Gayle Stroppiana

Portfolio Responsibilities

• a/SGO responsible for Multi-Agency Re-engagement Program (MARA), a collaboration between Department of Education, the Department of Child Safety Youth and Women, the Department of Youth Justice and the Queensland Police for young people known to multiple agencies. MARA provides specialist teaching and customised education programs for disengaged learners to continue their education.
• Collaborating with Principals, Families and External agencies to support excluded students in continuing their education in an appropriate new setting, with the appropriate supports to increase likelihood of success
• Advocating for families/students, protecting their safety and human rights in accordance with relevant policies and connecting families/students with appropriate supports in a timely and sensitive manner, including advocating for reasonable adjustments
• Coordinating and implementing formal professional development for Guidance Officers across 7 Metro North schools to ensure the provision of quality guidance services
• Technical and Clinical supervision of psychometric assessments to provide quality assurance
• Delivery of PD which compared an contrasted psychometric tests WISC-V and WJ-3 and their appropriate application with respect to NCCD and NDIA
• Providing advice to Leadership Teams in relation to Student Protection and SCAN referrals
• Management of education plans for students with Charge Related Suspensions, ensuring a quality education continues
• De-Briefing and support of staff and school communities following matters involving emergency services, allowing the community to feel safe and supported in their learning space

• Building staff capability by providing State Wide PD and ongoing support to all Queensland Children's Hospital in relation to DDA and Support Provisions for students in under the new NCCD guidelines - including identification of need, adjustments with categories and status of diagnosed and imputed, consultation/collaboration, recording of support provisions and monitoring/review.
• Providing professional expertise, leadership and support to Queensland Health Teams and school communities in the development and implementation of plans, programs, and procedures to assist students with complex mental health needs in achieving positive educational outcomes
• Working collaboratively with multi-disciplinary teams and competing priorities to negotiate, develop and implement programs for students with complex mental health needs that are responsive to identified personal, social, emotional and educational needs
• OIC, as required at QCH sites at Jacaranda Place, QCH South Brisbane RBWH AMHU and EDDP Chermside

• Implementing a clear process for students to return to school, which with was sensitive to the competing priorities of a multi-disciplinary team
• Liaising between health and education to facilitating formalised advice from health which was appropriate and achievable in a school context
• Providing advice to the Mental Health Referral Team and school Leadership Teams in relation to supporting students with Eating Disorders when returning to school
• Providing Professional Development to colleagues both formally at Regional Supervision days and informally
• Advocating for students to access reasonable adjustments and supports

• Provide guidance lens to health team case management
• Provide timely advice to health team in relation to students educational program, intervention and functional capacity in the school setting
• Ensure compliance with departmental policy
• Provide timely advice to multi disciplinary teams to facilitate best educational outcomes for students
• Manage complex case team meetings for students returning to school, and assisting schools with the access and provision of reasonable adjustments, as per and in addition to recommendation of clinical team

• Supporting staff in providing high quality teaching in a safe inclusive environment , by mentoring and providing PD
• Developing capacity opt in PD such as BSEM Trauma Aware Practice and Understanding Teaching Adjustments based on Psychometric Testing Results
• Supporting holistic well-being of all students by promoting the Student Learning and Well Being Frame and having it embedded into WDP lessons
• Worked with individuals to help understand and overcome personal, social or behavioural problems affecting educational or vocational situations
• Leading staff training in relation to Student Protection
• Provided resources to support students in achieving career goals in accordance with their capabilities, that promote a feeling of connection and achievement
• Planned and promoted career planning presentations, work experience programs and career workshops.
• Used standardized assessments to evaluate abilities, interests and characteristics of different students, with the view to individualise learning programs
• Lead design and delivery of career information resources and aspiration sessions for Year 10-12 students
• Support diversity and connection by facilitating a weekly group "Just Talk Junior" for LGBTIQA+ students and allies
• Management of faculty budget
• Fostered positive working relationship with P and C to support disadvantaged students with uniforms and lunches
• Supporting school and staff in accessing EAP where appropriate
• Delivery of Individual Counselling and Case Management in complex cases to optimises students access to service and supports
• Collaboration with Senior Schooling team in relation to QCE, QCAA, QTAC, SET Planning and AARA to improve outcomes and customise pathways for each individual student in accordance with their specific needs
• Providing high level advice and support to the Executive Team and staff to improve knowledge and increase awareness of Inclusion, Student Protection and Anti-Discrimination Act
• Mentored School staff in relation to SET Plans, to support a successful pathway for each learner
• Personal responsibility for all QTAC applications and 98% receiving offers and 85.59% receiving their first preference
• Accessed ESFP funding to improve education outcomes Children in Care
• Influenced Leadership to allow greater presence of external providers on site to support students, increasing access to support for students
• Productive relationships established with external agencies including Community Connections, Open Doors, National Careers Institute, Youth Justice, BYS, BOSS, Kurbingui, Gallang Place