Maine Educator November 2020

MAINE

Educator

November 2020

www.maineea.org @maineea

MY COVID LIFE AT SCHOOL Pg. 12

Race & Equity in our Schools Pg. 11

Collective Changes School Reopening Plans

Action

WE

You Decide 2020 Pg. 8

Pg. 26

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NOVEMBER

CONTENTS

4

Opening Bell

5

Editor's Note

6

President's Letter

7

Four Things You Need to Know This Month

8

Collective Action Changes School Reopening Plans

10

Teacher Salary Gap

11

What's Not Being Said Out Loud About Race, Equity and Social Justice In Our Schools

12

My COVID Life At School

18

Navigating the Path of Potential Controversial Subjects

The latest information from around the state to inform and support

Perspective from Maine Educator editor, Giovanna Bechard highlighting key articles in the current issue A message from your MEA President, Grace Leavitt

VOLUME 81, NUMBER 2

FEATURES Collective Action Changes School Reopening Plans - Pg. 8 Holding signs saying, "Masks are disposable, students are not," members of the Auburn Education Association protested the School Committee's plan to reopen schools to in-person instruction four days a week. proposal.

My COVID Life At School - Pg. 12 As you all work to both educate students and keep them safe, Maine Educator reached out to those who are working in our buildings, buses and universities to see what it's really like to teach, work and learn during a pandemic.

20

Navigating the Path of Potential Controversial MEA Grants and Scholarships Available Subjects - Pg. 18

21

Free Stuff

22

Quotes & Numbers

23 24

Proud Moments Tech Talk

25

MEA Fights Changes to Retiree Health Care Coverage

26

You Decide 2020

30

Upcoming

31

Perspectives - Flash Groups

Interesting facts and quotes about Association membership and public education in Maine and beyond.

Ideas and tools you can use to help support your digital teaching and learning

It is important for staff members who work with students to understand the difference between an instructional/educational conversation and a conversation that gives only one point of view, YOURS.

You Decide 2020 - Pg. 26 See our list of education recommended candidates who support our public schools and the profession.

November 2020 • www.maineea.org

3

Opening

BELL

Executive Order Details Key Education Issues During COVID-19 The following information is from an Executive Order issued by the Governor detailing information as it pertains to public schools.

Health and Safety Mandate

Maine schools that receive a state subsidy must meet the health and safety requirements of the Maine Department of Education's (DOE) Framework for Reopening Schools and Returning to In-Person Instruction. Those that do not, will not qualify for state subsidy, or in the case of approved private schools, publicly funded tuition. The DOE framework, among other things, requires everyone to wear masks with adults maintaining 6 feet of distance from others, to the extent possible.

Maintaining 3 feet of distance is acceptable between and among students when combined with the other measures outlined in this list of safety requirements. Six feet of physical distancing is required for students while eating breakfast and lunch, as students will be unable to wear masks at that time.

School Attendance

Attendance under this executive order is defined and counted as it normally is for in-person schooling. For partial or fully remote learning, attendance is more loosely defined as "regular contact and engagement" each school day and the DOE directs schools to establish "reasonably reliable" measures that can be used to address truancy.

Support for teachers working remotely

The Maine Department of Education (DOE) is authorized to allow districts to hire persons who are at least 18 years old and have successfully completed a Learning Facilitator training course to assist teachers who are working remotely. The DOE says these trainees will be able to work as supervised support staff in PreK-12 classrooms this year.

As an example of the course, DOE pointed to a training offered by Eastern Maine Community College. EMMC describes the program as a mix of supervised in-classroom training and remote online instruction.

Trainees will be supported by mentors from the college and in their host school district. A DOE news release states that the trainees will be eligible to become paid school staff – either educational technicians or substitute teachers – but should not be used to supplant current employees.

Teacher Certification

While rules as to who can now be certified to teach have been temporarily relaxed, the rules for those to recertify have not changed.

4

Maine Educator • November 2020

First Union Contract for Charter School Teachers in Maine Educators at Baxter Academy in Portland received their first union contract, two years after initially reaching out to MEA to organize a union. While negotiations were ongoing, the Board of Directors announced it would terminate several teachers in the spring of 2020 as a cost saving measure. The Baxter Educators' Association filed a complaint with the National Labor Relations Board arguing the Board was obligated to bargain any changes in staffing with the union. The board of directors rescinded the terminations and agreed to bargain any changes to the number of employees with the union. Negotiations continued through the spring and summer of 2020 through Zoom with an agreement reached and ratified by late September. The agreement preserved three teaching positions which otherwise would have been eliminated and is scheduled to deliver Baxter teachers the largest raises they have received while employed at the school.

Mt. Blue Huge Membership Gains Sixty-seven new people are now members of the Mt. Blue Education Association. The teachers' unit, while in the middle of negotiations, focused on gaining members to show the district there is strength in numbers. How did they do it? Local leadership asked existing members to volunteer and reach out to at least three potential members in their buildings and talk to them (not just an email, a masked-face to maskedface conversation) about why membership matters —now, more than ever. The proof is in the pudding: it’s working!

MEA Pushes for Teacher Evaluation Waiver/Modification The MEA is meeting with the Maine Department of Education to push hard to get a waiver or modifications to the requirements around teacher evaluations for the current school year.

MEA has heard from teachers in some districts who have raised concerns that they will be subject to summative evaluations based on their performance while teaching remotely or in hybrid models.

The MEA believes this would be ineffective and an inappropriate application of the local Professional Evaluation Professional Growth plan.

Few Maine teachers have been adequately trained in remote or hybrid instruction models, and the state has not adopted a set of standards by which to measure performance in those models. MEA believes that any observations of teaching in these models should be formative and not used to make employment decisions. Additionally, evaluators who have not been trained to observe those models should not be making summative assessments of a teacher's performance in them.

The purpose of Chapter 508 of Title 20-A of the Maine Revised Statutes is to support educator professional growth and development with the goal of improving educator effectiveness. Summative evaluations based on a teacher's performance in remote or blended learning prior to effective training would invalidate the process and hamper professional growth.

Editorial Staff Managing Editor Rob Walker Editor Giovanna Bechard Layout Design Shawn Berry Leadership President Grace Leavitt Vice President Jesse Hargrove Treasurer Beth French NEA Director Rebecca Cole Board of Directors District A Robert "Bo" Zabierek District B Suzen Polk-Hoffses District C N/A District D Cedena McAvoy District E Ken Williams District F Janice Murphy District G Nancy Mitchell District H Dennis Boyd District I N/A District J Amy O'Brien-Brown District K Tom Walsh District L Rebecca Manchester District M Donna Longley District O Lisa Leduc District P Dina Goodwin Disrtict R Gary McGrane District ESP Gerry French Student MEA N/A 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

E D I TO R ' S N OT E - N O V E M B E R 2020

Eat ALL the Donuts

am not sure if I've gained the "quarantine 15" but I feel like I'm on my way. I started out great. I joined a popular workout subscription group, did a couple of those 21-day things and felt like I was on the right path to staying healthy and sane, despite the chaotic surroundings.

I don't know about any of you-but I'm having a hard time keeping track of everything. I keep asking myself the same questions: Did I wash that mask yet?

Are the water bottles clean? No, not those water bottles but the ones with the non-exposed lids so the virus that may be in the air doesn't potentially get on the part where they drink-those ones, are they clean? Is today the day my older son has his virtual viola lesson?

I

Now that we're a little bit into this year, I finally have a bit of a system (although I'm not sure it's helping much) where I have a set calendar to organize my children's schedules, my work schedule, and I have bags that are labeled "clean mask" and another that says "dirty mask." My kids also carry a bag that's full of wipes so they can clean their own desks, just in case. Even with that, there is still just so

much to remember. Just this morning we ran out to the car because we had four minutes to get to school.

I was in my slippers and my teeth weren't brushed.

This is not a proud moment, as I like to think I have this pandemic life under control. But I don't. I'm a hot mess. It's a routine dumpster fire in our home.

That exercise plan I was into-now it's just a donation to the online service because it doesn't really get used. Instead, I ate a donut today because it's just a bit more in line with how this is all going for us. Yet, somehow, my kids seem okay. They're still smiling and they're happy. I attribute a lot of this to their amazing schools and the ability to connect with their teachers and friends.

Both my boys absolutely love going to school. When they come home from their in-school days, I hear the stories of what they learned, and then I also hear how the teacher made sure they all used hand sanitizer. I hear about the great outdoor learning spaces and about the shadow tag my youngest is playing. I hear about the fun my older son is having trying soccer at middle school. I hear the excitement in his voice when he talks about using a triple beam balance for the first time in science class. I hear the loudness in my younger son's voice when he tells me he learned in music class what forte means in Italian.

There are so many positive things happening in our schools, despite the on-going struggles.

I realize every district is different, as we've heard from so many members since buildings re-opened.

MEA continues to support our members and wants to know if proper safety protocols are not followed.

There is also a great understanding of the workload issue this pandemic has brought upon. These are ongoing issues the MEA continues to address. You can read more about how things are going across Maine on pages 12 to 17.

If you need support, please remember to contact MEA. We're here to help. And eat all the donutsbecause in the moment, at least for me, it seems to help.

Contact Us: maineea.org/contact-us/

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Giovanna Bechard Editor editor@maineea.org

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November 2020 • www.maineea.org

5

A LET TER FROM THE PRESIDENT November 2020 As I write this month’s letter, so much is at stake. We are confronted by chronic uncertainty and unpredictability and surrounded by ongoing crises that seem to have no end in sight. The number of COVID-19 cases continues to climb, and this takes a toll on all of us, causing the highest levels of anxiety and stress we have likely ever felt. Disastrous wildfires and storms have devastated the lives of our colleagues in other states, yet we see no tangible movement toward addressing climate change. The economic crisis is already hitting though we know it will be much, much worse for months or years to come. Racial injustices are ever more evident and prevalent. Elections add further strain to all of this.

At least that is one area that will be resolved—we hope!--as this issue is delivered to you.

Grace Leavitt, President

And oh yes, daylight hours are shortened and winter is coming.

A lot of what educators always do is not readily visible to the public.

Now, with so many activities cancelled—performances, competitions, open houses and the like—much of our work is perhaps even less obvious to others. But we know how hard every educator is working, even harder than before the pandemic. We see what tremendous effort and long hours it is taking to continue to provide the best education possible for students in the most difficult circumstances.

Please know that although some of your Association’s work may also not be visible to all members, MEA has been working harder than ever, too. First and foremost, we have worked to see that the basic guidance on reopening safely became requirements rather than mere suggestions, and we continue to work to see that these requirements are followed. MEA has provided professional development and support and will continue to do so. We have supported many who sought unemployment insurance for lost summer jobs and others who have requested accommodations this fall. We have worked to be sure all have a plan to vote and that they do indeed vote. We have worked to

identify candidates who are friends of public education because those who are elected to office will have to deal with enormous challenges and we need them to keep support for our system of public education as a top priority. And we have taken steps toward educating about and addressing issues of racism as we work to engage our educators of color and support them and our students. There is much more work to do, but because of you, the members, your union is strong and will carry on.

The key word in that last sentence is “you”. You have heard it before: YOU are the MEA! And getting through this takes all of us to do our part. Speak up if something is not safe. If it is not addressed promptly, reach out to the MEA tip line on our website at https://maineea.org/ covid19/ . Support one another and watch out for one another. Check out the many supports and services that MEA Benefits Trust has for participants, including the Member Assistance Program at meabt. org . You can also call the FrontLine/WarmLine at (207)221-8196 for support. Show up together and speak up at school board meetings— share what you are doing, make our work visible to others, share your stories—both the tough ones and the good ones! Wear your Red for Ed on Wednesdays and be proud of all that you are managing to do!

At the risk of engaging in “toxic positivity”, let’s be clear—we will get through this! The end may not be in sight yet, but there will be an end.

Things will be different, for sure; we know that and we will prepare for that. No matter what headlines we see on November 4th or in the coming months, we need for each and every one of us to stay strong, to stand up, and to speak out—for our colleagues, for our union, and for our students.

In solidarity,

Grace Leavitt, President Maine Education Association 888-622-4418 x 2200

6

Maine Educator • November 2020

Things You Need To Know This Month Education Opportunity Tax CreditDo You or Your Kids Qualify?

Per the IRS: The American opportunity tax credit (AOTC) is a credit for qualified education expenses paid for an eligible student for the first four years of higher education. You can get a maximum annual credit of $2,500 per eligible student. If the credit brings the amount of tax you owe to zero, you can have 40 percent of any remaining amount of the credit (up to $1,000) refunded to you.

The amount of the credit is 100 percent of the first $2,000 of qualified education expenses you paid for each eligible student and 25 percent of the next $2,000 of qualified education expenses you paid for that student. But, if the credit pays your tax down to zero, you can have 40 percent of the remaining amount of the credit (up to $1,000) refunded to you.

To be eligible for AOTC, the student must: • Be pursuing a degree or other recognized education credential • Be enrolled at least half time for at least one academic period* beginning in the tax year • Not have finished the first four years of higher education at the beginning of the tax year • Not have claimed the AOTC or the former Hope credit for more than four tax years • Not have a felony drug conviction at the end of the tax year *Academic Period can be semesters, trimesters, quarters or any other period of study such as a summer school session.

The schools determine the academic periods. For schools that use clock or credit hours and do not have academic terms, the payment period may be treated as an academic period.

FMI: https://bit.ly/30b6Clb

Not Receiving Our Emails?

MEA works hard to ensure its members are informed about things that impact your work and life. Please make sure you're getting our messages. If you're not receiving our emails, here's how to fix it.

How to Fix It Outlook Clutter Folder 1. Check Clutter folder and find the MEA email 2. Right click on the email and choose "Mark as Not Clutter" or just drag it to your inbox.

Junk Email Folder 1. Highlight the MEA email inside the "Junk Email" folder.

2. Right click on the message select "Junk." Select "Not Junk" from the next menu.

3. Outlook will give you the option to add the sender to the "Safe Senders" list as you remove the message from the "Junk Email" folder.

Gmail Promotions Folder 1. Find the MEA email in promotions folder.

2. Right click the email. Hover over "Move to tab" then select "primary" Spam Folder 1. Find the message you want to move out of your spam folder.

Right click on the MEA email. Mark "Not spam."

Yahoo Promotions Folder 1. Click "Spam" folder.

2. Select the MEA email to open it.

3. Click the "Not Spam" button in the toolbox to immediately send the email to your inbox.

If you have a different email provider than one listed and are experiencing difficulties receiving our emails, please visit maineea.org/contactus and send us a message!

Regular Professional Development Available-Keep Checking for Offerings

The MEA and NEA are committed to supporting members' unique needs while working during the pandemic. There are multiple virtual professional development opportunities for members on a variety of topics ranging from race and equity to technology needs to grief and self-care during the pandemic. Webinar offerings are available live and recorded, and there are topics that are specific to both professional and ESP members. For more details on our webinar series, please visit the conferences and trainings page of our website, maineea.org.

MEA COVID-19 Tip Line

As schools close and reopen due to cases of COVID-19, MEA wants to ensure its members we are here to help support you. The MEA created a COVID-19 tip line for members to report any instances where proper guidelines are not being followed. It is important if there is an issue in your district for you to first contact your local representatives to see if the issue can be handled at the local level. If that fails, please fill out MEA's COVID-19 tip line form and let us know what is happening so we can work to keep all staff and students safe. The COVID-19 tip line can be found here: https://maineea.org/covid19

November 2020 • www.maineea.org

7

Collective Changes School Reopening Plans

Action

8

Holding signs saying, "Masks are disposable, students are not," members of the Auburn Education Association protested the School Committee's plan to reopen schools to in-person instruction four days a week. The "stand in" was after the union formally requested the School Committee retract its plan and immediately reconsider an earlier hybrid model proposal.

Maine Educator • November 2020

“

The safety of our students and staff needs to be the number one priority which is why, as teachers and support staff in Auburn, we can't sit idly by and let the School Committee make a decision we know isn't safe.

Courtney Pierce, Auburn EA

”

"We had worked for months collaboratively with administrators on a reopening plan we felt both provided learning for our students while keeping all safety requirements in mind. The safety of our students and staff needs to be the number one priority which is why, as teachers and support staff in Auburn, we can't sit idly by and let the School Committee make a decision we know isn't safe," said Courtney Pierce, Auburn teacher and President of the Auburn Education Association.

Disappointed the School Committee ignored the voices of staff, the union surveyed its members on the plan it thought was unworkable, organized educators and supporters to protest the plan, and alerted the media of the action.

Following the formal request to reconsider the plan, the union presented the School Committee with the results of its survey finding 85% of educators responding stated they opposed the School Committee proposal which allowed parents to choose among the following options: all remote, 4 days in-person or 2 days in-person/3 days remote. Additionally, 69% of educators surveyed believed it was "very unlikely" or "somewhat unlikely" their workplaces would be able to SAFELY re-open for any amount of inperson teaching in the fall.

The Auburn Education Association organized more than forty people to speak out against the four-day-per week plan at a School Committee meeting with the strength of the union eventually making an impact; the School Committee reconsidered its four day a week in-person plan and instead adopted the hybrid model all parties originally agreed upon.

"There is no question that our strength as a union stems from our ability to come together in large numbers for a common purpose. Taking a stand and gathering to say: "enough is enough" shows those in positions of power that we are not afraid to push back on bad decisions," said Amanda Fickett, MEA field representative for Auburn. Fickett added "Increasing our membership increases our ability to make the changes we know are vital to protect our colleagues, our students, and our communities-power lies in numbers and in Auburn this was clear."

November 2020 • www.maineea.org

9

Teacher Pay GAP New data shows Maine still far behind The Economic Policy Institute recently released a report on the teacher pay gap in the United States, and despite the work of MEA to increase Maine teachers’ starting salary to $40,000 the state still lags behind.

Maine’s pay gap, as measured as the difference between what a teacher earns and what a person with similar education and experience earns in other professions, is 23.1%, compared to a national average pay gap of 19.2%. This means Maine’s educators earn almost one-quarter less than their counterparts in other professions. What’s worse, Maine has the 14th largest teacher pay gap in the United States.

Adjusted For Inflation

Adjusted for inflation, the pay gap has grown from 6% nationally in 1996 to 19.2% in 2019, the most recent year data is available.

However, the pay gap did dip from 2018, when it was 22%. This is due in significant part to the Red for Ed movement that swept the countrywhich is great news, but time will tell the long-term impact of this change.

What About Benefits?

Benefits are generally better for educators than their counterparts, and that’s a bright spot for Maine educators. The study found that nationally, teachers generally have a 9% better benefit package than their counterparts, bringing the total compensation gap for teachers down to 10.2% nationally. The study did not break down benefits data by state, so Maine’s benefits could be weighted differently than the national average, but this should be a handy shorthand comparison.

10

Maine Educator • November 2020

What’s NOT Being Said Out Loud About Race, Equity and Social Justice in our Schools If you're like most MEA members you're white.

Maine is one the whitest states in the nation. This isn't a condemnation, just a fact. Most will never understand what it's like to be an educator of color in Maine. Understanding where our colleagues of color come from can better help us understand how to not only help them but help students who may not look like you do.

I

Below are the concerns, feelings and interactions in our schools from MEA members. The list below reflects real statements and issues that occurred in Maine public schools. Everything on the list comes directly from MEA members of color or an MEA member who shared concerns with a new ad hoc committee of the MEA formed to help deal with issues of racial and social justice. MEA formed this committee to help guide the work of the Association as it continues to work to promote social justice and equity in our schools and workplaces.

The MEA is sharing these members' personal feelings in this publication as a way for every educator to better understand the issues our own colleagues face in schools around the state, so that together, we can better create an environment that is safe and productive for all.

Members' Concerns

• Feelings of isolation • Perception from an educator that students of color don't need teachers "that look like them"

• Perception that the adult person of color in the classroom "couldn't" be the teacher/be the person in charge

• Adults at the school/community don't believe that racism exists at

their school/community • Statement from an educator "I don't see color" • Being labeled as "Political" when bringing up issues of race/racism at their school • Being accused of stealing items from a teacher • School administrator not listening/not feeling it's important when the issues of race and equity are brought up to be discussed at the school • Suffering abuse/being treated badly by a supervisor. Not feeling safe in a hostile/racist work environment • Ed Techs aren't given the opportunity for Professional Development or are viewed as not having value or being an asset to the classroom/school community • Being labeled "too soft or nice" when advocating for students of color • Educators of color need to talk about the issues and bring them to the next level

• "We need to turn our anger into a movement" • "We can't fix the past, we need to fix the future"

Professional Development Available

The MEA is continuing to work on increasing awareness of inequities in our schools with an increased effort to educate members how to best support their colleagues and their students on these issues. MEA offered a series of webinars as part of our Beyond the Classroom education series. The roundtable series, entitled Race, Equity and Social Justice can be found on our website, maineea.org. The webinar recordings are available for members to view. In addition, new professional development opportunities will be available on these topics, so make sure to check the website and your email regularly.

Equity Training Available For School Districts MEA, in its efforts to continue to advocate for equitable outcomes for students, sent members to a national training on Leaders for Just Schools. Participants dove deep into understanding equity, investigating how bias impacts conditions of teaching and learning, and ways in which they can improve school culture so that every student has the opportunity to succeed.

These MEA members are available to share their knowledge and training with school districts around the state. Upon completion of the training, participants are prepared to build student-centered inclusive plans to create just and equitable learning environments for all. Participants maintain contact with their fellow educators, continuing to learn from one another and sharing their progress in implementing their plans.

To learn more and request a training contact: Dan Allen, MEA Training and Professional Development Director at dallen@maineea.org. Dan will put interested parties in touch with the MEA members who will conduct the training.

MEA webinars are available on demand at maineea.org/mea-webinars November 2020 • www.maineea.org

11

MY COVID LIFE AT SCHOOL As you all work to both educate students and keep them safe, Maine Educator reached out to those who are working in our buildings, buses and universities to see what its really like to teach, work and learn during a pandemic. On the following pages are the unedited thoughts of educators from different parts of the state who wrote about their typical day.

Taryn Southard, Portland EA 12

Maine Educator • November 2020

Gerry French Bus Driver RSU 71 As a bus driver, my day usually begins at 4:00 a.m. I’m generally the first employee on the job at RSU 71, arriving at 5:00. My workday begins by checking the answering machine at the Bus Garage, hoping that no driver has called in for a sick day, as we have no substitutes. In fact, most of our Maintenance Department has been driving students to and from school since our first day.

After ensuring all bus runs are covered, I go to my bus to make my daily circle check for defects. Additionally, we now also sanitize the bus interior and check to be sure that we have PPE for both ourselves and our students. Throughout the day, I have a total of five separate bus runs, which requires additional steps in sanitation between each of them.

The difficult part for drivers is to make sure that PPE is being consistently used by students as we travel down the road to either school or home. However, for the most part, students have been cooperative when entering and exiting the bus by wearing masks and using hand sanitizer that our district provides. There has been an uptick in parent transport to and from school that has led to busier traffic situations at each school in our district both at arrival and departure times, but we are all working together to make adjustments that work for all.

Bonnie Dixon-Tribou School Nurse, RN, MSN Lillian Hussey Elementary School, Augusta I do some a.m. preparation at home before I go to school-I go over a notebook that I keep of things that I need to follow up on from the day/days before. Who has been quarantined? Who has pending labs for COVID? Who do I feel should consider testing? I have some answers to give to the staff and specific teachers and I typically try to go over them in my mind to present the information they need in a way that is not so “medical.” How can I best explain a situation assuring that they understand the gravity of importance without creating a panic? These teachers give a lot to their students, but many do have children, babies, elders, and some have chronic diseases of their own and they are frightened about exposure. I think about this a lot, as I think of my own family. Not to be too preachy, but knowledge is power so the more information that I can share the more at ease everyone might feel. They need to have the information to keep themselves and

their students and families safe from this unfamiliar threat.

When I arrive at school, I often get some information from the school secretaries. They may have taken calls from parents of students who are out, and they do some screening questions, so I know who I need to follow up with, ie: any COVID-19 like symptoms, I follow up. I then check voicemail (typically the more urgent information is here) then I check email to see if there are any updates on information for transmission/exclusion/etc. And of course, any other information that I need to follow up on. I will also often get information from the Assistant Superintendent when there has been a large exposure threat; a daycare that many of our children use having a case puts a lot of new work on my plate for follow up. Who was exposed? Do they have symptoms? What is the protocol when they return to school? I always have to be certain I am following the standard operating procedures that they want followed (things change a little bit every so often) because all of us (nurses) need to be giving the same information to our parents and staff. Sometimes (like today) when I arrive, I send out a group email clarifying some things that occurred the day before or if there are any changes on the way.

My contacts with students start at varying times. That aspect of the job is, believe it or not, quieter. The teachers have been asked to contact me for any non-emergent need (or urgent) ahead of time in case there is a child in my isolation room, or office. We are trying very hard to mix the children as little as possible. Sometimes the teacher will just need advising and that is the end of it. Other times I need to either have the student come or I go to them. My first contact is usually when a teacher calls or if I have information about exposures that I need to either remove a child from the classroom for assessment. If I have no one in my space I typically have the teacher send the student to me. If it is a young student, I will go get them. This is a change as students used to just line up outside the door.

Many afternoons are a back and forth between parents, childcare providers, the teacher of an exposed or potentially exposed child. I spend a lot of time answering questions as to what constitutes an exclusion from school and what scenario a child can stay or if a child is out, for how long. I generally get emails from the school nurse consultant in the afternoon and I try to get in an article to read to make sure I have the most recent and accurate information about Covid-19 and the steps we take to prevent transmission.

The end of the day usually consists of finishing all my notes. I have a Google live document that I keep updated on potential cases, exposures, who is currently quarantined and out and who has been cleared? I also still must get this information individually in the students' medical chart in our system. I double check if I left myself a note to continue anything that I was interrupted and couldn’t finish in real time (which I prefer but is not always attainable so in the notebook it goes). I also go through supplies to be sure that the “refill station” of supplies for the playground monitors is stocked. I must double check my own supplies then disinfect everything. I do the disinfecting throughout the day as student and staff are in and out of the office. But at the end of the day I do it again. I send out any last-minute emails of information and double check any calls that are still pending and am sure to add it to my follow-up notes. Sometimes I make calls on my way home from the car to the parents I could not reach during the day.

I cannot possibly, in a short volume, put down everything that's going November 2020 • www.maineea.org

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on here in a day, but this gives a bit on what is extra, this is all aside from the usual stuff of bumps, bruises, etc. I still have to check in on and follow up on all vaccination information. There is still dental hygiene coordination with new COVID considerations, there is flu clinic that still will take place now with COVID considerations. The children need to be watched for 15 minutes, without being near one another, and this timing is so critical so that in giving them a potentially lifesaving vaccine we do not spread another threatening disease to them. Our families really rely on getting the flu vaccine here at school, and this year it is more important than ever!

I can go on and on but hopefully this gives a glimpse into what we are dealing with from the perspective of the nurses. Our main objective of keeping the school healthy and safe is wildly interrupted with this pandemic and I don’t see an end any time soon. I have seen such dedication and concern from the teaching staff, the administration, custodial, students, their families, and the nursing staff that I still feel very hopeful that we will get through this, not unscathed but in the best way possible, because everyone is doing their part. So, while this pandemic is terrifying in many ways, it is also showing the care that we all have for these students their families and one another. Some days that is what gets me through it all and makes me want to come back and do it all again the next.

Lorraine Hall Special Education Ed Tech Camden-Rockport Middle School I work as a special education ed tech in a behavior program at Camden-Rockport Middle School. Because of the new COVID rules everything we normally knew has changed. This year, 8th graders come Monday, 7th grade Tuesday, 6th grade Wednesday and 5th grade Thursday. Administration did this to teach each grade level the new safety COVID rules. To add to the new NORM, we also have a brand-new building which continues to be active with construction until October.

To start a day in this new norm, at home, I have a clean apron and masks to wear each day (and of course it needs to match my outfit).

I have 7 different colors to choose from because I don't do laundry every day-who does?! This apron is used to carry all my new personal supplies, Kleenex, sanitizer, pen, post it notes, clean mask, whistle, new door FOB, mask holder and my cell phone. As an Ed Tech, we aren't always in our rooms and need to have a lot more equipment with us for ourselves or our kiddos to be safe. I wish I could figure out how to include my mug of tea, so my hands were free to sanitize before entering our classroom.

To start a day in the classroom, academics are pushed aside for a few weeks while we learn the new online platforms and the new COVID safety protocols. We carry 3' and 6' noodles to help support learning the new social distancing protocol, inside and outside mask breaks are held, and not to mention eating inside the cafeteria at 6' distances.

Middle school kiddos are in school to socialize and it is heartbreaking 14

Maine Educator • November 2020

to continue to redirect students to spread apart from each other.

The staff are learning along with the students learning our new online learning platforms, Seesaw, Aleks, Sora and Google Sites. Each day while we are learning online, we also have remote students who are zooming in to the lessons simultaneously. If a student is not present (online or in person) we record the lesson so the student can either catch up later or work from home while ill. Truly, we are all in this together and learning right along with the students, putting on our confident happy faces, realistically anticipating another shut down of the school due to COVID-19.

Thomas Panciera Custodian SAD 4 Piscataquis County High School My preparation for the school day this year is pretty sad. I used to get up at 4 a.m. and go to the gym before work, now I just sleep as long as possible because I'm not really that motivated to go to work. Some days I sleep through my alarms because I'm exhausted. We (my wife teaches in the district) are constantly feeling the pressure to "not be sick" this year, so mornings are definitely more stressful than they used to be.

When I arrive at work, I unlock doors and turn lights on as I usually do. I begin my cleaning routine, which consists of wiping down a whole lot more surfaces than I used to. I usually finish my morning rounds as staff are arriving and just before students arrive. I then go and fill our buckets with the cleaning/disinfecting solution for wiping down tables and chairs during breakfast times. What happens from here until the end of the day is completely up in the air.

We must wipe down cafeteria tables/ chairs after every use, that means at least 6 times per day in our school. When I'm not doing this, I try to do things I would normally do in my old routine, such as cleaning the front lobby, hallways, taking out trash barrels etc. There is no routine this year, and I never get everything done because I'm constantly being pulled elsewhere.

When all staff are here, I have 3 hall monitors that also go around and help with cleaning and disinfecting throughout the day. One of them is almost always subbing though, and there have been days when we have been down to just one hall monitor and myself. The more shorthanded we are, the more things get skipped or pushed back to another day as there simply isn't enough time to get it all done.

Besides the extra cleaning rounds, I am constantly getting emails, phone calls, texts, calls over the intercom, or face to face requests about any number of things. Typically, these have to do with needing PPE, cleaning supplies, or questions about procedure. I'm also bombarded with complaints about things not getting cleaned properly by other custodians. I have not had a single complaint this year about any of my areas, but I have dealt with more disgruntled staff in a month than I have in the previous 2.5 years combined. It's getting really tiring. I also double as a monitor during breaks and meals throughout the day, making sure that the students are following the rules and wearing masks properly.

When the last lunch is over, I'm usually scrambling to try to get the tables and chairs washed one final time, sweep the areas, take trash out, clean the kitchen and the kitchen bathroom. I often work past the end of my shift or fail to complete every task because we do not have much time between the final lunch and when my shift ends.

Every Wednesday in our school is set aside for teachers to work with

remote students and it's also the time when students who are behind on work can come into school to get caught up. Since it is not a regular day, we have a few less staff and a lot less students in the building. The custodial staff is supposed to be using Wednesdays for "deep cleaning," but I'm usually just trying to get caught up on the regular things that have been pushed back. My Wednesdays are usually extremely busy and aren't really any kind of a relief form the regular work week.

Taryn Southard Teacher Talbot Community School Portland

some time to learn them all.

My workday now starts an hour earlier than years past, so I am up at 5:00 a.m. to get myself ready to go. I have also found I need to get up earlier, so I have more time before my students arrive to get myself prepared for the day. We have so many new routines and protocols that it is going to take me

I start out my day by getting the classroom ready for students-I fill up their water bottles, set out their breakfast, get any papers ready for their remote days, and make sure everything is clean. I also check my SeeSaw classroom to make sure my morning meeting and other assignments have posted for my remote students and I check Talking Points to make sure my remote families are ready for the day.

There are a lot more tears than usual. On the first day of school one of my students was visibly shaking and when I asked what was wrong, she started to cry. She had been home for the past six months with her dad and she missed him terribly. It went against everything inside of me not to hug her. We've had a lot of tears because the school day starts so early, too. The morning is also a bit more chaotic than normal because there are many more routines-washing hands, how to take off masks and eat, how to clean up and sanitize, what to do with the work I did during my remote day, getting students books to read at home...these are all things we've never had to deal with before. Eventually it will all become routine, though!

After my in-person students leave I eat a quick lunch and then I transition to helping my remote students for the day. I have been sending Talking Points messages daily to check in with remote families and make sure they are all set. We take attendance in the morning for in-person students and in the afternoon for remote students, so I try to connect with everyone and make sure they have what they need. I also send home a daily agenda that details remote work and I usually spend my afternoon updating and copying all work for remote days.

Afternoons are also for meetings. We meet weekly with literacy and math coaches, we have a bi-weekly RTI meeting, and a weekly grade level meeting. Committee work and union meetings are outside of that.

Although my in-person students are gone earlier in the day, there are seemingly more ways to fill up the afternoon hours.

I am home by three in the afternoon with my own kids who are

learning through a hybrid model in a different school system. We are currently paying my sister as their "remote teacher" and that has been a huge blessing because I feel like I can focus on work, when I am at work. I often must take meetings in the car when I am rushing home from school. After my own kids go to bed, I am usually planning for the days ahead, reading school emails, and fielding emails from union members, as a building rep. There have been many more emails for me as a building rep this year because of all the understandable uncertainty and fear.

Ann Richard Kitchen Manager RSU 34 Old Town High School Old Town High School is divided into two groups: the first group going Monday and Tuesday in school learning with remote learning on Wednesday, Thursday and Friday, and the second group having remote learning on Monday, Tuesday and Wednesday with in school learning on Thursday and Friday.

The Food Service Staff at the high school not only serve breakfast and lunch to the in-class learners but also prepare and serve meals curbside to all remote learners in RSU 34. I work at home on menus and ordering for the week plus plan for our daily tasks at work. My staff consists of myself, another full-time employee and a part time employee-so it's vital that we have a plan!

Once we arrive at school, we start preparing to deliver breakfast meals to the classroom. Any food that we deliver must be individually wrapped, any fruit bagged, utensils bagged. We also will hand them their food rather than letting them pick it up for themselves. This all happens once their school day begins in the classroom.

Arriving back in the kitchen we then start working on lunch, both in the classroom and curbside. We have a new sealing machine that takes our hot meals and seals them to serve, it almost makes them look like a T.V. dinner! Getting meals to the classroom hot is another challenge, we have special tools that help keep the food hot.

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Curbside meals for remote learners consist of a breakfast meal and a lunch meal that a parent or guardian can pick up between 9:30 - 10:30 each day. This has been and will continue to be a challenge with weather, rain and cold and dare I say SNOW?!

We have been doing remote meals for anyone 18 years old and under throughout the pandemic, March 18th through the summer. Many people in our district have helped to make this possible, food service staff, Ed Techs, custodians, bus drivers and even community volunteers have made and delivered 10,500 meals a week! It's sometimes overwhelming to think about!

I feel rewarded knowing I am part of this whole process, as challenging as it is. I've met new people in the system that I may have never met; we all came together as a team to provide for the needs of students in our community.

And one more thing.... wearing a mask sucks but I certainly make more eye contact with the students, and they make more eye contact with me and that's a special thing.

Susan Sawyer Administrative Assistant Chelsea School To prepare for my day at home I must check the AESOP Frontline absence app to see if any positions at the school have not been filled by substitutes. As soon as I get to work, I turn on my computer, find someone to cover any positions that have not been filled, the phone is ringing, teachers are emailing, everyone has questions!!! I need to check the school-wide calendar to see what the events are for the day and check the principal's notice to see what she has planned for the day.

My first contact with students is helping with taking temperatures of students that are being driven to school by their parents, radioing the bus drivers one at a time to dismiss their students. My last contact is dismissing the students to their busses, making sure everyone is on the correct bus and that the students that are being picked up are not on the bus. This is not where I have felt the biggest impact from COVID, it is however with the hundreds of questions and emails from parents and staff alike wanting to know how things are going to run, what safety provisions we have put in place and will everyone be safe????

I am overwhelmed with ordering supplies to keep us all safe and cannot keep up along with all the other duties I am assigned. On top of all of this, I have a brand-new Administrator! Although she is doing great, it still takes a lot of my time to brief her on past practice etc. This has been the most stressful year I have ever had in my position of 25 years at Chelsea School. I have been extremely exhausted from all the extra work I am doing due to COVID.

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Maine Educator • November 2020

Paul Johnson Professor University of Southern Maine My concerns and anxieties were not related to teaching the class itself but focused on “technology” issues. Over the course of the summer, I had undertaken a series of weekly workshops regarding a new computer program, entitled Brightspace, which the entire University of Maine System was going to be utilizing. I had learned how to put up announcements, post discussions, post threads, list course resources, access my class list, utilize the course administration tool, import material, start a thread, start a module. In addition, each weekly class would be taught through Zoom.

What a relief, every student was on Zoom. I introduced myself, and asked the question “Were you able to log into Zoom ok?” There were a few yes’s, however, a few individuals reported they had encountered some difficulties. In my undergraduate seminar, the students looked nervous, anxious. A few asked questions, however, several students turned off not only their volume, but also their video. However, my graduate seminar went much better. The students were more engaged, they seemed far more comfortable with this modality. My rationale for this being, that they were our low residency cohort, and all their classes were online.

With my undergraduate seminar, I must admit, I am feeling nervous and unsure of how this is all going to pan out. With my graduate class, I am feeling a lot more comfortable.

Jaime Halbmaier-Stuart Teacher Lebanon Elementary Schools I'm not sure words like anxious, anticipation, joy, or elation can paint the right picture about returning to school this fall. To say that my feelings were all over the place seems like a monstrous understatement.

But I am extremely fortunate- I work at the Lebanon Elementary Schools. And if you remember nothing else about our town remember this… Lebanon Schools have always been a welcoming and positive place to be, and COVID has not changed that. Not even a little bit. The unyielding efforts of our administrators, who have put students and teachers at the center of every aspect of their planning, have created a remarkably effective hybrid learning model for Lebanon students. In addition, we are fortunate to have community support and appreciation, as well as a supportive Central Office Administration team.

My 18 students are divided between my own classroom and an adjoining classroom, where an amazing Education Technician, Erica Sirois, is my teaching partner this year. Our mission is to support one another, as we support our 18 kiddos.

At home my preparations are much the same as before, except before I leave, I grab a matching mask as a complement to my outfit instead of earrings. Our school day runs from 8:30am - 4:00pm with students arriving from 9:15-9:45 and departing between 2:45pm -3:15pm.

As soon as I get to school, I am preparing much like I would on a "regular" school day, except maybe not as frantically. This year I get to walk to the copier rather than making a mad dash to get in line as students are arriving almost 30 minutes after staff. Erica and I have time to go over our schedule and adjust as needed. Nine forward facing desks occupy each of our classrooms and although the rooms lack special seating, and much of the pizazz of our normal classroom spaces, there is an element of simplicity that seems refreshing. A limited class library is available, and students meet with us to make their selections so we can sanitize the books before handing them off to their temporary owners.

Upon arrival, students work on a variety of online and paper-based activities, including a Google Form that asks how they're feeling and poses a "Would You Rather" or other engaging question. Today's: Would you rather wrestle with a grizzly or a gorilla? Why? The form gives Erica and I instant feedback about where our students are emotionally, and we can check in, as needed. During the morning hours we have a modified Morning Meeting where we greet one another, discuss the day's agenda, and do a mindfulness activity or social emotional check in. Today's check in: A star and a stair. What is going well, your star? A stair, what would you change? Overwhelming students shared that they were happy to be in school even though they had to wash their hands all the time and stay socially distant from friends. Their stair: MASKS. Followed by, "But we understand why we need them, and we want to stay in school, so we'll get through it!"

Seriously...from 4th graders! Our kids get this! They want to be with us, they want to learn, and they understand that things need to look different this year!

During the remainder of the morning students receive instruction from specialists for 30 minutes. (Specials operate on a two-week rotation this year to keep cohorts small and limit exposure to multiple cohorts for specialists.) While one group receives specialist instruction the other is receiving math instruction. After that, we switch. Math is followed by a systematic washing of hands before we head outside for a socially distant snack and mask break. Thankfully mother nature has been very kind to us thus far! Our plan is to keep adding layers of clothing in order to take advantage of this routine as long as possible. When it gets too cold, we'll adjust.

While outside we all have a chance to chat, hydrate, refuel, and decompress. This morning we utilized our outdoor learning workstations (portable plastic lap desks) to do some math work with the fall breeze blowing on our faces. Our students did amazing!

Focused, and motivated! I'm not even sure we went over outdoor learning expectations yet!

Lunch looks different with desks facing one direction, six feet apart.

Masks are removed once everyone is seated, and students can chat with one another from their seats. Our playground is divided into two areas

where the Stuart/ Sirios cohorts can play separately. The Lebanon Schools PTO generously provided a basket and playground balls for each class that are sanitized daily.

The afternoon is devoted to literacy, and although we aren't quite there yet, will be utilized for individual Guided Reading instruction and independent reading activities, as well as district sanctioned online activities (which the kids LOVE), social studies, and hands-on science activities. (The plan is to integrate the curriculum as much as possible.)

Dismissal time, to be fair, is probably the most challenging part of our day. It takes a good chunk of time to get kids out for parent pick-ups, and although buses are arriving in a timely manner right now, the weather may impact that as winter creeps in. We fill our time with modified group games, silent reading time, tech time, and free choice time. Although it's tedious, and we're all zapped at that point, it works.

I typically spend the end of my day preparing for the next. Laying out documents to copy, adding and erasing from my planner, revisiting my multiple to-do lists and notes to myself, checking my hand for inked on reminders that I really, really need to keep in mind, etc. We are fortunate to have a reasonable amount of planning time on Remote Wednesdays as students do not receive new instruction that day. It is expected that teachers be available for office hours during the morning, then participate in PLCs during the afternoon. Of course, I don't leave right at 4:00, and I typically spend at least a couple hours each weekend reading and planning for the week ahead, but these are things I would do in a normal year. The most time-consuming aspect of my job so far this year is preparing and managing online learning activities. Planning developmentally appropriate online activities that are rigorous and engaging is a balancing act like no other and I pray for that yellow or green designation each Friday, so I don't have to do more of it! Remote planning aside, I leave school feeling happy, and accomplished. I feel confident that should things begin to crumble; we will be able to adjust and come out of it relatively unscathed.

I'm sure that my abundance of positivity has some of you nauseous, and for that I'm sorry! I recognize how extremely fortunate I am and know that even in my own district there is a lack of consistency among teacher experiences during this unprecedented time. So, to those at the other end of the spectrum I leave you with this: GIVE YOURSELVES A BREAK! Reach out to colleagues, speak up about things you think would make your school better, join your local Association and band together for one another! None of us truly knows where this is headed, so there's no data to say you're doing it wrong! I go into work with one goal: Make my students happy to be in school. The rest, as they say, will fall into place.

November 2020 • www.maineea.org

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Navigating the Path of Potential Controversial Subjects s a variety of topics enter our schools that may be outside of the district issued curriculum, it is important for staff members who work with students to understand the difference between an instructional/educational conversation and a conversation that gives only one point of view, YOURS. Some controversial conversations can cross the line between appropriate and inappropriate interaction with students, and the MEA wants to better help you understand the difference in those types of conversations.

A

In today's climate, maintaining appropriate boundaries with your students is critical. The guidance below, developed by MEA UniServ Director Joan Morin, will help explain how to protect the personal and professional integrity of your role and avoid situations which may lead to adverse consequences.

Do I have free speech as an educator?

Yes, but there are many limitations, especially for a K-12 educator.

Generally, the First Amendment protects your speech if you are speaking as a private citizen on a matter of public concern. However, if you are speaking as part of the duties of your job, your speech will not necessarily have the same protection. What you say or communicate inside the classroom is considered speech on behalf of the school district and therefore is not entitled to First Amendment protection. Certain types of speech outside the school might also not be protected if the 18

Maine Educator • November 2020

school can show that your speech created a substantial adverse impact on school functioning or that your speech was not made in accordance with your job duties.

You attend an anti-war rally on the weekend. You cannot be disciplined for exercising your First Amendment right to free speech.

Examples of Protected Speech • You attend an anti-war rally on the weekend. You cannot be

disciplined for exercising your First Amendment right to free speech.

• You post on your Facebook wall a local newspaper article favorable to a political candidate. The First Amendment will protect you from discipline.

• You write a letter to a publication that is critical of the school board for one of its actions or ideas. A Court will likely consider that protected speech because you are expressing an opinion that is a matter of public concern, like any other private individual.

Examples of Speech that can be Disciplined • You post a "joke" on Facebook about your students being lazy.

This type of speech is not protected even though you are making it in your private capacity (not part of your official duties). This speech might be considered as not addressing a matter of public

concern, so the first Amendment may not protect you from being disciplined.

• You publish an online book containing explicit sexual passages.

Even though this is speech in your private capacity (i.e., not part of your official duties) and may even be on a matter of public concern, a court might not consider it to be protected speech. The court would balance the school's interests and your free speech rights. It could determine that the explicit sexual content would prevent you from being an effective teacher and would have a substantial impact on school functioning.

Examples that can be Disciplined • You are instructed not to discuss with students your personal

opinion on political matters. In a classroom discussion on racial issues in America, you let your students know that you have recently participated in a Black Lives Matter demonstration. This "speech" may not be protected.

Courts have found that educators can be disciplined for departing from the curriculum adopted by the school district. This is because school districts have the authority to control course content and teaching methods.

School districts have the authority to control course content and teaching methods. You are generally considered to speak for the school district when you are in your classroom. Therefore, your speech in the classroom does not have much First Amendment Protection.

How do I know what is protected speech?

• School districts have the authority to control course content and

teaching methods. You are generally considered to speak for the school district when you are in your classroom. Therefore, your speech in the classroom does not have much First Amendment Protection.

• Some courts have ruled that schools cannot discipline teachers for sharing words or concepts that are controversial as long as the school has no legitimate interest in restricting that speech and the speech is related to the curriculum.

Classroom Displays, Wearing Items Conveying Political Issues & Opinions while in the Classroom Speech also includes classroom decoration, posters or displays. Because schools have the authority to control what happens in the classroom, it is likely the school could require you to remove political signs from the classroom.

The Supreme Court has ruled that schools can punish students for wearing clothing with words, images, or symbols that are vulgar or lewd, promote illegal drug use or are likely to cause serious disruption at school or violate other students' rights. However, within student rights are things like wearing armbands to school as an expression

of their political views or a T-shirt supporting the National Rifle Association with an image of guns. Students' rights to free speech, according to the Court, can only be limited if the speech would cause "substantial disruption." This ruling would likely include any masks worn, if the same parameters are held true and the mask does not cause "substantial disruption." When it comes to T-shirts with provocative or divisive messages, it can be tricky to draw the line between what's truly disruptive and what's merely unpleasant or upsetting. Depending on the context, courts may come to different conclusions about clothes with similar messages.

The right of educators to express their views in school on public matters is not so clear. The trend seems to be that, if the items are not disruptive, they are protected as free speech. However, courts have upheld discipline for educators for wearing t-shirts with political messages or slogans. In times of COVID-19, the same would also be true for a mask.

Is My Speech to Colleagues During Breaks or Casual Conversations Protected?

Generally, yes. But if the school can show that your speech would be harmful to your workplace functioning or is disruptive, the first amendment may not protect you.

If you have further questions or concerns regarding this topic, please reach out to your MEA UniServ Director. You can find a list of MEA staff on our website, maineea.org.

November 2020 • www.maineea.org

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MEA Grants and Scholarships Available MEA offers awards and grants to members to support your work.

Take advantage of one of these opportunities today!

All grants below have a deadline of December 11, 2020. Late proposals will not be considered for funding.

Human, Civil Rights and Social Justice Grant MEA members…Do you have a good idea for: • helping students understand Human, Civil Rights and Social Justice issues?

• helping teachers understand and support the issues of Human, Civil Rights and Social Justice?

• involving parents and community members with these issues?

The Maine Education Association will award up to $1,000 in grants to local associations (determined by the number of grant applications awarded). The grants are designed to help local association members provide HCR leadership in their schools and communities.

action program in their schools and communities. This grant is coordinated by the MEA Government Relations Committee.

Grant money can be used for speakers, materials, space rental, or equipment. It may not be used to pay Association members for their work nor for routine Association business.

Grants are reviewed and funding decisions will be made by MEA's Government Relations Committee. Grant applications must be postmarked or emailed to the MEA President's office in Augusta according to application directions.

Specific directions for all MEA grants can be found online at maineea.org/award-grants/

Grant money may be used for speakers, materials, space rental, or equipment. It may not be used to pay association members for their work nor for routine association business.

Grants are reviewed and funding decisions are made by MEA's Human, Civil Rights and Social Justice Committee. Grant applications must be received in the MEA President's office in Augusta according to application directions.

Members Are Leaders MEA members…Do you have a good idea for: • Improving student achievement?

• Aiding educators in enhancing their professional growth?

• Involving the community in supporting public education?

• Increasing involvement in your Association activities that promote public education?

The Maine Education Association will award up to $5,000 in grants to local associations (determined by the number of grant applications awarded). The Members are Leaders Grants are designed to help local association members provide professional and educational leadership in their schools and communities.

Grant money may be used for speakers, materials, space rental, or equipment. It may not be used to pay association members for their work nor for routine association business.

Grants are reviewed and funding decisions are made by MEA's Instruction and Professional Development Committee. Grant applications must be received in the MEA President's office in Augusta according to the application directions.

Lambert Political Action MEA members…Do you have a good idea for: • Local political action?

• Implementing a political action plan in your school district?

• Involving the community in supporting public education?

• Increasing Association involvement in activities that promote public education?

The Maine Education Association will award up to $200. The Leroy Lambert Political Action Grants are designed to help Local Association members develop and implement a political 20

Maine Educator • November 2020

Clyde Russell Scholarship for Graduating Seniors The Clyde Russell Scholarship Fund was created by the Maine Education Association through a trust established by the late Audrey Lewis. The Trustees have designated two different categories of awards: 1. Graduating High School Seniors who will attend a 4-year college 2. Graduating High School Seniors who will attend a Maine Community College DEADLINE: Applications are accepted beginning October 1st through February 1st.

For more information, and how to apply visit: clyderussellscholarshipfund.org Awards are limited to residents of Maine.

Read Across America Incentive Grants To help plan and prepare for a reading celebration, MEA is offering Read Across America Incentive Grants to our local associations who sponsor association activities for this event. Grants of $50 each will be awarded on a first-come, first-served basis. Requests must be made by the local association President for funding of activities within the local association.

DEADLINE: February 1, 2021

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Educators get a free month to try out this service.

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Free Money

When you switch to Hoarce Mann insurance, which you are eligible for as a member benefit, you can save money each month. Members who have switched have saved hundreds of dollars on their plans. Getting a quote is free and easy. Contact your Horace Mann representative to request a free quote, and like other companies when you bundle your home and auto you can save even more. (I switched and my car insurance went from $265 a month to $84-no joke!)

Learn more at https://www.horacemann.com/

Grammarly

Grammarly is an easy tool to install on both your computer and the computers of your students. The free tool corrects more than 250 types of grammatical mistakes while picking up on spelling errors and bad vocabulary.

As the tool fixes the writing of your students, they can better understand how to properly phrase language the next time they write, so they don’t make the same mistake twice.

FMI: https://www.grammarly.com

School Supplies

Website rentalcalc.com offers free school supplies for educators, up to one item per student. Included in the offering are pencils, erasers and rulers. All you have to do is fill out an online form and request what you need. https://www.rentacalc.com/for-faculty-only.html

November 2020 • www.maineea.org

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Quotes

& Numbers 6 out of 10 Americans who say education issues will be "extremely or very important" in deciding how they vote in the 2020 election, according to an August PDK International poll.

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Total number of COVID-19 cases in Maine schools from pre-K through 12th grade from September 15th to October 15th

5 of 10,000 People affiliated with schools in Maine have tested positive for COVID-19 over the past month (as published on October 15th), according to Pender Makin, Commissioner of the Maine Department of Education

"The largest single part of the budget is education, and we need people with practical experience who've been on the front lines forming what the policy should be."

Charles Galemmo, department chair of culinary arts and hospitality at York County Community College and the Democratic candidate in the House District 5 race.

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Maine Educator • November 2020

"We need to be able to have safe buildings with upgraded ventilation systems. We've let the infrastructure and school buildings go; we've let that go for too long due to lack of funding. All of the PPE, the cleaning equipment, the staff that's needed, that all takes resources," Grace Leavitt, the Maine Education Association President during a discussion regarding the need for more federal money for schools during the pandemic.

"We will get into good trouble every day, in every state, in every community all across this nation, to keep our students and educators safe and center our schools in equity and excellence during the COVID-19 crisis."

- Becky Pringle, newly elected NEA president.

Proud

Moments

Maine Teacher of the Year, Portland EA Member, Cindy Soule From the Maine Department of Education Cindy Soule, a 4th grade teacher at Gerald E. Talbot Community School has been named the 2021 Teacher of the Year by the Maine Department of Education’s Teacher of the Year Program.

In a unique, limited audience outdoor event held at the Gerald E. Talbot Community School in Portland, the Maine Department of Education and Educate Maine named fourth grade teacher Cindy Soule Maine’s 2021 Teacher of the Year. Students and colleagues at the school were able to watch the event via a live broadcast from their classrooms.

and collaborative thinking. Through inquiry and discourse, Soule empowers students to see themselves as meaningful contributors to their community. This work is recognized by her Presidential Award for Excellence in Mathematics and Science Teaching candidacy.

Soule’s colleagues had this to say of her work: Cindy believes, fervently, in taking her students’ thinking seriously, helping every single student in her class progress, and in advancing critical and creative thinking. Her belief in her students is infectious amongst her colleagues. She has a zeal for continuing to advance her own learning and a deep passion for helping her students and colleagues learn that is refreshing, hopeful, and desperately needed in the teaching profession.

Congratulations, Cindy, on this well-deserved accomplishment.

Maine Custodian of the Year, RSU 23 EA Member, Joe Mason Courtesy in part of Maine Agriculture in the Classroom Joe Mason of Asa Adams Elementary School in Orono has been awarded as the Maine School Custodian of the Year and will be the recipient of the A. Burleigh Oxton Award for Excellence.

Cindy’s journey began in May, when she was named the 2020 County Teacher of the Year. Cindy, along with 15 other County Teachers of the Year, was selected from a pool of more than 300 teachers who were nominated earlier this year. In August, Cindy was named one of three state finalists before being named the 2021 Teacher of the Year.

Mason credits the “Read ME Agriculture” program as a factor that led him to reach out to the community more for volunteers and also working with staff to coordinate readings, he says, “This is one of the many things that really made my role as a custodian expand to also become involved in doing something other than just cleaning for the kids, but actually getting to ‘teach’, if you will.”

“We are proud to announce that Cindy Soule is the 2021 Maine Teacher of the Year!” said Heather Whitaker, 2020 Maine Teacher of the Year and member of the Teacher of the Year State Review Panel, “Cindy has been a dedicated member of the Talbot School Community for 20 years. She is a life-long learner who is committed to the craft of teaching and building strong relationships with her students, colleagues, and community. We will learn so much from her passion for teaching inquiry-based science and literacy!”

Mason started as a custodian at Asa Adams Elementary School in Orono in September of 2014. He became Greenhouse Coordinator 3 1/2 years ago and it was at that time he learned about the MAITC “Read ME Agriculture” program. Not long after that he had the school lined up for the ‘Applesauce Day’ reading and has continued with the program.

Cindy has an innate ability to create a learning community that disrupts the opportunity gap. For twenty of her twenty-one years of teaching, she has been committed to one of Maine’s most diverse schools, the Gerald E. Talbot Community School (formerly Riverton Elementary School), in Portland. Soule fosters a dynamic learning environment that inspires curiosity and citizenship in her fourth-grade students.

A lifelong resident of Maine, Cindy developed an appreciation for the natural world. This passion is evident in her teaching. She grounds learning in real world contexts and encourages students to construct scientific understanding through observation, questioning,

In addition to the annual readings, Mason also works with some kids who help water the plants in the school’s greenhouse. He’s worked with small groups of students in the past couple of years to do things like build bee boxes for Mason bees, start marigold seeds, and grow edible pea shoots.

During the school building closure, Mason said he missed the kids but managed to say hi via Zoom and is also now working to ensure they still have someone they can turn to besides their classroom teachers.

“I felt outside the boundaries of my job description but quickly realized I gave the kids someone else to go to and have look out for them and that’s important, “said Mason.

November 2020 • www.maineea.org

23

TECH talk Maine Educator searched the internet to find some of the best memes and tweets out there, reflecting what you're all going through right now. While this isn't the traditional "Tech Talk" type article, we hope you enjoy these and they help lift your spirits.

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Maine Educator • November 2020

MEA FIGHTS Changes to Retiree Health Care Coverage

massive failure as they break commitments to our retirees while they assault our collective bargaining rights. All the while making nonsensical arguments that truly fit into 2020, or 1984," said McClymer.

Retirees Speak Out The following are direct quotes from retirees who are struggling with the change in coverage.

The University of Maine System made changes to the retiree health care program without consulting retirees or the Union, affecting thousands of retired University of Maine System employees. The change moves retirees out of their current group plan and into the health care exchange with a company called Aon to help navigate the selection of a new health care plan. This change would also affect future retirees and is one MEA is fighting to stop.

"This is both a drastic and costly move that comes during a global pandemic when heath care is of utmost concern to some of our oldest members," said Jim McClymer president of the Associated Faculties of the Universities of Maine, the local MEA chapter at UMS. MEA is working with members to rollback these detrimental changes as the Union believes a change of this magnitude is a mandatory subject of bargaining. MEA is also working with retirees to petition the Board of Trustees to stop this change while it pursues several grievances and legal action.

The push from the University of Maine System forces retirees into a health care plan that is far more expensive with higher out of pocket costs and less coverage. Under this new system, retirees are being asked to pay out-of-pocket for their medical expenses and then seek reimbursement through a computer or paper system, complicating their health care coverage even more. This process is beyond difficult for our retirees and unaffordable.

Prescription drug costs are of particular concern, with many retirees reporting new plans through the exchange cost hundreds of dollars more than the existing group plan, making necessary medications unaffordable. Retirees are both angry and trying to grapple with how they're going to find coverage they can afford.

"They tell us they are giving us a great gift...choices. Look beyond those pretty wrappings and you will discover the University is dumping us to face their coronavirus shortfalls," said a UMS retiree.

"The gift we are getting is more expensive coverage, if we want anything covered. Don't get me started on the prescription drug coverage. There is no coverage for drugs that don't have generics. Those drugs are rated in Tiers 4 and 5 and if they are covered, cost hundreds of dollars," she added.

MEA maintains that a change of this magnitude should have included the voices of the impacted retirees and will continue to pursue all avenues to reverse this decision.

"It is unfortunate that UMS chose to follow our success with their

“

Not happy with my Aon recommendations - mostly too expensive and the "affordable" ones don't include my current provider in their network. The $2100 (amount given in the HRA) is a joke.

Tried to call Aon Friday. Three things happened.1) They told me I'm not in the system 2) The system was down (so how do they know I'm not in it) and 3) I was disconnected without getting my answer. So, my question is, "is this going to be typical of their 'service'?

This morning I called Aon to confirm my appointment. The automated system told me I had no appointment despite the fact I was looking at the letter sent telling me of my appointment time. I was being transferred, waited, then was disconnected. So, I called again only to be told I had no appointment, but this time was successfully transferred. Told again, by a human, that I had no appointment scheduled so I read verbatim from the letter I received informing the human of the date and time. Oh....found me, said there must have been a glitch. Made me feel comfortable about the service being delivered to UMS retirees.

Sad to say, I have lost trust that UMS will do the right thing. I am finding the Aon website hard to navigate which does not bode well in dealing with them after this initial startup period. ARRGGH Can someone explain the advantage of using Aon rather than permitting people to shop around and purchase what is the best plan for them? UMS must be gaining something because I see absolutely no advantage for the retiree. The more I learn, the less I know!

The UMS saves money on the backs of senior citizens in the midst of a pandemic. Immorally rotten to the core.

November 2020 • www.maineea.org

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You Decide 2020 Visit maineea.org/advocate for complete candidate guide

The MEA has made tremendous progress advancing the cause of public education during the most recent legislative session. MEA’s success was due to the constant engagement of our members in the legislative program of our organization. But another element of our success was the composition of the Legislature. When pro-education candidates are elected to the House and Senate we can make great progress for our schools. Below are a list of education recommended candidates who support our public schools and the profession.

U.S. SENATE

• •

Sara Gideon

•

School Funding

Supported increases to school funding (LD 1564, HRC 473) Restores education funding cut in the state budget (LD 1843, HRC 555) Supported additional school funding (LD 2126, HRC 374)

U.S. HOUSE - Maine District 1

• •

Chellie Pingree

School Funding

Supported increased funding for key education programs including Title I, Title II, IDEA, community schools, Pell grants, and more. (House Vote 1-367) Supported to extend the Secure Rural Schools (SRS) and Community Self-Determination Act for two years (House Vote 1-689)

U.S. HOUSE - Maine District 2

School Funding •

Jared Golden State Senate

•

Supported $23 million more to schools while in the Maine Legislature (LD 1564, HRC 473) Supported $25 million more to schools while in the Maine Legislature (LD 1019, HRC 396)

DISTRICT NAME SD 1 Troy Jackson SD 2 Michael Carpenter SD 5 James Dill SD 7 Louis Luchini SD 8 – Dual Endorsement Teresa Montague & Bev Uhlenhake SD 9 Joe Baldacci SD 11 Glen “Chip” Curry SD 12 David Miramant SD 13 Chloe Maxmin SD 14 Shenna Bellows SD 15 Kalie Hess SD 16 Hilary Koch SD 17 Jan Collins SD 18 Gabriel Perkins SD 19 Katey Branch SD 20 Ned Claxton SD 21 Nate Libby SD 22 Martha Poliquin SD 23 Eloise Vitelli SD 24 Matthea Daughtry SD 25 Catherine Breen 26

Maine Educator • November 2020

COUNTY Aroostook Aroostook Penobscot Hancock Hancock Penobscot Waldo Knox Lincoln Kennebec Kennebec Kennebec Franklin Oxford Oxford Androscoggin Androscoggin Androscoggin Sagadahoc Cumberland Cumberland

State Senate

State Senate Cont.

SD 26 SD 27 SD 28 SD 29 SD 30 SD 31 SD 32 SD 34 SD 35

Bill Diamond Heather Sanborn Ben Chipman Anne Carney Stacy Brenner Donna Bailey Susan Deschambault Joe Rafferty Mark Lawrence

Cumerland Cumberland Cumberland Cumberland Cumberland York York York York

State House DISTRICT NAME HD 2 Michelle Meyer HD 3 Lydia Blume HD 6 Tiffany Roberts HD 7 Daniel Hobbs HD 8 Christopher Babbidge HD 9 Traci Gere HD 10 Henry Ingwersen HD 11 Ryan Fecteau HD 13 Lori Gramlich HD 14 Lynn Copeland HD 15 Margaret O’Neil HD 16 David Durrell HD 18 John Tuttle HD 19 Patricia Kidder HD 20 Dan Lauzon HD 21 Clifford Krolick

HD 23 Tim Goodwin HD 24 Mark Bryant HD 26 Maureen Terry HD 27 Kyle Bailey HD 28 Christopher Caiazzo HD 29 Shawn Babbine HD 30 Rebecca Millett HD 31 Lois Galgay Reckitt HD 32 Christopher Kessler HD 33 Victoria Morales HD 37 Grayson Lookner HD 39 Michael Sylvester HD 40 Rachel Talbot Ross HD 41 Sam Zager HD 42 Ben Collings HD 43 W. Edward Crockett HD 44 Teresa Pierce HD 45 Stephen Moriarty HD 46 Braden Sharpe HD 47 Arthur Bell HD 49 Poppy Arford HD 50 Ralph Tucker HD 51 Joyce “Jay” McCreight HD 52 Sean Paulus HD 53 Allison Hepler

HD 54 Denise Tepler HD 55 Seth Berry

TOWN Eliot, Kittery (Part), South Berwick (Part) York (Part) North Berwick (Part), South Berwick (Part) Wells (Part) Kennebunk (Part) Biddeford (Part), Kennebunkport Arundel, Dayton, Lyman (Part) Biddeford (Part) Old Orchard Beach Saco (Part) Saco (Part) Buxton (Part), Hollis, Saco (Part) Sanford (Part) Sanford (Part), Springvale Acton, Lebanon, Shapleigh (Part) Alfred, Limerick (Part), Newfield, Parsonfield (Part), Shapleigh (Part) Standish (Part) Windham (Part) Gorham (Part) Gorham (Part), Scarborough (Part) Scarborough (Part) Scarborough (Part) Cape Elizabeth (Part) South Portland (Part) South Portland (Part), Cape Elizabeth (Part) South Portland (Part) Portland (Part) Portland (Part) Portland (Part) Portland (Part) Portland (Part) Falmouth (Part), Portland (Part) Falmouth (Part) Cumberland, Gray (Part) Durham, North Yarmouth, Pownal (Part) Chebeague Island, Long Island, Yarmouth Brunswick (Part) Brunswick (Part) Brunswick (Part), Harpswell, West Bath Bath Arrowsic, Dresden, Georgetown, Phippsburg, Richmond (Part), Woolwich Topsham Bowdoin, Bowdoinham, Perkins Island Township, Richmond (Part) November 2020 • www.maineea.org

State Senate

27

HD 56 Scott Gaiason HD 58 James Handy HD 59 Margaret Craven HD 60 Kristen Cloutier HD 61 Heidi Brooks HD 62 Gina Melaragno HD 64 Bettyann Sheats HD 65 Misty Coolidge HD 66 Jessica Fay HD 67 Mark Grover HD 68 Patrick Scully HD 69 Walter Riseman HD 70 Nathan Burnett HD 71 Ken Morse HD 72 Jennifer Blastow HD 73 Joshua Woodburn HD 74 Christina Riley HD 75 John Nutting HD 76 Deb Emery HD 79 Lindsey Harwath HD 81 Tavis Hasenfus HD 82 Kent Ackley HD 83 Thomas Harnett HD 84 Charlotte Warren HD 85 Donna Doore HD 86 Dual Endorsement Adam Turner & Justin Fecteau HD 87 Tim Marks HD 89 Holly Stover

HD 90 Lydia Crafts

HD 91 Jeff Evangelos HD 92 Ann Matlack

HD 93 Valli Geiger HD 94 Victoria Doudera HD 96 Stanley Ziegler

HD 97 Janice Dodge HD 98 Scott Cuddy HD 99 April Turner

HD 100 Carroll Payne HD 103 Robin Russel HD 106 Ethan Brownell HD 107 Betty Austin HD 108 Nathaniel White HD 109 Bruce White HD 110 Colleen Madigan HD 112 Peter Bourgelais

HD 113 H. Scott Landry HD 114 Greg Kimber HD 115 John Patrick HD 117 Savannah Sessions

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Maine Educator • November 2020

Lisbon Lewiston (Part) Lewiston (Part) Lewiston (Part) Lewiston (Part) Auburn (Part) Auburn (Part) New Gloucester, Poland (Part) Casco (Part), Poland (Part), Raymond (Part) Casco (Part), Frye Island, Gray (Part), Raymond (Part) Baldwin, Cornish, Naples, Parsonsfield (Part), Sebago Bridgton, Denmark, Harrison Brownfield, Fryeburg, Hiram, Lovell (Part), Porter Norway, Sweden, Waterford, West Paris Mechanic Falls, Otisfield, Oxford Buckfield, Hebron, Paris Jay, Livermore (Part), Livermore Falls Leeds, Livermore (Part), Turner Belgrade, Fayette, Mount Vernon, Rome, Vienna, Wayne Albion, Benton (Part), China, Unity Township Monmouth (Part), Readfield, Winthrop Litchfield, Monmouth (Part), Wales Famingdale, Gardiner Hallowell, Manchester, West Gardiner Augusta (Part) Augusta (Part) Alna, Pittston, Randolph, Wiscasset Boothbay, Boothbay Harbor, Edgecomb, South Bristol (Part), Southport, Westport Island Bremen, Bristol, Damariscotta, Louds Island, Monhegan, Newcastle, Nobleboro (Part), South Bristol (Part) Friendship, Union (Part), Waldoboro, Washington Criehaven Township, Cushing, Matinicus Isle, Muscle Ridge Islands Townships, South Thomaston, St. George, Thomaston Owl’s Head, Rockland Camden, Isleboro, Rockport Belmont, Liberty, Lincolnville, Montville, Morrill, Palmero, Searsmont Belfast, Northport, Waldo Frankfort, Searsport, Swanville, Winterport Brooks, Burnham, Freedom, Jackson, Knox, Monroe, Thorndike, Troy, Unity Corinna, Dixmont, Etna (Part), Newport, Plymouth Carmel, Etna (Part), Hermon Clinton, Detroit, Pittsfield Madison (Part), Skowhegan Fairfield, Mercer, Smithfield Waterville (Part) Oakland (Part), Waterville (Part) Anson, Avon, Carrabasset Valley, Carthage, East Central Franklin, Freeman Township, Kingfield, Madrid Township, New Portland, Perkins Township, Phillips, Salem Township, Sandy River, Starks, Washington Township, Weld Farmington, New Sharon Chesterville, Industry, New Vineyard, Strong, Temple, Wilton Milton Township, Roxbury, Rumford, Sumner, Woodstock Albany Township, Andover, Bethel, Byron, Coplin, Dallas, Eustis, Gilead, Greenwood, Hanover, Lincoln, Locke Mills, Lovell (Part), Magalloway, Mason Township, Newry, North Franklin, North

State Senate

HD 120 Richard Evans

HD 121 Megan Smith HD 122 Michelle Dunphy

HD 123 Laurie Osher HD 124 Joseph Perry HD 125 Amy Roeder HD 126 Laura Supica HD 127 Barbara Cardone HD 128 Kevin O’Connell HD 130 Nicholas Delli Paoli HD 131 Victoria Magnan

HD 132 Nicole Grohoski HD 133 Sarah Pebworth HD 134 Genevieve McDonald

HD 135 Dual Endorsement Ben Meiklejohn & Lynne Williams HD 137 Max Coolidge

HD 138 Robert Alley

HD 139 Pat Godin

HD 140 Anne Perry

HD 142 Natalie DiPentino

HD 143 Charlie Pray

HD 144 Kathryn Harnish

HD 145 Robert “Bo” Zabierek

HD 147 Lillie Lavado HD 148 David McCrea

HD 150 Ronald “Danny” Martin

HD 151 John Martin

State Senate

Oxford, Rangeley, South Oxford, Stoneham, Stow, Upton, West Central Franklin Atkinson, Brownville, Dover-Foxcroft, Lake View, Medford, Milo, Orneville Township Alton, Argyle Township, Corinth, Hudson, Milford Block 1015 and Block 1045 of Tract 026500, Block 1058 of Tract 031000, Old Town, Penobscot Indian Island, Penobscot Nation Voting District Orono (Part) Bangor (Part) Orono (Part) Bangor (Part) Bangor (Part) Bangor (Part) Brewer (Part) Bucksport, Orrington Dedham, Orland, Otis, Penobscot, Prospect, Stockton Springs, Verona Island Ellsworth, Trenton Blue Hill, Brooklin, Brooksville, Castine, Sedgwick, Surry Cranberry Isles, Deer Isle, Frenchboro, Isle au Haut, Marshall Island Township, North Haven, Southwest Harbor, Stonington, Swan’s Island, Tremont, Vinalhaven Bar Harbor, Lamoine, Mount Desert Amherst, Aurora, Beddington, Bradford, Bradley, Deblois, East Hancock (Part), Eastbrook, Edinburg, Franklin, Grand Falls, Great Pond, Greenbush, Greenfield, Lagrange, North Washington (Part), Northfield, Northwest Hancock, Passadumkeag, Summit Townships, Wesley Addison, Beals, Centerville Township, Cherryfield, Columbia, Columbia Falls, Harrington, Jonesboro, Jonesport, Marshfield, Milbridge, Whitneyville Cutler, East Machias, Eastport, Lubec, Machias, Machiasport, Roque Bluffs, Trescott Township, Whiting Baileyville, Baring, Calais, Charlotte, Passamaquoddy Indian, Passamaquoddy Pleasant Point, Pembroke, Perry, Robbinston Enfield, Howland, Lincoln, Mattamiscontis, Mattamiscontis Township, Maxfield, North Penobscot, Seboeis, Woodville East Millinocket, Heseytown Township, Long A, Long A Township, Medway, Millinocket, Patten Amity, Bancroft, Benedicta Township, Block 4293 of Tract 952900, Cary, Glenwood, Haynesville, Hodgdon, Houlton, Macwahoc, Molunkus Township, Orient, Reed, Silver Ridge Township, South Aroostook, Weston Bridgewater, Central Aroostook, Crystal, Dyer Brook, Hammond, Hersey, Island Falls, Linneus, Littleton, Ludlow, Merrill, Monticello, Moro, Mount Chase, New Limerick, Oakfield, Sherman, Smyrna, Stacyville Presque Isle Caswell, Connor, Cyr, Easton, Fort Fairfield, Hamlin, Limestone, Presque Isle (Part), Stockholm Cross Lake Township, Frenchville, Grand Isle, Madawaska, Madawaska Lake Township, Sinclair Township, Square Lake, St. Agatha, Van Buren Allagash, Ashland, Eagle Lake, Fort Kent, Garfield, Masardis, Nashville, New Canada, Northwest Aroostook, Oxbow, Portage Lake, St. Francis, St. John, Wallagrass, Winterville

November 2020 • www.maineea.org

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Upcoming Webinar

It's hard to believe it's time to get ready for the new school year. As you prepare for returning students, you should also think about preparing for your own financial future.

Supplemental retirement plans offered in your district are one of the best places for you to set aside money for your future. Why participate?

• Earnings in the account grow tax-deferred.

• You determine how much you want deducted from your paycheck – which you can change at your convenience.

• The contributions you make are saved through convenient, automatic payroll deductions – you won’t even miss them.

• Any contributions you make are always 100% vested –so the money you save is always yours.

Whether or not Horace Mann is an approved provider in your district's supplemental retirement plan,it ’s important that you participate to help prepare for a healthy financial future. Contact your local Horace Mann representative to get more information on how to help protect what you have today and achieve a more secure financial future.

30

Maine Educator • November 2020

Perspectives Flash Groups By: Paul Johnson

ZOOM!!

All of a sudden my day consisted of ZOOM meetings. Zooming with students, Zooming with faculty, Zooming for University meetings, Zooming for statewide meetings. ZOOM, ZOOM,

In the past, on some days it felt as if email were intrusive. However, Zoom took this to a whole new level. I got to see people's living rooms, kitchens, dens, bedrooms, and basements. Also, I got to see my students' significant others, parents, grandparents, brothers, sisters, newborn babies, and pets. In class we would talk about our families, share information about our pets, but there was something abstract about it; using one's imagination as to what another's significant other, child, or pets looked like. However, now this individual or pet was right there on your screen.

There were some entertaining moments when a family member would call out something, or a child or sibling would come up behind the individual and make rabbit ears or pull a funny face. Another amusing situation would be when someone's dog or cat would get into the act. Indeed, I was not exempt from this myself. At one Faculty Senate meeting, my Golden Retriever decided to introduce himself, by trying to sit in my lap. Next thing in the chat I noticed a number of messages: "Nice dog, Paul," "What's his name," "He looks so cute."

Yet, these online meetings were extremely helpful; I would even say beneficial. Although they were quite different from in person meetings, I found myself looking forward to them. It was a way of connecting with others. Yes, they were briefer, much more matter of fact, almost fleeting in nature. However, there was something extremely worthwhile in having them. They were more like a flash group. Indeed, one of the synonyms of "flash" is "Zoom." Hence, one could assert that they met their defined purpose.

Often, following the meeting I found myself trying to recall what had been said or discussed in the meeting. During the meetings I would be cognizant of the fact that I was just staring at the screen. I realized I was not really processing what people were saying. This was particularly true when there were a large number of people attending a meeting.

Where are we now?

So here I am six months later in the fall semester, and I find myself bombarded, with numerous messages. "There will be face to face classes." "'We have undertaken studies and determined that so many people will be in a room." "Each classroom will be cleaned." "There will be testing for students." Face masks must be worn in classrooms at all times." There are COVID classroom rules." If you want to teach remotely, synchronously or asynchronously you can." "If you want to

do a combination of blended classes that is fine too."

Oh, my goodness; it feels like I am in the ice cream aisle of the supermarket; there are just so many flavors to choose from. It reminds me of when I first came to the United States in 1981 and went to a restaurant. I was asked if I would like a salad. Little did I know that the next question would be "What kind of dressing would you like."

Which resulted in 30 possible different options being presented and I could not remember the first ones.

Over the summer many of us undertook classes/training to help us become more familiar with Brightspace. You can do all these wonderful things with this new online program. You can teach live or synchronously as they describe it. You can even teach asynchronously.

They make it sound easy! You press this button, put up an announcement, post a discussion, post a thread, press course resources, press class list, press course administration, import material from here, start a thread, start a module. It's easy, quick and fast. In other words, it can be done in a flash!

However, none of this had anything to do with my teaching, the material I am attempting to cover, or the relationships I am trying to develop. It is as if none of that matters; or at the very least, it is insignificant. Just set up your course, design your grade book, put up your course content, put up your announcements, your assignments and discussions, and you are good to go.

So, while I appreciate all the assistance with this new way of teaching that people have provided me over the past several months, such as the all-day statewide training, the four hour workshops with CTEL folks at USM and the handbooks they have provided, the study groups we have been attending over the summer, and the Zoom meetings with our peers in these groups, for me it does not remotely compare to being in a classroom with a group of students over the course of a semester or an academic year and addressing the intangible issues that add meaning and richness to the class.

On campus or in the classroom setting, you get to pay attention to not only the material for the class, but how the students are doing, their appearance, how they are interacting with their classmates, who is not participating, who is in a good mood and who is not. All these intangibles provide you with a deeper understanding or sense of what is going on. This online application is just a "quick/flash' alternative.

In no way does it replace face to face teaching, or does it come close to matching the experience of going to University and all the other advantages one gains from the whole experience.

While I concede that because of the pandemic, teaching online is the safest, indeed, the only option at the current time, there is no doubt in my mind this modality does not come close to replicating the experience of face to face teaching. It is an amazing alternative, however, the focus is more preoccupied about the mechanics of the online program than on one's students and the material.

I do not think any of us will forget this horrific experience and how this pandemic has taken such a terrible toll on so many people not only in the United States but around the world. I also hope that this experience teaches us the importance of interdependence rather than independence and how important we all are.

November 2020 • www.maineea.org

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Graduate Programs That Change Lives M.S.Ed in Educational Leadership — Enrolling a New Cohort This Summer!

Those Who Can, Teach.

Those Who Teach, Advance Their Careers at Farmington.

Whether you’re seeking to earn the credentials, knowledge and skill sets to climb the ladder at your current school, to become a more valuable educator wherever you choose, or to be the kind of educator other teachers want to emulate, the University of Maine at Farmington M.S.Ed. in Educational Leadership will help you get there.

M.S.Ed. in Educational Leadership is designed for professional educators who want to become leaders in their classrooms, schools, school districts or other educational settings.

> > > > >

• Delivered in blended format: 70% online / 30% face-to-face • Emphasizes school improvement knowledge and skills grounded in research • Organized in a collaborative cohort format Other Graduate Programs Offered at Farmington • M.S.Ed. in Early Childhood • M.S.Ed. in Special Education • M.A. in Counseling Psychology - Emphasis in Creative Arts • Online M.Ed. in Instructional Technology • Certificate in Administration • Certificate in Assistive Technology • Certificate in Gifted and Talented Education • Certificate in Math Leadership • And more!

Accredited by the New England Commission of Higher Education (NECHE) and the Council for the Accreditation of Educator Preparation (CAEP)

Learn More: www.farmington.edu/edleader-1