Newsmonth May 2013

Newspaper of the NSW/ACT Independent Education Union (vol 33 #3) May 2013 newspaper of the nsw/act independent education union [vol 31 #7] november

newsmonth Print Post: 225007/0002 – ISSN: 0728-4845

Paying the price for funding? P6

Term 2 PD and Training Calendar P12

Creativity Project P16

IEU welcomes Gonski but not two years of uncertainty the conditions of the funding once the The IEU welcomes the NSW Agreement kicks in.”

Government’s decision to sign up The NSW/ACT Independent Education to the National Education Reform Union questions: Agreement and the eventual return of the $1.7billion it removed from the education budget. But until • What the decision means for nonthat happens, there will be much government school funding in 2014 uncertainty. and 2015 IEU General Secretary John Quessy • Whether the National Plan for School says: “The Independent Education Improvement will similarly be delayed Union welcomes the NSW Government’s • What additional hoops our members commitment to Gonski and the first bit of will need to jump through in order to transparency its decision brings. get the additional resources “It means the $1.7 billion the State • How some of the requirements Government stripped from education under the National Plan for School will eventually be returned as a condition Improvement can ever be achieved, of signing up to the National Education such as individual learning plans for Reform Agreement. every student “It means schools should be able • How some schools are supposed to count on 3% indexation to meet the additional requirements from 2016. stipulated in the National Plan for “The additional Federal and NSW School Improvement without receiving State Government combined investment any additional resources. of around $5billion over six years plus the Federal Government commitment “These questions, raised on behalf of to increase its spend by 4.7% will enable members in non-government schools, many improvements. need answers,” Mr Quessy says.

“However there is gaping uncertainty “Schools require certainty not just from regarding funding between now and 2016, because the NSW Government’s 2016, and how schools are meant to meet education funding freeze is biting now.”

More on Gonski and its impact pages 3 and 6

© Louise Kennerley/SMH

2.5% agreements passed overwhelmingly Teachers and principals in NSW Catholic systemic schools have voted overwhelmingly to endorse new 2013 enterprise agreements, writes IEU Assistant Secretary Carol Matthews.

Almost 99.8% of those voting said ‘yes’ to the agreements, which were negotiated between the Union and the Catholic Commission for Employment Relations (CCER), representing Catholic

dioceses. Teachers and principals in all NSW dioceses are covered by the agreements, except for employees in NSW schools within the Archdiocese of Canberra and Goulburn.

Under the Archdiocese of Canberra and Goulburn Enterprise Agreement,

employees in NSW schools in that Archdiocese will automatically receive the flow on of the NSW increases.

The 2.5% pay increase will apply from the beginning of the first full pay period on or after 1 January 2013.

The increase applies from the first full pay period on or after 1 January 2013.

The Union is seeking urgent advice from CCER as to when the increase will be processed by dioceses. Given the small size of the increase and the fact that the 2.5% increase has already been paid in government schools, the Union is concerned about any further delay.

The Union will advise members as soon as we know the payment dates.

St Gregory’s votes on protected action STOP PRESS: At press time members at St Gregory’s College Campbelltown were voting on whether to take protected action over stalled

pay rise negotiations. Proposed actions included any or all of: an unlimited number of stoppages of two hours, half a day and a full day plus a range

of bans, including attendance at a parent teacher day and meetings, attendance at cocurricular and extra curricular activities and meetings before

8.15am and after 3.15pm. Staff are asking for a 2013 salary increase of 3.5% -3.6% in line with increases at similar independent Catholic schools

such as St Patrick’s College Campbelltown, Mater Dei Camden and St Dominic’s Penrith.

www.ieu.asn.au on the ground

Practical, popular and engaging IEU Environment Conference Gloria Taylor IEU Deputy Secretary The Union invites members to participate in the third biennial IEU Environment Conference to be held in Sydney on Friday 16 August 2013. This popular event explores aspects of education for sustainability. The Conference is inclusive across IEU membership and incorporates streams of workshops relevant to early childhood through upper secondary education.

This year the IEU has secured wellknown science journalist and author

Robyn Williams as keynote speaker at the Conference. Robyn has been the presenter of Radio National’s Science Show, Ockham’s Razor and in Conversation. Prominent on both radio and television he has narrated programs such as Nature of Australia and Catalyst and has appeared on World Safari with David Attenborough. He has also conducted countless interviews with leading scientists.

Robyn is highly respected in the academic world and has received an Honorary Doctorate in Science from

the Universities of Sydney, Macquarie and Deakin. He holds an impressive list of credentials, positions and honours.

Robyn has also written 10 books including Future Perfect.

Robyn is known as a fascinating and engaging speaker who should captivate and inform Conference participants by his unique mix of humour and facts.

Along with science as a vehicle for education for sustainability, the Conference will provide practical sessions on implementing environmental education as a cross curricular element

Extra PD day for Australian Curriculum Carol Matthews IEU Assistant Secretary All NSW government schools will close on the second day of Term 2, Tuesday 30 April 2013, to provide teachers with an extra day of professional development on the introduction of the Australian Curriculum.

The Union wrote to the CCER in January this year bringing this PD day in government schools to the attention of employers and requesting

that similar time be provided to teachers in NSW Catholic systemic schools. The Union was advised in February that dioceses would be making additional time available but not necessarily on 30 April.

Please check that your diocese has provided the additional day in 2013 as agreed with your Union. If this has not occurred in your school, please contact the IEU organiser for your school immediately.

of the Australian Curriculum. This Conference will have a strong focus on practical teaching and learning strategies.

Our previous Environment Conferences have been oversubscribed so we encourage you to book early. Brochures will be available soon, but if you wish to reserve a spot contact Iva Coric on 8202 8900 or iva@ieu.asn.au.

Science as a vehicle for sustainability education Environmental education in the Australian curriculum

Focus on teaching and learning.

Change implementation What teachers want in the current climate Mark Northam Assistant Secretary The director-general of NSW Department of Education and Communities postulated in the SMH (1/4/13) that teaching is inherently a collaborative experience and that teachers desire “greater collaboration”.

Given that teachers in general are immersed in a climate of change at multiple levels, the quest must surely be: how can blocks of time be found within already frenetically busy school days to provide teacher time?

An ACER study conducted

by Laurence Ingvarson and others in New Zealand (2005) has solutions which are emerging in Australian schools.

The study focused on teacher workload and what structures schools might adopt to place fences around blocks of time to further enhance collaboration. Some of the strategies are:

administrative work to non-teaching staff.

The next step forward within the NSW educational content is to explore how ‘teacher work’ can be reconfigured to provide time for certain initiatives contained in Great Teaching, Inspired Learning: A blueprint for action.

To simply add additional meetings, coerce observation and feedback, establish mentoring and supervise the practicum without factoring in negotiated structures will lead to lesser outcomes. As Ingvarson acknowledges “guaranteed non contract time” is being sought by teachers. As they now have a greater requirement to be accountable for student learning, it is entirely unreasonable that extra time be made available for planning, preparation and assessment.

It is a valuable exercise to ponder on what is expected at a federal level in return for enhanced funding. “Absurd and nonsensical” is how IEUA Federal Secretary Chris Watt has described the Prime Minister’s proposal that an ‘individualised learning plan’ is required for every student.

What teachers want is guaranteed structures to support what is being sought by governments.

Collaboration is at the core of teaching but cannot be imposed on already overworked teachers.

57 separate actions have been identified arising from the National Schools Improvement Plan.”

• scheduling the first period one day a week to allow staff to work on curriculum and professional development • using non-teacher support staff to do ‘yard duty’, and • establishing systems and procedures that support teacher effectiveness such as transferring clerical and 2

newsmonth - Vol 33 #3 2013

Sustainability through science Practical, popular and engaging

IEU Environmental Conference Friday 16 August 2013 Mercure Hotel, Sydney Featuring Keynote address by Robyn Williams AM Science Author, Broadcaster & National Living Treasure.

Sessions and workshops tailored for early childhood through upper secondary education.

For more information or to secure your spot contact Iva Coric on 8202 8900 or iva@ieu.asn.au.

www.ieu.asn.au on the ground

Gonski won’t ease pressure in NSW John Quessy General Secretary

“Any ‘new’ investment from NSW will come from savings generated by additional cost cuttings across all budget areas.”

The decision of the NSW Premier to sign up to the Federal Government’s revised ‘Gonski’ deal is welcome but will not provide a magic bullet to cure any of the shortcomings of the education funding system in the immediate future.

The deal provides for $3.27 billion of Commonwealth money and $1.76 billion from the State over the six-year period from 2014 to 2019, but how much of this is ‘new’ money remains to be seen.

While it is still early days and much is still uncertain, some things are becoming clear. Last September’s ‘efficiency savings’ (cuts) of $1.7 billion from the State Education budget and the freeze on funding to non-government schools remain in force.

Any ‘new’ investment from NSW will come from savings generated by additional cost cuttings across all budget areas. The Premier is adamant he is not merely returning to the education budget that which he slashed.

Indexing education spending at 3% does not come into effect for the NSW Government until 2016. Even then, the State’s financial commitment will

be extremely back-loaded with any significant spending coming in years five and six of the agreement. Indeed it looks like a mere $150m ($136 per student) in the first year of operation.

Whether any ‘new’ State Government money or any level of recurrent grant indexation for Catholic or independent schools will flow prior to 2016 is not clear at the time of writing.

It is hard to reconcile the concept of a continued funding ‘freeze’ with any form of guaranteed indexation.

Much also remains uncertain about new investment from the Federal Government in our sector and the level of indexing each school or school system can expect, not to mention the timing of increases if any.

The major changes While much is uncertain, there are some major changes that are assured under the Gonski model.

School funding from both state and federal sources will for the first time be based on almost identical principles in line with the recommendations of the Gonski panel. Funding is to be linked to a Schooling Resource Standard

(SRS) which is based on the costs of educating a student to a particular academic standard. These are the costs experienced by schools that have consistently shown high levels of NAPLAN achievement.

Each school is assessed individually and there will be a primary and secondary base amount determined.

Loadings will be provided for various forms of education disadvantage (socioeconomic, students with disabilities, Indigenous background, ESL, school size or remoteness). Loadings will be publicly funded for all schools, with government schools 100% funded for the ‘base’ amount. Catholic and independent schools will get a sliding scale from 20% of the base upwards, depending on apparent ‘capacity to contribute’.

This will be determined by its clienteles’ socio economic status, as measured by existing methodology.

In simple terms, a school will know its level of government funding when it knows its enrolments, the base amount, the proportion of the base it is assessed at and its loadings if any. Hence the uncertainty for schools and employment insecurity for our members.

The conditions Although the State Government will be required to make its investment in education transparent and further ‘cuts’ to school education budgets might jeopardise the deal, there are numerous strings attached to the new funding regime. These include adopting and introducing the National Plan for School Improvement (NPSI) which is largely consistent with, but adds to the NSW Government policies ‘Great Teaching Inspired Learning’ and ‘Local Schools, Local Decisions’.

Schools would also be required to track and report their outcomes in relation to the NPSI via My School (See p6).

Should Catholic and Independent schools and those who work in them be optimistic about the new deal or should they be extremely nervous? On balance I’d lean toward cautious optimism but there remain many unanswered questions about immediate funding, the impact of the concept of “capacity to contribute” and how a new regime of compliance (new work) will be financed.

2013 / 2014 Branch Meeting Dates Met East – 15 May N / A Northern Suburbs – 11 Feb, 13 May, 29 Jul, 10 Feb From 4.30pm @ North Sydney Leagues Club Lansdowne – 23 May, 8 Aug, 7 Nov, 20 Feb From 4.30pm @ Fairfield RSL Cen Coast – 16 May, 1 Aug, 21 Nov, 13 Feb From 4.30 @ Gosford Golf Club Cen West – 10 May, 26 July, 8 Nov, 21 Feb From 6.30pm @ Cascades Motor Inn Principal – 4 May, 3 Aug, 2 Nov, 15 Feb From 10am @ IEU Parramatta Office Nth West – 24 May, 26 Jul, 15 Nov, 21 Feb From 5.30pm @ Good Companions Hotel

Riverina – 17 may, 2 Aug, 15 Nov, 21 Feb From 6.30pm @ Thurgoona Country Club South East – 24 May, 2 Aug, 15 Nov, 21 Feb From 6.30pm @ Diplomat Hotel Cumberland – 13 May, 29 Jul, 8 Nov, 17 Feb From 4.30pm @ IEU Parramatta Office Hunter Valley – 6 May, 29 Jul, 11 Nov, 17 Feb Penrith/Blue Mtns – 8 May, 24 Jul, 6 Nov, 12 Feb From 4.30pm @ Penrith Panthers Club Monaro – 16 May, 1 Aug, 7 Nov, 13 Feb From 4.15pm @ IEU Canberra Office Mid Nth Coast – 17 May, 2 Aug, 22 Nov, 14 Feb From 6pm @ Nambucca Heads

Nth Coast – 22 May, 7 Aug, 27 Nov, 19 Feb From 5pm TBA Sth Coast – 15 May, 31 Jul, 13 Nov, 12 Feb Dinner 6pm Mtg starts 6.45pm 15 May @ Shellharbour Workers Club 31 Jul @ Campbelltown TBA 13 Nov @ Woonona / Bulli RSL 12 Feb @ Woonona / Bulli RSL

Gonski unpacked: Further detail and implications for members will be unpacked on the IEU website and at upcoming branch meetings. newsmonth - Vol 33 #3 2013

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www.ieu.asn.au on the ground

Rep Spotlight

Simon Goss 100% Rep “You are in the most scrutinised and highly regulated profession in the most scrutinised and highly regulated time that history has ever seen. You cannot possibly think for one second that you can go it alone and have a full understanding of what your responsibilities and your rights are.”

Shorts

Ever wondered about the techniques of IEU Reps with 100% membership at their schools?

Newsmonth Journalist Tara de Boehmler puts the question to Simon Goss, IEU Rep at Holy Spirit Primary School, Lavington NSW. Simon took on the Rep role soon after he started at the school in 2003.

“At that time the members were taking it in turns, month-in-month-out, but I thought this was confusing. I was happy to take the role on board.”

From the outset Simon – who is also a delegate to IEU Council – put a strong focus on recruitment, but also on keeping members involved and informed.

He says “you can’t win people over with doom and gloom” and while he doesn’t shirk from telling non-members what’s at stake, he also sees his role as one of giving hope.

“I’ve approached non-members just to let them know: ‘You are in the most scrutinised and highly regulated profession in the most scrutinised and highly regulated time that history has ever seen. You cannot possibly think for one second that you can go it alone and have a full understanding of what your responsibilities and your rights are.’

“I tell them this is where the Union steps in and I’m proud to say we do it very well.”

At the time of the Newsmonth interview, membership density at Simon’s school had fallen back to around the 99%

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mark. A new staff member was on deck.

By the end of the day she had joined.

Operation dissemination Even with 100% membership, the role of the Rep has its challenges. While the school has about 24 staff members, it has been difficult to get them all in the same place.

“It has always been a challenge to find the right time to have chapter meetings,” Simon says. “There have been times when only a handful of staff have showed up. At these times I’ve sent emails and have done a runaround to see everyone individually to let them know ‘these are the issues that have come up. What do you think?’

“It’s just a matter of trying to find a way to get people informed so we can then call another meeting and come back to get consensus, make a decision or pass a resolution.”

Learning from organisers Simon says he puts members with specific industrial concerns in contact with the IEU organisers, seeks clarification and advice along the way and ensures he keeps information flowing quickly between the members and their Union.

“Liaising with IEU organisers has been fantastic as it has helped me to better understand my role as an IEU Rep in the larger Union body. Both of the organisers we’ve had have given feedback, advice and directions which I’ve then been

• The ambitious GenerationOne wants to end disparity between Indigenous and non Indigenous Australians within one generation.

The plan is to enable employers to easily employ Indigenous Australians and to provide them with resources (including videos, handbooks, case studies) to make this happen. This powerful initative can be found at www.generationone.org.au

newsmonth - Vol 33 #3 2013

able to take back to the staff to provide clarification.”

In terms of support for new Reps, Simon advises watching how the IEU organisers operate.

“It’s important to be informed, to disseminate the information and to remain upbeat.

“That’s what I’ve taken on from the Union’s organisers. They’ve always been very positive and upbeat but also very switched on. Their manner provides an assurance that they can do their job – and they’ve also proven they can do it.”

Broader picture Although Simon likes to maintain a positive outlook, and is enthusiastic about his school’s approach to open learning communities, he is concerned about current challenges faced by the education sector.

“We’re becoming a culture where we expect a world class education but we are not willing to pay for it. This becomes a real challenge for those of us on the front line.”

He says Great Teaching Inspired Learning is a case in point.

“The blueprint looks good on paper but implementation is another thing,” he says.

“Comparing us with countries like Singapore and Finland is all well and good but when you are stripping back the funding for education, like the funding cuts in NSW, it becomes a complete paradox.

“Finland is an extraordinarily highly taxed country as a result of education but

• If you’re looking for some professional development, a place to reflect on practice and curriculum or a classroom resource to inspire debate then the Trends Shaping Education 2013 could be just what you need. Some of the trends discussed and questions raised include: natural disasters becoming more common and how education should best respond; the rise of the megacity and the strain rapid urbanisation places on services like education; the rise of

people are willing to pay because they know the results are there.

“You can’t actually have a world-class education system if you are going to be stripping money back from it.”

An eye on politics Simon says it helps to have an interest in what’s happening industrially and politically.

“You can’t separate education from the politics,” he says. “Right now we are more regulated than ever as a profession.

Teachers who have been in the industry for 20 years don’t even know all their rights and responsibilities. They’ve got other things to think about, like how to teach kids, so membership is vital.

“We have entered a time that is much more uncertain than 10 or 15 years ago.

This does not just apply to education, but everything. These are professionally, politically, economically, industrially, culturally and socially uncertain times.

“Yet we are in a profession where one of our key roles is to build hope,” he says. “That’s the thing that drives me in my profession.

“Hope is not optimism: it isn’t the conviction that everything will always turn out for the best, but the certainty that things will make sense, however they turn out.

“It is also the hope – the building and the defence of it – in the realms of the IEU that I find very helpful. The IEU ensures we continue to have hope.”

innovation in OECD countries; and whether more emphasis should be placed on creativity, cooperation and decision-making? Find more at http://bit.ly/YD9OvU • “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important.” - Bill Gates.

More quotes to brighten a teacher’s day at http://bit.ly/KoJgHi

www.ieu.asn.au on the ground

Union pledges $2K for refugee support The Independent Education Union of Australia has expressed its disgust with Australian Government and coalition failure in bringing resolve to the asylum seeker boat issue in an open, fair and honest manner.

IEUA Federal Secretary Chris Watt said the Union would pledge $2000 to support the Edmund Rice Center in relation to its work with those who seek refuge in Australia.

“Today’s announcement of the release of people into the community with limited financial assistance and without timely processing runs the very real risk of creating an underclass,” Mr Watt said.

“The IEU notes that Australia has only provided resettlement of 56 people per year from Indonesia between 2001 and 2012. Further, only 24 were resettled in the first five months of 2012.”

“The IEU believes that current legislation and the Government’s decision to resort to punishment for those fleeing prosecution is wrong and misguided.

“The Government’s decision is contrary to Article 157 of the Labor Party platform which states: Labor will ensure that asylum seekers who arrive by irregular means will not be punished for their mode of arrival.”

The IEU calls for • a return to onshore processing • overturning of punitive provisions with respect to arrivals by boat • an immediate increase in the Refugee and Humanitarian Program to 20,000 places and an increase to 27,000 places within five years • increased funding for UNHCR to improve processing systems for asylum seekers in Asia and the Middle East, and • increased support for capacity-building and service delivery programs among NGOs and civil society groups in the region.

The Independent Education Union says

End Mandatory Detention The IEU will pursue: The replacement of mandatory detention with a compassionate and humanitarian system for processing asylum seekers consistent with our international obligations The replacement of Temporary Protection Visas with permanent residency for asylum seekers awarded refugee status And end to offshore processing of asylum seekers

The IEU will: Encourage membership discussion and debate Lobby political parties Support protest rallies

All members are asked to support this ongoing campaign

Authorised by John Quessy, General Secretary of the Independent Education Union 485-501 Wattle Street, Ultimo 2007. Ph: (02) 8202 8900

Capital funding assistance for outer suburbs non-government schools

A decision to continue the Commonwealth Government’s investment in capital grants for non-government schools has been welcomed by IEU General Secretary John Quessy.

“The capital grants are critical for independent and Catholic schools responding to demands for new and expanding schools,” Mr Quessy said.

In making the announcement, Parliamentary Secretary for School Education Jacinta Collins said the Capital Grants Program represented an investment of approximately $134 million this year. The investment is expected to assist around 230 schools by the end of 2013.

“The continuation of the Capital Grants Program builds on the Commonwealth Government’s existing investment in school infrastructure and will support the construction of new schools and upgraded facilities,” Senator Collins said.

“The extension of the Capital Grants Program will assist our more disadvantaged Catholic and independent schools to address growth, particularly in the outer suburbs of the capital cities.

“We know that there is increasing demand for new schooling facilities in high growth areas around the country.

“This funding commitment will ensure students in these areas will benefit from new schools, upgraded facilities, new classrooms and a better learning experience,” Ms Collins said.

“The Capital Grants Program funding can be used for a wide range of infrastructure projects related to design, construction, refurbishment or purchase to provide and improve learning spaces and facilities in a school.

She said commonly funded projects included construction of general learning areas and specialist science and language facilities.

New resource for NSW syllabuses

The Board of Studies has launched new online resource for primary and secondary school teachers implementing the K–10 NSW English, Mathematics, Science and History syllabuses.

Program Builder uses content from the new NSW syllabuses for the Australian curriculum to create scope and sequences and units.

To start programming lessons, non-government school teachers can log in to their Program Builder account using their Scootle account details.

Additional support materials include: advice on planning for and designing effective learning and assessment; differentiated programming; sharing learning and assessment intentions; and integrating ICT capability.

There is also advice on scope and sequences and units as well as a range of samples.

The new NSW syllabuses will be implemented from 2014.

To view the implementation timetable or for more information about Scootle or Program Builder, visit www. pb.bos.nsw.edu.au or email program.builder@bos.nsw. edu.au.

Eco Schools and Food Gardens in Schools grants open

Planning an environmental project at your school? If what it needs is a cash injection, the NSW Environment Trust may be able to assist.

Its Eco Schools and Food Gardens in Schools grants are now open and looking to support schools in developing best practice in environmental education and innovative solutions to environmental issues.

According to spokesperson Karen Wakely the NSW Environmental Trust has awarded via these programs more than $1.5 million to nearly 700 environmental projects in schools since 2002.

“These projects have seen schools establish gardens, save water and energy, introduce recycling systems, regenerate native bushland and wildlife habitat, and learn about the importance of the environment in Aboriginal life and culture,” she says.

Check out the new Sustainable Schools NSW website and the NSW Environment Trust website for additional project resources and success stories. Applications close 17 May. More details: www.environmentaltrust.nsw.gov.au www.environment.nsw.gov.au/sustainableschools/index.htm

newsmonth - Vol 33 #3 2013

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www.ieu.asn.au on the ground

Schools to pay price for new funding?

“If an IEP takes an hour to complete per student per semester, secondary classroom teachers would need to find an additional 360 hours on top of current workloads to formalise what good teachers know anyway - how to adjust the curriculum to provide differentiated learning activities for all.”

It’s scary when your industry, your profession – your daily work, in fact – becomes a key political issue being tossed around in a national re-election campaign, writes IEU Assistant Secretary Mark Northam.

Getting a new funding agreement settled in time for 2014 school/staff planning seems no longer a problem.

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But most frightening for future teaching practice/student learning outcomes is the proposal to tie new Federal Government funding to extra compliance requirements under a National Plan for School Improvement (NPSI).

We all remember the silly flag-poles (so innocuous now) and A to E reporting.

But in the National Plan for School Improvement there are a multitude of

new or modified requirements – 57 separate actions in fact – that will affect how schools work.

School reporting requirements will massively increase if the NPSI is introduced, adding yet another layer of workload burden and red-tape to the working lives of teachers, principals and administrative staff.

IEUA Federal Secretary Chris Watt has

dubbed one of PM Julia Gillard’s action proposals (“a personalised learning plan” for every Australian student) as absurd and nonsensical and NSW/ACT General Secretary, John Quessy has vowed the Union will fight against the potentially massive workload increase for teachers.

See right for IEU members’ comments illustrating why the Union’s commitment is correct.

www.ieu.asn.au on the ground

Time to teach

Dayle, Primary Teacher Teachers have two hours per week for release time (RFF). ILP’s would take roughly one hour per student and need to be repeated during the second half of the year. For the first half of the year alone this would take me (I teach 30 Year 6 students) about 15 weeks to have these plans developed using existing RFF time.

Staff in primary schools implement a range of assessment tools and, in general, have a good knowledge of students’ point-of-need for learning. In addition, during Term 2 individualised reports are developed, taking about two hours per child, followed up with 20 minute three-way interview meetings (in my case this is an extra 10 hours of meeting time in one week alone). This is also repeated during the second semester with the three-way meetings at parents’ request.

In addition, schools have an extensive assessment regime in place for children beginning school with parents receiving an individualised report following the collection of this data. We develop an extensive knowledgebase of students’ skills over the first two years of schooling.

During school review, programs are checked to ensure they contain adjustments and accommodations designed to meet the individual learning needs of all students. Although these are broad, generalised adaptations the emphasis is on point-of-need learning.

The ILP was designed for students where the regular curriculum required significant modifications. For most students slight adjustments, ie grouping students for guided reading and matching suitable texts, is enough to ensure successful learning.

Primary teachers have a tremendous workload, particularly over the next few years as the Australian Curriculum changes are implemented. Teaching quality lessons is important, however I doubt that further paper work in developing ILPs will necessarily enrich these learning experiences to a high

degree.

Teachers need time to be teachers – the stress load on teachers is huge due to the extra demands on them.

Adding to our already heavy work demands will continue to discourage teachers from staying in this field.

“Teachers make the greatest impact so they need to be allowed to do their job, not just have more and more loaded on them administratively.”

Red tape not the answer

Mary-Jean, Primary Teacher What is being personalised? Special needs students have IEPs because they are unable to meet age appropriate curriculum demands without additional support. The NSW/Australian curriculum is written to be age appropriate for most students, so why would they require an IEP? Also, IEPs are usually linked to targeted funding. The IEP basically explains how the funding is being used (to employ an aide for withdrawal to conduct an intervention program, for example).

What is the point of developing IEPs for all when most will not receive any extra resourcing to implement whatever is suggested by the IEP? I don’t suppose the government cares, but the more time we spend on red tape, recording how we would personalise things, the less time we actually have to do it and therefore the less differentiation actually occurs.

The major question that keeps surfacing for me is why did we just spend so much time, energy and resources developing a comprehensive new national curriculum that is so specific (like the NSW syllabuses) if we are not going to teach it?

Risk of preciousness

Katherine, Secondary Teacher The bottom line is that schools are institutions that teach groups of students, not a large tutoring centre where each

student gets individual attention for every concept.

With support this model builds resilience and appropriate social skills in students. IEPs obviously help focus some issues for some students. In a high school it is prohibitive to expect this for each student and smacks of promoting a ‘preciousness’ that is not always healthy. We are all genuinely searching for ways to more effectively engage students and effect learning. This is much more comprehensive than an IEP to tick government boxes in order to receive funding.

Who will staff?

Name withheld, Catholic Principal I don’t think that generalised individual education programs are a bad idea. But they need to be generalised and not hugely detailed for every subject. The issue is staffing. Funding would need to be spent on staffing this – people to work with staff and write the programs or significantly reduce face-to-face teaching time to allow teachers to manage it. I have a lot of concerns about the funding and its implications. If teachers make the greatest impact (according to Hattie, Dinham, Hargreaves, Robinson et al) then they need to be allowed to do their job, not just have more and more loaded on them administratively.

Do the maths

Katrina, English KLA Coordinator Primary teachers teach up to 30 students per year but teach across the curriculum. Secondary teachers teach 6x30 students per year. If an IEP took just one hour to complete per student per semester, that would mean secondary classroom teachers would need to find an additional 360 hours on top of current workloads to formalise what good

Dear Denise

If you have a concern about individual learning plans or other aspects of the National Plan for School Improvement, now is the time to have your say.

Your Union is actively fighting against the potentially massive workload increase some of these requirements would create for teachers. Add your voice by emailing your local MPs and

telling them how the NPSI will impact your delivery of a quality education.

IEU Executive Member Denise McHugh has already got the ball rolling, firing off a message to her local MP, Tony Windsor, Member for New England. (See response, right) Please also cc sandra@ieu.asn.au and keep checking the IEU website and facebook page for more updates.

Thank you for your e-mail message of 17 April, 2013, with attachment, regarding the Gonski education reforms and in which you raised a number of concerns regarding the impact on teachers workloads and related issues.

I have noted the contents of your correspondence and appreciate receiving your comments in relation to this matter.

I have written to the Minister for Schools, Early Childhood and Youth, the Hon Peter Garrett, AM, MP, asking if consideration could be given to the concerns and points you have raised and for his advice as soon as possible.

teachers know anyway; how to adjust the curriculum to provide differentiated learning activities for all.

Current research shows that the number one effect on student learning is feedback from teachers (Hattie et al). This feedback is both formal and informal.

Increase teacher workload without providing additional release from faceto-face teaching and you will decrease the effectiveness of the teacher. Professor Stephen Dinham agrees when he states that teachers are “the major in-school influence on student achievement”.

Do not chain our effective teachers to a desk, taking them and their focus out of the classroom, away from students, making them less effective educators.

On what grounds?

Anne, Special Needs Teacher It would take more ‘teaching time’ away from teachers. This is already been eroded by the many demands that are placed on teachers implementing not only the KLAs but also dealing with the challenging behaviours and the multi-layered other curricula that just happen across the teachers’ desk.

What are the benefits of this approach?

If it is only to guarantee funding, surely this is not a sound educational base for radically changing the way teachers program for their students.

Reality bites

Denise, Teaching and Learning Coordinator There are a number of workload concerns that are a worry, and just not practicable. Some suggestions sound good on paper but that’s about it. For example, 80 days practicum for students – no problem with that – but 80 days is nearly two terms in already over-crowded staff-rooms. Where are they going to sit? I know that sounds silly but that is the practicality. If teachers have to jump through too many hoops before they have a prac teacher, they may just decide not to volunteer to take them.

How are principals going to conduct annual performance appraisals with conferencing and feedback sessions, in some cases for more than 100 teachers every year? Gee I wonder when they get to run the school?

I will certainly take your comments on board, together with the feedback received from other residents within the New England electorate, when dealing with this matter and I will be in touch with you when I have received a reply to my representations.

Many thanks for your kind remarks regarding the forthcoming Federal election and should you wish to discuss any aspects of this issue, please don’t hesitate to contact me.

Kind regards.

Yours sincerely Tony Windsor MP Member for New England

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www.ieu.asn.au on the ground

Symbiotic relationships

“If someone is coming into your classroom to watch you deliver a lecture on Shakespearian theatre then you are going to think a bit more deeply and imaginatively about how you deliver it.”

Unique links formed by St Mary Mackillop College, Canberra, are benefitting staff, students, pre-service teachers and the community at large.

The largest school in Canberra, the 1780-student College spans two campuses and recently expanded with the introduction a trade training centre.

In his sixth year at the College, Principal Michael Lee says the success of the trade centre has inspired him to seek other relationships.

The school is talking to Catholic Health about establishing an aged care facility on its grounds, providing resources in a hard-to-staff sector, and real life industry experience for students.

It is also forging a pathway for students at a K-Year 10 school in Cooma, an hour away, to provide them with access to Year 10-12 education.

But most significantly in the current climate, three years ago the Australian Catholic University (ACU) relocated its entire campus for Diploma of Education graduate students to the school.

Now all 45 ACU DipEd students study solely at the College. Since the inauguration of the project

the number of students enrolled for the course has doubled, and Michael says feedback from students, academics and serving teachers at the College is good.

“It’s a really interesting model for teacher training,” Michael says.

“The DipEd students are sitting in on classes whenever they like, getting their child protection training, and attending staff meetings and engaging in the College’s professional learning programs.”

Michael says the program is voluntary for College staff, they are not forced to invite a pre-service teacher into their classroom or engage with them at lunch or other times.

“But I think the teachers get the opportunity to feel that their experience is valued when share their knowledge.

“If someone is coming into your classroom to watch you deliver a lecture on Shakespearian theatre then you are going to think a bit more deeply and imaginatively about how you deliver it.

“Having the pre-service students on campus does provide a professional challenge and cause our teachers to pause and reflect on how they are delivering their lessons.”

Michael is the ACT Director of CASPA, the Catholic Secondary Principals Association of Australia, and he was recently invited to contribute at the National Association of Secondary School Principals Conference in Washington DC. He has also served as the IEU’s NSW Principals Rep for the Canberra-Goulburn Diocese, and been an IEU member for 35 years.

“I wanted to belong to an advocacy group for teacher standards, but also wanted to be collectively represented and supported industrially.

“I appreciate the high quality articles in the publications and conferences that provide professional learning.

“I suppose I wanted to be a Chapter Rep as a way of making a contribution to an organisation that I have found to be professionally rewarding.”

Present Tense ELICOS News Kendall Warren IEU Organiser In the last column, I outlined negotiations that are ongoing in various colleges. I can now report that the Union has settled with two further colleges.

UWS College UWS College is the English and Pathways college attached to the University of Western Sydney, with whom the IEU has co-negotiated two previous agreements.

Negotiations went on for some time, not helped by the fact that there were several bargaining representatives at the table, including the IEU, the NTEU, the CPSU, and two staff-appointed, non-union reps. Despite the logistics of negotiations, agreement was reached in March, on the following terms: • 3% per annum, payable from September, 2012 8

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•

•

•

•

$1,200 sign-on payment (approximately equal to an extra 1% of salary) Agreement to expire in April, 2015, with a “contingency” increase of 2.5% in the event that the parties cannot agree to terms for a new agreement

by July, 2015 improvements to the casual conversion clause, the managing change clause, and arrangement around annual holidays, and improvements to the classification table for professional staff, including the introduction of increments on each pay level.

This is an excellent outcome for all staff, and builds on an already strong enterprise agreement. A special mention should go to IEU Rep Peter Wilson, who was a vital part of the negotiating team.

EPIA colleges EPIA is a loose collection of English colleges who come together for the purposes of bargaining an enterprise agreement. Membership of this group has fluctuated over the years, and this year just four colleges took part, Universal, Sydney College of English, Access and Specialty Language Centre.

The colleges and the Union agreed to terms in April. Much of the agreement will be ‘rolled over’ into the new agreement, with changes in the following areas: • pay increases of 2.5%, 3% and 3%, dated from 1 January 2013, with an expiry date of 31 December, 2015.

• the increases in year one of the agreement will be made up of 1.5% general increase, plus a further 1% increase in casual loading, plus a 1% lump sum payment to permanents and sessionals

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•

•

the increases in year two of the agreement will consist of a general 2% increase, plus a further 1% in casual loading, plus a 1% lump sum payment for sessionals and permanents, and the agreement will also include a redundancy scale.

Other agreements There hasn’t been much in the way of progress in the various other negotiations, at UoW College, Kaplan, EF, Australian Pacific College and SELC, and we will carry further details in the next column.

If you would like to know how to start bargaining in your college, contact the IEU via ieu@ieu.asn.au.

www.ieu.asn.au on the ground

Funding boost fails parity test “The plea for pay parity is still falling on deaf ears, with the Minister Adrian Piccoli stating that this is a matter for enterprise bargaining and agreements. If we go down this route then we will find fees increasing yet again.”

There has been a lot happening over the last month in the Early Childhood sector. The Minister for Early Childhood Peter Garrett, Minister for Early Childhood and Child Care Kate Ellis and Minister for Employment and Workplace Relations Bill Shorten have announced the details of the Commonwealth’s $300 million funding boost to educator wages, writes ECS Vice President Gabrielle Connell.

•

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The funding boost includes: establishment grants for long day care services only, to increase wages from 1 July $3 per hour for Certificate III qualified educators and higher wage increases for diploma qualified and teachers

•

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– wage rises will mean an extra $114 to $198 per week funding through grant process - not all services will receive services must have workforce plan, agree to use increase only for wages and increase fee transparency for parents government to establish an Early Years Quality Fund Advisory Board of employers, unions and sector reps funding will be conditional on wage increases being included in an enterprise bargaining agreement, and a new Equal Remuneration Unit will be established in the Fair Work Commission, with an initial focus on our sector.

This however does not include staff employed in community-based preschools in NSW. The plea for pay parity is still

falling on deaf ears, with the Minister Adrian Piccoli stating that this is a matter for enterprise bargaining and agreements.

If we go down this route then we will find fees increasing yet again.

In the last month we also saw the release of the Brennan report with the DEC stating they will adopt most of the reforms and establish a new funding method for preschools in 2014.

In the meantime we have seen the much-awaited release of ‘some’ of the Federal Government’s Universal Access money to NSW preschool services - $25 million of a possible $137.5 million.

Where is the rest? The State says it is keeping it to fund preschools until the end of 2014 and reduce fees for families. $20 million of this money is to be spent on reducing fees for children in the year before school. This is a welcome injection

of money, but there is still no money for operating costs and teachers’ wages so many preschools are still running negative budgets.

This month we have also seen at the Council of Australian Government’s Meeting (COAG) the Commonwealth, state and territory governments agree on an extension of the National Partnership on early childhood education until December 2014.

The total funding contained in the extended National Partnership has been announced as $655.6 million.

Despite all this we still see many preschools fighting for their very existence in a climate of uncertainty of funding and little knowledge of future plans by DEC.

ECS round up Early Years Quality Fund Brings Money ... for some All long day care centres approved for Child Care benefit can now apply to access the Federal Government’s $300 million Early Years Quality Fund which will be paid directly to services.

Wage increases for approved services range from $3 per hour for Certificate III workers with proportionally higher wage increases for Diploma qualified educators and Degree qualified teachers.

This money is available for a two-year period.

To be eligible services must meet the following criteria: •

•

demonstrated commitment to National Quality Framework (NQF) quality outcomes wage increases being included in the service’s Enterprise Bargaining Agreement (EBA)

• a commitment to affordability through fee restraint increased fee transparency Get an EBA in place now You don’t need to be a member of a union to apply to the fund but you do need to have an EBA in place. Services with existing EBAs can have them amended or new EBAs can be entered into in order to access the funding.

IEU members without an EBA are urged to contact the IEU to get one in place as soon as possible. More info: www.deewr. gov.au/early-years-quality-fund While the IEU welcomes the flow of money into early childhood from the Federal Government we are concerned at the division being created with money flowing to one type of service and not another. It is clearly not of benefit to families or communities that early childhood education is treated this way.

COAG agrees to new National Partnership Agreement In April, COAG continued its commitment to ensuring all Australian children attend quality early childhood education before school. A new National Partnership Agreement was reached allocating $655.6 million in federal funding over 18 months. This may provids some certainty to services throughout 2013 and the first half of 2014 when funding will be reviewed.

IEU is the Union for early childhood teachers Members may be aware that another union, United Voice, is targeting early childhood services in a recruitment campaign.

United Voice is the former Miscellaneous Workers Union and has traditionally represented staff other than qualified teachers. They are now

attempting to recruit teachers.

This goes against a long-held agreement between the Union that the United Voice represents other early childhood staff and the IEU, as a dedicated education union, represents the professional rights of early childhood teachers.

As a member of the IEU, you can rest assured that your Union will always be committed to advancing and protecting your conditions and professional interests.

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www.ieu.asn.au on the ground

Over the 20-odd years that IEU member Kath White has worked in the library at St Francis Xavier College, Hamilton, she has seen it transform from strict and silent to a popular, warm and inviting space perfect for collaborative learning.

Now ready to embrace retirement, Kath tells Newsmonth Journalist Tara de Boehmler that she feels like she has gone full circle.

When Kath started working as a Library Assistant at St Francis Xavier College in 1991, it was about to undergo a major change.

“I was there for the first term. Then we had to start packing up the library and move out to two classrooms, where we operated the library for the rest of the year.”

From the start of 1992, the library was back in operation at twice its previous size.

For Kath, this was just the start of many changes she would see over her time at the school.

“Looking back, the library has changed so much from when I first started working here,” she says.

“At first we had type-writers and everything was done on a card catalogue system with written records that were then typed in manually. We had tape recorders and video players and the library was a very strict, quiet place where students weren’t allowed to talk.

“When I first started the library wasn’t a very welcoming place, whereas now it’s probably one of the most popular places in the school.”

Kath says it has been rewarding to be a part of the change.

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“It’s become very welcoming, with students wanting to come and use it at lunchtime and in their breaks – even first thing in the morning as they prepare for their day.”

“Everyone now works in here collaboratively and students can come in and discuss their subjects and lessons,” Kath says.

“When they realised the library wasn't being used as much as it could be, Principals have gone out of their way to work at making the it more accessible and user-friendly.”

In playing her part in this push, Kath’s own role has developed dramatically.

“There is much more interaction with the students and it has been very rewarding going into classrooms and talking to them about how they can use the library, what resources and services we have available and how we can help when they come in.

“They now feel they can come up and ask for assistance.”

For Kath, this is what it is all about.

“I find the most rewarding thing is to be there to assist the teachers and the students, to help them find information they need and that they wouldn't find otherwise, particularly when they provide feedback and let you know your help is appreciated.”

Now as Kath is leaving, the library is undergoing another major change, as new as it is familiar.

Full circle for libary assistant

“It’s ironic, but just as I am leaving they are pulling the library down and building a new one. There is jackhammering going on and because the library is now a building site we can’t work in there, so they found me a spot in book hire.”

Kath says the new library will be more like a university library with collaborative spaces, booths, a tea and coffee area and disabled access, complete with lower counters and full wheelchair accessibility.

Throughout Kath’s career, she says her IEU membership has been invaluable.

“I joined the Union just after I started here in 1992. I felt it was important to be in it, to have that security and back-up.

If you have a problem or if things go wrong, or if there is some something you want to discuss you can go to the Union.

“The IEU has helped me tremendously,” Kath says.

“At one stage a co-worker was on a level higher than me and we were doing the same kind of work. A library assistant from another school and I went to talk with the Union about it and they arranged to have discussions with the Catholic Schools Office.

“We told the CSO what the circumstances were and they upgraded us to a level five.

“It was very unusual and it wouldn’t have happened without the Union.”

Kath says the Union provides a vital service for support staff, whether assisting

“It was very unusual and it wouldn’t have happened without the Union.”

with health and safety issues, negotiating improved pay and conditions, or clarifying rights and responsibilities.

“I think it’s very important for support staff to be in the Union because often they don't have set duties like teachers do.

“They can be asked to work anywhere in the school and it can be very challenging sometimes to be thrown into something you feel unsure of.

“You need to have the Union there to talk to so you know what your rights are and what the situation is if you need support.

“They also do a great job negotiating our wages for us and getting better conditions.”

In industries where union membership has been decimated, Kath has had a close insight into the impact.

“My husband is in the metal workers union and over time his work area has been broken down. Now about 60% are not in the union.

“This impacts working conditions,” she says. “Things are so much harder for them now and they don't have anyone to support them because they are not there in the union.”

Kath’s husband is also retiring and they are looking forward to new frontiers, making use of their caravan, seeing more of Australia, enjoying their growing brood of grandchildren, catching up with friends and getting to smell the roses in their garden.

It looks like life for Kath is not about to get staid any time soon.

www.ieu.asn.au on the ground

Two new voices for principal concerns “If we are really going to meet the needs of students it’s important that the voices of principals are heard.

There needs to be more widespread consultation with principals in determining directions of education and the way schools will go.”

IEU Principals’ Branch members Brenda King from St Francis de Sales Regional College in Leeton and Margery Jackman from Catherine McAuley Catholic High School at Westmead.

New delegates to IEU Principals’ Branch, Margery Jackman and Brenda King, bring a wealth of experience and a strong commitment to boosting consultation with school leaders, writes Newsmonth Journalist Tara de Boehmler.

Margery a voice for consultation Margery, who has been nominated to represent secondary principals in the Parramatta Diocese, attended her first Branch AGM in her new capacity in February where an enterprise agreement, professional development and school governance were hot issues.

Margery has worked in Australia, Canada and the UK, has experience in both the non-government and government school system and has been a union member since the early 1970s. In those early days of her career, the fight was on to secure adequate training for secondary school teachers.

Since then, many campaigns have been fought and numerous gains have been made thanks to people like Margery and her fellow members. But there is still far to go and Margery is keen to ensure that principals’ voices are taken into account in determining the future direction of education, whether at school or policy level.

“There is a move for principals to be more and more involved in the instructional side of schools, not just managers but to be involved in the learning,” she says.

“Therefore if we are really going to meet the needs of students it’s important that the voices of principals are heard. There needs to be more widespread consultation with principals in determining directions of education and the way schools will go,” she says.

Margery says that while she understands the complexities that lead some to take a top down approach, the knowledge of those on the ground needs to be respected.

“It’s a difficult thing. Clearly you have to have strong leadership within an organisation but there has to be a balance between consultation and direct leadership.

“This is important because principals are actually based in the schools and we understand what is happening in them.”

Margery says that when she was appointed school Principal in 2005, her IEU membership helped address the feelings of isolation, associated with the new role.

“When I became a Principal it was quite a change, adjusting to a management role.

During this time it was invaluable to belong to the Union, both in terms of support and also the solidarity with other principals.

“Being a Principal can be a lonely job and because this was my first principalship I found it really useful to have an association where I could meet with others.

“IEU Principals’ Branch Organiser Pam Smith regularly hosts principals’ breakfasts, giving us a chance to look at things that are of concern to all of us and to discuss conditions and workloads.”

In Margery’s new capacity she will be sharing the issues and concerns of Parramatta secondary school principals with others at Principals’ Branch.

“We keep principals’ representatives around NSW and the ACT across what is happening in each region. This is really important in the city but even more so for the country branches as they can be particularly isolated.”

Margery says she appreciates the opportunity to contribute to the work of the Union.

“I really appreciate all the work the Union does on behalf of school staff and I have a strong commitment to unions philosophically,” she says.

“The union movement is a vital in maintaining social justice for all sectors within the community.”

Brenda bring rural passion In October last year Brenda was elected to take the place of Patricia Burgess, the

Wagga Wagga Diocese’s retiring longtime delegate to IEU Principals’ Branch.

As a Principal for the last 10 years at St Francis De Sales Regional College, Leeton, and with more than 30 years experience in rural education, Brenda sees it as a good opportunity to keep rural and boarding school issues at the fore.

“I am passionate about rural education,” Brenda says. “I am city born and bred but have only taught in the country. I’ve been involved in education for 38 years and all of it in Leeton.

“This is an opportunity to be be able to support and encourage some of those principals in small rural schools. They have to be jacks-of-all-trades because they just don’t have the resources that we have in the bigger schools.”

Brenda is also keen to maintain a strong voice for boarding schools.

“Until you have taught or worked in a boarding school you don’t realise what they’re like,” she says.

“It’s a different world. In fact, in many respects it’s like having two schools because there’s another layer to it.

“As a principal you are working with the boarding coordinator and all the boarding staff and the catering staff. There are also closer ties with the families,” Brenda says.

“The parents trust us so much to send their sons and daughters to us. It’s a real honour and a privilege to work within the boarding community.”

Brenda has always been a union member, from when she started working in a Leeton government school in her first year of teaching. When she started at St Francis De Sales Regional College in 1993 she “automatically joined the IEU”.

“I just believe the Union has always been there to support us as teachers, and as a leader in a Catholic school I believe it is still important to have that support of the Union should you ever need it,” Brenda says.

“I’ve always been a member. It’s protection but it’s also about supporting

the people that go out there on our behalves to get the best conditions for us.”

Brenda appreciates the role the Union plays in representing all school staff.

“I believe the Union is a place where all school staff have a safety net that helps in good times and bad. You are supported and you know there is always someone to talk to if you have a concern.

“School staff don’t always want to go to their principal but as members they can go to the Union,” she says.

“My experience with the IEU has been that if there is a concern, when appropriate the IEU organiser will ring you. They don’t do this in an aggressive way – they have a very conciliatory way of working with people and I think this is important.”

The February Principals’ Branch AGM was Brenda’s first Branch meeting and she relished the chance to hear from principals from other areas.

“It was quite interesting to be sitting at a table with people that I didn’t know and to be able to just listen to some of the issues in other dioceses. There are similar issues everywhere,” she says.

“It did make me feel that our Director is very supportive of us. We have someone who listens to us if we have an issue.

Whether it’s because of our size or something else, I don’t know, but this does not always seem to be the case in other dioceses.”

When it comes to being heard, the role of Principals Branch is crucial, Brenda says.

“Because we spend most of our time supporting and encouraging other people we don’t always have the opportunity to put across our own views regarding things that are bothering us.

“It’s the nature of our roles that we are busy trying to make everyone else as happy as we can make them in the workplace.”

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www.ieu.asn.au feature

IEU Term 2 PD an Training Calenda Term 2

Wk 2: 6 May – 10 May

Wk 6: 3 Jun – 7 Jun

7 May: PIP – Maintenance of Accreditation, Shellharbour

6 Jun: PIP – Dealing with Difficult People, Newcastle

7 May: PIP – Work, Health and Safety (WHS) in the Workplace, Epping

7 Jun: Reps’ Training, Penrith

8 May: PIP – Maintenance of Accreditation, Camden Valley 9 May: PIP – Teacher Development Process, Forbes

Wk 7: 10 Jun – 14 Jun

9 May: PIP – Maintenance of Accreditation, Wagga Wagga

11 Jun: PIP – Your Rights (and Obligations) at Work, Shellharbour

10 May: Reps’ Training, Forbes

11 Jun: PIP – Work, Health and Safety (WHS) in the Workplace, Hurlstone

Park

Wk 3: 13 May – 17 May 14 May: Women’s Forum/Dinner, Newcastle

12 Jun: Reps’ Training, Dapto 13 Jun: PIP – Your Rights (and Obligations) at Work, Camden Valley

15 May: PIP – Work, Health and Safety (WHS) in the Workplace, Ultimo, Sydney

Wk 8: 17 Jun – 21 Jun

16 May: PIP – Dealing with Difficult People, Albury

17 Jun: PIP: Your Rights (and Obligations) at Work, Ourimbah

16 May: PIP – Maintenance of Accreditation at Professional Competence, Maitland

18 Jun: Reps’ Training, Gosford 19 Jun: PIP – Work Health and Safety (WHS) in the Workplace, Ultimo,

Sydney

17 May: Reps’ Training, Albury

20 Jun: PIP – Dealing with Difficult People, Wagga Wagga

Wk 4: 20 May – 24 May

20 Jun: PIP – Dealing with Difficult People, Tamworth

21 May: PIP – Your Rights (and Obligations) at Work, Ballina

21 Jun: Reps’ Training, Tamworth

21 May: PIP – Cyber Savvy, Ultimo, Syd

**21 Jun: Women’s Forum, Port Macquarie RESCHEDULED TO 19 JULY**

22 May: Reps’ Training, Ballina 23 May: PIP – Dealing with Difficult People, Griffith, ACT

Wk 9: 24 Jun – 28 Jun

24 May: Reps’ Training, Griffith, ACT

25 Jun: PIP – Work, Health and Safety (WHS) in the Workplace,

Wk 5: 27 May – 31 May

Campbelltown

27 May: PIP – Maintenance of Accreditation, Ultimo, Sydney 28 May: PIP – Dealing with Difficult People, Castle Hill

25 Jun: PIP – Your Rights (and Obligations) at Work, Mayfield, Newcastle

26 Jun: Reps’ Training – Catholic Systemic, Newcastle

IEU’s professional development is sponsored by NGS Super

OK Y O B DA TO

Dealing with Difficult People 12

newsmonth - Vol 33 #3 2013

Have you ever had to work with a difficult parent or colleague?

The IEU’s new PIP highlights strategies to help you cope.

The interactive workshop looks at building awareness of non-verbal signals. We look at the similarities between cultures and also the differences that might lead to miscommunication and difficult situations. Participants have the chance to consider how their own body language affects a tense situation.

Dealing with Difficult People is part of the IEU’s free Pedagogy in the Pub (PIP) series. To organise a PIP near you, contact your organiser or Professional Development Officer Amy Cotton, (amy@ieu.asn.au).

www.ieu.asn.au feature

nd ar

Teacher Development PIP

• You must register for all IEU courses.

• Please contact Kayla Skorupan on 02 9779 3200 (1800 467 943) to register and to get updated information on venues and dates.

• Can’t find a PIP near you? Contact your organiser and ask about the possibility of a PIP coming to a place near you!

• The IEU is a NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the Professional Teaching Standards of Elements 2, 3, 4, 5, 6 and 7 at Professional Competence.

• The dates included in this calendar may change for unforeseeable reasons.

The IEU’s latest PIP, Teacher Development Processes - Effective Pathways to Professional Growth, was launched in Newcastle in March.

The latest PIP examines the Australian Teacher Performance and Development Framework published by the Australian Institute for Teaching and School Leadership (AITSL) in August 2012.

It is designed to assist teachers to understand what the framework contains, and what appropriate teacher development processes should, and should not, look like.

IEU Rep Mary-Jean Cooper, a teacher at St Mary’s Primary School Scone, said she got a lot out of the PIP. “We got to see what models are available and the implications of adopting any particular model.

What might seem like a great idea at the beginning may lead to a lot of questions once you start unpacking it.

“I will be going back to school and telling teachers that this is on the table now, so we need to engage with it and shape the model used.”

Mary-Jean’s school is commencing a pilot program in 2013 looking at the introduction of a new teacher

development process. The school has access to funds via the Empowering Local Schools National Partnership so at this stage the pilot should be well resourced. There are some questions however as to how the program will be funded beyond this.

New Scheme Teacher Nicholas Hughes of St Patrick’s Primary School Lochinvar said he was very happy to hear that the IEU was asking all the right questions.

“I think it has positive aspects if it comes with appropriate funding, time allocation, and incentives for teachers to engage. This obviously requires fairly significant resourcing though.

“I also think it is critical that our leaders are involved in the process of modeling how the standards can be met at the leadership level rather than just focusing on newer, less experienced teachers.

“I will be talking to my Principal and colleagues about how to implement a process that is inclusive of all, and not just about inexperienced teachers meeting standards.”

The Teacher Development PIP is a two-hour registered course and is offered across NSW.

Two new PIPs address NSW Institute of Teachers issues The IEU has developed two new PIPs to fill the information black hole about NSW Institute of Teachers processes.

Key: Italics denotes a NSW Teachers Institute registered course PIP = Pedagogy in the Pub WHS (OHS) Seminars: Work Health and Safety Regulations and Codes of Practice for NSW/ACT Non-Government Schools.

WHS for ECS Seminar: You, Your Centre & WHS. IEU Reps Training Day: New and experienced IEU Reps can develop their knowledge Note: Funding for WHS training provided by WorkCover NSW through the WorkCover Assist Program.

IEU Environmental Conference

Sustainability through science Friday 16 August 2013 Mercure Hotel, Sydney

PIP: How the Institute Works provides a general overview about the Institute as a whole. It describes its functions under state legislation, how its policies and processes work in reality and ways to become involved in the Institute's workings. The course offers explanations of jargon and introduces the new Australian Professional Standards for Teachers. The target audience is school executive and teachers without a working knowledge of the Institute.

PIP: Writing your Maintenance of Accreditation Report This new course is a follow-up from the ever-popular PIP: Maintenance of Accreditation at Professional Competence. It's a course for teachers already at Professional Competence/Proficient and their supervisors. The workshop structure offers a scaffolded writing exercise where participants can practice writing their report which is due at the end of their maintenance period.

Participants are able to seek individual clarification and feedback during the session.

If you would like one of these PIPs to run in your area, please contact your school rep and organiser.

The IEU continues to write new courses in response to members' needs. If you have a query or suggestion about the PIP program, please contact Amy Cotton via amy@ieu.asn.au.

Featuring Keynote address by Robyn Williams AM Science Author, Broadcaster & National Living Treasure.

For more information or to secure your spot contact Iva Coric on 8202 8900 or iva@ieu.asn.au. newsmonth - Vol 33 #3 2013

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www.ieu.asn.au on the ground

Elizabeth lives the dream Though the first year of university may seem daunting for many, Notre Dame University student Elizabeth Bracken is embracing it as the continuation of a longheld dream to become a teacher, writes Newsmonth Journalist Daniel Long.

“I’ve always wanted to be a teacher and can honestly not imagine myself doing anything else,” says Elizabeth, who is among the growing number of student teachers to join the IEU. Such passionate convictions seem hardly surprising, given the love for teaching that runs in the Bracken family.

Elizabeth’s mother is a schoolteacher and her uncle, Michael Bracken, a former teacher himself, is also an Organiser with the IEU. Growing up, Elizabeth spent time with her mum meeting other teachers in schools, observing how they worked and how they interacted in the classroom, setting up her passion from an early age.

Her mother has proved to be an outstanding role model for the 18-year-old, providing her with a unique first-hand perspective of the challenges, difficulties and rewards that come with being a teacher.

Elizabeth’s own teachers reinforced her passion.

“I had really positive experiences in both primary school and high school and I think that also really contributed to wanting to be a teacher,” she said.

Although Elizabeth dabbled in a few other areas of work before starting her education degree, it was never enough to sway her away from her dream.

“Sometimes I would change my mind for small periods of time, to do things like hairdressing, acting or floristry and other jobs,” she says. “But I never really took them seriously as a profession.”

However, going to university for the first time and being flung into the long hours of coursework, lectures and tutorials is not without its challenges.

“The biggest challenge about fist year uni is going from a structured and close-knit school community with teachers that will do anything to help you, to a place where the work is a lot more individual-based and requires you to do so much by yourself,” she says.

While high school students may get used to a particular type of classroom learning, Elizabeth found the expectations required of her at university difficult at first.

“I had such a good experience in high school.

Leaving there and having to get used to an entirely new routine with new people and expectations has been hard,” she said.

However, given Elizabeth’s enthusiasm for learning, it hasn’t taken long to adapt quickly to university life.

“Now I’m really enjoying it,” she said.

Recently, Elizabeth was given the chance to step back into the classroom once again to explore the practical component of first year teaching in an environment outside the safe confines of university lecture halls.

“Getting to experience what it’s like to be in a classroom while studying is probably the best thing about it, because you’re able to complete the degree and get some practical experience with working with children,” she says.

While Elizabeth warmly remembers about the close-knit community of her school days, the structure of an education union is not dissimilar.

There are generous, dedicated, passionate and helpful people to assist members whenever they need it.

Elizabeth is already taking her future career seriously by joining her Union.

As a first year student, this is significant because, as Elizabeth notes, few of her friends know about the union movement. Even fewer are aware of the role union members have played in securing the pay and conditions teachers enjoy today.

“Not many of my friends have any knowledge about unions at all,” she says.

Fortunately for tomorrow’s teachers, education students like Elizabeth are increasingly cottoning onto the benefits when they become IEU student members.

These memberships provide the next generation of teachers with an insight into the collective action at work - the power of many voices negotiating for better pay, better conditions, better policies and better resourcing for our classrooms.

“Unions support the workers and they advocate on behalf of the profession in claims for wages and conditions,” Elizabeth says.

The future of a healthy education system depends on our youngest teachers taking part in the union movement.

THEIR FIGHT IS YOUR FIGHT Dignified and decent work - hard won and defended by Australian workers and their unions - is still being fought for by our partners in developing countries around the world.

Union Aid Abroad needs more new monthly donors in our Global Justice Partners program, to help people, like the Cambodian beer workers in this image, lift themselves out of poverty by organising for and achieving decent work.

Union Aid Abroad-APHEDA was established in 1984 to express the Australian union movement’s commitment to social justice and international solidarity for human rights and development.

Become a Global Justice Partner today.

We do this through support for adult-focused education, training and development projects overseas, APHEDA Union Aid Abroad APHEDA working in partnership with those whose rights to development are restricted or denied.

The overseas humanitarian aid agency of the ACTU Call 1800 888 674 or visit www.apheda.org.au You can show your solidarity by becoming a Global Justice Partner and making a tax deductible

The overseas humanitarian aid agency of the ACTU

monthly contribution to our work.

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www.ieu.asn.au feature

Labour Bites The IEU website at www.ieu.asn.au carries regular updates of local and international news with a trade union flavour. IEU General Secretary John Quessy reproduces below some recent items.

“Allegations of corruption and vote-buying among FIFA executives, extreme heat endangering athletes and migrant workers receiving poverty pay and even fewer legal protections are enough reasons for FIFA to reopen the voting process,” said Sharan Burrow. (Source: ITUC)

Ron with Regents Park Christian School's new IEU Rep Tim Chavura.

Invaluable lessons

Ron Inglis feels he’s “done his bit for administration” after 30 years unbroken service as HSIE Coordinator and IEU Rep, writes Newsmonth Journalist Sue Osborne.

Ron is stepping down as Coordinator at Regents Park Christian School, Sydney, at the end of the year, but he plans to keep teaching a few days a week while revising a guide book he published three years ago on Australia’s participation along the Western Front in the First World War. Ron started his school teaching career in 1972 at Fort Street High, straight after National Service.

“In the Army I was a ‘chalkie sergeant’, teaching troops in the Pacific Island Regiment in Papua New Guinea,” Ron says.

“I was a very conservative Christian at Sydney University, but my time in the Army and being a young teacher during the heady days of the Whitlam government radicalised me a bit.

“I formed the view that the Vietnam War was a terrible mistake and that Christians needed to get more active in society.

“That’s why I decided to join the Union.”

Ron taught at a mission school in Africa for three years before starting in the independent schools system in 1980, and joining the ITA, as the IEU was then known. He joined Regents Park Christian School in 1984, where, he says, his colleagues are a “fine and committed staff”.

“It is a wonderfully supportive community, that’s why I have stayed so long”.

“I have always strongly supported the IEU as I see it as making a vital contribution to the wellbeing of teachers and the overall quality of education.”

Ron says his regular attendance at Lansdowne Branch meetings gave him “invaluable lessons”.

“I learnt a great deal at meetings about the wider school community and what was happening at others branches”.

“It’s been invaluable and I intend to stay in the Union as a retired Member.”

As well as writing his book and teaching part-time, Ron will be busy in his role as a Campsie Salvation Army member, playing in their brass band. He’s also Vice President of the Auburn sub-branch of the RSL.

“I formed the view that the Vietnam War was a terrible mistake and that Christians needed to get more active in society.”

A Modern Greek Tragedy Two men have been arrested in Greece after foremen for strawberry growers allegedly shot and wounded 27 migrant labourers who were demanding to be paid, police said. The migrants, mainly from Bangladesh, were hospitalised with gunshot wounds after allegedly being fired upon by three foremen for the growers in the village of Manolada, one of the main areas of strawberry production in Greece.

The migrants had been working in local farms without being paid for the past six months. Around 200 of them went to demand their money when they were fired upon. Their Union PAME noted that the incident was only the latest in a long history of abuse of migrant workers in Greece.

“Modern slaves in Manolada work in stifling conditions, pay rent to their exploiters and are lodged in sheds without water and electricity,” it said.

(Source: neoskosmos.com)

Reopen the World Cup The International Trade Union Confederation (ITUC) has written to FIFA calling on the international football federation to rerun the vote for the 2022 World Cup and establish workers rights as a criteria for any future bid. The move comes after a series of broken promises and no sign of any change from FIFA or the Qatari Government to address the fact that hundreds of workers are dying and thousands more are injured in Qatar.

The 2022 World Cup has been plagued with controversy since it was awarded to Qatar in December 2010.

ITUC General Secretary Sharan Burrow said more than a million migrant workers faced continued exploitation, poverty wages and denial of the most basic rights. “FIFA and Qatar have spoken frequently about need for reform, but the record is rife with broken promises. The Qataris have pledged to ensure that international labour standards are met, while construction workers die at a rate eight times that of other rich countries,” said Ms Burrow.

What Price A Life Sydney’s train operator has pleaded guilty in its first prosecution by the rail safety authority over a 2010 death in which a track cleaner was struck and killed by a train while he was working at Kogarah. RailCorp has been fined $150,000 over the incident, which resulted in the death of a 59-year-old worker and highlighted numerous failures in RailCorp’s safety procedures.

Among these was the fact that RailCorp failed to properly supervise its signalling staff.

The dead man was one of five workers cleaning the tracks at Kogarah in the early hours of April 13 2010, when a train came into the station on a section of line they had been told would be kept clear.

RailCorp was ordered to pay the Independent Transport Safety Regulator $150,000 plus costs.

(Source: SMH)

Child Labour The Indonesian government is aiming to withdraw around 11,000 children from child labor in 11 provinces this year and send them back to school.

According to the Labor Department, all governors, regents and mayors have been instructed to phase-out the worst forms of work for children and to deploy 1,800 labor inspectors and 380 public investigators to save around 11,000 children being exploited by industries.

“Child labourers aged 7-15 will be accommodated in 306 shelters where 503 social workers will provide them with free counseling before they are sent back to school,” a spokesperson said, adding that the child labourers would be sent to schools adjacent to their homes at the government’s expense. (Source: Jakarta Post) newsmonth - Vol 33 #3 2013

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www.ieu.asn.au overview

The

Creativity Project

He urged teachers not to be afraid to encourage students to defy traditional literary conventions to suit the narrative.

“Children are so well programmed, they are writing what they have been trained to write. They no longer observe or rework it from their own perspective. We need our children to rediscover the inventiveness of language and the sense we are seeing everything for the first time, with our senses on full alert,” Marsden said.

Marsden believes that as adults, we are more world-weary and jaded and as a result, our use of language is therefore less productive and interesting.

Rethinking autism Next, sixteen year-old Lincholn Jones and his mother demonstrated the untapped creativity of autism. Lincholn’s mother was on-hand to guide the presentation as selected verses from Lincholn’s self-penned tome were read out to the audience.

On stage, Lincholn and his mother were a dynamic partnership. They successfully shifted the thinking of autism in the room, particularly in the way we propose to deal with it within the education system. There was also space to ponder how changing attitudes to autism reflect shifting stereotypes in the ways that teachers should best help unlock the potential of autistic children. “Don’t Fix me, I’m not broken” was the theme of the presentation, which searched to re-invent the notion of what it is to be autistic.

© River Ebony 2005 The role of creativity in learning cannot be understated according to speakers at the Creativity Project Conference, held in March. Newsmonth Journalist Daniel Long went along to hear from the conductors, authors, creative entrepreneurs and educator innovators that urged originality, innovation and experimentation over a businessas-usual approach.

The sold-out event was held at the Museum of Modern Art in Sydney, where pitch of the day was to explore the many different methods of learning, healing and growth through creativity.

First up was John Marsden, one of the country’s great writers of young-adult fiction. The literary John Hughes of Aussie teenage angst, Marsden is also the founder and principal of the independent Candlebark School in Victoria, a school that touts its eco-credentials along with its alternative learning ecosystem, a campus set across 1100 acres of land, north of Melbourne. It is in this type of environment that John places considerable emphasis on progressive learning.

“Your teacher is not a jukebox. You do not press a button and get the lesson you want”, says one of the student tips listed on Candlebark’s website.

John’s persuasive keynote, ‘Bravery In Learning’ echoed his own feelings about the education system and why we must try and see learning from a child’s perspective, including the difficulties encountered by many in adopting this unorthodox viewpoint.

“When we talk about creativity, we are talking about something which is wonderful and worthwhile and which we should encourage in every human,” he said, offering up stories of his own childhood, between moments where he reflected on over-zealous, helicopter-style parents to the delight of the audience.

However, he warned that the notion of originality is indeed a complex issue. He said the writing process by which children are traditionally encouraged to create under can best be described as “dangerous territory”. “Children are being taught didactically”, said Mardsen, inferring that sometimes as teachers, we are inclined to teach or moralise excessively and indulge our own perspectives onto the children, thereby affecting their own organic creative pathways.

To err away from the problems associated with creative writing, said Marsden, we must first ensure writing finds its “own voice”. Instead of being given ample room to explore, children are being ‘programmed’ and ‘brainwashed’ what to write, Marsden said.

Language is only one tool available to us and there are many ways we can create and express ourselves creatively, Marsden said. “The truth about language there are no rules but conventions, which we may choose to ignore if it suits our purposes.”

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Fresh approaches Galvin Scott Davis, Jan Deans and Margo Ward also presented at the conference. Galvin’s Protein App for smartphones aimed to deal with bullying, using creativity to tell a story to children and to teach and embrace children who may be experiencing bullying.

Jan Deans presented findings from her PHD research into movement and dance for young children. Her research concluded that the power of expressive learning is enhanced through the arts and can significantly benefit children’s development from an early age.

Margo Ward spoke about harnessing the healing potential through her website ‘KidsXpress’, a site dedicated to creative arts programs for children and the power that the arts can have in helping children through traumatic events in their lives. Margo shared some of the results of the psychological transformations experienced by children who have used the site.

Artistic director of the Sydney Symphony and respected music conductor Richard Gill rounded out the day with a operatic keynote that pursued the idea of experimentation to achieve excellence in learning, in addition to the power of quality music tuition in children. As the name of Gill’s keynote suggested, “Being right the first time doesn’t lead to greatness”.

Gill did not mince words, calling the current education system a ‘disgrace’. Speaking as a patron and practitioner of the arts, he criticised the Government for its insistence on standardised testing and league tables over the pursuit and growth of children’s minds.

“The Gillard Government will go down in history as the government that reduced the quality of education by insisting on maintaining and developing a national standardised testing program,” he said. He added that the Federal Government had abandoned creativity within the learning curriculum.

Gill ended the day’s proceedings with a quote from the Roman philosopher Cicero that was as simple as it was poignant: “There is nothing more shocking than to see assertion and approval dashing ahead of cognition and perception”.

Perhaps our modern politicians can all learn a thing or do from Cierco.

More info: www.thecreativityproject.com.au www.protein-one.com/dandelion

www.ieu.asn.au overview

Daniel Long

IT Wizard

NBN ‘Fraudband’ The Coalition are not going to be winning any new friends in the tech world after they finally unveiled their official NBN policy a couple weeks ago. The worst-kept secret in Canberra is now public policy: Abbott’s high-speed broadband has already been labeled a dud and ‘fraudband’ by most sections of the press.

Speeds will be significantly lower on a Coalitionstyled NBN (and potentially more expensive), because instead of delivering fibre straight into the home premises as Labor proposed and which would effectively future-proof the investment for generations to come, it will instead piggyback on a neighborhood node and then ride along on outdated copper lines into the home, to the profit of Telstra, who currently maintains a monopoly on all copper phone lines.

It’s another slash and burn policy aimed to claw back some of the infrastructure costs of the project.

Meanwhile, those free-market, zero-government proponents at the IPA will be doing back-flips.

It’s also a big loss for regional and remote areas that will likely not see the high-speed benefits of the broadband network. For school communities, that means a great loss of opportunity to share in innovative video technologies, which enable communities to remain closer.

More info: www.nbnco.com.au

Unions online The 2013 Annual Survey of Trade Unions has revealed some interesting facts about the way unionists campaign online. Not unexpected, more unionists are now using their smartphones to connect to favourite campaigns. 48% of English-speaking respondents used their phones compared to 41% the year before, while tablets such as iPads, which now dominate the

portable computing space, accounted for 23.5% of all online interactions, up from 14% in 2012.

The most popular social networks delivered fewer surprises. Facebook held onto its top ranking as the number one social media site of choice for unionists, with 86% of English-speakers ‘liking it’. Flickr saw modest growth in the years between 2012 and 2013 of less than 2%, while new social media entry Google+ attracted 26% of the online union crowd.

Finally, it’s very encouraging to see unions solidify their presence on the net. Ninety one percent of unions were on Facebook. However, only 51% of unions have dabbled with Twitter. Even fewer (28%) had a YouTube channel. The IEU has all three, along with a new website – we’re committed to delivering the most innovative communication channels to help our members get the information they need.

The ABC digital classroom The ABC have made a ‘Splash’ in their latest online learning portal. The new site, launched recently and aligned with the Australian curriculum, connects students with news professionals and offers teachers a learning framework that could be quite handy in classroom teaching.

There are games, historical news videos, environmental news and much more. It has been developed in conjunction with the Department Of Education and the futuristic-sounding Department Of Broadband, which admittedly may be short-lived if Labor exit government in September.

More info: www.splash.abc.net.au Cyberbullying protocols The IEU would like to remind members about the issue of cyber-safety and ICT use. To assist schools and staff in this area, the Union has put together

a policy framework for schools and systems in managing common online challenges such as how to identify procedures, respond to incidents , advise, communicate and educate.

Cyber bullying can be a serious and difficult challenge to teachers, students and their parents.

The law is clear when it comes to online harassment.

Both the CyberCrime Act of 2001, which includes the unauthorised access to, or modification of restricted data and the Defamation Act of 2005 that includes derogatory or denigrating material that is published to others may equally apply to social media networks such as Facebook, in addition to email and other online formats where harassment may take place.

The Australian Government’s Institute of Criminology suggests that it is harder to avoid cyber bullies because of the internet’s ubiquitous 24-7 nature. Canadian researchers who reviewed international cyber bullying literature emphasised the need to utilise prevention techniques via school initiatives, including the development of policies which address online behaviour, strategies that empower victims and standard of responsibility in schools.

More info: contact IEU Organiser Sandra White via sandra@ieu.asn.au.

ACTU ‘Working Life’ If you’re looking for a good read on union-related news, the ACTU’s latest website is a great spot to start.

‘Working Life’ has articles on everything from the mining boom to Wikileaks and stories about ordinary Aussies battling to make a decent wage. Well worth bookmarking. Share this to spread the good word.

More info: www.workinglife.com.au

Comment, share your views and get engaged in your union like us on Facebook at www.facebook.com/ieunswact Follow us on Twitter by searching 'ieunswact' in the search bar.

Or watch the latest videos at our YouTube channel by searching 'ieunswact'

Join the IEU social group & keep up to date with us... www.ieu.asn.au newsmonth - Vol 33 #3 2013

17

www.ieu.asn.au overview Lisa Gibson, Medowie Christian School (CSA)

Eight years on and still benefiting Eight years ago, I traded a blistering Australian Summer for the deep white freeze of a Canadian winter. Such a scary, huge leap of faith - but one whose rewards I am still reaping eight years later.

That was the beginning of my teacherexchange year. I was teaching in Scone NSW at the time and left my wonderful, comfortable school to travel twelve-thousand kilometres to Edmonton, Alberta Canada – with no idea what the year might hold (and no idea how desperately cold it could get!).

There was a measure of risk in leaving a school I loved dearly to try something new. There was risk for me personally and professionally. There was risk for my school too – 12 months was a long time to have someone different fill a role, but in the end it was a risk worth taking as it was so worthwhile.

It was a year of personal development overcoming new challenges, making friends, experiencing new things. But more than that, it was a year of intense professional development.

New students, a different classroom culture, different standards and expectations. From the little things like faculty discussions to structured professional development days, I was learning. But more than that, I was thriving! My passion for teaching was reignited fiercely and each new activity or different perspective fuelled that fire.

In my one year in Canada, I honed my skills in being an adaptable, flexible teacher. I had to learn entirely new ways of doing things

like marking the roll, recording grades, and reporting. I had to teach content that was the same as I teach here but in a different context. The content was new but similar.

The content was completely unfamiliar.

Sometimes I was only a few steps ahead of my students.

My school at home thrived too! It’s amazing the difference one person and their experiences can make.

In the end, leaving Canada was hard. But I came home carrying a wealth of experience and holding email-threads from new friends and colleagues. I effectively widened my professional network by twelve-thousand kilometres! If you want to think about 21st Century learning and technology, such a network adds vastly.

The conversations have continued and become such a normal part of my life. Just today I opened an email from one of my Canadian colleagues asking me for my thoughts on an activity he was about to try with his class. A few weeks ago, I conversed with another about poetry.

If I reflect on this, I feel overwhelming gratitude for the experience given. My principal at the time was so encouraging and supportive of the exchange, my Head of Department got excited and enthusiastic alongside me. They didn’t need to do this.

There was risk involved for them too. But being the amazing people that they are they had the insight to know the immeasurable benefit of such an exchange. I am so very grateful.

Life changing exchanges Consider one for 2014

Lisa enjoys international colleagues and the Canadian freeze.

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If you have ever dreamed of going on exchange, 2014 could be your year. You still have time to apply if the idea of new frontiers, friends and fabulous foreign teaching experiences appeal to you.

If you are still wondering if an exchange is for you, just read some of the feedback from those who have already taken the leap, sometimes multiple times.

There are many great opportunities now listed on the IEU website at www.ieu.asn.au/memberbenefits-teacher-exchange/teacher-exchange or email IEU Exchange Program Coordinator Helen Gregory via helen@ieu.asn.au for more information.

www.ieu.asn.au overview

Thomas Wolfe says You Can’t Go Home Again...

Michael Corcoran Toronto, Canada I was reminded of Wolfe’s famous novel as I began planning my second teaching exchange to Australia. I wondered, would this experience in Oz be different?

Would I remember Australia as fondly, and should I even attempt, to go “home” again?

While Australia is not my home, the title is still appropriate and worthy of a pause to consider the question, can you go home again? Wolfe’s novel challenged me to consider whether I could fondly revisit my much loved “home” after 12 years away. Australia would have changed in that time. I know that I certainly wasn’t the same person. There was a lifetime of new memories and new experiences for both of us.

We all know that a summer romance is never quite the same once winter arrives. What would it be like to meet Australia again? I worried that our next meeting might

be awkward. Would we avoid each other’s eyes and stumble to fill the silence, or would there be a warm and genuine embrace?

During my first teaching exchange I was at an elementary school, St Agatha’s Primary School in Pennant Hills. I was living in the western suburbs of Sydney.

It was 2000, it was the Olympic year and I was excited about the energy of the city and the energy of the country.

Looking back, so many things were new to me, so many things, were a surprise.

While I could bore you with hours and hours or, in this case, pages and pages of narrative, I won’t. The year away, the new friends that I made, and the many things that I experienced, made it, in a word, fantastic. At this very moment simply recalling the events is making me smile.

The 2012 exchange would take me to Pambula Beach, NSW. If you were to draw a line between Sydney and Melbourne along the coast and then find the middle of that line, you would be in Pambula Beach. It is a small coastal town with amazing beaches and kangaroos in the back yard. I had visited the area in 2000 on a teacher exchange weekend and I remembered it to be beautiful. On this second teacher exchange while many things would be familiar, certainly the small-town living would be new.

I would be teaching in a high school setting at Lumen Christi College. The school itself did not even exist when I last taught in Australia in 2000. The building, a former bowling club, was now a vibrant school with a brand new elementary wing. The energy of Sydney was to be replaced by the majesty of the Sapphire coast. I was excited to be at Pambula Beach, the iconic Australian coastal beach town.

I signed on the dotted line and the chaos of a teacher exchangee’s life commenced. I will hit the fast forward button and tell you that the year away was, once again, fantastic.

But what of Thomas Wolfe’s famous novel and my concern about going home? It is here that I must make my apologies to Mr Wolfe for appearing to contradict him, but yes Mr Wolfe, I say that you can go home again. Unlike George Webber the character in the novel, in my return home, I was greeted by an old friend. We have both grown up and changed but Australia and I were still the best of friends. Of course, it is never the same experience but it is still special. Just like two old friends getting back together after years away, you spend some time revisiting old memories, you take the time to make new memories. For me, the second exchange was an opportunity to revisit special places like the Great Barrier Reef and to wander off to different parts of the neighbourhood, like Tasmania. It also afforded me the opportunity to take a different pace, to pause a bit longer and to be a greater part of the community.

Thank you to everyone from Lumen Christi and the Pambula Beach community, 2012.

Thank you to everyone from St Agatha's and the Sydney community, 2000.

Thank you to the teacher exchange community especially to Helen Gregory, Teacher Exchange Coordinator with the NSW/ACT Independent Education Union and to Carol Wilkins, Teacher Exchange Coordinator with the Canadian Education Exchange Foundation.

Thomas Wolfe said, “I have to see a thing a thousand times before I see it once”. When it comes to Australia and that special friendship, I saw it once but I wish to see it, a thousand times more.

Looking forward to the next visit “home”.

rg ambu H n i e he lif t g n i Liv imic

S HeleSn k's a t M r

llege lic Co s Catho arden ope G h n a t S

We’ve had a beautiful winter with lots of snow. The snow drops and crocuses are coming through now – the first signs of spring.

Teaching at Hamburg International is very enjoyable and rewarding. I’ve been made to feel very welcome by all staff. There are well equipped language rooms (yes the students come to the teacher) with lockable storage and lots of wall space for those all important teaching aides in addition to a smartboard in nearly every language room. Language teacher heaven! I went to an IB German Teacher Conference to Berlin last weekend. It is so important to connect with colleagues, to be exposed to new teaching methods and to share professional expertise.

Easter holidays start next Sunday and I am going to France to visit a friend. I am also planning a trip through southern Europe later in summer. I have re-established contact with long lost classmates from many, many years ago and will attend my own school reunion in October.

In short: I had a great experience and I recommend it wholeheartedly!

Feel like a change of pace?

How does 12 months overseas sound?

Contact IEU Exchange Program Coordinator Helen Gregory via helen@ieu.asn.au or visit www.ieu.asn.au

The Briscoe Building 485-501 Wattle Street, Ultimo NSW 2007|Tel (02) 8202 8900|Fax (02) 9211 1455 newsmonth - Vol 33 #3 2013

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Wom en in Educ ation

www.ieu.asn.au overview

Young shares journey at Women’s Day, Bathurst Members at an International Women’s Day gathering in Bathurst with IEU Organiser Jackie Groom and guest speaker Nareen Young from Diversity Australia.

Diversity Council Australia CEO Nareen Young shared her personal and professional journey at this year’s International Women’s Day celebrations in Bathurst, writes IEU Organiser Pam Smith.

Organised by IEU Officer Jackie Groom and the Union’s Central West Branch, in liaison with Bathurst Diocese’s Equal Opportunity Committee, the event was celebrated this year with a forum and dinner featuring input by Nareen.

Nareen is well known to many IEU members as a former officer with our Union and then with the Australian

Services Union. She later served for seven years as Director of the NSW Working Women’s Centre.

In 2012 Nareen was named as one of the 20 most influential female voices in Australia and she shared with the Bathurst IWD gathering her own personal and professional journey, including Indigenous heritage, her union background and her current role as the CEO of Diversity Council Australia.

DCA is Australia’s not-for-profit workplace diversity adviser to business with almost 200 companies involved with DCA.

Nareen commended the IEU for its ongoing commitment to diversity and inclusion, noting in particular its Women in Education Committee, its conferences and regional events and the Union’s engagement with employers via diocesan Equal Opportunity Committees.

Many of these committees have recently been renamed as Gender Equality committees to reflect the Federal Government’s 2012 Gender Equality in the Workplace Act. A focus on gender equality Wollongong CEO’s Gender Equality

“In a completely rational society, the best of us would be teachers and the rest of us would have to settle for something less.” Lee Iacocca

Committee met on 14 March and was also actively involved in the IEU’s South Coast Branch women’s forum at Corrimal on 11 April.

The IEU met with Parramatta CEO on 12 April to reactivate gender equality dialogue in that diocese, including a focus on parental leave, return to work options and compliance with the provisions of the Gender Equality in the Workplace Act. IEU members are welcome to contact the Union to seek advice and support in relation to any equity and inclusion issues in their workplaces.

Carmel’s contribution celebrated

In Memoriam Genevieve Beard (nee McCarthy) 25 July, 1957 14 February, 2013

Genevieve’s great passion for teaching was evident from her youngest days; as a little girl, before she had even started school, she loved to play teacher. With her blackboard and chalk in hand, in a little play area in the backyard of suburban Earlwood, she gave clear instructions to her imaginary students, encouraging and cajoling them to learn the lessons she wanted to teach them.

As a teenager, Genevieve moved to the Central Coast - her father had sought a ‘sea change’ in the early ‘70’s; so that consequently, Genevieve and the bottom half of her large Catholic family were educated between boarding school and various high schools near their home in Toowoon Bay. Her first job was in what was then the Department of Industrial Relations, which served her well later as the IEU Rep for St Patrick’s Girls High School in The Rocks, as she found herself at the vanguard of the efforts to save the school from closure.

She and her colleagues failed to save the school, but they managed to bring to public attention the significance of the closure of a unique school which had played such an important role in the education of girls.

Genevieve had rekindled her childhood dream at 21 and trained as a primary 20

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teacher at Sydney University. Her first years of teaching were in Brisbane; she returned to Sydney in 1979 and did further training as a TESOL and Special Education teacher. She met and married her beloved Garry.

Genevieve’s career spanned over 30 years. Her final teaching position in Sydney was at St Vincent’s College, Potts Point which she had attended as a boarder.

After the death of our father in 1998, Genevieve and Garry returned to her childhood home on the Central Coast.

Having spent all of her holidays as a child before the permanent re-location in the early 70’s, this was Genevieve’s spiritual home, she loved being by the ocean and lake and the relaxed atmosphere away from the frantic pace of the inner-city.

She took up a position at the Central Coast Grammar School. The great affection and respect for Genevieve, a skilled and compassionate teacher was reflected at her funeral service. Her students and colleagues formed a guard of honour and paid tribute to her. Genevieve was a natural teacher, she mentored and cared for her students, her siblings, her nieces, nephews and god-children.

By Louise Smyth (nee McCarthy)

The IEU has presented a Certificate of Appreciation to retiring member Carmel Bartkiewicz in recognition of her contribution as IEU Chapter Rep at Parramatta CEO and her 20 years of membership, writes IEU Assistant Secretary Pam Smith.

Carmel played a very supportive role as CEO chapter rep during the 2012 CEO ‘Student Services Realignment’ dispute and her knowledge, strength and compassion were greatly valued by CEO staff at a difficult time.

The retirement function for Carmel on 14 April was attended by many colleagues who have worked with her over almost three decades at Parramatta CEO during which time she served in a range of curriculum and special program roles.

Carmel’s contribution to the IEU as an active rep and member is greatly appreciated. The Union wishes her well for the future and hopes that she will remain a member of the IEU’s Retired Members Branch.

www.ieu.asn.au overview

Interesting times

Principals seek quality funding arrangements for schools

Chris Wilkinson President

Sidonie Coffey Principals’ Branch President

Interesting news from the Prime Minister Julia Gillard and the NSW Premier Barry O’Farrell who reached an agreement on the Gonski reforms. Just what this will mean for us – heavens knows.

We will just have to sit back and wait.

Thank you to all teachers in systemic schools who took part in the recent ballot to endorse the new Enterprise Agreement 2013, covering teachers, coordinators and assistant principals in all systemic schools.

The proposed agreement contains a 2.5% pay increase in salaries and allowances, effective from the first pay period on or after 1 January 2013.

The Term 2 Professional Development Calendar is a very full one and I urge members to take advantage of the courses being offered.

The Teach Survive Thrive conference was held on 3 May, for teachers in their early career years.

The conference keynote speaker, workshops and forum was of great benefit and was registered with the

NSW Institute of Teachers for four hours and 50 minutes.

The annual Women in Education forum and dinner in Newcastle is attracting many members and should again be enjoyed by all, with Dr Rae Cooper the guest speaker. This event will be held on Tuesday 14 May at the Multipurpose Centre, Fort Scratchely.

There are a variety of PIPs organised for Term 2 around the State, so please contact your organiser or refer to the calendar in this issue of Newsmonth to find the venue near you. Also Reps Training is continuing throughout the term and very worthwhile training for both new and continuing reps.

Make this the term that you become an active IEU member. Participate in chapter meetings, attend branch meetings, make a point of attending a PIP near you and come along to at least one of the conferences set down for this year. You will make new friends, share stories and experiences, network and gain valuable knowledge.

I wish you all a good term and remember to take care of yourself.

Individualised learning pains Michelle Omeros Vice President, Non-Systemic Schools The recent proposal from the Federal Government for teachers to devise individualised learning plans for every student will result in a massive workload increase for teachers. Many high school teachers could easily be teaching two hundred students in a year. Imagine how much time it would take to interview students individually to devise such plans and then to prepare constructive lessons to meet each student’s learning needs?

Teachers are already inundated with paperwork from marking, reporting and programming, most of which is completed in their own time. So when are these individualised learning plans supposed to be done? It is evident that the Federal Government is ignorant of a teacher’s present workload, as apparently they must be under the impression that we have plenty of time to prepare these individualised

learning plans under our present working conditions.

In order for such a massive reform to be carried out, a substantial amount of release time would need to be given to teachers. This proposal will not succeed if the teacher is treated as a commodity, rather than a human being. Teachers are continuously working hard to achieve the best for their students, often spending much of their own time ensuring that their students achieve success in school.

This unattainable demand is undervaluing their present commitment to the teaching profession.

We need to make it clear to the Federal Government that such a proposal requires consultation with teachers – the ones that dedicate their lives to engaging their students on a daily basis to help them to succeed at school and into the future.

Independent Education Union Sydney Headquarters

The Briscoe Building 485 - 501 Wattle Street Ultimo NSW 2007 GPO Box 116 Sydney NSW 2001 P 02 8202 8900|F 02 9211 1455

School funding issues remain a priority agenda item at all Principals Branch meetings, with principals seeking a resolution of the outcomes from the Gonski report and also concerned about the impact of the NSW Government’s $1.7 billion cut to school funding.

As previously reported in Newsmonth, the IEU has welcomed positive negotiations between the Independent Schools Council of Australia and the Federal Government and is also optimistic about Catholic sector discussions. Post the 19 April COAG meeting, the challenge remains for the Federal Government to progress funding arrangements with the states and territories and to finalise the arrangements with the independent and Catholic sectors so that a legislative framework can be enacted, even if not all states sign up at this stage.

A funding issues report was on the agenda for the 4 May Principals’ Branch meeting, including the practical effects of the NSW Government’s cuts.

Principals have expressed particular concerns about reductions by dioceses in opportunities for principals to meet

and in reductions in PD opportunities for staff. There are also concerns that cuts to NSW government services are impacting adversely on special needs students.

Also on the agenda for the 4 May Branch meeting was a Work Health and Safety update, building upon the successful WHS seminar for principals held in Bathurst on 21 February. Similar seminars can be arranged in other dioceses/regions upon request.

With regard to principals’ salaries in the NSW Catholic sector, principals and teachers have voted to accept a 2.5% salary increase for 2013. Principals’ Branch has indicated that, with a view to a future agreement, it would like to continue the discussions previously in place with employers in relation to principals’ roles, remuneration and working conditions.

Following the 4 May meeting, 2013 Principals’ Branch meetings are set for 3 August and 2 November, with a teleconference for independent sector principals scheduled for 9 May.

Australian Museum 2013 The Australian Museum is pleased to present an extensive range of science, cultural history and art programs.

Curriculum-linked programs can be explored in our amazing permanent exhibitions: Dinosaurs, Surviving Australia, Skeletons, Birds & Insects, Planet of Minerals, Search & Discover and Indigenous Australians.

Temporary exhibitions include Menagerie exhibition of contemporary Indigenous sculpture mostly inspired by Australian native wildlife (until 2 March 2014) and Wildlife Photographer of the Year 2012 revealing the wonders and survival of the natural world (8 June – 7 October 2013).

Australian Museum 6 College Street Sydney NSW 2010 Open daily 9.30 am – 5.00 pm t 02 9320 6163 f 02 9320 6072 www.australianmuseum.net.au

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www.ieu.asn.au overview

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Rich, soft and approachable It’s that wonderful time of year when the new release reds become available.

Penfolds have revealed their 2010 Bin series and smaller but not lesser wine makers are showing their efforts. In recent weeks I’ve sampled a few in the sub $20 bracket that are worth comment.

The Black Jack 'Chortle’s Edge' Shiraz 2010 ($18) made entirely from grapes grown in the Bendigo district is a wine I’ve begun to look forward to since my first tasting back in 2007. It’s an inky black with aromas of black cherry, plums and that peppery 'something' that dominates the region. Juicy Shiraz red fruits and ripe plums fill the mouth with a hint of spice finished by soft tannins. This is outstanding flavour and value. A great BBQ red at 14% alcohol that will drink well over the next few years.

Another favourite, which never ceases to impress me, is the Jim Barry 'Cover Drive' Cabernet Sauvignon 2011 ($20). Most of the fruit for this wine comes from what was once the Penola cricket ground in the Coonawarra that the Barry family planted with Cab Sav in the mid 1990s. For this vintage the fruit was supplemented with grapes from the Clare producing a wine the makers say is “rich, soft and approachable”. I agree. Dark cranberry red it displays fragrances of dried fruits, cedar, mint and a hint of rosemary. The blue and blackberry flavours mingle with those of cigar box and velvety tannins linger. Perfect with our Jamie Oliver lamb shanks. Another great wine from the Barry boys.

A red with a 100% Clare pedigree is Tim Adams 2010 Shiraz ($25), a powerful but

elegant wine of intense deep purple colour with aromas of blackberry, mulberry and violets.

Once pressed the product spends 24 months in oak, which is what drives this wine and adds a higher level of rich spiciness and complexity.

The flavours are true to the nose with a little of the chocolate that I think characterises Clare Shiraz. Medium weight tannins provide just a little grip and finish the wine beautifully. Seared beef eye fillet with green beans did this justice. A magnificent example of what happens when you start with good fruit and take a little extra time and effort.

Autumn is also when I like to start on the fortified wines, those deep and luscious desert classics the Muscats and Tokays. I save the special Rutherglen varieties for the depths of winter but a few other regions produce some interesting examples well worth sampling. The McLaren Vale's Woodstock Muscat ($20) is in many ways not a true muscat but rather made from a blend of Red Frontignac (78%), White Frontignac (14%) with a touch of both Shiraz and Grenache. The grapes are left to raisin then crushed and spirit added during fermentation.

These are non-vintage wines where wines from one year top up previous years so any bottle will have an average age of about 15 years.

This example is a clear mahogany colour with a bouquet of raisins, rancio orange peel and honey. There is lots of Christmas cake flavour with butterscotch, fig and orange zest too. At 18% it is warm, mellow and fleshy but finishes surprisingly dry. I could do a lot with this, drink it as is, pop it in the freezer for an hour or two or simply pour some over warm fruit cake to serve with ice cream for an unctuous desert.

Good drinking.

y Ma

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newsmonth - Vol 33 #3 2013

www.ieu.asn.au overview

Bernard O’Connor NGS Super

A vested interest

When government whispers of changes to super in the budget were leaked to the public, it ran into a brick wall of criticism which included the voices of some of its own ministers.

That’s because every worker now has a vested interest in super and the message, “Don’t mess with my super” does not seem to get through.

I can recall my earlier days working in the superannuation industry when a question would be put regarding governments changing the rules in a significant, detrimental manner (think extra tax or the removal of salary sacrifice tax concessions) and the common answer was always, “It would have to be either a very brave or very stupid government to attempt to make that change”.

However, successive governments have ‘tampered’ with the superannuation rules resulting in a loss of public confidence in what is essentially a world-class retirement system.

A heated debate over superannuation changes from all sides of politics has featured on the front pages of major newspapers in the lead up to the budget announcements causing the Treasurer and Minister for Superannuation to disclose the proposed changes early (5 April 2013). Once out in the public domain, the speculation and fear-mongering stopped, but this reaction just demonstrates how sensitive the public is to changes in superannuation.

In brief, here are the budget proposals which have not yet been legislated: • From 1 July, 2014, the “fabulously wealthy” cap on income from pension assets in excess of $100,000. After the magic number is reached the tax exemption is removed and a 15% tax applies

• A higher concessional cap of $35,000 applied to those over 60 from 1 July 2013 and for people over 50 from 2014 • Concessional contributions over the annual limits can be withdrawn and taxed at marginal rates. A new “interest charge” will apply • Changes to the deeming rules for the social security income test will commence from 1 January 2015 for account-based superannuation income streams • Deferred income streams from lifetime annuities will receive the same concessional tax treatment as current income streams • Increase in the threshold for “lost super” accounts to be transferred to the ATO, and • The introduction of a Council of Superannuation Custodians.

It is clear that the proposed changes were not as ‘draconian’ as anticipated, but the fury which surrounded the debate illustrated the lack of confidence and fear associated with constant changing of superannuation rules to suit shorter term priorities.

It would be great to see bi-partisan agreement on superannuation in the interests of the Australian public so that member confidence can be restored and individuals can plan for their retirement with some certainty.

The introduction of a Council of Superannuation Custodians seeks to address this problem, but as it is not yet legislated and the powers (if any) it would have, are not yet clear.

No doubt in the coming months superannuation will feature in the debate as both sides of politics present their policies. At least the increase to a 12% contribution has been legislated!

Let’s hope that doesn’t change down the track!

Bernard O’Connor NGS Super

Newsmonth Newsmonth is published eight times a year (two issues per term) by the NSW/ACT Independent Education Union.

Executive Editor: John Quessy (General Secretary) for and on behalf of the

IEU Executive and members.

Managing Editor: Tara de Boehmler Journalists: Suzanne Kowalski-Roth, Tara de Boehmler,

Sue Osborne and Daniel Long.

Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth 485-501 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 Tel: 8202 8900 Toll free: 1800 467 943 Fax: 9211 1455 Toll free fax: 1800 804 042 email: ieu@ieu.asn.au On the net: www.ieu.asn.au

Advertising inquiries Chris Ruddle on 8202 8900. Such advertising is carried out to offset production costs to members and at commercial rates. It does not in any way reflect endorsement by the NSW/ACT IEU.

NSW/ACT IEU Executive John Quessy General Secretary Gloria Taylor Deputy General Secretary Carol Matthews Assistant Secretary Mark Northam Assistant Secretary Chris Wilkinson President St Joseph’s Catholic College, East Gosford Michelle Omeros Vice President Non-Systemic St Euphemia College, Bankstown Bernadette Baker Vice President Systemic St Columbkille's Primary School, Corrimal Carolyn Collins Vice President Support Staff St Michael's Primary School, Nowra Gabrielle Connell Vice President ECS Albury Preschool Kindergarten

General Executive Members John O’Neill Carroll College, Broulee Ann Rogers ASPECT South Coast School, Corrimal Pat Devery St Mary’s Cathedral College, Sydney Marty Fitzpatrick St Francis Xavier’s Primary School, Ballina Ralph Hunt The Armidale School, Armidale Denise McHugh McCarthy Catholic College, Tamworth Peter Mullins St Francis Xavier College, Florey ACT Patricia Murnane Emmaus Catholic College, Kemps Creek Michael Hagan Mater Maria College, Warriewood Leah Bayin St Jude’s Primary School, Holder ACT

Francis Mahanay Vice President, ACT Holy Family School, Gowrie Peter Moore Financial Officer De La Salle College, Cronulla

(Important information: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice.)

Marie MacTavish Financial Officer St Joseph’s Primary School, East Maitland

newsmonth - Vol 33 #3 2013

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www.ieu.asn.au giveaways

Giveaway 1 Word Hunters: The Curious Dictionary and Word Hunters: The Lost Hunters (Three sets of two books) Author and Illustrator: Nick Earls and Terry Whidborne University of Queensland Press ISBN: 978 0702 249 587 Etymology is the study of words and how word meaning changes over time. Unlock its secrets with this duo of books acclaimed far and wide for giving etymology a makeover for kids and turning it into "all-round fun" and a "dangerous and fascinating concept that kids will love" says Bookseller + Publisher in a review of the Word Hunters. Recommended for readers between 9-13, the story follows Lexi and Al Hunter, 12-year-old twins who discover an ancient dictionary in their school library during renovations. The discovery changes their lives. The first volume Word Hunters The Curious Dictionary belongs to the 50 books you can’t put down list. Teachers notes are available for download from www.uqp.uq.edu.au

Giveaway 2

Giveaway 3

Mullimbimby (Three Copies) Author: Melissa Lucashenko University of Queensland Press ISBN: 9780 702 239 199 This new novel

by Australian novelist Melissa Lucashenko follows divorcee and treechanger Jo Breen who "uses her divorce settlement to buy a neglected property in the Byron Bay hinterland" hoping for a "blossoming connection to the land of her Aboriginal ancestors". Instead she gets trouble by way of a "looming Native Title war between the local Bandjalung families" and her teenage daughter and finds love. Kate Grenville says this book is "cheeky, thoughtful and real – a powerful novel about country and belonging".

Galapagos (Five copies) ABC DVD If you missed this recent stunning series on TV here’s your chance to own it. Journey with David Attenborough throughout the Galapagos islands as he reveals the beauty, dynamism and uniqueness of this archipelago which inspired Darwin’s theories on evolution.

To enter one of these giveaways put your name, membership number and address on the back of an envelope addressed to Newsmonth Giveaway 1, 2 or 3 - NSW/ACT IEU, 12-14 Wentworth St Parramatta by Friday 14 June. Please note envelopes received that have not been clearly marked with which giveaway they are entering will be disqualified.

Celebrating

25

years service: 1988-2013

The NGS Super Scholarship Awards are now open!

Up to six $5,000 professional development scholarships will be provided to NGS Super members working in teaching, school management or support staff positions.

For more information or to apply online, please visit www.ngssuper.com/scholarship-awards.

NGS Super Pty Limited ABN 46 003 491 487 AFSL 233 154

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newsmonth - Vol 33 #3 2013