Michael Baker, Paraprofessional at Pinkerton Academy
For 30 years, Michael Baker worked in ophthalmology as an Ophthalmic Technician. However, when his wife expressed interest in starting a potential business, he knew he’d have to look for something different with better benefits.
Searching for something new, Michael reached out to an acquaintance who happened to be a school counselor at nearby Pinkerton Academy. After connecting, Michael’s friend encouraged him to apply for an open paraprofessional role at the school. He applied and was hired. And while he knew he was going into the education space, he didn’t realize the tremendous impact the role would have on his life.
Transitioning into the education space
Michael had a rough idea of what paraprofessionals did, but the transition into the education space was a sizable leap. A valuable member of the classroom, paraprofessionals help support students with disabilities, supervise individual or group work, support behavior management challenges, and much more. The role of a paraprofessional is demanding and requires a caring and supportive individual.
While Michael recognized the importance of building relationships with others from his time as an ophthalmologist, shifting into a paraprofessional role challenged Michael and required him to learn and grow. For example, in the private sector, Michael didn’t email his colleagues. Transitioning into his new role required him to adapt and feel comfortable using technology. Plus, he had to learn about Individualized Education Plans (IEPs) and best practices for addressing unique — and sometimes challenging — situations with students. Despite this, Michael jumped in feet first, and the entire team and Pinkerton supported him.
That was almost 10 years ago. Today, Michael is a well-loved paraprofessional at Pinkerton and is working toward becoming a full-time teacher — taking classes as a nontraditional student with the support of Pinkerton.
For others joining Pinkerton as paraprofessionals, Michael tries to be a mentor and offer his support. He encourages them to observe classes, connect with others, and do what they need to do to succeed. He’s even encouraged other paraprofessionals to pursue full-time teaching careers as well — picking up on their natural abilities for connecting with students.
Thanks to Pinkerton’s all-new Educator Apprenticeship Program, the path to becoming a full-time teacher at the school is straightforward. Through the program, Pinkerton employees — including paraprofessionals — can pursue on-the-job learning and related instruction to become NHED-licensed educators. The new program creates opportunities for authentic learning and empowers everyone at Pinkerton to grow in their careers.
For Michael, he credits his growth and success over the years to the general education teachers. While he doesn’t work with a set number of special education students, he works together with different teachers to help set students up for success as needed. Some teachers he’s grown close with over the years and some he’s still getting to know, but each teacher has been appreciative and thankful for the extra support.
“I feel like we’re part of a well-run team,” said Michael. “As paraprofessionals, we’ve built good relationships with good people.”
Building strong connections with students
Growing up, Michael struggled in school. From trouble focusing on specific tasks to zoning out during classroom instruction, Michael often found his mind wandering. As an adult, Michael found out he struggled with ADHD — and it still impacts him today.
Yet, this challenge also helps him connect with the students he works with 1:1 at Pinkerton as a paraprofessional. Reflecting on his relationships with students over the years, Michael knows the significance of being there for the kids. Students who have struggled to find themselves, express their feelings, navigate being transgender, and more have all opened up to Michael, finding comfort in his presence.
“To me, that is a privilege and an honor to be trusted with something like this,” said Michael.
Those special moments have led to life-long connections and Michael cheering on his students outside of their 1:1 time. Since joining the Pinkerton team, Michael has formed incredible bonds with several students — noting that often, students are wise beyond their years.
“You learn things from kids that you don’t always think about,” said Michael. “It’s eye-opening.”
And while some relationships grow and blossom, that’s not always the case. Some students open up and others don’t — at least not at first.
“Sometimes, I need to remind myself to pause, stop thinking, and listen to understand how a student is thinking,” said Michael. If you can do that, it allows you to help more. Sometimes resistance is them asking for help.”
Reflecting on the impact of Pinkerton (and the students)
Michael’s time at Pinkerton has been filled with growth, and for that, he credits the opportunities and sheer size of the school.
“The beauty of Pinkerton is that it’s such a big campus,” emphasized Michael. “You can almost always find your group. There are a lot of different clubs and people. Sometimes, our special education students won’t be as active, so I help them try and find clubs and activities.”
The support Michael provides his students helps them find their place. As for Michael? He’s found his place here at Pinkerton. From seeing his students grow and thrive to forming great friendships with colleagues (including annual fishing trips together), Pinkerton’s impact on Michael’s life is immeasurable. Now, he couldn’t even imagine working anywhere else.
