Applications Open for 2023-2024 MOOSE Instructional Designers

The Maine Department of Education (DOE) is currently looking for dynamic, creative, and collaborative educators to join the MOOSE Team!

Now in its fourth year, Maine’s Online Open-Source Education (MOOSE) platform continues to grow. We have been expanding our module library in areas of identified need, creating a robust resource for Maine students designed by Maine educators. These modules are student-driven and center on interdisciplinary, project-based learning experiences that are accessible, inclusive, and available for free online.

This year, MOOSE extends our work in Data Science and Wabanaki Studies and adds exploration in the United Nations Sustainable Development Goals (UNSDG). We will continue collaborating with a group of educators for our Iteration & Improvement Team, who work with existing content to augment functionality and ensure even greater accessibility. We will also be adding an Educator Resource Team that will be working to create educator materials for existing modules. All teams will be set up in two stipend phases (September 18, 2023 – January 12, 2024; January 22 – May 24, 2024).

The Data Science and UNSDG Teams will be set up in a single creation session with the two work phases corresponding to the stipend phases (Designers are committing to the year-long process due to the connected nature of the phases).

Phase 1 (Sept 18 – Jan 12): Training and orientation begins the week of September 18th with full student-facing learning progressions created by January 12th.
Phase 2 (Jan 22 – May 24): Creation of educator materials and/or additional modules begins the week of January 22nd and completes by May 24th. During this time, Designers will create educator materials for the modules they just created AND additional educator materials for other modules or new modules within their topic (exact plans to be determined by the Team Leader).

The Wabanaki Studies Team will expand the reach of the material and continue to create material that supports Maine educators to implement Wabanaki Studies in their classrooms across all disciplines.

The Iteration & Improvement Team and the Educator Resource Team will work with their Team Leader to make progress on addressing the needs of MOOSE’s extensive library of existing modules. Designers will coordinate with their Team Leader to address multiple modules throughout that time at a pace of roughly 6-8 hours of work weekly. Priority on these teams will be given to applicants who have worked on MOOSE previously and have demonstrated capacity with designing on the platform and instructional design.

We are looking for Maine educators including, but not limited to, teachers, curriculum leaders, and representatives from Maine educational community organizations (e.g., museums, libraries, educational centers, etc.). You do not need to have expertise in the topic area you are interested in or a strong background in technology, just a commitment to learning. Our work benefits from having a diverse range of perspectives and experiences (e.g., grades, disciplines, training, etc.) represented on each team. We value your years of experience as Maine educators and your willingness to embrace creativity and innovation. Each topic will be supported by a full-time Team Leader and dedicated Module Coach to help Designers through the process.

You can learn more about MOOSE on the MOOSE website. When you are ready to apply you can access the application here. Applications close Sunday, September 10th and folks will be notified about their status by Wednesday, September 13th.

If you are interested in applying but still have questions, MOOSE will hold Q&A sessions with recordings that will be posted on the DOE MOOSE website following the session.

Q&A Session #1: Monday, August 28th, 3-4pm, Register here
Q&A Session #2: Tuesday, September 5th, 4-5pm, Register here

MOOSE will also be running a Pilot Program again this year. Applications to pilot a MOOSE module and provide feedback for a stipend will be coming soon with the first round starting October 4th.

For more information about MOOSE or if you have follow-up questions, please contact Project Manager Jenn Page, jennifer.page@maine.gov.

The Maine Online Open-Source Education (MOOSE) project is funded entirely (100%) through Federal money under the Coronavirus Response and Relief Supplemental Appropriations Act (CRRSA) and American Rescue Plan (ARP) totaling $4,598,000 for the current 2023-2024 funding cycle.

Maine DOE RREV Team Hosts Second Annual Coaches Summit

The Maine Department of Education (DOE) Rethinking Responsive Education Ventures (RREV ) initiative is a U.S. DOE grant that provides federal funds to Maine’s educators, allowing for innovative, integrative learning opportunities to be incorporated into curriculums. Supported by the Office of Innovation at the Maine DOE, the RREV grant has been implemented for the past two years. At each RREV awardee school, the pilot implementation process is overseen by a RREV coach, who offers guidance and support to the pilot teams. This summer, these coaches met for a two-day Coaches Summit, and this is what they learned.

One year ago, the RREV coaches met for the first annual coaches summit, establishing it as a place to introduce the coaching framework – provided by thought partners at the Comprehensive Center. The coaches summit acted as a place for coaches to connect, and to introduce new coaches to the coaching process. In the latest meeting, these coaches had lived the framework for a year, and came together to share their experiences and learn from both the RREV team and each other. The goal of the first coaches summit was to understand the coaching framework, but this year the RREV team aimed to deepen their understanding of the art of coaching for the coming year.

In the past year, the focus for coaches was centered around building the habit of meeting with their teams. Within this regular connection, coaches utilized the structure of the pre-established coaching framework – consisting of 6 steps to incorporate into their pilot interactions. The first step of the coaching framework is centered around understanding the pilot, the second applies a logic model, and the third analyzes the data. The final steps are focused on sustainability, as the fourth strengthens the innovation, the fifth facilitates stakeholder engagement, and the sixth supports planning for growth and sustainability. These steps offer guidance to coaches, and ensure that pilot schools are meeting all of the components for a successful implementation process.

At the coaches summit, the first day was structured around a reflection on the ‘what’ of coaching, with the second day focused on the ‘how’, or ‘art’ of coaching. The purpose of this summit was to serve as professional development, as well as a time for coaches to engage in collaborative brainstorming. On day one, coaches were able to reflect on their experience through a journey map, which outlined the steps of the coaching framework, and allowed coaches to rate their level of comfort with each step. They also learned about a variety of tools to support innovation teams such as logic models, retrospectives, and more. On the second day, coaches engaged in scenarios that might arise during the implementation process. They brainstormed and discussed how they could support their pilot teams through these scenarios, and received guidance from the RREV team surrounding this process.

In the coming year, the coaches will use their knowledge from the coaches summit, as well as their coaching experience thus far, to aid RREV awardee schools as they continue to implement their pilot and focus on the sustainability of the pilot’s impact. As the coaches look forward to this next year, they are well equipped to evolve and refine the coaching process, with a shifted focus towards the ‘art’ of coaching, rather than the ‘what’ of coaching. In the years following, the coaching process utilized with the RREV initiative will be further explored, to aid in ongoing and future initiatives.

Public Pre-K and Partnership Open Office Hours Scheduled

The Maine Department of Education (DOE) Early Learning Team is pleased to offer Open Office Hours focusing on technical assistance for public pre-k.

These office hours will feature Marcy Whitcomb, Public Pre-K Consultant, as well as Sue Gallant and Julie Raymond, Public Pre-K Expansion Consultants. Sessions are meant to be a time for educators, pre-k coordinators and administrators to come together to ask questions, celebrate successes and/or work through problems of practice in public pre-k that educators, administrators, and partnership programs may be experiencing.

Office hours are offered as part of the Maine DOE’s Pre-K Technical Assistance program and are intended to meaningfully support addressing questions and needs as well as provide networking opportunities; participants can join for the full hour, or just a part; for each session or only to obtain an answer to a question.

Pre-K Open Office Hour Sessions will be held the first Wednesday of each month, from 3:30 to 4:30 p.m., on the following schedule:

Month	Day	Topic
September	6^th	Starting the Year: Family Engagement in the Classroom
October	4^th	ECCP classroom support with challenging behaviors
November	1^st	Student assessment and reporting
December	6^th	Celebrations and challenges
January	3^rd	Routine Reboot – coming back from the break
February	7^th	Bringing the outside in – nature-based play in winter
March	6^th	Incorporating STEM and technology in the pre-k classroom
April	3^rd	Transitioning our students – pre-k to k
May	1^st	Looking toward next year: screenings, child find, enrollment

Please use and save the following Zoom link and password to access each meeting (the meeting link will be the same for each office hour session):

Public Pre-K Office Hours (1^st Wednesday of the month) – Zoom link
Meeting ID: 831 6398 7276
Passcode: 07691734

To submit a topic or question prior to a session and/or for more information please email Marcy Whitcomb, Public Pre-K Consultant, at: Marcy.r.whitcomb@maine.gov

Webinar: SY 23-24 Enrollment – August 29, 2023

Join the Maine Department of Education (DOE Data Team for a webinar about entering student enrollments for 2023-2024. All students have been exited from Synergy and must be reenrolled for the new school year, this webinar will review the procedure for enrolling students manually and via uploads to State Synergy.

This webinar will be recorded and posted to the Maine DOE Data Youtube Playlist. It may take a few days for the recording to be posted, however, it will be available as soon as possible. Additional information about this webinar can be found on the Webinars page of the Helpdesk Website.

Please note that if this webinar is canceled there will be a notice posted on the Helpdesk Website at the top of the page.

Synergy Enrollment Webinar:

August 29th at 10:0 am – Join the Live event here

For questions about data reporting webinars please contact Alexandra.Cookson@maine.gov. For technical assistance with data management, contact the Help Desk at MEDMS.Helpdesk@maine.gov or 207-624-6896

Graduation Report Due August 30, 2023

Graduation reporting is due on August 30th by midnight. Synergy is now in the 2023-2024 School Year, which has locked all 2022-2023 student data. If updates to 22-23 exit codes need to be made for graduating students, please email MEDMS.Helpdesk@maine.gov or call 207-624-6896.

Resources:

For technical assistance with data management, contact the Help Desk at MEDMS.Helpdesk@maine.gov or 207-624-6896

We Are Hiring: CDS/AmeriCorps First4 Partnership Member Positions

The Maine Department of Education is recruiting 17 AmeriCorps members to serve and support children with disabilities with building social-emotional skills and school readiness for children enrolled in CDS preschools across the state. The investment in members will not only serve to ensure positive preschool experiences and improve child outcomes for those children, this opportunity will also provide important, dynamic training, 1:1 mentoring, and experience for each volunteer to utilize toward certification in the educational field. See the below job description for further details, including how to apply.

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Position Title: CDS/AmeriCorps First4 Partnership Member
Location of position: CDS Preschools at 9 CDS sites
Terms: 30 weeks at 23+ hours per week (1200 hr. members), 17 weeks at13 hours per eek (675 hr. members)
Living Allowance: $1200-$1900/mo.
Incentives: Training/PD toward Ed. Tech or 282 Certification funded and provided

About and/or mission statement: CDS/AmeriCorps First 4 Partnership will recruit, train and empower 17 AmeriCorps members to serve and support children with disabilities with building social emotional skills and school readiness children enrolled in CDS preschools across the state. The investment in members will not only serve to ensure positive preschool experiences and improve child outcomes for those children, this opportunity will also provide important, dynamic training, 1:1 mentoring and experience for each volunteer to utilize toward certification in the educational field.

Goals: CDS preschools serve children ages 3-5 with varying abilities and disabilities and are currently experiencing one of the most challenging times with staffing shortages and increasing numbers of students enrolling with social emotional and school readiness deficits post-pandemic that need support. Studies show that the early years of a child’s education are the most important for learning and development and all early learners deserve the opportunity and foundation that positive preschool experiences with ample supports can offer to thrive in their future educational years. The CDS/AmeriCorps Partnership will provide those needed added supports and service, building and increasing social emotional skills, resiliency, and school readiness to improve upon child outcomes and also providing volunteers with dynamic experience including trainings and 1:1 mentoring to empower them to meet the needs of students now and in the future.

Position Overview: Members offer direct service and supports to CDS children and preschool classrooms. They receive professional training and 1:1 mentoring with a classroom teacher in evidence-based special education and early childhood education practices including curriculum, data collection and analysis, and social-emotional learning. Members will also participate in community efforts for recruitment and service.

Service activities:

provide direct support to children with disabilities in Child Development Services Preschool classrooms
build strong relationships & secure attachments with the children, which we know is vital for resilience & lifelong success
receive training to better understand special education policies and practices including understanding IEP and goals training, trauma-informed teaching & social-emotional development
collaborate with a team of like-minded people eager to impact children’s futures

Skills Required:

Ability to work with a team and interest in serving children with disabilities
Strong organizational skills and utilization of a database to manage trainings and service
Experience in community-based networking
Strong communication skills
Strong problem solving skills, adaptability

Apply: Jacquelyn.N.Hersom@maine.gov or https://serviceyear.org/MaineDOE

19 Elkins Lane, Room 105, 105 State House Station, Augusta, ME 04333-0105 Phone: (207) 624-7792 • Email: Service.Commission@maine.gov • http://www.VolunteerMaine.gov EXAMPLE 2 – AYCC AmeriCorps Mentoring Program

The Maine Educational Technology Directors Association Launches New Mentorship Program

The Maine Educational Technology Directors Association (METDA) will be launching a new mentorship program this fall that will provide a state-wide approach to providing professional development and support specific to Technology Directors who are in their first years as district decision-makers, resource managers, and instructional leaders.

Mentees will receive coaching from experienced mentors and have access to the expertise and resources of technology leaders in our state and beyond. The program will serve to elevate the success of Technology Directors in serving the needs of their local stakeholders while also building collective efficacy around best practices with educational technology across districts in Maine.

For more information, complete this form by 9/1/23.

What Really Works in Education 2023 Conference: High Leverage Practices & Collaboration for Inclusive Classrooms

Are you looking for strategies, tips, and practical techniques around high-leverage instructional practices and collaboration that work with diverse learners to create Inclusive Classrooms? This conference is for you and your team!

For the first time ever, the popular What Really Works in Education conference is coming to Maine! This year’s conference, hosted by the Maine Department of Education’s Office of Special Services and Inclusive Education, will engage learners around high-leverage practices by local, national, and international experts.

Participants will leave with tips, tricks, strategies, and tools to add to their educational toolkit from each session in the conference.

The one-day event will feature strategies on Collaboration and Inclusion for administrators, general and special education teachers, preservice educators, educational technicians, and related service personnel including strands on Collaboration and Behavior and Collaboration and Academics.

Date: Wednesday, October 4, 2023
Location: University of Maine Augusta
Cost: $50 per participant which includes breakfast, lunch, and a copy of the 2023 book of Connecting High Leverage Practices to Student Success: Collaboration in Inclusive Classrooms (Jenkins & Murawski).
Register for the conference here.
For more information visit the Inclusion Conference website.

Keynote Speakers

Dr. Wendy W. Murawski

Wendy W. Murawski, PhD, is the Executive Director and Eisner Endowed Chair for the Center for Teaching and Learning at California State University, Northridge (CSUN), where she is also a professor in the Department of Special Education and the Director of SIMPACT Immersive Learning. Dr. Murawski is the national Past President of the Teacher Education Division (TED) of CEC and award-winning researcher, author, and educator, including Teacher Educator of the Year for the state of California. Dr. Murawski holds an EdS, MEd, and MBA and is an internationally known speaker and frequently requested keynote speaker, presenting in Europe, Asia, Africa, and North America. She has published extensively around inclusive education, co-teaching, collaboration, and Universal Design for Learning, including 18 books and numerous chapters, blogs, and peer-reviewed articles. Prior to higher education, she was a general and special education teacher in Virginia and in California. Currently, Dr. Murawski is the CEO of 2 TEACH^â (www.2TeachLLC.com), an educational consulting company dedicated to promoting inclusive education, and 2 TEACH^â Global, championing inclusive education around the world.

Dr. Melissa C. Jenkins

Melissa C. Jenkins, PhD, is an assistant professor of Special Education at the University of Mary Washington in Fredericksburg, VA and co-author of Connecting High-Leverage Practices to Student Success: Collaboration in Inclusive Classrooms. She brings over 18 years of public school experience to her role as a teacher educator, having worked in Virginia public schools as a special education teacher, instructional coach, and central office administrator. Dr. Jenkins is dedicated to helping educators bring high-quality, inclusive practices to schools. She is also a consultant with 2 TEACH^â Global educational consulting. She loves speaking and writing about collaborative practices, early mathematics intervention, and positive behavioral support. When not working, Melissa enjoys practicing yoga to find literal and figurative balance in life.

Why Inclusion?

The federal Individuals with Disabilities Act (IDEA) requires that each public agency (SAU) must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. §300.114

Over 20 years of research studies have consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable academic, social, and economic outcomes. This includes positive benefits for typical peers in classrooms who benefit from involvement and relationships with students who have disabilities in inclusive settings.

Effectively including students with disabilities in the general education classroom requires teachers and school administrators to further develop an understanding of the individual strengths and needs of the whole student.

For more information about Inclusion in Maine or the What Really Works in Education conference, contact Tracy Whitlock at tracy.w.whitlock@maine.gov.

Lamoine Students First Middle School Students from Maine to Compete at National SkillsUSA Competition in Atlanta

In June, three students from Lamoine Consolidated School’s Team Engineering Challenge team made history by being the first middle school team to go to Atlanta, Georgia to compete at the National Leadership and SkillsUSA Conference. Benjamin Baldridge, Ian Frost, and Jordan Chan fundraised over $10,000 to attend the weeklong conference and compete in the world’s largest skill competition after winning gold at the State Championships in Bangor back in March.

“The Team Engineering Contest is designed to evaluate and recognize outstanding students for excellence and professionalism in the areas of critical and creative thinking skills and the decision-making process to solve a problem,” said Lamoine teacher Miranda Engstrom who accompanied the team to Atlanta. “The contest fosters creativity, innovation, teamwork, and problem-solving skills.” Students demonstrate an occupational skill and present a clear explanation of the topic through displays, examples, experiments, and practical testing operations.

The conference and competition ran from June 19-24 with students competing for 16 hours over the course of three days. The Lamoine students earned 9thplace overall, and students also earned special Skill Point Certificates for meeting a threshold contest score. Students can then use these certificates in their employment portfolios to show proficiency and workplace readiness for a particular specialty.

These students are three of 42 middle school Career and Technical Education (CTE) students at Lamoine who compete at the Maine SkillsUSA competition. They are excited to attend the Maine State Leadership Conference again next March and try to qualify for Nationals again.

“They are excited to share with their peers and teachers all they learned during their conference and showcase their treasures they collected when we were in Atlanta,” said Engstrom. “They wish to thank the many generous donors that helped them fundraise to get them there, helped them grow as leaders and thinkers, and make memories that will last a lifetime.”

Professional Learning Series: Conceptual Classrooms & Educational Programs for Teachers

The Maine Department of Education (DOE) Interdisciplinary Instruction (II) Team is excited to introduce “Conceptual Classrooms & Educational Programs for Teachers” (ConCEPT), an innovative initiative aimed at enhancing your teaching practices and student engagement through concept-based inquiry strategies. Grounded in evidence-based research, this program offers a comprehensive learning experience that will equip you with valuable tools and knowledge to transform your classroom approach.

What does ConCEPT offer?

Connection to Research: Discover evidence-based strategies and practices that support effective concept-based inquiry in the classroom.
Mapping and Planning: Learn how to design curriculum and instruction using concept-based frameworks, empowering your students’ learning journey.
Collaboration: Engage in collaborative activities and discussions with fellow educators, fostering a community of shared ideas and experiences.
Sustainable Change Leadership: Acquire leadership skills to drive sustainable educational change in your school community.
Customization: Tailor your learning experience to suit your team’s unique pathway, ensuring maximum impact on your teaching practices.

Why should you participate in ConCEPT?

Enhanced Curriculum Design: Develop concept-based inquiry curriculum and instruction design skills that align with the latest educational standards.
Strengthened Pedagogical and Content Knowledge: Deepen your understanding of both pedagogy and content across various subject areas.
Active Learning Strategies: Discover dynamic and engaging active learning strategies to invigorate your classroom environment.
Take Away Ideas and Materials: Gain valuable resources, ideas, and materials to enrich your teaching practices.
Integrated SEL Strategies: Learn how to integrate Social-Emotional Learning (SEL) effective strategies to create a nurturing and inclusive classroom atmosphere.
Learning from National Experts: Benefit from the expertise of renowned national educators who will guide and inspire you throughout the program.

Who is ConCEPT designed for?

ConCEPT is open to teams of 3-6 members from K-12 schools. Participants may include Classroom Teachers, Instructional Coaches, Curriculum Coordinators, and other Administrators (Superintendent/Principal). Teams must include at least one Classroom Teacher and at least one Administrator (e.g., Coach, Coordinator, building/district Supervisor, etc.). The rest of the team may be made up of any combination of participants.

Program Details:

Cost: Participation in ConCEPT is entirely free!
Contact Hours: You can earn up to 24 contact hours during the program.
Reimbursement: Districts/schools are eligible for reimbursement of costs associated with planning, such as substitutes or after-contract hours, up to $5000.
The II team will be offering a series of informational webinars dedicated to providing comprehensive insights into the ConCEPT pilot program. These live webinars are scheduled to take place during the last week of August and will be recorded for accessibility throughout September.
The application period will be open throughout the entire month of September.

Join us in this exciting educational journey that will empower you to create enriching concept-based learning experiences for your students. We look forward to seeing you continue to thrive as educators and positively impact your classrooms and school communities.

We look forward to sharing further details about the webinar schedule and registration process soon. Stay tuned for updates on our website and social media channels. School administrators and educators are encouraged to visit the Maine DOE Interdisciplinary Instruction team’s website during the month of September to access the application form and learn more about the selection criteria and ConCEPT pilot program requirements. Don’t miss the chance to part of a transformative educational pilot that will support positive change

For further information or to enroll in the ConCEPT program, please contact Kathy Bertini, the Interdisciplinary Instruction Team Coordinator, at (207) 816-0294 or kathy.bertini@maine.gov. You can also visit the Maine DOE website for additional details.