Headquarters:
415 Cavendish Road, Coorparoo, QLD 4151
Year founded:
1928
Number of employees:
297
Phone:
07 3394 9999
Email:
email@loreto.qld.edu.au
Website:
loreto.qld.edu.au
LinkedIn:
linkedin.com/school/loreto-college-coorparoo
Kim Wickham
Principal
Katie Dummett
Deputy Principal - Operations & School Development
Chris Nastrom-Smith
Deputy Principal - Curriculum
Leadership
Kim Wickham commenced as principal in January 2018. As an educator with over 30 years of experience, her professional experience began as a music teacher. She held positions as head of music and head of creative arts before moving into the area of curriculum leadership as dean of studies at St Aidan’s AGS. She has also worked in the tertiary sector, lecturing in curriculum and professional practice.
Wickham holds a master’s degree in education (curriculum), bachelor’s degrees in both education and the arts (Qld Conservatorium), a graduate diploma of teaching plus an associate diploma in performance. She is also a graduate of the Australian Institute of Company Directors and graduated from her tertiary theology course with the highest grade point average. As a finalist in the Queensland College of Teachers for Excellence in Teaching and Learning Leadership, she is passionate about student voice, agency and personal efficacy.
Principal
Kim Wickham
A highly motivated and passionate leader with over 20 years of experience, Katie Dummett has a deep commitment to educational excellence and fostering a transformative learning environment. Her leadership philosophy is deeply rooted in gospel values and aligns with the Loreto virtues. She is passionate about the unique nature of girls’ education and how to best meet their learning needs in effective and supportive environments.
Dummett has experience as a middle and senior leader in both curriculum and pastoral roles and has worked across Catholic and State sectors. She holds a master’s degree in educational leadership as well as a bachelor of education/bachelor of applied science. Her role encompasses the College’s day-to-day operations, including the creation of staff and student timetables. She is committed to enhancing the wellbeing of both staff and students, while fostering a culture of collaboration and mutual respect within the school community. She strives to make informed and focused decisions that support ongoing growth at Loreto College and is dedicated to improving educational outcomes for all Loreto students.
Deputy Principal - Operations & School Development
Katie Dummett
As deputy principal curriculum (Years 7-12), Chris Nastrom-Smith’s primary responsibility is the provision of relevant, engaging and challenging curricular programs that reflect the College’s ethos and mission, but also comply with the relevant statutory authorities, such as the QCAA and ACARA.
The role allows him to work in partnership with the director of academics and lead the curriculum leaders to ensure the College is developing curriculum approaches and assessment practices that foster collaboration and innovation among the teaching staff to ensure students are provided with the opportunity to engage in enriching learning experiences.
Deputy Principal - Curriculum
Chris Nastrom-Smith
Andreia Wigan
Director of Mission
Andreia Wigan commenced at Loreto in 2017 as director of mission, responsible for leading the religious life of the school and to animate the charism of Mary Ward and the traditions, ethos and actions of the IBVM sisters at the College.
Wigan is charged with the formation of students, staff, families and the wider community in the areas of faith and spirituality. This includes the planning, preparation and leading of prayer, liturgy, reflection and retreat opportunities. She is also responsible for the social justice and service areas of the school including the organisation and facilitation of opportunities such as service, charity, awareness raising, community building and immersions. The purpose of the role is to create a vibrant and active Catholic school community.
Director of Mission
Andreia Wigan
Jamie Clothier
Director of Pastoral Care
As director of pastoral care, Jamie Clothier has primary responsibility for the wellbeing of students across the College (Year 5-12). Working in partnership with the Pastoral Team to support students to thrive, her role encompasses the delivery of a holistic pastoral program that prioritises students’ personal, social and emotional skill development. Clothier’s portfolio also includes matters such as child safety, student protection, uniform, behaviour, engagement and attendance.
Previously holding a range of curriculum, pastoral and sporting leadership roles in education, she also holds a master’s degree in educational leadership from the University of Queensland. Passionate about positive approaches to youth development and the proven benefits of working in partnership with parents and carers for their child’s success, Clothier strives to centre these values in her work, positively contributing to the Loreto community.
Director of Pastoral Care
Jamie Clothier
Shona Sunebeck
Acting Director of Academics
Gail Winks
Director of Finance & Business Operations
Nick Moss
Head of Senior School
David Sexton
Director Business Services
Shona Sunebeck commenced at Loreto in 2019 as curriculum leader English, a role where she built an expert team of dedicated teachers committed to developing key skills in literacy, communication and a love of literature. She takes this passion for curriculum to the role of acting director of academics, one that supports the deputy principal – curriculum, where she fosters excellence in teaching and learning across all curriculum areas as well as overseeing literacy and numeracy development across the college.
Sunebeck holds a master’s degree in educational leadership from Queensland University of Technology. She is committed to the learning potential of each student and works in partnership with teaching staff and parents and carers to ensure all students achieve their academic goals and thrive.
Acting Director of Academics
Shona Sunebeck
As director of finance and business operations, Gail Winks oversees the College support functions including administration, compliance and risk management, community, facilities, finance, and technology services. As a member of the College leadership team, she also provides support to the principal, college board and sub-committees as part of the school’s governance program.
A finance executive with over 30 years’ experience, Winks has held roles both locally and internationally across the public practice, mining, manufacturing and education sectors. She is a Chartered Accountant (Australia), and plans to build upon the legacy of her predecessors to make a lasting, positive contribution to the Loreto Coorparoo community.
Director of Finance & Business Operations
Gail Winks
Nick Moss is head of senior school, responsible for leading the culture and strategic vision of the Senior School as well as enhancing student experiences, academic excellence and staff engagement.
Across leadership roles spanning curriculum, staffing, senior studies and pastoral care, Moss has built a reputation for evidence-informed decision-making, strong relationships with students, staff and families, and a clear focus on academic care. He is committed to ensuring every student is known, guided and challenged in the academic, pastoral care, spiritual, co-curricular and leadership elements of their education.
Moss holds a Master of Instructional Leadership (University of Melbourne), a Bachelor of Education (University of Canberra) and a Bachelor of Science (University of Sydney). In 2024, he completed the National Flagship Program with the Association of Independent Schools of NSW.
Head of Senior School
Nick Moss
As Director of Business Services, David oversees the financial, operational and commercial aspects of the School. In this role, he contributes to shaping and implementing strategic initiatives, supports business sustainability and enables the next phase of campus development, including the 10-year Master Plan and Strategic Plan (2026–2028).
He is an accomplished executive leader with over 25 years of experience at C-Suite and Board level spanning diverse sectors including education, not-for-profit, disability, sport and professional services. He has extensive experience shaping and executing strategic plans, driving income growth and diversification, master planning and major capital projects, stakeholder engagement, leading high-performing teams and managing complex budgets.
Director Business Services
David Sexton
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Manager – Claims
Stephen McMillan first entered the financial services Industry when he joined GE Capital as a finance analyst in 2008, from which he progressed through roles working both onshore and offshore. From there, he moved into Pacific Premium Funding as a financial planning and analysis leader in 2012 and was a key resource in the evolution of the business, first with the successful sale to Macquarie Pacific Funding and then the following progression into IQumulate Premium Funding, where he is now the commercial manager.
As commercial manager, McMillan leads a team that is responsible for commercial analysis and business support, identifying and reporting improvement initiatives, and the securitization and treasury functions of the business.
Product Manager
Claire Watson
Stephen McMillan first entered the financial services Industry when he joined GE Capital as a finance analyst in 2008, from which he progressed through roles working both onshore and offshore. From there, he moved into Pacific Premium Funding as a financial planning and analysis leader in 2012 and was a key resource in the evolution of the business, first with the successful sale to Macquarie Pacific Funding and then the following progression into IQumulate Premium Funding, where he is now the commercial manager.
As commercial manager, McMillan leads a team that is responsible for commercial analysis and business support, identifying and reporting improvement initiatives, and the securitization and treasury functions of the business.
Commercial Manager
Stephen McMillan
“Having close connections with our parents, staff and community, is integral to a rich learning environment. When we work together, we can achieve amazing things”
Karen Yager,
Hills Grammar
“I believe that students learn in a supportive environment with passionate and inspiring teachers and staff. We surround our students with positive creative and inspiring people, enthusiastic about their own learning and keen to immerse students in the spirit of life-long learning across the whole community”
Karen Yager,
Hills Grammar
Loreto College Coorparoo has built something that many schools aspire to but few achieve: a professional culture in which staff feel supported, valued and confident to contribute meaningfully, not only to student outcomes, but to the broader improvement of the school.
At the heart of the college’s identity is a commitment to evidence-informed practice. The Brisbane school has embedded reflective practice and continuous improvement as organisational expectations, applied consistently at every level, from classroom to boardroom. The approach is dynamic, responsive and focused on sustained growth for both staff and students.
The most significant strategic initiative of recent years has been the implementation of a whole-school, evidence-informed teaching and learning framework. This award-winning program has centred on embedding high-impact teaching practices – particularly explicit instruction – to establish a shared and coherent pedagogical approach across every classroom.
Central to this has been the establishment of Professional Learning Teams (PLTs), which provide staff with a structured and ongoing forum for collaborative inquiry. Through PLTs, teachers engage deeply with research and student data, reflect on practice together, and refine their instructional approaches in a disciplined and purposeful way. The result has been a strengthening of collective efficacy and a blurring of the line between professional learning and everyday practice.
Underpinning the framework is a deliberate investment in staff data literacy, enabling more precise identification of student needs and more targeted intervention. Curriculum, assessment and feedback practices have been aligned in parallel, reinforcing both teaching consistency and measurable student progress.
Leading with care: a coherent and supportive college culture
What distinguishes Loreto College Coorparoo overall, however, is not any single program but what the college describes as organisational coherence – the alignment of clear direction, strong collegial culture and genuine investment in people. Leaders model professional standards through active presence in classrooms and team settings, build staff capacity through coaching and collaborative practice, and maintain high visibility across governance and senior levels.
Wellbeing is not an afterthought. The college has introduced and strengthened a range of initiatives, with an emphasis on connection, proactive support and workload sustainability. Transparent communication and inclusive decision-making have reinforced trust across the organisation. Comprehensive induction programs articulate the college’s commitment to inclusive education from day one, with diversity, equity and inclusion embedded in curriculum, wellbeing frameworks and operational systems – ensuring it is experienced as part of daily practice rather than as an abstract policy.
Recruitment is aligned to this culture. The college actively positions itself as a professional learning environment that attracts reflective, motivated individuals who are committed to ongoing improvement and to making a meaningful impact on student learning. Differentiated coaching and mentoring support for early career teachers alongside experienced staff ensures internal talent is identified and grown, aided by leadership development pathways at multiple levels.
Looking ahead, Loreto College Coorparoo is committed to deepening its evidence-informed teaching practices, enhancing staff wellbeing programs with a particular focus on workload sustainability, and strengthening succession planning to maintain organisational continuity.
Learning designed for educators
The centrepiece of Hills Grammar’s approach to staff development is its Professional Learning Model, led by director of professional learning Dr. Chris Furner. Grounded in adult learning pedagogies, aligned with the school’s strategic intent and staff profile and standards, the model deliberately moves away from compliance-driven professional development towards something more meaningful. This is delivered as learning that is authentic, research-based and tailored to where each educator is in their career journey.
Supporting this is the Learning Centre Staff Program, which creates structured opportunities for staff to share practice, reflect on their work and learn from one another. Mentoring, leadership development and action research opportunities are embedded throughout, making professional growth a continuous and collegial practice rather than a periodic obligation. It is a model that reflects Hills Grammar’s commitment to investing in the people responsible for delivering its educational vision.
Future-forward leadership
The school’s commitment to its team extends to how Hills Grammar approaches leadership. Working in partnership with the governing council, school leaders maintain a shared focus on developing what the school describes as a ‘future fit’ graduate and the workforce equipped to teach them. Innovation is encouraged, and the culture is one where academic ambition and professional development are seen as inseparable.
Wellbeing in a remarkable setting
Staff also benefit from complimentary wellbeing programs, a genuine commitment to work-life balance and access to an Employee Assistance Program. Additionally, for educators who value a workplace where the physical environment itself is part of the daily experience, Hills Grammar’s picturesque campus offers a setting that is as restorative as it is inspiring.
There is also a proactive approach to diversity, equity, and inclusion (DEI), such that employees are informed and educated through integrated professional learning frameworks. Hills Grammar is proud to be actively shaping bold thinkers, and in turn empowering the people who teach them.
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