The Independent Voice
May 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
Volume Volume 11 11 Number Number 13
February May 2011 2011
LABOUR DAY 2011
IEUA-QNT members marched under our union banner at Labour Day events across Queensland to acknowledge the achievements of the labour movement and to make a statement about current campaign issues within our sectors. Photos pages 12,13
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Member delegations to highlight federal funding campaign IEUA members will meet with federal parliamentary representatives to highlight the need for continued real funding increases for all schools and more targeted funding for special needs and disadvantaged schools both in the government and non-government sectors. IEUA branches throughout the country, including IEUA-QNT, will lobby federal politicians on the need for a fairer funding system for schools in Term 3. IEUA-QNT Chapters have already made submissions to the Review of Funding for Schooling, highlighting the funding needs and diversity in
their schools. However, the work of Chapters and its members is not yet over; we must continue to place pressure on our politicians. The Review Panel is expected to deliver a second Issues Paper in August with feedback required by September. The Panel has also commissioned external research programs to assist in the review. Member delegations will be vitally important to ensure our voice is heard in what will ultimately be a political process. There is a need for a quantum shift
in the way in which government funds the non-government sector as part of the provision of education in this country, especially considering the large proportion of students who now attend non-government schools. Currently many schools do not have the resources to meet the needs of students, particularly the increasing demands presented by students with special needs. A clear, fair and transparent funding policy is necessary, with a reference to a national resources standard for schools along with rigorous accountability provisions for all schools.
By guaranteeing funding certainty this will also see the protection of jobs for employees working in non-government schools and provides confidence for the students and parents in these communities.
• Al l stu de nt s sh ou ld re ce ive a basic entitlement wh ich should be supplemented by a needs-based funding regime; • A modified SES mo del should be used to ascertain ne ed; • Fu nd in g sh ou ld be in de xe d annually by moveme nts in AGSRC or an equivalent me asure; • An y ch an ge s to th e cu rr en t
It is imperative that a commitment is made by the federal government to guarantee no school loses money if any new funding regime is implemented and that more resources are provided to all schools.
IN BRIEF... ar ra ng em en ts sh ou ld pr ov id e fo r tr an sit io na l ar ra ng em en ts th at en su re th at no stu de nt is disadvantaged in th eir educational needs; and • Th e fu ll co st of m ee tin g th e ed uc at io na l ne ed s of stu de nt s with disabilities sh ould be funded irrespective of the sch ool sector that the student attends .
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The Independent Voice
May 2011
CONTACTS The Independent Voice is the official publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT) www.qieu.asn.au ISSN 1446-1919 IEUA-QNT Brisbane Office PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418 Fortitude Valley Q 4006 IEUA-QNT Townsville Office PH: 07 4772 6277 Level 1, 316 Sturt St Townsville Q 4810 PO Box 5783 Townsville West Q 4810 IEUA-QNT Bundaberg Office PH: 07 4132 8455 44 Maryborough St Bundaberg Q 4670 PO Box 1227 Bundaberg Q 4670 IEUA-QNT Darwin Office PH: 08 8981 1924 FAX: 08 8981 1935 38 Woods Street Darwin NT 0800 GPO Box 4166 Darwin NT 0801 Editorial/ Advertising enquiries to Fiona Stutz: Telephone: 07 3839 7020 Toll Free: 1800 177 937 Fax: 07 3839 7021 Email: fstutz@qieu.asn.au Editor Mr Terry Burke IEUA-QNT Branch Secretary Publications Officer/Journalist Fiona Stutz Printing: Rural Press (07) 3826 8200 Disclaimer: Advertising is carried in The Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way reflect endorsement or otherwise of the advertised products and/or services by IEUA-QNT. Copyright All articles remain the copyright of IEUA-QNT. Permission must be obtained before reprinting. ABN: 74 662 601 045
REMINDER IEUA-QNT members are reminded that if you have recently changed your address you need to inform IEUA-QNT! To change your details log on to our website at www.qieu.asn.au Alternatively, call the IEUA-QNT office on (07) 38397020 or FREECALL 1800 177 937
President’s Report Teaching a Collegial Profession The Labour Day march in Brisbane this year was again an enjoyable occasion, one which enabled union members and supporters to celebrate the achievements of the union movement. There were various celebrations occurring in Darwin and Alice Springs and most Queensland towns and cities across the May Day weekend. Our union had many members from across the various sectors and job classifications attend. Reports from various representatives noted record attendance at some celebrations. After enjoying Labour Day and the collegial nature of the day it was disappointing to hear that the federal government has reaffirmed its desire to implement performance based pay for teachers. The federal governments recent announcement of a teacher bonus payment for the “top” 10 per cent of teachers is
divisive and ill-considered. The 2011-12 Budget has allocated $425 million to this new scheme and also the budget contained $18 million for Teach Australia initiatives modelled on a failed scheme from the United States of America. This approach is counter to the nature of teaching; the profession is one of a collegial approach of all working together to support students achieving their best not just academically, but emotional and spiritually. The Minister for Education, Peter Garrett, has stated he was confident a system of evaluating teachers could be developed by the end of next year. He has even been quoted as saying that: “clearly NAPLAN can be taken into account.” Professor Brian Caldwell from the University of Melbourne has
identified that the use of NAPLAN test scores for literacy and numeracy to evaluate music, history and art teachers is inappropriate. It is concerning that the government seems hell-bent on going down the American path, with initiatives such as performance pay and professionals from other fields becoming teachers for a short period of time. These schemes have proven to have not worked and even more concerning that have actually had a negative impact on student outcomes. There are lessons to be learned form overseas education systems; some of these lessons are what not to do, but there are also many positives lessons. The Finnish Education Minister has said: “Teachers in Finland can choose their own teaching methods and materials. They are the experts of their own work, and they test their
own pupils. I think this is also one of the reasons what teaching is such an attractive profession in Finland, because teachers are working like academic experts with their own pupils in schools.” Even as I write this article an email from a colleague at my school has just arrived in my inbox; he has sent me a great resource to use in my class. That’s what teaching is all about: professionals working together, helping each other so we can provide the best for the students in our schools.
Andrew Elphinstone IEUA-QNT President
Branch Secretary’s Report Mentoring School Improvement Commentary over recent years regarding the PISA* tests has tended to concentrate on the outstanding performance of students in Finland and a number of Asian countries. However, the 2010 PISA tests recorded a stellar ‘off the page’ outcome for students in Shanghai who participated for the first time. I recently had the opportunity to gain some insights into some initiatives which underlie such outcomes. By way of background, earlier this year the United Nations, OECD and Education International convened a conference in New York of representatives from various countries which participate in PISA, seeking to gain a better understanding of the country context in relation to the various PISA results. At that presentation, the city of Shanghai and the peak education authority were represented and spoke to the conference about some of the initiatives being undertaken in Shanghai. Most notably, the presentations in New York, as reported, identified a significant initiative of partnering and mentoring poorer performing schools with high performance schools. Using our relationship with the Shanghai Education Union, we were able to meet with Mr Liu Jinghai, Principal of Shanghai Zhabei No. 8 Middle School which is located in a relatively moderate income area of Shanghai. Mr Liu, since taking up the principalship in 1994, has undertaken a significant transformation of the school. He has sought to make a transformation to make students think more with more discussion, more enquiry, more questioning, use
of computer interactive learning and experiential learning. He has also ensured that the school has a strong emphasis on teacher professional development. In terms of the PISA outcomes, Mr Liu argued that it reflected a significant investment in education by the government and the hard work of students and teachers. In a significant initiative, the No. 8 Middle School and Mr Liu, as Principal, and the staff of that school have, over a number of years, been allocated a number of poorer performing schools. From Mr Liu’s perspective, the process is fundamentally a way of transferring investment in teachers rather than an investment in ‘schools’. From 2005, Mr Liu and his school and staff have been involved in providing support through a mentoring relationship with a number of other schools. These are schools identified by the education authority as not being successful, having poor student outcomes. Success, according to Mr Liu is borne of shared experience and expertise. Education reform, in his view, is to share experience with the not so good schools. The imperative of the program is to re-skill and develop different attitudes from the Principal right down through the staff. Mr Liu currently oversees eight other schools in Shanghai plus two in rural areas. Overall management of these schools is with Mr Liu and the Principals of those schools take direction from him. Mr Liu, for his part, reports to the district education authority. As Principal, he will send
teachers from his school to illustrate good methods that other schools and teachers might adopt and will bring teachers and administrators to his school for more training. He and his staff provide not only broad direction but also detailed pedagogy, simulating and undertaking lessons underpinned by good theory. Typically a four year period of supervision of one of these schools is in place. Evaluation of the progress of the mentored school is undertaken by the school itself, a representative of the education authority and a third party. If, on that evaluation, the school has now reached appropriate levels of operation and outcome, then it is relinquished from the supervision structure. The government authorities provide funding to the sponsored school to enable the process and that funding is used for the training and development of the sponsored schools’ Principals and staff. Notably, teachers in the sponsoring school engaged in the training of others are paid more on the basis that providing training is additional to their basic duties. Clearly there is, in the sponsored schools, some resistance to change. However, the overall structure and more importantly the nature of the support and demonstration of exemplary practice is engaging of these staff and once improvements are occurring, success encourages further reform. Mr Liu commented that in poor performing schools, characteristically a blame game occurs with the Principal blaming the teachers and the teachers
blaming the students but success of students brings a changed perception and this encourages further change. The success of these initiatives is quite striking. It was reported to us that students typically in these poorer performing schools are in the lower third of the academic achievers and typically would not get into the 56% of students who would normally enter university. In the schools that are part of Mr Liu’s network, 80% of students now go to university. The Shanghai Education Union will be sending a delegation to Australia in July this year and Mr Liu has been specifically invited and will form part of the delegation. As part of those delegation visits it is our practice to hold a seminar session and a seminar will thence be held on the afternoon of Tuesday, 12 July 2011. Steps are also being taken to engage with the Queensland Educational Leadership Institute (QELi) to share more broadly a very significant development which is clearly encouraging high student outcomes in what would otherwise be lesser outcome schools. Members will be invited to the seminar and I look forward to meeting with many of you there. * Program for International Student Assessment – tests for 15 year olds in mathematics and science literacy and operations.
Terry Burke IEUA-QNT Secretary tburke@qieu.asn.au
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May 2011
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School officer campaign highlighted
SIGN STAN UP D UP with training and ‘Sign Up Stand Up’ day SC
IEUA-QNT Chapters have overwhelmingly supported school officers by participating in ‘Sign Up Stand Up’ day at the end of May as part of our Recognise, Reclassify and Reward campaign.
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Members demonstrated solidarity with their school officer colleagues by taking part in various Chapter activities, celebrating the diverse role school officers play in schools. ‘Sign Up Stand Up’ stickers were worn during morning tea celebrations in support of the campaign. Chapters also considered motions to ensure all school officers were aware of the purpose of the campaign; to achieve fair recognition and reward through updated position descriptions. Chapter members affirmed their appreciation for the work their school officer colleagues do and called on the employer to Recognise the work school officers do, Reclassify where appropriate and ensure that the Reward is just. Throughout the campaign school officers have also undertaken training sessions across the state to further develop and update their position descriptions. Members will continue to receive reclassification training in the near term, to ensure remuneration is just and appropriate.
position description which recognises their skills, professionalism and contribution to quality education in our schools. Position descriptions need to be updated to 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. This whole of union campaign can ensure school officers achieve a just and fair recognition and reward for their contribution to schools.
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.
TOP: School officers from St Columban’s College at the school officer forum ABOVE: Members attend school officer reclassification training in Cairns at the end of March LEFT: IEUA-QNT organiser Tanya Moritz (right) informs members of their rights at a school officer forum in Brisbane
School officers have a right to an accurate
Additional steps for Senior Teacher, Exemplary Teacher in Anglican sector The Anglican sector collective agreement has been amended to recognise and reward experienced teachers through two additional steps at the top of the existing nine point pay scale. The IEUA-QNT member campaign has resulted in the establishment of a Senior Teacher step between Step 9 and the new Exemplary Teacher classification. Exemplary teachers can now access the highest classroom teacher award salaries in Queensland. The onerous application process for Exemplary Teacher is evidence based around what the teacher and students are doing, learning and experiencing arising from the learning experiences established by the Exemplary Teacher. Other options exist for the remainder of the current agreement
for teachers who have been on level 9 for four or more years where they may submit an application to receive an additional Professional Contribution Allowance for undertaking duties in addition to the normal expectations of their role. Such duties may take the form of a special project or additonal duties similar to the Senior Teacher classification that previously existed in Anglican schools. The allowance will apply at the minimum rate of $1,700 per annum for a full year project or at the
IN BRIEF... • A Professional Contribution Allowance for experienced teachers of a minimum of $1,700 per annum; • The immediate implementation of the Exemplary Teacher classification providing a salary at
relevant pro-rata rate for shorter or longer project terms. The Professional Contribution Allowance and Exemplary Teacher will be implemented immediately with the new Senior Teacher classification to be implemented from 1 January 2012. The Exemplary Teacher Joint Working Party will continue to meet during Term 3 to monitor the implementation of the Exemplary Teacher classification and to develop the Senior Teacher classification. $85,800 for an experienced teacher at Step 9 in 2011 with additional increases to be negotiated from 1 January 2012; • A new experienced teacher step (Senior Teacher) be developed which will be accessible by 80 per cent plus of eligible teachers, available from 1 January 2012.
Need to protect hours in ECE sector Education Queensland has advised IEUA-QNT that, in its view, pupil free days can no longer form part of the mandatory 40 weeks of an educational program, contrary to existing conditions in a number of collective agreements in the early childhood education sector. Further cost pressures will be placed on kindergartens and parents if this policy is pursued as they struggle to provide an education program whilst retaining fair and justified conditions for employees. The IEUA-QNT will raise this issue with the Minister for Education to lobby for additional funding, and will approach Central Governing Bodies in relation to a unified approach to the government. C&K has stated its commitment that employees should not be required to perform additional work hours without recompense and reward. IEUA-QNT will explore with other CGBs their preparedness to adopt a similar public stance.
Hours of Work ECE members need to be vigilant to ensure any agreements regarding hours of work do not create negative precedents that can be exploited by employers elsewhere. For years members have campaigned for conditions which are similar to those which exist in other educational settings. Whilst some of the provisions of the various instruments applying to ECE in Queensland may not match those in schools, conditions obtained by our union are vastly superior to the conditions which apply in those settings which have been considered to be ‘non-education’ sectors. Current working conditions, particularly the limitations on hours of work, have been secured and protected on the basis that teachers are teaching and that they require adequate ‘non-contact time’ to be able to properly perform their teaching role. Any diminution of the hours of work provisions, even at only one or two kindergartens, will have deleterious consequences for all ECE employees.
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May 2011
Members in Action ECE members made aware of sector issues during area meetings Given the critical nature of issues facing early childhood education employees, member attendance at branch meetings has become vital in order for ECE members to have their say in the matters which affect their working lives and conditions.
The history of awards and moving into new federal agreements; the introduction of the 15 hours of educational program and the implications for centres; duty of care requirements; assistants’ wages; and Individual Flexibility Arrangements was highlighted.
Recent meetings throughout Queensland IEUA-QNT branches saw important issues raised and discussed involving the current changes affecting community kindergartens.
ECE assistants Tracy Lawrence and Catherine Neilson-Murray from C&K Stafford Heights Preschool and Kindergarten were among the group of 20 members at the metropolitan branch meeting who expressed concerns about the future of early childhood education.
IEUA-QNT Senior Industrial Officer John Spriggs was on hand at both the branch and area meetings to outline a number of issues currently impacting the sector.
Working in the ECE sector for nine years, Tracy said it is important for early chiIdhood assistants to retain
ABOVE: Catherine Neilson-Murray and Tracy Lawrence from C&K Stafford Heights Preschool and Kindergarten attended the Metropolitan branch meeting in March
“It is important for our rates of pay to be improved as the wage rate doesn’t equal the daily work load that is expected of assistants,” Tracy said.
the Australian Community Services Employers Association (ACSEA) 2011 collective agreement creates the potential for working conditions to be eroded. With pupil free days now commonplace in community kindergartens, they are, however, not included in the agreement.
The branch meeting highlighted how
“I realised at the branch meeting that
their current conditions and not be forced into lower employment standards.
there was the option to negotiate a new federal agreement with IEUAQNT rather than retain the ACSEA 2011 agreement,” Tracy said. “I would also like to learn more about managing the preparation that will be required for the new 30 hours per week of contact time next year.”
ABOVE:Sunshine Coast ECE members meet in Nambour LEFT: John Spriggs discusses key issues at the Logan and Moreton area meeting
ABOVE: IEUA-QNT members from the Metropolitan and North Metropolitan area discuss the current changes affecting community kindergartens during the recent Early Childhood Education Network meeting
Sunshine Coast branch members get involved in union campaigns
IEUA-QNT members from the Sunshine Coast were informed about the importance of providing a submission to the Review of Funding for Schooling to ensure their schools are funded fairly and adequately at a recent branch meeting. Both teachers and school officers from the area agreed that more resources and funds were needed in their schools, with many committing to providing a submission to the funding panel. IEUA-QNT organiser Tanya Moritz said: “Members agreed that a transparent funding policy for schools based on need was necessary to provide quality education to students in their schools.” The branch meeting also provided an opportunity to explore the school officer ‘Recognise, Reclassify and Reward’ campaign and encouraged teachers to also take an active
part and support school officers throughout the campaign. “Sunshine Coast school officers throughout will have 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,” Tanya said. Members at the meeting agreed on the importance of supporting the campaign and taking part in the ‘Sign Up Stand Up’ day. The branch meeting also gave members the opportunity to discuss issues and trends within their own Chapters and ask specific questions. The next Sunshine Coast branch meeting will be held on 16 June from 4pm at Chancellor Tavern.
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May 2011
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Members in Action Rockhampton training highlights role of the staff rep in schools Central Queensland members now have a greater understanding of the importance of the Staff Representative within the workplace after attending recent union training.
effective use of a Chapter Briefing and its ability to better inform their colleagues about specific issues. “Members were shown how to use the information, how to best distribute the Chapter Briefing and how to use established networks within the school to ensure every employee is educated about the specific issue or campaign,” Richard said.
During the training session members were given information regarding the various functions of the Staff Representative, how to be confident in performing the role of Staff Representative and further developed a network of contacts within their area. Members were also briefed about how to best approach potential members about Louise Wallace from St Mary’s School joining our union and what steps need to in Rockhampton and Noelene McDonald be taken when a colleague has asked the from St Brendan’s College in Yeppoon Staff Representative to accompany them (photo, right) benefited from attending in a meeting with the Principal. the training and networking session in Rockhampton. “The Staff Reps now know that if this happens you should contact your organiser IEUA-QNT organiser Richard Pascoe said for advice and assistance as soon as members were also informed about the possible, establish if there is an agenda for
the meeting and keep detailed notes.” He said Staff Representatives should not have to shoulder all of the work of ensuring members are informed about emerging issues within the sector. A Chapter Executive can share the load of information and is made up of a Membership Coordinator, Collective Bargaining Coordinator and Network Coordinator. “When a Chapter Executive works together all bases can be covered, from recruitment of new members, being represented on SBUs during bargaining and acting as a point of contact for employees.” For information on how you can become a Staff Representative, contact your organiser.
The role of a Staff Representative is an important function in the effective running of our union. The primary roles of the staff rep are to: · Act as the point of contact for our union office and union organiser; · Distribute information to other Chapter members. This includes passing information to the Chapter Network Coordinator for distribution to the identified networks; · Issue notices of Chapter meetings and chairing
such meetings; · Handle minor queries from members; · Assist in low level dispute resolution meetings with members and the employer consistent with the relevant grievance procedure; and · Coordinate the Chapter Executive.
Graduate teachers learn benefits of member training IEUA-QNT graduate teacher members are better informed about what to expect in their first year of teaching when they attend union member training. Recent training sessions have been conducted throughout the state covering topics such as duty of care and legal protection, teacher registration, fixed term contracts, work intensification, compulsory professional development; and classroom strategies. Other professional issues graduate teacher training sessions cover include explaining the structure of our union; member benefits such as access to Union Shopper; and knowing your rights and responsibilites when meeting with the principal. IEUA-QNT organiser Christina Ong said many graduate members are particularly concerned about the duty of care between the
education professional, their school and their students, especially during playground duty and excursions. “Such concerns are valid and that is why it is important that graduate teachers can feel that they are welcome to attend such unionrun training to have their queries answered,” Christina said. Continuing professional development was also an issue of confusion for some members. “New entrants to the profession need to ensure that they take advantage of all opportunities to ensure their continued growth and that they are meeting the requirements for transition from provisional to full registration.” Members at the training sessions appreciated the opportunity to learn more about professional issues and hear the views of their colleagues in other schools and sectors.
ABOVE: Graduate teachers Karina Jeslea from Assisi Catholic College and Man Hui from Clairvaux MacKillop College are informed about QCT and the requirements from going provisional to full registration by IEUA-QNT’s Miriam Dunn (right)
LEFT: IEUA-QNT organiser Tanya Moritz (left) speaks with Rachel Bonato from Siena College, Taryn Donnellon from St Joseph’s Nambour, Amanda Roberts from Good Shepherd Lutheran and supply teacher Melissa Simpson at a recent graduate teacher training session
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The Independent Voice
May 2011
Assistant General Secretary’s Report
Not enough hours in a day? Work intensification – or working harder and working longer – remains a big issue for many school staff. There are so many competing demands on teachers’ limited time. The impending implementation of the new Australian Curriculum, QSA changes, student assessment and reporting, planning new units of work, delivering engaging lessons, researching appropriate innovations in teaching and learning, neverending marking, technology issues, ever-increasing expectations on school leaders, positive communications with parents, support for struggling students and development of gifted students, are but a few of the key responsibilities claiming teachers’ care and attention. It’s critical that members keep up the fight for adequate resources to ensure every teacher can deliver a quality educational program that meets the diverse needs of each of our students. But the most important of these resources is “time” to do the job. Member’s ongoing campaign to address work intensification has resulted in a number of school-level and systemic initiatives within union collective bargaining agreements, designed to help address expanding teacher work loads. Such practical solutions available to chapters, with support and advice from our union, include:
Employers, QSA and government must face the reality that there is a limit to what can be asked of employees and thence consultation can identify what it is possible to achieve. Genuine consultation involves explicit discussion of the following issues prior to the introduction of new initiatives: • Open, professional discussion regarding the value of the change under consideration; • Identification of the matters to be implemented are agreed in advance; • Clarification of the process of implementation; • Resource supports to be provided (e.g. professional development; support staff; non-contact provisions; and external support services); • The timeframe for implementation; • Identification of the impacts on workload, so that the reallocation of some existing tasks or responsibilities may occur and reasonable working hours not be exceeded; and • Identification of the technology hardware, software and associated professional development. Quite comprehensive provisions governing the fair-minded implementation of curriculum change exist in many union collective bargaining agreements. Work Impact Study
Consultation and curriculum implementation
This Catholic sector provision assists employees and employers with managing workload intensification.
Consultation ensures that there are mechanisms to place limits around work demands, timeframes and other resources for the introduction of change.
In summary, where significant change is introduced, a work impact study will occur. A work impact study will involve consultation with all employees potentially affected
by the proposed change. Work load/intensity of work (managing significant change) Consideration shall be given at school and system level sites to the nature and implementation of changes that result from regulatory requirements and employer and/or school initiatives. Staff at the workplace level and at the system level shall be involved in the process of identifying and clarifying the industrial implications of such changes. Before any significant change is introduced, that proposed change will be subject to a work impact study. A work impact study will involve consultation with all employees potentially affected by the proposed change. The following matters shall be considered: a the Mission Statement of the school/system; b identification of the matters to be implemented; c clarification of the process of implementation; d clarification of the relevant structures to be implemented; e the resource support to be provided to staff. Consideration shall be given to the planning, implementation and evaluation of the change when determining this support; f the time frame for implementation; g the on-going role of staff in the process of implementation; h the structures and process by which relevant staff may acquire appropriate professional development, where necessary; i appropriate staffing formula; j identification of the short term and on-going impact on workload of the staff from the process of
implementation; k identification of the technology hardware, software and associated professional development needed to implement the change; and l identification of teacher support, in particular for data entry and other clerical support, classroom resource development and other tasks associated with implementation of the change. The Catholic agreement also contains provision for school-based trials to be initiated on matters identified as potentially alleviating workload (such as structures and processes to fulfil QSA requirements or implement emerging curriculum). This enables members to collectively recommend appropriate trial(s), through established school-level consultative mechanisms such as the chapter or school consultative committee. While this pathway to addressing work intensification issues at school-level may well be underutilised at present, it is there for the asking. Use of technology and professional development The identification of technology and professional development needs required to support the implementation of curriculum change in collective agreements is also now commonplace. Hours of work Directed duty is to occur within the maximum weekly hours prescribed for teachers. Enhanced time release has also been negotiated for Senior Administrators and holders of Positions of Added Responsibility in the Catholic sector.
Statement of principles Collective agreements contain objectives which commonly include reference to such principles as employees’ right to participate in significant workplace consultation on matters relating to their employment and to enjoy a healthy workplace that enables them time for participation in family and community activities. Need help getting your Chapter started? Your union organiser or one of our Member Services Officers are on hand to advise you on FREECALL 1800 177 937 about specific provisions in your union collective bargaining agreement that can help members collectively address work load problems. Next steps With the next rounds of collective bargaining just around the corner, more can always be done to achieve a better work/life balance. As part of this upcoming process, members may prioritise greater focus on smarter work organisation and simply more resources to give teachers more time to teach. Success relies on the strength of our argument and the argument of our strength. Our union membership makes the difference. Ros McLennan Assistant General Secretary rmclennan@qieu.asn.au
Seventh Day Adventist members concerned over employer attitude Seventh Day Adventist members are disappointed their employer are continuing to refuse to respect the wishes of employees by failing to renegotiate a replacement collective agreement. The Seventh Day Adventist Conference have refused to meet with members stating that they “remain committed to the existing collective agreement”, which is now expired. This agreement covers only teaching staff, and is missing a number of key provisions afforded to teachers in almost every other Queensland education sector.
Without a replacement collective agreement, members in SDA schools will be denied now well established enhancements in the non-government sector to wages and conditions, including: • 14 weeks paid maternity leave; • two weeks paid paternity leave; • limits on hours of duty; • commitments around the impact of class sizes on workload; • enhanced access to job share and part time employment; • release time for Positions of Responsibility; and • limits on the use of fixed-term contracts. IEUA-QNT growth team organiser
Nick Holliday said parity with other schools on these important conditions can only be achieved through the renegotiation of a new collective agreement. “Members are being disadvantaged by the SDA Conference refusing to commit to a collective agreement and are not receiving enhancements to their wages and conditions which they are entitled to,” Nick said. Conditions for support staff in SDA schools are also adversely affected through the absence of a current collective agreement; support staff are governed only by the Award safety-net, providing the lowest
conditions allowed by law.
additional duties; • term-time support staff to
Support staff in almost every other Queensland school are covered by a collective agreement, which sets out conditions such as: • wage rates at a community standard of up to $10,000 per annum above the Award; • a classification structure that recognises and rewards the work that support staff do; • recognition of higher duties and higher qualifications; • specialised Care Allowances for teacher aides providing assistance to high-needs students; • Special Project Allowances for support staff undertaking designated
bank hours to be paid during holidays; • paid parental leave of parity with teaching staff (14 weeks/two weeks); and • limits on the use of fixed term contracts, providing job security. SDA members will meet to discuss what action must be taken to encourage the Conference to listen to their concerns and whether to seek a majority support determination from Fair Work Australia to compel the employer to negotiate in good faith.
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Assistant General Secretary/Treasurer’s Report
Effective Structures Lead to Desired Outcomes Previously I wrote about the importance of having a collective culture, a strong and educated membership and a set of mechanisms to operationalise the membership at both a single site level and at a wider sector level so that the union presence is an effective union presence. As we move towards the second half of 2011 in a number of sectors preparations will begin for collective bargaining. Similarly various single sites will undertake or begin preparations for a collective agreement. The process of replacing an old or developing a new collective agreement is multifaceted. The success of negotiations and outcomes is firmly grounded in and related to the bedrock of preparation and the effectiveness of structures established before and for the process of negotiating. As well, successful outcomes are tied directly to member involvement and member will. At the most basic level, to be effective in achieving good outcomes in collective negotiations is high member density. Employers generally and employer representatives at the negotiating table respond to the strength of an argument but they also respond to the argument of strength. To be most effective we need to have high member density underpinning and supporting the employee negotiators at any negotiating table. Fundamental to collective
negotiations is the development of a member owned log of claims. Members need to collectively critique their current working conditions, as well as the benchmarks that are established in the wider educational environment, and look ahead to trends and changes that are impacting or are going to impact upon them industrially or professionally. Through this critical process, fundamental claims are formulated and justified so that members and their representatives at the negotiating table will be able to substantiate and convincingly represent their posited positions. The development of claims is a process that demands full member engagement. The need for established networks, regular Chapter meetings, involved discussion, solidarity and a willingness to be involved is a necessary commitment for all members during a period of negotiation. They are also necessary for the efficient functioning of the Chapter. Such structures don’t just happen; they need to be developed intentionally and strategically with the oversight of the Chapter Executive. Our union course, Industrial Relations in the Workplace, assists in the development of such necessary structures. This course provides members with the skills to assist their Chapters to become effective Chapters able to deal with issues at the workplace in a constructive manner as well as engage with
colleagues at a sector level to ensure that conditions achieved are not lost but productively built upon with fairness and justice. Part One of the course investigates the foundations of unions and unionism and why the collective is so vitally important in the 21st century. This training is grounded upon an understanding of the principles that underpin union – what unions value, what employees in unions have achieved and retained and what workers, united by common values and beliefs, can achieve. This day focuses on the best way to operationalise the shared and common values of the collective at the workplace level. Attention is paid to issue identification and the process by which issues identified as widely and deeply felt can be addressed. The content of the day, and the experiences that participating members bring to the course, demonstrate that through member education, networking and one-on-one communication, members can work together strategically to achieve positive results in addressing issues of concern and improve their working conditions. The second day of the course builds upon concepts and skills developed in day one and applies them to union in action at the workplace or in the wider sector. There is consideration of reallife scenarios and participants in this training consider their own issues and scenarios as the basis upon which the group can develop strategies and plans. This day
MEMBERS MEETING CALENDAR METRO / NORTH METRO: • North Metro Branch meeting 15 June, 4pm Bracken Ridge Tavern • ET6 training 10 August, 4pm IEUA-QNT Brisbane office, Spring Hill • Metro Branch meeting - Legal Issues 11 August, 4pm All Hallows’ School • ET6 training 25 August, 4pm IEUA-QNT Spring Hill • ET6 training 1 and 5 September, 4pm IEUAQNT Spring Hill LOGAN / BAYSIDE / GOLD COAST: • Logan Branch meeting 2 June, 4pm The Coffee Club, Jimboomba • IR in the Workplace training Day 2 3 June, 8:30am Colmslie Hotel, Morningside • Logan Branch meeting 25 August, 4pm Venue tbc WIDE BAY / EMERALD: • Fraser Coast Area meeting 1 June, 4pm White Lion Hotel, Maryborough • Wide Bay Branch meeting 3 August, 4pm QCU building Bundaberg • IR in the Workplace training Day 2 4 August, 9am 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 SUNSHINE COAST: • Branch meeting 16 June, 4pm Chancellor Tavern CENTRAL QUEENSLAND: • 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 and 17 August, 9am TLC Building, Rockhampton DARLING DOWNS: • School officer training 1 June, 4pm The Coffee Club, Dalby • IR in the Workplace training Day 1 8 June, 9am Gold Park Sporting Club, Toowoomba • IR in the Workplace training Day 1 15 June, 4pm-7pm Bogarts Coffee Shop, 37 Hawthorne Street, Roma • IR in the Workplace training Day 1 16 June, 4pm-7pm The Coffee Club, Dalby • IR in the Workplace training Day 1 21 June, 4pm-7pm Country Club, Stanthorpe
investigates how Chapter meetings become a dynamic and real part of the workplace environment, contributing to overall fair and just workplace conditions. The application of the concepts and skills developed in this training are examples of union at work, in the workplace. A corollary of this training is, however, the establishment of functioning Chapters with resilient structures and a truly shared workload and equally importantly a shared vision and sense of solidarity. To be truly effective and truly ‘union’, the workplace needs to have established dynamic structures. In the hectic life of members in schools, it is difficult for one person to effectively represent and support a union Chapter. In a number of schools, the single Staff Representative has to complete essential school returns, assist with membership and recruitment, establish networks and take part in the education, dissemination and retrieval of knowledge about the collective bargaining process. As well, this person is regularly required to assist members on an individual basis responding to queries or supporting them in matters that are more serious. Their role is even more demanding during collective negotiations. Chapters where union is functioning most effectively are Chapters where the various roles, such as Staff Representative, Membership Coordinator, Network Coordinator, and Collective Bargaining Coordinator are taken and shared
amongst a number of staff. The sharing of roles and responsibilities across four or more members allows these roles to be fully implemented in the workplace and it allows the workload and ‘face’ of union at a workplace to be shared. It allows and facilitates network structures and encourages a sense of solidarity so there is a real feeling of being part of the collective and the collective being part of and integral to the effective functioning of the workplace. As well in workplaces where union is integral to the workplace, Chapter executives are mentoring young members to take on roles in the Executive and be a dynamic part of union at work. This course is available to most members through entitlements negotiated into collective agreements. I would encourage you to register for this training and be active in making sure that your workplace is a workplace of productive and vital solidarity and that you and your workplace have the skills and structures to be involved in collective negotiations. Details regarding timing and venue of this course can be obtained from your organiser. Paul Giles Assistant General Secretary/ Treasurer pgiles@qieu.asn.au
100 years - 100 recognised women 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. The centenary of International Women’s Day in 2011 is an opportunity to celebrate the extraordinary women who have broken down so many barriers throughout the last 100 years. Nominations close on 31 May. Nominations forms available at www.qieu.asn.au
Considering promotion? Seeking a teaching position? Aspiring Principals, Deputy Principals, HODs, Teachers
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8
The Independent Voice
May 2011
Northern Territory News May Day celebrated in Top End
IEUA-QNT members celebrated May Day in Darwin and Alice Springs, uniting with various unions throughout the Northern Territory to acknowledge the role of unions in the achievements they have accomplished to ensure better working conditions. Hundreds of unionists marched through the streets of Darwin and rallied together in Alice Springs, with IEUA-QNT members proudly displaying their union banner. In Darwin the march concluded at the Esplanade where a public concert
was held. The annual Unions NT May Day Dinner was also held over the weekend, where Judith Cooper received a Life Time Achievement Award for Significant Contribution to the Northern Terrritory Union Movement.
and celebrating May Day; it was wonderful to see them get together in support of the professional issues facing our sectors.” May Day in the Northern Territory
Understanding Your Workplace Training 2 19 August. NAWU Room, United Voice offices, Darwin
IEUA-QNT organiser Camille Furtado said: “Members enjoyed taking part in the march
collective agreement
Teachers will receive enhanced wage rates over the life of the agreement, achieving parity with public sector outcomes in the Northern Territory. School officers and services staff will also receive a three per cent wage increase from 3 March 2011.
Further significant enhancements have also been negotiated, including: • Flexible work practices and job share provisions; • Enhancements to release time comparable to the public sector for primary school teachers; • Paid maternity leave provisions enhanced from 12 to 14 weeks and one week paid paternity leave for male employees; • Remote area provisions for employees in Indigenous Catholic Community Schools; • Establishment of a housing committee to oversee staff accommodation;
Classroom teacher classification scales will be renamed from the T scale to a CT scale while a level six school officer classification has also been introduced. The agreement will also deliver new classification structures for Indigenous Education Workers,
‘Top End Catch-up’: NT Darwin Area Branch Meeting 17 November. Darwin Railway Club
For further training and meeting dates and venue details, please visit www.qieu.asn.au/nt.html
Catholic sector negotiates Inclusion Support Officers, teacher assistants, information technology employees and a revised wage structure for Early Learning Centre workers.
ABOVE and LEFT: IEUA-QNT members including Mat and Cheryl Slater, Tony Walton, Amanda Hollingsworth, Rachel Butt, John Chisholm, Erica Schultz, Rhett Bowden take part in May Day celebrations
TOP END TRAINING
Alice Springs members enjoyed a family barbeque at the Telegraph Station Historical Reserve.
New classification structures and wage enhancements have been negotiated in a new collective agreement for Northern Territory Catholic school employees.
is an opportunity to celebrate the better working conditions and way of life IEUA-QNT members have gained through the collective efforts of our members.
• An increase in the special teaching allowance; • Long service leave at half pay and access to study leave; and • A new personal leave provision including three days of access a year to significant family events located outside of the Territory. All employees working in Catholic schools will also have, with mutual agreement with the employer, access to an arbitration function in the Dispute Settling Procedure for Fair Work Australia (FWA). IEUA-QNT organiser Camille Furtado said the improvement of working conditions, pay and leave provisions and the inclusion of an arbitration clause were significant achievements in this round of bargaining.
NORTHERN TERRITORY PROFESSIONAL ISSUES CONFERENCE 2011 PRACTICAL PEDAGOGY IEUA-QNT Secretary Terry Burke invites you to the 2011 Professional Issues Conference in Darwin on Saturday, 6 August 2011.
SATURDAY
6 AUGUST 2011
Featuring...
Novotel Darwin Atrium 8.30am - 4.30pm
The Australian Curriculum
ATTENDANCE AT THIS CONFERENCE CAN BE COUNTED TOWARDS YOUR PROFESSIONAL DEVELOPMENT REQUIREMENTS FOR YOUR TEACHER REGISTRATION
Susan Healy from the Northern Territory Department of Education and Training.
Developing Early Literacy
Special Needs Education
Associate Professor Robert Jackson from Edith Cowan University Perth.
Jennie Duke from the Queensland University of Technology.
Indigenous Education Greg Williams and Larissa Pickalla from Charles Darwin University.
Science, the Australian Curriculum and Ways of Learning Dr Susan McDonald from the Australian Catholic University Brisbane.
Members: $140 Non-members: $195 www.qieu.asn.au/ntconference2011
The Independent Voice
May 2011
Northern Territory News
9
Nominate for Judith Cooper Award
Bathurst Island visit highlights PD opportunities
LEFT: Bathurst Island IEUA-QNT members from Murrupurtiyanuwu Catholic School and Xavier Nguiu Secondary College attend union professional development training
IEUA-QNT members in Bathurst Island schools have gained valuable information on important professional education issues during a recent training session. The professional development session saw members from Murrupurtiyanuwu Catholic School and Xavier Nguiu Secondary College briefed on teacher registration, duty of care issues, and member benefits,with a particular focus on graduate teachers. IEUA-QNT organiser Camille Furtado
said due to their remoteness professional development for teachers in the Top End is hard to come by. However, such union training sessions provide an informal and friendly atmosphere for members to learn about important issues to their profession with the capacity to ask questions and network with other members, Camille said. “Training provides opportunities for such isolated members in these communities to
feel a part of the wider community in the Northern Territory,” she said. This is the first time a training session has been run in Bathurst Island with similar training occurring at O’Loughlin Catholic College and St John’s College in Darwin. Further training and networking opportunities will be available for members in Term 2, including ‘Understanding your Workplace’ sessions and training specifically for support staff.
Nominate individuals within your Northern Territory Chapter who have made an outstanding contribution as a union activist for the Judith Cooper Award for Outstanding Contribution as a Union Activist. Judith Cooper played an instrumental role in the establishment of a union in the non government sector in the Northern Territory. In 1983 Judith Cooper, a school assistant at St Mary’s Primary School, and some teacher colleagues at other predominately Catholic schools joined together to start working through the issues which were affecting independent school employees. In 1984 Judith was instrumental in the establishment of The Northern Territory Independent School Staff Association (NTISSA). Judith was elected the first Branch Secretary for NTISSA in 1984. Within the year NTISSA had worked extensively to establish the first award to cover independent schools in the Northern Territory. Contact IEUA-QNT organiser Camille Furtado on cfurtado@qieu.asn.au to nominate a member and for more information about how to apply for the award.
Sector Matters Westside Christian College Members from Westside Christian College will benefit from an experienced teacher classification as an outcome of current negotiations for a new collective agreement.
conditions that teachers must be on ET1 for three years before applying for ET2; our union is currently considering improvements to the assessment and appeal process for applicants to the ET classification.
An Experienced Teacher 1 (ET1) and ET2 classifications will apply from 2012. It is proposed that the annual salary for ET1 will reach parity with the Catholic sector Experienced Teacher classification.
Negotiations have also outlined other enhanced conditions for employees, including: • improved school officer classification; • 6.5 per cent increase in Positions of Added Responsibility (PAR) allowances; • increase in salary of beginning
The employer has outlined
Australian International Islamic College Members at the Australian International Islamic College have received enhancements to their wages and conditions in their first collective agreement. The agreement, effective from 11 April 2011, includes: • a four per cent wage increase per year for the life of the agreement; • dispute resolution and staff consultation clauses; • the application of National Employment Standards to all
staff; and • clauses on professional development, class sizes and the provision of position descriptions for all staff. IEUA-QNT and College members will ensure the professional development program and consultation on class sizes will be delivered within the term of the agreement. A Staff Consultative Committee will soon be established to resolve outstanding issues for members.
ELICOS sector update: teachers; and • a willingness to match and maintain salaries with the state sector. Still in contention in negotiations is the length of the term of the collective agreement, parental leave entitlements and the grievance and dispute settlement procedure. IEUA-QNT organiser Craig Darlington said with such a positive relationship between the employer and our union an agreement should be finalised for employees in the near term.
Hills International College Members at Hills International College will consider taking protected action if management fail to provide documents requested by the SBU to finalise negotiations. Organiser Christina Ong said: “Staff are disappointed such action needs to be considered; however, it’s been a year since the last agreement expired and a new agreement to enhance and protect conditions at the College is long overdue.”
To find out more about collective agreements, collective bargaining negotiations and what is happening in your sector, visit our website www.qieu.asn.au
IES The proposed collective agreement for members at IES will contain enhanced parental leave, a new process for managing workload concerns and enhanced conditions for subject coordinators. However, the employer’s wage offer does not meet the employee claim for parity with other comparable schools. Employees are currently considering an employer offer of a four per cent wage increase for each year over the life of the agreement. Members will ballot on the agreement in the near term. Growth team organiser Nick Holliday said the outcome of the upcoming employee ballot will determine the next steps of the process towards a collective agreeement. Embassy College Members at Embassy College have rejected the employer wage offer of two per cent above award in current negotiations for a collective agreement. The offer is in contrast to colleagues at other Embassy Colleges throughout Australia
who earn 22 per cent above the award. IEUA-QNT growth team organiser Caryl Davies said: “If members had agreed then they would be above award wages; however, if the minimum wage is increased in July then they could lose any wage increases gained.” “This means they will only have two months above the award conditions before settling on the award.” She said members will continue to call on the employer to come to the table with a revised wage offer of at least wages parity with their colleagues in other Embassy colleges. Navitas IEUA-QNT members at Navitas have developed a log of claims and elected SBU representatives for their second round of collective bargaining. Employees have asked the employer to enhance and protect their wages and conditions that currently exist at the college as detailed in the log of claims. The first SBU meeting will be held by the end of Term 3.
10
The Independent Voice
May 2011
PROFESSIONAL ISSUES IN EDUCATION On the l Nationa Front…
FAIR PAY FOR ALL: FAIR SUPPORT FOR ALL
The announcement of pay bonuses for teachers and funding of extra support for students with disability in Australian schools which will have considerable impact on education and the teaching profession. On 2 May Prime Minister Julia Gillard announced new funding to start the delivery of the first national system of pay bonuses for around 25,000 of our “best teachers”. AITSL (the Australian Institute for Teaching and School Leadership) has been charged with the task of developing the Australian Teacher Performance Management Principles and Procedures which will, according
to the Prime Minister, build on the first national Professional Standards for Teachers. The method of assessing a teacher’s performance is expected to include a range of evidence such as: • Lesson observations; • Student performance data (including NAPLAN and school based information that can show the valued [sic] added by particular teachers); • Parental feedback; and • Teacher qualifications and professional development undertaken. Clearly this is beyond the current
scope of the Professional Standards for Teachers. While our union welcomes the idea of rewarding teachers for their excellent work, international evidence shows time and time again that paying teachers based on student test scores does not work and indeed leads to significant disharmony in schools. The application of a quota on the numbers of teachers who can receive the bonuses immediately renders some 90 per cent of the teaching profession ineligible. One can only wonder how the “cut offs” will be determined. Professor Brian Caldwell from the University of Melbourne is reported in brisbanetimes.com.au as saying that “getting reliable evidence on more than 100 standards on 250,000 teachers by 2013 will be no more than a tick-a-box exercise and that there is no evidence [such bonus pay schemes] have any impact on improving (student) learning.” Of particular concern for education professionals is the potential for such a scheme to introduce barriers to the collegial work of teachers that leading American academic Dr Linda Darling-Hammond praised as being critical to excellence in teaching at the recent Queensland Studies Authority conference in Brisbane. Any scheme to reward accomplished or excellent teachers should be open to all who satisfy the criteria.
ABOVE: IEUA-QNT members march at Labour Day in Brisbane, showing placards ‘Quality Teachers means Quality Education’
The criteria used to assess excellence in teaching needs to be developed collectively with those who know best what constitutes excellent teaching – teacher professionals.
The continued and intrusive nature of a political agenda on the development of national education priorities will not achieve the stated objectives of the government. We know that teachers are willing to embrace change, and that they have waited a long time for the recognition they deserve. Now is the time for politicians to listen to teachers and to put in place a scheme to ensure that all teachers are appropriately rewarded and resourced to continue the excellent work they do for their students across this country every day of the week. Students with Disabilities The Prime Minister’s announcement on 3 May was more welcome. The More Support for Students with Disabilities initiative will see new budget funding of $200 million to provide extra support for students with disability in Australian schools. All students with disability, whether they are in a government, Catholic or independent school will be eligible for this funding. The Prime Minister indicated that the initiative “will provide many benefits for students with disability and their families including: • New services such as speech and occupational therapy delivered at school by health and student welfare professionals; • Access to special equipment in classrooms such as audio and visual technology so that students can more easily learn and engage with their classmates and teachers; • Additional hours of in-class
support from staff including teachers aides, health and allied health professionals as well as enhanced support through team teaching; and • Adapted curriculum tailored to their needs based on the latest research and expert advice. She also indicated that the funding will improve support for teachers so they can: • Improve the planning and delivery of programs, lessons and activities that enhance the way students with disabilities learn and are included in the classroom; • Better engage support staff, health and allied health professionals and curriculum experts to assist them in providing appropriate support for students; and • Access expert advice to learn the latest skills and strategies to improve the education of students with disabilities. Minister Garrett said the federal government will work with the states, territories and education authorities on how the new funding can be delivered to achieve maximum benefit for students with disability. This will be the crux of the issue. The delivery of the funding needs to be managed in a way that ensures that the funds actually support individual students in the manner most appropriate to their needs. This will not always happen where a pool of money is delivered based on the number of students in a school or sector and where there is no accountability that is traced down to the individual needs of students for whom it is provided. Our union will be monitoring this process as it unfolds.
PD + resources + a plan = Effective Implementation Preparation for the implementation of the Australian Curriculum appears to be proceeding in a rather haphazard manner. While employers have acknowledged that they will have to provide professional development and resources and that they will need to ensure significant planning occurs in their schools, to ensure a smooth transition for students, there is little evidence of systemic planning in the larger sectors. There are cases of good practice emerging; however, these appear to be isolated examples of individual schools doing
the right thing.
collegial discussion and planning) necessary for teachers to be in a strong position to deliver the new curriculum.
the Australian Curriculum is “significant change” and Chapters have been encouraged to call for these studies to be implemented.
From the beginning of 2012 all schools in Queensland will be required to implement the Australian Curriculum Foundation– Many schools have the provision But again, time is running out. 10 in English, Mathematics and in their collective agreements In order to more effectively address Science and in this issue, our “Time is running out for schools to provide the the Northern union has Territory in professional development (including time for collegial d i s t r i b u t e d English and a survey Mathematics. discussion and planning) necessary for teachers to be document to in a strong position to deliver the new curriculum.” a l l C h a p t e r s Clearly time is (available on running out for schools to begin the for a “work impact study” to be line www.qieu.asn.au and click process of mapping the curriculum undertaken when “significant on the ‘Australian Curriculum across year levels and subjects. change” is to occur within a Campaign’). Time is also running out for school. schools to provide the professional The survey closes 30 May and it development (including time for Clearly the implementation of may also be faxed to 3839 7021
or mailed to Reply Paid IEUAQNT, PO Box 418, Fortitude Valley 4006. It is now time for Chapters that have not started making provisions for the implementation process to actively pursue their employers to make good their commitment to the implementation processes and to instigate work impact statements to ensure that implementing the Australian Curriculum is managed effectively in all schools in Queensland and the Northern Territory. IEUA-QNT Research Officer Miriam Dunn
The Independent Voice
May 2011
11
PROFESSIONAL ISSUES IN EDUCATION National model to identify students with disability During 2010, an expert advisory group was established to develop a nationally consistent model to identify school students with disability, based on the functional needs of the student. A nationally consistent approach for identifying students with disability will provide comparable information about the diversity of the population of students with disability and the level of adjustments that are provided for them. This information will provide governments with a valid and reliable evidence base that will inform future policy and drive reform to improve education outcomes for students with disability. It will also enable governments to measure the participation, progress and attainment of students with disability against national standards, and enable education authorities to examine the factors which may impact on the education of students with disability. The expert advisory group was chaired by the Department of Education, Employment and Workplace Relations (DEEWR) and included representatives from government and non-government education authorities and other experts in the field of education for students with disability and learning difficulties. This is a very welcome move as teachers have been calling for greater consistency across jurisdictions and for a process that acknowledges the range and scope of disability for individuals, especially those with multiple disability. On 18 November 2010, the Australian Education, Early Childhood Development and om News fr DYA MCEEC
Youth Senior Officials Committee (AEEYSOC) agreed to trial the proposed model in 2011. AEEYSOC agreed that the report from the trial would be considered by the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) in 2011. It further noted that the collection of nationally comparable data on students with disability under this model does not replace current assessment and classification processes used within jurisdictions. A national steering committee has been established to oversight the trial and includes representatives of state and territory education authorities, representatives from the Catholic and independent school sectors, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the Department of Education, Employment and Workplace Relations. To date the committee has met on four occasions to consider expert advice on the descriptors for the model, the methodology for implementation and the key materials for use in schools during the trial. The model for identifying students with disability focuses on the level of adjustment that is provided to the student rather than the type of disability a student has (see diagram, Agreed nationally consistent approach for identifying school students with disability using ‘reasonable adjustments’ methology, above). The trial will take place in a small, nationally representative sample of 150 schools across Australia during May, June and July 2011. PricewaterhouseCoopers has been
STUDENTS COVERED IN MODEL OF REASONABLE ADJUSTMENT Supplementary Adjustments A supplementary adjustment is provided when there is an assessed need to address the specific nature and impact of the student’s disability, and any associated barriers to their learning, physical, communication or participatory needs; and when it is necessary to enhance the strategies and resources already available (for all students) within the school.
School students
Students who meet the definition of disability under the Disability Discrimination Act 1992
Of particular interest to teachers are the requirements for the professional experience component of their program. One of the new minimum standards is that no fewer than 80 days of well-structured, supervised and assessed teaching practice in schools is undertaken by those in undergraduate and double-degree teacher education programs and
Physical
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Students who require additional support in school
selected to undertake the trial in schools and is working closely with the steering committee to ensure the data collection is implemented in the most effective and efficient way and with minimal impact on schools. Following the trial a report will be drafted for the consideration of the steering committee which will include a presentation of the data collected through the trial, an analysis of the effectiveness of the model in collecting nationally consistent data about students with disability and an analysis of the data collection process on schools and education authorities. DEEWR will report the findings of the trial to the AEEYSOC meeting in September 2011, on behalf of the steering committee. This report will include recommendations for future national implementation. The report will be brought to MCEECDYA for consideration in October 2011.
More work for supervising teachers
At the recent meeting of the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA), the Standards and Procedures for the Accreditation of Initial Teacher Education Programs in Australia was approved.
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no fewer than 60 days in graduate entry programs.
teachers in the assessment of the program’s students.
The course providers are required to describe in detail…the supervisory and professional support arrangements put in place for such placements. Furthermore, Providers and their school partners ensure that teachers supervising professional experience (in particular the supervised teaching practice) are suitably qualified and registered. They should have expertise and be supported in coaching and mentoring, and in making judgements about whether students have achieved the graduate teacher standards. There is also a requirement that there be a designated role for supervising
It is clear that the role of experienced teachers in the preparation of the next generations of teachers will be even more demanding than is currently the case. It will be necessary to ensure that supervising teachers receive appropriate professional development in relation to the assessment of these students, and in the role of the mentor. A substantial review of both the remuneration of teachers engaging in this work and the provision of adequate time to enable appropriate coaching and mentoring of the students is required.
Substantial Adjustments Substantial adjustments and supports are designed to address the specific nature and impact of the student’s disability and the more severe barriers to their learning and participation.
Emotional
Extensive Adjustments Extensive adjustments and essential special measures are designed to address the specific nature and impact of the student’s disability and the associated barriers to their learning and participation. These adjustments will be comprehensive and ongoing.
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At long last there appears to be recognition from government that more needs to be done to support students with disability. The announcement by the Prime Minister of increased funding, expectations that the review of school funding will make some recommendations with respect to supporting students with disability and this initiative, all point to some alleviation of the burden of work that has been placed on teachers who have, up until now, been expected to shoulder the responsibility of educating students with disability in mainstream classes without the necessary support and resourcing so obviously needed. This is a welcome move and our union will continue to follow the progress of the trial, its outcomes, and will advocate for and work towards achieving sensible outcomes both for our members and the students they educate. As many providers of teacher education programs are already finding it difficult to find enough willing supervising teachers for their students, adequate funding to ensure the implementation of the standards is absolutely essential. The Ministers discussed the use of information from the MySchool website. In particular, they were concerned about the use of information to create simplistic league tables and the potential breach of the website’s terms and conditions of usage. Ministers have asked ACARA to outline what actions it proposes to take when MySchool information is used in breach of those terms and conditions. A set of draft principles in relation
Indigenous Matters The resources relating to Queensland’s unique Aboriginal and Torres Strait Islander cultures available at the State Library of Queensland will prove a valuable tool for teachers across the state. Kuril Dhagun Indigenous Knowledge Centre showcases and provides access to Queensland’s unique Aboriginal and Torres Strait Islander cultures through a range of resources and public programs including events, displays, workshops and school tours. This resource is likely to prove invaluable to teachers who will be engaging with the Aboriginal and Torres Strait Islander knowledges required by the Australian Curriculum. It is also a useful resource for Aboriginal and Torres Strait Islander people who want to find out more about their people and their personal heritage. Teachers may find the “Yarnin’ Time” sessions very useful. These are held between 11am and noon on the second Wednesday of the month. These sessions help to gain insight into the fascinating oral history of Brisbane’s Aboriginal and Torres Strait Islander communities. Elders share stories from their lives, families and history. School groups are welcome to attend and there is no charge, however, bookings are essential. The website www.slq.qld.gov. au/kurildhagun will provide useful information to people in every part of the state.
to school funding and regulation across the government and non-government sectors was endorsed by the Ministers. The principles propose that funding and regulation should facilitate and support improvement in the areas of : • COAG targets and Melbourne Declaration goals; • Jurisdictional flexibility; • Coherence between Sectors and across Systems; • Equity and Access; • Efficient and Effective Provision; and • Parent Choice. The Ministers also agreed to funding for the ongoing maintenance of the national digital resources database to support the Australian Curriculum.
14
The Independent Voice
May 2011
School officer profile Barry Greatorex distinctly remembers our union school officer campaign in 2001 as members fought for fair and just working conditions. Frustration over the employers refusal to negotiate a long-overdue revision of wage and classification structures and inadequacies in the School Officers’ Award resulted in a sector-wide campaign and collective action. As part of the 2001 campaign our union made application to the Queensland Industrial Relations Commission to vary the Award. Many school officers offered themselves as witnesses to the Commission, including Barry who gave evidence demonstrating the complexity and extensive nature of the duties school officers perform in schools. “I remember being at the IRC and being questioned by all the lawyers representing the religious schools. I left feeling I knew more about what school officers did than lawyers which surprised me,” Barry said. Now in 2011, the fight to recognise, reclassify and reward school officers will again ask school officers and teachers to
support this campaign. As the school officer campaign continues, Barry admits he is happy his role at the girls school has already been acknowledged. As a sports officer for many years, Barry was finally reclassified as a sports manager in 2010. “At my appraisal last year they realised just how much I did, the varierty of duties I undertake and the quality of my work,” he said. “They worked out that they’ll need two or three new employees (to do my job) when I eventually retire; I was (then) promoted to Sports Manager.”
Barry Greatorex Sports Manager Brisbane Girls Grammar School
For 15 years Barry has been an active member of our union and is currently on the school’s Chapter Executive. Barry is also the school’s Workplace Health and Safety Officer.
LEFT: The school officers petition signed by almost 4,000 union members was presented to the QIRC and employer representaives during the school officers campaign in 2001
“As a union member I am there to support other members to ensure fairness when dealing with management. “Our union is also there in times of personal trouble which occurred with me in 2005. I am delighted to say that with the help of our union I won the battle.”
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The Independent Voice
E ON UNIT @ ETY F A S K WOR
15
May 2011
Focus on ... Workplace Harassment
Workplace harassment is one of the major causes of workplace injury in our sector. The stress that comes from being harassed at work impacts not only on the workplace environment but it also filters into the home and family lives of members. Members who have been harassed often suffer from anxiety, depression, panic and adjustment disorders, causing a range of life changing symptoms including gastro-intestinal upsets, headaches, skin conditions, sleeplessness, poor concentration, confusion, referred aches and pains, muscle cramping and inflammatory conditions such as rheumatoid and osteo arthritis. Members can develop phobias and compulsions if the situation is not dealt with appropriately. The manifestations of injuries resulting from being harassed vary from person to person and can cripple a person’s lifestyle. The longer the situation lingers, the more difficult it is for employees to recover, with some members affected to the extent that they can no longer work. Managing workplace harassment is no easy task. In our sector, the source of harassment can be from colleagues, managers, students, parents or even other community members. Regardless of the source, employers have an obligation to provide a safe working environment for their staff and this includes minimising risk of exposure to behaviours which can cause these types of injury. The biggest concern in our sector is the failure of employers to take any action at all. All too often we see employers fall into the trap of believing the concerns are nothing more than a personality clash, or they fail to act fairly and objectively when making assessments about complaints. We often get informal admissions from employers that problems exist but they are rarely willing to state it on the record for fear of being held vicariously liable. Unfortunately, many members who are affected by harassment
will not recover until the source of the harassment is dealt with and eliminated. While workplace harassment generally occurs through the deliberate actions of people, it is not always a matter of simply laying blame with the offender. Such conduct is never appropriate but it can also occur as an indirect result of the culture and environment in the workplace. For example, workplace harassment can be the result of a person’s reaction to pressures in the workplace. There may not be a conscious intent to harass. A worker feeling the pressure of unrealistic timeframes or workload intensification may react in an unhealthy way and make rude, unreasonable and inappropriate comments to colleagues. Sometimes it is necessary to dig a bit deeper to find the true source of the problem.
The Code offers examples of behaviours that are considered workplace harassment and these include, but are not limited to: • loud verbal abuse, often in front of people, repeated threats of dismissal for no reason or constant ridicule and put down; • leaving offensive messages on email, the telephone or cyberbullying; • sabotaging a person’s work, deliberately withholding information, not passing on messages, getting a person into trouble in other ways or maliciously excluding and isolating a person from workplace activities; • persistent and unjustified criticisms, often about petty, irrelevant matters; • humiliating a person through gestures, sarcasm, criticism and insults often publicly or spreading gossip or rumours about a person with an intent to cause harm.
The aim of any policy should be to identify the behaviour early, stop it without reprisals and try to rectify any disadvantage that occurred. Such a policy should recognise these principles:
• The right of all individuals to be treated with respect; • The right of the accused to be informed of the allegations; • Observance of natural justice; • Acceptance of the legitimacy of the complainant’s feelings; and • Support and “A person is “Employers have an obligation to provide a safe p r o t e c t i o n subjected to working environment for their staff and this for all parties involved. ‘workplace harassment’ includes minimising risk of exposure to behaviours In addition if the person which can cause these types of injury” to a policy, is subjected to repeated behaviour, other than will occur. Employers must lead members need to be pro-active and behaviour amounting to sexual by example and sell the message willing to stand up when they see harassment, by a person, including that workplace harassment will not harassment occurring. We are not often empowered to do much about the person’s employer or a co- be tolerated. someone else’s behaviour but we worker or group of co-workers of the person that: So how do you stop workplace can be reflective on our own. All harassment becoming an issue in members should display a zero tolerance attitude to workplace (a) is unwelcome and unsolicited; your workplace? harassment. Often, if harassment is (b) the person considers to be offensive, intimidating, humiliating; There will be a complaints or detected early, it can be dealt with or threatening; grievance process that individuals effectively before it takes hold and (c) a reasonable person would can use to lodge formal complaints becomes “the accepted norm” in a consider to be offensive, humiliating, of workplace harassment. However, workplace. It can be as simple as intimidating or threatening. a whole of workplace approach is members advising when harassing needed to address the behaviour behaviour is observed. Drawing Workplace harassment does not and ensure workplace health in the the behaviour to the attention of the offender by saying something include reasonable management long term. like “that was not a nice thing to action taken in a reasonable way by the person’s employer in connection The most crucial item is an effective say to (name of person)” or “that with the person’s employment.” Workplace Harassment Policy. sounded a bit inappropriate and I The accepted definition of workplace harassment is the definition published in Workplace Health and Safety Queensland’s Prevention of Workplace Harassment Code of Practice 2004. This definition states that:
These types of behaviours make the workplace uncomfortable and unhealthy and need to be addressed as a matter of urgency. If allowed to continue, unhealthy workplace cultures will develop and injuries
New WH&S laws to be introduced in 2012 - what affect will this have on your work? The impending harmonisation of Workplace Health and Safety (WH&S) legislation will have a profound impact on schools and its employees. Rather than improve workplace safety for all, the proposed new National Model Act may undermine standards, potentially putting employees at risk. The proposed laws state that employers only have to consult with employees if it
was “reasonably practicable”, and only then with workers who were “directly affected”. This loose interpretation would reduce the employer liability and extends workers WH&S obligations.
on an employer to facilitate any requests for a WH&S representative or Committee in the workplace.
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.
Other provisions of concern through the harmonisation process include: the capacity to disqualify WH&S representatives; negotiation of numbers on ‘workgroups’ and WH&S representatives; and risk management to become a shared obligation between employers and employee.
There is also no absolute obligation
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. For this reason it is important Workplace Health and Safety committees together with elected WH&S representatives are elected in your Chapter. To find out more, please contact your IEUA-QNT organiser or email enquiries@ qieu.asn.au
would prefer that you do not say things like that to me”, gives them an opportunity to take stock of their actions. Acts of harassment can be quite subtle to start and if they can be addressed early, it may prevent the build up over time. Of course, if serious incidents of harassment occur, these should be dealt with more formally. Further, the topic of Workplace Health should be included as a standing item in any Chapter and WHS Committee agendas. This offers an avenue for members in forums where relevant issues can be discussed, and it can be used as a way to work pro-actively in building a healthy workplace culture. IEUA-QNT has developed a training course designed to help participants identify and address harassment by giving them the education to formulate a policy. Our union also has resources to assist members in dealing with harassment issues. Contact your union organiser, staff representative or call our union office to speak about any concerns you have regarding Workplace Harassment. IEUA-QNT Members – Acting Collectively to Improve Safety IEUA-QNT Industrial Services Officer Danielle Wilson
NEXT ISSUE: Managing Psychological In jury in the Workplace as part of IEUA-Q NT’s commitment to ed ucate members on Workp lace Health and Safety in the nongovernment educat ion sector
UNITE ON SAFETY@WOR
K
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The Independent Voice
May 2011
IEUA-QNT win awards at Labour Day dinner
Benefits of Fair Trade Schools Fair Trade is an alternative approach to conventional trade. The Fairtrade Certification & Labelling system offers farmers and workers in developing countries a better deal and improved terms of trade–the opportunity to improve their lives, plan for their future and create brighter opportunities for their families and communities. The ultimate beneficiaries of the Fair Trade Schools program are farmers and communities in developing countries who benefit from receiving a guaranteed fair and sustainable price for their products, better working conditions, and a contribution toward community development. However, participation as a Fair Trade School also brings direct benefits to participating schools in a number of ways, including:
IEUA-QNT employees together with Member for Moreton Graham Perrett (left) celebrate their QCU Media Award wins at the Labour Day dinner
IEUA-QNT joined with other Queensland unions to celebrate at the 2011 Labour Day dinner coordinated by the Queensland Council of Unions (QCU) in May.
Calvary Christian College. The Chapter are to be commended for their collective strength and activism which has resulted in increased union membership.
IEUA-QNT was honoured in the QCU Labour Day Awards on the night, winning the category for ‘Most Active and Effective Workplace Committee’ for the Chapter at
Our union was also awarded Highly Commended for ‘Best Newsletter or Small Publication’ for early childhood education newsletter Early Words.
Join the IEUA-QNT Equity Committee! As an IEUA-QNT member, you can actively contribute to professional issues and policy development by joining a Committee. The IEUA-QNT Equity Committee has direct input into union Council by helping guide policy developmement, and has just recently developed an External Breastfeeding and Expressing policy for members.
If you are interested in becoming a member of the IEUA-QNT Equity Committee, or would like more information, please contact IEUA-QNT office on FREECALL 1800 177 938 or email enquiries@qieu.asn.au The next Equity Committee meeting will be held at the IEUA-QNT union office on Wednesday, 13 July 2011 at 4.30pm.
• Brings positive publicity for the school, showing that the school is serious about social responsibility and responsive to its staff, parents and students; and • FTAANZ provides a range of resources to participants, including promotional materials and information, a quarterly newsletter, website resources as well as opportunities to network with other organisation; There are two simple goals which schools need to meet to qualify as a Fair Trade School. The goals aim to increase the awareness and understanding of Fair Trade and the use of Fair Trade Certified™ products.
and coffee can be served in staff rooms, canteens, meetings, etc as the first step towards becoming a Fair Trade School; • Fair Trade Certified™ chocolate can be used in the school’s annual fundraising activities; • Fair Trade sports balls can be incorporated into the school’s sports equipment. If practical at least one of the school’s sporting teams could use Fair Trade sports balls for training and/or games; • To help locate Fair Trade Certified™ products, the FTAANZ website has a downloadable Fair Trade Procurement Guide which lists sources of Fair Trade Certified™ products around Australia, and an online searchable database – see www.fairtrade.com.au. 2. Promote Fair Trade within your school • This can be as simple as putting up a poster on your noticeboard or wherever you are serving Fair Trade Certified™ coffee or tea publicising that you are doing so – FTAANZ can supply you with a poster and other materials. • Hold or support an event during Fair Trade Fortnight; • Use the FTAANZ education kit “Fair Trade For All” in your curriculum. It can be downloaded at www.fairtrade.com. au/resources/other-resources For more information visit http://www. fairtrade.com.au/get-involved/school
The two goals for Fair Trade Schools are: 1. Use Fair Trade Certified™ products within your school • Schools can easily incorporate Fair Trade Certified™ products into their day to day activities to help them become a Fair Trade School. Fair Trade Certified™ tea
Job Share session informs members of their return to work options Members on parental leave are more aware of the job share process and how to promote a job share arrangement to their employer after attending an information session in March. The informal session focused on the flexible work practices that job share can offer for mums returning to work, and how to find the perfect partner to the benefit of the school and the employee’s personal needs. Job share arrangements are undertaken with the agreement of both employees and the school’s principal. While it is not mandatory for principals to accept a job share proposal, any refusal to pursue job share options by a principal or employer must be made only on fair and reasonable grounds as
provided for in legislation. IEUA-QNT Assistant Branch Secretary Ros McLennan said the Fair Work Act outlines the rights of employees to request a flexible change in working arrangements as long as they have been in the workplace for at least a year. A job share arrangement applies to any full time continuing position being shared between two employees, one who is the occupier of the full time continuing position. IEUA-QNT members Katharine Malone and Karen Flynn said they would both consider job share arrangements once their maternity leave periods end. “Flexibility in returning to work is
very important for me. To have the flexibility of part time and job share also helps you keep your foot in the door with professional learning,” Katharine said. Karen said the job share session touched on areas of the job share process that she had not previously been aware of. “Before attending this job share session, I did not realise that teachers really need to sell job share arrangements to their principal,” she said. For further job share information visit our website www.qieu.asn. au/parental RIGHT: IEUA-QNT members and their children at the maternity leave session held recently
Five steps to help you apply for a job share position: 1. Consider the eligibility and desirability of making a job share arrangement at your school; 2. Conduct your own cost benefit analysis to show the school how this arrangement will allow them to get ‘more for their money’;
3. Begin the application process by finding a job share partner; 4. Complete the job share proposal template (www.qieu.asn.au/714. html) and remember to apply; 5. Review your negotiated arrangements and letters of appointment with your principal.
The Independent Voice
May 2011
Legal Briefs
17
Andrew Knott, Macrossans Lawyers
EMPLOYER DUTY, SPECIAL NEEDS STUDENTS AND TEACHER SAFETY An area in which the duty of care owed by employers to their employees to provide a safe system of work is particularly important to teachers (but potentially difficult to discharge) is that of special needs students. A recent English case illustrates the serious consequences which can flow from such a breach of duty and casts some light on the nature of the duty, and what is in practice required to fulfil it. In March 2011, the English Court of Appeal (reversing the decision of the Trial Judge) held that the teacher’s employer, the London Borough of Havering, had failed to discharge its duty of care and that that failure had caused the teacher’s tragic injuries. The introductory paragraphs of the judgment read as follows: “On 4th July 2003 a special needs child X at a special school for children with learning difficulties called Dycorts in Essex assaulted the claimant teacher. X was aged 14 and quite tall and had gained puberty. He had joined the class in September 2002 and had to some extent become emotionally dependent on his teacher especially as the summer holidays were approaching and he did not want to be separated from her or the school. “At the end of the first lesson of the day, taken by Mrs Vaile with the help of an assistant Mr Champion,
the pupils were leaving their written work at the designated place in the classroom for collection and correction. X approached Mrs Vaile’s desk and put his work down on her desk. She said “No…. can you put your work where the others have put theirs.” X then turned on Mrs Vaile with an evil look, brought his hand down towards the desk and stabbed Mrs Vaile in the back of the hand with the pencil he was holding. He lunged at her and hit her left ear. He then grabbed her by the neck and shook her head violently leaving red marks on the left side of her neck inflicted by the pencil. Mr Champion shouted “No” and X backed off shoving another pupil. Mr Champion then took X out of the room. “Sadly, Mrs Vaile suffered severe injuries as a result of her head being shaken. Those injuries included a multiple detached retina and such severe psychological injury that she has not been able to work again. She now suffers from agoraphobia and depression. She was a devoted teacher who had spent many years giving care attention and education to special needs children. She now sues the local education authority (“Havering”) for negligence and failing to provide a safe system of work.” There was evidence of a number of incidents over a period of time of violent or self-harm behaviour by the relevant student. One fact which is relevant to the decision-making was that there
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
was a finding that the Principal had taken it on himself “to doctor the contemporary evidence and deny in the witness box that he had done so”. It was critical to the issue of what had been done and what was known by the teacher, Mrs Vaile. The Trial Judge held: “…that Mrs Vaile had never known that X was suffering from ASD (let alone he was autistic), had never been told by anybody that the TEACCH system or techniques should be used for X, had not been given any assistance after the incident of 10th June 2003 save for a suggestion that she should keep her own diary of events (which in the event she did providing what the judge held to be an accurate record of events) and had not been told of any observations or conclusions of Mr Jarrett after he had observed X in class.” Critical findings of fact in relation to the establishment of negligence included: • There should have been a system for revealing whether pupils at the school had ASD and for informing the teachers of that fact. Although (the Principal) pretended that there was and that Mrs Vaile had been so informed, there was no system and she was not so informed. • Once Havering appreciated that a pupil was ASD, they should have ensured that those teaching that
pupil were properly instructed in appropriate techniques. TEACCH did provide an appropriate system and technique but, to the extent that there was instruction about it, its application was haphazard. The Principal pretended that Mrs Vaile had been instructed to apply the technique to X and had been adequately trained to do so. In fact she had no adequate training and had not been instructed to apply it to X. • There was, moreover, no adequate response to the 10th June incident. If this failure was the only failure, Mrs Vaile’s case might be more problematic but it was symptomatic of the failure to provide a safe system of work and it underlined the previous features. Later, the Court made clear that it was the failure to provide a safe system of work, persisting over a considerable period of time, which underlay the finding of negligence.
Consistent with common sense, it is not sufficient to do a risk assessment. One must act upon that in terms of the dissemination of information and of putting in place of systems. The Court noted that although it may be difficult to show precisely what the school could have done to avoid the incident if she had been appropriately instructed in suitable techniques for dealing with ASD children, the probability is that if proper care had been taken over the relevant three year period, she would not have met the injury she did. Accordingly, the Court of Appeal held that liability had been established and remitted the matter to the Trial Court for assessment of damages. A number of important employer duties arise from this case: 1. Assessment; 2. Communication;
The Court acknowledged that it was true that “merely knowing that a pupil has ASD does not mean that it is likely that a pupil will attack his teacher”. This refers to the risk assessment and to the fact that the injury that occurred was of a kind which one might expect if a risk assessment had not been done, or “if the right information and structure was not in place in order to avoid the identified risk”.
3. Acting on identified risk; and 4. Providing staff with information necessary or appropriate to assist them to minimise the risk of injury to themselves. This decision is entitled “Vaile and London Borough of Havering” and can be read at: www.bailii.org/ew/cases/EWCA/ Civ/2011/246.html.
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18
The Independent Voice
May 2011
Attaining Exemplary Status: a new approach to professional development Headmaster of St Paul’s School in Brisbane, Paul Browning, agrees that quality schools can only exist if they have quality teachers. Thus the administering of professional development for teachers is imperative, so that successful teachers can continue to grow professionally to the benefit of not only the individual, but also to students and the wider school community.
St Paul’s School librarian Fran Crawford with Director of Teaching & Learning Leisa Harper take part in professional development at the school’s Centre for Research, Innovation and Future Development
This is where St Paul’s School’s Centre for Research, Innovation and Future Development succeeds. Opening in 2009, one of the Centre’s key purposes is to deliver high quality professional development modelled on the coaching method. Paul Browning explains that not only are teachers at St Paul’s School benefiting from the Centre, but places are also offered to other teachers across Brisbane. The quality of schools will never exceed the quality of their staff, according to Brian Caldwell in his book ‘Why Not the Best Schools’. The research is conclusive; the key question then is how can successful teachers continue to grow professionally so everyone benefits? The key is to build a learning community. Schools are automatically a learning community for students but they fail to provide or create a consistent and effective learning environment for teachers, or effective professional development that leads to sustainable change and the achievement of exemplary status. Professional development has been described as a lifelong process whereby individuals strive to deepen their knowledge base, hone their skills, sharpen their judgement, stay current with new developments in their field and experiment with innovations that promise improvements in practice (Skyes, Restructuring Schools: The Next Generation of Educational Reform). Professional development cannot be a hit and miss affair where teachers elect, or are rewarded to attend a conference or one-off PD day offered by a multitude of providers; it rarely leads to lasting change. Schools have to shift their paradigm in relation to professional development if they are to have real success. This is where the St Paul’s School Centre for Research, Innovation and Future Development succeeds. Opening in 2009, one of the Centre’s key purposes is to deliver high quality professional development modelled on the coaching method. The Centre offers a number of courses each semester and are attended by 10-12 staff for two hours each fortnight over a 12 week period. The time is primarily used for intensive skill instruction but is
also a time for intensive collaboration. Attendees at such courses are then required to practice the skill in their classrooms and are held accountable at the next session by their peers. Often courses are attended by junior as well as secondary teachers which brings with it exciting conversations and challenges on methodology. Teachers discover that they have one key thing in common, regardless of their subject area or grade level: they teach. Nothing is more powerful than listening to an intense conversation about teaching between a Prep Teacher and a Senior School mathematics teacher; they have more in common than one can imagine. Courses are offered in Differentiation of the Curriculum, Authentic Assessment, Integration of ICT and Behavioural Management. Each course is presented by a trained facilitator and each is having a profound effect on the way teachers teach. Successful professional development for teachers has to be longer-term coaching and mentoring. The approach is not unlike learning to play tennis; at weekly coaching sessions a good coach will build upon the skills learned the week before,
offer feedback and criticism ready for the game on Saturday. You cannot successfully compete at a high level without weekly coaching and practice; just because you know how to play doesn’t make you a great player. We don’t expect our students to understand complex mathematical concepts after a day’s teaching; it takes weeks of building upon the concepts, practice and revision to embed the learning into their knowledge construct. Not only are teachers at St Paul’s School benefiting from the Centre, but places are also being offered to other teachers across Brisbane. The potential of having teachers from across grade levels and schools in terms of the commonality we all share is endless and incredibly empowering for all. For more information please contact Sue Norris via email s.norris@stpauls.qld. edu.au or phone 3261 1388.
ABOVE AND BELOW: Teachers at St Paul’s School take part in professional development at the school’s Centre for Research, Innovation and Future Development
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 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 Independent Voice
Art awards capture artistic side
Awards for Excellence in Art Design - 2011
create draw paint sculpt photograph combine media
of students and teachers
The theme of this year’s awards is ‘Forests’. Each non-government school throughout Queensland has received entry forms and
information about the awards, with entry forms also available to download at our website www.qieu.asn.au. Art is a very important area of learning in our schools and kindergartens, and our union is proud to support students, teachers, practising artists and art in Queensland. QIEU established the awards to promote and encourage students to maintain an interest in art and to foster the talent of students.
These awards are specifically designed for students in the nongovernment education sector and attract well over 1,000 entries from pre-school through to secondary school students as well as teachers. Our goal is to promote an interest and awareness of these awards to art teachers. Closing date for this year’s awards is 29 July, with the award presentation and art exhibition evening on Wednesday 7 September at the Bardon Conference Centre.
"Keep a green tree in your heart and perhaps a singing bird will come." Chinese proverb
TION:
Pre-school, primary and secondary school students along with their teachers will allow their creative mind to draw, paint, photograph, sculpt or combine media to capture their artistic side in the QIEU Awards for Excellence in Art Design 2011.
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May 2011
Guest speaker: Illustrator Carla Zapel Carla Zapel grew up in Bathurst and has wanted to be an illustrator for as long as she can remember. Drawing was her favourite pastime as a child and a passion that has stayed with her since school. In 1999 she graduated with an Honours degree in Graphic Design from Western Sydney University, specialising in illustration. Since leaving university Carla has worked as a graphic designer and illustrator, in London, Sydney, Canberra and Brisbane. She has worked in the fashion industry, as well as advertising, retail and publishing. In 2009 she produced a fashion campaign incorporating a series
of illustrations that caught the eye of the (then) Prime Minister Kevin Rudd’s office. After meeting with the Prime Minister (and also his cat and dog), she was invited to illustrate her first children’s book, ‘Jasper and Abby and the Great Australia Day Kerfuffle’, which was co-authored by Kevin Rudd and Playschool presenter Rhys Muldoon.
Carla lives in Brisbane with her husband and her cat Lottie, and is now working on her second children’s book, due to be published by Allen and Unwin in 2012.
‘Jasper and Abby’ proved to be a challenging project, with many people involved and working to a Prime Minister’s deadline. It was ultimately a positive and rewarding experience that has given her a particular appreciation of illustrating picture books as a creative outlet. She loves creating new characters and their worlds, and bringing them to life.
Guest speaker: Author Brian Andrew SECTION A
Teachers throughout Queensland are being encouraged to get their school students involved in showcasing their literary talents as part of the 2011 IEUA-QNT, ETAQ and James Cook University Literary Competition. Now in its 52nd year, the annual competition gives students the opportunity to be recognised and acknowledged for their outstanding literary works. Students entering this year’s competition can submit either a short story and/or poetry piece, with students in Years 11 and 12 also able to enter a work of nonfiction prose. Teachers are also encouraged to enter into the open category. The closing date for the literary competition entries is 15 July.
SECTION B
SECTION C
Winners will be presented with their awards at a special ceremony held at The Bardon Centre on Wednesday 12 October. The competition is jointly sponsored by the Independent Education Union of Australia Queensland and Northern Territory (IEUA-QNT) branch, the English Teachers’ Association of Queensland (ETAQ) and James Cook University (JCU). Guest speaker for the ceremony will be author, Brian Andrew. Founded in 1959, the Literary Competition is one of the oldest continuing competitions for school students in Queensland. More information on the competition, including entry forms, is available from www.qieu.asn.au
Brian Andrew is a speaker, columnist, author, lecturer and storyteller. His creative presentations are contemporary, compelling and creative, touching both the mind and the heart. From major city mega auditoriums to the small villages of developing nations, Brian has spoken in 20 countries. His first motivational book, ‘More Ice Cream, Less Beans’ has sold over 25,000 copies making it an Australian best seller. His weekly newspaper column is read by over 250,000. His recently published first children’s book, ‘I Grow in Grandad’s Garden’ is racing to best seller status with thousands sold during the first year www.grandadsgarden.com.au. He finds himself in school a lot these days, doing readings, authors’ days, special events and an increasing amount of professional development. In recent years he completed his first half marathon, walked the treacherous Kokoda Track and also completed the Mooloolaba Triathlon.
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The Independent Voice
May 2011
IEUA-QNT Teacher Education Bursaries The IEUA-QNT Teacher Education Bursaries are once again being offered to encourage eligible students who are studying for a teaching qualification. Each year four pre-service education students will be awarded general education bursaries of $1,000. The fifth bursary, the John Nash Bursary, will see $2,000 awarded to an outstanding applicant. In 2009, to celebrate our union’s 90 th Anniversary, IEUA-QNT offered the bursaries for the first time. Those interested in applying for the bursaries in 2011 must abide by the eligibility criteria. Union Executive will consider all applicants and select successful candidates. Consideration will be given to those in remote areas, of financial need and academic results. For those interested in applying for the 2011 bursaries, please contact the IEUA-QNT Brisbane office on FREECALL 1800 177 937 by Friday 1 October 2010.
Applying for the bursaries: 1. Eligibility a. Applicants must be enrolled (or intend to enrol) in either, an undergraduate Education/Teaching Degree at a university, or, postgraduate studies in the field of education. b. Applicants must be a member of IEUA-QNT or have a nominee who is a parent, partner, guardian, or grandparent that is, or has retired as, a financial member of IEUA-QNT/QIEU. c. IEUA-QNT staff, or those who have retired as part of the IEUA-QNT staff, are also able to be nominees if they are a parent, partner, guardian or grandparent of the applicant. d. Successful applicants from one year may apply for the bursary in subsequent years. e. Successful applicants must be prepared to assist IEUA-QNT via publicity in The Independent Voice or other union publications. f. All applicants must indicate
a willingness to sign a statutory declaration indicating that the bursary will be used for education associated expenses; eg, HECS, books, computer technology. g. Applications by non-members must include the details of the parent, partner, guardian, or grandparent that is, or has retired as, a financial member of IEUAQNT/QIEU. The application should be countersigned by this person.
be submitted along with an overview of the postgraduate work to be undertaken; • Consideration shall be given to at least one awardee: - Coming from remote or country areas distant from the institution at which the applicant is studying or intending to study; and, - being in their first year of an undergraduate course.
2. Selection process a. Executive consider the applications and will select the successful applicants; b. Criteria to be used to determine success will include: • Consideration of financial need,
including any pressing personal circumstances; • Year 12 academic results of first year applicants and university results of second, third and fourth year applicants; • In the case of postgraduate applicants, academic records should
ABOVE: James Cook University student Zachary Scarabello (above) was awarded the John Nash Bursary Award in 2010
Supply teaching workshop earns tops marks from graduates Graduate and associate members received practical teaching techniques for the classroom after attending a supply teaching workshop run by IEUA-QNT member and supply teacher Carmel Kuhr recently. The ‘Relief Insight’ workshop focused on areas of behavioural management, student concentration strategies, and effective education techniques for teachers to use across preschool to Year 7. IEUA-QNT member and graduate teacher Karlee Garrad first heard about Carmel’s supply teaching workshops after attending our union’s Strategies for seeking employment in the non-government sector presentation last year. “I found Carmel’s teaching experience and practical tips so helpful, I wanted to attend her workshop again to see what more I could learn,” Karlee said. “Carmel’s workshop was so informative. I found it covered vital practical teaching techniques I did not learn during my teaching degree.”
With over 20 years experience as a full time and supply teacher in Catholic schools, Carmel runs a number of professional development workshop sessions for supply teachers and graduates who are looking for practical ways to teach primary school age groups. Carmel said in her workshops she aims to explore many areas of classroom engagement with an emphasis on the practical skills teachers can use to engage their students. “My workshops do not tell graduates what to teach, but rather suggest how to teach by equipping them with the practical skills and techniques they need to path their own future. I like to challenge participants at the end of my workshops to ‘play’ with the strategies that they have learnt and return for a second workshop to further expand their skills.” Carmel runs professional development workshops on a regular basis and she will be speaking at upcoming IEUA-QNT graduate information sessions. For information on Carmel’s next workshop or supply teaching go to www.qieu.asn.au/supply.
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This information is of a general nature and does not take account of your individual financial situation, objectives or needs. Before acting on this advice, you should consider the appropriateness of the advice, having regard to your objectives, financial situation and needs. You should obtain a Product Disclosure Statement (PDS) and consider the PDS before making any decision. If you require specific advice, you should contact a licensed financial adviser. QIEC Super Pty Ltd (ABN 81 010 897 480), the Trustee of QIEC Super (ABN 15 549 636 673), is Corporate Authorised Representative No. 268804 under Australian Financial Services Licence No. 238507 and is authorised to provide general financial product advice in relation to superannuation.
The Independent Voice
May 2011
21
EVENTS DIARY Queensland College of Teachers cross sectoral workshops
Queensland Education Resources Expo
The Queensland College of Teachers will be holding information and professional development sessions across Queensland during Term Two regarding teacher registration.
The Queensland Education Resources Expo (QUEDREX) is the largest education trade show in the state and will be held on 10 and 11 September at the Brisbane Convention and Exhibition Centre from 10am-3pm. The free Expo will bring education professionals and decision makers together from early childcare, primary, middle and high schools and higher education, to discover, test, purchase and network with organisations providing innovative ideas, products and services, to enhance your career and workplace, save on your budget and build your professional development portfolio!
Workshop for Provisionally Registered Teachers (and in-school supporters): This workshop is an opportunity to gain first hand knowledge of the process for moving from provisional to full registration. Provisionally registered teachers will gain an understanding of the policy and requirements, as well as the Professional Standards for Queensland teachers as a reflective framework. School administrators and teachers who support provisionally registered teachers will gain an understanding of the process and associated responsibilities. There is no registration fee.
However, schools will be required to cover TRS costs or make school-based arrangements for provisionally registered teachers and other practising teachers attending. Information and Professional Development Session for Fully Registered Teachers about Renewal of Registration and Continuing Professional Development : For fiveyearly renewal of full registration, teachers who demonstrate recency of practice must also have undertaken continuing professional development (CPD) as required under the Continuing Professional Development Framework of the QCT. The professional development session is provided to develop understanding of the renewal of registration requirements and
the Continuing Professional Development Framework. The session will focus on: •Requirements for renewal of registration; •Understanding the Continuing Professional Development Framework; and •Learnings from the first cohort of teachers who renewed full registration with the QCT.
The Expo provides the opportunity to equip, inspire and prepare Australian educators to operate in an ever-changing world and improve teaching quality.
Sessions have been conducted throughout the state in April and May, with further sessions in June in the following areas: Toowoomba; Gold Coast; Gladstone; Townsville; and Ipswich.
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.
To find out more about the workshops, visit the QCT website at: http://www.qct.edu.au/interactive/ events/
For registration visit www.edresourcesexpo.com.au.
QCAT 2011 - Making judgments
Coping with Childhood Cancer seminar
Jeans for
using standards to inform teaching
School-based guidance officers, counsellors, nurses, chaplains and interested teachers are invited to attend a free professional development seminar designed to help educators guide children and young adults through a cancer diagnosis within a school setting.
Genes Day
and learning workshop Teachers, Heads of Department/Curriculum, Principals and Deputy Principals are encouraged to attend the Queensland Comparable Assessment Tasks (QCATs) 2011 - Making judgments using standards to inform teaching and learning workshop. A particular focus will be on matching evidence to standards using a Guide to making judgments and sample student responses from the 2011 QCATs. Participants have the opportunity to: • develop general knowledge and understanding of QCATs; • develop an understanding of a Guide to making judgments; • make standards-based judgments about the quality of student responses using student samples from 2011 field trials; • engage in processes to enhance consistency of judgments through calibration; • identify how to use QCATs to improve teaching and learning; • discuss and identify the alignment of the QCATs to the Australian Curriculum content and standards; and • network with other teachers to develop collegial relationships and professional networks to support understandings of QCATs and making judgments using standards. Cost is $90 (including GST) per participant. Workshops will be conducted throughout June in: Brisbane North; Brisbane South; Sunshine Coast; Mackay; Gold Coast; Townsville; Cairns; Longreach; Mt Isa; Roma; Ipswich; Bundaberg; Rockhampton; Toowoomba; and Emerald. For more information and for date and venue times, contact the QSA Professional Development and Events team at events@qsa.qld.edu.au
The free seminar, hosted by Cancer Council Queensland and the Queensland Children’s Cancer Centre, will be held at the Royal Children’s Hospital in Brisbane from 9am to 2pm on 6 September. Videoconference technology will also be available to allow rural and regional staff the opportunity to actively participate in the seminar, engage with guest presenters and join in team discussions. The seminar aims to educate and support school-based educators and health professionals to help children, their families and their peers to cope
with childhood cancer in both the primary and secondary school environments. This year’s seminar will take a closer look at supporting students who have been affected by a cancer diagnosis. For more than a decade, this seminar has given educators direct access to some of Queensland’s best health professionals in paediatric cancer care. Representatives from leading cancer support-based community organisations including Camp Quality, Canteen, Redkite, Ronald McDonald House, Starlight and Leukaemia Foundation will also be in attendance. For more information contact Angelene Kendall, Cancer Support Co-ordinator, Cancer Council Queensland, on 3634 5240 or angelenekendall@ cancerqld.org.au.
Schools Tree Day - 29 July Each year around 250,000 Australian school students participate in a special National Tree Day event just for kids – Schools Tree Day. It’s a great opportunity for children to learn about, and make a contribution to, Australia’s
natural environment while having fun at the same time. This Tree Day, all schools and their students are encouraged to get on board with Planet Ark and get their hands dirty! for more information visit treeday.planetark.org.
Jeans for Genes Day will be celebrated this year on Friday 5 August- simply wear your jeans and donate or buy a badge on the day. Join the millions of Aussies to help make this year’s Jeans for Genes Day the biggest ever. Making this day happen in your workplace or school is easy and fun; Jeans for Genes gives you all the support you need. And best of all, by getting your colleagues or school students to wear their jeans and buy a badge will help children for generations to come. Register now for Jeans for Genes Day at www.jeansforgenes. org.au.
ECTA Early Childhood Conference
Red Nose Day Red Nose Day, to be held this year on 24 June, is the major fundraiser for SIDS and kids. Funds raised through the day assists in providing vital services and programs. Schools are encouraged to get involved during the day by selling red noses and other merchandise to raise much needed funds for charity. To get your school involved in Red Nose Day this year or to find out more go to http://www.rednoseday.com.au
The annual Early Childhood Teachers Association (ECTA) conference will be held on Saturday, June 25 from 7:30am5:30pm. Goals of the Conference are to: • Provide PD in-line with standards required for teacher registration; • Stimulate and inspire early
childhood educators to reflect on their practice; • Provide practical workshops suitable for educators working within a variety of age groups; • Provide networking opportunities and promote collegiality; • Build capacity and collaboration between early childhood professionals
from all sectors; and • Showcase a wide selection of resources via our trade display. All teachers are encouraged to attend. For more information go to http:// www.ecta.org.au/ or email info@ ecta.org.au
22
The Independent Voice
May 2011
Global Issues Educating women and girls saves lives During World Health Day on 7 April Education International (EI) reaffirmed its commitment to the education of women and girls around the world. If every woman in sub-Saharan Africa had secondary education, 1.8 million lives of under-5-year-olds who died from malnutrition and illness could have been saved between 2003 and 2008 (UNESCO Global Monitoring Report 2011). The report argues that education improves child and maternal health because it equips women with information about nutrition, illness and infection, and empowers them to make their own choices and take control of their lives. Maternal education is one of the strongest factors influencing children’s prospects for survival. Yet, being female is still one of the main reasons for missing out on education, together with being poor and living in a conflict area. In 26 countries, only 90 girls for every 100 boys attend primary school, and the numbers are lower for secondary and even lower for higher education. Two thirds of the 796 million illiterate adults worldwide are women. EI Deputy Secretary General Jan Eastman said: “Education of women and girls is not just a human right, it is also a catalyst for overcoming so many other problems which are paralysing human development. It gives women the tools to take control, to stand up against discrimination and violence. It slows the spread of HIV/AIDS, reduces family size and increases family health. Educating women and girls saves and improves lives. Small measures, such as abolishing fees, providing school meals, or financial incentives for families to send their daughters to school, can make a huge difference. Girls need safe dormitories and separate hygiene infrastructure, especially in their teenage years.” EI and its member organisations are organising projects and campaigns to realise every girl’s right to education. As an example, EI member organisation CTERA in Argentina is conducting special programmes to support pregnant and parenting women to continue their education. EI Solidarity and Development Coordinator Nicolas Richards said: “Education For All and the Millennium Development Goals can still be reached if we see full commitment. But sadly, as shown by recently published data from the EU and OECD, EU countries are not reaching their own target of contributing 0.56 percent of their gross national incomes to development aid. Instead of celebrating achievements, we observe growing instability, military conflicts, and slow progress in important fields such as health and education goals.”
Teacher unions under attack in Bahrain and Yemen While teacher unions are determined to continue to voice demands for more freedom and rights in the region, EI keeps receiving worrying reports about attacks against teachers and unionists. In Yemen, the government responded with violence to peaceful protesters asking for democracy and respect of fundamental workers’ rights in Sana’a and other parts of the country in March. The international and local media have reported that the attack on peaceful protesters in “Taghier Square” in Sana’a resulted in at least 52 deaths and hundreds of injured people, including teachers. EI has been informed by its affiliate, the Yemen Teachers Syndicate (YTS), that five teachers were killed (Abdullah Amed Alhumaikani, Ali Ahmed Alfalahi, Muhamed Hussien Althalaya, Naji Musleh Nasm and Awad Alsarihi) and 40 others injured. In Bahrain, the house of the President of the Bahraini Teacher Association,
Mahdi Issa Abu Thaib, was raided by 20 security forces members in the middle on the night in March. His wife and children were interrogated for two hours. EI has also been informed that other union leaders of the teacher association have been summoned by the Ministry of Education for interrogation. Teacher unionists now fear being arrested. Those acts of teacher unionists’ intimidation are a hostile reaction to the teacher unionists’ participation in the peaceful protests that started on 14 February in the Pearl Square in Bahrain; and on the strike call made on 14 March to raise awareness about concerns for the physical security of academics, education workers and students in education institutions. EI protested to the relevant governments against the excessive use of force and asked for the respect of the fundamental rights and freedoms of teachers, students and unionists. EI also requested the authorities to engage in respectful dialogue to bring about a peaceful solution and fair resolution of the issues and legitimate claims of their peoples.
Zimbabwe: Importance of health Convened by the World Health Organisation (WHO), participants and safety in schools shared experiences and consolidated Teachers are indispensable for the lessons learnt from the implementation promotion of health and safety in of HIV/AIDS prevention in schools schools, according to Professor through the EFAIDS programme Davison Munowadawafa at a meeting – a project conducted by the teacher on school health and safety, evaluating unions under the auspices of EI, with the outcome of the EI EFAIDS support of WHO and the Education Development Centre (EDC). programme. The meeting, which took place in Harare, Zimbabwe, in March, was attended by representatives of ZIMTA (Zimbabwe Teachers Association), GNAT (Ghana National Association of Teachers), KNUT (Kenya national Union of Teachers, UNATU (Uganda National Teachers’ Union), NANTU (Namibia National Teachers’ Union), and SADTU (South African Democratic Teachers’ Union). Also present were representatives of ministries of health, ministries of education, and UNESCO.
Education International www.ei-ie.org
Munowadawafa, the responsible programme manager with WHO and convenor of the meeting, said: “School is an indispensable place for the promotion of childrens’, adolescents’ and education personnel’s health. This is especially true regarding HIV/AIDS prevention and the fight against related discrimination”. Based on the EFAIDS experience and the context of the WHO Agenda for School Health, the participants of the meeting agreed to broaden their action
Promoting gender equality in teaching Almost 40 teachers’ union leaders have assembled in the Democratic Republic of Congo (DRC) to participate in a workshop on gender equality, organised by EI’s African Women Education Network (AWEN). Research figures revealed that despite women constituting the majority of the teaching workforce in the DRC, men were effectively dominating leadership roles in the decision making structures of unions. The training concluded with an action plan for the creation of five new regional networks within the DRC, to enhance women teachers’ awareness of their potential, provide them with knowledge about the role of trade unions and equip them with union leadership skills.
beyond HIV/AIDS prevention. They agreed to form national associations and a regional network with key partners being the ministries of education and ministries of health, WHO, and the teacher unions. The goals of the new networks will be to: •Bring together different sectors with a view to form a sustainable network focusing on health promotion, especially public health in schools; •Consolidate and further share the experiences gathered while implementing the EFAIDS programme, especially in view of the different approaches and interventions towards Education For All and HIV/AIDS; and •Make use of country experiences shared by government ministries, especially in view of different approaches in implementing school health programmes.
EDITORIAL
History in the making at QTCU This month, Queensland Teachers’ Credit Union (QTCU) will seek member support to become the first mutual bank in Australia. That is something unique, something different and a genuine force in the Queensland banking sector to challenge the conventional banks. Established by teachers in 1965, QTCU has grown from a small personal loan and savings deposit provider for teachers, to one of the state’s leading financial institutions. Today with more than 70,000
members, QTCU is ready to take the next step in its evolutionary journey towards becoming a leading ADI in the Queensland financial marketplace. Due to the awareness and opportunities that have been afforded to QTCU by the Australian Government’s proposed banking reforms, we are in a position to become a stronger and more relevant organisation for all our members. As a financially strong and secure financial institution, we meet the Australian Prudential Regulation
Authority’s (APRA) qualifying guidelines to apply to use the term ‘bank’.
and personal service, while moving towards a more sustainable and secure future for our members.
On 21 June 2011, a Special General Meeting will be held to determine the outcome of this opportunity to apply to become a mutual bank.
Once the application has been approved by APRA and if the member vote is successful, we will become known as QT Mutual Bank Limited, and with a new name we will be recognised as a financially secure and sustainable organisation, owned by its members, for the benefit of its members. For more than 45 years, teachers have been an integral part of the organisation and they will continue to be into the future. Keeping ‘QT’ in our name brings along the
As a mutual bank, QTCU will continue to be a member-owned and focused organisation. We will continue to reinvest a proportion of our profits back into our systems and our people, to provide our members with better services and banking opportunities. We will also maintain our focus on friendly
‘Queensland Teachers’ elements of our organisation, to retain our history and heritage, while moving towards a more sustainable future as a mutual bank. We won’t forget the past in delivering a sustainable financial organisation for our future, our members and for Queensland’s teachers. Today we have reached a stage in our development where QTCU needs to take the next step to continue to evolve. Peter Whitelaw, Chairman, Queensland Teachers’ Credit Union
The Independent Voice
May 2011
23
Health & Common Eye Disorders
Lifestyle Tips
Minor eye disorders are very common. Over half the Australian population uses some form of vision correction, and nearly everyone will require vision correction at some time during their life. The most common eye problems are refractive errors such as myopia (short-sightedness), hyperopia (longsightedness) and astigmatism. • Myopia causes distant objects to be blurred whilst near objects remain clear. • Hyperopia might cause near objects to be more blurred than distant objects, but will often simply cause eye strain. • Astigmatism describes an unusually shaped cornea (the clear part at the front of the eye) – this can exist with myopia and hyperopia and will blur objects at all distances. Presbyopia is an eye condition that few people know by name, but its symptoms will be familiar to almost everyone over the age of 40. The eye’s crystalline lens changes shape to focus on the near objects, but as the lens ages a loss of elasticity results in the need for most individuals to eventually wear glasses for reading.
Dear Jo Next month it will be three years since I lost my partner to illness. At the time, I was self employed but I had to give up the business to have the time to look after our three children. It was enough just to get us through each day. Then about eight months later my youngest child became very sick and spent a good deal of time in hospital. Thankfully, she came through it and is now back to her old self. I know a lot happened but I thought by now I should be fine. However for a while now I have been having trouble sleeping and I start crying for no reason. I am constantly having to write lists because I can’t keep track of everything that I have to do. I am always asking my family to help me with things but I still feel tired, it’s getting harder to keep going. I don’t understand what’s happening. Rachel Dear Rachel
Many eye diseases do not have any dramatic symptoms. Indeed, some people with serious eye diseases do not even realise that there is anything wrong until their eyes have suffered irreversible damage. Everyone should have a check-up from an optometrist or ophthalmologist every two years, in order to detect any eye disease before it has a chance to cause serious damage. Your optometrist may recommend more frequent checks if you are at higher risk of eye disease. Common eye diseases encountered in the optometry practice include cataracts, glaucoma, macular degeneration and diabetic retinopathy. All of these can cause significant loss of vision, but in most cases early detection and treatment can save your sight! Produced by The Optometrists Association
You certainly have been through a lot. The passing of your partner and closing your business are both significant losses for which it’s natural to grieve. And watching your daughter battle illness is not only acutely stressful but can also trigger a grief response. When you add all that to caring for three children, it can simply be too much to take in. Grief needs time to process and when you don’t have that time, the grief gives way in favour of survival, allowing you to continue functioning. But that grief is still there under the surface, and can be triggered again, such as by an approaching anniversary. And this can be after any length of time – there is no typical timeline because everyone’s experience is unique.
Grief can affect us in many ways, emotionally, psychologically and physically. Your difficulty sleeping, fatigue, lack of concentration and tearfulness are all very common signs of grief manifesting itself. The intensity of grief’s impact can vary greatly, sometimes from one day to the next. While grief can be a painful and difficult experience, it is also the way in which we heal from our loss. It helps us to come to terms with what has happened and is transformative in that it helps us to adjust and eventually start to reanimate our lives. There is no right or wrong way to grieve. To help you through, you may find it helpful to educate yourself further on grief by reading related books and articles or attending support groups. This might help you to know further what can occur during grief and how to cope with its impact on you. I would encourage you to make self-care a priority – this can be easily forgotten in the midst of the challenges you face but is of fundamental importance to your healing. Rest, eat well, and take time out when you can. And don’t be afraid to ask for help. Whether it’s to talk through your experience or to simply have some help around the house, this is a time when having support can be so valuable. Professional counselling can be a rich source of guidance through the grieving process and may be especially helpful in working to reduce its affect on you. If you would like to talk further or are interested in seeing a counsellor, you are welcome to call the Teachers Union Health Supportline anytime on 1800 655 302, which provides fully funded counselling for Teachers’ Union Health Fund members. Jo
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24
The Independent Voice
May 2011
Time off for good behaviour
by Sloan Wilkins, General Manager, QTCU Financial Planning
Ever dreamed of winning Gold Lotto? Or receiving some other unexpected windfall? You’re not alone; many of us have such dreams.
I need it now? Do I have to own it or can I hire it/ borrow it? Do I have to buy it brand new and can I get it cheaper? (Try eBay)
When dealing with clients in the past who have actually won lotto or prize homes, they often have similar items on their to-do list. Top of the list is usually buying a new car or repaying their mortgage. Both of these actions can make us feel really good but for very different reasons. A new car is something that we want in our life; however our mortgage is definitely something that we want to get rid of quickly when given the chance.
Action 6 – Accessing super to repay or reduce your debt This is not the first option that you should consider, however it remains an option (subject to super rules and age restrictions) and therefore should be discussed with your financial adviser. Remember, your super is not free money. Anything you take out of super to repay debt will reduce the amount of annual income that your super will pay you in the future and reduce how long it will last.
The good news is that you don’t need to win lotto in order to clear debt and achieve positive financial outcomes; all it takes is the right strategy. For those approaching retirement your debts are excess baggage that you do not need in your life after full time work. If you have a home loan for example and you are planning to finish full time work, or switch to part time, in the next three years then it is time to take action. Let’s look at a range of actions aimed at bringing your mortgage and other debts down to size in quick time. Action 1 – Repay and cancel credit and store cards Your credit and store cards usually have the highest interest rate of all of your debts, and therefore are your most expensive borrowings. Have a hard look at the way you use credit cards and how many you have. You may only need one and it should be repaid in full each month. Many people have a lot of credit card debt, so don’t be embarrassed – take action to fix the problem. Focus on paying off the card with the highest interest rate first. When it is repaid, cancel it and apply the payment onto the next one. Take care of these before targeting your home loan and other borrowings, which usually have a lower rate of interest. Action 2 – Make sure that you have the right home loan for you Not all home loans are created equally and there are many different providers that you can choose between. Even if you are committed to your own bank you’ll find that they have a range of loans to choose from. Look for the loan that gives you the basics you need, none of the bells and whistles that you don’t require, the flexibility to increase your repayments and a competitive interest rate. By the way you must look beyond the interest rate to make sure you get the loan that really suits your needs. Action 3 – Increase your repayment amount and frequency This is a sure fire way to ensure that you get time off for good behaviour. Every extra amount you pay into your loan saves you money, it’s that simple. Try dividing your monthly payment in half, add another $25, $50 or $100 to it and pay this amount each fortnight. It’s not rocket science yet only a small percentage of people pay more than the minimum. Set a goal to repay your loan in a certain number of years, and then use a repayment calculator from your bank’s website to determine how much you need to pay each fortnight to make this happen. Action 4 – Make your adult children contribute It’s amazing how long grown up children are living at home these days. It is very common and often mums and dads are not making them pay their way. If they live under your roof and earn any form of income then they should contribute. It will be cheaper than the alternative of setting themselves up in the real world, so they have nothing to complain about. Use this rent money to offset the cost of having them at home, or pay this directly off your loans. By the way, I know it is hard today for young people to get a start, but it was hard for you too and your financial future suffers whilst this situation persists. Finally, set a date/age when they need to move out and stick to it. They cannot cling to the apron strings forever. Action 5 – Is it a ‘need’ or a ‘want’? This is an important question to ask when considering any purchase or ongoing commitment (e.g. pay TV or golf membership). Good old fashioned budgeting remains a powerful strategy available to move forward financially. If the answer is yes that you really do need it; then ask some follow up questions. Do
Action 7 – Make sure that your income is secure Of course, your debt elimination goals and much of your financial future depends on your ability to earn an income. Make sure that you have this insured with Income Protection Insurance (sometimes called salary continuance). Check your Super fund as a starting point as you may already have some. The question is whether it is enough, or whether it will last long enough to get you out of trouble when you need it. Not all of these actions will be relevant for your situation and they do not have to be completed in the order noted. With your debts gone you can relax without the worry of monthly payments and also take further action to build your nest egg. The most important action that you can take to eliminate debt and build your future is to have a personalised strategy. Talk to a financial adviser about your situation and develop a plan that works for you. Without a plan, and an adviser to keep you on track, you may stunt what could otherwise be a comfortable retirement. 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.
It starts with a great rate and keeps getting better
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Mike P, Car Loan
You’ll find members of QTCU enjoy some of the most competitive rates around. And that’s just where the good news starts. As a mutual organisation our profits are used to create better value products and services for our members. We’ll invest the time to get to know you so we can personalise the services you receive and take care of the little details that can make a big difference to your banking relationship.
So here’s a warm invitation for you to become a member too. Call 13 29 30 or visit qtcu.com.au Linda T, Insurance Sam G, Home Loan
Arthur G, Financial Planning
ABN 83 087 651 054 AFSL/ACL 241195
QTE4784IV
12
The Independent Voice
May 2011
The Independent Voice
May 2011
13
IEUA-QNT members throughout the state celebrate Labour Day 2011
IEUA-QNT members and their families marched under our union banner at Labour Day events across Queensland to acknowledge the achievements of the labour movement and to make a statement about current campaign issues within our sectors. Members marched in support of and to bring attention to our union campaigns, highlighting to the federal government the need for an increase in school funding for all schools, to ‘Recognise, Reclassify and Reward’ school officers and for better workplace conditions in the early childhood education sector. In the centenary year of International Women’s Day, 100 women activists from various unions including IEUA-QNT also marched together
at the Brisbane event highlighting women’s rights, gender equality and the achievements and challenges in advancing gender justice for women at work and in society generally. Labour Day is an opportunity not only to celebrate the achievements of what working people through their unions have achieved in the past, but also an opportunity to make a statement about our aspirations for the future and that the union collective giving workers a voice is here to stay. IEUA-QNT members participated in Labour Day celebrations throughout the state including Barcaldine, Brisbane, Bundaberg, Cairns, Gold Coast, Ipswich, Sunshine Coast, Toowoomba and Townsville.
BUNDABERG
CAIRNS
BARCALDINE GOLD COAST
Celebratin g centenary of Internation al Women’s D ay
BRISBANE
TOOWOOMB A
IPSWICH
What does Labour Day mean to you?
SUNSHINE C
< Peter Meecham - Villanova College “It’s about the unity and supporting fellow workers and the celebration.”
OAST
BRISBANE
TOWNSVILLE
Pauline Elphinstone - Embassy College > “It’s about celebrating solidarity and people sticking together to protect our rights.”