Newsmonth #6 2019

The newspaper of the Independent Education Union of Australia NSW/ACT Branch (vol 39 #6) September 2019 PP 100000871 ISSN No: 0728-4845

E S R O D N E S R MEMBE

A E W E N R O F M I IEU CLA

Members in Catholic systemic schools around NSW and the ACT have been meeting to endorse the IEU’s claim for a new Catholic Systemic Schools Enterprise Agreement (the EA) for 2020.

The IEU Council meeting on 17 August also unanimously endorsed the claim. The Union has conveyed this to the Catholic Commission for Employment Relations (CCER) and diocesan directors.

Pay claim For support staff and teachers in NSW the claim is 2.5% per annum from each January for the life of the new EA. For teachers in ACT, pay rises should be not less than the increases received by public sector colleagues – that is, 3% from July in 2019, 2020 and 2021 and 1.5% from July 2022.

Conditions claim for teachers Key elements of the claim include the following (see the July NewsExtra for full details): Reduction in face to face teaching The Union is seeking a reduction of face to face teaching of 30 minutes each week to assist in achieving a manageable workload.

Temporary teachers Temporary teachers should convert to permanent status after three years of continuous employment with the one diocese, with a right to appointment to the diocese.

Casual teachers Dioceses should improve working conditions for casual teachers and assist them to meet their professional obligations. Relief could also be provided by appointing ongoing or temporary teachers to a school or cluster of schools instead of casual teachers.

Professional fees Employers should reimburse employees for compulsory fees, such as teacher accreditation/registration, RE training and the Working with Children Check.

Teacher classifications Calculation of teaching service for pay progression should include up to 12 months of unpaid parental leave (as occurs in NSW government schools) and all teaching undertaken as an early childhood teacher.

Promotions The IEU wants to clarify the calculation of hours of instruction for secondary coordinators and ensure primary Coordinators and assistant principals receive their full entitlement to release. Assistant principals in primary schools should be paid the same as assistant principals in secondary schools.

Conditions claim for support staff Permanency EA provisions permitting temporary appointments for support staff need to be tighter.

Long service leave equity The Union is seeking that the support staff long service leave entitlement be increased to match that of teachers, that is, increased from 1.3 weeks per year after 10 years of service to two weeks per year after 10 years of service.

Aboriginal educators Rates of pay and classifications applicable to Aboriginal Education Workers should be reviewed, commensurate with their responsibilities.

Independent Education Union

of Australia NSW/ACT Branch

IEU CLAIM FOR NEW EA Schools Enterprise The NSW and ACT Catholic Systemic December this year.

Agreement 2017 expires on 31 improved conditions in the new enterprise and endorse this claim for The IEU is asking members to meet work intensification, a major issue the proposed measures to address agreement (EA) and also endorse safety of members. impacting on the work health and Chapters should meet, if possible,

by the end of Week 4.

Pay rises

January 2020 for teachers in increase of 2.5% each year from The IEU is claiming a minimum pay and the ACT. same claim for support staff in NSW NSW. The Union will be making the October 2018, 3% from July is claiming an increase of 1.5% from For teachers in the ACT, the IEU The IEU is also claiming July 2021 and 1.5% from July 2022.

2019, 3% from July 2020, 3% from increases in superannuation.

Conditions claim for teachers Reduction in face to face 30 minutes each week in face to face teaching time of The Union is seeking a reduction workload. This to assist in achieving a manageable for all primary and secondary teachers IEU also will ensure for professional planning time. The additional 30 minutes can be used for use as teaching in primary schools is available all existing release from face to face determined by the teacher.

Temporary teachers

years of continuous to permanent status after three Temporary teachers should convert diocese, rather than a with a right to appointment to the employment with the one diocese, specific school.

July 2019

Leave claims for all employees Additional claims relating to leave include: • payment of superannuation for the 12-month period of parental leave • improved paid parental arrangements for temporary employees • emergency disaster leave of up to five days paid leave per year for employees unable to attend work because of natural disasters, and • cultural and ceremonial leave for Aboriginal and Torres Strait Islander employees for religious, cultural or ceremonial purposes.

Coverage of the EA IEU is seeking that all employees in schools who are not currently covered by the EA should be included. Teachers and support staff in early childhood services and out of school hours services attached to schools should also be included.

Diocesan specific issues The Union will also be meeting with dioceses to discuss specific policy and implementation issues relating to Work Practice Agreements.

Work intensification issues are also key to the wellbeing of teachers. The Union is calling for specific measures to address work overload resulting from unnecessary data collection, lack of support for diverse learners, too many out of class duties and excessive requirements in relation to programming on top of all the other requirements. This is a major priority for the Union.

Carol Matthews Assistant Secretary See pages 10, 11, 12

Support staff survey findings – unpaid overtime common In light of the upcoming negotiations for the Catholic systemic enterprise agreement due to expire at the end of the year, the Union sent a survey to support staff working in the 11 Catholic dioceses across NSW/ACT to gauge the issues facing them at work.

Much of what the Union already knew from our chapter meetings, calls, emails, and industrial cases has been confirmed by the feedback to the survey, which particularly sought to determine the duration and frequency of unpaid overtime undertaken by support staff.

A key finding is that a staggering 92% of respondents indicated that they start work before their scheduled time, and 90% stay back. Additionally, 37% never claim overtime and 47% have been directed to take time in lieu instead of an overtime payment.

The breadth of experiences of our support staff members in schools also generated a wide range of issues in the workplace, including: • lack of awareness of particular entitlements, such as the overnight allowance

• favouritism or nepotism in the selection of candidates • inequity in allocations of work • lack of transparency in appointments • completion of PD in non work hours • long term rolling temporary appointments • highly skilled tasks being under classified, and • Work, health and safety concerns with regards to fatigue and mental health.

The Union also hosted a cluster meeting for Parramatta Diocese support

staff at Blacktown Workers Club on 13 August. Given support staff often miss chapter meetings in schools, the Union wanted to engage with support staff and add their feedback to the log of claims.

The meeting was attended by support staff holding a variety of levels and roles, from teachers’ aides, to library assistants, administrative staff and lab technicians, and provided important insight into their concerns.

One issue that is causing deep concern is the constant stress of insecure work, keenly felt by teachers’ aides.

Continued on page 4

(vol 39 #6) September 2019

Contents Executive reports 2, 3

News

Students learning the lessons of activism and climate change

1, 4, 5, 8 , 9, 13, 17

Gloria Taylor

Feature

Deputy Secretary

8, 13, 14

International 16

Letters to the editor 9

Reports 4, 6, 7, 17

Member stories 10, 11, 12, 15, 18

Member benefits 5, 7, 8, 9, 18, 19 Newsmonth is published eight times a year (two issues per term) by the Independent Education Union of Australia NSW/ACT Branch Executive Editor: John Quessy, Secretary for and on behalf of the IEU Executive and members Managing Editor: Bronwyn Ridgway Journalist: Sue Osborne Graphic Design: Chris Ruddle Online Journalist and Photographer: Angus Hoy 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

facebook.com/ieunswact twitter.com/#!/IEUNSWACT Instagram.com/ieunswact

2

newsmonth - www.ieu.asn.au

Students around Australia (and indeed the world) continue to show leadership sadly lacking from many adults in terms of taking action to address climate change.

A recent report by the Intergovernmental Panel on Climate Change stated that climate change is a global emergency and is already beginning to have an effect on our world, predominantly among low socio-economic status people and people in developing countries.

In the Asia Pacific region, rising sea levels and increasingly damaging climate events are already causing destruction and devastation.

Following on the success of previous climate strikes, students are currently organising a student led climate strike for Friday 20 September. This will be an internationally coordinated event and is planned for this time so that it coincides with the United Nations Emergency Climate Summit. The aim of the strike is to pressure politicians and other bodies to take the threat of climate change seriously and begin to put into place measures to mitigate expected outcomes.

This student led climate strike has been supported by a wide range of unions, including the Finance Sector Union, the National Tertiary Education Union and the Australian Education Union (Victorian Branch).

IEUA NSW/ACT commits our support to this action by students.

Central to the goals of education in Australia, according to The Melbourne Declaration, is the development of an active and informed citizenry. There can be little doubt that young people have taken the time to inform themselves about the ‘global emergency’ (IPCC, 2018) facing us all, and are now enacting their democratic right to protest their concerns.

IEUA NSW/ACT Branch Council unanimously voted for a motion indicating our support for the student strike. We support the active involvement of young people in important issues and congratulate them on this action. We commend thoes schools that are suppoting students in this action.

Teachers and support staff need to be mindful of their duty of care towards students, so it might not be possible for them to join with students in protesting on the day, but we would encourage chapters to explore ways in which they might indicate their support for action on climate change in other ways. In addition, any staff who are not working on 20 September, and are in the vicinity of a march, might wish to join in.

Motion to Council – unanimously supported We, the Council of IEUA NSW/ACT Branch: • Recognise that climate change is a global emergency representing an existential threat • Acknowledge that climate change is already having negative effects in Australia and internationally, such as increasing severity and likelihood of climate events, more damaging bushfires, breaking of heat records and coral reef bleaching • Acknowledge that climate change will disproportionately affect working people and already disadvantaged communities and members of society, and it is vital that we strive together in a campaign for climate justice, as both an environmental and human rights issue • Express our solidarity with students who are engaged in taking action on Friday 20 September, and • Will support students where it is safe, appropriate and ethical to do so.

Too many initiatives, programs and ‘good ideas’ Mark Northam

Assistant Secretary

Work drivers in many cases emanate from ‘the next good thing’ phenomenon.

NSW schools are beset by a plethora of policies and strategies from employers and state and federal level governments which result in an unnecessary focus on compliance at the expense of teaching and learning.

Multiple layers of compliance lead to duplication and replication which intrude upon teaching. Schools accept the real need for accountability. The accountability should stem from NESA or TQI syllabuses.

NESA sets out its requirements should a five year cyclical inspection take place or a random inspection which has a clearly defined focus known in advance.

The Registration Systems and Member Non-Government Schools (NSW) Manual provides the detail necessary to prepare for an inspection. The manual is a seminal document in terms of compliance.

Work drivers that require reconceptualisation are many but ‘dialling down’ the following matters would assist classroom practitioners: • Professional Development that teachers are required by employers to attend should not exceed the hours required by NESA or TQI • new additional system or school initiatives – if following consultation, it is determined to implement a particular program, there should be additional consultation with affected staff and the pace of change should be negotiated and manageable, and • data collection – before any data collection process is commenced, it should be firmly established as to who is requiring the data and why. This approach should be applied to data walls and current research should be reviewed to assess where they are effective.

Programs Dioceses should provide complete mandated programs which comply with

NESA (TQI in the ACT), with teachers being able to modify, adapt, extend and amplify as determined by professional judgement.

Reconceptualising compliance, winnowing new initiatives and clarifying the origin of a claim that a particular initiative is a ‘must do’ is critical.

Rethinking can reduce increased administrative tasks, increased data collections and increased demands on teacher out of class time.

At federal government level the notion of a National Evidence Institute may be of assistance. In the USA a similar body – What Works – is a clearing house that reviews the existing research on different programs, products, practices and policies.

Evidence based decisions would be welcomed rather than imposed practices and over interpreted NESA policies.

The Union will be seeking commitments from Catholic systemic employers, to not only review but commit to a changed approach.

Sinister Bill must be

REJECTED John Quessy Secretary

The Registered Organisations (Ensuring Integrity) Bill currently before the Federal Parliament is bad legislation and bad public policy.

It is also another example of anti-union behaviour by the Morrison government which echoes the governments of Turnbull and Abbott before it.

The purpose of the legislation has nothing to do with integrity but is to provide a litany of new ways for individuals to be disqualified from holding office in a union or for deregistering a union.

These proposed new powers target registered organisations, the majority of which are trade unions.

The major employer groups with which the IEU deals (CCER, Catholic dioceses and the AIS) are not registered organisations.

It will not be hard for the conservative press to ‘sell’ the value of this legislation because they’ll claim it will stop convicted criminals from being elected or appointed to union positions.

If this were the real intention there are simpler ways to achieve that and to make sure that the restriction applied equally across all organisations. There is nothing in this legislation and no government proposal to prohibit a restaurant owner who underpays staff $8million from running a business or opening a new one.

The proposed Bill goes much further in its scope for sanctions and is far more sinister. It would allow the Registered Organisation Commission (ROC), the minister or a “person with sufficient interest” to seek to disqualify an officer, deregister a union, restrict the use of union funds or to alter the eligibility rules of a union.

It would allow a whole range of people or organisations, including the minister, to apply for an order to appoint an administrator on a variety of grounds, including if someone complained that the union discriminated against a member or a group of members.

“This proposal singles out unions for tougher scrutiny and treatment than other organisation or company.”

These same people could apply to the Federal Court to disqualify a person from holding office on a range of grounds including that the person was considered “not a fit and proper person”.

Trade unions are already subject to a staggering level of regulation by the Fair Work Act and the Registered

Organisations Act. The level of obligation and technical compliance is such that it is easy to make errors. This legislation could make the whole committee of management (in our case executive) guilty of an accidental error made by staff.

A number of our executive members (rank and file teachers) have written to cross bench senators requesting that they reject the Bill in its current form. They argue that it is not in the interest of union democracy to impose these controls which would discourage members from seeking office and participating in the running of their union.

When one thinks of integrity one thinks of honesty, strong moral principles and ethical behaviour. Behaviour like equal treatment under the law. This proposal singles out unions for tougher scrutiny and treatment than any other organisation or company. It is a manifestation of blind hatred of the right of workers to organise and collectivism which colours much of government opinion, policy and legislation.

For example, one government senator has singled an intention to 'crack down' on industry superannuation funds using the leverage of their share ownership to influence the behaviour and practices of listed companies.

Apparently, all other shareholders would remain free to use the influence of their share ownership as they see fit but industry funds would be prohibited from ‘voting their shares’ to ensure companies did not engage in wage theft or sweatshops.

IEU claim for new EAs – Catholic independent schools Carol Matthews Assistant Secretary

Enterprise Agreements (EAs) for both teachers and support staff in about 30 Catholic independent schools expire on 31 December this year. These schools are those covered by EAs described as Model B and Model C. Enterprise agreements in other Catholic independent schools do not expire until the end of 2020 and so members in those schools will not be covered by this claim.

Pay rises The Union is seeking member endorsement for a pay claim of 2.75% each year, over three years, from January 2020 for teachers and support staff.

Conditions claims Our conditions claim includes a number of improvements agreed in the bargaining for Catholic systemic schools in 2018 (well after the Catholic independent schools EAs

were finalised). Other claims reflect agreed provisions applying in government schools.

Leave Requirements for production of evidence should be more flexible – for example, schools should not be able to require medical certificates for single days of carer’s leave. The Union is also seeking a special leave day to meet a scheduled family commitment, where the timing of the commitment is beyond the control of the employee, for example, the graduation of a family member. This entitlement should exist in all schools.

Early career teachers The IEU is seeking guaranteed release time for early career teachers and their mentors equivalent to 0.1 FTE (approximately 20 days per annum) until Proficient Accreditation is achieved.

Classification issues for teachers The Union is seeking some improvements in the classification provisions applying

to teachers that will assist experienced teachers who may not be treated as such under the standards pay model.

Long service leave parity for support staff with teachers In line with our claim for support staff in Catholic systemic schools, the Union is seeking an increase in long service leave for support staff.

Sleepover allowance for support staff attending school camps A sleepover allowance of $50 per night should apply to all support staff required to stay away on school camps or excursions.

Superannuation on parental leave We have made a claim for employers to pay superannuation for employees for the 12-month period of parental leave.

Disputes procedure The Union is calling for the dispute procedure in the EAs be updated so that if a dispute is referred to the Fair Work

Independent

Education Union

of Australia NSW/A

CT Branch

Commission, the Commission can IEU CLAIM FO rule on the dispute, R C ATHOLIC not just make a IN recommendation. S DEPENDENT

CHOOLS EA

Reportable conduct The right to inspect files relating to reportable conduct must be enhanced.

Enterprise Agre support staff ements (EAs) for both teachers and in your scho this year. ol expire on 31 December

The IEU is asking members to meet and also endorse and endorse the claim for the proposed improved conditio measures to work health and address workloa ns in the new safety of membe EAs ds, a major issue rs.

Chapters should impacting on the meet, if possibl e, by the end PAY RISES of Week 8.

The Union will be seeking minimu January 2020 m pay increas es of 2.75% each for teachers and support year, over three staff.

CONDITION years, from S CLAIM FOR TEACHERS Credit for oversea s experience, early childho Overseas teachin od teaching and child rearing g experience, early childho towards calculat od teaching and ion of teachin child rearing g service. In Catholic child rearing should be credited is credited on systemic schools the basis of one years of child and governm year of teachin rearing, ent schools, g service for as teaching service up to a maximum of four each continu years. Govern ous three for the one year ment schools of unpaid parenta also allow full Proficient pendin l leave. credit g Government and Catholic systemic schools to the profess also allow experie ion or who are new to teachin nced teacher on their prior s who are returnin g in NSW, to be teaching service paid as ‘Proficie g whilst seeking nt Pending’ based Personal/carer Proficient Teache ’s leave r accreditation with NESA. Requirements for production of evidence should should not be able to require be more flexible medical certifica – for example, tes for single schools days of carer’s leave.

August 2019

Next steps Schools have issued the Notice of Employee Representation Rights to employees to indicate that they intend to commence bargaining for the new EAs. In the meantime, chapters should meet to consider and endorse the Union’s claim. Union organisers will be available to attend schools to address the claim. newsmonth - Vol 39 #6 2019

3

Present Tense

Union bargaining for better agreements Kendall Warren Organiser

UNSW Global agreement The IEU has been negotiating alongside the NTEU for several months for a new agreement at UNSW Global, the pathways college of the university. Regular readers will know that members of both unions undertook industrial action in early July, in an attempt to get past the impasse the negotiations had reached, and by and large that action was successful, with the parties coming to an agreement in principle by the end of July.

Details were still being ironed out as of press time, but the new agreement will include salary increases of 2% per annum, with an additional top up payments (built into the salary rates) of $250 in 2020 and $500 in 2021. There will also be improvements in arrangements for off-site work, additional leave, managing change, and union training leave.

The agreed settlement is a tribute to the efforts of Union members at the college, who were prepared to take action in pursuit of their aims. The new agreement represents an excellent outcome for members of both the IEU and the NTEU.

Support staff survey findings – unpaid overtime common

“One issue that is causing deep concern is the constant stress of insecure work, keenly felt by teachers’ aides.”

4

newsmonth - www.ieu.asn.au

Other agreements Your Union has also been busy bargaining at a range of other schools, and we have recently settled new agreements at Insearch, Sydney College of English, Navitas English NSW, Taylors College, and UoW College. Negotiations are continuing at Embassy English and Navitas English Services, and will soon commence at Navitas English ACT, WSU The College, and Sydney English Language Centre (SELC).

The Fair Work Act includes provisions relating to ‘good faith bargaining’, under which an employer can be compelled to start negotiations for new agreement where a majority of their staff (or section of staff, such as teachers) want them to. To find out how that might work at your college, contact your Union on ieu.asn.au.

Industrial changes coming?

The big business lobby is pushing the federal government to make changes to the Fair Work Act to water down the Better Off Overall Test (BOOT), to make it easier to get agreements approved by the Fair Work Commission (FWC). Business is arguing that the BOOT is too rigid, and that the FWC should not have to consider whether every employee is necessarily better off than they would be under the award, as is

the case now.

ACTU is arguing against any such changes, saying they would allow for “substandard agreements (where) there is no genuine legal safeguard to prevent the abuse of the bargaining process”. Members with long memories will recall the bargaining system under WorkChoices, where there was no requirement for agreements to have any such safeguards, and the concern is that the changes proposed by business would be a step back down that road.

Your Union was a big supporter of the ACTU’s Change The Rules campaign in the run-up to the federal election, as we believe that the current system is broken, works against working people, and is a big factor in Australia’s flat wages growth of recent years.

The changes proposed by business would only worsen an already bad situation.

IEUA NSW/ACT elections Members should be aware that currently there are elections for a variety of posts within the IEUA NSW/ACT Branch – voting papers should arrive in the post. All members are encouraged to take part in the democracy of their union.

Continued from page 1 Also of concern was the time some schools are taking to communicate role allocations and availabilities year by year, with decisions communicated in late December, and only via email.

Another frustration was that support staff are often not aware of their entitlements as waged workers, which is not being communicated by school leadership teams.

The Union is aware that some support staff have not been informed of the overtime provision or that there is an overnight camp allowance in the enterprise agreement.

The Union is seeking to remedy these issues with the current log of claims which looks at tightening the pathway to

permanency, LSL accrual equity and meaningful Professional Development.

The Union is also implementing additional ways to engage support staff beyond our Gaining Ground and Newsmonth publications, our biannual conference (which takes place on 13 September this year) and our social media channels.

We encourage all support staff to complete the survey and invite their colleagues to join the Union in order to stay up to date with our claim, and, importantly, to access their rights and entitlements at work.

Here is just a small selection from the myriad of comments the IEU has received through this survey: “While I’m not asked to work overtime, if I didn’t, the work wouldn’t be completed. Taking time in lieu isn’t an option as the work will just continue to build up.”

“I would like to add that if I do get time in lieu, I’m never allowed to take this when it is convenient for me. Most times I have been instructed to take it at the end of the year.”

“Our roles as aides are never guaranteed from year to year due to funding. We don’t have security and sometimes don’t know how much work we have until the start of the year. I feel like we need to keep our CV fresh and up to date all the time.”

“Often extra work is given with the comment. ‘Only if you have time’. Or ‘Can I have it first thing tomorrow morning’.

More and more tasks are added without consultation, but with expectation it will be done or the flow-on logistical consequences of these additions.”

“I frequently miss breaks in order to help a learning support child who is in need or a teacher who is overwhelmed.

This may be toileting, supervising eating or dealing with a meltdown or sensory issues or cleaning a classroom or discussing needs with a classroom teacher. I am not paid for this, I do it to help a child or teacher get through a day however it is becoming more expected in the workplace.”

“Never been paid or had time in lieu for any overnight excursions for the 13 years I’ve worked for Catholic education.”

“The most annoying unpaid work is the compliance training that is always in my own time and can take hours to complete; and teachers aides quite often have to prepare materials for support programs that are not provided by teaching staff

and do this in our own time. We have no release time like teaching staff for this or training. I run a gardening program for the school which is planned for and organised in my own time. This requires a few hours planning and set up time every term.”

“It’s an expectation to work unpaid overtime. I have witnessed this in the last 24 years.”

“We do not get offers any Professional Development whereas teachers have constant access.”

“I do many hours per week at home, planning, organising work for students.”

“Support staff at my school often have their 30 minutes break interrupted by students who need assistance, whether that be to assist them with a special requirement like changing their hearing device or accompanying them in a lift to recess due to their needs. The full 30 minutes isn’t always able to be taken as the LSO is required to bring the class back to their room with the teacher once the bell rings.”

“Working as a Lab Tech I am often required to come in early or stay back late to set up/pack up pracs, equipment for prac exams etc. I’m sure if I asked I would be given time in lieu, however, if I take that time off, there’s nobody here to do my job so it just means extra work when I return. It defeats the purpose. I would much rather be paid for the extra hours that I do (to supplement our ordinary wage!)”

“I am fully aware of my rights, so I have always been treated fairly.”

“I don’t claim the overtime I work because I know my school can’t afford to pay me. I do the overtime because I can’t keep up with the workload.”

Lubna Haddad Organiser

Wagga Wagga director takes the lead in addressing teacher workloads

Join in June winner Congratulations to first year out primary teacher Madison Ing, the worthy recipient of our Join in June new member draw.

Madison was thrilled to receive her prize in front of 700 enthralled students at her school during a surprise presentation at assembly by IEU Organiser Berna Simpson.

It was a great opportunity for the youngsters to learn about unionism.

Madison won a $500 voucher when her name was drawn from a list of over 300 new members who joined up during the campaign in June.

Madison works at Good Shepherd Primary in the ACT and comes from a family of committed unionists.

“I joined up because I think the Union can give its members a voice and added security. It’s nice to know you have the Union behind you if you ever need them,” Madison said.

Young teachers ask the questions

Issues of workload, financial security and gaining permanent employment dominated the discussion at the recent IEU/ TMB Preservice and Early Career Teachers Day. This event, held on Wednesday 17 July, was co-hosted by the IEU and TMB at the Briscoe Building.

More than 30 early career or preservice teachers listened to sessions on financial security and cybercrime, presented by TMB, as well as issues related to gaining and succeeding in employment.

Peter Grace, the Executive Director of the Catholic Council of School Parents, spoke about working with parents as a young teacher. David Browne, Executive Officer

for the Professional Teachers Council, encouraged young teachers to join their professional associations and Amy Cotton, IEU Professional Officer, fielded lots of questions about accreditation, and the responsibilities of new teachers and their employers in this area.

However, the most popular part of the day were the two Ask Me Anything sessions.

In the first session, Julie Terry, principal of St Brigid’s College in Lake Munmorah and Warren Poole, retired principal and now tertiary supervisor at UTS, spoke about what they look for in candidates. The key attributes were passion for working with children and knowledge of what the school or centre was like.

Following this, two of the IEU’s Young Member Initiative, Phoebe CraddockLovett and Marco Cimino spoke about their recollections of the early years of their teaching careers. In particular, they explained how they sought permanent employment, whether they thought accreditation was valuable, and how to navigate staffroom politics.

Some of the sessions were recorded and the Professional Development team will try to make these available on The IEU Zone (www.theieuzone.org.au) as soon as possible.

Keith Heggart IEU Organiser

The Director of Schools for the Wagga Wagga Diocese, Mark MacLean, has announced that full time teachers will be provided with an additional one day release from class and part time teachers an additional half day.

This is an interim measure for 2019 in recognition of the increased work demands facing teachers in diocesan schools.

In Term 2 the CEDWW conducted a survey about teachers workloads and from the responses two key themes emerged: time and support.

• Time required to manage the demands of programming requirements, assessments, interviews, professional learning and the completion of online compliance modules.

• Support to assist students with significant behavioural needs.

The director has stressed that it is the teachers’ time and although the timing of the release is in consultation with the principal it can be taken as a full day or two half days, must be taken this year and can be taken away from the workplace.

The director has stated that this is an interim measure and he has given his assurance that the survey responses will continue to be evaluated in order to determine the best way to manage workload pressures in a more sustainable way.

This announcement augers well for the negotiations around the new enterprise agreement (EA) for Catholic systemic schools and supports the Union’s concerns regarding teachers’ work.

Transition and Pathway Specialist program The Wagga Wagga Diocese is to be congratulated on this initiative which has drawn positive attention from other NSW dioceses.

Representatives from the other dioceses have visited Wagga diocesan schools in the first weeks of Term 3 to gain first hand experience in the operation of the program.

At August Council, the Riverina Sub Branch recognised the value of the program and supported the inclusion of the position of Transition and Pathways Specialists in the current EA claim.

Diversity in educational leadership Kelly Humphrey, previously an Education Officer in the CEDWW Office and a recipient of the Brother Taylor Fellowship, has identified the need for more diverse school leaders.

Her report highlights the importance of mentoring and networking opportunities to inspire confidence and develop skills in school leaders.

The CEDWW has initiated 'Dual Principalships' in some of their Primary Schools. This model employs two full time principals.

Members support the idea of diverse models of school leadership but seek assurance that all school will continue to be appropriately resourced and enhanced, with the funding model for individual schools being applied in a transparent and fair manner. newsmonth - Vol 39 #6 2019

5

of interesting workshops. Participants will have a number of hours of NESA accredited for their attendance.

Transitional arrangement extended Issue 7 2019 On 28 June, state, territory and Australian education ministers agreed to extend a number of transitional workforce provisions in the current regulations. The regulations that have been extended are listed in the table below. Regulation 242 does not apply in NSW if you are working in a centre-based service educating and caring for 30 or more children preschool age or under.

Agreements The Union is negotiating a number of agreements for services including Uniting Care and Big Fat Smile.

Meeting new shadow minister new shadow Minister and farewell former Minister Kate Washington.

Verena Heron Industrial Officer

Jodie Harrison, Shadow Minister for Early Childhood met with IEU Secretary John Quessy, IEU Officers Verena Heron, Lisa James, and Tina Smith, to discuss issues that are facing the sector.

She welcomed the IEU insights into the sector and indicated that she was looking forward to working with the Union.

Union organisers attended a morning tea at Parliament House to welcome the

IEU Early Childhood Conference The annual ECS conference will be held on Saturday, 7 September. Conference participants will hear from a wide range of keynote speakers including Sarah Moore, About Invisible Leadership, and Lisa Bryant, Leanne Gibbs and Liam McNicholas, speaking about the Early Education Show.

Participants will also hear the latest about our Equal Remuneration Orders and Work Value Case before the Fair Work Commission, as well as attending a number

Integricare Integricare which operates 12 services recently advised employees they need to cut approximately $400,000 from the budget due to financial difficulties.

The newly appointed CEO suggested that centre directors who are currently non teaching could work directly with children for two days per week and that all centres could staff to minimum requirements.

They also flagged possible changes to paid meal breaks, leave and RDO accrual.

They also announced the closure of one centre in December 2019 at Homebush. The Union wrote to Integricare advising of that they need to consult with the Union before introducing any substantive changes.

Snowy Mountains Care and Early Learning Centre IEU has been advocating on behalf of members after their committee made an application to terminate their enterprise agreement which had expired in June 2017.

The committee wanted to employ teachers under the modern award. Members are standing strong against pressure from the employer, with Union support.

Verena Heron Industrial Officer

Regulation

Extended to 31 Dec 2021 Extended to 31 Dec 2023

Regulation 239A

NSW, QLD, SA, TAS

NT, WA

QLD, SA, TAS

WA

ACT, NSW, QLD, SA, TAS

NT, WA

attendance of an ECT at a service in remote and very remote areas Regulation 240 qualification requirements for educators working in remote and very remote services Regulation 242 persons taken to be an ECT Regulation 264

ACT

general qualifications for educators in centre based services

KU Annual Conference

Saturday 26 October 2019, International Convention Centre, Sydney The 2019 KU Annual Conference ‘The Power of the Question’ offers the opportunity to participate in a day of thinking and thoughtful reflection as we consider the art of questioning that supports authentic early childhood practice and pedagogy.

Introducing Keynote Speaker, Alise Shafer Ivey (USA) Alise’s work is informed by a strong belief in the competence of young children. She advocates and promotes the importance of innovative thinking and problem solving to support children’s personal and professional success in a 21st century world.

Alise offers educators the opportunity to think beyond “What Is” to the possibilities of “What Can Be” for children and families through innovative, creative early education.

Register Now www.ku.com.au/ku-annual-conference

6

newsmonth - www.ieu.asn.au

EA an opportunity to improve work life Pam Smith

Principals Organiser

Pam Smith, Shirley Jancetic and Tina Smith

Diocesan equity committees – promoting fair, safe and inclusive workplaces The IEU values and supports the role of diocesan equity committees and acknowledges the work of the members and officers who serve on these committees.

Operating within the context of the Commonwealth Workplace Gender Equality Act of 2012, the diocesan equity committee assists in the development and review of annual employer reports to the Workplace Gender Equality, oversees relevant policy development and implementation and generally ensures that issues about workplace equity, diversity and inclusion are ‘on the radar’.

For example, recent meetings of Sydney Catholic Schools’ Workplace Equity Committee have covered issues such as enhancing and supporting workforce diversity, reviewing current policies and practices in relation to flexible work arrangements, analysing the gender pay gap, and discussing the current Australian Human Rights Commission’s Inquiry into Sexual Harassment in Workplaces.

Noting the vital role of these committees, the IEU is pleased to hear of the reestablishment of the Armidale Diocese EEO Committee and congratulates the members who will contribute to the committee.

In the Bathurst Diocese, the IEU has assisted with the development of a training package to enhance the understanding and skills of committee members in dealing with equity and diversity issues.

The IEU has written to Lismore CSO in response to concerns that the Union has been denied an appropriate role with the committee, noting the long history of IEU involvement in progressing gender equality issues in the Lismore Diocese.

On 2 August, the Wollongong Diocese’s active Workplace Gender Equality Committee hosted its 2019 Leading Inspirations dinner with guest speaker Robyn Moore.

Robyn’s Power of the Word presentation emphasised finding greater work/life balance by focusing on the core values which inspire us personally and professionally and also by making time for enjoyment and laughter at work and at home.

The MC for the night, which was attended by many IEU members in the Wollongong Diocese and beyond, was IEU member and Council delegate Shirley Jancetic.

In her MC role, Shirley told the gathering that the goal of the Wollongong WGEC is to promote fairness and equality in school communities.

“It seeks to ensure that work practices and policies support all of our staff in balancing their personal responsibilities and professional careers. This is to promote attitudes, beliefs and practices of equality that will not only be modelled to the students in our schools, but also be the foundation for our society in the future,” she said.

Pam Smith Assistant Secretary

IEU Principals Sub Branch held its Term 3 meeting on 3 August at the Union’s Parramatta office.

Principals discussed the proposed enterprise agreement (EA) claims for teachers and support staff in the recent IEU Newsextra and engaged with many aspects, especially workload and compliance issues.

There were shared concerns about data management, including the Nationally Consistent Collection of Data (NCCD) process for students with disabilities, and also about the introduction of diocesan projects/initiatives without appropriate consultation with principals and staff about the workload implications.

There is also a strong awareness that many employers ramp up the requirements of NESA (such as for programing) and have high expectations way above compliance requirements.

Principals also focused on a range of issues to inform their own EA claim, including the need for genuine employer commitment to wellbeing, with specific practical measures to support principals, noting the mounting evidence that many principals are increasingly dealing with difficult student and parent situations, including threatened or actual physical violence.

Clarification of compliance requirements to ascertain their origins and also to ensure that any new projects/initiatives are only implemented after appropriate consultation with principals and staff are needed.

Classification and remuneration issues such as a review of the lower and higher enrolment band levels of the principals’ EA to determine the current appropriateness of these bands in relation to the workload demands on principals are needed.

There are issues in relation to emerging leadership models such as ‘school networks’ in the Sydney Archdiocese or ‘co-principals’ in primary schools in some regional dioceses.

The complexities of schools must be taken into account to determine principals’ salaries (such as P6. P12, vocational education, special needs) for purposes of determining enrolment bands and thus salary levels.

All school students from preschool to Year 12, whether part time or full time, should count as one student for the purposes of school numbers/size.

Greater clarity and consistency around principals’ access to professional development opportunities and professional renewal leave is needed as these provisions vary greatly from diocese to diocese.

More flexibility in the provision of support staff at higher classification levels is needed. For example, some dioceses have a restriction to only one Level 6 per school when more Level 6 and 5 roles could help alleviate workload pressures on principals and teachers.

As often with principals’ meetings, there was discussion of the NCCD and funding for students with disabilities. A copy of the National School Resourcing Board Review document was circulated and principals’ input encouraged.

Within the context of EA negotiations, an IEU breakfast meeting with Parramatta Diocese principal members was held on 13 August and plans are also underway for meetings with Broken Bay principals on 23 September and with principals in Forbes, Canberra and Armidale. Other meetings/phone conferences may be arranged within the context of EA negotiations.

IEU acknowledges the work of primary principals and their schools on Australian Primary Principals’ Day on 2 August, the first day this event has become national.

In the words of the Australian Primary Principals Association, “principals do a mountain of work in a challenging role and they are pivotal in building a strong and prosperous future for our children. Australian Primary Principals’ Day is an opportunity for us all to reflect on the contribution made to society by school principals and how much they are valued in the wider community”.

KU Annual Conference 2019 You are invited to the KU Annual Conference 2019.

We are excited to introduce Alise Shafer Ivey as this year’s keynote speaker. Alise’s work is informed by a constructivist educational approach and a strong belief in the competence of young children.

Alise advocates and promotes the importance of innovative thinking and problem solving to support children’s personal and professional success in a 21st century world. Her work offers teachers the opportunity to think beyond What Is to the possibilities of What Can Be for children and families through innovative, creative early education.

Five minutes with Alise Shafer Ivey The KU Annual Conference has the theme of 'The Power of the Question'. How does this tie in with your work?

To think is to question, to question is to assume that you don’t know. In that precarious, but exciting space of not knowing we are open to learn, to think, to imagine.

Perhaps Daniel Wahl says it best in his book Redesigning

Generative Cultures, “The art of asking beautiful questions is about challenging assumptions; inquiring about things normally taken for granted; and wondering about new possibilities.”

Indeed, our questions, and perhaps more importantly the questions that children ask, are the catalyst to innovation, empathy and understanding.

What are some of the key messages that you share with your audience?

School has traditionally been a place of questions and answers, call and response. The tidy answers that keep education efficient and measurable undermine the educational goals of thinking, seeking multiple perspectives and acknowledging the messiness that marks the human experience.

What are the main aspects of your keynote presentation?

During our time together, we will investigate the intersection of science and imagination. We will explore

the edges of what is plausible and imagine realms of possibility that exist beyond the boundaries of narrow truths. We will ask ourselves, how can schools foster thinking that recognises and embraces the great complexity of life?

What are your top three tips for teachers?

• listen • doubt and believe, simultaneously and in equal measure, and • question every unexamined belief about what it means to teach and what it means to learn (if only because it’s a good habit to question our assumptions and fight complacency).

To register for the KU Annual Conference to be held on 26 October go towww.ku.com.au/ku-annualconference-2019

newsmonth - Vol 39 #6 2019

7

Peta I’m looking forward to implementing a unit next term around film and film techniques. So I’m going to the English Outdoors workshop, because it’s perfect for what we’re going to be implementing. We’re going to be taking it straight back to the kids and take it from an outdoor perspective. We’re very excited to be doing that.

Christine The IEU Environmental Conference part 1 (ES1, S1, S2, S3) was held at the Field of Mars Environmental Education Centre on 16 August. Over 80 early childhood and primary school teachers were in attendance, learning about the value and importance of outdoor education and nature play. The secondary teachers’ conference will be held in October.

We asked a few attendees about their experience:

Angela I came from the ACT to this environment conference firstly, for the name! Field of Mars, I just had to find out about that. But also, the environment is everybody’s responsibility. It’s such a big issue and if we aren’t passionate about it how can we expect our children to be passionate about it? And also, just to find some creative ways to get outside and enhance my teaching practice. That’s why I’m here.

Alex I teach kindergarten children and I was encouraged by my head of junior school to come along. I have a passion for outdoors, growing up on acreage I was always outdoors. I just love being out in the environment and I think we need to take care of it. We need to teach our young ones from an early age to appreciate and look after the environment. I’d really like to know and learn how to make their learning valuable outside and how to teach all parts of the curriculum outside.

The geography session was really hands on and interesting, it engaged all the participants by having an actual thing to do. Learning by doing really helps us not just remember but really learn the concepts, so when we go back to the classrooms it’s just implementing it. Other previous indoor conferences were still good, interesting and full of concepts and ideas, but this is just that bit better.

Georgie I was encouraged by my principal to come on this course. I’m really interested in the outdoors; I’ve always enjoyed it as a kid. I also have been encouraged by the teacher community, it’s brought a lot of interest in the value of an outdoor education and the importance of getting children out of the classroom and enjoying their environment around them. I’m looking forward to learning how to better prepare lessons, how to set up great experiences for the kids where they can make good connections to curriculum and form a deeper understanding of different key learning areas.

Christine I’m an early childhood teacher. I recognise that we learn so much through our career that sometimes we just need something refreshing and a little different to continue our own growth, to enhance how we’re teaching the children and to support the children in their ability to learn. I’m enjoying being able to talk to other people about their experiences, what they’re doing and where they’re heading. Also learning how the environment, which is so important to our children’s learning, can help us as teachers to extend them. As a teacher I’d like to make sure they’re heading on the right path and going towards what they need to learn, enjoying it while they’re doing it too.

Environment Grants winners announced There were more than 70 applications for the IEU/TMB Environment Grants 2019, and the Environment Committee engaged in a comprehensive judging exercise before we were able to decide on the six successful grant applications.

On behalf of the IEU and grant winners I’d like to thank Teachers Mutual Bank for their generous financial contribution that makes these important grants possible.

Keith Heggart IEUA NSW/ACT Environment Committee 8

newsmonth - www.ieu.asn.au

School/ Centre Holy Family Primary School, Skennars Head St Rose Collaroy Old Bar Preschool St Joseph's Primary School Port Macquarie KU West Pymble

Uniting St Luke's Preschool Belmont North

Project Name

Member

Holy Family Koala Forest Project Air Bee and Bee Keen to be Green

Margaret Gill Louise Mitchell Merrilyn McLoughlin

Growing Minds Solar-Powered Recycled Water Course for Children’s Play

Emma Francis

War on Waste

Sharon Clout

Catherine Aterton

Letters to the editor The IEU has received a number of letters from careers advisors following a story that appeared on page 9 in the previous issue: http://publications.ieu.asn.au/newsmonth-212/ news-2/careers-advisers-call-certainty/. Two examples are published here.

I have been a school careers advisor for over 20 years in a Catholic systemic girls high school.

When I was first appointed, I had a full time load of Careers, Vocational Education Coordinating and transition pathway planning with special education and no classroom teaching - the three roles worked beautifully together.

Differing opinions and funding cutbacks eroded the transition pathway, introduced a teaching load and cut back my two point paid allowance (after 16 years) to one point paid – I was being paid from the school and the school could no longer afford to pay my allowance.

Work experience was the first to go and really the only thing to go. I no longer had the time to organise this due to my teaching commitments. No career education is being taught. All other parts of the job are still being delivered – the kids ask and therefore we deliver. My lunch and recess is spent with the students and emails and phone calls are taken from parents wanting to access information. I feel that my role is at times a tick a box, moving them onto the next part of their lives without real substance as my time doesn’t allow for any real progress.

I have heard the talk for 20 years that something needs to be done, am waiting to see it.

IEU member 126217 I commenced at my school as a careers adviser with a load of 0.5 FTL. However over the five years I have been at my independent school, my role has grown to such as extent that it was increased to 0.7 this year, and in 2020 it will be a full time load.

For advisers to do a thorough job in a school, we have to be working with students from a younger age. It is not something linked just to Year 12. We have been fortunate enough at my large independent school to have timetabled careers lessons in Year 10.

Within these lessons we manage careers testing, information about subject selection and coordinate these activities with one on one interviews with the advisers for all Year 10 students about subject selection.

Within this program we also organise guest speakers from particular professions, TAFE/ TVET and university visits. In Year 11 we conduct a more thorough Morrisby testing regime before students enter Year 12 when they again meet with the tertiary advisors at least once, but often multiple times, for a 30 minutes session.

In this way students feel better equipped to be able to make good choices for their post school lives.

Parents too may make appointments with me and this is a service they values very much.

Many of our parents are from overseas and do not understand how the tertiary system works in Australia and need education and reassurance in this respect. As you can see the position is diverse and wide ranging.

IEU member 122057

Tax tips for teachers

The Melbourne Declaration – is change coming?

The Melbourne Declaration (The Melbourne Declaration on Educational Goals for Young Australians) is 10 years old, and the Education Council is hosting a review to determine if and how it might need to change.

While the document is a broad policy, it is important to recognise that it has led to the development of the Australian Curriculum, the National Quality Framework for Early Childhood Education and Care and the Australian Professional Standards for Teachers and the National Assessment Program.

Therefore, any changes are likely to have significant effects upon teachers and support staff.

Consultation with key stakeholders is now taking place. IEU Organiser Keith Heggart attended a consultation session in July at Cabramatta High School.

Issues raised included technology, inequality, climate change, globalisation and social instability. There was also concern about the increasing privatisation of educational services and assessment, and the effect of increasing casualisation and precarious work, and decreasing professional autonomy.

The Melbourne Declaration has two goals – one about equity and excellence and another about developing appropriate attributes young people.

These were broadly supported, although there was some discussion about including more reference to inclusive education and student wellbeing. In addition, some representatives wanted particular groups to be represented, including Aboriginal and Torres Strait Islander peoples, migrants and refugees, students from educational disadvantaged backgrounds, people living in regional, rural and remote locations, student with disabilities and gifted students.

There were also a number of areas for action in the Melbourne Declaration. Of particular interest to the IEU was ‘supporting teaching and school leadership’ and ‘strengthening early childhood education’.

For both of these, the IEU spoke about the need to recognise the workload of teachers and to take proactive steps to address this, in order to promote excellence in teaching. For early childhood teachers, the IEU emphasised the need for them to be recognised as fellow professionals – and paid accordingly. The IEU also raised concerns about the overwhelming amount of data that teachers are required to collect, and suggested that, in this case, less may sometimes be more.

Keith Heggart IEU Organiser

Ask any teacher, and they will tell you that plenty of teaching related expenses come out of their own pockets. But which of those costs are tax deductible?

We’ve spoken to the ATO about what teachers can claim. In general, there are three things you need to consider: • Have you spent the money yourself and haven’t been reimbursed?

• Is the expense directly related to how you earn your income?

• Do you have a record to prove the expense?

If you answer yes to all of these questions, it is likely that the expense is tax deductible.

As a teacher, some of the expenses you may be able to claim include: Any teaching aids that you pay for are generally tax deductible, as long as they are used solely for work. This includes sporting equipment and student handouts. You can’t claim a deduction for any items you have supplied to students for their own personal use, such as gifts or lunches.

You may be able to claim costs incurred in running a home office. It’s important to keep a diary, as work performed from your home office could be tax deductible even if the area isn’t solely for work-related purposes.

You may be able to claim a deduction on occupation specific clothing, although there is a clear line on what is deductible and what is considered a private expense.

While a PE teacher may wear a tracksuit and runners to work, these are not deductible. On the other hand, a design and technology teacher who is required to wear goggles, gloves and hard hat may be able to claim those items if they have to buy them themselves.

While trips between home and work are generally not tax deductible, car expenses may be considered a deduction if you use your own car to transport students on school excursions or carry school equipment under certain circumstances.

While the initial cost of obtaining your teaching registration is not tax deductible, you can claim the cost of renewing it.

Information contained in this article is of a general nature only and should not be construed as providing tax, legal, financial or accounting advice on any of the topics discussed. For more clarity around what is deductible, chat with your tax agent or visit the ATO’s website.

newsmonth - Vol 39 #6 2019

9

Independent Education Union

of Australia NSW/ACT Branch

MEMBERS ENDORSE

IEU CLAIM FOR NEW EA

IEU CLAIM FOR NEW EA mic Schools Enterprise The NSW and ACT Catholic Syste December this year.

Agreement 2017 expires on 31 improved conditions in the new enterprise and endorse this claim for The IEU is asking members to meet work intensification, a major issue the proposed measures to address agreement (EA) and also endorse safety of members. impacting on the work health and by the end of Week 4.

Chapters should meet, if possible,

Pay rises

January 2020 for teachers in increase of 2.5% each year from The IEU is claiming a minimum pay and the ACT. same claim for support staff in NSW NSW. The Union will be making the from October 2018, 3% from July 1.5% of increase an claiming is For teachers in the ACT, the IEU The IEU is also claiming 2022.

July from 1.5% and 2021 July 2019, 3% from July 2020, 3% from increases in superannuation.

Conditions claim for teachers

Reduction in face to face 30 minutes each week in face to face teaching time of The Union is seeking a reduction le workload. This to assist in achieving a manageab for all primary and secondary teachers IEU also will ensure for professional planning time. The additional 30 minutes can be used schools is available for use as primary in teaching face to all existing release from face determined by the teacher.

Temporary teachers

years of continuous to permanent status after three Temporary teachers should convert diocese, rather than a with a right to appointment to the employment with the one diocese, specific school.

10

newsmonth - www.ieu.asn.au

July 2019

newsmonth - Vol 39 #6 2019

11

HAVE YOUR SAY

Participate in a survey on prevalence and outcomes of student and parent teacher targeted bullying.

The Union is glad to be able to assist researchers at La Trobe University on this important issue.

To participate https://latrobe.co1.qualtrics.com/jfe/form/SV_dbwBdjzUDDtjaiF More information www.ieu.asn.au

12

newsmonth - www.ieu.asn.au

below award rates. At Victorian Joint Council in August, IEU reps from over 100 Victorian schools unanimously endorsed the following resolution: “IEU Joint Council congratulates members of the Al Siraat sub branch for their strength and determination in campaigning for fair conditions and salaries. Council condemns the college’s current proposal, which contains salaries over $13,000 behind the industry standard, critically inadequate personal leave provisions and no paid parental leave. The college’s refusal to negotiate on these crucial matters shows an alarming lack of respect for our profession. Council calls on Al Siraat College to immediately return to the bargaining table to constructively negotiate an Agreement which values the vital work of teachers.”

At the time of writing, further industrial action is planned unless the college agrees to return to negotiations.

From VicTas Branch

Industrial action at Al Siraat College The bargaining dispute at Al Siraat College (an Islamic school in the norther suburbs of Melbourne), and industrial action has commenced as IEU members are left with no other option given their employer’s ongoing refusal to negotiate.

After rejecting almost everything on the employee log of claims and on two subsequent compromise proposals, the college informed bargaining reps that a non-union ‘agreement’ would be drafted for a vote.

After several months we still haven’t seen any sign of this document, but IEU members at Al Siraat are not prepared to sit around waiting for a document which we understand will contain: • wages over $13,000 behind parity for experienced teachers • barriers to automatic progression up the salary scale • deeply inadequate personal leave provisions, and • no paid parental leave, workload limits, consultation provisions, accident make-up pay, paid domestic violence leave, arbitration rights… the list goes on!

A first successful industrial action took place in July, when teachers handed out letters to parents explaining the dispute. The response from the parental community has been extraordinarily supportive, which is a huge testament to the sincerity of the message from teachers that for Al Siraat to be a great place for students to learn, it also needs to be a great place to work.

There has also been increasing media interest in the dispute, particularly following revelations that some teaching staff had been paid several thousand dollars

Our Working History with Senator Pat Dodson IEUA WA Branch is actively promoting UnionsWA’s important event Our Working History to its membership, especially to Indigenous members. IEUA WA Branch member and IEU representative to the ACTU Indigenous Committee, Maxine Brahim, has been instrumental in the organisation and promotion of this event. On 27 August, UnionsWA hosted an event with keynote speaker Senator Patrick Dodson who presented engaging information and images of the working history of Aboriginal and Torres Strait Islander people in Western Australia.

Link to artwork/image here: https://d3n8a8pro7vhmx. cloudfront.net/saveourservices/mailings/4022/ attachments/original/ATSI_Event_Poster_Image. png?1565761151

WA Branch supports teacher assistants conference IEUA WA Branch was a gold sponsor of the 2019 West Australian Association of Teacher Assistants 2019 Conference on 16-18 August. With the appointment of two new IEU education assistants, the Branch is focusing on attracting and supporting this important cohort within its membership even more effectively. Education assistants’ unique needs are often overlooked by their schools and the IEUA WA Branch is gaining strength and numbers to represent their requirements, which will hopefully lead to better conditions and fairer pay for this critical component of any school community.

From WA Branch Langports Brisbane After 14 months of negotiations, IEUA-QNT members at Langports English College in Brisbane are still no closer to having their first collective agreement, as the employer refuses to budge on key member claims.

IEU representatives have now attended two conferences in the Fair Work Commission (FWC) over the past month, but the results of these conferences have been very limited and highly frustrating for members, with the employer providing little resolution.

The key claims member have been fighting to address during negotiations include: • Fair wage increases • Recognition for paid marking and preparation for casuals • Fair dispute resolution provisions for employees.

Teachers in the ELICOS industry are some of the most casualised, insecure and underpaid workers in the education sector in Australia, with many of these vastly experienced teachers earning less than a first year graduate in a Catholic school.

Langports is also refusing to recognise the preparation and marking their casual teachers perform and have continuously stated that they will not offer a wage increase which is higher than the bare minimum of the Award.

In May, Langports English College in Brisbane became the first employer in the Queensland Education sector to lock teachers out without pay, simply for taking protected industrial action.

The protected action, which involved wearing a 3R’s Recognise, Respect, Reward badge and taking a 30-minute stop work action, resulted in members being locked out for up to three days without pay.

There has been no consideration by the employer of the negative effects this is having on the teachers and their families, the students or the culture within the workplace Our union launched a GoFund Me page to assist Langports members with the financial consequences of being locked out by their employer, which raised over $3,500.

The teachers at Langports have been overwhelmed by the extensive signs of solidarity they have been shown and are extremely thankful for the ongoing support as their negotiations continue.

Langports teachers are currently not taking any protected industrial action whilst the FWC conferences continue, allowing both parties to negotiate as a sign of good faith and respect for the Commission.

However, the threat of an extended lock out for members who partake in further protected action at Langports still looms, demonstrating the stark imbalance of industrial power employers have over employees.

IEUA-QNT will soon be attending a third conference with the employer in the Fair Work Commission.

To read more about our “Langports, learn the 3Rs” campaign www.qieu.asn.au/campaign-updates/langportslearn-the-3rs/.

From QNT Branch

Outback fossil dig opens student eyes

Country and city high school students have been captivated by the magic of fossil hunting thanks to the annual James Moore Memorial Prize in Palaeontology, which enables them to dig up ancient bones as part of an outback field excursion.

Flinders University Palaeontology Professor Gavin Prideaux says the recent trip to the Alcoota megafauna fossil site, 250km north east of Alice Springs, led by the Flinders Palaeontology Society and the Museum of Central Australia, included the 2019 winners of the James Moore

Memorial Prize – one each from rural and city schools – along with one of the 2018 Memorial Prize winners Tasman Dixon.

This year’s city winner, Antoni Camozzato, a Year 10 student at St Michael’s College, Adelaide, was delighted that the prize enabled him to pursue his dream of participating in a fossil expedition.

“The feeling of bringing the ancient remains of long-gone beasts into the light for the first time in 6-to-8 million years is almost indescribable,” Antoni said.

“The first fossil I pulled from the ground, the tibia of an Ilbandornis woodburnei (giant flightless bird), was especially special, even if it was a bit fragmented. I just loved being in the central Australian desert, looking over the Mitchell grass plains, following dry riverbeds and sitting under the breathtaking night sky.”

Rural school prize winner Laluloy Bucar, a Year 11 student at Edward John Eyre High School in Whyalla, said she was excited by palaeontology’s analysis and investigation of early life, the environment

and geological events. Significantly, the students’ participation in the Alcoota excursion has encouraged them to continue palaeontology studies.

“My intention to follow palaeontology as a career is now even stronger,” Antoni said. “I hope to remain involved with Flinders University Palaeo Society and eventually study palaeontology at Flinders University in a few years’ time.”

The school students’ passion for engaging with palaeontology underlines the ongoing success of the prize – which was established through the James Moore Memorial Fund in 2015 to honour the memory of a beloved student and technical officer in the Flinders Palaeontology Laboratory who was killed in a 2014 car crash.

Find out more about the James Moore Memorial Fund scholarship and palaeontology at the Flinders University website.

newsmonth - Vol 39 #6 2019

13

Council votes on key issues

Council members vote unanimously in support of the Catholic systemic schools EA claim

Student’s plea for climate action India Pardoel’s passionate plea for climate action was met with a standing ovation when she addressed IEU Council on 17 August.

India, 16, a Year 11 student at Sydney International Grammar School, is a mover and shaker in the SS4C (Student Strike for Climate) movement and she addressed Council to call for support for the strike on 20 September.

She outlined a number of negative consequences of climate change, including the UN’s prediction that by 2050 14

newsmonth - www.ieu.asn.au

the earth will experience three days of lethal heat every year.

India first became involved in the movement with the encouragement of her Geography teacher Carmelo Fedele, who just happens to be an IEU activist.

He encouraged her to get in touch with the IEU and she has subsequently taken her message to the wider union movement.

“We understand this will be working class movement with working people at the forefront of the transition,” India said.

“We understand the unions are hampered by unfair and unjust industrial laws which limit the right to strike, and that IEU members can’t join us on strike on the day.”

India thanked the IEU for allowing her the opportunity to address Council and for supporting a motion to show solidarity with students on 20 September (see Gloria Taylor’s article on page 2 for more details).

“Teachers are well positioned to be involved as their students are directly impacted by climate change,’ India said.

Handing over the reins

Julie Doolan of Trinity Primary School Murrumburrah receives her badge

Marie El Azzi of St Jerome’s Primary School Punchbowl, receives her 30 year badge from IEU Assistant Secretary Liam Griffiths

Brigitte Rosemarie Joseph of St Michael’s Primary Baulkham Hills receives her badge from IEU Rep George Francis Retiring IEU Rep John Bullivant with IEU Organiser Pat Devery (left) and new Rep Ralph Chandler

Steven Gissane is presented with his 30 year membership badge by IEU Rep Giulia Futia at St Therese’s Padstow

30 year badge membership presentation to Sean Devlin and John English (who’s also IEU Rep) at Holy Spirit College Lakemba with IEU Assistant Secretary Liam Griffiths

After 14 years as the IEU Rep at Marist College North Shore, John Bullivant knows he’s leaving IEU members in safe hands when passing on the baton to new rep Ralph Chandler.

“It has been my great pleasure and privilege since late 2006 to 2017 to be the rep,” John said.

“One can only be full of praise for the Union organisers, the staff and leadership of the college and for the past couple of years the support of Zack Pedicini as a second rep as the college grew in numbers.

“Teaching in a school is indeed a noble pursuit. It is rare, if not unheard of, to meet a teacher who lacks interest in their work and their pupils.

“Most problems that arose at the college were solved either at school level or with appropriate organiser intervention when the stakes were raised, and of course when general industrial action was required.

“At all times the leadership and staff at the college has been interested only in reaching fair and just outcomes.”

Young teacher quick to get invovled Bettina Basly-Inthachack, at All Saints Catholic College Liverpool, receives her 30 year IEU membership badge

30 year badge recipients Kathryn Mazzeri, left and Adriana Parsons, right, at Brigidine College Randwick

Colleen Collins of St Clare’s Primary School Narellan Vale receives her 30 year badge from IEU Assistant Secretary Pam Smith

He’s only been teaching for three years but Peter Criticos is already one of three reps on the IEU committee at St Joseph’s High School in Aberdeen and he’s keen to get more involved in the Union.

“I understand that teachers in the past fought so hard for their rights and that we are now reaping the benefits of that,” Peter, 25, said.

“We have to make sure those benefits continue and that we don’t lose the things those people achieved.”

Peter said his strong awareness of industrial matters comes from his father who was a supporter of the MEAA as a

radio broadcaster in Newcastle and is now involved in the NTEU as a media lecturer at the University of Newcastle.

“As soon as I became a permanent employee, I looked at becoming a rep. It’s important there is someone to represent young staff as the burnout rates are so high.

“Beginning teachers need to understand there is more support available for them when they are finding it tough.”

Peter attended his first IEU Council meeting on 17 August and he said it was “incredible”’ to see how the Union operates at a state level.

newsmonth - Vol 39 #6 2019

15

Labour bites

No freedom of speech in Australia The High Court has upheld a government decision to fire a public servant who used a pseudonym to criticise government immigration policy on Twitter. The Court unanimously ruled that Michaela Banerji’s dismissal was not unreasonable.

Banerji used the Twitter handle LaLegale to send more than 9000 tweets in six years while she was employed by what was then called the Department of Immigration and Border Protection from 2006 and 2012. The tweets were often critical of government policies, such as banishing refugees who attempt to reach Australia by boat to camps on the poor Pacific island nations of Papua New Guineas and Nauru.

A tearful Banerji said outside court that she pursued the case “to affirm the role of this freedom of speech for public servants and we failed. It’s not just a loss for me, it’s a loss for all of us and I’m very, very, very sorry,” she told reporters.

Her lawyer Allan Anforth said outside court that he expected the decision would entitle any employer to fire an employee for criticising the boss’s stance on a political issue. “The logic of it does not stop at the bounds of the public service,” Anforth said. (Source: ABC)

Teachers urge boycott of Walmart guns One of the largest teacher unions in the United States is calling on Walmart to stop selling guns. The American Federation of Teachers also demanded that the company stop donating to politicians who take money from the National Rifle Association and threatened a boycott if the retailer didn’t take action.

“If Walmart continues to provide funding to lawmakers who are standing in the way of gun reform, teachers and students should reconsider doing their back-to-school shopping at your stores,” the union’s president, Randi Weingarten, said in a letter addressed to Walmart CEO Doug McMillon.

The company stopped selling assault rifles after the Sandy Hook shooting in 2015, and raised its minimum gun purchasing age to 21 after last year’s school shooting in Parkland, Florida. It also does not sell handguns outside of Alaska. But as the nation’s largest retailer, Walmart is still one of the largest sellers of guns and ammunition in the country.

Walmart stores were the site of two shootings in recent weeks. A white nationalist is accused of killing 22 people inside a Walmart store in El Paso, Texas and two employees were killed in a shooting at a Mississippi Walmart on 30 July. (Source: CNN)

16

newsmonth - www.ieu.asn.au

Hermione launches advice line The actor Emma Watson has urged women to understand their rights as she launched a legal advice line for those experiencing sexual harassment at work. The Harry Potter star said it was “completely staggering” that the free helpline for women in England and Wales was the only service of its type.

Pointing out that TUC research found that one in two women had experienced sexual harassment in the workplace, Watson said: “It finally feels like people are realising the scale of the problem, and I’m certainly hopeful that with global standards such as the recent International Labour Organisation treaty on harassment at work we’ll start to see a new climate of prevention and accountability on this issue domestically.”

Watson said: “Understanding what your rights are, how you can assert them and the choices you have if you’ve experienced harassment is such a vital part of creating safe workplaces for everyone, and this advice line is such a huge development in ensuring that all women are supported, wherever we work.”

The aim of the helpline is to help plug a gap in the availability of legal advice so that women can get the right help they need to hold their employer and harasser to account. Donations from members of the public, including Watson, helped to kickstart the advice line.

(Source: The Guardian)

Enjoying opportunities exchange has to offer Leaving behind a scorching Canberra we relocated to North York, Toronto just in time for a big dump of snow and -15 degrees Celsius temperatures (with wind chill -20).

After a couple of days to get sorted, the children headed off to school, and I started teaching Science at St Elizabeth Catholic High School. There was no choice but to adapt to the extreme cold weather and embrace the beautiful snow.

With a sports mad partner, we began experiencing what Toronto has to offer in the way of sporting events, including Maple Leaves and Marlies hockey, Toronto Rock lacrosse and Toronto Raptors basketball. Blue Jays baseball is the next game on the list.

Despite living in a city of approximately six million people there is a feeling of living in suburbia, but our place was only half a kilometre away from Yonge Street, the world’s longest street, boasting many restaurants, shops, culture and a great subway system.

We have packed a lot into the two months we have been here, enjoying some great local hikes, the ski slope just around the corner, a visit to Niagara Falls, ParkRun in Ajax, a whole family run at the Toronto Zoo fundraiser for polar bears, and a week in New York for March break.

The Canadian League for Educational Exchange (CLEE) has organised some great

events with fellow exchangees and their families. A highlight being the catch up in Ottowa shortly after our arrival, including ice skating on the famous Rideau Canal and snow shoeing in Gatineau Park (nature reserve), including dinner in a log cabin and a hike out by moonlight.

The Science Department at St Elizabeth Catholic High School has been superb and it has been professionally rewarding taking on the challenge of teaching in a different country, working with new colleagues and navigating the Canadian curriculum and school structure.

We have been welcomed warmly by our children’s school community, who have included us in many activities and dinners. A highlight was training with a local crew of runners in the snow and competing in the iconic Around the Bay 30km race. This was an enjoyable experience, particularly when we literally ran into other Australians on exchange on the course!

The weather is starting to turn which makes it much easier to spend extended periods outside and we look forward to upcoming travel, events, Australian visitors and enjoying all the opportunities that this international exchange has to offer.

Jennie Hitchen Radford College Canberra

Thinking about a teacher exchange in 2021?

Workers occupy Titanic shipyard The Harland and Wolff shipyard in Belfast is facing closure after its Norwegian parent company failed to find a buyer.

One of Northern Ireland’s most historic brands the shipyard where Titanic was built is about to go into administration and its workforce has occupied the site demanding action by the UK Government.

Shadow chancellor John McDonnell visited the shipyard site on Monday afternoon. “We know this is a viable concern, we know the Government has naval contracts it can put here to ensure the long term future,” he said. “We know there are contracts out there, but it just needs support from the Government.

Workers broke out in a round of applause when a union official suggested that if the DUP did not make the ultimatum to the Government, then workforce representatives would stand against them in future elections.

(Source: Belfast Telegraph) Compiled by

John Quessy Secretary

Exchanges are so much more rewarding than simple vacations.

An exchange enables you to experience another education system and another way of life.

Applications for exchange positions for 2021 are now open.

Teacher exchange positions will be available in all provinces in Canada, Colorado in the US (and other states by negotiation and the Colorado exchange authority can assist with visa sponsorship), and the UK (also by negotiation).

Eligibility To be eligible for the one year exchanges, you should have a minimum of five years teaching experience at the time of exchange (although this is negotiable in some provinces in Canada). An exchange is the direct swap of the teacher’s positions and must include either an exchange of accommodation or other agreed arrangements.

You are paid by your home employer and you must return to your own teaching position at the end of the exchange period, although exchanges have been extended for a second year where both teachers

and employers agree. The year away on exchange is counted as a year of service and your conditions remain the same. Your spouse/partner may apply for a work permit and be paid in the local currency. Your children may attend Catholic or public schools (there are no school fees).

School year Most exchanges are January to December (our school year) but some Boards in Canada will only permit a Canadian school year. These are becoming popular and are supported by our principals.

Finding your own exchange partner to a particular type of school ie Christian or independent school in Canada and the UK is also an option.

You will still need to apply through the IEU and your exchange partner through the overseas exchange coordinators as we are all sponsors for visa purposes.

Call Helen Gregory on 8202 8900 or 1800 467 943 for more details. An application form can be downloaded from www.ieu.asn.au or https://www. ieu.asn.au/teacher-exchange. You could also send a one page ‘expression of interest’ to helen@ieu.asn.au

Plenty to look out for in Term 3 congratulate all the members who applied for the environment grants this year. It never fails to amaze me the amazing programs and initiatives that are presented to the students across all sectors.

The Early Childhood Conference is fast approaching on 7 September. Thank you to Tina Smith and her committee for the work in organising this great conference.

The Support Staff Conference will be held on 13 September. Another great day and some amazing speakers. Thanks to Carolyn Moore and her committee for organising and preparing workshops, speakers and the program for the day.

There are two Women and Equity committee forums coming up. The first in Armidale on Friday 20 September at PLC College and a huge thank you to Helen Templeton and her team for their planning and organisation.

The second will be held at Emerton on Wednesday 23 October. Thanks to Trish Murnane for her input, I am sure that, as always, they will be great gatherings.

Enjoy the remainder of the term, thank you again for your ongoing support and hard work.

Chris Wilkinson President

Here we are more than halfway through Term 3 and what a busy term it has been for everyone.

Thank you to all reps in Catholic systemic schools who held chapter meetings to discuss and endorse the new claim. If you have not yet returned your chapters discussion points, please do so as soon as possible.

Congratulations to all the members who have recently received their 30 year badges. Thank you for your support and contributions during this time and we certainly look forward to many more years of active service both in your chapters, sub branches and as council delegates.

The first IEU environment conference was held on 16 August and the second will be held on 29 October. A new venue and program is on offer this year and I am sure that this will give new direction and experiences to all participants.

I look forward to the positive feedback from those who attended. I would like to

Anniversary of professional recognition Gabe Connell

Vice President ECS

This July marked the third anniversary of the accreditation of early childhood teachers in NSW. The third anniversary of recognition as professionals, as skilled and qualified teachers alongside our peers – primary and secondary teachers.

With that recognition comes responsibility. The responsibility to maintain that professional status by engaging with the standards and continuing our growth as teachers through ongoing professional learning and ensuring that the standards are reflected in our practise.

How many of us are doing this? We are time poor and we are already engaging with the regulations, the National Quality Standards (NQS) and the Early Years Learning Framework (EYLF) and countless other regulatory requirements. We need to know and engage with the standards and know how they develop our practise.

The Australian Professional Standards are about us as teachers and it is important to recognise this and use the standards in our everyday work.

If we looked at the Early Childhood Evidence Guide for newly qualified teachers who are working towards accreditation, we would find that we address the descriptors in our everyday work.

Recognising them in our work and being familiar with them puts everything we do as teachers into context – we need to look at the ‘I’ in this and what we do and the

learning that comes from what we do.

We deserve this. It was hard fought and well deserved. It’s not about what the child did – it’s about what we did in that teaching moment and the outcome from that teaching moment.

The IEU fought long and hard for this recognition, for our accreditation as teachers, but unfortunately pay parity did not come with this recognition.

The IEU continues to fight for equal pay for us. This July saw the Equal Remuneration Orders pay case go before the Fair Work Commission. Several early childhood teachers from across the sector as well as primary and secondary teachers, IEU reps and other experts gave their time to write witness statements and give evidence in an often hostile environment where those against us tried to prove we were not worthy of equal pay.

The IEU has worked tirelessly on this case since 2013 to prove we are equal and our work is valuable. Thank you to all who have given their time and expertise to move this forward – and especially to John Quessy, Michael Wright, Carol Matthews, Arthur Dowdle, Lisa James and all at the IEU for the continued fight.

If I still represent you in three years’ time, wouldn’t it be wonderful if I could write that 2022 marks the third anniversary of pay parity?

Let the bargaining begin Bernadette Baker

Vice President Catholic Systemic Schools

Welcome to the bargaining season.

We are deep into the preparations for a new enterprise agreement. Wage increases are a central mainstay but the other issues that impact on teachers and support staff work are just as critical.

Work intensification is front and centre on the agenda. The Newsextra published recently details just a few of the major issues that are impacting on teachers and support staff.

I encourage all schools to hold their chapter meetings as soon as possible and send your response in promptly.

Call your IEU organiser if you need help or more information. The more engaged we are as a collective the better are the outcomes for us all as teachers and support staff.

Encourage all staff the join and belong to a progressive and active organisation that is working with you, and on your behalf to improve your work place.

Teachers and support staff’s professional opinion and expertise should not be disregarded. Our professional voice should not be stifled by compliance. We will not achieve change as a bystander.

We are encouraged to speak up for others and ourselves in issues of justice.

Here is your opportunity to be proactive for yourself and others in your profession. Be strong. Be proud. Be union.

Form a union committee the collective gives you power Carolyn Collins

Vice President Support Staff

There is a lot to be said for forming a Union committee. No lone person has to carry the load, because the workload is spread among the committee.

Ideally a chapter committee should represent all sectors and departments within a school.

Spreading tasks and responsibilities over a chapter committee assists in fairer decision making and representation.

All school staff need and should have a voice and what better way to be involved than by belonging to a chapter committee?

A chapter committee recommendation is more likely to be accepted than an individual one.

Chapter committees will bring a greater brains trust, as members from different sectors and departments will bring diverse abilities, backgrounds, values and viewpoints, which results in more informed decision making and representation.

Chapter committees motivate each other to keep searching for solutions.

Another way for support staff to have a voice is to fill in the Support Staff survey that was sent via email. If you haven’t completed it already click here https:// www.surveymonkey.com/r/F2KHMBN

Vale David Davies It is with sadness that Newsmonth reports the recent death of David Davies a member for more than 30 years with a distinguished history of IEU involvement and commitment. Dave was the chapter representative at O’Connor Catholic High School in Armidale for much of his time teaching there and the North West Branch President for more than a decade.

He became a member of the executive at the elections in October 2004 and retired in October 2010. Prior to this he was a long-time delegate to the Union Council

where he formed many firm and lasting friendships with colleagues across NSW and the ACT. A strong voice for rural and regional members Dave was never one to take a back seat and could be counted on to speak his mind. Proud of his Welsh heritage, a keen amateur artist and photographer with significant success at regional shows he always had a story to tell and very much enjoyed a glass of Shiraz while he did so.

The significant numbers at his funeral were testament that he only had friends.

IEUA NSW/ACT Branch elections Take part in your Union’s democratic process in the current elections for a range of positions.

The Australian Electoral Commission has posted voting papers, together with information about the candidates, to all financial members of our Union.

Voting is from 29 August to 20 September 2019 – make your vote count!

newsmonth - Vol 39 #6 2019

17

Facebook Feedback

Teacher workload Erin - Having to work in these conditions is so mentally and physically exhausting too. I love teaching the kidlets, but it has to stop or there will be no teachers. We already have so many either not qualified or teachers teaching outside of their qualified areas.

Personally it isn’t fair for the qualified ones, doing all the extra work for those who aren’t.

Jules - When ‘we’ talk about workload and paperwork, about fatigue and exhaustion, long and excessive hours . . . we’re told we need to be more efficient with our time, we need to work smarter not harder, we need to link things together more, we need to, we need to, we need to . . . we are the ones that are made to feel incapable, incompetent and inadequate. The issue is with the decision makers and leaders – those that have the ability to reduce workload and to give staff permission to stop, reduce or slow down, but they don’t Tony - At what point does this get to the stage where teachers and indeed support staff say simply no. Document their hours and begin to refer to WHS? Leonie - Please restore teacher agency, reduce excessive reporting and workload requirements, and let teachers teach.

Will - We also need to find old ways of valuing teachers. Like workable class sizes and more agency to do their jobs rather than wasting time on NAPLAN and meetings.

Tax cuts for those earning over $200k because “the harder people work, the more they earn, the more they keep of what they earn” Kria - As a teacher I work damn hard (don’t even bring up the school holidays that I spend marking and preparing!) and I will

never earn enough to enjoy those tax breaks. What a hoax! not to mention the nurses, etc that have careers that are not valued for the contribution they make.

Tara - Early educators work bloody hard. We are one of the lowest income earners in the Australia work industry. We don’t get to choose how much we want when it comes to applying for a job, it’s based on what level you are on. I would love to see these politicians work in a child care centre for a whole month and live on the income we receive.

Damien - Morrison: “everyone earning under 200k is just a lazy deadbeat with no one to responsible for their misfortunes but themselves”.

The reason I joined the Union…

Glenn - To make sure the future of the profession is secure, with pay and conditions better than now.

Kria - Protection and advice, sad that the EBA benefits flow to all the rest who ride on the coat tails but that’s just the way it goes I guess. As a rep I’m frustrated that membership numbers continue to decline.

Steve - Equity and social justice!

Heath - Because while our employers continue to turn us into a number, our Union will always make sure we are treated as a human Jay – Because we are stronger together!

Mary - The Union is there to look after my best interests. My employer doesn’t always do that.

facebook.com/ieunswact

Giveaways

Ubby’s Underdogs Return of the Dragons Author and illustrator: Brenton E McKenna Published by: Magabala Books One copy to give away It is the late 1940s and Broome, a small pearling town in the heart of an ancient land, is still recovering from the World War II. Ubby and her gang of Underdogs cross into the Forbidden Zone on the Broome coastline in a desperate bid to locate their missing friend Sai Fong who has disappeared without a trace. What they encounter is worse than anything they could ever have imagined. To survive, the Underdogs must call upon the local gangs to unite, solve the mystery of the Dragon Summoner, and make contact with the mysterious Phoenix Dragon to fight the battle of all battles against an evil and unearthly enemy. What is at stake is the future of humanity itself. The third and final instalment in the Ubby’s Underdogs graphic novel series.

All Aboard True Train Tales Author: Pauline Deeves Published by: NLA Three copies to give away Jack loves visiting Grandpa in his old train carriage. He loves helping him in the train museum. And he loves hearing his stories about trains and railways. From runaway engines to people powered carriages, train robbing bushrangers and lifesaving pointsmen, Grandpa always has a tale to pass the time. Best of all, every one of them is true.

Join Jack and his Grandpa as they journey through Australian railway history — and try to save the town’s precious train museum. Budding young train enthusiasts will love poring over the historic photos and facts and figures at the end of each chapter and testing their knowledge in the Train Your Brain quizzes.

Build Your Own Dinosaur Museum Author: Jenny Jacoby Illustrators: Mike Love and Beatrice Blue Publisher: Lonely Planet Kids Three copies to give away Calling all dinosaur experts! We need your help.

We’ve just received a crate of dinosaur fossils – and they need assembling! Fast! Can you find the right room for each skeleton and build them in time for the museum’s big opening? There are five pop up dinosaurs to put back together, including a Triceratops, Stegosaurus and T-rex. It’s going to be roarsome!

Lonely Planet’s Build Your Own Dinosaur Museum is an activity book with a difference, where you get to play chief palaeontologist. The museum rooms are ready, but there aren’t any skeletons to display. It’s up to you to figure out which one is which and where they need to go.

Fun, interactive and with lots of facts to discover, this book is perfect for any dinosaur fan, budding biologist or model maker.

Email entries to giveaways@ieu.asn.au with the giveaway you are entering in the subject line and your name, membership number and address in the body of the email. All entries to be received by 20 September 2019.

18

newsmonth - www.ieu.asn.au

Investment returns

Bernard O’Connor NGS Super

In spite of a rough patch in November/ December, fears of a trade war and unprecedented low interest rates, investment markets turned positive for the second half of the financial year to produce solid annual returns for superannuation funds by the end of June.

It is pleasing to report that the annual return as at 30 June 2019 for NGS Diversified (MySuper) (Accumulation Account Default) was 7.23%. Over a 10 year period the average return per annum was 8.48%.

For the Income Account (pension) default option for the same period the yearly return was 8.14%.

It certainly has been an extended growth cycle since the Global Financial Crisis and fund members have benefited greatly from the continuous period of bull markets.

The 10 year average return for Diversified (MySuper) is especially pleasing given that the investment objective is 3% above CPI per annum over rolling 10 year periods.

Other Accumulation Account options returned well with the highest being Indexed Growth coming in at 10.15%. Due to the historically low interest rates Cash and Term Deposits and Diversified Bonds returned 1.98% and 4.92% respectively.

Australian Shares and International Shares performed well returning 9.03% and 8.93% respectively.

In a period which some investment professionals describe as “the end of the growth cycle”, it is important to consider risk tolerance and your investment time frame. Market factors such as investor sentiment and geopolitical events can affect investment returns as can legislative changes and currency risks. At present interest rate risks appear to have diminished due to the low interest rates set by the Reserve Bank but may reappear in another bizarre form as the interest rate approaches zero. Inflation risk is always present.

It’s important to consider your risk appetite when thinking about your time to retirement and the mix of growth and defensive assets you are willing to accept in your portfolio. If you consider volatility, which refers to the movement of asset values (up or down), it’s clear that growth

assets such as shares and property are more volatile than defensive assets such as cash and fixed interest.

How much risk you are willing to take depends on how you feel when markets rise or fall sharply. If market returns keep you awake at night, it’s a sign that you may not want that much risk in your portfolio.

On the other hand, if low returns frustrate you, you may wish to consider adding more growth assets to your mix. Of course the overriding risk will always be whether you will be able to meet your retirement goals.

In the investment world three adjectives are used to describe your investment horizon: short, medium and long. These adjectives refer to how long you are likely to be invested in the markets. ‘Short’ generally refers to five years. So if your investment horizon is short, you may be thinking about how to preserve the capital value of your investments rather than adding high risk.

For a short investment horizon it is possible to have a smaller balance at the end of five years if investment markets do not perform well. ‘Medium’ generally refers to a 10 year period in which an investor should consider volatility as well as inflation risk.

‘Long’ refers to a 20 year investment horizon and one of the main risks is inflation risk which relates to the investment’s ability to outperform inflation over the long term. If it doesn’t, the investment has lost real value.

NGS Super sets up its investment options with clear objectives. Diversified (MySuper), for example, aims for a return of CPI plus 3% over rolling ten year periods. As you can see from this year’s result, the Fund has clearly exceeded this goal adding wealth to members’ accounts.

Defensive assets include cash and term deposits, government and corporate bonds, property income, social impact bonds and bond alternatives. Growth assets include Australian and international shares, listed property, infrastructure and growth alternatives.

Before reweighting your portfolio, it is important to consider obtaining financial planning advice to assist you obtain the best possible mix of growth and defensive assets in line with you risk tolerance. NGS Super has a team of financial planners who work on a non-commissioned basis to help you. To contact the planning team phone 1300 133 177.

(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 Produce Disclosure Statement for any product you may be thinking of acquiring and consider seeking personal 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.)

IEUA NSW/ACT Branch Executive John Quessy Secretary Gloria Taylor Deputy Secretary Carol Matthews Assistant Secretary Mark Northam Assistant Secretary Chris Wilkinson President St Joseph’s Catholic College East Gosford Louise Glase Vice President Non Systemic St Patrick’s College Campbelltown Bernadette Baker Vice President Systemic St Mary’s Cathedral College Sydney Carolyn Collins Vice President Support Staff St Michael's Primary School Nowra Gabrielle Connell Vice President ECS Teacher, NESA Accreditation Supervisor Leah Godfrey Vice President ACT St Thomas The Apostle Primary School Kambah Peter Moore Financial Officer De La Salle College Cronulla

Marie MacTavish Financial Officer Casual teacher Maitland-Newcastle Diocese General Executive Members John O’Neill Carroll College Broulee Jeff Pratt Marist College North Shore Suzanne Penson Mackillop College Port Macquarie Ross Conlon O’Connor Catholic High School Armidale Helen Templeton Presbyterian Ladies College Armidale Denise McHugh NESA Liaison Officer Patricia Murnane McCarthy Catholic College Emu Plains Tina Ruello Catherine McAuley College Westmead Simon Goss Holy Spirit Primary School Lavington Anna Luedi St Mary’s Catholic Primary North Sydney

Professional Development 9 September IEU Book Club online 11 September The Australian Professional

Standards for Teachers

Explained – Standard 6-7 online 24 September Sexuality and Gender

Diversity online 25 September Understanding and

Supporting Gender

Diversity online 26 September Challenging and Interrupting

Homophobic and

Transphobic Behaviour online 30 September Accreditation at Proficient

Ultimo and online 21 October The Australian Professional

Standards for Teachers

Explained – Standard 1-2 online

24 October Beginning to Proficient online 30 October PIP Maintenance of

Accreditation online 31 October The Australian Professional

Standards for Teachers

Explained – Standard 3-4-5 online 4 November The Australian Professional

Standards for Teachers

Explained – Standard 6-7 online 7 November PIP Maintenance of

Accreditation online 13 November IEU Education Debate online 28 November IEU Book Club online

with Professional Development and Reps Training

www.ieu.asn.au Our locations Sydney 485-501 Wattle Street, Ultimo NSW 2007 (02) 8202 8900 Parramatta Level 2, 18-20 Ross Street, Parramatta NSW 2150 (02) 8202 8900 Newcastle 8-14 Telford Street, Newcastle East NSW 2302 (02) 4926 9400 Lismore 4 Carrington Street, Lismore NSW 2480 (02) 6623 4700 ACT Unit 8, 40 Brisbane Avenue, Barton ACT 2600 (02) 6120 1500

newsmonth - Vol 39 #6 2019

19

Protect yourself in a storm Exclusive offer for IEU members High quality Peros ‘Hurricane’ umbrellas reduced to $10 Pick it up from a IEU office TODAY

INVEST IN A BRIGHTER FUTURE. As a high performing*, low cost Industry SuperFund for all Australians, NGS Super is committed to sustainable investment practices.

We’re a member of the Australian Council of Superannuation Investors (ACSI) who work to improve environmental, social and governance (ESG) performance.

So your investments are growing in the right direction.

For more information, please visit us at ngssuper.com.au or call us on 1300 133 177. * Past performance is not a reliable indicator of future performance.

10 YR PLATINUM PERFORMANCE 2009–2019

ngssuper.com.au 1300 133 177

SUPERRATINGS PLATINUM 2019 MYCHOICE SUPER

SUPERRATINGS PLATINUM 2019 PENSION

SuperRatings does not issue, sell, guarantee or underwrite this product. Go to superratings. com.au for details of its ratings criteria.

For further information about the methodology used by Chant West, see chantwest.com.au

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

4132 (0819)

10