When Sanford Regional Technical Center (SRTC) agriculture instructor Jennifer Coverdale wants to contact AHN Landscaping, the response usually comes from her own student, Noelle Dennis. Dennis is a junior in SRTC’s agriculture program and, by most measures, a full business partner in her family’s landscaping company.
“She’s basically her dad’s business partner,” Coverdale said. “I send an email to him, and she’s the one who checks the email. She is involved in all of the work that he’s doing.”
That level of involvement is something Dennis has built steadily over the past three years, learning the business from the ground up. From talking to clients and planning job sites to managing equipment and running crews, she has taken on responsibility at an age when most of her peers are still figuring out what they want to do after graduation.
For Dennis, the appeal of the work has always been clear.
“I certainly like the career and being outside,” Dennis said. “It suits me.”
Running a landscaping business means no two days look the same, and that’s exactly how Dennis likes it. At AHN Landscaping, she isn’t just showing up to mow lawns; she’s learning how to build and run a business, one job at a time.
“We’ve done many jobs,” Dennis said. “It’s something I really want to continue to pursue.”
This winter marked Dennis’ first season handling snow removal on her own, and it tested her early. During her very first storm, her plow broke down twice in the same spot before losing power entirely. It was the kind of night that reminds you how unpredictable this work can be. But Dennis took it in stride, and she kept going.
“I had been on the sidelines of storms before, and this was my first time being on the frontlines,” Dennis said. “That plow didn’t want to work at all.”
Coverdale says in the classroom, Dennis’ real-world experience makes her a natural leader among her peers. She’s not the loudest voice in the room, but she’s the one others look to.
“She leads by example,” Coverdale said. “If there’s a heavy pile that needs to be moved, she’s the first person on it. She’s not doing it to look cool or to be the person who’s right. She just cares about the end product, and the other students respect her for that.”
The agriculture program at SRTC has given Dennis additional tools to bring to her work at AHN Landscaping. Plant identification, horticultural science, and a deeper understanding of what she’s installing and why have all sharpened the way she communicates with clients.
“It gives me more background knowledge and makes me more professional,” Dennis said. “Clients want someone who knows what they’re doing.”
Dennis’ story is part of something bigger happening at SRTC, where Extended Learning Opportunities (ELOs) allow students across programs to earn school credit while working in their chosen fields. Dennis is one of many students bridging the classroom and the real world, building skills and experience that will carry them well beyond graduation.
This story was submitted by the Sanford School Department.To submit a good news story to the Maine DOE, please fill out the good news submission form.
Pictured: Angela Mantha recently completed her CDL at Maranacook Adult Education.
In Maine, women from high school to adulthood are charting their paths into the state’s skilled trades workforce. By participating in hands-on experiences through career and technical education (CTE), Extended Learning Opportunities (ELO), and adult education, these students are mastering equipment, learning industry standards, and engaging in real-world problem-solving, gaining practical experience and marketable skills aligned with high-demand industries.
There is a greater trend at hand: More women are now entering career and technical programs with clear goals and a strong sense of direction, seeing the trades not as unconventional options but as viable, rewarding professions. The Maine Department of Education (DOE) is pleased to highlight some of stories from across the state for Women in the Trades Month in March.
Alex Ridlon, Brewer High School
Back in 2020, when I was 12 years old, I was burned in a fire, and I lost my father; both are experiences that profoundly changed my perspective on life. Facing such a significant loss at a young age and the deforming of my skin forced me to mature quickly and shaped the direction I chose for my future.
From an early age, I enjoyed working outdoors and being active. As I entered Brewer High School, however, I often felt out of place.
My family was going through financial hardships, and I experienced bullying as a result. Rather than allow those challenges to define me, I made the decision to focus on building a future for myself. I chose to pursue a career in construction, both because I enjoy working outside and because it offered me a practical path toward independence and growth.
So far, I have primarily worked on medical facilities. It is especially meaningful to me to know that the buildings I help to construct will one day serve people in need. Contributing to projects that positively impact others gives my work a deeper purpose.
During that difficult time in high school, I sought guidance from one of the smartest, most helpful, easy-to-talk-to people, Mr. Kevin Napolillo, my ELO coordinator, who became an important source of support. He encouraged me to invest time in preparing for the real world. Over the course of four weeks during the summer, I dedicated myself to daily reading, learning, and hands-on preparation. That experience opened my eyes to what I was capable of achieving and helped me develop both confidence and direction.
I decided to begin working with concrete as a way to enter the field and start building toward my long-term goal of becoming a heavy-equipment operator. Throughout my journey, I have learned the importance of resilience and focus. I have found that the more determined you are to succeed, the more important it becomes to stay committed to your goals and not be discouraged by negativity.
As a young woman entering the construction industry at 17 and now 18 years old, I have gained valuable experience and perspective. I graduated earlier than the rest of my class—an accomplishment that strengthened my confidence and reaffirmed my determination. Working alongside experienced professionals has shown me the clear difference between classroom learning and real-world application. In many ways, I have learned more through hands-on experience in construction than I did in a traditional classroom setting. My journey has been shaped by hardship, perseverance, and a strong desire to build not only structures but also a meaningful and independent life for myself.
Isabella (Izzy) Moore, Brewer High School/Maine Construction Academy
During my junior year of high school, I knew it was nearly time to choose my career path post-graduation. I didn’t know what path I wanted to take, but I did know that I needed some hands-on work. I heard about the Maine Construction Academy, so I decided to check it out. I signed up and got approved for it but was still unsure; as it turns out, it was the best decision I ever made for myself, and I have no regrets.
This program gave me the opportunity to do an apprenticeship during my senior year of high school through N.S. Giles Foundations, which transferred to Sargent, [my current place of employment], after graduation. It was here that I learned how to use heavy equipment. Both companies have welcomed me with open arms and given me amazing mentors and opportunities.
Without all of this, I would not be the woman I am today. I feel as though construction gave me more structure and discipline, along with a lot of confidence. I have been able to not only become more independent mentally but financially, as well. At just 19 years old, I have my own apartment, bought my first “big girl” car on my own, and have taken a few vacations. Now, that’s just the fun stuff—but you get what I’m saying. If it weren’t for this program, I wouldn’t be where I am today, nor would I have the life I have built for myself so far.
What started out as “I’m just going to test the waters and see what happens” turned into such a growing passion for this field. I can’t see myself doing anything else, and I look forward to doing this for the rest of my career. I am extremely grateful to all the people who have taken a chance on me during this path, along with all of the opportunities that have been given to me.
Lily Kick, Sacopee Valley High School
Lily Kick is a senior at Sacopee Valley High School who plans to pursue a career in the manufacturing industry.
“Manufacturing is a field full of innovation, and that is what I want to invest my future in,” Kick said. “Career surveys often pushed me toward architecture or actuary. Through some research and a few job shadows, I learned that these were not career pathways for me.”
As a junior, Kick interned at New England Castings in Standish, a local manufacturer of precision alloy castings using the lost-wax casting method. This year, she is participating in an internship at ARCH Cutting Tools in Cornish, a company that manufactures metal removal cutting tools for a variety of industries.
“My two internships have solidified my decision to obtain a mechanical engineering degree and hopefully contribute to the innovation in the manufacturing industry,” Kick said.
Kick explained that she does not think she would enjoy a predictable office job. Instead, she prefers the field’s constant new tasks and issues that require immediate attention, as well as its adaptability and unpredictability.
Kick credits the support of her ELO teacher, Dr. Elizabeth Sanborn, whom she says, “undoubtedly made the most impactful difference in my future pursuing engineering and manufacturing.”
Kick noted she also feels her ELO experiences have helped to strengthen her personally as a young woman.
“It is notorious that trades are a male-dominated field; however, my success has taught me there is always room for change,” Kick said.
Maranacook Adult Education
One of the programs offered at Maranacook Adult Education is aimed at addressing a critical need in the workforce: truck driving.
“Both nationally and here in Maine, we are facing a critical shortage of truck drivers. There simply are not enough qualified drivers to meet the needs of the industry,” Steve Vose, Director of Maranacook Adult Education, said.
Vose said part of the solution entails getting more women involved by demonstrating that truck driving is a safe, viable career path with good pay—typically above minimum wage. He said he was pleased when the Maine Department of Labor and Maine Department of Transportation announced a $96,000 Women in Trucking grant for Maranacook Adult Education to help more women afford to get their Commercial Driver’s License (CDL).
“I am extremely encouraged to see state governments, employers, and nonprofit organizations recognizing this challenge and beginning to provide truck-driving schools with the financial support and resources necessary to help address these staffing shortages,” Vose said. “For far too long, the trucking industry has overlooked a vital resource: women drivers. Women are the future of trucking and deserve to be recognized and valued as such.”
Vanessa Mercado recently received her CDL from Maranacook Adult Education and is now driving for Dead River Company—an experience that she has called “life changing.” Mercado said the Maranacook Adult Education program helped her to gain confidence in her skills, allowing her to now do this job that she finds meaningful.
“I know that I’m providing to the community as a delivery driver,” Mercado said. “I’m able to do something that gives back.”
Nancy Frost, one of two female truck-driving instructors at Maranacook Adult Education, said that she is pleased to see more female representation in the truck-driving industry.
“I think it’s a lot easier for women now,” Frost said. “I think that this grant is going to be wonderful.”
Vose shared that all Women in Truck Driving scholarships are spoken for in the July program, but Maranacook Adult Education is currently accepting scholarship applications for November. Those interested should please contact Vose at 207-242-8795.
Please visit the Maine DOE website to learn more about ELOs, adult education, and CTE across the state.
The Hall of Flags at the Maine State Capitol was buzzing with energy the week of February 9, 2026, as representatives from Career and Technical Education (CTE) schools, Maine Community College System (MCCS), Maine Administrators of Career and Technical Education (MACTE), SkillsUSA Maine, Maine’s FFA program, and other partners/supporters came together to celebrate Career and Technical Education (CTE) Month.
The multi-day event showcased the innovation, impact, and opportunity that CTE provides students across Maine. Open to legislators, industry partners, and the public, the Hall of Flags gatherings highlighted the work of Maine’s 27 CTE schools and MCCS through hands-on demonstrations, student presentations, and conversations about workforce development and postsecondary pathways. Students had a chance to speak directly with legislators, partners, and members of the public about their experiences and the many opportunities available through CTE.
Currently, there are 11,370 enrollments in Maine CTE programs—the highest number to date. Maine’s CTE schools provide students with access to more than 90 unique programs that prepare them for a wide range of postsecondary pathways, including employment, apprenticeships, and higher education. Dwight Littlefield, Maine DOE Director of Career and Technical Education, welcomed the Hall of Flags crowds each day, emphasizing the growing impact of CTE statewide.
“This year is the fifth consecutive year of increased enrollment in CTE across Maine,”Littlefield said.
Student Voices Highlight the Power of CTE
A central focus of the celebration was student voice, with learners from across the state sharing their personal stories and experiences.
“Having the opportunity to take a CTE class all four years of high school has opened my eyes to a whole new world,” Caribou Technology Center student Brady Barnes said. “They motivate me to come to school. I’ve always felt like I was seen, and now I have a clear career path and plan on becoming an electrician.”
“When I was asked how Caribou Tech has helped me develop life skills and how the Tech Center will benefit me in the future, one thought came to mind almost instantly: leadership,” fellow Caribou Technology Center student Leo Stacy said. “It has provided not only myself but also all of my classmates a safe space to start the transition to adulthood. [We are] learning to lead in a positive way.”
“Career and Technical Education isn’t a backup plan; it’s a smart plan,” Jackson Lavertu, a student at Westbrook Regional Vocational Center, said. “[Westbrook Regional Vocational Center] has given me skills, confidence, direction, and opportunities I never imagined I’d have in high school.”
Maine FFA State Reporter and Southern Maine Community College student Jillian McLaughlin highlighted the academic and leadership benefits of CTE.
“CTE programs are not an alternative to academic rigor; they are an expansion of it,” McLaughlin said. “CTE and agricultural education specifically builds confidence, responsibility, and leadership. Through programs such as FFA, DECA [Distributive Education Clubs of America], and Skills USA, students learn how to problem solve, speak comfortably and confidently in front of others, and become active leaders in their communities.”
Educators Emphasize Workforce Impact and Community Strength
CTE leaders spoke about the broader impact of these programs on Maine’s workforce and economy.
“Students graduate academically prepared, workforce ready, and equipped with employability skills, such as problem solving, teamwork, and leadership…This is transformational,” Kevin Lavoie, Director of St. John Valley Technology Center, said. “It doesn’t happen by chance. It has been driven by the intentional leadership and collaboration exemplified by the work of MACTE, the Maine DOE, and all other supporters. MACTE’s strategic vision focuses on priorities that directly benefit our students.”
“CTE connects classroom learning to real careers, builds essential skills, and opens doors to family-sustaining wages right here in Maine,” Sanford Regional Technical Center Director Matt Petermann said. “Many of these CTE schools are the lifeblood of their regions and communities. These students are necessary to help rebuild skilled labor in Maine and keep our programs and communities strong.”
Schools and partners from across Maine were represented at the Hall of Flags event:
On February 10, 2026, schools and partners from northern Maine showcased their programs, including:
Caribou Technology Center – Caribou
St. John Valley Technology Center – Frenchville
Presque Isle Regional Career and Technical Center – Presque Isle
MSAD 24 – Van Buren
Region 3, Northern Penobscot Technical Center – Lincoln
St. Croix Regional Technical Center – Calais
Washington County Community College – Calais
Northern Maine Community College – Presque Isle
Maine FFA
With a snow day impacting the originally scheduled February 11, 2026, agenda, February 12, 2026, hosted Maine’s southern, central, and coastal schools, including:
Bath Regional Career and Technical Center – Bath
Biddeford Regional Center of Technology – Biddeford
Lake Region Vocational Center – Naples
Portland Arts and Technology High School – Portland
Sanford Regional Technical Center – Sanford
Westbrook Regional Vocational Center – Westbrook
Region 8, Mid-Coast School of Technology – Rockland
Region 10 Technical High School – Brunswick
Region 11, Oxford Hills Technical High School – Norway
Lewiston Regional Technical Center – Lewiston
Central Maine Community College – Auburn
Southern Maine Community College – Brunswick and South Portland
York County Community College – Wells
Maine FFA
SkillsUSA
Governor Janet Mills stopped by the Hall of Flags on day one to welcome CTE directors, instructors, students, staff, and partners to the Maine State Capitol and learn more about their hands-on, innovative work.
Career and Technical Education Month continues to highlight how CTE is expanding opportunities for Maine students, strengthening local communities, and building a skilled workforce for the future. Find a full listing of Maine’s CTE sites/centers here. To learn more about Career and Technical Education in Maine, visit the Maine DOE website.
On Friday, April 18, 2025, excitement filled the air at the Foster Career and Technical Education (CTE) Center in Farmington, as a bright red fire truck pulled into the parking lot—not in response to an emergency but as a heartfelt gift. The Windham Fire Department donated this 2004 E-ONE fire truck just as it was being retired from active service, giving it a meaningful new role in training future firefighters.
When Windham Fire Department Chief Brent Libby learned that the Foster CTE Center needed a newer vehicle for hands-on training, he didn’t hesitate to help. Once the necessary approvals were in place, the donation was finalized, and the truck made its way to its new home. Chief Libby and Windham Fire Department firefighter Steve Bishop presented the truck to the school.
The students, led by firefighting instructor Ellie Adams, were ready and waiting. They had cleared and cleaned the vehicle bay, proudly wore their uniforms, and even prepared a celebratory cake to welcome the newest and biggest addition to their training space.
The joyful occasion brought together students, school leaders, and members of the firefighting community. Among the attendees were RSU 9 Superintendent Christian Elkington, School Board Member Deb Smith, Interim Foster CTE Director Galen Dalrymple, Mt. Blue High School Principal Joel Smith, and representatives from the Farmington Fire Department, including Chief T.D. Hardy, Deputy Chief Tim Hardy, and firefighters Job Alexander, Stanley Wilcox, and Jackson Hardy.
With this generous donation, students can now train with real-world equipment that reflects the tools and technology used in the field today. The Foster CTE Center’s firefighting program prepares students for meaningful careers in public safety—whether they become firefighters, EMTs, or continue their education in fire science or emergency services.
Thanks to the thoughtfulness, kindness, and community spirit of the Windham Fire Department and the Town of Windham, this fire truck will continue its service in a new and powerful way, helping future first responders to gear up for success with confidence, pride, and purpose.
Pictured (left to right): John Post, Kameron King, Danica Wooster, Kay Fearon, and Arnold Bulley.
At the core of teaching is a central question: How can we ensure that every student gets the best education possible? This was the theme of the Maine Department of Education’s Inclusive Education Conference, focused on supporting students with disabilities throughout their pre-K-12 schooling and into meaningful adult lives.
Held at the Augusta Civic Center, the conference provided an opportunity for attendees to sit in on a variety of panels and workshops, centered around some key questions: How can we rethink classroom spaces to make them more accessible to students who are receiving special education services? How can we rework individualized education plans (IEPs) to ensure inclusion across all settings? How can we ensure that students with disabilities have the same opportunities in school as other students?
One such panel was on the topic of “Dignity of Risk for Students with Disabilities.” The panelists included a variety of people from different backgrounds, including educators, employers, employment specialists, and a young employee with lived experience, each offering valuable perspectives on how risk impacts the development and success of students with disabilities.
Liam Danaher, ELO Coordinator at Noble High School, discusses the dignity of risk and supporting students in their journey with career exploration.
Janet May, Coordinator of Transition and Adults at the University of Maine Center for Community Inclusion and Disability Studies, opened the discussion asking panelists, “What is dignity of risk?” Each panelist responded with varying perspectives on the discussion; however, a common thread emerged: Students should be allowed to take risks, make mistakes, and fail, because it is often in that moment of failure that people truly grow. Panelist John Post, a vocational rehabilitation counselor said, “It is okay to have a negative impact from a risk. What’s important is to learn how to come back from it.”
Each panelist shared their own experiences, encouraging students to embrace manageable risks. Kamron King, who works in an apprenticeship program for high-skilled labor jobs, shared that starting out in the program was tough, but being allowed to fail helped him to grow. Danica Wooster, a Student Support Specialist at the Mid-Coast School of Technology, is a woman working in a male-dominated field. She emphasized the importance of pushing yourself and learning from personal challenges; Arnold Bulley, a Human Resources and Safety Manager at Shiretown Solutions in Houlton, noted that he always sets goals for students to help them grow, letting them take risks. Liam Danaher, Extended Learning Opportunities Coordinator at Noble High School, recalled his six-year-old son learning how to mountain bike with the mantra, “No risk, no reward.”
The panel went on to address many other questions about the balance between growth and support. In the end, it was a productive conversation about how to tackle these delicate and necessary challenges.
Another panel question involved striking the right balance between providing necessary support, while still allowing for the dignity of risk and personal growth. As discussed by Wooster and Danaher, this balance is rooted in the belief that meaningful learning and growth happen through experience, especially through mistakes. The support should be individualized and dynamic, adapting to each student’s needs. King’s experience further emphasized this. He talked about how his vocational rehabilitation counselor supported him in his journey to becoming a welder at a shipyard, which, with many ups and downs, demonstrates how support helps individuals to flourish.
Bulley added, “To me, a balanced support means pulling back on those parents and job coaches and employment specialists in order to let a person learn and grow.”
Ultimately, balancing support with risk is about building a toolkit that, as Kay Fearon, Diversified Occupations Instructor at Portland Arts and Technology High School described, helps students to adapt and find their own ways of achieving success, even in the face of limitations and challenges.
Conference panelists emphasized that it’s not a one-size-fits-all approach; it’s about guiding students to recognize their strengths, confront their fears, and know that setbacks are part of the path to confidence, independence, and personal fulfillment.
For both employers and individuals alike, inclusive workplaces are essential. When people with disabilities and other diverse backgrounds are fully included, organizations across industries unlock greater potential—for their teams, individual employees, and the broader workforce.
This article was written by Vagni Das, a rising senior at Yarmouth High School. As part of her extended learning experience, she is working as an intern at the Maine DOE.
The two-day event, themed, “Plowing New Paths, Harvesting Dreams,” celebrated youth leadership in agriculture and natural resources.
The Maine FFA Association proudly concluded its 95th annual State Convention on May 9, 2025, following two vibrant days of student-led events, competitions, and career development activities held in the Greater Bangor/Orono region. Hosted primarily at the University of Maine campus in Orono, the convention welcomed more than 300 FFA members, advisors, guests, and supporters from across the state.
This year’s convention theme, “Plowing New Paths, Harvesting Dreams,” guided a full schedule of programming that highlighted youth leadership, innovation in agriculture, and meaningful community engagement. The event featured career and leadership development opportunities in 19 unique areas, including, but not limited to, environmental science, veterinary science, public speaking, floriculture, and tractor driving. Students also participated in community service projects with Maine Harvest for Hunger, the Bangor Humane Society, and Good Shepherd Food Bank.
“This year’s convention theme couldn’t be more fitting, as these words capture both the hard work that defines agricultural life but also the hopeful vision that drives us forward,” Megan Welter, Maine DOE Associate Commissioner of Public Education, said to students during the convention’s opening ceremony. “Since last May, Maine proudly welcomed three new FFA chapters: Poland, Dexter, and Sanford. That expansion brings the State of Maine to 14 chapters, which is a 15% growth in one year. That’s not just a number; that is a testament to the enduring relevance and growing importance of agriculture education in our state.”
Also in attendance during the convention’s opening and closing ceremonies were Deputy Commissioner Nancy McBrady of the Maine Department of Agriculture, Conservation, and Forestry; Dean Diane Rowland of the University of Maine College of Earth, Life, and Health Sciences; and National FFA Secretary Luke Jennings, along with State Officers from FFA chapters across Maine. The convention celebrated the achievements of these FFA chapters and installed the 2025-2026 State Officer Team.
“FFA has been the best thing that has happened to me individually, but I also get to watch a lot of other students grow, as well,” Maine FFA State Vice President Haley Mayne said. “I am so proud of everyone, and I think that being in FFA will not only prepare you for things in agriculture but also for real-world experience. It’s such an awesome organization to be a part of.”
Additional highlights from the two-day event included livestock evaluation, an ag mechanics competition, the National FFA Officer workshop, and hands-on activities in aquaculture, horse evaluation, and floriculture.
To enhance Maine’s high-quality Career and Technical Education (CTE) programs, the Maine Department of Education (DOE) is seeking public comment on performance levels for Maine’s Revised 2024 Perkins State Plan. Comments will be accepted through Friday, June 6, 2025.
The 2025 submission of Maine’s Revised 2024 Perkins State Plan will include adjusted values of Maine’s state-determined performance levels (SDPLs) for the 2024-2025 school year through the 2027-2028 school year. These proposed adjusted values will more accurately represent available student data and reflect more achievable thresholds at the state level.
Please note that the Perkins indicators (1S1, 2S1, etc.) may not be changed; Maine is federally required to report on these performance indicators.
Maine’s proposed SDPLs for the upcoming four years are available for public comment for 60 days, with public comment closing on Monday June 9, 2025. Feedback should be provided through the available survey, which can be found here. Comments will be reviewed and included in the final version of Maine’s Revised 2025 Perkins State Plan.
Please visit the Maine DOE CTE Accountability webpage for more information on Maine’s Perkins State Plan and Maine’s existing secondary and postsecondary SDPLs.
For additional information, please contact Dwight A. Littlefield, Maine DOE CTE Director, at dwight.a.littlefield@maine.gov.
(Pictured: Students and instructors from the Outdoor Skills and Leadership program at Region 9 School of Applied Technology in Mexico, Maine.)
Over the last six years, Career and Technical Education (CTE) enrollment in Maine has increased by more than 20%. Currently, there are more than 10,500 enrollments in Maine CTE programs – the highest number to date. Maine’s CTE schools provide students with access to more than 90 unique programs that prepare them for a variety of post-secondary pathways.
Career and Technical Education has become a sought-after education pathway for Maine students. Maine’s CTE programs provide students with learning opportunities that set them up for post-secondary success. Students often graduate with licensure, real-world experience, college credits, and workforce connections.
On February 5 and 12, the Maine Department of Education (DOE) hosted students, instructors, and CTE administrators from about two dozen CTE schools across Maine in the Hall of Flags at the Maine State House. These events offered a chance for CTE schools to set up displays and showcase their programs and student success.
February 5 event:
During the February 12 celebration, Curt Ring, the CTE director at Northern Penobscot Technical Center Region III in Lincoln, spoke to the audience about the success of the school’s welding program. Last year, the school graduated 25 students, 15 of whom went straight to work and had a combined salary of more than $1 million.
Other speakers that day included Lewiston Regional Technical Center (LRTC) student Leah Walton and Region 9 School of Applied Technology student Gage Lee.
A SkillsUSA State Officer, Walton shared how her CTE journey took her out of her comfort zone, encouraging her to try new things and to work through hard things, finding strength through solid teamwork. Walton is a senior in LRTC’s cosmetology program and plans to pursue the pre-law and legal studies program at Husson University next year.
Meanwhile, further west in Mexico, Maine, Lee attends the Outdoor Skills and Leadership program at Region 9. He shared how much he is learning in his program at Region 9, and how important conservation has become to him. His journey has given him the tools to not only share Maine’s natural beauty with others but also to help them be stewards of the environment.
February 12 event:
Lee’s instructor, Jeffrey Rainey, runs the Outdoor Skills and Leadership program at Region 9. Enthusiastic students from this program accompanied Rainey and shared some of the things they like best about the program, which include having class outdoors and going fishing. Rainey shared that while students are having fun along the way, the two-year program also prepares them for Maine’s guide license exam, which is one of the most rigorous guide license exams in the nation.
These two Hall of Flags events drew in representatives from almost all of Maine’s 27 CTE schools as well as Maine FFA, DECA, SkillsUSA, Bridge Academy, and MACTE. Maine DOE staff, legislators, partners, and supporters from across the state attended to celebrate the continued expansion of CTE in Maine. During the February 5 event, Governor Janet Mills stopped by to welcome everyone to the Hall of Flags and make her rounds to hear from CTE students directly.
All of Maine’s secondary students can access one of Maine’s 27 CTE schools. Maine CTE programs prepare students to be ready for career and post-secondary opportunities by delivering expert instruction in national industry-related standards and technical skills; providing an opportunity for student academic success through multiple pathways; partnering with area employers and local industry to ensure that students are ready and prepared to meet the needs of the workforce; introducing and reinforcing general employability skills that are common to all work environments; coordinating with postsecondary partners to facilitate a seamless transition into continued learning opportunities; and providing middle school students with the resources and education to explore their career pathway choices.
On Monday, December 2, the Houlton community celebrated Region Two School of Applied Technology’s acquisition of a new $480,000 John Deere forwarder, purchased through a Maine Department of Education (DOE) grant, made possible by Governor Janet Mills’ Maine Jobs and Recovery Plan.
“Governor Mills’ commitment to equipping our technical schools with industry-standard tools gives students hands-on experience that launches careers and builds Maine’s future workforce,” Maine DOE Commissioner Pender Makin said. “Our forestry sector remains a cornerstone of Maine’s economy, and these investments ensure our students are ready to lead this critical industry forward.”
The school’s new John Deere forwarder is a logging industry standard that future foresters must learn to master. This purchase replaces equipment at the school that was 25 years old. The new forwarder uses a rotating cabin and grapple arm to collect and transport logs from cutting sites to roadside landing areas.
Additionally, Region Two School of Applied Technology also received two forestry simulators alongside this forwarder, providing students with comprehensive training opportunities. It allows them to develop expertise with essential equipment in a controlled learning environment before operating the actual machinery.
This upgrade comes as part of a larger by the Maine DOE, designated specifically for upgrading infrastructure and equipment across Maine’s 27 Career and Technical Education schools. The goal is to modernize technical education facilities statewide.
“It was a great day for Career and Technical Education in the state, as it celebrated the commitment that Governor Mills has continuously shown toward growing these opportunities for the students of Maine,” Maine DOE Career and Technical Education Director Dwight Littlefield said. “Many logging companies have the exact same piece of equipment, which will definitely give the students of Region Two a leg up, if they choose to continue down this path.”
The impact of this investment is already evident in Region Two School of Applied Technology’s enrollment numbers, with the forestry program seeing student participation double from 14 students in 2020 to 28 students in the current academic year. This growth contributes to record-breaking statewide CTE enrollment this school year, with 10,405 students total.
This CTE expansion grant was a part of Maine’s Whole Student Pandemic Response. You can learn more about the Maine DOE’s efforts to bolster the state’s workforce and how the department allocated pandemic-era federal funding to do so here.
Students from Biddeford and surrounding communities are gaining new opportunities to build in-demand career skills, thanks to a $7 million expansion of the Biddeford Regional Center of Technology (BRCOT).
This expansion was part of Governor Janet Mills’ Maine Jobs and Recovery Plan, which designated $20 million of Covid-era funding to the Maine Department of Education (DOE) to support the 27 Career and Technical Education (CTE) schools in the state—specifically by upgrading infrastructure and equipment.
This project added 17,500 square feet of new space to the high school-adjacent facility. Great Falls Construction completed the work at BRCOT using a mobile studio design.
“This expansion is a major win for Biddeford and surrounding communities,” Ryan Fecteau, former and newly re-elected Speaker of the Maine House of Representatives, said when speaking to
“It isn’t just about bricks and mortar. It’s about creating new pathways to success for students,” Biddeford Schools Superintendent Jeremy Ray told
The new BRCOT wing houses three brand-new CTE programs: culinary arts, hospitality/travel/tourism, and athletic training/sports medicine — the latter being the first of its kind in Maine. This expansion has also allowed the center to grow its existing programs, too, like emergency medical technician training, plumbing, and heating.
“This new wing isn’t just about creating space; it’s about creating opportunity,” Biddeford Regional Center of Technology Director Paulette Bonneau said. “It’s about giving students the tools, resources, and experiences they need to build their futures.”
BRCOT now offers 20 CTE programs and serves around 500 students in grades 9-12 from eight communities. These additional programs will provide students with industry-recognized certifications, college credits, and hands-on training to prepare them for careers and/or further education.
The culinary arts program, for example, allows students to earn their ServSafe certification; the athletic training program offers training in CPR and first aid; and the hospitality/travel/tourism program provides a pathway to Maine’s vital tourism industry.
“We’re not just preparing kids for jobs; we’re preparing kids for careers,” Ray said.
“It’s more than just a building for Biddeford,” Biddeford Mayor Marty Grohman said.
During the center’s grand opening ceremony, guests were treated to an impressive brunch spread prepared by culinary arts students under the guidance of Chef Steve Ogden. Senior Emma Alward, a hospitality student, served appetizers.
“I think it’s fun,” Alward said of the program when speaking with Saco Bay News.
Eleventh-grader Sophia Auger, who is enrolled in the culinary arts program, said she never expected to have this opportunity.
“It’s an honor to be able to be a part of the first group to get to do this,” Auger said.
Auger’s classmate, Maya Cochrane agreed, noting that the program is a great fit for students interested in cooking and working in a kitchen.
“When students have interest, we don’t want them to wait,” Ray said. “We want to make sure that they’re ready to capitalize on that, so they can dig right in.”
Bonneau noted that the programs at BRCOT also offer dual enrollment, allowing students to earn college credits while still in high school.
“This grand opening is a monumental milestone for our school and our community,” Bonneau said. “The programs housed here will spark innovation, drive economic growth, and give our students a pathway to success.”
This project was a part of Maine’s Whole Student Pandemic Response, made possible through the American Rescue Plan. To learn more about Maine’s CTE schools or how the Maine Department of Education used federal emergency funding to support Maine schools, please visit the Maine DOE website.
Maine DOE Newsroom 