This interview is the first in a series of five introducing new members of the senior administration of Charlotte Latin School.

Before starting at Charlotte Latin this summer as the new Head of Middle School, Louisa Polos held the same position at the School of the Holy Child in Rye, NY. Her academic background includes an Ed.M. in Private School Leadership from Columbia University’s Klingenstein Center, an M.S.E. in Curriculum and Teaching from Fordham University, and a B.A. in Political Science with a Minor in English from Gettysburg College. She is also a new Latin parent, with a daughter in Lower School.

How would you describe your approach to being Head of Middle School?

I know that very few adults wish they could go back to seventh grade — but that time can be an incredible opportunity for kids to find out who they want to be and what they want to do. When kids feel like school is safe and fun and that they matter, that’s when they’re going to learn and be at their best. And if we create spaces where we see every child for who they are and embrace the whole child, then we can give them a range of opportunities to shine.

What were you proudest of about your work at School of the Holy Child?

The positive culture we had in our Middle School. The teachers loved their work and lived the mission every day, and the support amongst colleagues was second to none. That’s why people came back year after year: we had excellent teacher retention. 

There was a willingness to try new initiatives, even when it meant more work. We had a week in our schedule when Upper Schoolers were in exams: our teachers did an unbelievable job creating new mini-courses for the Middle School students that week, with experiential educational experiences. We did one on culture and food: they visited Chinatown, but they also had a day on campus where they learned about the biology of the potato and then made latkes. We had another course about aviation — particularly the history of women in aviation, because it’s an all-girls school. They did everything from learning about the physics of skydiving to launching rockets in a snowstorm. I was proud of the culture of creativity and collaboration that made that possible.

When you were growing up, did you think you would end up working at a school?

I loved school. I went to an independent school from pre-kindergarten through Middle School, and it was an absolutely formative experience for me. I would definitely credit my teachers who saw me and believed in me and gave me the confidence to become an advocate for myself and others. When I was an undergraduate, I studied political science and English, but I wasn’t sure what I wanted to do. I spent some time in advertising and in the press office of a U.S. senator, but I didn’t love either job. I started coaching at some DC-area schools and then I went back to my alma mater to be an assistant teacher intern, at which point I realized I was in the right place.

Tell us about an adventure you had.

My heritage is Greek, so my family and I have been to Greece twice, making connections to where family members once lived, and exploring the history of democracy. The beauty of the islands is remarkable: I loved hiking on Santorini.

What might surprise people about you?

When I was young, I collected Pez dispensers. I have four to five hundred — they’re still in my parents’ house.

If we followed you around for a day, what phrase would we be most likely to hear you say?

“Boundaries are love.” It applies to everyone, but particularly Middle School students: if you make a mistake, we make sure that you learn from it and you grow. And “It’s not what you teach, it’s who you teach.” The content and the skills in our classrooms are so important to a strong academic foundation, but we need to make sure that every kid is able to access them — that’s the challenge of education.

What aspect of the Portrait of the Latin Leader resonates with you?

I absolutely identify as a Curious Learner. That’s what I love about being an educator: getting to know people, to know communities, to know how students learn. I think that can be contagious in a school community, hopefully inspiring others to learn and grow as well. In a difficult situation, that can mean caring and extending that curiosity to learn why it’s difficult. I’m passionate about finding the root of the situation and coming up with a solution that’s good for everyone involved.