Faculty and Staff
Crofton House teachers are caring and experienced professionals who embrace new ideas in teaching and learning. They are highly qualified educators and subject specialists who are experienced in the ways that girls learn and deliver a personalized education that focuses on the development of the whole girl.
Here, students are motivated to strive for their best selves, guided by staff who know them and believe in them. All our faculty and staff share a passion for making a positive, lasting impact in each girl’s life and to helping her succeed.
Our teaching faculty's commitment to staying current with best practices in pedagogy is supported by progressive professional development opportunities and initiatives such as our Research Chairs program provided by the School.
“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
Research Chairs of Teaching and Learning
Crofton House School teachers can apply to become a Research Chair of Teaching and Learning. As part of this program, led by our Researcher in Residence, participants can contribute to the teaching profession in a meaningful way through funded and progressive research over a three-year term. Meet our current Research Chairs!
Jacob Tran and Gavin Yip (2026-2029)
Teacher, Arts and Applied Design Skills & Technology, Senior School and Teacher, Mathematics, Arts & Applied Design Skills & Technology, Senior School
Gavin and Jacob are working together to explore how structural innovations, such as concurrent timetabling and rotational specialization, can deepen student engagement and promote authentic learning. By reimagining traditional course delivery in Senior School technology classes, they aim to create a dynamic environment where teachers instruct within their areas of deepest expertise, and students are empowered to take ownership of collaborative "Passion Projects".
Through design cycle and industry mentorship integration, their goal is to develop a flexible, scalable instructional blueprint that can be adapted by various departments at Crofton House School to foster greater student agency and deep learning.
Phil Stringer (2026-2029)
Department Head, Mathematics, Senior School
Phil is exploring the authentic integration of Indigenous ways of knowing into senior mathematics within a girls’ educational context. While mathematics is often viewed as culturally neutral, his inquiry seeks to move beyond surface-level contextualization to understand how the First Peoples' Principles of Learning—such as relationality, reflection, and learning over time—can fundamentally enrich our teaching and assessment.
By challenging traditional assumptions about linear progression and certainty, Phil is interested in how Indigenous perspectives can foster deeper numeracy and mathematical fluency, transforming classrooms into spaces of true connection and sense-making. Ultimately, his goal is to develop practical, sustainable frameworks that support a respectful, non-tokenistic integration of these principles, benefiting students and educators at Crofton House School and beyond.
Ly Hoang (2024-2027)
Personal Counsellor, Senior School
Ly is researching the impacts of peer-led mental health supports on student well-being through the CHS counselling initiative of Peer Support. Ly will work closely with selected and trained Peer Supporters, who are Grade 11 and 12 students, to reduce mental health stigma and promote wellness on campus. Ly will measure components of student leadership and agency that encourage and promote pro-social behaviours such as seeking help from peers and adults, increasing empathy and compassion amongst peers, and increasing one’s ability to self-regulate when faced with everyday stressors.
Hoang, L (2026, April). Student Support Leaders National Network Session: How do Schools Design & Implement Student Support in our Current Complex Reality?CAIS (Canadian Accredited Independent Schools - National Leaders Conference), Gatineau, Canada
Alyson Prabhu (2024-2027)
Teacher, Social Studies, Senior School
Alyson’s research seeks to explore how student and teacher experiences can be leveraged as evidence in academic contexts. Drawing from the field of social justice education, the research aims to address the limitations of traditional academic evidence, such as books or journals, by prioritizing lived experiences. The research intends to empower students to contextualize their own experiences within larger societal structures, contributing to a deeper understanding of complex issues. Ultimately, the central aim is to develop a framework to help teachers navigate how to meaningfully incorporate student experiences in a way that can both confirm and challenge dominant academic narratives and promote meaningful, respectful conversations in the classroom.
Prahbu, A (2026, June). Leveraging Student and Teacher Positionalities in the Classroom: An Autoethnographic Approach to Create Evidence from Lived Experience. CSSE (Canadian Society for the Study of Education), Winnipeg, Canada.
Past Research Chairs
Andrea Page (2023-2026)
Teacher, Learning Resources, Junior School
Area of research: Universal Design of Learning (UDL)
- Page, A (2026, June). Collaborative Classrooms: Advancing UDL Through Co-Teaching. ICGS (International Coalition of Girls’ Schools - Global Forum on Girls’ Education), Toronto, Canada
Chris McKenzie (2023-2026)
Coordinator of Educational Technology, Risk Manager, Senior School
Area of research: Student retention, transfer, and application of learning
- McKenzie, C (2026, June). Creating Experiences that Motivate Students to Manage their In-Class Technology Distractions.
CSSE (Canadian Society for the Study of Education), Winnipeg, Canada.
Maureen Duteau (2022-2025)
Teacher, English, Senior School
Area of research: Research skills and information literacy
- Duteau, M. (2025, Oct.) From Books to Inquiry / From Inquiry to Agency. Presentation at the BCTELA (BC Teachers of English Language Arts) Conference, Vancouver, Canada.
Simon Ng and Michael Roberts (2022-2025)
Teachers, Mathematics, Senior School
Area of research: Curricular competencies in math
- Roberts, M., & Ng, S. (2024, Oct). Math portfolios for curricular competencies. Workshop at the 63rd Northwest Mathematics Conference, Whistler, Canada.
- Ng, S., & Roberts, M., (2026, Winter) Mathematics Portfolios for Competencies. Canadian Teacher Magazine, 22(2), 20-21.
Chantal Eady (2021 - 2025)
Coordinator, Student Well-being & SEL, Junior School
Area of research: Relational aggression
- Eady, C. & Fuchs, T.T. (2025, Jun). Unpacking relational aggression: Insights and interventions from an all-girls middle school. Paper Session at the Canadian Society for the Study of Education, Toronto, Canada.
Jo Kimmel (2021 - 2025)
Coordinator, Student Well-being & SEL, Senior School
Area of research: Social and emotional learning
- Kimmel, J. (2025, Feb). Grounding for growth: Empowering students through mindful transitions. Workshop at the ICGS Educating Girls Symposium, Marymount School, New York, USA.
Cat Spinney (2020-2023)
Assistant Department Head, Science, Senior School
Area of research: Student assessment
Christopher Griffith (2019-2022)
Assistant Department Head, Social Studies, Senior School
Area of research: Student assessment
- Griffith, C. (2025, Jun). A meaningful exchange of roles: Students as teachers in teacher professional learning. Paper Session at the Canadian Society for the Study of Education, Toronto, Canada.
Dimitri Korol (2019-2022)
Assistant Department Head, Languages, Senior School
Area of research: Fostering literacy
Quinn Cumming (2018-2021)
Department Head, Physical & Health Education, Senior School
Area of research: "Grit" and physical pursuits
Phil Stringer (2018–2021)
Department Head, Mathematics, Senior School
Area of research: Teaching math in a "deunitized" manner
- Stringer, P. (2024). Deunitization in the mathematics classroom. Vector, 65(1), 38-45.
Sophia Hunter (2017–2020)
Teacher Librarian, Junior School
Area of research: The impact of the medium on reading experience
Gail Robinson (2017–2020)
Teacher, English & Facilitator, Reconciliation & Equity in Action
Area of research: Student-centred teaching based on the Harkness method
