Maine DOE Celebrates Successful First Annual Green Schools Symposium

On Friday, November 7, 2025, hundreds of Mainers representing schools, nonprofit organizations, and local businesses attended the first annual Green Schools Symposium, held at Thomas College in Waterville. This event, designed to celebrate environmental education and climate action in Maine schools, is part of the Maine Green Schools Program—a partnership between the Maine Department of Education (DOE) and Governor’s Office of Policy Innovation and the Future (GOPIF) that supports schools across the state in advancing sustainability in four key areas: leadership, facilities, curriculum, and career pathways.

Students representing regions from coastal to western Maine attended Friday’s Symposium. Attendees heard opening remarks from speakers including Glenn Cummings, Maine DOE Director of Green Schools, and Maulian Bryant, Executive Director of the Wabanaki Alliance. They also listened to a “My Why” Panel, as speakers including former Director of GOPIF Hannah Pingree, Bryant and her daughter, and 2025 Milken Educator Award recipient Micah Depper shared details about their efforts to “green” schools.

Throughout the day, attendees engaged in interactive workshops and attended sessions ranging from interdisciplinary approaches to climate education, to efforts to increase local foods in school meals and reduce food waste, to the exponential growth of green careers in Maine.

“This event represents what the future of Maine looks like, as we work together to ensure that our schools are healthy, cost-efficient, and teaching our next generations how to protect our outdoors,” said Glenn Cummings, Maine DOE Director of Green Schools. “Reducing pollution in our schools is not a niche extra; it is an essential step in school improvement. It improves health. It improves outcomes. It improves cost efficiency. And, most importantly, it improves hope.”

*Glenn Cummings, Maine DOE Director of Green Schools*

In a letter addressing Symposium attendees, Governor Janet Mills wrote, in part: “I am proud that Maine leads the nation in developing practical, community-based climate solutions that are built by Maine people, for Maine people. Our schools are one of the most important places in which this work can happen. When we improve our school buildings, our curriculum, and the pathways available to young people, we strengthen the foundation of our economy and our future.”

The Symposium marked a launching point for three primary initiatives of the Maine Green Schools Program, including: building environmental literacy and climate-ready learning in pre-K through higher education; cutting carbon and other school pollutants, while cutting waste and cost in school facilities; and creating pathways to real, Maine-based, well-paying clean energy careers. The Maine Green Schools Program has been steadily gaining momentum; earlier this year, the Maine DOE and GOPIF received the 2025 Difference Makers Award from Project Green Schools for their work in designing one of the first statewide climate-ready education systems in the nation.

One student in attendance at the Symposium, Cedar Worster, a senior at Oxford Hills Comprehensive High School and co-chair of the Maine DOE Student Cabinet, said she often hears from her peers that they are passionate about climate justice.

“They care because they’re concerned about where our future is headed, and they want to make it the best possible future that we can,” Worster said. “We’re going to be the ones making all of the decisions and doing the work impacting our climate and our environment. I think students just want to be informed and knowledgeable about the decisions they make and how those will impact our environment.”

Worster said part of what she enjoyed about the Symposium was the opportunity to connect with fellow students from different parts of the state.

“It has definitely been eye-opening to talk to students from different areas just because it’s so different from where I am from,” Worster said. “Just seeing their perspective on things and how different things impact them differently than they would impact me based on their environment is really cool to see.”

To end the Symposium, attendees engaged in a discussion about the vision of a Green Schools Network, a concept recently established through state legislation to support environmental education and initiatives within public schools and school administrative units. Youth in attendance at the Symposium organized and ran a “Vision Lab” to brainstorm a wide range of concepts for the Green Schools Network, which will be designed using the input received. In 2026, the Green Schools Network will issue a report to the Maine Legislature, including any recommendations for new legislation to help support the goals of the network.

Maine DOE Continues to Expand Access to High-Quality Literacy Professional Development

As part of the Maine State Literacy Action Plan, the Maine Department of Education (DOE) is excited to announce another opportunity for Maine educators to access evidence-based literacy professional learning modules at a reduced cost. This comes in addition to a similar previous announcement in October of 2025.

In the summer of 2024, the Maine DOE provided free access to AIM Institute for Learning and Research’s Steps to Literacy modules. Nearly 650 educators completed more than 20,000 hours of professional learning grounded in the science of reading, including phonological awareness, phonics, decoding, spelling, language expression, writing, emerging literacy, vocabulary, dyslexia, and supports for multilingual learners.

Building on that success, in 2025, to sustain momentum, the Maine DOE has expanded access to AIM modules and launched Communities of Practice (COP) for school teams. These COPs are designed to deepen professional knowledge and build school-level capacity to implement high quality, evidence-based literacy instruction.

Recognizing that access to affordable and user-friendly professional learning is critical, the Maine DOE invited professional learning providers offering asynchronous modules that met established criteria to extend reduced-rate access to Maine educators. The Maine DOE has established master agreements with two providers, enabling school administrative units (SAUs) to purchase high-quality, evidence-based literacy modules at a discounted cost. Details are available here: Maine Department of Education | Literacy Learning Modules.

Reimbursement Opportunity

Between October 1, 2025, and September 30, 2026, the Maine DOE will, as funds allow, reimburse SAUs for the cost of successfully completed modules. Modules must be selected from the approved vendors listed below. SAUs are responsible for the upfront costs. After an educator employed by the SAU successfully completes a module, the SAU mayseek reimbursement by submitting invoices to the Maine DOE. Invoices must be on SAU letterhead and include proof of successful completion for each module, as well as the names of and grade levels taught by the educators who completed the modules. All invoices and documentation should be directed to Maine DOE Preschool Development Grant Manager Renee Reilly at Renee.A.Reilly@maine.gov.

Who pays up front: SAUs purchase modules directly from one of the approved vendors listed below.
Reimbursement window: This will continue until funding is exhausted or through September 30, 2026—whichever comes first.
What to submit: Please submit invoices on SAU letterhead with proof of successful completion for each module and the names of the educators and the grade level(s) taught by the educators. Grade level information is needed to determine the funding source for reimbursement.
Where to send: Please email invoices and documentation to Renee Reilly, Maine DOE Preschool Development Grant Manager, at renee.a.reilly@maine.gov.

Professional Learning Module Options

AIM Pathways™ is an interactive digital training platform that delivers evidence-based content in the science of reading. Each Steps to Literacy module follows a “learn, practice, apply” cycle and includes teaching techniques, demonstration videos, and printable resources to help educators integrate new strategies into classroom practice. Learn more about accessing AIM Pathways modules here.

Keys to Literacy offers a comprehensive, research-backed approach to sustainable literacy improvement. Its courses integrate evidence-based instruction with systems, structures, and leadership practices that support equitable and effective learning environments. All modules are designed for asynchronous, on-demand access, allowing educators to engage in professional learning on their own schedules. Learn more about accessing Keys to Literacy modules here.

Through these master agreements, the Maine DOE is ensuring that Maine educators have affordable opportunities to deepen their expertise and strengthen literacy instruction for all students.

For questions about module content, please contact Dee Saucier, Maine DOE Inclusive Education Literacy Specialist and Dyslexia Coordinator, at danielle.m.saucier@maine.gov. For inquiries about reimbursement, please contact Renee Reilly at renee.a.reilly@maine.gov.

New Evaluation Tool Available to Support Professional Growth of School Nurses

School nursing is a complex and evolving specialty that plays a vital role in student health and academic success. To support the professional growth and evaluation of school nurses, the Maine Department of Education (DOE) has developed a resource that school administrators may find helpful as a complement to local performance and development processes.

The Maine School Nurse Evaluation Tool: School Nurse Competencies and Evaluation is now available as an optional guide for school administrators, school nurse supervisors, and school nurses to use in part or in full. In addition to its use as a comprehensive evaluation tool designed for school nurses, this instrument may also be utilized to guide goal setting by focusing on school nursing standards or objectives. It is aligned with the National Association of School Nurses’ (NASN) School Nursing Practice Framework™ and adapted from the Tennessee Department of Education’s School Nurse Competencies & Evaluation guide.

As outlined on the Maine DOE Educator Performance & Development webpage, a comprehensive approach for performance and development is essential to ensuring that Maine schools have quality teachers and leaders, including school nurses. The implementation of Performance Evaluation and Professional Growth (PEPG) systems places a premium on developing viable processes that identify, maximize, support, and maintain excellence among teachers and principals. This can and should extend to all other support staff, too. By utilizing tools such as this, school nurses can be evaluated on their professional nursing practice based on established national standards.

Further information about school health services and school nursing practice—including many resources—is available on the Maine DOE website. With questions, please contact Emily Poland, Maine DOE School Nurse Consultant, at emily.poland@maine.gov.

PBIS in Action: Students Take the Lead in Building Belonging at Sumner Memorial High School

Sumner Memorial High School in Sullivan is undergoing a cultural transformation, thanks to the implementation of Positive Behavioral Interventions and Supports (PBIS), a training and coaching framework that has not only improved behavior but also fostered deeper connections between students and staff. By integrating PBIS into everyday school life, the school has strengthened its sense of community and pride, and students are leading the way.

At Sumner, PBIS became the foundation for rebuilding school culture following the disruptions of the COVID-19 pandemic and a period of significant staff turnover. Rather than roll out a top-down initiative, Sumner made PBIS personal by putting students in the driver’s seat.

That student-driven spirit gave rise to the “GO BLUE” initiative—a movement that defines and celebrates the school’s core values. The acronym “BLUE”—Be Safe, Lead, Unite, Excel—was developed by students and staff and outlines key behavioral expectations, while promoting pride and belonging. It quickly evolved into a rallying point for both students and staff.

GO BLUE Fridays have become a favorite tradition at Sumner, as students wear school colors and participate in community-building activities. Each month, students also help organize and lead GO BLUE assemblies to recognize peers and staff who exemplify the school’s values. These celebrations have transformed the tone of daily life at Sumner, boosting morale and creating a stronger sense of community.

Teachers say that they have noticed this shift.

“The students have taken huge ownership in our school culture and the direction in which we are headed,” English teacher and PBIS team member Rachel Ptashinsky said. “In my 11 years of experience in education, this is by far the best school culture and morale I have ever felt.”

That ownership is evident in how students lift up one another and their teachers. During each GO BLUE assembly, students take the time to honor staff who have had a meaningful impact.

“The best part is giving students opportunities to celebrate the adults in our building. Watching them cheer for the adults they chose to recognize—and articulate why—is powerful. You can’t help but love the kids even more,” math teacher Marielle Edgecomb shared.

The recognition is deeply meaningful to students, too.

“It shows that you care about your school, and you want to try your best, excel, and be safe,” ninth-grade student Ava said. “I feel proud of winning. Now, I feel like I’m an even bigger part of the Sumner family community.”

“The GO BLUE assemblies definitely bring our school closer,” 10th-grade student Daniela added. “When students are involved, it gives us our own voice. It brings us together and makes us more comfortable with the school.”

Support has even extended beyond the school walls. Local businesses quickly stepped up to sponsor GO BLUE T-shirts. Every shirt was funded within 12 minutes of the request being shared. The school has also strengthened its outreach through newsletters and social media, helping families to stay connected to the growing culture of positivity.

The results speak for themselves. Data shows that student engagement at Sumner has increased, and staff morale has reached new heights.

“When I walk in, I can feel the shift,” RSU 24 Director of Curriculum Shelly Schildroth said. “The most important part of the work that the Sumner PBIS team has put into place is authentically incorporating student voices.”

With momentum on their side, the PBIS team plans to expand staff training, deepen family engagement, and ensure that all students—including new students—feel included from day one. Career education teacher and PBIS coach Whytne Crabtree encourages other high schools to take note: “Don’t write it off as something that only works for younger students,” Crabtree said of PBIS. “PBIS works in high school when it’s intentional, student-led, and part of the culture—not just a box to check.”

At Sumner, PBIS has become more than a strategy; it’s a movement powered by students, embraced by staff, and supported by the community. Together, they’re building a strong and lasting school culture.

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

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

Maine DOE Recognizes National School Psychology Week from November 3-7, 2025

The Maine Department of Education (DOE) is joining the Maine Association of School Psychologists (MASP) and schools across the nation in celebrating National School Psychology Week (NSPW), observed from November 3-7, 2025.

This year’s theme, “Finding Your Path,” highlights the vital role that school psychologists play in helping students, families, and educators to navigate pathways to learning, growth, and well-being. School psychologists use their expertise in consultation, collaboration, and evidence-based practices to empower others to find the routes that best fit their unique needs—and to share tools that help every student to thrive.

Across Maine, school psychologists support students’ academic achievement and mental and behavioral health through a wide range of services, including counseling, assessment, consultation, and intervention. Their work helps to ensure that every student can access the supports they need to reach their full potential.

Throughout the week, schools will participate in activities that highlight how school psychologists help students to thrive in school, at home, and in life. The Maine DOE and MASP encourage school communities to take this opportunity to recognize and thank school psychologists for their ongoing commitment to students’ success and well-being.

To learn more about the work of school psychologists and MASP, visit masponline.net.

Applications Open for Maine DOE 2025-2026 Student Cabinet

The Maine Department of Education (DOE) is now accepting applications for the 2025-2026 Maine DOE Student Cabinet, a group of students who collaborate with Maine DOE staff to provide input on educational opportunities and generate ideas. The deadline to apply is Thursday, November 20, 2025.

This is the sixth year that the Maine DOE has appointed students to a Student Cabinet, with the goal of integrating student voices into decision-making on education issues that impact their journey through Maine’s education system. In past years, students have helped to identify mental health needs at school, raised issues of racial equity and school safety, and brainstormed ways to individualize learning.

Students in grades 4-12 and the first year of college are eligible to apply for membership in the Student Cabinet. Selection aims to maximize student participation while ensuring equitable representation from across the state, county, community, and age groups. Interested past participants are encouraged to apply and will be considered for reappointment, subject to space availability.

The newly appointed Student Cabinet members will serve during the current school year, starting in December of 2025 and continuing through May of 2026. Members will be expected to prepare for and attend virtual meetings held on the second Wednesday of each month from 3:30 to 5 p.m. for the duration of their term of appointment. Meeting dates are as follows:

December 10, 2025
January 14, 2026
February 11, 2026
March 11, 2026
April 8, 2026
May 13, 2026

In these meetings, Student Cabinet members will be expected to listen to the presented topics and express their views and opinions openly, constructively, and respectfully, while working collaboratively with one another and Maine DOE staff.

Instructions for applying:
Students interested in serving on the Maine DOE Student Cabinet should submit their electronic applications here by November 20. The three main application questions are as follows:

Why would you like to be part of the Student Cabinet?
What do you hope to gain from your time on the Student Cabinet?
What do you hope to contribute during your time on the Student Cabinet?

For more information, please contact Rachel Paling, Maine DOE Communications and Outreach Manager, at rachel.paling@maine.gov.

Janneke Strickland of RSU 9 Named the 2025-2026 Maine School Nurse of the Year

The Maine Association of School Nurses (MASN) is proud to recognize Janneke Strickland of RSU 9’s Cascade Brook School as the 2025-2026 Maine School Nurse of the Year.

This annual award recognizes an outstanding Maine school nurse for their contributions to the school and community that they serve. This honor is awarded to an individual who demonstrates leadership in six areas of practice: care provision, program management, health education, professional development, community involvement, and research.

Janneke Strickland began her nursing career as a clinical nurse at Barbara Bush Children’s Hospital in Portland, where she provided direct, evidence-based patient care to pediatric patients ranging in age from newborn to 20 years old. She then transitioned to labor, postpartum, and delivery nursing at Redington-Fairview General Hospital in Skowhegan, where she provided nursing care and education to her patients, including one-to-one support for laboring mothers.

After 18 years of working in the hospital setting, Strickland made the transition to school nursing and joined the Mount Blue Regional School District (RSU 9). Since becoming a school nurse, she has made a remarkable impact on both her school and the wider district. Her colleagues describe her as “exemplifying the heart of school nursing in every aspect of her work,” and as someone whose “outstanding work ethic is evident in her consistent willingness to go above and beyond in her role.”

As a result of her strong clinical skills and leadership, Strickland became District Nurse Coordinator just two years after joining RSU 9. In this role, she oversees health services across seven schools, supporting more than 2,000 students and mentoring a team of school nurses. Her superintendent praises her “forward thinking in policy development, health procedures, and maintenance and safety,” adding that her dedication ensures that “our health-related policies and services are current, comprehensive, and aligned with best practices in school nursing.”

Strickland’s work with students is equally impactful. She helps to teach health education classes at Cascade Brook School, offers interactive lessons on germs and illness prevention for third graders, and supported the development of an updated Human Growth and Development curriculum for fifth-grade students. Her efforts ensure consistent, age-appropriate health education across the district.

Strickland’s leadership extends beyond the classroom through major programs and policy initiatives. She co-wrote the successful grant application for the district’s electronic health record system, bringing valuable technology and efficiency to school health offices. She also collaborated on policies to train middle and high school students in CPR/AED use and Narcan administration, empowering students to respond in emergencies.

Strickland’s care for students reaches deep into the community. She has established partnerships with local organizations to provide essential items, such as clothing and weekend meals, to families in need. As her principal noted: “She is the driving force behind our weekend backpack program, tirelessly organizing the provision of nutritious meals for students who may face food insecurity outside of school hours.” Strickland also works with the Healthy Community Coalition to implement the CATCH My Breath anti-tobacco vaping program in elementary schools, addressing a growing health concern among youth.

Whether developing district policy, teaching students, or connecting families to community resources, Strickland’s unwavering commitment to health and learning shines through in everything she does. In the words of her principal: “She embodies the true spirit of school nursing.”

For more information about the award, visit the MASN website. With questions about the Maine School Nurse of the Year award, please contact MASN.

Governor’s AI Task Force Education Recommendations Prioritize Innovation, Safety, and Student Well-Being

The Maine Department of Education (DOE) Learning Through Technology team is pleased to highlight recommendations of the Governor’s Artificial Intelligence (AI) Task Force, as they guide the responsible and equitable use of AI in education. These recommendations reflect many of the same priorities that guide the Maine DOE’s ongoing work to support educators, protect students, and ensure that technology enhances, rather than replaces, meaningful human-centered learning experiences.

Central to both the Task Force’s recommendations and the Maine DOE’s mission is a commitment to safeguard student privacy, safety, and mental and social well-being, as schools navigate the opportunities and challenges of AI. The Maine DOE Learning Through Technology team believes that every conversation about innovation must also include clear guardrails that protect the whole child, ensuring that AI use in schools supports positive relationships, healthy digital habits, and environments where students feel secure, connected, and valued.

Equally important, the Task Force’s vision recognizes that responsible innovation depends on well-prepared educators and informed communities. Its recommendations, which include supporting early innovators, expanding professional learning, preparing new teachers, and ensuring that all students develop foundational AI literacy, align closely with the Maine DOE’s ongoing efforts to provide guidance, build statewide capacity, and strengthen understanding of emerging technologies through resources like the AI Guidance Toolkit, professional learning opportunities for educators, and broader technology support for schools.

The Maine DOE remains committed to helping school administrative units make informed, transparent decisions that prioritize student well-being and equity. With the Task Force’s recommendations as a guide, the Learning Through Technology team is energized to continue supporting Maine schools, as they explore AI. Through resources, professional learning, and collaborative opportunities, the team aims to help educators and leaders integrate AI in ways that enhance learning, protect student privacy and wellness, and prepare all students for a rapidly evolving digital world.

You may view the Maine Artificial Intelligence Task Force Report here.

If you would like to learn more about the AI Guidance Toolkit, access professional learning opportunities, or learn how Maine schools are implementing these recommendations, please contact the Maine DOE Learning Through Technology Team at doe-ltt@maine.gov.

Wabanaki Studies Resource Guide for Indigenous Heritage Month

As the new school year begins and Native American Heritage Month arrives, the Maine Department of Education (DOE) invites educators and communities to engage students in learning about the enduring presence, contributions, and rich cultures of the Wabanaki Nations, who have lived in the place we now call Maine for more than 13,000 years.

The Maine DOE Wabanaki Studies Indigenous Heritage Month Guide is now available to download and share from the Maine DOE website. Developed by the Maine DOE Wabanaki Studies Specialist, in collaboration with contracted Wabanaki advisors and educators, this guide offers practical tools to support meaningful, accurate, and engaging Wabanaki Studies instruction across grade levels.

The guide includes:

Adaptable, year-round curriculum for all grade levels.
Guidance and materials for teaching about Thanksgiving.
Links to online learning modules.
Printable bulletin board resources.
Micro-courses for continued learning and contact hours.

This work, informed and shaped by Wabanaki advisors and educators statewide, has been intentionally designed for use throughout the year. Effective Wabanaki Studies instruction reflects its interdisciplinary nature, connecting to existing units and helping students to make deeper meaning across content areas. Educators are encouraged to explore the full collection of resources and integrate Wabanaki Studies learning opportunities throughout the school year.

All resources are free to use and share across schools and educational programs. The Maine DOE welcomes examples of how Wabanaki Studies is being implemented, as this collective learning journey continues.

You may download the Wabanaki Studies Indigenous Heritage Month Guide here: Maine DOE Wabanaki Studies Indigenous Heritage Month Guide.

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.

Every Day Counts: SeDoMoCha Students Take Pride in Attendance

At SeDoMoCha Elementary School in RSU 68, showing up matters—and everyone takes notice. This year, students have taken an active role in making attendance a top priority. Each classroom tracks their daily attendance percentage and proudly posts it right outside of their classroom door for everyone to see.

Seventh-grade science teacher Mrs. Kendrah Fisher was one of the SeDoMoCha teachers who started integrating the taking of attendance into her morning routine at the beginning of the school year. Doing so allowed her students to take ownership of tracking attendance.

“They now do it for our class each morning without being prompted,” Fisher said. “Getting students invested in attendance has had a very positive impact by drawing attention to the importance of coming to school for my students.”

“It shows who comes to school and who takes accountability in coming to school, and it also teaches kids percentages,” eighth-grade student Kaydiense Nelson said about the effort. “It shows that kids want to be here to try to succeed and build a good school environment.”

What started as a simple idea has quickly become a source of pride and motivation throughout the school. The visible reminders spark friendly competition, celebrate consistency, and keep the importance of attendance front and center for students, staff, families, and visitors alike.

“My class has been so excited to celebrate when our whole class is here. We have a five-second dance party many mornings to celebrate that all of our friends are here. In addition, when a friend is gone, they show so much care and concern,” second-grade teacher Mrs. Abigail Ziegra said. “We send them love waves from our morning meeting and look forward to seeing them again soon.”

“Tracking attendance has helped to develop a larger sense of community among all students in our homeroom,” Fisher said. “My students recognize when their peers are absent, and I have observed them checking in on each other when they return to school. It makes all of my students feel like they matter and are a valuable member of our classroom because they know that they are noticed and missed when they are gone.”

The effort has been warmly received by the entire community, thanks to the dedication of teachers and students who understand that strong attendance leads to stronger learning and stronger connections. At SeDoMoCha, showing up truly makes a difference.

“Seeing our students and teachers take pride in positive daily attendance fosters a strong sense of community,” SeDoMoCha assistant principal Mrs. Davan Walker said. “It highlights the importance of learning each and every day.”

This story was submitted by SeDoMoCha Elementary School in RSU 68. To submit a good news story to the Maine DOE, please fill out the good news submission form.