facultyFor years and years after high school, <strong>Milton</strong> students stayconnected to faculty members who shifted the course oftheir lives—teachers who believed in them, supportedthem, developed their skills and fueled their growth. Thedeep commitment of a learned and experienced group ofteachers is <strong>Milton</strong>’s great treasure, today and throughout<strong>Milton</strong>’s history. More than half the faculty have devotedover 10 years to <strong>Milton</strong> students, in classrooms, on playingfields and in dormitories. Scholars, writers, artists andresearchers in their own right, these are skilled people wholove teaching and the dynamics of learning.Faculty members at <strong>Milton</strong> are as diverse and individualisticas the students. They probe one another for newideas. They value each other’s openness, responsiveness,energy and talent. They are passionate about their subjectmatter and communicate that passion to students. Together,they care for individual students. They give totally ofthemselves.My colleagues are incredibly passionate and well-read; theycontinue to expand their knowledge; they are never lockedin old views. They like to think about things, to be open tonew views. Even my older colleagues are surprisingly flexible.They have taken ownership of what they do: they can tell youexactly why they do what they do and never use the royal“we,” as in, “here’s the way ‘we’ do it.” They are open to newideas, to each other, to new perspectives.You have this two-way flow of respect, which has an essentialimpact on the flow of ideas—they’re more fluid, more rich,more rapid, more dynamic. It’s the exchange of ideas that’sthe premium, because for students to be able to truly understandconcepts they need to speak about them. More sophisticatedand varied interpretations of the ideas come out asthe exchange goes on. We’re not in the business of giving outdefinitions. We’re here to help students develop interpretations—understandings—ofideas.—Michael Lou, History DepartmentFaculty do everything possible to enable students to learnat their own pace, and we really do not measure studentsagainst each other. We know them well. We support themindividually. We spend lots of one-on-one time with them.That said, this is a rigorous and demanding curriculum.Keeping it going, and paying close attention to each student,takes real energy.—Jim Connolly, English DepartmentAt <strong>Milton</strong> teachers know you well, and they are willing totalk with you about anything—obviously your class work,but also your concert coming up, or your friends, your gameagainst your rivals or your weekend plans. They make timefor you, and they don’t spend class time lecturing at you.They’re friendly and accessible. They respect what we haveto say in class. My advisor knows the <strong>Milton</strong> community sowell and provides such amazing insight for me. He’s incredible—he’sbeen to all seven continents—and at anotherschool I don’t know whether I’d have someone so interestingand intellectual caring so much and helping guide my highschool experience.— Louis McWilliams, <strong>Milton</strong>, MassachusettsClass IIIMs. Baker is my English teacher, and she has helped meimprove my writing so much this year. I’m really proud ofmy work in her class, and it helps that she comments so thoroughlyon everything I turn in. She’s so encouraging, saying“You’re doing great! This is an excellent paragraph—strongfocus with solid, supportive details.” I edited my critical essayso many times because I wanted it to be perfect—for me andfor her. She even makes grammar fun, even though there’snothing fun about grammar. She’s so respectful of us, and soopen.— Osaremen Okolo, Canton, MassachusettsClass IV18
factsNumber of <strong>Milton</strong> <strong>Academy</strong> faculty(1798): 2Number of <strong>Milton</strong> <strong>Academy</strong> faculty(2010): 127Percent of faculty with post-graduatedegrees: 78%Percent of faculty with doctorates:9%Ratio of students to faculty: 5:119