Maine Educator Spring 2022

We are all Maine Teachers of the Year

MEA Salary Guide Issue

Historic Pay Increases

MEA and its local unions negotiated some historic pay increases this school year for both preK-12 members and higher education members. Among the successes: community college support staff received 16% increases in salary in the first year of their contract. Additionally, ESP members in several locals received double digit increases, including a 16% increase for some support staff in Bangor. Additionally, teacher pay increased with the statewide average salary bumped by as much as $4,700+ for those with a Masters' at the top of the scale.

You can check out the MEA's salary guide at maineea.org/salary-guide

Push for Increase to Pensions

MEA worked hard to advocate for what the State pays for retirees health insurance. MEA understands that retirees are on a fixed income and continues to work to improve their financial standing in retirement, as inflation continues to increase. To that end, MEA secured, through its advocacy work, a 10% increase in the amount the State pays toward health insurance, bumping the State contribution from 45% to 55%. MEA also continues to work to make improvements to the COLA to further support those who devoted their careers to Maine students.

Educators Fight for Student Safety in Oxford

Hills

Members in Oxford Hills EA worked together to raise major concerns about the superintendent’s leadership in the district. The local association presented many issues to the school board, including accusations the superintendent improperly restrained a student, and created a culture of fear and intimidation in the district. Members also reported the superintendent’s actions to the Department of Health and Human Services (DHHS) which then began its own investigation into the superintendent’s actions. The school board is also investigating and has since placed the superintendent on leave pending the outcome of the investigation. The members worked to put pressure on the school board and create an understanding in the public about what was happening in their schools under the existing leadership. The membership is awaiting the results of the DHHS investigation, and in the meantime are working hard to continue to support and educate their students.

New MEA Staff and Managers

MEA is pleased to welcome several new employees over the last year who are working to help members in various ways. Please join us in welcoming three new UniServ Directors, Tim Schick, UniServ District 6, Allison Lytton, UniServ District 7 and Sarah Nichols who transitioned from UniServ assistant to Director for District 8. In addition, Nate Williams joined MEA as its Director of Collective Bargaining and Research over this last year. Supporting the MEA’s UniServ Directors and staff are two new assistants, Katie Zema in District 3 and 4 and Ellen McGuire in the business office. On the management team now is Alexandra Smith who is an Executive Assistant to the Deputy Executive Director and Erin Noyes transitioned into the position of Executive Coordinator for Governance and Management.

President's Letter

Grace Leavitt - Spring 2022

I am writing this on an anniversary that I have no intention of ever commemorating, other than with what I’m writing here. I am referring to March 13th, 2020—the day two years ago—two longer-than-ever-before years ago--that educators went home, expecting to go back in a week or two, and our world changed drastically overnight.

Our MEA Executive Director and I had been included at the meeting for superintendents at the Augusta Civic Center the week before. We heard the announcement that DOE officials made, telling superintendents they should return to their districts and have teachers come up with two weeks’ worth of lesson plans, just in case.

The next day was an MEA Committee Day. I heard from committee members their concerns that drafting two weeks’ worth of plans was at best a difficult task, if not impossible. With the level of detail that educators give to ensure good learning continues—how could you plan two weeks of instruction that would be flexible and could be adjusted to meet individual students’ needs? I tried to calm the worry—though I also understood all too well how hard, not to mention how much work, it was to do what was being asked, but since at that time this was a precautionary measure, I said, “just do the best you can.”

We all know what happened next, the impact that had on us all, and continued to have for not just that spring, not just the next academic year, but even this current year. We all know the toll this has taken on every one of us.

But, educators in Maine, and across the country, did what I had said that day to committee members—you did what you do every day—you did your very best, and your very best is remarkable, as it always is!

You have all done and continue doing your very best—for our students, for your colleagues, for our communities.

You may not feel like it just now, but I think you all are more like that Energizer bunny than you realize!

I had the chance this weekend to attend, virtually, a portion of the annual Foreign Language Association of Maine (FLAME) conference. (By the way, they are looking at a name change to be more inclusive of those who teach learners of all languages, including our multilingual learners.) There they all were--several dozen educators, and the teachers who worked on organizing and setting up the conference—presenters, tech support—all taking their own time to keep learning how to support students ever better, even though it was early on a Saturday morning, after what was likely again a stressful week, with ‘optional

masking’ policies recently implemented in many districts. The creative ideas that were shared, the resources, the awards for recognizing outstanding educators—it was a shot in the arm (and I don’t mean a vaccine this time) that I at least needed, and I’m sure others did, too. (A pure delight for me was the chance to converse in Spanish during the ‘lunch break’! Muchas gracias, colegas.) Just one more example of the ‘doing your very best’ that you all just keep on doing!

It was even the weekend when daylight saving time started and we all ‘lost’ an hour!

So here we are—and just like our clocks—we will spring ahead!

We will move ahead, despite being faced still with many uncertainties, including now what will happen in Ukraine, and what lies ahead for all of us as a result.

But hopefully, for now, the longer hours of daylight help a bit. The increased opportunity to be outdoors, the chance to keep windows open to clear the air—and of course, the downward trend of cases of COVID--all provide at least some optimism for going forward, for not just seeing the light at the end of this long pandemic tunnel, but perhaps soon exiting that tunnel.

You know the saying: Hope springs eternal. And just like that Energizer bunny, our educators keep going. And the MEA will keep doing everything possible to keep moving forward, too.

I am eternally grateful for you all and for all you do.

Stay well--we will keep on keeping on!

Grace Leavitt, President

Maine Education Association

207-622-4418 x 2200

From MEA's Executive Director

Happy Spring or Mud Season!!??

The last time we chatted, I was marking the turn of the calendar year and hoping that the new year would be kind to us all by signaling the waning days of the pandemic. Today, I believe (or want to believe) that is the case… at least in some ways.

Finding hope and joy during the pandemic has been hard but there have been bright spots along the way…. and in very unexpected places. Yesterday, I noticed that tulips were popping up where I live due to the unseasonably warm weather we have had for a few days. The small sprouts of green are pushing through the sunwarmed earth, unusual for Maine this early in the year. It made me smile and gave me hope that we may actually be turning a corner.

presented themselves to you at the beginning of this pandemic journey and that continue to present themselves have been and continue to be overwhelming, but somehow you have persevered and provided much needed stability to our students and communities.

Over the last 2 years, MEA members have done amazing things…

• Transitioned teaching methods from completely in person to all remote to hybrid models and back again. With a day’s notice.

• Taught in outdoor, nontraditional settings and/or adapted their classrooms to make learning safe and accessible for all students.

• Jumped in to do whatever it took to cover new classes, new classrooms when vacancies occurred due to illness or quarantine.

• Managed through changing Maine CDC and Department of Education COVID protocols.

• Became counselors to support the social and emotional well-being of our students.

• Bargained safety protocols in the best interests of students, educators and the school community.

• Drove buses safely, served healthy meals, and cleaned and sanitized with new and then evolving COVID protocols in place.

Just when you didn’t think you couldn’t continue, you did. Thank you from your Union for doing what needed to be done, whenever it needed to be done, however it needed to be done in the best interests of students and public education. To MEA, you are all worthy of every accolade in the world, and we are honored to have you as our members.

I also recently found the joy in and comfort of having a pet in your life. She is a beautiful Havana Brown-Siamese cat whose name is Abby or Ladybug as I like to call her. (Please note the required cute cat picture with this column.) There have been many a day recently where she has curled up on my legs and brought a sense of calm that I have never experienced before. It has been a welcome surprise.

While there is clearly a way to go before a sense of calm returns to the world at large, I am hopeful that all of you are beginning to find ways to turn a corner or a page to move forward towards a reality that while different is still hopeful and encouraging.

Speaking of hopeful and encouraging….

The ongoing instruction and supports that all of you have provided under such extreme circumstances has been both incredibly inspiring and encouraging. The challenges that

As the pandemic days wane and hope returns, there is still much work to do as we remain under attack from folks who do not believe you did all that you did and have always done, but please know your union stands with you in lifting up your voices to move some groups and decisionmakers to do the right thing. MEA is here for you.

MEA will be reaching out to all of you on what you need from your union. We recently conducted ESP Listening Tours and will be conducting more in the days ahead. We will be polling all members on your views of the changing landscape that is public education post-pandemic and how we can better support you as professionals and union advocates. As public education evolves so must MEA. We will need your help to do so.

Wishing you hope in the coming days.

Stay safe. Stay well.

Rachelle Johnson MEA Executive Director

Rachelle Johnson

Back for 2022! Back for 2022!

Maine Educator Magazine Cover: "What I Love About Maine" Cover Contest

The Maine Educator will feature a cover designed by a Maine public school student depicting the theme “What I Love About Maine.” Submissions can be any form of art and should be 8.5” by 11” or able to be photographed. Please advise students that the magazine title will be across the top and 2.5” high. The artist will want to make sure there is nothing important to the piece at the top, as it may be obscured by the title. Entries must include the name of the student, the school, and the submitting teacher’s name and email.

WHO: Grades K-4, 5-8, 9-12 –Based on entries, an indeterminate number of finalists will be selected, with one overall winner chosen from the finalists to have their work on the cover of the magazine.

HOW: Submit artwork to Giovanna Bechard via email at contest@maineea.org

DEADLINE: April 29, 2022

"My Hero Works at School" Essay Contest

The MEA is pleased to join with the Portland Sea Dogs for its 6th 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 2022 Sea Dogs game for themselves, their family and their school hero. Entries must include the name of the student, the school, the submitting educator's name and email and the name and email of the school hero, if different than the submitting educator.

WHO: Grades All public school elementary and middle school students

HOW: Submit essays to Giovanna Bechard via email at contest@maineea.org

DEADLINE: April 29, 2022

Expanding Diversity in the School Workforce

Portland Public Schools Lead the Way in Change

49%.

That’s the number of students in Portland public schools that identify as people of color.

11%.

That’s the number of staff that do.

The large gap between the two is one Portland Public Schools is working hard to fill to create a workforce their students of color can better identify with, which studies show increases success for those students.

“The data shows that teachers of color in a community increase achievement for all students but in particular students of color,” said Priya Natarajan a math teacher, and one of the few BIPOC educators in the Portland school district.

Natarajan and Julia Hazel, who works on BIPOC issues in the district, are among several educators who host and organize monthly meetings with other educators of color. They're also now part of a workgroup to generate ideas on how to better recruit teachers of color, understand the barriers, and work to learn what supports are needed to keep those educators in the district. The work is funded, in part, by a grant Portland Public Schools received from the Barr Foundation and The New Teacher Project (TNTP) through their Driving Toward Diversity in Educator Workforce program.

“This is a challenging time. We hope this will help move the needle toward more action, more change, and better results for

both students and teachers,” said Leah Hamilton the Director of Education for the Barr Foundation.

The District's goal is to build a pipeline of teachers of color who choose to stay employed in Portland. To move in that direction, the District surveyed its current staff and students, with some of the findings moving black educator, Julia Hazel, to action taking her from teacher to the Director of BIPOC career pathways and leadership development.

Hazel says the survey findings showed current students and staff feel isolated and dismissed with the assumption they were less skilled because of their accents. In response, Portland Public Schools created Hazel’s position which will help guide the diversity work. Hazel believes the new grant will help bring Portland closer to growing the BIPOC workforce by, in part, supporting current BIPOC school employees transition into teaching positions.

“I think, big picture, we are thinking strategically and structurally. I have talked to BIPOC ed techs who want to become teachers and now I need to think-how do we create a pathway where people know where to go where they figure out that next step and what are the supports to help them make that transition,” said Hazel.

What the Changes Can Mean for Students

While Maine has become more diverse over the years, the 2020 census still shows the Pine Tree State as the whitest in the nation. For parents of color, like Natarajan who teaches in Portland the importance of increasing diversity for her son, and other students in the district stems from her own experiences as a child growing up in West Virginia where not even one of her teachers was anything but white, until she went to college.

Priya Natarajan (PEA Member)

“

I think, big picture, we are thinking strategically and structurally. I have talked to BIPOC ed techs who want to beome teachers and now I need to think-how do we create a pathway where people know where to go where they figure out that next step and what are the supports to help them make that transition.”

-Julia Hazel

“I was born in India, and I moved to West Virginia when I was 7, and that’s where I grew up; my whole schooling was in Appalachia. I had wonderful teachers, they were kind to me but there was always a sense, there is a part of my life experience they could not access. They were caring and nice but there was that part of me-that immigrant experience-the English learner experience, having brown skin, having a different religion, all of those pieces they never addressed, and therefore I felt I couldn’t really bring it into the classroom with me. I had to leave it at home, and as a result I never quite felt like I was being myself at school,” said Natarajan.

Improving school life for students is critical for Natarajan so children in Portland have adults who identify with their backgrounds, culture, and any possible barriers to learning.

Education research finds that students of color who learn from teachers of color are more likely to complete high school, go onto college, face fewer suspensions and disciplinary action, and be referred to gifted and talented programs, according to education research that points to the importance of having a diverse workforce that identifies with its students.

“We live in a multicultural world, and we want students to have the experience of learning from and getting along with and understanding all kinds of people. And that’s not just from their peers, but also from their teachers and learning from and with a variety of people is really critical,” said Natarajan.

Portland is putting its grant to use immediately and hopes to have more work groups and discussions on the hiring process now and through the summer. The work will highlight the district’s current strengths in the hiring process while also gaining an understanding of their weaknesses, and ultimately Barr Foundation and TNTP will offer support and recommendations for improving district diversity among the staff.

“We live in a multicultural world, and we want students to have the experience of learning from and getting along with and understanding all kinds of people. And that’s not just from their peers, but also from their teachers and learning from and with a variety of people is really critical.”

-Priya Natarajan

The Portland Public Schools has been working to diversify its teaching staff.

a Since 2016, overall staff of color working in PPS has grown from 7% to 10%

a For those in the educational technician role, the percentages have grown from 14.7% to 21.8%

a

The percentage of classroom teachers of color has grown from 3.5% in 2016 to 5.4% in 2019 Nevertheless, at 5.4%, PPS falls significantly behind the national average of 20% for teachers of color, even though its student color population is nearing the U.S. average of 50%.

*Graphic Portland Public Schools Educators of Color Insights Report Summary

*Graphic Portland Public Schools Educators of Color Insights Report Summary

#SharingStories

A conversation with the 2022 Maine Teacher of the Year

KELSEY STOYANOVA

Being an educator has never been harder than it is right now. During the pandemic, Maine teachers, support staff, and our higher education faculty and staff have done everything possible to keep students learning and safe.

While Kelsely Stoyanova was named the 2022 Teacher of the Year, even she recognizes and has said that this year, “I AM A VOICE, AND I HOPE I CAN USE MY VOICE TO SAY, ‘WE ARE ALL MAINE TEACHERS OF THE YEAR.’”

When Kelsey Stoyanova learned she was named the 2022 Maine Teacher of the Year she knew immediately how she wanted to spend her year: sharing stories. Stories about her students. Stories about education. Stories about our schools and how they impact our communities.

The idea of sharing stories originated when the 8th grade teacher at Reeds Brook Middle School in Hampden started her journey through the Teacher of the Year nomination process. Now, she is working to tell stories on a state level and is inviting everyone to be part of education in Maine.

“Because of the pandemic, the schools have become closed places and people can’t really come into schools. People have started to feel disconnected, so I wanted to bring in the idea that we should be sharing stories. Stories empower us,” said Stoyanova.

With the platform of Teacher of the Year, Stoyanova is working to bridge the wedge created by the pandemic between educators and communities.

“As educators we want our students to feel they have a place in their communities. We have to have connections with people in our communities. Educators are doing the best they can to make those connections, but we haven’t been on field trips, we haven’t been able to go out in the community,” added Stoyanova.

Now Stoyanova is amplifying the great work being done around her, the work of her fellow colleagues and educators across the state, and the work of her students.

“What I'm doing is to say ‘look at what the amazing things are happening in classrooms around me.’ I am a voice, and I hope I can use my voice to say ‘we are all Maine Teachers of the Year.’ If I can be that voice now and encourage others to elevate their work, the community at large can see all the amazing things that are happening in our schools,” said Stoyanova.

The goal is more important now than ever, as public schools continue to bear the brunt of many of the pandemic frustrations around multiple issues, including safety protocols like masking. During an extremely difficult year Stoyanova believes educators must work to pull the positive out of each day, offering this advice:

I would say that from each day pull the positive and then the next day start there. And I think that it’s really easy for us to get into this tangle of everything that is coming at us and sometimes we just need to stop and say what can I take away from this day that made me smile that made me feel successful whatever the measure is for them on any given day.

Scan the QR code to share your stories!

I have a really good friend, Katie Jones, she’s a teacher as well, and was the 2018 Kennebec County Teacher of the Year. She had this wonderful quote that was, “let it be possible.” I would offer that as advice- things don’t seem like they are going well- let it be possible that it can go better. Things that seem like they will never end, let it be possible that they will. Let it all be possible and pick out the bright spot.

As all educators are, Stoyanova is humble. When asked why she believes she was chosen as Maine Teacher of the Year, she goes back to her students and their work in the classroom saying, “I have constantly been able to reflect on the idea that I give my students choice and voice in everything they do while still maintaining standards and curriculum. I really push hard to make them have choice and voice,” she said.

Keep Shining Your Light

Persevering During the Pandemic

In Stoyanova’s own words

I had multiple parents reach out to me, and they just kept saying ‘keep shining your light,’ and that’s what kept me going. This idea that teachers are lights for students, they’re lights for education, and we just have to keep shining our light and it will always shine brighter than the darkness will be dark. And that’s what keeps me going.

#SharingStories

Beyond Kelsey's story, hundreds of other educators, parents, and students submitted stories about educators in their lives who are making a difference. Here are just a handful of those stories of MEA members who deserve an extra special thank you.

Shirley is loved by all. She is kind, generous, and a truly amazing person. She is there for our students, looks out for them all, and is someone they all feel safe going to. Shirley is hard working, dedicated, and an educator that any school would be honored to have.

Sue works tirelessly to reach the needs of all students while also advocating for safety and compliance with our district contract. She has calm voice and open door when needed to voice concerns. Sue is a constant in a sea of ever changing tides.

Jackie is the most dedicated, diligent, and caring Ed Tech that I have had the privilege to work with over my 30+ years in special education. Jackie consistently puts her all into her work, and students genuinely love her. Jackie has also earned the respect of every teacher in our school because she challenges herself to continually learn along with her students. Through her modeling and support, Jackie instills confidence in her students to enable them to tackle challenging academic endeavors with success. Jackie is like a lovable, tireless, tenacious terrier that doesn't give up on her students and won't allow them to give up on themselves. She is an incredible Ed Tech with whom we are very honored to work.

David McCormick has been a custodian for over 25 years. He has been a part of the middle school for so long that sometimes he seems invisible. With COVID, he has been seen and noticed at least three times a day on each floor for bathroom cleaning duties. He is faithful in cleaning all bathrooms, door handles, tables, and everything else above and beyond his regular custodial duties. Even with all his duties, David still finds time to talk with my students and find common interests with them. He shared an ice fishing documentary and tips on ice fishing all winter with my anxious kiddo. They talked about ponds, ice depths, fishing rods, and fish tales. My student established another "trusted adult" at this school because of Dave. His heartfelt experiences are often quietly expressed to students with special needs. To those that know Dave, he is all heart and deserves recognition for his love of students along with his abilities to singularly keep the school of over 600 students clean and maintained all day long.

Lenny is always ready to help anyone in need of assistance. He just gets things done and is friendly and wants to do a good job, always.

Lenny works hard at school while also caring for his wife at home. Recently, Over the years if I stayed at work late to work on a project, Lenny always made sure I made it to my car safely. He watches out for all of us, especially the children. He is just an all-around good person who is always available to assist anyone in our school. We are all grateful to Lenny.

Mrs .White makes social studies interesting, fun, relevant, and real. Her class is what gets my eighth grader out of bed in the morning and is usually the answer to the 'what was the best part of your day' question at the family dinner table.

Matt Sanzone, Social Studies Teacher, Marshwood High School, Quampehegan EA

Matt has been one of the most prolific workers in our school. From teaching his own classes to being the lead negotiator on the teacher's new contract. He has been tireless. The senior class appreciates him so much they asked that he give the senior address last school year.

Deb White, Social Studies Teacher, Orono Middle School, Orono EA

Shirley Talbot, ESP, South School, Rockland, Seacoast EA

Lenny Barden, Custodian, Cascade Brook School, Farmington, Mt. Blue EA

Susan Andersen, Teacher of ELL, Portland Public Schools, Portland EA

David McCormick, Custodian, Mt Ararat Middle School, Merrymeeting Employees Association

Jacqueline Stevens, Education Technician, Piscataquis Community High School, SAD 04 TA (GUILFORD)

Debra Thibodeau always goes above and beyond for her students at both of the elementary schools she works at. Not only does she perform her duties as a school counselor, but she has initiated and helps to maintain school gardens throughout the school year and summers which give back to the communities in multiple ways. Mrs. Thibodeau runs an after-school archery program, photography club, brings students on hikes, fly fishing, and integrates nature into her social-emotional learning strategies. Mrs. Thibodeau continually takes graduate-level courses to better her teaching and self. She is a mentor, advocate, and is by far the best educator that I have met.

In Winterport, Mrs. Farrar is a staple. She is a phenomenal veteran teacher, colleague, and friend. She has spent the majority of her career teaching eighth-grade reading and writing, while also helping students navigate the tough transition to high school. She cares deeply for each student in her classroom and works hard to build positive, supportive relationships with them all. While the transition from middle school to high school is a difficult one, Mrs. Farrar has dedicated herself to making that transition as seamless, painless, and successful as possible. These relationships are so strong that students often come back to visit her at Wagner after they have moved on to high school and beyond.

During the height of the pandemic, an associate professor at the UMaine School of Biology and Ecology and Climate Change Institute collected and catalogued 720 units of PPE contributed by labs from across the school in more than fifteen departments. The COVID PPE drive, which included gloves, masks, face shields, and Tyvek suits were deployed to area healthcare facilities when there were not enough supplies available to deal with the influx of patients.

During the last school year, Mrs. Farrar went from teaching in an in-person eighth-grade classroom to teaching completely online. This was a huge adjustment seeing as she continuously avoided using Google Docs prior to this year! Erica has worked incredibly hard to adapt to an entirely different platform for education, as many of us experienced. This remote position included three total grade levels at two different schools, and also required her to take on an additional subject area, one in which she had no previous teaching experience. At the start of the previous school year, she was responsible for teaching two different subjects to THREE different grade levels - sixth, seventh, and eighth. Mrs. Farrar had a wide variety of obstacles ahead of her. Yet, she faced these challenges head-on and worked tirelessly to adapt to her new responsibilities.

On behalf of her colleagues at Samuel L. Wagner Middle School, we would like to recognize Erica Farrar for her invaluable expertise, her eloquent leadership, and the endless support she shares with our school community. She is the kind of person and educator we all aspire to be!

Mrs. Fournier is a truly exceptional teacher. She takes the time to find out a student's interest and creates materials specifically to meet their needs. Amy organizes the activities for the honor roll students and has an activity for students that are working really hard. She is always there to offer help or provide encouragement for her fellow teachers.

Ms. Jordan was very understanding when I was going through a hard time. Her class was always fun and interesting, and she interacted well with the class. I enjoyed the projects that we were given and the assignments that we had to do. She is fun and kind and just an amazing teacher all around who always pushed me to take harder classes.

(MILO)

We are a relatively small school and Mr. Mills has worked extremely hard to get us to have successful sports seasons. He does a great job as a gym teacher and coach to make sure we are COVID safe, but still have fun. Last school year, our middle school was hoping to have fall sports in 2020. Mr. Mills worked very hard for the middle schoolers to play soccer but in the end, they were not able to. This is just one example of Mr. Mills’ perseverance through the COVID pandemic. Mr. Mills is an all-around great guy who students, teachers, and parents all respect. He has done so much for our school and students in the time he has been here and deserves recognition for it.

Amy Fournier, Literacy Specialist, Lawrence Jr. High, SAD 49 TA (FAIRFIELD)

Jacquelyn Gill, Associate Professor, UMaine, AFUM

Andrea Jordan, American Law & Trial, Brewer High School, Brewer EA

Jason Mills, Athletic Director, Penquis Valley Schools, -SAD 41 EA

Debra Thibodeau, Guidance Counselor, Georgetown Central School & South Bristol Elementary School, South Bristol TA

Erica Farrar, 8th grade ELA and Social Studies teacher, Samuel L. Wagner Middle School, Winterport, EA 22

Legal Guidance While Working During the Pandemic

By: Andrew Mason, MEA Legal Counsel

As the pandemic continues and educators are faced with new and difficult challenges in our schools and communities, MEA knows its members need the most up-to-date information regarding your legal rights in certain situations.

There are several protections available to educators. The first, and newest, is the workplace anti-bullying law that now protects school employees from bullying, including cyber-bullying, committed by anyone associated with the school, including students, parents, and administrators. Other new laws also help protect educators’ privacy while working from their homes.

Here are two scenarios along with guidance from MEA Legal Counsel for each. If you encounter a scenario like one below, or something similar please make sure to contact your union representative or your UniServ Director.

Remote Instruction

In this new “normal” dealing with COVID-19, educators often have to provide some degree of remote instruction and the possibility of having those lessons scrutinized, misinterpreted, and shared has increased.

QUESTION: I am asked to provide hybrid-instruction, sometimes broadcasting my class to students who are quarantining at home or by recording my class and sending it to those students later in the day. I don’t feel I have any control over who is watching or could be recording me without permission. This, on top of the ever-present worry of being captured by a student recording me on their cellphone. What can I do?

ANSWER: In response to the changing educational environment, MEA worked to pass the “Act To Protect Teachers’ Privacy While Delivering Remote Instruction”. Under this new law a person is prohibited from distributing or retransmitting a recorded session of remote instruction without the express written consent of the public school. Violating this law results in a fine between $200 - $500.

Members often ask if it is illegal for someone to surreptitiously record them while they are at work. By virtue of working as a public employee in a public building, the legal expectation is that virtually all activity occurring in the school is fair game to be recorded, just as if you were in a public park or at the supermarket. Because of this, invasion of privacy or illegal recording claims are not a good remedy for any school employee who has been surreptitiously recorded.

Your best protection is to ensure your district has a strong policy that prohibits recordings on school grounds and in classrooms. MEA advises each local to review its district’s policy and advocate for a comprehensive policy that includes giving administrators the power to enforce the policy. Having such a policy gives the local union leverage to pressure administrators to vigorously enforce the anti-recording policy. Finally, if you do encounter a situation similar to what has been outlined above, reach out to your local MEA affiliate to share your story so we can protect your rights – and the rights of your fellow educators.

Anti-Bullying Protections

QUESTION: The bullying and harassment that is being directed at me includes hateful attacks on my sexual identity, gender, race, or religion. Is there anything I can do – even though it isn’t someone employed by the district?

ANSWER: All employees have protection from bullying or harassment directed at you based upon your race, gender, religion, or sexuality by the Maine Human Rights Act. While most allegations concerning workplace misconduct result from another employee or administration, MEA is committed to creatively using whatever legal approach it can to protect you during this unprecedented time, even if the bullying and harassment come from individuals not employed by the district. MEA is committed to protecting you – make sure you report any instances of bullying or harassment to your building rep, local leadership, and your UniServ Director so that all MEA’s resources can be utilized to stand-up for and with you!

Ignore The Noise

By: Paul Johnson

In January, I received my copy of Maine Educator. The article that really struck me was “School Nurse Struggle.” Several nurses gave personal accounts of how they had been spoken to and treated over the past academic year.

In addition to the verbal attacks, there were also deeply troubling comments about their mental health.

We are burnt out, mentally exhausted, emotionally drained, and constantly worried about our students and staff, not to mention our own families.

On reading this I thought that these sentiments were not only applicable to nurses, but to all educators. Speaking for myself, I can say that the fall semester was one of the most challenging. I was constantly worrying about my students. “Are they safe?” “How are they doing in their placements?” “Are they coming into contact with individuals who have tested positive for COVID?” “Have they contracted the virus?” “Will they recover?” “What about their families?” I would then think about my own wellbeing. “Are the students exposing my family and myself to unsafe conditions?”

Two days after reading the article “School Nurse Struggles,” the entire UMS community received an email from the Chancellor entitled: “In-Person Learning. Flexibility and Personal Responsibility.” To quote the Chancellor: “We’re going to safely start the semester with in-person learning and work.” I don’t know if I was surprised, dismayed, or horrified about the Chancellor’s statement. Apparently, I was not alone in my thinking; within a couple of hours of receiving the email, several students in the School of Social Work had written a letter to the entire faculty expressing their concerns about in-person learning. In addition, at a meeting held by the Provost, many faculty and staff expressed their concerns and reservations regarding the Chancellor's announcement.

In the New York Sunday Times, January 16th, 2022, there was an article entitled: Colleges Regroup as Another Semester Begins in Covid’s Shadow. That is, the concerns we were having at USM were prevalent across the country. It also came across in the article that so many educators felt so vulnerable and powerless. Administrators were making decisions but they gave the impression that they had no idea what it was like to be on campus or in the classroom. They seemed so out of touch and detached from the day-to-day experiences.

The question that came to my mind was, “How could we go about taking back control of the situation?”

It then dawned on me the reason why so many of us become Educators. I started thinking about the numerous teachers I had through my own education who had such a profound and lasting impact on me. All their names and faces easily came to mind.

It wasn’t what they had taught me that made them stand out, but rather how they had treated me. Each one of them had shown an interest, concern, and a belief in me. They had nudged, pushed, encouraged, and supported me on my educational journey. It was as if no matter what, they were there for me. Yes, I made mistakes and experienced numerous disappointments. Yet, when I was ready to try again they were there.

Unfortunately, it currently feels that those of us who work in education at whatever grade or level are in the wrong. We are constantly hearing that: We are the problem. That we need to open schools up. That we need to put our students first. That we are harming our students' education. I’m sure you could come up with your own list of insensitive and hurtful remarks.

Nevertheless, let’s not forget that we do make a difference. There is a child, an adolescent, a young adult, or an adult that remembers the profound impact we as educators have had upon them. They may not recognize it immediately, but at some point, they will reflect on their educational experience and remember the name of the teacher or teachers who made a difference.

So, let’s try and ignore the noise and all the insults that are currently being leveled against us. Rather, let us continue to focus on our students and the reason we entered this profession. This pandemic will eventually pass and many of our students will remember how much we cared and that we were there for them.

Paul Johnson AFUM Member

MaineEducati

Together. A Stronger Voice.

Association

94TH ANN U AL RA2022

Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 94th annual RA members will discuss the following proposals seen on the next several pages.

PROPOSED CHANGES TO CONSTITUTION

ARTICLE VI. OFFICERS AND BOARD OF DIRECTORS

Section 2. Board of Directors

B. Ethnic minority members shall be guaranteed representation on the Board of Directors in the same manner as an election district is guaranteed representation, except that the count for ethnic minority members shall be based upon statewide membership totals. If there are no ethnic minority members elected to the Board of Directors in election districts, an at-large ethnic minority seat on the Board of Directors shall be created for a three-year term utilizing any legally permissible manner. Candidates for this seat shall come from and be elected by ethnic minority members in a statewide election.

RATIONALE: This is needed to ensure compliance with LMRDA.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VI. OFFICERS AND BOARD OF DIRECTORS

Section 3. Terms of Office

C. MEA Board of Directors members shall serve no more than two (2) three-year (3) terms to begin July 15. No Board of Director member shall be eligible to consecutively succeed himself/herself more than once in any combination of MEA Director positions.

An exception to this is for MEA Board of Directors members who will have completed fewer than two (2) years of a vacated seat; in this case, they will be eligible to serve two (2) consecutive three-year (3) terms.

MEA Board of Directors members who will have completed two (2) years or more of a vacated seat are eligible to serve one (1) additional three-year (3) term.

In no case will an MEA Director serve for more than eight (8) consecutive years.

RATIONALE: To clarify the proper practice, as advised by the parliamentarian.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VI. OFFICERS AND BOARD OF DIRECTORS

Section 4. Impeachment

Members of the Board of Directors may be impeached for violation of the Code of Ethics of the Education Profession or for misfeasance, for malfeasance, or for nonfeasance in office in accordance with the procedures outlined in the Bylaws.

RATIONALE: To clarify possible causes for impeachment.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VII. AFFILIATES

Section 2. Ethnic Minority Representation

Affiliates of the Association shall take all reasonable legally permissible steps to assure that their elective and appointive bodies shall have ethnic minority representation at least proportionate to the ethnic minority membership of the affiliate. "Ethnic minority" shall mean those persons designated as ethnic minority by statistics published by the United States Bureau of the Census. This designation shall specifically include American Indian/Alaska Native, Asian, Black, Hispanic, Native Hawaiian/Other Pacific Islander, and multiple races.

RATIONALE: To ensure compliance with LMRDA.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VII. AFFILIATES

Section 5. Standards and Procedures for Affiliation

Affiliates that fail to comply with standards and procedures set forth in this Constitution, Bylaws, and Standing Rules shall be subject to censure, suspension, or disaffiliation. Any such action may take place only after due notice and a due process hearing.

RATIONALE: To clarify the appropriate process for censure, suspension or disaffiliation.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass PROPOSED CHANGES TO BYLAWS

ARTICLE I. MEMBERSHIP

Section 1. Membership Categories

J. Community Ally Community Ally membership shall be open to any person interested in advancing the cause of public education, who supports the mission, vision, and core values of the Association, and who is not eligible for any other MEA membership category. The MEA Board of Directors shall adopt rules to implement this membership category.

Community Ally members shall not have the right to nominate or vote for candidates for elected office, nominate, or vote for delegates to the Representative Assembly, or hold any elected office or appointed committee position in the Association.

RATIONALE: This paragraph belongs in Section 2, Rights & Limitations SUBMITTED BY: Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 2. Rights and Limitations

A. Rights of Participation

1. Active, active education support and non-teaching professional members shall have the right to full participation including, but not limited to, the right to vote and hold office. Past presidents shall enjoy these privileges, unless they become a regular employee of the NEA or any of its affiliates, in which case the privileges are waived for the duration of his/her employment with NEA or any of its affiliates.

2. Retired and student members shall only be eligible to hold office and vote for Association positions which represent their membership category, except when serving as elected delegates to the Maine Education Association Representative Assembly.

3. Reserve and staff members shall not have the right to hold office or to vote.

4. Community Ally members shall not have the right to nominate or vote for candidates for elected office, nominate, or vote for delegates to the Representative Assembly, or hold any elected office or appointed committee position in the Association.

RATIONALE: This paragraph belongs in Section 2, Rights & Limitations SUBMITTED BY: Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 2. Rights and Limitations

B. Aid and Services

2. Retired, student, reserve, and staff members and community ally shall be entitled to receive special services and publications of the Association.

RATIONALE: To keep consistent with language of Community Ally written in Article I, Section 1, J.

SUBMITTED BY: Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 2. Rights and Limitations

C. Revocation of Membership Rights and Privileges

Any member whose payment of dues, according to a prearranged schedule, is in arrears by more than five (5) eight (8) weeks shall not be entitled to membership rights and privileges until such time as payment of past dues in full or a past dues payment agreement is reached and the member does not fail to adhere to the terms of the agreement. dues shall be in accordance with the schedule and the member is in good standing.

RATIONALE: Eight weeks allows for two monthly billing cycles and the remainder of the proposed change clarifies the process.

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 2. Rights and Limitations

D. Censure, Suspension, Expulsion

1. A member of the MEA can be censured, suspended, or expelled only for good cause, and shall be entitled to a due process hearing before the MEA Judicial Board in accordance with rules adopted by the Representative Assembly. If the MEA Judicial Board decides to discipline an MEA member, the member may appeal that decision to the MEA Board of Directors, whose decision shall be final— subject to appeal to the National Education Association. The MEA Judicial Board also shall have the power to vacate a censure, lift a suspension, or reinstate a member.

2. No person may appeal to the National Education Association or initiate a lawsuit or other legal proceeding in any court or other forum, with regard to the threatened or actual imposition of discipline under this section unless such person has fully exhausted the due process procedure outlined above, and has received a final decision by the MEA Board of Directors. including the right to appeal to the MEA Board of Directors.

RATIONALE: To clarify the process.

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 4. Membership Dues

A. The annual membership dues of the Maine Education Association, for active professional members shall be calculated to the nearest dollar and shall be the greater of: (1) 2.5 percent increase over the prior year’s dues, or (2) 0.765 percent of the average salary of Maine teachers as established by the Department of Education for the second year prior to the budget year (i.e., the 2016-2017 dues will be based on the average teacher salary for 2014-2015). The Maine Education Association active part-time membership shall be open to any person who is employed fifty percent (50%) or less, but greater than twenty-five percent (25%), of the normal schedule for full-time faculty members or who is on sabbatical leave. Membership dues will be calculated to the nearest dollar on the basis of fifty percent (50%) of dues for full-time active educators.

One-quarter (1/4) membership shall be open to any person who is regularly employed for twenty-five percent (25%) or less of the normal schedule for full-time faculty members. Membership dues will be calculated to the nearest dollar on the basis of twenty-five percent (25%) of dues for full-time active professional educators.

RATIONALE: The wording/example is not necessary for understanding of the bylaw SUBMITTED BY: Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 4. Membership Dues

C. The Association shall allow credit to first-year active or active education support members who join the Association during their first year of membership eligibility, the reduction of their dues being ten percent (10%) per year for each year of their student membership and/or for each year of their student membership up to four (4) years. The first-year active member shall provide proof of membership to be eligible for credit, and the Association shall verify student membership. Any reduction in dues offered to first-time members or student members shall be contingent upon agreement to continuous membership.

D. Any person (1) who joins as an active or active education support member for the first time after the commencement of the membership year, (2) who becomes eligible for active or active education support membership after the commencement of the membership year, or (3) who returns to professional education employment or to an education support position from a limited leave of absence after the commencement of the membership year, or (4) who is hired after the commencement of the membership year shall be enrolled in full standing for the remainder of the membership year by paying the amount of annual dues which is commensurate with the remaining portion of the membership year. Any reduction in dues offered to members shall be contingent upon agreement to continuous membership, if appropriate.

E. The MEA Board of Directors may establish reduced membership dues for persons eligible for active or active education support membership who are included in a group of employees (1) that is attempting to become an affiliate of the Association or (2) for which an affiliate of the Association is attempting to become the recognized organization. The amount of the dues charged such persons, and the

Association services and benefits for which they are eligible, shall be determined by the Board of Directors on a case-by-case basis. The Board of Directors shall adopt rules for implementing this Bylaw. Any reduction in dues offered to first-time members or members of newly organized units shall be contingent upon agreement to continuous membership.

RATIONALE: To avoid a potential issue, in light of the Janus decision SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section 4. Membership Dues

E. The MEA Board of Directors may establish reduced membership dues for persons eligible for active or active education support membership who are included in a group of employees (1) that is attempting to become an affiliate of the Association or (2) for which an affiliate of the Association is attempting to become the recognized organization. The amount of the dues charged such persons, and the Association services and benefits for which they are eligible, shall be determined by the Board of Directors. on a case-by-case basis. The Board of Directors shall adopt rules for implementing this Bylaw. Any reduction in dues offered to first-time members or members of newly organized units shall be contingent upon agreement to continuous membership.

RATIONALE: To clarify language. SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section

4. Membership Dues

K. Military Reservists – Active membership status will be continued maintained for an any active MEA member who is a military reservist called to active duty. due to the current United States efforts against terrorism. Dues for this membership category will be suspended when his/her salary is terminated and will remain suspended until the school salary is resumed.

RATIONALE: To clarify and update the language.

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE I. MEMBERSHIP

Section

4. Membership Dues

M. Dues of Community Ally members shall be established by the Representative Assembly in the program budget.

RATIONALE: On the advice of NEA SUBMITTED BY: Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE II. REPRESENTATIVE ASSEMBLY

Section

1. Allocation of Delegates

B. In apportioning or reapportioning delegates, the Structure and Bylaws Committee shall adhere to the principle of one-person, one-vote. Each governance affiliate shall provide proportionate representation by educational position and shall seek to achieve ethnic minority representation at least proportionate to its ethnic minority membership by all legally permissible means. and shall provide proportionate representation by educational position.

RATIONALE: To ensure compliance with LMRDA

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE II. REPRESENTATIVE ASSEMBLY

Section 5. Elections

F. The President and the National Education Association Director(s) shall also serve as delegates to the National Education Association Representative Assembly with limited rights.

RATIONALE: To make explicit that the state association President and the NEA Director(s) are also delegates to the NEA RA by virtue of their positions, but have limited rights as such, in accordance with the NEA Constitution, Article III, Section 3.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE III. NATIONAL EDUCATION ASSOCIATION

REPRESENTATIVE ASSEMBLY

Section 1. Active and Active Education Support Professionals

Only persons who have been and remain active and active education support members of the Maine Education Association and the National Education Association for the two (2) years immediately preceding their nomination shall be are eligible to be delegates to the National Education Association Representative Assembly. Elections shall be conducted in accordance with procedures outlined in the MEA Standing Rules and Elections Handbook and the NEA Election Guidelines.

RATIONALE: To align with NEA governance documents; there is no limitation stating that in order to serve as a delegate to the NEA RA one must have been a member for the two years preceding their nomination to be a delegate.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE IV. OFFICERS

Section 1. Powers and Duties of the President

I. serve as delegate to the Maine Education Association Representative Assembly; and J. serve as a delegate to the National Education Association Assembly subject to the limitations as specified in the Constitution of the National Education Association; J. K. perform all other duties applicable to the office of President.

RATIONALE: To make explicit that the state association President also serves as a delegate to the NEA RA with limited rights as indicated in the NEA Constitution Article III, Section 3b.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE IV. OFFICERS

Section 2. Powers and Duties of the Vice President

D. serve as a delegate to the Maine Education Association Representative Assembly

RATIONALE: To clarify that the Vice President is a delegate to the MEA RA (and not the NEA RA)

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE IV. OFFICERS

Section 3. Powers and Duties of the Treasurer

E. serve as a delegate to the Maine Education Association Representative Assembly

RATIONALE: To clarify that the Treasurer is a delegate to the MEA RA (and not the NEA RA)

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE V. BOARD OF DIRECTORS

Section 2. Duties

B. Members of the Board of Directors shall: 3. serve as delegates to the MEA Maine Education Association Representative Assembly.

RATIONALE: To align with the wording in Article IV. Officers, Section 1, 2 and 3 where there are proposed changes so that these sections state that the Officers are delegates to the Maine Education Association Representative Assembly.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VI. COMMITTEES

Section 2. Standing Committees

A. Government Relations Committee

A Government Relations Committee shall consist of members representing each of the UniServ Districts, one (1) education support professional member, one (1) Maine Education Association retired member, and one (1) student. Where representation from each UniServ District is not feasible, the President shall have the option of filling committee positions with at-large appointments for not more than one (1) year. Committee members shall be appointed for three-year (3) terms. If there are no ethnic minority members on the committee, the President shall have the option of creating and filling an at-large ethnic minority seat on the committee for a term of not more than one (1) year.

C. Instruction and Professional Development Committee

An Instruction and Professional Development Committee shall consist of one (1) member from each of the UniServ Districts, one (1) education support professional member, one (1) member of the Maine Education Association retired, and one (1) student. Where representation from each UniServ District is not feasible, the President shall have the

option of filling committee positions with at-large appointments for not more than one (1) year. Committee members shall be appointed for three-year (3) terms. If there are no ethnic minority members on the committee, the President shall have the option of creating and filling an at-large ethnic minority seat on the committee for a term of not more than one (1) year.

D. Statewide Bargaining Committee

A Statewide Bargaining Committee shall consist of one (1) member with bargaining expertise from each UniServ District, one (1) education support professional member selected from the state at-large, one (1) Maine Education Association retired member, and one (1) student member. Where representation from each UniServ District is not feasible, the President shall have the option of filling committee positions with at-large appointments for not more than one (1) year. Committee members shall be appointed for three-year (3) terms. If there are no ethnic minority members on the committee, the President shall have the option of creating and filling an at-large ethnic minority seat on the committee for a term of not more than one (1) year.

RATIONALE: The MEA President already has the power to appoint and, as with all committees, makes every effort to encourage members to serve on MEA committees and must make efforts to ensure diverse and equitable representation of all members on all committees, including representation of ethnic minority members, as per Board policy.

SUBMITTED BY: Grace Leavitt

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VII. GOVERNANCE AFFILIATES AND ACADEMIC NONGOVERNANCE AFFILIATES

Section 2. Governance Affiliates

D. The Association shall not affiliate a governance affiliate unless it meets the following minimum standards:

1. each governance affiliate shall apply the one-person, one-vote principle for representation on its governing bodies except that the governance affiliate shall guarantee take such steps as are legally permissible to achieve ethnic minority representation at least proportionate to its ethnic minority membership;

RATIONALE: To ensure compliance with LMRDA.

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VII. GOVERNANCE AFFILIATES AND ACADEMIC NONGOVERNANCE AFFILIATES

Section 2. Governance Affiliates

D. The Association shall not affiliate a governance affiliate unless it meets the following minimum standards: 4. the governance affiliate shall be reviewed by the Association to determine compliance with minimum standards for affiliation at least once every five (5) years;

RATIONALE: To align with NEA Bylaw 8-7 (e)

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

ARTICLE VII. GOVERNANCE AFFILIATES AND ACADEMIC NONGOVERNANCE AFFILIATES Section 5. Censure, Suspension or Disaffiliation

A. For cause shown, the Board of Directors may censure, suspend or disaffiliate any affiliate. Such action may take place only after due notice and a due process hearing as required by the MEA Constitution. In the event an adverse action is taken, said affiliate shall have the right to appeal the decision to a seven-member (7) appellate jury which shall be comprised of disinterested Representative Assembly delegates according to the following selection procedure: the Maine Education Association Executive Director shall make available a current listing of the Maine Education Association Representative Assembly delegates from which the aggrieved party and the Maine Education Association President shall select the seven (7) jurors under a striking procedure. The decision of the jury shall be binding on all parties.

RATIONALE: To align with the process included in the proposed language in the MEA Constitution Article VII, Section 5 as required by NEA Bylaw 8-11 (f) regarding minimum affiliation standards.

SUBMITTED BY: Grace Leavitt STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass

2022 PROPOSED NEW BUSINESS ITEMS

1. RESOLVED: that the MEA refrains from the purchasing and marketing of non-union made goods in all instances.

RATIONALE: The purchasing and marketing of union-made goods are consistent with the MEA Strategic Plan, Working Condition Goal, “MEA members will work in environments that offer optimum working conditions”, which non-union workplaces more often do not provide

to their employees. This action is consistent with National Education Association (NEA) policy and practice.

MEA Economic Goal, Objective #2: #2. Promote equitable salary/wage schedules.

Submitted by: Human, Civil Rights, and Social Justice Committee, Olivia Brown & Emily Albee, Committee Co-Chairs

Estimated budgetary impact: Unknown

2. RESOLVED: that the MEA will start the comprehensive work to develop and implement the Ethnic Diversity Group of Educators (EDGE) partnership support program that would partner with veteran MEA members of ethnic diversity with new educators and staff of color to help them identify ways in which to engage and participate in the union and prepare for leadership roles.

RATIONALE: This program would be in line with realizing the goals outlined in MEA’s Minority Involvement Plan and MEA’s Strategic Foci for 2021-2022 year. New educators of color in Maine often feel isolated and disconnected from the workings of the union and how to become involved. Local leaders may not always have the training or knowledge to help support their members of color and the unique challenges they may face. When faced with workplace environments and conditions that are discriminatory and/or oppressive, novice teachers of color may feel pressure to avoid confrontation with colleagues and/or administrators. Understanding the role of the union may help ease some apprehension when it comes to new teachers reporting these issues. Removing these barriers through this EDGE partnership support program can encourage new members of color to feel confident playing a more active role in the union and seeking leadership positions.

MEA Professional Autonomy Goal, Objective #1: #1. Increase MEA members’ involvement in establishing standards for their professions.

Submitted by: Black, Indigenous, People of Color Committee, Nesrene Griffin and Genaro Mancera, Committee Co-Chairs Estimated budgetary impact: Unknown

3. RESOLVED: that the MEA shall create a permanent Diversity, Equity, and Inclusion staff position within the organization in order to increase membership and “ensure safe and supportive environments that are free from social and racial injustice.”

RATIONALE: This role would unify and strengthen the Diversity, Equity, and Inclusion work being done throughout various areas of our organization. Currently, the work of the BIPOC committee is largely done voluntarily. A significant deal of work is required to uphold the values stated in the MEA’s three Strategic Foci for 2021-22, as well as to successfully execute the goals outlined in the MEA’s Minority Involvement Plan. Most committees have distinct MEA staff positions aligned to their specific areas of work (Communications Director, Director of Collective Bargaining and Research, Government Relations Director, Training and Professional Development Director), whereas the BIPOC Committee is supported by staff liaison. The role of a Diversity, Equity and Inclusion staff person would center around issues that affect both educational staff and students who identify as BIPOC, LGBTQ+, and/or any of the classes protected by civil rights law. Responsibilities might include: leading professional development, implementing and monitoring training and awareness programs, crafting strategic plans, creating and supporting initiatives that promote DEI, facilitating conversations around issues, and voicing concerns of marginalized members to the MEA executive board. The goal is to have these issues known and addressed by the MEA, helping to bring about the cultural and possible ethical changes necessary in the educational field.

MEA as an Organization Goal, Objective #1: #1. Strive for 100% membership by positioning the MEA to be indispensable to educational employees.

Submitted by: Black, Indigenous, People of Color Committee, Nesrene Griffin and Genaro Mancera, Committee Co-Chairs

Estimated budgetary impact: Unknown

2022 PROPOSED RESOLUTIONS New, Amendments and Deletions

1 – Amendment to B.17

B17. RESOLVED: That the MEA believes that members need to be professional proactive advocates for children and public education. To accomplish that objective, the MEA also believes that:

• members can be more effective at Individual Education Plan meetings if they are knowledgeable about special education laws and regulations, transition regulations, and 504 regulations.

• local associations should have a resource person knowledgeable in special education/inclusion/504.

• local associations should negotiate additional resources and improved working conditions in special education.

• state and local organizations involved in special education need to coordinate their services.

• members need to be knowledgeable of legal protections against harassment, student violence, and other unsafe working conditions for educators or students.

• members need to gain knowledge about issues that face our increasingly diverse students and staff, including the District’s Lau Plan, a document which describes how school administrative units (SAU) meet the needs of its English learners and fulfills its civil rights obligations to them.

• members need training on the social and emotional needs of students.

• members need current training on bullying prevention.

• members need training on implicit bias.

• members can be more effective at language assessment committee meetings for English for Speakers of Other Languages (ESOL students) if they are knowledgeable about the student’s Individual Language Assessment Plan (ILAP).

• members need support in all of the above issues through local professional development.

(Adopted 2003; Amended 2012; Amended 2015; Amended 2019; Amended 2021)

Rationale: We have the same wording for student IEP’s and 504’s in this section and the language should extend to ESOL students as well.

Submitted by: Human, Civil Rights, and Social Justice Committee Nancy Mitchell, Board Liaison

2 - New E

RESOLVED: that the MEA believes that each student’s choice of moniker should be consistent with the student’s identity and that their moniker should extend to all student approved instances that are not legal documents including but not limited to; email, yearbook, lunch card, marquee, educational software such as attendance systems, and public announcements.

Rationale: Each student’s civil rights need to be enforced, and this extends to their chosen name.

Submitted by: Human, Civil Rights, and Social Justice Committee Nancy Mitchell, Board Liaison

3 - New E RESOLVED: that the MEA believes in the support of educators teaching curriculum through an equity lens.

Rationale: Educators and curriculum are currently being publicly scrutinized.

Submitted by: Human, Civil Rights & Social Justice Committee Olivia Brown, Committee Co-Chair

4 - New E RESOLVED: that the MEA believes in the support of educators who resolve to share diverse and inclusive learning materials to all students in their learning environments.

Rationale: To protect educators and students during the movement for banned materials.

Submitted by: Human, Civil Rights & Social Justice Committee Olivia Brown, Committee Co-Chair

5 - New G RESOLVED: that the MEA believes in the importance of diversity, equity, and inclusion, and therefore believes that the efforts to view policies and practices of the Association with an equity lens must be ongoing in order for MEA to be a diverse, equitable, inclusive organization, and in order to work for a more diverse educator workforce that will help to promote equity and inclusion in our public pre-K-12 schools and institutions of higher learning. The MEA believes that all local affiliates also need to be engaged in this work at the local level.

Rationale: Given the MEA position on racial and social justice, the positions taken by the MEA Board of Directors and the work the MEA has been engaging in on racial equity, this statement is needed in our Resolutions to be clear that this direction will continue and that the work is ongoing.

Submitted by: Individual Grace Leavitt, MSAD 51 EA

pandemic

Maine Education Association

H I G H E R S A L A R I E S & B E T T E R B E N E F I T S

The statewide average salary increased by as much as $4,700+ for those with a Masters' at the top of the scale Many ESP members also saw historic salary increases MEA also continues to work to increase and fight for your pension so you can retire with dignity, while the MEA Benefits Trust works to provide a comprehensive and affordable health care program in a challenging and volatile marketplace

I M P R O V I N G Y O U R D A I L Y L I V E S

Addressing Educator Burnout

Advocated for and received 15 days of COVID leave, allowing you to keep sick days and ensuring you're paid while out for COVID reasons

Secured more time for teachers after MEA pushed for a new law giving educators the right to negotiate planning time in local contracts Secured funding to help schools hire more staff Provided additional mental health support and training for members to support their students

Improved Safety Protocols

Stricter air quality standards after MEA worked to secure passage of a state law requiring school districts to follow stricter air quality standards

Creation of district safety committees with union representation after MEA advocacy at the state and local level Advocated for more federal funds to buy higher quality masks and proper PPE

S A M P L E N E G O T I A T E D L O C A L S U C C E S S E S

15% wage increase overall for support staff in the University of Maine higher education system with a minimum start rate of $15 00 per hour

Air quality inspections on a 3 year rotation in York due to the negotiation efforts of the York Teachers Association

$600 "Thank You" bonus for all employees in Old Orchard Beach/RSU 23

RSU 29 EA impact bargained two days’ pay for elementary teachers at their per diem rate to compensate for the extra work necessary to transition between remote and in person instruction after a school shutdown.

one of the hardest jobs in the world

it’ s never been harder than right now. During the

, the

and its members used their collective voice to help educators live better, safer lives, so our students could recieve the best education possible

MEA maintains a salary database to better help members understand how educators are paid across Maine. MEA encourages you to use this information as you advocate for wages and benefits in your district. The data on the following pages is based off of contracts submitted to MEA for the 2021-22 school year. Due to space limitations, the minimum salaries for Education Support Professionals will not appear in print, but you can find them the online in the MEA salary guide. Scan the QR Code or visit maineea.org/mea-salary-guide/ * Maximum pay for ESP are printed on the following pages.

$71,747 18 50/58

Madawaska $38,288 $55,665 $61,838 $39,685 $59,331 $66,107 15 103/103

RSU 39, Caribou $40,000 $54,810 $68,331 $42,000 $57,550 $71,747 18 51/58

RSU 42, Mars Hill $40,000 $55,200 $69,600 $42,960 $59,060 $74,360 20 35/32

RSU 45, Washburn** $37,500 $42,500 $56,500 $39,500 $44,500 $59,200 31 136/157

RSU 50, Southern Aroostook* $37,500 $41,000 $57,200 $37,500 $44,000 $60,200 21 132/136

RSU 70, Hodgdon

$37,500 $43,675 $58,675 $39,600 $45,775 $60,775 26 124/132

RSU 79, Presque Isle $37,500 $51,663 $68,896 $38,500 $54,246 $72,340 20 44/47

RSU 86, Fort Fairfield $39,000 $57,200 $69,800 $41,500 $59,700 $72,300 18 33/48

RSU 88, Van Buren $40,000 $58,630 $75,397 $42,000 $62,183 $80,471 20 14/15

SAD 27, Fort Kent $37,500 $54,120 $67,240 $41,500 $58,120 $71,240 19 61/63

Woodland $38,495 $51,734 $54,884 $39,695 $52,934 $56,084

KENNEBEC COUNTY

School District

Augusta

Fayette*

RSU 02, Hallowell

RSU 11, Gardiner

BACHELOR’S

MASTER’S

MIN STEP 10 MAX MIN STEP 10 MAX

Steps (BA/ MA) BA MAX/MA MAX (OUT OF 157)

$40,058 $46,642 $69,304 $42,856 $49,900 $74,146 28 38/35

$37,500 $46,396 $59,560 $38,322 $47,896 $61,060 22 117/128

$39,360 $44,990 $63,210 $44,120 $50,430 $70,855 23 93/66

$39,149 $48,149 $65,202 $41,303 $50,798 $68,880 23 78/80

RSU 18, Oakland $39,000 $44,540 $69,529 $41,000 $46,540 $71,529 29 37/60

RSU 38, Maranacook $39,800 $45,571 $64,038 $41,800 $47,571 $66,038 31 86/103

RSU 49, Fairfield

Waterville*

$39,000 $45,754 $68,045 $41,000 $49,234 $71,596 27 57/59

$37,500 $46,628 $71,353 $39,275 $49,130 $75,182 34 27/29

Winslow $38,433 $48,568 $75,010 $40,384 $51,033 $78,817 30 18/19

Winthrop $38,500 $47,156 $57,006 $41,000 $50,112 $60,238 21 133/134

KENNEBEC

$42,000 $59,245 $65,686 14 96/104

AOS 93 - South Bristol $40,000 $52,217 $66,435 $42,036 $55,575 $70,706 19 68/67

AOS 98 - Boothbay $39,286 $52,797 $74,450 $41,069 $55,193 $77,763 22 19/21

AOS 98 - Edgecomb $47,245 $61,969 $70,971 $49,245 $64,592 $73,976 16 31/37

AOS 09 - Georgetown $39,103 $54,759 $75,338 $41,169 $56,909 $77,489 21 16/23

AOS 98 - Southport $41,742 $55,568 $71,659 $46,960 $62,514 $80,617 19 25/12

RSU 12, Windsor $37,505 $48,590 $64,245 $40,555 $51,640 $67,240 24 84/93

RSU 40, Waldoboro $40,867 $50,461 $69,555 $43,356 $53,534 $73,791 24 36/38 Wiscasset $37,500 $41,842 $71,653 $40,000 $44,342 $74,153 29 26/34 LINCOLN

RSU

AOS

RSU

RSU

RSU

RSU 74, Anson $37,914 $46,747 $55,987 $39,138 $48,921 $67,400 26 137/91

RSU 82, Jackman* $37,096 $50,534 $64,029 $39,983 $53,422 $66,916 20 88/98

RSU 83, Bingham $37,500 $53,720 $62,840 $42,135 $60,360 $70,607 17 95/69

76/82

$57,258 $64,892 $41,989 $61,075 $70,618 16 81/68 Dayton $39,091 $52,935 $65,601 $41,377 $55,180 $67,603 20 75/88

Kittery $44,364 $58,458 $67,304 $47,624 $61,719 $73,072 16 61/45

RSU 06, Buxton $40,723 $52,280 $66,000 $43,723 $55,280 $69,000 26 42/20

RSU 21, Kennebunk $44,235 $58,755 $77,062 $47,912 $61,824 $82,033 31 8/11

RSU 23, Old Orchard Beach $37,550 $54,072 $63,985 $40,854 $57,376 $67,290 17 89/93

RSU 35, Eliot $45,008 $58,358 $71,128 $49,509 $64,194 $80,441 17 30/16

RSU 57, Alfred $41,000 $52,750 $67,150 $44,386 $56,136 $70,536 23 62/70

RSU 60, Berwick $37,500 $51,000 $66,000 $40,500 $54,000 $69,000 20 72/79

Saco $39,088 $54,449 $69,224 $42,137 $57,733 $72,508 20 40/46

Sanford $40,042 $53,709 $69,236 $43,050 $56,718 $72,562 20 39/45

Thornton Academy $38,442 $57,633 $61,476 $42,265 $61,476 $76,845 19 103/26

Wells-Qgunquit CSD $51,366 $66,999 $81,739 $55,833 $71,465 $86,205 24 1/1

York $49,520 $63,966 $76,967 $54,471 $70,361 $84,661 20 10/4

$41,707 $56,342 $68,885 $45,199 $59,993 $74,048

30

31

32

33

34

35

36

37

38

40

41

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57 Blue Hill $18.73 58 Waldo Region 7 $18.71 59 RSU 50, Southern Aroostook $18.67 60 RSU 25, Bucksport $18.65 61 RSU 12, Windsor $18.64 62 RSU 24, Sullivan $18.30 63 RSU 67, Lincoln $18.23 64 Alexander $18.20 65 Madawaska $18.18 66 Hermon $18.05 67 Deer Isle-Stonington CSD $17.95 68 Greenville $17.71 69 Machias $17.55 70 RSU 33, St. Agatha $17.48

RSU 11, Gardiner $17.40

38

39

40

41

30

31

32

33

34

35

36

37

29 31 RSU 89, Patten $23.26 32 Westbrook $23.22 33 Scarborough $23.18 34 Gorham $23.16 35 RSU 50, Southern Aroostook $23.10 36 Auburn $22.95 37 RSU 15, Gray $22.95 38 RSU 05, Freeport $22.86 39 RSU 22, Hampden $22.83 40 RSU 40, Waldoboro $22.70 41 RSU 74, Anson $22.60 42 Dayton $22.54 43 RSU 60, Berwick $22.48 44 Wiscasset $22.45 45 RSU 28, Camden $22.25 46 St. George $22.24 47 Kittery $22.12 48 Lisbon $22.12 49 Winthrop $22.00 50 Woodland $21.91 51 RSU 67, Lincoln $21.90 52 Ellsworth $21.80 53 RSU 49, Fairfield $21.80 54 RSU 38, Maranacook $21.75 55 RSU 13, Seacoast $21.70 56 RSU 56, Dixfield $21.70 57 RSU 10, Rumford $21.68 58 RSU 06, Buxton $21.40 59 Lewiston $21.31 60 Fayettee $21.18 61 Sanford $21.06 62 RSU 18, Oakland $21.03 63 RSU 18, Oakland $21.03 64 RSU 29, Houlton $20.97

79 Appleton $18.96 80 Alexander $18.92 81 Vassalboro $18.81 82 SAD 27, Fort Kent $18.77 83 Sedgwick $18.76 84 RSU 67, Lincoln $18.70 85 Deer Isle-Stonington CSD $18.68 86 RSU 73, Jay-Livermore $18.51 87 RSU 83, Bingham $18.51 88 RSU 39, Caribou $18.50 89 RSU 87, Carmel $18.44 90 Blue Hill $18.33 91 RSU 70, Hodgdon $18.32 92 Machiasport $18.31 93 Winslow $18.12 94 RSU 33, St. Agatha $17.95 95 Hancock $17.94 96 Lamoine $17.94 97 Greenville $17.92 98 RSU 24, Sullivan $17.85 99 Millinocket $17.80 100 Machias $17.77 101 RSU 34, Old Town $17.59 102 Veazie $17.57 103 Charlotte $17.50 104 RSU 25, Bucksport $17.50 105 SAD 46, Dexter $17.49 106 Pembroke $17.47 107 RSU 29, Houlton $17.17 108 RSU 78, Rangeley $17.17 109 Limestone Community School $17.00 110 RSU 09, Farmington $16.84 111 RSU 58, Phillips $16.75 112 RSU 80, Guilford $16.71 113 Cutler $16.53 114 Athen $16.32 115 East Machias $16.07 116 Glenburn $15.94 117 Medway $14.38 118 East Millinocket $14.08

RSU 23, Old Orchard Beach $21.67 65 Bar Harbor $20.93 66 RSU 11, Gardiner $20.85 67 Edgecomb $20.84 68 RSU 61, Bridgton $20.84 69 RSU 41, Milo $20.81 70 South Bristol $20.62 71 Five Town CSD $20.62 72 RSU 53, Pittsfield $20.60 73 RSU 59, Madison $20.53 74 RSU 57, Alfred $20.52 75 RSU 85, Lubec $20.50 76 RSU 09, Farmington $20.50 77 RSU 16, Poland $20.48 78 Brooklin $20.38 79 Great Salt Bay CSD $20.35 80 RSU 73, Jay-Livermore $20.35 81 RSU 35, Eliot $20.29 82 RSU 83, Bingham $20.25 83 Harmony $20.16 84 SAD 27, Fort Kent $20.01 85 Alexander $19.98 86 Blue Hill $19.96 87 RSU 39, Caribou $19.86 88 RSU 87, Carmel $19.78 89 Hancock $19.60 90 Hermon $19.60 91 Lamoine $19.60 92 Winslow $19.59 93 Greenville $19.59 94 Vassalboro $19.55 95 Machiasport $19.50 96 RSU 24, Sullivan $19.50 97 Deer Isle-Stonington CSD $19.41 98 RSU 78, Rangeley $19.39

26 Kittery $21.04

27

20

21

22

23

24

25

55 RSU 29, Houlton $18.77 56 RSU 67, Lincoln $18.70 57 Blue Hill $18.33 58 RSU 78, Rangeley $18.32 59 Ellsworth $18.29 60 RSU 06, Buxton $18.29 61 Great Salt Bay CSD $18.27 62 SAD 46, Dexter $18.12 63 South Bristol $18.05 64 RSU 25, Bucksport $18.00 65 Calais $17.87 66 RSU 09, Farmington $17.79 67 RSU 04, Sabattus $17.66 68 Alexander $17.62 69 Veazie $17.57 70 Machias $17.55 71 Charlotte $17.50 72 RSU 33, St. Agatha $17.47 73 RSU 80, Guilford $17.42 74 Machiasport $17.25 75 RSU 16, Poland $17.10 76 Limestone Community School $17.00 77 Harmony $16.79 78 Cutler $16.75 79 Athen $16.59 80 RSU 73, Jay-Livermore $16.46 81 Glenburn $15.07

Educator

Discovery Education-Daily Learning Activities

Daily learning activities are available for free for every K-8 teacher in the U.S. for the 2021-2022 school year.

The Activity Center on Discovery Education is complete with monthly, ready-to-use content. Each month is curated based on what teachers are searching for the most, and each daily activity will engage your students and save you time. Activities are separated into K-2, 3-5, and 6-8 making it easy to find content.

Free Money for Travel Through NEA Travel

Plan your perfect family trip or spring/summer break using the NEA Travel Program. Whether you’re renting a car, flying to your favorite city, heading on a guided tour, going on a cruise or staying at a hotel/resort, make NEA Travel your first destination for all of your travel needs.

As a bonus for your first visit to NEA Vacations, you'll receive $500 NEA Travel Dollars that you can use like cash towards partial payment on your next trip. Note: Travel Dollars are not valid on airfare. So start planning your vacation adventure! Scan

Earn up to $250 in Gift Cards through Virgin Pulse Wellness Program

Sign up for Virgin Pulse, MEABT’s wellness app, and immediately start earning points towards $250 in gift cards per year. This fun and easy to use program is structured in a quarterly levels game designed to keep you active and healthy throughout the year. Everyone enrolled (active & retired) in a MEABT health plan, including enrolled spouses, domestic partners, and dependents aged 18-26, are invited to sign up. The Pulse Cash is yours to accumulate and redeem when you’re ready, and it doesn’t expire.

It's one of the best four letter words out there-FREEespecially when you're on a tight budget. Maine

found a few freebies!

TITLES FOR TEEN READERS

Spring 2022 - Nurture a Sense of Belonging

TITLES

The students of Marjory Stoneman Douglas High School share their emotional journeys that began on February 14, 2018, and continue today.

Through 100 chapters, each 100 words, sixteen-year-old Will walks the streets of L.A. to deal with tragedy and loss.

Through 100 chapters, each 100 words, sixteen-year-old Will walks the streets of L.A. to deal with tragedy and loss.

Elementary Middle Grade Young Adult

Kiyoshi's Walk Finding Junie Kim

Darius’

By Mark Karlins Illustrated by Nicole Wong

When Kiyoshi, a young boy of Japanese heritage, asks his grandfather poet where poems come from, Grandfather Eto takes him for a walk where Kiyoshi finds both answers and inspiration to write a haiku of his own.

THEMES:

Family

Epic

Epic heart-pounding fantasy set in an alternate ancient India where a rebel assassin and a reluctant soldier find forbidden love as they battle to save their lands.

By Ellen Oh

Twelve-year-old Korean American Junie Kim, who’s kept quiet about the bullying and racism she encounters at school, is diagnosed with depression but is later inspired to speak out after learning about her grandfather’s experiences during the Korean War.

THEMES:

Courage, Family, Racial & Social Justice, Trauma

Heartbreaking and hopeful stories about nine courageous young adults who have lived with a secret for much of their lives: they are not U.S. citizens.

Heartbreaking and hopeful stories about nine courageous young adults who have lived with a secret for much of their lives: they are not U.S. citizens.

Last Night at the Telegraph Club

By Malinda Lo

In 1954, seventeen-year-old ChineseAmerican Lily Hu shares her secret excitement over an ad for a show at the Telegraph Club featuring a male impersonator with her White friend Kathleen. Kathleen takes Lily to the San Francisco lesbian bar where they begin to explore their sexuality and their relationship.

THEMES: Culture, Family, Friendship, LGBTQ

The lives of two cursed sisters become entwined with two enchanted boys in this contemporary retelling of “SnowWhite and Rose-Red’ and “Swan Lake.”

life of dealing with depression and high school bullies takes an unexpected turn when he travels to Iran to meet his grandparents for the first time.

After Rukhsana’s conservative Muslim parents catch her kissing her girlfriend Ariana, they whisk her away to Bangladesh and a world of tradition and arranged marriages.

A Muscogee (Creek) girl attending an overwhelmingly white high school, Louise “Lou” Wolfe deals with the difficulties of “dating while Native.”

In this raw graphic memoir, Jarrett J. Krosoczka shares his day-to-day life with his grandparents and his difficult interactions with his heroin-addicted mother.

heart-pounding fantasy set in an alternate ancient India where a rebel assassin and a reluctant soldier find forbidden love as they battle to save their lands.

The students of Marjory Stoneman Douglas High School share their emotional journeys that began on February 14, 2018, and continue today.

Best friends Chelsea and Jasmine find and use their voices to confront stereotypes, biases, and societal wrongs in their community.

The lives of two cursed sisters become entwined with two enchanted boys in this contemporary retelling of “SnowWhite and Rose-Red’ and “Swan Lake.”

Darius’ life of dealing with depression and high school bullies takes an unexpected turn when he travels to Iran to meet his grandparents for the first time.

After Rukhsana’s conservative Muslim parents catch her kissing her girlfriend Ariana, they whisk her away to Bangladesh and a world of tradition and arranged marriages.

A Muscogee (Creek) girl attending an overwhelmingly white high school, Louise “Lou” Wolfe deals with the difficulties of “dating while Native.”

In this raw graphic memoir, Jarrett J. Krosoczka shares his day-to-day life with his grandparents and his difficult interactions with his heroin-addicted mother.

Graduate Certificates in Online Learning Design

Graduate Certificate in Designing Learning Experiences

This certificate is designed to provide students with the instructional design methodologies and skills, informed by learning science, needed to design effective online learning experiences. This certificate is ideal for individuals aspiring to work in the field of learning experience design or who feel this skill set would help achieve their professional goals in online learning.

Graduate Certificate in Teaching Online

This certificate is designed to provide educators with a rigorous and practical introduction to the skills and knowledge needed to design, develop, deliver, and evaluate courses in engaging online formats, and understand the necessary components of the entire online learning ecosystem. This certificate is ideal for individuals working in a K-12 or higher education setting who are passionate about online learning and want to improve their ability to teach and design online courses.

Program Highlights

• No GRE required

• 12-credit hour certificates

• Complete in just under one year

• Multiple start times: spring, summer, and fall

• 100% online – no campus visits required

WHAT OUR STUDENTS ARE SAYING

“I would absolutely recommend that all educators take these courses because not only do they provide a fantastic foundation for online teaching, but they dive into concepts that even teachers who have been in the profession for 20 years can benefit from learning.”

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: Natasha Brewer

District B: Suzen Polk-Hoffses

District C: Ellen Payne

District D: Cedena McAvoy

District E: Thresa Mitchell

District F: Janice Murphy

District G: Nancy Mitchell

District H: Dennis Boyd

District I: Evelyn Atwood

District J: Rebecca Pruente

District K: Tom Walsh

District L: Rebecca Manchester

District M: Chris Jones

District O: Lisa Leduc

District P: Dina Goodwin

District R: Gary McGrane

District ESP: Jamie McAlpine

Student Observer: Kira Yardley

Maine Educator (ISSN #1069-1235) is published by: Maine Education Association

35 Community Drive, Augusta, ME 04330-8005 207-622-4418; fax 207-623-2129

POSTMASTER: send address changes to: Maine Educator

35 Community Drive, Augusta, Maine 04330-8005

Non-Profit US Postage paid at Augusta, Maine and additional mailing offices.

For advertising rates and information please contact: Shawn Berry

35 Community Dr., Augusta, ME 04330 207-622-4418 ext. 2206

E DITOR'S NOTE - SPRING 2022

1985 called- on its rotary phone on the wall- and asked for its hairstyle back.

I have lost all control.

That’s the point in the pandemic I’m at, AND..... I’m OK with it.

I’m OK with letting go and accepting what I can and can't change. I’m OK with just going with the flow. I’m tired of swimming up the proverbial stream without a paddle. I’ve been out of the boat for a while now, so I might as well just float along and try and not sink. Hence, the hideous (but apparently now on trend) mullet on my 9-year-old.

While I would never say it’s OK to sit back and do nothing if you witness injustice or are part of one, I am saying that finding your path forward, up the stream, can be easier if you let go a bit and take advantage of the people here to help... more specifically your Union and what it provides.

Your Union has been a constant throughout the pandemic.

It fought at both the state and local levels for the things you needed and deserved most: increased pay and COVID bonuses, better ventilation at your local schools, safety protocols to keep everyone as healthy as possible and buildings open, vaccination priorities for educators, advocacy work to increase federal funding allowing districts to hire more social workers and staff to support students’ mental health, and so much more You can read more about these successes on page 21.

In the midst of seemingly never-ending COVID variants, changes in safety protocols and procedures, there is some calm and consistency in your Union. We are always here. When you have a question about COVID sick leave-your Union has the answer. When you want to know how to best work to convince your school board to listen to the voices of the experts in our schools-that's you-your Union has a plan to help. When you needed help to navigate the new student loan forgiveness programs, your Union held a webinar to explain it all, saving members thousands of dollars. When you wanted to know about our pre-retirement seminars, many of you used our new Live Chat feature and reached an MEA Assistant and got immediate answers. These are just some of the ways your Union can help you.

Take advantage of your Union. It’s what we’re here for.... if for no other reason than keeping your sanity to avoid letting your kid get his head shaved with his hockey number on the side. As if the mullet wasn’t bad enough......�� I fully admit to needing an intervention at my house before I do something really drastic and say yes to a fluorescent track suit or a rat tail!

Rachelle Johnson

Giovanna Bechard Editor

I let my son get a mullet.

Graduate Programs That Change Lives

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)