The newspaper of the NSW Independent Education Union and the NSW/ACT branch of the IEUA (vol 34 #6) September 2014
Print Post: 225007/0002 – ISSN: 0728-4845
AIS dispute resolved p2
Are you being paid correctly? p5
Equal pay gap growing p10
STOP PRESS
Teacher Accreditation Amendment Bill – a mixed bag “For the first time early childhood teachers will be accredited, a move welcomed by the Union as a recognition of their status and professionalism.” John Quessy IEU General Secretary
The NSW Education Minister Adrian Piccoli has introduced a Bill into the Parliament to amend aspects of teacher accreditation in NSW. The purpose of the Bill is to introduce a number of policy decisions arising from the State Government blueprint Great Teaching Inspired Learning (GTIL). Very little in the proposed legislation is unexpected but the IEU has concerns
about some aspects and will seek clarification of a number of issues. The Bill is yet to be debated in the Lower House and is subject to possible amendment in the Upper House. The Bill requires all teachers to be accredited, including those who were teaching prior to October 2004 but does not address how this will happen beyond a process of ‘recognition’. For the first time early childhood teachers will be accredited (timing unknown at this stage), a move welcomed
by the Union as a recognition of their status and professionalism. We hope that both Federal and State Governments might support this status by providing the funding necessary to see that these members are paid as professionals. At long last some inadequacies of the original legislation (such as extensions to the accreditation and maintenance of accreditation timelines) are addressed. The capacity for teachers to ‘put on hold’ their accreditation while on extended leave is also a feature.
60 years strong In September 1954 the Assistant Masters Association was formed. That date marks the beginning of an evolution that saw the Union expand its membership from a few hundred male teachers in GPS schools to a significant and influential body representing all staff in non-government schools, with 33,000 members and counting in NSW and the ACT. Find out more about how the IEU became your voice over the past 60 years on pages 12 -13.
While there is plenty to support there are a number of disturbing modifications to such things as the revocation of accreditation and at first glace the capacity to appeal unfavourable accreditation judgments seems very weak indeed. A fuller report will be provided in the next edition of Newsmonth and on the website as the Bill makes its way through the Parliament.
Christian bargaining commences
Christian Schools Australia and Christian Education National have issued bargaining notices to member schools. Formal bargaining has commenced. The Union is rejecting the erosion of conditions and seeking salary improvements in line with other sectors.
www.ieu.asn.au on the ground
‘I Care, Do You?’ Gloria Taylor Deputy Secretary The IEU is engaged in a major campaign calling upon the Federal Government to provide additional funds for the education of students with disabilities (SWDs). The new funding model for schools that commenced in January 2014 continues to fail our students with disabilities. Funding inadequacies remain a major barrier to the provision of essential resources, individual support and access to professional expertise, therefore compromising quality education for these students. Background The Union’s long-standing campaign for better funding for students with disabilities escalated during the Gonski Funding Review of 2010 and 2011. During this school funding campaign the IEU sought the following: “The full
costs of meeting the educational needs of students with disabilities, as defined by the Disability Discrimination Act (DDA) and assessed, should be funded by federal and state government regardless of whether the student attends a government or nongovernment school.” The final report from the Gonski Review of Funding for Schooling (2011) agreed with IEU members and the evidence of school communities and recommended significant funding for students with disabilities regardless of where they were enrolled: “The students will disability loading should be publicly funded as an entitlement, irrespective of the type of school the student attends or its school SES”. What happened? The previous Federal Government and the current government failed to act on this advice and as a consequence failed these students, their families, teachers and school support staff. Students with disabilities attending non-government schools remain significantly under-funded compared to a student with the same learning adjustment needs attending a government school. The gap in funding
can be over $40,000 per student per year in the case of SWDs with highlevel support needs who may require, for example a full-time aide or Auslan interpreter. The Coalition has made only a limited commitment to the new funding model and it is unlikely that the majority of schools will receive the greater part of the additional funding that had been proposed. There are significant flaws in the implementation of funding for SWDs. Further there is a delay in the collection of data on SWDs that would enable an agreed definition of disability to help identify appropriate funding loadings. Further the Price Waterhouse Coopers Review into SWD Expenditure is limited to only measuring how the students are currently funded and not considering actual needs. The IEU ‘I Care, Do You?’ campaign calls on all parliamentarians to take a stand on this issue and the Federal Government to commit substantial and adequate resources to meet the needs of students with disabilities in the 2015 budget. To find out what you can do to assist, see www. educationforall.com.au/index.php/ campaign
“The previous Federal Government and the current government failed to act on this advice and as a consequence failed these students, their families, teachers and school support staff.”
Independent school dispute resolved in NSW Carol Matthews Assistant Secretary The Union has resolved the long running dispute with over 200 NSW independent schools about the terms of the next round of MultiEnterprise Agreements (MEAs) to apply to teachers and support and operational staff from 2015.
The parties issued a Joint Statement, signed by Association of Independent Schools (AIS) Executive Director Geoff Newcombe and IEU General Secretary John Quessy on 5 September about the deal. The consent position emerged as a result of widespread member discontent about the previous offer and in response to the deal between the Palmer United Party and the Federal Government that will see the scheduled compulsory superannuation increases deferred for at least seven years. Previously increases in superannuation of 0.5% were scheduled from each of 1 July 2015 and 1 July 2016. The MEA outcomes are modest but aligned to outcomes in other sectors.
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Outcomes Teachers • 2015 – 2.5% One Off Payments (OOPs), including 2.25% as cash and 0.25% paid into super • 2016 – 2.3% pay rise from February, and an 0.2% OOP paid as cash or into super. Support and Operational Staff • 2015 – pay rise of 2.25% from February plus an OOP of 0.25% giving a total of 2.5% • 2016 – pay rise of 2.3% from February plus an OOP of 0.2% paid as cash or into super. In addition to the improved rates of pay in the MEAs, as a result of the Union’s
earlier ‘no’ campaign, in a number of schools members have been able to achieve improved side deals that provide for higher rates of pay and sit along side the MEAs. The Union will seek to finalise all side deals and check with Union Reps that they reflect members’ understanding, prior to the vote. The Union anticipates that the revised MEAs will be circulated shortly in schools. The deal does not apply to teachers in ACT independent schools and the Union has been seeking further information from the AIS about the proposed teachers MEA to apply in the ACT.
www.ieu.asn.au on the ground
Slow progress, but progress John Quessy General Secretary Members in Catholic systemic schools should note that their recent stop work actions and other protests have sent a loud and clear message to employers. Negotiations between the Union and the CCER have been continuing over recent weeks with some signs of progress towards a new enterprise agreement. These discussions are on a ‘without prejudice’ basis and as such there is not at this time a list of ‘agreed’ matters. In respect of any new agreement nothing is final until everything is final and the IEU continues to be “cautiously optimistic”. Member determination has made it clear that major issues like promotions positions must be satisfactorily resolved and steady progress on the classification of General Employees (Support Staff) is emerging. We are confident also that those aspects of work practices currently embedded in the existing agreement can be retained. Negotiating the inclusion of core elements like RFF, hours of work and
the like are unfinished business and will form part of ongoing meetings. We have begun also to consider different pay structure models with reference to accreditation levels and how any change might impact on existing relativities between four-, five- and even six-year trained teachers. There is much to resolve in this debate. At this stage there is no concrete salary offer for teachers in the ACT and the exclusion of early learning centres from the proposal tabled in April is of particular concern to those members affected, to IEU Officers and the membership at large, as it highlights the ease with which small pockets of workers can be sidelined and left vulnerable. We have made it clear that we are not prepared to leave them so exposed. Initial consideration of support for the induction and mentoring of teachers in their early years is underway as is finding an agreed process by which those teachers currently exempt from accreditation (pre-2004 teachers) will transition to accreditation at proficient level. The introduction of the Teacher Accreditation Amendment Bill to the NSW Parliament (see page 1) will further inform these discussions. There are new items relating to accreditation and reaccreditation of teachers, which ought
not to be contentious, but which will require further considerations. That said there are numerous issues which have either not yet been addressed or where there is significant distance between the Union and employers. IEU Industrial Officers are well placed to pick through seemingly innocuous clauses for issues which whether intended or not can have disadvantageous consequences for employees. The process of agreement making is slow and at times tedious, but we know that to our members a result that provides certainty and enforceability is essential. We know also that members refer frequently to their agreement and need a document that is well organised and readable. Until recently Catholic employers have been silent on renegotiating an agreement for principals. While at this stage there is no proposal on the table we have responded to correspondence from CCER to set dates to begin those discussions. Assistant Secretary Pam Smith will keep principal members advised of developments. I have no doubt that the ongoing protest by members has made this move to constructive dialogue possible. IEU members have made their position on the issues of fair, consistent and enforceable conditions clear.
“IEU Industrial Officers are well placed to pick through seemingly innocuous clauses for issues which whether intended or not can have disadvantageous consequences for employees.”
Schools need certainty What’s the thinking behind the proposed agreement for Catholic systemic schools?
Mark Northam Assistant Secretary The flavour of deregulation in the proposed CCER enterprise agreement permeates the document. The employers’ view that solutions will emerge at a local level to complex industrial scenarios is flawed. Schools thrive on predictability and certainty. To portray a 30-minute uninterrupted lunch break, caps on class sizes and regulated meeting times as being reflective of the 1970s demeans the endeavors of negotiators (both Union and employer) and
is dismissive of Union members seeking certainty in the workplace. In a low pay rise climate the alacrity for removing conditions was alarming. Workplace and job redesign have been put forward as vital to the wellbeing of schools by employers. Redesign is a constant in education. Agendas do alter but industrial understandings provide boundaries. The imperative in the proposed document emanates from the Australian Institute for Teaching and School Leadership (AITSL) and the Board of Studies, Teaching and Educational Standards (BOSTES). It is worth unpacking what AITSL prescribes. Section 77(2)(a) of the Federal Education Act, with respect to enhancing principal and teacher performance and professional development, says "implement the Australian Teacher Performance
and Development Framework and provide access to ongoing professional development consistent with the Australian Charter for the Professional Learning of Teachers and School Leaders". BOSTES as the authority implementing Great Teaching, Inspired Learning is waiting upon the passing of legislation (in coming weeks) to underpin the incorporation of Teaching and Educational Standards into what was the Board of Studies. The state legislation will cement in place the ‘recognition process’ by which the pre-October 2004 teaching workforce will move into BOSTES on January 1, 2018 and the accompanying expectations regarding standards, undertaking appropriate professional development and engaging with the five-year BOSTES cycle. These two significant imperatives demand an industrial response. The CCER document grappled with AITSL and
BOSTES and the consequent development of a standards-based remuneration structure. Unfortunately they over extended into areas not linked to what state and federal governments are seeking. While acknowledging the reality of a changing educational landscape, the employers saw fit to dismantle industrial understandings accepted for decades. Member action was swift and statewide. IEU members demanded their conditions back. The notion of flexibility equating with progress and that deregulation is somehow a panacea was rightly rejected by members. The Union is developing specific clauses to ensure BOSTES processes and the demands of AITSL can be readily implemented in a uniform manner across the 11 NSW and ACT dioceses. Deregulation will not achieve this. Demand a fair workplace. newsmonth - Vol 34 #6 2014
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www.ieu.asn.au on the ground
Government sets out NAPLAN agenda Sandra White IEU Organiser Last month the Federal Government responded in Parliament to the recommendations from the Senate Education and Employment References Committee Report into the Effectiveness of the National Assessment Program— Literacy and Numeracy. The Government responses indicate where NAPLAN is headed, and it looks like a growth curve rather than any shrinking of the testing regime. Committee Recommendation 1: a quick turnaround of test results should receive the highest priority in the design of NAPLAN Online. The Government agreed in principle with this recommendation and said it is committed to delivering NAPLAN test results faster, as this will enable schools and parents to quickly access the diagnostic elements of the test, and develop appropriate intervention strategies to support and extend students’ literacy and numeracy capabilities. The rationale for delivering NAPLAN testing online includes that there will be a significant reduction in the time taken to provide feedback to schools, students and parents. Committee Recommendation 2: when designing adaptive testing for NAPLAN Online the needs of students with disability are taken into account. The Government agreed with this recommendation, and supports adjustments to the standard way a test is delivered and undertaken. As far as possible, online assessment for each
student with accessibility requirements will replicate the arrangements currently in place for that student in daily classroom assessment activities. Committee Recommendation 3: when designing adaptive testing for NAPLAN Online the needs of students from a nonEnglish speaking backgrounds are taken into account. The Government agreed with this recommendation. It said all proposed test items currently undergo quality assurance that takes cultural background into account, including students from a non-English speaking background. This will continue in the development of NAPLAN test items in an online environment. Committee Recommendation 4: that ACARA closely monitor the use of NAPLAN results to ensure results are published to assist the Government to deliver extra, targeted funding to schools and students who need more support, rather than the development of league tables. The Government noted this recommendation. It said it supports the fair and responsible publication of NAPLAN results, and does not support the development of league tables. It said a key purpose of NAPLAN is to provide information for all Australian governments to underpin school improvement and target funding where it is most needed in Australian schools. The Australian Greens Recommendations: 1: that, if publication of individual school results on the My School site continues,
the Government remove the functionality that enables ranking and comparisons of individual school results. The Australian Government did not agree with this recommendation. 2: that in the event that functionality for the ranking and comparisons of individual school results is removed from the My School website but improper and detrimental use of NAPLAN data continues (such as the creation of league tables) the Government remove the school-level data, in accordance with their prior policy position. The Australian Government did not agree with this recommendation. 3: that the Government clarify the purpose of NAPLAN testing, particularly with regard to its use as a diagnostic assessment, and adapt the structure and any publication of the data to align with the stated purpose. The Australian Government did not agree with this recommendation. 4: that the Government provide further support and training for teachers and schools to analyse the NAPLAN data and devise individual educational programs to assist students to ensure the resources used to run the tests and create the data are not wasted. The Australian Government noted this recommendation, but said teacher professional development is the responsibility of state and territory governments.
5: that the Government consult with schools to determine the best time of year to hold the annual tests in light of discussions around the purpose of the testing. The Australian Government did not agree with this recommendation. 6: that NAPLAN Online uses the advantages of the medium to test a broader scope of knowledge within literacy and numeracy, more accurately reflect classroom learning styles and incorporate questions which encourage lateral and creative thinking from students. The Government noted this recommendation, and said work is underway to determine the scope and scale of the test delivery system features, including the use of technically enhanced items, including multimedia stimulus material when NAPLAN goes online. Tailored test design is under consideration. It ‘branches’ students through test pathways depending on their ability level, and enhances the testing context and student engagement. The increased number of items in this test design also provides an opportunity to broaden and enhance the coverage of the Australian Curriculum in NAPLAN testing. 7: that ACARA actively consults with teachers and academics experienced in teaching students from language backgrounds other than English to scrutinize the tests for cultural assumptions and inappropriate content and styles of questioning. The Australian Government noted this recommendation.
iBook Reps Manual – now available The ibook Reps Guide to Enterprise Bargaining is here, IEU Organiser Marilyn Jervis writes. The ibooks have been developed with the assistance of funding from the ACTU and will provide reps and others with up-to-the minute information and bargaining requirements. Five books will ultimately be developed: Book 1 Fundamentals of Bargaining
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Book 2 A Step by Step Guide to developing your agreement Book 3 Yours Rights and Responsibilities in the bargaining process Book 4 Workplace Consultation Book 5 Workplace Meetings Books 1 and 2 are available for download now. Follow the link https://itunesu.itunes. apple.com/enroll/HE6-J5S-B2E and this will
take you to iTunesU where you can download the iBooks directly to your ipad. If you don’t have an ipad the books can be downloaded as a PDF file to your android device or desktop. Keep tuned for news of further releases.
www.ieu.asn.au on the ground
Rep’s spotlight
Knowledge is power Sue Osborne Journalist Central Coast Grammar School Rep Bill O’Connell is not an obvious candidate for a union activist. His father, a dedicated DLP member, always thought unions were “all communists”. Before becoming a teacher, Bill ran his own cleaning business, and he had a few runins with the ‘Missos’, the Liquor, Hospitality and Miscellaneous Workers Union, now known as United Voice. “I had the union coming in and standing on the desk ordering me around. But we worked
it all out in the end. I was never anti-union.” Despite these experiences, soon after starting his career as Ancient History and Studies of Religion Teacher at Central Coast Grammar in 2000 Bill became the IEU Rep. “I always had a well-developed interest in industrial relations and social justice. I saw the IEU was worthwhile straight away. “The IEU is not just an industrial organisation, it looks at the educational side of the industry and offers advice and professional development. It also campaigns on social justice issues. “I feel like I’m part of a professional association.”
Bill is also Vice President of the Central Coast Branch and enjoys attending Union Council meetings. “I like to hear and talk to members from other schools in my area, mainly Catholic people, and getting to know the Organisers and Executive. “You see how the Union operates at Council. Knowledge is power after all and it’s good to stay informed.” Usually in the minority being from an independent school, Bill says generally the priorities are the same for all union activists, Catholic or otherwise. “It’s about a fair wage for a fair effort.”
“I had the union coming in and standing on the desk ordering me around. But we worked it all out in the end.” Bill said Reps fight the constant battle against the attitude ‘someone else will do it’, but Bill doesn’t “get on a soapbox”. “That wouldn’t go down well. I try to keep people informed, guide them to the Union’s website, spread the word by word of mouth. “My tip to a Rep would be to keep good relationships with school management. Talk to the headmaster or principal and executive about what’s happening and keep the lines of communication open.”
Are you being paid correctly? “The end result was a total of $83,059 owing, including superannuation. After negotiation through the AIS the member agreed to accept payment of a total of $75,000.” Wendy McMurdo Industrial Assistant Only a few members are lucky enough to be employed at above-agreement salaries. Most have to be satisfied with whatever the applicable modern award or enterprise agreement allows. Recent cases, however, have highlighted the fact that there are some members who haven’t been paid even what their award or EA allows. That’s where the IEU comes in . . . Most back pay cases we deal with involve only small amounts of underpayment. However, the cases below are a good example of how far out-ofpocket members can become – – even over relatively short periods. Case one The member had approached the Union following an incident where a Board member had behaved inappropriately, and he was put on a grievance procedure after making a complaint. While he was being assisted it was discovered that he was being greatly underpaid for his qualifications and experience, despite the production upon employment of clear evidence of both. He’d also
progressed once after 12 months full-time employment but only once more in the following six years. Adding further insult, payment of the member’s annual leave loading was variable at best. The end result was a total of $83,059 owing, including superannuation. After negotiation through the AIS the member agreed to accept payment of a total of $75,000. Case two The member was employed on a temporary contract for 12 months. Despite qualifications and expereicne that clearly placed him on Band 2 of the Band 3 agreement he was only placed on Band 1. The underpayment recovered was $16,887 plus super. Case three In another slightly different case, a member was advised by her employer that she’d been overpaid $3,987 when she’d been inadvertently placed two steps higher than her entitlement. The member had been employed as a casual teacher since 2007, on irregular hours each fortnight. When asked to confirm the calculation of the overpayment, the Union checked her pay from when she started and discovered
that, while the employer had overpaid her for the period claimed, the employer had not paid step increments when they were due and when backpay was paid it didn’t cover what was owed. Further, she was due for another step increment while her overpayment was being checked but it too had not been paid. Overall, the overpayment was reduced to $1,875 – a significant reduction from the original amount. Another cause for concern was that the employer had also asked the member to sign a document to recover ‘overpaid superannuation’ from her super fund. The employer wasn’t just seeking recovery of overpaid employer contributions but appeared to also be seeking to recover the member’s overpaid salary-sacrifice contributions – not to the member but to the employer! Naturally, we advised her not to sign it. Statute of limitations on claims If you have any concerns about whether you’re being paid correctly, it’s important that you’re aware that there’s a six-year statute of limitations on making claims for recovery of salary. In other words, you can only claim underpayments six years back from when a formal claim is lodged
with a court, not just with the employer. It’s therefore worthwhile having your pay checked by the Union at least once during your employment – preferably early in your employment, or at the very most four or five years into it. Remember . . . If you have any concerns about your salary, ask the Union. There is no need to approach your employer. We can check your details and provide you with advice. As a member you also have access to your agreement or award information via the Union website. Even if you are absolutely positive that you’re being paid at the correct rate, it’s important that you don’t destroy payslips or payment records, at least for the previous six years. In particular, items such as letters of appointment, statements of service, details (signed records) of all casual employment, etc., must be kept. To give an example of the need to keep records, in one case for back pay the (hand written) records we received from the employer showed payments made that actually weren’t. The only way we were able to prove the payments weren’t made was from bank statements. newsmonth - Vol 34 #6 2014
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www.ieu.asn.au on the ground
First Class Amy Cotton Professional Development Officer
What counts in NSW as teacher identified professional development is broad and varied. You’re probably doing more than you think. The tricky part is identifying what is clearly just a function of your job as a teacher. For example, parent/teacher interviews, acting up/being seconded, writing a program, conducting excursions, reports and extra- or co-curricular duties are not teacher identified PD. Industrial work also isn’t included (eg, IEU Representatives’ tasks). HSC marking is considered a paid job (marking is a role of a teacher), however the PD sessions where you learn how to moderate can be considered teacher identified PD. Largely, teacher identified PD is where you are learning or helping a colleague to learn. A colleague is broadly defined as anything from a preservice teacher through to your boss. If you’re involved in a mentoring program, that is great PD all round. Similarly, if you observe a colleague’s lesson, or part thereof, and then complete a reflection or
discussion about it, that’s contextually relevant PD within the context of your school. Courses that aren’t BOSTES registered might also be considered teacher identified. These are courses that might just be run internally within the school, or information presentations given by non-teachers that are still relevant to your work (eg a course on stress or work/ life balance might not be run by someone who usually speaks to teachers, so they wouldn’t BOSTES register their course). You will have to identify the Standard descriptor in this case. If a few people at the school attended the same course, they can work together to identify a descriptor so that you’re not all reinventing the wheel simultaneously.
If you find a journal article or educational theory book that is relevant to your teaching practice, or a future direction you might want to take, it can be counted as teacher identified PD. Ask your Teacher Accreditation Authority (TAA) what sort of proof they require. It’s reasonable to be asked to present a short summary at a staff meeting (the minutes of which can form your evidence). Some schools simply have internal registers where people note down what they read
“If your TAA is asking for essays, that’s way too much and not in the spirit of professionalism. You’re not, after all, an errant student submitting a book report.”
and its usefulness, so that other interested colleagues might know. Other TAAs are satisfied if the teacher writes a quick summary of usefulness on the BOSTES PD log. If your TAA is asking for essays, that’s way too much and not in the spirit of professionalism. You’re not, after all, an errant student submitting a book report. Sometimes when you go to a PD course, the school might ask you to present to the staff a summary of what you’ve learned. The time you spend preparing the presentation, as well as giving it, can be included as teacher identified PD. But there’s a reasonable limit to that – if you present that same information repeatedly, and especially for money in return, that has become more of a job than a situation from which you’re learning and growing. The IEU provides a free course about how to maintain your accreditation. Teacher identified PD, the future of accreditation, the MOA report and many other things are covered by Pedagogy in the Pub: Maintenance of Accreditation at Proficient. Check our website for upcoming dates, or ask your Rep or Organiser if it’s possible for a PIP to come closer to you. If you have any specific questions about teacher identified PD, don’t forget BOSTES’ website has information, and you can always email them for clarification. Alternatively, you can run your idea past me: amy@ieu.asn.au.
A strong message Branch and is currently the Mid-North Coast Branch President of the Union. Suzanne helped organise the keynote speaker at the recent Women’s Conference, and introduced her to the audience.
St Paul’s High School Port Macquarie Teacher Librarian and Learning Technologies Coordinator, Suzanne Penson has a passion for social justice, and being an active member of the IEU is a big part of that passion. Suzanne has been a member since 1988 and is her school Rep. She has served as President of the South East
“I am a very strong believer in the value of a collective approach to move forward with issues in the workplace. Staff working together and supporting each other has a powerful influence on
“It’s really important somebody is aware of what’s acceptable and what’s not, and communicates that to fellow workers.” “Social justice is a huge part of all our lives. We need someone in the workplace to be aware of social justice issues and rights. If these are compromised it affects everyone enormously. “It’s really important somebody is aware of what’s acceptable and what’s not, and communicates that to fellow workers.
the way people are respected and valued at work. “The current industrial climate within Catholic schools has given me the opportunity to highlight the way that the Union has fought for fair conditions for employees in Catholic schools. “My colleagues realise that our
SECURING OUR FUTURE SAVE THE DATE: 21-22 MAY 2015 Exploring Best Practice: Induction and Mentoring in the Teaching Profession This two day conference will explore ways in which the profession assists early career teachers, the constitute parts of a successful induction program, meaningful mentoring programs in schools and in other related professions. With a focus on real life experiences, simple structures and support mechanisms, this conference is enormously practical. Interested in speaking at the conference? Contact Amy Cotton, Professional Development Officer, IEU NSW/ACT (amy@ieu.asn.au)
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current conditions have been negotiated over many years and that our working conditions are at risk if we are complacent. “I see my role as being able to communicate with all staff about what is at risk in the proposed agreement. This has resulted in a significant increase in Union membership from both teaching and support staff at my school this year.” During the current dispute with the Catholic employers, Suzanne has been standing up for her rights, after she was told she should not be sending Union information via the work email system. The Union, with Suzanne’s support, notified a dispute to the Fair Work Commission concerning the rights of Unions reps and members to use work email. This dispute how now been resolved to the satisfaction of the Union and Suzanne.
www.ieu.asn.au on the ground
Activist Conference graduate puts learning into practice “I tell people the Union’s more than just about our school, it’s about the bigger world out there.” Sue Osborne Journalist Wagga Wagga Christian School Teacher and IEU Rep Holly Wright joined delegates at the Union’s Council meeting on 16 August for the first time. Holly has been Rep at the school for about two and a half years. She attended the Union’s Activist Conference in the Blue Mountains earlier this year, and has been inspired to step us as delegate for the Riverina Branch. “I found it fascinating to learn about the hands-on history of the Union at the Activist Conference and now I use this to talk at meetings and help other people understand why the Union is how it is,” Holly said.
“Our school offers things above the Agreement – it’s a nice place to work – but I tell people the Union’s more than just about our school, it’s about the bigger world out there. “I work hard at being approachable so people feel they can come and ask me questions and be more open about the Union.” Holly is doing something right because her schools has 23 members among about 50 staff, which is one of the highest percentages of Union membership among any Christian school in NSW. Holly comes from a family with a strong commitment to unionism, particularly by her 87-year-old grandfather. “He still likes to hear all about my exploits as a Rep and coming to Council
and the Activist Conference,” Holly said. However, she admits that she didn’t always know there was a different union for public and non-government employees. “My first job after university was in the public system, and when I moved to a Christian school I found out it was a different Union. But I joined up straight away.” “Moving from the government sector to a Christian school was different. It can be a good thing and a bad thing not having an overarching body looking over you. “Luckily at this school we get things that are better than the agreement.” Holly said her first Council reminded her of a Synod meeting of the Uniting Church, only “without the singing and bands”. “It’s a good chance to get to know
people and the Activist Conference was the same, learning what other teachers go through. “The Conference was also a great chance for me to meet teachers in other AIS and Christian schools, and find out what goes on in their school. “I enjoyed hearing from [IEU Organiser] Michael Davis about what happened at Newington during WorkChoices, and listening to the talk on how Royal Commissions really work. “It was a fascinating experience.”
Experienced Teacher Accreditation Salary Band 3 2015 The IEU is committed to assisting every eligible member to achieve Band 3 Experienced Teacher accreditation. Teachers who are on Salary Band 2 must complete the Experienced Teacher accreditation process with Independent Schools Teacher Accreditation Authority (ISTAA) to be able to move to Band 3. During the last eight years the Union has been highly successful in assisting a significant number of members to achieve the Experienced Teacher level (Band 3).
The IEU is able to help teachers to understand the process and assist them with the preparation of evidence and documentation. School-based workshops are available with follow-up sessions for groups or individuals as required. Second INTAKE NOW OPEN: Application open on Monday 22 September 2014 CLOSING DATE: FRIDAY 5 December 2014
Eligibility: Teachers entering the teaching profession in NSW after 1 October 2004 (New Scheme Teachers). Accreditation at the level of Professional Competence. Completion of the equivalent of at least five years on Band 2 by the end of 2015. Teachers entering the teaching profession prior to 1 October 2004. Completion of the equivalent of at least seven years of teaching by the end of 2015.
Start early It is important to start this process as early as possible. For assistance with Band 3 accreditation please contact Elizabeth Finlay: elizabeth@ieu.asn.au
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www.ieu.asn.au on the ground
AEWs share stories and support “For me it’s all about the kids and families seeing education is important, and through that closing the gap.” Sue Osborne Journalist It was a case of a problem shared is a problem halved for the group that attended the IEU’s annual Aboriginal Education Workers (AEWs) seminar. The seminar is a chance for AEWs to find out more about their rights and responsibilities, but also to share stories and learn from each other. Leanne Fawns, (pictured second from right) at James Sheahan Catholic High
School in Orange is relatively new as an AEW in the Catholic system, although she has fulfilled a similar role in government schools for many years. Leanne said she “jumped at the chance” of a permanent position at James Sheahan, and has found it to be “supportive and rewarding”. “The kids have got to know me know so I’m getting much busier, and I’m having lots of conversations with teaching staff about Aboriginal perspectives across the KLAs,” Leanne said.
PD Calendar
their education on a day-to-day basis”. Although she has been a member of the IEU for five years, this was her first time at the seminar. “I came with Mary (Mary Atkinson, Holy Trinity West Wagga Wagga) and it’s been interesting finding out more about our rights. “It’s nice to find out others have similar issues to deal with.” An extended version of this story will appear in the November issue of IE magazine.
Position Vacant IEU Organiser Western Sydney Office
Wk 2: 13 Oct – 17 Oct
The Union is currently seeking applications for a full-time Organiser to be based in Parramatta. The successful applicant will ideally commence duties in Term 1, 2015. Members from all sectors of non-government education are invited to apply.
14 Oct: PIP – Voice Care, Bulli
Duties
Term 4
15 Oct: PIP – Voice Care, Kurri 16 Oct: PIP – How NSW Accreditation Works, Fairfield
Wk 3: 20 Oct – 24 Oct 20 Oct: PIP – Maintenance of Accreditation, Ultimo
Wk 4: 27 Oct – 31 Oct 29 Oct: PIP – Cyber Savvy, Penrith
Wk 5: 3 Nov – 7 Nov 6 Nov – TeachMeet Environmental Sustainability, Lismore
Wk 6: 10 Nov – 14 Nov 11 Nov – Dealing with Difficult People, Ultimo
Wk 8: 24 Nov – 28 Nov 24 Nov – TeachMeet Environmental Sustainability, Newcastle
2015 21-22 May: Securing Our Future: Induction and Mentoring Conference, Sydney
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Kylie Martinez (pictured far right) has been AEW at Assumption Bathurst or 10 years, and has attended the IEU’s seminar before. “I like to get together with other AEWs from other areas like Sydney and the south to share experiences and bond,” Kylie said. “It’s always reassuring to know you are not alone with the problems you have and that you’re doing okay. Belinda Chambers (pictured left) from St Francis De Sales Regional College Leeton said she saw her role as making sure Aboriginal students “ get the best from
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Duties will include school visits, industrial representation of members and the implementation of IEU campaigns. The capacity to engage with the Union’s growing PD program is also desirable. Some weekends and evening work will be required. Overnight travel may also be necessary and a current driver’s licence is essential.
Conditions The successful applicant will be appointed under contract by the Executive of the Union and accountable to the General Secretary in the first instance. Salary will be in accordance with the NSW/ACT IEU Organiser’s salary scale that has links to the Sydney CEO teachers and advisors rates. Starting salary is usually one incremental step above that which a member would earn in 2014. IEU Organisers retain their membership of the Union and are non-voting members of the IEU Council.
Appointment Applications must be made in writing, setting out background, applications, experience and other relevant material that might support the application and forwarded to: The General Secretary NSW/ACT Independent Education Union GPO Box 116 Sydney NSW 2001 Email Helen@ieu.asn.au All applications must be received by close of business Friday, 17 October. Interviews will be held the week beginning 27 October.
www.ieu.asn.au on the ground
Productivity Commission misses the target for childhood teachers, children and parents The IEU has made a submission to the Productivity Commission Inquiry, condemning many of the draft report recommendations for failing to support the development of quality early childhood education. The IEU has also been part of a consortium of academics and others making a further submission to the Commission. We would encourage you to read the IEU submissions on the Productivity website.
The Draft Report of the Productivity Commission Inquiry into Childcare and Early Learning is a short term, quick fix solution that, if implemented, will significantly threaten the provision of quality early learning and exacerbate entrenched workforce issues. The draft report places children as a secondary consideration to adult workforce participation in early childhood education and care. In its recommendations it has
determined the efficiency and effectiveness of the early childhood system by the impacts of workforce participation and not by the quality of early childhood education programs provided by services. The Report recommends the removal of requirements for qualified staff for under threes. This recommendation is extremely troublesome, as the Productivity Commission has failed to recognise the complex nature of the developmentally sensitive first three years
of a child’s life. It also flies in the face of all the research on early brain development. Further, the report seeks to reduce the adult/child ratios by allowing ratios to be averaged over the day, teachers only to employed on average numbers – another regressive step for the sector. The final report will be released in late February with the Federal Government considering the implementation of any changes next year.
There are also few countries in the world where English teaching is not a possible source of employment. Some of these, such as China and the Middle East, can be quite lucrative, though in any event, the pay in most countries will be such that a teacher can live a reasonable lifestyle. There are many places to apply. The Guardian has traditionally been the best source of ELICOS jobs (more commonly called TEFL or ESL in English publications, though these days, a simple Google search will turn up a large array of jobs sites. The IEU has finalised several agreements in recent months, most recently at UNSW Foundation Studies. However, it is much more common for private colleges to be under the modern award, the Educational Services (Post-Secondary Education) Award 2010. Like all modern
awards, this document only reflects minimum standards, and many members have contacted the Union to express amazement about the low standards that the award upholds. The only way to improve things at your college is to push your employer to negotiate an enterprise agreement. Such agreements can improve employee entitlements to all manner of things, such as salaries, leave, workloads and hours of work. The Fair Work Act contains provisions for “good faith bargaining” under which if a majority of employees wish to negotiate an agreement, then the employer must do so. If you would like to know how to achieve such an agreement in your workplace, contact the IEU. The most important thing you can do to
improve matters at your college is to get organised, and to encourage all of your colleges (or at least as many as you can) to join the IEU. The IEU is the organisation that represents ELICOS teachers across Australia, and it is no coincidence that the Union is able to achieve its best results in colleges with high Union membership. Membership is usually discounted for ELICOS teachers (the bulk of whom are employed on a casual or fixed-term contract), and Union fees are fully tax deductible. If you would like to meet with an Officer from the IEU, contact the Union on kendall@ieu.asn.au or 8202 8900.
Present Tense ELICOS news Kendall Warren Organiser It is around now that many teachers are considering working overseas, as the northern hemisphere academic year commences in late September, and runs until May or June next year. There are many option for teachers to consider, from university-owned colleges and British Council accredited schools to small independent colleges and back room operations in small villages.
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www.ieu.asn.au on the ground
Equal Pay Day: The cost of being a woman Equal Pay Day was 5 September. This date illustrates the number of extra days women have to work after the financial year in order to earn the same amount that men earn in 12 months. September 5 2014 commemorates the day when women’s earnings ‘catch up’ to men’s earnings. In 2014, men on average will earn $14,500 more than a woman, who will have to work 66 days more to earn it. We mark this day as a way of drawing attention to the Gender Pay Gap Gender pay gap – getting worse. For almost two decades, the pay gap between men and women in Australia has remained around 17.5% - that is, for every average dollar earned by a man, a woman earns 82.5 cents. However, this year, the pay gap between men and women’s wages is
18.2%, which is nearly 1% worse than 2013, and is the worst in 20 years. The Gender Pay Gap varies per industry. The financial and insurance services industry had the highest gender pay gap (31.9%) followed by health care and social assistance (31.7%) although women accounted for nearly three quarters of this industry. For the education sector the gender pay gap is 11.5%. This persistent disparity in pay between Australian men and women is the key factor contributing to women’s financial disadvantage compared to men. But Isn’t just a matter of Choice for Women? There is much public debate about the role of ‘choice’ when it comes to women and work in Australia. Often we hear how women choose to work in a particular industry or how they can just
‘move to a better paying job’. But structural factors play a strong role in shaping the labour market experience of women. Women and men work in different industries and different jobs. Female dominated industries and jobs attract lower wages than male dominated industries and jobs Women are more likely than men to work part time or flexibly because they still undertake most of society’s unpaid caring work Leadership roles The proportion of leadership roles in schools held by women does not reflect the proportion of women on staff. While 81% of primary staff are women, only 57% of leadership positions are held by women. In secondary schools, it is worse. Only 49% of leadership positions are held by women So the gender pay gap is influenced by a
number of interrelated work, family, and societal factors including stereotypes about the work women and men ‘should do” and the way women and men ‘should engage in the workforce’. Indeed, simply being a woman – that is the discrimination or other factors related to being a woman – is the main contributing factor to the gender pay gap. According to research conducted by the National Centre for Social and Economic Modelling in 2009 into the impact of the gender pay gap on the economy, ‘simply being a woman’ accounted for 60% of the difference between women and men’s earnings. This report outweighed the effects of industry segregation. The cost of ‘being a woman” can be seen in the penalties women experience in the workplace when they are pregnant and again when they return to work after birth of their child.
“This year, the pay gap between men and women’s wages is 18.2%, which is nearly 1% worse than 2013, and is the worst in 20 years.”
Discrimination in the work place: A real experience The Australian Human Rights Commission Supporting Working Parents: Pregnancy and Return to Work National Review 2014 found evidence that pregnancy and return to work discrimination is widespread in our workplaces. In fact, one in two mothers reported experiencing discrimination at some point during pregnancy, parental leave or on return to work. In the IEU submission to the AHRC report, IEU members reported that they were denied access to flexible work arrangements, in some cases being forced to resign from their position. Other members were unlikely to regain their formal earning capacity as they were denied access to leadership positions. Research has shown that 70% of women returning from parental leave opt to work part time and that a woman returning from on year of maternity leave can expect a 5% decrease in earnings compared to before going on
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leave. A three-year gap will result in a fall in earnings of over 10%. Accumulated poverty in retirement The current superannuation scheme effectively takes the gendered income inequalities that exist during people’s working lives and magnifies them in retirement. The AHRC report has shown that the average superannuation payouts to women are just over half that of men (57%) with many women having little or no superannuation. This is despite more women participating in the paid workforce than ever before. There are significant implications arising from this entrenched gender pay inequality. The failure to redress the financial disadvantage of women will result in ongoing dependence on the aged pension. As women live longer than men and are more likely to rely on the aged pension as their sole source
of income in retirement, the need for effective policy solutions is pressing. It is time to challenge the perception of the ideal worker and turn around the pay equity gap. Women who still bear the bulk of responsibility for caring, simply do not fit into the employer concept of the ideal (full time) worker. The gender gap in pay would be considerably reduced and could vanish altogether if workplaces did not disproportionately reward individuals who laboured long hours and worked full time employment. In fact, the gender pay gap is smallest in industries where work can be done flexibly and shared among employees. In these workplaces, workplace flexibility is seen as a workplace benefit, not a hindrance. Such employers are able to safeguard the skills of half of their workforce, reshaping jobs to ensure that women workers are able to keep contributing.
Let’s get the men involved. No one is happy when men are slaves to work and women are slaves to the caring for children and elderly. Greater flexibility at work would deliver fathers more time with their families and women more time to advance their careers and contribute to the economy. It is time that employers embrace the benefits which flexible working arrangements provide to school and centre communities and implement them more readily. The IEU Flexible Working Arrangement Guide aims to assist IEU members in accessing flexible working arrangements at their workplace. This Guide is available on the IEUA website www.ieu.org.au. A failure to achieve good quality flexible working arrangements will result in entrenching pay inequity for generations of women.
www.ieu.asn.au on the ground
Canberra-Goulburn Diocesan members rally
“We are incredibly proud and humbled by their enthusiasm and care for each other.” Daniel Long Journalist Members rallied at Canberra, Goulburn and Young to protest the proposed enterprise agreement by Catholic employers last month. IEU General Secretary John Quessy addressed teachers and support staff gathered at the Italo Australian club in Canberra to announce that “quality education is what we do and who we are”. Members gathered to stop work and rally against a raft of proposed changes to their enterprise agreement, including
the dismantling of entitlements such as reduced sick leave and lunch breaks – just to name a few. Speakers came from a variety of schools in the Canberra region and included IEU Rep Frank Doyle, a Teacher from St Mary Mackillop College and Margot Firth, also an IEU Rep and primary school teacher from St Francis of Assisi. Members braved the elements to march to the headquarters of the Catholic Education Office (CEO), chanting campaign slogans pushing for greater respect and recognition in their work. A petition was presented to CEO Director
Moira Najdecki. IEU Officer Lyn Caton said members were incredible enthusiastic and very vocal. “We are incredibly proud and humbled by their enthusiasm and care for each other.” John said: We’ve come a long way in this campaign, a campaign absolutely owned by our members, who are extremely engaged with the issues at stake”. At Young, more than 50 members attended a rally. Members from three local schools in the region attended: St Mary’s Primary
school and Hennessy Catholic College in Young and Sacred Heart Central School in Cootamundra. IEU Rep and South East Delegate for IEU Council Lyne Witenden addressed the meeting and implored members to continue to fight against changes to class sizes and promotion positions. IEU Organiser Jackie Groom said members felt undervalued and personally insulted by the proposed offer.
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www.ieu.asn.au overview
The Early Years
General Secretaries past and present: John Quessy, Dick Shearman, Michael Raper and John Nicholson. An early childhood education protest in the 1980s (below left). The 1986 Diocesan split protest – when the Sydney Diocese split into Parramatta and Broken Bay Diocese without consulting employees.
John Nicholson General Secretary 1971- 1977 In 1959 I joined the Kingsgrove De La Salle faculty as a 19 year old, anxious to become a teacher at a time when teachers from religious orders were diminishing in number. Lay teachers were a new but growing phenomenon for the parochial schools. Staff recruitment was disorganised and often disastrous. In most parish schools the principal hired, but the parish paid. Salary rates, sick leave and working conditions were not uniform and compared to GPS and private schools, were vastly inferior. Salaries were a quarter to a third of salaries for similarly qualified teachers in public schools. In 1968 the Sydney Catholic Education Office assumed employment control of lay teachers in all parochial schools within the Sydney diocese. Salaries became based on qualifications and years of experience. The CEO classified all lay-teachers using its criteria of qualifications and experience. Incorrect classifications were numerous. Too frequently the CEO decision makers were immoveable to the obvious injustice. Their intransigence provided a spark igniting many teachers to form the Catholic Institute of Teachers (CIT). The CIT approached the Industrial Registrar determined to register as a union to seek an award as a solution to this systemic injustice. The application was rejected. An industrial union of private school teachers already existed – the Assistant Masters Association (AMA), which the Registrar maintained was the relevant union to resolve this parochial school salary issue. The AMA had been registered in 1954. All 12
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its members were from prestigious private boys schools, most interested in keeping industrial militancy and conflicts out of non-government schools. Hence they registered the AMA as a union to deprive others of any opportunity of bringing industrial challenges and tensions that might dilute professional standards. Even so, many in parochial schools joined this union. Teachers in nongovernment girl’s schools, schools for the mentally handicapped (as they were then called) and preschool teachers also expressed interest in joining. This influx of members brought, not only a wider membership base, but also, a stronger interest in salary working conditions reform. The AMA now became the Assistant Masters and Mistresses Association (AMMA). About 1969 the AMMA Board decided to seek an award from the NSW Industrial Commission for all teachers in all nongovernment schools and preschools. Identifying employers, particularly in the Catholic sector, was no easy task. The aim of the first award was to achieve parity of salary equivalent to counterparts in the State system within a four-year period. The initial award rates for its first year were set 40% below those then being paid to the Government’s teachers. For many non-government teachers this represented a doubling or more of salary. Over the four-year period the salary disparity gap closed by 10% each year. State and federal governments, fearing closure of many parochial schools must result in a large influx of children to public schools, became serious about providing reasonable funding for the nongovernment school systems.
The first award achieved other important beneficial structural changes. Levels of qualifications and experience were recognised as meriting increased payments. Indeed, there was a phaseout of non-qualified teachers. The award introduced a recognised career structure by providing salaries above other scaled salaries for promotion positions. The initial award provided a recognised base for future union leaders to build upon. Since the first award’s introduction the union has anchored salary advancement on at least parity with government school teachers. Irreconcilable tensions between many founding AMA members and newer more active membership came to a head at an AMMA Annual General Meeting circa 1970. Fresh elections became necessary, resulting in a differently focused executive. By 1972 a membership of 200 was thought sufficient to sustain a full-time Secretary. Initially, a temporary rentfree room was offered, where we set up a desk, phone line and filing cabinet. Our name, Assistant Masters and Assistant Mistresses, was regarded as anachronistic. We became the Independent Teachers Association (ITA). Our first permanent headquarters was in Wallace Way, Chatswood. Membership grew during the first five or six years to about 1200. A decision in a late 1970s ITA case resulted was in expediential membership growth. ITA members became entitled to preference of employment when it came to appointing one of two candidates of otherwise equal merit. The notion that the ITA could also be a source of on-going academic professional development was still a powerful aim for many on the Board. None of us had
“The initial award provided a recognised base for future union leaders to build upon. Since the first award’s introduction the union has anchored salary advancement on at least parity with government school teachers.”
publishing experience. Even so, our first Independent Education edition of 64 pages was published in 1975. This was an important first step. Subsequent editions of Independent Education or its successor IE have fostered a focus on the importance of on-going professional development and renewal. In June 1977 I retired as General Secretary. As subsequent years unfolded, the membership base again widened to include non-teaching staff. Linked to that widening membership was the last name change – to Independent Education Union or IEU. For several years the IEU was one of the fastest growing unions in Australia. The IEU is now among the stronger middle order unions in the country. Greater membership fees mean the IEU can be adequately resourced with buildings, staff and research facilities to service all the industrial and professional needs of its 30,000 plus membership. I often think back with amazement, appreciation and unending pride at the contribution made during the 1960s and 1970s by the men and women who rolled up their sleeves and worked tirelessly for the AMA, AMMA and ITA in these early days. There was undying enthusiasm, sometimes capped off with a successful outcome, and sometimes not. Rarely a day went by without some excitement or inspiration. I suspect that Michael Raper, Dick Shearman and John Quessy would have equal awe for those who worked or are working around them. A Union as great as the IEU cannot survive without them. An extended version of this history is available on the IEU’s website www.ieu. asn.au.
www.ieu.asn.au feature
From strength to strength
IEU 60th
Anniversary significant dates
A 1980s demo.
Dick Shearman in the 1980s.
Dick Shearman General Secretary 1989-2012 When Dick Shearman moved from the Queensland to join the NSW Union in 1985, it had many of the same strengths as it had today. “It was one Union representing all teachers in Catholic and independent schools and preschools, and it had a Reps structure,” Dick said. “The Reps’ structure allowed us to organise meetings and communicate with people. It was key to building a sense of community and influenced everything that happened in the Union then and still does now.” Dick joined the ITA equivalent, QATIS, in Queensland soon after he graduated as a history teacher and he became a full-time organiser only six years later. He moved to NSW in 1985, having served as Honourary President of the Queensland Branch from 1980 to 1981. He took up the position of Officer Assisting NSW General Secretary Michael Raper. In 1989 Dick became the NSW/ACT General Secretary. Dick believes gaining the right to represent non-teaching staff in 1994 was one of the most significant events under his leadership. “This was a significant change in the way the Union saw itself and its credibility. Being able to represent all staff was vital to its strength. Building an
industry union and building it successfully was really important.” The first industrial action in 1989 was a half-day stoppage over a salaries claim. “This was vital as it was the first time we had taken strike action that wasn’t so much about a salary increase as the concept of trade-offs. “The employers thought salary increases should lead to trade-offs like the loss of sick leave. The Union’s position was that you give salary increases for people turning up and doing their job well. “That campaign achieved the outcome of a salary increase without a productivity trade-off and that has been the stance of the Union ever since. We have never wavered from that.” The WorkChoices campaign of 2005 was pivotal for a couple of reasons, Dick said. “This campaign allowed the IEU and its members to see themselves as part of the wider labour movement. Gaining strength and solidarity by association with other unions was an important point in the Union’s development. “It was also about making sure all agreements were secured with Union endorsement, a key point in our representative strength and capacity to organise in schools.” Dick passed the reins on to current General Secretary John Quessy in 2012, and he said Union’s size gives it the capacity to move forward. “The Union continues to build on the strength of its Reps and its sense of unity and sense of ownership by the members. “Although the professional development and accreditation regime is being driven by employers, the Union has been extremely successful at pushing priorities that make sense to teachers. “This provides a connection between the Union’s younger members and keeps the Union relevant. The Union also continues to build on its representation of non-teaching staff, and you can see that in the current Catholic campaign. Great organising is bringing teaching and nonteaching staff together.”
“The employers thought salary increases should lead to trade-offs like the loss of sick leave. The Union’s position was that you give salary increases for people turning up and doing their job well.”
1954
The Assistant Masters Association starts.
1966
Women become members and the Assistant Masters
and Mistresses Association is formed (membership 381).
1971
The first industrial dispute.
1972
The Independent Teachers Association was founded.
1981
First union council meeting held (membership 8400).
1986
Diocesan splits prompts mass protests.
1987
Hours of duty and major wages restructuring campaign.
1988
NGS Super founded.
1989
First award for Catholic principals.
Catholic and independent award restructuring strike.
1990
Introduction of common salary scale
- salary steps that cover everybody.
1994
Independent Education Union starts. Support staff
represented by the Union.
1996
Joint strike with government school staff.
1994
Paid maternity leave for teachers in Catholic schools
1995
Paid maternity leave for teachers in independent
schools and some support staff.
2005
WorkChoices campaign (membership 21,500).
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www.ieu.asn.au feature Early Childhood Conference
Conference delegate Margaret Gleeson
Marie Jacobsen and Ariane Simon
‘It won’t happen overnight, but it will happen’ Sue Osborne Journalist Hair was a major topic at this year’s ECS Conference, among more serious issues, such as the Productivity Commission Report, teacher accreditation and wages. The Conference was kicked off with ECS Vice President Gabe Connell’s irreverent and hilarious take on the ECS scene. While Gabe herself is on long service leave, she assigned fellow IEU ECS Councillors Marie Jacobsen and Ariane Simon to deliver her speech. The pair added some input of their own. 14
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The 86 participants received an overview from IEU General Secretary John Quessy. There was good and bad news: the change from the NAPSA to the modern award has meant the pay differentiation between school teachers and some early childhood teachers is now $30,000 per anum. The Federal Government ‘s review of the National Quality Framework (NQF) had been defined as a “removal of red tape” but John said the removal of red tape was actually the removal of the safety net. “Reduce these safety nets and you reduce the quality of education. The ‘red tape’ is about staff ratios, qualifications
and documentary evidence,” John said. He outlined the current Equal Remuneration Case now being conducted by the IEU at the Fair Work Commission. “We have delivered 4.5 kilos of documentation to the Commission. This is a slow and exacting business but work we must do because we fervently believes teachers are teachers.” He also flagged the expected announcement by NSW Education Minister Adrian Piccoli on the accreditation of early childhood teachers. While this would mean teachers would have to pay an annual fee to the Board
of Studies, Teaching and Educational Standards (BOSTES), but it would define the teaching profession in NSW, including early childhood teachers. “It might go some way to improve the community’s view on early childhood teachers as professionals,” John said. Like Gabe, keynote speaker Community Childcare Cooperative CEO Leanne Gibbs took a humorous slant in her speech, focusing on the many challenges that her hair had posed her, but also drawing on some of Pantene’s promotional videos aimed at empowering women, and said they applied to early childhood teachers.
www.ieu.asn.au feature Early Childhood Conference
Keynote speaker Leanne Gibbs
“A degree enriches your learning and practice. My work on the floor may not be vastly different, but the way I think and access research filters down to the children and families.”
Conference Organiser Lisa James Leanne urged teachers to remain optimist and keep fighting. As Pantene says, “it won’t happen overnight, but it will happen”. She pointed out many of the gains of the past such as the NQF and the fact there is a dedicated minister for early childhood education. The most alarming recommendation of the Productivity Commission Report is that 0-3s do not need the care of a qualified teacher, and that Certificate III qualified people are adequate to care for them. Leanne said she may have ruffled some feathers speaking out against this is the press. “I said we need the brightest and best teaching our 0-3s. There might have been some casualties in that message, but we need to be honest about our sector,” Leanne said. “Do you want a first–year apprentice prescribing your antibiotics, or teaching your kids the HSC?” Second keynote speaker Charles Sturt University Associate Professor Fran Press also spoke on the Productivity Commission Report, which she said failed to take into consideration the huge amount of evidence pointing toward the importance of education in the early years.
Conference delegate Kylie Kingston Fran spoke about the need for university qualified teachers to be teaching all ages, and also the need for a specialised education for early childhood teaching. ‘Schoolification’ of early childhood education as a real problem, she said. She also spoke with participants about dealing with prac students and universities’ techniques for qualifying students. The Conference wound up with a panel discussion on advocacy, why is was important and how to go about it. From Cert III to degree Sarah Barcala of Treehouse Early Years Centre at Boambee near Coffs Harbour has only recently graduated with a Bachelor of Education in birth to five years from Charles Sturt University. Sarah is well positioned to understand all the arguments, having previously worked as a Cert III and a Diploma qualified person before gained her degree. “It’s great to be at this Conference with other people as dedicated and committed as I feel I am,” Sarah said. “I feel grateful the IEU is supporting me as a teacher. Our training is as long and as expensive as any primary school teacher’s. It’s a highly specialised degree for birth to fives and it deserves equal remuneration.
Conference delgate Sarah Barcala
“I can see why some Certificate III with years of experience might be upset by Leanne’s statement, and their experience should not be discounted. “However, a degree enriches your learning and practice. My work on the floor may not be vastly different, but the way I think and access research filters down to the children and families.” PD opportunity Kylie Kingston from Nimbin Preschool said she was grateful for the opportunity the IEU had given her to receive PD, as there was not much opportunity on the north coast. Kylie has been teaching for 25 years but mostly in Queensland, where she had been a member of the Miscellaneous Workers Union. “I was grateful to move to NSW and be able to join a Union dedicated to teachers,” she said. “Although in Queensland I was a registered teacher, and I was interested to hear John say that may happen here. “The Conference is a great chance to network and for me I can consolidate my connections from the Northern Rivers Preschool Alliance, who I consult for.”
Like-minded people Margaret Gleeson from Keiraville Community Centre on the south coast said she enjoyed being in a room “full of likeminded people”. “I really appreciated the IEU getting together quality speakers. It helps to keep in touch with the current things happening in the field and gives you lots of ideas. ‘I’ve been really interested to hear people’s thoughts on the Productivity Commission Report and how that’s turning into a workforce participation issue, rather than an issue of quality education for children.” Apart from the keynote speakers, participants enjoyed a selection of workshops, such as Tessa McGavock and Fortunate Sihlonganyane discussing the Swazi-Australian mentoring partnership. Conference participants donated $200 for the children in Swaziland and Fortunate says this will feed all of the children in the preschool for two months. Money was also raised for ChilOut, which aims to get children out of refugee detention in Australia. Look out for extensive coverage on the keynote speakers and workshops in the November edition of Bedrock. newsmonth - Vol 34 #6 2014
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www.ieu.asn.au overview
Panellists Rita Martin, Julie Terry and Belinda Hall.
Conference delegate Annette Maat.
Unions NSW Assistant Secretary Emma Maiden.
Stop surfing the future, start shaping it Sue Osborne Journalist In her opening address at this year’s IEU Women’s Conference, Women’s Convener Pam Smith said she is often asked ‘why do we need a women’s conference’? “My response is that until women are treated with equity and respect in every workplace, there is a balance of family and work life and support staff are valued and treated as they should be, we need events like this to recognise and respect women,” Pam said. Participants at the Conference were treated to a series of inspiring stories from women who have overcome immense personal challenges, juggling their own work/life issues, and yet managed worthwhile careers. Keynote speaker Dr Muyesser Durer grew up in rural Turkey with eight brothers. Now a change leader with experience in a range of industries, including higher 16
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education, business and community sectors, she has a PhD in Leadership from the University of New England. Getting an education was a worldwide odyssey, taking her first to Germany and then Australia. Her views on diversity and the future are based on her experiences of life, and she had a strong message for teachers. “You have a responsibility to influence the students in your care. You should be helping to shape the future and be part of it, not just surfing the future.” Muyesser acknowledged Australia as a country of ‘fair go’ but she said Australia’s treatment of asylum seekers was a foreboding sign for the future. The next speaker, Robin de Crespigny, the best selling author of The People Smuggler, picked up many of her themes. “It’s extraordinary that the book has hit the best seller list, considering this has most demonised title politically,” Robin said. “Yet it’s about a perfectly decent man who just wanted to save his family,” she said.
After his father, brother and he were incarcerated and tortured in Saddam’s Abu Ghraib, Ali al Jenabi escaped from Iraq first to work with the anti-Saddam resistance in Iran and then to help his family out of the country all together. When Saddam’s forces advance towards their refugee camp, Ali helps his family flee into Iran before going on in an attempt to get to Australia – a country they knew nothing about but understand to be safe, free and compassionate. Ali al Jenabi was in fact charged and imprisoned for people smuggling in Australia. Robin said the Supreme Court Judge in his case said Ali was ”more a freedom fighter and humanitarian than criminal” and described him as the “Oskar Schindler of Asia”. Unions NSW Assistant Secretary Emma Maiden is a groundbreaker in her own right, a young woman in a traditionally male dominated role. Emma shared some sobering statistics with the audience, showing that while
more women are graduating with higherlevel degrees, the gap between male and female earnings, which is huge, continues to widen. “We still have a great deal of work to do,” Emma said. The afternoon panel session explored the work/life juggle. Julie Terry, Principal, St Brigid’s Catholic College, Lake Munmorah; Belinda Hall, Teacher, Al Amanah Islamic College, Liverpool and Rita Martin, Government and Community Organiser, NSW Nurses and Midwives Association, told their own personal stories. Julie has seven children, two with severe autism, yet she has pursued a fulfilling career. “Workplace flexibility is better now than it was when I started my career, so I think it’s important to tell the story of what it used to be like, to show what we have fought for and gained,” Julie said. “In saying that the teaching professional has allowed me to have a large family, to work as a casual relief teacher and to
www.ieu.asn.au overview
Muyessar Durer and Suzanne Penson.
Julie Terry work part-time and then full-time and become a principal. “I think it’s vital to have a Women’s Conference to tell these stories as we’re still not quite there in terms of equality. It needs to be on the agenda.” A former health worker, Julie says she’s experienced working in a place where the union was weak, and she said it was “incredibly important to have a representative body to look after our rights, and the IEU does a great job at that”. Rita Martin sat for many years on the Unions NSW Women’s Committee and she said many of the issues affecting women teachers also affect nurses. She is part of the so-called ‘sandwich generation’, someone who has had to juggle the care of elderly parents with teenage children and work, and she said a Women’s Conference to keep such issue in the spotlight was “a fantastic idea”. Belinda Hall has a young family, but when she approached her employers asking for a job share the enquiry was not welcome. She explained how she kept fighting for her
Jillienne Waller and Judy Filimona. rights and managed to achieve success with back-up from the IEU. Job share is something that is often viewed negatively, especially by parents, and Belinda said any IEU member seeking a job share should stick to their guns, and
A former Phys Ed Teacher, Annette said she has always had a passion for working for disabled children. She obtained her current role in an unusual way: “My daughter is a teacher and she was doing a prac at an Aspect school.
“I think it’s vital to have a Women’s Conference to tell these stories as we’re still not quite there in terms of equality. It needs to be on the agenda.” use the expertise of resources of the Union to help them. Conference participant Annette Maat, Aspect satellite school, St Mary’s, Toukley, is a qualified teacher but now works as a teachers aide with children with autism. She said the conference struck chords with her because she sees her role in life is to “influence and motivate young people”.
They asked her why she knew so much about children with disabilities, and she said she got it from her Mum. They ended up offering me the job as a teacher’s aide.” Jillienne Waller from Goodstart Early Learning Centre at Cessnock was attending her first IEU event. She said the passionate talk on diversity and people smuggling had moved her.
“I don’t think Australians really know what it is like for women being persecuted overseas,” she said. Jillienne said she believed the IEU was the best representative for early childhood teachers, as it was fighting for equal status for early childhood teachers with all teachers. “I know some teachers have been persuaded to move to United Voice, but this may not be the best thing for them. “As this is a caring field, looking after children at the most crucial age, 0-5, it is important that trained early childhood education teachers are valued and recognised.” From Goodstart Plumpton, Early Childhood Teacher Judy Filimona enjoyed Robin’s presentation. “She’s right, we are becoming fearful in Australia, when we should be embracing people coming from overseas. “I like being in the Union because it inspires me and supports me. “If I’m advocating for children, who’s advocating for me?” newsmonth - Vol 34 #6 2014
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www.ieu.asn.au overview
Styling up for the UN Sue Osborne Journalist IEU Indigenous Adviser Diat Callope will attend the United Nations World Conference on Indigenous People as an observer. Diat will “style up” in a T-Shirt (pictured) passed on to her by Oakhill College IEU Rep Clinton Elliott and Indigenous Coordinator Karen Isaacs when she attends the UN. The students designed the College football jersey with the help of traditional custodians of the Darug land, the Goddard family and Darug Educator Chris Tobin. Last year Diat attended the United Nations Forum on Indigenous Issues in Alta, Norway, and earlier this year applied to be one of the 10 UN observers at the
Shorts
Celebrating 30 years of Union Aid Abroad In 1983, a young Australian nurse named Helen McCue, a committed member of the Australian Nursing Federation, was working as a nurse educator with the World Health Organisation in the Middle East. Returning to Australia later that year, she took a proposal inspired by her experience in the refugee camps to the then ACTU President Cliff Dolan. Helen’s proposal was for the establishment of an international solidarity organisation in Australia. She had been inspired while working in the Palestinian refugee camps alongside nurses from Norwegian People’s Aid, the overseas aid arm of the Norwegian trade union movement. Impressed by their focus on skills training, Helen felt that the Australian union movement could also make a difference in the lives
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New York Conference on 22-23 September. Diat said she was “overcome with emotion” when she found out she had been successful. “It is a great honour and privilege for me to attend this top conference. But it’s not about me. It’s about being a voice for all the Indigenous peoples of Australia.” Diat said the Conference was an opportunity for Indigenous people to raise the issue of an Australian constitution recognising Indigenous people. “This would improve all aspects of life, health, education, everything. Other countries have this constitution recognising how the lands, the rivers, everything belongs to the Indigenous people. We need something like that”
of workers and marginalised peoples around the world. With Cliff’s support, Union Aid AbroadAPHEDA was established in 1984. The IEU is a long-time supporter of APHEDA. To find out more visit www.apheda.org.au Connecting trainers and employers A new website connecting trainers, teachers, tutors and employers has been launched. Organisations looking for a sessional trainers will use the website to find a suitable person, and trainers can register a profile to seek work. Trainers and teachers who post a profile have a chance to win a free weekend at Sydney’s Q Station, overlooking Sydney Harbour. See www. trainersandeducators.com.au. Shakespeare online ABC Splash and Bell Shakespeare have joined forces to create a new website for
schools, Shakespeare Unbound. Schools can access a video series of 12 scenes from six of Shakespeare’s most famous plays: Macbeth, Othello, Hamlet, Romeo and Juliet, Julius Caesar and The Tempest. The videos are paired with commentaries from the director and cast that unpack the meaning of the work in a way that is relevant for Australian students. http:// splash.abc.net.au Resource for students with disabilities An innovative new web-based resource has been developed by Early Childhood Intervention Australia (NSW Chapter) Inc and funded by the NSW Department of Family and Community Services. Starting school is a major milestone for all children and families. When a child has a disability there can be additional stress for families and a need for extra planning and preparation for everyone
involved in the transition. The new website contains practical information for families, early childhood intervention professionals, early childhood education and care professionals, teachers in schools and the wider community. A key focus of this resource is on developing positive collaborative relationships between families, schools and support professionals. The website has been developed with reference to the latest research literature and in consultation with stakeholders around NSW. View the resource here: www. transitiontoschoolresource.org.au
www.ieu.asn.au overview
Labour Bites John Quessy General Secretary and harassed by Qatari security agents as they documented extreme violations of workers’ rights in the Gulf state. They then disappeared as they prepared to leave their hotel for Doha airport to leave the country.
Four-month teachers’ strike In British Columbia (BC), Canada, an industrial dispute between the BC Government and teachers has entered its fourth month and local families are organising actions to show support for teachers. As the strike continues and schools remain closed, a number of fundraising campaigns and demonstrations have sprung up to show solidarity with teachers. Parents have organised a range of initiatives including play dates and an online food bank drive for teachers has already raised over $3,000. Parents have also created a website called Families Funding Teachers to show their frustration with the Government’s decision to compensate them during the dispute. For every BC student aged 12 or under, parents can apply to receive $40 for each day the child missed school during the dispute. The initiative will cost BC taxpayers about $12 million a day. The Families Funding Teachers’ site enables parents to re-gift the $40-a-day stipend to the BC Teachers Federation strike fund. Already the site has garnered over $10,000 in donations. (Source: rabble.ca)
A voluntary minimum wage Family First Senator Bob Day has used his first speech to demand sweeping changes to Australia’s workplace relations laws, including the abolition of minimum wage limits for young workers. He said it was time Australians were given the freedom to opt out of the Fair Work system and choose if they wanted to work for less than the minimum wage or give up their conditions. He said he simply did not believe that all of the rules and regulations in the 3000-page Fair Work Act should be compulsory, in his speech which linked youth unemployment to drugs, poor health, crime, pregnancy and suicide. (Source: The Age)
World game shame The International Trade Union Confederation (ITUC) has expressed serious concern for the safety and welfare of two human rights investigators, Ghimire Gundev and Krishna Upadhyaya, in Qatar. The two British nationals were being followed
Sharan Burrow, ITUC General Secretary said “Qatar seems to think that creating a climate of fear and intimidation will somehow turn the eyes of the world away from its modern slavery economy. Hundreds of migrant workers, many of them women, are languishing in Doha’s detention centres simply for running away from abusive and violent employers. Foreign journalists have been detained for trying to report the truth, and state repression is actually increasing in a country that already showed no respect for basic human rights and legal standards.” Meanwhile, FIFA is pushing ahead with preparations for the 2022 World Cup in Qatar. (Source: ITUC)
Redundancy rip off Public servants taking redundancies are being short-changed by up to tens
of thousands of dollars on their payouts because their departments lack enough qualified payroll specialists, according to a HR specialist. One key Canberra department – the Prime Minister and Cabinet - has had to apologise and intends to repay dozens of its former staffers after mistakes by payroll officers left them out of pocket, with one man threatening legal action when he was left $17,000 short. A major Canberra human resources consultant firm say they have crunched the numbers on 10 recent golden handshakes from various departments and found not one of them had been calculated correctly. (Source: Canberra Times) This month in labour history.
• 1.9.1887: First National Labor Day Holiday in the USA after President Grover Cleveland signs it into law. • 10.9.1897: 19 unarmed striking immigrant workers shot and killed by a police ‘posse’ in Lattimar, Pennsylvania. • 10.9.1917: Railway workers in Australia begin a return to work after the month long General Strike. • 8.9.1987: Brewery workers in Ontario shut down all breweries on the day before a Provincial election in protest at a Fair Trade Agreement. Panic ensued.
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www.ieu.asn.au overview
Bigger, better and stronger
Chris Wilkinson President Happy Birthday IEU. 60 years. Congratulations. When I reflect on my time as a Union member, a lot has happened and a tremendous amount of work has gone into gaining the wages and conditions that we enjoy today. But we are still fighting for our wages and conditions 60 years on. Not so long ago maternity leave was only a dream. We took time off, unpaid, to have our baby and then returned to work as soon as possible to continue our job. Sick children would come to school with you and rest on a makeshift bed under your desk in the staff room, because if you were not sick you were expected to be at school. Can you imagine having to go to the presbytery every Friday to collect your wages? And if the collection at mass was down, so was your wage.
The thought of job share was just that, not even considered. Now it works well, giving teachers and support staff the flexibility to a better working life. Membership continues to grow as people realise the importance of being a member of the IEU in the changing landscape of education. Workloads continually increase, with the introduction of new courses, technology, the Australian Curriculum and the increasing compliance that needs to be met in certain areas. Work/life balance is now a juggling act as we try to deal with the amount of take-home work we are required to do, as there just isn’t enough time in the day to complete it. The IEU has grown from one office in Sydney, and now has a new office in Wattle Street and offices in Parramatta, Newcastle, Lismore and Canberra. The staff number is increasing to meet the needs of the growing membership. I wish the IEU a happy and successful year and I am confident that all sectors are being well represented well as the negotiations for the enterprise agreements continue. I wish you all a happy holiday and thank you for being a member of the IEU in this memorable year.
“If the collection at mass was down, so was your wage.”
Honouring past efforts
Bernadette Baker Vice President, Systemic Schools The recent re-balloting of schools that missed out on the first round at the end of Term 2 shows that everyone wants to be part of the ongoing campaign for just and appropriate working conditions. It also reinforces to the employers that we strongly believe in our current entitlements and conditions and believe that we are on a journey to keep improving
those conditions for the teachers who will follow us. Our history informs our future. It is important to remind ourselves, and our younger colleagues, that we have these conditions because of the hard fought campaigns of the generations of teachers who have come before us. Through our participation we acknowledge their efforts as it informs our current position. We insist, that as professionals, we have working conditions that ensure we are able to do our jobs effectively and to the highest standard. The continual attack on teachers as a whole is detrimental to us as employees and the public image of teachers and teaching. We deserve better from our employers and will keep reminding them of such.
“The continual attack on teachers as a whole is detrimental to us as employees and the public image of teachers and teaching.”
Join the online conversation Join the IEU social group & keep up to date with us... www.facebook.com/ ieunswact
It's time to talk
Pam Smith Principals Organiser Since the Term 3 Principals’ Branch meeting on 2 August, the IEU has appreciated the opportunity to meet with Sydney eastern region principals at Daceyville on 11 August and is looking forward to a breakfast gathering with Sydney inner west principals at Burwood on 11 September. IEU Officer Jackie Groom met with principals at a combined MaitlandNewcastle, Bathurst and Wilcannia-Forbes Conference in Bathurst on 6 August and also with Bathurst Diocese principals in Dubbo on 22 August. In Term 4 IEU principals’ meetings are scheduled for 27 October in Forbes and in the Wagga Wagga Diocese on 30 October. Further to the Term 3 Principals’ Branch meeting which endorsed a resolution calling upon Catholic employers to commence meeting in regard to progressing a principals’ EA, CCER has since informed the IEU that it is now willing to commence negotiations in Term 4 for a principals’ EA. Following
the momentum of recent widespread industrial action, discussions are continuing to seek to progress appropriate EAs for teachers and support staff. In regard to independent schools, principals have welcomed the agreement reached by the IEU and the AIS on 5 September for MEAs for teachers and support staff which will deliver 2.5% in pay and super in 2015 and in 2016, closer to the percentage increases in DEC and Catholic systemic schools. The Union will hold a teleconference for principal members in independent schools on 16 October to discuss a range of industrial and professional issues. Discussions are also continuing between the IEU and Christian employer groups to achieve new EAs for teachers and support staff. As discussed at the 2 August Branch meeting, principals’ engagement is greatly appreciated for the IEU’s national campaign to increase funding for students with disabilities. Material about this campaign has recently been distributed to principals with a special invitation for them to join in lobbying of Federal MPs to protect and advance the interests of students with special needs and their families. The Term 4 Principals’ Branch meeting will be held on 1 November at the IEU’s Parramatta office.
Dismantling a successful system
Pat Devery President, Central Metropolitan Branch The concerted efforts of members this year year has certainly pointed to the ongoing relevance of the Union in determining working conditions in education. The remuneration improvements to the practicum supervision, albeit modest, are a direct result of members refusing to accept students from universities unwilling to meet the Union’s claim. Union members understood the deleterious impact an underfunded practicum program was having on the profession and took appropriate action to remedy the situation. No one would deny that a non-member should be capable of providing appropriate practicum supervision. However, in the long-term interests of education we need to ensure preservice teachers are given both pedagogical guidance and a sound understanding of their role as the
ongoing custodianship of their profession by being placed, where appropriate, with a Union member. The overwhelming support for the recent industrial action in CEO schools has had the effect of focusing the employers on working in a cooperative and constructive manner with the IEU to ensure Catholic schools remain at the forefront of education in Australia. Catholic employers regularly point to the virtues of their system, the impressive results achieved and the value for money it represents. It seems counter-intuitive that they would then move to dismantle the industrial fabric which allows that system to operate successfully – a framework which provides certainty and security to the dedicated and skilled workforce. Given that the appeal and success of Catholic schools comes largely off the back of countless hours of goodwill from the staff, recent actions by the employers are disturbing and disappointing. One wonders where the system would be if teachers took the employers lead and, from 2015, declined the gracious requests to volunteer for coaching, debating, music activities and overnight camps in freezing tents. Goodwill, as we know, cuts both ways.
“One wonders where the system would be if teachers took the employers lead and declined the gracious requests to volunteer for coaching, debating, music activities and overnight camps in freezing tents.”
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tcard s o p e g n a h c x , E s High School her at St Mary’
, Teac y Shaun O’Regan oods Secondar to Heritage W d ge an ch ex , Gateshead ada oody, BC, Can School, Port M
“The lesson was more comprehensive and spiritual than anything else.” Our second exchange to Canada was as good as the first, only better. In 2008, I travelled with my family to the Toronto area where I taught at St Martin’s Secondary School, with a January start to work. This time we went to Vancouver with a mid-year start at Heritage Woods Secondary School. At the end of our second exchange, as we were driving to the airport, I asked my family what they had enjoyed the most. By unanimous decision, everyone thought skiing was the most fun. Our season lift tickets, including parking, were $918 in total (for a family of six). We skied on
average three to four times a week. My eight-year-old daughter Anastasia had no previous experience on skis, and yet by the end of the season was confident on expert level black runs. With the fields only 20 minutes away, it was easy and fun to get in four to five hours of laps on a weekday. We all thought camping was the next favourite activity. I bought a seven-seater Volvo into which we piled all our gear for over a month of car camping. We would travel for the best part of a day, then pitch our tent and relax, usually in a National/ Provincial Park. Every five days or so, we would spring for a night in a Super
Eight Hotel with a pool, so we could get the washing done and have some luxury. Lots of affordable fun! Among the states and provinces we camped were British Columbia, Alberta, Montana, Wyoming, Washington State, Idaho and Oregon. Thirdly, we all enjoyed being in nature and seeing different wildlife. Personally, I imagine heaven to be lying in a Canadian meadow, under a tree and beside a bubbling brook. . Professionally I learned a lot but the lesson was more comprehensive and spiritual than anything else. It dawned on me that who you really are is what you give
to students. You want to give students higher emotions like joy, happiness, peace, and you must have them first. Being adventurous, going on exchange, is ideal territory in which to foster these bright emotions. It is not a distraction from work but rather the fulfilment of it. Lastly, being in a different learning environment helps you gain a third party perspective so you can reflect on your own teaching practise and improve. Which you do! Applications are now open for 2016 exchanges. Call Helen on 8202 8900 or email helen@ieu.asn.au.
rd
tca Exchange ponoer s
Amy Falc leave) ly on maternity nt re ur (c r he Executive/Teac lege, Sydney Claremont Col
Amy Falconer (nee Mayo) took part in the exchange program in 2010/11 to Scotland. She writes that it was the best thing that ever happened to her: I just wanted to let you know that going to Glasgow was one of the best things that has ever happened to me. I met Graham while I was there and he is now my husband, we got married in Scotland in early 2013 and in February this year we welcomed our first child into the world. Our daughter Daisy will be six months old next week and she is gorgeous. We are travelling back to Scotland on Tuesday to visit Graham’s parents for three weeks.
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www.ieu.asn.au overview
Who pays for the ‘lawyas’? Bernard O’Connor NGS Super I recently attended an insurance symposium the theme of which was ‘Is insurance through super sustainable’? The reason for this topic is the crisis the industry now finds itself in with several of the large, international reinsurers withdrawing from the Australian insurance market because of the spike in claims and large losses. In hindsight it appears that many insurance schemes were under-priced. General member awareness of their insured benefits is certainly a good thing and insurance through a superannuation fund is a member benefit put in place to assist families in times of illness or accident. The Trustee is under a legal obligation to ensure that eligible claims are paid in a timely manner and that premiums are kept as low as possible to provide insurance benefits for the membership as a whole. The insurer and the Trustee also have systems in place to ensure a smooth workflow and process claims efficiently to minimise stress for the applicant in times of illness or accident. The Trustee will also support the member if it believes the insurer has made an error in the assessment of the claim. However, my question is, ‘Should lawyers be allowed to intervene in member claims before the claim is even processed’? Legal representation is of course a pillar of any democracy, but I note that there is a current plethora of law firms purporting to do the right thing on a no win/no pay basis who advertise extensively on line, on radio and even on TV. It appears that insurers and superannuation funds have now become the new ‘deep pockets’ to target,
but the reality is that all members end up paying via increased premiums. In some cases the simple assistance provided to the claimant consists of filling in the forms for which the firm is paid a percentage of the payout if the claim is accepted. ‘No win, no pay’ or put another way, ‘Win and you pay us’. At the time of an Income Protection or Total and Permanent Disability (TPD) claim, the Fund essentially requires three sets of documents: information from the member; medical information and employment information. Once the necessary information is received, the claim will be assessed immediately based on its merits. And the fact is that most, but not all, claims are accepted. It is factually incorrect to believe that the use of a legal practitioner will result in a larger payment or in a quicker acceptance of the claim. The final decision is based on facts and whether or not the claim meets the eligibility requirements contained in the Group Life or Salary Continuance Policy held by the Trustee for the benefit of members. The quantum of payment is also fixed according to the policy in place. By analogy, in the case of an automobile prang, it is the insurer who is contacted first to provide the necessary paperwork and assess the claim. So it makes good sense to contact the super fund directly for information regarding insured cover for the same reason. Staff are trained to assist in the area of insurance and the necessary paperwork will be forwarded to the member intending to make a claim. Support is at all times available for the claimant and once all the necessary information is at hand a decision will be made. I have seen insurance through industry superannuation funds assist thousands of members and their families in times of illness, accident and death. It seems a pity to me that a substantial chunk of the final payout, if the claim is accepted, does not go to the member in some cases.
(Important information: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice.)
Newsmonth Newsmonth is published eight times a year (two issues per term) by the NSW/ACT Independent Education Union. Executive Editor: John Quessy (General Secretary) for and on behalf of the IEU Executive and members Acting Editor: Sue Osborne Journalists: Sue Osborne and Daniel Long Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth 485-501 Wattle Street ULTIMO NSW 2007 GPO Box 116 SYDNEY NSW 2001 Tel: 8202 8900 Toll free: 1800 467 943 Fax: 9211 1455 Toll free fax: 1800 804 042 email: ieu@ieu.asn.au On the net: www.ieu.asn.au
Advertising inquiries Chris Ruddle on 8202 8900. Such advertising is carried out to offset production costs to members and at commercial rates. It does not in any way reflect endorsement by the NSW/ACT IEU.
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NSW/ACT IEU Executive John Quessy General Secretary Gloria Taylor Deputy General Secretary Carol Matthews Assistant Secretary Mark Northam Assistant Secretary Chris Wilkinson President St Joseph’s Catholic College East Gosford Michelle Omeros Vice President Non-Systemic St Euphemia College, Bankstown Bernadette Baker Vice President Systemic St Mary’s Cathedral College, Sydney Carolyn Collins Vice President Support Staff St Michael's Primary School, Nowra Gabrielle Connell Vice President ECS Albury Preschool Kindergarten Leah Godfrey Vice President, ACT St Jude’s Primary School, Holder Peter Moore Financial Officer De La Salle College, Cronulla Marie MacTavish Financial Officer St Joseph’s Primary School East Maitland
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 Patricia Murnane Sacred Heart Primary School Cabramatta Michael Hagan Mater Maria College, Warriewood Louise Glase St Patrick's College, Campbelltown James Jenkins-Flint St Brigid's Primary School Marrickville
Our Locations
Sydney 485-501 Wattle Street, Ultimo NSW 2007 (02) 8202 8900 Parramatta 12-14 Wentworth Street, Parramatta NSW 2150 (02) 8202 8900 Newcastle 8-14 Telford Street, Newcastle East NSW 2302 (02) 4926 9400 Lismore 4 Carrington Street, Lismore NSW 2480 (02) 6623 4700 ACT Unit 8, 40 Brisbane Avenue, Barton ACT 2600 (02) 6120 1500 newsmonth - Vol 34 #6 2014
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To enter one of these giveaways, write your name, membership number and address on the back of an envelope clearly marked with which giveaway you wish to enter and send it to Newsmonth, GPO Box 116, Sydney, NSW 2001 by 30 September.
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