Meet our teaching team
All of our teachers are licensed by the Massachusetts Department of Early Education and Care, have extensive training in early childhood, and many hold advanced graduates degrees of study in Early Childhood Education or a closely related field. Our experienced teachers combine their understanding of child development with their observations and the interests of children, to develop their emergent curriculum. Teachers prepare thoughtful learning environments that invite children to make further discoveries, generate new ideas, experiment, and make meaning of the children’s learning within the context of their play.
We invest in, value, and support our teachers, by providing a full benefit package which includes employer contributions to health, dental, and a simple IRA account. We offer a competitive salary, generous paid time off, built in planning and documentation time, and ongoing professional development to attract and retain experienced, well qualified teachers.
Shannon Nelson Pope, M.A. Ed. | Founder/Executive Director
Shannon Nelson Pope, M.A. Ed., serves as the Founder and Executive Director of Stony Brook School, where she combines 20 years of entrepreneurial leadership with a deeply personal, heart-centered approach to early childhood education. Her journey in supporting families began in 2006 with her first business venture, Mama & Me, a community space that became a cherished resource for new parents. That experience laid the foundation for her career in educational administration, shaping a leadership style that is as grounded in genuine care as it is in organizational excellence. She holds a Master of Arts in Early Childhood Education from the University of Colorado, Denver, completed in partnership with the renowned Boulder Journey School—an experience that deeply informs her Reggio Emilia-inspired practice and belief in the transformative power of early childhood environments.
Shannon is passionate about play pedagogy, viewing it a powerful pathway to spark meaningful, contextual learning. She is committed to fostering vibrant classroom spaces that truly recognize each child’s individual needs. This focus on the student experience is the foundation of her leadership style, which seeks to balance a clear pedagogical vision with sustainable, thoughtful stewardship. This is an exciting time for that mission, as Shannon leads the school through its transition to a new, permanent home in Roslindale.
As the mother to a creative and passionate teenager, Shannon credits her daughter, her most profound teacher, with shaping her understanding of the importance of honoring each child’s unique learning journey. It is this beautiful blend of academic expertise and lived experience that fuels her vision for Stony Brook School: a community where every family is embraced, and every child is seen in their full potential.
Diane Rollo, M.S. Child Development and Curriculum | Director of Education
As Director of Education, Diane serves as the primary mentor to the Stony Brook School teaching team and provides strategic leadership for the school's curriculum development. Bringing over 30 years of experience in early childhood, she is dedicated to fostering an environment where both teachers and children can thrive.
Diane’s connection to the Reggio Emilia approach is foundational. While earning her Master’s degree in Child Development and Curriculum at Wheelock College, she was among the first U.S. delegates to visit the schools in Reggio Emilia, Italy. There, she engaged in intimate conversations with the founders and pedagogistas, deepening her understanding of this transformative philosophy. Her commitment to sharing these best practices led her to join the Early Childhood Exchange, where she helped bring the renowned "100 Languages of Children" exhibit to Boston’s City Hall.
At the heart of Diane’s philosophy is a profound respect for the child. She believes that children enter the classroom as powerful, capable beings, inherently ready to explore their own ideas. She empowers the teaching team to act as facilitators and collaborators, helping them make intentional decisions that shape the learning environment. Diane sees the relationship between home and school as a vital, ongoing conversation, deeply valuing the collaboration that happens when families and educators work together to support a child’s journey.
Diane also brings a unique artistic perspective to her work as an accomplished dancer who has studied and performed with the Boston Ballet. She credits this background with shaping her understanding of movement as a critical language in its own right. She consistently integrates this insight into the curriculum, knowing firsthand the important role that movement plays in fostering creativity, critical thinking, and emotional regulation for young learners.
Carol Ayala Inostroza, M.A. Education | Lead Teacher
Carol brings a deep sense of intentionality and a calm, steady presence to her role as a Lead Teacher at Stony Brook School. She approaches the classroom with quiet, reflective energy, constantly observing each child’s unique rhythm to find meaningful ways to expand their learning experiences. Originally from Chile, where she earned both her bachelor’s and master’s degrees in Education, Carol has spent the last decade dedicated to nurturing students across a wide range of ages. Her professional journey has taken her around the world, including a formative ten-month period teaching in the UK—an experience she counts as a true highlight of her personal and professional life.
Her passion for travel and cross-cultural exchange brought Carol to Boston and makes her a natural fit for the Reggio Emilia approach. She views the classroom as a collaborative space that honors children’s natural curiosity, creating a safe environment where they feel empowered to explore at their own pace. Being highly attuned to the needs of each student, Carol consistently creates opportunities for growth that are as thoughtful as they are engaging.
Carol deeply values her time with children, finding their infectious energy and authentic perspective on the world a constant source of inspiration. She stays energized by spending time outdoors and pursuing her love of athletics, finding that these personal passions help her feel grounded and ready to connect fully with her students every day.
Melanie Green, B.A. Human Development and Family Studies | Lead Teacher
Melanie brings a wonderful sense of humor and warmth to her role, pairing her talent for thoughtful observation with a gift for sharing stories that celebrate the unique joy and playful discovery unfolding in our classrooms each day. A graduate of Winthrop University with a Bachelor’s degree in Human Development and Family Studies, Melanie’s experience includes working across infant, early childhood, and K-12 settings in her home state of South Carolina. Her teaching journey is driven by a deep commitment to understanding the unique developmental needs of every child in her care.
Melanie was drawn to the Reggio Emilia approach because it views children as competent, capable individuals and because of its child-lead approach to learning. As a teacher, Melanie sees herself as a responsive partner and guide, dedicated to scaffolding learning in ways that honor each child's interests and potential. She believes that teaching is about much more than instruction; it is about helping children discover their own limitless possibilities and the joy of becoming lifelong learners.
Outside the classroom, Melanie channels her curiosity for biology, the social sciences, and the natural world into her teaching. She is passionate about using these interests to promote empathy, inclusion, and understanding among her students. By fostering real-world experiences and open dialogue, Melanie cultivates a warm, inclusive community where every child feels valued.
Em Sontag-Campbell | Teacher
Em brings a creative, hands-on lens to the classroom, utilizing their visual arts background to design engaging provocations that invite children to wonder and explore. Currently pursuing a degree in education at the Massachusetts College of Art and Design, Em draws on their experiences ranging from printmaking and mixed media painting to jewelry and glasswork to inspire the young learners in our classrooms. Their path to teaching began early, as they progressed from helping at their family’s gym to serving as a camp director and art teacher at a local community center—experiences that solidified their passion for fostering growth and exploration in children.
Em feels a strong connection to the Reggio Emilia philosophy, sharing its belief that creativity is one of the most powerful tools children have to build confidence and make sense of the world. As a teacher, they help children view every challenge as an invitation to wonder, empowering them to embrace the creative process, overcome perceived failure, and find genuine joy in their own potential.
Em brings a sense of playful imagination and curiosity to their interactions with children. As a multimedia artist who loves finding beauty in the unexpected, they share that joyful, energetic presence with the children each day. Outside the classroom, Em is often found diving into history, singing along to their favorite musicals, or exploring pop culture.
Vanessa Mejia | Teacher
Vanessa brings a thoughtful, reflective approach to her role in the classroom, grounded by her ongoing studies in Psychology and Early Childhood Development at Bunker Hill Community College. She is driven by a deep love for the early years, cherishing the daily discoveries she shares with the children and families in her classroom.
Inspired by the Reggio Emilia approach, Vanessa is deeply attuned to the children in her care. By using focused observations to scaffold learning, Vanessa tailors classroom experiences to match each child’s emerging interests and abilities. She views herself as a facilitator of curiosity, always seeking meaningful, hands-on ways to nurture the children’s natural drive to learn.
Whether she is drawing, painting, or playing guitar, Vanessa’s artistic spirit finds its way into her daily interactions.. Her own sense of curiosity and childlike wonder makes it easy for her to connect with children on their level, fostering relationships built on authenticity and mutual discovery. Outside of the classroom, she loves exploring nature, traveling, and has a well-known sweet tooth!
Meg Daly, B.A. Communications, Minor in Education | Teacher
Meg brings an intuitive warmth to the classroom, drawing on her background in early childhood education to create a space where every child feels truly seen. With a Bachelor’s degree in Communications and Education from Wheelock College and over a decade of experience as a toddler teacher, Meg has cultivated a deep, attentive teaching style. She is known for her ability to notice the smallest details, from a child's quiet discovery to their budding interests, and she is committed to remaining fully attuned to each child as they explore their world.
Meg has long admired the Reggio Emilia philosophy, particularly its view of the classroom as the 'third teacher.' She loves how this approach fosters social-emotional growth and thrives on the deep collaboration between teachers, children, and families. For Meg, the classroom is a living, breathing community where ideas are shared and relationships are at the heart of everything.
Meg incorporates her love of music, theatre, and yoga into daily play. Whether she’s leading a sing-along or sharing a new book with dramatic flair, she creates a vibrant and engaging environment for her students. Outside of school, Meg stays grounded by spending time in nature, trying out new recipes, and traveling to new destinations.. For her, time spent with family, crafting, and relaxing at home are the perfect balance. She feels truly fortunate to experience the wonder of childhood, finding that teaching young children brings both deep joy and a bright sense of hope for the future.
Stacy Webb | Transitional Kindergarten Teacher