Students at Rowe Elementary School in the Portland Public Schools have stepped into leadership roles this year in a big way during the school’s first-ever community meeting assembly for third- through fifth-grade students.
Inspired by community meeting assemblies at Portland’s Presumpscot and Longfellow Elementary Schools, Rowe’s social emotional learning (SEL) staff worked together to launch a similar tradition, designed to bring students together while creating meaningful opportunities for leadership, collaboration, and school connection.
The first meeting was held in December and was led almost entirely by students. Thirty-two fifth-grade student leaders spent two months preparing for the event and ultimately ran the meeting from start to finish. Students took on a wide range of leadership responsibilities, including serving as masters of ceremonies, writing and delivering the event script, welcoming and seating guests, greeting the audience in nine different languages, and creating and presenting the event slideshow.
“After attending community meeting assemblies at both Presumpscot and Longfellow Elementary Schools, SEL staff were inspired to start a community meeting tradition at Rowe,” school counselor Kate McAlaine shared. “On December 11, Rowe’s third- through fifth-grade students gathered for our first-ever community meeting, and what a joyful celebration it was!”
Staff facilitators worked closely with students throughout the preparation process, helping to guide and support their leadership development. Facilitators included McAlaine, third- through fifth-grade social worker Amy Leonard, music teacher Aiden Boardman, and reading specialist Susan Donohoe.
“Their work made this gathering a meaningful and energizing way to bring our upper grades together,” McAlaine added. “We are so proud of our student leaders, performers, staff, and all of our classes for making this first community meeting such a positive and inspiring moment for our school!”
The event highlighted the power of student voice and leadership while strengthening school community and belonging, laying the groundwork for what Rowe Elementary School hopes will become a lasting tradition.
This story was submitted by Rowe Elementary School (Portland Public Schools). To submit a good news story to the Maine DOE, please fill out the good news submission form.
Corporal Hailey Penney, a 2022 Windham High School (WHS) graduate now serving in the Maine Correctional Center’s Special Investigations and Intelligence Unit, returned to WHS as an expert in the annual Mock CSI event, a career-connected curriculum she participated in as a student four years ago.
“When will I ever use this after high school?” It’s a question that teachers have heard echo through classrooms for decades. From math equations to lab reports to literary analysis, students often wonder how today’s lessons will matter in their future. But what happens when learning moves beyond the classroom and into the real world—where students are exposed to the ways in which math, science, and English are not only useful but necessary to succeed?
To help students see the real-world value of their learning, Windham High School teachers John Ziegler (math) and Adrianne Shetenhelm (alternative education English) launched a hands-on interdisciplinary unit in 2016. The collaboration brought their classes together for a mock CSI experience that challenged students to apply math, writing, and critical-thinking skills to a simulated crime scene.
“As the project proved its impact over the next few years, the partnership grew to include Lauren Ruffner’s science, along with real-world support from the Windham Police Department and the Windham Fire Department, transforming the unit into a fully immersive learning experience,” Shetenhelm said.
This collaborative interdisciplinary unit continued again this year on Thursday, April 30, with the “crime” occurring in the parking lot at Windham Veterans Center. What made this year’s unit so special, though, was a meaningful turning point when one of Shetenhelm’s former students, Hailey Penney, a 2022 graduate, joined in on the collaboration.
“A full-circle moment for me this year was having Hailey back on the scene, four years after she was in the unit as a student; she came back as an expert,” Shetenhelm said.
Penney, now Corporal Penney, works for the Maine Correctional Center in the Special Investigations and Intelligence unit. She was invited to join mock CSI day to help the “rookie” detectives and evidence techs in refining their questioning techniques. She talked about her career pathway and how other students may follow a similar path if they are interested.
Corporal Penney helped student ‘rookie’ detectives refine their questioning skills and share how others can follow a similar career path.
“After contacting the Maine Correctional Center to see if we could have someone speak to our students, it was clear that Hailey would be the perfect choice,” Shetenhelm said. “Hailey’s superiors spoke so highly of her capabilities and her speedy progression in the field. I was not surprised, and I am so proud of her.”
Corporal Penney said that she doesn’t remember being interested in law enforcement before the mock CSI event.
“I believe this is because of my prior lack of knowledge as to what law enforcement officers do. Being introduced to Windham Police Department Detective [Jason] Andrews and Sergeant [Seth] Fournier and learning about what they do in their careers significantly changed my perception. I was inspired to make a difference,” Penney said.
Penney added that being a part of a “real-life crime scene” during mock CSI day, gathering information and interviewing witnesses and suspects, sparked an interest in her that she didn’t know she had.
“Before this, I remember feeling as if I had not found my passion yet,” Penney said. “I am very grateful that I was involved with this event because I’m not sure if I would have considered a career in corrections or law enforcement otherwise.”
Being the expert now, Corporal Penney said she enjoyed talking with the students about her story and how her career became a passion.
“There were so many students who were engaged in this event and open to speaking with me. I gave two students Maine Department of Corrections challenge coins because I was very impressed with their thought processes and efforts that went into this year’s mock CSI unit,” Penney said. “My hope is that students were able to take something away from our conversations and have a better understanding of law enforcement, like I did when I experienced the CSI event.”
It’s Shetenhelm and Ziegler’s hope for their students, too. As a result, they plan to continue this annual career-connected learning as long as they can. To do so, they will begin to write a new “crime” this summer.
“Each year, we write a new narrative over the summer and recruit staff volunteers and actors in the fall,” Shetenhelm said. “We begin working with the Windham Police Department and other experts to ensure the story is realistic. By the fourth quarter, the unit begins—preparing English students to investigate and interview witnesses while math and science students learn to analyze evidence. On the day of the field trip, one question remains: Have we prepared them enough to connect the dots on their own, just as they must after graduation?”
Shetenhelm added that they hope to team-teach with Corporal Penney next year.
“I couldn’t be prouder and more honored to be a part of her story and to be working alongside her,” Shetenhelm expressed.
This story was submitted by Windham High School (RSU 14). To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) Office of Teaching and Learning is seeking a contracted educational professional to support statewide work related to world language education during the 2026-2027 school year.
This contracted role will support several ongoing statewide initiatives, including:
Communication and engagement with Maine world language educators.
Related technical assistance and support for school administrative units (SAUs) and educators.
Coordination related to Pine Project contact hours and associated educator supports.
Resource sharing, communications, and alignment work connected to multilingualism and world language learning across Maine schools.
The anticipated scope of work is approximately 20 hours per month during the 2026-2027 school year. Compensation is anticipated at a rate of $50 per hour.
The ideal candidate will have:
Experience in world language education and/or multilingual learner support.
Familiarity with the Maine Seal of Biliteracy and proficiency-based learning.
Experience supporting educators through professional learning, coaching, or technical assistance.
Strong organizational, communication, and collaboration skills.
Familiarity with Maine schools and statewide educational initiatives (preferred).
The contractor will work closely with the Maine DOE Office of Teaching and Learning. Transition planning and onboarding support will be provided to ensure continuity of work.
To apply for this position, please send the following materials to Beth Lambert, Maine DOE Chief Teaching and Learning Officer, at beth.lambert@maine.gov by June 10, 2026:
A letter of interest that includes a brief description of relevant experience related to world language education, Maine Seal of Biliteracy implementation, educator support, or related work.
The Maine Department of Education (DOE) recently welcomed 10 student interns to its team. These interns will spend the summer work on several teams within the Maine DOE, bringing a variety of new skills, backgrounds, and experiences to the department.
These internships were made possible by several programs throughout Maine, including the Margaret Chase Smith Policy Center Maine Government Summer Internship Program, the Bowdoin Public Service Summer Fellowships, and other Extended Learning Opportunities. During their time at the Maine DOE, these interns will assist with daily operations at the department, while gaining professional experience, knowledge, and connections.
Maine Government Summer Internship Program Interns
Ava Alberetti is the Operations and Events Intern for the Maine DOE Operations Team this summer. She recently graduated from Scripps College in California with a Bachelor of Arts in politics. Alberetti is passionate about public policy, community engagement, and education advocacy. Outside of school and work, you can find her in the dance or yoga studio, reading fiction, or collaging.
Devlin Geisler is the Communications Intern for the Maine DOE Office of Special Services and Inclusive Education. She recently graduated from Clark University with a Bachelor of Arts in sociology and women and gender studies, with a minor in political science and concentration in peace and conflict studies. She will complete her master’s degree in the upcoming year in public administration. In her free time, Geisler likes baking, reading, and exploring the coast or cities in New England.
Piper Hallen is a resident of Waterville, Maine, and a recent graduate of the University of Connecticut, where she earned her Bachelor of Arts in political science with a minor in public policy. Next year, she will return to the University of Connecticut to complete her master’s degree in public administration while also working as a Legislative Intern for the State of Connecticut. Though passionate about a range of political topics, Hallen is particularly interested in higher education policy and legislative affairs. After completing her master’s degree, she hopes to pursue a PhD program to continue researching higher education accessibility in the United States. This summer, Hallen will be working on the Maine DOE Policy and Government Affairs Team as the Policy Intern.
Michael Hardy is a rising junior at the University of Maine at Orono, where he majors in marketing and minors in theater. He is from Falmouth, Maine. As the Maine DOE Communications Intern, Hardy will create content, such as written articles and videos for social media, to help highlight education-focused events and programs statewide. He is most excited to become involved in meaningful projects around the state. In his free time, Hardy enjoys singing, traveling, and reading.
Emma Raymond is a senior at the University of Maine at Orono (UMaine) studying child development and family relations, with concentrations in early childhood education and French. At school, she is also a student athlete in the cheerleading program and serves as Vice President of Media for UMaine CHAARG, a women’s workout and wellness group. In her free time, Raymond enjoys reading, knitting, and collecting antique cookbooks. She is excited to work with the Maine Learning Technology Initiative through the Maine DOE Learning Through Technology Team as a Data and Media Intern this summer and looks forward to learning more about the government side of education.
Jordan Thompson recently graduated from the University of Maine at Orono with a Bachelor of Arts in English and a concentration in creative writing, as well as a minor in interdisciplinary legal studies. He will be working toward his Juris Doctorate at the University of Maine School of Law this fall. When he isn’t working or taking classes, you can likely find Thompson out taking pictures, reading and writing poetry, or trying to learn to crochet. He is excited to work with the Maine Learning Technology Initiative through the Maine DOE Learning Through Technology Team as a Data and Media Intern this summer.
Bowdoin Public Service Fellowship
Asha Adiga-Biro is a rising junior at Bowdoin College studying English and environmental studies. She will serve as the Seal of Climate Literacy Intern at the Maine DOE this summer. Adiga-Biro grew up in Washington, D.C., and loves playing ultimate frisbee and exploring Maine’s beaches and mountains. She is also trying to visit all 50 states. Adiga-Biro’s dream is to become an ambassador one day.
Vincent Diep, class of 2028, is a rising junior at Bowdoin College with a double major in religion and government. This summer, he will work under Dr. Glenn Cummings, supporting the Green Schools Program through the Maine DOE Office of Innovation. Outside of public service, Diep is often caught hunting for antique jewelry and rare coins or fueling his latest religion research papers with copious amounts of espresso and green tea.
Strategic Partnership Fellowship Interns
Fatima Bashir is the Public Impact Analyst for the Maine DOE Office of Innovation Strategic Partnerships Team. She will be a senior at Gorham High School in the upcoming 2026-2027 school year. Bashir is currently focusing her studies on courses related to STEM (science, technology, engineering, and math). She loves spending time with friends and doing anything related to art.
Abigail Rasquinha is the Outreach Specialist for the Maine DOE Office of Innovation Strategic Partnerships Team. Inthe upcoming year, she will be a freshman at Northeastern University, where she plans to study public health. Rasquinha’s favorite pastimes are spending time with friends and family, as well as playing sports. At school, she runs indoor and outdoor track and plays soccer.
The Maine Department of Education (DOE), in partnership with the University of Maine, officially launched Maine’s new interactive Literacy and Numeracy Playbooks during a statewide event held at the University of Maine’s Wells Conference Center in Orono on May 19, 2026. The Playbooks were developed as companion resources to the Maine State Literacy Action Plan and Maine State Numeracy Action Plan, announced last fall. They are designed to support schools and educators in translating a statewide vision for literacy and numeracy into meaningful classroom practice at the local level.
The launch event brought together educators, school and school administrative unit (SAU) leaders, higher education partners, and statewide collaborators to celebrate the culmination of collaborative planning, professional learning, and implementation work focused on strengthening literacy and numeracy learning across Maine. Justin Dimmel, Associate Dean for Academics and Student Engagement in the University of Maine College of Education and Human Development, provided welcome remarks, and closing remarks were delivered by University of Maine President Joan Ferrini-Mundy.
The day included interactive and hands-on Playbooks exploration sessions, a digital scavenger hunt, collaborative reflection and planning opportunities, and whole-group discussions focused on supporting meaningful literacy and numeracy implementation in Maine schools. Attendees had opportunities to engage with the interactive Playbooks, explore embedded resources, and connect with colleagues and partners from across the state. They were also introduced to “PIP,” the Playbook Integration Partner, a puffin-themed navigation and support feature embedded throughout the interactive platform to help users locate resources and move through the playbooks with ease.
“We have been hatching new possibilities for what literacy and numeracy can look like in Maine,” Beth Lambert, Maine DOE Chief Teaching and Learning Officer, said during opening remarks at the event. “This work has never been about creating documents to sit on a shelf. It has been about building coherent systems of support that help educators create meaningful, engaging learning experiences for all students.”
The Playbooks provide educators and school systems with practical implementation tools, research-based instructional strategies, professional learning resources, interdisciplinary connections, and navigation supports designed to make the resources accessible and usable. They were developed through extensive collaboration and feedback from educators and partners across Maine, including the Literacy and Numeracy Advisory Councils, the Maine Math Collaborative, representatives from higher education, and cross-office Maine DOE teams. A significant portion of the Playbook design, revision, and interactive platform development was led by the Maine DOE’s Interdisciplinary Instruction and Learning Through Technology teams, including Kathy Bertini, Emma Banks, Erik Wade, Heather Martin, and Michele Mailhot.
The launch event highlighted the Maine DOE’s broader statewide efforts to align funding, initiatives, and professional learning opportunities to the goals outlined in the Action Plans. Over the past year, the Maine DOE has expanded statewide professional learning aligned to the Action Plans through interdisciplinary literacy workshops, a numeracy learning series, statewide mathematics communities of practice, STEAM (Science, Technology, Engineering, Arts, Mathematics) integration cohorts, literacy modules, and place-based learning opportunities designed to support meaningful, research-based instruction across grade spans and content areas.
The Maine DOE partnered closely with the University of Maine throughout the development and launch process of the Playbooks. Special thanks go to Justin Dimmel, Mia Morrison, and the broader University of Maine team for their collaboration and support in hosting the statewide launch event.
The Literacy and Numeracy Playbooks reflect the Maine DOE’s ongoing commitment to interdisciplinary learning, supporting educators, and ensuring all learners have access to high-quality literacy and numeracy experiences that are meaningful, relevant, and connected to the world around them.
To learn more about Maine’s statewide literacy and numeracy initiatives, visit the Maine DOE’s Office of Teaching and Learning website.
The Maine Department of Education (DOE) along with several school and community-based organizations continue to advance high-quality, career-connected learning through extended learning opportunities (ELOs) that connect students with real-world experiences, local partners, and emerging career pathways. An example of this work is the Youth Doula Initiative, a three-day community-based ELO that recently engaged 15 South Portland High School students in hands-on learning focused on maternal health, pediatrics, and public health.
Slated for two more sessions this school year, the ongoing Youth Doula Initiative was developed through a partnership between Justine Carlisle, Jobs for Maine Graduates (JMG) ELO Navigator at South Portland High School, and Tara Campbell, founder of Birthing Doula and Birthing Gently. After researching opportunities that could provide authentic clinical exposure for students under 18 years old, Carlisle connected with Campbell, who has extensive experience in introducing young people to the doula profession. Carlisle described the initiative as one of the most meaningful programs she has facilitated, noting that childbirth touches nearly every family; yet, misconceptions and gaps in understanding are common. Through this experience, students gain accurate, practical knowledge about anatomy, medical options, and the social-emotional responsibilities of healthcare providers.
Campbell shared that the Youth Doula Initiative has “a significant positive impact on both students and their communities,” noting that participants gain essential healthcare knowledge while learning how trust-based, relatable support can improve outcomes for pregnant families. She also emphasized that the initiative opens ethical, paid pathways through Medicaid-supported doula work and continued no-cost training opportunities.
Youth Doula Initiative
Through the Youth Doula Initiative, students have not only the opportunity to explore an accessible healthcare career but also gain meaningful experience that deepens their understanding.
“I was super excited to learn about something I thought was years beyond me in school,” senior Esperanza Kunieki said. “We learned about different aspects of birthing—things I didn’t even know about—and it really excites me to learn more about this career.”
Another senior, Zeila Monteiro, shared, “The Youth Doula Initiative helped me understand what it truly means to be a doula and gave me a deeper understanding of each stage of pregnancy. It focuses on communication, support, and emotional reassurance, which are important skills for us as young adults.”
The Youth Doula Initiative reflects the broader impact of Maine’s ELO framework, empowering students through authentic learning, strengthening community partnerships, and preparing young people to make informed, confident decisions about their futures. The initiative was supported in part by the statewide Sunshine Mini Grant Program, which advances the mission of the Maine Community Coordinators Collaborative (C3). Since 2023, the Sunshine Mini Grant Program has awarded $88,000 across 18 grants, reaching approximately 300 students statewide. These grants help schools with limited resources to pilot innovative ELOs by addressing barriers such as transportation challenges, poverty, and limited access to professional mentors. Collectively, the program has expanded access to experiential learning that informs students’ career interests and post-secondary planning.
For further information about ELOs and Maine’s efforts to expand career exploration for Maine students, please visit the Maine DOE ELO webpage or contact Maine DOE Extended Learning Coordinator Lana Sawyer at Lana.Sawyer@maine.gov.
Youth Doula Initiative
This story was written in collaboration with South Portland High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.
Sheepscot students created this poster. Teacher John Hawley shared, ‘This says it all. I know there’s only one T in Sheepscot, but the sign was too perfect, and I didn’t have the heart to tell the kids they spelled it wrong.
At Mt. Ararat Middle School in MSAD 75, mornings in the Sheepscot Alternative Education Program begin not with a bell or worksheet but with music. On “Jazzy Tuesdays,” as students enter the classroom, the sounds of Herbie Hancock’s piano drift throughout the room, along with genuine and boisterous welcomes from alternative education teacher John Hawley and educational technician Huey Sheffler. As students find their seats, they settle into a “moment of chill” before the day begins.
“That time is intentional,” Hawley said. “We’re asking students to be fully present, so we create space for them to arrive, reset, and feel grounded before the day begins.”
A Different Approach to Learning
The Sheepscot Team has been redesigned from a small population in an all-day, secluded model to a thriving, project-based learning alternative education environment. Today, it serves 32 seventh- and eighth-grade students—about 16 students per grade—with a focus on relationships, project-based learning, and social-emotional learning.
Each day follows a consistent but flexible structure. After the morning’s “moment of chill,” students and staff head outside for their daily pond loop walk, regardless of the weather. The walk takes about five minutes and allows students to ground themselves in nature and connect with their classmates and teachers in a non-scripted manner.
“We go outside every day, no matter what,” Hawley said. “It’s part of who we are. Movement and fresh air help students regulate and get ready to learn.”
Sheepscot students on a pond loop walk following a fresh snow
Back in the classroom, students watch CNN 10 and generate questions about current events, which later fuel weekly review games and discussions.
From there, the day shifts into the heart of the program: project-based learning.
Learning That Feels Real
In Sheepscot, projects are not an add-on; they are the foundation of learning. Students explore rigorous academic projects through immersive, hands-on experiences that connect to real-world systems. Eighth graders are currently engaged in the “World Game,” where they design countries, manage resources, and navigate global relationships.
“You learn everything here, just in a different way,” one student shared. “It actually makes sense because you’re doing it. I feel smart in here.”
The seventh graders are currently working on a “Shark Tank”-style challenge to develop solutions to reduce plastic waste and address climate impacts. Each group approaches the problem differently, highlighting creativity, student voice, and healthy debate among students.
Other projects have included building skateboards to demonstrate Newton’s Laws of Motion and designing interdisciplinary units based on student interest, such as an exploration of ancient Pompeii.
Sheepscot students designing and building skateboards
“We give students choice through project menus,” Sheffler explained. “That ownership is what drives investment.”
An example of a project menu exploring the amendments to the US Constitution
Building Skills for Life
Beyond academics, the program integrates real-world skills into daily learning. Students participate in systems that simulate adult responsibilities, including personal finance and economic decision-making.
They earn paychecks based on attendance, work habits, and grades, allowing students to earn raises based on these behaviors. Students also learn about the stock market with investment profiles, credit scores, and stock market simulations. Students will soon experience a “bank run” that will wipe out their hard-earned savings.
A sample paycheck and Sheepscot students in line to deposit their weekly paychecks
“They feel the impact of their decisions, and that sticks with them,” Sheffler said.
Hawley and Sheffler intentionally include members of their school community in their learning. The Mt. Ararat Middle School office staff are invested members in the personal finance unit and have stock profiles. This approach teaches students that what they are learning in Sheepscot goes beyond their classroom walls.
Student Voice and Civic Engagement
Sheepscot students also engage deeply with civics and democratic processes. Through mock trials, elections, and student-led discussions, students explore topics like the presidency and Supreme Court.
In one activity, Sheepscot students simulated the three branches of the U.S. government. They elected a president who wanted the class to bake apple pies. The rest of the team served as a divided legislature trying to pass a bill for either blueberry or cherry pie. Three students were confirmed by the legislature to serve on the Supreme Court to uphold the rules of the process. By using structured argument and legislative-style processes, the bill for blueberry pie was vetoed, and the team enjoyed baking and eating apple pie.
“It sounds simple, but they’re learning how to think, debate, and listen,” Sheffler noted. “Those are lifelong skills.”
Sheepscot students participating in a mock Supreme Court confirmation hearing
Pathways Into the Sheepscot Team
Enrollment in the Sheepscot Team is intentional and collaborative, with a clear, structured process. First, sixth-grade teachers recommend students for the Sheepscot Team. Next, the principal and counseling team review these recommendations with Hawley and Sheffler. They prioritize students based on need, school engagement, and overall fit for the program. They also work to ensure students will be positive and productive contributors.
Selected students then become candidates. Hawley contacts families to explain the program to them and obtain permission to move forward with the process. This step helps to establish an early foundation for positive relationships. Hawley and Sheffler then interview candidates to assess readiness for a project-based model of teaching and learning. Finally, candidates participate in a “Sheepscot experience.” This allows both staff and students to reflect on whether the program is the right fit for seventh grade.
“This only works if students want to be here,” Hawley emphasized. “It’s an opportunity, not a placement.”
Accepted students receive a “golden ticket” invitation. Hawley and Sheffler say they want students to know that it is a privilege to be part of this community.
An important piece to the enrollment process is how the Sheepscot Team begins building connections with prospective students early. All sixth graders participate in rotating five-week enrichment blocks that occur throughout the school year, introducing students to project-based learning and the program’s routines. Students work in teams and build team identities by creating team names, mottos, and handshakes. Then, they take on various challenges.
These enrichment blocks strengthen the Sheepscot Team’s connection with the school by including all students. They also allow Hawley and Sheffler to start to build relationships with future Sheepscot Team students, ensuring that the students entering the program are a good fit.
Connected to Community
While the program offers a distinct learning environment, it is not isolated. Students participate in mainstream classes and school activities, and staff across the school community engage with Sheepscot projects.
Families stay connected through regular updates and project sharing, and a new alumni initiative invites former students back to mentor and support current participants.
“We’re not an island,” Sheffler said. “This is part of a larger community that believes in these kids.”
A Model That’s Working
With a growing waitlist and strong student outcomes, the Sheepscot Team stands as a powerful example of what’s possible when education is designed around relationships, relevance, and student voice. Students, staff, and families all have stories of transformation, new friendships, and moments when a student who once dreaded school suddenly can’t wait to show up.
“There’s a sense of joy here,” Hawley reflected. “Students feel like they belong, and that makes all the difference.”
As Maine schools continue to explore innovative approaches to learning, programs like Sheepscot offer a compelling reminder: When students are engaged, supported, and seen, they thrive.
Anne Behnke receives the 2026 Maine Volunteer of the Year award.
The Maine Department of Education (DOE) is pleased to join Volunteer Maine in celebrating the recipients of the 2026 Governor’s Awards for Service and Volunteerism, which, since 1987, have recognized the outstanding individuals, teams, and organizations making a meaningful impact through volunteer service.
On May 9, 2026, at Camp Chamberlain in Augusta, Major General Diane Dunn joined members of the Maine Commission for Community Service—including Maine DOE Associate Commissioner of Policy and Programs Chelsey Fortin-Trimble—in celebrating the 2026 recipients at an annual awards ceremony.
Members of the Maine Commission for Community Service
This year, the recipient of the Maine Volunteer of the Year award is Anne Behnke, a long-time Lewiston Public Schools (LPS) educator. For 40 years, Behnke has provided steady and compassionate hospice care through Andwell Health Partners. Contributing approximately 300 hours of service each year, Behnke has demonstrated a willingness to take on deeply challenging assignments, the ability to provide comfort in moments of profound vulnerability, guidance and mentorship for other volunteers, and positive energy. Behnke remains an active member of the LPS community.
You can read more about Behnke and the other recipients of the 2026 Governor’s Awards for Service and Volunteerism here.
Educators across Maine are invited to deepen their connection to the outdoors and discover new ways to bring forest-based learning into their teaching during an upcoming Forest-Based Education Workshop hosted by Project Learning Tree (PLT) and the Forest Ecology Research Network (FERN).
Taking place on June 23, 2026, from 9 a.m. to 3 p.m. at Holt Research Forest in Arrowsic, this hands-on workshop will introduce participants to engaging, field-based approaches that use forests as a teaching tool across a variety of subject areas.
PLT, an initiative of the Sustainable Forestry Initiative, is an award-winning environmental education program that provides standards-aligned curriculum designed to “teach students how to think, not what to think.” Through interactive activities and outdoor exploration, educators will learn how to integrate environmental literacy and critical thinking into their classrooms and programs.
Participants will also explore the work of FERN, an experiential, field-based program that combines place-based environmental education with standard forest data-collection protocols. FERN encourages community scientists of all ages to investigate the Maine woods, ask meaningful questions, and engage in authentic scientific inquiry.
Formal and non-formal educators are encouraged to attend. Participants will receive:
A $100 support stipend.
A copy of PLT’s “Explore Your Environment Activity Guide.”
Hands-on experience with forest-based teaching strategies and data collection activities.
Organizers have expressed they hope the workshop will help educators discover how outdoor learning can support student engagement, curiosity, and cross-curricular learning opportunities.
Educators who may face barriers related to substitute teacher costs are encouraged to reach out for additional support options by emailing logan@mainetree.org.
Students at Elm Street School in RSU 16 (Mechanic Falls) have spent the school year learning an important lesson about community, kindness, and helping others — all with the support of some four-legged friends.
Through a special partnership with local nonprofit organization Mission Working Dogs, these students welcomed therapy dogs into their classrooms every Thursday throughout the school year for activities that supported both student learning and the dogs’ training.
This partnership grew from an already strong relationship between the school and the nonprofit. It expanded this year when retired teacher and current dog handler Debbi Conley reached out to Elm Street School Principal Jessica Madsen about getting volunteers and dogs into classrooms.
Mission Working Dogs trains therapy and service dogs to support people with disabilities, veterans, and others who benefit from trained working dogs. These weekly visits at the school gave the dogs valuable exposure to children while also providing students with opportunities to build literacy skills, strengthen social-emotional connections, and learn more about helping others in their community.
During the Thursday sessions, students and dogs participated in a variety of activities, including reading practice, Jeopardy-style games, sharing of jokes, and plenty of time for play and affection.
“It’s something that our students always look forward to,” Jessica Harvey, a second-grade teacher and the 2021 Androscoggin County Teacher of the Year, said. “It helps with attendance on those days when we have therapy dogs coming. Those were our well-attended days for sure.”
Harvey said students especially enjoyed reading aloud to the dogs, which helped make practicing literacy skills feel exciting and meaningful.
“Students are working on their reading fluency, and they get to practice that a lot in the classroom. Being able to read to a dog is just kind of a really special thing,” Harvey said. “We have a whole group of animal lovers and nature lovers, so having animals come into the classroom is just another way for kids to connect with living things.”
Beyond literacy development, this partnership also helped students better understand how organizations support people in need.
“I also think that learning about organizations that help people — veterans, individuals with disabilities — is important. That’s primarily what their work is about,” Harvey explained of the nonprofit. “[Students] having that awareness that there are people in the world who benefit from this type of support is really nice.”
This partnership became even more meaningful through a classroom project focused on community helpers. As students learned about the role of citizens in the community during a recent social studies unit on civics and government, they brainstormed ways they could make a difference themselves through a “Change for Change” fundraising effort.
After voting on a project, students in Harvey and Sophia Stone’s second-grade classrooms chose to raise money for Mission Working Dogs as a way to thank the nonprofit for including them in the dogs’ training and building relationships with the students throughout the year.
Together, the second graders raised $500.03 by collecting donations from students and staff across the school — enough to purchase 11 large bags of dog food for Mission Working Dogs.
Staff at Mission Working Dogs shared that they go through approximately 167 cups of puppy kibble each day, making the donation incredibly meaningful for the nonprofit, which relies on donations and sponsorships to support its mission of providing trained service dogs to individuals living with disabilities.
During a recent school visit, students proudly presented the bags of dog food to dog handlers Lauren King and Moria Case — both former classroom teachers — along with three of the therapy dogs. Students also created handwritten thank-you notes expressing their appreciation for the visits and friendships formed throughout the year.
Students were eager to share what they loved most about the weekly visits.
“They are adorable,” one student said. “They help people, and they are fun to play with.”
Another student added, “They are cute. I like playing Jeopardy with them.”
Harvey said the experience has shown the value of strong community partnerships and the lasting impact they can have on students.
“I think it’s great to have a partnership like this, having someone from the community in our classrooms,” Harvey said. “I think those community partnerships are some of the most valuable things that we can give our kids.”
This story was written in collaboration with Elm Street School (RSU 16).To submit a good news story to the Maine DOE, please fill out the good news submission form.
Maine DOE Newsroom 