Presentations by 91���� faculty and students included:

• Assistant Professor of Educational Leadership Esther Enright chaired a roundtable session on “Leadership: Style, Actions, Policies as Influencers.” Enright and Sarah Walton, 91���� assistant professor of sociology, presented their study “Building Infrastructure Amidst Poverty: A Case Study of A Youth Justice Collaboration” as part of the roundtable.
• Doctor of Education (Ed.D.) students in educational leadership Kelly O’Brien-Weaver and Patricia Clark presented their doctoral research as part of a session on “Tackling Tough Problems Through Leadership and Policy.” O’Brien-Weaver’s study was titled “Rural School Counseling Programs: Learning From Them, Not Just 91���� Them.” Clark’s study was titled “Breaking the Glass Ceiling: Empowering Women Aspiring to Leadership.” Clark also chaired a practitioner roundtable session on “Supporting Educators’ Continuous Development,” which included a presentation from Ed.D. student Nicole Benham titled “Unifying Voices: The Role Professional Development Can Play in Effective Communication Between Educators.”
• Alan Howen Chang, graduate research and teaching assistant and Ph.D. student in PreK-12 education with a concentration in literacy in the College of Education and Human Development, presented his research, “Exploring Teachers’ Perspectives and Experiences with Teaching in a Bilingual Program to English Language Learners with Technology Aided Instruction and Intervention,” as part of a session titled “Today and Tomorrow – Exploring the Narratives and Perspectives of Classroom Teachers.”
• Assistant Professor of Educational Leadership Lindsey Kaiser presented her study “School-Based Racial Equity Collaborations: White Principals Implementing an Active Anti-Racists Stance” as part of a research paper session on “Variables, Actions and Practices to Promote Equity and Justice.” Kaiser also chaired a research paper session on “Teacher Leadership, Collaboration, and Capacity Building Practices’ Influence on School Success.”
• Sue Sydnor, an Ed.D. student in educational leadership, presented her doctoral research, “Student Perspectives on School Exclusion: A Narrative Inquiry,” as part of a session on “Challenging Oppression and Misperception Through Stories – Perspectives of Learners, Mothers, and Educators.”
• Associate Professor of Higher Education Leah Hakkola and 91���� Director of International Programs Orlina Boteva, a Ph.D. student in higher education, presented their study, “Exploring Secondary Trauma and Burnout Amongst Higher Education Professionals Engaged in Diversity, Equity and Inclusion,” as part of a session titled “Inspiration and Agony: The Work, Strife, and Resilience of Faculty in Higher Education.”
• Janet Corcoran, an Ed.D. student in educational leadership, chaired a roundtable session on “How Roles and Perceptions of Teachers and Leaders Influence Success.” Corcoran presented her doctoral research, “Paraprofessional Training and Supervision: Policy and Perception,” as part of the session. Two other 91���� Ed.D. students, Amy Sullivan and Rebekah Drysdale, presented their doctoral research as part of the session. Sullivan’s presentation was titled “A Case Study of Teacher Roles as Intermediaries For a Social-Emotional Learning Initiative.” Drysdale’s study was titled “The Special Education Administrator and Principal Connection: Exploring Key Relationship Components for Inclusion.”
• Ed.D. students Allison Woodard and Suzanne Joyal presented as part of a session on “Wrestling with Issues in Curriculum and Instruction.” Woodard’s study was titled “Teacher Decision Making 91���� Reading Instruction.” Joyal’s presentation was titled “Cultivating Literacy Through Cultural Roots: A Multi-Tiered Arts-Based Storytelling Approach For First Graders in After-School Spaces.”

With rural schools facing significant shortages of highly-qualified teachers, particularly those in STEM (science, technology, engineering and mathematics) fields, the University of Maine College of Education and Human Development will use a grant from the National Science Foundation to boost support for future and current STEM educators in rural school districts.

The nearly $100,000 award is part of NSF’s Robert Noyce Teacher Scholarship Program, designed to support talented undergraduate STEM majors in becoming effective K-12 teachers, as well as to help practicing educators in areas with recruitment challenges become STEM master teachers. 

“One of the primary reasons for STEM teacher shortages is low enrollment in initial licensure programs in math, physical science and life science. Rural schools run into additional hurdles due to limited local populations, budget constraints and issues recruiting experienced teachers,” said Ezekiel “Zeke” Kimball, associate dean for undergraduate and teacher education in the College of Education and Human Development. 

Kimball is principal investigator of “Rural Reimagining of Opportunities for Undergraduate Teacher Education in STEM: A Capacity Building Project.” The year-long initiative will involve developing a survey to examine what motivates undergraduate students to choose STEM or teacher education majors, hosting workshops with school district partners to create rural focused teacher licensure pathways, and conducting market research with rural STEM and education majors to determine best strategies for boosting their licensure. The efforts are intended to support a future proposal designed to create innovative new pathways to initial licensure. Catharine Biddle, an associate professor of educational leadership and director of the School of Educational Leadership, Higher Education and Human Development, and Mohamad Musavi, associate dean of the Maine College of Engineering and Computing, are collaborating with Kimball on the project. 

“Boosting the rural STEM teacher workforce in Maine and beyond will strengthen local and regional economies as these educators inspire young people to pursue careers in science, engineering and math-related fields,” Biddle said. “We’re excited to partner with rural districts and communities to develop a set of best practices around the recruitment, training and retention of these vital classroom teachers.” 

The project, expected to launch in the fall, aligns with several other initiatives led by the 91���� College of Education and Human Development. That includes the New England Rural Education Hub, a partnership with the nonprofit to advance preparation and professional development of high-quality teachers and school leaders throughout the Northeast, as well as cutting-edge research on the use of artificial intelligence and virtual reality in K-12 classrooms.

91���� is also embarking on a new initiative called the Rural Educator Resilience Project to expand professional development, mentoring and other evidence-based resources for rural teachers and administrators statewide. Faculty and staff from the College of Education and Human Development will work with other University of Maine System campuses on the project. The System received $3.3 million in included in a federal budget bill passed earlier this year, secured for UMS at the request of U.S. Sen. Susan Collins, vice chair of the Senate Appropriations Committee, and U.S. Sen. Angus King.

Contact: Casey Kelly, casey.kelly@maine.edu

What difference has 91���� made in your life and in helping you reach your goals?

Participating in the educational leadership cohort has been one of the best experiences in my life. Professionally, the program has deepened my knowledge and understanding of leadership and equipped me with tools to be successful and better prepared to serve the children of my tribe, other Wabanaki tribes and those from my school community. The level of personal growth has been significant as well. Engagement in self-reflection throughout this program has reaffirmed my values, strengthened a positive mindset, and provided clarity with respect to my relationships with others. The work has inspired me to be a better person in every aspect of my life. 

Have you had an experience at 91���� that has changed or shaped the way you see the world? If so, tell us about it.

During the first few weeks in this program, I realized I had truly found my niche and felt a deep appreciation for the content, cohort and instructors. The knowledge I have gained not only allows me to better understand the world around me, it has prepared me to be a stronger advocate, make positive contributions and facilitate growth.

Have you worked closely with a professor or mentor who made your 91���� experience better? If so, tell us about them.

Two instructors have been very instrumental in my success as a 91���� student. While working on my undergraduate degree, Jane Wellman-Little became the instructor I leaned on for guidance and support. She acknowledged the challenges I had as a nontraditional student with a small child and provided me equitable opportunities to learn and demonstrate my knowledge. Her support never wavered and continued into my professional career. As a graduate student, Maria Frankland has provided me with continuous support and guidance. She has encouraged me throughout the program and my first years as a novice principal. During moments of doubt or worry, she has reminded me of my strengths and abilities. She respects the love I have for my people and supports my vision of making a difference in tribal communities. 

What advice do you have for incoming graduate students to help them get off to the best start academically?

First and foremost, believe in yourself. Establish a support network. Learn how to find balance between your professional and personal responsibilities. Allow yourself grace. Never give up.

Why 91����?

I completed my undergraduate program at 91���� and knew I would find what I needed at this institution. The option to join a cohort and move through the program with others was also very appealing. 

Favorite 91���� memory:

Receiving my acceptance letter to the educational leadership Ed.D. program was exciting!

Special Thank You message:

My gratitude goes to my family for all of their support. I am thankful for all of my instructors and friends I have made through this program. I am also grateful for my school staff and all of our students. Kci woliwoni!

What difference has 91���� made in your life and in helping you reach your goals?

Most educators have the goal of helping their students become “lifelong learners,” but sometimes we forget to make this a priority for ourselves. 91���� has allowed me to feel like I am giving myself the gift of lifelong learning. I am improving my practice as a teacher, learning from professors who genuinely care about my scholarly efforts, and discussing important ideas about education with expert leaders in my cohort. I am so grateful that 91���� is now a part of my life story!

Have you had an experience at 91���� that has changed or shaped the way you see the world? If so, tell us about it. 

Through my graduate coursework, the cumulative experience of thought-provoking discussions with my classmates has made a difference in the way I see myself as an educator and enlightened me to notice new perspectives in education.

Have you worked closely with a professor or mentor who made your 91���� experience better? If so, tell us about them.

Both Dr. Esther Enright and Dr. Maria Frankland have been instrumental in making me feel like I belong in this program whenever I doubt myself. They have a way of imparting their expertise, experience and wisdom while simultaneously making all questions feel valid. They hold high standards, provide valuable feedback, and are always responsive and available.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Build relationships with your classmates and professors—learning feels so much better when you feel supported within a community and 91���� professors truly want you to succeed.

Why 91����?

In researching different graduate opportunities for educators, 91����’s Ed.D program stood out as one that aligned with my values of educating the whole child. It provided in-person support from professors, as well as the ability to consistently collaborate with other teacher leaders and administrators.

Favorite 91���� memory:

Getting the call that I am receiving this award is up there!

Special Thank You message:

A very special thank you to my husband, Joe. Without him encouraging me, supporting me and carrying my load during class time, I could never be a part of this program. I am so lucky to have him for a partner!

What difference has 91���� made in your life and in helping you reach your goals?

Being part of the Ed.D. cohort has helped me to frame leadership differently. Specifically, it has taught me to have a systems perspective and to think deeply about goal setting around what’s really important. I feel like I am a very different person today than I was in 2020, and it is in large part due to the educational leadership program.

Have you had an experience at 91���� that has changed or shaped the way you see the world? If so, tell us about it.

In November 2023 I was able to present on my dissertation research at the National Rural Education Association (NREA) conference in Chattanooga, Tennessee. This was an amazing networking experience with other scholars and practitioners who care deeply about rural education that I feel very fortunate to have had the privilege of participating in.

Have you worked closely with a professor or mentor who made your 91���� experience better? If so, tell us about them.

Dr. Maria Frankland is my academic advisor and she has been an amazing teacher, mentor and friend. She encouraged me to apply to present at the NREA conference, and without that encouragement I never would have had the confidence to submit a proposal.

What advice do you have for incoming graduate students to help them get off to the best start academically?

Think deeply and carefully about what’s most important to you in terms of study, what you really want to drill down into. Read widely, and get to know the “big names” in your area of focus.

Why 91����?

I live in western Maine, so being part of the 91���� Ed.D. cohort has given me a whole new network of professional colleagues from the eastern half of the state. Plus, I’m a huge Black Bear hockey fan!

Favorite 91���� memory:

I would have to say the August 2022 Extended Learning Opportunities planning conference at the Wells Conference Center.

Special Thank You message:

I would like to thank all of my colleagues in the Beacon Black Bear Ed.D. cohort for their accumulated wisdom, support and encouragement. You guys rock!

Jon Doty, assistant superintendent of RSU 34, the school district for Old Town, Alton and Bradley, received the inaugural Robert A. Cobb Award for Extraordinary Service to the College of Education and Human Development at the University of Maine. The award was presented at the college’s Pinning and Recognition Ceremony on Friday. 

Doty received his bachelor’s degree in elementary education with a concentration in natural sciences from 91���� in 2000. He went on to earn three more degrees from the university: a master’s in education with a concentration in instructional technology in 2004; a certificate of advanced study in education with a focus on gifted and talented education and educational leadership in 2006; and a Doctor of Education in educational leadership in 2018.

He has served RSU 34 in a variety of roles, including technology education teacher; middle school math and science teacher; coordinator of gifted and talented services; director of curriculum, instruction and assessment; and currently assistant superintendent.  Doty’s love of community and outdoors is reflected in his past work in Maine’s whitewater rafting industry, emergency medicine, directing youth summer camps and currently as a leader of the local Cub Scouts.

Among the initiatives that Doty has spearheaded is an educator accelerator program that engages preservice teachers from 91����, Eastern Maine Community College, Husson University and the University of Maine at Augusta’s Bangor campus to work in RSU 34 schools as paraprofessionals and substitute teachers. Doty serves as president-elect of the and as treasurer of the . He is also an adjunct instructor and regular classroom guest speaker at 91����. 

The Robert A. Cobb Award is named for the former dean of the College of Education and Human Development from 1977 to 2007. At the time of his retirement, he was the longest tenured dean of a college of education in the United States. Cobb passed away in 2022.

Moody holds a master’s degree in educational leadership from the University of Maine and a bachelor’s degree in secondary education from the University of Maine at Farmington. Harris-Smedberg has both a master’s and doctorate (Ph.D.) in educational leadership from 91����.

The Maine Department of Education published announcements about the awards, calling Moody “a quiet, humble yet incredibly effective educational leader” and Harris-Smedberg “a visionary systems thinker and a thoughtful leader.”

“Successful leaders communicate well, and Maine’s 2024 Superintendent of the Year, Jonathan Moody has a simple yet effective approach to communicating: He listens, he is involved, and he shares,” read the announcement about Moody. “He listens to school board members, community members, parents, students, and staff. He seeks ways to get feedback and requires others in his organization to do the same. He involves others, encourages engagement, and seeks representation from everyone in the room, making sure to bring in those groups not otherwise represented. He shares what is learned, he shares feedback, and he shares decisions.”

“Kathy exemplifies the qualities of school leadership that we all value,” read the announcement about Harris-Smedberg. “She is a role model for what a leader should be: intelligent, humble, thoughtful, and caring. She is explicit in her expectations, but understandable in their achievement. She cares deeply about the mission and vision of the Bangor School Department, and holds true to that in every conversation, interaction, and decision. She cares deeply about kids, and it guides every decision she makes.”

This post originally appeared on the website. It has been republished with permission.

Amidst an unseasonably warm fall week belied by blazing fall colors, the RSC team recently returned from an inspiring and exciting trip to 91����. RSC’s New England regional hub, led by the University of Maine, serves as a beacon of support and collaboration for local rural schools and communities. Along with Allen Pratt, the Executive Director of the National Rural Education Association, the RSC team both learned about exciting existing programs and began to chart encouraging future pathways.

Leading the new hub is Dr. Cat Biddle, a passionate leader of the University of Maine’s rural education initiatives and ardent researcher. Cat’s work revolves around the confluence of school and community, including addressing trauma in schools and promoting the overall well-being of students and educators.

Her dedication to research is supporting innovative solutions to the unique challenges faced by rural communities, making her a natural fit to join the RSC’s collaborative: “I’m looking forward to the opportunity to collaborate with other RSC Hubs and sharing the incredible work that teachers and leaders across the region are doing to support rural schools in New England.”

91���� boasts a robust history supporting rural schools across the state. Initiatives led by the College of Education and Human Development assist rural communities, nurturing excellence in remote areas. Focus areas include rural STEM and teacher preparation, empowering future educators to work and thrive in the unique context of rural settings.

Looking to the future, RSC is excited to continue to collaborate with the University of Maine on the recruitment, retention, and support of new educators through the launch of a new . Recent recipients of the , the University of Maine aims to deepen their support of rural teacher education programs. The Catalyst Grant will assist with the planning of rural teacher support pathways unique to Maine’s emergent teachers, including nearby indigenous communities.

To truly appreciate the impact of the University of Maine’s work, we explored two school districts that exemplify the intention to center schools within their communities, emphasize place-based education, and empower both students and teachers.

Katahdin School District: Stacyville, Maine

Dr. Marie Robinson, a dedicated former principal and the current superintendent of the Katahdin School District, embodies leadership that quite literally transcends the walls of the school. Her active involvement in both the community and the school district has empowered teachers and students to lead a place-based overhaul of the curriculum.

We first met with Dr. Robinson inside a recently-built pavilion outside of Katahdin Elementary School, with a colorful backdrop of young learners engaging in outdoor learning. One of the shining examples of Dr. Robinson’s work is the creation of outdoor learning spaces. Here, students actively participated in designing a trail system and series of outdoor classrooms, utilizing the ample space and natural beauty that Maine has to offer. Any staff member (not just teacher) who wants to lead an outdoor education program will receive a stipend for their efforts, further widening the student’s educational community and bringing in additional perspectives. Their efforts to create outdoor learning spaces were also supported by the community, whose contributions ranged from bringing in seating stumps to clearing trails or building signs. The partnership not only enhances the educational experience of the students, but also allows learners to be active participants in their outdoor curriculum, giving a sense of community pride and agency.

Another noteworthy initiative in the Katahdin School District is the establishment of school gardens. With the support of FoodCorps, multiple raised beds provided a bountiful return that was still producing in early October. Kindergarten students were tasked with picking beans as a mechanism for practicing counting, and were eager to show off their harvest to the visitors.

There are plans in the works for expanding the garden efforts to include a greenhouse and a water collection and transport system, further expanding and strengthening the connection between education and the environment. In Maine, Dr. Robinson explained, many students don’t see a future for themselves in the rural communities they grew up in. Connections to place open up emotional and employment doors that keep kids as a part of these communities.

Speaking of cross-regional collaboration, Allen Pratt of the National Rural Education Association, and a Tennessee native, was able to help the young students and teachers identify the type of beans growing in their school garden. “What you have going on here at Katahdin is special, it really is,” noted Allen.

Across the road at Katahdin High School, RSC visited a Language Arts classroom which fostered a natural partnership between outdoor education and language arts. For these students, a day spent continuously sitting inside is a challenge when their natural interests lie outside of the walls of the building. New curriculum has paired select readings with outdoor activities like shelter building and fire starting. Discipline issues are near non-existent since the adoption of outdoor programming, and students ask to go out, even in the rain.

Old Town School District

In the Old Town School District, the dedicated assistant superintendent, Jon Doty, illustrates efforts to enrich community connections and promote place-based learning opportunities. Old Town, situated just north of Bangor and the University of Maine in Orono, is perhaps best known for lending its name to world-renowned canoe maker Old Town Canoe. The district includes the nearby towns of Old Town, Alton, and Bradley, providing a snapshot of a district with both rural and suburban identities.

As is the case in many rural school communities, Jon wears many hats, including bolstering creative partnership with groups like University of Maine, contributing to partnerships to , and grant writing for projects to better serve the area’s students. And, as is also the case in many rural school communities, teacher vacancies continue to be a challenge in the region. There were 62 teaching positions, 58 Ed Tech openings, and 7 unfilled administration jobs within a 25 mile range at the beginning of the school year, underscoring the need for efforts like 91����’s Rural Teacher Corps, and Jon’s collaborative work in Grow Your Own partnerships.

Despite staffing and funding challenges, assets also abound at this district. A noteworthy addition to the single high school in Old Town is the expanded shop class, which enables practical learning and CTE opportunities for students. The focus of the curriculum is engaging students with real-world learning and job preparation as they enter high school. On the day of RSC’s visit, a small cohort of students were working diligently on a business model for 3D printing products, calculating cost of material, time, sale price, and more.

Just outside the shop, a narrow trail led to a large outdoor classroom shrouded amongst firs and pines, and just outside the woods a school garden flourished. With a host of opportunities available to them, Old Town high school students are never far away from the environment and communities which also foster their growth.

Old Town’s commitment to school gardens, echoing Katahdin’s efforts, has created spaces where the public can access fresh produce. A farm stand in front of the school is available to all, and offers both an important supplemental free food source for the community and gives students a greater stake in the well-being of their town. Outside of Old Town Elementary, one of three Elementary schools in the district, raised beds adjoin nature-inspired outdoor play areas. Additionally, students engage in maple syruping, a dynamic learning process that also further strengthens bonds between students and where they live. In communities that can struggle to retain students into adulthood, forming bonds between people and place is an essential ingredient of education.

Aspirations for a Better Future

With Cat Biddle’s introduction, the RSC team was also able to learn about the work of Korah Soll and her team at , a partner of the University of Maine. In both the coastal islands and western interior of the state, Rural Aspirations has helped transform curriculum to be infused with student identity, sense of place, and real-world connections. This includes the Eastern Maine Skippers Program and Maine Forest Collaborative, two programs which directly engage high school students with industry professionals to gain information and skills fundamental for working in local fishing or forestry industries.

Next Steps for the Regional Hub

It is essential to highlight, capitalize, and bold our excitement after witnessing the impactful work of Cat Biddle and the University of Maine’s hub team in supporting teachers and students, and our hope is the Catalyst planning grant will only further these efforts. These visits showcased the hard work and innovative thinking of teachers, principals, and superintendents across the state. While this new imagination of a New England Regional Hub is still in the early days, Allen Pratt at the NREA was able to offer several cross-regional rural efforts that could support the multi-state and interdisciplinary future of this hub.

Maine, with its unique blend of rural charm, is a testament to the spirit of community leaders leveraging the beauty of their natural and cultural environments to shape the future of their learners and citizens. To the educators and leaders in Maine, thank you for opening your doors and sharing your vital stories with those of us from ‘away.’ Your commitment to rural education is a beacon of hope, illuminating the path to a brighter future for all.

Special thanks to Dr. Cat Biddle and Dr. Penny Bishop for supporting our visit, and to Dr. Allen Pratt for joining the visit (and, for originally introducing Rural Schools Collaborative and University of Maine!). Learn more about .