Volume 47 - No. 5 by Australian Education Union (SA Branch)

Official publication of the Australian Education Union (SA Branch)

Vol 47 I No.5

August 2015

AEUJOURNAL SA Members see red on workload!

INSIDE: u What

EB 2015

can Gonski do for your school?

u Federal

takeover could spell end for TAFE

RUNNING HEAD

One STAFF, One UNION!

Early Childhood Conference Fri 9 Oct 2015 9.15am - 3.30pm

JOIN THE AEU AND HAVE A SAY IN THE FUTURE OF YOUR PROFESSION!

Call our membership section on 8272 1399 or join online: : www.aeusa.asn.au/join.html

Dinner: thurs 8 Oct @ 6.00pm The Astor Hotel, Pulteney Street, Adelaide

Are you a member of the union that fights for your wages, conditions and a strong public education?

5 1 0 2 EB 2015 º º EB º 5 1 0“All Fired Up!” 2 EB Australian Education Union | SA Branch To register go to: www.aeusa.asn.au>events & courses for further information email: training@aeusa.asn.au

FEATURES PRESIDENT’S VIEW

AEU UNION JOURNAL TRAINING

Members see red on workload!

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399

TAFE’s future at risk page 9 A federal VET takeover would destroy TAFE, says AEU Federal TAFE Secretary Pat Forward

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 #6 August 28 #7 October 16

Publication Dates September 16 November 4

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 INSIDE:

ISSN 1440-2971

u What

can Gonski do for your school?

EB 2015 Members red on workload! EB see2015

Cover: Craig Greer Illustration: Simon Kneebone Printing: Lane Print

u Federal

takeover could spell end for TAFE

Gonski

pages 12 – 13 Members’ workload clocks show work/life balance is in the red.

EB 2015

page 7 – 8 What it can do for your school

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

8272 1399 journal@aeusa.asn.au

100 YEARS OF THE AEU JOURNAL

Sentiments from another era Some excerpts from the AEU Journal’s report on the opening address of the 45th annual conference of the South Australian Public Teachers’ Union by Deputy Director of Education, Mr. W. T. Martin 31 May, 1940 “In the absence of the Director I am present at the conference gathering and gladly accede to your request to declare it open. You will understand that I am only Deputy Director and, as the present Director was appointed since your last conference, I will refrain from talking on educational policy of departmental matters. My service in the Depart-

ment covers forty years, during which time I have been a student, teacher, inspector, and superintendent. This long and varied experience has afforded me much inspiration and a considerable knowledge of educational affairs; but education is such a complicated business that I do not claim to be, even in the smallest degree, an authority on it. Education is so inseparably

linked up with human experience, which is man’s effort to adapt himself to ever-changing conditions of life, that it can never completely solve its problems…” continued over page 3 3

100 YEARSCONT. OF THE AEU JOURNAL ????????

CONNECTED TO RAMCO PRIMARY SCHOOL? Immortalise yourself in our school’s history. Buy a personalised paver to celebrate our 100th Anniversary

Orders close on

WEDNESDAY 23 SEPTEMBER so be quick! To preserve your part in Ramco’s history order your paver by phone or online:

phone: (08) 8541 2984 online: www.ramcops.

sa.edu.au

“You are here not as teachers only, but as members of the South Australian Public Teachers’ Union, which has commanded respect in the State during many years, for the great service it has rendered to the cause of education.” “It is sad to think that through the suffering and sorrows of war, the world must be taught lessons that might well have been learned in schools and other educational institutions, in conditions of peace and happiness. Civilisation relies on education – using that term in its broadest sense – to remedy the deficiencies of weak and wayward human nature, and it requires no argument of mine to show that without a system of sound moral and intellectual training reaching all classes, the culture of a nation soon disappears. Speaking in broad and general terms, education should serve to two great purposes and accept two great responsibilities: (1) The improvement of the individual, and (2) the maintenance of the community. The second purpose is really consequent upon the first. Nations come and

“You are here not as teachers only, but as members of the South Australian Public Teachers’ Union, which has commanded respect in the State during many years...” go, and communities rise and fall. Our effort to maintain the community is done through the individual. We are all anxious that our community shall be clean, wholesome, free, and progressive, but it cannot be, until every individual does his part to the highest limit of his power, and he can only do that if he is educated.” “I wish your Union great success in the work that it is doing. I congratulate the incoming officers and trust that your conference will be a profitable one. I now declare the forty-fifth annual conference open. n

Learning Program WHEN Monday, 28th Sept. - Tuesday, 29th Sept. TIME 9.00am – 5.00pm

HAVE YOUR SCHOOL PERFORM AS A CHOIR WITH THE ASO!

David Banney Presenter

This carefully structured program is accompanied by an in-depth teacher resource pack and workshop to support teachers to deliver the new Australian Curriculum for Music. School Touring Dates 15 – 18 Sep, 22 – 25 Sep Ages R – Year 2 or Year 3 – 4 Cost $1000 for up to 100 students. Additional students charged at $6 each. Teacher Professional Development Workshop Mon 18 May, 4pm – 6pm, ASO Grainger Studio 91 Hindley Street, Adelaide Resource Pack 2 resource books + CD + workshop: $100

Visit aso.com.au/learning for more info and booking form.

WHERE Karrparrinthi - Wellbeing Centre 51 Bower St Woodville SA SHine SA is holding a FREE two day workshop in Adelaide for any teachers/workers currently working with Aboriginal young people. This workshop will equip participants with the knowledge and skills to teach a comprehensive relationships and sexual health program within the context of Aboriginal schools. It will cover topics such as relationships, public and private, risky behaviour, contraception and sexually transmitted infections among others. A wide range of activities and resources for use in the classroom will be demonstrated. Places are limited so registrations are essential.

Registrations close Friday the 18th September For further information contact: Melody Howitt on (08) 8300 5364

PRESIDENT’S VIEW

The three ‘C’s of education AEU President David Smith writes

n education circles we have seen the three Rs come, go and come back again. Right now they are enjoying an enormous popularity, especially among the conservative chatter-lines. Just think of the primacy of NAPLAN. However, I’d like to draw attention to another trio of educational significance, the three Cs: Cooperation, Coercion and Compliance. They are at play in everything we do as educators in every sector, and have an especially important role in how we approach our work and how we operate professionally and industrially. Our Education Union sits firmly in the realm of the first C: Cooperation. We see that the most worthy educational institutions, be they preschools, schools or TAFE campuses, are at their most effective when everyone is inspired to work together. So, too, the whole public education system is at its most effective when there is a sense of collaboration and a genuinely shared common purpose. These are places where people want to work with each other to get the very best for the students of the State. They are where we help to produce wellgrounded, collaborative, confident, risktaking and positive citizens. The AEU itself mirrors those attributes at every turn, and so we should. We are a democratic organisation, with structures that give all members a legitimate voice. Through our members, the students we teach and their families and communities are also heard. We represent every single level of employment in the public education system. We are therefore very well placed to represent all members’ views and bring a balanced, equitable

“Our Education Union sits firmly in the realm of the first C: Cooperation. We see that the most worthy educational institutions, be they preschools, schools or TAFE campuses, are at their most effective when everyone is inspired to work together.”

and rational voice to any discussion. And we do that in many forums, most notably and currently, in Enterprise Bargaining negotiations. So the AEU, when we’re at our best, is the epitome of Cooperation. Fortunately the great majority of our many members show this day in, day out. It directs our course in any action we take as unionists and educators. That’s why so many preschools, schools and TAFE campuses operate so effectively, with teachers, lecturers, leaders and support staff dealing with each other respectfully and cooperatively. That’s why we stand up for the principles of the Gonski funding reforms. That’s why we have such a clear stance on the treatment of refugees, the direction of Aboriginal Education, and the critical importance of giving every single child a fair start in life, whatever their circumstances. We have done that for years, and we continue to do so. It’s what defines us. It is what brings excellence to education. What, though, of the other Cs: Coercion and Compliance, the darker two thirds of the threesome? Where we see these forces at work there is a grimness and a loss of spirit, goodwill and sense of worth. In such circumstances, instruction replaces advice and the fear of punishment and criticism replaces the desire to do well. It takes the joy out of teaching,

working and learning. Those who seem to believe in the use of coercion claim that it’s more efficient and gets better measurable results. That is highly questionable. What could be more efficient than a workplace where everyone pulls together to get the job done, and where the checks-ups are superfluous? Where have we come in the early 21st Century when Compliance, through its enforcer, Coercion, is so widely mistaken for Cooperation? We should be in a more enlightened place than ever before. An effective educational environment is vibrant, exciting and a place where everyone feels the freedom to ask questions, make suggestions, respectfully criticise and be creative in finding solutions. It’s not somewhere full of sullenly compliant souls so well predicted in much 20th Century literature. Think of 1984, Brave New World, Animal Farm, The Machine Stops and then go on to contemplate the more contemporary, yet strikingly similar, warnings sounded in The Hunger Games and the like. They may be claimed to be extreme examples, but when you’re in a place where you begin to question your own worth and value to others, where you are ground down by an enormous and growing amount of work, it begins to feel like that. It’s no coincidence that the heroes of those and many other similar liberal works are those who do challenge the regime and reject its enforced compliance. At present, as we are all aware, we are engaged in EB negotiations. There is a range of information about that elsewhere in this Journal, but central to the AEU position for all employment classifications is workload. It hasn’t gone away as an issue and indeed all sections of our membership say that it is increasing. If the Industrial Relations Commission in 2010 found that the workload was excessive and unsustainable, what words can describe it when it’s even worse? So far we have had little joy in these negotiations. We need to insist that the current rules are properly applied, and that those workload provisions we currently have are in fact strengthened. That’s for now. What of the future? Don’t look now, but here comes the next capital C: the Code of Ethics! n

In solidarity, David Smith 5

7 perforation

RECRUITMENT

Invest in your career

Become a member today!

How to join Complete the application form attached to this brochure and: Post to: 163 Greenhill Road, Parkside SA 5063 Fax to: 8373 1254 Download the application form from our website at: www.aeusa.asn.au Cover: Esther Dudley, AEU member and teacher at Victor Harbor High School. Esther was awarded the Inspirational Early Career Teacher of the Year at the 2012 South Australian Excellence in Public Education Awards. Photo: Calum Robertson/Newspix

Joining the AEU is easy!

Become a member today!

Simply complete this form and Post to: 163 Greenhill Road, Parkside SA 5063

AEU phone fax email website

Fax to: 8373 1254

Australian Education Union

163 Greenhill Road, Parkside SA 5063 8272 1399 8373 1254 membership@aeusa.asn.au www.aeusa.asn.au

Australian Education Union

Members get MORE! Australian Education Union

Recruit your colleagues – we must continue to grow our Union 7 perforation

AEU Lead Organiser Daniel Pereira provides helpful tips on recruiting new members to the Union.

e all want a strong union. We all want every worker to contribute. We all know that there are potential members who have yet to join. With Enterprise Bargaining underway, the AEU is in the process of negotiating your next salary increase and improvements to your working conditions. Now is the time to recruit new members. It’s you – the members – and your collective voices who can make a huge difference!

Here are 3 key points: 3 Recruiting makes a difference 3 Recruiting needs to be a core part of everyone’s business 3 Talk about it! The personal approach works best.

FACT: The more members we recruit, the stronger our union is, and the more we can offer and achieve for our members. History has shown us that worksites with higher density of AEU membership tend to be more cohesive and collaborative when it comes to consultation and decision-making processes. We are in a unique position to make a real difference. It is critical that we continue to grow our membership and build strength in numbers. 6

FACT: Most individuals remember when they joined their union, why they joined and who recruited them. Our guide for successful recruiting include: • Learn more about the potential member • Find out their opinion on particular issues • Identify issues and concerns • Build a relationship • Get them to join the union • Ask them to be involved in some union activity e.g. sign a petition, attend a meeting and talk to other workers. It can be easy to overlook colleagues who have been in your workplace for some time who may not have joined. Find out which of your existing colleagues are not AEU members and make time to talk to them. Don’t forget contracts, TRTs, SSOs, ACEOs, ECWs, part-time staff and TAFE HPIs. Your best tool in recruitment is information. Try to find out what are the most important issues to your colleagues so you can address them when talking about the AEU. Asking questions and listening is vital.

It is best to avoid closed questions that only require a yes or no answer. It is much more effective to ask, “What do you like/dislike about working here?” rather than, “Do you like working here?” When you ask why potential members might not have joined you might get a variety of responses such as: “I can’t afford it, unions go on strike all the time, I can look after myself, I’m too busy, I keep meaning to join, I don’t like unions, the union has never done anything for me” and so on. Don’t let this put you off. Remain polite and don’t get into an argument. Take time to explore the issue with them, acknowledge their concerns and try to move them on to why it is important for them to join, looking towards the future and not the past. Even if you get turned down initially, stay approachable. Remember, people change their minds. In getting commitment from people to join or to become more active as members, there are four approaches that make this easier:

Summary Close: “We have talked about the importance of this issue and of people working together. Now all that’s left is for you to join.” continued over page 3

8: www.aeusa.asn.au/join.html

To join the AEU go to

GONSKI: INTERVIEW

Choice Close: “Would you prefer to pay up front or by direct debit?” Suggestion Close: “I would suggest you join and then you are protected from now on and we can start working together to resolve these issues.” Direct Close: “So join now. Here’s the form – let’s fill it out.” Use whichever close is most appropriate to the situation. You should always encourage them to fill out the form right then and there, because if they put it off it might just end up at the bottom of the pile of work on their desk! In summary the following steps should be followed: 1. Introduction (if necessary), develop rapport 2. Basic information about worker, job etc 3. Try to find issues of concern 4. Educate about being union 5. Get agreement to do something ‘union’ or to join up 6. Wrap up Make sure you read the information in the AEU membership packs, as this will assist you to explain all of the benefits for AEU members, which may be of great interest to any potential members you talk to in helping them to understand what the union has and can achieve. To mention one, Teachers Health – health insurance for education workers – is often a huge incentive for people to join. The AEU website lists all of the benefits, including fees and payment options. (see link below on Pg 6). Remember, the most important reason for anyone to join the AEU is to be a part of the collective, a part of the solution and to contribute to the pursuit of achieving improved conditions for employees and fairer and more equitable funding for public schools.

FACT: Everyone benefits from AEU wins. It is only fair we all contribute! n If you would like an AEU Organiser to come to your site and assist you in recruiting new members, please call the AEU on: 8272 1399 to make an appointment. And remember...

Members get MORE!

AEU appoints Hindmarsh Gonski Coordinator Former teacher and leader Chris Champion has been appointed by AEU Federal Office to lead the Gonski campaign in the seat of Hindmarsh.

JOURNAL: What is your background and why do you support the Gonski reforms?

1 Chris Champion, second from left, with AEU

CHRIS: I have had a broad education career for the past 25 years, working in remote, rural and metropolitan SA schools. I have been a teacher, coordinator, counsellor, AP, principal and project Officer during that time.

JOURNAL: Why did you apply for the role of Gonski Campaign Coordinator?

I have also spent time teaching overseas. The past nine years were spent as National Manager for the KidsMatter project. Gonski funding is something that is so important to the future of this country. Every child across the nation, regardless of cultural background, where they live, the issues they face, or what school they attend, should be able to have access to a quality education, with the necessary resources in place to support them on that educational journey. It’s shameful that we are not yet there.

members at William Light R-12 School.

CHRIS: My role with KidsMatter provided me with an opportunity to hear so many amazing stories from schools all over Australia. The central theme to many of these stories was the challenges faced by schools in addressing the learning, mental health and wellbeing needs of students and their families. It was clear that schools were able to make inroads through passionate, committed staff. But critically lacking was the adequate resourcing required to embed and sustain the strategies and programs being implemented, and to initiate new ones. The role as Campaign Coordinator is a way for me to galvanise that passion continued over page 3 7

GONSKI: INTERVIEW

GONSKI FUNDING

Gonski: Interview continued

When something is better than nothing

within schools to help achieve better support outcomes for students through the provision of Gonski funding. JOURNAL: What are the key objectives of the Hindmarsh campaign? CHRIS: To put education funding at the forefront of people’s hearts and minds and to get it back on the political agenda. We want to achieve bi-partisan support for the Gonski funding model in what is a marginal federal seat and ensure that Years 5 and 6 of the promised funding is delivered to schools. We need a strong commitment to Gonski from the Hindmarsh candidates. JOURNAL: How have your visits to schools been received so far? CHRIS: Schools in the electorate have been very supportive. Principals love sharing their school story about the great things they are doing with the funding they’ve received thus far. But they get really excited when they talk about future plans and possibilities for students and staff if the commitment to Gonski funding is there for years 5 and 6. These Gonski school stories are important stories to develop and important for the broader school and community population to hear. JOURNAL: How can AEU members support the Hindmarsh Gonski campaign? CHRIS: AEU members can help in so many ways: • If they haven’t already, they can register their support on the I Give A Gonski website and sign the petition online • The can sign up to be a volunteer • Place Gonski signage around the school, discuss it a sub-branch meetings, talk to their parents • They can find out what their Gonksi funding is being used for and develop their own Gonski stories about how the funding is and will continue to make a profound difference for students. n

What can Gonski money achieve?

Year 4 (Test 3) Growth

If you ask the staff, parents and students at Darlington Primary School, they will tell you – “Heaps!” Darlington Primary has used their second year of Gonski funding to employ a 0.5 teacher to provide additional support in reading and maths for their Wave 2 students. The school used results from the Progressive Achievement Tests (PAT) in reading and maths to identify Wave 2 students who do not qualify for any other form of additional funding or support. The PAT results in maths and reading for these students indicated that they would benefit greatly from quality targeted teaching that provides additional and specific instruction in maths and reading. The school has used their Gonski funding for 2015 to employ Karen Symons to work with groups of two to four students. During term one and two, Karen focussed on reading comprehension skills with those students identified and will move the focus to maths during the last half of the year. Some students will participate in both programs while others have only been identified for one or the other.

How have these students at Darlington Primary benefited from this Gonski funded initiative? Given that the students receiving this additional support were identified through the PAT reading and maths tests it has been quite easy for the team at Darlington PS to track their progress. The PAT reading data gathered at the end of term 2 showed very clearly that some of the students involved in the initiative had shown 12 months worth of learning and improvement in their reading levels in just over one term of intensive support. Under normal circumstances the students supported through this initiative would not have qualified for additional support or funding. Thanks to the Gonski money received by the school, these young children will hopefully continue to experience success at

30 25 20

Growth over one term Expected growth over one year (3–4)

15 10 5 0

school. How can anyone think that isn’t worth fighting for? Karen Symons, the teacher who has passionately developed and provided the intensive learning opportunities for these students believes that the data and learning outcomes speak for themselves. Darlington Primary School Principal Kathryn Entwistle said the school strives to improve learning outcomes for all students – those requiring consolidation as well as those meeting and exceeding benchmarks. The resourcing ensured that students who do not qualify for intervention funds were able to access intensive support that enabled them to achieve standards commensurate with DECD expectations. This ‘catch up’ has made a significant difference to students’ reading abilities, as well as how they view themselves as learners. They are able to apply the strategies they have learnt independently and in varying contexts. Kathryn believes the Better Schools funding has contributed to and complemented the school’s priority to Develop the Expert Learner.

We want to share your Gonski success story If your school has used Gonski funding to implement something new and successful and you are happy to have it featured in the AEU Journal, contact us at: journal@aeusa.asn.au

TAFE FOCUS

Federal VET takeover would destroy TAFE A Commonwealth takeover of vocational education would lead to full privatisation says AEU Federal TAFE Secretary Pat Forward

he National VET Regulator has admitted that it cannot be certain about the quality of VET qualifications, or even whether students hold the competencies that their qualifications attest to. Nationally, recurrent VET funding has declined by 25% since 2004. Currently, around 30% of recurrent VET funding comes from the Commonwealth and 70% from the state. In 2013, 42% of VET funding nationally was allocated contestably â&#x20AC;&#x201C; that is, open to for-profit private providers â&#x20AC;&#x201C; with close to 80% contestable in SA. Many States and Territories have effectively defunded Diplomas and Advanced Diplomas, shifting the costs of these qualifications onto students in the form of student debt. Fees in the VET sector, unlike fees in the Higher Education sector, are completely deregulated where there is no government subsidy attached, the only limit on fees being the $95,000 limit on the amount a student can borrow via VET FEE HELP. Consequently, there has been a massive growth in student loans. Nationally, TAFE student VET FEE HELP debt in May 2015 was $1.74 billion, with more

than 75% of VET FEE HELP going to forprofit providers. This shift in the funding and organisation of the sector is a fundamental change which has occurred during a period of increasing rorts by private VET providers, and growing uncertainty about the quality of qualifications in the sector. The 2012-2015 Skills for All funding model led to South Australian TAFE becoming a minority provider of government funded VET. When in May the panicked state government announced a shift in public funding away from the private sector, the Commonwealth Government joined the private-for-profit sector in condemning the state for what they claimed would be hundreds of job losses. The hypocrisy of this outcry, particularly in the context of over 450 job losses in TAFE SA, has not been lost on workers in the sector. The activities of the private-for-profit VET sector have undermined trust and confidence in the VET sector. The National VET Regulator has admitted that they cannot be certain about the quality of VET qualifications, or even whether students hold the competencies that their qualifications attest to. The activities of brokers operating on

behalf of the private VET sector has led to thousands of disadvantaged and vulnerable young people signing up for worthless qualifications, and for a lifetime of indebtedness. The split in responsibility for the governance and resourcing of vocational education in Australia between the States and the Commonwealth has resulted in under-funding and a lack of clear direction for the sector. Successive Commonwealth governments have pursued policies supportive of privatisation of the VET system. A shift of responsibility for funding and organization of the sector to the Commonwealth would be a triumph of market reforms and result in the complete privatisation of TAFE. A Commonwealth takeover of vocational education is likely to see TAFE abandoned by the state government and the collapse of public provision in this crucial sector of education. The implications for individuals, the community and regions will be profound. There will be a massive growth in student indebtedness, in a climate where the quality and usefulness of VET qualification has been called into question. Pathways between VET and Higher Education will collapse, and employment outcomes of VET students will be undermined as employers lose trust in the sector. Shifting responsibility for vocational education to the Commonwealth is no solution to the issues facing the sector. A Commonwealth takeover would be the triumph of privatisation, and the residualisation and ultimate destruction n of the public TAFE system. 9

TAFE FOCUS

Regency leading the race in auto training Panel beating students at Regency TAFE are benefitting from high quality instruction and great facilities

f someone asked you to picture a racing car, you might automatically think of a sleek, low Ferrari flashing past at the Australian Grand Prix, or perhaps a Holden Commodore winding its way around Mount Panorama at Bathurst. For most, it’s unlikely that the cheap and not obviously powerful 1.5L Hyundai Excel is the first car that springs to mind, if at all. Well it might just be time to forget the buzz of an F1 car or the roar of a thumping V8, there’s a new class of racing car taking the country by storm... well, almost. It turns out Australia has its own Hyundai Excel Racing Championship Series, and students at Regency Park TAFE are helping to maintain one of South Australia’s top charges. Regency Park TAFE Lecturer Wayne Pannowitch and his sons have a background in racing Supercarts, but in the last couple of years they’ve ventured into the world of Hyundai Excel racing, which Wayne says is now the fastest growing category of motor racing in the country. “The car you see here (pictured) started as a $300 wreck. Our students changed the engine and did the gear10

“The tuition here is first rate. We learn a lot and the quality expected is very high.” box. More recently it’s been into our panel shop and had repairs done, the automotive guys have dyno-tuned it and the general tidy-up was done by our Cert II students,” he says. Wayne says Hyundai Excel racing almost came about by accident. “Around 360,000 Hyundai Excels came into Australia between 1994 and 2000. Someone started rallying them and found they were bullet-proof. You can spend a fortune buying a good one and it will cost you about two grand. But most of them go for hundreds and not thousands, so it’s the cheapest option you can find if you want to get into motor racing; they’re cheaper than a go-kart,” says Wayne. “We have students here completing Certificate IIs getting experience around the car. Most of these students go from knowing very little to a point where they can take the engine out and put it

back in, turn the key and it goes. They get a lot of confidence out of having successful experiences like this.” It’s only natural that racing cars will have bingles, or even serious accidents, from time to time. Fortunately for the panel beating students at TAFE the Pannowitch Hyundai is no exception. “When the car comes back after a race there’s usually work to do. Our panel beating students straighten it all out and it goes over to the automotive students to dyno-tune it. Our panel beating students work on a couple of race cars that were extensively damaged down the side. They put them on a jig and measure to within 1/100th of a millimetre and they’ll cut the side out and replace it with the side of a wrecked car. This is the kind of work they’re required to do in the industry.” There’s no doubt working on a racing car provides some extra excitement for the students Wayne and the team at Regency teach, particularly as the car has just returned from Philip Island where it left all challengers in its wake. The AEU Journal asked Wayne how he felt about having students working on such a high performance vehicle and if safety was an issue. “The work is closely supervised by the lecturers; we wouldn’t send anyone out in it if the work wasn’t of the highest standard. I wouldn’t drive it and I certainly wouldn’t put one of my kids in it. I’m confident that the work being done is fantastic. Safety is the number one thing in a race car or any car for that matter. The other competitors think we have a distinct advantage over them – we’ve got all the expertise you see here and the best workshops in Adelaide.” The quality of the work being done by the Regency students is a strong message to industry that they would be mad to train their staff elsewhere. Student Andrew Murray works as a panel beater in Port Lincoln and this year has come to Adelaide to study at Regency TAFE twice, both times for two weeks. He says he looks forward to the time at TAFE due to the quality of the teaching and the experience he’s getting. “The tuition here is first rate. We learn a lot and the quality expected is very high. It will be great to get my certificate – it will give me plenty of opportunities in the industry in the future,” he said. n

BOARD ELECTIONS

Super SA and Funds SA Board Elections AEU Branch Executive has endorsed two candidates for the currently underway Super SA and Funds SA Board elections

re you an active or preserved member of either the Pension, Lump Sum or Triple S schemes? If so you are entitled to one vote in the election of two members to the South Australian Superannuation Board (Super SA Board) and one vote in the election of one member to the Superannuation Funds Management Corporation of South Australia Board (Funds SA Board). The ballot opened on Monday August 3 and closes at 9.30am on Thursday August 27.

Section 8 of the Superannuation Act 1988 governs the Board Elections process. The Board consists of five members: • a Presiding Member, who must not be an employee, who is appointed by the Governor • two members who are elected in this process • two members appointed by the Governor. Each member is elected for a threeyear term. The present term for the cur-

Jan McMahon

BA (Hons), FAICD, FAIST.

We continue to face complex changes in the Superannuation and Government sectors, making strong representation on the Board essential. I can provide this. I have a proven track record and am proud of the contributions I have made in ensuring your voice is heard and the interests of all contributors and superannuants are protected. I have the qualifications, experience and strength necessary for this role and responsibility. As General Secretary of the PSA, I have successfully defended the State Superannuation Schemes against major assaults and have carried that success into my role as Chairperson of Health Partners and as Director of People’s Choice Credit Union and the Superannuation Funds Management Corporation. This combined experience and my undertaking to continue to make a valuable contribution will ensure I remain an effective representative for you. My commitment to accountability, and my reputation as a forceful and effective advocate who achieves results, ensures I will continue to provide the strong representation necessary to guarantee a secure future for contributors and superannuants alike. I am seeking your support for a further term. Superannuation is too important to leave to chance.

rent elected members expires on 1 October 2015. All members receive a voting pack from the Electoral Commission of South Australia by mail, containing a ballot paper for each election, profiles of the candidates for both elections, a ballot paper envelope and a reply paid envelope. Regardless of how many accounts you have with Super SA, you may only vote once in each election. If you receive more than one voting pack, please contact the Electoral Commission of South Australia. The results of the election will appear in The Advertiser and The Government Gazette.

Kevin Crawshaw

BSc (Hons), Dip Ed, MBA, FAICD.

As the current member-elected director on the Funds SA Board, I can report that Funds SA continues to perform well relative to other funds. Our performance relative to benchmark is also good, with the balanced option for instance delivering 12.8% pa for the three years to 31 May 2015 compared with the benchmark of 12.1% (latest available figures). Internally we have undergone significant changes over the last year with the appointment of three new directors and Ms Jo Townsend as Chief Executive Officer. Lower global growth prospects and uncertain economic conditions have required the Board to adjust its superannuation products to minimize risk. Nevertheless I am confident that we can maintain our performance through these significant changes. In addition to my 18 years investment experience with Funds SA, I have a proven record over a long period as chairman and director of Savings & Loans Credit Union. I am currently a director of Health Partners and chair its Corporate Governance Committee. As a former teacher, medical scientist and hospital CEO, I understand the importance to members of maximising investment returns and ask you to support my re-election.

COVER STORY: EB2015 Have you filled in your Workload Clock? If not, go to the EB section of the AEU website, download a copy and colour it in as per the key. Once completed, return it to the AEU so we can display it at Branch Council.

BLACK = sleep YELLOW = get ready RED = work GREEN = family/free time

tainable. ...The fact that teachers and leaders have long periods of nonattendance between terms and school years cannot compensate for unreasonable working hours during the school week and on weekends and in any event the evidence of the AEU’s witnesses indicates that the long breaks are also being eroded by work. We cannot say that this is the unanimous experience of all teachers and leaders. As indicated earlier the amount of out of hours work will vary according to individual circumstances but we are satisfied that a significant range of teachers and leaders are working long hours. This constitutes an unacceptable encroachment of work into private time and family life, causes loss of control of working hours and conflicts with family responsibilities.” The AEU has been sending to members regular bulletins outlining the areas being negotiated at each EB meeting with DECD and government negotiators. AEU negotiators have recently put to the Department a wide range of low and no additional cost items and we hope to at least get some agreement on these. With negotiation meetings set to become more frequent as this journal goes to print, our experienced negotiating team will continue to press the Department to act on workload.

Members see red on workload Nearly a dozen EB negotiation meetings have been held and still nothing on the table from DECD to address the key issue of member workload.

id you know … there’s no evidence of workload stress in schools. No, this isn’t a joke, a faux pas or anything of the sort, this is the real belief of DECD EB negotiators, few of whom have classroom teaching experience, have worked in a busy preschool, or been charged with leading a team of dedicated educators in any kind of education setting. Still, they say the absence 12

of workload grievances from members backs up this wild claim and they continue to ignore data collected by the AEU on behalf of thousands of union members, data from independent studies and, believe it or not, this statement from the Industrial Relations Commission of South Australia back in the 2010 Arbitration: “...We find that the hours of work described by the AEU’s witnesses are unreasonable, excessive and unsus-

In our last issue we outlined some of the key areas to be negotiated for primary schools, secondary schools and TAFE. The following are some of they key areas for negotiation as they relate to members working in preschools:

Preschool Staffing Formula a) Staffing on enrolment with ratios in accordance with the Education and Care Services National Regulations.

Leaders a) A fixed resource provided to the preschool to enable the director to reduce their current face to face teaching component to a level that reflects the leadership work as generated by the complexity of the site. b) Directors in Children’s Centres for Early Childhood Development and Parenting, Rural Integrated Services and other approved Integrated Centres provided with additional teacher time to enable the director to access 1.0 non-contact time. continued over page 3

COVER STORY: EB2015 c) Directors in rural part-time centres with a Rural Care worker and/or more than two sessions of Occasional Care provided with an additional 0.2 FTE teacher. d) An increase in the base allocation for Additional Leadership Administration Time to 14 days per annum. e) An additional 0.2 FTE ECW hours provided for administration/finance in a full-time preschool.

Teachers a) Equalisation of face to face teaching hours with teachers in primary schools i.e. 22.5 hours.

School-Based Preschools a) Staffing on enrolment with ratios in accordance with the Education and Care Services National Regulations. b) The provision of a leadership position in each school-based preschool at the classification of Band B-2. c) An additional 0.2 FTE SSO hours provided for administration/finance in a full-time school-based preschool.

Ancillary Staff a) A minimum of one extra ECW/SSO present when a mainstream group is taught if that group contains one or more children identified as a special enrolment. b) A minimum of two ECWs/SSOs present when a child with a Health Care Plan or Incontinence Care Plan is being toileted. c) An ECW/SSO who has agreed to assist in toileting children to be paid an allowance. d) ECW Rural Care Workers provided with additional paid time of 15 minutes before and after each session for set up and pack up time.

Preschool Group Size: Special Enrolment Children a) When calculating maximum group sizes, a child who is verified by DECD as a special enrolment to be given a group size weighting and be counted as two children.

Staff Meetings a) Staff meetings to be held within normal working hours. n

EB 2015 EB 2015

EB forums underway

s this Journal goes to print, several EB forums had been held in the metropolitan area with more following soon after in regional centres. AEU sub-branch secretaries and reps attended the forums where they were supported in working through an activity to identify specific areas of workload stress with a view to returning to their sub-branches to work through strategies to address some of the key factors. The AEU has since emailed the “My Workload Clock” activity to all members as yet another way of collecting evidence that we can present as part of our enterprise bargaining negotiations. The AEU Journal spoke with a number of members at the central metro workload forum to hear first-hand about the areas impacting on their work/life balance and the time they have available to prepare high quality programming for their students.

DIANE TOOLE Goodwood PS “I find I don’t have enough time to meet with SSOs to support kids, so the time they spend with kids is perhaps not as effective as it could be. I have very little time for marking and planning – programs should be rich and fulfilling but we don’t have time within normal working hours to plan for it, so a lot of that is done after hours. I’ve been teaching twenty years and the workload has increased exponentially. I think this is because the focus has shifted somewhat from actually teaching kids to collecting data that often doesn’t get properly interpreted and is ineffective. There’s a lot of focus on things like NAPLAN and other testing. As a year seven teacher, on top of lesson planning and assessment, I have to fill out six-page forms on the students going to high school the following year and some high schools require reference letters. All of this adds significantly to our workload and can’t realistically be done in the time available during the normal school week.”

SUE WOOLFORD Grange PS “It’s a real balancing act, you’re wanting to do the best possible job and you don’t have a lot of time to get everything done. This impacts on the quality of work you can produce. I find I’m spending a lot of time in the evenings looking for resources and planning lessons when the truth is I really need to wind down. It’s quite frustrating when you’ve sourced good material online and then you get back to school and for some unknown and often random reason they’ve been blocked. So you can spend hours of your own time doing this only to find you can’t access a particular resource or resources at school. This is one of many issues. With all the workload pressures I find that report writing, preparing for and engaging in parent/ teacher interviews and all the various extra expectations on top of your teaching just keep adding up. Just looking around the school, everyone is really drained and actually having to take time off sick because they’re completely worn out by the end of term.”

MARGARET ABELA Grange PS “The workload has gone through the roof in the last ten years or so. The complexity in the classroom has increased substantially and there’s less SSO time to support you with those students. Kids are getting more complex and the way the funding is allocated has changed; the Department has moved the goalposts and it’s much harder to get support. I feel as though I’m being stretched incredibly thin and I’m probably not as effective as I could be as a result. Reporting is a big area of workload stress; I feel like I put in lots and lots of hours to do it well, and this takes away significantly from time with my family. n 13 13

DRAFT POLICY

Fukushima, Maralinga, Russian Roulette The AEU SA Environment Group’s draft policy on Nuclear Energy will be presented to delegates at AEU Branch Council.

he AEU SA Environment Group has drafted a policy on Nuclear Energy which will be presented to delegates at AEU Branch Council.

In February the State Government announced it would set up a Nuclear Fuel Cycle Royal Commission. The terms of reference require the commission to report on four key areas related to the nuclear fuel cycle: - Exploration, extraction and milling of minerals containing radioactive substances - Further processing and manufacture of materials containing radioactive substances - Electricity generation using materials that contain radioactive substances - Management, storage and disposal of waste containing radioactive substances. The nuclear energy industry and sections of the mining industry are strongly in favour of expanding SA’s role in mining and processing uranium and storing and processing nuclear waste in SA. There is support from some quarters for 14

nuclear power stations in Australia.

AEU Nuclear Energy Policy The AEU Environment Action Group has drafted a policy on nuclear energy. The recommended position can be summed up in one sentence: The AEU SA does not support an expansion of South Australia’s role in the nuclear energy industry. We believe that the dangers posed by nuclear energy and the disposal of nuclear waste far outweigh the supposed benefits. This position is in line with the AEU Environmental Policy (2010): As educators the AEU has shown commitment to teaching about environmental concerns and involving students in action for change.

The AEU and social issues The AEU has a long history of addressing issues that impact on members, their families, their students and the environment that they live and work in. The AEU always fights for social justice and raises its voice when members’ interests are threatened.

BACKGROUND The Nuclear Fuel Industry • Nuclear power brings with it a range of unavoidable risks to public health and safety. • Globally, the uranium mining industry is in the doldrums. The price for uranium has almost halved since the 2011 Fukushima disaster and is below the cost of production. • The nuclear power industry is declining. The number of “operable” power reactors fell from 443 to 437 in the 10 years to January 2015. • Nuclear power is becoming more expensive over time. • Establishing a uranium enrichment industry in SA does not appear to be viable. It was dismissed by the 2006 Switkowski Review as unlikely to be profitable. • Nuclear power could at most make a modest contribution to climate change abatement. 12 power reactors would reduce Australia’s greenhouse emissions by just 8%.

Nuclear Accidents And Attacks • Exposure to even low-level radiation is a health hazard. • Commitment to safety is a major issue in the industry: Three Mile Island (1979), Chernobyl (1986) and Fukushima (2011) and thousands of cancer deaths. • Since Chernobyl, there have been 57 accidents at nuclear power plants. • Nuclear power is connected to the proliferation of Weapons of Mass Destruction. continued over page 3

VICE PR ESIDENT’S REPORT

Radioactive Waste • Spent nuclear fuel is more radioactive than uranium fuel and it takes around 200,000 years for the radioactivity to decline to that of the original uranium ore body. • Spent nuclear fuel contains plutonium that can be extracted for use in nuclear weapons.

Australian Experience with Radioactive Waste • The clean-up of the Maralinga site has left tonnes of plutonium-contaminated debris buried in shallow, unlined pits in totally unsuitable geology. • From 1998-2004 the Federal Government attempted to impose a national radioactive waste repository on SA. Led largely by Aboriginal and community groups, SA governments made it illegal to dump nuclear waste in SA. • From 2005-2014 the Federal Government attempted to impose a nuclear waste dump on the Northern Territory at Muckaty but were unsuccessful. • Proponents of uranium mining and nuclear waste dumps have repeatedly attempted to override, circumvent or ignore Aboriginal land rights. • The Parliament of Australia has legislated against prohibited nuclear power reactors, uranium enrichment and fuel fabrication, and spent nuclear fuel reprocessing. • South Australia leads the nation in renewable energy. Renewables now account for 39 per cent of our electricity generation. Deepening our involvement in the expensive, dangerous and environmentally damaging nuclear fuel cycle is not an option that we need to pursue. Our future lies with further investment in renewable energy technologies. The AEU Nuclear Energy Policy has been endorsed by Branch Executive and will be presented to delegates at August Branch Council. n Terry Grealy & Dash Taylor Johnson, Environment Action Group The AEU Environment Action Group has a facebook page. Like us, share the page with your friends, and refer to it for more information about this and other environmental issues: Environment Action Group AEU SA.

Reclaim your time, reduce workload AEU Vice President Howard Spreadbury writes... Enterprise bargaining negotiations continue with DECD and the State Government as the AEU endeavours to achieve the best outcome for members in terms of salary and conditions. Despite what members of all classifications and roles have been telling us about the ever-increasing complexity of their work, the employer refuses to concede that workload is an issue. It’s time for members to take some greater control of their work and in doing so, send a clear message to the government that workload for leaders, teachers and support staff is excessive and therefore unsustainable. A series of enterprise bargaining forums and area meetings are currently being conducted designed to engage members in discussion of how members can take some control over work, which includes those components beyond the core business of teaching our children and students. This includes the time taken for lesson preparation and student assessment as well as meetings, which are now consuming so much of members’ non-teaching time. In schools and preschools, noninstruction or non-contact time in many cases is being eroded by the intrusion of a range of system requirements, particularly in relation to student data. Members need to re-examine the original intent of this time allocation, that is, for preparation of the lessons and activities that will engage students in meaningful learning, and assessment of the work undertaken by students. Too much of this time is being taken up with data collection and entry, and meetings that are not always directly related to the core business of teaching and learning. Members need to reclaim their nonteaching time allocation, and use that

hard fought entitlement for what it was originally intended. Leaders also need to take actions to regain control of their core work, which is to provide educational leadership to the teachers and support staff in their schools and preschools. Too much of their time is spent in meetings both on and off site and in the collection and entry of more and more data. Members have identified that meetings on a range of matters have become excessive both in number and the amount of time allocated. It is time to take control over meetings and make some local judgements about what is really necessary to bring about positive student learning outcomes. The requirement for teachers in schools is to attend a weekly staff meeting of approximately one hour’s duration. Preschool staff teams should similarly engage in a weekly meeting to program and discuss related organisational matters. Members need to assess the purpose and effectiveness of additional meetings and collectively agree to minimise the time allotted wherever possible. Members who have been unable to attend an EB forum should ensure that their sub-branch has engaged in the workload audit and workload clock activities and is represented at a forthcoming area meeting to discuss the importance of collective action in taking control over what has become an excessive workload for everyone. This can include the lodging of a collective workload grievance through clause 5.6 of the enterprise agreement which will provide evidence to the employer that aspects of members’ work has spiralled out of control. It is time to take stock, to regain control and put some work/ life balance back into our lives at a time when the AEU is arguing for recognition and resourcing of the changed nature n and extent of members’ work. 15

ABORIGINAL EDUCATION

“Learning to drive is something a lot of people may take for granted. It is a big commitment. Difficulties are magnified for kids from remote communities...” said Daniel. “Identification is needed to sit the Learner’s test. This is often a big barrier. Service SA does not provide interpreters for APY languages. We wanted to break this huge thing down into steps that can be undertaken in the classroom and that can be supported.”

1 Wiltja Year 11 student Clinton Woodforde (driving) with instructor Gary Duncis

Driver education that breaks new ground Wiltja students get an opportunity they may never have received at home, says Sue Fenwick

s many parents know, there are multiple steps to take in learning to drive. It’s a commitment we make with our kids. We want them to be safe themselves and to be safe and responsible drivers for the sake of others. We know that they are going to relish the independence and opportunities that driving brings. We are both terrified and proud when they pass their Ls. Then come 75 hours of supervised driving followed by and either presenting their completed Competency Based Training logbook and Certificate of Competence or undertaking a Vehicle on Road Test (VORT). At each major step there are conditions, proof of learning, and fees. Daniel Lasscock, Deputy Principal at Wiltja School, says it amounts to $5500 per learner in their program as the 75 supervised driving hours have to be 16

done with an instructor. Daniel oversees the school’s Driver Education and Licensing Program. “Learning to drive is something a lot of people may take for granted. It is a big commitment. Difficulties are magnified for kids from remote communities. They would need to travel huge distances if they wanted to access instructors and many can’t pay the $5500 needed to complete 75 hours of supervised driving,” he said. Most Wiltja students come from the APY Lands in the far north-west of South Australia. There are no registered driving instructors north of Port Augusta and many students don’t have family members with a full licence that can sign off their supervised driving hours. TAFE and SAPOL provide limited support to young people in remote communities. “There are so many small steps,”

The Driver Education Program has been running for 5 years. It was initially established through the Federal Government’s Smarter Schools National Partnership 2011-13 to support kids to become “work ready.” Principal, Ashley Dorr, says it has been a resounding success. “17 students have achieved licences since 2011 with a further seven expected to complete them in 2015 and the program has significantly increased attendance at school,” she said. “We have seen senior students excited about this prospect because they understand the opportunities it gives them. They want to do it,” she said. “Driving is a self-motivator and they are totally supported to achieve it.” Clinton Woodforde is a Year 12 SACE student who is near the end of his driver education. He agrees that it gives him better opportunity to learn driving. He likes the program because he gets to “drive places that you haven’t seen before. The city has different challenges. It’s good for jobs and just getting around.” Clinton is confident he will get his licence by the end of the year. He admits he was nervous when he began but getting to know the instructors helped him feel confident. Clinton advises other kids in his school to, “Go for it. Don’t get nervous!” “It is one of the most important things the kids can leave with,” says Daniel Lasscock. continued over page 3

VICE PRESIDENT’S REPORT The program starts in Year 10. Its core elements are: • Learning road rules (in class theory instruction) • Sitting theory test for Learner’s Permit • 75 hours of supervised driving (including 15 hours of night driving) with accredited driving instructors • Certificate of competence issued (required for Provisional Licence) • Hazard Perception Test • Obtaining Provisional Licence It includes assistance with obtaining identification, road safety workshops and a child restraint workshop with the Red Cross. Daniel believes the program has a huge preventive aspect with regard to road accidents but also in helping to prevent kids getting involved in the legal system. An outstanding fine, for example, can compound into prohibitive fees or jail, keeping young people locked out of job and other opportunities. Gary Duncis has been involved with the program as an instructor for 3 years. He says it is evolving, always developing. “We try to reduce barriers and develop relationships. Break it down. Make sure it is a positive experience. By building a rapport, the students are able to share their feelings and grow.” He found literacy to be the biggest issue at first but this improves. “There are so many challenges: language, busy roads, traffic lights, nervousness, signage, driving on dirt roads, different driving conditions.” He says he has a “wet eye” when students complete the program and he thinks about how much they have grown. “The program delivers so much more than driving.” Lack of appropriate funding is somewhat vexing to everyone. “The program is in constant development,” said Ashley Dorr. “We have developed a lot of resources. We need it to be funded in n a sustainable way.” Wiltja Secondary College caters for remote Aboriginal secondary students. It is hosted at Woodville High School (Years 8 -10) and Windsor Gardens Secondary College (Years 11-12).

Listen to the profession AEU Vice President Jan Murphy says the Department must trust teachers or risk entrenching disadvantage. The Nationally Consistent Collection of Data for School Students with Disability (NCCD SWD) continues, with no guarantee of funding for identified students. 2015 sees the final one third of schools in Australia begin the data collection and the continuation for schools that have participated in previous years. The number of students identified though this process as requiring additional support is more than double the number currently verified and receiving funding for support under the DECD disability policy. The most recent information circulated by DECD questions the professional judgment of AEU members in schools. It contains ‘validation rules’ where levels of adjustment are to be based on a student’s current DECD verification, and includes statements such as: “Non-verified students can only be listed as receiving an adjustment provided within quality differentiated teaching practice or a Supplementary level of adjustment.” “A level (funded) students can only be listed as receiving a Supplementary level of adjustment…” This is completely at odds with the original intent of the NCCD SWD as explained to the AEU in 2013. We were assured that the process would be based on teacher judgment and include all students requiring levels adjustment, not just those verified under DECD policy. It is supposed to provide an accurate picture of student need and inform the Gonski disability loadings. We have members who have extensive experience in working with students with disability and special needs. They are angry at being directed by DECD as to the level of adjustment required by their students. Modbury High School Special Needs Teacher Lou Davy told the AEU the DECD guidelines are a farce. “The guidelines are not taking into account the huge

number of students with social and/or emotional problems. These are making up the vast group of unverified students. Many require significant support but are not recognised by DECD, and are certainly not able to be truly reported on under these DECD guidelines,” she said. “We can go against the guidelines but we will get an error message on the EDSAS printout and can then expect to be audited. All this is horribly time consuming and all with the knowledge that there is no funding at the end of the process.” “This most recent edict from DECD is insulting to all of us as professionals. We did the national training in good faith last year. We were told that there were no right/wrong answers but have now been given very explicit instructions about how to complete the data,” she added. Under the DECD ‘rules’ the levels of support required by many of our students will not be accurately recorded and their additional needs will continue to go unfunded. We are concerned that we risk under-reporting the size of the need in South Australia. Students who have additional needs but may not meet DECD verification, such as those with Dyslexia, mental health and emotional issues, or non-specific learning delays, still require considerable additional support to access the curriculum and reach their potential in our schools. Accurately identifying their level of need is crucial. AEU members have undertaken the training required, collected extensive data and assigned levels of adjustment based on their experience and professional judgment as educators. That experience is not being valued and members’ professional judgment is being questioned by DECD. The AEU has contacted the DECD Chief Executive, as it is our view that while the ‘validation rules’ could be used as guidelines, the judgment of teachers in assigning of levels of adjustment must be valued and accepted. n 17

WOMEN’S FOCUS

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AEU Conference a great success AEU Women’s Officer Tish Champion reports on the recent AEU Women’s Conference

he annual AEUSA Women’s Conference was successfully held in Week 8 of Term 2. This year’s conference was titled “AEU Women United” and was attended by over 100 women. The first day of the conference was launched by Federal AEU President and former SA President Correna Haythorpe who explained the current situation in the fight for fairer school funding. Correna reminded all participants that the fight for Gonski is not over and there is more work still to be done if we are ever going

Did you know? TRT + a contract could = paid maternity leave If you are a teacher and you have been consistently employed by DECD for more than 12 months including any period of TRT/casual work, you may qualify for paid maternity leave. Unfortunately, some DECD employees who haven’t been employed in a contract position for at least 12 months don’t bother to apply for paid maternity leave because they think they won’t qualify. If you are currently in your second term of contract work with DECD following regular TRT work of at least two terms without a break of more than three months, you would likely qualify for paid maternity leave. The level of pro rata pay would only be calculated on the two terms of contract work but as they say: “Something is always better than nothing.” 18

to see the full implementation and impact of the Gonski funding reforms. Workshops on Friday included: Tips for Application Writing, Dealing with Difficult People, Rights and Entitlement, Equity and Diversity in the workplace, Enterprise Bargaining and Superannuation. The day finished with an extremely uplifting session by AEU member and Director of Equilibrium, Louiza Hebhardt on the importance of women being realistic, reflective and balanced about their expectations of themselves and others. We need to set realistic goals and cele-

brate even the smallest of personal achievements. Conference participants found this session extremely relevant given the unrealistic workload many of us are currently experiencing and sometimes imposing on ourselves. Time to step back, take stock and if need be – cut back! What’s that old saying – “We only get one life!” Saturday morning began with an inspirational presentation from SA born

The only litmus test for paid maternity leave is that you must be in a contract (even at the very end of that contract) at the time of taking paid maternity leave. NEVER assume you don’t qualify. ALWAYS put in an application for paid maternity leave and let the DECD experts work out whether you qualify. n

thinking what their life would be like without an education frightens me. Sadly, I have to force them to go each day. How we take for granted the things we have! While the statistics vary depending where you look, give or take a few percentage points, girls/women account for 2/3 of the world’s illiterate people and well over 55% of those children who don’t attend primary school. Over 60% of girls in developing countries never see the inside of a secondary classroom. Education = opportunity = choices = a chance. What can we do? Just do a Google search to start with. There are many organisations trying to make this particular Millennium Development Goal a reality. Save the Children, Education International and the United Nations to name a few. We can sit back and do nothing or we can stand up and do n something!

Education always has been and always will be the key In 2000, several countries in the developed world signed up to the Millennium Development Goals with a target date of 2015. These goals were a commitment by wealthier countries to make key changes to improve the lives of people in developing countries. One of those goals was to Achieve Universal Primary Education. Well, it’s 2015 and this goal, along with most of the others is far from being achieved or realised. For some children around the world, access to quality education is an impossible dream. I have young children and

continued over page 3

RUNNING HEAD

SSO FOCUS

sports journalist, author and TV/radio presenter Angela Pippos who set the scene for a fantastic day. Angela spoke about sport, motherhood and feminism; and how her passion for all three has helped to shape the person she is today. The day also included opportunities to get a massage, a smoothie or a henna tattoo and to take part in zumba, drumming, art and craft and juggling activities. The final speaker for the conference was Dr Susan Magarey who was the founding editor of the Australian Feminist Studies Journal in 1985. Dr Magarey explained to participants why and how the feminist movement grew and told stories of the first feminist crusaders in Australia. n

Take action during National Support Staff Week

he AEU SSO Committee has finalised the activities for the AEU National Support Staff Week, which is to be held in Week 5 August 17–21. During this week we will be celebrating the contributions of SSOs and encourage participation by all AEU members in activities which aim to raise the profile of SSO members and to improve their employment conditions.

Nationa l

2015

Early Childhood Workers and AEWs are the two other key groups of members who provide invaluable support to students, teachers and leaders in our schools. We encourage you to recognise these hard-working staff and suggest the following possible activities: • Hold a morning tea or lunch to celebrate their work • Have students draw a picture or write a card to thank them for what they do • Profile a different ECW or AEW each day of the week so students and parents learn more about them • Hold a meeting to discuss challenges for ECWs and AEWs in their work and write to the relevant AEU Consultative Committee to inform them about it. Public Education is stronger thanks to the dedication and support of ECWs, AEWs, SSOs and all others who contribute to the success of our preschools and schools! We wish everyone a great National Support Staff Week in 2015! n

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We are looking forward to visiting many workplaces during this week and encourage you to hold morning teas and take photos that can V *Su*ppaInluifongrm*ing *pecting* g be shared via social media. The es or Co* nisin tin nsultR Recog AEU believes that it’s not enough ing Protecting* g Actions for sub-b to just get a chocky biscuit or a ranch re r Invite an AEU ps: Organise or presch r to vis ool, call lovely card, SSOs deserve so 8272 13 it your school r Send 99 photos an d stories to the AE much more and we will always about U journal@ for publication in your activities the AEU aeusa.as Journal: n.au r Talk to fight for better conditions and your Su pport St about joi aff colle ning the agues to union they ne day better recognition!! (Although to get th ed. e suppor t One STA chocolates are great!) FF, Authorised

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As we are currently in enterprise bargaining negotiations with the Department and State Government, the SSO Consultative Committee has decided to focus on “Supplementation” for all SSOs as our Support Staff Week action. Currently, only SSOs who work in special schools, units and classes must be replaced as per the South Australian School and Preschool Education Staff Enterprise Agreement 2012 Clause 5.4 SSO Support which states:

“There shall be a minimum of one (1) SSO present while a class in a special school, special unit or special class is being taught.” SSOs who work in administration, community, computing and information technology, curriculum, finance, laboratory, language, mainstream classroom support and libraries are not covered by this industrial entitlement. They may be ‘replaced’ by moving an SSO from another area to cover this absence, but

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August 17-21 is National Support Staff Week and the perfect time to celebrate and spoil your hard-working ECWs, AEWs and SSOs. The AEU SSO Consultative Committee campaign on SSO supplementation coincides with the week of celebration, so if you have SSOs in your site, please take action to support them. See article right 3

Support

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Celebrate ECWs & AEWs

SSOs must be replaced when unable to attend work, says AEU committee

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in the majority of cases the work is left for the SSOs to complete when they return to work. Many members tell us they go into work sick or don’t access time bank/TOIL provisions because they feel that this will put additional workload pressures on their colleagues. During National Support Staff Week the AEU will be encouraging all members to get involved in an action to send a very clear message to the Chief Executive of DECD, calling for all SSOs who are absent from work to be replaced. A petition will be sent to all SSOs and sub-branch secretaries to use during Support Staff Week. We encourage all sites to hold a sub-branch meeting and ask all members, leaders, teachers and of course SSOs to sign the petition and to send it back to the AEU. n 19

NOTICE BOARD

AEU ELECTIONS 2015

Australian Education Union,

South Australian Branch

ELECTION NOTICE Fair Work (Registered Organisations) Act 2009 Nominations are called for: • BRANCH PRESIDENT • BRANCH FEMALE VICE-PRESIDENT • BRANCH MALE VICE-PRESIDENT

GERANIUM PRIMARY SCHOOL 50 YEARS CELEBRATION 26th – 27th Sept. 2015 For more information contact the school on: T: (08) 8577 2277

MODBURY HIGH SCHOOL 50TH ANNIVERSARY All former students and staff are invited to two events to celebrate

GALA EVENING at the Convention Centre

FRIDAY 9 OCTOBER OPEN DAY at the school

SUNDAY 11 OCTOBER For further details:

T: (08) 8264 1955 W: www.modburyhs.

sa.edu.au

BRANCH EXECUTIVE CANDIDATES STATEMENTS

Candidates in the 2015 Branch Executive elections are entitled to a quarter page advertisement free of charge in the next edition of the AEU Journal to be published prior to elections. Statements of not more than 175 words must be lodged with the Editor by 12.00 noon on Friday 4 September 2015. Candidates should provide good quality photo. Submit either a photoor a jpeg picture file (size approx. 500KB). Email: journal@aeusa.asn.au 20

• ORDINARY BRANCH EXECUTIVE OFFICERS [12]

In accordance with Branch Rule 7(5) “the 12 Branch Executive Officers shall include at least 6 women”. Further, Branch Rule 54(2)(b) states, “if the number of women candidates is less than the number of women to be elected, the remaining position or positions in question will be filled by a male candidate or candidates”.

In accordance with Branch Rule 48(14)(b), “in respect of the voting papers for the 12 Branch Executive Officers positions, candidates may request to have their names grouped and ordered within a group on the voting paper”. Each of the candidates must notify me not later than the close of nominations that they wish to have their name included in a group. Forms for this purpose are available from me.

• • • •

ORDINARY BRANCH EXECUTIVE OFFICER (The SSO Member) ORDINARY BRANCH EXECUTIVE OFFICER (The CS Member) ORDINARY BRANCH EXECUTIVE OFFICER (The TAFE Member) ORDINARY BRANCH EXECUTIVE OFFICER (The Aboriginal or Torres Strait Islander Member) • FEDERAL CONFERENCE DELEGATES REPRESENTING THE GENERAL DIVISION [6]

In accordance with Federal Rule 24(3A), these 6 positions shall include at least 3 women. Further, Branch Rule 25(4) states, “in the event that the number of female candidates is less than the minimum number of female delegates, the position shall be filled by a male candidate”.

• FEDERAL CONFERENCE DELEGATE REPRESENTING THE TAFE DIVISION • ABORIGINAL AND TORRES STRAIT ISLANDER FEDERAL CONFERENCE DELEGATE • NATIONAL TAFE COUNCIL EXECUTIVE MEMBER • NATIONAL TAFE COUNCIL DELEGATES [2]

In accordance with Federal Rule 47(3), these 2 positions shall include at least 1 woman. Further, Branch Rule 47A(3) states, “in the event that the number of female candidates is fewer than the minimum number of female delegates, vacant positions shall be filled by male candidates”.

• YALUKIT YULENDJ – NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION COMMITTEE (General Division Member) • YALUKIT YULENDJ – NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION COMMITTEE (TAFE Division Member) • NATIONAL PRINCIPALS’ COMMITTEE (General Division Member) • NATIONAL EARLY CHILDHOOD COMMITTEE (General Division Member)

Written Nominations, which comply with the Rules of the Union, may be made at any time from Friday, 21 August 2015 and must reach me not later than 12.00 noon on Friday, 4 September 2015. Nominations cannot be withdrawn after this time. Nomination Forms are available on request. How to Lodge Nominations

By Post: Australian Electoral Commission, GPO Box 344, ADELAIDE, SA 5001 By Email: A properly completed nomination form including all necessary signatures and attachments may be scanned and submitted as a pdf file to: saelections@aec.gov.au

By Hand: Australian Electoral Commission, 9th Floor, 1 King William Street, ADELAIDE, SA 5000.

The ballot, if required, will open on Wednesday, 7 October 2015 and close at 10.00am on Monday, 26 October 2015. Changed Address? Advise the Union now.

Note: A copy of the AEC’s election report can be obtained from the organisation or from me after the completion of the election. John Nemcic Returning Officer

Tel: (08) 8237 6551 21 August 2015

AEU TRAINING AND DEVELOPMENT PROGRAM 2015

EVENTS & COURSES | Term 3 AEU/DECD Merit Selection Training & Re-training Sessions 24 Aug, 8 Sept, 1 Oct, 7 Oct Registrations for AEU Retraining sessions via email to:

lmangan@aeusa.asn.au Registrations for Full Day Training sessions via the ECU website ONLY:

www.decd.sa.gov.au/hrstaff/

by same sex attracted, intersex and gender diverse young people and our international need to eradicate bullying based on sexuality and gender diversity. The Wear it Purple team aims to help create a world that is safe for all young people, within which they are free to learn, grow and belong. So on Friday 28 Aug, wear purple and for ideas on how to get your school involved go to:

AEU/DECD Personnel Advisory Committee [PAC] Training

www.facebook.com/wearitpurple

26 Aug, 11 Sept, 2 Oct The AEU strongly recommends that all members of the PAC, including principals, AEU representatives, equal opportunity and non-teaching staff representatives who did not complete the update or full training in 2014, register for PAC training. In 2014 there were significant changes that will affect the PAC. Book Online:

AEU Leadership Seminar Series Seminar 3: Leaders Effectively Dealing with Violence in the Workplace

www.decd.sa.gov.au/hrstaff/

SBS/Workplace Reps Courses Course 3, 2015 DAY 1: Thurs 20 Aug 9:15am – 3.30pm DAY 2: Fri 21 Aug 9:15am – 3.30pm DAY 3: Mon 14 Sept 9:15am – 3.30pm A 3-day split course designed to build and strengthen the sub-branch and assist members to work together to resolve workplace issues effectively through various decision making structures and consultative processes. Participants will also apply the Agreement and PAC procedures to their work situations. The final day will focus on resolving issues through negotiation and formal grievance procedures. Open to: AEU reps who have not attended a 3-day union education course. Strongly recommended for newly elected workplace reps/SBS and WOC members. Support: Relief, country travel and accommodation.

Open to: Everyone.

Wed 9 Sept 5:00pm – 6:00pm This seminar will focus on how to work towards Zero Tolerance to violence in the workplace. This session will be facilitated by a range of experts from education, the legal profession, police and health & safety. Members will also be able to attend this seminar online through Webinar access. Open to: AEU members in leadership roles.

Leadership Team Development Series 2 - Mt Gambier Fri 18 Sept 4:30pm – 7:30pm Sat 19 Sept 9:30am – 12:30pm 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. The program will be facilitated by DAVID TONKIN, former Principal of Seaton HS and GARRY COSTELLO, former DECD Head of Schools and CEO and previously Principal of Mt Gambier HS. Teams must commit to attend both sessions. Open to: School Leadership teams in the Riverland and the South East.

Wear it Purple Day

Safe Schools Workshop Pt Augusta

Fri 28 Aug All Day Wear it Purple is a national day which raises awareness about the issues faced

Wed 30 Sept 4:30pm – 6:00pm A practical workshop run jointly by the Safe Schools Coalition SA and the AEUSA

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

8: training@aeusa.asn.au To register go to8: www.aeusa.asn.au>events & courses email Phoebe Gunn on

Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment. Open to: AEU members.

Application Writing for DECD Leadership Positions Thurs 3 Sept 4:30pm – 7:00pm An after school practical workshop to assist in applying for DECD promotion positions such as Coordinator, Senior Leader, Deputy Principal, Principal and PSD Positions. Open to: Financial AEU members looking to apply to DECD Leadership Positions.

Curriculum Organiser Online Introduction Thurs 8 Oct 9:30am – 12:00pm A short introduction to the AEU’s Curriculum Organiser Online and how it can help members’ teaching Foundation – Year 10 plan and program based on the Australian Curriculum. Open to: AEU members.

AEU Early Childhood Conference See Ad on page 2

COUNCIL DATES FOR 2015

Branch Council Meetings Saturday, August 22 Saturday, November 7

TAFE Divisional Council Meetings Friday, August 14 Friday, November 6

AEU INFORMATION UNIT

Open Weekdays Do you have a question your union rep can’t answer? Don’t forget the Information Unit is open Monday – Friday

10.30am to 5.00pm For assistance call:

%: 8272 1399 21

NOTICE BOARD

Seeking promotion? Aspiring Principals, DPs, Senior Leaders, Coordinators

ADMINISTRATIVE OFFICER POSITIONS

AUSTRALIAN EDUCATION UNION | SA Branch The term of office of the positions is from 1 February 2016 to 31 January 2019

Announcing our new

$135

ONLINE PACKAGE

Industrial Coordinator Organiser (Leaders Focus) Organiser (Aboriginal Educator Focus) Organiser (SSO Focus) Organiser (one position)

FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s NEW MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance! Available for immediate download at:

Job and person specifications and details of the selection process for these positions are available from:

Irene Tam on 8272 1399 (email - aeusa@aeusa.asn.au) Applicants must address the requirements of the job and person specification in their application. Leave without pay may be negotiated for AEU members whose employer is a state government agency.

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990. ABN: 40 833 718 673

Fred Burns Real Estate 7% property management. No admin fees! A special rate for teachers and education personnel as new clients. A family business specialising in sales and property management, with a focus on customer service, communication and a high standard of ethics. We look forward to providing you with an outstanding result.

Contact Frank Mittiga

: 0401 123 328 ) to discuss your property and how we can help.

fredburnsre@bigpond.com Unit 1/21 Sando Avenue, Tranmere SA 5073 Est. 1980 Registered Agent RLA1405

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by Friday, 11 September 2015.

1800RESPECT

National counselling helpline, information and support 24/7 • Are you experiencing sexual assault or domestic and family violence? • Seeking to support someone who is?

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

• WE CAN HELP. Call:

1800 737 732 or

go to: www.1800respect.org.au and connect to a councillor online

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

email address

8: membership@aeusa.asn.au

Email to

or call Membership on: 8272

1399

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members

members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

Market now has a reduced space allocation in the Journal.

VICTOR HARBOR HOLIDAY HSE:

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

GOOLWA HOLIDAY HOUSE

Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks. BBQ, fully equipped, all linen supplied. From $130/night. T: 0407 744820 E: dover.farm@bigpond.com

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:

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: 0407654464 E: arthur1966.dellas@gmail.com

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

HOUSE FOR SALE:

VICTOR HARBOR GETAWAYS:

3 BR in Pt Noarlunga Sth. Close to great beaches and facilities. $295,000. T: 0435 489 429

2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU

SECOND VALLEY HOLIDAY HSE:

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.

Anne Walker

(: (08) 8410 6788

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)

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

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)

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 court yard 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

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 Mount 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 South Australia or Victoria.

Simon Willcox

8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers

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

TEACHING RESOURCES:

Fax: (08)

located at Credit Union SA

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

If you are interested in finding out more about our walking group, you are invited to contact: our Secretary, Roger Tagg email: rogertag@tpg.com.au 23

Teachers Banking Benefits.

Credit Union SA was established by a group of South Australian teachers back in the 1950s who wanted to not only ensure education workers and their families were looked after financially, but to support their community in the process.. a philosophy we still have today.

Teachers Banking Benefits is a package full of valuable offers and big savings that is available exclusively for education workers and their families.

Call 8202 7777, visit a branch or creditunionsa.com.au/TBB

Teachers Banking Benefits are available to members of the South Australian education community and their partners, spouses and children. 1Offer available for new home loans where at least $250,000 of the loan proceeds will be used to refinance a home loan from another credit provider. A limit of one cashback per application applies. This offer is not available with ‘special offer’ home loans. 2Offer available for new home loans of at least $250,000 providing that no loan applicant has owned a property at any stage. This offer is not available with ‘special offer’ home loans. A limit of one cashback per application applies. Membership and lending criteria and fees and charges apply. Terms and conditions are available upon request. The terms and conditions contain information that will assist you to compare products and help you to decide whether to acquire a product. These offers are limited and may be withdrawn at any time. The products described in this brochure are issued by Credit Union SA except where otherwise indicated. The Customer Owned Banking Code of Practice applies. Credit Union SA Ltd 400 King William Street Adelaide 5000. ABN 36 087 651 232 AFSL/Australian Credit Licence Number 241066.