Cape Elizabeth and Greely High School Students Named 2025 U.S. Presidential Scholars

The Maine Department of Education is proud to announce that Sage Evans of Cape Elizabeth High School and Christopher Gilbert of Greely High School have been named 2025 U.S. Presidential Scholars—one of the nation’s highest honors for graduating high school seniors. They are among just 161 students selected nationwide from a pool of more than 3.9 million graduating seniors.

Established in 1964, the U.S. Presidential Scholars Program honors students who demonstrate exceptional academic achievement, artistic excellence, technical expertise, leadership, and service to their communities. Only two students from each state earn this prestigious distinction each year.

Sage Evans – Cape Elizabeth High School

A graduate of Cape Elizabeth High School (CEHS), Sage Evans was selected as a 2025 U.S. Presidential Scholar for her academic excellence, leadership, and dedication to music and community service. At CEHS, Evans served as captain of the debate ream, sailing team, and ski team, and excelled as a musician—serving as first flute at Maine’s All-State Band Competition and principal flute for both the Portland Youth Symphony Orchestra and the Kennebec Valley Youth Symphony Orchestra.

Evans was also a National Merit Finalist, a Coca-Cola Scholar Semifinalist, and a recipient of the John Philip Sousa Band Award. She earned honorable mention in the Bangor Symphony Orchestra’s High School Concerto Competition and placed third in Maine’s C420 Sailing State Championships two years in a row.

In 2021, Evans founded Maine Music Mentors, a student-led mentoring program created to rebuild and strengthen band programs following pandemic-related disruptions. Since its founding, the program has reached 140 students across three school districts.

Evans, now studying Public Policy at Dartmouth College on a pre-law track and competing as a walk-on for the Division I sailing team, credited Cape Elizabeth educator Mr. Matthew Clements as her most influential teacher. Through the U.S. Presidential Scholars Program, he will receive a national letter of recognition from the U.S. Secretary of Education.

In her reflection on Mr. Clements’ impact on her, Evans wrote:

“Mr. Clements, through his never-ending thoughtfulness and enthusiasm for the topics we explored in class, showed me what could be achieved through my writing… I learned that my writing was a powerful tool for the advocacy and policy that I was so passionate about. Most importantly, in Mr. Clements’ class, I learned to love learning—something I will carry with me for the rest of my life.”

“Sage has always stood out for her rare combination of intellectual curiosity, kindness, and determination,” Cape Elizabeth High School English Teacher Matt Clements said. “She brought a depth of thought to every class and a genuine desire to use her learning in service of others. Watching her grow as a writer and leader was a privilege, and I have no doubt she will continue to make an extraordinary impact.”

Christopher Gilbert – Greely High School

Christopher Gilbert, a graduate of Greely High School and a current undergraduate student at the Massachusetts Institute of Technology (MIT), was selected as a 2025 U.S. Presidential Scholar, earning recognition for his achievements in physics, mathematics, computer science, history, and music.

At just 12 years old, Gilbert wrote the award-winning book Quantum Mechanics for Kids, and he has continued to teach and inspire younger learners through presentations, classroom talks, and student-friendly science videos. He has pursued advanced studies in quantum information science through programs such as the Quantum Computing School for Young Students, the MIT Beaver Works Quantum Software Course, and the Wolfram Summer High School Research Program.

Gilbert’s accomplishments include: first place in Maine for the Samsung Solve for Tomorrow Challenge, first place in Maine for the 3M Young Scientists Lab Competition, three-time first-place winner in Maine for National History Day, Rise for the World global finalist, and recipient of the Kotzschmar Memorial Trust Music Scholarship.

A dedicated musician, Gilbert plays piano and pipe organ, sings tenor in the Psalterium Institute Chamber Choir, and composes extensively—including “For Lewiston, Maine,” a piece written to honor the victims of the 2023 Lewiston mass shooting.

Gilbert shared his gratitude for this recognition:

“It is a tremendous honor to be able to call myself a Presidential Scholar and to be among a group of such incredible peers. I am extremely grateful for the opportunities it will afford me and for the recognition of my accomplishments throughout high school,” Gilbert said. “Throughout my whole time at school, I’ve had incredible teachers and counselors who gave me opportunities, support, and flexibility to learn more and pursue my interests. I always knew my teachers were looking out for me.”

Educators reflect on Gilbert’s accomplishments, sharing:

“Christopher embodies the hard-working nature of Maine people and the quality of education offered to Maine students. His greatest accomplishments are still ahead of him,” Greely High School Principal Karl Francis said. “He enjoys challenging himself and others around him. His presence, attitude, and impact on others were felt on a daily basis. We are so proud of him and can’t wait to see where his ambition, kindness, and intelligence will bring him.”
“Christopher didn’t just get selected to be a U.S. Presidential Scholar—he earned it,” School Counselor Johnna Mulligan said. “His willingness to think outside the box and work collaboratively made him an incredible student to support. I am so proud that he is from Maine and proud to have been part of his journey.”

Evans and Gilbert join more than 8,600 students who have been recognized nationally since the U.S. Presidential Scholars Program began. Their achievements highlight the dedication of Maine students, the support of their families, and the commitment of Maine educators who nurture curiosity, creativity, and leadership.

A full list of 2025 U.S. Presidential Scholars is available on the U.S. Department of Education’s website.

Nokomis Regional High School Students Lead Technology Learning Across Maine Through MLTI SLAM Program

This story was written by Nokomis Regional High School student Makennah Jura.

Students like myself from Nokomis Regional High School are using their technology skills for good as a part of the Maine Learning Technology Initiative (MLTI) SLAM program, a statewide effort sponsored by the Maine Department of Education (DOE). I have had the amazing opportunity of participating in this program for the past three years. Short for Student Leadership Ambassadors of Maine, this program gives students hands-on experience in digital creativity, leadership, and education. Each week, our team takes center stage in producing the SLAM Show, a live broadcast that explores creative digital tools and tech-based learning. Then, once a month, we bring that energy on the road for the SLAM Showcase through events hosted at schools across Maine.

Our advisor, Mr. Kern Kelley, explained it perfectly: “The showcases are a chance for students and teachers to learn new tools together. Everything we use is free and web-based, so anyone can keep using it after we leave.”

Kern Kelley, RSU 19 Technology Integrator and Nokomis High School Educator — *Kern Kelley, RSU 19 Technology Integrator and Nokomis Regional High School Educator*

Mr. Kelley, said the SLAM program began in the 2021-2022 school year during the COVID-19 pandemic as a way for students to connect virtually after school when after-school programs weren’t happening. Now, just a few years later, it has grown into something much larger. According to Mr. Kelley, Nokomis has done more than 60 showcases across Maine, from Fort Kent to Noble. The idea is for students to learn, create, and share.

First-Hand SLAM Experience

At Nokomis Regional High School, we are lucky to be able to help the SLAM program run statewide. Each one of us has a role in something that is bigger than ourselves. We practice each week during the SLAM Show, which helps us to prepare for the SLAM Showcase. Personally, I have helped to set up for live events, present to students, and handle logistics like dinner reservations when our team is on the road. Doing so has taught me organization, communication, and leadership in ways that I didn’t expect.

Annie Nyce interviewing a student from Pemetic Elementary School

I’m not the only one at Nokomis who has learned a lot from the SLAM program:

“Being able to travel around and teach other people about what I know has helped me build communication skills and confidence when presenting,” said member Maddie Ervin.
“It’s an amazing opportunity to grow as a public speaker and teach other kids. You also learn problem-solving, especially when helping younger students with technology,” said host Hallie Coots.
Member Mallory Smith said that what she loves the most about the program is meeting new people and seeing new parts of the state. She said that she has learned the importance of time management and patience, especially when working with students who are just learning to use a laptop for the first time.

During Nokomis’ most-recent showcase at Pemetic Elementary School on Mount Desert Island, I met with Stephanie McGruder, an MLTI ambassador for the Maine DOE, who was teaching Canva to students. She shared: “What fascinates me about SLAM is watching high school students do things most adults can’t even do. You’re creative, genuine, and willing to teach others. It’s incredible to see.”

Why Does This Matter?

Being a part of the SLAM program has shown me that leadership doesn’t just mean being in charge; it means sharing what you know, helping others to learn, and finding your voice. Whether coding virtually or hosting live shows, we’re building skills that will stick with us far beyond high school. As Mr. Kelley explained: “It’s a great chance to travel, learn, and give back to the community while having fun with technology.” I couldn’t agree more.

Hartford Sumner Elementary School Slam Show

Students are interviewed for the SLAM Show that will air on the MLTI YouTube channel.

SLAM Show host Mia interviews MSAD11 students about their favorite parts of the day.

benton-elementary-schools-lynn-hamlin-providing-support-for-students-at-this-years-third-slam-showcase

As technology continues to shape the world around us, the work we are doing through SLAM will become more important. Programs like SLAM show how powerful technology can be when students take the lead in teaching and learning. The experience gives us confidence in teaching these technology tools and innovating with them. As the next generation, we’re not just keeping up with technology; we’re helping to shape how it’s used in the classrooms and communities across Maine and beyond.

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

PBIS in Action: Students Take the Lead in Building Belonging at Sumner Memorial High School

Sumner Memorial High School in Sullivan is undergoing a cultural transformation, thanks to the implementation of Positive Behavioral Interventions and Supports (PBIS), a training and coaching framework that has not only improved behavior but also fostered deeper connections between students and staff. By integrating PBIS into everyday school life, the school has strengthened its sense of community and pride, and students are leading the way.

At Sumner, PBIS became the foundation for rebuilding school culture following the disruptions of the COVID-19 pandemic and a period of significant staff turnover. Rather than roll out a top-down initiative, Sumner made PBIS personal by putting students in the driver’s seat.

That student-driven spirit gave rise to the “GO BLUE” initiative—a movement that defines and celebrates the school’s core values. The acronym “BLUE”—Be Safe, Lead, Unite, Excel—was developed by students and staff and outlines key behavioral expectations, while promoting pride and belonging. It quickly evolved into a rallying point for both students and staff.

GO BLUE Fridays have become a favorite tradition at Sumner, as students wear school colors and participate in community-building activities. Each month, students also help organize and lead GO BLUE assemblies to recognize peers and staff who exemplify the school’s values. These celebrations have transformed the tone of daily life at Sumner, boosting morale and creating a stronger sense of community.

Teachers say that they have noticed this shift.

“The students have taken huge ownership in our school culture and the direction in which we are headed,” English teacher and PBIS team member Rachel Ptashinsky said. “In my 11 years of experience in education, this is by far the best school culture and morale I have ever felt.”

That ownership is evident in how students lift up one another and their teachers. During each GO BLUE assembly, students take the time to honor staff who have had a meaningful impact.

“The best part is giving students opportunities to celebrate the adults in our building. Watching them cheer for the adults they chose to recognize—and articulate why—is powerful. You can’t help but love the kids even more,” math teacher Marielle Edgecomb shared.

The recognition is deeply meaningful to students, too.

“It shows that you care about your school, and you want to try your best, excel, and be safe,” ninth-grade student Ava said. “I feel proud of winning. Now, I feel like I’m an even bigger part of the Sumner family community.”

“The GO BLUE assemblies definitely bring our school closer,” 10th-grade student Daniela added. “When students are involved, it gives us our own voice. It brings us together and makes us more comfortable with the school.”

Support has even extended beyond the school walls. Local businesses quickly stepped up to sponsor GO BLUE T-shirts. Every shirt was funded within 12 minutes of the request being shared. The school has also strengthened its outreach through newsletters and social media, helping families to stay connected to the growing culture of positivity.

The results speak for themselves. Data shows that student engagement at Sumner has increased, and staff morale has reached new heights.

“When I walk in, I can feel the shift,” RSU 24 Director of Curriculum Shelly Schildroth said. “The most important part of the work that the Sumner PBIS team has put into place is authentically incorporating student voices.”

With momentum on their side, the PBIS team plans to expand staff training, deepen family engagement, and ensure that all students—including new students—feel included from day one. Career education teacher and PBIS coach Whytne Crabtree encourages other high schools to take note: “Don’t write it off as something that only works for younger students,” Crabtree said of PBIS. “PBIS works in high school when it’s intentional, student-led, and part of the culture—not just a box to check.”

At Sumner, PBIS has become more than a strategy; it’s a movement powered by students, embraced by staff, and supported by the community. Together, they’re building a strong and lasting school culture.

PBIS is a nationally recognized, evidence-based framework designed to create positive school climates by teaching and reinforcing clear behavioral expectations. It helps schools to improve student behavior, promote academic success, and build supportive environments where all students feel safe, respected, and empowered to thrive. To learn more about PBIS in Maine, visit the Maine DOE website.

This article was developed in collaboration with Sumner Memorial High School and the Maine PBIS program, a partnership between the Maine DOE Office of Special Services and Inclusive Education and the University of Maine System. This article is part of a series highlighting the successes of Maine schools that are in the process of implementing, or that have implemented, PBIS in their schools. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Every Day Counts: SeDoMoCha Students Take Pride in Attendance

At SeDoMoCha Elementary School in RSU 68, showing up matters—and everyone takes notice. This year, students have taken an active role in making attendance a top priority. Each classroom tracks their daily attendance percentage and proudly posts it right outside of their classroom door for everyone to see.

Seventh-grade science teacher Mrs. Kendrah Fisher was one of the SeDoMoCha teachers who started integrating the taking of attendance into her morning routine at the beginning of the school year. Doing so allowed her students to take ownership of tracking attendance.

“They now do it for our class each morning without being prompted,” Fisher said. “Getting students invested in attendance has had a very positive impact by drawing attention to the importance of coming to school for my students.”

“It shows who comes to school and who takes accountability in coming to school, and it also teaches kids percentages,” eighth-grade student Kaydiense Nelson said about the effort. “It shows that kids want to be here to try to succeed and build a good school environment.”

What started as a simple idea has quickly become a source of pride and motivation throughout the school. The visible reminders spark friendly competition, celebrate consistency, and keep the importance of attendance front and center for students, staff, families, and visitors alike.

“My class has been so excited to celebrate when our whole class is here. We have a five-second dance party many mornings to celebrate that all of our friends are here. In addition, when a friend is gone, they show so much care and concern,” second-grade teacher Mrs. Abigail Ziegra said. “We send them love waves from our morning meeting and look forward to seeing them again soon.”

“Tracking attendance has helped to develop a larger sense of community among all students in our homeroom,” Fisher said. “My students recognize when their peers are absent, and I have observed them checking in on each other when they return to school. It makes all of my students feel like they matter and are a valuable member of our classroom because they know that they are noticed and missed when they are gone.”

The effort has been warmly received by the entire community, thanks to the dedication of teachers and students who understand that strong attendance leads to stronger learning and stronger connections. At SeDoMoCha, showing up truly makes a difference.

“Seeing our students and teachers take pride in positive daily attendance fosters a strong sense of community,” SeDoMoCha assistant principal Mrs. Davan Walker said. “It highlights the importance of learning each and every day.”

This story was submitted by SeDoMoCha Elementary School in RSU 68. To submit a good news story to the Maine DOE, please fill out the good news submission form.

New “Learning from Maine” Video Series Showcasing Innovation in Maine Schools to Premiere on Maine Public Television November 6 and 7

Learning from Maine, a powerful new documentary video series created by Maine Loves Public Schools (MLPS), will air on Maine Public Television on Wednesday, November 6, at 8 p.m. and be rebroadcast on Thursday, November 7, at 2 p.m. It will feature innovative education stories from Limestone, Farmington, Portland, and Bethel.

Launched in September, the Learning from Maine video series is part of a statewide campaign celebrating the people, programs, and innovations shaping education in Maine. The video series explores questions like: What if ninth graders could spend an entire year learning in the woods of Maine—developing knowledge, confidence, and resilience that strengthen their entire community? What if students could earn high school credit while working in local businesses, gaining real-world experience, and building their futures?

“We hope that Learning from Maine will provide a deeper view into what our educators see every day: the transformational power of education to bring communities together and change the lives of our kids and families,” Maine School Superintendents Association (MSSA) Executive Director Eileen King said. MSSA is one of the core organizations leading the effort.

Individual episodes of Learning from Maine have been released online. Each episode tells a story of innovation in Maine classrooms. The series features stories hosted by former Maine principal Derek Pierce. Each 10-15-minute segment features a single school community and highlights promising practices strengthening education across the state. Stories featured in the series include a reimagined ninth-grade experience in Bethel and an apprenticeship model in Farmington that is helping young men to reconnect with school and prepare for meaningful, well-paid careers.

“It has been a great honor and joy to see what our teachers and students are up to around the state, and I can’t wait to share these inspiring stories with all who care about Maine’s public schools,” host Derek Pierce said.

Maine Public Television has partnered with MLPS to co-produce eight additional Learning from Maine stories, with more episodes planned for broadcast in 2026. Several in-person screenings are also scheduled across the state this fall:

Tuesday, October 29 – Portland
Wednesday, October 30 – Mt. Blue High School, Farmington
Monday, November 10 – University of Maine at Presque Isle
Monday, November 10 – Gem Theater, Bethel

A full list of screenings and details can be found here.

About Maine Loves Public Schools

Maine Loves Public Schools (MLPS) is a collaborative initiative led by the Maine School Boards Association, Maine School Superintendents Association, Maine Principals’ Association, Maine Curriculum Leaders Association, Maine Association for Career and Technical Education, and Maine Association of School Business Officials.

The campaign’s mission is to “document, curate, and share stories from within our school communities,” uplifting the creativity and dedication found in classrooms across Maine. Over the past two years, MLPS has collected hundreds of stories from educators and community ambassadors statewide. Learning from Maine represents the next chapter in this ongoing effort to celebrate the innovation and heart at the center of Maine’s public schools.

Watch all episodes and learn more on the MLPS YouTube channel, Facebook, or Instagram.

The Pizza Men of Shooting Stars: How Two Scarborough Bus Drivers Deliver More Than Lunch

At the Shooting Stars Program for pre-K students in Scarborough, lunchtime is about a lot more than food—it is about smiles, laughter, and two beloved visitors who the children affectionately call, “The Pizza Men.”

Dave Gardner and Rick Harden, school bus drivers for Scarborough Public Schools, delivered meals every day last year to the public pre-K partnership classroom at the Shooting Stars Program. Over time, what began as a daily delivery turned into something far more meaningful: a joyful connection that bridged the classroom and the community.

“We might have a tough day, but the kids would never know it,” Gardner said. “We come in all smiles. It’s impossible not to when you see how happy [the children] are.”

The nickname “The Pizza Men” took shape after one Friday pizza delivery last year, and it stuck. Since then, the children have greeted the duo with excitement and giggles, hoping that the day’s lunch might include pizza.

Gardner, who has been driving a school bus for nine years, and Harden, who has been behind the wheel for seven, have made positivity their trademark.

“We go out of our way to greet every child,” Harden said. “We crack jokes. We make them laugh. It starts their day off right—and ours, too.”

Scarborough Bus Drivers loading students onto the bus

Scarborough Bus Drivers with students in the classroom

That genuine connection has not gone unnoticed. The class regularly shows their appreciation by creating holiday ornaments, Valentine’s Day candy bags, and colorful thank-you cards for Gardner and Harden.

“It’s those little things that remind you why this job matters,” Gardner said.

Last spring, the pair went above and beyond once again. They brought a full-size school bus to the Shooting Stars Program, so that the preschoolers could explore, learn about bus safety, and get comfortable with the sounds and excitement of the bus before starting kindergarten.

“The kids were thrilled,” a teacher shared. “It was even more exciting than when the fire department brought the fire truck!”

For Gardner and Harden, the visit wasn’t just for fun, either.

“We wanted to show them that the bus isn’t scary,” Gardner explained. “All of the children got to try things independently. That was a big moment for them and for us.”

“To me, these kids are like my grandkids,” Harden added. “I want every interaction to be positive. If they trust us, they’ll speak up when something’s wrong—and that’s what keeps them safe.”

That sense of care shines through in every visit. One day during snack time, Gardner couldn’t resist joining the children at their tiny table.

“They were having snacks, so I sat down with them,” Gardner laughed. “The chairs were a little small for me, but the kids thought it was the funniest thing ever.”

Now, some of those same pre-K students ride Gardner and Harden’s buses as kindergarteners. They still wave, giggle, and shout, “Hey, Pizza Men!” when they see them.

As Maine celebrates National School Bus Safety Week, the staff at the Shooting Stars Program say it best: that Gardner and Harden aren’t just delivering meals—they’re delivering joy, confidence, and care to the next generation.

For more information, please contact Michelle Belanger, Maine DOE Pre-K Partnership Specialist, at Michelle.Belanger@maine.gov.

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

Lewiston Public Schools Strengthens Student Stability through Preventing Student Homelessness Grant

Lewiston Public Schools is making meaningful strides in supporting students and families through the Preventing Student Homelessness grant, turning critical funding into lasting impact. With innovative districtwide outreach and the creation of a robust Student Resource Center, Lewiston is ensuring that students can focus on learning, growth, and opportunity—not crisis survival.

Meeting Basic Needs through the Student Resource Center

At the heart of this work is Lewiston’s Student Resource Center (SRC), a welcoming space that provides students and families with the essentials needed to thrive. Stocked with food, clothing, hygiene products, toiletries, and school supplies purchased with Preventing Student Homelessness grant funds, the center ensures that no student goes without the basic necessities that make learning possible.

The center also offers laundry and shower facilities, complete with soaps, shampoos, and detergents—all free for families to use. Beyond immediate needs, the center connects students with housing agencies, case management, and mental health services, helping to prevent homelessness before it occurs and strengthening family stability.

a bunch of racks with clothes on hangers

A cozy looking room with places to sit and hang out, colorful.

Staying Connected All Year Long

Recognizing that needs don’t stop when the school year ends, Lewiston’s summer outreach team—made up of teachers, administrators, McKinney-Vento liaisons, and support staff—hosts weekly community events throughout the summer months. These events provide families with information about learning opportunities, distribute essential items, and maintain vital connections with students experiencing homelessness. Each event also includes free lunches, helping to reduce hunger while promoting engagement and connection.

Making an Impact

The impact of this coordinated effort is clear. During the 2024-2025 school year, Lewiston served 694 McKinney-Vento-eligible students, with 464 actively enrolled as of May 2025. Each student reached represents a step toward greater stability, attendance, and academic success.

Through the Preventing Student Homelessness grant, Lewiston has been able to reduce barriers to education, increase student engagement, and strengthen family connections across the district.

Community Partnerships Creating Change

Lewiston’s success is built on strong community partnerships that amplify the reach of the Preventing Student Homelessness grant:

MaineHousing: Since March of 2025, more than 93 students and families have received housing navigation services, with at least 51 students prevented from experiencing homelessness due to eviction.
Soles4Souls: Each spring and fall, 750 pairs of shoes are distributed to students—half of whom qualify under McKinney-Vento—ensuring every child can comfortably and confidently participate in school and extracurricular activities.

Continuing the Commitment

While challenges such as rising housing costs and limited access to mental health care persist, Lewiston Public Schools remains steadfast in its mission to support every student. The district continues to expand partnerships, connect families with essential resources, and build systems that promote stability and success.

Thanks to the Preventing Student Homelessness grant and the dedication of Lewiston’s educators and community partners, students are not only finding safety and stability—but also the confidence and opportunity to thrive.

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

On Mackworth Island, a School Builds Trust and Educator Pathways

When a deaf Teacher of the Deaf led a summer marine biology camp at the Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf (MECDHH/GBSD), something remarkable happened. Students who typically relied on spoken English naturally shifted into American Sign Language (ASL), so that they could connect with their peers.

“It was powerful and beautiful to watch inclusion come alive,” Catherine Lushman, MECDHH/GBSD Assistant Director of Statewide Education and Family Services, said.

That story, and others like it, framed a recent Maine Department of Education (DOE) visit to the Mackworth Island campus to connect with MECDHH/GBSD and have conversations focused on community engagement and the urgent need to strengthen pathways for Teachers of the Deaf across Maine.

Building Trust through Shared Spaces

The Mackworth Island campus has become more than a school. In November of 2024, the Maine DOE unveiled the Maine Outdoor Learning Pavilion—a state facility designed as a shared hub with classroom resources, restrooms, and a group activity lawn. In partnership with MECDHH/GBSD, the pavilion now welcomes students, educators, and community groups for learning and events ranging from Deaf Culture Fest to all-staff meetings and gatherings of the Maine Association for the Deaf.

“Every time we open our space, it builds trust,” Lushman explained. “That has been one of our first priorities—mending and strengthening relationships.”

Growing the Educator Pipeline

MECDHH/GBSD educators have described the challenges of meeting a statewide demand for services with limited staff.

“It’s not just about staffing numbers,” Steve Connolly, Executive Director of MECDHH/GBSD, said. “It’s about making sure services are equitable, even when students live far apart.”

Megan Garrity, MECDHH/GBSD Family and Peer Programs and Eastern Services Coordinator, noted the importance of sparking interest in this pathway earlier.

“Even small experiences—like ASL (American Sign Language) classes, senior projects, or internships—can spark interest. That could be the first step toward building the next generation of educators.”

Partnerships in Practice

At the heart of the visit were the educators whose voices and experiences are shaping the future of deaf education in Maine. By sharing their challenges and solutions, they are building pathways—not only for their students today but also for the next generation of Teachers of the Deaf.

For the Maine DOE, elevating these voices is essential. Insights from MECDHH/GBSD educators will inform statewide work on educator pipelines, higher education partnerships, and community engagement. By bringing these stories forward, the Maine DOE can help to ensure that the innovation happening on Mackworth Island is recognized, supported, and shared across Maine’s schools.

For more information or to get involved with statewide efforts with Teachers of the Deaf across Maine, please contact Maine DOE Director of Strategic Partnerships Ayesha Hall at ayesha.hall@maine.gov.

Maine and Aomori, Japan Celebrate More Than 30 Years of Friendship through Student Art Exchange

Maine students and students from Aomori, Japan, are once again connecting across cultures through art in the 2025 Hashi-Maine exhibition, hosted by MSAD 51 at the Greely Center for the Arts this fall.

Now in its fifth year, Hashi-Maine—meaning “bridge” in Japanese—features student-created prints from both sister states using traditional Japanese block printmaking techniques. The exchange is part of a long-standing cultural partnership between Maine and Aomori, which has been celebrated for more than 30 years.

This year’s exhibition, which ran from September 10 through October 22, includes prints by Maine students from the Cumberland Community Education summer specialty camp, “Art and Culture of Japan,” led by visual art educator Lynda McCann-Olson, as well as students from Long Island Community School, Portland Public Schools, and Eight Corners Primary School in Scarborough.

The Hashi Exchange is a collaboration between the Friends of Aomori of Maine and the Aomori City Morning Rotary. Through this partnership, students in both regions create and exchange prints that highlight aspects of their daily lives and cultures. Once exchanged, the Maine prints become part of the Munakata Shiko Collection at the Aomori Museum of Art, and the Aomori prints join the Friends of Aomori’s collection in Maine.

“The exchange of artwork is an act of cultural diplomacy that encourages students to connect through creativity to build mutual understanding and personal relationships,” said McCann-Olson.

Friends of Aomori, a nonprofit organization of volunteers, works to strengthen the Maine-Aomori relationship through educational and cultural programs. The Maine-Aomori Sister-State Advisory Council (MASSAC), whose members are appointed by the Governor, advises the state on this international partnership.

To learn more about Friends of Aomori of Maine, click here or reach out to Lynda McCann-Olson at lmccann.olson@gmail.com.

This story was written in collaboration with Friends of Aomori of Maine. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A Space for Teens, Built by Teens: The Belfast Teen Center

In the middle of downtown Belfast, a new space has opened its doors. It is made for teenagers, by teenagers and is aptly named the Belfast Teen Center. In a time when it has become increasingly difficult for young people to find a safe, welcoming place to hang out, this is a rare and vital resource: a community hub where teens can gather after school.

The idea grew from conversations at Belfast Area High School. Nadejda Stancioff, a school social worker, recalled how a handful of students experiencing homelessness described feeling isolated in their individual experiences. She asked if they would be interested in getting together as a group, and they agreed to that idea. That small gathering quickly helped the teenagers to feel less alone. This group went on to serve as an advisory board for But Still I Am One, a local nonprofit dedicated to empowering young adults who are experiencing homelessness in Waldo County.

The students had plenty of ideas for how to better support youth like themselves, but one issue stood out above the rest: the need for a space to gather. They pointed to a critical gap in their day—the hours between school dismissal and bedtime when many had nowhere to go. Their vision was simple but powerful; they wanted a space within walking distance from school where teenagers could hang out, do homework, charge their phones, and grab a snack or a hot meal. The space would not be limited to teens experiencing homelessness; it would be open to anyone who wanted a place to go.

One of the students in this group pitched the idea as an Extended Learning Opportunities (ELO) project—a center for teenagers that she called, “Freely You.” In this ELO, this student conducted community organizing, event planning, and marketing, culminating in a trial run consisting of a one-night event that she organized and hosted. Her vision quickly gained traction; what began as a student-led ELO grew into a full-fledged community project.

“I think it’s so important that this is a project that grew organically from student efforts. Kids had the ideas, and a few adults got interested and took the idea seriously,” Solomon Heifets, the Belfast ELO Coordinator, said. “Then, a few more adults and a few more students got involved, and it has very quickly snowballed into a true community collaboration.”

Stancioff said she imagines the Belfast Teen Center as a one-stop shop—always staffed by caring adults—where teenagers can find toiletries, food, warm clothes, and other essentials. For Stancioff, the project feels energizing and full of possibility. Her focus is on ensuring that it is sustainable.

Stancioff shared that a lot of the inspiration for the Belfast Teen Center came from The Landing Place in Rockland, a resource hub that also began in response to community need. The Landing Place provides transitional housing for youth from 18 to 25 years old and offers essentials like free clothing and food.

“I’m excited about having a similar space in Belfast; something that can be a true resource hub,” Stancioff said. “For example, when a student needed a backpack, I called the Belfast Teen Center, and they had one right there in their care closet.”

Much of the center’s momentum has come from community support. In the spring of 2025, a group of students, school staff, and local residents began meeting biweekly to form the Teen Center Board, which includes community members like Chris Battaglia, co-owner of Torchlight Media, who offered the use of his downtown studio as the center’s physical home, and Janet Proulx, a member of First Baptist Church in Belfast, who helped to coordinate volunteers from her congregation to provide regular hot meals for visiting teenagers. Other community members, namely Barbara Gage and Neva Allen, offered to operate under the umbrella of But Still I Am One, while working to incorporate the center as an independent 501(c)(3) nonprofit corporation. Sarah Carey, an interior designer, volunteered her time to work with several groups of students to design the center. Once she had gathered all of their input, she ordered and donated furniture based on their suggestions.

“There are nice people, and it’s safe,” Caleb Curtis-Dufresne, a junior at Belfast Area High School, said about the center.

In Belfast, teenagers have not had a dedicated space of their own since The Game Loft closed in February of 2025. While the Belfast Free Library and Waldo County YMCA remain welcoming, neither space was created specifically for teenagers. At the Belfast Teen Center, two adults are always present to ensure safety and support—but the center itself belongs to the teenagers. They decide how it functions, what activities take place, and how it grows.

The center provides consistent support—warm meals, basic resources, and caring adults who show up—creating a hub where youth feel comfortable and free to be themselves. Edward “Orange” Newcombe, a sophomore at Belfast Area High School, described it as “a place where you can be open, and you can be yourself.”

“It’s important because it’s a place where you can be free from responsibility, and it makes it easy to relax because it’s a dedicated space to just relax,” Ash Richards, a senior in the area, shared about the center.

The Belfast Teen Center’s open house, held on June 10, was well attended by families, students, and community members. Torchlight Media partnered with students to make a short promotional video for the open house. This fall, the center formally opened on Wednesdays from 2-6 p.m., with the goal to expand hours in future years.

Anna Walker, the center’s director, emphasized the importance of listening closely to teenagers’ ideas, as they plan themed nights like “Pizza and Puzzles” or watercolor painting sessions.

“The goal is to create a place that’s safe, welcoming, and truly designed for teens,” Walker explained. “It’s somewhere they can just show up as they are, have a meal, and know they’re supported.”

Looking ahead, Walker said she envisions a sustainable, youth-led community hub at the heart of Belfast, where every teenager feels resourced, supported, and inspired.

“We want it to be more than just a hangout,” Walker said about the center. “It should be a cozy, creative space where teenagers feel empowered to shape their own experiences, build confidence, and discover new possibilities.”

Over time, Walker and her colleagues hope that the Belfast Teen Center will grow into a permanent downtown home, consistent and innovative, woven into the fabric of the community, ensuring that teens remain a priority in Belfast for generations to come.

The community is invited to stop by the Belfast Teen Center on Wednesdays between 2 and 6 p.m. Anyone interested in connecting with or supporting the center can contact Anna Walker directly at thebelfastteencenter@gmail.com.

Belfast Area High School was an awardee of Maine Jobs and Recovery Plan grants, which started in 2022 and supported 26 programs across Maine, covering 13 counties, as well as the Maine DOE ELO Expansion grant 2.0, which started in 2025. For more information about ELOs, visit the Maine DOE website or contact Maine DOE ELO Coordinator Lana Sawyer at lana.sawyer@maine.gov.

Additionally, every Maine school administrative unit (SAU) has a McKinney-Vento liaison who supports students who are experiencing homelessness. For questions about McKinney-Vento rights and services, please contact Maine DOE McKinney-Vento Specialist Signe Lynch at signe.lynch@maine.gov or find your local liaison using the Maine McKinney-Vento Contact Lookup.