016). 7. Reinforcing resiliency factors can lessen the potential of risk factors that lead to suicidal ideation and behaviors. Once a child or adolescent is considered at risk, schools, families, and friends should work to build these factors in and around the youth. • Family support and cohesion, including good communication. • Peer support and close social networks. • School and community connectedness. • Cultural or religious beliefs that discourage suicide and promote healthy living. • Adaptive coping and problem-solving skills, including conflict resolution. • General life satisfaction, good self-esteem, and a sense of purpose. • Easy access to effective medical and mental health resources. 8. Strive to ensure that all student spaces on campus are monitored and that the school environment is truly safe, supportive, and free of bullying. 9. If additional guidance is needed, ask for support from your building- or district-level crisis team.
Click the computer icon below for information on safe messaging for students!
February 2018 • www.maineea.org
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News You Can Use
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As a member of the National Education Association, you have access to special benefits through the NEA Home Financing Program®, with financing provided by Wells Fargo. You can take advantage of our valuable programs, tools, and a wide-range of home financing options available to help you reach your goals. Receive an award from Wells Fargo! Eligible NEA members and their spouse (or domestic partner), parents, and children who purchase or refinance a home through the NEA Home Financing Program will receive a My Mortgage GiftSM award after closing — $500 for buying a home, or $300 for refinancing your home — for use at participating retailers.1,2
Contact us today by calling the NEA Home Financing Program at 1-800-541-2105 or visit us online at www.neamb.com/hf
NEA, NEA Member Benefits and the NEA Member Benefits logo are registered service marks of NEA Member Benefits Corporation. 1. The NEA Home Financing Program has been developed for NEA members and their families. Parents, spouse or domestic partner, and children are eligible family members. 2. Eligible individuals can receive the Wells Fargo My Mortgage GiftSM award approximately 6 weeks after closing on a new purchase or refinance loan secured by an eligible first mortgage or deed of trust with Wells Fargo Home Mortgage (“New Loan”), subject to qualification, approval and closing, when identifying themselves as eligible. The My Mortgage GiftSM award is not available with The Relocation Mortgage Program® or to any Wells Fargo team member. Only one My Mortgage GiftSM award is permitted per eligible New Loan. This award cannot be combined with any other award, discount or rebate, except for yourFirst MortgageSM. This award is void where prohibited, transferable, and subject to change or cancellation with no prior notice. Awards may constitute taxable income. Federal, state and local taxes, and any use of the award not otherwise specified in the Terms and Conditions (available at wellsfargo.com/mmgterms and provided at receipt of award) are the sole responsibility of the My Mortgage GiftSM recipient. Wells Fargo Home Mortgage has a services agreement with NEA’s Member Benefit Corporation in which NEA’s Member Benefit Corporation receives a financial benefit for providing agreed upon services. You are encouraged to shop around to ensure you are receiving the services and loan terms that fit your home financing needs. Information is accurate as of date of printing and is subject to change without notice. Wells Fargo Home Mortgage is a division of Wells Fargo Bank, N.A. © 2015 Wells Fargo Bank, N.A. All rights reserved. NMLSR ID 399801. #108185 REV 8/17 HF220218
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Maine Educator • February 2018
Tech Talk
Let students get creative in how they tell their stories, write and showcase their learning. Plus, give students access to more books—all for free with these 3 new ideas that integrate technology into your teaching and learning.
DIGITAL STUDENT PORTFOLIO Seesaw gives students a way to document their own learning in a creative way while giving families an immediate personal look at a child’s day at school. For teachers, parent communication and formative assessment are all simplified with Seesaw. FMI: https://web.seesaw.me/
MAKE A PICTURE TALK Try this creative way to help students make their writing come to life. ChatterPix Kids can make anything talk. All you need is a camera and the item you want to make talk. All students need to do is take a photo of what they want to make talk, draw a line for a mouth and record their voice. The app also lets students share the Pix with you, making for one fancy book report! And—it’s all FREE! FMI: Download in the App Store, available for iPad or iPhone
FREE BOOKS Epic for Educators is an award winning digital library with 25,000 thousand high-quality eBooks in various categories to pique the interest of any reader in grades K-5. ALL the books are 100% FREE for teachers and librarians. Also available— learning videos, quizzes and ways to integrate the digital tools into your teaching. FMI: https://www.getepic.com/
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Maine Educator • February 2018
February 2018 December 2017 • www.maineea.org
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Making
Matter
“It’s totally normal for me to one be silly and to crawl on the floor,” said Kaitlin Young with a smile. Young is the 2018 Maine Teacher of the Year and teaches music at SeDeMoCha Elementary and Middle School. “We are in DoverFoxcroft—Being Teacher of the Year isn’t about me, but perhaps my ability to be an ambassador for others. I feel honored to be part of this community and to tell others about it gives me great pride,” said Young. The 29-year-old’s passion for music is very clear in how she teaches and engages her students. Each song isn’t simply sung and each beat on an instrument isn’t just played—there are literacy and math lessons woven into the music. “Humans are innately musical,” says Young after she finished teaching a kindergarten class where students 14 14
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practiced sight words while they sang. In Young’s class, students learn the song while reading the words highlighted on the projector and learn math while they count the beats—they're very deliberate teaching tactics that connect all three subject areas.
Arts education is essential for all students. The arts help you to participate in a larger community and we are fortunate to be able to provide these culturally enriching activities within our school
- Kaitlin Young
“It's been incredibly amazing to have the opportunity to share stories from the classroom and talk about the importance of Arts education. There are a lot of fantastic things happening around our state in the arts world, and in education, if we stop to celebrate them!” Added Young. Among those fantastic things—the work happening at the K-8 school in Piscataquis County where just a nine years ago the music and visual art programs were cut due to budget restraints. “I was fortunate to have in-depth discussions with supportive administrators surrounding the value of the Arts for the authentic well-rounded instruction” said Young. The conversation made a
difference and the program, which had been reduced to 3/5 time was re-instated, and has since grown. Young also added a chorus to the middle school, providing another opportunity for students to further engage in music. When the chorus began at school there were just three students who stayed after school to participate. Now, more than 170 students in grades 5-8 are involved in the choral program which provides instruction during the school day. “We are fortunate to have a lot of parent and community support,” said Young. The parental engagement in the school allows for all the disciplines to shine. “Music is a community building activity, and we want our students to have that opportunity—it’s an equity issue. We are an hour from Bangor, so we need to provide these opportunities to our students in school—opportunities they’ve never had before. We are trying to show that music and the Arts are about skill building. Even if the kids don’t become a music teacher, they’re going to sing lullabies to their kids one day,” said Young.
Q & A with the Teacher of the Year
You used the word informance when you talked about how your students showcase their knowledge. What’s an informance? In our elementary school have traditional concerts, but we also have informances-informal and information evenings celebrating what has been happening in the music classroom, At informances parents get that opportunity learn about what we are doing in the classroom as well as participate with their students. Education is no longer about just the relationship between the teacher-learner, it's about sharing the process of what we are learning-and giving students ownership of their learning as they become the teachers and advocates for their own education.
What are you most looking forward to in your new role as Teacher of the Year? I am excited to learn more about education across the state of Maine and beyond. Advocating for access to quality arts education is close to my heart, but I am also passionate about teacher leadership and helping teachers find their own voice to effect positive change in education. My experience as Copresident of our local union helped me find my voice and advocate for the profession and I am looking forward to continuing the conversation through the MEA and beyond.
Can you share a teaching example with other educators they can use in their own classrooms, even if they don’t teach music? Music is an access point that can reach students in different ways. Learning about deriving meaning and making connections. Students get incredibly excited when they are able to connect what they are learning in different classrooms through an integrated curriculum. They become more confident in what they are learning and are able to see that learning, beyond the classroom, requires a broad perspective. A great example is nursery rhymes in early elementary education. We can teach them for their musical value development of steady beat, pitch matching, form.
How does music transform your students' school experience? For our kids it’s giving them the opportunity to express themselves in a way that is meaningful. With singing, you are bringing words to life. What the paper doesn’t have is your human experience—what do you bring to the music that is about you? Singing is a uniting experience—to work with 80 other people to have a common goal. They’re breathing together—it’s about collaborating, it’s no longer about them it’s about the greater good. Music is a lot about heart, it’s a lot of expression, about the opportunity to see yourself part of something bigger than yourself.
Continue to read about Music around Maine on the next page! February 2018 • www.maineea.org
15
The Universal Language in Lewiston
ne
Mu
i
ro u n d M A c
ai
s
Advocacy
The universal language of music helps connect students thanks to the efforts of Lewiston High School music teacher Jenna Nelson. On this day, Nelson’s students practiced for an upcoming festival-highlighting their strings work. Here, music is a way for students from various backgrounds to all speak the same language. “It’s bringing a lot of different students together. There are some kids who have moved here from Africa, and it’s interesting to see them grow-there is no language barrier in music. For other kids, music helps them connect with others and make new friends where in other classes they wouldn’t know if they had something in common. In my class, they have something in conmen already-they know they all like music,” said Nelson. The musical connection is bringing the community together as well. Nelson is continually thinking about new ways to allow for students to showcase their skills and garner support for her school. With her efforts and community connections, Nelson arranged to allow her jazz band to perform at a restaurant as a fundraiser for the program. The opportunity, Nelson says, gives students a “real” audience to highlight their talents in a modern environment. “The old way would be to do a parade where we play. But not a lot of people are going to those anymore and we want to be able to get out in the community. Now, the band and orchestra plays at the Kora Shriners Feztival in Lewiston, the All-City Contra dance and now at this local restaurant,” said Nelson. For students, the opportunities made possible through Nelsons’ efforts have already paid off. “I think this is a great experience,” said 10th grader Fatouma Assoweh. “I love music—it has a special place in my heart, and the fact that I can play it every other day is very special to me. Music makes my high school experience more enriching; it’s taught me to let go of myself, learn how to express myself in a way that I can’t without music.”
Jenna Nelson, Lewiston High School Music Teacher 16
Maine Educator • February 2018
Advocacy
Music is Life
By: Ed Michaud, Music Teacher at Pemetic School “Music is Life” reads a note pinned on the bulletin board above my desk. A student posted this meme a few years ago, yet its message is pervasive and enduring. I keep it displayed as an ongoing reminder of the importance of being a music teacher. What is it about music that resonates with so many people and why is music so important in our lives? I have been a K-8 music teacher in the town of Southwest Harbor for twenty-seven years. Being part of a small school and community creates a sense of family. This feeling of family is found in every classroom, among students, staff, parents, and the public. I love that every day I can share music with others, persevering through the challenges and at the same time feeling inspired by students’ excitement and joy. I feel I make a difference in students’ lives, that the musical and learning experiences they have are formative, lasting far beyond their years of schooling. Imaginative endeavors reflect the true nature of ourselves, our soul, the essence of being human. I find students seeking out creative opportunities in the music classroom as a way to explore a range of emotions, both personally and with a shared community of musicians. When we play an instrument or when we use our voice to sing, we have the opportunity to connect with and learn about our inner-selves. We also connect with those around us in ways we find nowhere else—socially, musically, emotionally, creatively, and spiritually. Students come to school with wide eyes and open hearts, and music provides a space to engage with evocative and empowering experiences. As a music teacher, I try to foster a sense of community with my ensembles and classes. Shared musical experiences can be a powerful force in making school a meaningful place for students. Music is grounding, inspiring, and energizing. It can sooth us when times are tough and it can bring us times of pure joy. What I find most fascinating is how powerful music can be for students who are on the periphery, those who are not the most skilled or who garner the most attention. It is sometimes these students who find the most meaning in a musical community, a place where they find they belong. It is these students on the margins who may stop to check in with me at any point during the day, who write me a heart-felt note after they graduate, or who draw a heart on the music stand. It is this very type of student who wrote me a note and pinned it on my bulletin board: “Music is Life.”
Music in the Community Several MEA members recently performed as part of the Vox Nova Chamber Choir during a concert entitled The Four Seasons: Winter Solstice. The semi-professional group, all who audition to participate, specialize in contemporary music from around the world. MEA members who are part of the choir include: Ashley Albert, Drew Albert, Virgil Bozeman, Jennifer Canton and Ciara Hargrove. All are music educators who say they use what they learn as participants in the choir to help further engage their students in the classroom. “When I’m in the choir, I’m the student in that environment, and I get the direct benefit of the instruction and teaching styles. My director, Shannon Chase, uses intelligent examples to pull the best sound from her singers. I take these examples and ideas and use them in my classes, sometimes the very next day,” said Hargrove.
February 2018 • www.maineea.org
17
NEA’s READ ACROSS AMERICA: CELEBRATING A NATION OF DIVERSE READERS
Advocacy
Cover images used with permission.
illustration ©Raquel Aparicio
TITLES FOR MIDDLE GRADE READERS
It’s the Reagan-era ‘80s and 12-year-old David has to deal with both his fear of nuclear war and the cultural battle that wages at home between his Chinese and Jewish grandmothers.
The evil Tiger Emperor has kidnapped Pinmei’s grandmother, the revered Storyteller, setting Pinmei and her friend Yishan on a quest to find the Luminous Stone That Lights the Night to trade for her freedom.
Kidnapped and forced to work in a factory, Yuming slips a note into a purse that is found in Illinois by Clara who, still grieving over the death of her sister, persuades her parents to take a family trip to China in the hopes of rescuing Yuming.
When their beloved cat goes missing, Lupe Impala, Elirio Malaria, and El Chavo Octopus set off in their awesome lowrider following a trail that leads them to the Aztec god of the Underworld.
This anthology, full of hopes and hardships, basketball dreams, family fiascos, and first crushes, celebrates the uniqueness and universality in all of us.
These original poems—written in the style of Robert Frost, William Carlos Williams and other famous poets— introduce and celebrate great poets and are models of experimentation for young writers.
Left behind in Mexico while her parents work to establish a new life in the United States, Reyna grows up watching her family grow apart. Eventually, Reyna’s father takes her and her siblings to the U.S. where Reyna struggles to understand the language, the culture, and the father she grew up without.
Cadence is a shy but musical soul who would like to break free of her shyness— and those who treat her like a fragile mouse—to become a singing sensation and best-selling author.
Poems of the Harlem Renaissance and new poems inspired by Harlem Renaissance poets and poetry combine to give voice to the experiences of black life.
It’s 1945 and Maria, who is adha-adha (“half and half”), with a father from India and a Mexican mother, strategizes to protect her family’s California farm and play softball in the face of racist and sexist laws.
Sequoyah’s obsession with making strange markings have many wondering if he is practicing witchcraft. His son Uwohali overcomes this concern to reconnect with his father and discovers that Sequoyah’s strange markings are really an alphabet for the Cherokee language.
Amina is a Pakistani-American Muslim sixthgrader who is a little worried about all the changes that come with being in middle school. But when her community’s mosque is vandalized, she realizes that even though her friends and friendships are changing, they are still there to support her.
20 Years of NEA’s Read Across America
Celebrating a Nation of Diverse Readers 18
Maine Educator • February 2018
nea.org/readacross
21827.0617.PM
NEA’s READ READ ACROSS ACROSS AMERICA: AMERICA: Advocacy NEA’s CELEBRATING A A NATION NATION OF OF DIVERSE DIVERSE READERS READERS CELEBRATING Cover images used with permission. Cover images used with permission.
TITLES FOR TEEN READERS TITLES FOR TEEN READERS
Catacombs, swarming rats, and creeping madness fill this graphic adaptation of Edgar Allan swarming Poe’s best-known and Catacombs, rats, andworks creeping amplify and honor the timeless legacy madness fill this graphic adaptation of of a master of gothic horror. Edgar Allan Poe’s best-known works and amplify and honor the timeless legacy of a master of gothic horror.
In a modern-day Romeo-and-Juliet story set in Israel, Ronit, the daughter of an Israeli pharmacist, meets Jamil, the story son of a In a modern-day Romeo-and-Juliet Palestinian Ronit and Jamil’s fathers set in Israel,doctor. Ronit, the daughter of an can overlook political differences it a Israeli pharmacist, meets Jamil, thewhen son of comes to helping people, but when their Palestinian doctor.sick Ronit and Jamil’s fathers children fall in love, hostilities rise. can overlook political differences when it comes to helping sick people, but when their children fall in love, hostilities rise.
It’s 1977 and 17-year-old Nora López splits her worries between what to do with her life,1977 howand to help her family make ends It’s 17-year-old Nora López splits meet, dealing with her abusive her worries between what to dobrother, with her and how avoiding becoming the make next victim life, to help her family ends of serial killer Sonwith of Sam. meet, dealing her abusive brother, and avoiding becoming the next victim of serial killer Son of Sam.
In 1955, Mildred Jeter, a multiracial woman, and Richard Loving, a white man, fell in love. Their marriage state woman, law, but In 1955, Mildredbroke Jeter,Virginia a multiracial theirRichard determination them at the and Loving, aput white man, fell heart in love. of themarriage Supremebroke CourtVirginia case that legalized Their state law, but marriage between races U.S. their determination put throughout them at thethe heart of the Supreme Court case that legalized marriage between races throughout the U.S.
Sal, who is white, has always been certain of his place with his adoptive gay father andwho loving Mexican-American family. But Sal, is white, has always been certain now is questioning his own history of hisSal place with his adoptive gay father and loving life-altering events force him andBut his and Mexican-American family. best friend, Samantha, his to confront issues now Sal is questioning own history of faith, family, loss, andforce grief. and life-altering events him and his best friend, Samantha, to confront issues of faith, family, loss, and grief.
Daniel, who is trying to live up to the high expectations of his Korean immigrant parents, has an interview for Yale. Natasha, whose Daniel, who is trying to live up to the high family is about deported to Jamaica, expectations of to hisbe Korean immigrant parents, is looking for a way stay. They meet by has an interview for to Yale. Natasha, whose chance—or is itto fate? —and fallto inJamaica, love over family is about be deported the coursefor of a12way hours in New York City. is looking to stay. They meet by chance—or is it fate? —and fall in love over the course of 12 hours in New York City.
In the early 1900s, future professional football star Jim Thorpe and his Native American overcame obstacles In the earlyteammates 1900s, future professional on and off and and changed the football starthe Jimfield Thorpe his Native game of football while attending Carlisle American teammates overcame obstacles Indian School, a Pennsylvania on and Industrial off the field and changed the assimilation boarding game of football whileschool. attending Carlisle Indian Industrial School, a Pennsylvania assimilation boarding school.
Fabiola and her mother leave Haiti to join her aunt and cousins in Detroit. But when her mother detained U.S.Haiti immigration Fabiola and is her mother by leave to join officials, mustinlearn on her her aunt Fabiola and cousins Detroit. Butown when howmother to navigate and adapt to her new her is detained by U.S. immigration family members new culture. officials, Fabiola and mustalearn on her own how to navigate and adapt to her new family members and a new culture.
In 1989, 14-year-old Ricky Richard Anywar was abducted and forced to fight in Joseph Kony’s army inRicky Uganda’s civilAnywar war. In 1989,rebel 14-year-old Richard Ricky’s story is and told forced alongside Samuel’s, was abducted to fight in Joseph whose rebel story army represents the thousands Kony’s in Uganda’s civil war.of child soldiers later helpsSamuel’s, as founder of Ricky’s story isRicky told alongside the charity of Orphans. whose storyFriends represents the thousands of child soldiers Ricky later helps as founder of the charity Friends of Orphans.
Mariko, the daughter of a prominent samurai, is on her way to marry the second son of the when procession Mariko, theemperor daughter of aher prominent is ambushed. To find who tried to kill samurai, is on her wayout to marry the second her, of Mariko infiltrates the likeliest suspect— son the emperor when her procession the Black Clan—but bring is ambushed. To findfinds out she whocannot tried to kill herself to take revenge. her, Mariko infiltrates the likeliest suspect— the Black Clan—but finds she cannot bring herself to take revenge.
Indian-American Priyanka struggles to fit in at high school and does battle with her mother as she tries to learn more about her to family Indian-American Priyanka struggles fit in at history. Withand thedoes helpbattle of a magical pashmina high school with her mother shawl to India, sheher uncovers as she and tries atojourney learn more about family answersWith that the include painful truths. history. helpsome of a magical pashmina shawl and a journey to India, she uncovers answers that include some painful truths.
Produced in collaboration with the 2013 documentary, Girl Rising illuminates the barriers that prevent girls in developing Produced in collaboration with countries the 2013 from getting an education andilluminates issues a call to barriers action documentary, Girl Rising the to end gender discrimination, marriage, that prevent girls in developingchild countries fromsex trafficking, slavery, and poverty around world. getting an education and issues a call to the action to end gender discrimination, child marriage, sex trafficking, slavery, and poverty around the world.
20 Years of NEA’s Read Across America 20 Years of Readof Across America Celebrating aNEA’s Nation Diverse Readers
Celebrating anea.org/readacross Nation of Diverse Readers nea.org/readacross
February 2018 • www.maineea.org
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Perspectives
How Two Students’ Warmth and Support Helped Me Come Out at School Becky Tapley is a 2017 Maine Teacher of the Year finalist for her work as a middle school teacher at Brooklin School in Brooklin, Maine. It may not be apparent that there are many places to come out if you are LGBTQ. There’s your family, your friends and also your workplace. For years, I was out with my family, friends and coworkers, but was strictly closeted with my students. One day, that all changed. My “coming out” story in my classroom is a story of hope. This may not be what works for all communities, and all classrooms. But it is my story and it wouldn’t have happened without two incredible students of mine.
AN OPEN LETTER TO TWO OF MY FORMER STUDENTS: Dear Seeta and Torsten, Thank you. About five years ago, you came up to me in my middleschool classroom and asked me a question that changed my life. Marriage equality had just been passed in Maine the night before. You asked me, “Ms. Turner, is there a beautiful, magical day in your future?” You were both grinning ear to ear, filled with excitement and absolute support. I translated this question to mean, “Are you going to get married to your partner?” I have an Achilles’ heel, that luckily, most people don’t know about. I can’t lie. So, if any student had asked me before if I was gay, I would have had to be honest. But, there was an unspoken “Don’t Ask, Don’t Tell” policy in my classroom. I think many students knew I had a female partner, but it was never brought up. I rarely referred to anything that happened in my life outside of the classroom. This was painful. I never felt like I was fully honest with my students as I was hiding such a huge part of who I was. Yet, I kept this hidden. Until you asked. So, I answered, bursting with love. “Yes! Yes, there’s a magical day in my future!” I think there were probably some squeals of delight. Other students looked with curiosity at what was going on. So, I shared. I don’t know exactly how I bumbled through it, but I somehow shared that I would be marrying my partner. Finally! There were some confused looks, but not much was said. We moved on to the lesson of the day. I felt lighter. I felt free. Thank you. 20
Maine Educator • February 2018
THIS WAS A MOMENT I HAD BEEN FEARING FOR MY 10 YEARS OF TEACHING Strangely, though, after I was out, the lightning bolt never struck me down. Nothing horrible ever happened. I know, however, that I’m lucky. In many parts of the country, it wouldn’t have gone over so well. In many parts of the country, a teacher coming out to her students is still unheard of. I am incredibly fortunate to live in a such a supportive community. Your sweet question changed me, and I imagine it changed students. There are now rainbow ally stickers on the doors of our school. Other teachers can be out at our school. Students know that I have a wife, and it really is no big deal. I feel like I’m authentic to my students and don’t need to hide the truth. I hope that this can be an example so that my students can be true to who they are, whatever that may be.
THANK YOU, TORSTEN AND SEETA, FOR ASKING A QUESTION THAT CHANGED MY LIFE EVERY TEACHER NEEDS A SEETA OR TORSTEN
My dear fellow LGBTQ teachers, I sincerely hope you have a Seeta or a Torsten in your life, who can help nudge you out of your classroom closet. I sincerely hope that your school community can be supportive of you. Before this happened, I was terrified of being “found out.” Yet, it was such a relief when it happened. Being open with your students is a huge step in building trusting relationships, which we know is critical to learning. More importantly, you can be a model for your students, that things get better, and that there is a healthy, positive life to lead as an LGBTQ teacher. For your students who are realizing that they may be LGBTQ, you can be a beacon of hope for them and a trusted adult they can turn to. And to teachers who are straight and/or cisgender, know that your LGBTQ colleagues are carrying a burden if they are in the closet. They’re holding their breath that “it” won’t be brought out. Talk with them. Let them know you support them. Don’t for a moment let aggressions stand against the LGBTQ community. We need you as an ally, now more than ever. Previously published on Education Post http://educationpost.org/how-two-students-warmth-and-supporthelped-me-come-out-at-school/
How Much Do You Really Take Home? In the MEA’s ongoing effort to inform members regarding issues of salary and benefits, MEA’s Director of Collective Bargaining and Research compiled a comparative analysis on net compensation. The figures in the charts on this page highlight take-home pay after the chosen health care deduction. The figures do not account for taxes deducted. The net compensation figure is significant, as it highlights the importance of the health care contribution by the district. In
Your Association
some instances, highlighted below, the actual net compensation is greater than in other districts with a higher salary due to the health care contribution. The following are just samples-the MEA encourages you to take a closer look at your contracts to determine your individual net compensation. To see further calculations (single plus child) for the examples on this page, head to the Maine Educator Online, found on the MEA website, maineea.org.
NET COMPENSATION -- BACHELOR’S SCALE, SINGLE HEALTH INSURANCE Health Insurance
0 Years of Experience
Employee Contribution
Salary
Net Compensation Salary
10 Years of Experience Net Compensation
20 Years of Experience Salary
Net Compensation Years to top of Scale
Bangor
$-
$37,524
$37,524
$51,355
$51,355
$64,979
$64,979
21
Calais
$-
$30,000
$30,000
$42,443
$42,443
$54,151
$54,151
40
Caribou
$820
$32,534
$31,714
$42,134
$41,314
$52,819
$51,999
35
Auburn
$899
$35,845
$34,946
$49,723
$48,824
$57,310
$56,411
15
RSU 10
$736
$34,476
$33,740
$43,673
$42,937
$55,324
$54,587
27
RSU 71
$1,883
$34,412
$32,530
$49,872
$47,989
$60,980
$59,098
15
SAD 60
$676
$35,183
$34,507
$48,901
$48,225
$61,611
$60,935
18
South Portland
$1,496
$39,533
$38,037
$56,475
$54,979
$63,252
$61,756
14
NET COMPENSATION -- BACHELOR’S SCALE, FAMILY HEALTH INSURANCE Health Insurance
0 Years of Experience
Employee Contribution
Salary
Net Compensation Salary
10 Years of Experience Net Compensation
20 Years of Experience Salary
Net Compensation Years to top of Scale
Bangor
$7,043
$37,524
$30,481
$51,355
$44,312
$64,979
$57,936
21
Calais
$2,281
$30,000
$27,719
$42,443
$40,161
$54,151
$51,870
40
Caribou
$6,744
$32,534
$25,790
$42,134
$35,390
$52,819
$46,075
35
Auburn
$4,932
$35,845
$30,913
$49,723
$44,791
$57,310
$52,378
15
RSU 10
$4,545
$34,476
$29,931
$43,673
$39,128
$55,324
$50,779
27
RSU 71
$8,033
$34,412
$26,379
$49,872
$41,839
$60,980
$52,947
15
SAD 60
$4,638
$35,183
$30,545
$48,901
$44,263
$61,611
$56,973
18
South Portland
$4,103
$39,533
$35,430
$56,475
$52,372
$63,252
$59,149
14
NET COMPENSATION -- MASTER’S SCALE, SINGLE HEALTH INSURANCE Health Insurance
0 Years of Experience
Employee Contribution
Salary
Net Compensation Salary
10 Years of Experience Net Compensation
20 Years of Experience Salary
Net Compensation Years to top of Scale
Bangor
$-
$40,585
$40,585
$55,545
$55,545
$70,280
$70,280
21
Calais
$-
$32,198
$32,198
$46,834
$46,834
$57,078
$57,078
40
Caribou
$820
$34,178
$33,358
$44,232
$43,412
$55,425
$54,605
35
Auburn
$899
$40,027
$39,128
$54,422
$53,523
$62,442
$61,543
15
RSU 10
$736
$37,577
$36,840
$46,774
$46,038
$58,424
$57,688
27
RSU 71
$1,883
$36,712
$34,830
$52,072
$50,189
$63,180
$61,298
15
SAD 60
$676
$37,758
$37,082
$51,476
$50,800
$64,186
$63,510
18
South Portland
$1,496
$43,298
$41,802
$60,240
$58,744
$70,782
$69,286
16
ANNUAL NET COMPENSATION -- MASTER’S SCALE, FAMILY HEALTH INSURANCE Health Insurance
0 Years of Experience
Employee Contribution
Salary
Net Compensation Salary
10 Years of Experience Net Compensation
20 Years of Experience Salary
Net Compensation Years to top of Scale
Bangor
$7,043
$40,585
$33,542
$55,545
$48,502
$70,280
$63,237
21
Calais
$2,281
$32,198
$29,917
$46,834
$44,552
$57,078
$54,797
40
Caribou
$6,744
$34,178
$27,434
$44,232
$37,488
$55,425
$48,681
35
Auburn
$4,932
$40,027
$35,095
$54,422
$49,490
$62,442
$57,510
15
RSU 10
$4,545
$37,577
$33,031
$46,774
$42,229
$58,424
$53,879
27
RSU 71
$8,033
$36,712
$28,679
$52,072
$44,039
$63,180
$55,147
15
SAD 60
$4,638
$37,758
$33,120
$51,476
$46,838
$64,186
$59,548
18
South Portland
$4,103
$43,298
$39,195
$60,240
$56,137
$70,782
$66,679
16
February 2018 • www.maineea.org
21
Your Association
Congratulations to the MEA members who have just received their National Board Certification! You represent the MEA well! Leslie Appelbaum-Portland EA Jennifer Boehmer-Bangor EA Heidi Bullen-Telestar EA Maureen Cooper-Augusta EA Melissa Cormier-Lewiston EA Nancy Cotty-Wells-Ogunquit EA Andrea Cram-Gardiner TA Caroline Eldridge-Augusta EA Joseph Feeney-Megunticook TA Lori Fowler-Lewiston EA Julia Gibson- Lewiston EA Heather Girsa-Millinocket EA Michael Glynn-RSU 19 EA Mark Gorey-Boothbay Region EA Elizabeth Hayden-Saco Valley TA William Hinkley-Medomak Valley EA Paula Ingham-Bourque-Augusta EA Gina Lavoie-Telstar EA
Alice Lee-Telstar EA Brenda Longway-Western Foothills EA Sarah Lucas-Gardiner TA Jeanne Lysobey-Gardiner TA Georgianna McAllister-Gorham TA Molly O'Guinness Carlson-Wiscasset EA Kevin O'Shaughnessy-Wells Ogunquit TA Cherie Poole-Lewiston EA Tonya Prentice-Telestar EA Caroline Robinson-Portland EA Robyn Rose-Lewiston EA MIchelle Smith-RSU 16 EA Tracy Vassiliev-Bangor EA Rita Vigneault-RSU 19 EA Danielle Waite-Millinocket EA Vanessa White-Capelluti-Wells Ogunquit TA Brenda Wight-Telestar EA
Want more information about National Board Certification? MEA Sponsored National Board Certification Workshops: February 10, March 17 and April 28 Visit maineea.org/home/1619.htm to register.
Student Cover Contest "What I Love About Maine" Deadline: April 20th
MAINE
Educator Your Student's Ar twork Here!
The Maine Educator will feature a cover designed by a Maine public school art student depicting the theme "What I Love About Maine." Submissions can be any form of art and should be 8.5" by 11" or able to be photographed. Please advise students that the magazine title will be across the top and 2.5" high. The artist will want to make sure there is nothing important to the piece at the top, as it may be obscured by the title. Entries must include the name of the student, the school, and the submitting teacher's name and email. WHO: Grades K-4, 5-8, 9-12 - There will be 4 finalists from each category, plus electronic art. One overall winner will be chosen from the finalists and have their work on the cover. HOW: Submit artwork to Giovanna Bechard via mail at 35 Community Drive, Augusta, ME 04330 or by email at contest@maineea.org 22
Maine Educator • February 2018
May/June 2017 Vol. 77 - Number 6
/maineeducationassociation
/maineea
@maineea www.maineea.org
Your Association
Resources for Early Career Educators Being part of the Union wasn’t a question, but I didn’t know the benefits. I’m glad I now know what is available so I can take advantage of all that membership has to offer. - Mary Beth Nolt
The MEA continues its work to help all educators at every stage of their career, with an added focus for those who are just entering the profession. Through the group Young Education Professionals of the MEA (YEP-MEA), those in their first few years came together for a free weekend of training and networking in Portland this winter. The weekend provides members with a closer look at what the Association offers, the benefits of being a member and ways to make membership work for you. “It was good to hear that we can all be empowered as young educators. From the training, I left feeling a lot of support from the MEA-there was a lot of encouragement that we can be confident that when we reach out for help someone from MEA will be there to get us the information that we need. I loved knowing that, and I loved learning from others who helped inspire me to continue in my work,” said Rebekah Oliver, an ed tech from Wiscasset. Among those who brought inspiration to the weekend, was Morgan Cuthbert, a former Cumberland County Teacher of the Year. Cuthbert helped the younger educators navigate key issues, like team building and project based learning-leaving each with hands on tools to take back to their classrooms that following week. “I am going to use the project based moose lesson with my classroom as soon as I get back,” said Sam Dunton from Hampden. The weekend training is structured to be an open format where members ask questions-allowing them to learn the things they want without being forced to sit through presentations that aren’t useful.
“I liked that we got to discuss what we wanted to talk about, what we needed that was really beneficial, we don’t get to do that often,” said Briannne Smith, also from Hampden. For those interested in learning more about YEP-MEA and future early career events, log on to yepmea.org.
NEA
Did You Know?
There are multiple online resources dedicated just to early career educators. Check out these sites available to our members! http://neatoday.org/school-me/ Unique techniques, best practices and invaluable advice from educators around the nation in the form of blogs, podcasts, and tip videos.
YEP-MEA The mission of YEP-MEA members is to build personal and professional relationships with other like-minded educators through networking and community outreach to help further the cause of great public schools for every Maine student.
FMI: yepmea.org & facebook.com/groups/yepmea/ YEP-MEA Inspire Magazine Online Found in the Maine Educator archive at maineea.org February 2018 • www.maineea.org
23
GET IN THE GAME
Your Association
HELP CREATE MEA’S PLAYBOOK IN 2018!
What?
How? Submit a Resolution and/ or New Business Item to be discussed at MEA’s annual Representative Assembly. Forms are found online at maineea.org FMI and Submission Forms: Contact your local President or call Erin Noyes at 622-4418 x2221 or email: enoyes@maineea.org
MEA wants your opinion on issues that affect your profession, public education, and local associations
Where?
Forms and Resolutions are found online at maineea.org. Submit to: MEA Resolutions Committee Maine Education Association 35 Community Drive Augusta, ME 04330
GO! 24
Maine Educator • February 2018
Examples of a Resolution (belief statement): RESOLVED: That the MEA believes that regardless of immigration status of students or their parents, every student has the right to a free public education in an environment free from harassment. Examples of a New Business Item (action item): That the MEA work to engage 100% of all school districts that are eligible for universal lunch and/or breakfast to participate in the program.
When? DEADLINE: March 3
JOIN THE TEAM!
GO!
YOU CAN
VOTE BY VOTING
OR VOTE BY NOT
VOTING
2018 Maine Education Association Elections Members set the course for the MEA by deciding the issues the Association supports and the ways to achieve success for every Maine student. Delegates are elected to speak for the 23,600 MEA members they represent on important issues. MEA candidates may publish a biographical sketch in the Maine Educator according to the Standing Rules. Candidates for the MEA Board of Directors and the NEA Representative Assembly (RA) appear on the following pages. At MEA’s 2018 RA on May 19-20 in South Portland, delegates will elect a whole new slate of officers, President, Vice President and Treasurer. Election information and forms are available online at www. maineea.org in the “Members Only” area under Elections. Certificates of election for local MEA RA delegates must be received by March 5. Questions about elections should be directed to the office of the Executive Director at 1-800-622-4418 ext. 2218 or email lheaney@maineea.org
BOARD OF DIRECTORS Ken Williams MEA Board of Directors - District E MEA initiatives and operations, along with related policy work and challenges associated with public education are all parts of the educator world that I find compelling. As the District E Director, running for re-election, and the MEA elected Retirement System Trustee, it is important for all MEA members to know that I take board and trustee work seriously. Asking the hard question and holding our organization accountable is the duty of Directors and I hope that over the years I have earned your trust. I hold that trust dearly, will work diligently on behalf of all MEA members, will dive deeply into the issues that confront all educators and will make decisions based on sound information and a thoughtful approach. We cannot afford to make mistakes. The stakes for us, and for students, are too high. As I approach the end of my 32nd year as a middle school teacher I believe in our union more than ever. I want to be part of the transition and transformation of the MEA as it writes the next chapters as THE organization that advocates for students, support staff and teachers and that confronts all the challenges of public education. Janice Murphy MEA Board of Directors - District F I am currently the President of the Augusta Education Association. Prior to that I was a building rep, Vice President and Co-President. I have served our association in leadership roles for over 10 years. I have also been a delegate to the Representative Assembly, and served on the Statewide Bargaining Committee. I have also been a proud member of the Maine Education Association for 30 years. Aside from work for both local and state unions, I am a speech/language therapist for the Augusta School Department. This is the best job in the world as nothing brings more joy than teaching a child the power of communication! Communication is the key to everything. I would be honored to serve as your representative to the Board.
Samantha Garnett-Sias MEA Board of Directors - District I I have been a teacher of mathematics for the last 12 years at Lewiston High School. I received both my undergraduate and graduate degrees in the UMaine system and am an alumnus of the University of Maine at Farmington. While I have been teaching for more than a decade, my work in our professional association is a more recent story. I have quickly become active in my local, our state and national associations in the last four years. I became involved in the MEA through the “Take the Lead” initiative and have not turned back since those initial meetings. Since then I have sat on the MEA board of directors for District I, served on the Instruction & Professional Development, Statewide Bargaining, Audit, Membership & Organizing and Audit Committees. I have facilitated YEP events and participated in fall and spring conferences as a presenter. I have attended national leadership conferences, trainings and the NEA RA. I have also pursued leadership roles in my local, LewistonEA. I am currently president there and sit on the bargaining team for the teacher contract. I eagerly look forward to continuing my work with our state association to improve public education in our great state. Janet Howe Kuech MEA Board of Directors - District L I have worked for the Gorham School Department since 1999, first as a substitute teacher K-12, and then as an Ed Tech in Special Ed 1-3, K-2, and now K-5. I have served on three local committees appointed by the Gorham School Committee: All Day Kindergarten, Strategic Planning, and K-5 Configuration. I am treasurer for both branches of our ESP local, SAA and MBDCC. I served on the MEA Government Relations Committee, one year as a co-chair, and am now Board Liaison to the Structure and Bylaws Committee. Since my appointment to the Board in July 2017, I have also been part of the Policy Committee. I am looking forward to continuing to serve the MEA members. February 2018 • www.maineea.org
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Deborah Butler MEA Board of Directors - District M I am Debbie Butler, a Special Education Teacher for MSAD 60, and a candidate for the District M Board of Directors position. Currently I am serving as your District M Board of Director, and would welcome the opportunity to continue to serve MEA members in this capacity. My association experience as the local and state level has provided me with the background to do the work required of a Board member. The work can be difficult, but to be a part of what can be accomplished when working together, is very rewarding. I would welcome your support of my candidacy to represent you on the MEA Board of Directors for District M. Thank you for all you do for our members and students. Donna Longley MEA Board of Directors - District M I am Donna Longley and I have been teaching since 1980 when I graduated from Fitchburg State College in Massachusetts. I taught behavior disordered students from Preschool through age 22 in public schools as well as residential treatment schools. I came to Maine in 1989 and began teaching in Wells. I eventually switched to teaching 3rd grade, looping 3rd to 4th, then just 4th for several years, and now 3rd grade. During college, I was active in the student chapter of the Mass. Teachers Association and have continued to be an active association member throughout my career. At the local level, I have held many positions in our local association: president, vice president, chief negotiator, negotiator, and building rep. At the state level, I have been a delegate to the MEA RA for the past 8 years, been a member of the Statewide Bargaining Committee and currently sit as one of the Co-Chairs of that committee. I have been the NEA District 20 representative for the last 6 years. I am also a Trustee on the MEA Benefits Trust. I live in Saco and have three grown children and a grandson.
NEA RA DISTRICT SEATS Donna Longley Delegate - NEA RA District 20 See candidate's previous biography above. Rebecca Manchester Delegate - NEA RA District 21 Rebecca Manchester, who has been the Latin teacher at Bonny Eagle High School since 2004, has been an active member in her local, Saco Valley Teachers' Association, and in the state organization, first by attending the MEA-RAs and a short time later joining the Structure and Bylaws committee, a committee which she now chairs. Rebecca has been going to the NEA-RAs since 2008, first as a local delegate and later as a district delegate. Rebecca Manchester would be honored to continue to serve her fellow members at the national level. 26
Maine Educator • February 2018
James Ford Delegate - NEA RA District 22 I am a teacher at Portland Public Schools Bayside Learning Community, a Day Treatment Program. I am a Special Ed Teacher. I am currently the Chair of MEA’s Human, Civil Rights and Cultural Affairs Committee, Board Member of the Mid Coast Hunger Prevention Program, on the Board of the Center for Grieving Children Intercultural Program, and Co-Chair of the Abyssinian Meeting House Education Committee. I recently played the role as facilitator to MEA’s Board of Directors as they began their journey in addressing the issues of Racial and Social Justice. I am a delegate from Portland at the MEA RA. I have been trained by a NEA sponsored organization to be a certified Circle Keeper, and I have given some workshops at our conferences. I was also fortunate to have attended the Minority and Women’s Leadership Conference, a workshop on Racial Justice and NEA’s Equity Summit. I have not attended a NEA RA and would welcome the opportunity to bring my perspective and enthusiasm to the process, especially since it is the governing body of the organization. I appreciate your support. Bob McCully Delegate - NEA RA District 23 I am a veteran mathematics teacher, athletic coach, and student council advisor from Falmouth High School. Throughout my long teaching career, I have been very active in professional associations. I have consistently served as an FEA President or Chief Negotiator, as well as an MEARA and NEA-RA Delegate for District 23. I served on the MEA Board of Directors for a maximum term of seven years from 20042012, then served another three-year term from 2014-2017. I am currently in the first year of another three-year term. I am the Board liaison to the Statewide Bargaining Committee. I have served on several MEA committees and sub-committees, including both the MEA and NEA Resolutions Committees. I previously chaired the MEA Policy Review Committee. I serve on the Board of Supervisors for the Cumberland County Teachers Federal Credit Union, and have been active with mathematical associations. I have been an NEA-RA delegate for the past thirteen years, and take the responsibility of representing District 23 very seriously. I have a great deal of experience in representation at the local, regional, and state level, and have found it fascinating and rewarding to contribute at the national level. Jill Watson Delegate - NEA RA District 26 I have been a special education teacher at the high school level for 17 years. I currently teach at Maranacook Community High School where I have been since 2002. I have been a member of the MEA/NEA for 17 years and am currently serving as the District F Board of Director. I also serve as a liaison for the Instruction & Professional Development Committee. Within my local association, I am currently serving as President, Grievance Chair, Chief negotiator and local delegate to the MEA/RA. In the past, I have served as VicePresident & Treasurer. In addition, I have held numerous leadership roles within my school district, which include leadership team, master advisor, new
teacher mentor, co-chair NEASC committee and teacher evaluation steering committee. I have attended multiple NEA RAs and was honored to be your voice at the national level. While an NEA delegate, I was on the floor during all the votes and participated in multiple caucuses, which allowed me to represent Maine and the ideals we hold true. I ask for your support as the district #26 delegate so that I can continue to be your voice at the NEA RA. Jesse Hargrove Delegate - NEA RA District 27 My wife and I have been married for 10 years. We are both educators, MEA members and Local Presidents. My two sons attend Mount View Elementary School in RSU 3 where I serve on the School Board of Directors. Through the RSU 3 school board, I am a representative on the Waldo County Technical Center Cooperative Board. This year is my 16th year as educator. I worked as a Special Educator for the first 8 years and a High School Social Studies educator the past 8 years. My latest joy as an educator has been advising the school’s yearbook. I have been serving as the MEA Board Director for Region C for the past four years as well.
Gerry French Delegate - NEA RA District 28 For over 20 years, I have been a leader and strong voice in the MEA. I have enjoyed my experiences in leadership and always sought ways to improve the surroundings of my peers, colleagues and coworkers. My experiences at the local level include being a Negotiator, Grievance Chair, Executive Committee Member, MEA RA Delegate and ESP Vice President. My state MEA experiences include membership on the Leadership Development Committee, Statewide Bargaining Committee, ESP Committee, Organizing Committee and Membership Committee. I’ve also served on the MEA Board of Directors on two separate occasions, including currently. I’m a trustee on the MEA Benefits Trust, and have been a Delegate to the NEA RA multiple times. I’m also a member of President KilbyChesley’s Cabinet. Nationally, I will be a graduate of the NEA Leaders for Tomorrow program. Last year at the NEA RA, I was an At Large Candidate for a seat on the NEA Board of Directors. The experience was an exciting learning experience for me, and lead to personal growth. If elected as a delegate to the NEA RA, I will be considering another run for an NEA Board seat. Let’s maximize the volume of our voice at the national level.
Robert "Bo" Zabierek Delegate - NEA RA District 29 I am the District A (Aroostook County) member on the MEA Board of Directors and have been an RA Delegate at the last seven MEA Representative Assemblies. This year, I was the District 29 Delegate at the National Representative Assembly in Boston; and hope to be again in Minneapolis this summer. I am the former President of the Southern Aroostook Vocational Educators’ (SAVE) Association in Houlton. I would be honored to continue representing all of Aroostook’s academic schools, as well as CTE (Career and Technical Education) schools, at the NEA-RA. I feel that it’s important that CTE has a voice at the NEA-RA and that all facets of the Maine educational landscape be represented nationally. I’m a SkillsUSA Maine Board member and Past President of the (ACTE-ME) Association of Career and Technical Educator’s - Maine. It is important that voices from all corners of our state be heard at our NEA-RA. I reside and work in Aroostook County, my son and wife have both taught students from the County at Katahdin Middle and High School. I bring a fresh and unique perspective to the conversations at the NEA Representative Assembly and am asking you for your vote for NEA-RA Delegate. Dina Goodwin Delegate - NEA RA District 31 I have lived in the Farmington area all my life. I have worked in public education for 38 years at the University of Maine in Farmington. I’ve been a member of ACSUM since the clerical staff was organized, and am a proud affiliate member of the MEA and NEA. I have been active with ACSUM at the campus level for almost four decades. As one of the first participants, I graduated from the NEA Emerging Leader Academy for higher education activists. Upon graduation, I made a commitment to work hard on behalf of my union to better our working conditions, thus standing up for public education. I currently hold the positions of President of the UMF Chapter, Statewide Executive Board Member and Member of our negotiating team. I have been an elected delegate to the MEA-RA several times and I have been part of the MEA delegation to the NEA-RA as an alternate and delegate. I am thrilled to roll my sleeves up and work hard on behalf of public educators in Maine and across the country. As an educator in the University of Maine System, I know how important public education is to our future here in Maine. Jennifer Perry Delegate - NEA RA District 31
Read all of the candidate bios online at: http://www.maineea.org/meacandidates
I have been employed by the University of Maine since 1977. Upon becoming eligible for union representation in 1998, I immediately became active in UMPSA, my local Association. Since then I have served as Campus Union Rep, Grievance Rep and on negotiating teams as a member and as Chief Negotiator. I am an MEA Representative Assembly Delegate and have attended the MEA RA for the last 10 years. I currently co-chair the MEA Resolutions Committee and have also served as a member of the MEA Structure and Bylaws Committee. February 2018 • www.maineea.org
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MEA Awards 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: March 12, 2018 Awardees are recognized at an awards banquet at the MEA Representative Assembly in May. Award for Teaching Excellence
Friend of Education Award
Joan McGovern ESP Award
Golden Apple Award
Anne Sheehan Political Action Award
Honor Medal Award
Corporate Award Human and Civil Rights Award John H. Marvin Local Association Award
If you need further information, please contact the Office of the President via email lheaney@maineea.org or by visiting www.maineea.org
Join MEA-Retired
The retiree chapter of the MEA, known as MEA-R, is very active and continues to help students and school communities each day. Maintaining a connection to public education through the MEA-R network is vital not only to your own future but to the future of public education in Maine and beyond. For more information contact: Dianne Leighton Phone: 1-800-281-3191 ext 2400 Email: dleighton@maineea.org 28
Maine Educator • February 2018
Pre-Retirement Seminars Pre-retirement Days are sponsored by the MEA in conjunction with the MEA-R. MEA-RETIRED PRE-RETIREMENT SCHEDULE All times are from 4-7 P.M. MUST PRE-REGISTER TO ATTEND DATE
DAY
LOCATION
2/28/18
WED.
SKOWHEGAN
3/14/18
WED.
ROCKLAND
3/21/18
WED.
AUBURN
3/28/18
WED.
ELLSWORTH
4/4/18
WED.
MAKE-UP
We Are
From Flight Nurse to School Nurse - MEA Member Shines
By: Deb Braxton, Maine Association of School Nurses
Advocacy
Bouchard Profile Registered nurse for 40 years Commissioned as a Captain in the United States Air Force in 1978 Flight Nurse for the New York Air National Guard United States Air Force Air National Guard Nurse of the Year Adjunct faculty lecturer for Russell Sage College Has worked at Waterville Senior High School in AOS 92 for the last 17 years The Maine Association of School Nurses has named Ann Bouchard Maine’s 2017-2018 School Nurse of the Year. A registered nurse for 40 years, the last 17 of them as a school nurse at Waterville Senior High School in AOS 92, Bouchard received her Bachelor’s of Science in 1977 from Boston College where she majored in nursing and sociology. She was commissioned as a Captain in the United States Air Force in 1978 and completed trainings in USAF Air Command and Staff College, USAF Squadron Officers School, the Flight Nurse course, and the Nurse Oncologist Certification course. Ann worked concomitantly as a flight nurse for the NY Air National Guard, nurse consultant for Albany Medical Center, and adjunct faculty lecturer for Russell Sage College. She earned a Master’s of Science in Nursing in 1983 from Russell Sage College and a Master’s degree in Leadership Studies from the University of Southern Maine in 2010.
[Nurse of the Year 2017]Left- Deborah Braxton, Maine Association of School Nurses, SNOY Chair Center- Ann Bouchard, Maine School Nurse of the Year 2017-18 Right-Patricia Endsley, SNOY 2016-17
"
DEDICATED, UNSELFISH, COMMITTED TO THE NEEDS OF ALL STUDENTS, AND WILLING TO HELP WITH ANYTHING AT A MOMENT'S NOTICE. HER LEADERSHIP STYLE IS TRANSFORMATIONAL AND DEFINED BY DEEP AND AUTHENTIC CONNECTIONS.
In addition to working full time, Bouchard is an active volunteer in her community, an experienced lecturer and has published some of her written work. She serves on several school committees, in addition to the Kennebec Valley Community Action, Hardy Girls, Healthy Women, Alfond Youth Center Board of Directors, docent for Colby College museum and has been a clinical supervisor for University of Maine nursing students. Bouchard has received numerous awards including awards from the Waterville Board of Education, Faculty Renaissance Award, Outstanding Educator, United States Air Force Air National Guard Nurse of the Year, Air Force Commendation Medals with Oak Leaf Cluster, as well as a Yearbook dedication from the Waterville HS Class of 2005. Her colleagues frequently describe her as “dedicated, unselfish, committed to the needs of all students, and willing to help with anything at a moment’s notice.” According to the nurses who nominated her, “Her leadership style is transformational and defined by deep and authentic connections.” As School Nurse of the Year, Bouchard receives a cash award of $500 and will be acknowledged as the Maine School Nurse of the Year at the National Association of School Nurses annual meeting in Baltimore, MD in June 2018. The program is administered by the Maine Association of School Nurses. Nominations for School Nurse of the Year are accepted each year beginning in March. February 2018 • www.maineea.org
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Calendar March
Your Association March
March
12
BOLO
30
14
MEA Awards Deadline
Quality Schools Summit
Code.org's Computer Science Learning Program
Would you like to honor a colleague that goes the extra mile for their students and fellow educators? Do you know someone that really helps support your school? Each year the MEA sponsors awards to recognize individuals, groups, and companies for their commitment to public education. Award categories vary.
MEA has revamped its Spring Conference into a brand-new Quality Schools Summit! Online registration is coming soon— keep an eye on your email. The Summit will include a variety of sessions that will directly help you in your work. Location: UMaine Farmington
Professional Development Opportunities
Code.org’s computer science Professional Learning Program is now offering a year-long professional learning program for middle and high school educators who are interested in teaching Code.org’s CS Discoveries (middle school) or CS Principles (high school) courses.
Be on the lookout for future professional development opportunities for ESP, Early Career Educators and Higher Ed members. MEA is continually working to provide support for all educators at all levels of their career and in all categories.
FMI and to apply: code.org
Locations: Various
FMI: maineea.org- click on the Teaching and Learning tab, and then MEA Awards
Student Loan Solutions Learn how managing student loan debt can make a difference in educators’ lives Horace Mann offers a suite of solutions that may help educators find ways to remove or reduce monthly student loan payments and redirect any savings to other life goals.
Remove
Forgiveness programs may remove some or all student loan debt
Reduce
Repayment and refinancing options may reduce monthly payments
Redirect
Redirect any savings to help achieve financial goals
To learn more about: Student Loan Solutions Workshops or schedule a one-on-one meeting, contact your local Horace Mann representative. Or, visit horacemann.com/workshops
Lisa Bussiere, Auburn . . . . . . . . . . .207-783-3660 David Case, Bangor . . . . . . . . . . . . .207-941-2121 Joe DeFranco, Ellsworth . . . . . . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . . . . . .207-623-5004 Martha Frost, Falmouth . . . . . . . . . .207-797-3019
P.J. Kinney, Presque Isle . . . . . . . . . . . . 207-764-1283 Tony LaPrino, Rockland . . . . . . . . . . . . 207-941-1212 Dominic Vermette, Waterboro . . . . . . . . 207-467-3650 Troy True, Brunswick . . . . . . . . . . . . . . . 207-729-1975 Dominic Vermette, East Waterboro . . . . .207-247-0186 Paul Yarnevich, South Portland . . . . . . . .207-510-6600 Founded by Educators for Educators
Student loan refinancing is provided through an unaffiliated third-party financial services firm. Refinancing a federal student loan will make the borrower ineligible for loan forgiveness programs and could lengthen the repayment period of the loan. The borrower’s overall repayment amount may be higher than the loans they are refinancing even if their monthly payments are lower.
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Maine Educator • February 2018
AUTO | HOME | LIFE | RETIREMENT
Advice to Survive & Thrive By: Kay Grindall
At 82-years-old, Tom Curran is unlike any other MEA member. He’s served in a leadership role with the National Education Association Retired for 17 years-half of the years the association existed. In Curran’s tenure, he’s been on the NEA Executive Council, served six years as vice president, and six years as president of NEA-Retired. The oldest of three sons, Tom grew up in the Portland area and attended parochial schools up until he enrolled in South Portland High School. "I was accustomed to the teaching practices of nuns, and in Grade 9 I was exposed to my first public school teachers. I enjoyed being under their tutelage in the classroom, and it was then that I decided I wanted to become an educator,” Curran recalled. Curran’s teaching career began when he was hired at Westbrook Junior High School to teach English and social studies. After 12 years in the classroom, Curran pursued a position as a guidance counselor. With so much experience in the classroom and in education policy at the state and national level, Curran offered this advice to new teachers-telling them to ask themselves several critical questions: “Why did you choose the teaching profession? Do you like children? Do you want to spend every day with them?” Additionally, Curran advises new teachers to not be afraid to ask a mentor and experienced colleagues questions and for their help at various junctures of a
fledgling career. He advised, “Teachers should always keep the students at the forefront of everything they do and remember that building a relationship is critically important. One must be able to relate and collaborate with the students to get to know them.” Of course, Curran also urged new teachers to join the union and become actively involved with the association from day one. MEA Executive Director Rob Walker was in Curran’s seventh grade homeroom. He recalls, “It isn’t often someone’s seventh grade homeroom teacher rises to such prominence. As I became more and more engaged with MEA, it was my honor to serve with Tom as he chaired the MEA Benefits Trust.” After 35 years in education in Westbrook, this lifelong member of MEA and NEA moved over to the retired realm. This was his first step in his journey to NEA-Retired leadership, eventually becoming NEA-Retired president. "His tenure was marked with unprecedented and profound change to the NEA-Retired organization, and here we are today larger and stronger than ever! We all need to thank Tom for helping to make NEA-Retired what it is today. I personally want to thank Tom for being my mentor and for keeping me on the right path as we moved forward," said NEA-Retired Vice President John Jensen of Omaha, Nebraska. MEA thanks Tom Curran for his devotion to the profession.
Student Essay Contest Deadline: April 18th The MEA is pleased to join with the Portland Sea Dogs for its annual "My Hero Works at School" essay contest. Students are encouraged to write about their school hero. Two winners will be selected and receive tickets to a 2018 Sea Dogs game for themselves, their family and their school hero. Send essays to contests@maineea.org or by mail to: Giovanna Bechard 35 Community Drive Augusta, ME 04330
December February 2018 2017 • www.maineea.org
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Interested in earning your Ph.D.? New cohort begins Fall 2018.
Our Ph.D. in Public Policy with a Concentration in Educational Leadership and Policy is designed for working professionals in the field of education who want to develop their leadership skills to influence educational policy and practice. Information sessions are scheduled throughout the fall. For more information or to register for an information session, Maine Educator • February 2018 32 usm.maine.edu/phd visit
Online and On Campus GRADUATE EDUCATION Classes begin January 22nd
NOW ACCEPTING APPLICATIONS Vist: UMaine.edu/graduate
The University of Maine is an Equal Opportunity Employer