The Independent Voice
July 2011
Journal Journal of of the the Independent Independent Education Education Union Union of of Australia Australia -- Queensland Queensland and and Northern Northern Territory Territory Branch Branch
February July 2011 2011
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Volume Volume 11 11 Number Number 14
Chapters take part in school officers’ ‘Sign Up Stand Up’ day IEUA-QNT Chapters supported school officers by participating in ‘Sign Up Stand Up’ day on 26 May as part of our Recognise, Reclassify and Reward campaign. Members took part in various Chapter activities, including morning tea celebrations and wore ‘Sign Up Stand Up’ stickers to celebrate the diverse role school officers play in our schools. To find out more about the school officer campaign and photos of other Chapters who took part in the day, turn to pages 12,13.
The realities of ‘performance pay’ The federal government’s plan to introduce performance pay for around 25,000 of our “best” teachers in Australian schools from 2014 shows a distinct lack of consideration for the issues of promoting quality education and attracting and retaining high quality and highly accomplished teachers. Our union has long supported the recognition of accomplished teachers in schools. For over two decades, the IEUA has argued for recognition arrangements that provide teachers with opportunities for more varied, fulfilling and better paid jobs to improve the educational opportunities and collegial support in schools. However, the application of a quota on the numbers of teachers who can receive the bonuses immediately renders some 90 per cent of the teaching profession ineligible with only one in every 10 teachers able to receive the one-off bonus. The government has tasked the Australian Institute for Teaching
and School Leadership (AITSL) with developing the Australian Teacher Performance Management Principles and Procedures which will, according to the Prime Minister, build on the first national Professional Standards for Teachers. The method of assessing a teacher’s performance is expected to include a range of evidence such as: • Lesson observations; •Student performance data (including NAPLAN and school based information); • Parental feedback; and •Teacher qualifications and professional development undertaken. Clearly this is beyond the current scope of the Professional Standards for Teachers. Our union rejects the notion of ‘rewarding’ teachers on the basis of students’ outcomes. Such an approach undermines the collegial and supportive team environment
critical for quality teaching and learning.
and indeed leads to significant disharmony in schools.
It is a requisite of the job that teachers collegially discuss their preparation, planning, students’ work and achievement. In so doing, they aim to lift the performance of all students who then benefit from such a collaborative approach. Any model that takes away the incentive for teachers to support each other, share experience and skills instead encouraging them to keep their resources and knowledge to themselves in a race to ‘superiority’ - is counterproductive.
Much of the federal government’s performance pay agenda fails to acknowledge either breadth and depth of teachers’ work or the genuine need for commitment to supporting an integrated career package for the teaching profession.
Our union also rejects the trivial notion of ‘rewarding’ teachers based on popularity or ranking measures as they are divisive, lacking in any objectivity and subject to patronage. While our union welcomes the idea of rewarding teachers for their excellent work, international evidence shows time and time again that paying teachers based on student test scores does not work
Knowledge and skills criteria based pay has been proven to work very successfully with good research, planning and collaboration with teachers and industry bodies, as well as a structured funding agreement. The emphasis should be on recognising and rewarding accomplished teachers who have consistently developed and then applied their teaching knowledge and skills. However, such a career structure requires a substantial commitment of resources by employers and governments. The integrated career structure should take into account
the many phases in a teacher’s career including early career, experienced, highly accomplished and leadership. Such a package should involve a well-supported program of teacher skills and professional development that is integrated into a democratically managed program of whole school development. The criteria used to assess excellence in teaching needs to be developed collectively with those who know best what constitutes excellent teaching – teacher professionals. It is important for IEUA-QNT members to work together to put forward an alternative model of performance pay that works to the advantage of teachers, schools and the enhanced learning of students. Now is the time for politicians to listen to teachers and to put in place a scheme to ensure that all teachers are appropriately rewarded and resourced to continue the excellent work they do for their students across this country every day of the week.
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The Independent Voice
July 2011
CONTACTS The Independent Voice is the official publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT) www.qieu.asn.au ISSN 1446-1919 IEUA-QNT Brisbane Office PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418 Fortitude Valley Q 4006 IEUA-QNT Townsville Office PH: 07 4772 6277 Level 1, 316 Sturt St Townsville Q 4810 PO Box 5783 Townsville West Q 4810 IEUA-QNT 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 Woods Street Darwin NT 0800 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 IEUA-QNT Branch 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 IEUA-QNT. Copyright All articles remain the copyright of IEUA-QNT. Permission must be obtained before reprinting. ABN: 74 662 601 045
REMINDER IEUA-QNT members are reminded that if you have recently changed your address you need to inform IEUA-QNT! To change your details log on to our website at www.qieu.asn.au Alternatively, call the IEUA-QNT office on (07) 38397020 or FREECALL 1800 177 937
President’s Report School officers and support staff central to a successful school In my last President’s Report I highlighted that teaching is a collegial profession. In actual fact I should have stated that working in education is a collegial industry. In schools, school officers (or school support staff as referred to in the Northern Territory) are such an integral part of the education process. A school officer is the first person that parents and students meet at the front office; they are the persons that answer the phone inquires about enrolment or concerns about students; they are the ones that help organise the science experiment or the art display. School officers work in conjunction with teachers in developing a safe, rich and dynamic schooling experience. School officers are a significant part of education, hence they are a significant part of our union. School officers make up over 20 per cent of our union membership and have a significant presence in many of our school chapters and branches. The current campaign
for school officer classifications ‘Recognise, Reclassify and Reward’ is significant and important to all members in schools. It is important that all people, including school officers, are appropriately classified and hence appropriately remunerated. Our union has consistently campaigned for the role of school officers and successfully developed/ adapted/improved/enhanced school officers matrixes across many employing authorities, as well as enhancing the many other employment conditions.
requirements is due to many reasons, including technology changes, government or employer initiatives or other; these changes need to be recognised and valued. Many school officers have already taken part in union training to find out how to appropriately develop accurate position descriptions. The training is an essential phase of the education of members to ensure a fairer recognition of their skills, responsibilities, qualifications and experiences.
The current campaign has focussed on ensuring that school officers are appropriately classified accordingly to the matrix/classification structure contained in the various certified collective agreements. It is amazing the number of members who do not have an up-to-date job description.
The school officer ‘Sign Up Stand Up’ day on 26 May was a day of solidarity for all members: for school officers, services staff and teachers in our sector; there was various forms of action and support in Catholic, Anglican, Lutheran and PMSA schools across Queensland, as seen in the photos on pages 12 and 13.
The role of school officers has evolved significantly over recent times. The rapid change in job
Northern Territory support staff in Catholic schools have also begun the first stages of this campaign. It
is essential that all school officers have been invited to join their union. School officer members can support colleagues through this process; members who oversee the role of school officers can also support through assisting in ensuring that the job requirements align with the job description. It is time to stand up for school officers and Recognise the essential work of school officers, Reclassify accordingly with an updated job description and Reward with the appropriate remuneration. Kind regards, Andrew Elphinstone IEUA-QNT President
Branch Secretary’s Report Standing up for our members The IEUA decision to cease our affiliation to the ACTU is based upon a refusal by the organisation to abide by existing policy endorsed by ACTU Congress (see story page 3). Unfortunately, this particular recent incident, serious enough in its own right, reflects concerns that the IEUA has been attempting to resolve with the ACTU for a considerable period of time where the IEUA has been disregarded and its views on behalf of its members ignored. The final straw was the decision by the ACTU Secretary to change the wording agreed by an ACTU committee on the ‘Working Australia Census’, at the behest of another union which effectively disenfranchised our union. The Census asked respondents to rate matters of concern, including ‘improving funding to and quality of education and training’. The ACTU Secretary then added the phrase ‘including funding of public schools’. As a result, the ‘Census’ will now unsurprisingly find that union members support ACTU campaigns in respect of government schools only. This is because the additional words added by the ACTU Secretary effectively meant the needs of our schools were ignored.
Ours is a union of over 68,000 members across the country and with our well organised sector we are responsive to the concerns of our members and can respond to campaigns in a highly organised and articulate manner. Our views should not be seen as peripheral and we should be as a matter of course consulted on matters of clear concern to our members.
agreed by the education unions prior to the last ACTU Congress. It clearly recognises the rights of parents to choose non-government schools and for those schools to be funded according to need. That part was clearly ignored in the decision to make the addition to the Census question.
Sadly this has not been the case with the IEUA having to continually remind the leadership of the ACTU of the views and concerns of our members. The slight on our members and their interests in regard to education policy by the ACTU Secretary in his decision on the content of the current ACTU working census was offensive and should have drawn an apology.
Peak councils, however, have a responsibility to represent all affiliates. It should be unacceptable for the ACTU Secretary to unilaterally interpret ACTU policy to suit the purposes of one affiliate at the expense of another. There is a need for an evenhandedness and a commitment to consensus building rather than taking sides and more particularly ignoring the legitimate interests of workers represented by an affiliate.
An opportunity was provided for the ACTU Secretary to make such an apology with his attendance at a meeting of the IEUA Federal Executive.However, rather than providing the apology, his decision to assert the interests of a larger affiliate over a smaller was categorically affirmed notwithstanding that in doing so a significant part of the ACTU education policy was ignored. The ACTU education policy was
We strongly support the role of peak councils.
We will consider affiliation to the ACTU when there is a preparedness to guarantee that practices in implementing policy cannot result in bias against our sector. ACTU policy should not be such that it can give rise to ‘interpretations’ which effectively disenfranchise our membership. The ACTU should not take sides between unions in policy
implementation when what is at stake is the legitimacy of the work performed by union members and in this instance their absolute right to fair and just government funding. For our part we will continue to advocate stridently in the interests of our members and on the matter of school funding we will continue our vigorous campaign for an appropriate funding regime which recognises the legitimacy of the non-government sector and a funding level which protects the employment of our members. We will remain an affiliate of our local labour councils in Queensland and the Northern Territory and we look forward to working with unions on areas of common concern, interaction with the federal Labor government and in other forums.
Terry Burke IEUA-QNT Secretary tburke@qieu.asn.au
The Independent Voice
July 2011
Employment conditions must be
IEUA discontinues
protected with Year 7 transition
The transition of Year 7 to secondary school could have significant impacts on schools if employers do not manage the transition in a planned and wellresourced manner. Our union is committed to ensuring employers give proper consideration to their workforce management, especially in primary schools and stand-
IN BRIEF... • From 2015 Year 7 will become
the first year of high school in Queensland. • The move will cost the state about $622 million over the next four years, including $81.3 million for the nongovernment sector. About $70 million a year will be made in additional recurrent funding for Year 7 in high school. • The state government claims
the transition will be backed by a comprehensive package of support
s
ew ECE n
STOP PRES
S
affiliation with ACTU
into high school IEUA-QNT has called on nongovernment school employers to ensure security of employment for all employees with the announcement by the Queensland government that Year 7 will move into high school from 2015.
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alone schools, to ensure continuity of employment and conditions. The transition could also have implications on the hours of nonteaching staff; employers must ensure the employment hours for non-teaching staff is maintained. Employment conditions should not be diminished for teaching and nonteaching staff and must instead be protected during this transitional period of Year 7 into high school. IEUA-QNT will seek negotiations on workforce management to guarantee employees’ employment is protected. measures for students and teachers, including significant financial resources for state, Catholic and independent schools. This is to ensure classrooms and other learning environments are appropriately resourced to give students the learning opportunities they need. • State school teachers will be
supported through a comprehensive professional development program and scholarships for further qualifications. Extra funding for Catholic and independent schools may also be used for professional development.
The IEUA has discontinued its affiliation with the Australian Council of Trade Unions (ACTU) in response to its failure to represent the interests of the IEUA membership. The IEUA was left disappointed by the decision of the ACTU Secretary to change the wording of the ACTU’s ‘Working Australia Census’ which surveyed union members nationally on issues of concern to workers. The survey questioned workers to what extent they agreed that the ACTU should be campaigning on the quality of education, ‘including adequate funding for public schools’. Any question on education should have asked only about the quality of education; instead the additional reference to state schools has effectively disenfranchised our members in the non-government sector. The unwillingness and incapacity of the ACTU to represent the interests of our members and their unapologetic decision to support the interests of the Australian Education Union’s (AEU) perspective on public school education ahead of our own has resulted in this decision. The current positioning of the ACTU in relation to education and school funding is inconsistent with ACTU policy which was endorsed by ACTU Congress and agreed to by education unions prior to Congress. The policy clearly recognises the rights of parents to choose non-government schools and
for those schools to be funded according to need. The position of the ACTU has now moved to one in line with that taken by The Greens, which advocates diminished funding to the nongovernment sector. The extreme character of their policy is not consistent with labour movement policy, including the ALP policy platform. The ACTU can now no longer claim to have a credible education policy. Our union believes that the ACTU should concentrate on the value of workers’ work and not where they perform it. The role of peak councils should be to represent all workers. It is regrettable that the interests of not just our members but also the thousands of union members whose children are enrolled in our schools are denied representation by ACTU policy and practice. Our union will continue to work with other unions on matters of common concern and our affiliation to the Queensland Council of Unions and Northern Territory Labour Council is unaffected. The IEUA hopes that in future a policy based on a fair and just funding policy regardless of the sector can be adopted by the ACTU (see Secretary’s Column page 2).
Kindergarten Funding Scheme remains inadequate
IEUA-QNT has consistently and persistently argued for improved funding for community kindergartens for the last two years. Along the way some victories have been made, such as the Queensland government’s decision to retrospectively fund the 4.5 per cent wage increase for early childhood education employees in 2009. However, the fundamental deficiency inherent in the Queensland Kindergarten Funding Scheme (KFS) remains unaddressed. The proposed level of funding under the state government’s KFS remains inadequate for the overwhelming majority of kindergartens. Generally a community kindergarten will face a shortfall in funding equal to $400 per child per year under this scheme. The current KFS will result in a
community kindergarten education being placed beyond the financial means of many families. This will, in turn, threaten the ongoing viability of many kindergartens. The combination of the new funding scheme, and the apparently illogical decisions regarding the locations of new kindergartens, threatens to cause the closures of existing kindergartens which will, in turn, potentially result in redundancies. Unless a kindergarten has adopted a new federal collective agreement, existing employees will be without any redundancy payments. A contemporary agreement is also the only way to protect existing wages and patterns of employment. The fundamental flaw in the KFS is that it fails to take into account the additional labour costs associated with the introduction of the 15 hour universal access model.
The additional hours of teaching work resulting from this model can only result in additional labour costs. In the majority of instances the lengthened educational program will require the employment of additional staff. The payment of some form of ‘overtime penalty’ is a less than attractive option where employees are already struggling with workload pressures. The previous Queensland Education Minister made clear statements to all parties in the kindergarten sector that employees should not be required to teach for additional hours without any recompense or reward. However, the Queensland government has, to date, failed to identify any concrete measures which would ensure that employers do not attempt to impose on employees the additional costs associated with implementing the universal access model.
This failure by the state government to provide concrete support seriously undermines any assertions that they value early childhood education employees. The government must implement tangible measures which, as a very minimum, both protect the existing hours of work of early childhood education professionals and ensure that their wages remain comparable with other education sectors. I E U A - Q N T early childhood education members continue to seek a commitment from the state government to significantly increase the quantum of funding not only to cover the additional costs, but to also guarantee
that early childhood employees receive appropriate wages and conditions. The affordability of community kindergartens for parents must also not be adversely affected.
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The Independent Voice
July 2011
Members in Action
Early Childhood Education issues highlighted during training IEUA-QNT early childhood education members at recent area meetings throughout Queensland were informed about the current changes affecting community kindergartens, including the importance of ensuring all centres had a contemporary collective agreement.
conditions and wages.
Members discussed the benefits of negotiated collective agreements to ensure all teachers and early childhood assistants continue to receive legally enforceable and up-to-date workplace
“The limitation on contact hours does not belong to one individual teacher; it belongs to every teacher in every community kindergarten. Any reduction in this standard can be utilised to attack the conditions
IEUA-QNT Senior Industrial Officer John Spriggs said teachers in community kindergartens already suffer the largest workload of a teacher in an educational setting in Queensland, with 27.5 contact hours per week.
of every kindergarten teacher in Queensland, which is why negotiating a federal agreement is important,” John said. Without a contemporary federal agreement, kindergartens will default to an older state agreement covering the sector. “With this, there will be a real danger that members will be disadvantaged by the old state agreement due to out-of-date wages rates and the cancellation of some entitlements.”
Education issues discussed during Branch meetings IEUA-QNT members are kept up-to-date on the current education issues which affect their schools when they attend local branch meetings. The recent branch meeting in Gympie allowed for members to express their concerns and hear the views of colleagues in other schools and sectors. Members were briefed on current education issues, including the school officer campaign, the federal school funding review, implications of the Australian Curriculum and specific Catholic sector issues such as the PAR review and experienced teacher provisions. IEUA-QNT organiser Tanya Moritz said other issues members discussed included the use of
technology in the classroom and its ramifications for staff. “Members were particularly interested in finding out more, like what to do if staff are defamed on social networking sites, what is the appropriate use of technology when communicating with students and cyberbullying,” Tanya said. Bayside members also recently attended their branch meeting, which focussed on Workplace Health and Safety (WH&S). IEUA-QNT organiser Gaye Vale
said members were informed about the latest WH&S harmonisation laws, employer obligations and common areas of risk. “Members better understand the ramifications of the new laws regarding harmonisation of WH&S legislation and are now interested in establishing WH&S Committees in their schools,” Gaye said. TOP RIGHT AND BELOW: Members attend the Gympie Branch meeting RIGHT: Bayside Branch members discuss WH&S
He said our union will provide necessary assistance to reach an agreement with every kindergarten committee. For further information please contact our Brisbane union office on FREECALL 1800 177 937.
TOP: Far North Queensland ECE Network members met to discuss the important issues affected early childhood education professionals recently ABOVE: Moreton Branch ECE members meet
The Independent Voice
July 2011
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Members in Action School officers gain valuable insights during campaign training IEUA-QNT school officer members have gained valuable insight into the preparation needed to write an updated position description in recent follow up training sessions throughout the state. The training session for school officers at Our Lady of the Angels Primary School discussed how to update their position description to receive appropriate reclassification of their positions, and also reviewed specific provisions for school officers in the current Catholic collective agreement, such as specialised care allowance. School officer Juanita Quetcher said gaining an insight into the reclassification process was important to her for gaining recognition for the important role she plays at her school. “Getting an updated position description is vital because we are expected to do so much more,” Juanita said. Colleague school officer Margaret Blumke agrees that school officers need to be recognised for the work they do on a daily basis. “Tasks carried out are just so varied for school officers presently and we need to be recognised appropriately,” Margaret said. IEUA-QNT organiser Susan O’Leary said the collective strength of school officers at the school meant that they would be able to present their updated position descriptions together to their principal. “The real bonus of a session like this is to see school officer colleagues working collaboratively to develop necessary position descriptions in support of each other,” Susan said. TOP: Trudi Withoos, Marcia Bartley, Karen Cribb, Fiona Rowe, Jessica Lawless-Pyne from Emmaus College
School officer training also occured at Emmaus College in Rockhampton.
MIDDLE: Undertaking valuable campaign training at IEUA-QNT was Susan Parmenter, Juanita Quetcher, Mandy Crossan and Margaret Blumke from Our Lady of the Angels, Wavell Heights
IEUA-QNT organiser Richard Pascoe said: “During the session members reviewed the school officer classification process, ensuring school officers have an accurate position description and the process that is involved in ensuring their position description is accurate.”
LEFT: Toowoomba school officers undertake training with the help of IEUA-QNT organiser Greg McGhie
School funding highlighted during Moreton Branch meeting IEUA-QNT Moreton Branch members met with Federal Member for Blair Shayne Newmann at a recent branch meeting on the significance of the Review of Funding for Schooling. The Member of Parliament spoke on the federal government’s commitment and investment to schooling, acknowledging that the Review is about achieving a funding system which is transparent, fair, financially sustainable and effective in promoting excellent educational outcomes for all Australian students, no matter which school
they attend. “We are committed to ensuring the full development of every child and supporting all schools to achieve this, regardless of sector or system,” he said. “We believe the days of debating public versus private schools have passed.” Mr Newmann was also on hand to explain to members how schools were currently funded, the importance of the federal government to continue to fund non-government schools, and that
Federal Member for Blair Shayne Newmann (left) discusses school funding with IEUA-QNT Moreton Branch members during their branch meeting in June
any new funding arrangement will not see any school lose funding allocations. IEUA-QNT organiser Craig Darlington said members were grateful to hear that the government was committed to providing appropriate funding for schools.
“Members realise that a transparent funding policy for schools based on need is required to provide quality education to students in all schools, particularly in the Moreton Branch area,” Craig said. The branch meeting also provided an opportunity to discuss the
implementations of the National Curriculum, the school officer reclassification campaign and Workplace Health and Safety issues in schools. “Moreton Area Branch members are committed to supporting these on-going union campaigns.”
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The Independent Voice
July 2011
Assistant General Secretary’s Report
CEO Sleepout: Out in the cold On Thursday 16 June 2011 the annual St Vincent de Paul (Vinnies) CEO Sleepout took place in Brisbane and other capital cities across Australia. This event challenged community, union and business leaders to experience homelessness first-hand for one night and to raise important funds to help Vinnies help the nation’s homeless. Last year, over $350,000 was raised in the first Vinnies CEO Sleepout held in Queensland and in 2011 this figure exceeded $523,000. Queensland unions promote social justice, as well as wages justice. So this year, I joined my colleague Michael Clifford (State Secretary, Finance Sector Union) and 123
Queensland CEOs who rose to the challenge in support of St Vincent de Paul. With the generous support of chapters, members, family, friends, colleagues and employers, I was able to raise $3,385 towards this appeal. Thank you for your kind donations, especially in light of the ‘end of term busyness’ and other competing demands on your time and wallet. CEO Sleepout The Vinnies CEO Sleepout began as a local community venture in Sydney five years ago and in 2010 became a national fundraising event to directly assist people facing homelessness.
More than $3.8 million dollars was raised throughout the country this year – an amazing amount for a single night commitment! The money so far has funded more crisis accommodation, more sustainable and stable housing solutions, domestic violence support and access to counselling, life and occupational skills, legal advice and education. Equally important is the early intervention Vinnies does to assist families at risk of homelessness, before they get to the streets. All Queenslanders deserve a fair-go Queensland unions are working hard for a better life for us all and are committed to making sure Queenslanders are treated fairly and justly. The number of people who are homeless or at risk of being homeless continues to rise. The new face of homelessness includes families staying in their cars, caravan parks and an increasing number of people (particularly young people) living a transient life ‘couch surfing’.
Every month in Brisbane, Vinnies helps more than 4,000 families in crisis. Despite this, close to 2,100 men and ABOVE: IEUA-QNT Assistant General Secretary Ros McLennan and Finance Sector Union State women are homeless Secretary Michael Clifford take part in the St Vincent de Paul CEO Sleepout in Brisbane every night.
What it was like… Participants traded a good dinner and other creature comforts of home for just a cup of soup and bread roll, sleeping bag, sheet of cardboard and the cold concrete floor outside at Brisbane’s Southbank. While it did give us a small taste of the discomfort endured by the nation’s homeless, it couldn’t of course simulate the despair, fear for personal safety, mental anguish and humiliation suffered. This is because we knew we’d be going back to our jobs, families and homes the following day. For me, the most uncomfortable part of the experience was hearing the full extent of the problem of homelessness here. I learnt that each night in Australia there are more than 105,000 people who are homeless; including 7,500 families and more than 12,000 children under 12 years old. As teachers, school staff and unionists, those figures leave us colder than any winter evening. CEO Sleepout participants heard accounts of the difference made by St Vincent de Paul from the staff and volunteers working day and night with the city’s homeless and also from a man who was once homeless and now in Vinnies accommodation. What was clearly brought home to all of us was the very precarious grip so many Australians have on their job – and thence home and a family held together. CEO of St Vincent de Paul, Peter Maher, noted that many are just two or three pays away from homelessness. A job loss, injury,
IEUA-QNT signs Social Compact agreement IEUA-QNT, together with 15 other Queensland unions and the North Queensland Land Council (NQLC), have signed the historic Social Compact agreement to help close the gap of Aboriginal and Torres Strait Islander disadvantage and inequity. The Social Compact commits union involvement in support of the NQLC in their dealings with large and powerful government organisations and commercial entities. It will apply across all industries, but will have the most impact in Queensland’s $50 billion mining and minerals
processing industries, as well as tourism, forestry and fishing. IEUA-QNT Branch Secretary, Terry Burke, said the Social Compact would provide a framework and assistance to the NQLC enabling the traditional custodians to negotiate for a fairer share of benefits of any current or future development. “This historic agreement will ensure that collective union expertise, influence and knowledge are key components in NQLC dealings with large and powerful government organisations and commercial entities,” he said.
“It will ensure Aboriginal and Torres Strait Islander communities are supported so they can negotiate for a fairer share of benefits of any development that goes ahead, therefore having more control of the delivery of services to their communities.” RIGHT: IEUA-QNT Branch Secretary Terry Burke signs the Social Compact agreement on 3 June BELOW: Representatives from Queensland unions and the NQLC come together to sign the historic Social Compact Agreement
small business closure, family breakdown or other crisis may spell homelessness for those without family support or other strong social networks. I left this experience in absolute awe of the army of Vinnies volunteers and staff who made a real difference to the lives of homeless people all year round. What’s next? In a country as rich as ours, everyone who wants a bed for the night should have one. It’s simply appalling that there are not enough crisis accommodation beds for all the nation’s homeless who show up needing one in every given night. As an individual, it’s a social justice matter I’ll be raising with politicians. From the comfort of our workplaces or homes, it’s an email you may wish to send too. Check out the website www.ceosleepout.org.au for more information about this event (you may consider it for next year?) – or simply to find out more about the great work Vinnies do all year round. Collectively, we as union members can make change, bettering the lives of fellow Queenslanders in need. Ros McLennan Assistant General Secretary rmclennan@qieu.asn.au
The Independent Voice
July 2011
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Assistant General Secretary/Treasurer’s Report
Meetings with administration and formal process On a regular basis IEUA-QNT officers are contacted about their obligations when they are directed to attend a meeting with the principal or administration in regard to a complaint or perceived indiscretion. Such meetings can be productive and positive. There are, however, times when an employee is directed to attend a meeting and discuss issues that the administration may have with the employee’s conduct or performance in carrying out a role. Within the agreed hours of duty the administration may require your attendance at a meeting and can direct you to attend such a meeting. If, however, that meeting and your required attendance at that meeting is to identify issues of concern and seek a response to those concerns, then there are certain protocols that should be observed. Where such protocols are followed, procedural fairness and natural justice are more likely to be attained. As an employee, when you are called to a meeting to respond to concerns there are certain things that you can do to support yourself from the very beginning. These precautions will assist later if or when a formal process is begun. As a union member you should contact our union as soon as you suspect a problem may be a catalyst for disciplinary action against you. Such early action and advice from our union may allow you to proactively deal with an issue before it becomes a more serious matter. You should not attend a disciplinary meeting on your own but should enlist the assistance of your Staff Representative or other trusted colleague to accompany you. Where an employer insists on a “one to one” meeting within the normal hours of duty you should express a desire for a support person. If this is denied you should then follow the procedure outlined below for a meeting without a published agenda: • seek clarification of the employer
issue/concerns; • take detailed notes; • if you are not sure what the issue is, seek further clarification; • state you are not in a position to give a considered reply because you were not given notice of the issues raised; • indicate you will respond when you have obtained industrial advice from our union and have had time to consider the issues. If you feel the meeting could be job threatening, insist on an officer from our union being at the meeting and request, in writing, details of the allegations prior to the meeting. Do not make any statements which could be used against you without advice from our union. Formal Process For any number of reasons an employee may experience difficulties in performing duties to the standard required by the employer. Employers may exercise a right to conduct a review where they consider there is a situation of unsatisfactory performance on the part of an employee. Our union does not always agree with the need for a formal process and you should consult with your union if this is implied or specified. However, if such a process is needed, its aim should be to work productively and professionally with the employee to ensure that issues of performance are addressed in a professional, collegial and supportive manner. If a formal process is initiated the following basic four stage structure should be evidenced – Investigation, Interview, Outcome of Interview and Review. Stage One - Investigation A proper investigation of the circumstances should be carried out. It is insufficient merely to rely on the fact that assertions or allegations have been made. An investigation may include: • assessing any relevant documentation including a personnel file;
MEMBERS MEETING CALENDAR METRO / NORTH METRO / BAYSIDE / MORETON: • Metro Branch meeting - Legal Issues 11 August, 4:15pm All Hallows’ School • North Metro Branch meeting 11 August, 4pm Bracken Ridge Tavern • ET6 training 25 August, 4pm Venue tbc • ET6 training 1 and 5 September, 3pm IEUA-QNT Spring Hill • Metro Branch meeting 26 October, Venue tbc
meeting 10 August, 4pm TLC Building, Rockhampton • IR in the Workplace training Day 2 17 August, 9am - 3pm TLC Building, Rockhampton • Central Queensland Branch meeting 26 October, 4pm Pacific Hotel, Yeppoon DARLING DOWNS: • IR in the Workplace training Day 1 28 July, 4pm - 7pm Country Club, Stanthorpe
WIDE BAY / EMERALD: • Wide Bay Branch meeting CENTRAL QUEENSLAND: 3 August, 4pm QCU building • ET6 training 9 August, 4pm Bundaberg TLC Building, Rockhampton • IR in the Workplace training • Central Queensland Branch Day 2 4 August, 9am QCU
• interviewing persons who may have (or should have) knowledge of the employee’s performance; • assessing statistical information if that is an appropriate method of assessing performance in the particular case. Whichever methods are used, the investigation must be carried out promptly and the employee informed in writing what the issue is and that it is being investigated at the very beginning of the process. Stage Two - Interview If, after an investigation has been carried out, the employer is satisfied that there is substance to an issue or allegation of unsatisfactory performance, an interview should be arranged with the employee concerned as soon as practicable. The employee should be notified of the interview which should be confirmed in writing. The notification should include: • the time and place of the interview; • the specific nature of the matters to be discussed; • the employee’s right to have a person of their choice (including a union representative) present. In arranging an interview, it is the employer’s responsibility to cater for any of the employee’s “special circumstances”. This may include assessment of language skills (need for an interpreter), health and family issues. At the interview: • the employee should have his/her own witness present; • notes of the meeting should be taken; • details of the deficient or unsatisfactory performance should be provided to the employee. This should be in sufficient detail to enable the employee to respond and address the issues raised adequately; • the employee should be given the opportunity to respond to the allegations and to raise any matters which the employee considers to be relevant. If the employee
Bundaberg • ET6 training 4 August, 4pm QCU Bundaberg • ET6 training 16 August, 4pm White Lion Hotel, Maryborough • ET6 training 23 August, 4pm Mayfair Motel, Emerald • Emerald Area meeting 24 August, 4pm Mayfair Motel • Fraser Coast Area meeting 31 August, 4pm White Lion Hotel, Maryborough • Wide Bay Branch meeting 20 October, 4pm QCU Bundaberg • Emerald Area meeting 2 November, 4pm Mayfair Motel SUNSHINE COAST: • Branch meeting 10 August, 4pm Chancellor Park Tavern, Sippy Downs
wants reasonable time to consider the matters raised, it should be provided. Stage Three – Outcome of the Interview If, having regard to all matters raised at the interview and to the employee’s response, the employer considers that no action is required, the employee should be advised in writing accordingly. Request that this letter is written. Often the initial complaint may sit in your personnel file for years and without the letters indicating no action was required, a new principal may judge you on the initial and unsubstantiated complaint. Should action be deemed necessary, the employee should be advised in person with written confirmation including: • that the employer has considered all matters raised at the interview, including the employee’s response; • that the employer believes that the employee’s performance is deficient; • details of the deficiencies; • the standards which need to be met within an agreed time line; • a review date in respect of the employee’s performance against those standards. (The employer may wish to confirm that the employee will be subject to ongoing review, if that is to be the case, but that further discussion will need to take place on the first review date); • the potential consequences of failing to achieve the standards within the time frame; • the name of a nominated contact within the organisation (eg. employee’s Head of Department or a negotiated mentor) with whom the employee can discuss any matters which are unclear or from whom any assistance may be gained; • details of counselling and/or professional development (where applicable) available to the employee; • that the employee was given an opportunity to be represented at the
meeting; and • that the employee was given an opportunity to respond to the matters raised at the meeting. At this stage the administration must detail what is to be achieved and negotiate a reasonable time line by which such improvement should be made. Subsequent regular meetings with the administration or their designated representative to monitor progress should occur. The employee must ask specifically whether they have met the target performance or have made progress in reaching it at each meeting. This should be minuted after every meeting. Regular meetings alert the employee to any employer concerns that are continuing. The key is regular meetings. If, for instance, the process is scheduled for 10 weeks, then every two weeks the employee should seek a minuted meeting to review progress. Stage Four – Review The review should occur whether or not the employee’s performance has improved. If the employee’s performance has improved, the employee should be informed of this in writing. Such written confirmation should be placed on the employee’s personnel file and a copy kept by the employee. If it is considered that there are sufficient grounds for further action, the employee should be advised specifically, both verbally and in writing, that a failure to improve is likely to lead to termination. Our union can assist you with written responses and support you during interviews and through processes.
Paul Giles Assistant General Secretary/ Treasurer
ReUnion Your Chapter for Collective Negotiations Negotiations: Professional and Industrial Issues ReUnion your Chapter for Collective Negotiations is a one day course which assists IEUA-QNT members to understand and be involved in collective negotiations as well as work with and support their Chapter during negotiations. With collective negotiations begun or about to occur in a number of schools in the nongovernment sector, this course is timely to assist members and their Chapters to have effective structures and be vitally involved in collective negotiations. The course will examine membership, membership density, solidarity, the guiding role of the Chapter Executive during collective negotiations and educate members
in regard to Fair Work Australia legislation as it pertains to collective bargaining. BRISBANE: 27 July, Carina Leagues Club 9am-4pm ROCKHAMPTON: 3 August, Brothers Leagues Club 9pm-3pm TOWNSVILLE: 12 August, IEUA-QNT Townsville office 9am-4pm C A I R N S : 1 9 Au g u s t , R y d g e s Esplanade Resort 9am-4pm For further information, please contact IEUA-QNT on FREECALL 1800 177 937 or email enquiries@qieu.asn.au
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The Independent Voice
July 2011
Northern Territory News Duty of care responsibilities highlighted in Alice Springs IEUA-QNT members in Alice Springs learned about their duty of care responsibilities during a recent Central Australia Organising Committee meeting. Organiser Nick Holliday visited Alice Springs on 1 June, highlighting that all school employees, including teachers and school support staff, have a duty of care to provide a safe working, teaching and learning environment to all people who attend the school at all times. “We live in an ever increasing litigious society where citizens are aware of their rights and commonly seek legal solutions to their problems or events. It is therefore essential that education professionals in schools are armed with knowledge as to their rights and responsibilities both to enable them to prevent possible injuries occurring and to deal with the ramifications appropriately,” Nick said. He said members were made aware that all employees must take reasonable steps to protect students from reasonably foreseeable harm;
however, they do not have a duty to ensure that no injury will ever be suffered by students. Members also discussed how to establish if a duty is owed and how a breach of the duty of care can occur. “A breach will most often occur from failing to provide adequate supervision or instruction, failing to intervene in a situation, or in a deliberate act, such as physical contact with a student.” Education professionals can minimise their potential liability by: • maintaining appropriate guidelines for activities and ensuring these are followed; • acting promptly and intervening as early as possible when a potentially dangerous situation arises; • properly maintaining equipment and confiscating dangerous implements; • erring on the side of caution to accommodate potential explosive situations, particularly in supervising students; • reporting dangers or potential
dangers to the principal; and • assisting injuries as soon as possible and making notes and obtaining statements from witnesses regarding the circumstances of the accident. During the meeting members were also updated on negotiations in the Catholic and Lutheran sectors, the upcoming Northern Territory Professional Issues Conference and the school support staff campaign. “Members were made aware of the
Members at Ltyentye Apurte discuss housing issues
objectives of the school support staff campaign; that school support staff members have accurate position descriptions and are properly paid for the professionalism, duties, skills and responsibility they bring to the profession.” Members were also better informed about the review of federal school funding and the importance of Alice Springs members to take part in member delegations to local members of parliament.
TOP END TRAINING Understanding Your Workplace Training 2 19 August. NAWU Room, United Voice offices, Darwin
“Once members realised the significance of federal funding for schools in Alice Springs they were eager to be informed about what they could do to ensure fair outcomes for schools,” he said.
ABOVE: IEUA-QNT members in Alice Springs discuss important education issues such as duty of care responsibilities at the recent Central Australia Organising Committee meeting
‘Top End Catch-up’: NT Darwin Area Branch Meeting 17 November. Darwin Railway Club For further training and meeting dates visit www.qieu.asn.au/nt.html
NORTHERN TERRITORY PROFESSIONAL ISSUES CONFERENCE 2011 PRACTICAL PEDAGOGY IEUA-QNT Secretary Terry Burke invites you to the 2011 Professional Issues Conference in Darwin on Saturday, 6 August 2011.
SATURDAY
6 AUGUST 2011
ABOVE: IEUA-QNT members at Ltyentye Apurte Community Education Centre meet to discuss and identify critical housing issues in the Northern Territory IEUA-QNT members in Alice Springs schools, including Ltyentye Apurte Community Education Centre, have endorsed a remote area survey to help identify critical housing issues. The survey, to be sent out to members in the new term, will determine current inadequacies of housing and assess the quality and suitability of housing available to teachers in remote areas of the Northern Territory. IEUA-QNT members at Ltyentye
Apurte Community Education Centre spoke with organiser Nick Holliday during his recent visit to the remote school, making a commitment to work with their colleagues in other remote communities to identify areas of concern.
Nick said while the Catholic employer had made significant improvements in a number of locations, quality housing is essential in all centres if good staff are to be attracted to Indigenous and remote communities are to remain in these communities.
“Members identified that in some locations housing is overcrowded, inadequate or in disrepair. We also discussed how to ensure all teaching staff have access to quality housing and facilities in Alice Springs.”
“The establishment of housing committees in all schools have also played an important role in identifying housing issues of concern to our members so that these issues are dealt with in a timely manner.”
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Novotel Darwin Atrium 8.30am - 4.30pm
The Australian Curriculum
ATTENDANCE AT THIS CONFERENCE CAN BE COUNTED TOWARDS YOUR PROFESSIONAL DEVELOPMENT REQUIREMENTS FOR YOUR TEACHER REGISTRATION
Susan Healy from the Northern Territory Department of Education and Training.
Developing Early Literacy
Special Needs Education
Associate Professor Robert Jackson from Edith Cowan University Perth.
Jennie Duke from the Queensland University of Technology.
Indigenous Education Greg Williams and Larissa Pickalla from Charles Darwin University.
Science, the Australian Curriculum and Ways of Learning Dr Susan McDonald from the Australian Catholic University Brisbane.
Members: $140 Non-members: $195 www.qieu.asn.au/ntconference2011
The Independent Voice
July 2011
Northern Territory News IT’S ! TIME
Lutheran sector negotiations stall Lutheran sector employer representatives have ‘abandoned discussions’ on a three jurisdiction collective agreement between the Northern Territory, Western Australia and South Australia The employer has instead indicated negotiations will continue separately in the three jurisdictions.
Support our Catholic school support staff campaign
School support staff working in Northern Territory Catholic schools must have accurate position descriptions that appropriately value their professional skills which reflect their enormous contribution to schools.
have been required to acquire more skills, take on extra duties and allocated more complex responsibilities. While their positions may have changed, position descriptions often remained the same.
The Recognise, Reclassify, and Reward campaign is about ensuring school support staff members have accurate position descriptions and are properly paid for the professionalism, duties, skills and responsibilities utilised in their work.
The ‘Recognise, Reclassify and Reward campaign’ is relevant to all school support staff, including: School Officers; Information Technology Employees; Inclusion SupportAssistants;andIndigenous Education Workers.
Thus school support staff positions may not always be properly described and classified and school support staff may not be paid appropriately for the work they do.
IEUA-QNT school support staff members will soon undertake relevant union training to update and develop their position descriptions to ensure remuneration is just and appropriate.
The increasing complexity and intensity of work by school support staff needs to be recognised by accurate and up-to-date position descriptions. Over time, many Northern Territory school support staff
IN BRIEF: Currently, the School Support Staff Classification Structure is based on indicative duties and a range of skills including: communication; interpersonal, technical; supervisory; problem solving; organisational and planning skills. Position descriptions must reflect current roles, to ensure a
Nominate for Judith Cooper Award Nominate individuals within your Northern Territory Chapter who have made an outstanding contribution as a union activist for the Judith Cooper Award for Outstanding Contribution
as a Union Activist. Judith Cooper played an instrumental role in the establishment of a union in the non-government sector in the Northern Territory. In 1983
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Given the delay in negotiation the LSA was advised by the IEUA that an interim wage increase should be made. Employers had indicated in the tri-jurisdictional negotiations that no increases could be made until all negotiations were concluded. LSA has now advised employees that an interim three per cent increase will be made from the first pay period after 25 July 2011. The interim wage increase is a positive sign of good faith from employers and clearly will be appreciated by employees.
school support staff ’s classification is accurate and that they receive proper renumeration.
The decision to abandon negotiations has come after nearly a year of opportunity to prepare for the joint negotiations and faceto-face negotiations in June.
Thus this campaign is to Recognise school support staff, Reclassify where appropriate and ensure the Reward is fair and just for the contribution of school officers.
In 1984 Judith was instrumental in the establishment of The Northern Territory Independent School Staff Association (NTISSA). Judith was elected the first Branch Secretary for NTISSA in 1984. Within the year NTISSA had worked extensively to establish the first award to
Judith Cooper, a school assistant at St Mary’s Primary School, and some teacher colleagues at other predominately Catholic schools joined together to start working through the issues which were affecting independent school employees.
The negotiations showed that Lutheran employers have little vision for the potential of a three jurisdiction agreement and that they had a consistent agenda of adopting the lowest conditions, effectively reducing existing conditions for a considerable number of employees. Employees had brought to the table a well-considered position which had been endorsed by employees in schools.When challenged on the employer position generally and in particular their position of reducing all sick leave accruals to 10 days per year, the employer representatives chose to ‘abandon discussions’. Employees have every right to feel dismayed at the employer walk out on these negotiations after being invited to participate in the joint negotiations by employers. Members will be contacted in the new term to reaffirm claims.The next SBU meeting to negotiate an NT Lutheran collective agreement will be held on 9 and 10 August in Alice Springs. cover independent schools in the Northern Territory. Contact IEUA-QNT organiser Camille Furtado on cfurtado@ qieu.asn.au to nominate a member and for more information about how to apply for the award.
Sector Matters Brisbane Grammar
ELICOS sector update: Increase to minimum wage On 3 June Fair Work Australia increased the minimum wage, changing all award rates. Wages will increase by 3.4 per cent from 1 July 2011 and will apply to employees in ELICOS colleges under the Educational Services (Post Secondary Education) Award. This wage increase is the largest applied to the ELICOS sector in a number of years. As has been the case since the introduction of the Modern Awards in January 2010, responsible employers will confer the full amount of this latest increase on staff without resorting to the bare minimum transitional rate, which provides for significantly reduced wage levels.
NAVITAS NAVITAS members and their employer have agreed to discuss the possibility of a bi-jurisdictional collective agreement between Queensland and Northern Territory NAVITAS colleges. Members from the colleges in
FULL TIME WAGES New Rate
Step
New Rate
1
$40,250.29 $40,786.99 $41,593.40 $42,407.89 $44,123.19 $45,266.69 $46,307.77 $47,451.33 $48,600.25 $50,083.58 $51,464.49 $52,683.52
1
$192.77 $195.34 $199.20 $203.10 $211.32 $216.79 $221.78 $227.26 $232.76 $239.86 $246.48 $252.32
CHANGES
2
TO WAGES
4
SCHEDULE
6
-ELICOS-
3 5 7 8 9 10
(from 1 July 2011)
11 12
To discuss when the changes will come into effect in your ELICOS college or for ways to improve your wages and conditions,
Brisbane, Cairns and Darwin have developed a log of claims detailing the need for parity of wages with interstate NAVITAS colleges and protection of current conditions. IEUA-QNT growth team organiser Caryl Davies said: “By achieving wage parity members in Cairns and Darwin will see a significant
CASUAL DAILY RATE
Step
2 3 4 5 6 7 8 9 10 11 12
please contact your ELICOS organiser on FREECALL 1800 177 938 or email elicos@qieu.asn.au
increase in their wages.” Members have also asked for parity of paid maternity leave provisions with Embassy College of nine weeks maternity leave. “Members are looking forward to beginning the negotiation process with the employer in Term 3.”
To find out more about collective agreements, collective bargaining negotiations and what is happening in your sector, visit www.qieu.asn.au
School update Employees at Brisbane Grammar School have received enhancements to their wages and conditions in negotiations for a new collective agreement. The agreement includes: • consistent percentage increases for all employees; • contemporary and comprehensive hours of duty clause for teachers; • maintenance of existing conditions from the old state awards included in the agreement; • schedules of provisions and classifications for non-teaching staff; • enhanced consultation to cover workload within the hours of duty; • guarantee for non-teaching staff to be able to take leave at the Christmas shut down; and • clarification of the length of the school year.
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The Independent Voice
July 2011
PROFESSIONAL ISSUES IN EDUCATION How well are YOU prepared for the Australian Curriculum? From January 2012 all schools will be expected to implement the Australian Curriculum P-10 in English and Mathematics, and in Queensland, Science as well. How well prepared are you for this event? In a recent survey conducted by IEUA-QNT, data indicates that there is a lot of work to be done in non-government schools to ensure that the “substantial implementation” of these subjects as required by ACARA (the Australian Curriculum and Reporting Authority) actually occurs. The survey was completed by a broad spectrum of the membership: from kindergarten, primary and secondary; with a range of teaching experience from six months to 43 years; and from both Queensland and the Northern Territory.
able to achieve the desired outcomes in time. These were few and far between, though. For the majority of respondents there was a sense that they were being left to do it on their own with insufficient in-servicing or professional development. When asked, Has your school provided you with any professional development directly related to the implementation of the Australian Curriculum? almost one third of respondents said “Nothing” and only seven per cent of respondents indicated that they were engaged in regular ongoing meetings. In response to the question, Does your school have sufficient resources to implement the Australian Curriculum? only 35 per cent of respondents said “Yes.”
their own time.
QSA resources support Australian Curriculum
Teachers also indicated that they needed more support, both from school leaders and in the form of guidelines in relation to the transition from one curriculum to another – to help struggling students to catch up and to bring students “up to speed” in areas were prior learning has not occurred due to it not being included in the previous curriculum. It was also noted that guidelines for students with disabilities was also needed. The issue of having sufficient paid time to enable teachers to do their work in the professional manner they expect of themselves is critical. This has always been important in terms of job satisfaction. However, when there is not sufficient paid time provided then the intrusion into family/ personal time becomes a serious issue as can be seen in the work of Barbara Pocock et al (see article on page 11).
In response to the question, Does your school have formally designated staff members “(In the survey) Teachers indicated responsible for overseeing The Queensland Studies Authority that their schools needed to be the implementation of the (QSA) is providing workshops Australian Curriculum? throughout Queensland that all funded to enable time release to work 82 per cent of respondents Queensland teachers can access collaboratively and to attend in-service if they can be released from their said “Yes”. However, when asked, Do you feel well classes. But even if every teacher and other professional development.” supported by your employer in Queensland and the Northern to implement the Australian Curriculum PTerritory had access to these sessions that 10 in English, Mathematics and/or Science When asked what they believed their would not be enough. from the beginning of 2012, only 36 per cent school required, the responses very strongly indicated that the big issues are time and It is clear to anyone who has ever taught of respondents said “Yes.” money.Teachers indicated that their schools in a school that teachers need to work The seeming disparity between these needed to be funded to enable time release with their colleagues, Department Heads, responses is explained by the comments to work collaboratively and to attend in- Subject Co-coordinators, specialist teachers, that respondents made following the various service and other professional development. and other teachers, to develop their questions. While people have been given Many indicated that they needed new text understanding and apply that knowledge responsibility for implementation, there books that were directly related to the new to implementing appropriate unit plans and does not seem to be a clearly articulated curriculum. Others required enhanced lesson plans. They need time and money to plan for ensuring that the implementation technology – even to access curriculum develop appropriate resources; they need is effective. In particular, there was little documents on line, and audio visual the equipment necessary to implement evidence that curriculum mapping was resources. mandated elements of the curriculum. occurring in many schools to ensure Above all they need a coherent plan of appropriate scope and sequencing was In relation to the issue of time, many action and supportive leadership. addressed. Most responses indicated a members indicated that they believed that very subject specific response with little the responsibility was being shuffled down It is time for employers to step up to attention to the demands of other subjects the line to the end point – the classroom the mark and ensure that they provide or how content in one area might overlap teacher. These respondents indicated that that leadership and resourcing so that they could foresee having to spend even teachers are enabled to provide the quality with content in another. more of their private time to be adequately education that has been promised through In the few cases where a collaborative, whole prepared for implementation. In a couple the Australian Curriculum. of team approach was reported, respondents of sad cases, members reported being Miriam Dunn were more positive and confident of being directly told that they would have to use IEUA-QNT Research Officer
in Queensland schools The Queensland Studies Authority (QSA) has developed more than 150 online professional resources to help teachers and schools transition to the Australian Curriculum from 2012. These resources, which can be organised by both learning area and year level, include: • advice about planning issues and strategies for P–10 multiple year level classrooms, including exemplars for English and maths; • templates and exemplars of year level plans and unit overviews for English, Mathematics and Science; • mapping of the Australian Curriculum and Essential Learnings in English, Mathematics and Science; and • audit tools for P-10 English, Maths, Science and History. Teachers can learn more about these resources and receive further valuable advice by attending QSA workshops being held statewide in August and September. The workshop schedule includes separate programs for primary and lower secondary teachers. While the primary program offers sessions on all Australian Curriculum learning areas to be implemented in 2012, the lower secondary program allows teachers to focus on a single learning area. For those unable to attend a workshop, recordings of online conferences covering similar content will be available on the QSA website. To answer teachers’ questions and promote information sharing about the Australian Curriculum, QSA will be launching an online discussion forum in July. Also in Semester 2, the QSA will add to its website guidelines and advice on: assessment, using the achievement standards and reporting against the Australian Curriculum in Years 3–10; Prep–Year 2; Year 7 and Year 10; time allocations and required learning areas; and special education. Using feedback from schools, these resources will be refined and reissued in time to support effective school planning for teaching, assessing and reporting using the Australian Curriculum in 2012. To view and download QSA Australian Curriculum resources, visit: www.qsa.qld.edu.au/12892.html
Changes to renewal of registration processes needed The Queensland College of Teachers (QCT) Working Party which is reviewing the processes for re-registration is in the final stages of completing its report to the Board of the College. It is expected that the report will address the substantive issues raised by registered teachers regarding the renewal process. One of the most distressing
concerns for a number of members of our union and the Queensland Teachers’ Union members was the handling of information from the criminal history checks that are now a requirement under Queensland government legislation. Many members were alarmed to learn that very minor incidents, in a few cases from their youth, resulted in a letter from the College.
As the Legislation governing the College stands, they are required to inform teachers of the results of a criminal history check, no matter how minor that offence might have been, or how far back in time. It is obvious that this will continue to be a problem both for members and for the College if the legislation stays as it is. This is a matter that it is hoped
the report to the QCT Board will address. Further matters were raised by teachers concerning the clarity of communications, the ease of use of the website and enhanced guidelines around what constitutes acceptable professional development and how this should be recorded. Another matter that members have raised are issues for supply teachers
in rural and remote areas. Supply teachers in these situations may not meet the recency of practice requirement (that is, 200 days teaching in the past five years).
Miriam Dunn IEUA-QNT Research Officer
The Independent Voice
July 2011
11
PROFESSIONAL ISSUES IN EDUCATION
Time matters in work/life balance: Pocock Report The recent publication of the Australian Work and Life Index 2010 by Barbara Pocock, Natalie Skinner and Sandra Pisaniello reveals that the working life of professionals, and especially professional women, is intruding into their private lives in ways that are unhealthy for the individuals concerned, for their workplaces and for society in general. The Australian Work and Life Index (AWALI) measures how work affects the rest of life for employed Australians. It measures: • how often work interferes with responsibilities or activities outside work; • how often it restricts time with family or friends; • how often it affects connections and friendships in the local community; • overall satisfaction with work-life ‘balance’; and • how often people feel rushed and pressed for time. The authors highlight several significant long-term trends that need to be kept in mind when considering their findings. These include the information that “over a quarter of full-timers are working 48 hours or more a week,” that “more paid work is being undertaken out of dual-earner and sole parent homes” and “women continue to do two-thirds of all unpaid work and care.” Moreover, “there has been a redistribution of GDP from wages to profits,” and “a much older workforce is likely in the near future.” What has not changed since previous surveys were conducted is important to note: • 60 per cent of women feel consistently time pressured, and
nearly half of men also feel this way; • managerial and professional workers are especially negatively affected with poor work-life scores and long hours of work; • professional women are especially hard-hit. Women in professional occupations have worse worklife interference than their male colleagues, even when their hours are similar; • workers in service industries such as education have worse work-life interference; • there is no evidence that casual work provides any work-life benefits; and • many fathers work more than they would prefer. Pocock et al says that “Workers who work long hours are especially negatively affected” and women fare worse than men when they work long part-time hours or 34-47 hours per week. While it is no surprise that parents have worse work-life interference, the survey shows that workers without children are also affected. This work has indicated that poor work-life outcomes are “associated with poorer health, more use of prescription medications, more stress and more dissatisfaction with close personal relationships.” The 2010 survey has important findings in relation to future employment participation, generational differences and holiday leave. The findings reveal that “There are no signs that things are getting easier on the work-life front; indeed, the situation of full-time women has deteriorated, with a 10 percentage point increase between 2007 and 2010 in the proportion who find that work interferes with activities outside work.”
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This is more than three times the increase among similar men. Moreover, all generations share a common preference for a 35 hour week. However, many are far from achieving it, with significant cost to their work-life ‘balance’. The findings show that “Gen X men have the worst work-life outcomes compared to other men.” This is not surprising as they work the longest hours and a “substantial portion of these hours are involuntary.” The survey found that, for most people time matters more than money: a preference that is more widespread than eight years ago in a similar survey. It also found that many workers don’t take a holiday and that this matters. Work pressures stand in the way of holidays for almost a third of those who stockpile their leave. While teachers are not in a position to stockpile, many do not have access to uninterrupted leave due to the pressures of preparation and correction. This will be especially the case with the introduction of the Australian Curriculum where many employers seem to assume that teachers will do the vast majority of the preparation in their own time. Pocock et al point out that “Australia has a lower rate of labour force participation than many OECD countries. Our ageing population, and the consequent increases in the dependency ratio, make raising this
a pressing policy issue.” However, with seven our of 10 working mothers saying that they almost always feel rushed and pressed for time, convincing women who already work to increase their hours or persuading those not in the paid workforce to join them will require a large shift in the terms of work and home life for Australia’s working mothers. Indeed, the survey revealed no evidence of a desire to increase employed hours across the generations of X, Y or Baby Boomers. Instead, there is firm evidence for the reverse.
While the improved rights for working parents are a step in the right direction, the responsibilities of many workers without children mean that a broader right to request flexibility would be helpful. Given the evidence that men’s requests meet with a higher rate of rejection, particular policy interventions to support working fathers are important. AWALI results suggest that despite much talk about flexibility over the past decade many workplaces lack real worker-friendly flexibility. The findings show that supervisors’ actions matter, as do the expectations of senior managers and their personal practices.
The time pressures currently experienced, especially for those who work long hours or are mothers or women, mean that they would like to reduce working hours, even where it means taking a pay cut.
Evidence arising from AWALI suggests that more workers say over working conditions and hours, supportive supervision and workplace cultures, and reasonable workloads will all help.
As Pocock et al says, “time is trumping money in many Australian households at present.”
Clearly this research will provide a strong base for upcoming collective bargaining processes.
So, what needs to be done? According to the report, workers should have more say over working flexibly.
Miriam Dunn IEUA-QNT Research Officer
Time for a Yarn: Meeting the needs of Indigenous members in our union The findings of recent research into Indigenous women’s experiences of racial discrimination in the workforce show that many Aboriginal and Torres Strait women are not afforded the same opportunities as their non-indigenous sisters.
women to relevant authoritative committees to ensure the outcomes from its consultations contribute to national policy reform that is appropriate to the lifelong economic wellbeing of Indigenous women (and men).
The Report, Indigenous Women’s Experiences of Work: Key Issues in Urban Queensland by Hellene Demosthenous, Boni Robertson and Catherine Demosthenous (Published by Economic Security4Women Incorporated [eS4W]) makes a number of recommendations regarding policies and practices for governments and employers.
This is a matter that the IEUA-QNT has been aware of as a critical element in understanding the working lives of our Aboriginal and Torres Strait Islander members. We are very keen to have authentic Indigenous voices on our committees. IEUA-QNT encourages our Indigenous members to make contact with Miriam Dunn on 3839 7020 or email mdunn@qieu.asn.au to have a yarn about their experiences of work and how our union can best work to meet their needs.
The first of these recommendations indicates that eS4W advocate for the appointment of Indigenous
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The Independent Voice
July 2011
The Independent Voice
July 2011
13
Chapters take part in school officers’ ‘Sign Up Stand Up’ day IEUA-QNT Chapters have supported school officers by participating in ‘Sign Up Stand Up’ day on 26 May as part of our Recognise, Reclassify and Reward campaign. Members took part in various Chapter activities, including morning tea celebrations and wore ‘Sign Up Stand Up’ stickers to celebrate the diverse role school officers play in our schools. Chapter members were also on hand to assist school officers who were not yet members to sign up as a member of IEUA-QNT so that they receive the support they need to ensure their work is valued, recognised and rewarded appropriately. During the celebrations, Chapters agreed to motions recognising that school officers have a right to accurate position descriptions and just wages which recognises their skills, professionalism and contribution to quality education in our schools and the increasing complexity and intensity of their work.
llege Gilroy Santa Maria Co
Chapter members also called on the employer to Recognise the work school officers do, Reclassify where appropriate and ensure that the Reward is just. This whole of union campaign can ensure school officers achieve a just and fair recognition and reward for their contribution to schools. IEUA-QNT will continue to guide school officers in training sessions through the reclassification process to ensure remuneration is just and appropriate.
Lourdes Hill College
Errin-Jade Griffin,
Marist College Ashgrove
St Anthony’s Catholic College
The Marian School Mary Immacu
Marymount College
Good Shepherd Catholic Community School
late Primary
St John’s Lu
theran Prima ry School, Bundaberg
St Mary’s College, Maryborough
ool
Sch Ipswich Girls Grammar
School
All Hallows’ School
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The Independent Voice
July 2011
Strength in numbers: IEUA-QNT celebrates 15,000 th member IEUA-QNT celebrated its growing membership and collective strength recently with the joining of our 15,000th member, firmly positioning IEUA-QNT as one of Queensland’s biggest unions. Toni Clew, a VET coordinator, Business and Health and Physical Education teacher at Hymba Yumba Community Hub in Springfield, joined our union this year when she began working at the newly opened Indigenous school. Having worked in numerous jobs in the past, including 12 years for Education Queensland, Toni has always recognised the benefits of being a union member. Toni was previously a member of the Queensland Teachers’ Union, so when her area union representative, IEUA-QNT organiser Craig Darlington visited the school this year to explain the benefits of being a member of our union, Toni jumped at the chance to join IEUA-QNT. “It’s a protective measure…it’s your safety net as a teacher and it’s an avenue for support if you need it,” Toni said. Toni recognises the challenges of working at a new independent school and that a strong union presence will be an advantage to all staff.
“We’ve only got five teachers and most of the staff are union members and eventually we will have everyone as members (as) there’s a number of things that we need to set up on behalf of all the staff.” IEUA-QNT organiser Craig Darlington said this includes a new collective agreeement to be negotiated for staff. “With a brand new school comes the need for a new collective agreement; and with a majority of employees as union members we can negotiate for better wages and conditions in an agreement,” Craig said. Beginning at a new school can be challenging and rewarding, Toni admits. “The challenges are doing multiple roles; we don’t have enough staff to cover all the typical roles that would be in a larger school but there’s still the same amount of work. “The positives are designing things from scratch and having some contribution to how things run. There’s a lot of things to do but it also gives you an insight in to the other planning that’s done behind the scenes to start up a school,” Tony said.
“I’m enjoying working with the students who are here. It’s an Indigenous school and there’s a variety of different backgrounds the students have and (I enjoy) working towards having them attend and be engaged with the education process (to) give them a future.”
Does size matter?
ABOVE: IEUA-QNT’s 15,000 th member Toni Clews (centre) with Hymba Yumba Community Hub member Julia Ruddock and staff representative Simon Dorman
EDIT ORIA
L
When deciding on the best super fund for you, does size really matter? The reality is that some large funds are good and some small funds are also good. It’s not just size that decides whether a super fund is top notch or bottom of the pack. Paul Costello, who is Chair of the Peak Consultative Group for the Federal Government’s Stronger Super reforms, recently said:
We are Queensland’s number one Industry super fund of choice for the Independent Education and Care sector. We exist purely for the benefit of our members. So if you haven’t already, join today and start enjoying the benefits of being first in our class!
1300 360 507
www.qiec.com.au
This information is of a general nature and does not take account of your individual financial situation, objectives or needs. Before acting on this advice, you should 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 specific advice, you should contact a licensed 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
“There is a concern that you can only be good at this game if you are big. I don’t think that is a correct statement. What matters for a super fund is the consistency and stability of net (after fee) returns. You do not have to be large to do that. You can be excellent and small.” Pauline Vamos, Chief Executive Officer of the Association of Superannuation Funds of Australia, expressed a similar view in the March 2011 edition of Superfunds magazine: “I can assure readers…that big is not always better, that small is not always expensive.” No doubt there are some sales people out there who will spin a story to suggest you are better off in a large super fund than in a small one. Beware of spin doctors who have
a habit of not allowing facts to get in the way of a good story. A review of SuperRating’s* investment return surveys confirms that small super funds can certainly hold their own against their much bigger cousins. The SuperRating’s survey shows that QIEC Super has consistently provided members with above average investment returns. For example, the Balanced Growth option (where most members are invested) has delivered above median returns over 5, 7 and 10 year periods – i.e. in the top half of the field. Over a 10 year period QIEC Super has come up trumps with a top quartile investment return combined with fees which are amongst the lowest in the industry – i.e. lowest quartile in the SuperRatings fee survey. Therefore, small funds have the advantage of being more nimble, allowing them to make quick decisions and switch investments more readily.
*SuperRatings AFSL No. 311880 www.superratings. com.au
The Independent Voice
E ON UNIT @ ETY F A S K WOR
July 2011
15
Managing Psychological Injury in the Workplace
The People at Work Project is an initiative of the Workplace Health and Safety Queensland (WHSQ) being developed by the Centre for Organisational Psychology. In conjunction with the Department of Justice and Attorney-General and the University of Queensland, the project aims to consider workplace characteristics that influence employee health and well-being. Project objectives include the development of risk assessment strategies and improving the capacity of employers to reduce the risk of injury associated with psychological hazards. The following material is based on the work to date of the People at Work Project.
• work demands (generally volume rather than complexity); • low control by employee in undertaking assigned work tasks; • poor or inadequate support to undertake work; • a lack of role clarity; • poorly managed workplace relationships; • low levels of recognition and reward; and • poorly managed change processes and a lack of organisational justice. Occupational stress can be exhibited in three main ways by individuals – through physiological and/or psychological symptoms and through job attitudes. A person can show physiological symptoms of stress that can include such conditions as cardiac disease, immune disease and musculoskeletal problems.
For example, data provided by occupational rehabilitation specialists identified that 75 per cent of injured Australian workers (all types of injuries) achieve a durable return to work. Those workplaces employing early intervention strategies, achieved a 90 per cent rate of durable return to work. Essential elements to ‘early invention’ incorporates pro-active and thorough risk management processes. This is true of all workplace health and safety matters, and especially true when is comes to preventing psychological injury. Good, high quality risk management processes understand the specific issues in the workplace and to have a commitment to action.
Psychological injury Psychological injury is a broad category of injury that can happen in daily life and can happen in the workplace. Reporting through various Worksafe agencies suggest that workplace injury claims for ‘mental stress’ are at about five per cent of all compensation claims. These are the claims that are accepted as being injuries arising in the workplace. Many more claims are made, but are refused. Psychological injury can be very insidious. The median time lost from work for psychological injury is an astounding 10.8 weeks, which is nearly three times the time lost for other serious injury claims.
Psychological symptoms include: • depression; • anxiety; • ‘burnout’; • emotional distress; and even • suicide. A person exhibiting signs of occupational stress often has a low workplace morale, dissatisfaction with his/her work and often ‘burnout’. A workplace with significant occupational stress often has high absenteeism, high staff turnover, performance deficits and reduced ‘good citizenship’ behaviours such as doing anything extra (social club participation, morning tea organiser) in the workplace.
In many workplaces, the current process of understanding potential stressors is a ‘broad brush stroke’ approach aimed at a whole of workplace. However, a better strategy is to have a clearer and more targeted understanding of risk by specific groups of employees. For example, in our sector, what are the identifiable stressors for teachers, what are the (different) stressors for school officers and what about those who are services staff? Often the strategies to manage stress identify aspects such as mental health awareness programs and ‘resilience’ and ‘respect’ for and by individuals as important.
Managing the risk There are obligations on employers under WHS legislation to manage the risk of psychological injury.
The cost of a psychological injury claim is approximately $16,300, which is more than twice the median cost of other serious injury claims.
The key principle in the literature to managing psychological injury in the workplace is that prevention is better than cure.
According to the Centre for Organisational Psychology at the University of Queensland, w o r k p la c e r i s k f a c t o rs t h a t contribute to heightened occupational stress include:
In some workplaces that support ‘early intervention’ to manage injury, can demonstrate significantly better outcomes for employees in terms of returning to work in a meaningful way after injury.
Whilst these are necessary and appropriate, naming the need for resilient individuals who are respected and respectful is only part of the picture. What is missing is the strategy to prevent the circumstances arising which would likely lead to a person being psychologically hurt. Managing the risk is just as important as building up the individual to better cope if an injury occurs.
When the risk is clearly identified, more targeted and appropriate responses can be named. It is suggested that the biggest ‘risk’ in our workplaces is interpersonal conflict. This can lead to circumstances of bullying or placing unreasonable workload demands, poor understanding of expectations. That is increasing many of the risk factors leading to occupational stress. Specific responses places emphasis on the role of the employer to be an active manager of the risk of psychological injury. There is a need for management strategies to include support for employers to know when and how to actively intervene. Employers need to be able to: • sort out performance issues and health barriers to fully participating in the workplace; • identify the ways to effectively mediate and coach; and • have a role in maximising the effective risk management.
Through employees’ active participation in workplace health and safety committees, employers can be encouraged to think prevention rather than cure. Finally, in terms of psychological injury – speed is of the essence in terms of recovery. Data from occupational rehabilitation specialists suggests that claims for psychological injury reported within 20 days of injury achieve a 90 per cent return to work rate compared with those claims that are not reported until 50 days after the injury achieving a 62 per cent return to work rate. Sherryl Saunders IEUA-QNT Industrial Services Officer
NEXT ISSUE: Looking at violence at work UNITE ON SAFETY@WOR
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The Independent Voice
July 2011
Equity Matters: In late 2008, the federal government released a discussion paper to commence a community conversation about the experience of disability. The ensuing submissions and consultations informed the development of a new national disability strategy.
National Disability Strategy
It would provide referrals to other services required (such as public housing, public transport and mainstream employment and education services), ensure service quality and encourage best-practice care and support.
The scheme would be rolled out from 2014 (beginning with those most in need) until 2018, at which time all those with a significant disability would be covered.
• National Disability Insurance Scheme This would provide insurance cover for all Australians with a significant disability, paying for long-term high-quality care and support.
Join the IEUA-QNT Equity Committee! As an IEUA-QNT member, you can actively contribute to professional issues and policy development by joining a Committee.The IEUA-QNT Equity Committee has direct input into union Council by helping guide policy developmement, and has just recently developed an External Breastfeeding and Expressing policy for members.
It has been proposed that this scheme of universal access for all Australians would
• National Injury Insurance Scheme This would be a lifetime care and support scheme for people who suffer a catastrophic injury from an accident of any kind.
If you are interested in becoming a member of the IEUA-QNT Equity Committee, or would like more information, please contact IEUA-QNT office on FREECALL 1800 177 938 or email enquiries@qieu.asn.au The next Equity Committee meeting will be held at the IEUA-QNT union office on Wednesday, 24 August at 4.30pm.
ASU: Equal pay for equal work
ABOVE: Staff from the IEUA-QNT Brisbane office attend the Australian Services Union National Day of Action in June. The rally saw social and community services workers demand that the federal and state governments deliver fair and just wages as an outcome of the Fair Work Australia decision on equal pay
breastfeeding policy endorsed
What’s next?
The federal government will now consider, and thence respond to, the Productivity While the issues were many Commission’s proposal by the end and varied, a common theme “People with disabilities still don’t enjoy of this year. was present: people with disabilities still don’t enjoy full participation in our community, with The Australian Council of Trade full participation in our community, Unions (ACTU) endorses the w i t h d i s c r i m i n a t i o n a n d discrimination and exclusion remaining concept of this new national exclusion remaining frustrating scheme and has also called on the frustrating features normal life for most.” features normal life for federal government to implement most. it. operate similarly to Medicare. “Virtually every Australian with a disability To take action, join the campaign or find encounters human rights violations at some This proposal would cost $6.3 billion out more go to www.everyaustraliancounts. point in their lives and many experience it more than current budget provision – at a com.au every day of their lives.” (Page 3, National cost of about $280 per Disability Strategy Community Consultations Australian. and Submission Report 2009). It is estimated that A national disability policy embracing a 360,000 people would whole-of-government, whole-of-life approach receive direct funding was clearly needed and the Productivity f r o m t h e s c h e m e , Commission released their draft report earlier covering existing and this year. new cases of disability. Key recommendations
External
IEUA-QNT has endorsed a breastfeeding and expressing external policy to help guide members on parental leave of their breastfeeding and expressing options when returning to work. The policy, an initiative of the IEUAQNT Equity Commitee, reflects the collective input from members and union officers to make the transition from maternity leave back into the workplace easier for breastfeeding mothers. IEUA-QNT believes employers can support a woman’s choice to continue breastfeeding upon returning to work by providing a number of provisions upon request, including: • adequate timetabled lactation breaks; • the use of a clean, private room; • the use of a refrigerator for expressed milk to be stored, and a clean space to sterilise and dry expressing equipment; and • permission for a carer to bring the child to work to be breastfed. The full policy can be viewed from our website www.qieu.asn.au/maternity or by emailing enquiries@qieu.asn.au to request a copy.
The Independent Voice
July 2011
Legal Briefs
17
Andrew Knott, Macrossans Lawyers
Inquest into the death of a student - who’s at fault? There was much publicity in January and February this year in relation to the (New South Wales) inquest into the death of Jai Morcom of Mullumbimby High School on 28 August 2009. The Coroner’s findings are now available and the website reference is http://www. ipc.nsw.gov.au/lawlink/Coroners_ Court/ll_coroners.nsf/pages/ coroners_findings . The findings of the Coroner were: “I find that Jai Morcom died on 29 August 2009 at the Gold Coast Hospital, Southport, Queensland as a result of a Grade 5 basal subarachnoid haemorrhage suffered during an altercation at the Mullumbimby High School on 28 August 2009. A report of these findings may be made only on condition that no material is published that identifies any past or present student of Mullumbimby High School referred to in this decision or the evidence given during the proceedings except for Jai MORCOM. Note: These reasons for decision have been revised and amended. Student witnesses have been given pseudonyms.” The finding runs for 27 pages and it is impossible in an article of this length to do any more than indicate the issues dealt with and in general terms the outcome. What Happened to Jai Morcom During the Fight? Unfortunately the Coroner had
to deal with many conflicting versions. Whilst acknowledging that “the student witnesses were doing their best under difficult circumstances, 18 months after the event, to give honest accounts,” he concluded: “To be blunt, it is my disappointing duty to record that there is not a single witness account which provides clear reliable and persuasive evidence of what happened to Jai during the fight.”
was a possibility. The Coroner’s conclusions were: “Commonsense suggests that there must have been a causal relationship between Jai’s involvement in the fight and his haemorrhage. It would be an astonishing coincidence if Jai’s brain haemorrhage took place during an altercation and had nothing to do with it. Arriving at a diagnosis (or making coronial findings), however, is not a simple matter of conducting a straw poll of the experts.
What Was the Direct Cause of Jai’s Death? The Coroner noted that all the doctors agreed that he died as a result of a Grade 5 basal subarachnoid haemorrhage, noting that the real issue is: “What caused the haemorrhage”. Unfortunately, the medical evidence on this issue was complex and varying and it was not possible “to resolve this question categorically”. The difficulty in answering this question of course was in part (but by no means only) a result of the uncertainty as to what happened to Jai Morcom during the fight.
If it is accepted that the fight was causally linked to Jai’s haemorrhage, it remains, nevertheless, a matter of speculation whether he suffered a ruptured aneurysm due to a traumatic injury most likely caused by sudden hyperextension and rotation of his head and neck. Absent the missing piece of the jigsaw puzzle – evidence of an aneurysm or a torn artery, or evidence of traumatic rotation of his neck – I am simply unable to make a finding as to whether Jai’s subarachnoid haemorrhage was caused naturally or traumatically.
Conclusions in Relation to Manner of Jai’s Death The real issue here was whether it was caused by trauma due to the application of force as a result of something that happened during the fight or whether it came about “due to the spontaneous rupture of an aneurysm”. The Coroner had no alternative on the evidence before him but to find that either of those
What can be stated with some confidence is that Jai’s death was not due to a blunt force injury of such magnitude that it directly caused the subarachnoid haemorrhage. No such injuries were found at the post mortem examination. In short, there is nothing to suggest that Jai was bashed to death either by punching or by having his head smashed against a hard surface. He was certainly
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not murdered. All the medical evidence suggests that a traumatic subarachnoid haemorrhage occurs almost instantaneously. If the subarachnoid haemorrhage was traumatic, it probably happened because as, Dr Withers put it, “the stars aligned” at a moment when no one saw exactly what happened to him. If Jai suffered a rotation or hyperextension injury, it must have occurred seconds before his collapse but the precise mechanism of that injury is impossible to identify. It may have happened during the melee: it is easy to imagine many ways in which the neck of a slightly-built boy could be twisted in a surging throng of people. At least some of the eyewitnesses evidence indicates that Jai staggered or stumbled back out of the crowd into the wall. This may indicate that he had already suffered the haemorrhage by the time he hit the wall and slid down. Some support may be found for this theory in the fact that AM has stated that he observed Jai staggering glassy-eyed and groggy from the fight with his head to one side and down. On the other hand, he may have suffered a whiplash-typed injury as he hit the wall. This hypothesis seems less likely because observations of Jai as he hit the wall were generally clearer than when he was in the melee and no witness, however, has described
anything of that nature. And the possibility that Jai’s death came about due to the spontaneous rupture of an aneurysm also remains open.” Was the Police Investigation Adequate? The Coroner noted that it was “commendably thorough” and indeed that the brief of evidence “was as good as any I have seen in my lengthy experience …”. Wa s T h e r e a C u l t u r e o f Violence at Mullumbimby High School? The Coroner found that, rather than a culture of violence, “it appears that Mullumbimby High had a culture of care”. Other Issues The Coroner held that there was “little or nothing” to indicate that a brawl was about to take place on the relevant day, that the school had “firm” policies of dealing with bullying and responded appropriately after the event, and that the school took reasonable action to assist Jai after he collapsed. He concluded with some appropriate remarks addressed to Jai’s family. This case bears reading as an indication of the sort of inquiry that a Coroner will make following an incident of this nature. The prompt recording of observations, and securing of documents, are clearly important in such cases.
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The Independent Voice
July 2011
Nominations called for IEUA-QNT Excellence Awards Nominations are now being called for the 2011 QIEU Excellence Awards: the John (Max) MacDermott Award, the Ruth George School Officer Award, the Elizabeth McCall Award and the Judith Cooper Award, presented in recognition of members’ outstanding contributions to their union. These awards recognise the outstanding efforts of individual activists and the efforts of school Chapters, Chapter Executives or networks. Nominations should be forwarded to the Branch Secretary, IEUA-QNT, PO Box 418, Fortitude Valley, Queensland 4006 by 6 October.
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. 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. Union members were always confident in relying on him for advice because 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 Chapter and/or Branch and union through activism.
The Ruth George School Officer Award 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. Ruth George played a key role in re-establishing the universal Award covering non-government assistant mistresses in 1937 following The Depression era 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 IEUA-QNT 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.
Judith Cooper Award Nominate individuals within your Northern Territory Chapter who have made an outstanding contribution as a union activist for the Judith Cooper Award for Outstanding Contribution as a Union Activist. Judith Cooper played an instrumental role in the establishment of a union in the nongovernment sector in the Northern
Territory. In 1983 Judith Cooper, a school assistant at St Mary’s Primary School, and some teacher colleagues at other predominately Catholic schools joined together to start working through the issues which were affecting independent school employees. In 1984 Judith was instrumental in the establishment of The Northern Territory Independent School Staff Association (NTISSA). Judith was
elected the first Branch Secretary for NTISAA in 1984. Within the year NTISSA had worked extensively to establish the first award to cover independent schools in the NT. Contact IEUA-QNT organiser Camille Furtado on cfurtado@ qieu.asn.au to nominate a member and for more information about how to apply for the award.
The Elizabeth McCall Award The Elizabeth McCall Award was established to honour inspirational union 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
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.
IEUA-QNT / QIEU Teacher Education Bursaries The IEUA-QNT/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, our union offered the bursaries for the first time. Those interested in applying for the bursaries in 2011 must abide by the eligibility criteria. Union Executive will consider all applicants and select successful candidates with consideration given to those in remote areas, of financial need and academic results. For those interested in applying please contact the Brisbane office on FREECALL 1800 177 937 by Friday 30 September, or download a nomination form at www.qieu.asn.au
Applying for the bursaries: 1. Eligibility a. Applicants must be enrolled (or intend to enrol) in either, an undergraduate Education/Teaching Degree at a university. b. Applicants must have a nominee who is a parent, partner, guardian, or grandparent that is or has retired as a financial member of IEUAQNT/QIEU. c. IEUA-QNT/QIEU staff, or those who have retired as part of union staff, are also able to be nominees if they are a parent, partner, guardian or 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 IEUAQNT/ QIEU via publicity in The Independent Voice or other union 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 IEUAQNT/QIEU. The application should be countersigned by this person.
2. Selection process a. Executive consider the applications and will select the 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; • 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.
The Independent Voice
Art awards capture artistic side
Awards for Excellence in Art Design - 2011
create draw paint sculpt photograph combine media
of students and teachers
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.
The theme of this year’s awards is ‘Forests’.
Our union established the awards to promote and encourage students to maintain an interest in art and to foster the talent of students.
Each non-government school throughout Queensland has received entry forms and
If you can pen a poem, short [\WZa IVL WZ I VWV̉Å K\QWV XZW[M then you should ENTER the
ENTRIE S CLOSE 15 JUL Y
!
SECTION A: Years 11 &12 1st $300 2nd $200 3rd $100
SECTION B: Years 9 &10 1st $150 2nd $100 3rd $75
SECTION D: Years 6 &7 1st $150 2nd $100 3rd $75
SECTION C: Years 8 1st $150 2nd $100 3rd $75
SECTION E:
Open (Teachers)
1st $300 2nd $200 3rd $100
CLOSING DATE FOR COMPETITION:
.ZQLIa July 2011 th
Presentation and Exhibition to be held on Wednesday, 12th October 2011, The Bardon Centre THIS STATEWIDE COMPETITION IS SPONSORED BY:
Independent Education Union of Australia – Queensland and Northern Territory Branch English Teachers’ Association of Queensland James Cook University’s Faculty of Law, Business and Creative Arts
These awards are specifically designed for students in the nongovernment education sector and attract well over 1,000 entries from pre-school through to secondary school students as well as teachers. Our goal is to promote an interest and awareness of these awards to art teachers. Closing date for this year’s awards is 29 July, with the award presentation and art exhibition evening on Wednesday 7 September at the Bardon Conference Centre.
"Keep a green tree in your heart and perhaps a singing bird will come." Chinese proverb
TION:
information about the awards, with entry forms also available to download at our website www.qieu.asn.au.
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 2011.
HURRY
19
July 2011
2011 Literary Competition The closing date for the 2011 IEUA-QNT, 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 Literary Competition.
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.
The closing date for the literary competition entries is 15 July.
Winners will be presented with their awards at a special ceremony held at The Bardon Centre on Wednesday 12 October.
Now in its 52 nd year, the annual competition gives students the opportunity to be recognised and acknowledged for their outstanding literary works.
Teachers are also encouraged to enter into the open category.
The competition is jointly sponsored by the Independent Education Union of Australia -
Teachers Taxation Service pty. ltd. for a copy.....email : info@teacherstax.biz or telephone : 07 – 3821 1879
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Guest speaker for the ceremony will be author, Brian Andrew. Founded in 1959, the Literary Competition is one of the oldest continuing competitions for school students in Queensland. More further information on the Literary Competition, including entry forms, is available from www.qieu.asn.au
Teacher Exchange
TAX CLAIMS FOR TEACHERS A tax claims check-list for teachers is provided free of charge, by:
Queensland and Northern Territory (IEUA-QNT) branch, the English Teachers’ Association of Queensland (ETAQ) and James Cook University (JCU).
5 years Teaching Experience + QIEU/IEUA-QNT Membership
Work overseas and retain your accrued entitlements. UK; Ontario, Alberta, British Columbia, New Brunswick, Canada; Colorado, USA!
OPPORTUNITY!
Contact Kay on FREECALL 1800 177937 (QLD); 1800 351 996 (NT) or kholloway@qieu.asn.au
Check out our website www.qieu.asn.au Click on Membership sectors the Teachers then Overseas Exchange Program.
E VIC s ERember S E m
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The Independent Voice
July 2011
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 tax deductions on: • 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; • 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 can 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; Self-education eligibility tool; Self-education 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.
Poverty and severe hardship affect more than a million Australians. Around the world more than a billion people are desperately poor. > 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
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TOR EDI
REAL TEACHING SOLUTIONS
Real Teaching Solutions is a new website offering help and advice for teachers in Training, Graduates, Beginning Teachers, Relief Teachers, Returning Teachers and Members of Administration who deal with these groups as they are integrated into schools. The four retired and semi-retired teachers contributing to the eBooks available on the site have a combined teaching experience of over 160 years. They felt that rather than fade away and allow their experience to be lost on the golf course or the bowling green, they should work to pass on their expertise to young teachers entering and continuing in the noble profession.
Titles are listed under the headings of Assessment; Classroom Practice; Mathematics; Teaching Strategies; Technology; The Relief Teacher; The Young, New or Trainee Teacher and Whole School. Available already under Classroom Practice, for example, are eBooks such as Classroom Management; Discipline Handbook; Guides for Teaching; The Absent Teacher and The Question Book. Other titles are under development. To access this invaluable experience from those who have been ‘at the chalk face’ visit realteachingsolutions.com
SUPPORT FOR YOUNG TEACHERS, RELIEF TEACHERS AND ADMINISTRATION For practical advice all classroom situations, go to:
realteachingsolutions.com
The Independent Voice
July 2011
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EVENTS DIARY Queensland Education Resources Expo
2011 ACACA Annual Conference The Australasian Curriculum, Assessment and Certification Authorities (ACACA) Annual Conference invites all educators involved in curriculum, assessment and certification, for two days of discussions and networking on technology and assessment, assessing general capabilities, use of school-based data and
moderation practices. The conference will also play host to the third and final stage of the Assessing 21 st century learning project, a closed event for ACACA chief executives and invited academics. The outcome of this project will
be an ACACA-endorsed position paper on quality assessment practice within the context of the Australian Curriculum. The conference will be held from 3-5 August 2011 at the Novotel Brisbane. To find out more information, please visit http:// acaca.qsa.qld.edu.au/
Teaching and Learning with Vision Conference The Teaching and Learning with Vision conference aims to provide two days of expert opinion, networking and sharing ideas about teaching and learning with vision. The conference will bring together practitioners and experts in the use of learning technologies for education
and training. The keynote and featured speakers will challenge and extend thinking. The case study speakers are real-life educators who are using these new technologies to engage and extend their learners in ways that are not possible with traditional methods. There is also a conference exhibition
where participants will be able to investigate the latest technological innovations. The conference will be held from 2-4 November 2011 at the Radisson Resort Gold Coast, Palm Meadows Drive. For more information, please visit the conference website at http://tlvconf. wordpress.com/
The Queensland Education Resources Expo (QUEDREX) will be held on 10 and 11 September at the Brisbane Convention and Exhibition Centre from 10am-3pm. The free Expo will bring education professionals and decision makers together from early childcare, primary, middle and high schools and higher education, to discover, test, purchase and network with organisations providing innovative ideas, products and services, to enhance your career and workplace, save on your budget and build your professional development portfolio! The Expo provides the opportunity to equip, inspire and prepare Australian educators to operate in an ever-changing world and improve teaching quality. Visitors will have access to: • A diverse and expansive group of suppliers showcasing the latest educational resources; • Seminars focusing on key issues for educators in 2011; • Special offers, competitions and great prizes; •A certificate of attendance, upon request, as a record of professional development; •Innovative ideas to adapt into your institution immediately. For registration visit www.edresourcesexpo.com.au.
ACSA Brisbane General
Cancer Council Queensland seminar
Capabilities Consultation
School-based guidance officers, counsellors, nurses, chaplains and interested teachers are invited to attend a free professional development seminar designed to help educators guide children and young adults through a cancer diagnosis within a school setting.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) has invited feedback on the general capabilities, a key element of the Australian Curriculum. ACARA provided an introduction to these in December 2010 when it released the phase 1 materials. ACARA is now conducting consultation on the full set of general capabilities. The consultation period will close on 7 August 2011. The Brisbane session will be facilitated by Dr Jennifer Nayler to explore the draft materials now available. The key purposes of the session include: • support for Australian Curriculum Studies Association (ACSA) members and their guests to learn more about the general capabilities and, if they choose, to provide feedback directly to ACARA; • gathering of feedback from ACSA members to inform ACSA response; and • a networking opportunity for ACSA members and their guests. The session is FREE and will be help on 26 July from 3:30 pm to 5pm at the REP White Room, Queensland Teachers’ Union, 21 Graham Street, Milton. RSVP must be made by Friday 22 July by visiting http://www.acsa.edu.au/pages/page526.asp 2011 ACSA BIENNIAL CURRICULUM CONFERENCE Leading Curriculum Change 7-9 October 2011 The Australian Curriculum Studies Association’s Biennial Curriculum Conference will be held from the 7-9 October 2011 at the Sydney Hilton. The conference theme, Leading Curriculum Change, will facilitate a dynamic conversation around the implementation of the new Australian Curriculum in Schools and will focus on approaches to curriculum change. The sub themes for the conference focus on: • Leading and Learning • Leading and Pedagogy • Leading and Assessment for, as and of Learning. ACSA members receive a discounted registration rate. Early Bird closes 31 July. To register or to find out more, visit http://www.acsa.edu.au/pages/page53.asp
The free seminar, hosted by Cancer Council Queensland and the Queensland Children’s Cancer Centre, will be held at the Royal Children’s Hospital in Brisbane from 9am to 2pm on 6 September 2011. Videoconference technology will also be available to allow rural and regional staff the opportunity to actively participate in the seminar, engage with guest presenters and join in team discussions. The seminar aims to educate and support school-based educators and health professionals to help children, their families and their peers to cope
with childhood cancer in both the primary and secondary school environments. This year’s seminar will take a closer look at supporting students who have been affected by a cancer diagnosis. For more than a decade, this seminar has given educators direct access to some of Queensland’s best health professionals in paediatric cancer care. Representatives from leading cancer support-based community organisations including Camp Quality, Canteen, Redkite, Ronald McDonald House, Starlight and Leukaemia Foundation will also be in attendance. For more information contact Angelene Kendall, Cancer Support Co-ordinator, Cancer Council Queensland, on 3634 5240 or angelenekendall@ cancerqld.org.au.
Professional development courses for teachers Professional development courses are on offer in Term 3 and 4 for all education professionals at the Centre for Research, Innovation and Future Development at St Paul’s School, Bald Hills. Year 8 Laptop course and Incorporating Technology into Planning using OneNote (teachers other than Year 8 or 11 teachers)- these courses aim to provide teachers with a set of essential understandings and knowledge when it comes to planning and writing engaging units of work which emphasise the use of ICT as part of daily classroom work. Differentiation of the Curriculum for Teachers - understanding of the individual differences that students bring to classroom learning and to gain
practical experience in the development and use of instructional materials and techniques that can be used to cater for students’ individual learning needs. Differentiation in Practice- presented by Annette Kazakoff and Leisa Harper. Mentoring in Our School - to equip participants with a clear understanding about mentoring, the benefits of being involved, the phases in the mentoring relationship, how to clarify expectations and create outcomes and some introductory coaching skills. To find out more about these programs, visit www.qieu.asn.au or contact Sue Norris at s.norris@stpauls.qld.edu.au
Jeans for Genes Day Jeans for Genes Day will be celebrated this year on Friday 5 August 2011- simply wear your jeans and donate or buy a badge on the day. Join the millions of Aussies to help make this year’s Jeans for Genes Day the biggest ever. Making this day happen in your workplace or school is easy and fun; Jeans for Genes gives you all the support you need. And best of all, by getting your colleagues or school students to wear their jeans and buy a badge will help children for generations to come. Register now for Jeans for Genes Day at www.jeansforgenes. org.au.
Schools Tree Day Each year Australian school students participate in a special National Tree Day event just for kids – Schools Tree Day. It’s a great opportunity for children to learn about, and make a contribution to, Australia’s natural environment. For more information visit treeday.planetark.org.
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The Independent Voice
July 2011
Global Issues Schools must be inclusive spaces for teachers and students with disabilities Since May 100 states have signed the UN Convention on the Rights of Persons with Disabilities. Education International welcomes the commitment of states to create more inclusive societies and demands concrete steps to move from paper to practice. The UN Disability Convention was adopted by the General Assembly in 2006, aiming at guaranteeing human rights and participation in society for persons with disabilities. This includes the right to education (article 24 of the Convention): States commit themselves to create an inclusive education system at all levels, directed at the full development of differently-abled persons’ human potential and sense of dignity, and enabling
Indian and Spanish teachers strengthen their trade union links in Madrid Representatives of EI affiliate, Federación de Enseñanza de Comisiones Obreras (FE.CC.OO) met EI Vice-President and General Secretary of the All India Primary Teachers Federation (AIPTF), Subramaniam Eswaran, in May in Madrid to address matters relating to the Indian and Spanish education systems and the teaching profession situation in both countries. With over two million teacher members, the AIPTF has become the leading teachers’ union in India. This country is suffering
British teachers on strike against pension cuts Over 750,000 teachers and other public and civil service workers went on a 24-hour strike in the United Kingdom to decry the drastic cuts in pensions the government is trying to push through. Classes were cancelled at more than 10,000 schools across England and Wales, as members of the Association of Teachers and Lecturers (ATL), the National Union of Teachers (NUT), and the University and College Union (UCU) were taking action. Commenting on the strike, NUT General Secretary Christine Blower said: “Today’s action across the country demonstrates the anger and distress that this government is causing teachers. Their unjustified attacks on teachers’ pensions are nothing short of disgraceful.” Teachers and public sector workers are protesting against proposed changes to their pension plans,
them to participate effectively in society. In the world of work (article 27 of the Convention), states have to prohibit discrimination on the basis of disability in professional training, employment and career advancement, and they have to protect the rights of differently-abled persons to just and favourable conditions of work. Despite the overwhelming ratification of this Convention, persons with disabilities are still widely disadvantaged in society and in education. The UNESO 2010 Education For All Global Monitoring Report points out that “Disability is one of the least visible but most potent factors in educational marginalization. Beyond the immediate healthrelated effects, physical and mental impairment carries a stigma that is often a basis for exclusion from society and school.” This affects
from a high level of academic failure, and many pupils leave school early to start work before completing their compulsory education. Mr Eswaran said “the only young people who can continue their studies are those whose families have sufficient resources to afford it, since a high percentage of education is in private hands. “ However, “thanks to the efforts made by the movement led by AIPTF, education in India has finally become a right, following the passing in 2009 of a historic law establishing free compulsory education for all children aged between six to 14.”
students as well as teachers with disabilities. A mixture of fear, shame and ignorance in schools and communities contributes to the isolation of differently-abled persons. Worldwide, around 150 million children live with disabilities. They face many challenges in education, most importantly institutionalised discrimination, stigmatisation and neglect. Students with disabilities are excluded from education systems through physical access barriers, a shortage of appropriately trained teachers and limited provision of teaching aids. For example, children with disabilities in Malawi and Tanzania are twice as likely to never attend school; in Burkina Faso two and a half times as likely. In Bulgaria and Romania, over 90 per cent of all children attend school, but among children with disabilities, the enrolment ratio is lower than
Cambodia: Survey finds low pay, corruption, and lack of training challenge teachers The Cambodian Independent Teachers’ Association (CITA) has published the results of a national survey to identify the challenges faced by teachers in their workplace and within the union movement. Recently the CITA employed an independent research specialist to conduct a survey across 17 different provinces. The researcher sought information about how involved teachers are in decisionmaking processes; what they know about education policies; and what changes they would
which would require publicsector workers to increase their contributions, retire at a later age, and receive less pension payments. The government maintains that these measures were unavoidable in light of the far-reaching austerity programme, aimed at diminishing the Britain’s immense budget deficit which accrued since the impact of the economic crisis. The leaders of unions taking part in the action were unanimous in denouncing the government’s refusal to offer any movement whatsoever on the three core issues in question: having to work longer, having to pay more and getting far less in retirement. EI General Secretary, Fred van Leeuwen, supported the unions, saying: “Austerity measures do not offer a way out of the crisis. Education is a key to economic recovery. Cutting back on expenditure at a time of economic recession is slowing down the recovery process. Governments are clearly listening too much to the markets – and not enough to the people.”
Education International www.ei-ie.org
60 per cent. Education can have a strong role in improving the lives of differentlyabled persons. It can change societal attitudes towards disabilities, and by providing a stimulating and inclusive learning environment, education systems can effectively improve personal and professional development opportunities. But in order to make that possible, additional resources are needed. Investment is necessary to remove physical barriers to school buildings and to adapt classrooms and teaching materials to the needs of differently-abled teachers and students. Teachers need training to deal with the special needs of students with disabilities, and schools need specially designed learning materials. Families with differently-abled children may also require additional financial support.
implement to improve education. Announcing the outcomes of the research, CITA’s President, Rang Chhun, gave further details of the outcomes, noting that: “Over 700 participants from across Cambodia participated and the results show that the three biggest problems teachers have are low salaries, corruption and the lack of access to training and materials.” “The union will present these results to the Ministry of Education, Youth and Sport and other stakeholders. We will ask that we work together to improve the quality of education in Cambodia.” Chhun also highlighted that
Teachers in Jamaica and Trinidad and Tobago join pay protests Graduate teachers on the Caribbean islands of Jamaica and Trinidad and Tobago are taking protest action over their salaries. More than 800 teachers, who are all graduates of the University of Trinidad and Tobago (UTT), are still being paid as assistant teachers, despite the fact that they have been awarded their Bachelor of Education degrees. The Trinidad and Tobago Unified Teachers’ Association (TTUTA) has pledged its support for the graduate teachers’ action. In June, many members of the TTUTA also took part in a mass demonstration to pursue a pay rise claim. Despite soaring inflation and the higher cost of living, they have not had a pay increase since 2008. Meanwhile meetings have taken place in parishes
EI Deputy General Secretary Jan Eastman said: “Within the past five years, 100 governments have signed the UN Disability Convention. Now it is time to move from paper to practice and implement this Convention in education systems around the world. Not only because it is a human right, but because teachers and students with disabilities can bring a unique perspective into the classroom, enrich education and society.” Fostering inclusive education systems will be a main focus of discussion at EI’s 6th World Congress in July 2011 in Cape Town, South Africa. Breakout Session 2 will ask: “Are Inclusive Education Institutions a Real Possibility or a Dream?,” and discuss teacher unions’ strategies to open up education systems for marginalised and discriminated groups.
CITA, an EI affiliate, has made recommendations about how every challenge identified within the survey can be solved, presenting detailed action points on teachers ‘ salaries, as well as proposals to improve teacher and community participation in school management. EI has welcomed this use of research conducted among teaching professionals to help build strong education policies in view of achieving Education for All and enhancing teachers’ status. EI encourages the Cambodian authorities to further involve teacher unions as the representatives of professionals in designing such policies.
all over Jamaica, organised by the Jamaica Teachers’ Association (JTA), to protest at the government’s failure to pay outstanding money owed to them in a timely manner. JTA President, Paul Adams, addressed a teachers’ meeting in the parish of St Mary’s and said: “The government is not proposing to complete the payment of money it owes to teachers until 2013. This is completely unacceptable and we cannot back down in our demand for the government to honour their commitment of fair pay for hard working teachers.” Adams also revealed that the Jamaican government plans to close 167 small schools across the island. The government says it cannot pay the outstanding money in good time because of its commitments to the International Monetary Fund, which often makes cuts in public spending a condition of loans – very often this has a direct impact on education spending and on teachers’ salaries.
For more information or to enlist your support for education workers worldwide, visit Education International’s website www.ei-ie.org. The IEUA is an affiliate of EI.
The Independent Voice
July 2011
Health & Lifestyle Tips With winter now in full swing it is important to keep up with healthy habits, to avoid the dreaded winter weight gain. The cold weather should not mean giving up on exercise and making unhealthy food choices. Weight gain leads to obesity and can increase the risk of diabetes, heart disease, stroke and some cancers. It is harder to get motivated when it is cold outside but the extra effort is well worth it, as exercise not only improves your health but also your mood. Adults should aim to get 30 to 60 minutes of exercise nearly every day to maintain good health. Try a range of different activities to find one you enjoy for example: dancing, cycling, walking, football, soccer, netball, fitness classes, weight training, jogging or gardening. Increasing your activity levels is the first step in preventing winter weight gain; however, eating a good diet also plays an important role. There is no big secret to maintaining a healthy weight – it really is as simple as diet and exercise or energy in (food) verse energy out (physical activity). Maintaining a healthy weight does not have to be complicated and should not involve fad or crash diets that promote quick weight loss. It’s important to remember weight loss should be gradual and sustainable. Crash diets do not work because as soon as you resume eating your normal diet, the weight goes back on. Your diet should include plenty of fresh vegetables and fruit, whole grains, moderate amounts of lean protein and low fat dairy. Try to incorporate your five serves of vegies and two serves of fruit into fresh home-cooked meals. Remember to keep the portion sizes reasonable. For anyone who is concerned about weight gain and would like assistance, the Lighten Up program provides practical information on adopting a healthier lifestyle. The Lighten Up program is a group-based healthy lifestyle support program, which aims to improve health and well-being and prevent the onset of chronic diseases such as type 2 diabetes and hypertension. More information on the Lighten Up program can be found on http:// www.health.qld.gov.au/lightenup. For great recipe ideas go to the ‘Go for 2 and 5’ website www.gofor2and5.com.au.
Dear Jo I seem to get more depressed at this time of the year, especially around June and July. Why is this so? Sadly Yours Thank you for your letter, perhaps appropriately signed as the first possibility of the cause of this sadness is Seasonal Affective Disorder, acronym SAD. This is a disorder that occurs in mid-winter caused by inadequate bright light, and possibly low Vitamin D. It presents with various symptoms of depression including sad mood, loss of motivation, low energy and possibly poor concentration. Another possibility is that of anniversary reaction. This occurs at the time of the anniversary of the death of a loved one, or a natural disaster. Remembering, recalling and reliving a tragic loss of traumatic event can be very difficult for a survivor. The treatment for seasonal affective disorder is simple; ensure you are exposed on a daily basis to bright light, ideally sunlight however fluorescent lights significantly improved this type of depression. Have you doctor check your Vitamin D levels, as supplements may be required. Your doctor may recommend anti-depressants if the above self generated strategies are ineffective. Increased social support during these vulnerable times of the year is equally as important.
depression, some tactics for helping you manage the days leading up to the anniversary date include: talking with others about your thoughts and feelings; having people give a listening ear who care about you and also those who have shared a similar loss is very helpful; take time to relax, be gentle on yourself and do not expect to be productive at this time; often our overwhelming thoughts take up considerable energy and attempting to
push ourselves to DO more in an attempt to prevent our sad thoughts, only leaves us feeling helpless and hopeless; take care of your health and make time to be available to family, especially children; avoid exposure to news reports about tragic events, these can increase our levels of anxiety, and intrude on our sleep; and focus on the good times you shared with your loved one, rather than the loss. Teachers’ Union Health Supportline is a 24 hours service for members who need help to understand and manage their stressors in their work, their home and community. Please call 1800 655 302 to speak to a counsellor if you would like further assistance.
Queensland Teachers’ Union Health Fund Limited (ACN 085 150 376)
Nominations for Directors TUH is a company incorporated under the Corporations Act 2001 and is focused on the provision of private health insurance and related health services to its members. The Board of Directors of Queensland Teachers’ Union Health Fund (TUH) invites nominations from QIEU members for 2 Director positions on the TUH Board. To be eligible, the nominee must fulfil ALL of the following criteria: x x x
Is a company member of TUH, Is a contributor to the TUH Health Fund, AND Is a financial member of the Queensland Independent Education Union.
The Nominations Committee of the TUH Board will consider all applications and make a recommendation to the Board, which may in turn make a recommendation to the Annual General Meeting. Mr Terry Burke and Ms Christine Cooper will be retiring from the TUH Board by rotation and have indicated they will be seeking re-election. An election of a total of 3 Directors, including the positions above, will be held at the Annual General Meeting of TUH scheduled for 29 November 2011. Elected Directors will serve for a term of 3 years. The selection and appointment criteria, Constitution, Nomination of Candidate Form and Fit and Responsible Assessment Form, are available by contacting the TUH Company Secretary on (07) 3259 5374 or the TUH website: www.tuh.com.au Completed forms must be received by TUH by 5pm on 19 August 2011.
If your concern is an anniversary reaction
TUH is the right match for you! TUH’s range of health cover options are tailored to you and your familiy’s needs. • Our health fund is run to benefit our members • We provide great value for money products and services • As a QIEU member you are automatically eligible to join and so is your extended family! So why would you consider any other health fund? Contact us on 1300 360 701 for more information.
1300 360 701 Profits back to members
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www.tuh.com.au
Value for money products
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The Independent Voice
July 2011
A little clever thinking... We all know only paying the minimum repayment on credit cards is financial suicide, but many of us don’t raise an eyebrow at the thought of only paying the minimum monthly payment on our mortgage. With home loans usually being the biggest debt people will ever commit to, paying off more than you need can make a huge difference to the amount of money you eventually repay. Whilst changing your payment frequency from monthly to fortnightly, or even weekly, has shown to reduce your total loan term, increasing the amount of money you repay can also have a huge effect. Take a $350,000 home loan at 7% over 30 years for example. By increasing your monthly repayments by $100 you can save more than $70,000* in interest and almost 4 years off your loan. The difference is even more staggering if you can double it to $200 extra a month – taking 6 years and 4 months off your loan term and saving $122,000 in interest. But with household budgets getting pushed to the limit finding the additional money for the extra repayments can be tough. However, with some clever thinking and savvy budgeting the dream of living mortgage free may be closer than you think.
system you were originally thinking about spending it on. 3. Think about using an offset account rather than an interest bearing savings account. The interest you offset will in most cases be significantly higher than what you can earn on a savings account. 4. Due for a pay rise? You could afford to live on your previous salary, so before it gets absorbed into everyday living costs put it straight onto your mortgage – remember small increases in the short term add up to big differences in the long run. *Savings calculated on additional repayments in the example provided utilising additional repayment calculator on www.infochoice.com.au as at 23 June 2011. Credit charges, fees, terms and conditions apply. Advice is for general information only and is not tailored to specific needs or circumstances – obtain particular advice suited to you before relying on it. Queensland Teachers’ Credit Union Limited ABN 83 087 651 054 / ACL 241195.
Receive 0.8% discount* off our standard variable rate for the first 12 months with QTCU’s Intro Rate Home Loan Offer. So if you’re smart, act now. Available for a limited time only. Call 13 29 30, visit qtcu.com.au or drop into your local branch.
Here are a few tips you may want to consider to find that extra money you need to reduce your home loan: 1. Draw up a budget and track every cent! Until you know exactly how much you are spending you won’t know where you can cut back. Those few extra trips to the grocery shop, takeaway dinners, coffees and gym memberships you aren’t using really add up. There are plenty of free budget planners on the web to help you work out all your expenses. Freeing up just $30 a week to add to your home loan could make all the difference. 2. With the end of the financial year just past, the majority of Australians will soon be receiving a tax refund. No matter how small or large putting this money on your home loan will reap far greater long term rewards than that weekend away or home theatre
Lending criteria, terms, conditions, fees and charges apply. *Discount available on new borrowings and not in conjunction with any other offers or discounts and is for first 12 months after loan funded, then rate reverts to Variable Rate. Product is Mortgage Breaker Home Loan. ACL 241195. #Saving based on $350,000 home loan. QTE4812IV