E ar l y
Vol. 5 No. 3
In this edition
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Political delegations approach State MPs Collective Bargaining updates
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ACSEA update
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Emerald C&K Meeting & QIEU Award: Jenny Finlay
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Kindy Snapshot: C&K Beaconsfield Funding students with special or additional needs Member Profile
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November 2010
The newsletter for the Early Childhood Education sector
Members approach State MPs in political delegations Members working in community kindergartens have met with State Members of Parliament (MPs) to express serious concerns about the future viability of community kindergartens in Queensland.
Front row: Mirani State MP Ted Malone and Director of Sarina Community Kindergarten, Dale Wood. Backrow: Maree Sluggett and Melanie Hamblin from Sarina Community Kindergarten.
In October, members from Townsville, Sarina, Toowoomba and the Gold Coast approached local MPs to raise concerns about kindergarten resources, policy and funding inadequacies. Deborah Saylor from Headstart Community Kindergarten (Townsville) and Leanne McGregor from Western Suburbs Kindergarten Preschool (Aitkenvale) spoke to their local member Lindy Nelson-Carr about the detrimental pressure the current government funding and policy arrangements poses on community kindergartens. As a member of the Queensland Government’s Education Committee, Ms Nelson-Carr signed a politician’s pledge and committed to raising our sector’s concerns on the state Education Committee. In Sarina, Sarina Community Kindergarten members Dale Wood, Maree Sluggett and kindergarten President Melanie Hamblin met recently with Mirani State MP Ted Malone to discuss kindergarten funding and approved sites for kindergarten expansion in Sarina. Mr Malone committed to signing a politican’s pledge to advocate further for community kindergartens, particularly in Sarina, by entering into discussions with the Office for Early Childhood Education and Care. Other political delegations were arranged with Toowoomba North State MP Kerry Shine and Broadwater State MP Peta-Kaye Croft who both expressed advocacy for the future viability of community kindergartens in their electorates. Key messages delivered to State MPs by members included: •
Funding arrangements are not adequate to meeting the cost of providing for the educational needs of children if kindergartens are also to meet the National Partnership Agreements objective to “meet the needs of parents”;
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Making the 15 hours per week mandatory will put financial pressure on community kindergartens;
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A provision for appropriate remuneration of staff working outside their normal hours of duty must be developed;
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Central Governing Bodies (CGBs) may have the capacity to strip real control of decision making from the parental committees to the detriment of catering to the individual needs of particular communities; and
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The process used for selecting the new kindergartens is flawed as it uses outdated 2006 SLA Australian Bureau of Statistics data.
As union members we are working together to seek funding arrangements that are adequate to meeting the cost of providing for the educational needs of children. Our advocacy and communication with State MPs is vital to ensure changes to the government’s policies and procedures are sought to guarantee the future of early childhood education in community kindergartens. To arrange a political delegation to visit your local MP, please contact your union organiser on Freecall 1800 177 937 or email enquiries@qieu.asn.au
C&K Collective Bargaining Update
Lutheran Collective Bargaining Update
Agreement in principle has been reached to vary the Early Childhood Enterprise Agreement which provides wages and conditions for employees working in C&K branch kindergartens.
Negotiations have taken place for new enterprise agreements covering employees in ‘Lutheran’ kindergartens. Agreement in principle has been reached regarding some major issues. But significantly (and surprisingly), QLECS has unilaterally determined that it will not participate in any further negotiations until term two of 2011.
Members and employees agreed to an averaging concept, where increased ‘contact time’ on certain days is offset by blocks of ‘non-contact’ time where relief staff are employed to allow teachers and directors to access time for administration and programming duties. Professional development (accredited by QCT) will not only be provided on one pupil free day. The remaining three pupil free days can now be used, at the teacher/director’s discretion, for administration and programming. In light of the changed nature of these days, they can not be taken into account as part of the averaging arrangement. Our union has commended C&K for their commitment to a 4% wage increase for kindergarten employees from 1 July 2011.
QLECS has now committed to providing employees with a 4% wage increase from 1 May 2011. This concession would not have been achieved without the advocacy of our union and the perception by the employer that employees strongly supported our position. QLECS has now accepted that four ‘non-contact’ pupil free days per annum will be provided to both teachers and assistants. A number of issues remain unresolved and will be addressed in the continuation of negotiations in term two of 2011.
early words early words early words early words early words early words early w ACSEA wants teachers to work additional hours without additional recompense or reward The Australia Community Services Employers Association (ACSEA) appears to be recommending to its members that employees receive no additional remuneration or recompense for teaching hours worked in excess of the prescribed 27.5 contact hours. The Queensland Early Childhood Education Certified Agreement 2009 (which covers kindergartens represented by ACSEA) contains the following at clause 4.3.1: “The ordinary hours of duties for a teacher shall not exceed 37.5 hours per week of which not more than 27.5 hours shall relate to the teaching of an educational programme.” The ACSEA has refused to deny that it seeks additional teaching hours from employees without any additional payment. Prior to the September vacation period, an email exchange took place between your union and the ACSEA regarding the entitlements of employees in kindergartens where 30 hours of educational programme will be delivered in 2011. Despite repeated requests for ACSEA to state that it did not seek additional teaching hours without additional recompense or reward, ACSEA has refused to do so.
Members should note that the requirement for 30 hours (two sets of 15 hours) of educational programme is not mandatory in 2011. A kindergarten can choose to offer 13.75 hours per week in 2011 and still receive their funding from the Queensland government. Members and kindergartens have contacted our union seeking advice in relation to the industrial conditions which will apply in the event that an agreement is not concluded by the end of 2010. The legal situation is clear; your existing agreement (including its prescription regarding contact and non-contact time) will continue to apply. Specifically, the provisions of the Federal Modern Award will not apply, even where the Agreement has passed its nominal expiry date. Where a kindergarten has determined that 30 hours (two sets of 15 hours) of educational programme will be provided in 2011 there is an absolute imperative that a new collective Agreement be negotiated which will allow these additional hours. For more information on the early childhood sector and to read our latest Chapter Briefing, go to www.qieu.asn.au/ece
Emerald C&K members discuss ECE issues Early Childhood Education (ECE) members from C&K kindergartens in the Emerald region attended the C&K Emerald Area Meeting in October to discuss prominent issues affecting the future viability of their kindergartens. Members from Borilla Preschool and Community Kindergarten and Emerald Preschool and Community Kindergarten met with IEUA-QNT Organiser Richard Pascoe to discuss prominent ECE issues including changes to funding; teaching children with special or additional needs; and teacher professional development requirements as outlined by the Queensland College of Teachers (QCT). With over 20 years experience in ECE, Jenny Finlay from Borilla Preschool and Community Kindergarten expressed concerns about how increases to teacher non-contact time would attract new teaching professionals to the sector. “The increases from 27.5 hours per week to 30 hours per week as per the Universal Access program worries me greatly, as we have enough difficulty attracting teachers to our sector under our current contact time requirements,” Jenny said. Jenny also raised concerns about the capacity to deliver a quality learning program for children with special of additional needs under the Kindergarten Funding Scheme. “There are so many children identified with special needs. Given that a kindergarten must supplement funding for inclusion assistants (to support and accommodate children with special needs) I am not sure how our kindergarten can absorb these additional costs in 2011. “With so many changes in our sector it is important that we be kept up-to-date via our union.” Jenny was awarded the 2010 Elizabeth McCall Award for Outstanding Contribution as a Union Activist at the QIEU October Annual General Meeting on 29 October 2010. For more on Jenny and the QIEU awards, go to www.qieu.asn.au/qieuawards
Your union membership can keep community kindergartens viable Significant policy changes being imposed on the Early Childhood Education (ECE) sector by federal and state governments threaten the future viability of community kindergartens in Queensland. As union members, we play an important role in acting collectively to support the quality education delivered in community kindergartens and as advocates for quality industrial provisions for employees in the ECE sector. It is clear that early chlidhood employees cannot rely on the ‘goodwill’ of employers and government agendas to improve their working conditions and maintain viable community kindergartens in the state. The ongoing member concerns regarding the 15 hours of access notwithstanding existing industrial provisions on hours of work for teachers and the impact of the state government decision to introduce per capita funding impacts significantly on the ability for teachers and assistants to deliver a quality educational program inclusive of all children’s needs. The proposed level of funding by the Queensland government as part of the Kindergarten Funding Scheme (KFS) and the demands of extra labour costs on some kindergartens are a matter of real concern. Your union membership is vital in achieving the best outcomes for the future of community kindergartens in our state.
ABOVE: Kay Harling and Julie Kavanagh from Emerald Preschool and Community Kindergarten with Jenny Finlay and Averal Woodham from Borilla Preschool and Community Kindergarten at the C&K Meeting - Emerald
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ABOVE: Jenny Finlay wins the 2010 Elizabeth McCall Award for Outstanding Union Activist
Take the time to talk to teachers and assistants in your kindergartens about the issues impacting on them and the sector and encourage them to join you and your colleagues in building a strong and united voice for all early childhood education professionals.
words early words early words early words early words early words early words ear New Beaconsfield kindy blooms with graduate teacher director Being a full time teacher and director of a kindergarten is an important and time-consuming commitment. For graduate teacher and director of the newly opened C&K Beaconsfield Kindergarten, Jenny Porter, her chance at this job is a result of working hard to achieve her dream. On the first day she began her Year 10 work experience at a preschool in Mackay, Jenny Porter set her heart on becoming a teacher in the early childhood education sector. In 2010, six months after completing her teaching degree at university, Jenny was offered the teacher director position at the new C&K Beaconsfield Kindergarten. “There is a huge need for kindergarten places in Mackay and the opening of the C&K Beaconsfield Kindergarten has been a huge success,” Jenny said. “Many of our families were so delighted to be offered a kindergarten place for their child and we had full enrolments within a couple of weeks of opening earlier this year.” Being a graduate teacher, Jenny has drawn largely on her support base and previous work experience to help her adjust to the demands of full time teaching.
Jenny says networking with other teachers and assistants in the Mackay area has been vital in maintaining a strong support network during her first year. “I am lucky to have a professional network of teachers from other kindergartens in the Mackay district and it is great to be able to call on them to ask any questions or for their support,” she said. One of Jenny’s priorities as a graduate teacher running her own kindergarten was to make sure she joined as a member of IEUA-QNT. “It has been great to have Wendy Hutchinson (IEUA-QNT Organiser) come and visit at the centre and offer her support in any way she can.” Watching her children grow each day as they learn new things has been one of Jenny’s most rewarding teaching experiences. “Everyday when a child walks in and gives you a big hug confirms how important you are to this little person and what a special role you have.”
“Completing my final prac at Stepping Stones Community Kindy in Townsville was a fantastic experience; it made me realise that this is what I want to do with my teaching career. Barb Skinner, the director up there, has so much experience and knowledge which she openly shared with me and helped me to gain a full understanding of the roles and responsibilities of a kindergarten teacher director.
LEFT: Jenny Porter and Karen Sydenham from C&K Beaconsfield Kindergarten, north of Mackay.
“I would not be where I am now if I didn’t have Barb... I still ring her on a weekly basis to ask for advice or feedback,” she said.
Funding children with special or additional needs Kindergarten teachers and assistants who work with children with special or additional needs play an important role in supporting them to be included in everyday education experiences. However, without adequate resources and funding, the ability for educators to deliver an inclusive education is reduced.
LEFT: Teacher Karen Reid from Chiselhurst Community Kindergarten, Toowoomba.
Identifying children with special or additional needs is a difficult and sensitive task for kindergarten teachers and assistants. Many children who are enrolled in a kindergarten program come into their classes without being assessed for special or additional needs and often it is the kindergarten teacher who needs to contact the child’s family to identify and discuss their concerns. Karen Reid from Chiselhurst Community Kindergarten, Toowoomba, has worked in the sector for the past 16 years and knows first hand how early identification of children with special needs is appropriate to ensure kindergartens can secure government funding to adequately fund resources for the child. “Identifying special needs is not a simple black and white process,” Karen said. “There are so many shades of grey and the lines can be blurred on what is age-appropriate for a child of three years.” Karen says that having access to resources and funding is the key to ensuring children with special or additional needs have the best chance of equity of access to a kindergarten program.
Any kindergarten wishing to secure NSO funding for special needs children in 2011 will need to submit an application by close of business on 11 February 2011 to be eligible to receive funding. Unfortunately, children with special or additional needs who enrol in a kindergarten program half way through the kindergarten year are likely to receive inadequate teacher aide support services, Karen admits. “There needs to be a quarterly intake of pro-rata funding applications which could alleviate this problem and ensure that money goes where it is needed most for the child at the time,” Karen said. For information on teaching children with special or additional needs, go to www.qieu.asn.au/specialneeds
Ipswich kindergarten receives funding for extra assistant
“Our greatest challenge is meeting funding application dates - the cut-off for Non-Schools Organisation (NSO) funding is usually in the first few weeks of the first term, so we ask parents to advise us if their child may have additional needs in the year prior to enrolment,” Karen said.
Silkstone Baptist Community Kindergarten in Ipswich has received $2,000 in funding from Ipswich Council under its community grants program.
NSO funding is available to help improve the educational opportunities, learning outcomes and personal development of children with a disability.
The funding will be used to subsidise an additional assistant to help a special needs child.
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M ember S napshot
When did you join the IEUA-QNT and what motivated you to join?
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I first became a member of a union when I started employment at the Townsville City Council years ago. I have always been aware of the benefits of having a union body that is in tune with members’ rights and has our best interests in hand.
“I have always been aware of the benefits of having a union body that is in tune with members’ rights.” Is there a particular type of professional development you would like to undertake in the future?
Kelly Todd
Proserpine Public Kindergarten
elly Todd has worked in the early childhood sector since 2000. After completing her teaching degree while managing five years of external study and full time work, she began working as a graduate teacher in the sector this year. Kelly, how long have you worked in early childhood education and what did you do before working in this sector? I began in childcare in 2000 when my daughter’s childcare centre offered me a position in the babies room. I started studying, obtaining my Certificate 3 and going on to complete my Diploma. Before this I worked in administration as a secretary at various councils in North Queensland. Why did you become involved in the early childhood education sector? It was more of a financial decision for me. I needed a job purely for financial reasons due to family commitments and it was extremely lucky that I had been offered a job that I found I enjoyed. Prior to this job offer I would have never thought that I would work with children, especially young children! What are the most challenging parts of your job?
I am currently the building co-ordinator for our kindergarten and we are in the process of trying to build a new two room building due to demanding waiting lists. However, the lack of government funding and the restrictions put on this funding is extremely disappointing. We are constantly fundraising and have the support of our local community and additional government funding would help us over the line. It is increasingly frustrating to turn away many families requiring kindy places each year. However, a positive point is the continued support of our local community which is certainly a high point of my job. What issues are of most concern to you as a graduate in the early childhood sector and what would you like to learn more about? An issue that I am concerned about is the increase in early childhood educators’ hours and the remuneration as well as funding with the proposed 15 hours of kindergarten for each child. It is basically whether to make a decision to stay in the kindergarten sector or to try and gain a job in a state school in order to move away from the uncertainty.
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I am still coming to terms with no more university study after five years! However I realise that as a teacher it is in my best interests to maintain professional development and a particular interest of mine is Information Technology. Why do you feel it is important for early childhood educators to be a member of a union? Due to increasing demands being put on early childhood educators by the different parts of the sector it is extremely important to have an advocate that can speak out in our best interests. Do you have any advice for people currently studying to become early childhood educators? Ask questions of other early childhood educators, as I found them to be the best source of information when I needed assistance with my studies. Surround yourself with people who are fully supportive of your decision to study and always remember to keep the end result in your sights. And remember it is possible.
JOIN YOUR UNION TODAY Help build strength in order to enhance the working rights and conditions of all Early Childhood Teachers and Assistants in early childhood education. To join IEUA-QNT, download a membership form from www.qieu.asn.au or call our membership department on FREECALL1800 177 938.
ISSN 1446-8972 early words was prepared by John Spriggs and Lauren Bremner Editor: Mr Terry Burke, Branch Secretary IEUA-QNT PO BOX 418, FORTITUDE VALLEY QLD 4006 PH: (07) 3839 7020 FX: (07) 3839 7021 Email: enquiries@qieu.asn.au Website: www.qieu.asn.au ABN: 74 662 601 045