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Board member describes Wabanaki studies professional development and curriculum work
Summary
A board member described participation in the Penobscot Nation summer intensive and the district’s efforts to develop authentic Wabanaki studies curriculum and staff professional development, citing LD 291 as the enabling state law to require instruction about Maine’s Native people.
Board member Lena told the Portland Board of Public Education on Oct. 28 that Portland Public Schools has invested in an authentic Wabanaki studies curriculum and professional development for staff, including participation in the Penobscot Nation summer intensive.
Lena said the state passed LD 291 in 2001 to require teaching about Maine’s Native Americans; she said the law did not include implementation guidance and Portland has filled that gap with local curriculum and training.
"Connecting with local history as well as current events pertaining to Wabanaki people allows students to authentically engage with place in a real way beyond a textbook," Lena said, describing a program that includes four 2‑hour sessions plus a three‑day overnight canoe trip to Sugar Island hosted by Penobscot Nation educators.
Why it matters: Board members said the district’s work aims to provide place‑based, culturally grounded instruction that goes beyond compliance and seeks to maintain relationships and trust with Wabanaki communities.
Details presented
- Program structure: The Penobscot Nation summer intensive includes classroom sessions, field experiences such as canoeing and storytelling, and instruction from cultural experts, scientists and policy advocates.
- District supports: Portland Public Schools has invested in staff professional development, curriculum coordination (cited staff Fiona Hopper and teacher Tyler Jellison) and ongoing training for building leaders and teachers.
- Board comment: Members emphasized sustaining the work to avoid being a "colonial system that breaks promises to indigenous communities." They commended staff and community members who developed the curriculum and professional development.
Ending
Board member Lena asked the district to continue prioritizing Wabanaki studies and thanked staff and community partners for their work.
Provenance: Remarks and description of the Penobscot Nation summer intensive and curriculum work appear in the meeting transcript beginning with board member Lena’s presentation (Oct. 28, 2025).
