Four Maine teachers were announced today as the State Finalists for the 2023 Maine Teacher of the Year program. Eighth grade social studies and English Language Arts teacher Heather Anderson from Aroostook County, ninth grade humanities and social studies teacher Matthew Bernstein from Cumberland County, fourth grade math, writing, and science teacher Ashley Bryant from Oxford County, and high school social studies teacher Emily Albee from Penobscot County were all selected to move forward in the Teacher of the Year process and were chosen from the 2022 Maine County Teachers of the Year.
These teachers are representatives of all that is ‘right’ with education these days. They’re not ‘the best’ teachers but instead they are teachers who represent all teachers. If you’re fortunate enough to be a teacher you can be proud that their voices are strong and articulate. I had the opportunity in July to be at UMaine when the eight semi-finalists made presentations. They spoke with clarity while sharing their beliefs and passion for teaching.
We’re fortunate in Maine that the process for determining the teacher of the year is well thought out and has changed over the years to select a teacher who best represents all Maine teachers. When I look back I am impressed with how the program has evolved. In the present environment of education I’m sure that we can all agree that the program needs to change in order to represent the education profession.
County teachers of the year who were considered for the 2023 Maine Teacher of the Year who teach one of the arts: from Androscoggin County visual art teacher Kelsey Boucher, from Hancock County music teacher Rebecca Edmondson, and from Somerset County theatre teacher Debra Susi.
Maine’s Teacher of the Year is a program of Educate Maine. You can learn more at their website at https://www.mainetoy.org. The program has many sponsors.
This has been a very difficult couple of weeks for me and I know for many others. On reflection, my sadness and anger started with the Columbine High School massacre on April 20, 1999 when 12 students and one teacher were killed by two 12th grade students. On April 16, 2007, a student at Virginia Tech killed 32 students. On December 14, 2012 at Sandy Hook Elementary School a 20 year old killed 20 children between 6 and 7 years old and six adult staff members. On February 14, 2018, a 19 year-old opened fire on students and staff at Marjory Stoneman Douglas High School in Parkland, Florida murdering 17 people and injuring 17 others. The perpetrator pleaded guilty and is still awaiting sentencing.
Since January 1, 2022 there have been 27 shootings, with injuries or deaths, that have taken place in schools across the United States. We all know that school shootings have been going on for decades. The first one that I found documented took place in 1840 when a student entered a classroom on the campus of the University of Virginia and shot his professor who died three days later.
The latest heart wrenching event on May 24, 2022 at Robb Elementary School in Uvalde, Texas 19 fourth graders and their two teachers were gunned down in their classroom by an 18 year old. I say ENOUGH!
These innocent young faces below each have a story and for their stories to end abruptly and unnecessarily is very sad. And the two teachers smiling and such happy faces who guided and taught these young children – to have their teaching careers cut short by a gunman is totally unfair.
Precious victims from Robb Elementary School
I’m sure you’ve heard the horrific stories connected to this event which include the police not entering the classroom for over an hour and the gunman shooting his grandmother before going to the school and on and on. As I process the event I can’t help but feel and think so many emotions. From what I’ve read…
it’s OK to feel scared and sad AND also feel joy and hope.
I choose to imagine the bright stories. Read about these children and teachers. Ten year old Alithia Ramirez loved to draw and wanted to be an artist. She recently submitted a drawing to the “Doodle for Google” contest.
TAKING ACTION
I wanted to volunteer in the school district where I live and taught for 30 years but due to the pandemic, I was unable to be in the schools. So, I decided in January to start substituting, after the local district increased the substitute daily pay which they’ve based on experience and formal education. They’re using federal Covid relief funds and it has increased the number of substitutes exponentially. The idea is working! I was called to sub for elementary art two days after the shooting in Uvalde and I admit I hesitated to say ‘yes’. I took out the sub manual and didn’t read anything about what to do in a similar situation. I asked in the office when I arrived at the school for the protocol. Little information was provided and I felt scared that if there was a similar emergency, I would not be able to act on anything but my gut of what to do. My message to teachers and substitutes is…
Review the school policy and protocols with your colleagues and administrator. Do what you can to arm yourself with the knowledge and options so you can be as prepared as possible. Do it for yourself and for your students safety!
At the end of my day substituting for art, I sent an email to the Assistant Superintendent who oversees the substitute program. Ten days later, I’m still waiting a reply. I will circle back to the administrator since I understand how busy school personnel are at every level.
MY THOUGHTS ON GUNS
I want you to know that I’m not opposed to individuals owning guns but I think owning a gun for the ‘right’ reason is important and perfectly fine. Here’s an example of what I mean. Last week in a House Judiciary Committee hearing on gun violence, Representative Ken Buck from Colorado dismissed a proposal to regulate AR-style rifles. He said: “An AR-15 is a gun of choice for killing raccoons before they get to our chickens.” I understand that the farmers and ranchers in Colorado need to protect their chickens however, there are other guns that can be used for this purpose. Owning an AR-15 for this reason is simply not ‘right’.
An example of what I believe is a right reason. I grew up in a hunting family. My father was a rabbit and deer hunter so there were always guns in our home, locked in a gun cabinet when not in use. The animals my dad shot helped put meals on our supper table and sustain our family of six. My brothers were taught to hunt and so were my sister and I. Safety was a priority and I can hear my father’s voice emphatically saying: “never, ever point a gun at a human being”. You see, my father proudly served in the Army in WWII, 26th Infantry Regiment of the 1st Division (known as the Big Red One). He was trained in desert fighting and sailed on the Queen Mary to England to prepare for the invasion of Africa. On the first day, Corporal Nestor’s first day in battle anywhere, he was awarded the Silver Star medal and promoted to Sergeant. He fought against General Rommel’s German troops in Northern Africa and fought across Sicily. On June 6, 1944, his division was part of the second hour landing on Omaha Beach at Normandy. He continued the fight across France, Belgium, and crossed the Rhine River into Germany including The Battle of the Bulge. For 34 months he served as a Forward Observer until he was seriously wounded. He put himself in extreme danger in order to save a battalion of fellow First Infantry soldiers guarding an air base. His injury on the battlefield sent him home and for this action he was awarded the Distinguished Service Cross. His exemplary valor, bravery, and leadership also earned him a Silver Star with an Oak Leaf Cluster, a Bronze Star with Four Oak Leaf Clusters, two Purple Hearts, The French Croix de Guerre, a battlefield commission to 2nd Lieutenant, as well as numerous other commendations. My dad never talked about the difficult parts of the war but he told stories about the many friendships and shared his mementos. He was proud to have served and to be an American and humbly served our country for the many freedoms we have. After the war he put his energy towards his family and community and made a lasting positive impact. In my opinion, all his life he used guns and owned guns for the right reasons.
TEACHERS AND GUNS
We all know that teaching is a challenging and also a rewarding career. The stresses that exist today due to the pandemic and another massive school shooting have teachers asking the hard questions. They’re struggling to find time to take care of themselves. We all know self-care is critical. The shortage of teachers has been ongoing for several years, especially in certain subject areas, more so in school districts with low- income households and in rural areas. According to Education Week typically about 8% leave every year. Some states are discussing arming teachers with guns to stop school shootings. In my opinion that is a bad idea for many reasons. First of all, we have more guns in America than people. Has this kept individuals and schools safer? According to the Maine Criminal Justice Academy website it looks like 120 hours of training is required to be eligible to be a Maine State Police officer. I don’t see where any state is suggesting 120 hours for teacher training however, expecting teachers to train to respond to a shooter in school is unreasonable. Here are other reasons I believe this is an unfair expectation:
In a moment of duress and confusion when an intruder enters a classroom, there is no way to predict how a teacher may respond.
This increases the chances of their own students being shot.
The liability for the school district will be near to impossible.
Do we really want students to be watching this type of scenario played out?
Teachers are hired to teach not to be law enforcement and security personnel. Their jobs are enormous already.
WHAT CAN SCHOOLS DO?
When I was in elementary school (a hundred years ago) we practiced for fire drills and we also had ‘duck and cover drills’ preparing us for an atomic bomb. We silently filed into the hall, kneeling up against the wall with our arms crossed over our heads without moving, until the teacher said it was OK to release our position. Yes, we were scared but we practiced so we’d be prepared, just in case. If drills are done with the best interest of the children to help alleviate the fears, practicing can contribute to the effectiveness and ease their fears. I was on a zoom call last week with several Maine teachers who shared that there are problems with the various situations in school buildings. Some examples include: outside doors don’t lock without a certain key, turning off lights in classrooms without windows makes it very difficult to get 20 students to the designated safe space in the classroom, and passing students out windows can be very risky when you don’t know where the shooter is located.
WHAT CAN OUR ELECTED OFFICIALS DO TO MITIGATE THIS DREADFUL PROBLEM?
MCSTOYA is an organization whose members are Maine county and state teachers of the year. A week ago members were invited to discuss ideas for addressing the complex issues related to school safety. We landed on two ideas and met with an aide of Senator Collins last Friday to share our requests.
Request #1: Raise the age of people purchasing an AR-15 to 21
WHY? Part of the answer lies within understanding the effects of bullets from an AR-15. This information is taken from the The Atlantic: What I Saw Treating the Victims from Parkland Should Change the Debate on Guns written by Heather Sher. Bullets travel at a higher velocity from an AR-15 and are far more lethal than routine bullets fired from a handgun. The damage they cause is a function of the energy they impart as they pass through the body. The bullet leaves the barrel traveling almost three times faster than-and imparting more than three times the energy of a typical 9mm bullet from a handgun. When these guns are outfitted with a magazine with 50 rounds it allows many more lethal bullets to be delivered quickly without reloading.
The second part of the answer lies within understanding the brains of a young person. Many educators know this information. According to theUniversity of Rochester Medical Centerthe rational part of a teens brain isn’t fully developed until 25 or so. An adult brain and teen brain work differently. Adult brains think with the prefrontal cortex, the brain’s rational part. This is the part of the brain that responds to situations with good judgment and an awareness of long-term consequences. Teens process information with the amygdala. This is the emotional part. In teens’ brains, the connections between the emotional part of the brain and the decision-making center are still developing – and not always at the same rate. That’s why when teens have overwhelming emotional input, they can’t explain later what they were thinking. They weren’t thinking as much as they were feeling.
Request #2: Funding for school violence prevention and intervention programs
WHY? It makes perfect sense that if we could identify the struggling students and provide them the support they need to begin to articulate their needs and process their stresses school personnel would be assisting to address some of the problems. In many schools there is one social worker or guidance counselor responsible for hundreds of students. This makes it impossible for the existing staff to service students.
WHAT CAN YOU and THE PUBLIC DO?
Consider your options. Don’t be afraid to ask questions or be in fear of losing your gun if stricter laws are put in place to keep schools safe. Have conversations with your neighbors and community members. Often they do not know what goes on in schools. You’re the expert, share information, enlighten them.
Contact your legislator to share your opinions and beliefs. Vote every time you have the opportunity. Below is a sample to help start a phone conversation. And, you will find the phone numbers for Senator King and Collins’ offices.
Hi, my name is ……………
I am a constituent from (name of town) and an educator in Maine.
I am calling about (state the issue)
Please consider supporting legislation that will……………. Or I am concerned about (issue) and would like this looked into.
Thank you for hearing my concerns.
Phone numbers:
Senator Angus King Washington Office: Phone: (202) 224-5344
Senator Susan Collins: Washington Office: (202) 224-2523
Caribou Office: (207) 493-7873
Lewiston Office: (207) 784-6969
TAKE CARE OF YOURSELF
This is a book that you might find helpful at this point in your career (no matter how long you’ve been teaching) and the school year (with all that has been going on during the last 27 months.
Emily’s Masters’ degree is in counseling and Amelia’s is in choral conducting; one day they realized they both got graduate degrees in how to listen and feel feelings.
Thank you for your ongoing commitment to education. Please don’t hesitate to post a comment below in this blog post and/or reach out to me if you have questions/comments at meartsed@gmail.com.
Below is an invitation from Maine artist Mike Libby! Mike is a graduate of Bangor High School and is an amazing artist who established INSECT LAB. Now, he’s sharing his ideas with teachers. I encourage you to respond to Mike and join him on zoom during one or all of the sessions. What a super opportunity to consider how Insect Lab could be part of a lesson or perhaps your school curriculum.
The word watershed (noun) means a time when an important change takes place. Over the years Watershed Center for Ceramic Arts, located in Newcastle, Maine has shifted and grown as changes were needed and I’d say most, if not all, were important to the organization. At its inception the focus was on bringing artists together to learn and create. And, for many years Watershed has offered professional development for educators, many of them Maine K-12 visual art teachers.
Watershed Center for Ceramic Arts story started thousands of years ago. There is an abundance of glacial marine clay from the mountains to the sea because at one point Maine was covered by a giant glacier. Watershed is located in Newcastle, a place that has an abundance of clay with a blue-green tinge. Clay can be found throughout our state along banks of rivers and streams and also in fields. Sometimes it takes time to locate; it can be very pure or filled with other components that need to be picked and sifted out. Fortunately, one of the resources that Watershed provides for teachers is a video depicting the exploration to find clay.
This blog post tells the story of Watershed with several topics; history, philosophy, educationalopportunities, audience, pandemic – ups and downs,changesunderway, and supporting Watershed. Some of the blog content is taken directly from Watershed’s website; some is provided by the founders, teachers who have taken workshops, artist working at the center, and some from staff. A great big thanks to Claire Brassil, Watershed’s Outreach & Communications Director for her assistance with this post.
Original studio space
HISTORY
The history of Watershed begins with the geological gift of clay found along the banks of local rivers in midcoast Maine. For much of the 19th century, the local community relied on vital income from the manufacturing of waterstruck brick (so called because it was made from a wet mixture of clay and water). Waterstruck brick had lasting historical appeal, and in the 1970s an attempt was made to re-establish its manufacture on the site that is now the Watershed campus in Newcastle. While the brick business folded after a year, a group of artists became inspired to make use of the abandoned factory and the tons of local marine clay left at the site.
In 1986, Margaret Griggs, George Mason, Lynn Duryea and Chris Gustin collaborated on a new vision for the brick-making factory—as a place for clay artists to live and work in community. The open layout of the facility encouraged the artists to approach their work with a new vigor and awareness, and the seeds for what would become Watershed Center for the Ceramic Arts took hold.
Founders George Mason, Lynn Duryea and Chris Gustin
During Watershed’s early years, small groups of 10-12 artists would spend the summer living and working together on the campus. The first residents formed connections and friendships in a space that provided opportunities to create without hierarchy. Artists developed their personal work and envisioned new possibilities for a creative community. Watershed soon began to attract artists from far corners of the world who sought a creative environment in which to engage and explore. Today, more than 100 artists a year come to Watershed to create and connect with like-minded makers.
I’ve been fortunate to know Ceramic ArtistGeorge Masonfor many years. In 1987 he created a Percent for Art Project at the new school building where I was teaching in Union. He is an amazing, thoughtful and kind artist. When I asked George what his vision was when he first came together with his colleagues, this was his response:
“You know, this all started among friends inviting friends. We sensed a creative opportunity to find out what might unfold by just living and working together with no aesthetic agenda or expectation of result. Even before the name Watershed Center for the Ceramic Arts came into being after the first season, this place was already a refuge apart from career; where the magic of relationship and creativity had the space to spark the unexpected.“
PHILOSOPHY
Central to Watershed’s philosophy is a belief that the unexpected sparks creativity and that new people, ideas and spaces nurture the evolution of artistic practice. Our dual mission is to provide artists with time and space to explore ideas with clay; and to promote public awareness of the ceramic arts. Through residencies, workshops, public events, talks and exhibitions, Watershed supports the process and work of clay artists from around the country and world.
This video on youtube is very informative.
EDUCATIONAL OPPORTUNITIES, YES FOR TEACHERS
Watershed offers educational programs and resources for grades K-12 art teachers and students of all ages. From workshops and classroom-based experiences, to professional development and online tutorials, Watershed works to support ceramic art educators and the next generation of ceramists.
Watershed provides professional development opportunities; workshops, residencies, and resources. Teachers hone their clay education skills, develop curricula, and connect with other educators from around the state. Watershed provides newly created online tutorials, Digging & Processing Wild Clay and Raku Firing, developed by Teaching Artist Malley Weber.
Teaching Artist Malley Weber who created educational videos for Watershed
“Watershed has been so important to my development as an artist and teacher. We’re incredibly fortunate to have this facility here, in Maine. It serves as a gathering and sharing place for all of the acquired knowledge of the American, and to some extent the international, ceramic scene, at the same time as providing world class studio facilities and learning opportunities. If we think of art as a language, and the different techniques and styles available to us as our vocabulary, working through Watershed allows me to say an entire range of things that I would be otherwise unable to express through my artwork. Having Watershed available to me in Maine means I have the opportunity to say anything I can conceive with clay.”
Winthrop Middle School Art Teacher Lisa Gilman commented after the workshop she attended:
“Watershed nourishes the whole artist. They provide space and time for an artist to grow. They support the artist’s mind, body and soul. Watershed is a rare gem in today’s world. Not once all week did I miss technology or really even think of it. I was able to truly connect and grow as an artist and engage in deep thoughtful art making. Pure magic!”
Vinalhaven’s K-12 art teacher, Heather White, comment:
“I’ve participated in countless professional development opportunities over the years, and my time spent at Watershed ranks at the very top of the list. The instructor and everyone on the Watershed staff was knowledgeable and encouraging, I got a lot accomplished in a short time, I’m going back to my classroom with new and fresh ideas, everyone I met was fun and friendly, and the food was amazing! Hopefully every art teacher in the state has an opportunity to go at some point!”
Teaching Artist Malley Weber demonstrates to a session with art teachers
AUDIENCE
Watershed’s audience is wide and varied. From artists who have different focus to teachers looking for learning opportunities to communities members who appreciate and wish immerse themselves and support ceramic programming. Some of listed below.
Artists who can work independently in a clay studio and come from Maine, around the country, or abroad take part in our residency program. We aim to foster community and connection among practicing artists at all stages of their careers, from students and recent graduates to established professionals looking for an opportunity to connect with other ceramists. Scholarships are available for all populations. For example in 2017 The Zenobia Fund was established for BIPOC artists, Black, Indigenous, and People of Color (BIPOC)
Artists with some experience in clay who are looking to further their skills and knowledge. Guest artist and kiln firing workshops are available.
Maine K-12 educators and students. The teacher education program prioritizes skill-building and technique-sharing in clay for Maine’s art educators. Teachers know their students best and can tailor what they learn at Watershed to suit their particular needs and interests. The teacher sessions also provide an opportunity for art educators who usually work solo to connect and collaborate.
Watershed offers some programs for student groups as well. Art classes come to campus to learn about Raku firing.
Ceramic art lovers & appreciators. While the bulk of our programs prioritize hands-on learning for artists, Watershed offers opportunities for the public to learn more about and appreciate ceramic work via exhibitions, artist talks, special events, and Salad Days, our annual fundraiser and celebration of ceramic work.
PANDEMIC– UPS and DOWNS
In person Watershed programming was on hold during the summer of 2020 due to the pandemic. However, the timeline for the building of the new studio (see more under ‘changes underway’ below) was pushed forward and completed more quickly since the campus was quiet.
New ways for artists to create and connect became a priority and the following are some of the programs developed:
Online gatherings for artists around topics that mattered to them. For example a partnership was formed with The Color Network and Ayumi Hori to facilitate online conversations for artists who focused on racial equity, economic parity, and creativity during Covid-19.
Kiln firing opportunities for Maine artists during the summer were available since because they’re usually in constant use by artists-in-residence.
An outdoor sculpture exhibition called “Outstanding in the Field” (details under “past exhibitions”) supported clay artists and offered the public an opportunity to safely view work outdoors.
During the last 20 years or so Watershed has been able to maintain and upgrade some of the facilities on the property. They built and fully insulated artist cabins, built a kiln shed, and updated Thompson Hall to name a few changes.
Phase 1, 2015-17: Included project planning, a feasibility student and conceptual facility designs. From this first phase action has taken place and so many wonderful and much needed changes have occurred.
Phase 2, 2018-19: A beautiful historic building, the Joan Pearson Watkins House is located about a quarter mile down the road from the main campus. Watershed purchased the house and the accompanying 20 acres, which abut the land that leads to the studio. It was renovated and restored and holds Watershed’s Barkan Gallery, which offers year-round exhibition, lecture, and event space. Watershed’s administrative offices and retail shop are also located in the house.
Phase 3, 2020: Studio Annex provides climatized, flexible space for adjunct programming and material and equipment storage.
Phase 4, 2021-21: Windgate Studio is a 7,500 square foot studio, weatherized and ADA-compliant, supporting an expanded residency and workshop season. Features include a state-of-the-art filtration and ventilation system, spacious glaze area, custom spray booth, plaster room, and a single-level floor plan offering a seamless transition between studio and kilns.
Supports artists working on commissions or large scale projects.
Brings (inter)nationally-known guest artists to lead workshops.
Provides opportunities for student groups to make and fire work.
Enables Watershed to collaborate with partner organizations.
Offers space for artists to create and connect throughout the year.
Tap into limitless potential!
Recently opened Windgate Studio
Phase 5: Campus Commons design and construction, 2022-2023. The Commons will replace the existing Thompson Hall. The plan includes comfortable dining facilities, a commercial kitchen, and weatherized housing for staff.
SUPPORTING WATERSHED
After reading about Watershed you might be wondering how they’ve been able to accomplish so much. Like anything successful they’ve had a vision, commitment from amazing staff and supportive board of directors and advisors. And, they’ve had donors (small and large contributions) who have contributed generously to the mission and success of Watershed. Their Capital Campaign called ‘Watershed NOW’ is creating spaces that inspire bold artistic practice and community. LEARN MORE.
There are opportunities to support Watershed with donations to the scholarship fund, the capital campaign, and the annual fund. Occasionally, Watershed seeks volunteers for specific events and projects.
Watershed is well-known in the national ceramics community but has perhaps less name recognition in Maine. As capacity for year-round programming grows, Watershed plans to offer more ways for Mainers to connect.
Co-founder Lynn Duryea shared her remembrance and thoughts on Watershed:
It really was Peg’s vision that got Watershed going. She was a long-time seasonal resident of the area and an investor in the brick factory. When it ceased to be financially viable, she really wanted to see artists use the space, did a lot of outreach and research to see how that might happen, contacting clay programs as well as individual artists. She knew George and ultimately convinced him to try the pilot program in 1986. George invited artists he knew and who had been recommended to him. He invited me because I was working on large-scale planters for a Percent for Art installation that couldn’t be executed in my Congress St. Portland studio. He knew Chris and invited him to come with his students at Swain School of Design early in the fall. I was still working at Watershed when Chris came with his students. It was conversations that came out of that week that moved us forward. I don’t recall that we were looking too far down the road – as it were. I don’t know that we were thinking we were laying the groundwork for what would become a major institution in our field. We definitely saw the potential of a group of people coming together to work in what was then a very raw space, just to see what might happen collectively and individually. Watershed has always been about community – people working together on an equal footing regardless of their reputation, status, age, etc. Watershed in its early years was about as grass roots as you could get: a group of artists and a small board of directors figuring it all out. And it has worked. The growth has been organic, uneven and amazing, particularly amazing in the last decade. Fran (Rudoff, executive director) has worked wonders – along with a very dedicated staff and board. In no way did we envision the specifics of Watershed’s programming today in the fall of 1986, but we knew something significant could happen. And it has, by putting one collective foot in front of the other for all these years, never giving up on the ideas and potential.”
NEXT STEPS
Hopefully you’ve read to the end of this long blog post. And either learned about a new place in Maine or reminisced about your own experience(s) at Watershed. It’s a beautiful gem where thousands have traveled to, learned, and left with a full heart. When I think about the co-founders (in their 30’s at the time) who were brave enough to take a chance, I am reminded of Vincent van Gogh’s words: “What would life be if we had no courage to attempt anything…”
I am grateful for the help Watershed’s Outreach & Communication Director, Claire Brassil provided in putting together this blog post. As for the future of Watershed, Claire’s thoughts below:
In the spring, we celebrated the building’s completion and collectively reoriented after such a rapid metamorphosis. The studio can contain any program we dream up. But … how will Watershed’s limitless future take shape? As an organization known for its scrappy rough edges, what will it mean to nurture the best parts of our original identity while making the most of our shiny new vessel? These coming-of-age throes find us wrestling with invigorating yet challenging questions of who we’ve been and who we want to become.
The shape and scope of Watershed’s next chapter will begin to emerge over the coming year. I feel confident that my colleagues, the board, and our greater community share a collective passion for refining and growing this unique place. Watershed is a quantifiable physical space: 54 acres, 7,500 square feet of studio space, 31 dining room chairs, 15 bedrooms, 11 kilns, and one gallery. But in an equally real sense, we are an experience, an idea, and a respite during an era when few places affirm that creative practice and artists matter.”
Each December Educate Maine convenes hundreds of educators, business leaders, policymakers, and diverse citizens from across our state’s communities at the annual Education Symposium. This year they celebrate an exciting milestone: 10 years of increasing the educational attainment and career readiness of Maine people.
Educate Maine is looking for presenters and invite you to share your best strategies, innovative ideas, and in-depth knowledge with Maine’s education and business leaders. Raise your voice and contribute to our state’s shared knowledge by becoming a presenter.
Seeking proposals that speak to:
· Business and education partnerships that strengthen pathways into Maine’s workforce
· Diversity, equity, and inclusion initiatives that have a positive impact on education and workforce outcomes (emphasis on racial and gender equity)
· Highlighting student leaders and/or student groups who are making a difference in their school communities
· Policies in Maine or elsewhere that could help achieve Maine’s statewide education attainment goal
Where will the 2021 Education Symposium be held? The 10th annual Education Symposium and Leadership Awards Luncheon will be held IN-PERSON at the Holiday Inn by the Bay in Portland, Maine on Friday, December 10, 2021.
What are the proposal evaluation criteria? The Educate Maine team selects breakout sessions based on a number of factors. Their priority is to offer symposium attendees a diverse selection of engaging and informative sessions from which to choose. They value breadth, depth, expertise from within and beyond Maine, new ideas, compelling data, high-quality professional development, and topics related to our mission of helping Maine people reach their highest educational potential. Proposals will be evaluated more specifically based on the following criteria: 1. Alignment to one or more of the MaineSpark tracks (see below) 2. Clear and compelling learning objectives for session participants 3. Strategies for participant engagement
What are the key dates for submission? Call for ProposalsSubmission Deadline: Friday, May 28, 2021
To learn more about MaineSpark Educate Maine is a proud member of the MaineSpark coalition. Working together, the coalition’s goal is for 60% of Mainers to hold a credential of value by 2025. The work is organized into five strategic tracks: Strong Foundations – working with children from birth to 6th grade· Future Success – college and career readiness for middle school through college-aged students· Adult Promise – working with adults aged 25 and older· New Opportunities – attraction and retention of new talent for the Maine workforce· Policy – policies that support attainment of the 60% by 2025 goal Visit http://mainespark.me/ to learn more.
Questions? Contact Educate Maine at info@educatemaine.org or visit our 2021 Symposium webpage for more detailed information.
During the last few months we’ve been hearing about moving the classroom outside since it is safer than being inside during the pandemic. Many teachers patched together how to teach online in the spring, the summer studying how to teach online and simultaneously with students in person. Many are holding their breath that the pandemic doesn’t worsen so they are forced to go full time online once again and I see in the news this morning that is happening in some schools across the state of Maine.
In the Maine Sunday Telegram this past weekend an article was included written by Rachel Ohm about what many Maine school districts and teachers are doing to move learning outdoors. The benefit to students learning visual arts outside are numerous. Close observation for drawing, painting, sculpting and actual experiences with a variety of textures are just two examples that make the curriculum more authentic and engage learners at a deeper level.
PORTLAND, ME – NOVEMBER 13: Katie West teaches an outdoor art class to third graders in the woods at Lyseth Elementary School in Portland on Friday, November 13, 2020. (Staff Photo by Gregory Rec/Staff Photographer)
LYSETH ELEMENTARY SCHOOL
The article includes how art teacher Katie West is using an outdoor classroom at Lyseth Elementary School in Portland. As long as her students are safe she plans to continue teaching outside. Her classroom includes a tarp with waterproof cushions and stumps for students to stay appropriately space. I’m sure some of you are wondering about the winter elements and learners being prepared with the clothing to keep them warm. Fortunately the school district is using some of their relief funds to purchase clothing for students; 500 hats and 1,000 pairs of gloves have been distributed to students. Six-hundred pairs of snow pants are expected to arrive after Thanksgiving. An order of fleece will be cut up into blankets and neck warmers. Katie has received a $1,000 grant to start a gear exchange for the students at Lyseth.
MORE PROGRAMS
South Portland Schools have created over 90 outdoor learning spaces across eight schools for outdoor instruction to take place. The grades K-5 students in Freeport have the option for remote learning with the Wolfe’s Neck Center for Agriculture and the Environment. In Alna the the PK-grade 5 Juniper Hill School has been teaching and learning outside since it was established in 2011 with the school’s focus on nature. At Sweetland School in Hope (where I teach) over the summer a gazebo was built so teaching and learning can take place in a location protected from the elements. Along with the gazebo they have a greenhouse complete with a wood stove that is used for another outdoor learning space.
PORTLAND, ME – NOVEMBER 13: Third grader Gianna Meas works on her painting of a tree during an outdoor art class in the woods at Lyseth Elementary School in Portland on Friday, November 13, 2020. (Staff Photo by Gregory Rec/Staff Photographer)
KATE EHRENFELD GARDOQUI
About a year ago Kate Ehrenfeld Gardoqui wrote an article that was published in Education Week called The Irrefutable Case for Taking Class Outside. She told a story about being at a Teacher of the Year event when someone made this comment to her: “Oh, you do the nature stuff, right? That sounds so fun!” As visual and performing arts educators we can relate to that type of comment, right? Kate works with the Great Schools Partnership and is the cofounder of White Pine Programs, a nature-connection organization in southern Maine. She was a finalist for the 2011 Maine State Teacher of the Year. Needless to say Kate is no slouch when it comes to teaching and learning. She included in her article that teachers who simply don’t know what is taught and learned in outdoor education can’t possibly understand the potential of the curriculum. Her story drives the point home about how we not only have to education children but adults as well.
I heard from Kate yesterday and she said how inspiring the work that Maine schools are doing opening the door to incorporating outdoor learning throughout the school day. She shared information about three schools.
Kingfield Elementary, where teacher Selina Green Warren has spearheaded a vibrant gardening program, and principal Johanna Prince has supported many teachers in exploring the possibilities of outdoor learning. LEARN MORE. Selina’s work was started before the pandemic; when teachers at her school started searching for ways to bring learning outside, they realized what an amazing asset Selina’s garden was.
Great Works School in South Berwick has also been doing some amazing work on building year-round environments for outdoor learning. Here is an article aboutLEARN MORE.
Kate recently published a blog on the Great Schools Partnership page about some other programs that have been inspiring her. LEARN MORE.
KATE’S WISH
” On the whole, my deepest wish is that one legacy of this pandemic is that more teachers will recognize the incredible value of learning experiences that don’t happen inside classrooms. There’s been so much loss, but I’m hoping that this might be one silver lining.“
There’s plenty of resources available for those considering ‘taking your classroom outside’ I certainly agree with Kate and in addition I know that quality education programs in the Arts are not only providing deep meaningful learning but holding the hope in our hearts and minds that we will get through this pandemic and be better people for it!
The Maine Developmental Disabilities Council (MDDC) recently put out a call for submissions for its 2020 Inclusion Awards, which celebrate extraordinary high school students who think deeply about issues of inclusion for people living with developmental disabilities. Open to all Maine high school juniors and seniors, the awards have two components: an Essay Contest and a Visual Arts Contest, which allow students to express these ideas as artwork.
Changing the Way We See by Sophia DeSchiffart, Creative Expression 1st Place Winner 2018
This year, students are asked to write essays or create two-dimensional artworks responding to the following prompt: “What does the full inclusion of individuals with developmental disabilities mean to you?”
The experience of participating in these contests has been a rewarding one for both teachers and students. “The contest allowed me to have the ability to express myself while standing up for others and hopefully having an impact within the community on how people interact with someone with developmental disabilities,” writes Madison Landry, a participant in 2019. Linda Garcia, an educator at Hodgdon High School says, “By participating in the Maine Developmental Disabilities Council’s Inclusion Awards, my students become advocates for a special segment of communities across Maine and beyond. Through their participation, my students share stories about inspiring individuals who make our world a more beautiful place.?
The deadline for entries is Monday, February 3, 2020, and educational awards range from $250 to $1,000 for individual entries. Teachers and schools will also have an opportunity to win educational grants to support their commitment to educating their students on the value of inclusion.
The MDDC is a partnership of people with disabilities, their families, and agencies that identifies barriers to community inclusion, self-determination, and independence. MDDC is committed to creating a Maine in which all people are valued and respected because the council believes communities are stronger when everyone is included.
For more information, contest rules and entry guidelines, visit maineddc.org/inclusion, email maineddcom@gmail.com. or call Jessica Gorton at 287.4215.
The MLTI Student Conference Committee is issuing the call for student and educator team proposals for the 16th Annual MLTI Student Conference, to be held on Thursday, May 23, 2019 at the University of Maine in Orono.
Two important notes:
Proposals are due much earlier this year! This will allow us to have a session list finalized by the time conference registration opens.
Ideally, all proposals will have some form of student leadership incorporated. This could mean students will lead the whole session (with some adult support), students will serve as guides/coaches during the activity portion, or something in between. Students can co-present with teachers or other educators (including from community or business organizations).
Sessions will be one-hour long, must involve some form of creating, making, and doing, and should leave participants excited about what they learned and eager to share their experiences with others.
Here’s the information you need to submit a proposal:
Conference Theme: Create for ME
Possible Topics: Proposals are not limited to the conference theme, and might include topics such as music, spoken word recording, coding, video production, graphic design, or writing and publishing your collection of short stories.
Device Requirements: The student conference supports all MLTI devices, regardless of platform and encourages “platform-agnostic” sessions.
A Proposal Submission must include:
The name of your school
The title of your session
List of all presenters ($15 registration cost will be waived for up to two presenters per session)
A description of your session:
What skill will participants learn? How will you teach this?
What activity will participants engage in – what will they create?
What can participants expect to walk away knowing and being able to do?
Materials to share in the conference registration form:
Short video advertisement of the session (less than a minute)
Short description of the session (less than 200 words)
Student leadership information:
How will student leaders be incorporated into the session?
How will they be empowered to succeed during preparation and during the day of the conference?
Session requirements:
Level of expertise needed to participate fully (beginner, intermediate, expert)
The maximum number of participants you can accommodate (room sizes vary from 30-100)
Space set up requests (auditorium, tables/chairs, projector, speakers, etc.)
Technology requirements:
A list of which platforms can be used in the session: (MacBook, iPad, ProBook, ElitePad, Chromebook, other)
Software and materials participants must have to participate (be specific)
The name of the educator to be contacted about this proposal, and their email and phone number
Submit Proposals by 5 pm, Friday, February 22nd, 2019 to this online form or copy and paste this URL into your browser: http://bit.ly/MLTI-student-conference-proposals-2019. It is recommended that you type your answers in a separate document and then copy them into the form, so you can be sure to save your work.
General Timeline:
Proposals due: 2/22
Proposals selected: 3/1
Registration open: 3/13
Last day to register: 4/23
Spread the word – if you know of someone doing fantastic work involving technology with making, doing, or storytelling please encourage them to submit a proposal or send an email with suggestions to Amanda.Nguyen@maine.gov!
2018 Maine State Teacher of the Year, Kaitlin Young, Music Educator
Every outstanding teacher knows someone who would make a great representative for education. The person who teaches down the hall or at another grade level or perhaps someone you’ve watched from a distance at district workshops. Whoever it is, do they inspire students, plant seeds for their colleagues, and/or take on leadership roles with a clear voice? Here is your chance to honor them and communicate how important they are to the profession. Consider nominating them for the 2019 County Teacher of the Year. If they are selected they will be considered for the honor of 2020 Maine Teacher of the Year.
NOMINATION
Teachers may be nominated by students, parents, teaching colleagues, principals, superintendents or anyone from the community who wants to honor an outstanding educator.
Publicly recognizing outstanding teachers encourages students to think about teaching as a career, and provides the community a sense of pride and investment in their teachers who are making a positive impact on student’s lives every day.
To nominate an outstanding teacher as a 2019 County Teacher of the Year CLICK HERE!
The Maine Teacher of the Year program starts with your nomination!
To be considered, the teacher must:
Hold the appropriate professional certification for their teaching position;
Be employed by a Maine public school, including a Career and Technical Education center, public charter school; or be employed by a publicly supported secondary school (a private school that enrolls 60 percent or more publicly funded students, sometimes referred to as “town academies” and
Have been teaching for a minimum of 5 years – 3 of which are in Maine.
Be actively teaching students at least fifty percent of full-time employment at the time of nomination and during the year of recognition.
Not have been a County Teacher of the Year within the past 5 years.
From those nominees, one exemplary teacher from each of the 16 Maine counties will be selected as a 2019 Maine County Teacher of the Year. From the 16 County Teachers of the Year, 8 semi-finalists are selected. The field is narrowed to 3 state finalists, one of whom will be announced as the 2020 Maine State Teacherof the Year at a surprise school assembly in the fall of 2019.
The Maine Teacher of the Year program is administered by Educate Maine in partnership with the Maine Department of Education. The Maine State Teacher of the Year represents Maine at the national level and becomes eligible for the National Teacher of the Year award.
Please contactDolly Sullivan at Educate Maine if you have questions or want more information on the process.
Please don’t miss this opportunity to honor and recognize a great Maine Teacher!
The ECET2 – Elevating and Celebrating Effective Teachers – conference held last week at Colby College was outstanding. ECET2 Maine is an educator community and two-day event and based on the ECET2 national model offering a unique opportunity for teachers from across Maine to connect with other practitioners to gain leadership skills, share innovative classroom practices, and be “celebrated” for their work on behalf of Maine’s students.
Allan Monga speaking with Sydney Chaffee
There were three Cultivating the Calling speeches that provided seeds of inspiration. Hearing educators stories is motivating and validating. One was provided by the 2017 National Teacher of the Year, Sydney Chaffee. She has been moved by her own students stories and by Maine’s Poetry Out Loud champ Allan Monga.
The breakout sessions were terrific, presented by thoughtful educators sharing their ideas and practices. The Colleague Circles provided time to discuss challenges and successes and it was made clear that we share so much across our state in schools/districts.
Colleague Circle presentations during Gallery Walk
Participants could add their “Why I Teach” to a wall and I’ve included some of them in this blog post. You can see that the arts were well represented.
The conference closed out with a Shark Tank where three teams pitched their ideas. Five hundred dollars was given to the most convincing idea which was decided by participants votes on Twitter. And, of course, the door prizes were super!
A great big thank you to the planners – once again they did an outstanding job providing an opportunity that was “spot on” for educators!
There were at least 5 participants who said they will be working on having an ECET2 event in their communities. Watch for the information as it becomes available on their website or Facebook.
Argy Nestor
Arts Educator, Blogger, Artist, Connector meartsed@gmail.com
https://sites.google.com/view/anestor/
Argy’s Blog
The purpose of this blog is to share stories about people and places; and to celebrate the amazing work (and play) that students, educators, and organizations are doing in and for arts education. In addition, the blog has a plethora of resources and innovative ideas. This forum gives blog readers the opportunity to learn from each other. It is essential that we listen, learn, and collaborate in order to build on teaching practices for the benefit of every learner in Maine and beyond.
me arts ed 