A commitment to helping every student reach their potential has earned our Acting Director of Learning (Academic Progress) a place on The Educator Hot List 2026.
Each year, The Educator’s Hot List highlights educators who are making a significant impact through leadership, innovation and a commitment to improving student outcomes. For Estee Stephenson, it reflects more than a decade of work dedicated to helping young people thrive and ensuring every student has the opportunity to reach their potential.
Since joining St Andrew’s Cathedral School in 2015 as a learning support teacher, Estee has taken on a range of leadership roles. Along the way, she has built a reputation as a passionate advocate for student growth and academic progress.
Throughout her career, she has been driven by a desire to understand how students learn and how schools can create the conditions for every learner to succeed.
An unexpected experience sparked her interest in gifted education. When her son was identified as gifted, Estee began exploring how schools can better support gifted learners. Working alongside former St Andrew’s Cathedral School Head of Gifted Education, Dr Yvonne Hammer, deepened that interest and inspired a new direction in her professional journey.
A commitment to research and practice
Driven by a commitment to continually improve her practice, Estee completed a Master of Education specialising in Special Education, followed by a Master of Education specialising in Gifted Education. She has recently submitted her doctoral thesis, and completed this research while continuing to work full-time at St Andrew’s Cathedral School.
Pursuing advanced study alongside work and family responsibilities has required remarkable determination.
“There were definitely moments when it felt overwhelming,” Estee said.
“Completing a doctorate while working full-time has been incredibly challenging.”
The challenges only strengthened her resolve. They deepened her commitment to evidence-informed practice and strengthened her belief in the power of research to improve learning.
Her doctoral research explores how schools can ensure that their gifted programmes are evidenced-based and translate educational research into practical systems and processes to support gifted programme improvements and outcomes.
Throughout her time at St Andrew’s, Estee has developed and led initiatives that have made a lasting difference for students and staff.
She helped establish the Learning Skills programme, led the Gifted Education Mentoring (GEM) programme and co-led Visible Literacy alongside English Teacher, Ms Lizzie Skipsey and Deputy Head of School, Mr Brad Swibel.
Through each initiative, she has worked to help students make meaningful academic progress. She has also equipped teachers with practical tools to strengthen learning.
Today, Estee leads work across the School that strengthens academic growth, improves learning outcomes and ensures students receive the right level of challenge and support throughout their educational journey.
“I was fortunate to have teachers and lecturers who recognised something in me and helped unlock skills and interests I might not otherwise have discovered.”
“I was fortunate to have teachers and lecturers who recognised something in me and helped unlock skills and interests I might not otherwise have discovered,” she said.
“In my current role, I’m inspired by how we can create those same conditions for every student.”
The news of her inclusion on The Educator Hot List arrived in an unexpected way.
“I actually found the email in my junk folder,” she said. “It was a delayed and very pleasant surprise. I wasn’t expecting it at all.”
Despite the recognition, Estee is quick to acknowledge the colleagues who have worked alongside her to bring new ideas to life.
“Much of the work recognised through The Educator Hot List has been collaborative, so I also thought immediately of the colleagues who have helped implement these initiatives,” she said.
For Estee, the award recognises the work that often happens behind the scenes.
“It is meaningful because it recognises work that often happens behind the scenes: identifying a problem, researching possible solutions, seeking input from others and collaborating to develop systems and processes that help students make progress,” she said.
“It also reinforces the value of connecting educational research with the realities of classrooms and schools.”
Looking ahead, Estee hopes to continue bridging the gap between research and practice. She is passionate about making research more accessible to educators and helping schools apply evidence-based approaches that improve student outcomes.
She also hopes her doctoral research will provide practical guidance for teachers and schools across Australia.
For Estee, the recognition is less about personal achievement and more about the impact that thoughtful, evidence-informed practice can have on students. It reflects years of collaboration, research and a commitment to helping young people flourish.
Together, these qualities have shaped the impact she continues to make on students, colleagues and the wider education community.
Through her work at St Andrew’s Cathedral School and beyond, she continues to help students flourish, support teachers and contribute to the future of educational practice.
