Free Emergent Literacy Facilitator Training for Early Childhood Educators – Application Deadline Extended

The Maine Department of Education (DOE) is offering a free professional learning opportunity for educators interested in becoming trained facilitators of professional learning communities (PLC), focused on emergent literacy for children ages 3-6.

The Professional Learning Community (PLC): Emergent Literacy modules support preschool and kindergarten teachers in implementing evidence-based language and literacy strategies. Designed to foster collaboration, these modules guide early childhood educators through discussion, hands-on activities, and reflective practice with peer and facilitator support.

The PLC includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module consists of three sessions (12 total sessions), with flexible scheduling options. Facilitators will receive comprehensive materials, including a participant guide, a facilitator guide, a PowerPoint presentation, and videos. While groups of six to 12 teachers are recommended, larger groups may be accommodated, if engagement is maintained.

The ideal facilitator will be an educator with a strong understanding of emergent literacy, effective communication skills, and the ability to relate well to adult learners. Experience with group facilitation will be useful for the success of the facilitator.

Facilitators will participate in a day-long training session on May 14 in Augusta (travel costs covered) and a virtual training in early June. Between May and November of 2025, they will be expected to facilitate at least two PLC modules with at least six Maine educators in their regional area. They will be compensated $500 for each module that they facilitate between May and November of 2025. If facilitators want to seek compensation for facilitating more than two modules, they will need to seek prior approval.

This professional learning opportunity is sponsored by Maine’s Preschool Development Grant (PDG), B-5, a collaboration between the Maine Departments of Education and Health and Human Services.

To apply, please complete this application. The deadline to apply has been extended to April 7, 2025.

For additional information, please contact Renee Reilly, Maine DOE PDG Manager, at Renee.A.Reilly@maine.gov.

The Success of Together for ME at the Brunswick School Department

In the fall of 2019, the Brunswick School Department enthusiastically launched its initial public pre-K classroom. The first matter of business after hiring an amazing early intervention teacher was the decision about curriculum. Founding pre-K teacher Brigitta Valente recalled, “We feel strongly about how play offers authentic opportunities for learning for all children but especially young children. There are so many layers to the skills that are developed in play. From curiosity to social and emotional development, problem-solving to critical thinking, play builds and extends countless foundational aspects of learning. This is why pre-K for ME appealed to us so much. Play is central and prioritized.”

That first year of pre-K for ME set the stage in Brunswick for years to come. As the pre-K program expanded from that one classroom, tucked into a cute mobile unit in the school’s front yard, to four pre-K classrooms and then two more community partner classrooms, the school department continued to use the pre-K for ME program. Community partners Family Focus and Midcoast Maine Community Action Head Start were already using pre-K for ME at their agencies, so it was a smooth transition for Brunswick to do so. Soon, the success of Brunswick’s pre-K program started getting the attention of other staff in the school.

Kindergarten teacher Erin Lemont shared, “We quickly learned that K for ME is designed to offer young learners a flexible, interactive, and engaging way to explore foundational concepts. K for ME allows children to experience learning through exploration, hands-on activities, and social interaction, which helps them make deeper connections to what they’re discovering.”

Another Kindergarten teacher Charity Kaiser explained, “When I heard about K for ME, it was the first program I had encountered that truly embraced the importance of play, student choice, and the development of interpersonal skills. Having a comprehensive academic curriculum built around these foundational elements aligned perfectly with what I had come to value as essential for meaningful learning.”

So began the growth of K for ME in at the Brunswick School Department.

The first year of the pandemic was especially strange for Brunswick. Amidst social distancing and contact tracing, staff and students moved into the brand-new Kate Furbish Elementary School building, absorbed an additional grade level, and grew student population by more than 200. Principal Annie Young said she and her staff quickly realized that they needed a new approach with a school of more than 600 four- to eight-year-olds – especially after so many disruptions to students’ early years because of Covid-19.

“We noticed so many changes in our students as they came to our school – their deficits in social, emotional, communication, fine, and gross motor skills were drastic,” Young explained.

Fortunately, there were a number of highly-qualified early childhood educators working at the large pre-K through grade 2 school.

“Our staff is well-experienced in the pedagogy of working with young students. Not only are they highly-skilled; they are also passionate about the diverse needs of this age group,” Young shared.

Together, the staff of Kate Furbish began to build a “portrait of a graduate.” Qualities like intentional social-skill instruction and practice, emotional regulation work, play-based instruction, and communication rose to the top of their priority list. Finding a way to embed this work into the daily life of the school was already happening in their pre-K and K for ME classrooms. This thriving success inspired Principal Young to make the big leap of adopting both 1st and 2nd for ME programs. Coining it “Together for ME” this school year, Kate Furbish became the first school in the state to adopt pre-K, K, 1st, and 2nd for ME across the entire school – all 34 general education and six special education classrooms.

“I felt confident about this bold move,” Young said. “Our pre-K and kindergarten classrooms and staff were already seeing the positive impact of this program, so it was a clear path to adopt it school-wide.”

Besides being student-centered, this program is engaging and includes lots of intentional play and social-emotional skill building. Through Together for ME, staff and students see the powerful connections between classrooms, across grade levels, and throughout the school. There’s increased accessibility and reinforcement of Brunswick’s focus on belonging in this school-wide program. Students, including those in special education and English Speakers of Other Languages (ESOL) programs, are finding more ways to access their general education settings than before. Together, Kate Furbish staff members are committed to continuing to grow in their understanding and use of this work.

The Brunswick School Department provided this article. To submit good news to the Maine DOE, fill out the Good News Submission form.

Please visit the Maine DOE website to learn more about the state’s instructional programs, such as pre-K for ME, K for ME, 1st for ME, and 2nd for ME.

Registration Open for 2025 Maine Council for English Language Arts Conference

The Maine Council for English Language Arts (MCELA) is hosting its annual MCELA Conference on Friday, March 21, 2025, at the Holiday Inn by the Bay in Portland from 8 a.m. to 4 pm. Registration is open now, and spots are filling fast!

This year’s conference, themed Cultivating Possibilities in Ecosystems of Learning, features an inspiring keynote by Kate Roberts, more than 40 engaging workshop sessions, and a vibrant exhibit hall with 15 vendors offering valuable resources for educators.

Connect with fellow teachers, gain fresh ideas, and leave energized with new strategies to bring back to your students! Find more information and registration here.

If you have questions, please contact MCELA at information@mainecla.org.

FedPoint Accepting Applications from High School Seniors for Nursing Scholarships

FedPoint, a federal benefits administrator and marketplace operator, is accepting applications for its annual nursing scholarships program. Four $5,000 scholarships will be announced in May during National Nurses Week, which occurs from May 6-12. Applications must be submitted by Sunday, March 16, 2025.

To be eligible for the merit-based scholarships, candidates must be graduating high school seniors who reside in New Hampshire, Maine, or Massachusetts and who will be attending an accredited nursing program in the fall of 2025. Additional details about the scholarship, eligibility requirements, decision criteria, and important dates are available here.

FedPoint employs several dozen registered nurses who work with thousands of claimants insured through the Federal Long Term Care Insurance Program (FLTCIP) and their family members to provide care coordination and planning services. The company introduced the nursing scholarship in 2023 to promote nursing as a highly rewarding career and to help bolster the future nursing workforce in northern New England and beyond.

Again, the application submission deadline for the 2025 FedPoint Nursing Scholarship is Sunday, March 16, 2025. The scholarship review panel will include members of FedPoint’s care coordination team and nurses from the Cornerstone Visiting Nurse Association.

Maine Department of Education Expands Kindergarten Entry Inventory Project

During the 2024-2025 school year, more than 30 Maine kindergarten teachers participated in the first phase of the Kindergarten Entry Inventory (KEI) project, funded through Maine’s Preschool Development Grant and designed to help teachers gather valuable insights into children’s development across multiple domains. Since then, these teachers have tested various KEI instruments in their classrooms, using information collected to better support individual learning needs.

Now, the Maine Department of Education (DOE) is preparing for the launch of the next phase of KEI during the 2025-2026 school year. The expansion of this project will pilot KEI instruments in approximately 100 kindergarten classrooms throughout the state. Ultimately, aggregated KEI data will help to strengthen Maine’s early care and education system by identifying trends in growth and areas of continuous improvement.

The Maine DOE is inviting kindergarten teachers to participate in this exciting initiative by applying for a Kindergarten Entry Implementation Specialist position! Kindergarten Entry Implementation Specialists will pilot a KEI tool in their kindergarten classroom during the fall of 2025. Selected participants will receive a stipend for their work. Responsibilities include, but are not limited to, participating in training in the KEI tool administration protocol, piloting KEI with students, offering timely feedback, and attending periodic in-person and virtual meetings.

Your expertise and perspective are needed. All interested kindergarten teachers are welcome to complete this application. Applications are being accepted through May 9.

An informational meeting will be held on Tuesday, April 1, from 3:45-4:45 p.m. Please use this link to join.

If you have questions or need additional information about the KEI project, please contact Karen Mathieu, Maine DOE Kindergarten Entry Inventory Specialist, at karen.mathieu@maine.gov.

Making Math Meaningful for All: Applications Open for Math4ME Project

Math4ME is a free, three-year, whole-school project, designed to support all educators (i.e., classroom teachers, special educators, ed techs, and interventionists) to strengthen math proficiency for all learners with a specific focus on increased math proficiency for students with math individualized education plan (IEP) goals.

Administered by the Maine Department of Education (DOE), this project focuses on building positive math school communities and classrooms, mathematical content, and pedagogical skills; and supporting inclusionary practices, increased family engagement, and formative assessment, including the Early Mathematics Diagnostic Interview (EMDI).

For more details about the Math4ME project, check out this informational video.

Applications for the 2025-2026 cohort will be open until April 4, 2025. Please use this link to apply.

A virtual informational meeting will be held on Monday, March 24, 2025, at 4 p.m. Please register here in advance.

For questions or more information, please contact Maine DOE Math4ME Distinguished Educator Susan Hogan at susan.hogan@maine.gov or Maine DOE Interdisciplinary Instruction Specialist Jen Robitaille at jennifer.r.robitaille@maine.gov.

Nominations Open for the 2025 Governor’s Awards for Service and Volunteerism

Nominations are open for the 2025 Governor’s Awards for Service and Volunteerism. Maine’s schools, volunteer leaders, nonprofit organizations, and service programs are invited to submit nominations by Monday, March 10, 2025.

The Governor’s Awards for Service and Volunteerism celebrate and recognize the role of citizen volunteers in the success and vitality of Maine communities. There are a variety of categories for recognition, including Youth Maine Volunteer of the Year and Youth Roll of Honor. The category of Young Maine Volunteer Roll of Honor is non-competitive, meaning that all submissions will be recognized. Nominees must be 18 years of age or younger and have volunteered at least 50 hours in the prior year.

Nominations can be made by visiting Volunteer Maine’s webpage for the Governor’s Awards for Service and Volunteerism.

Volunteer Maine, the Maine Commission for Community Service, manages this program on behalf of the Office of the Governor. For further information and questions, please reach out to Volunteer Maine at service.commission@maine.gov.

Community-Driven Consolidated Elementary School Project Underway in MSAD 54

MSAD 54, which serves the communities of Canaan, Cornville, Mercer, Norridgewock, Skowhegan, and Smithfield, is celebrating the construction of a new $75 million birth through grade 5 consolidated elementary school. The Margaret Chase Smith Community School, located at 40 Helselton Street in Skowhegan, is slated to open in the fall of 2025 as the first school of its kind in Maine, representing meaningful, positive change for the approximately 800 local students it will serve and their families.

Just before the 2024-2025 school year began, MSAD 54 held its groundbreaking event, bringing together a couple hundred staff members and people from the community to celebrate the momentous occasion. Those who attended remarked how unique this school construction build is compared to other schools across the state and the country.

“The building of the Margaret Chase Smith Community School represents a once-in-a-generation project that started as a dream and a vision of our educators and community members,” MSAD 54 Superintendent Jon Moody said. “It is becoming a reality because of the tremendous support of the state and our community partners.”

The Margaret Chase Smith Community School goes beyond the traditional brick-and-mortar elementary school. It will include an early childhood center, serving children from six weeks to three years old. It also will offer comprehensive pre-K services to support young children—and to provide students in the Early Childhood Education Program at the Somerset Career and Technical Center with hands-on experience. In addition to updated features that meet the needs of a 21st-century learning space (e.g., improved internet, handicapped accessibility, etc.), the school will have a food pantry, clothes closet, outdoor learning spaces, after-school programming, areas for professional development and coaching, social work support, and ample space to support student needs across the educational spectrum.

The community aspect of this project has been apparent from the start, with MSAD 54 providing roughly 6% of the project cost locally. By the end of 2024, a locally-driven fundraising campaign had exceeded its $3 million dollar goal, minimizing the impact to local property taxpayers. With tremendous support from Maine’s Federal delegation, MSAD 54 was awarded a Congressionally Directed Spending grant. The stewardship of Senator Susan Collins, with support from Senator Angus King and Representative Jared Golden, helped the district to secure the remaining local-only portion of the project.

“The success of any community is built on the success of its children and families,” said Sam Hight, a local resident, business leader, and the Committee Chair of the Building Better Beginnings campaign, which helped with fundraising efforts. “This is an important project for our community, and I am tremendously proud of the donors and private-public partnerships that have made it possible.”

Community partners, like the Kennebec Valley Community Action Program (KVACP), which has worked in partnership with MSAD 54 and the Skowhegan area for more than 50 years, were integral in developing the vision for this new school, even before MSAD 54 was placed on the 2017-2018 school construction rating cycle. Those involved with this project approached it by focusing on coordinated efforts to combat challenges they saw stemming from high poverty, high need, and low educational aspirations for students. Through their work, they identified a coordinated pre-K through grade 12 mission, including a focus on early childhood interventions and expanded pre-K offerings as central to improving outcomes for students.

“A child’s learning continuum begins at birth, with parents remaining the primary educators of their children. Quality early childhood includes partnering with parents, with community resources, and with public schools—which not only bolsters children’s school readiness; it offers a myriad of supports to strengthen families, promote lifelong learning, and build thriving community for years to come,” Tracye Fortin, Chief Operating Officer of KVCAP’s Child and Family Services, said.

Moody said that the project is on pace for substantial completion in June of 2025, with an expected opening for staff and students in August. As of early February, Landry-French, the construction company that the district has partnered with to complete this project, had facilitated tours for staff members who worked in the four buildings that will be consolidating into the new school.

“This school is going to be a game-changer for our students and communities, but as we know, it’s the staff that makes a school; we couldn’t be happier with the administrators and amazing staff that will be coming together to work with our kids in this beautiful new space,” Moody said.

The Margaret Chase Smith Community School is the culmination of this vision and collaborative hard work, reflecting a strong partnership between MSAD 54 and its community that may serve as a model for other SAUs in years to come.

Nominations Open for Outstanding Early Childhood Professional Spotlight

Do you know an outstanding early childhood professional who works with children from birth to age 8 in a childcare program, public school, private school, or home-visiting setting? If so, consider nominating them for the 2025 Week of the Young Child (WOYC) Outstanding Early Childhood Professional Spotlight! The deadline to nominate is March 21, 2025.

This annual recognition program, presented in collaboration with the Maine Department of Education’s (DOE) Early Learning Team and the Maine Department of Health and Human Services’ Office of Child and Family Services Early Care and Education Division, honors dedicated professionals who make a meaningful impact on young children and families.

Established in 1971 by the National Association for the Education of Young Children (NAEYC), the Week of the Young Child® highlights the importance of early childhood education and the foundational role it plays in a child’s success. This week also serves as an opportunity to celebrate the early care and education professionals who nurture and support children and families during this critical stage of growth and development.

Recognize an outstanding early childhood professional by submitting a nomination through the 2025 WOYC Spotlight nomination form. The submission deadline is Friday, March 21, at 11:59 p.m.

Nominees will be contacted prior to the Week of the Young Child, which takes place April 5-11, 2025. All nominees will receive a certificate of recognition and will be featured on the Maine DOE Newsroom and social media platforms. They will also be entered into a raffle for a gift basket.

For more information, please contact Michelle Belanger, Maine DOE Pre-K Partnership Specialist, at michelle.belanger@maine.gov or Meg Swanson, Community and Partnership Manager, at megan.swanson@maine.gov.

Therapy Bunny Sparks Academic and Social Engagement Among Students at Raymond Elementary School

A fluffy new classmate is hopping into the hearts and minds of Susan Brackett’s fourth-grade class at Raymond Elementary School (RES). Since October, Peaches, a 15-month-old red Flemish Giant rabbit, eagerly greets Brackett’s students each morning, spending time with them during quiet classroom moments and at the end of each day. The students, in turn, welcome the bunny with even greater enthusiasm.

“I noticed that children these days face many stressors that they have not had to worry about in the past,” Brackett said. “As a result, students are dealing with more stress, anxiety, and depression than ever before, and attendance rates are dropping. These are some of the reasons why teachers are seeing a lot more disruptive behaviors in the classroom.”

Brackett felt more needed to be done to engage the students who were struggling the most, so she started researching alternative ways to support kids. She discovered that engaging with therapy animals help to enhance social skills and alleviate stress and anxiety.

“Their presence also helps children feel more focused and confident during learning activities,” Brackett said of therapy animals. “For children developing their reading skills, therapy animals can ease shyness and build self-assurance.”

Students in Brackett’s class have experienced these benefits firsthand.

“When I’m sad or don’t want to be at school, Peaches makes me feel better,” student Sebastian Shamaoun said.

Another student, Ella Moreau, said she has to get up extra early in the morning because her mother is a teacher.

“When I feel tired and don’t want to go to school so early, I think of Peaches, and then I get a boost of energy,” Moreau said.

For another student, Peaches provides her with even more than an energy boost.

“Peaches is a great addition to our class. I’ll be super honest: I forget everything, and I hate it. I feel super stressed, and I cry and become a mess. Then, I look at Peaches, and I forget everything [that upsets me] and get calm and get back to my work,” this student said.

Beyond emotional support, Peaches motivates academic engagement, too.

“I noticed that kids who sometimes might be upset or angry – it will typically ruin their whole day,” Brackett said. “When they sit with Peaches, it turns the day around. I’ve seen a huge benefit in that way. When kids are doing work around the edge of the pen, they are less distracted and can complete their assignments. It gives them an incentive and something to look forward to.”

Shamaoun admitted that Peaches helps him to focus.

“It makes working on homework fun,” Shamaoun said. “It’s a privilege to get to sit with the rabbit while we work, and if we don’t work, we have to go back to our desk.”

There are also other ways that Peaches positively impacts the students and the classroom environment. For example, Peaches is incorporated into weekly activities such as “Wednesdays Lunch in the Classroom.” During this activity, the students can share small parcels of food with the bunny.

“We discovered that fruits and vegetables are her favorite snacks,” student Malia Borrayo said. “We hide little bits of food under little cups, and she sniffs to find out if there is food under there, and if she likes it, she flips the cup over and eats it.”

Peaches also provides an opportunity for good humor and levity.

“We have a lot of favorite moments when Peaches makes us laugh,” Borrayo said. “One day, she grabbed her blanket with her mouth and pulled it into her cage. That made us laugh, but she was telling us that she needed some alone time.”

The rabbit has become such an integral part of the classroom that her absence leaves a noticeable void.

“When she stayed home sick the other day, the classroom felt empty,” student Willow Bolstridge said. “It was lonely without her.”

Loved by students and parents and approved by the school board, Peaches isn’t going anywhere for now.

“As long as there are no bunny allergies, Peaches will always be my co-teacher and my students’ furry friend who sparks the love of learning,” Brackett said.

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