A Day with Benjamin Johnson: Celebrating a 2026 Maine Teacher of the Year Finalist Bringing New Life to a Dead Language

Benjamin Johnson commands the room during his Latin I class at Hampden Academy.

Walk into Benjamin Johnson’s classroom at Hampden Academy, and you will find teenagers who are enthusiastic, laughing, and engaged. Placed on a desk in the corner of the room is a bottle of olive oil, sprigs of thyme, and an open bag of almonds. This isn’t a cooking class, though; it’s Latin I.

Johnson has worked at Hampden Academy as a Latin teacher for more than 20 years. When he first joined the school in the early 2000s, the Latin program was very small and lacked student interest. Ruey Yehle, former Hampden Academy principal who hired Johnson, said she remembers when that dynamic began to change.

“Within a few years [of Johnson’s hiring], the [Latin] program just exploded—and it was because of Ben’s reaching out to kids,” Yehle explained. “He welcomed everybody, and he made it so that they were successful.”

A running joke among Hampden Academy administrators past and present is how Johnson has turned an antiquated language into a subject that many students end up pursuing for all four years of high school—even pushing through the challenging AP Seminar with Johnson’s help.

“The enthusiasm that he brings to others and that dead language just speaks to him as a person,” Reg Ruhlin, former RSU 22 principal, said.

“What I’ve noticed about Ben is that he talks to the kids like they’re young adults,” Ryan Crane, RSU 22 assistant principal, said. “I can see students going to him and having authentic conversations with him about meaningful stuff.”

Benjamin Johnson conducts a sensory activity in Latin I that amuses students and gets them to think about ancient Rome.

In May, Johnson was announced as 2025 Penobscot County Teacher of the Year, and he is now one of four state finalists for 2026 Maine Teacher of the Year. During the week of September 22, as part of the final stage for the Teacher of the Year selection process, a panel of state leaders visited RSU 22 to see Johnson in his classroom—and to hear from the students, colleagues, administrators, and community members who know him best.

One of those colleagues—who Johnson met through his deep involvement with the National Junior Classical League (NJCL) Convention—flew all the way to Maine from Texas to share his thoughts.

“Ben is one of the few educators who truly inspired me to be better,” Lee said. “What truly sets Ben apart is that he is an advocate and a champion of all children.”

Lee recalled an instance at a recent NJCL Convention when a student from a school without a lot of resources in Louisiana decided to run for the position of secretary of the organization. Johnson felt that there was a moment of injustice, as other students were acting unkindly to her, and he spoke up on this student’s behalf—despite the fact that they did not know one another.

“He truly believes that Latin is for all,” Lee expressed.

A poster at Hampden Academy recruits students for the Junior Classical League club.

A board in Benajmin Johnson’s classroom shows the wide impact that the Junior Classical League club has had on Hampden Academy.

That sense of welcoming has made a major impact on school culture. At Hampden Academy to-date, there are more than 70 students involved in the Junior Classical League (JCL) club, making it one of the most popular groups at the school. Johnson leads Hampden’s and Maine’s JCLs, organizing trips for students to the NJCL Convention and to Greece/Italy. Johnson took the initiative to create scholarships for students in need, ensuring that no one misses out on a learning opportunity for reasons beyond their control.

“Latin continues to have the largest numbers [at Hampden Academy]—for a language that is no longer in use! People want to take Latin,” Nick Raymond, RSU 22 superintendent, said.

“My son signed up for Latin to do two years of a language and be done. The next thing I knew, he had joined JCL. The next thing I knew, I was sewing togas,” school nurse Barb Parent recounted. “When I said to [my son], ‘Why are you signing up for Latin III?’ He said, ‘Because I can’t not have Mr. Johnson again.’”

Benjamin Johnson’s Latin I class is filled to the brim with dedicated students.

The Hampden Academy Junior Classical League club has won so many trophies that they don’t all fit into the school’s display case!

Other parents shared similar stories about their kids’ experiences with Johnson. One mother testified that her son told her that learning Latin with Johnson was helping him to improve in other classes, like Spanish and English Language Arts. Another mother expressed her gratitude for Johnson’s reliable communication with families. A third said that Johnson’s students not only like him; they respect him.

“Part of what makes Ben so great is that he expresses to the kids a sincere belief that they can do it—and he doesn’t let the bar down,” mother Cindy Isenhour expressed.

With Johnson’s humble disposition, you would never guess that he has made a name for himself on the national and international levels, as well, for his use of technology in the Latin classroom. Johnson runs the LatinTutorial YouTube channel with more than 125,000 subscribers. He has also created digital tools like Latintutorial.com and Hexameter.co that are used by tens of thousands of learners worldwide.

“My daughter came home [from an NJCL Conference] and said, ‘Everybody knows who Mr. Johnson is!’” Cora Swalec, parent of five former Hampden Academy students who all took Johnson’s Latin classes, said. “She was amazed even being from little old Hampden, Maine how famous Ben was.”

Benjamin Johnson is known for integrating modern-day technology into his Latin program.

When observing Johnson lead his students during class—with a cheerful disposition yet persistent encouragement to have them try their best and step outside of their comfort zones—it is clear why he is beloved.

“I don’t really believe in myself sometimes, and I doubt myself. Every year, I have doubted my ability in Latin to succeed, and Mr. Johnson has told me that I can do it. And, I’m still in it!” Coleman Chase said.

“He is like Superman. He does so many things for our school and our community,” Katie Dysart added.

“He speaks to the principle that you should learn to learn and not learn for the grades,” Leif Isenhour noted.

Students in Latin I work diligently to translate and solve a riddle.

Johnson said that no matter the result of the 2026 Maine Teacher of the Year selection process, he is excited to continue the work that he cares so deeply about—keeping the lure of Latin alive in public schools.

“Latin has a problem with elitism, and we need to break that down,” Johnson said.

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Bridget Wright: Celebrating a 2026 Maine Teacher of the Year Finalist and Innovative Educator

Bridget Wright, the 2025 Lincoln County Teacher of the Year and a finalist for 2026 Maine Teacher of the Year, welcomed a panel of selection committee members to Lincoln Academy this week to see her teaching in action and hear from those who know her best.

An English teacher at Lincoln Academy in Newcastle, Wright is known for fostering curiosity, encouraging academic risk-taking, and creating classrooms where students grow as writers, readers, researchers, and critical thinkers. Her teaching blends creativity with rigorous academic practice, using outside-of-the-box approaches to meet students where they are.

While visiting the school, the panel met with administrators, faculty members, students, and community members who shared stories and insight into what makes Wright such an exceptional educator and human being. Panelists also toured the school and visited Wright’s classroom to see her innovative teaching in action.

A student shared that they had previously disliked Shakespeare and felt anxious about studying his work until they took Ms. Wright’s class. Wright made the “Romeo and Juliet” unit engaging and fun by adapting a popular online format into an activity called “Am I the Arse?” Students wrote posts from the perspective of characters, blending humor with deep character analysis. The activity kept the class entertained while also helping them to gain a richer understanding of the play, which the student described as a genius idea. Students also regularly act out Shakespeare scenes, including light saber duels, to explore character development and descriptive writing.

Wright goes above and beyond to emphasize reflective learning. Lincoln County Executive Assistant Trish Jonason, who is also a parent and community member, shared that during a challenging sophomore research project, Wright supported her son and other students by pausing the work and introducing a reflective “Books that Raised You” assignment, which reignited her son’s creativity and joy in writing. The project became deeply meaningful for not only her son but the entire family, connecting them to childhood reading experiences and highlighting the lasting impact of those moments.

Wright’s focus on writing development has transformed student learning at Lincoln Academy. She founded a student-staffed Writing Center, giving students leadership experience and peer mentoring opportunities. Located in the library’s annex, the Writing Center is a space where students can get peer input and review on writing assignments. A student involved in the center explained, “It’s not about telling someone what a good paper is. It’s about listening to their ideas and helping them get closer to what they want.”

*Lincoln Academy senior Eleri Jordan sits in the Writing Center ready to help students who stop by for help with their writing assignments.*

Colleagues also praised Wright’s collaboration and innovation with the school’s “I-Search Project.” This capstone assignment challenges students to choose a research topic and write an in-depth paper—a major undertaking for students.

“She pushed the I-Search Project forward in ways that made it relevant to more students and elevated their critical thinking,” Director of Library Services Laura Phelps said. “Her impact on students has been profound.”

A student described Wright’s approach to helping with the I-Search Project, which felt overwhelming at first: “She made it very personal. It could be about any topic you wanted, as long as it interested you. She mapped out the process in baby steps, so it wasn’t overwhelming. That was something I needed to learn, and it applies to all my writing now.”

“She really works with kids to help them simultaneously understand what their areas of interest are and how to learn more about something that they care about,” Kelley Duffy, Director of Curriculum and Instruction, and one of Wright’s nominators for 2026 Maine Teacher of the Year, added. “The work that she’s doing there, the practice she’s having in her classes with that, is really informing how we now design some of the capstone work.”

Lincoln Academy Head of Schools Jeffrey Burroughs further highlighted Wright’s influence beyond the classroom: “She has a voice here because of the work that she has done that’s affecting what we’re doing from a policy standpoint. There’s a lot to her that is beyond just what you see in the class.”

The entire school community has a wealth of stories of connection, generosity, and personal growth to share about Wright. Her dedication to students and the community extends beyond academics. She is known not only as a safe space for students to share struggles but also as someone who celebrates birthdays with a specially baked treat, keeps chocolate on hand for students who are having a bad day, and ensures that kids have essentials like glasses wipes.

“She takes individual relationships with students really seriously,” a student shared. “She’ll write a letter at the end of the year or leave a sticky note appreciating something you did. She makes sure people feel appreciated.”

“She is fantastic with students and is also just a fantastic coworker,” colleague Prema Long said. Long shared a story of watching Wright’s class for 20 minutes one time and being thanked the next day with a pumpkin-spice latte and a thank-you Post-it note.

“We shared an adjoining door for three years. She was the best person to work next to,” fellow English teacher Jack DeAngelis added. “We never taught the same classes, but having her voice right there was so important to me—to talk with her about big picture things but also exactly what I was going to ask my students to do in the next 10 minutes.”

Parents also celebrate Wright’s compassion and innovation. A Lincoln Academy parent shared how his daughter struggled academically from an early age due to a learning disability. When she entered high school, she continued to fail most of her classes except English. Wright recognized that while the student had difficulty writing, she was highly verbal and articulate. By allowing her to express her thoughts out-loud, and then helping to translate them into written form, Wright revealed the student’s brilliance and gave her a way to succeed.

Holly Arbuckle, a parent and local business leader, emphasized that while all teachers are caring and hardworking, what sets Wright apart is her innovation. She has transformed how writing is taught by focusing on process over product—helping students to measure growth against themselves rather than others. By allowing rewrites with clear feedback, she creates space for all students, regardless of background or starting point, to develop as writers. Her approach encourages vulnerability, restores confidence, and makes writing meaningful rather than punitive.

“She is really good at seeing the big picture and then instituting systems and processes that will get both herself and her students where they need to be,” English Academic Lead Brenda Sawyer said.

As the Maine Teacher of the Year selection process enters its final stages, Wright’s innovative teaching, compassion, and collaborative spirit exemplify the qualities that make Maine educators exceptional.

“It’d be great if she got the award, but I don’t think it’s going to stop anything,” parent and community member Sara MacCorkle said. “She’s not doing this to get an award. This is just who she is and how she moves.”

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Dawn Lee: Celebrating a 2026 Maine Teacher of the Year Finalist and Inclusivity Visionary

Dawn Lee connects with a student over artwork during a Unified Literacy class.

In the hallways of Morse High School, the sense of school pride is palpable. On a regular Tuesday in September, cerulean attire—representing the Shipbuilders’ school spirit color—dots the sea of students transitioning from class to class. Teenagers smile at one another, occasionally shouting a name to wave a greeting excitedly from a distance. One word comes to mind in this cheerful, bustling morning moment: inclusivity.

For Morse High School librarian Dawn Lee, inclusion has been a focal point of her career. She is a founding leader of the school’s Unified Literacy program, which has been recognized at the national level for bringing students with and without intellectual disabilities together through reading, writing, and art. Lee is also the 2025 Sagadahoc County Teacher of the Year and one of four state finalists for 2026 Maine Teacher of the Year.

Dawn Lee is dedicated to capturing moments of inclusivity among her students through photography.

During the week of September 22, as part of the final stage for the Teacher of the Year selection process, a panel of state leaders visited RSU 1 to see Lee in her classroom—and to hear from the students, colleagues, administrators, and community members who know her. The feelings expressed and memories shared by all were warm, thoughtful, and telling.

“She is the perennial advocate, the positivity, the cheerleader, and the doer,” Eric Varney, Morse High School principal, gushed about Lee. “She is the person who is constantly thinking about the way that things could be better.”

Dawn Lee’s Honors English 10 class provides students with an opportunity to explore a meticulously curated book selection in the library.

Administrators and colleagues expressed that Lee has forever been on a mission to create an environment in which inclusion is the standard. When students returned to an in-person educational model following the pandemic, Lee and other educators noticed that the kids were not talking to one another. That separation ignited the spark that fueled Lee’s push to create the Unified Literacy program, based on the school’s Unified Athletics program—led by physical education teacher Charlie Bingham.

“She’s looking out for the best interest of all kids,” Bingham said.

“In working with Charlie to create Unified Academics, Dawn has changed the culture of this school,” Julia LaRosa, Morse High School Unified Science teacher, expressed. “Everyone is a learner, and everyone deserves to be everywhere.”

Even before Unified Academics existed at the school, Lee was cultivating that kind of an environment. In her decades of teaching at Morse High School, Lee has seen many students graduate, some of which are now her present-day colleagues. Angelique Tamburo, an instructor at Bath Regional Career and Technical Center, said she remembers the library—and Lee and library assistant Brenda Fagan—being her safe space as a student when she was experiencing a challenging home life.

“One of the things that Ms. Lee and Ms. Fagan taught me is that I mattered. My birthday never went by without them celebrating me,” Tamburo expressed. “Now, I get to help kids and tell them, ‘You’re not alone.’ I get to be that person now, and that’s thanks to Ms. Lee.”

Dawn Lee’s Unified Literacy class allows students of all abilities to connect over reading, writing, and art.

Tucked into the back corner of the library is a closet, replete with boxes of dry goods, canned food, and hygiene products. Lee has been running this food pantry for more than 15 years, recognizing that in order to successfully learn, students must first have their basic needs met. The pantry is open to all, no questions asked—leaving no room for stigma. On “Produce Tuesdays,” at Morse High School, Lee and Fagan also set up tables at the front of the building with fresh produce for kids to take home.

“She is a gentle warrior for our kids. She fights for them every day behind the scenes,” John Dever, a Morse High School educator and 2017 Sagadahoc County Teacher of the Year—who nominated Lee for the title in 2025—said.

Dawn Lee has run the Morse High School food pantry for more than 15 years.

Lee’s generosity is also not lost on her students.

“It’s really refreshing to see someone who cares so much about her community,” student Grace Kirk said.

“She’s very patient, and she’s very loving,” Avery Steenstra, another student, added. “It’s really important to see that a teacher cares about you and that she’s going to do anything to help you.”

Students likened Lee to a flattering variety of fictional characters including Miss Honey from
“Matilda,” Mary Poppins, Molly Weasley from “Harry Potter,” Joy from Inside Out, Maria from “The Sound of Music,” Ms. Frizzle, and Inspector Gadget. Whether they have connected with her through class, the library, study hall, or receiving help with projects like citations or AP research—students agree that “selfless” is a word that could be used to describe Lee.

“I didn’t have much positivity when I was in middle school, but when I met Ms. Lee, she was really eye-opening. She brought back a lot of my self-confidence that I lost when I was in middle school,” student Hunter Johnson said.

More than a dozen Morse High School students gathered to testify about their experiences with Ms. Lee for the 2026 Maine Teacher of the Year selection process.

Lee is a lifelong learner, taking advantage of various professional development opportunities and fellowship programs throughout the summer. Her prioritization of inclusion in education—made possible with help from her teaching partner, special education teacher Jonathan Fisk—has made an impact on what many of her students are choosing to pursue post-high school. A handful of local parents testified that their children are now studying education or special education in college because they had Lee as a teacher. One parent even mentioned that a previous exchange student her family hosted from Egypt expressed interest in bringing Unified Literacy to schools in her country.

“She’s the ground zero,” Peter Kent, the parent of a Morse High School student with special needs, said of Lee. “The program that she and Mr. Fisk put together—this is what it created. She’s not at the center of it promoting herself, but she’s there in the background. I’ve heard from talking to some of the kids that this program made a huge difference to them.”

In expressing her gratitude for the esteemed recognition as a 2026 Maine Teacher of the Year finalist, Lee emotionally mentioned her beloved late grandmother, who was illiterate—and a driving force for Lee’s passion about making literacy accessible to all.

“I believe in what we do here,” Lee said of Morse High School. “I believe in our students. I believe that when you hold students to a high standard, they will rise to the occasion.”

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Julia Edwards: Celebrating a 2026 Maine Teacher of the Year Finalist and Beloved Choral Educator

Julia Edwards, choral music teacher at Poland Regional High School and Bruce Whittier Middle School, is the 2025 Androscoggin County Teacher of the Year and one of four finalists for 2026 Maine Teacher of the Year. This week, as part of the final round for the Teacher of the Year selection process, a panel of state leaders visited RSU 16 to see Edwards in action and hear from the students, colleagues, administrators, and community members who know her best.

For more than a decade, Edwards has led the choral and other music programs in Poland with equal parts passion and joy. A graduate of the University of Massachusetts-Amherst, she has dedicated her career to ensuring that all students have access to excellent music education while fostering cultural curiosity and community connection.

At school, Edwards is seen as much more than a music teacher. To her students, she is a mentor, role model, and trusted adult who brings opportunities and encouragement every day.

“She is who I can go to if I have any problems with pretty much anything, whether it’s musical-related or not,” chorus student Blake Brown said.

Walking through the halls of Poland Regional High School and Bruce Whittier Middle School, you will find many students who are quick to share a memorable moment or a personal story about Ms. Edwards, who is a constant positive presence in their lives.

Colleagues describe Edwards as being both a leader and a bright presence who lifts up others.

“Julia brings joy to her work; it emanates with the students, colleagues, and through the school,” one teacher said.

Stories shared during the visit painted a clear picture of Edwards’ creativity and care, from building a “choose-your-own-adventure” unit in chorus that wowed her peers who have been working on adding differentiation to the curriculum, to writing substitute plans that empower students to lead in her absence, to gently guiding struggling students back into a place of success through music. It is evident that Edwards’ colleagues see her as both innovative and deeply human. As one said, “She has this warmth about her that makes everyone feel important—whether it’s a colleague, a student, or anyone who crosses her path.”

Even in the lunchroom, Edwards’ impact on students stands out through their kindness and manners. Veteran kitchen manager Cecile Martin noted Edwards’ dedication to instilling respect that extends beyond the classroom.

“I can always tell when students are in chorus,” Martin said, explaining that Edwards makes it a priority to teach them to say thank you.

During her lessons, Edwards also models kindness and respect by weaving positive language into her teaching. She gives students the tools and practice to communicate constructively—even when they feel frustrated.

“It’s about figuring out what kids are passionate about, helping them find their joy, and then building the structures to support them in doing those things,” Poland Regional High School principal Erik Anderson added. “That’s what Julia does day in and day out.”

Edwards’ impact extends beyond the school walls. She brings students into the community to sing, organizes joyful holiday caroling outings complete with hot cocoa, and helps staff to connect through music on opening day each year.

“She puts so much of her own personal time, energy, and passion into bringing the students out into the community,” RSU 16 school board member and parent Jess Smith said. “It’s one of our core values, and she’s just such a good example of that.”

When Edwards was named the 2025 Androscoggin County Teacher of the Year, her school community celebrated with a cherished “clap-in,” a tradition typically reserved for the first day of school when teachers line the entrance to cheer students into the building. This time, it was Edwards’ turn to be celebrated as she arrived, surrounded by applause from colleagues, students, and alumni.

“She has a depth of support from her colleagues,” Anderson added.

Students Max and Brady gave the selection panel a tour of the school as part of the visit:

Pride in Edwards’ nomination is felt deeply throughout RSU 16, as the community reflects on whether Edwards will be named the 2026 Maine Teacher of the Year in the weeks ahead.

“It would be a really wonderful thing,” community member and parent Carrie Mastrogiacomo said. “Not just because of the teacher that she is but also because music so often gets overlooked. This would spotlight how important it is for kids to have a place to shine and find their voices.”

Whether teaching in the classroom, building community through song, or helping others to see their own strengths, Edwards embodies the spirit of Maine’s educators. Her school family and the larger community she continues to touch with her work are celebrating her well-deserved recognition as a finalist for 2026 Maine Teacher of the Year.

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

Maine DOE Update – September 19, 2025

From the Maine Department of Education

Data Reporting

Upcoming Data Reports Due in October

The following data reports are due to the Maine Department of Education (DOE) in the month of October: Dropout Report, October Enrollment, and Staff Certification. Please find instructions, resources, and important dates in the information below. | More

News & Updates

Celebrating Adult Education and Family Literacy Week from September 14-20, 2025

Located statewide, more than 65 adult education programs are part of the public education system in Maine, assisting adult learners with their next educational and career steps. Last year, these programs helped 12,400 students to train for a career, earn their high school credentials, prepare for college, and learn English. | More

New Opioid Overdose Management Toolkit and Naloxone Education Course Available for Schools

The Maine Department of Education (DOE) is proud to announce the launch of a new, comprehensive Toolkit for Opioid Overdose Management and Naloxone Education in Schools, developed to support educators, school health personnel, and administrators in implementing effective overdose prevention strategies across the state’s school systems. | More

Teachers Gather at the Schoodic Institute to Celebrate Rural Maine through Community Civics and Place-Based Inquiry

On a warm August evening, Maine teachers gathered around a campfire, as Chris Sockalexis, Panawahpskek (Penobscot) Nation Tribal Historic Preservation Officer, played drums, sang, and shared the importance of music in Wabanaki culture. His words offered a powerful close to the first day of the “Celebrating Rural Maine” summer colloquium, hosted by the Maine Department of Education (DOE) Interdisciplinary Instruction Team and the National Council for History Education (NCHE). | More

Maine Schools Sharing Success Stories

Stepping Forward: How St. George School Transformed Its CDS Transition into a Whole-Community Win

When St. George School signed on to be part of Cohort 1 of the transition of Early Childhood Special Education services for children ages three through five from Child Development Services (CDS) to school administrative units (SAUs), staff did so with the belief that early support creates lifelong success. What they didn’t expect was just how quickly and powerfully this transition would transform not only the lives of children but the entire school community. | More

2025 Maine Teacher of the Year Becky Hallowell Blasts Off at Space Camp

This summer, Maine’s 2025 Teacher of the Year, fourth-grade educator Becky Hallowell of Wiscasset Elementary School, embarked on a stellar journey at NASA’s Space Camp in Huntsville, Alabama, from Wednesday, July 16, to Monday, July 21. The experience was an “out-of-this-world” professional development opportunity as part of her journey as a 2025 State Teacher of the Year. | More

Submit good news to the Maine Department of Education here.

Professional Learning/Training Opportunities

Registration Open for 15th Annual Maine PBIS Conference

The Maine Department of Education (DOE) and the Maine Positive Behavioral Intervention and Supports (PBIS) State Team are excited to announce that registration is now open for the 15th Annual Maine PBIS Conference, which will take place on Thursday, November 13, 2025, from 8:30 a.m. to 4 p.m. at the Augusta Civic Center. Early-bird pricing is available through October 15, 2025. | More

Monthly Professional Learning Community for Civics Teachers Launching in October

Attention, Maine civics and government educators! Join Maine Department of Education (DOE) Teacher Leader Fellow Breanna Bellefontaine-Krupski for a monthly civics professional learning community (PLC) group that will launch in October. | More

View the Maine Department of Education’s Events Calendar here.

Career/Project Opportunities:

Find education-related jobs in Maine.

Stepping Forward: How St. George School Transformed Its CDS Transition into a Whole-Community Win

(Pictured: St. George Early Childhood Special Education teacher Alexis Tozier with a student in the 3-K classroom.)

Originally planning to launch a program for four-year-olds during the 2024-2025 school year, St. George’s staff realized mid-year that there was a significant need for more localized Early Childhood Special Education services for three-year-olds, as well—including occupational therapy, speech, and individualized instruction. So, the team at St. George acted quickly.

“We had the space,” Dr. Jessica Berry, the school’s Special Education Director, said. “In January, we figured out how to build a three-year-old classroom.”

The school provided transportation for families and integrated the children into the school community. It was, as Early Childhood Special Education teacher Alexis Tozier, who helped to set up the 3-K program, called it: “fun chaos.”

“It was so incredible to see those kiddos come back this fall,” Tozier said. “They knew the school; they knew the routines. [I’m] not saying they were flawless, but they were ready to go.”

Mallory Tripp, a parent, school board member with a student in the 3-K room.

St. George Special Education Director Dr. Jessica Berry talking with students in the 3-K room

In addition to St. George’s 3-K classroom, Dr. Berry also helped to pilot a new “Zero to School” program, a separate community-wide effort available through support from the John T. Gorman Foundation. The Zero to School program integrated well with St. George’s ongoing special education transition and helped to expand community “Child Find” efforts to identify and support students even before they turn three.

The two new programs, Zero to School and the 3-K classroom, helped St. George to work with the surrounding community to build relationships with families early—sometimes, before their children are even enrolled in school.

“We started by asking, ‘How do we get to know these little kiddos in our community who aren’t in school yet?’” Mallory Tripp, a parent, school board member, and strong advocate for early childhood programming, said. “We showed up at [the] St. George Days [town event] with bounce houses and popsicles to meet families and let them know the school is here for them.”

Those outreach efforts became the foundation for a more connected, supported community. Throughout the year, St. George hosted family events nearly every month—including a back-to-school bash and parent nights where caregivers could ask questions, make connections, and even talk to a pediatrician in a no-pressure setting.

“It was just a learning space,” parent Laura Vanevery said. “No judgment—you didn’t feel like you were bothering anyone. It was exactly what I needed as a new mom.”

Many families shared that the CDS-to-school transition gave their children—and themselves—what they had been missing: community, routine, and support.

“My son was getting kicked out of daycares because he couldn’t express himself,” Vanevery said. “He came home frustrated; I was frustrated. But, once he started at St. George, he had structure, routine, peers. He came home tired—in a good way. He was calmer. And, he loves going to school. He feels safe here.”

Another parent, Kaylie Lee, described how her son, Riker, began receiving in-home services through CDS and continued to really blossom when he joined St. George’s 3-K classroom this year.

“Bethany [Yovino] from CDS said, ‘He’s doing well, but he needs peers his age.’ The amount of development we’ve seen since starting school—he has come very, very far,” Lee said.

Even families that didn’t go through the full CDS transition were impacted by the more recent expanded community offerings. Selina Staples’ son graduated from CDS services just before turning three but still participated in Zero to School’s weekly summer programming and St. George School’s week of summer camp, which was made possible through a Maine Department of Education (DOE) Kindergarten Transition grant.

“That summer program helped him transition, and now he’s more than ready,” Staples said.

Staples described how she was able to attend the program with her son until he felt comfortable enough to go off on his own with friends, leading up to pre-K this year, where he was more than confident in a space he now considers his own.

From the principal to the classroom teachers, St. George’s staff proved that compassion, flexibility, and teamwork are the backbone of success.

“You have to be flexible,” Tozier said. “Needs vary, and working as a team is the only way to make sure every child gets what they need.”

And while Tozier described the mid-year shift to running a three-year-old classroom as unexpected, Dr. Berry had no doubt that Tozier could handle it.

“She won’t say it for herself, but she will do whatever it takes to make sure a child feels safe and loved—and not just the child, the whole family,” Dr. Berry said. “That’s what Alexis does every single day. This program works because of people like her.”

Principal Jess McGreevy agreed.

“We were lucky to have the space and the people. It let us move quickly, and that made a huge difference,” McGreevy said.

For Tripp, one of the most compelling reasons to join the CDS transition was the long-term academic benefit for students.

“When kids get support early, they’re not just more confident; they’re more ready to learn. Our kindergarteners now show up ready to go. And, by the time they’re in third or fourth grade, they need less intensive services because we started early,” Tripp said.

At its heart, St. George’s approach to early childhood education is about community, connection, and equity. By bringing early intervention services directly into the school, hosting events that welcome families of all backgrounds, and maintaining close partnerships with local CDS providers like Yovino, St. George ensures that every child starts school included, supported, known, and ready. In doing so, the school has become a model for what’s possible across Maine.

“It’s the staff here that is key,” Vanevery said. “They’ve made my child feel safe, and that’s what every child deserves.”

St. George School and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Upcoming Data Reports Due in October

Dropout Report

The Dropout Report defines dropouts based on the federal requirements, meeting allof the following criteria: students enrolled at any time from October 1, 2024-September 30, 2025, who are exited from State Synergy with a code, who are expected to return, and who are not enrolled on October 1, 2025.

Dates:

Open: October 2
Due: October 15

Resources:

Dropout Certification Report Instructions
Dropout Reporting Webinar – recorded September 18

October Enrollment

This report will populate based on enrollment data entered by upload or manual entry into State Synergy. Certification of the October 1 Student Count Report opens on October 16 and is due on October 30. This report is used in the calculation of essential programs and services (EPS) funding allocations and federal reporting. Special Education Directors in school administrative units (SAUs) will need to review and certify the EF-S-05 Part 1 (Special Education Child Count) before superintendents can certify overall counts. Superintendents in SAUs with publicly funded students are required to review and certify the October 1 Student Count Report in NEO before submitting it to the Maine DOE.

Note: It is recommended to wait until close to October 30 to certify these reports to avoid decertifying and recertifying multiple times.

Dates:

Report begins to populate: October 1
Certification becomes available: October 16
Due for certification: October 30

Resources:

October 1 Student Enrollment Count Instructions
Special Education Child Count (EF-S-05 Part 1) Instructions
Fall Reporting 2025 Update Webinar – recorded August 21
Economic Status Reporting Webinar – recorded September 4
Multilingual Learner Reporting Webinar – recorded September 9
Special Education Enrollment Webinar – recorded September 11
EPS October 1 Enrollment Webinar on Tuesday, September 23 at noon. Register here.
Special Education EF-S-05 Part 1 Webinar on Thursday, September 25 at noon. Register here.

Staff Certification

This report will populate based on active staff assignments in NEO Staff. Certification of the Staff EPS Counts is due on October 30. This report is used in the calculation of EPS funding allocations. Special Education Directors must review and certify the EF-S-05 Part 2 (Special Education Staff Count) before superintendents can certify overall counts. Superintendents are required to review and certify the Staff Certification Report in NEO before submitting it to the Maine DOE.

Dates:

Due for certification: October 30

Resources:

Staff Data Entry and Reporting. (See Staff Certification under NEO Staff Instructions.)
Special Education Staff (EF-S-05 Part 2) Instructions
EPS Staff Certification and EF-S-05 Part 2 Webinar on Tuesday, September 30 at noon. Register here.

For further information, questions, and technical support, please contact the Maine DOE Help Desk at MEDMS.Support@maine.gov or call 207-624-6896.

Monthly Professional Learning Community for Civics Teachers Launching in October

The Civics PLC is open to all civics educators in Maine, from elementary through high school. Meetings will be held on the third Thursday of each month at 4 p.m. via Zoom.

Goals of the PLC:

Connect with civics educators across Maine to share ideas, feedback, and strategies.
Discuss the needs of civic education at all grade levels.
Partner with Maine civic organizations to build classroom-to-community connections.
Explore opportunities for professional development in civics-related fields.
Earn up to seven contact hours (one hour per meeting).

Please sign up here. Registration is limited to 30 teachers. Monthly attendance is encouraged but not required. Registration will close on Friday, October 10, 2025.

Meeting dates:

October 16, 2025
November 20, 2025
December 18, 2025
January 15, 2026
*no meeting in February*
March 12, 2026 *second Thursday of the month*
April 16, 2026
May 21, 2026

This is the second year that Breanna Bellefontaine-Krupski has served as the Maine DOE Civics Teacher Leader Fellow. Having participated in civics-focused PLCs in the past, she has gained some of the best professional development and classroom strategies from like-minded peers across the country. She looks forward to leading this group during the 2025-2026 school year!

For further information or questions, please contact Breanna Bellefontaine-Krupski at breanna.krupski@maine.gov.

2025 Maine Teacher of the Year Becky Hallowell Blasts Off at Space Camp

Throughout the intense six-day program, Becky and other award-winning teachers from the National Teacher of the Year Program navigated immersive simulations—from walking on the moon and executing mock missions to designing lunar rovers and heat shields.

“One of the most incredible moments was training on the multi-axis trainer,” Becky explained. “We were spun in all directions in an apparatus that resembled a yo-yo. Some of my teammates were nervous about climbing in and experiencing it, but the entire group lifted them up, encouraging them the whole time and congratulating them when they were off the equipment.”

Another great moment was the simulated moonwalk, where “just a tiny little hop turned into a 20-foot leap,” inspiring creative leaps from Becky’s teammates, too.

Becky also had the opportunity to meet Hayley Arceneaux, the youngest astronaut, who went from being a pediatric cancer survivor to a physician’s assistant at St. Jude’s to then a role aboard SpaceX’s Inspiration4 mission.

For Becky, Space Camp underscored that NASA’s mission extends well beyond scientists and engineers; it embraces roles for nutritionists, artists, writers, and even farmers. She said she sees this as a metaphor for her own classroom:

“I think of my class this way: We must honor and develop everyone’s strengths and interests. Space Camp gave me a basket of lessons to support all types of learners, and I can’t wait to ‘launch the learning.’”

A particularly powerful moment came during a low-ropes course challenge, during which 16 participants balanced on a wobbly platform. Forward motion came only when everyone lowered themselves, slowed down, and made “micro-moves” collaboratively. Becky calls this the group’s big “aha” moment.

“Instead of rushing through pedagogy, we can make impactful, intentional small moves,” Becky said.

Becky said the most valuable takeaway was the immersive, learner-centered nature of Space Camp: “Every activity caused part of my brain to participate—and another part to think: ‘How will I bring this back to my class?’”

She said she found camaraderie and inspiration in her fellow State Teachers of the Year cohort, sharing stories of classroom triumphs and challenges from across the U.S. and returning with creativity-rich ideas to enrich Maine instruction.

Becky’s year ahead brims with possibility. She said she plans to stretch her practice by cultivating curiosity about the world beyond—and here at home.

“Space Camp left me with the desire to include more time for students to think about what exists beyond their backyards—helping them to learn about Earth and the stars. It inspires me to help them to forever ask questions and seek answers.”

Becky Hallowell is a 30-year classroom veteran. At Wiscasset Elementary School, she is known for her place-based and project-based learning, evidenced by her Outdoor Wonderful Learning Space (OWLS), an open area located at the school in the woods along the Sheepscot River. This space allows her to integrate nature into every lesson. Read more about Becky here.

To learn more about Maine’s Teacher of the Year program, visit: https://mainetoy.org/. To learn more about the National Teacher of the Year program, visit: https://ntoy.ccsso.org/.

Teachers Gather at the Schoodic Institute to Celebrate Rural Maine through Community Civics and Place-Based Inquiry

The colloquium marked the capstone of a yearlong professional development program supported by the Library of Congress’ Teaching with Primary Sources (TPS) Partner Program. Over the past year, participating educators have explored the use of primary sources, the Question Formulation Technique, and Maine’s geographical history—from the Wabanaki origin stories to the present day.

Held at the Schoodic Institute in Winter Harbor, this two-day event brought teachers, presenters, and community partners together in a retreat-like setting. Educators immersed themselves in Maine-based primary sources—documents, maps, photographs, and artifacts—and practiced strategies for helping students to analyze and question them.

“It was wonderful to be immersed, away from other distractions,” Jaime Beal, the district librarian in MSAD 40, reflected.

The goal of “Celebrating Rural Maine” is to provide teachers with professional learning, planning time, and community support to design place-based projects that connect students with their local history and environment. This fall, teachers will implement these projects in their classrooms and communities. The resulting work will be shared both on the Maine DOE’s Interdisciplinary Instruction website and the NCHE website, broadening the impact of these local stories.

Some of the highlights of the colloquium included:

A keynote by NCHE director Jessica Ellison, who highlighted the “superpowers” of primary sources by reconstructing the life of an ordinary farmer during the Great Depression.
A session with Dr. Debra Reid of The Henry Ford, who guided teachers through a historical mystery involving Rachel Carson’s eating habits, illustrating how primary sources can answer unexpected questions.
A session with Javaha Ross and Trey Smith of the Philadelphia Writing Project, who engaged participants in civically focused argument writing using child labor sources, encouraging teachers to explore the nuances of debate.
The “It Takes a Community” panel, which featured land trusts, museums, and other cultural and educational partners who support place-based inquiry.
Support from Acadia National Park rangers and volunteers, who showcased the region’s landscapes, wildlife, and local World War II history.

Melissa Prescott (left) Visual Arts teacher Telstar Middle School Georgia Grzywacz (right)

This fall, teachers and their community partners will bring these place-based projects to life, helping students across Maine to deepen their connection to the history, culture, and environment of the places they call home.

The Maine DOE Interdisciplinary Instruction Team is part of the Office of Teaching and Learning. To find more interdisciplinary resources and opportunities, please click here or contact Erik Wade, Maine DOE Interdisciplinary Instruction Specialist, at erik.wade@maine.gov.