12 minute read
SHAPING LOWELL'S STORY
DEBBIE GIBBS ON LEADERSHIP AND LEARNING
INTERVIEW BY CAROLYN LAW
Q: Twelve years ago, what drew you to Lowell and excited you most?
A: 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.
Q: Is there something that took you more time to truly understand about Lowell?
A: 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.
Q: How would you describe the change you have brought to Lowell?
A: 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.
Q: What have you found most rewarding about being Lowell’s leader?
A: 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.
Q: What do you know now that you wish you’d known when you began your headship?
A: 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.
Q: Have local, national, or world events in the last twelve years affected the way you think about education and the role of schools?
A: 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.
Q: What did you learn about yourself from being head of school?
A: 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!
Q: What will happiness look like for you in retirement?
A: 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.
Q: When you move to Houston, what will you bring with you from Lowell?
A: 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.
DONNA LINDNER ON CHILDHOOD, FAMILY, AND SCHOOL LIFE
INTERVIEW BY JAMES EVANS ’20 AND CHARIS TORRES ‘20
Q: What made you want to work in schools?
A: 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.
Q: You began your career as a 3rd grade teacher and then became a reading specialist—what is your favorite book of all time?
A: 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!
Q: How did your childhood shape who you are?
A: 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.
Q: How did you find out about Lowell?
A: 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.
Q: What is your favorite aspect of Lowell and why?
A: 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!
Q: How will you make everyone feel welcome at Lowell?
A: 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?
Q: What is your thought process when you make decisions?
A: 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.
Q: What do you like to do in your free time?
A: 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.
Q: Is there anything else you would like people to know as you begin your role as head of school?
A: 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.
