Newsmonth#2 2022

The newspaper of the Independent Education Union of Australia NSW/ACT Branch (vol 42 #2) April 2022 PP 100000871 ISSN No: 0728-4845

HEAR OUR VOICE STRIKE LOOMS IN CATHOLIC SYSTEMIC SCHOOLS

Members and delegates vote to endorse the 'Hear our Voice: A fair deal for teachers and support staff' campaign at IEU Council on 19 March.

The union’s campaign for better pay and conditions for teachers and support staff in Catholic systemic schools is well under way.

Members and delegates at the IEU Council on 19 March voted unanimously for teachers and support staff who work in Catholic systemic schools to pursue the 'Hear Our Voice: A fair deal for teachers and support staff' campaign utilising the media and, if required, move toward taking protected industrial action.

The union has almost 20,000 members in 600 Catholic schools throughout NSW and the ACT. We have strength in numbers, but we always welcome new members.

At the Council meeting, members and delegates endorsed five key demands: • pay teachers what they’re worth (in line with other professions) • give support staff a fair deal (pay parity with their counterparts in government schools) • let teachers teach – cut paperwork • allow time for proper planning (reduce face-to-face teaching load by two hours a week) • end staff shortages.

“The failure to increase teachers’ pay to match that of other professionals and the ever-increasing workload has led to a crisis in teaching,” the Council resolution states. “It’s time for Catholic employers and the NSW Government to hear our voice.”

Staff shortages fuel frustrations IEUA NSW/ACT Branch Acting Secretary Carol Matthews said: “Our members are frustrated at the slow pace of negotiations given no offer has been received from the employers. The union sent the claim to the employers in November last year, well before agreements expired at the end of 2021.”

The severe shortage of teachers in Catholic systemic schools across NSW and the ACT is a direct result of declining pay coupled with excessive workloads. It has been turbo-charged by the COVID-19 pandemic with staff either off sick or isolating.

“Teachers are exhausted because of extra demands to cover absent colleagues’ classes,” Matthews said.

“Members have reported standing in a corridor between classrooms trying to teach two or three primary classes

simultaneously. Something has to be done before even more of them burn out.”

Stagnant salaries starve the profession IEU members agree with the NSW Teachers Federation that uncompetitive salaries and unsustainable workloads are driving teachers (both new and experienced) away from the profession.

“Teachers’ workloads are only increasing but teachers are not getting paid what they should be for the hours they work,” said IEUA NSW/ACT Branch President Chris Wilkinson.

“Young graduates are not going into the teaching profession because of the pay and workload. When I talk to my Year 12 students, not many of them want to go into teaching – it’s just not an attractive career for most young people today.”

IEU Organisers are visiting members in schools throughout NSW and the ACT and any further decisions about industrial action will be taken in coming weeks.

Negotiations so far Since the IEU’s claim was lodged with employers in November 2021, the employer bargaining team has only Continued on page 2

NCCD breakthrough: Special 4-page liftout Education Issues Coordinator Veronica Yewdall explains a year-long process – and the positive outcome.

In response to member concerns about the process of the Nationally Consistent Collection of Data (NCCD) about Australian school students with disability, the IEU conducted a survey in late 2020 to establish the breadth and severity of workload and wellbeing concerns arising from the NCCD. Our research in 334 schools shows there is widespread respect for the NCCD and

its aims. However, it was equally clear that teachers were struggling with unsustainable evidence collection expectations at school and system level, as well as various complications arising from the postenumeration verification process.

The IEU reached out to the federal Department of Education, Skills and Employment (DESE) in Canberra in March 2021, with the aim of finding workable solutions.

In a special four-page liftout in this

issue, you’ll find the result of six months of meetings between DESE and the IEU, culminating in a Fact Sheet. It contains key clarifications of the NCCD guidelines, providing teachers with official information that challenges the current duplication and layering of evidence. You will also find: • a timeline of the IEU’s engagement on this issue • official correspondence between the Department of Education, Skills and Employment authorising the IEU

• • • •

to distribute this Fact Sheet to teachers throughout Australia the Fact Sheet developed through collaboration between DESE and the IEU IEU commentary that clarifies the practical application of the Fact Sheet in schools a thank you to our NCCD Working Group next steps for the IEU and next steps for members.

For the full liftout, see pages 9-12

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earOurVoice ieu.asn.au #H

(vol 42 #2) April 2022

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

Executive Editor: Carol Matthews, Acting Secretary, for and on behalf of the IEU Executive and members Managing Editor: Monica Crouch Journalists: Sue Osborne Katie Camarena 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 Email: ieu@ieu.asn.au www.ieu.asn.au ieunswact ieunswact ieunswact This publication was produced on the unceded lands of the Gadigal People of the Eora Nation.

The IEUA NSW/ACT Branch acknowledges the Aboriginal and Torres Strait Islander peoples as the traditional owners of the lands where we live, learn and work, and pay our respects to their Elders past and present.

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IEUA NSW/ACT Branch Acting Secretary Carol Matthews addresses Council on 19 March, left; and staff members Ram and Christine model the campaign t-shirt.

For campaign resources go to: www.ieu.asn.au/ campaigns/catholic/ systemic-schools/whatyou-can-do agreed to meet with the IEU three times: on 2 February, 23 February and 23 March (further meetings are scheduled).

The union has sent detailed claims to the employers with supporting documents, including one that sets out how the increases achieved in government schools in 2019 should be applied to the rates and classifications applying to support staff in Catholic systemic schools.

Meeting on 2 February: The IEU discussed and explained all elements of the union’s claim, including claims relating to teachers and claims relating to support staff.

Meeting on 23 February: Employers were scheduled to respond to our claim. Although they commented on some elements, they gave no clear indication of their position in relation to any matter.

Meeting scheduled for 10 March: CER cancelled this meeting just before it was to begin, for technical reasons relating to issue of the Notice of employee representational rights.

Meeting on 23 March: Further discussion of the union’s claims, including those relating to support staff. The employers said they appreciate the hard work of teachers and support staff but still did not provide a formal response to any of the union’s key demands, promising a response in writing at the next meeting on 6 April.

Once-in-a-decade opportunity The union believes that a strong public campaign is necessary to achieve a successful outcome for teachers and support staff.

The IEU and its members need to endorse the campaign enthusiastically for the benefit of the profession as a whole. It is a once-in-a-decade opportunity to address teachers’ pay.

The NSW Teachers Federation is also campaigning for significant increases in teacher salaries and a reduction in workload (the Federation does not represent support staff in government schools, they are represented by the Public Service Association).

The NSW Government (the employer) is resisting the Federation’s claims. The NSW Government has had a policy of restricting public sector wage increases to 2.5% per annum since 2011 – this is known as the public sector pay cap.

The pay cap does not legally apply to the non-government school sector, but Catholic systemic school employers have traditionally followed it for political reasons.

How we take action We need to demonstrate to employers and the general community that we are serious. The most effective way of doing this is by taking protected industrial action.

This could take the form of wearing campaign badges or t-shirts, banning meetings, and taking stop-work action (striking) for any period of time, from half an hour to a day or more.

The process for taking protected industrial action under the Federal Government’s industrial system requires union members

who are bargaining for an enterprise agreement to first vote in a formal Protected Action Ballot in favour of taking protected action.

The proposed action is set out in the ballot. The ballot needs to meet two requirements: half the members in a particular workplace must participate in the ballot; and more than half of those who vote must vote ‘Yes’. To achieve the right to take protected action, both requirements must be met.

The IEU will arrange for the vote to be conducted in a secret online ballot at each school. Members will only have the right to take part in any protected action that may be called if the Protected Action Ballot of members was carried. If the vote is not carried, you will not be entitled to participate.

It is essential to talk to other members at your school and encourage voting in your Chapter so it reaches the 50 percent participation threshold.

What members can do For this campaign to be successful, please help us by doing the following: • encourage your colleagues (both support staff and teachers) who are not IEU members to join the union – only members can vote on protected industrial action and participate in that action • check you are on the IEU member list for your current school, especially if you have recently changed schools • check that your name and email address are correct on IEU records. To vote in a Protected Action Ballot, you must have the same name on both your employer’s records and IEU records (this means: middle names, maiden name vs married names, hyphenated names, etc) and you must be recorded at the same school on both employer and IEU records.

• discuss this campaign with colleagues and encourage them to be involved • establish an IEU Committee to assist the IEU Rep in gaining support for this campaign among staff at your school.

The formal Protected Action Ballot will be conducted early in Term 2 – but only in schools that have advised us that they wish to be part of the ballot. Invite your colleagues who are not members to join the union.

More information Valuing the teaching profession: An independent inquiry, Dr Geoff Gallop, Patrick Lee and Dr Tricia Kavanagh, 2021; commissioned by the NSW Teachers Federation.

Carol Matthews Acting Secretary Monica Crouch Journalist

In solidarity I send great solidarity to all members of the Independent Education Union as you face another battle around improved wages and conditions.

You’ve seen nurses stand up and fight back and we’ll continue to do so. It’s critically important that unions support each other in making sure we get better outcomes – that there are fair and just wages and conditions.

We want to see a better health care system. We want to see an education system that can deliver for our

communities. So we stand together.

We all go to work every day to deliver a better NSW. Teachers and nurses deserve to be properly recognised and rewarded for that.

We have been undervalued. We need to stand up and fight back to get decent wages and conditions.

Brett Holmes, General Secretary, NSW Nurses and Midwives Association, addressed the IEU Council on 19 March

Catholic employers can lead the way on stagnant pay Mark Northam Secretary

It’s time for Catholic employers to break the nexus and acknowledge that being in lock step with the NSW Government wages policy is both unnecessarily constraining and counter to the wellbeing of the education profession and the communities they serve.

The climate of insecure work, universities not attracting students into teaching degrees, the cost of the degrees, an unacceptable teacher attrition rate and the reality that cost-of-living increases are outstripping the Perrottet government’s imposed 2.5% wages cap (which is even lower when there are legislated increases in the Super Guarantee Levy) – has created the perfect storm.

The community expects better. IEU members expect better. In recent times the CEOs of Coles, Woolworths and Harvey Norman have signalled that significant price increases are not far off. To limit the pay increase for NSW public servants to 2.5% is to restrict economic wellbeing and the post-COVID recovery.

For several decades the Catholic policy has been not to pay more than the State Government. This is despite Catholic

systemic schools being in the federal industrial relations system. Catholic employers can step up and break the impasse.

Professor John Buchanan from the University of Sydney Business School declared in the Sun Herald on 27 February: “What Australia’s got now is a problem of militant employers ... just look at how the NSW Government has been treating the nurses, the teachers and the train drivers.”

“‘Taking one for the team’ is a worn-out narrative.”

IEU members are poised to push back on a government that is not listening to reasonable demands for improved salaries and conditions.

ACTU Secretary Sally McManus said: “Workers need a fair share of the national prosperity they are creating. We need wage growth to put money in the hands of working people to create a strong, durable recovery from the pandemic.”

Catholic employers are aware of teacher shortages – a recent submission to the Initial Teacher Education Review by the Catholic sector predicted a 15 percent teacher shortage by the end of the decade.

Catholic employers are aware that the model of

delivering education needs an overhaul, not simply tinkering around the edges. This translates as increased release time for teachers.

Catholic employers are aware of the 2019 settlement between the Public Service Association (which represents support staff in government schools) and the NSW Government which provided for enhanced pay outcomes.

Ross Gittins in the Sydney Morning Herald on 3 March posed three questions: “First, will employees get outsized pay rises this year to compensate them for the wage freeze that turned out not to be needed?

“Second, will employees also get pay rises big enough to cover all the recent increase in living costs they face, or will employers, public as well as private, ask them to ‘take one for the team’ one more time? If so, real wages will fall further, and future consumer spending will be stuffed.

“Third, will the econocrats’ strategy of running a supertight labour market force tight-fisted employers to increase wages, as the only desperation measure able to attract the workers they need?”

‘Taking one for the team’ is a worn-out narrative. Catholic employers have an opportunity to lead. Let’s hope they take it.

Independent schools MEAs

Fair Work Commission gives the green light Carol Matthews Deputy Secretary

The Fair Work Commission approved multi-enterprise agreements (MEAs) applying to teachers and support staff in more than 200 schools in early March.

The new MEAs replaced the 2017 MEAs that had expired on 31 January 2021. The union had commenced bargaining with the Association of Independent Schools (AIS) in late 2019 but the AIS withdrew from bargaining in 2020 due to COVID, and agreement was not reached between the union and the AIS until mid 2021.

Even though the AIS refused to recommend a standard pay rise from the start of 2021, almost all schools agreed to pay an increase in 2021, following pressure from the IEU and members. However, these increases varied across schools, and this caused some difficulty in reaching agreement on MEA rates for 2022 that would bridge the gap between the differing school-based increases in 2021.

Pay rises The nominal percentage increases in the MEAs that were finally agreed between the union and the AIS were 3.5% in 2022 (inclusive of the increase for 2021), 2.5% in 2023, and 2.75% in 2024. These increases were then discounted because of the increases of 0.5% in the Superannuation

Guarantee in July in each of those years, so the actual pay increases are 0.22% lower than the headline rates; that is, 3.28%, 2.28% and 2.53%.

Some schools will pay above the MEA rates, either because of arrangements that have been in place for some time or because the school provided a higher increase in 2021 and agreed not to absorb all of that increase against the 2022 rate.

A vote was conducted on the MEAs in November 2021, and was carried by employees at all schools with the exception of teachers at PLC Croydon.

Improved conditions As well as pay increases, the recently made MEAs delivered a number of other improvements to conditions of employment.

Disaster leave: Each of the MEAs now includes paid emergency disaster leave of up to two days per year. While many employers argue that they provided such leave on an ex gratia basis (out of good will not a legal requirement), the union has experienced instances where employers have refused such leave or disputed the circumstances in which it ought to be granted – this is why codifying these provisions is important.

Notice of resignation: The maximum penalty that may be imposed if insufficient notice of resignation is given has been reduced in all MEAs (a maximum of two

weeks’ pay in the case of teachers and one week in the case of support and operational staff).

Calendars: Each of the Teacher MEAs now includes a provision requiring schools to advise teachers by the end of Term 3 of the term dates and teacher attendance dates for the coming school year. The provision requires that any PD and meetings occur on the advised teacher attendance dates.

Reasonable notice must be provided of all meetings and PD, with schools being required to give the maximum possible notice and, where practicable, they should be included in the school calendar.

Coordinator allowances for parttime teachers: Another change in the Teacher MEAs was the inclusion of specific provisions for the payment of coordinator allowances to part-time teachers on a proportionate basis. This will facilitate the appointment of part-time teachers to coordinator roles, but also ensures that such teachers get the full allowance if the coordinator role is not shared.

The Teacher MEAs now also require that part-time teachers are specifically advised on engagement of the percentage of a fulltime teaching load they have been given.

The school can only vary the teacher’s load or days of attendance by agreement, or in certain other limited circumstances.

Progression: In the Hybrid and Standards Model Teacher MEAs the timing of the band progression from Band 1 to Band 2 was

changed to be immediate rather than only occurring twice a year. The Hybrid Model Teacher MEAs also now includes a Band 3 deeming provision for newly employed teachers from a school in which the award or agreement at their previous school did not contain the Band 3 ISTAA Experienced Teacher classification, provided they have eight or more years of service.

Hours of work for support and operational staff: A number of beneficial changes were made to the hours of work provisions in the Support and Operational Staff MEAs. Casual employees are now clearly entitled to overtime rates on top of casual loadings where work is performed outside of the span of ordinary hours; and part-time staff will have more flexible unpaid meal break provisions.

Boarding house staff: The averaging of hours of work for boarding house staff (whereby staff can work work more than 38 hours during a school term but have the time off during the holidays) will be more transparent and it will be easier to ensure staff do receive either the right time off or payment. Exceptions to the requirement for a school to pay on-call, recall and sleepover allowances to staff who stay on school premises overnight have also been tightened.

The union thanks members for their support during the extended bargaining process. Please do not hesitate to contact the Organiser for your school if you have a question about the new MEAs. newsmonth - Vol 42 #2 2022

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Schools a lifeline amid floods

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1. Evans Head-Woodburn Preschool 2. Evans Head-Woodburn Preschool 3. CWA Preschool Coraki 4. CWA Preschool Coraki 5. Evans Head-Woodburn Preschool 6. CWA Preschool Coraki 7. Bentley Community Preschool

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Help support flood affected preschools Preschools in the northern rivers region have been devastated by recent flooding, with some inundated up to their roofs. Some will have to be demolished.

Many of the preschools had just been rebuilt following previous serious flooding in the area just five years ago.

The Northern Rivers Preschool Alliance, which includes many IEU members, has set up a Go Fund Me page appealing for financial support for rebuilding and replacement of lost equipment.

The Alliance is a not-for-profit organisation representing 42 state-funded preschools on the far north coast, from Grafton in the south, Tweed in the north and west to Tabulam.

Evans Head Preschool teacher Cath Gillespie said it was crucial that preschools were able to start operating as soon as possible, as children needed somewhere to go and be heard, to process their trauma.

The Alliance Facebook page said an estimated 1000 children won’t be able to go to preschool for months.

Speaking to the podcast Koori Curriculum on 9 March, Cath said functioning preschools also gave families a chance to go and hose down their houses and do other tasks, knowing their children were in safe hands.

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After a few days in the scout hall, Evans Head Preschool is operating out of the local public school, but some preschools remain homeless.

“It’s like a war zone, the trauma is very raw and heartbreaking,” Cath said.

Many homes and businesses that have been destroyed are uninsured, as the cost of flood insurance has become astronomical in the wake of previous flood disasters.

The IEU is offering union fee relief for members who are financially impacted by the floods. See www.ieu.asn.au/ news-publications/news/2022/03/ieu-support-fee-reliefmembers-impacted-flood IEU Organiser Tina Smith said members should not neglect their own mental health while they try to recover from the flooding, and should remember that their workplace entitlements still apply, even during this difficult time.

Contact your union for advice about emergency disaster leave, personal leave entitlements or other matters.

To support the Northern Rivers Preschool Alliance appeal, see: www.gofundme.com/f/support-communitypreschools-after-the-floods Sue Osborne Journalist

Living School on Conway Street, Lismore, during the flood (top) and in the aftermath Schools and early learning centres have been community hubs providing a sense of safety and normality to students and their families following the devastating flooding in the northern rivers region.

Teachers and support staff have continued teaching children, even when their own homes have been inundated. Some schools and early learning centres resumed classes just days after the waters receded, using makeshift premises.

Art teacher and IEU member Vicky Purser, of the newly opened Living School on Conway Street in the heart of Lismore, said founding Principal John Stewart had done an “amazing job” reopening the school so soon after its premises were flooded.

Living School is a progressive school with an emphasis on sustainability and building “good humans”. It runs to intentionally different six-week terms.

Staff lifted all the equipment onto the second floor before the flooding began. Local cafes and restaurants also stored their fridges and other equipment in the school.

Vicky said it was ”horrible’’ hearing the school was going under water. Little did she know that her own home in Wardell, a village just south of Lismore, was soon to follow.

“Six months ago we moved into a 100-year-old weatherboard home that had never been flooded,” she said.

“We never considered that it would flood.”

Her family had to evacuate for a week and the house now requires major renovations.

Living School managed to find temporary premises at Lennox Head Rugby Club, where it is running an “amazing program” for the students Vicky said.

It will then continue operating out of Southern Cross University for some months while renovations take place. Luckily all Vicky’s art equipment was moved into a bus and driven out of the area before the flood began.

“Joining in the end-of-term celebrations, getting together with other staff and students, it’s been a positive thing for everybody. The community is determined to rebuild the school and keep going.”

Sue Osborne Journalist

Independent Education Union of Australia New South Wales/Australian Capital Territory Branch ELECTION NOTICE - E2022/24 Scheduled Election

Fair Work (Registered Organisations) Act 2009

Nominations for Branch Council Delegates are called from the following sub-branches: Central Coast (6) Central West (6) Hunter Valley (6) Lansdowne (6) Mid North Coast (6) North Coast (6) Northern Beaches (5) Penrith/Blue Mountains (6) Riverina (6) South East (5)

Central Metropolitan (6) Cumberland (6) Ku-Ring-Gai (6) Metropolitan East (6) Monaro (6) North West (5) Northern Suburbs (6) Principals (4) South Coast (6) Southern Suburbs (6)

Nominations, which must be in writing and comply with the registered rules of the Organisation, may be made at any time from 12/04/2022. Additional forms are available from the Returning Officer. Prospective candidates and nominators should verify their financial status and any other qualifications required by the Organisation's rules prior to lodging nominations.

Nominations must reach the Returning Officer via the lodgement method(s) stipulated below not later than 4:00pm Australian Eastern Standard Time (AEST) on 03/05/2022.

How to lodge nominations, nominations must be lodged via the following method(s):

By Portal: Australian Electoral Commission Portal, www.aec.gov.au/ieb/

By Email: A properly completed nomination form including all necessary signatures and attachments may be scanned and submitted as a pdf file to IEBnominations@aec.gov.au PLEASE NOTE: • • • •

Emails to the AEC inbox that appear to be spam may be blocked. It is the responsibility of senders to ensure that their email reaches the AEC before the deadline for nominations.

In order to be able to be received by the AEC, emails (including attachments) should be no greater than 6 MB in size.

You may call 02 9375 6331 to enquire about the status of your nomination.

The subject line of the email should include the reference: ‘E2022/24 –IEUA NSW/ACT Nomination – your name’

Withdrawing Nominations Nominations cannot be withdrawn after 4:00pm Australian Eastern Standard Time (AEST) on 10/05/2022.

Voting Period The ballot, if required, will open on 31/05/2022 and close at 10:00am Australian Eastern Standard Time (AEST) on 28/06/2022.

Scrutineers The appointment of scrutineers closes AT 10:00 am Australian Eastern Standard Time (AEST) on 28/06/2022. A form is available from the Returning Officer for the purposes of appointing Scrutineers.

Other Information Changed Address? Advise the Organisation now.

Please Note: A copy of the AEC's election report can be obtained from the Organisation or from the Returning Officer after the completion of the election.

Ishtiaq Ahmed Returning Officer Telephone: 02 9375 6331 Email: IEBevents@aec.gov.au

Loyal teacher expected to be heard The IEU recently represented a member who has worked in Catholic schools since 1978.

Following his retirement, he took up some casual teaching, and eventually returned to the school where he had taught for over 30 years.

On the Monday prior to Christmas, and without warning, the member received a letter from the Catholic Schools Broken Bay Diocesan Director.

That letter advised that concerns had been raised about things that had allegedly occurred in midNovember, and that the Diocese would “no longer offer [him] any casual engagements in the future”.

Understandably the member was distressed. In his entire teaching career, he had never been the subject of any formal disciplinary proceedings and had never, to use his words, “received a letter from any employer”.

But what upset him the most is that nobody from the Diocesan office spoke to him about the concerns, and nobody even attempted to contact him to seek his response. After more than 30 years with the Broken Bay Diocese, he had findings made against him in secret, and was barred from future employment.

When the union challenged the behaviour of the Diocese in the Fair Work Commission on behalf of the member, Broken Bay engaged a law firm and proposed to knock it out on a technicality.

Who knows what the Diocese might have decided if it had afforded the member the dignity of being heard?

Maybe they would have made the same findings. But the fact remains that, after a working life of service to Catholic schools, Broken Bay just didn’t care to listen.

Iain Bailey Industrial Officer

Protections for all Pam Smith

Assistant Secretary

The IEU has a long history of seeking to strengthen antidiscrimination laws to protect staff and students.

No part of society should be left unprotected, and this has informed the IEU’s strong opposition to both the federal Religious Discrimination Bill (now withdrawn) and One Nation's so-called Parental Rights Bill in NSW (rejected by the NSW Government on 16 March).

At a federal level, anti-discrimination laws in Australia date from the Racial Discrimination Act in 1975 and the Australian Human Rights Commission has statutory responsibilities under them.

All states and territories have an anti discrimination legal framework dating from the NSW Anti-Discrimination Act 1977.

Commonwealth laws and the state/territory laws generally overlap and prohibit the same type of discrimination but there are differences, as the recently withdrawn federal Religious Discrimination Bill showed.

NSW Anti-Discrimination Act 1977 The NSW Act covers discrimination based on race, including colour, nationality, descent and ethnic, ethnoreligious or national origin, sex, including pregnancy and breastfeeding, marital or domestic status, disability, homosexuality, age, transgender status, and carer responsibilities.

Sexual harassment and vilification based on race, homosexuality, transgender status, or HIV/AIDS status are also prohibited under this Act. Note, however, the exceptions in NSW under clause 55 Charities, clause 56 Religious Bodies or the broad exemptions for ‘private educational authorities’ for sex, marital and domestic status, homosexuality, transgender and some aspects of disability (although this may be covered by the federal Disability Discrimination Act).

There are no exemptions for race and age for ‘private educational authorities’ under the NSW Act and the IEU was successful in arguing against exemptions for carer’s responsibilities, breast feeding and sexual harassment when they came under the legislation. All of the anti vilification provisions of the Act also apply, with no exemptions in the non-government education sector.

ACT Discrimination Act 1991 The ACT legislation covers discrimination based on sex, sexuality, gender identity, relationship status, status as a parent or carer, pregnancy, breastfeeding, race, religious or political conviction, disability, including aid of assistance animal, industrial activity, age, profession, trade, occupation or calling, spent conviction, and association (as a relative or otherwise) with a person who has one of the above attributes. Sexual harassment and vilification based on race are also prohibited.

As noted above, faith-based schools have enjoyed wide-ranging exemptions to anti-discrimination laws.

Specifically, the federal Sex Discrimination Act stipulates it is not unlawful for a religious educational institution to discriminate against a person on the grounds of their sexual orientation, gender identity, marital or relationship status or pregnancy – if the discrimination is “in good faith in order to avoid injury to the religious susceptibilities of adherents of that religion or creed”.

These provisions are contained in section 38 of the Act. It was last changed in 2013 when the then Labor government overhauled anti-discrimination laws to protect people from discrimination against not only marital status and pregnancy but sexual orientation and gender identity. Exemptions for religious educational institutions were changed to include those attributes.

The way forward The IEU has a long record of campaigning for social justice and human rights and believes that any discrimination against individuals or groups is completely unacceptable.

The IEU campaigned successfully against the Parental Rights Bill in NSW and will continue to campaign against any further version of the federal Religious Discrimination Bill that allows or facilitates other forms of discrimination.

We also have an enduring commitment to removing the inappropriate exemptions in both the federal Sex Discrimination Act and in the NSW Anti-Discrimination Act. All staff and students should feel safe, valued and respected in their life, work and learning. newsmonth - Vol 42 #2 2022

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Women of Steel teaching resource The award-winning Australian documentary Women of Steel is now available on ABC iView and through a range of resource centres.

This exciting and often humorous account of the 1980-1994 Jobs for Women Campaign is a valuable teaching tool for a range of subjects.

School libraries can access the film using their Screenrights licence through services such as Click-view, TV4Education and infoRMIT.

Purchase the the book and DVD www.womenofsteel.bigcartel.com Watch online www.womenofsteelfilm.com/watch-the-film/#watchonline Host a screening: www.womenofsteelfilm.com/watch-thefilm/ OR https://fan-force.com/create-screening/ Download the Education Study Guide: www. womenofsteelfilm.com/education/ How libraries can purchase the DVD: www.womenofsteel. bigcartel.com For further information: womenofsteelfilm@gmail.com

English language colleges frozen in time IEU member Tim Collins returned to his workplace after a two-year hiatus. He shares his experience.

I went to work this month, for the first time in nearly two years. That is, I went back to the office, as I’ve been working from home.

I recognised many of the early morning commuters at Gosford station. I felt like I’d won the lottery as, unlike them, my boss is happy for me to run the COVID gauntlet only once a week.

At Railway Square, things were noticeably quieter than early 2020. The formerly buzzing Colombian café on George St was closed, and it wouldn’t have surprised me to see a few tumbleweeds blowing down the tram lines.

From the outside, my office block looked the same. On the inside, it was a bit like the Mary Celeste.

Nothing had been removed from the noticeboard since March 2020. A moment frozen in time. It’s a language school, so the class timetable bore the names of many I may never see again. Somebody’s notepad lay open, with

words from a long-forgotten meeting literally cut off midstream, the pen gathering dust alongside.

Fine colleagues lost On another noticeboard, a timetable at the end of 2019 brandished some 97 classes. Today there are seven. Many fine colleagues, many good friends, moved on due to COVID. Our school is part of the higher education sector, where over 17,000 jobs have been lost due to the pandemic. All those names, like seeds scattered carelessly to the wind.

“Somebody’s notepad lay open, with words from a longforgotten meeting literally cut off mid-stream, the pen gathering dust alongside.”

Of course, there are similar COVID-driven scenarios nationally and globally. But like eating pizza in Italy, you can only go on your own experience. The visceral.

It jolts to think that if not for the virus, those people would still be there, just part of a different timetable on the noticeboard. And we thought the Asian financial crisis was bad.

When you’ve worked somewhere for 20 years with a lot of the same people, you get complacent. If there’s one thing the pandemic has taught us, it is not to take anything for granted.

In this context, the work of the union and our union membership are more crucial than ever.

Many of the relationships at my work were aided and abetted by many union members over the years, and the resulting favourable pay and conditions. As workplaces are rebuilt, it is vital that the gains made over the years are not also thrown carelessly to the wind.

You can understand a gradual decline, but it’s different when a light is suddenly extinguished, when the same timetable is still on the wall. Perhaps it’s better this way; for the Vietnamese coffee shop owner downstairs, the gradual decline has been drawn out and desperate.

Very soon the borders will be open. The international students are trickling back, the university campuses opening. New timetables will be drawn up, with a batch of new names.

There is cause for optimism, but there will always be time for regret. Let us not also regret any decline in hard won union gains.

Adapted from an article published in the Sydney Morning Herald on 22 February 2022, by Tim Connors, IEU member, language professional and freelance writer.

Present tense: Signs of hope There’s no question that the international college sector has gone through crisis after crisis over the last two years, with the pandemic putting an almighty hole in the standard ELICOS business model.

With international borders slammed tight to all but Australian citizens (and even for them, entry was difficult), colleges relying on international students have been forced to limp along with a declining number of students, supplemented by a meagre number of online lessons.

The wheel finally started to turn late in 2021, when borders re-opened to students, skilled migrants and tourists, and the sector should hopefully see some recovery over this year and beyond.

Despite that, the damage has been drastic. Year-on-year enrolments were down some 60 percent in December (and remember that December 2020 was also severely pandemic affected).

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Since then, however, we’ve started to see some green shoots of recovery, with ELICOS-only enrolments in December up by nearly 70 percent. This is coming off a low base, of course – in December 2020, there were only 600 applications, with that number last December increasing by more than 1000. By way of comparison, the December 2019 figure was nearly 157,000. Clearly the industry has a long road to recovery ahead, but we can now be increasingly confident that the worst is now well and truly behind us.

accommodation at boarding schools and universities, which enables students and staff to live and study on site. This can be a huge cost saver for teachers visiting for a short time, giving the time and space to save for travel afterwards. Many teachers often dovetail this work into a year of teaching in, say, Europe or South America.

Potential schools are advertising now, and a simple internet search will provide a range of options. Pay at UK schools typically starts at the £500 per week level, with higher pay for more senior roles.

Summer schools It’s around this time of year when the summer language schools in the UK, Europe and North America start advertising for teachers. While the international student market has been impacted around the world, there are some signs of recovery in these countries too.

Commonly, private education companies hire out student

Union membership IEU membership has never been more valuable, and your union has assisted many members in the private college sector with a wide range of matters over the last few years. These include chasing up unpaid wages, checking eligibility for government benefits, ensuring the payment of all entitlements, accessing government benefits, and ensuring that

employers continue to meet their legal obligations.

With conditions in the sector beginning to improve, now is a great time to ensure your workplace ‘builds back better’ with a strong union presence. It is a demonstrable fact that unionised workplaces have better pay and conditions than those without, and you can do your bit by encouraging your colleagues (including any new staff) who are not already members to join the IEU. How to join phone: 8202 8900 email: membership@ieu.asn.au online: www.ieu.asn.au/join-page QR code: see page 2 Union fees are tax deductible.

Kendall Warren Organiser

Australia Day Honours

Educating young minds is her greatest joy

“Children come to us with such optimism, such energy and such naiveté.

It’s really a privilege to work in this space.”

Head of Abbotsleigh Junior School Sally Ruston was surprised and humbled to receive an AM on Australia Day, for significant service to primary education and professional associations.

“I’m thrilled primary education was recognised in this way," Ruston said. "It’s not about me but the profession I’m so passionately engaged in.”

Ruston has been Head of Junior School at Abbotsleigh since 2000. Previously she worked at Newington College, Lindfield and began her career at All Saints, Bathurst in 1983. She has been an IEU member throughout her career.

“Many professions beyond education are often seen as lofty and worthy of recognition but educating young minds is my greatest joy. Ray L Wilbur said, and I totally agree, that, ‘The potential of a child is the most intriguing and stimulating thing in all creation’. Primary education is such a worthy and purposeful vocation.

“At the start of every year I’m filled with excitement at what we can achieve with children. Children come to us with such optimism, such energy and such naiveté.

It’s really a privilege to work in this space.”

After nearly 40 years Ruston has lost none of her conviction that teachers can make a difference in children’s lives, if they work with “expertise, passion and compassion”.

Ruston also values contributing to the development of colleagues, but this is bittersweet, as leading in this domain has meant working beyond the classroom.

“Your influence can be far reaching when you pull together a band of teachers who are equally committed to good outcomes for children and each other’s wellbeing.”

As well as her principalship, Ruston has held numerous influential board positions, including Federal President of the Independent Primary Schools Heads

of Australia, Chair of the Independent School Teacher Accreditation Authority and is currently Vice President of the Australian Primary Principals Association.

She said Abbotsleigh is supportive of graduates and practicum students and continued to be so even during lockdown.

Allowing new teachers to have enabling experiences, matching them with mentors and wonderful programming models sets them up for success, she said.

“If you curate new teachers’ experience carefully, they too can make a difference in the lives of children.”

The solution to the current teacher shortage is about retention as well as attraction. Ruston was instrumental in setting up Abbotsleigh’s Early Learning Centre in 2010 to provide teachers with a quality service on campus. She said retention rates have improved substantially as a result.

While juggling principalship and IEU membership at times has required diplomacy, Ruston has always maintained her membership because she is committed to contributing to a “reasonable and measured” voice that speaks for teachers and support staff.

The AM is not Ruston’s first award. She was The Educator’s Australian Primary Principal of the Year (non-government) in 2019; won the Excellence in Education Award from the Australian College of Educators in 2017; and the John Laing Principals Award, Principals Australia Institute, in 2015. In 2021 she was awarded an Honorary Fellowship of the Teachers’ Guild of NSW. COVID has delayed the presentation of Ruston’s AM. She’s looking forward to afternoon tea with NSW Governor Margaret Beazley later this year.

Sue Osborne Journalist

Principals’ Sub Branch holds AGM The IEU thanks principal members for their engagement and support and acknowledges the challenges school communities face because of the COVID situation and extreme weather and flooding in some parts of NSW. Principals’ Sub Branch AGM was held on 19 February with a welcome to familiar faces and those who were participating in the Sub Branch for the first time.

Congratulations to the re-elected Principals’ Sub Branch leadership group of Noeleen O’Neill as president, Kathy Neely as vice president, and Jude Ryan and Des Fox as joint secretaries.

Volunteers for the Sub Branch committee included Peter Meers, Anthony Weir, Alex Wharton, Cathy Young, Silvana

Rossetti, Leah Taylor and Niamh Marzol.

As many principals have raised concerns about the NCCD, principals at the meeting welcomed the update from IEU Professional Officer Veronica Yewdall on the IEU’s agreement with the federal Department of Education, Skills and Employment (DESE) for a new NCCD Fact Sheet to streamline evidence requirements at school level (see pages 9-12).

The IEU has also been meeting with employers to ensure they are aware of the agreed Fact Sheet and the evidence expectations of DESE. All IEU principal members have been forwarded a copy of the agreed Fact Sheet and other information in relation to NCCD evidence requirements.

The IEU thanks principals in the Catholic systemic sector for their input into the enterprise agreement (EA) claim and formal bargaining has now commenced.

As well as enhancing remuneration and improving a range of working conditions, addressing staff shortages is also an important aspect of the union’s claim.

The IEU is engaging with Catholic Employment Relations regarding the Principals’ EA for NSW/ACT dioceses and with Sydney Catholic Schools about the Sydney Principals’ EA. The first bargaining meeting with Sydney was held on 8 March and the IEU notes that SCS also issued an Enterprise Agreement Principals’ Consultation Survey to principals in the Archdiocese.

Principals’ Sub Branch meeting dates for the year ahead are proposed for 7 May, 6 August, 5 November and 18 February in 2023. COVID permitting, these meetings will be held at the IEU Parramatta office with a Zoom option available.

As always, principals are always welcome to contact the IEU for advice or support and we look forward to working with principal members to support their work and wellbeing.

Pam Smith Assistant Secretary/Principals’ Organiser

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International Women’s Day 2022 The theme for this year’s International Women’s Day (8 March), was “Changing climates: Gender equality today for a sustainable tomorrow”. To mark the occasion, the IEU held an online gathering of members and staff, attended a march in Newcastle and a dinner in Bathurst (themed #BreakTheBias), and joined the Australian Council of Trade Unions' online event. Here are a few highlights.

Chris Wilkinson IEUA NSW/ACT Branch President “As we celebrate International Women’s Day 2022, we can be pleased with some achievements; however, we must focus on what still needs to be done. During 2021 and 2022, several very brave and courageous young women have stood up and spoken out about sexual abuse in the workplace.

“We as educators are in the driver’s seat to talk with and listen to our young students – both girls and boys – on this topic of gender equality, sexual abuse and domestic violence in the workplace and society. We need to empower them to speak out to put a stop to this.

“Gender pay inequality is still a persistent issue in Australia and continues to disadvantage women who are retiring with less superannuation than men due to their pattern of work. This results in women being homeless and vulnerable and it needs to be addressed.

“Together we can make changes, but we must be prepared to stand up to be heard, make noise and rattle governments. It is our future, so let’s make it a happy and healthy one.”

Pam Smith IEUA NSW/ACT Branch Assistant Secretary “With IEU membership at over 76 percent women, the IEU offers a Women and Equity Committee – a network of women members who connect online and in person

to advance the union’s equity and inclusion agenda. On International Women’s Day, we promote the union’s focus on pushing for fair pay for teachers and support staff in all schools and early childhood centres.”

IWD in Newcastle: Newcastle Mayor Nuatali Nelmes (2nd from left); IEU Organiser Therese Fitzgibbon (3rd from left); Federal MP and Member for Newcastle, Sharon Claydon (centre); NSW MP and Member for Charlestown Jodie Harrison (far right).

Tina Ruello IEUA NSW/ACT Branch Deputy President and secondary school teacher “A teacher is a teacher regardless of the cohort they teach. Early childhood teachers have a university degree and should not be penalised financially – either in their pay packet or in the future – with less superannuation.

“The early childhood profession is, as we know, predominately a female workforce.

Rates of pay in early childhood should be the same as for school teachers.

“Education and care of children before school needs to be free – but if not free, then affordable and accessible.”

Tanya Plibersek MP Federal Member for Sydney Shadow Minister for Education, Shadow Minister for Women “You all know the story of International Women’s Day: it was unionists who started it and socialists who kept it going.

“I’m so proud of this generation of young women – Brittany Higgins, Grace Tame, Chanel Contos and Saxon Mullins – they've been working successfully on consent law reform and consent education. These are fierce young women and I’m so proud of them.

“Labor’s industrial relations policies would make it easier to reduce the gender pay gap; to pay women in low-paid, femaledominated industries more; and to address casualisation and the gig economy. We know that unless women have economic security and independence, they don’t have the choices we want them to have.

And that’s particularly true for women who are victims of domestic violence.”

Janelle Saffin MLA NSW Member for Lismore “Housing is a big issue: we already had a housing affordability, supply and homelessness crisis here, which impacted heavily on women in our community – a lot of single older women. We really need to address housing and financial security.

Let’s talk about pay Employers don’t always get the numbers right – in 2021, the IEU recovered more than $2.7 million in underpayments to members. So it’s important to know what to look out for.

Now that we’re nearing the end of Term 1, those of you who have changed jobs will be settling in and your pay will have been neatly deposited into your account each fortnight.

But have you checked your payslip to make sure everything is correct?

The start of each year is when your pay may be adjusted because of pay rises, progression through a salary step or a change in hours. Progression may occur at other times of the year depending on your anniversary date, which is calculated on your years of service.

To ensure that you are not being underpaid (or overpaid), it is imperative that you take some time to check that everything is correct by reviewing your payslip.

Teachers If you have changed employers, you must provide Statements of Service to confirm your years of service upon commencement of employment. Your years of service can have a big impact on your salary level.

It is not enough to list your experience in your resume.

Your previous employer is required to provide a Statement of Service if you request it but note there can be substantial delays with the Department of Education.

You may also be expected to provide proof of when you achieved Proficient Teacher status with NESA (NSW) or TQI (ACT). When you start a new job with a different 8

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employer, make sure you know the pay and classification structure that applies to you and how the pay will compare with your previous position.

Support staff Pay rates vary between employers. Check your pay and future progression when you start.

Many of you will have your wages ‘averaged’ each year (so the pay for the term weeks you work plus annual leave is spread over 52 weeks of the year). This averaging is based on how many term weeks there are at your school and the number of weeks you are required to work. If the number of term weeks changes year to year, your hourly rate may need to be adjusted.

All staff Salary increases in schools are usually applied in January, February or July (usually from the start of the next pay period on or after a specified date). Make sure you know when salary increases occur by checking your enterprise agreement or the Modern Award and check your payslip to make sure everything is on track.

Your payslip will state what salary level you are on.

Check it and if it does not look right, speak to payroll.

Anyone who has had their hours change from one year to the next should check that the change is reflected in their payslip. Any discrepancy is easier to resolve the sooner it is identified.

If you have been overpaid, you will be required to pay this back, so it is better to have this resolved quickly to avoid a debt.

“We’ve never made any gains for women by asking politely. It’s OK to ask politely – but then we don’t go away and we have to ramp it up.”

Monica Crouch Journalist

Anniversaries Teachers should know when their anniversary date is – that is, the date that you will have completed another year of full-time equivalent service. For full-time teachers this will be the same date each year.

However, for part-time teachers, it will be adjusted based on your part-time FTE each year. This can affect when increases are applied or when you become eligible to apply for further salary levels.

Under almost all enterprise agreements and the Modern Award, the date you achieve Proficient Teacher status is also relevant to your entitlement to progress up the salary scale. Know the date and check for salary movement when expected.

Spotted a discrepancy?

If you are concerned you are not being paid correctly, contact the union immediately for a review of your pay.

We will ask for copies of your contract, your accreditation status, details of your service history and copies of recent payslips.

In 2021, the IEU recovered more than $2.7 million in underpayments to members.

However, an assessment of an underpayment or an overpayment can be time-consuming depending on how long the mistake has been in place.

It is in your best interests to get in the habit of checking your payslip at least yearly to ensure it is accurate. If you’re in doubt, call us.

Donna Widdison Organiser

BREAKTHROUGH

IEU Education Coordinator Veronica Yewdall explains a year-long process to reduce workloads – and the positive outcome.

In response to member concerns about the process of the Nationally Consistent Collection of Data (NCCD) on school students with disability, the IEU conducted a survey in late 2020 to establish the breadth and severity of workload and wellbeing concerns.

Our research in 334 schools showed there was widespread respect for the NCCD and its aims.

However, it was equally clear that teachers were struggling with unsustainable evidence collection

expectations at school and system level, as well as various complications arising from the postenumeration verification process.

The IEU reached out to the federal Department of Education, Skills and Employment (DESE) in Canberra in March 2021, with the aim of finding workable solutions.

In this special four-page liftout, you’ll find the result of six months of meetings between DESE and the IEU, culminating in a substantial reduction in workload, as explained in the Fact Sheet.

This Fact Sheet contains key clarifications of the NCCD guidelines, providing teachers with official

information that challenges the current duplication and layering of evidence.

You will also find: • a timeline of the IEU’s engagement on this issue • the Fact Sheet developed through collaboration between DESE and the IEU • IEU commentary that clarifies the practical application of the Fact Sheet in schools • a thank you to our NCCD Working Group • next steps for the IEU and next steps for members.

Timeline of the IEU’s engagement with the NCCD process Mid 2020 Members raise NCCD issues through Sub Branch and Chapter meetings.

334 schools participate in the survey, providing a wealth of quantitative data and over 830 comments.

IEU forms NCCD Working Group of members and engages external survey consultant.

Data analysed and recommendations formulated. IEU research report published.

Sep 2020 Non-government schools invited to nominate a representative to complete the survey.

Mar 2021 Recommendations endorsed by IEU Executive and Council.

Concurrently IEU initiates contact with DESE to collaborate on clarified guidelines.

Final version of Fact Sheet posted on NCCD portal. DESE authorises the IEU to distribute the Fact Sheet nationally, directly to teachers.

Meetings held with all Catholic dioceses and the AIS to discuss recommendations.

Dec 2021 DESE provides Fact Sheet and authorisation letter to employer peak bodies. IEU seeks meetings with all employers.

DESE and IEU collaboration on guidelines results in multiple drafts and refinements.

Dec 2021 Meeting between IEU and DESE to discuss alignment between audit process and Fact Sheet. newsmonth - Vol 42 #2 2022

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, THANK YOU RS IEU MEMBE

NCCD Evidence Fact Shee

Throughout 2021 the IEU has been engaged with the Department evidence requirements for the Nationally Consistent Collection of Data on Scho

The NCCD Evidence Fact Sheet provides guidance on what is and what is not required. You can download the Fact Sheet here: bit.ly/nccd2021

Evidence Requirements for the Nationally Consistent Collection of Data on School Students with Disability (NCCD) Australian Government guidance for schools in the non-government sector This Fact Sheet seeks to provide guidance to schools and school systems to make the school-wide NCCD administration as streamlined as possible, while ensuring that essential evidence is made available.

Some teachers have been made to feel responsible for the jobs of their colleagues or principals if funding decreases. This interpretation of funding fluctuations is a damaging misrepresentation.

Ordinary professional documentation is required. Teacher judgement on the applicable level of the adjustment is to be respected.

Student with Disability Loading This loading provides extra funding on top of the base funding amount for primary and secondary schools for each student with disability that is counted in the top 3 levels of the NCCD (extensive, substantial, and supplementary).

The loading is based on the NCCD, which collects information on students with disability by the level of additional support they are provided to access and participate in learning with higher funding for those who need higher levels of support. This level of support will vary from year to year depending on individual student needs. Under the NCCD, the school team uses their professional, evidence-based judgement to capture information on the level of additional support a student is provided in the classroom.

The NCCD captures a fourth level of support defined as 'support provided within quality differentiated teaching practice’ (QDTP).

This comprises support provided within the classroom as part of standard teaching practice which is responsive to the needs of all students and delivered without the need for additional funding.

The NCCD Model The collection of nationally consistent data is intended to:

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•

inform educational planning and policy development at national and jurisdictional levels

•

assist education authorities and schools to make more effective provision for students with disability and improve their educational outcomes

•

capture all students receiving adjustments to support their access and participation in learning due to a disability – not just those with a medical diagnosis.

The annual collection is more than a count of the number of students with disability; it aims to ensure better support for these students becomes routine in the day-to-day practice of schools.

Continuous improvement in the collection, with a particular focus on achieving data that are robust, valid, and reliable, is supported through regular and formal review of the data collection process.

Evidence to Support the NCCD Evidence to support the NCCD should be drawn from classroom practice already in place to meet the existing obligations set out in the Disability Discrimination Act 1992 and Disability Standards for Education 2005.

Schools are encouraged to build the gathering of evidence to support decisions made on levels of adjustment for students with disability into their ongoing processes and structures throughout the year.

Teachers and school staff can achieve this by drawing on their existing records of assessments, teaching/learning outcomes, consultations with parents, carers or students and records of adjustments.

Schools are not required to create new or additional evidence for the purposes of the NCCD. NCCD evidence must cover four areas of identified need, adjustments, consultation/ collaboration, and monitoring/review.

Templates o portal may b are not man duplication collating ev a documen avoid

Documents s or personal can be used but are not

If a schoo to use ILPs the docume be concise pages) and evidence in Additional i such as stu is not requi NCC

Evidence do to be uploade Assistance from can be provide in person, wor evidence onsi the school's o

Paper docum need to be c electronic file files do no be pri

et with IEU commentary

t of Education, Skills and Employment (Canberra) to develop the ool Students with Disability (NCCD) Evidence Fact Sheet, which appears below.

on the NCCD be used but ndatory. Any n caused by vidence into nt is to be ded.

such as ILPs lised plans as evidence mandatory.

ol decides s or similar, ents should e (eg max 2 only record the 4 areas. information, udent goals, ired for the CCD.

oes not need ed anywhere. m consultants ed remotely or rking with the ite or through online portal.

ments do not converted to es. Electronic ot need to inted.

DESE requires evidentiary materials that cover four areas of identified need, adjustments, consultation/collaboration, and monitoring/review to be sighted.

It is possible that evidence for all four areas can be recorded in one concise document, such as an Individual Learning Plan or similar.

Schools are not required to collate the evidence into one document. If a school chooses to develop such a document for the purposes of overview or planning, it should be concise and usable.

Guides and Templates The NCCD Portal has guides and templates which can be used as suggestions for appropriate evidence at •

nccd.edu.au/tools/nccd-evidencetemplates

•

nccd.edu.au/tools/examples -evidence-support-students-inclusion-nccd

•

Recording adjustments in the program or elsewhere is sufficient. Teacher notes or annotations at the end of lessons to describe the adjustments made or recording student goals as evidence are in excess of what is required.

•

Recording the adjustments to be provided to a student is sufficient. Narrative or supplementary texts explaining school decisions with respect to a student’s adjustments, are in excess of what is required.

•

A timetable that specifies what activity is to occur in a particular session is sufficient.

Annotations by learning support officers/ teacher aides to the timetable post-lesson are in excess of what is required.

•

Class timetables, programs or student assessments that indicate the support that is to take place are sufficient. Photographs (with the appropriate approvals in place) of teachers or aides supporting students are in excess of what is required. There are also cultural sensitivities to consider if photographs are of Aboriginal and/or Torres Strait Islander peoples.

The templates are optional and can be used as a guide to ensure that there is evidence available in each of the four general areas, as required. They are not to be used as exhaustive checklists, nor are all the example documents required. Sufficient evidence may exist within one document (such as a concise and usable Individual Learning Plan or similar) or be held separately.

•

A statement on seating in the list of adjustments recorded is sufficient.

Photographs or maps of the location of a student’s seat in the classroom are in excess of what is required.

Verifying NCCD Evidence

•

Notes from meetings with parents/carers are sufficient. Voice recordings (with the appropriate approvals in place) of meetings are in excess of what is required, if written notes are already available.

NCCD evidence is verified through the Australian Government Census postenumeration exercise.

For the purpose of the non-government school Census post-enumeration exercise, the evidence will be reviewed in whatever existing form(s) is held by the school.

Duplication of evidence into other forms (for example, from paper to electronic), different formats (for example, an alternative template) or to other locations (such as a school portal or similar), is not required by DESE at class, school or system level.

Gathering NCCD Evidence DESE strongly encourages school staff responsible for gathering evidence not to create unnecessary documentation.

Line of sight between needs, adjustments, consultation/ collaboration and monitoring/ review is required.

Explanation of the line of sight is not required.

Nor is narrative text detailing the plans made for the student.

Recording and enacting the adjustment is sufficient. Additional proof, such as photos or annotations, is not required.

Personnel engaged by DESE undertaking the Census post-enumeration verification will operate within this guidance when engaging with schools.

The Department of Education, Skills and Employment (DESE) has reviewed the IEU’s commentary on these pages and agreed it is consistent with the NCCD Evidence Fact Sheet.

Additional documentation to verify existing evidence is contrary to the expressed aims of the NCCD assurance process. Example comparisons of sufficient vs excessive evidence for the purposes of the NCCD may include, but are not limited to: newsmonth - Vol 42 #2 2022

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Next steps For the union 1. Seeking a second round of meetings with employers.

During the initial meetings with employers, the union flagged its intention to seek follow up discussions once the guidelines were finalised.

Employers now have the Fact Sheet, and the IEU has sent invitations requesting further consultation on implementing the guidelines consistent with the advice and spirit of the Fact Sheet.

2. Many principals have already received the Fact Sheet through the IEU. We invite them to contact the union if they have any questions.

3. Monitoring post-enumeration verification in schools.

The NCCD Fact Sheet is an important and empowering tool for teachers, but the IEU is acutely aware that its success depends on the audit or post-enumeration verification process operating within the Fact Sheet guidance. The Department of Education, Skills and Employment (DESE) has agreed to provide the Fact Sheet to the post-enumeration contractors (auditors). In addition: • the IEU has sought separate meetings with DESE to raise particular issues members face during the audit process • once the Fact Sheet has been disseminated, members in schools who are selected to participate in a post-enumeration verification will be asked to provide feedback to the IEU on various matters,

including the contractors’ level of awareness of the Fact Sheet, and any issues of concern arising out of their understanding of the Fact Sheet guidance.

5. Contact the IEU to give some feedback if your school is involved in a post-enumeration verification or audit.

6. Look out for the IEU’s online NCCD briefing sessions.

4. Following up with members. The IEU will conduct a follow-up survey — initially with the 334 schools that responded to our research survey — in September 2022, to establish the effect of the Fact Sheet and provide further feedback to DESE. For members What should members do next? Shout it from the rooftops! You can also: 1. Display the Fact Sheet in your staff room or common area so other members are aware of it; tell other members about it.

2. Let non-members know about the success achieved through collective action on this issue and invite them to join the IEU. 3. Contact your Organiser to arrange a Chapter meeting to discuss what the Fact Sheet means in practice at your school.

4. Use the Fact Sheet as a reference during discussions should employer representatives or consultants visit your school to assist with the NCCD process and check any proposed duplication against DESE’s guidance.

The IEU is indebted to the eight members of the NCCD Working Group who gave up their time after school and during vacation periods to meet, in person and online, to review multiple drafts of the Fact Sheet.

The engagement of members in the work of achieving change is one of the great strengths of the union. The positive outcome we achieved would not have been possible without the experience, expertise and generosity of these members.

In their discussions, the members of the NCCD Working Group were mindful of the various contexts in which schools operate and were focused on achieving an outcome that would provide substantial improvement as widely as possible.

Thanks to their efforts, this Fact Sheet applies right across the non-government sector and will empower teachers as they fulfill the requirements of the NCCD in a far more balanced and sustainable way.

In the words of one member of the IEU’s NCCD Working Group: “This is an extraordinary outcome. It will be reassuring to know that the adjustments we put in place and the evidence we store, accessible to all student stakeholders, will be the same place that auditors will check. The time wasted in data duplication for the NCCD can now be spent improving the quality of adjustments and for more direct engagement with students.”

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IEU members stand for federal parliament

Peter Tsambalas is the Labor candidate for Hughes (in Sydney's south, currently held by independent MP Craig Kelly), and a teacher at Aquinas Catholic College, Menai.

"As educators, we care deeply about equity, fairness and justice for all students.

We are public servants who engage with learners to enable their understanding and application of knowledge, concepts and processes.

We all want current and future generations to succeed, and we know the transformative impact that education has on our lives. A great education, from early education right through to university or TAFE, is the ticket to a lifetime of opportunity.

As an IEU representative, I serve to protect our coworkers and improve rights at work. In representing worker interests, I help make my school a more attractive place to work, reducing turnover and increasing the school staff's commitment to success. I help our union set the standards for education, skill levels, wages, working conditions, and quality of life for all in our schools.

Healthy industrial relations play a pivotal role in how we all live our lives. This affects the quality and quantity of teachers that are available. Catholic schools in NSW expect a workforce shortfall of around 15 percent by the end of the decade, driven by the retirement of baby boomer teachers and a lack of candidates willing to join the profession to replace them.

However, as you would all know, unions can only do so much. In my area, lacking local member and federal government support for union objectives has been a strong hindrance to achieving the goals we aspire to.

I see my candidature for the ALP in my local seat of Hughes as an extension of my work with the IEU and the union movement generally, wanting the best for my students, community and future generations.

I care about our future. I strongly believe that only a federal Labor government can deliver a better and more resilient future, with more opportunities to grow and prosper.

These are not solely union objectives; every Australian wants a strong economy. After almost a decade of flat wages and rising costs, people feel like they just can’t get ahead. The economy should work for you, not the other way around. The plight of the nurses and rail workers are examples of the economy not working for them.

I am proud to represent the IEU and people of Hughes as an ALP candidate at the approaching federal election. It is a wonderful opportunity to represent my local, school and teaching communities in federal parliament."

Laura Hughes is the Labor candidate for New England (from Scone up to the Queensland border). She teaches at St Nicholas Primary School, Tamworth.

"It was wonderful to speak to IEU members at the Council meeting on 19 March to discuss teacher shortages and workload intensification. IEU members feel strongly that the Morrison Government should have foreseen these issues and supported the university sector to train more teachers.

They feel unsupported by the Morrison Government. As a teacher, I completely understand their plight.

New England is not Labor or progressive heartland, but there are a lot of people who are asking, ‘What’s Barnaby [Joyce] done for us?’ So we’re going to think positive.”

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‘My most important bit of advice is join the union’ In early December 2021, the IEU presented Karen Richardson with a compendium in appreciation of her 40 years in the union.

Karen taught at Wenona School in North Sydney for all but the first year of her career.

Karen (pictured, left) has a standout memory of joining Wenona. “Someone who recommended the job to me said, ‘my most important bit of advice is join the union’,” she said.

“And I think that is fantastic advice because I’ve had two lots of maternity leave, and neither were paid. Paid maternity leave is just one of the advances the union has fought for. I think it’s just amazing.”

Professional Officer Veronica Yewdall (pictured, right) said the union could only take up and win this battle because of people such as Karen who join the union and stay. “It’s incredibly important work, and we couldn’t do it otherwise,” she said.

Another perennial issue is workload. “We’ve been talking about workload for so long and

Anna O’Dwyer from Lismore Catholic Schools Office receives her 30-year IEU membership badge

IEU always there William Norton of Oakhill College Castle Hill was presented with his 40 years compendium recently by IEU Organiser Jeff Pratt.

“I began teaching at the beginning of 1979 at De La Salle College Ashfield,” William said.

“I joined the union in April that year. After seven great years at Ashfield, I moved to Oakhill College Castle Hill. Oakhill is where I have grown as a teacher.

“There have been so many changes in education over my career, but the IEU has always been there for support. I would like to thank IEU Assistant Secretary Pam Smith for her help and advice over the years.

“I believe to succeed in teaching you need to adapt and change when the need is required. Also, a sense of humour goes far. A love for teaching and seeing students grow as young men and women is indeed rewarding.”

IEU Organiser Lubna Haddad, left, presents Patricia Finlay of Our Lady of the Rosary Fairfield with her 40-year membership compendium 14

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Anne Dempsey of St Michael’s Nowra receives her 40-year membership compendium

Mark Hornby-Howell of St Benedict’s Primary School Edgeworth receives his 40year membership compendium from IEU Assistant Secretary Pam Smith

Therese Seymour, Principal of St Joseph’s Primary School Alstonville, right, receives her 40-year membership compendium from Rep Jenna Gauci

[employers] just consistently refused to do anything. It doesn’t get any easier. All the paperwork – it’s enormous.”

She noted the Nationally Consistent Collection of Data (NCCD) in particular. “The documentation that goes with registers and programs and adjustments is big. And it’s all linked to funding – if we don’t have this enormous amount of detail, we’d lose our funding.”

The union has had a breakthrough on this front too, having negotiated revised requirements with the Federal Department of Education, Skills and Employment [see page 9].

“We hope we’ll be able to transfer that to other workload issues that have run rampant for the last few years,” Veronica said.

Karen said she always read the union’s publications and would leave items lying around for non-union staff to see.

“We want what’s good for education and for each other,” she said.

Solidarity and comradeship

Laurence Mockler was presented with his 40-year compendium by IEU Organiser Jeff Pratt.

“When I started my career as a primary school teacher after my first job appointment back in 1977, I realised after a year’s teaching that it would be most beneficial to join the union," Laurence said.

“The solidarity and comradeship offered to me, along with professional support over these past four decades has been well worth the financial cost.

“Every pay rise, every position, every leave loading, every classification for a pay rise, every day off for moving, sickness, bereavement, maternity, paternity leave has been achieved by the IEU. None of these has been accomplished by the employer ‘giving’ you, the employee, anything!

“In fact, over the last few years employers have continually asked for more ‘flexibility’ and saying there was little if any need for limiting numbers in classes.

“I ask all union members to be vigilant when the employer asks to change any of the agreed structures at the coalface especially in relation to RFF or even changing the name of a senior executive positions from coordinators, especially in the name of flexibility! Despite protesting ‘it’s not the money’ it is, and it always will be.”

Ross Wilson, 2nd from left, formerly of St Paul’s High School Booragul, receives his 40-year membership compendium at Friday Sports for the Old Retired Teachers Society

Around the Globe

Around the Globe brings you international news about injustices and workers’ rights. If injustice exists anywhere, it exists everywhere.

Union Confederation (ITUC) held a Global Day of Action and was joined by unions from around the world. Outside the Ukraine Consulate in Sydney, IEUA NSW/ACT Acting Deputy Secretary Pam Smith said “the IEU stands in solidarity with workers and their unions in Ukraine and with the families, communities and refugees in the face of a devastating attack on their nation. As an education union, we are particularly alarmed about the impact on children, schools and early learning centres, and also the impact on teachers and education staff”.

Timothy Austin and Roberta Goehner of Patrician Brothers Fairfield receive 40-year compendiums from Organiser Lubna Haddad

IEU Rep Michael Namrell, left, presents Peter Bonomini of St Mary’s Catholic College Casino with his 40-year membership compendium

Wendy Grima of Christ the King Primary School North Rocks, right, receives her 40-year compendium from IEU Organiser Lubna Haddad.

Wendy says a key union achievement during her time as a member is RFF as there was none when she started, and she believes collaboration between support staff and teachers always produces better outcomes. Wendy joined the IEU 40 years ago because a friend asked her to, just as the IEU urges you to invite your friends and colleagues to join.

Wendy added that the union is always there no matter what question you may have about your employment.

Ukraine: Teaching against the odds Teachers from Ukraine are doing whatever it takes to keep students learning during war. Whether they have fled or remained, they are finding new ways to educate their students. They are going above and beyond – often without a salary – to keep learning alive. According to the Ukraine government, by mid-March, 379 schools had been damaged and 59 destroyed during the Russian invasion.

Teachers who have fled Ukraine say that wartime distance learning helps students feel a sense of connection, purpose, and routine. Fleeing Ukraine only weeks ago, teacher Nadia Pavlenko has set up online learning with her students from Poland. Her students are now refugees.

“These classes with my children are like a bridge to my past life in Ukraine,” Pavelenko told CNN. She continues to teach her students despite no longer receiving a salary.

From Moldova, teacher Alexander Parcalab connects with his class on Zoom. Half have fled Ukraine while half remain. In the afternoons he teaches at a makeshift school set up for Ukrainian children in the Moldovan capital, Chisinau.

In neighbouring Poland, head of the Polish Teachers’ Union (ZNP) Sławomir Broniarz said “we are heading for an education tsunami”, warning that up to 50,000 new teachers could be needed to cope with the influx of children who have fled Ukraine. More than 85,000 new Ukrainian students have registered at Polish schools and this could rise to hundreds of thousands in the coming weeks.

In Ireland, Ukrainian teachers will be fast-tracked through registration to ensure schools are ready to meet the needs of Ukrainian children and families.

The UK is looking to follow Ireland’s lead, with Education Secretary Nadhim Zahawi saying his team is looking for ways to recognise the qualifications of Ukrainian teachers so they can commence work as soon as possible.

Meanwhile, teachers in Russia have been ordered to teach students that the invasion of Ukraine is a ‘special peacekeeping mission’ and that NATO poses a danger to the Kremlin. Speaking out against the war in Ukraine is costing teachers and other workers in Russia their jobs.

Kamran Manafly, a geography teacher in Moscow, was fired after posting on Instagram that he did not “want to be a mirror for state propaganda”. Upon his return to school the following day to collect his things, he was barred from entering. The BBC reports seeing a video of children coming out to the school gate to say goodbye while applauding him. Amid concerns for his safety, he has fled the country.

Global solidarity for Ukraine has been building, with unions and unionists from around the world condemning the war. The International Trade

Hope turns to despair for Afghanistan’s girls For girls across Afghanistan, Wednesday 23 March was set to be a day of hope and excitement. It was the day the Taliban regime had promised to reopen secondary schools to girls. Yet hope turned to despair as girls returned to campus only to be ordered to go home. The Ministry of Education released a video congratulating all students on their return to class the night before girls were set to return. Yet a last-minute change in policy was announced on Wednesday morning stating that secondary schools would remain closed for girls until new plans were drawn up in compliance with “principles of Islamic law and Afghan culture”.

United Nations Secretary-General Antonio Guterres said the decision was “profoundly disappointing and damaging for Afghanistan.”

He went on to urge the Taliban regime to “open schools for all students without any further delay”.

Education International reports that since the Taliban took over the country in August 2021, the ban on girls’ education has resulted in 200 million days of lost learning. The Taliban regime’s policy reversal means there is no end in sight.

“The policy reversal is deeply disturbing and is a direct violation of girls’ right to education," said David Edwards, General Secretary of Education International. "It impacts the lives of millions of girls and deprives an entire country of the immense contribution these students can make towards a better future. Educators in Afghanistan and around the world will not stand for it. The international community will not stand for it.”

In a tweet by Human Rights Watch, Nobel laureate Malala Yousafai said: “The Afghanistan that the Taliban are envisioning is the one where girls do not receive their education. That is an Afghanistan where we do not have educated women”.

Katie Camarena Journalist newsmonth - Vol 42 #2 2022

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Sub Branch reports Sub branch meetings are an opportunity for Chapter Reps and IEU members from each region to receive updates from union organisers.

They’re also a way for reps and members to provide feedback to the union about what is happening on the ground in workplaces.

There are 19 geographical sub branches across NSW and the ACT, plus our Principals’ Sub Branch. Sub branches meet four times a year, usually in the first three or four weeks of each term.

Each sub branch sends delegates to quarterly union Council meetings.

Council is the union’s decision-making body, bringing together more than 100 members from throughout NSW and the ACT. All Chapter Reps, and any IEU members who’d like to increase their union activism, are warmly invited to attend their sub branch meeting. Contact your Rep or your organiser if you’d like more information.

Cumberland Sub Branch

The Cumberland Sub Branch includes schools, colleges and early childhood centres in Parramatta, Mt Druitt, Castle Hill, Marsden Park, Blacktown and nearby suburbs.

Its AGM was well attended, and it was encouraging to welcome several new Reps to our first meeting of the year.

The meeting’s agenda was dominated by the impact of COVID and the safe return to schools. Reps in independent schools noted diverse and sometimes troubling approaches to flexible work arrangements and issues with transparency in dealing with COVID cases in their schools.

Put simply, workers have a right to a safe workplace and the employer has an obligation to provide it.

Therefore, Reps were encouraged to raise WHS concerns as they emerge. They were also advised to ensure that their workplace has a Health and Safety Rep (HSR) and, if not, to elect an HSR as soon as practicable to help ensure stronger WHS awareness and compliance.

The sub branch was also concerned with the proposed changes to workers compensation legislation relating to school staff who contract COVID. Members welcomed the federal Department of Education, Skills and Employment Fact Sheet (see pages 9-12) that is now available to all schools across Australia, removing the superfluous layers often asked of staff in respect of the NCCD. Congratulations to the following members who were elected unopposed to their respective positions: President: Robert Paluzzano Vice President: Anthony Leon Downs Secretary: Tina Ruello Committee Members: Grace Villarosa, Angela Rogers, Melinda Callaghan Our next meeting is at 4.30pm on Monday 2 May at the IEU Parramatta Office in Ross St. Lubna Haddad Organiser

Penrith/Blue Mountains Sub Branch The Penrith Blue Mountains Sub Branch includes schools, colleges and early childhood centres from Penrith to Blackheath.

The Penrith/Blue Mountains Sub Branch AGM was held on Darug land by the Yandhai River (or Nepean River) at Penrith in February, with 14 attending.

The sub branch wishes to thank Veronica Yewdall, IEU Professional Officer, for addressing the meeting about the extension of the NESA accreditation deadline, IEU Behaviour Management PD, the IEU Zone PD platform, and the finalised NCCD Evidence Fact Sheet.

The agenda also covered the Catholic systemic schools enterprise agreement, Catholic independent schools enterprise agreements, a COVID update, and issues from schools present.

The sub branch election was held with the following IEU Representatives being elected with a diverse range of school sectors and stages being represented. Congratulations and thanks to the following: President: Elizabeth Heggart from Penola Catholic College Vice President: Natalie Maddock from Wycliff Christian School Secretary: Margaret O’Donnell from CathWest Innovation College Sub Branch Committee: Janet Marie from Holy Family

Celia Carroll from Trinity Catholic School

Brett Wright from Wollemi College

Nicola Miller from Montgrove College The IEU thanks the outgoing 2021 office holders for their commitment to the union.

Elizabeth Heggart, Penola Catholic College Regina Bryan, St Monica’s Richmond Margaret O’Donnell, CathWest Innovation College Committee members: Natalie Maddock, Nardin Hanna (formerly St Bishoy’s), Janet Marie Holy Family, Rachael Jones, Clare Laws (formerly Korowal) President: Deputy President: Secretary:

Sub Branch meetings will resume (in person) at Nepean Rowers Club at 4.30pm on 18 May, 10 August and 9 November 2022 and 1 March 2023. All IEU Reps receive invitations ahead of each meeting. If the IEU Rep cannot attend another IEU member is most welcome to represent members from your workplace.

Ann-Maree McEwan Organiser 16

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Monaro Sub Branch The Monaro Sub Branch covers the ACT. We welcomed IEU Professional Officer Veronica Yewdall who gave an update on the NCCD workload breakthrough and spoke about the Fact Sheet which will be a useful tool for schools and school staff. Thank you to Veronica.

Regarding the enterprise bargaining in Catholic systemic schools, there was a broad outline of claims; significant pay increases are being sought for teachers and support staff. Support staff membership is relatively low, and Reps were asked to let staff in their schools know what is to be gained by joining the IEU. ACT Catholic independent schools agreement has been voted up and has been approved by the Fair Work Commission.

Schools have implemented pay rises.

AIS Multi-Enterprise Agreements: The agreement was voted up in all ACT schools. The Orana School is now on the Independent Schools NSW Teachers (Hybrid Model) MEA. Negotiations about pay are ongoing.

COVID: A number of issues and queries were raised: • mask wearing and the difficulty of teaching with them on and the problem of keeping them on students • front office staff enduring increased workloads • doubling up of classes when relief staff could not be engaged • extra duties due to cohorting • the expectation to provide work for students at home • workers compensation claims if teachers caught the virus at school.

IEU PD Program for Term 1: Behaviour Management courses currently available have all been TQI registered.

Important event: An IEU Women’s Dinner will be held on 7 April (the last Thursday of Term 1) at the CIT in Canberra.

Students enrolled in courses at the CIT are involved in all aspects of catering and hospitality. The format will be afternoon tea, pre-dinner speakers Skye Saunders and Peta Spender (from the ANU Law Faculty), dinner followed by IEU Acting Secretary Carol Matthews. The theme of the event is Changing the Climate.

President: Dianne Lefebvre Vice-President: Bernadette Bradley Secretary: Angela McDonald Committee members: Alex Thompson, Eugene Lehmensich, Judy Elliott, Beulah Jud-Brettingham Dianne Lefebvre Monaro Branch President

South East Sub Branch

The South East Sub Branch takes in schools, colleges and early childhood centres in on the south coast of NSW, including Bega, Cooma, Milton, Ulladulla and Pambula.

As President of the South East Sub Branch, I thank in particular our reps who have done exceptionally well in communicating and helping our teachers during the last year.

When I contemplate how our teachers have adjusted to the everchanging landscape of schools, to continue to provide the very best in education, I am in awe of the energy and commitment shown.

We belong to an amazing profession!

As we face yet another pandemic year, with challenges of staff shortages, more COVID, RATS, PCR testing and the stress of absences of both staff and students, I am so thankful to know that the IEU is an everpresent support and backbone. Who would have thought that having RATS in your house would be a welcome gift!

At our AGM in February 2022, we were honoured to have President Chris Wilkinson, John O’Neill from the Executive and IEU Organiser Anthony Telford from the ACT office attend. We also had the privilege of Professional Officer Veronica Yewdall from the IEU Sydney office speak about the IEU wins around NCCD (see pages 9-12) and the new requirements for submitting teacher accreditation to NESA. This was immensely informative and valuable.

In our sub branch elections, the president, deputy president and committee members were returned to office for 2022 with an addition of Jennie Marsh as the new secretary.

Discussion at the meeting covered the upcoming enterprise bargaining in Catholic systemic schools and issues around COVID. We thank the IEU for their work in running Behaviour Management courses. They are fully booked and very much appreciated by members.

An IEU Women’s Dinner in Canberra and election of Council Delegates were highlighted as upcoming events.

Beth Worthy President

Central Metropolitan Sub Branch The Central Metropolitan Sub Branch takes in schools, colleges and early childhood centres in central Sydney, the inner west and suburbs including Rhodes, Concord and Meadowbank.

Its most recent meeting was dominated by the return to school in the COVID era.

Teacher shortages are a huge concern, with schools in the inner west impacted as COVID isolation rules and teacher shortages cause a scramble to source available casuals.

Support staff who are qualified teachers are being taken from their work to cover classes.

Teachers who have returned on flexible work arrangements are picking up extra days to cover COVID shortages and in larger primary schools everyone is prepared for split classes.

‘Hybrid’ learning expectations raise the question of how much was too much.

While most schools require students to access regular online learning platforms and catch up as usual when they return to class, others are expecting teachers to present a full Zoom lesson as well as sending additional information to parents.

Concern was raised that a hybrid model will be seen as the ‘new normal’ and students will choose to stay away from face-to-face learning.

Upcoming IEU Council (see page 5) and Executive elections were also a talking point, with participants discussing opportunities to improve representation of Central Metropolitan members at this level.

Donna Widdison Organiser

North West Sub Branch

The North West Sub Branch includes schools, colleges and early childhood centres in Tamworth, Armidale and throughout the New England area.

Swimming carnivals, staff meetings, COVID and, I suspect, Zoom fatigue saw a smaller turnout than usual at our AGM. Nevertheless, we managed to elect a new executive and I would like to congratulate the following members on their election: President: Libby Lockwood Vice President: Denise McHugh Secretary: Fiona O’Neill Committee members: Kate Clynch; Dale Cain; Raelene Maxworthy; (1 vacancy) The following two motions were passed by the sub branch: – The North West Sub Branch congratulates the NSW Nurses and Midwives Association for their industrial action on 15 February. Nurse-patient ratios are critically important as is the abolition of the state wages cap. That the state government keeps telling the media that the hospital system is coping, the brave action of the members of the NSW NMA exposed these statements as bald-faced lies.

– The North West Sub Branch thanks Helen Templeton for her services as President in recent years. Sub Branch also congratulates Alex Wharton on his appointment as Principal of Carinya Christian school, Gunnedah campus, and acknowledges his contributions to the North West Sub Branch. We are sure that Helen will enrich the Central Met Sub Branch and Alex will do the same in the Principals’ Sub Branch.

To all Reps and activists in the North West, please add the following meeting dates to your diaries and calendars. Meetings commence at 5.30pm.

Term 2: Term 3: Term 4: AGM 2023:

20 May 2022 Armidale Bowling Club 29 July 2022 Tamworth Hotel 11 November 2022 Armidale Bowling Club 17 February 2023 Armidale Bowling Club David Towson Organiser

Metropolitan East Sub Branch The Metropolitan East Sub Branch takes in schools, colleges and early childhood centres in the eastern suburbs of Sydney.

The Metropolitan East Sub Branch met via Zoom in February. Shelly Hopper was elected President for 2022 with Shannon Warne elected Vice President. Secretary is Jenny Muscat with David Parnell and Gary Osborne making up committee members. Congratulations and thanks to all these active IEU Representatives. The Met-East Sub Branch was also pleased to welcome IEU President Chris Wilkinson to the meeting.

We covered the Catholic systemic enterprise agreement (EA) campaign, the Catholic independent EA campaigns and the AIS update. An IEU COVID response update was also given.

Some issues surrounding Workplace Practices Agreements in Catholic systemic schools were discussed, mainly around meeting times, workloads and duties.

Some issues, such as teacher shortages, dual modes of learning, hours of face-to-face teaching, online PD requirements, increasing numbers of parent-teacher nights and the process around personal leave are still coming up in the Metropolitan East region.

Even something as simple as a mandated 30-minute uninterrupted lunch is still a problem at some schools.

Take notice! Is your union noticeboard up to date?

Here are some great examples: from top, St Joachim's Catholic Primary School Lidcombe; Sacred Heart Catholic Primary School Pymble; Prouille Catholic Primary School, Wahroonga You can download union posters and resources here: www.ieu. asn.au/resources/rep-resources

David Whitcombe Organiser

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Step up, be counted Chris Wilkinson President

Here we are at the end of Term 1. It’s hard to believe, with everything that has happened. Rain, rain and more rain has caused devastating floods in many parts of NSW, with many homes and livelihoods as well as schools and early childhood centres lost or badly damaged. Our thoughts and prayers go out to all who have suffered.

Our Lismore office, opened last year, had water 2 metres deep inundating the entire second floor.

My sincere thanks go out to four amazing IEU staff members – Steve Bergan, Richard Ryan, Carolyn Moore and Cassie Barnes – for their efforts and long hours cleaning, removing furniture and carpet and rescuing anything they could.

This was all on top of still being available to members coming to terms with the enormity of the floods. Life goes on for all in many different circumstances and it brings out the true Aussie spirit in most people.

We look forward to better days, months and years ahead.

The Catholic systemic schools campaign is gearing up for all teachers and support staff.

The key demands are: • pay teachers what they're worth • give support staff a fair deal • let teachers teach – cut paperwork • allow time to plan – reduce the teaching load by two hours per week • end staff shortages.

It is most important that all members in Catholic systemic schools take part in this campaign. Organisers are visiting schools and organising chapter meetings to explain the process.

I urge all Catholic systemic members to attend these meetings, read the NewsExtras emailed to you and read Newsmonth, which will explain the process and important dates. If you need further clarification on any points, please contact your Organiser who will be happy to help.

It was great to catch up with many of you at the recent sub branch meetings. I would like to congratulate and thank the members who put their hand up to fill the positions of President, Deputy President, Secretary and to join committees. This is an added opportunity for members to come together and network, listen and share what is happening in schools in your area.

Elections for delegates to Council will be held in Term 2 so please watch for information regarding this process (see page 5). It is our hope that all positions from every sub branch will be filled. These meetings are held four times a year in Sydney and again a great opportunity to become more involved in your union.

The holidays are fast approaching and well deserved so I wish you all a good and restful holiday to prepare for Term 2 which is always busy with parent teacher interviews, NAPLAN testing, semester exams and, of course, teaching.

Take care and keep doing the fantastic job that you do day in day out.

A call to action: Hear Our Voice

Carolyn Collins

Vice President Support Staff

This year will be historic for Catholic systemic school support staff and will set the foundations for future enterprise agreements within other sectors.

The majority of those employed in support staff positions are female. We need our employers to hear our voice!

However, there is reluctance among school support staff to voice discontent.

This is understandable when our employment is precarious to say the least, with short-term contracts, a heavy reliance on funding and limited hours for a viable, living wage.

If our employment becomes precarious because we use our democratic voice, then why work for such an employer? Many of us work within religious schools and to deny us a 18

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fair and equitable wage is going against the ethos of our beliefs. However, now is the most pressing time to have our voices heard.

I have been a union member since 1992 and there has never been a more important time for us to be heard. For us to be true to our roles in schools, we need to fight for that recognition. Sadly, this is a fact. It is our fight! We cannot expect teachers to stand up for us if we are unwilling to stand up for ourselves.

We want teachers to stand alongside us.

We need to be the face of our fight.

It is imperative for school support staff to join the union. There is power in numbers. The weight of change cannot be left with just a few.

Support staff union members are strong and committed, but we are so very few. For without all of us, we cannot possibly persuade our employers to give us fair and comparable pay to that of our brothers and sisters in the state system.

Members out there, please get your school support staff to join the union and fight the good, just fight. Without numbers we are doomed to failure. Our employers will use our lack of numbers and voice to deny us justice.

School support officers are an integral part of the school community, and we receive lovely platitudes, but without the benefits that should accompany such words and gestures.

Success with the new rounds of the Catholic systemic enterprise agreement for parity with our state counterparts, should equate to increased wages and benefits in other sectors, as mentioned before. This is a one-off chance to get the ball rolling for benefits now and into the future. #HearOurVoice

Teachers reaching breaking point Gabrielle Connell Vice President Early Childhood

Over the last month several preschools and early childhood services in the northern rivers area have been seriously affected by floods (see p4).

For some preschools it will take months to be operational again in their original buildings as the damage is so great and all equipment has been lost.

They are scrambling to find alternate premises and have them licensed.

We have seen early childhood services across the state rise in solidarity to support services with donations of money, equipment and wellbeing packs for teachers and educators.

This has been organised by Melinda Gambley from Clunes Preschool, who is a member of the IEU’s ECS Council. She has worked tirelessly to make connections and support services and staff.

Teachers are already under huge amounts of stress with COVID compliance and staff shortages. Is this the straw that breaks the camel’s back?

This week I was speaking with a director from a preschool who is ready to leave the sector. She recently enrolled in a program offered by the NSW Government called Transitioning Well.

This program aims to support community-based services that employ fewer than 200 people. She was able to have one-on-one time with an organisational psychologist to support mental wellness.

Part of this support included an audit of her daily tasks. Her role was risk assessed. The report stated that she is fulfilling four roles: teaching; business/financial; management/HR; and educational leader. This equated to between 63 and 70 hours a week. She is exhausted and feels she can’t stay in the sector much longer.

Another colleague told me that on one day recently she was the only permanent staff member at her service out of 11 staff. The other 10 were casuals called in to replace sick staff. Imagine the stress on that staff member ensuring that children were safe, happy and being offered an educational program.

Imagine the stress the casuals felt with little guidance and leadership. Imagine the stress on the children and families who had to leave their children with people they had no connection with.

We all know this is unsustainable and that we will continue to lose directors, teachers and educators from the sector.

The workload is too great and the stress levels too high.

Stand behind your union in this campaign Bernadette Baker Vice President Systemic

“There is no good society without a good union”: Pope Francis 2017 I acknowledge that the last two years have been particularly difficult. We have made an extraordinary effort to keep schools functioning, supporting students and looking after ourselves – with varying degrees of success.

The employers’ response to the IEU's claims on behalf of members in systemic schools is a 2.04% payment – we need to view this as an interim payment. A mere 2.04% does not cover the cost of CPI or

come close to making any real progress on teachers’ salaries. The upcoming campaign is gathering momentum, and we will be successful because of you, the members.

The industrial system can be quite complex, so chapters need to pay attention to the details regarding taking industrial action.

Each chapter will be asked to hold meetings, vote, and return paperwork. Each piece of this jigsaw is important, so thank you for your diligence.

Encourage everyone on your staff to be a member, to join the collective and increase the solidarity of your union.

There is purpose in this campaign, you deserve better pay that acknowledges your hard work.

New menace lurking in schools Bruce Paine

Vice President Non Systemic

We should be alarmed by the rapid increase in young people vaping. This new menace impacts students and teachers.

Many schools are encountering similar issues: the sweet smell of raspberry, bubblegum or vanilla wafting from toilets and shrubbery. Students asking to ‘duck out’ to the toilet during lessons, groups of students huddling suspiciously and students in empty classrooms at lunch and recess.

These are the signs that vaping is alive and well in your school community – girls and boys are equally interested in ‘grabbing a vape’. I believe vaping is bigger than cigarette smoking during the 1980s and 90s.

Many parents don’t vape, so students are using other sources – a black market develops in the school, money changes hands, people who are not members of the school community lurk around

outside after 3.30pm, ‘drops’ are arranged, a network is developed, the supply chain put in place.

Detecting these thumb-sized vapes is impossible. It’s a game that students are winning. Students in Year 5 are using vapes and the menace is present in every year group in high schools.

School authorities are at a loss as to how to combat the problem – and it is taking everybody’s valuable time away from teaching, supporting and learning.

Research indicates that only by a systematic, structured approach will this new menace be controlled. Here are some ideas: • vaping education classes • peer-to-peer education • involve parents in vaping education • anonymous reporting • counselling.

We all have a part to play – look for the signs, be proactive, talk to parents and report to police. More work intensification for teachers and support staff.

Battle lines drawn

As campaigning for the federal election heats up, it is important to think about philosophies, significant changes and reforms to superannuation by the major parties.

Certainly political changes and reforms to super will have an effect on your overall benefit when you decide to retire, so take this into consideration when casting your vote. Please note the discussion of the LNP’s policies and reforms will be longer as the party has been in power since the 2013 federal election.

On the Labor side there is a long-term commitment to a universal employer contribution of 12 percent to super. The architect of compulsory super, Paul Keating, summarised his idea when he stated: “Now everyone, including the bloke running behind the garbage truck, can have superannuation.”

Universal coverage for all Australians! It became law in 1992 with an initial 3 percent employer contribution which was set to move up to 12 percent in small increments.

Rightly, the party has claimed ownership of the idea of universal superannuation to be settled at 12 percent employer contributions.

The brain-child of Mr Keating has become enormously popular among Australians and any party seeking to remove it would do so at their peril. It is truly a world-class retirement system.

The LNP government has mixed views on superannuation and has made significant reforms to super.

I will attempt to name the more important ones (although it will not be exhaustive).

First, former Prime Minister Tony Abbott, delayed the implementation of the contribution increases at 9.5 percent to 12 percent in 2014, despite it being already legislated.

The grounds for this freeze were that employers could not afford to increase the SG (Super Guarantee) and that increased payments would result in job losses and wage stagnation.

As a result, workers lost the benefit of the legislated increases and compounding investment earnings that would be substantial over a lifetime of work. When the Assistant Minister for Superannuation, Jane Hume, was asked her views on whether super should be increased, her reply was: “I’m reasonably ambivalent on this issue, to tell you the truth” (reported by the ABC).

The delay ended on 1 July, 2021, when the government allowed the increase to 10 percent to go ahead.

This happened after intense debate, especially on the part of Senators Andrew Bragg and Tim Wilson, who vociferously opposed the increase.

LNP Senator Gerard Rennick, describing our world-class superannuation system, stated that he would not put “lipstick on a pig” and that we should “kill superannuation stone cold dead”.

Significant reforms on super happened under Prime Minister Malcolm Turnbull. Arguably the most important one was the cap put on income streams (allocated pensions) at $1.6 million.

This measure ensured that individuals could not use the taxfree benefit of income streams to hoard millions of dollars. Other reforms happened under the Turnbull government as well, but the biggest change came later when the LNP allowed the release of up to $20,000 per member over two years during the COVID pandemic.

This measure flew in the face of a cornerstone principle of Keating’s plan – super is to be used for retirement purposes only, certainly not to prop up government responsibilities. The ramifications of this policy will be felt in years to come with those who withdrew funds forced to retire into a lower standard of living.

Recent changes introduced by the government (effective 1 July 2022) include raising the age for eligible contributions to 74 by raising the work test age and removing the $450 threshold for contributions for low-paid part-time workers.

This removes the glaring inequality for part-time workers, who are in the majority female, who will now be paid super. However, the government has just decided that superannuation will not be added to taxpayer-funded parental leave, which will result in hundreds of thousands of women worse off at retirement – a missed opportunity to address the gender gap for women.

So, the election will decide whether the Super Guarantee increases to 12 percent or whether it will again be delayed. Industry funds will continue to work on members’ behalf to provide high quality service, solid investment returns at low costs and insurance benefits based on our collective, not-for-profit ethos.

IEUA NSW/ACT Branch Executive Secretary Mark Northam Eora Nation Deputy Secretary Carol Matthews Eora Nation Assistant Secretary Liam Griffiths Eora Nation Assistant Secretary Pam Smith Dharug Nation President Christine Wilkinson St Joseph's Girls High School East Gosford Ku-ring-gai Nation Deputy President Tina Ruello Catherine McAuley Westmead Dharug Nation Vice President Non Systemic Bruce Paine Kinross Wolaroi School Orange Wiradjuri Nation Vice President Systemic Bernadette Baker St John's Catholic Primary School Dapto Dharawal Nation Vice President ECS Gabrielle Connell NESA Accreditation Officer Wiradjuri Nation Vice President Support Staff Carolyn Collins St Michael’s Primary School Nowra Yuin Nation Vice President ACT Angela McDonald St Thomas Aquinas Primary School Charnwood Ngunnawal Nation

Financial Officers Denise McHugh NESA Liaison Officer Kamilaroi Nation Peter Moore Our Lady of Mercy College Burraneer Tharawal Nation General Executive Members John O’Neill Carroll College Broulee Yuin Nation Anna Luedi Marist Catholic College North Shore Eora Nation Suzanne Penson Mackillop College Port Macquarie Biripi Nation Helen Templeton St Scholastica's College Glebe Point Eora Nation Phoebe Craddock-Lovett Eora Nation Simon Goss Wiradjuri Nation Libby Lockwood St Joseph’s Primary School West Tamworth Kamilaroi Nation Kylie Booth-Martinez Assumption Catholic Primary School and St Stanislaus' College Bathurst Wiradjuri Nation Glenn Lowe St Joseph's Catholic High School Albion Park Dharawal Nation

Bernard O’Connor NGS Super

with Professional Development and Reps Training

www.ieu.asn.au Our locations (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. Past performance is not a reliable indicator of future performance. Any opinions are those of the author and do not necessarily reflect the view of NGS Super.)

Sydney 485-501 Wattle Street, Ultimo NSW 2007 8202 8900 Parramatta Level 2, 18-20 Ross Street, Parramatta NSW 2150 8202 8900 Newcastle 8-14 Telford Street, Newcastle East NSW 2302 4926 9400 Unit 4, Lismore Professional Centre 103-105 Molesworth Street, Lismore NSW 2480 (office temporarily closed due to floods, call the IEU on 8202 8900) ACT Units 11 & 12, 3-5 Phipps Close, Deakin ACT 2600 temporary ph: 0473 573 940 newsmonth - Vol 42 #2 2022

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Shockingly Good Stories Author: RA Spratt Publisher: Puffin Books

Piranhas on the run, stolen sandwiches, chocolate waterfalls and so much more!

From RA Spratt, bestselling author of Friday Barnes, comes this collection of 24 stories perfect for fans of Roald Dahl, David Walliams and Paul Jennings.

Featuring fractured fairytales told by none other than Nanny Piggins, previously unpublished Friday Barnes mysteries and a bunch of other hilarious and highly original tall tales.

This book will delight kids from seven to 70, whether they’re after a bedtime story, entertainment for a long car ride or distraction in the doctor’s waiting room!

Will the Wonderkid Treasure Hunter of the Australian Outback

Masters of Disguise

It’s December 1914, and young Will Hutchison heads off into the South Australian desert in search of gold with his father, two other explorers and six camels.

At the end of each chapter, a double-page spread provides information on topics relating to the chapter, such as Riding the Ghan (the great northern railway; travelling on the Ghan); Indispensable Afghans (who they were; what they did); Hard-Working Camels (exploring the outback; pioneering); Surviving in the Desert (plants; animals); Precious Opals (origins; opal mining); and Curious Coober Pedy (travelling to the opal field; living below the ground).

The story and the information spreads have black-andwhite and colour illustrations, including photographs of Will at the time. Also provided at the end of the book is a glossary, background reading and an index.

A gorgeous hide-and-seek extravaganza that showcases 12 of the most elusive animals on earth that use camouflage to disguise themselves. A timely and beautiful non-fiction book for nature lovers of every stripe.

Now you see them, now you don’t! Cloaked in a riot of colour, pattern and texture are a dozen animals - from chameleons and polar bears to Gaboon vipers and mimic octopuses - that have mastered the art of fading into the background.

Fact-packed pages segue into clever and beautifully illustrated seek-and-find spreads that put readers’ newfound knowledge of each creature and its ecosystem to the test. Marc Martin jets budding conservationists around the world and shows them the secrets of animal camouflage. A perfect gift for animal lovers.

Author: Stephanie Owen Reeder Publisher: NLA

Author: Marc Martin Publisher: Puffin Books

Email entries to giveaways@ieu.asn.au with the title of the book you would like to receive in the subject line. Write your name, membership number and postal address in the body of your email. All entries must be received by 6 May 2022.

You’re shaping brighter futures every day.

Let us invest in your future (and a better world).

Find out why Australian education professionals trust NGS Super with their future.

Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the trustee of NGS Super ABN 73 549 180 515

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CREATING BRIGHTER FUTURES