International Day of Women and Girls in Science is a chance to celebrate the women shaping scientific thinking, and to highlight the importance of visible role models for girls. At Ruyton, our Science faculty includes outstanding women across a range of disciplines, supported by colleagues who are equally committed to championing girls in STEM. Together, they create learning environments where curiosity is valued, evidence matters, and students feel confident to test ideas, learn from mistakes, and think boldly.

Jo Oreo, Head of STEM and AI Education

Jo is Head of STEM and AI Education. With degrees in Science (cell biology and genetics) and Teaching (primary and secondary Biology and Chemistry), she has taught in schools across Australia and the UK. Jo has also worked in university settings, managing STEM outreach programmes and partnering with schools to re-engage students in STEM. That experience sharpened her focus on evidence and impact, using data to understand what makes a difference for young people. At Ruyton, she previously served as Learning Leader, Science. She is currently completing a global action research project through the International Coalition of Girls’ Schools on how AI can support critical thinking in science, which she will present in Toronto. Jo is most energised by classrooms where students ask, test, refine and learn through inquiry.

Maria Di Vitto, Teacher of Science, Biology and Chemistry (Years 6 to 12)

Maria teaches Science, Biology and Chemistry from Years 6 to 12. Her interest in science was influenced early by her sister’s work in medical research, and strengthened by her own love of science and mathematics at school. While studying Biomedicine, Maria worked part-time at the Gene Technology Access Centre, where she enjoyed demonstrating practicals and making complex ideas accessible for students. She holds a Bachelor of Biomedicine and a Graduate Diploma of Education (Biology and Chemistry) from the University of Melbourne, and contributed to research projects at the Bio21 Medical Research Institute. Maria is passionate about equipping students with strong knowledge in women’s health, and she keeps a close eye on developments in learning optimisation, human performance and personalised medicine.

Cathryn Furey, Deputy Principal Learning, Science and Physics teacher

Cathryn is Deputy Principal Learning and teaches Year 10 Science, with experience teaching VCE Physics and junior science. Her passion began with a lifelong curiosity about how the world works, paired with an early love of teaching. After commencing Medicine following her HSC, Cathryn changed direction into education and has never looked back. She holds a Bachelor of Education with majors in Mathematics, Physics and Chemistry, and a Master of Education focused on educational leadership. Cathryn has led learning and teaching programmes across the School and developed professional learning for staff. She is deeply committed to teachers as researchers and has helped build Ruyton’s research culture, with a particular focus on girls’ education through the International Coalition of Girls’ Schools.

Katherine Putnam, Head of Research and Data Analytics, Teacher of Chemistry (Years 11 and 12)

Katherine is Head of Research and Data Analytics and teaches Chemistry in Years 11 and 12. She holds a Bachelor of Science (Honours) and a PhD in Biochemistry, with research spanning malaria biochemistry at the Bio21 Institute and post-doctoral work on platelet activation and heart disease at the Baker Heart Research Institute. Katherine’s pathway began with a strong interest in Chemistry, Biology and Physics, followed by Animal Science and a pivotal lecture on malaria that drew her into molecular and cellular science. During postgraduate study she loved mentoring students in the lab, which led her to complete a teaching qualification. Katherine is also a GARC research fellow, investigating ways to reduce assessment anxiety using an Agile metacognitive monitoring approach. In class, she focuses on building independent learners who question, explore and extend their thinking.

Jacinta Huntsman, STEM specialist (Prep to Year 6)

Jacinta is a STEM specialist in Prep to Year 6. Her interest began with childhood curiosity about how things work, then accelerated thanks to a teacher whose enthusiasm made science feel exciting and possible. Even as a student, Jacinta enjoyed helping others understand difficult concepts and seeing the moment it clicked. Her professional experience includes working as a Primary Science Network Coordinator, being a Project Zero graduate, serving as a STAV council member, and working as a VCAA assessor. At Ruyton, Jacinta designs hands-on, inquiry-led learning that encourages students to investigate, make and test ideas, and connect STEM to everyday questions. She loves giving younger learners opportunities to build confidence as problem-solvers from the earliest years.

Olly Cross, Head of Science, Teacher of Science and Psychology

Olly Cross is Head of Science and teaches Year 9 Science as well as VCE Psychology. His interest in science began at school and was reinforced at home, where his father was also a science teacher, giving him an early view of how rewarding the profession can be. As Head of Science, Olly focuses on building a culture where students feel safe to explore ideas, take intellectual risks and develop confidence in their scientific thinking. He especially enjoys seeing students use classroom knowledge to interpret everyday phenomena and the world around them. Olly works to ensure students feel supported to pursue science on their own terms, and to see curiosity as something to practise, not something you either have or do not have.

Katrina Mount, Teacher of Science (Years 7 to 10)

Katrina teaches Science in Years 7 to 10. Her curiosity was nurtured through backyard experiments at home, supported by her father, a scientist who encouraged questions and hands-on discovery. That early experience shaped the way she teaches today, with learning grounded in practical investigation and purposeful thinking. Katrina is passionate about helping students make meaningful connections, use evidence from research and data, and feel comfortable taking intellectual and creative risks. She values moments when students ask bigger questions, test ideas, and learn to justify their conclusions. In a girls’ school environment, Katrina is proud to support students as they build confidence in STEM and see science as a place where they can belong, contribute and thrive.

Jana Kruger, Teacher of Psychology, Criminal Minds and Humanities

Jana teaches Year 11 Psychology, Years 9 and 10 Criminal Minds, and Year 7 Humanities. She is driven by a love of learning and enjoys helping students discover what genuinely interests them, then turning that interest into deeper inquiry. Through Psychology, Jana encourages students to examine human behaviour and decision-making with rigour, asking how evidence is gathered, interpreted and challenged. She values classrooms where students participate actively in discussion, questioning and reflection. Jana particularly enjoys teaching in a girls’ school because students are willing to think aloud, challenge assumptions and stretch their perspectives. She also loves seeing students treat STEM pathways as realistic, exciting options and build the curiosity that underpins strong scientific thinking.

Mark Shore, Teacher of Physics, Chemistry, Science and Mathematics

Mark Shore teaches Physics, Chemistry, Science and Mathematics. He entered teaching because he was drawn to the craft of teaching itself, and chose science and maths at a time of global demand for educators in these areas. Over time, Mark has become a strong admirer of science as a discipline grounded in evidence, careful reasoning and intellectual humility. In his classroom, he prioritises an environment where students feel supported, where effort is valued, and where learning is seen as a lifelong pursuit. Mark finds the most satisfaction in watching students arrive in Year 7 and grow over six years into capable, independent young adults. He aims to help students persist when work is challenging and to see uncertainty as a starting point for better questions.