Vol. 4 No. 2
In this edition
Grad News
July 2011
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Your school chapter and why it’s important to have a collective voice
How you can get involved in your school chapter
Our year so far - two graduates tell their story
Member Snapshot
The newsletter for graduates
Your Chapter: The Collective Voice at the School Level As a graduate member, you would have had the opportunity to attend a Chapter meeting run by your IEUA-QNT Chapter Executive.
This encouraged a belief that union officials were the union, not the members, and that their union was a bit like an insurance company, where fees are paid and services
The union Chapter consisting of members of our union at each school, kindergarten and college are vital in the action and decision making process at a grassroots level.
Together, through collective action, Chapters form the building blocks of our union.
The truth is that our members are our union and our power as a union is no more than the total energy and support of our members.
The concept of the union Chapter grew out of a rethink of the role of members at the school level when enterprise bargaining was introduced.
delivered. The truth is that our members are our union and our power as a union is no more than the total energy and support of our members.
Together, through collective action, Chapters form the building blocks of our union.
Instead of union leaders trying to solve members’ problems for them, our union encourages employees in nongovernment schools and their union organisers and leaders to work together to solve problems in the workplace – the School Chapter is the key.
The stronger your Chapter in terms of numbers and activism, the more powerful a role it can play in negotiating during disputes or in solving issues at a workplace level.
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The move to enterprise bargaining, with its emphasis on consultation at an enterprise or workplace level, meant that members in schools needed to become much more involved in the negotiating process. The Union Chapter with an effective Chapter Executive was an ideal way of enabling members to take an active role in negotiations and disputes at an enterprise level. The value of having a body of members at the school, on the spot, ready to step in on behalf of a member or members to negotiate a matter through to conclusion has been demonstrated time after time. The key feature of effective collective bargaining, particularly in the Catholic sector, was the negotiating role played by school chapters and their willingness to campaign for better wages and conditions, at a school and sector level – even taking industrial action. With school chapters being empowered to solve many of the problems at a school level, the role of your union organiser is also very important. In the past there may have been an expectation that the union organiser was there to come in and ‘fix’ the problems of individual members in schools.
We also encourage graduates to become involved in their school Chapter. If there is a vacant position on your school Chapter Executive this could be your opportunity to be a more active member and to make a difference in negotiations at your school. Our union also offers many training sessions that you are more than welcome to attend. Please see the box below for further details.
IEUA-QNT Industrial Relations in the Workplace Training Chapters play such a crucial role and this means as a union it must ensure members acquire the skills they need to negotiate and campaign effectively. In order to give Chapter Representatives and other members of the Chapter Executive the training they need to take on this expanded role, the IEUA-QNT offers a comprehensive training program. The course run by your union Industrial Relations in the Workplace, focuses on the nature of contemporary industrial issues and provides a practical guide to resolving workplace issues. To find out when the next training session is please speak with your organiser or go to www.qieu.asn.au/meetingsandtraining
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Your Union Chapter - How you can be involved? The Chapter Executive is the group that coordinates the activities of members in the school and provides leadership in building a collective response to workplace issues. They also provide a vital link between members in schools, your organisers and your union office. Being a member of your Chapter Executive is not always easy but it can be a rewarding and satisfying experience. To help Chapters operate more effectively and ensure the workload is shared, your union Council has proposed a number of new roles for members of the Executive. If there is a spare position on your school Chapter, this could be your chance to get more actively involved with your union.
Chapter Representative The Chapter Representative has the responsibility of coordinating the activities of the Chapter. Duties include: • Acting as the point of contact for IEUA-QNT and the Organiser • Distributing information to other Chapter members. This includes passing information to the Chapter Network Coordinator for distribution to the identified networks (see below); • Issuing notices of Chapter meetings and chairing such meetings; • Handling minor queries from members; and • Involvement in low level dispute resolution meetings with the member and employer consistent with the relevant Grievance Procedure.
Chapter Membership Coordinators The Chapter Membership Coordinator will assist the Chapter Representative and has the responsibility of coordinating the recruitment of new members to IEUA-QNT. Duties include: • The provision of Membership Application forms to new members; • Providing a list of new teachers and graduates entering the school to be forwarded to the IEUA-QNT; • Coordinating with the union organiser to initiate campaigns to recruit new members; and • The display and provision of material regarding membership benefits.
Chapter Network Coordinator/s The Chapter Network Coordinator/s will assist the Chapter Representative and have the responsibility of distributing information and coordinating communication networks amongst staff, with a special responsibility to school officers and services staff. This is a fundamental role given the relative number of teachers, school officers and services staff in a school. Duties include: • Distributing information and coordinating communication networks among school officers, services staff and teachers; • Acting as a point of contact for school officers and services staff, and liaising with the Chapter Representative as appropriate; and • Distributing information and coordinating communication within other staff networks, which may include various staff rooms or staff groupings where relevant. Consideration should be given to the number and location of staff rooms and the various groupings.
More about your Union Chapter •
All members, not only the Chapter Membership Coordinator, carry the responsibility of recruiting new members to the IEUA-QNT
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In smaller schools it is likely that these Chapter roles will need to be combined. Chapters will need to make their own decision regarding the combination of these roles.
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In larger schools it is likely that a number of Chapter Network Coordinators will be established.
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The Chapter may determine not to fill all positions given the particular context of the school.
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The Chapter will need to determine which of the designated positions have the responsibility for the taking of minutes of Chapter meetings and the distribution of minutes to members and the IEUA-QNT (if appropriate). A further person may be appointed to fulfil this role.
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Where a School Officer or Services Staff Chapter has been established, these positions should be established with relevant changes as appropriate to the school situation.
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Your union offers a range of training courses to assist members of the Chapter Executive in the performance of their various roles.
Chapter Enterprise Bargaining Coordinator The position of Chapter Enterprise Bargaining Coordinator will assist the Chapter Representative and has the responsibility of coordinating member activity regarding enterprise bargaining and the implementation of the certified agreement. The Chapter Enterprise Bargaining Coordinator may also be identified as the IEUAQNT Chapter Representative on the School Consultative Committee (if a School Consultative Committee exists). Duties include: • Consultation with the Chapter members to identify issues and concerns, representing the issues and concerns to the Principal, employing authority, the IEUA-QNT or the Single Bargaining Unit as appropriate, representing the issues of the Chapter members in the School Consultative Committee.
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IEUA-QNT Members of the Chapter at St Rita’s College Clayfield. Members Phil Barry and Monya Du Plessis (right) became Chapter Executives in their graduate year.
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OUR GRADUATE YEAR - Ashlea Schinkel and Emma Lucas - Aquinas College
“T
here are a couple of factors involved in my decision to become a teacher. My parents are both teachers so that definitely had something to do with it.
Other factors involved my personal experiences at school. I had a really good high school and primary school experiences that included great teachers. This motivated me to become a teacher. The other factor that appealed to me was having a job that was different every day; new activities, new students and new experiences. This is what I wanted out of a job. I did my Bachelor’s degree in high school P.E and History. Then I went on to do my Masters in Early Childhood so that covers me right through from P-12 in all areas of education. At the moment I am teaching English and SOSE. It has been really good so far and I am really enjoying it. In regards to preparation it is pretty full on being a beginning teacher because you take on so much. For example, how the school works, the requirements of you as teacher in that school and in your role. I have always thought that I have had a pretty good work ethic. I am finding myself staying for those extra couple of hours after school to organise myself and I do have some late nights. However, I have been told that it does get easier. But it’s about being persistent and carrying on in these early years. I have a mentor this year. I had one of the senior teachers kindly volunteer himself. Actually, I had a couple arguing over me to be my mentor which was really lovely because I was a little bit daunted on my first day. My mentor has taken me under his wing, we stick together, we have our desks together and he answers any questions I may have with no hesitance. He really understands that as a beginning teacher I have a lot of questions. I am very lucky to have a colleague like that. On my first teaching day I was actually really excited. I went into my classroom and checked out the room to see what was in there, so I could get a mental picture of how I wanted the students to set it up. I wasn’t worried, but I was a little bit worried about my Year Nines. They were a little bit more established and they knew that I was new. However, it was nowhere near as bad as I thought it was going to be. The students were respectful and welcoming. No problems so far and I am really enjoying it. My parents being teachers sat me down and said to me that it will be very beneficial for you to join your union in terms of the legalities of teaching and security. To be part of something that offers that is good for me. It’s important to have that security, knowing I can go to work and have the support I need.” Ashlea Schinkel (left).
“M
y dad is a teacher and the whole family are teachers. I came to teaching a little bit later. I did health science for a while and I did not see myself happy cooped up at a desk. I also had a wonderful teacher at high school and I wanted to be like that. I don’t like it when students say they hate school, I think that is something that can be changed. At the moment I teach Junior Science and Junior Maths. I can also teach Health Education. In regards to preparation I am not going too badly. I try not to reinvent the wheel too much. However, there are times when you need to update the work for the students to make it a little more exciting. You do put in a lot of hours but I do try and stay and finish everything at school so when I go home I can do what I want. I have a mentor at Aquinas College. I also did my last practical and internship there, so I have a few colleagues who are also my supervisor teachers as well. So, I have a lot of mentor teachers. With my main mentor I am learning a lot from her every day. I was a bit nervous going in at first on my first day. Of course, I’d been on my own in my internship, but this was the first time I was a real teacher. As soon as the students came in, it felt natural. I felt this is exactly what I wanted it to be like and I still love it. My biggest challenge is knowing when you have spent too much time at school and knowing when it is home time. Also, I am also second guessing myself sometimes if I am being too hard with the students. I always question myself whether I should be firmer, but other times I am like, you have to show that you are human as well. It’s about finding the balance I guess. By the end of the year I would like to think that students know what to expect from me. That I am firm but fair, so other grades will know what I am all about if they are in my classes. I joined our union because there are strength in numbers. It is pretty hard to get heard when you are just one person. It is good to have another support network.” Emma Lucas (right). Your union has a designated graduate member section on its website. Please go to www.qieu.asn.au and go to the membership sectors section to find out more.
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M ember S napshot
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“Our union is there for support. From the smallest things like backaches due to carrying a laptop and textbooks to every class; to larger cases such as a student hurt under your duty of care, our union offers protection. “ never thought about the amount of marking involved. My workload is constantly a struggle, and staying on top of all the little things I need to get done is difficult, because I’m always trying to remember 10 things at once. I have also found playground duty slightly stressful because of the level of duty of care I have – especially when it’s playground duty out on the oval!
Sarah McGhee St Mary’s College Maryborough
arah McGhee is the daughter of teachers. Being a teacher and working with young people is what she has always wanted to do. Sarah is now halfway through her graduate year and is enjoying the challenges her chosen profession brings with it every day. My parents are both teachers. We moved around a bit from small towns like Charleville to bigger cities such as Rockhampton. We finally settled in Noosa and that is now where I call home. I am the oldest of four children and a couple of my siblings are still in school. I graduated from the University of Queensland in December 2010 and I studied a double degree in Arts Education, majoring in Drama and History. I teach at St Mary’s College in Maryborough and consider myself extremely lucky to have been given this job my first year out. The school is a beautiful place, and the staff are so friendly. I teach Religion, History and English. I have always wanted to be a teacher. It probably has a lot to do with how much I look up to my parents, my mother was my teacher in Year Five and my father was my principal all through primary school. I was also influenced by my extended family, as many of my aunties, grandparents and cousins are also educators. I had many teachers throughout my education who have inspired me. When I was in Year Six I can remember writing a list of my primary school teachers thinking when I became a teacher I would try to remember their techniques and emulate them. One teacher in particular my year 11 and 12 Ancient History teacher was always so supportive, kind, knowledgeable, encouraging and would go that extra mile to help a student out. Even when I graduated high school and went to university, I knew I could still call her to help if I found a history assignment particularly difficult! I completed a profile on Catholic Jobs online because I knew I wanted to ultimately work in Catholic Education. I was called for an interview in Maryborough in early November and was offered the job shortly afterwards. The highlight so far this year has been getting through term one and two unscathed! Being able to create and teach my own lessons is also fantastic. The biggest challenges have been planning and preparing for all of my lessons, as well as feeling confident with the different content I teach. This along with marking! I
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Myself and a couple of the other first year teachers meet for a coffee at least once a fortnight after school with an experienced teacher who has taken it upon herself to be another mentor for us. It is simply wonderful! We just discuss our week and anything else that might need clarification. This has been a wonderful support for me. Another support has been my union Chapter who invite me to branch meetings, including me in surveys and offering me the opportunity to analyse my first year teaching load to ensure that it was within correct guidelines. I attended a local branch meeting when I arrived. I was impressed with the amount of support and backing that was offered. It is important for graduate teachers to join our union because teaching is such an unpredictable profession, there are so many variables and things that could go wrong/not the way you plan it. In such an environment it is important to shield your professional body so to speak – our union is there for support. From the smallest things like backaches due to carrying a laptop and textbooks to every class; to larger cases such as a student hurt under your duty of care, our union offers protection. The only thing you can control in such an unpredictable environment as teaching is yourself. You may as well cover you!
Join Your Union Today To join IEUA-QNT, download a membership form from our website www.qieu.asn.au/join or call our membership department on FREECALL 1800 177 938.
ISSN: 1835-9612 Grad News was prepared by Belinda Hogan-Collis Editor: Mr Terry Burke, Branch Secretary IEUA-QNT PO BOX 418, FORTITUDE VALLEY QLD 4006 PHONE: 1800 177 937 FAX: (07) 3839 7021 Email: enquiries@qieu.asn.au Website: www.qieu.asn.au ABN: 74 662 601 045