Scholarship Opportunity for Maine Students: Applications Open for Barowsky Scholars Program

The Barowsky Scholars Program has opened applications for the 2025-2026 school year. This program offers scholarships for Maine students who are planning to attend a four-year college. Applications are due Friday, March 14, 2025, at noon.

Barowsky Scholars seeks to support students who are interested in honing their careful listening, civic discourse, facilitation, and negotiation skills to become leaders who build trust and find common ground across people and groups with differing views and experiences. Students residing in the state of Maine who are planning to attend a four-year college to obtain their bachelor’s degree are eligible to apply.

Details about the scholarship award:

It is a four-year, renewable scholarship to cover tuition, fees, and educational expenses at a four-year college/university in the U.S.
It is a merit-based scholarship for students who are motivated to excel in college, able to be open-minded, committed to bridging divides, and working toward building a better society.
Scholarship amounts will be determined in part based on the financial aid award package the student receives from the college they choose to attend. They will range from $5,000 to $25,000 per year.

This program is funded by the Andrew P. Barowsky Foundation and administered by The Philanthropic Initiative.

Please find application information and criteria here (PDF). With questions, please contact barowskyscholars@tpi.org or visit the Barowsky Scholars website.

Registration Open for Maine Council for the Social Studies Annual Conference

The Maine Council for Social Studies is hosting its annual conference at the Augusta Civic Center on March 24, 2025. This year’s theme is “Expanding Democracy,” emphasizing the importance of preserving and expanding the Voting Rights Act of 1965 on its 60th anniversary. The deadline to register for the conference is March 17.

Maine Secretary of State Shenna Bellows will be the keynote speaker. The conference will also feature learning session “tracks” on Wabanaki Studies, African American Studies, Literacy, and Elementary Social Studies Education.

Featured session leaders include Pamela Cummings from the Abyssinian Meeting House; Fiona Hopper and Nolan Altvater of Portland Public Schools; Adam Schmitt of the University of Southern Maine; Bri Lolar, Maine Department of Education (DOE) Wabanaki Studies Specialist; and Meadow Dibble of the Atlantic Black Box Project.

For more information and to register, click here.

For further questions, please reach out to info@mainesocialstudies.org.

Nominations Open for 2025 History Teacher of the Year

Do you know an incredible history teacher who brings the past to life with passion and creativity? If so, consider nominating them as 2025 History Teacher of the Year! Nominations will be accepted until April 30, 2025.

Each year, the Gilder Lehrman Institute honors exceptional K-12 educators who inspire students through innovative history lessons. Winners are selected from every U.S. state and territory. They earn a $1,000 prize and a chance to compete for National History Teacher of the Year. The national winner receives a $10,000 prize and is celebrated at a ceremony in New York City.

Again, nominations close on April 30. Don’t miss this opportunity to recognize an outstanding educator in Maine! You may submit your nomination here.

For more information about the History Teacher of the Year award, please contact Michele Mailhot, Maine Department of Education (DOE) Interdisciplinary Instruction Specialist, at michele.r.mailhot@maine.gov.

Registration Open for the Alternative Education Association of Maine’s Spring Conference

Registration is now open for the Alternative Education Association (AEA) of Maine’s Spring Conference, scheduled for Friday, March 14 from 8:30 a.m. to 2:30 p.m. at Thomas College in Waterville. This year’s theme is “Meeting Them Where They Are.”

The keynote speaker will be Kellie Bailey, a trauma-informed speech-language pathologist, mindfulness educator, and emotional intelligence coach. She will deliver a hands-on presentation titled, “It Takes a Calm Brain to Calm a Brain,” which will focus on understanding the mind, brain, and relational science of co-regulation.

The conference will also feature a “Match Game,” in which participants are matched up in small groups of individuals who have common interests to personalize the conference experience.

Additional information about the conference is available on the invoice registration form (linked below).

Call for Presenters

AEA of Maine is asking Association members to please volunteer to present a session of their choice during the conference. Presentation proposals will be accepted through March 5, and preference will be given to presentations that align with the theme of helping other educators understand how to meet Alternative Education students where they are, as opposed to where others may want them to be.

Registration fees for presenters will be waived upon request. Please submit presentation proposals directly to Lenny Holmes at lholmes@bonnyeagle.org.

Registration and Invoice Process

The cost to attend the conference is $125 per person. After two registrations per school, additional registrations are $75 per person.

Please register using the AEA of Maine Spring Conference registration form. Individuals must register separately, even if they are from the same school. (Please note that some people may have registered and paid for the AEA of Maine Spring Conference when registering for the 2024 AEA of Maine Fall Conference; if so, you do not owe any money; however, please still use the registration link above to confirm your registration for the Spring Conference.)

If you need to submit payment for the conference, please complete the invoice registration form and submit it, along with your payment, to the address listed on the form. You may contact Dawn Matthews, if you need to check on your payment.

For further questions, please contact Lenny Holmes at lholmes@bonnyeagle.org.

National School Breakfast Week in March: Prioritizing Nutrition for Student Success

The National School Breakfast Program (SBP) plays a vital role in ensuring students start their day with the nutrition they need to succeed academically. Launched in 1966 as a pilot project, and made a permanent entitlement program in 1975, the SBP has steadily expanded over the years, serving millions of students across the nation. In Maine alone, public schools served more than 11.3 million breakfasts in 2024, highlighting the growing need for nutritious meals.

The SBP is designed to provide students with a well-rounded breakfast. It offers four key components from three essential food groups: grain, milk, and fruit. Students are required to select at least three of these components, with fruit being a mandatory option. This ensures a balanced meal to fuel students for a productive day of learning.

Since the COVID-19 pandemic, Maine schools have adapted to new challenges, finding creative ways to serve breakfast to students. Whether it’s grab-and-go options or breakfast served in classrooms or on hallway carts, schools have embraced innovative methods to ensure that students can easily access breakfast, even on tight schedules. Popular offerings include hot meals, like eggs and bacon, as well as yogurt parfaits, breakfast sandwiches, whole-grain muffins, donuts, and even smoothies.

As National School Breakfast Week (March 3-7, 2025) approaches, it’s a reminder of the importance of a nutritious breakfast in supporting students’ academic performance. Schools across Maine will participate in this celebration, offering a variety of breakfast options to encourage students to take advantage of the program.

Maine schools offer breakfast (and lunch) free of charge to all students, ensuring that every child can start their day with a healthy meal, allowing them to focus on learning. This initiative not only supports students; it also eases the burden on families, especially during hectic mornings when getting out of the house can be a challenge.

Families are encouraged to check out the breakfast options available at their local schools, particularly during National School Breakfast Week. It’s an excellent opportunity to highlight the importance of healthy eating and to encourage students to take part in the program.

By participating in the SBP, Maine schools can help to set students up for success, one breakfast at a time.

Maranacook Middle School Students Share Their Experiences Participating in “Ice Day”

The following article is a combination of three articles written by Maranacook Middle School Students Sabrina Foth (grade 6), Veda Tibbetts (grade 8), and Lucas Giles (grade 7) following the ice harvesting event.

On Wednesday, February 5, the awesome Acadia team from Maranacook Middle School embarked on an adventure to Maranacook Lake for a super fun day of winter activities on the ice! The air was crisp, and everything sparkled under the bright winter sun. (Sabrina Foth, grade 6)

The Acadia team consists of 70+ Maranacook Middle School students, ranging from sixth to eighth grade, guided by 3.5 teachers who deliver an integrated curriculum through student-derived and student-chosen themes. (The Acadia team is pictured above in a group picture taken at the event)

Despite the biting cold, seventh grader Lillian Moran expressed her gratitude for the warming tents available on-site, saying, “The cold was really bad, but I am grateful they had warming tents.” The middle schoolers bundled up in winter coats, hats, and gloves before trekking to Maranacook Lake. Thanks to the efforts of Maine Gear Share, Teens To Trails, and generous community members, warm winter attire was provided to ensure that all students were properly equipped to combat the chilly weather and wind. (Veda Tibbetts, grade 8)

Dan Holman, the Acadia team leader from Maranacook Community Middle School, explained the educational significance of the day: “It’s a bit of a celebration of what we’ve been learning, which is about resources and some of the science and math of pi and density. We’ve been looking at Maine industries, both present and past, which included the logging and ice industries.” The “Ice Day” event was not only a fun day outdoors but also an opportunity for students to demonstrate their knowledge; they even sculpted a pi symbol from the ice they harvested. (Veda Tibbetts, grade 8)

Along with middle school teacher Mr. Holman, fellow educators Jean Roesner, Tom Radcliff, and Dan Brannigan have been hosting an ice harvesting event for students for the past three years.

This exciting day featured five engaging activities: ice harvesting, ice carving, ice fishing, and two sessions led by community outdoor educators. The combination of learning and outdoor fun made for an unforgettable experience. (Veda Tibbetts, grade 8)

The students had the chance to try ice harvesting, which they found incredibly cool. Armed with sturdy saws, they worked hard to cut through the thick, shiny ice, laughter and cheers echoing as they sliced through. Once they broke the ice into big blocks, the group donned special creepers—metal spikes that attached to their boots—to prevent slipping. Their teamwork was impressive, with some students using picks to lift the heavy ice blocks while others pulled with all their strength. They showcased remarkable collaboration and effort throughout the task! (Sabrina Foth, grade 6)

It was so cool to see and participate in using saws to cut out the ice and drag it up. This was very important back in the day before refrigerators and freezers were invented. It was super interesting to learn about how they kept the ice cool with sawdust. The Acadia team was able to acquire some sawdust from a local sawmill, and we will be preserving the ice with it, just like they did back then. In ideal conditions, sawdust can keep ice frozen for up to 6 months, which will be important for what we have planned in the future. (Lucas Giles, grade 7)

The team then learned about a serious issue—habitat loss. They discovered the importance of taking care of the environment and how they can help nature survive despite human activities. Engaging displays and discussions sparked their thoughts on ecology. (Sabrina Foth, grade 6)

Next up was ice fishing, which thrilled the students! They learned how to fish on the ice, keeping a sharp lookout for colorful flags that would pop up when a fish was beneath the surface. (Sabrina Foth, grade 6)

According to many students, one of the coolest parts of the day was the ice carousel. The ice carousel we created is a giant circle of free-floating ice that spins around when you push it. It was big enough for half of our team, about 35 people, to stand on it at once! (Lucas Giles, grade 7)

During the event, participants had the opportunity to delve into the fascinating world of nature. They learned valuable skills for distinguishing between various species of trees and identifying different animals in their natural habitats. This hands-on experience enriched their understanding of the ecology surrounding them, fostering a deeper appreciation for the biodiversity that exists in their environment. With each lesson, they grew more adept at recognizing unique characteristics, making them more attuned to the intricacies of the world outside their windows. (Sabrina Foth, grade 6)

This event would not have been possible without the help of the community. Our chaperones included grandparents, parents, and former students. More help from the community consisted of the Readfield Fire Department, a game warden, a forester, and a few people from the United States Geological Survey (USGS), who all helped make the day happen. Thanks to them, we participated in several fun and educational activities. (Lucas Giles, grade 7)

Here’s some of what other students had to say about “Ice Day”:

Samuel Saunders, 11, said, “It was super fun, and my favorite was the ice carousel because of the way it spun. It was like walking on a treadmill.”
Johnathan Woessner, 13, said, “This experience was very memorable because this is only the second one ever done.”
Johnathan Perry, 12, thought the event was fun and interesting: “I think it was really fun. It was a great learning experience, and it was fun to explore Maine’s history and what it used to be. It’s fun to learn about and be able to do it in-person.”
Izabell Loiko, 13, said, “Doing this for free is a once-in-a-lifetime experience. It was so much fun hanging out with the whole team on the lake.”
Benjamin Alexander, 12, shared how hard it was to cut through the ice: “Sawing through the ice is tough. But with everything, it doesn’t matter how hard things get. You just have to keep pushing sometimes.”
Augustus Villareal, 13, said, “The ice harvest was awesome! It was fun working together, learning about history, and enjoying winter.”
Destiny Beane, 12, said, “This is a really good learning opportunity, but it is also so much fun.”
Brody Heminger, 13, added, “It’s a great experience to have.”
Dylan Stephan, 12, noted, “The best activity was the ice harvest. It was fun to pull up ice and cut it.”
Eighth-grader Veda Tibbets talked about how cold it was but also how awesome the experience was: “The ‘Ice Day’ was one I will always remember. It was really cold, but it was one heck of an experience. I think everyone should have a chance to bear the cold to harvest natural ice that wasn’t made in your freezer.”
“I think it’s a really, really good learning opportunity to get out here and be able to learn back then before we had refrigerators and freezers,” seventh-grader Jonathan Woessner said.
“I liked the ice carousel because it was fun and enjoyable,” Ryleigh Bolton, 13, expressed.
“I think this was a great experience of what they did in the olden days,” Austyn Ivey, 11, declared.

The goal for this event was to use what was learned…. Be outside, and have a lot of fun. Judging by the students’ enthusiasm and engagement, I think the goal was met. (Veda Tibbetts, grade 8)

As for what’s next:

The ice harvest may be done, but we aren’t. Mr. Holman told us that later this school year, we’ll have a few activities that involve the ice. Some that he stated include ice sculpting for art classes and using it to demonstrate phase change. The activity that Acadia is most excited about, however, is our celebration where we’ll make ice cream and use the ice we harvested to keep it cool. These activities will be a fun way to remember everything we learned and experienced. (Lucas Giles, grade 7)

This ice harvest was something special, and we’re lucky to have had the chance to do it. We learned so much about Maine’s history, the environment, and how to work together as a team. It’s something none of us will ever forget! (Lucas Giles, grade 7)

Maine Celebrates Career and Technical Education Month in February

(Pictured: Students and instructors from the Outdoor Skills and Leadership program at Region 9 School of Applied Technology in Mexico, Maine.)

Over the last six years, Career and Technical Education (CTE) enrollment in Maine has increased by more than 20%. Currently, there are more than 10,500 enrollments in Maine CTE programs – the highest number to date. Maine’s CTE schools provide students with access to more than 90 unique programs that prepare them for a variety of post-secondary pathways.

Career and Technical Education has become a sought-after education pathway for Maine students. Maine’s CTE programs provide students with learning opportunities that set them up for post-secondary success. Students often graduate with licensure, real-world experience, college credits, and workforce connections.

On February 5 and 12, the Maine Department of Education (DOE) hosted students, instructors, and CTE administrators from about two dozen CTE schools across Maine in the Hall of Flags at the Maine State House. These events offered a chance for CTE schools to set up displays and showcase their programs and student success.

February 5 event:

During the February 12 celebration, Curt Ring, the CTE director at Northern Penobscot Technical Center Region III in Lincoln, spoke to the audience about the success of the school’s welding program. Last year, the school graduated 25 students, 15 of whom went straight to work and had a combined salary of more than $1 million.

Other speakers that day included Lewiston Regional Technical Center (LRTC) student Leah Walton and Region 9 School of Applied Technology student Gage Lee.

A SkillsUSA State Officer, Walton shared how her CTE journey took her out of her comfort zone, encouraging her to try new things and to work through hard things, finding strength through solid teamwork. Walton is a senior in LRTC’s cosmetology program and plans to pursue the pre-law and legal studies program at Husson University next year.

Meanwhile, further west in Mexico, Maine, Lee attends the Outdoor Skills and Leadership program at Region 9. He shared how much he is learning in his program at Region 9, and how important conservation has become to him. His journey has given him the tools to not only share Maine’s natural beauty with others but also to help them be stewards of the environment.

February 12 event:

Lee’s instructor, Jeffrey Rainey, runs the Outdoor Skills and Leadership program at Region 9. Enthusiastic students from this program accompanied Rainey and shared some of the things they like best about the program, which include having class outdoors and going fishing. Rainey shared that while students are having fun along the way, the two-year program also prepares them for Maine’s guide license exam, which is one of the most rigorous guide license exams in the nation.

These two Hall of Flags events drew in representatives from almost all of Maine’s 27 CTE schools as well as Maine FFA, DECA, SkillsUSA, Bridge Academy, and MACTE. Maine DOE staff, legislators, partners, and supporters from across the state attended to celebrate the continued expansion of CTE in Maine. During the February 5 event, Governor Janet Mills stopped by to welcome everyone to the Hall of Flags and make her rounds to hear from CTE students directly.

All of Maine’s secondary students can access one of Maine’s 27 CTE schools. Maine CTE programs prepare students to be ready for career and post-secondary opportunities by delivering expert instruction in national industry-related standards and technical skills; providing an opportunity for student academic success through multiple pathways; partnering with area employers and local industry to ensure that students are ready and prepared to meet the needs of the workforce; introducing and reinforcing general employability skills that are common to all work environments; coordinating with postsecondary partners to facilitate a seamless transition into continued learning opportunities; and providing middle school students with the resources and education to explore their career pathway choices.

One Week Remaining to Participate in Read to ME Challenge and Enter Author Drawing

There is one week left of the Maine Department of Education’s (DOE) 10th annual Read to ME Challenge! Since 2015, this month-long public awareness campaign has supported children’s literacy growth by encouraging adults to read to and/or with children during the month of February. Participants are encouraged to capture a 15-minute session with a photo or video, posted to social media to encourage others to take part.

As a reminder, this year, the Maine DOE is offering an exciting incentive to celebrate a decade of Read to ME Challenge success. Participating schools and organizations may choose to fill out this form for a chance to be entered into a random drawing at the end of the Challenge, which concludes after Read Across America Day (recognized this year on March 3). About a dozen winners will be selected from this drawing for a visit from a Maine author before the end of the school year in June!

Please visit the Maine DOE website to learn more about the Read to ME Challenge. If you are submitting to win an author visit, you must complete your entry by Friday, March 7, 2025.

To share your photos/videos on social media, please use #ReadtoME or #ReadaloudME, or tag @MaineDepartmentofEducation1! on Facebook and @mainedepted on Instagram. You may also contact Maine DOE Communications Outreach Manager Rachel Paling at Rachel.Paling@maine.gov with photos/videos.

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

Meet Lyseth Elementary Environmental Literacy Teacher and School Garden Coordinator Leigh Quigley

Throughout the years, Portland Public Schools (PPS) has implemented an Outdoor and Experiential Learning program in all of its 10 elementary schools. Over time, this program has evolved from focusing solely on school gardens, to including the habitat of the living schoolyard, to now, incorporating a deeper, systematic implementation of Environmental Literacy that aligns with students’ learning standards and grade-level curriculum.

Now, a few of the PPS elementary schools have an Environmental Literacy Teacher, whose role is unique to itself and the school where the teacher is based. At Lyseth Elementary School, the Environmental Literacy Teacher and School Garden Coordinator is Leigh Quigley, a passionate gardener who brings much personal experience and excitement to her role. She assists with the school garden program, established with support from parent volunteers and the local non-profit Cultivating Community, which helped to build and implement an elementary garden curriculum.

“My role as Environmental Literacy Teacher/School Garden Coordinator is to help teachers build capacity toward integrating the natural world into PPS Wabanaki and Life Science units, as well as other areas of the curriculum in which it benefits students to incorporate the schoolyard into their studies,” Quigley explained.

To do so, Quigley incorporates environmental and science education, socio- and eco-justice, Indigenous knowledge, biodiversity, natural resources, climate change, sustainability, and more into all that she does with students.

Additionally, the collaborative teaching model of the Outdoor and Experiential Learning program offers embedded professional development designed to uplift and support classroom teachers as they work to provide equitable access to the natural world for all children through the PPS curriculum. The Environmental Literacy Teachers also help to run year-round Wabanaki fieldwork for k-5 students.

“I directly teach specific Science and Wabanaki units/lessons,” Quigley said. “I also support teachers with their English Language Literacy curriculum by creating avenues for students to bridge the topics they are learning about in class through added exposure to the topics (or related topics) via an environmental/ecological/scientific/Indigenous lens.”

This fall, Quigley held a schoolwide garden celebration with students, teachers, families, and community members. Students harvested fall produce from the garden, planted overwintering crops like garlic, weeded and redesigned outdoor learning spaces, and helped tuck the garden in for the winter.

Leigh brings a lot of love to her work and encourages students to grow and cultivate a lasting relationship with nature.

“In this role, I have the utmost pleasure of seeing struggling students take on leadership roles and experience success in activities and tasks that are completely new to them,” Quigley said. “It is extremely gratifying. The real reason behind my position is fostering academic, social, and emotional growth and success in students, while helping them build a (hopefully) positive, lifelong relationship with the natural world.” This experience-based, hands-on learning approach helps students to build relationships, reciprocity, respect, and responsibility for the Earth’s ecosystem and for each other. It also offers a level playing field that welcomes and supports every student, no matter their background, experience, or abilities.

Some of Quigley’s favorite student reactions thus far include:

“Look at this! This is OUR garden.” (This comment came after a weeks-long student clean-up project in the fall.)
“I love Tuesdays. That’s when I have Garden class.”
“Do we get to go outside today?!”
“Did we really harvest over 100 lbs. of carrots?!”
“Working in the garden makes me feel good.”
“Do we have to go back inside already?” (This comment came after a 45-minute class outdoors.)
“Look what I found!” (Quigley mentioned that this is a common remark among students when they find things like worms, roly-polys, grubs, millipedes, animal tracks in the snow, and animal nests.)

Part B of Celebrating Rural Maine Project to Focus on Wabanaki Perspectives

The Maine Department of Education (DOE) Interdisciplinary Instruction Team is pleased to announce the distinguished speakers for Part B of the Celebrating Rural Maine project! This three-part professional learning series engages rural educators in a deep exploration of Maine’s history. All teachers are welcome to participate in Part B, regardless of prior participation in other sessions.

Event Details

The series consists of three Saturday colloquiums on March 8, April 12, and May 17, each scheduled from 9 a.m. to 2:30 p.m. and centered on this year’s theme: “Geography of the Place We Now Call Maine”. These sessions provide a unique opportunity to engage with content experts, master teachers, and colleagues in discussions about Wabanaki studies, outdoor learning, innovative teaching models, and climate education.

Ongoing Engagement with Educational Strategies

Throughout the series, Dr. Mark Hofer (College of William & Mary) and Jessica Fries-Gaither (Albert Einstein Distinguished Fellow, Library of Congress) will demonstrate strategies for integrating primary sources to deepen connections with content.

Why Participate?

These colloquiums offer an engaging, interdisciplinary approach to understanding Maine’s history through geographical, cultural, and historical lenses. Educators will receive five contact hours per session.

Click here to learn more and register.

For more information, please contact Regina Holland, National Council for History Education Program Manager, at regina@ncheteach.org.

The Interdisciplinary Instruction Team is a part of the Maine DOE’s Office of Teaching and Learning.

This opportunity is funded through the Library of Congress’ Teaching with Primary Sources program and presented in partnership with the National Council for History Education.

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