/IV_May_2012 by Dave Tehan

Independent Vo i c e OUR UNION OUR VOICE

May 2012

Volume 1 Number 2

Spotlight on school funding

Expanding role of the teacher: Effective use of preparation and correction time

Challenges and support in remote communities

Celebrating Labour Day1 May 2012

Let your creative mind draw, paint, print, photograph, sculpt or combine media to capture:

Mark Twain

The Competition is open to students and teachers in independent schools. CATEGORIES PRESCHOOL PREP - YEAR 2 YEARS 3 - 4 YEARS 5 - 6

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PRESENTATION AND EXHIBITION TO BE HELD ON WEDNESDAY, 12TH SEPTEMBER 2012 AT THE BARDON CENTRE See The your Art Teacher Independent Voice for an Entry Form or visit the QIEU website events page - www.qieu.asn.au

CONTACTS The Independent Voice is the official publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT)

CONTENTS IEUA-QNT members celebrate Labour Day throughout the state

www.qieu.asn.au ISSN 1446-1919

IEUA-QNT Brisbane PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418 Fortitude Valley Q 4006

IEUA-QNT Darwin PH: 08 8981 1924 38 Woods Street Darwin NT 0800 GPO Box 4166 Darwin NT 0801

Editorial/ Advertising enquiries to Fiona Stutz Phone: 07 3839 7020 Toll Free: 1800 177 937 Fax: 07 3839 7021 Email: fstutz@qieu.asn.au Editor: Mr Terry Burke IEUA-QNT Branch Secretary

p16,17

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UPFRONT

Expanding role of the teacher Preparation and correction time

Northern Territory News

Challenges and support

FEATURES Members in Action

School funding campaign

Spotlight on school funding

Printing: APN Print

Certification of teachers

ABN: 74 662 601 045

4 8

News

Professional issues in education

IN THE JOURNAL

President and Secretary Reports

Publications Officer/ Journalist: Fiona Stutz

Disclaimer: Advertising is carried in The Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way reflect endorsement or otherwise of the advertised products and/or services by IEUAQNT.

Celebrating achievement of women on International Womenâ&#x20AC;&#x2122;s Day

ECE Sector

School Consultative Committees

Being recognised for prior learning How you can apply Unite on Safety at work Navigating the new WH&S Act

Professional and industrial support

meetings

Advocating for positive change

Time to make your voice heard

Work injuries while not at work

12 13 20

Bringing educators together Indigenous issues

School officers Recognised, reclassified and rewarded

Legal Briefs

QSA: 10 years on

Welcome to Country

Knowing your rights and responsibilities when attending

What is the Chapter Executive

Like us on Facebook

EDITORIALS

IEUA-QNT win awards at Labour Day dinner IEUA-QNT joined with other Queensland unions to celebrate at the 2012 Labour Day dinner coordinated by the Queensland Council of Unions (QCU) in May. IEUA-QNT was honoured in the QCU Labour Day Awards on the night, winning the category for ‘Most Active and Effective Workplace Committee’ for the Chapter at Villanova College. The Chapter are to be commended for their collective strength and activism. Our union also won the ‘Best Recruitment Campaign’ for the That’s Why I’m a Member membership recruitment flyers.

Consultation Essential for Quality Education The recent Queensland election saw a resounding victory for the Liberal National Party. The LNP government gained a significant majority by the Queensland people and the previous government has been judged by the voters. However, one must acknowledge that the Labor government had education at the forefront of government agenda. They have made significant investment in education for the long term benefit of our state. Initiatives such as the introduction of compulsory Prep year, the universal access to 15 hours of Kindergarten and the implementation of the National Curriculum, as well as the upcoming move of year 7 into secondary schooling, is evidence of the Labour government’s achievements. Our union looks forward to education being central to the new government’s agenda as education should underpin its “Four Pillar Economy” the government articulated before the election. We also look forward to working with the new Education Minister, JohnPaul Langbreok. Consultation is essential for quality education; any government decision needs to have input from key stakeholders such as teachers and school officers, represented by their union. To make

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A shared vision for our schools

decisions without stakeholders involved will ultimately be doomed for failure. Whilst we continue to wait for the federal government to articulate their policy initiatives in response to the Gonski Report into School Funding it is clear that the need for greater funding by both state and federal government is required. Unfortunately, the federal government seems to be more committed to a surplus then undertaking the major initiatives of their own education funding review. The state government similarly seem to have a focus on the fiscal policy whilst not indicating their commitment to financial elements of the Gonski report. It is essential that both the federal and state government work together to develop a school funding formulae; that they commit to the extra funding identified in the Gonski Report and they develop concrete commitment to appropriately share this funding increase directed to the most disadvantaged; no matter what sector they are enrolled in. Andrew Elphinstone President

Our union and its members could never be accused of lacking a vision for education and the non-government education sector in particular. However, our capacity to realise aspects of that vision relies on a partnership with employing authorities and their capacity to have and exercise a vision for their schools. The obvious forum where a shared vision might be considered and pursued is in collective bargaining negotiations. Those negotiations can and should be about how schools might be enhanced as places of learning and how teachers and other staff might be supported in that pursuit. Sadly, however, few employers have that vision, despite their claims to do so, and even more tellingly lack a capacity to pursue that vision. Even where such noble sentiments as negotiating for ‘the common good’ are claimed, such as the current Catholic sector negotiations, one remains disappointed at the employers’ actual capacity to negotiate for positions that would generate that vision.

All too often the employer vision if espoused gets lost in a quagmire of achieving the vision by making yet more demands on staff, imposing more managerial restraint on employees and reasserting, often aggressively, a claim for managerial prerogative. Employees are rightly skeptical of their employers’ intent and despair of opportunities lost, commitment taken for granted and vision crushed. We can only wait for the employing authority who has a vision for their schools which is founded on a real partnership with the professionals they employ and then are prepared to negotiate provisions which recognise and support their work and their commitment.

Kind regards Terry Burke Branch Secretary tburke@qieu.asn.au

EXPANDING ROLE OF THE TEACHER

Effective use of Preparation and Correction Time The delivery of an engaging, energetic and interesting lesson that stimulates and focuses students learning is a goal all teachers strive towards. IEUA-QNT organiser Richard Pascoe reports that the provision of adequate preparation and correction time is vital to allow the teacher to develop these lessons that excite the students in their learning.

The necessity of quality focused preparation and correction time has become more apparent with the increasing expectations arising out of curriculum change including the introduction of a national curriculum. Low definition curriculum documents and the delivery of high quality, high equity teaching and learning further increase expectations around planning, collaboration with colleagues and syllabus development. Currently provisions for preparation and correction in most education sectors provide for two hours in a primary school and 20 per cent of contact time in a high school setting. In recognition of the expanding role and duties of teachers, our union has begun highlighting this with employing bodies and seeking an increase in this time to better assist teachers to meet these changing needs. Why do we access preparation and correction time? The purpose of this time is to carry out preparation and correction. This may include such activities as: Planning for class and group teaching instruction; Setting and correcting assignments; Evaluating and assessing students’ work; Care of the classroom and equipment; Compiling records or reports; Planning for excursions; From time to time, meetings with other

staff in the promotion of collaborative planning arrangements; Professional reading. Any encroachment on this time for meetings which clearly fall outside of the stated purpose of preparation and correction time should not be accepted by the teaching body. Professional development, whilst highly valued, should not occur during your scheduled preparation and correction time. Nor should meetings with Principals, Assistant Principals or other supervisors where the purpose of the meeting does not clearly reflect the purpose of preparation and correction time. Preparation and correction time is not ‘spare’ time Teachers and administrators alike often refer to this important preparation and correction time as a ‘spare’. Teachers need to clearly change this notion that they are ‘spare’ and reinforce that any encroachment on this time impacts on their preparation or correction of lessons which are of significant importance for the students. Preparation and correction time should be provided to teachers in usable, meaningful blocks of time that allow teachers to focus and carry out necessary tasks. As such a minimum block of time

of at least 30 minutes should be provided. Schools employing best practice will provide teachers with a continuous block of time in excess of 90 minutes to enable the teacher to effectively plan and prepare. Employer guidelines and provisions Most employers have guidelines available which articulate the use of this preparation and correction time and teachers should avail themselves of the opportunity to make themselves fully aware of these provisions. These guidelines may indicate under what circumstances missed time will be reallocated to the teacher and any conditions around the scheduling or ‘banking’ of this time. Our union can assist you in locating these documents should you require. If your school does not have contemporary guidelines, our union can work with the school chapter in ensuring that these documents are up to date.

Preparation and correction time should be provided to teachers in usab le, meaningful blocks of time that allow te achers to focus and carry out necessary task s. May 2012

CHARTER FOR WORKING QUEENSLANDERS

New government needs new commitment to Charter for Working Queenslanders With the Queensland state election over it is timely to assess the status of the new government’s stance on issues affecting working Queenslanders.

health & safety legislation and workers’ compensation are protected; public assets are kept in public hands; important state building issues such as skills training and robust community services are a high priority.

The Queensland Council of Unions’ Charter for Working Queenslanders was presented to state candidates for Parliament prior to the election to ensure candidates would commit to policies contained in the Charter; however, the LNP failed to make any commitments.

All parties expressed a willingness to negotiate through any difficulties, as well as proposed quarterly meetings to be held with peak union bodies. QCU President John Battams said the QCU will expect to be consulted about issues that concern working people across the state, such as changes to workers’ compensation or rights at work.

At the end of March QCU representatives met with the new Premier to explain that more than 350,000 Queensland workers and their families now expected that the state government includes the Queensland Council of Unions in significant discussions around workplace issues and to ensure that: rights at work are protected;

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“The QCU and Queensland unions will continue to protect and progress the values of working people in dealings with the new government,” Mr Battams said.

“We will continue to independently seek fairness, respect and equity for working Queenslanders. “We will take the new government to task if it attacks or disadvantages working Queenslanders,” he said. Working Queenslanders will judge the incoming government on performance not promises.

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SCHOOL FUNDING CAMPAIGN

Support for Gonski: Next steps in the school funding debate While the architecture of the Gonski Review of Funding for Schooling looks good, recent analysis of 2009 school data reveals some concerns with the building blocks of the new funding model, reports IEUA Federal Secretary Chris Watt.

These adjustments could include amendment of the School Resource Standard (SRS) and/or the range of percentages of the SRS provided to schools based on their SES measure or adjustments to the various loadings proposed under the model, including weightings for SES, locality, Indigenous.

The IEUA continues to be supportive of a new framework for school funding that offers more money for all schools, and in particular more money for students in disadvantaged communities and full funding for students with a disability irrespective of the school sector in which they are enrolled.

It remains critical therefore that IEUA members stay engaged with and committed to our ongoing campaign to ensure a good outcome for students in our schools and the quality and certainty of members’ jobs. This includes ensuring that the Australian

However, ‘plugging-in’ of 2009 data for individual non-government schools reveals that the current model could deliver fewer dollars for a significant number of nongovernment schools. This financial data is somewhat contestable, being part of the first iteration of the ACARA MySchool financial reporting arrangements. Non-government employer representatives, Catholic and independent school employer groups, have called for 2010 school data to further test the model. Depending on the outcomes of this next analysis it is very likely that the IEUA and other non-government school stakeholders will need to seek adjustments to the Gonski model.

governments commitment to ‘not a dollar less’ moves to a commitment of ‘not a real dollar less’. The IEUA is committed to working towards the delivery of the new model proposed by the Gonski Review provided that it is fully resourced by governments and that the non-government school sector is adequately and appropriately funded. ABOVE: Grace Lutheran Primary School members Soh Ping Summers, Christine Casson, Ann Skelton, Sarah Burley and Jean McGowan attend a Chapter information session on the importance of school funding

Members of the Deception Bay Bridge Program, an outreach of the Edmund Rice Flexible Learning Centre, understand the importance of having their say in the debate on school funding. Chapter members Jane Blackburn, Donna Rohlf and Ged Ryan (below) completed the online forum at www. schoolfunding.gov.au to ensure that the new funding model set for 2014 onwards is equitable and transparent. IEUA-QNT organiser Nicole Carlill said members are now aware that the success of the funding model relies on the willingness and commitment of federal and state/territory governments to ensure the funding is fair and consistent. All members are encouraged to access this online forum and have their voice heard.

May 2012

NEWS

Sunshine Coast members to access training and support at new branch office Sunshine Coast members now have improved access to training and support following the opening of a new IEUA-QNT office at Birtinya in March. The new office will host union-run training programs and offer improved professional and industrial support to members living in the Sunshine Coast area. The establishment of the new building will help workers on the Sunshine Coast to access the benefits of union membership and provide them with ready access to organisers in their campaign for better wages and conditions. In what is a growing union precinct, the IEUA-QNT, United Voice and Queensland Nurses Union join the Queensland Teachers’ Union in the same complex. Local resident and IEUA-QNT life member, Vonnie Burke, officially opened the building saying that our union had seen remarkable growth during her membershipfrom less than 700 members to now nearly 16,000 and the capacity to establish regional offices. “When I first joined our union I truly believed that workers’ acting collectively was the only way to achieve better workplace conditions, and that is a belief that I still hold today,” she said. “Unions are just as relevant now as any other time, and the opening of this office is a concrete sign of the strength of our members on the Sunshine Coast.”

ABOVE: Life member and long-term activist Vonnie Burke, with QCU President John Battams and IEUA-QNT Branch Secretary Terry Burke, at the opening of the IEUA-QNT Sunshine Coast office

LEFT: Maree Cansick from Siena Catholic College, Linda Thornton from Immanuel Lutheran College with IEUA-QNT’s Tanya Moritz attend the opening of the new Sunshine Coast office

FAR LEFT: Sharon Moore from Sunshine Coast Grammar School, IEUA-QNT’s Maria Campanini and Pam Chetwyn from Siena Catholic College LEFT: Paul Cross from Sunshine Coast Grammar School with Jane and Cameron Martens from Matthew Flinders Anglican College

Cycling for charity A commitment to social justice issues has seen IEUA-QNT member Paul Flanders cycle the Great Ocean Road in February for charity. The Head of Campus at Albert Park Flexi Centre raised $2,320 for the Botswana Orphan Project by cycling 300 kilometres in three days along the Victorian coastline. “I always wanted to ride the Great Ocean Road and I’ve been involved in a lot of charity rides before and done a lot of riding for fundraising so I thought (the charity ride) was perfect so I put my hand up to take part,” Paul said. In an effort to help alleviate the problematic situations arising from the HIV/AIDS crisis in Botswana, the Botswana Orphan Project was established. “The Botswana Orphan Project was such a common sense and practical project that I choose it to sponsor.” To find out more about the Botswana Orphan Project, visit www.botswanaorphanproject.com

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NEWS

Challenges and support in remote communities Education professionals in the Northern Territory recognise the challenges associated with working in isolated and remote communities. Teachers and school staff may face a lack of communication channels and limited networking opportunities between other schools and colleagues with limited resources to overcome that isolation. Benefits of union The remoteness of these schools makes it even more important for education workers to come together collectively through our union as it links members and helps them realise they are not alone in the issues they face. Tiwi College teacher Stephanie Redgment joined IEUA-QNT at the beginning of the year when she began at the remote school. “Out here it can feel both isolated and claustrophobic at times. As we have a small staff and community, I see the support from our union as invaluable. Also, as a relatively new school I feel our union can help us move in the right direction. Being a union member adds to the morale at the College,” Stephanie said. As the sole primary teacher in a school of only four senior teachers, a principal and vice-principal, specialist teachers and assistants and a number of Tiwi staff members who assist with language and culture, Stephanie relishes the “unpredictability” of everyday life in the

school and community. “I enjoy teaching in a remote locality because it is exciting and rewarding; each day is different. You never know how many students will come to school and how this may change the dynamics of the classroom. (This) unpredictability… means you must be flexible, have a good sense of humour… must be patient with others and also situations as they arise.” School and community culture On any given week between 50 and 70 students attend the school, and all are Indigenous English as a Second Language (ESL) learners. Students are picked up from their communities on the islands each Monday and spend the week living at school and cared for by Family Group Homes “parents”. Thus, students have fewer distractions and a set routine. Teachers and school staff work tirelessly to improve the learning outcomes of the students in literacy and numeracy to, over time, match the outcomes of nonindigenous students. The school also boasts flexibility in the delivery of the curriculum, which allows for both staff and students to adapt as necessary to strive to engage in change and school improvement. The college has also developed an educational program that respects the student’s own history and culture. However, this can create a cultural challenge to teachers. “These students are capable but don’t want to stand out or be singled

out. That is the biggest cultural difference between these students and other students I have taught. My students here are often shy and don’t like to show off. However, they are proud of their achievements.” Stephanie said as a teacher in a remote community she has the opportunity to be creative and to further pursue teaching in the area of ESL. “I feel I can be a part of establishing a positive school culture in a small community; it is an opportunity to develop the potential of the college and of the students. Working here is a great opportunity for me in the beginning stages of my teaching career.” Accessing professional development However, accessing professional development opportunites can be difficult for teachers in remote settings. Tiwi College are trying to change this. In its submission to the Review of Funding for Schooling in 2011, Tiwi College stated that it plans in the next five years to establish a culture and set of practices for ongoing coaching in professional learning, with teachers given the opportunity to enrol in professional development courses in Darwin. Stephanie applauds this and agrees the communication between administration and teachers is always open. “We value what we do because we know that our school makes a difference to the lives of our students. Our school encourages students to be life long learners and to make a positive contribution to the community.”

May 2012

THE ROLE OF THE CHAPTER EXECUTIVE

The vital link: IEUA-QNT Chapter Executive The vital link between the membership of a school and IEUA-QNT is the Chapter Executive. Chapter Executives play a central role in the operation of our union, especially when it comes to collective bargaining. Through developing your own union network at your school, members not only benefit from a stronger voice on the issues they face but are also better able to support colleagues in other schools tackling similar concerns. A Chapter Executive is made up of a group of IEUA-QNT members charged with the responsibility of ensuring that all union correspondence is distributed, calling and holding Chapter meetings and ensuring the views of the Chapter are conveyed to our union office and then IEUA-QNT Branch Executive. While it is recognised that in some very small schools the Chapter Executive only may consist of two people, it is still important to form an executive of more than one member. If the Staff Representative is the only person representing the Chapter, then this person has sole responsibility of representing the members of your school. It makes good sense to share the responsibility and work of these tasks rather than to rely solely on one Chapter Representative. A Union Chapter and an effective Chapter Executive help ensure members at your school take an active role in assisting members and working with them on any issue, either at the school or sector level, which may arise. There is clearly value in

ABOVE: Chapter representatives Mick O’Shea, Jane Blackburn, Damian Larkin, Michael Moy and Keith Treschman understand the importance of an active Chapter Executive in their respective schools

having a body of members at the school, on the spot, ready to step in on a member’s behalf to negotiate an issue through to a conclusion. All Hallows’ School Chapter Executive member Michael Moy said the Chapter Executive in his school provides essential leadership to help build a collective response to workplace issues. Michael said the roles within the Chapter Exectutive, including the Chapter Representative, Membership Co-ordinator, Enterprise Bargaining Co-ordinator and Network Coordinator (see information below) was also important, so that Chapters can operate more effectively and to ensure the workload was shared. “A union Chapter, with an effective Chapter Executive, is an efficient way of enabling members to take an active

What is the Chapter Executive? The Chapter Executive is an elected group of three or more IEUA-QNT members in your school. The positions include: Chapter / Staff Representative - has the responsibility of co-ordinating the activities of the Chapter. Their duties include: acting as the point of contact for IEUAQNT and the IEUA-QNT organiser and distributing information to other Chapter members and issuing notices of Chapter meetings and chairing such meetings handling minor queries from members, involvement in low level dispute resolution meetings with the member and employer consistent with the relevant Grievance Procedure. Chapter Membership Co-ordinator - will assist the Chapter Rep and has

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the responsibility of co-ordinating the recruitment of new members to IEUA-QNT. Their duties include: the provision of Membership Application Forms to non-members and providing a list of new teachers and graduates to the school to IEUA-QNT co-ordinating with their union organiser to initiate campaigns to recruit nonmembers and the display and provision of material regarding membership benefits. Chapter Enterprise Bargaining Coordinator - will assist the Chapter Rep and has the responsibility of co-ordinating member activity regarding enterprise

role in negotiations and disputes at an enterprise level. The stronger a Chapter is in terms of numbers and activism, the more powerful a role it can play in negotiating disputes or in solving issues at a workplace level,” he said. Overall, it is more efficient on a day-to-day basis to have a group of people responsible for IEUA-QNT members at your school in terms of distributing correspondence from the IEUA-QNT office, calling meetings at short notice and handling a school-level issue which arises without warning. If you would like to know more about the role of the Chapter Executive, or how you can become involved in your Chapter Executive, contact your union organiser or our union office on FREECALL 1800 177 937.

bargaining and the implementation of the certified agreement. Their duties include: consultation with the Chapter members to identify issues and concerns, representing the issues and concerns to the Principal, employing authority, IEUA-QNT or the SBU as appropriate and representing Chapter members in the School Consultative Committee. Chapter Network Co-ordinator - will assist the Chapter Rep and has the responsibility of distributing information and co-ordinating communication networks amongst staff, with a special responsibility to school officers and services staff. They also act as a point of contact for members in their school.

Ideally there will be a representative from all sections of the school on the Chapter Executive as this will ensure that everybody is able to easily access a union representative. This includes teachers, school officers and groundstaff members.

MEMBERS IN ACTION

Black Tuesday fight for Fiji Queensland unions have showed solidarity with Fijians as they battle for their human and working rights and their rights to union association under the Bainimarama regime. A day of action coordinated by the Fiji Democracy and Freedom Movement on 10 April, ‘Black Tuesday’, saw union members wear black to promote the return to democracy and respect for human rights in Fiji. The precarious situation for trade unions and workers in Fiji under the Bainimarama regime means the rights of workers have been stripped away. Families increasingly struggle to make ends meet as poverty rises and the cost of living soars. Currently there is no clear indication of a return to democracy and respect for human rights.

The decree introduced by the Fiji government was even more draconian than past laws, with anyone who campaigned for workplace rights able to be considered a terrorist and placed in jail indefinitely. The new decree also includes: an application to hold a public meeting must be submitted to the police seven days in advance, with a possible five years imprisonment and $10,000 fine if the meeting occurs without a permit; control over freedom of movement, including where a person may travel or live in Fiji, ; empowers a police officer to arrest a person without warrant and detain him or her without charge for up to 16 days by order of the Prime Minister and enables the military to perform police function; further curtails freedom of speech, with any

person who makes any statement, likely to undermine Fiji’s economy or financial integrity to face 10 years imprisonment and/or a $50,000 fine; and quashes the role of the judiciary, with the courts unable to hear any claim by anyone challenging the validity, or legality of any decision made by the commissioner of police, any divisional police commander, the Prime Minister or any public official under this decree. Members can express their concern to their local federal member requesting the Australian government take considered action against Fiji’s military regime in the wake of these new laws that place even greater restrictions on human rights in the island nation.

Understanding the benefits of union membership A stronger collective voice is achieved when IEUA-QNT members are educated on the professional, industrial, legal and social justice issues which affect their working lives. These benefits of belonging to a strong union was highlighted to new Brisbane Catholic Education (BCE) teachers at the BCE New to the System Induction Day in March. The importance of union membership was felt by those in attendance as the majority were either already members of our union or took the opportunity to join on the day. St John Fisher College teacher Rebecca IEUA-QNT members work together to:

Mouland said she was a member of IEUAQNT as it was important to be a part of a union that protects her interests, provides legal advice and helps to build her career. “I am a member for the security, the help and source of information our union offers to me. If I have a problem I know I can ask and I will be supported.” The induction day was open for BCE school teachers who were previously employed either in the state system, other nongovernment sector schools, interstate or overseas schools.

Achieve better working conditions Take part in training opportunities Understand your legal rights at school Participate in and support union campaigns

Network with other members Contribute to professional and educational bodies enhancing non-government education

ABOVE: St John Fisher College teacher Rebecca Mouland with IEUA-QNT organiser Geoff Buckland

May 2012

EARLY CHILDHOOD

Advocating for positive change in the ECE sector Increased workloads for early childhood education employees and problems with the introduction of Universal Access was highlighted to the Federal Education Minister Peter Garrett in a meeting with IEUA-QNT representatives in March. In the meeting with the Minister IEUAQNT Senior Officers John Spriggs and Ros McLennan advocated for a series of enhancements for the early childhood education sector. Due to the inadequacies of the funding scheme teachers in early childhood settings face the threat of teaching additional hours without sufficient recompense or reward. The increased costs resulting from the introduction of Universal Access have resulted in parents paying higher fees. Attempts by some kindergartens to save costs by limiting the working hours of employees other than teachers have also resulted in increased workloads. IEUA-QNT explained to the Minister that Universal Access requirement to provide a minimum of 600 hours of an educational programme for a child in the year immediately before compulsory schooling was problematic. The long standing provision of the Early Childhood Education Award (Qld) that the maximum number of hours for a teacher teaching an educational programme was 27.5 per week already represented the highest number of teaching hours for a teacher in an educational setting in Queensland. Attempts by

some kindergartens to increase the total quantum of teaching hours were clearly unreasonable. While Minister Garrett was interested in knowing why Universal Access is perceived as being a ‘cost increase’, he indicated that the federal government has provided all states with the flexibility to deliver the requisite hours, as long as the Universal Access commitment was achieved overall. It was recognised that while the federal government contribution to this initiative was almost $1 billion, the use of that funding had been determined by the state governments. This matter will be further argued by our union to the new Queensland government Education Minister John-Paul Langbroek. National Quality Framework The IEUA supports measures to maintain high quality early childhood education. However, the ‘quality assurance’ aspect of the NQF has created an administrative load which did not previously exist for community kindergartens. The time requirements to meet the quality assurance requirements are being imposed on employees in addition to the requirements of the QKFS and Universal Access. The implementation of new job titles (ie Nominated Supervisor) and the legislated responsibilities for these positions are unreasonable. Further, they do not reflect the realities of work in kindergartens.It was explained to Minister Garrett that, under the

legislation, the Management Committee and Nominated Supervisor (previously known as Director) were both equally liable for the legislated responsibilities of kindergartens. However, it was pointed out that while the Nominated Supervisor may argue for a provision to be taken, the decision as to whether to enact and fund a provision lay with the Management Committee. As such, the final responsibility was out of the control of the employee. Minister Garrett indicated that he welcomed further formal correspondence regarding suggested wording that may better describe the different levels of responsibility of a ‘Nominated Supervisor’ as opposed to an ‘Approved Provider’ in such practical circumstances. Minister Garrett was also sympathetic to our union’s representation that the changed legislation prevented the role of ‘Nominated Supervisor’ from being performed on a job shared basis. This contrasted with the previous Director positions, where job sharing has been done successfully and often. The IEUA pointed out that the retention of job share arrangements was an important employment option. Minister Garrett agreed the lack of access to job share for ‘Nominated Supervisors’ was a problem that needed to be addressed. IEUA will continue to seek commitments from state and federal governments to appropriately recognise the ECE sector and its employees through adequate levels of funding.

Support for students with disability in non-government schools A $42.6 million funding injection from the federal government’s More Support for Students with Disabilities initiative will see 37,000 students with disability in non-government schools receive greater access to classroom support and specialised equipment. Children with disability in both Catholic and Independent schools will benefit from funding over the next two years, with the Catholic sector receiving $30.7 million. Funding includes: $3.2 million to provide 1,500 items of

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assistive technology to 434 schools; $3.2 million to provide training for teachers to strengthen their skills in the use of assistive technology in the classroom; $5.2 million to provide training for pre-service and/or practising teachers to build their skills in special education; $4.4 million in training for all school staff to improve understanding of their obligations under the Disability Standards for Education 2005; $9.1 million to support school principals and/or school leadership teams to strengthen teachers’

ability to assist students with disability; $4 million to support school staff adapt their curriculum to suit the needs of students with disability; and$3 million to support teachers to develop or modify lesson plans to suit the needs of students with disability.

SCHOOL CONSULTATIVE COMMITTEES

Time to make your voice heard Our union is strong and effective in promoting members’ professional interests and protecting employees’ working rights and conditions in our sector. However, there is also a place for educated and vigilant member review of the existing industrial provisions, their proper implementation and use as a means to address pressure points in school workplaces. IEUA-QNT Assistant General Secretary Ros McLennan said this can be done through reinvigorating your School Consultative Committee. For over a decade, a key feature of collective agreements has been provision for ongoing employee consultation on workplace issues through some formal mechanism. Typically collective agreements have provision for the establishment of a School Consultative Committee. The stated purpose of School Consultative Committees is to provide: Better two-way communication between employer and employees; Employee advice on implementation priorities in the agreement; An avenue for employees to address issues relating to the implementation of the agreement; The employer with an opportunity to utilise employee knowledge and experience. Most commonly, provision for a School Consultative Committee exists to facilitate the opportunity for staff to “…participate in the implementation and monitoring of the Agreement at school level”. [Note: Extract from current Queensland Catholic Diocesan Schools Agreement 2010, clause 2.1.1] Pushing the frontiers Behind this statement is a world of opportunity for employees to initiate genuine consultation on meaningful enhancements at the school level. In the face of a developing national education agenda, our collective strength will be critical to ensure appropriate outcomes in the implementation of the Australian Curriculum and adequate resources, including time, is obviously needed to ensure every teacher can deliver

a quality educational program that meets diverse student needs. For instance, commitment to exploring ways to address workload and intensity of work at school level, and to initiate school based trials of measures to mitigate the expanding role of the teacher, is specifically provided for in considerable detail within the current Queensland Catholic schools agreement. Through the School Consultative Committee, members can seize the initiative to ensure the solution is not just left in the hands of employers. Guarding the gains made Collective agreements contain a lot of new and old provisions that have been agreed to by employer representatives in the negotiation process. While all are enforceable, there are some provisions whose implementation may be overlooked by employing authorities from time to time. If members are not educated about existing entitlements, and mind their implementation, it is very possible that a benefit centrally agreed is not locally applied. Time to make your voice heard Commonly, agreements in our sector contain requirement for employers to establish, or reconstitute, a School

Consultative Committee, specifying that employee representatives be elected from particular staff groups and meetings be convened in consideration of hours of duty maximum requirements. Rather than waiting for a problem to emerge, the best advice is to get ahead of any issue by setting in place good structures for school level consultation. For further information to help your chapter get this process started FREECALL 1800 177 937.

Setting up a Scho ol Consultative Com mittee Step 1: Examine th e consultative arrangements in yo ur Agreement Step 2: Obtain a cle ar and shared commitment from all parties involved Step 3: Determine the size of the Committee Step 4: Schedule tra ining for members employee reps Step 5: Establish a Charter and structu re Step 6: Identify items from your Agreement to be im plemented, monitored and evalu ated Step 7: Establish wh o will be responsibl e for different tasks Step 8: Establish lin es of communicatio n and keep chapter me mbers updated Step 9: Review effec tiveness of the Committee

Our union has developed a revised training package for employee representatives to support their active involvement and influence through this important mechanism. Interested? Contact your organiser to arrange a training session in your local area soon at enquiries@qieu.asn.au

May 2012

PROFESSIONAL ISSUES IN EDUCATION

CERTIFICATION OF TEACHERS: They have to be mad to use this process! The Australian government appears determined to put in place a system of bonus payments to Highly Accomplished and Lead Teachers. The recent endorsement of the Australian Institute for Teaching and School Leadership’s (AITSL) national approach to certifying Highly Accomplished and Lead Teachers by federal, state and territory education Ministers will be the basis of determining these bonus payments. The process would require teachers to provide two pieces of evidence for each of the seven National Professional Standards for Teachers. Each of the descriptors at the relevant career stage must be accounted for with at least one piece of evidence. In addition, the second stage involves direct assessment of teacher practice onsite by external assessors which includes observation, discussion with principal/supervisor, discussion with other colleagues and discussion with the applicant. Such processes for teachers to achieve recognition as a Highly Accomplished and Lead Teacher is onerous, particularly as there is no clear improvement in remuneration linked to certification. The federal government is determined to distribute the one off “bonus payment” of $7,500 for Highly Accomplished Teachers and $10,000 for Lead Teachers only to those teachers who have submitted themselves to the AITSL accreditation process. There is, however, no guarantee that if you are certified you will receive the bonus payment. Furthermore, there is no indication of who will bear the cost of this process. If the cost of the application is born by the applicant and taxation is taken into account, these sums are considerably reduced. Currently the cost is $750 for a similar process in New South Wales – and this is only a co-contribution with the remainder of the cost absorbed by their regulatory authority. Because there is no guaranteed remuneration attached to the AITSL model it would seem that, as with the New South Wales model of certification, very few teachers will consider it worthwhile to devote the time to the application process. Remember, too, that the certification only lasts for five years – if you want to maintain it you have to reapply. As the only education union in Australia dealing with industrial agreements that utilise a standards-based framework for remuneration purposes, our union is well placed to critique the federal government proposals. IEUA-QNT believes that there should be a fair process for all teachers that acknowledges and rewards all who satisfy the criteria.

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PROFESSIONAL ISSUES IN EDUCATION

Principals Health and Wellbeing Survey The Principals Health and Wellbeing Survey Interim Report paves the way for serious dialogue about appropriate ways to support school leaders. The Monash University survey, conducted between the end of August and end of October 2011, recently released its Interim Report. The survey will be repeated in 2012. The Report states that “Extensive overseas research found adverse health outcomes including decreased life expectancy results from high role demand and concurrent low decision latitude,” and that “Under these conditions younger people appear to be at greater risk of coronary heart disease than their older colleagues.” Survey results Every education sector, state and region provided data: 2,005 principals completed the survey, of this 56 per cent were female. About 80 per cent work upwards of 46 hours per week during term with just over 25 per cent working upwards of 61 hours per week. Only 82 per cent of respondents rate their own happiness as very important or higher. They are generally positive about their job with only 2.6 per cent becoming frequently depressed about it. Overall levels of mental health range from very good to very poor. Principals overall score just less than the general population. There are large differences in reported maintenance of a healthy lifestyle: 49 per cent are taking prescription medication for a diagnosed condition and 43.4 per cent report a diagnosed medical condition. There are large differences in their self-reported maintenance of healthy levels of exercise, diet and weight control. Most maintain a healthy alcohol intake, and do not use it to manage stress. “This year sees the introduction of a national curriculum tied to national testing and public accountability via the My School website. The work practices imposed by these changes will further increase work volume and public accountability and decrease principals’ decision latitude through externally imposed reporting deadlines,” according to Monash University. Principals experience nearly five times the incidence of threats of violence and six times the incidence of actual physical violence at work than other population groups. Data from these surveys will provide a solid base of evidence to argue for appropriate levels of support for school leaders in all stages of their careers. Principals’ Australia estimates that as many as 70 per cent of Australia’s 10,000 school principals will reach retirement age within the next five years. Monash University believes “the time is ripe for systematic research of the current state of school leader occupational health, safety and wellbeing.” The full Interim Report can be located on our union website www.qieu.asn.au via Membership Sectors, then click on Principals.

MEMBER PROFILE Villanova College teacher Barbara Dewis believes in the importance of giving a voice to Aboriginal and Torres Strait Islander people in matters that affect their education and rights. Barbara was born and bred in Babinda and identifies as a Torres Strait Islander. She completed a Diploma of Teaching (Primary) at James Cook University through the Aboriginal and Torres Strait Islander Teaching Education Program and subsequently completed a Bachelor of Education at ACU in Brisbane. Barbara has also taught in Catholic schools in the Cairns Diocese. Barbara has been a union member since she first started her teaching career and says she believes that building collective strength is vital to ensuring employers are aware of the cultural traditions and protocols that are important to Aboriginal and Torres Strait Islander people. Barbara has agreed to represent our members on the Queensland Council of Unions’ expert Sub-Committee supporting the Indigenous Working Committee.

Barbara said she will be working on highlighting the issues that matter to Indigenous members, and hopes that our collective efforts will “achieve recognition for the differences that make my people unique,” and that matters such as “cultural leave to attend to family matters that are of paramount importance to my people” are prioritised. Barbara highlights the importance of encouragement and support that the collective can provide to those who seek to advance their careers. “Sometimes I feel a bit isolated as the only Indigenous person on a staff. It will be good to have other Indigenous people to talk with about our work.”

May 2012

LABOUR DAY 2012

IEUA-QNT members and their families marched under our union banner at Labour Day events across Queensland and for May Day in the Northern Territory to acknowledge the achievements of the labour movement and to make a statement about current campaign issues within our sectors. Members marched in support of and to bring attention to our union campaigns, highlighting to the state and federal government the need for an increase in school funding and for better workplace conditions in the early childhood education sector. Labour Day is an opportunity not only to celebrate the achievements of what working people through their unions have achieved in the past, but also an opportunity to make a statement about our aspirations for the future and that the union collective giving workers a voice is here to stay. IEUAQNT members participated in celebrations throughout the state and Territory including Darwin, Alice Springs, Barcaldine, Brisbane, Bundaberg, Cairns, Gold Coast, Ipswich, Sunshine Coast, Toowoomba and Townsville.

Sunshine Coast 16

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Toowoomba

Bundaberg

IEUA-QNT celebrates Labour Day 2012

Brisbane

Townsville

Alice Springs “Labour Day is important to me because it’s about celebrating the rights of workers.”

Darwin

“Education professionals are facing challenging times as teachers often have too much work, not enough time as the complexity of the work a teacher does unfolds.” Alison Clark, St Thomas’ School, Camp Hill

“Labour Day is about coming together and showing unity and making our voice heard as a collective.”

Ipswich

“As we are facing negotiations, we want to get fair conditions for the work we put in. More is being put on teachers and employers need to respect that.” Teresa McFadden, Lourdes Hill College

May 2012

Being recognised for previous work experi Teaching is attracting an increasing number of graduates who are transitioning to the profession after years of working in other industries. For many seeking a professional ‘sea change’, the fact that they are now able in some sectors to capitalise on previous work experience is facilitating increases in their salary and is an added bonus to the benefits of working in education.

KEY POINTS Catholic sector: To qualify for prior recognition • and to move up the salary levels, the onus is on the employee to prove the relevance of the prior experience to the work as a teacher or a school officer. The currency of the skills, experience and knowledge is integral to being accepted as relevant. •

•

Recognition of prior work relates to that which was performed within five years of the commencement of employment as a teacher. After following the application process and the employer agrees that the prior non-teaching service is relevant, the teacher is advised that their claim is accepted and back payment is made. If the employer does not accept that the prior nonteaching service is relevant, the teacher is advised that their claim has been rejected. The employer’s reason(s) for not recognising prior non-teaching service and experience will be specified to the teacher in writing on the standard application form. The teacher may then consider their options to initiate the dispute resolution process.

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In the current collective agreement between IEUA-QNT and the Catholic sector, teachers can apply for and be recognised for their prior non-teaching experience in industries which are relevant to their work as a teacher. To qualify for prior recognition and to move up the salary levels, the onus is on the employee to prove the relevance of the prior experience to the work as a teacher or a school officer. The currency of the skills, experience and knowledge is integral to being accepted as relevant. Therefore, recognition of prior work relates to that which was performed

within five years of the commencement of employment as a teacher. In this context, full time, part time and selfemployment would all qualify. One teacher’s story One such teacher is Blair Smith from St Therese’s School, Monto. Blair is a Physical Education and classroom teacher and has been a teacher since 2011. Though Blair already had a Bachelor of Economics degree he decided to complete a Graduate Diploma in Education at the University of Southern Queensland and graduated half way through last year. After graduating Blair lodged an application

The application proces Step 1: Teacher recalls prior non-teaching positions and considers whether any are relevant to current teaching role. Step 2: Teacher lists employment dates of all relevant prior non-teaching positions to determine whether the necessary time periods for application are met. The last relevant non-teaching position must have ceased within five years of commencing employment as a teacher;

however, some special consideration may apply in certain circumstances. Step 3: Teacher gathers documentation and evidence regarding the prior nonteaching service and experience required for their application. Step 4: Teacher completes standard application form, giving particular emphasis to explaining how the prior

RECOGNISED FOR PRIOR LEARNING

ence for recognition of his previous work as the Central Queensland Basketball Development Officer at Basketball Queensland where his role was to visit schools and introduce the sport of basketball to the students in their PE lessons. In this role he dealt with a variety of age groups and ability levels. It was this lesson planning and program development that was beneficial to his application for recognition of his prior nonteaching experience. Recognition eligibilty In determining his eligibility for an increase in his salary level, Blair submitted evidence

in the form of his curriculum vitae, role descriptions and a statutory declaration that indicated the nature of his experience in the years leading up to his transition to teaching. IEUA-QNT support Throughout this process, Blair was supported by IEUA-QNT with advice and direction on his application.

ss in a few easy steps... non-teaching service and experience is relevant to their current teaching role. The statement of service or statutory declaration supporting the claim is also attached to the application. Step 5: The employer considers the teacher’s submitted written claim. If the employer agrees... that the prior non-teaching service is relevant, the teacher is advised that their claim is

accepted and back payment is made. If the employer does not accept... that the prior non-teaching service is relevant, the teacher is advised that their claim has been rejected. The employer’s reason(s) for not recognising prior non-teaching service and experience will be specified to the teacher in writing on the standard application form. The teacher may then consider their options to initiate the dispute resolution process.

Eligibility of this recognition of prior work experience came to Blair’s attention through his membership of IEUA-QNT. Organiser Richard Pascoe met with Blair on his first visit to the school at the beginning of the year and through their discussions quickly identified that he could apply for recognition of prior non-teaching experience. With his relevant experience he was readily able to justify the criteria and consequently increase his salary by two increments. Though the procedure was a relatively smooth process, Blair admits that without help and guidance from IEUA-QNT and his organiser he would never had known about his right to be recognised for his prior working experience.

Remember: Any application needs to be submitted within six months for back payment to commencement of employment otherwise it will only be to the date of application. May 2012

PROFESSIONAL ASSOCIATIONS Most teachers will agree that a major challenge of their job involves negotiating the maze of new education initiatives, making sense of curriculum content, achievement standards and reporting guidelines while staying focused on the particular needs of their students. The Queensland Studies Authority (QSA) is charged with supporting all Queensland schools and educators in this task. IEUA-QNT Assistant Secretary/Treasurer and nominee to the QSA, Paul Giles, reflects on the structure and future of the Authority 10 years on from its creation. On 1 July 2012 the Queensland Studies Authority (QSA) will have been established for a decade replacing and subsuming within it the function, roles and responsibilities of a number of other organisations including the Board of Senior Secondary Studies (BSSS) and the Queensland School Curriculum Council (QSCC). The QSA was and is a statutory body established by an Act of Parliament under the provisions of the Education (Queensland Studies Authority) Act 2002, with the main functions of the QSA being to inter alia: Develop, implement and/or approve syllabuses and guidelines and training courses; Undertake assessment and testing programs to demonstrate student learning achievements; Determine and implement quality assurances for Queensland’s system of school-based assessment; Manage certification and reporting processes that reflect student learning and provide personalised, up-to-date information to students and parents; Register providers as Registered Training Organisations (RTOs); Develop tertiary entrance procedures, issue tertiary statements and provide information to stakeholders about tertiary entrance procedures and requirements; and Undertake research to support the functions listed above. The QSA supports all education sectors The QSA undertakes these activities across the education sectors – state, Catholic and independent and offers a wide range of professional development activities to support the implementation of syllabuses, associated materials and processes. The composition of the Authority governance as specified in Section 25 of the Education (Queensland Studies Authority) Act 2002 includes representation (including practising teachers) from across primary, secondary, special and tertiary education

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Queensland Studies Authority: A Decade On sectors, vocational education, parents, unions and industry. The QSA also has a number of established committees which include representatives of education stakeholders in Queensland. The committees function to, amongst other things, develop policy proposals (for referral to the Authority); identify issues that require policy development by the Authority; provide advice to the Authority on matters identified by the Committee; and maintain vital links between the Authority and its stakeholders. Learning Area Reference Committees As well groupings, aligned to the learning areas outlined in the Melbourne Declaration on Educational Goals for Young Australians of experts and experienced “at the chalkface” educators, called Learning Area Reference Committees (LARCs) meet regularly. LARCs provide expert analysis of the curriculum resources and materials needed for a learning area both in a state and national context and provide informed, technical advice about the development of syllabuses and the nature of documents developed to support their implementation. LARCs review the suitability of syllabuses, guidelines and other curriculum materials and resources, changes necessary to the learning area, current trends in curriculum development, suitability of syllabuses or courses developed by schools, school systems or other institutions and provide recommendations to the Authority. The LARCs reflect the wider education sector and the specific relevant learning/ subject area. Feedback from our members who are on LARCs indicate that rewards of being on a LARC are significant professionally – keeping the participant

up to date with the latest educational thinking but equally important allowing the practitioner to have direct input into educational praxis in schools in Queensland. The Governing Body of the QSA brings together this representation on a regular basis to discuss issues and make recommendations that impact directly on educational praxis in Queensland. It is important that the constitution of the QSA, with its broad representation of stakeholders be retained. Vital decisions about education in Queensland deserve the input of all education stakeholders across the state. It is imperative that educators at all levels are involved and have input into the decision of the Authority. Queensland Education Standards Authority The previous state government, in conducting the Flying Start review, proposed that a new authority – Queensland Education Standards Authority (QESA) be established with a wider set of responsibilities in regard to education in Queensland. Of course, with a change of state government, these proposed changes may or may not occur. What is important, however, is that the broad representation of stakeholders and especially educators at the chalk-face, be there in person and that the body of educational practitioners be represented at the Authority (howsoever named) by their unions. It is also vital that a primary mandated function of supporting and resourcing educators in Queensland be maintained. Further information about the QSA and accessing resources is available at www.qsa.qld.edu.au

UNITE ON SAFETY AT WORK

For the most part of the last two years, much has been said about the national harmonisation of workplace health and safety legislation. The Model Act and Regulations have now been in place since 1 January 2012 and many of the Codes of Practice are finalised with a number of codes under final consideration. . IEUAQNT Industrial Officer Danielle Wilson reports. There have been some hiccups, and also some interesting interpretations by employers of what the new Workplace Health and Safety Act means. Of most concern, is the idea that has been floated across the sector that consultation is optional and that duties have somehow been diminished. This is not the case. In a nutshell, what unions have been concerned about is the introduction of the term “reasonably practicable” which has the very real potential to water down the absolute duties of employers. Unions will continue to mind this and will address any concerns as they arise. In terms of consultation, requirements of the new Act actually strengthens the obligations, particularly in relation to the election of representatives, the involvement of unions and the operations of workplace health and safety committees. Guide to the Work Health and Safety Act Workplace Health and Safety Queensland have developed a comprehensive and very handy guide on these changes. The main points highlighted in this guide are:

The laws are nationally aligned to ensure all workers in Australia have the same standard of health and safety protection; The new guiding principle of “reasonably practicable” does not in any way reduce an employer’s duty to their employees or anyone else in their workplace; Employers are still obliged to comply with their obligations under the Act and the Regulations, as well as being required to observe the various Codes of Practice; Employees are also required to take reasonable care for their own health and safety and that of others in their workplace who may be affected by their actions or omissions; Consultation provisions have been strengthened so that the employer must consult with all workers and elected Health and Safety Representatives on any matters that may affect health and safety in the workplace; Where a request is made for a Health and Safety Representative, employers must facilitate this; Where there is a Health and Safety Committee in existence, they must meet at least quarterly to satisfy the provisions of the Act, and more frequently when reasonably requested; Where the formation of a Committee is requested, an employer must set this up within two months of the request; Employers must provide training to Health and Safety Representatives within three months of a request; Employers must facilitate the involvement of union representatives if requested by employees in health and safety matters,

including the election of Health and Safety Representatives; Employers must also allow union representatives who have entry permits to investigate suspected contraventions; Workers retain the right to cease work where they have a reasonable concern about a serious risk to their health and safety. This guide is available on the Workplace Health and Safety website in the Resources Section at http://www.deir.qld.gov.au/ workplace/law/whslaws/index.htm . A full list of the Codes of Practice are available at http://www.deir.qld.gov.au/workplace/law/ legislation/codes/index.htm . If you would like further information on your rights at work regarding workplace health and safety, please contact our union.

May 2012

PROFESSIONAL AND INDUSTRIAL SUPPORT

Knowing your rights and responsibilities when attending a meeting

Whilst ‘chats’ with your employer in most workplaces are collegial and productive, occasionally an employee is invited to chat about ‘concerns’ the employer may have about their conduct, capacity or performance in relation to their continued employment.

Situations have arisen, in the past, where members have been asked to: Respond to parental complaints; Respond to allegations about incidents at work or their conduct; and/or Undertake a performance review for unsatisfactory work performance. Within the hours of duty your employer has every right to call you to a meeting; however, if the subject of this meeting is to identify concerns and/or to seek a response from the employee in relation to matters which could threaten their employment, there are certain protocols which need to be observed. Employees’ rights and responsibilities You as an employee have certain rights and responsibilities, but this applies equally to your employer. Your individual actions when you are called to the meeting are critical in creating a climate for amicable resolution of the issue if it has any proven substance. The following actions should be taken to ensure your rights are upheld: Contact our union as soon as you suspect there might be a problem with your employment or disciplinary action may be taken against you. Our union will not take any action without your authorisation and your contact is confidential to the officer with whom you speak. If you are called to a meeting with your employer, you can request to be provided with a detailed agenda to assist with preparation. If you are provided with detailed information/allegations prior to the meeting, your union representative can assist you to prepare a detailed, written response. Make sure you seek our union’s

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industrial advice before submitting any written materials. We encourage you to take a “support person” with you to the meeting. It is likely your employer will have a witness. A support person is particularly important if the meeting could be job threatening. Ask your union representative, trusted friend or colleague to accompany you. Your “support person” plays a crucial role in the process. To be courteous, it is important to inform your employer that you are bringing a support person to the meeting. If you have union representation, this should be identified to your employer. If your employer insists on a “one-toone” meeting in your normal hours of duty, express your concern and reiterate your request for a “support person”. You can also request to postpone the meeting while you consult with our union. If these requests are denied you should then: i) take detailed notes; ii) seek further clarification from the employer if you are not sure about any detail of the issue; iii) state you are not in a position to give a considered reply because you were not given notice of the issue(s) raised; and iv) indicate you will respond to the principal when you have obtained industrial advice from our union and have had time to consider the issue(s). Avoid making statements which could be used against you without advice from our union. Attendance at meetings Your employer should call investigative meetings during work hours. If they do,

it is expected that you attend. Meetings scheduled outside of work hours, however, are only mandatory when a reasonable request is made for your attendance. Our union can assist you to determine whether a meeting request is reasonable. If you cannot attend an investigative meeting due to illness, you will need to provide a medical certificate stating that you are unfit for normal duties. Be aware that when you are deemed medically fit to return to work, you will need to be available to meet with your employer to recommence the investigation. Allegations of assaulting a student Occasionally a school employee might find themselves accused of assaulting a student. This is a serious matter and the police may become involved. Do not delay - contact our union immediately and prior to making statements to the police or your employer. Remember, one of your union membership benefits is access to expert advice and legal assistance. We have more opportunity to achieve a successful outcome for you if we are able to act quickly on your behalf. Unsatisfactory Performance For any number of reasons you, as an employee, may experience significant difficulties in performing your duties to the standard required by your employer. Employers may exercise a right to conduct a review where they consider there is a case of unsatisfactory performance on the part of an employee. Such situations could include deficient or diminished performance due to the impact of taking on other duties, lack of application,

ineffective behaviour management, lack of preparation and unprofessional conduct. Where unsatisfactory performance occurs over a continuing period and, despite assistance given by the principal or their designated representative, the situation does not improve, a formal process may be implemented. Many workplaces have a formal unsatisfactory performance policy which they follow in these circumstances. It is important to obtain a copy of your employer’s specific policy upon the commencement of a formal process. If your employer has indicated their intentions to commence a formal process, contact our union immediately to ensure timely advice can be provided. Our union does not always agree with the need for a formal process; however, if one is initiated the following considerations should be observed. What is ‘Formal Process’? ‘Formal Process’ is a set of sequenced actions, the purpose of which is to mediate the situation and to avert the possibility of termination of employment. The ‘Process’ is usually in four stages and each stage has a bearing on the next. As previously identified, every workplace is different and may not necessary follow these guidelines. The four stages are: Investigation Interview Outcome of the Interview Review Stage One: Investigation A proper investigation of the circumstances should be carried out. It is insufficient to merely rely on the fact that allegations have been made although, unfortunately, some employers do so. An investigation by an employer may include the following: i) assessing any relevant documentation including a personnel file; ii) interviewing persons who may have (or should have) knowledge of the employee’s performance; iii) assessing statistical information if that is an appropriate method of assessing performance in the particular case. Whichever method is used, the investigation must be carried out promptly and the employee informed in writing what the problem is and that it is being looked into. Stage Two: Interview If, after an appropriate investigation has been carried out, the employer is satisfied that there is substance to the allegation of unsatisfactory performance and wishes to investigate it further, an interview might be arranged with the employee concerned as soon as practicable. The employee should be notified in writing of the interview. You should provide this correspondence to

our union for further advice. The written notification should include: i) the time and place of the interview; ii) the specific nature of the matter(s) to be discussed; iii) the employee’s right to have a support person of their choice (including a union representative) present. If you have not been given notification of the above details you should contact your employer immediately for more information. Alternatively you may request that our union make this contact on your behalf. At the interview: i) notes of the meeting should be taken by your support person; ii) details of the deficient or unsatisfactory performance should be provided to you. This should be in sufficient detail to enable you to respond and address the issues raised adequately, including documentation the principal has relied on when determining their course of action against you; iii) you should be given the opportunity to respond to the allegations and to raise any matters which you consider to be relevant. If you want reasonable time to consider the matters raised, it should be allowed. This includes being able to respond to the concerns in writing; iv) any time lines regarding outcomes should be the subject of negotiation with the employer. At this interview it is important to be represented as your employer will usually have their own witness present. We strongly recommend that you take a support person as what occurs at these interviews can be crucial to the process and final outcome. If you feel bullied or harassed at a meeting make a clear statement to that effect and request the meeting be terminated. Should an employer refuse, our union can advise you about the correct action to take following the meeting. Stage Three: Outcome of interview If, having regard to all matters raised at the interview and to your response, the employer considers that no action is required, you should be advised in writing accordingly. Should action be deemed necessary, you should be advised in person with written confirmation, including: i) that the employer believes your performance is deficient. In such a circumstance you should be provided with details of the alleged deficiencies; ii) the standards which need to be met and the agreed timeframe within which those standards must be achieved; iii) a date when a review of your performance against those standards will be conducted, or notification that there will be

an ongoing review; iv) the potential consequences of failing to achieve the standards within the time frame; v) the name of a nominated contact within the organisation (eg. employee’s Head of Department or a negotiated mentor) with whom the employee can discuss any matters which are unclear and from whom any required assistance will be provided; and vi) details of counselling and/or professional development (where applicable) available to you. You may receive a formal written warning at this stage. Regular meetings should be held with your employer or their representative to monitor your progress. If your employer is not satisfied they must state specifically what the problem is and how the employee might meet their expectations. Stage Four: Review The review should occur whether or not your performance has improved. If your performance has improved, you should be informed of this in writing. If it is considered that there are sufficient grounds for disciplinary action, you should be advised in writing that a failure to improve is likely to lead to termination. The interview and review process should be repeated prior to the implementation of disciplinary action.

KEY POINTS •

Within your hours of duty your employer has every right to call you to a meeting; however, if the subject of this meeting is to identify concerns and/or to seek a response from the employee in relation to matters which could threaten the person’s employment, there are certain protocols which need to be observed.

•

You as an employee have certain rights and responsibilities, but this applies equally to your employer. Your individual actions when you are called to the meeting are critical in creating a climate for amicable resolution of the issue if it has any proven substance.

•

Getting our union involved at the commencement of the process ensures procedural fairness for you. Our union is able to intercede, on your behalf, if we consider there is a flaw in the process.

May 2012

INDIGENOUS ISSUES

The cultural significance of ‘Welcome to Country’ Australia is made up of many different Indigenous Clans or Groups, each having their own Country, Culture, Language, Beliefs and Customs. Aboriginal and Torres Strait Islander people have a unique relationship to the land. This involves a responsibility to look after the environmental and spiritual wellbeing of their Country. Traditionally, when Indigenous people travelled they would not enter another’s Country until they were welcomed by the Traditional Owners of that land. Welcoming people to Country is a traditional practice, which has special significance. The Welcome to Country should only be delivered by the Aboriginal people in their own local homelands and community. This could be an Elder, and adult or a child who belongs to that country. The Acknowledgment of Country can be performed by Aboriginal and NonAboriginal people, both children and adults. Why should I perform this ceremony? • Respect, Responsibility, Understanding, Knowledge, Relationships, History. • Encompassing Aboriginal Acknowledgements and ceremonies into official events and daily proceedings provides opportunities to recognise and pay respect to Aboriginal Peoples’ Culture and Heritage. It also communicates to the broader community the Cultural Heritage of Aboriginal Peoples and promotes mutual respect and understanding. When do I do a ‘Welcome to Country’ and/or ‘Acknowledgment’? ‘Welcome to Country’ is performed at the commencement of any gathering by the local Aboriginal people of that Country.

‘Acknowledgment of Country’ is also performed at the commencement of a gathering, meeting and/or function by the Chairperson, Speaker, and Elder and/or Student. Where the name of the Traditional Custodians is known, it is specifically used. Where it is not known, a general Acknowledgment is given. Acknowledgment may also be made by other speakers during the meeting. Where do I get advice? When planning an event you are recommended to consult with Aboriginal staff within your school or workplace and the local Aboriginal organisations in your community, and/or the Aboriginal and Torres Strait Islander Education Consultative Groups in each state or Territory to provide advice on: the Traditional Custodians of the specific lands; the appropriate level of Aboriginal recognition; the appropriate ceremonies and performances How do I respectfully address and perform this ceremony? The ‘Welcome to Country’ and ‘Acknowledgment of Country’ given below are only examples of what someone could say if addressing any formal or informal gathering. These examples can be used as a guide or a starting point and people are encouraged to develop their own meaningful words that are relevant to that gathering. IEUA Indigenous Officer Diat Callope said: “Acknowledging country is a significant recognition of the guardianship of Australia by the traditional owners and shows our respect for their continuing role. As educators it is important that we provide leadership in this public recognition.”

Example of a Welcome to Country As a representative of the ________________ people of this land, I would like to Welcome you to our Country and pay respect to our Elders who have gone before us and those who are present here today. I would also like to recognise our Non-Indigenous people who have joined with us today. Examples of an Acknowledgement of Country I would like to Acknowledge the ________________ people the Traditional Custodians of this Land. I would also like to pay respect to the Elders both past and present. I would like to extend that respect to other Aboriginal people and / or colleagues present today. I would like to respectfully Acknowledge the ________________ people who are the Traditional Custodians and First Peoples of the Land on which we stand. I would like to show my respect and Acknowledge the Traditional Custodians and First Peoples of the Land on which this meeting takes place.

The Independent Voice

LEGAL BRIEFS

Work Injuries While Not at Work Conferences and Seminars

The requirement to undertake a variety of professional development activities in order to remain eligible for teacher registration raises issues for “work” injuries, reports education legal expert Andrew Knott from Macrossans Lawyers.

In September 2011, WorkCover rejected a claim for a broken arm a teacher suffered when she fell while walking out of a conference. The employer made a submission to WorkCover that the teacher should not receive compensation for her injuries because: The injury happened on a weekend; and It was after a conference that the school had not paid for or approved in advance. WorkCover agreed with the employer and rejected the claim. In its reasons, WorkCover said: “It was not a mandatory requirement that you attend the conference as it occurred on a non-scheduled work day and was voluntary…Therefore this claim is not one for acceptance.” The conference The conference was an all-day, annual event organised by a professional association. The topics of the day revolved around specific subject areas and included topics linking curriculum and syllabus with practice. It was a conference exclusively targeted at teachers, not the general public. It was held on a Saturday. Teachers are entitled to ask their school to

pay for professional development activities. However, schools have to work within limited budgets and therefore it is not uncommon for applications for funding to be knocked back. In this case, the teacher did not ask her school to pay her conference fee. She decided to pay for the conference herself to avoid the range of forms she would otherwise have had to complete. The day after the injury she completed an incident reporting form and handed it into her school to notify them of her injury. The appeal The teacher lodged an application for review of WorkCover’s decision. In that review, submissions were made to the review body (Q-Comp) to the effect: Whether an injury arises from work and whether work is a significant contributing factor is a question to be decided based on the nature of the activity. It does not depend on whether the employer paid for the activity or even whether the employer would have paid for it. WorkCover accepted that the correct test is whether: The injury arose out of or in the course of

work; and Work was a significant contributing factor to the injury. Whether the activity leading to the injury was mandatory is irrelevant. The decision Q-Comp finally accepted that, even though the teacher paid for the conference herself and attended out of work hours, attendance at the conference was directly related to her employment. It was an approved professional development activity which counted towards the 30 hours of professional development required to maintain eligibility for teacher registration and was relevant to her subject area. The fact that it was outside of school hours, and on a weekend, did not affect her eligibility for WorkCover compensation. Notwithstanding success in this case, teachers should always inform the school’s principal, preferably by email, of any professional development activities, even if they intend to pay themselves. While formal approval is not needed where it is out of hours, it may be worthwhile to keep your principal informed. Stay safe at work – and at conferences!

May 2012

INTERNATIONAL WOMEN’S DAY

Celebrating the achievements of women Many changes have occurred in relation to the status of Queensland women over the past century through the vision and persistence of generations of change-makers. In March we recognise International Women’s Day (IWD) and reflect on the passion and progress of women all over the world. In 1911 across Europe, more than one million women and men attended the first International Women’s Day rallies, campaigning for women’s rights to work, vote, be trained, hold public office and end discrimination. The first Australian IWD rally was held in 1928, and celebrated the year after in Brisbane. It had only been the end of the century before when women around the world were beginning to claim the right to vote in government elections. First New Zealand, and a year later, South Australia followed suit as the first Australian state. Australian women were able to vote in federal elections by 1902 (excluding Aborigines, Torres Strait Islanders, Asian and South Pacific Islanders). In 1905, Queensland women won the right to vote in state elections. Queensland women in power Much of the fight for women’s suffrage in Queensland was led by the Woman’s Equal Franchise Association, headed by activist Emma Miller. Miller was a strong advocate for workers and women’s rights during the last century. The Queensland Council of Unions (QCU) hosts the Emma Miller Awards in her honour each year, celebrating the achievements of contemporary union women. In 1915, Queensland was the second state to give women the right to sit in parliament. In 1929, Irene Longman was elected to Queensland Parliament, endorsed by the Country-National Party and the Queensland Women’s Electoral League. It took until 1966

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for a second woman, Vi Jordan, to enter parliament. In 2001, Queensland Parliament attained the highest proportion of women representatives of any Australian parliament, and one of the highest proportions in the world. Women have increasingly taken positions of political leadership: Anna Bligh; Julia Gillard; Quentin Bryce. In 2007–08, the UN Human Development Report ranked Australia second in the world on the gender related development index and eighth in the world on the gender empowerment measure. However, we are currently ranked 50th internationally for women’s participation in the workforce. Inequality still exists While legislation was passed nearly 40 years ago for women to receive equal pay, Australian women still earn almost 17 per cent less than men. The average Australian woman will earn almost $1 million less over her lifetime. Women often end up with less than half the superannuation savings of men when they retire, and women are two and a half times more likely to live in poverty in their old age than men. Still reasons to celebrate In 2009, Australian Services Union’s successful pay equity case delivered major pay increases for Queensland Social & Community Services workers. Also, after years of agitating, the federal Labor government finally introduced

our first national paid parental leave scheme. The 18 week scheme began in 2011. Unions, including the IEUA-QNT, have been instrumental in obtaining paid parental leave, as they have in the plight for suffrage, equal pay, and many other rights for women. The IEUA-QNT Townsville Women’s Conference held in October last year was another important opportunity for our women members to join together and discuss key professional issues. It is clear that members of our union are committed to accepting responsibilities beyond what happens in the classroom. Our position as education professionals and school employees means we have a broader influence in the community, enabling IEUA - QNT members to continue to make a real difference in the working lives of women and their families. What happens next is up to you Unions, including IEUA-QNT, continue to campaign for pay equity, quality jobs with family-friendly work arrangements, improved superannuation for women, accessible and affordable child and out of school hours care and effective equal opportunity and antidiscrimination legislation. We have come a long way, yet there’s a way to go. Clearly, change occurs, both naturally and under the will and efforts of human beings, including women.

IEUA-QNT employees attend the UN Women International Women’s Day breakfast on 8 March 2012 in Brisbane

REWARDING SCHOOL OFFICERS

Being recognised reclassified and rewarded The increasing complexity and intensity of the work required of education professionals, including school officers, is all too frequently not properly recognised in their position descriptions with consequential impact on their classification and wage level. The Recognise, Reclassify and Reward campaign was established to ensure school officers have accurate and appropriate position descriptions and that they receive the level of wages which recognises the level of skill, responsibility and qualification that they bring to the position. School officers from the various sectors in both Queensland and Northern Territory were given the opportunity to review and revise their position descriptions as a first step in asking their employer the question, “Are you recognising the contribution I make as a school officer?” Throughout the campaign school officers undertook training sessions to further develop and update their position descriptions and, along with support from their colleagues, took part in various Chapter activities such as ‘Sign up Stand Up’ day and formally lodged requests of reclassification with their employers during School Officer Action week. Many school officer members were correctly classified after being educated and trained about the importance of having a contemporary and accurate position description and submitting a revised

position description to their employer. Being recognised for the work you do IEUA-QNT member and Finance Secretary at Queen of Apostles School Deslee Till sought reclassification from Level 4 Step 3 to level 5 Step 1 after a review her position description and undertaking training. “For many years I had been at the top of my levels with nowhere else to go. I had tried to become a Level 5 when levels were first introduced, but was told Level 4, at that time, was as far as I could go without more training or responsibilities. After speaking with my organiser, she informed me that my responsibilities and the management of a diverse range of finance duties could allow me to now apply for Level 5. I was successful in my application at the end of 2011 and am now classified Level 5 Step 1. I probably would not have that classification if it wasn’t for union visits to the school keeping us informed.” Higher classification levels St John Bosco School union member and school officer Kerri Wease works as a Library Officer, IT Officer and as Prep Aide at the Collinsville primary school. Working in these roles with no supervision and addition responsibilities such as training staff on new IT programs, Kerri said she felt this merited a higher classification level for the position described. “Our union rep gave us the paper work and explained how (applying for reclassification) worked. I also had contact with her in

getting her to proof read what I was planning to submit. She was very valuable as she picked up on some critical errors I had missed that may have affected the outcome,” Kerri said. “For all of my positions I initially started out on Level 2. I applied for Level 5 straight up for IT and got it without any problems. I applied for Level 4 for library and got Level 3. I wasn’t happy with this and decided to undertake some further study and reapply a few years later for Level 5, which I also got without any problems. As yet I haven’t applied for any higher levels for Prep Aide; however, with the added responsibility for testing students and taking responsibility for instructing students that continually gets added to our role I will probably apply in the near future.” A school officer’s job has become a very involved one, both complex and most importantly integral to the overall operation of our schools. Position descriptions must recognise the diverse and skilled work of school officers, provide greater clarity around the duties and responsibilities for school officers and most importantly recognise and reward the diverse range of skills and knowledge that school officers bring to their positions.

For more information on position descriptions and the reclassification process, please contact our union office on enquiries@qieu.asn.au or FREECALL 1800 177 937.

May 2012

If you can pen a poem, short story and/or a non-ﬁction prose then you should enter the

2012 LITERARY COMPETITION

SEE YOUR ENGLISH TEACHER FOR ENTRY DETAILS CLOSING DATE FOR COMPETITION: FRIDAY, 13TH JULY 2012 Presentation and Exhibition to be held on Wednesday, 17th October 2012 at The Bardon Centre

THIS COMPETITION IS SPONSORED BY: Independent Education Union of Australia – Queensland and Northern Territory Branch, English Teachers Association of Queensland and James Cook University

The Independent Voice

SECTION A: Years 11 &12 1st $300 2nd $200 3rd $100 SECTION B: Years 9 &10 1st $150 2nd $100 3rd $75 SECTION C: Year 8 1st $150 2nd $100 3rd $75 SECTION D: Years 6 &7 1st $150 2nd $100 3rd $75 SECTION E: Open (Teachers)

1st $300 2nd $200 3rd $100

EVENTS DIARY The Queensland Education Resources Expo Educators from early childhood, prep, primary and secondary education through to higher education institutions have the opportunity to access the latest on offer in education resources at the Queensland Education Resources Expo. Find out what is new in the world of education and get inspiration for your career, students and school. The event also hosts an extensive professional development seminar program. The Queensland Education Resources Expo provides exhibitors with direct contact to education professionals from all levels and institutions. The Expo is on Saturday 8 and Sunday 9 September 2012 from 10am - 3pm at the Brisbane Convention & Exhibition Centre - FREE ADMISSION! For more information visit www.quedrex.com.au The 37th Early Childhood Teachers Association Conference The ECTA conference will be held on Saturday 23 June from 7:30am-5:30pm at the Sheldon Convention & Entertainment Centre. Goals of the Conference are to: â&#x20AC;˘ Provide professional development inline with standards required for teacher registration â&#x20AC;˘ Stimulate and inspire early childhood

educators to reflect on their practice â&#x20AC;˘ Provide practical workshops suitable for educators working within a variety of age groups â&#x20AC;˘ Provide networking opportunities and promote collegiality â&#x20AC;˘ Build capacity and collaboration between early childhood professionals from all sectors â&#x20AC;˘ Showcase a wide selection of resources via our trade display. All teachers are encouraged to attend. For more information visit www.ecta.org.au DATE CLAIMER: Teaching and Learning with Vision Conference The Teaching and Learning with Vision conference will bring together over 200 delegates from across educational sectors who use, or are thinking of using, learning technologies. The conference will enable participants to: â&#x20AC;˘ Learn about the latest innovations in technology and learning â&#x20AC;˘ Share expertise with colleagues â&#x20AC;˘ Be inspired by experts in the field â&#x20AC;˘ Take home a renewed enthusiasm for the endless possibilities. The conference will be held from 7-9 November 2012 at the Radisson Resort Gold Coast. For more information, visit http://tlvconf.wordpress.com/

Schools Tree Day Each year, around 2,500 schools across Australia take part in Schools Tree Day. Students nation-wide have learnt how to plant, and care for the seedlings they grow. Schools Tree Day 2012 is on Friday 27 July 2012, although events can be held at any time during the year. This year, Planet Ark is inviting you to venture into the great outdoors and see how life is better with trees! Schools Tree Day can mark the beginning of a long-term environmental program, engaging your students in a fun, hands on activity that can reinforce their environmental, maths, science and creative arts learning or simply contribute to creating beautiful school grounds. For inspiration and ideas visit www.treeday.planetark.org/schools Red Nose Day Red Nose Day, to be held this year on Friday 29 June, is the major fundraiser for SIDS and kids. Funds raised through the day assists in providing vital services and programs. Schools throughout the country are encouraged to get involved during the day by selling red noses and other merchandise to raise much needed funds for charity. To get your school involved in Red Nose Day this year or to find out more information, please visit www.rednoseday.com.au

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May 2012

GLOBAL ISSUES Free jailed union leader Mahdi â&#x20AC;&#x2DC;Issa Mahdi Abu Dheeb Education International (EI) calls on union members to urge the Bahraini authorities to immediately release on bail President of the Bahraini Teachers Association (BTA) Mahdi â&#x20AC;&#x2DC;Issa Mahdi Abu Dheeb, given his deteriorating health condition. Members can do this by signing an online petition: http://www.labourstart.org/cgi-bin/ solidarityforever/show_campaign. cgi?c=1247&src=ei The appeal of Vice-President and President of the BTA, Jalila al-Salman and Mahdi â&#x20AC;&#x2DC;Issa Mahdi Abu Dheeb, held in December 2011, was adjourned by the Supreme Court of Appeal to 19 February, consequently prolonging the detention of Mahdi. Jalila, who is currently freed on bail, reported that there are serious fears regarding the condition of the BTA Presidentâ&#x20AC;&#x2122;s health which is reported to be deteriorating day by day since he was transferred to Jaw Prison in October. Officials continue to deny him the medical help he urgently needs. The request of the BTA lawyers to release Mahdi on bail, given the state of his health, was rejected by the court. The report of the Bahrain Independent

Commission of Inquiry (BICI) describes detention and torture methods that have been inflicted on Mahdi and other detainees by the authorities. The BTA lawyers asked the court to include the BICI report as evidence in the case. They also requested for the so-called â&#x20AC;&#x153;confessionsâ&#x20AC;? obtained from both activists under torture to be dropped. Jalila and Mahdi are appealing the decision of the military National Safety Court that, in September, sentenced them to respectively three and 10 years imprisonment, for unwarranted accusations, including inciting others to commit crimes, calling for hatred and overthrow of the ruling system, leaving work on purpose and encouraging others to do so and taking part in illegal gathering. Their strong involvement in the peaceful protests of March 2011 led to a crackdown where teachers and trade unionists became subjected to arbitrary arrests, military prosecution, investigation, suspensions, dismissals, salary cuts and torture. EI also condemns the dissolution and the arbitrary procedures against the BTA which are in clear violation of the free exercise of human and trade union rights in Bahrain, and violate Bahrainâ&#x20AC;&#x2122;s own labour laws as well

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Articles and information provided by Education International. For more information or to enlist your support for education workers worldwide, visit EIâ&#x20AC;&#x2122;s website www.ei-ie.org The IEU is an affiliate of EI. as Bahrainâ&#x20AC;&#x2122;s obligations as a member state of the International Labour Organisation. The petition also calls for the respect of the fundamental rights and freedoms of teachers, students and union activists in accordance with international labour norms.

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WHAT YOU NEED TO NOW TUH ADVERTORIAL

Can you spare the time for the flu? The flu season is fast approaching which means the inevitable increase in sickness. Each year the flu costs 1,500,000 lost work days, 300,000 doctor visits and 18,000 hospitalisations. Healthy, working adults vaccinated against flu have half the number of doctor’s visits and nearly half the number of sick days. Flu is highly contagious. Just one sneeze can spread the flu up to a metre and it can spread before any symptoms show so your work colleagues might not even know they are passing the virus on to you. The effects of one person getting the flu can make a difference to a family or a workplace, as one person after the other catches the flu, passes it on to others and then takes time to recover. Do I have a cold or the flu? It can be hard to tell whether you have the flu or a common cold. Generally if you have the flu you will feel worse than when you have a cold, but will show similar types of signs. You can visit your GP and have a test done within the first few days of illness to determine whether you truly have the flu. Symptoms of the flu generally include fever which comes on rapidly, aching body, tiredness and a cough. All of these are more intense with the flu, whereas people with a cold are more likely to have a runny nose, sore throat, headaches, chills, nausea or diarrhoea (this is more common in children). Most

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PLAY A PART: take an active role in our union Metropolitan Branch Meeting 24 May 4:30pm - 5:30pm, Hamilton Hotel Brisbane (North Metro and Metro) Branch Industrial Relations Training Day 2 25 May, Zillmere Geebung RSL Brisbane (North Metro) Branch Meeting 7 June 4:30pm - 5:30pm, Bracken Ridge Tavern Industrial Relations in the Workplace Training Day 2 (Sunshine Coast) 18 July 9am - 3pm, QTU Training Room, Capital One Building 6/9 Capital Place, Birtinya Wide Bay Branch Meeting 25 July 4pm - 5pm, QCU Building, Bundaberg Central Queensland Branch Meeting 1 August 4pm - 5pm, Brothers Leagues Club, Rockhampton Fraser Coast ROC Meeting 8 August 4pm - 5pm, Pacific Hotel, Yeppoon

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