For years and years after high school, Milton students stay connected to faculty members who shifted the course of their lives—teachers who believed in them, supported them, helped them develop their skills and fueled their growth. The deep commitment of a learned and experienced group of teachers is Milton’s great treasure—today and throughout Milton’s history. More than half the faculty have devoted over 10 years to Milton students, in classrooms, on playing fields, on stages and in dormitories. Scholars, writers, artists and researchers in their own right, these are skilled people who love teaching and the dynamics of learning.

Faculty members at Milton are as diverse and individualistic as the students. They probe one another for new ideas. They value each other’s openness, responsiveness, energy and talent. They are passionate about their subject matter and communicate that passion to their students.

Faculty do everything possible to enable students to learn at their own pace, and we really do not measure students against each other. We know them well. We support them individually. 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 Department

At Milton teachers know you well, and they are willing to talk with you about anything—obviously your class work, but also your concert coming up, or your friends, your game against your rivals or your weekend plans. They make time for you, and they don't spend class time lecturing at you. They're friendly and accessible. They respect what we have to say in class. My advisor knows the Milton community so well and provides such amazing insight for me. He's incredible—he's been to all seven continents—and at another school I don't know whether I'd have someone so interesting and intellectual caring so much and helping guide my high school experience.
—Louis McWilliams '12

You have this two-way flow of respect, which has an essential impact on the flow of ideas—they’re more fluid, more rich, more rapid, more dynamic. It’s the exchange of ideas that’s the premium, because for students to be able to truly understand concepts they need to speak about them. More sophisticated and varied interpretations of the ideas come out as the exchange goes on. We’re not in the business of giving out definitions. We’re here to help students develop interpretations—understandings—of ideas.
—Michael Lou, History Department