Maine DOE Seeking Educators to Develop the Next Round of MOOSE Modules

The Maine Department of Education (DOE) is currently seeking educators to develop interdisciplinary MOOSE Modules that will align with and provide real-world context for Maine Learning Results standards and existing Maine DOE resources.

Maine’s Online Open-Source Education (MOOSE) platform provides free, interdisciplinary, project-based learning materials created by Maine teachers for Maine pre-K through grade 12 students. The Maine DOE is constantly expanding MOOSE content to meet educator needs and provide resources that highlight ongoing and emerging initiatives of the Maine DOE.

The Maine DOE is seeking a variety of Maine educators (e.g., teachers, curriculum leaders, museum educators, librarians, etc.) to develop educational material for the MOOSE platform. Applicants must be available for weekly meetings and able to dedicate 3-6 hours outside of those meetings to creating materials. Interdisciplinary cohorts will be formed for educators around topics that span across the preK-12 spectrum. Within cohorts, smaller teams will create modules between September 15 and January 23 under the guidance of the MOOSE Specialists.

If you are interested in applying but still have questions, please contact Maine DOE MOOSE Project Supervisor Jennifer Page (jennifer.page@maine.gov). The MOOSE Team will hold a recorded information session on Monday, August 25, at 4 p.m. The recording will be directly mailed to all registrants and will be posted on the Maine DOE website. Registration can be found here.

Applications can be found here and are due by Monday, September 1. Applicants will be notified of their acceptance for the program by Wednesday, September 3, and will attend their first meeting on Monday, September 15. Compensation for a fully developed, approved, and published module by January 23, 2026, is $3,000, with no partial or late payments available.

For further questions and information, please contact Maine DOE MOOSE Project Supervisor Jennifer Page at jennifer.page@maine.gov.

Seeking Educators to Pilot MOOSE Modules and Wabanaki Studies Educator Guides

The Maine Department of Education (DOE) is currently seeking educators to pilot MOOSE Modules and Wabanaki Studies Educator Guides with their classrooms this fall.

Maine’s Online Open-Source Education (MOOSE) platform provides free, interdisciplinary, project-based learning materials, created by Maine teachers, for Maine preK-12 students. Feedback on the modules themselves and their usability is vitally important, as we are constantly improving existing modules and applying lessons learned to new creations. In addition to the modules themselves, extensive Wabanaki Studies Educator Guides have been developed and are ready to be piloted for feedback. Educators may apply to pilot any combination of modules and/or educator guides in their classroom.

The Maine DOE is now seeking educators interested in using these materials in their classroom with five (5) or more students and providing feedback about the experience. Educators must choose their own module(s)/guide(s) to pilot and justify their decision in their application. Stipends will be provided for feedback on up to two modules and/or guides ($500 per module/guide) that have been piloted, with additional funds provided for deidentified student work and/or reflections ($50 each per module/guide). All required elements must be completed by January 23, 2026.

If you are interested in applying but still have questions, please contact MOOSE Project Manager Jennifer Page (jennifer.page@maine.gov) and/or Wabanaki Studies Specialist Brianne Lolar (brianne.lolar@maine.gov). The MOOSE Team will hold a recorded information session on Tuesday, August 26th, at 4 p.m. The recording will be directly mailed to all registrants and posted on the Maine DOE website. Registration can be found here.

If you are ready to apply, you can find applications here. Applications for the Fall 2025 session are due by Monday, September 1, 2025. Applicants will be notified of their acceptance for the program by Friday, September 5, 2025, and modules/guides may be piloted any time after Monday, September 15, 2025.

For further information or questions, please contact Maine DOE MOOSE Project Manager Jennifer Page at jennifer.page@maine.gov and/or Maine DOE Wabanaki Studies Specialist Brianne Lolar at brianne.lolar@maine.gov.

Maine DOE Hosts Summer Institutes on Integrating Literacy and Numeracy Across the Curriculum

From July 14-16, 2025, educators from across Maine gathered on the coast for an immersive professional learning experience, designed to reimagine how literacy and numeracy are taught—not as isolated subjects but as essential, interconnected tools for deep learning across the curriculum.

Hosted at the College of the Atlantic by the Maine Department of Education (DOE) Office of Teaching and Learning, the Integrating Literacy and Numeracy Across the Curriculum Summer Institutes brought together educators to explore authentic, interdisciplinary approaches to instruction. Over the course of three days, participants engaged in hands-on learning, heard from nationally recognized education experts, and collaborated to design lessons that they will bring back to their classrooms this fall.

Importantly, the work that began during these institutes won’t end there. The lessons created by participants are set to grow into new, high-quality MOOSE (Maine Online Open-Source Education) modules—ensuring that educators across the state will have access to innovative, standards-aligned resources that reflect Maine’s commitment to equity, relevance, and inclusive design.

“These institutes reflect the future that we’re building together—a future where all students engage in real-world, integrated learning experiences that build their confidence and competence,” Beth Lambert, Chief Teaching and Learning Officer at the Maine DOE, said. “We’re not just learning about interdisciplinary teaching; we’re doing it, modeling it, and scaling it.”

These institutes were a collaborative effort among several offices and initiatives within the Maine DOE, showcasing a whole-agency approach to supporting educators. Teams from Multilingual Learning, Multitiered Systems of Support (MTSS), Interdisciplinary Instruction, MOOSE, and the Office of Special Services and Inclusive Education co-developed and facilitated learning experiences that supported educators in designing instruction that is inclusive, culturally responsive, and accessible to all learners.

National thought leaders enriched the experience with big-picture framing and practical strategies. Mara Krechevsky, senior researcher at Harvard Project Zero, led sessions on making student thinking visible and cultivating rich documentation of learning. Tom Murray, Director of Innovation for Future Ready Schools, offered insight into creating learner-centered environments that prioritize relevance and connection. Educators also heard from Dr. Julie Meltzer, a national expert on the Solutionary framework, who helped participants consider how to design lessons where students investigate real-world problems and take action through informed, ethical, and systems-aware projects.

Educators who participated in the institutes left energized and equipped with ideas and tangible resources to bring back to their schools.

“By integrating literacy and numeracy into everything we teach, we’re creating the conditions for deeper learning and stronger transfer,” Lambert added. “This isn’t just about content; it’s about designing learning experiences that are meaningful, coherent, and reflective of the real world.”

That vision resonated with educators across the state, who left the institutes inspired, energized, and ready to bring what they learned back to their students.

“I absolutely loved everything! It was so engaging, and I felt that the work was purposeful and intentional. Everything went together,” Amber Wileschamberlain, a third-grade teacher at Sebasticook Valley Elementary School, said. “I also love that I will leave this conference with something to use in my classroom that implements the ideas and knowledge.”

“You all have done a great job putting together a program that is both helpful and thought-provoking. It helps juice me up as an educator,” Colin Hickey, an English teacher at Messalonskee High School, shared with the Maine DOE.

“The presenters are amazing, and the Maine DOE reps are so knowledgeable, available, and easy to talk to,” MaryAnn Wheeler, a Reading and Math Interventionist at Mountain View School, added.

These institutes are part of a broader movement in Maine to rethink how core skills like literacy and numeracy are taught across grade spans and subject areas. The Maine DOE’s forthcoming Literacy and Numeracy Action Plans will further support this vision by providing a strategic, statewide approach to building foundational skills in ways that are developmentally appropriate, inclusive, and connected.

“This was one of the most powerful learning experiences I’ve had as an educator,” one participant shared. “I’m leaving with not only new ideas but with something I can use—a lesson I created that I believe in.”

The 2025 Literacy and Numeracy Summer Institutes are funded through Title II/Title IV state reservation funds. For more information or with questions, please contact Maine DOE Chief of Teaching and Learning Officer Beth Lambert at beth.lambert@maine.gov.

Webinar: Nature as Canvas – Ephemeral Art and Outdoor Learning

Join Joshua Chard, Maine Department of Education (DOE) Arts Integration Teacher Leader Fellow, for an engaging 45-minute webinar on how nature-based and ephemeral art can ignite creativity, deepen content learning, and strengthen students’ connection to place.

Chard will be joined by special guest Becky Hallowell, 2025 Maine Teacher of the Year, who brings a deep commitment to outdoor, place-based education. Together, they’ll share real classroom examples, practical strategies, and easy-to-implement ideas for using natural materials to support cross-curricular learning—from science and math to writing and social-emotional learning.

This session is ideal for educators seeking to bring learning outdoors and create meaningful connections between art, the environment, and student voice.

Date: June 5, 2025
Time: 3:15-4 p.m.

No preregistration is required. Join the webinar here.

For further questions, please reach out to Maine DOE Arts Integration Teacher Leader Fellow Joshua Chard at joshua.chard@maine.gov.

Carl J. Lamb Elementary Students Get a Sweet Lesson in Science, Math, and New England Tradition

Students at Carl J. Lamb Elementary School in Springvale have had a sweet lesson in science, math, and New England tradition, thanks to a school-wide maple sugaring project.

This initiative transformed playground maple trees into educational tools, as children collected sap, tracked data, and ultimately created their own maple syrup in a unique cross-curricular learning experience.

“We have to check the buckets to make sure the sap is going up every time,” second-grader Morrigan Duggan explained. “The temperature needs to be above freezing for the sap to come out.”

This project, years in the making, is the brainchild of teachers Kim Minchin and Robert Rothwell (also known as “Mr. Bob”), who have transformed a New England tradition into a comprehensive learning opportunity for the entire school.

“We’ve been talking about doing this for probably four or five years,” Minchin shared. “This was the year we decided to go whole-school because a lot of our students don’t get to experience maple syrup weekend, where you go to farms and see the process.”

What makes this project particularly valuable is how it integrates multiple subjects. Students learn across disciplines – geography, math, science, and literacy – all through the authentic context of maple syrup production.

In math classes, students track the gallons of sap collected daily. Fourth-graders work on converting measurements (gallons to cups, pints, and quarts), while second-graders calculate temperature differences to understand how weather affects sap flow.

“I have a little more flexibility in math,” Minchin said. “We can still work on what they’re learning in the classroom but use the context of maple syrup and sap collection to make it meaningful.”

The maple sugaring process begins with identifying and tapping maple trees on school grounds. Though the playground features red maples rather than sugar maples, they still produce sap. Mr. Bob has also tapped about 14 sugar maple trees at the Spring Road library to ensure enough sap for production.

Students are involved in every step – from drilling holes and inserting taps to collecting sap daily and measuring volumes. They learn that it takes approximately 40 gallons of sap to produce just one gallon of maple syrup—a ratio that amazes even adults.

“It looked like water,” second-grader Thomas Lapointe recalled of the first sap collection, “but, when we tried to taste it, it was a little bit sugary.”

Beyond academics, this initiative builds community and life skills. Students work together, communicating and problem-solving as they carefully collect and measure the sap.

“There’s a lot of teamwork,” Mr. Bob said. “They have to communicate and plan together.”

For many students, especially those who struggle in traditional classroom settings, the hands-on nature of this project provides a confidence boost.

“Our students don’t always feel like they have that success,” Minchin noted. “So, to be able to have the floor and teach others about something they’ve experienced firsthand – it’s pretty uplifting for their confidence.”

This story was submitted by Carl J. Lamb Elementary School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Applications Open for 2025 Maine DOE Literacy and Numeracy Summer Institutes

The Maine Department of Education (DOE) Office of Teaching and Learning invites educators across Maine to apply for the 2025 Literacy and Numeracy Summer Institutes. These three-day, in-person professional learning experiences will occur from July 14–16, 2025, at the College of the Atlantic (COA) in Bar Harbor. Applications will close on May 27.

Designed for public school teachers, instructional coaches, administrators, and specialists across all grade levels and content areas, these immersive and hands-on institutes will bring together educators committed to strengthening interdisciplinary approaches to literacy or numeracy. Each participant will engage in deep content learning, hands-on collaboration, and the design of practical, real-world instructional experiences.

Participants will engage with local learning environments, including community gardens, the iconic Beatrix Farrand Gardens, the Dorr Museum of Natural History, Allied Whale, COA’s greenhouses and learning labs, the intertidal zone, and the vibrant community of Bar Harbor. They will explore high-impact instructional practices, investigate ways to connect content to students’ lives and communities, and help advance a statewide effort to promote meaningful, integrated learning across Maine classrooms.

Expectations of Participants
Educators selected to participate in the institute will:

Attend the full three-day in-person experience.
Collaborate with fellow educators to deepen their understanding of evidence-informed interdisciplinary literacy or numeracy practices.
Create a high-quality learning task that reflects real-world application of literacy or numeracy concepts and meets the criteria to be made available on MOOSE (Maine Online Opportunities for Sustained Education).
Have the opportunity to pilot the task during the 2025–2026 school year, providing feedback and contributing to shared statewide resources.

Participants will receive a stipend of $400 for successfully completing and posting the learning task, with an additional stipend available for those who choose to pilot the task and submit classroom feedback and instructional resources.

Logistics and Support
The Maine DOE will provide lodging and meals for all participants, and mileage reimbursement is available for attendees traveling more than 50 miles one way.

Apply Now
Applications are open now and will close on Monday, May 27, at 5 p.m. All applicants will be notified by Monday, June 2. Space is limited, and the Maine DOE will work to ensure that selected participants represent a diverse range of grade levels, geographic regions, and content areas from across the state.

Please use this link to apply.

Weekly Office Hours: Exploring Numeracy Across the Curriculum

The Maine Department of Education (DOE) Interdisciplinary Instruction Team invites educators to join a new series of weekly virtual office hours, focused on exploring numeracy across content areas. Sessions will take place every Wednesday from 3:30 to 4:30 p.m., beginning April 16, 2025, and running through June 4, 2025.

Each session will highlight a different topic that illustrates how numeracy and mathematical thinking can deepen learning across the curriculum (full schedule below). Whether you’re a classroom teacher, instructional coach, or curriculum leader, these office hours are designed to offer practical insights and spark interdisciplinary connections.

Session Topics:

April 16 – Data Visualization
April 30 – Climate Change
May 7 – Fast Fashion
May 14 – Food Waste
May 21 – Plastic Pollution
May 28 – Water Quality
June 4 – Numeracy Resources

To participate in these office hours, please register here.

The Interdisciplinary Instruction Team is part of the Maine DOE Office of Teaching and Learning. For further questions, please contact Maine DOE Interdisciplinary Instruction Specialist Michele Mailhot at Michele.R.Mailhot@maine.gov.

RSU 11 Celebrates Literacy Innovation at Grades 6-12 Interdisciplinary Showcase

On March 13, there was an unmistakable buzz of energy and pride in RSU 11, as educators gathered for the Grades 6-12 Interdisciplinary Literacy Showcase. The event, held at Gardiner Area High School, marked the culmination of a year-long collaborative effort among middle and high school teachers to explore innovative strategies aimed at increasing student motivation, enhancing content literacy, and improving reading comprehension.

The event began with a warm welcome and an opening message that recognized the dedication and innovative spirit of the staff. Afterwards, attendees participated in a vibrant gallery walk, as dducators shared their team’s journeys at presentation tables. They highlighted creative approaches to building literacy skills in subjects ranging from science and social studies to mathematics, the arts, and beyond. Some teams also discussed topics like student motivation and engagement, question/answer relationships, productive struggle, note-taking strategies, and summarizing complex texts. Each presentation offered valuable insights and practical takeaways, showcasing the collective power of educators working toward a common goal.

Teachers talking to each other standing by a display.

This showcase represented how an initiative first supported by a Maine Department of Education (DOE) Literacy Grant has evolved into a sustainable and impactful movement in RSU 11. Even after that grant funding had ended, educators remained deeply committed to continuing this work. Fueled by a shared belief in its impact, they voluntarily pushed forward, driven by their dedication to improving student learning.

“Our teachers stepped up in incredible ways,” Angela Hardy, RSU 11 Curriculum Coordinator and Literacy Organizer, said. “They worked across disciplines, studied literacy research, tried new approaches in their classrooms, and thoughtfully examined the results. This showcase was about celebrating that commitment and the difference it’s making for our students.”

A staff survey conducted early in the year showed that teachers wanted more opportunities to collaborate, engage in ongoing professional learning, and receive support from colleagues as they strengthened their practice. As a result, RSU 11’s grade 6-12 educators began coming together as interdisciplinary teams to develop skills and strategies for literacy instruction across all content areas. Monthly planning and training sessions took place, allowing educators to work within multidisciplinary groups through Cycles of Action. At times, they collaborated closely with their team; and at other points, they worked independently to test strategies in their classrooms. Each cycle lasted between two and six weeks, encouraged teachers to design a research-based plan, implement it, study the results, and refine their approach or try something new.

For many educators, the initiative has marked a turning point in their professional practice. Shaunessy Laclair, a middle school Social Studies teacher and Literacy Facilitator, worked closely with an interdisciplinary team to explore the connections between productive struggle and a growth mindset. Her team’s work highlighted how literacy strategies can empower students to persevere through challenges and develop resilience as learners.

Laurie Tranten, a seventh-grade English Language Arts teacher and RSU 11 Literacy Facilitator at Gardiner Middle School, called the experience “the greatest initiative that our school has ever taken on.” She added, “It was exciting to see specific content vocabulary being showcased and different literacy strategies used in all content areas. Overall, the school has become more literacy-rich, with students engaging in literacy, based on contextual needs.”

Katy Jones, Librarian and RSU 11 Literacy Facilitator, reflected on how the interdisciplinary nature of the work has deepened collaboration.

“This professional learning experience allowed for different perspectives, increased professional engagement, and strengthened collaboration,” Jones said. “It was a great opportunity to be excited about teaching again—and students were excited about learning.”

Throughout these cycles, teachers used pre-assessments to determine students’ starting points, explored new instructional strategies, implemented changes in their teaching, and reassessed students to measure the impact. The showcase highlighted this important work, with presentations demonstrating the strategies used and the results educators witnessed in student learning.

Kirsten Perry, Secondary Literacy Coach for RSU 11, emphasized the collective effort that made this work so powerful.

“This showcase was an accumulative event that highlighted the power of collective efficacy in action,” Perry said. “The power of educators learning from each other provided one of the most impactful professional learning experiences I have participated in.” The event closed with a sense of celebration and renewed purpose, led by Delvina Miremadi-Baldino, the Executive Director of Maine Youth Thriving. She gave a beautiful closing speech to RSU 11 staff about youth mattering, the role staff plays in that goal, and the intersection of intentional and collaborative work to help students achieve and grow.

RSU 11’s Grades 6-12 Interdisciplinary Literacy Showcase was a testament to the power of teamwork, perseverance, and a shared belief that all students can succeed. RSU 11 remains committed to supporting educators and ensuring that every student has access to high-quality, engaging literacy instruction—no matter the subject area.

Maine Educators Gather in Portland for Solutionary Literacy Workshop

On March 4, 2025, educators from across Maine gathered in Portland for the Solutionary Literacy Workshop, a full-day professional learning experience co-facilitated by authors Cris Tovani and Julie Meltzer. The workshop focused on equipping teachers with effective strategies to support student engagement, critical thinking, and literacy development through inquiry-based learning.

The day began with an overview of the workshop’s objectives, emphasizing the importance of fostering curiosity and engagement by encouraging students to explore meaningful issues. Educators examined how to build background knowledge using diverse texts and model strategies that support students in researching, reading, writing, discussing, and presenting their ideas.

In the first session, participants explored ways to spark curiosity and establish a “need to know” mindset in students. Educators learned high-impact practices to help students recognize the relevance of the topics they explore, ensuring deeper engagement with their learning.

The second session focused on modeling proficient reading strategies aligned with high-impact Science of Reading (SOR) practices. Teachers explored techniques to support students in reading and interpreting various types of texts – factual, argumentative, or narrative – enhancing their ability to engage with complex materials.

“This literacy learning workshop provided an opportunity to network with others and discuss engaging literacy practices to help close the reading achievement gap,” Nicole Smith, a fifth-grade educator from Madison, shared about the event.

After lunch, the workshop shifted to strategies for facilitating meaningful, text-based discussions. Educators learned how to guide students using texts as evidence to support their thinking and engage in structured, purposeful conversations.

The use of innovative literacy-based knowledge placements allows students to engage in productive conversation at their readiness level,” Renee Lloyd, a sixth-grade English Language Arts teacher, reflected. “I appreciate that this workshop provided me with useful literacy strategies I can use the next day.”

In the afternoon, educators explored vocabulary strategies designed to support students in making sense of discipline-specific texts. The session highlighted the role of vocabulary in comprehension, particularly when engaging with subject-specific material that may be unfamiliar to students.

The final session of the day encouraged educators to reflect on their students’ literacy needs and develop plans for integrating the strategies learned throughout the day. Participants assessed their available resources and discussed how to apply these new approaches to better support their students.

The workshop concluded with reflection on key takeaways and next steps for continued professional growth. Educators left with practical strategies for creating more engaging, inquiry-driven literacy experiences in their classrooms.

If you are interested in participating in similar professional learning opportunities, spaces are available in the Maine Solutionaries Project numeracy cohort, starting March 27. To learn more or to join, visit this link or contact Kathy Bertini, Maine Department of Education (DOE) Interdisciplinary Instruction Coordinator, at Kathy.Bertini@maine.gov.

Meet Lyseth Elementary Environmental Literacy Teacher and School Garden Coordinator Leigh Quigley

Throughout the years, Portland Public Schools (PPS) has implemented an Outdoor and Experiential Learning program in all of its 10 elementary schools. Over time, this program has evolved from focusing solely on school gardens, to including the habitat of the living schoolyard, to now, incorporating a deeper, systematic implementation of Environmental Literacy that aligns with students’ learning standards and grade-level curriculum.

Now, a few of the PPS elementary schools have an Environmental Literacy Teacher, whose role is unique to itself and the school where the teacher is based. At Lyseth Elementary School, the Environmental Literacy Teacher and School Garden Coordinator is Leigh Quigley, a passionate gardener who brings much personal experience and excitement to her role. She assists with the school garden program, established with support from parent volunteers and the local non-profit Cultivating Community, which helped to build and implement an elementary garden curriculum.

“My role as Environmental Literacy Teacher/School Garden Coordinator is to help teachers build capacity toward integrating the natural world into PPS Wabanaki and Life Science units, as well as other areas of the curriculum in which it benefits students to incorporate the schoolyard into their studies,” Quigley explained.

To do so, Quigley incorporates environmental and science education, socio- and eco-justice, Indigenous knowledge, biodiversity, natural resources, climate change, sustainability, and more into all that she does with students.

Additionally, the collaborative teaching model of the Outdoor and Experiential Learning program offers embedded professional development designed to uplift and support classroom teachers as they work to provide equitable access to the natural world for all children through the PPS curriculum. The Environmental Literacy Teachers also help to run year-round Wabanaki fieldwork for k-5 students.

“I directly teach specific Science and Wabanaki units/lessons,” Quigley said. “I also support teachers with their English Language Literacy curriculum by creating avenues for students to bridge the topics they are learning about in class through added exposure to the topics (or related topics) via an environmental/ecological/scientific/Indigenous lens.”

This fall, Quigley held a schoolwide garden celebration with students, teachers, families, and community members. Students harvested fall produce from the garden, planted overwintering crops like garlic, weeded and redesigned outdoor learning spaces, and helped tuck the garden in for the winter.

Leigh brings a lot of love to her work and encourages students to grow and cultivate a lasting relationship with nature.

“In this role, I have the utmost pleasure of seeing struggling students take on leadership roles and experience success in activities and tasks that are completely new to them,” Quigley said. “It is extremely gratifying. The real reason behind my position is fostering academic, social, and emotional growth and success in students, while helping them build a (hopefully) positive, lifelong relationship with the natural world.” This experience-based, hands-on learning approach helps students to build relationships, reciprocity, respect, and responsibility for the Earth’s ecosystem and for each other. It also offers a level playing field that welcomes and supports every student, no matter their background, experience, or abilities.

Some of Quigley’s favorite student reactions thus far include:

“Look at this! This is OUR garden.” (This comment came after a weeks-long student clean-up project in the fall.)
“I love Tuesdays. That’s when I have Garden class.”
“Do we get to go outside today?!”
“Did we really harvest over 100 lbs. of carrots?!”
“Working in the garden makes me feel good.”
“Do we have to go back inside already?” (This comment came after a 45-minute class outdoors.)
“Look what I found!” (Quigley mentioned that this is a common remark among students when they find things like worms, roly-polys, grubs, millipedes, animal tracks in the snow, and animal nests.)