From induction to competence: Building capability, evidence-informed professional supervision in educational settings.
Tracks
| Tuesday, June 23, 2026 |
| 3:05 PM - 3:30 PM |
| Mezzanine M4 |
Speaker
Mrs Hannah McCarron
Principal Advisor Occupational Therapy
Department of Education
From induction to competence: Building capability, evidence-informed professional supervision in educational settings.
Presentation summary
Introduction
With rapid workforce growth and evolving competency expectations, there is an increasing need for structured, evidence-based supervision to support foundational and transitioning occupational therapists. An embedded induction and supervision framework was developed to build capability, confidence, and professional identity for therapists working within school-based and educationally relevant contexts.
Implementation
Historically, induction was delivered in person over two days, once a year. Following COVID-19, the program transitioned to an online format, evolving to maintain engagement and flexibility. Initially delivered as weekly live virtual sessions, it was refined into a hybrid model combining on-demand modules, live sessions, and structured group supervision to consolidate learning. The program addresses key practice domains, including the Occupational therapy (OT) role in education, collaborative service delivery, assessment, intervention, and documentation. Annual feedback informed continuous improvement, highlighting the need to strengthen clinical capability for therapists in schools. Concurrent in-person supervision supported onboarding and operational processes. In 2025, this informed the introduction of the OT Foundations Program, a hybrid learning series focusing on core clinical domains and contemporary educational practice, reinforced through virtual group supervision for all staff.
Discussion
The program demonstrates effective translation of the Australian OT Competency Standards (2019), OT Australia, Capability Framework (2025) into practical, evidence-informed learning. Participant feedback indicates strengthened confidence, knowledge consolidation, and improved application of supervision frameworks in practice.
Conclusion
Embedding evidence-based supervision and structured induction strengthens workforce capability, reflective practice, and sustainable, high-quality service delivery across school-based settings. This model bridges the gap between foundational learning and competent OT practice.
With rapid workforce growth and evolving competency expectations, there is an increasing need for structured, evidence-based supervision to support foundational and transitioning occupational therapists. An embedded induction and supervision framework was developed to build capability, confidence, and professional identity for therapists working within school-based and educationally relevant contexts.
Implementation
Historically, induction was delivered in person over two days, once a year. Following COVID-19, the program transitioned to an online format, evolving to maintain engagement and flexibility. Initially delivered as weekly live virtual sessions, it was refined into a hybrid model combining on-demand modules, live sessions, and structured group supervision to consolidate learning. The program addresses key practice domains, including the Occupational therapy (OT) role in education, collaborative service delivery, assessment, intervention, and documentation. Annual feedback informed continuous improvement, highlighting the need to strengthen clinical capability for therapists in schools. Concurrent in-person supervision supported onboarding and operational processes. In 2025, this informed the introduction of the OT Foundations Program, a hybrid learning series focusing on core clinical domains and contemporary educational practice, reinforced through virtual group supervision for all staff.
Discussion
The program demonstrates effective translation of the Australian OT Competency Standards (2019), OT Australia, Capability Framework (2025) into practical, evidence-informed learning. Participant feedback indicates strengthened confidence, knowledge consolidation, and improved application of supervision frameworks in practice.
Conclusion
Embedding evidence-based supervision and structured induction strengthens workforce capability, reflective practice, and sustainable, high-quality service delivery across school-based settings. This model bridges the gap between foundational learning and competent OT practice.
Biography
Hannah is an Occupational Therapist graduating from James Cook University. Her career has predominantly been in school-based occupational therapy with the Department of Education, including extensive work across North Queensland. She is now a Principal Advisor Occupational Therapy, with a strong focus on inclusion, student access, participation, and lifelong learning
