Community Regional Charter School Blends Technology and Nature Through “Innovation Inside and Out”

Community Regional Charter School (CRCS) is redefining what modern learning can look like by intentionally blending advanced technology with outdoor, nature-based education. Through its “Innovation Inside and Out” approach, CRCS ensures learners develop technological fluency while building deep connections with the natural world. At CRCS, the philosophy is simple: It’s not technology or nature—it’s both.

Learners regularly engage with proven and emerging technologies as they grow into confident problem solvers and design thinkers. Through the Maine Department of Education’s (DOE) Maine Learning Technology Initiative (MLTI), CRCS has long provided one-to-one Apple devices for all learners. In recent years, additional MLTI Teach with Tech grant funding has expanded access to digital storytelling tools, including 360-degree cameras, action video equipment, and livestreaming technology. The same grant enhanced wide-format printing capabilities, introduced AR/VR workstations, and brought a 30-learner-capacity mobile planetarium to the school community.

Most recently, CRCS was awarded a competitive federal grant to upgrade its 3D printing fleet, establish a mobile PC lab, and begin developing virtual reality environments to support remote learning and mental health access in rural communities. These opportunities are further supported by full access to Adobe Creative Cloud, Wacom Art Displays, Unreal Engine, Unity, Fusion 360, and other industry-standard tools.

At the same time, learners benefit from robust outdoor learning and nature-based education. Whether working with the outdoor learning facilitator or the school garden coordinator, learners explore local ecosystems through tree observations, weather and climate studies, and hands-on garden work. These experiences cultivate empathy and stewardship while strengthening science learning.

In the school garden, learners connect life science concepts to real-world skills, such as growing whole foods, preparing healthy meals, and building lasting knowledge about wellness and nutrition.

This year, Director of Design and Innovation Dan Ryder and Coordinator of Garden-Based Education and Experiential Learning Selina Greene Warren began collaborating to intentionally weave together technology and nature-based education. Their two-pathway framework, known as Compass and Canvas, guides the work.

The Compass Pathway focuses on mentoring learners to discover their interests, strengths, and areas for growth. Through guided exploration, learners develop strategies for self-regulation, resilience, and perseverance while discovering their “true north.”

The Canvas Pathway emphasizes creativity and expression. Whether working in visual arts, music and movement, graphic design, or nature art, learners are encouraged to explore ideas across a wide range of mediums—from paper and cardboard to computer screens and garden plots. The goal is to help learners communicate ideas, express creativity, and strengthen problem-solving skills.

To support this work, Ryder established RavenWorks Problem-Solving Studios at both the Overman and Dimensions Academy campuses. Based on the award-winning Success and Innovation Center model he co-founded, RavenWorks blends makerspace practices with social-emotional support and flexible learning environments.

Meanwhile, Warren is expanding the school garden program at Dimensions Academy to include a perennial garden and a therapy garden—spaces designed to support self-regulation, inspiration, and creative thinking. Additionally, a play-based garden is being developed at the Creative Children’s Academy, ensuring CRCS’s youngest learners can begin exploring the Compass and Canvas pathways.

“When facilitators model innovation, learners become more confident problem solvers,” Ryder said.

“By balancing the Compass and the Canvas, we help learners recognize and celebrate differences while working toward both individual and collective growth,” Warren said.

Ryder and Warren presented their collaborative work at the Every Teacher a Leader Conference at Thomas College on July 30-31, 2026.

This story was submitted by Community Regional Charter School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A Refreshed EnGiNE: Maine’s Professional Learning Ecosystem Gets a New Look for the School Year

A redesigned homepage, a rebuilt course catalog, simpler navigation, and a new support center. More content arrives as the school year gets underway.

The Maine Department of Education has released a redesign of EnGiNE, the state’s professional learning ecosystem for school staff. The update reaches nearly every part of the platform: a new public homepage, a rebuilt course catalog, a redesigned dashboard, and a support center for anyone who needs help finding their way around.

The refresh arrives in time for the upcoming school year, and as new courses and community spaces continue to come online.

EnGiNE (Engaging Innovation in Education) connects Maine’s educational workforce through professional learning, collaboration, contact hours, and shared resources, and it provides a shared learning space for education professionals regardless of their zip code. A school nurse in Aroostook County can share ideas and best practices with one in Lewiston; a classroom teacher can earn contact hours without traveling a long distance, and educators separated by district lines can build and learn together. Literacy specialists, school nurses, principals, instructional coaches, and data coordinators all have a place here.

Professional learning on EnGiNE spans child nutrition, career and technical education, data, early learning, educator supports, extended learning, innovation and research, outdoor education, school health, school safety, special and inclusive education, technology and learning, and Wabanaki Studies, along with interdisciplinary content that intentionally crosses those lines. New content and courses are continuously being added.

EnGiNE supports self-paced asynchronous courses, live virtual office hours, hybrid book studies and discussion groups, ongoing training series, and community forums for peer-to-peer exchange. Some experiences span others while others can fit into the fifteen minutes between classes. It is designed to provide high-quality professional learning opportunities in a variety of formats.

Currently, more than 4,300 educators and school staff are connected on the platform.

The newly released version enhances the EnGiNE experience in several ways:

Visitors can now browse and search the course catalog at engine.maine.gov without need to create an account.
Previews of modules and training allow visibility into what EnGiNE has to offer.
Searching is faster, and the catalog can be narrowed by category, tag, or instructor.
The redesigned dashboard easily allows participants to jump back in where they left off or explore new content in the system.
Navigation is simpler, and the design throughout lends itself to a more logical and structured experience.
A newly launched support center assists users to easily find information they are looking for.
Enhanced accessibility across all areas of the platform.

“We’ve been building EnGiNE for years, and this is the largest upgrade we’ve released. EnGiNE is a community of practice across Maine’s schools not just a catalog of courses. The easier it is to move through, the more of that work happens. I’m looking forward to schools getting in and seeing what has changed.”

Elaine Bartley, Innovative Research & Design Director, Office of Innovation, and EnGiNE administrator

New courses, modules, and community spaces arrive throughout the school year. Educators can browse what is available now, and returning users will find their existing courses and communities where they left them.

Educators and school staff can sign in or create an account at engine.maine.gov.

About EnGiNE

EnGiNE (Engaging Innovation in Education) is the Maine Department of Education’s statewide professional learning ecosystem for educators and school staff. From coastal islands to northern rural communities, it connects Maine’s educational workforce through asynchronous courses and modules that carry contact hours, community portals, collaboration groups, resource sharing and lending libraries, and statewide professional development. EnGiNE is maintained by a cross-departmental team of Maine DOE professionals known as the Pit Crew. Its ongoing development and hosting are fully funded by the Maine Department of Education using state funds. Learn more at engine.maine.gov.

Updates to Mandated Reporting Laws and a Reminder of the Maine DOE Model Policy for Child Sexual Abuse Prevention Education and Response

During the Second Regular Session of the 132nd Maine Legislature, LD 2105, An Act to Update Maine’s Mandated Reporting Laws, was passed. On April 13, 2026, it became Public Law Chapter 667.

The Maine Department of Education (DOE) is sharing this information to ensure school administrative units (SAUs) are aware of the law’s implications for schools, as it requires SAUs to adopt and implement policy and education regarding child sexual abuse prevention education and response.

The following is a summary of the impact of the updates to the mandated reporting laws on SAUs:

School personnel, along with other designated professionals, shall immediately, within 24 hours, report or cause a report to be made to the Department of Health and Human Services (DHHS) when they know or have reasonable cause to suspect that a child has been or is likely to be abused or neglected or that a suspicious child death has occurred.
The individual with first-hand knowledge of the suspected abuse or neglect is expected to make the report whenever possible. When the person reporting is acting in a professional capacity within an institution, agency, or facility, that individual must also immediately notify the person in charge or a designated agent, who is then responsible for ensuring the report is made. Staff may also report directly to DHHS. Internal reporting procedures may be established but must not conflict with statutory requirements. All mandated reporters are required to complete DHHS-approved training at least once every two years (previously every four years).

Policy Review and Recommended Actions

The Maine DOE has received inquiries regarding whether SAUs must revise their child sexual abuse prevention and response policies in light of these statutory changes. The need for revision depends on how local policies are written. SAUs should:

Ensure policies reference and link to the current DHHS Mandated Reporter Information webpage.
Ensure policies include updated links to the Maine DOE model policy and related guidance.
Review and revise any local policy language related to mandated reporting to ensure alignment with current law, including updated training requirements.

Model Policy Requirements

Maine law requires SAUs that operate a public preschool program or serve students in kindergarten through grade five to adopt a written policy on child sexual abuse prevention education and response that is consistent with the model policy developed by Maine DOE.

The Maine DOE model policy, originally developed in 2015 and subsequently updated, was created in consultation with DHHS, the Maine Coalition Against Sexual Assault (MECASA), the Maine School Management Association (MSMA), and other stakeholders representing school boards, administrators, educators, and families. The policy reflects nationally recognized best practices that include:

Child sexual abuse response and reporting procedures.
Training requirements for school personnel on prevention and awareness.
Age-appropriate prevention education for students aligned with the Maine Learning Results and delivered by qualified instructors.
School-based response protocols.
Access to resources for victims and non-offending caregivers for services and support.

Technical Assistance and Resources

The Maine DOE has developed model policy guidance in partnership with the Children’s Safety Partnership to support SAUs in policy development and implementation. The Maine DOE, MECASA, and regional sexual assault prevention and response centers are available to provide technical assistance and training.

For more information, please contact Susan Berry, Maine DOE Health Education and Health Promotion Specialist, at susan.berry@maine.gov.

Maine DOE Annual Summit Brings Maine Educators Together for a Day of Learning, Collaboration, and Inspiration

Educators, school leaders, and education partners from across Maine gathered at Thomas College in Waterville on July 29 for the 2026 Maine Department of Education (DOE) Annual Summit, kicking off the three-day ElevatED professional learning experience with a day centered on collaboration, innovation, and practical strategies to support students across the state. The Summit was followed by the second annual Every Teacher a Leader Conference, held July 30-31 in partnership with Educate Maine and the Teach Maine Center.

Designed to support Maine’s broad education workforce, this year’s Annual Summit featured timely, solution-focused, and science-backed learning opportunities that reflected the diverse needs of schools and communities across the state. Educators explored topics ranging from school climate, attendance, and family engagement to career pathways, outdoor learning, inclusion, artificial intelligence, educator wellness, and school safety, while connecting with colleagues and experts from across Maine.

The day began with welcome remarks from Education Commissioner Pender Makin, who highlighted the incredible importance of public educators in any democracy, but especially in today’s ever-changing landscape.

Following Commissioner Makin’s remarks, representatives from the Maine School Management Association (MSMA) Maine Loves Public Schools campaign presented their recent “Learning from Maine” project. Hosted by Derek Pierce, a former Maine principal, the video series takes viewers inside Maine schools, highlighting the incredible stories happening in Maine classrooms, which airs on Maine Public, YouTube, and many other easily accessible platforms.

During the presentation, Pierce urged educators to reach out with story tips and ideas for the next season. You can find more information about Learning from Maine here.

Throughout the day, participants selected from a wide variety of breakout sessions designed to provide practical tools and strategies they could bring back to their schools. Topics included reducing bias-motivated harassment, building resilient school communities, promoting student attendance, strengthening family partnerships, expanding career-connected learning, implementing Universal Design for Learning, advancing climate education, and supporting educator belonging, among many others. The Summit’s emphasis on meaningful professional learning encouraged participants to exchange ideas, ask questions, and build connections that will continue well beyond the event.

After lunch, conference participants enjoyed an informative and captivating keynote presentation by internationally recognized educator and neuroscientist Dr. Jared Cooney- Horvath, whose engaging session, “From the Laboratory to the Classroom – Principles of Learning,” explored the science of learning and its implications for classroom practice. Attendees also had the opportunity to participate in two extended learning sessions led by Dr. Horvath that explored the foundations of thinking and learning in greater depth.

In addition to professional learning sessions, attendees visited informational tables hosted by Maine DOE offices and partner organizations, connecting directly with staff to learn about programs, initiatives, and resources available to support schools year-round. Many educators also took advantage of opportunities to speak with members of the Maine DOE Certification Team and other Department staff about certification, technical assistance, and upcoming professional learning opportunities.

Conference participants were invited to complete a feedback survey and asked to describe their experience in three words. The responses reflected an overwhelmingly positive experience, with the most frequently used words including informative, engaging, helpful, interesting, inspiring, collaborative, enlightening, fun, organized, positive, and reflective.

*This word cloud was created from survey responses where participants were asked to describe the 2026 Annual using 3 words.*

The Annual Summit continues to serve as a cornerstone of the Maine DOE’s commitment to supporting educators through high-quality professional learning that is responsive to the evolving needs of Maine schools. Since its inception, the Summit has brought together educators from every corner of the state to share ideas, celebrate successes, and strengthen Maine’s education community through collaboration and shared purpose.

As educators prepare for the upcoming school year, the ideas, strategies, and relationships built during the Maine DOE Annual Summit will continue to strengthen classrooms, schools, and communities across the state.

New Regional ELO Program Is Growing Tomorrow’s Real Estate Professionals

Students in the southern Maine regional ELO real estate program gather for a group picture.

A new regional Extended Learning Opportunity (ELO) pilot has given students in southern Maine a firsthand look at careers in real estate, demonstrating how strategic partnerships between schools and local businesses can expand career-connected learning opportunities across several school districts while helping students build valuable professional networks.

The program was developed through a partnership between local ELO Coordinators, including Katie Schilnder, who led the coordination, and Katy Foley, Keller Williams Realty CEO and broker, who served as the lead community partner. Foley was an impactful lead; in addition to her expertise in real estate, she previously worked at JMG (Jobs for Maine Graduates) and has developed ELOs for several years. With support from a Maine Community Coordinators Collaboration (Maine C3) Sunshine Mini Grant, the program brought together 21 students from Portland High School, Deering High School, Greely High School, South Portland High School, Scarborough High School, Yarmouth High School, Freeport High School, and Cape Elizabeth High School to explore careers within the real estate industry.

The semester-long program was held at the Keller Williams office in Portland and introduced students to a wide range of real estate-related professions. Through weekly sessions, students learned about residential and commercial sales, lending, title services, property management, inspections, and other business operations. Students were able to hear directly from industry professionals, participate in hands-on learning experiences, and gain exposure to how brokers and other real estate professionals handle transactions from the beginning to the end.

“One thing that impressed me the most was that not once did I see a young person who needed to put their phone away,” Schindler said. She described how, over the course of the ELO, the youth were incredibly attentive, which spoke volumes about the program’s quality and engagement.

In addition to more traditional classroom learning, students had the opportunity to engage in job shadowing and earn industry-recognized licenses by completing coursework. Some students have even gone on to earn their real estate licenses.

This program, made possible through the partnership of schools, local businesses, organizations, and educators, highlights the growing role of ELO models in expanding access to career-connected learning and pathways—not only in individual communities but across regions.

Real estate-focused ELOs are available to students beyond southern Maine. In western Maine, Vivienne from Telstar High School developed a strong interest in real estate, and her ELO Coordinator, Carrie Lynch, developed an ELO to support her goals and interests and provide hands-on career exploration.

Here is what Vivienne shared about her experience:

Through my ELO, I had the unique chance to intern at Wheelers Insurance while also using my time to study for and earn my Maine Real Estate Sales Agent license. My favorite part of my ELO was the strong feeling of accomplishment and the knowledge I gained along the way. I especially enjoyed seeing what careers in insurance and real estate truly look like on a day-to-day basis, rather than just learning about them in a classroom. The greatest benefit of my ELO was earning my sales agent license after passing both the national and state exams on my first try, which is an opportunity I would not have had at such a young age without the support of this program and my ELO Coordinator, Mrs. Lynch. I chose this ELO because I carefully considered what would best prepare me for life after graduation and what skills would have the greatest long-term impact on my future. Even if I decide not to pursue insurance or real estate as a career, the communication, professionalism, and real-world business skills I developed will benefit me in many areas of my life. I gained invaluable in-person experience and a deeper understanding of professional expectations from working with a highly reputable agency. This program has already helped shape my future, and I am incredibly grateful for the opportunity it provided.

*Vivienne (far left) gathers with fellow students for a group photo.*

As students completed the program and presented their final projects for the regional ELO, they left with a better understanding of the real estate industry, professional connections, and workplace experience to bridge the gap between their interest in an occupation and a future career in it. The success of the Regional Real Estate ELO offers, as Scarborough High School ELO Coordinator Christy Zavasnik put it, “a great model to build on in other regions and a very popular field of interest with many pathways and possibilities.”

Through this series of intentional and thorough career-connected learning sessions, students gained a deeper understanding of the skills, training, and career pathways available within the industry.

This article was written by Vagni Das, a recent graduate of Yarmouth High School. As part of her extended learning experience, she is interning at the Maine DOE. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Calais Elementary Summer Program Demonstrates the Power of High-Quality Summer Learning

A Calais Elementary Summer Program student holds a lobster during an educational excursion to Eastport with the Eastport Windjammers.

This summer, Calais Elementary School demonstrated what is possible when evidence-based instruction, strong community partnerships, and engaging learning experiences come together to support student success.

Maine Department of Education (DOE) Associate Commissioner Fortin-Trimble recently visited the school’s academically rigorous Summer 2026 program, funded through the Maine DOE Title I Summer Grant, to see firsthand how students, educators, and families are working together to prevent summer learning loss and create engaging, high-quality learning experiences.

During the visit, Associate Commissioner Fortin-Trimble observed students participating in small-group phonics instruction, building foundational literacy skills by decoding consonant-vowel-consonant (CVC) words, practicing blends and digraphs, and strengthening early reading fluency. Classrooms reflected purposeful, data-informed instruction where teachers knew each student’s strengths, goals, and next steps.

The Calais program reflects many of the characteristics identified by the Wallace Foundation as hallmarks of effective summer learning. Successful programs combine strong academic instruction with engaging enrichment opportunities, maintain high attendance, create welcoming learning environments, and build meaningful partnerships with families and community organizations. At Calais Elementary School, those research-based practices were evident throughout the five-week program.

Students attended Monday through Thursday for targeted reading and mathematics instruction designed to accelerate student learning. Teachers administered reading and math assessments at the beginning and end of the program, using the results to establish individualized learning goals, create flexible instructional groups, and adjust instruction throughout the summer.

Every participating student (100 percent) maintained or improved both reading and mathematics performance over the course of the program. Beyond maintaining skills, 73 percent of students demonstrated measurable growth in mathematics, and 71 percent in reading. The program also exceeded its attendance goal, averaging 89 percent attendance across the five weeks.

Learning extended beyond the classroom through experiences that connected students with their community. Through a partnership with the local community pool, students participated in twice-weekly swimming lessons that developed water safety skills.

Students also traveled to Eastport for an educational excursion with Eastport Windjammers, where many students saw minke whales, porpoises, seals, bald eagles, and other marine wildlife for the first time. These experiences reinforced classroom learning while helping students develop a stronger connection to Maine’s coastal environment and Washington County.

The success of the Calais Elementary Summer Program reflects thoughtful planning, strategic use of Title I funds, and the dedication of students, families, educators, support staff, and community partners. By combining individualized instruction, ongoing assessment, nutritious meals, enriching experiences, and strong community partnerships, the program helped students return to school ready to continue learning and succeed in the year ahead.

This story was developed through a collaboration with Calais Elementary School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Lewiston High School Teacher Donna Olsen Named 2026 Maine History Teacher of the Year

Donna Olsen, a teacher at Lewiston High School, has been named the 2026 Maine History Teacher of the Year by the Gilder Lehrman Institute of American History.

Since 2004, the Gilder Lehrman Institute’s History Teacher of the Year recognition program has recognized exceptional K-12 educators for their remarkable work in teaching American history. The program celebrates one outstanding teacher from each state, the District of Columbia, Department of Defense schools, and U.S. Territories and recognizes educators for their dedication, creativity, and effective use of primary sources. Nominees are recommended by students, colleagues, or school leaders and selected by state committees of historians and educators.

Olsen began her career in education in 2008 and has worked in Lewiston schools since 2011. She holds a bachelor’s degree in history, a master’s degree in teaching and learning, and a certificate of advanced study in literacy. She has also completed advanced graduate work in comprehensive literacy. Her extensive experience includes teaching Advanced Placement U.S. History, serving as a curriculum leader in Lewiston schools, working with the Maine Council for the Social Studies, and teaching as an adjunct instructor at the University of Southern Maine. Together, these experiences demonstrate her leadership in social studies education.

“Donna’s teaching philosophy is deeply rooted in an inquiry-based framework, a methodology that transforms her classroom from a place of passive learning into a dynamic laboratory of historical investigation,” Jonathan Radke, principal of Lewiston High School, shared.

“History teachers play an essential role in helping students understand the past, build critical thinking skills, and develop a deeper appreciation for the people and events that shaped our nation,” James G. Basker, president and CEO of the Gilder Lehrman Institute, said. “We are proud to recognize educators who go above and beyond to make history engaging, meaningful, and relevant in their classrooms.”

As the 2026 Maine History Teacher of the Year, Olsen will receive a $1,000 honorarium, a curated collection of American history books and educational materials from the Gilder Lehrman Institute, and recognition at a local ceremony. She will also join 52 other honorees as a finalist for the 2026 National History Teacher of the Year award.

The national winner will be announced this fall at a special ceremony at the Harvard Club of New York City and will receive a $10,000 grand prize. To learn more about the History Teacher of the Year award, or to view the full list of 2026 state honorees, visit the Gilder Lehrman Institute website.

Space Week Maine 2026: Inspiring the Next Generation of Explorers

At its best, education does more than transfer knowledge; it sparks wonder. That spirit was alive across the state throughout Space Week Maine 2026 this spring, as classrooms, auditoriums, and learning spaces were transformed into launchpads for discovery—not by rockets alone but by curiosity.

At the heart of Space Week is Sharon Eggleston, founder of Space Day Maine and the guiding force behind what has become a meaningful educational tradition in the state. Now in its 28th year, this program reflects Eggleston’s enduring vision: creating opportunities for students to engage directly with scientists, engineers, astronauts, educators, and innovators whose work expands how young people see the world and the universe beyond it. Those who know Eggleston understand that her focus has never been on recognition but on students. Quietly, steadily, and with remarkable dedication, she built a program that has inspired tens of thousands of young learners across Maine to think bigger, dream boldly, and look upward.

Throughout Space Week Maine 2026, and into the following days, young learners statewide built, tested, explored, questioned, and imagined their way through immersive lessons in space education, STEAM (science, technology, engineering, arts, and mathematics) learning, astronomy, environmental science, and innovation. Through hands-on workshops, demonstrations, keynote lectures, classroom presentations, and interactive experiences, students were invited not simply to learn science but to experience it—to see themselves in futures shaped by discovery, creativity, and possibility.

Students at the 28th Anniversary of Space Day Maine - at the Mt. Ararat Middle School in Topsham

An extraordinary coalition of educators, presenters, volunteers, and organizations from across North America came together for Space Week Maine 2026, as well. This year’s collaborative team included participants from Arizona, New Jersey, New York, Montreal, Colorado, and communities throughout Maine—each contributing expertise in aerospace, engineering, astronomy, robotics, environmental science, aviation, and experiential education. Together, they represented a shared belief that learning is strongest when it is collaborative, hands-on, and connected to real-world possibility.

*The Lunar Lander, which was built by one of the presenters and towed from New York to Maine so it could sit in front of the Mt. Ararat Middle School to Welcome students to Space Day.*

Space Week Maine 2026 reached its capstone on Friday, May 1, 2026, with the 28th anniversary of Space Day Maine, hosted at Mt. Ararat Middle School in Topsham. Maine Senate President Mattie Daughty introduced the celebration, followed by welcome messages from Senator Angus King and Maine native astronaut Jessica Meir, who is serving aboard the International Space Station as commander of NASA’s Crew-12 mission. Meir’s remarkable journey—from marine biologist and researcher in extreme environments to astronaut, spacewalker, and mission commander—stood as a powerful reminder that extraordinary paths in science often begin with simple curiosity.

Featured keynote speaker Brian Ewenson challenged students to think boldly about humanity’s future in space, while the closing presentation connected students with living history through remarks from Logan Jaeren and Fred Haise, whose leadership during Apollo 13 helped define resilience in the face of adversity.

Presenters Dr. Greg Pitzona and Dr. Danny Jaques.

Four members of the core team, (L to R), James Falletti, Diane Phillips, Sharon Eggleston, and Brian Ewenson

Brian Ewenson and two students from Wiscasset Elementary School! The students were wearing space gloves!

Among the many educators who shared their expertise, Dianea Phillips (Mars Desert Research Station astronaut) invited students to think like planetary explorers through immersive analog Mars mission experiences, while Dr. Danny Jaques highlighted entrepreneurial pathways into aerospace innovation. Also featured was James Falletti, M.A., of New Jersey, an award-winning science educator, photographer, and forthcoming author whose presentation explored how Maine’s native birds have influenced aerospace engineering through biomimicry—from wing structure and feather mechanics to flight efficiency—illustrating how the natural world often serves as humanity’s first blueprint for innovation.

They represented only part of a much larger educational tapestry. Space Week Maine 2026 was shaped by dozens of educators, scientists, engineers, presenters, community leaders, partner organizations, and volunteers, each contributing their expertise, passion, and time to create meaningful learning experiences for students. From astronomy and robotics to materials science, geology, aviation, environmental stewardship, engineering design, and space medicine, the breadth of programming reflected a deeply collaborative effort in which every presenter, volunteer, and partner organization played an essential role in the week’s success.

Additional programming and support from organizations including the Maine Space Grant Consortium, Challenger Learning Center of Maine, 021 Squadron Civil Air Patrol, Maine Mineral & Gem Museum, Lockheed Martin, and many local educational and community partners further strengthened the week’s mission of inspiring future innovators.

Perhaps what made Space Week Maine 2026 most meaningful was its reminder that inspiration belongs to everyone. In participating classrooms were future NASA engineers, astronauts, aerospace technicians, mission planners, pilots, robotics designers, marine biologists, environmental scientists, educators, innovators, and problem-solvers whose careers are shaping not only space exploration but also life here on Earth.

For 28 years, Eggleston has helped Maine students look up—to the stars, to science, and to the limitless possibilities ahead. And somewhere among the students who built, discovered, questioned, and dreamed during Space Week Maine 2026 were future explorers already beginning their journey.

This story was written by James Falletti, on behalf of Space Day Maine, in collaboration with Mt. Ararat Middle School (MSAD 75). To submit a good news story to the Maine DOE, please fill out the good news submission form.

Bruce Whittier Middle School Students Put Fire Science Skills to the Test in 15th Season of ‘MidKnight FireSlayers’

This spring, the Bruce M. Whittier Middle School “MidKnight FireSlayers” celebrated the completion of their 15th season in partnership with Poland Fire Rescue. The MidKnight FireSlayers program provides middle school students with hands-on learning experiences in fire safety and fire science, guided by a dedicated team of firefighters and educators.

Throughout the season, students participated in weekly sessions at the fire station, where they gained firsthand experience through realistic emergency response scenarios. Activities included cold-water rescues, 911 dispatch simulations, search-and-rescue operations in smoke-filled environments, vehicle extrication exercises, hose deployment drills, and training with firefighters’ hand tools.

The season concluded with the program’s annual cook-off event and graduation ceremony.

Bruce M. Whittier Middle School “MidKnight FireSlayers”

During the cook-off, students teamed up with firefighters in a friendly competition against a rival team of parent volunteers. The MidKnight FireSlayers emerged victorious once again, earning bragging rights and retaining the coveted “Golden Spoon” championship trophy.

Over the past 15 years, more than 250 students have participated in the MidKnight FireSlayers program. Many alumni have continued their studies in fire science through the Lewiston Regional Technical Center and postsecondary programs, with some ultimately pursuing careers in the fire service.

Teachers Shannon Shanning and Tami Wight expressed their sincere appreciation for the members of Poland Fire Rescue and their commitment to this work.

“Their impact extends far beyond the skills they teach,” the teachers shared in a joint statement. “Through their mentorship and encouragement, they help students build self-confidence, improve attendance, set meaningful goals, and strengthen their connection to the community.”

This story was submitted by Bruce Whittier Middle School (RSU 16). To submit a good news story to the Maine DOE, please fill out the good news submission form.

Cultivating Belonging: 2026 Maine DOE Annual Summit to Highlight a New Chapter for Maine’s BIPOC Educator Network

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.