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2025 Collegial Engagement Coordinator- T and L

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2025 Digital Learning Coordinator- T and L

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2025 New and Beginning Teacher Coordinator- T and L

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2025 Shadow HOD Vocational Education and Pathways

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I think we have some great case managers. The people doing well should have more time and more cases.

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Does this need to be made one name?

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Where multiple people exist doing the same PAR I believe that less staff members with more caseloads etc. is the better way to go.

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Update to 2 x 210 mins :)

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Perhaps it would be worth considering allocating some time to someone to focus on student leadership development and programs.

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Should attendance at CM meetings be added to expectations

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What are the desired outcomes for this role?

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I believe that the time release is not equitable between roles. Some roles never end, while others may not need the time required

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Student engagement/Student Excellence  - can this include some case management or connection to cultural specific Career/Future opportunities that exist for students to engage in. 

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Student engagement/Student Excellence  - can this include some case management or connection to cultural specific Career/Future opportunities that exist for students to engage in. 

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What is the difference???

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This is a role that is non stop from term 1-3. It would be great to have more time earlier in the year, and possibly less in term 4.

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I think it should stay as a TA role

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Massive gains in student achievement/outcomes, connection to and support for VET teachers. 

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Massive gains in student achievement/outcomes, connection to and support for VET teachers. 

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No change required. Essential role

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This role is a mix of what could be considered two roles - It acts as a Senior Outcomes roles and then the practicalities of fulfilling QCIA requirements.

A name that better reflects this might be necessary.

It also could be split into two roles if required, though one person doing them makes sense in that respect as well (both sides focus on QCAA requirements, so it's the same knowledge).

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Supports the workload currently required by a small (one person) language team with curriculum changes and additions

Still running concurrent delivery of Unit 1/3 then Unit 2/4 in the same classroom. This year these two are on different syllabus documents

2025 focus is on:

a. Version 9 roll out

b. senior curriculum development- This is the first year for year 12

c. Supporting out of area teachers as they retrain to take junior German (Natascha Olhoff in 2024, Teka Ryan in 2024)

• 2026 focus will be:

a. Developing marking guides in all 7-10 assessments

b. Finish version 9 roll-out

c. Supporting out of area teachers who have opted to learn how to team German

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This role has been very valuable. Has reduced the amount of panic catch ups with the systematic approach to catch ups throughout the year. Achieving QCE points, catching issues early.

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Seems like an integral role as QLearn continues to be rolled out across the school. Would happily support its continuation.

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This was very useful and helped our Faculty and students to keep our students up to date. A must to keep this role!

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Unsure of the outcomes and reporting of this position. It seems a little 'invisible'.

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I'm unclear what measurable outcomes come from this PAR for such a high time release

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The workload required by this PAR in Semester 1 was MUCH higher than 2 lines. As we are rolling out Q Learn further next year, I think this roll will be even more important.

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Having case managers being part of year level teams has been invaluable.

Would support fewer case managers with greater time release to have more cases if it was possible.

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13 tasks (grade 7 and 8 only) and corresponding marking to date (complete re-writes due to v9 change)

In addition to this, they made all modified tasks for 9 and 10 CORE and elective subjects

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VET continues to prove invaluable for QCE. A very important position, especially considering the requirements of VET.

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I think TnL PARs rely on what the HOD TnL is doing. I think for several years and several iterations, this has become unclear.

A refresh / re-communication of HOD TnL would then clarify the PAR requirements.

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I don’t work in this space so can’t speak on this too much but my observation is that the amount of work these roles do in years 7-12 is astounding. They are always working so hard and often using their NCT for year co work.

I have had year cos from my faculty say that time allocations making them eligible for supervisions can add another layer of complexity to an already dynamic role that has them pivoting all day. When timetabling, I find it frustrating to see a great teacher with 70-140 minutes available that’s used in IR instead of a class where they would have more of an impact. Co teaching isn’t always ideal. That isn’t to say that their NCT should be reduced. If anything, I think it should be increased but, ideally, that would be by 70-140 minutes so they don’t have IR adding another variable to their day. We’d need to plan for how that would fit with the collaborative planning schedule.

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this role on paper is great and add in some case management and data tracking.

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Are there any stats to look at for output and impact?

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The VET space requires someone to be on top of everything. The current person is invaluable in this role within the HPE department.

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Parent and student feedback around case managers rolling with students/cases not remaining in year levels. Building rapport and understanding of cases and working towards long term goals etc. Particularly more complex students or those with extensive NCCD.

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To clarify - I'm not suggesting that Year Cos should not be CMs, as many of our Year Cos are excellent CMs. I am suggesting that it not automatically be attached to the Year Co role as some of our Year Cos either do not like the role or find the dual role challenging. We want CMs who are passionate about the role, so I believe an EOI is a more appropriate way of selecting our CMs.