Maine DOE Literacy and Numeracy Playbook Launches Set the Stage for Continued Professional Learning

Educators gather for the Playbook Launch at the University of Maine at Farmington (UMF).

The Maine Department of Education (DOE) Office of Teaching and Learning hosted five Literacy and Numeracy Playbook Launches this fall, bringing educators together to explore resources, examine instructional priorities, and plan for meaningful, sustainable improvement in their schools.

During events held across the state, participants explored literacy and numeracy needs through an asset-based lens, identifying existing strengths and resources as foundations for growth. Educators considered both classroom practices and schoolwide priorities as they began identifying approaches suited to their school communities.

Kathryn Will, Ed.D., associate professor of literacy education at the University of Maine at Farmington (UMF), highlighted the value of bringing future and practicing teachers together for professional learning.

“The opportunity for pre-service and in-service teachers to work side by side in the Playbook professional development created an authentic opportunity for all participants to engage in ongoing learning with real impact on learners in classrooms,” Will said. “There is strong synergistic impact when teacher education and the Maine Department of Education work together to provide iterative learning in the education profession. We look forward to the next time!”

Educators who were unable to attend an in-person session can explore an asynchronous version of the Playbook Launch. This self-paced experience introduces the playbooks and helps participants consider how to use the resources and support their use in schools and districts.

Playbook Launch event at the University of Maine at Orono

Playbook Launch event at the University of Southern Maine.

Beyond the Playbook: What’s Next?

After completing an in-person or asynchronous launch, educators can continue their learning through Beyond the Playbook: What’s Next? This five-part asynchronous series helps school teams of three or more develop a literacy and/or numeracy implementation plan grounded in their school’s strengths, needs, and available resources. The series is available through EnGiNE, the Maine DOE’s free learning management platform.

Teams will move at their own pace through five learning sessions: Explore, Engage, Prioritize, Connect, and Impact. Together, these experiences provide a clear process for developing an implementation plan, along with the structures to support that work—including asset-mapping tools, prioritization protocols, and guided reflection. These supports will help teams identify existing strengths, establish shared priorities, and translate their learning into actionable steps for improving literacy and numeracy outcomes.

Each session combines individual reflection with collaborative planning. Participants will capture their thinking, observations, and insights in a Google Professional Learning Journal and share their progress with the Maine DOE’s Interdisciplinary Instruction team, which will provide responsive coaching based on each team’s needs.

Discussion forums will also connect educators across schools, providing opportunities to exchange strategies and resources, work through challenges, and learn from colleagues engaged in similar efforts.

By the end of the series, each team will have developed a literacy and/or numeracy implementation plan shaped by its school’s context and focused on meaningful outcomes for learners.

School teams can register here for Beyond the Playbook: What’s Next?

For more information, please reach out to Interdisciplinary Instruction Specialist Erik Wade at Erik.Wade@maine.gov.

MLTI Maine Winter Classic – Register and Submit a T-Shirt Design!

The Maine Department of Education (DOE) Learning Through Technology Team is pleased to announce that registration is now open for the 2027 Maine Learning Technology Initiative (MLTI) Maine Winter Classic, scheduled for March 1-5, 2027.

This week-long, asynchronous event offers an engaging, game-based learning experience for students across Maine. Participants “travel” across the state on a virtual gameboard, completing tasks, earning tokens, and exploring topics such as computer science, digital citizenship, digital design, and gamification. The content is leveled to accommodate elementary, middle, and high school students, as well as various ability levels. The flexible format enables educators to participate at their own pace, while providing students with meaningful opportunities to develop digital skills in a fun and collaborative way.

Since the MLTI Maine Winter Classic replaced the Virtual Student Conference in 2024, more than 100 schools have participated, with many returning for multiple years. Last year, we had nearly 6400 participants in grades 3 through 12 from across 73 schools. The event brings together students from across Maine, including fifth graders from Shapleigh Elementary in Kittery, seniors from Forest Hills in Jackman, sixth graders from Fort Fairfield Middle School, and third graders from Lubec and Princeton in Washington County. Last year, students from these communities and many others participated while wearing T-shirts featuring a design created by a sixth-grade student from Camden Regional Middle School.

Registration for the 2027 MLTI Maine Winter Classic is now open, and your school can register for this exciting statewide event here.

Key Details and Registration

Registration window: now through January 5, 2027
Cost: free
Who can participate: grades 3-12 in MLTI school administrative units
Note: Please register by January 5, 2027, to ensure that your classroom receives its event materials, including MLTI Maine Winter Classic T-shirts for all participants, before the event week. Later registrations are accepted, but materials cannot be guaranteed.

Educators who are interested in learning more before registering are invited to peruse overview materials and support resources from past events to get a sense of what to expect and the kinds of classroom connections available.

Office Hours

Educators planning to participate in the 2027 MLTI Maine Winter Classic are encouraged to attend a live office hour session or watch a recorded session prior to the event.

Friday, November 20, 2026, at 7:45 p.m. – MLTI Maine Winter Classic 101 (Preparation Kickoff) – Zoom link
Tuesday, December 1, 2026, at 7:45 a.m. – newcomer session (recorded) – Zoom link
Tuesday, December 1, 2026, at 3:45 p.m. – returning participant session (recorded) – Zoom link
Thursday, December 3, 2026, at 7:45 a.m. – for all participants (non-recorded) – Zoom link
Thursday, December 3, 2026, at 3:45 p.m. – for all participants (non-recorded) – Zoom link
Tuesday, December 8, 2026, at 4 p.m. – for all participants (non-recorded) – Zoom link

T-Shirt Design Competition

Students who would like to participate are invited to create a design for the official T-shirt that will be distributed statewide to thousands of students during the MLTI Maine Winter Classic, scheduled for the week of March 1, 2027. This will be the 10^th student-designed T-shirt for an MLTI student event. Participants can learn more about the history of MLTI t-shirts going back to 2003.

You can review eligibility and submission guidelines for the T-shirt design competition here. Please submit your entry using this T-Shirt Design Competition Submission Form.

Competition Timeline and Important Dates:

Nov. 2, 2026: competition opens
Dec. 23, 2026: T-shirt designs due (no late entries accepted)
Finalists will be selected, and a winner will be notified by the end of January 2027.

If you have questions about this contest or need assistance, please contact MLTI Project Manager Bethany Billinger at bethany.billinger@maine.gov.

For more information about the Maine Winter Classic and/or the in-person MLTI Student Conference later in the year, please contact the Maine DOE Learning Through Technology Team at doe-ltt@maine.gov.

Kittery Students Build Leadership, Confidence, and Community Through Cross-District High Ropes Experience

Every May, high school students at R.W. Traip Academy in the Kittery School Department trade their student roles for those of teacher and mentor, guiding third graders from Horace Mitchell Primary School through a day of high-ropes adventures. Now in its 15th year, this cross-district tradition gives students an opportunity to step outside their comfort zones, build confidence, and develop leadership skills while encouraging younger peers to embrace challenges and support one another.

Before taking on their roles as facilitators, high school students complete intensive training, extensive scaffolding, and testing to prepare to guide their younger peers through the high ropes elements. They then step into the roles of teachers and leaders, applying their skills while helping third graders navigate new challenges in a safe and supportive environment.

For the third graders, the experience centers on a “challenge by choice” mentality. Students are encouraged to try at least one element and, with guidance from their high school peers, choose the biggest challenge they feel comfortable embracing.

Throughout the day, students cheer one another on, offering support and encouragement as their classmates work through each activity. The experience creates opportunities for students of all ages to practice teamwork, build trust, and recognize their own abilities.

Year after year, students gain confidence as they discover what they can accomplish with encouragement from their peers. At the same time, the high school facilitators strengthen their leadership, communication, and teaching skills while making a positive impact on younger students.

Over the years, the high ropes experience has become a generational tradition at R.W. Traip Academy. Some of the high school students who now serve as facilitators once participated in the program themselves as third graders.

Their return as leaders reflects the lasting impact of the experience and the opportunities students have to grow into new roles within their school community.

By connecting physical activity with experiential learning, leadership development, and peer support, R.W. Traip Academy demonstrates how schools can create meaningful experiences that benefit students well beyond a single day.

Through this longstanding tradition, students are learning to embrace challenges, encourage one another, and reach new heights together—skills that can serve them throughout their lives.

Information for this article was provided by the Kittery School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine DOE Launches Accessible Educational Materials (AEM) Toolkit to Support Inclusive Classrooms

The Maine Department of Education (DOE) Office of Teaching and Learning has released a new Accessible Educational Materials (AEM) Toolkit to help Maine schools ensure students have equitable access to the digital instructional materials and resources they need to learn. To help Maine schools ensure students have equitable access to the digital instructional materials and resources they need to learn.

Designed to deepen educators’ and school leaders’ understanding of digitally accessible educational materials and to help them navigate upcoming Americans with Disabilities Act (ADA) Title II web accessibility requirements, the toolkit connects accessibility guidance with practical tools to help Maine teachers and administrators create inclusive classrooms and support equitable access to learning.

Whether schools are just beginning to learn about accessible materials, seeking answers to specific questions, or working to strengthen districtwide accessibility practices, the AEM toolkit offers flexible pathways for exploring accessibility. The AEM Toolkit also provides pathways for creating more inclusive learning experiences by making digital materials accessible to all students, regardless of specific needs.

Grounded in the belief that accessibility benefits all learners, not only students with identified disabilities, the toolkit also includes:

Multiple Audience Entry Points: Resources in the toolkit support educators, administrators, and families as they seek to identify student needs, understand the tools and formats that support access to digital content, and explore obtaining and using accessible materials;
Targeted Resources: Dedicated guides for educators, administrators, and families to identify student needs and understand the tools that support digital access; and
Practical Application: Actionable strategies for applying web content accessibility guidelines (WCAG) – such as proper text semantics, color contrast, and concise alt text formatting – directly to everyday digital content used by teachers, students, and families.

The Maine DOE, supported by the work of the Learning Through Technology team, will continue to develop resources and provide support to help schools strengthen their use of accessible educational materials and efforts to meet web accessibility requirements.

Click here to explore the Accessible Educational Materials Toolkit.

For further information or questions, please reach out to Brittany Elwell, Emerging Technology Specialist, at brittany.elwell@maine.gov.

Maine Educators Explore Genealogy as a Tool for Inquiry-Based Learning

Educators from across Maine gathered at the University of Maine at Farmington (UMF) on October 12 and 13, 2026, to explore how genealogy and local history can support inquiry-based learning.

The Maine Department of Education’s (DOE) Office of Teaching and Learning offered the professional learning opportunity in partnership with American Ancestors, the nation’s oldest genealogical research organization. The program focused on using research to strengthen students’ content literacy, critical thinking, and problem-solving skills.

On October 12, Maine DOE Interdisciplinary Instruction Specialist Geoff Wingard and Dustin Axe, School Programs and Curriculum Director for American Ancestors, demonstrated how genealogy can connect students’ lived experiences to social studies and literacy instruction.

“Genealogy gives students the opportunity to move beyond memorizing historical facts and instead make personal connections to the past while learning to think, plan, and reason like historians,” Axe said.

Twenty-one educators participated in the workshop, with support from representatives from the Maine Historical Society and the Maine Genealogical Society. Participants explored publicly available resources and American Ancestors’ proprietary research databases to learn how these tools can support student research and inquiry. These materials include a rich collection of genealogical records, as well as access to the 10 Million Names Project, which is “dedicated to recovering the names of the estimated 10 million men, women, and children of African descent who were enslaved in pre- and post-colonial America.”

To explore how genealogy can support the study of local history, teachers examined curated case studies and primary source collections developed by American Ancestors. These resources featured American historical figures and civil rights leaders, along with Maine figures such as Samantha Smith, known for her peace outreach during the Cold War, and Hannibal Hamlin, who served as U.S. vice president under Abraham Lincoln.

As part of their learning, teachers will develop units or lessons that employ genealogy. Axe shared how teachers could use American Ancestors’ resources to develop their own investigations of local history, such as the story of Revolutionary War heroine Hannah Watts Weston of Machias or the history of Maine’s Malaga Island. The Maine Historical Society and Maine Genealogical Society shared additional resources teachers could use to deepen their investigations as they develop local case studies of their own aligned with the Maine Learning Results and local curricula.

“This training was great. It confirmed so much of what I believe is true about research and about my own experience learning about the history of Maine,” said Dr. Adam Leach, a social studies teacher at Bangor High School.

*Adam Leach (left) participates in the workshop alongside fellow participants.*

Participants will continue working with American Ancestors and Maine DOE staff through February 2027 to develop implementation plans for their classrooms and learning environments.

Funding from American Ancestors, through its generous donor network, provided participants with a free one-year membership, including access to genealogical databases, training, and educational resources. Participants are also eligible for $500 in implementation funding to support materials, field trips, and other costs associated with introducing genealogy-based learning.

Learning Extends to Future Educators

On October 13, 21 undergraduate education students at UMF participated in a separate genealogy workshop led by Wingard, Axe, and Dr. Kathryn Will, an assistant professor of literacy education at UMF.

The future teachers explored inquiry-based learning, curriculum development, and strategies for connecting history and literacy instruction with other subjects through genealogy.

Will described the workshop as an “example of how we at UMF value opportunities to work with educational professionals as we consider supporting our students’ growth and development of the career-long commitment to growth as a teacher.”

Although undergraduate participants are not required to participate in the online professional learning program, which continues through February 2027, they can access the same online resources and support available to practicing educators.

The Maine DOE looks forward to continuing its partnership with American Ancestors in the coming year, providing more educators with opportunities to bring genealogy and local history into their classrooms. Together, the organizations will support inquiry-based learning that connects students with the people, places, and stories that shape their communities.

For more information about the program and upcoming learning opportunities, contact Maine DOE Interdisciplinary Instruction Specialist Geoff Wingard at geoffrey.wingard@maine.gov.

Lewiston Adult Education Assistant Director Wins State Honor

Lewiston Adult Education Assistant Director Razell Ward, left, receives the Gerald LeVasseur Award from Maine Adult Education Association Director David Watts.

Assistant Director of Lewiston Adult Education Razell Ward has been honored with the prestigious Gerald LeVasseur Distinguished Service Award, presented annually by the Maine Adult Education Association. Established in 1982 in memory of Gerald LeVasseur, the late Adult Education Director from Van Buren, Maine, the award honors Maine citizens whose exceptional service, leadership, and dedication have made a lasting difference in the field.

Ward was chosen for her outstanding contributions to adult and community education. She was presented with the award at the annual Maine Adult Education Association Symposium at Sebasco Harbor Resort in Phippsburg.

“Talent is equally distributed. Opportunity is not.” For Ward, these words are more than a motto—they are the mission that has guided more than 20 years of service to adult learners and communities throughout Maine.

Her career spans roles as an Adult Education Director, lead teacher, and social worker, giving her a unique understanding of the barriers people face and the opportunities that can change their lives. She is passionate about connecting education with workforce needs, building community partnerships, and creating pathways to employment and economic mobility.

With a commitment to expanding educational opportunities, she helps adult learners advance while strengthening the programs and communities that support them. She also generously shares her knowledge with colleagues, mentoring new adult education directors and helping them build successful programs.

As one nominator shared, Ward has devoted her adult life to improving the lives and opportunities of others, working to overcome the obstacles that prevent people from reaching their potential. Another praised her willingness to support new leaders, emphasizing how deeply she cares about the growth and success of adult education across Maine.

MAEA Executive Director David Watts stated, “Razell is passionate about connecting education with workforce needs, building community partnerships, and creating pathways to employment and economic mobility”.

This spirit of service, collaboration, and leadership reflects the award’s high standards: extraordinary achievement, long and distinguished service, innovative solutions to challenges, and a meaningful impact on adult education and the public good.

Away from work, Ward, with her husband Bentley, raises sheep, cattle, and a flock of chickens on their farm. Congratulations to Razell on this well-deserved honor and for making a lasting difference in the lives of Maine’s adult learners.

Information for this article was provided by Lewiston Adult Education. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Lisbon Students Discover the Real-World Value of Math Through ‘Math in the Trades’ Course

For students at Lisbon High School in the Lisbon School Department, mathematics is taking on a new meaning through a program called Math in the Trades, a course created and taught by Mr. David LeTourneau in collaboration with Curriculum Director Julie Nichols. The program, offered to juniors, seniors, and sometimes even sophomores, connects mathematical concepts to real-world applications, helping students see how the skills they learn in the classroom translate directly to skilled trades, technical careers, and everyday problem-solving.

Developed to address a gap in traditional mathematics education, Math in the Trades is in its second year running and provides students with opportunities to explore mathematics through authentic, hands-on experiences. In a community like Lisbon, where many students plan to enter the workforce through trade, technical, or apprenticeship pathways, the course helps bridge the gap between classroom learning and the mathematical reasoning required in the workplace.

While Lisbon’s mathematics curriculum has historically followed a traditional college-preparatory sequence from Algebra I through Calculus, Math in the Trades offers students another way to understand the practical relevance of mathematical concepts. The course reinforces foundational skills while helping students understand not only how to perform mathematical procedures, but why those skills matter in practical settings.

The approach is making a difference for students, as reflected in their own words. One student described the experience simply: “First time I had fun in Math class.”

Instruction begins with practical measurement skills, including learning to use a tape measure accurately and read measurements to the nearest fractional increment. Students work with authentic tools and materials, allowing mathematical concepts to emerge through meaningful, hands-on application.

Students practice adding, subtracting, multiplying, and dividing fractions using realistic trade-based measurements, including 1/2-, 1/4-, 1/8-, and 1/16-inch increments. By working with measurements they may encounter in the workforce or real-life scenarios, students build confidence and fluency with fractions that may previously have been a source of anxiety.

The course also revisits core geometric concepts, including perimeter, area, and volume, through practical applications such as estimating material quantities, project costs, and labor requirements. Students explore appropriate estimation and rounding procedures used in construction and manufacturing, while connecting concepts from Algebra and Geometry to tasks they may encounter in trade professions.

Ratios, proportions, and scale come to life through authentic materials such as blueprints, woodworking plans, and practical recipes ranging from baking to concrete mixing.

For a culminating design project, students create scale drawings of homes that must meet specific design constraints. They then transform their plans into detailed 1/4-inch-to-1-foot scale models, applying mathematical precision, problem-solving, and creativity along the way.

Throughout the course, examples are intentionally drawn from a wide variety of trades, helping students recognize that mathematical reasoning is essential across numerous professions.

Beyond mathematical competency, Math in the Trades emphasizes essential employability skills, including teamwork, leadership, communication, cooperation, and collaborative problem-solving. Students develop these skills while working together under real-world conditions, building confidence, accountability, and pride in meaningful work.

For students who may not see themselves as successful in traditional academic environments, the course provides opportunities to excel in new ways. Students frequently emerge as leaders, communicate more effectively with peers, and demonstrate perseverance and problem-solving abilities that may not have been as visible in more traditional classroom settings.

As the school year progressed, students transitioned into tool use and workplace safety training. For many, this was an entirely new experience that required them to work beyond their comfort zones. Instruction emphasized not only technical skill development, but also situational awareness, safety procedures, and the professional responsibility expected in real job-site environments.

One student reflected on learning to use power tools, saying, “I was scared at first, but it wasn’t too bad.”

The course culminated in a project that brought together students’ mathematical learning, technical skills, and teamwork: the design and construction of four full-size picnic tables for use at the elementary school.

Lisbon HS students working on picnic tables.

Lisbon HS student working on picnic tables.

Students who began the course unfamiliar with basic lumber dimensions and hand tools successfully learned to use equipment such as drills, impact drivers, and miter saws safely and effectively. They experienced the process of transforming raw materials into a finished product with tangible value to their community.

Knowing that elementary students would actively use the picnic tables gave the project an added sense of ownership and purpose. For many students, this was their first experience creating something meaningful from start to finish, fostering confidence, pride, and a stronger sense of personal capability.

Students were quick to recognize the value of applying their classroom learning to a practical project. As one student put it, “ ‘Bout time we did something useful in math class!”

Another student identified the highlight of the experience: “The best part was building the picnic table.”

Curriculum director Julie Nichols added that, “Because of the success of the class last year in second semester, there are 2 sections of the class running this year which are both full!”

Through projects like this, Math in the Trades demonstrates how connecting academic concepts to authentic experiences can help students see new possibilities for themselves. By combining mathematics with hands-on learning, career readiness, and community contribution, the course helps students develop skills they can carry into their futures.

When mathematics is made relevant, purposeful, and connected to students’ goals, engagement increases, confidence grows, and learning becomes both meaningful and lasting.

This story was submitted by Lisbon High School, Lisbon School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine DOE Launches Statewide Computer Science Landscape Study

The Maine Department of Education (DOE) has launched a new statewide Computer Science Landscape Study to better understand how computer science, computational thinking, artificial intelligence (AI), cybersecurity, and emerging technologies are currently being experienced in Maine schools. The Maine DOE has contacted Maine educators directly by email to request their participation in the study.

The goal of the Computer Science Landscape Study is to help ensure all Maine students have access to meaningful and engaging computer science learning experiences.

Computer science education can look very different from one Maine school to another. In some schools, students may take dedicated computer science courses. In others, coding, computational thinking, physical computing, AI, or cybersecurity may be integrated into science, mathematics, library, technology, career and technical education, or other learning experiences.

The Study will explore areas including computer science instruction and curriculum, access to hardware and physical computing, AI use and readiness, cybersecurity education, professional learning, educator confidence, school and district supports, and barriers that may impede the expansion of opportunities for students.

Findings will help the Maine DOE identify strengths, gaps, and opportunities across the state and make more informed decisions about future resources, professional learning, programs, partnerships, and supports for Maine schools. Understanding where computer science is not currently happening is just as important as understanding where it is.

The results will also contribute to Maine’s broader work to strengthen computer science education statewide, alongside the forthcoming updated Maine Computer Science State Plan and Maine Computer Science Integration Framework.

Questions about the Maine Computer Science Landscape Study or to inquire about participating, please reach out to Allison Braley, Computer Science Specialist, Maine Department of Education. To learn more about computer science in Maine, visit the Maine DOE website.

Pine Tree Programming Returns for Third Year, Bringing Hands-On Computer Science to Maine Students

The Maine Department of Education (DOE) is excited to announce the return of Pine Tree Programming, a statewide initiative that brings hands-on computer science learning to Maine students through engaging, after-school programming with micro:bits.

Now in its third year, Pine Tree Programming offers elementary and middle school students opportunities to explore coding, computational thinking, problem-solving, and physical computing in a fun and collaborative environment. Students work together to code, build, test ideas, and discover what they can create with technology.

Since its launch, Pine Tree Programming has continued to grow across the state from 44 clubs in its first year to 66 in its second, expanding computer science experiences in communities across Maine.

New This Year: Foundations and Explorations

For the 2026–2027 school year, Pine Tree Programming will offer two levels, creating opportunities for schools that are brand new to the program while giving returning participants new ways to continue building their skills.

Foundations (Level 1) is designed for schools and clubs that are new to Pine Tree Programming. Participating clubs will receive micro:bits and everything they need to complete six weeks of introductory programming activities. Foundations introduces students to coding and physical computing through approachable, hands-on challenges designed for beginners.

Explorations (Level 2) is designed for returning clubs, as well as coaches and students who already have experience using micro:bits. Explorations builds on those foundational skills with new challenges, additional hardware and accessories, and expanded opportunities for students to design, build, experiment, and create with physical computing.

Throughout the program, club coaches will receive resources and support from the Maine DOE, including weekly materials designed to make it easy to facilitate meaningful computer science experiences with students. No computer science teaching background is required to lead a Foundations club.

Learning Beyond the Club

While Pine Tree Programming is designed as an after-school program, the learning does not have to stop when the club meeting ends.

Participating schools receive equipment and resources that can also support computer science learning during the school day. Educators can continue using micro:bits and program materials to introduce coding and physical computing in classrooms, integrate technology into other content areas, or provide additional hands-on learning opportunities for students.

This allows Pine Tree Programming to serve as both an engaging after-school experience and a starting point for schools seeking to expand access to computer science and physical computing throughout their learning community.

Six Weeks of Creating, Coding, and Exploring

Pine Tree Programming clubs will complete six sessions during the January 25–March 15, 2027, program window, providing flexibility for school schedules and February vacation.

Activities are designed to encourage students to learn through experimentation and creation. Along the way, students develop computer science skills while also practicing collaboration, creativity, persistence, and problem-solving.

Registration

Registration for the 2026–2027 Pine Tree Programming program is open through November 20, 2026.

Maine elementary and middle schools interested in starting a new Pine Tree Programming club or continuing their experience through Explorations can learn more and register using the following links:

Through Pine Tree Programming, the Maine DOE continues to expand opportunities for Maine students to experience computer science in meaningful, engaging, and hands-on ways—both after school and throughout the school day.

For more information or questions, please reach out to Maine DOE Computer Science Specialist Allison Braley at Allison.Braley@maine.gov.

Lewiston Teacher Named Finalist for National History Teacher of the Year

The Maine Department of Education congratulates Donna Olsen, a history teacher at Lewiston High School and Maine’s 2026 History Teacher of the Year, as one of 10 finalists for the Gilder Lehrman Institute of American History’s 2026 National History Teacher of the Year Award. Olsen’s advancement to the final stage of this prestigious national award demonstrates her dedication to Lewiston High School students, the Lewiston community, and history education across Maine.

Olsen was selected as Maine’s History Teacher of the Year in spring 2026 from a nationwide pool of more than 9,000 nominated educators. She advanced for national consideration alongside the History Teachers of the Year representing all 50 states, the District of Columbia, Department of Defense schools, and U.S. territories. Her selection as one of 10 national finalists placed her among the country’s most highly recognized K–12 history educators.

The national award was ultimately presented to Aditi Mehta Doshi of Los Angeles, California. Olsen’s place among the 10 finalists is a significant national honor and a chance to celebrate her dedication to students and history education in Maine.

Olsen’s recognition reflects her commitment to creating meaningful learning experiences for students at Lewiston High School. Through history education, students learn to examine primary and secondary sources, evaluate evidence, consider multiple perspectives, and develop informed interpretations of people and events. These experiences help students understand how the past continues to influence their communities, the nation, and the wider world.

As Maine’s 2026 History Teacher of the Year, Olsen received a $1,000 honorarium and a curated collection of American history books and educational materials from the Gilder Lehrman Institute for her school. She will also be recognized at a local ceremony.

Nominations for Maine’s 2027 History Teacher of the Year open in early 2027. Students, parents, colleagues, and supervisors are encouraged to nominate outstanding teachers of history for this significant recognition. To learn more about the History Teacher of the Year Award, or to view the full list of 2026 state honorees and 10 finalists, visit the Gilder Lehrman Institute website.