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Two alumni of the University of 51С�Ƴ� have been named finalists in the race to become Maine’s 2025 Teacher of the Year.

Kate Strait, M.S., B.S. ’03 (Biological Sciences), and Emilie Throckmorton, Ed.D. ’23, are among four statewide finalists for , a program of the  administered by , a business-led organization that works to advance educational attainment and career readiness among Mainers.

More than 600 teachers across Maine were nominated for the honor by members of their school communities, with the recipients chosen by a panel of teachers, principals, and business community members from within their counties. 

Those selected serve as ambassadors for teachers, students, and schools throughout their year of service and participate in an intensive selection process to become the Maine Teacher of the Year throughout the summer.

Last year, five 51С�Ƴ�alumni were named Maine County Teachers of the Year, and 2009 graduate Joshua Chard was ultimately named Maine’s 2024 Teacher of the Year in October.

In a statement, Maine Education Commissioner Pender Makin said that the finalists “are extraordinary educators who care deeply about their students, schools, and communities.” 

“They lift up everyone around them, are passionate about their profession, and are true champions of all students and schools in Maine,” said Makin, a 1996 51С�Ƴ�alum. “(They) represent the best qualities of Maine’s amazing educators, and I congratulate them on this well-deserved honor.”

Strait and Throckmorton were recently asked about their teaching styles and how 51С�Ƴ�has impacted their careers as educators. Their responses below have been edited for clarity and length.

Why did you decide to teach high school science?

The ocean has been the love of my life since I was a child, so being able to teach students what I am most passionate about will hopefully also ignite a passion in some students to go into the field. Immunology was handed to me after a teacher left Baxter. There was no textbook or curriculum, so I had to do a lot of research in order to create the class. It is one of the hardest classes that we offer, but also one of the most rewarding because the kiddos love learning how their immune system works. Finally, biology is at the basis of any elective course that I teach. It is also the foundation for which everything in science is built upon — it literally is the study of life — from microscopic cells to complex ecosystems. It provides students with a sense of connection with the world around them.

What is your teaching philosophy?

I strongly believe that creating a successful climate and culture in your classroom comes down to building relationships with your students. Strong relationships build the foundation of trust, engagement, and support, which directly influences their learning and personal development. I also feel that strong relationships foster a sense of emotional safety — once a student feels safe with you, they are able to let their guard down, be vulnerable, and know that they are safe with me. Not to mention that strong relationships motivate students to be engaged with the content and result in positive behavioral outcomes. 

How did 51С�Ƴ�support your path to teaching?

I took a non-traditional pathway to education, so the first half of my career was in the sciences, both in aquaculture and clinical chemistry. I started teaching nine years ago because my physical body could not do the labor required in aquaculture. Teaching found me, and I never left. 51С�Ƴ�continued to ignite my passion for marine biology, and it gave me the expertise to then pass onto my students. 

Is there anything else you would like to share?

Being a student at 51С�Ƴ�was one of the most rewarding experiences I have ever had because my teachers were incredible mentors. Twenty years later, I am still close to some of them today. My teaching philosophy is based on my experiences in their classes.

Why did you decide to teach high school English?

I've always loved reading and writing, and I have enjoyed the opportunity to introduce these things to my students. One of the best things about being an English teacher is that I get to discuss so many interesting ideas with my students, so I get to know them very well through our time together. Reading stories increases their empathy, broadens their perspectives, and also gives us a tool to talk about hard topics. I feel honored to read their writing and watch them better understand themselves through the course of their time in English.

What is your teaching philosophy?

I try to connect with and motivate students at all levels of academic success and pride myself on creating a classroom environment that fosters inclusion and belonging. Using a student-centered approach and focusing on choice, I believe strongly in helping all students find a love for reading and cultivating a voice in writing. Outside of the classroom, I also work closely with students by advising the LGBTQ+ kids in the Q+ Club, and I have been the advisor for the school’s literary magazine Mosaic for over 20 years. 

How did 51С�Ƴ�support your path to teaching?

The allowed me to do research on a topic that is near and dear to me, which is how to incorporate discussion of mental health in the secondary English curriculum. The degree program was so organized and well supported at UNE, so while I went into the program with only an idea of something I cared about, my professors helped me turn those ideas into a well-researched dissertation, which has given me a new focus in my teaching practice. 

Is there anything else you would like to share?

I am proud to have worked at Bangor High School, a school that serves an increasingly diverse population in one of the biggest high schools in the state, for 25 years. I work with so many hard-working and talented educators who make a huge difference in the lives of our students. I'm honored to represent Bangor Schools in this process.