Category: Priority Notices

PRIORITY NOTICE: Maine DOE Joins NewsCenter Maine to Thank School Staff and Educators Through Video Messages from Across the State

The Maine Department of Education is excited to be working with News Center Maine on a two-week campaign that aims to give Maine schools staff and teachers the giant shout out and thank you they deserve.

With Valentine’s Day and the national #LoveTeaching week just around the corner, the Maine DOE and News Center Maine have formed a unique partnership to broadcast video messages from schools across Maine showcasing the amazing heroes that work in our local schools and districts.

From February 7th through February 21th, WCSH 6/WLBZ 2 has launched a Thank You campaign that will air as video clips during both their morning and evening news broadcasts. The video clips feature a broad range of school and district staff, working in schools in all regions of Maine, talking about where they work and why they love what they do.

During the campaign, News Center Maine will also be soliciting videos from community members across Maine talking about their local teachers and school staff members, thanking them for all their hard work. Students and their families, as well as fellow educators, are encouraged to give a video shout out to say “Thank you!” and send along to NewsCenter Maine. One can share video by:

  • Using the Near ME tool of their mobile app
  • Texting them at 207-828-6622
  • Posting them on social media and using the hashtag #LoveSchoolStaff.

Be sure to tune into News Center Maine, WCSH 6/WLBZ 2 now through February 21st to see the faces of the amazing people working to educate the youth in our state and hear from students and families who are sending in their messages of appreciation. Maybe you will even see someone from a school near you! A library of videos is available on the NewsCenter Maine website.

PRIORITY NOTICE: New Dates Available for Free Anti-Bias Professional Learning Series for Educators

The Maine Department of Education is sponsoring a workshop by Amber Coleman-Mortley, Moving Beyond the Movement: Fostering Authentic Transformation for Sustainable Outcomes.  This Learning Series was originally scheduled for earlier this month but it has been rescheduled and the registration has opened back up for additional attendees! Please see the updated dates below.

Updated Learning Series Dates & Syllabus:

  • Wednesday, February 17, 7:00-9:00pm
    Module 1 – Now is the Time: Using the past to inform the present: How do we apply anti-racism, anti-bias, and equity to civics and history classrooms?
  • Wednesday, February 24, 7:00-8:30pm
    Module 2-Be bold. Be brave. Be inclusive: Engaging your stakeholders: How do we facilitate community engagement around anti-bias work?
  • Wednesday, March 3, 7:00-9:00pm
    Module 3- Culturally relevant pedagogy for all: How can we leverage culturally relevant pedagogy to support all learners in our school community?
  • Wednesday, March 10, 7:00-8:30pm
    Module 4- Practical applications and continued strategies for continued allyship: What small, and large, changes are required to ensure that our practices and policies are investments, not investigations?

Amber Coleman-Mortley brings a diverse voice into civic education, manages a large network of education influencers, and has built a successful youth fellowship of students fighting for equity in civic education. Amber’s advocacy and expertise have been featured in the New York Times on several occasions.

Register here: https://mainestate.zoom.us/meeting/register/tZUkdOihrzIoHtEhnto0lYp7KcxZ3tbYW9SQ 

Learn more about Amber

Amber Coleman-Mortley is a talented creator and builder of digital and grassroots networks where she focuses on cultivating an engaged community of active participants through multimedia video and virtual spaces. In her current role as Director of Social Engagement, she brings diverse voices into civic education, manages a large network of education influencers, and has built a successful youth fellowship of students fighting for equity in civic education.

Amber’s equity and civic work is centered around building strong teams for improved community outcomes, which is inspired by her years as a three-sport varsity athlete at Oberlin College where she earned North Coast Athletic Conference (NCAC) all-conference honors for 8 out of the 11 seasons she competed. She also has a Division 3 , NCAA appearance in the 4×100 m. She currently serves as an alumni advisor to Oberlin College’s, Black Student-Athlete Guild.

Amber taught for nine years as a P.E/Health teacher and head varsity volley ball and head varsity track coach. She has experience building curriculum and leadership programs for student-athletes and team captains. Amber presented on Anti-Racist Coaching and Sports and Social Justice at the U.S. Soccer

Foundation’s Virtual National Training. At the center of her work are equity, critical thinking, and civic problem-solving. She has experience collaborating virtually with parents and educators around equity, anti-racism, and culturally relevant pedagogy, which includes work with the DuPage (Illinois) Regional Office Of Education.

Amber is a highly regarded social media influencer whose work brought her to the White House to meet former first lady Michelle Obama to discuss influencer campaigns that focus on family health and wellness. She is a parenting expert and author of Mom Of All Capes where she covers parenting strategies in civic education, education technology, parent-teacher partnerships, and social-emotional development. The podcast she co-created with her children, Lets K12 Better, discusses how to improve K12 education and family life through partnerships and communication.

Amber’s advocacy and expertise have been featured in the New York Times on several occasions which includes viral videos, a full-page spread in print media, and several online articles. Her insights have been cited in publications from the LA Times to the Smithsonian Magazine, The Washington Post to LAist. Coleman-Mortley has shared insights for parents through her work for Edutopia, civic education and parenting for TODAY Parenting, and even shared tips for weary travelers through Southwest Airlines. Amber’s voice has been amplified on countless podcasts including Edit Your Life about how to talk to children about race, EduTable about education a inequity, NPR affiliate KPC Conprocessing the state of the world with children. She’s presented live with New York Times Parenting and Sree Sreenivansan’s daily global show on talking to kids about race.

Additional information:

This workshop series will require participants to maintain a reflection journal. Participants should come motivated to create change and should be prepared to participate in group discussions based on readings and resources shared prior to the session.

Engaging in this cohort provides an opportunity for participants to earn credit hours. To receive credit, participants must attend all four sessions.

For more information contact Danielle Despins; a volunteer member of Maine DOE’s internal Diversity, Equity and Inclusion (DEI) sub-committee at (207) 592-1448.

Register here: https://mainestate.zoom.us/meeting/register/tZUkdOihrzIoHtEhnto0lYp7KcxZ3tbYW9SQ 

PRIORITY NOTICE: National Youth Physical Fitness Campaign Launches in Maine

DON’T QUIT!® Campaign Will Deliver $100,000 Fitness Centers to Three Maine Schools

The school nomination form and more information about the program can be found here.

Governor Janet Mills and the Maine Department of Education announced today that the National Foundation for Governors’ Fitness Councils (NFGFC) has selected Maine for its 2021 DON’T QUIT! Campaign, a national effort to encourage physical fitness in youth. As part of the campaign, the NFGFC, which seeks to encourage and reward innovation in the field of youth fitness, will gift DON’T QUIT! Fitness Centers to three Maine schools that use new and unique methods to promote student physical activity and wellness to help them construct fitness centers.

“The coronavirus pandemic has only reinforced how important it is to keep our bodies and minds healthy,” said Governor Mills. “I thank the National Foundation for Governors’ Fitness Centers for bringing this campaign to our state and I encourage all eligible schools to apply.”

“Our schools provide students with the knowledge, experiences and resources to build healthy and successful futures,” said Education Commissioner Pender Makin. “We know that physical activity improves student learning, mental health, and general wellbeing, and we are grateful to the National Foundation for Governors’ Fitness Centers for providing these additional resources to 3 Maine schools.”

“Childhood obesity is a serious problem that can follow a child into adulthood. I’ve declared war on this preventable disease and it’s inspiring to see elected leaders like Governor Janet Mills immediately jump on board to join the battle and welcome us into the great state of Maine. Every governor we’ve partnered with recognizes that obesity is neither a Democratic nor Republican issue, it’s a kids’ issue and all have vowed to do everything possible to help,” said fitness icon Jake (Body by Jake) Steinfeld, Chairman of the NFGFC. “So far we’ve delivered DON’T QUIT! Fitness Centers to 36 states and Washington, DC  and this year we are adding four more states to our family including Maine, Mississippi, North Carolina, and New Hampshire. The response from every state we’ve visited has been awesome.  Kids are excited about working out and being physically active and, as a result, their academic performance and self-esteem have skyrocketed.  Now, Maine schools have an opportunity to make a change that will have a lasting impact on kids well into their future.”  

All public and public charter elementary and middle schools in Maine who have a majority of students between the ages of 8 to 14 years old and an available room ready for equipment installation by June 2021 within their existing infrastructure are eligible to apply. Three schools in each state, prioritized based on need, will be chosen from applicants by NFGFC to receive a brand new, state-of-the-art DON’T QUIT! Fitness Center. The school nomination form and more information about the program can be found here.

Each fitness center is financed through public/private partnerships with companies like The Coca-Cola Company, Anthem Blue Cross and Blue Shield Foundation, Wheels Up and Nike, and does not rely on taxpayer dollars or state funding. Fitness in Motion provides all the fitness equipment, which is manufactured in the United States.   

“I have witnessed firsthand the positive impact fitness centers have had on students and their communities. When you provide schools with the tools and inspiration, you’ll be amazed by the changes that take place,” continued Steinfeld.  “Children are our most precious resource and by providing them with a strong foundation in health and fitness, we can feel confident that they’ll excel beyond their wildest dreams.” 

Physical activity and exercise are shown to help prevent and treat more than 40 chronic diseases, enhance individual health and quality of life, and reduce health care costs.  In schools, studies show that physical activity improves academic achievement, increases confidence and self-esteem, reduces discipline problems, cuts absenteeism, and fosters better interpersonal relationships.

School nominations will be accepted starting today, Monday, February 8, 2021 until Friday, March 19, 2021. Maine people interested in nominating their school can visit  https://natgovfit.org/nominate-your-school/ and click on the Maine state seal to download and submit the short application.

The school nomination form and more information about the program can be found here.

Priority Notice: DOE Embarks on a Revolutionary Redesign of Assessment 

As the nation  explores the future of education and embraces opportunities for new and innovative approaches to student instruction and assessment, the Maine Department Of Education(DOE) is excited to develop a more meaningful approach to assessment.  

The federally-mandated State summative assessment is an essential component of an equitable instructional cycle. The assessment serves multiple purposes for educators, students, parents, policy makers, and community members, all with the shared goal of supporting student growth for lifelong learning. 

The COVID-19 global pandemic has afforded educators the opportunity to meaningfully reflect on instructional practice, outcomes and student learning. As educators continue to explore opportunities for authentic learning, we are observing an increase in  interdisciplinary/integrated instruction and the ability of students to apply their learning in a real-world context. With this in mind, and to ensure we are assessing student learning in a similar and authentic manner, the redesign of state assessment is underway.  

The Maine DOE is seeking individuals interested in being involved in role specific assessment redesign focus groups. These focus groups will serve as collaborative thought partners as Maine’s approach to assessment and accountability is redefined, reframed and redesigned.

From these role alike focus groups, an ESSA Advisory/Maine TAC will be established. The ESSA Advisory/Maine TAC will represent the geographic and demographic diversity across the state and will be responsible for assisting the Department in synthesizing focus group feedback, suggestions, and best practice approaches to develop a cohesive assessment and accountability plan that addresses and supports the needs of Maine students while assisting Maine in meeting ESEA Federal assessment and accountability requirements 

In the coming months, role specific focus groups will meet for a half day on a bi-monthly basis. Additionally, those nominated from within focus groups to serve on the  ESSA Advisory/Maine TAC will meet for ninety (90) minutes once per month for an extended period of time.  If you are interested in being a part of this work, please complete the intent to participate form by February 26.  

PRIORITY NOTICE: Maine DOE Announces 21st Century Community Learning Centers Grant Opportunities

The Maine Department of Education is pleased to announce the release of a request for proposals (RFP) seeking bids from interested parties to implement comprehensive 21st Century Community Learning Centers (21st CCLC) programming in 2021-2022.  It is anticipated that roughly $1.25M will be available to issue grant awards later this year.

Authorized under Title IV, Part B of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA) Act of 2015, 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-Kindergarten through grade 12.

The primary purpose of Maine’s 21st CCLC program is to provide funding for school and community partnerships to 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 located 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 in session.

The request for proposal (RFP), which includes information regarding eligibility, program requirements, and more, is available here. An informational webinar for this RFP will be posted to the Department’s application website on January 19, 2021.  It is strongly recommended that interested parties view this presentation, in its entirety, prior to submitting a proposal for 21st CCLC program funding.

Below is the anticipated timeline for the Department’s current 21st CCLC grant competition:

Date Task
January 6, 2021 RFP Released to Public
January 19, 2021 Informational Webinar Posted Online
February 16, 2021 Deadline for Submission of Questions in Response to RFP
March 2, 2021 Interested Parties Submit Letter of Intent to Apply
April 6, 2021 Proposal Deadline
April 2020 Formal Peer Review of Proposals
May 2020 Grant Award Notifications
July 1, 2020 Grant Award Start Date

Please be advised that the dates above are subject to change.  Therefore, interested parties must consult the RFP document for the most accurate dates and deadlines regarding this opportunity.

For more information on the 21st Century Community Learning Centers (21st CCLC) Program, contact State Coordinator, Travis Doughty, at travis.w.doughty@maine.gov.

Joint Statement of Commitment and Support for Diversity, Equity and Inclusion in Maine Schools

The Maine Department of Education, Maine School Boards Association, Maine School Superintendents Association, Maine Administrators of Services for Children with Disabilities, Maine Education Association, Maine Principals Association, and Maine Curriculum Leaders Association enthusiastically affirm the right of every student to an equitable education.  We proudly and steadfastly support the educators and districts in Maine who are taking on the work of understanding and dismantling racism and inequity in our schools and communities. We urge all Maine schools and educators to accept their role and responsibilities in examining and addressing the inequities that have long existed in our society and institutions.

We define educational equity as providing each student a legitimate opportunity to learn, grow, and thrive in school and beyond.

Equity depends on a deliberate and systematic abolition of the inequities that have been sewn into the fabric of American society. These persistent inequities have long disadvantaged students on the basis of race, sex, gender, gender expression, language, physical and intellectual ability, socioeconomic status, sexual orientation, indigenous origin, religion, and all aspects of human identity that have been subjugated within our society. We recognize that education is one of many systems that have had a role in perpetuating racial inequities, and that through close examination of our system, we can and must strive to attain diversity, equity, and inclusion of all voices and experiences. We believe this work is central to living up to our promises of providing an outstanding education for every Maine learner and continuing to be a public education system of excellence.

We recognize and commit to our role and duty as Maine public education leaders to actively partner with all schools in constructing a new educational paradigm, founded on the certainty that every student can and will be successful when:

  • School is a welcoming, safe place for all school community members to bring their whole identities with them
  •  Social emotional and behavioral supports are understood as critical prerequisites to academic learning
  • Students’ primary and home languages are recognized as assets, cultivated, and leveraged
  • Every educator in every role shares the responsibility for ensuring equity for every student and participates in equity education, both in teacher and administrator preparation programs and ongoing throughout their careers
  •  Families are meaningfully engaged as partners in their children’s education and welcomed into our schools
  • All academic and non-academic programming is culturally responsive and co-constructed with community members

Examining racism and inequity is difficult work. As each student of Maine is a future citizen of our global society, we believe this is work that needs to be engaged in respectfully and civilly by all the schools and communities in our state.  Understanding and addressing racism and inequity will take many different forms, all of which are valid and needed. Already many educators, school districts, and organizations are exploring this work in some of the following ways:

  • Defining with school and community members what makes a safe and welcoming place for all and committing to the vision
  • Reviewing your SAU’s Controversial Issues policy and best practices for engaging in discussions responsively and responsibly.
  • Engaging community members in discussions and actions to ensure that schools are a safe and welcoming place for all students
  • Engaging in equity audits to examine a variety of practices and programs
  • Expecting all school personnel to engage in professional learning about anti-racism and culturally responsive practices
  • Reviewing and revising curricula and materials to ensure they are well-rounded, decolonized, and representing all experiences
  • Adopting anti-racism instructional practices, programs, and policies
  • Establishing Diversity Equity and Inclusion (DEI) committees of stakeholders
  • Establishing expectations that every student will achieve and is challenged with rigorous curricula
  • Creating, supporting or amplifying student Civil Rights Teams within each school

We believe in the power and responsibilities that are bestowed on our educational institutions to provide a safe and equitable place in which all students can thrive, and where students are encouraged to examine their world, their beliefs and their role in society through multiple perspectives. We believe all students, all families, and all human beings deserve to be celebrated, included, and heard, and we are committed to supporting our schools and educators in taking on the challenge of examining and changing our practices.

We stand united in our commitment to this work and our support of the educators who are courageously stepping up and stepping into the learning, growing and changing that is needed. Our organizations will continue to provide resources, support and technical assistance as we all expand our own knowledge and capacity to engage in this critically important work on behalf of our students and our collective future.

Priority Notice: Public Comment Welcomed on Additional Title IV, Part A Waiver Opportunities

The Maine Department of Education (DOE) intends to apply for several new waiver options related to Title IV, Part A funds awarded to school districts for the 2020-2021 school year.

Recognizing that many schools and communities continue to face unprecedented challenges this year, the federal government has provided states with additional waiver opportunities related to Title IV, Part A of the Elementary and Secondary Education Act (ESEA). Pursuant to the authority granted under section 8401(b) of the ESEA, the U.S. Department of Education has invited states apply for waivers for one or more of the following Title IV, Part A program requirements:

  • Section 4106(d) of Title IV, Part A of the ESEA, related to LEA needs assessments for the 2020-2021 school year;
  • Section 4106(e)(2)(C), (D), and (E) of Title IV, Part A of the ESEA, with respect to content-area spending requirements for Title IV, Part A funds awarded in the 2020-2021 school year; and/or
  • Section 4109(b) of Title IV, Part A of the ESEA, with respect to the fifteen percent (15%) spending limitation for technology infrastructure for Title IV, Part A funds awarded during the 2020-2021 school year.

The Maine DOE intends to apply for a waiver to each of the statutory requirements outlined above as part of our continued efforts to provide schools with as much flexibility as possible.  Please note, however, that all other Title IV, Part A statutory requirements not subject to these waivers would remain in effect.

Earlier this year, Maine requested and received a waiver of these provisions for funds awarded to school districts during the 2018-2019 and 2019-2020 school years.  This was accomplished through the waiver authority of section 3511 of the Coronavirus Aid, Relief, and Economic Security (CARES) Act.  Unfortunately, the CARES Act did not provide any authority to extend these waivers beyond the 2019-2020 school year. Accordingly, the federal government has now made this separate opportunity available for states to further waive these requirements for Title IV, Part A funds that were awarded to school districts for the 2020-2021 school year.

As part of the statutory requirements for seeking this waiver, the Maine DOE must solicit and respond to public comment on its waiver request as well as provide evidence of the available comment period.  This 15-day public comment period shall begin on December 9, 2020 and conclude on December 23, 2020.

Comments may be submitted to: travis.w.doughty@maine.gov

Learning Facilitator Program- Great Resource for Schools, Free for Trainees!

In order to be responsive to critical staff shortages in Maine schools as a result of the pandemic, Governor Mills created additional flexibilities and opportunities for educators in Executive Order #7. Based on the Executive Order, the Maine Department of Education, in collaboration with Maine Community College System and Eastern Maine Community College, has developed the Learning Facilitator Program, a fast-track training program for paraprofessional level educators to expand, strengthen and support a high quality educator workforce.

The program, which is offered at no cost to the participants, is completed in two phases in one academic year with the ongoing support of Eastern Maine Community College faculty.

  • A week-long 3-credit course “boot camp” with foundational elements of classroom management and school culture. Additionally, the core boot camp curriculum includes training in COVID readiness, bloodborne pathogens, suicide awareness and prevention, mandated reporter training, and fingerprint clearance in order to address both substitute teacher and long-term support staff preparedness.
  • The second phase of the program consists of a combination of online work, professional learning community meetings, and a structured teaching apprenticeship (315 hours).

Upon completion of the 3-credit course “boot camp,” participants will have the foundational skills necessary to fill short- and long-term substitute educator roles, as well as all paraprofessional positions. They can support instruction and provide guidance to learners in the classroom under the supervision of a mentor teacher or teaching team. Mentor teachers or teaching teams may be working remotely or in-person. Special coding for Learning Facilitators has been created within NEO for schools, so that subsidy will not be impacted.

Educators who complete all elements of the Learning Facilitator Program, as outlined above, will qualify for an Educational Technician III certification.

For more information related to the program, please visit the EMMC website, here.

PRIORITY NOTICE: Maine DOE Launches Social Emotional Learning Curriculum

The Maine Department of Education is excited to announce the release of Maine’s first, state owned and free, PreK-12th grade Social Emotional Learning (SEL) Curriculum.

SEL4ME has been constructed by professionals with 50+ years of experience in education, student/parent engagement and staff/administrator professional development. Lessons are aligned with industry established best practices, are leveraged through an equity lens and include over 450 modules that cover PreK-12 scaffolded by grade.

Following research and findings from the Maine’s Opioid Prevention Task Force and Task Force on Childhood Trauma, incorporating SEL into education is evidenced to be a primary prevention and trauma informed practice and the DOE is dedicated to meeting the social emotional and mental health needs of our educators and students. The SEL4ME curriculum honors Maine’s strong history of social emotional learning and is flexible by design so that it can be used as an additional support for existing SEL, health or counseling programs, while also being a reliable and foundational way to enable schools to create brand new SEL programs across our State.

What we have here is only the beginning! The SEL4ME Team, consisting of diverse Maine experts and stakeholders, will continue to edit, add and develop new SEL content, ensuring that our State’s unique SEL needs are met. Moving forward, expect the curriculum to expand from classroom supports to include school and district wide resources in the structured, best practice use of SEL throughout school culture. While this curriculum is not a requirement, research shows that the benefits of incorporating social emotional learning into our schools are significant and the SEL Team will be providing free training and support to educators looking to use the SEL4ME curriculum.

We hope that every Maine educator will take advantage of this free, readily available and low barrier, SEL curriculum to supplement everyday classroom instruction or to assist with remote learning. We will continue to grow SEL4ME with your feedback and support!

Thank you for your dedication to Maine youth.

Please use these links below to access the new SEL4ME curriculum, trainings and support:

For further questions, please contact Kellie Bailey, Maine DOE Social Emotional Learning Specialist at Kellie.Bailey@maine.gov.

PRIORITY NOTICE: Verification of Minimum Teacher Salaries

Due Date: November 30, 2020 

In 2020-21, the State will provide each qualifying school administrative unit with the funding necessary to achieve the minimum salary for certified teachers established in Title 20-A, §13407. 

A “qualifying school administrative unit” means a school administrative unit the commissioner determines to have a locally established salary schedule with a minimum teacher salary of less than $35,000 in school year 2019-20.  The requirement to pay the $35,000 minimum is not contingent upon receipt of the State’s adjustment to subsidy.   

The minimum salary law does not distinguish between full-time and part-time teachers.  Full-time teachers must be paid a minimum salary of $35,000.  The minimum amount will be prorated for part-time teachers in proportion to their full–time equivalency (FTE). 

Method of Allocation of State Funds to Qualifying School Administrative Units: 

The commissioner shall allocate funds provided to qualifying school administrative units per Title 20-A, §15689, sub-§7-A,(B), in accordance with the following: 

  1. The amount of increased funds provided to qualifying school administrative units under this subsection must be the amount necessary to fund the incremental salary increases specified in this subsection.   
  2. The number of teachers eligible for incremental salary increases in a qualifying school administrative unit for a fiscal year must be based on the information supplied to the department pursuant to section 13407 in that fiscal year.   
  3. The increased funds provided under this subsection must be issued to qualifying school administrative units as an adjustment to the state school subsidy for distribution to the teachers. Qualifying school administrative units shall use the payments provided under this subsection to provide salary adjustments to those teachers eligible for incremental salary increases. The department shall collect the necessary data to allow the funds to be included in a qualifying school administrative unit’s monthly subsidy payments beginning no later than February 1st of each fiscal year. 

Verification of Minimum Teacher Salary Report Instructions: 

The Minimum Teacher Salary Report is available in the NEO Staff Module under the Reports section.  The report is based on a snapshot of staff data entered by each school administrative unit for the FY 20 School Year from October 2019.  

This report should be reviewed by the Business Manager and then Certified by the Superintendent by November 30, 2020. 

Note: School administrative units that do not operate a school will have a blank report and do not need to certify the report. 

If you have questions about the report, or believe information is missing or is incorrect, please contact Paula Gravelle at paula.b.gravelle@maine.gov or 207-624-6792. 

Staff Eligibility for New Minimum Salary Requirements: 

Certified teachers in teaching positions employed by a qualified school administrative unit (as defined by 20-A, M.R.S. §1 (26) and 20-A, M.R.S. §15689 (7-A).)  This includes teaching positions paid with federal funds, and state or local grants, in classrooms or specialized areas (i.e. special education, EL, etc.).  Also included are school counselors, and library/media specialists. 

The following are the staff positions eligible for the minimum salary supplement: 

Classroom Teacher  School Social Worker 
Gifted and Talented Teacher  Special Education Teacher 
Guidance Counselor  Substitute Teacher – Long-term* 
Librarian/Media Specialist  Title I Teacher 
Literacy Specialist  *only for substitute classroom teachers replacing another teacher currently on leave. 

Method of Payment to a Qualifying School Administrative Unit: 

Once the Minimum Teacher Salary report has been certified by the Superintendent, an adjustment to the unit’s ED 279 Report (Section 5B) will be issued and payment included in the remaining monthly subsidy checks.  The adjustment to subsidy must occur no later than February 1st of each fiscal year. 

Method of Payment to Eligible Certified Teachers: 

The method of payment is at the discretion of the school administrative unit.  The adjustment amount is subject to all normal withholding requirements for tax and retirement purposes.Page Break 

Frequently Asked Questions: 

1.) Is teacher defined in statute? No 

  • Teacher vs teacher contract?  For purposes of the distribution of the minimum teacher salary adjustment, eligible staff are those employed by a SAU, in a teaching position, and are certified (the certification may be conditional). 
  • Are federally paid teachers included? Yes 
  • State grant paid teachers?  Yes 
  • Does “teacher” reference both classroom and specialists ?  Yes,. 
  • What if a teacher works through an ESC or AOS?  AOS yes, ESC no as it is not a SAU  
  • What if other position types are locally considered teachers by the contract (librarians, Speech, etc.)? This is not the original intent in determining the amount of the appropriation needed but we are exploring the impact of expanding to those staff members employed under a teacher contract. 
  • What about CTE teachers? Teachers in CTE Centers only are eligible. 
  • If CTE teachers are included, what about those at a region (not a SAU) – CTE Regions are not SAUs therefore, they are not eligible under the enacted law. 
  • What about Charter School teachers? Yes 
  • What if they are not certified?  To be eligible, the teacher must be certified. 
  • What about MSSM teachers? No, MSSM is not a SAU. 
  • What about MECDHH teachers?  No, MECDHH is not a SAU. 
  • What about EUT teachers? No, EUT is not a SAU. 
  • What about CDS teachers? No, CDS is not a SAU. 
  • What about the teachers at Long Creek? No, Long Creek is not a SAU. 
  • What about teachers at the Long–Term Drug Treatment Programs?  Yes, if the teacher meets all the eligibility criteria under 1 (a). 
  • What about Special Education teachers at a regional program? Yes, if the teacher meets all the eligibility criteria under 1 (a). 
  • What about teachers at regional alternative education programs? Yes, if the teacher meets all the eligibility criteria under 1 (a). 
  • Or Waterville where the teachers are Waterville employees, but the program is run by a different agency? Yes, if the teacher meets all the eligibility criteria under 1 (a). 
  • What about PreK teachers at programs not directly operated by the SAU? No, as the teacher would not meet the eligibility criteria of being employed by a SAU. 

2.) Is this prorated? Yes 

  • What if a teacher works in multiple school districts?  The proration will be calculated and distributed accordingly. 
  • Part time teachers? The proration will be calculated and distributed accordingly. 

3.) Data Collection 

  • How to collect FY 2020 salary schedules – DOE will not need to collect individual SAU salary schedules; SAU Superintendents will receive a report of eligible staff from the NEO system and will be asked to certify the report. 

4.) Funding for the difference between $35k and their actual salary for the school year 

  • What happens if they negotiate their contract and make no increase to their salary schedule – the enacted statute directs SAUs to do so and DOE will trust that the SAUs follow statute.   
  • Is the calculation only based on their base salary (many teacher contracts include stipend negotiations within them) – Yes. 
  • What about teachers who work during the summer – the minimum teacher salary adjustment will be based on the base, contract salary as reported in NEO. 
  • Do we need to ensure they provided it to the teacher? The enacted statute directs SAUs to do so and DOE will trust that the SAUs follow statute.   
  • Is this being coded as salary, or do we want districts to differentiate it?  There is no reason for DOE to require a SAU to code this differently. 
  • Are the districts supposed to be providing it to them throughout the year, or lumpsum?  The distribution of the adjustment is at the discretion of the SAU. 
  • Will this affect the MSRS contributions especially in the case of federally and state grant paid teachers Yes, when the salary is increased by the SAU via the local contract, the increase will impact the amount of the contribution to MePERS. 

5.) Any additional reporting on their part? No