Category: Priority Notices

Public Comment Period for Proposed Rule Chapter 115 – The Credentialing of Education Personnel

In response to the 131st and 132nd Maine Legislature, the Maine State Board of Education is engaging in rulemaking to revise Chapter 115: The Credentialing of Education Personnel in alignment with its 2023 report to the Legislature. In that report, the State Board reviewed a number of credentialing topics, including pathways for specific endorsements.  
 
As required by law, a period of public comment opened on September 24, 2025, and will continue through October 25, 2025. Written comments may be submitted to Maine DOE Legislative Team member Laura Cyr at laura.cyr@maine.gov, 207-446-8791, or State House Station #23, Augusta, Maine 04333 until 5 p.m. on October 25.
 
Additionally, a public hearing for the proposed new rule will be held in person and virtually on October 15, 2025, from 3-5 p.m. at the Burton M. Cross Office Building (111 Sewall Street Room 103, Augusta, Maine 04333). As space will be limited, participants are encouraged to attend virtually via Zoom, using the following link:
 
Join the Zoom Meeting here.
Meeting ID: 879 4623 6101
Passcode: 47786916
 
With questions, please contact Laura Cyr at laura.cyr@maine.gov or 207-446-8791.
 
Summary of Proposed Changes to Chapter 115 Part I
The updates to Chapter 115 Part I refine definitions, expand credentialing pathways, and adjust requirements for educational technicians, conditional certificates, and emergency credentials. The revisions aim to enhance flexibility in staffing, while maintaining high-quality standards and compliance. Key changes include:

Definitions and General Requirements

  • Updated and clarified definitions for credential, clearance, conditional certificate, endorsement, lapsed credential, employed, contracted service provider, and others
  • Renewal “lapsed” grace period extended from six months to twelve months
  • More precise requirements stipulate that all individuals must hold the appropriate credential on the first day of service; school administrative units (SAUs) must verify credentials annually.

Out-of-State and Out-of-Country Certification

  • Streamlined process for accepting equivalent certificates from other states or countries
  • Requires official transcripts for international coursework and a course-by-course analysis from an approved evaluator
  • Certificates issued under reciprocity are valid for five years and renewable in accordance with Maine’s requirements.

Educational Technician Certificates

  • Reorganized into Ed Tech I, II, III, and Emergency Ed Tech categories with clearer permitted responsibilities and supervision levels. Eligibility updates include:
    • Ed Tech I: high school diploma/GED
    • Ed Tech II: reduced requirement from 60 credits to 48 credits or two years of CTE employment
    • Ed Tech III: may qualify with 90 semester hours or an approved Maine training program, such as community college “learning facilitator” programs
    • Emergency Ed Tech: must complete a state-approved program targeting essential skills
  • Certificates are valid for five years; renewal requires three semester hours of approved study/in-service training per term.

Conditional Certificates

  • Still valid for three years, non-renewable
  • SAUs must provide intensive supervision and mentoring for conditionally certified teachers and specialists.
  • Provision for issuing additional conditional certificates in shortage areas, if the applicant documents English is not their first language

Emergency Teacher Certificate

  • May be issued only to fill a staffing shortage.
  • Eligibility expanded to include:
    • Bachelor’s degree or equivalent work experience
    • Enrollment in an educator preparation program
    • Ed Tech III certification (excluding Emergency Ed Tech III)
  • Holders must participate in a mentoring program.
  • Term limited to one year, renewable up to three times total

Clearance Certificates

  • Required for all non-certified staff in schools or Child Development Services (CDS) sites
  • Valid for five years from the date of application; renewable with proof of service and CHRC completion
  • These updates emphasize greater flexibility in staffing, particularly for Ed Techs and conditional/emergency certifications, while reinforcing oversight, renewal, and mentoring obligations for SAUs and the Maine DOE.

Summary of Proposed Changes to Maine Chapter 115 Part II
This document contains extensive revisions to teacher and administrator certification requirements. Key changes include:

General Changes across Multiple Endorsements

  • Addition of Portfolio Pathway: A new “Endorsement Eligibility Pathway 3” has been added to most teaching endorsements, allowing candidates to earn certification through an approved portfolio process with superintendent and department approval.
  • Revised Language: “Graduated from” changed to “Successful completion of” throughout the document for consistency
  • Reduced Conditional Certificate Requirements: Many conditional certificate requirements have been reduced (e.g., from 24 to 18 semester hours for secondary teachers, from 24 to 15 semester hours for ESOL teachers).

Specific Endorsement Changes
Early Elementary and Elementary Teachers (029, 020)

  • Added portfolio pathway option
  • Restructured conditional certificate requirements to include portfolio option

Middle Level Teachers (1.3)

  • Added world languages to the endorsement areas covered (grades 5-8)
  • Added specific teaching methods and coursework requirements
  • Included language proficiency testing options (ACTFL, STAMP, ASLPI)

Secondary Teachers (1.4)

  • Reduced the conditional certificate requirement from 24 to 18 semester hours
  • Added portfolio pathway

Pre-K through Grade 12 Teachers (1.5)

  • Expanded from 2 to 4-6 pathways, depending on endorsement
  • Added specific pathway for endorsement 700 (industrial arts/technology education), including apprenticeship and experience requirements
  • Added detailed pathway for endorsement 510 (physical education) with specific coursework requirements
  • Reduced the conditional certificate requirement from 24 to 18 semester hours

Special Education (Section 2)

  • New Endorsement 283: Provider of Early Intervention/Teacher of Children with Disabilities, Birth to Age 5
  • Revised grade span of 282: Birth through grade 12
  • Added portfolio pathway options
  • Modified grade span renewal option, allowing current 282 holders to renew in birth-grade 12 span

ESOL Teachers (1.8)

  • Added fifth pathway option
  • Reduced the conditional certificate requirement from 24 to 15 semester hours
  • Allowed alternative credit options (CEUs, in-service hours, workshops)

Library Media Specialist (1.11)

  • Removed competency demonstration requirement reference
  • Streamlined pathways and requirements

School Counselor (1.12)

  • Added detailed CACREP standards alignment requirements
  • Specified coursework in three areas: Foundations, Contextual Dimensions, and Practice of School Counseling

Athletic Director (1.14)

  • Added second pathway option
  • Added detailed coursework requirements covering legal issues, student athlete wellness, and diversity
  • Restructured renewal requirements

Career and Technical Education (Section 3)

  • New Endorsement 095: Career Development Coordinator in CTE
  • New Endorsement 096: Student Services Coordinator in CTE
  • Added sixth transitional pathway for those holding current CTE certificates seeking additional endorsements
  • Reduced professional certification requirements from 12 to nine semester hours

Administrator Certificates (Section 4)

  • Changed terminology from “Certificate” to “Endorsement” throughout Section 4
  • Added references to the Student Services Coordinator in CTE role across multiple certificates
  • Maintained PSEL (Professional Standards for Educational Leaders) alignment requirements
  • Clarified internship/practicum requirements with three options: approved program, one year employment, or mentorship plan

These changes generally aim to provide more flexible pathways to certification, while maintaining quality standards—with particular emphasis on portfolio options, CTE positions, and special education specializations.

Clarification Surrounding LD 384, “An Act to Prevent Student Homelessness”

During the first session of the 132nd Maine Legislature, Public Law 2025, Chapter 453 was passed, taking effect on September 24, 2025. It is effectively a continuation of the Preventing Student Homelessness Pilot Program that the Maine Department of Education (DOE) implemented over the past two years.
 
For Fiscal Year (FY) 2024 and FY25, this program was funded at $1.5 million per year. The funding approved for FY26 totals $125,000. Due to this significant reduction of funding, the Maine DOE is reassessing its allocation method and will communicate with school administrative units (SAUs) when and how this limited funding will be available.
 
An Update on the Closeout of the State-Funded Preventing Student Homelessness Pilot Program

Effective July 1, 2023, the Preventing Student Homelessness Pilot Program funding was distributed to all SAUs based on the number of students experiencing homelessness reported in the Student Information System, with each SAU receiving a minimum of $750. SAUs had the option to accept the allocated funds on Grants4ME or opt out of receiving these dollars.

The Maine DOE consolidated the funds that were not expended in FY24 and funds that were declined by SAUs in FY25 to offer a July 2025 reallocation to participating SAUs to be utilized during the 2025-2026 school year. This reallocation amount is available within the FY25 Preventing Student Homelessness Funding Application on Grants4ME.

Allowable uses of Preventing Student Homelessness funds include:

With the July reallocation of funds within the FY25 funding application, the Maine DOE has adjusted the obligation and final invoice timeline for the FY25 Preventing Student Homelessness funding to allow additional time for the drawdown of funds to assist students. Authorized expenses must fall between July 1, 2024 and March 31, 2026, with final invoices due by May 1, 2026.

Please direct any questions related to Preventing Student Homelessness to Signe Lynch, Maine DOE McKinney-Vento Specialist, at signe.lynch@maine.gov.

Thank you for your continued support in providing school stability for students experiencing housing instability.

Reminder to Register for the Maine Green Schools Symposium on November 7

The Maine Department of Education (DOE) is thrilled to announce Maine’s first-ever Green Schools Symposium—a groundbreaking event celebrating climate education and sustainability leadership across Maine’s schools. It will take place on Friday, November 7 from 8:30 a.m. to 3 p.m. at Thomas College in Waterville.
 
This unique, statewide gathering will bring together school leaders, educators, youth, environmentally-focused nonprofit organizations, and private entities for a full day of networking, resource sharing, and cross-sector collaboration. Please register here and attend to hear inspiring stories of school-led sustainability efforts and explore practical tools for improving energy efficiency, cutting facilities costs, and creating healthier learning environments.
 
The Symposium will offer four workshop tracks:
 
Leadership
Engage with students, principals, and superintendents, as they share innovative case studies of sustainability efforts across the state. Breakout sessions will explore tangible strategies to drive change at both the school- and school administrative unit-levels.
 
Facilities
Receive hands-on guidance from facilities managers to explore cost-effective, sustainable infrastructure solutions—from clean energy systems to waste reduction to green campus design.
 
Learning Resources
Discover age-appropriate, interdisciplinary approaches to climate education and pathways to integrate classroom learning with school facilities and operations. Breakout sessions will offer practical strategies to build and expand outdoor learning programs. 
 
Career Pathways
Meet industry professionals to learn about green trades and professional development opportunities in Maine. Breakout groups will help attendees to identify their skills and discover how to align them with Maine’s green career opportunities. 
 
Limited funds are available to subsidize the cost of substitute teachers and transportation for schools to reduce financial barriers to attending the Symposium. Please contact Lucy Van Hook at Lucy.Van-Hook@maine.gov, if financial assistance is needed to attend the Symposium. Contact hours for Maine educators will be available.
 
We look forward to celebrating and advancing climate education and resiliency in Maine schools with you on November 7 in Waterville.

PRIORITY NOTICE: New Opioid Overdose Management Toolkit and Naloxone Education Course Available for Schools

The Maine Department of Education (DOE) is proud to announce the launch of a new, comprehensive Toolkit for Opioid Overdose Management and Naloxone Education in Schools, developed to support educators, school health personnel, and administrators in implementing effective overdose prevention strategies across the state’s school systems.

This resource includes evidence-based guidance on recognizing and managing an overdose, as well as educational materials to support those responsible for teaching overdose response in school settings. In addition to reviewing the Toolkit, educators can learn more about how to engage students in this critical topic by completing the Naloxone Education Course. This free, asynchronous, online course is designed to enhance educators’ knowledge and skills for delivering age-appropriate, accurate overdose prevention education.

This initiative reflects the Maine DOE’s continued commitment to student health, safety, and wellness by providing schools with the tools they need to address the ongoing opioid crisis in developmentally appropriate, evidence-based, and school-centered ways.

This toolkit was developed in alignment with LD 772, An Act To Permit Naloxone Possession, Prescription, Administration, and Distribution in Public and Private Schools and LD 1315, An Act to Require Public Schools to Offer Training for Secondary Students on the Administration of Naloxone Hydrochloride, which mandate the development of guidelines related to naloxone administration and education in schools and outline standards for classroom instruction. This initiative is consistent with broader efforts at both the state and national levels to expand access to life-saving interventions and to equip school communities with knowledge and resources to respond to emergencies.

About the Toolkit and Course
The Toolkit for Opioid Overdose Management and Naloxone Education in Schools includes:

  • Sample policies and procedures
  • Student training resources
  • Guidance on safe storage and administration of naloxone
  • Links to state-level technical assistance

The online Naloxone Education Course provides:

  • Flexible, asynchronous, online professional development
  • Scenario-based learning for responding to a suspected overdose
  • Instructions on the administration of nasal naloxone
  • Legal and ethical considerations for school staff

Implementation and Access
The Toolkit and Course are available to all schools statewide through the following links:

Schools are encouraged to review these materials and integrate them into existing emergency preparedness, school health, and student support frameworks.

This initiative was made possible through a collaboration between the Maine DOE Office of School and Student Supports, Maine Department of Health and Human Services (DHHS), Maine DHHS Office of Behavioral Health, and MaineGeneral Medical Center, as well as local educational and health partners.  

Additional resources to support student and staff education, as well as policy development, can be found on the Maine DOE Coordinated School Health Emergency Care webpage.

For further information and questions, please contact Maine DOE School Nurse Specialist Tammy Diaz at tammy.diaz@maine.gov.

Maine Schools Invited to Participate in Logo Design Contest for Attendance Awareness Month

The Maine Department of Education (DOE) is excited to share resources throughout the month of September to draw attention to the importance of attendance and engagement in Maine schools. Our hope is that this will help to set a strong foundation for the 2025-2026 school year.

To help your schools and school administrative units (SAUs) maintain their focus on attendance, we have curated a collection of actionable steps for your consideration:

  • Governor Janet Mills has proclaimed September as School Attendance Awareness Month in Maine! Please share this information with your school boards and communities at-large. You can find a link to the proclamation here. 
     
  • Bookmark the Maine DOE’s Maine Engagement and Attendance Center (MEAC) webpage—and encourage an administrator on your team to submit a “good news” story through the linked form. We are hoping to highlight examples of how local schools and SAUs have found success in addressing attendance and engagement among their students.
     
  • Involve your school/SAU in our messaging campaign! Over the summer, MEAC held the Maine Attendance Campaign Name and Slogan Contest. “Rooted in Learning, Growing Every Day: Be Pine Tree Present!” was selected as the winning campaign name/slogan and will become an integral part of Maine’s attendance celebration, highlighting how educators and staff are supporting their learning communities through increased attendance and engagement. Now, we invite every school in Maine to host their own logo design contest based on this campaign name/slogan and send the winning logo our way by October 10, 2025! Each school can determine the parameters of their contest; we simply want to offer the opportunity for potential statewide recognition. Please keep an eye out for details at the end of the month regarding where to send the winning entry—and in the meantime, create your contest opportunity.
     
  • Check out Maine’s Count ME In! website. Sign up for the monthly newsletter, get data-informed ideas to approach attendance improvement, and learn about ongoing professional development events.
     
  • Sign up for the national Attendance Works 2025 Attendance Awareness Campaign.
     
  • Mark your calendars for the upcoming MEAC Office Hours, a new, year-long series of monthly virtual office hours focused on evidence-based strategies to support increased attendance. These meetings will occur on the third Thursday of each month from 3:30-4:30 p.m. Please register here.

MEAC is part of the Maine DOE Office of School and Student Supports. Please contact Maine DOE Student Engagement Specialist Sarah Nelson at Sarah.Nelson@maine.gov, if you have questions or would like additional information.

Support for SAUs in Adopting Seizure Action Plans to Protect the Health and Safety of Students

During the first session of the 132nd Maine Legislature, Resolve 2025, Chapter 72 was passed. This resolve directs the Maine Department of Education (DOE) to communicate to school administrative units (SAUs) and private schools the importance of adopting Seizure Action Plans. It also directs the Maine DOE to provide information and assistance, if requested.

Why This Matters
According to estimates from the U.S. Centers for Disease Control and Prevention, in 2022, there were approximately 456,000 children under the age of 17 in the U.S. that had epilepsy, a brain disorder that causes seizures. Seizure Action Plans are personalized documents that outline how to recognize, respond to, and care for students experiencing seizures. They are critical tools for fostering safe learning environments for those with a known seizure disorder. Having staff trained in recognizing seizures and seizure first aid can increase the safety and health outcomes of those with known seizure disorders, as well as those who may have a seizure for the first time while at school. This effort aligns closely with the Maine DOE’s commitment to provide guidelines on the provision of school health services.

Guidance and Resources from the Maine DOE
To support schools in implementing Seizure Action Plans, the Maine DOE has compiled a suite of resources as part of its Chronic Conditions Management materials:

How Schools Can Engage

  1. Review the Maine DOE’s Seizure and Epilepsy Resource Guide and implement tailored action plans for students with a known diagnosis, using the sample Seizure Interview tool or a similar tool to inform individualized health plans.
     
  2. Adopt protocols to ensure best practices in training, emergency response, and ongoing monitoring. Free, on-demand training is available through the Epilepsy Foundation for school personnel and school nurses to help them better care for students with seizure disorders.  
     
  3. Contact your School Nurse Regional Liaison for direct technical assistance, if desired:
Nick Oyler BSN, RN, NCSN 
nicholas.oyler@maine.gov
207-592-3536		Northern/Eastern: Aroostook, Hancock, Penobscot, Piscataquis, Washington
Angie Buker MSN, RN, NCSN
angie.buker@maine.gov
207-215-5460   		Central: Kennebec, Knox, Lincoln, Sagadahoc, Somerset, Waldo
Nicole Furlong MSN, RN, NCSN
nicole.furlong@maine.gov
207-592-2518		Western: Androscoggin, Franklin, Oxford
Lori Huot BSN, RN, NCSN
lori.hout@maine.gov
207-530-0374		Southern: Cumberland, York

Through this targeted communication to support SAUs and private schools in adopting Seizure Action Plans and accessing existing training resources, the Maine DOE continues its commitment to ensuring student and school safety, health, and wellbeing. The Coordinated School Health Team within the Office of School and Student Supports stands ready to assist schools in measures that strengthen preparedness, empower educators and staff, and—most importantly—protect students who live with seizure disorders.

Please contact DOESchoolandStudentSupports@Maine.gov with any questions.

An Invitation to School Principals to Join Maine’s 2025-2026 Transformational Leaders’ Network

The Maine Department of Education (DOE) would like to invite school principals to register for a year-long professional learning experience called the Transformational Leaders’ Network (TLN). The TLN offers principals an opportunity to deepen their leadership skills and network with fellow principals across the state. This dynamic, learner-centered program, facilitated by experienced educational leaders, has a rich history of success and is open to all Maine principals.

The most important aspects of the TLN are summed up in these words: connection and community, learning and reflection, and safety and support. Unlike a typical professional development program, the TLN is a professional lifeline, providing a trusted community where school leaders find belonging, clarity, and collective wisdom. The TLN’s structure of reflective practice, peer validation, and collaborative problem-solving transforms how changes are implemented and sustained. Leaders move from isolation to connection, from reactive decisions to strategic action, and from centralized control to shared leadership.

Each session involves sharing challenging issues, experiencing tools for leading at your school, and exploring relevant leadership literature in a community of like-minded learners. As turbulent times in public education continue, filled with challenging situations, this year’s TLN will focus on the theme: Emotional Intelligence, Resilience, and Positive Change.

What the Research Says
In February of 2021, a research report commissioned by the Wallace Foundation was released. This report suggests that the way in which principals approach school leadership directly affects schools’ outcomes. These outcomes are defined as “drivers of principals’ impact.” They include:

  • Forms of engagement with teachers that center on instructional practice
  • Practices that encourage a school environment marked by trust, efficacy, teamwork, engagement with data, organizational learning, and continuous improvement
  • Facilitating productive collaboration and professional learning communities
  • Managing personnel and resources strategically

This research supports the importance of leadership in maintaining the climate and culture of a school. As Jason A. Grissom, co-author of the Wallace Foundation report, noted this year in a webinar: “The best evidence we have is that the best way to support principal growth is to lean on what we already know is important from studies of adult learning: Professionals learn complex roles when they get development opportunities that are ongoing, collaborative with their peers, and closely connected to their needs in their day-to-day work.”

Evidence from a 2025 case study of the TLN showed that over the years, as principals remained in the TLN program, they could see a pattern of increased retention of staff members. Focusing on culture and respectful leadership helped to attract and retain quality staff. “It’s how people are treated that draws them in,” one TLN participant stated. “[The TLN] helped me learn to connect with a person, so they’re more than just an employee.”

Pre-K—grade 12 principals are encouraged to apply for the TLN. Those who participate must commit to six in-person, full-day sessions (at places to be determined, based on the locations of participants). There will also be four sessions with the option of attending virtually or in-person. The 2025-2026 TLN program schedule is as follows: 

Full-day sessions (in-person from 8:30 a.m.-2:30 p.m.) are on:

  • September 19, 2025
  • October 24, 2025
  • December 5, 2025
  • January 30, 2026
  • March 27, 2026
  • May 8, 2026

Remote and/or regional meetings will take place the weeks of:

  • November 17, 2025
  • February 23, 2026
  • April 13, 2026
  • June 15, 2026

Successful completion of the TLN may result in contact hours for re-certification purposes. Additional highlights include:

  • Continuous, job-embedded professional development for a shifting role
  • A collaborative learning community with practice/support for conflict management
  • Emotional intelligence learning and reflection, helping to shift leadership mindsets
  • Enhancement of school climate and culture with strategies to build trust, communicate openly, and support and engage staff more effectively
  • Implementation of systems and structural change by using concrete tools and supports for sustainable procedural changes
  • School leadership teams that prioritize the distribution of leadership, helping others to feel valued and empowered, building capacity, and nurturing future leaders
  • Intentional, equity-focused analysis and techniques

Registrations for the TLN will be accepted on a rolling basis. Please apply for the 2025-2026 TLN here. To receive materials by the first session, participants are encouraged to register by September 10, 2025.

The TLN registration fee is $295 per participant for the full year of professional learning, including all TLN content, activities, and materials. If you are the leader of an identified school under Maine’s Model of School Supports (TSI-Targeted School Improvement, ATSI-Additional Targeted School Improvement, CSI-Comprehensive School Improvement), please contact Christina O’Neal, Maine DOE Educator Excellence Coordinator, at christina.l.oneal@maine.gov for a discount code to cover your registration fee. Participants will be responsible for travel expenses.

With general questions, please contact christina.l.oneal@maine.gov. For specific program details, please contact Fran Farr, Lead TLN Facilitator, at franfarr522@gmail.com.

For more information, and to read comments from past TLN participants, please click here.

2025-2026 Information for the National Board Certification Scholarship Fund and Salary Supplement

The Maine Department of Education (DOE) would like to remind you of two National Board Certification programs, governed by statute:

  • For teachers who have not yet achieved National Board Certification, a Scholarship Fund exists to help defray certification cost.
  • For teachers who have already achieved National Board Certification, there is a Salary Supplement Program available.

In both cases, applications are to be submitted to the Maine DOE by a teacher’s school administrative unit (SAU). Please see the information below for an overview of these two valuable programs, as well as streamlined application procedures. Applications for both programs will open on August 14, 2025, but you may consider gathering the required information from eligible educators in your SAU/school now.

This is a wonderful way to support and reward teachers, and we would encourage you to take advantage of this opportunity. Please contact Christina O’Neal, Maine DOE Educator Excellence Coordinator, with questions at christina.l.oneal@maine.gov.

National Board for Professional Teaching Standards (NBPTS) Certification

Scholarship Funds for Teachers:
The National Board Certification Scholarship Fund was established by State law to encourage teachers to apply to and enroll in the certification program offered by the National Board for Professional Teaching Standards or its successor organization.  

An SAU, or a publicly supported secondary school, may request scholarship funds on behalf of its teachers who meet the eligibility requirements. For further details, including eligibility requirements, please visit the Maine DOE’s National Board for Professional Teaching Standards webpage.

Scholarship Funds Application Procedure:
By October 15 of each year, per statute, the Superintendent of Schools of an SAU, or the administrator of a publicly supported secondary school, Education Service Center (under Chapter 123), or CTE Region, may request scholarship funds on behalf of a teacher who has met all of the eligibility requirements.

Please complete the following form, once it opens on August 14: 2025-2026 National Board Scholarship Form. Information required includes teacher name, NEO staff ID, teacher email, school name, position title, number of years teaching in Maine, components submitted to NBPTS, scholarship funds requested, and all other funds received.

Important Dates:

  • August 14-October 15: Scholarship application window
  • November 15: Scholarship applicant notification
  • December 15: Scholarship funds sent to SAUs, publicly supported secondary schools, or CTE regions

Salary Supplements for NBTS-Certified Teachers: 
Per statute, any public school teacher, or teacher in a publicly supported secondary school, who has attained certification from NBPTS no later than July 1 of the fiscal year, and who meets eligibility requirements, shall receive the annual supplement for the school year.

The amount of the salary supplement for each fiscal year is appropriated by the Maine Legislature. As outlined in statute, free and reduced poverty levels are determined by the annual free and reduced lunch data collection. The Fiscal Year 2025 ED 534 report will be used to determine the 2025-2026 school year salary supplement award amounts.

For further details, including eligibility requirements, please visit the Maine DOE’s National Board for Professional Teaching Standards webpage.

Salary Supplements Application Procedure:
By October 15 of each year, the Superintendent of Schools of an SAU, or the administrator of a publicly supported secondary school, Education Service Center (under Chapter 123), or CTE Region, must file with the Commissioner a certified list of National Board-certified teachers employed by the SAU, publicly supported secondary school, or CTE Region who are eligible to receive the salary supplement.

Please complete the following form, once it opens on August 14: 2025-2026 National Board Salary Supplement Form. Information required includes teacher name, NEO staff ID, school name, ED 534 (free and reduced %), position title, and a copy of the NBPTS certificate.

Important Dates:

  • August 14-October 15: Scholarship application window
  • By February 15: Salary supplement funds sent to SAUs, publicly supported secondary schools, or CTE Regions

PRIORITY NOTICE: Teacher Shortage Areas Identified in Maine for the 2025-2026 School Year 

The U.S. Department of Education (USED) annually designates teacher shortage areas for the purposes of deferment of loan repayments or reductions of teaching obligation. The Maine Department of Education (DOE) recently requested input regarding designated teacher shortage areas for federal reporting and would like to thank all those who submitted information during the comment period. The comments related to teacher shortage enabled the Maine DOE to add additional teaching endorsements to the USED proposal.  

The following are pre-K-12 teacher shortage areas for the 2025-2026 school year in Maine: 

  • General Elementary   
  • Computer Technology 
  • Early Elementary 
  • English for Speakers of Other Languages  
  • English/Language Arts (middle and secondary levels)   
  • Health
  • Mathematics (middle and secondary levels)  
  • Theater
  • Science-Physical (secondary level)  
  • Science-Life (secondary level)  
  • Science (middle level) 
  • World Languages 
  • Visual Arts  
  • Teacher of Students with Disabilities 

The benefits to student financial aid recipients, such as loan cancellations, are indicated in the following regulatory provisions: 

  • 34 CFR 682.210(b)(5)(ii), (b)(7), (q), and (s) enable a borrower who had no outstanding Federal Family Education Loan (FFEL) Program loan on July 1, 1987, but who had an outstanding FFEL Program loan on July 1, 1993, to qualify for deferment of loan repayment under the Stafford Loan Program any time within the life of the borrower’s loan(s) for up to three years of service as a full-time teacher in a private elementary or secondary school in a teacher shortage area designated by the department, and as certified by the chief administrative officer of the particular school in which the borrower is teaching; 
  • 34 CFR 674.53(c) enables Federal Perkins Loan borrowers who are full-time teachers of mathematics, science, foreign languages, bilingual education, or any other field of expertise where the state educational agency determined there is a shortage of qualified teachers to qualify for cancellation of up to 100 percent of the outstanding balance on the borrower’s Federal Perkins loans; and 
  • 34 CFR 686.12(d) enables grant recipients to fulfill their teaching obligation under the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program (regarding the requirement to serve at least four academic years, within eight years of graduation) by teaching in a “high-need field,” which includes academic disciplines/subject areas identified as teacher shortage areas at the time the grant recipient begins teaching in that field. 

Stafford Loan and Supplemental Loans for Students (SLS) borrowers who have questions concerning their loans, including the teacher shortage area deferment, may contact the Federal Student Aid Hotline at 1-800-4FED-AID. Federal Perkins Loan borrowers should contact the school where they received the loan.  

Please contact Erin Reinhard at Cert.DOE@maine.gov with any questions or concerns.  

PRIORITY NOTICE: Upcoming Opportunities to Strengthen Family Engagement Practices; Informational Session on June 3

The Maine Department of Education (DOE) Office of School and Student Supports is pleased to announce two upcoming opportunities for schools, school administrative units, and/or individual educators to strengthen their family engagement practices.

Please share the following information with your appropriate networks to ensure all who are interested are able to participate! These opportunities are free, grounded in research, and designed to benefit entire learning communities.

2025-2026 Family, School, and Community Engagement Community of Practice

The first opportunity is a free community of practice for teams of Maine educators, designed to strengthen family, school, and community partnerships across Maine’s pre-K-12 education system. A virtual informational session will be held on Tuesday, June 3, 2025, at 1 p.m. Please register for that session here. 

Research has shown that family and community engagement are associated with improved outcomes in student achievement, attendance, school climate, and staff retention. This learning series will be facilitated by the Consortium for Engaging Families Across Maine (CEFAM). Participants will learn how to implement research-based, developmentally appropriate family engagement strategies. By the end of the series, participating schools will have: 

  1. A foundational understanding of evidence-based family, school, and community engagement strategies;
  2. Improved skills to analyze and apply data for informed engagement efforts; and
  3. A concrete family engagement action plan tailored to their school community. 

At the June 3 informational session, participants will learn about the structure of this community of practice, as well as goals and expectations to earn a team stipend. There will also be an opportunity for participants to ask questions. Additional dates to add to the calendar include:

  • August 5 or 6, 2025 (time TBD) – Session at the Maine DOE Annual Summit
  • October 9 or 10, 2025 (time TBD) – Fall Virtual Check-In Meeting
  • January 15 or 16, 2026 (time TBD) – Winter Virtual Check-In Meeting
  • March 12 or 13, 2026 (time TBD) – Spring Final Celebration

This opportunity will ensure that schools are moving from planning to actions that foster meaningful, sustainable engagement to benefit all students. Here is a flyer about this opportunity (PDF). For more information, you may email info@maec.org.
 
Reframing Academy

The second opportunity is a free series of virtual modules, delivered by national experts at the National Association for Family and School Community Engagement (NAFSCE). NAFSCE’s Reframing Academy leads learners through ten virtual modules, which break down the problems that stand in the way of communicating effectively about family engagement and identify research-backed strategies to solve those problems and change the way in which people think about family engagement.
 
In the first session, slated for August 7, 2025, participants will gain access to the course materials and receive a copy of the course learning journal. The facilitator will also provide insights into the course development and structure. Between sessions, participants will complete designated Academy modules, and the three subsequent sessions will focus on thoughtful discussions of the Academy content in a structured and meaningful way. The schedule is as follows:

  • August 7, 2025 at 3 p.m. – Learning Block 1
  • August 21, 2025 at 3 p.m. – Learning Block 2
  • September 11, 2025 at 3 p.m. – Learning Block 3
  • September 25, 2025 at 3 p.m. – Learning Block 4

Participation is free, and participants from Maine who complete the course activities and attend all course sessions may be eligible for contact hours. All participants who complete the Academy modules may earn a certificate of completion. Please register for this opportunity here.

For more information, you may email Laurie Ascoli at ascolil@nafsce.org.

More About CEFAM

These opportunities are available in Maine thanks to a five-year Statewide Family Engagement Centers (SFEC) program grant. CEFAM was established by the Mid-Atlantic Equity Consortium (MAEC). The Maine DOE has been collaborating with MAEC since the start of this grant in late 2021.

SFEC grants provide financial support to organizations that offer technical assistance and training to state educational agencies in the implementation and enhancement of systemic and effective family engagement policies, programs, and activities. To learn more about this work in Maine, please refer to a previous priority notice from December.