Teaching is, famously, a challenging profession, known for long hours, major responsibilities and limited pay. But the rewards are high: Teachers can inspire their students, providing challenges and encouragement that sometimes shape young lives in profoundly positive ways.
Research by the National Association of Independent Schools (NAIS) indicates that independent schools provide better work-life balance than other types of schools, lowering the day-to-day stress of teachers and allowing them to have a greater impact while maintaining their own well-being.
Those are some of the benefits touted by leaders at independent schools throughout Baltimore, who must recruit and retain teachers and staff in a fast-changing environment with competing demands.
In any given year, larger independent schools may have dozens of positions to fill, and are competing with many other employers — at other Baltimore area schools and beyond. Smaller schools might have fewer openings but still need to find the right people for important roles.
To fill those jobs, these schools reach out to both young teachers just entering the profession and career-changers with deep experience who are entering the classroom for the first time. Some disciplines are tough to fill, while others draw many applicants.
Schools rely on word of mouth, job boards and national recruiting firms as they search for educators who will thrive and change lives.
In Maryland, more late-career candidates are moving into education than in the past, in part because thousands of highly skilled federal workers have lost their jobs in administration cutbacks.
The so-called feds-to-eds pipeline “has been a noticeable trend,” said Alicia Grogan, manager of human resources at Baltimore’s Notre Dame Preparatory School. “As an educational institution dedicated to lifelong learning, we need to be open to nontraditional pathways to education and give these professionals the resources they need to succeed in this new environment.”
Clark Wight, president of the St. Paul’s Schools, said career changers, from the federal government or elsewhere, can make some of the best teachers.
“Whether it’s military or business or finance, some professionals in their later years realize that their soul has never responded to the work they’ve been doing, but they’re at the age they want to give back,” Wight said. “They come into our school environments and become some of the best teachers I’ve ever seen.”
St. Paul’s Schools recently created a fellowship program, designed for those who may be interested in the teaching profession or are new to teaching.
Demand was overwhelming. “We had 134 applicants,” Wight said. “We had 55-year-olds applying, we had 22-year-olds apply, we had everybody in between. We had someone who’d been in the firefighting force for 20 years, and said they have always wanted to be a teacher, and this is a perfect opportunity.”
At Notre Dame Prep, the number of open positions created by retirement, relocation or career change each year has been trending downward, said Grogan, the human resources manager. “Math and science teachers are the most difficult to replace,” she said.
The school takes a comprehensive approach to recruitment, which involves sharing what the work is like and what the institution’s values are.
“We have a 360-degree process in which the head of school, administrators, teachers and department chairs share in the work of recruitment and retention,” Grogan said. “Our team works together to communicate to candidates a day in the life of a teacher at Notre Dame Prep. That includes not only information about academic responsibilities, but also about school mission, values and culture.”
New teachers enter into a first-year teacher-mentor program. “Seasoned teachers need to become familiar with NDP school culture, while teachers new to the profession need more guidance with day-to-day duties,” Grogan said. “We feel this is a great way for each respective teacher to get the specific resources they need to be successful.”
At McDonogh School, administrators say they have a relatively low turnover rate.
“Upper-level elective positions are among the more challenging positions to fill,” said Janet Graham, chief human resources officer at McDonogh. That’s part of a broader national trend, she said. “Individuals with advanced expertise have many options, including highly competitive opportunities in the private sector.
“Attracting them to a school setting requires not only competitive compensation but a compelling case for why teaching at McDonogh offers something those other paths cannot,” Graham said, including “the chance to work with motivated students, the autonomy to teach with creativity and depth, and the satisfaction of being part of a community where their expertise genuinely matters.”
The best recruitment tool at McDonogh, Graham said, is word of mouth. The candidates they want receive this pitch: “McDonogh’s academic strength, focus on mission, and culture of community and belonging are genuine differentiators,” Graham said.
“Prospective candidates who visit our campus quickly see that McDonogh is a place where educators build long, meaningful careers with collaborative colleagues. Together, they mentor students in the classroom, on the fields and courts, and on the stages, inspiring them to give more than they take in the world.”
She said the school prides itself on professional growth and development, grants for summer learning, and opportunities to earn advanced degrees.
Maryland’s independent schools also get applicants from Maryland’s public school system, where teacher pay tends to be higher, but educators are seeking smaller class sizes, less burnout and an environment that allows more creativity with fewer bureaucratic headaches.
An education reform initiative known as the Blueprint for Maryland’s Future requires a minimum starting salary of $60,000 statewide by July 1, 2026. Experienced teachers make significantly more.
Public school teachers coming to independent schools are “super expensive, but they’re really good,” said Wight, the St. Paul’s president. “They want to get back to why they got into education.”
Some younger teachers struggle after a few years, particularly when they realize their salaries may not match those of friends in other professions. But if they get past that hurdle, the rewards are great, Wight said.
For the hardest-to-fill positions, Baltimore independent schools must compete nationally, and Baltimore might not be the most popular destination for young teachers.
But for those with families, the region offers many advantages, including neighborhoods with attractive housing options. In fact, one source of recruits to teaching at St. Paul’s and other schools is hyper-local: parents of students enrolled there. Not only do these parents like the work environment, culture and hours, they also generally receive a tuition benefit for their children.
Hearing From The Teachers
Teachers themselves offer the best description of what they are looking for in a workplace, and the National Association of Independent Schools has collected and published excerpted answers to the question: “Why do you teach in an independent school?” [Note: each response is from a different educator.]
“Not any of my colleagues are here just for the paycheck — they genuinely care about the quality of the school and the programs offered to the future leaders of our country. No administrator has ever told me I have to use certain books or materials. Nor have I ever been denied the right to try something new or innovative. I feel that I am respected as a professional educator who is trusted to make wise choices for my students. A supportive parent body, colleagues who cooperate and feel like family, and children who come to school eager to learn and curious about the world all combine to make teaching a most pleasant experience.”
“Independent schools are places with a sense of community for all of their members…. When all members of the community know they are valued, all the good things we want of a school will grow and flourish.”
“I am surrounded by intelligent, hard-working and well-educated people…I feel I can continue to grow and learn as a person and as an educator.”
“I enjoy the freedom to teach using one’s own talents and interests…I enjoy the classroom autonomy and the professional trust.”
“I feel fortunate to be able to teach in a program that matches my philosophy about how young children learn.”
“Teachers in independent schools regard accomplishment and recognition as their reward…Independent schools form a right triangle of the child, the teacher, and the parents: communication, strong values, and a clear mission help that right triangle work.”
“In the small classes of independent schools, I have enjoyed knowing my students as individuals and utilizing various methods of teaching to achieve success.”
“Our students are motivated, and their parents are supportive. We can be selective of our students: those families who do not agree with our mission do not attend our school.”
This article is part of our 2026-2027 Guide to Baltimore Independent Schools.
