When any two random Proctor alumni run into each other on the street, exploring in a National Park, or at a music venue, their shared experiences create an immediate bond that transcends their years spent in Andover. Central to these shared experiences are the faculty and staff who make Proctor, Proctor. 

Sometimes it all just seems to fit together. Everything runs smoothly. We walk into classrooms, the gym, the dining commons, our dorms, and it all flows. The lights are on, the floors are clean, the temperature is comfortable, the food is ready. The hours of the days shift smoothly. There’s order. Students and faculty do their best work in this environment, and often it is because of the infrastructure of support that we often don’t see. But we should.

We enter exam week with our noses pressed to the ground, focused intently on helping guide our students through final assessments, studying, and, our favorite, dorm cleaning and packing. This head-down, tirelessly-support-our students mindset has dominated our lives since Registration Day on September 7. As we cautiously lift our heads and see glimpses of the end of the term, we need to acknowledge the good, good work that has been done by so many over the past ten weeks to allow us to remain in-person. 

We talk often about how it is the people that make Proctor such a kind, supportive, loving community. As we rapidly approach June 30 and the final official day of the 2019-2020 academic year, we bid farewell to eight talented faculty and staff who have dedicated a portion (or in some cases all) of their professional life to the Proctor community. 

In just one week, we welcome new and returning students to campus for the start of the academic year. As our students arrive back on campus, they will be greeted by a group of outstanding educators new to the Proctor community. For the past few days, new faculty have gone through their own orientation learning about Proctor and all of the systems and structures. Please welcome these new faculty and staff members to Proctor and learn more about them below!

A few summers ago, I had the privilege of building dry stone walls with fellow faculty members Josh Norris '92 and Peter Southworth. It was hard work. Really hard work. But the results of that work were tangible. Each day, we would walk away from the job site seeing what we had built; the perfectly placed foundation rocks, tetris-like fits locking the wall into place, flat tops and square corners that made you appreciate the miles and miles of centuries-old stone walls lining New Hampshire’s woods. There was an immediate gratification with this summer job, a satisfaction that provided a welcomed contrast to the feedback mechanisms associated with teaching adolescents.