College Leadership Team

Craig has joined the team as whole-of-business leader for Language Disorder Australia, manager of operating activities at Mancel College and also School Support Services. With several decades of executive leadership, a former teacher, vocational education and training CEO, and capability across commercial, operational and corporate portfolios, Craig has the necessary hands-on experience needed. He has been a Language Disorder Australia board director for almost 6 years and more recently, has led the internal development programme. Craig has a passion for the empowerment of others through skill and knowledge acquisition and associated developmental growth.

Jodi Dew brings over 30 years of experience in education across Prep to Year 12 settings, with teaching and leadership roles in both the Department of Education and Independent Schools. Since joining Mancel College in January 2023, she has progressed from Literacy and Learning Coach to Deputy Head of College, where she leads with heart and integrity.

Jodi is a certified executive leadership coach and is passionate about neuroaffirming practice and inclusive education. She is dedicated to supporting staff in achieving their professional goals, and fostering a culture of kindness, accountability, and excellence that empowers both our staff and students to achieve extraordinary outcomes.

Joshua Pacek is an experienced educator with over 15 years of service across a range of Queensland schools, bringing a strong track record of leadership, innovation, and student-centred practice. Throughout his career, Joshua has demonstrated a deep commitment to improving teaching and learning outcomes by fostering engaging, inclusive, and future-focused learning environments. He holds a Master of Education (Innovation and Change), which strengthened his capacity to lead transformational approaches to curriculum design, pedagogy, and school improvement. This qualification has supported his work in driving meaningful change through evidence-informed practice, collaborative leadership, and a culture of continuous improvement. Joshua is a passionate advocate for inclusive education and firmly believes in celebrating individuality. He is committed to ensuring that every learner’s unique strengths, interests, and needs are recognised and supported. His work strongly emphasises personalised learning, student agency, and the strategic integration of digital technologies to enhance engagement, accessibility, and learning outcomes. Guided by a belief that education should empower every student to succeed, Joshua continues to champion innovative, equitable, and responsive teaching practices that prepare learners for a rapidly changing world.

Bre is an experienced allied health professional and Senior Occupational Therapist with a strong commitment to inclusive, neuroaffirming education. With a background across education, private and community settings, Bre brings a deep understanding of neurodiversity and disability, and is a passionate advocate for reducing barriers so all students can participate meaningfully in school life.

As Allied Health Manager, Bre takes a values‑driven and evidence‑informed approach, working in close partnership with students, families and educators to create real and sustainable impact. She is passionate about fostering independence, confidence, connection, and student agency, and believes that wellbeing, belonging and safety are foundational for learning.

A collaborative and relational leader, Bre works alongside teachers and educators to translate allied health knowledge into practical, classroom-based strategies, while also valuing these partnerships as vital opportunities for her own ongoing learning and professional growth. Through advocacy, shared expertise and reflective practice, Bre contributes to a whole-school approach where strengths are celebrated, high expectations are upheld, and every student is supported to achieve meaningful outcomes.

Jessica Cowley brings extensive experience in retail and operational management to her role, where she is committed to delivering a professional, supportive, and exemplary experience for clients. She holds a Diploma in Marketing, an Undergraduate Certificate in Psychology, and a Bachelor of Psychology and Counselling, providing a strong human-centred foundation for her work in the education sector.

Jessica is recognised for her ethical, collaborative approach and her genuine commitment to the wellbeing of families and students. Since joining Language Disorder Australia, she has played a significant role in supporting the growth and continued development of Mancel College.

Roslyn Sullivan is an educator and school leader with a background spanning classroom teaching, leadership, specialist education and school operations across a range of school settings. She holds a Master of Education (Special Education), a Bachelor of Education and a Diploma of Teaching. Ros is committed to working alongside students, staff and families to create supportive learning environments where every child feels safe and understood. She places each student at the centre of her practice, drawing on evidence informed and strengths based approaches to support academic, social, emotional and behavioural growth. Her practice is shaped by strong, respectful relationships with families and close collaboration with teachers and allied health professionals, recognising that student engagement and wellbeing are central to learning. Committed to a calm and relational approach, Ros works alongside staff to contribute to school communities where every student is valued and supported to feel a strong sense of connection and belonging.

Fabian Horridge is an experienced and values-driven educational leader with over 20 years of service across Queensland schools, in both independent and state systems. He holds a Bachelor of Education and a Bachelor of Sport Management, bringing a diverse and holistic perspective to student learning, engagement, and wellbeing. Fabian has worked across a wide range of roles including classroom teacher, pedagogy coach, inclusion leader, and Deputy Principal. These experiences have shaped his strong commitment to inclusive, evidence-informed practice, ensuring that every student is supported to learn, grow, and achieve success. At the heart of Fabian’s work is a deep belief that relationships come first. He prioritises building strong, trusting relationships with students, staff, and families, recognising that a genuine sense of belonging is essential for both learning and wellbeing. As a supportive instructional leader, Fabian works alongside staff to strengthen practice, embed consistent and inclusive approaches, and build collective capacity. He is passionate about fostering a culture of ongoing learning, reflection, and growth, where educators feel supported to continuously improve and where students are empowered to thrive. Fabian is committed to contributing to a whole-school approach that celebrates individuality, promotes engagement, and ensures every young person is afforded the opportunity to succeed.

Alexis Iacovou is a passionate educator committed to ensuring every student has equitable access to the curriculum and meaningful opportunities to demonstrate their knowledge and understanding. Her dedication to inclusive education is deeply grounded in her lived experience and the challenges she faced throughout her own educational journey, shaping her strong advocacy for students with diverse learning needs.

Alexis believes that connection, belonging and safety are the foundational for learning. She works intentionally to create environments where students feel seen, valued and confident to take risks in their learning. Through high expectations and the deliberate building of student self-belief, she supports learners to achieve outcomes beyond what they may have thought possible.

Alexis is also deeply invested in supporting her colleagues, working collaboratively to strengthen curriculum understanding so they can confidently advocate for their students and respond to their individual needs. She holds a firm belief that when students feel connected, understood and supported, extraordinary outcomes can be achieved.

Tabita Braganza is a dedicated and forward thinking educator who believes deeply in the power of high expectations to lift student achievement. She is committed to designing rich, engaging learning experiences that spark curiosity and foster a love of lifelong learning. Across diverse Queensland school settings, including both private and state systems, she has implemented a student centred approach grounded in high impact, evidence based teaching strategies proven to improve student outcomes.

Holding a Master of Education (Special Needs), Tabita has a strong understanding of neurodiversity and views learner differences as a source of strength. This perspective drives her commitment to personalised learning and the creation of accessible, supportive classroom environments where every student feels valued and capable.

Alongside her work with students, Tabita is passionate about empowering colleagues through collaboration and reflective practice, strengthening collective efficacy and promoting equitable, rigorous access to learning for all.

Tom Reynolds is a Senior Speech Language Pathologist (SLP) who is dedicated to supporting students to communicate, learn, and feel confident at school. With a Bachelor of Speech Pathology, Tom has extensive experience working with children and young people with Language Disorder and is passionate about helping every student find meaningful ways to express themselves and connect with others.

Tom plays a key role in the school’s Multimodal Communication Team, where he has been part of the development and rollout of school‑wide Augmentative and Alternative Communication (AAC) and Key Word Sign programs. Through this work, he leads strategic planning, staff capacity‑building, and the implementation of evidence‑based communication supports that benefit students with a wide range of communication profiles.

As an Allied Health Team Lead, Tom works closely with teachers, support staff, families, and other professionals to ensure students receive consistent, coordinated support. He brings a warm, practical, and strengths‑based approach to his work, always focusing on supporting students to reach their full potential.

Britney Evans-Mackay is an Allied Health Team Lead and Registered Music Therapist at Mancel College, bringing a strong foundation in both psychology and music therapy to her work with neurodiverse students. She holds a Bachelor of Psychology and a Master of Music Therapy, supporting her use of evidence-informed, creative, and student-centred approaches to enhance communication, regulation, and engagement in learning.

Britney works within a collaborative allied health team to deliver integrated, school-based therapy supports. She is passionate about embedding therapy within everyday classroom contexts, ensuring supports are practical, meaningful, and responsive to the needs of both students and staff. Her work is grounded in neuroaffirming and strengths-based practice, with a strong commitment to inclusive education.

Britney is a key member of the college’s interoception project team, contributing to the development and implementation of interoception-informed practices across the school. She has a particular interest in the role of interoception in supporting self-awareness, emotional regulation, and wellbeing, and works to embed these approaches at both individual and whole-school levels.

As a passionate music therapist, Britney uses music as a powerful medium for connection, expression, and skill development. She is dedicated to creating engaging therapeutic experiences that support communication, self-advocacy, and confidence. Through her work, Britney strives to ensure every student feels understood, supported, and capable of success.