Category: Priority Notices

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.

Maine DOE Seeking Public Comment for a Tydings Amendment Waiver of FY24 ESEA Funds and FY25 Carryover of Excess Title I, Part A Funds

Pursuant to the authority granted under Section 8401(b) of the Elementary and Secondary Education Act (ESEA), the Maine Department of Education (DOE) intends to apply for a Tydings Amendment waiver and a Title I Carryover of Excess waiver from the U.S. Department of Education (USED). As required, the Maine DOE is seeking public comment from February 24 to March 14, 2025, on the request to waive the period of availability for ESEA funds and Title I, Part A carryover limitations. This public comment period has been extended for longer than 15 days, acknowledging the return from February break.

Maine will be seeking:

  • A Tydings Amendment waiver from Section 421(b) of the General Provisions Act to the USED. The Tydings Amendment waiver seeks an extension to the availability of Federal Fiscal Year 2023/State Fiscal Year 2024 ESEA funds. Programs affected by this waiver include:
    • Title I, Part A of the ESEA (Improving Basic Programs Operated by Local Education Agencies [LEAs]), including the portions of the state education agency’s (SEA) Title I, Part A award used to carry out Section 1003 school improvement, Section 1003A direct student services, if applicable, and Title I, Part D, Subpart 2.
    • Title I, Part B of the ESEA (State Assessment Formula Grants).
    • Title I, Part C of the ESEA (Education of Migratory Children).
    • Title I, Part D, Subpart 1 of the ESEA (Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk).
    • Title II, Part A of the ESEA (Supporting Effective Instruction).
    • Title III, Part A of the ESEA (English Language Acquisition, Language Enhancement, and Academic Achievement).
    • Title IV, Part A of the ESEA (Student Support and Academic Enrichment Grants).
    • Title IV, Part B of the ESEA (21st Century Community Learning Centers).
    • Title V, Part B, Subpart 2 of the ESEA (Rural and Low-Income School Program).
    • McKinney-Vento Education for Homeless Children and Youth Program.
  • A carryover limitation waiver from Section 1127(a) of the Elementary and Secondary Education Act of 1965, as amended for Federal Fiscal Year 2024/State Fiscal Year 2025 Title I, Part A funds. The carryover limitation waiver seeks to waive the requirement that limits the Maine DOE’s ability to grant to its LEAs a waiver of the 15-percent Title I, Part A carryover limitation of more than once every three years.

The Maine DOE must solicit and respond to public comments on its waiver request, as well as provide evidence of the available comment period. As the Maine DOE moves forward to provide as much flexibility as possible, and continued support for expending ESEA federal funds, comments may be submitted to Shelly Chasse-Johndro at shelly.chassejohndro@maine.gov.

Maine DOE Seeking Applicants for Assessment RFP Evaluation Committee 

The Maine Department of Education (DOE) is seeking proposals for a statewide reading and mathematics assessment, per State of Maine procurement regulations. A critical step in the Request for Proposals (RFP) process is the scoring of proposals. Maine DOE is seeking the involvement of Maine educators in this process through participation in the RFP Evaluation Committee.

The RFP Evaluation Committee will be responsible for reviewing submitted proposals, completing both individual notes, and in-person consensus scoring. Maine DOE is looking for representation from across geographical regions and areas of educational expertise. If selected, RFP Evaluation Committee members must be available for independent review of proposals between November 15-20, 2024. Additionally, in-person consensus scoring with the Committee will take place on November 21, 22, and 25 in Augusta at the Maine DOE offices.

Please do not complete this application if you do not have the authorization and capacity to participate on these dates.

To apply to be a member of the RFP Evaluation Committee, please complete the application here.

To read the full Request for Proposals, click here.

100 Child and Adult Care Food Program Sponsors and Providers Attend Maine DOE Annual Training

The Maine Department of Education’s (DOE) Child and Adult Care Food Program team recently hosted 100 of Maine’s child and adult care sponsors and providers for the CACFP Annual Training. The Child and Adult Care Food Program, a program of the U.S. Department of Agriculture administered by participating states, provides reimbursements for meals and snacks to eligible children and adults enrolled in care at participating child care centers, in-home daycares, and adult daycare centers.

The focus for one day of training was geared towards food program staff to learn about food safety, efficiency in the kitchen, and standardized recipes, as well as how they can incorporate the Harvest of the Month and Maine Fish Programs into the meals they are feeding the children in their care.

The other training day focused on providers who handle the administration side of CACFP. The CACFP team reviewed the budget tool, agreement errors, and the integrity rule. Participants broke up into 16 groups to discuss topics that affected them. Several reported ideas to the entire group. The CACFP team collected all topics and ideas for further discussion on how to improve things for CACFP sponsors.

The Maine Department of Education’s Child Nutrition team hosts various in-person training opportunities, including culinary and food safety training for school nutrition professionals at its Augusta-based Culinary Classroom, along with other various training opportunities located in different regions throughout the state; the team also records training videos and provides recipes that are accessible as needed via their website. For more information, reach out to the Maine DOE Child Nutrition Team.

 

 

Eliot Elementary School Civil Rights Team Takes the Great Kindness Challenge

The Civil Rights Team at Eliot Elementary School has been working hard to make their school a better place to be. The Civil Rights Team is made up of 21 grade three students who engage their school community to think and talk about race and skin color, national origin and ancestry, religion, disabilities, gender, and orientation (in an age-appropriate manner).

“Our team works to make our school a safe and accepting place for all of our students,” said Civil Rights Team Advisor Marissa Armitage. The Civil Rights Team Project is a statewide initiative coordinated by the State of Maine Office of the Attorney General.

Grade 3 students have been spreading the message of acceptance and standing up for what’s right. They’ve been thinking about important issues, hosting important conversations, and changing the climate of the school to be more inclusive.

To combat bias-based harassment, the Civil Rights Team recently hosted an assembly for the Great Kindness Challenge, a weeklong national campaign in January where students in schools across the U.S. are challenged to complete as many acts of kindness as possible using a customizable checklist. Armitage says the Civil Rights Team was outstanding at modeling citizenship during their week of kindness this year.

“The Great Kindness Challenge is just one example of [the Civil Rights Team] initiative,” said Armitage. “I’m really proud of the way our students have shown up as leaders. They set the tone for the rest of the school,” she added.

Armitage tells us that the Civil Rights Team has many more plans for schoolwide initiatives throughout the year.

Find more information about The Great Kindness Challenge here.

This story was a collaboration with Eliot Elementary School. To submit a story from your school, fill out our good news submission form.

Listening Sessions for Educators: Understanding Current and Emerging Needs Following the Mass Violence Event in Lewiston

As part of its evolving role in responding to the instance of mass violence in late October, Maine Department of Health and Human Services (DHHS), along with other agency partners within State Government and the Lewiston community, are holding listening sessions to engage partners across a broad spectrum. Maine DHHS is partnering with the Maine Department of Education (DOE) for sessions specific to schools and educators, respecting the intersection of health and education and the importance of a coordinated response. For these sessions in particular, feedback can help to tailor trainings and other supports that may be offered to schools and educators.

Maine DOE and Maine DHHS are scheduling two listening sessions for educators – one session for school and school administrative unit (SAU) administrators and another for teachers and other educational staff.

The listening session dates:

  • School and SAU Administrators: January 10, 2024, at 9:30 a.m. – Registration link
  • Teachers and Educational Staff: January 10, 2024, at 3:30 p.m. – Registration link

These sessions typically last 60 – 90 minutes.

We recognize that while Lewiston and surrounding communities were directly affected by the violence, the effects of the violence have been felt in school communities across the state. With that in mind, administrators, teachers, and educational staff from all parts of the state are invited to participate in these sessions.

The listening sessions are aimed to identify which services or supports are best suited to address current and emerging need, and how access can be structured to ensure services support those in need.  Information gleaned during these listening sessions will augment existing insight and feedback that has been provided both formally and informally to date. To inform ongoing response to the mass shooting, it is critical to have a solid understanding of the landscape and environment within Lewiston and surrounding communities, and of needs directly informed by the community itself.

To support a productive discussion during the listening session, please consider the following questions:

  • What are some of the needed direct services that are either known now or anticipated? These can be at an organizational level or based on your what organization has seen/provided.
  • What are some of the needed supports (i.e., training, communications, coordination, etc.) that are either known now or anticipated? Again, these can be at an organizational level or based on what your organization has seen/provided.
  • How do you see needs and response evolving, both in the near-term (next one to two months), interim-term (three to six months) and long-term (one year out)?
  • How can emerging needs continue to be assessed as the response evolves?

Teacher Shortage Areas For 2023-2024 School Year 

The U.S. Department of Education (USDOE) 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 DOE to add additional teaching endorsements to the USDOE proposal. The following are PreK-12 teacher shortage areas for the 2023-2024 school year:

  • General Elementary
  • Early Childhood
  • English for Speakers of Other Languages
  • English/Language Arts (Middle and Secondary Level)
  • Mathematics (Middle and Secondary Level)
  • Science-Physical (Secondary Level)
  • Science-Life (Secondary Level)
  • Science (Middle Level)
  • Physical Education
  • World Languages
  • Visual Arts
  • Teacher of Students with Disabilities (See note below.)

In Maine, the annual teacher shortage list is utilized by the DOE to determine which endorsements are eligible for an emergency certificate.  It should be noted, however, that on October 4, 2022, the U.S. Department of Education Office of Special Education Programs (OSEP) released a memorandum to clarify the requirements of IDEA Part B, which outlines the expectations for the preparation and training of all special education teachers nationwide. Noted in the memo, special education certification or licensure requirements may not be waived.

For federal purposes, 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 anytime 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, can contact the Federal Student Aid Hotline at 1-800-4FED-AID.

Federal Perkins Loan borrowers should contact the school where they received the loan.

For questions related to the 2023-2024 shortage areas, please contact Michael Perry, Acting Director, Office of Higher Education and Educator Support Services, at michael.t.perry@maine.gov.