12 Read Across Maine Maine Education Association kicked off the annual Read Across Maine initiative in March with special school visits
SPECIAL SELECTIONS
In the Know
6 Quotes and Numbers
Together as One Winter Conference
8 Check out what members are saying about MEA's professional learning opportunity
MEA Summer Camp
10 July 27-28 at USM in Portland
Celebrate Diverse Books
11 Celebrate a nation of diverse readers with these recommended books
What I Love About School
14 See details for our upcoming Maine Educator magazine cover contest
MSAD 51 Education Association Rally for a Fair Contract!
15 MSAD 51 Ed Techs and school secretaries in MSAD 51 have been working without a contract since July 1, 2025
ECE Virtual Conference
28 April 11 from 9:30a.m.-12:30p.m. virtual on Zoom
DEPARTMENTS
4
31
Spring 2026
FEATURES
The Reality of Educator Pay in Maine
16 MEA data shows that while educator pay has risen across all job categories, wages are still not keeping pace with inflation. For thousands of Maine educators, the experience is the same: they love their work, but the numbers don’t work for them.
MEA Members Show Up in Augusta to Advocate for Public Education
20 MEA members have been showing up in the halls of the State House for MEA’s weekly Lobby Days and testifying in front of the legislature to advocate for their students, schools, and profession.
98th MEA Representative Assembly
22 Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 98th annual RA members will discuss the following proposals that you can read
Navigating the School Budget Process
26 MEA developed this guide to help your local engage effectively in the budget process and strengthen its ability to support the passage of budgets that reflect community values.
Hargrove
Cole
Board of Directors
District A: Pamela Kinsey
District B: Lauren Remington
District C: Kendrah Fisher
District D: Ally Loukas
District E: Thresa Mitchell
District F: Jill Plourd
District G: Valerie Pinkham
District H: Stephenie Michaud
District I: Rick Beaulè
District J: Jason Curry
District K: Tom Walsh
District L: Rebecca Manchester
District M: Stephanie Wigginton
District O: Michael Grillo
District P: Lisa Henderson
District R: Kay Grindall
District ESP: Jay Nicholson
Student: Julia Gay
Maine Educator (ISSN #1069-1235) is published by:
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President's Message
Spring Reflections and the Road Ahead
I walked into my classroom on my first day as a teacher with my green gradebook in my hand. A chalkboard hung from the wall, the dust reminiscent of my own student days. The intercom system beeped and gave announcements, as students rushed down the halls to their first class.
I soon built relationships with the other teachers in my department, some of whom were also new. There were a few early career educators in the building, and we quickly formed a “subgroup” supporting each other. There were also veteran educators who tried to mentor us and aid our transition into the professional world. They told stories about their summer jobs at youth camps and ice cream shops, earning enough to pay their college tuition, while having a little bit left over for spending. Their early salaries, while meager, were supplemented by coaching, or club advising, enabling their spouse to stay home and care for kids. Family health care was covered by the district. I realized how different our early career experiences were. My veteran colleagues had started off their careers broke, while I was in serious debt.
It is becoming harder to be a public educator. Rising insurance costs reduce our health benefits, inflation is outpacing wages, and the 2011 pension cuts have forced some retired teachers out of their homes. Many aspiring teachers say that the high costs of housing, transportation, and groceries make it hard to do student teaching, and that starting salaries are too low to cover student loans. At the same time, school districts are facing higher costs and are struggling to pass budgets that protect student programs.
I’m proud of the Maine Education Association’s efforts over the 132nd legislature to support public education. We are at the forefront, working to increase wages statewide and locally, elevating the importance of student teaching and field experiences so that anyone can join the profession, and
securing retirement benefits by increasing the state share health care premiums.
Working in public schools is a noble profession, but we shouldn’t have to be nobility to afford the career. Educators working two or three jobs to pay off student loans and to make ends meet are denying themselves and their families time. When educators donate to food banks, booster clubs, and school activities while their benefits are being cut, they end up subsidizing the community.
Maine educators deserve communities that support them. I am confident that we will succeed in raising the minimum teacher salary to $50,000 and the state’s share of retiree health care to 65% during this legislative session and that this will improve many lives.
I look forward to working with our local associations to organize for the future, to address the many challenges facing public education, from pre-kindergarten through higher education. It will take all of us working together. As spring brings longer days, and warmer weather, think about how you can help your local association and our statewide union to advance our vision of a great public school for every Maine student.
One way our members work to improve public education is through the Screening & Endorsement process. Each local president or their designee, Representative Assembly Delegate, and Government Relations committee member is invited to be part of the process of selecting candidates that we believe will be partners in advancing the cause of public education. Please talk to your local president if you would like to elevate your voice and be part of the solution.
Thank you for all that you do to help strengthen our organization and build collective power throughout the state.
MEA members at the Legislature, supporting 55% state funding for education and a $50,000 minimum teacher salary.
Hargrove
The More Things Change the More They Stay the Same
If you are like me, you basked in the warmth of a 60 plus degree day recently, hoping for the end of the cold dreary days of a hard winter in Maine. It was only a peek though, and winter was still in full force as I drove to the office in 30-degree snowy weather just a few days later. One thing is true though – that spring is right around the corner with sunny days and blooming flowers (and not just pipe cleaner ones).
In addition to longer days and warmer weather, April 1st is the beginning of early enrollment for new MEA members. Early enrollment is the period of time that educators can join and not pay any dues until the next membership year which begins each September. It is like a free trial period for union membership. This trial period (the time up to September) allows new members many rights of membership but not all; the complete list can be found on the MEA website. It is a great way to show value to those who are thinking of joining us and our mission.
While early enrollment is not new, the way new members will engage with our union is. MEA has a new Join Now portal
which streamlines the enrollment process and provides the new member and local leadership quick confirmation of their union membership. In addition, the MEA Board of Directors recently voted to explore different methods of dues collection, and we are beginning with all new members. Potential members will be directed to our new Join Now portal which will allow them to directly enter all the personal information electronically and pick a new method of dues collection – like credit card or electronic funds transfer.
MEA is not limiting these different options to just new members. Over the next year and beyond, we will be seeking to partner with local associations who want to offer these new dues collection methods to their current members. We will also be providing opportunities for current members to individually convert their membership to these new methods. Stay tuned for more information in the near future.
While change can be difficult, it is essential to protect the union and build power and influence. MEA has been using the same methods to enroll members and collect dues for decades, arguably since its inception. It is time to evolve and strengthen our relationship with our members and their goals. The connection between you and MEA, your union, is the most important relationship for MEA’s success. Putting the power and control in the hands of members will be essential to navigate these current times.
Speaking of power, MEA is still collecting members’ personal emails and cell phone numbers so we can provide members with essential information and updates without going through public entities. If you have not updated your contact information, please consider doing so soon.
To help promote early enrollment and the new Join Now portal with new
dues options, MEA has developed new membership materials to facilitate membership enrollment and answer questions folks may have. Local leaders have access to these on the MEA website and through your Uniserv Director.
But to summarize a few key points…
1) The new Join Now portal went live on the MEA website in February.
2) MEA has moved away from paper forms and sends potential members to our secure online Join Now portal. Membership materials have QR codes and links for easy access.
3) MEA does not have access to, nor do we see, any banking information inputted into the system by a member.
4) Current members will be invited to convert to a different dues collection method in the future. No current member is being forced to convert to a different dues collection method at this point in time.
While membership processes are changing for growth and influence, the fact remains that our members are the most important part of the MEA. That will never change.
Steven Scoville (Kennebunk-ArundelKennebunkport EA)
Kirsta St. Cyr (Lewiston EA)
18 Artists Featured
18 Artists featured at MEA Headquarters. Their artwork will be displayed at Headquarters in Augusta from March through November 2026. Make sure to check it out the next time you visit!
$45,830
Average Starting Salary for Teachers
$45,832 is the average starting salary for teachers in Maine. Learn more about salary data on page 16 and how MEA is working to lift the minimum teacher salary to $50,000 on page 20.
261*
school districts in Maine
Read about how they pass the school budget that impacts you and your students on page 16.
*Department of Education Data maine.gov/doe/data-reporting/warehouse
Cook's Corner Cook's "Calming" Corner
Whether a student has several adverse childhood experiences or is simply trying to navigate the challenges of interpersonal relationships or cope with world events, every student enters school with stressors that affect their ability to learn and engage. As educators, it is important that we give students tools and strategies to cope with these stressors. One tool that many have already adopted are “calming corners”, “chillout corners”, or “peace places”. These are classroom spaces designated to manage emotions, reduce stress, and regain focus.
NEA’s Disability Rights and Inclusion Cadre has developed a checklist to help support an effective space in your classroom.
In addition to their checklist, remember to also focus on pre-teaching and reminding students about transitioning to and from the space. Scan the QR code below to use this tool!
Planning Your Space
� Choose a quiet area away from busy traffic.
� Ensure visibility for safety while maintaining student privacy.
� Decide if it will be a permanent space or a pop-up area.
� Get input from students, families, and/or staff on what helps them feel calm.
� Create a list of activities, such as drawing, coloring, doing puzzles, doodling, building blocks, etc.).
� Create clear classroom expectations for when and how students can use the space.
Setting
Up Your Space
� Provide soft lighting; for example, lamps, string lights, or natural light.
� Feature visual of calming space expectations, using images and/or words.
� Use comfortable seating, such as beanbags, cushions, small chairs, etc.
� Display visual supports, such as calmdown cards, breathing visuals, and emotions charts.
� Include sensory tools, like fidgets, stress balls, and noisecanceling headphones.
� Provide grounding tools; for example, a weighted lap pad, small stuffed animal, or smooth stone.
� Use calming colors, such as soft blues, greens, and neutrals.
� Keep the space tidy and predictable.
LEARN MORE
Do you have a calming corner? Send along a picture to mcook@maineea.org to be featured in an upcoming social media highlight.
Director of Training & Early Educator Engagement
mcook@maineea.org
Teaching Self-Regulation
� Model how to use the calming space as well as when and how to return to learning.
� Encourage students to identify emotions before entering.
� Provide choices; for example, taking time to quietly reflect, draw, breathe, or read.
� Reinforce positive use, like “You took a break and came back ready—great job!”
� Collaborate with support staff to monitor effectiveness.
Promoting Cultural and Global Awareness
� Reflect on universal symbols of peace and calm, such as nature, water, and soft music.
� Incorporate visuals and tools that represent diverse backgrounds.
� Ensure all students—verbal, nonverbal, and multilingual—can use supports and tools.
� Avoid religious or culturally specific items unless they fit your community context.
Maintaining and Evaluating Your Space
� Rotate materials and supports to keep the space engaging.
� Replace worn or broken items.
� Invite student feedback; ask “What helps you calm down?”
� Document impact on focus, behavior, and classroom climate.
Scan QR code for transition plan!
Mallory Cook
WINTER CONFERENCE
→What Members Are Saying:
“Being surrounded by passionate educators reinforced that our greatest strength is in our collective voice. The union creates intentional space for collaboration, leadership development, and shared solutions, ensuring that educators are supported and empowered to advocate effectively for students and for the future of public education.”
Lauren R. (Calais EA)
“Connecting with educators across Maine widened my community and strengthened my sense of belonging. I left feeling supported, encouraged, and more connected to a network that shares resources, strategies, and advocacy for students and educators.”
Vilma M. (Lewiston EA)
Members
→Martin Malague (AFUM) leads “Workplace Conversations” a session that helps educators build the communication and collaboration skills we value but rarely get to practice.
→Board member Kay
presents her
"I walked away with practical strategies, a deeper understanding of how to support grieving students, and a renewed sense of responsibility to approach this work with empathy and care. This session was impactful in ways that will stay with me long after the conference."
→One of the day’s highlights is the chance for educators from across Maine to connect. Here, Andria Paillasson (RSU 19 EA) takes a moment to connect with another member during the morning icebreaker activity.
→Kate MacLeod (AFUM) leads members through a session on why inclusive education matters and how educators can implement greater inclusion and foster greater belonging in their schools and classrooms.
→
in Machias warm up with a BINGO icebreaker activity.
Grindall (MEA-Retired)
session, The Empty Chair: Helping Students Cope with Grief.
Lauren Remington
SUMMER camp
MEA Summer Camp offers the perfect FREE opportunity for members to connect with union colleagues from across the state and to enhance their skills as educators, leaders, and change-makers.
DEAR NEW FRIEND
BY TARANEH MATLOOB
To invite a new friend to his home, a young boy writes a letter that warmly shares the customs, foods, and traditions of his Persian family.
DEER RUN HOME
BY ANN CLARE LEZOTTE
Effie, a twelve-year-old Deaf girl, navigating neglect, isolation, and trauma in an abusive family learns how to be vulnerable and trusting with support from a caring ASL interpreter, a smart new friend, and a supportive teacher.
THE ART THIEVES
BY ANDREA L. ROGERS
In 2052, a young Cherokee woman named Stevie Henry has her plans for college upended when a time-traveling art thief warns of impending climate disaster and societal breakdown, forcing her to navigate love, loss, and survival in a collapsing world.
Maine Education Association Launches Annual Read Across Maine Program
Maine Education Association kicked off the annual Read Across Maine initiative in March with special school visits at Guy Rowe Elementary School in Norway and Oxford Hills Comprehensive High School in South Paris. To launch a month-long celebration of reading, MEA President Jesse Hargrove spent the day reading with students across multiple grade levels.
Maine Education Association’s Read Across Maine initiative encourages educators to help students explore books across a variety of genres and subject areas—from poetry and Maine authors to recipe cards and STEM connections.
The morning began at Guy Rowe Elementary School, where Hargrove joined MEA Board member Stephenie Michaud in visiting first, second, third,
and fourth-grade classrooms. Keeping with the theme of Read Across Maine, Hargrove shared several Maine-based books with students, highlighting authors and stories connected to their own communities.
In Mrs. Cassady’s fourth-grade class, Hargrove read How to Tap a Maple by Maine author Stephanie Mulligan. The story sparked lively conversations about one of the students' favorite local traditions, making maple syrup. They shared memories with Hargrove and one another about tapping maple trees, visiting sugar shacks, and making syrup with their families.
Later at Rowe, first graders joined their third-grade reading buddies to hear Circus Ship by Chris Van Dusen, one of Hargrove’s favorite Maine Authors. The
"Spending the day reading with students reminded me just how powerful books can be in sparking curiosity and joy."
Jesse Hargrove
MEA President
first graders later wrote to Hargrove to share their enthusiasm for the title.
“You are an amazing reader. Thank you so much!” one student wrote. Another added, “I loved that book. It was the best book!”
Their excitement showed what MEA’s annual program is all about: inspiring a love of reading, sharing stories that connect to their communities, and bringing literacy into every subject, both in the classroom and beyond.
After wrapping up a morning of reading, Hargrove traveled to Oxford Hills Comprehensive High School, where he joined MSAD 17 EA President Jeni Jordan to read Maine-based poetry with a group of high school students.
“Spending the day reading with students reminded me just how powerful books can be in sparking curiosity and joy,” said MEA President Jesse Hargrove. “Their excitement, their stories, and their questions made it clear that when we invest in reading, we’re investing in their future.”
Throughout March, PreK-12 students and classrooms could participate in MEA's Read Across Maine Challenge by completing BINGO-style reading cards tailored to their grade levels. The activity turns reading into a classroom-wide engagement opportunity with a bit of friendly competition.
MEA hosts the Read Across Maine program every March as part of the National Education Association’s Read Across America initiative, which encourages students nationwide to embrace reading as a joyful, daily habit.
THE CIRCUS SHIP
BY CHRIS VAN DUSEN
When a circus ship runs aground off the coast of Maine, the circus animals must stagger to the shore of a small island. At first the townspeople view them with suspicion, but it's not long before locals and animals are sharing the island in harmony. Loosely based on a true historic event, The Circus Ship is a story about the bonds of friendship and community.
Featured Read Across Maine Titles: President Hargrove chose the following titles to share with classrooms during our Read Across Maine launch in March. Each title feature Maine-based authors or settings and integrated seemlessly into the classroom BINGO challenge.
AT ONE: IN A PLACE CALLED MAINE
BY LYNN PLOURDE
At One: In a Place called Maine is a love letter to the state of Maine, lyrically and graphically celebrating its inspirational beauty from the wilds of Baxter State Park to the crashing waves of the Atlantic.
HOW TO TAP A MAPLE
BY STEPHANIE MULLIGAN
Have you ever wondered how maple syrup is made and where it comes from? Join Luke and Layla on their next adventure as Grampy teaches them all about tapping maple trees. A Sugar Slang glossary and facts about maple sugaring are included.
Oxford Hills Comprehensive High School
WICKED WILD POEMS OF THE PINE TREE STATE
BY DIANE LANG
From salamanders to seagulls and every tree, bush, and animal in between, these poems celebrate the familiar wild living things we cherish from the Maine woods to the craggy windswept coastline.
LEARN MORE
Read Across Maine Resources
We've compiled a range of resources to help students on their reading journey. Visit: maineea.org/ readacrossmaine
Guy Elementary Grades 1 & 3
Guy Elementary Grade 2
Guy Elementary Grade 4
WHAT I LOVE WHAT I LOVE ABOUT SCHOOL ABOUT SCHOOL WHAT MAGAZINE COVER MAGAZINE COVER CONTEST CONTEST
MEA invites students Pre-K-12 to submit art depicting the theme “What I Love About School.” Finalists will be selected in the following categories Pre-K-3, 4-8, 9-12, and one overall winner chosen from the finalists to have their work showcased on the cover of the magazine.
DEADLINE: MAY 1, 2026 MAY
DEADLINE: MAY 1, 2026
MSAD 51 Education Association Rally for a Fair Contract!
Ed Techs and school secretaries in MSAD 51 have been working without a contract since July 1, 2025.
In February, thirty-three members of the MSAD 51 Education Association (MSAD 51 EA) gathered outside the district’s central office to show support for the Education Support Professionals (ESP), who have been working without a contract since July 1, 2025. MSAD 51 EA members formed an informational picket line, calling attention to the ongoing challenges ESPs face at the bargaining table.
ESPs are calling for improvements to health and safety procedures, stronger working conditions, and wage increases that would bring their pay in line with neighboring districts. Union leaders have also raised concerns about the district’s proposed wage scale, which they say provides meaningful increases to only a portion of staff.
MSAD 51 EA leaders emphasized that their proposals are designed to improve conditions for both students and educators. They are seeking to add stronger health and safety protections into the contract, improve sick leave language, and create a clear process for employee transfers, changes that they say will lead to more stable, supportive, and safe learning environments for students.
“We want higher pay for everyone, not just for some,” said Margaret McDevitt, one of the lead negotiators for the MSAD 51 EA.
“We want higher pay for everyone, not just for some.”
Margaret McDevitt
MSAD 51 EA
MSAD 51 Ed Techs and Secretaries aslo organized at a school board meeting in December of 2025.
The Reality of EDUCATOR PAY in Maine
MEA data shows that while educator pay has risen across all job categories, wages are still not keeping pace with inflation. For thousands of Maine educators, the experience is the same: they love their work, but the numbers don’t work for them.
→Key Takeaways
• The average statewide starting professional salary increased by 4%, reaching $45,830.
• York County has the highest average starting salary at $49,963, while Cumberland County saw the fastest growth, with starting salaries rising more than 5% last year.
• Maine’s average professional salary has grown more than 10% since 2023, rising to $68,820 in 2025–2026, yet it still trails the national average of $72,030.
• Professional salaries grew the most in Sagadahoc County, increasing 8% year over year.
Educators throughout Maine are struggling with higher housing and energy bills, more student loan debt, and the challenge of supporting their families. Even though salaries have gone up recently, many say these raises are not enough to match the rising cost of living. As a result, their financial situation is getting worse.
In February, MEA members returned to the State House to speak at the joint session of the Education and Financial Affairs Committees, where they urged lawmakers to raise the minimum salary to $50K.
“Maine has among the lowest beginning teacher salaries [in the country]. I am currently in my 10th year of teaching, I have a graduate degree, and I still do not make $60k annually. I'm blessed to be the mother of three kids but as a single-parent household, my $58,000 salary simply isn’t enough. The last few years, I have worked multiple jobs to provide for my children and myself. One job should be enough.”
Stephanie Wigginton MSAD 60 TA (Berwick)
One of those educators, was MEA Board member Stephanie Wigginton, a veteran teacher with over a decade of experience. She shared the financial realities she faces, despite a decade in the classroom and a graduate degree.
“Maine has among the lowest beginning teacher salaries [in the country]. I am currently in my 10th year of teaching, I have a graduate degree, and I still do not make $60k annually,” she told the committee. “I'm blessed to be the mother of three kids but as a single-parent household, my $58,000 salary simply isn’t enough. The last few years, I have worked multiple jobs to provide for my children and myself. One job should be enough.”
Wigginton’s story is far from unique. According to data from the Maine Public Employees Retirement System (MainePERS), more than 1,400 teachers leave the profession each year, while only about 400 new educators graduate from Maine’s teacher preparation programs. The imbalance is growing—and educators say compensation remains the central factor driving them away.
This strain is worsened by growing pay gaps across Maine, as salary growth rates are very different from one county to another.
This year, Cumberland County reported the largest increase in starting salaries, raising the average by over $2,500, or more than 5%. In contrast, Aroostook and Piscataquis counties experienced minimal growth, with starting salaries rising by only 2%, or less than $1,000 for the year.
Counties with faster growth in starting salaries, Sagadahoc and Hancock, saw increases of over 4%. Both counties also reported overall professional salary increases between 5% and 9%, showing that raising entry-level salaries benefits educators across the pay scale.
→Wages Adjusted for Inflation
Maine established a $30,000 minimum teacher salary in 2007, marking significant progress. More than a decade later, lawmakers approved a phased increase beginning in the 2020–2021 school year, raising the minimum to $40,000 over three years, where it remains.
However, the current minimum no longer reflects rising
costs. Adjusted for inflation, the original $30,000 would equal $46,526, well above today’s statewide minimum. Despite recent increases, starting salaries in ten Maine counties remain below this benchmark, leaving many early-career educators earning less in real dollars than those who entered the profession a decade ago.
In many parts of Maine, educator wages have not kept pace with the cost of living. When current starting salaries are compared to inflation-adjusted figures based on 2016 buying power, there are substantial and widening disparities between counties in both starting and average professional salaries. In these counties, educators earn thousands of dollars less in real buying power than those who started a decade ago.
The impact is most pronounced in Somerset and Piscataquis Counties, where starting salaries have lagged significantly behind inflation. Teachers now begin their careers earning about 5% less in real dollars, than those who entered the profession ten years ago.
This financial strain is a daily reality for many early-career educators in Maine, including MEA board member Kendrah Fisher, now in her third year teaching middle school in Piscataquis County.
In February, Fisher addressed legislators, sharing her experience and pointing out challenges many early career educators face as paychecks no longer cover as much as they once did.
“This year has been hard. Not because I don’t love my job, but because the reality of being a public school teacher in Maine is becoming increasingly difficult to sustain,” she told the committee. “The workload continues to grow, while pay has not kept up with the cost of living. There have been moments this year where I’ve honestly questioned whether I can afford to stay in this profession, both financially and in terms of achieving my personal goals of owning a home or starting a family with my husband.”
Fisher’s testimony reflects a broader reality facing many early-career educators across Maine, who say their paychecks no longer stretch far enough to meet rising living costs.
The Reality of EDUCATOR PAY in Maine
Continued on the next page →
Although starting salaries in some counties have kept pace with inflation or remained stable, overall salary averages are more concerning. In all but one county, the average teacher salary has failed to keep up with inflation, resulting in experienced educators also losing real wages each year.
In nearly every county in Maine, educators now earn less than they did ten years ago.
→Cost of Living
MEA’s salary analysis is especially significant when evaluated alongside the United Way’s ALICE (Asset Limited, Income Constrained, Employed) Household Stability Budget. The ALICE budget represents the true cost of attaining economic stability in Maine, encompassing the ability to save for emergencies and long-term objectives such as homeownership or future expenditures.
When you compare the cost of living with starting salaries, it’s clear that new educators do not make enough to reach financial stability as they advance in their careers.
For example, Cumberland County saw the largest increase in starting salaries this year, about 5% or $2,500. Still, a first-year professional in the county earns over $1,600 per month less than the financial stability threshold set by the United Way’s ALICE framework for one adult. As a result, these professionals struggle
to afford essential expenses like housing, transportation, healthcare, and saving for long-term goals such as buying a home or paying off student loan debt.1
Simply put, wages are increasing, but the cost of living is rising faster.
→The Value of a Master’s Degree Depends on Where You Teach
Most teaching contracts in Maine give educators a pay increase for earning a master’s degree, but the value of a master’s degree varies dramatically by county.
In Somerset County, educators receive the largest boost for earning an advanced degree—about $5,356 more per year. Meanwhile, in Washington County, the increase is less than half that, only $2,515 annually.
MEA's Support Staff Minimum Wage Bill Pays
Off
→Key Takeaways ESP Pay:
• ESP wages have risen 20% since 2022–2023, supported in part by LD 974, which raised the minimum wage for hourly school employees in 2024.
• Sagadahoc County has the highest average ESP pay at $42,792 per year.
• Washington County saw the fastest year- over-year growth, with ESP wages rising 11%, nearly double the statewide increase of 6%.
Following the passage of LD 974: An Act to Establish Minimum Pay for Educational Technicians and Other School Support Staff, wages for education support professionals (ESPs) across Maine have increased significantly.
Starting July 1, 2025, the law establishes new minimum wages. Educational technicians will earn at least 125% of the state minimum wage, while all other hourly school support staff will earn at least 115%. This was significant progress toward closing long-standing pay gaps for the staff and it's paying off across the state.
1 United For ALICE. (n.d.). Maine. Retrieved March 11, 2026, from https://www.unitedforalice.org/Maine
Because these wages are tied to the state’s minimum wage, ESPs will see their pay increase each year. These annual adjustments are an important step toward fairer pay, particularly for hourly educators in rural counties where wages have historically been low.
This year alone, wages for hourly employees in Washington County increased by 11%, while Aroostook County, which has the lowest average salary for support staff, still experienced a 7% increase.
Statewide, the average hourly wage for all support staff categories exceeds $25 this year, representing a 19% increase over 2022–2023. This growth helps employees who support Maine students keep up with rising living costs and remain in the jobs they value.
For the 2025–2026 school year, the minimum hourly wage will be:
• Ed Techs: $18.31 per hour
• All other hourly school staff: $16.85 per hour
On July 1, 2026, those rates will rise again to:
• Ed Techs: $18.88 per hour
• All other hourly staff: $17.37 per hour
Check out the all new MEA Salary Guide
Starting Salary in Maine
$45,830
Average statewide starting teacher salary increased by 4%.
↑20% ESP Wages
Increase since 2022-2023, supported in part by LD 974, which raised the minimum wage for hourly school employees in 2024.
Average Professional Salary in Maine
$68,820
Average statewide professional salary has grown more than 10% since 2023, yet still trails the national average $$72,030
Average ESP Salary in Maine
$36,194
The average statewide ESP salary grew over 6% last year.
New this year! We now have interactive maps on our website, that allow you to explore county averages, compare salary versus cost of living, and ESP averages by county! Visit: maineea.org/salaryguide
Scan QR code for salary guide
MEA Members Show Up in Augusta to Advocate for Public Education
MEA members are showing up in the halls of the State House for MEA’s weekly Lobby Days and testifying in front of the legislature to advocate for their students, schools, and profession. We will be working until the last bell to make sure we get our key priorities across the finish line. Here is what you need to know.
→Supplemental Budget
The Governor’s supplemental budget proposal for fiscal year 2026-2027 has a number of great proposals for public education; we are working to make sure the legislature supports funding the following priorities.
Raising the Minimum Teacher Salary to $50,000:
The Governor’s budget increases the minimum teacher salary from the current $40,000 to $45,000 beginning July 1, 2027, $47,500 beginning July 1, 2028, and then $50,000 beginning July 1, 2029. We know some teachers already earn well above this amount but given the shortages we are seeing we must increase the salaries offered to entry-level teachers. We also believe through collective bargaining we can increase salaries for teachers up and down the scale by increasing the minimum salary. The MEA has advocated for years for this improvement, and we are elated to see it in the Governor’s budget proposal.
Maintaining 55 Percent Education Funding:
The Governor’s budget proposes another $46 million to continue meeting the state’s obligation to pay 55% of local education costs and help hold down property tax increases. After more than a decade of advocacy, the state finally met the 55% state funding threshold in 2022, if passed, this budget reflects 5 years of the state meeting this commitment.
School Bus Safety:
After two tragic bus accidents in Maine, the Governor prioritized school bus safety and includes $5.9 million to retrofit all school buses in the state with anti-pinch door sensors and/or crossing arms. This funding will help improve safety for 2,300 Maine school buses.
Implementing a Cell Phone Ban in Schools:
The Governor proposes spending $700,000 to help provide funding for public schools to adopt and implement policies banning cell phones during the school day.
Making Free Community College Permanent:
The future of the Free Community College program has been in limbo since last year's budget stopped short of making it permanent. The Governor calls for fully establishing the program and dedicating an additional $2.5 million to support it going forward. According to the Governor's Office, 23,000 students have participated and 2,000 of those students have continued their study in the University of Maine System or other fouryear institutions since its launch in 2022.
If lawmakers do not include funding for the program in this year’s budget, Maine would become the first state in the nation to create a Free Community College initiative only to later dismantle it.
→Health Care for Retired Teachers and Education Technicians
Former Governor Paul LePage made sweeping cuts to MainePERS pensions for educators and despite years of advocacy, those reductions cannot be reversed due to Maine’s constitutional restrictions.
What the state can do, however, is lessen the financial burden on retirees by increasing its share of health care costs for educators and others in the MainePERS system. Raising the state contribution for the MEA BT Medicare Advantage plan from 60% to 65%, a cost that is a little more than 3 million, would make a meaningful difference for retirees.
MEA is working with MEA Retired leader, Representative Jan Dodge to pass LD 111, An Act to Increase the State Share of Retired Teachers Health Care. This bill will help ensure current and future retirees can count on the support they’ve earned.
Mackenzie Belanger (CCFA), Representative Amy J. Roeder, and Tia Zukowski (CCFA)
Rick Beaule (Gardiner TA), Representative Jan Dodge, and Kennedy Raymond (Lewiston EA)
"Our public schools are in dire need of resources in order to meet the complex needs of the students that are put in front of us each and every day. I have seen firsthand in my role as a head teacher in my elementary school, that our students are coming in with more complex mental health needs each day... We do not have enough school counselors, social workers, or nurses to handle the influx of social and emotional issues that our students are bringing through the school doors each day."
Beth French MEA Vice President
"Their [my students] success depends on consistent staffing, strong support services, readily available high-quality resources, and manageable class sizes. Tight budgets are not theoretical to us. They show up when intervention positions are reduced, when support staff is stretched thin, and when educators are asked to do more without additional resources or support."
Jaye Rich MEA Treasurer
TAKE ACTION
Stay up to date with what is happening at the State House:
1) Sign up for our weekly Under the Dome Newsletter 2) Visit our MEA advocacy website maineea.org/actioncenter
Scan QR code to take action!
MAINE GUBERNATORIAL PRIMARY SCREENING & ENDORSEMENT PROCESS
What is a Primary Endorsement?
This year, the MEA Board has authorized the use of a primary endorsement process for both the Republican and Democratic gubernatorial primaries. This means any candidate running in either party’s primary for Governor may seek MEA’s endorsement during the primary phase. This process applies only to the gubernatorial race.
What About the General Election?
Candidates who win their party’s nomination will not automatically receive MEA’s endorsement in the general election, even if they were endorsed in the primary. Instead, the nominated Republican and Democratic candidates will be invited to participate in MEA’s separate general election endorsement process.
Who Decides?
The Screening and Endorsement team is made up entirely of MEA members consisting of MEA Officers, MEA Board of Directors, MEA Government Relations Committee, Local Association Presidents or their designees, and MEA Representative Assembly (RA) delegates.
The Process
MEA prides itself on having a clear, fair, and democratic process leading up to the endorsement of a candidate.
Step 1
Following the June Primary, questionnaires on public education issues are sent out to candidates. All questionnaires must be filled out by the candidate and returned to MEA by the deadline to be considered for the Screening and Endorsement process.
Step 2
The Screening and Endorsement team meets in July to evaluate the questionnaires. MEA members on the Screening and Endorsement team lead discussions to determine which candidates align with MEA policy priorities and propose candidates for MEA’s collective endorsement.
Step 3
The Screening and Endorsement team sends endorsement recommendations for candidates to the MEA Board of Directors who make the final decision on endorsements by the Union.
Step 4
After the June primary, the winning Republican and Democratic nominees— along with any independent candidates— will be invited to participate in MEA’s separate Screening & Endorsement process for the November General Election.
Each year, the MEA holds its Representative Assembly (RA), the democratic body of the Union. At the 98th annual RA members will discuss the following proposals seen on the next several pages.
2026 PROPOSED NEW BUSINESS ITEMS
1. The MEA will fund two MEA members to participate in the 202627 Labor Summer Institute to build solidarity with other Maine unions on common-cause issues and actions.
RATIONALE: In mid-August, the AFL-CIO, in conjunction with the Bureau of Labor Education, holds an annual two-day Labor Summer Institute at the University of Maine for members of a diversity of unions across the state. With its longstanding tradition of bringing union members together, the Summer Institute brings union members to develop collaboratively ideas, strategies, and skills, focused on important issues common to us all, no matter what our field. Over the course of the Institute participants take part in workshops, general discussions, and planning for the future work of unions in Maine. Last year, several MEA members attended on their own without support, while one person attended with the help of last year’s MEA support through a passed NBI in 2025. All found it a worthwhile conference.
MEA As An Organization Goal, Objective #3: #3. Increase MEA’s influence statewide. Submitted by: Individual,Michael Grillo, AFUM Estimated budgetary impact: 456.00 (two participants at 170.00 each plus one night dormitory stay at $56.00. Please note these costs are based on 2025 costs.
2. The MEA will explore opportunities to fund release time for local presidents, or their designee, to
conduct local association business.
RATIONALE: The local association is the foundation of our membership. Exploring opportunities for release time, supporting local leaders and other leadership development opportunities will positively impact membership, organizing, and our leadership capacity.
Quality of Learning Goal, Objective #4:
#4. Promote highly skilled and collaborative professional leadership.
3. The MEA will research and organize specialized retirement planning seminars for higher education locals that provide expert guidance on Social Security benefits, Medicare enrollment, and state Medicaid guidelines.
RATIONALE: The MEA already provides retirement planning support that includes the Maine Public Employees Retirement System MPERS. Higher Education locals do not currently have an equivalent retirement planning event.
Professional Autonomy Goal, Objective #2: #2. Expand MEA’s capacity to be a resource for professional information and opportunities.
Submitted by: Local Association, Universities of Maine Professional Staff Association, Sara Abronze Estimated budgetary impact: Unknown
4. The MEA will demand that the University of Maine System implement a cost-effective, socially responsible retirement investment option that explicitly excludes corporations, state-owned entities, or financial products identified as complicit in supporting the violent and unconstitutional activities of Immigration and Customs Enforcement (ICE).
RATIONALE: Higher education workers should not be forced to choose between a secure retirement and their moral principles. Our retirement dollars should not empower activities that contradict our values as public educators. I believe a list of supporting organizations can be provided to the University of Maine System.
Economic Goal, Objective #4: #4. Improve retirement and healthcare benefits for all educators.
Submitted by: Individual, Sara
Abronze, Universities of Maine Professional Staff Association
Estimated budgetary impact: Unknown
5. The MEA will advocate for the adoption of comprehensive Workplace Violence Prevention Plans across all higher education locals, modeled after regulations requiring employers to conduct thorough risk assessments, establish clear reporting protocols, and develop specific emergency responses for when weapons are reported on campus.
RATIONALE: As highlighted by recent regulatory trends, public employers must proactively identify hazards rather than simply responding to incidents. This NBI ensures that our higher education members are protected by policies that mandate risk assessment, training, and clear action steps, bridging the gap between workplace safety standards and campus security realities.
Working Conditions Goal, Objective #1: #1. Ensure workplace environments meet the health and safety needs of educators and students.
Submitted by: Individual, Sara Abronze, Universities of Maine Professional Staff Association Estimated budgetary impact: Unknown
6. The MEA will advocate for and develop model contract language requiring higher education employers to implement a comprehensive campus safety program. This program must include professional development for all employees on deescalation techniques outside of the classroom, as well as clearly defined emergency protocols for identifying dangerous individuals on campus.
RATIONALE: True workplace safety requires proactive education, not just reactive measures. Due to the public nature of our buildings, employees are sometimes the first people to interact with dangerous individuals who have entered a campus or building. This NBI ensures that members are equipped with the skills to de-escalate volatile situations and understand exactly what steps to take for help.
Professional Autonomy Goal, Objective #1: #1. Increase MEA members’ involvement in establishing standards for their professions.
Submitted by: Individual, Sara Abronze,
Universities of Maine Professional Staff Association
Estimated budgetary impact: Unknown
7. The MEA will research and provide recommended language for contract bargaining that supports a Human-Centric AI Policy, ensuring that artificial intelligence is used exclusively to augment and support human labor, not to replace, automate, or displace it.
RATIONALE: The rapid advancement and implementation of Artificial Intelligence (AI) technologies in education present both opportunities for efficiency and significant risks to job security, pedagogical integrity, and professional autonomy.
MEA as an Organization Goal, Objective #4: #4. Expand the capacity of local associations to advocate for their members.
Submitted by: Individual, Sara Abronze, Universities of Maine Professional Staff Association
Estimated budgetary impact: Unknown
8. The MEA will assist Higher Education locals in legislative lobbying efforts for a $250 million Capital Bond dedicated to urgent life-safety, health-hazard remediation, ADAaccessible, and energy-efficiency upgrades within the University of Maine System.
RATIONALE: A $250 million bond will immediately address the backlog of deferred maintenance, create thousands of construction jobs for Maine residents, and ensure our public university system remains competitive for the next generation of students.
MEA as an Organization Goal, Objective #2: #2. Increase members’ level of grassroots participation.
Submitted by: Individual, Sara Abronze, Universities of Maine Professional Staff Association
Estimated budgetary impact: Unknown
9. The MEA will urge the University of Maine System Board of Trustees to adopt a fair funding model that distributes state appropriations across all seven campuses, independent of peer institution benchmarks or student residential status.
RATIONALE: Funding models that distinguish between commuter and residential students fail to recognize that retaining commuter
students often requires higher investment. True equity means funding the student, not their housing status. Furthermore, benchmarking against out-of-state peers ignores the unique mandate each UMS campus has to its local community and economy, resulting in funding gaps for some institutions. Ultimately, these disparities have trapped urban campuses like the University of Southern Maine in an annual destructive cycle of budget cuts, employee layoffs, program eliminations, and a growing backlog of deferred maintenance.
MEA as an Organization Goal, Objective #2: #2. Increase members’ level of grassroots participation.
Submitted by: Individual,Sara Abronze, Universities of Maine Professional Staff Association
Estimated budgetary impact: Unknown
10. WITHDRAWN
The MEA will support expanding our statewide influence through developing a comprehensive, virtual, and accessible Mentorship and Induction Handbook that can serve as a statewide model for effective teacher mentorship and induction programs.
RATIONALE: America’s public schools are facing a “five-alarm crisis” regarding educator retention and burnout, and Maine is not immune. According to a 2022 survey by the National Education Association (NEA), an alarming 55% of educators indicate they are ready to leave the profession earlier than planned. This is a staggering increase from the 37% reported just months prior, highlighting a rapidly accelerating exodus from our classrooms.
Mentorship is a proven strategy for increasing teacher resilience and reducing the isolation that leads to burnout. However, mentorship quality in Maine is currently inconsistent across districts. By developing a comprehensive, virtual “Mentorship Handbook,” the MEA provides a “multiple model of support” as advocated by NEA President Becky Pringle.
MEA as an Organization Goal, Objective #3: #3. Increase MEA’s influence statewide.
Submitted by: MEA Committee, Instruction and Professional Development Committee, James Skrabak
Estimated budgetary impact: $2,000
11. The MEA will ensure workplace environments meet the health and safety needs of educators and students by supporting the recommendations in the Maine Education Policy Research Institute 2025 behavior report.
RATIONALE: The MEPRI recommended 4 practices and policies that should be followed or considered for the safety of educators and students when creating an optimal learning environment. Members often cite behavior as one of their top concerns.
Working Conditions Goal, Objective #1:
#1. Ensure workplace environments meet the health and safety needs of educators and students.Submitted by: MEA Committee,Instruction and Professional Development Committee, James Skrabak Estimated budgetary impact: None
12. The MEA will explore opportunities to recognize Piper Day statewide in the ongoing effort to support the teaching of Indigenous history and historical discrimination.
RATIONALE: This NBI supports NEA NBI # 14 from the 2025 NEA RA which recognizes June 2nd as “Piper Day” on the official NEA Calendar (beginning June 2, 2026); and calls on the NEA to publicize Alice Piper (a 15year old Paiute student), and her role in the landmark California Supreme Court desegregation decision, Piper v. Big Pine (1924), thirty years before Brown v. Board of Education (1954). Government Relations and Funding Goal, Objective #5: #5. Expand and strengthen coalitions to achieve political and professional goals, including social and racial justice
Submitted by: MEA Committee, Human Civil Rights and Social Justice Committee, Lexi Fontaine Estimated budgetary impact: Unknown
PROPOSED CHANGES TO BYLAWS ARTICLE I. MEMBERSHIP
Section 1. Membership Categories
There shall be nine (9) classes of membership in the Association: Active Professionals, Active Education Support Professionals (ESP), Past President, Retired, Student, Reserve, Non-Teaching Professionals, Staff, and Community Ally. RATIONALE: The additional language provides distinction between the membership classes of Active Professionals and Active Education
Support Professionals. Also, it includes the complete title for the Education Support Professional (ESP) role.
SUBMITTED BY: Erika Landry, on behalf of ESP (Education Support Professionals) Committee
STRUCTURE & BYLAWS COMMITTEE
RECOMMENDS: Ought to Pass
ARTICLE II. Representative Assembly Section 4. Elections
E. Maine Public Employees Retirement System Trustee
1. The Maine Education Association representative on the Board of Trustees of the Maine Public Employees Retirement System shall be nominated and elected in accordance with the procedures followed in the election of officers. The term of office shall be as defined in the Maine Public Employees Retirement System Laws, Title 5, Part 20, Chapter 421, Subchapter 3, s17102. Chapter 101, Subchapter II, s1031.
2. In the event of a vacancy in the MEPERS Trustee seat, the vacancy shall be filled by election of a new trustee by either the Board of Directors at its next regular meeting or the Representative Assembly at its next meeting, whichever is sooner. Consistent with the statute, the vacancy shall be filled for the remainder of the term (Title 5, Part 20, Chapter 421, Subchapter 3, s17102).
3. In the event that a vacancy occurs such that the MEA would go unrepresented at a meeting of the Board of Trustees of the Maine Public Employees Retirement System before the next regular meeting of the MEA Board of Directors or the Representative Assembly, the President shall call a special meeting of the Board of Directors for the purpose of electing a trustee to fill the vacancy for the remainder of the term.
RATIONALE: 1) To update the statute reference, because there was a change in the statute.
2) To spell out the process for filling a vacancy for this position.
SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee
STRUCTURE & BYLAWS COMMITTEE
RECOMMENDS: Ought to Pass
ARTICLE III. National Education
Association Representative Assembly
Section 1. Active Professionals and Active Education Support Professionals
Only persons who have been and remain aActive Professional and aActive eEducation sSupport Professional members of the Maine Education Association and the National Education Association are eligible to be delegates to the National Education Association Representative Assembly. Elections shall be conducted in accordance with procedures outlined in the MEA Standing Rules and Elections Handbook and the NEA Election Guidelines.
RATIONALE: The additional language of the complete membership category provides clarity as to who is able to participate in the NEA RA as a delegate, both Active Professionals and Active Education Support Professionals.
SUBMITTED BY: Erika Landry, on behalf of ESP (Education Support Professionals) Committee
STRUCTURE & BYLAWS COMMITTEE
RECOMMENDS: Ought to Pass
ARTICLE V. Board of Directors
Section 2. Duties
B. Members of the Board of Directors shall:
4. provide support to local leaders to help make sure local associations are in compliance with current MEA affiliation requirements;
5. recruit members to serve in MEA governance roles such as MEA Committee member, delegate to the MEA Representative Assembly, and delegate to the NEA Representative Assembly;
6. develop the leadership skills and capacities of members serving in MEA roles such as MEA committee chair, MEA committee member, and delegate to the MEA Representative Assembly.
RATIONALE: These additions would simply codify into the bylaws duties that board members have recently started to take on already. Fulfilling these duties helps promote the health and vitality of both local associations and the MEA.
SUBMITTED BY: Tom Walsh
STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass
ARTICLE VI. Committees
Section 2. Standing Committees
B. Government Relations Committee
A Government Relations Committee shall develop and help support the association’s
legislative goals. The committee shall receive and review proposed amendments to the Legislative Platform and shall present them to the Representative Assembly in accordance with Standing Rule 3, Section 4-D. The committee shall and also review and recommend revisions to the screening and endorsement process. Members shall also serve on the screening and endorsement committee.
RATIONALE: Pending passage of the amendment to Standing Rule 3, Section 4.D, which outlines a process for amending the legislative platform, this proposed amendment would update the description of the GR Committee’s purpose to include receipt and review of proposed amendments.
SUBMITTED BY: M.White, on behalf of Structure & Bylaws Committee
STRUCTURE & BYLAWS COMMITTEE
RECOMMENDS: Ought to Pass
PROPOSED CHANGES TO STANDING RULES
RULE
2. ELECTIONS PROCEDURES
Section 2. Elections of MEA Representative Assembly Delegates/ Alternates Conducted by MEA
A. Elections for the following delegates/alternates shall be conducted by the Maine Education Association:
1. Cluster Delegates/Alternates for MEA Representative Assembly
2. Higher Education Delegates/ Alternates (excluding University of Maine system) for MEA Representative Assembly
3. Maine Education AssociationRetired Delegates/Alternates for MEA Representative Assembly
4. Student Delegates/Alternates for MEA Representative Assembly
RATIONALE: The early deadline for filing notice of intent does not align well with the University of Maine System’s academic calendar, used by ACSUM, AFUM, and UMPSA higher education members, and, as a result, negatively affects participation levels at the MEA RA. The ACSUM, AFUM, and UMPSA local presidents agree that we’d like to handle our own elections internally, which will allow us to maximize participation.
SUBMITTED BY: Sara Abronze, UMPSA, on behalf of AFUM, ACSUM, UMPSA STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass
RULE 3. MEA REPRESENTATIVE ASSEMBLY STANDING RULES
Section 4. Order of Business and Debate
D. The Legislative Platform, by a majority vote of delegates present and voting, may be amended at any annual meeting of the Representative Assembly; but any proposed changes must be submitted in writing to the Government Relations Committee in care of the Executive Director of the Association at least seventy (70) calendar days prior to the MEA Representative Assembly. The Government Relations Committee will review the proposed changes and 1. any proposed amendment to the Legislative Platform submitted to the committee shall be transmitted to the Representative Assembly or referred as appropriate. The proposal may be edited but the intent must remain the same. If a proposed amendment is edited or referred, the author shall be notified and the item shall be included in the committee’s annual report to the Representative Assembly; 2. a record will be kept of all submissions to the committee and such record shall be included in the committee’s annual report to the Representative Assembly; 3. the committee’s annual report shall include a recommendation of ought to pass, ought not to pass, or no position for each proposed amendment;
4. the committee will publicize changes to the Legislative Platform in MEA publications prior to the Representative Assembly; and the committee or MEA representative shall hold an open hearing on proposed changes to the Legislative Platform at MEA Pre-RA Overview (PROM) meetings.
D. E. Resolutions must be submitted in writing to the Resolutions Committee in care of the Executive Director of the Association by the close of business at least seventy (70) days prior to the annual meeting. All new business items submitted to the Resolutions Committee by 4:00 PM on Saturday shall be permitted on the floor of the Representative Assembly for discussion and voting.
E. F. New business items shall be reviewed by the Resolutions
Committee and presented to the Strategic Budget Committee as soon as is practicable following the close of business on the first day of the Assembly. The text of each proposed new business item that is submitted shall be distributed to the Assembly at the beginning of the second day, accompanied by the name of the mover and seconder, a brief written rationale, and budget implication.
F. G. A resolution is of undetermined duration and is defined to be a philosophical (belief) and/or position statement of the Maine Education Association.
G. H. A new business item is defined to be specific in nature and terminal in application relating to substantive policies or programs of the Association. New business items adopted by the Representative Assembly shall remain in effect:
1. until a specified expiration date or 2. until it is implemented or 3. for one (1) year, whichever occurs first.
H. I. No member shall speak and/or be recognized in debate more than twice to the same question during the same meeting or longer than three (3) minutes at one (1) time unless permission is granted by majority vote of the Representative Assembly.
I. J. A roll call vote shall be taken only after approval, by a standing vote, of one-third (1/3) of the delegates present and voting. The doors shall be closed while a count is being taken.
J. K. Delegates wishing to speak should approach the nearest microphone, hold up the colorcoded card indicating their purpose in seeking the floor and wait for recognition. Upon recognition, delegates seeking the floor shall state their name and local and the reason for which they seek recognition. Color-coded cards: Green Card – to speak in favor of a motion on the floor or to make a motion. Red Card – to speak against a motion on the floor or to make a motion.
White Card – to make a request for information or make a motion dealing with the general conduct of the meeting.Yellow Card – to raise a point of order.
RATIONALE: To add a process for revising/amending the legislative platform at RA that provides opportunity for member input and review by the Government Relations Committee. SUBMITTED BY: M.White, on behalf of the Structure & Bylaws Committee STRUCTURE & BYLAWS COMMITTEE RECOMMENDS: Ought to Pass
Navigating the School Budget Process
MEA developed this guide to help your local engage effectively in the budget process and strengthen its ability to support the passage of budgets that reflect community values.
Navigating the school budget validation process can feel overwhelming because every community and district has its own rules and timelines. However, because the process requires public input, there are many opportunities for you and your local association to speak up, offer feedback, and help shape a budget that truly supports your students and schools. Your voice matters, and it can make a real difference in ensuring every student gets the education they deserve.
It is helpful to understand how a school budget moves from proposal to final approval through what is known as a two - step validation process, meaning the budget must pass two separate approvals before the school district may spend the funds.
For communities with municipal school districts, the budget must first be approved by the town or city council and then, in most cases, by voters at a referendum. In Regional School Units (RSU) or School Administrative Districts (SAD)—which serve multiple towns—the budget is approved at a district budget meeting and then finalized by a district-wide referendum.
As you read, watch for the teal megaphone icon. It highlights key opportunities for you to get involved and make your voice heard.
*A few municipalities—such as Bangor and Waterville—do not send their school budgets to voters for approval. Instead, the city council either approves the budget recommended by the school board or asks the board to make cuts. Some communities periodically place a question on the ballot to ask voters whether the requirement for voter approval of the school budget should continue. These questions generally appear every three years.
M U N I C I P A L
B U D G E T S
If you live or work in a municipal school district such as Portland, Lewiston, Bangor, South Portland, Brunswick, etc. your School Board and Superintendent will follow the following process.
STEP 1
Superintendent prepares a budget.
STEP 2
The School Board will hold a series of meetings on the budget.
STEP 3
The School Board will present the budget to the Town or City Council at a public hearing
STEP 4
The council will decide to accept the budget or can ask the School Board to make more cuts. If the council asks the Board to make cuts, the budget will go back to step 2.
STEP 5
If the council accepts the budget, it will head to voters as a referedum.* This is a great time to also get your local involved and show the public the value of the budget and the real impact that cuts will have on students, staff, and your schools.
STEP 6
Voters will vote either yes or no on the budget referendum, " yes " if they like the budget or " no " if they don't If most people vote " yes, " then the budget passes! If most vote " no, " the process will restart at step one, typically meaning the Superintendent will propose cuts to the budget and present those to the school board at public meetings
R S U / S A D
B U D G E T S
Many communities in Maine follow the RSU/SAD budget process, Each district sets its own timelines, meeting dates, and referendum schedule for every step of the process. To learn more about how the process works in your specific district, please reach out to your UniServ Director or Local Association President.
STEP 1
Superintendent prepares a budget.
STEP 2
The School Board will hold a series of meetings on the budget
STEP 3
The School Board will schedule an Annual Budget Meeting to present the budget to the community At this meeting all members in attendance will have the opportunity to propose changes to the budget proposal Community members in attendance will approve the School Budget Referendum which will be sent to voters
STEP 4
Voters will vote either yes or no on the budget referendum, " yes " if they like the budget or " no " if they don't If most people vote " yes, " then the budget passes! If most vote " no, " the process will restart at step one, typically meaning the Superintendent will propose cuts to the budget and present those to the school board at public meetings
AOS Budgets:
Some school districts have developed an Alternative Organizational Structure (AOS) that allows several districts to work together to fund administration, central office functions, and/or other shared services. Typically, an AOS has a separate process to determine its budget, but the districts in the AOS typically use the same process outlined for municipal school districts. If you have any questions, please reach out to your UniServ Director.
→MEA members were at the State House advocaing for an increase in school funding from the state.
South Portland educator Connie Disanto (pictured below) spoke with legislators about the challenges districts are facing under current budget proposals and shared how those decisions impact students and staff.
→Scan the QR code for a step-by-step breakdown of the school budget process from MEA’s Director of Government Relations, Jan Kosinski.
Spring Ahead
When I began teaching in Maine in 2012, my starting salary was $32,000. I soon found that this barely covered my rent, gas, groceries, and student loan payments. Like many other teachers, I picked up extra part-time jobs, coached after school, and worked through the summer to get by.
Even though my salary was limited, I spent hundreds of dollars on my classroom. I built a library to help my middle school students enjoy reading, brought in snacks, and bought supplies. It was challenging, but I look back on those years fondly. The lessons my students and I learned together shaped my career and continue to guide me.
Those early days in my classroom continue to inform my work today, especially as I reflect on what first-year educators face. In 2026, an educator entering their first year of teaching would need to earn $45,500 to have the same purchasing power as my salary in 2012. Yet 57% of districts still offer less, making the path even tougher for those beginning their careers in Maine’s classrooms. Educators make so many sacrifices, but our financial stability should not be one of them.
You may have seen that the MEA Salary Guide on page 15 looks different this year. Rather than only listing the minimum and maximum salaries for each district, we took a closer look at the data. Our goal was to give a clearer and more useful picture of educator pay across Maine, showing trends, gaps, and what teachers actually experience. Local leaders can still find full wage scales in the MEA Contracts Database. We hope this new format gives you better insight and helps tell the bigger story behind the numbers.
Spring at MEA started off well when President Hargrove, Executive Director Rachelle Bristol, and I visited Oxford Hills to celebrate Read Across Maine. We had a great day sharing books by Maine authors with students from elementary to high school.
Director of Communications & Editor editor@maineea.org
The first graders gave President Hargrove rave reviews, sending thank-you notes saying he was “the best reader ever!” You can read more about our visit on page 12.
If you missed this year’s Read Across Maine contest, there’s still time to join one of my favorite annual traditions: the “My Hero Works at School” essay contest. In June, we’ll celebrate two students and their school heroes at a Portland Sea Dogs game with President Hargrove.
March was also Youth Art Month, including celebrations at MEA Headquarters. We were happy to recognize talented young artists and the teachers who support their creativity. Their artwork is now on display at MEA Headquarters until November. If you have students who love art, encourage them to enter our “What I Love About School” cover contest. One student’s artwork will be chosen for the summer issue of The Maine Educator.
MEA is here to support you. We will keep fighting for better salaries and school funding, both at legislative hearings and local school boards. But we are stronger when more people join us to speak up for the funding and working conditions we all deserve. Find out how you can help advocate for your school budgets on page 26 and learn more about getting involved in our legislative work on page 20.
Even on hard days, I hope you find small moments of joy that make our work meaningful. Maybe it’s the excitement from a read-aloud that inspires a love of reading, the pride on a student artist’s face when they see their work displayed, or the daily growth you help create in your classroom.
