Team Collaboration
NCCD compliance is not a one-person job. The schools that do it well distribute the workload across their team - classroom teachers, learning support staff, leadership, and aides all play a part.
Role Clarity
Junipa supports different user roles with different levels of access. Use them deliberately:
| Role | Responsibilities in Junipa |
|---|---|
| Administrator | Manage student profiles, configure settings, run reports, manage team access |
| Case Manager | Coordinate evidence for assigned students, manage plans, conduct reviews |
| Teacher | Add evidence entries for students they teach, view student profiles |
| Aide / Support Staff | Add evidence entries for students they support |
| Read-Only | View student profiles and evidence (useful for leadership review) |
The Case Manager Model
Assign every tracked student a case manager. This person is not solely responsible for collecting all evidence - they are responsible for ensuring it gets collected. They coordinate, they follow up, and they review.
Without a named case manager, students fall through the cracks.
Distribute Evidence Collection
A common anti-pattern is the learning support coordinator collecting all evidence themselves. This creates a bottleneck and produces a narrow evidence profile.
Instead:
- Classroom teachers log teaching adjustments (modified tasks, differentiated instruction, seating arrangements)
- Specialist staff log consultation and assessment evidence
- Aides log in-class support and behavioural observations
- Case managers log meetings, plan reviews, and coordination activities
When multiple staff contribute, the evidence profile is richer and the workload is sustainable.
Conversations in My Junipa
Most chasing between staff is a short exchange, not a single message. Someone asks whether an adjustment is still running, someone answers, and a decision comes out of it. In My Junipa these messages thread as a conversation, so the question and the answer stay together instead of arriving as separate notifications a day apart.
Read the whole thread before you reply. The context that makes a reply sensible is usually in the message above it, and a reply written from the notification alone often repeats a decision the team already made.
Reply inline in the conversation. That keeps the exchange in one place for the next person who opens it, including a colleague picking the student up while you are away.
Your draft is protected
A half written reply is not lost when you are interrupted. If you navigate away, open a student record to check something, or get pulled into a class before you finish, the draft is kept and is there when you come back.
This matters because the alternative is what staff actually do: they abandon the reply, mean to come back to it, and the answer never arrives. Finish the message when you return rather than starting again.
Keep the decision on the student record
A conversation is for working out what to do. The record is for what was decided. When the thread reaches an answer, record it as a case note, evidence entry or plan update on the student record, then reply in the conversation to say where it now lives.
An action that lives only in a conversation is invisible to the next staff member who opens the student record. See check mentions for the review routine.
Use Existing Meeting Rhythms
Rather than creating new processes, embed Junipa into meetings you already hold:
- Staff meetings - five-minute standing item: "Any evidence to log this week?"
- Learning support meetings - review the dashboard for students with gaps
- Case conferences - log meeting notes directly as evidence entries
- Staff briefing - show new staff how to add evidence (takes five minutes)
Onboarding New Staff
When a new teacher or aide joins:
- Create their Junipa account with the appropriate role
- Show them how to add an evidence entry (the quick-add flow takes under a minute)
- Assign them to relevant students so they appear in their dashboard
- Pair them with an experienced colleague for the first fortnight
The goal is to make evidence collection feel normal, not like extra work.
Schools where evidence collection is seen as "everybody's job" consistently outperform schools where it is treated as the learning support team's responsibility alone.