Maine Student Leader Nathan Prest Honored with 2025 FosterClub Outstanding Young Leader Award

The Maine Department of Education (DOE) is proud to celebrate Nathan Prest, a student leader and advocate, for being named a 2025 FosterClub Outstanding Young Leader. This national recognition honors exceptional youth with lived experience in foster care who are creating positive change in their communities.

Presented annually by FosterClub, a leading national nonprofit supporting youth in foster care, the Outstanding Young Leader Award celebrates individuals who demonstrate extraordinary leadership, resilience, and advocacy.

Prest received the award for his tireless work supporting youth in Maine through leadership and advocacy, particularly around transition supports and eligibility through age 22 for students with disabilities. His efforts are rooted in a deep commitment to belonging, resilience, and empowering others—especially those navigating both the foster care system and the transition to adulthood.

Prest is a current member of the Executive Student Transition Committee (ESTC), a youth-led advisory group of the Transition Maine initiative under the Maine DOE Office of Special Services and Inclusive Education. Transition Maine works to support students with disabilities as they move from high school into adult life, including employment, post-secondary education, and independent living. Prest’s voice has been central to shaping the program’s statewide direction and impact.

“We could not be more proud of Nathan and his accomplishments,” Connor Archer, Transition Maine Project Consultant, said. “Nathan’s commitment to inspiring others is remarkable, and his resilience in doing so has helped reshape many important initiatives when it comes to helping our students with varying abilities and challenges transition from high school into adulthood successfully. In 2025 alone, Nathan has presented at several conferences and summits, representing the strong presence that Transition Maine has not only here in Maine but across the country.”

“Nathan is an important and wonderful member of the ESTC, and we are so proud of him receiving this amazing award,” Xavier Pettis, Chair of the ESTC, said. “His work with youth advocacy and his own lived experience bring tremendous joy and excitement to everything he does with us. We are all excited to work alongside him in this journey as a leader and human being, as he grows and evolves over these next few years!”

About Nathan Prest

Prest’s journey in foster care began at just four days old. After living with a foster family and then his grandmother, who became his primary support system until her passing, Prest returned to his former foster family, who eventually adopted him. Despite early life challenges, he graduated from Bonny Eagle High School, a milestone he once thought unreachable.

Today, Prest is a passionate advocate for youth with disabilities, including those living with autism, like himself. He speaks at youth summits and conferences, where he shares his story to encourage others to dream big and persist. He’s currently writing a book about his experiences and hopes to one day launch a business that supports others who are navigating similar journeys.

The Maine DOE congratulates Prest on this national recognition and thanks him for his ongoing leadership, both in Maine and beyond. His work embodies the core values of Transition Maine—empowerment, advocacy, and resilience—and we are proud to have his voice helping to shape a more inclusive and supportive future for all Maine students!

Learn more about the award and this year’s recipients here. You can also read Nathan Prest’s bio on FosterClub’s website.

Stepping Forward: How Problem Solving Has Allowed RSU 29 to Succeed in the Transition of Early Childhood Special Education Services

Students in the pre-K program at RSU 29 (courtesy: RSU 29)

Innovation in education comes in many forms, whether from a teaching or an administrative angle. During the 2023-2024 school year, staff at RSU 29 in Houlton learned about an upcoming major opportunity for innovative leadership: joining Cohort 1 of the transition of early childhood special education services from Child Development Services (CDS) to school administrative units (SAUs).

The affirmative decision to hop on board came following a conversation between RSU 29 Superintendent Joe Fagnant and Director of Special Services Renae Foley.

“We thought that we could take this on, that it was important for the district to look at early childhood, to look at special education to try to get these children in as early as possible to receive services,” Fagnant said.

RSU 29 has had a pre-K program in place since 1998. Even before this transition, the district had been looking at opportunities to work with organizations like Head Start to add to that program and deliver services in a more flexible way. Fagnant explained that as soon as word got out that this transition was underway, parents began contacting RSU 29 to ask how they could access services for their children.

“There were a lot more parents out there that had that need than we realized,” Fagnant said.

In order to begin providing early childhood special education services in the 2024-2025 school year, RSU 29 had to make a few significant shifts in terms of staffing and responsibilities. After all, some three-year-olds would now be coming to the district with various needs that, in many cases, had not previously been met. Fagnant credits the relative success of the transition to teamwork.

“Kudos to the staff for taking that on because it was a huge change,” Fagnant said.

“We’re problem solvers,” Foley said. “Anything that would come up, we would put our heads together to say, ‘Okay, so how are we going to do this?’ If we had to think outside of the box to meet a child’s needs, our team was definitely willing to do that.”

Foley said flexibility, a strong sense of support from the Maine Department of Education (DOE) through meetings and informational documents, and close work with community partners and transportation staff have also been integral to a smooth transition.

“We’re closing the gap,” Foley mentioned. She remarked how essential early intervention (from birth-age 2 through CDS) is for children—and now, RSU 29 has picked up the responsibility of the next stage, ensuring that the needs of children ages 3-5 are also met.

Student in the pre-K program at RSU 29 (courtesy: RSU 29)

“I have seen phenomenal growth from all of the kids who have entered the program,” Makala Swallow, an early childhood special education teacher in RSU 29, said.

Swallow credits that growth in large part to the relationships that she has been working hard to build with families and community partners.

“I’m just really, really excited to see it continue, to see these kids come and grow and just continue to flourish, as they continue on through their years,” Swallow expressed.

One of the students who has already experienced that growth is RSU 29 parent Heather Jones’ son. He is speech-delayed, but Jones said that within two weeks of his joining the pre-K program with early childhood special education supports at the district, her family noticed improvements.

“You just saw a change. He loved going to school. I think the Houlton Elementary School altogether is one of the most supportive schools around,” Jones said, later adding, “We just want him to have the best foot forward.”

Jones said that the frequent evaluations and meetings that are offered for this program through RSU 29 provide an essential opportunity for parents to speak with providers about goals and items to work on with their children.

“ [My son] knows the teacher. He knows the routine,” Jones said. “We have seen measurable goals met with him, and we’ve been needing that for four years.”

Amanda Howe, a pre-K teacher and team leader at Houlton Elementary School, said she is also looking forward to seeing how the early childhood special education supports that Jones’ son received at RSU 29 as a three-year-old help to shape his pre-K experience as a four-year-old.

“I’m really excited to see that next continuing growth,” Howe said. “I’m intrigued to see that amazing carryover.”

Howe has worked at the district since 1999 and said the issue of children not receiving referrals for services because of long waitlists and a lack of providers had become significant. For that reason, there was a push to ensure that Cohort 1 would be successful.

“We wanted to be the best of the best from day one,” Howe said.

Ideally, the hope is that early intervention can lead to long-term benefits, too.

“Your goal is to meet these needs earlier so that long-range, they’re being transitioned away from special education services,” Fagnant said, noting the positive effect that this work can have on financial and staffing factors.

As this transition is ironed out over the years, Fagnant said he plans to continue fostering partnerships with groups like daycares in an effort to amplify the thriving mixed-format system. He said that in the long-term, he would love to have a school in RSU 29 like the new Margaret Chase Smith Community School in Skowhegan that serves as a hub with help from partners, housing all services in one facility.

One element that is clear in RSU 29’s achievement thus far: “It’s the people,” Fagnant said.

RSU 29 and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.

A Day with Benjamin Johnson: Celebrating a 2026 Maine Teacher of the Year Finalist Bringing New Life to a Dead Language

Benjamin Johnson commands the room during his Latin I class at Hampden Academy.

Walk into Benjamin Johnson’s classroom at Hampden Academy, and you will find teenagers who are enthusiastic, laughing, and engaged. Placed on a desk in the corner of the room is a bottle of olive oil, sprigs of thyme, and an open bag of almonds. This isn’t a cooking class, though; it’s Latin I.

Johnson has worked at Hampden Academy as a Latin teacher for more than 20 years. When he first joined the school in the early 2000s, the Latin program was very small and lacked student interest. Ruey Yehle, former Hampden Academy principal who hired Johnson, said she remembers when that dynamic began to change.

“Within a few years [of Johnson’s hiring], the [Latin] program just exploded—and it was because of Ben’s reaching out to kids,” Yehle explained. “He welcomed everybody, and he made it so that they were successful.”

A running joke among Hampden Academy administrators past and present is how Johnson has turned an antiquated language into a subject that many students end up pursuing for all four years of high school—even pushing through the challenging AP Seminar with Johnson’s help.

“The enthusiasm that he brings to others and that dead language just speaks to him as a person,” Reg Ruhlin, former RSU 22 principal, said.

“What I’ve noticed about Ben is that he talks to the kids like they’re young adults,” Ryan Crane, RSU 22 assistant principal, said. “I can see students going to him and having authentic conversations with him about meaningful stuff.”

Benjamin Johnson conducts a sensory activity in Latin I that amuses students and gets them to think about ancient Rome.

In May, Johnson was announced as 2025 Penobscot County Teacher of the Year, and he is now one of four state finalists for 2026 Maine Teacher of the Year. During the week of September 22, as part of the final stage for the Teacher of the Year selection process, a panel of state leaders visited RSU 22 to see Johnson in his classroom—and to hear from the students, colleagues, administrators, and community members who know him best.

One of those colleagues—who Johnson met through his deep involvement with the National Junior Classical League (NJCL) Convention—flew all the way to Maine from Texas to share his thoughts.

“Ben is one of the few educators who truly inspired me to be better,” Lee said. “What truly sets Ben apart is that he is an advocate and a champion of all children.”

Lee recalled an instance at a recent NJCL Convention when a student from a school without a lot of resources in Louisiana decided to run for the position of secretary of the organization. Johnson felt that there was a moment of injustice, as other students were acting unkindly to her, and he spoke up on this student’s behalf—despite the fact that they did not know one another.

“He truly believes that Latin is for all,” Lee expressed.

A poster at Hampden Academy recruits students for the Junior Classical League club.

A board in Benajmin Johnson’s classroom shows the wide impact that the Junior Classical League club has had on Hampden Academy.

That sense of welcoming has made a major impact on school culture. At Hampden Academy to-date, there are more than 70 students involved in the Junior Classical League (JCL) club, making it one of the most popular groups at the school. Johnson leads Hampden’s and Maine’s JCLs, organizing trips for students to the NJCL Convention and to Greece/Italy. Johnson took the initiative to create scholarships for students in need, ensuring that no one misses out on a learning opportunity for reasons beyond their control.

“Latin continues to have the largest numbers [at Hampden Academy]—for a language that is no longer in use! People want to take Latin,” Nick Raymond, RSU 22 superintendent, said.

“My son signed up for Latin to do two years of a language and be done. The next thing I knew, he had joined JCL. The next thing I knew, I was sewing togas,” school nurse Barb Parent recounted. “When I said to [my son], ‘Why are you signing up for Latin III?’ He said, ‘Because I can’t not have Mr. Johnson again.’”

Benjamin Johnson’s Latin I class is filled to the brim with dedicated students.

The Hampden Academy Junior Classical League club has won so many trophies that they don’t all fit into the school’s display case!

Other parents shared similar stories about their kids’ experiences with Johnson. One mother testified that her son told her that learning Latin with Johnson was helping him to improve in other classes, like Spanish and English Language Arts. Another mother expressed her gratitude for Johnson’s reliable communication with families. A third said that Johnson’s students not only like him; they respect him.

“Part of what makes Ben so great is that he expresses to the kids a sincere belief that they can do it—and he doesn’t let the bar down,” mother Cindy Isenhour expressed.

With Johnson’s humble disposition, you would never guess that he has made a name for himself on the national and international levels, as well, for his use of technology in the Latin classroom. Johnson runs the LatinTutorial YouTube channel with more than 125,000 subscribers. He has also created digital tools like Latintutorial.com and Hexameter.co that are used by tens of thousands of learners worldwide.

“My daughter came home [from an NJCL Conference] and said, ‘Everybody knows who Mr. Johnson is!’” Cora Swalec, parent of five former Hampden Academy students who all took Johnson’s Latin classes, said. “She was amazed even being from little old Hampden, Maine how famous Ben was.”

Benjamin Johnson is known for integrating modern-day technology into his Latin program.

When observing Johnson lead his students during class—with a cheerful disposition yet persistent encouragement to have them try their best and step outside of their comfort zones—it is clear why he is beloved.

“I don’t really believe in myself sometimes, and I doubt myself. Every year, I have doubted my ability in Latin to succeed, and Mr. Johnson has told me that I can do it. And, I’m still in it!” Coleman Chase said.

“He is like Superman. He does so many things for our school and our community,” Katie Dysart added.

“He speaks to the principle that you should learn to learn and not learn for the grades,” Leif Isenhour noted.

Students in Latin I work diligently to translate and solve a riddle.

Johnson said that no matter the result of the 2026 Maine Teacher of the Year selection process, he is excited to continue the work that he cares so deeply about—keeping the lure of Latin alive in public schools.

“Latin has a problem with elitism, and we need to break that down,” Johnson said.

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Bridget Wright: Celebrating a 2026 Maine Teacher of the Year Finalist and Innovative Educator

Bridget Wright, the 2025 Lincoln County Teacher of the Year and a finalist for 2026 Maine Teacher of the Year, welcomed a panel of selection committee members to Lincoln Academy this week to see her teaching in action and hear from those who know her best.

An English teacher at Lincoln Academy in Newcastle, Wright is known for fostering curiosity, encouraging academic risk-taking, and creating classrooms where students grow as writers, readers, researchers, and critical thinkers. Her teaching blends creativity with rigorous academic practice, using outside-of-the-box approaches to meet students where they are.

While visiting the school, the panel met with administrators, faculty members, students, and community members who shared stories and insight into what makes Wright such an exceptional educator and human being. Panelists also toured the school and visited Wright’s classroom to see her innovative teaching in action.

A student shared that they had previously disliked Shakespeare and felt anxious about studying his work until they took Ms. Wright’s class. Wright made the “Romeo and Juliet” unit engaging and fun by adapting a popular online format into an activity called “Am I the Arse?” Students wrote posts from the perspective of characters, blending humor with deep character analysis. The activity kept the class entertained while also helping them to gain a richer understanding of the play, which the student described as a genius idea. Students also regularly act out Shakespeare scenes, including light saber duels, to explore character development and descriptive writing.

Wright goes above and beyond to emphasize reflective learning. Lincoln County Executive Assistant Trish Jonason, who is also a parent and community member, shared that during a challenging sophomore research project, Wright supported her son and other students by pausing the work and introducing a reflective “Books that Raised You” assignment, which reignited her son’s creativity and joy in writing. The project became deeply meaningful for not only her son but the entire family, connecting them to childhood reading experiences and highlighting the lasting impact of those moments.

Wright’s focus on writing development has transformed student learning at Lincoln Academy. She founded a student-staffed Writing Center, giving students leadership experience and peer mentoring opportunities. Located in the library’s annex, the Writing Center is a space where students can get peer input and review on writing assignments. A student involved in the center explained, “It’s not about telling someone what a good paper is. It’s about listening to their ideas and helping them get closer to what they want.”

*Lincoln Academy senior Eleri Jordan sits in the Writing Center ready to help students who stop by for help with their writing assignments.*

Colleagues also praised Wright’s collaboration and innovation with the school’s “I-Search Project.” This capstone assignment challenges students to choose a research topic and write an in-depth paper—a major undertaking for students.

“She pushed the I-Search Project forward in ways that made it relevant to more students and elevated their critical thinking,” Director of Library Services Laura Phelps said. “Her impact on students has been profound.”

A student described Wright’s approach to helping with the I-Search Project, which felt overwhelming at first: “She made it very personal. It could be about any topic you wanted, as long as it interested you. She mapped out the process in baby steps, so it wasn’t overwhelming. That was something I needed to learn, and it applies to all my writing now.”

“She really works with kids to help them simultaneously understand what their areas of interest are and how to learn more about something that they care about,” Kelley Duffy, Director of Curriculum and Instruction, and one of Wright’s nominators for 2026 Maine Teacher of the Year, added. “The work that she’s doing there, the practice she’s having in her classes with that, is really informing how we now design some of the capstone work.”

Lincoln Academy Head of Schools Jeffrey Burroughs further highlighted Wright’s influence beyond the classroom: “She has a voice here because of the work that she has done that’s affecting what we’re doing from a policy standpoint. There’s a lot to her that is beyond just what you see in the class.”

The entire school community has a wealth of stories of connection, generosity, and personal growth to share about Wright. Her dedication to students and the community extends beyond academics. She is known not only as a safe space for students to share struggles but also as someone who celebrates birthdays with a specially baked treat, keeps chocolate on hand for students who are having a bad day, and ensures that kids have essentials like glasses wipes.

“She takes individual relationships with students really seriously,” a student shared. “She’ll write a letter at the end of the year or leave a sticky note appreciating something you did. She makes sure people feel appreciated.”

“She is fantastic with students and is also just a fantastic coworker,” colleague Prema Long said. Long shared a story of watching Wright’s class for 20 minutes one time and being thanked the next day with a pumpkin-spice latte and a thank-you Post-it note.

“We shared an adjoining door for three years. She was the best person to work next to,” fellow English teacher Jack DeAngelis added. “We never taught the same classes, but having her voice right there was so important to me—to talk with her about big picture things but also exactly what I was going to ask my students to do in the next 10 minutes.”

Parents also celebrate Wright’s compassion and innovation. A Lincoln Academy parent shared how his daughter struggled academically from an early age due to a learning disability. When she entered high school, she continued to fail most of her classes except English. Wright recognized that while the student had difficulty writing, she was highly verbal and articulate. By allowing her to express her thoughts out-loud, and then helping to translate them into written form, Wright revealed the student’s brilliance and gave her a way to succeed.

Holly Arbuckle, a parent and local business leader, emphasized that while all teachers are caring and hardworking, what sets Wright apart is her innovation. She has transformed how writing is taught by focusing on process over product—helping students to measure growth against themselves rather than others. By allowing rewrites with clear feedback, she creates space for all students, regardless of background or starting point, to develop as writers. Her approach encourages vulnerability, restores confidence, and makes writing meaningful rather than punitive.

“She is really good at seeing the big picture and then instituting systems and processes that will get both herself and her students where they need to be,” English Academic Lead Brenda Sawyer said.

As the Maine Teacher of the Year selection process enters its final stages, Wright’s innovative teaching, compassion, and collaborative spirit exemplify the qualities that make Maine educators exceptional.

“It’d be great if she got the award, but I don’t think it’s going to stop anything,” parent and community member Sara MacCorkle said. “She’s not doing this to get an award. This is just who she is and how she moves.”

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Dawn Lee: Celebrating a 2026 Maine Teacher of the Year Finalist and Inclusivity Visionary

Dawn Lee connects with a student over artwork during a Unified Literacy class.

In the hallways of Morse High School, the sense of school pride is palpable. On a regular Tuesday in September, cerulean attire—representing the Shipbuilders’ school spirit color—dots the sea of students transitioning from class to class. Teenagers smile at one another, occasionally shouting a name to wave a greeting excitedly from a distance. One word comes to mind in this cheerful, bustling morning moment: inclusivity.

For Morse High School librarian Dawn Lee, inclusion has been a focal point of her career. She is a founding leader of the school’s Unified Literacy program, which has been recognized at the national level for bringing students with and without intellectual disabilities together through reading, writing, and art. Lee is also the 2025 Sagadahoc County Teacher of the Year and one of four state finalists for 2026 Maine Teacher of the Year.

Dawn Lee is dedicated to capturing moments of inclusivity among her students through photography.

During the week of September 22, as part of the final stage for the Teacher of the Year selection process, a panel of state leaders visited RSU 1 to see Lee in her classroom—and to hear from the students, colleagues, administrators, and community members who know her. The feelings expressed and memories shared by all were warm, thoughtful, and telling.

“She is the perennial advocate, the positivity, the cheerleader, and the doer,” Eric Varney, Morse High School principal, gushed about Lee. “She is the person who is constantly thinking about the way that things could be better.”

Dawn Lee’s Honors English 10 class provides students with an opportunity to explore a meticulously curated book selection in the library.

Administrators and colleagues expressed that Lee has forever been on a mission to create an environment in which inclusion is the standard. When students returned to an in-person educational model following the pandemic, Lee and other educators noticed that the kids were not talking to one another. That separation ignited the spark that fueled Lee’s push to create the Unified Literacy program, based on the school’s Unified Athletics program—led by physical education teacher Charlie Bingham.

“She’s looking out for the best interest of all kids,” Bingham said.

“In working with Charlie to create Unified Academics, Dawn has changed the culture of this school,” Julia LaRosa, Morse High School Unified Science teacher, expressed. “Everyone is a learner, and everyone deserves to be everywhere.”

Even before Unified Academics existed at the school, Lee was cultivating that kind of an environment. In her decades of teaching at Morse High School, Lee has seen many students graduate, some of which are now her present-day colleagues. Angelique Tamburo, an instructor at Bath Regional Career and Technical Center, said she remembers the library—and Lee and library assistant Brenda Fagan—being her safe space as a student when she was experiencing a challenging home life.

“One of the things that Ms. Lee and Ms. Fagan taught me is that I mattered. My birthday never went by without them celebrating me,” Tamburo expressed. “Now, I get to help kids and tell them, ‘You’re not alone.’ I get to be that person now, and that’s thanks to Ms. Lee.”

Dawn Lee’s Unified Literacy class allows students of all abilities to connect over reading, writing, and art.

Tucked into the back corner of the library is a closet, replete with boxes of dry goods, canned food, and hygiene products. Lee has been running this food pantry for more than 15 years, recognizing that in order to successfully learn, students must first have their basic needs met. The pantry is open to all, no questions asked—leaving no room for stigma. On “Produce Tuesdays,” at Morse High School, Lee and Fagan also set up tables at the front of the building with fresh produce for kids to take home.

“She is a gentle warrior for our kids. She fights for them every day behind the scenes,” John Dever, a Morse High School educator and 2017 Sagadahoc County Teacher of the Year—who nominated Lee for the title in 2025—said.

Dawn Lee has run the Morse High School food pantry for more than 15 years.

Lee’s generosity is also not lost on her students.

“It’s really refreshing to see someone who cares so much about her community,” student Grace Kirk said.

“She’s very patient, and she’s very loving,” Avery Steenstra, another student, added. “It’s really important to see that a teacher cares about you and that she’s going to do anything to help you.”

Students likened Lee to a flattering variety of fictional characters including Miss Honey from
“Matilda,” Mary Poppins, Molly Weasley from “Harry Potter,” Joy from Inside Out, Maria from “The Sound of Music,” Ms. Frizzle, and Inspector Gadget. Whether they have connected with her through class, the library, study hall, or receiving help with projects like citations or AP research—students agree that “selfless” is a word that could be used to describe Lee.

“I didn’t have much positivity when I was in middle school, but when I met Ms. Lee, she was really eye-opening. She brought back a lot of my self-confidence that I lost when I was in middle school,” student Hunter Johnson said.

More than a dozen Morse High School students gathered to testify about their experiences with Ms. Lee for the 2026 Maine Teacher of the Year selection process.

Lee is a lifelong learner, taking advantage of various professional development opportunities and fellowship programs throughout the summer. Her prioritization of inclusion in education—made possible with help from her teaching partner, special education teacher Jonathan Fisk—has made an impact on what many of her students are choosing to pursue post-high school. A handful of local parents testified that their children are now studying education or special education in college because they had Lee as a teacher. One parent even mentioned that a previous exchange student her family hosted from Egypt expressed interest in bringing Unified Literacy to schools in her country.

“She’s the ground zero,” Peter Kent, the parent of a Morse High School student with special needs, said of Lee. “The program that she and Mr. Fisk put together—this is what it created. She’s not at the center of it promoting herself, but she’s there in the background. I’ve heard from talking to some of the kids that this program made a huge difference to them.”

In expressing her gratitude for the esteemed recognition as a 2026 Maine Teacher of the Year finalist, Lee emotionally mentioned her beloved late grandmother, who was illiterate—and a driving force for Lee’s passion about making literacy accessible to all.

“I believe in what we do here,” Lee said of Morse High School. “I believe in our students. I believe that when you hold students to a high standard, they will rise to the occasion.”

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

A Day with Julia Edwards: Celebrating a 2026 Maine Teacher of the Year Finalist and Beloved Choral Educator

Julia Edwards, choral music teacher at Poland Regional High School and Bruce Whittier Middle School, is the 2025 Androscoggin County Teacher of the Year and one of four finalists for 2026 Maine Teacher of the Year. This week, as part of the final round for the Teacher of the Year selection process, a panel of state leaders visited RSU 16 to see Edwards in action and hear from the students, colleagues, administrators, and community members who know her best.

For more than a decade, Edwards has led the choral and other music programs in Poland with equal parts passion and joy. A graduate of the University of Massachusetts-Amherst, she has dedicated her career to ensuring that all students have access to excellent music education while fostering cultural curiosity and community connection.

At school, Edwards is seen as much more than a music teacher. To her students, she is a mentor, role model, and trusted adult who brings opportunities and encouragement every day.

“She is who I can go to if I have any problems with pretty much anything, whether it’s musical-related or not,” chorus student Blake Brown said.

Walking through the halls of Poland Regional High School and Bruce Whittier Middle School, you will find many students who are quick to share a memorable moment or a personal story about Ms. Edwards, who is a constant positive presence in their lives.

Colleagues describe Edwards as being both a leader and a bright presence who lifts up others.

“Julia brings joy to her work; it emanates with the students, colleagues, and through the school,” one teacher said.

Stories shared during the visit painted a clear picture of Edwards’ creativity and care, from building a “choose-your-own-adventure” unit in chorus that wowed her peers who have been working on adding differentiation to the curriculum, to writing substitute plans that empower students to lead in her absence, to gently guiding struggling students back into a place of success through music. It is evident that Edwards’ colleagues see her as both innovative and deeply human. As one said, “She has this warmth about her that makes everyone feel important—whether it’s a colleague, a student, or anyone who crosses her path.”

Even in the lunchroom, Edwards’ impact on students stands out through their kindness and manners. Veteran kitchen manager Cecile Martin noted Edwards’ dedication to instilling respect that extends beyond the classroom.

“I can always tell when students are in chorus,” Martin said, explaining that Edwards makes it a priority to teach them to say thank you.

During her lessons, Edwards also models kindness and respect by weaving positive language into her teaching. She gives students the tools and practice to communicate constructively—even when they feel frustrated.

“It’s about figuring out what kids are passionate about, helping them find their joy, and then building the structures to support them in doing those things,” Poland Regional High School principal Erik Anderson added. “That’s what Julia does day in and day out.”

Edwards’ impact extends beyond the school walls. She brings students into the community to sing, organizes joyful holiday caroling outings complete with hot cocoa, and helps staff to connect through music on opening day each year.

“She puts so much of her own personal time, energy, and passion into bringing the students out into the community,” RSU 16 school board member and parent Jess Smith said. “It’s one of our core values, and she’s just such a good example of that.”

When Edwards was named the 2025 Androscoggin County Teacher of the Year, her school community celebrated with a cherished “clap-in,” a tradition typically reserved for the first day of school when teachers line the entrance to cheer students into the building. This time, it was Edwards’ turn to be celebrated as she arrived, surrounded by applause from colleagues, students, and alumni.

“She has a depth of support from her colleagues,” Anderson added.

Students Max and Brady gave the selection panel a tour of the school as part of the visit:

Pride in Edwards’ nomination is felt deeply throughout RSU 16, as the community reflects on whether Edwards will be named the 2026 Maine Teacher of the Year in the weeks ahead.

“It would be a really wonderful thing,” community member and parent Carrie Mastrogiacomo said. “Not just because of the teacher that she is but also because music so often gets overlooked. This would spotlight how important it is for kids to have a place to shine and find their voices.”

Whether teaching in the classroom, building community through song, or helping others to see their own strengths, Edwards embodies the spirit of Maine’s educators. Her school family and the larger community she continues to touch with her work are celebrating her well-deserved recognition as a finalist for 2026 Maine Teacher of the Year.

This article is part of a series profiling the four finalists for 2026 Maine Teacher of the Year. Visit the Maine DOE Newsroom throughout the week to learn more about each finalist.

Stepping Forward: How St. George School Transformed Its CDS Transition into a Whole-Community Win

(Pictured: St. George Early Childhood Special Education teacher Alexis Tozier with a student in the 3-K classroom.)

When St. George School signed on to be part of Cohort 1 of the transition of Early Childhood Special Education services for children ages three through five from Child Development Services (CDS) to school administrative units (SAUs), staff did so with the belief that early support creates lifelong success. What they didn’t expect was just how quickly and powerfully this transition would transform not only the lives of children but the entire school community.

Originally planning to launch a program for four-year-olds during the 2024-2025 school year, St. George’s staff realized mid-year that there was a significant need for more localized Early Childhood Special Education services for three-year-olds, as well—including occupational therapy, speech, and individualized instruction. So, the team at St. George acted quickly.

“We had the space,” Dr. Jessica Berry, the school’s Special Education Director, said. “In January, we figured out how to build a three-year-old classroom.”

The school provided transportation for families and integrated the children into the school community. It was, as Early Childhood Special Education teacher Alexis Tozier, who helped to set up the 3-K program, called it: “fun chaos.”

“It was so incredible to see those kiddos come back this fall,” Tozier said. “They knew the school; they knew the routines. [I’m] not saying they were flawless, but they were ready to go.”

Mallory Tripp, a parent, school board member with a student in the 3-K room.

St. George Special Education Director Dr. Jessica Berry talking with students in the 3-K room

In addition to St. George’s 3-K classroom, Dr. Berry also helped to pilot a new “Zero to School” program, a separate community-wide effort available through support from the John T. Gorman Foundation. The Zero to School program integrated well with St. George’s ongoing special education transition and helped to expand community “Child Find” efforts to identify and support students even before they turn three.

The two new programs, Zero to School and the 3-K classroom, helped St. George to work with the surrounding community to build relationships with families early—sometimes, before their children are even enrolled in school.

“We started by asking, ‘How do we get to know these little kiddos in our community who aren’t in school yet?’” Mallory Tripp, a parent, school board member, and strong advocate for early childhood programming, said. “We showed up at [the] St. George Days [town event] with bounce houses and popsicles to meet families and let them know the school is here for them.”

Those outreach efforts became the foundation for a more connected, supported community. Throughout the year, St. George hosted family events nearly every month—including a back-to-school bash and parent nights where caregivers could ask questions, make connections, and even talk to a pediatrician in a no-pressure setting.

“It was just a learning space,” parent Laura Vanevery said. “No judgment—you didn’t feel like you were bothering anyone. It was exactly what I needed as a new mom.”

Many families shared that the CDS-to-school transition gave their children—and themselves—what they had been missing: community, routine, and support.

“My son was getting kicked out of daycares because he couldn’t express himself,” Vanevery said. “He came home frustrated; I was frustrated. But, once he started at St. George, he had structure, routine, peers. He came home tired—in a good way. He was calmer. And, he loves going to school. He feels safe here.”

Another parent, Kaylie Lee, described how her son, Riker, began receiving in-home services through CDS and continued to really blossom when he joined St. George’s 3-K classroom this year.

“Bethany [Yovino] from CDS said, ‘He’s doing well, but he needs peers his age.’ The amount of development we’ve seen since starting school—he has come very, very far,” Lee said.

Even families that didn’t go through the full CDS transition were impacted by the more recent expanded community offerings. Selina Staples’ son graduated from CDS services just before turning three but still participated in Zero to School’s weekly summer programming and St. George School’s week of summer camp, which was made possible through a Maine Department of Education (DOE) Kindergarten Transition grant.

“That summer program helped him transition, and now he’s more than ready,” Staples said.

Staples described how she was able to attend the program with her son until he felt comfortable enough to go off on his own with friends, leading up to pre-K this year, where he was more than confident in a space he now considers his own.

From the principal to the classroom teachers, St. George’s staff proved that compassion, flexibility, and teamwork are the backbone of success.

“You have to be flexible,” Tozier said. “Needs vary, and working as a team is the only way to make sure every child gets what they need.”

And while Tozier described the mid-year shift to running a three-year-old classroom as unexpected, Dr. Berry had no doubt that Tozier could handle it.

“She won’t say it for herself, but she will do whatever it takes to make sure a child feels safe and loved—and not just the child, the whole family,” Dr. Berry said. “That’s what Alexis does every single day. This program works because of people like her.”

Principal Jess McGreevy agreed.

“We were lucky to have the space and the people. It let us move quickly, and that made a huge difference,” McGreevy said.

For Tripp, one of the most compelling reasons to join the CDS transition was the long-term academic benefit for students.

“When kids get support early, they’re not just more confident; they’re more ready to learn. Our kindergarteners now show up ready to go. And, by the time they’re in third or fourth grade, they need less intensive services because we started early,” Tripp said.

At its heart, St. George’s approach to early childhood education is about community, connection, and equity. By bringing early intervention services directly into the school, hosting events that welcome families of all backgrounds, and maintaining close partnerships with local CDS providers like Yovino, St. George ensures that every child starts school included, supported, known, and ready. In doing so, the school has become a model for what’s possible across Maine.

“It’s the staff here that is key,” Vanevery said. “They’ve made my child feel safe, and that’s what every child deserves.”

St. George School and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.

Stepping Forward: How Veazie’s Transition of CDS Services Is Fueling a Strong Sense of Community

Veazie Community School pre-K student (photo credit: Veazie Community School)

Loyann Worster is one of those lucky people who found her calling in life. She is entering her 11th year as a pre-K teacher at Veazie Community School; it was her first teaching job after graduating from college, and she never left.

“I never saw myself doing this, but once I started, it was obvious that this has got to be what I do,” Worster said. “I really, really enjoy teaching this age group.”

Last year, Veazie Community School was one of a handful of school districts to participate in Cohort 1 of the transition of Early Childhood Special Education services from Child Development Services (CDS) to school administrative units (SAUs). Worster worked for CDS in a special purpose preschool about 15 years ago and heard inklings about the concept of a transition for a while.

“I was really excited, just to see what that was going to bring and how that might change things at our school, but I was also really nervous because we were the first cohort,” Worster said. “Nobody really knew what that was going to look like or how that was going to work.”

Fortunately, Worster said that thanks to exceptional teamwork among staff members and funding to provide necessary materials, the transition went well. In fact, she called the overall effects of the transition “amazing.” Now, specialists are in her school building as a part of the early childhood program, providing students with special needs the services that they require that she isn’t able to provide. Worster said that children can start coming to school through the early childhood program when they’re three years old, which means they can receive their services much more quickly and simultaneously get to know the occupational therapists, speech therapists, etc., who they might end up working with once they’re in preschool.

“By the time they come to pre-K on day one, they are ready to go!” Worster said.

That provision of services within a typical school district model has been significant even beyond just a logistical standpoint. Worster said now, some of her pre-K classes have a mix of children with disabilities and children without disabilities, which has been beneficial to all.

“Inclusion is the way to be. Having these children in our classrooms is the way to be,” Worster said. “They’re all really learning how to come together and be a community of people with differences.”

Veazie Community School pre-K students (photo credit: Veazie Community School)

Tim Tweedie, Superintendent of Veazie Community School, credits the “can-do” attitude of his staff for the success his district has seen throughout the past year as a part of Cohort 1.

“The one question we had to ask was, ‘Is this something we feel that we can do?’ After a brief discussion, we said, ‘Yeah—and whatever we don’t know, we’ll figure out,’” Tweedie said.

The benefit of this transition has extended to local families, too.

“For parents, this is like a one-stop shop,” Tweedie explained. “If they have multiple services, they can get those all under one roof, and it is convenient for the parents.”

“Parents love the fact that they are at our school. They get to see their teacher, their speech person, their occupational therapist, their physical therapist,” Debrajean Scheibel, Director of Special Services at Veazie Community School, added.

For Schiebel, that opportunity to interact directly with families through the early childhood program has been invaluable. She said some families are already remarking to her that they are noticing growth in their child as a result of the transition of these services.

“You can’t even begin to put a price-tag on any of that,” Schiebel said.

Veazie Community School and the Maine DOE Office of Special Services and Inclusive Education contributed to this article, written as part of a series highlighting the ongoing efforts of CDS and public schools in providing comprehensive educational services to Maine’s children with special needs. To submit a good news story to the Maine DOE, please fill out the good news submission form.

George B. Weatherbee School Earns Prestigious RAMP® Designation for Exemplary School Counseling Program

(Pictured: Rachel Silknitter, George B. Weatherbee School Counselor)

The Maine Department of Education (DOE) is excited to celebrate George B. Weatherbee School of RSU 22 in Hampden for earning the esteemed Recognized ASCA Model Program® (RAMP®) designation from the American School Counselor Association (ASCA). This national recognition honors schools that deliver data-driven, comprehensive school counseling programs that support every student’s academic, social, and emotional success.

George B. Weatherbee School joins a select group of 1,300 schools nationwide—and only five in Maine—that have been recognized with this award over the past 21 years. This achievement was made possible through the dedication and collaboration of the school’s educators, students, and community.

“This recognition is a reflection of our unwavering commitment to providing an education that holistically addresses the social, emotional, and academic needs of every student,” former George B. Weatherbee School Principal Jennifer Cyr said. “I’m incredibly proud of our school and district’s dedication to fostering equity and belonging—critical protective factors that set our students up for lifelong success. Special recognition goes to Mrs. [Rachel] Silknitter, whose exceptional leadership as our school counselor guided our team through this powerful work. I also extend my sincere gratitude to all committee members whose participation and dedication made this achievement possible. This honor affirms that we are on the right path in creating an environment where all students can thrive.”

The RAMP® designation recognizes schools that align their counseling programs with the ASCA National Model®, a framework grounded in data and best practices. Research has shown that fully implemented school counseling programs are associated with improved student outcomes, from academic achievement to positive behavioral development.

“This year’s RAMP® honorees have shown their commitment to students and the school counseling profession,” Jill Cook, ASCA executive director, said. “These schools used data to drive their program development and implementation so all students can achieve success. The RAMP® designation distinguishes these schools and encourages school counselors nationwide to strive for excellence.”

The Maine DOE applauds George B. Weatherbee School for this remarkable accomplishment and extends heartfelt congratulations to the educators, students, and school community whose hard work and passion for student success made it possible. Their achievement serves as an inspiring example of what is possible when schools prioritize the whole child and ensure every student feels supported, valued, and ready to thrive.

For more information about the RAMP® program, please click here.

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

Mainely Play LAB Kicks Off in Brewer This Fall: Two Days of Play-Powered Learning for Early Educators

The Maine Department of Education (DOE) Early Learning Team is excited to offer a new professional learning opportunity for early childhood educators called the Mainely Play LAB. This dynamic, hands-on event will be held at Jeff’s Catering and Event Center in Brewer on October 27 and 28. It is designed for administrators, teachers, instructional coaches, and support staff working in pre-K through grade 2 in Maine. The deadline to apply is Friday, October 6, 2025.

The Mainely Play LAB offers participants the opportunity to:

Explore developmentally appropriate, play-based strategies that spark curiosity and deepen learning.
Align classroom practices with Maine’s standards, curriculum frameworks, and assessment goals.
Build joyful, engaging learning environments that balance creativity, play, and academic rigor.

Over two in-person days, participants will engage in practical learning, collaborative problem-solving, and leave with actionable tools to strengthen their classrooms and programs.

Schools must apply in teams of three to eight members spanning pre-K through grade 2. Each team must include:

At least one administrator (e.g., principal, assistant principal, curriculum leader, etc.)
At least two classroom teachers (from the same grade or across different grade levels)

Schools are encouraged to include additional educators such as allied arts teachers, instructional coaches, school counselors, special educators, English Speakers of Other Languages (ESOL) teachers, and educational technicians.

Participatingschools will be eligible for a financial incentive to support, including:

Travel costs (including mileage and lodging for individuals traveling 75 or more miles one way)
Substitute coverage
Implementation of new strategies and materials

The incentive will range from $5,000 for teams of three to five members to $7,000 for teams of six to eight members. Please note: To receive this incentive, the team administrator must attend both days.

Apply here now! The application closes after Friday, October 6. Each team should designate a team lead to serve as the primary contact. The Maine DOE anticipates accepting between 20 and 30 teams with complete applications on a first-come, first-served basis, depending on team size.

If your school currently uses the For ME instructional programs in one or more grades, please reach out before applying. For further information or questions, please contact the following Maine DOE staff members: