Eight of the 16 total 2026 Maine County Teachers of the Year remain in the running for 2027 Maine State Teacher of the Year.
AUGUSTA, Maine—Eight exceptional educators from across the state are semifinalists for 2027 Maine Teacher of the Year. On Thursday, July 23, 2026, the Maine Department of Education (DOE) and Educate Maine officially announced these semifinalists, who will deliver keynote speeches, submit professional portfolios, and participate in an expert panel discussion about educational equity, teacher leadership, and education policy as part of the next phase of the Maine State Teacher of the Year selection process.
The semifinalists for 2027 Maine Teacher of the Year are:
Androscoggin Abigail (Reuscher) McCoy Chemistry and Forensic Science Teacher Lewiston High School, Lewiston Public Schools
Penobscot Marcy Soucy 4th and 5th Grade Math and Reading Teacher Fairmount School, Bangor School Department
Somerset Jeremy Bourque Digital Media Instructor Somerset Career and Technical Center, MSAD/RSU 54
Waldo Rachel Norgang 2nd and 3rd Grade Teacher Monroe Elementary School, RSU 3
As members of the 2026 Maine County Teacher of the Year cohort, these educators embody the dedication, innovation, and classroom leadership synonymous with this recognition. Throughout their year of service, they act as ambassadors for their students, colleagues, and school communities, celebrating and elevating the teaching profession as a whole.
“Congratulations to the 2027 Maine Teacher of the Year semifinalists on this impressive and well-deserved recognition,” Maine Education Commissioner Pender Makin said. “We are honored to champion you and your peers through this important program, which highlights the challenging and often underappreciated work of educators and the ways in which unwavering dedication in the classroom can be life-changing for students.”
“We are proud to celebrate and recognize these outstanding educators,” Jodi Mezzanotte, M.Ed., Director of Educator Engagement at Educate Maine, said. “Their dedication, leadership, and commitment to their students, the teaching profession, and colleagues across the state reflect the very best of public education in Maine.”
The selection process for Maine State Teacher of the Year is rigorous and designed by educators to offer candidates an opportunity to reflect on their instructional practice. In January, each candidate was nominated for this recognition by a member of their community. Candidates first participated in the county selection process, in which a distinguished panel of teachers, principals, business leaders, and community members chose them from among hundreds of nominees as 2026 Maine County Teachers of the Year. These 16 teachers began the selection process for 2027 Maine Teacher of the Year in May, showcasing their instructional practices through a classroom video and written reflection.
The Maine State Teacher of the Year finalists will be announced in the fall, with a grand reveal of the 2027 Maine Teacher of the Year in October. That teacher will represent Maine in the National Teacher of the Year program.
For more information about the Maine Teacher of the Year program, and to see a list of Maine County Teachers of the Year and Maine State Teachers of the Year, please click here.
Students from Presque Isle High School’s Pathways Program participate in a spring cleanup at Mantle Lake Park in Presque Isle.
Presque Isle High School’s Pathways Program, part of MSAD 1, is an alternative education program that serves students in grades 9-12 from Presque Isle, Mapleton, Chapman, Castle Hill, and Westfield. The program provides a safe, supportive environment where students reconnect with learning through flexible instruction, personalized schedules, academic support, and positive relationships with staff. Through these opportunities, students build the academic, social, and life skills needed for graduation and post-secondary success.
One student’s story in particular highlights the impact of Pathways.
“When this student first joined the program, they experienced selective mutism and were hesitant to come into the building,” Pathways lead teacher Laura Roope said. “Now, as a senior, they’re an active leader in the classroom.”
The student joined Pathways midway through freshman year after struggling in middle school and during the transition back to in-person learning following the pandemic. Over time, the student gained confidence, built friendships, and participated in both Pathways and mainstream classes.
This spring, the student will graduate and attend the University of Maine at Presque Isle, where the student plans to pursue a career in early childhood education.
“This student always had above-average ability,” Roope said. “They just needed the right support, confidence, and a sense of belonging.”
Stories like this, Roope said, are part of what has kept her dedicated to alternative education for nearly two decades.
“I have the best job in the district,” Roope expressed.
Individualized Learning and Flexible Support
The Pathways Program tailors schedules and coursework to students’ goals, academic needs, and learning styles. Some students attend the program full time, while others remain connected to mainstream classes and receive additional support as needed.
“When I first started the year in regular classes, I couldn’t handle the noise and chaos because of my migraines. Here, it is quiet and not chaotic,” a Pathways Program student said.
In a single classroom through Pathways, students may simultaneously work on biology, algebra, English, credit recovery, or independent reading. Roope and her co-teacher personalize pacing and instruction while maintaining high expectations.
“We expect students to act as if they are in a work setting,” Roope said. “We’re preparing them for life after high school and teaching them to find answers independently.”
Roope said many students thrive when given greater ownership over their learning in a flexible environment.
“Students value having control over their pace and asking for help when they need it,” Roope said.
Pathways classrooms are collaborative and discussion based.
“Sometimes, one student asks a question about history or current events, and suddenly the entire room is involved in a meaningful discussion,” Roope said. “There’s social-emotional learning happening alongside the academics.”
Building Relationships and Supporting Student Growth
Relationship building and social-emotional support are central to the Pathways Program. Every other week, students participate in structured circle discussions that encourage communication, empathy, reflection, and respectful listening. Staff also use these conversations to identify students who may need additional support or connection to school-based mental health resources.
“A lot of these students are going to get upset or frustrated, and that’s okay,” Roope said. “The important thing is supporting them as they work through those feelings and return ready to learn.”
Students and families also review individualized expectations during the intake process, helping establish clear communication and shared accountability from the beginning. The program uses restorative and trauma-informed approaches when addressing behavioral and emotional challenges. Rather than immediately removing students from the learning environment when they are experiencing behavioral and emotional challenges, staff work with students to reflect, de-escalate, and rebuild trust.
“We work to keep communication open and involve families as partners,” Roope said. “When everyone works together, students are more successful.”
Connecting Learning to Community
Community-based learning and service projects help students in the Pathways Program to connect academics to real-world experiences. Students participate in environmental cleanups, local park projects, and outdoor learning opportunities across Aroostook County. Partnerships with organizations, including the Francis Malcolm Science Center and the Aroostook National Wildlife Refuge, provide hands-on experiences connected to science, history, and environmental stewardship.
“These experiences help students build confidence and feel connected to their community,” Roope said.
This year, Pathways students are studying the environmental and historical impact of the former Loring Air Force Base through interdisciplinary projects focused on biodiversity, ecosystems, military history, and environmental restoration. Pathways also partners with the local elementary school to deliver Catch My Breath, an initiative that is helping younger students to build skills related to vape and smoking prevention, healthy decision making, self-esteem, bullying prevention, and peer pressure.
“One of my favorite things is going over to the elementary school and teaching them about bullying, peer pressure, empathy, and anti-vaping,” a Pathways Program student said. “I like working with kids and teaching them things they can take with them as they grow.”
Early Intervention and Ongoing Support
The Pathways Program also plays an important role in the district’s dropout prevention and early intervention efforts.
“Freshman year, I didn’t really go to school. Now, I’m able to be in this program, and I will graduate high school next year,” a Pathways Program student said.
Some students initially connect with the program through academic monitoring, coaching, study hall support, or credit recovery before transitioning into more intensive programming, if needed. Teachers, counselors, social workers, and administrators regularly review student progress and identify students who may benefit from additional intervention and support.
“I transferred from Caribou and thought I wasn’t going to graduate school. Then I transferred into Pathways for science credit recovery. Now, I’m in Pathways full time, and I’m actually going to graduate on time, which wouldn’t have been possible without this program,” said another Pathways Program student.
“We aim to eliminate barriers and help students rediscover the joy of learning,” Roope said.
As schools across Maine continue exploring ways to support students with diverse strengths and challenges, programs like Pathways demonstrate how alternative education can provide flexible, relationship-centered opportunities that help students reconnect with school and prepare for life after graduation.
When educators experience belonging, they are better equipped to create learning environments where students also experience belonging. That simple but powerful idea is guiding the next chapter of Maine’s Black, Indigenous, and People of Color (BIPOC) Educator Network—an independent, educator-led community that creates opportunities for Black, Indigenous, and other educators of color to connect, grow, and thrive together.
Supported through a collaboration between The Third Place (through its SHIFTMaine program) and the Maine Department of Education (DOE), the BIPOC Educator Network reflects a shared commitment to strengthening educator well-being, fostering authentic belonging, and building a more diverse and sustainable educator workforce across Maine.
As the Network enters this new chapter, Mae Applegate has joined as the BIPOC Educator Network Organizer. Through her relationship-centered approach to leadership, Applegate will cultivate spaces where educators can build meaningful connections, share experiences, and support one another while helping shape the future of the Network.
This collaborative vision will be introduced at the 2026 Maine DOE Annual Summit on July 29 at Thomas College, where Applegate and Ayesha Hall, Maine DOE Director of Strategic Partnerships, will co-facilitate a session called “Belonging Matters: Cultivating Community to Advance a Diverse Educator Workforce.” This interactive session will introduce participants to the concept of a Gathering Place—an intentionally designed space where educators experience connection, psychological safety, and authentic dialogue. Participants will experience facilitated protocols they can adapt within their own schools to cultivate belonging among colleagues and students. Ultimately, the learning is designed to help all participants strengthen the conditions that support educator well-being, retention, and student success.
This session is designed for school and school administrative unit (SAU) leaders, principals, assistant principals, instructional coaches, educator preparation program faculty, professional learning coordinators, and BIPOC educators who are committed to strengthening educator belonging and retention. Through a combination of guided reflection, affinity-based conversations, and collaborative learning, participants will explore how intentional relationships, inclusive leadership, and community-centered practices contribute to healthier school cultures where educators and students can thrive.
While the BIPOC Educator Network centers the experiences of Black, Indigenous, and other educators of color, this session reflects a broader belief that strengthening belonging for educators who have historically faced the greatest barriers ultimately strengthens school communities for everyone. By intentionally creating conditions where those educators can thrive, schools become stronger, more inclusive places for all educators and students.
The BIPOC Educator Network remains an independent affinity space where educators can connect, share experiences, access professional learning opportunities, and inform the future of educator support across Maine. The Maine DOE is honored to support this work through strategic partnerships that strengthen educators’ sense of belonging and advance a more inclusive, connected, and sustainable educator workforce.
Educators who identify as Black, Indigenous, or as people of color are invited to connect with the BIPOC Educator Network to learn more about upcoming gatherings, professional learning opportunities, and opportunities to engage with this growing community.
For more information about the BIPOC Educator Network or the Maine DOE’s educator workforce initiatives, please contact Ayesha Hall, Maine DOE Director of Strategic Partnerships, at Ayesha.Hall@maine.gov.
When educators experience belonging, they are better equipped to create learning environments where students also experience belonging. That simple but powerful idea is guiding the next chapter of Maine’s Black, Indigenous, and People of Color (BIPOC) Educator Network—an independent, educator-led community that creates opportunities for Black, Indigenous, and other educators of color to connect, grow, and thrive together. | More
Ready to kick off the new school year with fresh ideas, practical strategies, and meaningful connections? Join us for the 2026 Maine DOE Annual Summit on July 29 at Thomas College in Waterville. Designed for Maine’s education workforce, the Summit features inspiring keynote speaker Dr. Jared Cooney Horvath, engaging breakout sessions, networking opportunities, and resources to support your work throughout the year. The Annual Summit is part of ElevatED, a three-day professional learning experience that also includes the Every Teacher a Leader Conference on July 30–31. | More
This spring, two educators from Tasmania, Australia, traveled across the globe to Maine through the Hardie Fellowship Program, an experience that allows Tasmanian educators to study educational systems and evidence-based practices in the United States. One of their stops was the Bangor School Department’s Downeast School, which has become a powerful example of how Positive Behavioral Interventions and Supports (PBIS) and inclusive education practices can work together to improve outcomes for students. | More
For more than three decades, the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, serving Belfast, Belmont, Morrill, Searsmont, and Swanville, has helped students reconnect with learning through strong relationships, flexibility, and community-based support. | More
Located within Windham High School, RSU 14’s Katahdin Program provides students from Windham and Raymond with an alternative learning environment centered on hands-on instruction, outdoor learning, community partnerships, and strong relationships with staff. Through individualized support and experiential learning opportunities, the program helps students reconnect with school, complete graduation requirements, and build pathways toward future success. | More
This spring, two educators from Tasmania, Australia, traveled across the globe to Maine through the Hardie Fellowship Program, an experience that allows Tasmanian educators to study educational systems and evidence-based practices in the United States. One of their stops was the Bangor School Department’s Downeast School, which has become a powerful example of how Positive Behavioral Interventions and Supports (PBIS) and inclusive education practices can work together to improve outcomes for students.
Melissa Didham, an Instructional Specialist from Tasmania focused on early literacy instruction, and Sarah Smith, an Advanced Skills Teacher leading Multi-Tiered Systems of Support (MTSS) alignment work in Tasmania, are studying how schools can systematically integrate academic, behavioral, and engagement supports for students requiring additional intervention.
They visited Downeast School, as well as other schools in Regional School Unit 22, Portland Public Schools, and the South Portland School Department, as part of this work.
Serving approximately 300 students in prekindergarten through grade 3, Downeast School is a Title I school, as many of its students and families face socioeconomic challenges. Four years into implementing PBIS, a nationally recognized, evidence-based framework for improving school climate, the school has seen measurable improvements in student achievement, attendance, and behavior. The work has also resulted in a stronger, more collaborative learning environment for both students and staff. For Downeast School Principal Sarah Vickers, PBIS has provided a framework for building systems that meet the unique needs of the school community, while empowering educators to continuously improve their practice. Vickers explained that the Bangor School Department provided opportunities for schools to engage in PBIS work, and each school administrator has had the flexibility to implement the framework in ways that best fit their building. This strong district support and staff collaboration has been critical to the success of PBIS at Downeast School.
“I knew what the building needed,” Vickers recalled of Downeast School’s early PBIS work. “This is how we can continue to do what’s best for students.”
That mindset has also helped position Downeast School to become one of the Maine Department of Education’s (DOE) Inclusive Education Model Pilot Schools, an initiative designed to make learning more accessible for all students, including those with Individualized Education Programs (IEPs). Experts involved in the pilot say PBIS creates a strong foundation for schools seeking to build more inclusive learning environments. Now at Downeast School, inclusive practices are intentionally embedded into instructional scheduling and classroom routines. Rather than removing students from classrooms during core instruction, educators work to ensure all students learn together alongside their peers. Additional support is provided during independent work time and outside of direct instructional periods.
The combination of PBIS and inclusive education practices has led to measurable improvements across the school. During the 2025-2026 school year, Downeast School increased its Tier 1 PBIS implementation score from 60% in the fall to 68% in the spring, as measured by the Tiered Fidelity Inventory (TFI). As implementation strengthened, office referrals decreased from 219 during the 2024-2025 school year to 84 during the 2025-2026 school year.
Attendance indicators have also improved. Downeast School’s average daily attendance is currently 91%. Over the past year, the school has seen a decrease in the percentage of students identified as chronically absent (down four percentage points), the percentage of students identified as truant (down eight percentage points); and the percentage of students approaching chronic absenteeism (down 15 percentage points).
Educators say Downeast School’s strong PBIS framework, coupled with inclusive practices, has been transformative. Students receiving special education services are demonstrating academic growth alongside increased success among the entire student body. Some students who previously needed additional one-on-one support are asking not to be pulled from class so they can continue learning alongside their peers.
Downeast School’s approach also emphasizes intentional goal setting for students, particularly those receiving special education services. Even when students are working below grade level, staff focus on identifying prerequisite skills and bridging gaps that help students move toward grade-level expectations.
First-grade teacher Barbra Clewley, who is also a Maine PBIS trainer and coach, said the work requires educators to rethink how they approach student support.
“Instead of saying, ‘What does that student need to do differently?,’ it’s, ‘What can I do differently to help that student?’” Clewley said.
Clewley explained that both PBIS and inclusive education practices encourage educators to reflect on and adapt their own practices rather than expecting students to change first.
“You’re not trying to change your students,” Clewley said. “You’re trying to change what you do as a teacher. That’s where they build really well together.”
Academic data further highlight the progress of Downeast School students. On the grade 3 Maine Through Year Assessment, the number of students performing at or above expectations in mathematics increased by 68.4% from the spring of 2025 to the spring of 2026. In reading, the number of students performing at or above expectations increased by 86.7%. Additionally, on average, students demonstrated strong, healthy progress (an RIT gain of 15 points) when comparing their progress between testing periods. From kindergarten through grade 3, 57% of students made a year’s worth of growth in reading in 2026, a five-percentage-point increase from spring of 2025. Among students receiving special education services, 36% made a year’s worth of reading growth this year.
Vickers said maintaining healthy relationships among staff, encouraging collaboration, and creating a culture where educators feel comfortable trying new strategies have all been critical to Downeast School’s continued growth. Vickers, who has a background in special education, has remained steadfast in her vision for fully implementing PBIS through intentional, student-centered practices, while fostering an environment where educators work together to meet student needs.
“Our teacher leaders are essential to our success,” Vickers said. “They help build staff capacity, foster collaboration, and ensure our improvement efforts remain focused on students.”
PBIS is a nationally recognized, evidence-based framework designed to create positive school climates by teaching and reinforcing clear behavioral expectations. It helps schools to improve student behavior, promote academic success, and build supportive environments where all students feel safe, respected, and empowered to thrive. To learn more about PBIS in Maine, visit theMaine DOE website.
This article was developed in collaboration with the School Department and theMaine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out thegood news submission form.
This article was written by Waterville Senior High School rising senior Penelope Graham, who is also a co-chair of the Waterville Youth Council (a volunteer organization for the Maine State Civics Bee Finals).
The Maine State Finals for the National Civics Bee were held on June 17, 2026, at the Gordon Center for Creative and Performing Arts on the Colby College campus in Waterville. The Mid-Maine Chamber of Commerce hosted the 2026 Civics Bee in partnership with the U.S. Chamber of Commerce Foundation and The Civic Trust, marking the first year Maine has participated in the national competition.
Open to sixth-, seventh-, and eighth-grade students, the competition required contestants to each write an essay about a community issue and offer a solution that demonstrates understanding of both civic virtues (e.g., humility, responsibility, etc.) and a founding principle (e.g., natural rights, consent of the governed, rule of law, etc.).
The final round of competition for the state brought together 17 students from five Maine schools. The top three winners were selected based on their demonstrated civic knowledge, as assessed through two rounds of multiple-choice questions and a spoken presentation of their essay.
The overall winner was Marin Larsen from Mt. Ararat Middle School, whose essay proposed consolidating schools in her home district and making key repairs to others. Larsen received $ 1,000 and will advance to the National Civics Bee in Washington, D.C., this fall.
The second-place winner was Ryan Coulon, also from Mt. Ararat Middle School, whose essay identified speeding in the Cundys Harbor area in Harpswell as being a key community issue. Coulon received $500.
The third-place winner was Tristan Singh from Rose M. Gaffney Elementary School in Machias. His essay addressed the need for a city website in East Machias. Singh was the only contestant who answered every question correctly in both rounds. Singh received $250.
The top three winners all received a trophy, certificate, and Civics Bee T-shirt.
Image courtesy of the Mid-Maine Chamber of Commerce’s Facebook page.
The first Civics Bee took place during the 2022-2023 school year, and states from across the country have participated every year since then.
The Mid-Maine Chamber of Commerce says it plans to host the Civics Bee again next year. The application portal for those interested in participating will open in the early fall. More information will be available here.
This article was submitted by Penelope Graham on behalf of the Waterville Youth Council. To submit a good news story to the Maine DOE, please fill out the good news submission form.
BCOPE students and staff gather for a group photo.
For more than three decades, the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, serving Belfast, Belmont, Morrill, Searsmont, and Swanville, has helped students reconnect with learning through strong relationships, flexibility, and community-based support.
Founded in 1990 through a grant, BCOPE began as a small pilot program serving 10 students in grades 10-12 with one teacher and one educational technician in a rented space. Today, the program serves approximately 43 students annually in grades 8-12.
“The focus has always been on meeting students where they are,” BCOPE Teaching Principal Helen Scipione said. “Relationships are at the heart of our work.”
Scipione joined the program in 1994 as an educational technician and later became teaching principal. As BCOPE expanded, staff and community partners worked together to create a permanent home for the program after the initial grant ended. With support from local partners, BCOPE purchased land and opened its current building in 2002. Students helped design the space, which was created to support academic, community building, and social-emotional learning.
Relationship-Based Learning
BCOPE’s educational philosophy centers on flexibility, individualized support, and creating an emotionally safe environment where students feel seen, heard, and valued. Community and consistency remain central to the program’s culture.
Rather than relying on a one-size-fits-all model, staff adapt instruction and support to meet each student’s academic and social-emotional needs. Many students arrive after facing challenging life experiences or barriers that have affected their school attendance and engagement.
Each school day begins and ends with a circle, creating consistent opportunities for communication, reflection, and connection. Staff say these routines help foster accountability, belonging, and trust throughout the school community.
“Students know they matter here,” Scipione said. “No one slips through the cracks.”
Staff say that sense of belonging is reinforced through close relationships across the school community. The staff team includes educators and staff members Helen Scipione, Lindsey Schortz, Randy Nichols, Veronica Maresh Mead, Nancy Nickerson, Pippa Jolie, and Laurel Murphy, who work collaboratively to support students. This year, one of their University of Maine social work interns, Mary Weiss, is a BCOPE alumna, contributing to a strong sense of continuity and shared experience.
“There’s a real sense of trust here,” Scipione said. “Many alumni stay connected, return to visit, or even come back to work.”
BCOPE students gather together for a group meal.
School culture is guided by a social contract emphasizing respect, honesty, equity, and accountability. Staff use restorative practices, mediation, and open communication to address conflict and support students rather than relying primarily on punitive discipline. Students also benefit from individualized academic and attendance support, social-emotional resources, and consistent access to food.
Hands-On and Real-World Learning
BCOPE uses performance and project-based instruction aligned with district standards and graduation requirements. Students demonstrate learning through hands-on projects and applied experiences. Student schedules are individualized to help them stay on track toward graduation while receiving the support they need.
BCOPE’s music room has an acoustic drum set, an electric drum set, multiple guitars and basses with multiple amps, keyboards, and two pianos. Student musicians receive individualized lessons based on their interests and learning styles.
“We recognize that success looks different for every student,” Scipione explained. “For some students, success may mean entering the workforce. For others, it may mean college, the trades, or contributing positively to the community.”
The program also emphasizes career readiness and real-world learning opportunities. Students participate in internships, job partnerships, and community-based experiences that connect academics to life beyond school.
“These projects help students see learning differently,” Scipione said. “They connect classroom lessons to real life.”
BCOPE students enjoy being outside. Hands-on learning helps BCOPE students regulate and find deeper connection to their learning.
One signature feature of the program is its greenhouse and garden project, which serves as both a learning space and a community-building effort. Science instruction is integrated into hands-on work, allowing students to apply classroom concepts in practical ways.
Family and Community Partnerships
Family involvement remains an essential part of the BCOPE experience.
BCOPE staff maintain close communication with families, recognizing parents and caregivers as key partners in supporting students. Many families have multi-generational connections to the program, and community support has remained strong throughout BCOPE’s history.
During times of need, staff and community members organize food and supply drives to support students and families.
Community partnerships also play a major role in sustaining the program and creating opportunities for students. BCOPE works closely with local businesses, organizations, and law enforcement, including the school resource officer, Kevin Littlefield, to support student learning and well-being.
“These relationships have sustained the program for more than 30 years,” Scipione said.
Sustaining Alternative Education
Like many alternative education programs, BCOPE faces ongoing challenges related to funding, staffing, and increasing student needs. Scipione credits strong community support and creative problem-solving with helping sustain the program over time.
“Our community has always stepped up,” Scipione added. “People believe in what we do because they’ve seen the impact on students and families.”
As Maine schools continue searching for ways to support students with diverse needs, BCOPE offers a model grounded in flexibility, hands-on learning, and community connection, helping students build confidence, find belonging, and create meaningful paths forward.
This story was written in collaboration with the Belfast Community Outreach Program in Education (BCOPE), part of RSU 71, as part of an ongoing series to highlight alternative education programs across Maine. For more information about alternative education, please visit the Maine DOE Alternative Education webpage. To submit a good news story to the Maine DOE, please fill out the good news submission form.
In the summer months, children lose access to the school meal services they may rely on during the academic year. The U.S. Department of Agriculture’s (USDA) SUN Meals program provides children ages 18 and younger with access to healthy, nutritious food at neighborhood locations across the United States (including in Maine) throughout the summer months when school meals and snacks are unavailable. | More
The Maine Department of Education (DOE), in partnership with the Maine Department of Health and Human Services (DHHS), has issued a Request for Applications (RFA) from eligible organizations for the Maine Healthcare Careers Exploration Program. This program seeks to build sustainable career pipeline programming to support rural Maine youth in grades 9-12 in exploring healthcare occupation opportunities, acquiring foundational skills, and creating meaningful connections with healthcare professionals and employers through relevant high school instruction, postsecondary enrollment, and workforce development opportunities in Maine. | More
A new generation of Maine students is demonstrating a commitment to understanding and addressing environmental challenges through the Maine Department of Education’s (DOE) newest diploma endorsement, the Maine Seal of Climate Literacy. | More
LifeChanger of the Year, an annual national recognition program for educators and school employees, is excited to announce a back-to-school grant opportunity for teachers as they prepare for the 2026-2027 school year. | More
On the Passamaquoddy Indian Township Reservation in Princeton, Indian Township School is embracing a powerful model for student success that honors culture, strengthens relationships, and supports the whole child. | More
At Camden Hills Regional High School, part of Five Town Community School District (CSD), an off-site alternative education learning community is redefining what high school can look like for students seeking a more personalized, project-based path. | More
Located within Windham High School, RSU 14’s Katahdin Program provides students from Windham and Raymond with an alternative learning environment centered on hands-on instruction, outdoor learning, community partnerships, and strong relationships with staff. Through individualized support and experiential learning opportunities, the program helps students reconnect with school, complete graduation requirements, and build pathways toward future success. | More
Nineteen members of Cony High School’s Class of 2026 were recently recognized for earning the State of Maine Seal of Biliteracy, a distinction that honors students who have demonstrated proficiency in English and at least one additional language. This year’s recipients earned the Seal in four languages: Spanish (11 students), German (4 students), Arabic (3 students), and French (1 student), reflecting both the diversity of Cony’s student body and the strength of its World Languages program. | More
Ready to kick off the new school year with fresh ideas, practical strategies, and meaningful connections? Join us for the 2026 Maine DOE Annual Summit on July 29 at Thomas College in Waterville. Designed for Maine’s education workforce, the Summit features inspiring keynote speaker Dr. Jared Cooney Horvath, engaging breakout sessions, networking opportunities, and resources to support your work throughout the year. The Annual Summit is part of ElevatED, a three-day professional learning experience that also includes the Every Teacher a Leader Conference on July 30–31. | More
The Maine DOE Coordinated School Health Team is hosting its biennial School Nurse Summer Institute (SNSI) on July 28 and 29, 2026, at Sugarloaf Resort in Carrabassett Valley. This immersive, multi-day, in-person event brings school nurses from across Maine together for new learning and to increase knowledge and understanding of current research and evidence-based practices in school nursing. This year’s theme is Complex Care, Confident Leadership: School Nurses at the Heart of Student Health. | More
The Maine Department of Education (DOE), in partnership with the Maine Department of Health and Human Services (DHHS), has issued a Request for Applications (RFA) from eligible organizations for the Maine Healthcare Careers Exploration Program. This program seeks to build sustainable career pipeline programming to support rural Maine youth in grades 9-12 in exploring healthcare occupation opportunities, acquiring foundational skills, and creating meaningful connections with healthcare professionals and employers through relevant high school instruction, postsecondary enrollment, and workforce development opportunities in Maine.
The Maine DOE anticipates making up to four awards as a result of this RFA process. In total, $500,000 is available in grant funds, with awards of up to $125,000 each. Funding for this opportunity is made available through Maine’s federal Rural Health Transformation Program (RHTP) award, administered by Maine DHHS. Consistent with federal RHTP funding requirements, eligibility for this opportunity is focused on rural schools and students, as defined under the program. To learn more, visit Maine’s Rural Health Transformation Program webpage.
Eligible Organizations
School-based organizations providing education to students in grades 9-12, including school administrative units (SAUs) and high schools, as well as community-based organizations that have a history of partnering with schools to deliver career/workforce development opportunities and that will partner with a school-based organization(s) for this RFA opportunity.
Performance Period
September 15, 2026-August 31, 2027
Application Process
Eligible organizations interested in this grant opportunity may access the RFA via the State of Maine’s Vendor Self-Service (VSS) system, where they should submit their applications and any questions. (Please see this priority notice issued on January 9, 2026, for more information and training materials related to VSS.) The Maine DOE strongly recommends that SAUs ensure they can access VSS ahead of the RFA due date.
The timeline for this RFA is as follows:
July 10, 2026 – RFA opens via VSS
July 16, 2026, at 2 p.m. – virtual informational session (details below)
July 23, 2026 – RFA questions must be submitted via VSS by 4 p.m.
August 4, 2026 – RFA applications must be submitted via VSS by 4 p.m.
August 31, 2026 – award notifications
September 15, 2026 – anticipated contract start date
August 31, 2027 – anticipated contract end date
To learn more about this grant opportunity, potential applicants are encouraged to attend a virtual informational session on July 16, 2026, at 2 p.m.Please use this link to join. Registration is not required in advance. The presentation will be recorded and posted on VSS.
Again, all questions about this RFA should please be submitted through VSS.
Twelve of the 19 Cony High School students who received the State of Maine Seal of Biliteracy gathered for a group photo at the recognition assembly held May 26, 2026.
Nineteen members of Cony High School’s Class of 2026 were recently recognized for earning the State of Maine Seal of Biliteracy, a distinction that honors students who have demonstrated proficiency in English and at least one additional language.
This year’s recipients earned the Seal in four languages: Spanish (11 students), German (4 students), Arabic (3 students), and French (1 student), reflecting both the diversity of Cony’s student body and the strength of its World Languages program.
The Seal of Biliteracy is a statewide initiative supported by the Maine Department of Education (DOE) that recognizes students who have attained high levels of proficiency in multiple languages. The Seal is added to a student’s transcript and can provide significant advantages in college admissions, opportunities for college credit, career readiness, and participation in global learning experiences.
Since Maine launched the Seal of Biliteracy program in 2018, participation has continued to grow. This year, 52 schools across Maine participated, with 517 students working toward earning the Seal in 33 different languages. Since the 2021-2022 school year, approximately 1,741 Maine students have earned the distinction.
At Cony, the Seal of Biliteracy represents more than language proficiency; it reflects a school culture that values global citizenship, cultural understanding, and meaningful opportunities for students to connect with the wider world. This is especially notable, as Cony’s World Languages department is led by two educators who have recently been recognized as being among the state’s best. Spanish teacher and department head Gretchen Livingston was named the 2026 Kennebec County Teacher of the Year, and German teacher Deborah Backman earned the same honor in 2025.
“Cony Middle and High School is so fortunate to have a World Languages department with two Kennebec County Teachers of the Year—Gretchen Livingston this year and Deb Backman last year,” Cony Principal Kimberly Liscomb said. “The teachers create amazing opportunities for students, like the Maine Seal of Biliteracy and Global Seal of Biliteracy. The Augusta School Department has supported our students and staff with these important endeavors, and with our growing population of multilingual learners, opportunities have expanded to include Arabic.”
Deborah Backman, 2025 Kennebec County Teacher of the Year and German Teacher at Cony Middle and High SchoolGretchen Livingston, 2026 Maine County Teacher of the Year and Spanish Teacher at Cony Middle and High School
Livingston says her passion for language education is rooted in helping students build meaningful, cross-cultural connections.
“I began teaching to share my love of language learning and to help people connect across cultures, opening doors to new perspectives and opportunities,” Livingston said. “I take my role as department head of World Languages at Cony Middle and High School very seriously because I believe that one of our main goals is to foster cultural empathy and awareness. When we open our minds to different cultures, we enrich our daily lives through new ways of thinking and connecting.”
Backman emphasized the transformative impact that international experiences can have on students.
“Living and studying in Germany and Austria gave me a perspective on American culture and history that I couldn’t have gained at home,” Backman said. “Many Americans don’t have the opportunity to look at their country from an outside perspective. In teaching German, I share the insights that I have gained through my experiences abroad, while inspiring students to seek out their own international experiences. These experiences foster a deeper appreciation of other cultures and, in turn, a greater understanding of their own.”
Cony’s World Languages program is successful because of its cohesive team, which, in addition to Livingston and Backman, includes Spanish teacher Rocio Carey and French teacher Sarah Moore, who has also taught Latin in the Augusta School Department.
Cony’s World Languages program initially introduces all seventh-grade students to language learning through a Unified Arts course that explores French, German, and Spanish. Eighth-grade students may then choose a language to study for high school credit, with students able to continue through advanced levels in high school.
Beyond the classroom, students have access to language clubs, international travel opportunities, cultural exchanges, and service-learning experiences. Cony’s German program, for example, has been part of the prestigious PASCH global network since 2017, making it one of only 14 schools in the United States with that designation. Through the partnership, students can earn full scholarships to participate in German immersion programs in Germany. Cony also offers opportunities to volunteer in Guatemala, travel to France and Italy, and participate in the German American Partnership Program (GAPP) exchange.
These experiences have had a lasting impact on students and graduates.
“Having the Seal of Biliteracy has been really helpful in continuing my language learning journey post high school,” Savier Littlejohn, a 2023 Cony graduate who now studies Political Science and International Affairs at the University of Southern Maine (USM), said. “At USM, I was able to get eight college credits, allowing me to skip directly to advanced courses instead of starting again from scratch. It has also been helpful on numerous applications and study abroad programs, as proficiency in a second language is something well looked upon.”
Similarly, 2021 graduate Kiara Henry said her Seal of Biliteracy translated directly into college savings. She explained that she didn’t have to take a language class in college because her Seal counted for eight college credits. She was able to take other classes instead, which allowed her to save time and money.
For many current Cony students, earning the Seal represents both a culmination of years of hard work and a pathway to future opportunities.
“Getting the Seal of Biliteracy, to me, feels like the one, all-encompassing award of recognition for all the work I’ve put into language learning. It also highlights all of the amazing opportunities offered by our World Languages department,” 2026 Cony graduate JohnPeter Caruso said. “Our German program provided me with an opportunity to spend a summer in Germany, speaking German with people from all over the world. Not only was this an amazing experience, but it helped me feel confident about enjoying all opportunities, even if they initially seemed intimidating.”
In addition to the World Languages department, Cony provides a comprehensive ESOL (English for Speakers of Other Languages) program for students. The Seal of Biliteracy program, coordinated by Livingston, gives ESOL students the opportunity to earn the Seal in their native language, recognizing the diverse linguistic skills they bring to the school.
Bayan Salamhi and Sham Alsaleh graduated from Cony this year and received the Seal of Biliteracy in Arabic and English.
“For me, receiving the Seal of Biliteracy is more than just an award,” Salamhi said. “It represents an important part of who I am and the journey I have taken to grow academically and personally. Knowing more than one language has allowed me to appreciate different cultures, communicate with more people, and feel proud of an ability that will stay valuable throughout my entire life.”
“Receiving the Seal of Biliteracy means a lot to me because it represents the hard work, dedication, and perseverance it took to become confident in two languages,” Alsaleh said. “As someone who learned English while maintaining my native language, this recognition reminds me that being bilingual is a strength that allows me to connect with different people, cultures, and opportunities. I am honored to receive this recognition and proud to celebrate the value of multilingualism.”
Classmate Allyson Dumont said she now sees multilingualism as an important part of her future career.
“Having my Seal of Biliteracy is important to me as someone pursuing a career in health care,” Dumont said. “I’m glad I had this opportunity in high school because it means being able to communicate with a larger group of people.”
Students noted that the impact of language learning also extends past academics and career preparation.
“Being a multilingual student goes beyond speech and into my jazz improvisation, so I find a home in learning languages while at the same time expressing myself through music,” 2026 Cony graduate Arlo Shargo said.
Batool AlBraihi, who earned the Seal after studying Spanish at Cony for five years, praised the educators who helped make the achievement possible.
“Having studied Spanish at Cony for the past five years, I have experienced firsthand the commitment and encouragement our language teachers provide,” she said. “Their recognition as County Teachers of the Year reflects not only their excellence as educators but also the strong and supportive language program they have built.”
For 2025 Cony graduate Luca Hardy, language learning became life changing.
“Learning Spanish has been one of the greatest opportunities of my life,” Hardy said. “What started as a single Spanish class at Cony ended up changing the trajectory of my future. Spanish has opened doors to new opportunities, experiences, cultures, and people I never would have met otherwise. It is one of the main reasons I am now at Princeton University.”
Eighteen of 19 the seniors who received the Global Seal of Biliteracy gather for a group photo.Twelve of the 19 seniors who received the Maine Seal of Biliteracy gather for a group photo during marching practice.
As Maine schools continue expanding multilingual learning opportunities, Cony’s Seal of Biliteracy recipients demonstrate how language education can help students develop academic skills, cultural competence, and global perspectives that prepare them for success far beyond graduation.
Additional information about the Maine Seal of Biliteracy, including statewide participation data and resources, is available on the Maine Seal of Biliteracy Dashboard. For more information, resources, and tools to help students earn a Seal of Biliteracy, visit the Maine DOE website.
This article was written in collaboration with Cony Middle and High School (Augusta School Department). To submit a good news story to the Maine DOE, please fill out thegood news submission form.
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