Our CHS Falcon and the Heart and Stroke Foundation mascot cheered on students at the Junior School Jump Rope for Heart event.
Faculty and Staff
Crofton House School teachers are dedicated, caring and experienced professionals who seek and embrace new ideas in teaching and learning. They are highly qualified educators and subject specialists who are experienced in the ways that girls learn. Crofton House faculty deliver personalized education that focuses on the development of the whole girl.
Our teaching faculty’s commitment to staying current with best practices in pedagogy is supported by progressive professional development opportunities provided by the School.
Crofton House staff are equally dedicated to the success of our girls. In every role, from interviewing families who are considering Crofton House School to ensuring that our facilities are safe, staff are a critical part of our welcoming, diverse and supportive community. All faculty and staff share a passion for making a positive, lasting impact in each girl’s life and to helping her succeed.
Enriching the Learning Environment
Through our Artist-in-Residence Program, a visiting artist joins our community for a school year, sharing their expertise and inspiring our students, faculty and staff.
Continuing our long tradition of being a leader in girls’ education, Crofton House School teachers can apply to become a Research Chair of Teaching and Learning and contribute to the teaching profession in a meaningful way through funded and progressive research.
Learn more about our Artists-in-Residence and Research Chairs below.
“We are encouraged to always be creative and innovative. We find new ways to improve our teaching and the student experience.”
Arezou Hashemi | Teacher, Languages, Senior School
Supporting our educators to pursue further research both contributes to the teaching profession and continues Crofton House School’s 120 year history of excellence in education
Anne Bonnycastle, Program Coordinator, Music, Senior School, has had a paper published in the The Canadian Journal of Action Research (Vol 19, No 2 (2018)). Titled “Female Students Talk about Women Composers: Two Misconceptions and a Self-Limiting Belief".