Teachers on steps


Teacher Programs

Content-rich professional development opportunities.


Nicole Rancourt
Program Officer
(207) 773-5051



Teacher Programs: For Students

Letters About Literature

Student in classLetters About Literature is a national reading-writing contest in which readers from grades 4-10 are invited to write a personal letter to an author, living or dead, from any genre—fiction or nonfiction, contemporary or classic—explaining how that author’s work changed the student’s way of thinking about the world or themselves. Teachers typically use Letters About Literature as an assignment and work intensely with their students to refine their thoughts and improve their writing skills.

The Feminist Project 1

Student Humanities Ambassador

MHC is looking for creative and energetic high school students interested in community engagement through the humanities.   Through the Student Humanities Ambassador Program, selected students will work with MHC and their teacher-mentor to identify a topic and, working with a budget of $1,000 donated by MHC, create, plan, run, and evaluate a humanities-based program or event within their communities.

Artist Pigeon with students at the Civil Rights Team ConferenceCivil Rights Team Project

MHC is proud to collaborate with the Civil Rights Team Project (CRTP), a program based in the Attorney General of Maine’s office. The only program of its kind nationwide, the CRTP’s mission is to increase the safety of elementary, middle level, and high school students by reducing bias-motivated behaviors and harassment in our schools.

Students celebrating their win at History DayMaine National History Day

Maine National History Dayco-organized by the University of Maine and the Margaret Chase Smith Library, is an annual event for teachers and students in grades 6-12 that promotes critical thinking skills through project-based learning. Students choose a category–website, paper, exhibit, documentary film, or performance–and compete in a statewide event held at the University of Maine each spring. The top finishers in each category travel to Baltimore, MD for the national-level competition in the early summer.


  • “It really is quite impressive to listen to the points of view of different teachers and how they analyze books and the ideologies and methodologies that they use when learning, discussing and teaching new material. I really, truly, feel fortunate to have been able to attend these meetings with my fellow [participants] and to learn from them...being in these meetings has been invigorating for me personally, and the flow and ease in which our discussions take place is seamless and more than pleasant; they are family-like. The camaraderie and collegiality that we have with one another is like those that are studying together at a college or university, rather than people going to ‘meetings.’”

    -Teaching American History participant

  • “University study had not prepared me for the lonely and secluded side of teaching. Once in the classroom I spent the entire day behind closed doors with few opportunities to talk to other adults about my teaching or content. To make matters worse in small schools there was often no one else that taught the same content, no one with whom I could share my passion. On the rare occasions when professional development opportunities presented themselves the focus sessions were usually on pedagogy not content. [This program] has not only served as a vehicle by which I have been able to come in contact with other teachers that shared my passion for history, but it has as treated me as a scholar, not as someone who has to be told how to teach but as someone who knows their craft and is valued for that skill. I have returned to the role of historian and expanded my knowledge with a more mature and focused eye, that of the classroom teacher.”

    -Teaching American History participant

  • “This was a once-in-a-lifetime professional development experience. I gained a huge amount of knowledge that I will apply directly in my classroom.”

    -Borders and Borderlands participant

  • “The workshop exceeded my expectations. There was a very high level of academic rigor. There was a well rounded variety of speakers who made us think critically about different aspects of the topics.”

    -Borders and Borderlands participant

  • “…the voices from the characters in the books give me a constant reminder of the diversity of experience and needs for my students and colleagues and in a real sense this gives me permission to step back from hurried preconceptions and use more patience and kindness in dealing with some difficult situations.”

    -Literature & Education participant