Category: Newsroom Articles

Maine DOE Seeks Educators to Enhance MOOSE Module Supports

The Maine Department of Education (DOE) is seeking educators to support the iteration and improvement of existing MOOSE (Maine Online Open-Source Education) modules, including the development of accompanying educator resources.

The MOOSE platform provides free, interdisciplinary, project-based learning materials, created by Maine teachers for Maine students in pre-K through grade 12. The work being completed under this notice reflects the Maine DOE’s commitment to ensuring students have access to high-quality instructional materials that offer relevant, real-world context aligned with the Maine Learning Results.

The Maine DOE is seeking a variety of Maine educators (e.g., classroom teachers, curriculum leaders, museum educators, librarians, etc.) to serve on teams that will create educator resources for existing modules and update modules according to current publication standards.

  • Educator Resources Team: Members of the Educator Resources Team will create and curate resources for assigned modules. These resources will help teachers to make quick decisions about implementing a module and provide support throughout implementation.
  • Iteration and Improvement Team: Members of the Iteration and Improvement Team will update existing MOOSE modules to ensure an engaging and accessible learning experience for students. Participants will apply Universal Design for Learning (UDL) and Project-Based Learning (PBL) frameworks to strengthen modules and complete basic maintenance to support long-term functionality.

Applicants must be available for active participation in weekly meetings, which will be largely devoted to synchronous activities (e.g., one-on-one peer feedback and review of materials). Participants must also be able to dedicate four to six hours per week outside of meeting time to complete their assigned work in advance of meetings. The spring 2026 MOOSE improvement planning and implementation will take place from Monday, February 23, through Friday, May 22, 2026, with weekly meetings held on Monday evenings (Educator Resources: 5-6 p.m., Iteration and Improvement: 4-5 p.m.).

Please use this link to apply for this opportunity. Applications are due on Sunday, February 1, 2026. Applicants will be notified of acceptance by Wednesday, February 4, and must attend their first meeting on Monday, February 23. Compensation of up to $3,000 will be determined based on the completion of deliverables for MOOSE design improvements.

If you are interested in applying but still have questions, the Maine DOE will host an informational session on Thursday, January 22, 2026, at 4 p.m. A recording will be emailed to all registrants and posted on the Maine DOE website. Please register for that session here.

With questions or for additional information, please contact Jennifer Page, Maine DOE MOOSE Project Supervisor, at jennifer.page@maine.gov.

PBIS in Action: How Portland Public Schools Is Transforming School Culture

At Portland Public Schools, the journey to creating joyful, supportive, and safe learning environments took a major step forward when Positive Behavior Interventions and Supports (PBIS) moved from scattered, school-level efforts to a central part of the district’s Strategic Plan. Schools in Portland had been using elements of PBIS for some time, but two years ago, the district officially named PBIS under its “Whole Student, Connected Community” goal, providing clarity, purpose, and district-wide momentum.

The impact of this development within the district is already visible. Schools with strong PBIS systems are seeing reductions in office discipline referrals and increases in positive climate indicators. One middle school has experienced a significant decline in behavioral incidents following the shift to focus on culture building. In several other schools, targeted supports are reaching more students, thanks to stronger systems and use of data.

At the elementary level, one school’s focused work in the cafeteria—teaching and reinforcing routines, adding student voice, and carving out time for quiet reading—has transformed the space, while also increasing students’ time with books.

“At our school, PBIS has helped us strengthen student leadership and build connections across grade levels. Recently, some of our fifth graders—being the senior students in our building who have spent years practicing our schoolwide PBIS expectations—began reteaching those expectations to the younger grades,” Jeremy Lynch, Culture and Climate Coordinator of Amanda C. Rowe Elementary School, said. “I expected some groans when I told them they’d have the opportunity to do this after every single school break. Instead, I was met with a room full of exuberant cheers! They love taking on this leadership role, and the younger students clearly look up to them. The power of PBIS to transform a school community truly is incredible.”

PBIS has also strengthened collaboration. Staff from a range of roles are leading building-based teams, creating shared ownership, and ensuring that their work reflects the whole school community. This includes efforts to translate visuals and materials and ensure that expectations are culturally relevant.

“PBIS has helped us build a cohesive, schoolwide framework that allows us to intentionally weave together the practices most essential to supporting the students and families we serve, while keeping equity at the center. Within this structure, we are able to align restorative practices, culturally responsive teaching, trauma-informed approaches, and more,” Bobbie Thibodeau, Culture and Climate Coordinator of Lincoln Middle School, said. “The PBIS framework has supported more consistent implementation across classrooms and strengthened collaboration among teachers, families, and students. This shared approach has improved communication, created more predictable and supportive learning environments, and—most significantly from my perspective—allowed us to develop authentic, positive relationships throughout our learning community.”

This year, Portland Public Schools has adopted into use the new Tiered Fidelity Inventory (TFI 3.0) with most schools meeting the measure of fidelity to a PBIS framework. The district also has seven schools participating in the Maine Department of Education’s (DOE) Advanced Tiers Cohorts, an opportunity for networking, skill building, and technical assistance for schools who meet fidelity in Tier 1.

For those districts just getting started, Portland Public Schools offers this advice: Don’t stop at the surface. PBIS isn’t just about rewards; it’s about building systems that help every student to thrive.

PBIS is a nationally recognized, evidence-based framework designed to create positive school climates by teaching and reinforcing clear behavioral expectations. It helps schools to improve student behavior, promote academic success, and build supportive environments where all students feel safe, respected, and empowered to thrive. To learn more about PBIS in Maine, visit the Maine DOE website.

This article was developed in collaboration with Portland Public Schools and the Maine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

National Youth Opportunity: ‘Mott Million Dollar Challenge’ Invites Students to Share Big Ideas

Educators across Maine are encouraged to share an exciting national opportunity with their students: the Mott Million Dollar Challenge, a youth pitch competition designed to empower students in grades K-12 to turn big ideas into solutions that make life better.

Funded by the Charles Stewart Mott Foundation, the Mott Million Dollar Challenge celebrates youth voice, creativity, and entrepreneurial thinking by inviting young people to identify a problem they care about and propose a business idea or social solution. The competition is open to K-12 students across the United States, including those learning in traditional school settings, afterschool and summer programs, community-based organizations, and homeschool environments.

This initiative is supported by national leaders in youth entrepreneurship and learning, including the Network for Teaching Entrepreneurship, Young Entrepreneur Institute, VentureLab, Afterschool Alliance, and Collaborative Communications. Together, these partners are working to create accessible, engaging opportunities for young people to shine as innovators, problem-solvers, and leaders.

How Students Can Participate

Participation in the Mott Million Dollar Challenge is intentionally simple and low barrier. Students are invited to:

  • Identify a problem they care about.
  • Create a business idea or social solution.
  • Submit a 30-90-second video pitch, filmed straight to camera (with no special equipment required).

Students may participate individually or in teams of up to three; within grade bands K-4, 5-8, or 9-12; and from any learning environment, including school-day instruction, enrichment programs, or at home.

Key Dates

  • Submissions open: December 17, 2025
  • Submission deadline: February 27, 2026
  • Finalists announced: spring 2026
  • Final celebration and live-pitch event: June of 2026 (in Flint, Michigan)

The Mott Million Dollar Challenge is designed to align naturally with instructional goals and youth development priorities. This experience supports learning connected to STEM (Science, Technology, Engineering, and Mathematics), entrepreneurship, college and career readiness, and positive youth development, while affirming student voice and confidence.

Educators do not need to design a new program to participate. Instead, they are encouraged to “lift and layer” the challenge into existing classroom lessons, enrichment activities, or project-based learning experiences.

To support participation, the Mott Million Dollar Challenge website offers a suite of free, educator-friendly resources, including:

  • A plug-and-play communications toolkit
  • Classroom-ready lessons and activities
  • Pitch preparation guides and materials

Additional youth-centered resources are available through Mizzen.org.

For more information and access to resources, please visit the Mott Million Dollar Challenge website.

Schools and SAUs Invited to Host AmeriCorps Members for 2026-2027 Program Year

Schools and school administrative units (SAUs) across Maine are invited to explore an opportunity to build local capacity and deepen community impact by hosting an AmeriCorps member during the 2026-2027 program year through Goodwill Industries of Northern New England (NNE).

Now in its 18th year of operating AmeriCorps programs, Goodwill Industries of NNE is seeking mission-driven host sites, including schools, SAUs, municipalities, and nonprofit organizations, to partner in placing full-time, stipended AmeriCorps members who support local priorities such as reducing poverty, implementing public health interventions, and strengthening social and emotional development in youth.

With federal funding and support from AmeriCorps, more than 250,000 individuals nationwide serve in communities each year to address pressing challenges. AmeriCorps members gain valuable professional skills, receive benefits, and contribute meaningful service, while supporting organizations in expanding capacity and improving services. During the current program year, Goodwill NNE AmeriCorps has partnered with 60 organizations across Maine and New Hampshire, hosting more than 100 AmeriCorps members. These partnerships have supported evidence-based interventions, strengthened organizational infrastructure, and increased services to children, families, and communities.

For the 2026-2027 program year, Goodwill NNE AmeriCorps grants will be competitively awarded to approximately 80 host sites across Maine and New Hampshire. Over the coming months, Goodwill will work with interested sites to develop position descriptions, finalize partnerships, and prepare for member recruitment, with the goal of completing this process by February 2026. AmeriCorps members are expected to begin service in late summer or fall 2026, with terms running through July of 2027. Term lengths and schedules may vary and can be flexible depending on program needs.

While AmeriCorps programs are federally funded, a cost-sharing arrangement is required from host organizations to ensure local investment and support for members’ benefits packages.

Schools and SAUs interested in hosting an AmeriCorps member are encouraged to complete a brief interest survey to initiate the process. Please find that survey here. Schools and SAUs seeking innovative ways to strengthen student supports, enhance programming, and build sustainable community capacity are encouraged to consider this partnership opportunity.

Goodwill Industries of NNE will be hosting several informational webinars to provide details about program models, expectations, timelines, and next steps:

Additional information about Goodwill NNE AmeriCorps programs serving Maine and New Hampshire is available at www.goodwillnne.org/americorps.

Get Ready for the 11th Annual Read to ME Challenge in February!

For the 11th consecutive year, the Maine Department of Education (DOE) is partnering with schools and community organizations across the state to promote the Read to ME Challenge, a month-long public awareness campaign held in February.

The Read to ME Challenge is designed to foster joy in reading and support children’s literacy development by challenging adults to read to and/or with children during the month of February. Participants are invited to capture these moments through photos or short videos and share them on social media using the hashtag #ReadtoME. Readers are also encouraged to challenge their social media connections to participate, helping the impact of this initiative to ripple across Maine.

The 2026 Read to ME Challenge will kick off the first week of February 2026 and will continue through Read Across America Day on March 2, 2026. While anyone may participate, the Challenge offers a particularly meaningful opportunity for schools, childcare programs, libraries, and community organizations to plan engaging activities that highlight a shared commitment to reading with children.

In support of the Maine State Literacy Action Plan, the Maine DOE is strongly encouraging community organizations to collaborate with schools and families during the 2026 Read to Me Challenge. In past years, a wide range of partners have hosted impactful reading events, including college and high school athletic teams, civic organizations, libraries, recreation departments, and education-focused organizations. A list of suggested ideas to spark planning is included at the end of this article.

Learn more about the Read to ME Challenge on the Maine DOE website. Additional details about the kickoff session will be shared soon.

To share photos of your Read to ME Challenge participation with the Maine DOE, please contact Rachel Paling, Maine DOE Communications Outreach Manager, at Rachel.Paling@maine.gov. You may also use the following social media handles to connect with the Maine DOE, and we will share your #ReadtoME social media posts online:

  • Facebook: @MaineDepartmentofEducation1!
  • Instagram: @mainedepted

Read to ME Challenge Ideas for Community Involvement

  • Invite community members into schools as guest or “mystery” readers and consider asking them to share about their professions.
  • Partner with local fire departments, police departments, hospitals, health care providers, and businesses.
  • Collaborate with public libraries to host special events during the Challenge.
  • Engage civic organizations such as Rotary Clubs, Lions Clubs, Elks Clubs, and Freemasons as guest readers or event sponsors.
  • Include afterschool and youth programs such as Boys & Girls Clubs, YMCAs, 21st Century Learning Programs, and teen centers.
  • Work with community partners to host family literacy or reading nights.
  • Encourage participation from local school board members.
  • Create opportunities for middle and high school students to read to younger learners.
  • Foster friendly competitions among middle and high school teams or clubs to read to children.
  • Use Pine Project books to promote culturally sustaining reading experiences.
  • Explore options to expand access for multilingual families, such as QR codes to texts written in a variety of languages.
  • Incorporate the Challenge into pre-service teacher preparation courses, such as children’s literature or reading methods.
  • Partner with Foster Grandparent Programs and Aging in Place committees.
  • Seek support from literacy volunteer organizations and dyslexia centers.
  • Plan a Community Reads event in which one book is selected for shared reading and discussion across the community.

For further information and questions about the Read to ME Challenge, please contact Lee Anne Larsen, Maine DOE Director of Early Learning, at Leeann.Larsen@maine.gov.

Maine DOE Offers Variety of Literacy Learning Opportunities Aligned to Maine’s Statewide Action Plans

The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to engage in literacy learning opportunities that are thoughtfully aligned to Maine’s statewide Action Plans.

The quieter winter season often offers a natural moment for reflection and growth. These literacy professional learning opportunities are designed to be supportive, practical, and inspiring—an invitation for educators to use the winter months to strengthen their practice, build shared understanding, and invest in the essential work of literacy.

Together, the below offerings form a menu of literacy learning opportunities available throughout the winter and spring of 2026. Educators are encouraged to engage in the experiences that best meet their interests, roles, and local contexts, whether that means participating in a cohort, attending a single workshop, joining virtual support hours, exploring modular professional learning, or taking part in statewide literacy initiatives.

Winter/Spring 2026 Literacy Professional Learning Opportunities:

Maine Solutionaries Project Literacy Cohort

This professional learning opportunity equips middle and high school teachers with training in four high-impact, interdisciplinary literacy practices that foster lifelong literacy and support successful Solutionary Inquiry-to-Action projects. Through engagement with complex texts, text-based discussion and writing, word study, and collaborative performance tasks, this cohort strengthens students’ reading, writing, speaking, listening, and language skills across content areas.

  • Audience: Grades 4-12 educators
  • Format:
    • In-person kickoff session on January 27, 2026, from 8:30-3:30 p.m. at Maple Hill Farm in Hallowell
    • Weekly virtual learning sessions on Tuesdays from 4-5:30 p.m. from February 3 through March 31 (four weeks focused on Solutionary Learning and four weeks focused on literacy integration)

Participants may earn up to 45 contact hours. Educators are encouraged to attend these sessions in pairs. Please use this link to register.

Spring Integrated Literacy Workshops

Please use this link to register for any of the following integrated literacy workshops:

Integrating Literacy with Mapmaking: Renee Keul will explore the connection between literacy and mapmaking by engaging educators in analyzing and creating maps. This workshop models how spatial reasoning, data visualization, and critical thinking support reading, writing, and communication across content areas, reinforcing literacy as a shared responsibility. This workshop strengthens foundational literacy skills such as decoding symbols, building vocabulary, sequencing ideas, and making meaning across texts through hands-on, interdisciplinary learning.

  • Audience: Pk-12 Educators
  • Date: March 6, 2026, from 9 a.m.-4 p.m.
  • Location: Osher Map Library in Portland (or virtually via Zoom)
  • Contact Hours: seven hours available

Integrating Literacy with Objects and Writing: Deb Johnson and Ronni Blaisdell will share strategies for using real-world artifacts and natural materials to support foundational reading and writing skills. By modeling object-based learning grounded in authentic texts and materials, this workshop demonstrates how interdisciplinary, hands-on instruction strengthens literacy development across grade levels and content areas. This workshop builds vocabulary, comprehension, and writing stamina through close observation and inquiry.

  • Audience: pre-K-12 educators
  • Date: April 10, 2026, from 9 a.m.-4 p.m.
  • Location: Maine Mineral and Gem Museum in Bethel (or virtually via Zoom)
  • Contact Hours: seven hours available    

Reaching Reluctant Readers: Cris Tovani will explore why students disengage from reading and how educators can remove barriers to learning. Grounded in research-based strategies for knowledge building and comprehension, the session equips educators with practical tools to support confident, independent readers across content areas. This workshop addresses engagement, motivation, and access as essential components of effective literacy instruction, particularly for students who are reluctant or struggling readers.

  • Audience: pre-K-12 educators
  • Date: May 15, 2026, from 9 a.m.-4 p.m.
  • Location: Camp Chamberlain in Augusta (or virtually via Zoom)
  • Contact Hours: seven hours available          

Virtual Support Hours: Virtual support will be available on Thursdays following each workshop. These sessions are open to all educators, regardless of whether they attended the corresponding workshops, and are designed to support the application of learning through collaboration, reflection, and shared problem-solving.

  • Graphic Novels for Literacy (workshop already occurred)
    January 8 through February 19, 2026, from 3:30-4:30 p.m. – Zoom registration link
    This is an open, collaborative space to explore how graphic novels support comprehension, vocabulary development, and visual literacy across grade levels and content areas. Participants are encouraged to bring questions, classroom experiences, and ideas aligned with the statewide Action Plans’ interdisciplinary vision.   
  • Integrating Literacy with Mapmaking
    February 26 through April 9, 2026, from 3:30-4:30 p.m. – Zoom registration link
    This is an informal space to explore how map analysis and creation can strengthen vocabulary, comprehension, and meaning making across content areas, reinforcing literacy as a shared responsibility. 
  • Integrating Literacy with Objects and Writing
    April 16 through May 7, 2026, from 3:30-4:30 p.m. –Zoom registration link
    This is a supportive forum to reflect on and apply hands-on strategies that build engagement, motivation, and access to literacy through object-based learning and writing.
  • Reaching Reluctant Readers
    May 14 through June 4, 2026, from 3:30-4:30 p.m. – Zoom registration link
    This is an open forum to extend learning from Cris Tovani’s strategies for engagement and comprehension. Educators can share challenges and explore ways to remove barriers to reading and support confident, independent literacy development.

Additional Literacy Learning Opportunities

  • Literacy Modules for Professional Learning: School administrative units (SAUs) may purchase licenses for AIM Steps to Literacy modules or Keys to Literacy modules at reduced costs and then seek reimbursement once educators have successfully completed the modules. Find additional details here.
  • For ME Instructional Programs: An informational session will be held on January 26, 2026, from 3:30-4:30 p.m. for schools interested in adopting the For ME Instructional Programs (Pre-K for ME, K for ME, 1st Grade for ME, and/or 2nd Grade for ME). These programs are grounded in evidence-based literacy practices, are interdisciplinary and play-based, and are aligned with Maine’s learning standards. Additional details and the Zoom link will be shared in January 2026.
  • Read to ME Challenge 2026: Get ready for this year’s Read to ME Challenge, running throughout the month of February! Details will be shared in January 2026. 

For more information about these professional learning opportunities, please contact Maine DOE Interdisciplinary Instruction Team Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Titles II-A and IV-A funds received from the U.S. Department of Education (ED) support the implementation of these projects. These projects have an award totaling $99,569.00 of which 38% 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.

Maine DOE Offers Variety of Numeracy Learning Opportunities Aligned to Maine’s Statewide Action Plans

The Maine Department of Education (DOE) Office of Teaching and Learning invites educators from across the state to engage in numeracy learning opportunities that are thoughtfully aligned to Maine’s statewide Action Plans.

The quieter winter season often offers a natural moment for reflection and growth. These numeracy professional learning opportunities are designed to be supportive, practical, and inspiring—an invitation for educators to use the winter months to strengthen their practice, build shared understanding, and invest in the essential work of numeracy.

Together, the below offerings form a menu of numeracy learning opportunities available throughout the winter and spring of 2026. Educators are encouraged to engage in the experiences that best meet their interests, roles, and local contexts, whether that means joining a professional learning community, participating in a book-based conversation series, applying as a school or school administrative unit (SAU) team, or engaging in interdisciplinary and STEAM (Science, Technology, Engineering, Arts, and Mathematics)-focused learning.

Winter/Spring 2026 Numeracy Professional Learning Opportunities:

Maine’s Statewide Mathematics Specialist Professional Learning Community

The Numeracy and Leadership Initiative, hosted by the Association of Teachers of Mathematics in Maine (ATOMIM), in collaboration with the Maine DOE, University of Southern Maine, and University of Maine at Farmington, offers multiple opportunities for educators to build capacity in both numeracy and leadership. One of these is Maine’s Statewide Mathematics Specialist Professional Learning Community (PLC).

  • Audience: Math coaches, lead teachers, interventionists, and department chairs
  • Dates: Participants may choose to attend all sessions or select those that best meet their needs. The Mathematics Specialist PLC will meet on the following dates:
    • January 28, 2026, from 3:30-4:45 p.m. (virtually via Zoom)
    • February 25, 2026, from 6:30-7:30 p.m. (virtually via Zoom)
    • March 23, 2026, from 1-5 p.m. (in-person at the University of Maine at Augusta—limited to 50 participants)
    • April 30, 2026, from 2-5 p.m. (in-person at the University of Southern Maine in Lewiston/Auburn)
    • May 21, 2026, from 6:30-7:30 p.m. (virtually via Zoom)

Please use this link to register.

Math Trauma to Math Triumph: Math Therapy Conversations and Supports

Educators are invited to participate in informal, supportive conversations centered on Math Therapy by Vanessa Vakharia. Participants will discuss the book and explore the implementation of the 5 “Ms” (Mythbust, Moderate, Motivate, Makeover, and Measure) in their classrooms. This series continues learning from the December 5, 2025, in-person event with Vakharia.

  • Audience: pre-K-12 educators
  • Dates: Participants may choose to attend one or multiple sessions. One-hour virtual meetings will take place on the following Wednesdays:
    • January 14, 21, and 28, 2026
    • February 4, 11, and 25, 2026
  • Time: 6:30-7:30 p.m.

To participate fully in this opportunity, educators should have attended the in-person workshop and have read—or be in the process of reading— Math Therapy. Please use this link to register.

2026 ATOMIM Spring Conference – Developing Mathematical Reasoning for ALL: Ensuring Everyone Is Counted In!

Join math educators for a full day of learning at the Association of Teachers of Mathematics in Maine (ATOMIM) Spring Conference. The conference will feature keynote speaker Vanessa Vakharia, “The Math Guru,” and a range of engaging sessions aligned to the strands of mathematical reasoning, math leadership, and differentiation, equity, and inclusion.

  • Audience: pre-K-12 educators
  • Date: March 24, 2026
  • Location: Augusta Civic Center (in-person)

Contact hours will be made available to attendees. Please use this link to register.

Unlocking Numeracy

School and SAU teams serving grades 3-5 are invited to apply for a series of five virtual workshops hosted by Dan Finkel, founder of Math for Love, in collaboration with the Maine DOE. This opportunity supports schoolwide efforts to unlock students’ numeracy potential.

  • Audience: Partner pairs or numeracy teams consisting of the principal, two math teachers, and one or two community numeracy/math liaisons.  A community liaison is someone from the school community—such as a teacher, staff member, or PTA/PTO member—who helps connect numeracy learning at school with numeracy in the home and the wider community.
  • Dates:
    • February 3, 2026, from 3:30 to 5:30 p.m. – Foundation of Numeracy
    • March 3, 2026, from 3:30 to 5:30 p.m. – Classroom Openers for Numeracy
    • April 7, 2026, from 3:30 to 5:30 p.m. – Building Numeracy with Games
    • May 5, 2026, from 3:30 to 5:30 p.m. – Communicating Numeracy to Families and Teachers
    • May 26, 2026, from 3:30 to 5:30 p.m. – Rich Tasks and Purposeful Fluency

Each team will receive a numeracy toolkit, exemplar lessons, and supplies to support a family math night. Participants may earn up to 15 contact hours.

Please use this link to register. Applications are due January 30, 2026.

Deepening Early Numeracy Through Rich Math Talk, Purposeful Games, and Outdoor Place-Based Learning

Teams of pre-K-2 educators will participate in a comprehensive early numeracy initiative hosted by the Maine Math and Science Alliance (MMSA) in collaboration with the Maine DOE. This initiative integrates research-based professional learning, instructional coaching, play- and nature-based approaches, and family engagement to support joyful, meaningful, and developmentally responsive mathematics learning.

  • Audience: pre-K-2 educators
  • Dates: In-person workshops will be taking place on the following dates. (Cohorts are determined by closest location.)
    • Cohort 1 – Portland area: February 9, March 9, and April 6, 2026
    • Cohort 2 – Bangor area: February 6, March 2, and April 3, 2026
    • Cohort 3 – Machias area: February 27, March 27, and April 13, 2026

Virtual coaching sessions will be available to support implementation. Participants may earn 20 contact hours, as well as a $250 honorarium.

Pairs of educators from the same school must apply together through a single joint application, which is due January 16, 2026. Please use this link to register.

STEAM PowerED Maine Professional Learning Cohort

Maine educators are invited to join a four-month STEAM professional learning cohort designed to support interdisciplinary teaching and learning across content areas. In partnership with Creative Generation and the Maine DOE, this cohort will focus on creativity, numeracy, instructional design, technology, and student-centered learning.

  • Audience: pre-K-12 educators
  • Format:
    • In-person kickoff on February 2, 2026, in Augusta
    • Virtual workshops to follow (in February, March, April, and May) 
    • Asynchronous learning in EnGiNE, the Maine DOE’s learning management system

Participants may earn 26 contact hours or a $500 stipend. Mileage reimbursement is available to all participants, and lodging is available upon request for anyone traveling more than 50 miles from Augusta. 

Please use this link to register. Registration closes on January 26, 2026.

For more information about any of these professional learning opportunities, please contact Maine DOE Interdisciplinary Instruction Team Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Titles II-A and IV-A funds received from the U.S. Department of Education (ED) support the implementation of these projects. These projects have an award totaling $213,8333.62 of which 77% 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.

Maine Association for Health, Physical Education, Recreation, and Dance Announces 2025 Awardees

The Maine Association for Health, Physical Education, Recreation, and Dance (Maine AHPERD) has announced the recipients of its 2025 Teacher of the Year awards, as well as recognition awards for Individual and Community Partner Organizations and Outstanding Future Professionals in the areas of Health Education and Physical Education.

These awards recognize exemplary health education, physical education, and adapted physical education teachers, professionals, and students who have demonstrated outstanding dedication to their students and/or the profession. Find more information about the awards here.

The 2025 Maine AHPERD award recipients are as follows:

Adapted Physical Education
Teacher of the Year
Rose Prest-Morrison
Sacopee Valley Elementary School

Elementary Physical Education
Teacher of the Year
Bryan Shaw
Easton Elementary School

Middle School Physical Education
Teacher of the Year
Matthew Downs
Ellsworth Elementary/Middle School

Middle School Health Education
Teacher of the Year
Karyn Bussell
Skowhegan Area Middle School

High School Health Education
Teacher of the Year
Sarah Rose
Poland Regional High School


In addition to providing Teacher of the Year awards, Maine AHPERD also recognizes individuals and community partner organizations who serve as strong supporters of the Maine AHPERD mission.

The 2025 honorees include:

Recreation Professional Award
Aimee Vlachos
University of New England

Dance Professional Award
Emma Campbell
Thornton Academy

Community Award
Lee Anne Dodge
Drug-Free Community Coalition: SoPo Unite


This year, Maine AHPERD also honored twelve distinguished students hailing from five Maine institutions of higher learning as 2025 Outstanding Future Professionals in health education and physical education:

  • Jacob Chovinard, Saint Joseph’s College of Maine
  • Brandon Sadowski, Saint Joseph’s College of Maine
  • Logan Welch, Saint Joseph’s College of Maine
  • Joelle Daigneault, University of Maine at Farmington
  • Brynn Dzengelewski, University of Maine Orono
  • Brianna Harriman, University of Maine Orono
  • Allie Hull, University of Maine Orono
  • Jeremy Miller, University of Maine Orono
  • Kennen Bean, University of Maine at Presque Isle
  • Jackman Daigle, University of Maine at Presque Isle
  • Aidan Curran, University of New England
  • Fritz Van Winkle, University of New England

Photo Caption: Left to right in the front row: Brandon Sadowski, Allie Hull, Joelle Daigneault, and Kennan Bean. Left to right in the back row: Logan Welch, Jackman Daigle, Jacob Chovinard, Jeremy Miller, Brianna Harriman, and Aidan Curran.

Please note that Brynn Dzengelewski and Fritz Van Winkle are not present in this photo.

Visit the Maine AHPERD website for highlights and resources from the Maine AHPERD 80th Annual Conference that was held from November 2-4, 2025.  

Youth Leaders from Maine and New Hampshire Gather for ‘Can We? Connect’ at Augusta Civic Center

Maranacook High School student leaders lead a “Teen Issues” event at their school following The “Can We? Connect” event.

An early December snowstorm didn’t stop nearly 300 students and educators from 17 high schools across Maine and New Hampshire from coming together on December 11, 2025, at the Augusta Civic Center for Can We? Connect, a day of youth-led dialogue and educator professional learning produced by The Can We? Project.

Can We? Connect is the second of three full-day retreats held throughout the school year for cohorts of student leaders from partner schools. While the first and third retreats take place locally, Can We? Connect offers a unique opportunity for students to gather regionally for a shared experience centered on constructive dialogue across real and perceived differences. One student participant described the experience as “the anti-debate league,” highlighting its focus on understanding rather than argument.

This photograph, taken at Gorham High School, is courtesy of The Can We? Project.

Throughout the day, students practiced inquiry and active listening skills as they explored their own identities, learned about the communities their peers come from, and shared hopes for the future. Students also engaged in structured conversations where they shared personal beliefs and responded to thoughtful questions from peers about the values and moral foundations behind those beliefs.

While students participated in youth-led dialogue sessions, accompanying teachers and educators took part in a concurrent professional learning experience led by Julia Enriquez, a Can We? Project Liaison and history teacher at Yarmouth High School. The session focused on tools to foster constructive dialogue in classrooms, including a deck of conversation cards that Enriquez is developing to support meaningful discussion across any topic or theme.

Maranacook Community High School has been an active participant in The Can We? Project, with approximately 18 student leaders taking part in two retreats this school year. About a week after Can We? Connect, these students put their learning into action by hosting a “Teen Issues” event for the Maranacook school community. Student leaders organized a series of sessions that allowed participants to choose topics related to mental health awareness, personal interests and hobbies, or other issues important to them—many of which are not typically addressed within the regular curriculum.

This student-led event introduced The Can We? Project to the broader school community and engaged approximately 70 students across four sessions. Along with facilitating a “Picture Paddles” activity designed to build empathy and active listening skills, student leaders guided thoughtful, civil dialogue around issues that each participant identified as important.

“These were completely student led, with The Can We? Project student leaders facilitating,” Shane Gower, Maranacook Community High School Social Studies Teacher, said. “It was truly amazing to see, and we received so much positive feedback from participating students. It was very clear that our students really need opportunities like this for meaningful discourse.”


Other students continue to share their positive experiences with The Can We? Project, too. During the Can We? Connect event, facilitators gathered student feedback reflecting on the powerful impact of this experience:

  • “I am more hopeful towards the future, and I am honestly surprised that so many people I met are so similarly motivated. I think it was truly amazing to have this experience where I got to go out and communicate effectively about opinion and belief without stereotype or judgment.”
  • “Just like belonging in the greater world, I was really moved by everyone’s sense of kindness and support. There was no aggressive language or hate speech, and it was really nice to have that experience.”
  • “I am thinking that this will shape my ability to debate in the future. I often have a hard time thinking about other people’s perspectives, and this helped a lot.”
  • “I hope that this form of civil conversation can be something that becomes pursued by the general public. If things are discussed, sides become less polar.”
  • “Everyone believes in a future where they’re given a fair chance to be who they are. I felt much more seen than I ever have in my entire life.”

Educators at the December 11 event also echoed the positive impact on students:

  • “Can We? Connect is an amazing opportunity for all of our students to connect with peers from across the state.”
  • “They were interested in doing more and learning more about the others they had just met. They want to do something to replicate the experience at our school.”
  • “They were all full of happy and excited chatter on the ride home. I hope you all know just how much this type of experience means to teenagers.” 

The Can We? Project continues to seek new partner schools and welcomes interest from students and educators who want to bring youth-led dialogue to their communities.

This story was submitted by The Can We? Project. For more information or to begin a conversation about participation, please contact John Holdridge, Can We? Project Director, at jholdridge@waynflete.org. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A map of this year’s participating schools is included below.

Jordan-Small Middle School Pilots Innovative Outdoor Education Program Through Science Curriculum

Students in Jordan-Small Middle School’s outdoor education pilot program bird-watch as one of their recent activities. 

At Jordan-Small Middle School (JSMS) in RSU 14, teacher Jed Bloom’s science classes no longer stop at the classroom door. This past fall, sixth-, seventh-, and eighth-grade students stepped into the woods on district property as part of a pilot outdoor education program that blends science instruction with nature-based exploration, hands-on projects, and plenty of fresh air.

Bloom said this new outdoor education approach reflects a growing body of research showing that outdoor learning increases academic achievement, strengthens critical thinking, and supports students’ personal development. According to the North American Association for Environmental Education, outdoor, hands-on learning allows “personal growth and life-building skills, including confidence, autonomy, and leadership,” to become essential parts of students’ lives. Additionally, outdoor education naturally encourages the core practices of science: asking questions, making observations, forming hypotheses, and testing ideas.

Bloom said these findings inspired him to bring his science classes outdoors in a meaningful way.

“You can certainly do that inside a lab, in a classroom surrounded by four brick walls,” Bloom said. “But outside, there’s so much more to observe. You see it; you hear it; you smell it. It activates all the senses. That sensory experience leads to more questions, deeper thinking, and better science.”

Sixth-grader Jack Sawyer’s curiosity was sparked during a routine visit to the Frog Pond across the street on Raymond Elementary School’s campus. What began as a simple observation quickly evolved into a more profound question about the natural world.

“The first day when we went to the Frog Pond, all the grass and cattails were standing up, but throughout the year, they started to fall down,” Sawyer said. “I wondered why they did that.”

Part of the pilot’s design, Bloom emphasized, is that both he and his students are learning together and working to determine what does and doesn’t work for the program.

“The students get to see that learning is a collaborative process,” Bloom said. “We’re exploring, experimenting, and improving the program for next year.” 

In addition to meeting science standards, the JSMS outdoor education program meets the Maine Learning Results standards—skills that Maine students are expected to have gained upon graduating high school. These include the Maine Learning Results guiding principles of becoming:

  • A Self-Directed and Lifelong Learner
  • A Creative and Practical Problem Solver
  • A Responsible and Involved Citizen
  • An Integrative and Informed Thinker
  • A Clear and Effective Communicator

For many students, this program goes beyond the state’s standards and the school’s curriculum. As they observe the natural world—birds, trees, wind, frogs hopping and singing at the Frog Pond, etc—Being outdoors, and the lessons it teaches, are beginning to take hold for these sudents.

Seventh-grader Carly Herman said she finds that the hands-on, outdoor activities make learning more engaging.

“The best part is going out and having fun,” Herman said. “Right now, we’re making a fire pit and building forts. When it gets really cold, the fire pit will help keep us warm, and the forts will keep us dry during rain and snow while we do our observations and journaling.”

Classmate Jamar Banton agreed, adding that the outdoor journals the students keep while on their exploratory adventures have helped him to notice things he never paid attention to before.

“When we sit and listen, we take notes on everything happening around us,” Banton said. “One time, I heard a buzzing noise, and it turned out to be a bee nearby. I even heard cars in the distance—sounds you don’t think about being in nature, but they’re there.”

While JSMS academics are the heart of this pilot program, Bloom said there is another component that is just as essential to the lives of JSMS students, and that is the art of playing.

“12- and 13-year-olds need to move their bodies and play together,” Bloom said. “They’re learning social skills as much as science skills. Many kids today have packed schedules filled with school, sports, and evening activities. Add in the pull of cellphones, and there’s not much unstructured time outdoors.”

Outdoor education, Bloom said, gives students space to breathe, move, collaborate, and reset.

As the pilot program continues, Bloom said he hopes this new initiative will become a model for future outdoor learning at JSMS and hopefully the entire district. For now, though, his students seem more than happy trading fluorescent lights for sunshine, textbooks for field journals, and worksheets for the rustle of leaves and snow beneath their feet.

This article was submitted by RSU 14. To submit a good news story to the Maine DOE, please fill out the good news submission form.