Newsmonth Feb 2013

Newspaper of the NSW/ACT Independent Education Union (vol 33 #1) February 2013 newspaper of the nsw/act independent education union [vol 31 #7] november

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

Join the IEU May Day float P14

Funding freeze fight goes local P4

Term 1 PD and Training Calendar P12

Setting an Exemplar example

2.5% pay rise for teachers in Catholic systemic schools

“I’m a total advocate for the IEU and what they do now that I’ve experienced the support and confidence they give.”

Claire has appreciated the support of her colleagues. (left to right) Sharon Cox, Claire Walsh and Mary-Anne McGrath from St Clare of Assisi, Conder.

IEU member Claire Walsh has paved the way for three-year trained teachers in the ACT to achieve Exemplar Teacher classification and has netted herself more than a year’s backpay in the process, IEU Journalist Tara de Boehmler writes.

Claire, from St Clare of Assisi Conder, had been a teacher for more than 30 years when she applied, and was knocked back, for Exemplar Teacher classification. She knew it was a dud call so she contacted the Union.

“I had read our agreement and was sure I’d interpreted it correctly. When I called the Union they agreed that I had,” Claire says.

The IEU contacted her Principal and the CEO to support her case but when they failed to grant her an interview, the Union offered to lodge a claim with Fair Work Australia (FWA).

“I was aware of others in this position

and saw this as something I needed to do not just for myself, but on the principle that if something was wrong in this interpretation it would continue to have a broader impact.”

Claire says the process was smooth once the Union got involved.

“The IEU did all the work around this and I just had to sign the paperwork,” she says.

Claire also played a crucial role, giving evidence in support of her case during a hearing and arbitration.

FWA agreed with the Union’s interpretation and Claire says she is very happy with the outcome, which includes more than 12 months back-pay for the associated pay increase she had been denied.

“I had wonderful support over this time, with two of my colleagues taking leave to attend arbitration with me and a couple writing letters to the CEO saying they didn’t understand

the discrimination between three- and four-year trained teachers.

“The CEO said I had to be studying, which I am. Previously they said I needed to have completed the first unit with the second unit underway.

There was confusion around the interpretation,” Claire says.

Thanks to Claire’s determination to gain clarity, for her own sake and others, all has ended well. Her Principal recommended her, Claire sent the CEO her enrolment and fee payment and, at press time, Claire received confirmation of her Exemplar status and a letter of congratulations from the CEO. “I had never even rung the Union before. Today, I’d never hesitate to ask for advice,” she says.

“I’m a total advocate for the IEU and what they do now that I’ve experienced the support and confidence they give.”

The Winning Case, page 2

Welcome to Wattle Street New 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

Catholic dioceses have approached the Union concerning the 2.5% pay rise from the first pay period on or after 1 January 2013 that was paid as part of a new award applying to teachers in government schools, writes IEU Assistant Secretary Carol Matthews.

Catholic systemic schools have offered the same pay rise of 2.5% to teachers, coordinators, assistant principals and principals in Catholic systemic schools, subject to the Union agreeing to new enterprise agreements, which would contain ‘no extra claims’ provisions.

The agreements would remain in place until the end of 2013.

The Union has advised that we need to consult with members about the proposed agreements before making a commitment, but that we will do so as early as possible in Term 1. The Union will insist that the pay rise be backdated to 1 January 2013.

Information will be sent to chapters for your consideration in the first few days of school.

“The Union will insist that the pay rise be backdated to 1 January 2013.”

www.ieu.asn.au on the ground

Training initiative delivers WHS knowledge to a thousand members Gloria Taylor IEU Deputy Secretary During 2011-12 the IEU embarked on a major training initiative delivering Work, Health and Safety (WHS) Act and Regulations workshops to one thousand participants from schools and early childhood centres in NSW. The Union received a WorkCover grant to support this project that informed members of the requirements under the new legislation and the specific impact on schools and early childhood centres.

The Union thanks members for their outstanding response in providing post

training feedback to WorkCover. We are pleased to report that members overwhelmingly benefited from the seminars and also indicated high levels of satisfaction with the content and delivery.

The IEU believes that all unions should be proactive in promoting and securing WHS. We believe that the IEU has a critical role in informing members of their WHS rights and responsibilities and assisting with WHS implementation in schools, early childhood centres and other education institutions.

Additional to the WorkCover grant, the Union incorporated a session on the WHS Act and Regulations to all Reps Training Days conducted in 2012.

This year we will offer a WHS workshop to members in city and regional centres as part of the Pedagogy in the Pub (PIP) series. These twilight events are free to members and are registered with the NSW Institute of Teachers for maintenance of accreditation. IEU officers are also happy to provide WHS sessions to schools and early childhood centres upon request.

While the word is now out on new WHS laws, feedback suggests that workplace implementation is happening at a relatively slow pace. Members are reminded that you, as employees, have rights in determining the WHS structure in your workplace. This includes the right to elect a Health and Safety Representative (HSR) in your workplace if you and your colleagues wish to do so.

Once elected, HSRs have an entitlement to training.

For assistance with WHS issues, ring your organiser.

RFF dispute in Lismore Carol Matthews IEU Assistant Secretary The IEU is concerned that principals in some Lismore CSO primary schools are not complying with the 2009 Agreement reached between the Union and the Diocese concerning the entitlement to relief from face-to-face teaching.

In late 2008 all Catholic dioceses reached an agreement with the Union to phase in two hours of release from faceto-face teaching, to reflect the existing standard in NSW government schools.

At the time Catholic schools generally only provided 90 minutes of RFF but the Union argued that if the wages of teachers in Catholic schools are tied to the rates of pay in government schools, then conditions should also be comparable.

The statewide agreement was reached with the assistance of the NSW Industrial Relations Commission and was then reflected in signed agreements with each diocese.

The Union/CSO agreements also stated that use of the RFF was to be in accordance with the policy applying in government schools. Neither this policy, nor the one that has since

replaced it, gave the principal the right to determine how RFF is used. The Lismore Agreement with the Union specifically states that use of RFF will be consistent with current DET guidelines.

The Union is therefore concerned that the Lismore CSO is advising teachers that the principal, ‘in consultation with staff’, can decide how RFF is used. This is directly contrary to

“It is concerning that the Lismore CSO is advising teachers that the principal, ‘in consultation with staff’, can decide how RFF is used.”

the government school policy that RFF is used for professional purposes as determined by the teacher ‘in consultation with the principal’. Of course a teacher may choose to use the time to participate in a meeting or PD suggested by the principal, but under the current Lismore CSO Agreement, such meetings cannot simply be scheduled by the principal in RFF time without the agreement of all participating teachers.

The Union is meeting with representatives of the Diocese on 1 February but if the issue is not resolved at that meeting we will be asking IEU Chapters in primary schools for support to ensure compliance with the current Agreement.

Continued from page 1

The winning case In a decision on 9 January 2013, Fair Work Australia (FWA) granted an IEU claim seeking access for three-year trained teachers to the new ACT Exemplar Teacher classification, writes IEU Assistant Secretary Carol Matthews.

The Exemplar Teacher classification is an extra step on the incremental salary scale, applying to teachers in ACT 2

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Catholic systemic schools as part of the Agreement endorsed by teachers in May 2012.

The employer, the Archdiocese of Canberra and Goulburn, argued before FWA that under the Agreement only four-year trained teachers or teachers studying to become four-year trained, could apply. The CEO had also told teachers and principals that threeyear trained teachers should not be

considered for Exemplar Teacher classification.

Commissioner Deegan of FWA rejected the CEO’s argument, finding that there was no such restriction contained in the Agreement.

As a consequence, any three-year trained teacher who has been at the top of the incremental salary scale for 12 months or more is eligible to become an Exemplar Teacher, in accordance with

the process in the Agreement.

Any three -year trained teacher at the top of the scale who hasn’t yet applied for Exemplar Teacher classification should request an interview with their principal at the beginning of Term 1.

Ring the Canberra IEU office (02 6120 1500) if you would like further information.

www.ieu.asn.au on the ground

2013: A busy agenda John Quessy General Secretary Unlike 2012 when we began the year in eager anticipation of significant funding announcements arising from the Gonski review of school funding, 2013 begins in the sure and certain knowledge that the NSW Government is committed to reducing expenditure on education.

With funding now frozen for Catholic and Independent schools the “real” dollar losses can only be replaced with increased fees or cost cutting (including staffing). We saw the beginning of this with unprecedented redundancies in the dying days of Term 4.

Reversing the cutbacks to the State education budget and fighting the freeze on funding to schools in our sector must be a major focus of the IEU agenda for

this year. Members will be asked to take action to change the Government’s mind on this decision. Very simply, if we cannot change their mind we must change the Government.

There is a funding crisis also in early childhood education where NSW has the highest level of fees and the lowest level of State government funding in the country. While consistently trying to blame the Federal Government the NSW Government has refused to release a report (The Brennan Report) into early childhood funding they commissioned in 2011 and which was delivered to them early in 2012. Our ECS members will continue to campaign for the public release of this report.

For teachers and support staff in Catholic system schools and in many

Catholic independent schools the renegotiation of a salary and conditions Enterprise Agreement is an urgent priority (See P1).

The regular industrial work of the Union in securing collective agreements, representing and protecting members and advocating on their behalf will continue to be the highest priority for us.

Unlike the NSW Coalition Government the IEU is increasing the services it provides to members and adding resources to achieve this. Our PD and conference agenda will expand in 2013 and our first major Indigenous Conference is advertised in this Newsmonth. Pedagogy in the Pub (PIP), our ever popular after school PD program will expand with the stable of offerings increasing to cover themes such

as Rights and Responsibilities, Effective Pathways to Professional Growth, Dealing with Difficult People, and Work Health and Safety.

These issues represent only a small part of the IEU agenda for 2013.

Work is already well advanced on final preparation for the introduction of the National Curriculum (already commenced in the ACT), dealing with teacher registration and accreditation issues in both NSW and the ACT and numerous other education and professional issues.

The Union agenda this year lends itself to commitment and action. I urge every member to stay informed, to get involved and to take part. Encourage colleagues to take a stand and enlist new staff to join the IEU and to participate.

Time to talk with your colleagues Mark Northam Assistant Secretary The start of the school year provides an ideal opportunity to meet and greet new colleagues and discuss the benefits of IEU membership, with first year teachers receiving a 25% discount.

The IEU’s primary focus is industrial matters. That is, the salary and the conditions under which you work. The job of the Union is to enhance your experience of going to work. It is a responsibility of all teachers in the profession to ensure a vibrant, well resourced and remunerated profession.

The experience of maintaining a culture of unionism in your school will vary enormously, but regular chapter meetings are essential. An opportunity to discuss proposed changes, various initiatives and the like is critical.

Consultation by management is expected and in recent times the IEU has notified numerous disputes where consultation has been non-existent.

Direct potential members to the IEU website as a cursory glance will reveal a host of benefits.

Enterprise agreements negotiated by the IEU on behalf of members exist across the sector. The stronger the membership, the better the agreement.

The commencing salary $58,000 for beginning teachers could not have been achieved without the support of existing members. Release time in primary schools and sick leave and LSL well in excess of what is legally required provide further evidence of what the Union provides.

Induction days run by major employers provide a unique opportunity for the IEU to come and explain what it is that membership provides.

At a recent meeting of 60 new teachers in the MaitlandNewcastle Diocese, the questions asked were all industrial and included reference to relevant service outside of teaching (including childcare), transferring accumulated sick leave and LSL between dioceses, pay scales (including for those with an honours degree) and the provision of Union negotiated assistance packages to hard-to-staff schools. Other queries related to the demands of the NSW Institute of Teachers.

Information about professional development offered by the IEU was well received.

Talking to new colleagues and non-members about joining the IEU will be critical this year to convince the NSW Government that capping salary rises to 2.5% by legislation and freezing funding will not lead to a vibrant profession, but rather a demoralised profession.

New teachers in the Newcastle-Maitland Diocese had plenty of questions about industrial matters during their induction. newsmonth - Vol 33 #1 2013

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www.ieu.asn.au on the ground

Child Protection – the essentials “Predators will gain the trust of the principal, staff and parents and appear to be the most enthusiastic, committed helpers.”

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Education and knowledge for teachers and children on sex abuse is crucial for child protection, yet universities are providing minimal training on the subject, University of South Australia child protection expert Freda Briggs tells Newsmonth Journalist Sue Osborne.

Professor Briggs, a former British police officer, teacher and social worker, has just published The Essential Guide to Child Protection, a book aimed at assisting anyone who works with children to guard against abuse.

“Teachers are the most important professionals in child protection because they are the only professionals who might have abused children in their care on a daily basis,” Professor Briggs says.

“An informed teacher will recognise the signals that abuse victims present and respond in psychologically helpful ways.”

The book aims to provide a better understanding of how to keep children safe, report signs of abuse, support victims, bring about justice for victims and inspire societal change.

“Lack of understanding by people who work with children is causing big mistakes to be made,” Professor Briggs says.

“Education covering child abuse still seems to be a taboo subject in teachers’ pre-service training, yet teachers are out there dealing with the signs and symptoms of abuse.”

She says it is crucial for every school to have a personal safety curriculum and a child protection policy written by teachers and parents and read and agreed by staff and all visitors.

“If predators know a school has a focus on safety and children are taught to report inappropriate behaviour, they will steer clear of that school.

“There are plenty of other ignorant children for them to aim for. If everyone at the school 4

newsmonth - Vol 33 #1 2013

has to read and agree to the policy, that is a deterrent in itself.”

Having a focus on child protection is crucial because sex offenders can often appear to be a school’s best friend.

“Teachers need to know how sex offenders operate. Predators will gain the trust of the principal, staff and parents and appear to be the most enthusiastic, committed helpers.

“As they gain everyone’s trust, reports made by children may be dismissed.

“Volunteers must not be put in a situation when they are alone with children.”

If a principal fails in the difficult task of judging who is a helpful volunteer and who is a sex offender, serious consequences can befall the school.

Yet despite this and the publicity currently being garnered due to the Royal Commission into Institutional Responses to Child Sexual Abuse, ignorance on such matters is still widespread.

“I’ve seen recent police interviews of children where the line of questioning showed a lot of ignorance,” Professor Briggs says.

The book, which was first published in 1997, includes new chapters on students who exhibit inappropriate sexual behaviour and safe student travel. Professor Briggs has conducted research which has highlighted widespread unreported abuse of students on overseas homestays and exchanges.

She also emphasises that boys are more vulnerable to sex abuse than girls and are less likely to report on it. Teachers in boys’ boarding schools need to be particularly vigilant.

Professor Briggs, a former Senior Australian of the Year, was a child protection officer with the Metropolitan Police in London, until she returned to university in England as a mature age student to study education and sociology.

As Dean of Early Childhood and Family Studies in South Australia, she introduced the world’s first multi-

professional course in child protection in 1980.

In recognition of her continued work in the field, the previous Federal Government made a $10 million endowment to the University of South Australia to create a national child protection research centre.

The book is available for purchase online at www.jojopublishing. com for $59.99.

www.ieu.asn.au on the ground

Rep Spotlight

Mission accomplished By the time you read this, Stacey Lynch will no longer be the IEU Rep at Kempsey Adventist School. In fact, she will be working elsewhere and another colleague will have taken up the Rep mantle at the school, writes Newsmonth Journalist Tara de Boehmler.

But what Stacey will have done, in just a few months in late 2012, is establish the Rep role and an ongoing Union presence at the school.

Stacey says when she joined the IEU last year, she was experiencing all the typical joys and adventures of being a beginning teacher in a fast growing school.

“There are lots of challenges that you need to adapt to,” she says. “It is also very rewarding speaking with children. It’s equal parts challenging and rewarding.”

Seeing the support the Union was giving to her colleagues made her realise help was available.

“I was inspired to join by seeing how the Union supported my colleagues. I had always been a fan of the IEU and my colleagues spoke highly of their experiences. They encouraged me to join and said it was really worthwhile.”

Once Stacey joined and got to experience the benefits firsthand, she was keen to give something back to her colleagues.

“Historically our school didn’t have high Union membership but many started to join and were talking about the support they were receiving. It had a flow-on effect.

“We discussed this among ourselves and with our IEU Organiser and we all realised we needed to have regular meetings and a central place to discuss concerns and Union-related matters.

“We called a meeting and everyone was happy for me to take on the Rep role.”

Stacey got straight into action.

“The first thing I did was send an email to all staff, inviting everyone to come and hear about the benefits of membership. After that I started emailing members to let them know when meetings were on and filling them in about other matters. I went to the IEU AGM and shared what I’d learned.

“I set up the structure to have an IEU Rep at school because I wanted it to be in place for my colleagues in the years to come. I thought this was really important.”

Early this year IEU Organiser Kevin Phillips will be visiting the school and ensuring a continuing Union presence. Members are encouraged to consider nominating for the Rep role.

Looking back over last year, Stacey is pleased with what she has achieved.

“My greatest achievement as Rep was setting up a place where people can bring their concerns, they will be heard and perhaps something can be done about it.

“They will also get to enjoy the sense of camaraderie that Union membership creates.”

As for Stacey, she is looking forward to staying in touch with what the Union is doing and is grateful for all the support she received in her first year of membership.

“Membership has been the most beneficial thing for me in terms of survival and support as a graduate teacher. I don’t even know if I’d still be teaching if it wasn’t for the IEU.”

“I set up the structure to have an IEU Rep at school because I wanted it to be in place for my colleagues in the years to come.

I thought this was really important.”

Present Tense ELICOS News Kendall Warren IEU Organiser New agreements Welcome back to another year of Present Tense, your window into the world of ELICOS and international colleges.

In recent months, the IEU has been involved in negotiations with several colleges, and in December agreed to terms with Insearch, the language college attached to UTS. While still awaiting a formal vote of staff at Newsmonth press time, the Union is pleased to be able to endorse the settlement agreed by the parties at the bargaining table.

The new agreement will include salary increases of 3.5%, 4.5% and 3.5% over the next three years, a criteria for teachers to progress to the top salary level (previously this could only be accessed with the acquisition of post-graduate qualifications), a ‘cash-out’ option when a teacher has a large amount of accrued annual leave, clearer step progression for casual and sessionals and a revised bonus scheme.

The IEU is also currently negotiating with several other colleges, including Navitas English (formerly ACL), University of Wollongong College (UoWC), UWS College, Think: Education, Kaplan College and the EPIA group of colleges, and will soon be commencing negotiations with Strathfield College and Navitas English Services (formerly ACE).

Enterprise agreements can provide salaries and benefits which are superior to those stemming from the award. If you would like information on how you can get an agreement at your college, please contact me via kendall@ieu.asn.au.

Hopeful signs Most colleges have reported an upturn in enrolments over the last six months, which suggests that the long decline in student numbers may have run its course. Overall 2012 saw further declines in numbers compared to 2011 (6% across all sectors), though ELICOS boasted a

slight increase in commencements of 2.5% over the year, which is hopefully a sign of better conditions in 2013. The IEU is getting reports from several colleges of good numbers in the first half of the year.* The industry has had to cope with the so-called ‘perfect storm’ over the last few years, with the continuing high value of the dollar combining with restrictive visa conditions, greater competition from other countries, and bad publicity from college closures and attacks on students.

This has created a situation which discourages students from studying in Australia. With some significant changes made to the student visa system, hopefully the worst is past. *Figures from Australian Education International.

many schools opening in China in recent years. In addition, some countries with English-speaking traditions, such as India, Sri Lanka, the Philippines and Singapore are getting in on the act.

The Philippines, in particular, appears to be well-placed to carve out a significant share of this growing market, with advantages including lower costs (a high-quality 60-hour course can be obtained for around $500) and a clear US accent (a legacy of being a de facto colony for 50 years). The country is already attracting students from all over Asia and, increasingly, from Europe.

Given the growing costs of education, and the visa difficulties often associated with studying in a wealthy nation, study in countries like the Philippines may become more prevalent (source: BBC).

Overseas growth Of perhaps greater long-term effect is the continuing growth of quality institutions in source countries, with

If you would like to see any issues discussed in this column, drop me a line via kendall@ieu.asn.au. newsmonth - Vol 33 #1 2013

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www.ieu.asn.au on the ground

Unionists go local to fight the freeze Stopping the O’Farrell Government’s funding freeze targeting special needs education has got Ben Whiting active.

The Learning Support Coordinator at All Saint’s College, Maitland, has joined the Maitland Community Unions Alliance. It is one of a number of regional alliances formed by people from a variety of backgrounds to advocate for jobs and services in their region.

Unions NSW is supporting the movement.

“Everywhere we go it’s the same story. People feel that they need to come together and make a stand for great jobs, quality service and thriving communities,” Unions NSW spokesperson Adam Kerslake says.

Ben says he is worried about funding cutbacks affecting the Maitland community generally, but more specifically he fears that extra support for students with additional needs will be the first thing to go in schools.

“This is the easiest area to cut in education. If you have 30 kids in a class you need a teacher standing in front of them, but you can consider cutting back teachers aides and other extra support,” Ben says.

“I think in reality these are areas that

are already underfunded and they can least afford further cuts.

“But despite the need, that’s where it will most likely happen.”

Maitland Community Unions Alliance is made up of members representing police, teachers, the public sector and other unions representing workers supplying a service to the community.

“Teachers aides and people who are not on permanent contracts are worried about what the future will hold for them.”

Maitland Alliance spokesperson Keryn Barnett says great jobs and quality services are “at the heart of thriving communities”.

“We need a strong voice in our community so that we can hold politicians to account and look after the people of Maitland.

“The idea is for the entire Maitland

community to band together to launch a new community union voice to advocate for secure jobs, workplace rights and investment in better services in our community.”

As well as joining the Alliance, Ben has become a Maitland City Councillor.

“I’m interested in city planning, but the funding freeze was a motivator for me to get involved with Council too.”

Ben says he has the support of his colleagues as well as the IEU in his endeavours.

“There are some worried people at my school, and they are behind my actions.

“Teachers aides and people who are not on permanent contracts are particularly worried about what the future will hold for them.

Ben recently addressed the local chapter meeting to encourage staff to support a visit by Opposition Leader John Robertson to Newcastle schools as part of his 40 schools in 40 days tour.

Ben says the Alliance will keep the community informed of any cuts during 2013.

“I think it will really start hitting home this year,” he says.

Local Union Community Councils Unions NSW is setting up Local Union Community Councils all over NSW. What is a Local Union Community Council?

A Local Union Community Council is all about union members in a local community getting together to discuss issues that impact their community and how to respond to them.

What’s so important about having a Local Union Community Council?

Local Union Community Councils give a strong, united voice to the community, allowing the community to communicate to their government more effectively and with a greater weight behind their message.

How can I get involved?

This is the easy part!

Head on over to LocalUnions.org.au and sign up

On a critical reassessment of NAPLAN Chris Watt Federal Secretary

The IEU welcomes an online format for NAPLAN by 2016, but nevertheless believes there is a need for a critical reassessment of the aims and execution of the national testing regime.

The Federal and State Education Ministers’ recent meeting provided a genuine opportunity to clarify the role and purpose of NAPLAN, within the National Assessment Program.

One of the key benefits of NAPLAN argued by those extolling the current arrangements, has been the capacity to direct specific funding for teacher professional development in schools identified as underperforming.

This funding has been provided through National Partnerships projects.

Yet it is worth noting that those national partnerships end shortly and in the current school funding review negotiations, these funds will likely be rolled into the new formula for per capita funding and will no longer be able to be an ‘attribute’ of the assessment regime.

Teachers, principals and interest groups have received from NAPLAN crusaders two contradictory points of view in relation to the testing regime’s

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true function and ultimate ambition.

Addressing a senate estimates hearing in 2010, former ACARA chief executive officer Peter Hill rejected the idea the national testing regime was, or ever intended to be, a tool for diagnostic assessment.

He said: “The purpose of national testing has been to get a snapshot of student performance for reporting back at different levels. That was the purpose from the beginning, and the purpose has never been diagnostic assessment.’’

The former CEO’s assessment of NAPLAN as non-diagnostic seems contradictory, given a system of national testing acts, at least in part, as an instrument of large-scale diagnosis and analysis.

Obtaining a national picture of student performance across social indicators of sex, location, parental background and Indigenous status for the purposes of identifying problem areas and measuring improvement is a practice with diagnostic function as its lynchpin.

Currently the national testing regime is viewed as a diagnostic tool – attracting

bipartisan support on this basis from both sides of politics.

From its inception in 2008, the IEUA has supported NAPLAN testing on similar foundations, despite having concerns about the overall benefits of mass standardised testing.

The purpose of assessment and reporting is to provide meaningful information so as to improve student learning.

The provision of proper diagnostic configuration by means of an online test will provide immediate feedback for teaching and learning purposes. For NAPLAN to be genuinely diagnostic, testing must be carried out in a range of different ways including more strategic timing and faster return of information.

As an online package, NAPLAN has the potential to establish itself as genuinely diagnostic both for individual students, and for teachers, the people who are tasked with providing the critical foundation for student’s positive and rewarding future community participation.

Notwithstanding the benefits of an online NAPLAN model, the National

Assessment Program needs further reconfiguration. By providing a national report via sampling, replacing the national testing format that is NAPLAN, to be taken by every child within selected target groups, every year.

Sampling could instead be used successfully and effectively to identify key improvement areas, as evidenced

by PISA, the Program for International Student Assessment, a study which evaluates worldwide education systems by assessing basic skills competencies through sampling.

The IEU does not believe that a single instrument, NAPLAN, can simultaneously deliver on individual diagnosis, school benchmarking, transparency of performance to community, identification of areas for targeted funding and public reporting.

Indeed some of these will continue to remain contradictory and problematic.

The conversion to online testing is a first step in a necessary overhaul of the National Assessment Program.

www.ieu.asn.au on the ground

Welcome Newcastle Organiser Kevin Phillips “At 65 I feel I could keep going with teaching for years to come, but there was an opportunity to work for the Union and I grasped it. Now I have the chance to use my experience to support others in education.”

At a time when many would be getting ready to retire, the IEU’s newest Organiser Kevin Phillips is seizing the opportunity to use his experience to help others.

When Kevin joined the Union in 1972, it was called the Assistant Masters and Mistresses Association and there was no official Hunter Valley Branch. He had just started his first teaching job with the Maitland Diocese, at St Francis Xavier’s College Hamilton, where he remained teaching until the end of Term 4 last year.

Over that time Kevin has seen considerable change in both the Union and his workplace.

“Back then the College was Years 7-12, and all boys. Now it is Years 11-12 coeducational with the biggest candidature for the HSC in NSW.” Kevin became the College’s first IEU Rep in the mid-1970s when the Union’s

new Constitution was the talk of meetings.

“The Constitution formalised voting at branch meetings, determining how many votes you had per school. Previously if someone had taken 40 people in a bus to the AGM you would have 40 votes.

“At this stage we were spending half to three quarters of the meetings on Constitutional issues. They were dry but full of enthusiasm, with a lot of debate about what the Constitution could do.

“Some of these meetings were pretty fiery, but they were all about giving power or taking power away from individuals in the organisation.”

When Kevin was elected to the Union’s Executive in 1980 he decided it was time to give someone else a turn at the Rep role in his school.

“As much as it’s nice to be long-running in a position it’s also important to involve other people. Had I remained the Union

Rep while also being on the Executive, colleagues may have seen me as ‘the Union’.”

Thanks to that decision, the IEU has also benefited from a number of St Francis Xavier’s College Reps who have over the years moved on to become organisers with the Union. These include IEU Assistant Secretary Mark Northam and Organiser Carlo Rendina.

From this year all three will be colleagues again, and Kevin is clear on what his goals as an Organiser will be.

“At 65 I feel I could keep going with teaching for years to come, but there was an opportunity to work for the Union and I grasped it. Now I have the chance to use my experience to support others in education.

“As an Organiser it is so important to improve member density in other schools so we have a stronger power base to

support our claims.

“My aim is to get as many schools up to 100% density as I can.”

Kevin is happy with the way the Union is perceived and it’s ability to represent its members.

“We’re not seen as radical, just as people who won’t roll over just because an employer or Barry O’Farrell think they have a good idea.

“We have gained a voice, including with the Board of Studies and the Department of Education, and we are invited to participate whereas previously we were not considered.

“They see the size of our membership and see we are an integral part of education. In this State and federally we have effective people standing up and talking for us.

“I appreciate that we continue to be a dynamic, growing Union.”

Doors open at Wattle Street

Canberra Grammar School Teacher Richard Wyche became the first IEU member to visit the Union’s new Sydney headquarters late last year, when he came in search of a 2014 teacher exchange opportunity.

Looking for an exchange to Ontario, Richard is keen to treat his family to some travel adventures – including snowboarding – after hearing rave reviews from friends who have enjoyed exchanges in the past.

Pictured here with IEU Exchange Program Coordinator Helen Gregory, Richard said his first impressions were: “Lots of boxes but the building is very nice. I would visit again”.

The Sydney office is now unpacked and ready for business. Our new contact details are: NSW/ACT Independent Education Union The Briscoe Building 485-503 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 Phone 02 8202 8900|Fax 02 9211 1455 newsmonth - Vol 33 #1 2013

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www.ieu.asn.au on the ground

Broadening role for an integral Aide St Philomena’s Primary School Teachers Aide Sharon Weber has watched her team grow from one to seven and, as of this year, back down to three. She tells Newsmonth Journalist Tara de Boehmler how her role has developed and what’s ahead.

When Sharon started working at the single stream primary school in Bathurst 15 years ago she was their first aide.

“I don’t think at the time they knew what to do with me. I was employed as a general aide and it was a new position.”

From the start, Sharon worked with students in all years, following their progress through the grades.

“Because it is a single stream school I get to see students when they start kindergarten, all the way through to the end.

“Seeing the growth and improvement in the students is so satisfying.”

Sharon’s duties include taking groups with higher learning needs, numeracy and literacy support, integration, providing hands-on activities, testing and rolling out various schemes and programs.

About a decade ago Sharon was given her own area, based in the teachers’ resource room, with space for eight students. “This ensures other students don’t get distracted,” she says.

In 2012 Sharon performed a multi-literacy role and was put in charge of Dibbles diagnostic testing throughout the school to identify at-risk students.

She has also participated in a number of teacher in-

services, special needs training targeted at aides, the Dibbles training and has completed a Certificate 3 in Education Support.

While she notes the Catholic Education Office paid for the fees so she could get the qualification, Sharon says she is disappointed there is no additional step to acknowledge the achievement.

She would also like to see additional time for teacher liaison factored in to rostering.

“An important part of my role is alerting teachers about any issues so we can come up with a strategy together and make sure no student goes under the radar.

“I am currently timetabled every half an hour so there is no crossover period in which I can catch up with them. It means I can only do this before school, at recess or lunch.”

Sharon says the number of teachers aides at the school had increased to seven over the years, but last year they were told the NSW Government’s school funding freeze meant numbers would need to be reduced to three.

The school now employs a kindergarten integration aide, a literacy and numeracy integration aide and Sharon.

Meanwhile Sharon is planning to take long service leave this year and travel around the world.

Sharon says she joined the IEU “because of child protection and to have someone to go to for advice”.

“Many don’t know what allowances aides are eligible for and it can be hard if there is no one else in your position that knows what you are going through.

“I encourage other aides to join the IEU because we need to be heard, recognised and covered. We need a voice.”

“I encourage other aides to join the IEU because we need to be heard, recognised and covered.

We need a voice.”

Jeremy’s Secret is out Celebrating his 10th year as a Principal, Prouille Catholic Primary School head Philip Ledlin has self published a quirky and eclectic tome entitled Jeremy’s Secrets.

Philip says he was motivated to write the book to assist families (and everyone) live happier and more fulfilled lives.

The main character of the book, Jeremy Cohen, has a epiphany inspired by country music legend Kenny Rogers, who says everyone needs three simple things to make their life fulfilled, as revealed in the book.

“I’d been planning the book for about 10 years and recently I had five weeks leave to write the bulk of the book,” Philip says.

“I reflected on the newsletters I’ve written over the years and the ones that seemed to really hit the mark with people tell a story.

“In these newsletters I often try to use a small event that can be tailored into an important message.”

Philip says life at school sometimes brings him into contact with a small minority of parents who are always dissatisfied with school life or upset with teachers.

“I wanted to help people realise

that continual displays of negativity ultimately get passed on to children.

It’s a cycle.

“There’s powerful YouTube video called Children are Watching that really sums it all up.”

Philip says he included learning from his parenting, marriage and years as a principal in the book.

“Most of it is based on my own shortcomings and mistakes.”

He also covers dealing with change, and how new principals need to be more readily accepted and nurtured by school communities.

“I am part of a new principal mentor program run by the Diocese of Broken Bay and Parramatta.

These programs have improved a lot in the last few years for new principals.

“In the book I say only babies with a wet nappy welcome a change.

I’m keen for school communities to embrace the benefits change can bring.”

The book also covers Philip’s feelings about school league tables, and he says it celebrates teachers and the “extraordinary day-in day-out work that they do.”

Philip has created his own website: www.jeremyssecret.com.

“I wanted to help people realise that the negative messages they are sending get passed on to children.”

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Philip and his wife Lea at Hawks Nest, a place where they find fulfilment, and Philip holding a copy of Jeremy's Secrets.

www.ieu.asn.au on the ground

Crisis in community based preschools Gabrielle Connell Vice President, Early Childhood Services As a preschool Teacher and Director for the last 30 years in NSW I feel I am qualified to comment on the present state of community-based preschools in NSW. In a word, we are in crisis.

Funding to NSW community-based preschools has been either frozen or unreliable since 1989. At that time families had an affordable, accessible and equitable preschool system for their children. The then NSW Government froze funding while they endeavoured to create a better system.

Nothing happened and successive state governments found the situation all too hard to solve and community-based preschools were ultimately forgotten. As a result fees were raised, participation rates fell, teacher’s wages failed to keep

pace and this led to a teacher shortage in early childhood education.

As participation rates dropped to 60% the children from our most vulnerable families missed out on what research has proven to be the most important time educationally in a child’s life.

Preschool services and families have been lobbying for a better and more equitable system of funding since 1989.

In the past years there has been a groundswell of support and preschools and families have been joined by peak bodies like the IEU, Community Childcare Co-operative, Kindergarten Union, Mobile Children’s Services Association, Community Connections Solutions Australia and Council of Social Services of NSW in the fight for better funding.

As we move into 2013 preschools have yet again received no extra funding and fees have risen as high as $55 a day in metropolitan areas and up to $45 a day across NSW with families in Newcastle paying as much as $3,200 a year.

The introduction of the National Quality Agenda across Australia should have seen an improvement in NSW. In the National Partnership Agreement NSW received the lion’s share of the money - $278.6 million over four years.

Instead NSW has continued to slip backwards and will fail to meet the partnership agreement of every child receiving 15 hours of early childhood education delivered by a degree qualified teacher in the year before school.

The NSW Government continues to blame the Federal Government for

Funding campaign calls Government to account IEU Early Childhood Vice President Gabe Connell is leading a campaign called Fund NSW Preschools Now to gain more funding from the NSW Government so that more children can access preschool education.

This campaign is tightly interwoven with the IEU’s Teachers are Teachers campaign. Without increased state government support early childhood teachers will continue leaving the sector and new graduates will not join it.

Find out more at www.facebook.com/ FundNswPreschoolsNow. Send a postcard Don’t forget to send your signed Teachers are Teachers postcards back as soon as possible to NSW/ACT IEU, GPO Box 116, Sydney 2001. This is an important part of the 2013 campaign so we can maintain pressure on the NSW Government.

Tell your story Every early childhood teacher knows how important their work is, but how often is the work of early childhood teachers celebrated? We’re on the lookout for people with stories about early childhood teaching. Contact suzanne@ ieu.asn.au IEU membership benefits ECS members People are often unaware of the benefits of being in a union until they need representation but by then it is too late – the damage is done and the employee is on their own unless they can afford expensive legal representation.

The IEU works hard in early childhood

education to improve the wages and conditions of members. Achievements last year included agreements with KU (15% above NAPSA pay rates) and Big Fat Smile (15% above NAPSA) which have brought those salaries closer to parity with school teachers. We have agreements in 500 services and are constantly striving to update and improve conditions.

Over the past year the IEU helped many ECS members: • improve their pay and conditions • return to part time work from maternity leave when the service insisted that the member return full time • implement successful job share arrangements • receive proper lunch breaks • negotiate through conflicts with committees • repudiate allegations that were found to be unsubstantiated • recover hundreds of thousands of dollars in entitlements that had not been paid • receive the correct pay classification and allowances, and • get paid under the correct award (it’s unfortunately common to find early childhood teachers classified under the Children’s Services Award and not the Educational Services Award).

We also publish Bedrock and host an annual early childhood conference. If you’re talking to a colleague who isn’t aware of the benefits of IEU membership tell them what we offer and how you’ve found our service. They can join easily online: www.ieu.asn.au

the situation when in fact preschool education is the responsibility of the state government, and always has been.

Twenty-four years on a whole generation has missed out on this vital educational experience. Preschool teachers are generally considered to be a quiet lot, kind, caring and easy to get along with – but we will no longer stand by and watch a wonderful, family friendly and vital educational service die around us, strangled by a State Government which fails to take responsibility and doesn’t seem to care.

This is an extract from an article by Gabrielle Connell which appeared in the Newcastle Herald.

Save Our Services Open letter to NSW Education Minister Adrian Piccoli and Federal Ministers Peter Garrett and Kate Ellis from IEU General Secretary John Quessy

The IEU welcomes letters, feedback and suggestions.

The IEU urges both the NSW and Federal Governments to work cooperatively to ensure that preschools and early childhood services are able to pay their teachers the same as their colleagues in schools.

The NSW Government still has not released the Brennan report they commissioned in 2011 on funding of early childhood services. Funding for preschools has effectively been frozen since 1989 and the teacher cost contribution scheme was stopped after only one payment.

If all levels of government are committed to the employment of early childhood teachers they need to put measures in place to ensure services are able to pay their teachers appropriately.

Changes driven by the Federal Government have been welcomed by the sector. However, without funding, services will not be able to deliver the best outcomes for children. Quality outcomes for children require early childhood teachers to be paid the same as their colleagues in schools.

Late last year the Union presented more than 12,000 signatures to NSW Parliament prompting a debate on this issue and the Union will continue its campaign on behalf of members in early childhood centres and preschools until the gap is rectified.

Follow the Review into Early Childhood Education on twitter at www.twitter.com/ecteacherspay.

Please send emails to newsmonth@ieu.asn.au

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www.ieu.asn.au on the ground

University of Sydney researches flexibility at work

Are you a teacher, principal or a member of support staff in a Catholic school in the Wollongong Diocese? If you have negotiated flexible working arrangements since January 2010, University of Sydney researchers would love to hear from you.

Last year Dr Rae Cooper and Professor Marian Baird started research on an Australian Research Council funded project, Negotiating Flexibility for Working Parents in the ‘hybrid’ Fair Work System. This research is examining how parents negotiate flexible working arrangements under the Fair Work Act (FWA).

The project examines how parents negotiate for flexible working arrangements using the ‘right to request’

provisions in the FWA, which enable parents of a child up to school age to request a change in their working arrangements.

The FWA also enables parents to request an additional 12 months unpaid parental leave, bringing the total they can access to 24 months. The research is also examining whether parents are using Individual Flexibility Arrangements, another mechanism under the FWA, which can vary the terms of an agreement or an award for individuals to provide them with additional workplace flexibility.

The research will be based on three case studies, with one of these being Catholic schools in the Diocese of Wollongong. So far a range of IEU officials, managers/ principals and employees have been interviewed for the project and have

discussed their use of the legislated flexibility mechanisms and how they negotiated flexible working arrangements.

Interviews for the case studies are continuing, and the researchers will then analyse the data and publish findings.

The IEU has been supportive of this project, providing information to principals and employees about the project and encouraging teachers and support staff who are working flexibly, and principals who manage employees who work flexibly, to participate in the project by being interviewed.

The IEU invited Dr Sue Williamson, the Senior Research Analyst working on the project, to address an IEU Branch meeting in November 2012 to discuss the project and seek further participants.

While the interviews undertaken to

date have been useful and informative, more employees are needed to interview, to make the research meaningful and robust. If you are a teacher, principal or support worker in a Catholic school in the Wollongong Diocese who works flexibly (for example, by working part-time) and have negotiated your flexible working arrangements since January 2010, the researchers would love to hear from you.

Email sue.williamson@sydney. edu.au for further information about the project or to indicate your willingness to be interviewed.

Anything you tell Dr Williamson will be confidential and all participants in the study will be anonymous.

Wet, wild ‘n windy weather creates havoc at north coast schools Ex-cyclone Oswald created havoc on the north coast of NSW for the start of the 2013 school year, writes IEU Organiser Steve Bergan.

The severe low pressure system made its way south across the NSW/ Queensland border over the Australia day long weekend after causing major damage along the east coast of Queensland.

Many schools in the northern rivers region have been inundated by floodwater along with severe wind damage that has closed many roads and cut off students and their families from reaching the school gates to commence the start of the 2013 school year.

Mt St Patricks Primary School in Murwillumbah had floodwater lapping at the foundations of its new BER building, floodwaters here previously unseen in this part of the town.

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St Johns College Woodlawn, Lismore had to close its doors to both teachers and students for day one of the school term due to the school being cut off by floodwaters.

Grafton on the banks of the Clarence River has experienced its highest flood level warning in history with the floodwaters set to top the levee wall at 8.1m.

Access to schools in the Clarence area was limited and at press time many residents were being asked to evacuate their homes in several low lying areas of Grafton.

McAuley Catholic College, which is located in South Grafton will be inaccessible due to the floodwaters surrounding the hilltop in which it resides.

It was not known how long teachers and students would be unable to access school due to these floodwaters.

www.ieu.asn.au on the ground

Accreditation across borders This year the IEU will be monitoring and progressing: •

•

•

•

improvements to the maintenance of accreditation process, for example to streamline the online recording and evaluation of PD Communications from the Institute to Institute members – simple, timely, plain English provision of and access to Institute registered PD, especially for casual/part-time/temporary teachers and those in non- urban areas the transition to national teaching standards – impact on teachers, supervisors, principals in schools. The IEU will monitor the transition process at all stages (initial accreditation, undertaking full accreditation and maintaining accreditation), and the NSW Institute website – a new website is expected, the IEU will monitor members experience and raise any issues with the Institute.

For the IEU to be successful in its work, members will need to tell us of concerns and issues – not only related to the items mentioned above, but any issues as they arise.

The Union is effective when members are proactive.

Josh Walker is no stranger to accreditation. He’s going through the process for the third time running.

The McCarthy Catholic College Tamworth Teacher originally trained in Canada, where he did accreditation. Then he moved to England, where he did accreditation again. And now, he’s in Australia and, guess what, he’s doing accreditation again.

Josh has 10 years experience as a teacher and has been Student Support Coordinator at McCarthy for three years, providing assistance to students with extra needs.

The combination of his experience and status as a New Scheme Teacher made him an ideal new addition to the IEU’s Education Issues Committee, where he can provide a New Scheme Teachers’ perspective.

“I’ve been helping the Committee plan for the IEU’s Teach Survive Thrive Conference in May, discussing what concerns and issues teachers may want addressed,” Josh says.

Josh will present a workshop himself on crisis intervention.

Comparing the accreditation process across international borders, Josh ranks the Australian one as “about in the middle”.

“The Canadian one was the easiest, with a lot of time spent in the classroom being monitored.

“The English one required significantly more time and paperwork and there was a lot of box ticking and less time in the classroom.

“The Australian one is probably a bit in the middle of those two. I’ve had a great mentor so I’m not finding the process too onerous, but I’m aware that’s not the case for everybody.

“For new teachers just starting out and finding it a challenge the Union is certainly a great source of support.

“I’ve been to three Pedagogy in the Pub seminars and they are fantastic, especially as I’m out in Tamworth.

“They are an authentic and informative way of staying up to date with the process.

“For teachers at regional and country schools it’s not easy to get your hours for accreditation, or your points to cover the elements.

“You don’t get the chance to go and listen to speakers, so being able to access those PIP sessions is great.

“The IEU’s Officer Liz Finlay is right up to date with all the latest on the process, so if you’re having trouble with your mentor, she’s a good alternative for support.

“I’ve found my own local IEU Organiser is more than happy to find things out on my behalf if he doesn’t know it straight away.”

Josh says finding someone to talk to and share problems with is crucial for New Scheme Teachers, not just to discuss accreditation but for all the issues encountered in the early years of teaching.

“My tip is to stick with it. During the first five years you might find things not as you expected after university.

“People get very focussed on curriculum delivery but behaviour management is the most crucial thing.

“Share your issues and talk to colleagues about what you’re going through. Once you’ve got over the behaviour management issues, you can really get into your teaching.”

KEYNOTE: Improving Student Learning through Explicit Lesson Design, Curriculum Integration and Assessment for Learning DR LES VOZZO, SENIOR LECTURER, BADANAMI CENTRE FOR INDIGENOUS EDUCATION, UNIVERSITY OF WESTERN SYDNEYStep

hen Hughes, lecturer i

PRESENTERS INCLUDE:

s NSW BOARD OF STUDIES s NATIONAL PARKS & WILDLIFE SERVICES s FAMILY AND COMMUNITY SERVICES s MUSEUM OF CONTEMPORARY ART

“For new teachers just starting out and finding it a challenge the Union is certainly a great source of support.”

The IEU offers support to New Scheme Teachers through: •

•

•

•

information sessions and workshops for beginning provisional/conditional teachers seeking accreditation at the Proficient/Professional Competence level with the Institute of Teachers Pedagogy in the Pub courses – free two-hour Instituteregistered courses run around the state to help teachers at Proficient/Professional Competence level engage in quality professional development Maintenance of Accreditation at Professional Competence workshop – a free, Institute-registered course which explicitly outlines the Institute’s requirements of Proficient/ Professional Competence teachers, and individual help with accreditation – if a member doesn’t have a mentor, the IEU’s Elizabeth Finlay and Amy Cotton may be able to assist members with their accreditation with NSWIT and the AIS experienced teacher process.

Contact Mark Northam (mark@ieu.asn.au), Sandra White (sandra@ieu.asn.au), Amy Cotton (amy@ieu. asn.au) or Liz Finlay (elizabeth@ieu.asn.au) to share any concerns or information relating to the NSW Institute and teacher accreditation.

2013 IEU TEACH SURVIVE THRIVE CONFERENCE FOR TEACHERS IN THEIR EARLY CAREER YEARS Friday 3 May, 2013 MERCURE HOTEL SYDNEY

WORKSHOPS

Resources for Implementation of National Syllabus Managing Challenging Students Institute of Teachers Accreditation advice Mandatory Reporting and Signs of Abuse

Organising excursions Voice Care

To register your interest contact Iva Coric on 9779 3200 or iva@ieu.asn.au NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the maintenance of accreditation at Professional Competence. Scope of Endorsement - Elements 2, 3, 4, 5, 6 and 7 of the Professional Teaching Standards

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www.ieu.asn.au feature

IEU Term Training

New PIP: Dealing with Difficult People 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.

Real-life scenarios are used to practice strategic questioning and paraphrasing skills to use when someone is angry. The use and effectiveness of apologies is also examined. IEU members are encouraged at all times to be aware of and understand their employers’ policies with regards to dealing with angry people, including WHS implications.

This is a fun, collaborative professional development workshop and is Institute Registered.

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).

Did you know that by asking strategic questions you are: • reinforcing that there might be a better way • putting some onus on the difficult person to help think of a solution as well, and • reinforcing that there might be multiple points of view on the one situation.

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.

• 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.

KEYNOTE: Improving Student Learning Indigenous Education Conference – Renewal, through Explicit Lesson Design, Curriculum Retentionand andAssessment Reconciliation Integration for Learning Now is the time to register for the IEU’s NSW Indigenous Education Conference on Friday, 15 DR LES VOZZO, SENIOR LECTURER, March.

The Institute registered Conference offers members the BADANAMI CENTRE FOR INDIGENOUS chance to hear exciting keynote speakers Dr Zane Ma Rhea from Monash University and Lois Peeler, Executive Director of EDUCATION, UNIVERSITY OF Worawa Aboriginal College.

There are also a number of interesting workshops, including one by Dare to Lead National Project Manager Peter O’Beirne.

WESTERN SYDNEYStep Dare to Lead is a principals’ organisation aimed at promoting reconciliation and better outcomes for Indigenous students.

Principal Patrick Ellis of St Therese’s Community School in Wilcannia will discuss educational change designed to support Indigenous students through innovation and engagement.

Sue Beveridge will talk about engaging digital learners and s from NSW OF STUDIES Rose MacDonald the BOARD NSW Reconciliation Council will talk about the reconciliation challenge and provide teachers with a s NATIONAL PARKS & WILDLIFE SERVICES take-home kit.

Lisa Buxton, s Indigenous Advisor the Archdiocese ofSERVICES FAMILY ANDforCOMMUNITY Sydney, Eastern Region, will discuss the importance of engaging with elders. s MUSEUM OF CONTEMPORARY ART For more details and to register contact Odette by email at odette@ieu.asn.au or ring her on 02 6120 1500.

hen Hughes, lecturer i

PRESENTERS INCLUDE:

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2013 IEU TEACH SURVIVE THRIVE CONFERENCE FOR TEACHERS IN THEIR EARLY CAREER YEARS

WO

Friday 3 May, 2013 MERCURE HOTEL SYDNEY

NSW I profes Profes 7 of th

www.ieu.asn.au feature

m 1 PD and g Calendar TERM 1

Wk 3: 11 Feb – 15 Feb 15 Feb: Reps’ Training, Port Macquarie

Wk 4: 18 Feb – 22 Feb 22 Feb: Reps’ Training, Orange

Wk 5: 25 Feb – 1 Mar 25 – 27 Feb: WHS Training Part 1, Ultimo, Sydney 27 Feb: PIP – Dealing with Difficult People, Ultimo, Sydney

R

3 R’s for Improving Indigenous Education -

enewal etention, econciliation

Promoting understanding and respect for Aboriginal and Torres Strait Islander students.

1 March: Reps’ Training Catholic Systemic, Ultimo, Sydney

Wk 6: 4 Mar – 8 Mar 6 March: PIP – Dealing with Difficult People, Springwood 7 March: International Womens’ Day Forum/Dinner, Bathurst 7 March: Reps’ Training, Armidale 7 Mar: PIP – Be Wary Be Wise, Hurlstone

Wk 7: 11 Mar – 15 Mar 14 March: AEW Seminar, Ultimo, Sydney

2013 Indigenous E d u c at i o n Conference

15 March: Indigenous Education Conference

Wk 8: 18 March – 22 Mar 18 – 19 March: WHS Training Part 2, Ultimo, Sydney 22 March: Reps’ Training Independent Schools, Ultimo, Sydney

TERM 2

Wk 1: 29 April – 3 May 3 May: Teach, Survive, Thrive – Early Career Teachers’ Conference

Wk 2: 6 May – 10 May 10 May: Reps’ Training, Dubbo

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

Wk 4: 20 May – 24 May 20-22 May: WHS Training Part 1, Ultimo, Sydney 22 May: Reps’ Training, Ballina 24 May: Reps’ Training, Canberra

Wk 7: 10 Jun – 14 Jun 12 Jun: Reps’ Training, Dapto

Wk 8: 17 Jun – 21 Jun 17-18 Jun: WHS Training Part 2, Ultimo, Sydney

FRIDAY 15 MARCH, 2013 MERCURE HOTEL SYDNEY Members $50 Non members $150

Keynote speakers Dr Zane Ma Rhea Monash University Review of best practices in Indigenous education and in-service professional development

Lois Peeler Executive Director Worawa Aboriginal College Lois will talk about how the College takes a holistic approach, providing students with an education that integrates their culture, social and emotional wellbeing and academic achievement.

21 Jun: Women’s Forum, Port Macquarie

Wk 9: 24 Jun – 28 Jun 26 Jun: Reps’ Training, Newcastle IEU’s professional development is sponsored by NGS Super

To register please contact Odette Neumann on 6120 1500, toll free 1800 467 943 or odette@ieu.asn.au

THE CONFERENCE WILL FOCUS ON: - increasing the capabilities of ALL practising teachers and school leaders to satisfy National Teaching Standards 1.4 and 2.4 - providing a framework to enable schools to develop a strong strategic aproach to addressing disproportionate educational disadvantages.

WORKSHOPS INCLUDE: Dhinawan Dreaming - Engaging students through Indigenous stories and art.

Annette Gainsford - Indigenous perspectives across the curriculum.

Lisa Buxton - Importance of engaging local Indigenous elders.

Patrick Ellis, St Therese’s Community School, Wilcannia Effecting whole school change.

Peter O’Beirne, Principals Australia Institute - Dare to Lead

NSW Institute of Teachers’ endorsed provider of Institute Registered professional development for the maintenance of accreditation at Professional Competence. Scope of Endorsement Elements 2, 3, 4, 5, 6 and 7 of the Professional Teaching Standards This conference is NSW Institute Registered for 5 hours 15 minutes and Standards: 2.2.1; 2.2.3; 2.2.5; 4.2.3; 4.2.5; 5.2.3; 5.2.5; 6.2.6

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www.ieu.asn.au on the ground

May Day March 2013 – Get on board the IEU float Do you remember the May Day March floats or the Waratah Festival floats?

UnionsNSW and the May Day Committee are bringing back floats to the May Day March to be held on Sunday 5 May. As you know, May Day celebrates the importance of workers and is an international celebration.

The IEU is planning to have a float in the 2013 May Day Parade to promote our Union and the important work of our members.

We want to involve members in creating an eye-catching (and maybe the best) float. If you have ideas or the artistic or construction skills needed to decorate a truck to transform it into a float please let us know. Contact Ann-Maree McEwan or Natasha Flores ASAP and we will organise a meeting.

Our details are phone 8202 8900 or email annmaree@ieu.asn.au or natasha@ieu.asn.au

Images of the 1961 Sydney May Day Parade.

Reproduced with kind permission from Darren Davis at Flickr. View more at http://www.flickr. com/photos/frontdrive34/

Coping with change in the workplace The time will come in most of our careers when we must be ready to accept change. It shouldn’t generate fear, anger or worry, but it often does.

Fortunately, there are a few mechanisms we can use to cope with change, and take control where we need to, writes Newsmonth Journalist Daniel Long Not all of us will be affected in the same way: some of us learn to deal with it, others may repress it and others will try to fight it. Some changes are for the better, while others may threaten to erode conditions, job security or the quality of education we can deliver. For these types of developments, the IEU is here to support you and your colleagues and to ensure management is aware of appropriate procedures, such as genuine consultation with staff and their Union.

The IEU is often contacted by members coping with change in the workplace, particularly where it is delivered unilaterally, without consultation and without taking into account the impact on staff and students.

Knowing change Change can relate to developments in school leadership, structure of the

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school and your own position, as well as broader changes in curriculum, pedagogy and societal expectations.

These changes all place extra pressure on Union members to cope.

IEU Organiser Michael Bracken says for some members, change is the “biggest complaint” in the workplace.

“And with the increased rate of change in education, comes the intensification of workloads.”

This may mean updating qualifications, researching new units of work and the preparation of new teaching programs. In any event, change is often a time of upheaval for members and, both change itself and resentment of change can be damaging and stressful. It can also impact on physical and mental health.

If decisions are made in your workplace that have a negative impact or are made without adequate consultation, call your Union for support.

IEU Assistant Secretary Carol Matthews advises members who are unhappy about proposed changes, to consider holding a Union Chapter meeting to identify the particular element of the change that is causing concern (for example a lack of access to PD in work time to discuss a new curriculum, increase in playground

duty) as a basis for holding discussions with school leadership to improve the way the change is being implemented.

Also seek advice from the Union about whether the proposed change infringes in any way the provisions of the relevant enterprise agreement, or in the case of a Catholic systemic school, the provisions of the applicable workload agreement.

For workplaces and systems about to implement changes, the Union reminds you of your obligation to consult with the Union concerning changes which are likely to have significant effects on employees, including termination of employment, changes to promotion positions, alteration in hours of work and the need for employees to retrain or transfer to other work locations.

In terms of the health impact of change, Michael provides four additional strategies.

1) Introduce daily exercise Especially during periods of high stress, exercise will help promote a feeling of well-being and of course, enhance your general level of health.

2) Respond to change appropriately Before responding or commenting on any issue, take a breath, count to 10

and think about the best way to calmly express your opinion. Ask yourself if it is necessary to respond at this time.

More so, ask yourself if it is necessary to respond at all. If so, it’s best to communicate your disenchantment by keeping positive and communicating your needs clearly and calmly. Seek clarification where necessary and keep a record.

3) Have a plan Look at ways you can adapt. Change happens whether we accept it or not.

Not surprisingly, change also occurs when we least expect it. One of the best ways to accept change is to plan for it.

Logically, it may seem difficult to plan for unexpected events. However, if we prepare for change, we are more likely to handle it best when it ultimately rears.

4) Maintain a work–life balance.

It’s important to keep things in perspective. Try and leave concerns generated by change in the workplace at the workplace and enjoy spending time with family and friends.

www.ieu.asn.au feature

Labour Bites

Earthquake schools will not re-open Christchurch teachers have confirmed they will strike next month to protest against radical government education reforms in the rebuilding city. Teachers and principals voted for the action due to rising anger and concern over plans to close or merge 39 schools in the city and amendments to the Education Act that will legalise charter schools New Zealand Educational Institute (NZEI) chairwoman Sandra Spekreijse said.

“We feel that strongly about it, and we’ve tried all the proper channels, and feel that this is the only option we’ve got left.’’ She said parents, and the wider community, are backing the action, especially given the key role schools played in providing children with much-needed stability after the devastating earthquakes.

(Source: New Zealand Herald)

The land of the free?

The chief lobbyist for the Kansas Chamber of Commerce Eric Stafford told state legislators that he wants to see them pass a bill to end automatic deductions for public employee unions as a means to ending such unions.

The legislation would prohibit public employee unions from having deductions taken automatically from their paychecks in order to fund union political activities, as well as expanding the definition of ‘political activities’, in particular banning unions from campaigning for or against public referenda.

“I need this bill passed so we can get rid of public sector unions,” Stafford told committee members, according to a tweet from a reporter in attendance. (Source: Huffington Post)

School nurses axed The Queensland Government has axed all state-funded primary school nurses, spelling the end of an estimated 126 free hearing clinics in southeast Queensland, as well as sight screenings. The school nurses also offered other preventative care health services such as lessons about hygiene, sexual abuse awareness programs and puberty preparation.

Australian Medical Association Queensland president Alex Markwell said the direct impact of the move could be delayed diagnosis of hearing problems, which would in turn lead to language development and learning difficulties.

“Ever since September when it became clear that most preventative health services would be cut we’ve spoken out against them because they are short-term decisions that will have long term consequences.”

(Source: Brisbane Times)

Attention IEU artists

The IEU has moved into its new Sydney headquarters, 485-501 Wattle Street, Ultimo.

The landmark ‘Briscoe Building’, circa 1901, is a heritage-listed Victorian warehouse with Romanesque windows, which was derelict for several decades before refitting and refurbishment by the IEU. Over the next five years, the IEU Executive will purchase by commission a collection of works of art executed by our members to display in the public areas of the building (meeting rooms, board room, training room and corridors).

The Union is interested in all media, including textiles, painting, drawing, sculpture and photography.

More details will be provided throughout 2013 but potential contributors might consider the following statement as an indication of appropriate themes to explore: “We are an education trade union committed to principles of equity, inclusion, fairness and social justice.

“We have a great sense of history and our heritage-listed building was born of the 19th century as an iron merchants’ warehouse and has been renovated to meet our administrative needs in the 21st century.”

For further details keep an eye on the IEU’s website and forthcoming issues of Newsmonth or contact Verena@ieu.asn.au

Change from within Jewish teachers in the United Kingdom are being encouraged to join unions to combat anti-Israel rhetoric. The UK Jewish Board of Deputies has issued a call for Jewish teachers to join the National Union of Teachers and similar academic organisations.

The call, which went out last week, comes after years of discontent with unions such as the NUT due to actions and statements that some of their Jewish members have perceived as anti-Israel.

“The perceived and often actually hostile attitude to Israel in many unions has led to Jewish members renouncing their memberships, and this is understandable,” Board of Deputies spokesman James Martin said, “However, this unfortunately deprives them of the opportunity to make and influence policy”.

(Source: The Jerusalem Post)

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the tracking of disease rates.

Statistics help planning of efficient recycling systems.

Statistics help planning of efficient recycling systems.

Statistics help

www.ieu.asn.au overview

e Kaplan-Meier Estimator tiple improves drug trials, saving countless lives.

Kaplan-Meier Estimator improves drug trials, saving countless lives.

Kaplan-Meier Estimator

Scientists use state-space models to understand marine animal movements.

Scientists use state-space models to understand marine animal movements.

Scientists use state-space

Shorts

planning of efficient recycling systems.

Statistics help reduce antibiotics over-consumption.

Statistics help reduce antibiotics over-consumption.

Statistics help

Transport infrastructure is improved based on statistical models of Transport infrastructure people flow. is improved based on statistical models of Transport infrastructure people flow.based on is improved

2013 INTERNATIONAL YEAR OF STATISTICS

Spatial statistics and epidemiology models to understand improve response marine animal movements.

Spatial statistics to foot-and-mouth and epidemiology • Inspiration abounds at www.ideastoinspire. disease. improves drughelp trials, Statistics improve response Spatial statistics co.uk.

If you want to challenge yourself, change saving countless planning for lives. to foot-and-mouth and epidemiology your approach or just need some brain food, new criminal disease. improve response Statistics helpfind it here. It supplies everything from justiceyou’ll system. to foot-and-mouth planning for programing, how to support spelling and disease. new criminal Statistics helpin the classroom and ways to use video justicemaths system. planning for

and technology. new criminal • Abused, misused and vital to modern societies, ing justice system. statistics get the recognition they deserve this year, as 2013 is the Year of Statistics. The Statistics ing 2013 website www.statistics2013.org is a portal ture for teacher Statistics helpresources feed the focusing on how important ing numbers are to understanding and knowledge. world by identifying There is a downloadable classroom poster clearly new crop varieties in ture Statistics help feed the breeding experiments. illustrating the impact of statistics on lives. Here’s world by identifying a statistician’s idea of a joke: statistics prove that new crophelp varieties ture Statistics feed in the numbers of offspring is an inherited trait. If your breeding experiments. world by identifying parents didn’t have any kids, odds are you won’t new crop varieties in either (sic). breeding experiments.

• If you think education is about learning from others and sharing ideas and resources but you don’t know the best way to do this visit www.

Statistics help edmodo.com. This freeidentify community links you with and save teachers from around the world and your local endangered species.

Statistics help It’s a great area to inspire and offer suggestions. identify and save way to get help when no one else is available. endangered species.

Statistics help • Do you know an Indigenous young person identify and save (over 19 years of age) who could benefit from endangered species. financial support to undertake tertiary studies?

Send them to the Indigenous Business Australia website www.iba.gov.au/corporate/ibascholarship-fund.

• Challenge Union Shopper to find you a better deal on white goods, holidays, services and trades, mortgages, insurance and cars etc. This is a service for union members only. www.unionshopper.com.au

RECOGNIZING THE CONTRIBUTIONS OF STATISTICS TO SOCIETY WORLDWIDE statistical models of people flow.

reduce antibiotics over-consumption.

2013 INTERNATIONAL YEAR OF STATISTICS Better statistical models improve the tracking of disease rates.

Statistics pinpoint the cause of the fusarium keratitis Statistics RECOGNIZING OF STATISTICS TOpinpoint SOCIETY WORLDWIDE epidemic.

Multicenter Statistics AIDShelp in theTHE CONTRIBUTIONS Statistics help grow the cause of the search for effective Statistics help trials improve treatments for multiple the economy, and planning of efficientfusarium keratitis Statistical thinking sclerosis. recycling systems. Statistics pinpoint Scientists use state-space patient outcomes. and methods play a multivariate methods models to understand epidemic.

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Multicenter AIDS methods Statistics help statistical models of Statistics help grow models improve improve treatments for response reduce antibiotics people flow. the tracking of trials improve heart conditions. advance scientific to foot-and-mouth the economy, and over-consumption. disease rates. disease.

Statistics help patient outcomes. understanding. multivariate methods planning for Statisticians are new criminal involved in complex advance scientific justice system. studies that advance Statistics help in the understanding of search for effective help understanding. Statistics migration patterns.treatments for multiple Statistics pinpoint planning of efficient sclerosis.

Statistics help to systematically synthesize evidence that improves treatments for heart conditions.

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www.statistics2013.org

recycling systems.

Scientists use state-space

models to understand Quick counting marine animal movements. by panel of statisticiansKaplan-Meier Estimator improves drug trials, changes saving countless lives. electoral culture Statistics help feed the in Mexico. world by identifying

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Spatial statistics and epidemiology improve response to foot-and-mouth disease.

Census data are collected Quick counting and analyzed, allowing by panel of Statistics help statisticians effective national and identify and save changes Census data are collected endangered species. electoral culture help feed the local policyStatistics decisions. in Mexico. world by identifying and analyzed, allowing new crop varieties in breeding experiments. effective national and Census data are collected local policy decisions. and analyzed, allowing effective national and local policy decisions.

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newsmonth - Vol 33 #1 2013

Multicenter AIDS trials improve patient outcomes.

Statistics help grow the economy, and Transport infrastructure multivariate methods is improved advance scientific based on statistical models of understanding.

Statistics help grow the economy, and multivariate methods advance scientific Census data are collected understanding. and analyzed, allowing

effective national and local policy decisions.

Census data are collected and analyzed, allowing effective national and local policy decisions.

Statistical thinking the cause of the and keratitis methods play a fusarium pivotal role in quality epidemic.

people flow.

planning for new criminal justice system.

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Statistics help catch drug cheats at the 27th Olympic Games.

Statistics help catch drug cheats at the 27th Olympic Games.

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improvement and resurgence of the economy.

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27th Olympic Games.

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Statistics help catch recovery after thecheats at the drug are helping people 27th Olympic Games.

2011 Christchurch in the ongoing earthquake. recovery after the 2011 Christchurch Tailored statistics are helping people earthquake. in the ongoing

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recovery after the 2011 Christchurch earthquake.

www.ieu.asn.au overview

IT Wizard

Worlds apart Given our own challenges with an abundance of affordable mass-produced technologies, it’s often easy to forget just how empowering technology is to others, particularly those living in developing countries.

A recent UN report concluded that mobile phone connections have done more to lift people in developing nations out of poverty than any other technology. At the end of 2011, six billion people or roughly 86% of the world’s population now have cellular access, shifting the way communities run themselves in the developing world and providing instant communications where earlier there had been none.

Where technology has been most ubiquitous in the developing world is also where it has been the most affordable. Mobile phones and affordable computers have assisted remote communities to connect one another and educate more effectively than ever before. As one half of the world relies on technology, the other parts (such as our own) are saturated by technologies – many of which we

forget we even need. So do we really need them all?

Extra Exabytes of everything Our careers have slowly spilt over into our home life: mobiles, iPads and laptops allow us not just to be contacted at home in our private space, now we can be contacted wherever there is a signal – which is practically everywhere.

Back in the developed world many of us are, for good reason, in awe of the gadgets that save us time and give us access to hundreds of exabytes of data, and within this, billions of layers of information, each possibly on a different subject. It’s a thought so complex to appreciate, that you would need to count all the stars in the universe just to have some kind

of linear comparison. The convenience of instant connectivity and endless information has helped to clutter our lives, as technological pandemonium engulfs our world. While useful, there are false promises to be aware of. Just as the paperless office once promised a greenie-inspired, efficiency-utopia more paper is now being used than ever.

We still only generate less than 2% of all our power needs through renewable technologies (a figure which would have stood out to generations of wishful thinkers 40 years ago) and the batteries on our devices still need constant recharging, tethering us to the grid, even as ‘smarter’ devices show promise and opportunity.

We are constantly being

promised that technology will render our lives easier, but rarely do they compensate for the parts of our lives they intrude.

Similarly each year, teachers are made to learn more and more complex hardware and software platforms, introduced year on year for the benefit of students and hopefully, teachers too. However, instead of things becoming easier, tasks get juggled around, becoming more and more challenging, a bell-curve that follows technological progress and innovation with additional learning requirements and potentially, additional stress too.

Know the tool, know the difference We should not forget that first and foremost, technology is a tool and not a replacement for teachers or good teaching. And like any industry tool, we should see it for what it is and not be afraid to call it what it has become.

Just as a tradesperson takes convenience from his tools, technology supports your work in the classroom to teach, but isn’t defined by your access to it alone.

To read more www.itu.int/dms_pub/itu-d/opb/ind/D-IND-ICTOI-2012-SUM-PDF-E.pdf www.cleanenergycouncil.org.au | www.thepaperlessproject.com

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www.ieu.asn.au overview

Welcome down under

Welcome to our 2013 exchange teachers from Ontario, British Columbia, Alberta, England, Scotland and Germany. We look forward to meeting you at the welcome reception on 15 February and at various exchange events held throughout the year. It certainly has been a very warm welcome to you all in NSW and the ACT. Also welcome back to all our returned exchange teachers. Many of you would have returned home just a week or so ago and you will still be re-adjusting to life back here. We hope you have enjoyed your year away and look forward to hearing about your travels.

Thank you for your emails, postcards and website stories.

At school If there is an exchange teacher in your school, please make yourself known to them and help them settle into their new community. As overseas exchange teachers have reciprocal Union membership for the year, you might like to invite them to your next Chapter meeting.

Join the League Returned exchange teachers should also think about supporting the NSW Exchange Teachers League now that your year is over. You will receive the next

issue of the newsletter shortly; included will be a membership renewal. The ETL are a wonderful group who have been on exchange themselves and provide social activities and friendly support to the newly arrived exchangees. The ETL meets on the first Wednesday of every month during term time at the IEU’s new offices in Wattle Street, Ultimo at 5.30pm. It has lots of great activities planned through the coming year. If you want to become involved, please call me on 8202 8900. Your support would be much appreciated.

2014 opportunities It is not too late to apply for an exchange position for 2014. Details

on available exchange positions to all provinces in Canada, UK and Colorado in the US will be advertised in the next issue of Newsmonth and also posted on the IEU’s website. There will be some exciting exchange destinations and positions out there.

For those who have already applied for 2014 your applications are in the hands of the overseas coordinators and we are eagerly awaiting matches.

For those who missed out on a match for 2013 and you are reactivating your application, you are a priority. All the best for the coming year: the lucky year!

Helen Gregory Teacher Exchange Coordinator helen@ieu.asn.au

Feel like a change of pace?

How does 12 months overseas sound?

Tel (02) 8202 8900|Fax (02) 9211 1455 The Briscoe Building 485-501 Wattle Street, Ultimo NSW 2007 18

newsmonth - Vol 33 #1 2013

www.ieu.asn.au overview

Vale Mary Powell

1943-2012

Finding the balance Chris Wilkinson President A warm welcome to 2013. I sincerely hope that everyone stayed safe during the extremely hot weather and also the shocking fires that were burning for most of January. I was thinking of you all as the news broke about the ferocity of the fires, the loss of homes and properties and the loss of so many animals. To my knowledge no schools were damaged, so that at least was good news.

I welcome back the teachers who have been overseas on exchange during 2012. I hope that your year was a positive and rewarding one and that you will have the opportunity to share your stories with colleagues and maybe in Newsmonth. I also welcome the teachers who are visiting us from overseas and hope that your year in Australia will be filled with true Aussie hospitality and prove to be a year that you will remember for a long time to come.

People who knew Mary well would know of her Monday tradition. Without fail, every Monday at St John’s the Evangalist Primary School, Campbelltown meant black and white.

Mary was the number one Western Suburbs Rugby League team fan.

Regardless of weekend results, team colours were the order of the day for the 30 years she taught at St John’s.

This was indicative of the manner in which Mary approached life and the many challenges it threw her way.

Mary devoted her energies to many causes in her teaching career that spanned 41 years.

She taught in NSW and Victorian schools and in the course of her time as a teacher, actively supported the IEU as a member, was an IEU rep for many years and also served as President of the South Coast Branch.

Mary showed the same dedication to all the students in her care but particularly students with special needs.

She touched the lives of thousands of children and was often approached by former students who remembered her fondly.

Mary continued to help those in need after her retirement in 2005, volunteering to visit disabled members of the community, assisting them with life skills such as shopping, banking and cooking.

She also provided transportation and company for the disabled and elderly.

As a member of St John’s Parish for most of her life, Mary had been involved with sacramental programs, reading at Mass and also supported parish social events, with her usual zest for life.

Her impact on the St John’s and Campbelltown communities was evident at her recent funeral. Mary passed away after a sudden and short illness on 10 November.

Hundreds of mourners attended her Requiem Mass including former principals, colleagues, students, friends and family.

Mary is survived by her husband, Jim, three brothers, three sisters and their families.

They, as well as her friends and colleagues, always had her loyalty and unwavering support.

By Sue Marsden, current Rep at St John’s

We have now moved into the new IEU office in Wattle Street.

It will be a wonderful environment to work in when all the final touches have been completed. The friendly and efficient Union services will remain the same and you are welcome to visit.

This is shaping up to be a busy year with a full calendar of professional development activities and several major conferences on offer to suit members in many of our sectors. Refer to the PD calendar in this issue of Newsmonth for dates and details.

I hope that you are able to balance your work and family life this year so that you can enjoy your leisure time as well.

Remember that there is a life outside of the classroom and it is up to you to make time for yourself.

I look forward to working and supporting you again this year and wish you well.

Recognising the contribution of leaders Pam Smith Principals’ Branch Organiser IEU principals’ gatherings have acknowledged the significant contributions of retiring Principals’ Branch members Patricia Burgess and Helen Currie and wished them well for the future.

The Union presented a Certificate of Appreciation to Patricia at a principals’ meeting in Wagga Wagga on 31 October and tribute was paid to Helen at the Principals’ Branch meeting on 3 November for her service on behalf of principals in the ACT. A major focus of recent principals’ meetings has been the NSW Government’s ‘funding freeze’ and the IEU has been meeting with diocesan directors in regard to the possible implications in each diocese of the funding situation and the vital importance of protecting employment and working conditions.

Other concerns on principals’ agendas have included national and NSW/ACT education issues such as the Australian Curriculum and AITSL and the development of national standards for principals and teachers.

Union principal members Des Fox, Patricia Burgess and Doug Garnett have also contributed, with IEU officers Carol Matthews and Pam Smith, to the CCER Leadership in Catholic Schools Working Group.

The AGM is scheduled for 16 February.

Above: (left to right): IEU Organiser Pam Smith, Kildare Catholic College Principal Patricia Burgess, Wagga Wagga delegate to Principals’ Branch Brenda King and IEU Organiser Lyn Caton.

Left: IEU Organisers Jackie Groom and Pam Smith with retiring Principal Helen Currie at the November Principals’ Branch meeting.

Dignity and respect in the workplace Michelle Omeros Vice President, Non-Systemic Schools Ensuring there is dignity and respect in the workplace will provide a harmonious environment in our schools.

This can be achieved through consultation and inclusiveness between the employer and their staff.

Procedures that are fair and transparent enable staff to feel a part of a team, rather than just a worker. All staff needs to feel valued for their contributions during their years of service.

When new positions are created all interested applicants should have the opportunity to apply and the required criteria should be made available to all who are applying.

Employers should not discriminate on grounds prohibited by law, including for example on the basis of

sex, age, union membership, race or disability. A fair process with positions being advertised (on the noticeboard or in the newspaper), applicants being asked common questions and an opportunity for unsuccessful applicants to get feedback about the reasons they were unsuccessful, enhances confidence in the process and removes concerns that the decision may have been made for discriminatory reasons.

If an applicant feels that an appointment has not been conducted fairly he or she should contact a representative of the interview panel to discuss his or her concerns. If not convinced, contact the Union office for advice about how to make the matter further. newsmonth - Vol 33 #1 2013

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Instruments for refugees Do you have an instrument gathering dust or a creative talent that you would be willing to donate to people in need? Volunteer music teacher at Villawood Immigration Detention Centre in Sydney, Philip Feinstein, urges us to our bit to bring music, song and creative enrichment to refugees.

“I volunteer at the Villawood Immigration Detention Centre in Sydney, having been involved with children and adult refugees there for some time.

I am also privileged to have had the

opportunity of obtaining various music instruments for these detainees, including pianos, guitars, violins, percussion instruments and more.

“Regardless of who we are or where we stand on the political scale, I am sure that we all recognise the stress and trauma that people go through being ‘locked up’ in detention, despite most of them not having committed any crime.

As a member of the community, I look at the small picture to see where I can offer assistance to the individual people. Will you join me?

“It is a known fact that making and listening to music is an amazing tool to create peacefulness and harmony.

We can all make a difference in helping less fortunate people, no matter who they are or where they have come from.”

“Following successes at Villawood, contact has been made with various organisations who have agreed to act as drop-off points to receive donated instruments and to then deliver them to their closest detention or refugee support centre.

“No matter where you live, please consider what a difference you can make to a lonely and perhaps frightened refugee or person in immigration detention, who has come to our shores to try and make a good and safe life after escaping unbearable cruelty in their country.

“It is a known fact that making and listening to music is an amazing tool to create peacefulness and harmony. We can all make a difference in helping less fortunate people, no matter who they are or where they have come from. So maybe you have an instrument gathering dust in a cupboard, or maybe your kid’s school has a spare guitar to donate.”

On behalf of all refugees I thank you!

For more details contact Philip Feinstein via philipf9@bigpond.net.au.

Instrument donation drop-off points Please note that only small instruments in working order (guitars, violins, percussion, recorders, etc) are required. Please do not deliver large instruments like pianos to dropoff points. If you want to donate a piano, organ or drum kit, please contact Philip Feinstein, who will try to arrange transportation direct to the appropriate detention centre if they require such an instrument.

Villawood Immigration Detention Centre is now only requires a few more acoustic guitars (nylon strings only) and small percussion instruments. Guitars must be in cases if possible.

Drop-off points for these instruments are: Emanuel Synagogue 7 Ocean Street Woollahra, Sydney 9am – 5pm Mon or Wed, or 9am – 2pm Tues or Thur TEL: (02) 9328-7833 Acoustic guitars with nylon strings only Balmain Uniting Church Café 344 Darling Street Balmain, Sydney 9am – 2pm Mon – Sat Acoustic guitars with nylon strings only Maroubra Junction Uniting Church 829 Anzac Parade Maroubra, Sydney 9am – 5pm Wed – Fri 0425-300-954 Acoustic guitars with nylon strings only

Hunter: Although there are no immigration detention centres in the Newcastle area, Mr Biko Syong’oh is involved in helping former refugees obtain instruments.

Contact details are: Biko Syong’oh - Hunter African Communities Council www.africancouncil.org.au Broadmeadow Mobile: 0432-940-427 Email: bsyongoh@africancouncil.org.au Also assisting is the Charlestown Uniting Church Centre Contact in advance: (02) 4943-4019 Jenny Cummings Tues, Wed and Fri: 9:30am – 1pm NAURU: The Salvation Army have agreed to accept and ship music instruments for the refugees at Nauru.

Because of shipping and other constraints, the following are the only items required: Sanzas, horns, tanboors, sarodes, sitars, harmoniums, tablas, small drums, dhols, gongs, shakers, rubabs, dairas (tambourine), violins, acoustic guitars with nylon strings only (in cases), plus sets of nylon guitar strings and compact keyboards.

The only drop-off point for instruments for Nauru is: The Salvation Army 140 Elizabeth Street (near Liverpool Street) Sydney City Office hours only: 9am – 5pm Mon – Fri Contacts: Ben Litchfield / Luke Richmond (02) 9266-9573

Also in Sydney are two organisations caring for former detainees.

They also require instruments. Contacts are: STARTTS - www.startts.org - Jiva Parthipan/ Richard Walker TEL: (02) 9794-1900 SydWest Multicultural - www.sydwestmsi.org.au Susan Vogels TEL: (02) 9621-6633

Other ways to share To music teachers/musicians: If you have the passion like me to share your knowledge and pleasure of creating music, please consider volunteering some of your time with the detained refugees. Even jamming together creates wonderful harmony. Or maybe you have another skill you can offer.

Speak to a SERCO person at your closest centre to see if you can help - SERCO manages all the Australian

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immigration detention centres and facilities and their staff are very helpful. To give you an idea of some of the great work many of the SERCO staff do at immigration detention centres, see this short video from Leonora Detention Centre in WA: www.youtube.com/watch?v=dT5SPr6qZwI For musicians (or people with other talents) who wish to assist at Villawood contact Muarina Konrote via muarina.konrote@serco-ap.com.au

www.ieu.asn.au overview

Women too often carry the burden of social inequality.

These women are working to change that.

Of the world’s poorest people, it is estimated that 70% are women.

With the support of Australian unionists and unions, Union Aid AbroadAPHEDA is working to redress this appalling gender imbalance.

L-R: Jessica Sequeira, Abelita da Silva, Ricar Pascoela, Ana Filomena Mariano and Henyta Casimira - some of the founding members of the Working Women’s Centre Timor-Leste. Photos by Shabnam Hameed.

Almost three-quarters of our projects are aimed at improving opportunities for women and, by doing this, improving their families’ lives too. In Timor-Leste, we are supporting women like Jessica, Abelita, Ricar, Ana and Henyta in a vital poverty reduction initiative. These community-minded women helped form the Working Women’s Centre TimorLeste, which is working to increase women’s workforce participation and improve incomes and working conditions.

Your solidarity will make a difference.

Union Aid Abroad APHEDA

The overseas humanitarian aid agency of the ACTU

You can support initiatives like this by becoming a Global Justice Partner.

Visit www.apheda.org.au or call 1800 888 674 to learn more.

Feel like a storm is coming? your union is only a phone call away

The Briscoe Building 485 - 501 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 P 02 8202 8900 | F 02 9211 1455 www.ieu.asn.au

newsmonth - Vol 33 #1 2013

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www.ieu.asn.au overview

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I’m not a great fan of straight Sauvignon Blanc. I find the Western Australian lot generally too 'grassy' for my taste and those from New Zealand’s Marlborough area dominated by passionfruit.

That said I do enjoy a few from the Adelaide Hills, especially the Shaw and Smith ($25) and the summer months do tend to lend themselves to the young fresher styles of white wines so I was grateful to find a new source of the variety which I truly enjoyed.

Passion for fruit

Brown Brothers 2012 Sauvignon Blanc ($18) is sourced entirely from the groups cool climate Tasmanian vineyards and it adds a new dimension.

Pale straw in colour with lively green hues it displays all the aromas one expects from Sauv Blanc. The fresh cut grass and the passionfruit are evident but other fruits like melon and gooseberry peek through too and none overpowers. The same is true of the palate where the fruits are subdued and there is a crisp acid and clean finish.

I’m looking forward to more vintages sourced from the apple isle.

A more unusual but interesting white for the warmer months is Verduzzo, a white variety grown extensively throughout Friuli, in north-eastern Italy. This is a versatile grape often used for blending and for producing a 'dolce' or sweet version but occasionally released as a straight varietal. The

Pizzini Verduzzo 2012 ($20) is a very pale almost clear wine with a warm apple pie nose. At first it feels rich and mouth filling with a gentle creaminess and plenty of stone fruit and pear but this gives way to a fresh and livery acidity with a bit of grip. There is a very interesting structure and texture at work here. I wasn’t paying attention when I grabbed a bottle to take to our local Thai restaurant (thought I had a Verdelho) and I was not disappointed it worked really well.

Another style I gravitate to over summer is the sparkling reds and during these holidays I dug out some of the Paulette’s Sparkling Red 2008 ($20) I’d picked up in the Clare Valley mid year. This blend of 80% Shiraz and 20% Cabernet Sauvignon produces a medium ruby colour with a gorgeous claret mousse. There are appetizing plum aromas that stimulate the taste buds

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22

newsmonth - Vol 33 #1 2013

even before the first taste, which is of rich red fruits and berries with a subtle savory note. The texture is round and smooth with well-balanced tannins and a dry finish. To get the full effect the wine needs to be well chilled but not ice cold. Lovely bubbles for those want a little more fruit and less yeast in their fizz.

Finally the most interesting barbeque red I came across over the holiday period and certainly outstanding value was the MR Mick Tempranillo 2009 ($14). This is the Tim Adams 'value' label and I think this variety is the next big thing in Australia. A light claret colour this is herb scented and juicy with strawberry flavours and a hint of spice soft tannins linger at the finish in a full-bodied yet easy drinking red. I think it needs char-grilled food but maybe that’s just me. Good Drinking.

www.ieu.asn.au overview

Bernard O’Connor NGS Super

Keating on longevity risk The Honourable Paul Keating, architect of the Australian superannuation system, gave a keynote speech at the Association of Superannuation Funds of Australia (ASFA) conference which was recently held in Sydney.

Mr Keating provided a comprehensive overview of the thinking behind the then revolutionary idea which he said came from “the sea change in the economy and society which produced the cooperative model adopted and operated between 1983 and 1996”. In his view the policy of industrial co-operation and social justice was generated from a productive economy.

He then alluded to the idea of longevity risk and stated that when the system was designed it was intended to support people in the 55 to 75 age group.

Because people are living longer (“if you get to 60 you have a reasonable likelihood of getting to 85”), Mr Keating concluded that there was a real risk that many people would outlive their superannuation savings (longevity risk) due to inadequate contribution levels.

With the increase in life expectation, he proposed a rethinking about retirement savings to cater for two groups: Age 60 to 80 – about retirement living and lifestyle (Superannuation Phase 1); and Age 80 to 100 – about maintenance and disability (Superannuation Phase 2).

In brief Mr Keating proposed two possible solutions to the longevity problem. The first would involve preserving a portion of the lump sum at retirement as a deferred annuity which would be available to the individual upon attaining the age of 80 or 85.

Around 20% or 25% of the lump sum would compound over a 15 or 20-year period until Phase 2 of retirement kicks in. The second possibility would include an extra 3% (15% in total) contribution to be devoted to health, maintenance, income support and aged care. This would be administered by the government as a universal insurance scheme which would be fully funded by the extra 3%. In essence

it would be a government managed longevity insurance fund.

In relation to the current system, Mr Keating noted that in the system he set up people over age 50 could salary sacrifice up to $100,000 at a time when discretionary income was higher with grown up children and mortgage paid off. He noted that the current government has reduced the limit to $25,000 per annum for salary sacrifice and criticised this amount as “simply too little”. In his view the reduced tax revenue for the government today if the caps were increased would reduce the risk later for its funding obligations.

Mr Keating concluded his presentation by making several remarks on investment. In his view members’ expectations as to rates of return in super were too high. He considered that high single or double digit returns were not possible over the long term because of the sheer size of the superannuation pool of money. These expectations cause managers to search for yield in riskier asset classes such as shares. He noted that compared to OECD countries, Australian super funds on average were highly weighted to equities and recommended a reduction of risk upon reaching a certain age.

On the topic of franking credits which were introduced around the same time as compulsory super, Mr Keating warned that super funds should be “vigilant” in protecting this benefit because Treasury has never liked it as they view it as a loss of tax revenue. “Never let them do it,” warned Keating as the franking credits flow back to Australian superannuation fund members rather than as profit for overseas corporations.

The presentation concluded with a warm round of applause as Mr Keating, once again, provided the delegates with much food for thought and possible future directions for the national retirement savings pool.

Bernard O’Connor (NGS Super) (boconnor@ngssuper.com.au) Source: PJ Keating’s speaking notes

(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.)

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

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

Gabrielle Connell Vice President ECS Albury Preschool Kindergarten Francis Mahanay Vice President, ACT Holy Family School, Gowrie Peter Moore Financial Officer De La Salle College, Cronulla Marie MacTavish Financial Officer St Joseph’s Primary School, East Maitland

newsmonth - Vol 33 #1 2013

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www.ieu.asn.au giveaways

Giveaway 1

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Giveaway 2

Giveaway 3

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Collection of Contemporary Australian Poetry from the UQP Poetry Series 1. Water Mirrors by Nicholas Powell (Winner of the 2011 Thomas Shapcott Poetry Prize) 2. 1953 by Geoff Page 3. The World Last Night by MTC Cronin If you need more poetry in your year, then what better place to start than these three titles by gifted contemporary Australian poets. Described variously as luminous, compelling, suspenseful, vital and curious, these works are sure to make the world a more beautiful place.

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 1 March. Envelopes must be clearly marked with the relevant giveaway.

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