Maine Association for Health, Physical Education, Recreation, and Dance Announces 2025 Awardees

The Maine Association for Health, Physical Education, Recreation, and Dance (Maine AHPERD) has announced the recipients of its 2025 Teacher of the Year awards, as well as recognition awards for Individual and Community Partner Organizations and Outstanding Future Professionals in the areas of Health Education and Physical Education.

These awards recognize exemplary health education, physical education, and adapted physical education teachers, professionals, and students who have demonstrated outstanding dedication to their students and/or the profession. Find more information about the awards here.

The 2025 Maine AHPERD award recipients are as follows:

Adapted Physical Education
Teacher of the Year
Rose Prest-Morrison
Sacopee Valley Elementary School

Elementary Physical Education
Teacher of the Year
Bryan Shaw
Easton Elementary School

Middle School Physical Education
Teacher of the Year
Matthew Downs
Ellsworth Elementary/Middle School

Middle School Health Education
Teacher of the Year
Karyn Bussell
Skowhegan Area Middle School

High School Health Education
Teacher of the Year
Sarah Rose
Poland Regional High School

In addition to providing Teacher of the Year awards, Maine AHPERD also recognizes individuals and community partner organizations who serve as strong supporters of the Maine AHPERD mission.

The 2025 honorees include:

Recreation Professional Award
Aimee Vlachos
University of New England

Dance Professional Award
Emma Campbell
Thornton Academy

Community Award
Lee Anne Dodge
Drug-Free Community Coalition: SoPo Unite

This year, Maine AHPERD also honored twelve distinguished students hailing from five Maine institutions of higher learning as 2025 Outstanding Future Professionals in health education and physical education:

Jacob Chovinard, Saint Joseph’s College of Maine
Brandon Sadowski, Saint Joseph’s College of Maine
Logan Welch, Saint Joseph’s College of Maine
Joelle Daigneault, University of Maine at Farmington
Brynn Dzengelewski, University of Maine Orono
Brianna Harriman, University of Maine Orono
Allie Hull, University of Maine Orono
Jeremy Miller, University of Maine Orono
Kennen Bean, University of Maine at Presque Isle
Jackman Daigle, University of Maine at Presque Isle
Aidan Curran, University of New England
Fritz Van Winkle, University of New England

Photo Caption: Left to right in the front row: Brandon Sadowski, Allie Hull, Joelle Daigneault, and Kennan Bean. Left to right in the back row: Logan Welch, Jackman Daigle, Jacob Chovinard, Jeremy Miller, Brianna Harriman, and Aidan Curran.

Please note that Brynn Dzengelewski and Fritz Van Winkle are not present in this photo.

Visit the Maine AHPERD website for highlights and resources from the Maine AHPERD 80th Annual Conference that was held from November 2-4, 2025.

Youth Leaders from Maine and New Hampshire Gather for ‘Can We? Connect’ at Augusta Civic Center

Maranacook High School student leaders lead a “Teen Issues” event at their school following The “Can We? Connect” event.

An early December snowstorm didn’t stop nearly 300 students and educators from 17 high schools across Maine and New Hampshire from coming together on December 11, 2025, at the Augusta Civic Center for Can We? Connect, a day of youth-led dialogue and educator professional learning produced by The Can We? Project.

Can We? Connect is the second of three full-day retreats held throughout the school year for cohorts of student leaders from partner schools. While the first and third retreats take place locally, Can We? Connect offers a unique opportunity for students to gather regionally for a shared experience centered on constructive dialogue across real and perceived differences. One student participant described the experience as “the anti-debate league,” highlighting its focus on understanding rather than argument.

*This photograph, taken at Gorham High School, is courtesy of The Can We? Project.*

Throughout the day, students practiced inquiry and active listening skills as they explored their own identities, learned about the communities their peers come from, and shared hopes for the future. Students also engaged in structured conversations where they shared personal beliefs and responded to thoughtful questions from peers about the values and moral foundations behind those beliefs.

While students participated in youth-led dialogue sessions, accompanying teachers and educators took part in a concurrent professional learning experience led by Julia Enriquez, a Can We? Project Liaison and history teacher at Yarmouth High School. The session focused on tools to foster constructive dialogue in classrooms, including a deck of conversation cards that Enriquez is developing to support meaningful discussion across any topic or theme.

Maranacook Community High School has been an active participant in The Can We? Project, with approximately 18 student leaders taking part in two retreats this school year. About a week after Can We? Connect, these students put their learning into action by hosting a “Teen Issues” event for the Maranacook school community. Student leaders organized a series of sessions that allowed participants to choose topics related to mental health awareness, personal interests and hobbies, or other issues important to them—many of which are not typically addressed within the regular curriculum.

This student-led event introduced The Can We? Project to the broader school community and engaged approximately 70 students across four sessions. Along with facilitating a “Picture Paddles” activity designed to build empathy and active listening skills, student leaders guided thoughtful, civil dialogue around issues that each participant identified as important.

“These were completely student led, with The Can We? Project student leaders facilitating,” Shane Gower, Maranacook Community High School Social Studies Teacher, said. “It was truly amazing to see, and we received so much positive feedback from participating students. It was very clear that our students really need opportunities like this for meaningful discourse.”

Other students continue to share their positive experiences with The Can We? Project, too. During the Can We? Connect event, facilitators gathered student feedback reflecting on the powerful impact of this experience:

“I am more hopeful towards the future, and I am honestly surprised that so many people I met are so similarly motivated. I think it was truly amazing to have this experience where I got to go out and communicate effectively about opinion and belief without stereotype or judgment.”
“Just like belonging in the greater world, I was really moved by everyone’s sense of kindness and support. There was no aggressive language or hate speech, and it was really nice to have that experience.”
“I am thinking that this will shape my ability to debate in the future. I often have a hard time thinking about other people’s perspectives, and this helped a lot.”
“I hope that this form of civil conversation can be something that becomes pursued by the general public. If things are discussed, sides become less polar.”
“Everyone believes in a future where they’re given a fair chance to be who they are. I felt much more seen than I ever have in my entire life.”

Educators at the December 11 event also echoed the positive impact on students:

“Can We? Connect is an amazing opportunity for all of our students to connect with peers from across the state.”
“They were interested in doing more and learning more about the others they had just met. They want to do something to replicate the experience at our school.”
“They were all full of happy and excited chatter on the ride home. I hope you all know just how much this type of experience means to teenagers.”

The Can We? Project continues to seek new partner schools and welcomes interest from students and educators who want to bring youth-led dialogue to their communities.

This story was submitted by The Can We? Project. For more information or to begin a conversation about participation, please contact John Holdridge, Can We? Project Director, at jholdridge@waynflete.org. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A map of this year’s participating schools is included below.

Jordan-Small Middle School Pilots Innovative Outdoor Education Program Through Science Curriculum

Students in Jordan-Small Middle School’s outdoor education pilot program bird-watch as one of their recent activities.

At Jordan-Small Middle School (JSMS) in RSU 14, teacher Jed Bloom’s science classes no longer stop at the classroom door. This past fall, sixth-, seventh-, and eighth-grade students stepped into the woods on district property as part of a pilot outdoor education program that blends science instruction with nature-based exploration, hands-on projects, and plenty of fresh air.

Bloom said this new outdoor education approach reflects a growing body of research showing that outdoor learning increases academic achievement, strengthens critical thinking, and supports students’ personal development. According to the North American Association for Environmental Education, outdoor, hands-on learning allows “personal growth and life-building skills, including confidence, autonomy, and leadership,” to become essential parts of students’ lives. Additionally, outdoor education naturally encourages the core practices of science: asking questions, making observations, forming hypotheses, and testing ideas.

Bloom said these findings inspired him to bring his science classes outdoors in a meaningful way.

“You can certainly do that inside a lab, in a classroom surrounded by four brick walls,” Bloom said. “But outside, there’s so much more to observe. You see it; you hear it; you smell it. It activates all the senses. That sensory experience leads to more questions, deeper thinking, and better science.”

Sixth-grader Jack Sawyer’s curiosity was sparked during a routine visit to the Frog Pond across the street on Raymond Elementary School’s campus. What began as a simple observation quickly evolved into a more profound question about the natural world.

“The first day when we went to the Frog Pond, all the grass and cattails were standing up, but throughout the year, they started to fall down,” Sawyer said. “I wondered why they did that.”

Part of the pilot’s design, Bloom emphasized, is that both he and his students are learning together and working to determine what does and doesn’t work for the program.

“The students get to see that learning is a collaborative process,” Bloom said. “We’re exploring, experimenting, and improving the program for next year.”

In addition to meeting science standards, the JSMS outdoor education program meets the Maine Learning Results standards—skills that Maine students are expected to have gained upon graduating high school. These include the Maine Learning Results guiding principles of becoming:

A Self-Directed and Lifelong Learner
A Creative and Practical Problem Solver
A Responsible and Involved Citizen
An Integrative and Informed Thinker
A Clear and Effective Communicator

For many students, this program goes beyond the state’s standards and the school’s curriculum. As they observe the natural world—birds, trees, wind, frogs hopping and singing at the Frog Pond, etc—Being outdoors, and the lessons it teaches, are beginning to take hold for these sudents.

Seventh-grader Carly Herman said she finds that the hands-on, outdoor activities make learning more engaging.

“The best part is going out and having fun,” Herman said. “Right now, we’re making a fire pit and building forts. When it gets really cold, the fire pit will help keep us warm, and the forts will keep us dry during rain and snow while we do our observations and journaling.”

Classmate Jamar Banton agreed, adding that the outdoor journals the students keep while on their exploratory adventures have helped him to notice things he never paid attention to before.

“When we sit and listen, we take notes on everything happening around us,” Banton said. “One time, I heard a buzzing noise, and it turned out to be a bee nearby. I even heard cars in the distance—sounds you don’t think about being in nature, but they’re there.”

While JSMS academics are the heart of this pilot program, Bloom said there is another component that is just as essential to the lives of JSMS students, and that is the art of playing.

“12- and 13-year-olds need to move their bodies and play together,” Bloom said. “They’re learning social skills as much as science skills. Many kids today have packed schedules filled with school, sports, and evening activities. Add in the pull of cellphones, and there’s not much unstructured time outdoors.”

Outdoor education, Bloom said, gives students space to breathe, move, collaborate, and reset.

As the pilot program continues, Bloom said he hopes this new initiative will become a model for future outdoor learning at JSMS and hopefully the entire district. For now, though, his students seem more than happy trading fluorescent lights for sunshine, textbooks for field journals, and worksheets for the rustle of leaves and snow beneath their feet.

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

A Look Back: Maine FFA Celebrates the Year of Youth in Agriculture

From left to right: Sierra Hemond; Julia Deitrick; Jillian McLaughlin; Lane Carmichael; Hannah Shaw; Maine Commissioner of Agriculture, Conservation, and Forestry Amanda Beal; Julia Pierce; Hayley Mane; and Mia Arcott.

This article was written by Jillian McLaughlin, Maine FFA State Reporter.

Nearly a year ago, on January 14, 2025, Governor Janet Mills signed a proclamation officially designating 2025 as the Maine Year of Youth in Agriculture. This action launched a series of statewide initiatives designed to engage and support young agriculturalists through enhanced access to resources, mentorship opportunities, and networking experiences.

The first initiative took place that month during the 2025 State of Maine Agricultural Tradeshow with a student-led panel held at the Commissioner’s Luncheon. Hosted by Governor Mills and Maine Department of Agriculture, Conservation, and Forestry Commissioner Amanda Beal, this panel elevated the voices of young leaders in agriculture as attendees heard firsthand accounts of their experiences and aspirations. Panelists included Maine FFA State President Lane Carmichael and representatives from the Maine 4-H Foundation.

In March 2025, Governor Mills invited youth leaders to attend Maine Agriculture Day at the Maine Legislature. A select group of students met with state senators and representatives to discuss the current state of agriculture in Maine. Throughout the day, participants were formally recognized by both the Maine House of Representatives and Senate for their dedication to the future of agriculture. Students also had the opportunity to meet personally with Governor Mills to discuss her continued commitment to engaging Maine’s agricultural youth.

The Maine Association of Agricultural Fairs declared the 2025 fair season the Year of Youth in Agriculture, which presented students with the opportunity to actively engage in events across the state. This included animal clinics, showing events, youth agriculture auctions, youth in agriculture displays, and much more.

In September 2025, the Eastern States Exposition took place in West Springfield, Massachusetts. Known as “The Big E,” this exposition is the largest fair on the East Coast, bringing together hundreds of FFA members for competitions, American Star Awards, and livestock shows. 2025 marked the 100th anniversary of the Maine Building on the fairgrounds. To commemorate the occasion, Commissioner Beal invited Maine FFA state officers and 4-H leaders to participate in a ribbon-cutting ceremony. Prior to the event, state officers Jillian McLaughlin and Hannah Shaw conducted a one-on-one interview with Commissioner Beal, reflecting on key takeaways from the Maine Year of Youth in Agriculture. This celebration concluded with remarks from 4-H leaders, government officials, and Maine FFA State President Carmichael.

Maine FFA members also did their part to continue the momentum of the Maine Year of Youth in Agriculture throughout 2025. In the summer, the Maine FFA State Officer Team inspired and engaged young members statewide, as they facilitated youth outreach events at agricultural fairs across the state following training with the National FFA. These events provided FFA and 4-H members with opportunities to network, build connections, and strengthen their leadership skills through workshops.

2025 provided young members of Maine’s agricultural community with a once-in-a-lifetime opportunity to connect directly with state leaders and have their voices heard. As Maine looks to the future, its youth are now better equipped with the knowledge, skills, and relationships needed to lead and advance the state’s agricultural industry. Although the Maine Year of Youth in Agriculture has officially come to a close, its impact will extend far beyond 2025.

To learn more about the Year of Youth in Agriculture, please visit: Maine Department of Agriculture, Conservation, and Forestry | Maine’s Year of Youth in Agriculture.

To submit a good news story to the Maine DOE, please fill out the good news submission form.

Maine Students Invited to Participate in National Civics Bee® Competition; Submission Deadline Extended

Please note that due to the widespread impact of winter storms—including school closures, postal service delays, and power and internet outages—the National Civics Bee is implementing a one-time, nationwide extension of the 2026 essay submission deadline to Tuesday, February 17, 2026.

The Maine State Chamber of Commerce, in partnership with the Mid-Maine Chamber of Commerce and the U.S. Chamber of Commerce Foundation, is bringing the National Civics Bee® to Maine—offering middle school students a new opportunity to strengthen their civic knowledge and engage in meaningful learning about democracy, community, and citizenship.

The National Civics Bee® is designed to encourage students to explore real-world civic issues while building skills that support informed citizenship, resilient communities, and a strong future workforce. Maine students in grades 6-8 are invited to participate by submitting a civic-focused essay by February 17, 2026.

From the essay submissions, the top 20 students will advance to a live state competition in Waterville, scheduled for June 2026. The state champion will go on to represent Maine at the National Civics Bee® Championship in Washington, D.C., in the fall of 2026, when students from across the country will compete for major prizes, including a $100,000 grand prize.

The student application portal is now open, and additional details, resources, and submission information can be found on the National Civics Bee® website. All competition dates are set by the U.S. Chamber of Commerce Foundation and may be adjusted as the pilot program evolves.

For more information about the National Civics Bee®, or to learn how to help share this opportunity with Maine students and educators, please contact Angela Ouellette at angelao@mainechamber.org.

Grants for After-School and Summer-Learning Programs Now Available; Applications Due April 7, 2026

The Maine Department of Education (DOE) is pleased to announce the release of a request for proposals (RFP), seeking bids from organizations interested in implementing comprehensive after-school and summer-learning programs during the 2026-2027 academic year. It is anticipated that approximately $1.75 million will be available in grant awards this spring as part of the 21st Century Community Learning Centers (21st CCLC) program.

Authorized under Title IV, Part B of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), the 21st CCLC program provides competitive grant funding to support before-school, after-school, and summer-learning programs that focus on improving the academic performance of students in pre-K through grade 12. The primary purpose of the 21st CCLC program is to provide funding for school and community partnerships that establish or expand community learning center programs. These programs provide students in high-need, economically disadvantaged communities with academic tutoring and enrichment opportunities designed to complement their school-day academic program. In addition, these programs can provide a broad array of additional support services related to overall student health and well-being.

Local 21st CCLC programs—which can be established in elementary schools, secondary schools, or similarly accessible community facilities—provide high-quality support services to students during non-school hours. As such, these programs also support working parents and families by providing safe, supportive learning environments for students at times when school is not normally in session.

This RFP, which includes information regarding eligibility, program requirements, and more, is available here. An informational webinar for this RFP will be posted to the Maine DOE’s application website on January 21, 2026. It is strongly recommended that interested organizations view this presentation, in its entirety, prior to submitting a proposal for 21st CCLC program funding.

Below is the anticipated timeline for the RFP:

January 6, 2026—RFP released to the public
January 21, 2026—Informational webinar posted online
February 4, 2026—Deadline for submission of questions in response to RFP
February 25, 2026—Deadline for interested organizations to submit Intent to Apply form
April 7, 2026—Proposal submission deadline
April and May 2026—Formal peer review of proposals
May 2026—Grant Award Notifications
July 1, 2026—Grant Award start date

Please be advised that these dates are subject to change. Interested organizations must consult the RFP document for the most accurate dates and deadlines regarding this opportunity.

For more information about the 21st CCLC program, please contact Title IV State Coordinator Travis Doughty at travis.w.doughty@maine.gov.

Maine DOE Recruiting Educators for High-Quality Instructional Material Capacity-Building Cohort

The Maine Department of Education (DOE) is recruiting 30 certified educators to participate in a statewide capacity-building cohort, a key component of Maine’s coordinated Literacy and Numeracy Action Plans. These plans outline a comprehensive system of supports designed to develop lifelong learners who can engage confidently and competently with the world through strong reading and math skills.

This cohort is intended to build educator capacity to evaluate, select, and implement high-quality instructional materials (HQIM), helping to ensure that all students in Maine have access to rigorous, standards-aligned, and culturally responsive instruction. Educators from all nine superintendent regions of Maine will deepen their own expertise, while also preparing to serve as regional leaders and facilitators of HQIM-focused professional learning.

Participants will engage in a sequenced professional learning experience that includes:

A virtual orientation and kickoff meeting (one hour).
Two days of in-person training focused on understanding nationally recognized HQIM evaluation criteria and rubrics, applying these tools to analyze instructional material with an emphasis on equity and standards alignment.
Three virtual sessions (two hours each) to develop guidance documents, resources, and professional learning to support school administrative unit (SAU)-level HQIM adoption.
Individualized coaching and peer collaboration.
A virtual reflection session (one hour).

Participants will be expected to complete the following deliverables:

Pre- and post-cohort surveys.
One or more resources or tools to support educators in evaluating, selecting, and implementing HQIM.
A professional learning session delivered within their region to build capacity for HQIM evaluation, selection, and implementation.
Documentation of the regional session, including materials used and a brief reflection.

Application Process and Timeline

Educators may apply for this opportunity here. Applications havebeen extended to January 23. The Maine DOE will review applications with the goal of ensuring representation across grade levels, regions, professional roles, and school contexts.

Cohort Schedule:

Thursday, February 5, 2026, 3:30-4:30 p.m. – Virtual orientation and kickoff
Friday, February 27, 2026, 8 a.m.-4 p.m. – In-person, full-day training in the Bangor area
Monday, March 16, 2026, 8 a.m.-4 p.m. – In-person, full-day training in the Bangor area
Thursday, April 2, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, April 16, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, May 7, 2026, 3:30-5:30 p.m. – Virtual training
Thursday, June 4, 2026, 3:30-4:30 p.m. – Virtual reflection session
Monday, August 31, 2026 – Final day to deliver training and provide documentation

Participating educators will be eligible for a $400 stipend upon submission of the completed deliverable package. Trainings attendance will be eligible for contact hours.

For more information, please contact Jennifer Page, Maine DOE MOOSE Project Supervisor, at jennifer.page@maine.gov.

This project is supported by funds received from the U.S. Department of Education through the Governor’s Initiative: Integrating Literacy & Numeracy for Statewide Impact, Activity #4: Building Capacity to Identify and Select High-Quality Instructional Materials. The total award is $41,788.40, of which 40.3% is federally funded and directly attributed to project implementation. The contents of this program do not necessarily represent the official views of, nor an endorsement by, the U.S. Department of Education or the U.S. government.

Princeton Elementary Showcases Hands-On STEAM Learning Through Maine DOE Learning Tour

On December 9, 2025, Princeton Elementary School teacher Donna Netzer opened her classroom to educators from across Maine, as she demonstrated ways to incorporate numerous Science, Technology, Engineering, the Arts, and Mathematics (STEAM) technologies into the typical educational environment. This presentation was part of the Maine Department of Education (DOE) Office of Innovation’s latest Learning Tour, an opportunity for educators to participate in peer-to-peer learning.

During the Learning Tour, Netzer and her tech-savvy students demonstrated how each STEAM technology in her classroom (e.g., indi robots, Bee-Bots, Cubelets, 3D pens, etc.) is easily connected to the required grade-level Maine Learning Results. Netzer prepared demonstrations with students from pre-K through grade 8, illustrating how her students are “tech-sperts” for their peers and teachers at their small, rural school.

Experiential learning opportunities can be extremely powerful for many students, as they bring contextual meaning to the concepts being taught in the classroom, turning cerebral ideas into authentic life experiences. For some students, experiences in an outdoor environment may resonate, while for others, STEAM experiences may help to establish those learning connections.

The evening before Princeton’s Learning Tour, Netzer also arranged a STEAM night, where students, families, and community members could visit the school and explore some of these STEAM technologies for themselves.

It was a well-attended event, and many community members expressed excitement about trying things out for themselves. One of the unique applications was a Makey-Makey project that showcased conduction principles and programmable circuit boards in the form of a banana piano!

Check out this video highlighting the Princeton Elementary School Learning Tour:

The Maine DOE Office of Innovation is committed to providing Learning Tours that showcase these innovative learning experiences across the state. If you are interested in learning more, please contact Elaine Bartley, Maine DOE Rethinking Responsive Education Ventures (RREV) Research and Design Director, at elaine.bartley@maine.gov.

Maine Adult Education Educator Julie Berube Honored with National Barbara Bush Fund for Family Literacy Grant

The Maine Department of Education (DOE) is proud to recognize Julie Berube, Coordinator of the First Teachers Family Literacy Program at Biddeford Adult Education, as a recipient of a $10,000 national grant from the newly established Barbara Bush Fund for Family Literacy, an initiative of the George and Barbara Bush Foundation.

Berube’s program was selected as one of only three grant recipients nationwide in the Fund’s inaugural year, alongside organizations in Washington, D.C., and Florida. Announced in November 2025, the Barbara Bush Fund for Family Literacy builds on First Lady Barbara Bush’s decades-long commitment to literacy by supporting proven, community-based family literacy programs and elevating effective practices across the country.

For Berube, the recognition was both unexpected and deeply meaningful.

“When I initially found out my program was selected for the $10,000 grant, I was shocked,” Berube shared. “Pam Cote, Senior Director for the Barbara Bush Fund for Family Literacy, called me one evening in October. I was working late and happened to be the one answering the phone. I truly thought she had been gathering information for a national directory.”

Berube noted that after nearly six months of conversations with the Foundation, she never imagined her program would be among the first funded.

“I am profoundly grateful and humbled to be among the first recipients recognized by the newly launched George and Barbara Bush Foundation. After 26 years coordinating the First Teachers Family Literacy Program, this recognition serves as a powerful affirmation of my enduring commitment to family literacy.”

Berube’s connection to Barbara Bush’s literacy legacy runs deep. Berube joined Biddeford Adult Education in 1999 as a Child Care Coordinator and was soon encouraged by then-Director Anita Kramer to step into the role of Family Literacy Coordinator.

“I was hesitant at first—it was a big endeavor,” Berube recalled. “But Anita believed in me, and that made all the difference.”

With Kramer’s support, Biddeford Adult Education applied for and received a Maine Family Literacy Initiative (MEFLI) grant—funded through the original Barbara Bush Foundation. The program was named First Teachers, reflecting Barbara Bush’s belief that parents are a child’s first and best teachers.

Biddeford became the only program in Maine at the time to receive two consecutive MEFLI grants, and Berube noted that Barbara Bush herself had a strong personal connection to the region, spending summers in nearby Kennebunkport.

When MEFLI funding ended, Berube was determined to keep the program alive.

“I ran a penny auction fundraiser for four years to keep First Teachers going,” she said. “I wrote letters to local businesses six months in advance, and we were fortunate to have interns from the University of New England. It took a lot of time and energy, but I wasn’t willing to let the program end.”

In 2009, family literacy funding was formalized and became a permanent part of the local school budget—a testament to the program’s impact, longevity, and strong outcomes.

“Receiving funding now from the George and Barbara Bush Foundation feels like a full-circle moment,” Berube shared. “I started this program with a Barbara Bush Foundation grant, and more than two decades later, I’ve received a grant from the newly launched Barbara Bush Fund for Family Literacy.”

The First Teachers Family Literacy Program empowers parents and caregivers to build their own literacy skills while learning alongside their children. By engaging families together, the program strengthens early literacy, builds confidence, and helps break cycles of low literacy across generations.

Families in Berube’s Creative Play Class are participating in an Intergenerational Literacy Activity (ILA).

David Durkee, Program Director at Biddeford Adult Education, emphasized the program’s importance within the broader adult education mission.

“Julie has strengthened our adult education program by engaging parents and children together, building foundational reading and language skills, and fostering lifelong learning,” Durkee said. “Her work benefits individual families and the broader community.”

Durkee described Biddeford Adult Education as a leader in accessible, high-quality adult education, offering flexible programming, workforce development, and strong community partnerships.

“Julie has expanded family literacy significantly through partnerships with organizations like Head Start and continually offers new learning opportunities for students and families,” Durkee added.

The new grant will allow Biddeford Adult Education to further its family literacy efforts.

“This funding will enable us to expand parent-child literacy events, increase early childhood reading activities, offer more parent education workshops, and strengthen partnerships,” Durkee said. “These funds will broaden the program’s reach and provide more families with the resources they need to build strong literacy foundations.”

The Barbara Bush Fund for Family Literacy aims not only to provide funding but also to serve as a national thought leader, amplifying effective programs that address one of the country’s most pressing educational challenges. By awarding this grant, the George and Barbara Bush Foundation is honoring Berube’s decades of dedication, while investing in a vision that spans generations.

The Maine DOE congratulates Julie Berube and Biddeford Adult Education on this well-deserved national recognition and applauds their leadership in adult education and family literacy in Maine.

This story was a collaboration between the Maine DOE and Biddeford Adult Education Program. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Nominations Open for 2026 Outstanding Early Childhood Professionals Spotlight

Do you know an outstanding early childhood professional who works with children from birth through age eight (8) in a childcare program, public school, private school, or home-visiting setting? If so, please consider nominating them for the 2026 Week of the Young Child® Outstanding Early Childhood Professionals Spotlight. The nomination deadline is February 13, 2026.

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. It is also a chance to celebrate the early care and education professionals who nurture and support children and families during this critical stage of growth and development.

This annual recognition program, offered through collaboration between the Maine Department of Education (DOE) Early Learning Team and the Maine Department of Health and Human Services (DHHS) Office of Child and Family Services’ Early Care and Education Division, honors dedicated professionals who make a meaningful impact on young children and families. Last year’s inaugural Early Childhood Professionals Spotlight received more than 280 nominations! Those individuals were celebrated at the 2025 annual Early Childhood Education Conference in Portland.

Recognize an outstanding early childhood professional by submitting a nomination through the 2026 Week of the Young Child® spotlight nomination form. The submission deadline is Friday, February 13, 2026, at 11:59 p.m. Nominees will be contacted prior to the Week of the Young Child®, which will take place from April 11-17, 2026.

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