Category: Newsroom Articles

STEAM PowerED Maine Ignites Creative Collaboration at Augusta Kickoff

What happens when creativity becomes the driving force of professional learning? That question sparked the inspiration behind STEAM PowerED Maine, a dynamic partnership between the Maine Department of Education (DOE) Office of Teaching and Learning and Creative Generation.

STEAM PowerED Maine reimagines interdisciplinary teaching and learning by inviting educators to see themselves first as creative thinkers. On February 12, 2026, the kickoff to the initiative brought together educators from every county in Maine in Augusta to explore their own creativity and consider how it can shape teaching and learning in their classrooms.

In advance of the kickoff, participants completed the Creativity Codex (Cx) assessment, which generates individualized creativity profiles grounded in four core ideas: creativity, culture, connection, and community. Guided throughout the day by Jeff M. Poulin, managing director of Creative Generation, educators used their Cx results to examine how applied creativity influences problem-solving, expression of ideas, collaboration, and perspectives on their impact in the world.

The morning began with participants organizing themselves by their Cx profile similarities. Poulin first challenged educators to work with peers who share similar creative strengths to create a new ice cream flavor, encouraging them to notice patterns in how ideas emerged. He then invited groups to intentionally collaborate with individuals who have different creative strengths to design a flag, craft a motto, and compose a 12-second anthem. The contrast highlighted how diverse perspectives can expand problem-solving and innovation. A brief reflection allowed participants to process the differences between the two experiences before breaking for lunch.

After lunch, educators considered their position within their teaching and learning environments. Together, they explored strategies to unlearn, bridge, navigate, and hold tensions within the social and institutional structures that shape integrated instruction.


To conclude their training, participants synthesized their learning through an interdisciplinary activity titled “Mobilizing the Mascot.” In teams of 10, educators created a large puppet from blue butcher paper, designing a head, torso, arms, legs, and joints to allow movement and expression through body language. Each team then developed and presented a 30- to 60-second storyline centered on their mascot discovering something meaningful, integrating elements of theatre, visual art, numeracy, biology, and English language arts.

The day closed with a final reflection facilitated by Poulin. Participants expressed enthusiasm for the opportunity to collaborate and stretch their thinking. One educator described the kickoff as “the best professional development in their 40 years of teaching,” while another called it “nonstop fun and thinking.”

“This group of educators was both empowered and enthusiastic about evolving their own teaching practice to meet the changing needs of students in their classrooms today,” Poulin said. “We at Creative Generation provide professional development on creativity and interdisciplinary instruction for educators across the country and around the world; the educational innovations being crafted by this cohort of educators in Maine are sure to cultivate creativity in students to prepare them for a future which can only be imagined today.”

Over the next 15 weeks, participants will continue exploring their own creativity while developing instructional strategies that cultivate students’ creativity through interdisciplinary learning. The cohort’s work will culminate in the creation of a shared artifact to be made available to educators through the STEAM PowerED Maine webpage.

STEAM PowerED Maine launched on February 12 with energy, imagination, and a strong commitment to interdisciplinary collaboration. This cohort will continue its learning throughout the spring, building momentum toward practical tools and resources that support creative, integrated instruction across Maine schools.

For more information, please contact Erik Wade, Maine DOE Interdisciplinary Instruction Specialist, at Erik.Wade@maine.gov.

Creative Generation is a Maine-based, values-forward collective of creatives, educators, and researchers that accelerates people and projects operating at the intersection of creativity and learning. The collective utilizes the Creativity Codex, a tool for individuals, teams, and organizations to understand and expand their creative capabilities for use in school work and life.

Title IV-A funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $68,788.40 of which 65% 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.

High School Junior Brings Real-World Leadership to Agriculture Program at Sanford Regional Technical Center

When Sanford Regional Technical Center (SRTC) agriculture instructor Jennifer Coverdale wants to contact AHN Landscaping, the response usually comes from her own student, Noelle Dennis. Dennis is a junior in SRTC’s agriculture program and, by most measures, a full business partner in her family’s landscaping company.

“She’s basically her dad’s business partner,” Coverdale said. “I send an email to him, and she’s the one who checks the email. She is involved in all of the work that he’s doing.”

That level of involvement is something Dennis has built steadily over the past three years, learning the business from the ground up. From talking to clients and planning job sites to managing equipment and running crews, she has taken on responsibility at an age when most of her peers are still figuring out what they want to do after graduation.

For Dennis, the appeal of the work has always been clear.

“I certainly like the career and being outside,” Dennis said. “It suits me.”

Running a landscaping business means no two days look the same, and that’s exactly how Dennis likes it. At AHN Landscaping, she isn’t just showing up to mow lawns; she’s learning how to build and run a business, one job at a time.

“We’ve done many jobs,” Dennis said. “It’s something I really want to continue to pursue.”

This winter marked Dennis’ first season handling snow removal on her own, and it tested her early. During her very first storm, her plow broke down twice in the same spot before losing power entirely. It was the kind of night that reminds you how unpredictable this work can be. But Dennis took it in stride, and she kept going.

“I had been on the sidelines of storms before, and this was my first time being on the frontlines,” Dennis said. “That plow didn’t want to work at all.”

Coverdale says in the classroom, Dennis’ real-world experience makes her a natural leader among her peers. She’s not the loudest voice in the room, but she’s the one others look to.

“She leads by example,” Coverdale said. “If there’s a heavy pile that needs to be moved, she’s the first person on it. She’s not doing it to look cool or to be the person who’s right. She just cares about the end product, and the other students respect her for that.”

The agriculture program at SRTC has given Dennis additional tools to bring to her work at AHN Landscaping. Plant identification, horticultural science, and a deeper understanding of what she’s installing and why have all sharpened the way she communicates with clients.

“It gives me more background knowledge and makes me more professional,” Dennis said. “Clients want someone who knows what they’re doing.”

Dennis’ story is part of something bigger happening at SRTC, where Extended Learning Opportunities (ELOs) allow students across programs to earn school credit while working in their chosen fields. Dennis is one of many students bridging the classroom and the real world, building skills and experience that will carry them well beyond graduation.

This story 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.

Maine DOE Launches ‘Building Strong Foundations: Early Numeracy’ Professional Learning Series with Focus on Play and Outdoor Learning

On February 27, 2026, approximately 20 educators gathered at the University of Maine at Machias for part of a new professional learning series, “Building Strong Foundations: Early Numeracy.” This initiative, presented by the Maine Department of Education (DOE) Office of Teaching and Learning, in partnership with the Maine Mathematics and Science Alliance (MMSA), is designed for pre-K–grade 2 educators to transform how early mathematics is taught and experienced. It aligns with Maine’s statewide Action Plan to strengthen early and foundational numeracy learning.

This series focuses on three interconnected goals: building educators’ early numeracy content knowledge, developing a practical toolkit of instructional routines and engaging math games, and designing extended numeracy opportunities that connect classrooms with families and the broader community.

At the February 27 launch of this initiative, facilitators Cheryl Tobey and Kate Greeley led with a guiding question: What if the path to long-term academic success begins not with worksheets but with the joy of discovering math in puddles, pinecones, patterns, and play? They emphasized moving beyond research into practice, centering the initiative on strengthening educators’ instructional confidence and day-to-day approaches to early math.

“Math is already everywhere in children’s lives,” Tobey and Greeley said. “The opportunity is to make it visible, joyful, and connected to their lived experiences.”


Throughout the year, educators participating in this series will focus on deepening progressions in early mathematics, strengthening effective “math talk” strategies, and exploring culturally responsive approaches to family engagement. Rather than treating math as a scripted subject, this initiative centers on helping teachers recognize and nurture the mathematical thinking already present in children’s play and daily routines.

For many participants, the purpose behind this series is deeply personal.

“My ‘why’ of being here is wanting to discover successful ways to teach math and make it more fun,” Teeya Harmon, a second-grade teacher at Jonesport Elementary School, said, echoing the initiative’s commitment to joyful, meaningful math experiences.

“Early numeracy is such a critical area in math education,” Diana Mahar, math intervention specialist at Sipayik Elementary School, said. “I am here learning ways to make it accessible to the teachers in my school.”

By strengthening educators’ content knowledge and equipping them with practical strategies, this series aims to ensure that high-quality numeracy instruction is not isolated but sustained across classrooms. Instructional coaching will support teachers in embedding mathematical inquiry into classroom routines, outdoor exploration, and seasonal investigations. Children might notice patterns in nature, measure real-world objects, compare quantities during snack time, or explore geometry through movement and play.

Linda Dunn, math specialist in Trenton, underscored the collaborative spirit of the initiative: “I am here for the team building and new strategies for math instruction.” The professional learning series encourages educators to model, test, and refine facilitation strategies together, building both confidence and collective capacity.

As part of their training throughout this series, educators will use hands-on Early Numeracy Toolkits that include laminated activity cards with step-by-step guidance for numeracy experiences, along with simple materials such as string, duct tape, and chalk to support measuring, geometry exploration, and outdoor math games. Family engagement is central to the initiative’s vision, too. “Math in Nature” family events will invite caregivers to participate in hands-on numeracy activities alongside their children, reinforcing the understanding that math learning extends beyond the classroom. Community members will also be invited to share how math plays a role in their everyday lives, helping children see numeracy as relevant and real.

“I love math!” Christie Cook, a second-grade teacher at Woodland Elementary School, said. “I want my students to love math and see themselves as math people; no more, ‘I’m not a math person,’ from my students.”

For Marni Crowley, a pre-K teacher at Jonesport Elementary School, the series represents an investment in long-term success. By strengthening early numeracy through practical instructional routines, deeper content knowledge, and meaningful community connections, the initiative aims to support improved outcomes in later years.

“Our school has struggled with math scores, and my hope is this will help lay a good foundation for our older grades,” Crowley said.

As the February 27 launch concluded, participating educators left with a shared commitment: to reimagine early math not as isolated lessons but as something woven into children’s curiosity, creativity, and connection to the natural world. In this vision, numeracy is not simply foundational; it is joyful, visible, and alive in the everyday experiences of Maine’s youngest learners.

For more information, please contact Maine DOE Interdisciplinary Instruction Coordinator Kathy Bertini at Kathy.Bertini@maine.gov.

Title IIA funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $119,422.62 of which 100% 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.

Redesigning the Path, Not the Standards: Innovation in Kennebunk High School’s Alternative Education Program

KHS Alternative Education Program students gather with their teachers, Jacqui Holmes (far left) and Edward Sharood (far right), for a group picture.

At first glance, the Alternative Education Program at Kennebunk High School (KHS) might look different from the traditional high school classroom. Students may be weatherizing a historic barn, building the foundation for their future business, or collaborating with local organizations—but they are still meeting the academic standards required to receive the same high school diploma as their peers. The difference is how they get there. 

Program Creation

The KHS Alternative Education Program began as a small initiative and has evolved over time. Today, its curriculum is fully aligned with Maine’s Learning Results and KHS’ academic standards, ensuring students meet all required graduation benchmarks and complete a 24-credit diploma. 

For more than 20 years, KHS alternative educator Edward Sharood, alongside his colleague, Jacqui Holmes—who has been with the KHS Alternative Education Program for a decade—has emphasized an approach to education centered on belonging, community connection, and project-based learning. 

“We’re not lowering standards,” Sharood said. “We’re redesigning the path.” 

Many students arrive at the KHS Alternative Education Program having struggled in the traditional school setting and in need of an opportunity to redefine their educational experience. The program is capped at 14 students and serves grades 10-12. That relatively small size fosters a relationship-centered culture in which students help create and set expectations, develop a shared code of conduct, and actively shape the program’s culture. Those who have participated in the program say they feel more comfortable, confident, and connected to their learning because they are part of a close-knit community.

Learning Structure  

Mornings at the KHS Alternative Education Program focus on independent or collaborative academic projects targeting specific standards. Afternoons often shift to large-scale community projects. Seven interdisciplinary projects are woven throughout the school year to ensure core content areas (e.g., English, social studies, science, math, and financial literacy) are addressed in meaningful ways that honor the individualized needs and interests of members of the group. 

Community partnerships are a central pillar of the program. Participating students are fully embedded in their local communities, gaining exposure to potential careers, apprenticeships, and workforce pathways they may not have known existed or that they were capable of achieving. These partnerships are intentionally symbiotic; students gain exposure and purpose, while partners—such as local businesses and organizations—gain energy and ideas and complete projects that benefit the broader community.

KHS Alternative Education Program students work to weatherize a three-story barn that will serve as a heated meeting space for students to learn about, and complete community projects on behalf of, the Kennebunkport Conservation Trust.

One of the most impactful partnerships is with the Kennebunkport Conservation Trust. Students spend time at the Trust learning and developing their skills in a variety of areas. They have renovated a house, restored a barn, contributed to trail-improvement projects, and supported field trips for younger students visiting the Trust. They have also partnered with the Kennebunk Land Trust. One student mapped the accessibility of trails, presented those findings, and saw that work adopted and shared more broadly. It was a tangible reminder for these students that their learning has real-world value and impact. 

KHS Alternative Education Program students read to local elementary students.

Participating students say they like the community partnerships model because it allows them to learn through a hands-on approach. It also teaches them to communicate, create and manage projects, build relationships, and develop countless professional skills, ultimately preparing them for the workforce. 

The KHS Alternative Education Program emphasizes wellness and social-emotional learning, too. Every Wednesday is “Wellness Wednesday.” Plus, initiatives like S.E.E.D (Students Empowered to End Dependency) support and empower students to make healthy decisions. This additional layer is woven into the program’s framework, helping to shape traditions while upholding expectations and creating a culture built on accountability, respect, and shared responsibility.

The path out of the KHS Alternative Education Program is not the same for everyone. Some students transition back to mainstream high school as they meet their goals, creating openings for new students. That allows the program—which has a growing waitlist—to operate with rotating enrollment. Other students complete high school through the program and enroll in community college or a four-year college.
Others move directly into their careers, equipped with clarity and confidence. Former KHS Alterative Education Program students have gone on to earn worker licenses, secure employment, and even return to mentor others navigating a similar path. 

The KHS Alternative Education Program has shifted the culture of school for many students from survival to belonging. Students who once hid in the bathroom are leading projects. Students who felt disconnected are present at community events.

KHS Alternative Education Program class of 2025 (from left to right): Wyatt Boulette, Eric Schoener, and Eliza Herring

Changing the Narrative on Alternative Education

Sharood and Holmes say there is often a misunderstanding about alternative education. To them, this program is a different model of learning for students whose potential is not realized in the traditional school setting. Within their school community, Sharood and Holmes note that they have observed generally three populations: students with a clear plan, students who “just do school,” and students who carry enormous, untapped potential. The KHS Alternative Education Program exists for that third group: students capable of far more than their academic journey might suggest.

The KHS Alternative Education Program dispels myths daily. Students earn the same diploma. They meet the same standards. They just demonstrate their learning through a different educational pathway. That work is visible across the community—in restored buildings, improved trails, strengthened partnerships, and meaningful contributions to local organizations. Most importantly, their growth is also visible within themselves.

To learn more about the KHS Alternative Education Program, click here.  

School Safety and Transportation Professionals Convene in Rockport for 2026 Maine School Safety and Transportation Conference

From March 9-11, 2026, school safety and transportation professionals from across Maine gathered at the Samoset Resort in Rockport for the annual Maine School Safety and Transportation Conference, hosted by the Maine Department of Education’s (DOE) Maine School Safety Center (MSSC).

The three-day event brought together school administrators, transportation directors, school resource officers, and law enforcement partners to strengthen coordination, improve emergency preparedness, and enhance school safety practices statewide.

The conference began on the evening of March 9 with a welcome reception and dinner, followed by two days of training sessions, keynote presentations, and collaborative discussions focused on keeping Maine’s students and school communities safe.

The first full day of the conference opened with keynote speaker John-Michael Keyes of the “I Love U Guys” Foundation. Keyes and his wife, Ellen, founded the organization in 2006 following a school shooting at Platte Canyon High School in Colorado that took the life of their daughter. The foundation is dedicated to advancing school safety, preparedness, and family reunification protocols, and its work is led and supported by survivors, family members, first responders, and community members.

During his opening keynote, Keyes shared a powerful presentation reflecting on the events at Platte Canyon High School. The session explored the interactions between hostage negotiator Stacy Avila and a 16-year-old student held hostage during the incident. Through the perspectives of both a negotiator and a victim’s father, the presentation offered an emotional and compelling look at the lasting impacts of crisis events and the importance of preparation, communication, and coordinated response.

On the second day of the conference, Keyes returned to present on the Standard Reunification Method (SRM), a widely used framework designed to help schools safely reunite students with their families following an emergency.

In addition to listening to keynote sessions, attendees participated in a wide variety of concurrent sessions designed to address emerging safety challenges and best practices in school and transportation safety.


Topics included:

  • Child harness systems and seatbelt recommendations for school buses.
  • Anti-pinch technology and other transportation safety innovations.
  • Managing incident response through Incident Command (IC) and Emergency Operations Center (EOC) coordination.
  • Responding to and investigating bomb threats and swatting hoaxes.
  • Current drug trends and safety precautions.
  • Online juvenile exploitation and digital safety risks.
  • Behavioral threat assessment and targeted violence prevention.
  • Psychological first aid and verbal de-escalation techniques.
  • Restorative practices and cross-departmental approaches to addressing student behavior.
  • National Weather Service resources for school safety.
  • School safety in the digital age.


Officer Katherine Dyment, school resource officer (SRO) at Hampden Academy, and Mrs. Brittany Russell, Director of Health, Wellness, and Safety at RSU 22 in Hampden, presented at a session, sharing insights from a full-scale active shooter drill in their district. They conducted one of the largest pre-K–12 full-scale active shooter and reunification exercises in the state’s history, involving local, county, and federal partners, as well as more than 40 educators. Their session highlighted lessons learned and strategies to improve operational readiness.

Transportation directors had additional opportunities to collaborate through roundtable discussions and training sessions held during the conference. These sessions focused on training needs, operational challenges, and strategies to strengthen bus safety across Maine.

Maine School Safety Center team members Dr. Stacey Gulley-Vernon, Restorative Practices Coordinator, and Cheryl Brackett, Transportation Coordinator, led a session titled “Safety, Driving, and Student Management – Which Comes First?” for a room packed with transportation directors.

School transportation professionals also explored enhanced safety practices and tools to protect students on and around school buses, as well as regulatory guidance from the Maine DOE and the Bureau of Motor Vehicles (BMV) focused on paperwork, records, and compliance.

Throughout the conference, participants emphasized the importance of collaboration between schools, transportation departments, emergency responders, and community partners. The event provided a space for professionals from across the state to share experiences, learn from one another, and build stronger networks dedicated to protecting students and school staff.

By combining practical training, expert guidance, and opportunities for collaboration, the 2026 Maine School Safety and Transportation Conference reinforced the Maine School Safety Center’s ongoing commitment to proactive planning, coordinated response, and safe learning environments for all students.

Members of the Maine School Safety Center Team

For more information and additional resources on school safety and transportation, please visit the Maine School Safety Center webpage or contact the Maine School Safety Center.

Celebrating ‘Arts in Our Schools’ Month in March

This article was written by Maine Department of Education (DOE) Arts Integration Teacher Leader Fellow Joshua Chard, who currently teaches second grade in Portland and is the 2024 Maine Teacher of the Year.

Each March, Maine schools fill with music, color, and stories. Families gather for concerts. Hallways become galleries. Stages come alive with student performances. Arts in Our Schools Month, alongside other statewide and national observances—including Maine Youth Art Month, Music in Our Schools Month, and Theatre in Our Schools Month—gives us a chance to celebrate that work.

But if the arts only live in performances and displays, we miss their real power. The arts are not simply something students do; they are something through which students learn.

Across Maine, the arts are woven into daily instruction. Students choreograph movement to understand mathematical patterns. They sketch plants to notice scientific details. They step into the roles of historical figures and speak in the first person to explain past decisions. They shape poems with rhythm and sound. They collaborate on murals that reflect their communities.

The product isn’t the point. The thinking is.

When students create, they slow down enough to observe. They revise instead of rushing. They ask better questions because they care about the outcome. The arts make learning active. Students are not just receiving information; they are constructing meaning.

This year, schools and communities across Maine will celebrate Maine Youth Art Month (YAM) 2026, themed “The World Needs Art.” Throughout the month, K-12 students will share their creativity, stories, and perspectives through exhibitions, workshops, and community events across the state.

A centerpiece of that celebration is the statewide exhibition at the Portland Museum of Art, presented in collaboration with the Maine Art Education Association. Running through April 5, 2026, the exhibition features student artwork from across Maine, displayed at the museum and online. In central Maine, Waterville Creates is hosting its annual multi-site Youth Art Month exhibition through March 30, 2026, at Ticonic Gallery and Greene Block + Studios.

These celebrations remind us that student artwork is not enrichment or an extra. It is central to how young people make meaning, build confidence, and see themselves as contributors to their communities.

The same is true in music and theatre classrooms across the state. Music programs highlighted during Music in Our Schools Month demonstrate discipline, collaboration, and creative expression. Theatre in Our Schools Month showcases storytelling, design, and performance as pathways to leadership and communication. For example, the annual Maine Drama Festival brings together high school students from across the state to write, direct, design, and perform one-act plays—work that requires problem-solving, adaptability, and teamwork.

There is also a cognitive reason why this matters: We remember experiences. When students move, draw, perform, or compose around an idea, they connect memory to action and emotion. Concepts stick. Confidence grows. Students who may not always feel successful in traditional formats often discover strengths that carry into other areas of learning. The arts are not preparing students only to become artists. They are preparing them to become capable, adaptable people.

Arts in Our Schools Month is both a celebration and a reminder. When the arts are treated as occasional enrichment, students experience them occasionally. When they are treated as essential to learning itself, students experience school differently—as a place where thinking has many forms and every voice matters. In 2026, “The World Needs Art” is more than just a theme. It is an invitation to listen to student voices and to recognize the creativity already shaping Maine’s future.

Want to talk more about how you can integrate the arts into your school? Contact Joshua Chard, Maine DOE Arts Integration Teacher Leader Fellow, at joshua.chard@maine.gov.

Reminder: Register Now for the Maine DOE 2026 ‘For ME’ Instructional Programs Summer Training Opportunities

During the summer of 2026, the Maine Department of Education (DOE) will once again offer comprehensive training on the use of its For ME instructional programs. The Maine DOE has adapted and piloted these programs for early elementary grades (pre-K through grade 2), based on the Boston Public Schools’ evidence-based Focus Curriculum. These open-source, developmentally appropriate programs are interdisciplinary and align with Maine’s learning standards.

While schools are responsible for purchasing the materials necessary to implement the For ME instructional programs, lesson plans and additional instructional resources are available at no cost through the Maine DOE website. The Maine DOE also provides initial professional learning to support effective implementation.

An informational overview of the For ME instructional programs was shared earlier this winter, and a recording is available here.

The session introduces the program structure, reviews required materials for implementation and outlines available training opportunities. Educators and school leaders who are unfamiliar with the For ME instructional programs are strongly encouraged to view the recording.

Summer Training Opportunities

Educators, administrators, and early learning program staff interested in implementing the For ME instructional programs during the 2026-2027 school year, at any grade level from pre-K through grade 2, are encouraged to participate in the initial implementation trainings offered in the summer of 2026.

These trainings are designed to deepen participants’ understanding of program design and support successful implementation. School administrators are strongly encouraged to attend alongside their pre-K, kindergarten, first-grade, and/or second-grade teachers. Special education educators, education technicians, instructional coaches, and curriculum leaders who support pre-K through grade 2 educators are also encouraged to participate.

There is no cost to attend these trainings.

Training Format and Schedule

All trainings will be held in person from approximately 8:30 a.m. to 3:30 p.m. Participants should plan to attend all required days for their respective grade-level training.

  • Pre-K for ME: Two-day training at a location still to be determined (week of July 27-30, 2026; specific dates forthcoming)
  • K for ME: Three-day training at Randall Student Center, University of Maine at Augusta (June 24, July 27, and July 28, 2026)
  • 1st and 2nd Grades for ME: Three-day training at Randall Student Center, University of Maine at Augusta (June 24, July 29, and July 30, 2026)

Registration Information

Schools interested in registering educators for these trainings should have a principal or instructional leader complete the training registration form on behalf of all participants from their school(s) by May 11, 2026. The form allows schools to enroll educators in the Pre-K, Kindergarten, 1st Grade, and/or 2nd Grade For ME trainings.

Following the close of registration, participants will receive registration confirmation, as well as final training locations and preparation details.

For additional information, please contact:

State Activities funds received from the U.S. Department of Education (ED) support the implementation of this project. The project has an award totaling $50,000 of which 50% 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.

Piscataquis Valley Adult Education Cooperative Expands Workforce Training to Strengthen Rural Maine Communities

Since its establishment in 2005, the Piscataquis Valley Adult Education Cooperative (PVAEC) has been dedicated to expanding educational opportunities for residents across central and northern Maine. Serving RSU 68, AOS 94, MSAD 4, and MSAD 41 — a region encompassing 29 towns and more than 800 square miles across Piscataquis and northern Penobscot Counties — PVAEC continues to play a vital role in strengthening Maine’s rural workforce.

In 2022, PVAEC undertook a comprehensive assessment of regional workforce needs. The findings revealed strong demand — and a limited supply — of qualified workers in two critical sectors: commercial driver’s license (CDL) occupations and health care. In response, PVAEC launched a strategic expansion of its workforce training programs, with the goal of delivering high-quality, affordable training close to home.

Today, PVAEC operates workforce training facilities in Dover-Foxcroft and Dexter, providing accessible opportunities for residents of Piscataquis and Penobscot Counties and other rural communities. These programs open doors to stable, in-demand careers, strengthening local economies and helping employers fill essential positions.

Affordability remains central to PVAEC’s mission. Through a long-standing partnership with Eastern Maine Development Corporation, qualifying students may receive full tuition coverage, eliminating financial barriers that often prevent rural learners from pursuing workforce training. Whether preparing for a first career or transitioning after a job loss, students can access no-cost, local pathways to employment.

In addition to training, PVAEC supports informed career decision-making by helping students explore options before enrollment. Participants learn about job availability, wage expectations, and licensing requirements across Maine. Once enrolled, students receive job-specific instruction, exam preparation, and hands-on experience aligned with employer needs.

Graduates frequently secure employment immediately upon completion, reflecting strong partnerships with regional employers. Since 2024, PVAEC has served students from across Maine — from Lewiston to Jackman, Parsonsfield to Perry — demonstrating the program’s statewide reach and impact.

One key partner, Hibbard Skilled Nursing and Rehabilitation in Dover-Foxcroft, credits the collaboration with strengthening both workforce readiness and employee development.

“The opportunity to partner with PVAEC to support the educational aspirations, along with the workforce needs, of our community, was an obvious choice,” Tyler Parkhurst, Licensed Multi-Level Administrator at Hibbard Skilled Nursing and Rehabilitation, said. “Students learn in a supportive environment with experienced clinical staff who provide not only the curriculum but mentorship, as well. We are already seeing dividends from our partnership, both through staff furthering their education and new faces gaining hands-on experience.”

For students, the programs are life changing.

“I just can’t believe how well I’m doing,” Melissa Foran, a PVAEC medical student, said. “Thank you for all the encouragement. I won’t forget this.”

Stephen Maynard, another medical student, shared: “It helps to have good teachers. It’s nice to have instructors who care about their patients and residents.”

For Amber Tibbetts, this opportunity provided a new direction.

Amber

“All my life, I wanted to be in the health care field, but I didn’t think I was smart enough,” Tibbetts said. “After speaking with PVAEC, I enrolled in the CNA program, and today I am a home health aide for Gentiva Hospice. I could not be happier. The process was super easy.”


PVAEC’s workforce training efforts are guided by three principles: delivering high-quality local training, preparing graduates for careers with competitive wages and benefits, and sustaining rural Maine communities. By creating career pathways close to home, PVAEC helps prevent the outmigration of residents seeking opportunity elsewhere, preserving both local economies and community connections.

Looking ahead, PVAEC continues to monitor workforce trends and plans to expand training options as needs evolve. With strong partnerships — including with Northern Light Mayo Hospital, Piscataquis County Economic Development Council, Eastern Maine Development Corporation, Alternative Correctional Healthcare, Russell Park Rehabilitation & Living Center, Northland Living Center, Tri-County Technical Center, and its member school districts — PVAEC remains committed to serving as a cornerstone of workforce development in rural Maine.

Through collaboration, innovation, and a deep commitment to community, PVAEC is ensuring that Maine residents can build meaningful careers — without leaving home.

This story was written in collaboration with the Piscataquis Valley Adult Education Cooperative. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Veazie Students Shine at the Maine FIRST LEGO League Challenge State Championship

On February 7, 2026, the 26th annual Maine FIRSTLEGO League Challenge State Championship brought together 24 teams from across the state at Spruce Mountain Middle School in Jay. Teams tested their robots on this season’s “unearthed” competition tables—which featured an archaeology theme—and met with judges to present their innovation projects.

The Veazie Viking Robotics won the Maine FIRST LEGO League Challenge State Championship.(Courtesy: Veazie Community School Facebook page)

The Veazie Viking Robotics (Team 26180), representing Veazie Community School, won this year’s Maine state championship. The team will now have the opportunity to represent Maine at the FIRST LEGO League World Festival in Houston, Texas, this April. Students have already begun fundraising efforts to support their travel. Despite experiencing mentor changes this season, the Veazie Viking Robotics demonstrated tremendous growth since showcasing their robot at the Maine Computer Science Education Showcase in December.

Other awards presented to teams at the Maine FIRST LEGO League Challenge State Championship included:

  • The Champion’s Finalist Award, presented to the Robosharks (Team 1440) from Kittery.
  • The Robot Performance Award, presented to The Fellowship (Team 61905), representing the Cobscook Currents 4-H Club in Washington County.
  • The Robot Performance Finalist Award, presented to the Frosted Yoshies (Team 51454) from Berwick.
  • The Core Values and Core Values Finalists Awards, presented to the Pink Shovels (Team 72112) and the Northern Dig (Team 72113)—both from Caribou. FIRST’s Core Values include discovery, innovation, impact, inclusion, teamwork, and fun. The commitment of the Pink Shovels and Northern Dig was especially evident in their willingness to make a nine-hour round trip to the event.
  • The Robot Design and Robot Design Finalist Awards, presented to the Wentworth Brick Invaders (Team 69634) from Scarborough and the Dino Eggs (Team 3484) from Jay, respectively.
  • The Innovation Project Award, presented to the Squires of Katahdin (Team 61864) from Wilton. Their project featured the development of a handheld tool that uses mechanical vibrations to assist with excavating, aligned closely with this season’s theme.
  • The Innovation Project Finalist Award, presented to the Hermon Hawks (Team 69695) for their concept of the Gaia Beetle, a mobile, enclosed structure designed to protect excavation sites from extreme weather conditions, while preserving artifacts and improving archeologist safety and health.
  • The Rising All-Star Award, presented to the LMS Coyotes 6 (Team 74819) from RSU 34.

The LMS Coyotes 6 (Team 74819) from RSU 34 won the Rising All-Star Award at the Maine FIRST LEGO League Challenge State Championship. (Courtesy: RSU 34 LMS Facebook page)

Individual honors were also presented at the Maine FIRST LEGO League Challenge State Championship. The Outstanding Volunteer Award went to Ryan MacDonald of the Maine School of Science and Mathematics (MSSM) in Limestone. The Coach/Mentor Award went to Arik Akerburg, mentor to the Seacoast Seals (Team 70877) and the Colossal Krakens (Team 26429), both based in South Berwick.

To learn more about robotics opportunities in Maine schools, please visit the Robotics Institute of Maine (RIM). Additional information about computer science and robotics education can be found on the Maine Department of Education’s (DOE) Learning Through Technology webpage. Schools wishing to share their robotics success stories are encouraged to contact jonathan.m.graham@maine.gov.

Celebrating National Child and Adult Care Food Program (CACFP) Week from March 15-21, 2026

The Maine Department of Education (DOE) is pleased to join the Maine Child and Adult Care Food Program (CACFP) community in celebrating National CACFP Week from March 15-21, 2026. This week highlights the vital role nutritious meals play in supporting children, families, and adult participants in care settings.

CACFP is a federally funded program that helps child care centers, family child care homes, afterschool programs, and adult care programs serve balanced, nutritious meals and snacks to the individuals they serve each day. Across Maine, CACFP supports thousands of meals served to children and adults in care settings each year. In 2025, CACFP daycare homes and CACFP center sites served:

  • 1,201,550 breakfasts
  • 1,181,632 lunches
  • 1,468,979 snacks
  • 291,139 dinners

These meals help ensure participating children and adults have access to the nutritious food they need to support growth, learning, health, and well-being.

Throughout the week, Maine CACFP will feature themed activities:

  • Monday – Fueling Maine’s Future Day: Highlighting how balanced meals and snacks support growth, learning, and wellness.
  • Tuesday – Color Your Plate Day: Encouraging programs to serve a variety of colorful fruits and vegetables.
  • Wednesday – Literacy and Lunch Day: Promoting the connection between healthy meals and learning through story time.
  • Thursday – Thank a Provider Day: Recognizing the dedication of childcare and adult care providers.
  • Friday – Farm to CACFP Day: Celebrating the connection between local agriculture and the healthy foods served in CACFP programs.

This campaign aims to increase awareness of CACFP’s impact and celebrate the providers who help strengthen Maine communities every day.

For more information about CACFP, visit the Maine DOE website or contact the Maine DOE Child Nutrition Team.