/March2011Binder

The Independent Voice

March 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 March 2011 2011

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Volume Volume 11 11 Number Number 12

Recognise, Reclassify and Reward

SCHOOL OFFICERS

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IEUA-QNT members in action page 4

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Professional Issues in Education pages 10,11

•

Workplace Health and Safety liftout pages 12,13

School officers will participate in a ‘Sign Up Stand Up’ day in May as part of our Recognise, Reclassify and Reward campaign.

The ‘Sign Up Stand Up’ day celebrates the diverse roles of school officers and actions on the day will provide all members with the opportunity to demonstrate solidarity with school officer colleagues.

Teachers are also encouraged to support their school officers on this day and throughout the campaign.

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School officers across the various

As part of this campaign, these school officers will begin the process of reviewing their position descriptions to be recognised and rewarded through reclassification.

Financial officers in Brisbane Catholic Education (BCE) schools are an example of the increased complexity and workload school officers face.

School officers throughout all education sectors will have similar stories to tell about the increasing complexity and intensity of their work; any failure of employers to properly recognise school officers through updated position descriptions will be to the detriment of school officer classifications and wage levels.

The introduction of a new accounting system has not only required school officers to learn a new system, but

The onus is on employers to recognise the emerging role of school officers,

reclassify where appropriate and reward school officers for the outstanding contribution they make to our schools.

School officers must have accurate and appropriate position descriptions which address the level of skill, responsibility and qualification that they bring to the position if their work is to be recognised and appropriately rewarded.

SIGN STAN UP D UP OO

H

page 15

Position descriptions need to be updated to appropriately recognise the diverse and skilled work of school officers, provide greater clarity around the duties and responsibilities for school officers and most importantly recognise and reward the diverse range of skills and knowledge that school officers bring to their positions.

it has added considerably to their workload with little acknowledgment of the intricacies of the task through appropriate reviews of their classification levels.

SC

Graduate teachers join our union

For too long many school officers have suffered inaccurate classification of their position due to the inadequacies of their position descriptions and have thence suffered from a lack of recognition in the classification level of their valuable skills and contribution to the education of students.

sectors and in both Queensland and the Northern Territory have already identified additional responsibilities that require more skills and the use of these skills at a higher level; this has highlighted the out datedness of their position descriptions.

L OFFICERS

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The Independent Voice

March 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

Financial Reports

IEUA-QNT The Independent Education Union of Australia - Queensland and Northern Territory (IEUA-QNT) branch audited accounts are available for members to view on our website

www.qieu.asn.au

President’s Report Federal funding essential for quality education Later this year the panel reformed for the Review of Funding which will make its recommendations to the federal government on funding for Australian schools.

These recommendations will have a significant impact on the way all schools in Australia are funded.

The review was announced in April 2010 by the Prime Minister (then Education Minister).

This is the first such review into Australian education funding since 1973.

During the second half of 2010 the panel took a preliminary listening tour, in which it met with various stakeholders and community representatives.

The federal branch of our union, IEUA made representation to the panel in mid July, on behalf of our membership across all state branches.

An emerging issues paper was released in December of last year.

The stated aim of this paper was to present the views heard by the panel during its preliminary listening tour in the “...hope that this paper will help stimulate debate in the community on funding for schooling”.

Panel Chair David Gonski also went on to say: “I would encourage all those with an interest in schooling to participate in the review as our work progresses.”

IEUA-QNT Chapters have been invited to participate in the formal submission process; it was essential that the panel received submissions not just from our union office but from school chapters that clearly articulate first hand the important and wonderful work that teachers, school officers and service staff in independent schools do to provide quality education. Submissions closed 31 March.

IEUA has made it clear that it welcomes this review and has publicly stated that school funding must provide adequate resources for every Australian school student, address issues of equity such as special needs education, be annually indexed to meet the increasing costs of schooling and be transparent in its mechanism of delivery.

Our sector is not only broad and diverse but a growing and significant component of Australian schooling, educating a third of primary level students and nearly fifty percent of all secondary students.

It is essential that our voice be heard to ensure that there is appropriate and adequate funding for non-government schools as this will enable both a quality education for students and appropriate industrial conditions for staff in non-government schools.

This campaign also enables

employers and employees to campaign for a common purpose, of not only the viability of non-government schooling but also the important role it plays in Australian society.

Members will be asked to further support this campaign through various community and political engagement.

This is clearly an issue that affects all of our membership, through the various schooling sectors and across the different types of employment.

Andrew Elphinstone IEUA-QNT President

Branch Secretary’s Report Labour Day – A Day for Reflection Labour Day is our opportunity as a union and broader community to acknowledge and celebrate the achievements of union members in building a better society and working life.

It is also a day which inevitably attracts questioning of the value of unions and union membership.

The answer to those who question is a very simple one and goes to the essence of unionism.

As members, while we may at times take for granted the value of membership, we know that as a union collective we can achieve a great deal more than we might ever achieve as individuals.

A brief review of the pages and reports in this journal bare this out.

Access to enhanced superannuation contributions (referred to page 6) is now widely available in our sector.

As a union we campaigned vigorously

for the establishment of more adequate superannuation contribution rates and what we achieved we achieved as a union collective.

Experienced teachers in Anglican schools (article page 3) look set to have a pay point restored as a result of collective union representation, ensuring their access to a pay point commensurate with others in the education sector.

Bullying and harassment policy provisions (referred to page 7) exist largely because employees through their unions demanded and won policies seeking workplaces free of harassment and bullying.

Occupational health and safety laws (see centre spread pages 12,13) provide the protections these do because union members sought and agitated for laws that made workplaces safe.

Our protection of those rights in the nationally harmonised laws will relay union members acting collectively at

General meeting of QIEU Members of the Queensland Independent Education Union are invited to attend the QIEU general meeting to be held at the Christie Centre, 320 Adelaide Street, Brisbane Sunday, 15 May 2010 at 2pm.

Open to all QIEU members

the workplace level.

The excesses of the MySchool site were largely removed following activism of union members and the representation of their unions.

In terms of member benefits: teacher exchange (page 22) exists in the nongovernment sector because our union co-ordinates the program across the disparate employer group; Members Equity Bank, Teachers’ Credit Union, Union Shopper, and Teachers’ Union Health all exist because unions established these.

Access to sick leave while on annual leave (page 7) under the National Employment Standards (NES) was first identified with the expertise of a union officer (Senior Industrial Officer, John Spriggs) significantly enhancing employee benefits.

The scores of collective agreements referred to in this journal all owe their high outcomes to the collective endeavour of members assisted by the resources of their union.

It is our collective representation which will make a difference in the current federal funding review (page 3) to ensure funding for nongovernment schools and thence an assurance on our wages and conditions and preventing loss of jobs.

And our campaign to Recognise,

Reclassify and Reward school officers (page 1) will have its success on the basis of the collective efforts not only of school officers but the collective support and resolve of our membership as a whole.

There is much to celebrate and acknowledge on Labour Day. There is much to point to in answer to any suggestion that we don’t need unions and that one doesn’t need to join.

There is also, however, much for us to affirm and much for us to commit to.

As members we cannot take our union collective for granted.

Unions only have strength from their members and as we approach Labour Day it is appropriate for each one of us to recommit to a resolve to take an active role in our union. To do so is to ensure that as a union we will continue to give life and meaning to a union collective.

Terry Burke IEUA-QNT Secretary tburke@qieu.asn.au

The Independent Voice

March 2011

Chapters let their voice be heard on school funding IEUA-QNT Chapters have called on the Review of School Funding panel to consider the emerging demand of contemporary schooling by ensuring non-government schools are funded fairly and adequately.

Submissions to the panel from nongovernment schools in metropolitan, regional and remote areas of Queensland and the Northern Territory highlighted the funding needs and diversity in their schools.

The IEUA-QNT Chapter submissions make it clear that the federal government must make a commitment to meeting the national goals of schooling which requires more resources to be provided to schools and that no school loses money if any new funding regime is implemented.

Recognising the very large number of students who now attend non-government schools, there is a need for a quantum shift in the way in which government funds the nongovernment sector as part of the provision of public education in this country.

Currently many schools do not have the resources to meet the needs of their students and in particular the increasing demands presented by students with special needs, including those with disabilities and those with behavioural problems.

These students must be appropriately resourced.

disservice to students and communities most in need.

A clear, fair and transparent funding policy for schools based on need is necessary, with a reference to a national resources standard for schools along with rigorous accountability provisions for all schools.

Our union supports the concept of a level of support for all students, irrespective of their background or financial situation, and supports additional and adequate funding in particular to schools in areas of significant need and in particular where student outcomes are at risk.

IEUA-QNT supports funding for quality education to meet the national goals for all students irrespective of which sector those students are enrolled in. To depict this as a ‘public/private school’ divide gives a

This is the first time since 1973 that funding arrangements for all schools have been reviewed. The review will be completed by the end of 2011.

Funding certainty through Schools Assistance Bill The federal government has committed to extending existing school funding arrangements until the end of 2013, and for capital funding to the end of 2014, for non-government schools.

The Schools Assistance Amendment (Financial Assistance) Bill 2011 was introduced into Parliament in February to enable Catholic and independent schools to transition smoothly to any new funding arrangements the government implements in response to the Review of School Funding.

The Independent Education Union of Australia (IEUA) believes that it is critical that there is certainty in funding for the non government sector over the next period to ensure that the funding review can be undertaken in a complete and proper fashion.

Funding certainty also protects the jobs of staff working in non-government schools and provides confidence for the students and parents in these school communities.

Kindergartens rebuild after flood and cyclone disasters The destruction across Queensland caused by widespread flooding and Cyclone Yasi earlier this year has left a lingering impact on our community kindergartens across the state.

“We had a huge working bee of parents and volunteers after the flood to remove flood debris and replace our sandpits, garden edges and even erect a new storage shed,” she said.

The destruction and devastation of the floods highlighted the need to establish a natural disaster policy and ensure adequate funding is in place for community kindergartens affected by natural disasters.

“I think it is extremely important for kindergartens to have some sort of policy even if it only outlines who does what.”

Tully Community Kindergarten director Jody Chew was relieved to find her kindergarten suffered minor damage after

Anglican Experienced Teacher classification considered Anglican employee representatives have been informally notified that the employer has determined to develop an experienced teacher classification to sit between Step 9 and Exemplary Teacher. This would enable experienced teachers in Anglican schools to achieve a top benchmark rate consistent with outcomes generally in the sector of $83,500 plus.

The employer is currently considering an ‘additional professional contributions allowance’ for experienced teachers which will be applicable for 2011 only. Text relating to the application and remuneration is currently under consideration. Failure by the employer to develop the classification expeditiously will see experienced teachers fall behind their colleagues in other Queensland school sectors.

Employers initially refused to negotiate an experienced teacher step to sit below the Exemplary Teacher Model.

Employees were concerned, after consideration of the employer model, that: • The Exemplary Teacher model is designed to exclude rather than include the majority of experienced teachers; • The Senior Teacher classification has been phased out in some Anglican schools without an adequate experienced teacher model to replace it; and • The employer failed to meet its obligations under the Anglican Certified Agreement to have an experienced/accomplished teacher model ready for Term 2 2009 (model tabled in Term 3 2010) yet still chose to diminish employee conditions by removing the Senior Teacher classification.

The Experienced/Accomplished Teacher model in other sectors is designed to be achieved by the majority of experienced teachers with around 80 per cent of applicants in some sectors achieving experienced/ accomplished status. However, the Anglican employer has admitted it deliberately set the bar higher with the Exemplary Teacher criteria and expects a much lower percentage of experienced teachers to be successful in achieving Exemplary Teacher status.

Many IEUA-QNT members are still suffering the after-effects of these natural disasters, with a number of kindergartens having to relocate to external locations while engaged in an extensive clean-up process at their damaged centres.

Barbara Buchanan from Laidley Community Kindergarten said they were able to continue a kindergarten program out of Laidley District State School before returning to its restored site in March.

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Cyclone Yasi devastated the town in North Queensland in February.

Employee representatives on the Working Party identified the emerging disadvantage in the Anglican sector in meetings in 2010; however, Anglican principals chose to ignore the various remedies identified and endorsed by employees in Anglican schools.

“We were pretty pro-active in our approach to the cyclone. We emptied the toys and equipment from our storage sheds, took shadecloths down and brought everything inside and taped our windows,’ Jody said.

She said Cyclone Yasi caused minimal structural damage to the kindergarten, despite the widespread trail of rubble it left throughout Tully.

Brisbane’s St Thomas’s Riverview Kindergarten was also inundated by waters in January, with parents working over two weeks to ensure the centre would open again.

All three kindergartens have now resumed full kindergarten operations out of their original sites.

IEUA-QNT Chapters have donated over

$1,640 as part of the ‘Five for the Flood’ relief fund, in addition to the $30,000 donation from QIEU. ABOVE TOP: Volunteers at St Thomas’s Riverview Kindergarten clean up after the Brisbane floods ABOVE: Barbara Buchanan from Laidley Community Kindergarten assesses the damages

In November 2010, employees endorsed motions in Anglican schools, calling on the employer to: • Commit to negotiating an experienced teacher pathway which has the express aim of giving all eligible experienced teachers an adequate classroom based career structure; and • Implement, as a temporary measure, a Senior Teacher allowance to ameliorate the wage disadvantage between Anglican experienced teachers and teachers in state, Catholic and Lutheran sectors.

Employees now look forward to working with the employer at the working party to develop an experienced teacher classification.

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The Independent Voice

March 2011

Members in Action Collective works a charm at Christian College Positive cooperation between Glasshouse Country Christian College management and staff has seen the first collective agreement achieved at the school.

Employees will now enjoy enhanced wages and conditions, including: • a four per cent wage increase each year over

the life of the agreement; • paid parental leave; • realistic class size targets; • access to professional development; • a dedicated Position of Added Responsibility

(PAR) structure; and • job share provisions.

School officers will also be provided with position descriptions for those yet to be formalised which can lead to reclassification.

IEUA-QNT organiser Nicole Carlill credits the relationship of staff with management during the negotiation process to the work of teacher Jo Winlaw.

Originally employed at another Sunshine Coast school, once Jo arrived at the Christian school she “woke people up” to the benefits they should have, Nicole said.

“Jo knew the benefits of collective

ABOVE: Glasshouse Country Christian College Principal Mike Curtis with IEUA-QNT members Sarah Leary, Kristene Freeman and Jo Winlaw

bargaining for enhancements to wages and conditions for all staff, and thus made sure everyone was made aware that by collectively bargaining, they too can have

access to such favourable conditions,” she said “The collective approach to negotiations

by staff in collaboration with management has created much needed transparency and good will for future negotiations.”

Hills International condemn employer; vote for action The Chapter at Hills International College has condemned the employer for unnecessarily prolonging negotiations for a new collective agreement.

Members have voted to pursue a good faith bargaining order from Fair Work Australia to force the employer to bargain.

Negotiations for a new agreement have stalled after six months of meetings with the employer and Single Bargaining Unit (SBU) representatives.

The employer has failed to come to the table on claims for recognition of an experienced teacher classification and paid Positions of Added Responsibility (PAR) positions.

This is in contrast to the already agreed provisions of parity of wages with the Catholic sector and other conditions including job share and annualisation of wages for school officers.

IEUA-QNT organiser Christina Ong said: “There is confusion from members as to why the employer

School officer training highlights agreement provisions

refuses to properly acknowledge the work of teachers through appropriate classification levels for experienced teachers.”

She said members are hopeful the employer will listen to their concerns and return to the negotiating table to finalise an agreement in the near term.

Schools officers from St Anthony’s Catholic College, Townsville, now have a clearer understanding of the new provisions and entitlements within the Catholic sector collective agreement following industrial training.

School officers from the Deeragun campuses were briefed on specific provisions relating to school officers in the new agreement, such as specialised care allowance, special project allowance and higher duties provisions.

Southern Cross Catholic College was one school who took advantage of union-run Experienced Teacher 6 (ET6) training across the state to assist members applying for ET6 in 2011.

Marina Caspercz, Joe Portelli and Ann Maree Teasdale (above) took part in the training session to find out more about the development of an appropriate application and to clarify any questions they had.

IEUA-QNT organiser Patrick Meikle said members were eager to find out what they are now entitled to under the Catholic sector agreement, and were also provided with a brief overview of school officer classifications and position descriptions during training.

“School officers are better informed about the industrial issues they encounter when they attend union training. Union training allows members to voice their concerns and to hear about the current issues in education,” Patrick said.

Members were also provided information on the Fair Work Act, the National Employment Standards (NES) and Modern Awards, and how this will affect school officers.

To find out more about attending school officer training, contact your union organiser or visit www.qieu.asn.au .

LEFT: School officers from St Anthony’s College, Deeragun, attend union training

The Independent Voice

March 2011

Members in Action

MEMBERS MEETING CALENDAR METRO / NORTH METRO: • IR in the Workplace Day 1 1 April, 9am-3pm Ashgrove Golf Club • North Metro Branch meeting 28 April, 4pm Bracken Ridge Tavern • IR in the Workplace Day 2 6 May, 9am-3pm Ashgrove Golf Club • School officers forum 18 May, 4:30pm Venue tbc • Metro Branch meeting 19 May, 4:30pm Venue tbc • ET6 training 10 August, 4pm QIEU Spring Hill • Metro Branch meeting - Legal Issues 11 August, 4pm All Hallows’ School • ET6 training 25 August, 4pm QIEU Spring Hill • ET6 training 1 and 5 September, 4pm QIEU Spring Hill • Metro Branch meeting 26 October, 4:30pm Venue tbc

Women’s Forum educates members of collective potential of women during IWD The importance of the union collective to women to help achieve change was highlighted to Townsville members during the IEUA-QNT Townsville Women’s Forum recently.

The Forum was conducted alongside the celebration of 100 years of International Women’s Day (IWD) in March.

Local Member of Parliament, Lindy Nelson-Carr, joined members to talk about the how and why of community action and the importance of the collective in achieving change.

Lindy shared her story, illustrating that the potential in each woman, magnified within the collective, is a powerful driver of change.

women over the last 100 years,” IEUA-QNT organiser Gaye Vale said.

During the Forum, members also commenced planning for the next Townsville Women’s Forum to be held later in the year, where local women will be honoured for their contribution to our union.

The Townsville Women’s Forum was established at the end of 2010 to provide opportunities for regional women members to work together to achieve outcomes that support, educate and empower women in both their union and profession.

“The Forum gave the chance for members to join with other Townsville IEUA-QNT members to celebrate what has been achieved through the collection action of

If you would like more information about the Townsville Women’s Forum or are wanting to join, please contact IEUA-QNT organiser Gaye Vale on gvale@qieu.asn.au.

n news

ucatio Early childhood ed Taking a closer look at

Individual Flexibility Arrangements Where a teacher is asked to provide an educational programme for 30 hours in a week, an individual flexibility arrangement must be signed that protects their hours of work, unless the teacher is covered by a collective agreement containing a mechanism which specifically addresses the additional hours inherent in a 30 hour programme.

What is a Individual Flexibility Arrangement? It is a legal requirement for an individual flexibility arrangement that “the employer must ensure” that any individual flexibility arrangement results “in the employee being better off overall” than the employee would be if no arrangement was made.

An individual flexibility arrangement can be used to implement an averaging arrangement whereby the additional contact hours are banked to allow for blocks of non-contact time, or time off, to be taken by the teacher.

The fundamental issue is the number of hours spent teaching an educational programme for the year. In previous years teachers would have

taught an educational programme for (nominally) 1127.5 hours in the year. This then would be the maximum yearly number of hours which could be required under an averaging arrangement.

Any proposal which would increase contact hours from 27.5 to 30 hours per week without a quantifiable benefit in return would be illegal.

Similarly, a reduction in non-contact time without a compensating benefit is not allowed.

Whilst contact time and non-contact time are key issues for teachers, it is also the case that Assistants can not be required to increase their workload, or decrease their conditions, without recompense.

It is a provision of the Fair Work Act that an employee can not be coerced into signing an individual flexibility arrangement. An employer can not advise an employee that their employment is conditional on the employee signing such an arrangement.

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SUNSHINE COAST: • Sunshine Coast Branch meeting 27 April, 4pm Chancellor Park Tavern GOLD COAST: • Branch meeting 28 April, 4pm Town and Country Motel, Nerang LOGAN / BAYSIDE: • Logan Branch meeting 5 May, 4pm The Coffee Club, Springwood • Logan Branch meeting 2 June, 4pm The Coffee Club, Jimboomba • Logan Branch meeting 25 August, 4pm Venue tbc • Logan Branch meeting 13 October, 4pm Venue tbc WIDE BAY / EMERALD: • IR in the Workplace training Day 1 19 May, 9am-3pm QCU Bundaberg • Wide Bay Branch meeting

Status of negotiations Crèche and Kindergar ten Association A new agreement for C&K employees will provide for a four per cent wage increase from 1 July 2011 and protects the hours of work for teachers.

This year existing kindergartens will provide an educational programme for 13.75 hours per week. A new kindergarten is required to deliver 15 hours; however, the agreement contains an elaborated calculation which ensures that teachers are not required, when averaged over a year, to increase their contact hours.

Whilst further negotiations will be required for 2012, the model is now in place and employees trust that the negotiations later this year will proceed smoothly.

Lutheran Kindergartens The Lutherans have committed to a 4 per cent wage increase from 1 May

19 May and 3 August, 4pm QCU Bundaberg • IR in the Workplace training Day 2 4 August, 9am-3pm QCU Bundaberg • ET6 training 4, 16 and 23 August, 4pm QCU Bundaberg • Emerald Area meeting 24 August, 4pm Mayfair Motel • Fraser Coast Area meeting 31 August, 4pm White Lion Hotel, Maryborough • Wide Bay Area meeting 20 October, 4pm QCU Bundaberg • Emerald Area meeting 2 November, 4pm Mayfair Motel • Fraser Coast Area meeting 9 November, 4pm White Lion Hotel, Maryborough CENTRAL QUEENSLAND: • Catholic Hours of Duty 24 May, 4pm TLC Building, Rockhampton • IR in the Workplace training Day 1 25 May, 9am-3pm QCU Bundaberg • Central Queensland Branch meeting 25 May, 4pm Leichardt Hotel, Rockhampton • ET6 training 9 August, 4pm TLC Building, Rockhampton • Central Queensland Branch meeting 10 August, 4pm TLC Building, Rockhampton • IR in the Workplace training Day 2 11 August, 9am-3pm TLC Building, Rockhampton • Central Queensland Branch meeting 26 October, 4pm Pacific Hotel, Yeppoon NORTH QUEENSLAND: • School officers reclassification training 4 April, 4pm Charters Towers • School officers reclassification training 6 April, 4pm QIEU Townsville • Catholic Hours of Duty 13 April, 4pm Rydges Esplanade Resort, Cairns • Graduate Teachers Network 14 April, 4pm Rydges Esplanade Resort, Cairns

2011 and to protect the hours of work for teachers. Further, a commitment has been given that negotiations for a formal agreement will recommence shortly.

The Queensland Lutheran Early Childhood Services Inc (QLECS) committed to contacting our union in February to schedule further negotiations for a new agreement.

The resumed negotiations are to occur in term two of 2011.

IEUA-QNT look forward to recommencing our negotiations with QLECS for Agreements covering Lutheran kindergartens.

Individual Kindergartens A significant number of individual kindergartens have signed a new federal collective agreement. Most of these agreements will need to be reviewed over the next 12 months to reflect government requirements regarding the duration of the educational programme and wage increases in 2012.

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The Independent Voice

March 2011

Assistant General Secretary’s Report

Women and Superannuation Superannuation remains an attractive way to save for a decent retirement income because contributions are subject to concessional tax rates, which are much less than normal income tax rates. This means that you keep more of your money for use in retirement. The age pension currently provides only about $26,300 per couple or $17,400 for singles – so an alternative source of income becomes essential for most people to maintain a desired standard of living.

Women and superannuation On 6 March 2011, The Sunday-Mail newspaper article ‘Super returns on track’ reported that: “Superannuation balances are bouncing back to preglobal financial crisis levels as share markets recover but the size of women’s retirement piggy banks still trails men’s…the AMP Retirement Adequacy Index has found men have 45 per cent larger super balances (than women).”

Women’s typical work patterns, primary caring responsibilities and existing pay inequities pose many problems for retirement saving: • National statistics show that on average women’s earnings are still less than men. Pay inequity remains a problem as a result of women typically making up the majority of part time and casual workers, having less access to senior management roles (even in industries such as education, where the majority of teachers are women.)

• Women tend to spend less time in the workforce, due to factors such as raising children, returning to work on a part time basis and other

caring responsibilities for elderly parents or grandchildren. Less working time means fewer years to accumulate superannuation. On 10 January 2011, The Courier-Mail newspaper article ‘Not so super for mums’ reported that: “…retirement benefits for women are still lower than for men, and the adequacy gap for a woman because of lower wages and a career break could be as much as $251,000.”

• Many women retire when their (often older) husbands retire, thereby forgoing a further few years of income.

• Women live longer than men (with an average life expectancy of 87 years compared with 83 years for men) meaning that retirement income needs to be stretched over a longer period of time, in turn resulting in lower annual income levels.

For these reasons, women need to invest more in superannuation than men. Table 1 ‘Retirement savings gap for women’ shows the level of additional superannuation contributions needed over and above the minimum 9 per cent employer payment to superannuation. (Source: Rice Warner Actuaries, ‘Women in Retirement’, October 2004). The current chasm between women’s and men’s superannuation benefits is a further reason to support the Australian union movement’s current campaigns to have superannuation payments included in the new national paid parental leave scheme and to fight for pay equity.

63 per cent of your gross earnings before retirement. Table 2 provides a snapshot of the quantum of superannuation savings required to deliver various levels of retirement income.

Collective bargaining delivers big benefits As a legislative minimum, all employers must pay nine per cent superannuation to eligible employees.

Collective bargaining in most Queensland schools has already delivered enhanced employer contribution to superannuation, on the basis of an employee copayment. Typically, an employer contribution of 12.75 per cent is payable where an employee chooses to make an additional personal contribution of 5 per cent to superannuation. (An employee’s voluntary superannuation copayment may also be made before tax, in accordance with the salary packaging provisions in the relevant collective bargaining agreement).

This provision currently applies in all Queensland state schools, as well as in Catholic, Anglican, Lutheran, PMSA and many singlesite independent schools.

Enhanced employer contributions to

employee superannuation results in a very substantial benefit for members’ retirement savings in the longer term. While enhanced employer contribution to superannuation was first won through a member campaign in Queensland Catholic schools in 2005 (as a matter of parity with Education Queensland), the take-up rate amongst employees remains low. This has highlighted the ongoing need for our union to publicise this important collective bargaining benefit – and the long term impact of making a wise decision now.

The 2011 newspaper article ‘Super returns on track’ also confirms this lived experience, noting that: “…voluntary super contributions were still low, with particular falls in contributions in people aged between 45 and 54.”

Union members can contact our IEUA-QNT Member Services department on FREECALL 1800 177 937 to ascertain the relevant superannuation and salary sacrifice provisions under their collective bargaining agreement.

Financial advice for union members Strategies to boost your retirement income include: reducing debt;

budgeting; and smarter investment in superannuation through maximising your personal contribution payments, salary sacrificing employee contributions and exploring the benefits of spouse contributions and/or government co-contributions available.

Union members who are also members of QIEC Super can access affordable, practical financial advice through QIEC Super’s preferred providers of financial planning Outlook Financial Solutions and Queensland Teachers’ Credit Union Financial Planning. Outlook and QTCU FP work together to provide high quality advice both over the telephone and in person. Simply call QIEC Super on 1300 360 507 to be referred.

Ros McLennan Assistant General Secretary rmclennan@qieu.asn.au

Table 1: Retirement savings gap for women Age band 25 – 29 30 – 34 35 – 39 40 – 44 45 – 49 50 – 54 55 – 59 60 - 64

Additional superannuation contributions needed above the minimum 9% - Males 2.9% 3.5% 4.1% 5.1% 6.1% 8.8% 13.5% -

Additional superannuation contributions needed above the minimum 9% - Females 5.6% 6.7% 9% 12.2% 17% 23.3% 34.3% 27.3%

Table 2: How much is enough?

Are you getting enough?

The estimated annual retirement income needed is approximately

Annual income required at retirement Lump sum required at retirement

$30,000 $492,914

$40,000 $657,219

$50,000 $821,523

$60,000 $985,858

A history of Labour Day celebrations Labour Day is a significant event which recognises the contributions of workers worldwide. This special day is steeped in history and its origins date back over 130 years.

Labour Day is particularly significant in Queensland and the Northern Territory as we are the only places in Australia where Labour Day involves a mass procession and celebration; the Northern Territory celebrates May Day at the same time of the year.

Trade unions, and members of these unions, play a large part in ensuring the relevance and

spirit of this celebration for workers worldwide continues well into the future.

How it all began Labour Day began in the early 1860s when a general campaign for an eight-hour working day began.

Where previously workers had been expected to toil for unreasonably long hours in poor conditions, the annual processions of unionists at the time achieved the eight-hour principle which ultimately led to fairer working conditions for all.

Solidarity in Queensland The battle for fairer hours and conditions continued in Queensland and although by 1888, 11 unions

had won significant gains, working conditions for many people had deteriorated. A greater sense of union solidarity began to emerge at this time as workers in varying industries banded together in the common struggle. This solidarity resulted in the Labour Day march being opened to all workers for the first time in 1890.

The initial linking in Queensland of Labour Day with May Day occurred in the outback Queensland town of Barcaldine on 1 May 1881 when striking bush workers marched through the streets. The Brisbane celebration was moved to May in 1893 and this date was soon set aside for the annual event

Brisbane - March on Monday 2 May from 10am from the corner of Wharf and Turbot Sts. Bundaberg - Saturday 30 April at 10:30am, with assembly at Riverside Parklands.

Sunshine Coast - Sunday 1 May from 10:30am with a family fun day, BBQ and Band at Cotton Tree Park, The Esplanade.

Cairns - Monday 2 May at 10am.

Assembly at Munro Martin Park.

Toowoomba - Saturday 30 April from 10am with the raising of the Eureka Flag then a march at 10:30am with assembly behind the Toowoomba Council Building.

Gold Coast - Sunday 1 May at 9am.

Southport Workers Club.

Barcaldine - Monday 2 May at 10:00am starting from Oak St.

Ipswich - Saturday 30 April from 9:30am with assembly at Timothy Molony Park.

Darwin - Monday 2 May meeting at the IEUA-QNT office in Woods St at 3:30pm for a 4pm march.

Rockhampton - Monday 2 May from 9am at Riverside Carpark, Archer St.

For further Labour Day celebrations, visit our website www.qieu.asn.au.

The Independent Voice

March 2011

7

Assistant General Secretary/Treasurer’s Report

Bullying... NO WAY! The first annual National Day of Action Against Bullying and Violence was celebrated on 18 March 2011. This day and the associated community awareness campaign to address bullying in schools are to be held on the third Friday in March each year. This initiative by Catholic, independent and government education departments as well as students, staff, parents, agencies, education officers and community members from schools around the country is to be applauded.

The aim of the day is to create awareness and provide education about how school environments can become places that are free from bullying, violence, harassment and discrimination for all. IEUAQNT encouraged Chapters to show their support for the National Day of Action Against Bullying and Violence by visiting the Bullying.

No way! (BNW) website www. bullyingnoway.com.au and promoting it in their schools. The website provides an extensive range of online curriculum and other resources to support the medium and long term prevention work of schools particularly in regard to student bullying and harassment.

Everyone in a school community has the right to safety and respect. We also have the responsibility to help guarantee these same rights for others.

Many of the characteristics and associated outcomes of harassment

and bullying of and between students apply to adults in our education communities.

For staff in our workplaces harassment and bullying are not acceptable. Harassment and bullying in the workplace are acknowledged as significant occupational health and safety issues across workplaces in the community and are a major source of stress, illness and poor morale.

Any form of harassment, bullying or violence in the workplace is unacceptable. Harassment, bullying and violence is contrary to the duty of care to provide a safe framework for work and learning and can be addressed through Workplace Health and Safety legislation which obliges an employer to ensure the health and safety of all workers.

While workplace bullying presents considerable cost to employers through time lost from the workplace and increased WorkCover premiums, the greatest personal cost is borne by those experiencing the bullying and their families. The adverse health impact of associated stress or other psychological injury will often present a considerable long-term burden for the affected member and their family. The Queensland government’s Prevention of Workplace Harassment Code of Practice 2004 states that a person is subject to workplace harassment if “the person is subjected to repeated behaviour, other than behaviour amounting to sexual harassment,

by a person, including the person’s employer or a co-worker or group of co-workers of the person that: • is unwelcome and unsolicited; • the person considers to be offensive, intimidating, humiliating or threatening; and • a reasonable person would consider it to be offensive, humiliating, intimidating or threatening.”

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

Harassment is not the everyday struggles and conflicts that are part of human interaction. This definition is intended to cover a wide range of behaviours that can have an adverse impact on the workplace health and safety of workers and other persons.

Harassing behaviours can range from subtle intimidation to more obvious aggressive tactics.

Types of harassment Harassment in the workplace can take many forms. It can be overt or subtle, direct or indirect. Common forms or harassment include: verbal harassment; threats, insults or name calling; non-verbal harassment, such as suggestive looks; offensive graffiti; physical harassment; and professional harassment, such as creating barriers to promotion by selection based on criteria other than merit. Technological harassment and cyber bullying are growing forms of harassment and includes such things as threatening or suggestive email and unacceptable and unwarranted fax material. The misuse of social networking sites is a

form of harassment that is becoming particularly problematic.

Impact of workplace harassment Workplace harassment can have a serious adverse impact on work satisfaction and performance of employees being harassed, their colleagues and for the workplace more generally. Often harassing behaviour is perceived to be too trivial to warrant attention, or the person subjected to harassment may seem unaffected by the behaviour.

Experience has shown wherever harassment occurs the cumulative effects may erode the well-being of the individual or group targeted, undermine and sour the work atmosphere and lower the overall performance of employees in that workplace.

Impact on the Individual A person exposed to harassment may feel, amongst other things, angry, demoralised, confused, anxious and powerless. These feelings may manifest in physical and/or emotional responses such as depression, anxiety, nausea, sleeplessness and headaches.

Impact on the Workplace Harassment in the workplace may lead to: • increasing absenteeism, sick leave, staff turnover; • lowering of morale, erosion of staff loyalty and commitment; • an unsafe work environment; •reduced efficiency and productivity; • poor public image; • costs to the employer associated

with counselling, mediation, recruitment and training of new staff, WorkCover claims and the potential rise in premiums and/or rehabilitation costs; and • costs to the employer from failure to meet legislative provisions, civil action and criminal action.

Policies and procedures For schools and other workplaces to meet their obligations, policy and procedures should exist that clearly set out what is expected of staff, students and parents in terms of appropriate behaviour and what steps will be taken if a complaint of harassment is made. Employers should identify any warning signs, encourage all members of the workplace to report incidents of harassment and also ensure there is no victimisation for having made a complaint or having supported someone else to do so. Where bullying or harassment is occurring or has the potential to occur your union is available to work with you to ensure that workplaces are safe and healthy.

Paul Giles Assistant General Secretary/ Treasurer pgiles@qieu.asn.au

Interaction between annual leave and the NES An employee may claim leave entitlements including personal leave and community service leave whilst on annual leave, as outlined in the National Employment Standards. If the period during which an employee takes paid annual leave includes a period of any other leave, such as sick leave, the employee is taken not to be on paid annual leave for the period of that other leave or absence.

Logically, an employee should only make a claim to this entitlement if a benefit is actually gained.

School officers and services staff The most obvious application is for an employee, other than a teacher, who suffers an illness whilst on annual leave. An employee who is employed for 52 weeks would benefit by having the annual leave, equivalent to the illness, re-credited to their annual leave account.

An employee who is employed term time would also benefit by having the period of their annual leave extended. This may include additional entitlements to public holidays.

Teachers The entitlement would also apply to teachers, but the benefit to be gained would, in all but a few rare circumstances, be non-existent.

The Queensland Catholic collective agreement states that the first four weeks of the Christmas vacation are deemed to be the four weeks of annual leave prescribed by the NES. Where a teacher is sick for two weeks during this four week period it would simply extend by two weeks the duration of the nominal annual leave. However, the teacher is already being paid for such time by virtue of the ‘proportion of salary clause’. Therefore, no benefit would accrue to the teacher by claiming this entitlement.

If the sick leave was six weeks, then the period of nominal annual leave would not expire before the teacher is due back at work for the beginning of term one. Therefore, the teacher would nominally have, for example, three weeks in their annual leave credit. Because an employer can give a reasonable direction regarding when annual

leave is taken, such an employee would be directed to take their accrued annual leave during the subsequent vacations falling in the year. Again, no benefit would accrue to the teacher by claiming this entitlement.

Two cases where a teacher may accrue a benefit would be: • where a teacher resigns whilst they have a nominal annual leave

balance; or • where the teacher is sick for six months and is therefore on paid sick leave during the subsequent vacations during the following year. In this latter example the employee would need to have a significant sick leave accrual.

Consequently, for a teacher, it would only be an issue of claiming where there is a reason to cause significant mischief toward the employer but only where certain

limited circumstances exist.

Northern Territory In the Territory where formal instruments specify six weeks annual leave the situation will be different.

However, the ‘practicality’ test will still need to be applied.

For further information contact IEUA-QNT Senior Industrial Officer John Spriggs on FREECALL 1800 177 937.

Catholic sector interpretation of the NES Catholic employers in Queensland have accepted the above interpretation of the NES However, an issue which has not been resolved is the question of proof for absences of less than two days.

Further, the matter of annual leave loading needs to be considered. Generally, as is the case for employees other than teachers in the Queensland Catholic collective agreement, annual leave loading is paid at the time annual leave is taken.

If an employee is on sick leave as opposed to annual leave, then the loading is not due. Consequently an employee may have been ‘overpaid’ their loading.

In discussions with Queensland Catholic Education Commission (QCEC) it has been agreed that the loading will be paid once, at the original time of taking annual leave. This produces a situation which is simpler: the employee does not have to repay the loading for the period of sick leave, and the employer is not faced with the

administrative difficulties of recouping the loading, only to pay it again later, at possibly a higher rate.

To address the technicalities associated with the annual leave loading it is recommended that an Individual Flexibility Agreement be used. The QCEC has also agreed that the employee can apply to either extend their annual leave, which would be more beneficial for a term time employee, or to have the annual leave re-credited.

8

The Independent Voice

March 2011

Northern Territory News Tri-jurisdiction agreement considered for Lutheran sector employees Negotiations for a tri-jurisdiction Lutheran sector agreement, to encompass Northern Territory school employees, has begun.

on this broad scope of the agreement and may determine that separate agreements for each jurisdiction are ultimately in the interests of its members.

All Lutheran schools in the Northern Territory, Western Australia and South Australia will be covered under a Single Interest Employer Authorisation (SIEA).

Fair Work Australia has made a Decision which confirms our right to maintain this position in negotiations.

Though a replacement collective agreement will take into account the log of claims of three separate jurisdictions, IEUA-QNT remains committed to protecting the working rights and conditions of its members in the Top End. The Lutheran Schools Association (LSA) has been advised that while negotiations for the three jurisdiction agreement will be entered into in good faith, IEUA-QNT reserves its position

At the end of 2010 and through extensive consultation, Lutheran members in the Northern Territory endorsed a log of claims outlining the issues and improvements to be discussed in negotiation with employer representatives from the LSA. The member developed log of claims includes: • teacher and school officer wage structures to maintain benchmark professional rates of pay commensurate with other NT educational professionals;

Federal funding reviewed during Alice Springs visit Members in Alice Springs schools were better informed about the current review of federal school funding during IEUA-QNT organiser visits to the area in February.

• enhanced family friendly provisions;

Organiser Nick Holliday visited the remote schools to discuss the importance of school funding, in that the diverse nature of remote schools and the quality of education that they deliver to students is at risk if federal funding amounts to schools are decreased.

• clearer boundaries on important issues such as hours of duty and contact and non-contact time;

Nick said members were unaware of the importance of the review and its opportunity to provide members with a voice on educating the review panel about the funding needs for their schools.

• enhanced remote area incentives for regional and remote employees; and

During the visit Alice Springs Steiner School members realised that the school would incur significant funding shortfalls if funding was diminished.

• access to relevant professional development in line with NT Board of Teacher Registration guidelines.

The school then committed to submitting a Chapter response for the review.

These key claims will be amalgamated with key claims from the South Australian and Western Australian employee logs of claims; at time of print the combined log of claims was to be presented to employer representatives in late March.

IEUA-QNT looks forward to a positive negotiation process with the LSA.

Our Lady of the Sacred Heart (OLSH) campuses would also be affected by any funding review, Nick said.

“OLSH Alice Springs three campuses are funding maintained schools and currently receive $1.3 million above SES funding. This difference is significant as members should consider that if they lose this funding, not only will the students be affected, but also teacher wages and staffing levels,” he said.

Once members in these schools realised the significance of the review, Chapters were eager to be informed about what they could do to ensure fair outcomes for schools, Nick said.

Further visits to Alice Springs are planned for Term 2.

School officer profile Being appreciated for the complex work school officers do through developed position descriptions would help other staff members understand their roles better, according to school officer Judy Summers.

Judy is a school officer at Our Lady of the Sacred Heart Saddaden campus in Alice Springs, who believes school officers play an important role in any school.

“We are often told we are the ‘image’ of the school - the Face of the School - and our work and personalities (answering the phone and service in the front office) is often scrutinised. We are the ‘coal face’ of the school, dealing with all that goes with it,” Judy says.

To fully acknowledge the depth of knowledge, hard work and commitment school officers perform within their schools, Judy believes school officer position descriptions need to be better clarified and documented so all staff understand the role.

Judy believes once all staff members do the job they are employed for as set out in their position descriptions, her workload and the workload of other school officers

and staff is reduced.

Understanding Your Workplace Training 1 6 May. NAWU Room, LHMU offices, 38 Woods Street Darwin

Judy’s role at the school is diverse, from answering the phone and meeting parents and visitors, to providing assistance to staff and general clerical duties.

Understanding Your Workplace Training 2 27 May. Venue to be confirmed Understanding Your Workplace Training 2 19 August. NAWU Room, LHMU offices, 38 Woods Street Darwin ‘Top End Catch-up’: NT Darwin Area Branch Meeting 17 November. Venue: Darwin Railway Club

Judy is also tasked with First Aid responsibilities and attends school camps.

“Our primary role is for the student, and if they are happy and secure then most things will fall into place.”

When Judy returned to full time employment a few years ago, and due to the type of work she is required to perform, she decided to join our union.

“I thought that should the need

ING

‘Top End Catch-up’: NT Darwin Area Branch Meeting 14 April. Darwin Railway Club

However, Judy admits this may be challenging to put in writing what is required of school officers.

“The best thing about being in this position is the variety of work and how extremely busy you get - the day just disappears; I often multi-task.”

TOP END TRAIN

For further training and meeting dates and venue details, please visit www.qieu.asn.au/nt.html

ever arise and I was having trouble within my employment, it was nice to be able to approach someone, outside the school, who could provide some advice and assistance.”

Since joining as a member of our union four years ago, Judy has never had her classification reviewed.

She says when the option arises to be reclassified, she would appreciate assistance from IEUA-QNT to asssit in undertaking the review.

STOP PRESS

Ochre Card application extenstion until July

Northern Territorians who work with children, including education professionals, have been given an extension until 1 July 2011 to apply for the Working with Children Ochre Card.

The Ochre card is compulsory for all people working with children and is considered an important child protection measure, with the card indicating that the holder has been officially cleared to work with children.

The Independent Voice

March 2011

9

Sector Matters Ormiston College Ormiston College members are now receiving their first wage increase since 2009 after successful negotiation of a new collective agreement.

Due to the collective resolve of employees at the College, members now access a wage increase maintained at six per cent above the public sector throughout the life of the agreement.

The majority of other conditions in the previous collective agreement remains for employees, together with an enhanced maternity leave

Seventh-Day Adventist schools provision of 14 weeks.

IEUA-QNT organiser Gaye Vale said there is now an opportunity for employees to exercise their right to access their provisions as outlined in the agreement.

“Teachers will ensure that the hours of duty provision is complied with during the agreement to better protect the work/ life balance of staff. Non-teaching staff will ensure that the provisions for TOIL

are more than just words on a page and are used to recognise the contribution of school officers to the Ormiston College community,” Gaye said.

All employees at the College are encouraged to monitor their conditions over the agreement period to ensure that promises made by management, whether encompassed in the agreement or not, are delivered. At time of print, the agreement is still before Fair Work Australia waiting approval.

Browns English Language School - Gold Coast Members at Browns English Language School on the Gold Coast have recently developed a log of claims to begin the process of negotiation for a new collective agreement.

wages and conditions as recognition of their skill, experience and dedication, employees are seeking comparable outcomes to those of teachers of equal qualifications and experience within Australia.

Staff at the ELICOS school view collective bargaining as an opportunity to further strengthen the working relationship within the College and seek the continual improvement of educational standards.

As outlined in the log of claims, teachers at Browns are currently paid rates contained in the Education Services (Post-Secondary) Award 2010; however, in order to attract and retain the current level of high-quality and dedicated staff, With other colleges in Queensland and contemporary wage and salary rates interstate currently receiving enhanced must be offered.

Employees are also seeking a provision which recognises teachers who hold further formal qualifications relevant to their position or role and provisions allowing for increased remuneration when undertaking higher duties for identified periods of time.

Access to flexible work practices and job share, paid parental leave, professional development and paid marking and preparation time has also been outlined in the log of claims.

To find out more about collective agreements, collective bargaining negotiations and what is happening in your sector, visit our website www.qieu.asn.au

Members in Seventh Day Adventist schools have signed a petition seeking a commitment from the employer to commence renegotiation of the expired collective agreement to provide fair wages and conditions for all staff.

The collective agreement covering teachers at SDA schools expired in January, and with no employment commitment to renegotiate, conditions in these schools will not progress in line with other Queensland schools.

Parity with other schools on these issues can not be achieved without the negotiation of a replacement agreement.

Staff in Adventist schools want enhancements to wages and conditions, including paid parental leave, a limit on the use of fixed term contracts, job share and part time provisions, and a hours of duty clause included in an agreement.

School officers School officers have not been included in previous rounds of negotiations and as such their wages and conditions have fallen below industry standard.

School officers earn at least $7,500 a year less than their colleagues in Catholic schools; school officers in other sectors also have access to 10 additional steps in their wage schedules. These rates of pay mean school officers in SDA schools are amongst the lowest paid in Queensland.

School officers in SDA schools also do not have access to an annualised salary nor professional development, have no specific provisions limiting the use of fixed term contracts, and many have never received a position description and thus can not be sure when they are due to progress to their next pay and skill level.

An agreement covering all staff, including teachers and school officers, will help to improve conditions across all sections of these schools.

Importance of associate membership highlighted to education students Undergraduate education students from The University of Queensland (UQ) understand the benefits of union membership in their first year of teaching after attending a joint union presentation in February.

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IEUA-QNT joined with the Queensland Teachers’ Union (QTU) presenting to over 300 undergraduate students about what to expect in their first year of teaching and the benefits of union membership.

The majority of undergraduate teachers joined as IEUA-QNT associate members on the day.

IEUA-QNT Organiser Caryl Davies highlighted to the students that teachers can be held liable for a range of problems that can occur both inside and outside the classroom and that union membership can be critical in these circumstances.

Caryl ensured students were aware that without union membership, teachers would have to rely on the employer’s insurance

for legal protection and were on their own to deal with professional and industrial implications of any unfortunate event or accident.

“Our union has access to the best legal support and advice available for teachers who find themselves in serious situations,” Caryl said.

“It is critical to understand your rights and entitlements at work and our union can support you for the life of your teaching career; however, we cannot provide support to teachers unless they are an IEUA-QNT member.”

Student Kelly Allgood joined as an associate member of our union after attending the session, and said she was now less stressed about her first year of teaching.

“It is good to know I have the support of IEUA-QNT and do not need to worry about tackling school issues alone,” Kelly said.

10

The Independent Voice

March 2011

PROFESSIONAL ISSUES IN EDUCATION

Language options for education The introduction of mandatory hours of language classes in schools is a positive first step for students embracing a second language, as outlined in the release of the Australian Curriculum: Languages draft shape paper.

From 300 to 400 hours of teaching will be considered for those in either Prep to Year 6 or in Years 3/4 to Year 6, with 130 to 160 hours for high school students, increasing to 200 to 240 hours for senior classes.

concerned how the hours will fit into a weekly timetable.

Carmen admits a certain amount of hours are needed to be taught in the core subjects, but not to the detriment of elective subjects including languages.

“The younger the students the easier it is for them to learn a second language; their brain is like a sponge and the young learners repeat everything the teacher teaches them,” Carmen says.

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The benefits of learning a second language was highlighted in the draft paper, released by the Australian Curriculum Assessment and Reporting Authority (ACARA).

It identified the capacity of students to build additional communication skills which aids literacy and enhances career prospects in the future.

St Rita’s College language teacher and IEUA-QNT member Carmen Anders supports mandatory hours for languages; however, she is

“So spending 300 to 400 classroom hours on language learning in primary schools is a wise decision.

“By the time they will come to secondary school the student should have a very good knowledge of the language. It is then also very important to continue with learning the same language (they learnt in primary school) in high school.”

Carmen would like to see the same amount of hours dedicated

to languages from Year 7 through to Year 12.

“If possible, (this) should be at least 240 hours. If the students don’t get the continuity in LOTE (Languages Other Than English) then they might forget what they have learnt in primary school.”

When students learn a LOTE other subject areas are also complemented, according to Carmen.

“Teaching a LOTE will help students with their own English grammar; in order to teach grammar in the LOTE the students need to understand the English grammar first.

“However, it is not only that their English will benefit. I (and many LOTE teachers) teach European Geography as well as History in LOTE, as well as traditions, religion, customs, etc. Learning a LOTE will be an asset to the student.”

With the mandatory addition of students studying a language, Carmen is not phased by the prospect of work intensification.

“I think a teacher’s workload is increasing yearly (anyway). I am very excited about the National Curriculum.”

The draft shape paper is open for consultation until 7 April, followed by a draft curriculum before the release of the final curriculum.

A busy year ahead for professional issues in education This year is shaping up as another very busy period for education professionals.

National Curriculum The roll out of the Australian National Curriculum in English, Mathematics and Science should be underway in schools.

However, are you getting the support you require to ensure that this is managed smoothly and effectively?

The Queensland Studies Authority (QSA) has developed planning templates and exemplars as well as audit tools which can be accessed by either year level or learning area. The QSA website also contains advice and guidelines around assessment, applying standards, reporting and working with the Australian and Queensland curriculums.

The Catholic and Independent schooling sectors have committed to providing additional support specific to their sectors, but to date little has been provided to the classroom teacher.

While QSA has an intensive programme of workshops across the state to support implementation, it will not be possible for all those who need this professional development to attend.

It is to be hoped that employers in the non- government sector have a plan for supporting the implementation and that it is revealed very soon so that teachers can begin to make the necessary adjustments to their work programmes and lesson plans with confidence and in a timely manner.

The course content descriptions and achievement standards for 14 draft Australian Curriculum senior secondary courses will be released for further consultation during 2011.

However, it is unlikely that the Australian Curriculum senior secondary courses will be implemented in Queensland before 2014.

Northern Territory In the Northern Territory it seems that there is even less support available at this stage. The Pilot schools will begin work with Phase 1 in Term 2 this year working with one or more learning areas and one or more year levels.

Teachers from these schools will then participate in focus groups to provide feedback to CTPLD on matters relating to implementation.

According to the NT Department of Education, this advice will assist

in the development of systemic support for all schools to implement the curriculum.

This would seem like a plan to ensure that teachers have to cram all the necessary planning and revision of work programmes into the final term of the year or use their Christmas vacation time to ensure all is ready for the new year.

QCS Test and Certificate of Education Other work in progress for the QSA includes a review of the QCS Test to ensure its ongoing relevance and the capability of the test to act as a statistical scaling in the process of the calculation of OPs and FPs for tertiary selection. IEUA-QNT will be represented on the cross sectoral reference group that will oversee the work of the review.

The QSA is also undertaking a status review of the Queensland Certificate of Education. The purpose of this review is to refine the requirements for the award of a QCE and investigate any issues arising since its implementation in 2006.

At a stakeholder consultation meeting in March, IEUA-QNT Council member Lyn Byrnes and former member of Council Jennifer Winn outlined our union’s concerns around the QCE.

The main issues that they raised included: • the purpose of the certificate; • the time taken to track students and communication with parents; • the notion of equality of subjects and the comparability of the actual work undertaken as a course of study; • recognition of the International Baccalaureate; • the complexity of the QCE processes; and, • how the QCE will relate to the Australian Certificate of Education.

Te a c h e r R e g i s t r a t i o n requirements Teacher Registration and Standards for Teachers are still matters that require close monitoring this year.

In Queensland the Queensland College of Teachers (QCT) has instigated a working party to review the renewal of registration process that occurred at the end of last year, with our union to be represented on this working party.

Performance pay On a national front, our union will be monitoring the work of the Australian Institute of Teaching and School Leadership (AITSL) very closely. In particular, their plans for policy related to performance pay for teachers.

It is understood that work has begun on the Australian Teacher Performance Management Principles and Procedures which will be used to assess teacher performance.

At the time of going to press, no further details were available; however, this is a matter that will be kept under close scrutiny as more information becomes available.

A Flying Start The much talked about Queensland education green paper, A Flying Start for Queensland Children, appears to have stalled, most likely as a result of the natural disasters that have struck Queensland.

The government is expected to release its response to the Green Paper reform proposals some time this year. At this stage the only likely initiative to be progressed is the Review of Teacher Education; however, this is by no means certain.

And this is probably only the beginning of a long list of work before us.

IEUA-QNT Research Officer Miriam Dunn

The Independent Voice

March 2011

11

PROFESSIONAL ISSUES IN EDUCATION

MySchool 2.0 gives transparency of government funding for schools The financial data now available on the relaunched MySchool website will assist in contextualising school funding for both government and non-government schools.

Such school funding transparency is welcome; however, there are concerns about the potential for unfair comparisons between schools, given the complexity of the information involved.

The current presentation of the “per student” expenditure is particularly problematic and does not provide directly comparable data.

Given the stated purpose of the site, to provide reliable information to parents, this particular component

of the school financial data does not achieve this end.

Also, funding is affected by such factors as the school’s location, staffing, enrolment numbers and the number of Indigenous, English as a second language and disabled students who attend the school.

The new MySchool 2.0 site also reveals the total government funding for all schools, which in the past has often been reported without proper balance.

A government school, on average, spends $11,100 per student, slightly more than Catholic schools’ $10,000 per student and $13,700 for each student in Independent schools.

Education Disability Standards Review Inadequacies of resources and funds for students with disabilities in the non-government education sector need to be addressed with the federal government review of Disability Standards for Education.

needs of all students, the IEUA has argued for the development of a framework of teaching and learning resource standards for high quality teaching and learning conditions for students with disabilities with regard to:

School students with disability have increased as a percentage of total school population by more than 20 per cent from 2005 to 2009. With over 164,000 students with disabilities in Australian schools the effectiveness of the current Disability Standards for Education, which has been in place for five years, needs to be addressed to give those with disability every opportunity to succeed in the education system.

• the appropriate levels of specialist teaching and support staff; • class sizes which allow optimum teaching and learning for integrated classes; • time release for curriculum and program modification and planning, and liaising with parents and external agencies; and • access to appropriate and relevant professional development for teachers and support staff.

All Australian students are entitled to a high quality education that meets their particular needs.

To date, the needs of students with disabilities have not been adequately met and schools have struggled to meet resource needs.

As ‘disability’ is defined differently across all states and territories for the purposes of determining access to funding, the consequence of this is that in some states, students with learning disabilities do not fall within the eligibility criteria for funding. Unfairly, students miss out on reasonable entitlements and teachers struggle to provide the best learning opportunities they can in very difficult circumstances.

To ensure that schools have the capacity to meet the educational

The Standards are designed to assist people with disability to access and participate in education and training opportunities and help eliminate discrimination in education and training. The Standards also clarify the rights of students and the obligations of education providers, pre-school, school and tertiary, under the Disability Discrimination Act 1992.

For the first time the site provides information in relation to “student gain” in NAPLAN testing.

Here, too, complex information with scope for considerable variation is presented in a manner that lends itself to misinterpretation.

The lines indicating the growth could, in fact, be considerably different if a different starting and finishing point within the range of possibility were used.

In spite of these limitations, IEUA-QNT welcomes improvements to the site such as the greater focus on what schools offer the community and the features that seek to minimise the capacity

for the creation of league tables of results which in the past has improperly represented school data.

It is hoped that the information will provide for an informed debate regarding the resource needs for all Australian schools.

Key improvements to the My School 2.0 website • data about growth in student achievement in NAPLAN testing; • data around school finances; • a more accurate method of calculating the Index of Community Socio-Educational Advantage (ICSEA); and • new graphical methods of displaying NAPLAN results.

ACTU Indigenous Conference: action plan to address challenges The focus of the inaugural ACTU Indigenous Conference held in Darwin in February was to highlight and discuss the challenges faced by Indigenous workers and to develop an action plan to address these challenges.

During a previous ACTU Congress in 2009, which endorsed ’A Fair Society – Aboriginal and Torres Strait Islander Policy,’ a commitment by the ACTU and its affiliates was made to campaign to improve the situation for Aboriginal and Torres Strait Islander peoples and that this should be a priority of unions. This policy called on unions to develop and implement effective recruitment, retention and activism strategies specifically targeted to Aboriginal and Torres Strait Islander peoples within the union movement.

Following from these recommendations a Draft Action Plan for unions was tabled during the Indigenous Conference. The draft plan recommends, in part, that

unions commit to: • incorporating an Indigenous Employment Claim in the next round of bargaining which would include Indigenous employment targets, cultural leave and training opportunities; • recruiting, mobilising and organising Aboriginal and Torres Strait Islander workers; • working with existing Aboriginal and Torres Strait Islander members to develop their capacity to encourage union membership of Aboriginal and Torres Strait Islanders who are not union members; and • increasing Indigenous employment by establishing/strengthening employment targets, training plans and career pathways for Indigenous workers.

Other matters of particular concern revolved around social justice issues, such as: • Community Development Employment Projects (CDEP) and the need to ensure these produce real, sustainable and useful work for people; and

• There was considerable discussion of the federal government’s intervention policy and the negative impact this was having on communities, especially the “Basics Card,” the “shame signs” placed outside communities and that non-Indigenous people are able to get permits to have and consume alcohol in otherwise alcohol-free communities. That many non-Indigenous workers take advantage of this situation is seen as being very disrespectful towards the community.

IEUA-QNT was represented at the conference as a demonstration of our strong commitment to engaging with Aboriginal and Torres Strait Islander members and reaching out to potential members to ensure their industrial and professional issues are appropriately addressed.

Aboriginal and Torres Strait Islander members wanting to know more should contact Miriam Dunn, representative on the IEUA Federal Indigenous Committee on mdunn@qieu.asn.au.

ABORIGINAL AND TORRES STRAIT ISLANDER MEMBERS

The federal government, who is also conducting a broader Review of Funding for Schooling, is examining funding to all schools including funding allocations to ensure students with disability can access a quality education.

IEUA-QNT is represented on the newly formed QCU Indigenous Working Committee where work has begun towards formulating the terms of reference for the Committee with consideration given to where the focus and energy of the group should be directed.

Further information on the Disability Standards for Education review, including the discussion paper, is available at www.deewr.gov.au/DSEReview.

The group recognises the importance of promoting real and lasting employment opportunities for Aboriginal and Torres Strait Islander people, ensuring the

provision of quality training, engaging with members who identify as Aboriginal and/or Torres Strait Islanders, to ascertain their issues and to grow membership density.

A half day planning session has been scheduled for April this year, with a terms of reference to be finalised as well as significant progress made towards a realistic plan of work for the committee.

A sub-group of the committee, comprised exclusively of Aboriginal

and Torres Strait Islander people, will be established to provide expert guidance and counsel to the Committee.

Our union is committed to ensuring the best possible outcomes for all its members including establishing direct communication with those who identify as Aboriginal and/or Torres Strait Islander. If you are interested in providing input into this committee or sharing your stories please contact Miriam Dunn at mdunn@qieu.asn.au

12

The Independent Voice

March 2011

ON E T I UN @ ETY F A S K WOR

The Independent Voice

March 2011

13

Workplace Health and Safety Feature

Employer obligations in WH&S Under the current legislation, employers have a number of obligations under the Workplace Health and Safety Act 1995: • Employers are obliged to do whatever is possible to minimise or eliminate workplace health and safety risks to their employees and anyone who is on the premises; • They must permit the election of a Health and Safety Representative (HSR) on request of employees; • They must permit the formation of a WH&S Committee on request of employees. If there is a Workplace Health and Safety Officer (WH&SO) appointed in a workplace, a committee is mandatory; • They must consult with HSRs about proposed changes to the workplace, plant or substances that could affect WH&S; • They must permit HSRs to undertake inspections; • They must meet the cost of accredited training for HSRs; • They must notify the workplace about the results of a HSR election; • They must advise all new employees of who the HSRs are; • They must advise HSRs about all work related injuries and illnesses, as well as any dangerous events in the workplace; • They must advise HSRs of the presence of a WH&S Inspector and any notices issued to the employer by a WH&S Inspector; • They must provide reasonable access to resources to allow both the WHS Committee to function and the HSRs to perform their duties.

Any employer who is not doing these things is breaking the law.

Keeping your employer accountable will ensure your health and safety are not put at risk and this can be easily achieved by engaging in effective consultative mechanisms in a workplace, such as ensuring you have an employee elected representative and an active WH&S Committee.

Workplace health and safety is everyone’s responsibility and as the slogan goes, the most important reason for workplace safety is not at work at all.

WORKPLACE HEALTH AND SAFETY IN YOUR WORKPLACE One of the most important duty of care responsibilities IEUA-QNT members have is ensuring our workplaces are healthy and safe from hazards.

This is a legislated responsibility governed by the Workplace Health and Safety Act 1995 (WH&S Act) which prescribes the responsibilities of employers and employees.

However, in many workplaces health and safety is treated casually or as a plan that is only looked at once a year and then filed away. Lack of action on health and safety can have dramatic consequences for fellow employees, students and ourselves. This is why IEUA-QNT is making collective action around workplace health and safety a key priority for 2011.

What are your responsibilities?

Under the WH&S Act, employees must obey instructions given for their own safety or that of others.

Employees must use (and

not damage or misuse) anything provided for health and safety.

They must not wilfully endanger the health and safety of any person at the workplace, and must not wilfully injure themselves. In addition, employees should immediately report any hazard or potential risk to health and safety in the workplace. (s.36) But how do you know what the full extent of potential hazards in your workplace is? How do you determine the extent of the risk of any individual hazard?

Without proper WH&S procedures, such as audits, hazard identification and employee education, workplaces remain a minefield of risks to you, your students and fellow employees that could lead to breaches of your duty of care at best, and illness, injury or even death in the worst cases.

Employee involvement under the WH&S Act The WH&S Act allows for employees to get involved in health and safety issues through: • the election of Workplace Health

and Safety Representatives; and • the formation of Workplace Health and Safety Committees.

The appointment of Workplace Health and Safety Representatives (HSR) can be requested by employees (s.67), or by the IEUA-QNT on their behalf (s.70).

The Workplace HSR can not be appointed by the employer - they must be elected by employees.

Once elected, employees can then channel their health and safety issues and concerns through the Workplace HSR. The rights of Workplace HSRs, including their right to paid training, is outlined in this article. It should be noted that the WH&S Act creates RIGHTS for Workplace HSRs, NOT obligations.

Workplace Health and Safety Representatives can also request the formation of a Workplace Health and Safety Committee for their workplace (s.86).

The functions of the Workplace Health and Safety Committee (s.90) are to:

Case Summaries Prevention is better than cure, as they say; however, there are many employers who are unwilling to acknowledge the importance of preventing a workplace health and safety issue before it arises. Here are some examples...

A teacher advised our union of issues related to managing a behaviourally challenged student who became violent in particular situations. On two occasions, this teacher reported to the school that the student had assaulted her with an object. The principal ignored this until a third, more serious issue arose resulting in a significant assault on another teacher.

The behaviour management strategy for this student was only reviewed at this point and a new strategy put in place, but not before it was too late to prevent a serious attack on a teacher.

A school officer advised her employer of suspected asbestos dust in an old temporary classroom that was being utilised for learning support classes. The classroom was being renovated and the painters advised our member of the potential issue.

However, when the issue was raised, the Principal ignored the issue, and instead embarked on a campaign targeting the school officer.

This issue was raised at the Chapter and a resolution was passed whereby affected teachers refused to work in the temporary classroom until after results of the required assessments were known. Shortly after this an assessment was ordered by the principal and appropriate testing done.

A school officer was asked to supervise a group of students at free swim time. Apart from this falling outside her position description, the school officer did not have a first aid qualification, could not swim and advised the principal that she did not feel comfortable with the request.

The principal directed the school officer to undertake the duty and the school officer refused.

The principal then asked the school officer to formally respond to why she failed to follow a lawful direction.

It was argued that this could not be considered a lawful direction in the circumstances on the basis that the direction would cause the school officer and the school to breach their duty of care to students. The matter was eventually withdrawn.

A number of members from one school individually raised concerns they had about noise from the construction that was being undertaken on their campus.

Management responded by saying there was little they could do about. The noise was disruptive to classes and prevented the staff from doing their work.

After three staff lodged WorkCover claims due to injuries suffered resulting from the noise, the Chapter passed a resolution condemning the lack of action.

Shortly after, arrangements were made to permit the most severely affected classes to be taught elsewhere until the construction was completed.

A teacher reported significant mould in two classrooms which caused three staff to have extreme asthma reactions, one resulting in hospitalisation.

A groundsperson reported a reluctance of a principal to provide personal protective equipment in the form of required sun protection. The items sought were sunscreen and protective eyewear.

Neither the school, nor the sector employer, took this situation seriously until we got directly involved and sought an assessment from a WHS Inspector.

This matter was resolved very quickly after the Chapter passed a resolution criticising the inaction.

The employer has now acknowledged the issue but due to costs, is slow to commit to the action required to resolve the issue. Our involvement in this matter is ongoing.

Articles written by IEUA-QNT WH&S campaign members Danielle Wilson and Craig Darlington, with Publications Officer Fiona Stutz. For more information about WH&S in your workplace, contact IEUA-QNT on enquiries@qieu.asn.au

• encourage an active interest in workplace health and safety; • consider measures for training; • tell employees about standards, rules and procedures; • review circumstances around injuries, work-caused illness and dangerous events; and • help to resolve health and safety issues.

How you can get involved The IEUA-QNT Workplace Health and Safety Campaign for 2011 is to ensure the election of Workplace Health and Safety Representatives and the formation of a Workplace Health and Safety Committee in each union workplace. However, every IEUA-QNT member needs to be involved in the campaign for it to be successful.

Below is a list of the actions you can take to ensure Health and Safety becomes a priority in your workplace: • Attend your Chapter meetings and have Workplace Health and Safety Issues as a standard agenda item; • If you do not have a Workplace Health and Safety Representative or Workplace Health and Safety

Committee at your school, ask that the Chapter pass the following motion: “The _____ Chapter of the IEUA-QNT recognises the right of every employee to a safe and healthy work environment and calls on the management at ______school to meet their legislated health and safety obligations by: 1. Negotiating with the IEUA-QNT, on behalf of staff, for the election of Workplace Health and Safety Representatives (HSR) to represent staff on WH&S matters;

Under Section 81 of the Workplace Health and Safety Act 1995, a Health and Safety Representative is entitled to: • Inspect a workplace and report incidents and issues affecting WH&S • Be told of incidents in the area they represent and consulted on any change that will affect WH&S • Be present at any interviews related to WH&S incidents • Undertake a review and provide recommendations to the

2. Organising accredited training for the Workplace HSR; and 3. Forming a Workplace Health and Safety Committee under S.86 of the WH&S Act (1995)”; • Consider nominating for election as a Workplace Health and Safety Representative; and • Stay vigilant about workplace health and safety. If you see a hazard or a potential risk to you, your students or fellow employees, report it immediately and follow it up.

employer regarding incidents • Be told of the presence of inspectors in the workplace • Report unresolved issues to an inspector • Request the formation of a WH&S Committee and be a member of that committee • If a qualified HSR, issue Provisional Improvement Notices on appropriate parties • Exercise these entitlements during work time • do WH&S representative training at the employer’s expense.

Common Areas of Risk Our sector carries a large number of inherent risks, just by virtue of being educational institutions. There is, however, a level of complacency in our sector because people think that, because of the high duty employers have to all in their respective communities, the employer will always leap into action to assist and prevent risks from occurring.

This isn’t always the case. IEUA-QNT Member Services Officers take a significant number of calls regarding workplace health and safety issues. Below is the listing are common risks that are reported to us: • Accommodation issues particularly size and adequacy; • Air quality concerns particularly in science laboratories, manual arts rooms and areas where hazardous substances are stored; • Temperature and weather conditions; • Manual handling issues; • Personal protective equipment; • Managing special needs students; • Asbestos related issues; • Class sizes; • Noise pollution; • Workplace violence; • Duty of care to students; and • Issues arising from lockdown procedures.

This list is by no means exhaustive as health and safety risks can take many forms. The issue that is by far the most prevalent health and safety risk in our sector is workplace bullying and harassment. Not only does it cause direct psychological injuries but also the

Kimberley College benefits from WH&S committee

ABOVE: Kimberley College WH&S Committee members include (left to right) Clayton Wilkins, James Somerville, Carla Giumelli and Lauren Leslie

The importance of Workplace Health and Safety committees within schools has never been more vital with the impending harmonisation of WH&S legislation.

Rather than improve workplace safety for all, the proposed new National Model Act may undermine standards, potentially putting employees at risk.

However, when an educated and involved WH&S committee is established in Chapters, there is a capacity to adapt and use the provisions strategically and creatively to improve the working lives of members.

concern at the school.

“I think as teachers it is very easy to focus on the safety of students.

But, the safety of teachers is equally important. We need to establish an environment where everyone is free from health and safety risks, and the focus is on teaching and learning,” Clayton said.

IEUA-QNT Industrial Services Officer Danielle Wilson said when members are more organised around, and aware of, health and safety issues, such aversions by employers will be less likely.

indirect impacts are significant, such as the affect on relationships between staff and the base functionality of the workplace.

Kimberley College is one school committed to WH&S by forming a workplace committee in 2010.

“Once union WH&S structures are secured and maintained, it will be very difficult for employers to remove them without upsetting the workforce,” Danielle said.

The answers to managing workplace bullying and harassment are never straightforward and have to be dealt with on a case by case basis and employers cannot be counted on to take these matters seriously. However, we will continue to assist members with the events they report and continue to advocate to employers and the relevant regulatory bodies for the need for a better solution.

Teacher Clayton Wilkins said the Chapter wanted to develop a WH&S committee as a way to improve safety standards and to act as a forum where everyone felt comfortable raising issues of

Chapters wanting to find out more about establishing a Workplace Health and Safety Committee in their school, please contact your IEUA-QNT organiser or email enquiries@qieu.asn.au

It is important that members continue to advise us as issues arise as we don’t know about them unless members tell us. Even more importantly, members need to make themselves aware of their rights and entitlements under workplace health and safety legislation and be confident in raising health and safety issues in their workplace.

What the new laws will mean for you New Workplace Health and Safety laws are being introduced in 2012 - what affect will this have on your work?

• The proposed laws state that employers would only have to consult with employees if it was “reasonably necessary”, and only then with workers who were “directly affected”. This loose interpretation would reduce the employer liability and extends workers WH&S obligations.

• A reversed onus of proof has also been outlined, meaning those who claim a breach have to prove the employer did not comply with the Act, rather than the employer proving they did comply.

• There is also no absolute obligation on an employer to facilitate any requests for a WH&S representative or Committee in the workplace.

• Other provisions of concern that came about through the harmonisation process include: the capacity to disqualify WH&S reps; negotiation of numbers on ‘workgroups’ and WH&S reps; and risk management is now a more shared obligation between employers and employee.

14

The Independent Voice

March 2011

New BCE teachers join our union The importance of union membership was highlighted to new Brisbane Catholic Education (BCE) teachers when signing up to join IEUA-QNT at the BCE New to the System Induction Day in March.

The majority of those who attended were either already members of our union or took the opportunity to join on the day.

The induction day was open for BCE school teachers who were previously employed either in the state system, other non-government sector schools, interstate or overseas schools.

union offers all members.

Katie Gilbert from St Eugene College said it was important for her to join as a member of IEUA-QNT for the legal protection our

Colleague Angela Porteous said before she went overseas she was a union member, and now that she was teaching in

ABOVE: Steven Shoebridge from Our Lady of Good Counsel, Gatton with IEUA-QNT organiser Craig Darlington

ABOVE: Angela Porteous, Lucy Dower and Katie Gilbert from St Eugene College with IEUA-QNT growth organiser Caryl Davies

Queensland again, she didn’t hesitate to rejoin.

“The support is there if you need it, but hopefully I’ll never have to use it,” Angela

said of the reason she rejoined.

The Induction Day is held for BCE teachers every year as an information day to help in their first year of teaching in the sector.

ABOVE RIGHT: Deborah Corner and Trevor Collie from St Thomas More College

Training opportunities for graduates ABOVE: Taku Hashimoto and Katrina Bartholomew from St Augustine’s College with Robyn Robinson from Xavier Catholic College in Hervey Bay (centre)

Duty of care requirements and social networking risks was highlighted to graduate teachers at recent graduate teacher training.

TAX CLAIMS FOR TEACHERS

The union-run training session covered the significance of teaching as a profession, and highlighted that professional development is needed to move from provisional registration to full teacher registration.

A tax claims check-list for teachers is provided free of charge, by:

Teachers Taxation Service pty. ltd. for a copy.....email : info@teacherstax.biz or telephone : 07 – 3821 1879

Social networking effects on teachers was also a key component of the session, with IEUA-QNT Industrial Services Officer Sherryl Saunders referring to past social networking cases involving teachers.

Considering promotion?

Seeking a teaching position?

Alex Vizcarra from St James College and Genevieve Gray from Cannon Hill Anglican College (right) found the first hand information covered during the session helpful to use in their first year of teaching.

Both first year graduate teachers said they felt relieved to know they have the support of our union behind them for all their professional, industrial and legal needs.

“Having the support of our union in case we have a question or problem is a huge relief for me,” Genevieve said.

“I know there is always someone there to help

Aspiring Principals, Deputy Principals, HODs, Teachers

ONLINE PACKAGES FOR CRITERIA WRITING AND INTERVIEW are now available for purchase and immediate download if I am not sure on an issue.”

IEUA-QNT plays a supportive role for graduates in their first year of teaching.

For upcoming graduate teacher sessions, please view our online member training calendar at www.qieu.asn.au/training

Principals - $165 i Senior Managers - $135 Middle Managers - $135 i Teachers - $99 For further details and to order please go to

www.teachers-resumes.com.au Tel 0411245415 i Email teachers-resumes@bigpond.com Teachers’ Professional Résumés i ABN 40 833 718 673

The Independent Voice

March 2011

15

Graduate teachers sign on to IEUA-QNT New Brisbane Catholic Education (BCE) graduate teachers were given important information for their first year of teaching and advice on joining IEUA-QNT from union officers at the BCE Induction Day recently.

The induction involved graduate teachers as well as teachers from surrounding south east Queensland areas who were employed mid-2010 who may not have attended the induction last year.

More than 100 graduate teachers took part in the learning day. Over 90 graduate teachers are now members of IEUA-QNT. Chisholm Catholic College graduate teacher Simone Lydiate said she knew she needed to join and spoke with her colleagues about becoming a union member before the day.

Simone’s colleague, Frank Turtle, also realised the benefits of union: “As a first year teacher it’s good to have that extra support, as we need all the help we can get.”

Sarah McGhee from St Mary’s College, Maryborough, said after growing up in a teacher household she would hear about what challenges teacher’s face in schools and realised the benefits of being a union member to help with these challenges.

ABOVE: IEUA-QNT organiser Gaye Vale (left) speaks with BCE graduate teachers Daniel Ashton (St John’s College, Nambour), Sarah McGhee (St Mary’s College, Maryborough) and Michaela Sanderson (St Mary’s College, Maryborough) about the benefits of union at the BCE Induction Day in February

Michaela Sanderson, also from St Mary’s they’re there to support me.”

College, said she decided to join for the peace of mind of “knowing you have the support During the induction day members were given when needed or to ask a question; I know a pack containing information to help them

through their first year, including fact sheets on duty of care and legal liability, salary rate comparisons and a graduate handbook.

WHY IS IT IMPORTANT TO BE A UNION MEMBER? < Sam Brown - Chisholm Catholic College “For the legal cover and for working out contracts in the future.”

ABOVE: Sam Brown, Frank Turtle and Simone Lydiate from Chisholm Catholic College join IEUA-QNT during the BCE Induction Day

ABOVE: Janet Jones from St Edward’s Primary School and Janette Gode from St Mary’s School, Beaudesert

Frank Turtle - Chisholm Catholic College > “As a graduate teacher it’s good to have that extra support, as we need all the help we can get.”

< Kate Seaton - Christ the King School “Our union is a protective layer for me.”

Michaela Sanderson - St Mary’s College > “Knowing you have the support when needed or to ask a question; I know they’re there to support me.”

ABOVE: Samantha Galway from Guardian Angels’ School, Julie Zuino from Mt Carmel Primary School and Kate Seaton from Christ the King School. Julie has been a member of IEUA-QNT for 17 years as a school officer and is now a graduate teacher.

LEFT: Ashlea Schinkel and Emma Lucas from Aquinas College, Ashmore

< Daniel Ashton - St John’s College, Nambour “It makes sense and it’s that extra level of cover if anything goes wrong.”

16

The Independent Voice

March 2011

Equity Matters: Many changes have occurred in relation to the status of Queensland women over the past 100 years; not always via the natural flow of things, but through the vision and persistence of generations of change-makers. In March we recognise a centenary celebrating International Women’s Day (IWD); milestones reflecting the passion and progress of women all over the world.

In 1911, across Europe, more than one million women and men attended the first International Women’s Day rallies, campaigning for women’s rights to work, vote, be trained, hold public office and end discrimination.

The first Australian IWD rally was held in 1928, and celebrated the year after in Brisbane. It had only been the end of the century before when women around the world were beginning to claim the right to vote in government elections.

First New Zealand, and a year later, South Australia followed suit as the first Australian state. Place by place, not without noise and hard work, more women arrived to the party. Australian women were able to vote in federal elections by 1902 (excluding Aborigines, Torres Strait Islanders, Asian and South Pacific Islanders). In 1905,

IWD 2011 – Celebrating 100 years of women’s achievements

Queensland women won the right to vote in state elections.

Much of the fight for women’s suffrage in Queensland was led by the Woman’s Equal Franchise Association, headed by activist Emma Miller. Miller was a strong advocate for workers and women’s rights during the last century. The Queensland Council of Unions (QCU) hosts the Emma Miller Awards in her honour each year, celebrating the achievements of contemporary union women.

In 1915, Queensland was the second state to allow the right for women to sit in parliament. In 1929, Irene Longman was elected to Queensland Parliament, endorsed by the Country-National Party and the Queensland Women’s Electoral League. It took until 1966 for a second woman, Vi Jordan, to enter parliament. In 2001, Queensland Parliament attained the highest proportion of women representatives of any Australian parliament, and one of the highest proportions in the world. In the same year, Carol Martin became the first Aboriginal woman to be elected to any Australian federal, state or territory parliament as the member for Kimberley in Western Australia. Women are increasingly taking positions of

ABOVE: Members from The Essington School with IEUA-QNT Secretary Terry Burke (back) celebrate IWD

political leadership: Anna Bligh; Julia Gillard; Quentin Bryce.

In 2007–08, the UN Human Development Report ranked Australia second in the world on the gender related development index and eighth in the world on the gender empowerment measure.

One can only imagine the conditions in which many other women in the world survive. However, we are currently ranked 50th internationally for women’s participation in the workforce.

While legislation was passed nearly 40 years ago for women to receive equal pay, Australian women still earn almost 17 per cent less than men. A wonder, as women now make up half of all tertiary graduates and half the workforce. The average Australian woman will earn almost $1 million less over her lifetime.

Women often end up with less than half the superannuation savings of

men when they retire, and women are two and a half times more likely to live in poverty in their old age than men.

There are still reasons to celebrate.

In 2009, Australian Services Union’s successful pay equity case delivered major pay increases for Queensland Social & Community Services workers.

Also, after years of agitating, the federal Labor government finally introduced our first national paid parental leave scheme. The 18 week scheme began at the start of 2011 - eligible primary carers will receive payments via their employer at the Federal Minimum Wage.

The ability for women to continue with their career, and commit to a role as carer for their new little ones, is an important and long-overdue change to the Australian working environment. Unions, including the

IEUA-QNT, have been instrumental in obtaining paid parental leave, as they have in the plight for suffrage, equal pay, and many other rights for women.

Unions continue to campaign for pay equity, quality jobs with family-friendly work arrangements, improved superannuation for women, accessible and affordable child and out of school hours care and effective equal opportunity and anti-discrimination legislation.

We have come a long way, yet there’s a way to go. Clearly, change occurs, both naturally and under the will and efforts of human beings, including women.

Women are brave, hard working, and their achievements should continue to be recognised and celebrated, as a reminder for the generations of young women who follow in our footsteps.

100 years - 100 recognised women

ABOVE: Attending the UN Women International Women’s Day breakfast was (back left to right) IEUA Assistant Federal Secretary Christine Cooper with IEUA-QNT’s Caryl Davies, Monique Roosen, Susan O’Leary, Danielle Wilson, Kay Holloway, Nick Holliday, (front left to right) Christina Ong, Fiona Stutz and Miriam Dunn

IEUA-QNT Chapters are encouraged to nominate a woman member who exemplifies the best of our collegial, community and collective values, as part of our ‘100 Years - 100 Women’ Honours List.

throughout the last 100 years.

The centenary of International Women’s Day in 2011 is an opportunity to celebrate the extraordinary women who have broken down so many barriers

Presentations of the ‘100 Years - 100 Women’ recepients will occur at various branch or Chapter functions over this centenary year.

Nominations close on 29 April with nominations forms available on our website www.qieu.asn.au

The importance of union membership whilst on maternity leave It is important to note that union members must keep their membership current whilst on maternity leave to ensure ongoing assistance regarding: • proportion of salary entitlements being correct upon proceeding on maternity leave; • full representation to assist you on your rights when returning to work after maternity leave; • your rights if you need to access subsequent maternity leave; • assistance when negotiating part time employment or job share arrangements on your return;

• you are kept up to date with industrial issues and what is happening in your workplace through union publications such as The Independent Voice, newsletters and briefings.

Union membership benefits Members on maternity leave are able to continue to access membership benefits, such as Teachers’ Union Health (TUH) and Union Shopper.

TUH’s Health e-Start service is provided at no extra cost to TUH members and gives access to

trained health professionals such as midwives and childhood nurses throughout the pregnancy until the child’s first birthday.

Union Shopper offers a range of savings for members on goods and services including baby seats, baby furniture, electrical and white goods, cars and cameras.

Membership fees A special discounted rate of membership is available for those on unpaid maternity leave. By paying this discounted rate members

on maternity leave continue to receive the full benefits of being a union member, including access to assistance for members when returning to work and information on professional development requirements.

Maternity leave and Superannuation Insured members of the our union and Care Superannuation Trust (QIEC Super) who take maternity leave according to the Family Leave Award may apply for a continuation of the Death Cover Insurance. The

member must apply to the Trustee prior to commencing leave.

Application forms are available from the Fund Administrator, Independent Fund Administrators and Advisers (IFAA) on (07) 3238 1290 or 1300 360 507 for regional callers. Members of other Superannuation Funds should contact their administrator for details.

IEUA-QNT members on maternity leave who would like more information, contact IEUAQNT on 1800 177 937.

If you would like to know more about your particular working rights as negotiated in your collective agreement, please contact a Member Services Officer on FREECALL 1800 177 937. All information has been supplied by the IEUA-QNT Equity Committee. Further information on your rights while on maternity leave are available on the IEUA-QNT website at www.qieu.asn.au

The Independent Voice

March 2011

Legal Briefs

17

Andrew Knott, Macrossans Lawyers

EDUCATION, RELIGION AND HUMAN RIGHTS – IRISH INITIATIVES Matters involving education, religion and the law are assuming increased prominence in Australian education.

Debate (and an apparent legal challenge to Federal funding of) the provision of chaplaincy services in Queensland state schools, and the debates in New South Wales and Victoria about whether secular ethics classes should be permitted for students who opt out of religious education classes, are illustrative of that trend.

The Irish Human Rights Commission released a discussion paper in November 2010 launching a two months’ consultation under the title “Religion and Education: A Human Rights Perspective”. The Commission in association with the School of Law, Trinity College, Dublin hosted a major conference on the topic at Trinity College, Dublin on Saturday, 27 November 2010. The President of the Irish Human Rights Commission in speaking of these initiatives made the following comment: “The beliefs and views of Irish Society are evolving and with that comes changing expectations about the relationship between education and religion. The IHRC in partnership with the Law School of Trinity College, Dublin, believe that this conference can progress the discussion on education and religion by looking at it from a human rights perspective. Universal human rights principles are the common denominator that can bring diverse views on education and religion together. The IHRC is well placed to facilitate a consultation process on the matter and this conference

Early Childhood Teacher Scholarships Applications for the fourth round of Early Childhood Teacher Scholarships, each valued upwards of $12,000, are now open. These scholarships will support existing ECE staff who currently hold a three-year university qualification and who are not registered with the Queensland College of Teachers (QCT), to upgrade their qualifications to meet teacher registration requirements in Queensland so they can deliver an approved kindergarten program.

Eligible early childhood education and care staff will need two years part-time study to upgrade their qualifications at university.

is a very important step in that process.”

The acuteness of the issue in the Irish context was highlighted by Dr Alison Mawhinney of Queens University, Belfast in her comment: “By the standards set by the international human rights bodies, the operation of a doctrinal integrated curriculum in an education system dominated by religious schools – where realistic alternatives are non-existent, raises serious concerns under both the European Convention on Human Rights and the United Nations Treaties.”

The speakers at the conference included academics, lawyers, persons from religious and nonreligious organisations and of course educators. Topics dealt with religion and education from a children rights perspective, a human rights perspective more generally, religious education in public schools, accommodation of religious diversity in schools, religion education and the Irish constitution, parliamentarianism and religious preferences and the integrated curriculum.

The purpose of the Conference was to open the debate on religion and education from a human rights perspective and to launch a consultation process which has now commenced. As Ireland’s national human rights institution, the IHRC is “uniquely placed to do this”, and it does so “without adopting definitive stances at this stage on most of the issues canvassed by the discussion paper”.

The purpose of the discussion paper is to set out the human rights standards pertaining under the Constitution and international agreements to which the State is a party and on the basis of those standards to elicit responses to a number of questions.

On the basis of the feedback received and further analysis, the IHRC will make recommendations to Government pursuant to Section 8(d) of the Human Rights Commission Act 2000 on the measures required for the State to meet its human rights obligations in this area.

The vast majority of papers are accessible on the web site referred to below, as is the discussion paper issued by the Irish Human Rights Commission. At the time of accessing the web site (late February 2011) the final report had not been issued, or at least placed on the website www.ihrc. ie/newsevents/consultations.html.

Some extracts from the address by the President of the Irish Human Rights Commission provide some further context.

“Ireland is somewhat unique internationally insofar as religious orders have to date played a very prominent role in the education of our children in this State, and indeed have contributed hugely to ensuring that all children in the State receive an adequate level of education

“Another question arises in relation to religious minorities and those from a non-religious background. It should be recalled that Ireland has always had a number of religious minorities, and has never been completely homogenous in terms of religious affiliation; however, it has to be acknowledged that attitudes to religion and the place of the Catholic Church in society have been under very rapid change of late. It is also important to recognise that there is considerable recognition of the need for change in this area within the Church itself and comments by the Church leadership in Dublin clearly reflect this.

“Questions which thus arise are

whether the model of education on offer today, dominated as it is by religious patronage is sufficiently flexible to accommodate the made up of today’s society? Does it vindicate the rights of all parents and children in the State, or just some? If we consider the position of minorities within minority groupings – for example a non-religious family in a rural school setting, the question arises as to whether the rights of the child and the parents can be properly vindicated when balanced against the rights of the majority in that school. These are complex issues and the challenges posed are not underestimated by the IHRC. “To put it somewhat baldly, the core issue to be discussed today concerns whether religion has a place in the classroom, and if so what role should it play? This issue is extremely important from the perspective of the IHRC as it engages a number of fundamental human rights’ standards set out in our Constitution and in various international human rights instruments, not least the European Convention on Human Rights.”

Love Teaching?

Buy your own education franchise

Learning to Strive & Survive in Challenging Circumstances NATIONAL PROFESSIONAL LEARNING SERIES 2011 BRISBANE: Tue 7 June — Master Class Powerful Strategies for Teaching Oral Language Ms Carmel Crevola, International Literacy Consultant (France)

SYDNEY:Thurs 9 June –Conference Learning to Strive & Survive in Challenging Circumstances.

Keynote Speakers: Prof John Hattie, University of Auckland, Ms Camel Crevola, International Literacy Consultant (France), Dr Annie Henry, The Resiliency Group (NZ/USA), Prof Mike Milstein, University of New Mexico.

BRISBANE: Fri 17 June –Workshop Interested applicants can download an information pack, guidelines and an application form from the Department of Education and Training’s Scholarships webpage earlychildhoodscholarships@deta. qld.gov.au. Scholarship applications close on 8 April 2011 for studies commencing Semester 2, 2011.

when the State may not have been in a position to do so. This is often lost in the midst of more recent headlines in respect of the Church but it needs to be fully acknowledged. However, that said, we need to ask whether the current model is still valid today and whether it reflects the needs of society taken as a whole. These are indeed questions which some in the Catholic Church, including at leadership level, also have been asking.

Developing Resilient Students & Communities Dr Annie Henry, The Resiliency Group (NZ/USA) Prof Mike Milstein, University of New Mexico Full program details and bookings online: https://www.radii.org/bookings T: (03) 9534-2934 E: admin@radii.org

The Kip McGrath business offers you a great opportunity to invest in your future, while making a real difference in the lives of children.

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The Independent Voice

March 2011

EVENTS DIARY Queensland Studies Authority 2011 Conference

Mapping new territory: P-10

Vision to Reality: Queensland’s new education landscape is the QSA’s 2011 conference for school leaders, teachers and education professionals.

Australian Curriculum for teachers

It will provide opportunities to engage with a wide range of education issues across the early childhood years to Year 12.

The conference will be held from 27-29 April at the Brisbane Convention & Exhibition Centre.

The QSA’s 2011 conference will offer delegates opportunities to: • hear highly respected national and international education experts; • engage with the new Australian Curriculum;

• explore the themes of assessment literacy, quality teaching and leadership success; • network with fellow professionals; and • attend forums about leadership in education and early childhood.

To find out more visit the QSA website at http://www.qsa.qld. edu.au/

C&K ECE Conference The Crèche and Kindergarten Association (C&K) 2011 Early Childhood Conference Living in a child’s world will be held at the Brisbane Convention and Exhibition Centre on Saturday 21 and Sunday 22 May. The conference has four strands:

• early childhood curriculum and assessment; • inclusion and equity; • sustainability; and •community engagement.

The 2011 conference will include a wide range of presenters reflecting current thinking and practice in

early childhood education.

Minister for School Education, Peter Garrett and Queensland Premier, Anna Bligh will also welcome conference participants.

Find out more at http://www.candk. asn.au/

Navigating new territory: P-10

MYSA International

Australian Curriculum for leaders

Conference

School and curriculum leaders including principals, deputy principals, heads of department, heads of curriculum, heads of special education services, are encouraged to attend the ‘Navigating new territory: P-10 Australian Curriculum for leaders’ workshop.

The Middle Years of Schooling Association (MYSA) invites all those committed to the education, growth and development of young adolescents to the 7th International Conference from 26-28 May at the Gold Coast Convention & Exhibition Centre.

The workshop is aimed at providing school and curriculum leaders with a strategic overview of the Australian Curriculum and at providing participants with: • a summary of the development of the Australian Curriculum and overview of the P-10 Phase 1 Australian Curriculum learning areas: English, mathematics and science, highlighting the similarities to and differences from the Queensland curriculum; and • strategies for planning and for implementing change in schools.

DATES AND VENUES Wide Bay - 5 April, 9am–3pm. Maryborough Motel and Conference Centre Brisbane/Ipswich - 9 May, 9am–3pm. Spring Lake Hotel Brisbane South - 12 May, 9am–3pm. Fitzy’s Hotel, Loganholme Roma - 17 May, 9am–3pm. Roma State College Middle School Campus Library Brisbane North - 19 May, 9am–3pm. Brisbane International Virginia Palms, Boondall Cairns - 24 May, 9am–3pm. Brothers Leagues Club, Manunda Charters Towers - 25 May, 9am–3pm. TEIA Training Centre Brisbane Central - 31 May, 9am–3pm. Indooroopilly Golf Emerald - 2 June, 9am–3pm. Emerald Maraboon Tavern Bundaberg - 7 June, 9am–3pm. Bundaberg RSL Sunshine Coast - 8 June, 9am–3pm. Caloundra Power Boat Club Brisbane East - 10 June, 9am–3pm. Shangri-La Gardens, Wynnum West Mackay - 15 June, 9am–3pm. Magpies Sporting Club, Glenella Gold Coast - 16 June, 9am–3pm. Arundel Hills Country Club For more information contact the QSA Professional Development and events team on events@qsa.qld.edu.au or (07) 3864 0471.

The Conference will allow you to: • keep up to date with the latest national curriculum developments and connect these developments with some of the latest research into thinking and learning; and • network with others to renew a personal and school vision for middle schooling.

Visit www.mysa.org.au.

This workshop is aimed at providing teachers with an overview of the Australian Curriculum and strategies to plan for teaching and assessing in English, mathematics and science.

Participants have the opportunity to: • discuss and develop knowledge and understanding of the Australian Curriculum in English, mathematics and science; • review approaches for aligning curriculum and assessment when introducing and implementing the Australian Curriculum; • review the templates and exemplars to assist in year level planning and unit planning, using the content descriptions and achievement standards in the Australian Curriculum; • discuss and develop year level and unit plans; • network in professional teams to develop and sustain collegial relationships and professional networks.

DATES AND VENUES Brisbane North - 4 April, 9am–3pm. Brisbane International Virginia Palms, Boondall Wide Bay - 6 April, 9am–3pm. Maryborough Motel and Conference Centre Brisbane North - 10 May, 9am–3pm Brisbane International Virginia Palms, Boondall Brisbane East - 13 May, 9am–3pm Shangri-La Gardens, Wynnum West Roma - 18 May, 9am–3pm. Roma State College Middle School Campus Library Brisbane South - 20 May, 9am–3pm. Fitzy’s Hotel, Loganholme Cairns - 25 May, 9am–3pm. Brothers Leagues Club, Manunda Charters Towers - 26 May, 9am–3pm. TEIA Training Centre Brisbane Central - 27 May, 9am–3pm. Indooroopilly Golf Club Gold Coast - 1 June, 9am–3 pm. Arundel Hills Country Club Emerald - 2 June, 9am–3pm. Western Gateway Motel Bundaberg - 8 June, 9am–3pm. Bundaberg RSL Sunshine Coast - 9 June, 9am–3pm. Caloundra Power Boat Club, Golden Beach Mackay - 16 June, 9am–3pm. Magpies Sporting Club, Glenella Brisbane/Ipswich - 17 June, 9am–3pm. Spring Lake Hotel , Springfield Lakes For more information email events@qsa.qld.edu.au.

Mother’s Day Classic

National Walk Safely

Entries are open for the annual Women in Super Mother’s Day Classic walk and run for breast cancer research. Join thousands of Australians who will give the gift of research on Mother’s Day by walking, running, volunteering and fundraising on Sunday, 8 May.

to School Day

Everyone is encouraged to walk, run or volunteer and fundraise for the Mother’s Day Classic by entering online and joining others for a memorable morning on Mother’s Day. Mother’s Day Classic events will be held around Australia, including Brisbane.

The walk or run is open to people of all fitness levels. Families and friends come together for a walk in the park, and runners put on

their joggers for their first-ever fun run or to beat their personal best.

Large and small teams wearing creative costumes also add to the day.

On the day, participants wear tribute cards with personal messages dedicated to loved ones diagnosed with, or lost to breast cancer.

The thousands of dedications are a poignant reminder that breast cancer is the most commonly diagnosed cancer among women.

This year, participants will also be able to share their personal tributes on the Mother’s Day Classic’s new online tribute wall.

Help change the future for Australian women by registering to walk, run or volunteer, and fundraise for breast cancer research at www.mothersdayclassic.com.au.

It’s that time of year again when primary school aged children from around Australia make those important steps towards a healthier childhood by participating in National Walk Safely to School Day on Friday, 20 May. Walk Safely to School Day promotes the vitally important message: Active Kids are Healthy Kids. The event encourages parents, carers and their children to build regular walking to and from school into their daily routine, because children need a minimum of 60 minutes exercise per day.

For more information visit www.walk.com.au

The Independent Voice

March 2011

With much of today’s education agenda being driven by Canberra, the need to keep up to date with national developments has never been greater. That’s why you need to sign on for the 2011 Joint QTU/IEUA-QNT Professional Issues Conference now.

Brisbane Convention and Exhibition Centre Friday - 13 May 2011

Enacting the National Agenda: Be aware – Be informed – Be confident features keynote speeches from Margaret Wu, Associate Professor at the University of Melbourne, who will be discussing the use of NAPLAN results for accountability purposes, and Dr Graeme Hall, Manager, Policy and Programs at the Australian Institute for Teaching and School Leadership (AITSL), who will outline AITSL’s structure and operations and provide details of its current and future plans.

Breakout sessions at the conference will include:  Evaluation for what? Engagement of course!  Two-way Aboriginal schooling and the Education Revolution.  Herding Cats: How do we provide an effective curriculum for students with disabilities in a standards-based educational environment?  Pregnant and parenting students.  QSA – Year One checkpoint trial.

Book now – registration closes 11 April 2011.

The cost is $135 including GST. To find out more details and to download a registration form online, visit http://www.qieu.asn.au/jointconference2011

Margaret Wu Margaret is an associate professor at the University of Melbourne where she teaches an educational measurement course. Her main interests are the development of item response models and problem solving tasks. She has worked on a number of large-scale projects, including TIMSS, PISA and state-wide testing programs. Margaret is a co-author of an item analysis software program, ConQuest, which is used in many projects, including NAPLAN.

Graeme Hall Graeme was a teacher and principal in Queensland state schools for many years, and was also a member of the Queensland Board of Teacher Registration (1988-2002), becoming Director in 2002. Since then, Graeme has worked on the national professional agenda at both Teaching Australia and at AITSL. He is currently Manager Policy and Programs at AITSL’s Melbourne office. He is a Fellow of the Australian College of Educators and the Australian Teacher Education Association, and is a Life Member of the QTU.

Conference sponsors:

Authorised by Terry Burke, Branch Secretary, Independent Education Union of Australia - Queensland and Northern Territory, 346 Turbot St, Spring Hill Q 4000 and John Battams, General Secretary, Queensland Teachers’ Union, 21 Graham St, Milton Q 4064

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The Independent Voice

March 2011

Global Issues Canada: CTF conference tackles issues facing families Participants at the Canadian Teachers’ Federation (CTF) Women’s Symposium have debated issues facing families including: violence; poverty reduction; marginalisation of children; diversity; and healthy lifestyles at a three-day event in February. The EI affiliate’s event was held in Moncton, Canada, with the challenging theme of ‘21st Century Families: Exploring Multiple Realities,’ which enabled teachers from across the country to learn more about issues facing families.

President of New Brunswick Teachers’ Association, Noreen Bonnell, who spoke at the conference, said: “What we are exploring are all of the realities that affect women and men in the workforce, children in schools and outside, and how it impacts the families at home.”

Some issues, such as intimate partner violence, labour market evolution and non-profit organisations, may not at first appear to fit in a conference related to education in schools, but Bonnell says schools try to work with, and develop, children in every way.

Therefore, communication with homes and families and understanding the issues they may be exposed to is important.

Another of the speakers at the conference, former Member of Parliament, Claudette Bradshaw,

tackled the issue of poverty and abuse and how it can affect children. Bradshaw stated her belief that teachers do not receive enough resources to deal with children with the greatest difficulties.

UK: Training of teachers vital to managing pupil behaviour The National Union of Teachers has responded to a parliamentary Education Committee report into behaviour and discipline in schools by demanding that teachers have access to continuous professional development. The NUT has argued that this is the key to ensuring teachers remain confident and well informed in how to deal with pupil behaviour.

“If something happens, (teachers are) usually blamed,” she said. “That affects me a lot and I really do not like that, because I have always felt that we do not give them the tools that they need to teach our children. And that always upsets me, and I’ve always been a big advocate of the teacher in the classroom.

NUT General Secretary, Christine Blower, said: “While we must not forget that the majority of our classrooms are safe and pupils are well behaved the NUT agrees that it is critical for schools to have behaviour and discipline policies drawn up not only in consultation with staff, but also with children and young people and that the whole school community is actually involved in making sure that the policy is implemented, on a proper and consistent basis.

“Governments need to start paying more attention to what frontline teachers are saying when it comes to making policy decisions or determining where to spend money in education.”

“Whatever curriculum is put into place has to be free from the restraint of excessive testing and league tables which simply stifle creativity and enjoyment.

She pointed to the shocking statistic that 46 per cent of Canadians are illiterate to illustrate her view that if government listened to teachers more closely, illiteracy rates across the country wouldn’t be nearly as high.

“Unlike the report we do not support the move towards school centred and employment based training. Teachers need proper, in depth, theoretical training, as much of this report demonstrates.”

Education International encourages Canadian teachers to discuss these issues and develop responses to provide quality education for all children in their country.

According to Blower, the report is “a stark reminder that cutting schools budgets and those of local authorities will lead to the most vulnerable children being deprived of vital services. A problem which will only be exacerbated if more schools become academies or Free Schools and coherent provision for schools is slowly, but surely dismantled.”

As the global union federation representing 30 million education workers, EI also urges the Canadian authorities to give teachers the financial means to do so.

EI supports the NUT’s campaign to secure quality training for teachers and an excellent education to students in Britain.

Queensland Independent Education Union of Employees

Pre-school pupils are still better readers aged 15

Election Notice The Queensland Industrial Registrar has issued a Decision, pursuant to the Industrial Relations Act 1999, that the Electoral Commission of Queensland conduct an election for positions of office within the Queensland Independent Education Union of Employees.

Office

No. of Positions

Queensland Independent Education Union of Employees

Branch Network Co-ordinator ........................................................ 1* Branch Organising/Campaigning Co-ordinator ............................... 1*

Nomination Form

*from the following Branch: Principals.

Nominations close at 5 p.m. on Thursday, 14 April 2011.

Nominations close at 5.00 p.m. on Thursday, 14 April 2011

We the undersigned financial members of the Queensland Independent

Education Union of Employees from (Branch name) Nominations open at 9.00 a.m. on Thursday, 24 March 2011. No person may be nominated unless that person has been a financial member of the Union Branch, hereby nominate Member No: for at least twelve (12) months immediately preceding the date of closure for nominations. Nominations must be in writing and reach the Electoral Ms/Mr/Other: Courtesy Title (Optional) (Print the full name of the person you are nominating) Commission of Queensland no later than 5.00 p.m. on Thursday, 14 April 2011. for the position(s) of : (Tick the box/es to indicate the position/s of office that the Nominations for Branch Network Co-ordinator and Branch Organising/ Campaigning Co-ordinator shall be signed by two (2) financial members of the nominee is standing for election to) relevant Branch and by the candidate who shall also be a member of the relevant Branch.

A nomination form suitable for use in this election is printed with this notice.

Nominations forms are also available from your Union’s office, the Electoral Commission of Queensland and the Commission’s website: www.ecq.qld.gov.au.

Any form of nomination which complies with the Union’s rules is acceptable.

Branch Organising/Campaigning Co-ordinator of Principals Branch Branch Network Co-ordinator of Principals Branch

Full Name

Signature

School

Children who have been in pre-school education are likely to be much better readers when they are aged 15, reveals a study of international test results. The Organisation for Economic Co-operation and Development (OECD) has published an analysis of tests taken by pupils in developed countries looking at the long-term impact of pre-school education. This showed that 15-year-olds who had attended pre-school were on average a year ahead of those who had not.

The study is based on international tests taken by pupils in industrialised countries known as the Programme for International Student Assessment (PISA) and looks at the links between achievement in these tests and pupils’ first experiences of education. In almost all countries taking part in the tests, pupils who had attended pre-school outperformed those who had not. This gap remained after different social backgrounds had been taken into account.

Since pre-school education is more likely among betteroff families, this can create an early social divide between pupils. The research also suggests that disadvantaged and immigrant families can gain above-average benefits from early education.

Prospective candidates and their nominators should confirm their financial status and other qualifications required by the Union.

Candidates Statements Candidates may lodge a statement on a single A4 sheet supporting their election to each position sought. These statements are included with eligible voters’ ballot material. Statements must be received by the Commission no later than the close of nominations.

Ballot A secret postal ballot of eligible members of the relevant Branch will be Consent to Nomination conducted should any position attract more nominations than positions available. Postal ballots will open on Thursday, 5 May 2011 and close at 5.00 And I, a finanp.m. on Thursday, 26 May 2011. Eligible members are those members who (Show your name as it is to appear on the ballot paper) were financial on 12 February 2011, being forty (40) days before the opening cial member of the Queensland Independent Education Union of Employees date for nominations. Ballots are decided using a first-past-the-post voting system. employed at (Name of school) The rolls are prepared within seven (7) days of the opening of nominations.

Members should advise the Union of any change relating to their membership from Branch, do (Branch name) details.

hereby

agree

to

be

nominated

and

to

act

if

elected.

Colombia: Murder of teacher unionists continue Education International condemns the brutal murder of Colombian teacher trade unionist, Manuel Esteban Tejada, on 10 January. His assassination brings the death toll to 28 teacher unionists who have been killed in Colombia in the past year. Manuel Esteban Tejada was affiliated to the Colombian teachers’ union, FECODE branch of Córdoba, ADEMACOR. He was a teacher at the Palma Soriana education centre.

Address: Postcode JOHN COOPER-JANSSEN Returning Officer 3 March 2011 Telephone: (Home)

ELECTORAL COMMISSION of QUEENSLAND Level 6 160 Mary Street, Brisbane, Qld. Postal Address GPO Box 1393 BRISBANE QLD 4001 Telephone 1300 881 665 or (07) 3035 8034 Facsimile (07) 3221 5387 www.ecq.qld.gov.au

(Mobile)

(Business) Facsimile:

E-mail: Signature:

Teachers in the trade union movement represent a high proportion of the victims. EI requests that robust measures be implemented to protect teachers and trade unionists.

Date:

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

March 2011

21

Queensland Education Resources Expo

UR IN YO RDS O W OWN

Saturday 10 & Sunday 11 September Brisbane Convention & Exhibition Centre 10am – 3pm FREE ADMISSION! The Queensland Education Resources Expo (QUEDREX) is the largest education trade show in the state. The 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!

IEUA-QNT member Samantha Munro from Sacred Heart School, Yeppoon, attended the Early Childhood Australia National Conference at the end of 2010.

Samantha explains how taking part in the conference provided our union with input to on-going policy development and established important links to other early childhood professionals across Australia. “(The) Early Childhood Australia National Conference addressed three areas of importance to early childhood education. These areas were: • Leadership; • Environments; and • The Arts.

Presenters shared their knowledge, experience and passion.”

“On day one of the conference, the topic was leadership. The keynote speakers focussed on the children who live in rural/isolated areas of the world. They spoke of the importance of having the local Aboriginal people actively involved within schools to promote positive learning for the local children.

“It was of concern to hear that while in 2004, 0.7 per cent (of) teachers were of Aboriginal descent; this representation has now dropped to 0.3 per cent.

An open door to parents and the local community was seen to be crucial in encouraging positive relationships leading to opportunities to utilise positive relationships and a wealth of knowledge within centres and classrooms.

Visit the IEUA-QNT website IEUA-QNT members can keep up-to-date on the latest news, legal issues, resources, campaigns, events, where our union has been in the media, collective bargaining updates, chapter and branch meeting dates and union submissions at our website!

Check out

www.qieu.asn.au

The Expo provides the opportunity to equip, inspire and prepare Australian educators to operate in an ever-changing world and improve teaching quality.

“Environments were the topic of day two.

Many areas were addressed including the utilisation of outdoor areas and the need to maintain currency with the changes in technology. Children in the early years of life should be in charge of a major dimension of their own learning through their beliefs, interests and self discovery.

“Teachers should acknowledge these areas, support them and integrate lifelong learning skills into them. Every child is different and therefore learns and develops differently. It is up to the teachers and support staff to recognise this and nurture the individual child, to help them grow as a learner.

“The final day of the conference was about utilising and bringing drama and the arts into the children’s learning environment. Through the arts a child can imagine creatively, explore and enquire into their own individual learning.

“The arts promote curiosity and encourages the children to ask ‘what if?’ Through the use of the arts in the

classroom, an environment is created where the child can ‘think outside of the box’ and approach different problems in ways they may not have previously thought of.

“The conference was a great experience.

I am very grateful for the opportunity to attend. Not only did it address these three important areas, it opened many networks with people all over Australia who work in the same field. The networks are important links in early childhood education; the ongoing personal and professional development of the teacher as an individual is as important as the developmental opportunities we are giving the children within our classrooms.”

Members are encouraged to submit to The Independent Voice articles concerning prevalent issues in your sector. Please forward any articles and photos to Publications Officer Fiona Stutz at fstutz@qieu.asn.au.

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; •A free expo guide.

Visitor registration is available at www.edresourcesexpo.com.au.

White Ribbon Day Every Day Conference ‘Professional learning for the prevention of gendered bullying and violence’ Saturday 21 May Brisbane Convention & Exhibition Centre

This national conference, hosted by the Association of Women Educators, is open to those interested in the prevention of violence and includes presentations and workshops. Educators from relevant community organisations and primary and secondary schools are encouraged to attend. More information: www.awe.asn.au.

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Before you make another purchase, remember Union Shopper and challenge us to find you a better deal.

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22

The Independent Voice

March 2011

Teacher Exchange opportunities for members Teacher exchange offers a significant opportunity for both personal and professional development while experiencing life overseas.

The benefits of teacher exchange reach your colleagues, school, students, their families and your family.

Participants do not enter the permanent service of the Host School and return to their current position and thus retain accrued entitlements.

Exchange does not involve any exchange of salary and exchangees are required to make their own arrangements for transmission of salary overseas.

The IEUA-QNT Teacher Exchange Program is a membership benefit for members with five years teaching experience. IEUA-QNT works on behalf of applicants with various bodies including:

• overseas exchange authorities (e.g. UK, Canada, Colorado, New Zealand); • teacher registration authorities; • consulates; • principals of proposed exchange schools; • Australian employing authorities; and • overseas unions (reciprocal union rights).

Benefits of Exchange • Students - Australian and the exchange country’s students benefit from being taught by a visiting teacher who brings to the classroom new ideas and experiences from a different educational system and culture.

Teachers and schools have access to new ideas and teaching methods by working closely with a teacher from another country and education system.

• Education - Visiting teachers provide valuable input into curriculum within schools by

contributing their knowledge and asking questions about education in Australia.

While on exchange, teachers are asked to complete an elective investigation project on a topic of their own choosing. When an exchange teacher returns home, the result of this project is to be shared with the home school district and may appear on an exchange web site to be shared with other teachers.

• Exchange Teachers - Have the opportunity to: work in another educational system; exchange ideas and knowledge; observe different teaching practices; and experience another culture and environment.

To find out more information about how you can experience teacher exchange, contact Kay, IEUA-QNT Teacher Exchange Coordinator on phone 3839 7020 or email kholloway@qieu.asn.au

ABOVE: Townsville Grammar School teacher and union member Megan Nelson made the most of her time off from teaching in Canada on IEUA-QNT’s Teacher Exchange Program by visiting other parts of the country in 2007

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2nd prize: Travel voucher to the value of $1,000 ABOVE: IEUA-QNT member and teacher at Gilroy Santa Maria College in Ingham, Annette Cope, went to Canada as part of the Teacher Exchange program in 2010.

PLUS PRIZES FOR: NEW Booksellers draw: iPad to the value of $799 (those who sell more than 3 books will go into the draw).

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Teacher Exchange 5 years Teaching Experience + QIEU/IEUA-QNT Membership

Photograph by Chhea Thao

OPPORTUNITY! Work overseas and retain your accrued entitlements.

United Kingdom; Ontario, Alberta, British Columbia, New Brunswick, Canada; Colorado, USA! Check out our website www.qieu.asn.au Click on Membership sectors the Teachers then Overseas Exchange Program.

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

IEUA-QNT members can keep up-to-date on the latest news, legal issues, resources, campaigns, events, collective bargaining updates, branch meeting dates and union submissions at our website! www.qieu.asn.au

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The Independent Voice

March 2011

23

Health & Lifestyle Tips Instep Podiatry at TUH helping teachers put their best foot forward

and so on, can be the catalyst for pain in the body including the feet and legs.

Teachers spend many hours on their feet, standing in front of classes, moving around the classroom helping students, checking work, or supervising tests. On top of this, some teachers might have parade duty walking around the school monitoring student behaviour. There are sports days, fetes and club meetings.

The easiest to explain would be standing and walking excessively. Some teachers will have to stand more often and for longer at times and this can cause pain, and if coupled with feet with inherited issues, will make for a deadly cocktail of stresses to the foot and the rest of the body.

If that is not enough for the feet of teachers to cope with, teachers will also have to attend extra-curricular activities such as debating, music recitals, and so on, often at night after the many hours already clocked up at school during the normal day.

Generally the foot is able to take that punishment day after day, week after week, but not for everyone.

For some teachers the accumulated stress on the feet can result in pain in the foot, aching legs and even knee pain and symptoms can travel further up the body. It becomes obvious when a teacher can be seen limping, having to sit down more often than usual, taking shoes off to get relief, and maybe massaging the feet. Sometimes the stresses of the day aren’t noticed at the time, but can be felt first thing in the morning with pain and the feeling of hobbling like someone that is much older. This is particularly evident with heel pain, a condition that can become crippling and linger for years if not treated.

Not all teachers will have pain or aches because of their feet, so what differences can explain this?

One of the main causes of aching feet and legs, is the type of foot we inherit. An arch that is too low or too high, feet that are too flexible or too stiff

Finally footwear can add the final ingredient to an already potent cocktail for pain and discomfort.

Footwear that is too old and worn, or doesn’t match the foot type of the teacher, can increase the accumulation of stress.

Students rely on teachers to provide them with the knowledge they need to learn, pass their tests and eventually go on to find jobs. When a student struggles teachers are trained to identify what possible causes exist and to try and find solutions to these impediments to learning.

And so it is with Hailey and Craig at Instep Podiatry at TUH except their expertise is not in teaching students. Their expertise is in analysing and treating the reasons why teachers, or any member of the community, has aching feet and legs and to implement strategies to keep teachers standing and walking comfortably.

With over 30 years experience between them, Hailey and Craig share a passion for helping teachers put their best foot forward and making a teachers life, whether in the playground or in the class room, more comfortable and enjoyable.

Appointments can be made by contacting the call centre on 1300 360 701.

Dear Jo I have been noticing that my husband comes home later from work a few times a week. He says that he has been working. However, I have noticed that there have been withdrawals from ATMs at the local clubs. He doesn’t come home intoxicated or smelling of alcohol. Things have been tight financially and we have been having to keep an eye on every penny. I am afraid to ask him what is going on. Signed, What should I do?

Dear What should I do?

This issue is understandably troubling you and probably affecting your relationship with your husband. It can be challenging attempting to manage your own emotions while remaining empathic to the person whose behaviour has made you feel this way. Try to express your concerns without lecturing or criticising his behaviours. This will allow him the opportunity to explain and minimise the likelihood of him denying, becoming angry or defensive.

Have you considered that your husband may be gambling? Is this something that he has done in the past? The Queensland Household Gambling Survey conducted in 2008–09 (available on the Queensland Government Responsible Gambling Research Program website http:// www.olgr.qld.gov.au/responsibleGambling/ policyStrategy/research/index.shtml) reports that in Queensland, 68 per cent of the population are recreational gamblers, 25 per cent are nongamblers, 6.3 per cent are at low to moderate risk of experiencing issues related to their gambling and 0.37 per cent are problem gamblers. This

equates to approximately 12,000 Queenslanders.

90 per cent of problem gamblers play gaming machines such as poker machines in clubs.

Early signs of a problem gambler are that they: • Become withdrawn; • Seem worried, agitated or upset for no apparent reason; • Exhibit changes in personality and their sleeping, eating, or sexual relationship patterns; • Are regularly short of money even though they earn a wage; • Borrow money on a regular basis to gamble or pay debts from gambling; • Are secretive about financial records or payslips; • Go to gambling venues alone and more often; • Stay at gambling venues longer than intended; • Struggle to limit how much they gamble; • Try to win back money they have lost with more gambling; • Use gambling to escape stress at work or at home; and • Lie to family and friends about how much and how often they are gambling.

If you would like any information or assistance, please call Teachers’ Union Health Supportline (1800 655 302) which is staffed 24 hours a day.

Trained counsellors will be able to offer you some counselling either on the phone or refer you for face-to-face counselling with one of our TUH counsellors in your area.

Jo

TUH keeps costs down for members TUH’s average rate rise for 2011 is 4.94% , which is below industry average of 5.57% and...

• 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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High quality services

24

The Independent Voice

March 2011

Simple steps to future wealth A recent shopping trip reminded me that the best actions you can take to build wealth are simple and easy to put into action.

While making a purchase at our local shopping centre the shop manager asked what I did for a living. I explained that I worked in financial planning and that it was our role to assist clients to make the most of their financial situation. I went on to note that most of our clients were over the age of 50 and in some cases they could certainly have started a little earlier to plan for the future. In contrast other clients had built a solid financial foundation over the years and came to see us for specialist advice.

The shop manager asked the natural question – what is it that sets those with a solid foundation apart from the others and how do I get started? I explained that in most cases clients had put in place simple actions and then consistently repeated them; that was all it took. Here are a few simple steps to get you started.

Top 5 simple steps to your future wealth 1. Understand your income and expenses - draw a line down the middle of a page - list your weekly, fortnightly or monthly income on one side - on the other side list your regular fixed expenses and put in brackets after each item how often they are to be paid e.g. (monthly) or (half yearly, Mar & Sept) – this list may take a few months to complete but it is worth starting now - work out how much you need to set aside each pay cycle to cover your bills so you avoid getting caught out and having to resort to pay using credit - if your expenses exceed your income, then you have some hard decisions to make and face reality - if you have money left over after planning for your bills, then you have an opportunity to make that money work for you by deciding how you will use these funds - It is very important to focus on living within your means 2. Understand your assets and liabilities - draw a line down the middle of another page - list your assets on one side (assets pay you money, so a car or home contents by definition are not assets to be included on this list): your assets will include your ability to earn an income, which you can insure using income protection insurance; shares; cash in the bank; property; managed funds; superannuation, etc - on the other side list your liabilities which include all loans that you have outstanding: interest free purchases; credit cards; store cards - total each side - deduct your total liabilities from your total assets; if the number is positive, well done you’re on your way – it is time to grow your asset column even more; if the number is negative it is time to face reality and start dramatically reducing debt.

3. Accelerate debt repayment - a little extra repaid regularly can make a huge difference – e.g. if your home loan is $300,000 over 30 years at 7.86% interest, your monthly repayment will be $2,173 per month; by paying the loan fortnightly and adding just $50 extra per fortnight you’ll repay the loan 10 years earlier and save over $187,000 in interest; - focus on paying out your highest interest debts first (be aware that some loans may charge early repayment fees) - after you repay one debt, channel the extra money into paying off another loan - don’t be taken in by interest free offers; save up the old fashioned way and remember that these days the next sale is never far away - you only need one credit card, choose carefully and cancel the rest 4. Get to know your Super - if you have more than one super account you should consider consolidating them into one

by Sloan Wilkins, General Manager, QTCU Financial Planning

- make a pro-active decision about which investment option is right for you - add a little extra each fortnight from your pay - you’ll never miss it, and it will make a huge difference in the long run (though you need to be careful that you do not exceed legal contribution limits) - find out the level of insurance cover that you have inside super and consider increasing it in line with your needs (it is rarely enough); insurance via super is typically inexpensive as well - consider salary sacrificing into super to further boost your balance 5. Put your own plan in place - depending on where you are now, you may be able to put in place only one action to move forward, but feel good about the fact that you are taking action - where you situation allows it develop your own list of 5 action items to move your financial future forward, then implement and stick with them - you should also consider engaging a financial planner to produce a personalised financial plan for your circumstances; yes there is a cost, however, the benefit over your lifetime will far outweigh this These are some simple yet powerful solutions at your fingertips; however, the motivation to move forward can only come from you. Obviously all decisions you make will have some impacts that you need to consider carefully in light of your current situation and therefore seeking quality advice is a smart move. We all have busy lives, but it is important to commit today to make time to plan your own simple steps to future wealth.

This article has been prepared by QTCU Financial Planning Pty Ltd, Authorised Representative of Outlook Financial Solutions Pty Ltd, ABN 40 083 233 925, AFSL 240959. Please note that this article contains general information only and we recommend that you seek professional advice before making any decision regarding financial products.

Time to upgrade...

Arthur G, Financial Planning

Did you know being a teacher gives you access to an exclusive car loan?

With a Queensland Teacher’ Credit Union Teachers’ Life package, you receive a host of benefits designed just for Teachers. Plus we can even help you find your next car for free.

So if you are looking for a new or used car talk to us today.

Call 13 29 30, visit qtcu.com.au/teachers or drop into your local branch.

QTCU’s lending policies, conditions, fees and charges apply. Full details of the terms and conditions are available on application. Car buying service carried out via Motor Vehicle Consultants (MVC). MVCs are a separate business conducted by Platinum Nominees Pty Ltd ABN 44 010 878 252 trading as The Motor Vehicle Consultants and are not a related party or credit representative of Queensland Teachers’ Credit Union Limited. ABN 83 087 651 054 AFSL/ACL 241195 QTE4751IV