The Independent Voice
July 2010
Journal of the Queensland Independent Education Union
July 2010
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Volume 10 Number 4
IT’S A MATTER OF RESPECT Members in PMSA schools are the latest in our sector to send their employer the message that employees must be treated with respect and their work and commitment recognised. Over 240 members held a full day’s stoppage on 3 June in a clear statement that employees would not accept the disrespect being shown to them by the PMSA in collective bargaining negotiations (see full story pages 12-13). The stoppage by PMSA employees follows stoppages across a range of Catholic schools in October 2009 and March this year in support of a wage position which demonstrated employer respect for the commitment and dedication of teachers in Catholic schools. The disregard being shown to early childhood education staff in the midst of changes in the
sector is reflective, yet again, of a lack of respect for the contribution and views of employees (see story page 3). In the face of disrespect the threats to the early childhood sector also demonstrate yet again the interplay of industrial and professional issues with each having implications for the other. IEUA-QNT members will not stand back and accept inferior work conditions from those who refuse to recognise their professional commitment and dedication. Rather, members have demonstrated their determination to take severe steps, if necessary, to command respect and professional recognition. PHOTOS: Over 240 PMSA employees from Brisbane and Sunshine Coast schools rallied in solidarity in June, frustrated by their employer’s refusal to negotiate a fair wage deal and hours of duty schedule in a new collective agreement
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The Independent Voice
July 2010
CONTACTS The Independent Voice is the official publication of the Queensland Independent Education Union (QIEU) www.qieu.asn.au ISSN 1446-1919 QIEU Brisbane Office PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418 Fortitude Valley Q 4006 QIEU Townsville Office PH: 07 4772 6277 Level 1, 316 Sturt St Townsville Q 4810 PO Box 5783 Townsville West Q 4810 QIEU Bundaberg Office PH: 07 4132 8455 44 Maryborough St Bundaberg Q 4670 PO Box 1227 Bundaberg Q 4670 IEUA-QNT Darwin Office PH: 08 8981 1924 FAX: 08 8981 1935 38 Wood Street Darwin NT 0801 GPO Box 4166 Darwin NT 0801 Editorial/ Advertising enquiries to Fiona Stutz: Telephone: 07 3839 7020 Toll Free: 1800 177 937 Fax: 07 3839 7021 Email: fstutz@qieu.asn.au Editor Mr Terry Burke QIEU General Secretary Publications Officer/ Journalist Fiona Stutz Printing: Rural Press (07) 3826 8200 Disclaimer: Advertising is carried in The Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way reflect endorsement or otherwise of the advertised products and/or services by QIEU. Copyright All articles remain the copyright of QIEU. Permission must be obtained before reprinting. ABN: 45 620 218 712
Can you apply for ET6? IEUA-QNT members in the Catholic sector can now download ET6 application forms and find out more about eligibility of applying for the new classification. For ET6 application forms and for further information go to our website at
www.qieu.asn.au
President’s Report National industrial laws, national curriculum, national pay and conditions? The achievement of advanced wage rates for experienced teachers in this current round of bargaining is a welcome development, reflecting as it does the outcome of the campaign for benchmark rates of pay. The Anglican sector has achieved interstate benchmarks, while Catholic and Lutheran schools have narrowed the gap and members in Presbyterian and Methodist School Association (PMSA) schools continue their campaign. Teachers in Lutheran schools will reach parity with teachers in South Australia by 1 January 2011. In the recently endorsed Catholic collective agreement the newly established Experienced Teacher 6 (ET6) classification enables classroom teachers to achieve a level of remuneration which more appropriately recognises their work
and experience. However, it is important that eligible members in Catholic schools take up the opportunity to apply for ET6. In the initial round all members who have been classified Band 3 Step 4 for at least four years are eligible to apply. Members who meet this eligibility criteria should apply in the 2010 round as the provisions from 2011 and beyond will in transition move to a requirement to hold ET5 (Leading Teacher) for a minimum of three years. The wage campaigns have been significant in themselves but they have also highlighted the increasing consideration of a national perspective. On the national agenda the
MySchool website, the use of NAPLAN data and the national curriculum demand a national response from our members. to ACARA. Whilst members did not support a boycott of NAPLAN testing as a way of improving the MySchool website, it is clear that members are concerned with various aspects of the website. Our union has expressed our concerns, through our federal office, to the Australian Curriculum, Assessment and Reporting Authority (ACARA). It is pleasing to note that Chris Watt, Federal Secretary of IEUA is part of the working party considering concerns expressed about MySchool. It is important that members monitor the Australian Curriculum and engage in the feedback process
It is essential for our voice to be heard on national education agenda issues. Our voice is significant as we are not only a strong union representing education workers in Queensland and the Northern Territory, but also a union that is part of a strong federal organisation - the IEUA - which represents over 66,000 members across all non-government schools in Australia. Our collective voice on these professional issues must be heard. Kind regards, Andrew Elphinstone IEUA-QNT President
Branch Secretary’s Report Building a national union Your union has an avowed strategic goal, endorsed by the governing body, of making a contribution to the building of a national union with a national perspective on industrial and professional issues. The QNT branch has been prepared to commit significant resources to this goal and to undertake practical activities to further that goal. The decision to integrate with the then separate Northern Territory Branch, in 2007 has been a demonstrable and practical expression of that commitment to a national union. A national union and national perspective will not just happen because we aspire to it but will require considered and concrete steps if it is to be achieved. It is of strategic significance to this branch that a union with a national perspective and national capacity is developed. There are many examples already of issues and campaigns of concern to us which require a national perspective if our members’
interests are to be protected. The agenda and developments in the provision of early childhood education is but one such example and the emergence of national employer groups such as the Christian Brothers and now Lutheran authorities in South Australia, Northern Territory and Western Australia are also a sign of future challenges we will face. National testing, national curriculum, national teaching standards and so on from the federal government are well upon us. All of these industrial and professional issues require a response with a national perspective. In the Catholic sector the need to create consistent conditions and regularise these, is becoming more evident. A particular challenge is how all branches may make a contribution to building a national perspective while at the same time attending to their organising and servicing role with their membership. The question is especially
challenging for smaller branches it may well be asked if, given their small resource base, the smaller branches can make a contribution to that national union agenda. It would be too easy to dismiss the situation as being too hard and a problem for the smaller branches alone and of irrelevance to larger branches. This view would be foolhardy and short-sighted as the interests of members in the larger branches such as ours will either be supported or limited by the capacity of our union on a nationwide perspective to protect and enhance our members’ conditions and work environment in the context of the emerging national agenda. Consideration must and should be given to our capacity as a larger branch now in excess of 15,000 members to support the work of our union in the smaller branches. The integration of the Northern Territory and Queensland Branches has well demonstrated what can be achieved. Members in the Northern Territory
Division of the IEUA-QNT Branch would generally acknowledge that their capacity as a collective has been considerably enhanced by the integration of the two branches and that they are a stronger collective with the integration of their branch with Queensland. Building a stronger union must always be our objective and our strength will increasingly be found in having a national voice and a national presence. To the extent that our QNT branch has the capacity to do so we must play a positive and constructive role in the development of a national union of significance as our issues and our future are ever increasingly played out on a national stage. Kind regards, Terry Burke Branch Secretary tburke@qieu.asn.au
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July 2010
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Future of community based early childhood education under challenge Community kindergartens as we know it are under threat in the face of decisions made by the state and federal governments.
teacher contact hours. Establishing a total of 30 hours of educational program in small single unit centres is especially problematic.
The current policy settings for the early childhood sector undermine and in some instances are directly hostile to the continuation of community based provision of early childhood education.
If extra staff were to be employed to facilitate the additional hours, then kindergartens will face significant additional costs.
While it would be inaccurate to say that the government policy is deliberate in this intent the fact is that there is no overt statement from either level of government which is asserting that community based kindergartens are an essential part of the future of early childhood education provision. Provision of 15 hours of early childhood education The policy commitment to provide each child with 15 hours of an educational program poses real concerns for the operation of community based kindergartens. The IEUA-QNT, and employer peak bodies,C&K and ACSEA, have sought a delay in the introduction of the 15 hour provision from the state government. All have requested that the introduction of the 15 hours per week education program be delayed by at least 12 months to allow for further consideration and discussion. The proposal of 15 hours access to an education program will result in significant increases in the workload of employees and/or further financial impositions on community kindergartens. Current models proposing two 15 hour programs, would result in 30 contact hours per week which is in excess of the current regulated
STOP S PRES
Furthermore, the imposition of 30 contact hours per week for early childhood education teachers would result in conditions which are inferior to those enjoyed by teachers in any other educational setting in Australia. Per capita funding The new Kindergarten Funding Scheme (KFS) for early childhood centres will replace DECKAS funding from January 2011 and will put in place a per capita funding formula. The per capita funding formula will clearly be insufficient to maintain viability in all but a very few community kindergarten centres. IEUA-QNT has requested from the state government details of the financial modelling relied on by the government to underpin the changed funding. To date no answers have been provided. The state government’s new funding model requires a centre, if it is to receive funding, to be affiliated with a Central Governing Body, be licensed under the Queensland Child Care Act 2002 and deliver the ‘approved’ education program for the required 15 hour per week over 40 weeks a year by a registered teacher with ECE specialisation. Funding will, according to the current proposal, only be available for each child enrolled within the
ABOVE: Emilia Crompton and Alison Whatling from Innisfail Kindergarten with Emma Dyson and Jody M Chew from Tully Kindergarten attend an early childhood meeting at Mission Beach to learn more about current changes to the sector eligible cohort of between 3½ - 4½ years old. Currently, some centres rely on 3 – 3½ years old children to remain viable. The Queensland government cannot escape the fact that these children have been and are currently funded and the absence of these children in this age group will have significant impact on a centre’s financial viability. The government’s proposed funding can be calculated by individual centres using the OECEC funding calculator at: http://education. qld.gov.au/earlychildhood/ kindergarten/calculator.html . Maintaining community involvement The expansion of the early childhood sector is to be largely through the provision of new centres on existing primary school sites.
The decision to establish this significant number of new kindergartens on school grounds could lead to the reduction of community involvement in the delivery of kindergarten education. Community involvement has been an essential and defining characteristic of the community based sector and any diminution will strike at the heart of the shared praxis of home and centre in the development of the child. The future of community based early childhood education Current policies left unchanged will result in the number of community based kindergartens being reduced and their proportion and voice within the sector diminished.
The mandatory introduction of the 15 hour per week education program, establishment of a new funding scheme and the proposal to establish new kindergartens on school sites will all, under current arrangements, point to the demise of community based kindergartens. Change to these policies is essential and IEUA-QNT will continue to advocate on behalf of it members for changes that are mindful of the community based kindergartens. IEUA-QNT will meet in early July with the Minister for Education and Training, Geoff Wilson, to highlight these concerns and to seek an explicit set of initiatives to maintain the viability of community based kindergartens and assure them of a future as providers of quality early childhood education.
New agreement for Catholic sector The Catholic sector ballot for a new collective agreement has been finalised, with a clear majority of IEUA-QNT members voting in favour of the agreement.
Both the Religious Institute Schools and Diocesan Schools collective agreements have been delivered to Fair Work Australia for approval. IEUA-QNT members in Catholic schools can be proud of what has been achieved as a result of collective union action.
ABOVE: Members at St Rita’s School, South Johnstone, discuss aspects of the proposed Catholic Employing Authorities Single Enterprise Collective Agreement prior to voting in the Ballot in June
ABOVE: Lee Shannon of St Teresa’s College, Abergowrie, casts her vote in the ballot for the Catholic Employing Authorities Single Enterprise Collective Agreement on 18 June 2010
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The Independent Voice
July 2010
Members in Action Gympie members benefit from ET6 training
LEFT: IEUA-QNT members from St Patrick’s College in Gympie contribute to discussion on Experienced Teacher 6 training at the Sunshine Coast Branch meeting in May
Members throughout various Queensland Catholic schools in area branch meetings have undertaken training to assist in making applications for the new Experienced Teacher 6 (ET6) classification. During the Sunshine Coast Branch meeting held in Gympie members from St Patrick’s
College participated in a workshop on each of the five criteria which are required to be addressed when teachers apply for ET6. Suggestions made by branch members will contribute to developing a manual for all members as a guide to applying for ET6 in the future.
The new classification established in the Catholic sector agreement will recognise the demonstrated skill, knowledge, proficiency and contribution of the classroom teacher. Access to the new classification will be available for any teacher with three years of experience at Band 3 Step 4. Transition arrangements
ET6 training dates for Term 3 Brisbane: Chisholm Catholic College, Cornubia - 15 July, 3:30pm Brigidine College, Indooroopilly - 15 July, 4pm Guardian Angels Wynnum - 15 July, 3:30pm Marist College, Ashgrove - 19 July, 4pm Logan Branch meeting, Rochedale - 22 July, 4pm QIEU Brisbane office, Spring Hill - 22 July and 29 July, 4pm Bayside (Carmel College) - 22 July, 3:30pm St William’s Primary School, Grovely - 26 July, 4pm Jimboomba/Beaudesert (Emmaus
College) - 27 July, 3:30pm
Other areas: Gympie - 15 July, 4pm Gold Coast - 15 July, 4pm Townsville - 20 July, 4:30pm Mackay - 21 July, 4pm Toowoomba - 21 July and 18 August, 4pm Rockhampton - 21 July, 4pm Sunshine Coast - 21 July, 3:30pm Thursday Island and Hammond Island - 21 July, 4pm Cairns - 22 July, 4pm Bowen - 22 July, 4pm Ipswich - 27 July, 4pm Stanthorpe - 27 July, 3.30pm Mt Isa - 27 July, 6pm
apply over time to ensure those on Band 3 Step 4 will be recognised for eligibility to ET6. In 2010 teachers who have been classified Band 3 Step 4 for four years are encouraged to apply for ET6 this year. It is expected that two processes for ET6 applications will be made each
Ingham - 27 July, 4pm Warwick - 28 July, 3.30pm Fraser Coast - 28 July, 4pm Cloncurry - 28 July, 4:30pm Innisfail - 28 July, 4pm Roma - 29 July, 3.30pm Bundaberg - 29 July, 4pm Winton - 29 July , 6pm Atherton Tablelands - 29 July, 4pm Hughenden - 30 July, 10:30am Yeppoon - 3 August, 4pm Emerald - 5 August, 4pm Sunshine Coast (Stella Maris School) - 5 August, 4pm Charters Towers - 10 August, 3:30pm Sunshine Coast - 18 August, 4:30pm For details please visit our website www.qieu.asn.au
year with employees able to apply prior to reaching eligibility. An Experienced Teacher 6 will be paid $84,421 in the first pay period of April 2012. Further Experienced Teacher 6 training will occur in Brisbane and Queensland regional centres from Term 3 (see dates below).
What is required to apply for ET6? A teacher applying for ET6 will be required to provide responses to each of the five criteria: A. Understanding of, commitment to and support for the values and ethos of the Catholic school in the classroom and the wider school community; B. Significant skills in effective inclusive classroom practices, in evaluating and reporting students’ progress and in encouraging positive relationships with students in the classroom; C. Skills in achieving appropriate personal and professional relationships with parents/carers of students and with other relevant community members; D. Effective personal and professional skills in collaborating with colleagues and relevant professionals in promoting student achievement; and E. Ability to develop and implement ideas gained from professional activities to enhance students’ learning.
Benefits of attending Area Branch meetings
ABOVE: IEUA-QNT members from Maryborough understand the benefits of taking an active role in Area Branch meetings
St Mary’s College, Maryborough teacher and Wide Bay IEUA-QNT branch representative Denis Kettle believes their are many benefits of members attending Area Branch meetings: “We need to attend Area Branch meetings to get the absolute latest
information on what is happening in our sectors and schools on a local level from the person who knows, the IEUA-QNT area organiser. By attending a meeting you can be adequately briefed on what the present issues are for our members.”
The Independent Voice
July 2010
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Members in Action PD requirements questioned at Professional Issues training IEUA-QNT members in north Queensland now have a clearer understanding of the Continued Professional Development (CPD) requirements and the draft national professional standards follwing recent Professional Issues training. Members in Townsville, Mackay and Cairns considered what requirements were needed for CPD and many expressed concern about the lack of information on what would or would not be accepted as CPD. IEUA-QNT research officer Miriam Dunn guided members through the requirements and believed many were unaware that they must meet the requirements this year even though sanctions will not be applied in 2010. The CPD required under the CPD Framework means that teachers will undertake CPD that demonstrates a balance of employer directed and
supported, school supported and individually identified CPD of at least 30 hours per year in a range of CPD activities. “From 2011 any teacher not meeting PD requirements may have conditions placed on their registration to ensure they bring their quantum up to the required amount. Many members did not realise this could happen to them from next year,” Miriam said. “Members are clearer now that 30 hours of PD are required in a calendar year over a five year period, and are much clearer on the concept of the range and balance of PD requirements in relation to the system provided, school provided and individually identified PD.” Those on state and district monitoring panels also expressed their anger that the Queensland College of Teachers (QCT) would not acknowledge their involvement
Cairns on such panels as PD. “Members on these panels have indicated that it’s the best PD they receive in terms of reflecting on their own professional practice in key areas.” During the training days members were also alerted to the existence of the draft national professional standards.
Townsville
Concerns were raised about the lack of discrimination between the standards, and, unlike the current QCT standards, the draft national standards could be used as a performance indicator to measure performance for enhanced pay structures or to judge diminished performance. “There is no clear indication as to who will make the decision about
whether or not individuals meet the standards, nor how they will be assessed against the standards,” Miriam said. Members at the training sessions indicated that they appreciated the opportunity to engage with these important professional issues and hear the views of their colleagues in other schools and sectors.
Mackay IEUA-QNT branches combine to undertake IR training IEUA-QNT members from Moreton, North Metropolitan and Metropolitan North branches recently undertook training on the implications of current industrial environment at a joint branch Industrial Relations in the Workplace training in June. Members from these three branches were given the practical skills and knowledge for collectively addressing issues within schools during the training day. The training covered information on the structures and history of IEUAQNT, how to organise a chapter, effective communication strategies, and the democratic nature of our member-led union. Members were also equipped with the knowledge of how to appropriately engage non-members. Organiser Nicole Carlill said it was the first time the three branches have combined their resources to present member training. “With our members collectively coming together across the different sectors, this helps to facilitate better group work and workshopping opportunities for our members,” Nicole said.
ABOVE: IEUA-QNT members from Moreton, North Metropolitan and Metropolitan North branch areas take part in day one of Industrial Relations in the Workplace training in June
The second day of the IR training will take place in Term 3.
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The Independent Voice
July 2010
Assistant General Secretary’s Report The birth of our national paid parental leave scheme After a 30 year campaign a national Paid Parental Leave (PPL) scheme is set to take effect in the new year, following the passage of the amended Bill through the Senate last month. This is an historic event and big win for Australian working families. It will give working parents greater financial flexibility to make better choices to balance their own family and work responsibilities, needs and aspirations. Fast facts about the new scheme PPL will commence on 1 January 2011 and deliver 18 weeks pay at the minimum wage (currently $570 per week) to the primary carer (usually the mother) providing they have worked: • Continuously for at least 10 of the 13 months prior to the birth or adoption of a child; and • At least 330 hours in that 10 month period (ie, just over one day per week). PPL will cover employees (including casual and seasonal workers), as well as contractors and the selfemployed. Parents can decide to share the PPL benefit between them; notwithstanding the full 18 weeks of PPL must be taken within 12 months of the birth of the child. (For example if a family decides it is best for the mother to return to work after 12 weeks, they may be able to transfer the unused part of their PPL to the father where he also meets the eligibility criteria. PPL cannot be taken part-time or shared at the same time though). The Productivity Commission estimated that an 18 week PPL payment at the minimum wage, when combined with other leave entitlements, will give more than 90 per cent of parents the option of taking at least 26 weeks of leave without undue financial stress. Parents will be able to apply for PPL up to three months prior to the expected birth of their child by completing an application form and lodging it with the Family Assistance Office. (Applications can be made from 1 October 2010). In most cases, the parent will receive their PPL payment through their employer. If they haven’t been with their employer for 12 months, their payment will be made through the Family Assistance Office. PPL payments will be taxable income and will affect entitlement to family assistance payments.
However, income from PPL will not be treated as income for Parenting Payment (partnered & single) or other income support payments such as the Disability Support Pension and Newstart allowance. PPL scheme recipients will not be eligible to receive either the $5,185 Baby Bonus (except in cases of multiple births) or Family Tax Benefit Part B. Eligible families can choose whether to participate in the PPL scheme depending on their individual circumstances. Families electing to receive PPL will not receive the Baby Bonus (except in multiple birth cases) or Family Tax Benefit Part B during the 18 week PPL period. An online calculator will be made available from September to help parents make that choice. PPL will also be available in the tragic circumstances of a stillborn baby. What about stay at home mums or others not eligible for PPL? New mothers who are not eligible for PPL will continue to receive, if eligible, the Baby Bonus (incometested to families with an income equivalent to $150,000) and Family Tax Benefit Part B. The Baby Bonus currently provides $5,185 paid over 13 fortnights and is non-taxable (this will increase to $5,300 from 1 July 2010). What it means for families There are lots of good reasons for introducing a national PPL scheme. Fundamentally it’s about ensuring new mothers can spend time with their babies – to bond with them, physically recover and establish successful breastfeeding – without financial pressures forcing them back to work too early. Outgoing Australian Council of Trade Unions (ACTU) President Sharan Burrow noted “Two-thirds of Australian women who have a baby currently get no paid parental leave. Parents have been forced to make a choice between having a child and paying the bills.” It also makes good economic sense. Ms Burrow further asserted “…this money will go directly into spending on the necessities that go with having a baby at a time when most families have been reduced to living on one wage…It also recognises that paid maternity leave is good for business and the economy because it will help keep skilled,
experienced female staff attached to the workforce.” What it means for Queensland school employees The vast majority of Queensland non-government school employees already have access to employerfunded PPL through union collective bargaining negotiations. In terms of operational arrangements for the new national PPL scheme, the Productivity Commission has indicated that any employer-funded PPL available to the employee through collective bargaining should be taken first, then eligible employees can also access the federal government benefit of 18 weeks paid parental leave at the minimum wage rate as of 1 January 2011. What it means for employers The Family Assistance Office will ensure that employers receive the required federal government funds in advance of their making PPL payments to the employee in their usual payroll cycle to avoid any undue strain on cash flow. Employers will largely use their existing payroll systems. Reasonable costs in implementing the scheme will be tax deductible for relevant employers. It is estimated that only nine per cent of all businesses will be involved in paid parental leave in any given year, and only three per cent of small business. Employers will not be required to make superannuation payments for the period of government-funded PPL, nor will employees accrue leave entitlements over this period. Employers will be responsible for making PPL payments only where
the employee has completed 12 months continuous service prior to the date of birth or adoption of the child. IEUA-QNT members contribute to campaign win IEUA - QNT members can be very proud of our contribution to this union achievement and wider campaign. Together, we have: • Collected 1,200 names on the 25,000-strong signature community petition presented by the ACTU to federal politicians last month; • Organised signatures on hundreds of campaign postcards; • Participated in political lobbying of federal MPs and Senators in targeted areas, ahead of the 2009 Budget; • Promoted public support by marching on Labour Day; • Engaged members on maternity leave to help with campaign activities and with education through the new IEUA-QNT e-zine; • Attended the Queensland Council of Unions’ media events; • Established a designated section on the IEUA-QNT website; • Forwarded chapter briefings to members outlining the importance of this issue in the lead up to International Women’s Day and Labour Day; • Organised a Paid Parental Leave team to run in the annual Brisbane Mother’s Day Classic fun run; • Sent digital video petitions to federal politicians; and • Sent campaign postcards online. Next Steps An estimated 148,000 people will qualify for the PPL benefit each year. Part of the amendment made to the
Bill in the Senate was to provide for a review of the new scheme in no more than two years. This may include matters such as superannuation and secondary carer’s leave (formerly known as paternity leave). The review provision is important because no paid paternity leave has been mandated in the first iteration of the new scheme, nor will employers be required to pay superannuation on this benefit - contrary to the Productivity Commission’s initial recommendations. The federal government’s failure to include superannuation payments has been criticised by Federal Sex Discrimination Commissioner, Elizabeth Broderick (among others) for not going far enough. Commissioner Broderick acknowledged it was “a good first step but should have included superannuation payments” as women who choose to care remain disadvantaged through lower retirement income. Notwithstanding some omissions, however, the new national PPL scheme will mean babies can get a good start, parents can be relieved of some financial pressure and employers are assisted in retaining good female staff. Certainly a very healthy beginning. Ros McLennan Assistant General Secretary rmclennan@qieu.asn.au
Good reasons to support paid parental leave 1. New parents often cannot survive on one income, or do not have sufficient savings to enable one of them to choose to stay home and look after babies for a decent amount of time – if that is what they want to do Almost two thirds of Australian parents have no access to paid parental leave. Cost of living pressures mean some new mothers must return to work too early just to keep the family afloat financially; 2. Paid Parental Leave makes good economic sense The cost of a national paid parental
leave scheme is around $250 million, representing only about a two per cent increase in spending on existing family assistance measures. Overall the costs would be significantly offset from reduced social welfare payments – including the removal of the baby bonus for employed parents and tax revenue from working parents. 3. Increase retention rates for female workers Research demonstrates that women who have access to paid maternity leave have a return-to-work rate approaching 90 per cent. This helps business retain skilled staff. Encouraging a larger number of
women workers to return to paid employment is also good news for the federal government’s taxation revenue. 4. It’s the socially just thing to do Without a national paid parental leave scheme, it has been left to collective bargaining outcomes – with varying results. Typically, professional women working in highly unionised industries have achieved a level of success in accessing paid parental leave; however, there remains significant equity issues for women working in casual or short term contract positions.
The Independent Voice
July 2010
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Assistant General Secretary/Treasurer’s Report
Bullying - It’s not acceptable! Harassment and bullying in the workplace are acknowledged as significant occupational health and safety issues across workplaces in the Australian community and are a major source of stress, illness and poor morale. Any form of harassment, bullying or violence in the workplace is unacceptable behaviour. Harassment based on sex, race and disability is unlawful under the Commonwealth Sex Discrimination Act 1984 and the Queensland AntiDiscrimination Act 1991. All harassment, bullying and violence is contrary to the duty of care to provide a safe framework for work and learning. Under the Workplace Health and Safety Act 1995 an employer has an obligation to ensure the health and safety of all workers. While workplace bullying presents considerable cost to employers through time lost from the workplace and increased Work Cover premiums, the greatest personal cost is borne by those experiencing the bullying and their families. The adverse health impact of associated stress or other psychological injury will often present a considerable long-term burden for the affected member and their family. The Queensland government’s Prevention of Workplace Harassment Code of Practice 2004 which commenced on 1 June 2004 states that a person is subject 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: • is unwelcome and unsolicited; • the person considers to be offensive, intimidating, humiliating or threatening; and • a reasonable person would consider it to be offensive, humiliating, intimidating or threatening. ‘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.
Technological harassment and cyberbullying are growing forms of harassment and includes such things as threatening or suggestive email and unacceptable and unwarranted fax material.
Impact of harassment
workplace
Harassment is not the everyday struggles and conflicts that are part of human interaction. This definition is intended to cover a wide range of behaviours that can have an adverse impact on the workplace health and safety of workers and other persons.
Often harassing behaviour is perceived to be too trivial to warrant attention, or the person subjected to harassment may seem unaffected by the behaviour.
Harassing behaviours can range from subtle intimidation to more obvious aggressive tactics.
Experience has shown, however, wherever harassment occurs the cumulative effects may erode the well-being of the individual or group targeted, undermine and sour the work atmosphere and lower the overall performance of employees in that workplace.
Harassment in the workplace can take many forms. It can be overt or subtle, direct or indirect. Common forms or harassment include: verbal harassment, such as sexual or suggestive remarks, threats, insults or name calling; non-verbal harassment, such as suggestive looks or leers; offensive graffiti; physical harassment, such as pushing, shoving, jostling or fighting; and professional harassment, such as creating barriers to promotion by selection based on criteria other than merit.
• lowering of morale, erosion of staff loyalty and commitment; • an unsafe work environment;
The misuse of social networking sites is a form of harassment that can be and is becoming particularly problematic.
Workplace harassment can have a serious adverse impact on work satisfaction and performance of employees targeted for harassment, their colleagues and for the workplace more generally.
Types of harassment
• increasing absenteeism, sick leave, staff turnover;
Impact On The Individual A person exposed to harassment may feel, amongst other things, angry, demoralised, confused, anxious and powerless. These feelings may manifest in physical and/or emotional responses such as depression, anxiety, nausea, sleeplessness and headaches.
• reduced efficiency and productivity; • adverse publicity, poor public image; • costs to the employer associated with counselling, mediation, recruitment and training of new staff, WorkCover claims and the potential rise in premiums and/or rehabilitation costs; and • costs to the employer from failure to meet legislative provisions, civil action and criminal action. Policies and procedures For schools and other workplaces to meet their statutory and common law obligations, policy and procedures should exist that clearly set out what is expected of staff, students and parents in terms of appropriate behaviour and what steps will be taken if a complaint of harassment is made. Employers should identify any warning signs, encourage all members of the workplace to report incidents of harassment and also ensure there is no victimisation for having made a complaint or having supported someone else to do so. Our union is an industry partner in a research project being co-ordinated by a team of experts at Queensland University of Technology (QUT).
Impact On The Workplace Harassment in the workplace may lead to:
The project seeks to investigate what constitutes cyberbullying and aims to:
1. Explore understandings of cyberbullying in students, teachers and parents and investigate the incidence and consequences of cyberbullying of students in schools and in the school as a workplace. 2. Examine existing policies and practices related to cyberbullying within selected schools and their respective school systems. 3. Examine existing laws relating to cyberbullying in schools between students, student-teacher, teacherstudent and teacher-teacher. 4. Synthesise the information obtained in aims 1-3 to generate best policies and practices for schools and the community when dealing with cyberbullying within the student body and with staff. Appropriate reform initiatives of the law will also be identified. The research team is made up of Dr Marilyn Campbell, Professor Sally Kift and Professor Des Butler from QUT, Professor Phillip Slee from Flinders University and Dr Barbara Spears from the University of South Australia. If you are interested in being a part of this project contact project officer Robin Ward, QUT at rj.ward@qut.edu.au Paul Giles Assistant General Secretary/ Treasurer pgiles@qieu.asn.au
Importance of union highlighted to final year education students Professional, industrial and legal issues were highlighted to Central Queensland University final year education students to ensure they were aware and given a greater understanding of the challenges and rewards facing them as they embark on their careers. Both IEUA-QNT organsier Richard Pascoe and Queensland Teachers’ Union organiser Greg Purches attended the CQU Bundaberg campus and spoke to the student teachers undertaking their final internship on the importance of being in an education union. Students were provided information around the benefits of union membership, were given detailed
information on the specific areas new teachers may require assistance in during their first year of teaching as well as practical advice on entering the workforce. Organiser Richard Pascoe said the students appreciated the opportunity to ask questions regarding their forthcoming internship and potential work situations that they may face in the future. “With most students taking out associate membership of both the IEUA-QNT and QTU, it was valuable and worthwhile talking to the teachers of tomorrow,” Richard said.
ABOVE: IEUA-QNT organiser Richard Pascoe (right) discusses the benefits of union membership to CQU education student Mike Reid
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The Independent Voice
July 2010
Northern Territory News Activist training highlights benefits of unionism IEUA-QNT members in Darwin have been provided with the practical skills to educate their colleagues on the important issues that affect their working lives and how belonging to a strong collective can ensure positive outcomes during recent activist training. Darwin members were eager to discuss how to build a strong union in their schools, as the strength of our union depends on an active membership. Members undertook sessions on: building a stronger collective by increasing union membership density; educating members on the issues we face as education professionals; and building a stronger collective culture where
members support each other in our schools. “Equipping members with the skills that assist them in their day to day role in their Chapters is the most fundamental step towards building a stronger union in schools,” organiser Camille Furtado said. The training days also included a session by members of the Northern Territory Advisory Committee who presented an overview of the history and future strategic directions of the Northern Territory Division. “All members in attendance have to be commended for their dedication and commitment to building a stronger educated voice.”
Steiner Education opens new school in Darwin
ABOVE: Raelene Fitzgerald-Tilbury, Rhett Bowden and Lon Wallis from O’Loughlin Catholic College were educated on the issues that face education professionals and the benefits of belonging to a strong collective in recent activist training
Further training will be held in the Northern Territory Southern Division early next term.
RIGHT: Darwin members take part in recent activist training
Collective negotiations in the Northern Territory Catholic sector
overdue pay rise.
A dispute resolution procedure and proposed amendment of the nominal expiry date for a new collective agreement continues to impede negotiations in the Northern Territory Catholic sector.
Members at the school have endorsed a collective response to the outstanding issues in a letter to the Principal and school board members, calling for the school to bargain in good faith.
The Northern Territory CEO has refused to include an arbitration clause in the new agreement, which is in contrast to what other Catholic employers across Australia have agreed to in their collective agreements with employees. Darwin primary school students will have the opportunity to expand their learning in the Northern Territory’s tropical environment after Milkwood Steiner School opened its second campus in Berrimah North recently. IEUA-QNT organiser Camille Furtado said the school’s opening is a strong step towards establishing more learning opportunities with its secondary relationship school Kormilda College. “We look forward to working with our members at Milkwood Steiner School in Darwin and encourage the partnership with our members at Kormilda College,” Camille said. Chairperson of Milkwood Steiner School, Dominique Lynch, said the school’s curriculum highlights Steiner Education’s commitment to children’s learning in the Top End. “Milkwood Steiner School’s curriculum aims to weave a space where children are inspired to participate and develop individual creativity,” she said. Darwin’s Milkwood Steiner School is the second to open in the Territory, with the original campus sited in Alice Springs.
Employers have also raised an additional issue of moving the nominal expiry date of the agreement from March 2012 to March 2013. While this would take into account the protracted nature of these negotiations, this would not allow IEUA-QNT members and the employer to discuss in a timely way emergent issues which would have an impact on the Catholic sector in 2011. IEUA-QNT have sought a meeting with the employer in the near future to finalise the matters outstanding. It is expected that members will vote on the agreement in Term 3.
The Essington School IEUA-QNT members from The Essington School have expressed concern about the length of time negotiations for a collective agreement have taken and that the employer has stalled on implementing a long-
The letter asks for further clarification to be made to employees about the scheduled pay increase due to all staff in January this year to be addressed at the next meeting in the new term. IEUA-QNT has been in communication with the Principal and the Chair of the Board and it is hoped that a schedule of dates for SBU meetings will be agreed shortly.
Yirara College A number of provisions tabled by Yirara College employers including remote area allowances, paid maternity leave, sick leave and term time employment remain problematic as negotiations for a new collective agreement continue. The employer has proposed that while all current employees would continue to receive remote area allowances, new non-teaching staff to the College would not be paid the allowance. Employee representatives believe it to be appropriate that all staff in the future be paid the allowance which appropriately reflects the contribution towards the cost of living in a remote area. Paid maternity leave for staff from 2011
has been proposed by the employer as a “top up” of the federal government scheme; however, employees believe the government’s scheme should be in addition to any employer funded paid maternity leave and should include 12 weeks leave with accruals such as long service leave and sick leave. Sick leave has been retained for current employees at 15 days per year; however, the employer has requested new employers will accrue only 10 days per year. Employee representatives have not accepted the employer position and that 15 days sick leave per year should be the provision for all employees, current and prospective. The employer has tabled a position that some employees, including tutors, would be appointed 40 weeks of the year, annualised over 52 weeks, with six weeks annual leave. Employer representatives have drawn attention to a number of developments over recent years regarding the nature of the payment to tutors and indicated it was appropriate for the employer to better understand the history regarding the nature of payments to these permanent part-time employees before formalising their position. While employee representatives commend a number of provisions tabled by the employer, a number of matters are still to be positively resolved. Negotiations will continue for the new agreement when representatives meet again at the end of July.
The Independent Voice
July 2010
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Sector Matters Shafston International College Employees at Shafston International College are frustrated with their employer continuing to deny employees industry standard conditions. The large number of casual employees at the College are currently dealing with uncertain hours due to declining student numbers and understand that this necessarily has an effect on the current negotiations. In light of this, it is the clear expectation of staff that management bargain in good
Nudgee
faith, particularly around the low cost and no cost items with the employee claim. Items in the employee log of claims include a commitment to hours of duty, the establishment of a consultative committee and the formalisation of conditions for senior teachers. Employee representatives have requested a further meeting with College ownership in order to progress these issues to completion.
Ormiston College Members at Ormiston College have commenced negotiations for a new collective agreement that will recognise and reward the commitment and dedication of all staff and ensure that the College can attract and retain quality staff. The log of claims details issues of concern for both teaching and non-teaching staff, including hours of duty, the level of commitment required for co-curricular and classification structures. A new experienced senior teacher classification, 14 weeks paid maternity leave exclusive of holidays, two weeks paid paternity leave as a stand-alone entitlement and strategies to address particular workload pressure points
are also being negotiated. Previously excluded from the College’s collective agreement, music tutor members want to be part of any new agreement and this extension to the scope of coverage of the agreement is also sought. Employee representative on the SBU John Wallace said: “It is great to have the knowledge and support of our union at the bargaining table. Membership is growing and our staff are looking forward to a positive response from the College to what we believe are realistic and achievable claims.”
Changes to classification structure in ELICOS Award Changes to the way ELICOS teachers are classified in the ELICOS Award mean that many teachers who previously could not progress beyond level 10 classification may now be able to access level 12.
IEUA-QNT has produced an information kit for ELICOS members to assist in ensuring their classification is correct. ELICOS members are encouraged
to contact their organiser to discuss their classification and to obtain an information kit by contacting our union office on FREECALL 1800 177 937 or email emailing elicos@qieu.asn.au
Kaplan Aspect
Christian schools
Members resolve has resulted in improved wages and condition in a new collective agreement for ELICOS members at Kaplan Aspect.
Suncoast Christian College
Members had previously rejected the employer’s offer of below industry standard wages and conditions. Following a revised offer at the last SBU, members at the College have now balloted in favour of a new four-year agreement.
Significant enhancements to maternity leave provisions and job share arrangements have been negotiated in a new collective agreement at Suncoast Christian College.
Employees have received a wage increase of 4.5 per cent from 1 July 2010, with further increases of 2.5 per cent, 2.5 per cent and three per cent or CPI for the life of the agreement. A top level ELICOS teacher at the end of the agreement in 2013 will earn over $56,000. Employees in possession of a Masters level degree or higher in TESOL or a similar field, or with a DELTA qualification, will be advanced in the classification structure by one level from the date they notify the employer of their attainment of the qualification.
Members at the Sunshine Coast college will now benefit from a new agreement which includes an increase in maternity leave from six weeks in their previous agreement to 12 weeks, exclusive of holidays.
A job share provision has also been added to the agreement with relevant employees entitled to pro rata benefits of leave, vacation periods, public holidays and other accrued benefits as full-time teachers based on the percentage division of the work.
Comparability with colleagues in other non-government education sectors has also been obtained with improvements to extended job share provisions which include comprehensive guidelines.
Employees are also entitled to parental leave in accordance with the National Employment Standards, a dispute resolution process and 15 hours paid professional development per year as agreed to in the agreement.
IEUA-QNT organiser Nicole Carlill said the new agreement at SCC also saw the introduction of limited fixed term contract use
International College After 12 months of active campaigning by Nudgee International College members, management have agreed to begin negotiations for a new collective agreement to cover all staff. Employees at the College are seeking improvements to their wages and conditions including professional rates of pay. A commitment around hours of duty, paid marking and preparation time, equitable senior teacher and curriculum coordination structures, and enhanced commitment to college resourcing has also been included in the employee log of claims for management to consider. It remains a clear expectation of employees that management agree to a genuine process of negotiation and not deny staff their right to a collective agreement. IEUA-QNT organiser Nick Holliday said members are to be commended on their solidarity and commitment to achieving just wages and conditions at the College. “This has been an extremely long campaign, but it has resulted in an excellent opportunity for members to have a genuine discussion with their employer about their conditions,” Nick said. Negotiations for a new collective agreement will continue in Term 3.
for school officers and teachers. “This will give employees assurance of their employment and security that they are employed on an ongoing basis,” Nicole said. Flexible work practices and an employer-agreed establishment of a college consultative committee to enable greater twoway communication between the employer and employees was also successfully negotiated. The Suncoast Christian College collective agreement has been lodged with Fair Work Australia (FWA) and is operative seven days after FWA approval until 30 April 2013.
School officers and services staff at the Brisbane college can now bank their hours and may access these hours as Time Off In Lieu (TOIL). These employees can now also access a special project allowance and higher duties allowance. Other significant enhancements for staff include improved maternity provisions and a revised Positions of Added Responsibility (PAR) remuneration allowance and time release.
Genesis Christian College
To achieve optimal educational outcomes over the life of the agreement the employer has committed to continuing to implement strategies to support teachers if and when class size targets are exceeded.
Genesis Christian College school officers and services staff have successfully achieved significant improvements to their working conditions in a new collective agreement.
The employer also agreed to draft, within the first 24 months of the agreement, a policy on staff and student code of conduct on overseas and interstate trips when representing the College.
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The Independent Voice
July 2010
PROFESSIONAL ISSUES IN EDUCATION
Gratten Report misses the point: point What do teachers want? A recent report from the Grattan Institute – What Teachers Want: Better Teacher Management – misses the target when it suggests that teachers would welcome a strong appraisal programme in which the principal of the school would be in a position to reward those who are deemed to be effective or excellent teachers and to apply punitive measures to those who are seen to have weaknesses, including the capacity to delay wage increases or even to reduce their wages. What teachers want and have been crying out for over a long time is the provision of quality professional development and adequate time to plan, create interesting and engaging resources and review student work to further inform their planning. Too often the one size fits all approach to professional development leads to teachers being forced to engage with presentations for which they have no need.
Often this occurs at a time when they are very keen to engage in planning and preparation arising from their professional development. Schools need to provide opportunities for their staff to engage with Professional Development that has a clear connection to areas identified by individual teachers. In some schools in Hong Kong, for example, teachers are provided with an annual PD funding allocation and they are then able to identify how they will spend these funds.
with the teachers concerned. The Report makes much of the OECD survey that reveals that “teacher evaluation and development in Australia is poor and amongst the worst in the developed world.” According to the Report: “92 per cent of teachers work in schools where the school principal never reduces the annual pay increases of an under-performing teacher.” Surely this is not surprising given the nature of our industrial agreements.
Naturally, the selection has to be approved by the employer; but this gives the professional teacher greater cause for self appraisal and the respect that should be afforded a highly qualified professional practitioner.
In spite of this, the 2006 PISA report percentage of top performers on the science scale had the following countries in the top six places: Finland, New Zealand, Hong Kong – China, Japan, Chinese Taipei followed by Australia in sixth place.
Through this sort of mechanism it is clear to employers when members of staff are not using their allocation of funds and this can be addressed
In a table from “Creating Effective Teaching and Learning Environments: First Results from TALIS” (OECD 2009), which
The State Budget: Impact on schools The 2010/2011 Queensland State Budget released in June provides little additional support for the non-government education sector in the increases that have been announced. Where large investment in the non-government sector is discernable, it generally comes from funds provided to the state by the federal government; such as the National Partnership funds for Literacy and Numeracy, and Closing the Gap in Indigenous Education. Given that there is so much change, it is hard to see how the increases in real dollar amounts will stretch to cover all that will need to be done. The implementation of the Australian Curriculum alone, if it is to be effectively and consistently achieved in all areas, will require significant, well targeted, professional development for many teachers. There will be substantial new demands on school budgets to meet resourcing costs, especially in science. Furthermore, the changes anticipated in the Green Paper, A Flying Start for Queensland Children, will also demand substantial financial inputs as the preparation for some significant change begins. There are, however, a couple of bright points for our sector. There is an allocation of $50 million to assist non-state schools that cater for disengaged young people to build new schools or to upgrade or extend existing school facilities. Moreover there is an allocation of $3.8 million for the continuation of the Every Child Counts and the Edmund Rice Bridge Programs. At this stage only State Schools are receiving funding for the Every Child Counts Program.
One area that does see significant expenditure is the Kindergarten sector. The announcement of a hastening of the rollout of funds for the establishment of new facilities on both state and non-state school sites is welcome. In 2010/11, though, there will be only three non-government schools to benefit: there will be two Kindies established at Forest Lake College, and one each at Prince of Peace Lutheran College (Everton Hills) and St Andrews Catholic College (Redlynch, Cairns). The provision of these funds to the non-government sector will be on the basis of a Capital Grant of up to 75 per cent of the total cost of the construction of the facility. The school owners will have to guarantee that the facility will be used for kindergarten only. Subsequent allocation of these grants will be determined primarily on a needs basis – where there is a lack of kindergarten facilities in a location plus the added priority to ensure the most disadvantaged children have access to quality education at this critical point in their lives. Of most concern in our sector is the likely impact on workload pressures for teachers and school officers due to the further stretching of the budget to attempt to cover the cost of the ever changing curriculum and other new initiatives. At a time when governments and political parties are spruiking their desire to provide a “world class” education to students by ensuring “quality teaching and learning” in schools throughout the country, this budget does not come close to providing the resources necessary to achieve these high ideals.
shows teachers who received no appraisal or feedback and teachers in schools that had no school evaluation in the previous five years (2007-08), the schools that reported almost all teachers did have appraisal or feedback and/or evaluation, were: Bulgaria (40), Malaysia (NA), Lithuania (33), Slovak Republic (29), Estonia (14) and Hungary (23). The numbers in brackets after the countries refer to their ranking on the 2006 PISA science scale. If one were to take a simplistic view of this, there is a clear argument that teacher appraisal, feedback and evaluation actually decreased student outcomes. We strongly disagree with the basic premise upon which the paper is based: that punitive measures against teachers found to be underperforming will promote quality teaching. The Report fails to highlight the
significance of resourcing to meet the high cost involved in the provision of quality Professional Development for all staff, including the cost of releasing teachers from the classroom for the activity and the follow up planning necessary to implement what they have learned. We do, however, strongly support the statement that “teacher evaluation should be formative, identifying weaknesses which inform development plans and opportunities for individual teachers”. This Report is a timely warning in relation to the thinking of some who may influence the political approach to quality teaching, teaching standards and the best ways to manage cases of perceived diminished performance.
Miriam Dunn IEUA-QNT Research Officer
Education Minister releases dates for Australian Curriculum implementation IEUA-QNT has commended the Queensland government for its decision to defer implementation of the Australian Curriculum Phase 1 subjects. English, Mathematics and Science P-10 will now commence from 2012 and History will follow in 2013. Education and Training Minister Geoff Wilson also indicated that some Queensland schools may choose to commence from 2011. However, it is unlikely that this will be widespread because the Minister has acknowledged, “it is essential that Queensland teachers and schools are well prepared for its implementation.” Furthermore, he has specifically identified the need for professional development, and human and teaching resources. Given that the time-line for the roll-out has been agreed by the Catholic and independent sectors, it is to be hoped that employers in the non-government sector will provide their teachers with the level of support necessary to make the transition. It is likewise to be hoped that governments will ensure that funding to non-government schools is sufficient to support this increased demand for resources over the transition period to ensure the full, comprehensive and effective roll-out of the curriculum in every school in the state. The delay in roll-out is largely due to the need for a substantial re-writing of the curriculum documents following the consultation phase. It is now looking less than certain that the
final draft of the curriculum documents for Phase One subjects will be ready by the 31 August deadline. Additional meetings of Ministers of Education are scheduled to review the drafts in progress. However, stakeholders will not have the same degree of access to the reworked drafts prior to their release. Representatives from employing authorities and from subject associations will be provided with some opportunity to review the changes but it is not clear how this process will work or to what extent their feedback will effect change. This is a serious flaw in the curriculum development process and is a consequence of the political imperative driving the education agenda. In some schools teachers are experiencing pressure from principals to begin revising their work programmes in line with what we already know about the new curriculum. However, no work to revise programmes should be undertaken until the final curriculum documents are released and schools are in a position to provide the resources necessary to make the transition effectively. It is to be hoped that the Northern Territory Minister will reveal its intentions in the very near future. Miriam Dunn IEUA-QNT Research Officer
The Independent Voice
July 2010
11
PROFESSIONAL ISSUES IN EDUCATION
NAPLAN tests concerns for school communities IEUA member survey recommendations to Senate Committee A survey of IEUA members including teachers and principals has established evidenced research on MySchool and NAPLAN concerns felt within school communities. Teacher respondents in the survey showed that publication of NAPLAN test results on the MySchool website had not been a useful tool for teachers; both principals and teachers agreed that the current data was not representative of the school and was misleading. There was an evident concern about the accuracy and fairness of comparisons of schools with the publication of NAPLAN data on the MySchool website and the additional pressure it creates. Respondents raised the issue that the NAPLAN data does not describe accurately all that is done within a school curriculum and program.
The results also reflect the nature of the cohort which can vary in ability from year to year. Principals made a number of recommendations relating to other factors or measurement that should be added to improve the usefulness of MySchool. These related to clearer descriptions of the school population and the funding received. Questions were also raised about the value of comparisons based only on the mean or average. Teachers also expressed the need to include information about the diversity and make-up of a school’s population. A number of comments confirmed the desire to see measures of academic growth included. Although some principals mentioned that the publication of results on
Equity Matters:
MySchool had no impact, others stressed some negative aspects, including that the results placed undue pressure on students and teachers. Negative results also meant that explanations had to be provided to concerned parents. On the other hand, positive results led to increased enrolment enquiries and evidence that enrolments have already been affected. There was also a concern that positive results will be ephemeral as the ability of the cohorts in a year changes over time. Recommendations have been made in a response to the Senate Standing References Committee on Education, Employment and Workplace Relations on the Inquiry into the administration and reporting of NAPLAN testing based on the online survey results.
PPL finally delivered
Australians will finally have a national Paid Parental Leave scheme after the passing of the Bill by the Senate on 17 June. The scheme commences on 1 January 2011 and will provide 18 weeks Paid Parental Leave at the minimum wage for all working families.
The IEUA has asked that: • The explicit nature of the purpose of the tests to be made clear and the tests constructed accordingly. • Once the purpose of the tests is clear, determination needs to be made as to the best time of the school year in which to conduct the tests to provide for the maximum utility of the tests and the reporting thereof. • An expert committee be established to review the current tests, to consult with classroom teachers and principals about current concerns and provide firm recommendations to the test writers. • A review of current arrangements for the conduct of other major external tests that occur in Australian schools be undertaken and that recommendations be developed to
ensure the ongoing integrity of the NAPLAN regime. • The development of alternative models for the representation of NAPLAN data on the MySchool website be undertaken by ACARA including graphical representation of the range of the individual school’s scores for each NAPLAN tests, overlayed with data in relation to other schools. • The establishment of a working party with classroom teacher, with expertise in supporting students with special needs to provide advice in relation to the current and future NAPLAN test items. IEUA are hopeful that the voice of teachers and principals regarding the positives and negatives of NAPLAN testing and the MySchool website are appropriately heard.
First in our class! 10 year annual crediting rate for the Balanced option to June 2009* QIEC SUPER BALANCED BT Super
(Westpac Balanced Growth) ^
This has been a long fought campaign to recognise the health, financial and career needs of working women as well as recognising their contribution to the economic wealth of a nation. The United States of America is now the only western OECD nation that continues to fail to ABOVE: The ACTU delivered 25,700 signatures, including 1,200 recognise the need for universal signatures from members and families of IEUA-QNT, of the ACTU Paid Parental Leave petition to former Prime Minister Kevin Rudd PPL. and Parliament in June
IEUA-QNT members and their families assisted in moving the federal government to the introduction of a Paid Parental Leave scheme. Member delegations to federal MPs last year helped put the issue clearly on the government’s agenda. This was followed this year by strong support for the ACTU Paid Parental Leave petition aimed at ensuring the federal opposition did not stand in the way of its introduction. IEUA-QNT Chapters are to be congratulated for their efforts in collecting over 1,200 signatures from members. The federal government’s Paid Parental Leave scheme ensures all workers have the opportunity to access Paid Parental Leave. Many IEUAQNT members know how important this is and already enjoy access to Paid Parental Leave. The
ACSRF Balanced QSuper Balanced
6.06% 5.50% 5.40% 4.98%
Superior investment returns simply mean more money being credited into members’ accounts.
Bill prevents the government’s PPL provisions from undermining existing PPL entitlements won through collective bargaining. Although we can celebrate the introduction of the government’s Paid Parental Leave scheme, as unionists and educators we will need to continue collectively bargaining for enhancements to our own entitlements as well as enhancements to the government’s PPL scheme. But for now, we take the time to celebrate its introduction after almost 30 years of campaigning by unions and working women. Gaye Vale IEUA-QNT Equity Committee member
For more information call: 1300 360 507 email: info@qiec.com.au visit: www.qiec.com.au Superannuation is a long term investment and annual returns and investment strategies can vary. For more information about QIEC Super’s investment options and annual returns, please see our Annual Report, which is available from our website. *Average is the compound average of annual crediting rates for the Balanced investment option over the previous 10 years. ^ACSRF has recently changed their name from CSRF. These comparisons are not to be used as a guide to future performance. No prediction of an actual retirement benefit has been made. These comparisons use today’s dollars and make no allowance for inflation. Distributions have been reinvested. These returns are net of taxes and investment expenses. The 10yr average crediting rates to June 2009 are sourced from SuperRatings Pty Ltd (AFSL No. 311880). Go to www.superratings.com.au. This information is of a general nature and does not take account of your individual financial situation, objectives or needs. Because of this you should, before acting on this advice, consider the appropriateness of the advice, having regard to your objectives, financial situation and needs. You should obtain a Product Disclosure Statement (PDS) and consider the PDS before making any decision. If you require such specific advice, you should contact a licenced financial adviser. QIEC Super Pty Ltd (ABN 81 010 897 480), the Trustee of QIEC Super (ABN 15 549 636 673), is Corporate Authorised Representative No. 268804 under Australian Financial Services Licence No. 238507 and is authorised to provide general financial product advice in relation to superannuation.
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The Independent Voice
July 2010
The Independent Voice
July 2010
13
PMSA members show solidarity in professional rates of pay campaign Over 240 IEUA-QNT members from PMSA schools in Brisbane and the Sunshine Coast took strike action on 3 June, frustrated by their employer’s refusal to negotiate a fair wage deal and hours of duty schedule. Employees from Brisbane Boys’ College, Somerville House, Clayfield College and Sunshine Coast Grammar School sent a strong and clear message to the PMSA employer to take some leadership and resolve the employee claim for professional rates of pay and the scheduling of hours of duty. Members spoke at the rally of their disappointment at the employer for failing to recognise and value employees in PMSA schools. Speaking at the rally, Clayfield College teacher Jane Elliott said it’s time for the PMSA employer to recognise that employees will not back down in their fight for professional rates of pay and hours of duty. “The attitude and lack of respect shown by PMSA employers is disheartening to employees in PMSA schools,” Jane said. “Teachers put in extra hours of work to ensure students have the highest level of professional education available to them. “By not respecting that quality teachers deserve professional rates of pay and a transparent scheduling of hours of duty, the PMSA employer shows a lack of respect for professional education in PMSA schools,” she said. During the rally PMSA employees showed their determination to fight for professional recognition by voting on five resolutions that were carried unanimously, including further protected industrial action in the absence of meaningful negotiations. Employees were angered by the lack of fairness and equity exercised by the PMSA employer, who compares PMSA schools to Anglican and other sector colleagues, yet refuses to grant wage and conditions parity with these sectors. It’s time for the PMSA employer to grant professional rates of pay and scheduled hours of duty to employees and demonstrate that they do value and respect their staff as they claim to.
Why do employees in PMSA schools deserve professional rates of pay? “Teachers need professional pay because of our professional commitment and dedication to achieving high quality educational outcomes.”
Members campaign during PMSA protected action week IEUA-QNT members from PMSA schools participated in a protest action week at the end of May as a precursor to the full day’s stop work, sending their employer a clear and determined message that they will stand united in their campaign for professional rates of pay. Employees in Brisbane Boys’ College, Somerville House, Clayfield College and Sunshine Coast Grammar School coordinated Chapter meetings in conjunction with the protest action week, with many members wearing matching badges as a show of solidarity. Members also took part in further action with another badge wearing day on 17 June.
Gabi Black Clayfield College
“Because our competitive schools already have professional rates of pay and we are a dedicated bunch who work hard.” Ian Gray Somerville House
“To reflect the real work we do at each school – the work we put in and the fact we give our all. We want to be acknowledged for the work we put into students in so many ways.”
An overwhelming 89 per cent of IEUA-QNT members in PMSA schools endorsed authorised protected industrial action in the Australian Electoral Commission secret ballot, which included the protest action week previous to the full day stoppage on 3 June. The protected action week highlighted the collective resolve of members who demonstrated they would not stand back and accept a wage offer and hours of duty provision which undermined their working rights and conditions.
Sunshine Coast Grammar School
Paul MacDonald Brisbane Boys’ College
“It’s time for PMSA to value and recognise the contribution that their staff willingly pursue in the interests of our students.” Karen Randall Sunshine Coast Grammar School
Clayfield College
Somerville House
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The Independent Voice
July 2010
Future of education debated at QTU/QIEU Professional Issues Conference As the battle for the future of education is increasingly being fought on the national stage, both QIEU and QTU members ensured they were equipped for this debate at the joint 2010 QTU/QIEU Professional Issues Conference in May. The Conference, themed ‘The National Agenda: Challenges for the Future,’ addressed the important professional issues educators are currently facing on a national level and how education is changing. The keynote address from Professor of Education at the University of South Australia, Alan Reid, offered a critical analysis of the federal government’s national education agenda and asked whether Australia is currently experiencing an education revolution. According to Professor Reid, education must be for the public good to benefit all in both state and non-government schools. Professor Reid assessed the Labor government’s performance in education, taking into account the education revolution purpose and gains, funding and resourcing, a closer look at the national curriculum and accountability, marking the government a Coverall on their report card. The second keynote address by Professor of Education in the
School of Learning and Professional Studies at the Queensland University of Education (QUT), Val Klenowski, looked into the challenges of teacher assessment and whether current assessment forms are fit for purpose, using examples from both here and overseas. Professor Klenowski theorised that large-scale assessment of students should be avoided and that the current draft National Standards will not in itself lead to better learning. Appropriate support and professional development for teachers can lead to improved outcomes for students. Together with the keynote addresses, a further four workshops were held throughout the day and included: • Discussion on the Australian Early Childhood Index; • National Professional Standards for Teachers; • The relationship between Standard Australian English and Indigenous students’ ‘home’ languages, and • Encouraging critical thinking in young children. The Australian Early Childhood
ABOVE: Panel discussion on the national curriculum, assessment and reporting included participants (from left) QUT Professor of Education Val Klenowski, University of South Australia Professor of Education Alan Reid, Queensland Studies Authority’s Carolyn Harrod, IEUA-QNT Branch Secretary Terry Burke and QTU President Steve Ryan at the ‘The National Agenda: Challenges for the Future’ at the Brisbane Convention and Exhibition Centre in May
Index workshop explored the origins and experiences of those using the Australian Early Development Index (AEDI), a population measure of children’s development as they enter school. In 2009 Australian children in their first year of schooling were assessed by their
ABOVE: Alan Reid, Professor of Education at the University of South Australia, offered a critical analysis of the federal government’s national education agenda LEFT: QIEU and QTU members took part in the 2010 QTU/QIEU Professional Issues Conference
teachers for the AEDI with general results published in December 2009 and schools receiving profiles in March this year. Participants of the workshop, led by QTU Vice-President Julie Brown and QTU executive member Brenda Lines, explored Queensland’s performance and the implications for both the state and non-government education sectors. The results for the inaugural assessment showed that Queensland children in low-socio-economic areas, boys, indigenous children and children in remote locations were more likely to show developmental vulnerabilities at an early age. While it also showed 70 per cent of Queensland children were developmentally “on track”, this equates to 30 per cent who are not. Only 61 per cent of Queensland children were sound in Language and Cognitive Skills. These results prove that improvements need to be made in educating our younger children before they go into school; the best quality staff and teachers may go a long way to addressing these current shortcomings. The National Professional Standards for Teachers workshop by Director of the Queensland College of Teachers (QCT), John Ryan, provided a background to the development of the proposed standards, with participants encouraged to provide feedback to be considered when formulating Queensland’s response to the proposed standards. The workshop on Standard Australian English and indigenous students ‘home’ languages presented QCT research that revealed many
indigenous students have been wrongly identified as speaking English at home when they actually speak and hear traditional languages. The assumption is often made that indigenous students are using poor English when the reality is they are actually using a language that is not Standard Australian English at all. This situation arises as a result of teachers not having sufficient training in recognising non-standard language and often parents have recorded on enrolment forms that their children speak English. Adjunct Professor of the School of Education at James Cook University, Robin McTaggart, overviewed the findings, discussed the experiences of some teachers who have used a variety of teaching English as a second language (TESL) strategies and then identified the resourcing implications for schools. The Strategies for Teaching students how to think critically from a young age workshop explored ways to teach students to think critically using counter examples and analogies. Participants engaged in reasoning exercises, used strategies that questioned and tested the validity of their reasoning and observed how to model and teach these skills across the curriculum, in particular to the early years. All presentations and workshops have given QIEU members improved knowledge and better understanding to enable us, as a union and as educators, to prepare for the challenges to education on a national scale into the future.
The Independent Voice
July 2010
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Recognition for previous work experience Employees in Queensland Catholic schools can apply for recognition of their prior non-teaching experience in industries which are relevant to their work as a teacher. To qualify for prior recognition and to move up the salary levels, the onus is on the employee to prove the relevance of their prior experience to the work as a teacher or as a school officer. The currency of the skills, experience and knowledge is integral to being accepted as relevant.
into account and has now received a higher classification and an increase in her salary as recognition of her prior learning.
was justifiably acknowledged by the employer and consequently her salary increased by four increments.
Shary lodged an application with her employer for recognition of her previous work which included teaching in a United States of America high school, managing a service for people with disabilities, environmental science research and consultancy, and qualifications in SCUBA diving and First Aid instruction.
“Brisbane Catholic Education (BCE) has recognised almost 13,000 hours of my previous work experience, or at six and a half years of full time work. Thirty-three per cent of those hours are then credited toward my salary calculation,” Shary said.
In this context, full time, part time and self employment would all qualify.
In determining her eligibility for an increase in her salary level, Shary submitted evidence in the form of certified copies of her qualifications and statutory declarations that indicated the nature of her experience in the years leading up to her transition to teaching at the College.
One such teacher to benefit from this is Assisi Catholic College Acting Head of Senior Science Shary Braithwaite. Shary applied to have her previous work experience taken
Throughout this process, Shary was supported by IEUA-QNT in terms of using a proforma and receiving advice on her application. Shary’s lengthy work experience
Recognition of prior work relates to that which was performed within five years of the commencement of employment as a teacher.
Eligibility for this recognition of prior work experience came to Shary’s attention through her membership of IEUA-QNT and information from union publications. Although Shary says that while it was not a smooth or quick process, it was nonetheless “well worth it in the end,” she said. “I would encourage other ‘mature aged’ people who enter the teaching profession to apply and have their previous experience recognised.”
ANTI-POVERTY WEEK 17–23 October 2010 YOU can help fight poverty and hardship
Poverty and severe hardship affect more than a million Australians. Around the world more than a billion people are desperately poor. In Anti-Poverty Week
> Why not organise a display, stall or award? > Maybe a workshop, lecture or forum? > How about a fundraiser, fact sheet or petition? For information and ideas visit the website, or email apw@antipovertyweek.org.au, or call 1300 797 290.
www.antipovertyweek.org.au Principal National Sponsors:
Being recognised for prior learning: The application process in a few easy steps... Step 1: Teacher considers prior non-teaching positions and considers whether any are relevant to current teaching role. Step 2: Teacher lists employment dates of all relevant prior non-teaching positions to determine whether the necessary time periods for application are met. The last relevant non-teaching position must have ceased within five years of commencing employment as a teacher; however, some special consideration may apply in certain circumstances. Step 3: Teacher gathers documentation and evidence regarding the prior nonteaching service and experience required for their application. Step 4: Teacher completes standard application form, giving particular emphasis to explaining how the prior non-teaching service and experience is relevant to their current teaching role. The statement of service or statutory declaration supporting the claim is also attached to the application. Step 5: The employer considers the teacher’s submitted written claim. If the employer agrees that the prior non-teaching service is relevant, the teacher is advised that their claim is accepted and back payment is made. If the employer does not accept that the prior non-teaching service is relevant, the teacher is advised that their claim has been rejected. The employer’s reason(s) for not recognising prior nonteaching service and experience will be specified to the teacher in writing on the standard application form. The teacher may then consider their options to initiate the dispute resolution process.
Tax time for members If you are a teacher, tutor, early childhood, primary, secondary, special education or relief teacher, you may be able to claim on tax deductions you did not even know about, including: • Laboratory coats and art smocks that protect you from injury at work or protects your everyday clothing from damage; • Stopwatches, cost of purchase, repairs and batteries - but not the costs of purchasing and repairing ordinary wrist watches, including waterproof watches; • Sunglasses, sunhats and sunscreen lotions – if the nature of your work requires you to work in the sun for all or part of the day; • Excursions, school trips and camps if they have an educational benefit and are related to the curriculum or extracurricular activities of the school; • Teaching aids used for work; • Further education degree expenses - but not education expenses not related to your teaching position. If you think you are entitled to claim or need more information go to the Australian Tax Office
website www.ato.gov.au. The tax office has a range of information and assistance available to help people meet the 31 October deadline. The tax office also provides FREE, easy-to-use online tax calculators and decision tools to help employees in managing their tax affairs. To access this service visit their website and select the rates, calculators and tools option. These calculators and tools include: Home office expenses calculator; Selfeducation eligibility tool; Selfeducation expenses calculator; Work-related uniform expenses calculator; Super co-contribution calculators; comprehensive and simple tax calculators. You can also access information on: Individual income tax rates. These tables show the percentage of tax payable for each income bracket, for individual Australian taxpayers; and PAYG withholding – how much tax should be taken from my pay? This will help you to work out how much PAYG withholding tax should be taken from your pay.
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The Independent Voice
July 2010
School officer profile Veronica Hands has been a school officer at St Vincent’s School for over 11 years, dividing her time between assisting teachers in Prep classes and working with special needs children in other year levels.
Veronica Hands
During this time, and while previously employed for two years at St Augustine’s Parish Primary School in Currumbin Waters, Veronica Hands has been an active member of our union. Veronica has taken an active role assisting the union representatives by educating other colleagues with union material and advice on the importance of being in a union. “I have also held Chapter meetings for our school officers when we need to discuss or vote on important union issues,” Veronica said. Veronica believes it is important to be a union member.
St Vincent’s School Clear Island Waters “QIEU always has your best interests at heart; they are always on hand to offer help and advice. “In the past we have had instances where parents look to blame staff members when their children have had accidents and our union has always been there to offer support and helpful advice.”
Veronica says the main issue school officers face at her school is the growing frequency of undertaking playground and student supervision duties everyday. “At our school the main issue for school officers seems to be duties. We do 40 minutes of duties every day and sometimes we feel isolated.”
Independent Education Union of Australia Queensland and Northern Territory Branch
“Working with the wonderful teachers at our school is a bonus,” Veronica said.
“The positives of the job would have to be seeing the children learn and grow to be happy and confident little people… and in Prep the daily hugs and funny stories are priceless.
Veronica admits there is one negative to her job. “There never seems to be enough time in a day to get what you would like done.”
School officers: Keeping up-to-date
ELECTION NOTICE Fair Work (Registered Organisations) Act 2009
Nominations are called for: x x
Veronica enjoys her role at St Vincent’s, especially her involvement with the children and teachers.
Delegate to Federal Council from Queensland Division (8) Delegate to Federal Council from Northern Territory Division (1)
Written nominations, which comply with the Rules of the Union, may be made at any time from 5 July 2010 and must reach me not later than 4:00 pm Monday, 26 July 2010. Nominations cannot be withdrawn after that time. Candidates may submit statements not later than 4:00pm on Monday 26 July 2010, for distribution with ballot papers, in accordance with IEUA Federal Rule 17(i). A statement must not exceed 200 words and it should contain only the candidate’s personal history and/or policy statement and/or a passport-sized photograph of the candidate. Nomination forms are available, from the Returning Officer or the Branch Office of the Union. The use of these forms is not compulsory provided that nominations comply with the rules.
IEUA-QNT members, including school officers, can keep up-to-date on the latest news, legal issues, resources, campaigns, events, collective bargaining updates, chapter and branch meeting dates and union submissions at the IEUA-QNT website! To find out what is happening in your sector and in your profession, visit our website www.qieu.asn.au
If you’re a member of QIEU, ME Bank is your bank.
HOW TO LODGE NOMINATIONS By Post: By Fax: By Hand:
AEC Industrial Elections, GPO Box 2590 Brisbane Q 4001 (07) 3832 4727 AEC Industrial Elections, 488 Queen Street, Brisbane.
A postal ballot of Queensland Division members, if required, will open on 20 August 2010 and close at 12:00 noon on Monday 13 September 2010. Ballot material will be posted to the members address shown in the Union records.
Changed Address? Advise the Union now. Note: Federal Officers other than Federal Executive members, are elected by and from the Federal Council members and not otherwise. Note: A copy of the AEC’s election report can be obtained from the organisation or from me, after the completion of the election.
Brendan Carroll Returning Officer 17 June 2010.
‘Phone: (07) 3834 3406
If you’re a member of a Union
is your bank
mebank.com.au ME Bank is a trademark of Members Equity Bank Pty Ltd ABN 56 070 887 679. See mebank.com.au for eligible unions. 151155/0510
The Independent Voice
July 2010
QIEU Teacher Education Bursaries The QIEU Teacher Education Bursaries are once again being offered to encourage eligible students who are studying for a teaching qualification. Each year four pre-service education students will be awarded general education bursaries of $1,000. The fifth bursary, the John Nash Bursary, will see $2,000 awarded
to an outstanding applicant. In 2009, to celebrate our union’s 90th Anniversary, QIEU offered the bursaries for the first time.
Applying for
grandparent of the applicant. d. Successful applicants from one year may apply for the bursary in subsequent years. e. Successful applicants must be prepared to assist QIEU via publicity in The Independent Voice or other QIEU publications. f. All applicants must indicate a willingness to sign a statutory declaration indicating that the bursary will be used for education associated expenses; eg, HECS, books, computer technology. g. Applications by non-members must include the details of the parent, partner, guardian, or grandparent that is, or has retired as, a financial member of IEUA-QNT/ QIEU. The application should be countersigned by this person.
the bursaries: 1. Eligibility a. Applicants must be enrolled (or intend to enrol) in either, an undergraduate Education/ Teaching Degree at a university, or, postgraduate studies in the field of education. b. Applicants must be a member of IEUA-QNT and have a nominee who is a parent, partner, guardian, or grandparent that is, or has retired as, a financial member of IEUA-QNT/QIEU. c. QIEU staff, or those who have retired as part of the QIEU staff, are also able to be nominees if they are a parent, partner, guardian or
Those interested in applying for the bursaries in 2010 must abide by the eligibility criteria. QIEU Executive will consider all applicants and select successful candidates.
2. Selection process a. Executive consider the applications and will select the
Consideration will be given to those in remote areas, of financial need and academic results. For those interested in applying please contact the QIEU Brisbane office on FREECALL 1800 177 937 by Friday 1 October 2010, or download a nomination form at www.qieu.asn.au successful applicants; b. Criteria to be used to determine success will include: • Consideration of financial need, including any pressing personal circumstances; • Year 12 academic results of first year applicants and university results of second, third and fourth year applicants; • In the case of postgraduate applicants, academic records should be submitted along with an overview of the postgraduate work to be undertaken; • Consideration shall be given to at least one awardee: coming from remote or country areas distant from the institution at which the applicant is studying or intending to study; and being in their first year of an undergraduate course.
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Honouring the life of QIEU life member Olive McMahon Early childhood educator and QIEU life member Olive McMahon will be fondly remembered for her enthusiasm for learning and love of early childhood education. Olive McMahon passed away in May this year. Olive had over 40 years in education in a variety of work roles. Olive’s younger years saw her educated at East Toowoomba State School, followed by Fairholme College for her secondary education. After graduating she began studies at the Brisbane Kindergarten Training College in 1941. War disrupted her studies until she recommenced her early childhood training and graduated with a diploma of kindergarten nursery teaching in 1947. Teaching took her to various kindergartens throughout Brisbane, the United Kingdom and Canada until she was awarded a scholarship in 1959 for a year’s post-graduate study at the University of London where she studied for an advanced certificate in child development, specialising in music with young children. On returning from her scholarship, Olive worked as an assistant principal and acting principal at Perth Kindergarten Training College then later as
a senior lecturer at Brisbane Kindergarten Training College. Returning to hands-on teaching as director of the Chapel Hill kindergarten from 1969-1973, Olive then lectured in early childhood studies at Kedron Park Teachers’ College for two years, moving to James Cook University in Townsville in 1976 to study for a masters degree in special education.This led to further senior lecturing positions in Brisbane until retirement from the profession in 1988. Her lifetime of dedication to learning was recognised with numerous prestigious positions including president of Australian Association of Early Childhood Educators, and was an active member of the Australian College of Education, C&K, International Society of Music Educators and ISME Early Childhood Commission. Olive’s other passions in life was her work with volunteering and travelling until the effects of dementia overcame her. Olive McMahon contributed greatly to early childhood education and the focus our union has on early childhood education.
Art awards capture artistic side of students and teachers The closing date for the 2010 QIEU, ETAQ and James Cook University Literary Competition is fast approaching as teachers throughout Queensland are being reminded to get their school students involved in showcasing their literary talents as part of the Entries close Friday, 16 July. Now in its 51st year, the annual competition gives students the opportunity to be recognised and acknowledged for their outstanding literary works. Students entering this year’s competition can submit either a short story and/or poetry piece, with students in Years 11 and 12 also able to enter a work of non-fiction prose. Teachers are also encouraged to enter into the open category. Winners will be presented with their awards at a special ceremony held at The Bardon Centre on Wednesday 20 October 2010. The competition is jointly sponsored by the Queensland Independent Education Union (QIEU), the English Teachers’ Association of Queensland (ETAQ) and James Cook University (JCU). Guest speaker for the ceremony will be Queensland children’s author, school teacher and QIEU member, Phil Barry. Founded in 1959, the Literary Competition is the oldest continuing competitions for school students in Queensland. More information on the competition, including entry forms, is available from www.qieu.asn.au or by contacting Event Coordinator Kay Holloway on (07) 3839 7020.
Pre-school, primary and secondary school students along with their teachers will allow their creative mind to draw, paint, photograph, sculpt or combine media to capture their artistic side in the QIEU Awards for Excellence in Art Design 2010. The theme of this year’s awards asks students and teachers to ‘Imagine’.
Awards for Excellence In Art Design 2010 Let your creative mind draw, paint, print, photograph, sculpt or combine media to capture:
IMAGINE
Each non-government school throughout Queensland has received entry forms and information about the awards, with entry forms also available for downloading on our website www.qieu.asn.au. Art is a very important area of learning in our schools and kindergartens, and our union is proud to support students, teachers, practising artists and art in Queensland. QIEU established the awards to promote and encourage students to maintain an interest in art and to foster the talent of students.
These awards are specifically designed for students in the non-government education sector and attract well over 1,000 entries from pre-school through to secondary school students as well as teachers. QIEU’s goal is to promote an interest and awareness of these awards to art teachers. Closing date for this year’s awards is 6 August, with the award presentation and art exhibition evening on Wednesday 15 September 2010 at the Bardon Conference Centre.
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The Independent Voice
July 2010
EVENTS DIARY Catholic Educational Leadership Conference The 5 International Conference on Catholic Educational Leadership - A Beacon of Hope: A light for the future, will be held from 2 to 4 August 2010 at the Australian Catholic University National Strathfield campus in Sydney. th
The conference is tailored to the needs and interests of Catholic educational leaders in schools, systems and networks of religious schools. It provides opportunities to hear some of the foremost thinkers in the field, and to interact with colleagues from across Australia and internationally. In 2010 it is expected there will be around 400 delegates, internationally renowned keynote speakers, delegate papers and a small trade exhibition. Key note speakers at the conference include: • Professor Gerald Grace of the Centre for Research and Development in Catholic Education at the Institute of Education, University of London - addressing the issue of mission integrity drawing on his work as the editor of the International Handbook of Catholic Education. • Professor Nancy Tuana of the Rock Ethics Institute at Pennsylvania State University - sharing her work on moral literacy and leadership. • Mr Patrick Dodson, a key figure in the reconciliation movement in Australia he will reflect on the challenges of reconciliation for educational leaders. • Professor Michael Gaffney of the Centre for Creative and Authentic Leadership at ACU - sharing the outcomes of recent research in Catholic schools and systems around the country. • Dr Chris Branson of the Centre for Creative and Authentic Leadership at ACU - sharing the outcomes of recent research in Catholic schools and systems around the country. • Associate Professor Michael Bezzina from the Centre for Creative and Authentic Leadership at ACU will provide the opening address. To register or for more information please visit the conference website at www.acu.edu.au/leadershipconference2010
National Tree Day 2010 Planet Ark is calling for volunteers to join the campaign and help plant a million new native trees and shrubs this National Tree Day on Sunday 1 August. Celebrating its 15th year in 2010, National Tree Day sees communities work together to protect their natural environment by planting and caring for native trees and shrubs. More than 15 million seedlings have been planted in the event’s history and each year over 300,000 people take part at 3,500 sites around the country. For schools, each year around 200,000 Australian school students participate in a special National Tree Day event just for kids – Schools Tree Day on Friday 30 July. It’s a great opportunity for children to learn about, and make a contribution to, Australia’s natural environment while having fun at the same time. This Tree Day, all schools and their students are encouraged to get on board with Planet Ark and get their hands dirty! Visit treeday.planetark.org or call 1300 885 000 for your nearest site.
Equal Pay Day
Jeans for Genes Day
Equal Pay Day commemorates the day when women reach pay equity with men. This year it will be celebrated on 4 September 2010, with local events to be held throughout the country.
Jeans for Genes Day is turning 16 this year on Friday 6 August 2010. Celebrate by inviting all students and teachers to wear jeans and register for Jeans for Genes Day and make a gold coin donation towards research to improve children’s health.
ABS data recently released show that across Australia women earn 18 per cent less than men or around one million dollars less over a lifetime. This is an increase on last year’s figures, which showed the national average pay gap as 17.3 per cent between men and women. Women now have to work an extra 66 days to match their male counterparts. The Equal Pay Case is currently aiming to highlight low paid workers in the area of social and community services, where the workforce is female dominated. The ACTU is calling on the government, all nongovernment organisations, large corporations as well as small businesses to commit to addressing the causes of wage inequity. To find out more please go to the Equal Pay Day website at www.equalpayday.com.au
advocate for addressing the issues of child and adolescent well being, bullying and the emerging issues associated with cyber bullying. The Education Series, which includes a breakfast for school leaders, a half-day workshop for school staff and an evening session for parents, will be presented
When students and teachers donate a gold coin on Jeans for Genes Day they are supporting the work of Children’s Medical Research Institute and help their scientists to unravel the mysteries of childhood diseases. Inspire your school community to get involved and register now for Jeans for Genes Day at www.jeansforgenes.org.au/schools.
Coping with Childhood Cancer in the Classroom seminar Cancer Council Queensland and the Queensland Children’s Cancer Centre (located at the Royal Children’s Hospital, Brisbane) are inviting all teachers and schoolbased guidance officers, counsellors, nurses and chaplains to attend their annual joint Coping with Childhood Cancer in the Classroom seminar on September 7, 2010. The free seminar will be held at the Royal Children’s Hospital, Brisbane, with videoconferencing technology available – through selected Education Queensland and Queensland Health sites – to allow rural and regional schools to also participate in the seminar. The seminar will commence at 9am and
conclude at 2pm. The seminar aims to educate and support teachers to help children, their families and their peers to cope with childhood cancer in both the primary and secondary school environments.
Expressions of interest for participating in the videoconference are open now. There are limited videoconferencing opportunities available across the state so please book today to avoid disappointment.
Each year Queensland’s best health professionals in paediatric cancer care address seminar participants on the changing approaches to coping with childhood cancer in the classroom. This year representatives from cancer support-based community organisations such as Camp Quality, Canteen, Redkite, Ronald McDonald House, Starlight and Leukaemia Foundation will be in attendance.
Videoconference registrations must be received by August 25, 2010. For more information about the Coping with Childhood Cancer in the Classroom seminar or to register your interest for the videoconference, contact Angelene Kendall, Cancer Support Coordinator, Cancer Council Queensland on (07) 3634 5240 or angelenekendall@ cancerqld.org.au
The Queensland Education Resources Expo Educators from early childhood, prep, primary and secondary education through to higher education institutions have the opportunity to access the latest on offer in education resources at the Queensland Education Resources Expo. The event also hosts an
Action Against Bullying Education Series The Minister for Education and Training, with the support of the Queensland Schools Alliance Against Violence (QSAAV), is proud to present a free Education Series for school leaders, teachers, teacher aides, guidance officers, behaviour management staff and parents. Dr Carr-Gregg is a well respected expert and committed
Jeans for Genes Day, born and bred in Australia, has grown to become one of our most important national fundraising days. This year, schools around Australia are getting together to show their support for children’s health.
throughout Queensland. The school leaders breakfast is from 7am-9am, the school staff session from 12pm4pm, and the parent session from 6:30pm-8:30pm. Dates and venues in July and August: Mackay - 19 July Toowoomba - 5 August (breakfast
extensive professional development program. Find out what is new in the world of education and get inspiration for your career, students and school. The Expo provides exhibitors with direct contact to education professionals from all levels and institutions.
The Expo is being held on Saturday 11 and Sunday 12 September 2010, 10am-3pm at the Brisbane Convention & Exhibition Centre. Admission is free! To find out more, visit http://www.educationshow.net. au/
and school staff session); 4 August (parent session) Brisbane North - 6 August (breakfast and school staff session); 5 August (parent session) Brisbane South - 9 August Sunshine Coast - 19 August (breakfast and school staff session); 18 August (parent session) Gold Coast - 20 August (breakfast and school staff session); 19 August (parent session) Mt Isa - 24 August (breakfast); 23
August (school staff and parent session) Rockhampton - 25 August (breakfast and school staff session); 24 August (parent session) Cairns and Townsville have already held their sessions in May. For more information or to register, please visit www. learningplace.com.au/ea/ conferenceservices
The Independent Voice
July 2010
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Nominations called for QIEU Excellence Awards Nominations are now being called for the 2010 QIEU Excellence Awards: the John (Max) MacDermott Award, the Ruth George School Officer Award and the Elizabeth McCall Award, presented in recognition of members’ outstanding contributions to their union.
Why was the John (Max) MacDermott Award created? John (Max) MacDermott was a respected teacher at Mercy College, Mackay, who had a deep interest in union activities. As a chapter representative he worked tirelessly to represent the interests of staff. QIEU members were always confident in relying on him for advice because
Nominations should be forwarded to the General Secretary, QIEU, PO Box 418, Fortitude Valley, Queensland 4006 by Thursday, 7 October.
The Ruth George School Officer Award
The John (Max) MacDermott Award Nominate individuals within your Chapter who have made an outstanding contribution as unionists and union activists for the John (Max) MacDermott Award for Outstanding Contribution as a Union Activist or the John (Max) MacDermott Award for Outstanding Contribution as a Chapter, Chapter Executive or Network.
These awards recognise the outstanding efforts of individual activists and the efforts of school Chapters, Chapter Executives or networks.
of his knowledge of union matters, his intelligence and courage. This award honours his memory and outstanding contribution as a unionist and union activist. Award Criteria • Has worked diligently and tirelessly to assist members to address their issues; • Has acted with honesty, integrity and courage in the conduct of union affairs; • Has promoted member action and networking at the Chapter and/or Branch level; and • Has made an outstanding contribution to their school Chapter and/ or Branch and QIEU through activism.
If you know of individual school officers who have made an outstanding contribution as unionists and union activists, we invite you to nominate them for the Ruth George School Officer Award for Outstanding Contribution as a Union Activist or the Ruth George School Officer Award for Outstanding Contribution as a Chapter, Chapter Executive or Network. Why was the Ruth George School Officer Award created? Ruth George played a key role in re-establishing the universal Award covering non-government assistant mistresses in 1937 following The Depression cutbacks. Ruth George and her colleagues took on the challenge of restoring their salaries despite opposition from their employers. Her determination and commitment to this cause was crucial in overcoming the employers’ objections and opposition. This award honours her memory and outstanding contribution as an activist and union representative. If you know of individual school officers who have made outstanding contributions as unionists and union activists, we invite you to nominate them for the awards. Award Criteria • Has made an outstanding contribution to the school Chapter or Branch and QIEU through activism in a specific area; • Has worked diligently and tirelessly to represent the interests of school officers; and • Has acted with honesty, integrity and courage in the conduct of their union’s activities.
The Elizabeth McCall Award The Elizabeth McCall Award was established to honour inspirational QIEU member Elizabeth McCall who died as a result of an accident outside her school in 2006. Elizabeth, who was a highly respected teacher at St Peter’s Catholic Primary School at Rochedale, was an extraordinary woman who made a remarkable contribution in all aspects of her life; including her union
community to which she was dedicated. For Elizabeth her union activism was very much part of her wider commitment to achieving social justice. The award will be for a woman who demonstrates a fundamental commitment to the principles of unionism and in particular gives expression to the pursuit of social
justice issues. The award may be given to more than one woman in any given year. Award criteria 1. Demonstrate a fundamental commitment to the principles of unionism by: • Actively building membership strength and a strong collective voice; • Building a collective culture and
supporting her colleagues in her workplace to achieve fair and just outcomes; and • Being educated about the issues impacting on her and her colleagues and what they can do about them. 2. Actively encourage the expression of the voice of the collective in the pursuit of social justice issues by: • Working to bring social justice issues to the attention of her colleagues and seeking to inspire
Queensland Child Protection Awards 2010 The Queensland Child Protection Awards provide an opportunity to publicly acknowledge the efforts and commitment of those who make a significant contribution to our community to prevent child harm and neglect. Award categories Awards are presented to individuals or groups: 1. Professional (Non-government) – Outstanding contribution to promoting child protection issues in their capacity as a professional working in the child protection (or related) field. 2. Professional (Government) – Outstanding contribution to child protection at a practice, policy or service development level within the public service. 3. Volunteer – Invaluable contributions made by volunteers working in government or non-
government agencies. 4. Regional Program – Program that operates within part of, or across, a whole region to address some aspect of child protection. 5. Education Initiative – Development of an innovative approach, research or resource to promote child protection. 6. Youth Participation – Involvement of young people in a local activity to enhance the wellbeing of children and young people. 7. Media - Recognises an article, series or significant contribution which highlights child protection issues. Eligibility criteria • Award winners will have demonstrated exceptional commitment to prevention of child harm or the promotion of the protection of children and young people.
• Nominees’ achievements must be in accordance with the principles of the Child Protection Act 1999. • Nominees may undertake the nominated project/achievement as part of work-related duties or community services. • Nominees may be individuals, groups or agencies according to the particular award. Selection Guidelines 1. Achievement Successful implementation of a significant local or Queensland-wide project, leading to improved provision of services for child harm prevention. 2. Durability Implementation of strategies which enhance the longterm image of Queensland as a child-safe environment. 3. Community involvement Successful engagement of communities towards making a sustained and positive impact on
their children’s lives, through innovative public awareness campaigns and community activities. 4. Collaboration Working with other government or nongovernment agencies to achieve successful outcomes for the safety and wellbeing of children. 5. Understanding Advancing the understanding of child protection issues within Queensland. 6. Innovation Implementing new and creative ways to prevent harm to children and young people. For more information and nomination forms visit www.childprotectionweek. org.au or email caitlin@ childprotectionweek.org.au by 12 July. The presentation ceremony will be held in conjunction with Child Protection Week on 2 September.
and educate others through their own example; • Recognising the importance of educating for social justice and inspiring students in her care to investigate issues they care deeply about; • Taking action to promote justice and fairness by standing alongside like-minded colleagues; and • Recognising our union’s capacity to achieve social justice.
Visit our website - www.qieu.asn.au
IEUA-QNT members can keep up-to-date on the latest news, legal issues, resources, campaigns, events, where IEUA-QNT has been in the media, collective bargaining updates, chapter and branch meeting dates and union submissions at the IEUA-QNT website! Check out
www.qieu.asn.au
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The Independent Voice
July 2010
Australian unions voice concerns over the growing stance of indifference towards asylum seekers The Independent Education Union of Australia (IEUA) together with 19 other Australian unions have written to the federal government to express concern at the growing stance of indifference towards and demonisation of asylum seekers from both sides of Australian politics. The joint union letter restates the need for strong political leadership from all sides of politics that recognises and deals with the push factors that cause people to seek asylum, and Australia’s international obligations to protect the rights of those most vulnerable in our global community. Political parties should not exploit fear and xenophobia through the dehumanisation of refugees. These attitudes have been building for more than six months, culminating in the recent policy change by the Australian government to suspend the processing of all new asylum claims by Afghan and Sri Lankan nationals. In devising this approach to deter “boat
people”, the government has successfully alienated thousands of people seeking refuge from persecution, and forsaken Australia’s “fair-go” spirit. The decision to reopen the isolated Curtin detention facility in Western Australia is also very concerning. The unions want to avoid a repeat of the politics of fear that overcame Australia in the period of 2001 to 2004 - a period that brought shame upon Australia internationally, and divided the nation. It also created a situation of intolerable misery and anguish for asylum seekers, including children who arrived in Australia only to be shipped off to the Pacific Solution, locked into desert-bound detention centres, or placed in limbo through Temporary Protection Visas. In using refugees as pawns in an election game, Australia is failing in its obligations as a signatory to the 1951 UN Refugee Convention and its 1976 Protocol to not
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discriminate in the treatment of refugees on the basis of race, religion or country of origin. Sri Lankans and Afghans are being singled out purely based on race. Asylum seekers should be assessed case by case and this blanket decision to suspend asylum claims ignores real security threats existing in Sri Lanka and Afghanistan. The Sri Lankan Government’s persistent harassment and intimidation of journalists and human rights activists, arrests of opposition party members and continued incarceration of tens of thousands of Tamil refugees highlights the continuing political and social instability in Sri Lanka. A recent US Department of State report notes Tamils in Sri Lanka are also victims to extrajudicial killings and disappearances. In Afghanistan, civilian casualties remain high, with 2009 representing the highest number
of civilians killed in the armed conflict, according to Human Rights Watchii. Ethnic and religious minorities, including the Hazara population - the largest percentage fleeing the country, remain at risk of persecution while journalists continue to face threats in the pursuit of truth. Permanent migration - including the humanitarian and refugee program - has and will continue to play an enormous role in Australia’s growth and prosperity. It is time to back the words of our national anthem about the boundless plains to share for anybody who has travelled across the high seas. Unions call on all sides of politics to show some compassion and humanity in a bipartisan way, and urge the Australian government to act now to uphold its international obligations and live up to its election promise of a humane immigration and refugee policy.
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YOU CAN HELP. TEACHER 2 TEACHER South-East Asia is regularly portrayed as a success story. However, poverty in Laos still remains a significant issue with over 70% of the population living on less than $2 USD a day. Life expectancy, malnourishment, maternal mortality and infant mortality all remain unacceptably high. While we know poverty reduction relies on education – ‘quality’ is the key. Sadly, teachers in Laos are poorly paid, under resourced and overworked. Each year, hundreds of young trainee teachers go through a one to two year course and are then sent out into rural and remote areas, often with no support. Many of these teachers are ‘non permanent’ for the first one to two years, meaning they receive no salary. Union Aid Abroad - APHEDA has taken action to help these teachers by launching a new campaign called ‘Teacher2Teacher’. ‘Teacher2Teacher’ will provide a resource kit of teaching materials, such as pencils, a dictionary, mini-blackboards and chalk. The program will also develop a mentoring and support system for teachers sent into isolated rural locations, including an induction program for teachers to share their experiences and strategies of teaching. One local partner is the Pakse Teacher Training College. This college covers four Southern provinces, which includes some of the poorest and most remote districts in Laos. ‘Teacher2Teacher’ will help to lift education outcomes in these communities which is vital to overcoming poverty. APHEDA and Pakse Teacher Traning College have already started working closely with teachers to identify their needs and feedback has been very promising and positive. The first induction workshop with 30 new teachers will be held in July. To help us to continue to make this partnership with teachers in Laos successful and sustainable, APHEDA needs your help in calling on Australian teachers to support their colleagues in Laos through ‘Teacher2Teacher’. For as little as $10 a month (just 33¢ a day) you can make a difference for teachers in rural Laos, which will ensure children receive quality education. If you would like to assist ‘Teacher2Teacher’ by making a monthly, tax-deductible donation or to find out more, please a) contact APHEDA on 1800 888 674 b) email on office@apheda.org.au c) visit www.apheda.org.au and click on the ‘Teacher2Teacher’ button.
The Independent Voice
July 2010
21
Global Issues Teachers co-sign open letter to UN chief on the Millenium Development Goals On behalf of all teachers around the world, Education International joins the over 100 international and national civil society organisations in an open letter to United Nations Secretary General Ban Ki-moon on his review of the Millenium Development Goals (MDGs). The letter is a response to the report by the UN chief entitled “Keeping the Promise”, which presents information on the progress made so far in achieving the MDGs. It provides a comprehensive review of not only successes, best practices and lessons learnt but also obstacles and challenges. The letter includes a number of recommendations for an MDG Breakthrough Plan as a key outcome of the High Level Plenary (HLP) in September when over 100 leaders are expected to come together to review progress, identify gaps, and commit to a concrete action agenda to achieve the MDGs. Divided into nine thematic sections, the open letter presents key recommendations such as the meaningful participation of the civil society and binding timetables towards the attainment of Official Development Assistance (ODA) targets, including the 0.7 per cent committed by many OECD countries. The response also calls for a global audit to measure the extent to which achievements under the MDG process have reached marginalised and excluded communities. The Global Breakthrough Plan must contain the key element of inclusion and equality, as discrimination and exclusion cuts across all MDGs as major obstacles. The civil society response also asks that fully-funded national plans to achieve universal health, education throughout life, water and sanitation amongst others must be a core part of the MDG breakthrough plan. In the current global crises, the education sector and the next generation of children and youths are being made to pay the price for the unwise economic decisions. Education International (EI) stands behind each and every education personnel in their commitment that education is a human right, it should not be jeopardised for short-termed financial quick-fixes nor be conjured as empty promises.
South Korea: Arbitrary dismissal of teachers forces hung er strike President of the Korean Teachers and Education Workers Union (KTU), Jeong Jin-Hoo, has begun a hunger strike in protest at the dismissal of 183 teachers for allegedly ‘joining’ an opposition political party. The KTU members were charged on 6 May for allegedly joining the Democratic Labor Party (DLP), an opposition party, based on the fact that the individuals made private donations to the DLP. The authorities have interpreted these contributions as membership fees, despite the protestations of the individuals concerned. According to the KTU, the teachers made the donations to the political party based on their own private beliefs, and not as KTU affiliates. No KTU member has ever formally joined the DLP. The Ministry of Education, Science
and Technology made its decision to dismiss the 183 teachers on 23 May for breaching a political neutrality clause which teachers and civil servants are expected to abide by under South Korea’s Civil Servants’ Law. This decision was made despite the formal legal process not even having begun. Of further concern is the fact that school principals who have made donations to the ruling party, on the same basis as the 183 teachers, have never been subject to the same harsh disciplinary measures from the political authorities. In recent years, Education International (EI) has drawn the attention of the Lee Myung-bak administration to a number of incidents where illegitimate or disproportionate disciplinary measures have been taken against KTU leaders and members who take part in trade union activity. EI believes the recent sanctions constitute anti-union discrimination and supports the statement of UN
Teachers are at the core of the Consultant, Gaston De la Haye, and EI Executive Board member and General education process Secretary of the Education and Science Teachers have been declared the Trade Union of Slovenia (ESTUS), ‘better part of society’ at the session Branimir Strukelj. of the Council of Europe’s Standing Conference of Education Ministers De la Haye told delegates that: “If we want sustainable education in in June. democratic societies we need schools Deputy General Secretary of the where dialogue is valued, and where Council of Europe, Maud de Boer- schools are based on cooperative, open Buquicchio, stressed that “education and democratic governance. However, is a fundamental human right both in education systems also need to be coherent with the agreed objectives. terms of access and outcome.” They need to set priorities and proceed Education International (EI) was to fundamental choices between represented at the event by Senior learning outcomes and education,
EI expresses its solidarity with the KTU and condemns the dismissal of the teachers. EI has also urged the South Korean Government to take the necessary steps to immediately reinstate the teachers and to ensure that South Korean teacher trade unionists can exercise their basic human and trade union rights without fear of persecution by the authorities. Earlier this month, EI also lobbied the Trade Union Advisory Council (TUAC) to request that the OECD writes to remind the South Korean authorities to take the necessary steps to bring its labour laws in line with international standards, as promised by South Korea when it joined the OECD in 1996. TUAC’s concern about the deterioration of the labour rights situation also prompted TUAC it to send a fact finding team to South Korea in May which is reporting to the OECD Economic, Social and Labour Affairs Committee.
between attitudes and values.” In the final declaration of the conference, education ministers committed to ‘support education professionals at all levels... to ensure recognition of teachers, and to promote a culture a lifelong learning for teachers... [so that] policies should lead to working conditions enabling teachers to focus on their educational role and make the profession more attractive’. EI has welcomed the ministers’ acknowledgement that teachers are central to the education process as a positive step forward, but action must be taken to reflect this principle in practice. EI calls on European member organisations to monitor how their governments seek to transform the resolution into reality for teachers.
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The Independent Voice
July 2010
Legal Briefs
Andrew Knott, Macrossans Lawyers
Bullying in schools: Recommendations by NSW Coroner On 17 June at Ballina, the Coroner’s Court of New South Wales handed down its decision in relation to the death of a former student at two NSW high schools who took his own life. The student had been bullied at two schools in terms of “traditional face-to-face bullying” and in terms of “cyber bullying”. The decision of the Coroner runs to 35 pages and analyses the facts in some detail. For present purposes it is the recommendations of the Coroner which are of interest. They should, of course, be read in the light of the fact that they arise out of a case in another state and there may be other considerations which were not before the Coroner. Nonetheless, they are of considerable interest to those with responsibilities in respect of bullying and in particular, in respect of planning systems to minimise the risk of harm to students arising from bullying. Those recommendations are set out at pages 33-35 of the Coroner’s decision and reads as follows: 1. The NSW Department of Education and Training should revise its policies as to the placement of sufficient school counsellors at high schools. This revision should start from
the proposition that schools of the size of Kadine High School (500+ students) should have a full time counsellor. 2. The NSW Department of Education and Training should ensure that every high school in NSW creates and maintains a dedicated email address; text message and/or chat room account or number where students and their parents can report incidents of bullying or harassment. The existence of that facility should be widely publicised in the school community and advertised in every newsletter sent home to parents and guardians. 3. In relation to students transferring from one high school to another who have previously seen a school counsellor, the NSW Department of Education and Training should instigate a procedure whereby there is a compulsory meeting between the Deputy Principal (or Principal), the School counsellor, the Head Teacher (Student Welfare) and the Year Advisor to discuss whether anything in the counselling file and or general student file (including issues of past bullying or incidents of self harm) suggests that the student may benefit from counselling at the new school. 4. In relation to students transferring from one high school to another who have not previously seen a school counsellor, the NSW Department of Education and Training should instigate a procedure whereby there is a
compulsory meeting between the Deputy Principal (or Principal), the School Counsellor, the Head Teacher (Student Welfare) and the Year Advisor to discuss whether anything in the general student file (including issues of past bullying or incidents of self harm) suggests that the student may benefit from counselling at the new school. 5. The NSW Department of Education and Training should instigate a system whereby, if the information discussed in the compulsory meeting referred to in (3) or (4) suggests that the student may benefit from counselling, there should be a compulsory meeting between the student and the school counsellor. 6. The NSW Department of Education and Training should revise its policies so as to provide practical and clear guidance to senior school staff as to the circumstances in which police should be called to deal with (i) incidents of physical assaults involving students which either occur on school grounds or which come to the notice of the senior staff and (ii) threats, intimidation or harassment by students over telephones or via the internet (‘cyber bullying’). Those policies should provide clear guidelines as to when contacting the police is mandatory (such
IEUA-QNT COMMITTEES The IEUA-QNT committees have direct input into the Branch Executive by helping to guide union policy development around member issues and devise strategies regarding the various industrial and professional issues and campaigns. You can join any of the following committees:
Visit the IEUA-QNT website
Education; Equity; Industrial; Member Benefits; Organising and Campaigning; and Publications. To find out more information on how you can join any of these committees, FREECALL 1800 177 938(QLD), FREECALL 1800 351 996 (NT) or email enquiries@qieu.asn.au
IEUA-QNT members can keep up-to-date on the latest news, legal issues, resources, campaigns, events, where QIEU has been in the media, collective bargaining updates, chapter and branch meeting dates and union submissions at the QIEU website!
www.qieu.asn.au
as serious physical harm or serious cases of cyber bullying). Those policies should clearly inform senior staff that police officers are best placed to investigate the origin of online and telephone threats and that police officers will not automatically charge the student but will consider formal warnings, cautions or merely making a record of the incident. 7. The NSW Parliament should consider introducing legislation in similar terms to regulations 39-46 of the South Australian Education Regulations 1997 to ensure that a school’s responsibility to deal with bullying issues encompasses cyber bullying and extends beyond school hours and beyond incidents that take place physically on school grounds.
The South Australian Department of Education has received advice that these Regulations are written broadly enough to enable their application to events that occur out of hours or off site. 8. The NSW Police Force should engage one of the counsellors or psychologists employed by the State Coroner of NSW to instruct and/or lecture police trainees on issues surrounding the attendance by police at scenes involving fatalities and the availability of resources which provide support and grief counselling for the bereaved. Conclusion This recent decision can be read at http://www.lawlink.nsw.gov. au/lawlink/coroners_court.
The Independent Voice
July 2010
23
Health & Lifestyle Tips The importance of breakfast everyday Breakfast literally means “breaking the fast” after a long period of not eating. Skipping breakfast means your body is running on empty, making you feel sluggish, tired and have poor concentration levels. Studies consistently show breakfast eaters are less likely to overeat throughout the rest of the day. A nutritious breakfast does not have to take a long time to prepare or eat. A little planning and preparation will help you have a healthy start to the day. Whatever your normal breakfast may be you can usually still make it a better one! 1. Have something. Fruit and yoghurt, a protein shake or smoothie or even a wholegrain cereal bar are all better than nothing. 2. Cereals: look for cereals that are minimally processed (contain wholegrains) are high in fibre (at least three grams per serve), have a low glycaemic index and are low in sugar (less than 10g per 100g or 25g per 100g if they contain a lot of fruit – check that these feature well before sugar or honey on the ingredients list) and fat (less than 10g per 100g). 3. Toast: ideally choose a heavy wholegrain bread as it will have a low GI and be high in vitamins and minerals. Instead of jam or honey use a protein-containing topping such as eggs, baked beans, low fat cheese or hommus. 4. Cooked breakfast: substantial and filling, cooked breakfasts can also be very high in
fat and sodium. Keep the eggs but replace the bacon with some baked beans and vegetables (see point number five). Serve with unbuttered wholegrain toast. 5. Variety: throughout the week aim to include fruit and vegetables, a variety of protein sources (low fat dairy, eggs, sardines, baked beans) and wholegrain breads and cereals. Aim for at least three different types of breakfast over the week for nutritional variety. 6. Include some vegetables. For example sliced tomato on toast, mushroom and herb omelette, sautéed tomato, capsicum, zucchini and onion with baked beans are all quick and easy ways to add extra vitamins, minerals, fibre and antioxidants to your breakfast. 7. Change it up. If you are normally a cereal eater have a smoothie or an omelette instead a couple of days each week. Try a new cereal or a bread with different grains such as rye, amaranth or buckwheat. Lisa Howell is an Accredited Practicing Dietitian who is passionate about health and fitness. A great communicator with exceptional Dietetic knowledge, Lisa can help turn your health goals into reality. Matt Lim is an Accredited Practicing Dietitian with a zest for helping people change their diets and achieve optimum health and fitness. Matt utilises his culinary skills and knowledge to help fine tune your diet.
Dear Jo I am writing to you as I have been lately having temper issues during classroom time. My anger is being directed at the children; however, it is not them that I am angry at. I just seem to snap and blow up at the first child that pushes me. I believe that this maybe due to me not sleeping very well. I am always up until 11pm doing marking and then have trouble sleeping. I find I have to drink a few glasses of wine before I can sleep. Then to make things worse I am unable to get up early enough in the morning to get to work on time. My family are angry at me because I am always irritable.What should I do? The fact that you have such good insight about your anger not being related to the children and that this is a recent development, are good signs that you can turn this current pattern around. It also indicates that there are concerns in your life that are creating this problem. Irritability, difficulty getting to sleep, reliance on drinking to relax. Why? Stress is a little like a pot of boiling water with the lid on. Jets of steam can come shooting out in any number of directions, but to really improve the situation, we really need to know what’s turning up the heat. Overloaded and exhausted? You mentioned marking until late. Is someone (maybe you?) expecting more of you than you can cope with? Is there some other stressful situation you haven’t
mentioned? Family/relationship problems? Grief? Money? Traumatic event? If the answer is not immediately obvious, there are a couple of strategies which might help. Think back carefully to when the irritability and sleeplessness began or became noticeably worse. Was there a change occurring in your life then? Perhaps something that felt insurmountable and you felt there was no choice but to push it aside? Keep a brief note each day of the best and worst times of the day (e.g. best – laughs over dinner with friends, worst – argument in staff room at lunch). After a week or so, a pattern might start to emerge. Does the day turn sour when a particular person walks in the room? Is the drive home from work the beginning of the end? This can provide more clues about the real issue that needs to be addressed. Your symptoms may indicate burn out, or possibly depression. I encourage you to seek more support to help you to function and to begin to look at some of the issues that are causing you distress. Talking to a trusted family member or friend, to your GP and/or Supportline. Supportline is a 24 hour telephone counselling service for Teachers Union Health Fund members and can be accessed by calling 1800 655 302. We offer telephone counselling with professional counsellors and also refer members for face for face counselling. Jo
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The Independent Voice
July 2010
Tax relief for savers Future Value in 20 years
Decision
The federal Labor government’s third budget was delivered after a year of some of the most difficult conditions Australia has seen for more than 75 years. In the lead up to the announcement, the Government warned of tough decisions and a ‘no-frills’ approach. Headlining the reform was a tax break for savings accounts, which at $950 million, was up there in scope and size next to health and infrastructure spending.
$450 each year
$27,371
$450 once
$2,388 $Nil
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Australia’s savers will get a 50 per cent discount on the tax they pay on interest income of up to $1000 from savings and investments. This incentive that takes effect on 1 July 2011, is earmarked to help Australians to save for their future. With benefits like these, don’t let your cash go to waste, QTCU encourages teachers to take advantage of high-interest bearing accounts such as QTCU’s Bonus Saver, eSave Account or Term Deposits. For example, if you had a savings account with $10,000 in it and earned $465 in interest, currently on an income of $60,000 you would have to pay $139.50 in additional income tax. Thanks to the ‘Tax Relief for Savers’, this tax would be reduced to $69.75 after 1 July 2011. Source: www.budget.gov.au
• Cynthia would have $1,349 more in her super (after contributions tax) to fund her retirement without changing her lifestyle • Over the next 15 years this one contribution alone could conservatively grow to $2,804. If the process was repeated each year it would represent $26,305 extra.
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Quick Case Study 2 – • Cynthia (45) is a Principal at a large secondary school • She earns $150,000 a year • After applying her marginal tax rate, she receives $105,550 in net income • In FY 2010-11, Cynthia will pay $1,000 less in tax • What can she do with her windfall? • Salary sacrifice an extra $1,587 to her super fund (the equivalent of $1,000 before tax is applied) • Her net pay after marginal tax would remain at $105,550
Another smart idea for making the most of your tax saving is to reduce debt. In particular consumer debt such as credit cards and store cards should be targeted as they often have interest rates in excess of 18% pa. Make the most of your coming tax savings – it’s your financial future and small decisions can have a big impact. For full commentary on the Federal Budget including proposed increases to Employer Super contributions and good news for over 50s, download our 2010 Budget Update from http://www. qtcu.com.au/financial-planning/in-the-news Financial advice for every life stage. Talk to us at QTCU Financial Planning (07) 3842 6297 – qtplan@qtcu.com.au This article has been prepared by QTCU Financial Planning Pty Ltd, Authorised Representative of Outlook Financial Solutions Pty Ltd, ABN 40 083 233 925, AFSL 240959. Certain content within the article has been drawn from ING material. Please note that this article contains general information only and we recommend that you seek professional advice before making any decision regarding financial products.
The $27,000 Shopping Spree Could your shopping spree today cost you $27,000 tomorrow? On the list of exciting television moments in 2010, the coverage of the Federal Budget is unlikely to be in contention for a top 10 spot. This year’s announcements were perhaps even a little dryer than usual with most being foreshadowed before the night. There is, however, some good news and some smart actions that you can take to enhance your financial future.
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From 1 July 2010 you can expect a little more in your pay packet courtesy of adjustments to personal tax rates. These were actually announced in a previous year and simply reconfirmed in 2010. Exactly how much you’ll save in tax depends on your taxable income. For example, if you’re receiving between $45,000 and $60,000 per year your tax saving will be about $450. You’re about to receive more cash – here’s how to make the most of it $450 may not seem like a lot, and spending up big at the coming end of year Myer or David Jones sale may be very tempting, but consider the alternative below. After all, its money you didn’t have before so you’re not changing your lifestyle. Small decisions can have a big impact. Quick Case Study 1 – • Laurel (40) works full-time in the office at the local primary school • She earns $45,000 a year • In FY 2010-11, the increased low income tax offset and increased 30% threshold will see her save $450 in tax • What can she do with her windfall? • Make a $450 after tax contribution to super • Benefit - The government would match her contribution with a $450 cocontribution • Laurel would be $900 closer to retirement without changing her lifestyle at all • Over the next 20 years this one contribution alone could conservatively grow to $2,388. If the process was repeated each year it would represent $27,371 extra for Laurel’s retirement – certainly a better outcome than a quick shopping spree.
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