Perfection is never the goal; improvement is. Keep it simple, learn the basics first, and then extend your learning.
HONOURING Service
CELEBRATING CATHERINE SPINNEY
During her 15 years at Crofton House, Catherine Spinney has helped shape the Science Department through her warmth, curiosity, and deep commitment to girl-centred learning. As a Science teacher, Assistant Department Head, and former Research Chair, Ms Spinney has championed an approach to learning that values growth over perfection. Her legacy can be seen in the students who learned to trust their thinking, advocate for their needs, and keep trying.
WHEN DID YOU START AT CROFTON HOUSE?
I joined CHS in the fall of 2009. I remember being very impressed with the School. The Senior School was brand new that year, and the administration was still working out of portables in the parking lot, where the Athletics Centre and Manrell Hall are today. I also recall the care the Senior School leadership took with new teachers. They guided us through key policies, set us up with technology, and introduced us to our individual teacher mentors to help us adjust to
Perfection is never the goal; improvement is. Keep it simple, learn the basics first, and then extend your learning.
the new environment. I instantly felt welcomed and valued.
WHAT ASPECTS OF YOUR ROLE BROUGHT YOU THE MOST JOY?
My conversations with students bring me the most joy, whether we are talking about the science we are learning in class or exploring moral dilemmas in the Ethics Bowl. I also find the students to be incredibly curious, willing to try new things, and open to new approaches to tasks. For example, this year we tried a new approach to planning experiments. The students willingly engaged in the exercise and provided meaningful feedback on the process. As a result, the entire Science Department is now using this method to help students create better experimental designs.
WHAT ARE YOU PROUDEST OF IN YOUR TIME HERE?
I am proud of the work I did as Research Chair, investigating ways to mitigate the nervousness students can feel when writing a test; being nervous can make it harder for students to access what they know, think creatively, and communicate their understanding clearly. My findings led to a simple but meaningful practice across the Science Department: providing sticky notes with tests so students can ask questions privately. It has helped students feel more at ease when they are unsure what a question is asking them to do.
WHAT DO YOU HOPE YOUR STUDENTS REMEMBER MOST ABOUT THEIR TIME IN YOUR CLASSES?
I hope they remember that it is OK to try, make mistakes, and then try again. Perfection is never the goal; improvement is. Keep it simple, learn the basics first, and then extend your learning. Most importantly, I hope they take away the incredible value of communication.
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