Maine Educator Summer 2023

FREE MAGAZINE SUBSCRIPTIONS

Quantities are limited, free titles and number of issues are subject to change; there is a limit of 2 free subscriptions per member, per year.

Managing Editor Rachelle Bristol

Editor

Giovanna Bechard

Layout Design

Shawn Berry Leadership President Grace Leavitt

Vice President

Jesse Hargrove Treasurer

Beth French

NEA Director Rebecca Cole

Board of Directors

District A: Pamela Kinsey

District B: Ally Loukas

District C: Vacant

District D: Cedena McAvoy

District E: Thresa Mitchell

District F: Janice Murphy

District G: Nancy Mitchell

District H: Dennis Boyd

District I: Evelyn Atwood

District J: Rick Beaule

District K: Tom Walsh

District L: Rebecca Manchester

District M: Chris Jones

District O: Lisa Leduc

District P: Dina Goodwin

District R: Gary McGrane

District ESP: Jamie McAlpine

Student: Kendrah Willey

As the academic year has been drawing to a close, the word ‘balance’ seems to keep coming up in various conversations and contexts.

Balanced budgets. Balance of power. Catch off balance. Hang in the balance. Strike a balance. Your account balance. A balanced diet.

I’ll be the first to admit, when it comes to anything regarding physical balance, movement of any kind, especially in athletics, balance is just not my forte. In fact, I am pretty much a klutz. I was a sight to see on (or should I say ‘off’) the balance beam in gym class. Though not intentional (at least, I think it was just coincidence) my basketball jersey in junior high was number 13. (My athletic career ended then.) I could blame it on my rather large feet, I suppose, but it really is just a matter of being naturally pretty clumsy. (As for my shoe size, my mom always told me it meant I had ‘good understanding’…)

Yet despite my lack of ability regarding physical balance, I do strive to be balanced in other ways. Notice I said ‘strive’—endeavor, have as a goal—not necessarily achieve, despite my best efforts, but I do strive.

I have kept as a priority throughout my professional life as both an educator and colleague, as well as an association leader at local, state, and national levels, finding the right balance among varying instructional strategies, diverse student needs, the sometimes competing opinions of members, and the opposing perspectives of people in different roles or organizations. I have often said, particularly in the last few years, that at times the position I have now entails a kind of tightrope walking. Fortunately, given my aforementioned problem with physical balance, that is not a literal tightrope! Most importantly, even with nearly 24,000 members each of whom is a unique individual with unique experiences, there is great balance and strong solidarity among us when it comes to the importance of our union, of public education, and of what our students need and deserve.

We have seen many locals demonstrate that solidarity over this past year, leading to success in collective bargaining agreements, in school board election results, and in an ever stronger union.

We saw that solidarity at the MEA Representative Assembly. There was great, respectful debate on a range of issues. In the end, good decisions were made to help move MEA forward and improve the lives of our members and ultimately our students. (And we passed a balanced Strategic Budget!)

Your Maine delegation to the NEA Representative Assembly will be heading off to Orlando soon. We will encounter a tremendous showing of solidarity among roughly 8,000 educators from our state affiliates as we represent the nearly three million members of the NEA. There will be great discussions and debates there, too, and in the end, our union will be ever stronger.

Many who are reading this have likely struggled with another type of balance— that of work/life. It seems to go with our profession, though it shouldn’t. Together we can keep improving that balance for us all. Let’s be sure we are talking with each new hire as they enter our districts and campuses in a few months. Do what you can to support them, especially those new to the profession. An offer to help find things they need or even just to check in and listen to how it’s going does so much to support someone who is new. Talk again with any other potential members who haven’t yet joined us. Share your reasons for being a member and explain the value of belonging. Let’s do what we can to encourage those who are already members to be more engaged in our association, if only in some small way at first. (That means you, too!)

“Come to this meeting; I think you’ll like it” were the words my colleague said to me nearly five decades ago…words that eventually led me to the honor of serving as your MEA President. In a year it will be someone else--one of you--who will be writing the President’s message for the Maine Educator.

In the meantime, I will continue to do my best to listen to all members, to encourage many more of you to ‘come to this meeting’—I know you’ll like it!—and to keep working hard to maintain balance in our union, keep our union strong, and to continue moving forward.

For now, please enjoy another beautiful Maine summer, regain that work/life balance if it was lost, enjoy time with family and friends, and let’s all recharge in preparation for what I know will be a great year ahead!

In Unity, Grace

From MEA's Executive Director

Rachelle Bristol

Membership Growth

Time to Run with the Wind

I can’t believe how time has flown this year! It seems like only yesterday that I was addressing my first in-person MEA RA with the message that MEA is still strong, stable, and solid. Many of you who attended the 2022 MEA RA may remember my Maine Fun Facts. Well, that trend continued this year with a nautical twist per the RA theme/logo of Lead the Way with MEA and my recent love of sailing. Those of you who did not attend missed a great time, and I encourage to think about running for a delegate seat next year. As for this year’s trivia, here’s one to spark your interest.

When a sailboat catches the wind from the stern of the boat, it is called?

1. Chasing the wind

2. Running with the wind

3. Hoping for the best

So, imagine that I have given everyone the proper wait time for responses… If you guessed letter B, you are correct. And it was the theme of my remarks at the 2023 MEA RA.

MEA remains strong, stable, and solid, but we need to position the organization to harness the wind and run with it to evolve and gain positive momentum to best support members and public education. To do just that the MEA Board of Directors doubled-down on its adopted strategic foci this year.

To highlight our challenges and opportunities, I updated the MEA RA delegates on this year’s progress towards those strategic foci: membership growth; diversity, equity, inclusion & justice (DEIJ); and local capacity & member engagement.

MEA has maintained its membership numbers over the last five years. During that time, MEA did grow and shrink, ending with about the same numbers as five years ago. While stability is good, growth is essential to maintaining our strength and power. We must continue to engage new hires and early career educators to not just maintain our numbers but grow. Forty-three percent of locals grew by one member this year while only 33% did last year. Our percentage of locals participating in new hire events declined slightly from 26% to 21%. New hires events and/or back to school meetings can be effective in providing exposure for the MEA/local associations to potential members and the work we do on educators and students behalf.

In addition, the number of locals that participated in early enrollment declined by almost half. Early enrollment is a key program that allows educators to join the MEA for free until the next school year. These early enrollment memberships often offset losses due to retirements and/or resignations from the profession. I strongly recommend that all locals consider participating in an early enrollment campaign next year. The window opens every April.

Diversity, Equity, Inclusion & Justice

MEA remains committed to our DEIJ journey. We have been focusing on how we can best assess our own practices and processes in addition to how we can support our diverse membership. To this end, a new budget line item for DEIJ work was included in the proposed 2023-2024 MEA budget which passed the MEA RA on May 21. Both the MEA Board of Directors and staff continue to engage in DEIJ trainings and conversations. To help support this work, MEA is working to secure an NEA grant to help do a racial equity audit and survey membership on needs and processes. The results of that work will help inform the future work of the organization in this area.

Our most important resource is our members. Investing in our locals and engaging our members is key to building power and influence both locally and statewide. To stay connected to our member and learn what you care about, we polled our members in December 2022. We learned that 88% of our members view MEA and their local associations favorably up from the poll results we received in 2021. The poll also reenforced that there is a substantial connection between how members see the union as powerful and valuable and if they have been talked to by union representatives. One-on-one conversations are vital to the success of our union. Please keep up the great work and continue sharing all the good work you are doing in your locals!

We also continue to look for new ways to communicate with our members and have over 1100 downloads of the MEA App. We are analyzing how we deliver professional development and are working on a schedule of professional development for all members, including early career educators. We are working to provide more ways for our members to connect to the organization and see value in membership.

The MEA RA is a great chance to participate in the organization and guide the direction of our work. If I did not see you at the MEA RA, I hope to next year!

Wishing you a great, relaxing summer.

Best,

Rachelle

Dangerous Behaviors in Schools and How MEA is Helping

The MEA worked hard to pass a law that provides greater protection to school employees when they experience dangerous behaviors from students while working at school. The current law requires the administrator and a union representative to review incidents when educators are subject to dangerous or unsafe behavior and requires the development of a plan to make sure the dangerous behavior is rectified.

MEA wants to ensure this law is followed properly, and wants to support members on this issue. On the following two pages you will find answers to common questions about the law and a clear outline on the proper procedures to follow.

About the Law

Q: What is the Dangerous Behavior Law?

A: The Dangerous Behavior law defines "Dangerous Behavior" as the "behavior” of a student that presents a risk of injury or harm to students or others." If this behavior occurs in a school the law dictates that a process must be followed to protect educators and other students. (see process on next page)

Q: How does the law define Dangerous Behavior?

A: To be classified as Dangerous Behavior under the current law the behavior must come from a student and must present a risk of injury or harm. The behavior does not have to cause harm but does have to

present the risk of harm and that harm can be to another student or to others, which includes educators.

Q: Who can file a Dangerous Behavior report?

A: Any educator who feels they are at risk of harm due to a student can file a Dangerous Behavior report.

Q: Does this law apply to all age groups, including Pre-K?

A: Yes, the law applies to students of all ages. If there is a risk of harm or injury, this law applies.

Filing a Dangerous Behavior Report

Q: Should the Dangerous Behavior Reporting form be its own form, or can it be implied through a Physical Restraint form?

A: Yes, a Dangerous Behavior Report should be its own form. (MEA has a sample form if your district does not yet have one.)

Q: Does a running log of dangerous behaviors sent to administration on a regular basis count as a report?

A: MEA advises that the Dangerous Behavior Reporting form be submitted for each behavior.

Q: Who should receive a copy of the report?

A: A union representative, the president of the local, the educator who filed the report, and administration should all receive a copy of the Dangerous Behavior Report.

How to Address the Dangerous Behavior After a Report is Filed

Q: Who reviews Dangerous Behavior reports?

A: The law states that the review must be made by an administrator and an assigned employee, who should be designated by your association's president. If your president has not already designated someone in each school in your district, MEA encourages you to ask them.

Q: What happens after a report of Dangerous Behavior is substantiated?

A: The District is required to engage in the steps outlined in the law to develop a plan to address the Dangerous Behavior that will keep you and others safe.

Q: Who is involved in the process of developing a plan to address the Dangerous Behavior?

A: The law states that the administrator and the employee subjected to the behavior will develop a plan for the student to avoid future dangerous behaviors.

Q: Is there a time frame in which a plan to address the Dangerous Behavior must be made?

A: There are no prescribed timelines in the law to address the Dangerous Behavior.

Q: The law lists behavioral interventions as strategies that can be used. Are those the only methods allowed to be used to create a plan to address the Dangerous Behavior?

A: No, the interventions listed in the law are not a comprehensive list; other interventions can be used. Some intervention examples are listed on the next page. However, it is important to note that the plan developed should be based on the individual student’s needs.

Together, we're stronger. Together, WE'RE HEARD.

More than ever educators are using their collective voice to improve their working conditions and their livelihoods. Members from local unions across the state are banding together for change, and their efforts are working.

The power of the Union is not new, but what is new is the nationwide approval for labor unions which is the highest it’s been since 1965 at 71%, according to a recent Gallup poll. Poll respondents said their most important reasons for joining were better pay and benefits, employee representation, and job security. Here in Maine, those core union values are among the top issues members are fighting for and winning in our local communities. And for the ongoing fights, members are not backing down as they continue to push for what they deserve.

On the following pages are the stories of local unions advocating for themselves and their students, and the media attention they’re getting that’s helping move the message.

Local Associations stand up for themselves, despite pushback from school boards

Ed Techs and Secretaries Stand Ground and Win

Support Staff in MSAD 51 stood their ground for months while they worked without a contract, and only settled after they received what they deserved. Ed techs and secretaries were without a contract since June of 2022. After organizing their members, and attending every school board meeting, collectively the teachers stood together with their support staff, and everyone spoke out in favor of supporting a contract that provided ed techs and secretaries with the compensation they deserved.

After the local union’s actions, which also included garnering attention from the media for their cause, the union secured an agreement that is approximately $240,000 higher than the school board’s last offer. The new contract includes raises for the next three years equaling 6%, 4% and 3% with a $2 differential for special education ed techs and functional life skills ed techs beginning in the second year of the contract. In addition, the ed techs and secretaries will receive full back pay for the time they worked without a contract, which is almost the whole school year.

Beyond pay, the Union worked hard to secure improved working conditions. Ed techs and secretaries will now have just cause in their contract for letters of reprimand, meaning the employer must have a reason to discipline and that reason must be just and fair. This is a brand-new addition to the contract and is crucial for fair employment practices. Restrictions around personal leave were also removed and paid parental leave was added to the contract.

Lisbon Fights for Local Leader and New Contract

The Lisbon Education Association filed a grievance on behalf of LEA president and Chief Negotiator Rick Beaule who was not offered a continuing teaching contract. Beaule’s removal comes as he led his local during a difficult contract negotiation period. The LEA maintains the decision not to offer a continuing contract to Mr. Beaule is based more on his success as a union leader and not at all on his teaching expertise.

Mr. Beaule, according to district policy, received a teacher evaluation for his work as a music teacher; that evaluation earned him the second highest rating on the evaluation scale. According to the evaluation handbook, “teachers who receive a summative rating of applying have successfully completed their performance review and will continue their professional growth work on a selfdirected improvement plan in a threeyear cycle.” Mr. Beaule met this evaluation mark, and should now be placed on a continuing contract, instead the District chose to let him go after just two years of successful employment.

The LEA believes this action is directly related to his union work and is punitive in nature. Due to this retaliation against Mr. Beaule, the LEA also filed a prohibited practice complaint (PPC), stating the Lisbon School Department violated the Maine Labor Relations Act when it didn’t renew Mr. Beaule’s teaching contract due to his union activity. The legal action can take months to resolve.

Holiday Pay, Increased Wages, Respect for Ed Techs Top Priorities

MSAD 49 has chronic problems retaining an adequate number of ed techs-recent reports indicate there are 29 open positions. Due to the lack of ed tech staff, some students have been asked to stay home from school or have reduced classroom time. The Union in MSAD 49 refused to accept this staffing shortage as acceptable and continues to fight the School Board to increase the district’s wages so it could be more competitive to attract and retain quality staff to care for students.

In addition, the Union is fighting for paid holidays. MSAD 49 has just two paid holidays; neighboring districts have eight paid holidays and flexibility for paid time off to comply with Maine law. The lack of competitive pay and holidays, the Union says, makes it so MSAD 49 cannot hire ed techs who choose to stay employed in the district.

The Union entered into a fact-finding phase of the negotiation and that thirdparty panel deemed most items requested by the ed techs were reasonable and should be included in a new contract to help recruit and retain staff. The report did not entirely favor the ed techs, yet they were still willing to accept a compromise to avoid costly legal fees and have the matter settled. The School Board still refused to accept the neutral panel’s recommendations to settle the contract and is instead wasting taxpayer dollars on fighting its lowest paid employees in yet another dispute resolution phase known as arbitration.

Family Health Insurance Worth the Fight

Educators in Falmouth refused to accept a proposal from the School Board that included cuts to their benefits, and the Falmouth Education Association worked to reject any cuts in their existing contract. The Union held multiple rallies, started a petition, worked to get media attention, showed up at school board meetings refusing to settle for less than what they deserved. In addition to the proposed cut to spousal insurance, also did not offer raises that keep up with. with inflation.

Nathan Hall, the local’s vice president, said to NewsCenter:

"I do feel like it is misguided ... It feels like we are not being valued when we're not being offered wage increases that are in line with inflation and they're trying to cut spousal insurance.”

After the continued unified voice from the local Union, and a successful mediation, Falmouth teachers settled the contract. The deal came with ZERO cuts to health Insurnace and contract raises of 6%, 5%, and 5% over the next three years. Standing firm in their beliefs and working together paid off!

Cape Elizabeth Teachers Fight Against Takebacks and Win

Teachers in Cape Elizabeth fought back against a health insurance takeback that included removing spouses from the insurance plan if they could receive insurance elsewhere. Teachers refused this proposal as it could end up amounting to a pay cut if members had to pay more for insurance through a different employer.

The Cape Elizabeth Education Association made their displeasure known, rallying outside the school, attending every school board meeting, and explaining why the District should value their educators. The organizing efforts paid off and the teachers settled a new contract which did not include any cuts to insurance and included raises for the next three years that amounted to 6% in the first year and 5% in the following two years.

SAD 6 Educators and Parents Fight For Books for All Students Educators in SAD 6

refused to accept book bans in their schools and came together with parents to stand up to the school board’s decision to remove books from the school library shelves. The removal of the books, that support LGBTQ+ students, came after a push by a group working its way around the state targeting school libraries and librarians.

The removal of the books by the Board came without discussion from the community, and that’s where the educators disagreed—citing a proper removal process for the books was not followed. The teachers, support staff, and community members claimed victory when the School Board decided to put the books back on the shelves as they continued to discuss if they are appropriate for the library.

Milford Teachers Win After Long Contract Dispute

Teachers in Milford refused to accept a new contract that made them feel disrespected. For months, they informed the community through a series of actions, rallies, social media campaigns, speaking out at school board meetings and more to garner support for their cause. In addition to an 11.8% raise over the next three years, teachers received back pay on that raise to the beginning of the school year. The union also shortened the length of the scale and created a more equitable scale to reduce the disparity from one year of experience to the next.

One Year Fight For New Contract Ends in Win for Teachers

Teachers at Thornton Academy, who were among the lowest paid in the area, never backed down even after nearly a year of working without a contract. The Thornton Academy Teachers Association worked tirelessly to unite their members and join in collective actions that helped move the school’s Board of Trustees, who refused to increase pay for the teachers.

The local union formed an action committee and showed solidarity in multiple ways including wearing the same color shirts, walking in together at the start of the contract day, attending union rallies, and more. The Union used social media and the local news to its advantage sharing details of their pay and benefits to garner community support.

The Union started a petition to help local parents understand the issues the teachers face. The petition received more than 1,500 signatures with all who signed telling the Board of Trustees they believed teachers in Thornton deserved a better contract. For every signature on the Thornton TA petition, the Board of Trustees received an email, flooding the inboxes of Trustees for months. Their actions and community support drove the Trustees to agree to mediation which led to a settlement.

After a full year of negotiations, Thornton teachers have a new contract which includes an average individual increase of about $7,100 for 2022-23 and the next two years, new language around earned paid leave and family medical leave, and the addition of ELL and counselors to the bargaining unit. Trustees at Thornton originally offered a 0% pay increase for each of the three years of the contract.

Auburn Food Service workers reached agreement on a new 3-year contract which includes an increase in the ability to make up to 5 days lost to school cancellations, increases in pay, additional days off, reduction in the cost of health insurance, annual longevity stipends, reduction in probation time, and more.

Bus Drivers MSAD 11

With an engaged and empowered team of bus drivers in MSAD 11, the union negotiated increased longevity stipends, uniform allowances, a few substantial language improvements, and an overall 32% wage increase over the term of the two-year contract.

Carrabec EA (RSU 74, Anson) Teachers

negotiated a cost of living of 4%, 3% and 3%, and cut 5 steps off the scale. The local also received major gains in the amount the District pays towards health insurance, including 100% single coverage. Teachers will now also receive contracted prep time, which is now a permissive subject of bargaining thanks to a law MEA helped pass in a previous legislative session.

MSAD 53 EA, (RSU 53, Pittsfield) ESP

received a wage increase of 6% in year one and 5% in year two. The local increased their grievance submission deadline from 15 to 30 days. Members secured just cause language for discipline for non-probationary employees, and added Juneteenth as a paid holiday, if the school year goes beyond or abuts the holiday.

RSU 19 EA

ratified an MOA for their teachers providing them an additional hourly payment whenever they are asked to substitute teach, in addition to their regular duties.

ACCESS THE MAINE CONTRACT DATABASE

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

Rankings & Estimates Benchmark Report

Annual Report Shows ONCE AGAIN Maine is Behind on Pay Compared to Rest of New England

The National Education Association, each year, collects, maintains, and analyzes data on issues and trends affecting the nation's public education systems, their employees, and students. This report, Rankings of the States 2022, and Estimates of School Statistics 2023, contains data primarily based on information from state departments of education. Significant highlights of the report, including salary data, are below. MEA encourages local associations to familiarize themselves with this data and use the information as you negotiate your contracts.

U.S.A. National Teacher Salary Average $66,745

2021-22 school year

State Average Salaries Top 3 Average $91,907 New York $89,538 Massachusetts $88,508 CaliforniaBottom 3 Average $47,902 Mississippi $50,315 West Virginia $50,592 South Dakota

SCHOOLS BY THE NUMBERS

2022 FALL ENROLLMENT

173,907

.44% increase from 2020

2022 NUMBER OF TEACHERS

14,907 Down from 14,981 in 2021

2022 NUMBER OF SCHOOL DISTRICTS 204

SCAN TO VIEW THE ENTIRE EDUCATOR PAY NEA REPORT SCAN ME

SALARY BY THE NUMBERS STARTING TEACHER PAY 21-22 $39,101 37th in the U.S.

AVERAGE TEACHER SALARY $58,757 28th in the U.S.

TEACHER PAY GAP 76 cents MINIMUM LIVING WAGE $54,307

Maine has increased in estimated average teacher salary to $60,391 from $58,757 in 2021-2022, but it is still the lowest in New England.

Change in Teacher Starting Salary Compared to Inflation (CPI-U)

Higher Ed Earnings

Support Staff

in Maine Schools

75% of all Support Staff work in K-12 public schools with the remaining 25% at higher education institutions.

Support Staff Representation in Maine K-12 Schools

• 27.9% ed techs

• 24.5% clerical

• 16.5% transportation

• 15.5% food service

• 11.4% custodial

• 4.2% all others

Less than $25k per year

Earnings for 44% of all support staff in Maine working full time

Average K-12 ESP Earnings

$30,856

28th in the U.S.

Salary ranking for Maine Support Staff pay when factoring both K-12 and higher education support staff employees

39 of 51

*figure includes the District of Columbia

Earning Categories for Full-Time Workers K-12 ESP Work Force in Maine, 2021-2022

The Power of the Union for

Support Staff Pay

Give them choices: People like to have choices in order to feel in control. Toddlers have a lot of their lives dictated to them so they want to assert their independence whenever they can. Giving them choices allows them to feel in control even if the end result is the same. We always give my daughter the choice of her blue jacket or her black jacket, she consistently chooses her blue jacket but she insists that we lay out her options every morning. Similarly, teenagers are at a life stage when they desperately want their independence but there are many things they are not fully ready to do on their own. Giving them choices allows them to feel a sense of autonomy while ultimately achieving the same goal - i.e., write an essay or do an oral presentation. Either way, they are demonstrating their knowledge but they feel a greater sense of control and they may be able to use the skills that better suit them.

Set Clear Boundaries and Expectations

My daughter is constantly and exhaustingly pushing boundaries - e.g., How far down the driveway can I run? How high can I climb on this bookshelf? Although they will challenge it, they are testing our limits in order to understand where the line is and if we will hold that line. This ultimately provides a sense of security in knowing where that edge is and that we won’t let them fall off it. Teenagers similarly need to test us to know where the boundaries are and to see

What raising a toddler has taught me about

teaching high school

By Laura Fralich, teacher Gray-New Gloucester High School

if we will enforce them. As frustrating as this can be, being consistent with these boundaries provides a sense of security. People who have experienced trauma have often not had clear boundaries set in their life, so although they might be the ones who push the most, they are desperately seeking an understanding of where the line is because it has historically been a moving target.

Challenge Them With Support

My daughter is really into puzzles. Although she is 2, she has far outgrown

the 2+ puzzles and she can pretty consistently complete a 3+ puzzle on her own. My husband got her a 4+ puzzle for Christmas, a 120-piece ocean scene that I thought was way out of her league. However, with our support and guidance, she completed it. If we only gave her toys and games at her developmental level, she might never learn new skills or feel a sense of accomplishment. However, if we gave her the puzzles and did not support her, she would get frustrated and give up and might never try something challenging for fear of failure. Similarly, teenagers need to be challenged with support. We cannot be disappointed when they give up if we have not given them adequate support for a challenging task. This is how many students lose selfconfidence and become disengaged with their education.

Use Humor in Discipline

My daughter is extremely reactive to our telling her not to do something in a harsh or stern voice. More often than not, she digs her heels in and does that thing with more passion and determination. If you tell her “Whatever you do, DO NOT throw that fork, GIVE IT TO ME RIGHT NOW”, she’ll give you a mischievous grin and throw it to some unreachable place under the couch. But if you use humor to lighten the mood- “Do you think that fork can be used as a hairbrush, why don’t you give it to me and we’ll try?”she thinks this is hilarious and willingly gives it up. Similarly, with teenagers, humor has the amazing ability to lighten the mood and put you on the same level while also achieving what you want - “I

Teenagers similarly need to test us to know where the boundaries are and to see if we will enforce them. As frustrating as this can be, being consistent with these boundaries provides a sense of security.

know you all want to go to the bathroom together so you can all vape together but unfortunately only one of you is allowed to do it at a time.”

Validate Their Feelings and Brainstorm a Solution

Everyone wants to feel seen and heard. When boundaries need to be set or discipline needs to be enforced, validating their feelings makes people feel seen and understood and they are usually more willing to comply“I know you really want to play with that butcher knife, that must be really

frustrating to not get what you want, maybe you can try cutting the banana with the butter knife instead” or “I know you want to SnapChat with your friends all class, it’s probably really annoying to hear me tell you to put it away all the time. Can you talk to your friends about it at lunch instead?”

Apologize and Repair

We all inevitably get frustrated, shorttempered, or angry with our toddlers and our students. Saying you’re sorry afterward shows them that you are human and it’s okay to make mistakes as long as you make amends and work towards repairing the relationship. It also models the behavior you want to see and shows them how to say sorry appropriately. Not apologizing sends the message that anger is an acceptable reaction to frustration.

Unconditionally Believe in Their Inherent Good

All humans are inherently good and want to succeed; their needs just might not be getting met or they don’t have the tools to communicate those needs. One time when I was nursing my infant, my daughter picked up my coffee cup and when I told her to put it down she proceeded to dump the entire cup on my computer. After calming down from my state of panic and rage, I was able to recognize that she didn’t do that because she is a malicious child. She did it because I was giving my attention to our newborn and not to her and she didn’t know how to communicate her frustration and sadness about that. Similarly, teenagers want to be successful but they sometimes lack the necessary skills or the ability to

communicate what they need. Instead, those needs manifest in behaviors that are often disruptive, defiant, or reclusive. If we dig deeper to understand what their unmet needs are, we can give them the support that they are seeking but not communicating. However, it is essential that we start from the unconditional and wholehearted belief that they are inherently good.

Take Care of Yourself

We can’t do any of this if we are overtired and overworked. The best thing we can do for our kids and our students is to take care of ourselves so that we can be present and our best selves.

Laura Fralich, teacher, Gray-New Gloucester High School

Saying your'e sorry afterward shows them that you are human and it's okay to make mistakes as long as you make amends and work towards repairing the relationship. It also models the behavior you want to see and shows them how to say sorry appropriately.

Teenagers want to be successful but they sometimes lack the necessary skills or the ability to communicate what they need.

What I Love About

The MEA is pleased to showcase student artwork during its seventh annual Maine Educator Art Cover Contest. MEA believes in celebrating the successes of our students and members, and this cover contest gives the Union that opportunity.

Congratulations to all the students and teachers!

Cover Contest Winner

Charlotte M

Sebago Elementary School Teacher: Brenda McGuinness

Digital Winner MJ

Thomaston Grammar School Teacher: Lynn Snow

FEATURED ARTISTS

State Symbols Winner

Lena, Elianna, Carly Central School Teacher: Brenda Stewart

Drawing Winner

Charlee Latour Eliot Elementary School Teacher: Jen Chamberlain

Painting Winner Henry Adams Falmouth Elementary School Teacher: Simon Adams

Abstract Winner Mercedes Fielders Eliot Elementary School Teacher: Jen Chamberlain

Lena, Elianna, Carly Central School

Henry Adams Falmouth Elementary

MJ

Thomaston Grammar School

Charlotte Moss Sebago Elementary School

Charlee Latour Eliot Elementary School

Mercedes Fielders Eliot Elementary School

SEL Strategies From a Culture and Climate Coach

Gina Harris is a Culture and Climate Coach who works to create more inclusive, equitable and connected school communities. NEA Today spoke with Harris about the different strategies for different age groups. Here are Harris’ suggestions in her own words.

First, we must build a lot more intentional time into classroom structures so students have the opportunity to get acclimated. Rather than getting started with work right away, what I’m hoping as an SEL practitioner is that we start by supporting students to express where they are and what they’re feeling, that we have conversations about who they are.

Elementary Students

Our younger students need to get regulated to learn with techniques like mindfulness exercises. After the hustle and bustle of arriving in the morning or getting them settled after lunch, try singing or dancing or reflections. These activities can help students be present in their body and coach them to be fully cognizant of what’s going on in their minds and bodies. Ask, how are you feeling? How does it feel in your tummy? How does it feel in your head? Is your heart moving fast or slow?

If a student says their tummy or their heart feels fluttery, encourage them to connect with the feeling by talking about it more. What does fluttery feel like? After they talk about it, ask them to

close their eyes, take a few deep breaths, and breathe into their belly. Now what does your tummy feel like? Getting into the breathing takes their mind off their nerves – the parasympathetic nervous system gets activated with deep breathing.

Middle School Students

Older students also need regulating techniques. In middle school, we can ask them to write reflections every morning and in embedded times throughout the day. For example, you can say, “OK, let’s have a seat and write down three thoughts that are occurring for you right now and also describe what’s going on in your body.” Then they can do the breathing exercise and write about how that impacted their thoughts and feelings.

High School Students

In high school, students are actually asking their educators for more SEL time in the day. During advisory periods they can sit in restorative circles and take turns talking about their experiences, about ways that’s impacting their feelings. For all ages, it’s critical to teach them that they are having an emotion, but that doesn’t mean they are the emotion.

Praising Negative Attitudes and Behaviors

This approach may appear to go against gut reactions, but it is based on well-established research called “positive psychology” (Seligman, 1999). This strategy can be added to your classroom management tool kit by using a student’s negative behaviors as a resource instead of a problem. By taking a student’s negative behavior as a skill they’ve perfected their whole life and turning that into an asset to your classroom you avoid a power struggle with the student, and instead redirect their negative behavior. This method allows the educator to show perceived empathy for the student while also reframing that skill into something that can be applied into the classroom environment. For example, if a student is especially disruptive, take that as a sign they want to lead and give them responsibilities that allow them to take control over certain tasks in the class.

Ever? The Best Deal

By Dr. Lisa Botshon, Professor of English, University of Maine Augusta

Last year, Governor Janet Mills proclaimed that state residents who graduated from high school between 2020 and 2022 would be eligible for free tuition at any of the state’s community colleges (the program has since been expanded to include 2023 graduates as well). This program, which touts itself as “the best deal ever” was promoted as a progressive way to provide access to higher education to thousands of students, and, indeed, enrollment at community colleges surged by 12% this past fall.

At first glance, this increase in enrollment might support the idea that this program is in fact “the best deal ever.” However, if we dig deeper, it becomes painfully obvious that such initiatives are instead limiting potential opportunities for Maine’s college students.

A presumably unintended outcome of this program is that enrollments in the University of Maine System (UMS) have decreased substantially. For example, as reported in these pages a few months ago, the University of Southern Maine saw considerable declines last fall. Because tuition accounts for over 25% of all funding, such declines represent a significant decrease in revenue.

It is not difficult to see how this mathematical equation will play out. The more that students are only supported to attend the community colleges of Maine tuition-free, the fewer students will attend the universities. The fewer students enrolled in the UMS, the less funding is available to bolster programs that will attract and nurture students.

As it stands, the number of students

and their tuition dollars is existentially significant to the sustainability of public higher education. With even marginal drops in student enrollment, public institutions cannot balance their budgets and are forced to respond with pink slips, program closures, and reductions in classes, as happened at the University of Farmington in the spring of 2022, when nine full-time faculty members were terminated.

This past spring, some members of the Maine state legislature sought to rebalance the fragile public higher education ecosystem by proposing a bill that would provide tuition waivers for Maine residents who elect to matriculate in the University of Maine System. However, not only would these be “last dollar” waivers – in other words, they cover tuition not taken care of by other federal and state grants – but they would mandate another cycle of public institutions of higher education competing against each other for a dwindling pot of funds.

While educational leaders like David Daigler, president of the community college system in Maine, argue that competition among institutions of higher education is “healthy,” the loss of programs, faculty members, and financial equilibrium on our campuses increases educational gaps and ultimately diminishes access.

Why is this happening? Public higher education has been decimated by decades of serious underfunding. The National Education Association notes that the majority of states spent less on public colleges and universities in 2020 than in

2008, with an average decline of nearly $1500 per student. Looking back further, in the 1970s, states paid 65 percent of the costs of college; by 2013, that support had declined to 30 percent of college costs. Today, it’s even less.

Ideally, public higher education would be free. But while free community college and tuition waiver programs sound like they promote access, they actually undercut the institutions – and, as a result, the students they purport to support. Legislators need to view public higher education from a holistic vantage point and should respect the ways in which different kinds of public institutions fill the needs of different students. Instead of playing musical chairs with funding, let’s restore state funding to sustainable levels for all of our public institutions of higher learning. Only then will we produce real access and the educated citizenry that Maine needs.

A version of this piece appeared in the Portland Press Herald on May 18, 2023

Scan the QR Code below to read:

Dr. Lisa Botshon Professor of English, University of Maine Augusta

Shortages, Pay, and Student Behaviors Progress on MEA Members Top Priorities

MEA advocates for measures that would address staff shortages, increase pay and the pension, and support student mental health

Key Takeaways

• New minimum teacher salary of $50,000 proposal makes progress

• Pension increases, including State increases to retiree health insurance contributions close

• Fight to increase minimum support staff wages to 125% and 150% of the state minimum wage

• Staff shortages addressed with proposed new laws to create easier pathways into the career

• Student mental health addressed with proposed law to increase counselor & social worker ratios

Throughout the course of the year, the Maine Education Association worked, and is still working, to create new policies and laws that would help address the key issues you’re dealing with in your work, your schools, and with your students. Below are the topics with the solutions MEA is working towards and the status of each item.

Addressing Staff Shortages

Address Teacher Shortages Through Financial Assistance and Career Advancement Opportunities

MEA is supporting a proposal that would continue to fund a teacher residency program currently being run via the University of Maine/USM. This program, and the funding for it, would allow for recruitment and training of 80-100 new teachers a year through a high-quality, yearlong teacher residency program.

STATUS OF PROPOSAL: Awaiting funding approval from the legislature.

Invest in an Educational Technician Training Program to Address Shortages in Public Schools

This proposed law will continue funding for a high-quality Ed Tech program, Learning Facilitator Program through Eastern Maine Community College, that provides mentoring and apprenticeships for individuals wishing to serve as an Ed Tech III in our public schools. This program is currently operating but is only funded for the current year. This bill proposes to extend the program and provide funds to continue it. MEA testified in support of this legislation, understanding our schools need more ways to increase the number of support staff.

STATUS OF PROPOSAL: This bill has been voted on and approved by the House and Senate but now sits on the Special Appropriations Table and is dependent upon funding from the state.

Addressing Student Mental Health

Improve Behavioral Health Support for Students in Public Schools

With more students in need of support, this legislation would increase available funding for school counselors, social workers, and school psychologists by adjusting the educator to student ratios in the school funding formula-meaning more would be needed by law.

STATUS OF PROPOSAL: This bill has been voted on and approved by the House and Senate but now sits on the Special Appropriations Table and is dependent upon funding from the state.

Increasing Pay for ALL Educators

Increasing Support Staff Minimum Wage & Raising Minimum Teacher Salary

In MEA’s ongoing efforts to increase pay for educators, MEA proposed and supported two key pieces of legislation this year. The first would gradually lift the minimum teacher salary from the current minimum of $40,000 to $50,000 in $2500 increments beginning July 1, 2024. While Maine has made progress in teacher salaries, the state remains last in New England and way behind neighboring states.

STATUS OF PROPOSAL: This bill has been voted on and approved by the House and Senate but now sits on the Special Appropriations Table and is dependent upon funding from the state.

Support Staff Wages

The second wage proposal would increase support staff wages, setting a new minimum in law. The bill, as amended, proposes to lift the minimum wage for all school support to 125% of the state minimum wage and 150% for all ed techs. If this bill becomes law, the minimum wage for all hourly school employees would be $17.25 and the minimum for ed techs would be $20.60 per hour.

STATUS OF PROPOSAL: This compromise amendment to the support staff wage increase was passed by the Education Committee with strong bipartisan support and lowered an original proposal to lift the wages higher after concerns were raised by superintendents. This bill will positively impact wage scales for all school support staff, including ed techs and bus drivers, who are in critical need.

IMPACT OF Increasing the Starting Teacher Salary

Increasing the starting teacher salary to $50,000 would impact a majority of teachers in the state, and not just those at the bottom of the scale. By increasing the minimum, it allows negotiators to bargain for a higher wage for those at all levels of the salary scale. When MEA first helped pass a $40,000 minimum teacher salary, members across the state saw significant increases in pay up and down the salary scale as contracts were renegotiated to meet the new minimum.

Increasing the base salary doesn't hold others back-it's better for everyone if scales start high and stay short.

Pension Improvements

Stabilize the Pension Funds of the Maine Public Employees Retirement System

This bill proposes a new fund in the state budget that would set aside money at the end of each fiscal year to make pension improvements for retired teachers and state employees.

STATUS OF PROPOSAL: The bill was voted ought not to pass by the Appropriations Committee but only after several legislators commented that they wanted to include something like this concept in the budget proposal. Given the specifics of this proposal it will need to be included in the budget in order for it to become law.

Increase the State's Share of Retired Teacher Health Insurance

This proposal lifts the amount the State would pay for retired teacher health care

The step value of the existing scale is 5% of the base. As you increase the base salary, the entire scale increases in value. No one "loses" steps.

from the current 55% to 60% on July 1st and 65% beginning July 1,2024 for eligible retirees.

STATUS OF PROPOSAL: The House and Senate passed this bill with strong bipartisan support, and it is now awaiting funding approval.

Eliminate the Cap on Retirement Benefits for State Employees and Teachers to Which a Cost-of-living Adjustment

Is Made

This bill proposes to eliminate the current COLA cap that was put in place in 2011. This cap is costing many retirees thousands of dollars in pension benefits every year.

STATUS OF PROPOSAL: The bill unanimously passed through the Labor Committee with an amendment lifting the cap so a retiree can expect the COLA

on the first $40,000 in benefits. The proposal is costly, and while it was passed by the House and Senate with strong bipartisan support it is awaiting funding approval.

Help Retired Teachers and State Employees Keep Pace with Inflation by Matching the Cost-of-living Adjustment for Social Security Benefits

To help provide additional support to retirees, the proposal to keep pace with inflation provides an additional 2% cumulative COLA to all retirees. This provision will also help prevent erosion of benefits for active employees, including teachers, ed techs (IIs and IIIs) and state employees and help retirees right now for as long as they live.

Same Scale Construction - Increasing the base gradually from $40k to $50k

National Board Certification Improve Your Teaching. Support Your Student. Earn More Money.

In January of 2023, Sarah Wishart-Rogers, Larissa Costello, and Emily Hachey joined the ranks of 458 Maine Educators who have achieved National Board Certification. Mallory Cook had the opportunity to sit down with them to celebrate this achievement and to better understand how this process has impacted their students and their practice.

Why National Board Certification?

Both Larissa and Sarah knew that attaining certification would mean $5,000 more per year, which motivated them to learn more. Larissa was in her fifth year of teaching and ready to continue her growth as a professional; Sarah wanted to continue pushing herself to better the experiences of the students and families with whom she worked. Both found colleagues to start the process with them. Emily saw Sarah and other colleagues engaging in the process, and having just finished a graduate program, decided to research how NBCTs impact student achievement. The increased educational outcomes were enough to sell her on the process.

What would you say to someone on the fence about going through the process?

Sarah first looked into NBCT certification in 2009, back when work was submitted via floppy disk! It wasn’t until 10 years later that she went to an MEA sponsored workshop to learn more about the process and committed herself. She wants those considering the process to know that there are many embedded supports, including MEA’s workshop facilitators, a cohort of Maine NBCTs, and targeted cohorts in other states. Emily shared that the work required is likely already a part of what you do in the classroom; it is just a matter of understanding how to format your work and allocating time for writing and reflection. Larissa found the NBCT process to be the best professional development she has experienced. It was an objective self-assessment that helped her grow tremendously. One hang up for many people is the assessment in component one. Larissa shared that the MEA facilitators, Jen Dorman and Heidi Goodwin, provided helpful tips and tricks for preparing for and taking the assessment, which calmed the nerves of many participants.

How have you seen your work in this process positively impact your students?

Larissa has used her National Board Certification as a catalyst to work with an SLP to develop a speech program for implementation in the general education setting. She is also working to help students manage strong emotions by starting a yoga program that helps to

calm the body. This process has helped her to understand the benefits of using accommodations for all learners and the power of reflection for improved practice. Sarah finds herself to be more purposeful with the language she uses when communicating with students. She is also intentional about building and maintaining relationships with students and families. Emily finds herself applying feedback from the process even after finishing. Emily has also found that her students are experiencing increased success in reading and math.

FUN FACTS

14 & 45

In January, we celebrated 14 newly National Board Certified MEA members and 45 members who maintained their certification!

$3,000

All teachers who achieve and maintain National Board Certification receive an annual salary supplement of at least $3,000. An annual salary stipend of $5,000 is received by teachers who work in districts where 50% of students qualify for reduced lunch.

Are you interested?

Reach out to Mallory Cook, MEA's Director of Training and Early Educator Engagement at mcook@maineea.org to add your name to our NBCT mailing list. You’ll be the first to know when our NBCT information sessions and support workshops will take place during the 2324 school year.

Cook's Corner is authored by Mallory Cook, MEA's Director of Training and Early Educator Engagement. Each issue in Cook's Corner you will find useful information that is intended to help you in your day-to-day work.

Mallory Cook Director of Training and Early Educator Engagement

mcook@maineea.org

Larissa Costello, Sagadahoc EA

Sarah Wishart-Rogers (L) - MSAD 49 EA

Emily Hachey (R) - MSAD 49 EA

Pre-Retirement Seminars 2023-24

All meetings are held through Zoom, beginning at 5:00 P.M. until 6:15 P.M. on two consecutive evenings. Questions are posed in the chat room and submitted to each presenter for a response during each presentation. Generic questions are encouraged and individual situations can be addressed through email or phone calls to the respective presenters.

The MEA held its annual Representative Assembly (RA) in May. The MEA RA is the largest democratic body of the association, made up of educators elected by their local associations to represent their district.

At this year’s MEA RA members:

2023 MEA Representative Assembly

• Set the course of work for the union in the upcoming school year

• Discussed and took positions on key education issues

• Honored members, education leaders, and students with awards and scholarships

On the following pages are the items voted on by the delegates at the Representative Assembly, MEA’s award winners and the winners of MEA’s Clyde Russell scholarship for students.

From MEA President Grace

Leavitt to MEA RA Delegates

Membership is everyone’s job. And engaging members in the association is, too! So please, commit to talking to all potential members about why they too should belong.

Right now, we have ‘early enrollment’. Talk to that person who isn’t a member about why you ARE a member! Tell them about early enrollment—it’s such a deal—pay no dues until September 1st! Like a trial magazine or cable network subscription! Follow up with them if they don’t sign up right then and there. And in the fall, talk to any new folks—and those ‘holdouts’ that still haven’t quite realized how important it is to be a member about all the reasons you BELONG.

Let’s all encourage, urge, and support other members in engaging in our local associations! Look at what some locals have accomplished by organizing and engaging members—MSAD 51, Thornton Academy, Milford, Falmouth—to name a few!

From MEA Executive Director

Rachelle Bristol

I talk a lot about being strong stable and solid. But I will say-if potential members don’t see the union as relevant then they won’t join and if they don’t join we have a sustainability problem and then we won’t be strong stable and solid and that’s not good for the union.

We have to continue to build on our stability as we navigate the course we have to think differently, and I know people have fatigue I know it’s one more thing-but our power is in numbers.

MEA Award Winners

Each year at the MEA RA, the Union presents awards to members and those in our community to honor the work done to support public education over the course of the school year. Below are this year's award winners.

Award for Teaching Excellence Emily Albee

Anee Sheehan Political Action Award Barbara Roberge & Mark Knowles

Ashley Bryan Arts and Humanities Award Con Fullam

Ashley Bryan Arts and Humanities Award James Ford

The Clyde Russell Scholarship Fund was created by the Maine Education Association through a trust established by the late Audrey Lewis. The scholarship is available to graduating high school seniors who will attend a 4-year college and graduating high school seniors who will attend a Maine Community College. Below are the winners of this year’s Clyde Russell Scholarship.

Friend of Education Award Kimberly Stewart

Golden Apple Award Rosati Leadership Academy

Human and Civil Rights Award Michelle Shupp

Human and Civil Rights Award Nesrene Griffin

Human and Civil Rights Award Pihcintu Multicultural Chorus

Public Higher Education Impact Award Jennifer Perry

Honor Medal Award Maine Association of School Libraries

Sage Fortin Cony High School

Nathan Voisine Fort Kent Community High School

Kathryn Busko Bangor High School

Kaia Hayashida Edward Little High School

Not Pictured: Friend of Education Award Christoper McLaughlin

Not Pictured: Friend of Education Award Senator Troy Jackson

Ashley Bryan Arts and Humanities Award Robert Shetterly

John H. Marvin Local Association Award Portland EA and the Benefit Association of School Employees

Sean Williams Marshwood High School

John H. Marvin Local Association Award MSAD 51 Education Association

2023 NEW BUSINESS ITEMS

1. RESOLVED: the MEA will develop plans to implement professional development that offers opportunities for practice, reflection, and personalized coaching delivered in a series of sessions. This will include investigating compensating members for offering such professional development to fellow members.

2. RESOLVED: the MEA will investigate improving accessibility to all MEA sponsored professional development conferences, such as the Summer and Winter conferences. This will include but not be limited to mileage reimbursement, video conferencing, and/or shared lodging for commutes of 90 miles or more away.

3. RESOLVED: The MEA will provide trainings at least 3 times a year around Maine’s dangerous behavior laws and examples of contract language to help support enforcement thereof. Additionally, these trainings will cover support and guidance to encourage all educators to only engage in acts which promote student & staff physical and mental safety and well being.

4. REFERRED TO RESOLUTIONS COMMITTEE

RESOLVED: The MEA supports that all Maine schools prioritize reoccurring equity audits.

5. REFERRED TO RESOLUTIONS COMMITTEE

RESOLVED: The MEA supports that all Maine schools commit to responsive action toward outcomes of equity audits.

6. REFERRED TO RESOLUTIONS COMMITTEE

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

7. REFERRED TO RESOLUTIONS COMMITTEE

RESOLVED: The MEA encourages and supports culturally and historically accurate responsive curriculum and instruction.

8. REFERRED TO GOVERNMENT RELATIONS COMMITTEE

RESOLVED: the MEA will protect schools, staff, students, and communities from gun violence by requiring support of an assault weapons ban as prerequisite for endorsement of any individual running for state or federal office.

9. RESOLVED: the MEA will collaborate with legislators to reintroduce “right to strike” legislation.

10. REFERRED TO MEA BOARD OF DIRECTORS

RESOLVED: the MEA will commit to become carbon neutral by the end of 2025.

11. RESOLVED: The MEA will pursue legislative action to financially recognize National Board Certified School Nurses with a state funded stipend.

12. RESOLVED: The MEA will work to develop and promote legislation that requires the State to mandate a library in every school with a certified school librarian at the helm.

13. RESOLVED: After endorsing candidates, the MEA will encourage its members to make use of the Maine Clean Election Act.

14. REFERRED TO INSTRUCTION & PROFESSIONAL

DEVELOPMENT COMMITTEE

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).

15. RESOLVED: The MEA will review its resolutions to make sure they are in alignment with our newly adopted legislative agenda.

16. RESOLVED: The MEA will investigate new ways to support Student MEA membership, such as encouraging local associations to sponsor student membership, creating a voluntary scholarship fund, and/or establishing partnerships with post-secondary level educator preparation programs.

2023 NEW AND AMENDED RESOLUTIONS

New A21.

RESOLVED: the MEA believes it is critical for our government officials to take further actions towards preventing acts of violence, both in our places of education as well as in our communities. Such measures to prevent acts of violence, however, must be consistent with a welcoming and caring climate that our students need and deserve in order to be successful. Any measures such as the installation of metal detectors, arming educators, and the like would create unsafe and harmful conditions for both students and educators. (Adopted 2023)

Amendment to B2.

RESOLVED: That the MEA supports a maximum class size/teacher ratio of 8:1 for Pre-Kindergarten, 15:1 for Kindergarten, 18:1 for grades 1-6, and 18:1 for grades 7-12 per instructional classroom. The MEA believes that during a state health crisis, a maximum class size/teacher ratio should reflect the guidelines provided by the Maine State CDC only when lower than the ratios provided above. (Adopted 1987; Amended 2013; Amended 2015, Amended 2023)

Amendment to B14.

RESOLVED: That the MEA believes that all routes to educator certification should provide equitable access to the profession, offer the needed supports, and include both traditional and/or competency-based modalities.

(Adopted 2001; Amended 2008; Amended 2009, Amended 2023)

New B35.

RESOLVED: the MEA believes that in order for students to become informed citizens, to develop critical thinking skills, and to be prepared for the complex world in which we live, they need access to books and materials that include representation of all people and their identities. Educators are trained professionals who have the expertise and

knowledge to select age-appropriate materials that help support a welcoming learning environment for all students. Parental/ guardian involvement and support in their student’s learning are essential elements of a student’s success. Parents/guardians have many ways to communicate with their child’s teachers and are encouraged to discuss with them any questions they have regarding materials. However, the concerns of an individual should be addressed through a clear, established district policy that includes teachers and staff in a fair, objective process.

(Adopted 2023)

New B36.

RESOLVED: the MEA believes the practice of rating books for the purpose of restricting access in school and public libraries should be discouraged. (Adopted 2023)

New B37.

RESOLVED: the MEA believes professional development that offers opportunities for practice, reflection, and personalized coaching delivered in a series of sessions is superior to “one and done” and “one size fits all” approaches to professional development. (Adopted 2023)

Amendment to C27.

RESOLVED: That the MEA supports an increase in minimum salary to $50,000 for certified teachers in the 2027-2028 school year and indexed for inflation in subsequent years. (Adopted 2016, Amended 2023)

New C35.

RESOLVED: the MEA believes that mentors assigned to teachers with conditional or emergency certification should be compensated in accordance with the increased responsibility and time needed to provide the necessary support and guidance that is above and beyond what is needed to mentor teachers who have a professional certificate. (Adopted 2023)

Amendment to section E Title E. HUMAN/CIVIL RIGHTS & SOCIAL JUSTICE (Amended 2023)

Amendment to E2.

RESOLVED: That the MEA supports its members to retain personal freedom as individuals, parents, and school board members. (Adopted 1990; Amended 2005; Amended 2014, Amended 2023)

Amendment to E5.

RESOLVED: That the MEA affirms the importance of education regarding issues experienced by people of historically marginalized groups; furthermore, the MEA believes that members of historically marginalized groups should be fostered to take on leadership roles. (Adopted 1993; Amended 1996; Amended 2015, Amended 2023)

Amendment to E9.

RESOLVED: That the MEA opposes cuts in the Medicare, Social Security systems, and the State of Maine’s Medicaid program known as MaineCare system. (Adopted 1996; Amended 2020, Amended 2023)

Amendment to E13.

RESOLVED: That the MEA believes the definition of family includes an individual’s child(ren), spouse or significant other,

parent(s), step-relationship(s), sibling(s), grandparent(s), grandchild(ren), in-law(s), custodial child(ren), and others with a familial bond; significant other is defined as a sole domestic partner who has lived with the educator for the 12 months, not related by blood, not covered by another domestic partner or legal spouse relationship for the last 12 months, and who is jointly responsible for the educator’s welfare as evidenced through a joint deed, joint mortgage, joint lease, joint credit card, joint bank account, and/or powers of attorney authorizing each domestic partner to act on behalf of the other. (Adopted 1997; Amended 2002; Amended 2014; Amended 2020, Amended 2023)

Amendment to E15.

RESOLVED: That the MEA supports services for eligible elderly residents living at home who need assistance. (Adopted 1997; Amended 2012; Amended 2020, Amended 2023)

Amendment to E22.

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

Amendment to E24.

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

Amendment to E26.

RESOLVED: That the MEA believes in the importance of Social and Racial Justice for all people.

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

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

• advocates for a culture free from hate and racism;

• supports the opposition of systems that reinforce 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;

• supports restorative practices;

• promotes awareness of and appreciation for multiculturalism and diversity.

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

• supports the formation and facilitation of affinity groups.

(Adopted 2019, Amended 2023)

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 match their gender identity best, including non-binary students.

(Adopted 2021, Amended 2023)

Amendment to E31.

RESOLVED: that the MEA believes that each student’s choice of moniker, inclusive of their self identity, should be respected and extended to all student approved instances that are not legal documents including but not limited to: email, yearbook, lunch card, marquee, educational software such as attendance systems, and public announcements. (Adopted 2022, Amended 2023)

New E34.

RESOLVED: the MEA believes that educators who experience physical, verbal, cyber, and/or emotional abuse and/or harassment, related to employment, should be provided with time off, counseling, medical care, and other supports they deem necessary. (Adopted 2023)

New E35.

RESOLVED: the MEA believes all district employees, including administration, should have the necessary training to do their job effectively in order to treat all employees with respect and dignity. (Adopted 2023)

2023 CONSTITUTION CHANGES

CONSTITUTION ARTICLE VI, SECTION 1

ARTICLE VI. OFFICERS AND BOARD OF DIRECTORS

Section 1. Officers

The officers of the Association shall be: President, Vice President, and Treasurer. All candidates for the office of President, Vice President, and Treasurer shall have been active or active education support members of the Maine Education Association for at least two (2) years immediately preceding the election. All officers shall maintain membership in the Association.

2023 BYLAW CHANGES

BYLAWS ARTICLE II, SECTION 2, PART D AND E

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.

E. The delegates who represent the governance affiliate shall be seated in the Maine Education Association Representative Assembly at the annual meeting only if the governance affiliate has transmitted sixty (60%) percent of the dues receivable by May 1. Any delegate from a governance affiliate who is denied a seat at the Representative Assembly due to the application of this paragraph may appeal the matter to the full Representative Assembly which may, by majority of its membership, vote to seat the delegate.

BYLAWS ARTICLE V, SECTION 2, PART B-1

ARTICLE V. BOARD OF DIRECTORS

Section 2. Duties

B. Members of the Board of Directors shall:

1. attend meetings and the annual Board of Directors Retreat, and be encouraged to attend UniServ District wide meetings and Governance meetings within their district, all MEA-sponsored conferences, the MEA Representative Assembly, and national governance meetings and training sessions as approved by the MEA President;

BYLAWS ARTICLE V, SECTION 4, PART A ARTICLE V. BOARD OF DIRECTORS

Section 4. Vacancies

A. A seat on the Board of Directors shall automatically become vacant when such member holding such position leaves the profession, resigns, is impeached, is no longer employed in that governance district from which elected, or whose change in membership category makes such member no longer eligible to represent that governance district. Vacancies in all seats shall be filled by appointment by a majority vote of the members of the Board of Directors present at a regular or special meeting according to procedures outlined in the Policy Handbook. Such appointment shall be effective until the next July 15.

2023

STANDING RULES CHANGES

STANDING RULE 2, SECTION 1, PART D RULE 2. ELECTIONS PROCEDURES

Section 1. Elections Conducted at the MEA Representative Assembly

D. Candidate Speaking Order

If there is more than one (1) candidate for any vacancy elected by the Representative Assembly, each candidate shall be allowed five (5) minutes to speak at the time of official nominations. A question and answer period of not more than ten (10) minutes for each contested office shall be allowed. The time may be extended at the discretion of the Representative Assembly delegates. During the question and answer period, each candidate shall be allowed one (1) minute to answer each question. The candidate speaking order shall be determined by the order of nominations as stated in this Standing Rule. The candidate speaking order within each vacancy shall be determined by the order of names during an election year (alphabetical or reverse alphabetical). Subsequent responses shall be in a rotating order (the first to respond to the second question shall be the second candidate in the order of appearance on the ballot and so on until the end of the question and answer period).

STANDING RULE 2, SECTION 6, PART B RULE 2. ELECTIONS PROCEDURES

Section 6. Balloting/Voting

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.

Is Santa Real?

Out of the blue, my youngest son begged me to tell him the truth about Santa. It’s not even close to Christmas so I wasn’t really prepared.

The mom in me hoped I had another year, but I knew it was time. He recently turned 11 and deserved to know-frankly, I'm shocked he believed this long. I read many articles about how to keep the magic alive. I planned to talk about our unconditional love for our children as we shared a beautiful tradition, all while still sharing the realties that a grown man doesn’t fly around the world and deliver presents to children in one night. The articles intended to help parents deal with this conversation didn’t help; our explanation didn’t soften the blow. He felt we lied to him for years. He cried. I bawled, because it was at this moment, I felt like I didn't have a little boy anymore.

The kid who used to ask for stuffies for his birthday now wanted a chain and ridiculous looking sunglasses. This felt like the biggest punch in the gut ever. Where was my little nugget? How would I handle this change? Honestly, not wellthat’s how. I found myself staring at other people’s babies and toddlers and smiling. Then, I quickly realized I must look like a creeper, so I stopped. Then, I started looking at old pictures of both of my

boys, and that only made things worse. The change was just too much to handleat least with how I was approaching the situation. I looked at this as a major negative: little kid grows up=sad ending. I needed a mindset shift. When I changed my thought process to the following: little kid grows up=new, exciting memories, some of the sting wore off.

Adapting is hard, no matter the situation. In our schools, colleges and universities, educators have been asked to adapt to so much over the last few years, and the adaptation continues. When COVID protocols ended, that seemed like it could be the end. But then, students returned and there was a whole new set of issues. And now staff shortages have forced you all to adapt in ways you may have never imagined. The “how much more can I take” is a legitimate question. Lucky for you, when you’re feeling like you can’t metamorphous into another butterfly, the MEA and its entourage of caterpillars are working behind the scenes to advocate for changes that can help ease your burden, or at least as I found helped, take the sting away.

Included in some of MEA’s advocacy work this year are continued efforts to increase the minimum teacher salary and minimum pay for support staff, work to increase the pension, addressing the issue of staff shortages, student mental health and more. The MEA is always on your side

and is your fiercest advocate for the top priorities of its members to not only make your workplace a better place but to also create the schools our students deserve. You can read more about these advocacy efforts on page 22.

The work of MEA over the school year will hopefully help ease you into the summer months with a little more peace and security—a feeling I wish for you to hold on to as long as possible during what I truly hope is your best summer ever! For me, while we deal with having another seemingly “big kid” we will forge ahead holding on to the memories of Santa, the Easter Bunny, and the Tooth Fairy with optimism for what the future holds— including more sleep as I stop pretending to be fictional characters I'm not.

Giovanna Bechard Editor editor@maineea.org

New Graduate Certificates:

H u m a n R e s o u r c e s M a n a g e m e n t

P r o f e s s i o n a l W r i t i n g

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

N a t u r e - B a s e d E d u c a t i o n

S T E A M f o r E a r l y C h i l d h o o d a n d

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