The Maine Department of Education (DOE) has reviewed feedback provided by the field during the second comment period for the revised master contractual agreement and determined that additional time is required before implementation. As such, the Maine DOE will continue to work with stakeholders from public and private schools to ensure the master contractual agreement is fully executed before the start of the 2027-2028 school year.
The Maine DOE initiated the process of instituting a master contractual agreement in order to satisfy the Individuals with Disabilities Education Act (IDEA) requirement that Maine DOE and school administrative units (SAUs) ensure that all students with disabilities who are placed by their SAUs in a private school to receive a free appropriate public education (FAPE) are given all of the rights and protections afforded to them by law. When placing a child in a private school, an SAU must ensure that the student has the same rights and procedural safeguards as a student served by a public agency or school.
The goal of the master contractual agreement is to ensure that all SAUs are compliant with the IDEA and meet existing Maine law, which requires that private schools seeking to provide special education programs enter into a master contractual agreement with the commissioner (M.R.S. Title 20-A, §7252-A).
In October 2025, the Maine DOE provided the draft of the master contractual agreement and sought feedback from stakeholders. After this initial 30-day comment period, the Maine DOE made significant revisions to the master contractual agreement and—based on a request from stakeholders—offered another 30-day comment period.
The comments provided during the second comment period reflected ongoing opposition to the master contractual agreement. If it were to have been implemented, private schools would have had until May 1, 2026, to sign the agreement, leaving SAUs little time to convene the IEP team meetings necessary to determine new placements in the event that a private school determined it would not sign.
In light of the updated timeline, the Maine DOE is holding an office hour to answer questions on Thursday, April 16, 2026, at 8 a.m. Please register for this session using this link.
The Maine DOE will continue to work closely with SAUs to ensure that the IDEA is satisfied and that students placed in private schools are given all of the rights and protections afforded to them by law. Information about the master contractual agreement can be found on the Maine DOE website.
At 8 a.m. on a Tuesday morning, just as first period is starting at Sanford High School (SHS), senior Lucas Barrow is already under the hood of a car at Black Bear Automotive in Springvale. He’ll work until 10:30 a.m., drive to Sanford Regional Technical Center (SRTC) for class, and then head back to the shop until 5 p.m. On weekends, Barrow drives 45 minutes to work at VIP Tires & Service in Scarborough. As a second-year student in SRTC’s Automotive Technology program, Barrow has built a challenging schedule for himself, juggling two automotive jobs and balancing academics—but he is thriving.
Through SHS and SRTC’s Extended Learning Opportunities, Barrow has turned his Tuesday and Thursday shifts at Black Bear into academic credit. Additionally, he is gaining different learning opportunities through each of his jobs. At VIP, Barrow handles fundamentals: tires, oil changes, brake work, and wheel bearings. At Black Bear, where he has access to more specialized equipment, Barrow tackles radiators, engine work, and valve cover gaskets.
“I’m doing more risky jobs that make more money, [and provide] more benefit [to] the company,” Barrow said.
While Barrow explained that he enjoys suspension work, he said he is particularly drawn to engine repair.
“It’s more high risk. You can’t mess anything up or else it’s going to mess the car up,” Barrow said.
Barrow grew up working on cars with his stepfather, but he said the SRTC program has enhanced his knowledge considerably.
“We dive in really deep into the actual specifics of how machines work, how parts work in the car, how they all work together,” Barrow said. “Being able to put it in perspective of how the parts work to make the whole car work makes it easier to diagnose stuff.”
Barrow’s connection to Black Bear occurred through the industry relationships of his SRTC instructor, Rich Couture. The owner of Black Bear serves of the SRTC program’s advisory committee, meeting several times a year to discuss industry needs.
Couture said Barrow represents the kind of student who makes teaching rewarding. The
“This group of kids that I have is exceptional. I have some real go-getters in this class,” Couture said. “Lucas came in here with some automotive knowledge because he has always tinkered around with cars. That made it a little easier for him to make that transition to working professionally.”
To qualify for an internship, SHS/SRTC students must maintain an 80% average and demonstrate solid skill sets. Couture currently has four students in similar cooperative education placements, including one at Weirs GMC in Arundel, who has become the dealership’s sole Fisher plow technician.
“There’s a big need for new technicians,” Couture said, noting that employers value more than just technical knowledge. “A lot of it has to do with soft skills: showing up on time, staying off your phone, being a team player, being willing to learn.”
As graduation approaches, Barrow isn’t entirely sure what’s next, but right now, Black Bear feels like the right fit.
“I’m learning a lot but also doing a lot and making money,” Barrow said.
This story idea was submitted by the Sanford School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.
Team Nourish Kids of RSU 22, representing Hampden, Newburgh, Winterport, and Frankfort, is the reigning 2026 Farm-to-School Cook-Off champion following a final round of competition on Wednesday, April 8, 2026, at Bangor High School. This annual Maine Department of Education (DOE) tradition, now in its 11th year, promotes the use of local foods in school meals, as school nutrition teams from across the state use locally sourced ingredients to prepare breakfast and lunch, which a panel of judges then scores. | More
At Oceanside Middle School in RSU 13, a small alternative education program is helping students rediscover their potential by reconnecting them to learning and their community. Serving the communities of Owls Head, Cushing, Rockland, Thomaston, and South Thomaston, this program gives students in grades 6-8 the tools and confidence to thrive both inside and outside of the classroom through hands-on projects, supportive relationships, and real-world experiences. | More
The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to apply for the 2026 Literacy and Numeracy Summer Institute, entitled “The Science of Learning: Building Literate & Numerate Minds.” This three-day, in-person professional learning experience will take place June 29–July 1 at the College of the Atlantic (COA) in Bar Harbor. Applications close May 6. | More
The Maine Department of Education (DOE) Coordinated School Health Team is hosting its biennial School Nurse Summer Institute (SNSI) on July 28 and 29, 2026, at Sugarloaf Resort in Carrabassett Valley. | More
The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to apply for the 2026 Literacy and Numeracy Summer Institute, entitled “The Science of Learning: Building Literate & Numerate Minds.” This three-day, in-person professional learning experience will take place June 29–July 1 at the College of the Atlantic (COA) in Bar Harbor. Applications close May 6.
Designed for public school teachers, instructional coaches, administrators, and specialists across all grade levels and content areas, this immersive institute brings together educators committed to strengthening interdisciplinary approaches to literacy and numeracy. Participants will engage in deep content learning, collaborative inquiry, and the design of practical, classroom-ready instructional experiences.
Participants will learn within and from local environments, including community gardens, the iconic Beatrix Farrand Gardens, the Dorr Museum of Natural History, Allied Whale, COA’s greenhouses and learning labs, the intertidal zone, and the broader Bar Harbor community. Through these experiences, educators will explore high-impact instructional practices, examine ways to connect content to students’ lives and communities, and contribute to a statewide effort to advance meaningful, integrated learning across Maine classrooms.
Expectations of Participants
Educators selected for the institute will:
Attend the full three-day, in-person experience
Engage in keynote sessions and interactive workshops led by experts in literacy and numeracy education
Collaborate with peers to deepen their understanding of evidence-informed, interdisciplinary literacy and numeracy practices
Apply Now
Applications are open until May 6 at 5:00 p.m. All applicants will be notified by Thursday, May 14. Space is limited, and the Maine DOE will prioritize a cohort representing a diverse range of grade levels, geographic regions, and content areas across the state.
For more information or questions, please contact Interdisciplinary Instruction Specialist Heather Martin at heather.martin@maine.gov.
Title II funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling 156,494.00, of which 52% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. government.
Team Nourish Kids of RSU 22, representing Hampden, Newburgh, Winterport, and Frankfort, was crowned the 2026 Maine DOE Farm-to-School Cook-Off champion.
BANGOR, Maine—Team Nourish Kids of RSU 22, representing Hampden, Newburgh, Winterport, and Frankfort, is the reigning 2026 Farm-to-School Cook-Off champion following a final round of competition on Wednesday, April 8, 2026, at Bangor High School. This annual Maine Department of Education (DOE) tradition, now in its 11th year, promotes the use of local foods in school meals, as school nutrition teams from across the state use locally sourced ingredients to prepare breakfast and lunch, which a panel of judges then scores.
Teams representing MSAD 1 (Presque Isle, Mapleton, Chapman, Castle Hill, Westfield), MSAD 52 (Turner, Greene, Leeds), RSU 22 (Hampden, Newburgh, Winterport, Frankfort), and the Westbrook School Department were selected to compete in the championship following four rounds of regional competitions in late March at Hampden Academy, Presque Isle High School, Westbrook High School, and Robert V. Connors Elementary School.
“Every spring, the Maine Department of Education looks forward to the Farm-to-School Cook-Off to celebrate the outstanding partnerships among local farmers and producers and school nutrition programs statewide,” Maine DOE Commissioner Pender Makin said. “We are grateful to child nutrition professionals in Maine who do essential work in providing healthy, delicious meals to students at no cost multiple times per day.”
This year, the “challenge” ingredients teams were encouraged to incorporate were local ground beef donated by Maine Family Farms and local wild blueberries donated by Passamaquoddy Wild Blueberry Co. Team Nourish Kids concocted a yogurt-and-fruit parfait for its breakfast dish and a beef burrito with a side salad for its lunch dish. The judges said they were very impressed by the use of both local and USDA foods in all the dishes served today.
Competing on the RSU 22 Team Nourish Kids were Chef Manager Hannah Liberty and staff member Brenda White. They took home a winning plaque and a certificate; all participants will also receive a cookbook with the recipes used in the cook-off.
“Child nutrition is so important to me,” RSU 22 Chef Manager Hannah Liberty said. “Growing up in a rural community in Maine, we are trying to do our best with what we are given and making sure that we’re giving our kids the best possible food, with the best possible ingredients, that we possibly can.”
In Maine, local foods play an essential role in school nutrition efforts. To date, Maine school nutrition programs have been reimbursed nearly $385,000 in local foods purchases using the state’s Local Foods Fund. That translates to roughly $770,000 going to local farmers and producers in Maine.
“We aim to highlight the incredible innovation happening in Maine schools through the Farm-to-School Cook-Off,” said Stephanie Stambach, Maine DOE Child Nutrition Supervisor. “What you see here is just a glimpse of the creativity, dedication, and strong local partnerships that are transforming school meals across the state.”
All recipes presented during the 2026 Farm-to-School Cook-Off will be compiled into a cookbook for other school nutrition teams to reference. Past versions are available on the Maine DOE Local Foods in Local Schools webpage.
Maine DOE 2026 Farm-to-School Cook-Off Champions Team Nourish Kids of RSU 22: nutrition staff member Brenda White and Chef Manager Hannah Liberty
Back row: RSU 22 nutrition staff member Brenda White and Chef Manager Hannah Liberty (2026 Cook-Off winners), RSU 52 nutrition staff members Penny Jackman and Denise Cochran, and Westbrook School Department nutrition staff member Kelly Bourgeios and student Riley Davis. (MSAD 1 was unable to attend the event today.)
Front Row: Judges – Bangor High School student Nolan Coon, Brewer School Nutrition Director Casey Thibodeau, and Chef Joe Robbins, a local food consultant
Westbrook School Department student Riley Davis and nutrition staff member Kelly Bourgeios.
RSU 52 nutrition staff member Denise Cochran stands behind the beef pot pie and mashed potatoes freshly prepared for the competition.
RSU 22 nutrition staff member Brenda White and Chef Manager Hannah Liberty, RSU 52 nutrition staff members Penny Jackman and Denise Cochran, and Westbrook School Department nutrition staff member Kelly Bourgeios and student Riley Davis. MSAD 1 was unable to attend the event today.
(Pictured: Oceanside Middle School students explore the river during their visit to Camden to observe a dam removal project.)
At Oceanside Middle School in RSU 13, a small alternative education program is helping students rediscover their potential by reconnecting them to learning and their community. Serving the communities of Owls Head, Cushing, Rockland, Thomaston, and South Thomaston, this program gives students in grades 6-8 the tools and confidence to thrive both inside and outside of the classroom through hands-on projects, supportive relationships, and real-world experiences.
For the past two years, Ryan Verill has led the program, guiding students through a model focused on relationships, hands-on learning, and meaningful connections to the local community. While the program has existed in various forms for many years, Verill has worked to shift it away from a behavior-focused model toward a learning environment where students build relationships with peers and teachers, develop agency in their education, and grow in confidence as learners.
“Many students come into the program feeling like school isn’t for them,” Verill explained. “We work to help them see that they are capable, that they are smart, and that learning can be meaningful.”
Hands-On Learning
At the heart of the Oceanside Middle School alternative education program is a commitment to relationship building. Small class sizes and flexible schedules allow Verill and Lucas Brower, an educational technician working with students in this program, to meet students where they are, respond to their needs in real time, and design learning experiences around students’ interests.
Verill is intentional about bringing students’ interests and learning experiences to life while aligning his curriculum with academic standards and the same grade promotion expectations as Oceanside Middle School. One way he does this is by ensuring students have access to a variety of hands-on tools that support engagement and creativity.
Technology is woven throughout the classroom, including coding kits, robotics sets, and 3D printers. These tools help students learn not only how to use digital resources but also how to use them responsibly.
“We talk a lot about AI and technology as tools,” Verill said. “We want to make sure students know how to use these resources thoughtfully and appropriately.”
Interdisciplinary projects are another key part of the program. Verill often connects literacy, history, and social issues to deepen student engagement. For example, students read books such as When Stars Are Scattered and Hidden Figures, exploring themes of resilience, identity, and leadership. They demonstrate their understanding through creative projects such as visual displays, posters, and timelines that connect the stories to their own experiences while also exploring perspectives beyond their small, rural coastal community.
Because the program serves a small group of students, Verill can incorporate field-based learning that brings academic concepts to life. Students have participated in Wabanaki Water Studies through the Maine Department of Education’s (DOE) MOOSE (Maine Online Open-Source Education) platform and visited Camden to observe a dam removal project. Students explored how restoring river systems impacts ecosystems and fish populations. Those who were once disengaged and not attending school are now showing up and ready to learn because of the experiential, interdisciplinary methods woven into this program.
Community Building
Community engagement is another defining feature of the Oceanside Middle School alternative education program. Students regularly walk into town to visit local businesses, purchase ingredients for cooking projects, and interact with community members. These experiences help students build positive relationships and reshape how they see themselves within their community—and how the community sees them.
Students participate in relationship-building activities during their field trip to their local community.
One of the program’s most meaningful traditions is preparing and serving meals for seniors at the town hall each month. Students cook the food themselves and stay to share the meal and play games with community members.
Students also help in the school cafeteria by packing lunches and supporting food preparation during early-release days, allowing them to stay connected to their school environment.
“These experiences help students feel valued and connected,” Verill said. “Many of them haven’t always felt successful in school spaces. When they see that people in the community recognize their effort and appreciate their work, it makes a difference.”
Lucas Brower, an educational technician, and a student have some fun after a field trip into the community.
Preparing Students for the Future
With consistent support, humor, and trauma-informed practices, students in the Oceanside Middle School alternative education program are gradually rebuilding trust in their school and developing stronger self-awareness. Staff often see growth when students begin reflecting on their own behavior and taking responsibility for their choices.
“Sometimes students come to us with multiple school suspensions or a history of struggling in traditional classrooms,” Verill said. “When they start recognizing their own progress and advocating for themselves, that’s when we know the work is paying off.”
As students prepare for the transition to high school, this program helps them explore future pathways, rebuild their confidence, strengthen their connection to the community, and regain their ability to access learning. For many students, the alternative education program provides something they may not have experienced before: a sense of belonging. Students are rediscovering their potential and showing them that school can be a place where they thrive.
This story was written in collaboration with Oceanside Middle School, RSU 13, as part of an ongoing series to highlight alternative education programs across Maine.To submit a good news story to the Maine DOE, please fill out the good news submission form.
On Thursday, April 2, 2026, the Maine Department of Education (DOE), in collaboration with the Maine Adult Education Association, hosted a celebration of adult education in the Hall of Flags at the Maine State House. The event brought together educators, learners, state leaders, and partners from across Maine to highlight the powerful impact adult education has on individuals, communities, and the state’s economy. | More
On March 13, 2026, at the James F. Doughty School in Bangor, the Maine Department of Education (DOE) Child Nutrition team hosted an interactive “speed-meeting” event, designed to help school nutrition programs connect with local producers and distributors. Organized by Maine DOE Regional Local Foods Project coordinators Martha Poliquin (manager), Roxanne Bruce (Aroostook and Northern Washington Counties), Sandy Fortin (Hancock and Southern Washington Counties), and Amanda Junkins (Penquis, Somerset, and Waldo counties), the gathering was intended to help schools gain strong community partnerships and resources in their areas. This was the first event of its kind in the Bangor region. | More
Educators, students, Maine Department of Education (DOE) community and agency partners, and members of the public are invited to the Hall of Flags at the State House in Augusta on April 30, 2026, from 1 to 4 p.m. for the Extended Learning Opportunities (ELO) showcase of student success, innovation, and partnership. | More
“The roads go both ways in Machias,” AOS 96 Superintendent Nicole Case said to a crowd of more than 200 educators as she welcomed them to Rose M. Gaffney Elementary School for a day of professional learning facilitated by the Maine Department of Education (DOE) Office of Teaching and Learning. | More
On March 24, 2026, an Association of Teachers of Mathematics in Maine (ATOMIM) Conference convened more than 230 educators, instructional leaders, and partners for a full-day professional learning experience centered on the theme, “Developing Mathematical Reasoning for All: Ensuring Everyone Is Counted In.” Supported by partners including Imagine Learning, Texas Instruments, McGraw Hill, and the Maine Department of Education (DOE), the conference showcased a comprehensive program designed to translate research into classroom practice while advancing a more equitable mathematics learning ecosystem. | More
The Maine Department of Education (DOE) is joining the Maine Association of School Libraries (MASL) in recognizing three outstanding educators for their contributions to school library programs across the state. The honors include the Walter J. Taranko School Librarian of the Year award, Support Staff Educator of the Year award, and Administrator of the Year award. | More
Registration is now open for the summer 2026 “ElevatED” professional learning experience! Through a partnership between the Maine Department of Education (DOE) and Educate Maine/the Teach Maine Center, this event is bringing together the 2026 Maine DOE Annual Summit and the second annual Every Teacher a Leader Conference for three days of collaboration, inspiration, and high-quality professional learning for Maine’s education workforce. | More
The Maine Department of Education (DOE) Maine School Safety Center (MSSC) is partnering with the Rural Domestic Preparedness Consortium (RDPC) to bring free incident response training to Maine schools.| More
The Maine Department of Education (DOE) Maine School Safety Center (MSSC) is partnering with the Rural Domestic Preparedness Consortium (RDPC) to bring free incident response training to Maine schools.
“Crisis Management for School-Based Incidents: Partnering Rural Law Enforcement, First Responders, and Local School Systems” is an eight-hour Department of Homeland Security (DHS) and Federal Emergency Management Agency (FEMA) certified course that is designed to educate rural law enforcement personnel as well as school administrators and staff on the elements that would allow for an effective response to school-based emergencies. This course covers how affected parties collaborate on planning, preparing, communicating, responding, and recovering from a school-based incident.
The course will be offered three times in different locations across Maine. Registration is required through the RDPC website; links are provided below. Please register by midnight on the registration deadline listed for each course. Each in-person course runs from 8 a.m. to 5 p.m.
Please note: A FEMA student identification number is required for registration of these courses. You may register for your FEMA student identification number by visiting the FEMA website.
The Maine Department of Education (DOE) is joining the Maine Association of School Libraries (MASL) in recognizing three outstanding educators for their contributions to school library programs across the state. The honors include the Walter J. Taranko School Librarian of the Year award, Support Staff Educator of the Year award, and Administrator of the Year award.
Each award recipient was surprised at their school by MASL Past President Heather Perkinson, who presented certificates, along with $500 gifts to support their school libraries.
Walter J. Taranko School Librarian of the Year
Portland High School librarian Susie Nick was named 2026 Walter J. Taranko School Librarian of the Year during a staff meeting on March 25, 2026.
Nick was nominated by fellow teacher Terese Myatt, who gathered testimonials from administrators, colleagues, and students. Portland High School Principal Sheila Jepson praised Nick’s impact, noting, “The library is a breath of fresh air. It is a welcoming place for students to be and a hub of learning and activity.”
Perkinson also highlighted Nick’s leadership in developing innovative programming, including literacy-focused freshman seminar classes that she teaches.
From left to right: 2026 Walter J. Taranko School Librarian of the Year Susie Nick, MASL Past President Heather Perkinson, Portland High School Library Educational Technician Muntather Alsawad
Support Staff Educator of the Year
Hillory Durgin, an Educational Technician at Wentworth School in Scarborough, has been named the 2026 MASL Support Staff Educator of the Year. She was surprised with the award during a schoolwide assembly on March 11, 2026.
Durgin was nominated by librarian Megan Blakemore, who described her as “a creative, energetic, and distinguished library leader” whose work consistently engages students with reading and celebrates literacy. Wentworth School Principal Kelli Crosby also commended Durgin’s “student-centered approach.”
From left to right: Wentworth School Librarian Megan Blakemore, 2026 MASL Support Staff Educator of the Year Hillory Durgin, Wentworth School Library Educational Technician Kerry Boyd, and Wentworth School Library Educational Technician Lisa Farago
Administrator of the Year
Bethany Connolly, principal of Skillin Elementary School, was named 2026 MASL Administrator of the Year during a special school assembly on March 27, 2026.
In recognition of Connolly’s love of birds, the celebration featured students wearing handmade bird masks, a schoolwide bird-themed song, and a “nest” throne created in her honor.
Connolly was nominated by Skillin Elementary School librarian Jennifer Stanbro, who highlighted her strong support for the school library program.
“She understands that representation matters and that our library must reflect and honor all of our students’ identities and experiences,” Stanbro wrote. She added that Connolly recognizes “a strong school library is not a luxury but a necessity, especially for students who face challenges outside of school.”
From left to right: MASL Past President Heather Perkinson, 2026 MASL Administrator of the Year Bethany Connolly, Skillin Elementary School Librarian Jennifer Stanbro
The Maine Association of School Libraries (MASL) supports effective school library programs through professional development, advocacy, and community-building. For more information about MASL awards and how to nominate an educator, visit maslibraries.org and select the Awards and Scholarships tab.
On March 24, 2026, an Association of Teachers of Mathematics in Maine (ATOMIM) Conference convened more than 230 educators, instructional leaders, and partners for a full-day professional learning experience centered on the theme, “Developing Mathematical Reasoning for All: Ensuring Everyone Is Counted In.” Supported by partners including Imagine Learning, Texas Instruments, McGraw Hill, and the Maine Department of Education (DOE), the conference showcased a comprehensive program designed to translate research into classroom practice while advancing a more equitable mathematics learning ecosystem.
The conference theme was woven throughout every session, reinforcing that mathematical reasoning is not reserved for a subset of students but is a critical skill for all learners. Presenters consistently focused on removing barriers to participation, addressing math anxiety, and building confidence and identity in mathematics.
Opening keynote speaker Vanessa Vakharia set the tone by challenging traditional definitions of success in math education and stating, “There’s no such thing as ‘not a math person.’” Her message—reframing failure as a necessary part of learning—resonated across sessions that followed, many of which addressed math trauma, student mindset, and inclusive teaching strategies. Vakharia further emphasized that, “Success and failure are not mutually exclusive.I In an inclusive classroom, we must have both working together.”
Across three session blocks, attendees engaged in more than 20 breakout sessions spanning grade levels pre-K–12 and beyond. Topics reflected a balance of foundational skill-building and innovative approaches, including strengthening number sense and multiplicative reasoning in early grades; using games, models, and hands-on tools to deepen conceptual understanding; applying algebra and data science to real-world contexts such as energy and community issues; and integrating technology, AI, and coding to make mathematics interactive and relevant.
Sessions such as “Using Culture and Identity to Teach Mathematics in the Age of AI” and “Data-Rich Math Routines” highlighted how culturally responsive teaching and real-world data can make mathematics more meaningful and accessible—key components of broadening participation in STEM (science, technology, engineering, and mathematics) fields.
A central throughline of the conference was equity. Many sessions focused on differentiation strategies, multilingual learner support, and inclusive instructional frameworks such as Universal Design for Learning (UDL). Educators explored how to redesign lessons, assessments, and classroom routines to ensure all students can engage in rigorous mathematical thinking. Workshops on math therapy, rubric design, and brain-based learning provided actionable strategies to support diverse learners, reinforcing that equity is achieved not through simplification but through intentional, inclusive design.
Beyond content, the conference highlighted the importance of student identity and belonging in mathematics. Sessions explored how storytelling, discussion routines such as “Notice and Wonder,” and collaborative problem solving can help students see themselves as capable mathematicians. Interactive formats—ranging from hands-on games to panel discussions—encouraged participants to actively engage, reflect, and share practices. This approach fostered a strong sense of professional community and reinforced the idea that improving math education requires collective effort.
Several sessions addressed the evolving role of mathematics in preparing students for college, careers, and civic life. Innovative course pathways, such as financial algebra and career-focused math programs, were presented as alternatives to traditional sequences, helping align instruction with workforce needs. These discussions underscored the importance of equipping students with not only procedural skills but also the reasoning, problem-solving, and analytical abilities necessary for success in STEM-related fields.
Reflecting on the experience, one participant shared, “I enjoyed learning about the numeracy playbook and understanding how it will work. It was especially valuable to interact with educators from across the state and learn what they are doing, as well as ways I can change up my math teaching.”
The 2026 ATOMIM Conference demonstrated how a focused, theme-driven convening can advance both instructional practice and broader educational goals. With more than 230 participants engaged in deep learning and collaboration, the event highlighted a shared commitment to ensuring that every student has access to meaningful, high-quality mathematics education.
To learn more about the Association of Teachers of Mathematics in Maine (ATOMIM) please visit their website.
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