Maine Educator October 2015 by Maineea

Don’t Agonize. Organize.

MAINE

Educatt r Classroom Comic Strips

GIRL </CODE> Why we need to engage more girls now

Also:

Understand Your $alary $cale Facebook “f” Logo

October 2015 Vol. 76 • Number 2

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You’re invited... to go ‘wild with words’ in the first-ever US Bananagrams School Challenge!

The Challenge provides students with a fun and interactive way to develop language skills and boost vocabulary as they play and learn with words. Fully supported by the makers of the best-selling word game BANANAGRAMS, the Challenge is open to all New England Schools (grades 4, 5 and 6) and is FREE to enter! Classroom winners will earn the chance to play in the Grand Final with the ‘Top Banana’ winning $1000 for his or her school

For more information and to register your school for FREE go to:

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Let’s talk about you Call us for help in creating personal solutions for: • auto insurance • umbrella liability • life insurance • home insurance • other financial needs • retirement planning Lisa Bussiere, Auburn . . . . . . . . . . . 207-783-3660 David Case, Bangor . . . . . . . . . . . . . 207-941-2121 Joe DeFranco, Ellsworth . . . . . . . . . 207-941-2121 Jeff Delisle, Augusta . . . . . . . . . . . . 207-623-5004 Stewart Durrell, Wilton . . . . . . . . . . 207-645-4779 Martha Frost, Falmouth . . . . . . . . . . 207-797-3019

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It’s your assocIatIon. read all about It. contents 5 6 10 30 31

Editor’s Note President’s Message Fast Facts Events & Deadlines Just For Fun

29 sirens and support

The fire that destroyed Dennis Corson’s home left him with very little to call his own. The Waterville EA member remembers the details of that night vividly—but the actions of his local association and the MEA after the tragedy stick with him as well. Learn how MEA’s Partnership for Caring helps members across the state.

Don’t Agonize. Organize. From binder clips to baggies, learn how you can take simple things and use them to organize classroom and workspace clutter.

Should Would Could DID

Register Now Oct. 30 & Oct. 31 Fall Conference at the Samoset Resort is quickly approaching. Make sure to mark your calendars for this year’s “not to miss” opportunity. Register Here: www.maineea.org/fallconference

27 Virtual Doctor

Dread going to the doctor when you’re sick? Now you never have to leave your own home, or get out of your pajamas, if you want to go to the doctor. Learn more about a new member benefit that allows you to see a doctor virtually. on the cover: student in billy corcoran’s coding class

October 2015 • www.maineea.org

News You Can Use 7 8 10 11 15

16 18 19

Buddy Bench Don’t Agonize. Organize. Fast Facts Girls Who Code Perspectives: Should holidays be celebrated in schools? Finding Your Teacher Voice Tech Talk: Comic Curriculum Maine Professor Climbs Katahdin

Advocacy 20 22 23 24

How Much Will I Make? All Because of You Bargaining Notebook Announcement Board

Your Association

16 28 MAINE

Educator

25 26 27 28 29

Board of Directors

Managing editor - Robert Walker, Executive Director editor - Giovanna Bechard, Communications Director layout/ad Manager - Allison Coombs, Communications Assistant

Send letters to the editor, questions, and comments to gbechard@maineea.org

Phyllis Hunter steven Knowles Jesse Hargrove cyndy Fish Ken Williams Jill Watson robin colby Jim thornton samantha Garnett sias

Statement of Ownership, Management, and Circulation

How to Engage Members Members Matter What’s Up Doc? - 24/7 Doctor Visits MEA-Retired Helping Members Partnership for Caring

MEA Leadership President - lois Kilby-chesley Vice President - Grace leavitt treasurer - denise simoneau nea director - Michael thurston

terry Martin bob Mccully amanda cooper Jill Kehoe deborah butler John Messier neil Greenberg crystal Ward bob calderwood

Maine Educator (ISSN #1069-1235) is published by: Maine Education Association 35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129 POSTMASTER: send address changes to: Maine Educator 35 Community Drive, Augusta, Maine 04330-8005 Non-Profit US Postage paid at Augusta, Maine and additional mailing offices. For advertising rates and information please contact: Allison Coombs, 35 Community Dr., Augusta, ME 04330, acoombs@maineea.org 207-622-4418 ext. 2206

Pursuant to US Postal Regulation 39 U.S.C. 3685, the Maine Educator makes known the following: the Maine Educator (publication #1069-1235), a publication of the Maine Education Association (MEA), is published 6 times annually in September, October, December, February, March, June. Annual subscription cost is $10.00. The Maine Educator is owned wholly by the MEA and no other bondholders, mortgagees, or other security holders. The Maine Educator is mailed from MEA headquarters at 35 Community Drive, Augusta, Maine 04330 and additional authorized entry. Its editor is Giovanna Bechard, Director of Communications, and its managing editor is Rob Walker, Executive Director of the MEA. Of a press run averaging 23,500 copies, 22,135 constitute paid and/or requested circulation and 1,365 are for office use, are left over, unaccounted or spoiled after printing. Statement of ownership was duly filed in September 2015 in compliance with 39 U.S.C. 3685. The Maine Education Association is a nonprofit organization authorized to mail at special rates under DMM Section 423.1. 4

Maine Educator • October 2015

Editor’s Note

You can't act like a flip flop and expect to be treated like a Louboutin. If you’ve never heard of Louboutin, it’s one of the highest end shoes you can purchase but likely will never be able to afford. (Stay with me men…this is going somewhere.) All the soles of the shoes are red, so if you’re wearing a pair everyone knows it. A basic pair of black pumps costs nearly $700, some of the more expensive pairs cost more than $2,000. Despite the lack of ownership of Louboutin shoes, when I saw the statement above: “You can’t act like a flip flop and expect to be treated like a Louboutin” it really struck me. It’s not that wearing nicer shoes means you deserve more respect or you’re a better person, but it’s about a feeling. For a minute, think about the flip flop. It’s likely we all own a pair or two. Maybe you wore them in the shower when you were in college, or maybe you wear them when you’re taking out the trash or going to the supermarket. I’ve bought some on sale for a buck. They’re easy, comfortable, and when a cheap one flies off the boat, you don’t sweat it. And then there’s that flipping and flopping sound…

Now, think about a pair of shoes that costs more than most people’s monthly mortgage payments. There is a certain way you’d treat a shoe like that. While I will likely never own a pair of Louboutin’s, (unless my numbers come in) I can certainly appreciate what that must feel like to own something so exclusive, and how wearing a pair might make you feel. Which brings me to my long-winded point—it’s all about the feeling—how you carry yourself, own what you know and command the respect you deserve. Act like you want to be treated. For the men reading, try this analogy—always act like you’re going to make it into the end zone. You’re the education experts. You know more than anyone about how to best reach and engage students. Several members recently found their voice and owned their expertise by sharing their teaching techniques in a new book about student-centered learning. You can read more about the book on page 16. When you take the lead in your profession, and act like that Louboutin, you shouldn’t be paid like

a flip flop. Learn how to make sure you’re climbing the salary ladder and maximizing career earnings on page 20. While we’re talking money, save some if you get sick this fall by skipping that visit to a more expensive out-of-network clinic. Instead, log on to your computer or smart phone and see a doctor virtually with a new member benefit. Learn more about the virtual doctor’s office on page 27. As your editor, I hope you enjoy each issue of the Maine Educator and take a little something away—a small piece of information that makes you either think, smile or help you in your work. Hopefully you get more rather than less. If nothing else, remember, even a pair of flip flops can feel like a Louboutin—it’s all in how you carry yourself.

Giovanna Bechard Editor

October 2015 • www.maineea.org

LOIS KILBY-CHESLEY PRESIDENT

President’s Message

On Proficiency-Based Education

former colleague used to quote Isaac Asimov when joking, “People who think they know everything are a great annoyance to those of us who do.” For three years you have read as I have pontificated on a variety of issues in education. This month I have turned over this space to your colleagues who weighed in about Proficiency-Based Education and Proficiency-Based Diplomas:

“You are the heart and soul of our organization, and what you think matters to me and MEA.” Lois Kilby-Chesley MEA President

I am concerned that the proficiency-based movement is being driven not by our knowledge of human development but by the for-profit education sector. Proficiency-based instruction does not address student motivation and engagement but it can be managed using technology and therein, I am afraid, lies the appeal. I am very much in favor of a more holistic approach to teaching and learning, one that allows the classroom teacher to structure the classroom learning and assessments to best meet the needs of her students. - R.B. Using outcomes as goals is effective if the individual is capable of conscientiously working towards developing an understanding of all the parts that make up the whole and is willing to put forth an effort to achieve the end goal. An effective teacher can explain in a way that can make the subject seem important to the entire class but it is still up to each individual student to make that all important decision...am I going to put forth the effort to do my best. - D.P. Maybe what the NEA, MEA and local associations should be doing is constantly and relentlessly questioning the “educrats” on both sides of the aisle, the governor and the Department of Education on what definitions define the vision of education for Maine’s students in order to give guidance to educational professionals. Like my students, who desire and deserve my guidance in a clear and concise manner, we as educational professionals deserve the same from administrators and “educrats” or they should be found ineffective and let go! - S.L. Each individual develops concepts and formulates understandings based on the strengths and weaknesses present within his/her own sections of the brain. As adults, we recognize the strengths and weaknesses of each other. We don't blame them for being poor learners, nor do we blame their teachers for being poor teachers. Some of us mastered science, some music, some language, some reading. Not one of us mastered everything that was taught - S.T. Understanding some parts of a concept while beginning to get a correct understanding of the actual concept as a whole are both the vital pieces. The steps to travel upwards do no good if we have nothing at the end. So the “parts” travel forward as the “concept” reaches back to clear the way. - M.D. Within our Association your voice is needed and your opinion is important to us. I do read and listen to what you send because you are the heart and soul of our organization, and what you think matters to me and MEA. Please let me know your opinion at any time.

Do you have a question for Lois? Send it in an e-mail to lkilby-chesley@ maineea.org

Maine Educator • October 2015

In Unity,

u News Yo

Can U se

Marcia Searle lost her mother when she was just 8-years-old. The seasoned Portland school bus

driver couldn’t hold back her emotion when she described the moment she helped one of her students who lost her dad at the same young age of 8. “I saw myself in that child; I knew what she was dealing with. I want each kid to feel, when they step on my bus, they’re safe.” Searle creates that family-like environment on her bus, but she saw a need for the kindness to spread. That’s when she had an idea.

“If just one student makes a friend off the Buddy Bench, then my work is done.”

“I was sitting one Sunday morning watching TV, and I saw the story about a little boy who created a Buddy Bench. It was amazing to me what he did. For me, as an awkward kid growing up, this would have been exactly what I needed,” said Searle. The idea behind the Buddy Bench is simple—create a safe space at the playground that can eliminate loneliness and foster friendship, where children can make a friend and be a friend. From that hope, and Searle’s persistence, the Buddy Benches in Portland were born. They’re places where kids can sit at the playground if they’re seeking a friend to play with or if they feel lonely and left out. Sitting on the Buddy Bench sends a signal to others the child needs someone to play with or the child feels alone. Children will then invite the child to play with them or another lonely child can find a playmate in the buddy on the bench.

- Marcia Searle, BASE

Searle worked with local sponsors and other educators to make the benches a reality. The Portland School District then took the idea of the Buddy Bench to a whole new level, making the creation of two benches community projects. Jill Irving, a special education teacher in Portland Arts and Technology High School’s Woodworking and Masonry program led the charge to build the benches. With the help of donated wood from Hancock Lumber, her special needs students built two benches—one for Riverton Elementary and one for Hall Elementary. High school and elementary school students join together in the Buddy Bench dedication.

“My goal is to have my students mentor other people.”

-Jill Irving, Portland EA

“My goal is to have my students mentor other people, give back, and understand that what they have is valuable and they have something to offer others. I saw my students get so into the project and really understand that this bench was a great thing to help other people feel included,” said Jill Irving. The project didn’t end with building the benches. Students at Deering High School mentored younger students at each elementary school on anti-bullying issues. Training focused on what it feels like to be excluded, how to help other students feel more included, and how to be part of a school culture that supports kindness and friendship as a general practice. The benches have been a huge success for all the students involved with two other Portland schools requesting benches at their playgrounds. “If just one student makes a friend off the Buddy Bench, then my work is done,” said Searle. October 2015 • www.maineea.org

News You Can Use

Don’t Agonize. When Kimberly Jalbert first walked into her new classroom at Geiger Elementary School in Lewiston she was overwhelmed. She’d never worked in a public school before, and she inherited a classroom that had not been fully cleaned out from the previous teacher and ed techs who once used the room. The new Lewiston EA member won an organization makeover from her local association and put the prize to good use. The first step was sorting everything into categories, purging what was not necessary and then putting things in places that made sense and were easy to access. The trick now—staying this organized all year long.

Step 1: SORT

Step 3: ARRANGE & DESIGN When clutter takes over it’s hard to stop. Nearly every space in Kim’s new classroom was occupied with something—and the paper! The amount of paper was overwhelming for this new teacher. The first step was to go through everything from the worksheets to the manipulatives and categorize and sort.

This was the fun part! With a few new fresh ideas, like repurposing binder clips for hanging storage (below), everything had a new spot. Adding a rolling cart made a big difference, giving Kim a place to easily access what she uses every day. The wall baskets were key for Kim, who is a special education teacher and often visits students in other classrooms. With the baskets, Kim can keep her students’ work organized and neat no matter where she goes. Rolling Lesson Cart “I love the cart, because if I need something I can just roll it over!” said Kim. Store what you need all the time on the cart and move it from student to student. Use zip lock bags with labels inside to organize smaller items like flashcards or calendar items—then use your clips and rings to attach to the cart.

Step 2: PURGE

Bag It Up Once Kim could actually see what she had it was time to take out the garbage bags and throw things out. After getting rid of a lot of worksheets, some dated 2012, Kim could finally see what she had left and what needed to find a new home. 8

Maine Educator • October 2015

Use a binder ring attached to a binder clip to easily hang storage bags or papers. Open the binder clip and attach it to a cart.

News You Can Use

Organize.

The “Turn In” Bin Use a simple wire basket to create a “Turn In” bin. Write the name of each student on a clothes pin and when students place their work in the basket ask them to turn their clothes pin over. Now, you can easily see who is still working and may need a little extra help.

Untangle Your Tech Use a dish drying rack to store your classroom iPads. Weave the wires through the rack and plug in—this separates the tablets and neatly sorts the wires.

The Paper Place

Individual Student Baskets Buy a basket for each student (found for $1 each) and use a paper clip to attach a printed name label to each one. Hang the baskets with removable hooks at the students’ height. This organizes each student’s work when you don’t have desks. Have desks? Use the baskets to store books students like to read during quiet time. Maximize the wall space under your board to hang the baskets (below).

Create labels for topics you frequently teach and place the worksheets you plan to use for the week in each drawer. This will help you organize your work for the week. You can also use a drawer for each day or a drawer for papers you have to grade or file. October 2015 • www.maineea.org

Advocacy

Fast Facts

Interesting facts and quotes about Association membership and public education in Maine and beyond. Have an idea or stat you want shared? Send it along with your name and local to gbechard@maineea.org

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A Gallup Poll conducted in May surveyed 1,000 American adults via telephone and another 3,500 online. The poll revealed specific information regarding standardized testing, Common Core and teacher evaluation. Below are some of the results and comments about the poll. The margin of sampling error in the telephone poll is plus or minus 4.7 percentage points, and plus or minus 3 percentage points for the online poll.

"Parents see the work their kids bring home every night. They go to teacher conferences, and they're more likely to judge the school and the quality of the teacher based on that, than solely using test scores." — Joshua Starr, CEO

of Phi Delta Kappa International, an association for educators, and a former school superintendent.

63% 47% 54% Nearly Percentage of Americans with children in public schools who oppose linking teacher evaluations to their students' test scores, according to a recent Gallup Poll.

Percentage of parents who oppose teachers in their communities using the Common Core standards to guide what they teach, according to the Gallup Poll.

780.9 Million $

Amount the day-to-day operations and student and visitor spending in total contribute to the Maine economy each year, according to the University of Maine System. Also from the UMaine System: More teachers and school administrators in Maine have their undergraduate and graduate degrees from the University of Maine than any other college or university. 10

Maine Educator • October 2015

Percentage of parents who said they should be allowed to excuse their children from taking one or more standardized tests, according to the Gallup Poll.

two-thirds

Amount of those who participated in the online survey who say too much emphasis is placed on standardized testing in public schools. Nineteen percent said they were comfortable with the tests, 7 percent said there was too little emphasis and 10 percent didn't know.

“Teachers are often the first to come to mind when thinking of the people who play a part in a child’s education. But even the greatest teachers catch a pass from staff who, among many things, transport students to school, maintain the building, prepare meals, communicate with the community, offer support in the classroom, and direct the library and front office.

Like a sports team, an educational team comprises many different people who contribute to the school community’s success. Helping students achieve their potential requires every available resource.” — NEA President Lily Eskelsen García

Girls Who </CODE>

Elsa of Arendelle took children on a Frozen fantasy when Disney launched its hit animated movie in 2013. The movie Frozen is the best-selling animated film ever, and became a global brand that third grade teacher Billy Corcoran, or Mr. C, uses to inspire girls to code. Coding is what makes it possible to create computer software, apps and websites.

October 2015 â&#x20AC;˘ www.maineea.org

In Mr. C’s classroom at Loranger Middle School in Old Orchard Beach Frozen fever helps 9 and 10-year-old girls code with a program where Elsa, the movie’s main character, instructs the students on how to create each line of code. “I aspire to shift my students from being consumers of technology to producers of technology. Coding provides a platform to develop that mindset. We know early intervention and cognitive skill development are essential to building a foundation for student success. So, why wouldn’t we start building that coding foundation at a young age?” said Mr. C. Mr. C is considered a leader in technology by the company Apple, and is one of the few Apple Distinguished Educators in Maine, recognized for doing amazing things with Apple technology in and out of the classroom. His belief to integrate technology into teaching and embrace what children love is a student motivator that’s clearly working. “You can express your mind—you can make any code that you want, you can try and make a game. You can be creative, do whatever you want. This class is inviting,” said student Brooke Bayley.

“I’m really into coding,” said student Natalie Adams. “I like that you can be creative and every time I go up a level, when I code, it’s a little harder—it challenges me. It was a little frustrating at first but I wanted to keep on doing it because I knew if I kept on doing it I would get better. I like building things and making things. Coding lets me be creative.” Fostering creativity through coding and project-based learning is more than apparent in Mr. C’s classroom. On this day, students chose their own quiet spot, there are no desks in this room, opened their laptops and tablets and went straight to work. The only noise—beyond the tapping of the keys—comes in the form of questions and answers from the students themselves to each other. “My kids build essential problem solving, critical thinking, and collaboration skill sets through coding. Code.org features Anna from We want our students to be selfthe movie Frozen who instructs directed and build a dynamic life skill students as they code. set, yet we often fail to provide them with opportunities to practice those skills. I’ve noticed just giving my students time to code has transformed my students to think critically and problem solve on their own. That’s the goal,” said Mr. C. While all of Mr. C’s students code, he works hard to make sure his female students are engaged in computers and technology, knowing the interest in coding for girls on a national level is lacking. Only 12% of all the women who graduate college with a bachelor’s degree earn a degree in computer science in the United States, according to the

Maine Educator • October 2015

National Science Foundation. It’s not that girls can’t code, Mr. C’s class proves that’s not the case, but perhaps it’s exposure, which is where this Old Orchard Beach class more than makes the grade.

“The students express themselves in ways that pen and paper can’t do. They’re becoming critical thinkers and problem solvers on their own.” - Mr. C

“Coding in schools is really in its infancy and for whatever reason, its assumed girls may not be as interested in coding, and I wanted to create equitable opportunities for all my students. I also wanted them to realize coding can be fun. Just exposing them to it, now we have a room full of girls who think it’s cool. I think the Frozen game really enticed girls to give it a shot,” said Mr. C.

The statistics paint a picture of what could be—where Maine students from a beachside community break barriers and work to buck the trend. “As a teacher, I just do what I think is best for my kids—I think we need to look past what’s the norm and have a vision, and that’s what I do every day,” said Mr. C.

Girl Code 74%

0.4%

In middle school, 74% of girls express interest in Science, Technology, Engineering and Math (STEM), but when choosing a college major, just 0.4% of high school girls select computer science. Sources: girlswhocode.org and National Science Foundation, 2012

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With the interest comes opportunity, especially for girls, which makes the lessons learned in Mr. C’s class that much more important. By 2020, according to the Department of Labor, one million more jobs will exist in computer science than students enrolled in computer science programs at colleges in the United States. Computer programming jobs are growing at two times the national average, according to code.org, and in Maine the demand is even greater—for every one available job there are 3.2 computing jobs. According to the Bureau of Labor and Statistics, the average salary for a computing job is $80,000. While there is need for engagement in computer science and opportunity, especially for women in computer science, in Maine computer science classes are not a graduation requirement; individual school districts may require a computer science or technology component for graduation. In addition, when the state makes the final shift to a standards-based diploma a technology element will be included, but is not yet defined.

Despite the fact that 55% of overall AP test takers are girls, only

17% of AP Computer Science test takers are high school girls.

22% is the projected growth in computing jobs by 2020

Source: girlswhocode.org

25%

of the computing workforce was female in 2011

1.4 million

computer job openings

Source: Department of Labor

October 2015 • www.maineea.org

.load (Creative Space, Cooperative Space) When Billy Corcoran started the school year he knew he didn’t want a traditional set-up to his room—with desks in neat rows lit by fluorescents from above. Corcoran focuses on using the four c’s in his class: creative, communications, collaboration and critical thinking, and he wanted an environment that would foster that type of learning. After raising $3,000 to redesign his room, he got rid of all the desks and brought in tables, lamps, comfortable chairs, a huge TV, fresh paint and new rugs. The transformation allows for more collaboration where students aren’t listening to a lecture but talking with each other to problem solve. Plus, the space is inviting where kids can feel comfortable, ready to learn and, ready to use the latest technology available. There is even an audio recording booth!

</End> If you’re interested in learning more about integrating technology in your classroom or school, connect with Mr. C on Twitter @MisterCMaine.

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Maine Educator • October 2015

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C RSPE TIVE

Should holidays be celebrated in schools? YES

Celebrating holidays in school is always a topic of contention. I am a proponent of celebrating holidays in school. First of all, we live in a global society where understanding others’ cultures is of the utmost importance. While my district is not very diverse at this point in time, I do feel that my students need the exposure to cultures different from their own. Exposure to concepts, values, traditions and ideas that are different from one’s own is a great platform for teaching about tolerance and acceptance. Traditions and holidays are so important to individual cultures and I feel celebrating holidays is an easy way to bring in learning about other cultures. Secondly, celebrating holidays can be good, educational fun! With all the demands we place on our students and with all the testing we put our students through, a little bit of fun is good for them and may help encourage a positive outlook of school. Allowing for parents to come in for celebrations, particularly those who have cultural holiday traditions to share, is yet another way to encourage students to have a positive outlook on cultures different than their own.

Kristi Theriault, Van Buren EA

Have an idea for the next Perspectives? E-mail your idea to gbechard@maineea.org.

some school districts across the state have strict policies when it comes to celebrating holidays. some schools go so far as to hold winter concerts after the holidays pass and don’t sing any songs involving holiday items, like christmas trees. other districts allow children to make holiday crafts as part of an active lesson.

So the question is— to celebrate or not?

As public schools within our state have become increasingly more diverse the issue of whether or not holidays should be celebrated in classrooms has become an often hotly debated issue for parents, educators, and administrators. In order to respect the religious and cultural diversity of the students in our classrooms I believe that we should not celebrate holidays with traditional classroom parties. Holidays have become so commercialized that many students do not even realize that there are historical, religious, and cultural contexts to all holidays. This, coupled with a lack of knowledge about other world cultures and the holidays that are celebrated by these cultures, should compel us to make better use of this time. In lieu of celebrating the "traditional" U.S. holidays with the "traditional" classroom party I believe we should take the opportunity to develop some comprehensive lessons that will allow us to educate our students about the historical and cultural contexts of the holidays that are celebrated by various cultures within the U.S. and around the world. Taking the time to educate students about the history of holidays celebrated around the world can go a long way in helping students to develop respect, tolerance, and appreciation for their peers. As an educator, it is not my job to preach, promote, or favor any specific holiday. It is however in my purview to provide my students with a well-rounded educational experience that helps them to develop a deeper understanding and appreciation of the world in which they live. Providing students with engaging learning opportunities about world cultures and the historical contexts of the holidays they celebrate is a better use of teaching and learning time.

Amanda Cooper, Gorham TA October 2015 • www.maineea.org

Advocacy

Finding Your Teacher Voice

“I had a teacher who would always remind my class of the three R’s. She would say ‘Remember class, we are here to learn the three R’s: reading, writing and arithmetic’…I too had my own three R’s as a student. My three R’s were rats, roaches, and rent.” In a new book, Student-Centered Learning, Nine Classrooms in Action, Suzen Polk-Hoffses shares her personal story of how she grew up in the inner-city housing projects in San Francisco and worried about if roaches from her home would crawl out of her book bag when she opened it at school—or if she and her sibling and single mom would become homeless if her mother couldn’t make the rent that month. The former Maine Teacher of the Year finalist turned author, knows all too well sometimes life gets in the way of learning. Polk-Hoffses joined eight other Maine Teacher of the Year winners, finalists and semi-finalists, (seven are MEA members), to share their personal stories of teaching and learning and how the student-centered model works for them and their students. Bill Nave, a former MEA member and Teacher of the Year in 1990 edited the book, bringing all the stories together. MEA interviewed several of the authors about their collaborative book and how it can help other educators in and out of the classroom. Below are the responses from Cindy Raymond (CR), Mary Graziano-Glynn (MG), Suzen Polk-Hoffses (SH), Shannon Shanning (SS), and Karen MacDonald (KM).

Why did you want to contribute your story in this way? CR: As educators, it is important to share with one another what works. Collaboration, networking, and sharing ideas all contribute to our growth. When we work together, we improve our craft. MG: I always feel empowered and inspired when I read about other educators’ teaching practices/ positive stories. We all feel burned out at some point in our careers and also like nothing we’re doing is working. It helps to read about other teachers’ experiences and not only learn that we’re not alone, but learn about what they did to change things around and to keep students engaged. I Cindy Raymond, Grade 7 hope other teachers, especially those who teach Hall-Dale Middle School, Farmingdale in high poverty areas, can not only use some of the techniques that have worked for me, but feel inspired to do great things in their schools and communities.

Member Authors Include:

Mary Graziano-Glynn - RSU 19 EA Suzen Polk-Hoffses - SAD 37 TA Cynthia Raymond - Kennebec Intra-District Schools EA Shannon Shanning - RSU 16 EA Susan O’Brien - Education Association 22 Karen MacDonald - MEA-Retired Alana Margeson - Eastern Aroostook EA

Maine Educator • October 2015

SH: At times, I feel that teaching can feel like an isolating experience in the respect that others might not know all the wonderful work that is going on in a teacher’s classroom. Contributing my story allowed me to share, with a wider audience, what is happening in my own classroom. SS: Teacher voice is a powerful tool that can be used to showcase some of the incredible teaching and learning opportunities that occur on a regular basis in classrooms both locally and globally. I wanted to find a way to highlight the work that is being done within my classroom and school, as we have worked hard to be a responsive learning community. Sharing this story allowed me to reflect and improve upon on my own practice. KM: Contributing to this book was a challenge for me. I have not always viewed myself as a writer. However, I have been talking about how important it is for teachers to use their “voice” to share information on the positive things going on in today’s classroom. So I decided to take up the challenge.

Advocacy

How do you think other educators can benefit from this book?

What have you learned during this experience that will help you in your work with students?

CR: This book is a great resource for pre-service teachers and new teachers in providing them with a toolbox of classroom strategies that work with students. For the veteran teachers, such as myself, this book encourages us to reflect on our practice, set goals and take risks to improve how we can better meet the needs of each student.

CR: This book reinforces to me to always keep students at the center of everything I do.

MG: I believe teachers learn best from other teachers. The greatest things I have learned about teaching and students (and have been successful with) have come from colleagues, as well as from professional books written by teachers. I hope my chapter can give other educators ideas, inspiration and encouragement! SH: I write about closing the opportunity gap when it comes to Mary Graziano-Glynn, Grade 4 Hartland Consolidated School student-centered learning. My hope is to give educators and others in the education field better insight into how closing the opportunity gap can benefit our students living in poverty when it comes to their learning. SS: For a long time I envisioned studentcentered learning as being a “one size fits all” curriculum with scripted language, limited flexibility for lesson planning and development, and little to no teacher-directed instruction. I have learned through my own experiences and Suzen Polk-Hoffses, Pre-K the experiences of others this is not the case, but rather student-centered learning empowers Milbridge Elementary School both teachers and students as they work together to achieve their personal goals. Showcasing nine different classrooms allows both current and future educators to see how this approach is a careful mix of best practice, teacher instinct and intuition, and above all else, giving every student what they need to be successful. I hope the book will empower current and pre-service teachers to take a risk and implement an instructional approach and embrace a mindset that will allow every student in their class to be their best. KM: I think all of the chapters bring you into actual classrooms with practicing teachers who are skilled at the art and science of teaching. I have Shannon Shanning, Grade 8 purchased a copy for a brand new Special Education and 2 Bruce M. Wittier Middle School, Poland teacher I know. I told her to focus on Chapters 2 and 3 first, since she is teaching fourth grade, but later on to read the rest of the chapters for the vision of what it means to be a student-centered teacher. I think it would be a great book group text, with discussions to follow about the practices shared in the text.

MG: Writing about my classroom over the course of a year taught me so much about myself as an educator. It’s a very reflective process that has made me look at my teaching and my students on a much deeper level and understand what works and what doesn’t...also, what I do well and what I still need to improve on. SH: I was terrified over the thought of writing a chapter for this book. I’m not a writer. Yet, the caring support and gentle guidance I received from our book editor, Bill Nave, reminded me how important the support of a teacher can mean to students who are asked to work outside of their learning comfort zone. SS: This process was messy, grueling, murky, yet incredibly rewarding for both me and my students. Through this experience I learned about the power of teacher collaborative and co-teaching, the importance of setting goals with students and progress monitoring, and how to trust my visceral beliefs about what is best for students. I feel more empowered to take risks and involve my students within their own educational journey. KM: I retired in June, but have been using this book to educate others in our community about quality teacher and learning and what it actually “looks like” when it is happening.

Karen MacDonald, Retired Educator

Anything else you would like to share? CR: Building relationships with students is the key to their success. SH: I work with the most wonderful teachers and students at Milbridge Elementary School. I am grateful that I am able to teach at a school that is not only focused on academics, but is also focused on being caring and compassionate to the needs of our students and their families. SS: Recently we presented this book at an ECET2 Leadership Summit to highlight how teachers can lead through writing. There are a variety of ways for educators to connect, collaborate and showcase educational practices and strategy, however writing continues to be a powerful tool in this process. Having the opportunity to share my classroom with others not only inspires teachers but validates the work that my students have done. KM: Maine teachers need to get the word out about the great work they are doing. I have had the opportunity to visit some fabulous Maine teachers over the last two years. While this profession is extremely demanding, and time is short, we must encourage each other to share the stories from classrooms throughout the state. Whether it is writing a book, composing a letter to the editor, or using social media as a tool, we need to spread the word. Maine students are in good hands and Maine classrooms are safe, dynamic, and engaging places for learning.

October 2015 • www.maineea.org

Tech T@lk

Maine Educator â&#x20AC;¢ October 2015

Jacqui worked with friend and fellow UMPI professor Amanda Baker who helped coordinate the hike and assemble the team of men they called “sherpas” who, in the end, spent three days carrying Jacqui up the mountain. “Jacqui got sick on the trail so that was a little scary. She was really dehydrated and exhausted and a little stressed from hours and hours of holding on and being tossed about like she was on a roller coaster ride; her body had had enough that day,” said Amanda. The Sherpas took turns carrying Jacqui and helping her along the way. “I don’t think I’ll really be able to understand how they did what they did. They worked as a unit; it was really astounding,” said Jacqui.

Jacqui Lowman with her team during the Katahdin climb. Photo courtesy of Christopher Bowden

Beyond Limits

Maine professor climbs Katahdin

t never occurred to Jacqui Lowman that she couldn’t do something. The University of Maine Presque Isle Communications professor’s latest adventure would take her to the top of Mount Katahdin. She’s already rafted Class V rapids and conquered skiing. But this trip would be a little different—it was a major hike where Jacqui wouldn’t take a single step. “My father always said you can do whatever you set your mind to,” said Jacqui, who at age 63 uses a wheelchair to get around, but is by no means confined to it. “My spine didn’t fully develop and I was misdiagnosed when I was younger. I didn’t find out I had Spina Bifida until I was middle aged,” added Jacqui. With the goal of being the first adult paraplegic to make it to the top of the mountain, the professor enlisted the help of both her students and members of a group she founded called Beyond Limits which helps people meet special challenges. “The fact that I couldn’t walk wasn’t the biggest challenge—it was coming to my senses. I didn’t know anything about this,” said Jacqui who had never even been camping before the climb.

The full impact of the trip didn’t hit Jacqui until weeks after she returned—recalling then the lessons she learned, and what her students took away from the trip as well. Jacqui incorporated her trip into her lesson plans for her communications students, allowing them to write and complete projects based on the climb. “My student climbed with us and took video with a GoPro and decided to make a documentary about the climb and how this climb changed his life. Now, he really thinks he would like to be an outdoor reporter instead of an investigative reporter. The trip has done so much for his confidence that people trusted him to take photos and document the climb. It’s been fantastic,” said Jacqui.

“You can’t do something like this and not have it impact your life and your teaching.”

Now that Jacqui is back in full swing teaching another semester at UMPI, she’s thinking about what’s next—saying the trip has - Jacqui Lowman, AFUM impacted her life and her teaching, keeping her both positive and openminded to new projects and possibilities in and out of the classroom. “As a person with a life-long disability, it’s wound up being a blessing. My disability makes me be creative and say, ‘why not?’” said Jacqui. www.maineea.org October October2015 2015 •• www.maineea.org

19 19

cac y

o Adv

I’ll Make How Much? How to maximize your salary scale

A salary or wage schedule paints the picture of the expected wage or salary progression an educator or educational support professional will achieve over the course of his or her career. The steps are a timetable of when you’ll receive raises and how much the raises will be. A properly constructed scale will help you earn more over the life of your career. A weak scale may well give you higher increases in certain years but its poor construction will mean you’ll earn less money over your entire career. As well, a cost of living increase needs to be bargained annually to keep the scale competitive. While it seems complicated, there are a few simple things to consider to determine if your scale is constructed to maximize your career earnings.

Number of Steps A strong salary schedule has the fewest possible steps to reach a professional or career rate, which is typically the top step. Fewer steps means you’ll reach the top rate sooner and maximize your career earnings. Of course, the beginning salary, the amount between steps and the adequacy of the professional or career rate all have an impact on career earnings. Take a look at the starting salary on your scale and count the number of steps to the top step. If it’s more than between 10 to 15 steps, it’s too long a schedule. Salary schedules are meant to mirror an employee’s progression in mastering his or her job. For instance, studies show for teachers most “master” their craft in about seven to 10 years. Although “mastering” can be hard to define, a common definition used to determine “master” status is at what point in a teacher’s career they feel established and comfortable enough teaching to teach another teacher how to teach, which is generally 7 to 10 years. More than 10 or 15 steps creates inequity, with unequal pay for equal work. Long schedules can also create tensions at bargaining time because the scale is not only being used for career progression but also as a de facto cost of living increase, pitting the incremental step costs against the general cost of living increases.

Horizontal Values For teachers, the salary schedule will also show you whether there’s an opportunity to earn more with advanced degrees and professional development. Since those amounts are usually listed horizontally on the scale, this is referred to as changing “lanes.” In Maine, generally, there are lanes for Bachelor’s, 20

Maine Educator • October 2015

Master’s and CAS degrees. In addition, some salary scales allow lane movement for earning credits toward a degree, usually at 15or 30 credit increments. The more education you have, typically means the more you’ll be paid.

No Dead Zones A “dead zone” is when an employee remains at the same step and/or salary level for multiple years of experience. In most contracts, educators move a step per year of experience and that move corresponds with a wage increase built into the scale. When a contract contains a “dead zone” there may be many years where you gain a year of experience but do not receive a wage increase with that increased experience.

Dead Zone Contract Example (sample is from a real Maine Contract) Group 2- Food Service Specialist

Dead Zone

Years of Experience

Year One Year Two Year Three

1-5 6-10 11-15 16+ 21+

$12.31 $12.74 $12.91 $13.10 $13.28

$12.51 $13.04 $13.28 $13.54 $13.79

$12.73 $13.26 $13.51 $13.77 $14.03

Notice how in this contract, which is from a Maine school, employees are clumped into categories based on years of experience. For example, employees who have 6 years of experience earn the same amount as employees with 10 years of experience—that’s the dead zone. In this contract, food service specialists earn a cost of living increase each year (moving to the right each year of the contract), but only receive a step increase when they have enough experience to move to the next zone. Avoid dead zones in your contract.

Advocacy

Career Earnings While increasing your pay at each step is important, you also want to consider how your scale can maximize your career earnings. In focusing on what you make over the course of your career, the starting salary and top salary are important, but equally as important is how you move from the starting salary to the top. Otherwise, you may have a higher top salary when you finally get to the top than a neighboring district but earn far less over the duration of your career. Starting June 30, 2007, Maine law requires teachers earn at least $30,000 per year. This, however, is low. The minimum salary would now be $34,361 if adjusted for inflation. You should look at salary schedules of surrounding districts to make sure your beginning salary is competitive and reflects the value of the profession. When you look at your salary scale make sure your scale increases each year in a substantive way. In teacher scales in Maine, an increase of 3% or a fixed increment of $1,200 to $1,500 between steps is considered a good annual increase. That increase, though, is just the step increase, you should also work to negotiate a cost of living percentage increase that increases all amounts on the scale to keep up with inflation. Otherwise, like the minimum salary example above, the purchasing power of a particular step on the scale decreases over time. For example, if your step increase is $1,200 per year, this amount is for your increased professional ability due to having another

year of professional experience. A cost of living increase should also be negotiated so the step you move to doesnâ&#x20AC;&#x2122;t lose value over time due to inflation. So if Step 6 on a scale is $38,600 in the first year and cost of living is 2%, Step 6 would need to increase to $39,372 or the teacher moving from Step 5 to Step 6 in the second year would feel like they were making less in terms of purchasing power than a teacher on Step 6 in the prior year. For support staff, who are paid hourly, wages differ significantly based on the classification, but an increase of 3% or a fixed increment of $.40 to $.80 an hour between steps is considered good. The cost of living increase as explained above applies for support staff scales as well. Regardless of profession, a good salary scale will contain increases in pay between each step that builds by the same amount, equivalent to about 4% of the base pay, or percentage at each step as you move up the scale in order to maximize your career earnings.

Good Salary Scale Example MA

$ 37,454.40

$ 39,454.40

$ 39,820.00

$ 41,820.00

$ 41,213.70

$ 43,283.70

$ 42,656.18

$ 44,798.63

$ 44,149.15

$ 46,366.58

$ 45,694.37

$ 47,989.41

$ 47,293.67

$ 49,669.04

$ 48,948.95

$ 51,407.46

$ 50,662.16

$ 53,206.72

$ 52,435.34

$ 55,068.96

$ 54,270.58

$ 56,996.37

$ 56,170.05

$ 58,991.24

$ 58,136.00

$ 61,055.93

$ 60,170.76

$ 63,192.89

$ 62,276.74

$ 65,404.64

$ 64,456.43

$ 67,693.80

3.5% increase

{

Number of Steps kept to a minimum

{

Percentage change is the same regardless of step

{

No Dead Zone, pay increases year to year

LEVEL

3.5% increase October 2015 â&#x20AC;˘ www.maineea.org

Advocacy

All because of you & and the Maine Education Association Eyeglasses for students who could never see the board Warm winter coats and boots

An incredible education New underwear

300,000 meals for hungry Mainers Books to build an athome library

MEA members impact the lives of Maine students in ways well beyond the classroom, taking care of their needs both at school and at home. The MEA is proud to support the mission of its members, to ensure every child has access to a great public school education. To do that, the MEA and its members continue to take care of students’ most basic needs and beyond. Did you know the MEABT helped provide nearly 300 pairs free eyeglasses for students in need? Did you know the MEA gave away nearly 20,000 free books to first graders in the last two years to foster a love for reading? Did you know in the last five years the MEA, through its scholarship fund, provided $87,000 to students entering two- or four-year colleges? That’s in addition to the many scholarships local associations offer to students. Did you know the MEA and its members were in part responsible for the single largest food drive in the history of the Good Shepherd Food Bank? There are so many more things MEA members do each day that are not always celebrated but helpful to students across the state. While MEA members take care of students so well, the MEA Partnership for Caring takes care of members and their families in need. To learn more about the Partnership for Caring, turn to page 29.

The MEA is proud to support you, your work, and your students. 22

Maine Educator • October 2015

Advocacy

Bargaining Notebook

After more than a year of bargaining and fact-finding, Gray New Gloucester Teacher Association ratified a contract. The association agreed to a one class increase in teaching load for teachers at the high school provided the association has a defined role in determining what classes will be added and how those will be assigned. In addition, the association maintained its planning time in the contract, which the School Board tried to eliminate. The association and the Board also established a fair process for involuntary transfers through implementation of language recommended by the Fact Finding panel. The new contract calls for increases in pay averaging 4% annually with full retroactivity for every member, and an increased contribution from the District to teachers’ and their children’s health insurance.

The Megunticook Teachers Association, which includes the towns of Camden and Rockport, ratified a new contract. The Board attempted to eliminate the association’s professional salary scale structure. The association managed to negotiate keeping the scale structure essentially the same. With this scale, teachers negotiated the top step (which is equal to 100% of the professional salary) at a greater rate. Every step below the professional salary receives a percentage of the top, professional salary based on years of experience. According to the contract, teachers receive the full professional salary negotiated once they reach step 20.

University of Southern Maine AFUM members (the MEA higher education affiliate) are awaiting a decision from an arbitrator panel that will rule on several grievances from the group linked to both the elimination of five programs at USM and the retrenchment of 25 faculty members. AFUM maintained the University System did not follow the contract or the Board of Trustees procedures in several areas and didn’t have programmatic or bona fide financial reasons to retrench the faculty or eliminate the programs in the first place. The arbitrator’s ruling is due back by late fall or early winter. Shortened steps and pay increases are two of the benefits of the new contract in MSAD 45. Washburn TA worked for more than two years to bargain the new contract which reduces the number of steps to reach the top of the scale from 30 to 17. That change helps maximize career earnings. In addition, the contract defines the responsibilities of “teacher of record.” Another major issue for the association was the length of time staff spent at meetings. The new contract limits meeting time (end of the school day meetings - IEP, staff, committee meeting etc.) to 18 hours per school year and requires the district to pay employees $25 per hour for each hour exceeding that time. The contract also increases pay and steps for all staff, provides 30 consecutive minutes of planning time, and provides extra pay if a teacher is asked to switch classrooms. The improved contract came after members in MSAD 45 worked to elect more education friendly school board members during the last election cycle and remove Board members whose intent was to freeze steps for several years on a scale that was already one of the lowest in the state.

Chapter 33-Restraint Rule Complaint Three members, a teacher, an ed tech and a bus aide in SAD 6 and Dayton are fighting separate disciplines from two separate superintendents who they believe have misinterpreted Chapter 33, the rules of restraint and seclusion. Chapter 33 does allow for some physical contact between teachers, techs, etc. under limited circumstances. All locals should be aware of possible misinterpretation of this Rule by local administration and contact their UD immediately.

Interest-Based Bargaining Helps Solve Difficult Contracts After working three years without a contract, teachers in RSU 58 have reached a new threeyear contract through the use of interest-based bargaining or IBB. IBB is a collaborative process where both sides agree upon issues and together work to find a solution instead of each side presenting its own proposals and positions separately. Medomak EA in MSAD/RSU 40 also used IBB during its recent contract negotiations and came to an agreement on a contract that removed an unfair incentive pay structure. In RSU 58, the new teacher contract includes a redesign of the salary scale and improved wages in order to attract new teachers to the district. Also in RSU 58 the ed techs have their first ever contract which includes health insurance for all ed techs, significant wage increases, and paid sick days and holidays. Previously, ed techs hadn’t received a raise in five years, only certain ed techs in the district received health insurance and none received sick days or holidays. The first ever contract for ed techs proved there was power in the collaborative union work.

October 2015 • www.maineea.org

Should Would Could DID

SAVE THE DATE Oct. 30 & Oct. 31 Samoset Resort

Fall Conference at the Samoset Resort is quickly approaching. Make sure to mark your calendars for this year’s “not to miss” opportunity. Details on page 30.

Grant to help pay for advanced degree MEA-Retired Sheehan Honor Grant

Each year the Maine Education Association–Retired offers an honor grant for an active teacher in Maine who is studying for an advanced degree in the arts, sciences or education. The money for this grant comes from friends and colleagues of Anne Sheehan, who passed away in 2009 and was an active member of MEA and served on the Board of Directors for MEA-Retired. Friends and family gave MEA-Retired money in her memory to finance a $1,500 grant in her honor. The person awarded this grant can use the money as he/she sees fit to defray costs while completing course work. Grant applications can be found at www.mearetired.com. For questions, email Hugh Keene hugrcook@aol.com. Applicants must be MEA/NEA members. All applications must be received by February 6, 2016.

MEA Awards Deadline for all awards: March 1, 2016 View the award descriptions and download all of the applications at: www.maineea.org/awards Each year the Maine Education Association sponsors awards to recognize individuals, groups, and companies for their commitment to public education. We encourage each local association to participate fully in acknowledging those MEA members whose commitments to the ideals of our Association serve as models for each of us. Awardees are recognized at an awards banquet at the MEA Representative Assembly in May.

ACROSS - 1 pliant. 4 charming. 9 stopgap. 11 dead-pan. 12 tidy. 13 rotor. 14 bore. 17 Virgin Islands. 19 instinctively. 22 puff. 23 inert. 24 Stan. 27 ordinal. 28 current. 29 Bulawayo. 30 exotic. DOWN - 1 positive. 2 in order. 3 nigh. 5 hydroelectric. 6 reap. 7 impious. 8 gander. 10 provisionally. 15 tipsy. 16 unﬁt. 18 hypnotic. 19 inﬁdel. 20 entreat. 21 aplomb. 25 know. 26 crux.

Maine Educator • March October2015 2015

Design the Maine Educator Cover All art teachers ar e encouraged to share this opportu with students. Ar t submissions sh nity ould display the theme “What I Lo ve About Maine. ” Submissions m be 8.5” x 11” in dim ust ension to fit the co photographed fo ver or able to be r the cover and m ay be any form of including electron art, ic. Please advise students the title the magazine wi ll also appear ac of ross magazine toward the top (approxim the cover of the ately 2.5” in heigh as it appears on each issue. Thre t), e fina the following cate gories will be selec lists from each of and electronic ar ted: K-4, 5-8, 9-12 t. One winner wi ll be above categories with his or her ar chosen from the twork featured on magazine cover. the Su via mail at 35 Co bmit artwork to Giovanna Bechar mmunity Drive, Au d gu email at gbechard sta, ME 04330 or @maineea.org.

My Hero Works At School Essay Contest WHAT: The MEA is pleased to join with the Portland Sea Dogs for its 3rd annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay, no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2016 Sea Dogs game for themselves, their family and their school hero. WHEN: Application Deadline - March 11, 2016 WHO: All public school elementary and middle school students are encouraged to apply HOW: www.maineea.org/grants

Keep control of elections in the hands of the people

YES ON QUESTION 1

Vote YES on 1 in November

www.accountableelections.org

Your As

The S.T.P.

so ciation

Getting Beyond the Same Ten People

It’s likely you’ve faced the problem—no one wants to help but everyone wants something done. Most educators are working so hard keeping up with endless initiatives, let alone their actual teaching or job duties, that they may feel like they don’t have time for another “thing” to do that involves the association. Moreover, in often contentious environments, members just want to keep their heads down and not get involved. Sound familiar? But we all know keeping our eyes closed doesn’t change the world around us. So how can you get people to step up when your local needs it the most? Here’s some advice from members that’s proven to work.

Lend an Ear

Members need to feel like someone is listening to them if there are issues or concerns. Give members a way to voice their concerns consider using an online survey just to check in, you can craft a simple survey in minutes using Google Docs. If there appears to be a serious, pressing issue, call an association meeting to quickly present the survey results. Don’t rehash complaints at the meeting, instead work together to come up with agreed upon solutions to alleviate the situation. You’re most likely to be successful when you listen and communicate.

Make Small Requests

Asking someone to attend each school board meeting each week is a lot—but asking them to provide input on an issue raised at the school board meeting would be a small request folks are likely willing to do. When members realize how much weight some are carrying, most will gladly do the little job you request for the benefit of all.

Create Homegrown PD

Professional development doesn’t have to be district sponsored and doesn’t need to involve fancy speakers. In fact, don’t you wish you had more time to collaborate with your colleagues in an environment where you could learn from each other? Have your local association host an EdCamp afternoon where there are no set topics but educators come together and choose what they want to discuss and share best practices. The local association can provide snacks and members will see the value in belonging to a collective group of educators. Not in charge at your local? Suggest the idea and see what happens!

October 2015 • www.maineea.org

Your Association

Andrew Doak Glenburn EA Ed Tech III

As a young educator, Andrew Doak is still finding his financial footing. Being an MEA member saves Andrew money each month. We asked Andrew to share his MEA story and why membership makes a difference in his life.

Can you tell me a little bit about how your MEA membership has saved you money over the years? I had Liberty Mutual for my car insurance through a deal with RSU #34 and my bank. The deal saved some money with my 2003 car with 392,000 miles on it. When I got my new car they could go no lower than $2400/year for insurance. I called Horace Mann after seeing the MEA advertise their rates as a member benefit. Horace Mann offered me coverage for $1200/year and boom...worth the price of membership and then some! Have you told other members about your savings? What has been the reaction? I tell anyone who will listen—and they have been astounded. We all know we’re not in education for the money—so I’m always looking at ways to save. I think it’s always worth a look to see if there is a better deal out there, and I found one with Horace Mann!

Members Matter We all have a story—so what’s your MEA story? There are many reasons why membership benefits you professionally and personally. Want to share your MEA story? Email gbechard@maineea.org.

Michelle Hathaway

SAD 29 EA Special Education Teacher Why did you become a member of the Maine Education Association and your local? I wanted to be a part of a group that is passionate about advocating for teachers and students. To know that collectively we can accomplish so much more than as individuals is invigorating! What a great feeling it is to have that security of the MEA working hard on better working conditions, fair contracts, insurance coverage, and benefits, while we are focusing our energy on providing the best educational experience we can for our students. Maine Educator 26

• October 2015

Were you surprised to learn there were so many opportunities through membership? I was absolutely surprised of the many opportunities! The MEA offers meaningful professional development, for example training in writing Student Learning Objectives. The professional development helps me improve my skills in the classroom which benefits my students. Grants and scholarships are also available to help with classroom projects— that’s on top of the discounts on insurance and recreation activities! I have also been fortunate to attend the MEA Representative

Saving money is always a good thing—seems like your savings more than paid for the cost of your MEA membership? Yes indeed! I feel like many of the benefits could pay for a membership, no diggity-doubt!

Assembly (RA) as a delegate of our local association. At the RA I have a voice to set the goals and direction for the beliefs of the Association for the coming year. To see all the hard work that goes on behind the scenes that benefit all teachers and support staff makes me realize why membership truly matters. How has being a member allowed you to advocate for your students? The MEA offers resources and information for parents with ways to help their children with reading, math, or homework in general. Within our local

association, along with fighting for more appropriate ways to show student progress, our new goals will focus on working together to build programs above and beyond the classroom for our students, such as a summer lunch program. As a team, our membership will be able to accomplish so much more!

Your Association

***NEW MEMBER BENEFIT***

What’s Up Doc? Visit a doctor online 24/7

Forget about making an appointment. Forget about wasting time in a waiting room. Now, thanks to your insurance with the MEABT, you can see a doctor on your schedule, from your own home. This cold and flu season and beyond, you can go online and have a video visit with a board-certified doctor who is available 24 hours a day, 7 days a week. The program is called LiveHealth Online. “Within a few minutes I had the prescription. I was able to get to work on time. I was able to get my kids to school on time and I was able to not disrupt my day and have a great solution to my health care issue,” said Mandy, a LiveHealth Online user. With LiveHealth Online, members can talk face-to-face with a doctor through their mobile device or a computer with a webcam. They can use LiveHealth Online for common health concerns like colds, the flu, fevers, rashes, infections and allergies. It’s faster, easier and more convenient than a visit to an urgent care center or waiting to schedule an appointment with a doctor in person. LiveHealth Online gives members: • Immediate access to their choice of doctors 24/7. • Secure and private video visits with board-certified doctors. • Prescriptions sent directly to your pharmacy, if needed. (Doctors cannot prescribe narcotics, like Oxycodone or lifestyle drugs like Viagra.) Cost per visit: Equal to the co-pay for an office visit, usually $15 or $20, depending on your plan.

*Those on Medicare and those not on the MEABT plan pay $49 for the virtual visit.* Doctors can help with a variety of issues including: • Colds • Flu • Allergies • Sinus infections • Bronchitis • Diarrhea • Pinkeye and other eye infections • Urinary tract infections • Rashes

www.livehealthonline.com

Our online MSEd program provides: • A career-focused accredited education • Rolling admissions and monthly start dates • Continuing education and certification renewal opportunities • Supportive advisors who understand your needs • Maine SPED Law Course available online; approved by DOE Visit sjcme.edu/educator or call 800-752-4723 for more information.

Please note: LiveHealth Online is not for emergencies. If you’re experiencing an emergency, call 911 immediately.

To learn more and to sign up for free now, log on to www.livehealthonline.com

Educating for life. October 2015 • www.maineea.org

Your Association

Serving Students Never Ends Greening the gardens, providing school supplies and books, setting up classrooms and photocopying worksheets kept dozens of MEARetired members busy this fall. In the annual Day of Caring project, retirees from all over Maine joined their county MEA chapter members and tackled a unique project to help the educators at a school in their community. Some MEA-Retired chapters also joined with future educators who belong to the MEA’s student chapter, known as S.E.A.M. (Student Education Association of Maine). Together, the retirees and the students formed unique bonds with the veteran educators sharing their experiences with those who are about to enter the profession while improving local schools and helping students and fellow educators. Other Day of Caring projects included improving playground equipment and donating money for musical instruments for local school children. The Day of Caring is an ongoing tradition with MEA-Retired members who continue to serve students in public schools, even in retirement. “It is exciting to see how much MEA-Retired members do to help students. Membership with the MEA doesn’t end when you finish working for a school district. We continue to be involved through our retired membership with the MEA and I find the work to be so fulfilling, knowing I am still helping students,” said Jan Cerabona, MEA-Retired, Community Participation Chair.

Maine Educator • October 2015

York Country Retired EA, students from St. Joseph’s College, and Maureen Goering (Eliot Elementary School Principal) joined together to paint the gym and clean up the playground area of Eliot Elementary School on September 12, 2015 as part of the MEA-Retired’s Day of Caring.

Your Association

Sirens and Support The sounds of sirens woke dozens of people up the night of February 5, 2015. Dennis Corson remembers the exact time the fire in his Gardiner apartment changed his life forever. “The fire started two apartments down from where we were at 11:40 pm,” said Corson recalling that night like it was yesterday. Corson managed to escape and stood outside the building watching as many of his belongings, including all his furniture, burn as flames shot up as high as 30 feet in the air. Neighbors used curtains from nearby apartments to help carry elderly people across the snow and to safety. But for Dennis Corson’s significant other, time wasn’t on her side. “The fire put my significant other in the hospital and in rehab for 3 months. We were homeless,” said Corson. Hospitalized with smoke inhalation, Corson stood by his partner who is disabled with cerebral palsy. “I stayed with her in the hospital on a futon bed for 7 weeks and then in a motel for 6 weeks while she was in rehab,” said Corson. As the weeks passed, Corson focused on helping his partner while his union focused on helping him. Corson is an Ed Tech in Waterville and a member of the Waterville Education Association. Without him even knowing, the Waterville EA immediately started fundraising to help pay for mounting medical bills and lost income. Corson couldn’t work his second job while he cared for his loved one. “Waterville has always been very supportive of our colleagues,” said Suzanne Goulet who is on the Waterville EA executive committee.

Christine Szigeti-Johnson

The local association raised $1,000 to help their colleague and then submitted a request to the Maine Education Association for a matching donation through the MEA’s Partnership for Caring program. The MEA Partnership for Caring will match dollar-fordollar, up to $1,500 in contributions raised by a local affiliate or combination of affiliates to meet such expenses. Local association fundraisers may be held on several occasions and matching funds may be requested more than once for the same member as long as the total amount does not exceed the $1,500 limit.

To Apply for Partnership for Caring Funds: • Submit a written request to the President of MEA explaining the circumstances of the member in need—one small paragraph; • Indicate that the local affiliate has raised contributions/ collected funds for which it seeks a matching contribution; indicate that the funds are to be used for the member or his or her immediate family, to meet exigent expenses of an unpredictable nature; • Submit a copy of the check(s), money order(s), or a document that indicates the amount of the donation that was given to the member in need; and • Mail the request to President, Maine Education Association, 35 Community Drive, Augusta, ME 04330.

Have more questions? Contact your local UniServ Director. Recent Donations to Members through the Partnership for Caring

For Dennis Corson, the $2,000 after the fire helped him pay for bills he was unable to cover due to the loss of his second job. “It helped immensely,” said Corson.

Western Foothills EA- $1,500 to a member to help pay for expenses as she fights breast cancer.

The MEA Partnership for Caring assisted members in eleven different locals last school year, giving a total of $19,308 to members in need. But the program has given so much more since its creation in 1992. In the last 22 years members across the state received $558,212.53 in matching donations through the fund.

RSU 50 EA- $1,500 to a member to pay for travel to Boston for her husband’s medical care as he awaits a bone marrow transplant.

For Corson, the check to help in his time of need came as a complete surprise. “I knew nothing about the program until I was handed a check. I am more than thankful for what the Partnership for Caring did for me.”

RSU 29 EA- $1,500 to help a member travel to Bangor from Houlton to see her husband who needed special treatment that could only be provided at a location far from their home. Included in the local association fundraising was money students donated to the teacher in place of buying ice cream cones.

During the last school year, Waterville EA applied three separate times to the Partnership for Caring for funds to help members in need. Whether it’s a fire that destroys property or medical bills not covered by insurance, the Partnership for Caring can help provide additional funding.

Auburn EA- $615 for a member to pay for funeral costs associated with the death of her son.

“Waterville EA members are dedicated and filled with compassion,” said Goulet.

Biddeford TA- $1,500 to pay for medical costs for a member and her daughter who were both diagnosed with a rare genetic blood disorder.

October 2015 • www.maineea.org

Calendar Oct.

National Board Candidate Support

Members interested in receiving support during the application or re-application process to become a National Board Certified Teacher can attend MEA workshops conducted by an existing NBCT and member. Dates are as follows: Augusta, 35 Community Drive 10/24 11/14 12/12 2/6 4/10 (Sunday) South Portland, 29 Christopher Toppi Drive 1/23 3/5

All workshops last two hours and begin at 8:30 am. Locations are the MEA offices in the cities listed above. You must register to attend. For more information contact Dan Allen at : dallen@maineea.org

Oct.

30-31 2015 MEA Fall Conference

The Fall Conference will be an event that will help improve your craft and local association. Sessions include: • Integrating art in your lessons • Leading from the Classroom • Unifying ESPs • We’re Looking for 40 Under 40 • Supporting LGBTQ Students To register for the conference: www.maineea.org/ fallconference

Dec.

Jan.

MEA Grants

MEA’s Committees provide funding for local associations to design and implement professional and leadership programs in schools and communities. The grants offered are: • Leroy Lambert Political Action Grant • Members are Leaders Grant • Human, Civil Rights, and Cultural Affairs Grant To apply or for more information go to: www.maineea.org/grants

California Casualty Athletic Grant

California Casualty is now accepting applications to help fund high school athletic programs. Awards must be used to help subsidize school sports programs in ways such as purchasing new equipment or paying for competition travel costs. The grant cannot be used for individual student awards. To apply for your school, please complete the application found at www.maineea.org/grants.

Should Would Could DID

MEA Members You Have a Chance to be Heard! Would you like to have more voice in your Association? Would you like to participate in creating the beliefs of your Association? Get involved - be elected to represent your Association and have a say! The MEA Representative Assembly (RA) is made up of elected local association delegates from across the state and serves as the Association’s highest governing body. At its annual meeting in May, the RA will determine MEA’s policies, programs, and budget for the following year. NEA’s RA, which is held in July, determines policies also by elected delegates from across the country.

Elections for the 2016 MEA and NEA Representative Assemblies and Board of Directors vacancies will be conducted in February by MEA. Watch for more information on open positions and filing papers.

Your voice matters! 30

Maine Educator • October 2015

Crossword XC248303 - Set by Alberich - www.alberichcrosswords.com ACROSS 1 Flexible tree possibly includes one (6) 4 Delightful prince (8) 9 Spa got alternative power as temporary measure (7) 11 Giving away nothing but obsolete vessel (7) 12 Neat tequila is drunk initially – why, you say? (4) 13 Turner that can be viewed from both sides (5) 14 Gave birth to dull person (4) 17 Part of the Caribbean populated by chaste women? (6,7) 19 50 invest in city carelessly and without thinking (13) 22 Publicity fellows turned up first (4) 23 Surprisingly nitre is unreactive (5) 24 Most put up with him (4) 27 Ilona staggered across road first perhaps (7) 28 Some electricity is present (7) 29 Law a yob broke outside university city in Africa (8) 30 Glamorous former lover with old nervous habit (6)

DOWN 1 Optimistic for certain (8) 2 Working as a monk is? (2,5) 3 Close for the evening mostly (4) 5 Run on flower power? (13) 6 Gather some mature apricots (4) 7 Sinful rascal promises to pay (7) 8 Look, a goose! (6) 10 Supply given to friend for the time being (13) 15 Drunk gives gratuities at start of year (5) 16 One accepting fine is unsuitable (5) 18 Python broadcast I see sounded mesmerising (8) 19 Unbeliever elected by Castro (7) 20 Ask earnestly for new net rate (7) 21 Pal somehow gets round doctor, showing confidence (6) 25 Be aware of speaker’s refusal (4) 26 Vintage unknown – that’s the essential point (4) Solution found on bottom of page 24

Maine Educator October 2015

Articles inside

MEA-Retired Helping Members

Members Matter

How to Engage Members

Announcement Board

Finding Your Teacher Voice

Fast Facts

Bargaining Notebook

Maine Professor Climbs Katahdin

Don’t Agonize. Organize

Buddy Bench