Newsmonth: April, 2012 (Vol.32 / No. 3)

newsmonth newspaper of the nsw/act independent education union [vol 31 #7] november Newspaper of the NSW/ACT Independent Education Union (vol 32 #3) May 2012

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

Buying our future:

Special needs funding

New Scheme Teachers P5

P14

ECS Walking the talk P9

IEU membership tops 30,000 The Independent Education Union has surpassed the 30,000 member mark, following more than 50 years of continuous growth, writes IEU General Secretary Dick Shearman.

The achievements made since a handful of teachers from North Shore and Inner West private boys schools gathered in 1954 to form what was then known as the NSW Assistant Masters Association are remarkable.

From the time we were registered as a trade union in 1957, our growth and focus has reflected the needs of our membership.

Every pay rise, improved condition and industrial clause is gained through the collective work of members and IEU staff.

In what has been a difficult time for the union movement overall, the IEU has consistently continued to make gains for its membership. This plus the Union’s daily servicing of members’ industrial needs, its targeted professional support, and strong voice within the education industry, has ensured the Union continues to grow.

This occasion is a good time to remind ourselves who the IEU is. Your Union is democratically controlled, with your Executive elected by and from the membership. The IEU exists to achieve better, safer and fairer workplaces for all and to continue to make gains for nongovernment education.

You are your Union.

Every win and achievement belongs to IEU members past and present, and each member of staff, who have continued to make this Union strong.

The IEU congratulates you.

Celebrating 30,000th IEU Member Christine Schulz The IEU’s 30,000th member never intended on being a teacher but after six months on the job she would not swap it for anything, she tells Newsmonth Journalist Tara de Boehmler.

Around the time Christine Schulz celebrated her 18th birthday in her hometown in rural Victoria she felt like her life was suddenly gaining pace. Christine had just got her license and a car and was awarded a scholarship for a Bachelor of Science at Monash University, six hours away.

A second scholarship took her to Sydney University, where she completed her Honours Thesis.

But reality hit hard when her studies were over and the time came to find work.

“It was 2009 and in the midst of an economic downturn I was a newly qualified geologist and geochemist looking for work. People were being laid off as I was trying to enter the field.”

At the suggestion of her mother, Christine took on a Graduate Diploma of Learning and Teaching at the University of Southern Queensland.

“Mum said ‘try it, and if you don’t like it you can try something else’. I never would have thought to pursue this myself.

“Sitting in Year 11 Biology I remember feeling so sorry for my teacher and wondering how she could stand up there for so long and yet still be smiling.

“Now I know.”

Christine has now received plenty of job offers but a passion for education has taken hold. She intends on staying right where she is, teaching Year 7 and 8 Science and Year 11 Biology at Xavier High School, Albury.

“When I stand up there in Biology classes I know this is such an important time for the students. So many have had complications in their lives already and I find this heartbreaking. I definitely go the extra mile for them.

“It means so much to me that they feel comfortable approaching me with any questions, about biology or anything else. Some ask advice

about university and moving, which is something I can easily talk about as I’ve moved about so much. They also like it when I share techniques that will apply across all their subjects.”

Christine says it has been a bonus to work in the same school she did her placement and can already see it getting easier now that she’s coming up to some sections tackled previously. “I won’t have to keep doing it all from scratch.”

But Christine says she is still very much learning on the job.

continued page 10

Vulnerable targeted in workers compensation system NSW Premier Barry O’Farrell will attempt to save money by stripping injured workers of their proper compensation entitlements under new and far-reaching changes writes Newsmonth journalist Daniel Long.

First he dismissed the powers of the NSW Industrial Relations Commission, then he made it harder for unions to run campaigns and protest against the backdrop of large fines. Now, the O’Farrell Government has a new target in its anti-unions

scope: workers compensation. Under new cost saving recommendations provided by accounting company PricewaterCooopers to the NSW Government, workers who can’t return to work after six months should only get paid a meagre $432.50 (before tax) or

90% of their average wage – whichever is less.

To put this number in perspective, the average working wage across NSW is currently just shy of $69,000/pa or $1326.92 a week before tax. The current system pays claims based on 80% of an

continued page 10

www.ieu.asn.au on the ground

How is NAPLAN impacting on you?

Gloria Taylor IEU Deputy Secretary The IEU Federal Executive encourages members to respond to a new Melbourne University survey on the impact of NAPLAN on students, schools, curriculum and pedagogy.

The survey of teachers runs Monday 14 May to 14 June. This seven-minute survey will be available on a Survey Monkey site and members will be advised of the link in the near future.

A recent report prepared by the University of Melbourne for the Whitlam Institute found evidence in international literature that high stakes testing programs around the world may be having some unintended negative

consequences for students, schools, curriculum and pedagogy, including: • lowering self-esteem and long-term confidence of under-performing students • negatively impacting on the reputation of some schools • increasing stress, anxiety and pressure for some students, and • narrowing the curriculum.

However, the researchers note that there are many differences between the Australian NAPLAN/My School model and international student assessment programs, and detailed findings such as

those are not available in the Australian context.

The introduction of NAPLAN is significant, and warrants rigorous research to ensure that it advances the interests of students. The Whitlam Institute saw that it was timely to investigate the impact of this initiative.

For this reason, the Whitlam Institute has commissioned the University of Melbourne to survey Australian teachers to elicit their views. The survey will not only consider questions of educational attainment, but of the students’ health and wellbeing and the overall quality of their educational experience.

NAPLAN testing starts soon and this

has sparked a flurry of news items, including concerns about training students for NAPLAN testing and taking time away from curriculum. State education ministers have expressed such concerns as well.

Also of concern has been the misuse of data by some newspapers following last year’s NAPLAN results. ACARA has warned users not to make up their own ranking lists and to follow copyright on the website. Action should be taken against such breaches.

It is important to ensure that NAPLAN operates in the interests of students.

Participate in the May survey and let your voice be heard.

Secure jobs, safe jobs, a better future John Quessy IEU Assistant Secretary For the past six months former Deputy Prime Minister Brian Howe has been chairing an inquiry commissioned by the ACTU into insecure work.

The inquiry considered hundreds of submissions and held weeks of hearings around the country. In mid-April Howe addressed the National Press Club with his findings.

He described a new “divide” in the Australian workforce, no longer the division between blue collar and white collar but between those in the “core” of the workforce and those on the “periphery”.

The later group is largely temporary or casual workers who make up 40% of the Australian workforce. They have fewer rights and benefits, generally get lower pay, have reduced access to skill or career development, have lesser representational rights and with job insecurity comes income insecurity.

Their work is not a career and these are not unskilled workers. The report suggests that 16% of the nation's teachers are on short-term contracts with no job security. The percentage is much higher for those working in post secondary education and says Howe: “In Victoria, 58% of teachers in the first five years of

teaching in State schools are on shortterm contracts, mostly for 12 months or less”.

While casual and temporary work is valuable to the economy and there are some who prefer such arrangements, insecure work has grown rapidly and out of all proportion. Employers have increasingly sought to shift what was once called “entrepreneurial risk” onto employees.

In recent years the IEU has used enterprise bargaining to wind back the worst excesses of insecure work for teachers and support staff in the Catholic sector by limiting the uses of temporary

appointments to five identified categories and by fixing some 'core' hours of permanency for support staff, particularly teachers aides who have been in long-term temporary positions.

Insecure work is easily used as a tool of oppression; it limits the power of workers making them economically, psychologically and socially vulnerable.

As Howe says “Australia was one of the first nations to grasp that the arbitrary outcomes of the labour market do not lead to fairness, and damage society in the long-term”.

New agreement goes to the vote Carol Matthews IEU Assistant Secretary The IEU has reached a new agreement for teachers and principals employed by the Canberra and Goulburn Catholic Education Office in systemic schools.

The agreement will apply to employees in both NSW and ACT schools.

Voting on the agreement will be conducted by the Catholic Education Office (CEO) until 18 May. The IEU is urging members to vote in favour of the agreement in the ballot.

The agreement provides for the same pay rises as have occurred in ACT government schools and addresses the long standing underpayment of teachers in ACT schools in comparison with teachers in NSW. At the top of the scale there will be an extra step, described as ‘Exemplar 2

newsmonth - Vol 32 #3 2012

Teacher’ in Catholic schools.

The extra step brings the length of the teacher scale in line with that applying in NSW. There have been extensive negotiations between the Union and the CEO about the criteria and process for access to the top step, even during the recent school holidays. But the IEU is now certain the requirements are the same as those that apply in government schools.

There is no written application – just a short ‘professional dialogue’ of about 15 minutes between the teacher and the principal to discuss the criteria, which relates to the ordinary work of a teacher.

The IEU is committed to ensuring that the process is as accessible as possible and that the overwhelming majority of teachers who apply will be successful.

The proposed agreement also contains significant increases in rates of pay that will apply to teachers in promotions positions, in line with the recent increases in ACT government schools and rates in NSW Catholic schools.

Teachers and principals in NSW schools The agreement contains the 2.5% interim pay rise that was paid from 1 January 2012 to teachers in all NSW Catholic diocesan schools, reflecting the increase paid to teachers in NSW government schools.

Additional increases paid in the NSW dioceses during the life of the agreement, will also be paid to teachers and principals in NSW schools in the Archdiocese of Canberra and Goulburn from exactly the same date and in the same amount.

Other improvements The agreement maintains existing conditions and has the following improvements: • a maximum of 10 hours of principal- directed meetings per term • part-time teacher days of attendance to be generally consistent with FTE, and • detailed redundancy provisions consistent with NSW standards.

Members in the Archdiocese of Canberra and Goulburn should not hesitate to ring the IEU Organisers in the ACT on 6120 1500 for further information in relation to any aspect of the agreement.

www.ieu.asn.au on the ground

Gonski Review: Government must commit ‘not a real dollar less’ Dick Shearman IEU General Secretary While the architecture looks good, recent analysis of 2009 school data reveals some concerns with the building blocks of the new funding model.

The IEU continues to be supportive of a new framework for school funding that offers more money for all schools, and in particular more money for students in disadvantaged communities and full funding for students with a disability irrespective of the school sector in which they are enrolled.

However, ‘plugging-in’ of 2009 data for individual non-government schools reveals that the current model could deliver less dollars for a significant number of non-government schools.

This financial data is somewhat contestable, being part of the first iteration of the ACARA MySchool financial reporting arrangements.

Non-government employer representatives, Catholic and independent school employer groups have called for 2010 school data to further test the model.

Depending on the outcomes of this next analysis it is very likely that the IEU and other non-government school stakeholders will need to seek

adjustments to the Gonski model. These adjustments could include amendment of the School Resource Standard (SRS) and/or the range of percentages of the SRS provided to schools based on their SES measure or adjustments to the

“Depending on the next analysis it is very likely that the IEU and other nongovernment school stakeholders will need to seek adjustments to the Gonski model.” various loadings proposed under the model, including weightings for SES, locality, indigenous.

It remains critical therefore that IEU members stay engaged with and committed to our ongoing campaign

to ensure a good outcome for students in our schools and the quality and certainty of members’ jobs. This includes ensuring that the Australian Government’s commitment to ‘not a dollar less’ moves to a commitment of ‘not a real dollar less’.

The IEU is committed to working towards the delivery of the new model proposed by the Gonski Review provided that it is fully resourced by Governments and that the non-government school sector is adequately and appropriately funded.

The Gonski report deserves our ‘in principal’ support. It cuts to the heart of the debate. It is not about the old issues of sector and religion. It’s about disadvantage.

This report brings equity into the debate because the loading for disadvantage applies to whatever school students go to.

It’s a class-based report in support of working class people.

We call on IEU members to get behind this report. Keep the pressure on to get the right modeling, appropriately funded and have your say.

Under the spotlight: School Resource Standard

A key aspect of the new funding model is the development of a School Resource Standard to ensure that schools are funded on a needs basis.

Under this model, government schools would be fully funded to the standard, while funding to non-government schools would be at 20-25% of that standard for high SES(130+) schools and up to 90% for others depending on need. Additional funding to support disadvantage and disability would be provided above the standard in the form of loadings.

Importantly, the Report recognises that there are a number of schools in our sector which are either the only provider of education in the region or do not have the capacity to pay, and therefore recommends that these remote, rural and indigenous schools and special schools be funded at 100% of the school resource standard.

It’s vital to get this model right, using the most up-to-date figures, with full funding and support from state, federal and territory governments.

Gonski Report More funding for ALL schools More public funding for our Catholic & Independent school

let's make it work!

The Independent Education Union of Australia urges all members and non government education stakeholders to participate in the Federal Government’s community consultation process at: The Federal Government’s school funding website http://www.schoolfunding.gov.au/node/11 Facebook https://www.facebook.com/YourSchoolOurFuture Twitter https://twitter.com/#!/OurSchoolFuture Public forums http://www.schoolfunding.gov.au/event/school-funding-forum It's time to call on federal, state and territory governments to: • work together to agree on national funding framework • commit to the extra funds necessary to keep current levels of spending (appropriately indexed) • boost funding for the most disadvantaged.

Join the IEUA funding campaign A Fair Go For All at http://educationforall.com.au/ This is your chance to contribute to the implementation of a new funding model, for all schools, which can finally end the public/private divide.

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www.ieu.asn.au on the ground

Too much work to maintain professional excellence Sandra White IEU IEU Organiser The Union has written to the Independent Schools Teacher Accreditation Authority (ISTAA) asking for a review of the process for maintaining Professional Excellence accreditation, a level attracting an annual allowance of $7337 under the Independent Schools Standards Model (Teachers) Agreement.

The concerns focus on excessive requirements that create unnecessary workload for teachers in independent schools.

The Union has told ISTAA that the relevant clause of the Teacher’s Agreement does not envisage extensive requirements for “maintenance of accreditation” and indeed makes no reference to any such requirements.

In the Union’s view, any maintenance requirement that

treadmill of preparing repetitive paperwork.

Likewise their supervisors – school curriculum leaders – are similarly time pressured. Most do not see the need to undertake observations and review paperwork that repeats a process indefinitely.

The Union has proposed a more rational approach for all involved: • maintenance of Professional Accomplishment with the NSWIT (this would cover all Elements 1 – 7) • demonstration of continuing to meet ISTAA Professional Excellence standards at Element 8

“Any maintenance requirement that goes beyond reasonably ascertaining that a teacher continues to meet the standards, cannot be justified.” goes beyond reasonably ascertaining that a teacher continues to meet the standards cannot be justified. In particular, the Union considers the requirement for further annotated evidence and an annual classroom observation to be excessive.

There is no such requirement in the NSWIT maintenance of Professional Accomplishment process, which centres on professional learning, evaluation of professional learning, and professional engagement.

The Union has told ISTAA that teachers who have demonstrated their practice at the level of Professional Excellence are the teacher leaders in their schools. They are leading and coordinating innovative curriculum practice, and they should have the maximum amount of their work time available for this collegial teaching rather than in the

• an additional 10 hours of professional learning that is recorded, evaluated by the teacher, and signed off by the principal.

• a report at the end of the five-year cycle, in which the teacher reflects on their practice in regard to Element 8, signed by the principal.

The Union has advised ISTAA that if this matter is not successfully resolved, the Union reserves the right to dispute any cessation of payment of the allowance by an employer, even where this has occurred on ISTAA advice.

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

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

Join the IEU social group & keep up to date with us... www.ieu.asn.au 4

newsmonth - Vol 32 #3 2012

www.ieu.asn.au on the ground

New Scheme Teachers issues – members respond Following the front-page article in April Newsmonth, both New Scheme Teachers and their mentors/supervisors have written to the Union, supporting the concerns raised in the article and adding more detail.

In summary, the main problems are described as: • initial accreditation paperwork taking up too much time • difficulty in finding relevant registered professional development (PD). There is a search function on the Institute website but it is very hard to use and gives inconsistent results

• members get no school funding to attend PD. The expense falls on the individual. This is worse for regional and rural teachers • some schools will not allow release to attend registered PD • difficulty in getting the 50 hours of Institute registered PD within the five- year maintenance period • concerns that an overly rigid scheme will cause teachers to leave the profession • maintaining accreditation at the same competence standards forever • the repetitious nature of the reports about “how I am achieving the seven elements of competency in my work and PD” • nothing is provided by the Institute

to support the profession (such as material relating to PD, programming, lesson plans, dealing with students, opportunities for advancement, helpful links and contacts, feedback on material sent to them to meet their requirements) • a need for better communication with teachers (“plain English please”) • a hard-to-navigate website (“if you find what you want you’re lucky”) • a slow and unreliable website (“entering PD on the Institute’s website takes forever, sometimes the site drops out and you have to start all over again”) The Union will conduct a short online survey during May and until Friday 15 June asking members to consider and

prioritise the issues, telling us which are the most important to address first. Go to http://tiny.cc/nstsurvey to participate.

With the information gathered from the survey, the Union will seek meetings with the NSWIT and employer groups to pursue improvements to the system.

NST Survey Fill out the IEU's online survey until Friday 15 June.

Tell us what issues you want addressed first.

Go to http://tiny.cc/nstsurvey to participate.

Letters to the Editor So happy to read your cover story on New Scheme Teachers.

I have been teaching for 27 years, however I did most of my teaching in the ACT and not NSW, hence I am a New Scheme Teacher.

I have just completed my first five years and have jumped through all the hoops and gained my 100 hours of PD and shelled out $100 a year in membership.

It has been at great expense to the school as we are a remote school where little PD is on offer let alone Institute recognised PD. I have until mid April to entered all my PD, have it approved etc. Then I have the pleasure of having to do it all again.

If you have any weight in this argument please let it stop … give us a break.

Chris Forsyth

The IEU welecomes letters, feedback and suggestions.

Please send emails to newsmonth@ieu.asn.au

I am a New Scheme Teacher who is currently undertaking ISTAA accreditation to ensure a pay rise at the completion. While I do agree with many of the concerns raised, including: • time away from teaching preparation • large amounts of paper work (on top of the growing amount that is required just to teach), and • how Institute is raising the status of teaching.

The last is my main concern.

I feel it is really important that I put forward my support for the accreditation of teachers. I am really enjoying the time that I am spending on the accreditation process of ISTAA. It has given me time to reflect on the professional that I am and how I achieve goals set. I see this as a similar task to the teacher setting the goals for their class. If we as teachers are endorsing the “life long learning” idea with our students, then we are being truly hypocritical if we do not live it out too.

It concerns me that I have colleagues who do not feel that it is necessary to demonstrate to themselves and the outside community that teaching is a highly educated profession. If you

consider that most industries have to fulfil accreditation regularly, for example; financial planners, taking time out annually to PD themselves and prove to the governing body that they are up to date with their information and strategies to guide people to good financial decisions.

I am not saying that I agree with all the ways that the accreditation takes place. I feel that a true assessment of my teaching quality would be better seen when teaching. Having an outside body come and assess me over a week or surprise visits. There could be a person trained to do this in each school or in each area. I find that I am spending much more time on paper work than I am on the pedagogy of teaching. I would be happy to have someone view my program that I use rather than creating a whole different document for assessment.

Just some thoughts from a teacher who loves his job.

Jason Hosking I just wanted to comment on the front page article of Newsmonth on the frustration with the New Scheme Teachers program and can I say, it has echoed the thoughts of every one of my colleagues under the system.

It’s purely and simply put, a professional waste of time. It merely is a rigid system that puts young teachers under the thumb of a bureaucratic body that exerts so much pressure on New Scheme Teachers. I am at the Professional Maintenance stage and I am quite angry that every five years will be a constant and bitter struggle to find registered PD. Why can’t we just do it for the first five years and that’s it? Why must it be ongoing to the end of a teacher’s career?

I really hope the IEU can push for reform in this area as I personally feel so under pressure with this system.

Anthony Tassone (abridged)

I read with interest and great satisfaction, even relief, your recent articles about the NSWIT and the New Scheme Teacher accreditation process. I could not agree more with the comments expressed.

I entered the teaching profession from the health care field in January 2005, so was one of the earliest of New Scheme Teachers. I found the accreditation process a complete nightmare - it felt like a terrible obligation hanging over one as one entered a new profession.

I found my first years of teaching very difficult, and having the NSWIT demands placed on me as well as everything else was just dreadful. The assembly of all the evidence necessary for accreditation was time consuming and onerous. On an occasion when I had cause to speak with the NSWIT on the phone, I found them the most unsympathetic, inflexible and unhelpful bureaucracy I had ever encountered, and having been a health care professional, I had encountered plenty.

I recently completed the reaccreditation process, having successfully completed the required 100 hours of professional development, no easy task when during the first few years there were so few accredited PD providers. I was very used to compulsory PD from my time as a health professional, but find the large proportion of accredited PD required very unreasonable. Much of my healthcare PD was able to be completed online. The NSWIT website is an abomination to use. Registering PD is time-consuming and vastly overcomplicated.

I have no impression that the NSWIT is of any value to me or to the teaching profession. It seems only another bureaucracy that I pay an annual fee to, and jump through whatever hoops it demands. I strongly support the IEU in any action to challenge the conduct of the NSWIT, and in fact to question its very existence.

John Bradley (abridged)

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We Connect Educators Online Conference Friday, 22 June 2012

AGENDA 8.15

REGISTRATION

9.00

WELCOME AND OPENING Diat Callope – IEU Indigenous Officer Dick Shearman – IEU General Secretary

9.15

GUEST SPEAKER From inappropriate online behaviour to cybercrime Dr Virgil Hazzard PhD. Director, Youth Cybercrime Prevention Unit, Department of Homeland Security, Washington DC

10.00

KEYNOTE ADDRESS ‘Get Your Head In The Game’ Computer gaming is increasingly being used in the classroom as a teaching tool. Find out how with Adrian Camm of Quantum, Victoria

11.00 MORNING TEA 11.30 WORKSHOP 1 12.30 WORKSHOP 2 1.30

LUNCH

2.30

Introducing the new IEU website: What’s now possible Robert Beechworth, Director, Wiliam

3.15

WRAP UP/FEEDBACK

3.30

CLOSE

8:30am - 3.30pm Mercure Hotel, 818 George St, Sydney

Members $70 Non members $190 Lisa Nash, Librarian and Learning Exchange and Gita Mathias, Vision Team Educator, Aengus Kavanagh Education and Equity Centre, Mt Druitt

WORKSHOPS Karen Yager - Dean of students and ICT Specialist, Knox Grammar School Using ICT to engage and extend students. This workshop looks at ICT as a tool and how it can be used to differentiate assessment and student writing. (Audience: Stages 3 to 6) Kellie Britnell and Naomi Raiz - Cybersmart, Australian Communications and Media Authority Promoting cyber safety and awareness about social networking. This workshop will showcase a Cybersmart online resource for Stages 3 and 4, which provides scenarios for students’ response. This is a free, government-funded resource.

Audience: Stages 3 and 4 Keith Heggart - Teacher and Apple Certified Educator, McCarthy Catholic College This workshop will explore best practice methods for using technology in schools, including TPACK and SAMR, and will provide examples of what Keith has implemented, including Google apps for education, McMoodle and Smartphone apps in the classroom.

Audience: Stages 4 to 6

For further information contact Iva Coric on 9779 3200 or Toll free 1800 467 943 or iva@ieu.asn.au

This workshop explores digital accessibility and resources for students with special needs, including strategies and assessment around the use of iPads and apps. Part of this session will hone in on specific ways iPads have been used for students with vision impairments.

(Audience: Stages 1 and 2) Lisa Knight, Director of Online School Development for the HSC Learn Online Program and Stephen Collis, Director of Innovation, Northern Beaches Christian School Explore how to foster and support the 21st Century learner using the online learning environment. Discover and experience how technology is the tool for creating individualised paths, moving student learning from ‘push to pull’, with teachers as the creative directors of curriculum. (Audience: Stages 4 to 6) Denise McHugh - Teacher, McCarthy Catholic College Effective online program and resource management. Learn how to manage programs and resources using Edekit.

Find resources, integrate You Tube and PowerPoint into teaching programs, share and create a scope and sequence. (Audience: Stages 4 to 6)

Preety Agarwal - Assistant Director - Technology Development, Education Services Australia Scootle provides access to more than 12,000 items of digital curriculum content, including interactive learning objects, images, audio files and movie clips. Discover how to create individual learning paths for students, in which they can integrate selected items with specific learning tasks. Workhop includes new national formative assessment portal Improve. (Audience: Stages 1 to 6) Annalise Hart - Teacher, St Paul’s Catholic Primary School Albion Park What does a tech savvy infants classroom look like and what are the challenges, strategies and tools that bring it all together? This practical guide includes ideas to cater for a variety of students’ needs through to learning/ teaching activities and assessment.

(Audience: Stages 1 and 2) Amy Cotton - Officer, Professional Development Independent Education Union Cyber Savvy is the name of the successful and always popular cyber safety session developed by Amy Cotton for the IEU’s Pedagogy in the Pub events. This enjoyable exploration of an always hot topic comes with extensive take-back-to-school resources to help your school explore the web’s great potential without too many of the pitfalls. (Audience: Stages 1 to 6)

www.ieu.asn.au on the ground

Rep Spotlight: Andrew Harrison

Members’ solution a win-win IEU Rep at St Columba Anglican School Andrew Harrison well understands how broad the benefits of Union membership are, whether for individual members, schools or for the education system itself.

“Union membership is about having an ability to work together for a common cause and for the institution and industry you work for,” Andrew says. “One benefits the other because happy members are able to achieve so much more – a happy staff is an effective staff.”

Andrew had a close encounter with the power of coordinated member action in his own workplace about a year ago, when he took on the Rep role.

“We saw an issue developing and wanted to do something about it,” he recalls.

“As an independent school we have many after school activities and previously staff members’ children could be supervised in the library until 5.30pm.

“But when the school established a childcare centre and said staff would need to pay after 4pm we were concerned.

“It would have forced teachers to do less than they were and the school would have had to reduce its provision of co-curricular activities. It would not have been good for the school.”

It was at this point Andrew’s colleagues voted

him into the Rep role and the consultation process began.

“I talked to all the members and got their points of view, collated responses and provided these along with a solution package to the school’s Executive and Council. It was the Council that had initiated it on financial grounds.”

The members’ package suggested the school continue to provide free care in the library until at least 4.30pm, followed by free care in the childcare centre for staff members who needed to remain longer.

“Although they were initially concerned about the money, we spoke about the issue of goodwill regarding staff providing their free services and abilities.”

The school revised its plan, the members accepted and the school now has the members’ suggested system in place.

“Staff were happy and felt their efforts were valued,” Andrew says. “They also felt they could talk openly and be heard on issues affecting them.

“Membership is fundamental to all teachers’ rights,” he says. “Collective power is greater than individual power.”

“Staff were happy and felt their efforts were valued. They also felt they could talk openly and be heard on issues affecting them.”

Tread carefully in progression from Band 2 to Band 3 Members in independent schools who are employed under a Band 3 agreement are familiar with the need to satisfy ISTAA accreditation to reach the top salary step, writes IEU Organiser Ann-Maree McEwan.

Those who have not sought the help of the IEU’s Professional Officer Elizabeth Finlay, and are not successful in their accreditation by ISTAA in their first attempt, are eligible to resubmit their application.

ISTAA allows applicants to resubmit by a deadline early in the following year to allow applicants some extra time.

However, by delaying resubmitting the application until the following year, applicants run the risk of their school not paying Band 3 salary rates for a

further 12 months (in the event of a successful resubmitted application).

Members have advised the IEU that this is not made clear to applicants who resubmit.

Most schools don’t delay payment but in cases when it occurs this delay is costly.

The IEU’s advice to members to avoid this pitfall involves seeking advice from Elizabeth at the IEU at the outset of the accreditation to ensure success first time round.

If you don’t know about Liz until it’s too late and you must resubmit your application, do so in the same year of your initial application – even if it means a crazily busy end of year. This will ensure your pay rise will be paid from the start of the following school year. newsmonth - Vol 32 #3 2012

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www.ieu.asn.au on the ground

Student teachers welcome Union briefing

Carlo Rendina IEU Organiser The IEU has ensured that Newcastle University’s teaching students are well aware of opportunities in the nongovernment and early childhood sectors, and of what the Union provides for members working in these areas.

In March, Newcastle University held an Education Careers Expo where over 150 students accessed information from the IEU stall.

Most student interest centered around pay scales. Many were surprised to find that standards-linked pay already exists in NSW Band 3 schools. Fellow

IEU Organiser Therese Fitzgibbon and I answered questions ranging from “Are conditions and pay the same?” to “How do you apply for a job?”.

these schools.

Numerous students took this opportunity to access the free IEU membership offered to all final year

“Numerous students took the opportunity to access the free IEU membership offered to all final-year education students.”

The majority of students were unaware that over a third of all schools in NSW are non-government schools and many will have successful careers teaching in

education students.

ECS presentation to students The following month Therese and myself spoke to students enrolled at

Shorts •

Make that dream come true! Up to $5000 is available to teaching, management and support staff in non-government education to go on a study tour, do a professional development course or undertake a project or course of their choice in Australia or overseas. Entries close 30 June. Apply online at http:// www.ngssuper.com.au/scholarship-awards/.

• The number of teaching staff across government and non-government sectors rose 17% from 2001-2011 while the number of students in the independent schools sector increased by 35% over the same period. In Catholic school the number of students was up 12%, according to the Australian Bureau of Statistics.

More stats at: http://bit.ly/I1mY0R.

• Teachers Health Fund came in on top with 2558 respondents to a recent CHOICE member survey to rate their health fund.

The health fund was just one of a number of closed funds that outperformed open health funds. Membership in closed funds is restricted to those working in a specific sector.

• Take the Time is a campaign for the preservation of the work/life balance in response to the NSW Government’s moves to extend retail trading hours. Find out more about the campaign and sign the petition at http://www.takethetime.org.au/

•

8

Looking for a way to cover learning outcomes and reward creative writing with K-12 students? The annual Dorothea Mackellar national children’s poetry competition is on again with an optional theme of Wheels and Wings and Marvellous Things. Each child receives a participation certificate and national recognition for the best work. Entries close 30 June. Details: 6742 1200 or email dorotheamackellar@ bigpond.com www.dorothea.com.au

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the University’s 0-12 years education course about the difference in pay and conditions for the early childhood and primary sectors. The pros and cons of the three-tiered NES, Modern Award and Enterprise Agreement system was also explained to the students.

Many were surprised to hear that some ECS agreements not only maintained the Show Holiday and sick leave but had pay rises of 6% pa for three years as part of their agreement. The Union’s push for equal pay through the Teachers are Teachers campaign was raised to highlight the IEU’s support for teachers in the early childhood sector.

Dorothea Mackellar Poetry Awards 2012 Entries open March 2012 Visit the website www.dorothea.com.au for very easy to follow information on school registration and student entry.

• Fun for all between 14-20 May at the Sydney Writer’s Festival. Details http:// www.swf.org.au.

• Need guidance on how volunteers are affected by the new Work, Health and Safety Laws? Safe Work Australia has set up a volunteer assistance line on 6240 4990. Enter the Safe Work Awards, find guidance on work safety and access hazardous materials databases at http:// www.safeworkaustralia.gov.au.

Optional Theme

Wheels and Wings and Marvellous Things PO Box 113, GUNNEDAH NSW 2380 Telephone: 02 6742 1200 Fax: 02 6742 1435 Email: dorotheamackellar@bigpond.com

www.ieu.asn.au on the ground

Walking the talk Job share Directors Mary-Anne Mamarelis and Angela Vlahadamis of Canterbury Community Child Care Centre took the Teachers are Teachers campaign one step further and invited local MPs Linda Burney and Shadow Minister for Education and Training Carmel Tebbutt to the centre for morning tea on 30 April.

Mary-Anne and Angela took the local MPs on a tour of the service, explained the impressive program and had an

The impact of greater responsibility and being personally liable for a breakdown in policy and procedure also are a cause of concern for the Directors, particularly given the fact that the higher levels of responsibility are not matched by a corresponding increase in government funding to improve pay.

Then it was down to the nitty gritty of the Teachers are Teachers campaign and the poor funding NSW receives.

“We have the new National Quality

“They talked about the positive changes the NQS had introduced but also about the massive increase in workload.

In order to cope the service had run Saturday workshops.” informal chat around the issues affecting early childhood teachers, the lack of pay parity and what is happening on the ground with the introduction of the National Quality Standard.

Both Mary-Anne and Angela talked about the positive changes the NQS had introduced but also about the massive increase in workload. In order to cope the service had run Saturday workshops.

Standard which is improving quality in services, but as university trained teachers are the most critical indicator of quality in a service, it’s going to make the federal reforms very difficult to achieve, especially in NSW,” Mary-Anne says.

She has seen many talented student teachers not even consider entering early childhood due to the poor pay. IEU representative Helen Gregory, who had

experience the work of early childhood teachers on the ground.

her son at the centre some time ago, had bought along a yearbook with a photo of children and staff. One of the teachers had left to work in primary education, an indication of a general trend across the sector.

Mary-Anne and Angela were fantastic advocates for the profession and both MPs commented on how they appreciated the personal contact and chance to

The Teachers are Teachers campaign is currently seeking other teachers to invite their local MPs into their services for morning tea. It is a wonderful way to establish a bond, make your work real and to show MPs why pay parity is critical. Contact suzanne@ieu.asn.au for more information.

ECS round-up Don’t shortchange our children We’re still waiting for the NSW Funding Review into early childhood to be released. We’re also still waiting for an estimated $83-$123 million in federal funding to be allocated.

This money is what’s estimated to be left over from the $278.6 million the NSW State Government received from the Federal Government under the Commonwealth Universal Access funding scheme.

The figures come from Community Childcare Cooperative’s (CCC) submission into the Review of NSW Government Funding for Early Childhood Education late last year. It also said: “The Commonwealth Universal Access funding has allowed the funding pool to NSW community based preschools to be increased, and has removed the threat of closure from many preschools. The use of this money to cover inadequate

state funding has meant that the goals of universal access are unlikely to be achieved in NSW.” It goes on to compare NSW spending per child on early childhood services compared to other states and territories.

NSW’s contribution stands at a miserly $185 compared to Victoria’s $220, ACT’s $489 and the Northern Territory’s $752.

NSW also has the lowest percentage of children enrolled in state funded or provided preschool services at 57% – a whopping 20% less than those in the Northern Territory (79%) while Victoria stands at 93% and Queensland’s 98%, just short of the 100% of WA and Tasmania.

However these figures to do not take into account long day care centres, which provide an education program conducted by a qualified teacher.

With funding having been frozen between 1989 and 2006, broken only by an injection of $77.2 million in

2006 over four years via the Preschool Investment and Reform Plan, it’s time the NSW Government stepped up and did the right thing by children and those committed to working in the early childhood sector.

NSW children should not be shortchanged any longer, and those that teach them should not be absorbing the Government’s lack of commitment to early childhood in their pay.

See: http://ccccnsw.org.au/pdfs/ CCCC-Submission-to-NSW-ECECFunding-Review.pdf What people are saying about early childhood education “Anecdotal evidence from both of the NSW Catholic universities suggests that a significant number of their ECE program graduates teach in primary schools because of the higher salaries and better job security”.

(Catholic Education Commission

NSW Submission to the Review of NSW Government Funding for Early Childhood Education http://www.cecnsw. catholic.edu.au/dbpage.php?pg=vie w&dbase=submissions&id=8) But if a child feels “I’m in a place where I can explore, try things out, say things that I think could be right, but it is all right to make mistakes, in that type of learning environment with the trust it can build, that’s going to cause the most positive brain changes.”

(One of the world’s leading neurologists on early childhood Dr Judy Willis Lateline 20/4/12 http://www.abc.net.au/ lateline/content/2012/s3482571.htm) “Early education is most certainly the next wave of educational reform...the US is simply playing catch up with the rest of the industrialised world.”

Dr Donna Shalala, (Former US Secretary of Health and Human Services)

Vale Maureen Byrne The IEU was saddened to hear of Maureen Byrne’s passing, writes IEU Organiser Mark Northam.

The Union extends its condolences to Maureen’s family and work colleagues at John Paul College in Coffs Harbour.

Maureen was a staunch unionist and demonstrated her belief in the

collective by being a school rep, attending Mid North Coast Branch meetings and being elected to the IEU Council.

Mid North Coast Branch President Suzanne Penson says; “Maureen will be sorely missed. She had a wonderful sense of justice and compassion for those in need”.

Her capacity to articulate why

a particular employer proposal was unjust, unreasonable and not required was legendary.

Maureen also had the enviable capacity to enthuse members and bolster them during periods of industrial action.

Maureen was a member of the IEU Council since 1995 and a member of the IEU since 1987. newsmonth - Vol 32 #3 2012

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www.ieu.asn.au on the ground

Maitland-Newcastle win Union nets new teachers $30K+ Therese Fitzgibbon IEU Organiser Membership has already paid for itself for around 70 new teachers in the Maitland-Newcastle Diocese, who have received an extra two days pay following representations by the Union.

The Union called on the Catholic Schools Office to make a causal payment to teachers who had attended new teacher induction on 23 and 24 January.

The Diocese initially said no payment would be made for the two-day induction, despite a requirement that new teachers attend.

The Union wrote to the Diocese indicating it would seek the assistance of Fair Work Australia in resolving the matter.

While attendance at induction days has, in the past, been seen as voluntary, the inclusion of mandatory Faith Accreditation and the extension to two days led the Union to push for payment.

Around 70 new teachers attended this training during non-term time and it is reasonable that they were paid for this.

IEU Member and St Paul’s High School Booragul Teacher Angela Wehrle (pictured), who was among teachers attending the induction days, says she is pleased with the result.

"It paid for my annual IEU membership all in one go,” she says.

“What a great outcome.”

The Union is delighted with the outcome.

“It paid for my annual IEU membership all in one go. What a great outcome.”

continued from page 1

Celebrating 30,000th IEU Member Christine Schulz “For instance, I now know to never again set four assignments in the same week. It meant I had 120 assignments to mark at once, and had a field trip at the same time.

“My colleagues had to laugh. They asked: ‘What are you doing?’”

Christine said the camaraderie of her colleagues was evident as soon as she started working at Xavier High School and is well and truly embodied in their IEU Rep Genevieve O’Reilly.

“Genevieve is such a wonderful character and was so supportive, right from the first week I started. She told me ‘this is how the Union does it and this is how we help’. She has such a kind personality and she really sold it well.

From the moment she opened her mouth she had me.

“It’s great to have this extra support and to know I can go to her with any issues.”

When Newsmonth caught up with Christine she was looking forward to attending the IEU’s ever popular Teach, Survive, Thrive Conference, which had been recommended by Genevieve.

Christine is also looking forward to making the most of her membership in other ways.

“I’ve been trawling the IEU website looking at everything that’s being offered.

I definitely want to do an exchange in a few years and I’ve also been reading about the support for beginning teachers.”

“Although I didn’t expect to be a teacher, even if I was offered a lot of money to do something else I wouldn’t leave. What we do is important and when my students come up and say thanks, it feels so good.”

Photo: MPS Photography

continued from page 1

Vulnerable targeted in workers compensation system injured workers wage.Therefore, the majority of injured workers will inherently feel the pinch under O’Farrell’s cost saving measures and be forced to survive on $432.50 (even lower after you deduct tax), a figure so low, it would make it difficult for families to service mortgages, personal loans and the on-going costs of education and health.

This is without precedent in our state system and is intended to put pressure on the most vulnerable in our working communities.

And it’s not just about money.

It continues O’Farrell’s outrageous war on unionism, a threat we all face as members of unions in Australia.

IEU Senior Industrial Officer Stan Koulouris has called the reform an ‘attack’ on working families.

“The NSW O’Farrell Government, in true Liberal Party form has declared open season on a particularly vulnerable 10

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section of Australian working families”, he said.

“Injured Australians should not be seen as an economic burden on the country. These are people who are often with families, who pay mortgages and bills and who have the same difficulties that we all have on a daily basis.”

be better utilised in the policing of insurance companies and their management of insurance claims.

In fact, the entire compensation system can actually save money without having to hurt the entitlements of injured workers, by targeting those businesses who provide unsafe workplaces and

“These workers should be assisted to actively return to work and continue to contribute to their places of work, rather than be targeted for further unnecessary cutbacks and hardship.”

In previous days, Unions NSW has been holding strategy meetings in order to fight the slated workplace compensation reforms.

They believe WorkCover should

charging higher premiums.

Similarly, workplaces that do the right thing should be rewarded with lower premiums.

“In fact, we are all but a workplace

injury away from standing in their shoes,” said Mr Kolouris, who said the overall state economy will suffer as a result of the reforms, because it will make it even more difficult for workers to recover and contribute productivity gains back into the system.

“These workers should be assisted to actively return to work and continue to contribute to their places of work, rather than be targeted for further unnecessary cutbacks and hardship.”

You can download a survey of the Injured Workers Support Network (IWSN) from www.ieu. asn.au. The gathered information will be used to raise awareness and advocate for change on behalf of injured workers.

We’ll keep you updated via our website and social media channels as the issue proceeds through State Parliament.

www.ieu.asn.au on the ground

Labour Bites The IEU websites (www.ieu. asn.au) carries regular updates of local and international news with a trade union flavour. IEU Assistant Secretary John QUESSY reproduces below some recent items.

Oh what a feeling

Dozens of security guards were assembled around the entrance to Toyota’s Altona manufacturing plant when the company began sacking one in 10 people who work there. Earlier this year, Toyota announced that 350 jobs would be slashed from the plant blaming the high dollar and falling demand for its vehicles.

A Toyota spokesperson denied the security guards had been hired to intimidate angry staff saying: ‘‘It is not heavy-handed.

Its just part of the process we need to go through. They are there mainly to oversee and to help workers move from one part of the (plant) to other areas.’’

The Union representing the workers, the Australian Manufacturing Workers Union, said the way Toyota was treating

the wages and no benefits at all. When employees refused to accept, Rio Tinto locked them out.

“Locking out its workers in Quebec is a violation of Rio Tinto’s obligations to fair play under the Olympic Charter,” said USW spokesperson Daniel Roy. (Source: USW)

its staff on the morning was “absolutely disgusting” and “they are driving a bus around the site and pulling people off the production line”.

Toyota said workers who had lost their jobs would be offered counselling.

(Source: SMH) Off the podium

administrator to a post normally held by a field agent.

(Source: Canada.com) Police break through pay barrier

Cloak and dagger action

One of the world’s largest industrial unions, the United Steelworkers (USW), is calling for the International Olympic Committee (IOC) to drop multinational resource firm Rio Tinto as an official supplier of gold, silver and bronze medals to the 2012 London Games, because the company’s treatment of its own workers does not live up to the Olympic spirit.

The controversial mining giant is under scrutiny for a range of alleged environmental, human rights and labour violations at its operations around the world. Most recently, the company announced plans at a profitable smelter in Quebec (Canada) to replace retiring employees with contract workers at half

The main union representing French domestic intelligence officers, those tasked with counter-espionage and antiterror investigations, has called on its members to stage a protest.

The head of the SNOP union, which represents senior police officers and is the main labour body for members of the DCRI security agency, said his members planned a “gathering” at their Paris headquarters on Friday.

Union Secretary General Jean-Marc Bailleul said his members were protesting against “human resources management” at the spy agency, and in particular the recent appointment of a senior

Police in NSW should be awarded a pay increase for being more proactive and transparent in their crime fighting, the state’s industrial umpire has found.

The full bench of the Industrial Relations Commission (IRC) ruled in favour of a bid by the police union to secure a pay increase above Premier Barry O’Farrell’s 2.5% public service cap. The union wants an increase of 5% per year for the next three years.

In it’s ruling, the IRC said the police service had not only improved its crime fighting capabilities through a focus on front-line policing but it was also more transparent. The union and the police commissioner have been ordered to make submissions regarding the size of the increase, which will be backdated to 1 July 2011.

Present Tense ELICOS News Kendall Warren IEU Organiser In late March, the IEU commenced negotiations for a new enterprise agreement with Navitas English Pty Ltd (formerly known as ACL). Conducting these negotiations has presented some logistical challenges, especially in comparison to the last round, as the number of centres under Navitas’ watch has now doubled to 10.

The IEU’s campaign began by visiting each individual centre, to talk through the likely bargaining environment and to get feedback from staff about the issues they would like raised during the negotiations. These issues are mostly around salaries and conditions, but the commencement of bargaining is often a good opportunity to raise any additional non-EA issues that staff might feel strongly about.

The claim includes demands for salary increases equal to 17% over the three years of the agreement, along with improvements in leave, workloads, and other conditions. If you are employed by Navitas and would like a copy of the full claim, email me at kendall@ieu.asn.au.

It is during negotiations that IEU membership is more vital than ever, and you are strongly encouraged to join if you are not already a member. For details contact the IEU membership team on 9779 3200, or email membership@ieu.asn.au.

Navitas employees are fortunate in one respect, in that they work from an

approached the IEU in September, 2011 and agreed to start working towards an enterprise agreement. To this end, most of the teachers signed a petition calling on their college to start bargaining. In most circumstances, when faced with a high level of feeling among their staff, colleges will agree to start bargaining (even if the

“The Fair Work Act includes provisions for employees and unions to enforce the start of collective bargaining, in situations where a majority of employees wish to bargain.” employer that is prepared to bargain salaries and conditions. Not all colleges are as enlightened in this respect. In recent months, the IEU has been locked in a pitched battle with the International Language School of Canada (ILSC, formerly known as Pacific Gateway International College) to commence bargaining for an agreement at that college. Teachers at the college

negotiations themselves do not prove fruitful). However, ILSC has taken a very hard line, and refused to meet with the Union, or even consider the issues that staff have raised with the IEU. Luckily, the Fair Work Act includes provisions for employees and unions to enforce the start of collective bargaining, in situations where a majority of employees wish to bargain.

The college has fought this matter every step of the way, culminating with Fair Work Australia ordering a secret ballot to be conducted by the Australian Electoral Commission (AEC), in order to determine majority support. This ballot saw all votes cast in favour of bargaining, but there remain technical hurdles to clear. As of press time, FWA had not given their final ruling.

The attitude of the college is very disappointing, and demonstrates a lack of faith in their own employees.

Hopefully FWA will grant the bargaining orders, but the case does show up some deficiencies in the Act that the IEU (and other unions) would like to see rectified in the current review of the legislation.

If you would like information on how you can instigate enterprise bargaining in your college, contact the IEU on 9779 3200 or via kendall@ieu.asn.au.

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www.ieu.asn.au feature

Professional development courses PIPs: Pedagogy in the Pub These are a series of seminars which are free to members, Institute registered professional development courses. They are two hours each.

Contact your organiser if you’d like a PIP held close to you.

Cyber Savvy – This workshop highlights legislation related to online activities, outlines challenges facing students in 2012, discusses issues teachers might encounter, examines workload issues, discusses policies and procedures and explores appropriate professional behaviours.

Maintenance of Accreditation – Learn about the NSW Institute of Teachers’ maintenance requirements at Professional Competence including the professional development log and maintenance report. Map out your professional development and reflect on your current practice and how to use that for maintenance purposes.

Be Wary Be Wise – Examine child protection legislation and learn about fair investigation policy and processes. Learn about appropriate professional behaviours to protect and minimise the risk of complaints and allegations. Receive advice on what to do if an allegation is made against you.

Camps and Excursions – Understand school policy, case law and risk management approaches to camps, excursions and other

activities outside the school campus.

Develop your understanding of ‘duty of care’ responsibilities, good management practice and the value of parent/carer inclusion.

IEU Reps Training Days: New and experienced IEU Representatives are invited to come along and brush up their understanding of their local agreements. Participants will learn techniques and tips for involving members in IEU campaigns, receive an overview of the current industrial landscape and network with other local Representatives.

Audience: IEU Representatives.

Through the Maze of Work Health Safety: On 1 January 2012 the new harmonised Work Healthy and Safety Act was implemented. This course outlines the new regulations and codes of practice and how they will affect your school.

Audience: IEU Reps, OHS Committee Members, Health and Safety Representatives, middle management in Catholic and independent schools.

You, Your Centre and Work Health Safety: On 1 January 2012 the new harmonised Work Health and Safety Act was implemented. This course outlines the new Regulations and Codes of Practice and how they will affect your early childhood centre.

Audience: Teachers, Directors and Committee Members.

We Connect

2012: TERM 2 + PD & Traini TERM 2 Wk 4: 14 May – 18 May 17 May: WHS (OHS) Seminar, Tamworth 18 May: WHS for ECS Seminar, Tamworth 18 May: IEU Reps Training Day, Penrith Wk 5: 21 May – 25 May 24 May: PIP – Be Wary, Be Wise, Bega 25 May: WHS (OHS) Seminar, ACT 25 May: IEU Reps Training Day, Newcastle Wk 7: 4 Jun – 8 Jun 7 Jun: WHS (OHS) Seminar, Newcastle 8 Jun: WHS for ECS Seminar, Newcastle 8 Jun: IEU Reps Training Day, Systemic Reps, Penrith Wk 8: 11 Jun – 15 Jun 14 Jun: WHS (OHS) Seminar, Ballina 15 Jun: WHS for ECS Seminar, Ballina Wk 9: 18 Jun – 22 Jun 18 Jun: PIP: Maintenance of Accreditation, Springwood 19 Jun: Assistance for New Scheme Teachers, Orange 19 Jun: PIP: Cyber Savvy, Dapto 20 Jun: Assistance for New Scheme Teachers, Dubbo 21 Jun: WHS (OHS) Seminar, Parramatta 21 Jun: Assistance for New Scheme Teachers, Bathurst 22 Jun: We Connect – Educators Online Conference, Mercure Hotel, Sydney 22 Jun: WHS for ECS Seminar, Parramatta 22 Jun: IEU Reps Training Day, Port Macquarie Wk 10: 25 Jun – 29 Jun 26 Jun: PIP: Cyber Savvy, Revesby Heights 27 Jun: PIP: Maintenance of Accreditation, Camden

Educators Online Conference Friday, 22 June 2012 8:30am - 3.30pm Mercure Hotel, 818 George St, Sydney Members $70 Non members $190

See page 6 For further information contact Iva Coric on 9779 3200 or Toll free 1800 467 943 or iva@ieu.asn.au

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

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

www.ieu.asn.au feature

3 NSW/ACT IEU ing Calendar TERM 3 Wk 2: 23 Jul – 27 Jul 23 Jul: My Cyber Safety, Bathurst 23 Jul: PIP – Maintenance of Accreditation, Bathurst 24 Jul: PIP – Cyber Savvy, Coonamble 25 Jul: My Cyber Safety, Orange 25 Jul: PIP – Maintenance of Accreditation, Orange 26 Jul: PIP – Maintenance of Accreditation, Tamworth 27 Jul: IEU Reps Training Day Independent and Systemic Reps, Dubbo Wk 3: 30 Jul – 3 Aug 2 Aug: PIP – Maintenance of Accreditation, Port Macquarie Wk 4: 6 Aug – 10 Aug 6 Aug: PIP – Maintenance of Accreditation, Coffs Harbour 8 Aug: PIP – Work Health Safety, Dee Why 9 Aug: PIP – Cyber Savvy, Young 10 Aug: IEU Reps Training Day, Independent and Systemic Reps, Ballina Wk 5: 13 Aug – 17 Aug 15 Aug: PIP – Camps and Excursions, Castle Hill 16 Aug: AEW Seminar, Sydney 17 Aug: Women’s Conference, Mercure Hotel, Sydney Wk 6: 20 Aug – 24 Aug 21 Aug: PIP – Work Health Safety, Gymea 22 Aug: PIP – Maintenance of Accreditation, Lismore 23 Aug: PIP – Maintenance of Accreditation, Tweed Heads 24 Aug: IEU Reps Training, Systemic Reps, Sydney Wk 7: 27 Aug – 31 Aug 27 Aug: PIP – Cyber Savvy, Tamworth 29 Aug: PIP – Maintenance of Accreditation, Newcastle 30 Aug: PIP – Cyber Savvy, Newcastle 31 Aug: IEU Reps Training Day, Independent and Systemic Reps, Dapto Wk 8: 3 Sept – 7 Sept 3 Sept: PIP – Maintenance of Accreditation, Bega 4 Sept: PIP – Cyber Savvy, Pambula 5 Sept – PIP – Cyber Savvy, Cooma Wk 9: 10 Sept – 14 Sept 11 Sept: PIP – Work Health Safety, Revesby Heights 12 Sept: PIP – Maintenance of Accreditation, Armidale 14 Sept: IEU Reps Training Day, Independent Reps, Sydney

Secure your spot: • You must register for all IEU courses.

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

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

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

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

Registrations open for Women’s Conference Registrations are now open for this year’s IEU Women’s Conference on 17 August with the theme of “Women at Work – supporting, strengthening, sustaining”.

Confirmed speakers for the 2012 Women’s Conference include former IEU member and present Federal MP for Robertson Deb O’Neill and former IEU organiser and current NGS Super officer Laura Wright.

Conference workshops will include: • Women’s Leadership Development – principals share their journeys • E Portfolios for Teachers – a tool for reflective practice

Women’s Health and Safety at Work and Play – using the WHS Act to assist work/life balance • Indigenous Issues and Perspectives.

• Supporting Students with Autism and their Teachers and • Teacher as Professional in Cyberspace.

Delegates from country branches will be elected as usual at Term 2 branch meetings and members in the Sydney metropolitan area are welcome to contact the Union directly for conference information and registration.

Pam Smith Convenor – Women in Education Committee

2012 IEU WOMEN’S CONFERENCE

Women at work Supporting Strengthening

Sustaining

Friday, 17 August, 2012 Mercure Hotel, 818 – 820 George Street, Sydney

9.00am - 3.30pm $50 members, $130 non members Please contact Betty Tan at the IEU on 9779 3200 or email betty@ieu.asn.au to register or Pam Smith pam@ieu.asn.au for further information. newsmonth - Vol 32 #3 2012

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Buying our future Funding for special needs students The Federal Government’s recent announcement of $63 million for NSW schools under its More Support for Students with Disabilities initiative, is welcome but “only touches the surface” of the problem, Learning Support Teacher Patricia Murnane says. Patricia and fellow Learning Support Teacher Richard Arbon spoke to Newsmonth Journalist Sue Osborne about the huge challenges they face every day.

Patricia, who is a member of the IEU Executive, and has been a special needs teacher more than 20 years, works at Emmaus Catholic College in western Sydney.

Her main role is to look after children making the transition to high school, but she also teaches literacy classes for Year 7 students, a Life Skills program for Years 11 and 12 and deals with day-to-day crises.

She also takes sport and homeroom like all other teachers.

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“Last week I had a little person who was anxious about coming to school, I had to spend a week talking to the parents, making sure counselling was provided and coming up with a plan to get this child comfortable about coming to school.

“This was not a student who was defined as disabled.”

Richard, who teaches at Sapphire Coast Anglican School at Bega and has been

He runs timetabled classes for students that need extra help, and children can come to the unit for support.

Richard estimates he deals with 20% of the school’s population.

“I always tell new parents that we can’t give them a fraction of the support that they might get at the local (public) primary school, but we can offer them a properly trained special needs teacher.”

“There’s no way that NAPLAN can measure the success of an anxious child who feels safer coming to school.” an IEU member for 16 years, says he is “always running on the edge”.

Richard coordinates an education support unit at the K-12 school’s library, and caters for any child that “doesn’t fit in the box of learning”.

Richard studied special needs education at postgraduate level.

“I like the idea in the Gonski review that the funding moves with the child, as this would be fairer,” he says. “All schools would have equal access to funding.”

As well as improved funding for schools, Richard says more teacher training at undergraduate and postgraduate level in special needs is required.

“There have been improvements in undergraduate degrees, but more training for teachers is needed.

“A special needs teacher thinks differently from other teachers. We are concerned about the whole child, and thinking of their whole life – what will they be able to do when they get to Year 12?

“We’re not just thinking of getting through the curriculum.

“Our school is doing quite well with the pastoral care and support but at many schools the special needs teacher is part time, it’s an add-on.”

Patricia says one of the major problems in schools is the definition of disability. While some children are defined as disabled under Commonwealth guidelines and therefore ‘funded’, many others are not.

“Twenty per cent of children will suffer

www.ieu.asn.au feature

Patricia Murnane (left) Richard Arbon does a variety of activies with his special needs students (left and below)

a learning difficulty at some time through their school career.

“I hope that under the new funding initiative the huge range of children with a learning disability who don’t come under current funding arrangements will benefit.

“Their needs are as critical as the other children getting some sort of support and I hope over time people will broaden the understanding of disability.

“Children with dyslexia or ADD/ADHD and other associated learning difficulties are often in great pain throughout their school lives and need expert help and support to get them through school and into work.

“In one class there may be three or more such children. In the old days they used to be put in the so-called dunce’s corner. They may have average

intelligence but have difficulties with processing issues, and their learning needs to be supplemented.

“How the teachers deals with this may depend on their insight and the amount of training they have received.

“It’s not possible for the Learning Support Teacher to get around to all the classes to offer training or support to all the teachers.

“Provision is not built into school's structures to deal with special needs.

“There’s no planning time, therefore children with learning needs who are more compliant in the classroom are missing out.”

Patricia says the crowded curriculum, and demands of testing regimes such as NAPLAN, leave no room for recognising and celebrating the small gains vital to

students with special needs.

“There’s no way that NAPLAN can measure the success of an anxious child who feels safer coming to school.

“This is so important for that child’s whole life and self esteem, but these improvements can’t be gathered statistically and measured on My School.

“The care by teachers and increased performance of students are very hard to quantify.”

Patricia also agrees the Gonski plan for funding to move with the child is a good one, as parents should be able to change their children’s schools without the fear of losing funding.

However, she thinks funding must go to schools as well to maintain staffing levels.

“Teachers aides provide the bulk of in-class support for special need students,

yet their job security can be precarious.

“You need to be able to ensure that their positions remain even if a child moves school.

“It’s generally agreed that we need more education funding per se. Better funding for special needs is about buying the future of our country.

“People who feel they are supported and can reach their full potential will be better citizens, more literate and taking part in the workforce.

“They will have less anxiety and self esteem issues and better mental health outcomes.

“There’s an emphasis on early intervention at preschool and kindergarten level, and this is right, but that intervention needs to continue throughout the child’s life so they can achieve their full potential.”

NSW special needs funding a lifeline for students The Independent Education Union has welcomed new government funding for students with special needs, saying this funding and its appropriate distribution was a top area of concern for its members.

Independent Education Union General Secretary Dick Shearman says the Union is ensuring these issues remain front and centre during the federal Gonski school funding review, and is pleased to see the State and Federal Governments working together to get the funding right.

“Regardless of the school system, students with a complex range of special needs present in high and

increasing numbers. Providing these students and their educators with appropriate support where and when it is needed provides them with the best chance for their future. This funding announcement is a good start,” Mr Shearman says.

“Some 11,500 funded students with a disability are educated in 500 mainstream and special Catholic schools, while independent schools educate about 4,000 funded students.

Of the $63 million announced by the NSW Government, $11.3 million is earmarked for Catholic schools and $3.8 million will be spread across more than 35 mainstream and special independent schools.”

This initiative will provide many benefits for students with disability and their families including: • new services such as speech and occupational therapy delivered at school by health and student welfare professionals • access to special equipment in classrooms such as audio and visual technology, so that students can more easily learn and engage with their classmates and teachers • room for additional hours of in class support from staff including teachers aides, health and allied health professionals, as well as enhanced support through team teaching adapted curriculum tailored

to their needs based on the latest research and expert advice, and • improve support for teachers so they can improve the planning and delivery of programs, lessons and activities that enhance the way students with disabilities learn and are included in the classroom.

It is hoped that, under this initiative schools will be better able to engage support staff, health and allied health professionals and curriculum experts to assist them in providing appropriate support for students, in addition to access expert advice to learn the latest skills and strategies to improve the education of students with disabilities.

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www.ieu.asn.au overview

Fast forward thinking on libraries

What is filled with dusty old books, an oppressive case of ‘shush’ and a nervous caution of e-publications? No modern school library, says IEU member and Teacher/Librarian at St Therese’s Primary School New Lambton Lynette Barker. She tells Newsmonth Journalist Tara de Boehmler why the future looks bright indeed.

While many are mulling over the possible demise of books and bookshops, few would extend their concern to the fate of libraries. And why would they when so many of these innovation centres are providing the very skills required for navigating tomorrow’s technology?

“Libraries are always linked to books but we are also about information processing,” Lynette says. “People might once have thought we’d die out but from a teaching and learning perspective our skills are critical.”

Lynette says librarians are often the school web-master and are relied upon to quickly link teachers with collections of resources containing books, websites, DVDs, CDs, files and more.

At St Therese’s Primary School, these are provided ready to access via a school based information learning system known as LITRE. 16

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“It now stands for Leading, Innovation, Teamwork, Risk-taking and Engagement.

Previously it was Learning in a Technology Rich Environment. But kids are already living in this kind of environment so we shifted the pedagogy and focus to what we can do with the technology.”

what has been sourced, organising that information and then presenting it. When presenting, it also needs to be evaluated.

“This is where the learning comes in and we are talking about lifelong skills that apply to everything, even buying a new car. We might do it subconsciously

“Libraries offer a whole window into the world through the use of technology, so they need to be viewed as places where teachers and students can learn about how to learn.”

“We are not just looking at how to use it but ways to develop students’ thinking and creativity around it.”

Lynette has been a teacher/librarian since 2003 and is impressed that key techniques taught in Charles Sturt University’s Master of Education (Teacher Librarianship) are still so relevant and broadly applicable.

“At the time I didn’t realise information processing would be so relevant right across the curriculum. Processing skills are about systematically working out what you need to know, locating those resources, selecting the information from

but the kids don’t, so we are showing them that in locating we are also being critical evaluators of the source.”

Lynette says the success of school libraries depend on classroom teachers, principals and library staff working together.

“Librarians need to be proactive about information processing skills and make the time to put ourselves out there and let people know what we have to offer – we are here to serve and fulfill the information needs of the school community.

“Teachers need to talk to their librarians and ask them how to access resources in school. Ideally also ask them to provide

some education on how information processing skills work so they can pass this on, reinforce it in the classroom and ensure it doesn’t become an isolated activity throughout the day.”

She says the support of the school leadership is also vital.

“For a library to be successful it really relies on the support of the executive and principal. We have a wonderful Principal here who really values the library and understands the language.”

When Newsmonth asked St Therese’s Primary School Principal Duilio Rufo how he thought schools could make the most of libraries, his advice for principals was simple.

“The best way for principals to get beyond the idea that the library is a place for children to get books, is to get out of the office and go and see what is going on in their library.

“Libraries offer a whole window into the world through the use of technology, so they need to be viewed as places where teachers and students can learn about how to learn. Duilio says professional development should look at how to engage staff in the “whole process of using the library to enhance our own teaching skills around 21st century pedagogy”.

“Of course a quality librarian is also essential, in any school, and this is what we have in Lynette.”

www.ieu.asn.au overview

Devil’s in the detail

Former Principal David Lear recently retired after 41 years at the same school, writes Newsmonth Journalist Sue Osborne.

Only 19 when he started teaching at Edmund Rice College, Wollongong, four years later he was head of maths and science. He retired after 10 years as Principal at the end of last year.

A Union member since 1971, he was active in the Illawarra branch of the ITA, and more recently attended an IEU new principals’ seminar in a mentorship role.

David is “ambivalent” about the future of education.

“The pace of life is much faster now than it was 20 or 30 years ago, society was so much simpler then.

“Technology and globalisation are impacting on teachers.

“The good thing is that most people who go into teaching nowadays really want to teach, it’s not a stop-gap job.

“The quality of the teaching has improved. That’s to do with the universities and other courses which promote ongoing learning.

“Technology also supports teachers more. It provides tools for students

and teachers to come up with a better educational model to suit the future world.

“I don’t understand why syllabuses are still stuffed with facts when there’s more information at our fingertips than any other time in human history.

“We should be looking at analysing ways to access information and the principles behind things.”

idea behind the Institute of Teachers accreditation process, but it is an inordinately time-consuming process, with no great outcome other than a tick-abox process.

“On a day-to-day basis, one of the most common complaints from teachers is that they have to waste so much time on the whole compliance regime.

“There’s a danger we could end up with lots of people who are good at filling out paperwork, but lose those who can bring a spark to teaching.”

However, there are warnings signs ahead.

David fears that the increasing “bureacratisation” of education will scare off the best teachers.

“There’s a danger we could end up with lots of people who are good at filling out paperwork, but lose those who can bring a spark to teaching.”

The New Scheme Teacher accreditation process was a case in point.

“No one could disagree with the

“A lot of these things, like the accreditation process, are put together by committees, and the devil’s in the detail.”

On the positive side, David thinks the Gonski report holds some promising ideas for the future, especially with its emphasis on increased funding for students with a disability.

“When special schools were shut down and integration began, it was mainly a cost-saving exercise, and the funding has

always remained too low in all schools.

“Increased funding in all systems would be welcome.”

For anyone about to take up a new principalship, David says they need to know what they want to achieve at a school.

“The principal needs to be able to communicate what the school is on about, and there’s no point bullshitting, as the kids will see through that pretty quickly.”

It’s worth having a vision statement, so everyone knows the school’s goals, and expect cultural change to take several years, he says “The principal should not be afraid to delegate and give staff the capacity to do things – the principal should not try and micromanage everything.”

Since retiring, David’s been taking it easy for a few months before deciding what to do with his life, although he remains an active member of Affinity, a Muslim organisation promoting interfaith understanding.

“I’m very interested multi-faith activities, so I’m sure that will be something I’ll be spending time on in the future.”

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www.ieu.asn.au overview

Voice care for teachers An important lesson for every teacher The voice is an essential tool of the teaching profession.

Statistics suggest that teachers are three times more likely than the general population to develop a problem with their voice, which means that a staggering 20% of teachers suffer from voice problems every year, writes Teachers’ Health Marketing Communication Coordinator Nicole Lestal.

Knowing how to look after your voice and what to do if you think you may be suffering from a voice problem is essential to ensure that such a problem does not interfere with your career. I sat down with Cecilia Pemberton of Voice Care for Teachers to find out what every teacher should know about their voice.

What is it that makes a teacher more susceptible to developing a voice problem than the rest of the population?

When a teacher is talking, their vocal folds are vibrating (opening and closing) about three million times a day. The vocal folds are the only muscles in the body that hit against each other and that’s what puts them at risk. A teacher runs a vocal marathon every day and just like an athlete running an ordinary marathon, a teacher should be exercising their voice to ensure that they do not strain these vital muscles.

So, what are the essentials of maintaining a healthy voice?

Essentially, there are four factors to consider with regard to maintaining a healthy voice: • The amount of talking that is done in the classroom: Is all of it necessary? Or are you repeating yourself more than you need to? Teachers do, of course, need to spend a good proportion of their day talking but it’s also important to look for opportunities to minimise talking, where possible.

• Volume: A teacher should be looking at their voice volume in terms of a range from one to ten, where one is the quietest voice you can use without whispering (because whispering is not good for the voice either) and ten is the voice you use to cry for help.

It’s important to set the parameters for volume in the classroom, so that your voice is at a volume of 4-6 most of the time, that way it will be less strained at the end of the day and you don’t go home feeling that your voice is fatigued.

• Hydration: It’s important to sip two litres of water evenly throughout the day to maintain good vocal health. Most teachers will tell me that they never remember to do it and that they can’t afford to be going to the toilet all the time. One way around this is to appoint a student to be your “water monitor” to remind you to take a sip of water. If you increase your water intake slowly you will find that your bladder will cope.

• Rest: Teachers need to think of their voice like a tank of water – turn the tap on full, it will go quickly; turn it on a little bit, it will last longer; turn it off periodically (i.e. zip your lips and don’t talk at all), it will last even longer. In my opinion, voice exercises are a good thing to do. If you “warm up” you voice on the way to school and then “cool it down” on your way home at the end of the day, then you will be less likely to do any added damage to your voice.

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What are the symptoms of a voice problem?

The first thing is that if you have a problem with your voice that does not recover after 10 days, then you should do something about it because it could be something more serious than a cough or cold.

One of the most common reports I hear is that “I had a cold, but I had to go to school”. When you’re sick, you often talk at volume and as teachers need to talk a lot during the day, they will be putting strain on an already damaged muscle. At this point, a teacher is likely to develop new vocal habits and these can then lead to vocal problems.

The early symptoms of a voice problem can include: • Sensation changes: Tightness in the neck, tired muscles, fatigue, a feeling of a lump in the throat, dryness or a burning sensation. If not addressed these can then lead to: • Acoustic changes: Croakiness, huskiness, a loss of volume, changes in pitch (not being able to reach the ‘high notes’ when singing), not being able to use a quiet voice without it breaking.

How is a voice problem addressed?

If you have a problem with your voice that does not recover after 10 days, or if you are experiencing any of the symptoms of a voice problem mentioned earlier, you should see your GP. They will suggest (or if they don’t, you should) that you need to see an Ear, Nose and Throat specialist – preferably one that specialises in the voice. If the specialist then diagnoses a voice problem, you will be referred to a Speech Pathologist – again, preferably one that specialises in the voice.

Treatment will then entail vocal exercises – it’s like having physiotherapy for the voice. These exercises are generally for training muscle memory, so the frequency of exercises is important.

The majority of teachers are generally better after four to six therapy sessions, providing that the problem is addressed early. Voice problems are something that you can prevent – and every teacher should be doing something to protect their voice.

The Voice Care for Teachers DVD provides information to help prevent voice problems. For more information or to purchase the Voice Care for Teachers DVD, visit voicecareforteachers.com This article originally appeared in HealthMatters, the publication of Teachers’ Health Fund.

www.ieu.asn.au overview

Best outcome from training day

More than 30 IEU Chapter Representatives gathered at Pokolbin in March to make the most of Union support for their roles through reps' training.

IEU Deputy Secretary Gloria Taylor launched the formal component of the training with an overview of issues the IEU is currently managing. These included an analysis of the current industrial climate (the 2.5% salary cap), the implications of the Gonski Review and standards based pay.

The training, led by Marilyn Jervis, included analysis of agreements, responding to various scenarios, the role of an IEU rep and work, health and safety matters.

The evaluations of the day were overwhelmingly positive. A response to a question on the evaluation sheet, “Will you use what you have learnt

today in your role as the IEU rep?” was particularly telling. The rep indicated they “would hold more chapter meetings”.

There could be no better outcome.

The IEU extends its thanks to the reps for their attendance and capacities to manage Union issues at their workplace.

PIPS – Maintenance and Accreditation PD Dates for Semester 2 for MidNorth and North Coast Branches are as follows. Venues TBA.

• • • •

Port Macquarie 2 August Coffs Harbour 6 August Lismore 22 August Tweed Heads 23 August

For more details call the IEU, 9779 3200

President’s Report Chris Wilkinson President

Principals’ Branch Report Pam Smith Principals’ Branch Organiser Following the IEU's participation at a meeting at CCER in December regarding the NSW Catholic systemic principals’ salary claim, the Union has agreed to be part of a Leadership in Catholic Schools Working Group which is intended to explore aspects of the future role and direction of leadership positions in Catholic primary and secondary schools.

Part of the terms of reference of the Working Group will be the IEU’s claim as endorsed by the Union’s Council last year and ways to recognise and reward the work of principals.

The IEU already has in place its own Principals’ Branch reference group in regard to the claim and will nominate some principals to join the Working Group, which has a reporting date of 1 August.

In the ACT, the industrial agreement

for Catholic systemic teachers and principals is due to be put to the vote for endorsement, with the proposed agreement delivering significant gains for principals to align them more closely with NSW salary levels.

For Aspect principals, the IEU thanks the principal members for their input at meetings with the Union and with their employer in Term 1 and looks forward to the next version of the Aspect principals’ agreement.

For the dairy the IEU is also supporting the Australian Catholic Schools Principals Association NSW Conference which is being held in Sydney on 31 May - 1 June.

A very warm welcome back to Term 2. I do hope you managed to fit some relaxation time in after such a busy Term 1. It never fails to amaze me just how busy a school is. I am sure most people just don’t realise what actually happens in a school and the huge amounts of work that teachers do both in and out of the classroom. I congratulate you all.

Do you have any questions about your working conditions? If so, it is time to hold a school chapter meeting. These meetings provide every member with the opportunity to raise concerns, ask questions and clarify issues. These may include – period allocations, playground duties, class numbers, special needs children in the class and assistance required, the number and frequency of compulsory meetings, extra curricula activities forced upon you, leave of all descriptions and Institute requirements

for new teachers. IEU school chapter Reps should contact the IEU organiser working with their school to arrange a time and date for such a meeting.

There are some wonderful professional development courses this term. Keep an eye out for them as there is something for everyone. All will be listed in this edition of Newsmonth, or visit the IEU website for information, venues, time and dates. As well as the invaluable professional development these events provide, they are a great opportunity to network and get to know members from other schools and branches around the state.

Branch meetings are also underway.

These are another opportunity to become involved, so I encourage you to attend.

I wish everyone a productive and rewarding Term 2.

Stay warm and keep smiling.

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MAKE THE SWITCH TODAY. CALL 13 15 63 OR VISIT MEBANK.COM.AU/EVERYDAY Terms, conditions, fees and charges apply. Consider if product is appropriate for you. Members Equity Bank Pty Ltd ABN 56 070 887 679.

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www.ieu.asn.au overview

Wizard of IT – Daniel Long

Winners and losers in the great NBN raffle Your postcode is your ticket to the world of superfast broadband.

But delays and looming federal elections could make any future wins more difficult.

Last month in IT Wizard, we mentioned the difficulty with waiting for the NBN to be installed. Now the picture is at least a little clearer. At the end of March, NBN Co released an interactive NBN map, which allows users to input any address or postcode into the website to calculate when they will receive the NBN. That’s a huge plus for many, but not all of us will be winners.

The map is intended to show how three million Australian households or 500,000 residences will be connected within the next three years. Concerns that the map is a blueprint for Labor electorates is unfounded, with the map detailing a balanced mix of Coalition, Labor and independent electorates being linked up to the NBN. Schools too, should

20

start to see a real improvement in this area, particularly in the regional and rural districts of our state where, currently, high-speed broadband barely exists. If you’re still curious, zip over to www.nbnco. com.au/rollout/rollout-map.html to see if you’re one of the lucky ones.

People who are not on this list will have to wait beyond three years for a connection. And unfortunately, there’s no indication of how long. In 2013 things get trickier. If the Coalition wins the next election will they have the foresight and wisdom to continue with the larger rollout? They have already said they prefer cheaper and inferior wireless options, with the private sector to take over. In addition, numerous private ‘think tanks’ aligned to the Coalition (such as the CIS and IPA) have already made their case against the network.

A quick calculation reveals that if we are to factor in at least 18 months till the next election, current estimates predict around

Google… now indexes your punctuation!

Believe it or not, punctuation in the digital age still matters. Starting just recently, Google now actively scans for punctuation within its search results. A hyphen here and a forward slash there will form part of the core search if you choose to include such symbols in a search query.

permafrost layer in Siberia and brought back to become a successful flowering plant. Campions are characterised by the stunning neon-luminesces of their flowers, with silvery-gray leaf foliage.

20% of the earth’s land surface area is currently covered in permafrost.

The research provides hopes that other ancient plant species will also be resurrected from the ice.

Jurassic plant The US National Academy of Science has reported that a frozen campion plant has been brought back to life. This would not be unusual; except for the fact the reanimated plant is actually 31,000 years old (determined via radiocarbon dating). A collection of frozen seeds, fruit and leaves were collected from a frozen squirrel’s burrow found hidden in a

You are what you wear New findings published in The Journal of Experimental Social Cognition may have finally settled the old saying, that clothes really do ‘maketh the man’. In the field of embodied cognition, the act of what we wear may be just as important as the symbolism behind how we wear it and why. If clothing is long suspected

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1.5 million Australians could be connected in that timeframe. Given there are 22.5 million of us, the number is still less than 10% of the population or less than the total Greens vote in the last election. This hardly provides a political guarantee that it won’t be dismantled.

However, the NBN does have a little more breathing space, given that the Greens will control the balance of the Senate until at least 2014. A double dissolution over the carbon/mining taxes in mid-2014 would give the Coalition their first real shot at coming up with Senate power, but not before another one million or so Australians get connected. So by mid-2014, around 2.5 million of us should already have the NBN. That figure is definitely more difficult to flog off.

Will it be wise to cut back?

If any potential future Coalition PM decides to scrap the NBN, an alternative strategy will need be fully researched,

of determining how others perceive us, new research suggests it also affects our psychological processes and much deeper than we first realised. Clothes, the researchers found, put the wearer into a different psychological state of mind.

Randomly assigned groups of research students were told to write down their observations and thoughts after being given three options to test their alertness and ability to discern more effectively: wearing a white doctor’s coat, wearing a painter’s coat (identical to the doctors coat) or just seeing a doctor’s coat. All those who had worn the doctor’s coat - all had acquired heightened attention over those who wore the painter’s coat or just saw the doctor’s coat.

costed and implemented in order to keep Australia’s high-tech growth on course. In addition, the Coalition would have to pay a $500 million severance fee if it scraps the NBN early. They would also have to pay Telstra billions of dollars in new fees to connect fibre cables to the neighbourhood ‘node’ instead of going direct to homes.

The only organisation that gets rich out of kicking the NBN to the pavement is Telstra.

A recent report issued by Commonwealth Bank analysts on 5 April was optimistic the NBN would serve out its course, by virtue of it being too complex to dismantle. Bank analysts told investors that the odds of this happening next year were very ‘unlikely’ because of the complexity in serving up a viable and suitable alternative that the populace will support.

Quick links Google … now indexes your punctuation http://www.lifehacker.com. au/2012/04/google-now-includespunctuation-in-search-indexes/ Jurassic Plant http://www.bbc.co.uk/news/scienceenvironment-17100574 You are what you wear http://www.nytimes. com/2012/04/03/science/clothes-andself-perception.html

www.ieu.asn.au overview

Make a change in ‘13 A number of fantastic exchange opportunities are still available for January 2013, writes Exchange Coordinator Helen Gregory.

An exchange is the direct swap of your home and position. You are paid by your home employer, you claim heaps on tax including airfares and your year away is counted as a year of service. Your spouse may work in Canada and be paid in Canadian dollars and your children may attend local or Catholic schools (and pay no fees). You will have the best year of your life!

Markham, Ontario Fran teaches at St Patrick Catholic Elementary School in Markham Ontario. She presently teaches Grade 7 (our Grade 6) but is qualified to teach all grades and there is flexibility there for the incoming teacher.

Excellent references are available and the incoming teacher must be a Catholic. She is Catholic, very sporty and has grown up children who will visit her whilst on exchange. Fran has a three-bedroom townhouse 1.5 km from the school available for exchange. Markham is a city in the suburbs of Toronto, having the best of both worlds.

Fran is involved in many different activities at the school, including stage manager for the talent show, and the liaison teacher for the ‘GO local’ program, raising money and canned goods for the local food bank. Look up http://www.markham.ca/

Win a $2000 Shopper Travel holiday voucher*

contact details to receive Union

London, Ontario Marcia teaches Grade 7 (11-12 year olds) at Blessed Sacrament Catholic School in London, Ontario.

There is flexibility there for the incoming teacher (eg Grade 4). Marcia is single, sporty and Catholic and has a beautiful historic two-bedroom/two-bathroom 100-year-old home in St Thomas.

St Thomas is 15 minutes outside the beachtown of Port Stanley and 25 minutes from the city of London. It’s two hours from the Detroit/Michigan border and three hours from the Buffalo/New York Border. It is a beautiful area. look up http://www.elgintourist.com/Tourism/Home. aspx and http://www.londontourism.ca/

•

•

30 minutes to Canada Olympic Park – great learn to ski/snowboard programs (go after work), and one hour from Calgary city limits and you are in the Rocky Mountains with five major ski/snowboarding mountains. The world famous Banff Hot Springs means you can sit in the hot pools surrounded by snowy peaks!

Edmonton, Alberta Jennifer teaches Grade 3 at Good Shepherd Catholic Elementary School in Edmonton. The school is situated in an upper-middle class community. She holds a Graduate Diploma of Religious Education. She is single, Catholic and has excellent references, having held leadership positions in the school.

Jennifer has a lovely two-bedroom home available for exchange 14km from school. Edmonton also has many festivals throughout the year, a very professional sports industry and arts community. And, of course, it is home to the famous Edmonton Mall.

For more information on the program and if you would like an application form, call me at the IEU on 9779 3200 or 1800 467 943. You could also read all about the program and the exchange testimonials on our website www.ieu.asn.au (click on teacher exchange or you could also send a profile to helen@ieu.asn.au).

Calgary, Alberta Brenda teaches Grade 6 (can teach all grades) at Blessed Kateri Tekakwitha School in Calgary. Brenda is Catholic, has grown up children, and has a fourbedroom home in Calgary available for exchange. The incoming teacher must be Catholic. Brenda would ideally love an exchange to a Catholic school in Sydney where she has relatives. Brenda’s home is: • two minutes to the lake in her community where you can toboggan, ice skate, ice fish, walk the scenic paths and have hot chocolate while you admire the Christmas trees (in the winter months) • five minutes to Fish Creek Park for snowshoeing and cross country skiing

Australian Museum

2012

Exhibitions Celebrate 2012 with the interactive Deep Oceans exhibition (16 June 2012 – 14 Oct 2012) or the amazing Alexander the Great: 2000 years of treasures exhibition (24 Nov 2012 – 28 April 2013). Our self-guided trails are the perfect solution for engaging large groups.

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

To receive our teachers’ newsletter, email teachers. newsletter@austmus.gov.au.

Tell your friends and colleagues about this competition, and if they register as a result of your referral, you’ll both go into the prize draw. You’ll receive one additional entry into the draw for each eligible friend or colleague who signs up as a result of your referral.

Educator-led activities

Please include name(s), school and school address.

* For T’s & C’s visit www.unionshopper.com.au/wintravel Competition closes 30 June 2012

Australian Museum

How to enter Simply complete the online form at www.unionshopper.com.au/wintravel or complete the form in your 2012 Union Shopper Directory of Services.

It gets better

www.unionshopper.com.au/wintravel

Our educator-led activities inspire deeper investigation, appreciation and interaction with nature and culture.

To attend our Teachers’ Preview Night on 26 July, email: learning.services@austmus.gov.au.

For more information, visit: australianmuseum.net.au/ education-services.

Exhibition partner

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

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Carried away by variety I’m sometimes accused of getting carried away with my descriptions of wine or the characteristics of grape varieties.

Perhaps that’s true, but I argue that my flowery language is a lesser sin than the uninspiring language of fact.

The grape variety I want to introduce this week is described thus by Wikipedia: “Chambourcin is a French-American interspecific hybrid grape variety used for making wine”. Chambourcin is what Wikipedia says it is but is much more than a disease

resistant vine mostly grown in NSW and southern Queensland.

It is a vibrant, versatile grape of amazing colour and temperament. There may be no great wines made from this variety but there are plenty of good ones.

The best way to show off the gorgeous colour of Chambourcin is to open a bottle of d’Arenberg Peppermint Paddock Sparkling ($28).

There is a little Shiraz blended in here but the vibrant, brilliant purple colour of the mousse (froth) as it is poured is guaranteed to stop conversation.

There are earthy, red fruits on the nose, with flavours of spiced plum, red berry jam and a touch of licorice. This is a firm, medium to full bodied wine with a considerable complexity.

Savoury flavours linger long after the mousse is gone and there’s a silky soft tannin to finish. A fantastic wine if you want to show off but a good wine to drink. Peterson’s in the Hunter Valley do a good Sparkling Chambourcin as well.

One of my favourites from the Hunter comes from a relative newcomer Ballabourneen.

Winemaker Daniel ‘Buckets’

Binet says the Chambourcin 2011 ($25) is a “vibrant soft youthful wine full of rich spicy plum aromas, soft tannins and that amazing purple colour. Chill it down in summer”.

The way I look at it, the colour is certainly there, with evidence of rhubarb and a touch of cedar in the aromas. It has some sweet and juicy berries and earthy flavours that matched my mushroom risotto very well. A nicely layered wine with a subtle oak finish.

On the white front I’m drinking the Tim Adams 2010 Semillon ($22) with pan fried flathead fillets drizzled with parsley butter.

Almost clear, bright and bursting with aromatics, there are grassy hints with a citrus edge and lemon nuances, giving way to stronger stone fruit flavours.

This is very much a white burgundy style, more robust and higher in alcohol (13.2%) than other recent vintages - the product no doubt of fermenting 62% in new oak before back blending with the 38% fermented in stainless steel.

Although these Clare Valley Semillons are built to last a decade, I like them young or with just a few years bottle age.

Good Drinking.

www.ieu.asn.au overview

Bernard O’Connor NGS Super

12% super

a win for workers Having enough super to retire on is a concern of many Australians and industry bodies such as the Industry Super Network (ISN) have been advocating an increase in the Super Guarantee (SG) and lobbying governments to raise compulsory employer contributions to 12%. In fact this was part of the original Keating plan which was derailed in 1996.

The idea of ‘longevity risk’, or outliving your super savings, is real and it is likely that the current level of 9% SG exposes workers to this risk. With an extra 3% employer contribution, workers will now have the benefit of extra retirement savings together with extra compounding interest over their time in the workforce. This should assist them to achieve a comfortable and dignified retirement.

A gradual increase in the SG will not only improve the level of retirement income for all Australians, but it will also assist in growing the Australian economy by boosting the nation’s GDP and creating jobs in the process.

Increasingly, superannuation funds are playing an important role in financing public infrastructure projects such as roads, rail and ports, which benefit everyone. Further commercial real estate and venture capital projects also draw

“Superannuation funds are playing an important role in financing public infrastructure projects such as roads, rail and ports, which benefit everyone.” investments from Australian super funds. In fact you may not know it, but you may be a part owner of your local shopping centre or a toll road through your super fund.

This legislation is an historic win for Australian workers and will provide an improved quality of life in retirement for everyone.

The SG increase will be phased in over a number of years and the first increase will occur in 2013 – 2014 moving the existing SG contribution up to 9.25%, then increasing with annual increments reaching 12% in the 2019 – 2020 financial year.

The gradual phasing in of the increments over the next eight years should allow employers time to budget for the increase which is estimated to boost the nation’s overall superannuation savings by $500 billion by 2035.* The Low Income Super Contribution which provides tax relief for low income earners was also passed. Essentially this is a refund of the contribution tax (15%) for low income earners. This measure should improve the over-all retirement benefits of the workers who fit into this category and will commence on 1 July 2012.

The third part of the recent legislation is the increase in employers’ liability to pay super to all employees, including those over 70. At present in most industries there is no compulsion to pay super to employees over age 70. This inequity has now been remedied and the new rule comes into effect on 1 July 2013.

At present there are five workers per every one Australian aged 65 or over; by 2050 this figure is estimated to drop to 2.7 in the workforce. With a decreasing tax base and an increase in the number of ageing Australians, it is clear that the 12% Super Guarantee will play an important part in funding Australians in their retirement years. *Media release: More Super for Australians, Bill Shorten, 18 March 2012 Bernard O’Connor, NGS Super (Important information: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice.)

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

Editor: Dick Shearman (General Secretary) for and on behalf of the

IEU Executive and members.

Journalists: Suzanne Kowalski-Roth, Tara de Boehmler,

Sue Osborne and Daniel Long.

Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth GPO Box 116 SYDNEY NSW 2001 The IEU office is located at: 176-182 Day Street, Sydney Telephone: (02) 9779 3200 Toll free: 1800 467 943 Facsimile: (02) 9261 8850 email: ieu@ieu.asn.au On the net: www.ieu.asn.au

Advertising inquiries Chris Ruddle on 9779 3200. Such advertising is carried out to offset production costs to members and at commercial rates. It does not in any way reflect endorsement by the NSW/ACT IEU.

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

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

Francis Mahanay Vice President, ACT Holy Family School, Gowrie Peter Moore Financial Officer De La Salle College, Cronulla Marie MacTavish Financial Officer St Joseph’s Primary School, East Maitland newsmonth - Vol 32 #3 2012

23

www.ieu.asn.au giveaways

Giveaway 1

Giveaway 2

Mid-week getaway

Giveaway 3

Tears in the Jungle: A Children’s Adventure to Save the Orangutan Daniel Clarke and William Clarke ISBN: 978 0 6465 5815 8 Three copies to giveaway

A two night mid week stay is in offer at Melba House Boutique B&B in Katoomba for two adults in a Deluxe Spa Suite valued at $550. Melba House B&B is listed in the 2012 top 25 B&B list

by Trip Advisor and has glowing reviews – see for yourself at www.melbahouse.com. The owner is offering IEU members a 10% discount off rates all year round (including school holidays).

This is a book documenting the journey of two young brothers Daniel and William who travelled to the jungles of Borneo to save the endangered orangutan, threatened by land clearing for palm oil plantations. The book is written by children to help other children understand the plight of these beautiful animals and to share facts about them. It is also a fundraiser for programs helping the orangutans. This book is made more remarkable by the fact that Daniel Clarke suffers from Athetoid Cerebral Palsy. “There is no better feeling than being able to communicate with an orangutan without speaking,” William Clarke says, and by the end of the book you have some idea of what he means. The boys also visit schools to talk about their experiences. Call Penny Clarke on 0410 644 376 for more information.

Outside the Magic Square:

A Handbook for Food Security Lolo Houbein Wakefield Press ISBN: 978 1 7430 5011 8 Three copies to giveaway

How did we become a society running on muscle energy to that of one dependent on oil and coal and what did war have to do with it? Why do so many healthy people get dementia a few years after entering an aged-care facility? What exactly should we know about GM foods?

Why are boxes a good way to start growing your own food? Want to know the best crops to grow if you have no space? This fascinating book by the author of One Magic Square covers all these and more. It’s part rumination, part practical food gardening guide, part social history and total inspiration – for both complete beginners and advanced gardeners alike.

To enter one of these giveaways put your name, membership number and address on the back of an envelope addressed to ‘Newsmonth Giveaway 1, 2 or 3 – NSW/ACT IEU Level 2 12-14 Wentworth St Parramatta 2150 by Friday 1 June. Envelopes must be marked with the relevant giveaway.