Newsmonth: August, 2011 (Vol 31 / No.5) by IEU NSW/ACT

NEWSPAPER OF THE NSW/ACT INDEPENDENT EDUCATION UNION [ VOL 31 #5 ] August 2011

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

Knock knock

MP visits raise awareness on funding Pam Smith IEU O r g a n i s e r

ith the Gonski school funding review panel due to release a report during Term 3, IEU officers and members are ensuring federal MPs are well abreast of the issues. Union officers and members across NSW and the ACT are visiting federal MPs to ensure that they are aware of the need for all Australian children in all education sectors to receive the best possible education — and how funding is essential to make this happen. The key IEU messages in meetings with MPs are: n almost 50% of students attend a

“Quality, affordable and inclusive non-government schools are vital in local communities.” arrangements should provide for transitional arrangements that ensure that no student is disadvantaged in their educational needs, and

non-government school at some stage during their schooling, and n quality, affordable and inclusive nongovernment schools are vital in local communities.

n the full cost of meeting the educational needs of students with disabilities should be funded irrespective of the school sector that the student attends.

Support for students with disabilities, Indigenous students and those with other special needs is also central to the IEU’s campaign for appropriate needsbased funding for schools. The IEUA’s submission on school funding states: n all students should receive a basic entitlement n the basic entitlement should be supplemented by a needs-based funding regime n A modified SES model should be used to ascertain need

The IEU understands that the next stage of the Gonski IEU officers and members meet with local member for Review process will be a report Reid Laurie Ferguson. during Term 3 and that the Federal Government will be n funding should be indexed annually considering the final Gonski Review by movements in AGSRC or an recommendations later in 2011. equivalent measure n any changes to the current

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Hitting the ground running Sue Osborne IEU J ou r n a l i s t

he mission statement for St Benedict’s Catholic College centres around the Benedictine philosophy: “Something to strive for, nothing to run from”. The statement couldn’t be more appropriate, for the College has got off to a rocky start. But IEU member and new Principal Michael Hanratty is taking all in his stride. The College was originally to be built on the grounds of Mater Dei Special School, near Camden Airport, in Sydney’s outer west. The Wollongong Diocese was keen to build a school in an area earmarked for

huge housing development, and the site initially seemed ideal. Negotiations with the Sisters of The Good Samaritan had been underway for some years, development applications were before Camden Council, enrolment for Year 7 was underway and, six months ago, Michael was appointed Principal. Then it was discovered that several features of the site, including the presence of a historic home, rare Cumberland Plains vegetation and the proximity of a housing development, meant that the application had to be referred to the Federal Government’s Department of Sustainability and Environment.

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St Benedict's Teacher Paul Dempsey takes a TAS class in the former gym.

WorkChoices NSW protests maintain the rage

US teacher bonuses dumped

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Operation Smile

See inside

Term 3 Professional Development Calendar

www.ieu.asn.au

Carol Matthews IEU A s s i s ta n t S e c r e ta r y

Gloria Taylor IEU D e p u t y S e c r e ta r y

Seminars provide practical strategies

Pay claim for teachers in ACT Catholic schools

his term the Union is conducting a series of Work Health and Safety (WHS) seminars following a successful application to the WorkCover Assist Program for a grant. The project will be looking at the new harmonised work, health and safety legislation and its implementation in NSW non-government schools and early childhood centres. The seminars will be held in 15 locations across the Sydney metropolitan, regional and country areas. They should appeal to a range of school personnel including IEU reps, OHS committee members, health and safety reps, middle managers in Catholic and independent schools and other interested teachers and support staff. As with most IEU courses, this seminar is registered professional development for the maintenance of accreditation at Professional Competence with the NSW Institute of Teachers. A parallel series of seminars will be held for the early childhood sector. This seminar should benefit directors,

teachers, committee members and anyone with an interest in workplace health and safety. Places are limited and free for Union members. One paid release position per school or centre is available to IEU members only. The seminars have been designed to combine presentations with an interactive format. Content will cover the main changes for employers and employees in the new legislation, including the powers and functions of the health and safety representative. The seminars will explore consultation, participation, representation and resolution procedures. They have been specifically designed for use in our sector and should provide practical strategies to participants on this vital area of working life. We encourage all schools and early childhood centres to learn about these changes. For further information see the seminar listings in this issue of Newsmonth or visit the IEU website.

he IEU met with the Director of Canberra and Goulburn Catholic Education Office, Moira Najdecki, and other CEO representatives, on 24 June to discuss our claim for parity of wages for teachers and principals in the ACT with rates applying in NSW. The current agreement expired at the end of June.

limited to about 7% of teachers at the top of the scale.

The IEU also foreshadowed a claim for improved conditions, following consultation with members concerning the workload provisions in the current enterprise agreement.

The proposed teaching leader classification is also unacceptable because it would be accessible to so few teachers.

A further negotiating meeting is scheduled for Tuesday, 9 August.

Negotiations in government schools The ACT Department of Education (DET) has offered increases for teachers of 3% per annum over three years with additional increases for deputy principals. The DET has also proposed a ‘teaching leader’ classification, with a rate of pay of $100,000 by the end of the agreement, but subject to a strict quota

The Australian Education Union (AEU) has rejected this offer on the basis that the proposed increases are less than projected increases due to inflation and that rates at the top of the scale for teachers, casual teacher rates and principal salaries would all still be below NSW rates.

The IEU understands a further offer of 3.5% per annum has been recently made by the DET but has also been rejected by the AEU, who have lodged an application to Fair Work Australia to take protected industrial action.

IEU meetings with reps IEU officers will be meeting with reps in secondary and primary schools on 27 July and 2 August to discuss the campaign for pay increases, our claim and workload issues relating to the provisions of the current agreement.

IEU Executive endorses Australian curriculum concerns Sandra White IEU E du c at io n I s s ue s C o m m i t t ee C o n v e n o r

he IEU Executive has endorsed a motion unanimously carried at the Australian Curriculum Symposium on 18 June in Sydney. Teachers from government and nongovernment schools, IEU and NSWTF unions, professional, principals’ and parents’ associations attended the Symposium. There was united agreement that the Australian Curriculum should not be implemented in NSW if, after Board of Studies consultation and development processes conclude, it is not as good as

the current NSW curriculum. Sandra White, IEU Organiser, spoke to the Symposium and said “it is now up to teachers to engage with the NSW BOS consultation process and decide whether the syllabuses developed by the Board are up to scratch. Only teachers can tell us that”. “Teachers must tell the Board of Studies as well as the Union what needs to be fixed, and how it can be fixed. If at the end of the day, the consensus is it can’t be fixed, then why would we do the work and spend the money to implement it?” The most consistent concern expressed during group discussion was the excess of content across all syllabuses, leading to time pressures and shallow learning

as classes gallop through topics. Also raised across all subjects were issues around assessment/achievement standards. While satisfied to date with the responses of the NSW BOS and the NSW Minister for Education, the Symposium called for adequate time to assess the first round of consultation and time for a second round of consultation if it was warranted. Extreme dissatisfaction was expressed with ACARA, its processes, and its apparent failure to address the direct instructions of MCEECDYA made in December 2010. The following motion was unanimously carried by the Symposium, and has been subsequently endorsed by the IEU Executive:

That ACARA has failed to develop a curriculum which will meet the needs of our students. Further progress on the development of an Australian Curriculum should stop until ACARA develops: n The overarching framework which will ensure the place and integrity of all learning areas, n Develops a transparent consultation process which values the input of education stakeholders, n Identifies the resources necessary for the development, including consultation, and implementation of the Australian Curriculum, and n Creates a genuine 21st Century curriculum which is student focused and of the highest standard.

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on the ground

Broad support for disaffiliation

“

Dick Shearman IEU G e n e r a l S e c r e ta r y

he Union has received many messages of support for our decision to disaffiliate from the ACTU. We have also received some queries seeking clarification on aspects of the decision. It should be noted that the NSW/ ACT IEU does not affiliate directly to the ACTU. The ACTU represents federal unions on a national basis. Our federal

Union (the IEU of Australia) makes decisions regarding affiliation. The decision to disaffiliate was supported unanimously by IEU state branches. The current ACTU leadership contravened existing policy regarding school funding at the behest of the national government school teachers Union (the AEU). The ACTU Secretary asserted that his decision to exclude any reference

We will support our federal Union in re-affiliating to the ACTU when the ACTU is willing to fully represent our members’ interests."

to Catholic and independent schools from a national survey on future ACTU campaigns was consistent with policy. All IEU state branches were of the view that disaffiliation was the only appropriate action for our federal Union to take in these circumstances. The NSW/ACT IEU remains affiliated to Unions NSW and Unions ACT. We will continue to work cooperatively with state labour councils and all of

their affiliated unions. The NSW/ACT IEU will support our federal Union in re-affiliating to the ACTU when the ACTU is willing to fully represent our members’ interests. This will necessarily involve a commitment to a fair and just school funding policy for ALL schools which is adhered to in both policy and practice.

Letters … What’s the difference? As a concerned member of the Union, it would be great if we could have an explanation of how the ‘funding debate’ can be so vastly different between the Teachers Federation and IEU. I was previously a member of the Teachers Federation and was told that private schools were receiving more funding than the public system. I have just read claims that funding is about half that of state schools? Does the Teachers Federation include (disingenuously) the funding provided by hard working parents? If so, what a ‘spin’ of the facts at hand! As the article states, these parents lessen the burden on the tax system whilst still contributing to the public education system and ultimately provide towards a system that provides more choice within the spectrum of education. Perhaps a drubbing of specious Federation arguments point by point would put this matter to rest in any members who might still be confused. I myself would love to spend more time investigating the matter but find myself too busy attending to work commitments to trouble myself with politics. Just a thought! George Comninos (IEU Member)

Saw it coming Your warning at the recent Council meeting correctly anticipated these events.

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I congratulate the IEUA for its principled stand on this matter. It is its responsibility to defend the best interests of teachers in the non-government sector and not to roll over to an ACTU leadership that is obviously pressured by extreme sectional interests. If social justice and fair play cannot influence ACTU judgement, then it does not deserve our significant affiliation fees. Paul Ryan (IEU Member & Cumberland Branch President)

Taking a stand Sir, I applaud the move to disassociate our Union from the ACTU. Please accept and pass on my congratulations to those responsible for this decision. It was definitely the right thing to do in my opinion. I am very pleased that we have union leaders who have the courage to stand up for their members’ interests against all comers. Edward Marshall (IEU Member)

No opportunity to vote No teacher in the independent system wants public schools to receive inadequate funding. In 30 years of teaching in both sectors in two states, I have never met a teacher who didn’t want every child to receive the support he or she needs to achieve his/her potential. Also, while there maybe ‘over funding’ for some of the wealthiest schools, there is no guarantee that

cutting those subsidies means that the money will go the most disadvantaged public schools. So I agree that the IEU should be assertive about the rights of students at independent schools to receive funding and to object to the wording on the census. However, the members of the IEU should have been given the chance to vote on such a serious proposal as disaffiliation. I realise that the time frame was difficult, but by using the media, email, Twitter etc, the proposal could have been put, argued and opinions surveyed, if not actually voted on, by a large number of members. The ramifications are serious and the members’ concerns should have been considered. SJ (IEU Member)

Challenging decision While not commenting specifically about the IEU’s decision in this regard, I write to thank the IEU for its ongoing support for fair and just funding of Catholic education. The IEU’s willingness to stand strongly in support of our schools, their staff and the communities they serve is very much appreciated. I acknowledge and appreciate the challenging decision the IEU has made and the IEU’s commitment to both the Catholic and broader nongovernment education sectors. Anthony Farley (Catholic Commission for Employment Relations Executive Director)

Rapid response The following excerpts of members’ messages provide a further flavour of responses received. “Total support from this member and agree, the concerns are major. Keep the momentum going on behalf of all IEU members.” “Bravo. Great work! You have certainly shown that you are worker driven and not ideology driven. Thank you.” “I wish to resign from the IEU to take effect immediately in response to your decision to disaffiliate from the ACTU.” “While I’m no Labor voter, I am very pleased to hear of this decision. If the ACTU has affiliated itself with the Greens, then that is the beginning of the end for independent and Catholic schools. Well done.” “Well done, you guys! I’m proud to be a member.” “I am glad about the split as I never approved of the affiliation in the first place!” “I am very disappointed that the IEU has taken this action. I have been a union member all my working life and it is ingrained in my soul to always be a union member otherwise I would cancel my membership.” “Excellent. Well done, good move.” “Well done. The Greens agenda is extremist and divisive, and potentially a significant threat to our schools.”

www.ieu.asn.au

WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW

Member with a vested interest Tara de Boehmler IEU J ou r n a l i s t

hen State Labor Member for Fairfield Guy Zangari told Parliament that teachers did not deserve the O’Farrell Government’s public sector wage freeze, he was speaking from direct experience. Mr Zangari, an IEU member who until recently taught at Freeman Catholic High School Bonnyrigg, joined his new colleagues in speaking out against the Industrial Relations Amendment (Public Sector Conditions of Employment) Bill 2011 during a marathon debate between Thursday 2 June and Saturday 4 June. He used the opportunity to highlight the work teachers already perform over and above what they are formally acknowledged for and asked where further productivity savings could reasonably be made without compromising education. Meanwhile his former colleagues — his fellow IEU members — were adding their voices to the protest, sending messages to parliamentarians, signing petitions and joining rallies outside Parliament and around NSW. “I’ve been very proud of IEU members,” Mr Zangari told Newsmonth. “I’ve seen them marching with Teachers Federation members at the rallies and I urge them to keep sending their letters and emails

to members of Parliament, especially the back bench members and the Education Minister.”

Keeping and attracting teachers Mr Zangari said he was concerned that many baby boomers were nearing retirement and, as a result of this legislation, many others would move on to other career paths. “We can’t afford to lose competent, passionate new teachers and we just can’t take for granted what our educators and IEU members do. "We have some of the best teachers in the world, and I know this because I have worked with some of them. “With my background as a teacher, I will always have a vested interest in education." Mr Zangari said this legislation had a flow-on effect for non-government schools. “What happens in government schools impacts on us. We need to be united with our brothers and sisters in government schools and stand up for them and work together to stop the attack on the IRC. “What this Government has done to the IRC is like playing a game of cricket in which someone takes away the umpire and just leaves it to someone in the stands to make the calls. “You can’t just back down and trade in your rights.”

"We live in a lucky country but there are issues.” Multiculturalism at work While fighting the legislation — now widely known as NSW WorkChoices — has been an early focus following the state election, it is only one area in which Mr Zangari hopes to see change. He would like to see improved understanding of the plight of refugees and migrant families. “When you walk down the street in Fairfield, where you will hear all the languages of the world spoken, you see how multiculturalism in Australia is really working.” As a local and a teacher with experience as a pastoral care coordinator and year coordinator, Mr Zangari says he has had an opportunity to see first hand the issues that migrant and refugee families face. “We live in a lucky country but there are issues,” he says. Mr Zangari’s family came from Sicily in the 1940s and growing up he used to listen to his grandparents’ and parents’

accounts of the struggle of coming to a new country and of “being part of a new ethic group bringing its own culture”. Fairfield is home to Sudanese, Afghans, Congolese, Iraqi people and many more but due to people’s lack of understanding of these cultures “people have views not based on the ‘lived experience’,” Mr Zangari says. “People don’t understand why they came here and they don’t understand the struggles. Some of these people have been displaced."

Positive impact Mr Zangari has seen Fairfield prosper as a result of migration. “The Vietnamese people within 30 years have made such a massive impact in this area economically and culturally. “As a teacher, I used to look into the eyes of the Vietnamese kids and see myself 30 years ago. “That’s why I am here. People deserve a new start.”

Get it in writing I

f you’re resigning and moving to a new school, and this involves a change of employer, you must check the notice provisions in your agreement or award, writes Industrial Officer Iain Bailey.

organiser to seek advice on notice of termination.

Most importantly, if you are having problems giving the required notice, and your principal agrees to waive the notice, get it in writing.

Her new employer had offered to let her start in Week 5 of Term 1. She then discussed the situation with the principal of her old school and offered to remain for the first four weeks of the new year.

At the very least, confirm your understanding of the discussion by a quick email. Late last year, an IEU member employed at an established K-12 independent school contacted her IEU

She had been offered a Head of Department position at a Catholic systemic school and wanted to do the right thing by giving proper notice.

She understood the principal to say: “You start at the beginning of Term 1 at [the new school]. It’s better for you and your staff as a Head of

Department, and better for us.” Imagine her horror when she checked her final pay, a week after the end of Term 4, and found her pay was short by nearly $3,800 (before tax) because of insufficient notice. She contacted the IEU and also reiterated to the school her offer to return to the school in Term 1 2011 to work out the period of notice. The principal then denied having waived his right to deduct pay if she finished up earlier. Of course if she had remained at her old school for Term 1, as she had proposed, she would not have suffered

the deduction of $3,800. She would have been paid throughout January (it was a 1 January school so she was not paid for January by the old employer) and she would have gone to her new job, without any gap between pay cycles.

Legal proceedings With the assistance of the IEU the member sought to recover the $3,800 deducted by her former employer. The IEU was unable to settle the matter by negotiation. An application was filed in the Chief Industrial Magistrate’s Court. The member was delighted when the matter settled

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W • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES NSW • WORKCHOICES

Protests maintain the rage Michael Bracken & Mark Nor tham IEU ORGANISERS

ommunity outrage against the industrial relations changes enacted by the State Government was again on show in Sydney and regional NSW recently. A crowd of more than 300 people gathered at Penrith to add their voices to the howls of protest that the changes have generated. Led by Unions NSW Secretary Mark Lennon a range of local public sector unionists outlined how these changes threaten their jobs and place at risk the services they provide: services on which our community depends.

Similar expressions of betrayal and anger were evident on the Central Coast where a crowd of more than 350 people cried “shame’’ each time they were reminded that these changes were not announced before the election. “How can you have a mandate for change when the voters didn’t know about the changes?” asked one protester.

and Hunter Trade College gathered to express their dissatisfaction with the recently announced. Unions NSW Secretary Mark Lennon addressed a crowd of some 1200 people who rallied outside Newcastle Town Hall in late June.

Hunter Valley had a proud tradition of resisting anti-worker legislation. Newcastle Trades Hall Secretary Gary Kennedy reminded the crowd that the campaign would be long. Another Newcastle rally was planned for presstime.

Mr Lennon led the “Back off” chant and reminded the gathering that the

The boisterous crowd cheered enthusiastically when told of the other planned protests to be conducted right around the state.

Hunter joins chant To the strains of ‘Back off Barry’, Hunter Valley IEU members from St Brigid’s Primary School Raymond Terrace, St Pius X High School Adamstown, St Francis Xavier’s College

Orange

Penrith

before the first hearing date after statements had been filed. In most cases where an employer waives the requirement to give notice, there are not problems. However this case highlights the need to formalise such an arrangement. The Union recommends that members either seek to get such an undertaking in writing, or to at least follow up a conversation by confirming their understanding of any verbal agreement, again in writing. The more important lesson is that if this member had not been in the Union, she likely would not have been able to reach the point of settlement.

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Mark Lennon, Bathurst

Given that it was a relatively small claim, most employees would be prevented from actually taking the matter to a hearing because of the prohibitive cost of funding litigation. If you are contemplating moving to a different school, make sure you are aware of the required notice of termination. Almost all schools are now covered by a federal agreement that provides for notice of termination. For teachers, the relevant notice is generally either four or seven term weeks notice. Where it is four term weeks notice, the notice generally has to be given in the same term that it

Penrith

expires, and the date of termination can be either the last day of term or at least a fortnight prior to the end of term. For staff other than teachers, the required notice varies depending on how long you have worked with the employer. It will range from one to four weeks for employees who have worked for five years or more. Agreements differ on what the penalty is for not giving proper notice. In some cases, a failure to give proper notice means an employee may be liable to pay an amount equivalent to the balance of the notice not given. In other words, if you only give

Bathurst

three weeks notice but are required to give four, you may be liable for the difference of a week. However in some cases, some agreements stipulate that a failure to give proper notice means that you are liable to pay the full four weeks. Members can access the relevant agreements through the IEU website. If you are still unsure as to the requirements for giving notice, you should contact the IEU organiser for your school. Most importantly, if you do negotiate a variation to the required notice, make sure you confirm that variation and its implications in writing.

www.ieu.asn.au

Greens need to escape captivity Chris Watt IEUA F ede r a l S e c r e ta r y

s the Greens have progressed through their formative years in the Australian Parliament and forecast for themselves an even more substantive role in coming years, it is appropriate to consider a report card on their progress from the perspective of the Union that represents 68,000 teachers and school staff, the IEUA. In some areas, the Greens have been performing well above class average and indeed showing considerable leadership in the class. Their commitment to workers’ rights and further improvements in the industrial relations arena are most commendable. Their advocacy on behalf of refugees is exemplary. A cursory look at the policies they took to the last federal election reveal an increasingly comprehensive suite of policies across a wide range of Federal Government areas of responsibility. Indeed, it would be entirely incorrect to any longer describe the party as only being about ‘green’ issues. However for IEUA members, there is a real concern that their current education policies are stuck in the past and are captive of a single interest group. History shows that such captivity is not in a party’s interest and certainly not in the interest of the wider community. This current captivity means that there is little or no recognition of the Australian education landscape and certainly no acknowledgement of the fundamental shift in the choices and decisions of families. Significantly, these changes have not been seismic or just in recent times. The changes have now been manifest over several generations of parents and children. Further, they relate not only to choices and decisions in respect of school education, but also in the early childhood education sphere and the post-compulsory VET area. It is of utmost importance to recognise and acknowledge the size of the non-government education sector in Australia to understand the impact of negative policy settings such as those proposed by the Greens.

For example, almost 40% of students are enrolled in nongovernment schools, with around 50% attending a nongovernment school at some stage in their education. In addition, there is the multibillion dollar early childhood and post-secondary sector, which includes a significant non-government education sector.

“

The Greens education policy differs at the outset from other major political parties in its absence of recognition of the legitimacy of the nongovernment education sector, other than community-based education, and the absence of the ‘right to choose’. This is odd given their commitment to the same principle in many other areas of policy development. Further examination of their policy would seem to indicate a number of ‘corrections’ to current funding arrangements in the non-government education sector littered through their manifest that would direct money away from non-government schools, private early childhood settings and private VET providers to government and community education facilities. Perhaps as a consequence, some commentators have been more than a little outspoken in relation to the Greens education policy settings. Some speak of it being “ideologically extreme”, having an “anti-religious bias”, or suffering from “confusion or disarray”.

Schools From the IEUA’s perspective, the determination to effectively reduce Commonwealth funding to all nongovernment schools (policy #65) and ‘de-couple’ the annual adjustment or indexation of funding from the actual increased costs in education (#62) would mean either: n job losses for staff in nongovernment schools, including Catholic primary parish schools, small faith-based community schools through to larger, higher fee, well-established schools n massive downward pressure on wages and conditions for workers in those schools n perhaps significantly poorer learning conditions and opportunities for the

For the parents who send their children to non-government schools, there is a real concern that the Greens show little understanding of education funding and an alarming disregard for all non-government schools.”

students, or a combination of all three. The policy either ignores or wishes to ‘adjust’ (socially engineer) the current reality that more than half of all secondary students in capital cities across the country are enrolled in nongovernment schools, as if such parental choices are not legitimate. The obsession with the ‘wealthiest schools’ (#64), an obsession shared by their single interest group, as the driver for their thinking on school funding policy is somewhat akin to the tip of the tail of the dog wagging the dog. Around only 2.1% of all students (or 0.6% of all schools) attend these high fee schools. The vast majority of students enrolled in non-government schools have access to per capita resources at less than the amount in government schools. The support of students with disabilities is broadly, in government and non-government schools, much less than it should be. But those students whose siblings might be enrolled in the local non-government school are massively punished by the current funding arrangements if their parents choose to send them to the same nongovernment school. Yet there is no recognition of their significant needs in the Greens policy.

approaches to a raft of government responsibilities. In some jurisdictions the decision of governments to leave this responsibility primarily with the community or private sector has meant quite different arrangements across the country. It would seem that early childhood education policy from the Greens perspective, like schools, also falls into the ‘public good/private bad’ mantra given that the policy only recognises: n the right to two years of ‘public preschool education’ (#17) n funding of new facilities only in the public sector (#37), and n that early childhood education should not be delivered by private providers (#11). The IEUA believes that a good education opens up a future of promise for Australian children and acknowledges that both government and non-government sectors can provide a quality education in this country. It is up to parents to make up their minds where to send their children and not for political parties to engage in ‘picking winners’ or preaching one sector over another. For the parents who send their children to non-government schools - where the IEUA represents teachers and other school workers - there is a real concern that the Greens show little understanding of education funding in this country and an alarming disregard for all non-government schools. The Greens education policy needs to move from ‘four legs good/two legs bad’ principle because at the heart of the issue are unspoken prejudices and intolerant attitudes, quite possibly sectarian, that are not evident in their other policy settings. The IEUA will seek to open a dialogue with the new Federal Greens in order to get them to see that a modern political party needs to believe in a fair and equitable education system that treats all students, educators and schools with respect and funds all schools properly.

Early childhood Responsibility and funding of early childhood education in Australia reflects the usual mosaic of state and territory

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on the ground

Locals MPs provide key to federal funding requirements Daniel Long IEU J ou r n a l i s t

ederal school funding is one of the largest issues currently facing the Union, agreed an IEU Council meeting in June. Members attending June Council broke into individual groups, brainstormed various ways that the funding message should best be addressed and looked at several ways to better communicate the importance of federal funding. Strategies for political lobbying were discussed, including ways to define the funding message. Ideas suggested at Council included: sending letters to newspaper editors; communicating with parents; making visits to schools; and scheduling key meetings with federal MPs. Council suggested that it would be even more effective if MPs visited their local schools, allowing IEU reps to illustrate the impact of non-government schools funding on a practical scale.

Meetings with MPs have already begun (see article p1), as organisers speak with and discuss the impact of funding restrictions on the vitality of independent schooling programs.

n Catholic schools are Australia’s largest non-government educational provider, with more than 18% of all students attending a Catholic school of some description

Review long overdue

n smaller schools and those with special-needs students will always cost more to operate than metro-based schools, regardless of whether they are public or private

The review is the most comprehensive of its type since 1973 and could potentially impact school fee structures, student enrolments, staff ratios, wages, conditions, professional development and more. Students from lower socio-economic backgrounds would be directly impacted, and Council agreed we must ensure there are appropriate levels of funding for Indigenous students and those in rural and remote areas. Too often, critics of independent and Catholic schools are quick to dismiss the ongoing need for Government funding in non-public education, preferring to sanction these funds for public sector use (as has been proposed by the Greens and others in the past). But the realities are:

contrasting state and federal laws is required if all students are to expect a world-class and well-funded education as we anticipate.

Want to get involved? n send a letter to your local MP. The ancient art of letter writing is still viewed as the most effective way of contacting politicians today. Email is your second-best route.

n in some parts of the nation the only schools available are non-government. A good visual approach to understanding federal funding can be found at the Government’s MySchool website at www.myschool.edu.au.

n speak to your local IEU rep and learn the facts if you need to know more. n tell your fellow teachers and staff about the need to campaign on funding.

The issue isn’t one of class or elitism or even one of location (although that may certainly play a part), but an issue of necessity, which runs the cogs of a non-government system that reflects a sparkling diversity of student’s cultural, religious and linguistic backgrounds.

n spread the word. The more correspondence MPs receive, the more powerful the message. n contact the IEU if you would like to join a delegation to visit a local MP. Email pam@ieu.asn.au.

According to IEUA Assistant Secretary Christine Cooper, who ran the Council workshops in June, the need for policy cohesion in a nation strewn with

Equal Pay Day 2011 – not a day to celebrate Pam Smith IEU W o m e n i n E du c at io n C o m m i t t ee C o n v e n o r

qual Pay Day, initiated by the Equal Opportunities for Women in the Workplace Agency (EOWA) in 2008, is an annual event to highlight the serious issue of gender pay inequity in Australia. Australian Bureau of Statistics figures show that the average gender pay gap for full-time workers is now 17.2%. To close this gap, women would have to work an extra 63 days to match what men earn, which means Equal Pay Day in Australia in 2011 will take place on 1 September. (Symbolically, Equal Pay Day is timed to coincide with the expiry of this extra period calculated from financial year-end.) While Australian women achieved ‘equal pay’ for the same work (such as that of a teacher) in 1972, ‘pay equity’ remains an ongoing concern with the work of many women being undervalued.

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For example, the IEU’s Teachers are Teachers campaign (Gunnedah preschool staff pictured right) in the early childhood sector highlights the pay gap which currently exists between teachers in school and in ECS centres where around 95% of teachers are women.

It is estimated that a 17% pay gap between men and women workers costs the Australian economy $93 billion each year. This equates to 8.5% of GDP.

In schools, pay equity can also be an issue in the classification of support staff where men are more likely to be classified as more highly paid ‘business managers’ and for principals where overall more women are principals in smaller schools than their male colleagues.

As announced by the Minister for the Status of Women Kate Ellis, in March, the EOWA will have an enhanced focus on gender pay equity in the coming years under proposed new legislation.

As the EOWA has indicated, some key statistics demonstrate the dimensions of the pay equity gap in Australia: n the average weekly ordinary time earnings of females working full-time are $1,091.30 per week, $239.30 per week less than their male counterparts, who earned an average of $1,330.60 per week in February 2010 n women are two and a half times more likely to live in poverty in their old age – by 2019, on average, women will have half the amount of superannuation that men have

n in 2009, female graduate starting salaries were, on average, $3000 less per year than that of their male equivalents. In some industries female graduates are severely disadvantaged. The average gender pay gap for graduates in architecture and building is $6800 per year, and n if current earning patterns continue, the average 25-year-old male will earn $2.4 million over the next 40 years, while the average female will earn $1.5 million.

Discussion of the gender pay gap was on the agenda for Wollongong CEO’s Equal Opportunity Committee meeting on 15 June and will be a 2011 priority for the IEU and other unions in this IWD centenary year. Let’s hope that Equal Pay Day in 2012 will reflect an improvement in the number of days it takes a woman to work to achieve the same pay level as men.

www.ieu.asn.au

IT Wizard By Daniel Long

n Social media yields early results Good news — the IEU’s Facebook page has started paying dividends, communicating more information to members. Traditionally, the IEU has placed most of its ‘digital eggs’ in the one basket, pushing member information through its core website (www.ieu.asn.au). However, times are-a-changin and our Facebook (facebook.com/ieunswact) page has experienced strong support during its first two months of existence. As of writing this column (and without going into too much geeky detail), the IEU Facebook page now has 195 members, which translates into about 25–30,000 ‘post impressions’ a month. A ‘post view’ is a post that you and your friends see and share among each other on the Facebook wall. As a post can be shared and re-shared on so many walls, the opportunity for our messages to be seen by a large audience is tremendous. That is one of the great advantages of social media — it’s easy to distribute content. As we gain more Facebook fans (and we really need your support in this), our post views will improve and so will our ability to update you with the latest information. Remember, you can ‘like us’ and your profiles will remain private. We cannot view your private information (such as your wall and friends) if you become an IEU Facebook fan, unless your settings are marked as ‘public’.

n Online campaigns do make a difference We hope that by growing the Facebook membership, our ability to campaign on social issues that are important to you as members will be realised. Take GetUp! for example. Much of their campaigning is done completely via their own website (www.getup.org.au) through email forms and via their Facebook page, which has thousands of passionate fans who can write comments, suggest ideas and make a difference to various campaigns. GetUp! has been such a successful online campaigning resource that if you took their membership numbers alone (currently at 577,000), their grassroots people power is enough to motivate positive change within Government.

As the IEU is one of the largest unions in Australia, we too can motivate similar legislative change with your help. We think online campaigning, as a complement to traditional methods, is the perfect vehicle to make this happen. Twitter (twitter.com/ieunswact) is also going well for us. As of writing, we now have 91 Twitter followers. While that might not sound like many, it’s a slow and steady start for unions like the IEU in the world of ‘tweeting’. As we discover what works for us on the Twitter front, we’ve found that it’s a great resource for breaking news and interacting with members and other unions regarding key social and environmental issues. These include reactions to the carbon tax, equal pay for equal work campaigning and education-based issues that affect schools around Australia and the world.

n Federal Government unveils new science website It’s nice to see the Government putting extra funding resources into science. Their latest online site, TechNYou is dedicated to teaching students about emerging technologies that are starting to play a big part in shaping our lives. These include nanotechnology, stem cell research, genetics and genetically modified (GM) foods. The website is partnered with the University of Melbourne, where the site and its research are based. A Facebook feed (facebook.com/talkingtechnology) is regularly maintained and is full of useful links to interesting science stories around the globe. You can check the site out at www. technyou.edu.au

n Is the handwriting on the wall? In the age of technology, do you sometimes feel that the days of teaching handwriting to students are numbered? Well, that’s exactly what happened in the USA recently, when Indiana state education officials ruled that it was time to stop teaching handwriting classes to children and focus entirely on typing instead. Inky fingers may be a thing of the past for some students, as they curse the cursive. Could it happen someday in Australia too?

Put yourself in the picture’ W

ith a new website in development and a fresh batch of member resources on the way, what better time to update the IEU image database to illustrate the work of members and their students? The IEU is searching for high-diversity schools, early childhood centres and ELICOS colleges wanting to volunteer for a half-day photo session to help illustrate our website, publications, campaign and professional development materials. Photo sessions will be conducted by a professional photographer accompanied by a member of the IEU publications team. Our work will be conducted with minimal disruption as we seek to photograph staff and students undertaking their everyday school activities. A selection of images will be made available to participants. Photo sessions will be scheduled within the month of August. To volunteer your school, college or centre please email tara@ieu.asn.au to arrange a time, date and permission slips for staff and parents.

rep spotlight

Reps Kit with a twist of ‘modern’ C

alling all Reps. The IEU Reps Kit is undergoing a modern makeover and the Union is seeking your feedback.

Reps tired of wielding the current weighty folder will soon enjoy the Kit’s new incarnation as an ebook, packed full of practical information, resources, links and case studies. The ebook will be housed on a USB and be easily uploaded to your computer. It will also be accessible to members from the IEU website. The ebook format will make the document easier than ever keep up to date and will make it possible to include multimedia plus live links to further resources and information. But before we go too far, why not let your Union know what you would like to see included? What resources do you most use? Is there anything missing that should be there? Do you have suggestions for case studies or would you like to share your own experiences of being a school or ELICOS-college based IEU Rep? Please provide all suggestions or feedback by Friday 12 August to tara@ieu.asn.au.

NEWSmonth – Vol 31#5 2011

on the ground

US teacher bonuses dumped amid poor outcomes The Australian connection

Daniel Long IEU J ou r n a l i s t

or many New York school teachers who didn’t receive a monetary boost to their salaries over the last three years that the bonus scheme ran, the Big Apple proved anything but sweet. When the teacher bonus scheme was suspended earlier this year, calls to investigate reasons why it didn’t work were quickly made by schools and educators in America’s biggest city. The answer, as it turned out, could provide the Australian Government with clues to the controversy of its own scheme. According to a recent NY Times article, the $US56m funding measure was only scrapped permanently in July after a city-commissioned RAND research study concluded that teacher bonuses were an expensive failure that did little to encourage positivity among teachers or help with student performance, including test scores.

{

Present tense

“We have a whole range of excellent people working in schools and people should be encouraged to work together to achieve the highest quality outcome. To select only a few is divisive and demoralising,” Ms Taylor said. She added that the Australian Government should be prepared to learn from the overseas experience, particularly in populous US cities that can provide a model for contrast. “Time and time again, we borrow failed policies from the USA and Britain. This

“A study concluded that teacher bonuses were an expensive failure that did little to encourage positivity among teachers or help with student performance.” isn’t the first time it’s occurred,” Ms Taylor said. The city-wide study compared the performance of 200 schools within the bonus program using data taken from a wide variety of sources including surveys, interviews and education statistics. The report’s lead researcher, Julie A Marsh, told the NY Times that the bonuses failed to produce the type of change necessary to make a difference to students. “A lot of the principals and teachers saw the bonuses as a recognition and reward, as icing on the cake. But it’s not necessarily something that motivated them to change,” Ms Marsh said. Overall, the IEU has similar conclusions to that of the NYC study. “It’s no surprise that linking performance

pay with students [will fail] because we know that student outcomes are complex and often have much more to do with the background of a school,” Ms Taylor said. Just as New York is a melting pot of multiculturalism — with students and teachers from all backgrounds — the same can be said for schools here in Australia said Ms Taylor. “Good teachers operate across all social economic areas,” she added. “It is a very big issue. I think it will cross all elements of society. The first [mistake] is linking wages to student outcomes. We know student outcomes are far more complex. It’s a faulty premise to say that paying bonuses actually improves students outcomes.”

ELICOS NEWS

s experienced teachers would be aware, many colleges routinely underpay their teachers, often to the tune of several thousand dollars per year. When they start work teachers are often told the college ‘doesn’t pay higher than Step 4’or something similar. However, the Educational Services (Post-Secondary Education) Award 2010 (the Modern Award) clearly states the legal rates. Teachers are entitled to be paid at their legal award rate, regardless of whatever deal they may have agreed to (often under duress) when they started work. The IEU regularly pursues these underpayments on behalf of members, and the restitution of their correct rates can often run into the thousands in back pay. To calculate if there is any back pay owing, we work out what you have

NEWSmonth – Vol 31#5 2011

The NYC scheme is similar to policy measures currently being floated by the Gillard Government. According to IEU Deputy Secretary Gloria Taylor, the NYC teacher bonus abandonment is further evidence that not only do bonus schemes fail to foster improved student results, but they breed inequality among teaching ranks, failing to clearly demonstrate a boost in educational performance, despite the Federal Government’s rhetoric that is contrary to recent international events.

already been paid, and then what you should have been paid, and then we claim the difference. To properly do a back pay claim, the Union needs you to provide all of your pay slips, your letter of appointment, and a detailed CV (ideally showing the total number of hours or days taught in each college that you have worked in). If you feel that you might be being underpaid, contact the Union – you can claim such payments for up to six years after the fact.

difference between the NAPSA rate and the original Modern Award rate. This brings the transitional NAPSA rate closer to the Modern Award rate, and it is quite possible that the latter will overtake it in 2012. Recently, the IEU wrote to the Fair Work Ombudsman pointing out what we felt were inaccuracies around their published transitional rates.

n On 1 July there were further adjustments to various rates applying in private colleges. Firstly, the rates in the Modern Award were increased by 3.4%, in line with the minimum wage increase.

We have also pointed out problems around differences between classifications on the two awards. The Ombudsman has responded by temporarily removing the Pay and Conditions Guide from their website, ahead of examining the matter more closely. This column will keep you posted with any developments.

Secondly, the transitional rates applying from the old State English Colleges Award (the NAPSA) were adjusted, by the standard 20% of the

n n As flagged in the last edition, staff have unanimously voted to approve new enterprise agreements at two Study Group colleges: Embassy

in Darlinghurst, and TELP in Waterloo, providing significant pay rises and other improvements. At the time of going to print, staff at Strathfield College were voting on their agreement, and this is expected to be approved. The IEU is also negotiating with Milton College, where great progress has recently been made to finalising their agreement. These agreements have been forged despite the dire state of the international student market, and they are a credit to motivated members at each centre. If you would like to know how to get such an agreement in place at your college, please contact the IEU (kendall@ieu.asn.au).

www.ieu.asn.au support staff

Making the most of her role A

boriginal Education Worker Tracy Saunders has played a major role in securing several hundred thousand dollars worth of funds for her school, writes IEU Journalist Sue Osborne.

egistrations for the 2011 School Support Staff Conference ‘Lets get connected’ on 16 September are now open. The Conference will address, investigate and discuss how technology has changed the way we work, communicate, network and engage with students, their families and our colleagues. But these new technologies and systems don’t replace the need to ensure that we keep it real.

St Joseph’s Primary, Taree, will benefit from a Federal Government Closing the Gap grant, allowing it to run three innovative programs for its 60-odd Aboriginal students, thanks in large part to Tracy’s hard work. IEU member Tracy wrote the lengthy submission for the grant, outlining the school’s areas of need, and included comprehensive data about families in the community, as well as the school itself. “We attended a presentation in Canberra when we received the grant, and they told us we are the only single school getting it,” Tracy says. “Usually it goes to the diocese. They told us they will be watching us very closely as a result.” Tracy has only been AEW at the school for three years. Prior to that she was at home caring for her children. “I’m absolutely blessed to have a Principal [Sidonie Coffey] who has given someone only at the school for three years, not on the executive, and not in a teaching role, so much trust and responsibility. But I’m willing to step up to the plate.” The school has formed an advisory board which includes members of the executive, Aboriginal elders and the Aboriginal parent community to oversee the money, which will be divided into a three-pronged program. Firstly, the school will develop a program to help preschoolers make the transition to school. “We’ve realised that Aboriginal students take a lot longer to get comfortable with school and that they need to form relationships within the school before they actually start attending.” The program will allow preschoolers to come to school two mornings a week for a six-month period. Secondly, the school will introduce the accelerated literacy program for all 394 students. “This is an in-depth literacy program that gives scope for every student to develop. “It’s not based on benchmarking. It doesn’t categorise the students with numbered readers, so it gives them a chance to grow in confidence.

10 10

Support staff getting connected

Students take part in NAIDOC Week activities at St Joseph’s

“Koori kids often have confidence issues and tagging them with labels doesn’t help. “If we can remove the shame factor I think we will see them bloom very quickly.”

Her next project is to look at how the role of AEWs can be developed in all schools. “My job description is the same as any other AEW in the State, but the weight that my school is putting on Aboriginal education makes the difference. “It can be a very undervalued role and I don’t think everyone realises the value of our work, and how many good things can happen when AEWs and principals work closely together.’’ Sidonie says Tracy is a passionate advocate for Aboriginal education. “Tracy works long and hard to improve the educational outcomes for our kids by supporting teaching staff in areas such as cultural awareness and specific learning styles that assist kids in their classroom environment. “She has a high level of credibility in the local Indigenous community and has secured valuable links between home and school.

He will discuss our use of technology in general communication, where socialising and entertainment is appropriate and necessary, but should never override the need for community and real connections. A range of workshops will be offered that complement the keynote address, including:

The final part of the approach is cultural awareness training for staff, helping them to integrate Aboriginal perspectives across the curriculum. Tracy says she is very busy making all this happen. “It’s something that is very important, so I don’t mind the extra work.”

Dr Doug Ashleigh is giving the keynote address on the use of technology in school settings and the emergingtrendstowardsconnectivity in our work, teaching and learning environments.

n Email: when it might be time to talk

Tracy

“My job description is the same as any other AEW in the State, but the weight that my school is putting on Aboriginal education makes the difference.” supports and supervises a weekly homework centre and has established Aboriginal dance groups within the school. “She has ensured that the Aboriginal profile within the school and local community is both ‘strong and proud’. “It is a privilege working with Tracy. She has the admiration and respect of our school community and has the capacity to change culture and community perceptions with her commitment and determination.”

n TheYarning Circle: communication tools from an Indigenous cultural and leaning perspective and the fundamentals of talking and listening n Creating networks – virtual and real n Accessing the Union online, and n Cyber security and safety. The Conference is being organised by the IEU School Support Staff Advisory Committee. The overriding aim of the event is that participants come away equipped with practical solutions, skills and knowledge to allow you to participate more fully in your workplace. The conference is open to all school support staff. However, places are limited so register early to avoid disappointment. For more info or to register, please contact Carolyn Moore or Cassie Barnes at the IEU on 9779 3200 or 1800 467 943 or via email at cassie@ieu.asn.au.

“She runs a daily breakfast program, assists in transport for kids and their families, addresses school attendance,

NEWSmonth – Vol 31#5 2011

on the ground ecs

Leading the Montessori way W

hen Carmen Parker was training as a primary teacher there was no way she could anticipate that 25 years later she would receive the 2010 National Excellence in Teaching Awards in Early Childhood for Leadership (NEiTA), writes IEU Journalist Suzanne KOWALSKI-ROTH.

“What I love about Montessori is that I see children who make good choices, who interact with each other in such a considerate and thoughtful way and who learn things naturally in such a happy environment full of excitement about learning,” says Carmen.

It was when studying a unit on Alternative Education for her primary teaching course that Carmen discovered Maria Montessori’s method. She was hooked. She immediately enrolled her own children in a Montessori early childhood school.

Carmen received the NEiTA award for her advocacy for children and Montessori principles. When the school faced closure she worked tirelessly to rebuild the school, to find a new site and obtain funding and donations.

Then when the chance came up to be part of the first ever Montessori teacher training course in Australia she jumped at it. Twenty five years on she’s the Director of Farmhouse Montessori School in North Balgowlah and she’s still marvelling at how much the Montessori approach supports children and how it provides continuous professional nourishment.

Achieving a serene environment

The House for Children was designed to create a space to develop the tools for learning that would support a child’s own innate development. It’s easy to see how children would blossom at the school. It’s clearly a haven for the local birds — two masked lapwings walk by contentedly — with a magnificent gum embracing part of the outdoor space and some very healthy looking chickens in an impressive coop. There’s a carefully designed vegetable and sensory garden with composting

"What I love about Montessori is that I see children learn things naturally in such a happy environment full of excitement.”

and a stone river feature built to catch stormwater which doubles as a place for children to explore water. Indoors, the new building is warm, old furnishings collected from families make a homely environment and there’s a serenity that’s rare to find in early childhood services, usually bursting at the seams with energetic children. Carmen’s work with encouraging children to experience natural cycles was also part of her award.

The Chinese connection Carmen’s work in Australia has been enhanced by a Chinese connection. Since 2002, Carmen has travelled all over China on speaking tours and assisting with Montessori teacher training. The groups she’s presented to have ranged in size from a few interested parents to packed halls. “It’s been a wonderful opportunity to meet a diversity of people. I really had to reflect on what I do and it’s

been lovely to bring back some Chinese culture into the school here,” she says. Carmen’s grateful for the recognition the awards bring, but she’s quick to point out how powerful it is when the work of early childhood teachers is acknowledged in a national forum. Her hope is that such awards highlight how critical early childhood is to imbuing a child with a love of life-long learning – wherever they may be.

ECS Round Up n

Ministerial correspondence

NSW/ACT IEU General Secretary Dick Shearman received a letter in July from Adrian Piccoli, the NSW Minister for Education, in response to a letter to the Premier regarding pay parity for early childhood teachers. Below are excerpts from the letter. He wrote: “I am aware of the importance of the qualifications, expertise and commitment of early childhood teachers working with our youngest children being appropriately recognised and remunerated”. He continued: “Our Government is committed to the implementation of the National Quality Agenda for Early Childhood Education and Care and the status of early childhood teachers is an important part of that agenda”. The Minister noted that the wages and conditions of teachers and other workers are negotiated generally through Fair Work Australia. He said: “We are working with the Commonwealth and other States and Territories to develop a national Early Years Development Workforce Strategy

NEWSmonth – Vol 31#5 2011

to help strengthen the early childhood workforce and will be advocating for appropriate funding to be committed to achieving this goal”. n

IEU response

The IEU welcomes the Minister’s commitment to early childhood teachers being appropriately recognised and remunerated and the position of advocacy the Minister has taken with the Early Years Development Workforce Strategy. However the poor pay is driving people away from the profession now. Raising the NSW government funding of early childhood teachers substantially would be a small price to pay for an immense public good. Continuing to ignore the legitimate need for appropriate pay will further harm a profession struggling with to retain new teachers and facing increasing battles to attract graduates who are opting for primary classrooms, and the 20% extra pay. n

Campaign actions

Teachers are Teachers campaigners have been asked to put up flyers in their

services explaining why teachers are crucial to the quality of a service. Campaigners can download flyers from www.teachersareteachers.org.au which announce that the centre or preschool employs early childhood teachers and who they are. These actions are part of a ‘small step big stride’ campaign approach with fortnightly actions designed to continue campaign momentum.

IEU Early Childhood Conference

The much loved IEU ECS Conference is on 10 September from 8.45-4pm. The conference will deliver a major update on the campaign with a professional advocacy workshop being run by Lisa Bryant. It’s a great chance to network, swap stories and build strength around a cause of passion to all early childhood teachers and directors — pay and conditions. Don’t miss your chance to be a part of it. Details: www.ieu.asn.au or call 9779 3200.

Facebook Joinyourcolleaguesandsupporters of the Teachers are Teachers campaign by liking us on Facebook (go on – we know you want to). On this page you will find stories about life as an early childhood teacher or director and the effects the poor wages and conditions many face are having on their personal lives and the profession. We need you in this campaign and Facebook is a great way to stay upto-date with campaign emails. Also visit the campaign website at www.teachersareteachers.org.au

www.ieu.asn.au

A passion for PD

2011: TERM 3

NSW/ACT IEU PD and Training Calendar LET'S GET CONNECTED

“It was through the mentorship of a couple of high quality teachers and their passion for exposing me to high quality PD that my teaching improved.”

embers passionate about professional development have a kindred spirit in the Union’s newest employee, IEU Professional Development Officer Amy Cotton. The former teacher comes from a professional learning post with the NSW Institute of Teachers and has held a volunteer position as Professional Development Committee Manager with the English Teachers’ Association. Amy comes to the IEU with a desire to extend the Union’s current professional development (PD) agenda and to break into new areas. “My work at the Institute and my voluntary work highlighted a need for quality professional development to be made available across NSW and the ACT,” Amy says. “The IEU position provides a unique opportunity to reach both NSW and ACT teachers who ordinarily might not have access to PD.” Amy says members searching for PD opportunities have much to look forward to in the months ahead. The popular Pedagogy in the Pub (PIP) PD continues, with three new topics areas including: n cyber savvy at work n maintaining accreditation with the Institute, and n mentoring beginning or student teachers. New courses are also in development, including web-based PD.

“We will continue supporting the face-to-face format but from 2012 we will also be offering online PD forums, enabling members to log on and complete training online. For remote members in particular, this will provide easy access when it suits them.” Amy says her passion for PD began in her early teaching days. “When I started out as a teacher I felt very alone and it was only through the mentorship of a couple of high quality teachers and their passion for exposing me to high quality PD that my teaching improved. “As I developed, I started reading Australian and international research about how quality PD improved student outcomes. It said this needed to be consistent PD, so teachers needed to continue PD to keep challenging themselves.” Amy says some of the benefits of continuing PD is that teachers remain aware of the needs of students as society, cultural backgrounds and technology continue to change. Then there is the Australian Curriculum. “With a changing curriculum coming, there is a change in assessment practice. Assessment before learning instead of after means a great change in how we teach.” To organise a PIP in your area, contact your local organiser. For feedback or professional development suggestions, contact amy@ieu.asn.au

2011 IEU

11 mber, 20

16 Septe

Hotel Mercure St, SYDNEY e rg o e G 818-820 3.15pm 8.30am ber $45 mem mber e m n $80 no

Support S ta Conferencff e

you, your centre & WHS Work Health and Safety Legislation Implementation Program for the Early Childhood Sector

IEU Sem inar Series for Teache rs, Directo rs & Commit tee me mbers

Free for memb ers $50 for Non- Mem bers

Include Seminar s: pa Lunch pro pers vided

Funding for this initiative has bee n provided by Wo rkCover NSW through the Wo rkCover Assist Program.

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

NEWSmonth – Vol 31#5 2011

feature

Week 3: 1 Aug – 5 Aug

You must register for all IEU courses. Further details are provided on the IEU website (www.ieu.asn.au)

KEY n NSW Teachers Institute registered courses n NOT NSW Teachers Institute registered courses n Pedagogy in the Pub (PIP) courses count for two hours of registered PD with the NSW Institute of Teachers for Elements 5, 6 and 7. The dates included in this calendar may change for unforeseeable reasons. Please contact your IEU Organiser on 9779 3200 (1800 467 943) or email Franca (franca@ieu.asn. au) to register and to get updated information on venues and dates.

n WHS: Through the maze of Work health and safety

n WHS for ECS Seminar: You, Your Centre & WHS

1 Aug 4 Aug

PIP Conflict Resolution, Cowra WHS Seminar, Bathurst

4 Aug 4 Aug 5 Aug 5 Aug

PIP Conflict Resolution, Orange PIP Be Wary Be Wise, Port Macquarie WHS for ECS Seminar, Bathurst PIP Conflict Resolution, Dubbo

Week 4: 8 Aug- 12 Aug 11 Aug 11 Aug 12 Aug 12 Aug

WHS Seminar, Parramatta PIP Be Wary Be Wise, Lismore WHS for ECS Seminar, Parramatta Reps Training, Day St, Sydney

Women and equity -

achievement & action in the iWd centenary year 11t, 2011 , 2u0s stg guu AuA l 99 11 re Hote St otel Mercu ceuorrgee H e0r G Y e St -82 818M E Georg N0 SY8D2 pm 0 8 .3 1 3 8 .45am - DNEY 8 SY ers b 0pm r mem - 3b.3 m ers $40 fo 5 .4 8 r naonmme $80 fo

2011 IEU Women’s Conference

bers r mem bers $40 fo mem r non $80 fo

Week 5: 15 Aug – 19 Aug 15 Aug Christian Schools Reps Training , Newcastle 16 Aug PIP Conflict Resolution, North Ryde 18 Aug AEW Seminar, Sydney 18 Aug WHS Seminar, Dubbo 19 Aug Women’s Conference, Sydney 19 Aug WHS for ECS Seminar, Dubbo

For further information or a registration form, please contact Pam Smith or Betty Tan on 9779 3200 or 1800 467 943 or email betty@ieu.asn.au For further information contact Pam Smith or Betty Tan on 9779 3200 or toll free 1800 467 943 or pam@ieu.asn.au or betty@ieu.asn.au

The IEU is an endorsed provider of NSW Institute of Teachers’ registered professional development for the maintenance of accreditation at Professional Competence. Scope of Endorsement – Elements 2,3,4,5,6 and 7 of the Professional Teaching Standards.

WomensConf_11_fly.indd 1

29/04/11 1:41 PM

Week 6: 22 Aug – 26 Aug 22 Aug 25 Aug 26 Aug 26 Aug

PIP Sustainability and environmental education, Penrith Panthers WHS Seminar, Penrith WHS for ECS Seminar, Penrith Reps Training – Representing members, Port Macquarie

Week 7: 29 Aug – 2 Sept 29 Aug 29 Aug 1 Sep 2 Sep

PIP Camps & Excursions, Coonamble PIP Be Wary Be Wise, Gosford WHS Seminar, Albury WHS for ECS Seminar, Albury

Week 8: 5 Sept – 9 Sept 5 Sept 8 Sept 9 Sept 10 Sept

Reps Training - Representing members, Terrigal Breakers Country Club WHS Seminar, Kembla Grange WHS for ECS Seminar, Kembla Grange ECS Conference, Sydney

KEYNOTE SPEAKER

JOHN DEE

GRoWING

2010 NSW Australian of the Year

EDUCATION FOR SUsTAINABILITY IEU ENVIRONMENTAL CONFERENCE 2011 Friday 21 October 2011, 9am — 4pm Level 2, Mercure Hotel, 818-820 George St, Sydney

For early registrations contact Iva at iva@ieu.asn.au

Week 9: 12 Sept – 16 - Sept

Week 10: 19 Sept – 23 Sept 22 Sep

NEWSmonth – Vol 31#5 2011

PIP Cyber Savvy, Fairfield

STRATEGIES WORKSHOPS ALL SECTORS

ENGAGE

PIP Conflict Resolution, Tamworth WHS Seminar, Armidale North West Women’s Forum, Tamworth WHS for ECS Seminar, Armidale Support Staff Conference, Sydney

14 Sept 15 Sept 15 Sept 16 Sept 16 Sept

RESOURCES

www.ieu.asn.au

A smile that means so much

"Not only do I love being in my classroom, but I have access to some wonderful and compassionate students who inspire me to fundraise for such worthy causes. I feel truly blessed."

hen IEU Member Jane Pitt spent her long service leave assisting Vietnam charity Operation Smile she came back with a new impetus to help as many families as possible. She tells IEU Journalist Tara DE BOEHMLER how staff and students at St Joseph’s Catholic High School, Albion Park, are changing lives. In Vietnam, about one in every 500 babies is born with a cleft lip or cleft palate, which can cause eating, speech and hearing difficulties, health problems and psychological issues. But Jane says a $100 operation can turn their lives around. “I went on an Operation Smile Mission in March and April and it was really hands on. We were in theatre where surgeons were operating on the faces of many disfigured babies. These surgeons give their time and skills free and Operation Smile funds pay for the anesthetic, surgical supplies and equipment.” More than 80 babies received the operation in six days during the mission

Join the IEU social circle

to the Angiang Province and, with nonmedical volunteers paying their own way, all funds are used to help provide the procedure, Teacher Jane says. “If these babies don’t get the operation they tend to be left in orphanages or shunned and kept at home. If you are a mum with a baby so sick you say ‘this is the end of their lives’. Then when someone says they can help, it means so much. “This operation is changing the lives of these babies and families and that helps the whole village. “ When Jane returned from leave, she addressed a school assembly about her experiences of helping take the babies from their “anxious and frightened parents”, scrubbing up and accompanying them to surgery. After watching the operations she sat with the babies in recovery and reunited them with their parents. “After the presentation, the students and staff were incredibly moved. To be able to describe the experience and show them pictures of before and after the operation and the effect it had on

the families and the volunteers was amazing. It truly is like a miracle — it’s lifesaving.” Jane has also addressed parents and started speaking outside school, at Rotary and Lions Clubs. “If you are aware, then you can take action,” she says. In Jane’s capacity as SRC and Social Justice Coordinator at St Joseph’s she has worked with students and staff to raise more than $30,000 for Operation Smile and they support a number of other initiatives, including St Vincent de Paul, Father Chris Riley’s Youth off the streets, Canteen, Cancer Council’s Biggest Morning Tea and The Biggest Shave for the Leukemia Foundation. They also provide support for a ‘sister school’ in one of Vietnam’s poorest provinces Bien Hoa. The orphanage and charity school, coincidently called St Joseph’s and known to Jane’s school as ‘Little Joey’s’, uses the donations to provide education, pay the salaries of six teachers and buy healthy food, soymilk and vitamins.

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Jane keeps in daily contact with St Joseph’s Catholic High School’s Year 8-12 SRC members through a ‘vertical homeroom’, which sees them all come together for a meeting each morning. It provides an opportunity to exchange ideas and to plot the next steps of their fundraising initiatives. They also have a social justice wall at school, to keep their peers up to date. After seeing first-hand what is at stake with Operation Smile, Jane is keen to do all she can to help as many families as possible. “This has inspired me to stay teaching for longer. Not only do I love being in my classroom, but I have access to some wonderful and compassionate students who inspire me to fundraise for such worthy causes. I feel truly blessed. “My work is nowhere near done.” For more information or to find out about joining a mission, visit www. australia.operationsmile.org or email jane.pitt@dow.catholic.edu.au.

Comment, share your views and get engaged in your union.

www.ieu.asn.au NEWSmonth – Vol 31#5 2011

feature

Hitting the ground running

“It would be easy to think that the world’s against you in a developing school, but we have the philosophy that we can make it happen.”

The greenfield site at Oran Park earmarked for St Benedict’s.

Michael examines the masterplan for the new school.

cont'd from page 1 “This was discovered very late in the process,” Michael says.

process, we have committees and meetings on everything.

school with no buildings might have been overwhelming.

we can make it happen, and we try and provide for whatever the kids need.

“There was a possibility it could take years to get through the Department and be rejected. We could have had a situation where students were in Year 10 and the building had to be demolished.

“They are really excited, it’s created a real community spirit.”

However, Michael has relished the challenge.

Michael received more than a 100 applications for six teaching positions at the school, so the temporary nature of the accommodation does not seem to be putting off staff.

He gained experience in working at developing schools at Magdalene Catholic High, Narellan and Freeman Catholic High at Bonnyrigg.

“We have a full program of sport, we take part in district sport and debating and have co-curricula activities.

“I don’t think anyone wanted to take a $45 million risk on that.” That left St Benedict’s and its 70 prospective students stranded. “There wasn’t a lot of time. Local principals were consulted, and we’re grateful John Barrington, Principal at Mount Carmel High School was able to help.” Classes have been rescheduled at the large Varroville school to allow St Benedict’s to temporarily take over a wing. The PE storeroom is now a staffroom. A gym is now a TAS and art room, and middle school classrooms are now general classrooms for St Benedict’s. “For the sake of both schools we keep things separate. It’s important that we are distinct schools on the one site.” While the physical surrounds may not be ideal, Michael sees many advantages in the unusual set-up. “The students and the staff are really engaged with the school’s development. They feel like they are part of the

NEWSmonth – Vol 31#5 2011

Students are coming in from areas within a 100-kilometre radius of the school. “We have enrolled the full range of students but have found parents choose us for a variety of reasons: a small school can have truly personalised learning, shy students blossom more and we can cater for a variety of learning needs. “We provide not just a homeroom teacher but two tutors who focus on the child and track their learning. “We believe we offer students a chance to re-engage with learning, and this seems to appeal to parents. The travelling is the main problem the families have at the moment, but they are prepared to deal with that.” Michael says the plan is to retain the child-focused approach, even as the school expands to meet the growing area. For many experienced principals finding themselves at the helm of a

He has also spent time as the Assistant Principal at St Mary’s Cathedral College in the city, a “very traditional experience” at the school where he studied as a boy. “The Bishop had just named this school St Benedict’s when I was appointed. “Having worked locally before there is a great deal of collegiality and support from the local principals and they have been very supportive of our new venture. “The Diocese also offers a mentoring program. My mentor is a foundation principal from another Diocese. “Pam [Smith IEU Principals’ Organiser] has been out to see us quite a few times and I attended the early principals seminar, so the Union has also been helpful.” The school already has a Rep, Rick Bombadiere. “It would be easy to think that the world’s against you in a developing school, but we have the philosophy that

“Our situation creates a lot of energy in the staff and the students pick up on that. “There’s nothing to hold us back going digital, we have a 1:1 laptop environment, MOODLE being extensively used as our learning management system, a Twitter account and RSS feeds to keep parents up to date and we use cloud-based technology to publish our videos and work to the world. In an established school this might take longer to set up.” The school has now found a home at Oran Park, central to new housing developments at Catherine Field, the new Oran Park development and Harrington Grove. The Gregory Hills Estate is also a short distance away. The site will be shared with the new Catholic primary school, St Justin’s. Building work on St Benedict’s may not be finished until around 2018, but the move to demountables on the site will happen in time for 2012’s first term. “It’s challenging having to move again but its very Benedictine to both persevere and be resilient - that’s what we do,” Michael says.

15 15

www.ieu.asn.au

letters to the editor Hiroshima Day

The IEU welcomes letters from readers. Letters should be no more than 300 words in length. The Editor reserves the right to edit all contributions. Send your letters to newsmonth@ieu.com.au.

Open space revolution

I would like to draw the attention of members to the 66th Anniversary of the bombing of Hiroshima, August 6 1945 and the bombing a few days later of Nagasaki. There is a grim kind of similarity is evident in Japan today as another Japanese city is facing a nuclear catastrophe namely Fukushima. The Fukushima nuclear reactor hit by a tsunami after one of the biggest earthquakes on record is still some 4 months later suffering meltdown and spewing out radiation many times the accepted limit.The Government has ordered residents to abandon a bigger and bigger area till at present the area there is a 30 km exclusion zone. Radiation has leaked into the sea and ships are advised to avoid the area by 30 kms. The risk of Japanese products being contaminated and being a risk to workers (sailors and dockworkers) as well as to the ordinary consumer in Australia has been highlighted recently by the MUA. The pro nuclear industry has hit back and attempted to quieten any dissent about Australia’s nuclear industry from its uranium mining and its participation in the nuclear war fighting policies of the US. If one faulty reactor can cause so much grief and economic harm we can easily see what absolute havoc would be unleashed on the world if we went onto a nuclear war. Fukushima and Hiroshima have many similarities both have ground zeros, civilian causalities of enormous numbers, and victims condemned to slow lingering deaths from radiation induced cancers. The fight against the nuclear industry and nuclear war has to be reengaged this Hiroshima Day August 6.

In response to your article ‘Agile areas make front page news’ (Newsmonth, June issue), Catholic Schools in the Parramatta Diocese have undertaken what can only be considered an education revolution. Our approach is not a single program, or a strategy or a change in classroom management, but a holistic framework for rethinking the nature of schooling.

There are many events planned for Sydney and other places around NSW go to our website for information on these events.

The reason for this change lies in the purpose of schooling. Today’s workers must be able to locate, organise and communicate information. Many industries are now predicated on the premise that ‘if you don’t know how to do it, you can easily learn’.

The website is www.hiroshimacommittee.org

As teachers the website also contains resources for teachers in Secondary and Primary to teach students about the issues surrounding Hiroshima bombings.

Denis Doherty Treasurer of the Hiroshima Day Committee

Educators are acutely aware that this process of learning and relearning is as important as the product; that nurturing inquiring minds and developing critical thinkers is far more complex than just providing a skilled workforce. We believe that changing the way we deliver the curriculum is essential to this learning.

On holy ground?

We provide significant professional development for teachers based on research and proven practise from experts like John Hattie, Michael Fullan and Richard Elmore.

I read with interest the account - not unique, to be sure - of the clash in East St Kilda,Victoria, between the Islamic prayer group and their opponents (Newsmonth, March issue).

Principals know the importance of involving the community through consultation with staff and parents including a range of meetings, information sessions, materials and online forums.

Naturally I cannot be certain of that prayer group’s final goals. But you can be certain that numbers of Muslims do subscribe to the doctrine of extending sacred Islamic territory, which declares that any ground once used for Islamic worship, becomes Islamic forever.

We have also worked closely with external consultants in the management of acoustics within our learning spaces including systems for students with hearing impairment and voice care for teachers. With every revolution there is apprehension, and this has been voiced by some parents and teachers. Strangely enough, the students seem to have the least difficulty adapting to this approach. But we are early in the revolution and more needs to be done.

I am on the Ministry team of an Anglican church in South Tamworth, NSW. Our church originally met for worship (in the 1940’s) in a small building just around the corner from where we are now. That building is now a private residence. Many Muslims will tell you that there is no chance of an Islamic place of worship ever being used for anything else: it has become theirs, it belongs to their faith and it cannot be taken away.

Fortunately, we have great educators that are really pioneering the road ahead, taking the best of what we know and building on it, to make schooling an engaging, relevant and lifelong foundation for our students.

This has caused problems in London, for instance, where local Muslims forced name changes because they objected to Christian place-names.

Michael Hopley President of the Primary Principal’s Association Catholic Education Diocese of Parramatta

Rev’d Gus Batley St Peters Anglican Church South Tamworth

Could it be that this is why the Q Society had some concerns?

NEWSmonth – Vol 31#5 2011

overview

What’s the future for older workers? I

t’s a mantra that we keep hearing from government – due to the ageing population we must all keep working longer to secure our economy, writes IEU Journalist Sue OSBORNE.

Better treatment of these conditions, health promotion at work and more flexible employment, might keep people in the workforce longer.

In Australia swathes of baby boom generation teachers will reach retirement age in the next few years. A similar situation exists in the US, UK and many European countries.

So are employers responding to the looming crisis and making their workplaces more attractive to the over 45s?

The Cancer Council NSW, the National Heart Foundation and others are sponsoring the largest study of healthy ageing ever undertaken in the southern hemisphere, the 45 and Up Study. It includes more than 265,000 NSW participants, including IEU Organiser AnnMaree McEwan.

Not really, according to work and retirement expert Philip Taylor of Monash University. Professor Taylor says while some employers, particularly in the public sector, are starting to act on this issue, not enough is being done.

45 and up n Half of all teachers

are aged over 45. *

n Two out of every five

workers is over 45. *

n 10% of the over 45

age group in NSW is taking part in the 45 and Up study.

The study’s aim is to find out how to prevent common health problems and provide the best possible health care for people with such conditions.

“Many employers are seeing their workforce denuded at a rate of knots, and lots of knowledge and capability is disappearing as people retire.

Information gleaned from the study is also being used to discover why some people retire early, and what can be done to keep them in the workforce.

“Employers need to start participating in knowledge capture programs to prevent this loss.

University of Sydney researcher Dr Sabrina Pit has found that individual wellbeing has a big impact on early retirement among people aged 45 to 64 years old. She found cancer, thrombosis, depression and arthritis were the most common conditions causing early retirement for women, while stroke, cancer, osteoarthritis, depression, anxiety and heart disease were most common causes for men.

“Employers also need to invest in the health and wellbeing of their employees, and provide more support for older people to return to work after illness or injury.” Professor Taylor says he is constantly surprised by how little provision is made for carers by employers.

“While there does seem to be an interest in recruiting older workers, employers are not investing in their training. “This lack of interest in investing in older human capital is leading to people becoming deskilled and uncompetitive. “People feel that their careers are plateauing and they become demoralised and the employer loses interest in them. “Younger people are leaving university with a more modern skill set and older people feel overtaken.

Some (mainly female) workers are caring for both children and an elderly relative.

“Lifelong learning sounds like a cliché but if we really want to grapple with these issues we should not be ‘front loading’ education and aiming it just at the young.

Better leave provisions and more flexibility are needed to keep those people in the workforce.

“Instead of people thinking about how they can maximise the latter part of their career, we have a situation where they

are thinking ‘how the hell can I get out of here’?” ProfessorTaylor says workplaces need to train trainers to deal with older workers. “Some younger managers may have trouble managing older workers and they need training in that. “The attitude of some older people needs to change too. I’ve heard older people say ‘I should make way for the young,’ ‘I’m past my best’ or ‘I’m too old to learn’. “People are saying theses things when they still have another 15 or 20 years left to work. They need to get out of this kind of mindset.” Preparation for a long and healthy career should start when employees are still young, he says. *ABS statistics from 2008 census.

review Breaking Bad U

What makes this show stand out from others? The humour for one thing. While there are some very disturbing scenes in the show, there’s also a liberal dose of black humour and some great characterisations.

as Walt and Aaran Paul as his former student and accomplice Jesse Pinkman, and others, are outstanding and the show has won several Emmy Awards in the US, including best actor for Cranston.

Walt gets himself into some farcical situations on his quest to become a big time drug manufacturer.

The innovative cinematography, plus the wonderful use of the threatening and alien Albuquerque landscape, provide an added dimension.

nassuming middle-aged chemistry teacher Walter White doesn’t have much luck, writes IEU Journalist Sue OSBORNE.

Season four has just begun screening in the States.

He struggles to engage his apathetic high school students. He’s short of cash, his son has a disability, his wife is expecting an unplanned child and if that’s not enough, he gets diagnosed with lung cancer (he’s never smoked a day in his life).

After his diagnosis of cancer, Walt decides to turn his chemistry skills to a different use, namely ‘cooking’ top quality methamphetamine for the illegal drug trade, with the aim of providing enough money to cover his medical bills and provide for his family if he dies.

That’s when Walt’s life takes a dramatic turn, with far reaching consequences.

Walt’s intentions may seem worthy, but as the results of his actions play out, they become increasingly devastating

His brother-in-law, who just happens to be a Drug Enforcement Agency officer, (he actually inspires Walt to become a drug dealer in the first place) provides a lot of comic asides.

This is no black and white morale fable though - it’s left up to the viewer to make their own judgments.

The performances by Bryan Cranston

Breaking Bad is an American TV show produced byVince Gilligan and screened on cable channel AMC. In Australia it has been broadcast by ABC Television.

NEWSmonth – Vol 31#5 2011

If you haven’t caught the show yet, it’s highly recommended.

However, this character develops more depth as the show progresses.

I can’t wait for series four – the ABC has got the rights but has not announced when or if they’ll be screening it. Series 1-3 are available on DVD from the usual outlets.

www.ieu.asn.au

Whatever the event, a Welcome to Country or Acknowledgement of Country provides an opportunity to recognise and respect the Traditional Custodians of this nation. This guide is produced by the Independent Education Union of Australia and authorised by IEUA Federal Secretary Chris Watt. Original artwork by Lisa Buxton

“Acknowledging Country is a significant recognition of the guardianship of Australia by the traditional owners and shows our respect for their continuing role. As educators it is important that we provide leadership in this public recognition” Diat Callope, IEUA Indigenous Officer

Cultural significance of ‘Welcome to Country’ and ‘Acknowledgement of Country’ Australia is made up of many different Indigenous clans or groups, each having their own country, culture, language, beliefs and customs. Aboriginal and Torres Strait Islander people have a unique relationship to the land. This involves a responsibility to look after the environmental and spiritual wellbeing of their Country. Traditionally, when Indigenous people travelled they would not enter another’s Country until they were welcomed by the Traditional Owners of that land. Welcome to Country: Welcoming people to Country is a traditional practice, which has special significance. The Welcome to Country should only be delivered by the Aboriginal people in their own local homelands and community. This could be an Elder, and adult or a child who belongs to that country. Acknowledgement of Country: This can be performed by Aboriginal and non-Aboriginal people, both children and adults.

Why should I perform this ceremony? w Respect, responsibility, understanding, knowledge, relationships, history. w Encompassing Aboriginal acknowledgements and ceremonies into official events and daily proceedings provides opportunities to recognise and pay respect to Aboriginal peoples’culture and heritage. It also communicates to the broader community the cultural heritage of Aboriginal peoples and promotes mutual respect and understanding.

When do I do a ‘Welcome to Country’ and ‘Acknowledgement’? w ‘Welcome to Country’ is performed at the commencement of any gathering by the local Aboriginal people of that Country. w ‘Acknowledgement of Country’is also performed at the commencement of a gathering, meeting and/or function by the chairperson, speaker, and Elder and/ or Student. Where the name of the Traditional Custodians is known, it is specifically used. Where it is not known, a general Acknowledgment is given. Acknowledgment may also be made by other speakers during the meeting.

Where do I get advice? When planning an event you are recommended to consult with Aboriginal staff within your school or workplace and the local Aboriginal organisations in your community, and/or the Aboriginal and Torres Strait Islander Education Consultative Groups in each state or territory to provide advice on: the Traditional Custodians of the specific lands the appropriate level of Aboriginal recognition the appropriate ceremonies and performances

Example of a Welcome to Country As a representative of the _______________people of this land, I would like to welcome you to our Country and pay respect to our Elders who have gone before us and those who are present here today. I would also like to recognise our non-Indigenous people who have joined with us today. ExamplesofandAcknowledgement of Country: I would like to Acknowledge the __________people the Traditional Custodians of this Land. I would also like to pay respect to the Elders both past and present. I would like to extend that respect to other Aboriginal people and / or colleagues present today. I would like to respectfully Acknowledge the ____________ people who are the Traditional Custodians and First Peoples of the land on which we stand. I would like to show my respect and Acknowledge the Traditional Custodians and First Peoples of the Land on which this meeting takes place.

How do I respectfully address and perform this ceremony? The ‘Welcome to Country’ and ‘Acknowledgement of Country’ given below are only examples of what someone could say if addressing any formal or informal gathering. These examples can be used as a guide or a starting point and people are encouraged to develop their own meaningful words that are relevant to that gathering.

NEWSmonth – Vol 31#5 2011

overview

super

IEU

From little things big things grow

foodie

Tara de Boehmler IEU J ou r n a l i s t

“The fact is all the senses are being used.”

Clare says she is currently involved in three kitchen garden programs in the Diocese and other schools are coming on board, with support from Catholic Earthcare Australia and local councils. In Blacktown, Council provides worm farms and composting facilities and holds workshops at schools on how to use them.

eing outdoors together, cooking and sharing a meal is a great conversation starter, as young participants in the Parramatta Diocese’s kitchen garden program can attest. IEU Member Clare Maloney tells Newsmonth how a simple stir-fry can boost language skills. For the past 21 years Clare has worked within the Parramatta Diocese as an itinerant teacher for student with oral language delays. Teaming up with a speech pathologist and learning support teams, she visits kindergarten and early primary students, where their lessons with a difference are much anticipated. “Instead of just seeing students separately we like to see them in groups in the natural environment because this is where they feel safest, happiest and most relaxed.

Blacktown’s St Patrick’s Primary School students recently got together and made a seasonal green vegetable stir-fry (see recipe), which was a hit with the taste buds. It is no wonder even children without oral language needs have been asking to join the program.

“The gardens are something they have created where they watch their plants grow and change. They might tell us about it — which garden or plant is theirs — then they learn they can take the vegetable and cook it up and eat it.

“The majority of the students we see have a language problem but we also group them up with students who have average and good language skills and some of them are older, including some students in Years 5 and 6.

“The cooking side of things is important as they’re following instructions, learning practical skills and problem solving on the spot. Then they sit around eating, chatting and enjoying social interaction.”

{

Labour Bites

“The fact is that all the senses are being used in the garden and kitchen. Such

Stir-fried Green Vegetables Ingredients

tactile and visual activities really do stimulate good conversation!” Clare says the program provides learning by doing. “Our main aim is that we give students the opportunity to talk and listen to each other, to interact and feel comfortable and safe, with something meaningful to say – to give them a voice. “The off-shoot is that we are teaching students to grow fresh food, prepare and eat it, to be economical and to care for the Earth.”

Resources

w www.kitchengardensinschools. blogspot.com w www.catholicearthcare.org.au

300 grams of beans and/or snowpeas 1 teaspoon of sesame oil 2 tablespoons peanut oil 2 teaspoons of grated ginger (optional) 8 green shallots or chives 500 grams of spinach, chopped 300 grams of bok choy 200 grams of broccoli or any other green vegetable available. 1 tablespoon teriyaki sauce 1 tablespoon soy sauce 1 tablespoon of mild sweet chilli sauce (optional) 2 tablespoons of coriander.

Method Heat oils in wok or large frying pan; stirfry garlic, ginger and shallots until soft. Add beans/snowpeas, spinach, bok choy, broccoli or any other green vegetables available. Stir-fry until bok choy just wilts. Add sauces; stir until hot. Serve sprinkled with coriander if desired. Serves 4

The IEU website (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.

Stung British singer Sting has cancelled a concert in the Kazakh capital Astana after human rights group Amnesty International informed the former Police front man about what it described as a ‘crackdown’ on oil workers there. Several thousand workers at UzenMunaiGas, a unit of a London-listed oil producer, went on strike on 26 May, saying their salaries had been cut and their lawyer imprisoned on false charges. The company has called the strike illegal and a spokesman said that around 250 employees had been fired for breaching their contract terms. Sting described the treatment of the Kazakh workers as “unacceptable". Hunger strikes, imprisoned workers and tens of thousands on strike represents a virtual picket line which I have no

NEWSmonth – Vol 31#5 2011

Left and above: St Patrick’s Primary, Blacktown, students create a seasonal stir-fry.

intention of crossing,” he said in a statement. “The Kazakh gas and oil workers and their families need our support and the spotlight of the international media on their situation in the hope of bringing about positive change.”(Source: Reuters)

The Colonel’s secret recipe Three Thai KFC employees who were fired after trying to form a labour union have petitioned the Labour Relations Commission for mediation. In their petition, the three accused Yum Restaurants, the operator of the KFC fast food chain, of dismissing them unfairly after they joined with other workers in demanding better pay and welfare, including asking permission from their employer to establish a labour union. About 266 employees of Yum Restaurants, including the three

complainants, recently signed a petition highlighting their plight, which they submitted to the company.

In making his announcement Nutter said the bill would put city businesses at a competitive disadvantage.

One ex-manager who worked for KFC for 16 years said the company refused to listen to them.

“It would put thousands of jobs at risk and discourage businesses from coming to the city,” Nutter said.

Since their plight was made public, KFC has made some improvements to employees’ remuneration and other benefits related to the demands of the 266 staff, but this is seen as a cynical move.

“I do not believe that this is the time or the place for this piece of legislation, and certainly not during this recession. “

Critics say the sackings reflected the company executives’ disrespect of the 1975 National Labour Relations Act. (Source: Bangkok Post)

Your illness, your problem Michael Nutter, the Democratic Mayor of Philadelphia, has rejected a bill that would require most city employers to provide paid sick leave.

Under the legislation, businesses with 11 or more employees would have to allow workers to earn up to seven sick days a year. Companies with 10 or fewer workers would have to offer four sick days. Without the legislation vulnerable, low-salary employees will continue to either come into work and spread their illness or take a day off without pay if they or their children are sick. (Source: Philadelphia Daily News)

www.ieu.asn.au [ report from ] Independent Schools

[ report from ] Principals Branch

Michelle Omeros Vice President, Non Systemic Schools

Pam Smith Branch Organiser

Sign of the times

aving worked in a Greek Orthodox College for the past 19 years, it always saddens me when I see the signs outside public schools stating that public schools build better education. What is the purpose of schools competing by using such slogans? Instead, all schools should be more concerned with providing quality education for their own students in a caring and safe environment. All students are special and we cater for their needs in all of our schools; whether they be public, Catholic or independent. Our schools and staff are special. The debate that one is better than the other is both hurtful and unfounded. Let’s celebrate what each of our schools has to offer. At St Euphemia College we are a community school that provides quality education in keeping with the Orthodox faith.

Meetings highlight key issues We are doing our best to nurture and educate the children in our care, in order for them to grow up into responsible young adults. However, I am sure that in our neighbouring public, Catholic and independent schools, that they are doing the same. All school sectors have a need in our society. Let’s be proud of what each school provides to our Australian children. We are a culturally diverse society; we have the freedom to follow our traditions and religions. We need more tolerance when it comes to the diversity of our schooling sectors; thereby allowing parents, students and staff to choose a school that satisfies their needs, without recrimination for the others. A change in perception is up to all of us. Let’s move forward together.

recent focus for the IEU Principals’ Branch has been meeting with Catholic sector principals in the Parramatta and Broken Bay Dioceses and in the Sydney Archdiocese’s Southern Region. These meetings included discussions on the next industrial agreement for Catholic sector principals and a range of education and professional issues such as the Australian curriculum, the National Principals’ Standard, teacher registration and accreditation maintenance issues, and national partnerships. Issues raised by principals in discussion of a future agreement included: n primary/secondary pay parity n a review of enrolment bands for principal and assistant principal salaries and for staffing allocation, and n enhanced recognition of experienced principals. Principals have welcomed the Federal Government’s announcement of equity

initiatives such as additional funding for students with a disability and for the employment of additional Indigenous teachers. Five NSW and ACT schools are also part of the National Indigenous Education Action Plan’s 2011 ‘focus schools’ group. Forthcoming IEU principals’ gatherings include: n Maitland-Newcastle joint IEU/CSO seminar, 29 July, on dealing with difficult situations n Bathurst Diocese principals’ meeting, 11 August n Sydney Inner West principals at Burwood, 18 August n Wilcannia Forbes Diocese principals at Forbes, 24 October (tbc), and n Wagga Diocese principals, 2 November. A teleconference for independent sector principals is scheduled for 30 August. The Term 3 Principals’ Branch meeting will be held at the Union’s Parramatta office on 10 September.

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overview

{ Shorts

eel like travelling but the budget is a bit tight? Don’t despair, visit the innovative 52 Suburbs photography exhibition and join Louise Hawson on her quest to photograph a different Sydney suburb each week for a year (see above). This exhibition is billed as reaching beyond clichés and capturing beauty in an unconventional way. It’s on at the Museum of Sydney until 9 October 2011. http://www.hht.net.au/ museums/mos

n n Australia with 22,548 refugees and people in refugee-like situations, ranks 47th in the world, compared to Pakistan (1,740,711), Iran (1,070,488), Syria (1,054,466) Germany (593,799), Jordan (450,756), Kenya (358,928), Chad (338,495), China (300,989), USA (275,461) and UK (269,363). Many readers will be familiar with the crucial work the Edmund Rice Centre (ERC) has done in the past with asylum seekers. The ERC has produced a document 10 Essential Facts About Asylum Seekers in an effort to increase community understanding about the issue. ERC is asking that people download the fact sheet and email it to family, friends, colleagues and acquaintances: http://bit.ly/ruKWFQ

n n n New amendments will significantly strengthen Australia’s Sex Discrimination Act, particularly by prohibiting direct discrimination against male and female employees on the ground of family responsibilities. They also increase protection against sexual harassment in workplaces and schools and prohibit sexual harassment conducted by way of new technologies. An Age Discrimination Commissioner will also be responsible for raising awareness of age discrimination, educating the community about the impact of age discrimination, and monitoring and advocating for the elimination of age discrimination across all areas of public life. Source: http://bit.ly/jgRU14

n n n n If all the controversy around climate change is leaving you in need of serious science it’s time to visit Australia’s own greenhouse gas monitoring station at Cape Grim (we hope the name is a misnomer). Cape Grim is part of an international network for monitoring climate gases. The graph, updated regularly, shows just how much carbon dioxide has increased. The latest reading has it at 387 parts per million compared to 1976 where it was at 330ppm. Concentrations of methane and nitrous oxide at Cape Grim have also increased significantly since 1978 by about 20% and 8% respectively, mostly caused by human activity. This is a great place to get science, not hyperbole. http://www.csiro.au/greenhouse-gases/

Want to win $15,000 for your school? G

enerationOne and the Australian School of Performing Arts want your school to get involved in the Hands Across Australia School Competition. The national competition wants to get young Australians actively involved in the initiative to end Indigenous disparity in one generation – this generation. The competition is open to all Australian schools, whether you have Indigenous students or not. The Hands Across Australia School Competition encourages schools to perform and film their own version of the GenerationOne theme song Hands Across Australia, or create their own song

NEWSmonth – Vol 31#5 2011

or rap which addresses their response to Indigenous disparity. Winners of each category will receive $15,000. In an initiative to promote the competition and to encourage schools to include Indigenous Australian issues as part of the school curriculum, every school in Australia has received a competition pack. The pack includes an interactive DVD containing the Hands Across Australia song as well as educational resources that teachers can use in the classroom to help motivate students to get involved. Call 1800 216 776 to get a pack.

2011 IEU Race Day

Contact Helen Gregory 9779 32 00 or 1800 46 7 943 to or email ll free immedia : helen@ieu.as n.au tely to re serve yo Confirm ur place ation an . d tickets forwarde will be d payment. only on receipt of Cre are acce dit card paymen pted by telephon ts e.

Wednesday 28 September, 2011 at Canterbury Park Racetrack The NSW/ACT Independent Education Union invites members and friends to once again join us for our race day. As is tradition, the entire sevenrace program, including the IEU Cup, will be sponsored by affiliated organisations only. Organise a group from your school, education facility or organisation. Group bookings are available for tables of 10 or more but any seating configuration can be arranged.

The cost of $65 per person includes:

Admission, members’ stand tickets, race book, buffet luncheon and drinks (wine, champagne, soft drinks and beer) served during the lunch period (2.5 hours)

Buffet Menu

Hot and cold entrees, quality buffet meats, chicken, salads, bread and a choice of desserts and cakes with tea, coffee. Vegetarian options available

If you haven’t already been a part of the IEU race day, then you don’t know what you’re missing! It’s a great fun day for members with prizes for both men and women, including best dressed, best hats, best ties and shoes. Talk to your colleagues and arrange a table.

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Bernard O’Connor NGS Super

Absolutely Super: Super safety

t is generally acknowledged that superannuation savings represent the second largest asset an individual possesses.

The Assistant Treasurer, Bill Shorten, met with affected members of the fund and the government has subsequently declared the scheme to be a fraud.

With the increasing maturity of the compulsory system (currently 19 years of super guarantee) this will become more obvious.

The total theft is estimated at $125 million and since parts of Trio were registered under the Superannuation Industry Supervision Act, it was determined that $55 million would be paid in compensation to the affected members.

A common and reasonable question asked by members, therefore, is ‘How safe is my super’? Super fund members were indeed shocked by the GFC and the two years of negative returns as many of them considered super as safe as money in the bank, totally overlooking the fact that a large part of their super was likely to be invested in the share market. Clearly double digit returns, and there have been many of them, do not usually come from cash. One huge positive for the Australian superannuation system is that for most industry fund members their accumulated super is fully funded. That means the money has actually been paid to the fund and it is the fund’s fiduciary duty to invest it well, and safely, for the member in accordance with their choice of investment option. But what happens in the case of a default of a fund resulting from poor corporate governance or fraud? A case in point is the collapse of Trio Capital, an Albury-based fund manager. Hundreds of investors invested large sums of superannuation money on advice in Trio which allegedly put the money into two offshore hedge funds registered in the Caribbean. The Australian Prudential Regulation Authority (APRA) raised concerns about the manager and the valuation of the hedge funds in question but it appears that no action was taken until the fraudulent activities of Trio Management were exposed in 2009. By this time Trio Capital had collapsed and charges were laid against Trio’s investment manager with orders barring other officers from dealing with superannuation matters.

Significantly, investors who poured money into Trio as part of their selfmanaged super fund (SMSF) were ineligible for any compensation as the government reasoned that it was their own responsibility to investigate and understand where their money was going.

NEWS month 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. Produced by: Wendy Rapee, Tara de Boehmler, Sue Osborne, Helen Gregory.

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 to Kayla Skorupan 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.

So, who pays for the Trio debacle? To make up the losses, other regulated superannuation funds are required to pay a levy to the government based on the size of each fund. The $55 million in government compensation will be funded by other regulated superannuation funds to ensure that members who were part of the APRA regulated Trio fund are compensated for the fraud. Obviously solid corporate governance coupled with fraud prevention via stringent risk management are the best tools to keep our superannuation safe and to prevent another Trio Capital default for which the industry as a whole must pay. 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 independent advice from a licensed or appropriately qualified financial adviser.)

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

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

Vice President ECS

Albury Preschool Kindergarten Francis Mahanay Vice President, ACT

Holy Family School, Gowrie, ACT Peter Moore Financial Officer

De La Salle College, Cronulla Marie MacTavish Financial Officer

St Joseph’s Primary School, East Maitland

NEWSmonth – Vol 31#5 2011

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Give Aways

To enter one of these giveaways put your name, membership number and current address on the back of an envelope addressed to Newsmonth Giveaway 1, 2 or 3 - NSW/ACT IEU GPO Box 116 Sydney 2001 by Friday 19 August. Please note envelopes received that have not been clearly marked with which giveaway they are entering will be disqualified.

Giveaway 3 The Critical Friend: Facilitating Change and Wellbeing in School Communities By Helen Butler, Andrea Krelle, Ian Seal, Lea Trafford, Sarah Drew, John Hargreaves, Ruth Walter and Lyndal Bond ACER Press ISBN: 9781742860084 Three copies to giveaway

Giveaway 1 Moby Duck By Donovan Hohn Scribe ISBN: 9781921844348 Three copies to giveaway Upon hearing of the mysterious loss of 28,000 bath toys in the ocean writer Donovan Hohn set about finding out what had happened to them. This journey brought him into contact with the “secretive world of shipping conglomerates, the daring work of artic researchers, the lunatic risks of maverick sailors and the shadowy world of Chinese toy factories”. This well reviewed book also answers questions like: ‘How much cargo vanishes at sea? Where does it go? How much of it is hazardous’?

Giveaway 2 Machine Man By Max Barry Scribe Publications ISBN: 9781921844263 Three copies to giveaway This novel by Australian writer Max Barry officially blew John Birmingham’s mind. It’s about scientist Charles Neuman losing a leg and finding a new one via his employer, military contractor Better Future. Charlie “begins to build parts. Better parts. Charlie’s prosthetist Lola, is impressed by his artificial limb. But some see him as a madman. Others a product. Or even a weapon”. Find out why this book has been billed as a“gruesomely funny tale about one man’s quest for the ultimate in self-improvement”.

What is a ‘Critical Friend’ and why do schools need them? This book draws on findings from three intensive, school-based research initiatives and demonstrates how “positive change in students’ social and emotional wellbeing and connectedness to school is promoted through teachers’ professional learning, with a focus on supportive school environments”.The book helps identify needs, foster the process of change and provides activities, tips and tools that have been developed over many years.

We’re here to help you! NGS Super provides professional and informative workplace presentations on how to make the most of your super. These free presentations aim to demystify super as well as providing an opportunity to ask questions. So what are you waiting for? Contact NGS Super and book in for a presentation at your workplace today. www.ngssuper.com.au 1300 133 177

NGS Super Pty Limited ABN 46 003 491 487 This is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess your individual circumstances, read the PDS for any product you may be thinking of acquiring and consider seeking professional advice.

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