Meet NEA’s 2026 Education Support Professional of the Year Finalists

Stanley “Ric” Calhoun, Northshore Education Association, WA 

As a campus supervisor at Inglemoor High School, Calhoun is intentional about making sure all students feel safe, seen, and supported both emotionally and physically.  

“My daily interactions go beyond supervision,” he says. “I greet students by name and build trust through consistency. This visibility has created a culture where students feel comfortable approaching me with concerns, knowing they’ll be heard and respected.”  

An Advocate for Inclusion

One of his most impactful initiatives was launching a racial justice video project, where students of color and other marginalized groups shared their lived experiences in the Northshore School District.  

“These videos opened a direct dialogue between students and staff, fostering empathy and awareness around race, religion, sexual orientation, and ability,” Calhoun says. “It prompted colleagues to examine their own practices and engage more thoughtfully with marginalized students. It helped staff better understand how their actions affect student well-being and created space for healing and growth.”  

As a football coach and strong advocate for inclusion, Calhoun led efforts to expand Unified Sports under the Special Olympics umbrella.  

“We brought together students with and without disabilities, fostering friendships and breaking down stigma,” he says. “This work has significantly improved social-emotional well-being, allowing students with disabilities to participate fully in school life”.  

His goal is clear: to create a safe and welcoming environment not just to respond to incidents, but to prevent them by building relationships. Students now stand up for one another, he says, and bullying has decreased. They know they can trust Calhoun and other staff who engage with them positively, which extends to student families.

“I’ve always believed that supporting students means supporting their families and the broader community and my work extends beyond the school day and beyond the school walls, rooted in a commitment to connection, compassion, and service,” he says.

Recognizing that some students face food insecurity during breaks, he organized weekly snack deliveries to local neighborhoods. Staff donated funds, and Calhoun personally delivered a mix of healthy and fun snacks not just to high school students, but to their siblings and families.  

“The program builds trust and familiarity, especially for younger siblings who would later attend Inglemoor, and helped staff better understand the realities many families face,” he says.  

Equity-Focused Leadership

Calhoun’s union activism has been driven by a deep commitment to elevating the role of Education Support Professionals (ESPs) across Washington. As Vice President for ESPs in the Northshore Education Association (NSEA), and Chair of the WEA ESP Bill of Rights Subcommittee, he’s worked to strengthen the professional stature, stability, and effectiveness of ESPs through organizing, advocacy, and equity-focused leadership.  

“One of my most impactful contributions is leading the development of the ESP Bill of Rights, a statewide campaign that outlines the essential conditions ESPs need to thrive, professional pay, access to training, job security, and respect,” he says. “This initiative has helped shift the narrative around ESPs, positioning us not just as support staff, but as essential professionals whose work directly impacts student success. It has also informed bargaining strategies and legislative advocacy aimed at improving wages, benefits, and working conditions.”  

Locally, he has helped organize one of the highest union membership and WEA-PAC contribution rates in his district. He also serves on multiple bargaining, labor-management, and equity teams.  

Calhoun says equity is central to his union engagement. He helped establish affinity groups for BIPOC and LGBTQ+ members and successfully bargained for regular meetings with his district’s Racial & Educational Justice Department, improving representation, fostering inclusive workplaces, and strengthening the support systems available to ESPs.  

“As a multiracial man, I bring an intersectional lens to every role I hold. I advocate not only for racial justice, but also for individuals with disabilities, LGBTQ+ staff, and others whose voices are often overlooked,” he says. “My activism is grounded in the belief that every ESP deserves to be seen, respected, and supported and that our collective strength lies in our ability to organize, uplift, and lead.”

Whether through direct mentorship, union activism, or equity initiatives, he works to create a professional culture where ESPs and other staff feel valued, empowered, and equipped to succeed.  

“At the end of the day, my job as Vice President for ESPs, Northshore Education Association (NSEA) is about showing up, listening, and taking action whether that’s helping a colleague navigate a tough situation, pushing for better working conditions, or building a stronger, more inclusive union.”

Calhoun is professional relationship builder, says Kim Leatherman, a fellow ESP colleague and friend.  

“Ric has known and seen the impact on students who are not culturally represented by their educators. As the demographics of educators at his school has become more diverse, Ric has built a close network of BIPOC educators at his school. This is a double win, creating a sense of belonging and connection for students and staff.”  

A Gentle Soul with Fighter Instinct

He is widely known and well liked in the ESP community and beyond, but his gentle nature belies his tough fight for equity and justice, she says.

“Do not let Ric Calhoun’s kind, calm Teddy bear, disposition fool you. When it comes to his family, his students, his colleagues and his sense of what is right and just, Ric is a fierce advocate who takes every opportunity to be of service,” says Leatherman, a paraeducator in Calhoun’s district. “Ric may have joined the union after I did, but his dedication and involvement, at many levels in our education associations, has made him my union big brother. He has helped and encouraged me, and countless others, to get involved and stay engaged in the work of supporting public education.”  

Mary Reynolds-East, Millard Education Association, NE 

Paraeducator Mary Reynolds-East works with students one-on-one in reading at Holling Heights Elementary School. Most of her students require a little extra practice to gain confidence in their abilities, but sometimes there are students who are mostly in need of a positive connection to a trusted adult.

“Their parents may not have the time to practice with them at home,” she explains. “I often think of a first grader who didn’t have stability in his home situation, and at times he and his family were homeless.”  

Four days a week, East provided him with a safe, caring space to read. Not because he wasn’t already a good reader, but because he needed a connection. His teacher knew that East could be that person for him and asked her if she would work with him. She gladly agreed.  

“Each time I came into his classroom to get him, he got the biggest smile on his face, would grab my hand and off we’d go to the library to pick out a book for our reading time,” East recalls.

Passion to Make Positive Changes

Providing reading support and being a trusted adult is one way East impacts her students each day, but she also found a way to make an impact on the whole school community and their families during lunch duty. It started when she noticed how much good food was being discarded each lunch period.

“The sight of perfectly good food being discarded in our school ignited a passion within me to make a change to help our community,” she says.

Holling Heights is a Title I school where she says students and families are facing unprecedented obstacles to feeding their families. East knows students cannot learn unless their needs are being met, the most basic of which is access to healthy, affordable food.  

“I felt compelled to act, determined to redistribute as much as possible to avoid the waste,” she says.  

She partnered with Lynda Laird, a fifth-grade music teacher, to “rescue” food in our school like apples, bananas, and unopened packages of things like Goldfish or pretzels and offered them as snacks for later in the day. On Fridays, a basket with all the food from the week was offered to students to take home for the weekend.  

East is now working to expand the program to include perishables like yogurt, cheese sticks, and milk. Last summer she began researching food rescue models and developed a comprehensive plan that was approved by the principal. Now she’s working on a presentation for the entire school on how to share the abundance from lunch periods within the school community.

“Teachers Cannot Do their Jobs Without You”

East brings that same passion to her work in union engagement and activism. She began her union journey with the Education Paraprofessionals Association of Millard (EPAM).  As vice president during negotiating a contract in 2021, she asked Millard Education Association president Tom Royers for help. The time was right, he told her, for the groups to merge for the benefit of all.

“When I asked him why the teachers would support us without obvious immediate returns, his answer resonated deeply: ‘Teachers cannot do their jobs without you,’ he stated, emphasizing their demand for better contract considerations for ESPs,” East recalls.  

When the vote was taken 99.1 percent of the paraeducators in the district voted for the merger.  

“Returning to the negotiation table, I felt the palpable confidence and power of collective union support. We consistently secured significant advancements for paras, not only in pay but also in clearer contract language and improved working conditions,” East says. “Union means never being alone.”  

As a leader of her union, East has bargained for some of the most significant wage increases for paras, implemented a system for longevity pay increases and clarification of contract language so paras would receive pay when they needed it for snow days or remote learning days. At the state level, she has been a voice for ESPs through lobbying at the State Legislature and making connections at State Senator Dinners. She was recently elected as ESP At-Large Member to the Nebraska State Education Association Board, where she plans to work for a state ESP Bill of Rights and the right to collective bargaining for all educators.  

A Relentless Advocate for ESPs

“As a leader in both her local, and now the state organization, Mary is relentless in making sure we center our conversations around treating ESPs as vital members of our school buildings,” says MEA president Tim Royers. “Every time she has received recognition, she immediately attempts to deflect the praise to her union siblings. She never wants to be in the spotlight or take credit, she just wants to see things get better. It is that combination - her capacity to get results, along with her complete and utter lack of ego - that makes her an incredible example of the kind of union advocate we need for ESPs across the country.”   

Tammy Preble, Exeter Cooperative Paraprofessional Association, NH 

As a paraeducator Exeter Cooperative Middle School in New Hampshire, Tammy Preble works with students who often struggle with self-regulation and can feel overwhelmed in the classroom.  

“I have learned that no two students are the same, and one approach will never fit everyone,” she says. “My focus is on meeting each student where they are, building trust, and creating meaningful connections that empower them to engage in learning.”  

For some, that means developing academic confidence; for others, it means finding their voice or learning strategies to manage big emotions. Preble says every step forward is rooted in patience, empathy, and creativity.

Building Confidence and Breaking Down Barriers

One student she supported was a heavy metal fan. To connect with him, she listened to his music to find common ground and to show him she valued what mattered to him. After every class, we set aside five minutes to listen to a song together, helping him reset for his next class.  

Another student she worked with struggled with attending classes at all. His early trauma left him shut down and unwilling to engage. By the time he entered sixth grade, he avoided nearly every part of the day.  

“I knew connection was the key. I started with ghost hunts after he heard rumors that the school was haunted. What seemed like a game was actually a bridge turning the school into an adventure rather than a threat. Together, we explored the library, the gym, and the cafeteria.”  

As trust grew, she added other activities and games that slowly reintroduced him to social spaces. By seventh grade, he was attending multiple classes and thriving.  

Another student she supports has a different challenge. Rejection by peers often triggers anger, leading to disruptive behavior. He longed to be seen as “normal,” and resents having a para by his side.  

“To honor his dignity, I circulate the classroom, so he does not feel singled out, acknowledge his feelings calmly, and quietly advocate for him behind the scenes, sharinginsight with teachers before a crisis escalates,” Preble says. “He does not always realize it, but this invisible guidance allows him to feel more independent while still supported. Over time, he has built friendships, completed full period classes and now seeks connection on his own terms.”  

These stories reflect the core Preble’s work: trust built, confidence nurtured, and barriers broken down.  

“This impact is transformational, not transactional. Students learn to see themselves differently capable, included and valued,” she says. “Ultimately, my impact on students lies in my belief that every child deserves to feel safe, respected, and empowered to succeed. Whether it is through music, ghost hunts, or quiet advocacy, I meet students where they are and walk with them toward where they can be. Each success—big or small—proves that with the right support, every student can grow, thrive, and transform their future.”

ESPs: The Backbone of School Communities

Her steadfast advocacy for her students extends to advocacy for fellow ESPs.

“My union work has been one of the most transformative parts of my journey as an Educational Support Professional,” Preble says. “I entered this field to support students, but I quickly realized that to create lasting change, I also had to advocate for my colleagues and the ESP workforce as a whole. ESPs are the backbone of our schools, yet our voices are often overlooked. Through my union involvement, I found both a platform and a purpose—to ensure that ESP voices are not only heard but respected in every conversation that shapes education.”

Union Activism is About Building Something Better

Being part of the union is more than paying dues or attending meetings; it is about building collective power and ensuring equity and justice guide our work, she adds.  

“Through initiatives like growing Easy Pay enrollment, strengthening membership, developing a mentorship program, attending leadership training, and creating community events, I have worked to empower ESPs and elevate our profession,” Preble says.

She strives to build a sense of family among the paras in her union. They host meet-and-greet events to welcome new members, send out a monthly newsletter that shares birthdays, updates, recipes, and moments of joy, and launched a “Para of the Month” recognition with high-five pins to celebrate excellence. To ensure members have a real voice, they use Google Forms to gather input before negotiations—making sure advocacy reflects their priorities, not just leadership’s.  

“These small actions build unity, trust, and pride in who we are,” Preble says.

To Preble, union activism is not about defending what exists, it is about building something better.  

“Bridge-building has become one of the most meaningful aspects of my activism,” she says. “I see ESPs as the bridges connecting students, families, teachers, and the community. Each conversation about membership, each leadership lesson shared, and each effort to mentor a colleague strengthens that bridge.”

Preble entered the profession because she saw the difference one caring adult can make in a child’s life.  

“What began as a job became a calling rooted in the belief that education transforms lives and that ESPs are essential partners in that mission,” she says. “Looking back, I see threads of impact woven together on students, families, colleagues, and through my union work. Each area strengthens the others because true change happens through connection, trust, and equity.”

Preble is working hard to change how paraeducators are viewed, which is often through old stereotypes. The reality is that many hold degrees, specialized training, and deep expertise.  

Every paraeducator completes 50 hours of professional development every two years, yet many still work two jobs to make ends meet.  

She looks at her union activism as a way to show policymakers, parents, and the public that ESPs are not “extras,” but integral educators whose presence shapes the daily lives of students. By lifting ESP visibility in statewide conversations, she aims to create a ripple effect where ESPs’ value is recognized, and the profession is strengthened for future generations.

“It is time for recognition that reflects our value with fair wages, affordable healthcare, and respect for our essential role,” she says. “When paraeducators are supported and valued, students and communities thrive. My vision inspires others to see ESPs as the heart and glue of education.”

Understanding Kids, Undaunted by Challenges

Preble is the type of person who understands kids, according to Jake Goodwin, a sixth-grade teacher at Exeter Cooperative Middle School and NEA-New Hampshire Secretary Treasurer.

“The middle school years are, at times, confusing and awkward for students. Tammy can be found at the side of students who are struggling emotionally, behaviorally and academically,” he says. “She affirms the good in each student while gently pushing each to be their best selves. She is patient and considerate; a person you would wish for your child to spend time with.”

He adds that Preble doesn’t shy away from a challenge, in her role as educator and in her union activism. She took on the role of president of Exeter Cooperative Paraprofessional Association at a time when the district had lost many paraeducators. She increased membership, successfully bargained a contract that created a minimum wage of about $20 an hour, and continues to advocate for the healthcare benefits that all ESP members deserve.  

“When asked what it will take to turn things around for ESPs in the state of New Hampshire, Tammy is unabashed, ‘We need a living wage. PERIOD. We need healthcare for our families. PERIOD.’,” Goodwin recalls.  

He says she looks to solve problems in a systems-oriented approach that is thoughtful and generative.

“Spend a moment with Tammy and you can see what has made her a cornerstone of our school community: she believes in people. She believes that students can gain the skills they need to live independent and fulfilling lives, she believes in the partnership between teachers and paraprofessionals as a team for creating the schools we need, and she believes in bringing her whole heart to everything she does,” Goodwin says. “Simply said, Tammy is real. She is real in her kindness. She is real in her advocacy. She is real in her approach to speaking up for those in our community who too often have been left out.”