Salida High School has a new paraprofessional: Hannah Centore. On the daily, she supports students and works along with teachers to ensure classrooms work efficiently and student needs are met. Centore joined the school at the beginning of the 2025-2026 school year. While she is new, she plays her part in assisting students throughout the day, specifically ones with Individualized Education Programs (IEP’s), while also collaborating with staff.
Centore explained her role as a paraprofessional can often be misinterpreted. “So, it’s a paraprofessional,” she said, “Districts call it different things … some call us educational support professionals, some call us teacher assistants or teaching aids (TA’s).” The position involves more than just assisting teachers though. “Really, our biggest task in our employment here is to help students out with things.” Centore stated, “We help kids who have IEP’s, and we make sure the needs of those IEP’s are being met.”
Confirming that those needs are met is a huge responsibility for Centore and other paras. “If they’re not, then that’s actually a legal problem,” Centore said, “More importantly, that means that kids aren’t getting the support they need, and that’s super important.”
Centore began working at Salida High School in August of 2025, just a few days after moving. “We moved out here in August, a couple days before school started,” she said. “We had actually never been here before.” Centore moved from Boston, originally growing up in Syracuse, New York. Centore was surprised but pleased by Salida upon moving.
Her work day often starts early. “I like to get here a few minutes early, it’s tough because my partner and I share a car so it doesn’t always happen. I’ll come in—if it’s a Thursday, I’m definitely getting breakfast because I love biscuits and gravy. Then I’ll usually check my email first in my office. When it’s a Tuesday or Thursday, I like to try to get to class a little bit early so I can help set things up. I’ll just go throughout the day helping people with things. During my lunch break, I’ll either meet up with my partner or I’ll stay back and help people with their work that they maybe need to get done. Usually by the end of the day, once I’ve gone through all the blocks with everybody … I’m pretty much leaving at 4 and going!”
“I actually always studied early childhood and childhood education, so birth to age 12,” she said. Working with high school students was a change for her. “Really, really, different from high school,” she shared, laughing. Centore initially applied for an elementary position, but unfortunately the spot was taken right before her. “They were like, ‘There’s this one position at the high school, we really need someone,’ so I took it to see what kind of adventure it would be,” Centore said, “And it’s been great!”
Collaboration is a major component of Centore’s job at the school. She starts by listening to students to understand what they need most. “I first try to make sure that I have a really good understanding of student needs and of what really has to happen.” Apart from the student aspect, she personally communicates with teachers and staff. “I like to have a little conversation with teachers about what we can figure out together.” She described Salida staff as ‘super collaborative.’
Working with high school students has also shaped her future goals. For her, it “has been super interesting because it’s so outside my comfort zone.” Centore is now inspired in possibly continuing her education or even teaching other age groups, such as students at the middle school.
Outside of school, Centore enjoys skiing and hanging out with her partner. She’s in love with Salida’s community and environment. “The people around here really appreciate the environment around them and all the access to nature that they have, and I feel like that rubs off on people.” Centore loves working with Salida High School and hopes to meet more people throughout her experience.
