AEU Journal Volume 48 – No. 2

Vol 48 I No.2

Official publication of the Australian Education Union (SA Branch)

March 2016

AEUJOURNAL SA You're welcome here!

Refugees bring culture to our shores

???????????? ver

INSIDE: u ????????????????:

????????????????

u ????????????????:

????????????????

AEUJournal02_16-Tuesdaylatest.indd 1

INSIDE: u Enterprise

Bargaining 96% say yes to new offer

u Safe

Schools Government attacks program 23/03/2016 4:04 PM

AEUJournal02_16-Tuesdaylatest.indd 2

23/03/2016 4:04 PM

FEATURES PRESIDENT’S VIEW

#2

AEU UNION JOURNAL TRAINING

ONE STAFF ONE UNION! Enterprise Bargaining pages 12 & 13 Members vote YES to DECD offer for a new enterprise agreement.

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates Publication Dates #3 May 6 May 25 #4 June 10 June 29 #5 July 29 August 17 #6 September 2 September 21 #7 October 21 November 9 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 531629/0025 ISSN 1440-2971 Cover: Craig Greer Printing: Lane Print

Bringing culture to our shores

Safe Schools

pages 12 – 14 The AEU Journal highlights a great program helping refugees integrate into school and community.

pages 6 – 7 Government attacks a vital program.

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

LE TT E RS TO TH E E DITO R

60 hours and a Masters Degree?

I remember when the TRB was created by the South Australian Institute of Teachers (the forerunner to the AEU). It was led by teachers and they wanted to put in place the minimum qualifications for a practicing teacher, a degree and graduate teaching qualification. This newly created Board gave you a certificate so you could be employed. They did nothing else; they were not an employer of teachers. As is typical of teachers they believed the best in people. So the Board grew, and it included government and non-government representatives, parent representatives, legal people etc.

The union that had created this Board now had a minority voice. This group looked at developing penalties for teachers. When they began the only penalty they had was dismissal under Section 26 of the Education Act. This has now been expanded into suspensions for periods of time and reporting on performance. To this I have no

objection. Now we have Australia-wide and including New Zealand registration boards of all persuasions.

The South Australian Board has set up the 60 hours of professional development. This to me is an insult and just another bureaucratic technicality that is highly unnecessary. It did not work when an employer tried to impose it, so why has this board tried the same thing?

I have received an email about my status (I have paid my fees) in this area.

I have and did send a Statutory Declaration stating that I have done my 60 hours. I did the same when the Department issued a similar edict. It is now up to the Board to prove that I have not done this or made a false declaration.

All teachers should do this. Why waste your valuable time ticking boxes and writing how this is related to a national scale that we as teachers had no input?

What I want to know is, when I meet with my children at a family gathering, and things ultimately turn to education, is this part of my 60 hours? When I am

reading a book and see how I can use it with students is this part of my 60 hours?

If I see a game/tv program/stage play or the like, is this part of my 60 hours?

Is composing and sending this letter part of my 60 hours? The TRB has unfortunately become the Teachers Registration Bureaucracy and is staffed by bureaucrats who have little understanding of how complex teacher work is.

Now onto Masters Degrees, let me state at the onset I have one and I did not get an increase in pay. I did it when I was teaching full-time and in the holidays. I missed time with my children but that is really beside the point. I come from a family of teachers. My late mother Faye Henderson was part of a pressure cooker course for teachers in the 1950s. She was a great Infant School Teacher. There are many who will remember her with affection and her lilting Scottish accent. I married a teacher who trained at Wattle Park. I could add in many more that I have known and continued over page 3 3

AEUJournal02_16-Tuesdaylatest.indd 3

23/03/2016 4:04 PM

LETTERS TO THE EDITOR CONT. experienced as a student and a teacher.

These are people who are dedicated to the education of children and do not have a Master’s Degree.

This to me is just another bureaucratic hurdle, put in the way of people who have the skills, knowledge and empathy to provide our children and grandchildren with excellent education.

Employers need to pull their collective fingers out and remove bureaucracy from the teaching profession – without us you would not be employed. n

Murray Henderson Teacher

Safe Schools curriculum deserves support I’m embarrassed to admit this, but…

Ten years ago I was involved in protesting and campaigning against a new sexual health program for schools, named ‘SHARE’. We protested that the program was dangerous, controversial, explicit and promoted homosexual activity to students.

I wrote letters, signed petitions, turned up to rallies and tried to weave the dangers of this program into conversations so I could get others to sup-

port our cause. At no point did I actually see the program; I never saw the actual curriculum document, I never attended a training, and I never asked anyone who had any experience with the program what it was about.

What I did do was read the materials distributed by the Australian Christian Lobby, which were a few selected sections of a DRAFT curriculum that had been taken completely out of context, and I decided that that was all I need to know.

I wasn’t involved in any of the death threats that workers for the SHARE program received. I didn’t put baby powder in an envelope, hoping to scare them into believing it was anthrax, and I didn’t slash anyone’s tyres or put a brick through a window. But looking back, I know that my unquestioning loyalty to this campaign contributed to an atmosphere where people who called themselves Christians thought that these were fair battle tactics.

Life is strange, and ten years later, I find myself working very closely with the very sexual health program that I once protested against. To my deep shame, I see now that had I bothered to

closE thE GaP – YaRninG on WoRKshoP

sExual hEalth in schools

18–19 april 2016 9.15am – 4.45pm AEU Conference Centre ~ 163 Greenhill Road, Parkside

this is a free 2-day professional development workshop for aboriginal school staff and educators who work with aboriginal students:

look at the time, I would have realised that the program was greatly needed in schools, and that it truly had the best interests of students at heart – something I should have realised we had in common.

Had I bothered to look, I would have realised that many of my concerns were based on a lack of understanding of the issues. And while there may have been some sections I struggled with because of my Christian values, there was plenty of scope for me to be able to negotiate them in ways I felt comfortable; and there was much more common ground than disagreement.

History is repeating itself right now with the attacks against the Safe Schools Coalition program. Thankfully, I have learned so much since then. I am now urging everyone to reject the lies that are being spread by the Australian Christian Lobby and the conservative politicians. I'd also urge schools and their staff who are not involved in the program to take a look at the Safe Schools curriculum and consider getting on board. n Name Withheld Teacher

2016

AEU RECONCILIATION CONFERENCE When:

Wednesday 25 May 9.15am – 4.00pm

Where:

AEU Conference Centre 163 Greenhill Road, Parkside SA 5063

1. To provide all school workers with a strong understanding of, and confidence to talk about, sexual health 2. to showcase culturally relevant classroom resources that cover sexual health topics 3. linking sexual health lessons to literacy learning, acaRa and Keeping safe: child Protection curriculum sexual health topics include communication and feelings, healthy and unhealthy relationships, power and bullying, the body, puberty and reproduction, safer sex, media and technology, sexual and gender diversity, and more.

A one day conference for educators working towards Reconciliation and a just Australian society. There will be a focus on addressing racism and developing a Reconciliation Action Plan for AEUSA Branch members.

Register online at: www.aeusa.asn.au/events.html

Support: relief, country travel and

Open to: All AEU members and Aboriginal Community Members.

Enquiries: Elisa Resce: 8300 5369 or elisa.resce@shinesa.org.au This workshop has been referenced to the following National Professional Standards for Proficient Teachers: 1.4, 1.5, 3.4, 7.2, 7.3

accommodation assistance.

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Lynn Hall on: lhall@aeusa.asn.au

4

AEUJournal02_16-Tuesdaylatest.indd 4

23/03/2016 4:04 PM

PRESIDENT’S VIEW

SCHOOL LEADERS

Engagement is the key to union success AEU President Howard Spreadbury writes The new Agreement also recognises, for the first time, the work of workplace health and safety representatives and a new WHS clause makes provision for time for these elected representatives to undertake the role effectively.

I

n the last Journal I wrote about the gains achieved for members in the forthcoming Enterprise Agreement for schools and preschools.

Allocations of additional release time for leaders and teachers will provide some redress for burgeoning workload. It is important that members understand that decisions as to the deployment of these resources must be made by the Personnel Advisory Committee (PAC) in schools in consultation with all staff, and the workgroup in preschools.

There is a significant new entitlement for members in schools which is to provide time for PAC representatives (see EB article on pages 12-13). This recognises the work required for PACs to operate effectively and the time needed for representatives to meet and to consult with their colleagues. It is therefore vital that sub-branches elect their PAC representative as is the usual practice at the end of Term 1.

The Agreement also has implications for the role of the PAC who must act in accordance with the PAC Handbook.

To that end, some revision to the PAC training will be required and this will be factored into training sessions as soon as agreement has been reached between the AEU and DECD. Newly elected PAC representatives are not required to be trained but must commit to undertake training at the first available opportunity. All members of the PAC, including the Principal, should attend the training together.

In relation to sub-branch secretaries, whilst the employer has not agreed to resource time release, there is a long-standing agreement that the SubBranch Secretary be provided with time ranging from 30 to 90 minutes per week. However, this can only be provided through a reduction in other areas of work such as fewer yard duties or relief lessons. This remains a matter for inclusion in the next EB claim.

Through this period of Enterprise Agreement implementation, members need to engage with their decisionmaking processes to ensure that existing and new resources are deployed in the most appropriate manner, to ensure workload is addressed.

Where concerns regarding industrial provisions and entitlements remain, members are encouraged to get involved and raise these matters through attendance at Area Meetings or representation on AEU Consultative and Standing Committees.

The AEU has long-standing structures to provide members with a voice. Let’s utilise these structures to ensure we have a union which is truly representative of its members who are engaged in decision-making to achieve further gains in the future.

At the time of writing, a new Agreement for TAFE members remains unresolved, with the AEU maintaining our position in relation to redundancy provisions which may be applicable to one of our most vulnerable groups of members. n In unity, Howard Spreadbury

AEU wins for underpaid member, again!

On 22 December 2015 the Full Court of the South Australian Industrial Relations Commission (SAIRC) handed down its decision on the Appeal in the case of Kuhlmann (AEU) v Chief Executive Department of Premier and Cabinet.

The Commission found in the AEU's favour. This matter related to the underpayment of Mr Kuhlmann who had been employed by DECD on a section 101B individual contract. The Union and Mr Kuhlmann had contended that the employer failed to pay increases set out in Schedule 1.3B of the Enterprise Agreement 2012, and instead paid lower increases as determined by the Chief Executive. DECD had incorrectly claimed that the translations in Schedule 1.3B were not equivalent to PCO2.

The case hinged on wording in Mr Kuhlmann’s contract which read:

“You will receive a salary equivalent to PCO2 which is presently $97,729 per annum. You are entitled to any salary increases applicable to this classification under current award and valid enterprise agreements or any increases determined by the CE of DECD.” The Court found that PCO2 was equivalent to Band A-2 and Band B-3. It then followed that Mr Kuhlmann was entitled to the salary increases paid to Band A-2 and Band B-3 leaders which included the $1700 annual increase that came into effect on 24 January 2013.

Mr Kuhlmann will now receive backpay and interest on the underpayment.

The case has implications for other members who were employed on section 101B contracts, as they may also have n been underpaid.

ACTION If you have been employed on a section 101B contract check to see if: • It contains the words “equivalent to PCO ...”

• The salary paid does not reflect increases provided on 24 January 2013 to Band A and B leader.

• If you believe you've been underpaid, email: aeusa@aeusa.asn.au to register as part of further action.

5

AEUJournal02_16-Tuesdaylatest.indd 5

23/03/2016 4:04 PM

SAFE SCHOOLS REVIEW

“Despite the scare

campaigns around the program, schools have control over whether they use Safe Schools and how much of the program they use.”

Everyone needs Safe Schools Attack on Safe Schools Coalition is playing politics with kids' lives writes the AEU Journal's Sue Fenwick.

I

t could be an episode of Yes Prime Minister.

Some government MPs called for a review of the Safe Schools Coalition in response to an organised letter writing campaign by the Australian Christian Lobby that called for its immediate defunding.

The PM asked the Education Minister to set up an independent review. He did so, appointing Professor Louden, Emeritus Professor of Education at the University of WA to lead it.

The announcement was met by an immediate show of support for the work of the Coalition throughout Australia. More than 30 new schools signed up as member schools and more supporter organisations joined.

The independent reviewer reported.

Some government MPs began calling for a review of the review because it didn’t recommend defunding the program. SA Senator Cory Bernardi accused the Coaltion of bullying heterosexual children into accepting that LGBTI kids shouldn’t be bullied.

A petition purportedly signed by the majority of LNP backbenchers is unable to be produced when called for and the report as called a ‘joke’, a ‘stitch up’ the Minister for Education (a member of

their own party) needs to ‘fix or resign’.

While the irony of this behaviour is frustrating to watch, more disturbing is the disregard the protagonists have shown for the welfare of our children.

Maybe the campaign actually has very little to do with schools at all, even though vulnerable children have been put right in the line of fire. Do claims that the Safe Schools Coalition is like a “gateway drug” facilitating the ‘grooming of children’ by linking its website to pornography, adult online communities and sex clubs, really help kids feel safe at school?

Students, parents, schools, education departments, politicians from all parties have expressed their support for the Safe Schools Coalition.

AEU Federal President Correna Haythorpe said Malcolm Turnbull’s decision to review the Safe Schools anti-bullying program is a disappointing capitulation to extreme conservatives within the Coalition.

“The Safe Schools program is a successful initiative which is tackling the bullying of LGBTI young people at schools," she said.

“This kind of bullying is a real issue that can seriously hurt young people.

A majority of young LGBTI people report bullying and 80 per cent of those say that it happens at school.”

“All young people should be able to feel safe and supported at school, and this program is helping to do this," said Haythorpe.

“Despite scare campaigns around the program, schools have control over whether they use Safe Schools and how much of the program they use. Schools need to have the freedom to run these kinds of programs if they believe it is necessary to help create a safe environment within the school.”

Unley High School was the first school in SA to become a member school at the request of students involved in the Gay-Straight Alliance (GSA) at the school. 31 SA schools have signed up as members to date.

A Year 11 student undertook the process of signing up Hallet Cove School.

Student Counsellor, Niccy Pallant said the school has made use of as many of the resources as it can.

“We’ve had staff training and ongoing training. We’ve made use of various resources as we’ve needed them. We’ve received assistance in managing students who are transitioning; it's been really good for students.” she said.

6

AEUJournal02_16-Tuesdaylatest.indd 6

23/03/2016 4:05 PM

SAFE SCHOOLS REVIEW

“Our school’s Gay-Straight Alliance meets at lunchtime and have also received training. They recently organised an assembly presentation to Year 10 titled, What is transgender?”

Niccy said she was surprised that there was a review of the Coalition’s work.

“It wasn’t clear to me what the purpose of the review was as it didn’t seem to come from the people who used the suite of resources that the Safe Schools Coalition provides, resources which have been developed to help us deliver the Australian curriculum, and fulfil our responsibilities under the Child Protection Act and the National Safe Schools Framework.”

“They are capacity building tools.

Most teachers will say that they do not feel equipped to deal with the complexities of issues faced by LGBTI students. Statistics show high absenteeism, effects on academic performance, high suicide ideation and other mental health issues among the LGBTI student population. Providing the training and tools to do our job is a staff well-being issue too.” n

As the Journal goes to press the government has made cuts to the program.

Safe Schools FACTS! 534

member schools

18,128

staff trained

403, 392

students in member schools

117

member organisations

AEU signs on as Safe Schools supporter

T

he Australian Education Union (SA Branch) has pledged its strong support for schools that have adopted the Safe Schools program by becoming a supporting organisation of the Safe Schools Coalition.

The Union’s Branch Executive met on February 29 and voted unanimously to become an official supporter of the Safe Schools Coalition and to offer ongoing support to teachers, leaders and school communities who engage in the Safe Schools program.

“The program run by the Safe Schools Coalition has been supported by the AEU since its inception and we are excited to now be stepping up as an official supporting organisation; we think it’s important to stand with the Safe Schools Coalition and all LGBTIQ teachers and students in the face of what amounts to an irresponsible scare campaign by Cory Bernadi and others in the community,” said AEU SA Branch President Howard Spreadbury.

“Leaders, teachers and all education staff understand the vital

need for young people who identify as LGTBIQ to feel safe from bullying and homophobia in our schools,” said Spreadbury.

Mr Spreadbury said there was simply no reason to review the Safe Schools program which has proven to be tremendously successful in SA schools and is vital to the health and wellbeing of LGBTIQ students.

“The professional judgement of school leaders and teachers is once again being ignored and undermined by people who have very little understanding of what goes on in schools,” said Spreadbury.

“The Safe Schools Schools program protects our students from bullying and prejudice in the school yard. We think Malcolm Turnbull should make a conscious decision to support our young people, and axing the proposed review of Safe Schools would be a good start,” he said.

“The AEU is proud to be a supporter of the Safe Schools Coalition and will continue to advocate strongly for the right to attend school without fear of bullying or prejudice,” he added. n 7

AEUJournal02_16-Tuesdaylatest.indd 7

23/03/2016 4:05 PM

-

LIFE MEMB ERSHIP Institute of Teachers. He remained in Port Augusta until the end of 1975, having become a Senior Master two years earlier.

1 Three SA presidents from left: Howard Spreadbury, David Smith and Correna Haythorpe.

David Smith receives AEU life membership Abridged federal conference speech from AEU SA Branch President Howard Spreadbury

D

avid Smith commenced his teaching career in 1969 having completed his Arts degree at Adelaide University and Diploma of Education at Adelaide Teachers’ College at the end of 1968. His activism in education commenced during those pre-service years with 1968 being a particularly active year for tertiary students in South Australia. This marked a time when the government of the day began retreating from their commitment to bonded teachers and students began agitating against such draconian steps as the removal of the book allowance. In that year, David was elected President of the SRC at Adelaide Teachers’ College which was aligned with the Trainee Teachers Association. He subsequently became President of the TTA. This marked the beginning of joint action among the three teachers’ colleges in Adelaide.

In the same year, universities formed a combined student union which agitated for a national combined student teacher association. David was nominated to be the first President of the

“David has been a strong and active unionist for over forty years and it is an honour and a privilege to second his nomination for life membership of the AEU.” Australian Student Teachers Association but declined the nomination. He did however participate in a number of rallies with thousands of students in attendance.

In 1969 David took up his first teaching appointment at Port Augusta High School. Thus began his career as a teacher of English and History which continued for the next forty years. With his leadership skills widely recognised, he soon became President of the Port Augusta and Quorn Teachers Association which elected delegates to the then State Council of the South Australian

In 1976 David took up the position of Senior Master at the relatively new Stuart High School in Whyalla again teaching English and History.

By this time his expertise in the subject of English had expanded to take in the teaching of Drama with many local productions attributed to his dedication to the performing arts. In 1977 he became a Special Senior Master and this position included regional responsibilities as a Curriculum Adviser for English and Drama. He also was elected to the position of Vice President of the Whyalla Seconded Teachers Association.

In 1981 David was involved in local organizing of member actions in support of the first SAIT industrial action which was the strike in support of a fairer transfer system for School Assistants.

At the end of 1987, David embarked on an overseas exchange to Texas where he taught English at McAllen High School.

On his return to South Australia in 1989, David moved to Kapunda High School in the Barossa Valley where he took on the position of Coordinator in English, The Arts, LOTE and the South Australian Certificate of Education (SACE). David was soon elected by SAIT members as the Branch Secretary at Kapunda High and subsequently to the position of Chair of the Barossa Area Council. In subsequent years, David reinvigorated regional member meetings and increased participation to the point where every school in the Barossa was represented at meetings.

David remained at Kapunda High School until the end of 2009. During his twenty years there, he held the positions of AEU Sub-Branch Secretary and Chair of the Barossa Area meeting for most of that time.

In times of disputation with the government of the day, the union could always count on the members at Kapunda High supporting any form of recommended action. continued over page 3

8

AEUJournal02_16-Tuesdaylatest.indd 8

23/03/2016 4:05 PM

-

VICE PRESIDENT’S REPORT

Work. Health. Safety.

Does it matter?

AEU Vice President Dash Taylor Johnson writes For many, the notion of WHS equates to standing items on meeting agendas and the seemingly bureaucratic completion of risk assessments for out of class activities, but it is far far more than that. While the 2012 Work Health and Safety Act is still current, 2016 has seen some significant changes to the DECD/WHS arena, an arena where simply sitting in the stands is not going to be satisfactory.

The Act Preliminary highlights the importance of: b) providing for fair and effective workplace representation, consultation, co-operation and issue resolution in relation to work, health and safety.

So what has changed and how do we get in to the game?

Firstly, the recently negotiated enterprise agreement includes a Work Health and Safety clause that reinforces the Act by stating: “The employer acknowledges its responsibility under relevant legislation for duty of care to employees.” In particular, “…the parties will work towards achieving and maintaining applicable work health and safety and injury management standards and practices, including: a) Ensuring understanding of the importance of systematically managing WHS in all work activities and workplaces through consultative processes f) A collaborative approach to identifying hazards, assessing risks and implementing reasonable measures to eliminate or minimise those risks i) Implementation of guidelines for working hours and managing fatigue in the workplace.”

Importantly, attachment 5 of the new agreement states that in “establishing and maintaining a safe and healthy work environment, DECD will not require an employee to have an unreasonable workload in the ordinary discharge of the employee’s duties.” Part of this is

the creation of the second part of the clause, release time: “In order to enable the Health and Safety Representatives (HSRs) to represent the workgroup and to perform their functions effectively it is appropriate that time be provided for them to undertake their role.” Your PAC will decide how to make this happen.

Consultation and collaboration are key words but they will remain as just words unless action is taken. There is a Level 3 WHS Consultative Committee that has representation from unions, the principal associations and DECD, it is the peak group that makes recommendations to the decision-makers. However this group has not been meeting and at the time of writing no explanation for this has been given; we continue to ask.

Instead of clarifying the status of this legally required body, DECD have created three new WHS aspects, only one of which is guaranteed AEU representation; the Work Health and Safety Peak Management Committee is an advisory (not consultative) group which is “…the principal structure for Health and Safety Governance that will assist the Department and its Officers to ensure that DECD has the appropriate systems and culture in place to promote and sustain a healthy and safe work environment (Terms of Reference). This top-heavy collection of DECD Senior Executives, individual reps from SafeWork SA, the Preschool, Primary and Secondary Principals’ Associations, the PSA and the AEU looks impressive on paper but reality can be quite different.

So what about workplace members?

DECD phase two is to host a Learning Exchange on April 19 for every HSR in the state. This is intended to set the communication and consultation agenda and will meet again later in the year.

Scheduled during the autumn break, TOIL and travel and accommodation support have been offered.

The final piece in this puzzle is the creation of Risk Review teams. These teams are going to meet three times over 12 months with a focus on each of

the seven key areas identified by DECD. Any educator can complete an expression of interest form as outlined in the DECD newsletter LinkED Term 1, week 5, 2016, but by now the timeline for the Assaults and Threats of Violence team has passed. Harmful Occupational Stress is next and due by April 30.

In the February issue of the AEU Journal, Jill Cavanough, WHS focus Organiser, wrote about the AEU’s template for effective communication and consultation which would enable “workers in sites … to influence WHS related decisions “upline” beyond their site.” Simply put, this is not currently happening and it won’t if we don’t demand genuine representation from sites, partnerships, sectors and regions.

The onus is on us, an invitation to engage is not consultation and our health and safety is only as important as we make it.

TOGETHER WE ARE STRONG!

n

continued from page 9 3 And they did. Such was the respect of his colleagues for his leadership.

Having spent his entire career in country locations, David maintained a strong passion for the regions and was an active member of the Country Conditions committee which advocates for the needs and interests of country and remote members.

Upon election to Branch Executive, David soon became Treasurer before being elected to the position of male Vice President in 2009. He was subsequently re-elected to that position in 2011 prior to being elected to the position of Branch President from 2014.

David is highly regarded in the South Australian education community as a good teacher. Many of his past students will recall a time when he sparked their interest in English literature or a drama production through his own enthusiasm for these areas of learning. He also has a strong sense of community as evidenced through his active participation in the performing arts and sport.

David Smith has been a strong and active unionist for over forty years and it is an honour and a privilege to second his nomination for life membership of the AEU. n 9

AEUJournal02_16-Tuesdaylatest.indd 9

23/03/2016 4:05 PM

RUNNING BOOK REVIHEAD EW

Speak Up, Reach Out: A Life to Reckon With Steve Acton reviews a chronicle of left activist, and former AEU Executive Member Graham F. Smith who died of cancer at age 65

T

he book’s importance is underscored by the fact that it gives great insight into a rarely mentioned aspect of Australian life: how a conservative society was challenged by the contribution of one person across a wide range of issues.

In reading the book the amount of sheer bigotry he encountered because of the virulent anti-communism at the time was staggering. This had major implications for him and his family.

This was best exemplified by his struggle in the late 50s to gain a job at a relatively junior level within the Commonwealth Bank. It required the intervention of HC Coombs, at that time, Chair of the Commonwealth Bank, and the legal advice of a young Elliot Johnston, who in later life would became the only communist QC in South Australia.

Smith’s lifelong activism included his early political work in the Australian Army, his part in the struggle by the Indonesian people against Dutch rule, and the failed attempt by the Menzies Government to ban the Communist Party of Australia via referendum. He was a lifelong socialist.

The book also traces his early life. The son of a train controller he moved around country South Australia eventually settling in Adelaide and attending Unley High School. He enlisted in the Australian Army in 1943. In 1944 he joined the Communist Party. Upon discharge from the Army he commenced tertiary studies at the University of Adelaide in 1945.

Whilst a student he continued to actively support the campaign to achieve Indonesian independence and resist the reimposition of Dutch colonial rule.

He worked in a factory, as a consequence of a Party directive, for a period in the early fifties. At the factory, Perry

Engineering, he was a shop steward with the Federated Ironworkers Association (FIA) and was a tireless advocate for workers on the shop floor. He later resumed teaching in 1956.

He was also active in local government. This took the form of involvement in the MPA (Marion Progress Association) which later became a Residents Association for the people of Marion. Apart from standing for office in the local council he lobbied Government to provide better infrastructure for the people of Marion.

His work with others to transform the South Australian Institute of Teachers into a progressive union (the AEU Australian Education Union) is another focus of this memoir, particularly his efforts to secure adequate funding for education and to improve teachers’ working conditions.

Later in his career Smith was a Lecturer at Torrens CAE (College of Advanced Education) where he brought the same values he had always believed in – the importance of the Union, the need to be organised, and the importance of a stimulating and questioning learning environment for students.

Overall the book reveals a man of high principle whose early death was not only a tragedy but represented the end of an era in left politics.

More about Graham F. Smith The Graham F. Smith Peace Foundation was founded in 1989 as the Graham F. Smith Peace Trust, a lasting legacy to its namesake.

The purpose of the Peace Foundation promotion of peace through all art forms including literature, music, performing arts, visual arts, craft, design, film, video,

television, radio, community arts, Aboriginal arts and movable cultural heritage that relate to human rights, social justice and environmental sustainability.

Graham believed that people who are taught to think and to challenge and who are encouraged to expand their imagination can create a better world. Such was his belief in the power of education.

His dedication to the egalitarian principles of socialism, democracy, peace, international understanding and the dignity of labour was the inspiration for the Peace Foundation that bears his name.

The Peace Foundation is a fitting legacy to a life well lived. n

Speak Up, Reach Out; A life to reckon with Wakefield Press RRP $34.95

10

AEUJournal02_16-Tuesdaylatest.indd 10

23/03/2016 4:05 PM

GONSKI EB RALLY

Community takes action for students with disability Educators and parents pay a visit to Federal Education Minister Simon Birmingham's Adelaide electorate office

A

delegation of AEU members and concerned parents were joined by AEU officers, including Federal President Correna Haythorpe to deliver a strong message to Federal Minister for Education Simon Birmingham at his SA electorate office on March 10.

Joining the delegation was Melbourne-based CEO of Children and Young People with Disability Australia, Stephanie Gotlib. Ms Gotlib told the AEU Journal that resourcing must be increased rapidly to ensure students with learning difficulties don't conitnue to be left behind.

"I know that just through my own child's experience at school we've been waiting for appropriate funding, appropriate resources and an appropriate education system that affords children with a disability their right to an education," she said.

"We've joined here today with teachers, with the union to say that we know first-hand that we know on a daily basis children and young people with disability are missing out."

Joining Ms Gotlib to present a large scale signed protest letter to Minister Birmingham's staff were AEU SA Branch President Howard Spreadbury and Federal President Correna Haythorpe.

Ms Haythorpe said that children in SA schools aren't receiving the disability funding they need and this is a direct consequence of the Federal Government's failure to keep its promise to lift disability funding to our schools.

“In South Australia only 7.2 per cent of students receive any funded support for disability at school but figures from the Federal Government's own Nationally Consistent Collection of Data on Disability (NCCD) for 2014 show that 17.6 per cent of SA students required some kind of funded support to learn effectively," she said.

1 Stacey Capuano and children outside Senator Birmingham's electorate office.

"Every child in Australia with disability will be able to receive the correct loading, as they should, to match their disability."

Christopher Pyne, June 2016

“That means more than half of students who need funded support are not getting it – at least 20,000 students.

This situation cannot continue. Every year that we delay is another cohort of students who do not get an education that equips them for work and life."

Ms Haythorpe said a promise made by the Federal Government to increase resources to students with disability at the 2013 election was repeated in June last year by then Education Minister Christopher Pyne when he said that from 2016:

"Every child in Australia with disability will be able to receive the correct loading, as they should, to match their disability."

Alarmingly, the AEU's State of Our Schools Survey found that over 80 percent of principals reported diverting funds from other areas of the school budget to meet the needs of students with disability.

Also at the Hindmarsh action to support students with disability were a number of local community members, including Cowandilla Primary School mum Stacey Capuano. With two schoolaged children, Stacey is one of the many parents concerned that Gonski funding isn't flowing to all students as it should.

"I'm here to support Gonski funding for all schools and particularly students with disability. It's crucial that the fifth and sixth years of Gonski are fully funded so that all children get the education they deserve," she said. n We need everyone to understand why GONSKI is so important to the nation’s future. Tell us your school's Gonski story. Email the AEU Journal: journal@aeusa.asn.au 11

AEUJournal02_16-Tuesdaylatest.indd 11

23/03/2016 4:05 PM

ENTERPRISE BARGAINING

EB 2015 EB accepted by EBoffer 2015 96% of members EB 2015 A new enterprise agreement is just around

ONE STAFF ONE UNION!

the corner after nine months of somewhat frustrating negotations.

A

fter nine solid months of negotiations and campaigning for a new enterprise agreement for preschools and schools, AEU Branch Executive endorsed an offer from the State Government on February 16. Subsequently, the offer went to ballot and 96 percent of AEU members voted to accept it. The offer, which at the time of writing is still subject to an employer ballot, includes but is not limited to, the following key items.

Key components of the offers include: •

•

•

• •

Salary increases of 2.5% per annum backdated to October 2015, and then in October 2016 and October 2017.

Equating to 7.69% over 3 years.

Teacher workload – strengthened provisions for management of teacher workload, improved range of options available for special needs students, increase in the Students with Learning Difficulties Grant and the Preschool Support Program Additional leadership administration time for principals and preschool directors, additional per-capita allocation for primary school leadership, additional administration allocation for school-based preschools and improved classification criteria for some Area and R-12 schools Creation of highly accomplished teacher (HAT) and lead teacher (LT) classifications Ancillary staff – Commitment to

develop new work level definitions for SSOs and ECWs. For AEWs, a review of the recruitment and selection policy and classification structure

of up to one calendar week (pro rata for part-time non-teaching employees) of accrued sick leave on the birth or adoption of a child/ren.

•

Improvements to paid maternity and adoption leave, partner leave, as well as family and domestic violence leave entitlements

•

Strengthening of the role of the PAC in schools

Greater clarity of role and function of the Workload Management Group and development of a process for assessment of potential workload impact of new programs and systems of work.

Summary of Preschool and School Offer Annual Salary Increases of 2.5% in 2015, 2016 and 2017

Workload Management Group

Grievances Concerning Workload Improved wording to specifically include SSOs, AEWs and ECWs. Personnel Advisory Committee (PAC) and Training Improvements Strengthened wording and training improvements.

Appendix A “The Commitment”

Union Rights

Protection of Government funding to schools and preschools including reference to the increase in the Learning Difficulties Grant.

Improved wording and recognition of the role of unions.

Redeployment, Retraining and Redundancy Protections through required placement provisions for teachers, School Services Officers, Early Childhood Workers and Aboriginal Education Workers included as part of the RRR clause.

Paid Maternity Leave and Surrogacy Leave Extension of the current maternity leave entitlements to include parents taking primary caring responsibility as a consequence of surrogacy arrangements.

Paid Partner Leave A new entitlement to partner leave

School Principal Workload Inclusion of additional leadership administration time for school principals by providing an additional allocation of 0.1 FTE teacher per annum for each school to be used by principals to address their workload.

Allocation will be provided through additional supplementation in the school RES. Preschool Director Workload Increased Additional Leadership Administration Time for stand-alone preschools through provision of an additional allocation of 0.1 FTE teacher per annum for each full-time preschool (pro rata for part-time centres). continued over page 3

12

AEUJournal02_16-Tuesdaylatest.indd 12

24/03/2016 10:59 AM

ENTERPRISE BARGAINING

School Teacher Workload

!

Additional $4m in Learning Difficulties Grant to be used for teacher workload and accountable through PAC processes. This amount will be identified in the school RES.

Additional 0.10 FTE administrative time for schools with greater than or equal to 20 preschool attendances but less than 50 preschool enrolments.

Replace references to "time bank" with "TOIL" to enable the flexibility for SSOs and ECWs to use TOIL for public holidays or in line with other TOIL provisions.

Fall back salary will not apply if a permanent teacher occupies a Seconded Teacher position for a continuous period longer than five years.

Additional 0.15 FTE administrative time for schools with greater than or equal to 50 preschool enrolments.

Country Incentives Increased by 2.5% as per salary offer. And paid at a fixed annual rate, to replace current stepped arrangement.

Face to Face Teaching Hours: Schools Principal workload protections included in face to face teaching provisions.

Reform of the School Services Officers (SSO) Workforce

School based preschool teacher face to face will be same as primary teachers (current practice) but wording to this effect will be put in agreement to ensure enforceability.

New work level definitions and position information that define the classification levels for SSOs to replace the current work level definitions in the SSO Award.

Band B positions

Reform of the Early Childhood Workers Workforce

Information contained in Schedule 5 of the 2012 Enterprise Agreement regarding face to face teaching for Band B positions will be included in the enterprise agreement.

A Review of the applicability of the improved SSO work level definitions to Early Childhood Workers in preschools during the life of the enterprise agreement.

Advertisements for Band B positions will include initial release time that will be provided for the position.

National Professional Teacher Standards: Highly Accomplished Teacher (HAT) and Lead Teacher (LT) Role statements to be developed and will be position based.

Principal Classification Criteria – Area and R-12 Schools

 Attraction and retention incentives are required to attract and/or retain a Principal to a school.

From commencement of the 2015 school year, appointment to a Seconded Teacher position of up to five years will count towards eligibility for Key Teacher Fall Back salary (equivalent to AST2).

Additional 0.05 FTE administrative time for schools with fewer than 20 preschool enrolments.

LT:$107,880 pa (mid-point between Band B-2 and Band B-3 salary)

include Aboriginal Education Workers.

Fall Back for Seconded Teachers

Change in Administration Time for School Based Preschools

HAT: $102,058 pa (equivalent to Band B-1 salary)

currently described in the Principal Job and Person Specification; and/or

• Reform of Swimming and Aquatics Instructors Workforce

• A review of swimming and aquatics instructor classifications.

• Except where the particular clauses are no longer relevant, or are varied or updated by the new enterprise agreement, existing employment conditions in the current enterprise agreement be maintained.

Matters for a Letter of Exchange include the following items:

• PAC responsibility to ensure fair workload for each teacher through the allocation of the Learning Difficulties Funding.

• Improvements to ‘other duties’ provisions in the PAC Handbook

• Release time for PAC Reps to be inserted into the PAC Handbook

• AST reassessment replaced with an • DECD to consult with the AEU and

Toileting Allowance – SSOs and ECWs $500 per annum allowance; (prorata for part time employees) to SSOs and ECWs who, as part of their role statement, have the primary responsibility for toileting care to a student/s with a recognised continence plan.

TOIL and Overtime for Aboriginal Education Workers

AEUJournal02_16-Tuesdaylatest.indd 13

Other Proposals

Review the recruitment and selection policy and classification structure of Aboriginal Education Workers during the life of the enterprise agreement.

Principal – Special Class

The new EA will be on our website

Clarify that vacancies of 15 hours or less per week must be offered to permanent part-time staff within a school or preschool in the first instance.

annual performance development process specifically for AST2

On-call and Recall Allowances – SSOs and ECWs

 The role has duties beyond those

Additional Hours for SSOs and ECWs

Reform of Aboriginal Education Worker Workforce

Lower thresholds will see improved principal classification levels for a small number of Area and R-12 school principals.

A new classification of Principal — Special Class implemented where;

TOIL for part-time SSOs and ECWs

Increases to on-call and recall allowances in line with salary increases.

Relevant TOIL and overtime provisions for SSOs and ECWs to

PSA on the process for reappointment of principals and PSDs

• $3 million per annum provided on a per capita basis to each primary school to address the issue of leadership density

• AEU to be consulted in relation to a review of current workload practices in preschools

• A model for a replacement pool of SSOs will be developed and agreed between the parties for implementation from the 2017 school year

• The Preschool (Kindergarten) Teaching Staff Award will be varied to include a locality allowance

• The SSO, ECW and AEW Awards will be varied to include a reference to locality allowances. n

8: www.aeusa.asn.au>Issues>EB2015

13 13

23/03/2016 4:05 PM

PAC RUNNING HEAD

New Agreement will strengthen the PAC The new enterprise agreement will improve the provisions for the operation of the PAC, including a change from the words that the PAC ‘will have regard to the PAC Handbook’ to ‘will act in accordance with’ the PAC Handbook.

This will facilitate a more collaborative approach to the functions of the PAC, clarify the status of provisions detailed in the Handbook, and should therefore lessen industrial disputation.

The following will be added to the role of the PAC: • Strategies to manage the workload for teachers where one or more students with an individual learning plan or students with other special needs are enrolled • Determining the number, length, frequency and timing of staff meetings; and • Ensuring the provision of adequate release time for teachers to liaise, develop and write an individual education plan having regard to the teacher’s total workload.

Release time for PAC representatives will be clarified in the enterprise agreement, with the following guidelines stated in the PAC Handbook: • Band A1-A2 | 30 minutes per week • Band A3-A4 | 50 minutes per week • Band A5-A6 | 90 minutes per week • Band A7-A9 | 120 minutes per week

PAC training will be reviewed, particularly in relation to the following areas: • Requirements for the undertaking of PAC Training • PAC minutes and their distribution • Factors for consideration when determining appropriate time allocation for PAC members • Consultation and agreement processes for arrangements to average face to face teaching time.

TEACHER REGISTRATION

Professional learning is in your hands Teachers Registration Board Registrar Dr Peter Lind writes ...

As many readers of the AEU Journal are aware, professional learning is an intrinsic part of most professions. Professionals such as nurses, doctors, accountants and engineers are all required to undertake ongoing professional development to support their professional growth and workplace performance. The expectation on the teaching profession is no different and it is entirely reasonable that the community, parents and carers trust that those assigned the responsibility of teaching our children can demonstrate up-to-date knowledge, expertise and competence in their chosen profession.

The Teachers Registration Board South Australia maintains the teacher registration system and professional standards within South Australia. As part of this remit we support teachers with regard to their professional responsibilities including professional learning. Given this is still a relatively new requirement, during the past 12 months we have held a number of professional learning presentations around South Australia and last June conducted a free one-day conference for all teachers around the professional learning requirements together with informative sessions conducted by education professionals. We have also recently concluded a professional learning evaluation involving over 2000 randomly selected teachers who renewed their registration in 2015.

The vast majority readily met the evaluation requirements and support professional learning, and we are currently conducting more in-depth focus groups with a cohort from the evaluation. This information will help us to understand how we can best assist teachers to undertake professional

“It is the Board’s expectation that, as autonomous professionals, teachers can access a range of professional learning that they feel best suits their needs.” learning in the future. The final report will be made available to teachers and all stakeholders when completed in August this year.

The Teachers Registration Board understand that key stakeholders need to be consulted when developing new policies or updating existing ones. Our Board comprises of representatives from a range of organisations including five representatives from the Australian Education Union and two from the Independent Education Union who are all registered teachers. It is the Board’s expectation that, as autonomous professionals, teachers can access a range of professional learning that they feel best suits their needs. Therefore, many forms of professional development are accepted by the Board, not just face-to-face learning.

Life-long learning through professional development improves teacher capabilities, improves professional competence and allows teachers to realise their potential. As one teacher we surveyed says, “As a teacher I am committed to ongoing professional development and see it as my responsibility to facilitate this regardless of challenges.”

So, while 60 hours per registration period is mandatory, many teachers undertake a broad range of learning well beyond what is essentially a minimum requirement. n

14

AEUJournal02_16-Tuesdaylatest.indd 14

23/03/2016 4:05 PM

VICE PRESIDENT’S REPORT

More resourcing for teachers of students with additional needs Workload relief will only come through sub-branch action says AEU Vice President Jan Murphy If AEU members are to feel the benefit of what’s been won in the new enterprise agreement, it’s crucial that you are active within your sub-branch and that you have effective PAC representation. The Students with Learning Difficulties (SLD) grant will be increased by $4 million per year, that’s almost 30%, for the life of the Agreement.

Who gets to decide how the grant money is used? You do.

The Principal in partnership with the PAC will determine the allocation of the funding. The grant will be identified as a specific allocation in your school’s Resource Entitlement Statement (RES) so the PAC can clearly see the amount to be allocated. The amounts of funding vary according to criteria such as the size of the school and category of disadvantage. Having looked at a sample of schools I’ve seen a range of between about $17,000 and $140,000 per year.

Under the new Agreement this resource can be used to address teacher workload in a variety of ways, including: • Providing TRT, or additional time for leaders, to release teachers to develop individual plans and to adjust learning programs • Reducing class sizes for those with students with additional learning needs • Employment of SSOs to assist teachers in classrooms • Employment of additional staff to work with and support teachers.

Providing teachers with the time they need to plan for individual students, differentiate curriculum, locate and create resources, work collaboratively with other staff, and to modify programs is good for students and their learning,

The new EA will be on our website

AEUJournal02_16-Tuesdaylatest.indd 15

“I have great faith in members’ activism and determination to get involved in decisionmaking at the school level to ensure that you get your fair slice of this funding.” particularly those with kids with learning difficulties.

This funding has been provided in the past to enable support for students who have additional needs but are not funded under the DECD disability policy – those that may be waiting for assessment or have not met the criteria for individual funding. Throughout EB consultation, members identified working with both groups of students, those who receive targeted funding and those who are not eligible but have additional needs, as creating excessive and unreasonable workload. The SLD grants can be used to address this workload.

Teachers are entitled to release time to develop and write NEPs. A student’s individual funding can provide for this release time. In many schools, once a student is verified as eligible for a level of funding, that resource is used wholly to purchase support hours. While this can provide excellent support for the student, the resource does not have to be used solely for this purpose. Tier 2 funding, which includes funding for A, D & I level, High Sustained, Challenging Behaviours and so on, can be used to provide the time necessary to develop, monitor and review an individual plan for a student, which will of course benefit them in their learning.

Through EB negotiations DECD have agreed to provide an additional $30

million over three years which includes the $12 million to extend the SLD grant, $15 million to create additional places in special classes and units, and an additional $3 million to increase preschool support hours.

This additional funding can provide some workload relief for a large group of members who engaged in EB consultation and identified students with additional needs as their biggest area of concern. In a time of increasing local decision-making, it’s the AEU subbranch and your reps on PACs who will decide whether or not this funding is used to address your workload. I have great faith in members’ activism and determination to get involved in decision-making at the school level to ensure that you get your fair slice of this funding. n

PAC continued from page 14 3 • Consultation and provision of information to identify Tier 2 funding in the Resource Entitlement Statement (RES) and the support requirements for students with special needs and intervention programs.

• Appropriate job design, particularly for Band B leaders.

• Processes for resolving workload grievances.

• Determination of appropriate staff meeting arrangements.

• Workload strategies for mainstream classes with students with individual plans including adequate release time for teachers writing individual education plans.

• Factors for consideration when determining appropriate timetabling structures and class allocations. n

8: www.aeusa.asn.au>Issues>EB2015

15

23/03/2016 4:05 PM

COVER STORY: REFUGEES

You’re welcome here!

He works 1:1 with students and helps the school with language and interpreting inside and outside the classroom. Masoud thinks schools provide a great model for the community.

“The kids become familiar with lots of different cultures from around the world just in one classroom,” he said.

“It is entertaining and educational because they learn from each other.”

Hari agrees. She’s been an SS0 at the school for 10 years.

“The children love the diversity. We integrate everything. We buddy with kids in mainstream classes, celebrate on Harmony Day, share stories. The kids get on together so well."

1 Students from Salisbury North Primary School's Intensive English Language Program.

Sue Fenwick meets the kids bringing culture to South Australia’s shores

O

n March 16, I had the pleasure of meeting up with up with staff involved in the Intensive English Language Program (IELC) at Salisbury North Primary School at their beach excursion to Semaphore. It was a scene of inspiring diversity - 80 students, their teachers, counsellors, BSSOs and SSOs, and some parents - revelling in a glorious Adelaide day and learning about beach safety and Aussie culture.

25% of the school’s population are enrolled in the IELC, 95% of whom are refugees from over 40 different countries but mostly Afghanistan and Bhutan via refugee camps in Nepal. A new arrival spends 1-2 years in IELC before transitioning to mainstream schooling.

“IELC is an early intervention program to help kids integrate into the Australian community. Beach trips are a chance to learn about safety and experience some Aussie culture. We have two trips a year and swimming lessons,” said Bruno Auzins, Assistant Principal. “Many kids have a fear of water from unfamiliarity and traumatic experiences but they love these trips.”

16

“Every student told me they liked going to school and they especially liked their teachers.”

It is hard to miss the pride staff and students feel about their school and each other. Every staff member I spoke with told me they loved their job. Every student told me they liked going to school and they especially liked their teachers.

Parbati, a Bilingual SSO from Bhutan interprets in the classroom to help students make sense of what is expected of them.

“I love it when they get it,” she said.

“They say, ’Ah! I know what to do now’.

It takes time but slowly they get to that point where they are an independent learner and I love that.”

Masoud, from Afghanistan, says his role as a BSSO is to be a bridge between family, school, and community.

AEU statement on asylum seekers and refugees:

AEUJournal02_16-Tuesdaylatest.indd 16

“It is very rewarding,” said Lina who has been teaching new arrivals since 1988. “They want to learn. They come to us without any English. The first word we teach them is “toilet” then at the end of the year they have made enormous progress,” she said. “We start slowly. We need to minimise any trauma so that the kids can become comfortable with us.”

School Counsellors, like Rosa Fontanarosa, are an important part of support provided to the school community. They identify need, provide referrals to services for children experiencing trauma, and focus on wellbeing strategies. She says she rarely needs to counsel about racism or behaviours that are divisive. Parents make use of the school for information and meetings.

Christelle and her family recently arrived from South Africa where they spoke Afrikaans. Her sons now have a passion for school.

“Overnight they came out of their shells,” she said. “Their growth has been phenomenal. We feel privileged to be part of the program. The open lines of communication make us feel so included.

Son, Henko (9), told me, “I like the school, the teachers, everything. I like maths because I learn a lot” and brother Hardes, (8) also likes his teachers, maths, and the beach. Mum loves that her sons want to try new food, read

8: www.aeusa.asnau> news 23/03/2016 4:05 PM

COVER STORY CONT.

SSO FOCUS

“Knowledge is power.

“It takes time but slowly they get to that point where they SSO: did you know? are an independent School Closure learner and I love Ancillary Staff are normally required to remain on duty when that.”

Opposition to refugees in the wider community and media is a bit baffling to these educators.

“It has a huge impact on every individual,” said Masoud but schools have been places that manage these issues well.

“New arrivals bring their food, culture, backgrounds, and stories to us, our community, and the rest of the population,” said Bruno. “Children talk about their journey here. They look forward to the opportunities we provide to share aspects of their culture with the school community.”

Masoud hopes these children are able to grow up in an accepting multicultural society but first they should learn English. “After that they can make their own choices about what they want to do in the future.” Like Ferishta (11), a refugee from Afghanistan, who likes maths and science and wants to be a doctor. Her favourite things about Australia are the oceans, trees and plants and playing on the beach with her friends. Kids being kids. n

AEU STATEMENT ON REFUGEES

SSO Conference The AEU's annual SSO Conference is being held on Friday 22nd July.

“Knowledge is Power” is this year's theme which is especially relevant as we will have a new Enterprise Agreement in place with changes that all SSOs need to be aware of. You can register now on our website. Get in quick as places are filling up! n

AEU SSO Conference 2016

KNOWLEDGE IS

POWER Fri 22 July 9:15am –3:30pm

% 8272 1399

AEU 2016 Federal Conference passed a resolution condemning the practice of Mandatory Detention and called for the immediate release of all asylum seekers and refugees, including children, from Australian offshore detention centres.

Pupil Free Days Ancillary Staff must attend work on these days. Arrangements may differ

within worksites with SSOs either involved in activities organised for whole of staff or in a separate training and development activities specifically organised for SSOs. Alternatively, they may wish to continue with their work as normal. SSOs should discuss what meaningful Training and Development (T&D) they would like to access using the schools designated T&D budget.

Open to: AEU members in non-teaching positions

Dinner: Thursday 21 July | 6:00pm The Astor Hotel: 437 Pulteney St, Adelaide SA 5000

For futher info contact SSO Organiser Lisa Sigalla on: 8272 1399

To register follow this link

AEU Information Unit | Weekdays | 10:30am – 5pm |

“I can’t see why people have a fear of new arrivals,” said teacher Ryan.

“Maybe they haven’t had experience working with a refugee first hand or just speaking with people from these backgrounds.”

there is a school closure day, however they may request to use recreation leave to cover these days providing leave entitlements are available. Alternatively, the Principal may grant leave without pay for the day or authorise the employees to work additional hours on other working days during that period. SSO staff may access their TOIL with the approval of the Principal or the Line Manager.

Information is liberating.

Education is the premise of progress, in every society, in every family.”

Kofi Annan

8: www.aeusa.asn.au>events & courses 17 17

AEUJournal02_16-Tuesdaylatest.indd 17

24/03/2016 10:59 AM

SSO FOCUS

AEU support leads to win for Christine AEU Organiser Meredith Farmer reports on a great outcome for one SSO determined to achieve a long-awaited reclassification.

“Having someone with … an understanding of my industrial entitlements and to encourage me and back me up … it’s made all the difference.”

18

AEUJournal02_16-Tuesdaylatest.indd 18

SSOs

W

hen Chris Lucas, a School Services Officer and AEU member at Coomandook Area School submitted her application for reclassification she didn’t bank on having to wait almost two years to find out from DECD that her position would not be reclassified. Chris (pictured) was very familiar with the reclassification process as she had already been through it once before. She knew the amount of work required to prepare an application and had a thorough understanding of the work level definitions relevant to her current role.

Being very thorough in completing her application package Chris expected the same approach from DECD in the assessment of her application, unfortunately this wasn’t to be the case. When she received the Reclassification Report there were glaring inaccuracies and inconsistencies. Even more disturbing was the fact that DECD did not take the time to contact Chris or her line manager for any clarification or verification of

the content in her application. How many people do you know who would employ an applicant without contacting their referee?

By this stage the process was becoming both arduous and frustrating. The initial reclassification process had taken eight months, instead of the 3 months or 90 days as outlined in the DECD process. As Chris had taken time to familiarise herself with the process as outlined in the information provided by DECD she knew that she had grounds for appeal. Chris submitted a notification of appeal requesting a review of the determination. In a comprehensive letter Chris stated her grounds for appeal which was accompanied by a letter of support from her line manager, the Principal.

Another 15 months passed before Chris received the determination of the review and, although she was contacted to provide further information during this process, her line manager still was not!

It was at this stage Chris contacted the AEU for support and advice as she was concerned that the process had been flawed. The time taken for both processes had been unacceptable and the inaccuracies in the report a concern.

Additionally, the agreed DECD/AEU appeal process was not followed.

In recent times members have brought to the attention of the AEU that the agreed process of having a Review

Panel, comprised of the Manager, Employee Relations and Conduct (or nominee), an HR officer or nominee and an AEU or PSA nominee review the classification is not occurring. Instead, the reviews have been conducted by a sole independent consultant.

AEU members realise the importance of having an AEU nominee and people who have site-based knowledge of the different roles and contexts in which ancillary staff work to ensure a fair and informed determination. As a result, the AEU is pursuing this issue with DECD. The AEU was able to assist Chris to lodge a grievance through clause 5.1.6 of the School Services Officers Award.

After further investigation by DECD it was determined that the position should be reclassified and that this would be implemented no later than three months from the date she lodged her initial application.

In this case, it was the member’s determination and understanding of the process, combined with assistance from the AEU after the appeal process had been exhausted, which resulted in a fair and just outcome.

If you are considering applying for a reclassification, it is vital that you have a thorough knowledge of the work level definitions at which your position is currently classified and those either side; it is these industrial instruments which form the basis of a position’s classification. Although the Position Information Descriptors (PIDS) are given regard in the process they are not the industrial instrument on which the classification is based.

Upon the signing of a new Enterprise Agreement it is proposed that there will be a review of the work level definitions, in consultation with the AEU and PSA. Chris told the AEU Journal that the support she got from the AEU was critical to the outcome.

“I can’t say enough about the union and how they supported me in this,” she said. “After getting continually knocked back you start to doubt yourself a little; I was nearly ready to give up but having someone with knowledge of the PIDs, an understanding of my industrial entitlements and to encourage me and back me up … it’s made all the difference.

Now I’ve been back-paid two and a half years and am being paid at the correct classification, I couldn’t be happier.” n

23/03/2016 4:05 PM

8: tchampion@aeusa.asn.au

RUNNING HEAD WOMEN’S FOCUS

1 Recipient Hannah Errington (centre) with family.

1 Hannah with Minister Susan Close

1 From left: Erin Bogan (2001 recipient), Anne Bourke & Gedda Dale-Little (teachers), Jovanka

1 From left: Minister Close with AEU Vice President Jan Murphy & AEU President Howard Spreadbury

Ivanic (2014 recipient), Rose Richards (2014 Women's Studies II student).

Jean Pavy Awards 2016 AEU Women’s Officer Tish Champion reports

O

n March 9, a day after International Women’s Day was celebrated across the world, the AEU presented the Jean Pavy Award to a very worthy recipient from Le Fevre High School.

The award ceremony was particularly special. Hannah Errington, a year 12 student from Le Fevre High, received a SACE merit in Women’s Studies Stage II and became the 70th student to receive the AEU Jean Pavy Award. This was the 20th year that the AEU has presented the award and Hannah was the 20th Le Fevre High School student to be honoured. The stars certainly aligned this year!

After briefly highlighting the issues still surrounding gender equality in Australia, Minister for Education and Child Development, the Honourable Susan Close MP presented Hannah with her award. Minister Close spoke about the importance of subjects like Women’s Studies II in ensuring that young people understand the role society plays in gender inequality and how we still have a long way to go.

International Women’s Day always brings a week of media activity and debate about fairness and equity of opportunity for women, the gender pay gap and domestic violence statistics, so it was a welcome relief to come together to celebrate such a remarkable young woman who, at a very young age identified with Lisa Simpson from The Simpsons and decided that she wanted to become a vegetarian and a feminist. The vegetarian part didn’t quite work out for her but she credits her Women’s Studies in Year 12 for helping her find her feminist voice.

The evening was made even more memorable by the attendance of past Jean Pavy recipients, AEU officers, Principal Rob Shepherd and teachers at Le Fevre High School, who all came together for the 20th celebration of Jean Pavy to honour both Hannah and Le Fevre HS for their wonderful achievement.

Gender Pay Gap: Have you ever wondered how the gender pay gap is determined? How do researchers and

academics determine that there is a gap between the earnings of men and women and how large or small that gap is? What factors are taken into account, such as hours of work, profession, qualifications and experience?

Firstly, the median earnings of men and women is determined by taking the earnings of an equal number of men and women working full-time for an entire year. Chosen profession, experience, parttime and unpaid work are not factored in.

Neither are lifetime earnings, time out of the workforce for child rearing, or superannuation balances. These annual earnings are then averaged out to find the mid point – the median earnings – the total amount of earnings divided by the number of women or men in the sample. % Pay gap = men’s median earnings minus women’s median earnings divided by men’s median earnings.

More women are now in full-time paid employment and for some (single parents or sole family income earners) closing the gender pay gap in Australia is more than a mission derived out of a sense of social justice and fairness. For many women, this is perpetuating a cycle of poverty and equity of opportunity for their children and they want…need...deserve change. n 19

AEUJournal02_16-Tuesdaylatest.indd 19

23/03/2016 4:05 PM

COUNCIL DATES FOR 2016

NOTICE BOARD

Branch Council Meetings Saturday, June 4 Saturday, August 27 Saturday, November 19

TAFE Divisional Council Meetings Friday, May 27 Friday, August 19 Friday, November 11

Stand up for workers’ rights!

Stop the ABCC! The Turnbull government wants to bring back the ABCC, an organisation that uses coercive powers to interrogate construction workers for holding meetings, standing up for safety and being represented by their union. Adelaide construction worker Ark Tribe was close to being imprisoned by via the ABCC legislation back in 2009.

His crime? Attending a union meeting about a safety breach! We mustn't let the ABCC keep workers in fear again.

Support the CFMEU's campaign at:

standupspeakoutcome.org.au > Take Action > Stop the ABCC

Lip reading & hearing loss management tutors required

Are there any teachers/readers interested in training to become a lip reading and hearing loss management tutor?

This is an interesting volunteer role for retired teachers. You will use your teaching skills and learn a variety of new skills working with adults who are hearing impaired. The course takes about a year over two hours a week but time taken depends on the individual and circumstances. (No Auslan involved)

To find out more contact:

BETTER HEARING AUSTRALIA ADELAIDE INC.

*Join our Quiz Night!

Emerikus Land Foundation We want to make families more aware of Placental Abruption as well as other probabilities & causes of still births.

8: emerikuslandfoundation.org.au

follow the AEU at:

http://twitter.com/aeusa

2016 AEU SUBSCRIPTIONS November Branch Council has set AEU subscription rates for 2016. Permanently employed members who pay by fortnightly direct debit will notice a change in their deduction in 2016 when we revert to the customary 26 pay fortnights from the 27 that are scheduled for 2015.

The annual subscription however will remain unchanged at 0.88% of annual gross salary.

AEU Journal ONLINE If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing:

journal@aeusa.asn.au The AEU Journal is online at:

www.aeusa.asn.au/ journals.html

Are you up-to-date ONLINE? We need your preferred Email to

email address

8: membership@aeusa.asn.au or call Membership on: 8272

1399

Coordinator: Dr. Mary Allen email: admin@betterhearing adelaide.com.au or Tutor: Shona Fennell Phone: 08 8268 4189

email: msfennell@bigpond.com 20

AEUJournal02_16-Tuesdaylatest.indd 20

23/03/2016 4:05 PM

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.

Advertisements will be printed at the discretion of the Editor and will not run in more than three issues in succession.

KINGSTON NEAR ROBE: 2-storey on 22 kms of stunning beach stretching down to wineries.

Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min.

4-nights. T: 0402 922 445 (Judy)

SEAGRASS VILLAS AT NORMANVILLE: situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach.

Spa in courtyard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members.

T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com

FOR SALE: 2005 TOYOTA KLUGER GRANDE: 144,000km Good cond. $12,000 ono. T: 0408 414 129

GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night.

T: 0403 841 031 E: leonday@adam.com.au

STREAKY BAY HOLIDAY HSE: 5-min walk to beach, in town, close to shops. Sleeps 13. Fish & boat facilities. New bath & kit; BBQ entertaining area and private spa suite avail. Starting rate $140 p/ night. T: (08) 8626 1539 E: ascaines@hotmail.com

SAIT Conveyancers

We offer AEU members: Free advice on real estate queries.

Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work.

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact us on:

Anne Walker

Simon Willcox

(: (08) 8410 6788 Email:

Fax: (08) 8410 6799 anne@saitconveyancers.com.au

SAIT Conveyancers

located at Credit Union SA

Level 3, 400 King William Street, Adelaide, SA 5000

VICTOR HARBOR GETAWAYS: 2 fully self-contained homes.

Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

VICTOR HARBOR HOLIDAY HSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location.

T: 0400 303 300 (Ian) E: ir211057@internode.on.net

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches.

5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com

OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge.

T: David Connell: (02) 8885 4620 or Lyn Rowe: 0403 594 406 W: www.brtoutback.com.au

TEACHING RESOURCES: To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested?

T: 0418 834 174 (Jane)

JAPANESE TEACHING RESOURCES: Primary and middle school level, sourced from Japan, most are new or slightly used eg: toys, cards, jigsaws, origami paper, music etc.

Good materials which can be used by someone or a school currently delivering Japanese. If interested in a negotiated price, email: E: abgoanna@gmail.com

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)?

Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with The Walking Federation of SA. We walk in conservation parks, national parks and forestry reserves within the Mt Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within SA or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our President, Kym Wenham Tel: (08) 8386 1110 email: wenhams@adam.com.au or John Eaton Tel: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2016 walking season!

21

AEUJournal02_16-Tuesdaylatest.indd 21

23/03/2016 4:05 PM

AEU TRAINING AND DEVELOPMENT PROGRAM 2016

E V E NT S & C O URS E S | Te rm 2 & hols Leadership Team Development Program

[Marion]

SESSION 1: at Marion Cultural Centre Thurs 7 April 4:30pm - 7:30pm

SESSION 2: at Club Marion Tues 24 May 4:30pm - 7:30pm This program will support leadership teams in developing their understandings of successful leadership and the characteristics of leaders, for ongoing collaborative application at the school level.

Open to: School Leadership teams.

Teams must commit to attend both sessions and actively reflect on content between sessions.

WORKPLACE REPS COURSES: Preschools & Metro Primary Schools

DAY 1: Fri 8 Apr DAY 2: Fri 17 Jun

9:15am – 3:30pm 9:15am – 3:30pm

*Note: We are offering both a PRESCHOOL and a METRO PRIMARY COURSE on the same days. Please go to our website (link below) for details of all reps courses.

Mon 18 Apr Mon 11 Jul

9:30am – 12:00pm 9:30am – 12:00pm

A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation – Year 10 to plan and program based on the Australian Curriculum.

Overseas Trained Teachers’ Conference See Ad on page 23.

Safe Schools!

Fri 6 May Sat 7 May

Tues 19 Apr Tues 19 Apr Tues 12 Jul

[Mt Gambier] [Riverland]

9:15am – 3:30pm 8:30am – 3:00pm

Classroom Management for New Educators

DAY 1: Thurs 4 Aug DAY 2: Fri 5 Aug

9:15am – 3:30pm 8:30am – 3:00pm

These two day courses focus on building membership and how to resolve workplace issues effectively through various decision making structures and processes to develop a positive workplace culture.

Open to: AEU reps who have not attended AEU two day union education courses and newly elected workplace reps/SBS. Support: Relief, travel & accommodation.

Close the Gap – 'Yarning On' Workshop See Ad on page 4.

DAY 1: Mon 18 Apr DAY 2: Tues 19 Apr

9:15am – 4:45pm 9:15am – 4:45pm

SHine SA facilitate this two day sexual

9:15am – 3:30pm 9:15am – 3:30pm

[City] DAY 1: Mon 11 July DAY 2: Wed 12 Oct

9:15am – 3:30pm 9:15am – 3:30pm

DAY 1: Mon 9 May

9:15am – 4:30pm

DAY 3: Fri 24 June

9:15am – 4:30pm

DAY 2: Tues 10 May DAY 4: Fri 18 Nov

9:15am – 4:30pm 9:15am – 4:30pm

Are you interested in participating in a program that will build your leadership skills and knowledge? Do you see a future in union leadership?

Open to: AEU members.

Support: Relief, travel & accommodation.

Open to: All members.

[Pt Pirie] DAY 1: Tues 19 Apr DAY 2: Mon 11 July

9:15am – 4:00pm 9:15am – 2:00pm

Women in Leadership Development (WILD) Program

[Lower Yorke]

DAY 1: Wed 1 June DAY 2: Thurs 2 June

9:15am – 3:30pm

AEU New Educators’ Conference See Ad on page 23.

9:30am – 2:30pm

9:15am – 3:30pm 8:30am – 3:00pm

Workplace Reps Course – Any Sites

Fri 22 Apr

Open to: Everyone interested in finding out how COO can help them plan and program.

DAY 1: Mon 16 May DAY 2: Tues 17 May

Metro Secondary Schools

Wed 20 April 1:30pm – 3:30pm In this forum we will explore how early childhood educators can reclaim their professionalism through building early childhood member networks and taking control of their work, pedagogy and practice.

Open to: AEU Members working in early childhood settings.

Curriculum Organiser Online Introduction Workshops

These practical workshop are run by either the Safe Schools Coalition SA or the AEUSA Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment.

Country Workplace Reps

Early Childhood Forum

health training with an Aboriginal focus.

Open to: Aboriginal school staff and educators who work in Aboriginal schools or in contexts where there is a large number of Aboriginal students.

Leadership Seminar Series

Thurs 12 May 4:30pm – 6:00pm “Zero Tolerance to Violence” * Available via Webinar A panel of experts from the legal profession, SAPOL and DECD HSW will field questions on addressing violence to staff.

Open to: All members who are school based principals, deputy principals, senior leaders, preschool directors and coordinators.

Highly recommended by new teachers, Participants must attend both days.

The course is facilitated by experienced teachers, and is recommended as an extremely practical way to develop new teachers’ skills in the classroom.

Open to: AEU Members who are new teachers in their first 5 years of teaching and who have attended or registered for an AEU New Educators’ Conference or who pre-read our resource book.

Reconciliation Conference See Ad on page 4.

Fri 25 May

9:15am – 4:00pm

AEU SBS/Workplace Reps Conference See Ad on page 23.

Cost: AEU Members $55 to cover the cost of course workbook and lunch.

Fri 3 June

9:30am – 4:00pm

8: training@aeusa.asn.au

For further info on any of the above events and courses, email Saniya Sidhwani on

8: www.aeusa.asn.au>events & courses

To register go to 22

AEUJournal02_16-Tuesdaylatest.indd 22

23/03/2016 4:05 PM

RUNNING HEAD

2016

???????? CONT.

OVERSEAS Heading-3col Intro TRAINED TEACHERS’ CONFERENCE

2016 NEW EDUCATORS’ STATE CONFERENCE

...is the state or quality of mind or spirit that enables one to face danger, fear or vicissitudes with selfpossession, confidence and resolution; bravery.

A two day conference for new teachers featuring workshops on current issues and classroom management.

When: Fri. 22 April

Open to: AEU members in their first three years of teaching.

Where: At the AEU

& accommodation.

9.15am – 3.30pm

163 Greenhill Road, Parkside, SA 5063 Open to: all AEU members who were initially trained overseas.

Authorised by Jack Major, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Lynn Hall on: lhall@aeusa.asn.au

2016 SBS/WORKPLACE REPS’ CONFERENCE

Support: Relief, travel

SATURDAY 7 MAY

FRIDAY 6 MAY

9.15am – 2.00pm

9.15am – 4.00pm

Authorised by Jack Major, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Ann Clarke on: aclarke@aeusa.asn.au

IDAHOT Day

2016

International Day Against Homophobia and Transphobia

Cel eb at yrate ID our AHO sch T D ool ay

y a M . 17

Tues

Successful IDAHOT Day ideas from schools:

FRIDAY 3 JUNE 9.30am – 4.00pm Open to:

All AEU 2016 elected Sub-branch Secretaries and Workplace Reps Authorised by Jack Major, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Lyn Hall on: lhall@aeusa.asn.au

* Sign a pledge: “It’s not OK to say That’s So Gay!” * Have a ‘rainbow casual day’

* Make and/or share rainbow treats * Eat a rainbow (of fruit and veg) * For more ideas go to the AEU website [link below]

Supporting sexual and gender diversity and your school’s Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) students, staff and families.

For further information follow this link:

8: www.aeusa.asn.au>Your AEU>Interest Groups>GLBTI Authorised by Jack Major, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2016

23

AEUJournal02_16-Tuesdaylatest.indd 23

23/03/2016 4:05 PM

AEUJournal02_16-Tuesdaylatest.indd 24

23/03/2016 4:05 PM