Our department is underpinned by professional and passionate people working together to deliver outcomes for Queenslanders.
Education Futures Institute
The department is committed to providing high-quality professional learning opportunities to support staff to build their professional expertise. These opportunities are delivered through the Education Futures Institute (EFI).
In 2024–25, the EFI delivered capability building opportunities to more than 18,800 teachers, teachers aides, school leaders and departmental staff through:
- a suite of 7 flagship programs to provide comprehensive professional learning and support for school support staff, educators and leaders at key career junctures
- a new flagship Middle Leader program to enhance capability through leadership workshops, mentoring sessions with site visits, networking opportunities and self-paced learning modules
- targeted school improvement and business coaching to lift school performance
- statewide masterclasses to support professional learning in curriculum, teaching, learning and leadership
- an expanded suite of reading capability masterclasses to enhance understanding of using an evidence-informed approach to teaching reading through the Australian Curriculum from Prep to Year 10
- collaborative learning communities to provide opportunities for schools to work in partnership and scale-up effective school practice.
In 2025, a new contemporary EFI professional learning centre opened in Brisbane's CBD, providing a dedicated facility for Queensland state school educators to participate in high-quality development opportunities in a fit-for-purpose contemporary learning space.
Teacher recruitment
In 2024–25, the Teacher Recruitment team filled approximately 4,000 teacher vacancies across Queensland state schools. Of these, 9% were allocated to high-priority vacancies resulting in 49% of these vacancies being filled.
Enhanced vacancy tracking and proactive candidate management ensured a streamlined recruitment process, reducing time-to-fill and supporting continuity of teaching and learning across the state. This focused approach maximised the impact of available talent and strengthened the department's ability to respond quickly to changing workforce demands.
Teacher recruitment drive
We know that offering appropriate incentives can attract high-quality teachers to priority locations. In 2024–25, our targeted teacher recruitment drive focused on showcasing diverse teaching destinations throughout the state, along with the assistance and incentives available for those considering positions in priority schools and communities.
Eligibility for incentives continues to be dependent on location and school, and includes:
- access to subsidised housing or rent assistance through the new Rural and Remote Housing Incentive scheme
- door-to-door relocation and settlement support
- financial incentives for beginning and experienced teachers in regional communities
- accelerated accrual of transfer points and prioritised consideration for future transfer requests
- benefits and financial incentives for rural and remote schools under the Recognition of Rural and Remote Service Scheme
- eligibility for Commonwealth Government Reduction of Higher Education Loan Program (HELP) debts for very remote areas.
The recruitment drive provided an opportunity for interested candidates to 'Talk to a recruiter' about the vacancies in their teaching areas and preferred locations. Approximately 2,000 individuals registered their interest in connecting with the Teacher Recruitment team to discuss opportunities for the 2025 school year.
The annual teacher recruitment drive is complemented by a range of initiatives that promote the diverse opportunities available to graduate and experienced teachers. This includes the annual Teach Rural and Teach Queensland Career Fairs, campus engagement activities, online information sessions and Teach Queensland Regional Roadshow events.
In 2024–25, approximately 1,250 preservice, beginning and experienced teachers attended the Teach Queensland Career Fair and the Teach Rural Carer Fair to connect with recruiters, school leaders, regional representatives and experts from across the department. These events showcase the wide range of employment, career progress and mobility opportunities available within the state school sector.
The launch of the Teach Queensland Regional Roadshows in 2024 provided current and future teachers with the opportunity to connect with school leaders and recruiters about opportunities locally, within their current region and statewide. Roadshow locations included Townsville, Cairns, Rockhampton, Mackay and Toowoomba.
In recognition that not all interested preservice and experienced teachers are able to attend one of the Teach Queensland events, a series of online information sessions were offered. In Semester 1 2025, the Teach Queensland team in partnership with regions and schools, hosted 10 Live Chats across a broad range of topics. These complemented the 12 Live Chats hosted in Semester 2 2024.
New Teach Queensland website launched
In April 2025, the department launched a new Teach Queensland website. The website makes it easier for people to find information about current teacher application and recruitment processes, employment opportunities, incentives available to teachers in rural, remote and regional communities, and the support available for those starting or continuing a teaching career.
Rural and remote educators
We acknowledge the unique challenges in attracting quality teachers to rural and remote areas. In 2024–25, the Rural and Remote Teacher Experience program continued to attract skilled educators to key areas by providing opportunities to experience the professional, personal and lifestyle rewards of living and working in Queensland's rural and remote communities. During this period, 26 employees participated in the program, with 8 transferring to rural or remote schools. An additional 21 participants are due to complete the program throughout the rest of 2025.
The program offered teachers a one-week placement at a rural or remote state school. It included a one-day introduction with the host school, a weekend staying in the community and a 5-day period teaching in place of the regular classroom teacher.
In 2025, the program was expanded to include school principals, deputy principals, heads of campus, heads of program, guidance officers, community teachers, teachers in State Delivered Kindergartens (SDKs), regional school sport officers and individuals in education officers special duties roles from urban locations.
Expanding pathways to a rewarding career in teaching
In 2024–25, our Turn to Teaching, Trade to Teach and Supported Pathways initiatives continued to provide opportunities for those seeking a career change.
Through the 2-year Turn to Teaching Internship Program, participants undertake a year of Initial Teacher Education before stepping into a paid teaching internship in a Queensland state school. Participants receive financial support through a scholarship in the first year of the program, a paid internship in the second year, and a permanent teaching position in a Queensland state school following graduation. Participants are supported by dedicated supervising and mentor teachers at their host school, a dedicated university liaison officer, and regular community of practice sessions.
The program has already produced 106 graduates who are employed in our schools. 137 participants are currently undertaking their internship in 2025 and are due to graduate and commence permanent teaching positions in Term 1 2026. Approximately 100 interns are currently in their study year and will commence in host schools in 2026.
The 2026 intake of the program will open in August 2025.
The 4-year Trade to Teach Internship Program provides a pathway into industrial technology and design teaching for people who have a trade qualification. Participants receive financial assistance as they pursue an undergraduate degree in teaching, a scholarship in the first year of the program and a 3-year paid internship. Interns receive in-class support from a supervising teacher, a mentor teacher and program mentor, and a dedicated university liaison officer to help develop teaching practices before being offered a permanent teaching position upon graduation.
As at 30 June 2025, there are 68 Trade to Teach interns who are completing their 3-year internship in a Queensland state school and a further 30 participants who are completing the first year of the program. Three interns from the first cohort of the program are due to graduate early (due to recognised prior learning) and will commence permanent teaching positions in Term 1 2026. The remaining 32 interns from the first cohort are due to graduate and commence permanent teaching positions in Term 1 2027.
The Supported Pathways into Teaching initiative encourages and supports current departmental employees to undertake an initial teacher education degree. Aspiring teachers receive special leave with pay to undertake compulsory professional experience placements and an early offer of permanent employment before they graduate. In 2024–25, 924 school-based and corporate employees were supported by the initiative.
Support for preservice teachers
Teaching experience in a classroom is a critical component of every aspiring teacher's learning journey.
We continued to support preservice teachers with the costs associated with undertaking their professional experience placements through the following grants:
- The Teach Queensland Prac Placement Grant providing 1,719 preservice teachers completing their final professional experience placement in a Queensland state school with $5,000.
- The Beyond the Range Professional Experience Grant providing up to $5,000 to 259 eligible preservice teachers undertaking their professional experience placement in a rural or remote state school.
- The Regional Professional Experience Grant offering up to $3,400 to 128 eligible preservice teachers for placements in regional state schools.
Master of Indigenous Languages Education professional learning support
Each year the department provides professional learning support for 3 Aboriginal teachers and Torres Strait Islander teachers to complete a 12-month Master of Indigenous Languages Education course at the University of Sydney. Support for successful candidates includes course fees and Teacher Relief Scheme funding for study leave. As at 30 June 2025, the scholarship has supported 14 teachers to obtain a Master of Indigenous Languages Education.
Pearl Duncan Teaching Scholarship
The greatest strength of our workforce lies in our diversity. To support more Aboriginal peoples and Torres Strait Islander peoples to begin a rewarding career in teaching, the Pearl Duncan Teaching Scholarship provides up to $40,000 for study and related expenses. Applicants also receive an offer of permanent employment on successful completion of an Initial Teacher Education program. In 2024–25, the scholarship was awarded to 26 new students.
Master of Education learning grants
Investing in our workforce enhances the capability of our teachers to deliver a world class education that supports every student to realise their potential. In 2024–25, we continued to deliver professional learning grants of up to $10,000 to eligible teachers who are studying a Master of Education degree (or similar) at an Australian higher education institution. The learning grant has supported 69 teachers to obtain a Master of Education.
Principal Hotline and Conflict Resolution
The Principal Hotline and Conflict Resolution team delivers a unique statewide service for Queensland school leaders that provides targeted support and assistance on complex matters that arise in the day-to-day management and leadership of schools. To support the success of our school leaders, the service offers individual coaching, mediation sessions for matters with parent/carers or community, and targeted capability programs.
Generative AI in education sessions
The rapid development of generative Artificial Intelligence (AI) will have a lasting impact on the way we teach and learn.
In 2025, we continued to explore how generative AI can transform teaching, enhance assessments, and spark innovation to shape the future of education through virtual learning sessions available to all staff.
The sessions allowed staff to gain insights into the rapidly evolving generative AI landscape and the importance of leading change by fostering a culture of innovation in our schools. The sessions also explored generative AI as a catalyst for change, influencing not just the methodologies of assessing student learning, but also influencing what should be assessed.
LGBTIQ+ professional development
Lesbian, gay, bisexual, transgender, intersex, queer and other identities (LGBTIQ+) inclusive environments lead to better social, emotional and educational outcomes for LGBTIQ+ people.
In 2024–25, training was available to support teacher confidence and capability in establishing and maintaining educational environments that are inclusive, safe and welcoming for LGBTIQ+ students. The training was aligned with social and emotional wellbeing frameworks and education policies, and explored protective factors and practical strategies.
Training completions
Mandatory training is completed on an annual basis to ensure departmental and legislative standards are met and our people have the capability to manage risks.
In 2024–25, completion of training in schools and corporate areas remained high, including:
- 94,937 completions of Annual Student Protection training
- 76,124 completions of Curriculum Activity Risk Assessment training
- 46,886 theory and 46,157 practical training module completions of Managing students' health support needs at school (staff can complete multiple modules based on individual student needs)
- 101,587 completions of Mandatory All Staff Training and Management Foundations training by employees, casual staff and contractors.
Health, safety and wellbeing
The health, safety and wellbeing of our staff and students is our number one priority.
In 2024–25, we took a range of actions to create safer and healthier workplaces, including:
- designing a new Health, Safety and Wellbeing strategy to provide a roadmap for embedding safety and wellbeing in every aspect of our work
- introducing a new Health, safety and wellbeing policy to outline our commitment to maintaining safe and supportive work environments
- delivering the industrial technology and design (ITD) assurance program, involving school visits to ensure the safe management of ITD equipment and processes
- reviewing our injury management model to strengthen our approach and ensure best practice support for employees
- publishing a Health, safety and wellbeing capability suite to guide our collective efforts toward a safer, healthier work environment
- delivering targeted actions to raise awareness and prevent occupational violence and aggression
- launched the Fitness Passport program to provide employees with access to affordable and flexible health and fitness options.
Pilot of Health, Safety and Wellbeing Coordinators
To further support our commitment to health, safety, and wellbeing, we extended our pilot program placing dedicated Health, Safety, and Wellbeing (HSW) coordinators across 33 Queensland state schools. The HSW roles provide targeted support and expertise, as well as reducing the administrative burden of HSW tasks on school leaders and teachers.
These roles will be expanded to more schools from 2026–27 with almost 140 new HSW officers rolling out over the coming years. Each position will support a small number of schools using a cluster model, allowing them to work directly with principals to identify risks, develop strategies and implement supports to eliminate violence. Teachers will be relieved of burdensome administrative tasks that take away from teaching time including safety assessments, hazard responses, and incident investigations.
Occupational violence and aggression prevention
The department has zero tolerance for inappropriate and hostile conduct within our schools and departmental workplaces.
Queensland state schools, at times, require support in managing inappropriate conduct of parents/carers, visitors and other members of the school community, to maintain the safety of our staff and students.
In 2024, we developed a suite of resources to support our revised Managing inappropriate and hostile conduct procedure. The resources enhanced our established processes for providing directions to leave to parents, carers or visitors when they are demonstrating inappropriate or hostile conduct.
We continued to support staff members that are a witness to, or the subject of, inappropriate or hostile conduct through our Employee Assistance Program.
In 2025, we also developed a suite of resources to support the No excuse for school abuse campaign. The campaign highlighted unacceptable conduct and articulated a firm stance that mistreatment of educational staff is unacceptable, potentially constitutes a criminal act, and may result in legal consequences.
In the year ahead, we will deliver further strategies to prevent and respond to occupational violence and aggression as part of the workforce strategy.
Psychological first aid
Creating safe and supportive workplaces contributes to employee mental health, engagement and productivity.
In 2024–25, we continued to deliver 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. The training was available to all staff, with staff in leadership positions encouraged to attend. From July 2024 to 10 June 2025, 135 sessions were delivered to 3,092 leaders and staff.
Self-care
In 2024–25, we established an online stress reduction and wellbeing program to guide staff on reducing stress and improving positivity through mindful attentiveness training. The program had both theoretical and practical components covering the impact of stress, the benefits of relaxation, the importance of exercise and diet, self-compassion and professional relationships.
In 2024–25, in addition to the Employee Assistance Program, school leaders could access the Principal Coaching and Support Service to confidentially discuss strategies to deal with and manage stress, including preventative strategies and individual support and coaching following critical or potentially traumatic incidents.
Industrial technology and design safety awareness and induction course
A safe classroom is essential for student and staff wellbeing and ensures teachers can perform their roles confidently and effectively.
In 2024–25, we created a mandatory ITD Safety Awareness and Induction course to reflect best practice standards. The training ensures educators have the skills to keep students safe in ITD practical workshops.
Human resources advisory service
In 2024–25, the human resources (HR) advisory service continued to provide expert guidance on a variety of workforce-related matters, helping to optimise employee performance, ensure legal compliance, and cultivate a positive work environment.
During the reporting period, the HR advisory service resolved approximately 46,000 queries.
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 of 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.