DL | I don’t remember ever wanting to be anything other than a teacher. I always loved children and began babysitting in middle school. When I was in high school, I began working as a volunteer at a daycare for children whose mothers had been abused. I was inspired by the resiliency of these little people and their parents, and went on to get my first degree in early childhood education. There is something about watching the light of learning come on for a student of any age who has been really trying to understand a concept. As an administrator, I feel the same joy when supporting teachers and parents.

DL | I have been a lover of words and books ever since I was a little girl in England. I loved Winnie the Pooh by A.A. Milne and The Mists of Avalon by Marion Zimmer Bradley. In thinking about this question I have come to realize two facts about myself. The first is that I can’t pick a favorite book. I love too many. My new love (which I have just begun reading) is Circe, by Madeline Miller. The second is that the books I read for pleasure and love most tend to have protagonists who feel different from the norm, or are viewed as outsiders in their communities. Some that come to mind are Seraphina by Rachel Hartman, Americanah by Chimamanda Ngozie Adichie, and, of course, all the Harry Potters!

DL | My childhood shaped me in every way! But for brevity’s sake, I will give you two examples. As a child I was the only person of color, or one of a very few, all the way through school. I think it made me acutely aware of the need to make sure everyone knows that they have value in the group. Also, I was a strong reader in elementary school and the boy I carpooled with was not. My heart used to hurt watching him read out loud when he was called on, and he inspired me to become a reading specialist and eventually the person overseeing student support at my old school. What I have tried to do in my work is help faculty, parents, and students see that people learn in ways that are unique to each and every individual. No one way is better or worse than the other, just different. The job of a teacher is to discover the types of teaching that work for each student, incorporate those methods into the classroom, and provide a scaffold for each method to allow every child to thrive as a learner.

DL | I became familiar with Lowell about four or five years ago, when I met a teacher who used to work in the Middle School. We were at a conference together, and we were sharing stories about the places we worked. Lowell sounded like an ideal place to be a teacher, and I went on the website to learn more about the work faculty were doing with children. I was so impressed, particularly with “The Lowell Way,” which really resonated with me as an educator and a parent.

DL | At this time, my days on campus have been limited, but there are many parts of Lowell that I already love. I love the attention to children, from making sure there is a place to put wet boots, to the sign in the driveway that asks parents not to idle their cars in order to keep the air clean for students. I love the physical plant, especially the creek, the playgrounds, and the garden. But my most favorite aspect is the students. In my short time, I have been so impressed by their thoughtful questions and passion for their school and each other. I can’t wait to get to know all of them!

DL | There is a difference between people feeling welcome in a community—being an invited guest—and people feeling included—being part of the family. One thing I would do regardless of the terminology is make an effort to learn and remember people’s names and something about them. One of the things we don’t do in our world enough these days is actively listen to what people are saying and to take in what they’re saying as a way of getting to know them. I spend a lot of time with students at my school now. I go out to recess and hang out and ask them about their lives and their dogs and whatever else they have going on. I make sure to do the same with my faculty. On a higher, more administrative level, I would want any decision that is made to positively answer two questions: Is this going to be in the best interests of all students? And, does this align with Lowell’s mission, which declares a desire for an intentionally inclusive community?

DL | One of the lessons I have learned over time is the importance of gathering data to make the most thoughtful decisions possible. I ask for lots of opinions from people I trust and use all the responses I get to help inform my thinking. I also try to imagine the various ways a decision could play out. Ultimately, I make a decision combining the data and my intuition on what feels right for the situation at hand.

DL | My friends and family are incredibly important to me and the work of education incredibly busy, so whenever I can I try to spend time with my children, my husband, and my friends. My dad’s side of the family lives all over the DC/MD/VA area, so I am really looking forward to spending more time with them now that I am moving back to the area. Other than that, I love to read, knit, and be in the outdoors, and I try to get out for a run every now and then.

DL | I believe the research on hugging as a powerful tool for maintaining and transforming our health and well-being. So, don’t be surprised if I give you a hug when I see you; it’s good for both of us. Also, I have a pretty direct style of communication. I’m going to tell you what I’m thinking, and I’m going to tell you what I’m feeling. And if you ask me a question, I’m going to tell you the truth. What that means for people, sometimes, is that they don’t get the answer that they expected, and they don’t get the answer that they wanted. But that’s the only way that I know how to be. That’s who I’ve been since I was little, and I appreciate that kind of communication in return. I don’t offend easily. I really take people at their word, and I really want to understand where they’re coming from.