Strategic objective: Capable, confident people, responsive systems, better outcomes
We are building a strong and capable workforce by attracting and retaining skilled professionals and supporting their health, safety and wellbeing. Our focus on streamlining processes and resourcing ensures efficiency, while providing opportunities for staff to grow their expertise and skills throughout their careers. By investing in fit for purpose infrastructure and responsive digital services, we are creating environments that meet the needs of our communities.
Expanding pathways to a rewarding career in teaching
Modern workforce planning requires innovative approaches beyond traditional recruitment pathways to build a diverse and sustainable pipeline of talented educators for the future. Initiatives such as Turn to Teaching and Supported Pathways have continued to play an important role in creating opportunities for non-traditional entrants who bring valuable skills and experiences to the teaching profession.
Aspiring teachers participating in our Turn to Teaching Internship Program benefit from a structured, supportive pathway into the teaching profession. Over 2 years, eligible participants complete a year of Initial Teacher Education, followed by a paid teaching internship in a Queensland state school. They receive financial support through a scholarship in the first year, a paid internship in the second year, and a permanent teaching position in a Queensland state school upon graduation. Throughout the program, participants are guided by dedicated supervising and mentor teachers at their host school, a university liaison officer and regular community of practice sessions to help them thrive in their new careers.
As of 30 June 2026, the program has produced 234 new teachers, with an additional 81 participants currently undertaking their internships in 2026 and another 76 completing their study year in 2026.
The Supported Pathways into Teaching initiative supports aspiring teachers with special leave with pay to undertake compulsory professional experience placements and an early offer of permanent employment before they graduate. In 2025–26, 1,207 school-based and corporate employees were supported by the initiative.
Master of Applied Behaviour Analysis Scholarship Pilot Program
Having skilled and knowledgeable staff to support teachers and school leaders in responding to student behaviour leads to better outcomes for all students.
In 2025–26, we launched the Master of Applied Behaviour Analysis (M-ABA) Scholarship Pilot Program, fully funding 20 staff to undertake the M-ABA and gain theoretical and practical expertise. This specialised knowledge will be invaluable across various contexts, including early intervention, general education, inclusive and special education, and specialised behaviour support.
Investing in workplace health and safety roles
Dedicated Workplace Health and Safety (WHS) Coordinators help reduce administrative burden on school leaders and teachers, allowing them to focus on student learning while strengthening schools' capability to prevent and respond to Occupational Violence and Aggression (OVA).
Building on the success of the 2024 pilot program, almost 140 WHS coordinators will be rolled out across Queensland state schools over the next 4 years, alongside 30 full-time WHS Coordinators deployed across Queensland's 46 special schools, recognising the unique workplace health and safety challenges within these settings. Coordinators will be allocated flexibly through cluster arrangements or direct school support as needed, ultimately benefiting over 340 schools once the program is fully implemented.
In 2025–26, the first 30 WHS Coordinators were employed to work across our special schools, with 40 full-time equivalent (FTE) to commence in selected clusters across primary, secondary and P–12 schools from Term 3, further expanding system-wide support and capability. A total of 109 schools were selected for tranche 2, comprising 88 primary schools, 18 secondary schools and 3 P–10/P–12 schools.
School locations for the remaining WHS Coordinators will be determined based on identified needs and in consultation with principals and regions.
In addition, the department is recruiting 8 Principal Consultant Health, Safety and Wellbeing roles, one for each region, to lead and coordinate consistent regional responses to complex health, safety and wellbeing matters, with a particular focus on OVA.
WHS coordinators bring specialist expertise to key areas such as annual safety assessments, hazard identification, risk assessment, occupational violence and aggression, and incident investigations. They will also provide essential support for staff following injuries or incidents.
Empowering Aboriginal educators and Torres Strait Islander educators
The department is committed to strengthening Aboriginal educator and Torres Strait Islander educator capability through initiatives that support career progression and pathways, professional development and language preservation.
The department provides annual financial assistance for up to 3 Aboriginal teachers or Torres Strait Islander teachers to complete a 12-month Master of Indigenous Languages Education course at the University of Sydney. As of 30 June 2026, the Professional learning support has assisted 13 teachers to complete the program and earn a Master of Indigenous Languages Education. In 2026, 2 teachers are being supported to complete their studies through the program.
The Pearl Duncan Teaching Scholarship continued to support Aboriginal peoples and Torres Strait Islander peoples in pursuing rewarding careers in teaching. The scholarship provides up to $40,000 to assist with study and related expenses, along with an offer of permanent employment upon completion of an Initial Teacher Education program. In 2025–26, the scholarship was awarded to 29 new students.
Attracting rural and remote educators
Embarking on a teaching journey in rural and remote Queensland offers a unique opportunity to make a meaningful impact, embrace new experiences and enjoy the many benefits of vibrant communities.
To support recruitment in these areas, the Rural and Remote Teacher Experience Program (RRTEP) provides state school teachers with a week-long experience in a rural or remote school and community. This includes a one-day orientation with the host school, a weekend immersed in the community and 5 days of classroom teaching.
In 2025–26, 34 employees participated in the program, gaining valuable insight into the professional, personal, and lifestyle rewards of living and working in Queensland's rural and remote communities.
Our Teacher Flying Squad also offers primary and secondary teachers, including teaching couples, the chance to undertake short-term placements in rural, remote and regional Queensland. These placements provide opportunities to support local schools and communities and gain valuable teaching and leadership experience across Central Queensland, North Queensland, Far North Queensland and the Darling Downs.
In addition to the valuable professional and personal experiences gained when teaching and living in rural, remote and regional areas of our state, teachers are supported by a range of incentives, valued at up to $20,000 per term.
Student career pathways guidance
Teachers play a key role in guiding students towards their aspirations, helping them make informed pathways decisions and reach their full potential. To support this important role, a new module was launched in the Career Education: Pathways Program for Educators suite. The benefits of career education and how to do it well supports educators to provide high-quality, evidence-informed and tailored career education across the different phases of learning.
Streamlining process to support teacher recruitment
The department recognises the challenges of workforce planning and the significant administrative demands schools face when filling vacancies. To address these challenges, we developed the Teacher Recruitment Service to streamline processes, reduce workloads, and deliver consistent, equitable and efficient recruitment outcomes for schools and teaching candidates.
Through this service, dedicated recruiters assist schools in managing vacancies, making recruitment simpler, more consistent and better aligned with local priorities. In 2025–26, the Teacher Recruitment team filled approximately 4,400 teacher vacancies across Queensland state schools. Of these, 4% were allocated as high-priority vacancies.
Other recruitment initiatives delivered in 2025–26 include:
- Aspiring Teacher Grants, valued at $2,500 or $5,000, to support study-related expenses for graduates commencing a teaching degree in 2026
- Pearl Duncan Teaching Scholarships, valued at up to $40,000, for Aboriginal students and Torres Strait Islander students to help build a culturally diverse teaching workforce
- the Teach Queensland Prac Placement Grant, which provided $5,000 to preservice teachers completing their final professional experience placement in a Queensland state school, helping them manage work, study and home commitments
- the Beyond the Range Professional Experience Grant, offering up to $5,000 to eligible preservice teachers undertaking their professional experience placement in a rural or remote state school, helping them explore whether teaching and living in a rural or remote community is the right fit for them
- the Regional Professional Experience Grant, offering up to $3,400 to preservice teachers undertaking placements in regional state schools, providing an opportunity to experience teaching, living, and exploring regional cities and communities across Queensland.
Relief teacher management and experience
Relief teacher sourcing involves significant coordination across schools, regions and the department's Teacher Relief and Contracting (TRACER) service to respond to workforce needs within tight timeframes.
In Term 2 2026 the department introduced a pilot for ClassCover, a platform designed to provide a more consistent statewide approach to relief teacher management through comprehensive teacher profiles and real-time staff availability.
ClassCover will provide:
- improved visibility of relief teacher availability
- real-time vacancy fulfilment
- improved experience for schools and relief teachers
- more informed, data-driven workforce planning and decision making.
The pilot is being implemented across 53 schools in the Ipswich region to gather insights and feedback to inform broader implementation planning to support a rollout to all state schools.
Subsidised teacher housing
We are committed to creating opportunities for teachers to thrive in regional and remote communities, recognising the vital role they play in shaping the future of these areas. To address this, we are investing an additional $45.1 million over 3 years (2024–25 to 2026–27) in subsidised teacher housing to attract and retain capable and confident teachers in our rural and remote schools. This investment is in addition to the implementation of a new Employee Housing System (EHS) to manage the thousands of residential leases supporting teachers to live and work in rural and remote communities, saving an estimated 6,000 hours in school-based administrative work each year.
The new EHS is a single, centralised system for managing teacher accommodation, delivering:
- streamlined processes to reduce red tape for schools and Local Accommodation Committees
- dynamic communications and self-service capabilities to enhance the tenant experience for teachers
- comprehensive oversight of housing at tenant, school, regional and central levels to provide real-time visibility
- improved efficiency by reducing duplication and manual follow-up
- better management of public resources through greater transparency and accountability.
Education Futures Institute
A thriving and capable workforce lay the foundation for our young people to progress in their learning and achieve. The department empowers workforce capability and leadership excellence by delivering high-quality, targeted capability development through the Education Futures Institute to meet the needs of our multidisciplinary workforce across the state.
Supporting early career teachers
Supporting early career teachers is essential to building a confident, capable and sustainable workforce.
The Flagship Early Career Teacher program: Starting Successfully provides professional learning, resources and collaborative opportunities to support the professional growth of early career teachers and school-based teacher mentors.
Building leadership excellence
School leaders inspire excellence, shape futures and create environments where students and teachers thrive.
In 2025–26, the department continued to support school leaders through:
- Education Futures Institute flagship programs for school leaders including middle leaders, aspiring, beginning and experienced principals
- the Small School Principal Preparation Program to give educators the opportunity to build the knowledge, skills and expertise that prepare them for small school principalship in Queensland state schools
- an Instructional Leadership program to enhance leadership skills, strengthen instructional expertise and improve student outcomes
- a leadership and management suite to provide development opportunities for staff in school and corporate roles to advance their skills in management and public sector leadership
- Principal Health and Wellbeing Conflict management capability programs to enhance the confidence and skills of school leaders in managing conflict and challenging conversations
- a Principal Hotline to provide support to school leaders with conflict or wellbeing matters that arise in their leadership role, and facilitate referrals to nationally accredited mediators, regional or central office support, or external services as needed
- insights review (behaviour) training program to pilot school principals, school supervisors and departmental staff to build knowledge of the effective systems for behaviour tool, its evidence base and the insights review process.
Strengthening connections between schools and system leaders
The department strengthens system-wide policy and planning by drawing on the knowledge and practical experience of schools, ensuring decisions are better aligned with the needs of Queensland communities.
In 2025, the department introduced the Senior Leaders School Immersion Experience, providing opportunities for senior leaders to spend time in schools, working alongside teachers, leaders and staff to gain first-hand, up-to-date insights into school environments and better understand the real-world impact of policies and procedures. These experiences reflect the department's commitment to reducing red tape and help strengthen connections between school and system leaders.
Boosting professional learning to support students with disability
Developing the confidence and capability of teachers to support students with disability ensures quality teaching and learning.
In 2025–26, we launched the Investing in Teachers: Boosting teacher capability—students with disability plan. The plan guides teachers and leaders to access professional learning offered by the Education Futures Institute and highlights new opportunities, across 3 years, to build their confidence and capability to support students with disability.
Key new programs include:
- Boosting Teacher Capability—Students with Disability programs for teachers and leaders as well as a residency for middle leaders.
- University post-graduate courses and micro credentials.
- Leading Support for Students with Disability in Queensland State Schools program.
- Masterclass series.
Further information about
the plan (PDF, 480KB) can be accessed.
Queensland generative artificial intelligence guidance for schools
Generative artificial intelligence (genAI) offers innovative tools that enhance teaching and learning by creating engaging, adaptable and impactful educational experiences. Building on the success of workshops delivered in 2024–25, we continued to offer orientation workshops to help schools understand and apply the Queensland Generative AI Guidance. These workshops explored the opportunities and challenges of integrating artificial intelligence into teaching and learning practices, equipping staff with tools to use genAI responsibly and effectively in educational settings.
To support the rollout of Corella, the department owned genAI tool, we held onboarding sessions for nominated school champions across the state. These sessions were designed to support school champions to facilitate school-based training for teachers and school leaders in the safe, ethical and responsible use of Corella. The Digital Capability Suite also provides teachers with professional on demand learning to support the use of genAI in teaching and learning.
Enhancing digital learning capability
Building confidence in using modern technologies enhances teaching and learning by fostering digital innovation and expanding virtual learning opportunities.
In 2025–26, we expanded the Digital Learning Hub, Digital Capability Suite and the whole school approach to digital learning masterclass to empower schools to establish or enhance their approach to digital learning and build the digital capability and confidence of staff.
The hub and suite offers a range of resources and professional learning, including modules on:
- digital confidence
- digitally enabled and enhanced pedagogies
- digital tools, resources and environments
- digital literacies, behaviours and decisions
- how leaders can plan for digital learning.
Small Schools HOD-C pilot
The Small Schools Head of Department—Curriculum (HOD-C) Pilot is a jointly funded initiative under the Workload Reduction Fund Federation Funding Agreement between the Queensland and Australian governments. This pilot aims to strengthen curriculum leadership in small schools, reduce teacher workload and improve student learning outcomes.
Commencing January 2025, the 2-year pilot provides 20 HOD-C positions shared across 19 clusters, servicing 124 small schools. These clusters were developed through regional consultation to reflect the unique needs of small schools, particularly those in rural and remote areas. The HOD-C role enables teachers and school leaders to focus on teaching and supporting students by reducing duplication in curriculum planning, assessment and reporting.
The pilot is being evaluated to measure its impact on teacher workload, curriculum delivery and student outcomes.
Mentoring Support Officer Pilot
The Mentoring Support Officer Pilot is a jointly funded initiative under the Workload Reduction Fund Federation Funding Agreement between the Queensland and Australian governments. This pilot aims to strengthen mentoring of early career teachers and reduce workload associated with planning for mentoring.
Launched in 2024, the pilot provides differentiated support through regionally based Senior Education Officers of Mentoring, building the capability of school-based mentors to implement and sustain practice-focused mentoring.
The pilot is being evaluated to assess impact on early career teachers and teacher mentors and inform ongoing support.
Health, safety and wellbeing
The health, safety and wellbeing (HSW) of our staff and students is our number one priority.
In 2025–26, we took a range of actions to create safer and healthier workplaces, including:
- funding safety features and developing accredited training for technology teachers on the safe use of machinery to strengthen plant safety
- developing a 3-module school-based leaders health, safety and wellbeing training course to empower school-based leaders to demonstrate a positive safety culture
- updating the risk assessment guidelines for curriculum activities in consultation with peak bodies, and school and regional staff to enhance the management of student safety in curriculum activities
- promoting and providing access to the Blurred Minds Academy, Australia's only gamified, evidence-based education program on vaping, alcohol and drugs, to educate students about their dangers
- implementing a Sexual harassment and sex or gender-based harassment prevention plan to manage identified risks of sexual harassment and sex or gender-based harassment in the workplace
- revising the school security handbook and developing a security awareness module as part of staff mandatory training, to strengthen security measures and provide practical guidance to prepare secure learning environments, prevent incidents, and protect students, staff and assets
- delivering workshops to enhance school leaders' knowledge of HSW legislative and departmental requirements, including hazard identification, risk management and consultation
- delivering psychological first aid training to boost capability in supporting and responding to individuals who are in distress and in need of support following a potentially traumatic event.
Health, Safety and Wellbeing Management System
Our Health, Safety and Wellbeing Management System (HSWMS) provides a structured framework for managing health, safety and wellbeing across the department. The HSWMS integrates health, safety and wellbeing processes into our planning and core business activities, fostering a robust and sustainable culture of health, safety and wellbeing. It comprises 5 key elements:
- Risk Management: Identifying and managing health and safety risks in accordance with the Enterprise risk management framework and relevant codes of practice.
- Incident Management: Ensuring timely reporting, response, and investigation of incidents and near misses to prevent recurrence.
- Engagement and Support: Providing opportunities for staff to express views or raise issues related to health, safety and wellbeing.
- Health and Staff Rehabilitation: Supporting staff through effective injury management and rehabilitation processes.
- Performance and Improvement: Monitoring and evaluating health, safety and wellbeing performance to drive continuous improvement.
Mandatory training
The department is dedicated to equipping our workforce with the knowledge and skills needed to uphold the highest standards. By completing mandatory training annually, we are supporting compliance with legislative requirements and strengthening our people's capability to effectively manage risks.
In 2025–26, completion of training in schools and corporate areas remained high, including:
- 90,076 completions of Annual Student Protection training
- 70,919 completions of Curriculum Activity Risk Assessment training based on requirement
- 22,991 theory and 18,635 practical training module completions of Managing students' health support needs at school (staff can complete multiple modules based on individual student needs)
- 85,285 completions of Mandatory All Staff Training and 8,561 Management Foundations training completions including employees, casual staff and contractors.
Education infrastructure
The department manages an education infrastructure asset portfolio with a replacement cost of over $40 billion. This includes:
- 1,266 state schools (196 secondary schools, 930 primary schools, 46 special schools, 94 combined primary and secondary schools)
- 3 state-run boarding facilities
- more than 36,000 learning spaces and support facilities
- 177 early childhood services on department-owned land
- 518 units of teacher accommodation.
Education infrastructure investment
In 2025–26, we progressed or delivered projects totalling:
- $1.16 billion for the construction of new buildings and renewal of existing buildings to support student learning and early childhood education. This included $28.7 million under the Education for All program to upgrade facilities so students with disability can access education on the same basis as their peers.
- $650.46 million to ensure our educational facilities were maintained.
Infrastructure highlights include:
- $47.2 million to deliver 2 new learning centres and a performing arts and music centre with an adjacent long stay car park at Palmview State Secondary College
- a $9.7 million development of new specialist rooms for art, science, home economics and VET courses at Bremer State High School
- the $890,000 construction of a stop and go facility at Craigslea State School
- the School Playground and Tuckshop initiative delivered a total of 188 projects across participating schools, comprising 116 playgrounds and 72 tuckshops
- under the School Sports Infrastructure program, 53 state school projects were completed to support improved sporting facilities
- 35 FlexiSpace projects were delivered aimed at enhancing student engagement and wellbeing.
Education infrastructure planning
The department actively monitors enrolment growth throughout Queensland to ensure all children, no matter where they live, have access to quality educational facilities.
During 2025–26, we acquired 19 properties to support current and future education infrastructure across Queensland, including:
- 2 acquisitions for growth projects at existing schools in Dutton Park and Wamuran
- 10 acquisitions for new school developments in Morayfield, Bellmere, Berrinba, Caloundra South, Beenleigh and Mount Warren Park
- 7 acquisitions to support teacher housing in Wallumbilla, Tara, Alpha, Mount Surprise and Murgon.
New schools
We are committed to delivering educational infrastructure that meets the needs of Queensland's diverse and growing communities.
During 2025–26, we continued planning and construction for 17 new state schools scheduled to open between 2027 and 2030. These include:
- Primary schools in Holmview–Bahrs Scrub, Caloundra South, Ripley (White Rock) and Greater Flagstone
- Secondary schools in Logan Reserve, Gracemere and Ripley Valley
- A Health Sciences Academy in Rockhampton.
Special school planning and construction
The department is investing over $800 million in special schools to meet the growing demand for a world-class education for all students. Over the coming years, 9 new special schools will be delivered in:
- Logan Reserve
- Central Logan (Berrinba)
- Ipswich West
- Springfield/Redbank
- Coomera/Pimpama
- Beenleigh
- Moreton Bay South
- Townsville
- Wynnum-Manly.
Discrete communities infrastructure planning
Draft master plans have been completed for 38 schools and campuses located within the 18 nominated Aboriginal and Torres Strait Islander discrete communities to inform a multi-year capital program investment of $86.2 million.
Sustainability funding
The department provides sustainability funding to support schools to undertake innovative projects to improve or embed sustainability practices, reduce utilities expenditure and promote environmental education curriculum activities.
In 2025–26, $2.49 million was provided to 65 schools to undertake sustainability projects. Approved projects included:
- upgrading LED lighting at Bray Park State School, Mount Cotton State School, Tingalpa State School, Tully State High School and Caloundra State High School
- replacing or installing solar systems at Bullyard State School, Amamoor State School, Meandarra State School, Magnetic Island State School, Shailer Park State High School and Home Hill State High School
- installing a rainwater harvesting system to irrigate the oval at Beaconsfield State School
- developing a drought resilient school garden and rainwater harvesting project at The Summit State School
- creating a sustainable futures learning ecosystem project at Meridan State College
- establishing a community recycling hub at Gainsborough State School
- implementing a caring for country project at Stanley River Environmental Education Centre
- developing a biodiversity and connection to country project at James Nash State High School.
Computers for Teachers
The department is committed to leveraging digital technology to improve teaching and learning.
The Computers for Teachers (CFT) program provides eligible Queensland school teachers with a laptop computer that is replaced on a 4-year cycle.
Over 47,000 CFT laptops are replaced, supported and maintained under the program for Queensland teachers.
Bandwidth Upgrade Project
Ensuring students and teachers have reliable, high-speed internet is at the heart of our commitment to fostering innovative, digital-first learning environments.
Through the Bandwidth Upgrade Project, we have strengthened the department's core network foundation by boosting the average internet speed to 1.76 Megabits per second (Mbps) per student, which is more than 70 times faster than the previous average internet speeds in schools.
In 2025–26, the project continued implementing the Bandwidth Allocation Model. This stage focuses on optimising bandwidth to meet the specific needs of each school, ensuring equitable access to online learning platforms and curriculum-aligned digital tools that underpin digital-first learning environments across Queensland state schools.
Modernising ICT infrastructure
Modern ICT infrastructure enables access to innovative educational tools, fosters collaboration and prepares students with the digital skills needed to thrive in an increasingly technology-driven world.
Through the Enabling Schools Program, schools receive a financial co-contribution to upgrade their ICT infrastructure, enabling access to emerging technologies and enhance digital teaching and learning opportunities.
Since its inception in 2025, the program has completed over 450 deployments, replacing aging ICT infrastructure such as network switching, wireless access points and telephony systems across more than 200 schools.
Operating environment modernisation
The department continues to improve and modernise the way staff and students access programs, files and applications in their online environment to enhance flexibility, mobility and the overall user experience. This will also introduce self-service capabilities, reduce costs and simplify the onboarding of new devices.
In 2025–26, the department launched the managed operating environment (MOE) modernisation project in 15 pilot schools, selected to represent the diverse characteristics of schools across the state. Insights from these pilot schools have been used to refine the solution and technologies, ensuring a smooth transition to modern cloud-based services for all Queensland state schools starting in late 2026.