Maine Educator Spring 2025

Picture left: Chris Coleman with NEA President Becky Pringle

Picture right: Jen Cooper with NEA President Becky Pringle

NEA Member* Exclusive

As an NEA member, did you know you receive $1,000 of term life insurance at no cost to you? You’re already enrolled in the NEA® Complimentary Life Insurance Plan, but it’s a good time to make sure you’ve selected a beneficiary.

When you do, you can have some peace of mind that your loved ones will receive their benefit in a time of need. This unique benefit helps ensure educators like you have additional coverage beyond what may be provided through your district. It’s just one of the many ways your union membership works hard for you.

Spring 2025

12 We highlight our Award for Teaching Excellence Winner Chris Coleman and ESP Award Winner Jennifer Cooper.

Higher Education Members Advocate for UMS Funding at the State House

20 Members of all three bargaining units at the University of Maine System have been pressing lawmakers for increased funding to the University of Maine System (UMS).

$50K Salary

24 With fewer pre-service educators choosing to work in Maine’s schools, declining enrollment and completion numbers in education preparation programs, and many educators trending closer to retirement, the educator shortage in Maine is now at a crisis level.

of

97th MEA Representative Assembly

28 Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 97th annual RA, members will discuss the following proposals seen on the next several pages.

15 Find out how you can foster safe, welcoming, and inclusive learning

Hargrove

Board of Directors

District A: Pamela Kinsey

District B: Vacant

District C: Kendrah Fisher

District D: Cedena McAvoy

District E: Thresa Mitchell

District F: Hilary Koch

District G: Valerie Pinkham

District H: Dennis Boyd

District I: Evelyn Atwood

District J: Suzanne Nelson

District K: Tom Walsh

District L: Rebecca Manchester

District M: William "Bill" True

District O: Michael Grillo

District P: Lisa Henderson

District R: Kay Grindall

District ESP: Jay Nicholson

Student: Zach Wentworth

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President's Letter - Spring 2025

The Power of We

Jesse Hargrove with Maine's NEA Director, Rebecca Cole, in Washington D.C.

I was heading home, much later than usual. My wife and kids had long been finished with school and were into evening activities – music boosters, Rocket League, taunting the cats, maybe a little homework. But the sun….it was still out, bright, and optimistic.

Suddenly, my tardiness seemed less pronounced. Spring in Maine is a roller coaster ride, hence “spring fever” and “March Madness.” We can feel the warmth of longer days, yet fully expect a surprise snowstorm, and mud. College basketball upsets have mystified us, and Arizona State University’s March Mammal Madness causes hallway debates over animal prowess and random acts of nature. Spring is volatile with change. However, it brings the promise of vitamin D, returning colors, and outdoor activities.

While some March mammals may lose out to winter hibernation, the MEA has been a flurry of activity. The Together as One winter conferences in Presque Isle and Bangor were a huge success engaging members in critical workshops and professional development.

Our NEA Director Rebecca Cole and I had successful meetings with Maine Congressional Delegation at the U.S. Capitol. This included an extensive conversation with Senator Collins celebrating her work on the Social Security Fairness Act to repeal the Government Pension Offset/Windfall Elimination Provision while sharing concerns for a restructured U.S. Department of Education and the programs that support Maine students. This was the first in person meeting with Senator Collins in eight years, an important step in securing Maine educator voice in the federal landscape.

While in D.C., we celebrated Chris Coleman (Damariscotta Area TA), Maine’s 2024 Award for Teaching Excellence at the NEA Foundation Gala. We’ll also be celebrating Jennifer Cooper

(Portland EA) at the NEA Education Support Professional Conference. Jennifer was Maine’s 2024 Joan McGovern ESP Award recipient. Now is a good time to start thinking of colleagues you would like to nominate for these awards, and many more, for the 2025-2026 school year. See the MEA Awards/ Grants page for more information.

Our Government Relations Committee has been busy working with our Government Relations Director to expand our advocacy capacity. They recently formed the Legislative Organizing Committee, which meets biweekly, to stay informed about what is happening at the Maine State House and how we can ensure educators' voices are heard by legislators.

Over February Break, we trained a group of members on advocating for your students and colleagues at the State House. As a result, we had over a dozen members show up to the State House, or submit written testimony, sharing with legislators the importance of passing LD 34,which would raise the minimum teacher salary in Maine.

Many more members across the state and bargaining units have been testifying on your MEA priorities to alleviate workplace shortages. In addition to an increase in teacher salary, members have been advocating for mental health supports, a robust mentoring program. Members have also been paid student teaching experiences, and meeting with their legislators through a series of “back home meetings.” This effort was modeled after our Higher Education members’ Fund Maine’s Future campaign which has engaged members across the University of Maine System to push for an increase in funding to our public universities. When we unlock the power of “we” with collective efforts, we get stuff done.

The Power of We will be the theme for our 2025 MEA Representative Assembly. This is our union’s legislative body, where members set the business, budget, and priorities of the union for the upcoming year. The MEA RA isn’t all business, we also have fun celebrating our Clyde Russell Scholarship and MEA award winners. MEA RA Delegates are invited to be part of the Screening and Endorsement Committee that decides which candidates the union will endorse in upcoming state elections. If you are not a delegate for 2025, consider running for a seat from your local for 2026 so you can help shape education policy in the 2026 legislative and gubernatorial elections.

I hope you all made it deep into your respective brackets and maybe hit on a sleeper or two. Enjoy longer days, and thank you for another great school year.

Rachelle Bristol From MEA's Executive Director

The Only Constant is Change

Once again, the weather is changing, and the days are getting longer. This is incredibly good news for those of us who struggle in the darker months of the year here in the Maine. The sun has begun to make us long for flipflops and short sleeves. Flowers are peaking out of the ground albeit prematurely inspiring hope and building anticipation for summer activities. It is this time of year that always makes me think of the things that are evolving in my life, in the world, and in MEA. So, I thought I would share a few observations for your consideration.

1) The World. It has been an interesting couple of months since the turn of the calendar year. We have been challenged as a country, as communities, and as a union. How we show up in this time for those we love and those we represent is important. MEA is constantly assessing the happenings and changing landscape in this moment and making strategic decisions to best position MEA for continued success and influence. If you have questions, please reach out. We are always looking to connect with you to hear your thoughts and concerns.

2) Connectivity & Contact Info. Recently, MEA has been on a data collection and cleansing mission. We want to make sure we have the best contact information for each of our members so we can communicate with you in the most efficient and effective manner on sensitive topics and updates. To that end, MEA just launched a contest to collect personal emails and cell phone numbers from members, and we need your help! You will receive an email from MEA with a link that will take you to a page to verify and/or update your personal contact information. Any member who engages in this ask will be entered into a drawing to win a $500 VISA gift card. Five members will win. And your local can win $2500 too! Please help us stay connected to you by verifying this information!

3) Free membership. Got your attention, didn’t I? Hopefully, this will get the attention of potential members! Every year, MEA provides potential members with an opportunity to join us for free until the next membership year (September 1). Early enrollment kicks off April 1st and runs through the summer. There is always room in our community/union for more, and we welcome all who wish to join the association. Please share your experiences as a member with a potential member and change their thinking about joining. We need everyone working together to make change and protect public education. There is power in numbers, and we must continue to build our power, especially now.

4) Perspective. On a more personal level once the clocks spring forward, I begin to anticipate the boat splashing and ocean vistas. My partner has a 33-foot Tartan sailboat which has allowed me to experience the Maine coast from the sea. It is incredibly important to change your perspective and sometimes changing your frame can be very empowering. Looking at things differently can help better understand someone’s statements and beliefs. I am often mindful that I must get out of my comfort zone to achieve systemic change in myself, our organization, and the broader community.

As during this time of year when the rain, wind, and sun work together to bring flowers and the promise of brighter days, if we all work together and harness the Power of We (the MEA RA theme this year), we are unstoppable and can do great things.

Find the Sunshine,

Rachelle Bristol Executive Director 207-622-5866 x

2227

Action Steps to Foster Culturally Responsive Practices

What is Culturally Responsive Teaching?

“I define culturally responsive teaching simply as...An educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in a relationship and having a social-emotional connection to the student in order to create a safe space for learning.”

- Zaretta Hammond

Why?

Culturally responsive practices recognize the diverse cultural backgrounds of all students, which promotes meaningful relationship building between the educator and student, and the educator and family/guardians. They create inclusive environments that make instructional messaging compatible for all students, as the educator builds on students’ prior knowledge to introduce and explain new or complex topics. Because of this, the educator is required to learn and evolve every day.

How to Become More Culturally Responsive

→Understand your own culture and how it affects how you relate to

students

As an educator, you have the opportunity to be a cultural bridge builder for your students. This begins with an awareness of your own cultural identity and that of your students. Consider this: every lesson you teach is influenced by your cultural perspective. In each lesson or unit you design, challenge yourself to create connections that resonate with your students’ diverse cultural backgrounds.

Do Now: Take a moment to think about your own social/cultural upbringing. How does this impact how you see the world? How might it differ from some of the students with whom you work? How does your cultural identity come through in your instruction or work with students?

→Become aware of your own unconscious or implicit biases.

Implicit or unconscious biases are the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner. Implicit biases can influence our actions, reactions, perceptions, and judgements, and result in unfavorable treatment of students or others; no one is immune; however, when we are aware of our implicit biases, we can implement behavior changes that can help to combat these biases.

Do now: Take one of Harvard’s Implicit Associations Tests. This resource from Learning for Justice provides more information on unconscious biases and will direct you to Harvard’s assessments. (Scan QR Code)

Do now: From Support Ed, this Cultural Awareness, Knowledge, and Skills Self-Assessment asks you to reflect on your areas

of strength and an area upon which you can improve. It will enable you to set goals in moving forward in your own cultural awareness and implicit biases. (Scan QR code)

→Create an Inclusive Teaching and Learning Environment

• Celebrate cultural traditions, holidays, and celebrations by incorporating them into lessons. Discuss the significance and how they relate to the subject matter.

• Provide opportunities for students to share their own cultural stories, experiences, and perspectives.

• Offer a mix of visual, auditory, kinesthetic, and collaborative activities to cater to diverse learning needs.

• Address cultural stereotypes or biases that arise in conversations or in materials.

• Connect lessons to current global events.

• Seek feedback from students to understand student engagement and understanding of content. A great example of this is demonstrated in this ReadWriteThink Cultural Relevance Rubric, which could be adapted for other content areas or assignments. (Scan QR Code)

• Provide opportunities for independent and group learning experiences

LEARN MORE

Want to work with a grade-level group or larger committee in your school to assess the extent to which your school is culturally responsive?

→Systemic Change Use SupportEd’s Culturally Resposive School Checklist and Goal Setting Form (Scan QR Code)

→Scan QR Code to view resources!

Mallory Cook Director of Training &

THE BOOK THAT ALMOST RHYMED

BY: OMAR ABED

While her big brother tries to tell a more conventional adventure tale about a brave knight, little sister interrupts with creative and wild suggestions that don’t even rhyme.

POETRY COMICS

BY: GRANT SNIDER

Combining poetry and comics in a whole new way, these clever, calming poems illustrated in graphic novel-style panels are about everything from new shoes and falling leaves to friendship and growing up.

HOW THE BOOGEYMAN BECAME A POET

BY: TONY KEITH, JR.

Poet, writer, and hip-hop educator Tony Keith Jr. traces his journey from being a closeted gay Black teen battling poverty, racism, and homophobia to becoming an openly gay first-generation college student who finds freedom in poetry.

In the Know

School buses would be needed to hold the 2,600 LGBTQ+ students in Maine who considered suicide in the last year.

23,000

Mainers will receive retroactive and adjusted benefits due to the repeal of the Windfall Elimination Provision (WEP) and Government Pension Offset (GPO).

“The repeal of the GPO and WEP will have a profound impact on retired educators, public service workers and future retirees, ensuring they receive the benefits they have rightfully earned. My goal was to get this fixed during my lifetime, and it is overwhelming to know that after decades of disappointment, it is finally done."

-Crystal Ward (MEA Retired) wrote in a letter to the editor published in the Sun Journal. Over 25 years ago, Ward brought the issue of GPO/ WEP to the NEA Representative Assembly and has since spent decades advocating for the repeal of both unjust provisions.

167,705,752

The amount of federal funding for pre-k-12 schools that Maine could lose if the Department of Education is eliminated.

“All students benefit from programs run by the Department of Education, and we’re here today to protect our students and to protect our public schools,”

-Kerrie Dowdy, president of the Portland Education Association. Portland schools took part in the National Walk-In on March 19th to protect students and defend public schools. #ProtectStudents

“For years we have done more with less. Now it’s time for the state to do its part — not just for our sake, but for the long-term health of the state as a whole.”

- -Michael Cauvel (AFUM) Sara Abronze (UMPSA), and Clara Perka (ACSUM) said in an op-ed published in the Portland Press Herald.

"There are literally four houses in the entire state of Maine that a starting teacher would be able to afford. That's a pretty bleak outcome, especially when you can go to any other state in New England and make more money."

-Erin Beal (Portland Education Association) told WGME Channel 13 interview about LD 34: An Act to Increase the Minimum Salary for Teachers in February.

Hundreds of MEA members, including educators, support staff, and aspiring teachers, gathered for the MEA’s Together as One Winter Conference. The event was held at the University of Maine Presque Isle in late January and at Bangor’s United Technologies Center in early February. Attendees had the opportunity to participate in a variety of sessions covering important topics such as Wabanaki studies, strategies for addressing challenging behaviors, support for LGBTQ+ students, Special Education law, and much more. 1 3 2 4

1) Mykayla Conerly, Board Certified Behavior Analyst, presented "Unlocking the Behavior Code" at both conferences, offering educators practical strategies to understand and manage challenging student behaviors. Hailing from Aroostook County, Conerly was delighted to reconnect with board member Pam Kinsey (District A) at the UMPI conference.

2) Aspiring Educators Julia Gay and Sarah Plourde studying elementary education at the University of Maine Presque Isle, said they learned how important the voice of pre-service teachers is to the future of education.

3) Board member Dennis Boyd (District H) met Julia Gay, a former student now attending the University of Maine Presque Isle, at the Presque Isle winter conference.

4) Keynote presenters Sarah Wilkinson and Gretchen Scheibel shared their research findings on challenging behaviors in schools. They conducted a statewide survey of Maine educators to better understand the behaviors they experience in the classroom and assess the professional development opportunities available to address them.

5) Members attending the Together as One Winter Conference hosted at United Technologies Center in Bangor, participate in a morning activity to share the positive things happening at their schools.

6) Brianne Lolar, a citizen of the Panawahpskek Nation party of the Wabanaki Confederacy, presented ‘Wabanaki Studies in and out of the Classroom,’ a vision for the future of Wabanaki Studies. The goal of this training is to help educators foster Indigenous cultural awareness and understanding across Wabanaki homelands through professional development and transformative learning experiences.

7) Aspiring educators in the Educator Preparation Program at United Technologies Center (UTC), attended a session with Mallory Cook, Director of Training and Early Educator Engagement, where they engaged in an activity to design a vision for their dream classrooms. The Educator Preparation Program offers students an opportunity to explore the world of education through classroom visits, internships, and partnerships with local schools.

8) Aspiring educators in the Educator Preparation Program at United Technologies Center (UTC), attended a session with Mallory Cook, Director of Training and Early Educator Engagement, where they shared why they wanted to teach.

2024 AWARD FOR TEACHING EXCELLENCE

Chris Chris Coleman Coleman

Educators often go above and beyond, never intending to be recognized for the many things that they do inside and outside of their classrooms to promote public education. For Chris Coleman, fourth-grade teacher at Great Salt Bay Community School, being honored with MEA’s 2024 Award for Teaching Excellence has been a particularly special honor. Coleman says his story is not only about what he does inside the classroom—it’s about advocacy, leadership, and commitment to his students and community, that fill him with pride.

There is no question that Coleman is an accomplished and dedicated teacher—he was recognized as Lincoln County Teacher of the Year in 2017. What truly sets him apart, however, is his unwavering leadership within his profession, state and local union, and school community. Coleman shared that being acknowledged for his advocacy work and the often unpaid, behind-the-scenes efforts to improve public education in Maine was particularly meaningful.

“Usually, I am focused on recognizing my students for their accomplishments,” Coleman says. “So, it feels particularly special when other educators and the community see you and recognize the work you are doing, not only in the classroom, but outside of the classroom as well.”

Coleman understands the importance of ensuring that the voices of Maine educators are heard from the school board to the State House. This dedication is a true testament to his commitment to public education. While it may go unnoticed by some, it is what set him apart in the nomination last year for the Award for Teaching Excellence.

Serving as the president of the Damariscotta Area TA and the former chair of MEA’s Government Relations Committee, Coleman has become a tireless advocate and champion for public education, his students, and his colleagues. His consistent ability to stand up for what is just, holding administrators accountable, speaking up for his students, and advocating for MEA members in the legislature underscores his commitment to public education.

Award for Teaching Excellence recipients are nominated by each of NEA's state affiliates annually. They embody excellence in their practice, advocacy for the profession, commitment to equity and opportunity, community engagement, and leadership in professional development Coleman and his fellow awardees have opportunities throughout the year to network with one another and attend storytelling and advocacy workshops.

In February, Coleman joined his fellow awardees in person at

“Usually, I am focused on recognizing my students for their accomplishments...So, it feels particularly special when other educators and the community see you and recognize the work you are doing, not only in the classroom, but outside of the classroom as well.

Chris Coleman 2024 Award for Teaching Excellence

”the NEA Foundation Salute to Excellence in Education Gala in Washington D.C., to share their stories with one another and formally receive their awards.

“It is not often that we get to connect with teachers outside of Maine and share our stories,” Coleman reflected. He says “It was inspiring. I came back to school with so many takeaways and new ideas. It was what I needed. It gave me a boost of energy.”

Throughout the year, awardees fostered relationships and were inspired by one another., “I sat with a teacher from Hawaii who is working on a language immersion school to make sure students learn the native Hawaiian language,” he said. “One teacher from California shared how she entered teaching as a second career after being a police officer to have a closer impact on the kids in her community.”

Coleman hopes that we can collectively find more opportunities to lift one another up as fellow educators, recognizing the glimmers of greatness we see in each other every day. “By focusing on the positive contributions within our schools and communities. We can combat the negativity that sometimes circulates and celebrate the remarkable work happening in our schools.”

2024 EDUCATION SUPPORT

PROFESSIONAL AWARD

Growing up, Jen Cooper never envisioned herself as an educator, but after a decade of working as an education technician in Portland Public Schools, it became clear that she had found her calling.

An exceptional educator, union leader, and advocate, Cooper works in a functional life skills room at Lyman Moore Middle School in Portland—Maine's largest and most diverse school district—and serves as the ESP President for the Portland Education Association

Jen Jen Cooper Cooper

“The most rewarding part of my work is the connection I build with my students,” Cooper says. “The joy they bring with them every day is incredible. I love how fun and energetic they are, despite any challenges that they may face.”

Connection and relationships are at the heart of what Cooper does. She works hard to build relationships with her students’ families and is passionate about integrating her students into the community to provide them with authentic learning experiences.

“We go swimming at the community pool weekly, meet other schools and community programs to take our students bowling, go behind the scenes at area businesses, and in the warmer months we do outdoor discovery at local nature conservatories.”

As a union leader and advocate, Cooper is determined to make sure that her students and colleagues have the resources that they need to thrive.

Earlier this year, Cooper’s functional life skills team organized a school dance to raise money for her students’ community programming, which this programming, as valuable as it is for her students, would not be possible without the additional funds that the team works hard to secure.

“The dance helped us fund an outing to Uno’s,” Cooper explained. “We organized a behind the scenes experience at the restaurant, so that students could learn how restaurants operate. They participated in everything from making their own pizzas in the kitchen to serving food in the dining room.”

Cooper is known for her tireless advocacy efforts on behalf of her students and their families. In a nomination letter for Cooper, Portland Superintendent Ryan Scallion described her, “As a strong advocate for her families, and an educator who improves outcomes for all students.”

“This really validated the work that we put in daily as educators. Sometimes you don’t hear that people are happy with the work that you are doing. It’s great to know that people see the work and appreciate it.

Jen Cooper 2024 ESP AWARD

As Maine Education Association’s 2024 ESP of the Year, Cooper had the opportunity to spend the last year networking with other state ESP of the Year award winners, participating in professional development, and culminating the year with the NEA ESP National Conference in Louisville, Kentucky in March.

“It has been great to connect with one another virtually, but I am excited to get together with NEA members from different states, and also to learn and grow and understand how to serve the people of my district more.”

Cooper says being named Maine’s 2024 ESP of the Year came as a shock. “This really validated the work that we put in daily as educators. Sometimes you don’t hear that people are happy with the work that you are doing. It’s great to know that people see the work and appreciate it.”

n o t i c e b o a r d

EDUCATOR APPRECIATION WEEK

May 4-May 9

High School Quiz Show Maine

MEA is proud to sponsor Season 8 of High School Quiz Show: Maine

Episodes begin airing on Thursday, March 20th, at 8pm on Maine Public Television. New episodes air every Thursday at 8pm, with the State Championship on May 29th. Each episode is rebroadcast on Fridays at 2pm and Sundays at 5pm.

UPCOMING EVENTS

Early Career Educator Virtual Conference

April 26

97th MEA Representative Assembly

May 17-May 18

MEA Summer Camp Conference

July 28-July 29

CONTESTS

“My Hero Works at School” Essay

MEA is pleased to join 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.

Deadline: May 19, 2025

Learn More: maineea.org/award-grants

Maine Educator Magazine Cover: “What I Love About Maine”

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

Deadline: May 19, 2025

Learn More: maineea.org/award-grants

→Don’t Tolerate

or Slurs:

Show your students that they have allies and you will not tolerate bullying.

→Ask LGBTQ+ students and colleagues how you can support them: As anti-LGBTQ+ legislation increases across the country, so do mental health concerns among the LGBTQ+ community. Community support is important; reach out to your students and colleagues and ask how you can support them.

Responding to the Needs of LGBTQ+ Youth:

Out Maine: Out Maine works to build welcoming and affirming communities for Maine’s LGBTQ+ youth. Check out their resources for educators including support circles, programs, training, and more. Find their resources and learn more at outmaine.org or scan the QR code.

GLSEN: Founded by a group of teachers, GLSEN has done extensive research to develop appropriate resources for school communities. Check out their resources at GLSEN.org. or scan the QR code.

NEA Toolkit: NEA has put together a comprehensive toolkit of ways to help educators support and protect their LGBTQ+ students. You can find the complete toolkit here: by scanning the QR code.

NEA’s Micro Credentials: Designed for all members, particularly those committed to addressing bias around sexual orientation and gender identity, this program teaches school personnel how to create a safe school climate for students and staff. Micro Credentials can be found here: by scanning the QR code.

→

Scan

QR Code for Resources

Higher Education Members Advocate for UMS Funding at the State House

Members of all three bargaining units at the University of Maine System—the Associated Faculties of the Universities of Maine (AFUM), the Universities of Maine Professional Staff Association (UPMSA), and the Associated COLT Staff of the Universities of Maine (ACSUM)—have been pressing lawmakers for increased funding to the University of Maine System (UMS).

“While we praise the Governor’s budget proposal to increase UMS funding by 4%, it is not sufficient to make the necessary investments that provide Maine with the future workforce critical for economic growth,” said MEA President Jesse Hargrove. “Funding for UMS has been stagnant, and the current budget proposal will not address systemic issues in the University of Maine System, such as deferred maintenance, staffing shortages, and low employee pay.”

Last summer, staff from the three bargaining units at UMS launched the Fund Maine’s Future campaign to spotlight the system-wide impact of low wages and deteriorating facilities. These issues, stemming from inadequate state appropriations, have significantly affected every department, with students and staff bearing the brunt of the consequences.

Survey results shared by Brian Berger, President of ACSUM, which represents hourly COLT (clerical, office, laboratory,

technical) staff across UMS, further illustrate these challenges. Many ACSUM members report struggling due to low wages. Over 45% of respondents use more than half their income to cover housing and utilities costs. Additionally, over 35% report working a second job, and many qualify for public assistance such as supplemental nutrition services, heating assistance, or MaineCare.

These financial struggles are one of the many consequences of inadequate state funding for the university system. Adjusting for inflation, the state appropriation to the UMS has fallen by 10% since 2008, and 2022 was the lowest amount ever appropriated to the system.

The decades of declining appropriations have led to structural gaps and significant budgetary issues—including an estimated $1.6 billion in deferred maintenance of university facilities. Many staff members report that facilities and buildings throughout the system have foregone maintenance and are deteriorating, which undoubtedly impacts not only staff, but students throughout the university system.

Associate Professor of Biochemistry at UMaine, Josh Kelly, has witnessed firsthand the effects of deferred maintenance. Describing his experience, he said, “The HVAC system fails multiple times a year, leading to failed experiments and uninhabitable labs. Temperature swings and steam leaks have damaged microscopes worth upwards of a million dollars and destroyed ultracold freezers, leading to tens of thousands in equipment damage and incalculable research losses.”

These challenges underscore a broader issue of how underfunding higher education can hinder economic growth. Michael Cauvel, Associate Professor of Economics at the University of Southern Maine, highlighted this critical issue for lawmakers recently. According to Cauvel, only 36% of Mainers hold a bachelor’s degree, which places Maine behind all other New England states. “This puts us at a serious competitive disadvantage relative to our neighbors,” Cauvel noted. “It makes it difficult to attract and retain dynamic businesses that require a pool of educated workers.”

Since January, members have been meeting with legislators at the State House, engaging in webinars to share data and lobby

Michael Cauvel delivering testimony

for an increase in the state’s appropriation to the University System. One of the lawmakers leading the charge is Senator Mike Tipping (D-Penobscot), the state senator for District 8, which includes the town of Orono.

“The fact that we are not investing in our future means that we are shortchanging our state and mortgaging the futures of our children,” says Senator Tipping.

This year, Maine has an opportunity to make a pivotal investment in higher education. This funding represents one

of the most significant engines of economic growth—our universities. By supporting funding for UMS, Maine can ensure a well-educated workforce that attracts dynamic businesses and fosters innovation. Such an investment could be transformative for the state, driving economic and social progress for years to come.

To learn more about Fund Maine’s Future or to ask your elected officials to support the initiative visit: maineea.org/actioncenter or scan the QR code below.

Higher Education Funding Statistics

COLLEGE EDUCATION IN NEW ENGLAND

$50K Salary

Justfour short years ago, Zach Wentworth wrote his college application essay to the University of Maine about his passion for education and his dreams of returning to serve communities in rural Maine— like Calais where he grew up. Now, as he approaches the completion of his educator preparation program and readies himself to begin his career as an educator, the harsh realities of the current teaching profession in Maine have set in.

Raise the Wage

"With monthly rent for a one-bedroom apartment over $1,200, grocery prices increasing, student loan payments, and other basic living expenses, it is difficult to see how I could sustain myself on that salary.”

As a result, Wentworth has made the difficult decision to delay his teaching career, choosing instead to attend graduate school and work part-time. He says he hopes that things will change over the next two years, but his story is not unlike many other aspiring educators in Maine.

-ZACH WENTWORTH

“Currently, teachers in my hometown of Calais earn about $40,000 per year—the state’s current minimum salary for teachers,” Wentworth explains. “With monthly rent for a one-bedroom apartment over $1,200, grocery prices increasing, student loan payments, and other basic living expenses, it is difficult to see how I could sustain myself on that salary.”

Upon graduation, he says many of his peers at University of Maine are choosing to forgo teaching for careers that offer competitive professional salaries like technology, business, and law. With fewer pre-service educators choosing to work in Maine’s schools, declining enrollment and completion numbers in education preparation programs, and many educators trending closer to retirement, the educator shortage in Maine is now at a crisis level.

According to data from Maine Public Employees Retirement

System (MainePERS), the state is losing upwards of 1,400 teachers each year. With less than 500 students completing teacher preparation programs annually, Maine is grappling with a convergence of challenges that exasperate the shortage.

Kendrah Fisher, 7th grade teacher at SoDoMoCha Middle School in Dover-Foxcroft, is in her second year of teaching. "We do have amazing teachers in our schools, but also thousands of certified teachers who are choosing not to teach because they cannot afford to,” Fisher says.

“After taking only my net

income and subtracting the cost of necessary expenses, I would be left with -$21.19 each month,” Fisher said. “I have had colleagues share with me that when they began teaching, they relied on food stamps to support their family.

Others I know left teaching because the cost of childcare exceeded their pay.”

Losing educators comes at a significant cost. Dr. Erin Beal, an instructional coach at Lyman Moore Middle School in Portland, told members of the Education and Cultural Affairs Committee during a hearing for LD 34: An Act to Increase the Minimum Salary for Teachers, teacher retention issues due to low starting salaries cost a school district, on average, $20,000 for each turnover. 1

The educator shortage extends beyond financial costs, impacting student learning and overall education quality. From pre-service educators to college faculty and staff, low pay and deteriorating working conditions lead to accelerated rates of burnout, sometimes causing educators to reluctantly leave for higher wages outside of public education.

“As an instructional coach, I know that teacher turnover events have even deeper

Kendrah Fisher (SAD 68 EA)

Photo credit: Adobe Stock

ramifications for students,” Beal told the committee. “It is no coincidence that as turnover events are increasing, student test scores are decreasing. If we want to increase student learning outcomes, we must increase teacher retention and pay."

The last change to the teacher

minimum wage law was in 2019, when Maine increased the minimum pay for teachers from $30,000 to $40,000—a change implemented incrementally over three years. Despite this increase, Maine still ranks 37th in the nation for average starting salary based off 2023 data from the NEA—and still last in New England.

Making things worse, the average salary for classroom teachers has increased at a rate far slower than inflation. According to the Maine Economic Policy Center, when adjusted for inflation, the $40,000 minimum teacher

salary in the 2022-2023 school year effectively represented a 7% reduction in real wages compared to when the bill passed in 2019.

This is a problem that Dr. Beal says impacts not only early career educators at the lower end of the salary scale but teachers at every level. “Salary increases for the rest of our careers depend on those early years,” Dr. Beal explains. “Despite having my doctorate and over ten years of teaching in Maine, I still can't afford housing with a second bedroom. And in Maine, without a second bedroom, I cannot realize my deepest

dream of becoming a foster mom.”

If lawmakers are serious about the future of Maine's workforce and educating the next generation of Mainers, they must invest in its educators—Maine’s future depends on it.

“Under the current salary scale, I can help Maine children professionally, or I can help them personally,” Beal explained. “It is fiscally impossible, even with the highest level of education and experience, to do both. Please do not make me choose."

Inside Salary Data

815 Teachers Quit or left the profession last year

Dr. Erin Beal (Portland EA)

MEA Salary Guide

2024-25

The MEA maintains a salary database to 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 following data is based off contracts submitted to the MEA for the 2024-2025 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/

Contracts were pulled on February 18, 2025, *School year may not reflect the most up-to-date information if additional agreements are signed after contracts are submitted.

The following are the maximums for the

AOS 98 - Edgecomb

RSU 72, Fryeburg

RSU 41, Milo

RSU 44, Bethel

RSU 05, Freeport

RSU 15, Gray

RSU 12, Windsor

RSU 60, Berwick

AOS 91 - Bar Harbor

RSU 89, Patten

RSU 73, Jay-Livermore

RSU 40, Waldoboro

32 AOS 98 - Boothbay-Boothbay Harbor CSD

RSU 23, Old Orchard Beach

RSU 57, Alfred

RSU 26, Orono

Lisbon

AOS 90 - Baileyville

RSU 74, Anson

Kittery

Greenville

RSU 52, Turner

Athens

Madawaska

Get Involved: Legislative Call to Action Speak up for Students

OUR VOICE IS OUR POWER

In recent years we have seen record investments in education in Maine. We have invested in free school lunches for ALL students, the state has invested in a free community college program for recent high school graduates, improvements have been made to our retirees' pensions, and we have seen the state.

Last year, we achieved a major victory by securing a raise in the minimum wage for all school support staff to 115% of the state minimum wage and 125% for education technicians. This will impact all non-salaried school employees like bus drivers, custodians, and education technicians.

For two decades, MEA members have been raising their voices in Washington D.C. about the harmful impacts of the Government Pension Offset (GPO) and the Windfall Exemption Provision (WEP). These provisions, which unfairly penalized public employees and robbed them from their hard-earned Social Security benefits, were finally repealed in December 2024.

MEA is only as strong as its members’ voices. Whether at the bargaining table, the Maine State House, or Capitol Hill, when we raise our collective voice and band together to stand up for our students, our schools, and our profession—we win.

Are you ready to help us raise teacher pay, improve classroom conditions, secure funding for our public schools and universities, and advocate for great public schools for every Maine student? Here’s how you can get involved.

→Join the Legislative Organizing Committee

Be part of this group of dedicated coalition of MEA members, ensuring the voices of educators are heard at the State House. The Legislative Organizing Committee meets via Zoom biweekly on Mondays. Scan the QR code to join!

→Sign up for Under the Dome

Stay current with local and state elections and bills we support in Augusta. Sign up for our weekly Under the Dome newsletter from Government Relations Director Jan Kosinski! Scan the code to sign up!

→Action Center

Learn about the status of MEA’s Legislative Priorities and how you can lift up your voice in Augusta at the MEA Action Center. Scan the code to take action today!

The MEA is only as strong as its members’ voices. Through the Association, you are able to have a voice in decisions made regarding your career, your students, and the profession as a whole.

Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 97th annual RA members will discuss the following proposals seen on the next several pages.

2025 PROPOSED NEW BUSINESS ITEMS

1. RESOLVED: This New Business Item proposes that the MEA fund sending two MEA members to participate in the 2025-26 Labor Summer Institute, where they can help us build solidarity with other Maine unions on commoncause issues and actions.

RATIONALE: In mid-August, the AFL-CIO in conjunction with the Bureau of Labor Education holds an annual two-day Labor Summer Institute at the University of Maine for members of a diversity of unions across the state. With its long-standing tradition of bringing union members together, the Summer Institute brings union members to develop collaboratively ideas, strategies, and skills, focused on important issues common to us all, no matter what our field. Over the course of the Institute, participants take part in workshops, general discussions, and planning for the future work of unions in Maine.

Costs for the two-day meeting run $170 per participant. Housing costs at UMaine dormitories run additionally $56.00 per participant per night. Building solidarity across diverse Maine unions will strengthen both the MEA and the labor movement in general.

MEA as an Organization Goal, Objective #3: #3. Increase MEA’s influence statewide.

Submitted by: Individual, Michael Grillo, AFUM Estimated budgetary impact: 456.00 (two participants at 170.00 each plus one night dormitory stay at $56.00)

2. RESOLVED: The MEA will advocate for waiving the requirement to be recertified after a professional educator reaches 20 years of teaching service.

RATIONALE: A person who has taught for 20 years has established their teaching expertise and their ability to adapt to changes in the profession and continue best practices in the classroom. We would like to reward these long-term educators by reducing the economic and logistic impact on them throughout the remainder of their career. We hope that by encouraging educators to reach this goal, we will retain more career educators and preserve institutional knowledge. This NBI would not preclude ongoing professional development.

MEA Quality of Learning Goal, Objective #2: #2. Ensure all schools have fully qualified educators committed to students and their learning.

Submitted by: MEA Committee,Statewide Bargaining, Pamela Kinsey

Estimated budgetary impact: None

3. RESOLVED: The MEA will advocate for a change in Maine legislation that after completing the statutory probationary period, the professional educator becomes exempt from any other probationary status as an educator in Maine.

RATIONALE: This removes barriers to professional and personal autonomy while removing the additional stress of starting over as a "new" teacher. This could encourage districts to retain valued employees by creating positive working conditions with competitive benefits. We also see the potential to remove the practice of attrition to balance the district budgets.

MEA Quality of Learning Goal, Objective #2: #2. Ensure all schools have fully qualified educators committed to students and their learning.

Submitted by: MEA Committee, Statewide Bargaining, Bill True

Estimated budgetary impact: None

4. RESOLVED: The MEA will provide trainings for educators working with multilingual students including but not limited to refugees, asylum seekers, and Students with Limited or Interrupted Formal Education (SLIFE).

RATIONALE: All students deserve access to a quality education regardless of background.

MEA Quality of Learning Goal, Objective #6: #6. Ensure safe and supportive environments that are free from social and racial injustice.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal

Estimated budgetary impact: None

5. RESOLVED: The MEA will offer Learning Hub courses to potential members for a fee.

RATIONALE: We are hopeful to increase revenue and membership by charging a fee for MEA Learning Hub courses to non-members. If the courses are found valuable, we anticipate this increasing membership. MEA as an Organization Goal, Objective #1: #1. Strive for 100% membership by positioning the MEA the be indispensable to educational employees. Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal

Estimated budgetary impact: None, hopeful it would increase revenue

6. RESOLVED: The MEA will work with relevant parties to create a survey that explores the factors leading to individual educators leaving the profession.

RATIONALE: By recognizing barriers to retention and recruitment, we can create ways to keep educators in the profession.

MEA Government Relations and Funding Goal, Objective #5: #5. Expand and strengthen coalitions to achieve political and professional goals, including social and racial justice.

Submitted by: MEA Committee, Statewide Bargaining, Ciara Hargrove

Estimated budgetary impact: Unknown

7. RESOLVED: The MEA will increase efforts to collect and use personal emails for current and potential members.

RATIONALE: The use of non-school email for association business is vital and protects access to DEIJ/SEL professional development opportunities. MEA as an Organization Goal, Objective #5: #5. Continue the process of planning strategically. Submitted by: Individual, Erin Beal, Portland EA Estimated budgetary impact: None

8. RESOLVED: The MEA will allow committees to choose their own virtual meeting dates.

RATIONALE: Increase accessibility by removing barriers of transportation and childcare. It will help committees progress in their work when the timing is more aligned with their charges and goals for the year.

MEA Program Support Services Goal, Objective #5: #5. Ensure that the governance process fosters member participation and democratic decisionmaking.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal Estimated budgetary impact: None

9. 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 #2: #2. Ensure all schools have fully qualified educators committed to students and their learning.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal Estimated budgetary impact: None

10. RESOLVED: The MEA will work to pass legislation that requires the state to compensate any prospective educator completing required full day field experience.

RATIONALE: The critical workforce shortage in public education has been made worse by uncompensated mandatory, prolonged full day field experiences for aspiring educators.

MEA Quality of Learning Goal, Objective #2: #2. Ensure all schools have fully qualified educators committed to students and their learning.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal Estimated budgetary impact: None

11. RESOLVED: The MEA will commit to offering Diversity, Equity, Inclusion, and Justice (DEIJ) and Social-Emotional Learning (SEL) professional development opportunities.

RATIONALE: To ensure educators continue to have these necessary opportunities.

MEA as an Organization Goal, Objective #3: #3. Increase MEA’s influence statewide.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal Estimated budgetary impact: Unknown, but we hope to invest in keynote speakers and third-party organizations to expand our offerings

12. RESOLVED: The MEA will create opportunities for Instruction and Professional Development (IPD) and Government Relations (GR) to collaborate on professional development for improving members' advocacy skills.

RATIONALE: Increasing the advocacy skills of members will engage more members in the legislative process, helping us build and advocate for our legislative priorities, and recruiting member participation to accomplish those goals.

MEA as an Organization Goal, Objective #3: #3. Increase MEA’s influence statewide.

Submitted by: MEA Committee, Instruction and Professional Development, Erin Beal

Estimated budgetary impact: None

13.RESOLVED: The MEA will develop a resource accessible on the MEA Learning Hub that supports early career educators in the following areas: long-term financial planning, retirement planning, understanding contracts, navigating benefit enrollment, professional development, and more.

RATIONALE: Navigating a contract can be challenging. Long-term financial planning is often outside of the scope of an early career educator. We would like the MEA to help early career educators understand and access the benefits afforded to them by being an MEA member as well as those benefits in their contract.

MEA Professional Autonomy Goal, Objective #2: #2. Expand MEA’s capacity to be a resource for professional information and opportunities.

Submitted by: MEA Committee, Statewide Bargaining, Howard Ellis

Estimated budgetary impact: Unknown

14. RESOLVED: The MEA will conduct an orientation for committee members prior to the start of the first scheduled Committee Day, utilizing internal resources to enhance committee productivity.

RATIONALE: In addition to providing the MEA Handbook, this orientation would enhance committee members' understanding of the committee charges to ensure that the governance process fosters member participation and democratic decision making.

MEA Program Support Services Goal, Objective #5: #5. Ensure that the governance process fosters member participation and democratic decisionmaking.

Submitted by: MEA Committee, Black, Indigenous, and People of Color Committee, Nesrene Griffin Estimated budgetary impact: None

15. RESOLVED: The MEA will provide committee chairs with a report on all business items they submitted from the previous RA.

RATIONALE: This would streamline the process for committees to review and utilize the current charges to inform their work. This will also validate the time and effort committee members have invested.

MEA Program Support Services Goal, Objective #5: #5. Ensure that the governance process fosters member participation and democratic decisionmaking.

Submitted by: MEA Committee, Black, Indigenous, and People of Color Committee, Nesrene Griffin Estimated budgetary impact: None

PROPOSED CHANGES TO BYLAWS

ARTICLE II. REPRESENTATIVE ASSEMBLY

Section 2. Terms of Delegates and Alternates

C. An alternate delegate who has been elected through the regular elections process may be designated to replace a delegate who is unable to attend the Representative Assembly and shall resume alternate delegate status immediately following the Representative Assembly. An alternate delegate may also be designated to serve the remaining term of a delegate who has resigned from the delegate position or who is no longer employed in the governance affiliate represented.

RATIONALE: This proposal is to strike the second sentence, because now that delegates' terms are 1 year (whereas they were previously 1, 2 or 3 years), we don't need the second sentence. A delegate's term does not extend beyond the one RA. This does not impact any delegates whose multi-year terms are grandfathered in, because it would take effect starting for next year's RA, and by then, any 3-year delegates will be in their last year.

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 D. In multi-delegate governance affiliates, the alternate delegate with the longest term, as determined by the local governance affiliate president, shall be designated the first alternate delegate. The alternate delegate with the next longest term shall be designated the second alternate delegate, and so forth, until all seats are filled.

RATIONALE: Delegates' terms are now one-year only, so this section is moot.

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

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

ARTICLE II. REPRESENTATIVE ASSEMBLY

Section 3. Delegates/Alternates Who File Late

A. Members who file notices of intent to become delegates/alternates after May 1 shall be considered late and shall meet with the Structure and Bylaws Committee prior to the first business session for an orientation session regarding seating procedures. Members will be required to:

1. provide proof of membership, and

2. submit a Certificate of Election signed by the local president. Members are responsible for confirming that MEA has received all necessary documents.

B. A list of qualified delegates who filed late shall be presented by the Elections Committee to the Representative Assembly for seating. A majority vote of delegates present and voting shall be required to seat delegates/alternates who filed late. C. Members who filed late and are seated by the Representative Assembly shall hold office only until the next ratification of MEA election results.

RATIONALE: To address legal and operational concerns. Subsequent sections will be renumbered accordingly.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

ARTICLE V. BOARD OF DIRECTORS

Section 6. Dual-Office Holding

A. Board of Directors members may not concurrently hold an elected officer position in their local association for more than one year

without approval from a majority of the Board of Directors.

RATIONALE: The Board of Directors serves a crucial role in the organization as it is responsible for making sure that MEA is financially secure, growing, and operating in the best interests of all of its members across the state. The amount of time and energy that each Board Director can devote to association work is of course unique to each person. However, it is in the best interests of all parties that Board Directors devote as much of their available association time and energy as possible exclusively to their role as Board Directors.

SUBMITTED BY: Tom Walsh

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought Not to Pass

ARTICLE VI. COMMITTEES

Section 1. Representative Assembly Committees

A. Representative Assembly Committees shall consist of (11) eleven members appointed for one-year terms. Members shall be appointed by the MEA President. When making appointments to the committees, the president shall strive to create committees with representation from as many MEA Board districts as possible and as many different membership categories as possible. The president may also consider other factors when making committee appointments if they believe doing so will best help the committee and the organization achieve its goals and vision.

A. B. Resolutions Committee

A Resolutions Committee of eleven (11) members shall receive resolutions and new business items from members, groups of members, and committees, and, after editing and reviewing those resolutions and new business items, shall present them to the Representative Assembly. Committee members shall be appointed for three-year (3) terms.

B. C. Strategic Budget Committee

A Strategic Budget Committee shall be chaired by the Treasurer. of ten (10) members shall be appointed to include the Treasurer who shall chair the committee, seven (7) members appointed from the general membership (with at least three (3) of the seven (7) who are Representative Assembly delegates), and two (2) to be appointed from the Board of Directors. The function shall be to prepare, with the assistance of the Executive Director and President, the annual budget for presentation to the Board of Directors for transmittal to the Representative Assembly. Committee members shall be appointed for three-year (3) terms and Board of Directors members shall be eligible to serve on the Strategic Budget Committee only during their terms of office.

C. D. Structure and Bylaws Committee

A Structure and Bylaws Committee of eleven (11) members shall be appointed to shall study the Constitution, Bylaws, and Standing Rules of the Association and shall annually make recommendations, which may be in the form of amendments to the Constitution, Bylaws, and Standing Rules in order to more effectively achieve the purposes of the Association. The committee shall also support local associations to make sure their Constitutions and Bylaws are in compliance with MEA requirements and help them best meet the needs for their members. The committee shall be responsible for continuous maintenance of an efficient and workable election procedure and shall, through an Elections Committee of five (5), be responsible for planning and conducting elections. The committee shall be responsible for apportioning RA delegate credentials

among governance affiliates. Committee members shall be appointed for three-year (3) terms.

Section 2. Standing Committees

A. Standing Committees shall consist of one member from each MEA Board seat appointed by the president. The president may also consider other factors when making committee appointments if they believe doing so will best help the committee and the organization achieve its goals and vision.

A. B. Government Relations Committee

A Government Relations Committee shall develop and help support the association’s legislative goals and also review and recommend revisions to the screening and endorsement process. Members shall also serve on the screening and endorsement committee. 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 threeyear (3) terms.

B. C. Human, Civil Rights, and Social Justice Committee

A Human, Civil Rights, and Social Justice Committee shall advocate for educational and training programs designed to enhance human and civil rights and shall make recommendations on ways for the Maine Education Association to promote social justice. of eleven (11) members shall advocate for educational and training programs designed to enhance human and civil rights and shall make recommendations on ways for the Maine Education Association to promote social justice. Committee members shall be appointed for threeyear (3) terms.

C. D. Instruction and Professional Development Committee

An Instruction and Professional Development Committee shall develop and help support the association’s professional development goals. 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.

D. E. Statewide Bargaining and Organizing Committee

A Statewide Bargaining and Organizing Committee shall develop and help support the association’s collective bargaining goals. consist of one (1) member with bargaining expertise from each UniServ District, one (1) education support professional member selected from the state atlarge, 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.

E. Judicial Board

The MEA Judicial Board shall consist of five (5) members appointed by the MEA President, with the consent of the MEA Board of Directors. The members of the MEA Judicial Board shall be appointed for five (5) year staggered terms, beginning September 1. The MEA President shall designate one (1) member of the MEA Judicial Board to serve as its Chairperson. Members of

the MEA Judicial Board shall have been active, active education support, and/or retired members of MEA for at least five (5) consecutive years immediately prior to their appointment, and shall maintain active, active education support, or retired membership while serving on the MEA Judicial Board. A member of the MEA Judicial Board may be a delegate to the MEA and/or National Education Association Representative Assemblies, but shall hold no other elective or appointive position in MEA or any of its affiliates.

F. Education Support Professional (ESP) Committee

An Education Support Professional Committee shall advocate for ESP involvement in the Association and educational and training programs designed to advance ESP-related issues. of eleven (11) members shall advocate for ESP involvement in the Association and educational and training programs designed to advance ESP related issues. Committee members shall be appointed for three-year (3) terms.

G. Black, Indigenous, People of Color Committee

A Black, Indigenous, People of Color Committee shall advocate for minority involvement and pathways to leadership, support educators and students of color, promote and support anti-racist education, and identify policies and practices that further support the MEA becoming an inclusive, equitable, and diverse organization. of 11 (eleven) members shall advocate for minority involvement and pathways to leadership, support educators and students of color, promote and support Anti-Racist education, and identify policies and practices that further support the MEA becoming an inclusive, equitable, and diverse organization. Committee members shall be appointed for a three-year (3) term.

Section 3. Ad Hoc Committees

Ad hoc committees may be established by the Representative Assembly, by the Board of Directors, or by the President for the purpose of accomplishing a specific task within a limited period of time.

Section 4. Judicial Board

The MEA Judicial Board shall consist of five (5) members appointed by the MEA President, with the consent of the MEA Board of Directors. The members of the MEA Judicial Board shall be appointed for five (5) year staggered terms, beginning September 1. The MEA President shall designate one (1) member of the MEA Judicial Board to serve as its Chairperson. Members of the MEA Judicial Board shall have been active, active education support, and/ or retired members of MEA for at least five (5) consecutive years immediately prior to their appointment, and shall maintain active, active education support, or retired membership while serving on the MEA Judicial Board. A member of the MEA Judicial Board may be a delegate to the MEA and/or National Education Association Representative Assemblies, but shall hold no other elective or appointive position in MEA or any of its affiliates.

RATIONALE: These proposed revisions have three main purposes: 1) align Article VI language with current MEA goals, 2) align language with current practices and 3) clarify and simplify the article’s language and structure. To better align with current organizational goals, this new language uses MEA Board districts as the tool for achieving geographic diversity on committees rather than UniServ Districts. Since committees operate on the governance side of MEA it makes more sense to use a governance-centered tool for achieving geographic diversity (Board districts) rather than a staff-centered one (UniServ Districts). To reflect current practices, new language is being proposed

for GR, IPD, Statewide Bargaining, and Structure and Bylaws that captures some of the key responsibilities these committees currently have. Also to reflect current practices, terms have been changed from 3-year to 1-year appointments. To simplify and clarify the article’s organization, language about the appointment process and committee composition has been consolidated into one location in Section I and one location in Section II. A new Section 4 is being proposed for the Judicial Board because it is neither a Representative Assembly Committee nor a Standing Committee.

SUBMITTED BY: Tom Walsh

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

PROPOSED CHANGES TO STANDING RULES

RULE 2. ELECTIONS PROCEDURES

Section 4. Election of NEA Representative Assembly Delegates/Alternates

3. NEA Representative Assembly at-large delegates/alternates are elected by active and active education support professional members in oddnumbered years for two-year (2) terms. The number of at-large seats shall not exceed the number of district seats. An election for any unfilled seat(s) will be held in the off year.

RATIONALE: To align with current practice.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 2. ELECTIONS PROCEDURES

Section 4. Election of NEA Representative Assembly Delegates/Alternates

4. NEA Representative Assembly district delegates/alternates are elected by active and active education support professional members in each NEA election district as designated by the Structure and Bylaws Committee in even-numbered years for two-year (2) terms. An election for any unfilled seat(s) will be held in the off year.

RATIONALE: To align with current practice.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 2. ELECTIONS PROCEDURES

Section 5. Campaigning

C. Maine Education Association Resources

Available to Candidates:

3. Candidate Flyer: The Maine Education Association will include a single sheet flyer 8 ½" x 11" - of any candidate for office to be elected at the Representative Assembly in the advance mailing to delegates. The flyer and all copies must be prepared by the candidate at the candidate’s expense.

RATIONALE: To clarify what is required.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 2. ELECTIONS PROCEDURES

Section 5. Campaigning

C. Maine Education Association Resources

Available to Candidates:

4. Campaign Statement: Candidates who have filed a Notice of Intent Form for an election held prior to the MEA Representative Assembly may submit a brief campaign statement (thirty (30) one hundred (100) words or fewer) to be included in an official MEA publication or platform. with a ballot. This applies to all contested elections where ballots are distributed to local associations or individual members.

RATIONALE: To allow for greater flexibility in how the campaign statement is distributed to members.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 2. ELECTIONS PROCEDURES

Section 6. Balloting/Voting

A. The following requirements shall be observed in the preparation of paper ballots:

1. the Elections Committee or designee shall prepare ballots containing the names of all certified candidates;

2. the ballot shall not identify the source of any nominators, indicate endorsing parties, or contain any information that might be construed as

prejudicial, such as a candidate's capabilities, prior service, or present or previous office(s) held;

3. the order of names on the ballot shall be determined in alphabetical order for two (2) consecutive years and in reverse alphabetical order for two (2) consecutive years;

4. members shall be elected by secret ballot for each individual office;

5. balloting procedures should be so devised that the person expressing a choice cannot be identified with the choice expressed;

6. the intent of the voter shall be the governing factor in determining how the vote shall be counted; and

7. if a paper ballot is used, the voter will be instructed to place the marked ballot in a sealed envelope which is then to be signed. Before tabulation, the ballot will be separated from the envelope identifying the sender. The outside envelope shall clearly indicate that a paper ballot is enclosed. Paper ballots may be returned in a batch as long as each ballot is in a separate envelope.

B. In elections conducted by MEA prior to the Representative Assembly, ballots shall be distributed to active, active education support, student, and retired members as of January 15th of the current year. Ballots shall be distributed on or prior to a date selected by the Elections Committee at least forty-five (45) days prior to the first day of the Representative Assembly and shall be returned no later than the date established by the Elections Committee.

C. Contested candidates shall be notified no fewer than two (2) days prior to the distribution of ballots.

D. If the number of candidates equals the number of vacancies for the same office, the candidates are to be declared elected.

E. Runoff elections shall be held as necessary until there is an election for each position by a majority vote of those voting. The ballot shall list the candidates in descending order who received the highest number of votes on the previous ballot, listing one (1) more candidate than the number of positions to be filled.

F. A ballot recount request for elections conducted by MEA must be received by the MEA Elections Committee at an MEA office as stated in the MEA Elections Timeline. The Elections Committee will recount the ballots. The recount will take place on the date stated in the MEA Elections Timeline. All candidates involved will be notified of the date of the ballot recount, will be invited to observe the ballot recount, and will be informed of the results of the ballot recount.

G. F. When voting at the MEA Representative Assembly, the delegate shall present appropriate identification to the poll clerk by wearing the badge provided at registration for the MEA Representative Assembly and shall register at the poll site. Materials promoting any candidate must be removed prior to entering the poll site.

RATIONALE: To address legal and operational concerns.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 2. ELECTIONS PROCEDURES

Section 6. Balloting/Voting

G. All ballot and/or election procedures shall be in compliance with the LaborManagement Reporting and Disclosure Act (LMRDA) or any other relevant law or regulation.

RATIONALE: To address legal and operational concerns.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

RULE 3. MEA REPRESENTATIVE ASSEMBLY STANDING RULES

Section 6. Distribution of Materials

There shall be no printed material distributed among the delegates on the floor of the MEA Representative Assembly, except with the permission of the presiding officer or as prescribed in Standing Rule 2, Election Procedures.

RATIONALE: To ensure flow of RA Business without interruption. Subsequent sections will be renumbered accordingly.

SUBMITTED BY: Jesse Hargrove

STRUCTURE & BYLAWS COMMITTEE

RECOMMENDS: Ought to Pass

2025 PROPOSED RESOLUTIONS

1-Delete A7

RESOLVED: That the MEA opposes any attempt to amend or replace the current school funding formula in order to base state subsidies to local school systems solely on a per pupil basis. (Adopted 1992; Amended 2005) Rationale: This wording is to better reflect what is needed.

Submitted by: Individual, Grace Leavitt, MEARetired

2 - Amendment to A14

RESOLVED: That the MEA believes that educational opportunities for all persons, which enable them to develop to the full extent of their capabilities and assume the roles of responsible citizenship, must be supported by:

• full funding of legislatively mandated programs

• the recognition that education should be a process which meaningfully involves professional and support educators, retirees, parents/guardians and students; these stakeholders should have direct involvement from the earliest planning stages to the final implementation of federal, state and local educational programs

• community awareness programs that communicate local educational accomplishments and concerns to the public

• the election of candidates for public office at local, county, state and federal levels, who are committed to the educational goals of the Association

• the appointment of nominees to educational boards and task forces, including but not limited to the State Board of Education and the University of Maine Board of Trustees, who are committed to and supportive of public education, educators, and students

• graduation requirements that reflect the equal implementation of all eight content areas of the Maine Learning Results (MLR)

(Adopted 2004; Amended 2009; Amended 2011) Rationale: The second-to-last item is added to include both pre-K-12 and higher ed.

Submitted by: Individual, Grace Leavitt, MEARetired

3 – Amendment to A20

RESOLVED: That the MEA believes that there should be dedicated funding for early childhood education and that all children should have access to: public Pre-K and K programs that are developmentally appropriate, whether in person or remote:

• mandatory, full-day, free, publicly funded,

developmentally appropriate, quality kindergarten programs in all school districts;

• optional, full-day, free, publicly funded, developmentally appropriate, quality universal pre-kindergarten programs for all three- and four-year old children whose parents/guardians choose to enroll them;

• dedicated funding for early childhood education;

• •ncreased publicly funded support services such as physical therapy, occupational therapy, speech therapy, et al, for children, birth through age 5, in disadvantaged families;

• increased access to Early Head Start programs.

(Adopted 2019; Amended 2021)

Rationale: To update and clarify the language and also to remove 'disadvantaged families' as this should be for all.

Submitted by: Individual, Grace Leavitt, MEARetired

4 – New A

RESOLVED: That MEA supports an equitable school funding formula that ensures all Maine students have the programs and resources needed for a quality, well-rounded pre-K-12 public education that enables them to be successful. (Adopted 1992; Amended 2005)

Rationale: This wording is to better reflect what is needed.

Submitted by: Individual, Grace Leavitt, MEARetired

5- New A

RESOLVED: That the MEA believes the state and federal governments should provide sufficient funding for needed renovations to school facilities and/or new construction to ensure all Maine students have safe, up-to-date learning environments.

Rationale: To address the need for increased funding for the many outdated school facilities in our state.

Submitted by: Individual, Grace Leavitt, MEARetired

6 – New A

RESOLVED: That the MEA supports district policies that restrict or prohibit the student use of cell phones and similar devices during the school day in order to promote the well-being of students, maintain the focus on learning, and support a positive, safe learning environment for all.

Rationale: The use of cell phones et al. have negatively impacted our students and their learning.

Submitted by: Individual, Grace Leavitt, MEARetired

7 – Delete B3

RESOLVED: That the MEA supports the development and implementation of sitebased decision-making and restructuring processes that involve the local governance affiliates, including Education Support Professionals, as full partners from the outset, which arebased on contractual agreements between districts and governance affiliates. (Adopted 1992; Amended 2000; Amended 2014)

Rationale: To update the position and support shared decision-making.

Submitted by: Individual, Grace Leavitt, MEARetired

8– Amendment to B5

RESOLVED: That the MEA supports adequate training, salary and working conditions for members all involved in pre-service teacher education, through its higher ed and preK12 affiliates including both mentors and student teachers/interns. (Adopted 1986; Amended 1996; Amended 1997; Amended 2002; Amended 2014)

Rationale: To show we support that student teachers be paid.

Submitted by: Individual, Grace Leavitt, MEARetired

9 – Amendment to B6 RESOLVED: That the MEA supports mainstreaming and inclusion strategies that incorporate require reduced class size, provide appropriate support staff and materials, and include input from the educators involved who work with the student. (Adopted 1990; Amended 1997; Amended 2007)

Rationale: To clarify language.

Submitted by: Individual, Grace Leavitt, MEARetired

10 – Amendment to B7

RESOLVED: That the MEA supports professional development opportunities for all Education Support Professionals and that ESP should be paid for their time when participating in professional development. (Adopted 1990; Amended 1992; Amended 1996; Amended 2002) Rationale: ESP should not have to volunteer their time in order to receive PD.

Submitted by: MEA Committee Resolutions Committee, Jill Plourd

11 – Amendment to B9

RESOLVED: That the MEA supports the use of technology within the educational process when delivered by a properly trained educator, that includes the educator in the selection of technology, and that includes technical support. (Adopted 1993; Amended 2009; Amended 2013; Amended 2021)

Rationale: To include educators in the selection of technology and to provide ongoing support.

Submitted by: Individual, Grace Leavitt, MEARetired

12 – Delete B10

RESOLVED: That the MEA supports restructuring and site-based decision making only if the site provides training, time and funds. (Adopted 1993; Amended 2002)

Rationale: To update the position and support shared decision-making

Submitted by: Individual, Grace Leavitt, MEARetired

13 – Amendment to B15

RESOLVED: That the MEA believes that continuous professional development, with time and resources provided, is necessary for its members to implement school reform initiatives and to keep current with best practices. Furthermore, Education professionals must be involved in the identification of their learning needs. The association MEA recognizes the need for published guidelines, and time and funding for attendance at conferences, and workshops to assist members educators in this process. (Adopted 2001; Amended 2006; Amended 2012)

Rationale: To update and clarify the position.

Submitted by: Individual, Grace Leavitt, MEARetired

14 – Amendment to B16

RESOLVED: That the MEA supports the effort to reach out to new educators during their first five years in the profession of teaching in order to encourage support professional development needs and promote membership in their professional aAssociation. (Adopted 2002; Amended 2014; Amended 2020)

Rationale: To update and clarify the position.

Submitted by: Individual, Grace Leavitt, MEARetired

15 – Amendment to B17

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

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

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

• members educators need current training on bullying prevention.

• members educators need training on implicit bias.

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

• educators need training on suicide prevention;

• educators need training on Adverse Childhood Experiences and the effects of trauma;

• educators need training on the effects of poverty on our students and their learning;

• educators need training on the impact that housing insecurity and homelessness have on student learning (Adopted 2003; Amended 2012; Amended 2015; Amended 2019; Amended 2021; Amended 2022) Rationale: All educators need information and training on these additional areas in order to best support our students.

Submitted by: MEA Committee Resolutions Committee, Jill Plourd

16 – Amendment to B18

RESOLVED: That the MEA believes that professional excellence among educators is fostered by pre-service and in-service staff development. Such staff development should be guaranteed by:

• the establishment of a professional standards board having a majority of public school classroom teachers, and carrying legal responsibility for teacher education programs, as well as for the development of policies and procedures governing certification, recertification, and the revocation of certificates

• the appropriate certification and preparation for educators at all grade levels and in all academic areas

• the encouragement and support of governance affiliates in their efforts to meet and consult with school boards on policy decisions affecting staff development and recertification; further, professional teachers and support educators should be in the majority on any school board appointed committees pertaining to staff development and recertification

• the provision of teacher centers

• the continued development of objective and effective forms of evaluation of the performance of all educational staff, including those providing special services (Adopted 2004)

Rationale: This is no longer relevant.

Submitted by: MEA Committee Resolutions Committee, Jill Plourd

17 – Amendment to B19

RESOLVED: That the MEA believes educators must be involved in developing district acceptable use policies for Internet access. The Association also believes required student and parent/guardian signatures must be on file in respective schools as a condition of use prior to Internet use. (Adopted 2004)

Rationale: To clarify the purpose of the signatures.

Submitted by: MEA Committee Resolutions Committee, Jill Plourd

18 – Amendment to B25

RESOLVED: That the MEA believes that peer-to-peer observations of educators should be the major component of formative professional development and growth and that funded release time should be provided for educators to be able to participate in these observations. (Adopted 2016)

Rationale: To clarify that paid time should be provided in order for this to be accomplished.

Submitted by: MEA Committee Resolutions Committee, Jill Plourd

19 – Delete B26

RESOLVED: That the MEA believes that funding release time should be provided for teachers to participate in peer-to-peer observations for formative professional growth. (Adopted 2016)

Rationale: To clarify that paid time should be provided in order for this to be accomplished. Submitted by: MEA Committee Resolutions Committee, Jill Plourd

20 – Amendment to B31

RESOLVED: That the MEA believes that students deserve well-designed assessment

tools that test the information being taught. These tools include:

• adequate time for learning between test administrations

• results that are used to inform instruction

• authentic assessments which evaluate an individual student’s growth in multiple ways

• monitoring of state-wide assessment administration and training

• annual review of the success and failure of test administration with a full range of stakeholders

• ensure equity for multilingual learners

(Adopted 2019; Amended 2020)

Rationale: To ensure equity for MLL.

Submitted by: Individual, Grace Leavitt, MEARetired

21 – New B

RESOLVED: That the MEA supports authentic labor/management collaboration and shared decisionmaking that involve the local governance affiliates, including Education Support Professionals, as full partners with administration, and which are supported by training, time, and funding.

Rationale: To update the position and support shared decision-making

Submitted by: Individual, Grace Leavitt, MEARetired

22 – New B

RESOLVED: that the MEA believes that students and educators must remain at the center of education; therefore, any use of Generative Artificial Intelligence (GAI) technology must be:

• evidence-based,

• carefully and ethically vetted prior to use,

• carefully evaluated by educators,

• used only to enhance the educational experience,

• aligned with high-quality teaching and learning standards and practices. Additionally, any use of GAI technology must not displace nor impair the essential connection between students and educators, and must:

• include strong data protection practices,

• ensure equitable access to and use of GAI tools,

• include ongoing education with and about GAI for both educators and students, and

• include regular reassessment of GAI tools.

Rationale: We need a position on Artificial Intelligence.

Submitted by: Individual, Grace Leavitt, MEARetired

23 – Delete C22

RESOLVED: That the MEA supports efforts to repeal the Government Pension Offset (GPO)/ Windfall Elimination Provision (WEP) federal provisions in the Social Security Act. (Adopted 2012)

Rationale: GPO/WEP have been repealed!

Submitted by: MEA Committee, Resolutions Committee, Jill Plourd

24 - Amendment to C25

RESOLVED: That the MEA supports all members including those who do not have Maine State Retirement, by supporting improvements to Social Security benefits. (Adopted 2015)

Rationale: MEA supports lifting the 'cap', and other improvements to Social Security that would benefit educators.

Submitted by: MEA Committee, Resolutions Committee, Jill Plourd

25 – New C

RESOLVED: That the MEA opposes any workplace policies or practices that encourage, normalize, or require the use of personal electronic devices for completing work tasks.

Rationale: Duties associated with performing one's job should not have to be done on a personal device. The encroachment of personal devices in the workplace blurs the line between work life and personal life and makes members more vulnerable to having their personal devices subjected to malicious Maine Freedom of Access Act requests.

Submitted by: Individual, Tom Walsh, Falmouth EA

26 – Amendment to E7

RESOLVED: That the MEA supports educational employees who are at risk of being fired, non-renewed, suspended with or without pay, transferred, or subjected to any other adverse employment action (including harassment) due to sexual orientation or gender identity, and/or gender expression. This includes employees who protect, support, advocate, and have association with individuals within this class. (Adopted 1993; Amended 2011; Amended 2020)

Rationale: We believe gender expression should be included.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

27 – Amendment to E21

• RESOLVED: That the MEA believes in the equality of all individuals, and that human dignity is of supreme importance in the educational process and is enhanced by:

• programs which reinforce the individual member's contractual, statutory, and constitutional rights

• elimination of discriminatory practices in employment, promotion, and compensation

• elimination of assumptions and prejudices in curricular materials and teaching practices, including but not limited to racismt, xenophobia, sexismt, transphobia, homophobia, ableism, and religious discrimination which might limit the opportunities and growth of members of the educational community and xenophobic stereotyping in curriculum materials and teaching practices

• inclusion of affirming curriculum that allows students, staff, and communities to see themselves and their peers as positive members of society

• encourage all members of the educational community to examine assumptions and prejudices, including, but not limited to racism, xenophobia, sexism, transphobia and , homophobia, ableism, and religious discrimination which might limit the opportunities and growth of members of the educational community in curriculum materials and practices that might limit the opportunities and growth of students and educational employees

• inclusion of affirming curriculum that allows students, staff, and communities to see themselves and their peers as positive members of society

• recognition of and respect for the richness of the multicultural heritage of the students and educational employees

of the State of Maine that works to eliminate xenophobia in our schools and communities

• promotion of a safe and inclusive environment for all

(Adopted 2004; Amended 2015; Amended 2017, Amended 2023)

Rationale: We believe this clarifies the language in the pre-existing resolution.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

28

– 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 sustaining competent and trauma-informed services. (Adopted 2010, Amended 2023, Amended 2024) Rationale: Changing "competent" to "sustaining" is more aligned with research and current most effective practice.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

29

– Amendment to E23

RESOLVED: That the MEA believes, regardless of citizenship, documentation, and/or that inclusive of immigration status of students or their parents/guardians, every student has the right to a free public education in an environment free from harassment. The MEA Association also believes that neither educational systems nor their employees are responsible for the determination and/or enforcement of immigration status. (Adopted 2017)

Rationale: We believe that this clarifies and updates the language of the existing resolution. Expanding "immigration status" to "citizenship, documentation, and/or immigration status" also works to broaden the situations that fall under this resolution.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

30 – Amendment to E24

RESOLVED: That the MEA believes that all students, staff, and community members should be able to use the bathroom or locker room of the gender with which they identify, including non-binary, transgender, and gender expansive individuals students The MEA supports the goal of creating gender neutral public restrooms in all Maine educational institutions. (Adopted 2018; Amended 2021, Amended 2023)

Rationale: This broadens the existing resolution to be more inclusive and reflects the language of the Maine Human Rights Act.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

31 – Amendment to E26

RESOLVED: That the MEA believes in the importance of human and civil rights, and sSocial and rRacial jJustice for all people and: Opposes:

• supports the opposition of hate-based bias, racial profiling, religious intolerance, socio-economic stereotyping, and bullying;

• supports the opposition of systems that reinforce settler colonialism and white supremacy culture;

• supports the condemnation of a culture that disrupts the mental, emotional, and cognitive needs of our students and

educators by means of oppression;

• supports the eradication of institutional racism and the school-to-prison pipeline;

• systems that reinforce ableist culture;

Supports

• supports restorative practices;

• supports the formation and facilitation of affinity groups.

• amplifies voices of historically marginalized people within schools and communities; Advocates for:

• advocates for respect, fairness and dignity in our society;

• advocates for a culture free from hate and racism;

• a culture free from ableism;

• promotes awareness of and appreciation for multiculturalism and diversity.

(Adopted 2019, Amended 2023)

Rationale: This formatting change makes the resolution easier to read. The content includes language around ableism and is generally more inclusive.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

32 – Amendment to E27

RESOLVED: That the MEA supports increases in funding from the State of Maine for the following support services for Maine seniors: independent living, aging in place, assisted living, in-home care, and long-term care.

(Adopted 2020)

Rationale: "Aging in place" has a scientific basis that shows it is beneficial to the individual and has economic benefits to a community and the individual.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

33 – Amendment to E30

RESOLVED: That the MEA believes and advocates that all students should be able to play and participate in school sports teams, clubs, and activities that best match their gender identity best, including non-binary, transgender, and gender expansive students. (Adopted 2021, Amended 2023) Rationale: This updates the language to be more inclusive. This also reflects the Maine Human Rights Act.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

34 – New E

RESOLVED: That the MEA believes, regardless of citizenship, documentation, and/or immigration status, every employee has the right to a safe work environment free from harassment and/ or discrimination. The MEA also believes that neither educational systems nor their employees are responsible for the determination and/or enforcement of immigration status.

Rationale: We believe this language upholds the 14th amendment. Additionally, this establishes a staff version of the existing E23 resolution.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

35 – New E RESOLVED: That the MEA believes that no human is illegal.

Rationale: We believe that this is essential language currently missing from our resolutions document. While a person can be in a country illegally or may engage in illegal

activities, no person is inherently illegal.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

36 – New E

RESOLVED: That the MEA supports providing programs and resources to address the needs of unhoused students and staff.

Rationale: This parallels the NEA resolution C35, which states "The Association believes that society has the responsibility to lessen and eliminate the effects of housing instability and homelessness...". Currently the MEA has no resolutions on this topic.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

37 – New E

RESOLVED: That the MEA believes that students' right to privacy should be protected and kept separate from social and political issues. Protection includes, but is not limited to, their academic opportunities and their physical, socialemotional, and mental health.

The MEA opposes doxing, outing, or using inflammatory language to draw attention to and/or use students as scapegoats.

Rationale: There are students who have stood up at school board meetings across the state who are now receiving death threats or have been accosted in parking lots for standing up for what they believe in. This is an issue of harassment. This has a chilling effect on civic engagement and is dangerous to our democracy. When protections exist, students will not be targeted, damaged, harmed, or made vulnerable to further or meet the political agendas of others.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

38 – New E

RESOLVED: That the MEA believes public funds should not be leveraged or withheld from public education, nor should they be weaponized or used as a bargaining chip to undermine legal, democratic processes for the appropriation of public funds.

Rationale: In response to current federal funds being threatened to be withheld from public education without due process.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

39 – New E

RESOLVED: That the MEA believes gun owners should participate in educational programs that stress responsible ownership, including safe use and storage of guns.

Rationale: MEA Legislative Platform currently states: "Common-sense gun safety measures such as banning assault weapons, limiting the capacity of ammunition magazines, universal background checks, waiting periods for all gun purchases, red flag law, safe storage of firearms." However there is no mention of safe storage within our resolutions document.

NEA I33 currently states: "gun owners should participate in educational programs that stress responsible ownership, including safe use and storage of guns. "

School boards across Maine are promoting safe

gun storage platforms such as the Be SMART framework; we should have a resolution on this topic.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

36 – Amendment to F8 RESOLVED: That the MEA believes that every student deserves a nutritional breakfast and lunch free of charge during a health crisis. (Adopted 2021)

Rationale: We believe that this should always be available to students, regardless of health crisis.

Submitted by: MEA Committee, Human Civil Rights & Social Justice Committee, Olivia Brown

Editor's Note | Spring 2025

Samantha Burdick

Expect the Unexpected

Little did I know as a teenager that the Survivor tag line “expect the unexpected,” would become my mantra for 2025.

The first part of this year has been filled with many unexpected challenges—the least of which was the flat tire I encountered on my way home after a long flight from Denver in February. After attending a two-day training with my communications colleagues from other state affiliates, I arrived in Portland very late on a Wednesday night. Just when I thought the day couldn't get any longer, one of those famous Maine potholes jumped out of nowhere, and I blew my front tire—causing an unexpected delay. The thing about unexpected challenges—whether it's a flat tire or something more significant—is that they often come with a great deal of anxiety.

Perhaps you can relate.

Since the new administration took office in Washington, many challenges have arisen, bringing with them a lot of uncertainties—and many questions. Will the Department of Education remain intact? Will Maine continue to receive the federal funding that our rural school districts rely on? How will we protect our most vulnerable students? These questions weigh heavily on our minds.

I don’t have the answers for all these questions, but what I do know is that the opposite of divided is united. When we come together united with a unified voice, our voice is amplified and impossible to ignore.

Just as my flat tire at 1 AM created an opportunity to address some overdue vehicle maintenance, the unexpected challenges we might see unfold in the coming months or years are perfect opportunities to find common ground among ourselves as educators, union members, and a community. These challenges offer us a unique chance to unify, raise our collective voices, tell our stories, and show the world why public education is fundamentally valuable.

It might feel like your tank is empty, or you have “crashed out,” as the kids say. But when we come together as one voice, we have power. Find a way to get involved in your local association, encourage an educator who isn’t a union member to join, visit MEA’s Advocacy Center webpage to learn how to raise your voice at the State House, or explore NEA’s Protect Public Schools page to find ways to take action and protect our public schools.

We might not always be able to anticipate the unexpected, but through our collective action, we have the power to amplify our voices and stand up for our students, schools, and communities. It's in these moments that we must rely on our resilience and the support of those around us—your colleagues, your community, and your union.

Samantha Burdick Director of Communications & Editor editor@maineea.org

Since the new administration took office in Washington, many challenges have arisen.

→Flat tire on the way home...

→

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