2017 ECET2 Maine Grant Recipient – Sylvio J. Gilbert School in Augusta (Update)

Our goal was to share our new learning of childhood trauma and how the toxic stress damages children’s brains. Through various conversations with colleagues it became obvious that it was quickly becoming a focus in our school district. During the March 16, 2018 Augusta School Department In-Service Day one of the sessions was called “Adverse Childhood Experiences (ACEs) & Toxic Stress. The presentation was developed by the Maine Resilience building Network and presented by Sue Mackey Andrews. The majority of the teachers at Gilbert School attended this session and instantly saw the connection between childhood trauma and education. This was the perfect kickoff for our afterschool book study – Fostering Resilient Learners. We used the $500.00 grant money to purchase the books.

When planning our book study we divided it up according to the five key parts of the book. We are in the middle of our book study which is leading to the staff deepening their knowledge on childhood trauma and coming up with effective interventions to support our students. Staff members that complete the book study will receive contact hours. We have framed the book study so that if someone can’t attend due to a conflict in their schedule there is an option to do it as an independent book study with assignments and reflections. It should be noted that other educators in the district have heard that we are doing this book study at Gilbert School and want to do it in their building next school year.  The $100.00 Staples gift card was a nice bonus. We having been using the gift card to buy additional supplies for the book study. Thank you for making this book study a reality through this generous grant.

2017 ECET2 Maine Grant Recipient – Academy Hill School in Wilton (Update)

The five teachers who teach fourth and fifth grade who attended the ECET 2 conference are involved with teaching PBE in the Math Classroom along with the 93 students at Academy Hill School. We meet weekly in an hour long PLC to discuss PBE in Math and informally most days. We work as a team to problem solve, place students, discuss strategies as well as activities to use with our students. Our principal and the District Coordinator have also been involved in our meetings.

We have had one parent meeting before we started PBE in Math to inform the parents of what math would like. We are having another parent meeting on Feb. 28 to see how PBE in Math is going for their child. We are trying to build a culture with the PLC community, our student community, and our parents that PBE is the way to go.

We have taken baby steps through December by mixing the fourth and fifth graders together through teaching Growth Mindset and Habits of Mind. We are also mixing our students in Math Club in preparation for the PBE in the Math Classroom which was started on January 3. Some benefits that we are seeing are that students are more engaged in their learning and are motivated to reach their Learning Target. Our hope is for students to be more invested in their learning.

We presented at the District Workshop on March 23. Our presentation was about our road map for implementing PBE in Math. We have also been making school visits to see about implementing PBE in other subject areas.

As a Title 1 school and tough economical budgets we decided to contribute the $500 towards Apple TV in each of our classrooms and our principal put and additional $250 towards Apple TV. This has allowed our students the ability to share their work through Apple TV which has increased student engagement and participation. By having a wireless connection teachers are allowed to work in small groups, but still display something. It has allowed the teachers and students to have multiple teaching methods in the Math PBE Classroom as we do math rotations.

2017 ECET2 Maine Grant Recipient – Peninsula School (Update)

2017 ECET2 Maine Grant
Peninsula School
Focus: Becoming a Trauma Sensitive School

The 2017 ECET2 grant opportunity allowed our school to invest in books and supplies to support our focus of becoming a trauma sensitive school. The two books we have purchased for our staff reading groups are Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress and Hanging In: Strategies for Teaching the Students Who Challenge Us Most.

We were able to purchase 10 copies of each book. We are currently involved in book studies and sharing our learning through PLCs and staff meetings. Our principal, Sally Leighton, purchased 6 books from the recommended list she received at ECET2 during the workshop with Brittany Ray. She read and discussed them with ECET2 attendees and ultimate was able to choose two books to purchase for the staff.

We have also focused several staff meetings to develop a common understanding of what it means to be trauma sensitive. We are in the process of setting goals for our school that include understanding



our students needs and learning ways to promote a resilience-focused support system. We had the pleasure of working with Brittany Ray, Director of TREE (Transforming Rural Experience in Education), who met with our staff early in February during a special staff meeting that included refreshments and a packed house that included Michael Eastman, RSU 24 Superintendent of Schools. We hope to be able to bring Ms. Ray back at least once to help us deepen our understanding and continue to move our school forward with this critical work.


Our district is currently writing the “ed specs” document for our new high school building proposal. We were able to impact the final version of the document with our better understanding of the kinds of spaces and programming that might better support students who have experienced trauma. Our new building could be the first in the state that is trauma sensitive in structure and design.

We believed as a staff that we were very sensitive to our students’ needs. We are finding that there is, in fact, a lot more that we can do to support our students. Understanding what is actually in their control and what is not is our first step. Knowing how to respond and support them is ongoing work that we are committed to as a team.

School Team Updates – Spreading the Good Work!

During the planning stages for ECET2 Maine 2017, the planning committee asked four Title I school sites in Maine if they would like to come with a team (an administrator and 4 – 5 teachers) to ECET2. If they committed to coming as a team, they would receive a $500 grant to bring a slice of the conference back to their school or district.

We are pleased to say that the following sites are using a mini-grant of $500 from ECET2 Maine to bring the work back to the school/district level. Here are October updates from the four schools.

ACADEMY HILL SCHOOL: The fourth and fifth grade team from Academy Hill School would like to thank you for the inspiration for our plan! We have decided that we want to focus on PBE starting with math. We will be collaborating as a team to incorporate PBE using a math workshop model. We would like to use the $500 grant to purchase materials such as professional development books and supplemental materials to use in our classrooms. Before we begin using this model we plan to participate in a book talk using a book that supports our PBE math journey. Some of the other things that we will be doing is presenting to our staff what we learned at the ECET2 Conference, presenting our project idea, and we have scheduled a meeting for next Thursday with our new Curriculum Person/PBE consultant. We will keep you posted.

AUGUSTA: Our goal is to share our new learning of childhood trauma and how toxic stress damages children’s brains. We are going to network with educators we met at ECET2 who have done work in this area and ask if they may be available to come and speak to our teachers. This will be followed by an after-school book study – Fostering Resilient Learners. The school will also allocate money to buy additional books for staff to help deepen their knowledge on childhood trauma in our schools and effective interventions. In March they will develop a session on childhood trauma to be offered for the district’s workshop day. This will be a great way to spread a piece of our learning from ECET2 throughout the school district.

RSU 24 – The Peninsula School: The Peninsula School would like to learn more about ACES and how to better meet the needs of our students. We need to learn more about identifying traumatized students. We also need to learn strategies that support students who have experienced trauma. We would like to purchase resources for the staff including: Fostering Resilient Learner: Strategies for Creating a Trauma-Sensitive Classroom, Trauma- Sensitive School: learning Communities Transforming Children’s Lives, and The Trauma- Informed School. We would also like to invite Brittany Ray to join us for a staff meeting on the topic of ACES. Our overall goal is to be better informed, more responsive to students who are at-risk and to move forward as a community to create a Trauma-Sensitive School.

RSU 29: The RSU 29 team of teachers and administrators who were in attendance at the ECET2 Maine 2017 Waterville conference are interested in forming an in-house, teacher-led professional development committee. This committee would work to bring teacher inspired and led professional development mini sessions to our district. These sessions would follow the ECET2 model, with mini sessions to provide contact hours in topics identified as desirable. These sessions would be held after school, light refreshments would be provided and collegiality would be encouraged. Topics to be examined could include effective instruction, performance based education, how to’s (tech especially), and other current trends in education. Contact hours would be offered and the sessions would be open to educational technicians as well.

2017 ECET2 Maine Convening Resources Image

2017 ECET2 Maine Breakout Session Resources

Learning Never Ends

While our 2017 Convening has ended, learning never ends.  Please use the table to below to connect with resources from the Breakout Sessions of our 2017 Convening.  Whether you missed a session that you really hoped to attend or would just like to revisit a resource you saw presented, we’ve got you covered.

Additionally, don’t forget that you can revisit the “Cultivating A Calling” talks from our this year’s convening by visiting ECET2 Maine’s YouTube Channel.


ResourcesPresenters/AuthorsPresentation TitleStrand
Teach to Lead Maine Website

Teach to Lead Maine Presentation
Jennifer Dorman and Ben BrighamTeach to LeadBuilding capacity for teacher leadership
Safe Environments and Honest Conversations Presentation

Sample Agenda for PLCs
Kasie GiallombardoSafe Environments and Honest ConversationsBuilding capacity for teacher leadership
Unlocking Never-Before-Seen Doors for Students PresentationShila Cook, Miles Gervais, Emily StacyUnlocking Never-Before-Seen Doors for KidsStrengthening practice through innovation and collaboration, Leading and teaching for equity
"Our Push Toward Access, Advocacy and Equity" PresentationMarielle EdgecombCreating Opportunities for All StudentsStrengthening practice through innovation and collaboration,
Leading and teaching for equity
Reaching Beyond Classroom Walls Resource Padlet

I Want to Connect! Padlet
Melissa GuerretteToday’s Literacy Community: Reaching Beyond Classroom WallsStrengthening practice through innovation and collaboration, Leading and teaching for equity
Student-Centered/Teacher-Centered Resource FolderCharles WillisBecoming more Student-Centered, means becoming more Teacher-CenteredBuilding capacity for teacher leadership
ConnectC2C Site

Connecting your Classroom to your Community- ConnectC2C Presentation

Connecting your Classroom to you Community Handout and Resources
Morgan CuthbertConnectC2C – Connecting your Classroom to your CommunityStrengthening practice through innovation and collaboration
Video Learning Team for High Impact Instruction PresentationJulie KeblinskyVideo Learning Teams for High Impact InstructionStrengthening practice through innovation and collaboration
Mystery Skypes/Hangouts LinksCherrie MacInnes and Dee BryantMystery SkypeStrengthening practice through innovation and collaboration
The Danger of A Single Story Presentation PDF

The Danger of A Single Story Presentation Google Doc
Tiffany DemarestThe Danger of a Single Story: Exploring Identity, Power and Bias in CurriculumLeading and teaching for equity
Resources for Literacy Leaders

Padlet of Resources for Literacy Leaders
Shelly Moody & Heidi GoodwinCultivating a Literacy Community Through Collaboration and CoachingStrengthening practice through innovation and collaboration
Teacher Evaluation Presentation Companion GuideElaine FerlandTeacher Evaluation- Understanding the StandardsStrengthening practice through innovation and collaboration
Close Writing TeachersPaula BourqueClose Writing TeachersStrengthening practice through innovation and collaboration
A stylized image from an ECET2 Breakout Session

ECET2 Maine 2017 Breakout Session Descriptions

Our 2017 Convening features a total of 21 different breakout presentations organized into three different breakout sessions.

Each presentation is dedicated to one of our convening’s three themes:

  • Building capacity for teacher leadership
  • Strengthening practice through innovation and collaboration
  • Leading and teaching for equity

Please view the table below to receive more information about the amazing options available during ECET2 Maine’s breakout sessions.

Click on the green “+” sign to expand each entry in the following table as needed.

TitlePresentersDescriptionStrandRoomTimeBreakout SessionResources
Teach to LeadJennifer Dorman and Ben BrighamTeach to Lead envisions a world in which teachers are valued as experts in instruction and, as such, are leaders of informing, developing, and implementing education policy and practice to steer systematic improvements to benefit student learning at the school, state, and national levels. Explore Teach to Lead Maine's new website, establish where you are as a teacher leader, and discover new pathways to build your own teacher leadership capacity.Building capacity for teacher leadership122Thursday, August 10, 12:201Teach to Lead Maine
Time for Change: A 3-Step Process to Becoming a Better Teacher-LeaderStephanie HendrixThis session is designed to share a 3-fold process for changing yourself, your classroom, and your organization, even when the odds do not seem to be working in your favor. By sharing my personal process as an exemplar, I invite other teacher-leaders to brainstorm, share, and reflect on the ways they might create positive change for themselves, their students, and their organizations. This session is all about finding ways to stop wallowing in things that seem impossible and instead begin focusing on creative ways to make them possible.Building capacity for teacher leadership141Thursday, August 10, 12:201Coming Soon
Safe Environments and Honest ConversationsKasie GiallombardoWe know that self-reflection and peer feedback are two ​of the most powerful methods to improve ​our professional practice. Yet, when given the opportunity in PLC’s to share dilemmas, teachers often ​struggle to open up. Or when they do, they often present “polished apple” lessons for peer feedback. Before teachers can truly engage in honest conversations about teaching and learning, ​facilitators need to establish ​a safe environment for the work​. In this interactive session, teacher leaders will learn ​how​ agendas and norms are crucial in establishing safety, examine several protocols to guide professional conversations, and practice specific strategies to establish trust among colleagues.Building capacity for teacher leadership153Thursday, August 10, 12:201Safe Environments and Honest Conversations Presentation
Sample Agendas for PLCs
Unlocking Never-Before-Seen Doors for KidsShila Cook, Miles Gervais, Emily StacyParticipants will leave this session with strategies to develop meaningful relationships with students while achieving academic objectives. We will challenge participants to apply social-emotional techniques to current teaching practices, using Mark Brackett’s RULER approach as well as revising their definition of success. Our presentation will also introduce the Melmac Grant, and how it has expanded students’ horizons, and helped them build meaningful relationships. We will address the following questions: How can educators effect change to community cultures? How can collaborative teaching with a social-emotional model exemplify resilience? How can teachers advocate for student equity?Strengthening practice through innovation and collaboration, Leading and teaching for equity145Thursday, August 10, 12:201Unlocking Never-Before-Seen Doors for Students Presentation
Professional Development BY the teachers and FOR the teachersMatt Drewette-CardHave you ever been in a PD environment that doesn't meet your needs? Who is making these decisions? Why are these decisions being made, and where is the input from the teachers?

In this session, come hear how one district in Maine is flipping how professional learning happens, through microcredential, online courses, modified edcamp-style workshop days, teacher-led PD committees, and (of course) Twitter!
Strengthening practice
Building capacity
123Thursday, August 10, 12:201Coming Soon
Creating Opportunities for All StudentsMarielle EdgecombWe create opportunities for students to take advanced coursework through proficiency-based programing, tandberg t.v. and a lot of creative scheduling throughout our building. Without enough staffing or resources, we have found a way to create opportunities for students in my middle level mathematics program that provides great challenges and even greater rewards.Strengthening practice through innovation and collaboration,
Leading and teaching for equity
223Thursday, August 10, 12:201"Our Push Toward Access, Advocacy and Equity" Presentation
Today’s Literacy Community: Reaching Beyond Classroom WallsMelissa GuerretteWhen we teach beyond the walls of our classrooms and take advantage of technology to forge connections with others, we provide more equitable access to literacy experiences for all our students. Connecting with authors and illustrators or other classrooms of readers and writers increases student engagement, motivation, and authenticity in learning. This session will include examples of how one teacher is reflecting to her students their part in a broader literacy community and the impact of those connections for both students and teacher. Participate in the discussion and take away ideas for connecting your learners, too.Strengthening practice through innovation and collaboration, Leading and teaching for equity214Thursday, August 10, 12:201Coming Soon
Becoming more Student-Centered, means becoming more Teacher-CenteredCharles WillisThe School Redesign and Innovation Team at Revere High School (MA) realized that if we are asking teachers to make their classrooms and school more student-centered, then the team needed to put teachers at the center of the changes. Teachers need to feel like they have a voice in the process of identifying best practices for students, teachers, parents and the larger school community. Participants will explore how existing structures can be reshaped and repurposed to create time and space for all staff to have a voice in school change. Participants will create draft proposals that put teachers at the center of school change to bring back to their community for further discussion and eventual implementation.Building capacity for teacher leadership122Thursday, August 10, 1:452Student-Centered/Teacher-Centered Resource Folder
ConnectC2C – Connecting your Classroom to your CommunityMorgan CuthbertWhat makes Maine, Maine? The beautiful State of Maine is composed of rich natural resources (forests, farms, coast, and mountains) and our close-knit communities. We want our students to become involved citizens within these communities, understanding the history and importance of place. The 2016 County Teachers of the Year want to share their platform that promotes these connections throughout the State between schools and their communities.Strengthening practice through innovation and collaboration141Thursday, August 10, 1:452Connecting your Classroom to your Community- ConnectC2C
Connecting your Classroom to you Community Handout and Resources
ConnectC2C Site
Ensuring Equity: The Whole Child Approach in MaineMary Bellavance, Leigh Alley, Shelly MoodyAll children deserve an education that prepares them for college, careers, and citizenship. This Whole Child local effort is spurred by a national initiative by ASCD to focus more attention on providing today’s children with a more comprehensive and rich education. Providing this type of well-rounded education is the responsibility of our entire community. We invite you to join us for an interactive session which will include collaborative conversations about what educating the Whole Child means to our schools, our community, and our future.Leading and teaching for equity153Thursday, August 10, 1:452Coming Soon
ACES(Adverse Childhood Experiences): A starting point for Trauma and Equity Informed ApproachesBrittany RayChronic exposure to stress disrupts the process of normal child development. Traumatized children have difficulty meeting both the academic and social challenges of school (Annie E Casey Foundation, 2013). Without a doubt, trauma is not just a mental health issue, and if left unaddressed by schools, students are unlikely to achieve academic and social success. This session takes a look at ACES- Adverse Childhood Experiences and the impact of these experiences on school success. What we know from ACES is that a trauma informed approach in needed in schools and without acknowledging and responding to the impact adversity has on developing brains and on social and emotional development, we will never close the achievement gap. This session seeks to share the very basic information of the ACES study and what that means for educators, students, parents, and communities.Strengthening practice through innovation and collaboration, Building capacity for teacher leadership, Leading and teaching for equity145Thursday, August 10, 1:452Coming Soon
Breakout EDUAmy TuckerCan you find and solve the clues to open the locked box? Collaborate with others to "break out" before time is up! Bring the Escape Room experience to your classroom. It can be done as a team-building activity, to introduce, or to review concepts.Strengthening practice through innovation and collaboration123Thursday, August 10, 1:452Coming Soon
Video Learning Teams for High Impact InstructionJulie KeblinskyIf you want to deeply understand your current teaching practice, you need to go beyond your own own perceptions or even feedback from observers. Learn how using video has allowed teachers at Mount Desert Island High School to work together to explore the realities of their dynamic classrooms and how giving feedback through the platform Sibme helped to strengthen their instructional practices.Strengthening practice through innovation and collaboration223Thursday, August 10, 1:452Video Learning Teams for High Impact Instruction Presentation
Teacher Initiated Study of "Student-Centered Learning" Affecting School CultureKristen Archer, Janet Anderson, Deanna Emery, Kristiana Slocum, and Jessica WingWinthrop Grade School Teachers have been reading and discussing, "Student-Centered Learning: Nine Classrooms in Action", during an after-school book group that we initiated for school year 2016-2017. The book, which was written by nine Maine teachers primarily in high poverty schools, describes strategies for leading student-centered classrooms. We share how our discussions of the strategies have begun to impact our classroom practices and the culture of collegiality and collaboration we are beginning to experience. These changes are important to enhance equity among our school's population of students living in poverty (42%).Strengthening practice through innovation and collaboration214Thursday, August 10, 1:452Coming Soon
Teacher Leaders: An Untapped PotentialDiana Allen & Angie McLaughlin & Margo MurphyGuided conversations around teacher leadership. What is a teacher leader? How can teacher leaders impact our profession? We will share numerous state, national and international groups that can be joined for support in their role as education leaders. Ending by asking teachers to brainstorm next steps they can take.Building capacity for teacher leadership122Friday, August 11, 9:153Coming Soon
Mystery SkypeCherrie MacInnes and Dee BryantDuring this interactive session, participants will discover the value and power of using Mystery Skype or Hangout in the classroom.. .Learn how this teacher created game develops an understanding of geography and cultural diversity while promoting communication and critical thinking skills.Strengthening practice through innovation and collaboration141Friday, August 11, 9:163Mystery Skypes/Hangouts Links
The Danger of a Single Story: Exploring Identity, Power and Bias in CurriculumTiffany DemarestLiterature can provide students with windows, mirrors and doors: windows to see the world, mirrors to see themselves, and doors to step into other worlds. But in order to provide students with these enriching experiences, we must look critically at our classroom libraries. Are many of the leading characters white? Are they mostly male? Do they reinforce stereotypes? We will discuss Chimamanda Adichie’s idea of a single story and explore how thoughtful classroom libraries can promote equity, cultural competence, and social change.Leading and teaching for equity153Friday, August 11, 9:173The Danger of A Single Story Presentation PDF
The Danger of A Single Story Presentation Google Doc
Cultivating a Literacy Community Through Collaboration and CoachingShelly Moody & Heidi GoodwinAre you interested in ways to transform educational practices to benefit teaching and learning? Are you a literacy leader that is seeking new ways to build a community of readers in your school or classroom? In this session, participants will explore how literacy leaders and instructional coaches affect school communities. Participants will collaboratively explore opportunities for coaching as an avenue for leadership on a variety of levels, including peer coaching and collaboration through technology. Ideas for building strong literacy communities for both adult and student growth will be shared.Strengthening practice through innovation and collaboration145Friday, August 11, 9:183Coming Soon
Teacher Evaluation- Understanding the StandardsElaine FerlandParticipants will engage in discussion in large and small groups about the National Board Teaching Standards that have been adopted by the MDOE. Activities will review each standard and what that looks like in a classroom. Teachers will leave with strategies and ideas to use in the classroom based on discussions. Videos will be used to share teaching in the classroom. Participants will be part of a sorting activity that will allow them to see what standard their everyday instruction falls under. Questions will always be encouraged.Strengthening practice through innovation and collaboration123Friday, August 11, 9:193Teacher Evaluation Presentation Companion Guide
Close Writing TeachersPaula BourqueAs accomplished teachers of writing it is crucial to be writing teachers. Whether you want to publish or improve practice we'll explore ways you can become a Close Writing Teacher. Engaging with communities of educators who share your passion and will support your pursuits can be a key to your success. Come join this session and we can start our own collaborative community.Strengthening practice through innovation and collaboration223Friday, August 11, 9:203Coming Soon
Data DrivenSean MaloneYou all have taken the Brightbytes surveys (some multiple times) but what lies under the hood? What does the questions tell us about learning & technology? I get to see all the data for the state and the admins in your school often times sees the overall data, how might we leverage this data to drive instructional change? In this session, we will peek under the hood and use the data to drive instructional changes.Strengthening practice through innovation and collaboration, Building capacity for teacher leadership214Friday, August 11, 9:213Coming Soon