Bill Gamper began his teaching career at Boys' Latin in 1975, teaching physical science, economics, and European history in the upper school. There, he coached soccer, wrestling (head coach), and lacrosse all at the varsity level. His administration at BL experience includes grade dean, dean of students,  and director of admissions.

Mr. Gamper took a three-year hiatus from education when he worked in investments at Legg Mason. He then returned to teaching high school history subjects at McDonogh School and also worked as a college counselor there.

At Glenelg Country School, he taught history and was the dean of students, athletic director, and head of upper school.

Since joining Gilman in 1999, Mr. Gamper has taught geography in Middle School; he was Director of Admissions  and Director of Financial Aid; he coached Middle School wrestling and lacrosse and fresh/soph lacrosse.

His current position includes teaching history in the Upper School, assistant coaching fresh/soph soccer and varsity and JV wrestling, and acting as faculty advisor to the beekeeping club.

Q&A

What is your favorite spot on campus?
My favorite spot on campus is on any one of the upper fields. From this vantage point you can see the entire campus and I can see all of the changes the school has undergone in the 60+ years I have been associated with Gilman. It also reminds me how blessed we are with the facilities available to the Gilman community.

What inspired you to become a teacher?
I became a teacher because I wanted to coach, but as my career unfolded I became much more engaged in the teaching component. I found I learned far more teaching a subject rather than being a student in a class. I try to remember that lesson every day when I enter a classroom. 

What was your best teaching moment?
One of the great moments of teaching is when an assignment becomes an "aha" moment. One that sticks with me was an assignment given to the students to visit a historic site. A student chose to visit the Basilica of the Assumption which was not far from his house. He came back energized by the architecture and the history of the building. He spent a great deal of time and effort researching everything he could find about the building, its construction, its significance, sharing this knowledge and enthusiasm in class. He became the teacher.