MEA PILOT SUPPORTS NEW EDUCATORS page 18
LOAN FORGIVENESS? YES, IT’S TRUE page 22
‘Centered’: This Hero’s Journey Credits Inspiring Educators
December 2021 – January 2022 | Vol. 99 | Issue 2 | mea.org
LETTER TO MEMBERS
Just after this issue went to press, Michigan was rocked by a school shooting at Oxford High School in Oakland County. We stopped production to convey one key message: We must stand united against school violence in memory of the victims in Oxford. Issues surrounding our students’ health, safety and well-being are non‑partisan, urgent, and destructive to ignore. We must work together to prioritize and address the needs of students and educators alike. We will not let this tragedy be forgotten. Please see mea.org/oxford for updates and more information.
Stand United Against Vouchers We want to start this letter to you by acknowledging that we see you and hear you: This year is hard. But despite our fatigue and frustrations, our profession and public schools are worth fighting for. An important battle looms, thanks to the likes of Betsy DeVos. She and other public education opponents have teed up a money grab for private schools that would drain at least $500 million a year from the state’s budget for public schools—with potential to increase 20% annually. Make no mistake: By overwhelming margins, Michigan voters have squashed similar voucher schemes— resoundingly telling lawmakers “NO” to diverting taxpayer dollars to private schools. But GOP leaders in the Legislature are listening to their megadonors instead. In October, backed by DeVos, Republican lawmakers fast-tracked another effort to ignore the will of voters. Gov. Gretchen Whitmer
Paula J. Herbart President
vetoed the legislation after it was rushed through the Legislature. Now, another ballot measure is circulating to end-run her office and make a mockery of our democracy. Once again, voters should Decline to Sign—then educate others about this deceptive petition drive. The petition’s sponsors have no intention of letting voters decide. They plan to press for passage by the Legislature after gathering a mere 400,000 signatures of Michigan voters—just 8% of those who voted in the last gubernatorial election—to bypass the governor’s veto. Misleadingly titled the Student Opportunity Scholarship Act, the voucher scheme offers tax credits for private school tuition to the tune of $500 million in the first year and more in years after. The bills even discriminate against public school students by limiting what they can receive versus private school counterparts.
Chandra A. Madafferi Vice President
We can’t let it happen—especially now, with an educator shortage driven by years of underfunding and disrespect. Even with historic state and national investments in public education—thanks to allies like Gov. Whitmer and President Biden— we have a long way to go toward fully funding our schools. Unlike those who would siphon funds away from public schools that serve 90% of Michigan children, the vast majority of parents and communities love their neighborhood schools. They appreciate all of the educators who make wheels turn on buses, in buildings, and within the minds of young learners. We must remember that—and stand united with our allies to advocate against forces who would rob our students of the promise of public education. In the new year, let’s turn our frustrations to fuel for making the change we wish to see.
Brett R. Smith Secretary-Treasurer
CONTENTS
4 Editor’s Notebook Wisdom of ages 7 Future is Now Self-care for you 17 Election 2022 Start gearing up 22 Issues & Advocacy Loan Forgiveness On the cover: Anthony Ianni visits schools as a motivational speaker with the Michigan Office of Civil Rights. Cover shot and photos on pages 3, 9 and 12 by Rod Sanford for MEA.
Executive Director �������������������� Michael Shoudy Director of Public Affairs ������������������ Doug Pratt Editor �����������������������������������������������Brenda Ortega Staff Photographer ����������������������� Miriam Garcia Publications Specialist �������������� Shantell Crispin The MEA Voice ISSN 1077-4564 is an official publication of the Michigan Education Association, 1216 Kendale Blvd., East Lansing, MI 48823. Opinions stated in the MEA Voice do not necessarily reflect the official position of the MEA unless so identified. Published by Michigan Education Association, Box 2573, East Lansing, MI 48826-2573. Periodicals postage paid at East Lansing and additional mailing offices. Payment of the active membership fee entitles a member to receive the MEA Voice. Of each annual fee whether for active or affiliate membership, $12.93 is for a year’s subscription. Frequency of issue is October, December, February, April and August. POSTMASTER: Send address changes to the MEA Voice, Box 2573, East Lansing, MI 48826-2573 or via email at webmaster@mea.org. Allow at least three weeks for change of address to take effect. MEA Voice telephone: 517-332-6551 or 800-292-1934. Circulation this issue: 109,328.
13— ISSUES & ADVOCACY: MEA officers are listening to and lifting educator voices.
14-16— ISSUES & ADVOCACY: Lansing members rallied for education in rush hour.
9-12— COVER STORY: An MEA member from Wyandotte co-wrote a moving and inspiring memoir of struggle and hope that reveals the incredible power of educators to change lives.
18-21— STRENGTH IN UNION: Members are piloting quality supports for new educators.
26— MEMBER SPOTLIGHT: This MTOY is a strong voice for educators in a tumultuous year.. MEA VOICE 3
NEWS & NOTES
Editor’s Notebook Nearly 20 years ago, I was a sixth-year teacher working at a middle school in California when I got some of the most powerful advice I ever received as an educator. I was grading and planning in my classroom on a Saturday, and a veteran teacher saw me through an open door. “Mind if I come in?” he said. Jack taught seventh-grade social studies. He was a kind man, a running and fitness buff, nearing the end of his career, well-liked by staff and students alike, and married to a school nurse who worked in the main office. I taught eighth-grade combined language arts-social studies classes. After a couple minutes of small talk, he asked me how many weekends I worked a month. I was sheepish, and well into my second pregnancy, but admitted: “A lot.” He took a deep breath and hesitated. He asked if he could offer friendly advice, and I agreed. “Some years back, I lost my teenage daughter to a drunk driver,” he said. “It was the worst thing that ever could have happened to me, and the pain was indescribable. Some people in that situation lose themselves in alcohol or drugs, but I chose something else. I lost myself in my work. “I started working from morning to night and every weekend to escape the pain. I continued for a long time, until I not only lost myself—I lost my marriage and my family and my happiness. Now that experience is past, and I’m happily remarried to Donna, but it taught me. I learned a teacher’s work is never done, and this job will take whatever you give it—and always ask for more. “This profession is a hungry beast that is never satisfied. You have to accept that fact or pay the price—in terms of your health, or time with loved ones, or happiness. Learn how to give what it needs and save the rest for yourself. Know that it will always demand more, and figure out when to stop.” Jack wasn’t burned out or advising me to change professions. He had plunged into a dark abyss and emerged to offer wisdom of the ages. I’ve been grateful to have many teachers share guidance over my whole life— and I’ve paid it forward. That is what educators do. It’s who we are. This issue’s cover story is testament to the work that educators undertake daily in a difficult labor of love that transcends lesson plans or test scores. One teacher from the story describes his work as getting to know kids and helping them find their way through a day, a week, a year. “Academics is a piece, but there’s so much more to who these young people are, who they want to be, and who they will grow into,” says Tom Hopper, a seventh-grade social studies teacher in Okemos. Elsewhere in this issue, educators everywhere are struggling through a dark time and speaking up to raise awareness (13-16); there is good news on student loan debt forgiveness (22-23); and MEA is testing new ways to create space for meaningful mentoring of early career educators (18-21). The challenges—and students’ needs—are great. Our efforts have impact, even when we can’t see it, so here is hoping this season’s gift of time begins to restore our spirits for the important work ahead. 4 DEC 2021 – JAN 2022
—Brenda Ortega, editor
The number of techniques that charter schools use to control which students enroll, thereby limiting at-risk, special education and transient students who can be more expensive to educate, according to a new book, School’s Choice: How Charter Schools Control Access and Shape Enrollment. Written by two education researchers, Wagma Mommandi and Kevin Welner, the book lists gate-keeping practices such as pricing out (with fees), assigning parent homework, counseling out, denying services, and creating hoops as barriers. The book also explores recommendations to address the problem.
QUOTABLES “We stand united today to ask that you consider a fair and equal distribution of our wage chart to recognize that each and every one of us is valuable to the district, no matter what role we play.” Myra Bray, president of Lapeer Education Support Personnel, speaking at a November school board meeting to encourage resolution of contract talks ongoing since January. Members of the ESP unit lined Main Street for informational picketing before the meeting. Read more at mea.org/ support-staff-picket-lapeer.
NEWS & NOTES
ICYMI
The number of Black teachers in Michigan dropped dramatically from 2005-2015—exceeding declines in the K-12 Black student population and overall drops in the teacher workforce, according to a new study from Michigan State University: “Deurbanization and the Struggle to Sustain a Black Teaching Corps: Evidence From Michigan.” The study cites “a national context of deurbanization” of K-12 students away from districts with the largest faculties of color to suburban districts with largely white teaching workforces. “Districts receiving large numbers of incoming Black students hired few Black teachers over the period, leading to marked declines in Black student exposure to Black educators, and Black employment gains since 2016 have generally been in areas where Black teachers were already employed,” the study found. Much research has shown that improving teacher diversity helps all students, but students of color especially benefit in terms of achievement and graduation rates from seeing themselves reflected at the front of the classroom.
Above and Beyond This fall two MEA-member state Teachers of the Year were honored at the White House together to make up for two canceled ceremonies last spring and the year before due to COVID. Cara Lougheed and Owen Bondono, Michigan’s top teachers from 2019-2021, made the trek in October along with other state TOYs. “It was very surreal to be in the White House both as somebody who is a patriot and proud of the country that I come from, and also as a political activist,” said Bondono, an Oak Park English teacher. “The core of what I do—both in my activism and in my classroom—is trying to fundamentally improve the world we live in, including our country.” With a teacher in the White House—the first lady—the trip was extra special, said Lougheed, an English and history teacher in Rochester. “This is my 24th year as a teacher, so having Dr. Jill Biden still actively teaching while she’s in the White House just means a lot to me.” Bondono and Lougheed discussed education policy with key congressional leaders from Michigan. Read the full story at mea.org/mtoy-visit-white-house.
QUOTABLES “MEA stands with three strong leaders who have shown unwavering commitment to Michigan’s students and educators. Re-electing friends of public education—and electing more allies to lawmaking positions—is essential to fulfilling the promise of public education for every student.” MEA President Paula Herbart on the unanimous vote by MEA’s Screening & Recommendations Committee to continue recommendations of Gov. Gretchen Whitmer, Secretary of State Jocelyn Benson and Attorney General Dana Nessel for re-election in 2022. Read more about the candidate interviews on page 17, and learn what Herbart has heard on listening stops across the state on page 13.
MEA VOICE 5
NEWS & NOTES
UPCOMING EVENTS February 3-4
MEA Winter Conference Marriott Renaissance Center, Detroit At MEA’s biggest conference of the year, members and leaders network and attend training sessions in bargaining, organizing, member advocacy, political action, communications, classroom best practices, and more.
Nominations sought for ESP Caucus Executive Board Nominations are being accepted for several positions on the MEA ESP Caucus Executive Board.
March 2
Open positions are as follows:
Read Across America
ESP AT LARGE:
Nationwide
Two (2) positions
Educators across the country will be “Celebrating a Nation of Diverse Readers.” Visit nea.org/readacross to order a free classroom calendar and access activities for all year long.
DIRECTOR BY CLASSIFICATION:
March 18-19
ESP Statewide Conference
Sept. 1, 2022 to Aug. 31, 2025
One (1) position each Transportation
Sept. 1, 2022 to Aug. 31, 2025
Custodial
Sept. 1, 2022 to Aug. 31, 2025
Maintenance
Sept. 1, 2022 to Aug. 31, 2025
Director of Minority Concerns
Sept. 1, 2022 to Aug. 31, 2025
MEA Headquarters, East Lansing
Office Personnel
Immediate to Aug. 31, 2024
Education support professionals will gather to network and train on topics such as legal issues, ESP certification, privatization, school violence, and member engagement.
Paraprofessional
Immediate to Aug. 31, 2024
March 19 (Rescheduled)
MEA Conference for Aspiring and Early Career Educators VIRTUAL Aspiring and early career educators will gather to network and train on topics such as classsroom management, high-leverage best practices, legal issues, work-life balance, and union involvement. As details are available, learn more and register for MEA conferences at mea.org/conferences.
6 DEC 2021 – JAN 2022
Elections to the ESP Caucus Executive Board will take place at the MEA Representative Assembly April 22-23, 2022. Information needed for each candidate includes: name, present occupation, local ESP association, school district, home address, home and work telephone numbers, home email address, name of nominee’s local ESP association and written consent of the candidate running for office. Candidates must be members in good standing of MEA/NEA. In order to receive delegate mailing labels, information must be received no later than Feb. 22, 2022 and should be mailed to: Michele Harrison, MEA/ESP Department, PO Box 2573, 1216 Kendale Blvd., East Lansing, MI 48826‑2573, or it can be sent via email to mharrison@mea.org. Additional nominations will be accepted from the floor at the MEA/ESP Caucus meeting on Friday, April 22, 2022. Candidates will be given up to three minutes to address delegates. A table will be provided outside the ESP Caucus meeting where candidates may place a brief biographical sketch for distribution before the meeting starts. Questions should be directed to Jim Sparapani, ESP Caucus Elections Chairperson, at 906-779-1984 or via email to jsparapani@att.net.
THE FUTURE IS NOW
Remember to Help Yourself An old adage in education says if you can make it to Thanksgiving break, you can make it to the end of the school year. We’ve passed that milestone, but things might not feel better. If so, you are not alone. Most teachers are familiar with trauma-informed practices and are helping students learn strategies to support resilience. But what happens when you, too, are experiencing trauma? This year, sub shortages, parent demands, and student struggles are compounding demands of a challenging job. Add in your own personal concerns, and it may be time to turn your trauma training inward. Acknowledge your trauma and its effects. Perhaps you are less patient than normal, avoiding activities you used to enjoy, or struggling to make decisions. These are normal reactions. Michigan New Educators (MiNE) Coordinator Anthony Barnes, a special education teacher in Kalamazoo, says he normally views his life as an arc with job challenges on one side and personal life on the other side, both meeting at a keystone of work-life balance. Now the keystone is starting to crumble, he says. Strategies such as mindfulness
cannot compensate for current levels of pressure. One theory about fostering resiliency is the Circle of Courage, drawn from Native American traditions, suggesting four elements of life balance. Consider focusing on these elements as a guide. BELONGING—Surround yourself with people who support and understand you. Connect with MiNE to network with other early career educators. This group offers book studies and Affinity Groups where participants meet virtually to develop teaching practices and support each other. MASTERY—You are good at your job and doing enough. People will always ask more of you, and this year it feels as if students need so much more support. But doing too much at your own expense won’t help in the long run. Know when to leave your work and return to it refreshed. INDEPENDENCE—Understand that you are more than an educator. Choose to set and adhere to boundaries. If you commit to stop working at 5 p.m., then resist the urge to do one more thing when that time arrives. Read for enjoyment. Watch mindless television. Go for a walk and listen to a podcast.
Anthony Barnes Students need downtime to relax and regenerate. You do, too. GENEROSITY—You are generous and giving to others. Remember to advocate for yourself as you do for students. Take a page from your accountant; she isn’t up at night worried about your taxes. Stop listening to a culture that values work above health. The calling you felt toward a meaningful career does not justify unsustainable hours and toxic stress. Be kind to yourself. MiNE is here to help. Follow us on social media. Reach out to us to help you network with others. Join us for our Aspiring and Early Career Educator Conference next March 19, designed to support you while giving you practical tips for the classroom. There is a reason that flight attendants on an airplane tell you to put on your own oxygen mask before you help others. You have to save yourself to save anyone else.
Find MiNE on social media @mineweducators, and look for AEM @aspiringedofmichigan.
MEA VOICE 7
Cold and gray: Don’t ignore the symptoms of SAD With the holidays upon us, precious few daylight hours available and nothing but frigid temperatures and gray skies on the horizon, the winter blues can be hard to keep at bay. A still-raging pandemic doesn’t help matters. If you’re feeling down, don’t be too quick to dismiss those feelings as simple moodiness. Seasonal Affective Disorder—also known as SAD—is a very real type of depression that many people experience during Michigan’s long winter months. According to the National Institute of Mental Health, symptoms of SAD include: ∎ Low energy ∎ Excessive tiredness ∎ Overeating ∎ Craving carbohydrates ∎ Weight gain ∎ Social withdrawal
Fight back against SAD by taking care of yourself—both mind and body. The sooner you take action to combat SAD, the more quickly you’ll feel like your old self again. Here are a few simple things you can do:
Exercise Exercising releases endorphins— the chemicals in your brain that trigger positive feelings. Walking indoors or outdoors, riding a stationary bike or taking an exercise class can help improve your mood and boost your energy, while also helping to improve your overall health and fitness.
Light therapy Experts say that a lack of natural light during the winter months is a contributing factor to SAD. Getting sunlight can be difficult since most of the daylight hours occur during the traditional workday. Using a light box is another way to bring some light into your life. Look for a light box that emits 10,000 lux
MESSA provides excellent mental health coverage for members and their medical dependents. If you have questions about your mental health coverage, call MESSA’s Member Service Center at 800-336-0013 or live chat via your MyMESSA account at messa.org or through the MESSA app.
8 DEC 2021 – JAN 2022
of cool-white fluorescent light and filters out all or most UV rays.
Socialize Many people who experience depression tend to hunker down at home, especially during the cold winter months. Fight the urge to hibernate and instead make plans with family and friends—hit the sledding hill, go skiing or light up the fire pit in the backyard. Withdrawing from your social circle can compound your feelings of depression, so try to get out and connect with people you care about.
Talk to your doctor or a therapist If you think you have SAD, talking to your doctor or a therapist can help. MESSA provides coverage for medically necessary mental health services, and you can even talk to a licensed therapist online from the comfort and privacy through MESSA’s partnership with Blue Cross Online Visits. Visit messa.org/OnlineVisits or download the Blue Cross Online Visits mobile app to get started.
In This Hero’s Journey, Educators Play Inspiring Roles By Brenda Ortega MEA Voice Editor
Who is your audience? It’s a question every English teacher has posed, but now MEA member Rob Keast—an 18-year classroom veteran in Wyandotte—found himself answering it. The former newspaper reporter collaborated on the memoir of Anthony Ianni, whose story is a powerful underdog tale in the vein of Rudy or Miracle on Ice. The pair’s book, published in September, appeals to many audiences, Keast said in an interview. Sports fans of all ages. Folks in the autism community. Anyone looking for inspiration to overcome daunting obstacles and achieve big dreams. “For a few publishers, that was a bit of a hang-up,” Keast said. “They didn’t know whether to market it as a basketball book or an autism book. And we said, ‘Well, why can’t it be both?’” Centered: Autism, Basketball, and One Athlete’s Dreams (Red Lightning Books/Indiana University Press) is an unflinching first-person story of one boy’s experiences on the autism spectrum and his struggle for acceptance and belonging as he grew up.
Rob Keast and Anthony Ianni
It follows Ianni from a diagnosis of Pervasive Developmental Disorder at age four to becoming the first Division I college basketball player on the autism spectrum and earning a college degree. MEA VOICE 9
Middle school teacher Tom Hopper is one of the influential educators who is part of Ianni’s story, but he says he learned from Anthony as much as he taught him.
that his story broadly appeals to anyone who relishes seeing determination win over obstacles.
The foreword is written by Tom Izzo, men’s basketball coach at Michigan State University where Ianni vowed as a child he would someday compete—even after doctors told his parents he would likely not play sports, attend college, or live independently after high school. “I knew what autism was, but I had never dealt with anyone who had it,” Izzo writes. “You have those preconceived notions of, ‘He can’t do this,’ or ‘He can’t do that,’ but what I learned was that he could do anything.” In all of those ways the book is both a captivating triumph of the human spirit and a testament to people behind the scenes who guided Ianni in his journey without a roadmap or manual for how to help him. “We called the book Centered because that’s the position Anthony always played,” Keast said. “But the title is also a tribute to his parents and his teachers and coaches, who kept him centered and kept him moving, and showed him a way forward to all of the success he’s had.” The book quotes from school records of special education assessments and plans, but the story is told through the eyes of Ianni who does not shrink from painful or embarrassing details. 10 DEC 2021 – JAN 2022
Many educators contributed to Anthony’s achievements by treating him as an individual, not a diagnosis, Keast added. In an age when schools and teachers are sometimes made society’s scapegoats, he was happy to be part of telling a story of how educators are difference-makers, he said. “I can’t tell you how many scenes we worked on together in the book where I felt proud to be a teacher. So many educators in this story did our profession proud.”
The Departure Now 32, Ianni is a married father of two and a sought-after motivational speaker with the Michigan Office of Civil Rights. His Relentless Tour takes him to schools across the country, where he shares his story one assembly at a time in the hope of replacing bullying with kindness and respect. “If I can inspire one person at every school to make a change or be the change they wish to see in their lives, then I’ve done my job,” Ianni said in an interview, recalling his first school appearance several years ago when a bully was inspired to apologize to his victim who was a student with autism. His first goal for writing the book was to teach people about autism. But like Keast, Ianni enjoys the fact
“I wanted to show people that, you know what? I’ve been knocked down a bunch of times in my life, but I never quit. I never gave up. I kept getting right back up and looking toward those obstacles and looking those challenges dead in their face.” Anthony had it especially rough as a child in part because of his size, said his mother, Jamie Ianni—an educator, coach and MEA member who retired from a 23-year career as an Okemos math and physical education teacher in 2019. By age three, he was tall enough to ride adult rides at Cedar Point, but he could dissolve into screaming emotional meltdowns over loud noises or a change in routine, Jamie said in an interview. He could recite lines from movies but not follow directions. Anthony’s journey has taught her not to judge but to work hard at understanding what a child who may not be neurotypical is going through with that behavior, she added. “A lot of times at school, they’re just trying to hold it together. They’re trying to be like everybody else, and when they come home they come unglued. Or in Anthony’s case, he’d come home, go in the den, shut the door, and sit there totally quiet because it had been so hard to keep it together for so long.” Although few therapies existed at the time of Anthony’s diagnosis, his family was grounded by deep roots in education and sports. Grandfather Nick Ianni was a superintendent of
High school teacher Rachel Freeman-Baldwin was the first to tap Ianni for public speaking. Pictured with him (left) and holding his new memoir next to son Patrick.
Washtenaw Intermediate School District who fought for opportunities for special education students before Anthony was born. His parents grew up in Michigan. Jamie played three sports at Adrian College, and Greg pitched on the MSU baseball team. They met working at Ohio University and moved to Okemos with four-year-old Anthony and older sister Allison in 1993 when Greg became an associate athletic director at MSU. When Anthony was little, Jamie stayed home to work with him. She volunteered at his school early on and later took a part-time teaching role to “keep a finger on the pulse,” eventually becoming a respected volleyball coach, full-time teacher and advocate. She turns accolades back at her colleagues, not only teachers but paraeducators, bus drivers, secretaries, custodians—all of the education professionals she asked to understand and help Anthony every day, many of whom are mentioned by name in the book. “Everybody on the team is working their tails off to meet the different needs of every student in the building,” she said. “It is really an under-appreciated job. We couldn’t have gotten Anthony to the point where he is today without all of those people.”
The Initiation One educator who appears in the book is MEA member Tom Hopper, a social studies teacher at Chippewa Middle School in Okemos, who first met Anthony while subbing in a sixth-grade physical education class 20 years
ago. Hopper was supervising his group of students when he noticed one youngster who was six feet tall—towering 10 inches above his classmates—becoming upset. Anthony could not understand why his teammates in a volleyball match didn’t hustle after the ball but instead laughed when it hit the ground. One of the expressions of Anthony’s autism was an inability to tolerate losing, and his emotions were starting to boil over. “The difference in intensity was like Anthony was in the middle of game seven of the NBA Finals, and everyone else was playing Duck, Duck, Goose,” Hopper recalled in an interview. He took the youngster aside. “I said something like, ‘I’m new here. Will you show me where the drinking fountain is?’ And we just went walking out of the gym, down the hall, because I knew he needed to get out of that situation just so he could process it. “That’s when he let it all go; he was crying and saying, ‘What are they doing? Why don’t they want to win?’ And I quickly recognized this was a pretty special situation, so we just talked for a while.” The next summer Hopper was hired for a permanent position at the school, and that fall he became
Anthony’s seventh-grade teacher and eventually a close family friend. Anthony found a home in Hopper’s classroom, which was outfitted with a couch and fun toys and trinkets. A burglar doll—complete with eye mask and 5 o’clock shadow—became the class stress ball. Squeezing it helped Anthony settle, so Hopper dropped it on his desk when the need arose. One day, Hopper kept Anthony after class. The teacher must have heard kids teasing him about his height and obsession with MSU by calling him Jolly Green Giant, Ianni writes in the book. The teacher said to ignore those kids. That’s what leaders do, and you’re a leader; the others just don’t know it yet. “That’s when Mr. Hopper became more than just my social studies teacher,” Ianni writes. “I saw him as my very own Mr. Feeny, from Boy Meets World; full of wisdom and warmth. “I wasn’t convinced other students would ever follow me, but I trusted Mr. Hopper enough to believe that things would get better.” The anecdote still draws emotion from Hopper. “He talks about what I did for him, but he has no idea how special he has been in my life and how it shaped me into a better teacher by watching him grow and MEA VOICE 11
A married father of two, Ianni knows coping strategies but will always have struggles he grew up with. “I’m OK with that, because that’s what makes me unique,” he says.
Grand Valley State University but transferred to MSU for a chance to walk on and play for the coach he admired all his life. He would go on to win the Spartans’ 2011 Tim Bograkos Walk-On award and the 2012 Unsung Player award.
learn and thrive and overcome obstacle after obstacle after obstacle. Always with the attitude and drive that ‘I’m just going to be me. I got this.’” The same sentiment was echoed by another MEA member whose influence is detailed in the book, high school English teacher Rachel Freeman-Baldwin, known by students as Miss Free. “I can honestly say he taught me more than I ever taught him in that I made a lot of mistakes when I was his teacher.” One mistake happened in his freshman year when she forgot to warn Anthony of a planned fire drill during class. The sudden loud noise set off his emotions, and he couldn’t calm down, yet he was kind and forgiving after. “It was a horrible experience for him, and I haven’t made that mistake since.” She had Anthony as a student again when he was a senior. By then she noted he was less physically awkward after working hard for years to learn basketball and hone his skills on the court. He was a leader on the school’s state title-contending varsity team and had fewer issues socially. Freeman-Baldwin then invited him to speak about autism to her freshmen, who were reading 12 DEC 2021 – JAN 2022
The Curious Incident of the Dog in the Night-Time, and needed help understanding the novel’s autistic narrator. She’s had him come back every year since then, except for last year during COVID.
His book details career ups and downs, including an argument with MSU teammate and star Draymond Green that eventually revealed the secret of his diagnosis and sealed their friendship; and an outburst with Izzo at a time when Ianni says he felt lost—and the coach brought him back.
“Every single time I cry because you hear his story, and you see how far he’s come, and you realize the experts never imagined he could be a public speaker. And he’s amazing. He does a beautiful job.”
He will always have autism. He occasionally misreads social cues. He doesn’t understand sarcasm or abstractions without help. When his children are loud, he sometimes must step away to settle himself.
That experience with his English teacher, coupled with an invitation four years later from then-Lieutenant Governor Brian Calley to speak at an Autism Alliance of Michigan gala, helped Ianni see public speaking as a future avenue for his life.
“I have coping mechanisms, but I’m going to have those struggles forever,” he said. “I’m OK with that, because that’s what makes me unique. That’s what makes me Anthony Ianni.”
“When I texted Miss Freeman that I was narrating my audio book, she was so fired up,” Ianni said. “She was always the one wanting me to tell my story, saying, ‘Go on. You need to do this.’”
The Return His path from struggles as a young child who couldn’t tolerate noise to becoming a two-time Big Ten Conference champion and member of MSU’s 2010 Final Four team has not followed a straight line. Ianni spent two years playing basketball on a scholarship at
He has two pieces of advice for educators working with students on the autism spectrum: keep your expectations high, and stick to the Individualized Education Plan (IEP). He feels grateful to have benefited from so many educators who went above and beyond to help him succeed. “I don’t know how I’m ever going to thank all my teachers, because I’m a very slow learner and they did incredible things to help me adjust as a student. It showed me how incredible they are—not just as teachers, but how incredible they are as people as well.”
‘We are at a tipping point’ MEA's officers are worried about educators. Yet visits with members across the state have renewed their hope and vigor. MEA President Paula Herbart, Vice President Chandra Madafferi, and Secretary-Treasurer Brett Smith separately have spent time visiting schools and field offices, meeting with members, observing in classrooms, listening. Herbart is convinced the status quo in many districts has become unsustainable. “We are at a tipping point,” she said. “You can only starve the system so much before it starts to collapse. We can’t continue to say to our educators, ‘We know it’s been the toughest year ever; now here’s four more things for you to do.’” Herbart has heard similar concerns everywhere. More difficult behaviors from students. Folks stretched thin by unfilled positions and no subs. Bus drivers with extra routes and fuller buses. Paraeducators and teachers filling gaps. Not enough time or resources to address students’ mental health struggles. “We have amazing educators of all kinds in this state, with phenomenal
skills and talents and caring hearts, who give so much and then find ways to keep going. They’re also activists, willing to stand up and say, ‘We can’t do one more thing. This is what we need, right now, or things will not get better.’ MEA staff work with leaders to deliver those messages at bargaining tables across Michigan, Herbart said. “We have to—number one—get more people into this profession. Pay them livable wages. Give them breaks and planning time. And listen when they tell us what they need to do their jobs.” Herbart is heartened by organizing happening across the state—adding new MEA members and new units in schools, colleges and universities—and by examples of solidarity making the news every day from union workers at Kellogg’s plants and John Deere factories, to hospitals, schools and universities. Now with an influx of state and federal money to public schools, local unions must demand a seat at the table for educators as decisions are made about how to best spend those dollars.
This fall’s travels included visiting students in Gwinn (above), striking workers in Battle Creek (below, left), and support professionals in Traverse City. “I am telling our members’ stories every chance I get. But movements start at the grassroots. We need our members on the ground to speak up, to make connections, to hold informational pickets—to keep raising awareness—and MEA will stand with them and support them.” Herbart planned to continue school stops and hoped to schedule a joint visit with Michigan State Superintendent Michael Rice to hear from Lansing educators. Read more on pages 14-16.
MEA VOICE 13
Lansing Educators Rally for Public Education By Brenda Ortega MEA Voice Editor
MEA member Mariah Gaither had a challenging entry into her teaching career in 2020, having to adapt her secondary science curriculum for remote learners through the full school year in Lansing. Now Gaither is working in-person and receiving an eye-opening lesson of her own: she’s discovering how much educators spend out-of-pocket to do their work. That realization is one factor that brought the second-year Sexton Mariah Gaither
High School teacher to a recent rush-hour rally in downtown Lansing.
curriculum and providing everything, and it’s very frustrating.”
“Science is a lot of hands-on stuff, and last week I did an experiment with my students where I had to pay for all the materials by myself because there was no budget for it,” she said. “We’re not provided enough resources to deliver our curriculum and help our students learn.
Gaither was among more than 100 Lansing educators who waved signs in a dreary, cold rain to the sound of honking horns of support.
“We have microscopes that don’t work, scales that don’t work. We’re using lab kits from the 1990s. I don’t have books—I’m making the
The educators were calling for more staff and resources to address students’ multifaceted needs, plus higher pay, greater attention to safety, and fair evaluations for educators who have stepped up amid the pandemic despite growing educator shortages for nearly two years. “It affects the students,” said Sheila Nash, a special education teacher in the district for more than 30 years. “We can’t service the students as they should be serviced, and we are running on all cylinders all the time.” School employees are being asked to fill gaps and do more with less, while feeling their concerns are ignored, said Lansing Schools Education Association President Chuck Alberts. Many are leaving for better-paying districts—or quitting the profession altogether—which is why it’s important for everyone to stand up and make some noise, he said of why LSEA held the event. “We’d better start addressing these problems soon or we’re going to see even more of an exodus from Lansing and from this region.” Staffing shortages affect every job classification, including teaching assistants such as Sharron Martin,
14 DEC 2021 – JAN 2022
who has worked in the role for four years and said the lowest-paid school employees are being tapped to do more and more work. “I’m out here in the freezing cold rain, fighting for our rights,” she said. “I’m here for a voice at the table, for higher pay—all of it.” With the return of in-person school this year, the respect and acknowledgment that educators felt last year has evaporated at a time when they need it the most, said paraeducator Justine Sleight. “We need help in our schools and communities,” she said. “We need to work together.” Second-year teacher Alex Traverso, a math teacher at Sexton High School, said he’s been challenged by having to do additional unpaid tasks because of staffing shortages, including adapting all of his in-person lessons for fully remote learners. “We only have 80 minutes of planning every other day to do all of our lessons for in-person and virtual kids—plus grading and all of the other responsibilities of teaching,” Traverso said. “We keep getting asked to do more and more and more, but we’re given less and less.” Many at the rally pointed to increases in daily pay for substitutes that have eclipsed what classroom teachers make per hour or day. In some buildings, the daily rate for subs has risen to $300—which would amount to $54,000 over a year—while starting teacher pay is $41,000. “It starts to feel like they don’t want us to stick around,” said Cat
From top: Natalie Ward and Sheila Nash, Sharron Martin, Alex Traverso MEA VOICE 15
Cat Weaver Weaver, a 22-year veteran of the district who has been shifted into a seventh-grade teaching position from a lead teacher role to cover one of eight unfilled teaching jobs in her building alone. Educators deserve higher pay for the amount of work they do— including working through their prep hours on a regular basis—agreed second-year teacher Tessa Shaw, who noted that she and most other new teachers work second jobs on top of a heavy school workload that goes beyond time with students during the school day.
Jaynean Cornelius
Tessa Shaw “It’s becoming a norm for teachers to have side hustles, even though this is the career we chose and went to school for,” Shaw said. “It doesn’t feel like we are valued.” One of the sticking points for Robin Smith, a 17-year district employee and MEA member, has been a combination of factors that continue to add up: more work, higher expectations, pay that doesn’t keep pace, and unfair evaluations. “There’s so much more being placed on the evaluation tool—like student test scores becoming a bigger part of our evaluations—factors that we as educators can’t control,”
Robin Smith Smith said. “We can’t control who walks through our doors or what happens to students outside of our schools. It’s just not fair.” Amid all of the turbulence in the world, paraeducator Jaynean Cornelius turned out for the rally to urge the community to come together for safety for the sake of the kids, so students can remain safely in-person where they learn best. “It’s been a year and a half, and our numbers are still spiking because people aren’t getting on board,” she said. “Whether it’s wearing a mask or getting vaccinated, this is our new normal for right now, and everyone needs to do what they need to do.” A shared concern for students and the profession unites educators and union members who must come together now to press for needed changes, said MEA Executive Director Mike Shoudy, who turned out and drew inspiration from the rally. “It’s been an incredible two years of hardship and frustration, and as a society we’ve got to get back to supporting our kids and supporting institutions like public education,” he said. “At the local level, we need to keep raising our voices like this and be advocates and activists for change.”
16 DEC 2021 – JAN 2022
MEA Continues Recommendations of Whitmer, Benson, Nessel Following detailed interviews and a unanimous vote of MEA’s Statewide Screening & Recommending Committee—a diverse group of members from across Michigan—MEA will continue recommendations of Gov. Gretchen Whitmer, Secretary of State Jocelyn Benson and Attorney General Dana Nessel for re-election in 2022. The committee asked candidates about education and labor issues in screening interviews. Here are some answers.
Gov. Gretchen Whitmer on the state budget: I’ve seen heroic efforts inside and outside our classrooms to help meet the needs of our students. From the state government standpoint, we’re focused on doing everything we can to ensure Michigan students have the best public education today and to include long-term priorities around public education in the budget so we can continue improving our education system. I’m proud to have signed a $17 billion education budget that makes a historic investment in our schools, without raising taxes. It’s going to impact the education of our kids now and for generations to come, as well as support the incredible public servants who make sure our kids are getting the education they need.
Whitmer on MEA involvement: This organization was the first to get behind me when I ran for state representative in 2000. Same was true when I ran for governor in 2018.
Watch the announcement video and read more from their interviews by logging into mea.org/politicalaction.
There’s arguably no other organization that has been as supportive of me. MEA members make invaluable contributions to our state, and I will always ensure their voices are heard as we make decisions that impact them.
SOS Jocelyn Benson on ballot access and voter participation: I believe the mark of a healthy democracy and healthy society is measured by elections where we see high turnout and high security—and indeed, that is exactly what we’ve seen in the elections administered under my tenure as Secretary of State. Our November 2020 election was both the most secure in our state’s history and had the highest turnout in our state’s history. Of the 5.5 million people who voted, 3.3 million voted absentee. Not only was there very little to no fraud, but local election officials checked signatures and followed up with voters if there were questions. If there was any sort of irregularity, there were efforts to identify whether it was fraud or just a mismatched signature. The vast majority of citizens returned their ballots on
time to drop boxes or with prepaid postage. Citizens knew how to request absentee ballots because we mailed them that information. The security of our system, the current methods of identifying voters—whether they voted in person or absentee—works.
AG Dana Nessel on education challenges and solutions: I’ve seen what happens to kids when they don’t have the right kind of education and we don’t have the right kind of practices in place because their districts have been starved of the money they need. That’s why I visited districts engaged in fighting the “school-to-prison pipeline.” We’re talking about first graders, second graders, third graders—knowing that they are provided with these resources, we’ll never need to see them in the criminal justice system later on. In this job, I can file lawsuits, take positions on lawsuits, write letters. More than anything, I can use this soapbox to be an advocate for public education. If you’re anti-crime, you ought to be pro-public education because you bring down crime by educating people. MEA VOICE 17
STRENGTH IN UNION
MEA Joins Pilot to Retain New Educators Meet a few mentors and mentees testing high‑quality supports
MEA member Aric Foster is a National Board Certified Teacher who coaches wrestling and track, works with student teachers, serves as his district’s student-teacher liaison for Oakland University, has taught university courses for aspiring educators—and calls himself “proficient” instead of “master.” At age 43—21 years into his job as English teacher in Armada—Foster quips that he’s still young and new. He continues to find magic with kids in a classroom and joy in being a “teacher teacher.” “I love the experience of teaching teaching,” he said. “I’m to the point where I know pedagogy, and I know how to differentiate, scaffold, do formative assessment—all of it. In my role as mentor, I need to know people. It’s that person-to-person connection that really lights my fire and gets me going.” This year Foster is mentoring a new teacher in the county next door. “I like that it’s union-led and non-evaluative. It’s consequencefree help and guidance—like in the classroom where formative assessment should have zero weight toward students’ final grades. It’s about practice, feedback and learning.” Foster is one of two dozen skilled, experienced union educators who have stepped forward to serve as a Virtual Instructional Coach in a seven-state pilot program by Midwest education associations, including 18 DEC 2021 – JAN 2022
MEA, known as Educators Leading the Profession (ELP). The program is piloting teacher-led supports for educators in the first three years of their careers. In Michigan, the 13 mentees are in Farmington Public Schools, and each one picked a coach by combing through written and video introductions. Each is also assigned an in-person building mentor. MEA member Kathleen Ader was selected as a coach by three new educators. A veteran math and science teacher in Novi, Ader has worked as a high school instructional coach for four years and took on the virtual coaching role because she believes MEA is uniquely positioned to do this work. “I have been doing some other work with MEA’s Center for Leadership & Learning, and I think the MEA is on an incredible path in terms of all of the programming and professional development they’re offering and the outreach that is trying to make it equitable across the state,” Ader said. ELP’s coaches were trained on research-based mentoring and expect to address many struggles with mentees, such as evaluation, classroom management, building culture, and work-life balance. Because the union offers a safe space, mentees can turn for help without fear of bias or evaluation. “It’s probably hard to even measure
the magnitude of the importance of that aspect,” Ader said. MEA member Dan Slagter, a K-8 art teacher in Grand Rapids, said he became a coach because his own mentors were so important to his survival and development early on. “They were incredible, and I still keep in contact with them,” he said. Being a one-person art department serving so many students is a tough challenge—especially when new. “The biggest advice I’ve had for [my mentee] so far is to find one little bit of joy, even in the most difficult day, and write it down,” Slagter said. Educators nationwide are reporting extra challenges with student attention spans, behavior and social interactions this year as the pandemic stretches toward the two-year mark. Slagter said he’s adapted by continuing to blend in use of video tutorials, because students are accustomed to them. Focusing on successes maintains positivity, he says, which is important because kids can see true feelings under emotional masks. “Kids sense honesty in that, ‘Yes, times are a little tough right now, but you know what? We’re here. We’re together. We can do it. We just have to help each other.’”
MENTEE
Nate Mora Third-year English teacher North Farmington High School Virtual Instructional Coach: Aric Foster Why Nate became a teacher: “I thought I wanted to be a lawyer, but I realized pretty early in high school—maybe sophomore year—that wasn’t for me. I started looking at teaching and reflected on how the people who made the biggest difference in my life were all English teachers. They made me feel welcome in their class and they’re the first ones who believed in me. I could be a teacher in any subject—my mantra is I don’t teach English; I teach students—but I’m so glad I chose it because English teachers seem to be my people.”
‘Things are always changing’ MEA member Nate Mora knows many veteran educators worry about newcomers to the profession burning out, but he notes that his generation has come of age riding wave after wave of change created at least in part by technology. “If you’re comparing teaching now to what it was 20 years ago, it probably looks worse,” Mora said. “But for me—three years into my career— I’ve seen that things are always changing, so I have that mindset: my willingness to evolve with change is crucial to avoiding burnout.” One silver lining of the pandemic has been school districts’ nationwide nearly universal adoption of a Learning Management System (LMS) of one sort or another, Mora said. This year absences have been challenging for both students and teachers, but now everyone knows how to use an LMS. “We use Canvas, and though it does take a little bit longer to put
everything online, it’s nice when a student has to be out for a week—if they have COVID or whatnot—they know where to go online, and we can stay connected that way.” Mora is familiar with instructional technology; his first two years of teaching were spent at a blended learning alternative high school in Lansing. His wife’s entry into medical school at Oakland University prompted his move, he added. Even with his comfort in blended learning, Mora has been happy to return to in-person learning this year. His greatest skill is building relationships with students, he said. “In my experience, the more you are vulnerable with students, the more you open up about your own weaknesses and life experiences, the more students are engaged in your class.” Now he’s excited to be part of a union after trying to organize a unit at the charter school where he
previously worked. “I was gung-ho to be part of the union, and I hope to start joining meetings. I love the support, the community, the knowledge that we’re all stronger when we’re together.” Being involved in the Educators Leading the Profession pilot program has been icing on the cake. Mora enjoys having a district-assigned mentor who works in Farmington and knows the students and curriculum, but he also appreciates getting an outsider’s perspective from his virtual coach. He knows that he works in a district with exceptional resources for staff and students, but he appreciates extra help from MEA. “There’s definitely been some difficult days, but I’ve been able to keep up my energy where lots of other teachers I know are struggling, and I think that’s because of all of this support and the people around me.”
MEA VOICE 19
STRENGTH IN UNION
MENTEE
Morgan Gilliam Second-year science teacher Farmington High School Virtual Instructional Coach: Kathleen Ader Why Morgan became a teacher: “I’m naturally a very curious and inquisitive person. I’m always asking questions, and I enjoy learning, so science interested me because it doesn’t happen in a vacuum—it’s about trying to make sense of the world around you. Part of my philosophy is that everybody does science every day, even if they don’t know it, so I was drawn to the subject because it answers questions I didn’t even know I had. Beyond content, I was interested in the science of teaching and how we learn. I’m fascinated by psychology and how to help students become life-long learners.”
‘I have people looking out for me’ MEA member Morgan Gilliam calls herself a “sponge” who is happy to learn and network with more veteran educators, but in her second year of teaching she’s finding the relationship is more reciprocal than expected because of technological changes brought by the pandemic. “Veteran teachers are having to go back and figure out a bunch of new things as though they are first-year teachers,” Gilliam said. “It’s interesting because they’re asking questions of those of us who are fresh out of college and fresh out of training—they want our input on some things, too.” This year Gilliam returned to the district where she grew up, after finishing her first year in River Rouge. Working mostly remotely in her first year left her feeling isolated, although her school community tried to provide support, she said. “I was trying to figure out a lot of things from scratch, which took 20 DEC 2021 – JAN 2022
a lot out of me; it was exhausting. I realized you shouldn’t be an island. There’s value in building your network and using it as a resource.” The return of mostly in-person learning this year has helped her feel more connected, but it has brought new challenges—for example, frequent loss of prep time because of the dire substitute teacher shortage. For her biology classes, a team of several teachers across buildings works together to plan curriculum and assessments and share resources. A smaller group does the same for chemistry, and she’s grateful, she said. “It’s putting more brainpower together into a professional learning community.” Combined with a district-assigned mentor and departmental resources, being part of MEA’s Educators Leading the Profession pilot program offers an expert outsider perspective she can tap into for whatever she
needs or can’t resolve—making her feel surrounded by support. “I have quite a few people looking out for me,” she said. “And then because I went to Farmington Public Schools, I have teachers that I had as a student who are also holding my hand.” Her biggest concern so far is in students’ attachment to cell phones, which she worries distracts people from their own curiosity and wonder about the world they inhabit. She’s leaning on her strength—connecting with students and showing she cares—to address it. Longer term she thinks of structural and funding issues related to public education that she hears veteran colleagues worrying about— and hopes to be part of solutions. “A lot of industries are experiencing sea change, so maybe we can bring about some changes in the next five or 10 years.”
MENTEE
Danny Cicchelli First-year art teacher Farmington STEAM Academy Virtual Instructional Coach: Dan Slagter Why Danny became a teacher: “I’ve had some really influential people in my life who helped me get on the path I’m on, and a good majority of them were teachers. I’ve had it in my mind for a long time that teaching is one of the few careers I can see myself being genuinely happy in, because I can spread the joy and the curiosity and the wonder of creating something from nothing. If I can get that across to a few students per class, then that makes it all worth it. It sounds like a cliché, but teachers had a big impact on me, and I wanted to be that person for somebody else.”
‘You have to adapt as you go’ MEA member Danny Cicchelli is teaching his young students in Farmington to explore in the same way he approaches personal creative projects—from a place of intuition, discovery and expression. In his first year teaching grades 2-8 at a school focused on Science, Technology, Engineering, Art and Math (STEAM), Cicchelli provides lessons and practice on art fundamentals and techniques—then he offers students materials and a prompt to create with a few examples as guide. “STEAM has a student-led philosophy, and I’m on the same page with that,” he said. “I give students conceptual prompts and the freedom to approach projects how they wish to. It’s great to let kids explore materials that either they are familiar with and want to master or that are totally new to them.” However, for a time Cicchelli was spending every weekend at school
doing planning, materials preparation, and room set-up. By November, he had to step back—discovering an irony in the process. “I’ve noticed that giving more time to myself positively affects my teaching. I’m not under-prepared, but I’m able to improvise more and have flexibility. It’s also nice to have time to do my own art, because that will make me a better teacher, too.” Learning the ins and outs of classroom management has been his biggest struggle. Early on, he had to regroup and establish clearer expectations with class discussions and student input. It helps to have multiple experienced teachers that he can turn to for advice—from a district-assigned mentor to the Virtual Instructional Coach through the Educators Leading the Profession program and others, although finding time to connect is difficult. A shift in perspective also helped.
“Our middle schoolers switch electives every quarter, so on the last day with two of my classes I thought about how I gave them a really good art class and they seemed sad to leave,” he said. Cicchelli didn’t discover painting and sculpting until college. His first love was music, but doodling in his notebooks eventually led him to take art classes, where a professor encouraged his talent and prompted him toward a Fine Arts degree at Wayne State University. He does commissioned work, but much of his own art involves starting with no set plan and seeing what emerges. “What I love to do is that kind of free, intuitive, psychological type of art and music—and now, teaching is getting wrapped up in that, too,” he said. “You have to know it’s not going to go how you planned and have the flexibility to adapt as you go.” MEA VOICE 21
ISSUES & ADVOCACY
BIG NEWS! Changes to Public Service Loan Forgiveness Announced—Act Now A few years ago, MEA member Geoff Nash started looking into the federal Public Service Loan Forgiveness (PSLF) program to see if he was on track toward getting rid of his remaining student loan debt when he reached 10 years of working in a public school. The answer he got after registering in the system—like many others who made years of student loan payments in good faith—was “No.” He had the wrong type of loan and would need to consolidate into a different kind that met the program’s narrow criteria for acceptance. He did, and started over. Fast forward to October of this year, and big changes were announced to PSLF—thanks to lobbying by NEA members across
the country. In 2020, more than 170,000 messages were sent by NEA members to the Biden-Harris administration appealing for the program to live up to its promise. The changes announced by U.S. Education Secretary Miguel Cardona include a broad expansion of the types of payments that count toward PSLF. Originally, forgiveness required the right kind of payments in the right kind of repayment plan on the right kind of loans. Now, the program will accept more kinds of payments, including late payments, since the program's inception in 2007; additional repayment plans; and more types of loans. MEA UniServ Director Jon Toppen, who leads trainings on PSLF for MEA members, said he’s
After 20 years of teaching kindergarten in Hopkins, MEA member Shelley Hall got “amazing” news last month: $89,000 in student loan debt was wiped away, and she even received a small rebate, following changes in the federal Public Service Loan Forgiveness program. Read the full story at mea.org/ forgiveness-changes-helpmembers.
22 DEC 2021 – JAN 2022
seen many educators struggle to get through the program’s “very small hoops.” But advocacy efforts were derailed when Betsy DeVos was Education Secretary and maintained a 98% rejection rate for applications over the previous four years. “This is another example of why elections matter,” Toppen said. “The concerted effort to get people elected that are friendly to public education certainly makes a difference.” When the changes were announced, Nash—a second-grade teacher in Allegan—had made 29 months of qualifying payments since his start-over, with $67,000 left to repay. Suddenly an additional 42 months of payments qualified. He believes another 20 months of service at a public charter school might qualify when he submits the paperwork. “I was delighted,” Nash said after receiving notification from the program. “It was a total boost. I’m now looking at possibly two and a half more years and I can be out from under this debt and not have to worry about it anymore.” An estimated 550,000 public-service workers nationwide who’ve already registered in the system will now see their progress toward PSLF grow by an average of 23 monthly payments. Another 27,000 borrowers could receive
Public Service Loan Forgiveness Program The new changes might help you if: ✔ You have federal student loans AND work full-time for a school district or institution of higher education
AND
✔ You have Direct Loans OR You consolidate into the Direct $2.82 billion in forgiveness if they certify additional periods of employment. Borrowers must apply through a limited waiver, available through Oct. 31, 2022, which makes it important for anyone interested to enroll now—even before reaching the 10-year mark, said MEA UniServ Director Christine Anderson, who also runs webinars for MEA members on how to apply. “Get everything in right now,” she advises. “The program up until now has been set up for your failure, but now it’s set up for you to succeed. This is a one-year window for those who have been denied or haven’t even tried because they had the ‘wrong’ type of loan or payment plan. “They’re even offering rebates. So if you’ve made more than 120 payments, they’re sending you money back on those extra payments.” For MEA member Charles Miller, who has been teaching and paying on student loan debt for 20 years, the changes mean he should now be immediately eligible to have close to $17,000 forgiven from his original total of $51,000. “It really is kind of—I hate to say game-changer, but it really is,” the Fenton science teacher said. “I can’t begin to put into words what it does for me after so many years where every financial choice came with
Loan Program by Oct. 31, 2022
What you need to do before Oct. 31, 2022: ✔ Go to studentaid.gov/pslf, login with your Federal Student Aid ID (or create one if you do not have one) and make sure your contact information is up to date so the U.S. Department of Education can communicate directly with you.
✔ Sign up for your NEA Member Benefits at neamb.com to get free access to Savi, an interactive tool that helps educators easily access loan forgiveness and repayment plans they qualify for to save the most money in the long run.
Need help? Talk with your MEA UniServ Director to schedule an online training for your local or coordinating council!
this burden of, ‘Well, I’ve got to make sure it fits within this budget.’” Next Miller would like to see a loan forgiveness program address the educator shortage by offering forbearance for 10 years and then forgiveness—with repayment required for those who leave before that.
“Whatever we can do for those new folks in the classroom to lighten their load, it’s imperative we do so,” he said, noting his school will likely go all year with an open science teaching job. “If we’re going to continue attracting top talent and keep the people we have, we’ve got to get more creative.”
For MEA member Geoff Nash, an elementary teacher in Allegan, the changes immediately moved him years closer to getting rid of his student loan debt. “I was delighted; it was a total boost,” he says.
MEA VOICE 23
Introducing the new MESSA mobile app At MESSA, we know our members work hard to take care of our kids and our schools, going above and beyond every day. We strive to simplify your life whenever we can, and we want to make it easy for you to access your MESSA benefits information, no matter where you are. That’s why I’m excited to announce the launch of the brand-new MESSA app. The MESSA app makes it easy to check the status of your deductible and access your statements and claims. You can also use the MESSA app to connect with our East Lansing- based Member Service Center via live chat or voice call. If you find yourself at the doctor’s office or pharmacy without your MESSA card, you can use the app to pull up a virtual MESSA card.
By Ross Wilson, MESSA Executive Director
The app also links you to MESSA’s “Find Care” tool, helping you find an in-network provider, facility or pharmacy whenever you need it. To download the MESSA app, search for “MESSA” in the App Store or Google Play or visit messa.org/MESSAapp.
MEA Scholarships—Apply Now The MEA Scholarship application is now open. Interested applicants can find it online at mea.org/ mea-scholarship. The application deadline is Feb. 17, 2022. Questions can be directed to Barb Hitchcock at bhitchcock@mea.org or 517-333-6276. To be eligible for the MEA Scholarship, applicants must be a dependent of an MEA member or MEA-Retired member in good standing and graduating from a Michigan high school that has an MEA bargaining unit.
24 DEC 2021 – JAN 2022
Coverage you can depend on for the ones you love.
As an eligible NEA member,* you have the protection of NEA Complimentary Life Insurance, issued by The Prudential Insurance Company of America —
Visit neamb.com/protect to learn about all of the solutions available to help meet your
but you should name a beneficiary to make sure your
insurance needs.
loved ones are covered. Go to neamb.com/free-tote and register your beneficiary to get this FREE tote. Or call 1-855-NEA-LIFE (632-5433) and mention offer
FREE
code: TOTE BAG * Visit us online or call for eligibility requirements. NEA Members Insurance Trust is a registered trademark of the NEA Members Insurance Trust. NEA Complimentary Life Insurance is issued by The Prudential Insurance Company of America, Newark, N.J. 0302614-00002-00
DT251221
MEMBER SPOTLIGHT
MEA member Leah Porter of Holt was named Michigan Teacher of the Year last spring, prompting her district to assign her a co-teaching role and grant full release for MTOY duties in a tumultuous year. What have you been doing this fall? “I am visiting as many places as I can, which is challenging with COVID, but I want to be informed and I feel it’s my obligation. What I have seen is a perfect storm that is so exhausting for every layer of people working in education and with no relief in sight. But while everywhere is going through the same struggles, I’ve also witnessed countless moments of educators doing what they do best. Putting students first, working to create learning opportunities that meet the needs of their students, and showing authentic care and connection. Despite all of the challenges, we have an incredible teaching force in Michigan. I am proud to be a part of it.” What is that perfect storm you’re seeing? “The number of vacant positions in every district is huge. Not having enough subs means teachers and other support staff are subbing all the time, often during planning time and breaks, to provide any sort of normalcy in a day. We have more kids back in classrooms, and the academic needs are very large. The social-emotional needs are huge. Districts have money from the COVID-relief packages, but they can't find people to fill positions to help. Meanwhile, the third grade reading law comes into full effect this year, and state assessments and the whole evaluation system add more pressure on top.” What effect is it having? “For anyone working in a school, their job is so much more difficult. We had a lot of these problems before March of 2020, and we were starting to have staffing problems, but we
26 DEC 2021 – JAN 2022
were keeping it together. Now the pandemic put all of it in a pressure cooker, and that pressure cooker is releasing. I fear we're putting a bandaid on a breaking dam, and we're going to see the impact of all these decisions we're making right now for years. It is heart-wrenching to have phenomenal educators across the state, people who love this profession as much as I do, and so many feeling overwhelmed and saying they don’t know how much longer they can do this.” What would you change with a magic wand? “The last 10 years in Michigan have been incredibly difficult in education, especially in funding and how schools have had to strip down to bare bones. First off, every position would be staffed. We would have far more social work, counseling, behavior specialists to support the trauma that kids have been going through and to support educators. Lowering class sizes. Cutting any standardized testing of kids and evaluation on teachers this year. We were all exhausted coming into this year, but we could be in
a different place if we could trust teachers as professionals and give them autonomy to see kids, get to know them, and teach at a pace that is needed.” What about learning gaps and catching kids up? “I hear a lot about acceleration with children who’ve had all these academic hurdles because of the pandemic—and how do we get them over those hurdles. We don’t get there without looking at the kids in front of us and prioritizing them and their needs. None of the rest of it matters. If we were taking the time to prioritize them, teachers could build classrooms around their needs. But because of these other pressures and what they have to teach every day, that feels like an impossible task.” What are your hopes and worries for the future? “I am so grateful the teacher shortage is a priority in the [Michigan Department of Education’s] strategic 10-year plan, and we are having important conversations around ways to navigate the shortage for the future. But I worry about the staff in the thick of it right now. My fear is if we don’t address that as soon as possible—like right now—we’re going to have a worse shortage before the end of this school year. And going forward, we need to fight to maintain this level of funding. Just imagine if we did—the power that would have on the lives of children right in front of us and for future generations of children coming through our public schools. We’re talking about the future of our state, our nation. We have to do all we can to fight for them.”
Investing in your future Most people have financial goals beyond simply saving for retirement or a child’s college education. A first home, a memorable vacation, a new car or boat, a larger house for a growing family -- each takes effective financial planning. Choosing the right investment strategy can be a complex issue. MEA Financial Services has a wide range of investment products, specifically selected and tailored to help meet your goals and to develop a balanced portfolio. MEA Financial Services is a benefit of your MEA Membership. We take your future seriously and strive to be partners in your success!
MEA Financial Services Representatives are available to assist in this process and help with your changing needs. We can’t predict the future, but we can help you prepare for it. Call us toll-free at 1 (800) 292-1950 or log on today at a meafs.com
www.meafs.com
(800) 292-1950
Investing involves risk. For more complete information including the objectives, risks, charges and expenses, of a particular investment please call for a product prospectus and/or official statement at (800) 292-1950. Please carefully read the prospectus and/or official statement and carefully consider the investment objectives, risks, charges, expenses and other information before investing because these factors will directly affect future returns. Securities are offered through Paradigm Equities, Inc. a wholly owned subsidiary of MEA Financial Services. Paradigm Equitites, Inc., member FINRA/SIPC, 1216 Kendale Blvd., East Lansing, MI 48823. Investment Advice offered through Fairway Investment Group, LLC – a registered Investment Advisor. Fairway Investment Group, LLC is a wholly owned subsidiary of MEA Financial Services.
WE KNOW THIS IS A TOUGH TIME.
We’re here for you. As a nonprofit founded and governed by public school employees, we at MESSA understand the challenges and stressors facing educators and school support staff — especially these days. Here’s what we’re providing to give you peace of mind: • Excellent mental health coverage for you and your dependents. • Complimentary access to MyStress Tools to help you manage stress and anxiety. • Free wellness programs to help improve your physical and mental health.
Learn about these and other member-exclusive programs at messa.org or call us at 800-336-0013. We’re here to help.
