Left to right: Trey Stefanik, Levi Williamson, Dylaan Cannon, Kamden Quinn, Lisa Larson (EMCC President), Taylor Tindall, Erika Robinson, and Elizabeth Dempsey. 

The lobby of the United Technologies Center (UTC) in Bangor, Maine, hits you with a breath of fresh air the moment you step inside. The Ford Model T is the first thing you see, dominating a 1940s-themed exhibit; a unique lobby for a unique school. The ‘21 model is fully functional–it was up to the students of UTC to repair and subsequently weather the car to match its post-Great Depression environment, a history and mechanics lesson fused into one impressive undertaking. 

This type of coloring-outside-the-lines thinking sets the stage for the colorful educational performance unfolding within those nondescript exterior walls. The halls of the UTC are innovative and alive, decorated thoroughly in a hip industrial style that would look more at home in an artisan coffee bar than a high school shop class. 

This presentation becomes all the more impressive when you learn that it was painstakingly built—and still is being built—by the staff of UTC themselves. In the Technology room, a member of UTC’s staff gestures around the room and rattles off details that one would only remember from direct involvement. “The caging on the ceiling is from the Aeropostale in the mall when that shut down,” he says, “and the metal on the walls came from the Spencer’s.” Walls from the mall, floors from anywhere else—the entire building is recycled leftovers and scraps that have undergone the transformative magic of hard work, and become something fresh and inspiring. The tireless group of educators here will stay into the early hours of the morning building the school from the ground up, only to return a few hours later and continue teaching classes. The floor-to-ceiling array is a physical manifestation of the time and passion invested by a small but extraordinary staff into this obviously beloved institution. 

A staff member hands us a sleek course book resembling a magazine, confidently waiting for us to remark on its design before revealing that it was created by one of their own students. The school has seen rapid growth in recent years; 1,800 of these magazines were distributed last year, a number which nearly doubled to over 3,000 this year. In that same period of time, enrollment has increased by 15% from 600 to 700 students. At this rate of growth, the staff are working around the clock to meet demand. 

“We just need more space,” says Bill Hartt, a high school Junior enrolled at UTC, when asked if there was anything he would change about the program. “And more Mrs. Ps.” 

Mrs. P, AKA Amanda Peterson, is another of the school’s deeply committed staff. Where the average college professor would teach three to four courses, Peterson has taken on the instruction of seven courses at once. She allows students to work at their own pace as individuals, providing personalized instruction and guidance as needed, but also fosters an autonomous and collaborative learning environment centered around projects. A classroom at UTC operates much like a team: there are many players present, each with a specialized task in mind, and they win the game when everyone does their part. In this model, instructors, like Peterson, function as the coach. 

We have the opportunity to sit in on a typical UTC class in action as a young man gives a presentation on his project. These Business students, Peterson explains, were tasked with designing a business and calculating all of the costs and responsibilities involved. They were also told to design an original logo. Many of the students had no prior graphic design experience, and had to rely upon their own skills and intuition complete the project. That kind of unexpected and autonomous learning is what UTC prides themselves upon: a system built upon principles of freedom and intuition that will prepare high school teens for the real world. 

Lisa Larson, President of Eastern Maine Community College (EMCC), sits down with us to talk about the ongoing collaboration between the two schools. With access to the dual-enrollment program, students have the opportunity to complete their high schools GEDs and graduate with a two-year Associate’s Degree already under their belt. Some of these young adults go directly into a trade with the certifications they can attain between the two schools; others go on to four-year universities with more than half of their credits already finished. Currently there are four certificate programs available through this union: Business, Automotive, Computer Coding, and Computer Repair. Students who belong to both schools are given shirts bearing the phrase “One Campus, Two Schools,” which they wear with pride. 

We sit down with three graduating seniors in Peterson’s class to talk about their experience. Dylaan Cannon tells us that he was able to finish his high school curriculum early by taking no study halls, which allowed him to pursue a more intense course-load at UTC in preparation for his attendance at the University of Maine this Fall. He will be pursuing a degree in Computer Science, while already well-versed in Business from his time at UTC. 

“There’s no time for procrastination,” jokes Levi Williamson, an eighteen-year-old who has been juggling baseball and golf with his UTC curriculum, and his normal high school requirements on top of it. He says that UTC was always willing to work with him to ensure he could excel, but putting in the legwork was up to him. Taylor Tindall, a fellow student, says that he had never planned to pursue a degree, but after his experience at UTC will now be finishing his Associate’s degree at EMCC. 

All three echoed the same sentiment: UTC challenged them to work to get ahead, and rewarded them by allowing them to do so. When given the freedom to do so, Peterson explains, students will rise to the challenge and often excel beyond it. Courses at UTC appeal to high schoolers due to their real world application, as their college credits will carry on with them if they continue into higher education. 

The United Technologies Center is innovating education from the inside-out: they are preparing students for the future not only academically, but individually. The autonomy that the Center grants its students, while daunting at first, helps them grow as individuals and aspiring professionals. Students are allowed to fail, and they are encouraged to learn from failure. Having assumed direct responsibility over their own progress, many students become serious about school. 

Using what the staff refer to as a ‘workable model for higher education’, this institution is building a bridge between high school and college or the workforce. Students no longer have to take the plunge into adulthood before they ever learn to swim; instead they have a guided but independent learning environment that facilitates the pursuit of oft-overlooked skills, such as culinary arts and horticulture, which will aid them long after they leave the Center. 

From health occupations to Maine Guide training; from the student-run bakery to learning about and operating heavy machinery, there is something for everyone at the United Technologies Center. Whether they enter with higher education in mind, or planning to go directly into a trade, students have more opportunities for success because of UTC and their collaboration with EMCC. This one-campus-two-schools system makes the pipe dream of free college a reality to the future leaders and innovators of Northern Maine. 

This story was written by Maine DOE Intern Emmeline Willey in collaboration with the United Technologies Center. If you have a story idea or would like to submit a written story for the Maine DOE Newsroom, email Rachel Paling at rachel.paling@maine.gov.

(Pictured: Trainees model headlamps for finding their direction through the training)

Student State Officers of the FFA (formerly known as “Future Farmers of America”) from Maine and Vermont gathered at the University of Maine, Presque Isle on May 31-June 2, 2019 for a start-up leadership training conducted by Alex Morrissey, National FFA facilitator from Oregon.

During the 3-day “Base Camp” training, hosted by the University, core officers from both states discussed issues of personal development, stages of leadership, time management, and commitment to others.  This event represented the first in a series of trainings intended to prepare the student officers to organize workshops and presentations for FFA student members throughout both states, as well as representing their organization to partners such as educators, state representatives, private companies, and legislators.

The Vermont contingency was led by Vermont FFA Executive Director, Suzanne Buck, and included their State President, Emily Jackson, and their State Treasurer, Brody King.  The Maine group, under the supervision of Maine Department of Education State Advisor Doug Robertson, included State President Graham Berry, State Vice President Camryn Curtis, and State Secretary-Treasurer Ava Cameron.

Maine FFA includes nearly 500 members, representing students grades 7 to 12 enrolled in classes with curricular connections to agriculture and natural resources.  At the National level, the FFA includes over 650,000 members and provides numerous career development, leadership training, travel, community service, recognition and scholarship opportunities.

For more information on starting an FFA chapter at your school, contact:  Doug Robertson, State FFA Advisor, Maine Department of Education, doug.robertson@maine.gov  207-624-6744.

Vermont trainees (left two) and Maine trainees (right three) join each other in official FFA dress

Trainer Alex Morrissey describes the “Trail Map” for the Base Camp Training

“Base Camp” Trainees Graham Berry, Emily Jackson, Alex Morrissey (Trainer), Brody King, Emily Jackson, Ava Cameron

Maine DOE Health Education and Health Promotion Coordinator Susan Berry is being highlighted this week as the Maine DOE’s Employee of the Week! Learn a little more about Susan in this brief question and answer:

What are your roles with DOE?

I provide statewide leadership and guidance in school health education and healthy school environment policies, best practices, programs, and professional development to school districts, health education teachers, physical education teachers when needed, and other school personnel who address health related issues. This includes technical assistance in the design, development and delivery of quality comprehensive school health education curriculum, instruction and assessment for PreK through diploma.

I provide leadership, professional development, and technical assistance to school districts on schoolsite health promotion and wellness for staff and students to develop, support and/or enhance healthier lifestyles and learning environments.

I provide Maine schools, administrators, school board members, educators, staff, and communities with guidance, technical assistance, information and resources on school health and health education related laws and policies that assist in the prevention of unhealthy and risky behaviors and promotes health enhancing practices.

I coordinate and collaborate with the Maine Center for Disease Control and Prevention (CDC) and other state and non-governmental organizations to support local school districts in implementing health promoting policies, programs and best practices including, but not limited to staff and student wellness; prevention of and education around suicide, substance use and tobacco, child sexual abuse and physical activity, nutrition, and obesity/overweight

I provide leadership and knowledge on school and student health, and health education related topics to inform the legislative process and implement new laws including

What do you like best about your job?

I enjoy delivering professional development to teachers and school personnel that expands best practices in health education, health promotion and prevention of risky behaviors among children, adolescents, and school personnel. I like developing and assisting in the implementation of laws, policies, and programs that protect and enhance health, reduce risky behaviors, and promote healthy practices.

How or why did you decide on this career?

I chose to work in health education because as a young adult I observed people engaging is risky behaviors and learned that prevention through health education knowledge and skill development can enhance and/or save lives.

What do you like to do outside of work for fun?

I enjoy sewing, building flower gardens, playing with my grandchildren, and I’m looking forward to enjoying my new camper with my husband and adult children!

The Department of Education officially welcomed six summer student interns on May 28th. The students were selected for internship positions with the Department by the University of Maine’s Margaret Chase Smith Policy Center through their Maine Government Internships program.  Throughout the summer, the students will assist in the daily operations of the Maine DOE at the Augusta headquarters.

“We are delighted to welcome these precocious leaders to our Department of Education team. We are excited to have their energy and voices as a part of our work, and look forward to wonderful things from each of them, for the summer and beyond,” said Pender Makin, Maine Department of Education Commissioner.

Katherine Gunther is a senior majoring in graphic design and architecture. She studies at Roger Williams University in Bristol, Rhode Island. Katherine is excited to pursue a career in design, specifically publication. Passionate about photography, illustration, and videography, she hopes to use these skills in her future projects. Working with the Department of Education, Katherine will be creating videos and generating educational materials to explain the inner workings of our school budgets. Katherine is originally from Farmington.

Simon Handelman is a rising junior at the George Washington University in Washington D.C. where he studies political science, history, and English. He is excited to gain a deeper and more practical understanding of local government and politics. As an intern for the Commissioner’s Office in the Department of Education, Simon will work on communications between the DOE and the citizens of Maine. Here he will explore all the exciting things Maine students and teachers do. Coming from a family of educators, he welcomes the opportunity to celebrate education. When he is out of the office, Simon likes to hike the mountains of Maine, visit the Portland Museum of Art, and explore communities across the State via road trips with his friends. This summer is shaping up to be an enriching experience for Simon, and he cannot wait to see where government work will take him. Simon is originally from Freeport.

Ariel Lam is a rising senior at Bates College.  She is double majoring in Sociology and Mathematics with an Education minor.  This summer Ariel will be working on financial accounting for local school systems and researching school program funding schemes. Ariel is originally from New Jersey.

Katherine Sawyer is a rising 2L at the University of Maine School of Law. During her internship with the Department of Education, she will be assisting with school enrollment. Katherine grew up in Minot, Maine, and enjoys doing CrossFit workouts, snowboarding, and playing tennis.

Griffin Tibbitts is a student at McGill University in Montreal majoring in history and minoring in biology. He hopes to use his degree to study law in graduate school, specializing in the ethics and the legality of emerging biotechnologies. At the Department of Education he is working as a data analyst and instruction assistant, making training videos for school staff. Griffin is originally from Bath.

Emmeline Willey is an incoming junior at the University of Maine at Orono. She is a Media Studies major with Psychology and Education minors. In her free time, she enjoys pursuing projects as the current Chair of Services with Student Government, and being a fool with her Improv Comedy club. Emmeline can be found frequently playing ragtime on public pianos. She will be working to publicize events, gather information, and streamline communications within the Department of Education this summer as an intern in the Commissioner’s Office. She has been inspired since high school to pursue the improvement in quality of student life at our public schools, something she hopes to continue doing in the future through personal outreach and firsthand involvement. Emmeline is originally from Monmouth.