The Maine Department of Education (DOE) announced the availability of new Maine Learning Through Technology Initiative (MLTI) #TeachWithTech grants to support school administrative unit (SAU) efforts to meaningfully integrate technology into teaching and learning. The grants provide funding to MLTI educators who want to bring technology into their MLTI schools in a way that is innovative, impactful, and intriguing and will be used to provide supplemental technology to schools.
The supplemental technology available to schools through these grants includes, but is not limited to, 3D printers, laser cutters, video production equipment, specialized cameras, drones, robotics & coding kits, digital microscopes & doc cameras, and audio/podcasting equipment.
“Meaningfully integrating technology into teaching and learning allows teachers to harness the power of technology in a way that deeply engages students, and these tools and resources can be used across content areas and for all grade levels,” said Maine Education Commissioner Pender Makin. “Through these grants, Maine students will be able to access cutting-edge technology tools and build the skills they need to lead and thrive in a high-tech, digital world.”
Maine continues to lead the way with technology learning through innovation and meaningful integration. By focusing on ensuring that students have access to high quality technology-infused learning experiences and incorporating real-world topics and skills, Maine students are better prepared for post-secondary education, their careers, and beyond. From providing ongoing professional learning in technology integration, increasing student leadership opportunities in technology, and providing mobile computer science labs to all Maine public schools, these are just a few of the many ways that Maine is building capacity for and expanding critical access to technology learning for all students.
This grant is designed to offer supplemental technology that is not already provided through the MLTI program; device applications will not be considered. Instead, SAUs are encouraged to think about innovative learning through technology and to submit an application to invest in technology that will create transformative learning experiences for students and supplement the devices already provided. Eligible districts can submit an application for technology supplies and associated professional learning. This will include a plan and narrative that describes and clearly outlines the relationship between the technology and the teaching and learning that it’s being integrated into.
Priority will be given to applicants who:
Focus on greatest student impact
Serve socioeconomically disadvantaged school districts
Prioritize student populations traditionally underrepresented in technology
Demonstrate a commitment to pursuing high-quality teaching and learning through technology.
The Maine Department of Education (DOE) has partnered with the Department of Educational and School Psychology at the University of Southern Maine as they implement a new a 5-year, $1.6 million grant sponsored by the U.S. Department of Education’s Office of Elementary and Secondary Education to help increase the number of school psychologists in rural areas of the state.
The project, Maine School Psychology: Collaborative Affiliations in Rural Education (Maine School Psychology CAREs), also aims to increase the number of credentialed school psychologists who reflect the diverse backgrounds of students within those communities.
“We are excited about the opportunity to collaborate with rural schools across the state in this endeavor, and we look forward to delivering a low residency specialist-level school psychology training program that is accessible to educators across the state,” said Jamie Pratt, chair of the Department of Educational and School Psychology at the University of Southern Maine.
School psychologists help design, implement, and monitor mental and behavioral health services within schools. However, the ratio of students-to-school psychologists in Maine far exceeds national recommendations: Maine averaged one school psychologist per 1,501 students last year compared to the recommended ratio of 1-to-500. The shortage is particularly acute in Maine’s rural, high-need schools.
“The Maine Department of Education Office of Special Services and Inclusive Education is working diligently to increase the number of school psychologists in Maine,” said Erin Frazier, Director of Special Services Birth to 22 at the Maine Department of Education. “This work is crucial, especially to support our rural areas. Given the lack of school psychologists in remote areas of Maine, many of our students and families must travel great distances and wait for long periods of time to access these services. The CAREs project will begin to remediate this issue and support expansion of access to school psychologists in Maine.”
The Maine School Psychology CAREs project will offer tuition reimbursement and stipends to support 22 graduate students for state credentialing as school psychologists. In partnership with the Maine Department of Education and the Maine Association of School Psychologists, the Department of Educational and School Psychology at the University of Southern Maine will:
Develop and implement a low residency, specialist-level school psychology training program designed for current educators in rural Maine;
Enhance school psychology students’ training in comprehensive, culturally responsive school-based mental and behavioral health services;
Coordinate opportunities for school psychology graduate students to complete field-based training and deliver comprehensive mental and behavioral health services in rural, high-need schools across the state; and
Facilitate professional support systems and trainings to promote effective school psychology practice in rural schools.
“The Maine Association of School Psychologists (MASP) recognizes the critical shortage of school psychologists in Maine and nationally. The high ratio of students to school psychologists directly affects the well-being of PK-12th grade students and schools. Addressing this shortage and fostering mental and behavioral health have and continues to be two of our association’s strategic goals,” said Lisa Backman, President of the Maine Association of School Psychologists. “MASP supported USM in their pursuit of the Maine School Psychology CAREs grant that will assist graduate students and practitioners committed to advancing the mental health of the school-aged population in rural, high-need Maine schools. We look forward to future collaboration and supporting the growth of Maine’s school psychology profession.”
This grant will allow USM to continue its many efforts to help Maine schools and students by providing school workforce development, comprehensive and supportive educator training, and professional preparation focused on student needs.
Anyone interested in learning more about the Maine School Psychology CAREs project is encouraged to contact Pratt at jamie.pratt1@maine.edu.
The Maine Department of Education (DOE) launched Maine’s Teacher Leader Fellows today with an inaugural class of five extraordinary educators from across the state. Waterville Senior High School social studies teacher Jessica Graham, Fryeburg Academy national-board certified teacher James St. Pierre, Nokomis Regional Middle School Integrated Technology teacher Keith Kelley, Mattanawcook Academy mathematics teacher Sarah Krause, and national-board certified music teacher Dorie Tripp will work with Maine DOE staff to support Maine’s educators in cross-cutting, interdisciplinary concepts of civics, STEAM, and humanities.
The Teacher Leader Fellows will provide educators across Maine with weekly updates on resources and materials, host monthly professional learning opportunities, and maintain webpages with rich and informative content. To receive weekly communications and monthly professional learning around civics, STEAM, and/or humanities concepts, click here.
“Taking on this new position offers so many opportunities to engage with exactly what I love about teaching—meeting other educators, making connections with community partners, and celebrating community centered student learning. I truly believe that building strong communities and educating engaged citizens is the core mission of schools, and that civic learning happens in every grade and every content area. I am so excited to help connect, celebrate, and create with educators and learners around Maine,” said Waterville Senior High School social studies teacher Jessica Graham.
“Being a teacher leader means connecting and helping others connect. It means gathering the ideas and experiences of the teachers in the state and sharing them in manageable, practical, and efficient ways. We have such a great array of professionals whose knowledge can elevate all students, so to be one of the leaders bringing them together is a privilege,” said Fryeburg Academy national-board certified teacher James St. Pierre.
“To be a teacher you need to know the material and your students. A great teacher never stops learning and the best learning is done by teaching others. I hope, with the other Teacher Leader Fellows, to help educate others and myself until STEAM pours out of all of our classrooms,” said Nokomis Regional Middle School Integrated Technology teacher Keith Kelley.
“As a STEAM Teacher Leader Fellow, I hope to help spread important information and opportunities to the other STEAM educators in Maine. I plan to regularly provide teachers with some meaningful STEAM lessons and activities that can be incorporated into their classrooms. Additionally, as a teacher of mathematics and a fan of the arts, I would like to help others see the beauty in the world of STEAM,” said Mattanawcook Academy mathematics teacher Sarah Krause.
“I’m delighted to be working with the DOE to support Maine teachers! I look forward to working with other educators to learn, collaborate, and to create unique learning opportunities for our students,” said national-board certified music teacher Dorie Tripp.
Meet Maine’s Teacher Leader Fellows
Jessica Graham
Jessica Graham is a high school social studies teacher at Waterville Senior High School. She serves as the National Honor Society advisor and Trivia Club advisor and on the district curriculum committee. After working in museum education around the state of Maine for a decade, Jessica transitioned to classroom teaching six years ago and relishes the opportunity to build lasting relationships with students. She is passionate about civics education conceived broadly: helping students practice community in the classroom and in the wider world through conversation, action, and applied knowledge of decision-making processes. Her background in museum work leads her to approach content in an interdisciplinary and experiential way. Her greatest honor as a teacher was receiving Waterville’s annual staff Renaissance Award, a recognition bestowed by the student body.
In her free time Jessica is pursuing a PhD in history from the University of Maine, volunteers as a Girl Scout leader, and enjoys slowly converting her suburban yard into a garden retreat full of native plants and pollinator habitat.
James St. Pierre
James St. Pierre is a national board-certified teacher with thirty years of teaching experience at Fryeburg Academy where he has taught courses in English and biology and served as English department chair. In addition to his work at the secondary level, he also holds the position of Lecturer at both Granite State College and White Mountains Community College, where he has taught as an adjunct for two decades. He holds a master’s degree in English Literature from Middlebury College and has presented at state and regional conferences regarding the medium of comics. He is married with two sons and enjoys making comics in his free time.
Keith Kelley
A Maine educator for more than 33 years, Keith Kelley is currently teaching Integrated Technology. Having taught Language Arts, Social Studies and serving as the School Librarian, he is now teaching IT at Nokomis Regional Middle School. His students make Robots, Skateboards, 3D print, and build Guitars. He earned his bachelor’s and master’s degrees in Education at UMaine. He has coached soccer, track, and various tech camps. In his free time, he enjoys riding around in his classic mustang with his wife and dogs.
Sarah Krause
Sarah Krause is a graduate from the University of Maine with a B.S. in Secondary Education, a B.A. in Mathematics & Statistics, and a Minor in Zoology.
Currently, she is in her twelfth year of classroom experience with AP Calculus, Precalculus, and AP Computer Science Principles as the bulk of her teaching schedule over the years. Other teaching experiences include: Algebra 1 & 2, Geometry, Math Problem Solving, Linear Algebra, Advanced Topics in Mathematics (and elective that explored advanced precalculus topics). Next year she will be adding Intro to Digital Art & Design into her course load.
Sarah is currently teaching at Mattanawcook Academy in Lincoln, Maine, where she also juggles a handful of other roles in the building. Some of those other positions include Math Team Coach, National Honor Society Advisor, Senior Class Advisor, Mentor Teacher, Mathematics Department Head, Technology Team Member, and Cohort/PLC Leader.
Sarah, is in the beginning stages of being part of the #MaineTeachesCS program as a Computer Science Integration (CSI) Educator, and back in 2019, she was a member of the Maine DOE: Mathematics Standards Writing Team.
Moving forward, Sarah is excited to be part of the Maine DOE in this new role as a Teacher Leadership STEAM Fellow with her other teammates in the Office of Innovation.
Dorie Tripp
Dorie Tripp is a national board-certified music teacher with 14 years’ experience teaching elementary music in Maine public schools. Over the years, it has been her mission to promote music instruction that is developmentally appropriate, inclusive, diverse, and engaging. In her quest to do this, she has taken on many roles as a learner and leader. Dorie spent two terms as Vice President of the Maine Music Educators Association, contributed to the Maine Arts Leadership Initiative as a Design Team member, was an active member of the Maine Learning Results writing team for the Visual and Performing Arts, and co-hosted a series of PD sessions for educators during the Covid 19 pandemic. In 2021, she was awarded the MMEA Music Educator of the Year Award. In this next step of her journey, Dorie is looking forward to working with the Maine DOE. She’s excited to practice, share, and support unique learning opportunities for Maine students and educators!
To receive weekly communications and monthly professional learning around civics, STEAM, and/or humanities concepts, click here.
For more information about this or other innovative programs at the Maine Department of Education, contact, Beth Lambert, Acting Chief Innovation Officer and Director of Innovative Teaching and Learning, at beth.lambert@maine.gov.
The Maine Learning through Technology Initiative (MLTI) is pleased to announce the launch of the #TeachWithTech grant. The grant is available to all MLTI school districts to provide supplemental technology to support teaching and learning with technology.This program aims to provide funding opportunities to MLTI educators who want to bring technology into their MLTI schools in a way that is innovative, impactful, and intriguing.
A few examples include:
3D Printing
Lasercutters
Video production equipment
Audio / Podcasting equipment
Robotics & Coding Kits
Drones
Digital microscopes & doc cameras
Specialized cameras (GoPro, 360, etc.)
These are just a few of the many options that districts could choose to support technology-integrated teaching and learning. Eligible districts will submit an application for technology supplies and associated professional learning; this will include a plan and narrative that describes and clearly outlines the relationship between the technology and the teaching and learning that it’s being integrated into.
This grant is designed to offer supplemental technology that is not already provided through the MLTI program; device applications will not be considered. Instead, districts are encouraged to think about innovative learning through technology and to submit an application to invest in technology that will create transformative learning experiences for students and supplement the devices already provided.
Priority will be given to applicants who:
Focus on greatest student impact,
Serve socioeconomically disadvantaged school districts,
Prioritize student populations traditionally underrepresented in technology,
Demonstrate a commitment to pursuing high-quality teaching and learning through technology.
Applications will be reviewed on a rolling basis and in the order in which they are received. Interested, but not sure where to start? Register for a Q&A session and connect with the MLTI team to learn more. Click on the links below to register.
April 1 Enrollment reporting is open as of April 1, 2023, and is due on April 15, 2023.
This report is used to collect April student enrollment in order to calculate tuition rates pursuant to Title 20-A, §5805, Subsection 1.B.
Required to Report: All school administrative units (SAUs) and private schools with publicly funded students should ensure that their enrollment data is current – this includes Charter Schools and Education in Unorganized Territories.
The Maine Association of School Nurses announced a call for nominations for the Maine School Nurse of the Year (SNOY) 2022-23. This award recognizes an outstanding school nurse for his/her contributions to the school and community they serve. The award provides recognition to an individual who demonstrates leadership in 6 areas of practice: care provision, program management, health education, professional development, community involvement, and research.
The individual selected will receive a $500 cash award and be recognized at the October 2023 Maine School Nurse Fall Institute.
We are accepting applications now. Attached you will find the nomination form and the information necessary to begin this process. The application deadline is April 25, 2023. For more information, please click here.
If you know a school nurse who inspires you with his/her dedication to their school community, please consider nominating him/her for this prestigious award!
All information is also located on the MASN website.
Reference letters (3-5) with at least one from administration
Curriculum Vitae
Written report addressing the six content areas
2.) Submit original and 3 copies by April 25, 2023 to SNOY Coordinator, Erin Taylor. Email etaylor@capeelizabethschools.org for mailing address.
Questions? Please contact: Erin Taylor, School Nurse at Pond Cove Elementary School by calling 207-799-7339 x3113 or emailing etaylor@capeelizabethschools.org.
“You can learn to make our world a better place. We’re all different and no one has to fit into the same role. I look forward to what you’ll bring to our future.” That’s just one of the many pieces of advice Ms. Diane Fitzpatrick and other retired educators shared with grade 8 students at Caribou Community School during the retired teacher panel on March 27th.
8th grade teachers Heather Anderson, Kim Barnes, Troy Barnes, Holly Rhinebolt, and Twyla Learnard take advantage of RSU 39’s Professional Collaboration Days to creatively plan events like this to connect students to each other and to the community. Their innovative practices effectively engage students in the learning process. “Collaboration is at the heart of all we do and what makes teaching together so much fun. We laugh together daily, even when the days are hard.”
Through one of these collaborations, an idea was born to bring together students and retired educators. Students would gain an up close and personal look at what schools were like in the past and retired teachers would have the opportunity to share their vast knowledge and wisdom as well as important life lessons. Learnard shared, “Though there were generations between the retired teacher panel and the student body audience, the connection was palpable. Curriculum advances, technology evolves, and assessment practices trend, but the relationship between teachers and pupils is ageless. You can’t define it. It’s a respect, a trust that simply is.”
The grade 8 team had previously met with Christina Kane-Gibson of the Caribou Historical Society to discuss creating podcasts to accompany the many artifacts on display at their museum. Adding student-created podcasts that share stories of retired Caribou teachers was one more way that students could immerse themselves in their town’s history and the rich stories that Caribou has to share. Kane-Gibson and 8th grade teachers hope to have the artifacts and podcasts available for public enjoyment this summer.
Panelists were asked questions generated by students on topics such as what inspired them to teach, changes in technology, and how gender roles have changed. “When I was in high school, there wasn’t much of a choice for young women at that time. You were either a nurse, a secretary, you got married or you were a teacher,” shared Margaret Cyr when asked why she chose to be a teacher. Mrs. Cyr went on to talk about how, because she had played piano since the age of 5, it made sense that she become a music teacher.
Kim Barnes orchestrated a photo opportunity that demonstrated the 4 generations of teachers present. Barnes stated, “Mr Hunter was Mr. Willey’s teacher, Mr. Willey was my teacher and Lyndsey is my student who wants to be a teacher one day. So the idea that we can pass the torch is important because teaching is a wonderful profession. Teachers are amazing people and schools do so much more than educate in the classroom.”
Lyndsey Ouellette shared what this experience has demonstrated for her, “Definitely to stick to it. To always be prepared. Know your kids and don’t just teach them, be a good influence for them.” Baylee Wright, another 8th-grade student, saw the importance of building relationships with students in what panelists shared, “Getting to know who you teach is just as important as what you teach.”
Students will begin compiling their notes from the panelist discussions and will begin writing scripts during the week of April 3rd. They hope to have podcasts recorded before April break and are very excited to practice their own storytelling by sharing these stories with the community.
The Maine Curriculum Leaders Association (MCLA) is now accepting nominations for the Curriculum Leader of the Year and the Instructional Coach of the Year. Nominations close on April 28, 2023 and you can find more details on the nominating process below.
The Curriculum Leader of the Year:
Has successfully served as a curriculum leader (designated curriculum director, assistant superintendent, or teacher leader) in public education for at least five years.
Is an MCLA member at the time of nomination.
Is a proven champion of curriculum, instruction, and assessment policies and practices that enhance learning both within and outside the district, who also promotes and provides opportunities to learn and to share learning and develops partnerships and networks with other districts and organizations to support learning.
Nomination Process:
Send a nomination letter describing how the nominee is a champion of learning (criteria 3 above) both in and outside the district to the CLOY selection committee. Provide details about how the nominee’s curriculum, instruction, and assessment leadership impacts teachers and students in the district and the nominee’s leadership activities outside the district.
Please include email and phone contact information for you and your nominee. Send recommendation letters to: MCLA CLOY Selection Committee and email as a pdf or Google document to director@mainecla.org.
The Instructional Coach of the Year:
Has successfully served as an instructional coach (working at least .5 time as a designated coach) in public education for at least two years.
Is an MCLA Coaching Co-Op member at the time of nomination.
Is a leader who promotes instructional quality through learner-centered coaching practices: modeling effective instructional practices, working with teachers to make evidence-based decisions, actively working to promote coaching, encouraging, and promoting reflection for teachers, focusing on collaboration and student growth.
Nomination Process:
Send a nomination letter describing how the nominee is a highly effective, student-centered instructional coach to the ICOY Selection Committee. Provide details about the structure and organization of the nominee’s coaching program/practices and how it impacts student learning and the school /district culture and community. Send nomination letters to: MCLA ICOY Selection Committee and email as a pdf or Google document to director@mainecla.org
The Department of Education has decided to withdraw the version of the emergency amendment to rule Chapter 101: Maine Unified Special Education Regulation that was posted on March 24, 2023. The Department is no longer receiving comments on this proposed amendment.
Twenty-one teams filled the Ocean Gateway in Portland as the Maine State KidWind Challenge returned following a three-year hiatus. “KidWind is a hands-on design celebration that engages students through the lens of wind and solar energy. Student teams design, construct and test small scale wind turbines and solar structures at events all over the world.” The national competition, which ballooned in size in 2009, has engaged over 40,000 students across 33 states. For this event, teams from five different Maine public schools brought turbines and presentations that they have been working on for weeks. They presented their materials to a panel of judges, and their turbines were put to the test in a wind tunnel to see how much power they generate. The results are projected up for competitors to watch as an energy sensor measures the voltage and current output of the turbines.
Retired Portland teacher Gus Goodwin successfully rallied many of the teachers who had participated in the past. The event is one that Goodwin has been championing for years, feeling that it helps students confront climate change with possible solutions. “We’re talking about climate change, but it left the students with a sense of agency… a sense that they can do something,” he told Newscenter Maine. As with many in-person events around the state, the Maine State KidWind Challenge was not quite back to its 2019 participation levels. Winslow Junior High School teacher Ginny Brackett recounted March of 2020 to her current group of four teams when she left her classroom with partially completed turbines. Her students, who were then elementary students, were grateful for the opportunity.
The day opened with a Q&A with Taylor Ward from UMaine’s Advanced Structures & Composite Center and Steve Nolet, Senior Director of Innovation & Technology for TPI Composites, who manufacture wind blades. The students were also presented a keynote from Tagwongo Obomsawin, who shared her own journey from rural life in Western Maine to her current position as the Clean Energy Partnership Program Manager in the Governor’s Energy Office.
The top-ranking teams, “W Group” from Mt. Ararat Middle School and “West End Whales” from Portland and Casco Bay High School, will be invited to compete at the national KidWind event in May at the University of Colorado. The “NCL Wind Turbines” from Massabesic Middle School were the runners-up and “MTA 1” from Mt. Ararat won the Spirit Award.
Prior to the event, Mt. Ararat Middle School STEM teacher Sandy Bickford appeared on MLTI’s Teaching with Tech podcast episode and she highlighted the KidWind Challenge as her favorite project to work on with students. “It’s a lot of work, it’s a lot of steps, it’s a lot of teaching, but… it’s relevant.”
The KidWind Challenge highlights many of the best qualities of STEAM learning. The teams of students who gathered at the Ocean Gateway exemplified the type of engagement in a project and resilience in problem-solving that many educators strive to introduce into their classrooms.
Retired Portland teacher Gus Goodwin successfully rallied many of the teachers who had participated in the past. The event is one that Goodwin has been championing for years, feeling that it helps students confront climate change with possible solutions. “We’re talking about climate change, but it left the students with a sense of agency… a sense that they can do something,” he told 
The top-ranking teams, “W Group” from Mt. Ararat Middle School and “West End Whales” from Portland and Casco Bay High School, will be invited to compete at the national KidWind event in May at the University of Colorado. The “NCL Wind Turbines” from Massabesic Middle School were the runners-up and “MTA 1” from Mt. Ararat won the Spirit Award.
Maine DOE Newsroom 