E. E. Ford Foundation Fellowship
|To work at Hackley is to become part of the Hackley family. We employ approximately 230 faculty, staff and administrators in grades K-12. Our employees enjoy competitive salaries, benefits, and pension. Due to the day and boarding structure of the school, housing is sometimes an option as well. |
Faculty hiring generally takes place in late winter and spring, while administrative searches may begin earlier. Staff positions may become available at any time during the year.
Hackley faculty members typically possess undergraduate training in their specific curriculum area as well as a graduate degree either in education or in their field.
While assignments vary from division to division, responsibilities generally include teaching four classes of 16 or more students daily as well as extra duties such as homeroom or advisory, committee work, advising clubs, coaching, and after-school programs. Additional responsibilities include student grade reporting, comment-writing, and parent conferences.
Faculty are also expected to participate in the life of the school by volunteering to chaperone dances, school trips, and other activities.
Our search process may include a phone interview(s) and/or a visit(s) to campus during which candidates may meet the Headmaster, Assistant Headmaster, Division Director, Department Chair, additional faculty and/or students. All candidates will be asked to teach a class.
Staff members at Hackley provide support for the administration, parents, and students of the school.
Staff work a 40-hour week (8:00-4:00 daily).
Each staff member has an immediate supervisor responsible for training and setting tasks for them, and overall administration of the staff as a whole is the Assistant Headmaster’s responsibility.
Each staff position is different, but all the positions require a great attitude, strong interpersonal and communications skills, excellent computer and phone skills, and the ability to work as a participating team member.
The Headmaster, as the top administrator, and the rest of the administrative staff are charged by the Board of Trustees with enacting the school’s mission, management and supervision of curriculum and classrooms, as well as active communication with parents.
Responsible for all aspects of school life, administrators can expect to spend long hours at the school, including nights and weekends, to proficiently supervise student and faculty activity, and to coordinate parent and student events.
Administrators must demonstrate strong leadership and supervisory skill, and the willingness and capability to operate in a collegial, professional work environment.
|Benefits of Independent School Teaching|
By definition, independent schools operate outside the bureaucracy and limitations of the Department of Education. Hackley sets its own mission, and faculty who are comfortable with that mission will feel comfortable here.
Many teachers at non-independent schools, while enjoying their profession tremendously, feel frustrated by the testing, meetings and committee work, and report-writing tasks that take them away from their students. Independent schools have very little in the way of such bureaucracy. In addition, independent schools require a contractual buy-in to the school's mission from students and parents, which leads naturally to a motivated and supportive group of students and families, which can make work for independent school teachers more meaningful and rewarding.
Class size at Hackley and its independent school peers is considerably smaller than at comparable public schools, providing for a richer, more vibrant and effective classroom experience. Students at independent schools tend to be very involved with the overall life of the school. They are joiners and participators and they find time for academics, sports, performing, and service. Many faculty find that working with this population of students is rich, rewarding, and energizing.
Most independent schools are smaller overall than community schools, which leads to a pleasantness of scale. Students and faculty members see each other out of class and enjoy a sense of friendship and camaraderie. Many independent schools have housing for faculty, allowing for interaction between faculty families and students and their parents. Teachers at Hackley benefit from working with talented and motivated students while enjoying membership in a small, friendly community.
For more information on independent school life, visit: http://www.nais.org/index.cfm
|Mentoring at Hackley|
No faculty handbook can possibly include all the information that may help a faculty member adjust professionally or personally to a new school. In recognition of this, each new faculty member is assigned a faculty mentor -- a colleague familiar with the culture, routines and expectations who can provide guidance and support.
Those who are new to teaching (with fewer than three years of experience) are helped by a “Teaching Mentor” who provides support additional to that of the Department Head or Division Director, advising the new teacher not only on the development of his or her craft as a teacher, but also on how to enjoy the social camaraderie of the Hackley faculty.
Experienced teachers (with three or more years of experience) are helped by a “Transition Mentor” who provides support additional to that of the Department Head or Division Director in navigating the organizational details of Hackley (which may differ from preceding schools), while also introducing the new faculty member to the faculty social world.
|Partnerships for a Diverse Faculty, Staff and Administration|
Hackley values the rich diversity of its workforce and does not discriminate in its employment policies or practices on the basis of race, color, religion, gender, age, disability, veteran status, national origin, sexual orientation or marital status.
|E.E. Ford Fellowship for African-American/Black, Asian, Latino/a, Middle Eastern and Native American Teachers|
Hackley's Edward E. Ford Teaching Fellows program, an innovative faculty recruitment program designed to attract teachers from historically underrepresented groups -- African American/Black, Asian, Latino/a, Middle Eastern and Native American -- offers opportunities to young people interested in teaching after college.
In exchange for a 2-year teaching commitment after college/university graduation, Hackley provides the successful candidate with an educational stipend during the junior and senior years of college. This stipend can be used for tuition, educational supplies, or loan repayment.
After completing their two year teaching commitment, the Fellows receive an additional stipend per year for two years to support educational purposes in graduate school. These financial incentives are offered above their regular faculty salary. Fellows will be assigned a faculty mentor to assist with the transition to the classroom and to help navigate Hackley life. They will meet regularly with the Upper School Director throughout their Hackley tenure. Most important, Fellows will have the opportunity to explore the profession of teaching. (Click here for the full description page
|Major benefits of employment at Hackley include access to health insurance (including dental), retirement annuities, life insurance, accidental death and dismemberment coverage, long and short-term disability insurance, tuition remission (faculty and administration only), food pick-up, and housing (as available).|
Health insurance costs range from $270 for a single staff member enrolling in the Oxford Standard Plan without dental to $8,860 for a family enrolled in the Oxford Enhanced Supplemental Plan with dental coverage.
Over seven years ago now, I taught a senior English class focusing on identity, and we had frequent discussions in class on the impact of a place on a person’s sense of who they are. When I think of Hackley, I think of it as a place that instills confidence, respect, and a true love of education in students and educators alike. With its stately buildings, thoughtful, curious student body, and inspirational mottos inscribed in stone around campus, it is a truly amazing place to teach. And it is a place that most certainly has a positive impact upon the identities of all who are a part of its community. I feel proud that I had the opportunity to work there, and I just hope that someday, when I return to teaching […] I will be able to find a school to call home that resembles Hackley.
-- Leah Abel, Hackley faculty (2001 – 2004)