12 Feb 2026
Brisbane Catholic Education proudly celebrated our newest cohort of Highly Accomplished and Lead Teachers (HALTs) on 10 February 2026.
Attended by BCE senior leaders from school and office, the event recognised the remarkable achievements of teachers who obtained certification in 2025, taking the number of HALTs across BCE to 74.
Certified through a rigorous national approach, HALTs play a vital role within BCE, driving innovation, fostering professional growth, and elevating teaching practice across their schools.
BCE People and Culture Executive, Cathy Heffernan said HALTs inspired their colleagues by improving their practice and initiating programs that widely impacted their school and community.
“To obtain certification as a Highly Accomplished or Lead Teacher, candidates must evidence every word of all 37 descriptors at their career stage,” Cathy said.
“The certification is the culmination of years of professional reflection and unwavering commitment to their students and communities.”
With 127 teachers currently working towards certification, the impact of our Highly Accomplished and Lead Teachers continue to grow.
BCE Head of School Performance Brett Horton thanked the group for their leadership and dedication.
“Teachers who decide to undertake HALT certification demonstrate excellence every day to create meaningful connections between learners, teachers, and broader school communities,” Brett said.
“Your work is invaluable to each of these groups, and to BCE.”
Stories of impact
When teachers assemble their portfolios, they present each piece of evidence as a Story of Impact.
For a Highly Accomplished Teacher the focus is on the impact that they have on their colleagues.
For Lead teachers there is a focus on the impact that they have on their schools and broader community.
The 2025 HALT stories of impact are listed below.
Mary-Clare McKinnon, Highly Accomplished Teacher
St Mary's Primary School, Maryborough
Mary-Clare McKinnon is a teacher at St. Mary’s Primary School Maryborough. She has contributed to whole-school initiatives in literacy through an innovative EIA on oral language, and a revitalisation of the school PB4L framework. She has had a direct impact on school wide inclusive practices through the development of documentation to streamline the planning of adjustments and differentiation. This document has now been adopted for use across her own school and others. Mary-Clare is committed to life-long learning and continues to work collaboratively with colleagues to drive whole-school improvements to enhance student engagement, wellbeing and outcomes.
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Renee Vanegmond, Highly Accomplished Teacher
St Patrick's Primary School, Gympie
Renee Vanegmond is a Year 6 teacher at St Patrick's Primary School in Gympie. She is committed to fostering high engagement through authentic creativity, empowering students to take ownership of their learning and behaviours. Her practice centres on cultivating independence, reflection, and responsibility while creating dynamic, student-centred environments where every learner is encouraged to lead, collaborate, and grow.
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Inez Durrer, Lead Teacher
Stella Maris Primary School, Maroochydore
Inez Durrer is a Classroom Music Specialist and Performing Arts Coordinator at Stella Maris Primary School in Maroochydore. She is passionate about working collaboratively with her peers, particularly within the Performing Arts and across the school community. The project that has had an impact at Stella Maris is Inez’s implementation of The BEATS program which she started for students in the early years who are identified as struggling and/or disengaged learners. With the assistance and guidance of Dr Anita Collins, and Bigger Better Brains, we have been able to collect data which has ensured consistent evaluation and moderation of the growth for these learners as well as aligning with our school literacy and numeracy goals. Inez has lead by example through an Illustration of Practice for teachers in BCE as well as through the moderation of work at a standard level for ACARA which was published in 2025 for The Arts at the Prep level. Inez continues to impact the Stella Maris school and parish community through inclusivity of music for all students and provides an open and welcoming classroom as well as a thriving Performing Arts program.
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Tegan Burr, Lead Teacher
Stella Maris Primary School, Maroochydore
Tegan Burr is a Primary Learning Leader at Stella Maris Primary School. She is passionate about supporting student progress, particularly in the areas of Literacy and Numeracy. She has driven whole-school improvement by leading the school’s improvement agendas; initiating and evaluating signature practices across writing and Mathematics and fostering professional growth among colleagues through targeted coaching, staff development, and collaborative planning.
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Dearbhla Gardiner, Highly Accomplished Teacher
St Kieran's School, Brighton
Dearbhla Gardiner is currently a teacher at St Kieran’s Primary School, Brighton, passionate about ensuring every student thrives through innovative learning opportunities. Formerly at St John Fisher College, Dearbhla established and expanded the French Immersion Program, introducing French Extension and delivering Religious Education in French for Years 8 and 9.
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Nicole Irwin, Lead Teacher
St Joseph's Primary School, Bracken Ridge
Nicole Irwin is passionate about supporting both the education of children, and the ongoing professional growth and wellbeing of their teachers. She is always seeking out innovative, evidence-based teaching methods that deliver significant impact. Her goal is to foster a positive workplace culture where all team members find fulfillment in their roles and contribute to an environment of shared enjoyment. Her portfolio reflects this, telling stories around projects undertaken, reviews and implementation of best practice, and the strengthening of community relationships.
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Margaret Best, Highly Accomplished Teacher
St William's School, Grovely
Margie Best is a prep teacher at St William’s at Grovely. She is passionate about helping students believe in themselves as learners. She enjoys supporting young students and their families as they begin their school journey by creating a warm and spiritual learning environment where they feel safe and confident. Margie’s portfolio highlights strong classroom and thinking routines, and practices that build students’ strengths and social-emotional skills. Her impact comes from demonstrating respect, positivity, and care. Margie contributes to her school community by being connected, encouraging and consistent.
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Taryn Allen, Highly Accomplished Teacher
St Columba's School, Wilston
Taryn is a Year 2 teacher at St Columba’s school, Wilston. Taryn is passionate about strengthening student literacy, inclusion and engagement through research-informed teaching and culturally responsive practices. Taryn’s portfolio centres on building teacher capacity through mentoring colleagues and Early-Career teachers, leading professional learning and modelling data-driven strategies, so that high-quality teaching becomes embedded. Her impact is reflected in improved student reading outcomes and engagement; in colleagues growing confident and collaborative in their practice; in positive feedback from parents regarding communication; and in the progress and confidence of students as they engage in their learning.
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Gabrielle Campbell, Highly Accomplished Teacher
Queen of the Apostles, Stafford
Gabrielle Campbell is a Prep Teacher at Queen of Apostles. She is passionate about literacy teaching in the early years, and fostering inclusive environments where all students can thrive. Gabrielle has strengthened her school community by driving improvements in early literacy outcomes and promoting practices that support all learners.
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Danielle Schroeders, Highly Accomplished Teacher
Our Lady of the Rosary School, Kenmore
Danielle Schroeders is a Prep teacher from Our Lady of the Rosary at Kenmore. She is passionate about driving positive change to enhance student learning, particularly in literacy. She has influenced her school community by leading staff presentations on effective practices in English, Mathematics, and First Nations perspectives, and by mentoring Early Career Teachers for the past few years. Collaborating with colleagues, she has contributed to developing and embedding signature practices that strengthen teaching and learning across the school.
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Emma Traversari, Highly Accomplished Teacher
Our Lady of the Rosary School, Kenmore
Emma Traversari is an Early Years Teacher at Our Lady of the Rosary, Kenmore, dedicated to fostering inclusive, evidence-based learning environments. She has mentored colleagues, led whole-staff professional development, and supported the implementation of high-quality teaching practices across the school.
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Kate Thomas, Highly Accomplished Teacher
Our Lady of Mount Carmel, Coorparoo
Kate Thomas is a teacher at Our Lady of Mount Carmel Primary School. She loves bringing learning to life with engaging and exciting experiences that spark curiosity in her students. Her portfolio reflects a genuine passion for collaboration, showing how she enjoys sharing ideas and supporting her peers across the school.
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Sarah Fordham, Highly Accomplished Teacher
St Bernadine's School, Regents Park
Sarah Fordham is a Prep teacher at St Bernardine's School. Her HAT portfolio highlighted her leadership in literacy and pedagogy, showcasing collaborative planning, mentoring early career teachers, and driving evidence-based practice to strengthen student outcomes and teacher capability. As lead teacher for InitiaLit, she coordinated program implementation through modelled lessons, data-informed planning, as well as building consistency and confidence across the early years team.
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Lauren Mill, Highly Accomplished Teacher
St John Vianney's Primary School, Manly
Lauren Mill is a Year 4 teacher at St John Vianney’s School. She is passionate about supporting Early Career Teachers as they develop their skills and confidence. Through mentoring and collaborating with many colleagues across the school, she has played a key role in empowering teachers to tailor learning and engage students through challenging maths tasks.
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Megan Quinn, Highly Accomplished Teacher
St John Vianney's Primary School, Manly
Megan Quinn is a Year 3 teacher at St John Vianney's School Manly who is passionate about teaching Mathematics and empowering students to grow their learning. The key themes of her portfolio were supporting colleagues and early career teachers to develop their teaching practice and challenge themselves with innovation. This impacted positively to improve students love of Maths, increased teacher knowledge and skills, and marked improvements in Mathematics data.
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David Oldham, Highly Accomplished Teacher
St Edward the Confessor School, Daisy Hill
David Oldham is a Year 6 teacher at St Edward the Confessor Daisy Hill. I am passionate about creating engaging environments and resources that serve to improve student learning and reduce teacher workload. The key theme of the portfolio was the critical role of collaboration with experienced teachers, leadership team, specialists, early career teachers and peers. I have built capacity in colleagues in integrating technology into classroom practice, developing engaging resources and providing greater access for parents to engage with their children’s learning.
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Sarah Tagget, Highly Accomplished Teacher
St Edward the Confessor School, Daisy Hill
Sarah Tagget is a Year 6 teacher at Saint Edward the Confessor school at Daisy Hill. She is passionate about teaching mathematics, science, and technology. She enjoys working collaboratively with colleagues and providing mentoring and support for early career teachers.
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Samantha Eddy, Highly Accomplished Teacher
St Joachim's Catholic School, Holland Park
Sam Eddy is a Teacher Librarian at St. Joachim's Primary school. She is passionate about supporting her colleagues and their students through literature and the technologies. Her portfolio highlighted her work across the school supporting Early Career teachers as well as the work she does in the areas of English and Technology. Sam truly values the roles she plays in fostering the connections between staff, students and families in our community.
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Jayde Eussen, Highly Accomplished Teacher
Our Lady of Lourdes Primary School, Sunnybank
Jayde Eussen is a classroom teacher at Our Lady of Lourdes Primary School. She is passionate about creating opportunities for students to be inspired, creative and active learners, and for them to grow as informed citizens who respect and support one another. Her portfolio showcased data-informed, differentiated curriculum, active colleague support to foster integrated and STEM aligned teaching and learning opportunities and a range of professional engagement opportunities. Jayde made an impact by improving learning outcomes, contributing to an increased culture of learning and fostering productive links with the wider community to improve teaching and learning.
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Anne-Marie Fry, Highly Accomplished Teacher
Guardian Angels, Ashmore
Anne-Marie Fry is a Grade 4 teacher at Guardian Angels Primary School. She is passionate about inclusive practice, professional growth, and creating engaging lessons and content. Her HALT portfolio highlighted student voice, wellbeing, collaboration, and creating modern and engaging creative thinking tasks. Through mentoring colleagues and designing purposeful learning experiences, she has strengthened student engagement, supported staff reflection, and positively influenced the wider school community.
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Susan Hawkins, Highly Accomplished Teacher
Guardian Angels, Ashmore
Susan Hawkins is a primary school teacher at Guardian Angels’ Ashmore. She is passionate about amplifying student voice and creating opportunities for learners to take ownership of their learning. This focus has empowered students and supported colleagues to build positive classroom cultures where student voice is valued across the school community.
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Merridee Tobin, Highly Accomplished Teacher
Guardian Angels, Ashmore
Merridee Lynes is a year 1 and 2 classroom teacher in a Pedagogy Coach role at Guardian Angels Catholic School. Merridee is a passionate about student engagement and growth. The key themes of her portfolio were engaging data responsive learning opportunities inclusive of stretch and challenge. Merridee has improved practice through research, practicality, modelling, use of metacognitive strategies, and having high expectations of herself and every student.
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Courtney Nissen, Highly Accomplished Teacher
Mary Mackillop College, Nundah
As a Visual Arts teacher at Mary MacKillop College, Nundah, Courtney supported colleagues in developing and implementing NAIDOC Week programming, mentored Early Career and Pre-service teachers, and shared innovative Connected Curriculum practices across Media Arts and Visual Arts to enhance student literacy, numeracy, and engagement. Courtney also designed Individual Education Plans for students with intellectual impairment and disability while providing a wide range of extension opportunities for highly creative learners.
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Nancy Roberge, Highly Accomplished Teacher
St Benedict's College, Mango Hill
Nancy Roberge is an English and Japanese teacher at St. Benedict's College. She is passionate about all things about language and literature. She is keenly interested in the engagement and inclusivity of students from a variety of cultural, linguistic, and religious backgrounds.
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Jacob Reust, Highly Accomplished Teacher
St Benedict's College, Mango Hill
Jacob Reust is a Middle Leader Religious Education Curriculum at St Benedict’s College, Mango Hill. Jacob is passionate about sharing and further influencing both mathematics and religious curriculum engagement with students. His support of colleagues and changes in policy and procedure through these subjects are the key themes of the portfolio, maintaining importance of content but focusing on engaging both emotional and educationally in the classroom. Jacob's impact can be seen in the confidence his colleagues have through not just assessment and content but also through pedagogy and communication to parents/caregivers and students.
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Kath Martin, Highly Accomplished Teacher
Clairvaux Mackillop College, Mount Gravatt
Kath Martin is a Humanities teacher at Clairvaux Mackillop College. My passion lies in helping students and teachers feel empowered through simple, effective, thinking-focused practices. Much of my Highly Accomplished portfolio work centred on building staff capability and developing a classroom structure called “Pods”, which makes classrooms more inclusive and collaborative. It has been wonderful to see these approaches builds progress and confidence in students and positively influence classroom practice within our community.
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Candice Nix, Highly Accomplished Teacher
Emmaus College, Jimboomba
Candice Nix is a year 6 teacher at Emmaus College, Jimboomba. She is passionate about building positive relationships with her students and school community. Candice enjoys working with and supporting her colleagues to implement effective and engaging learning activities. She has inspired others at her school to apply for HAT qualifications in the future.
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Rebecca Monteith, Highly Accomplished Teacher
St Augustine's College, Augustine Heights
Rebecca Monteith is a dedicated teacher at Augustine Heights State School. She is passionate about evidence-based practice and creating inclusive, engaging learning environments that support every student’s growth. Her portfolio reflects a strong focus on wellbeing, data-informed teaching, and collaborative leadership, resulting in meaningful impact across her classroom and the wider school community.
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Ashley Lincoln, Highly Accomplished Teacher
St Augustine's College, Augustine Heights
Ashley Lincoln is a Learning Enhancement Teacher at St Augustine’s College. She is committed to high quality learning and teaching, early intervention and evidence-based practice, creating calm and structured learning environments where all students can thrive. Through her leadership in instructional practice and professional learning, Ashley has driven improvements in teacher pedagogy, led change management processes, and fostered collaborative partnerships that have positively shifted staff culture and enhanced student outcomes.
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Emma Burrows, Highly Accomplished Teacher
St Peter Claver College, Riverview
Emma Burrows teaches Drama and English at St. Peter Claver College. She’s passionate about helping students tap into their creativity and explore artistic thinking in meaningful ways. Emma is especially committed to creating authentic learning experiences that engage with First Nations perspectives and histories—often through powerful mediums like poetry, theatre, and dance. These themes, along with her support for early career teachers, were central to her portfolio. At school, Emma aims to build resilience in her students and help her colleagues feel confident tackling complex content.
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Cathy Hunt, Lead Teacher
McAuley College, Beaudesert
Cathy is the Arts and Technologies Curriculum Leader at McAuley College, developing her Lead Teacher folio around work supporting staff and students across faculties in this newly established school. Some of the key themes of the folio included leading the College implementation of ACARA V9.0, developing the 'Assessment Success Program', and establishing a Year 7-10 STEAM Program which became the focus of multiple research projects. She also establishing specialised programs to support student engagement and excellence in the arts and technologies, including coding, robotics, esports and arts.
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Karen Ryan, Lead Teacher
Assisi Catholic College, Upper Coomera
Karen Ryan is a Primary Teacher at Assisi Catholic College. She is passionate about providing quality teaching and learning experiences for all students and has supported teachers in doing this through her Practice and Pedagogy Middle Leader Role.
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Hannah Bucton, Highly Accomplished Teacher
Xavier College, Hervey Bay
Hannah Bucton is a Year 6 teacher at Xavier Catholic College, Hervey Bay. She is passionate about improving literacy and creating a classroom environment where students feel safe, respected, and connected. She has supported her school's improvement agenda, mentored colleagues, and helped embed First Nations perspectives into classrooms, particularly in Religious Education. Through developing a grammar and punctuation scope and sequence, enhancing NAPLAN outcomes, and upskilling staff, she is proud to contribute meaningfully to students’ success and the school community.
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Alison Easton, Lead Teacher
St Patrick's College, Gympie
Alison Easton is a Drama teacher at St Patrick's College Gympie. She is deeply passionate about mentoring colleagues, supporting curriculum development and guiding early career teachers across all aspects of their practice. Equally, she champions opportunities for students to engage in the arts, encouraging them to discover success through their unique talents and interests. Alison has been instrumental in shaping clear and accessible communication pathways, establishing successful protocols for classroom management, and designing learning programs that enrich both students and staff.
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Gareth Munroe, Highly Accomplished Teacher
Unity College, Caloundra
Gareth Munroe is a science teacher at Unity College and a passionate advocate for science education, with a particular love for Physics. His work focuses on mentoring early career teachers and fostering collaboration across the profession. Gareth actively shares best practices in behaviour management and explores innovative approaches, including the use of AI in lesson planning and teaching. His efforts have led to increased student engagement and a more streamlined workflow for fellow educators.
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Scott Gray, Highly Accomplished Teacher
Unity College, Caloundra
Scott Gray is a mathematics teacher at Unity College. He is passionate about making mathematics accessible to all learners. His impact includes improved student confidence and achievement, and strengthened staff collaboration through shared planning, assessment moderation, and professional learning across the Maths team.
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Dean Cohen, Lead Teacher
Unity College, Caloundra
Dean Cohen is a Health and Physical Education teacher at Unity College. With a strong commitment to professional growth, Dean initiated and led dynamic professional learning networks for HPE Heads of Department, fostering a culture of collaboration and continuous improvement across BCE schools. His passion for teaching and learning is evident not only in the classroom but also in his leadership of the Unity College HPE team. Under Dean’s guidance and support, innovative programs were developed that actively incorporated the voices of students, parents, and staff ensuring a truly inclusive approach to education that fosters deep and authentic learning.
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