Vol 49 I No.7
Official publication of the Australian Education Union (SA Branch)
November 2017
AEUJOURNAL SA
STATEWIDE CAMPAIGN LAUNCH for AEU DELEGATES ADELAIDE TOWN HALL
INSIDE: u AEU
Saturday, 10 February 2018 10.00am
SA Election results: Your new team for 2018 – 2019.
u Work,
Health & Safety: How to ensure it at your site.
The federal government wants to dump nuclear waste in SA, targetting our iconic Flinders Ranges and farming land at Kimba. In 2017 State and national leaders must listen.
DON'T DUMP ON SA RALLY! SAT 2 DEC
1 1 AM PARLIAMENT HOUSE ADELAIDE, KAURNA LAND. www.dontdumponsa.net family friendly event
ADMINIST R AT IV E OF F IC ER V AC AN C Y
AUSTRALIAN EDUCATION UNION The term of office of the position is from 1 February 2018 to 31 January 2021
Organiser (Leaders Focus) The Officer will be responsible for developing and supporting member activism and providing advice and assistance to members on work related issues. Job and person specifications and details of the selection process for these positions are available from:
Irene Tam on 8172 6300 (email: jobs@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. Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by Friday, 8 December 2017.
New AEU Phone and Fax numbers
Phone: 8172
6300
Fax: 8172
6390
*Please note that old numbers will not be valid in 2018
FPRESIDENT’S E ATU R E S VIEW
#2
AEU UNION JOURNAL TRAINING
Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300
Kapunda HS page 9 Student and staff wellbeing in the spotlight.
STATEWIDE CAMPAIGN LAUNCH
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.
Print: ISSN 1440-2971 Digital: ISSN 2207-9092
Saturday, 10 February 2018 10.00am
SA Election results: Your new team for 2018 – 2019.
Email:
Print Post approved PP 531629/0025
ADELAIDE TOWN HALL
INSIDE:
8172 6390
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.
for AEU DELEGATES
u AEU
Facsimile:
Cover Design: Jo Frost
u Work,
Health & Safety: How to ensure it at your site.
Printing: Lane Print
Respect Campaign 2018
Early Childhood
pages 12 – 13 What it looks like and how we are going to win! We are calling on AEU delegates all across the state.
page 14 – 15 DECD attempts to squeeze EC education.
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8172 6300 journal@aeusa.asn.au
LE TT E RS TO TH E E DITO R
TRB versus TRTs While every teacher would agree that they should positively engage with professional development, the conditions that apply for renewing the registration of TRTs are unfair and likely to adversely affect schools. Teachers who are employed permanently or on contracts would incidentally accumulate the required 60 hours over three years due to attending student-free days, conferences, some school meetings and professional reading. However, it is much more difficult for TRTs as they would accrue only about 15 hours for first aid training and RAN, with the balance to be found from professional reading and other activities IN THEIR OWN TIME as almost all would be unable to access the opportunities of other teachers. This problem is compounded for TRTs in the country. In addition, almost all of the AITSL standards are not particularly applica-
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 ble to TRTs. The likely result will be fewer TRTs available, especially teachers who are doing TRT work after retirement, putting more pressure on schools and teachers. The requirement from 2018 for all registered teachers to use the TRB portal to record their PD is also a disincentive for some TRTs (and probably other teachers). Is this requirement just to make the task of the TRT checking PD easier? All teachers should be concerned due to the likely shortage of TRTs and the smaller group of registered teachers funding the TRB likely to greatly increase the registration cost. I would strongly recommend that TRTs only need 30 hours of PD and that portal use be optional. n Mark Witcomb
Nyomi is a new member and contract teacher at Linden Park PS. She joined the AEU because she wants to be part of a union whose members work together for job security.
Join the AEU today! 3
AEU ELECTIONS 2017
AEU INFORMATION UNIT
Your AEU Team Following the 2017 elections, the following members constitute the 2018 – 2019 AEU Branch Executive. AEU Principal Officers HOWARD SPREADBURY
LARA GOLDING
DASH TAYLOR JOHNSON
LEAH YORK
President
Female Vice President
Male Vice President
Branch Secretary
AEU Branch Executive MICHELE APPLETON
ASHLEIGH FOREMAN
JAN MURPHY
CHRISTOPHER TURRELL
ATSI Rep
Teacher
Teacher
Principal
KENDALL PROUD
BRAD WALLIS
JACKIE BONE-GEORGE
TRISH GILBERT
Teacher
Teacher
Teacher
Teacher
DAVID COULTER Children’s Services Rep
TIM LONGSTAFF
MORGAN RANDALL
Teacher
Band B Leader
ADRIAN MAYWALD
KAREN ROBERTS
MALCOLM VAUGHAN Teacher
ANGELA DEAN
Principal
TAFE Rep
4
Teacher
HELEN WHYTE SSO Rep
Respect
PRESIDENT’S VIEW
Together we will win
AEU President Howard Spreadbury writes...
“Being respected means decent pay and conditions but also the return of trust to the profession.”
A
s we near the end of another year in public education, we reflect on significant change as a result of decisions of federal and state governments. Some of these will have adverse effects on members as well as the students for whom we strive so hard to provide high quality education. In the preschool sector we have seen the decision of the Federal Government to extend funding for universal access to 15 hours per week, but only until the end of 2018. At state level, we are witnessing the contraction of leadership opportunities with country preschools folded into local schools and the current proposal to open up Children’s Centre Director positions to non-educators.
Funding savaged Schools funding has been savaged by the Federal Government’s amendments to the Australian Education Act, which negate the previous six-year agreement with the states. This will see South Australian public schools $160 million worse off over the next two years. We now face a further review of how resources are deployed in schools with David Gonski’s new panel to report early next year. It is a clear sign of the government’s agenda when funding is not in the remit of this panel. Members know the positive impact additional funding has made over the past four years and that the impact on our students of the reduction in resources will be severe.
TAFE vandalised TAFE has been decimated by reckless funding cuts and market-driven funding contestability pushed by state and federal governments. TAFEs now compete
for reduced funding with private providers that deliver inferior outcomes and burden students with lifelong debt. Locally, positions in Aboriginal Education are under threat and members in the Instrumental Music Service have had to adapt to new ways of working. Swimming and Aquatics instructors face unreasonable casualisation and problems arising from the closure of Port Vincent Primary School.
The task ahead AEU officers are focused on the development of a strong position to take our union into 2018 when we will be engaged in two significant events – the state election on 17 March and negotiations with whoever wins government over a new enterprise agreement for schools and preschools. Branch Executive has endorsed our campaign theme of Respect. It is time governments at all levels demonstrated true respect for education professionals. We need commitments to appropriate funding levels and the return of trust to the profession in determining effective teaching practice and authentic means of student assessment. Being respected by governments and our employer means being well remunerated, having decent teaching and learning conditions and being able to participate in professional learning which is meaningful, relevant and self-directed. Educators need time to reflect on their practice and this includes collegial engagement with site leaders and their classroom peers. This not only provides opportunities for real individual professional development, but enhances outcomes for students and enriches our
public education system. To this effect, we have developed our Branch Public Education Policy Position Statement. This lays out our expectation of high quality and high equity access, opportunities and outcomes for all students. This document establishes what our union wants to see delivered by an incoming state government. It will form the basis of conversations we will have over the next few months with sitting MPs as well as those who aspire to be part of the next government.
Action stations We have sought feedback from members on what you believe to be the highest priorities for a new agreement. AEU officials are talking with members this term about how you will be involved in our campaign in 2018. We will need a strong and engaged membership if we are to achieve the improvements we are seeking through the election and enterprise bargaining. The year will commence with a Respect campaign launch on Saturday 10 February at Adelaide Town Hall. The anticipated attendance is a member from every work site, with a second member from our larger schools. It is vital that as many sites as possible are represented to hear the messages and to take them back to engage fellow members in the campaign. This event forms the first collective action for 2018 so we need your involvement. Details of the AEU Respect campaign on pages 12 – 13.
New team Congratulations to the newly elected members of Branch Executive (see page 4 at left) who will provide leadership to guide us through the passage of what will be a significant year for our union and for public education in this state. n
TOGETHER WE WILL WIN. In unity, Howard Spreadbury 5
A NT I-SOCIA L M E DIA
COUNTRY FOCUS
Beating online abuse Abuse and defamatory comments on social media can cause harm and damage reputations. Anyone can be a publisher and the web provides a wealth of platforms for disgruntled people to let loose their vitriol.
What can I do if affected by inappropriate online behaviour? • If members suspect criminal use of electronic communication they should immediately contact SAPOL on 131 444. A crime could include “the production and dissemination of child pornography, impersonation, intimidation or harassment.” • Taking a screen-shot of the communication will assist in identifying inappropriate comments. Employees may also need to complete an ED155 as necessary to document the incident. • If no action is required by SAPOL, members should report the offending post(s) to their site leader (or education director if a site leader). These will assist in reporting the incident and, if required, having the post(s) removed. • You have the right to contact the person who made the post(s) or the siteprovider to request removal. Affected employees and site leaders can escalate the matter to the department’s Online Communications Service on: 8226 2068 for issues of ‘significant concern.’
What else do I need to know? • Excuses such as “It’s my private account” or “I didn’t fully understand the impact” are not a defence. • Content of the post should also be reported to the host (Facebook etc.). DECD should be contacted for advice and support. The argument that online abuse arising from your work is a private matter is false. The offending behaviour occurs in the course of the workers’ duty so the employer must take responsibility for addressing it. • The Department may issue a warning letter for inappropriate use of social media, advising a person should refrain from such behaviour and warning of further action. n
Lauren Power, AEU Legal Officer and Jackie Bone-George, AEU Organiser 6
Celebrating 40 years in Quorn Anne Beinke on four decades of care and commitment to early childhood education. Well done Nancy Murray!
H
ow many people do you know who have worked for 40 years in the same place, let alone a school or preschool? One very special member has.
Nancy is a proud Wangkangurru Yarluyandi woman (Simpson Desert country). She has been the Early Childhood Worker at Quorn Kindergarten since 1977. Nancy has lived in Quorn for 47 years where she and her husband Leo, an Adnyamathanha man, raised their two daughters, Danni, a chef, and Tuesdee, a teacher and also an AEU member. They are the very proud grandparents of Izabella. When Nancy’s own children were at the centre, she became involved in the management committee and was offered the job of teacher’s assistant. In those days the kindergarten was part of the original Quorn School and the ‘headmaster’ lived in the house next door.
Early days In Nancy’s own words “it was pretty rough.” There was no kitchen, no running water inside and only outdoor adult toilets for the children. The outside area was mostly asphalt and pepper trees. Water had to be carted from a rainwater tank and dust and dirt leaked in through the ceilings. At the start of each year it would take a couple of days of extra work just to get the building clean enough for the kids after the summer break. After about a year they got a new kitchen and toilets and they “thought they were made.” But Nancy loved it! The kindergarten has become her second home and she spends many holiday and weekend hours watering plants and keeping an eye on things. Over four decades Nancy has worked with 17 different Directors and seen a lot of change. She has been continued over page 3
B RA NCH S ECR E TA RY ’S R E PO RT
“Just a little thank- you makes a big difference – makes it all worthwhile!”
Looking after leaders AEU Branch Secretary Leah York on how the AEU is addressing concerns of leader members. ments to assert the rights, entitlements and interests of all members.
a pillar of the kindergarten and is well known in the town. Folk who were once her kindergarten children are now coming back as parents and everyone loves ‘Mrs Murray.’
Managing significant underperformance
Culture It is very important for Nancy that Aboriginal culture is shared with the children and families. Over the years she has organised activities for NAIDOC and Reconciliation Weeks, as well as inviting in Aboriginal mums and elders to share art, craft, stories and cooking. There have also been visits from other kindies in Port Augusta for these events as well as visits to and from the school. Nancy joined the union back in 1993. She has been the Union rep for many years and enjoys attending Aboriginal members’ events. Nancy would like to see more Aboriginal people employed by DECD and for them to be treated with respect. After 40 years Nancy is still motivated by her care and commitment to helping children and families. As she says: “Just a little thankyou makes a big difference – makes it all worthwhile!” From all of us here at the AEU, a great big thankyou Nancy! n Anne Beinke is the AEU’s Country Focus Organiser
T
he AEU is stronger with leaders as members. Leader members have real industrial clout as part of our union. We acknowledge, however, that we can do far better in supporting them. Current approaches are not working and are leaving leaders feeling alienated from the AEU, especially processes for managing underperformance and site based disputes. Recently, the State School Teachers Union of Western Australia (SSTUWA) adopted reforms to better support its leader members. Membership amongst leaders has surged as a result. Last term a delegation of SA leaders met with SSTUWA officers to hear about the changes and consider how similar support for leaders might be adopted here. Their principle finding is that the crux of the successful WA model is ‘collaboration.’
Site based disputes In a collaborative process, leaders are provided support and advice by the AEU Leaders Organiser, working with the relevant organiser and members to negotiate a resolution to the dispute. Every effort is made to avoid the more formal and adversarial dispute resolution procedures in the Enterprise Agreement – a process that leaves the leader feeling isolated.
SECURE OUR JOBS Adelaide West Special Education Centre teacher Kate Williams converted to permanent.
The AEU recognises that many disputes arise from the issues created by poor departmental policy, poo r administrative decisions, lack of system consultation and political interference. In these cases, the AEU will work with the broad membership, including leaders, to address systemic flaws through campaigns and use of industrial instru-
A strong public education system needs competent teachers as a minimum. It is in everyone’s interest, not least students, to ensure that underperforming teachers are engaged in a process of improvement. Prior to the formal aspect of this policy being enacted, the relevant member and leader will be provided with union support to define the performance issues to be resolved and reach agreement about the process to be used. The leader and teacher may then engage in the process to improve performance without further involvement from AEU officers. Disputes regarding breaches of process or other concerns will be managed as part of a legal appeal at the conclusion of the process.
Professional development The AEU understands that Band A and B members want to be leaders of innovative education, not department administrators or lackeys to the bureaucracy. Leaders want to work collaboratively with staff to improve teaching and learning. The AEU will work with our Leaders Consultative Committee to identify relevant professional development opportunities to create collaborative workplaces that value professional involvement of staff.
Next steps The remainder of 2017 will see our executive review policies and procedures on managing underperformance and member-member disputes to reflect a collaborative approach in which leaders are included and supported. This Journal contains an advert (see page 2) for the position of Leaders’ Organiser and leaders committed to supporting this new approach are n encouraged to apply. 7
TRIBUTE
Vale Eleanor Ramsay Professor and union official who championed women’s rights and girls’ education.
I
t is with much sorrow that the Australian Education Union acknowledges the sudden death of Professor Eleanor Ramsay on October 9. Professor Ramsay was Women’s Adviser to the South Australian Institute of Teachers (SAIT*) from 1980 to 1984. She took on the job as the effects of the 1970s feminist movement coursed through the institutions. A new generation of activists and thinkers were challenging women’s disadvantage in education, the workplace and the home. Eleanor Ramsay was one of those pioneers and for her it became a lifelong commitment. Her first task at SAIT was to implement and advance the plans her predecessor and inaugural SAIT women’s advisor, Helen Menzies, had initiated. A gifted teacher, far-sighted strategist and diligent worker, Eleanor addressed these tasks with determination and 8
“Girls will change the world for the better if only we give them the chance.” diplomacy. With the backing of the Status of Women committee, a formidable team, she set about making changes. Ideas were canvassed, conferences held, and policies drafted. Issues such as permanent part-time work, accouchement and child rearing leave for teachers were placed firmly on the union’s industrial agenda. Educational practice and curriculum policies that disadvantaged girls were examined and recommendations put forward. All this work and more generated activism within the union and led to the adoption of important policies and campaigns. Professor Ramsay was instrumental
in introducing the first-ever sexual harassment policy in an Australian teachers’ union and possibly in any other union for that matter. Pioneered by SAIT, this led to the adoption of similar policies by education authorities. There was also much research done on the education of girls to help classroom teachers. During this time Eleanor Ramsay worked with Jean Blackburn, distinguished feminist and educator, to draft a new national policy to advantage girls. It was adopted and led to ground breaking improvements in curriculum policy and classroom practice across Australia. The position of Women’s Adviser in its early days was subject to suspicion within some sections of the union. The work done by Eleanor Ramsay helped to consolidate the role. Professor Ramsay spent four years at SAIT. She claimed in Movers and Shakers, the SA Unions-published history of South Australian social activists, that those years were the most significant in her 40-year working life. Certainly, they were exciting. The early 1980s were a very active period for Australia’s education unions. Optimism was high. Attitudes were changing. Reform seemed possible. The young Eleanor Ramsay expanded her skills at SAIT and embarked on her lifelong mission ... girls’ education and equal opportunity for all women. After leaving SAIT, Eleanor worked in state departments in SA and QLD, a research institute and at the University of SA and the University of Tasmania. In all these posts she strived to achieve equity in education and employment. She was awarded an honorary doctorate by the University of SA for her work at the state and national levels and a Centenary Medal for her contribution to education and equity. Our deepest sympathies go to her husband Professor Michael Rowan, Professor Ramsay’s family, friends and colleagues. n Léonie Ebert Léonie was elected as Female Vice President of SAIT in 1981. In 1982 she was the first woman to be elected as President of SAIT. *SAIT, now the Australian Education Union, SA Branch
K APU N DA H IG H SCHOOL
1l-r: Deputy Principal Tim Jones, Head Prefect Sharna Grant, LGBTI Suicide Prevention Advocate David 1Student Isabel Castaneda having fun trying out Boots, Prefect Taylor Jones, Head Prefect Callum Fox and Expo Committee Member Madeleine Hart.
the rock climbing facility.
1Barossa and Light Volunteers member with student Leanne Coleman.
1Brae Lee and Aidan Tagg with Naomi from Shine SA.
1From left: Connor Schuster, Mrs Lee-Anne Cummins, Expo Coordinator, and Ariah Dunstall.
Mental health a top priority Kapunda High School is putting student and staff wellbeing in the spotlight.
A
half-day expo on September 22 was part of an ongoing focus that includes mental health first aid courses and resilience programs addressing discrimination, racism, friendship and domestic issues. The expo was pulled together by student wellbeing leader, Lee-Anne Cummins, who is passionate about the issue. “We know that one in four young people live with mental health issues and we feel it is important to support all students,” she says. All students and staff took part in the expo which featured displays from service providers Head Space, NACYS, ShineSA, CentaCare, Carers Link, Flin-
“I really enjoyed the day and the different information provided as well as the physical activities.” Sharna Grant, Year 12 Head Prefect ders and Adelaide University medical students, the SANFL and Netball SA. David Boots, AEU LGBTI committee member and suicide prevention advocate, represented the union, providing a range of information and giveaways in support of LGBTI staff and students. Students were encouraged to complete a ‘Passport to Wellbeing’ which
saw them collect stamps from stalls they engaged with. Those who completed their passports went into the draw for one of ten $30 Elizabeth City Centre vouchers. Students and staff walked away from the expo with new information, skills and strategies to help themselves and others build resilience and promote wellbeing. Kapunda High School is one of a growing number of schools proactive in supporting the mental health of staff and students. n
Share your stories We would love to hear from members about how your site is providing initiatives to support LGBTIQ staff and students. Email: meredith.farmer@ aeusa.asn.au – AEU Organiser LGBTIQ Consultative Committee.
9
CONVE RS ION S TO PE RM A N E NCY sional opinion and judgement of the staff and principal. Furthermore, for the external applicants for these positions, potentially numbering in the hundreds, this presented hours of time, research, proofreading and stress for jobs that would likely not exist.
Sub-branch pushback
SECURE OUR JOBS Photo: Phoebe Gunn
1 Sub-branch Secretary Daniel Gehling (left) and Principal Mark Hansen (centre) with Kate
Baulderstone, Liz Gehling and Katrin Ravlich who were converted to permanent at Ardtornish PS.
Not without a fight! AEU Organiser Matt Coffey explains... We all know the drawbacks of being on contract long-term. Lack of job security and stability often come with excessive stress and uncertainty. Furthermore, when there is talk about your job being advertised, an additional level of pressure follows. If you are unsuccessful in winning that permanent position, what next? After years of building successful relationships, developing a strong understanding of students and the community and a rich knowledge of specific school programs, what are the chances of picking up a contract elsewhere? Katrin, Kate and Liz are contract teachers at Ardtornish Primary School in Adelaide’s north-east. Katrin teaches Primary, Kate teaches Junior Primary and Liz is the Science NIT teacher. Each of their contracts stated, ‘The employee previously appointed no longer holds this position.’ Clearly, this indicated their positions should be described as ongoing and consequently be referred to the Position Tenure Review Panel (PTRP).
Compelling case The PTRP is comprised of two AEU and two DECD representatives. Its role is to discuss positions believed to be ongoing. For a Category 6 school, such as Ardtornish PS, this is one of the very few mechanisms available for conversion to permanency. 10
It is by no means an easy process converting teachers in a Category 6 School, but there were several factors working in their favour: • There was clear capacity to convert their positions • Their performance, commitment and engagement were strong • They met the needs of the school • Principal and AEU member, Mark Hansen, was incredibly supportive of the bid for conversion. So, on Wednesday 2 August, Kate, Katrin and Liz presented their cases for conversion to DECD. They provided evidence and stories about their commitment to the school and strong performance on contract at Ardtornish PS. Despite all three making a compelling case for conversion, at the meeting’s end, DECD failed to make a decision.
Advertised DECD jobs Thursday 3 August was the date that the next round of permanent job vacancies went online. Three positions at Ardtornish PS were advertised: • One Primary teaching position • One Junior Primary teaching position • One Science NIT teaching position. It appeared that DECD had undermined the Position Tenure Review process and this would present a variety of problems. For the three teachers at Ardtornish, it showed a lack of respect for their time and effort and the profes-
Following the publishing of these jobs online, the sub-branch met to discuss their concerns and, after agreeing not to have a bar of it, they carried the following motion: “We, the Ardtornish Primary School AEU sub-branch, reaffirm our endorsement of Kate, Liz and Katrin to be converted to ongoing employment at Ardtornish Primary School. We support the current process involving the Position Tenure Review Panel (PTRP) being followed and resolved. Furthermore, we believe that their jobs should not have gone to advertisement and request that they are removed from DECD Jobs until the PTRP process has been resolved. ACTION: Unless the above request is fulfilled by DECD, this sub-branch will not provide an AEU representative to these panels and will, therefore, halt the merit selection process until such time as the PTRP process has been finalised.”
Result Fortunately, a dispute was avoided as DECD wrote to the AEU the following Wednesday to confirm that Liz, Katrin and Kate would have their positions converted and would be employed on an ongoing basis from the start of 2018. Mr Hansen says, “Having permanent staff means investment made in their skills and abilities benefits the school over time.” “Effective change takes time and significant change usually takes a number of years to implement,” Mark continues. “Without permanent staff, whole school change and continuity of practice is difficult to establish.” Katrin, Kate and Liz say, “It means security for the future, being recognised for our work and that we are valued members of staff.” They are all appreciative of AEU and sub-branch support and have some simple advice for other contract teachers in SA: “JOIN YOUR UNION!” n
8: www.aeusa.asn.au>Issues>Secure Our Jobs
VICE PR E S I DE NT ’S R E PO RT
TRACKING THE WINS
2 Adelaide East Ed Center (Cat. 6) 1 Adelaide West Spec. Ed Ctr (Cat. 6) 3 Ardtornish PS (Cat. 6) 1 Barmera PS (Cat. 2) 1 Bordertown hS (Cat. 5) 1 Cobdogla PS (Cat. 4) 1 Coomandook Preschool 2 East Adelaide PS (Cat. 7) 1 East Torrens PS (Cat. 4) 1 Elizabeth East PS (Cat. 2) 1 Gawler District College (Cat. 3) 1 Henley Beach PS (Cat. 6) 1 Highbury Preschool 3 Ingle Farm PS (Cat. 2) 2 Jervois PS (Cat. 5) 1 Kapunda HS (Cat. 5) 1 Karoonda AS (Cat. 5) 1 Kersbrook PS (Cat. 7) 1 Le Fevre HS (Cat. 3) 1 Lincoln Gardens PS (Cat. 1) 2 Loxton PS (Cat. 7) 4 Mark Oliphant College (Cat. 1) 2 Meningie AS (Cat. 2) 1 Modbury Special School (Cat. 6) 1 Mount Barker PS (Cat. 5) 3 Mount Gambier HS (Cat. 5) 3 Murray Bridge North PS (Cat. 2) 1 Murray Bridge Special School (Cat. 3)
1 Nuriootpa HS (Cat. 2) 2 Parafield Gardens R–7 (Cat. 2) 1 Pinnaroo PS (Cat. 5) 1 Playford PS (Cat. 6) 1 Prospect PS (Cat. 6) 1 Richmond PS (Cat. 5) 3 Riverland Special School (Cat. 4) + 3 SSOs 2 Robe PS (Cat. 6) 1 Seaford Rise PS (Cat. 5) 1 Southern Learning Centre 1 Springton PS (Cat. 6) 3 Strathalbyn Kindergarten 1 Swallowcliffe PS (Cat. 1) 1 Tailem Bend PS (Cat. 2) 2 Trinity Gardens PS (Cat. 6) 1 Wudinna AS (Cat. 5) + 2 SSOs 71 so far...that’s members converted
through direct sub-branch and AEU involvement. PLUS, 100s converted in other sites after the AEU convinced DECD to commence conversion of long-term contract teachers and to include Category 3 and all country schools in the conversion processes.
Do you have any conversions to report from your school? We’d love to hear from you! Please email us on:
8: aeusa@aeusa.asn.au
Class sizes and changing times The debate over class size and its impact on teaching and learning is often a public one.
Some who have been students in a class of 40 loudly claim that they ‘did all right’ and take the opportunity to denigrate teachers and the AEU. Others who taught a huge class or preschool group ‘back in their day’ and managed quite well thank you very much, wade in to the public debate. That may well be the case but it’s not the point, nor is it a fair comparison with teaching and learning today. Many of the children we work with today, and their school communities, are very different from those of the not very distant past. Ask anybody with any clue and recent education experience and they’ll tell you, our schools and preschools are dealing with far higher instances of more complex needs. Add to this the significant shift in the expectations of students, their families and education departments. Individualised learning and co-design are now the norm.
stating reports must include individualised written comments addressing every student’s engagement and achievement measured against the Australian Curriculum standards, for every subject area. Members reported their disbelief and anger. This was clearly a shift from agreed reporting formats and a disturbing increase in workload. After members presented the case to the WMG, it was followed up in subsequent meetings and negotiations with DECD Officers. The AEU e-News of 19 October refers to a new DECD document that states: “Schools can choose the mode in which they provide descriptive reporting to parents that is most appropriate to their context. Descriptive reporting can be written or it can be using a range of oral or digital reporting that occurs between schools and parents” This is what members were seeking: that schools make decisions on what works best for them and their communities and take workload into account.
WELL DONE MEMBERS!
n
Jan Murphy, AEU Vice President
More young people with complex needs and this massive change in expectation have created skyrocketing workloads that have not been matched with adequate reductions in class size. I’m over the ‘class size doesn’t matter’ rhetoric from those far removed from today’s learning environments. I’m over the lack of respect for educators and their work. I’m up for whatever it takes in the next round of enterprise bargaining and the AEU’s Respect campaign.
Workload Management Group – success at last! Earlier in the year, two primary school teachers attended the Workload Management Group with AEU officers to raise concerns about new requirements when writing student reports. DECD had distributed information
SECURE OUR JOBS Modbury Special School teacher Patricia Almeida converted to permanent after seven years on contract. 11
COVER STORY
Getting our due
Respect
Andrew Gohl explains how AEU members can influence the state election and bargain with strength.
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quick scan of the news reveals that everybody – from researchers and journalists to shock jocks, business councils and politicians – has an opinion on improving student learning. Almost all have been to school and that makes them an expert, right?
Trouble is, public educators have been bombarded with these views for years and been cowed into believing that, despite their tertiary education degrees and daily experience in the classroom, there’s always someone else who knows better. We are frequently made to feel like our professional judgement is worthless. Why do we tolerate this? Commonsense says those who live and breathe education know what is needed to best support student learning. Education is our profession, our passion, our knowledge and our skills. Who is hearing our voice? For too long educators have been bullied into implementing politically partisan education policies, fads and follies, then blamed for their failure. On the rare occasion some strategy works, who takes the credit? It’s time to respect ourselves and demand we be heard by those who would influence education. Respect is our campaign to reclaim our professional voice and demand conditions, strategies and policies that can really improve public education and student learning outcomes. Respect is the campaign that will ensure AEU members are heard in the lead up to the State Election on 17 March and throughout our negotiations for a n better enterprise agreement. 12
Respect. Campaign Launch
*Save the Date!
SATURDAY 10 FEBRUARY 2018 10:00am – 3:00pm ADELAIDE TOWN HALL
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ub-branch Secretaries and site representatives set this date aside. Over 500 AEU members from all across SA will be on hand to kick the campaign off with a bang. We are organising furiously to ensure all sites are represented.
Agenda • Briefing on the campaign strategy • Our enterprise bargaining claim
explained • Political party representatives given stage to declare where they stand on public education and AEU priorities • Discussion of how the campaign will be won. Attendees will also hear inspirational stories from AEU members and other unions who have achieved success through collective action and solidarity.
Respect. State Election
U
sually AEU members are advised of each party’s education platform. This time things will run differently. Your union has developed an Election Position Statement that provides a well reasoned rationale for broad support for Public Education and measures needed to improve learning and teaching in preschools, schools and TAFE. The Statement seeks to identify the commitments each party will make to public education. Members will be organised to take part in delegations to MPs and candidates in all 47 electorates across South Australia. The political hopefuls will be sent our Election Position Statement in advance and be asked to identify the
level of commitment to our position during the delegation meeting. Outcomes from all delegations will be summarised in the AEU Journal prior to the election. This will provide members with a clear picture of which candidates and parties best support the AEU platform and public education. In key marginal seats the AEU will write to members providing an analysis of which candidate best supports our position. continued over page 3
COVER STORY
“Members will appreciate that Respect is a multi- faceted campaign designed to ensure broad community awareness of the need to support public education. The campaign marks a starting point for public educators and union members to reposition ourselves as the knowledgeable, credible and powerful voice for public education.” Respect. 2018 Enterprise Agreement y the time of the Respect launch, the AEU industrial framework for enterprise bargaining will be complete, following feedback from area meetings, consultative and ad hoc committees, Branch Council and Executive.
From February 10 onward, members will be asked to participate in actions which will provide industrial evidence to support negotiations and demonstrate solidarity as the talks reach the inevitable stalemate or outright blocking by the employer and the State Government.
Respect. AEU state election priorities
Respect. Campaign Kit
Parties will have to declare where they stand on:
Includes:
• Respecting the public education workforce
• Campaign strategy
B
• Working constructively with the AEU and the education profession • Adequate resourcing of all levels of the South Australian public education system • Recognising the importance of equity in public education • Evidence-based reform • Reducing the high costs of education policy failure.
STATEWIDE CAMPAIGN LAUNCH for AEU DELEGATES ADELAIDE TOWN HALL
• Background on the issues • Key dates for implementing the campaign in your workplace • Tips for keeping fellow members informed and involved. The kit will be received by all sites via e-News and is also available electronically by clicking on the Take Action link of the home page banner on the AEU website at:
8: www.aeusa.asn.au
Saturday, 10 February 2018 10.00am - 3.00pm
Respect. Success
T
o succeed in this campaign we must work together and stay strong when the going gets tough. This means: • recruiting new members to build upon our strength • ensuring broad participation in AEU action at every site to support our n bargaining strategy. Andrew Gohl is the AEU’s Coordinator for the Organisers Group. 13
E A RLY CH I LDHOO D FOCU S
Early Childhood Education – worth fighting for Emma Lowe on DECD’s latest attempts to squeeze early childhood education. Does early childhood matter? Do we value dedicated early childhood leadership in public education? Do we want preschool directors?
A
s an educator and AEU member I assume you answered these three questions with a resounding YES!
The importance of early childhood education is beyond dispute. Successive federal and state governments have maintained the guarantee of 15 hours universal access because the jury is in. Early education boosts life opportunities for all children. Crucially, it allows for early intervention, making a difference to the education prospects of our most vulnerable children. Even the Abbott Government’s 2015 inquiry into Childcare and Early Learning acknowledged the centrality of investment in early childhood to Australia’s future prosperity. 14
“This notion that the smaller the people you teach, the smaller your value to the education system needs junking.” Undervalued Despite this evidence, employment in the sector remains vulnerable on a number of fronts. It is well known that insecure work and lack of hours drive skilled employees from the sector. This denies children and families a stable learning environment in which positive relationships can form. There are also continued attacks on the role of early childhood leaders. We have seen what has happened in country locations – the so-called voluntary amalgamations. The result has been the loss of preschool directors. It appears this is being repeated under the guise of ‘integration’ in Children’s Centres. DECD is reviewing
Shaky status ...in early childhood centres • 60% of Teachers and a lowly 20% of Early Childhood Workers are permanent • 62% of Teachers and 90% of Early Childhood Workers are part-time.
n
leadership in Children’s Centres based on an evaluation prepared by the Fraser Mustard Centre last year. The final evaluation report has never been made public, yet seems to provide the basis for the latest review. Apparently, it includes the proposal that leadership of a Children’s Centre can be provided by persons with no background in the area. The secretive way this review is being conducted is alarming. The AEU has never been consulted and many early childhood educators are unaware it is underway.
Alarm bells All early childhood educators should be alarmed at these developments. The proposed reforms risk the demotion or removal of preschool director positions continued over page 3
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 2017
Professional Development Aboriginal Members’ Conference Fri 17 Nov
9:15am - 3:30pm
[Term 4, Week 5]
A one day conference for Aboriginal members on current educational issues of interest. Using feedback from the Aboriginal Members Consultative Committee we have created a program of hands-on activities including Mindfulness, Say No to Violence, Data Collection and Improvements and an afternoon concentrating on the Growth Mindset model with Naracoorte Primary School Principal David Adams. Plus join us for a networking dinner the night before, Thurs 16 Nov from 6.30pm.
2017 AEU ABORIGINAL MEMBERS’ CONFERENCE
Respect
for our Educators our Children our Culture our Profession
OPEN TO: Financial AEU Aboriginal members.
Super SA Financial Wellbeing Day Wed 20 Dec
10:00am - 3:00pm
[Holidays]
A holiday ‘drop-in’ day on financial wellbeing! Questions about your super? Need to speak to the professionals about financial planning, Centrelink entitlements or other related topics? You can do this and more at the AEU/Super SA Financial Information event. OPEN TO: DECD and TAFE SA staff and partners.
Union Training MINI Education Modules
Friday 17 November 9.15am – 3.30pm
AEU Conference Centre 163 Greenhill Road, Parkside
Conference dinner: Thursday 16 November | 6.30pm
Earl of Leicester Hotel - 85 Leicester St, Parkside Authorised by Leah York, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2017
In Term 3, 2017 the AEU SA launched our MINI (Members In Need of Information) education modules available to upskill sub-branches around particular topics. These sessions are 60 minutes or less and are designed to be “bite sized” trainings that come to you. Select from: How PAC Works, Contemporary Legal Issues and more. Details on AEU SA website (link below). These sessions are mapped against the Australian Professional Standards for Teachers.
Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au > Events & Courses or for further information email Danny Ellis: dellis@aeusa.asn.au
For further info on any events and courses, email Saniya Sidhwani on : training@aeusa.asn.au To register go to:
8
8: www.aeusa.asn.au>events & courses
and will diminish dedicated early childhood leadership in the public education system. This will severely curtail career opportunities.
to be prepared to campaign for the maintenance of the preschool director position in Children’s Centres and more broadly across the system.
Yet on what evidence is this radical shake up based? Preschool directors have been responsible for the successful establishment of the 43 Children’s Centres for Early Childhood Development and Parenting. Their positive work is often used for promotional purposes by DECD.
Is this the thin edge of the wedge? If educators are removed from leadership in Children’s Centres, can this arrangement be translated to preschools? Will this be the basis for alternative leadership models in primary schools?
Speaking to members in these centres you realise quickly that their biggest concern is a shortfall of resourcing to manage the extensive administrative responsibilities.
YES! Now is the time to stand up, speak out, and make the early childhood sector visible.
Battle stations The AEU will continue to pursue these questions on behalf of our members. In the meantime, members need
through a properly resourced preschool system. n Emma Lowe is the AEU’s Early Childhood Focus Organiser
This brings us back to my opening three questions.
This ridiculous notion that the smaller the people you teach, the smaller your value to the education system prevails. We need to challenge this fallacy. We want a system that respects the value of early childhood education
SECURE OUR JOBS Trinity Gardens Primary School teachers Ruth Zweck (left) and Cheryl Cousins converted to permanent.
15
RU HEA N LTH N I NGA NHDE AD SAF E TY S PECIA L
DECD to workers: “Just do it – even if it hurts” Department officers are failing to meet their health & safety obligations, writes Jill Cavanough
D
oes the Chief Executive have respect for the views of those who will actually do the work when he makes decisions that could affect their occupational health and safety? It seems not. When implementing change, the ‘person conducting the business’ must, by law, be proactive in consulting workers across the whole organisation about potential hazardous effects and reducing identified risk. In DECD this doesn’t happen. There is no method or structure to report front-line employee advice across the system on whether their WHS will be affected before changes take place. By the time a new process is in place and workers’ safety being affected, the only place it can be unpicked or even band-aided is at site level. It will inevitably become a source of conflict between workers and supervisors. This is NOT how it is meant to be. In DECD about 60 employees at Education Director/Executive Director level
and above share the CE’s duties and responsibilities.
A case in point When operational changes were made to Student Support Services last year, not only was there no consultation over the WHS impact on the employees themselves, but the employer also failed to consult as to how changes in the areas of behaviour and special education support would affect sites. As predicted, these changes have led to even greater delays in assessment and provision of student support to sites, with knock-on effects in classrooms, behaviour support units and administration. Exposure to student violence may also have increased as a result. When the AEU wrote to the Chief Executive about workload concerns under Clause 3.6.9 of the Enterprise Agreement, the reply stated: “The department takes workload concerns very seriously and I understand the matter is being addressed at the local level.” What a cop out! There should not have to be any grief between workers who are practitioners and workers who are their line managers about excessive workloads, lack of control over work, badly managed change and poor or one-way communication (all factors known to increase risk of psychological injury) arising from decisions made ‘higher up’ that they had no say in.
Consultation is a worker’s right under the law. DECD’s WHS policy says that it will “engage and consult with workers…and their representatives…to understand and consider their views when making decisions that impact on their health, safety and wellbeing.” Are senior executive officers kidding themselves that they are really doing this? My guess is that most haven’t given it a second thought.
How could it work? Health and Safety Services told us recently that “workers should use the DECD WHS Issue Resolution Process”, which is on the DECD website. Alarmingly, this doesn’t even mention the role of Health and Safety reps! It is ludicrous inefficiency for sites to waste time resolving system-wide issues but it is the only approach the employer is offering. So we say… “USE IT!” n Jill Cavanough is the AEU’s WHS Focus Organiser
AEU ADVICE: How to ensure health and safety at your site • Make sure you have elected a health & safety rep (HSR) who understands their role is to represent co-workers and who will be brave enough to do so. Should be an AEU member. • Make sure their HSR training is up to date. Go to: www.saunions.org.au • All hazards identified (physical or psychological) should be reported in writing to the site manager and a discussion on how they can be resolved should take place. This is also true of all accident/incident reports. 16
• HSRs can use their powers under the Act to help get attention to issues when site leaders believe that there is not enough information or resources to resolve them. Leaders are workers too (but should not be HSRs).
• If it all gets stuck, the trained HSR – and only the HSR – can issue a Provisional Improvement Notice. This is guaranteed to get attention! It also brings in SafeWork. Call the Hotline 1300 365 255 for advice.
• Document, document, document and share, share, share.
• You can search for ‘Issue Resolution’ and ‘Provisional Improvement Notice’ on the www.safeworkSA.gov.au website.
• If something can’t be resolved at site level, push it UP to one or more ‘officers’ at a higher level e.g. an Education Director or Executive Director. This is protection for site leaders.
• Let the AEU know and get support if you need it. Call the AEU Information Unit on: 8172 6300. n
AUDITION NOTICE
Actors wanted! Look out! The AEU is headed for the 2018 Adelaide Fringe. According to a quite famous playwright, all the world is a stage. It seems this guy was pretty successful, so I’m happy to take his word for it. So, with this handy justification in mind, the AEU is presenting its first ever show in the Adelaide Fringe! We will be performing John Godber’s play ‘Teechers’ (and before you point out the spelling error, it’s intentional). Teechers takes place in a low socioeconomic public school. Three Year 12 students decide the best way to farewell Whitewall High School is performing a play in tribute to their favourite teacher. Salty, Gail and Hobby portray various teachers and students (of course they have changed the names to protect the innocent). Here’s your chance to tread the boards, step into the spotlight, strut your stuff and bring down the house.
Auditions for Teechers will be held on Thursday 16 November (Week 5) between 5:30pm and 7:30pm at the AEU Office, 163 Greenhill Road, Parkside. For audition time slots and requirements contact Ann Clarke ann.clarke@aeusa.asn.au or phone 8172 6300. All three characters are Year 12 students. SALTY (M): Bright and fresh faced. Seems full of bravado, but is actually worried about life after school. GAIL (F): Loud mouthed and bossy, attractive and full of enthusiasm. HOBBY (M or F): Shy. Physically bigger than the other two. Doing the play despite herself.
Negotiation around days and times will happen.
Performances will be held on: Friday 2 March at 7pm and Saturday 3 March at 2pm and 7pm.
Rehearsals will be held on Wednes-
This is an amateur production by arrangement with ORiGiN™ Theatrical, on behalf of Samuel French, Ltd. n
day and Thursday afternoons and the occasional weekend (depending on actor availability). Rehearsals will be required during summer holidays.
Ann Clarke is the AEU’s New Educators Focus Organiser with experience and a keen interest in the performing arts.
TR I B UT E
Respected educator and committed unionist Ammanda Jarrad 1969 – 2017 Teaching, education and her students were Ammanda Jarrad’s life. She was also a dedicated and active AEU member. Ammanda began her career as a classroom teacher in 1995, spending six years in the APY Lands at Fregon, Ernabella and Amata Schools. A difficult gig for any young teacher, Ammanda took it on with passion and enthusiasm, building strong relationships with the communities, ensuring invaluable learning experiences for the students she taught. Mikelle, her long-time friend and colleague, fondly recalls their efforts in advance of a school trip to Adelaide.
“Preparation involved fundraising to ensure students had an opportunity to enjoy new experiences. On Friday nights we were in the school troop carrier driving around the town selling mini pizzas like we were a Dominos delivery car!” Ammanda went on to teach at Murray Bridge and Mannum schools for 16 years and held various leadership positions across the Murraylands. Maths was a passion and became a strong theme throughout her career as a teacher, leader and mentor to colleagues. Mikelle recalls, “Ammanda was building teacher capacity in mathematics and she was sought after beyond our region.” As Assistant Principal at Mannum, Ammanda was an integral part of the community through her work with the preschool, parents and friends and as
the netball statistician! Her lasting impact on the Mannum community was evident during a memorial service, which was well attended by students, staff and families. An active AEU member, Ammanda was a delegate to Branch Council (2010 – 2016) as well as taking on the roles of Sub-branch Secretary and PAC rep. A reliable attendee at Murraylands area meetings, Ammanda always provided valuable insight. Ammanda was a consistent advocate for a fair and reasonable workplace. She could be relied on to organise and support union activities and encourage her colleagues to join in. Ammanda’s life and contribution to public education were celebrated at Millicent on 9 August 2017. n 17
S SO – DI D YOU KNOW?
SPECIAL EDUCATION
We can’t survive just on love! Pay over 52 weeks It’s time again to decide if you want to spread your pay for 2018. SSOs who receive a 16% loading and are either permanent but do not receive recreation leave entitlements or temporary staff whose tenure is for a complete school year, can opt to spread their pay over the year. Existing eligible employees wishing to change how they receive salary payments are required to opt in or out of the scheme for the following year by completing a VL515 form. This must be received by Shared Services SA no later than Week 8 of Term 4 of the previous year. Requests received after this time will not be actioned.
AEU Information Unit | Weekdays | 10:30am – 5pm |
Training and Professional Support Strategy [Week 10 Term 4] Under the strategy, eligible SSOs are able to offset professional learning and development undertaken outside of normal working hours against attendance on site during the final duty week of the school year. Participation is voluntary. Professional development activities are relevant to the individual and may also relate to site, district and DECD priorities and needs. Employees claiming an entitlement will provide their line managers with a signed declaration. Line managers will retain the original signed declaration in the individual’s performance management file. n
% 8172 6300
Wishing all our SSO members a Merry Christmas and a safe and Happy NewYear 18
Lisa Sigalla on the special SSOs in Special Education. When experienced teacher Stefania began work as an SSO at Adelaide East Education Centre, she was inspired by the positive culture and support for her two nieces, who were enrolled at the school. She left the department 16 years prior, feeling undervalued and disrespected after ten years teaching on contract. Now she is back working as an SSO 1 among children with complex needs and loves it! “It’s a demanding job that requires the best of you,’ she says. ‘It’s tough physically and emotionally but you do it because you love it.” What Stefania doesn’t love is that she works alongside SSOs doing the same amazing work as her but paid more. All are providing the same personal care and one-on-one support but in some cases an SSO 2 in the same classroom is earning $8 more an hour. For an SSO 1 working 26 hours that’s $200 per week! Over a 40-week year that equates to $8,000! “The support these students need doesn’t change because the SSO working with them is on different pay”, maintains Stefania. “All our children deserve and receive the highest quality education and care.” Principal Jamie Price is highly supportive of his SSO team. He values their hard work and dedication, stating, “If they are doing the same job they should be getting the same pay.” However, Jamie is worried that the school budget couldn’t afford to pay all SSOs at Level 2 rates. He believes DECD should be looking at an entry SSO Level 2 for special schools and that this must be funded by the department.
1 Principal Jamie Price with Stefania
“If people are doing the same job they should get the same pay.” The majority of SSOs working in special education are women. Most are on contract and paid at SSO 1. They are undervalued and underpaid with flow on effects later in life. Stefania wants a long and fulfilling career but knows she will struggle to work enough years in an emotionally and physically demanding role to accumulate decent superannuation. The AEU has received lots of support from the special education sector to pursue a minimum SSO 2 classification. This will be part of our work as we head towards enterprise bargaining. n Lisa Sigalla is the AEU’s SSO focus Organiser.
If you work with SSOs who are not yet members of our union, let them know the AEU values and respects our SSOs and will fight for their recognition.
Join the AEU today!
RU NMNEIN’S WO NG HFOCU E AD S
Persistence is useful 2017 AEU Federal Women’s Conference a huge success! We always take a strong delegation (pictured above) to this conference to ensure SA contributes to the national agenda and conversation on women’s issues. The focus this year was women who have persisted in the face of discrimination, inequality, harassment or bullying to achieve their goals. Discrimination and inequality in the workplace holds back far too many women and girls. There has been tremendous progress in women’s rights in Australia, particularly in education, but there is still a long way to go. Gender based discrimination, unfortunately, continues to be a reality for many women living, studying and working in Australia. The AEU must be proactive in ensuring progress in this area does not stop. n
Equal pay
8: tchampion@aeusa.asn.au really that important. What disturbed me, was the wave of negative comments on social media about Lisa Wilkinson being money hungry and not deserving as much as Karl because he is better. The gender pay gap is sadly alive and well in Australia. NSW Premier Gladys Berejiklian likens 9’s actions to her being paid less than previous Premiers simply because she’s a woman. Lisa and Karl both presented an equal time slot of morning news and entertainment. Some love Karl and his childish antics and some loved Lisa’s mature and calm approach. Neither was better than the other and neither deserved to be paid more or less than the other. In education many think we have solved the problem because no matter what incremental step you are on as a teacher, an SSO or a leader you are paid the same regardless of your gender. On the surface it seems that DECD and TAFE have got it right: equal pay for equal work! What the data shows, however, is that women in both sectors are over represented in lower paying and precarious roles. Women make up almost 75% of the DECD workforce but only 49% of leadership positions, mostly at lower levels. 80% of those working as SSOs are women and 98% of ECWs are women. Women are filling the majority of lower paid and precarious positions. Unfortunately, women are still retiring in poverty with little or no superannuation after years of low paid, contract and part-time work or lengthy periods out of the workforce parenting or caring. In his Tedx Talk, ‘Why Gender Equality Is Good for Everyone — Men included’, Michael Kimmel explains that gender equality is a win-win for everyone. n No one need fear it!
Foster care leave no longer a dream! With a huge shortage of foster carers in SA, it is little wonder authorities are turning to those who work in education. Educators are a natural choice for foster care as they have undergone First Aid and Responding to Abuse and Neglect training and have the necessary police clearances. Many of our members are gladly giving children a safe haven, even for a brief time. DECD has made provisions for employees to access special leave under the Compassionate Leave for Foster Care Responsibilities clause. They also make note in the special leave policy under Compassionate Leave/Foster Care Leave, that an employee may be granted leave to provide care for the child once fostered. The AEU has secured paid leave similar to paid maternity and adoption leave (16 or 20 weeks) for an employee who is granted a court ordered enduring duty of care for a foster child. This is usually full care of the child until they turn 18. If you or someone you know is thinking of fostering a child it is important you understand your leave entitlements. Call the AEU on: 8172 6300 for advice. n Tish Champion, AEU Women’s Officer
Lisa Wilkinson leaves Channel 9 over pay dispute There are many conflicting reports about the exact figures in dispute but no denial from either Wilkinson or 9 that it was indeed a pay dispute. There were suggestions that Karl Stefanovic earns more because he does more shows, although one article suggested he is paid separately for his other work and the $2 million he gets is just for the Today Show. The details of the situation are not 19
ST E P 9
TAF E
Take Step 9 It is important to remind teachers and leaders involved in the Step 9 review process that the only requirements are those found in the 2016 Enterprise Agreement (p.77). Many sites have developed their own procedures for performance development using a range of processes and the AITSL standards. This is fine provided these have been developed in consultation with staff. These locally-developed processes do, however, fall outside the scope of what is required to apply for Step 9 and the subsequent annual review process. In case of dispute, further details can be found at the DECD website on the FAQ sheet produced by the Performance Development Unit. For example:
Q A
I am a teacher currently using a Step 9 annual review process. Do I still need to complete another PDP? The Step 9 annual review process, which includes the use of Step 9 annual review document and ongoing professional performance conversations with a principal (delegate) or site leader, should allow an employee to fully engage with the performance and development cycle and policy principles. Step 9 was only ever intended to be a soft barrier. It was never intended for there to be so many hoops to jump through. All members on Step 8 should apply to progress as soon as possible. You deserve the next salary increment.
TAKE BACK YOUR RIGHTS AND GET THE RESPECT YOU DESERVE.
TAFE: TOO GOOD TO LOSE
in SA!
1 A delegation of AEU members in support of 70% guaranteed funding at the recent ALP state convention.
Stop the cuts! Paul Petit says more needs to be done to defend TAFE in SA
T
he campaign to stop the cuts and rebuild TAFE in South Australia has ramped up over the past month.
As TAFE campaigners rallied outside the ALP state convention on October 14, those inside voted that a future Labor Government guarantee at least 70% of VET funding go to the public system. This is a big step forward in defending TAFE SA but more is needed, including a guarantee of enough funding to ensure quality. Students need to be able to access high quality VET from TAFE for the skills and jobs of the future.
“After years of disastrous policy failures, the future of TAFE depends on the action we all take now.” More than 700 jobs have been lost in TAFE with campuses and programs being closed – Tea Tree Gully being the most recent with its future in question. We have enhanced the TAFE – Too Good to Lose in SA Facebook page and built a web page (see link below), petition and Twitter accounts. A YouTube video is in production. We encourage all continued over page 3
5 Adelaide City Campus of TAFE on October 16. AEU members in the AMEP and SEE programs.
If procedures are not being followed correctly, call the AEU Information Unit for assistance (contact below). n By Jackie Bone-George AEU Organiser
AEU Information Unit
Monday to Friday, 10:30am – 5:00pm
)8172 6300 20
8: www.tafetoogoodtolosesa.wixsite.com/mysite
VICE PR E S I DE NT ’S R E PO RT
wellbeing – just another buzzword? AEU Vice President Dash Taylor Johnson writes about the next big thing, or is it?
1Independent MP for Florey, Francis Bedford joined TAFE Too Good Too Lose campaigners. AEU members and supporters to follow the campaign on social media and share material online. Many MPs have signed up to ‘Support guaranteed funding for TAFE.’ The AEU and our supporters will approach all those who haven’t to call on them to commit to adequate funding of TAFE. We may well be facing a Liberal government next year and Nick Xenophon will play a role. This coming state election is crucial to the future of TAFE. We will need support in the coming months with letterboxing, letter writing and visiting candidates. We trust we can bank on your support. After years of disastrous policy failures, the future of TAFE depends on the action we all take now. n Paul Petit is the AEU’s Acting TAFE Organiser
wellbeing – noun. A good or satisfactory condition of existence; a state characterised by health, happiness, and prosperity; welfare. With its first usage recorded four centuries ago, it is hard to escape this seemingly innocuous term. Perhaps it is the increasing awareness of psychological health, perhaps it is a response to challenges to our resilience or a throwback to the peace and love of the 60s. However you view it, wellbeing has its fingers in many pies. Our State Government’s State of Wellbeing Plan vision statement has generated DECD’s Wellbeing for Learning and Life framework to support educators and allied health professionals. It is important to work with other professions to optimise outcomes as long as it is not at the expense of education positions. There is a worrying trend to ‘outsourcing’ services away from educators that we must challenge at every step. Rebadged Student Wellbeing Leaders aka School Counsellors are a case in point. Initially many counsellors were concerned their role was to be replaced by social workers. Fortunately, following AEU intervention, the relevant Education Director confirmed there ‘is no change to the role, qualification requirements, allocation model or conditions of school-based counsellors.’ Registration as a teacher continues to be a requirement for these positions. At a system level we have the Employee Psychological and Wellness team working with the AEU on the Anangu Lands Wellbeing Action Plan. This aims to enhance wellbeing of staff working in far north-west SA. The next step is to establish just how much has gone from concept to reality. An AEU
investigation will occur this term. The Wellbeing and Engagement Collection survey gathers information from Year 4 to 9 students on nonacademic factors relevant to learning and participation. A response to this is the recent announcement of $1.8m for initiatives to support disengaged students. A new $2.85m Employee Wellbeing Program has recently been announced by the State Government... so, how healthy are we?
TAFE is under siege! But we choose not to duck for cover. We are standing up for what should be the showcase for adult education, building vocational expertise our industries are crying out for. The need to guarantee 70% of funding indexed at the pre-Skills for All rate is critical if our government is serious about investing in SA’s future. Rallies have been held and postal drops made but there is more to do. Ask your organiser what you can do to support our colleagues in TAFE. For more information on how to get involved follow the link below.5 Interesting times
For our union, the next 12 months are crucial. Enterprise bargaining and state and federal elections mean much is at stake. We must stand together and ensure our system and government are accountable and recognise the essential role educators play.
“On February 10, delegates from every sub-branch will come together to launch our 2018 campaign. Will you be there?”See pages 12–13. Buzzword or not, wellbeing is important and within our reach. Grab it! n
TOGETHER WE ARE STRONG.
8: www.tafetoogoodtolosesa.wixsite.com/mysite 21
COU NCI L DAT E S FO R 2017
CO MM E NT
Branch Council Meeting
The SA statement on public education – is it driving change in DECD?
Saturday, November 11
TAFE Divisional Council Meeting Friday, November 10
Michael Williss explains... NEW EDUCATORS INFO Join us and have your voice on FACEBOOK for info, updates, tips and tidbits!
www.facebook.com/ groups/NEN.AEU.SA
Seeking promotion? Aspiring Principals, DPs, Senior Leaders, Coordinators
$135
ONLINE PACKAGE
FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s 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:
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
AEU Information Unit
Monday to Friday, 10:30am – 5:00pm
)8172 6300 22
T
he Public Education Advisory Committee’s (PEAC) statement on public education, unanimously adopted by the AEU’s August Branch Council meeting, is in danger of being buried by senior bureaucrats. PEAC is not a departmental initiative. It was proposed by people genuinely concerned with the advocacy of public education. Former AEU President David Smith and eminent academic Alan Reid were among the first to see the need for such a body. PEAC was established as an independent advisory body under the Minister for Education. A substantial subtext to its creation was a widely-recognised need to change the culture of the department’s leaders: self-serving corporatism and managerialism that have created a yawning gap between the departmental bureaucracy and its schools. That culture includes a visible lack of confidence in public education by those meant to set its directions and implement its goals and ideals. What are the ‘indicators’? Quite obviously, the fact that so many department leaders have their children in private schools is a concern. If they don’t have confidence in the system they manage, how can they inspire it in their colleagues and the wider public? To be fair, this is a question for some of our own members as well. Our members, however, are career educators. They are professional educators, well-versed in how students learn and in how schools run. Increasingly, senior bureaucrats are careerists from other sections of the public service, from private industry, or from other education systems where they have been career bureaucrats. Fewer and fewer school leaders are winning senior positions in the department. Therefore, it was the intention of PEAC to develop, through a statement
“Increasingly, senior DECD officers lack educational experience or expertise.” of the purposes and characteristics of public education, a charter against which senior bureaucrats could be held to account. When a departmental visitor to PEAC indicated that Alan Reid would not have as much time as thought to present the PEAC paper to a meeting of school leaders convened by DECD, he justified this by questioning the place of the PEAC statement in ‘the hierarchy of documents.’ The paper, then in draft form, was subsequently released with an introduction under the signature of the Minister, the DECD Chief Executive and Reid in which it is stated, “At the Corporate Office level it will inform planning documents such as strategic plans.” That certainly clarified its place in the hierarchy of documents! But how is it being used within the department? A lot of work has gone into two television ads which will promote the values of public education, but can anyone point to a JnP for senior positions, including Partnership Directors, in which knowledge of, commitment to and implementation of the PEAC document is a requirement? Can anyone easily point to the document on the DECD website? The TV ads are a good initiative but they may become a case of having the PEAC statement buried in plain sight unless they are accompanied by genuine moves within DECD Corporate Office to align its cultures and values with those of the statement. n Michael Williss is the AEU’s representative on the Public Education Advisory Committee.
NOTICE BOARD
Members’ Market KINGSTON NEAR ROBE: 2-storey on 22 kms of stunning beach stretching down to wineries. Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min. 4-nights. T: 0402 922 445 (Judy)
SEAGRASS VILLAS AT NORMANVILLE: Situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach. Spa in courtyard garden for the perfect getaway, come and treat yourself. Villa 1 is dog friendly – allowed inside. 5% discount for AEU members. T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com
GOOLWA HOLIDAY HOUSE 15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $120 for up to 4 people, $30 per head after that. Up to 9
guests. T: 0403 841 031 E: leonday@adam.com.au
VICTOR HARBOR GETAWAYS: 2 fully self-contained homes. Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au
TEACHING RESOURCES: Retired teacher giving away Literacy & Maths stencil books. Suit Years 3–4 Ring Pauline T: 0400 083 069 E: pnicholson52@hotmail.com
ANCHORAGE BEACH HOUSE NORMANVILLE: Renovated 4 BR, 2 bath holiday home off Jetty Rd. Sleeps 10-12. 5% discount for AEU members. ID; s59 (Marjory St). T: 8558 2900
VICTOR HARBOR HOLIDAY HOUSE: 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
SAIT Conveyancers
We offer AEU members: Free advice on real estate queries. Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • All facets of conveyancing work. If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.
Contact us on:
Anne Walker
(: (08) 8410 6788
Simon Willcox
8410 6799 Email: admin@saitconveyancers.com.au SAIT Conveyancers
Fax: (08)
located at Credit Union SA
Ground Floor, 400 King William St. Adelaide SA 5000
Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location. T: 0400 303 300 (Ian) E: ir211057@internode.on.net
TRANSITION COACHING
Overwhelmed? Frustrated? Ready for change? Contact me to arrange no obligation strategy session for clarity and support with career and lifestyle transitions. Maureen Cochram - Professional Coach, Lifestyle Strategist Accredited Retirement Coach M: 0401 123 095 E: mcochram@bigpond.com
SECOND VALLEY HOLIDAY HOUSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com
TEACHING RESOURCES Retired teacher wishes to sell early childhood materials to beginning teachers. Books, literacy, maths games and music materials all in good condition. Contact Betty on: P: 7329 4272 M: 0413 125 399
TEACHING RESOURCES To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested? T: 0418 834 174 (Jane)
MARRIAGE CELEBRANT in the Limestone Coast Committed, Caring, Friendly! Emma Wainwright M: 0433 514 490
HOUSE SITTING: I’m a teacher and AEU member working remotely in the NT with my family of 4. We’ll be in Adelaide from Dec. 18 to Jan. 6 to visit family. Seeking teacher (AEU member) looking for a reliable house sitter. Happy to look after house, garden, pets etc. Have own car. Adelaide metro area (near Glengowrie preferable). Shane Ogg E: casha4@bigpond.net.au
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? 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!
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To start taking advantage of these benefits call 8202 7657 or visit creditunionsa.com.au/ecbb Education Community Banking Benefits are available to any employee of the South Australian education community and their partner. This offer is limited and is subject to change at any time. This is general advice only. Before acquiring any financial product you should consider whether or not it is suitable for you. Lending criteria, fees and conditions apply and are available upon request. Credit Union SA Ltd ABN 36 087 651 232, AFSL/Australian Credit Licence 241066, 400 King William Street, Adelaide SA 5000. 170901