Maine Educator Spring 2024

Amazed Grace

I imagine you’re familiar with the song, “Amazing Grace”? Well, for me, the title should be “Amazed Grace,” because it’s all of you who amaze me!

Over the last few weeks, I had more opportunities than usual to meet with and spend time with many more of our members—and I have loved every minute!

It was so uplifting to see members, both active and retired, at our Lobby Day over the school break in February. Educators came to the State House to speak with legislators about what is happening in their schools as well as the need to prioritize raising wages for support staff and salaries for teachers to help address the ongoing educator shortage. So many districts across our state have continued to be unable to hire qualified staff to fill the many vacant positions—positions that are needed to provide the supports our students need. Please keep talking with your legislators about what you are experiencing—tell them like it is! And join us on our next Lobby Day! Your voice matters so much to be sure the people making decisions that affect you and students understand your perspectives and experiences.

At area meetings held by our UniServ

Directors for local leaders I had the chance to hear about the work you are doing to represent and advocate for colleagues as well as push at the negotiating table to bargain better agreements that will help retain the great educators we have and attract more to the profession. Hearing about the efforts locals are making to organize around issues and stand strong is inspiring, to say the least. I urge everyone to help out by stepping up in their local in any way you can!

I recently attended the conference held by the Educators for a Multilingual Maine (EMME). It was an amazing event, planned, organized, and run by EMME leaders in their “spare” time, as so many conferences of our academic affiliates are. The presenters, our colleagues, shared their knowledge and expertise. It was energizing to hear about and be reminded of the incredible work educators are doing, especially as we strive to meet the needs of our diverse student population.

MEA Committees met again in March. There were great discussions in each meeting, showing the commitment of our members to the Association as well as their dedication to fellow educators and the profession itself, taking time on a Saturday to come together. (If you are interested in adding your voice to this work, be sure to check out the

information about MEA committees

our website!)

The Maine Art Education Association again sponsored Youth Art Month. At the reception and exhibition that we were glad to host again here at MEA headquarters, I got to speak with teachers who took time on a Sunday to meet the families of the students whose beautifully creative work is on display. (Take time to come enjoy it when you’re nearby!)

Other recent opportunities I had to be amazed by members: the Educators for Gun Safety group continues to discuss ways to help make our schools and campuses safer; I had the chance to touch base with members at an Associated Faculties of the Universities of Maine (AFUM) Executive Board meeting; I checked in with some of our retirees on the MEA Retired Executive Board who met here recently; and I got to chat with members who serve on the MEA Benefits Trust before their monthly meeting. These are just a few more examples of how educators go above and beyond.

I realize there is much more happening that I have missed here—music festivals, one-act plays, sports practices and events, all sorts of student clubs and activities that members support--all happening for our students because of YOUR efforts. You do so much for our students, for colleagues, for our communities, and for our state. YOU are AMAZING!

The best part of this position that I am both humbled and honored to hold is talking with you and hearing about all the things you do that help fulfill the MEA vision of “Great public schools for every Maine student.”

Thank you!

In Unity, Grace

Grace Leavitt MEA President

207-622-5866 x2200

From MEA's Executive Director

Rachelle Bristol

A Look Inside

As I write this, the sun is shining, and it is a pleasant day in March, reminding me that spring is just around the corner. The days are getting longer and progressively warmer. Flowers are starting to flirt with popping up and bringing their promise of brightness and cheer.

I love spring. Spring is a time to take stock, refresh and make changes where needed. A time to make the most out of opportunities.

I try and do a little of that every year. I am moving this year into a new place for me and the act of going through one’s belongings accumulated over the years can be frightening. Why oh why did I ever keep the takeout cafeteria trays from my BGSU college years? Why do I still have file folders full of old teaching materials? Why do I still have the key to a house I no longer own, in a state I have not lived in in over 10 years? Clearly, I am either very nostalgic (which I can be), or it is time to assess, purge and make changes for the better.

And with spring on the horizon, MEA is looking inward to do some work on its second strategic foci, Diversity, Equity, Inclusion, and Justice (DEIJ). If you are unfamiliar with MEA’s strategic foci, the MEA Board of Directors every year discusses and adopts strategic foci to guide the work of the union for the upcoming year. This past July, the MEA Board adopted three foci – membership growth, DEIJ, and local capacity/member engagement. In partnership, the elected leaders and staff of MEA work towards

fulfilling the vision of the board in these three areas.

To move the work around our DEIJ goals, MEA is in the process of completing an equity audit. An equity audit is a multiple step process in which stakeholders are engaged around the organization’s commitment to DEIJ principles in all areas of our operations. After extensive research, MEA contracted with a firm, Ascension Worldwide, located out of Maryland, to partner with us to move this work. Ascension Worldwide has experience working with other NEAaffiliated unions and understands our complex structure.

The equity audit began in early 2024 when MEA provided “artifacts” to Ascension Worldwide to review. Examples of the artifacts MEA provided include: MEA Constitution & Bylaws, MEA Board policies, MEA-MEASO collective bargaining agreement, MEA Standings Rules, MEA strategic foci, MEA organizational chart, and MEA Resolutions. These documents will be reviewed from an equity lens by Ascension Worldwide and findings included in a final report. MEA also conducted kickoff meetings with both the MEA Board and MEA Staff informing them of the equity audit purpose and process and to answer any questions individuals might have to provide transparency to the work.

To include as much stakeholder feedback as possible, MEA engaged in multiple methods to collect data on the Association from the different layers of the Association:

1. anonymous survey via email to all MEA members,

2. anonymous survey via email to all MEA staff,

3. eight separate virtual focus groups: local presidents (4), BIPOC members, MEA staff, MEA Board of Directors members, and MEA managers, and

4. individual virtual interviews.

All data collection methods were and are entirely confidential. No personally

identifiable information will be provided from Ascension Worldwide in its findings and/or report. No MEA representative was present during any focus group nor any interview. Multiple communications were sent jointly from President Leavitt and me to stakeholders to promote and encourage participation in this process. This data collection portion of the audit is wrapping up in March after being open for months.

After collecting all the data, reviewing it, and analyzing it from an equity lens, Ascension Worldwide will provide MEA with findings and recommendations for next steps in early April. These findings will then be shared with the MEA Board and staff, and I will be sharing highlights with the delegates at the MEA RA in May. If you have not yet been a delegate to the MEA Representative Assembly (RA), I highly encourage you to consider running next year as unfortunately elections are closed for this year’s RA.

In the upcoming months, MEA will be discussing the equity audit report findings and recommendations to determine what next steps may be and how to proceed. Please stay tuned for more updates in future articles.

On behalf of MEA, I want to thank those of you who engaged with us in this work as your feedback will be crucial to gaining a better picture on how MEA is doing in this area and how successful the organization is in being an inclusive, equitable, diverse union.

And as for the takeout trays, if you know anyone who went to BGSU in Ohio circa 1987 and wants some memorabilia, please give me a shout.

All the best, Rachelle

Bristol Executive Director

Rachelle

MEA Updates

“My Hero Works at School” Essay Contest

The MEA is pleased to join with the Portland Sea Dogs for its annual “My Hero Works at School” essay contest. Students are encouraged to write a short essay, no more than 300 words, about their school hero. Two winners will be selected and receive tickets to a 2024 Sea Dogs game for themselves, their family and their school hero.

DEADLINE: April 26, 2024

Maine Educator Magazine Cover Contest

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

WHO: Grades K-4, 5-8, 9-12 – 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.

DEADLINE: April 26, 2024

Stay up to date with the latest news and offerings from MEA!

MEA Member Maylinda Boynton Crowned

Maylinda Boynton, a teacher in Lincoln at Mattanawcook Academy and Mattanawcook Jr High School, was crowned International Service Sweetheart in the American Women of Service Pageant! The American Women of Service is a community service-based pageant focused on empowering women and fostering community service.

Congratulations Maylinda!

MEA Member NFHS Music Outstanding Educator Award

MEA member and Board Director for District A, Pam Kinsey, is one of 22 educators recognized nationally as the Outstanding Music Educator from the NFHS. Pam is the sole K-12 Music Teacher in Easton. Congratulations, Pam!

MEA Member Stacey Taylor

Recognized with the "Guardian of the Roads" Award

Stacey Taylor from South Portland was recognized with the “Guardian of the Roads” award by the Maine Interscholastic Athletic Administrator Association. Guardians of the Roads are Bus Drivers across Maine that play a significant role in the education of student athletes.

TELL US ABOUT AN AWARD YOU WON!

Have you or a colleague won an award? Please let us know so that we may feature you in the next Maine Educator magazine! SCAN

Cook's

RECIPE FOR READING: MEA'S BOOK GIVEAWAY

By Mallory Cook

We hope your school was able to celebrate Read Across America and participate in MEA’s Read Across Maine contest! These initiatives focus on motivating children and teens to read through events, partnerships, and reading resources that are made about everyone, and for everyone. Readers who feel included, recognized, and a part of the world are engaged readers. Though March is recognized as National Reading Month, NEA provides month-by-month resources to keep the celebration going year-round. Check out NEA’s website to learn more! The site also provides recommendations on books, authors, and resources that promote diversity and inclusion. MEA has selected three of those books, and we are eager to mail them to some lucky members, who can share them with the students in their classroom or their school. You can read about those titles on the right.

To enter our contest, simply scan the code below and respond to the following prompt:

TELL US ABOUT YOUR FAVORITE BOOK CHARACTER FROM YOUR CHILDHOOD.

Elementary

What's Your Name?

By. Bethanie Deeney Murguia

What is a name? People and animals from different backgrounds greet each other and show the meaning that lies in a name.

Middle

Healer of the Water Monster

By. Brian Young

Nathan Todacheenie, an 11-year-old Diné boy who is spending the summer with his grandmother, must summon his courage to save the life of a Water Monster—and help his uncle heal.

AMELIA'S NOTEBOOK

BY: MARISSA MOSS

High School

Disability Visibility (Adapted for Young Adults)

Edited by: Alice Wong

Essays that offer keen insight into the complex and rich disability experience, examining life’s ableism and inequality, its challenges and losses, and celebrating its wisdom, passion, and joy.

For me it was Amelia, from the Amelia’s Notebook collection – a series of journals created by Amelia, a middle schooler documenting and doodling her way through life. An aspiring writer and sub-par doodler myself, I liked to tote around a composition book to chronicle my days in Aroostook County.

Mallory Cook

Director of Training & Early Educator Engagement

mcook@maineea.org

A CROWN FOR CORINA

BY: LAEKAN ZEA KEMP

ILLUSTRATED: ELISA CHAVARRI

Corina’s abuela encourages her to choose flowers with special meaning for her birthday corona.

INVISIBLE SON

BY: KIM JOHNSON

After spending six months in a juvenile detention center for a crime he did not commit, seventeen-year-old Andre returns home and tries to adapt to a pandemic world and find his missing best friend.

2024 MAINE TEACHER OF THE YEAR

Every morning, Joshua Chard greets his students by name in the hall outside his classroom at East End Community School in Portland, one of the most culturally diverse elementary schools north of Boston. Checking with them individually to see that each student has breakfast, assessing how they are feeling, and ensuring everyone has found a ‘just right book’ to start their day. Chard's dedication to creating a safe, rigorous and equitable environment for his diverse learners is one of the many reasons he has earned the honor of being named the 2024 Maine Teacher of the Year.

Joshua Joshua Joshua Chard Chard Chard

A recognition that he shares with his third-grade class, “My students started this process with me last year when they were in second grade. They see themselves as the Maine class of the year, and they feel proud of their class and proud of their school.” he says. Chard says he plans to use this platform to be a positive voice for Maine public education and to disrupt negative narratives about public schools. “While urban and rural schools have their own unique assets and challenges, ultimately what they share in common outweighs their differences,” he says. “I see this as an opportunity to represent all of Maine schools.”

Chard has known he wanted to be an elementary school teacher since fifth grade. As someone who was disconnected and a struggling learner early on, it was his fifth-grade teacher, Mrs. Breau, who made a special connection that changed everything. “Mrs. Breau was an eccentric and amazing teacher. She told me that what I was doing in school wasn’t good enough and convinced me that I could be a learner; she saw me for who I was.” Chard said. He hopes his students have the same takeaway after being in his class. “I want my students to know that they

My students started this process with me last year when they were in second grade, they see themselves as the Maine class of the year, and they feel proud of their class and their school. “

Joshua Chard

2024 Maine Teacher of the Year

are perfect the way they are, that they are insightful, hilarious, and amazing citizens of the world.”

The veteran teacher is now in his 32nd year at Portland Public Schools. He has taught fourth and fifth grade, served as an instructional coach, and currently teaches a second and thirdgrade loop at East End Community School. Chard says that he has seen Portland schools become more diverse, and is proud that teachers throughout Portland are committed to creating culturally responsive education that celebrates everyone in their community. “Portland schools are a welcoming place prepared to embrace students from all around the world,” Chard states. “But Diversity, Equity, and Inclusion initiatives aren’t just a Portland thing; they’re important for all of Maine because all of our schools and all of our learners have diverse needs, and our students deserve to be educated in an equitable environment.”

Photo Credit: Linwood Leland

Photo Credit: Liz Davenport

In addition to his classroom duties, Chard is the advisor of the Deering Players, Deering High School’s drama club. During the four years he has led the club, he has built a community of young actors from nine to forty. In early March, the Deering Players took home a Class A Regional One Acts title with their play. “Our goal this year was to not come in last during regional one-act festival because that’s where we placed last year. But something amazing happened--five students were called up for acting awards, our student lighting designer received an award, and the tech crew was recognized for set construction and painting. I started thinking we may place, and we did more than place. We won the title. These students will never forget the night we came in first,” Chard said proudly. Chard works to remove barriers to participation in Drama Club, finding ways to work around students’ after-school schedules, implementing a ‘no cuts’ approach to casting, and instituting a ‘pay what you can’ ticketing system to the performance to remove financial barriers to participation. “That’s what teachers do daily,” Chard said, “we remove barriers to success.” At drama club, he says, his students have found a place where they feel safe, to be their true selves.

Q&A With Joshua Chard

Q: What does it mean to you to have been chosen as Maine's Teacher of the Year?

A: As a man who teaches early elementary school, a veteran teacher who is still passionate about the work, teaching in an urban school in Maine—a primarily rural state, and a member of the LBGTQ+ community, I have an opportunity to show that we can lift up and celebrate diverse learners.

Q: What are you looking forward to as Maine Teacher of the Year?

A: Being the 2024 Maine TOY opens doors and allows me to speak about the amazing things happening in schools across the state. But, as excited as I am about the opportunity to be a spokesperson, I am also excited about a year of professional learning with teachers from across the country.

Q: What do you love to do outside of school?

A: I serve on the Board of Lyric Music Theater in South Portland. At Lyric, I spearheaded initiatives like ‘Sensory Friendly Shows,’ a ‘pay what you can’ price structure and ASL interpretation to make theater more accessible for all. This year, we launched "Unified Productions," integrating actors with and without developmental and intellectual

disabilities into musicals. Additionally, a new passion is directing children's musicals at the Children's Theater of Maine, where I directed the musicals Knuffle Bunny and A Year with Frog and Toad.

Q: What is your advice for new teachers today?

A: Relish every moment and don’t let the hard days get in the way of your passion. Find mentors that are enthusiastic and that you can rely on to lift you up and your students. Put the kids first because you might be the only adult they can count on. Remember that you are important in their lives, and maybe years down the road, you will find out how much you mean to them, just like I have in my TOY Journey.

Q: What would you like to leave members with?

A: I have been a member of MEA since I started my career in education. MEA gives us all a collective voice to advocate for our students and our work. We are all much more powerful when we speak with a collective voice and stand up together. Teachers with strong representation are happier teachers. Happy teachers lead to happy and successful students. In the end, isn’t that what we are all about?

Photo Couresty Portland Public Schools

Easier access to behavioral health services

Mental health is part of your overall well-being

That’s why it’s important to get the right support for behavioral health issues.

Youth suicide rates

Suicide is the 2nd leading cause of death for children between 10 and 14 years of age in the U.S., and 12th overall.1

Complex needs

In the U.S., 21.5M adults experience both mental illness and a substance use disorder.2

Primary care impact

Employees experiencing mental distress use an average of nearly $3,000 more in healthcare services per year than their peers.3

We are here to help

If you or a loved one needs help with a mental health or substance use issue, you’re not alone. Through your Maine Education Association (MEA) Benefits Trust benefits, you can quickly find expert, compassionate, and confidential care — often at lower or no extra cost. You have access to a wide range of programs and services online, on the phone, in person, or through video — whatever is most convenient for you.

Video visits

You can schedule video visits with psychologists and therapists within seven days using our SydneySM Health app — half the time needed for scheduling in-person appointments.4

Ninety percent of individuals were able to find all the behavioral health services they needed in the last 12 months.5

Enhancing behavioral health support in Maine

Waived copays

Providing $0 copays for virtual and in-person care.

Expanded networks

Using larger networks with more than 100 care providers added through Carelon Behavioral Health, Aspire365, and more LiveHealth Online virtual care providers.6

Our caring team helps you find the right support

If you have questions about your benefits or need help finding a behavioral health professional or program, chat with us live on the Sydney Health app or anthem.com, or call Member Services at the number on your health plan ID card.

For help with ... This program is available

General behavioral health and severe anxiety, depression, trauma, and substance use.

Substance use disorders, such as opioid and alcohol.

General behavioral health, chronic pain, eating disorders, and substance use disorders such as opioid and alcohol.

General behavioral health, anxiety, and obsessive-compulsive disorder (OCD) in children and adolescents ages 7 to 22.

General mental and behavioral health issues, such as depression, relationship management, family conflict, chronic illness, anger management, childhood abuse, mood disorders, trauma, and grief.

Whole-health support

Offering innovative whole-health programs and services that provide support to children, teens, and adults — with virtual or in-person options.

Specialized benefits

Including eating disorder treatment, Autism Spectrum Disorder family outreach, Behavioral Health Case Management, child/adolescent/family/guardian outreach, Emotional Wellbeing Resources, and virtual care through LiveHealth Online.

Download our Sydney Health app or sign up at anthem.com.

Scan the QR code using your phone’s camera.

Aspire365 brings personalized, at-home mental health and substance use treatment to people ages 12 and older over a 12-month period. The program works around your schedule, providing 24/7 clinical support, telehealth and in-person visits, and access to community group sessions.

Aware Recovery Care provides long-term substance use treatment, including withdrawal management, medication-assisted treatment, and care and support in the privacy and security of your home.

Bright Heart Health provides on-demand, virtual treatment (with medication assistance) for those over 18 from a multidisciplinary team of experts to address general and specialized behavioral health conditions.

InStride Health integrates clinical expertise, coaching, and support into daily life to engage kids and teens every step of the way. The virtual nature of the approach adds flexibility in supporting the needs of busy families, and has been proven to be just as helpful as in-person treatment for those with anxiety and OCD.

Talkspace offers video, text, and phone sessions for individuals, teens, and couples to connect with a licensed therapist through live sessions, ongoing messaging, or both (for ages 13+). Specializing in more than 150 behavioral health conditions, treatment approaches, and mental health needs, the program helps individuals process thoughts and feelings, understand motivations, and develop coping strategies.

Start using your MAP benefits today

Your Member Assistance Program (MAP) offers valuable resources designed to help you overcome challenges that can impact your health, family life, and job performance. Call 855-686-5615 and tell the representative you are an MEA Benefits Trust member. You can also scan the QR code with your phone’s camera to learn more about your MAP benefits or visit anthemeap.com

3 National Safety Council and the National Opinion Research Center at the University of Chicago: New Mental Health Cost Calculator Shows Why Investing

How to access

Aspire365: virtual and in home

Visit Find Care at anthem.com

Learn more at aspire-365.com

Aware Recovery Care: virtual

Visit Find Care at anthem.com

Learn more at awarerecoverycare.com

Bright Heart Health: virtual Visit brighthearthealth.com

InStride Health: virtual

Learn more at instride.health

Talkspace: virtual Visit talkspace.com

https://www.samhsa.gov/data/sites/default/files/reports/rpt42731/2022-nsduh-nnr.pdf.

or call 988 (Suicide and Crisis Lifeline), or 911 for help. If your issue is an emergency, call 911 or go to your nearest emergency room. LiveHealth Online does not offer emergency services.

5 Internal data: Behavioral Health Case Management Member Satisfaction Survey, Q1–Q3 2022.

6 Internal data: Carelon Behavioral Health, 2022.

In addition to using a telehealth service, you can receive in-person or virtual care from your own doctor or another healthcare provider in your plan’s network. If you receive care from a doctor or healthcare provider not in your plan’s network, your share of the costs may be higher. You also may receive a bill for any charges not covered by your health plan. Sydney Health is offered through an arrangement with Carelon Digital Platforms, a separate company offering mobile application services on behalf of your health plan. Virtual text and video visits

MEA-Retired and MEA sponsor retirement sessions for individuals considering retirement this year or within five years. All meetings are held through Zoom, beginning at 5:00 p.m. until 6:15 p.m. on two consecutive evenings.

Registration opens two weeks in advance of the sessions. Materials used in each presentation and the Zoom link are sent to MEA members in advance. Members should be prepared to attend both evening sessions. YOU MUST PRE-REGISTER IN ORDER TO ATTEND. Enrollment is limited to 200 at each session.

Don’t miss these educator discounts

Long-time corporate supporter Horace Mann recently collaborated with My Education Discount – a comprehensive directory of discounts for educators and school support staff.

Horace Mann also offers special rates for educators on auto, home and life insurance.

Check out Horace Mann’s page on My Education Discount, and don’t forget to contact your local Horace Mann representative or visit horacemann.com for a no-obligation quote!

Horace Mann Insurance Company and its affiliates underwrite Horace Mann auto and home insurance. Horace Mann Life Insurance Company underwrites Horace Mann life insurance products. Not all discounts and benefits available in all states.

Building Inclusive Schools

The Success Story of Morse High School's Unified Program

Morse High School in Bath has implemented an innovative Unified program that enables students to form valuable friendships where everyone is accepted and appreciated. Morse’s robust Unified program, initiated by four teachers, has transformed the learning atmosphere of Morse, creating a sense of community that extends beyond the classroom's boundaries.

Since 2017, when Charlie Bingham introduced a Unified Physical Education and Sports program at Morse High School, the students, staff, and community have enthusiastically embraced the program. They say it has

It’s changed my life, and it has changed our school...It allows you to see the good in people.

Charlie Bingham Physical Education Teacher

transformed their community into one where all students are included and welcome. The school has since expanded the principles of Unified programming to academic subjects such as science and literacy, with a goal of adding additional subject areas every few years.

In March, over 30 educators from across Maine attended Morse's first Unified

Conference, where students, parents, teachers, and administrators shared their enthusiasm for the program's success. Bingham and his colleagues, Dawn Lee, Jonathan Fisk, and Julie DeRosa, organized a day-long conference to encourage educators from throughout Maine to implement similar programs at their schools. “It’s changed my life, and it has changed our school,” said Bingham when describing Unified Programming. “It allows you to see the good in people.”

Photo Credit: Dawn Lee

Photo Credit: Dawn Lee

According to Ian Frank, Executive Director of Special Olympics Maine, 130 K-12 schools in Maine currently incorporate one or more Unified Champion principles. Morse is among the 14 schools in Maine recognized as a National Unified Champion School for meeting the 10 Standards of Excellence set by Special Olympics. Frank says what a Unified Champion School ® "looks like" may differ from school to school based on school needs. This year, Special Olympics recognized five Maine schools as National Unified Champion Schools®: Hampden Academy, Kennebunk High School, Scarborough High School, Scarborough

Middle School, and Thornton Academy.

What distinguishes Morse from other programs is the addition of Unified Academics classes. Similar to the wellknown Unified Sports and Physical Education programs, Unified Academics matches students with and without intellectual disabilities as learning partners. Librarian Dawn Lee says all students benefit from this model. “I can’t think of a better way to build community,” said Lee.

Lee and special education teacher Jonathan Fisk work together to teach

We don't focus on what our students can't do, we focus on what they can do, and we set high expectations for all of our students.

johnathan fisk special education teacher

Unified Literacy. In 2021, they started discussing ways Fisk’s Functional Life Skills students could benefit from utilizing the library during literacy time. After some thought, they decided to pitch their principal, Eric Varney, the idea for a new course, Unified Literacy. With the support of Varney and the School Board, the first students enrolled in Unified Literacy in spring 2021.

Unified Literacy uses reading buddies, art, field trips, and board games to build relationships through meaningful inclusion while strengthening literacy skills. “We don’t focus on what our students can’t do; we focus on what they can do, and we set high expectations for all of our students,” Fisk said. Morse students enthusiastically embraced the program, with the number of participants doubling in the first year from 12 to 24, and now with a waitlist of over 30. Students who have taken the class once often choose to enroll again, and many students also enroll in other Unified course offerings like the newly implemented Science course.

MORSE UNIFIED STORY

CONTINUED ON NEXT PAGE

Photo Credit: Dawn Lee

Photo Credit: Dawn Lee

This year, Morse science teacher Julie DeRosa approached Fisk to co-teach a Unified Science class. DeRosa says witnessing her students become what she calls science mentors has given her a fresh perspective. DeRosa developed the Unified Science curriculum to cover the Next Generation Science Standards. Her science mentors work alongside science students to provide students with hands-

“ ”

Unified brings us all together. You can see it when we are out in the community with our kids; they have a new sense of belonging.

Unified parent

on, project-based learning opportunities. Morse's Unified students' positive experiences and strong bonds have led to strong friendships that extend beyond the school. Parents reported a renewed sense of belonging within the community, with their children developing friendships that also translate outside of school. "Noah has formed friendships with students in school that have carried into the community,” one parent explains. “Unified

brings us all together. You can see it when we are out in the community with our kids; they have a new sense of belonging,” another parent added.

If you’re interested in bringing Unified academics to your school, Bingham, Lee, Fisk, and DeRosa say the most important step is starting the conversation with colleagues. Fisk recalls the simple conversation with Lee that sparked the development of Unified Literacy. “This all started with a conversation with Dawn

(Lee) about my students reading on the comfy couches in the library,” said Fisk. According to them, communication has been the key to their success. In the end, Bingham says, “This will make you a better teacher and a better person.”

To

UNIFIED CHAMPION SCHOOLS

A “Champion” Unified Champion Schools® School combines three components: unified sports, inclusive youth leadership/ advocacy, and whole school engagement. (cite https://www. somaine.org/programs/unifiedchampion-schools/)

Impact of Unified Schools Programming: (From Special Olympics Maine)

• 82% of students felt that they were able to change their schools for the better

• 71% of students without intellectual disabilities remained in contact with students that have disabilities who they met through their school programming after graduation.

• Positive Relationship between school connectedness and attendance

• 86% of School Liaisons said that unified programming helped to reduce bullying in their schools

Students in Unified Science work on a 'parts of a plant' project.

Local Round-Up

Brunswick Education Association

Over 85 educators and members of the Brunswick Education Association showed up at the Brunswick School Board budget workshop wearing #RedforEd to encourage the board not to eliminate 10.5 positions from the budget.

Brunswick EA ESP contract settled with $1 raises each year for 3 years and negotiated to add a sick bank for the first time.

Yarmouth Education Association

Yarmouth EA ESP contract has significant increases, local leaders worked hard to increase membership numbers among the ESPs.

Auburn Transportation Association

Auburn Transportation Association secured raises of 6.2% for 2024-2025, 6% for 2025-2026, and 5.9% for 2026-2027.

Dirigo Education Association

Dirigo Education Association bus drivers, custodians, and maintenance staff secured raises of 5% in year one, 4% in year two, and 4% for year three. Additionally, Dirigo Education Support Staff negotiated a 5% raise in year one, 4% in year two, and another 4% in year three.

Spruce Mountain

Spruce Mountain Teachers, Managers, and Education Support Staff negotiated new contracts with raises. Managers will receive an increase of 5% in year one, 3% in year two, and 3% in year three. Teachers will receive an increase of 5% in year one, 5% in year two, and 3.5% in year three. Support staff will receive an increase of 3.5% in year one, 3% in year two, and another 3% in year three.

Rangeley Support Staff Association

Across the state, local associations are using collective bargaining to improve their lives and their students’ lives. Here is a sample of some of the many contract negotiation gains made so far this year.

Megunticook Teachers Association

In Five Town Community School District, the Megunticook Teachers Association negotiated gains at both ends of the pay scale with a raise of 7.5% in year 1, 3% in year 2 and another 3% in year 3.

Pen Bay Teachers Association

Pen Bay Teachers Association negotiated a 9% increase in year one, 5% in year two, and a 3% increase in year 3.

Rangeley Support Staff Association negotiated a raise of $2 per hour on top of a 5% increase in year one, 3% increase in year two, and 2.75% increase in year three.

SAD 53 Education Association

SAD 53 Education Association Teachers gained Just Cause provision in their contract for all teachers, not just continuing contract teachers.

RSU 19 Education Association

RSU 19 Education Association Education Support Professionals gained Just Cause provision in their contract for all forms of discipline for their non-probationary support staff.

Madison Area Education Association

Madison Area Education Association negotiated to remove the zipper clause entirely from both teacher and Education Support Professional contracts.

RSU 30

RSU 30 elected MEA member, Julie Page, to the school board!

Brooklin Teachers Association

Brooklin TA Negotiated to receive $3 to $7 per hour raise in year one for all support staff.

ACCESS THE MAINE CONTRACT DATABASE

See your local contract along with other contracts from around the state!

Access to the contract database requires individual registration, verification of eligibility, and the use of a password.

Contract Database Eligible Users: Local Association Presidents, Local Association Chief Negotiators, MEA Board of Directors, MEA Statewide Bargaining Committee member, MEA Staff and MEA RA Delegates.

Lobby Day 2024 Be an EDactivist

I have classmates graduating with their education degree but choosing not to use it because the amount of time, dedication, and effort that we put into teaching is not reflected in our pay.

KENDRAH WILLEY

SAD 68 EA

First Year Teacher

On the Thursday of February break, MEA members from across the state descended upon the State House to advocate for our schools, professions, and students. Teachers, support staff, and retired educators dressed in red lined the halls of the State House in Augusta for MEA Lobby Days.

The message resonated loud and clear. With red shirts, red scarves, and red blouses everywhere legislators knew MEA was in the building and they knew we were advocating for higher pay for teachers and all school support staff through funding two key bills, LD 974 and LD 1064 in the supplemental budget. Both bills, aimed at raising pay for teachers

and school staff, garnered unanimous bipartisan support from the Education and Cultural Affairs committee.

Members shared powerful testimonies about the challenges of working in understaffed schools and the struggles to attract new educators. Unfilled positions leave our students without the support they deserve, and it's only getting worse. MEA President, Grace Leavitt emphasized the issue: “It is critical that we do more to attract and retain quality educators to work with our students in Maine. LD 974 and 1064 will go a long way towards doing just that.”

Leaders from both parties recognize the need to invest in our schools and educators. Senator Teresa Pierce, a sponsor of LD 1064, highlighted the importance of competitive pay to retain

qualified educators and ensure our students have the best possible education. “School districts across Maine are struggling to hire and retain qualified teachers. We know a major part of the problem is low pay that hasn’t kept up with the cost of inflation. Raising pay to keep pace with both the cost of living and the pay in surrounding states is critical to making sure our students have the best education possible, so they can become the leaders of tomorrow. Investing in schools and educators means investing in Maine’s future,” she said in a statement to MEA.

This is just the beginning! MEA remains committed to working with legislators to secure funding for these crucial bills.

Be an edadctivist!

Here's how you can stay involved:

Sign up to attend our April Lobby DayScan the QR Code to visit our action center to sign up!

Contact your legislators! Share stories with legislators about how staff shortages are impacting your district.

Stay informed! Join our weekly “Under the Dome” Newsletter with John (Jan) Kosinski

MEA’s Government Relations Director

Teachers, ed techs, bus drivers,

lunchroom

workers, support staff make a difference in schools. They're not paid enough.

State Rep.

michael brennan

It is critical that we do more to attract and retain quality educators to work with our students in Maine. LD 974 and 1064 will go a long way towards doing just that.

Grace Leavitt MEA President

Explanation of bills

Teacher Salary Increase: LD 1064

Would lift the minimum teacher salary, gradually, to $50,000. This bill was passed last year and remains on the Appropriations table. We need to get the funding secured to make this happen so we will keep pushing.

Support Staff Wage Increase: LD 974

Would lift the minimum wage for school support staff to 125% of the state minimum wage for all support staff and 150% for ed techs. Given the shortages we are seeing, we need to get this bill funded and passed. On Tuesday, the Education Committee revisited the bill, given the new information about the cost of implementation. Instead of a projected cost of $240 million the state now believes it will cost about $14 million to lift the minimum for all school support staff.

MEA SALARY GUIDE 2023-24

The MEA maintains a salary database to help members understand how educators are paid across Maine. MEA encourages you use this information as you advocate for wages and benefits in your district. The following data is based off contracts submitted to the MEA for the 2023-2024 school year. Due to space limitations, the minimum salaries for Education Support Professionals will not appear in print, but you can find them 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.

The following are the maximums for the job classifications submitted by the local associations. To see the minimums, please visit maineea.org/mea-salary-guide

COOK/FOODWORKER

Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 96th 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 3. Terms of Office

A. The Officers shall serve no more than two (2) three-year (3) terms to begin July 15. No officer Officers shall not be eligible to consecutively succeed himself/herself themselves more than once for the same position.

Officers who will have completed fewer than two (2) years of a vacated seat will be eligible to serve two (2) consecutive three-year (3) terms.

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

RATIONALE: The primary change is the replacement of himself/herself with themselves, in order to update to genderinclusive language. The secondary change is to pluralize the subject (Officers) and shift the negation to the verb, which is a stylistic choice to accommodate the change in pronoun, while maintaining the meaning of the original.

SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

Proposed Changes to Bylaws

ARTICLE: Any that may apply.

SECTION: Any that may apply.

PART: Any that may apply.

Wherever these changes can occur without introducing ambiguity to the referent, change all instances of

pronominal reference from he/she to they; from his/her to their; from him/ her to them; from his/hers to theirs.

RATIONALE: To update the Bylaws for gender-inclusive language by using singular they for subject reference and its corresponding object and possessive forms.

SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

ARTICLE II. REPRESENTATIVE ASSEMBLY

Section 2. Terms of Delegates and Alternates

A. All terms of office of Representative Assembly delegates shall be for one year three (3) years, or as specified on the official vacancy list as of August 31 of the current election year. The terms shall begin and expire upon ratification of MEA election results.

RATIONALE: In practice, having threeyear terms has been confusing to many delegates and has been administratively time-consuming. Many delegates don’t know how long their terms are and many candidates don’t know the term length for the vacancy they are running to fill. This confusion requires staff time to resolve which could be better spent on other association work. In addition, this change would put our practices in line with what many other state associations do throughout the NEA family.

SUBMITTED BY: Tom Walsh, Falmouth Education Association

STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: No Position

ARTICLE VI. COMMITTEES

Section 2. Standing Committees

D. Statewide Bargaining and Organizing Committee

A Statewide Bargaining and Organizing 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 threeyear (3) terms.

RATIONALE: Bargaining and organizing are inseparable. We organize around our bargaining goals.

SUBMITTED BY: Timothy Clifford, on behalf of Statewide Bargaining Committee

STRUCTURE

RECOMMENDS: No Position

ARTICLE X. GENERAL PROVISIONS

Section 1. Indemnity

Each officer, member of the Board of Directors, and employee of the Association shall be indemnified by the Association against expenses, including attorney's fees, judgments, fines and amounts paid in settlement, actually and reasonably incurred by him/her them in connection with any threatened, pending or completed action, suit or proceeding, whether civil, criminal, administrative or investigative (other than an action by or in the right of the Association), by the reason of the fact that he/she is they are or was were an officer, member of the Board of Directors or employee of the Association, or is or was serving at the request of the Association as a director, officer or employee of another corporation, partnership, joint venture, trust or other enterprise, if he/she they acted in good faith and in a manner he/ she they reasonably believed to be in the best interests of the Association and, with respect to any criminal action or proceeding, had no reasonable cause to believe that his or her their conduct was unlawful. The termination of any action, suit or proceeding by judgment, order, settlement, conviction or upon a plea of nolo contendere, or its equivalent, shall not, in itself, create a presumption that a person did not act in good faith and in a manner which he/she they reasonably believed to be in the best interests of the Association, and with respect to any criminal action or proceeding, had reasonable cause to believe that his or her their conduct was unlawful.

The Association shall have the power to purchase and maintain insurance on behalf of any person who is or was an officer, member of the Board of Directors or employee, or is or was serving at the request of the Association as an officer, director or employee of another corporation, partnership, joint venture, trust or other enterprise against any liability asserted against and incurred by him or her the person in any such capacity, or arising out of his or her their status as such, whether or not the Association has indemnified him or her them hereunder.

Expenses incurred in defending a civil or criminal action suit or proceeding may be paid by the Association in advance of the final disposition of such action, suit or proceeding as authorized by the Board of Directors in the manner provided by the applicable statutes of the State of Maine

concerning indemnification by nonprofit corporations currently contained in 13-B MRSA, Section 714, Sub-section 3, upon the receipt of an undertaking by or in behalf of the officer, member of the Board of Directors or employee, to repay such amount, unless it shall be ultimately determined that he/she is they are entitled to be indemnified as provided herein.

In the event that such action or proceeding be by or in the right of the Association, the Association shall have the same power to indemnify and insure any such officer, member of the Board of Directors or employee, except that no indemnification shall be made in respect of any claim, issue or matter as to which such person shall have been adjudged to be liable for negligence or misconduct in the performance of his or her their duty, unless the court wherein the action or proceeding is tried shall specifically find that despite the adjudication of liability, but in view of all the circumstances of the case, such a person is fairly and reasonably entitled to indemnity.

The indemnification provided by these Bylaws shall not be deemed exclusive of any other rights to which those indemnified may be entitled under any statute or regulation of the State of Maine.

As used in this provision, the terms "officer" and "member of the Board of Directors" include the respective heirs, executors and administrators of persons holding such offices in the Association. The term "employee" means the following Association employees: the Executive Director, Deputy Executive Director and such other executive and supervisory employees as may be designated from time to time by the Board of Directors.

RATIONALE: Update for gender inclusive language and make necessary subject-verb agreement changes that may apply.

SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

Proposed Changes to Standing rules

RULE #: Any that may apply.

SECTION: Any that may apply.

PART: Any that may apply.

Wherever these changes can occur without introducing ambiguity to the referent, change all instances of pronominal reference from he/she to they; from his/her to their; from him/ her to them; from his/hers to theirs;

from himself/herself to themselves.

RATIONALE: To update pronominal reference in the document for gender inclusivity.

SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE

6: IMPLEMENTING CENSURE, SUSPENSION, EXPULSION

Section 6. Appeal to the Board of Directors

A. If the Judicial Board votes to censure, suspend, or expel the charged member, he or she the charged member may, within forty-five (45) days after the decision of the Judicial Board has been sent to him or her them, file a notice of appeal with the Board of Directors, together with any written arguments that he or she the member may desire to submit. The charging party may file a written response within thirty (30) days of receipt of the notice of appeal and arguments submitted by the charged member. The charged member may file a reply within ten (10) days of receipt of any response by the charging party. At the same time that they file any material with the Board of Directors, including but not limited to a notice of appeal, the charged member and the charging party shall send a copy of all such material to the other party by certified mail, return receipt requested. RATIONALE: For disambiguation of referent when updating pronouns to THEY forms for the purpose of gender-inclusive language updates.

SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

2024 Proposed Resolutions

1 – Amendment to B1

RESOLVED: That the MEA believes every student has the right to receive an excellent education at a great public school. The MEA believes Great Public Schools have:

• safe, secure and supportive environments for all students and staff

• parent and community involvement and support

• educator involvement in educational policy

• fully qualified teachers and Education Support Professionals committed to students and their learning

• appropriate funding and resources, including technology

• appropriate technology and accessibility

• highly skilled and collaborative professional leadership

• challenging curricula that are flexible, innovative, diverse, and complete and culturally and historically accurate

• well-maintained facilities with appropriate space and proper heating/cooling/ventilation systems.

(Adopted 1995; Amended 1997; Amended 2002; Amended 2012; Amended 2013; Amended 2015; Amended 2019; Amended 2021)

RATIONALE: The amendment promotes and supports antiracist education, by supporting an inclusive, equitable and diverse educated student body.

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

2 – New B

RESOLVED: The MEA believes that all Maine school districts create and maintain positions whose expressed purpose is to improve relations between students, faculty, caregivers, and the community.

Rationale: A position whose expressed purpose is to improve relations between students, faculty, caregivers, and the community is vital to ensure safe and healthy school communities.

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

3 – New B

RESOLVED: The MEA believes that all Maine schools should implement annual equity audits and commit to responsive action toward the outcomes of those audits. Equity audits are systemic examinations of data across schools and a district to understand where gaps to access and challenges to education equity exist.

RATIONALE: Effective equity audits ensure that school communities are safe and just for all Maine students

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

4 – Amendment to C4

RESOLVED: That the MEA supports pay equity for Education Support Professionals. That the MEA will pursue legislation for education support professionals to get paid at least 9% more than the highest of the City,

State, or Federal minimum wage as base pay. (Adopted 1987; Amended 2002)

RATIONALE: Reflects NBI.10 language from 2022

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

5 – Amendment to 21

RESOLVED: That the MEA supports legislative action to increase retired educators’ pension exemption from $10,000 $35,000 to parity with the social security exemption and exclude any social security benefit received from being used to reduce the deduction. (Adopted 2012; Amended 2016)

RATIONALE: This amendment to C21 would align with the expected pension exemption by raising the amount in the current resolution from $10,000 to $35,000.

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

6 - New D

RESOLVED: That the MEA will support public Adult Education as long as all educators are part of the local bargaining units.

RATIONALE: Similar language to D.31 to include Public Adult Education

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

7 - Amendment to E22

RESOLVED: That the MEA believes that public schools should have the necessary resources and properly trained staff in order to ensure all students receive culturally competent and traumainformed services offered by the Response to Intervention (RTI) process. (Adopted 2010, Amended 2023).

RATIONALE: This strikes the language "offered by the Response to Intervention (RtI) process. With the growing use of the MTSS (multi-tiered systems of support) process, rather than RtI, we feel this broadens the language of the resolution to include RtI, MTSS, and other services students receive.

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

8 – New E

RESOLVED: The MEA believes that in order for students to become informed citizens, to develop critical

thinking skills, and to be prepared for the complex world in which we live, they need access to books and materials that include representation of all people and their identities, free from censorship.

RATIONALE: Formulated after the MEA

Board of Directors position statement

SUBMITTED BY: Resolutions Committee

Jennifer Perry and Sonya Verney, CoChairs

9 – New E

RESOLVED: MEA believes that all students, inclusive of their real or perceived identity, e.g.: race, religion, culture, language, ethnicity, national origin, ancestry, immigration status; age, health, disability; gender identity, gender expression, sexual orientation; residency status or location, socioeconomic status, and/ or family makeup must have equitable access to a quality, well-rounded public education. We must ensure that all students are accepted, included, valued, respected, and supported. The diverse needs of all students— academic, social, cultural, emotional, and physical—must be acknowledged, and resources and services must be provided that enable each student to be successful in their educational journey. All students must have access to a safe, caring, compassionate, wellresourced learning environment that prioritizes their well-being and their education, and that inspires a lifelong love of learning.

RATIONALE: A result of an NBI from the MEA RA in 2022.

Board of Directors position statement

SUBMITTED BY: Human, Civil Rights & Social Justice Committee, Emily Albee & Olivia Brown, Co-Chairs

10 - New E

RESOLVED: MEA believes that every child, student and educator deserves to live with peace, dignity and human rights and that all children, students and educators have the right to equitable and safe educational services, free from mental and physical harm.

RATIONALE: As educators, we believe that these are basic human rights.

SUBMITTED BY: Human, Civil Rights & Social Justice Committee and BIPOC Committee, Emily Albee & Olivia Brown, Co-Chairs of HCRSJ and Nesrene Griffin, Chair of BIPOC

11 - New E

RESOLVED: MEA believes that all children, students and educators are protected from attacks as civilians

under International Humanitarian Law as specified by the Geneva Convention and that all children, students and educators have the right to access humanitarian aid (medical care, food, clean water and housing.)

RATIONALE: As educators, we believe that these are basic human rights.

SUBMITTED BY: Human, Civil Rights & Social Justice Committee and BIPOC Committee, Emily Albee & Olivia Brown, Co-Chairs of HCRSJ and Nesrene Griffin, Chair of BIPOC

12 - New E

RESOLVED: MEA believes that United States tax dollars should not be utilized to support conflicts that violate International Humanitarian Law as specified by the Geneva Convention.

RATIONALE: As educators, we believe that these are basic human rights.

SUBMITTED BY: Human, Civil Rights & Social Justice Committee and BIPOC Committee, Emily Albee & Olivia Brown, Co-Chairs of HCRSJ and Nesrene Griffin, Chair of BIPOC

13 - New E - WITHDRAWN

RESOLVED: MEA believes that all students, regardless of their race, religion, beliefs, culture, language, ethnicity, gender identity, gender expression, sexuality, special needs, location, and socioeconomic status, must have equitable access to a quality, well-rounded public education. We must ensure that all students are accepted, included, valued, respected, and supported. The diverse needs of all students— academic, social, and emotional— must be acknowledged, and resources and services must be provided that enable each student to be successful in their educational journey. All students must be able to learn in a safe, caring, compassionate, well-resourced environment that prioritizes their well-being and their education, and that inspires a lifelong love of learning so that all can become productive members of our society. RATIONALE: An NBI called on MEA to define 'educational equity'; this statement is a compilation/distillation of input gathered from MEA RA delegates, committees, and the Board of Directors.

SUBMITTED BY: Individual, Grace Leavitt, MSAD 51 EA/MEA

2024 New Business Items

1 – RESOLVED: The MEA will develop and offer a pre-retirement seminar specifically for Education Support Professionals.

RATIONALE: In addition to the existing pre-retirement seminars held for all members, ESP members would benefit from a seminar focusing on retirement issues specific to them. For example: differences in the State’s contribution to retiree health insurance, and different return to work restrictions. This seminar could also serve as a sounding board for organizing in support of improved ESP retirement benefits.

MEA Program Support Services Goal, Objective #3: #3. Create and maintain communications vehicles that enable a common understanding of MEA priorities and offer members and affiliate leaders easy access to information.

SUBMITTED BY: Individual, Tim Clifford, Augusta EA Estimated budgetary impact: Unknown

2 – RESOLVED: The MEA will develop a working definition of an Equity Lens and provide training on how this can be facilitated by the monitors within the committees.

RATIONALE: Committee members are eager to serve but need training in order to successfully fulfill their responsibilities.

MEA as an Organizing Goal, Objective #2: #2. Increase member's level of grassroots participation.

SUBMITTED BY: MEA Committee, Instruction and Professional Development Committee, Robert Kuech

Estimated budgetary impact: $0

2 – RESOLVED: The MEA will develop a working definition of an Equity Lens and provide training on how this can be facilitated by the monitors within the committees.

RATIONALE: Committee members are eager to serve but need training in order to successfully fulfill their responsibilities.

MEA as an Organizing Goal, Objective #2: #2. Increase member's level of grassroots participation.

SUBMITTED BY: MEA Committee, Instruction and Professional Development Committee, Robert Kuech Estimated budgetary impact: $0

3– WITHDRAWN

RESOLVED: The MEA will provide training for committee members to successfully fulfill their responsibilities.

RATIONALE: Committee members are eager to serve but need training in order to successfully fulfill their responsibilities.

MEA Program Support Services Goal, Objective #8: #8. Utilize human resource policies that provide MEA the staff capacity to advance the work of the Association.

SUBMITTED BY: MEA Committee,

Instruction and Professional Development Committee, Robert Kuech

Estimated budgetary impact: $0

4– RESOLVED: The MEA will work to pass legislation that requires the state to compensate student teachers and their mentor teachers.

RATIONALE: The critical workforce shortage in public education has been made worse by a mandatory unpaid 4-month internship required for aspiring educators seeking certification as teachers. Student teachers often need to leave previous employment to accommodate the demanding time commitments of their internship, making it difficult to meet essential expenses. This forces potential new educators to choose between pursuing their dream vs. meeting tuition, rent, food, transportation, and medical costs.

MEA Quality of Learning Goal, Objective #3: #3. Ensure adequate funding and resources for all public schools

SUBMITTED BY: MEA Committee, Instruction and Professional Development Committee, Robert Kuech Estimated budgetary impact: Unkown

5– RESOLVED: The MEA Board will investigate ways to allow some committees to choose their own meeting dates so meeting dates can best be aligned with their charge and responsibilities.

RATIONALE: Because which committees charge is unique the timing of the work is also unique. Giving each committee more choice about when they meet would allow committees to meet when the timing is more aligned with their charge and goals for the year.

MEA Program Support Services Goal, Objective #8: #8. Utilize human resource policies that provide MEA the staff capacity to advance the work of the Association.

SUBMITTED BY: MEA Committee, Instruction and Professional Development Committee, Robert Kuech

Estimated budgetary impact: $0

The Importance of Shared Governance at the University

By Paul Johnson, Professor, University of Southern Maine and Jacqueline Edmondson, USM President

The concept of shared faculty governance, wherein the faculty and administrators have responsibilities in the decision-making processes of the University, is a unique and fragile relationship. Faculty are responsible for academic work that includes developing curriculum, teaching classes, producing scholarship, advising students, and serving on department, school, and university committees. They also are stewards of the professional standards of their respective disciplines, and they need to ensure these standards are upheld at their respective institutions. Faculty often have institutional memories that administrators may not have given the shorter appointment terms of administrator contracts.

Administrators are charged with leading universities, enacting a vision that results in success for the institution, and fiscal stewardship. While there are expectations for shared governance that extend to the System Chancellor and Board of Trustee level, we focus here on the shared governance enacted at the university level between the administration (president, provost, vice presidents, and deans) and faculty.

Upon assuming the role of president, one wields significant power. The provost and deans are subject to the president's discretion, and it is common for a president to appoint their own staff who support the vision and priorities of the president.

This affects shared governance because a power imbalance exists by design. The president holds significant sway and authority within the university; however, presidents, to be effective, should acknowledge that the relationship between faculty and administration is a dynamic and interdependent one. What is often overlooked or misunderstood is that these two entities - administration and faculty - are mutually influential, with their interactions constantly shaping and affecting one another.

Hence, we have arrived at the notion of shared governance. How can faculty and administration work together to meet the numerous challenges that face their university and serve the interests of their students and the citizens of Maine? We suggest several conditions that lead to successful shared governance.

Firstly, there needs to be a relationship between the administration and the faculty that involves mutual respect. Through these sound relationships, time and energy can be spent on productively advancing the university. To foster these relationships, they must spend time together through regularly scheduled meetings and intentional correspondence.

Secondly, both parties need to be committed to open and transparent communication. Through open and honest dialogue, both parties can identify the issues that need to be addressed, and both can come to understandings about the potential solutions. While complete consensus may not be possible, it is through open communication that trust can be established.

Thirdly, both parties need to clearly understand one another’s roles and responsibilities within the university. This helps to establish processes that are clear and lead to solutions.

All the aforementioned demonstrate the importance of working together. That is not to say that both groups will not have disagreements. But, for this concept of shared governance to work, there has to be a willingness to meet with one another, talk to one another, listen to one another, and disagree with one another respectfully.

If both parties are not willing to engage in this process, then the outcomes are not good. Either group will probably attempt to exert its power negatively. Over the past two decades, we have seen this played out at the University of Southern Maine. There have been votes of no confidence in

past presidents, with retrenchments and program eliminations.

The impact of this issue has been significant and long-lasting. The University has observed a downward trend in both student enrollment and retention rates, along with a decrease in financial support. Moreover, there has been a departure of faculty and staff members, making it arduous to find suitable replacements. Additionally, securing qualified individuals with the requisite administrative skills and a readiness to undertake leadership roles at the University has proved to be a formidable obstacle.

Hence, shared governance is vital to the success of a university. With universities competing for students and the lack of state appropriations, it is vital that the University of Southern Maine not only embrace the concept of shared governance but also demonstrate that we are actively utilizing it. Students, parents, community members, philanthropic organizations, members of the legislature, and members of the Board of Trustees need tangible outcomes that demonstrate how the University is working together.

The University has made impressive strides recently, with notable improvements in first to second-year retention rates and evidence of some optimistic enrollment trends. This semester, the Portland Campus has seen the unveiling of the McGoldrick Center for Career and Student Success and a state-of-the-art residential quad. Additionally, there are exciting plans for the construction of a new arts center on the Portland Campus.

The reason these points are significant is that they are evidence of support and backing from students, faculty, staff, administration, and the community. These are wonderful examples of shared governance in action at USM.

Paul

Jamani!

Hello MEA! I am excited to introduce myself as the newest member of the MEA team and the new editor of Educator Magazine. This Educator edition is special to me, not only because it’s my first, but because it was also an opportunity to connect with former colleagues from RSU 1, where I enjoyed my first few years in the classroom. It was truly an honor to witness the inclusion work that Morse High School is doing and see a few of my former middle school students and their siblings involved; I left feeling nostalgic and inspired.

After teaching in Maine, I spent a year teaching 3rd grade in Moshi, Tanzania, where I learned one of my favorite words—jamani! Jamani is a Swahili slang word, which loosely translated means “OMG.” It has become a word that I only say in Swahili, typically in the middle of an English sentence, always forgetting that most people have no idea what I am talking about. Either way, jamani is used frequently in my house.

I will never forget my first ‘jamani’ moment. I had only been in Tanzania for a few hours, not long enough for the jet lag to wear off. I was painting my classroom in preparation for school to start, and sure enough, my iPhone fell right into the bucket of paint.

After a little bit of panic, because there wasn’t an Apple store in Tanzania, and then a little problem-solving (luckily, the 'stick it in rice’ trick works), I was able to salvage my iPhone, at least enough to get by until I returned to the States. Did it work perfectly? No, but it worked well enough to stay connected with family and friends and serve as a hot spot for my classroom laptop to stream their favorite BrainPOP videos.

I was reminded of this story while talking to Maine Teacher of the Year, Joshua Chard. He said, “That’s what Educators do. We are problem solvers.” Every day, each one of you solves problems for your students, whether it is sticking some leftover fruit in their backpacks because you know they don’t have a full refrigerator at home, troubleshooting a technology issue, or finding ways to meet the needs of the diverse learners in your classrooms. These days it seems like the challenges are ever present in our communities and schools.

So, the next time one of those problems seems a little too big to handle at the moment, let this be your permission to say, “jamani,” and give yourself the space to problem-solve it later.

New Graduate Certificates:

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E l e m e n t a r y E d u c a t i o n