Opening on 18 February, the conference had a strong focus on leadership development. A keynote session titled ‘Leadership Lens’, facilitated by Joanne Jarvis, Executive Director of School Leadership Institute, challenged participants to explore social and emotional intelligence to strengthen self-awareness, improve relational leadership skills, and practical strategies for leading with empathy in complex school environments.

HTCs engaged in deep reflection on self-awareness, using models like the ‘Ladder of Inference’ and the ‘Line of Choice’ to understand how personal values and assumptions influence professional relationships. This session reinforced that effective leadership starts with ‘knowing yourself’ to better navigate complex school environments.

From transactional to transformational action

A core objective for the EPP Innovating Careers Education (ICE) initiative in 2026 is shifting focus from routine transactional tasks to transformational projects that deliver long-term student impact. Facilitated by our 2 most experienced HTCs, Joyce Choucair and Dave Youman, the group interrogated how middle leaders can delegate operational tasks - such as data entry and administration - to allow more time for strategic school engagement and industry collaboration.

This shift allows HTCs to engage strategically with school executive, advocate for quality whole school career education and lead Careers Immersion Teams (CITs) with purpose. The role of HTC is unique to these 31 EPP practitioners, and the opportunity to share ‘Illustrations of Practice’ with colleagues with common expertise was valued by participants, prompting innovation, growth and expansion of good practice.

Harnessing data and emerging technology

Day 2, themed ‘Purpose Always’, moved into the practical application of data informed practices and technology. The ‘Context Counts’ workshop emphasised that data use is now heavily embedded in every stage of annual planning cycles. Participants explored the department’s approach to AI, specifically the use of NSWEduChat, to streamline daily operations. In a hands-on session, participants trialled a range of prompts to improve efficiency when developing school group plans that identify and address the needs of students.

By using labour market data alongside insights into student aspirations, HTCs can more effectively pinpoint students who may be at risk of not achieving their desired outcomes and design timely, targeted interventions.

Turning plans into student progress

The conference culminated in a collaborative workshop that explored connection and support to ensure ongoing alignment of the work of the EPP to student, school and community needs.

This alignment ensures that every initiative, from SBAT promotion to regional roundtables, is co-designed to meet the unique learning needs of students while reflecting system priorities. As the HTCs return to their regions, they do so with clear intentional actions and success criteria to measure their impact across 2026.