AEU Journal April 2018 by Australian Education Union (SA Branch)

Vol 50 I No.2

Official publication of the Australian Education Union (SA Branch)

April 2018

AEUJOURNAL SA US WITH A FAIR DEAL FOR PUBLIC EDUCATION The AEU’s 7 point plan for 2018 and beyond

13 5 6 7 BETTER RATION E REMUN

MORE TEACHERS

OUNTRY C D E V O R P IM TO PROVISIONS D ATTRACT AN F RETAIN STAF

INSIDE: u The

FAIR TREATMENT

data demon: Standardised tests don’t improve outcomes.

u Respect:

2 4

INCR E QUAL ASED I THAT T Y JOBS AND ARE SECU SAFE RE

ING S S E R ADD ER D GEN UALIT Y INEQ

EB 2018 pull-out poster inside!

WOR K ARE R LOADS TH SUST EASONAB AT A L NOT E INABLE A E, N XCES SIVE D

What does it mean to you?

RU N N I NG H E AD

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or freecall 1800 888 674 Raffle closes 18 May 2018. Winner drawn 31 May 2018 Full details can be found at www.apheda.org.au. Results will be published on 31 May 2018

MINI [Members In Need of Information] AEU Information sessions we bring to you! Our new education modules are designed to upskill your sub-branch on a range of relevant and valuable topics. These sessions (60 minutes or less) are designed “bite sized” training that come to you. Topics include: • Legal Issues • Understanding your PAC • SSO Entitlements.

We will visit you! These modules will be conducted face-to-face in your site and can be held at a long break time (lunch’n’learn), after school or during a student free day.

To request a session, simply follow this link 5 2

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

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

US WITH A FAIR DEAL FOR PUBLIC EDUCATION The AEU’s 7 point plan for 2018 and beyond

2 13 4 5 6 7 BETTER RATION E REMUN

MORE TEACHERS

INSIDE:

FAIR TREATMENT

u The

data demon: Standardised tests don’t

improve outcomes.

INCR E QUAL ASED IT

THAT Y JOBS AND ARE SECU SAFE RE

UNTRY IMPROVED CO TO PROVISIONS D ATTRACT AN F RETAIN STAF

NAPLAN tests page 9 Lara Golding says we need to exorcise the data demon.

ING RESS ADD ER D N GE UALIT Y INEQ

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300 Facsimile: 8172 6390 Email: journal@aeusa.asn.au Branch President: Howard Spreadbury Branch Secretary: Leah York AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. Deadline Dates #3 May 4 #4 June 8 #5 July 27 #6 August 31 #7 October 29

EB 2018 pull-out poster inside!

WOR K ARE R LOADS TH SUST EASONAB AT AINA LE, B NOT E XCES LE AND SIVE

Publication Dates May 23 June 27 August 15 September 19 November 7

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

u Respect:

What does it mean to you?

Enterprise Bargaining 2018

Respect

pages 10 – 14 We’re campaigning for an EB outcome that respects the work we do in public education.

page 20 Members talk about what it means to them.

Print Post approved PP 100000753 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Editor: Craig Greer Cover Design: Jo Frost Printing: Lane Print

LE TT E RS TO TH E E DITO R

Dear Editor I have been retired from teaching full-time for over six years now and have decided not to renew my registration. As such, I am no longer allowed to teach so no longer have a need to be a union member. Over the 45 years since I began my teaching journey, the union has changed and grown as have I. In that time, I have really appreciated the support of the union as a professional body serving its members with integrity and a real understanding of the complexities of the job. This was especially evident in my last 15 years or so of teaching, when I was in leadership positions. At first, the union had some difficulty dealing with school issues from a Principal’s perspective but I was very glad to see this change so that when I left the job, I was very keen to recommend AEU membership to my colleagues as a way of keep-

ing them safe and linking them to a wider professional network than was possible through the DECD network. Thank you for the support over the years and long may the AEU continue to empower its members for the betterment of education. n

The AEU Journal welcomes letters from members. Please keep contributions to 250 words or less. Letters may be edited for length. Send contributions to:

journal@aeusa.asn.au

Andy Bedford

EB 2018

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R E S PECT C AM PAIG N 2018

AEU INFORMATION UNIT

What it takes to win AEU Organiser Matt Coffey says the path to winning Respect will be paved with strong, collective action. 7 Matt Coffey (left) with Matt Coutouvidis, Subbranch Secretary at Lake Windemere B-7 School.

“We know we can win, but it will only happen if we make it happen.” into legislation (see page 8). According to the National Education Association, West Virginian teachers are amongst the most poorly paid in the country. In fact, out of the 50 states, West Virginia ranks 48th with the typical teacher being paid almost $15,000 less than the national average. But, it wasn’t luck, magic or the goodwill of Republican Governor Jim Justice that won this. It was won by strong collective action and yes, a bit of disobedience.

“No change ever came from obedience.” Back in 2014, that was how Maurie Mulheron, President of the NSW Teachers Federation, opened his address to NSWTF Council one Saturday morning. It makes sense, right? Workload will never subside by way of compliance. Everything that we have won, we have had to fight for. Whether we’re talking about needs-based funding, maternity leave, Medicare, superannuation or the vast improvements to our working and living conditions that we all enjoy today, these have all only been made possible when working people, union members, have stood together in strong collective action and demanded better. The world over, there are many examples of collective action leading to change.

West Virginia There is a movement gaining momentum on the other side of the world. Teachers and support staff in West Virginia had an incredible win this month after a five percent pay rise was written 4

In West Virginia, it is unlawful for teachers to strike. In spite of this, for the first time since 1990, some 20,000 teachers from all 55 counties took strike action and shut down schools across the state. It was the longest strike in the state’s history but, after nine days of solidarity, they won. This win is contagious. The strength and determination of the West Virginian educators has emboldened union members across the US to stand up and demand a better deal from their law makers. For us, winning respect for our profession and public education will require strong collective action because, as demonstrated by our colleagues in West Virginia, we must stand together to demand change. That doesn’t necessarily mean walking off the job next week. Strike action is always a last resort when we have exhausted all other options and when our attempts to improve our working lives are met with prevailing hostility. However, any action, no matter how big or small, must be done collectively if we are to be effective and successful.

Back in South Australia In the fortnight prior to the state election, hundreds of AEU members were out on the campaign trail. They were handing out the AEU’s election scorecard before and after school to make sure that parents knew exactly what was at stake for their kids and for public education in South Australia. Building relationships amongst our parent and community allies is vital in achieving our goals. It is also incredibly important for them to see their kids’ teachers and SSOs standing up for their education. Matt Coutouvidis, Sub-branch Secretary at Lake Windemere B-7 School says, “As teachers, it’s good to be seen getting out there and offering informed insight into what each political party is committing to this election.” He says the campaign is important because it helps members and parents understand the figures, commitments and promises and how each party weighs up. “The result of this election will consequently affect our school,” Matt continues, and suggests that the ‘ticks and crosses flyer’ provided a simple, user-friendly explanation for the public in what can otherwise be a confusing barrage of unverifiable information. “To have a visible presence, and showing that we are trying to assist our school, our children and improve overall education outcomes is vital,” Matt says. “I think it would be a huge advantage to target all polling booths next time!” While it is important for our school communities to see us actively campaigning, we must also show all politicians, state and federal, that we are serious about winning back respect, and that any attacks on our profession and public education will be met with fierce opposition. Our fight for respect will be one of the greatest professional and political challenges we have faced in a decade. With a new state government in power in South Australia, the road ahead is more uncertain than ever. That is why we all need to stand up and stand together. We know we can win, but it will only happen if we make it happen. That is, it will only happen if a whole bunch of members, old and new, are engaged and fighting for change, even if we are a little disobedient. n

PRESIDENT’S VIEW

Campaigning is what we’re about AEU President Howard Spreadbury talks about our ongoing work to get the best for public education.

ith the state election behind us and a new political backdrop, the AEU plan is to forge ahead with our campaign and to lobby the incoming government to achieve the best outcomes for members, our students and public education in South Australia. AEU leadership will meet with the new Minister for Education and Child Development and TAFE to reiterate our agenda as articulated in the Respect: AEU Priorities 2018 and beyond document. Officers are also in the process of undertaking an analysis of education policy of the new government. We are making the final preparations for the next round of bargaining for a new enterprise agreement for members in preschools and schools. Following the successful launch of the Respect campaign on February 10 at the Adelaide Town Hall, the AEU lodged our notice of intention to bargain with the government on February 12. The current agreement notionally expires on 30 June 2018 and all of the associated salary increases have now been delivered. With a new government, the AEU now awaits confirmation of their readiness and that of DECD to commence negotiations. AEU officers continue to focus on preparing members for the months ahead. Organisers are working with sub-branches stressing the importance of developing our collective strength.

“Together, and only together, can we win the respect that we believe our great profession and public education deserve.” This includes the need for recruitment conversations with colleagues who are currently not part of our union but are gaining the benefits of our actions and wins. Our collective focus must be on growth as we need to demonstrate to the employer that we are in a strong bargaining to win the outcomes that members have identified as goals to be achieved in a new agreement. Our industrial team is putting the final touches on the AEU’s industrial framework which will form the basis of the bargaining process with DECD and government. This will be presented to Branch Council on 7 April for endorsement. From the beginning of Term 2, officers will be conducting a series of member forums in a number of metropolitan, regional and country locations to discuss in further detail the seven key areas of our framework and to equip members with the information needed to engage others in sub-branches. Members are encouraged to attend to receive information, answers to questions and to discuss ideas for forms of action that will need to be developed in the ensuing months. Our members in TAFE are re-grouping around the Stop TAFE Cuts and TAFE Too Good to Lose in SA campaign as we analyse the implications of the new government’s statements during the election campaign that VET funding will be fully contestable, with TAFE continuing to compete for funding with many private providers. This continues the

concerns of TAFE members regarding contraction of programs, job losses and replacement of permanent teaching staff with contract and Hourly Paid Instructor employment. At the national level, the next phase of the schools funding campaign was launched on Tuesday 27 March at Parliament House in Canberra. Our campaign demand is straightforward. All public schools must be funded to 100 percent of the Schooling Resource Standard (SRS) so as to provide all teachers with the resources they need to support all of their students. 2018 is shaping up to be a big year for our union during which we will need to be armed with information about our plan for bargaining, a strong and active membership and commitment to actions. Together, and only together, can we win the respect that we believe our great profession and public education deserve. n

TOGETHER WE WILL WIN ... In unity, Howard Spreadbury

T E ACH E RS’ H E A LTH

Teachers Health Centre open for members Located at 26 Flinders Street, Adelaide, the Centre provides eye care and dental services six days a week. While the Centre welcomes everyone, members of Teachers Health receive additional discounts on eye care and dental services. website: teachershealth.com.au phone: 1300 727 538

SCHOOLS FU N DI NG

JOI N I NG TH E AE U

Public schools are missing out on funding Overfunded private schools are spending hundreds of millions while public schools miss out. Malcolm Turnbull is fuelling the educational equivalent of an arms race for private schools says Correna Haythorpe, President of the Australian Education Union. “Elite private schools are spending tens of millions on wellness centres, rowing tanks, ballet and libraries that look like Scottish castles,” she said. “Private schools are diverting millions in recurrent funding to capital works because in many cases they are getting more than they are entitled to. Malcolm Turnbull’s new funding plan makes this worse.” The Turnbull Government is giving private schools a separate $1.9 billion capital fund while public schools get nothing, which is a huge problem given data that shows enrolments in the public system are growing at a rapid rate. “Malcolm Turnbull has reignited the school funding wars by giving private schools 80% of their public funding entitlement, leaving public schools with only 20% of the recurrent funding they require.” In NSW alone, enrolments in public schools are expected to grow by 21% by 2031. Schools need the infrastructure and resources to support an increasing population. Increasing enrolments in South Australia are leading to crowded schools in a number of areas across the metropolitan area, and there’s no sign of the growth abating. “Public schools serve their local communities and should be funded to provide quality learning environments. We need strong leaders who support their communities by investing in public school education,” Haythorpe said. “The Australian Education Union is calling on our state and federal governments to work together to reduce educational inequity. We call for a new capital funding stream for public schools in the May budget. All students deserve safe, comfortable learning facilities,” she said. n 6

Have you asked a colleague to join the union? AEU Coordinator of Organisers Andrew Gohl says we win campaigns when we’re strong. My first year of teaching was a 12-month contract position at Cowell Area School in 1988. I joined the AEU (then SAIT) on 12 January 1988. Like most beginning teachers my mind was preoccupied by the basics – getting my head around teaching outside my subject areas, lesson plans, school routines and establishing new living quarters. Joining the AEU was not an immediate concern. It was English Senior, Ken Bonython, who approached me in that first week of school and asked whether I was a member of the union. “Errr… no,” I replied. Ken, typically gruff, responded, “Can you cook?” “How does Spaghetti Bolognaise sound?” I offered apologetically. Ken retorted, “Right then, you cook, I’ll bring the wine and the membership form.” On what ended as a very late night, Ken gave me a lesson on being a single, young male teacher in a small, conservative country community. Ken could talk. It was my induction into public

Join the AEU online today8:

“Imagine if each member signed up just one new member. There’s a challenge for you!” education, rural, state, federal and global politics, the agenda of the New Right and the fundamental role of unions in ensuring the rights of workers, and the victories won by members of the South Australian Institute of Teachers. And I joined the union. Ken died sometime in the mid nineties. I regret I don’t know the exact date. I remember the last time I saw him at Branch Council adorned with a well-worn black felt hat with a red, black and yellow band that hid a mop of scraggly grey hair. Neither have I forgotten Ken’s lesson on building union membership and the importance of asking new staff members, “Are you a member of the union?” It seems to me we’ve stopped asking new staff memcontinued over page 3

www.aeusa.asn.au

B RA NCH S ECR E TA RY ’S R E PO RT bers to join the union. This was part of our union culture – an automatic question of new staff, followed by a quick synopsis of the importance of being in the union and an explanation of how the AEU has improved teaching and learning conditions and salaries, a summary of the personal benefit – including legal support and access to quality union professional development – concluding with support to complete the membership form right there and then. Experienced AEU members have a significant and crucial role to play in mentoring new staff, educating the next generation about the struggles of members to improve hard fought and won conditions such as long service leave and maternity leave and the why and how members were successful in these struggles.

“Be union proud. Tell your story. Tell the AEU story.” It’s the why and how we were successful that’s important. SAIT/AEU have historically maintained high levels of density. I think many experienced educators have taken this for granted. A strong union has high membership density in every workplace and improving union density in the workplace is a constant task that falls to all members. Sub-branch Secretaries and Workplace Reps work hard to recruit but realistically it is the working relationships that members have with their faculty, work group or team that are most effective in recruiting new members. Of the staff with whom you work, do you know who isn’t a member? Do you know why they are not a member? Have you asked them to join the AEU? Have you explained why you are a member? These are the conversations all AEU members must have with new staff. Be union proud. Tell your story. Tell the AEU story. Talk about the need to respect educators and the future battles we will inevitably face to ensure better funding for public education, manageable workloads and smaller classes to address growing student complexities. If we are strong we will win! Imagine if each member signed up just one new member. There’s a challenge for you! n

The AEU campaigns independently for public education AEU Branch Secretary Leah York explains... and our working conditions. It is one of our clear objectives to advocate strongly for improvements in public education from preschool to TAFE. We do this most effectively by working productively with politicians of all persuasions.

I’ve written previously about the importance of the AEU being politically independent. And to recap, the AEU is not affiliated with any political party. Despite repeating this ad nauseam, some AEU members, community members and politicians question our independence. This was evidenced by communication received by the AEU in the lead up to the recent state election. I have responded to correspondence both berating the AEU for being a mouth piece for the ALP, yet also questioning why we are promoting an independent candidate against an ALP candidate when we are affiliated with the ACTU and SA Unions. Some have even questioned why we enter the political debate at all. The response to these opinions is clear in my mind. We are fiercely independent of political influence and interference in relation to public education. Yes, we are affiliated with both the ACTU and SA Unions. But this does not translate to political party affiliation nor to donations to political parties or candidates. These affiliations provide for a collective of associations registered under Fair Work legislation, both state and federal, covering private and public sectors, to lobby for fair systems of work, access to Tribunals and Courts, and adherence to broad applications of International Labour Organisation conventions and the like (such as child labour laws and slavery), regardless of which political party holds power. Furthermore, it is the AEU’s role to independently analyse political and departmental policy and to inform AEU members and the wider community of its effect and impact on public education

As evidenced by our Respect campaign launch on 10 February, publication of the AEU’s Public Education Priorities 2018 and beyond, analysis of political party platforms and policies and dissemination of the AEU’s scorecard of how the political parties stack up in the lead up to the state election, we do not blindly follow a political party line or ideology. In South Australia we have had in power a Labor Government for 16 years. At times we have had a positive and productive working relationship with the former Rann and Weatherill Governments to implement initiatives such as JP160 and Early Years funding, leadership and classification restructures, improved leave provisions, and additional funding for students with learning difficulties. At other times, it has been a fraught relationship, such as when the ALP Government reneged on its promise to honour the High Court decision regarding contract teacher conditions, when TAFE was corporatised and funding slashed under the guise of market contestability, and when the ALP attempted to weasel out of responsibility for workers injured in the public sector by removing the self-insured status of government departments. A Marshall Liberal Government will no doubt bring new and different challenges to public education and its workforce. Whilst we can surmise what these may be and hark back to the days of Partnerships 21 and Rob Lucas’ meanspirited budget cuts and be reactive, rather I promote an approach that continues our work of influencing political parties to address our AEU priorities and encouraging politicians to work constructively with the AEU and the education profession. n 7

I NT E R N AT I ON A L

S SO – DI D YOU KNOW?

West Virginia teachers’ strike shows the power of collective action Allowances – are you eligible? First Aid An SSO who holds a current recognised first aid certificate and agrees to deliver a first aid service will receive a first aid allowance. Application form VL613. Source: Schedule 1.3 of the School Services Officers (Government Schools) Award.

Toileting SSOs who, as part of their role statement, have the primary responsibility for toileting care for students with a recognised continence plan will be paid an allowance. Application form VL612. Source: Clause 6.5 of the South Australian School and Preschool Education Staff Enterprise Agreement 2016.

Locality

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

SSOs in defined locations as outlined in the Commissioner’s Determination 3.2 are eligible for a locality allowance. Application form VL115.

Protective Clothing SSOs who work in special schools, special classes or units in mainstream schools or, special laboratories may be eligible for a protective clothing allowance. Application form – General Purpose Claim form ED161. Source: DECD Procedure – Personal Protective Equipment Claims and Reimbursement – 15 May 2017.

On Call

% 8172 6300

On-call conditions apply to SSOs who are rostered to be on-call of a night time and/or a full Saturday, Sunday or public holiday or any day that the SSO would normally be rostered off duty. A VL615 form is used to nominate the person(s) to be rostered to be on-call. Approval to be rostered on call will be granted for up to three years. A VL616 form is used to claim the allowance and must be completed fortnightly. Source: Clause 6.1 – South Australian School and Preschool Education Staff Enterprise Agreement 2016 and DECD Learnlink – On call.

For more information please call the AEU Information Unit or SSO Organiser Lisa Sigalla on 8172 6300. 8

Craig Greer says we must keep all options on the table to achieve our aims. “We’re calling on the elected leaders … to listen to teachers, service personnel and public employees, and actually prove that this state values the work we do.” While the above could easily be a quote pulled from the AEU’s Respect campaign position statement, it’s actually the West Virginia President of the American Teachers Federation (AFT), Christine Campbell, calling for state legislators to protect public education and teachers’ basic rights and conditions. Facing the expansion of charter schools, school vouchers that would drain funds from public schools, a draconian law that would prevent unions direct debiting membership dues, and the loss of job security for senior teachers, the West Virginia arm of the AFT, working with the West Virginia Education Association and West Virginia School Service, took bold and decisive strike action in February. As well as defending conditions, the unions were also calling for a living wage and improvements to health benefits. The three unions shut down every public school in the state, with 20,000 workers out. As the strike continued, thousands protested at the state capital while others stayed on picket lines at their schools. Simultaneously, parents of over 270,000 kids supported the strikers, despite the challenges of finding care for their children. On Tuesday, February 27, nine days after their strike began, the governor signed an agreement that represented an emphatic victory for the unions and their members. “We won on all five stances – everything – which is pretty incredible,” said Wendy Peters, the President of the Raleigh affiliate of the West Virginia Education Association. The agreed settlement includes a five percent pay rise and a commitment

from the governor to veto all the antiunion legislation. The joint union campaign also led to the creation of a task force on healthcare that guarantees unions a seat at the table. Like all teachers’ strikes, the leadership and members in West Virginia took the action after all avenues for negotiation were exhausted. The AEU’s last statewide action of this nature took place from 2008 – 2010 when we too had exhausted all avenues to achieve fair pay and conditions and our efforts to stop a regressive funding model were ignored. Despite what was also an emphatic victory, though eventually achieved through arbitration, workload and conditions in preschools, school and TAFE continue to rise. We’ve made some inroads with wins for our members during recent enterprise bargaining campaigns but there is a long way to go before educators in this state are provided the working conditions that truly show respect for the difficult nature of our work and the professionalism with which we approach it. Will we need to channel the courage to take action shown by West Virginia teachers in our upcoming enterprise bargaining period? Let’s hope it’s not necessary, but we must always keep the possibility in mind. After all, standing collectively together in defiance of unjust decisions and poor policy that impacts negatively on public education and the children and young people we teach is our duty as union educators. n

N APL A N

Let’s exorcise the data demon AEU Vice President Lara Golding says there’s no educational argument for maintaining the NAPLAN testing regime.

few years ago I had the joy of administering NAPLAN to a small group of chronic non-attenders who, by sheer luck, actually managed to be at school on the NAPLAN catch-up day. As we started, they all picked up pencils and opened test booklets with as much goodwill as they could collectively muster and attempted to decipher the questions. With each passing question, a large proportion of the students found the content more difficult. Their posture changed, assuming an air of defeat, and they looked up at me with quiet, and not so quiet, desperation. Nonetheless, they made it through to the end and trudged out to recess. What did these students get out of that very valuable time when they were actually at school? Did I inspire them with my passion for maths? Or did they just have reinforced that they weren’t any good at maths and it was better to stay at home? We have now been administering these standardised tests for ten years. What educational outcomes have we gained for our students? We keep being told we have gone backwards in our achievement levels in that time. We have also seen a narrowing of the curriculum, as teachers feel pressure to

“...an excessive amount of data collection skews curricula, adds to workload and has no educational benefit.” focus on numeracy and literacy at the expense of the wide range of subjects, topics and passions we could share. Pressure has been placed on teachers and leaders and added to the mental health issues we are seeing in our young people. We have seen league tables published to name and shame schools and provide unrealistic and unfounded comparisons between schools, leading to a great divide between the haves and have nots. We were told at the time that this data would help decision-makers to know where to focus resources. We knew then where it was needed, and we still know now, and we are still yet to see true and properly resourced needsbased funding. NAPLAN was intended at least in part to be diagnostic, however by the time students receive the results their skills have developed considerably. Not only that, but the level of statistical accuracy of the tests is only useful at a state level, and even then, not

reliably so. In our state, we now collect a plethora of data including the early years developmental milestones, running records, lexiles and PAT tests. The last of which, being named and the results instantaneous, almost certainly makes NAPLAN obsolete. Some data certainly has value to schools and departments, but an excessive amount of data collection skews curricula, adds to workload and has no educational benefit. We have reason to hope. Our colleagues in New Zealand recently won their battle with the data demon when last December their Minister for Education announced the end of their National Standards. New Zealand teachers have had to report against national standards in numeracy, reading and writing since 2010. In that time, their results have worsened rather than improved. The New Zealand primary and secondary school unions have been campaigning for their abolition for many years and we should learn from their example. We are professionals who use professional judgement in identifying strengths and weaknesses, develop programs to inspire and challenge and report regularly to parents against various curriculum frameworks. We have plenty of data available through our current reporting system without the need for high stakes tests. It’s time to review the value of NAPLAN. It is expensive, detrimental to students, teachers and schools, and unnecessary. n 9

E NT E R PR I S E BA R G AI N I NG

What is Enterprise Bargaining? With enterprise bargaining about to get underway, the AEU outlines some of the basics.

nterprise Bargaining is a legislated process that occurs between unions and employers in order to make an enterprise agreement that operates to regulate salary levels and working conditions.

“If you want your voice heard, it is best to join the AEU.”

Our enterprise agreement is negotiated between the AEU and the employer and the negotiation process is governed by provisions of the Fair Work Act 1994 (SA) which require the parties to use their best endeavours to resolve the issues in question.

Our current agreement is the South Australian School and Preschool Education Staff Enterprise Agreement 2016 (EA2016).

As state government employees we are operating under the state rather than the federal industrial relations (IR)

Renegotiation may commence six months prior to the expiry date but its start date is unknown at this stage.

system.

This agreement must be renegotiated after three years and it has a nominal expiry date of 30 June 2018.

The last pay increase scheduled for the current EA2016 was paid on and from the first full pay period after the 1 October 2017.

The AEU is the sole bargaining agent In relation to Preschool Teachers (including Preschool Directors) and Teachers (including Band A and B clascontinued over page 3

AEU won Band A leader salaries versus Award rate A1 A2 A3 A4 A5 A6 A7 A8 A9

$109,739 $116,945 $124,155 $131,364 $138,578 $145,783 $152,994 $160,202 $166,667

PC01 PC02 PC03 PCO4 PC05 PC06 PC07 PC08

$72,105 $75,891 $79,675 $83,461 $87,247 $91,031 $94,816 $98,602

What salary improvements have members won through enterprise bargaining? AEU won teacher salaries versus Award rate CLASSROOM TEACHER SALARY RATES

Step 1 Award

Top rate

$49,662 $61,898

Enterprise Agreement* $68,126 $98,806 AST2 (EA)* $102,464 $110,000 $100,000

The Award (blue) rate is the “safety net” and what you would be getting paid if you were not working under a union-negotiated EA.

$90,000 $80,000

The Enterprise Agreement (red*/green*) is the AEU negotiated agreement that defines the terms and conditions of your employment.

$70,000 $60,000 $50,000

Take a look at the chart; this is the AEU difference. Your membership means greater improvements to the pay and conditions for all workers in public education.

$40,000 $30,000

The AEU is your primary bargaining representative when it comes to negotiating the rates of pay, conditions and entitlements that you experience at work as part of your Enterprise Agreement (EA). Members standing together and pushing for fair and decent pay has resulted in the salary that you receive from the Department.

Top rate Step 1 *as at 1 October 2017

sifications, and Seconded Teachers), the AEU is the only association formally registered under the Fair Work Act 1994 to represent members, and thus be a party to enterprise agreements approved by the South Australian Employment Tribunal. If you want your voice heard, it is best to join the AEU.

What do we want? The AEU has spent the last 12 months consulting with members and have identified a number of important matters that you want us to focus on. They include better remuneration,

quality jobs that are secure and safe, workloads that are reasonable, sustainable and not excessive, more teachers, improved country incentives to attract and retain staff, addressing gender inequality, and fair treatment.

Who Agrees? An enterprise agreement must be voted on and agreed by the majority of employees that are covered by the agreement. Before we make an agreement the AEU will ballot members. It is important that members keep up-to-date with the information on the progress of enterprise bargaining and

provide us with your feedback on matters that are of interest to you and your colleagues. The success of negotiations is dependent upon the collective strength and activism of members throughout the negotiating process. If we are united, organised and strong we will have more success in winning improvements to salaries and conditions. n

*The AEU industrial framework will be put to Branch Council on April 7.

Does it come down to money?

he AEU knows that many members are hurting financially. Many of the costs that are facing the family have been increasing at a rate higher than that delivered by pay increases. Different cohorts of our union face different cost pressures, and the impacts manifest themselves differently. A survey of AEU members in 2017 highlighted that certain cost pressures where biting. The key issues were housing, utilities, transport, health costs and HELP loans. The impacts did not affect all equally and cost pressures may be harder on part-time, precariously employed, and members in certain classification and age groups.

It’s no wonder you are hurting ABS statistics (2017) show that cost pressures on members have been high. For example: • Housing costs up

3.3%

• Utility costs up

8.9%

- Water - Electricity - Gas

3.5% 11.5% 8.2%

• Health costs up

3.9%

• Transport costs up

2.7%

Could you afford less? The State Government has told unions that its wages policy is 1.5% per annum. If accepted this would in real terms be a pay cut, as inflation is higher

EB SALARY INCREASES FOR ALL MEMBERS SINCE 1996 16% 14%

11%

14%

12%

12% 10%

7.5%

6% 4% 2% 0%

1996

2000

2002

2006

2010

2012

2016

? 2018

than the proposed increase. Low wage outcomes impact on superannuation contributions and eventually retirement incomes.

we believe it would be reflective of the lack of respect that government and the education department shows to its highly professional employees.

If a 1.5% salary offer was accepted, educators will no doubt be telling us that any productivity improvement gained over the agreement would be worth very little.

The government and the employer are on notice.

If such an offer was put to educators,

When it comes to enterprise bargaining, we want Respect! We want a wage offer that reflects the true nature of the work that we do. n

Join the AEU online today8:

www.aeusa.asn.au 11

AE U PR IO R IT I E S 2018 AN D B EYON D

BETTER REMUNERATION

Provisions that substantially enhance:

• Remuneration for all classifications and address the gender pay gap •Allowances paid to members and provide additional allowances to employees to compensate them for specific duties • The classification structure of all classifications and address concerns relating to relativities • Fallback provisions for leaders and seconded teachers.

Respect the Education Profession

ADDRESSING GENDER INEQUALITY Provisions that substantially address inequality and unfairness through:

• Enhanced part-time teacher provisions • Addressing the Gender pay gap. For example, removing inequality in incremental progression • Enhanced leave provisions for all members • Improved domestic violence conditions • Ensuring improved retirement incomes.

INCREASED QUALIT THAT ARE SECURE

Provisions that subst

• The security of employ through increased per tenures, and improved • The safety of all emplo • Consultation processe strengthen workplace • Staffing levels and rati • Right of return.

The AEU fr will be unde extensive proposa These will be provide of negotiations. Curre be preserved, except w are ag

THE AEU INCREASED FOR EDU THRO

WORKLOADS THAT ARE REASONABLE, SUSTAINABLE AND NOT EXCESSIVE

Provisions that substantially address workload concerns for leaders, teachers, seconded teachers and ancillary staff and ensure workload is reasonable, sustainable and not excessive. 12

TY JOBS AND SAFE

MORE TEACHERS

tantially enhance:

The employment of more teachers to:

yment for all members, rmanency, longer d redundancy provisions oyees es for all staff and democracy ios

• Reduce class and group sizes • Address issues that result from the increased complexity of the student/child cohort • Provide more time for teachers to undertake and complete professional responsibilities outside of the classroom and collegial professional support.

Respect

ramework erpinned by als and strategies. ed during the course ent entitlements will where improvements greed.

IMPROVED COUNTRY PROVISIONS TO ATTRACT AND RETAIN STAFF

U SEEKS D RESPECT UCATORS OUGH:

Provisions that substantially enhance country conditions to attract and retain staff, extending to relief teachers, seconded teachers and ancillary staff.

FAIR TREATMENT

Provisions that ensure all employees are treated fairly at work.

The AEU’s 7 Point Plan for Public Education 2018 and beyond. 13

RU E B NWNI INNG S H E AD

What has the AEU won for us? We’ve picked out just some of the key wins on conditions racked up by the AEU since enterprise bargaining began in 1996. • • • • •

Family Carers Leave (1996) Key Teacher fallback to AST1 (1996) Increase in preschool directors’ time fraction (1996) Early assistance funding (1996) Paid Maternity and Adoption Leave (from 2 weeks in 2000 to 16 or 20 weeks in 2016)

• Full entitlement to paid maternity and adoption leave for contract teachers beyond the life of their contract end date (2010) • No requirement for permanent employees to return to work to receive a subsequent entitlement to paid maternity/adoption leave (2010) • Paid maternity/adoption leave for surrogacy (2016) • Paid special leave in line with maternity/adoption/surrogacy for long term court ordered foster care (2016) • Right to return to work part-time following maternity/ adoption/surrogacy leave (2010) • Improvements to Leadership structure and classifications delivering structural pay increases (1996, 2000, 2010, 2012 and 2016)

• School and Preschool Admin Leadership Time and ongoing indexation (2002 and extended in 2006) • AST2 (2000) • Face-to-face teaching and non-instruction time (2010) • Teacher Placement Improvements (2010) • Admin Leadership Special Schools and ongoing indexation (2006) • Country Incentives Allowance and improvements in subsequent agreements (2002) • Permanency Target (2010) • Cultural Leave (2006) • Salary Packaging (2006) • AST1 improvements (2016) • Minimum Hours of Engagement (2006) • Non-instruction time for special school teachers (2006) • Step 9 (2010) • Fallback for Seconded Teachers (2016) • Reduction of class size in early years (2012) • Principal and PSD Reappointment (2016) • Cultural leave provisions (2006) • Special leave of up to 15 days per annum will now be available to SSOs in receipt of a 16% term-time loading (2012) • Swimming and Aquatics Classification (2002) 14

• Swimming and Aquatics Schedule in Teachers (DECS) Award (2006) • Guaranteed Hours for swimming and aquatics (2006) • Domestic Violence Provisions (2016) • Partner Leave (2016) • Toileting Allowance (2016) • Special School class size (2016) • English as Second Language class size (2012) • Class size provisions (2010) • Return to work part-time (2010) • Increase in Students With Disability grant (2016) • Release time for PAC Representatives (2010) • Other Duties provisions (2016) • Highly Accomplished Teachers (2016) • Lead Teacher classification (2016) • Permanency Criteria for AEWs (2010) • Permanency Criteria for SSO and ECW (2010) • Improvements to the PAC (2010) • SSO support when special classes being taught (2010) • Locality Allowance for Whyalla schools (2012) • Overtime provisions for SSOs and ECWs (2010) • Behaviour Management Funding (2006) • Funding Commitment (2000 onwards) • Key Teacher fallback to AST2 (2010) • 27% increase in Students With Learning Difficulties Grant for teacher workload (2016) • 0.1 additional leadership time for principals & preschool directors (2016) • Additional $3m for primary leader workload (2016) • Additional $1m for preschool integration support (2016) • Additional special options places (2016) • Revised Modes of Employment – definition of temporary and casual SSOs and ECWs (2012) • A new classification of Principal — Special Class (2016) • Voluntary Flexible Work arrangements (2012) • Additional hours clause for SSOs and ECWs (2010)

VICE PR E S I DE NT ’S R E PO RT

One in seven may miss out on crucial funding AEU Vice President Dash Taylor Johnson discusses. The Nationally Consistent Collection of Data on School Students with Disability (NCCD) needs to be entered by August 3 (second Friday of Term 3) and will form the basis of funding for 2019. Plenty of time you say? Wrong! Perhaps if members were provided with release time through specific resourcing in your Resource Entitlement Statement (RES) there would be greater potential for increased accuracy in identifying students of specified need, but this does not seem to be the case. Schools and preschools will again have to self-fund release time for this purpose, add it to the burgeoning job description of the designated educator with management responsibility in this area or accept that not all needs will be met. But that’s not a big deal, right? Wrong again! The 2017 data showed that SA has the highest number of identified students per capita, about one in every five; a significant population not to be ignored. And of those, approximately 60% of the students have not had their disability verified by a DECD or private specialist. Put another way, special schools, spe-

cial classes and special options programs are not the total picture. The Students With Learning Difficulties Grant is an outcome of the 2016 enterprise agreement and is intended to capture the cohort without official verification but as the 2017 data reveals, it is unlikely to address the needs of tens of thousands of children and young people.

What does this mean for us? Professional judgement counts! Learning adjustments that need to be made because of a physical, cognitive, sensory or social/emotional disability all need to be considered. If you have evidence that supports your judgement, the data is valid. Evidence can be sources such as para professionals, parents/ care-givers, student portfolios, counsellor notes, physical and mental health care plans, emails and individual learning plans. And as long as you have sufficient time to collect and record this, then you will receive the funding you need to enhance the learning outcomes of your students. But if you don’t, it is time to refer to our Enterprise Agreement 2016. Clause 5.6 is all about workload and as a sub-branch you should consider the implications for your site, communicating with the Personnel Advisory Committee (PAC) on behalf of all members. What strategies are in place to allow all educators to record the information properly and maximise the accuracy of this disability census?

Who decides which students need support? The Disability Discrimination Act 1992 (DDA) includes disability that is “imputed to a person”, that is that no formal diagnosis has been made. It also states that teachers can make a judgement on “reasonable grounds” about observed student behaviour and the need for adjustment to learning delivery as a result. An e-learning course http://dse.theeducationalinstitute.edu.au is free for all educators using the registration code “sa-govt” when you create a new account. Mapped to the Australian Professional Standards for Teachers (AITSL), this course builds understanding and will support appropriate funding levels for 2019. I don’t need to tell you that classrooms are becoming increasingly complex. Members across the system are being stretched educationally and emotionally as a result and it is critical that we are resourced to match need. Fair funding for all is a basic right and governments need to provide it. The NCCD is intended to inform appropriate funding levels for these students but will only be as accurate as we are allowed to make it. Reasonable workloads? Fair treatment? These are elements that we will continue to explore in enterprise bargaining but it is important that n members act now.

TOGETHER WE ARE STRONG. 15

8: tchampion@aeusa.asn.au

RU WONMNEIN’S NG HFOCU E AD S

7 WiLD Women 2018! Back row from left: Becc Clark, Tish Champion, Hannah Laven, Kate Lonergan, Tegan Simmons, Lisa Rye, Lisa Train, Sam Lisle-Menzel. Front row from left: Kirsty Wolf-Williams, Natalie Castree, Anne CreightonArnold, Jessica Lester, Claire MinchamTrowbridge. Think about it – who predominantly works in the casual and low paid positions within DECD, moves through the incremental steps the slowest, tends to work part-time and have gaps in service for caring responsibilities, generally retires with far less in their superannuation (up to half as much) and has significantly less sick leave in the twilight years of their career? Women. At the same time men, who make up only 25% of the DECD workforce, hold almost 50% of the higher paying leadership positions and rarely take time out of the workforce or reduce their fraction of time.

#TimesUp AEU Women’s Officer Tish Champion says sisters must do it for themselves.

his International Women’s Day, Deputy Leader of the Opposition and Shadow Minister for Women, Tanya Plibersek, has challenged those in government, private business, the union movement, industrial relations and the general public to start working together to finally reduce the gender pay gap and make sure that women’s work is properly valued.

“#TimesUp sisters! We need to collectively #ChangeTheRules if we ever want to achieve true gender equality in Australia.”

The current social media campaign “Time’s Up” was used by Ms Plibersek when she spoke about IWD this week, saying, “In 1972 we said, ‘It’s Time’. In 2018, women are saying ‘Time’s Up’. Women are standing up and demanding to be heard.”

still earning less than men for work that is the same or considered the equivalent work value.

The gender pay gap that exists in Australia today, means that many women working full-time, will be paid an average $700,000 less over the course of their working life compared to a man doing a similar job. Further, women with a family will ultimately do the equivalent of an extra $400,000 of unpaid work at home over the course of their life. That’s the equivalent of more than $1 million in underpaid or unpaid work.

Time’s up – we no longer want the gender pay gap reduced, we want it gone. According to a 2017 World Economic Forum report, we are moving so slowly toward pay equity that it is going to take us another 217 years to finally reach global parity.

It can be hard to register this as an issue in education because two employees on the same classification earn exactly the same income regardless of whether they are male or female. The gender pay gap is more complicated than simply looking at the dollar figures. There are many issues that directly impact on the earning capacity of a woman employee that translates to a gender-based pay gap.

We cannot sit back and wait for equality to land in our laps without making significant changes to how we operate. This isn’t just about men changing. We need to change. We need to stand up and demand! Demand fairer distribution of household work, fairer access to leadership and general work opportunities, equal pay for equal work, flexible work options, more comprehensive paid maternity leave to lessen the impact on retirement savings and an end to domestic and family violence. Equality is everyone’s business and everyone has something to gain, but it has to start with us. #TimesUp sisters! We need to collectively #ChangeTheRules if we ever want to achieve true gender equality in Australia.

At approximately 16% (15% in the SA public sector), the gender pay gap has not changed in two decades. Independent research from 2017 clearly shows that women in nearly all industries are

Education – a 75% feminised industry in South Australia – still has a huge divide between the earning capacity of women and men and therefore retirement savings and security.

As Tanya Plibersek said at a 2017 IWD speech, “We won’t break down the barriers to gender equality by chance.” They will only come down with collective strength and action! n

R ECRU I TM E NT

A big week for AEU women!

Young people do join the union

International Women’s Day (IWD) is more than a day, it’s actually a big ‘week’ for AEU women. It was wonderful to see so many AEU members turn out for the IWD march on Thursday 8 March in the city. After a few quiet years in Adelaide this is re-emerging as a popular event on the Adelaide calendar. There were many who braved the heat to march in solidarity, celebrating women’s achievements while continuing to demand gender equality across the globe.

AEU Organiser Ann Clarke says all you have to do is ask.

The AEU continued the IWD buzz on Friday morning by taking 11 members to the UN IWD breakfast hosted by Penny Wong at the Convention Centre. This breakfast continues to be unrivalled across Australia with over 2,700 people attending. Keynote speaker this year was Tanya Hosch, the General Manager for Inclusion and Social Policy at the Australian Football League (AFL). Tanya shared her thoughts on women in leadership and the need for all women to mentor, support and promote each other, saying more than once, “Women must support women!” Of course, women need to support women, but equality is everyone’s business. Gender equality translates to a win/win for everyone, not just for women. True equality allows everyone to live the kind of life they want free from both conscious and unconscious bias. Studies have shown that the most gender equal countries in the world have the highest levels of happiness. When men and women are able to equally and genuinely – not just every now and then – balance work, housework and caring for children, everyone wins! Not wanting the party to stop, we followed the IWD breakfast with the first day of the 2018 AEU Women in Leadership Development program (WiLD) – pictured on page 16. This year’s participants will take part in four full days of training that will unpick leadership, warts and all, and provide them with the opportunity to develop and unlock their own potential leadern ship skills.

At least once a week when I’m visiting our awesome public schools, someone says to me, “The young people just don’t join the union”. Well, I’m here to tell you that they do! While new educators may not bound into the staffroom on their first day and cry out, “Sign me up, Scotty,” the way we wish everyone would, when they see the union in their sites and learn something of what the union is all about it resonates with them. They get it. They’re on board. They want to be part of the change. By ‘see the union in their sites’ I’m not talking about the union officers who visit your sites. I’m talking about you, the members, the people they see on a daily basis. When a new staff member walks into the staffroom, is there any sign that the union exists? Is it a vibrant corner of the staffroom? Does the union come up in positive conversation? Do union members get together in happy times as well as times of difficulty?

Contrast this to my next appointment. Before I’d even officially started, someone from the site had already asked me if I was a member. It was pretty much the second thing I was asked after the query about whether or not I played netball was dealt with. There was an up-to-date AEU noticeboard prominent in the staffroom, the union members were proud and visible on the site, and there was genuine interest from members in taking on union roles to work together and divide up the jobs that needed to be done.

Action is contagious Needless to say, that was the turning point for me. I was more than just a member. I became active and engaged because I could see that my colleagues were. The next year I put my hand up for the Sub-branch Secretary role and, well, the rest is history. Times have changed. Joining a union is not exactly the automatic thing it perhaps once was, but it is still something that young people are doing – they just need to know the AEU is a thing at their site. Oh, and it’s even easier now too. No need to worry about having a paper membership form handy, you can now become an AEU member online. Hello 21st century! n

From my own experience as a beginning teacher, these seemingly little things make a big difference.

You just have to ask On my first teaching appointment – a short term contract – I didn’t hear about the AEU until about three quarters of the way through my time there. Even at that point, it only came up because other young teachers at the site, who had been there a bit longer than me, were all attending an AEU training event, and I happened to overhear them talking about it. I didn’t really see it as an inviting club to be part of. Don’t get me wrong, I was a member (it’s genetic for me), but I didn’t engage at that site, because there was nothing visible to engage with.

Join the AEU

ONLINE! www.aeusa.asn.au 17

S U B-B RA NCH PROF I LE

TAF E

7 From left: SSO Wendy Oman with Sub-branch Secretary Heidi Lomax

Building the AEU profile and membership density Having taken on the Sub-branch Secretary position three years ago, Heidi has increased the membership density substantially.

Take notice! Walkerville PS Sub-branch Secretary Heidi Lomax keeps the AEU’s profile high.

ne of the first things AEU officers who visit schools look for when they enter the staffroom is the AEU noticeboard. Is it in a prominent spot? Is the information upto-date? And does it stand out? While it might not seem like the most important aspect of running an AEU sub-branch, the visual presence of the AEU where both members and non-members congregate can have a significant impact on a person’s perception of the union.

“... the visual presence of the AEU ... can have a significant impact on a person’s perception of the union.”

One member well aware of why union presence is important is teacher Heidi Lomax at Walkerville Primary School. Since taking on the role as Sub-branch Secretary, Heidi has worked hard to increase the profile of the AEU at her site.

With the Sub-branch Secretary at Walkerville retiring not long after Heidi arrived at the school, she was asked if she wanted to take on the role and she hasn’t looked back. “After being elected I wanted to make sure that everyone who wasn’t a member here knew about the great work the AEU does. I’m very vocal and tell people they’re crazy not to join – people have insurance on their cars but don’t realise they need similar protection in their job, and of course the stronger we are, the more we can achieve when we campaign.”

“I’ve only been an AEU member for four or so years,” says Heidi. “I worked overseas a lot and when I came back I was doing relief work and short-term contracts. Not many people talked about the union at the school I was at so I didn’t really know anything about it. It wasn’t until I had a difficult situation 18

and needed support that people started telling me to join the union; had I known what I know now I would have joined straight away.”

“When I took on the role we had 19 members and since then it’s almost doubled; we now have 37 members, and counting! It’s really great because almost everyone is on the same page and when we have a staff meeting it’s virtually a union meeting as well, in that the majority are AEU members.” The AEU noticeboard is something Heidi takes particular pride in and has no doubt raised the profile of the Union at the site. “I regularly feature a member on the noticeboard by putting up their photo and doing a little Q&A which always gets staff interested, and I ensure all the latest communications from the union are posted. I didn’t do it with Sarah (staff member pictured) as there was no time, but usually I’ll take the member’s photo with snapchat and that gets a bit of a laugh,” she says.

Improving conditions The AEU’s Secure Our Jobs campaign around conversions to permanency has seen success at Walkerville Primary School with two members on long-term contracts gaining permanency through Heidi’s work as Sub-branch Secretary and with the support of the Principal David Chadwick. One of Heidi’s recent recruits, Year 4 contract teacher Peta Huddy, joined the AEU just a month ago and says as a contract teacher she feels “vulnerable and uncertain about her future”, but is hoping to be converted to permanent sooner rather than later. “It’s quite daunting and scary but I’ve been rolled over each year so far so hopefully it will happen.” With Heidi and a strong subbranch in her corner she’ll definitely be well represented. continued over page 3

VICE PR E S I DE NT ’S R E PO RT

Only united action will reduce workload stress

“... the stronger we are the more we can achieve when we campaign.” Currently working in the library, SSO Wendy Oman (pictured) has been an AEU member for around 14 years and says SSOs aren’t as respected by the Department as they should be. “It’s not like it was back in the day where you came in and washed out paint pots and that was kind of it, nowadays we’re doing a wide range of jobs from classroom support to finance and it’s really hard to move through the classification structure; I’m still an SSO1 after 14 years and have worked in classroom support and a range of other roles. We should be more valued,” she said.

How do we win? With a strong AEU presence and high membership density, issues like SSO classification and secure work are more likely to be successfully addressed through enterprise bargaining and other union campaigns. Sub-branches with active sub-branch secretaries and engaged members are a must if we’re going to continue to improve salaries and conditions for all members. Heidi Lomax and the members at Walkerville Primary School are setting a great example. n

*How good is your AEU noticeboard? We’re looking for the best EB noticeboard of 2018. As enterprise bargaining gets closer we’ll be providing more and more material to display at worksites. Once your noticeboard is loaded up with EB information, send us a photo of it with some members at your worksite and we’ll feature it in an upcoming issue of the AEU Journal. Early in Term 4 we’ll choose the best noticeboard and put on an end-ofyear morning tea at your site. Go! n

AEU Vice President Lara Golding writes ... Workloads for all educators are excessive and without coordinated action they are only going to grow further. This year we will be working with members to reduce workloads through enterprise bargaining and in this age of evidencebased policy development, we have the evidence on our side. We have heard a lot lately about the need for evidence-based reform in education. I want to see reform of our working conditions based on the wealth of evidence that exists on the impact of our excessive and unsustainable workloads. For example, a recent report from the Australian Catholic University found that 53% of principals work more than 56 hours per week and many principals are experiencing burnout and stress symptoms including difficulty sleeping and somatic symptoms. Recent research conducted by ACER found that Victorian teachers work 53 hours a week on average and workloads are leading to adverse impacts on the health for 85% of teachers. Our own workload study found teachers were working on average above 50 hours a week and leaders more than that. As reported in the Sydney Morning Herald, 41% of teachers report high levels of occupational stress compared with 31% of people in nursing and 29% in managerial jobs. Members in all sectors tell me that the complexity of their work has increased due to the nature of our cohorts, increased data measurement and reporting, more administrative requirements, and in TAFE, fewer lecturers.

that needs to be fixed. We are almost punished for making good with what we are given. Now I’m not advocating for whiteboard markers down and computers off just yet. What I am saying is that we will need to stand strong together in order to start addressing workload concerns. We need strong sub-branches agitating for change in schools and we need strength in numbers across the state to demand respect and reasonable workloads. Through their Refocus on Children campaign, our Student Support Services members are voting to continue their work bans from 2017. The basis for this is clear, if it is not about outcomes for students then it is not going to happen. We can all be inspired by their resolve and commitment to providing the best support to their students. We must stand united with them in their action to address their unreasonable workloads. Building the profile of workload as a key problem that needs a solution is an essential step in achieving positive change. We need all staff to be finding ways to inform parents and the community, and through this political decisionmakers, that addressing workload issues is one of the key ways we can improve educational outcomes.

Unfortunately, this issue is not going to disappear on its own.

This year, in enterprise bargaining, we will be demanding workloads that are reasonable, sustainable and not excessive. We will be demanding more teachers in our schools and preschools and more lecturers in TAFE. We will also continue to support our SSOs, ECWs and AEWs to be appropriately classified and paid for all the hours that they work.

For all the evidence that workload is a problem, our education system keeps performing well. We continually put the wellbeing of our students ahead of our own. We strive day after day, often to our own detriment. The reward for our tireless efforts is the perception at a systemic level that there is no problem

We won’t win through negotiation alone and it will only be through the pressure of thousands of AEU members and the support of our school communities that we can be successful. This year we will be demanding respect and we will need every member in every preschools, school and TAFE standing together. n 19

C A M PAIG N

What does it mean to you? Public Education staff speak on the theme of our current campaign.

ur Respect launch on February 10 gave members a chance to contemplate and talk about what Respect means to them. Here are some of the responses from members the AEU Journal spoke to on the day…

NICOLE MCKENZIE - teacher East Torrens Primary School “I think Respect is about your interactions, how you’re treated, how we treat one another and how we fund our future. Public education is so important and I think it’s really important to help teachers manage the complexities we have … we have a lot on our plate but we’re passionate about it and we just need the support to make it all happen.”

BRAD WALLIS - teacher Parafield Gardens High School “Respect means really getting what’s owed to us – we have a tough job and we work really hard and we just want our pay and our conditions to reflect that. But not only that, it’s for our students as well, because we are the ones really fighting for them to have good futures.”

PASCALE FINLAYSON - teacher Linden Park Primary School “Respect means honouring the enormous workload it is to work with children in the public system.”

RAY MARINO - principal Cleve Area School “When we talk about respect we are talking about people caring about each other, people working as a strong team and people supporting each other, and that’s what I’ve found this union does for us.”

GRACE WILSON - teacher Hallett Cove School “Respect means trusting the educators to do what they’re trained to do.”

DEB TREGILGAS - teacher John Pirie Secondary School “As an educator, respect means showing some regard for my past, my history – not just doing the job and being there but the time, the effort, the commitment that goes into all of that.”

ALEXANDRA FOWLER - teacher Woomera Area School “Respect to me is being trusted to get on with my job, without having people constantly questioning if I can do my job in its many facets. It also means people understanding that teaching is more than just 8.45am to 3.00pm with students – it’s hours of planning in my ‘holidays’ and late into

the nights; it’s many hours at professional development also in the ‘holidays’ and on weekends; it’s supporting children through the hardest times in their lives and the happiest; it’s the first thing you think about in the morning and the last thing at night, and its being on your feet for over five hours a day and then being asked to support an after school club. Teaching involves long hours, investing our own money and time; it’s emotionally draining and it’s spending many hours trying to be the best from the first day you walk into a classroom to the last home-time bell before you retire.” n

Add your voice to the campaign So, what does Respect mean to you? This is your chance to tell us and AEU members across the state why you think public education staff deserve Respect. Email in a short comment of no more than 100 words and an uncompressed portrait photo to:

8: journal@aeusa.asn.au and

we’ll publish your comment in a forthcoming issue of the AEU Journal. n

The more voices we have, the stronger our message will be!

U N ION TRAI N I NG A N D PROF E S S ION A L DEVE LOPM E NT PRO G RA M 2018 and system issues as well as the law in relation to current practices and WHS.

Professional Development Tuesday 22 May

COST: Free. Lunch and travel assistance are all provided by the AEU SA.

4.30pm – 6.30pm

WORKSHOP 2: ‘Understanding the Australian Professional Standards for Teachers’ Tuesday 14 August

4.30pm – 6.30pm

Tuesday 06 November

4.30pm – 6.30pm

WORKSHOP 3: ‘Keeping Yourself Safe’ WORKSHOP 4: ‘Mindfulness for TRTs’

DETAILS: Keeping up to date with current professional learning developments for dedicated relief teachers can come with challenges. In 2018, the AEU SA launch a new series of TRT specific workshops looking at industrial and professional matters for teachers who are choosing to work as casual relief teachers. OPEN TO: AEU TRT members and potential members. You may join the AEU to attend these sessions. COST: TRT members: $11 per workshop. Potential members: $66 per workshop. No travel support available.

Classroom Management Course DAY 1: Monday, 16 April

9.15am – 3.30pm

DAY 2: Monday, 9 July

9.15am – 3.30pm

DETAILS: Highly recommended by new teachers, this 2-day practical course builds on the workshop run at the AEU New Educators’ Conference. Participants must attend for the two 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 SA Members only.

COST: Members: $55. Members in first three years of teaching: $44. Potential Members: $165.

Student Engagement Workshop DAY 1: Tuesday, 17 April

9.15am – 3.30pm

DAY 2: Tuesday, 10 July

9.15am – 3.30pm

DETAILS: This course is facilitated by experienced teachers who will develop teachers’ skills in creating ‘rigorous learning conditions’ which support active participation and increase student engagement and accountability for their own learning using strategies including cooperative learning. Participants must attend for the two days. OPEN TO: AEU SA Members only.

COST: Members: $55. Members in first three years of teaching: $44. Potential Members: $165.

Violence in Schools Conference Friday, 20 April

9.15am – 3.30pm

DETAILS: AEU members face violent and unpredictable situations everyday in sites. This conference will look at current research, current issues and advice to prevent, de-escalate and manage violence in sites. Members will discuss student centered

Creating effective professional learning sessions Friday, 27 April

9.15am – 3.30pm

DETAILS: Creating adult learning sessions to share your ideas and plans in meetings of staff or professional learning circles doesn’t have to be daunting – you just need to be prepared. This course uses effective adult learning strategies that can be implemented to engage participants and encourage action to create change. OPEN TO: AEU SA Members only.

COST: Members: $99. Potential members: $297.

New Educators State Conference 2018 NEW EDUCATORS’ STATE CONFERENCE

LOOK UP

AEU SA 2018 new series of workshops for TRTs

OPEN TO: AEU SA Members only.

Friday 04 May 9.15am – 4.00pm

Saturday 05 May 9.15am – 2.00pm

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

Friday, 4 May

9.15am – 4.00pm

Saturday, 5 May

9.15am – 2.00pm

DETAILS: See Ad on page 2.

Union Training Workplace Reps Course 2: [Repeat]

DAY 1: Monday, 9 April

DAY 2: Tuesday, 10 April

Workplace Reps Course 3: [Repeat]

DAY 1: Thursday, 10 May

DAY 2: Friday, 11 May

DAY 1: Tuesday, 26 June

DAY 2: Wednesday, 27 June

Workplace Reps Course 4: [Repeat]

TIME: 9:15am to 3.30pm each day

DETAILS: A 2-day course building the sub-branch and resolving workplace issues effectively through various decision-making structures and processes and developing a positive workplace culture. Participants will also apply the Agreement and the PAC procedures to their work situations. Participants are expected to attend both days. Participants should bring at least one other member with them, e.g. AEU PAC rep, new educators, women/ SSO contact, OHSW rep or WOC member.

OPEN TO: All AEU school reps who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace representatives and Sub-branch Secretaries. COST: Free. Relief, travel and accommodation support provided.

For further information on any events and courses, email Saniya Sidhwani : training@aeusa.asn.au To register go to:

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

COU NCI L DAT E S FO R 2018

Branch Council Meeting Saturday, 7 April Saturday, 2 June Saturday, 25 August Saturday, 17 November

AEU ELECTION NOTICE

Australian Education Union | SA Branch

ELECTION NOTICE

Nominations are called to fill the following positions on AEU Committees.

TAFE Divisional Council Meeting

Legal Defence Appeals Committee

Friday, 6 April Friday, 1 June Friday, 24 August Friday, 16 November

The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four vacancies for a term of office ending March 2019. Nominees must be 2018 Branch Council Delegates who are not members of Branch Executive.

Administrative Officer Review Committees

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Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female and four male vacancies for a term of office ending March 2019. Nominees must be 2018 Branch Council Delegates.

Curriculum and Professional Development Management Committee The Committee is responsible for policy development in relation to curriculum and professional issues and oversights the AEU professional development program. One vacancy for a term of office ending March 2020.

STANDING COMMITTEES: Country Conditions: The Committee monitors country working conditions and

NEW EDUCATORS INFO Join us and have your voice on FACEBOOK for info, updates, tips and tidbits!

www.facebook.com/ groups/NEN.AEU.SA Join Union Aid Abroad APHEDA With over 40 training projects, working through 30 separate project partners in 15 countries, APHEDA assists dozens of communities in Southeast Asia, the Pacific, the Middle East, Southern Africa and the Caribbean. You can support their work by joining up at:

W: apheda.org.au

AEU Information Unit

Monday to Friday, 10:30am – 5:00pm

)8172 6300 Use your QR app to “like us” on facebook. 22

makes recommendations to Branch Executive on appropriate policy and action. One female and one male position for two years ending December 2019.

Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. Two female positions for one year ending December 2018. One female and one male position for two years ending December 2019.

CONSULTATIVE COMMITTEES: Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one year term of office ending December 2018.

Contract and TRT – Three vacancies. Unemployed, Contract and TRT members.

Early Childhood – Ten vacancies (a majority of whom shall be Children’s Services Act employees). Members working in Early Childhood Education. School Services Officers – One vacancy. School Services Officers in DECD.

Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) – Six vacancies (one reserved for ATSI member). All Membership sectors and classifications.

Leaders – Eight vacancies. Leader members in preschools and schools. Closing Date: Nominations for these Committee vacancies must reach the Returning Officer, 163 Greenhill Road, Parkside 5063, no later than 12.00 noon on Wednesday, 4 April 2018. A nomination form is available at: www.aeusa.asn.au/ nomination.pdf and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

Election Procedure: Ballots for contested positions will be conducted at Branch Council on Saturday 7 April 2018. David Smith, Returning Officer

REVIEW

TEECHERS Review by Sarah Westgarth

his is the first time the Australian Education Union (SA Branch) has put on a show for the Fringe Festival and it’s a decision I applaud. I may be a little biased though; as a Drama teacher myself, I greatly appreciated this ode to our profession. Performed in the Union building, the audience was mostly made up entirely of educators, as evident by the knowing chuckles throughout the show, and it was a feelgood production that highlights the great work done in public education. “Teechers” is play within a play about three final year students who put on a show as a tribute to their Drama teacher, who is about to leave them for a private school. The three actors take on all the roles, with simple props and costumes used. This version has been adapted to include local references, and it’s a charming little story that rais-

es some important issues about education. On its surface, it’s a silly little romp about a public high school, getting most of its laughs from the characters we in the profession (or, indeed, anyone who went to school) know all too well. Deeper than that, though, the play questions why only families with money are able to get access to the top facilities and resources, and highlights the flaws in the traditional education model. It recognises that the most effective teaching is borne out of respectful relationships, not training young people to fit a certain mould. It gets all this across without ever feeling preachy, and it’s a credit to scriptwriter John Godber, and the three actors in this production. They take on all their roles with great enthusiasm, and while there’s a line missed here and there, or a moment that doesn’t quite land, the characters all

The AEU is now on INSTAGRAM! Follow us at:

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email address

8: membership@aeusa.asn.au

or call Membership on:

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New AEU Phone and Fax numbers

Phone: 8172 6300 Fax: 8172 6390

come to life in the hands of these three women, and considering many of them are derelict teenage boys, this is quite an impressive feat. The play is funny and sweet and sincere, and performed with great love. This is ultimately an amateur production, not even set in a proper theatre with the normal theatrical facilities, but it reaches the goal it sets for itself. “Teechers” pays lovely homage to those who work in the difficult field of education, and I truly hope the Union is a part of the Fringe next year with a longer run of performances. Rating: HHH (out of 5)

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? Our walks are organised at several levels. Rovers walk from 14–16 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The Retired Teachers Walking Group is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Adelaide Hills and Mount Lofty Ranges, Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban, historic and country trails. It’s a great way to get to know your city and surroundings – as well as maintaining fitness! A camp is also organised each year in country areas within South Australia or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our Convener, David Fallon Mob: 0429 022 052 email: dave.fallon@bigpond.com our Walking SA Rep, John Eaton Mob: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2018 walking season!