President's Role and My Experience (Video & Text)

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How do I convince you that I am the best candidate for PEA President? I think the best way is to share the process I went through in deciding if I should run. I considered each major part of the job and the skills required to do it successfully. Then I reflected on whether or not I currently possess those skills or if I could learn the skill or knowledge quickly.  This process happened through conversation and reflection with colleagues, friends, and family. I believe I have the skills and knowledge needed to be PEA President and that I have the work ethic and personality to do it well; I hope you agree by voting for me on Thursday.

Component 1: Advocate and work for the collective best interest of educators and students.

Stay up to date on state and district educational policy as it relates to collective bargaining and broader educational topics that may impact PPS teachers and students. Be a part of those conversations by writing letters, testifying, or rallying educators to voice their opinions. Understand current issues in the district and be an equal partner with district leaders in the development of solutions and implementation plans. Solicit input from diverse perspectives in the development of solutions or stances taken by the PEA. Understand the above in the context of these MEA Goals: Quality of Learning, Professional Autonomy, Government Relations and Funding, and Working Conditions.

Essential skills: Ability to listen and seek out diverse perspectives, research and acquire new information quickly, collaboration, communication, public speaking, and problem-solving skills, and leadership ability.

• I have presented on numerous occasions to parents and families, PPS staff and district leaders, and at professional conferences with the Nellie Mae Foundation. A (small) example of when I researched a topic, looked for diverse perspectives, and then took a stance can be seen in the video posted on my blog where I spoke during public comment at the facilities commission meeting. 
• In a conversation with Sue Mullen, longtime PHS Guidance counselor, she felt confident in my ability to listen, seek out information, synthesize multiple perspectives, and then offer unique and creative solutions.
• As Pathways Teacher Leader, I led a collaborative process at PHS to create new structures and procedures for student-centered learning. This led to the creation of Freshman Academy, which supports students as they transition to high school. As Grade 9 Team Leader, I have led a process to develop and adopt habits of work and learning (HOWLs) at PHS and the implementation of PbL grading and reporting structures. “Sarah led our school through school transition and organized many meetings and difficult discussions that ultimately moved our school into a better place.” Susie Nick, PHS School Librarian and Instructional Leader. 
• I have taken every opportunity to be invested in the work of the district and schools. To name a few ways: TEVAL Design Team, Teaching and Learning Committee, PbL Grading and Reporting, HOWLs, Danielson Training, etc. While I am committed to ensuring the best possible education for students in Portland, I also care deeply about what is put on educators’ plates and believe there needs to be a clear vision for implementing new initiatives. I have extensive experience in representing teacher voice, advocating for teachers and students, and developing structures and solutions.

Component 2: Run and maintain the business side of a large association.

Beth Arsenault, PEA Vice President, says the PEA President must “understand the business and tax infrastructure of an association with over 700 members and a working annual budget of approximately a half million dollars.” This is like the many administrative tasks that we all must complete as educators, which are not at the heart of education but are essential. The President is the sole person responsible for making sure the PEA adheres to specific rules and regulations in a time sensitive manner.

Essential Skills: Task-oriented, organization, time management, and ability to use data systems.

• Prior to teaching, I ran a small business, the Belfast and Moosehead Lake Railroad, where I was responsible for all aspects of the business.
• I have extensive experience organizing data, maintaining records and creating systems to monitor data. A few years back our master scheduler resigned and a position was cut for our Infinite Campus expert. I taught myself the scheduling side of Infinite Campus and took on this role at PHS. I regularly pull data from IC, organize it, and use it with the grade 9 team, leadership team, and administration to make data-driven decisions.
• I hold a bachelor’s degree in Mathematics, and recently completed my Certificate of Advanced Degree (Master’s Plus 30) in Ed Leadership. I completed my Principal Internship including a school finance project. I am confident in my skills to manage the business aspect of the association and will not neglect these essential duties.

Component 3: Focus on the conventional needs of members, such as salary, benefits, and working conditions.

Unions were formed for this very reason, to collectively work towards increasing these essential elements for all. In addition to the President’s important role in contract negotiations, they also attend meetings to defend and support educators, manage grievances, meet and consult with district administration, and participate in arbitration when necessary. This requires a strong leader who can step into these roles when necessary, but who also is proactive in finding solutions to reduce the need for the latter. 

Essential Skills: Ability to gain new knowledge quickly, collaborate, advocate, build relationships, and negotiate.

• If elected, I look forward to being part of this year’s contract negotiations while under the mentorship of experienced PEA President, Sue Olafsen, Vice President, Beth Arsenault, and the knowledgeable PEA members serving on the negotiations team. I have no doubt I will learn much and also be a contributing member of the team.
• I have both experience supporting teachers and also an understanding of the administrator side through the completion of my Principal Certification and Internship. I have successfully navigated the complexities of being a teacher leader, where often I am required to be an intermediary between teachers and administrators. Specifically, I have attended meetings between administrators and teachers as a trusted advocate.
• I believe strongly in the systems and processes outlined to support teachers, whether it be in regards to the non-renewal process or grievance procedure. I commit to staying informed about educators’ issues through liaison and direct communication with members, with a focus on developing solutions to avoid further actions whenever possible. I understand these procedures as outlined in the contract and whenever necessary would seek out additional support in order to provide the best representation possible.
• I have additional experience in advocacy roles outside of education. As a parent, I have been asked annually to be a part of the American Diabetes Association (ADA) Advisory Committee for Maine Medical Partners and also helped to review procedures at ME Medical Center Emergency Department, related to acute care of Type 1 Diabetes in Children.
• I have built strong relationships with colleagues, school administration, and district leaders through many district-wide committees, meetings, and professional development.  Kristin Rogers, PHS Social Studies teacher says, " Sarah has an intricate knowledge of the structures and systems at work in our district, as well as an intimate understanding of what teachers are tasked with on a daily basis. She navigates these two understandings gracefully and has advocated numerous times on behalf of what is best for teachers and students at building and district levels. She is devoted to making sure teachers and students are taken care of to ensure the best quality education is accessible. I fully endorse her ability to represent all teachers and students in the district just as she has advocated for teachers and students in our building."

I would be honored to represent you as PEA President. I believe in Portland Schools and you. I am here for the long run and invested in Portland Schools both as a parent and educator. I hope I can earn your vote for PEA President.