Traf Voices

List of 1 news stories.

• Life in the STEM Cell - A Catalyst for Success

  2/27/2026
  Christianne Loupelle and Adriana Ruffini
  Version française ci-dessous
  
  

  When Trafalgar’s math and science departments moved into a shared office space last year, the change was more than logistical. What began as a practical solution, bringing two closely related departments under one roof, has effectively reshaped how teachers collaborate, how students experience learning, and how Trafalgar’s educators support one another through the daily realities of school life.
  
  

  For department heads Adriana Ruffini (Mathematics) and Christianne Loupelle (Science), the amalgamation marked a shift away from isolation and toward a more collaborative way of working.
  
  

  “I was excited about the idea right away, but I didn’t fully understand how much I needed it until we were all together.”
  
  

  Before the move, both departments were feeling isolated. Ms. Ruffini returned from maternity leave to a changing math office. Mr. Fuoco often worked in his classroom, and Mr. Scruton was set to retire this past June. This, combined with the fact that the science office was on a different floor, made informal collaboration difficult. 
  
  

  “I didn’t realize how lonely I felt until I wasn’t anymore,” Ms. Ruffini reflects. “I was excited about the idea right away, but I didn’t fully understand how much I needed it until we were all together.”
  
  

  For Ms. Loupelle, whose science office was a cramped space shared with Ms. Roy and Ms. Quilty, the proposal felt immediately right.
  
  

  “Excitement was my first reaction,” she says. “Our two departments already collaborated a lot, but it always required effort: finding time, walking across the school, sending emails. Suddenly, the barrier was gone.”
  
  

  That proximity matters. In a school day defined by tight schedules and constant interruptions, even small barriers can prevent meaningful collaboration. Sharing an office removes those barriers almost entirely.
  
  

  “Using the same language across contexts makes recall easier.”
  
  

  One of the most immediate benefits of the shared space has been pedagogical alignment, particularly around the idea that, as Ms. Ruffini says, “math is a language,” and one that students encounter in a surprising number of subject areas. 
  
  

  “I’m constantly teaching math in my science classes,” Ms. Loupelle explains. “Physics is math. Chemistry is math. Being able to turn to Adriana or Blake (Mr. Fuoco) and ask, ‘How are you teaching this?’ or ‘What language are students using?’ makes a huge difference.”
  
  

  Instead of students encountering slightly different terminology or methods in different classrooms, teachers can now align their approaches in real time. That consistency helps students make connections faster and retain concepts more deeply.
  
  

  “I now refer to graphs by a certain name because that's what they learn in math, and they happen to touch on graphing in math just before I do it in science. I think that using the same language makes recall for kids that much easier,” Ms. Loupelle adds. “Especially for students who won’t continue in science but will still need to interpret graphs, tables, and data in social sciences.”
  
  

  Sometimes alignment happens without planning at all. Hearing a colleague preparing or debriefing a lesson sparks conversation, reflection, and adjustment. This is collaboration in its most organic form.
  
  

  “It’s so nice to have a place to bounce ideas off people and discuss in a safe space with people who understand. It really means something.”
  
  

  The shared office has also transformed how new and early-career teachers are supported. For Ms. Ruffini, this has been one of the most meaningful outcomes.
  
  

  “When Bailey (Ms. Roy) taught math for the first time, I wasn’t always physically present to support her,” she admits. “Now, with Laura (Ms. Quilty) teaching new math courses, I can look over an exam, answer a question, or talk something through immediately. That support is constant.”
  
  

  This kind of embedded mentorship benefits not only new teachers but students as well. When teachers feel supported, their confidence grows and that stability carries into the classroom.
  
  

  “It’s not just about expertise,” Ms. Ruffini says. “It’s about being seen, being able to ask questions without feeling like you’re interrupting someone’s day. It’s so nice to have a place to bounce ideas off people and discuss in a safe space with people who understand. It really means something.” 
  
  

  “I find that the proximity of having us in our ‘STEM Cell’ has made me a better communicator and more collaborative”.
  
  

  Ms. Loupelle agrees. She says, “Blake (Mr. Fuoco) and I share a very similar cohort in our science and math classes, especially in Secondary IV, which is such a crucial year for government exams.” She continues,  “I think we both benefit from seeing how the kids are doing in our classes. My science class is so math-based right now, we're doing concentration calculations and cross multiplication, so I often find myself asking him how his class is doing and the kind of support they're getting.”
  
  

  The proximity ended up being a blessing for time management within Trafalgar’s busy schedule.
  
  

  “Adding that extra layer of having to go find a colleague to ask those questions in the craziness that is any typical day adds a barrier to that communication that until this year I did not know existed. I find that the proximity of having us in our ‘STEM Cell’ has made me a better communicator and more collaborative,” says Ms. Loupelle.
  
  

  “They joke about it. They ask, ‘Is there a party going on in here?’ but they’re not really joking. They see that we work well together.”
  
  

  Students, it turns out, notice everything.
  
  

  “They see us as a team,” Ruffini says. “They joke about it. They ask, ‘Is there a party going on in here?’ but they’re not really joking. They see that we work well together.”
  
  

  That visibility matters. Students are more likely to ask questions outside a teacher’s specific subject area, knowing that collaboration happens behind the scenes. A math student might ask about chemistry. A science student might clarify a math concept. Learning feels less compartmentalized and more authentic.
  
  

  Ms. Loupelle believes students also pick up on something deeper: trust.
  
  

  “They see that we trust one another,” she says. “They see that it’s okay not to be the sole expert. That you can lean on other people.”
  
  

  For students, this models a powerful message: success doesn’t come from doing everything alone.
  
  

  “If you put the right people in the right room, you get some pretty great things.”
  
  

  Both department heads are quick to acknowledge that the success of the shared office depends on trust, respect, and openness.
  
  

  “This wouldn’t work with just anyone,” Ms. Loupelle says. “We don’t all teach the same way. We’re not all interested in the same things. But there’s acceptance of people’s strengths.”
  
  

  “If you put the right people in the right room,” Ms. Ruffini continues, “you get some pretty great things.”
  
  

  Some teachers gravitate toward research, others toward mentoring student teachers, and others toward improving classroom practice. The shared space makes those differences visible and valued.
  
  

  “It’s less of a silo now,” Ms. Loupelle reflects. “More like a big barn. There’s a lot more room for maneuverability.” 

   

  What began as a practical decision has evolved into a case study in how physical space impacts professional culture. By bringing math and science together, Trafalgar teachers didn’t just improve communication. They created conditions for deeper learning, stronger support systems, and healthier educators.
  
  

  Life in the STEM Cell means sharing a space, which also means sharing language, responsibility, and care, and the impact is being felt far beyond the office walls.
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