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t e a c h i n g at

Noble AND greenough school


Why teach in an independent school? Smaller classes

Administrators as teachers

Independent school classes average 13 to 17 students per section; faculty generally teach four sections each term. Small class size allows for strong relationships between faculty and students, and also for greater opportunities for pedagogical creativity and initiative.

Independent schools are often led by administrators who continue to teach. This commitment to students and to teaching informs administrators in decision-making and keeps them connected to the pace and intensity of the teacher’s life.

Broader collegial resources Independent schools encourage interdisciplinary teaching and collaboration among academic departments. Teachers frequently form lifelong friendships with their colleagues and students.

Resources and facilities Independent schools are typically situated on beautiful campuses with attractive facilities in which to teach. Many schools are able to support meaningful professional development, allowing teachers to model lifelong learning for their students.

Partnership with parents Independent schools see the education of students as being enhanced through cordial and communicative relationship with parents. The parents of independent school students know the faculty, and faculty members get to know the parents. These relationships support students in their learning and help students recognize the value of their academic progress.

cover photo:

Dave Ulrich Teaching at Nobles since 2001

Multiple roles Adults in independent schools play multiple roles in the lives of their students. Independent schools demonstrate the value of adults working closely with students as teachers, coaches, advisors and supporters of student clubs and organizations. The texture and depth of these student-teacher relationships allow for more effective teaching and learning.

Pedagogical and curricular flexibility and initiative Because independent schools are not tied to state curricular regulations, teachers and academic departments can initiate new curriculum and test pedagogy. Faculty can—and frequently do—develop elective courses or extracurricular activities based upon their expertise, background and interest.


R e l at i o n s h i p s and R e s o u r c e s are the schools greatest strength.

David H. Roane Teaching at Nobles since 1995


Sue Kemalian Teaching at Nobles since 2006

So many schools talk about

Co m m u n i t y

but

nobles lives and breathes it.

Why teach at Nobles? Talented and motivated students Noble and Greenough School (Nobles) is highly selective in its admissions process. Typically, almost 900 students apply for about 100 places. As a result, Nobles has a remarkable student body–academically motivated, diverse in background and talented in many arenas.

School community Nobles begins four out of five school days with an assembly for all 580 students and 100 faculty members. This regular shared experience connects members of the school community and fosters community spirit throughout the school.


Community principles

Setting and facilities

Nobles students and adults abide by three community principles: respect for others, respect for self and honesty. These core values are the bedrock of relationships and inform daily interactions among members of the community.

The school is located on 187 acres just a mile from the Boston city line and less than 10 miles from downtown; its wooded campus is bordered by the Charles River. Over the past 15 years, all teaching space is new or has been renovated. New spaces include the arts and athletic centers.

School culture Nobles is a positive, open place in which to teach, live, work and learn. Students often find that it is the first school experience in which it is acceptable to be smart.

and

Learning by doing The longstanding traditions of experiential learning and community service are central to the student experience. The school requires community service for all students—but students usually exceed these expectations, with more than 80 percent choosing a domestic or international service-learning trip before graduation. The trips involve cultural immersion and take place from India to South Africa to Romania to New Orleans, La., and beyond.

A diverse school community Nobles is intentionally inclusive and diverse. Obvious measures such as students of color (25 percent) and faculty of color (20 percent) show progress, yet Nobles recognizes that diversifying schools is a longterm process that includes more than these statistics. The school seeks educators who can contribute to the cultural and ethnic diversity of the community.

A day school with a boarding school heart Fifty students who board five days a week contribute to the culture of Nobles. Students and teachers use school facilities into the evenings, and more than a third of the faculty live on campus. Because the boarding community closes Saturday night, the school does not host weekend social activities.

Technology Nobles’ commitment to technology centers on classroom teaching and providing technological tools to enhance teaching and learning.

Professional development opportunities Each summer, Nobles faculty take advantage of faculty development funds to pursue graduate work, seminars, travel and other personal and professional growth. During the academic year, Nobles teachers have access to courses and programs at many area colleges and universities such as the Harvard Teacher As Scholars program. Some teachers carry a reduced teaching load along with some administrative responsibility (often as an admission officer or class dean) to contribute to multiple areas of school life.

Colleagues Nobles attracts an enormously talented and diverse faculty. Most teachers have had significant experience prior to their arrival at Nobles and work closely with their colleagues throughout the school in developing programs, helping students and supporting each other both in and out of the classroom.

Benefits Nobles has a competitive salary structure in the top 20 percent of independent schools nationwide, a generous retirement plan through TIAA-CREF, a sabbatical program, school tuition remission for children of full-time faculty, housing on campus for some faculty, longterm disability and longterm care insurance, full individual health and dental coverage (with the opportunity to include family members) and financial planning services available to all staff.


Julia Russell Teaching at Nobles since 1999

Meet Faculty

David H. Roane

Dave Ulrich

David H. Roane earned a bachelor’s in English from Princeton University and did his graduate work in painting and drawing at the Art Institute of Chicago and the University of Chicago. He taught at Nobles from 1995-1999 and returned in 2006. During his time away he taught at a public charter school in Washington, D.C., served as an adjunct professor at the University of the District of Columbia and was appointed to a three-year term as a city commissioner on the Alexandria Commission for the Arts, Alexandria, Va.

Dave Ulrich earned a bachelor’s from Harvard and a master’s in Spanish literature from Middlebury. He teaches Spanish and Classics, coaches the Nobles boys cross country team and serves as a ninth-grade dean. Linguist, published author in scholarly journals, speaker of several languages, winner of the Vernon Greene Prize for Faculty Excellence, leader of Nobles trips to Spain, Italy and Eastern Europe, Ulrich came to Nobles in 2001.

“Because Nobles epitomizes the world of human connections, it dignifies the profession of teaching in ways rarely found in secondary education. The quality of the relationships that constitute this world is without peer and serves the ultimate goal—that of indexing high teacher effectiveness and deep learning among students. In this world, my job is to help my students recognize their lives as ongoing lessons for who they want to be and that every decision has consequences to that effect. My own life only has value insofar that I can use it to help guide my students through a process that is really their own.”

“I always tell my students that the most important aspect of scholarship is intellectual curiosity. Nobles promotes scholarship by encouraging faculty to teach their passion and to continue academic inquiry into their respective fields. Inspired teachers make for inspired students. I can imagine very few jobs where one can enjoy walking around a beautiful campus and constantly interacting with colleagues: cracking jokes, discussing initiatives for the classroom, or sharing support in tough situations. People truly care about each other here.”


Julia Russell

Sue Kemalian

Julia Russell chairs the English department, coaches field hockey and serves on the faculty evaluation team. She earned a bachelor’s in English from the University of Pennsylvania, where she also played varsity field hockey and lacrosse for four years, and a master’s in creative writing from Boston University. While teaching and coaching at Buckingham Browne and Nichols, she was awarded a Klingenstein Teaching Fellowship at Columbia University. Russell’s teaching experience also includes Wellesley College, Brown University, as well as Groton School and Lincoln Sudbury High School. She was also the director of coeduation at the Rivers School, overseeing all aspects of the transition to coeducation. She came to Nobles in 1999.

Sue Kemalian is math department chair and field hockey coach at Nobles. She earned a bachelor’s in math from Trinity College and a master’s in math from Northeastern University. Kemalian came to Nobles in 2006 after teaching at Blair Academy in New Jersey and Kent Denver School in Colorado. Kemalian is a sailor, a runner and a longtime Habitat for Humanity volunteer.

“I have taught in several other independent schools and in one of the best public school districts in New England and two things stand out for me about Nobles. So many schools talk about community, but Nobles lives and breathes it. From morning assembly four times a week, to the way the students and colleagues support each other, there is just a very positive energy that radiates through the place. People are happy to be here, students and faculty alike. I never thought the word ‘nice’ meant much (I won’t let my students use it in their writing), but the students here are nice—nice to each other and nice to adults. Getting thanked at the end of a class or even after handing out a quiz ends up making a big difference for me. As for my colleagues, I have never worked with such supportive, multi-talented, hard working, smart, and kind people. There is such good work getting done, and so much laughter.”

There is so much support for teachers at Nobles. The faculty are collegial and professional and personal development is encouraged and supported. I am always challenged to better myself as a person and teacher.

“The eagerness to learn and be challenged both on the part of the students and the faculty are what make Nobles a great place to teach. Faculty are involved in a multitude of areas outside the classroom, which helps create a strong community and lasting relationships with the students.

The relationships with students are, for me, what stands out the most. The students really respect and admire their teachers. They are excited to see their teachers on the sidelines, in the audience and as chaperones on trips. Students often just stop by my office to talk and share something good that has happened or work through a challenging issue they are managing.”

For more information about teaching at Nobles, go to www.nobles.edu or email teaching_jobs@nobles.edu.


Our M i ss i o n Noble and Greenough School is a rigorous academic community dedicated to inspiring leadership for the public good. Through mentoring relationships, we motivate students to achieve their highest potential and to lead lives characterized by service to others.

Noble AND greenough School 10 Campus Drive

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Dedham, MA 02026

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781.326.3700

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www.nobles.edu

Teaching at Nobles  

Noble and Greenough school brochure for prospective faculty and staff members

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