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Pembroke Hill seeks to be one of the finest independent schools in the nation. It is the goal of the school to provide a strong college preparatory program from which each student will develop a personal commitment to learning, a respect for independent thinking and an expanding curiosity about the world and its people.

The school is committed to maintaining a diverse and gifted faculty. At Pembroke Hill, teachers provide essential input in planning and implementing the programs we offer. Collaboration with colleagues is a necessary element in helping teachers fulfill their responsibilities. The pursuit of excellence is a cooperative process grounded in respect for others in an inclusive environment. Therefore, the school seeks educators who share these values.

There are many opportunities for faculty and staff to participate in decision making at Pembroke Hill. For example, standing committees include: diversity, curriculum, student life, principal’s cabinets and faculty/staff relations. Examples of ad hoc committees include ones that study a specific topic, such as employee benefits, teacher recruitment or a particular discipline.

Professional development of our teachers is an important aspect of continuing to provide the finest education to our students. Funds are available to teachers for advanced college and university classes, workshops and conferences. Teachers have attended programs in the Reggio Emillia early education program, counseling conferences, People of Color Conference and an archeological dig in the Southwest. The school also brings education experts to campus for faculty in-service days.

The Alumni Association sponsors a grant program that enables faculty to undertake summer projects that are personally and professionally rewarding. Teachers are responsible for researching these opportunities and submitting grant applications.

Pembroke Hill is an equal opportunity employer.  

We conduct post-offer, pre-employment criminal background screening for all positions.   

Teacher Profile: Jim Young, Middle And Upper School Latin

Posted: February 22, 2017

Middle and upper school Latin teacher Jim Young discovered his love for language and history studying fine arts at The University of Kansas. Jim found himself particularly interested in the classics and ancient philosophy.

“I liked the idea there were no topics they didn’t touch,” he said. “Philosophy, literature, urban planning, military strategy, you name it. I poured myself into it. It enthused me. It’s like, once you figure out how to slam dunk a basketball, it becomes fun.”

He received his bachelor’s degree in philosophy and the classics and earned a master’s degree in classical languages from KU. While he was working on his graduate degree, he was asked to fill in for half a year at PHS for fellow Latin teacher Nancy Lacy, who was on maternity leave.

“I found that teaching high school was so fulfilling,” he said.

Thankfully, the following year, PHS decided to hire a second Latin teacher, and Jim was offered the job. That was almost 19 years ago. Jim has taught Latin and psychology, was one of the founders of the upper school Leadership Program and was Pinnacle yearbook sponsor.

“I’ve garnered a lot of friendships through teaching at Pembroke Hill, from past students to faculty and staff members,” he said. “Relationships really drive you in this profession. Having a caring heart and making connections with your students sustain you throughout your career.”

Jim has the unique vantage point of teaching Latin in the middle and upper schools. So he may have the same students five of the seven years they are on the Ward Parkway campus. “You develop a close relationship with the students,” he said. “Because I’ve been doing this for so long, I get a sense of how the sixth grade curriculum builds upon itself all the way up through AP Latin.”

There’s a difference to the Latin instruction students receive from middle and upper school. In the middle school, Jim explained, students are exploring learning techniques, as Latin requires a disciplined approach to learning the language. “We want them to discover their own learning style and to both love Latin and learn to use it as a tool while learning other subjects more effectively,” Jim said.

In the upper school, studies become more rigorous, but more fulfilling. A favorite part of the curriculum for Jim is teaching students about the Roman Republic, its strengths and ultimatley its failings.

“The reason I like it is that our country was founded with the Roman Republic directly in mind,” he said. “In essence, we really are Romans and Greeks. We have this constant challenge of trying to define who we are, and with the classics, that’s what we do: study who we are, where we’ve come from, and what we value.”

Last Updated: March 28, 2017