Three Western Maine Administrators Share How Maine DOE Transformational Leaders’ Network Has Improved Their Leadership Practice

By Ann Dooling, Maine DOE Transformational Leaders’ Network Facilitator and Maine educator/administrator with 34 years of experience working in Maine schools.

As a principals’ facilitator for the Maine Department of Education’s (DOE) Transformational Leaders’ Network (TLN) in the Western Maine Region, I was recently asked why three dedicated, very busy, hard-working Western Maine principals have made it a priority to participate in the Transformational Leaders’ Network this year, as well as why they always make time to attend the small regional meetings.

The Transformational Leaders’ Network regional meetings are an offshoot of the larger Network. Three principals and I have met at a mutually determined location three times over the course of this school year.

First, let’s explain TLN. The Transformational Leaders’ Network (TLN) is a Maine DOE sponsored statewide community of principals who are engaged in learning about themselves and their leadership. The TLN meets once a month either in person, on Zoom, or in small regional meetings, and is led by a group of facilitators who are all current or former school administrators with backgrounds in Maine’s public education.

I asked Jodi Ellis, Principal of Meroby Elementary and Rumford Elementary in RSU 10; Tabitha Emery, Principal of Stratton Elementary School at Eustis School Department; and Leanne Condon Principal and Superintendent of Andover School Department what keeps them coming back month after month to the TLN meetings.

Leanne Condon

Tabitha Emery

Jodi Ellis

In their own words they shared:

The TLN offers me time to meet with other people who know what it is to be a building leader. It provides an atmosphere in which you feel much less isolated in your job as a school leader and know you have people who can empathize with you and who care about you!

The whole group TLN sessions are set up for the participants in terms of the activities, reading and discussion, along with the fact the books and articles are relevant and timely. Personally, I’ve used several of the checklists and rubrics from our books over this school year to make sure I’m on track with staff relationships and decision making. I’ve also successfully used the protocols, video clips, and articles from our TLN sessions with my staff.

The TLN facilitators are consummate teachers who know how to keep our time together focused, important and fun, which is really helpful as a new principal.

Finally, if you are looking for a supportive network of others who are facing similar struggles, this is the place for you!

I also asked these same three principals why they take the time to always attend our small regional meetings. Again, in their own words:

Honestly, self-care. The time we meet is worth its weight in gold! We talk, collaborate, share ideas, laugh, commiserate, be real, enjoy each other’s company, and feel good overall. During this time, you find yourself sitting at a table with a group of kind, compassionate educators who truly understand what you are talking about and that just feels good.

When we discuss common issues, we each have something to contribute. It is a time for deep conversations and relaxation with fellow educators who understand one another. Our TLN facilitator is as friendly and relaxed as we are, but she is always ready to ask in-depth questions to probe our thinking.

I look forward to these meetings every single time! These women have become a resource for me in my role as a school principal, they offer support, reassurance, and kudos to keep going.

We dream together about what education can be and walk out the door refreshed and ready to take on the next day.

If you are a school principal in the State of Maine, and in this role, believe you could benefit from the educational learning, self-discovery, and the comradery that the TLN offers, please consider joining the Transformational Leaders’ Network this coming 2024-25 school year!

To learn more, visit the Maine DOE Website or reach out to Christina O’Neal, Maine DOE Educator Excellence Coordinator at christina.l.oneal@maine.gov.

Maine DOE Update – August 2, 2024

From the Maine Department of Education

News & Updates

MEDIA RELEASE: Department of Education Supports Learning and Enrichment Over the Summer

The Maine Department of Education has awarded $2,788,372 in Summer Learning and Enrichment Grant funding to 61 Maine schools. Summer programs differ from school to school, sometimes taking the form of community partnerships, field trips, career exploration, and innovative curricula that prepare students for the school year ahead while addressing pandemic-related learning loss. | More

Lincoln Academy Students are Building a Greenhouse to Support Their Free Summer Program

Lincoln Academy’s edLab students have been building a greenhouse to support the school’s new LA Launch Program. This free summer program, funded by the Maine Department of Education’s (DOE) Maine Outdoor Learning Initiative, will support rising 9th graders preparing to enter high school. | More

2023/24 Maine DOE Student Cabinet Closes Out Another Successful Year

Co-chaired by student representatives from the Maine State Board of Education, the Student Cabinet provides a forum for Maine students’ voices to be heard. This is the fourth year the Maine DOE has appointed students to a Student Cabinet to integrate student voices into decision-making on education issues that impact their journey through Maine’s education system. This year’s Co-chairs were Ryan Hafener, a recent Hampden Academy graduate, and Phat Thai, a rising Senior at Deering High School. | More

Approval of Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A

The Maine Department of Education (DOE) is pleased to announce that we have been granted a Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A Funds. Pursuant to the authority granted under section 8401(b) of the federal Elementary and Secondary Education Act (ESEA), the Maine DOE received approval for these waivers from the U.S. Department of Education (USDOE). | More

Third Annual Supporting Adult Multilingual Learners Institute Strengthens Adult Education Profession

This summer, the Maine Department of Education’s (DOE) Adult Education Team hosted its third annual Supporting Adult Multilingual Learners Institute at Sugarloaf Mountain. Adult Education teachers, curriculum designers, and administrators had the opportunity to learn from speakers, engage with different breakout sessions, and have meaningful discussions with their peers. Additionally, many fun activities, such as trail walks and yoga, were offered for participants to enjoy the nature of the Carrabassett Valley region. | More

Maine Schools Sharing Success Stories

Portland Public Schools Become Winners of a Digital Citizenship Award

Portland Public Schools has been recognized as a Common Sense District for its work educating students on safe and healthy ways of using technology and integrating technology into the curriculum as a learning tool. | More

Latest DOE Career/Project Opportunities:

View current Maine Department of Education employment opportunities here

Third Annual Supporting Adult Multilingual Learners Institute Strengthens Adult Education Profession

Maine has become home to many refugees and asylum seekers. Over half of Maine’s Adult Education learners are multilingual and come from 115 different countries– five of the most enrolled are Somalia, Angola, D.R. Congo, Afghanistan, and Syria. The Supporting Adult Multilingual Learners Institute aims to prepare educators to best support those of other cultures and help them overcome teaching obstacles.

There were two group-wide workshops at the conference. In these workshops, talented speakers presented on themes regarding adult education, particularly as it relates to culture, and allowed for group-wide discussion. One workshop, Deepening Our Cultural Competence and Cultural Humility, was led by Suheir Alaskari (Associate Director of Student Employment Services at Colby College), and the other, Opportunities and Challenges of Cross-Cultural Communication with Adults, was led by Abbie Yamamoto (Director of Portland Adult Education).

The workshops aimed to educate professionals on issues that can present barriers for multilingual and multicultural learners. One important theme was the consciousness of social cues and language uses. Idioms and pop culture references are examples of high-context culture, as they feel natural to U.S.-born citizens, but can be highly confusing to outsiders. Not only is high-context culture confusing, but it also creates a barrier of exclusion. Conversely, low-context culture creates an inclusive space where people of varying backgrounds can learn from each other and bond. Another imperative theme was how taking the time to learn and understand the culture of adult students creates a more-relevant learning environment for them and validates their cultural identities.

A man and a woman sit at a table. The man is speaking, illustrating his point with a hand held in the air. — Educators had a chance to connect and share stories from the field.

Educators should also reflect on their own American culture and use it to find common ground with their students’ cultures to help connect further with them. Mike Emery (Director of Lake Region and Fryeburg Area Adult Education) remarks: “One of the things that has been really great in the past couple of years is we’ve shifted the focus from just being on instruction to a broader purpose. For someone who’s a director or doing other aspects of programming, it’s been really helpful to think about how to start new workforce partnerships in programs like that. There are some things around credentialing that are very different working with a foreign-born professional as someone born and raised in the US.” Focusing on consciousness and supporting students will not only enhance adult students’ learning but will also help them feel more accepted in America.

Some participants also led breakout sessions. There were four breakout sessions total and educators had six options to choose from per session. Some breakout topics included: Using EnGen for IET, Stuff I Wish My Teacher Knew, Using Data to Inform Multilingual Programming, The Immigrant Identity in the Classroom and Beyond, and Fostering Diversity in the Workforce: Building Partnerships and Pathways for Multilingual Learners, Paradigms of Belonging. Breakout sessions allowed for participants to focus on themes of interest and engage in more intimate discussions.

Educators appreciated having new frameworks to work within and gaining new skills in cultural competency. Many Adult Educators remark that their favorite part of their job is getting to see their students succeed: “It’s a bonus when you have students coming to you every day saying ‘Teacher, thank you so much. I learned so much today; this is incredible.’ They’re so appreciative, it’s amazing.” Remarks Melanie North (Teacher at Lewiston Adult Education and part of the Supporting Adult Multilingual Learners Institute planning committee). As influxes of migrants continue to increase, it is imperative that educators are equipped to best teach and support them.

Joy and enthusiasm were in the air at Sugarloaf, and educators hope to keep the annual institute running and improving for many more years to come. “I really have seen that this institute over the past three years has grown and continues to grow. You can feel it in the field. I’ve worked in multiple programs in Kennebec County and I feel that because of this institute and the push to have culturally relevant professional development we’re seeing culturally-relevant adult education programs.” stated Tekia Cox (Academic Program Coordinator at Mid-Maine Regional Adult Community Education).

Portland Public Schools Become Winners of a Digital Citizenship Award

It is no secret that technology has become an integral part of students’ lives and their education. Curriculum makers and educators have been figuring out how to integrate technology innovatively. Maine has been a leader in this integration, with many technology-related initiatives and grants.

“We’re honored to be recognized as a Common Sense District,” said Superintendent Ryan Scallon. “Explicitly teaching students media balance and wellbeing and how to be safe online is a step we are taking to support our ‘Whole Student’ goal in our Strategic Plan.”

The Portland Public Schools have been utilizing Common Sense Education’s research-based digital citizenship resources, working to foster a positive technology culture in the whole community. These resources teach students, educators, and families about internet safety, protecting online reputations, personal privacy, media balance, media literacy, and online relationships. There are lessons for all grade levels, K-12.

Courtney Graffius, District Technology Integration Coordinator, has credited the hard work of librarians and digital literacy as an imperative part of this recognition.

“Our librarians at the elementary level have been the leaders and teachers of these lessons,” Graffius said. “At middle school, it’s been a combination of digital literacy teachers and librarians, and at the high school level, it’s been the librarians taking the lead. This will be a part of the SEL (social-emotional learning) priority for middle school next year and will continue to be part of the work of the librarians at both our elementary and secondary levels. These educators are committed to teaching students essential digital citizenship skills!”

The librarians, digital literacy teachers, other educators, and community of Portland Public Schools are grateful for the support of the Maine Learning and Technology Initiative Ambassadors for helping them become a Common Sense District.

“The Portland Public Schools has demonstrated its commitment to taking a whole-community approach to preparing its students to use the immense power of digital media to explore, create, connect, and learn, while limiting the perils that exist in the online realm, such as plagiarism, loss of privacy, and cyberbullying,” according to Common Sense Education. “The recognition acknowledges the district’s commitment to creating a culture where the whole community is invested in helping kids thrive as digital learners and citizens.” The Portland Public School District received the Digital Citizenship Award on June 14^th, 2024, being the second in the state (following Lewiston School District) to receive this recognition. Maine’s devotion to technology integration, including resources to national training programs and handbooks, will hopefully help more students and families navigate the challenging process of using media for good.

Common Sense Education, a national non-profit devoted to educating students and families on technology and its uses, awards school districts as Common Sense Districts when they show commitment to using technology in a safe way that helps enhance students’ education.

Approval of Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A

The Maine Department of Education (DOE) is pleased to announce that we have been granted a Tydings Amendment Waiver of FY23 ESEA funds and FY24 Carryover of Excess Title I, Part A Funds. Pursuant to the authority granted under section 8401(b) of the federal Elementary and Secondary Education Act (ESEA), the Maine DOE received approval for these waivers from the U.S. Department of Education (USDOE).

The requirements from which Maine will be waived include:

A Tydings amendment waiver from Section 421(b) of the General Provisions Act to the U.S. Department of Education (USDOE). The Tydings amendment waiver extends the availability of Federal Fiscal Year 2022/State Fiscal Year 2023 Elementary and Secondary Education funds. Programs affected by this waiver:
- Title I, Part A of the ESEA (Improving Basic Programs Operated by Local educational agencies (LEAs), S010A220019)
- Title I, Part C of the ESEA (Education of Migratory Children, S011A220019)
- Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At Risk, S013A220019)
- Title II, Part A of the ESEA (Supporting Effective Instruction, S367A220018)
- Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement, S365A220019)
- Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants, S424A220020)
- Title IV, Part B of the ESEA (21st Century Community Learning Centers, S287C220019)
- Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program, S358B220019)
A carryover limitation waiver from Section 1127(a) of the Elementary & Secondary Education Act of 1965, as amended for Federal Fiscal Year 2023/State Fiscal Year 2024 Title I, Part A funds s (i.e., the Title I, Part A funds that will become carryover funds on October 1, 2024. The carryover limitation waiver waives the requirement that limits the Maine DOE’s ability to grant to its local educational agencies (LEAs) a waiver of the 15 percent Title I, Part A carryover limitation of more than once every three years.

The Maine DOE profoundly appreciates the work of educators, administrators, support staff, and stakeholders with their dedication to supporting students and schools across Maine. If you have any questions about this waiver, please contact your ESEA Regional Program Manager. Contact information can be found here: ESEA Federal Programs | Department of Education (maine.gov)

2023/24 Maine DOE Student Cabinet Closes Out Another Successful Year

The Maine Department of Education’s 2023/2024 Student Cabinet hosted their final meeting in the Spring, a culmination of the students’ work throughout the school year.

Throughout the year, students had many opportunities to provide feedback to Maine state government leaders, including the Maine Department of Education and Governor Mills, starting with their first meeting in Augusta in the winter. They also met virtually monthly to talk more about education and brainstorm ideas for improving students’ needs at school. A 2023/24 Cabinet subgroup also convened outside of regular meetings to formulate a Student Cabinet vision statement and agreements.

“It is our hope that future Student Cabinets will adopt and update the vision statement and agreements for years to come,” said Phat Thai, Maine DOE Student Cabinet co-chair. Thai led the sub-group of students who worked on the vision statement and set of agreements this year, a student-initiated project.

The final meeting of the 2023/24 Student Cabinet consisted of a listening panel, during which students shared more details on their thoughts and ideas about the mental health needs of students, issues of social justice at school, and school safety with state leaders from the Maine DOE and many other state agencies, as well as Maine education stakeholders and administrators from Maine schools.

The students also had the opportunity to meet with Commissioner Pender Makin and other leaders from the Maine DOE to brainstorm ideas about what makes schools great and what they want and need from them to thrive.

The 2023/2024 Student Cabinet was concluded at the end of the spring meeting. The Maine Department of Education will open applications for vacant seats in the fall of 2024, after which the 2024/2025 will be announced, and meetings will resume. The 2024/2025 Student Cabinet will be co-chair Phat Thai will be joined by the newly appointed State Board Student Representative Cedar Worster, a rising Junior at Oxford Hills Comprehensive High School in South Paris.

For more information about the Maine DOE Student Cabinet, visit the Maine DOE website or contact Rachel Paling, Maine DOE Communications and Outreach Manager, at rachel.paling@maine.gov.

Lincoln Academy Students are Building a Greenhouse to Support Their Free Summer Program

(The Lincoln Academy edLab students who built the greenhouse deck and foundation to support their outdoor learning space.)

The greenhouse will be a part of Lincoln Academy’s Maine Outdoor Learning Initiative program, LA Launch.

The Maine Outdoor Learning Initiative is a statewide effort to increase access to engaging, hands-on outdoor experiences and career exploration for middle and high school students throughout the state. The initiative, created by the Maine Department of Education, was born from a promise made during Governor Mills’ 2022 State of the State Address to provide children with more opportunities to get outside and engage with Maine’s natural beauty following the pandemic.

Students in edLab, Lincoln’s alternative education program, took the lead on the construction project with the help of edLab Director Jody Matta and their teachers. As part of the project, edLab teachers and students researched the town of Newcastle zoning process and received guidance from Town Planner Michael Martone. Students prepared and applied for the building permit. With assistance from the facilities department at Lincoln Academy, edLab students wrestled with the many rocks at the site and dug the foundation area. Along with the base for the Maine Garden Products greenhouse, they also built a deck to be used as an outdoor education space.

“It was a great opportunity for us to learn about the process involved in constructing a new building,” said edLab student Ariel Cowan. “It is information that we will be able to use in the future.”

“Our students worked hard on the greenhouse project, and I am proud of their work,” said Matta. “We look forward to utilizing the greenhouse as a learning space in the future.”

High school students sit at a metal table covered in oyster shells, paper, clipboards, pens and plastic gloves. Some students are inspecting the oysters while others write on their clipboards. — As part of the LA Launch program, students will learn about oyster aquaculture at the University of Maine’s Darling Marine Center.

The LA Launch program is designed to support students as they transition to high school and help them connect with Lincoln Academy while they learn more about their community and the importance of connection in a marine ecosystem.

“The greenhouse is a great resource that will allow LA Launch participants to explore and experiment, which will supplement our field trips to meet with community members and learn more about fishing, aquaculture, boatbuilding, and outdoor recreation,” said Lincoln Academy’s Director of Applied Learning Maya Crosby.

Crosby worked with Heather D’Ippolito, Lincoln Academy’s Director of Community Engagement and Development, to build the LA Launch program and apply for the Maine Outdoor Learning Initiative funding. Lincoln Academy was one of more than 60 organizations that received funding through the Maine DOE grant, thanks to an expansion of the program announced by the governor.

The Maine Outdoor Learning Initiative grant covers participants’ transportation and the school is providing lunch. Families interested in enrolling their rising ninth graders in LA Launch should reach out to the program director, Andrew Jonash, at jonash@lincolnacademy.org or visit the Summer at Lincoln Academy page.

Sign Up for the Free Summer Launch Program Here

Maine Garden Products will deliver the greenhouse in mid-July and place it on the prepared base. The project will be completed by the end of July, before the LA Launch program starts in August.

If you live outside the Lincoln Academy district or want an alternative summer program, check out the Maine Outdoor Learning Initiative’s search program table. Over a hundred free summer programs are happening all over the state!

The Maine Outdoor Learning Initiative was created with Federal Emergency Relief Funding and is a part of Maine’s Whole Student Pandemic Response. Please visit the Maine DOE Website to learn more about Whole Student Pandemic Response and the many other programs that make it up.

MEDIA RELEASE: Department of Education Supports Learning and Enrichment Over the Summer

“This investment in summer learning across 61 Maine schools demonstrates the Department’s commitment to year-round, holistic education,” said Maine Department of Education Commissioner Pender Makin. “From prioritizing outdoor education in Stacyville to pre-apprenticeships in Skowhegan, we’re seeing innovative approaches that address students’ academic, social, and emotional needs. We’re ensuring every Maine student has the opportunity to thrive, both in summer and throughout the school year.”

Summer Learning and Enrichment programs address k-12 students’ academic, social, emotional, and mental health needs, prioritizing underserved students and students most impacted by the COVID-19 pandemic. They continue to aid students’ post-pandemic recovery by offering extra math and literacy instruction, tutoring, and outdoor learning.

“We’re excited to get this work underway this summer and demonstrate how much kids can grow their skills when engagement is at the core of instructional design,” said Nikki Remsen, the Elementary Summer Academy Lead for South Portland Public Schools. Remsen is leading a Summer Learning and Enrichment-funded program for South Portland students in grades K-5. “Rising 1st -5th graders will be diving into interdisciplinary units founded in engineering with support from the Boston Museum of Science and their Engineering is Elementary (EiE) units,” explained Remsen. The EiE programs started in the summer and will then roll into the fall, ensuring more students can access the museum’s lessons.

In Skowhegan, at Somerset Career & Technical Center (SCTC), over fifty students have enrolled in Summer Learning and Enrichment programs like Career and College Prep, Financial Literacy, Writing Workshop, and the inaugural session of their Pre-Apprenticeship program with Sappi Global’s Somerset Mill. Sappi, Maine DOL, Maine DOE, and SCTC worked together to create a unique pre-apprenticeship opportunity for their newest graduates focused on the electrical and instrumentation fields. Participants gained insights into mill operations, acquired essential safety skills, and heard of the benefits to Sappi employees. As the week concluded, students were interviewed for the chance to participate in Sappi’s Electrical and Instrumentation apprenticeship program.

“The initiative underscores SCTC’s commitment to equipping students with practical skills and real-world experiences that pave the way for successful futures in their chosen fields,” said David Dorr, the Director of Somerset Career and Technical Center.

At Katahdin Elementary School, students spend the summer outside, learning through community partnerships. Guest speakers from Chewonki and the Maine Department of Agriculture, Conservation, and Forestry came in with hands-on lessons about Maine vertebrates, flora, and fauna. Students also went on field trips to Katahdin Children and Families Foundation (KCFF) and a local strawberry farm, Golden Ridge Farms.

You can find a complete list of awardees below.

The Summer Learning and Enrichment grant is funded by the American Rescue Plan and is part of Maine’s Whole Student Pandemic Response. Please visit Maine’s Whole Student Pandemic Response page to learn more about the American Rescue Plan and how Maine used Federal Emergency Relief Funding to support Education.

Organization Name	County
Acton Public Schools	York
Andover Public Schools	Oxford
Appleton Public Schools	Knox
Bangor Public Schools	Penobscot
Bar Harbor Public Schools	Hancock
Biddeford Public Schools	York
Brewer Public Schools	Penobscot
Bristol Public Schools	Lincoln
Brooklin Public Schools	Hancock
Deer Isle-Stonington CSD	Hancock
East Range CSD	Washington
Easton Public Schools	Aroostook
Ellsworth Public Schools	Hancock
Great Salt Bay CSD	Lincoln
Jefferson Public Schools	Lincoln
Kittery Public Schools	York
Lisbon Public Schools	Androscoggin
Madawaska Public Schools	Aroostook
Maine Arts Academy	Kennebec
Maine Connections Academy	Cumberland
Mount Desert Public Schools	Hancock
Nobleboro Public Schools	Lincoln
Portland Public Schools	Cumberland
RSU 09	Franklin
RSU 10	Oxford
RSU 11/MSAD 11	Kennebec
RSU 12	Lincoln
RSU 13	Knox
RSU 15/MSAD 15	Cumberland
RSU 16	Androscoggin
RSU 17/MSAD 17	Oxford
RSU 20	Waldo
RSU 21	York
RSU 24	Hancock
RSU 34	Penobscot
RSU 35/MSAD 35	York
RSU 38	Kennebec
RSU 40/MSAD 40	Knox
RSU 54/MSAD 54	Somerset
RSU 56	Oxford
RSU 57/MSAD 57	York
RSU 63/MSAD 63	Penobscot
RSU 72/MSAD 72	Oxford
RSU 75/MSAD 75	Sagadahoc
RSU 78	Franklin
RSU 80/MSAD 04	Piscataquis
RSU 82/MSAD 12	Somerset
RSU 84/MSAD 14	Washington
RSU 86/MSAD 20	Aroostook
RSU 88/MSAD 24	Aroostook
RSU 89	Penobscot
Saco Public Schools	York
Scarborough Public Schools	Cumberland
South Bristol Public Schools	Lincoln
South Portland Public Schools	Cumberland
Southwest Harbor Public Schools	Hancock
Tremont Public Schools	Hancock
Trenton Public Schools	Hancock
Veazie Public Schools	Penobscot
West Bath Public Schools	Sagadahoc
Winthrop Public Schools	Kennebec
Yarmouth Schools	Cumberland

Maine DOE Update – August 2, 2024

From the Maine Department of Education

‘Community Day’ Connects Lisbon Community School with Local Businesses

Schools across Maine have begun to implement more career field exposure and post-grad planning. Professional Development sessions (for students), community integration, and activity fairs have been successful ways to pique students’ interests in different career fields.

At Lisbon Community School, teachers and administrators designed a Community Day to help students reflect on what they’ve learned during the school year, build leadership skills, and learn how to become healthy, collaborative, and productive citizens within their community.

Lisbon Community School teachers have implemented the trend into their curriculum with the help of curriculum team leaders. The school has hosted a Community Day, bringing together students in grades Pre-K through 5thfor the past two school years with great success.

The event brings local professionals ranging from brewers, artists, restaurant owners, town credit union members, fire department workers, emergency medical technicians, doctors, and bakers to the school for one day. Professionals did presentations and demos to educate students on their job and business, and students visited their places of business. Not only is this a great way for students to connect with non-school community members, but exposure to potential career opportunities gives them motivation to continue growing as learners and has inspired them to think about future careers.

It’s safe to say that Community Day has been a success over the past two years. During Community Day, students of all grade levels created individual and group standards of behavior. These group conversations allowed students to reflect on which sills and habits they would like to improve on. Having these conversations with different grade levels in the same space allowed for bonding of students of different grade levels. Teachers also made sure to incorporate the importance of social and emotional wellbeing.

Knowing it will be a while until the next annual Community Day, teachers and students created tangible reminders. Grade 4 students and teachers, led by Angel Tibbetts, created a Kindness Quilt, which hangs in the school for all to see. Additionally, Grade 3 students recorded their PSA of shared values and behaviors for when in the school cafeteria. Community Day serves as a reminder for students that there is so much more going on than what is just in their school and provides role models to inspire students to work hard and achieve their goals. The Lisbon community is grateful for this new tradition and is excited to see how Community Day continues to evolve.