As a unique, independent academy, Pinkerton Academy's mission is to strive to ensure the growth of all students in a challenging, respectful, and collaborative environment. The Academy fosters a student-centered community with purposefully designed, interactive and relevant learning opportunities.

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Pinkerton Academy P.A.C.E. students Malik Collins and Ethan Poole work on their posters for the Reverse Career Fair

For the first time, Pinkerton Academy is hosting a Reverse Career Fair. Rather than the traditional format, students and employers will switch roles, leaving the employers to walk around the fair and talk with students who have created booths to sell themselves and their skills. We talked with Pinkerton Academy Continuing Edcuation (P.A.C.E.), which will be sending approximately 10 students to the fair. 

Q: How is P.A.C.E. involved with the Reverse Career Fair?

A: As the primary goal of the Careers course [one of the P.A.C.E. course offerings] is to arm students with the knowledge, resources, and experience to support professional success after high school, attendance at the Reverse Career Fair is another opportunity for our students to not only gain valuable experience marketing themselves (on paper and in person) to prospective employers, but it also gives them a way to access multiple employers in one event.

Q: What are the students asked to do?

A: Students are asked to prepare a tri-fold presentation with an appropriate photo of themselves and their "resume" presented in some format, highlighting their skills and relevant experience. They are also prepared to take questions from any prospective employer.  We do an "elevator pitch" activity earlier in the course to give them some practice in this.

Q: Why is this important for them?

A: Many of our students are actively looking for employment, as they will be graduating soon.  This event provides them "1 stop shopping" for a new job (or perhaps their first job!) and it provides them invaluable experience in interviewing and face-to-face communication.  

Q: What would you tell employers about these students?

A: Many of these students have little work experience but have participated in courses that prepare them with skills and certifications that are valuable in the workplace.  They will be looking for their first full-time job following graduation in just six weeks and are eager to get started!

Q: What do you hope they gain from the experience?

A: At the very least, experience interviewing...something we adults know is necessary and valuable.  At the most, experience and a new job in which they learn, grow, and be successful! This reverse job fair model allows students that may otherwise feel insecure with interviewing, be prepared with a prop of sorts, the board, to tell about themselves and the more relaxed atmosphere helps students be less anxious and practice the soft-skills we hope they have developed as they move away from high school.  

Q: What else should people know about P.A.C.E?

A: People should know our mission, which helps give a sense of who our students are and what we're all about! "The P.A.C.E. Program offers supportive, alternative paths for students to complete their high school requirements in smaller settings, with flexible schedules, and teams of professionals who encourage and motivate students."

As we like to say -- P.A.C.E. yourself! The road to success doesn't have to be a traditional one!


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Each year during Social Studies Week, the Psychology Fair takes over the Shepard Auditorium! Our A level and AP Psychology students have developed an activity or experiment based on a concept/theory/principle of Psychology and then run those experiments/activities in real time during the fair. Students from the Social Studies classes come to the fair to participate and learn. The A and AP students will then analyze their results and write a reflection based on their experience.

Additionally, for the past few years this event has been dedicated to Bill Cofrin, a long-time Psychology teacher at Pinkerton. The blue t-shirts you see in the pictures are created by the students and sold to faculty and friends to raise money for a scholarship in Bill's honor. 

Thank you to all the students and teachers who make this event great every year!


Colin Mafera

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A group of students piloted Pinkerton's new Reverse Career Fair format this morning at the 19th Annual trade show and job fair with Southern NH Homebuilders Association. Rather than the traditional format, where employers set up and pitch to potential employees, our students set up a booth and pitched their own services to potential employers. Colin Mafera and Sean O'Connor both remarked at how the process of pitching themselves was much easier than they imagined it would be. Mafera noted that he had received several offers, on the spot, for summer jobs. 

"The employers love this format," said Lisa Bowman, Executive Officer for the Southern New Hampshire Home Builders Association.

Doug Cullen, Pinkerton Academy Manager of Career Services, said that this format is a great opportunity for Pinkerton students.

"This assures that our students engage with employers and make sure that they see the absolute best that our students have to offer. We think that it will increase the amount of engagement that student have with employers and that it will deepen the rigor of the workforce development competencies that we've had in place for many years."



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A visiting group from India came to Pinkerton Academy on March 27 looking to learn more about higher education in the United States and to learn from out students about the process. Global Studies Coordinator Peter Schmidt has previously served on the World Affairs Council of New Hampshire and uses his connections to facilitate visits like this to Pinkerton. 

The group sat in on Mrs. Flint's Economics class. On 3/27 they were studying occupation preparation and preparing for a job shadow program, facilitated in part by Mr. Cullen, which presented a perfect opportunity to talk about higher education. Students shared their plans and goals for the future and in the process, helped our visitors understand the application process and compare the U.S. university system to their own. 
"This experience was an example of global learning at its finest!" said Schmidt. "Our students were fine ambassadors of our school and country."
Schmidt also touted the visit as an opportunity for students to engage with leaders and professionals from a different part of the world. 
"Pinkerton students are able to gain important global perspectives and the understanding that they can learn from and with anybody, regardless of where their come from or what their background is," he said. 



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22 students traveled to Costa Rica in February for a two-week Spanish language and culture immersion. They lived in a Costa Rican home, attended classes four hours a day for two weeks and signed a contract promising that they would only speak Spanish while in their classrooms and with their host families! Total immersion was the goal and students had a blast. This experience was a 1/2 credit course for which the students actually earned a diploma upon completion. 

For the second week the group went to Sámara, which was near the ocean. During the 2 weeks they attended the Intercultura International School, with campuses in both Heredia and Sámara, for four hours each day. “I enjoyed the schooling there, and it helped me to really improve my Spanish speaking skills,” says junior Max Fairbank. Over the 14 days they were there, the students got to do amazing activities, such as touring a coffee plantation, the capital San José, a national art museum, watch a professional soccer game, have authentic dance and cooking classes, go ziplining, and many more things that enhanced their experience in Costa Rica.

Special thanks to teachers Toby Frank, Loly Mireles and Amy Farley!



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In Mrs. Carr's English class, students are given the opportunity to perform a scene from Shakespeare's Romeo & Juliet for an audience of their peers.  Carr, who divides the famous balcony scene into 5 parts for a "relay" performance, says getting students closer to the text through analysis and performance deepens their understanding. She regularly reminds students of the big picture: "Love it or hate it, it's important to experience and appreciate Shakespeare."  Why?  "He's responsible for huge chunk of the English language!"