WEBINAR: Averting Targeted School Violence – January 12, 2022

Due to an increase in requests for training, the U.S. Secret Service National Threat Assessment Center (NTAC) will host an encore presentation of their latest study, Averting Targeted School Violence: A U.S. Secret Service Analysis of Plots Against Schools.

Event date: January 12, 2022
Event time: 12:00 – 3:30 pm ET
Register here.

As part of its mission to prevent targeted violence, NTAC has long maintained a particular focus on the safety of children in schools. The following NTAC resources are available to assist community partners in developing behavioral threat assessment programs and to inform the decisions for when and how to initiate a threat assessment.

Additional resources:

Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence provides eight actionable steps for establishing multidisciplinary behavioral threat assessment teams. Behavioral threat assessment is a proactive approach to identify, assess, and appropriately intervene with students who display a behavior that elicits concern for the safety of themselves or others. – Enhancing School Safety
Protecting America’s Schools: A U.S. Secret Service Analysis of Targeted School Violence is the most comprehensive analysis of targeted school violence ever produced by the federal government. The study offers unparalleled insight into the motives, behaviors, and other situational factors that ultimately led to school violence. – Protecting America’s Schools
Averting Targeted School Violence: A U.S. Secret Service Analysis of Plots Against Schools examines instances when a student advanced a plan to attack their school, but was stopped before violence occurred. The report affirms the importance of bystander reporting and intervention before a student’s behavior escalates to violence. – Averting Targeted School Violence

Early Childhood Text Study: Free Professional Development for Educators

Specialists from the Maine Department of Education’s Early Learning Team are excited to offer a web-based professional development opportunity for early childhood educators in the Pre-K and Kindergarten grade span.

The text study will take place virtually on Mondays in four, 75-minute sessions on a bi-weekly basis.

Intentional Teaching in Early Childhood is set to begin on Monday, January 10, 2022. The proposed schedule is outlined below.

January 10^th 3:30-4:45 Part 1 (chapters 1 & 2)
January 24^th 3:30-4:45 Part 2 (chapters 3 & 4)
February 7^th 3:30-4:45 Part 2 (chapters 5 & 6)
February 28^th 3:30-4:45 Part 3 (chapters 7, 8, & 9)

Registration will be limited to 30 participants and together we’ll work to reflect on three big questions:

What about teaching young children sparks your passion?
What unique skills and interests do you bring to your job?
What valuable lessons have you learned in your career so far?

The answers to these will help you identify where you are on your teaching journey and guide you in taking control of your own professional development.

Those interested are encouraged to register. Participants will receive a copy of the book and up to 14 contact hours at the end of each text study.

Registration is free and can be completed here. Registration closes December 15^th at 11:59pm. Participants will be selected on a first come, first served basis.

For further information, please contact Nicole Madore, Early Childhood Specialist at Nicole.madore@maine.gov.

Summer Institute for Elementary Teachers: Identity and Multilingualism through Picture Books

The National Endowment for the Humanities (NEH) is sponsoring a two-week summer institute designed for K-3 elementary teachers, “Identity and Multilingualism through Picture Books.” The institute will focus on pedagogical approaches to language learning through an equity lens.

All details about the application process, logistics, and program facilitators can be found on this site: https://earlyidentityandlanguage.org

For additional questions, contact co-directors Krista Aronson (karonson@bates.edu) and Margaret Boyle (mboyle2@bowdoin.edu).

Professional Learning Opportunity: Deepen Your Knowledge and Skills to Better Support Students who are Multilingual Learners

The Maine Department of Education is excited to announce an excellent opportunity for all Maine educators to deepen their knowledge and skills for supporting students who are English learners (ELs) (also referred to as multilingual learners [MLs]).

Organized by UCLA Center X Northeast Region, the ExcEL Leadership Academy provides teachers with free professional learning through a program of micro-credentialing. Through a project called ExcEL 2026: Improving Outcomes for EL Students in Rural Areas there are two micro-credential pathways: Essential Support for Working with Multi-Lingual Learners and Advanced Support for Working with Multi-Lingual Learners.

ExcEL 2026 makes professional learning accessible to teachers wherever they are located, and ‘the work’ is embedded in their teaching so it aligns with their immediate learning needs. Teachers also become part of the ExcEL network and substantially improve outcomes for students who are ELs. There is NO cost to participate. Participants receive stipends for successfully completing micro-credentials as well as support for classroom materials and supplies.

Visit the ExcEL Leadership Academy website to learn more and apply. Maine educators are also invited to join project director Laureen Avery on December 13th from 3-4pm for more information! Contact Laureen Avery at avery@gseis.ucla.edu if you have any questions about how ExcEL 2026 can support you and your colleagues in improving programs for ELs.

Topic: Maine ExcEL 2026 Info Session
Time: Dec 13, 2021 03:00 PM Eastern Time (US and Canada)
Join Zoom Meeting: https://ucla.zoom.us/j/3300361098
Meeting ID: 330 036 1098

WEBINAR: Teacher Effectiveness for Language Learning (TELL) Framework

On December 7^th at 3pm, the Maine Department of Education welcomes Dr. Thomas Sauer, Assistant Director of Resource Development at the National Foreign Language Center (NFLC) and Codirector of Professionals in Education Advancing Research and Language Learning (PEARLL), who will facilitate a free one-hour webinar on the Teacher Effectiveness for Language Learning (TELL) Framework, which outlines the core characteristics that world languages teachers exhibit.

What are the elements of an effective language teacher? While a solid foundation in subject matter content is clearly important for any teacher, research suggests that it is not so much what the teacher knows but what the teacher does in the classroom that maximizes student achievement. Many teachers look for a magic solution, but becoming an effective educator requires a clear definition. The TELL Framework has identified those characteristics and outlined simple processes teachers can complete in order to take charge of their professional growth.

Professional Learning Outcomes:

I can identify how the TELL Framework can help me identify my strengths as a teacher.
I can prioritize my professional growth goals and identify measurable outcomes that will serve as evidence of my growth.
I can use the resources provided by the TELL Project to outline a plan for professional growth.

Contact hours will be provided. Please register by December 2^nd and contact April Perkins, World Languages & ESOL/Bilingual Programs Specialist, at april.perkins@maine.gov with any questions.

WEBINAR: The Maine Seal of Biliteracy

On November 16th at 3pm, April Perkins, World Languages & ESOL/Bilingual Programs Specialist, is hosting a webinar on the Maine Seal of Biliteracy.

Teachers, school counselors, and principals are welcome to attend. The webinar will describe the eligibility criteria and application process, as well as the benefits for students who earn the Seal of Biliteracy.

Diving Into Maine History with Primary Sources

Looking for ways to connect your students with national issues and events through a local lens? Three Maine agencies have partnered to create “primary source sets,” themed packets of images, documents, artifacts, and sound recordings that open a window into Maine’s past.

The Maine State Museum, Maine State Archives, and Maine State Library have partnered with the Maine Department of Education to offer these free resources to schools and homeschools across the state.

The structure is simple. Each packet provides an introduction with contextual information on the topic. Then, students receive the primary sources – with no explanation of what they are. Students spend time with their source, finding clues, making observations, asking questions, and interpreting what they see and how it might connect to the broader story. The materials are presented like mysteries that the students can solve, with optional analysis worksheets to walk them through the process. They actively do the work of historians.

Only after these steps do they get the “answers,” labels with the names, dates, and facts associated with their sources. Optional reflection questions and activities offer opportunities for additional depth to the lesson, often drawing the line between the historical materials and issues that impact the present.

The themes and the questions they explore:

Maine Pandemics

old tuberculosis vaccine poster — Image source: Library of Congress. https://www.loc.gov/item/98508942/

Explores sources with information on the local story of smallpox, cholera, tuberculosis, influenza, and polio.

How do people carry on with life during a pandemic?
How do information and misinformation spread during a pandemic?
How do pandemics impact different people in different ways?
Is it right to control people’s actions during a pandemic?

Access this set here »

Freedom & Captivity

old photo of a jail cell — Maine State Prison Jail Cell Around 1924

Sources exploring the history of incarceration in Maine.

What Kinds of People are in Prison?
Life in Prison
Captivity Outside of Prison
Working in Captivity

“Since mass incarceration is such a critical part of our history and our present, we must be able to offer students a way to understand how we got to this point,” said Freedom & Captivity Coordinator Catherine Besteman who worked on some of the materials for this project. “The U.S. is the world’s largest jailer. It is likely that many children have been impacted by the legal system because of the arrest or incarceration of a family or community member. Understanding how the criminal legal system in the U.S. developed, how it has grown, how it impacts families and communities, and what alternatives exist is a profoundly important task for our schools if we are ever to correct the abuses and problems of the past in order to build a healthier future.”

Access this set here »

Maine’s Bicentennial

old map of maine — The Province of Maine 1794

Different elements of Maine’s story leading up to statehood in 1820.

Creating a Maine Identity
Mapping Maine
Power of Maine’s Vote
Slavery and Maine
Statehood and the Wabanaki

Access this set here »

Here is the link to sign up for Joe’s famous Social Studies listserv where you can find out about great resources like this one.

Interested in learning more? Join the next webinar about these great resources. More information can be found below. You can also reach out to Maine DOE Social Studies Specialist Joe Schmidt at Joe.Schmidt@maine.gov or contact Manie State Museum Education Program Specialist Kate Webber at kate.webber@maine.gov.

Part 4: “Maine Pandemics” Primary Source Set
Exploring pre-packaged online educator materials on the theme of the history of pandemics in Maine. 3:00-4:30pm ET November 9th (Register for this session)

Attendance Matters: Transforming School Climate and Culture During COVID

Due to popular demand, another session has been planned for December! This opportunity is two half-day interactive sessions that are relevant for staff working remotely or in-school.

Wednesday, December 8 from 12:00 to 2:45pm
Wednesday, December 15 from 12:00 to 2:45pm

You and your team can create a positive climate and culture during a pandemic! Participants will:

Learn strategies to build positive climate, improve school culture and decrease chronic absenteeism whether remote, in-person and 6 feet apart,
examine how to build healthy relationships within the school community even when behind the screen (staff with students, staff with staff, and staff with families),
explore strategies for difficult conversations among staff, students, and/or families,
access a framework (including staff survey) to assess your own school climate and culture through consensus decision-making,
leave the workshop with tools to help create a thriving school where all students and staff can feel welcome and be successful.

Everyone is welcome. We strongly encourage schools to register teams of 3 – 5 staff. During the training, you will work closely with your team-whether you are in-person or working remotely. All teams will leave the training with a plan that can be used immediately!

The cost is $85 for each member of the school team (minimum of 3 team members) and $115 for an individual registration. The same team should attend both sessions. The cost covers training and materials. Zoom link will be forwarded after registration. The sessions are limited to 50 participants.

To register and for more information: Click here or go to https://countmeinmaine.org/newsite/attend-upcoming-trainings/

If you have any questions, contact Susan Lieberman at slieberman@countmeinmaine.org

U.S. DOE School Ambassador Fellowship Application Open

The application window for the 2022-2023 cohort of U.S. Department of Education’s School Ambassador Fellowship opens Friday, October 15, 2021. The application portal will be open for application submissions through Friday, January 14, 2022.

Founded on the principles of partnership, collaboration and cooperation between the Federal Government and school-based educators, the U.S. Department of Education designed the School Ambassador Fellowship program to enable outstanding teachers, administrators, and other school leaders, such as school counselors, psychologists, social workers, and librarians to bring their school and classroom expertise to the U.S. Department of Education and to expand their knowledge of the national dialogue about education.

The School Ambassador Fellowship offers two separate 9-month tracks: full-time and part-time. The full-time appointment is based at the Department of Education Headquarters in Washington, DC and requires Fellows to relocate to the Washington, DC area for their Fellowship experience. The part-time fellowship does not require relocation allows educators to maintain their regular school responsibilities in their home communities, while also participating in the School Ambassador Fellowship experience.

To be eligible for the School Ambassador Fellowship, participants must:

Be a U.S. Citizen or permanent resident.
Currently be a teacher, administrator, counselor, social worker, or other school staff member (and anticipate being employed in this role during the 2022 – 2023 school year).
Be employed by a traditional public, charter, private, virtual, military (DoDEA), or tribal (BIE) school that serves any grade, preschool through twelfth.
Have at least five years of experience in his/her role, up to and including the current school year.
Have daily interaction with students and/or educators in his/her school/district role.

The School Ambassador Fellowship is a professional learning community designed to improve educational outcomes for students by leveraging the expertise of school-based practitioners in the creation, evaluation, and dissemination of information around national education initiatives.

Ideal candidates for this program are educators from public, charter, independent, magnet, parochial schools, etc. who have made significant contributions to student learning and culture, can effectively communicate to a variety of internal and external education stakeholders, and can promote excellence in education through their collaboration and leadership capabilities.

Applications for the 2022-2023 cohort of the School Ambassador Fellowship applications are open through 11:59pm EST on January 14, 2022. Please visit the Applicant Information page and sign-up for updates to stay in contact with the program.

For more information on how the Fellowship works, please see the Program Overview.

The 11th Annual Maine PBIS Conference 2021

Engage with educators throughout the state to promote positive, predictable, equitable, and effective learning environments for all!

November 5th, 2021
VIRTUAL and FREE!
9am – 3pm
Please register for this event (Connection information will be sent to your email after you register)

AGENDA:

9:00 AM Welcome
9:30 AM Keynote Address “Sustaining PBIS by Putting Equity at the Center of Our Work” – Kent McIntosh, PhD – Philip H. Knight Chair of Special Education at the University of Oregon, Director of Educational and Community Supports, Co-Director of the Center on Positive Behavioral Interventions and Supports, Lead of the Center’s Equity Workgroup, Founding member of the PBIS-SCP Canada Network, Member of the Board of Directors of the Association for Positive Behavior Support
10:45 Break
11:00 AM Keynote Follow-up through Facilitated and Interactive Discussion Groups
11:30 Lunch
1:00 PM Keynote Address: “Integration is Key to Doing Less, Better: Engaging a Whole Child Approach in Schools” – Sandra M. Chafouleas, PhD, NCSP – Distinguished Professor in the Neag School of Education at the University of Connecticut, Directs the UConn Collaboratory on School and Child Health (CSCH), Authors a Psychology Today blog on promoting student well-being