One Campus, One Vision
A Long Term Academic Outlook That Puts the Students First
Growth has a way of revealing both opportunity and urgency. For Maine School Administrative District #51, continued enrollment growth has prompted thoughtful reflection and decisive action, prompting the district to reexamine how it serves students today and plan carefully for the future. Serving the communities of Cumberland and North Yarmouth, MSAD #51 is navigating this moment through long-term strategic planning, major infrastructure investment, and an unwavering commitment to academic excellence and student well-being.
Across administration, governance, and operations, the district is balancing immediate demands with a long-term vision. At a time when many districts face uncertainty, MSAD #51 is advancing with clarity, grounded in planning, collaboration, and a deeply rooted focus on students.
Revisiting the Strategic Vision
The district is currently developing a new strategic plan, marking its first comprehensive update since 2018. That earlier plan was designed as a three-year framework but was repeatedly extended as the district navigated pandemic disruptions and mounting enrollment pressures.
“We haven’t had a new strategic plan since 2018,” says Jeff Porter, Superintendent of MSAD #51. “It was supposed to be a three-year plan, but during the pandemic, it was extended and continued to be extended as we kept adding priorities. At this point, it’s time for a new plan.”
Porter explains that the process will unfold over approximately a year and will involve broad stakeholder engagement. Students, families, staff, and community members will be invited to help shape a plan to guide the district over the next three to four years.
The timing, he adds, reflects both readiness and necessity. With several long-standing priorities now underway, the district has an opportunity to refocus on its broader academic and organizational goals.
Facilities Planning Meets Community Values
One of the most significant milestones informing the new strategic plan is the voter-approved One Campus Project, a comprehensive facilities initiative designed to address both immediate space needs and long-term sustainability.
“The board wants to do this, and the community is ready for it,” explains Leanne Candura, Chair of the MSAD #51 Board of Directors. “Many of the priorities from the previous strategic plan are already being addressed through this project, which makes it the right time to look ahead.”
The One Campus Project includes a new pre-kindergarten through grade two school, classroom additions to the existing elementary school, a new maintenance facility, an artificial turf field with lighting, and extensive site improvements. Rather than approaching these needs individually, the district intentionally bundled them into a single proposal.
“This was intentionally presented as one complete package,” says Tim Valenti, Board member for MSAD #51. “We wanted the community to understand how all of these elements work together to support students over the long term.”
Building Consensus
The path to the One Campus Project was neither quick nor simple. District leaders explored multiple options, including off-campus sites, in response to sustained enrollment growth. Public engagement ultimately made the community’s preference clear.
“There was strong feedback that people valued the one-campus feel,” Porter notes. “It is part of the fabric of this community.”
That vision became possible when land adjacent to the existing campus became available, allowing the district to expand without dividing its student population. From there, planning accelerated, informed by years of prior studies and multiple design iterations.
“This is actually the fourth design process the district has gone through,” Porter explains. “Each time, the board and community learned more about what would and would not work.”
Moving Beyond Modular Classrooms
For more than a decade, MSAD #51 relied heavily on modular classrooms to accommodate rising enrollment. At one point, 33 modular units were in use, creating what many described as a school unto itself.
“These are not simple trailers,” says Scott Poulin, Director of Finance, Human Resources, and Operations for MSAD #51. “They are connected modular classrooms that function like mini schools and come with significant operating and maintenance costs.”
Each summer brought intense logistical challenges. Poulin explains that the district typically had a six- to seven-week window to complete site work, install modulars, and prepare for the new school year.
“It has been an enormous amount of work every summer for nearly a decade,” he adds.
Financially, the shift away from modular classrooms is equally significant. The district expects to redirect approximately $700,000 annually toward debt service on the new facilities once modular costs are eliminated.
“Our teams have been incredibly creative and flexible,” Porter says. “But these workarounds were never sustainable if we wanted to maintain the level of excellence our community expects.”
Collaboration and Community Trust
Community involvement has been central to the district’s planning process. MSAD #51 established multiple advisory committees, including building and turf committees, that drew on local expertise in construction, finance, and project management.
“We had community members who understood the technical side of these projects,” Valenti explains. “That helped create confidence and accountability throughout the process.”
Candura notes that collaboration is especially important in a district serving two towns, with all facilities housed in one location.
“We are very mindful of how decisions impact both communities,” she says. “That includes tax implications and making sure we are good neighbors, particularly to residents near the campus.”
Ongoing coordination with municipal leadership has helped address traffic, infrastructure, and neighborhood concerns as construction progresses.
Attracting and Retaining Educators
Amid ongoing staffing pressures in education, MSAD #51 continues to attract a strong pool of applicants for teaching and support roles.
“We hear consistently that teachers apply because someone they trust already works here,” Porter says. “That speaks to the culture.”
The district’s educators have also demonstrated remarkable adaptability during years of transition. Staff have taught in modular classrooms, navigated ongoing construction, and adjusted to shifting configurations while maintaining high standards.
“They see the end of the tunnel now,” Porter adds. “Seeing the concrete being poured makes it real.”
Poulin emphasizes that leadership stability and a clear instructional focus help support recruitment and retention.
“The focus here has always been teaching and learning,” he says. “That consistency matters.”
Where Achievement Meets Support
MSAD #51’s high school has been ranked the number one high school in Maine for seven consecutive years, but district leaders are careful to frame success more broadly.
“The strategic plan has always guided our academic goals,” Porter explains. “The focus is on ensuring that every student is supported.”
A comprehensive Multi-Tiered System of Supports provides academic, behavioral, and social-emotional interventions. Graduation rates consistently exceed 96 percent, with targeted efforts to support students who need additional time.
From a governance perspective, Candura says student experience remains the driving force.
“My own children’s experience in the schools is why I joined the board,” she explains. “There is a genuine commitment to meeting every child where they are.”
Valenti adds that this focus transcends differences within the community.
“The agenda is always the students,” he says. “That is deeply ingrained in the culture here.”
Preparing for a Smooth Transition
As construction advances, MSAD #51 is already planning for the next phase. Over the next 20 months, the district will complete the One Campus Project while transitioning to new grade configurations across three schools.
“This is not just about buildings,” Porter says. “It involves program transitions, staff reassignments, and helping students and families adjust.”
Transition committees are being formed well in advance, reflecting a deliberate and methodical approach.
“We are planning 18 months ahead,” Candura notes. “That level of preparation is one of the reasons initiatives succeed here.”
Success Without a Ceiling
Even with its strong track record, district leaders believe MSAD #51 has not yet reached its full potential.
“We are a very good school district,” Valenti says. “But I do not think we are close to the ceiling.”
With fewer workarounds, improved operational efficiency, and renewed strategic focus, leadership sees an opportunity to build on an already strong foundation.
“There is a culture of continuous improvement here,” Porter says. “We are not satisfied with maintaining success. We want to enhance it.”
That ambition is reinforced by community pride. Residents, including those without children in the schools, remain invested in MSAD #51, viewing it as a cornerstone of local identity.
“The schools are the center of this community,” Poulin says. “People care deeply about them.”
Foundations of Purpose and Promise
As foundations are poured and classrooms take shape, MSAD #51 or Maine School Administrative District #51 is building more than facilities. It is reinforcing a vision shaped by planning, partnership, and an unwavering focus on students.
Success is not defined by rankings alone. It is measured by sustainability, equity, and the ability to serve every learner today while preparing confidently for tomorrow.
For a district growing by design rather than chance, that vision may be its most enduring achievement.
AT A GLANCE
Who: Maine School Administrative District #51
What: A growing, community-centered school district that pairs long-term planning with a deep commitment to academic excellence and student well-being.
Where: Serving the communities of Cumberland and North Yarmouth in southern Maine.
Website: www.msad51.org
