DG | I was drawn by a few key things, including the philosophy and mission of the school, the articulate children who interviewed me, the quality of student artwork, and the diversity of the families and faculty. But I was particularly impressed by the clear willingness of the faculty to do what was best for children, even when it meant giving up some autonomy. Teachers understood the importance of consistency and routine, and they were already collaborating on some of the curriculum, which helped them reach their teaching goals more effectively and efficiently. You can see the same collaborative spirit now in our diversity and inclusion work, in the vertical curriculum alignment, in the STEAM and theater arts teams in Middle School, and in the two-teacher model in the Primary School. Collaboration has always been a part of Lowell, and it is an essential ingredient for strong program development and delivery.

DG | The Lowell Way, which is based on Haim Ginott’s philosophy. The specific language, reasoning for it, and approach to managing children—especially the youngest children, as I had not worked with nursery age before—took a while to absorb. Affirming children’s ability to figure things out, resolve conflicts, and judge their work on their own is important. And, instead of downplaying or denying children’s big feelings, you acknowledge them and help them find strategies to calm down and move forward. You do this by describing what you observe and asking children guiding questions. Over time, I came to appreciate just how powerful The Lowell Way is for individual children and for the overall educational environment.

DG | I helped Lowell advance into its next developmental stage. Lowell had grown from a very small, co-op style nursery school in a church basement to a Pre-Primary-6th-grade school on our current multi-building site. Lowell needed to add a middle school to stay competitive in the DC education market, and the campus needed a plan for development that would support a new middle school and improve the Pre-Primary and Primary School facilities. Lowell’s faculty and staff needed to grow to support both the educational program and the campus, and the maturity of the school required systems—educational, financial, and operational—commensurate with an enrollment and physical plant Lowell’s size. These were important changes that I felt I could help the school make.

DG | While it is very exciting and satisfying to see the Middle School and its success, to see the increasing prominence of Lowell in equity and inclusion work and in climate education, what has always been most rewarding to me both as a teacher and a head of school is the individual work with families, particularly those with children whose paths are more complex. When I see the 8th graders deliver their speeches, I feel gratified by the hard work of the teachers and administrators, the trust and support of the families, and most important, the spirit and resilience of the students.

DG | The list would be too long if I even attempted it! Overall, I wish I had had the confidence I now have after so many years, but I know that that comes from the lessons learned the hard way. We expect our students to take risks, learn from their mistakes, and keep going, wiser and stronger, and I asked no less of myself.

DG | The past few years have reinforced for me that Lowell’s mission to create an inclusive community of lifelong learners in which each individual is valued and respected is absolutely right on and timeless. The world needs children growing up with a deep sense of equity and inclusion, who have been respected and are respectful of others, who are empathetic and value multiple perspectives, who have learned to ask hard questions and listen deeply to responses, who devote energy and commitment to learning, who find new ways to solve problems, and who enhance the quality of life in the communities they are a part of.

DG | Being the leader of a school required me to find balance in my life. Painting gives me that release. It’s freeing, and I am able to think more clearly later. After college, I stopped painting. I didn’t have the space to do it, and my life was full with work and family. But, when I got to Lowell, I knew I needed to paint again. It’s funny how I rediscovered it during the busiest time of my life. Now, I will have even more time to pursue it!

DG | For me a happy retirement will include making headway with my own career as an artist, having lots of time for my children and grandchildren, both for fun and to help them, and a pace of life that allows for time to enjoy being with Charles, sharing our lives and family together. It might include some teaching as well, as that has always been a deep source of contentment for me.

DG | All my memories, all I have learned and grown from, and a deep sense of satisfaction that I did the job the very best I could.