PEA/MEA

Dine and Discuss Notes

12/8/05

1. What are your professional needs as an early career educator?

• content focused professional development
• National trends
• Up to date – real example
• navigate the system
• who to contact for mtgs. – who is responsible
• get away from trial by fire
• needs to be an early on coverage of whole system
• things like medical forms for reimbursement
• awareness of rules and regulations around certification
• valuable experience was ½ day observation of other classrooms.
• Internal professional development
• psychology of learning by student level
• multicultural workshops – work with ESL - workshops can focus on immediate needs
• ongoing professional dialogue
• long term curriculum planning – how to pace curriculum for the year
• more conversations between grades about spiraling nature of curriculum; carrying forward of knowledge from grade to grade
• Need mentoring process based on collegiality – more colleague to colleague – less mentor format – mentor program is working
• Change the assumption that some of the work will be done on personal time
• Remediation time
• Extend contracts for new teachers to give more mentor support time
• Basic skills
• → challenge of working with classes with wide range of skills and needs without boring some and losing others when there is no tracking.
• Central outlet for sharing resources to make them most efficiently
• Kids need to have reading skills
• Issues around class size
• Needs more time to work with colleagues - more time to plan
• Chances to observe other teachers
• Need to feel connected to colleagues and administration
• Professional learning time even at 20 minutes
• Instead of a study hall release teachers to observe
• PLT are a chance to work together
• Faculty meetings and early release work toward reform
• Action team committees
• Bring together groups by content and discipline
• → get information to new teachers in a more consistent way
• Something put together and organized; for instance, put together loose leaf notebooks on particular subjects
• Use kids as “aides” to copy and collate, give credit
• Hire non-instructional aides to do the copy, data entry
• Professional development in technology
• Classroom materials
• Move to new school – where are the resources coming from?
• Mentor program! Everyone benefits! There’s more involvement – collaborative approach
• Need mentors that are closer in grade level – same grade level
• Technology
• Health care benefits
• Plan backwards
• Content - specific professional development
• promotion certification
• Skills development
• TIME
• Professional learning community
• Structure time
• Mentor program falls down
• Classroom management, planning and curriculum
• Financial counseling
• Paperwork
• Emotional support
• Support/mentor – I need a great one
• Have support administration – President and Vice President
• Control unruly behavior/classroom management
• Special needs – how to deal with severe . . .
• Building based orientation re: policies/protocol
• Mentoring – start day1
• PET protocols – how to identify/refer forms/how to get rolling
• Highly qualified issues
• Duty for itinerants? Expect what?
• Receive paperwork early
• Building rep meet with new hires
• Breakdown of what is expected
• Year 3-5 no mentors
• Special ed – supervising and time managing ed techs
• Lack of clear curriculum objectives; standards need to be more practical (scope and sequence √ list) (ESL)
• Suggested listing of texts and resources (best materials to use)
• Special ed – (K-2) math materials all over – not same –not fluid
• Network of educators (similar)
• Grade level meetings
• Whole school training and learn how to collaborate (time)
• Need time to meet with fellow educators
• Special ed training supervising and time managing ed techs
• Build a network of similar educators (exp. And new)
• Whole school training to learn how to collaborate (TIME)
• Break down of what is expected at each grade level for special ed and ESL teachers
• Mentor’s role as non-evaluative person observing in the classroom as opposed to being evaluated by one’s principal
• understand federal/state mandates
• preparing teacher “after” second year to get their professional license
• as a union, we should help with license issues
• time to collaborate with colleagues; share materials, more time for prep
• time needs to be protected for all
• alignment of curriculum – consistency throughout district
• meeting the needs of students (Special Ed)
• being an ed tech is an invaluable experience

2. How can your union (PEA and MEA) best represent your professional development and employee needs?

• MEA – organize programs for area professional conferences – similar to national level conferences that offer new ideas in the field – teachers sharing
• PEA – website where PEA teachers can share their ideas and their successes in the classroom; not a separate department; Deering does best -- practices for 10 – 15 minutes beginning of dept meetings; expand this format.
• PEA after school -- 4 – 6 focus program/FOOD built in downtime
• MEA – more about what effect MEA assessment are going to have an effect on teachers in Maine Educator
• Professional development days – used for collaboration
• “Welcome to the Building” packet
• Shared mentor for year 3 – 5 teachers
• Check on probationary status of itinerant teachers
• Continue to support mentoring program
• People don’t realize how the union’s involvement benefits so many educators
• Legislative issues
• NWEA
• Inequality in resources from one school to the other – some schools are financially supported
• Health care
• Social security
• Activism/grassroots
• Classroom safety training
• Benefits and retirement
• Professional development for vocational
• Easier access to information concerning recertification
• Social security issues
• Activism on social and economic justice issues
• Provide someone that can answer questions about certification
• Help simplify all the choices I have about insurance
• Update special ed regulations
• Link to MEA/PEA website/forums/chat rooms/best practice
• Fully manned site for info dissemination
• PEA events like this throughout the year
• Fill seats at MEA/NEA Representative Assembly
• New teacher “Welcome to the Building” packet
• Professional development days – use for collaboration
• Meet with grade for focused discussions/consistency
• Planning time
• Salary
• Explanation of benefits
• Shared mentor for years 3-5 teachers
• Check on probationary status of itinerants
• Advocate for compensation for additional days
• Consider national board certification and pay differential
• Advocate for teacher workload
• Releasing for observation
• Activities around improving practice
• Reduce class size/have equity in discipline/difficult classes
• Compact Steering Committee – what happens after 2 years?
• Needs:
• Curriculum building
• Lesson building
• Resources

• PLT – Professional Learning Teams

Comments:

Appears grade level and subject matter makes a difference as far as level of involvement of mentors and collegiality.

Maine Assessments Impact Chapter 177

MEA website and benefits and retirement