Maine schools are creating meaningful, empowering outdoor learning experiences, whether the adventure into nature is big or small. Across the state, students and their teachers are tapping maple trees, exploring trails, cultivating school gardens and aquaculture lines, observing animal signs in the snow, and so much more.
In celebration of National Environmental Education Week from April 20-24, 2026, the Maine Department of Education (DOE) will feature some of these local outdoor education stories on its social media platforms (Facebook and Instagram) and in the Maine DOE Newsroom.
Outdoor learning is a crucial component of every student’s educational experience. It not only allows kids to build a lasting relationship with nature but also benefits students’ social-emotional and academic capacities. Research indicates that reported benefits of learning in natural outdoor settings include increased student engagement, academic improvement, and development of social and collaborative skills.
The Maine DOE continues to champion outdoor and environmental education and the powerful impact it can have on students’ social, emotional, behavioral, and academic learning. Stay tuned to learn more about the innovative outdoor learning happening across Maine!
For further questions about outdoor learning initiatives, please contact Maine DOE Climate Education Specialist Teddy Lyman at theodore.lyman@maine.gov.
A new chapter in Maine’s literacy and numeracy journey is set to begin with action, collaboration, and celebration.
Maine administrators, educators, coaches, and community partners are invited to mark a major milestone in advancing teaching and learning statewide: the launch of the Literacy and Numeracy Playbooks, an initiative designed to turn vision into action for schools across Maine. The event will take place on May 19, 2026, from 10 a.m. to 2 p.m. at the Wells Conference Center at the University of Maine at Orono. The Maine Department of Education (DOE) Office of Teaching and Learning is hosting this event in collaboration with the University of Maine.
As Maine continues to implement its statewide Literacy and Numeracy Action Plans, the need for practical, accessible tools has been clear. The newly developed Playbooks serve as companion resources that translate strategy into practice, offering actionable tools, real-world examples, and tiered guidance to support educators, school administrative unit (SAU) teams, and school leaders.
Developed through a collaborative process with input from practitioners across the state, the Playbooks reflect a shared commitment to evidence-based practice and continuous improvement. Designed for flexibility, they support SAU planning, intend to strengthen classroom instruction, and align local efforts with statewide priorities.
Participants at the launch will engage in an interactive day designed to bring the Literacy and Numeracy Playbooks to life. The event will include:
Opportunities to explore the Playbooks in depth.
Interactive engagement with the Genially tool aligned to roles and supports within the Playbooks.
Time to collaborate with educators and partners from across Maine.
Time to identify actionable next steps for the upcoming school year.
Space is limited to 50 literacy and 50 numeracy participants. Lunch will be provided. Those interested are encouraged to register as soon as possible using this link.
By creating space for connection, exploration, and planning, this event reflects Maine’s ongoing commitment to ensuring all educators have the tools and support needed to advance literacy and numeracy for every student.
With questions, please contact Kathy Bertini, Maine DOE Interdisciplinary Instruction Team Coordinator, at kathy.bertini@maine.gov.
The Maine Center for Disease Control and Prevention (CDC) is sponsoring a limited number of seats for Maine educators to attend The Kita Center’s “Navigating Grief in the Classroom” series at no cost through the upcoming learning cohort, which begins on May 6, 2026, and ends on June 10. This series of weekly, virtual sessions equips educators, counselors, and school staff with the skills to support grieving students with dignity, connection, and emotional literacy.
Participants will learn to understand grief in the school setting, strengthen self-care practices, foster belonging, practice dignity-centered communication, and create emotionally safe spaces for students. Workshops include hands-on reflection activities, practical strategies to use immediately, and opportunities to connect with a supportive learning community. Developed by a psychologist and former educator specializing in grief, loss, and suicide prevention, this series helps staff respond to grief in the classroom with confidence, compassion, and skill.
Steven Karaiskos, PhD, will facilitate this six-part, virtual series. Workshops run on Wednesdays from 4-5:30 p.m. between May 6 and June 10, 2026.
Maine educators interested in this professional development opportunity are encouraged to apply using this form. Please contact mary.c.caron@maine.gov with any questions.
The Maine Department of Education (DOE) has reviewed feedback provided by the field during the second comment period for the revised master contractual agreement and determined that additional time is required before implementation. As such, the Maine DOE will continue to work with stakeholders from public and private schools to ensure the master contractual agreement is fully executed before the start of the 2027-2028 school year.
The Maine DOE initiated the process of instituting a master contractual agreement in order to satisfy the Individuals with Disabilities Education Act (IDEA) requirement that Maine DOE and school administrative units (SAUs) ensure that all students with disabilities who are placed by their SAUs in a private school to receive a free appropriate public education (FAPE) are given all of the rights and protections afforded to them by law. When placing a child in a private school, an SAU must ensure that the student has the same rights and procedural safeguards as a student served by a public agency or school.
The goal of the master contractual agreement is to ensure that all SAUs are compliant with the IDEA and meet existing Maine law, which requires that private schools seeking to provide special education programs enter into a master contractual agreement with the commissioner (M.R.S. Title 20-A, §7252-A).
In October 2025, the Maine DOE provided the draft of the master contractual agreement and sought feedback from stakeholders. After this initial 30-day comment period, the Maine DOE made significant revisions to the master contractual agreement and—based on a request from stakeholders—offered another 30-day comment period.
The comments provided during the second comment period reflected ongoing opposition to the master contractual agreement. If it were to have been implemented, private schools would have had until May 1, 2026, to sign the agreement, leaving SAUs little time to convene the IEP team meetings necessary to determine new placements in the event that a private school determined it would not sign.
In light of the updated timeline, the Maine DOE is holding an office hour to answer questions on Thursday, April 16, 2026, at 8 a.m. Please register for this session using this link.
The Maine DOE will continue to work closely with SAUs to ensure that the IDEA is satisfied and that students placed in private schools are given all of the rights and protections afforded to them by law. Information about the master contractual agreement can be found on the Maine DOE website.
At 8 a.m. on a Tuesday morning, just as first period is starting at Sanford High School (SHS), senior Lucas Barrow is already under the hood of a car at Black Bear Automotive in Springvale. He’ll work until 10:30 a.m., drive to Sanford Regional Technical Center (SRTC) for class, and then head back to the shop until 5 p.m. On weekends, Barrow drives 45 minutes to work at VIP Tires & Service in Scarborough. As a second-year student in SRTC’s Automotive Technology program, Barrow has built a challenging schedule for himself, juggling two automotive jobs and balancing academics—but he is thriving.
Through SHS and SRTC’s Extended Learning Opportunities, Barrow has turned his Tuesday and Thursday shifts at Black Bear into academic credit. Additionally, he is gaining different learning opportunities through each of his jobs. At VIP, Barrow handles fundamentals: tires, oil changes, brake work, and wheel bearings. At Black Bear, where he has access to more specialized equipment, Barrow tackles radiators, engine work, and valve cover gaskets.
“I’m doing more risky jobs that make more money, [and provide] more benefit [to] the company,” Barrow said.
While Barrow explained that he enjoys suspension work, he said he is particularly drawn to engine repair.
“It’s more high risk. You can’t mess anything up or else it’s going to mess the car up,” Barrow said.
Barrow grew up working on cars with his stepfather, but he said the SRTC program has enhanced his knowledge considerably.
“We dive in really deep into the actual specifics of how machines work, how parts work in the car, how they all work together,” Barrow said. “Being able to put it in perspective of how the parts work to make the whole car work makes it easier to diagnose stuff.”
Barrow’s connection to Black Bear occurred through the industry relationships of his SRTC instructor, Rich Couture. The owner of Black Bear serves of the SRTC program’s advisory committee, meeting several times a year to discuss industry needs.
Couture said Barrow represents the kind of student who makes teaching rewarding. The
“This group of kids that I have is exceptional. I have some real go-getters in this class,” Couture said. “Lucas came in here with some automotive knowledge because he has always tinkered around with cars. That made it a little easier for him to make that transition to working professionally.”
To qualify for an internship, SHS/SRTC students must maintain an 80% average and demonstrate solid skill sets. Couture currently has four students in similar cooperative education placements, including one at Weirs GMC in Arundel, who has become the dealership’s sole Fisher plow technician.
“There’s a big need for new technicians,” Couture said, noting that employers value more than just technical knowledge. “A lot of it has to do with soft skills: showing up on time, staying off your phone, being a team player, being willing to learn.”
As graduation approaches, Barrow isn’t entirely sure what’s next, but right now, Black Bear feels like the right fit.
“I’m learning a lot but also doing a lot and making money,” Barrow said.
This story idea was submitted by the Sanford School Department. 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 invites educators from across the state to apply for the 2026 Literacy and Numeracy Summer Institute, entitled “The Science of Learning: Building Literate & Numerate Minds.” This three-day, in-person professional learning experience will take place June 29–July 1 at the College of the Atlantic (COA) in Bar Harbor. Applications close May 6.
Designed for public school teachers, instructional coaches, administrators, and specialists across all grade levels and content areas, this immersive institute brings together educators committed to strengthening interdisciplinary approaches to literacy and numeracy. Participants will engage in deep content learning, collaborative inquiry, and the design of practical, classroom-ready instructional experiences.
Participants will learn within and from local environments, including community gardens, the iconic Beatrix Farrand Gardens, the Dorr Museum of Natural History, Allied Whale, COA’s greenhouses and learning labs, the intertidal zone, and the broader Bar Harbor community. Through these experiences, educators will explore high-impact instructional practices, examine ways to connect content to students’ lives and communities, and contribute to a statewide effort to advance meaningful, integrated learning across Maine classrooms.
Expectations of Participants
Educators selected for the institute will:
Attend the full three-day, in-person experience
Engage in keynote sessions and interactive workshops led by experts in literacy and numeracy education
Collaborate with peers to deepen their understanding of evidence-informed, interdisciplinary literacy and numeracy practices
Apply Now
Applications are open until May 6 at 5:00 p.m. All applicants will be notified by Thursday, May 14. Space is limited, and the Maine DOE will prioritize a cohort representing a diverse range of grade levels, geographic regions, and content areas across the state.
For more information or questions, please contact Interdisciplinary Instruction Specialist Heather Martin at heather.martin@maine.gov.
Title II funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling 156,494.00, of which 52% is federally funded and directly attributed to project implementation. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ED or the U.S. government.
(Pictured: Oceanside Middle School students explore the river during their visit to Camden to observe a dam removal project.)
At Oceanside Middle School in RSU 13, a small alternative education program is helping students rediscover their potential by reconnecting them to learning and their community. Serving the communities of Owls Head, Cushing, Rockland, Thomaston, and South Thomaston, this program gives students in grades 6-8 the tools and confidence to thrive both inside and outside of the classroom through hands-on projects, supportive relationships, and real-world experiences.
For the past two years, Ryan Verill has led the program, guiding students through a model focused on relationships, hands-on learning, and meaningful connections to the local community. While the program has existed in various forms for many years, Verill has worked to shift it away from a behavior-focused model toward a learning environment where students build relationships with peers and teachers, develop agency in their education, and grow in confidence as learners.
“Many students come into the program feeling like school isn’t for them,” Verill explained. “We work to help them see that they are capable, that they are smart, and that learning can be meaningful.”
Hands-On Learning
At the heart of the Oceanside Middle School alternative education program is a commitment to relationship building. Small class sizes and flexible schedules allow Verill and Lucas Brower, an educational technician working with students in this program, to meet students where they are, respond to their needs in real time, and design learning experiences around students’ interests.
Verill is intentional about bringing students’ interests and learning experiences to life while aligning his curriculum with academic standards and the same grade promotion expectations as Oceanside Middle School. One way he does this is by ensuring students have access to a variety of hands-on tools that support engagement and creativity.
Technology is woven throughout the classroom, including coding kits, robotics sets, and 3D printers. These tools help students learn not only how to use digital resources but also how to use them responsibly.
“We talk a lot about AI and technology as tools,” Verill said. “We want to make sure students know how to use these resources thoughtfully and appropriately.”
Interdisciplinary projects are another key part of the program. Verill often connects literacy, history, and social issues to deepen student engagement. For example, students read books such as When Stars Are Scattered and Hidden Figures, exploring themes of resilience, identity, and leadership. They demonstrate their understanding through creative projects such as visual displays, posters, and timelines that connect the stories to their own experiences while also exploring perspectives beyond their small, rural coastal community.
Because the program serves a small group of students, Verill can incorporate field-based learning that brings academic concepts to life. Students have participated in Wabanaki Water Studies through the Maine Department of Education’s (DOE) MOOSE (Maine Online Open-Source Education) platform and visited Camden to observe a dam removal project. Students explored how restoring river systems impacts ecosystems and fish populations. Those who were once disengaged and not attending school are now showing up and ready to learn because of the experiential, interdisciplinary methods woven into this program.
Community Building
Community engagement is another defining feature of the Oceanside Middle School alternative education program. Students regularly walk into town to visit local businesses, purchase ingredients for cooking projects, and interact with community members. These experiences help students build positive relationships and reshape how they see themselves within their community—and how the community sees them.
Students participate in relationship-building activities during their field trip to their local community.
One of the program’s most meaningful traditions is preparing and serving meals for seniors at the town hall each month. Students cook the food themselves and stay to share the meal and play games with community members.
Students also help in the school cafeteria by packing lunches and supporting food preparation during early-release days, allowing them to stay connected to their school environment.
“These experiences help students feel valued and connected,” Verill said. “Many of them haven’t always felt successful in school spaces. When they see that people in the community recognize their effort and appreciate their work, it makes a difference.”
Lucas Brower, an educational technician, and a student have some fun after a field trip into the community.
Preparing Students for the Future
With consistent support, humor, and trauma-informed practices, students in the Oceanside Middle School alternative education program are gradually rebuilding trust in their school and developing stronger self-awareness. Staff often see growth when students begin reflecting on their own behavior and taking responsibility for their choices.
“Sometimes students come to us with multiple school suspensions or a history of struggling in traditional classrooms,” Verill said. “When they start recognizing their own progress and advocating for themselves, that’s when we know the work is paying off.”
As students prepare for the transition to high school, this program helps them explore future pathways, rebuild their confidence, strengthen their connection to the community, and regain their ability to access learning. For many students, the alternative education program provides something they may not have experienced before: a sense of belonging. Students are rediscovering their potential and showing them that school can be a place where they thrive.
This story was written in collaboration with Oceanside Middle School, RSU 13, as part of an ongoing series to highlight alternative education programs across Maine.To submit a good news story to the Maine DOE, please fill out the good news submission form.
The Maine Department of Education (DOE) Maine School Safety Center (MSSC) is partnering with the Rural Domestic Preparedness Consortium (RDPC) to bring free incident response training to Maine schools.
“Crisis Management for School-Based Incidents: Partnering Rural Law Enforcement, First Responders, and Local School Systems” is an eight-hour Department of Homeland Security (DHS) and Federal Emergency Management Agency (FEMA) certified course that is designed to educate rural law enforcement personnel as well as school administrators and staff on the elements that would allow for an effective response to school-based emergencies. This course covers how affected parties collaborate on planning, preparing, communicating, responding, and recovering from a school-based incident.
The course will be offered three times in different locations across Maine. Registration is required through the RDPC website; links are provided below. Please register by midnight on the registration deadline listed for each course. Each in-person course runs from 8 a.m. to 5 p.m.
Please note: A FEMA student identification number is required for registration of these courses. You may register for your FEMA student identification number by visiting the FEMA website.
On March 24, 2026, an Association of Teachers of Mathematics in Maine (ATOMIM) Conference convened more than 230 educators, instructional leaders, and partners for a full-day professional learning experience centered on the theme, “Developing Mathematical Reasoning for All: Ensuring Everyone Is Counted In.” Supported by partners including Imagine Learning, Texas Instruments, McGraw Hill, and the Maine Department of Education (DOE), the conference showcased a comprehensive program designed to translate research into classroom practice while advancing a more equitable mathematics learning ecosystem.
The conference theme was woven throughout every session, reinforcing that mathematical reasoning is not reserved for a subset of students but is a critical skill for all learners. Presenters consistently focused on removing barriers to participation, addressing math anxiety, and building confidence and identity in mathematics.
Opening keynote speaker Vanessa Vakharia set the tone by challenging traditional definitions of success in math education and stating, “There’s no such thing as ‘not a math person.’” Her message—reframing failure as a necessary part of learning—resonated across sessions that followed, many of which addressed math trauma, student mindset, and inclusive teaching strategies. Vakharia further emphasized that, “Success and failure are not mutually exclusive.I In an inclusive classroom, we must have both working together.”
Across three session blocks, attendees engaged in more than 20 breakout sessions spanning grade levels pre-K–12 and beyond. Topics reflected a balance of foundational skill-building and innovative approaches, including strengthening number sense and multiplicative reasoning in early grades; using games, models, and hands-on tools to deepen conceptual understanding; applying algebra and data science to real-world contexts such as energy and community issues; and integrating technology, AI, and coding to make mathematics interactive and relevant.
Sessions such as “Using Culture and Identity to Teach Mathematics in the Age of AI” and “Data-Rich Math Routines” highlighted how culturally responsive teaching and real-world data can make mathematics more meaningful and accessible—key components of broadening participation in STEM (science, technology, engineering, and mathematics) fields.
A central throughline of the conference was equity. Many sessions focused on differentiation strategies, multilingual learner support, and inclusive instructional frameworks such as Universal Design for Learning (UDL). Educators explored how to redesign lessons, assessments, and classroom routines to ensure all students can engage in rigorous mathematical thinking. Workshops on math therapy, rubric design, and brain-based learning provided actionable strategies to support diverse learners, reinforcing that equity is achieved not through simplification but through intentional, inclusive design.
Beyond content, the conference highlighted the importance of student identity and belonging in mathematics. Sessions explored how storytelling, discussion routines such as “Notice and Wonder,” and collaborative problem solving can help students see themselves as capable mathematicians. Interactive formats—ranging from hands-on games to panel discussions—encouraged participants to actively engage, reflect, and share practices. This approach fostered a strong sense of professional community and reinforced the idea that improving math education requires collective effort.
Several sessions addressed the evolving role of mathematics in preparing students for college, careers, and civic life. Innovative course pathways, such as financial algebra and career-focused math programs, were presented as alternatives to traditional sequences, helping align instruction with workforce needs. These discussions underscored the importance of equipping students with not only procedural skills but also the reasoning, problem-solving, and analytical abilities necessary for success in STEM-related fields.
Reflecting on the experience, one participant shared, “I enjoyed learning about the numeracy playbook and understanding how it will work. It was especially valuable to interact with educators from across the state and learn what they are doing, as well as ways I can change up my math teaching.”
The 2026 ATOMIM Conference demonstrated how a focused, theme-driven convening can advance both instructional practice and broader educational goals. With more than 230 participants engaged in deep learning and collaboration, the event highlighted a shared commitment to ensuring that every student has access to meaningful, high-quality mathematics education.
To learn more about the Association of Teachers of Mathematics in Maine (ATOMIM) please visit their website.
“The roads go both ways in Machias,” AOS 96 Superintendent Nicole Case said to a crowd of more than 200 educators as she welcomed them to Rose M. Gaffney Elementary School for a day of professional learning facilitated by the Maine Department of Education (DOE) Office of Teaching and Learning.
Educators from across the AOS, including from Jonesboro Elementary School, Rose M. Gaffney Elementary School (Machias), Machias Memorial High School, Elm Street Elementary School (East Machias), Whiting Village School, Bay Ridge Elementary School (Cutler), and Fort O’Brien School (Machiasport), came together for a learning experience grounded in a key idea: Professional learning is most impactful when educators have meaningful choice.
“It is so important for our teaching staff, teachers, and techs to be able to interact and learn from members of the Maine DOE,” Case said. “To truly improve our craft, we need opportunities to hear and see what is happening in education beyond our district, while also connecting and collaborating with our peers.”
The workshop featured sessions led by members of the Maine DOE Office of Teaching and Learning, Early Learning team, Interdisciplinary Instruction team, and MOOSE (Maine Online Open-Source Education) platform team. Throughout the day (and previous afternoon), educators selected from a range of options aligned to their roles, grade levels, and students. This choice-driven structure created space for meaningful collaboration and deep engagement with learning connected to play-based, literacy, numeracy, and inclusive instructional practices.
During the sessions, participants explored how literacy and numeracy can be strengthened through integrated, real-world learning experiences. Teachers examined how historical and geographic data can be used to design maps and models that support mathematical reasoning, while also considering how civic learning opportunities, such as analyzing primary source documents, can deepen analytical reading and evidence-based thinking. Other sessions focused on inquiry and purposeful questioning as tools to build student curiosity, strengthen comprehension, and foster ownership of learning.
Educators also explored the use of multimodal texts, including graphic novels and student-created visual storytelling, to support vocabulary development, inference, fluency, and comprehension across content areas. Hands-on numeracy learning highlighted how manipulatives, collaborative problem-solving, and mathematical discourse can build conceptual understanding and increase student confidence.
Sessions on Universal Design for Learning emphasized the importance of proactively planning for learner variability to create more equitable and accessible learning environments. Educators worked together to identify practical strategies for strengthening student agency while aligning instruction with clear literacy and numeracy goals.
Additional sessions explored how dispositions such as curiosity, persistence, and flexibility can be intentionally nurtured through authentic instruction. Participants reflected on how these habits of mind are already developing in their classrooms and discussed ways to strengthen them to support deeper engagement and a positive school culture.
By centering educator choice, the Maine DOE and AOS 96 created a professional learning experience that supported collaboration, practical application, and forward-looking instructional design. This shared commitment to strengthening literacy and numeracy through responsive, engaging learning continues to support educators across AOS 96 as they create meaningful opportunities for all students.
For more information on how to bring the Maine DOE Interdisciplinary Instruction team to your district-wide professional learning day, please contact Kathy Bertini, Maine DOE Interdisciplinary Instruction Coordinator, at Kathy.Bertini@maine.gov.
