Get to Know Maine’s 2026–2027 National FFA Officer Candidate: Jillian McLaughlin

On October 16, 2026, Maine FFA member, Jillian McLaughlin will travel to Indianapolis, Indiana, to represent Maine in the National FFA Officer selection process. As Maine’s 2026–2027 National Officer Candidate, Jillian will be interviewing with the National Officer Nominating Committee for her place on the National FFA Officer Team, a group of six leaders from across the country that represent more than one million FFA members.

From helping establish an FFA chapter at Lincoln Academy to serving as the 2025-2026 Maine FFA State Reporter, Jillian has continued to seek opportunities to challenge herself, learn more about the agricultural industry, and get to know the members she will serve in this role.

For Maine, this is a significant moment; this opportunity provides Jillian a platform to bring a New England perspective and voice to states with smaller membership that have been underrepresented in recent years.

Before she heads to Indianapolis, we sat down with Jillian to learn more about her journey, how she is preparing, and what it would mean to represent FFA members across the country.

It has been a long time since Maine and New England have had a National Officer. What does that mean to you?

So, this might come as a shock, but it’s been a good seventy years since the state of Maine has had a national officer. Through some conversations with friends in New Hampshire, I know it’s been over sixty years since they’ve had a national officer.

I think that going into this process, I’m in a unique position to give a voice to a group of students that I don’t necessarily feel they are getting the recognition they deserve.

When peope think of traditional FFA or production agriculture, they’re thinking about our big Midwest states, they’re thinking about our big Southern states, they’re looking all the way out to California, because they’re thinking in terms of membership, which is completely valid. Whenever you think about the scale of an organization, you’re obviously going to pay more attention to the hubs where there’s a lot of membership.However, when you look at the state of Maine, we were one of the top states in percentage growth and that is something to be celebrated! .

And so, one thing I’ve seen in my travels as a state officer, as a member, and honestly, throughout this whole national officer candidate process is the excitement and the energy in Maine FFA and New England students is the same, if not more, than some of the energy and excitement that I have seen from some of our big states’ members. And I think that’s really exciting and deserves to be recognized.

We’ve got kids doing crazy stuff. We’ve got members at Tri-County Tech Center that have partnerships with UMaine Fort Kent and are actually doing their SAE projects in the logging industry.

We’ve got students at my home chapter at Lincoln Academy who are using that platform to promote their aquaculture businesses as lobstermen.

There’s just so much diversity of experience happening in New England, specifically in the state of Maine. Throughout this process, I’ve been blessed with a chance to really engage with others about those opportunities and to share the voices and stories of those students.

How have your experiences influenced the way you think about agricultural education and FFA?

I think that my personal experiences have only made me more passionate about ag education and agriculture as a whole, because throughout my time, both in the Blue Jacket and outside of it, having moved states, changed schools, been in a lot of new environments, I’ve been really exposed to the fact that there is a lack of ag education and ag education resources currently happening in our school systems.

And so, having had the opportunity as a state officer in the 2025-2026 school year to travel around and actually meet in a lot of the schools throughout our state of Maine, hearing from students how they didn’t really know about FFA very much until they had a conversation with somebody else that did or saw it on it on social media.

I’ve had students come to me during one of my school visits in particular who were like, “You know, this seems really cool, but I have nothing to do with ag. I don’t have a farm. I’m not actively involved in the industry, but I don’t know if that’s for me.”

And I think that that’s one of the biggest misconceptions that I’ve learned out on the road, and I personally attribute that to a lack of ag education and ag ed resources.

I think the more that we can push general agriculture education knowledge, just for the benefits of people knowing where their food’s coming from, what’s healthy for them, how they can get involved if they’re seeing problems, is where we’re going to start to see that shift.

And in turn, we’ll begin to see a rise in students flooding towards CTSO (Career and Technical Student Organizations) and Youth programs and such as FFA, 4-H, SkillsUSA, and others.

What sets you apart from other National Officer candidates?

Aside from the red hair, I think that something that sets me apart is my experience!

Throughout this organization, I think many of our students take for granted that they’ve grown up in a pre-established chapter with solid leadership and a strong foundation within their school systems. And that’s not something that I have always had.

That’s how I started. I was a member of Staunton FFA here in Illinois. We have been a national five-star gold chapter for the past six years. We’re nationally recognized for our leadership abilities and for our advisors. And I was blessed to be part of such a strong program.

However, when I moved to Maine in ’23 at the age of 16 by myself, that was completely taken from me. Everything. The members that I was friends with, the foundation of the organization that I grew up around, and the leadership I had from my ag teachers were 1,400 miles away in the Midwest. And I essentially had to combine everything I had learned from my friends, my peers, and my ag teachers, and create a giant mix of all of that to lay that foundation in a new environment.

I think that’s something a lot of people don’t necessarily recognize, because the traditional route is that you just join FFA whenever you get to high school as a freshman, and this is just an organization you’re a part of. And that’s just not something that I had in Maine.

I offer a unique perspective on what it truly means to be a member and a leader within the organization. Because as a senior in high school, I was balancing a full course load. I was still living across the country by myself. I was managing being a member of other organizations, I was on our student council, I was the captain of the debate team, and I had a lot of other things happening.

But I was also taking on facilitating classes and serving as a FFA student advisor. I was managing 12-plus student-led projects through AET (Agriculture Experience Tracker), which is our SAE, Supervised Agricultural Experience, Record Book Network, and all the while still trying to be a daughter, a granddaughter, a friend, a co-worker.

I was wearing a lot of hats at that time, and I think that that’s a perspective that a lot of my fellow candidates don’t have, simply due to their life experiences.

And so, I think I’ll be able to reach some members maybe on a bit more of a personal level, in terms of those experiences.

You mentioned that you helped establish the FFA chapter at Lincoln Academy. What did that experience teach you about leadership?

I think my biggest takeaway on a more personal level was that success doesn’t necessarily have to happen overnight.

When I first moved to the area from an established FFA chapter, I had a meeting with the school administration, where they completely shut my idea down. They were like, well, we are a private boarding school on the Midcoast of Maine; production ag isn’t really our thing, so we’re not sure how having this organization on campus would serve our students.

Which is a completely fair concern. Any administration would be hesitant to introduce something new to the school without fully weighing its potential benefits to students, especially when it requires time, energy, and money.

And so, I took that very personally and got pretty upset about it. I was like, man, this is an organization that has meant so much to me over the last couple of years, and they don’t even want it here.

And so, rather than just dwelling on that, I was almost able to teach myself to use it as motivation and was like, instead of saying no right now, how about you wait two weeks and then tell me no again in a different meeting?

And in those two weeks, I just kind of prepared myself. I was like, okay, these are the concerns that were raised. How can I address these the next time we speak?

When those two weeks rolled around, I brought some students in with me who said that they would really like this to happen. I brought a couple of staff members in with me who said they’d be willing to serve as our sort of faculty advisor, if you will.

And I think the conversation was a little more productive the second time, having addressed some concerns and provided a bit more information to educate those in the room who were unfamiliar with FFA.

And now it’s been established for roughly three years. I’ve been hands-off of it for about one and a half years, going on two years now, and it’s only growing, so that’s super exciting.

You’ve been on the road quite a bit with industry tours, National Officer Candidate (NOC) training, and classroom visits. What is your go-to road trip snack?

Well, this is such a good one—I love this question.

Anybody on my state staff, any of my friends, or family will tell you that I am like the queen of truck stops. I genuinely will plan my drive around the closest Buc-ee’s.

So, when I walk into a truck stop, I’ve got to make myself a large Diet Dr. Pepper. The first step is right there.

And then my sweet treat is typically Nerds Gummy Clusters. I like those quite a bit.

And then if I’m going to get like a salty snack, you’ve got to hear me out on this one: the Miss Vickie’s kettle-cooked salt and vinegar chips.

Go-to road snacks right there.

Finally, what are you most looking forward to if selected as a National Officer for the 2026-2027 year?

The thing I am most looking forward to if selected is establishing meaningful connections with others across agriculture. As a national officer, we are in a position which requires us to travel across the country and interact with hundreds of thousands of people all from different backgrounds, cultures, and sectors of agriculture. I am excited by the opportunity to learn from students who are passionate about being the next generation of agricultural leaders, industry professionals who are committed to the future of food production and security, and those in positions of power in our nation’s capital who have the ability to grow agricultural education nationwide. It is through these engagements and conversations that I feel I will truly be able to represent the emblem on my back and those who have made this journey possible.

To learn more about Maine FFA, visit the Maine DOE website or the Maine FFA Association’s website, or reach out to Maine DOE Natural Resource Specialist and FFA Liaison Emily Doughty at emily.doughty@maine.gov.

Family Engagement Institute and Community of Practice: Strengthening Relationship-Based Family Engagement Practice Across Maine’s Early Childhood Workforce

The Maine Department of Education (DOE) in collaboration with the Maine Department of Health and Human services (DHHS) Office of Child and Family Services is pleased to offer Strengthening Relationship-Based Family Engagement Practice Across Maine’s Early Childhood Workforce – a professional learning opportunity designed for early care and education professionals serving children birth–age six.

Delivered by Educare Central Maine, this learning series will expand educators’ capacity to respond effectively to the needs of young children and their families. Participants will engage in a two-day interactive professional learning experience and three Community of Practice (COP) opportunities focusing on:

relationship-based and reflective practices,
understanding the relationship between adult well-being and children’s development,
strengthening interactions with children/families,
using observation to inform practices, and
supporting educators in navigating challenging interactions and situations.

Brazelton Touchpoints’ strengths-based approach will be incorporated into the learning experience as a framework for understanding relationships with children and families.

In-person and Online Learning Registration

In-person space for the two-day intensive is limited to 50 participants (preferred) with an online hybrid option also available for remote participation via Zoom. A light lunch will be provided for those attending in-person.

Registration includes the in-person or online two-day intensive as well as three online Communities of Practice sessions which will build upon previous learning and concepts from the intensive training, discuss implementation experiences and challenges, apply relationship-based practices to real situations, and support sustaining the work beyond the training. Registration is open through October 29, 2026.

Two-Day Intensive:

November 2 and 3, 2026, 8:30 a.m. – 3:00 p.m.,
Educare Central Maine, 56 Drummond Ave, Waterville, ME 04901.
Please note: Once the in-person spaces are filled, the online hybrid option will remain available.

Community of Practice (COP) Sessions:

November 12, 2026, 12:30–2:00 p.m., virtual via Zoom
November 19, 2026, 12:30-2:00 p.m., virtual via Zoom
December 10, 2026, 12:30–2:00 p.m., virtual via Zoom

Register here.

Questions may be directed to Stacie.McCoy@maine.gov, Head Start Collaboration Director, or LeeAnn.Larsen@maine.gov, Director of Early Learning.

Preschool Development Grant funds received from the U.S. Department of Health and Human Services (HHS) support the implementation of this project. The project has an award totaling $10,000, 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, HHS or the U.S. government.

Applications Open for Maine DOE 2026–2027 Student Cabinet

The Maine Department of Education (DOE) is accepting applications for its 2026–2027 Student Cabinet, a group of students who meet with DOE leaders to share perspectives on educational initiatives, opportunities, improvements, and policy. Applications are due November 15, 2026.

Now in its sixth year, the Student Cabinet provides a forum for student voices to inform conversations and decisions that affect Maine students. Past Cabinets have explored topics including mental health, racial equity, school safety, individualized learning, and educator workforce diversification.

During the 2025–2026 school year, Cabinet members also provided input on the DOE’s Measure What Matters initiative, mental wellness, climate education, and other issues affecting Maine schools.

Celebrating Student Bright Spots

In April and May of 2026, Cabinet members took the lead by sharing a “Bright Spot”—a 3-to-4-minute presentation highlighting something positive happening in their school or community.

Students shared stories of student leadership, service, inclusion, creativity, and connection through clubs, performing arts, unified sports, wellness initiatives, Extended Learning Opportunities, student media, community partnerships, and more.

Explore some of the 2025-2026 Student Cabinet members’ Bright Spots:

Scarborough High School Bright Spot by Michael Winchenbach (Video)
Mount Blue High School Bright Spot by Nicholas DeMarco (Video)
Waterville High School Bright Spot by Thresia Reddy (Video)
Camden Hills Regional High School Bright Spot by Iris Bolduc (Video)
Hampden Academy Bright Sport by Shelby Gray (Video)
Brunswick Junior High School Bright Spot by Campbell Frazee (Video)
Old Town High School Bright Spot by Romlah Ojugbele (Video)
Scarborough High School Bright Spot by Abigail Rasquinha (Video)
Cape Elizabeth High School Bright Spot by Brendan Oakley (Video)
Saco Middle School Bright Spot by Jackson Pfeiffenberger (Video)
Cherryfield Elementary Bright Spot by Eliza Farnsworth (Video)
Windham High School Bright Spot by Maggie Soule (Video)
Gorham High School Bright Spot by Fatima Beshir (Video)
Messalonskee High School Bright Sport by Isabella Castner (PDF/PPT)
Camden Hills Regional High School Bright Spot by Maliyah Summer (PDF/PPT)
Portland High School Bright Spot by Wyatt Clegg (PDF/PPT)
Baxter Academy Bright Spot by Avron Williams (PDF/PPT)
Lincoln Academy Bright Sport by Ori Taylor (PDF/PPT)

Apply for the 2026–2027 Student Cabinet

Students in grades 4–12 and those in their first year of college are eligible to apply. Cabinet members will serve from December 2026 through May 2027 and are expected to attend scheduled meetings, prepare as needed, collaborate with peers and DOE staff, and share their perspectives openly, constructively, and respectfully.

Meetings will be held virtually on the following dates:

Tuesday, December 15, 2026, 3:30 – 5:00 p.m., virtual via Zoom
Tuesday, January 19, 2027, 3:30 – 5:00 p.m., virtual via Zoom
Tuesday, February 23, 2027, 3:30 – 5:00 p.m., virtual via Zoom
Tuesday, March 16, 2027, 3:30 – 5:00 p.m., virtual via Zoom
Tuesday, April 27, 2027, 3:30 – 5:00 p.m., virtual via Zoom
Tuesday, May 18, 2027, 3:30 – 5:00 p.m., virtual via Zoom

Applications are due by November 15. Apply to the Student Cabinet.

For more information, contact Rachel Paling, Communications & Outreach Manager, at rachel.paling@maine.gov.

Westbrook Students Explore Maine Wildlife Through Intercultural Community Center’s Power Summer Program

This summer, like many others, students at Westbrook Middle School entering grades 5–8 had the opportunity to attend Power Summer at the Intercultural Community Center. This was a free summer program that ran from June 22 to August 8 and provided both social and academic enrichment to students from immigrant families and those experiencing academic challenges.

The program also provided students with two free meals a day, including breakfast and lunch, as well as two snacks and access to fresh and pantry-stable food each week, thanks to the Locker Project.

This summer, 45 students registered for Power Summer. In addition to the Intercultural Community Center’s regular English Language Arts (ELA) and STEAM (Science, Technology, Environment, Arts, and Math) programming, they provided students with experiences as Junior Animal Activists.

Thanks to many community partners, including Riding to the Top Stable, Maine Outdoor Equity Fund, Smiling Hill Farm, Mr. Drew and His Animals Too, Maine Wildlife Park, and others, students were able to take part in many amazing field trips and activities throughout the state.

These experiences taught students the importance of protecting the diverse array of animals in our ecosystem. Creating safe, positive opportunities to interact with animals was especially meaningful for students. Research and community experience have shown that BIPOC (black, indigenous, and People of Color) families can experience greater fear or discomfort around animals when they have had fewer opportunities to encounter them in safe, supportive settings. Power Summer helped students build confidence and positive relationships with animals through hands-on experiences, field trips, and repeated opportunities to learn about wildlife.

Students engaged in therapeutic interactions with horses every week, built 15 bird and bat houses over the course of the summer, explored the vast marine life along the shores and beaches of Maine’s coast, put on a theatrical rendition of the play Zoodate, and learned about and interacted with many other species of wildlife during the seven weeks of programming.

Many of the students who attended Power Summer have signed up for Intercultural Community Center’s after-school educational and social program, Power School.

This story was submitted by the Intercultural Community Center. Learn more about their programs by visiting the Intercultural Community Center website or contacting them at info@iccmaine.org. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Professional Learning Opportunity: Building Early Numeracy Through Play, Exploration, and Meaningful Learning Experiences (Updated Info)

The Maine Department of Education (DOE), in collaboration with the Maine Department of Health and Human Services (DHHS) Office of Child and Family Services, is pleased to offer Young Mathematicians— a professional learning opportunity designed for early care and education professionals serving children ages 3–6. The dates and location for Track 1 have been updated.

Delivered by Education Development Center (EDC), this learning series will help educators strengthen their understanding of early numeracy and create learning environments where young children can develop mathematical thinking through play, exploration, and everyday experiences. Participants will explore ways to recognize and build on the mathematical thinking children demonstrate throughout the day and learn strategies to intentionally support foundational numeracy skills. The series will also help educators engage families in supporting early numeracy at home.

Three distinct learning tracks are available at no cost for educators with different schedules and learning preferences. Space is limited in each track. Educators are encouraged to select the track that best fits their schedule and setting. Before registering, educators should confirm that they can attend all sessions in their selected track.

Track 1: In-person + Online Learning Registration

Limited to 50 participants: This track offers school-based, Head Start, and childcare educators (preschool through kindergarten) an opportunity to begin their learning together in person before continuing virtually.

**Updated dates/location:

In-person:
November 16, 2026, 8:30-3:30pm
Location: 109 Capitol St., Augusta, ME (Lunch will be provided)

Virtual follow-up sessions:

Tuesday, Dec. 1, 2026, 3:30-5:30pm
Tuesday, Dec. 15, 2026, 3:30-5:30pm

Track 2: Fully Virtual

Limited to 100 participants: This track offers a fully virtual option for school-based, Head Start, and childcare educators (preschool through kindergarten) who prefer to participate remotely.

All sessions will be held online on Wednesdays from 3:30-6:00 p.m.:

October 28, 2026
November 4, 2026
November 18, 2026
December 2, 2026

Track 3: Fully Virtual – Evening

Limited to 50 participants: This track is designed for family childcare providers and other educators who are available only during evening hours.

All sessions will be held online on Mondays from 6:00–7:30 p.m.:

October 26, 2026
November 9, 2026
November 23, 2026
December 7, 2026

Registration for all three tracks will remain open while space is available. Once a track reaches capacity, registration for that track will close. To ask about a waitlist or for more information, please contact Maine DOE Early Childhood Specialist Nicole Madore at nicole.madore@maine.gov.

Preschool Development Grant funds received from the U.S. Department of Health and Human Services (HHS) support the implementation of this project. The project has an award totaling $45,091 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, HHS or the U.S. government.

Maine DOE Educator Selected to Serve on National Assessment of Educational Progress (NAEP) Civics Advisory Group

Maine Department of Education (DOE) Interdisciplinary Instruction Specialist Geoffrey Wingard has been selected to serve on the National Assessment of Educational Progress (NAEP) National Assessment Governing Board’s Civics Content Advisory Group, bringing Maine’s experience in civics education, interdisciplinary instruction, and educator professional learning to a national effort to update the nation’s civics assessment.

The National Assessment Governing Board is undertaking a multiyear process to update the NAEP Civics Assessment Framework. NAEP, known as the Nation’s Report Card, measures what students across the country know and can do in various subjects. The civics framework guides the content and design of the civics assessment. Following public comment in spring 2026, the Governing Board approved a charge to update the framework for assessments in 2032 and beyond.

As a member of the NAEP Civics Content Advisory Group (CAG), Wingard will provide feedback to the Governing Board and the NAEP Civics Framework Development Panel. The group brings together civics experts to inform the development and review of the updated framework.

Wingard’s appointment builds on his work with the Maine DOE. He is a member of the Interdisciplinary Instruction Team, which coordinates statewide civics initiatives, develops professional learning for educators, and builds networks across disciplines to strengthen civic education. This work reflects Maine DOE’s emphasis on connecting learning across disciplines and preparing students to be informed, responsible, and engaged members of their communities.

Wingard’s national role offers an opportunity to connect Maine statewide civics work with broader conversations about how civic knowledge and skills are understood and assessed.

Indigenous Peoples’ Day Resources

On Monday, October 12, 2026, we will celebrate Indigenous Peoples’ Day. In 2019, Wabanaki Tribal leaders and representatives joined Governor Janet Mills as she signed legislation to establish Indigenous Peoples’ Day in what we now call Maine. This day recognizes the resilience, diversity, cultures, and contributions of Indigenous Peoples and replaced Columbus Day in Maine. The day provides an opportunity to center Indigenous voices, deepen our understanding of the devastating effects of colonization, and recognize the continued presence and leadership of Indigenous Peoples today.

Below are resources curated to support teaching and learning about Indigenous Peoples’ Day and the Wabanaki Nations. These resources can support learning throughout the year, beyond the observance of the single day.

Wabanaki Nations and the Dawnland

Title/Link	Notes	Resource Type
Indigenous Peoples’ Day Message: Maulian Bryant (MBIPD.mp4)	Wabanaki Alliance Director, Maulian Bryant	Video
2026–27 Wabanaki Studies Professional Development	Wabanaki Studies Professional Development Opportunities	Document
Wabanaki Studies Curriculum & Resources	Wabanaki Studies Interdisciplinary Curriculum & Resources	Documents
Dawnland	Dawnland documentary	Documentary
Wabanaki Studies Indigenous Literature Kit	Curated resources, guides, and tools to support the integration of Indigenous literature into classroom instruction	Literature Kit
Wabanaki Studies Framework	Wabanaki Studies Education framework	Framework

Additional Indigenous Peoples’ Day and Indigenous Rights Resources

Title/Link	Notes	Resource Type
United Nations Declaration on the Rights of Indigenous Peoples		Declaration
Indigenous Peoples’ Day (IllumiNative)	IllumiNative	Lesson plan; confirm grade range for the linked resource
Indigenous Peoples’ Day \| All About the Holidays (PBS)	PBS	K-5 video
Indigenous Peoples’ Day Resources	Zinn Education Project	Lessons and resources
Unlearning Columbus Day Myths: Celebrating Indigenous Peoples’ Day	National Museum of the American Indian	Handout with activities and resources
Why more people are celebrating Indigenous Peoples Day \| PBS NewsHour	2019, PBS	Article
Reconsider Columbus Day \| Learning for Justice	Learning for Justice	Article with activities

To learn more about Wabanaki Studies and ways to engage, please visit the Maine DOE Wabanaki Studies webpage or contact Brianne Lolar, Maine DOE Wabanaki Studies Specialist, at brianne.lolar@maine.gov.

Transformational Leaders’ Network Offers Maine Principals a Space to Learn, Reflect, and Lead Together

Long-time Transformational Leaders’ Network (TLN) Program Manager Fran Farr leads a session during the 2025 Maine DOE Annual Summit.

Being a school principal can be deeply rewarding, but it can also be demanding. Each day brings decisions to make, challenges to navigate and people to support. Sometimes a leader needs a new strategy. Other times, they need the opportunity to step back, reflect and talk with someone who understands the work because they are doing it, too.

That is the idea behind the Transformational Leaders’ Network (TLN), an ongoing professional learning community that brings Maine principals together throughout the school year to connect, learn, reflect, problem-solve and recharge.

Rather than a one-time professional development opportunity, TLN is designed around the realities of school leadership. Principals bring their questions, challenges and experiences to a confidential and supportive community where they can learn from one another and consider new approaches to their work. Through in-person and regional or remote gatherings, participants have multiple opportunities throughout the year to connect with colleagues and learn together.

“We dream together about what education can be and walk out the door refreshed and ready to take on the next day,” one TLN principal shared.

A new year, a continued focus on leadership

On Friday, September 18, the TLN kicked off its sixteenth year under the capable and dedicated leadership of our Program Manager, Fran Farr. Fran has been passionate about supporting Maine’s school leaders through the TLN for the past 15 years. She has brought an innovative lens to the continuous refinement of the program design, guiding it to today’s model that responds dynamically to principals’ needs. She has built an incredible team of facilitators who provide engaging sessions and deep insight.

“Fran is the heart and soul of TLN,” co-facilitator Sally Mackenzie expressed. “She’s been with the network since its inception and masterminded the latest iteration since 2023. She believes completely in the work of Maine’s school principals. She provides the absolute best care and support for them. And network principals come back year after year. [Fran] and her faithful facilitators work hard to ensure that sessions are meaningful, interactive, and immediately resonant with principal participants.”

We celebrate Fran and her tireless commitment to the TLN!

The 2026–2027 TLN year will explore “The Principal Effect and the Power of Mattering,” drawing on current thinking about principal effectiveness, emotional intelligence, systems leadership, school climate and sustainable leadership.

A central focus will be the concept of mattering — helping people feel seen, valued and needed — and how it can strengthen relationships, engagement, school culture and staff retention.

Through the network, principals will explore practical ways to strengthen their leadership presence, navigate difficult conversations and build stronger relationships with staff. They will also examine systems thinking, shared leadership and approaches for developing schools that do not rely on the principal to solve every problem.

The goal is to give school leaders ideas and tools they can take back to their schools while also creating time to think beyond the immediate demands of the job.

TLN participants during the September workshop.

“Every time I leave, I have something I can use right away,” a TLN principal said.

Each session combines practical learning with reflection and authentic problem-solving. Participants can bring real leadership challenges to the group, learn from colleagues who have faced similar situations and consider how new strategies might apply in their own schools.

For principals new to TLN, the network offers an opportunity to build relationships with other Maine school leaders without needing to arrive with all the answers. For returning participants, it provides a chance to reconnect with colleagues, meet new members of the principal community and continue developing their leadership practice.

“It really changed how I support teachers, how I build a more positive school culture,” one participant said.

Recognizing the leader behind the role

At the heart of TLN is the recognition that effective school leadership depends not only on what principals do, but also on how they are supported as people.

The network creates space for principals to consider their own leadership, regain perspective and develop approaches that allow them to lead sustainably amid pressure, change and increasing complexity.

“I see TLN as kind of a ‘boots on the ground’ experience that you don’t get until you’re in it … it’s about recognizing the leader as a whole person,” a TLN principal said.

The work of leading a school is challenging. Through the Transformational Leaders’ Network, Maine principals do not have to lead alone.

If you are interested in learning more about the TLN, please contact Christina O’Neal, Maine DOE Educator Excellence Coordinator, at christina.l.oneal@maine.gov.

Resources for Student Civic Engagement

As the 2026 election approaches, Maine educators have access to a range of state resources that help students understand elections, civic participation, and their roles in a democracy.

The Maine Department of Education’s (DOE) Civics webpage, available through the Maine DOE Arts and Humanities Hub, connects educators to free classroom materials, professional learning opportunities, and other resources for teaching government, citizenship, civic participation, and democratic principles. These resources can help educators build students’ civic knowledge while connecting classroom learning to current events and opportunities for community engagement. They also complement student programs offered by the Maine Department of the Secretary of State.

Bring the Election Process into the Classroom

The Maine Student Mock Election gives students the chance to experience the election process while learning about candidates and state and national issues. The 2026 Maine Student Mock Election will take place on October 27, 2026.

More than 21,000 students from over 115 schools participated in the 2024 Maine Student Mock Election. Through the program, students can explore current issues, consider different perspectives, cast mock ballots, and see how individual votes contribute to statewide results.

Educators can visit the Maine Student Mock Election webpage to register their schools and learn more.

The election season also provides an opportunity to help eligible students prepare for voting. Maine residents who are 16 or 17 years old and U.S. citizens may preregister to vote, preparing them to vote in general elections when they turn 18. The Secretary of State’s Student Voter Registration Drive webpage includes resources to help students and educators organize a school voter registration drive.

Recognize Young Civic Leaders

Civic engagement extends beyond elections to include leadership, advocacy, and service to others. The Maine Secretary of State’s Office presents the John Lewis Youth Leadership Award, which annually recognizes one Maine resident age 25 or younger who demonstrates leadership, a commitment to social justice, and efforts to improve the quality of life in their community.

The National Association of Secretaries of State established the award in 2021 in honor of the late Congressman John Lewis and his contributions to the Civil Rights Movement and public service.

Students may nominate themselves or another eligible young person using the nomination form available on the John Lewis Youth Leadership Award webpage. Completed nominations must be emailed to sos.office@maine.gov by October 30, 2026. Nominees must be aged 25 or younger at the time of the award presentation.

Connect Classroom Learning with Civic Life

Resources from the Maine DOE and the Secretary of State’s Office give educators multiple ways to make civics relevant and meaningful for students. Teachers can use Maine DOE resources to build foundational knowledge of government and civic responsibility, then connect that learning to hands-on experiences such as mock elections, voter registration, and youth leadership opportunities. These experiences can also create space for students to ask questions, share their perspectives, and consider how they can contribute to their communities.

Students do not have to be old enough to vote to take part in civic life. They can understand how elections work, examine public issues, practice informed decision-making, and build the knowledge, skills, and confidence to participate in Maine’s democracy.

For more information, contact Geoffrey Wingard at Geoffrey.Wingard@maine.gov.

Mount View High School’s Growing Biliteracy Program Opens Doors for Students

Mt. View High School and Elementary School students are joined by RSU 3 Adult Education students at a Language and Culture Celebration held by the district.

A collaboration between the World Languages and Multilingual Learners departments at Mount View High School in RSU 3 is creating more opportunities for students to demonstrate, celebrate, and build on their language skills.

The school’s Seal of Biliteracy Program launched in spring 2024, when one graduating senior earned the Maine Seal of Biliteracy. Participation grew from 24 students in 2024–2025 to 33 students in 2025–2026. This spring, eight graduating seniors earned a total of nine Seals of Biliteracy, including the first student in the program to earn two awards.

The school has also expanded its language assessments. In spring 2024, students were assessed in Spanish and Italian. By spring 2026, Mount View High School had administered assessments in seven languages: Spanish, German, French, Italian, Mandarin, Portuguese, and Japanese.

The Seal of Biliteracy is a national academic award that recognizes students’ proficiency in two or more languages and celebrates the knowledge and skills they develop at school, at home, and in their communities.

A graduating senior shares her experiences as a language learner at the Language and Culture Celebration.

A graduating senior receives appreciation and encouragement during the Seal of Biliteracy Awards Ceremony at the Language and Culture Celebration.

At Mount View High School, educators have seen the assessment process become an important part of students’ language-learning journeys. For students studying a world language, it provides a clear goal, feedback on their progress, and motivation to keep learning.

For heritage language learners, it also recognizes and celebrates connections to family and community.

Alicia McCormick, Principal of Mount View Elementary and Middle School, connects with multilingual families.

RSU 3 parents celebrate together during the Community Language and Culture Celebration.

RSU 3 families proudly share favorite foods and beverages at the Language and Culture Celebration.

Mount View High School Seal of Biliteracy Coordinator and World Language educator, Dr. Anna Thomas shared that, “For our heritage learners, it has meant a great sense of pride and helping them see the value of their family’s language and set goals for biliteracy.”

The program has strengthened collaboration between World Languages and Multilingual Learner educators. Educators and students establish ambitious goals for students, reflect on student progress, and evaluate and strengthen programming to better support language development.

Dr. Thomas emphasized that, “The testing is giving our language students clear targets for advancement, feedback on progress, and motivation for steps forward. As educators, this is also helping us set ambitious goals and evaluate and fortify our programming through constant collaboration across our departments.”

*Mt. View Biliteracy Testing 2024-2026 by World Language Teacher Anna Thomas*

The school’s commitment to multilingualism extends beyond assessment.

In May, Mount View High School hosted its second annual Language and Culture Celebration, welcoming an estimated 150 students, staff, and community members. The event continued the school’s Language Stories series, which invites members of the school and broader community to share their experiences with language, culture, and bilingualism.

Families, community members, and students share a meal at the Language and Culture Celebration.

Conversation tables bring students together at the Language and Culture Celebration.

RSU 3 students, families, and staff share favorite words at the Language and Culture event.

Leading up to this year’s event, as part of a Language Stories series, the school hosted three guest speakers who shared their personal journeys with bilingualism: Dr. Melissa Cuba of the University of Maine, Amelia Rukema of Maine Mobile Health, and musician Jubal Greenwood.

Hearing from bilingual and multilingual professionals helps students see how language skills can connect to their identities, communities, education, and future careers.

Mount View High School’s Biliteracy Program also helps students explore opportunities beyond high school.

Resources and advocacy from the Maine Department of Education have helped raise awareness of opportunities to earn college credit for demonstrated language proficiency. Students are also learning about careers that value multilingual skills.

Connections with multilingual educators and professionals have given students role models who demonstrate how language learning can open doors.

In two years, Mount View High School’s Biliteracy Program has grown from one Seal recipient to a program serving dozens of students, with assessments offered in seven languages. Its growth shows how cross-departmental collaboration can expand opportunities and help students recognize the value of the languages they know and use.

The Maine Department of Education celebrates Mt. View’s progress and the educators, students, families, and communities across Maine working to recognize multilingualism as an academic, cultural, and career strength.

This article was developed in collaboration with Mount View High School in RSU 3. To submit a good news story to the Maine DOE, please fill out the good news submission form.