IV_November_2012

Independent Vo i c e OUR UNION OUR VOICE

November 2012

Volume 1 Number 5

Catholic sector demands professional respect seeNovember pages 2012 16-17 1

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“I love teaching but...�

TEACHER EXCHANGE

I’d love it more if I could:

Five years teaching experience

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+ IEUA-QNT membership

OPPORTUNITY! Work overseas and retain your accrued entitlements. United Kingdom; Ontario, Alberta, British Columbia, New Brunswick, Canada; Colorado, USA! Check out our website www.qieu.asn.au - Click on Membership sectors then Teachers then Overseas Exchange Program.

Applications for exchange in 2014 close 7 Decem ber

Contact Kay on FREECALL 1800 177937 (QLD); 1800 351 996 (NT) or kholloway@qieu.asn.au

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

CONTENTS IEUA-QNT members demand professional respect

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

p16, 17

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 Publications Officer/ Journalist: Fiona Stutz Printing: APN Print Disclaimer: Advertising is carried in 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 IEUA-QNT. Copyright: All articles remain the copyright of IEUA-QNT. Permission must be obtained before reprinting.

ABN: 74 662 601 045

p10, 11

UPFRONT President and Secretary Reports

IN THE JOURNAL 4

School Funding

FEATURES

More work to be done

Stand For QLD

ECE News

Rally against job-cutting budget

6

IEUA-QNT Awards

12 14 18

9

School Consultative Committees

19 22

Winners announced Teacher Exchange

Workplace Health & Safety Preventing harassment in the workplace

School Officer Day; World Teachers’ Day

Art and Literary Awards

History of Our Union Teacher pay disparity

8

Changing legislation and workload

Northern Territory News

Professional Issues in Education What’s in store for education in 2013?

5

Celebrating Our Achievements

Honouring our Union Achievers

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Benefits to teachers Anna Stewart Memorial Project

Information Technology in schools Code your classroom

FRONT PAGE PHOTO: Attending the Gold Coast Catholic sector industrial action day and making their voice heard was Gabrielle Vining, Belinda Rankine, Alan Dick and Patrick Grehan

Graduate teachers and mentoring pre-service teachers

26

Union members tell their story

31

Legal Briefs Duty of care with parental responsibility

27

Like us on Facebook

Follow us on Twitter @ieuaqnt November 2012

3

EDITORIALS A productive year

Leadership sadly lacking

This year has again been a busy yet productive one for our union and our membership.

Earlier this year we recognised colleagues who have been a member of our union for 25 years or more. The opening of the Sunshine Coast Office has been another significant sign of the growth and development of our union.

The leadership needed to meet the very evident challenges in education is sadly lacking from employers in the nongovernment education sector with few notable exceptions. Rarely is there a clear vision for the future and a determination to have a capacity to achieve it. No more starkly is this in evidence than amongst those employing authorities who slavishly follow the patterns of employment provision of others and make concerted attempts to restrain and in many instances diminish the working conditions of employees.

Andrew Elphinstone President

The federal government’s school funding, or Gonski Review, has rightly been a key focus for our union. The Gonski Review has recommended the establishment of a School Resource Standard, Educationbased Indexation, increased funding for students with disabilities where the funding is attached to the student and clear transition arrangement from the current funding model. Members have been active in ensuring that our voice has been heard in this debate, through initial submissions to the Gonski report in the previous year, through to the current phase of the campaign calling on the federal government to commit to these reforms.

The inaugural IEUA Policy Conference occurred in Canberra, where the various branches committee of management’s came together to discuss and debate IEUA policy. This was another step further in the strengthening of our federal voice.

It was significant that we had the opportunity to meet with Peter Garrett, the Minister for Education, whilst we attended the conference.

This year we have seen several sectors negotiating collective agreements; significantly we have seen protected action occur across the majority of Catholic schools including a full day strike occurring in all five Catholic Dioceses. Member’s commitment for professional respect has been steadfast and whilst we continue to negotiate under very difficult conditions we have seen the power of taking collective action.

A sincere thank you must also go to our retiring union council members: Suzanne Burdon, Tom Denham, Bernadette Murray and Michael Moy; your commitment and dedication to the governance of our union has played a significant role in the progress that we have made. We also acknowledge from our Federal Branch Lon Wallis, our inaugural IEUA-QNT Senior Vice President, who is retiring from the Branch Executive.

I would like to thank all union members especially those who take on a role in their Chapter. The work that Chapter representatives do in their schools is vital to the success we have as a union. We recognise some of these activists with the various awards that are named in honour of significant people in our union development (see pages 12,13). I would also like to thank the staff of our union; employees of QIEU are not only professional but are dedicated and committed to doing the best possible for our membership.

Catholic employing authorities have consistently demonstrated throughout collective bargaining negotiations this year an absence of effective leadership.

More intent upon following the public sector, Catholic employing authorities have effectively enshrined employment conditions that owe more to an obsequious relationship with government than a concern to recognise that a positive future for their schools will be founded on the work and commitment of their employees. Simply and manifestly Catholic employing authorities lack the leadership to engage with the state government at a level which is anything other than a sycophantic bowing to the state government funding dollar. Meanwhile in schools, Catholic sector employees not only deliver a high quality education but also are being called upon continually by their employer to do more.

There is a point at which more will not be done with less and Catholic employing authorities lacking the leadership to provide a clear statement to their employees that they value their work will find that employees, for their part, take steps to assert a fairness and a claim for respect and recognition for the work that they do. There are fortunately rare exceptions in our sector to this lack of leadership. There are employing authorities who recognise the work that their employees do and are prepared to prioritise their budgets to ensure that their work is respected and recognised.

Clearly as a union we accept a responsibility to advocate for appropriate levels of funding to the non-government

Terry Burke Branch Secretary tburke@qieu.asn.au sector. Our union and its members played a significant role in advocacy to the Gonski Committee of Inquiry into federal government funding and its recommendations reflect the core of our submissions. As a union we undertook a wide-ranging and well funded information and education campaign in the community to draw attention to the diversity of the non-government sector; its importance in the educational provision across the country; and the need for appropriate levels of funding to address areas of significant need.

For their part, Queensland Catholic employers undermined whatever other advocacy they undertook on funding with a recent circular to parents which celebrated that Catholic schools did as much as state schools with less funding - ‘it is still cheaper to teach students in a Catholic school’ (Funding information for parents October 2012 p4). Employees in Catholic schools did not miss the clear inference that their efforts, commitment and generosity of time were being used to make up the funding gap.

What is needed from employers is leadership with clear direction, vision and purpose. Leadership also requires insight and intellectual analysis and prescience.

Above all leadership requires courage and sadly, even when the other traits are to be found, it is courage that is found to be wanting. While courage is lacking we will continue to meander and wallow in a celebration of what we have - no matter how ordinary and problematic - rather than pursue what we should have and should be in a quest for high quality education and recognition and reward for those who are instrumental in achieving those educational outcomes.

Registration requirements to change from 2013 From 2013 Queensland teachers will use the National Professional Standards for Teachers, a public statement of what constitutes teacher quality.

The Standards will define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st century schools, which result in improved educational outcomes for students. The Standards do this by providing

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a framework that makes clear the knowledge, practice and professional engagement required across teachers’ careers and is organised into four career stages to guide the preparation, support and development of teachers. The stages reflect the continuum of a teacher’s developing professional expertise from undergraduate preparation through to being an exemplary classroom practitioner and a leader in the profession. From next year there will also be changes to the amount of teaching required

for recency of practice and the amount of continuing professional development (CPD) that must be completed every five years for renewal of registration purposes. These changes do not commence until 2013; for 2012, all teachers must continue to meet current requirements, which include at least 30 hours of CPD per year for teachers working fulltime. More information about the Standards is on page 15 of this jounal, or visit www. teacherstandards.aitsl.edu.au

SCHOOL FUNDING CAMPAIGN

Step in

the righ Mor t dir e wo e ctio rk to n be d one

The IEUA welcomes the big picture goals announced in the federal government’s formal response to the independent Gonski Review of Funding for Schooling in September, with the emphasis on improving educational outcomes for all children.

The Gonski recommendations provide positive architecture for the nongovernment sector, which supports the needs of students from a wide range of backgrounds.

What’s in the new model?

The government has announced the introduction of a new national school funding model with increased funding to be tied to individual school improvements under the government’s National Plan for School Improvement. The plan will also introduce further resources to all schools to be phased in over several years, as recommended by the Gonski review.

Funding for each school will be based on the needs of every individual student through a new benchmark amount - a new Schooling Resource Standard - based on the costs of schools that are already achieving positive results.

Schools with students who face additional challenges will be entitled to extra funding based on six categories: students from

low income families; Indigenous students; students with disability; students with limited English skills; the size of the school; and those who attend rural and remote schools. This additional money, called ‘loadings’, would be a permanent feature of the new funding system and will be publicly funded so every student who needs more support will receive it, no matter what type of school they attend.

Schools will also see their funding increase every year and will not be determined by whether a school is public or private but by how much funding a school needs to deliver a great education.

The federal government plans to introduce the legislation into Parliament by the end of 2012.

More work to be done While our union has welcomed the federal government’s focus on school funding, we will continue to seek assurances that the funding will meet the needs of Catholic and independent schools and those who work in them.

The major overhaul of school funding requires additional dollars from all stakeholders to be properly targeted and implemented using valid and reliable data.

This requires trialling and testing to ensure money is appropriately targeted.

The implementation timeline proposed by the government of six years is within the Gonski parameters and is an agreeable timeline.

Our union will continue dialogue with the government to ensure the model for the School Resource Standard, loadings and the annual indexation have integrity for Catholic and independent schools, so that students needs can be met now and into the future.

The federal government has also announced: Higher standards for teachers, with at least a term’s classroom experience for student teachers before graduation from university, an annual performance review for every teacher and higher entry standards - entrants to the teaching profession will be in the top 30 per cent of literacy and numeracy results; Extra training for teachers in managing disruptive behaviour and dealing with bullying, so every child in the classroom gets a chance to learn in a safe environment, and a Safe School Plan for every school to prevent bullying; A School Improvement Plan for every school which will outline the steps that each school will take to improve student results; Identification of struggling schools and extra help to lift their results.

November 2012

5

STAND FOR QUEENSLAND

Holding the state government to account The Costello audit into Queensland’s finances is “intellectually dishonest” and fails to observe basic accounting standards, according to an independent report released in September.

The Queensland Council of Unions (QCU), which represents unions that cover more than 370,000 workers, commissioned the report after the release of the “Costello Audit of Commission” in June led to thousands of job cuts.

The independent “Review of the Costello Report” was written by former Professor of Accounting at the University of Sydney, Bob Walker, and respected economist Dr Betty Con Walker.

The state government had used the Costello document as justification for “damaging the careers and quality of life of the families of the many public servants who face retrenchment”, the report said.

In a detailed 113-page publication, the authors said the Costello document failed to comply with basic accounting standards in analysing the state’s finances.

It also failed to properly analyse Queensland’s assets against liabilities, and

used its own figures rather than relying on official Australian Bureau of Statistics data.

Costello also chose to largely ignore the impact of natural disasters on Queensland’s deficit, instead blaming excessive employment in the public sector.

The independent Walker report also finds fault with Costello’s explanation of the cause of Queensland’s public sector employment growth, labelling his findings “alarmist” and “simplistic”.

The current government claims that the former government had to borrow to “support the budget” is also flatly contradicted by cash flow statements which Costello ignored, the report says.

QCU President John Battams said the authors had many years of experience in accounting practice and economic research.

“This report exposes the attempt of Peter Costello and Campbell Newman to hoodwink the Queensland public on the state of Queensland’s finances. Their muchrepeated ‘$100 billion debt’ claim is shown to be an invention.

Labour Day will stay in May Queensland unions will continue to celebrate Labour Day on the first weekend in May, saying the state government has no right to change the workers’ celebration.

A recent Queensland Council of Unions (QCU) executive meeting voted unanimously to continue holding Labour Day events and marches during May.

Marches and celebrations around the state in 2013 will be held on Sunday, May 5. The May timing will remain into the future.

QCU President John Battams said it was not up to the state government to tell workers when they should celebrate union successes such as the establishment of the eight hour day, workplace health and safety, the establishment of the living wage and the basic commitment to a fair day’s pay for a fair day’s work.

In August, the state government announced without consultation that from 2013 the Labour Day holiday would be in October.

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“It shows that their document is hardly worthy of the term ‘audit’ and disproves any link between Queensland’s debt and the number of public servants,” Mr Battams said.

He said he expected the Walker report findings to further concern Queensland communities who were already reeling from LNP job cuts in health and community services.

“We will ensure that all Members of Parliament receive a copy of the report so they can better identify the mistruths and inaccuracies rolled out by Costello and Newman,” he said.

Unions will soon launch a new campaign to confront these issues, to win back job security for Queenslanders and to win back secure jobs.

To make a stand to protect Queensland workers from job cuts imposed by the state government and to find out more about Stand for QLD, visit the QCU website standforqld.com.au .

“These are hard-won victories that benefit workers and the general community.

“These achievements stand in direct contrast to this government’s obsession with job cutting and service slashing, with no consultation with the community. This is illustrated by the Attorney-General not talking with unions before trying to wipe Labour Day from the calendar.”

Labour Day holds significant history in Queensland, being celebrated since 1891 and officially declared a public holiday since 1901.

Queenslanders rally against job-cutting budget Brisbane workers and community members joined thousands of Queenslanders across the state protesting the state government’s job-slashing budget in September.

A crowd of more than 10,000 people marched to Parliament House to support public sector employees, with representatives of the community sector and ordinary Queenslanders outlining the impact of the government sacking of 14,000 workers and slashing community programs.

Queensland Council of Unions President John Battams said as a result of the cuts spreading throughout Queensland’s economy the state’s jobless rate would increase. “The Budget papers seem to mention this as a throwaway line – that at six per cent Queensland’s jobless rate will be the worst in 20 years. But if you are a nurse,

E-petition to preserve and protect workers’ compensation

or a school cleaner, a rural firefighter, or an apprentice with QBuild, or anyone providing vital services to Queenslanders, you will be very concerned.”

Mr Battams said Queenslanders were in support of a 1,000-day campaign to ensure the government understood the pain it had caused. “The LNP government’s commitment not to cut front line services has also been dumped. Regional economies that survive on community services delivered by public sector workers in secure employment will struggle. We want Premier Newman to come clean. He used

Every year more than 100,000 Queensland workers are injured at work or have a work-related illness; however, the state’s nation-leading workers’ compensation scheme is at risk.

the Costello report to justify these sackings and now that report has been widely discredited,” Mr Batthams said.

Mr Battams said a union and community campaign would continue for 1,000 days to the next state election to highlight and speak out against the impacts of hasty and unplanned government budget policies.

scheme is fully funded and operates at no cost to government. Queensland is also the only state with protection for workers travelling to and from work.

Members are encouraged to sign the e-petition to The state government is currently reviewing workers’ compensation. Similar reviews in southern help preserve and protect workers’ compensation at http://www.parliament.qld.gov.au/work-ofstates have slashed protections and limited assembly/petitions/e-petition?PetNum=1983 coverage. Queensland’s workers’ compensation

November 2012

7

NEWS

ECE: Changing legislation and the impact on workload With the recent implementation of the National Quality Framework (NQF), employees in Queensland kindergartens are increasingly struggling to keep up with new requirements of this legislation.

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.

Lorraine Douglas from Geebung C&K said the new framework meant a considerable increase in the amount of paperwork and planning that needs to be completed alongside regular tasks. “We are all having to do a lot more paperwork and documentation required for recording the children’s learning and progress. We also need to have more staff meetings to discuss, reflect and plan,� she said.

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.

The Universal Access requirement to provide a minimum of 600 hours of an educational programme for a child in the year immediately before compulsory schooling is a problematic element of the new framework. 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

WILL YOUR FUTURE BE

SUPER ENOUGH?

Did you know that almost 7 million Australians* will retire with far less

in Queensland.

Lorraine said she hopes the process of meeting the NQF requirements will become easier over time as staff gain familiarity with the principles, but said additional pupil-free time may help to relieve some of the pressure.

Our union has previously highlighted the issue of increased workload and other problems associated with the introduction of Universal Access to the federal Education Minister Peter Garrett. IEUA-QNT will continue to seek commitments from state and federal governments to appropriately recognise the ECE sector and its employees through adequate levels of funding.

IEUA-QNT/QIEU bursary winners

super than they expected?

This shortfall may affect your lifestyle in retirement and things may not be quite as super as you had hoped.

Sunshine Coast University student Zachary Harris (below) has been awarded the John Nash Bursary Award for 2012. The bursary, awarded for the first time in 2009 as part of our union’s 90th anniversary celebrations, is awarded each year to a student who has made an extraordinary commitment to study an education degree.

Studying for a Bachelor of Education (Primary) degree, Zachary said he wanted to become a teacher because his parents are teachers and he has seen the positive impact they have had on their students.

The $2,000 bursary will benefit Zachary in his continued study with the purchase of text books and to upgrade his computer.

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1300 360 507 qiec.com.au *According to an ASFA media release, published on 7 April 2010.

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Together with the awarding of the John Nash Bursary Award, four other university students were awarded education bursaries at the QIEU Annual General Meeting in October. The education bursary recipients, Laura Jones, Leah Hansell, Aleisha Russell and Sarah Learoyd, were awarded $1,000 to be used for education expenses such as text books, computer technology and payment of their HECS/HELP debt.

The award was named after John James Nash (1947-2006), a remarkable teacher at St Laurenceâ&#x20AC;&#x2122;s College who went out of his way to ensure that all students had the support and opportunity to use their talents, and who played a significant role in our union.

CELEBRATING OUR ACHIEVEMENTS

School officers and teachers celebrate their contribution to education

Our Lady of the Way School, Petrie

IEUA-QNT Chapters throughout Queensland and the Northern Territory were encouraged to say ‘thank you’ to school officers and teachers for their efforts in enriching our school communities with special morning teas at each school.

School Officer Day is a day for all members to get together and show school officers how much their vital and varied work is valued. It is also a chance for members to show employers the deep and widespread respect for school officers that exists throughout school communities.

World Teachers’ Day celebrations focused on the importance of teachers all around the world. Celebrated on 26 October in Australia, this year’s theme – Teachers Inspire - encouraged members to celebrate the important role of teachers and to reflect

recognised with Emma Miller Award Townsville Flexible Learning Centre teacher and IEUA-QNT branch representative to council Kerry Laws has been honoured with our union’s nomination for the 2012 Emma Miller Award. The Emma Miller Awards were established by the Queensland Council of Unions (QCU) to recognise women who have made a significant contribution as an activist in their union. Emma Miller at the turn of the 19th century was a leading activist who did much to argue in Queensland for women’s social, political and economic rights.

The Townsville teacher’s passion for our union began in 1999 when she began her first year of teaching. Coming from a strong union family and after studying Australian history at university, this reinforced her belief in the importance of unions and the significant and essential role they play.

Gilroy Santa Maria College, Ingham

School officers and teachers have been acknowledged for their contribution to education in this year’s School Officer Day and World Teachers’ Day celebrations.

Townsville teacher

on the importance of quality education for children and communities everywhere.

Chapters held special mornings teas and made gold coin donations to the Christian Brothers and the Salesian Mission in East Timor, with funds to help children and young people in East Timor access medical care, schools, vocational training and other community services. World Teachers’ Day is an important reminder to promote public recognition of the role of educators and encourages the global community to stand up for the protections of teachers’ rights and advocate for adequate funding that preserves high quality education in all schools.

Kerry has been an active member, participating in union activities such as Labour Day, industrial action days, as a participant at the Townsville Women’s Conference and as a member of union Council. Kerry said she was both flattered and humbled to be nominated for the Emma Miller Award, particularly in a year that has been challenging for the union movement in Queensland. In true Emma Miller spirit, Kerry said: “This nomination will only encourage me to become more active, to be truly deserving of such an honour.” The Emma Miller Awards and dinner in October was hosted by QCU, providing an opportunity to recognise the commitment to unionism of women across Queensland.

School Officer Day and World Teachers’ Day is also a reminder that school officers and teachers are stronger together. The collective strength of our union is critical to advocating for positive change in the education sector.

For additional photos of the celebration days visit www.qieu.asn.au

November 2012

9

GRADUATE TEACHERS

Importance of structured and resourced induction for early career teachers

Assistant Secretary/Treasurer Paul Giles reflects on the importance and effectiveness of induction programs for early career teachers and the need for such programs to support and respond to the needs of the teachers it is meant to serve.

School induction programs should provide a variety of forms of assistance to an early career teacher which supplements their background knowledge. This specific information relating to the school and its community should capitalise on the teacher’s previous training, and assist him/her to deal in a practical way with classroom management, curriculum planning, teaching method and other facets such as administration procedures of the early career teacher’s teaching. The school should also protect these teachers from unreasonable demands, encourage the early career teacher, strengthen their confidence and satisfaction in their work and respect their style.

Feedback from early career and other teachers in non-government schools have indicated that there are common concerns in regard to current induction practices across sectors and even across states and territories. The major issues that have been identified include: A disjuncture between theory and its application in “real” situations; Class sizes and the spread of year levels and subjects such that many new teachers may have large classes with a demanding spread of year levels and/or teaching areas; Lack of release time for induction so that it becomes another demand that has to be met within limited available time; Lack of “one to one” mentoring; Excessive paperwork associated with the teaching – planning preparation, correction and reporting role but also often with the induction program itself;

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The Independent Voice

Ad hoc nature and inconsistency of some induction programs across sector and/ or even with a school; and Concerns around legal liability and lack of knowledge and availability of information in regard to duty of care and associated school specific policies where they exist.

Our union, in its recently endorsed Policy on the Induction of Early Career Teachers, calls for a structured approach to a beginning teacher’s experience. This can be achieved by a better combination of time release and effective mentoring with induction roles and responsibilities clearly outlined and formally linked to professional development and collaborative skill review. The policy clearly calls for: The development and resourcing of an induction program for each early career teacher; The designation of a particular staff member as a co-ordinator of induction in the school with appropriate time release; The establishment of general principles concerning the roles and responsibilities of the inductee and support teacher or mentor; Access for the inductee and mentor to appropriate professional development activities; The entitlement of the early career teacher to a lighter load to ensure appropriate time for consultation and advice; The provision of adequate time release for both the inductee and any colleague involved in the induction process; Access for the beginning teacher to

counselling services without any reference to professional competence at this entry level point of career; Organisational information such as school policy, expectations and responsibilities made explicit; Guidance and advice on useful professional development such as teacher unionism, professional associations, inservicing etc; and Regular review of the effectiveness of the induction program.

Our union believes that the induction of new teachers should be recognised as a major responsibility of schools and employing authorities. Attracting good teachers to the profession is a paramount concern; retaining them and ensuring that their skills continue to develop and are recognised is an equally important issue.

Entitlements as detailed in our endorsed policy should be included in industrial agreements, so that appropriate monitoring, accountability and implementation can be confirmed. Our union is opposed to any form of probationary employment, contractual arrangements or induction processes that are linked to punitive or formal due process. Teachers early in their career need to experience a supportive work environment without feeling vulnerable about employment security or that demand that they reach the highest levels without help, support and encouragement.

The full policy can be viewed on our website: www.ieu.org.au/479.html

UNDERSTANDING THE PROFESSION

Mentoring pre-service teachers Education professionals have a responsibility to ensure that future teachers are suitably inducted into the profession. The value of pre-service teachers gaining suitable in-class experience cannot be understated. While this obligation falls to a teacher to put their hand up to take on a pre-service teacher, schools and universities also need to support this decision.

Deputy Principal at St John Fisher College, Sharee Lane, understands the benefits of offering pre-service teachers opportunities at her school. “Whilst universities educate students in the theoretical philosophies of education based on solid research, only schools are able to provide access to the real life experiences of the teaching profession. Pre-service teachers need to learn about participating in collaborative teams and working with a mentor, as this will form the basis of their professional life.

Current teachers are the only ones who can provide advice and guidance on the wealth of practical skills and knowledge required for the teacher tool kit.”

Sharee believes the responsibility that schools have to train pre-service teachers rests with both teachers and principals.

She says in order for principals to employ quality graduates with the best possible skills, it is important that the leadership of the school strongly promotes acceptance of pre-service teachers and offers them the opportunity to experience a broad range of school experiences. “In order for a school to develop a culture of learning and truly be a professional learning community, learning about the teaching profession must be promoted and supported at all levels of the community – pre-service, beginning, experienced, leadership,” she said.

The benefits of training pre-service teachers are not only felt by the pre-service teacher, but also by experienced teachers and the school community. “(Mentoring a preservice teacher) provides an avenue for experienced teachers to develop their own leadership skills and formalise their mentoring role. They need to articulate

and explain all of those skills which they intuitively know. It is also wonderful to see the positive mentoring relationships that can develop between teachers and prac students.”

The Bracken Ridge school takes pre-service teachers each year; about 10 to 20 per cent of the teaching staff size. Teacher Michael Ephraims is one teacher at the school who supervises pre-service teachers. Though he admits that there is an increase in workload, he agrees that there are many positive aspects to this arrangement. “(It’s about) helping someone to learn new skills and ideas, hopefully giving them a positive experience and exposing them to the reality of school life from the ‘other side’. (It also) makes you reflect on your own teaching practices.” He says that at some stage all teachers were accommodated by a school and one or two supervisors. “We owe it to the next generation of educators to repay the debt and pass on what we have learned over the years,” he said.

Assistant Head of School (Learning & Teaching), School of Education (Qld) at Australian Catholic University, Dr Louise Thomas, said while it was important for preservice teachers to have content knowledge and to develop an understanding of the theories informing teaching, it was not enough for these emerging professionals to only engage in the theoretical component of their teacher education course. “It is crucial that they have multiple opportunities to work alongside experienced and passionate professional practitioners. This is where classroom teachers come into the picture. Without their involvement and contribution to their learning, pre-

service teachers miss the opportunities to put the important theory of teaching and learning into practice.” She said universities endeavour to provide students with such opportunities through professional experience placements; the majority of students return from their placements with a greater understanding and appreciation for the complexity of teaching. “(Teachers) need to give time for planning and mentoring conversations and feedback. You do need to allow pre-service teachers to take on responsibilities and sometimes you need to ‘pick up the pieces’ when things don’t go so well. But the other side of the story is that you have the opportunity to work with an enthusiastic and passionate new member of the profession. Pre-service teachers can bring... new ideas, (and) their perspectives on the latest developments in the areas of curriculum and pedagogy.”

To ensure that the pre-ser vice teacher experience is valuable for all, it is necessary to have: An induction programme for the students designed with the aid of univ ersities and key staff in the school; Allocated times where teac her pre-service teacher and senior staff can get together to brief, plan and de-brief less ons and activities; Clear expectations of what is required by each participant; A sustainable workload for the supervising teacher so they and the pre -service teacher get the most out of the experie nce.

IEUA have developed a poli cy on pre-service teacher placements and beli eves that high quality initial teacher prepara tion is critical to fostering and sustaining an appreciation of the teaching profession. To revi ew the policy visit www.qieu.asn.au/graduate s

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Honouring our union achievers in 2012 John (Max) MacDermott Award (Individual): Damian Larkin, Mt Alvernia College Mt Alvernia College teacher Damian Larkin (right) has been recognised for his empathy, thorough understanding of education and industrial issues and consultative approach to his colleagues with the awarding of the John (Max) MacDermott Award for 2012.

Damian assists members in addressing their issues, advising on strategies to improve work situations and is supportive of people who have a query or problem. As a Chapter Representative Damian also keeps his colleagues informed about collective bargaining negotiations and encourages colleagues to become more active members and to attend union training.

The John (Max) MacDermott Award was established to recognise the outstanding contribution to union activism of this respected teacher at Mercy College, Mackay.

Ruth George Award: Katherine Robinson, Caloundra Christian College School officer Katherine Robinson from Caloundra Christian College has been recognised for her enthusiasm and high levels of organisational skills with the awarding of the Ruth George School Officer Award for 2012.

Katherine participates in many union activities, always ensures union information is available to members and has been instumental in recruiting colleagues as members; all while promoting awareness of award conditions and collective bargaining negotiations.

As an SBU representative Katherine ensures fellow school officers are engaged in negotiations and that their voice is heard when discussing issues at the bargaining table. She also actively

encourages school officers to undertake training for reclassfication.

The Ruth George Award honours the memory of Ruth George who, along with her union colleagues, played a key role in re-establishing the provisions in the award covering non-government school assistant mistresses in the mid-1930s following the removal of conditions by the then industrial tribunal as part of the now discredited Premiersâ&#x20AC;&#x2122; Plan response to the Great Depression.

Elizabeth McCall Award: Jo Winlaw, Glasshouse Country Christian College The Elizabeth McCall Award for 2012 has been awarded to Glasshouse Country Christian College teacher Jo Winlaw in recognition of her activism and for ensuring her colleagues are educated on issues relating to their working rights and conditions.

Jo was instrumental in establishing a Chapter at the school and helped guide members through their first collective bargaining process. Meeting with members individually and listening to their concerns, Jo has helped her colleagues become more informed on their rights and suggested ways to achieve fair outcomes.

Her pursuit of social justice issues both in the classroom and alongside her peers is also commended by her colleagues.

The Elizabeth McCall Award was established to honour inspirational union member and activist Elizabeth McCall who died in a tragic accident in 2006. This award recognises those who demonstrate a fundamental commitment to the principles of unionism and in particular give expression to the pursuit of social justice in our schools and community.

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John (Max) MacDermott Award (Chapter Executive or Network): Marist College Emerald The Chapter Executive at Marist College Emerald has been awarded the John (Max) MacDermott Award for their dedication to ensuring members are well educated on emerging issues and helping to assist members in addressing these issues.

A strong sense of identity of being an active union member is felt within the school with members regularly supporting each other. The networking by the Chapter was evident in current collective bargaining negotiations as the school arranged its own Day of Action to occur on 6 September. The regional school arranged a lunch for members on the action day and contacted local media to ensure their local voice was heard.

The Chapter are to be commended for their outstanding contribution to union activism at the school and for ensuring that issues of concern to members are properly and appropriately represented.

IEUA-QNT AWARDS The Founders Award: Chris Tooley, Dennis O’Connor and Pat Atkinson IEUA-QNT members Chris Tooley, Dennis O’Connor and Pat Atkinson have been awarded a Founders Award. The award, established in recognition of those who founded our union on the principles of dignity, respect, fairness and collective solidarity, was awarded for the first time in 2010.

Teacher at St James College Chris Tooley (above left) has been an active member since 1985 and is a Chapter representative at the school. Chris endeavours to keep members well informed especially during collective bargaining negotiations, gives advice to members regarding their rights and supports the on-going development of union leadership within the school. “It is important to have a clear line of communication with the principal so that when members’ issues arise it is easy to open a conversation on those current issues,” he said.

Dennis O’Connor from Mary MacKillop College has been recognised for the award due to his active involvement on the Chapter Executive and for his tireless work to promote the benefits of union. Dennis has been a member for 37 years and believes in the benefits of union. “Working conditions, hard earned by our predecessors, need to constantly be defended and updated to cope with an evolving workplace,” he said.

Life Members: Suzanne Burdon and Roger Boyd St Thomas’ Riverview Kindergarten Director and union Council member Suzanne Burdon (below, with union President Andrew Elphinstone) together with Brisbane Grammar School teacher Roger Boyd have been awarded life membership at the QIEU annual general meeting in October.

A teacher and union member for 28 years, Pat Atkinson (above right) from Villanova College has been honoured with this award due to his long-term involvement at his Chapter and his contribution to union activities. At a Chapter level Pat has been a staff representative, enterprise bargaining coordinator and has run Chapter-based campaigns. His involvement with our union includes being a teacher representative on Catholic sector negotiations, five years as a Council member and is currently the union representative on QCT’s Professional Standards Committee.

“I hope that my involvement with these actions and organisations keeps a focus on the implications for members and puts their interests at the forefront of discussions and decisions.”

Life membership was conferred on both Suzanne and Roger in recognition of their outstanding contribution to building union strength over decades of union activism.

Suzanne is a passionate, committed and long-standing member of our union who actively seeks fair and just conditions for her colleagues in the early childhood education sector. As a union member for 35 years, for over half this time she has also been a member of union Council and on the union Executive since 1995. Suzanne has been involved in many vital union campaigns over the years and in 2006 was awarded the Emma Miller Award.

Bruce Maughan Award: Michael Moy, Tom Denham and Bernadette Murray The inaugural Bruce Maughan Award for service to union Council has been awarded to long-serving council members Michael Moy, Tom Denham and Bernadette Murray.

All Hallow’s School teacher Michael Moy (below top) has been a QIEU member for 14 years and on union Council for 12 years, where he has represented members of the Metropolitan Branch as part of union Council. Michael admits that over the years our union has become a major contributor towards improving the education system in Australia. “I hope I’ve represented members in the Metro Branch as they would like to be represented.”

School officer at Lourdes Hill College Bernadette Murray has been a union member for 13 years and has enjoyed being an active voice for school officers on union Council.

“Being on Council has been a rewarding experience. I hope I have been a voice for support staff, that we aren’t forgotten in all the big changes in education.”

throughout the Darling Downs branch through his involvement as a branch representative on union Council for 18 years and staff representative at his school. Tom has always gone out of his way to assist members and to keep them informed about issues and the benefits of union membership.

Bruce Maughan, union life member and longterm council member in the 1970s and 1980s, played a significant role in the amalgamation of our union in 1970 and was responsible for drafting our union Constitution which has well served us in the decades since.

In 1973 Roger Boyd began his teaching career and joined our union the same year. Over the years throughout different schools Roger has been a staff representative, SBU representative and the Darling Downs representative on union Council.

Roger said he remembers how our union has evolved over the years, becoming more active in supporting members’ working rights and conditions and in collective bargaining negotiations.

Tom Denham from St Joseph’s College, Toowoomba (below right) has shown his commitment to helping develop membership and a collective culture

November 2012

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PROFESSIONAL ISSUES IN EDUCATION

Positive educational outcomes The Education at a Glance: OECD Indicators 2012 for Australia report has been released and it continues to paint a positive view of educational outcomes in this country.

The report states that Australia’s education system achieves good outcomes overall with 85 per cent of adults aged 25 to 34 having attained an upper secondary education in 2010. Tertiary entry and attainment levels are well above the OECD average with Australia ranked 10th of 41 countries. Among young adults, 44 per cent of 25-34 year olds had attained tertiary education.

The paper also states that Labour-market outcomes by education level also reflect well on the Australian education system.

It noted that educational attainment also increased the likelihood of being employed and that graduates of vocational education do particularly well in the labour market.

While educational attainment adds an earnings premium in Australia, it is less than in many OECD countries.

Teacher pay gap In the section titled Notable Trends, it states that Australian teachers are relatively well paid, but salaries are not increasing as much

as they are elsewhere. “Teachers’ salaries in Australia are above average and have risen steadily by an overall 13 per cent since 2000 at all school education levels; (however), this amount is below the OECD average salary rise of 22 per cent.... Salaries are also declining in relation to GDP per capita, from 1.42 per cent in 2000 to 1.23 per cent of GDP per capita in 2010.” Once again the paper noted that while starting salaries are above average, the scope for pay increases over a career is comparatively limited.

Women workers The data also shows that while young women generally attain the same or higher

levels of education as men, Australia ranks among those OECD countries in which increasing educational attainment for women has not yet translated into better labour-market participation and earnings.

This data would seem to suggest that there is very little that needs to be ‘fixed’ in the way we are educating our young people.

What does need to change is the way the work of our education professionals is recognised and rewarded in terms of the wages they are paid. Governments and employers need to improve their performance and appropriately reward the hard work of our education professionals.

“Closing the Gap” with professional development Much has been said about “Closing the Gap” in Aboriginal education. However, for the average classroom teacher, there is not often high quality professional development in the classroom practices and cultural understandings necessary to assist in making a difference for these children.

Recent census data shows that the biggest Indigenous population in Queensland lives in Brisbane (53,271 people.) For many of these students, both in Brisbane and in other areas, Standard Australian English (SAE) is often a strange dialect – many children have as their first language an Australian Aboriginal English (AAE).

These Englishes differ in many ways: semantic; grammatical; pragmatic; and in the conceptual frameworks of differing cultures.

These differences are clearly outlined in a remarkable text, Understanding stories my way: Aboriginal-English speaking students’ (mis)understanding of school literacy

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materials in Australian English. According to the authors, Farzad Sharifian et al, the “Differences in interpretation between these dialects can be marked or subtle, and may even often pass unnoticed. However, such misinterpretations can risk the Indigenous students’ contributions being undervalued or even marginalised in the classroom.”

In this publication, Sharifian et al use as an example student responses to the well known picture book, John Brown, Rose and the Midnight Cat by Jenny Wagner.

The unpacking of these responses is too complex to report here; however, for the students whose first language is SAE the resolution of the story is positive and unproblematic with Rose, John Brown and the cat all together. For the students with AAE as first language this is a scary story or a warning story and Rose may still be ill and in danger. This research is easily accessed by using Google and entering title above. It is well worth the effort as it will give teachers a good grasp of the need to be more open to students’ interpretation of stories. However, what is really needed

is more concerted effort on behalf of governments and employers to facilitate greater knowledge and understanding about Aboriginal and Torres Strait Islander cultures, values and beliefs. This needs to be done in a systematic and ongoing manner and not treated as something that can be mastered in a two or three hour professional development session once or twice a year. In particular, busy teachers need to be pointed to the existence of quality research in this area, be provided with quality publications and given the time to work through material and engage in collegial discussion about how to apply the knowledge in their specific classrooms.

Needless to say, the insights gained about cultural difference can be applied to students from any differing language/ cultural heritage group. But careful research is needed to understand how a child might arrive at a significantly different reading of a text to the one generally agreed to by speakers of SAE.

What’s in store for education in 2013?

A Bill to amend legislation relevant to education in Queensland is currently before the Queensland Parliament and if passed will affect how education professionals and schools operate from 2013.

The Education Legislation Amendment Bill 2012 would amend legislation in a number of ways, including: To allow Queensland to adopt the new National Professional Standards for Teachers; and To ensure that teachers who fail to report likely future sexual abuse of a student will not be subject to criminal sanctions.

National Professional Standards for Teachers Of particular interest is the enabling of the implementation of the National Professional Standards for teachers. Once these standards are adopted, it is likely that the Queensland College of Teachers (QCT) will amend some of the requirements for renewal of registration to align with the National Standards.

These could include a reduction in the mandatory hours of professional development (from the current 30 hours per year to 20 hours per year) and the number of days of teaching required (from the

current 200 days over five years to 100 days over five years.)

However, it must be stressed that no announcement has been made by the QCT and until such time as they do officially announce these changes teachers should continue to work to the current requirements.

Mandatory reporting of sexual abuse In relation to the mandatory reporting of sexual abuse as outlined in the Education and Training Legislation Amendment Act 2011, staff members of government and non-government schools “are required to report to the police suspected sexual abuse perpetrated by any person … as well as a likelihood of future sexual abuse.”

consider taking disciplinary action in appropriate cases.” However, this did not rule out the possibility that a person could be found guilty of a misdemeanour under section 204 of the Criminal Code, which carries a maximum penalty of one year imprisonment. The proposed amendment to the legislation would make it clear that this provision of the Criminal Code would not apply in this case.

No penalty was prescribed for failing to report a likelihood of future sexual abuse (Education Legislation Amendment Bill 2012 Explanatory Notes.) It was intended that the no penalty provision would mitigate against concerns that the risk of criminal sanction would increase reporting of inappropriate low level matters.

The Queensland Catholic Education Commission in its Submission to the Education and Innovation Committee of the Parliament made the following recommendation: “That it would be prudent that, when introducing the legislation to the Parliament for further debate, there would be specific reference to the Government’s intention that a person’s failure to comply with the section be addressed by disciplinary processes managed by their employer and/or professional body. Such a statement recorded in Hansard would be very useful should any dispute arise in the future as this could be a reference for seeking clarity regarding the Parliament’s intentions.”

The Explanatory Notes go on to say that: It was intended that “(failing) to report under new sections … would be dealt with by employing authorities, which would

Our union will continue to monitor the progress of this Bill through Parliament and keep members informed of further developments.

November 2012

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Professionals deserve respect!

Thousands of IEUA-QNT members sent a powerful message to Catholic employing authorities during stop work action in September, condemning the employers’ lack of respect and recognition for their staff as evidenced in employer negotiating positions.

Members in 158 schools across Queensland took part in rallies held in Brisbane, Toowoomba, Stanthorpe, Warwick, Rockhampton, Bundaberg, Hervey Bay/ Maryborough, Mackay, Townsville, Cairns, Ingham and Sunshine Coast, including a teleconference rally involving members in the Torres Strait and Emerald. Members from 11 schools on the Gold Coast were also authorised to take protected action with a full day stoppage on 11 September.

Those who were authorised to take the stop work action clearly demonstrated their resolve to win an outcome that respects, recognises and rewards their contribution to Catholic education.

As a response to the protected industrial action of members, an in principle agreement has been reached on a significant number of issues in the employee log of claims. Employing authorities withdrew objectionable claims for medical testing, suspension of staff and the undermining of ET6. A guarantee has also been offered by employers for back payment and the withdrawal of the 19 October 2012 deadline also occurred. Employers restated their wage offer of 2.7 per cent per annum.

Latest developments in negotiations Members in Catholic schools remain concerned with the lack of recognition and respect from Catholic employing authorities as they refuse to appropriately recognise employees’ contribution to education.

Employing authorities have persisted in their determination to hold two ballots - Diocesan and Religious Institute; however, members question why they cannot vote in separate ballots to make their views clear to their employer. This would be a transparent and democratic process. In light of the strongly held views of members on the two ballot structure our union has not in good faith endorsed the two ballot format.

Significant outcomes in negotiations Resourcing the expanding role of teachers: Non-contact time in primary schools would be defined as ‘Preparation, planning and correction time’. A minimum quantum of 30 minutes for allocated time would be guaranteed in primary and secondary schools.

Experienced Teacher 6 (ET6): Consistent with existing language in the ET6 schedule, professional mentoring or supervision ‘may be requested’ of an ET6. Employers have dropped their claim of ‘can be required’. A formative appraisal will be conducted in relation to the five criteria.

Employer-directed medical checks: Employers withdrew their claim for employer directed medical checks.

Other Matters: In principle agreement was also reached on a number of further matters, including: transition provisions for PARs seeking ET6 classification; notification periods for ET5 eligibility; Position Description review arrangements; annualisation of school officers wages; proportion of salary based on actual weeks in the school year; and introduction of PAR Tenure as 2 x 4 years replacing 2 x 3 years.

As this edition goes to print employer representatives have yet to finalise the agreed text which can go to an employee ballot, significantly delaying any implementation of agreement outcomes including wages.

Further updates about the progress of negotiations are at www.qieu.asn.au/catholic

More than 180 IEUA-QNT members from 11 Gold Coast schools attended there rally on Tuesday, 11 September, in response to employing authorities’ refusal to provide appropriate respect, recognition and reward.

The stoppage saw around 600 members from the region participate in the strike action.

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GOLD COAST

CATHOLIC SECTOR INDUSTRIAL ACTION

BRISBANE CAIRNS

EMERALD AND THURSDAY ISLAND TELECONFERENCES STANTHORPE

ROCKHAMPTON TOOWOOMBA

MARYBOROUGH

MACKAY BUNDABERG

SUNSHINE COAST November 2012

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HISTORY OF OUR UNION

Teacher pay disparity The fight to be recognised and rewarded with appropriate wages is not new for our union nor for our colleagues at the Queensland Teachers’ Union. The case for enhanced teacher wages and wages parity with other states in Australia has been continuing for decades. In the first of a series we take a look at the fight for wages in the 1970s and 1980s.

Over three decades ago Queensland teachers, for a brief period, had the distinction of leading the field in regards to wages. Our union’s journal The Independent Teacher in November 1974, in commenting on the then decision of the Industrial Commission, noted that the “Judgment is a milestone in that these salaries have been granted before the salary claims of the traditionally leading States have been settled.” However, this position of leading the way did not last long, and by July 1975 a report in the journal stated that the wage claim being requested – an 18 per cent increase – is justifiable on the grounds of “maintaining parity with teachers’ salaries in southern States and with the QTU.” Therefore, it had not taken very long for the southern states to demonstrate their willingness to value more highly in terms of financial remuneration the work done by teachers. But this was not just a game of catch up. The significance of the request for parity with the southern states was that there was need to “ensure that teachers’ salaries compare favourably with community standards prior to Indexation,” which was imminent.

Indexation of wages From 1975 to 1981 Australia had a system of wage indexation. This system essentially meant that wages were adjusted quarterly on the basis of price movements (CPI). The original idea was that indexation should fully reflect the increase in prices so that if prices increased by three per cent, wages would increase by three per cent also.

After the Fraser Government took office in late 1975, the commission only granted partial indexation and not on a quarterly basis. Their justification for this change was that real wages would have to fall if full employment were to be restored. It was clear to the author of an article in the August 1981 edition of The Independent Teacher that “teachers’ wages which are now less in real terms than they were in 1975 will continue to fall behind the inflation spiral unless we as [a union] are prepared to ensure otherwise.” It was then pointed out in the same article that New South Wales teachers were being paid 3.5 per cent more than teachers in Queensland and

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that when the round of work value cases in other states finished, Queensland teachers, both state and private, would be the lowest paid in Australia. In a subsequent article in December 1981 it is stated that “The key effect of teachers’ wages in Australia relates to wage levels of the NSW Teachers’ Federation. That is the key award throughout Australia.” The State Industrial Commission had recently rejected applications by our union, the QTU and the POA (Professional Officers Association) for a seven per cent increase in wages and salaries.

The Industrial Commission Queensland Teachers’ Wage Case The battle continued in 1985 when in submissions before the Queensland State Industrial Commission on 24 and 25 September our union and the QTU applied for an increase of five per cent. The unions argued that teachers’ salaries had fallen back in relation to economic indices, that the interstate teacher work value round, and other non-national wage adjustments since 1981, had “disturbed the traditional balance between teacher’s [sic] salaries and their interstate counterparts” (The Independent Teacher October 1985). They also argued that the basic reason for the application was to return Queensland teachers’ salaries to an equitable base.

QATIS General Secretary of the day, Peter O’Brien, in arguing our case appealed to the Full Bench to “take this opportunity to return the value of a teacher’s work to its proper standing in society.” He also argued that there was “an opportunity to assert that the work of teachers is a valuable and essential one in today’s society.”

“What the unions were asking for was not excessive, and, if granted, would only return teachers to a position which they historically enjoyed,” Mr O’Brien claimed.

The commission rejected the claim. Mr O’Brien reportedly said: “We are not at the bottom of the heap. If the community is to value education, then teachers should be paid accordingly” (The Independent Teacher February 1986). It was not until late 1990 that decisions were made that rescued Queensland from this invidious position.

However, the victory was hard won. Viewed nationally, the Queensland Teachers’ Wage Case was significant for a number of reasons. To begin with it was the longest and most complex of all the special cases for teachers’ wages. Moreover, the opposition by the Queensland Confederation of Industry (representing the non-government employers) to the agreement reached by the Queensland government through its Education Department and the QTU extended the case. However, perhaps more importantly, it confirmed that industrial tribunals throughout the country were taking, with the exception of South Australia, a consistent line on teachers’ wages. Earlier decisions in the Western Australian and Victorian tribunals had set an interim national benchmark rate of $37,200; the Queensland case confirmed the decision of the NSW Commission in setting the benchmark rate of $38,000. It is interesting to note that South Australia took the lead at this time granting a top rate of $38,600 and by endorsing an AST rate up to $44,000. It was at this time that there had been a push for a re-structuring to incorporate a Band 4 into the scale. However, this was rejected and so the move towards incorporating AST classifications began.

It is worth repeating the comments in relation to the government’s lack of response to this matter in terms of education policy for it has relevance to the status of highly experienced teachers today.

Mr O’Brien wrote: “The sober lesson of the last nine months is that governments and private employers are quite happy to mouth the rhetoric of quality education and proper rates for teachers. “But when it comes to the crunch, however, they are not prepared to come to the party. It might be smart politics in the short term, but for an aspiring ‘clever country’ it makes for pretty dumb public policy in the long run. A disillusioned teaching force will not help the country produce the necessary economic and social outcomes desperately needed for what is shaping up to be a turbulent and probably vicious decade.” The history is clear, and it is pertinent to our current battle for employees to be recognised and rewarded with appropriate wages in Queensland.

NORTHERN TERRITORY NEWS

Benefits of a School Consultative Committee A key feature of collective agreements is the provision for ongoing employee consultation on workplace issues through a formal mechanism such as the establishment of a School Consultative Committee.

A School Consultative Committee is 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.

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. Behind this statement is a world of opportunity for employees to initiate genuine consultation on meaningful enhancements at the school level.

School Consultative Committees in the Northern Territory Commonly collective agreements in our sectors 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.

This year Kormilda College (Darwin) established their first School Consultative Committee as negotiated as part of their collective agreement. Committee members work together with the Chapter Executive Committee at the school to monitor implementation of the agreement. The current Catholic sector agreement being negotiated in the Northern Territory also includes a claim for the establishment of consultative committees in all schools.

The current Tiwi College collective agreement under negotiation also guarantees to establish a Consultative Committee. The draft agreement states that the objectives of the Consultative Committee is to: provide a co-operative approach to the implementation of the terms of the agreement; assist in the planning and implementation of any changes that may occur in work practices relating to employment matters; and provide feedback on any significant decisions that may impact employeesâ&#x20AC;&#x2122; terms

and conditions of employment.

Why should you have a School Consultative Committee at your school?

Collective agreements contain many 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. 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.

Commitment to exploring ways to address workload and intensity of work at a school level, and to initiate school based trials of measures to mitigate the expanding role of the teacher, are examples of how a School Consultative Committee can be used effectively. Through the School Consultative Committee, members can seize the initiative to ensure the solution is not just left in the hands of employers.

PHOTO ABOVE: Kormilda College members have established their first School Consultative Committee as negotiated as part of their collective agreement

Nuala Cullen and Yirara College win Judith Cooper Award IEUA-QNT Branch Executive member Nuala Cullen (left) has been awarded the Judith Cooper Award for her outstanding contribution as a union activist. The Sacred Heart School teacher was recognised with the award for her dedication to promoting union in her school. Nuala takes a pro-active approach to recruiting new union members at her school, successfully organises Chapter meetings, encourages colleagues to attend professional developement and supports her colleagues when needed.

Yirara College was also awarded the Judith Cooper Award for

their outstanding contribution as a union Chapter. Through the efforts of staff the school is well-organised with a functioning Chapter Executive and now has a collective agreement representing all members of the school. The Chapter has also provided leadership to other Chapters, discussing recruitment techniques and the management of Chapter-level issues with members and staff representatives at other schools in their area.

The award was established in 2010 to honour the instrumental role Judith Cooper played in the establishment of a union in the Northern Territory.

November 2012

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Preventing Harassment in your Workplace

Workplace harassment is one of the major causes of workplace injury in the education sector. The stress that comes from being harassed at work impacts not only on the workplace environment but it also filters into the home and family lives of members.

Members who have been harassed in the workplace often suffer from anxiety, depression, panic and adjustment disorders, causing a range of life changing symptoms including gastro-intestinal upsets, headaches, skin conditions, sleeplessness, poor concentration, confusion, referred aches and pains, muscle cramping and inflammatory conditions such as rheumatoid and osteo arthritis. A person can develop phobias and compulsions if the situation is not dealt with appropriately.

The manifestations of injuries resulting from being harassed vary from person to person and can cripple a person’s lifestyle.

The longer the situation lingers, the more difficult it is for employees to recover, with some members affected to the extent that they can no longer work.

Employers’ obligation to manage workplace harassment Managing workplace harassment is no easy task. In the education sector, the source of harassment can be from colleagues, managers, students, parents or even other community members. Regardless of the source, employers have an obligation to provide a safe working environment for their staff and this includes minimising risk

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of exposure to behaviours which can cause these types of injury.

The biggest concern in our sector is the failure of employers to take any action at all.

All too often we see employers fall into the trap of believing the concerns are nothing more than a personality clash, or they fail to act fairly and objectively when making assessments about complaints. We often get informal admissions from employers that problems exist but they are rarely willing to state it on the record for fear of being held vicariously liable. Unfortunately, many members who are affected by harassment will not recover until the source of the harassment is dealt with and eliminated.

Blame game While workplace harassment generally occurs through the deliberate actions of people, it is not always a matter of simply laying blame with the offender. Such conduct is never appropriate but it can also occur as an indirect result of the culture and environment in the workplace.

For example, workplace harassment can be the result of a person’s reaction to pressures in the workplace; there may not be a conscious intent to harass. A

worker feeling the pressure of unrealistic timeframes or workload intensification may react in an unhealthy way and make rude, unreasonable and inappropriate comments to colleagues. Sometimes it is necessary to dig a bit deeper to find the true source of the problem.

What is workplace harassment?

There is a national Code of Practice being developed which will outline the standard definition to be adopted and likely to be released later this year. In the meantime, the current Workplace Health and Safety Queensland’s Prevention of Workplace Harassment Code of Practice 2004 applies and offers the following standard definition: “A person is subjected to ‘workplace harassment’ if the person is subjected to repeated behaviour, other than behaviour amounting to sexual harassment, by a person, including the person’s employer or a co-worker or group of co-workers of the person that: (a) is unwelcome and unsolicited; (b) the person considers to be offensive, intimidating, humiliating or threatening; (c) a reasonable person would consider to be offensive, humiliating, intimidating or threatening.

WORKPLACE HEALTH AND SAFETY

Workplace harassment does not include reasonable management action taken in a reasonable way by the person’s employer in connection with the person’s employment.”

The Code offers examples of behaviours that are considered workplace harassment and these include, but are not limited to: loud verbal abuse, often in front of people, repeated threats of dismissal for no reason or constant ridicule and put down; leaving offensive messages on email, the telephone or cyber bullying; sabotaging a person’s work, deliberately withholding information, not passing on messages, getting a person into trouble in other ways or maliciously excluding and isolating a person from workplace activities; persistent and unjustified criticisms, often about petty, irrelevant matters; and humiliating a person through gestures, sarcasm, criticism and insults, often publicly, or spreading gossip or rumours about a person with an intent to cause harm.

These types of behaviours make the workplace uncomfortable and unhealthy and need to be addressed as a matter of urgency. If allowed to continue, unhealthy workplace cultures will develop and injuries will occur. Under the Work Health and Safety Act 2011, employers are required to provide a safe working environment. For this reason, they must lead by example and sell the message that workplace harassment will not be tolerated in their workplace.

How do you stop workplace harassment becoming an issue in your workplace?

There will be a complaints or grievance process that individuals can use to lodge formal complaints of workplace harassment.

However, a whole of workplace approach is needed to address the behaviour and ensure workplace health in the long term.

The most crucial item is an effective Workplace Harassment Policy. The aim of any policy should be to identify the behaviour early, stop it without reprisals and try to rectify any disadvantage that occurred. Such a policy should recognise these principles: The right of all individuals to be treated with respect; The right of the accused to be informed of the allegations; Observance of natural justice; Acceptance of the legitimacy of the complainant’s feelings; and Support and protection for all parties involved.

In addition to a policy, members need to

A joint analysis from the University of New England and the Australian Catholic University in 2009 found that more than 99 per cent of teachers surveyed, disclosed that at some time in their career they had felt harassed or bullied. This is a startling statistic and one that must be taken seriously.

be pro-active and willing to stand up when they see harassment occurring. We are not often empowered to do much about someone else’s behaviour but we can be reflective on our own.

All members should display a zero tolerance attitude to workplace harassment. Often, if harassment is detected early, it can be dealt with effectively before it takes hold and becomes “the accepted norm” in a workplace. It can be as simple as members advising when harassing behaviour is observed. Drawing the behaviour to the attention of the offender by saying something like “that was not a nice thing to say to (name of person)” or “that sounded a bit inappropriate and I would prefer that you do not say things like that to me”, gives them an opportunity to take stock of their actions. Acts of harassment can be quite subtle to start and if they can be addressed early, it may prevent the build up over time.

Of course, if serious incidents of harassment occur, these should be dealt with more formally.

Further, the topic of Workplace Health should be included as a standing item in any Chapter and WHS Committee agendas.

This offers an avenue for members in forums where relevant issues can be discussed, and it can be used as a way to work pro-actively in building a healthy workplace culture.

IEUA-QNT has developed a training course designed to help participants identify and address harassment by giving them the education to formulate a policy.

Our union also has resources to assist members in dealing with harassment issues. Contact your union organiser, staff representative or call our union office to speak about any concerns you have regarding Workplace Harassment.

KEY POINTS •

Employers have an obligation to provide a safe working environment for their staff.

Employers must lead by example and sell the message that workplace harassment will not be tolerated

•

A whole of workplace approach is needed to address harassing behaviour and to ensure workplace health in the long term. This can be achieved through developing an effective Workplace Harassment Policy.

•

In addition to a policy, members need to be pro-active and willing to stand up when they see harassment occurring. All members should display a zero tolerance attitude to workplace harassment. Often, if harassment is detected early, it can be dealt with effectively before it takes hold and becomes “the accepted norm” in a workplace.

•

Workplace Health should be included as a standing item in any Chapter and WHS Committee agendas. This offers an avenue for members in forums where relevant issues can be discussed, and it can be used as a way to work pro-actively in building a healthy workplace culture.

November 2012

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ART AWARDS 2012 Parents, teachers and students gathered at the Bardon Conference Centre on 12 September to celebrate the artistic talents of Queensland school students at our union’s annual Excellence in Art Design awards night.

Brisbane artist Wendy Allen offered helpful words of advice and encouragement to the award winners, who ranged in age from pre-school students to teachers. This year entrants let their imagination run wild as they put their creative mind to work to paint, print, photograph, sculpt or combine media to capture the ideas of the theme of the awards, Explore, Dream, Discover.

Pres-school: Josie Rizzo - Stones Corner Community Kindergarten

Prep, Years 1 & 2: Hannah Van Rooyen - Guardian Angels’ School

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Years 5 & 6: Ella Lau - St Aidan’s Anglican Girls’ School

Years 9 & 10: Matilda Rodgers - All Hallows’ School

Years 3 & 4: Katelyn Murray - St Margaret’s Anglican Girls School

Year

Award of Excellence: Josie Rizzo (Stones Corner Community Kindergarten) Highly Commended: Chelsea McGrath (Pittsworth Kindergarten); Sofia Famorca (Centenary Christian Kindergarten and Preschool); Grace O’Reilly (Proserpine Public Kindergarten); Bella Buckley (Dalby Beck Street Kindergarten); Loretta Carpenter (Dalby Beck Street Kindergarten - winner of two awards)

Years 7 & 8: Charlotte Bakker-Meyers - St Margaret’s Anglican Girls School

Award of Excellence: Hannah Van Rooyen (Guardian Angels’ School) Highly Commended: Phoebe Thompson (Toowoomba Preparatory School); James Middleton (Toowoomba Preparatory School); Mia Iongi (St Peter’s Primary School); Harry Hewlett-Smith (St Joseph’s Primary School); Ryley Cooper (Peace Lutheran Primary School); Patrick Keyser (Holy Family School)

Award of Excellence: Katelyn Murray (St Margaret’s Anglican Girls School) Highly Commended: Sophia Bentley (Christ the King School); Ayla Shaw (Our Lady of the Sacred Heart School); Emma de Lange (Christ the King School); Breanna Ebert (Our Lady of the Sacred Heart School)

Award of Excellence: Ella Lau (St Aidan’s Anglican Girls’ School) Highly Commended: Jonty MacDougall (Our Lady of the Southern Cross College); Mathew Trewin (St Augustine’s Primary School); Sarah Elliot (St Rita’s Primary School); Tom Leadbetter (St Peter’s Primary School); Josie Kelley (Holy Family School); Ella Ratanatray (Holy Family School)

Open: Stewart Service - Brisbane Grammar School

rs 11 & 12: Simran Singh - Cannon Hill Anglican College

Harriet Hunter Memorial Award

Award of Excellence: Charlotte Bakker-Meyers (St Margaret’s Anglican Girls School) Highly Commended: Clare Qu (St Peter’s Lutheran College); Olivia Hewitt (St Peter’s Primary School); Will Shorrock-Brown (Brisbane Grammar School); Elena Dias-Jayasinha (Brisbane Girls Grammar School); Annabel Kennedy (St Margaret’s Anglican Girls School); Mia Kapernick (Holy Family School)

Award of Excellence: Matilda Rodgers (All Hallows’ School) Highly Commended: Angela Goggin (Brisbane Girls Grammar School); Brittany McDonald (St Peter’s Lutheran College); Elizabeth Palmer (St Margaret’s Anglican Girls School): Kristiania Feron-Farrell (Mt St Michael’s College); Stephen O’Hanlon-Rose (Brisbane Grammar School); Riley O’Donnell (Brisbane Grammar School)

In memory of a gifted and talented young teenager, Harriet Hunter, who life was tragically taken in 1999, this award is given to a young artist who work best captures the judges heart.

Harriet’s father Adrian Hunter (above) this year presented the perpetual trophy to Matilda Rodgers, All Hallows’ School, whose work was chosen from all award recipient entires.

Award of Excellence: Simran Singh (Cannon Hill Anglican College) Highly Commended: Jessica Reedman (San Sisto College); Laura Williams (St Peter’s Lutheran College); Dana Sherwood (St Margaret’s Anglican Girls School); Jack Weston (Brisbane Grammar School); Lauren Politylo (Mt St Michael’s College); Lachlan Marshall (Brisbane Grammar School)

Award of Excellence: Stewart Service (Brisbane Grammar School)

November 2012

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IEUA-QNT LITERARY AWARDS 2012 2012 Literary Competition Award winners Section D – Poem – Years 6 & 7 1st Place: Parsha Mia, A B Paterson College 2nd Place: Grace Sargent, Dallarnil State School 3rd Place: Jaimie Dwyer, Noosaville State School Highly Commended: Kiara Dunbar, Swayneville State School (Sarina); Danielle Hoskins, St Andrews Lutheran College (Tallebudgera); Elly Baker, Dallarnil State School Daniel Howard, St Dympna’s Parish School Section D – Short Story – Years 6 & 7 1st Place: Ashleigh North, Canterbury College 2nd Place: Nathan Christen, St Bernardine’s School 3rd Place: Charles Hester, Mt Crosby State School Highly Commended: Meghan Malone, Mackay West State School; Anthony Simpson, Brighton State School; Cameron Waite, Biloela State School; Sophie Hughes, Ashmore State School

Section A Short Story Years 11 & 12

Section C – Poem – Paul Sherman Award - Year 8 1st Place: Benjamin Olds, Ormiston College 2nd Place: Niamh Shulmeister, Indooroopilly State High School 3rd Place: Renée Hayward, All Hallows’ School Highly Commended: Kate Dunne, St Aidan’s Anglican Girls’ School; Zoe Brosnan, Kenmore State High School; Christine Daniells, Sarina State High School

Winners of the 2012 IEUA-QNT, English Teachers’ Association of Queensland (ETAQ) and James Cook University Literary Competition were presented with their awards at a ceremony at Brisbane Botanic Gardens, Toowong on 17 October. Now in its 53rd year, the competition gives students and teachers throughout the state an opportunity to practise their skills and be recognised and rewarded for their talents. This year 60 students and teachers from both government and non-government schools were acknowledged for their outstanding literary works.

Section C – Short Story – Year 8 1st Place: Isabella Borchert-Jonker, St Rita’s College 2nd Place: Joseph Wheeley, Canterbury College 3rd Place: Arogya Abeyratne, Sunshine Coast Grammar School Highly Commended: Benjamin Olds, Ormiston College; Maverick Ryan, Sunshine Coast Grammar School; Nina Van Zijl, St Rita’s College; Niamh Conway, Ormiston College

Those entering this year’s competition could submit either a short story and/or poetry piece, while students in Years 11 and 12 could also enter a work of non-fiction prose. Teachers could also enter the short story open category. Winning entrants were presented with their awards by poet Sarah Holland-Batt and union President Andrew Elphinstone on the night.

To read the first place short story, poem and non-fiction prose entries in all categories, visit www.qieu.asn.au/competitions

Section B – Poem – Lisa Allen Memorial Prize – Years 9 & 10 1st Place: Georgie Juszczky, The Cathedral School of St Anne and St James (Mundingburra) 2nd Place : Philippa Vella, Sarina State High School 3rd Place: Greta Cabot, All Hallows’ School Highly Commended: Stephen Sandeman, The Southport School; Hannah Gorman, All Hallows’ School; Melissa Hoarau, Kimberley College; Jayde Spry-Weyers, Kimberley College Section B – Short Story – Years 9 & 10 1st Place: Jane Dunmill, Somerville House 2nd Place: Catherine Tian, St Paul’s School 3rd Place: Matilde Ruiz, Mt St Michael’s College Highly Commended: Kayla Mildren, Ryan Catholic College (Kirwan); Elizabeth Stephen, Loreto College; Cameron Earl, Clifton State High School; Douglas Coulter, Brisbane Grammar School

Section C Poem Paul Serman Award Year 8

Section D Short Story Years 6 & 7

Section A – Poem – Mary Alexis Macmillan Memorial Prize – Years 11 & 12 1st Place: Madeleine Stoermer, St Aidan’s Anglican Girls’ School Highly Commended: Karli Irvine, Nerang State High School Section A – Short Story – Years 11 & 12 1st Place: Muirgen O’Seighin, St Rita’s College 2nd Place: Michaela Marcus, Stanthorpe State High School 3rd Place: Ryan Kidd, All Saints Anglican School (Merrimac) Highly Commended: Sarah Googe, West Moreton Anglican College (Karrabin); Abbie Kanagarajah, Somerville House; Perri Newman, Mt St Michael’s College; Mika Varitimos, Ipswich Girls’ Grammar School

Section B Short StoryYears 9 & 10 Section A – Non-Fiction Prose – Years 11 & 12 1st Place: Meeree Kim, Somerville House 2nd Place: Keilin Anderson, Somerville House 3rd Place: Michaela Marcus, Stanthorpe State High School Highly Commended: Yenée Saw, Brisbane State High School; Belinda Burgess, Somerville House; Meera Swaminathan, St Aidan’s Anglican Girls’ School; Megan du Toit, St Andrew’s Anglican College (Peregian Springs)

Section A Poem Mary Alexis Macmillan Memorial Prize Years 11 & 12

Section E – Short Story – Teacher 1st Place: Kristin Hannaford, St Ursula’s College (Yeppoon) 2nd Place: Sue Grotherr, Calvary Christian College Highly Commended: Darren Carnell, St Paul’s School

Section C Short Story Year 8

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Section B Poem Lisa Allen Memorial Prize Years 9 &

& 10

Winner - Section B Short Story

Winner - Section D Poetry

Guess Who

Storm

Fingers gliding across the keyboard, pale spiders against a dark web, I stare at the computer’s dull face. I know what I’m doing. I’ve done this a million times before.

The first step is to disable the security system which allows them to view the images on my laptop screen at any given moment. Once done, I continue organising my artfully written code. This code has taken me several years of trial and error to build, but in all its current perfection, it was utterly worth it. It has a simple design, but has been so intimately sewn that it is impossible to track. I sit back and watch as my creation begins weaving its way through their various poorly written networks, pathetically predictable passwords and inexcusably ineffective firewalls. The most glorious part of this plan is that no one will ever know what I’ve done. What they’ve lost. Or even who I am.

The clouds lumbered over the black, leaden sky, Like giants on patrol, The thunderous lightning, the sword of the clouds, Slashes out the light in our soul

Time is precious. I only have minutes before the data is polished and processed, ready for delivery. My freedom depends on my actions in the next few minutes. If this information is allowed to be released to the world, then all I can hope for is a quick death. My fingers begin again, now flickering across the keyboard whenever an error is spotted in the fast-acting code. I am now halfway through the process.

All I have to do now is watch as my code makes its way through their network, then carefully plot and manipulate the necessary details, and then slink away without a trace.

They are everywhere. Punishing for the smallest of errors. Caging, trapping, suffocating. It’s like they enjoy it. Taking pleasure in torture – of course they would. Caging, trapping, suffocating. They enslave us and force us to pay for our own misery through hard labour every day. They suppress our individuality, by telling us what to eat, what to wear, who we can and can’t communicate with. To them, I am one amongst thousands, but that’s why I can get away with this. They are an institution, with the power of life or death over us. This information has the potential to make or break your entire existence. It is essential that I get to it first.

I hear footsteps. Someone raps at the door angrily, “Time’s up!” I ignore it, knowing that the door is always securely locked. No one can get through unless I allow it.

The owner of the voice tries the door, finding it locked, it screeches, “I’m getting the key!” No, no, no. This plan has been working so perfectly, the cogs meshing together like clockwork. A fork has been jammed in the works. My fingers are now thrashing around the keyboard, I am nearly there, so close. Several firewalls hold me up, but I persist. I cannot let it stop me. I can smell it now, the sweet fragrance of victory, but the network code is loading. The footfalls echo up the hallway. The code loads. The steps stop outside the door. The password is found. The key’s in the lock, click click. I change it, alter it, and then slip back through the cracks like a snake after a kill. She’s in the doorway. But I’m finished – my mission completed – before she even speaks.

“Henry, dinner’s ready! What on earth are you doing in here?”

She will never find out. No one will. They don’t know what I’m capable of. They don’t even know me, really. I’ve changed my grades, my report now gleaming with A’s.

The glistening stars, fiery gems in the night, Have been robbed from their velvet, black cloth, By the malicious and envious eyes of the storm, Making the night look as drab as a moth The rain batters down on the damp, soggy ground, The miserable tears of the moon, Mourning the souls of the sailors at sea, Their fate in the hands of the cruel monsoon My heart’s filled with terror, my soul with respect, For nature’s ingenious creations, Her beauty and horror, so graceful and sleek Is known to all climes and nations The wind slaps my face, and whispers to me, The treasures and secrets of the air, And I suddenly realise, to find beauty in horror, You just have to stop and stare And then, like a light bulb, my mind flashes on, And I see the storm with new eyes, I listen to raindrops, their musical rhythm, Each drop holding a new surprise And the clouds are not lumbering, like huge clumsy giants, They are prancing before my eyes, Their movements are filling my heart with new warmth, As I see through their awkward disguise The moonlight seeps down, through the gaps in the clouds, And dances from wave to wave, Providing lost sailors with flamboyant light, So they won’t have to see their grave But then the sun emerged, from behind the grey clouds, Filling our hearts with warm fires, And flung its gold mirrors, upon the blue sea, To fulfil our hearts’ desires And so the clouds cleared, reluctant at first, Each separating from its own swarm, And we are finally freed from the fearsome clutches, Of the graceful, but menacing

“Just finishing a bit of homework, Mum”.

STORM Safe.

Parsha Mia, A B Paterson College Jane Dunmill, Somerville House

Section D Poem Years 6 & 7 Section A Non-Fiction Prose Years 11 & 12

Section E Short Story winner Kristin Hannaford, St Ursula’s College, Yeppoon (left) and second prize recepient Sue Grotherr, Calvary Christian College (right) November 2012

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INFORMATION TECHNOLOGY IN SCHOOLS

Code your classroom Pictures can say a thousand words when it comes to QR codes, or ‘Quick Response Codes’.

Functioning like a barcode, they can do much more than display simple pricing data. QR codes can effectively be used in a school environment where teachers and students embrace this new technological system in the classroom.

The potential teaching and educational applications of the codes can be included in any school environment. For instance, QR codes could be included in school newsletters, linking to the school’s website, latest videos and other useful details. They can be used on the side of school backpacks to link to a child’s details or even stitched into a child’s sweater, providing teachers and concerned parents with a way to scan the tag and find out who it belonged to.

This is not just a smarter way to fix old problems, but a new way to present current, up-to-date information.

Teachers embrace the QR code in the classroom Teachers can also help students make their own QR codes or an interactive school community as a classroom project. Codes are easy to create using free QR code

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generators; any computer with a webcam can easily read the codes, therefore you do not need a phone to scan it. Codes can be fun to make and by using free QR code reader software, students can be encouraged to learn how to create simple, but useful multimedia connections using printed pieces of paper. In fact, if you can print on it, you can get a QR code on it too.

Here’s a quick list of useful ideas for QR codes in the classroom: Advertise school events to distribute to parents and/or other staff; Add to handouts instead of having to include numerous links; QR codes for wireless networks at school.

Hand out codes to students or visitors who need to use WiFi in your school; Enhance information in textbooks to add multimedia /website information to class topics. Link analogue paper pages to digital webpages; Create a school virtual tour. Place the QR codes around your school and link to your school’s Wikipedia entry or website pages; Make student displays more interactive by linking to video and interactive diagrams; Link directly to Google maps; Add your school’s contacts, including website, address, contact details to a QR

code and allow parents to scan directly, without having to type separately.

Potential problems with QR codes There are certainly some innovative applications available to the QR code user, but for them to be effective, more people need to know they exist. QR codes need to motivate, drive and demonstrate need. They can be educational, functional and informative and fortunately, they do not need to cost anything. Explore, experiment and get creative; these types of technologies are only limited by your imagination, and your time.

Useful QR links QR code creator: Delivr.com; kaywa. com; beetag.com QR code reader: Mac/PC: Quickmark. cn Google: ‘QR Codes’ - for useful links and up-to-date information Best QR reader apps (search within your phone’s app stores): Android: QR Droid; iPhone: Scan/ Quickmark

LEGAL BRIEFS

SCHOOL’S DUTY OF CARE WITH PARENTAL RESPONSIBILITY

A recent decision by the Federal Magistrates Court of Australia in Hobart dealt with the balancing of a school’s duty of care with parental responsibility. Accredited Family Law Specialist Deborah Awyzio looks at the ramifications of this decision for schools.

On 17 April 2012 the Federal Magistrates Court of Australia’s decision was made pursuant to the Family Law Act and therefore applies Australia wide.

The Facts In this case the child was 10 years old and lived with her mother and her mother’s husband and spent holiday time with her father. In 2008 the child attended upon the school’s social worker about a potential bullying situation, however that was resolved in two weeks. Three years later in November 2011 the child attended school distressed and said that her mother had yelled at her and called her names and then punched her in the face that morning when she had accidently thrown a cat toy in the bin. There was no apparent injury to the child.

An email was sent by the classroom teacher to the school social worker, and on 29 November 2011 the social worker had a discussion with the classroom teacher. On 1 December 2011 an initial session was had with the child where the parents were not notified. this is where the child told the social worker thatIf mum found out I was seeing you, she would be really angry; I have to do so many jobs, I have to wash up all plates every night while they sit and watch TV; My step-father play fights with me and I

don’t want him to; My step-father and mother call me a spoilt brat; They tell me I have to play with my stepsister – she is so annoying – I just want to be on my own; I like being with my Dad, he is kind, I just want to be with him; Mum said I can’t go and live with Dad; My little sister (step-sister) gets everything she wants.

The social worker then spoke to the child about the law and what parenting orders could be made and that her views would be taken into account. On 2 December 2011 the social worker sent an email to three staff members at the children’s school saying: “as there are safety issues for the child… and even if Mum found out.. given our duty of care to the child I can and will continue to see her provided we think it is in the child’s best interests to do so.”

Over the Christmas 2011/2012 school holiday period the child spent an extended period of time with her father; on 16 February 2012 weekly sessions with the social worker recommenced. One month later on 16 March 2012 a notification was made to the Department that the stepfather threatened to break the child’s wrist.

The Decision The court found that the Family Law Act

1975 (Cth) contains a complete code relating to parental responsibility for children.

Section 61B of the Family Law Act provides that “parental responsibility, in relation to a child, means all the duties, powers, responsibilities and authority which parents have in relation to children.” Each of the parents of a child who is not 18 has parental responsibility for the child. A school social worker does not have power to override parental responsibility whether or not they refer to “duty of care”.

Discussion The court was highly critical of the approach adopted by the social worker, of keeping the Mother in the dark by not even notifying her of the matters raised by the child or that the child was seeing the social worker. It is important to be aware of the complexity of parenting disputes and the emotions involved and not step over the mark.

To read the full case go to http://www.austlii. edu.au/au/cases/cth/FMCAfam/2012/401. html

Deborah Awyzio Accredited Family Law Specialist Principal D A Family Lawyers www. dafamilylawyers.com.au; President of Family Law Practitioner’s Association www.flpa. org.au; Council member of Queensland Law Society www.qls.com.au

November 2012

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BENEFITS OF TEACHER EXCHANGE

Raised eyebrows, puzzled expressions, furrowed brow and little shakes of the head! These were the most common ways students responded to my instructions, comments and advice in my first few months at Thorhild Central School in Northern Alberta. One student recently told me that he did not understand a word I said for the first two weeks; luckily for me, and them, 90% of communication is non-verbal.

decision to go somewhere as different as possible to Cairns and the school I was teaching in at home. Obviously we are in the tropics and have only two seasons; wet and dry. My school is a P-12 Catholic co-ed college of 1,550 students and 140+ staff.

Thorhild is a small farming community with a population of 500 and is one hour North of Edmonton, the capital city of Alberta.

Average winter temperatures during the day are around -10 and summer around +20.

Not exactly on the tourist beat, but a place where country hospitality and a genuine curiosity about Australia are alive and well.

As my time here passes I am discovering that despite the obvious similarities between Australian and Canadian culture, history and people, the differences are much more interesting, and fun! Teaching students to say “G’day” by pinching their nose, tolerating embarrassing attempts at Aussie slang by students and staff alike, and ripping out a surprise “Yeah Buddy” when least expected, have kept me entertained when all else has failed.

We arrived just before Christmas 2011 to what every second person we met said was an extremely mild winter. The toughest challenge was adjusting to driving on the wrong side of icy roads. Luckily we had decided to buy a good quality AWD SUV with winter tires. Being able to switch to 4WD on the go was a life saver and enabled me to concentrate on the best piece of driving advice we received… “righty tighty, lefty loosey!” Think it through, it works!

“Hey…. Do you want to do a teacher exchange for a year?” My wife, Nadine, looked at me for half a second and then responded with a simple “Yep.” It sounded so simple at the time, it was definitely a goal we had for many years and it felt like the timing was perfect. Our daughter Joslyn was at an age when we felt she would appreciate and remember the experience. I was well settled at St Andrew’s Catholic College in Cairns and looking for a new challenge, and Nadine had a great job with Cancer Council Queensland, which she will be able to return to when we return home. “So… where do you want to go?” We made a conscious

Snow equals skiing, boarding, sled riding, snowshoeing and snowman building, not to mention the Tawatinaw, Jasper and Silver Star ski fields. Joslyn has never had the opportunity to build her own ski jumps in the front yard of our house at home in Cairns! Four seasons… sometimes in one day or even half an hour; as the saying goes here, “if you don’t like the weather, just wait five minutes.” I will never forget one PE10 class where we literally had sunshine, rain, sleet, hail and sunshine again within 10 minutes. These are the memories I will cherish and retell to my friends at home time after time.

St Andrew’s Catholic College Cairns teacher Scott Gray recounts his 2012 adventures during teacher exchange to Canada.

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I have learnt much from the staff here at Thorhild Central, not all of it tangible, measurable or even definable. I am amazed by their energy, commitment and above all else stewardship of the students and community of Thorhild Central. Moose kubbasaw, poutine, pickles, and perogies (and many others I can’t pronounce yet) have been provided, and in some cases forced upon myself and family, often with unpredictable results and polite responses of “that’s interesting.” Teaching 13,500km from home is never going to be easy; however, it is a challenge rife with opportunities to learn about yourself, meet new people and experience things that you just don’t get to do at home.

We have loved the invites from the country community which have seen us snowmobiling, enjoying a pig on the spit and Joslyn competing in her first gymkhana.

A piece of advice: “pack half the clothes and twice the money!” I would like to thank IEUA-QNT for the opportunity for the challenge and growth provided through this exchange.

TEACHER EXCHANGE PROGRAM St Augustine’s Primary School teacher Laurie Hallinan recounts his Canadian teacher exchange adventure.

For those of you thinking of doing a teacher exchange I would like to share my thoughts and possibly help you along the way.

I am based in Spruce Grove, a small city of around 25,000 people about 25 minutes West of Edmonton in Alberta, Canada.

I feel I have been blessed to experience the exchange and the terrific school I am in.

Teaching a year 4 class here has many similarities and even more differences.

Maths, religion and parts of the language program are similar in content; however social, PE and history as you can imagine take a little bit of extra research before you tell the kids we are about to learn this together. They just love that as they come armed to the lesson with all sorts of interesting facts they have researched. My class just loved helping the ‘Aussie’.

They love our accent and ‘lingo’.

Lake international air show, driving a truck on a frozen lake-what a buzz, dogsledding, cross country skiing and snowshoeing; the list goes on. During the summer break we visited the Calgary Stampede, we’ve fit in an Alaskan Tour, visited Vancouver Island, took a leisurely drive through British Columbia, New York, Toronto, Niagara Falls and white water rafting.

The locals are so friendly and inviting; I have not heard of any Aussies on exchange here who have had any issues at work or socially.

There is always a party or get together to attend, and being the newbies in town you always get an invite.

Everything I had heard and read about Canada being diverse and beautiful is correct. The snow drenched mountains in winter are an awesome sight;, my primary reason in coming to Canada was to swallow as much skiing as I could and I gave it heaps from January through to the end of March.

I was told by the locals if I think the Rocky Mountains were good in winter wait until summer and autumn. Well they were right; the colours, the clear views that go on forever, the native wildlife, it’s all here to see and experience. Our visit to the Grand

Canyon was just amazing, it is certainly one huge hole in the ground. Pictures, while lovely, do not do it justice. Put it on your bucket list.

If you are thinking of doing an exchange all I can say is give it a go. I have not had a day where I have said I wish I hadn’t done this.

Sure I miss riding my motor bike and surfing, but the new and different experiences that go with the exchange far outweigh those pleasures. For those with children, from what I have observed with the exchangees that have young kids here aged from two to 15 years, they are having a ball. As the saying goes kids adapt quicker than adults.

One of the teachers at my school has applied for an exchange for 2014, so there is at least one opportunity there for you.

I must thank Mr David Hutton, Catholic Education Brisbane, my principal Stephen Montgomery, my host school division in Canada, Evergreen District, thanks Superintendent Dr. Cindy Vaselenak and Principal Ray Renaud and from the union Kay Holloway for allowing me to experience, and I never thought I would say this, a ‘life changing experience’.

Away from school life there is so much to see and do.

We have experienced so much: an Oilers hockey game (it is hockey, not ice hockey as all Aussies were soon to learn) and skiing in Jasper, Lake Louise and Rabbit Hill our local hill about 20 minutes from home. We have done Vegas, The Grand Canyon, Cold

PHOTOS: IEUA-QNT member Scott Gray (photos left) enjoyed his teacher exchange experience in Canada with his family Laurie Hallinan from St Augustine’s Primary School (photo right) enjoyed the snow and teaching in a different environment on his teacher exchange this year to Canada

November 2012

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WHAT YOU NEED TO KNOW ADVERTORIAL

ATTENTION

Immunisation - Who needs it?

Most adults are well aware of the need for children to be immunised in the early few years of their life, but what about adults? Do you know what immunisations you have had and should be having? The Australian Government have developed guidelines for all Australians which are simple and easy to follow.

Children Generally, by the time children are four years old they should have been immunised for Hepatitis B, Diphtheria, Tetanus, Whooping cough, Haemophilus influenza type b, Polio, Pneumococcal conjugate, Rotavirus, Measles, Mumps and Rubella. Children between 10 and 13 years of age should be immunised for Hepatitis B and Chicken pox. Some will also have been immunised to Human Papillomavirus. It has just recently been announced that 12 and 13 year old boys will also be encouraged to receive this immunisation.

Adults As long as you are up to date with your vaccination and not classified as having a special need there are just a few other times when you may need them: pregnant women are encouraged to have the influenza (flu) vaccination; and people who are 65 years of age or are

also encouraged to have a vaccination for Influenza (flu) and for Pneumococcal polysaccharide.

Young and Relief teachers,

Travellers Those who are planning to travel overseas should check what the recommendations are for the countries they will visit. Many health problems can be avoided by immunising prior to travel. If you are planning to travel you should consult a doctor at least 12 weeks prior to departure in order to ensure that there is enough time for your immunisations to be performed and take effect.

If you are not sure about what you need to do prior to travelling visit a special travel medical centre or your local doctor. Good advice can also be found at www.smartraveller.gov.au Did you know...

You can obtain a record of vaccination given to children under seven years of age by accessing the Australian Childhood Immunisation Register (ACIR) which is run by Medicare Australia. Call ACIR on 1800 653 809 or register at www.medicareaustralia.gov.au/public/services/acir/ index.jsp and request their records .

Maths teachers and Department/ Curriculum heads

Want help with teaching challenges?

Go to: realteachingsolutions.com

To find our more visit www.immunise.health.gov.au .

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ANNA STEWART MEMORIAL PROJECT

The other side of union Lourdes Hill College teacher and IEUA-QNT member Teresa McFadden recounts her experiences and what she learnt as part of the Anna Stewart Memorial Project 2012.

The Anna Stewart Memoral Project is a nation-wide tribute to Anna Stewart, a former journalist and union official who worked actively to support the rights of women through the union movement. She understood the important contribution that women can make in their unions and worked tirelessly to develop strategies to involve women workers to make decisions and have a voice. Anna Stewart died tragically in 1983, but her legacy is strong and present in The Anna Stewart Memorial Project which strives to give more women the opportunity to get involved in the union movement. The Project places women in their own union as well as a host union for two weeks where they have the chance to be mentored by experienced organisers and officials and to see the behind the scenes work of the union in a practical way. I was lucky enough to spend time with not only the amazing people at IEUA-QNT but also with the Media, Entertainment and Arts Alliance.

During my time with IEUA-QNT I was inspired by the officers, organisers and staff and their hard work to ensure that the best interests of IEUA-QNT members are

being looked after in the workplace. Their passion and commitment to their work was impressive and whilst I have always known this to be the case, through my experiences with the various campaigns and general communication from our union, it was exciting to see it first-hand. I was lucky enough to attend school visits and training days with organisers, plus spend time with one of the amazing Industrial Services Officers, Research Officer as well as the Communications and Publications team.

Seeing these impressive individuals come together for the greater good is something that made me very proud to be a part of our union.

In my second week, I had the pleasure of spending my time with the Lead Organiser of MEAA and got to spend time with superheroes, cartoon characters and Hollywood stunt drivers at Movie World, hang out in the green room at Sea World, speak to graduating actors at the Actors Conservatory as well as attend a mentoring day with APESMA on my last day.

I am so grateful to all of the people who made this project possible. I have gained so

Electrical Trades Union (ETU) member Neisha Traill also took part in the Anna Stewart Memorial Project at both her union and IEUA-QNT. During my time taking part in the Anna Stewart Memorial Project I realised that the overall purpose of unions is one and the same: to further the interests of its members, through the betterment and wages and conditions; to ensure that workplace health and safety matters are upheld and/or improved with changing workplace conditions; and to actively participate in social justice issues for the overall betterment of communities and society at large.

My time with IEUA-QNT coincided with the Catholic Enterprise Bargaining negotiations, which afforded me an excellent opportunity to observe firsthand the myriad of issues and tasks associated with securing the wages and conditions that members rightly deserve. During my week I was given the opportunity to sit in

much from this experience and this Project has strengthened my respect for our unions and their contribution to the betterment of society.

However, the union is no super force by itself. Neither is it the people in the office who give it the power it needs. It is a unity of people and the more members who get involved and commit to the movement, the stronger we all become and the better our chance to display those super qualities that we have long wished to unleash ever since seeing them jump out at us from the comic book pages. Get involved in our union; I am so glad that I did!

on a negotiation meeting and took part in a range of activities that provided me with a broad understanding of the different roles and actions that take place within IEUA-QNT. In addition to the negotiations, I also spent some time with the research officer looking at professional issues that impact on the membership; visited the Industrial Support Officers and discussed the wide ranging issues that they encounter, from enquiries about annual leave accrual to unfair dismissals; was given an overview of the membership team, which highlighted the importance of clerical support staff; was shown the various journals, newsletters, articles and stickers that are produced by the communications team; participated in school visits with organisers to offer information and advice; and spent time with the growth team, to see recruitment in action and the passion of those staff to build collective strength and unity.

For 20 years the Queensland Council of Unions has run the Anna Stewart Memorial Project as an affirmative action strategy aimed at assisting rank and file women become more active in the labour movement.

The project aims to increase womenâ&#x20AC;&#x2122;s participation in their union and the union movement generally.

My time spent with IEUA-QNT was invaluable. Too often as a movement we see only our own union and issues that affect us. This experience has reminded me that as unionists we are all fighting for the same cause, to ensure that people are valued the way they should be and to ensure we live in a society that supports one another and that we can be proud to be a part of. We should never forget our collective strength; not only do we have our union behind us, we have an entire movement.

For more information about how you can be involved in the Anna Stewart Memorial Project in 2013, contact IEUAQNT organiser Gaye Vale at gvale@qieu. asn.au

November 2012

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The Independent Voice

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