Our goal is to attract, develop, and retain faculty and staff with the vision, ability, compassion, and commitment to inspire and deliver The Haverford School’s challenging educational program. Teachers possess the flexibility to respond to the needs of our students as they prepare to live and work in an increasingly interconnected and complex world. Guided by new discoveries about the brain and learning, faculty are prepared to adjust and develop their instructional strategies. They model a growth mindset through their use of research, experience, and evaluation that informs not only what they teach but also how they teach. Our faculty seek out and employ best practices in order to further the mission of The Haverford School learning community.
Our extraordinary educators prepare students to be future-ready in a supportive learning environment intentionally designed to bring out the best in each boy. They understand a boy’s need for structure and positive feedback and how to leverage his competitive spirit in a constructive way. Boys learn best through sensory experiences, which are carefully crafted to fully engage boys in their learning. They thrive under a relational teaching method, in which teachers, coaches, and mentors develop meaningful relationships with their students.
- Design and manage a professional development program that focuses on effective uses of technology, differentiated teaching strategies, and curriculum and instructional development
- Administer an evaluation system that promotes professional growth and reflects the research-based performance standards of an extraordinary faculty
- Offer a highly competitive salary and benefits package to recruit and support an extraordinary faculty
- Develop a school-year calendar and ethos that encourages continuous reflection, professional growth, and faculty renewal
- Increased opportunities for teachers to grow in their vocation and receive feedback through year-round professional development opportunities, including instructional rounds, guest speakers, graduate school funding, SIGHTS, and similar programs
- Created and implemented an evaluation process that supports transparent communication, emphasizes collegial support and professional development, and outlines a promotional system that has become a benchmark for peer schools
- Conducted a faculty and staff benefits survey and annual benchmarking regarding local independent school salaries to ensure a competitive compensation package
- Prioritize recruiting, hiring, and retaining a diverse faculty to enrich the School environment
- Create and implement a comprehensive, sustained professional development plan targeting School needs
- Create a cross-divisional professional community via instructional rounds and vertical curriculum work to increase collaboration and adoption of best practices
- Encourage and support faculty, administrators, and staff in presenting and publishing research documenting effective practices that benefit boys
- Endow faculty chairs, positions, and development programs as a way to demonstrate the community’s commitment to extraordinary educators
My teachers were the biggest drivers of my development and fostered an immense sense of intellectual curiosity. At Haverford, the goal was to become a lifelong learner. I understood how to synthesize information and how to engage in intellectual debates – not just on classroom subjects, but on issues of morality and law. Jeffrey Fu-Jen Lee ’95