High School Junior Brings Real-World Leadership to Agriculture Program at Sanford Regional Technical Center

When Sanford Regional Technical Center (SRTC) agriculture instructor Jennifer Coverdale wants to contact AHN Landscaping, the response usually comes from her own student, Noelle Dennis. Dennis is a junior in SRTC’s agriculture program and, by most measures, a full business partner in her family’s landscaping company.

“She’s basically her dad’s business partner,” Coverdale said. “I send an email to him, and she’s the one who checks the email. She is involved in all of the work that he’s doing.”

That level of involvement is something Dennis has built steadily over the past three years, learning the business from the ground up. From talking to clients and planning job sites to managing equipment and running crews, she has taken on responsibility at an age when most of her peers are still figuring out what they want to do after graduation.

For Dennis, the appeal of the work has always been clear.

“I certainly like the career and being outside,” Dennis said. “It suits me.”

Running a landscaping business means no two days look the same, and that’s exactly how Dennis likes it. At AHN Landscaping, she isn’t just showing up to mow lawns; she’s learning how to build and run a business, one job at a time.

“We’ve done many jobs,” Dennis said. “It’s something I really want to continue to pursue.”

This winter marked Dennis’ first season handling snow removal on her own, and it tested her early. During her very first storm, her plow broke down twice in the same spot before losing power entirely. It was the kind of night that reminds you how unpredictable this work can be. But Dennis took it in stride, and she kept going.

“I had been on the sidelines of storms before, and this was my first time being on the frontlines,” Dennis said. “That plow didn’t want to work at all.”

Coverdale says in the classroom, Dennis’ real-world experience makes her a natural leader among her peers. She’s not the loudest voice in the room, but she’s the one others look to.

“She leads by example,” Coverdale said. “If there’s a heavy pile that needs to be moved, she’s the first person on it. She’s not doing it to look cool or to be the person who’s right. She just cares about the end product, and the other students respect her for that.”

The agriculture program at SRTC has given Dennis additional tools to bring to her work at AHN Landscaping. Plant identification, horticultural science, and a deeper understanding of what she’s installing and why have all sharpened the way she communicates with clients.

“It gives me more background knowledge and makes me more professional,” Dennis said. “Clients want someone who knows what they’re doing.”

Dennis’ story is part of something bigger happening at SRTC, where Extended Learning Opportunities (ELOs) allow students across programs to earn school credit while working in their chosen fields. Dennis is one of many students bridging the classroom and the real world, building skills and experience that will carry them well beyond graduation.

This story was submitted by the Sanford School Department. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Redesigning the Path, Not the Standards: Innovation in Kennebunk High School’s Alternative Education Program

KHS Alternative Education Program students gather with their teachers, Jacqui Holmes (far left) and Edward Sharood (far right), for a group picture.

At first glance, the Alternative Education Program at Kennebunk High School (KHS) might look different from the traditional high school classroom. Students may be weatherizing a historic barn, building the foundation for their future business, or collaborating with local organizations—but they are still meeting the academic standards required to receive the same high school diploma as their peers. The difference is how they get there.

Program Creation

The KHS Alternative Education Program began as a small initiative and has evolved over time. Today, its curriculum is fully aligned with Maine’s Learning Results and KHS’ academic standards, ensuring students meet all required graduation benchmarks and complete a 24-credit diploma.

For more than 20 years, KHS alternative educator Edward Sharood, alongside his colleague, Jacqui Holmes—who has been with the KHS Alternative Education Program for a decade—has emphasized an approach to education centered on belonging, community connection, and project-based learning.

“We’re not lowering standards,” Sharood said. “We’re redesigning the path.”

Many students arrive at the KHS Alternative Education Program having struggled in the traditional school setting and in need of an opportunity to redefine their educational experience. The program is capped at 14 students and serves grades 10-12. That relatively small size fosters a relationship-centered culture in which students help create and set expectations, develop a shared code of conduct, and actively shape the program’s culture. Those who have participated in the program say they feel more comfortable, confident, and connected to their learning because they are part of a close-knit community.

Learning Structure

Mornings at the KHS Alternative Education Program focus on independent or collaborative academic projects targeting specific standards. Afternoons often shift to large-scale community projects. Seven interdisciplinary projects are woven throughout the school year to ensure core content areas (e.g., English, social studies, science, math, and financial literacy) are addressed in meaningful ways that honor the individualized needs and interests of members of the group.

Community partnerships are a central pillar of the program. Participating students are fully embedded in their local communities, gaining exposure to potential careers, apprenticeships, and workforce pathways they may not have known existed or that they were capable of achieving. These partnerships are intentionally symbiotic; students gain exposure and purpose, while partners—such as local businesses and organizations—gain energy and ideas and complete projects that benefit the broader community.

KHS Alternative Education Program students work to weatherize a three-story barn that will serve as a heated meeting space for students to learn about, and complete community projects on behalf of, the Kennebunkport Conservation Trust.

One of the most impactful partnerships is with the Kennebunkport Conservation Trust. Students spend time at the Trust learning and developing their skills in a variety of areas. They have renovated a house, restored a barn, contributed to trail-improvement projects, and supported field trips for younger students visiting the Trust. They have also partnered with the Kennebunk Land Trust. One student mapped the accessibility of trails, presented those findings, and saw that work adopted and shared more broadly. It was a tangible reminder for these students that their learning has real-world value and impact.

KHS Alternative Education Program students read to local elementary students.

Participating students say they like the community partnerships model because it allows them to learn through a hands-on approach. It also teaches them to communicate, create and manage projects, build relationships, and develop countless professional skills, ultimately preparing them for the workforce.

The KHS Alternative Education Program emphasizes wellness and social-emotional learning, too. Every Wednesday is “Wellness Wednesday.” Plus, initiatives like S.E.E.D (Students Empowered to End Dependency) support and empower students to make healthy decisions. This additional layer is woven into the program’s framework, helping to shape traditions while upholding expectations and creating a culture built on accountability, respect, and shared responsibility.

The path out of the KHS Alternative Education Program is not the same for everyone. Some students transition back to mainstream high school as they meet their goals, creating openings for new students. That allows the program—which has a growing waitlist—to operate with rotating enrollment. Other students complete high school through the program and enroll in community college or a four-year college.
Others move directly into their careers, equipped with clarity and confidence. Former KHS Alterative Education Program students have gone on to earn worker licenses, secure employment, and even return to mentor others navigating a similar path.

The KHS Alternative Education Program has shifted the culture of school for many students from survival to belonging. Students who once hid in the bathroom are leading projects. Students who felt disconnected are present at community events.

KHS Alternative Education Program class of 2025 (from left to right): Wyatt Boulette, Eric Schoener, and Eliza Herring

Changing the Narrative on Alternative Education

Sharood and Holmes say there is often a misunderstanding about alternative education. To them, this program is a different model of learning for students whose potential is not realized in the traditional school setting. Within their school community, Sharood and Holmes note that they have observed generally three populations: students with a clear plan, students who “just do school,” and students who carry enormous, untapped potential. The KHS Alternative Education Program exists for that third group: students capable of far more than their academic journey might suggest.

The KHS Alternative Education Program dispels myths daily. Students earn the same diploma. They meet the same standards. They just demonstrate their learning through a different educational pathway. That work is visible across the community—in restored buildings, improved trails, strengthened partnerships, and meaningful contributions to local organizations. Most importantly, their growth is also visible within themselves.

To learn more about the KHS Alternative Education Program, click here.

Piscataquis Valley Adult Education Cooperative Expands Workforce Training to Strengthen Rural Maine Communities

Since its establishment in 2005, the Piscataquis Valley Adult Education Cooperative (PVAEC) has been dedicated to expanding educational opportunities for residents across central and northern Maine. Serving RSU 68, AOS 94, MSAD 4, and MSAD 41 — a region encompassing 29 towns and more than 800 square miles across Piscataquis and northern Penobscot Counties — PVAEC continues to play a vital role in strengthening Maine’s rural workforce.

In 2022, PVAEC undertook a comprehensive assessment of regional workforce needs. The findings revealed strong demand — and a limited supply — of qualified workers in two critical sectors: commercial driver’s license (CDL) occupations and health care. In response, PVAEC launched a strategic expansion of its workforce training programs, with the goal of delivering high-quality, affordable training close to home.

Today, PVAEC operates workforce training facilities in Dover-Foxcroft and Dexter, providing accessible opportunities for residents of Piscataquis and Penobscot Counties and other rural communities. These programs open doors to stable, in-demand careers, strengthening local economies and helping employers fill essential positions.

Affordability remains central to PVAEC’s mission. Through a long-standing partnership with Eastern Maine Development Corporation, qualifying students may receive full tuition coverage, eliminating financial barriers that often prevent rural learners from pursuing workforce training. Whether preparing for a first career or transitioning after a job loss, students can access no-cost, local pathways to employment.

In addition to training, PVAEC supports informed career decision-making by helping students explore options before enrollment. Participants learn about job availability, wage expectations, and licensing requirements across Maine. Once enrolled, students receive job-specific instruction, exam preparation, and hands-on experience aligned with employer needs.

Graduates frequently secure employment immediately upon completion, reflecting strong partnerships with regional employers. Since 2024, PVAEC has served students from across Maine — from Lewiston to Jackman, Parsonsfield to Perry — demonstrating the program’s statewide reach and impact.

One key partner, Hibbard Skilled Nursing and Rehabilitation in Dover-Foxcroft, credits the collaboration with strengthening both workforce readiness and employee development.

“The opportunity to partner with PVAEC to support the educational aspirations, along with the workforce needs, of our community, was an obvious choice,” Tyler Parkhurst, Licensed Multi-Level Administrator at Hibbard Skilled Nursing and Rehabilitation, said. “Students learn in a supportive environment with experienced clinical staff who provide not only the curriculum but mentorship, as well. We are already seeing dividends from our partnership, both through staff furthering their education and new faces gaining hands-on experience.”

For students, the programs are life changing.

“I just can’t believe how well I’m doing,” Melissa Foran, a PVAEC medical student, said. “Thank you for all the encouragement. I won’t forget this.”

Stephen Maynard, another medical student, shared: “It helps to have good teachers. It’s nice to have instructors who care about their patients and residents.”

For Amber Tibbetts, this opportunity provided a new direction.

“All my life, I wanted to be in the health care field, but I didn’t think I was smart enough,” Tibbetts said. “After speaking with PVAEC, I enrolled in the CNA program, and today I am a home health aide for Gentiva Hospice. I could not be happier. The process was super easy.”

PVAEC’s workforce training efforts are guided by three principles: delivering high-quality local training, preparing graduates for careers with competitive wages and benefits, and sustaining rural Maine communities. By creating career pathways close to home, PVAEC helps prevent the outmigration of residents seeking opportunity elsewhere, preserving both local economies and community connections.

Looking ahead, PVAEC continues to monitor workforce trends and plans to expand training options as needs evolve. With strong partnerships — including with Northern Light Mayo Hospital, Piscataquis County Economic Development Council, Eastern Maine Development Corporation, Alternative Correctional Healthcare, Russell Park Rehabilitation & Living Center, Northland Living Center, Tri-County Technical Center, and its member school districts — PVAEC remains committed to serving as a cornerstone of workforce development in rural Maine.

Through collaboration, innovation, and a deep commitment to community, PVAEC is ensuring that Maine residents can build meaningful careers — without leaving home.

This story was written in collaboration with the Piscataquis Valley Adult Education Cooperative. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Veazie Students Shine at the Maine FIRST LEGO League Challenge State Championship

On February 7, 2026, the 26th annual Maine FIRSTLEGO League Challenge State Championship brought together 24 teams from across the state at Spruce Mountain Middle School in Jay. Teams tested their robots on this season’s “unearthed” competition tables—which featured an archaeology theme—and met with judges to present their innovation projects.

The Veazie Viking Robotics won the Maine FIRST LEGO League Challenge State Championship.(Courtesy: Veazie Community School Facebook page)

The Veazie Viking Robotics (Team 26180), representing Veazie Community School, won this year’s Maine state championship. The team will now have the opportunity to represent Maine at the FIRST LEGO League World Festival in Houston, Texas, this April. Students have already begun fundraising efforts to support their travel. Despite experiencing mentor changes this season, the Veazie Viking Robotics demonstrated tremendous growth since showcasing their robot at the Maine Computer Science Education Showcase in December.

Other awards presented to teams at the Maine FIRST LEGO League Challenge State Championship included:

The Champion’s Finalist Award, presented to the Robosharks (Team 1440) from Kittery.
The Robot Performance Award, presented to The Fellowship (Team 61905), representing the Cobscook Currents 4-H Club in Washington County.
The Robot Performance Finalist Award, presented to the Frosted Yoshies (Team 51454) from Berwick.
The Core Values and Core Values Finalists Awards, presented to the Pink Shovels (Team 72112) and the Northern Dig (Team 72113)—both from Caribou. FIRST’s Core Values include discovery, innovation, impact, inclusion, teamwork, and fun. The commitment of the Pink Shovels and Northern Dig was especially evident in their willingness to make a nine-hour round trip to the event.
The Robot Design and Robot Design Finalist Awards, presented to the Wentworth Brick Invaders (Team 69634) from Scarborough and the Dino Eggs (Team 3484) from Jay, respectively.
The Innovation Project Award, presented to the Squires of Katahdin (Team 61864) from Wilton. Their project featured the development of a handheld tool that uses mechanical vibrations to assist with excavating, aligned closely with this season’s theme.
The Innovation Project Finalist Award, presented to the Hermon Hawks (Team 69695) for their concept of the Gaia Beetle, a mobile, enclosed structure designed to protect excavation sites from extreme weather conditions, while preserving artifacts and improving archeologist safety and health.
The Rising All-Star Award, presented to the LMS Coyotes 6 (Team 74819) from RSU 34.

The LMS Coyotes 6 (Team 74819) from RSU 34 won the Rising All-Star Award at the Maine FIRST LEGO League Challenge State Championship. (Courtesy: RSU 34 LMS Facebook page)

Individual honors were also presented at the Maine FIRST LEGO League Challenge State Championship. The Outstanding Volunteer Award went to Ryan MacDonald of the Maine School of Science and Mathematics (MSSM) in Limestone. The Coach/Mentor Award went to Arik Akerburg, mentor to the Seacoast Seals (Team 70877) and the Colossal Krakens (Team 26429), both based in South Berwick.

To learn more about robotics opportunities in Maine schools, please visit the Robotics Institute of Maine (RIM). Additional information about computer science and robotics education can be found on the Maine Department of Education’s (DOE) Learning Through Technology webpage. Schools wishing to share their robotics success stories are encouraged to contact jonathan.m.graham@maine.gov.

STEM Night at Mt. Ararat High School Showcases the Power of Community Outreach and Extended Learning Opportunities

Pictured: Students practice landing a plane with an aviation simulator.

Community outreach and extended learning coordinators wear many hats inside a school. This role often sits at the intersection of academics, career readiness, partnerships, and student support, connecting what happens inside the building to real-world opportunities outside of it.

That work was on full display recently as Mt. Ararat High School in Topsham, under the co-leadership of Community Learning and Extended Learning Opportunities (ELO) Coordinator Doug Ware, hosted its second annual STEM (Science, Technology, Engineering, and Mathematics) Night on January 30, 2026. The event drew approximately 500 attendees and featured more than 40 vendors, transforming the school into a dynamic hub of innovation, collaboration, and hands-on discovery.

During this event, families and community members from MSAD 75 joined local businesses, industry leaders, and educators for a vibrant evening celebrating STEM. Participants of all ages engaged in activities ranging from virtual medical simulations and Lego robotics to tours of the Bath Iron Works virtual reality trailer and digital arts showcases.

For many attendees, the event highlighted the strength of Maine’s local STEM ecosystem. Paul McGuire, a local alum, entrepreneur, father, and veteran, attended with his family.

“Seeing employers represented from construction to aviation reminded me how strong our STEM community is,” McGuire said. “It’s great to know students can find those opportunities right in our backyard.”

A highlight of the evening was a performance by the Woodside One Wheelers, a juggling and unicycling group from Woodside Elementary School. Students attached sensors to their unicycles to demonstrate how scientific data is gathered and how physics principles apply in motion, blending performance, engineering, and applied science in a way that captivated the audience. The group later performed at the halftime of a local girls’ basketball game, extending the celebration of learning beyond the STEM exhibits.

Events like STEM Night exemplify the multifaceted impact of community outreach and extended learning coordination. The role includes building community partnerships that bring businesses and civic organizations into the school experience; managing ELOs that allow students to earn credit through internships, job shadows, and real-world projects; supporting career and workforce development; encouraging student leadership and service; collaborating with faculty to connect curriculum with experiential learning; removing barriers to access; and telling the story of student success in ways that inspire continued investment and innovation.

Mt. Ararat High School has demonstrated exemplary leadership in advancing high-quality ELOs through its Maine DOE ELO Expansion grant. The school’s work demonstrates how innovative, community-connected learning deepens student engagement, supports informed postsecondary decisions, and helps students envision futures grounded in real experience, meaningful relationships, and opportunity.

STEM Night was an event that reflected what is possible when schools and communities work together. By bridging classroom learning with hands-on exploration and professional partnerships, Mt. Ararat High School continues to model how education can be both rigorous and relevant—preparing students not just for graduation but for life beyond it.

For further information about ELOs and Maine’s efforts to expand career exploration for Maine students, please visit the Maine DOE ELO webpage or contact Maine DOE Extended Learning Coordinator Lana Sawyer at Lana.Sawyer@maine.gov.

Building the Skilled Workforce: Women in the Trades from High School to Adult Education

Pictured: Angela Mantha recently completed her CDL at Maranacook Adult Education.

In Maine, women from high school to adulthood are charting their paths into the state’s skilled trades workforce. By participating in hands-on experiences through career and technical education (CTE), Extended Learning Opportunities (ELO), and adult education, these students are mastering equipment, learning industry standards, and engaging in real-world problem-solving, gaining practical experience and marketable skills aligned with high-demand industries.

There is a greater trend at hand: More women are now entering career and technical programs with clear goals and a strong sense of direction, seeing the trades not as unconventional options but as viable, rewarding professions. The Maine Department of Education (DOE) is pleased to highlight some of stories from across the state for Women in the Trades Month in March.

Alex Ridlon, Brewer High School

Back in 2020, when I was 12 years old, I was burned in a fire, and I lost my father; both are experiences that profoundly changed my perspective on life. Facing such a significant loss at a young age and the deforming of my skin forced me to mature quickly and shaped the direction I chose for my future.

From an early age, I enjoyed working outdoors and being active. As I entered Brewer High School, however, I often felt out of place.

My family was going through financial hardships, and I experienced bullying as a result. Rather than allow those challenges to define me, I made the decision to focus on building a future for myself. I chose to pursue a career in construction, both because I enjoy working outside and because it offered me a practical path toward independence and growth.

So far, I have primarily worked on medical facilities. It is especially meaningful to me to know that the buildings I help to construct will one day serve people in need. Contributing to projects that positively impact others gives my work a deeper purpose.

During that difficult time in high school, I sought guidance from one of the smartest, most helpful, easy-to-talk-to people, Mr. Kevin Napolillo, my ELO coordinator, who became an important source of support. He encouraged me to invest time in preparing for the real world. Over the course of four weeks during the summer, I dedicated myself to daily reading, learning, and hands-on preparation. That experience opened my eyes to what I was capable of achieving and helped me develop both confidence and direction.

I decided to begin working with concrete as a way to enter the field and start building toward my long-term goal of becoming a heavy-equipment operator. Throughout my journey, I have learned the importance of resilience and focus. I have found that the more determined you are to succeed, the more important it becomes to stay committed to your goals and not be discouraged by negativity.

As a young woman entering the construction industry at 17 and now 18 years old, I have gained valuable experience and perspective. I graduated earlier than the rest of my class—an accomplishment that strengthened my confidence and reaffirmed my determination. Working alongside experienced professionals has shown me the clear difference between classroom learning and real-world application. In many ways, I have learned more through hands-on experience in construction than I did in a traditional classroom setting. My journey has been shaped by hardship, perseverance, and a strong desire to build not only structures but also a meaningful and independent life for myself.

Isabella (Izzy) Moore, Brewer High School/Maine Construction Academy

During my junior year of high school, I knew it was nearly time to choose my career path post-graduation. I didn’t know what path I wanted to take, but I did know that I needed some hands-on work. I heard about the Maine Construction Academy, so I decided to check it out. I signed up and got approved for it but was still unsure; as it turns out, it was the best decision I ever made for myself, and I have no regrets.

This program gave me the opportunity to do an apprenticeship during my senior year of high school through N.S. Giles Foundations, which transferred to Sargent, [my current place of employment], after graduation. It was here that I learned how to use heavy equipment. Both companies have welcomed me with open arms and given me amazing mentors and opportunities.

Without all of this, I would not be the woman I am today. I feel as though construction gave me more structure and discipline, along with a lot of confidence. I have been able to not only become more independent mentally but financially, as well. At just 19 years old, I have my own apartment, bought my first “big girl” car on my own, and have taken a few vacations. Now, that’s just the fun stuff—but you get what I’m saying. If it weren’t for this program, I wouldn’t be where I am today, nor would I have the life I have built for myself so far.

What started out as “I’m just going to test the waters and see what happens” turned into such a growing passion for this field. I can’t see myself doing anything else, and I look forward to doing this for the rest of my career. I am extremely grateful to all the people who have taken a chance on me during this path, along with all of the opportunities that have been given to me.

Lily Kick, Sacopee Valley High School

Lily Kick is a senior at Sacopee Valley High School who plans to pursue a career in the manufacturing industry.

“Manufacturing is a field full of innovation, and that is what I want to invest my future in,” Kick said. “Career surveys often pushed me toward architecture or actuary. Through some research and a few job shadows, I learned that these were not career pathways for me.”

As a junior, Kick interned at New England Castings in Standish, a local manufacturer of precision alloy castings using the lost-wax casting method. This year, she is participating in an internship at ARCH Cutting Tools in Cornish, a company that manufactures metal removal cutting tools for a variety of industries.

“My two internships have solidified my decision to obtain a mechanical engineering degree and hopefully contribute to the innovation in the manufacturing industry,” Kick said.

Kick explained that she does not think she would enjoy a predictable office job. Instead, she prefers the field’s constant new tasks and issues that require immediate attention, as well as its adaptability and unpredictability.

Kick credits the support of her ELO teacher, Dr. Elizabeth Sanborn, whom she says, “undoubtedly made the most impactful difference in my future pursuing engineering and manufacturing.”

Kick noted she also feels her ELO experiences have helped to strengthen her personally as a young woman.

“It is notorious that trades are a male-dominated field; however, my success has taught me there is always room for change,” Kick said.

Maranacook Adult Education

One of the programs offered at Maranacook Adult Education is aimed at addressing a critical need in the workforce: truck driving.

“Both nationally and here in Maine, we are facing a critical shortage of truck drivers. There simply are not enough qualified drivers to meet the needs of the industry,” Steve Vose, Director of Maranacook Adult Education, said.

Vose said part of the solution entails getting more women involved by demonstrating that truck driving is a safe, viable career path with good pay—typically above minimum wage. He said he was pleased when the Maine Department of Labor and Maine Department of Transportation announced a $96,000 Women in Trucking grant for Maranacook Adult Education to help more women afford to get their Commercial Driver’s License (CDL).

“I am extremely encouraged to see state governments, employers, and nonprofit organizations recognizing this challenge and beginning to provide truck-driving schools with the financial support and resources necessary to help address these staffing shortages,” Vose said. “For far too long, the trucking industry has overlooked a vital resource: women drivers. Women are the future of trucking and deserve to be recognized and valued as such.”

Vanessa Mercado recently received her CDL from Maranacook Adult Education and is now driving for Dead River Company—an experience that she has called “life changing.” Mercado said the Maranacook Adult Education program helped her to gain confidence in her skills, allowing her to now do this job that she finds meaningful.

“I know that I’m providing to the community as a delivery driver,” Mercado said. “I’m able to do something that gives back.”

Nancy Frost, one of two female truck-driving instructors at Maranacook Adult Education, said that she is pleased to see more female representation in the truck-driving industry.

“I think it’s a lot easier for women now,” Frost said. “I think that this grant is going to be wonderful.”

Vose shared that all Women in Truck Driving scholarships are spoken for in the July program, but Maranacook Adult Education is currently accepting scholarship applications for November. Those interested should please contact Vose at 207-242-8795.

Please visit the Maine DOE website to learn more about ELOs, adult education, and CTE across the state.

Dragon Leadership Collaborative Elevates Everyday Leaders at Brunswick High School

In mid-December, a group of Brunswick High School students gathered at the Maritime Industrial Workforce Training Center—a new regional hub for shipbuilding and technical training that sits on the redeveloped site of the former Naval Air Station at Brunswick Landing. The building, now nearly 50,000 square feet of classrooms and lab space, was created by Maine Maritime Academy in partnership with Bath Iron Works and other regional education partners to prepare the next generation of Maine’s maritime and manufacturing workforce.

For these students, the center became the backdrop for the first session of the Dragon Leadership Collaborative, a grant-supported program at Brunswick High School designed to cultivate inclusive, student-centered leadership. With support from the MaineHealth Community Health Improvement Fund, the Collaborative brings together student leaders from across school athletics programs, the performing arts, student government, clubs, and students identified by staff as emerging leaders—to help them build skills, confidence, and connections. The Collaborative is coordinated by a team of school leaders, including Kaitlin Urges, Brunswick High School Dean of Students, and Brunswick High School Athletic Director Kaili Philips.

The first session was held at Brunswick Landing to give students focused time away from their regular schedule and connect their leadership work to a space that represents opportunity, workforce development, and pride for the Midcoast community. Students began the morning with a keynote from Ayesha Hall, Director of Strategic Partnerships at the Maine Department of Education (DOE). Hall spoke about “look-fors” in leadership—what you should actually be able to see in someone who is leading well, regardless of whether they have a formal title—and drew on her own experience as an education and community leader to highlight the many ways students already shape school culture through relationships, creativity, and everyday choices. Throughout a discussion, students asked thoughtful questions about the challenges of leadership, including how to handle conflict and how to stay grounded when others look to them for direction.

The rest of the session was built around student voice. In small groups, students developed shared agreements for how they want to work together and identified the “qualities of a Brunswick High School leader.” They reflected on which of those qualities come naturally and which they are still developing, and then they considered what their school and the groups they represent need from them as leaders. The morning closed with each student setting a personal leadership goal to work on before the Collaborative meets again. go deeper on

As part of an exit activity, students suggested topics they want to explore more deeply in future gatherings. In a follow-up email, organizers shared that two themes rose to the top: “Leading without being bossy” and “Traditions that support equitable, healthy groups.” With those priorities in mind, the team is planning a workshop on leadership styles and personality traits for late February, with a guest from the University of Southern Maine’s career advising center, and a spring workshop with a nonprofit focused on recognizing healthy and unhealthy group dynamics.

“We are excited for our next two workshops with this group,” organizers noted in their update, reflecting the school’s commitment to letting student interests shape the direction of the Collaborative.

Although the Dragon Leadership Collaborative has only met once so far, Brunswick High School leaders say they see it as a promising way to recognize a wider range of student leaders and to give them tools to use their voices for positive change. By pairing MaineHealth Community Health Improvement Fund support with a partnership-rich location like the Maritime Industrial Workforce Training Center, Brunswick is helping students practice leadership in the same kinds of spaces that are preparing Maine’s future workforce.

Mountain Valley Teacher Brings Global Health Learning to Life for Fifth Graders

When Amanda Bryant, a fifth-grade teacher at Mountain Valley Community School in RSU 10, applied for the 2025 Global Health Teacher Fellowship Program, she hoped to find new ways to spark curiosity and bring real-world learning into her classroom. What she gained—and what she gave her students—was far more powerful, though.

Bryant was selected as one of just 12 educators nationwide to participate in the prestigious fellowship, which engages teachers in designing innovative learning experiences that explore interconnected global health inequities through journalism and reporting. Over 28 hours of professional development, Bryant collaborated with educators and journalists from across the United States and around the world to build lessons that connect students to underreported global health issues in meaningful ways.

“This was truly an eye-opening experience,” Bryant said. “I learned so much about my own teaching practice but also about the similarities and differences among educators working in very different settings. It helped broaden my perspective and strengthened my commitment to bringing real-world issues into my classroom.”

For her project, Bryant introduced her fifth graders to the work of Bangladeshi scientist Dr. Firdausi Qadri, whose groundbreaking research on cholera, an infection caused by ingesting food or water contaminated with bacteria, focuses on preventing the disease through vaccines and access to clean water. In Bryant’s class, many students were surprised to learn that cholera is still a major global health threat and that clean-looking water is not always safe.

The unit began with students examining images of water and discussing what “clean” truly means. From there, Bryant guided them through an in-depth exploration of Pulitzer Center reporting by journalist Martin Enserink, carefully breaking down the science, social impact, and global inequities tied to cholera. Together, the class analyzed misinformation, studied the science behind disease transmission, and examined how access to clean water and vaccines varies around the world.

The learning culminated in student-created call-to-action projects, in which students selected a focus area: promoting clean water access, encouraging vaccination, or educating others about cholera. Their work included posters, digital presentations, and even original podcasts created using Canva.

“Some of the most creative projects I had were podcasts that students created on Canva,” Bryant said. “This was a really ambitious project for fifth graders who have just started using Canva this year in my classroom. I was very proud of them and their dedication to this project.”

Through the project, students were also able to recognize how much impact one scientist can have—and how vital support and funding are to that work. Students also developed a deeper understanding of global health inequities and the importance of critical thinking.

“One of the biggest takeaways was that just because something looks safe doesn’t mean it is,” Bryant explained.

Bryant said the fellowship reshaped her approach to teaching and assessment. Through collaboration with fellow educators, she gained new strategies for measuring student learning beyond traditional tests. She is already applying those lessons in her current American Revolution unit, offering students multiple ways to demonstrate understanding through projects and creative work.

Outside the classroom, Bryant balances her teaching with work as an EMT and the joyful challenge of training Murph, her six-month-old, two-pound service dog. Yet. she says her motivation always circles back to her students.

Growing up with dyslexia, Bryant struggled academically and often felt disconnected from school.

“I want to be the teacher for my students that I didn’t always have,” Bryant said. “I want them to know that their challenges don’t define their potential.”

That philosophy drives everything she does—from global health projects to service dog training.

“It’s all about the spark,” Bryant said. “Seeing students realize that history is happening now, or watching Murph master a new skill—it’s about connection, curiosity, and growth. I want my students to see that they don’t have to stay in one lane. They can be historians, scientists, advocates, and dog lovers all at once.”

Soon, Bryant’s work—along with projects from the other fellowship participants—will be featured on the Pulitzer Center website, extending the impact of her classroom far beyond western Maine.

For her students, though, the greatest lesson may be the simplest: Learning can change the way you see the world—and your place in it.

This story idea was written in collaboration with Mountain Valley Community School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Lewiston High School Theater Students Inspire Connors Elementary School with Original Performance

In December, students in Lewiston High School’s Advanced Theater class brought creativity, collaboration, and joy to Connors Elementary School through a special performance of an original play, inspired by The Tortoise and the Hare.

Under the direction of Lewiston High School Theater Teacher Aimee Ranger, the students wrote, created, and performed their own version of the classic tale, rather than staging a traditional production. They performed twice for hundreds of elementary students. For both the high school performers and their young audience, the experience was meaningful and memorable—highlighting the power of collaboration between schools and the impact of student-led creativity.

One standout moment came when a student composed an original song for the production—her first time ever writing music. She taught the song to her classmates, and the ensemble performed it together as the show’s finale, earning enthusiastic applause from their audience.

“Every semester when we do this project, I can visibly observe growth in my students as actors and collaborators,” Ranger said. “Creating a new play and performing for hundreds of students requires creativity, teamwork, problem solving, and courage.”

This project was made possible through the support of Lewiston High School Principal Jon Radtke and Assistant Principal Emily Shaner, whose encouragement helped bring the vision to life. Special thanks also goes to Connors Elementary School Principal Debra Rodrigue, along with Brandon Davis, physical education teacher; Kelsey Boucher, art teacher; and the entire team of educators and support staff at Connors Elementary School for their partnership and hospitality.

Following the performances, teachers at Connors Elementary School invited their students to write thank-you notes to the Lewiston High School Advanced Theater class. When the high school students read the notes together, they were deeply moved by the responses. One message in particular stood out: A child wrote that watching the play made them excited to go to high school.

This unforgettable experience not only showcased student talent and leadership but also demonstrated how creative collaboration can inspire learners of all ages—and build lasting connections across school communities.

This story idea was written in collaboration with Lewiston High School. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Building Belonging and Improving Attendance at Eliot Elementary School

At Eliot Elementary School (EES), a dedicated team of educators is working intentionally to build trust and strong relationships with students from the moment they arrive, helping children to feel known, valued, and supported and want to come to school. This pre-K–grade 3 school serves approximately 275 students and is committed to fostering a safe, inclusive environment. With dedicated educators, supportive families, and strong community connections, EES is a place where students and staff grow together each day.

“I get to see my friends and teachers while learning and playing,” an EES student said about what makes them feel excited or happy to come to school each day. Another EES student added, “I decide if I make good choices or bad ones, and teachers will help me.”

In recent years, chronic absenteeism was an increasing concern for EES. Before the pandemic, chronic absenteeism rates ranged from approximately 9-12 percent. Following the disruptions of remote and hybrid learning, however, the rate rose sharply, peaking at 23 percent during the 2022-2023 school year. The good news: Chronic absenteeism rates dropped to 11 percent in the 2023-2024 school year, fell to six percent in the 2024-2025 school year, and has remained between five and six percent so far in the 2025-2026 school year.

This meaningful change began when the district openly acknowledged chronic absenteeism as a districtwide challenge. Principal Ann Shisler served EES as a classroom teacher for 31 years and is now in the second year of her current role. She brings a deep respect for the school’s history and a strong connection to its community to her work—reflected in the ways that she has worked to address this challenge.

“Sharing the school’s absenteeism rate monthly—paired with small, clear pieces of information about why attendance matters—helped families understand the impact without feeling blamed or overwhelmed,” Shisler explained.

At the core of EES’ approach to addressing chronic absenteeism is a simple belief: When children feel safe, cared for, and connected, they want to come to school.

“Instead of viewing absenteeism as a problem tied to specific students or families, the school began seeing it as something the entire school could influence and improve together,” Shisler said.

Shisler said one of the most impactful strategies has been strengthening daily connections with students. EES’ goal is for every child to have at least two trusted adults they can rely on. Currently, 93 percent of EES students report feeling safe at school, and 96 percent say they enjoy coming to school.

“Because we know our students so well, we can respond with care and understanding,” Shisler said. “Often, we’re able to support students in quiet, thoughtful ways—sometimes, without them even realizing, while meeting each child where they are.”

Each morning, students enter the building in a calm, structured manner and are greeted by three to five staff members before reaching their classrooms. Students may stop in the cafeteria to pick up breakfast, if they choose, and then head directly to their classrooms, creating a predictable and welcoming start to the day. Arrival is staggered over approximately 20 minutes, reducing congestion and supporting a smoother, quieter transition into the building.

Staff greetings include the use of eye contact, students’ names, and positive comments or gestures—small moments that collectively make a powerful difference. As a result, the school has seen increased student engagement, reciprocal greetings, and a warmer, more regulated start to each day, setting a positive tone for learning.

Having an established morning routine also reinforces shared expectations and provides leadership opportunities for students. Schoolwide expectations are revisited daily: taking care of oneself, taking care of others, taking care of property, listening and following directions, and staying safe. Student-led morning announcements give children a sense of voice and ownership, fostering pride and responsibility within the school community.

Students who have participated in these morning announcements said:

“Sharing the school rules every day—it’s a reminder that helps little kids.”

“We get to use the phone as a speaker.”

“We get to share information and jokes.”

Connections are further strengthened through lunch groups, small-group projects, and mentoring opportunities.

“The positive relationships fostered between students and staff through morning greetings and small group work are for all students at EES,” an EES educator said. “Many times, building relationships with the students who need them the most is the hardest. EES has seen an improvement in classroom behavior directly related to the relationships built outside the classroom.”

Currently, 10 EES students participate in the Hawk Buddies program, which pairs elementary students with high school mentors. Additionally, approximately 20 EES students work individually or in small groups with specialists in art, physical education, music, and library. These supports are fluid and can be adjusted throughout the year, based on student needs.

“I’m pleased with the relationships I’m fostering in the small groups I have each week, outside of my library classes,” another EES educator said. “I have noticed that behaviors have decreased during class time and that I can more easily get [students] back on track when they’re not following directions, etc. I believe they know they can trust me and that they can come to me when they’re struggling, sad, or upset—and, conversely, they like to share when things are going well.”

Enrichment opportunities also play a key role in promoting engagement and attendance at EES. The school’s parent group, PEEPS, generously funds all enrichment experiences—more than $18,000 annually—making learning engaging and exciting for students. These experiences include an annual STEAM (Science, Technology, Engineering, Arts, and Mathematics) Day facilitated by the Portsmouth Naval Shipyard, as well as other whole-school and grade-level activities that provide students with meaningful opportunities to look forward to throughout the year.

The school’s Multi-Tiered System of Supports (MTSS) plays an important role in supporting students’ academic, social, and behavioral needs. Each week, a team consisting of the principal, guidance counselor, reading interventionist, special education teacher, and grade-level staff meets to review academic, social-emotional, and attendance data. Unlike prior years, when MTSS discussions focused on a limited number of students brought forward by classroom teachers due to concerns, the team now reviews data for all students on a rotating basis by grade level. This proactive approach allows for early identification, prevention, and timely support, ensuring that needs are addressed before challenges escalate and that every student is considered in the process.

EES has also made significant investments in staff professional learning. Thirteen staff members recently participated in state-funded The Regulated Classroom training, representing more than $20,000 in professional development, provided at no cost to the school. This training has strengthened staff understanding of co-regulation, trauma-informed practices, and how to create calm, supportive learning environments.

Additional efforts, including student leadership roles, school jobs, service-learning projects, and the presence of the school’s therapy dog, Ria, further enhance students’ sense of belonging.

To maintain family partnerships, the school sends a monthly memo that shares attendance data and reinforces the importance of consistent attendance. A recent January memo celebrated maintaining a six-percent chronic absenteeism rate, thanked families for thoughtful decision-making surroudning absences, and emphasized the importance of the winter months for academic and social-emotional growth. EES values families’ partnerships in keeping children home when they are sick, while being mindful of nonessential absences—recognizing that both health and consistent attendance are essential to student success.

The impact of these efforts at EESis clear: Student engagement has increased, and attendance has improved significantly. A recent survey highlighted a strong sense of community, warmth, collaboration, and trust between families and the school. Families describe EES as kind, data-driven, and a place where children are excited to learn and belong.

“Daily routines, including greetings and small group connections, have created a stronger, more authentic community within EES,” an EES educator said. “Adult-student relationships are stronger than ever, allowing students to feel safe and connected, creating an environment where students want to be and are ready to learn.”

For schools seeking to address chronic absenteeism, the experience at EES reinforces a clear takeaway: Strong, authentic relationships with students and families matter. When children feel seen, supported, and connected, attendance improves naturally. Relationships are not a program; they are the foundation.

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