Newsmonth November 2013

Newspaper of the NSW/ACT Independent Education Union (vol 33 #7) November 2013 newspaper of the nsw/act independent education union [vol 31 #7] november

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

Accreditation for all? Survey results p9

Living social justice p11

Union launches equal pay claim

The IEU has lodged an equal pay claim on behalf of teachers in long day care centres at the Fair Work Commission.

The application will be joined to that already lodged by United Voice for childcare workers in long day care centres.

The IEU application affects about 5000 teachers nationally and is made on the grounds that they do not receive equal pay for work that is comparable to that of other teachers or other professionals.

The claim states the pay of early childhood teachers is low because more than 95% are women and their work is seen as ‘caring’ work.

“This claim has a strong focus on early childhood teachers as professionals,” says IEU Assistant Secretary Carol Matthews.

“The claim is seeking increases of approximately 50% in the minimum rate for early childhood teachers.”

A successful claim could see teachers who are currently being paid the modern award rates, receiving a pay rise of up to $30,000 per annum.

In NSW this would mean an increase of approximately $20,000 per annum compared to the NSW transitional rates under the modern award.

Employer support The claim has also received support from employers groups, such as KU Children’s Services.

“KU Children’s Services fully supports the IEU equal pay claim for early childhood teachers,” KU CEO Christine Legg says.

“For many years, KU has been a strong advocate for pay parity for early childhood teachers who work in preschools and long day care services with equally qualified teachers who work in schools. “ We see this pay claim for long day care teachers as being an important step towards achieving equality and professional recognition for all early childhood teachers.”

Leanne Gibbs from Community Childcare Cooperative NSW says: “Teachers in long day care centres play a key role in the education of young children. With 85% of children’s brain development taking place in the first five years the teacher’s role is pivotal in the life of children and families.

“Appropriate remuneration for teachers in long day care can only be an investment for our future and a just salary for a qualified and committed professional.”

Media launch Abbotsford Long Day Care Centre staff assisted the IEU with media events surrounding the launch.

Abbotsford Director Emma Cullen and Teacher Antonella Panuccio (pictured) have been long time supporters of the Teachers are Teachers campaign.

Emma says she was excited to take part in the launch “because it’s something we’ve been working towards for a long time”.

“We’re very passionate about the campaign at this centre and thrilled to have an opportunity to raise awareness.

“The equal pay claim is fantastic and we hope it leads to the professional wages that early childhood teachers deserve.

“Anything we can do to raise awareness of this is a step towards professional wages.”

The launch received extensive media reporting, including ABC TV’s News 24, WIN TV in Canberra and national radio and newspaper coverage.

Next steps The Union will be contacting long day care members for support in the conduct of the case.

However, as the Pay Equity Case will not be heard for some time by the Fair Work Commission, members are urged to protect their current salaries and conditions by having a registered agreement.

Members who do not already have an enterprise agreement at their centre are urged to contact the IEU. The equal remuneration claim lodged by United Voice on behalf of child care workers is limited to long day care and it was therefore not feasible to broaden the case to preschools at this stage.

If the case is successful the IEU will seek similar increases for teachers in preschools.

“The equal pay claim is fantastic and we hope it leads to the professional wages that early childhood teachers deserve.”

IEU Exchange Conference p16

Making gains for members In a year characterised by a tough industrial climate, an artificial wages cap, a funding freeze and a change of Federal Government, the IEU has continued to make gains for members.

This year the IEU has recovered more than $3,233,000 for members. Much of this money has been recovered for members who have been under paid or have had the Union negotiate redundancy payments or individual settlements on their behalf.

With underpayments all too common, the Union recommends you check your pay slips and raise any irregularities with your employer. If the matter is not satisfactorily resolved, contact your IEU Organiser.

This year the Union has also made new agreements for teachers and support staff in many schools, including Catholic systemic schools and Catholic independent schools, ELICOS colleges and about 200 early childhood services.

We have represented members in more than 600 disputes.

The Union has held more than 77 NSW Institute of Teachers accredited pedagogical workshops and five major conferences.

We have facilitated 15 international teacher exchanges.

For more information about your Union’s work over the year, see page 3

Union bid for five percent pay rise The IEU will pursue a 5% pay claim for teachers in NSW Catholic schools next year.

The claim is more than the 2.5% pay cap on public servants’ pay rises under NSW legislation, but in light of changes expected of teachers due to Government policy, is considered reasonable by the Union.

As well as the pay increase, the claim would include a provision for release time for teachers and mentors during the accreditation process, and for employers to pay NSW Institute of Teachers and Working With Children Check fees on behalf of teachers.

All dioceses would be asked to agree on a fair process for teacher performance and development reviews, due to the emphasis on this area by state and federal governments.

VET teachers would be provided with time in lieu to compensate for visiting students at workplaces or gaining mandatory industry experience hours outside normal school hours.

Details page 3

www.ieu.asn.au on the ground

IEU must have a voice on merged body Gloria Taylor IEU Deputy Secretary The NSW Government is introducing legislation to merge the NSW Institute of Teachers and the Board of Studies (BOS) to form a new body called the Board of Studies, Teaching and Educational Standards (BoSTES).

Subject to the passing of the legislation, the new body is expected to begin operating from 1 January 2014.

The Government announced its intention to merge the two major education bodies in late September.

The IEU wrote to NSW Education Minister Adrian Piccoli in September expressing concern about the suddenness of the decision, the lack of consultation and the implications of such a merger. The Union has since met with the President of the Board of Studies, Tom Alegounarias regarding the proposed changes.

The Union has always held the strong view that the teaching profession should be the driving force behind the Institute of Teachers. Our members have had any number of grievances with the workings of the Institute, but teachers have at least had a representational voice through the Quality Teaching Council (QTC). The Union is eager to ensure that professional representation is not diminished as a result of the merged body.

In our ongoing discussions with the BOS and the Institute the IEU has sought and been given assurances that the revamped governance structure will continue to provide the capacity of the QTC to make recommendations to the Minister.

A current priority relates to support for new teachers. The IEU representatives on the Quality Teaching Council will seek to develop regulations that ensure schools have policies articulating the support they will provide for a quality induction and mentoring of provisionally accredited teachers.

Further issues include the capacity to grant extension to maintenance periods and the prospect of returning to teaching following a failed accreditation after an appropriate period. These issues are under consideration now and it is critical that such issues are not lost in a hasty legislative merger.

The NSW BOS has had a long history of an educational authority that has included the participation of the IEU and non-government school sector.

BoSTES will govern in a bureaucratic sense much of the work of teachers in NSW. It is critical the IEU be part of the process and in a position to pursue legitimate industrial and professional issues via the charter of the BoSTES.

NSW Institute pilots school-based PD registration Mark Northam Assistant Secretary

The NSW Institute of Teachers has hosted a forum recently unpacking what will be expected from schools that seek registration of on-campus professional development.

Holy Cross College at Ryde provided an insight into their endeavours in terms of online management and the emphasis on the provision of time (1.30-4.30) at certain points to support classroom teachers.

What is certain is that the processes cannot simply be an addon but rather a valued, integrated process driven by supported teachers.

Carol Taylor (Acting Chief Executive Officer of the NSW Institute and CE Board of Studies) said that standardsfocused school-based professional development should be simple to register with the Institute. It should align with what schools and school systems already do while protecting the status of Institute-registered professional development.

Adam Taylor (Principal of Holy Cross College, Ryde) implored the Institute “don’t tie us up in knots”.

DEC schools from the South Coast provided an overview of the way a group of schools sought to align federal and state government 2

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requirements with employer expectations. A key element of their work was that is was voluntary.

Teachers were collaborating with each other about feedback.

The IEU’s preliminary view is that the application form is complex. The IEU will seek discussion with the Institute to further refine the form.

The NSW Institute of Teachers intends to trial pilot projects in 2014 related to school-based professional development.

Catholic systemic schools • Your school is part of an existing Institute endorsed provider of PD. • Your school should seek the diocese’s help in registering on-campus PD (easiest pathway).

Independent schools Your school can apply for either • Full endorsement as a provider with the NSW Institute (existing schools include Barker College, Meriden, St Gregory’s Campbelltown).

• Pilot registration as a school-based provider.

Details are on the Institute’s website.

Additional information from Amy Cotton You’re already doing it Members have expressed concerns about the NSW Institute of Teachers’ requirements for maintaining accreditation with particular types of professional development.

It’s likely, however, that your school is already undertaking a lot of quality PD. •

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Take a moment to think about any staff development days or PD meetings that have been run. Content considered as school-based PD includes: CPR, First Aid, Anaphalaxis updates (Descriptor 4.4.2) Beginner, intermediate and advanced ICT skills courses and how to integrate these into student learning (hardware and software) (3.4.2) Mentoring and coaching programs between teachers (6.3.2) Mutual peer observations (6.3.2) Reflection activities to plan professional learning needs (6.1.2) Pilot marking/moderation PD sessions (5.3.2) Updating knowledge of changing legislative requirements, eg Child Protection (7.2.2) Workshops with local Aboriginal and Torres Strait Islander community members to refine teaching/ communication strategies (1.4.2), and Workshops on updating understanding

of and implementation of ROSA or new curriculum (2.3.2).

What doesn’t count as PD for NSW Institute purposes: • staff meetings on routine matters • spirituality days (these may be a requirement of your employer, not NSW) • marking • programming/planning • parent/teacher interviews or information nights, and • excursions/school events.

Catholic Systemic schools can ask dioceses to register school-based PD with the NSW Institute.

Some CEOs/CSOs, such as CEO Sydney and CSO Maitland-Newcastle, are already registering school-based PD routinely. Others, however, need to simplify the process for their schools.

The IEU has a sample proforma that a diocese might adopt. When filled in, it tells the diocese everything they need for the NSW Institute’s registration process. The IEU calls for all dioceses to adopt a simple, no fuss approach to helping out their schools and teachers such as the proforma. Email Amy Cotton, Professional Development Officer, for a copy of the proforma with examples (amy@ieu.asn.au)

www.ieu.asn.au on the ground

Position positive John Quessy General Secretary Three prime ministers ago when I sat down to write the 2012 Annual Report, things looked pretty grim. Members had recently seen the State Government cut the education budget by $1.7billion, freeze the funding to Catholic and independent schools and create an artificial wages cap at 2.5%.

At the federal level, the Government had released its response to the Gonski review and proposed not only a new funding model but also a raft of new regulations and requirements in its National Plan for School Improvement (NPSI).

Wherever one turned, schools and particularly teachers, were cast in a negative light. We were confronted with round after round of ‘teacher bashing’. It was hard to be positive about where we were in education and what we faced in the immediate future.

Twelve months on and much of the uncertainty has dissipated although it would be naïve to describe the future as rosy. What the Abbott Government means for education policy, we will need to wait and see. Some of their statements opposing the high stakes nature of NAPLAN tests, especially the publication of results, are welcome.

However, the Coalition commitment to match only the first four years of the ALP funding model is a serious concern as Labor’s so-called ‘Gonski’ reforms promised a six-year funding deal with no new money until years five and six. In essence, this means we have had resource mediocrity locked in for four years and no promise of betterment in the future. The light on the hill grows dimmer.

While the new Government may well be benign at least initially in respect of education policy, it is unlikely to be in its pursuit of trade unions and their ability to recruit, organise and represent members.

Even before winning government, there were plenty from the extreme right wing cheer squad who were urging them to scrap the current IR laws and return to Howard’s WorkChoices or even more draconian legislation.

Strong engagement Yet I am inspired with confidence that we are in a more advanced and positive position as an education union than we were a year ago.

Two major government policy papers are defining the current education agenda, The National Plan for School Improvement (NPSI) and Great Teaching, Inspired Learning (GTIL). Each covers similar ground and demands attention to: initial teacher education; quality and scope of the teacher practicum; induction and mentoring; career advancement measured against set standards and appraisal processes.

Our Union has engaged with these issues and with stakeholders and is well advanced in our response. We will also progress an industrial claim in relation to these policy matters.

Recently our Executive, along with those of the IEU branches in other states and territories, met in Canberra to connect with the political, industrial and education agendas post-federal election.

The issues above formed a significant part of those conversations.

Years Quality Fund, preferring the ALP affiliated United Voice to those unions representing teachers. Against this backdrop, we have done an enormous deal of good work advancing the interests of members through various representations and through agreement making.

Unfinished business As always, there is much unfinished business.

This includes the O’Farrell Government’s artificial wages cap of 2.5%. While this is mainly an issue for the public sector, the historic nexus between it and wages in Catholic schools means we also own this impediment.

During the year the Government showed the true level of its miserableness by trying to discount the 2.5% by the increase in compulsory superannuation of 0.25%. Not once but three times have they tried to deny the full increase.

Also, while the IEU made major agreements throughout the year, there were certain frustrations courtesy of the current industrial relations system.

The willingness of the Marist Brothers to use the technicalities of the Fair Work Act to foist an unwanted enterprise agreement on members at St Gregory’s College Campbelltown was a low point in our dealing with Catholic employers in recent years. Meanwhile, the failure of the AIS to properly advise and consult on imminent redundancies in some independent schools should be seen as a warning of things to come under any weakening of the Fair Work Act, which may well be a reality under what looks to be a weak and timid Senate.

“We have engaged with stakeholders and are well advanced in our response to the NPSI and GTIL.”

Not all plain sailing It is a great pity that the previous Labor Government did not appreciate our capacity in these areas. Whatever their achievements in other areas, the Rudd and Gillard Governments will stand condemned for their refusal to treat the IEU as a serious stakeholder in industrial and professional issues. As Education Minister and Deputy Prime Minister, Julia Gillard failed to appoint the IEU to the AITSL Board while including both the AEU and employers. Minister Garrett did not acknowledge or respond to repeated correspondence from our Union requesting meetings to discuss issues around the teacher practicum. Garrett again bypassed our Union when establishing the board to oversee the distribution of the Early

Growth continues On a more positive note, membership of the IEU has continued to grow. While 2013 statistics show an overall modest growth of 1.8% on this time last year, the

figures show only members attached to a workplace and omit our growing number of retired members. At the time of writing, we have 30,724 financial members.

Another area of growth for the Union is our student membership. This is no accident as we have devoted resources to tertiary visits and recruitment of undergraduate teachers.

To be successful, unions like other organisations, must be seen as relevant and valuable to members and to prospective members. The tertiary initiative is part of that strategy. It is an attempt to engage with prospective members in the embryonic stage of their career and to lead into other pertinent work we do for specific sections of our membership. The assistance we provide specifically to members in our Band 3 schools demonstrates not only our capacity but our willingness to support members at all stages of their careers and particularly in areas where professional and industrial issues merge.

This philosophy is also what drives our determination to deliver high quality, accessible professional learning to our members, mostly through PIPs. The scope of our work in this area has grown greatly from the original concept and we anticipate running 100+ events again in 2014. While the original idea was to assist members who needed accredited PD to maintain the Institute Accreditation, we have found much of our content in demand by support staff, early childhood teachers and those teachers currently exempt from accreditation. We are certainly doing something right with this work.

The IEU considers that the Chapter Reps Training we run is also valuable professional development for those members who take on these important leadership roles within their workplaces.

The Union owes an overwhelming gratitude to those who undertake this work and who do it well and with passion.

For more information on the Union’s work over the past year, the 2013 Annual Report is recommended reading. It is also a strong resource in answer to the question: ‘What has the Union ever done for me?’

Union bid for five percent pay rise Carol Matthews IEU Assistant Secretary A pay claim for 2014 for teachers in NSW Catholic systemic schools was overwhelmingly endorsed at the Union’s recent AGM. The claim includes the following elements: •

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Pay rise of 5% in 2014 with an interim increase of 2.5% from 1 January 2014.

Employer payment of compulsory fees for the NSW Institute of Teachers and the Working With Children Check.

Release time for provisionally and conditionally accredited teachers in line with new DEC standard - ie two hours per week for the teacher and one

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hour for the supervisor/mentor in the first year and one hour per week in the second year for the beginning teacher and the mentor.

Agreement on processes on teacher performance and development with all dioceses. This is essential due to the emphasis by state and federal governments on this issue. It is essential processes are fair and have protections for teachers.

VET teachers – compensation on a time in lieu basis (to be taken in half or full day blocks) for time spent outside normal school hours visiting workplaces to supervise students or for

time spent outside normal school hours acquiring mandatory industry experience for accreditation.

The Union is seeking the review and updating of workload agreements and enterprise agreements to ensure existing entitlements such as limits on face-toface teaching and release time in primary schools are contained in agreements and are legally enforceable.

We will also be seeking to include the new condition that applies to all NSW public servants, that is additional leave for employees who are the victims of domestic violence.

The Union will be seeking motions of support for the claim from IEU Chapters in systemic schools.

The Union notes that the pay claim of 5% in 2014 is above the 2.5% pay cap permitted for public servants under NSW legislation but considering the extensive changes which are likely in 2014 because of NSW Government policy changes, the Union considers this claim should be pursued.

The full claim will be sent to IEU chapters for endorsement and feedback in the coming days.

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www.ieu.asn.au on the ground

VET headaches continue

VET teachers in NSW are seemingly caught in the clash of expectations from the Australian Skills Quality Authority, the Board of Studies, the various Registered Training Organisations and employer arrangements, IEU Assistant Secretary Mark Northam writes.

The above cocktail produces outcomes which impact negatively on teachers and students as teachers of Construction, Hospitality, IT and Retail courses have had to upgrade their training qualifications this year.

The NSW Schools Consortium (the three school sectors and the Board of Studies) meet regularly with ASQA but the focus remains on compliance, audits and credentials.

The burden of re-designing programs, devising assessment strategies and adjusting Board of Studies entries is time consuming and demanding for VET teachers.

Currently a number of dioceses are contacting parents about changes to the Hospitality HSC

course in 2014. Parents have been advised that they can request their children be enrolled into the new 2014 Hospitality course even though they have commenced the current 2013 HSC courses.

These parents may now consider their children to be "genuinely" disadvantaged by having to change courses. This is unprecedented and creating additional work for teachers.

The change cycle demanded by Australian Skills Quality Authority is at odds with Board of Studies processes, is burdensome in the extreme and should be challenged by the NSW Schools Consortium. In essence the notion that training packages are in a pattern of ‘continuous improvement’ will ensure that VET courses remain problematic in schools.

The various Registered Training Organisations should be providing additional support (captured in agreements) to ensure the obvious workload issues are addressed.

Data collection not an end in itself A Catholic Education Commission NSW process requiring online completion of individual plans for every funded student has ground to a halt.

Every student in receipt of funding as a student with disabilities or special learning needs must have a current plan.

However, principals and teachers in Catholic schools had contacted

CatholicCare Wollongong

Agreement at last After more than two years of negotiations involving the IEU and the ASU, CatholicCare Wollongong staff voted overwhelmingly in September in favour of an Enterprise Agreement covering the agency’s diverse range of employees.

IEU Officers Les Porter and Pam Smith say the Union is appreciative of the dedication and commitment of Wollongong Diocese CatholicCare members during the lengthy negotiation period, as well as the great support of school chapters and the South Coast Branch members.

For counsellors who work in Wollongong CEO schools, the new three-year agreement will provide: •

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salary increases of 3% per annum each year from July 2013 Long Service Leave at the same rate as teachers in systemic schools - 1.3 weeks per year for the first 10 years

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and then accrual at 2.0 weeks per year after 10 years service, with access after seven years of service enhanced paid parental leave provisions with a full 14 weeks paid after three years service personal leave increased from 10 to 15 days and compassionate leave from two to three days study leave of up to four hours per week and 38 hours per annum greater clarity around hours of work, flexitime and overtime, and a compensatory payment to cover changes to travel arrangements.

This new Agreement, along with one in the Canberra-Goulburn Archdiocese, are the only CatholicCare agreements in place at this stage. The Union is also liaising with counsellor members in a range of sectors, including the Parramatta Diocese, to confirm, protect and enhance salaries and working conditions.

the IEU stating their frustration at the CEC’s time-consuming data collection process, which was further complicated by technical problems.

The CEC has now notified employees that the process has been brought to a halt because the online processes have not been satisfactory The CEC has apologised for any inconvenience, saying the 8000odd records entered will be used as the basis for the report to the

Australian Government Department of Education.

Data collection is a key component of the National Plan for School Improvement and the IEU trusts that they will consult extensively with the Union and trial any system adequately prior to implementation.

Data collection must not become an end in itself.

Time to revisit NSW antidiscrimination exemptions A bill seeking to amend the NSW anti-discrimination legislation introduced into NSW Parliament in September should be broadened to remove exemptions applying to discrimination in employment by non-government schools.

The bill, which was introduced by Alex Greenwich MP, seeks to amend the NSW Anti-Discrimination Act 1977 to remove the exemption for 'private educational authorities' from provisions that make it unlawful to discriminate against a student or prospective student.

In the words of Uniting Justice Australia National Director Reverend Elenie Poulos, the core issues should be about “mutual respect, care and the acceptance of the value of diversity for a healthy society” (SMH 21/01/13).

However the bill does not address the long standing exemptions which provide that 'private educational authorities' are not covered by provisions prohibiting discrimination in employment on the grounds of sex (gender), disability or

marital domestic status. Provisions in relation to discrimination on the grounds of age, race and carers's responsibilities do however apply. This means that a non-government school, preschool or private college could discriminate on the grounds of sex or disability, for example if it wished without any recourse for the employee under the Act. The exemptions in the NSW legislation are much broader than those applying federally. Federal legislation only permits discrimination on the grounds of gender and related issues if the employee is a member of the staff of an educational institution conducted in accordance with the doctrines, tenets, beliefs or teachings of a particular religion or creed, and if the employer discriminates in good faith in order to avoid injury to the religious susceptibilities of adherents of that religion or creed.

The IEU seeks the existing NSW exemptions be replaced with the tighter federal exemptions.

www.ieu.asn.au on the ground

Rep spotlight

It could be you “A suitable candidate is anyone who feels they would like to support others and perhaps would like support themselves. There is nobody who should discount themselves. We’re talking about empowering people.”

Are you noisy or quiet, artistic or analytical, experienced or just starting out? If this sounds like you, why not consider putting your hand up for an IEU Rep role next time one becomes vacant? Pymble Ladies’ College Head of Religious Education and IEU Rep Howard Clark tells Newsmonth Journalist Tara de Boehmler why nobody should discount themselves from becoming a Rep. Howard has been a Union member since he started teaching in government schools in 1977. In 1990 he moved to the independent sector, teaching Science at Newington College, and joined the IEU (then ITA).

“I joined both unions for the same reasons – they were an insurance policy, in case something went wrong and would look after us when the going got tough.

They would do the things we didn’t want to do alone, like fight for our conditions or salary rises.”

He has taught Science, Religious Education and the Personal Development and Health aspect of PHDPE and in 2006 took up the Head of Religious Education post at Pymble Ladies’ College.

“I am thoroughly enjoying the role at Pymble. I’m enjoying getting students to think. This is the main aim of the way we present Religious Education, and of course it’s the main aim of Science teaching too. We want students to ask and think about what’s going on, how they can make a difference and how they and others are affected, instead of just sitting there and saying ‘I know that and therefore I don’t have to be involved’ anymore”.

“It’s about getting students to question in an academic and logical way.”

Howard took up the IEU Rep mantle soon after starting at the College, when the previous Rep left.

“I put my hand up because I felt it was something I could do. I’ve found being a Union Rep really useful because people have been able to come to me and safely ask advice. I feel good because I’ve had such a great opportunity to help people – even if it’s only to listen to their concerns when this is all they want, or to point them to the experts at the IEU or simply to be a go-between when people need assistance sorting out some communication problem.”

Howard emphasises that there is no conflict between being a good employee and a good unionist.

“Not everything a Union Rep does is part of an antagonistic fight between staff and the College administration, in fact very little, if any of it is. We work together very well here and mostly it’s just about supporting members if they have any concerns “More often what we’re dealing with is a communication gap between individuals, when one person is speaking but what they are trying to say is not necessarily what another hears.”

Howard says there is good understanding between the Union and the College leadership and he always feels welcome to raise issues with the Principal.

“Our Principal is very comfortable talking with the Union. We have an acknowledgement that if someone wants me or their Union Organiser to be sitting with them at the table, they should be supported in this decision “It means they are not on their own.

There is someone who has their back – to say ‘I am with you and right beside you while you are dealing with this particular problem’.”

Meanwhile, having unions and employer representatives running salary negotiations and providing professional development means school staff and principals “can get on with our jobs of running and working in our schools”, Howard says.

“It’s standard that independent schools use the AIS for salaries negotiations and to run professional development and they pay a subscription for that. Likewise there is no reason for school staff not to have a support mechanism for salaries and conditions negotiations and to run professional development.”

Howard says he has found great satisfaction in being a person that colleagues can come to if they want to raise an issue, just have someone to confidentially talk to or to get advice.

But he is also looking forward to retiring – to taking in more early morning walks with his wife, working in the garden and volunteering for his favourite charities Uniting World, Frontier Services and Uniting Care.

He hopes first to find not just one replacement for his IEU Rep role, but possibly a team who will work together as a committee. This might involve someone being a secretary, a chair and one or two reps positions. He particularly encourages volunteers from among the College’s substantial support staff community.

“One of the things I feel I could have done better is hold more meetings, with increased attendance “A committee structure would get more people involved from around the school.

It would increase the effectiveness, decrease the workload, give members a choice of people on the IEU Committee to approach and make it easier to stay in contact with all staff.”

Howard has an important message for anyone considering putting their hand up for one of the roles, particularly if they are asking themselves ‘would I be suitable?’

“A suitable candidate is anyone who feels they would like to support others and perhaps would like support themselves.

There is nobody who should discount themselves because they are a quiet person or a noisy person, because they are

artistic or because they are analytical or because they are at the top of the teaching age group or administration level or just starting off “If they think they’ve got something to offer or something they need, this is a perfect opportunity to do it for either the short or longer term.

“We’re talking about empowering people,” he says.

The Union is here to support all Reps and Rep Committee members as they are starting out and for as long as they take on the role. The IEU provides Rep training and Organisers are just a phone call away.

Help is also at hand from Howard, who has three pieces of advice.

“Every person’s question, query and concern is different, unique and important to them. They are not being flippant when they seek out their Rep so it’s vital to listen.

“The Union may have some ideas to provide, regarding what is the best action for the member to take. But the member must own the position. We say ‘what would you like to do?’ to ensure a member never feels pressured to take a particular action.

“Over time there is a sense of respect and that is built on being discrete, ensuring confidentiality, and on not jumping in and inflaming situations.”

“I’m fortunate to be working with a group of people who understand and support my work.

“Really, I’ve enjoyed being a teacher.

Dealing with young people is the best job and the staff I have worked with in the Department, at Newington and here at Pymble have been top notch. I’ve thoroughly enjoyed working with all of them and the students have been great.

“I’ve had a wonderful life as a teacher and it’s a top job.”

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www.ieu.asn.au on the ground

Inspired by fresh approach

“In China there is a very strict routine for everything – free play time is free play time and reading time is reading time.”

IEU intern Rita Wang is discovering there is an east/west divide when it comes to attitudes to early childhood education.

The Chinese student is doing a Masters in Teaching (Early Childhood Education) at the University of Western Sydney (UWS), and spending 10 weeks with the IEU exploring how the Union goes about its business.

At UWS and during pracs at various centres, including her current position at Bambini of Lilyfield Childcare, Rita has learnt that child-centred teaching is the best way to go.

But in China, early childhood education is teacher-driven.

“I’ve been talking to my cousin who has a five-year-old about what early childhood care was like for her daughter,” Rita says.

“She said her daughter didn’t like group reading time, but the teacher forced her to sit and listen to the story anyway.

“I have learnt that if a child doesn’t want to listen to the story, it’s okay for them to go and do something else they like.

“But in China there is a very strict routine for everything – free play time is free play time and reading time is reading time.”

Rita says if she teaches in China she would like to introduce a more western approach. “It might be hard if I’m the only one. But some parents are starting to say that approach might be better for their children.

“They are sending them to classes after school where they can play more.”

Acknowledging China’s high achievement in academic results, Rita says there is a heavy investment in testing and exams in

the education system, to the detriment of social and creative interaction.

“I notice in my uni class the Chinese students do not participate in group discussion in class, they are used to just listening and taking notes. To speak would be considered disrespectful.

“I think some sort of balance between the two approaches would be good.”

Rita chose the IEU for work experience as opposed to another preschool or childcare centre because she has already worked in centres, and as an overseas student felt she needed to know more about the the education system in Australia.

“Two organisers from the IEU came and gave a presentation to our uni for the course on management, and that’s when I learnt more about the Union, working conditions and rights.”

Rita attended the IEU’s Early Childhood Conference, where she learnt early childhood teachers have to stand up for their rights and make their voices heard to achieve better pay and conditions.

She has also been to a centre with an Organiser to see how the Union deals with teachers and employers, and attended an IEU information session at Sydney University.

“What really surprised me at the conference is how few Asian people are actually working in early childhood. I spoke to my lecturers about it and they said more people of Asian background are starting to sign up for courses, so maybe that will change in the future.”

Rita will stay with the IEU until the end of the year.

Union influence on early childhood education degrees

The IEU is part of the TAFE NSW Bachelor of Early Childhood Education and Care Course Advisory Committee.

As the early childhood degree is continuously evolving, the Committee meets three times each year. The 6

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IEU maintains a productive working relationships with key industry stakeholders, including representatives from the Early Childhood Education and Care Directorate, the University of Sydney, UWS, Uniting Care, KU Children’s Services, SDN Children’s

Services and Childcare NSW. The IEU provides valuable feedback in relation to bachelor degree subject guides, including course content, appropriate methods and weighting of assessment tasks.

The IEU also offers an industrial perspective to discussions regarding

role and employment of students and remuneration and workload issues for supervising teachers of practicum experiences and internships.

www.ieu.asn.au on the ground

Support staff and teachers juggling competing needs Employment security, excessive workloads and special needs funding were among issues discussed when the IEU met with the Maitland-Newcastle Catholic Schools Council, IEU Organiser Therese Fitzgibbon writes.

Council member Michael Gore visited the IEU Newcastle office to discuss key issues for members in the Diocese.

Both teaching and non-teaching members report a significant increase in the amount of time spent completing work at school and out of school hours. Many administration staff continue to engage in a lot of unpaid overtime to stay on top of the workload.

In primary schools in particular, members report a lack of time and resources.

Employment security continues to be the critical issue for learning support assistants (LSAs) as need continues to outstrip funding.

Despite the need for ongoing support for students, the funding available is insecure and this results in insecure employment for LSAs. Many schools have seen a continued decline in support despite the increasing needs of students. Students with lower levels of need now do not receive any direct funding, impacting on both employment and classroom effectiveness.

This decline in support has a significant impact in the classroom as teachers juggle the competing needs of an everincreasing diversity of students. It is not uncommon for a teacher to identify six or more students in a class who require significant additional assistance. The time and support available to assist these students effectively is limited, and this is an area that the IEU has highlighted as needing ongoing review.

Teachers are currently navigating a new national curriculum while preparing to meet the new expectations of the NSW Government’s Great Teaching Inspired Learning blueprint and the Federal Government’s Better Schools Plan. The introduction of elements of this, including teacher appraisal, will have ongoing implications for the workloads of teachers and schools.

Add to this teacher accreditation and faith accreditation and members are finding that teaching is getting harder and they are busier than they have ever been. Beginning teachers must be given appropriate support if they are to remain in the profession, and access to funded professional development needs to be available to all staff employed in schools.

Flexible work options were also discussed with an emphasis on the introduction of a Transition to Retirement Scheme. The IEU is seeking the right for employees over 55 to access a scheme that would enable them to reduce their FTE with or without a combination of part-time long service leave.

The Union thanks Michael for the time spent meeting with us. We look forward to seeing improvements for members in the future.

Michael Gore and Therese Fitzgibbon at IEU Newcastle office

Present Tense ELICOS News Kendall Warren IEU Organiser In October, the long-running negotiations at Navitas English (formerly known as ACL) were finally settled. The new agreement (if endorsed by members) will include several benefits for both teachers and administrative staff.

The agreement will provide for salary increases of 2.5% from 1 January, 2013, 2.5% from 1 July, 2013 and 2.5% from 1 July, 2015 – effectively this will mean an immediate salary increase of over 5%, with sizable back pay amounts. In addition all staff will receive a sign-on bonus of $1000, and loading for casual teachers will increase from 22.5% to 25%.

Apart from salaries, the new agreement will include, for the first time, arrangements for distance learning teachers, which will hopefully alleviate some of the work stresses in that department. These will include

arrangements for working from home, varying the standard span of hours, and rescheduling lessons.

There will also be a new classification structure for admin workers, expanding the current three level structure out to five, and it will include detailed descriptors for each criteria. This will allow individual staff to apply to be reclassified where appropriate. There will also be ‘nodisadvantage’ protections included Staff will also be able to ‘purchase’ additional annual leave (so that individuals can elect to receive a slightly lower weekly salary to pay for additional leave), or ‘cash in’ excess leave.

Voting was being arranged while this column was going to press, but assuming it is passed by staff, it should be lodged and approved at the Fair Work Commission by Christmas. The proposed agreement would then run until June, 2015.

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Bargaining continues at several other colleges. Agreements are close to being finalised at Australian Pacific College, SELC and Kaplan. These colleges all used to be part of the EPIA group. It is hoped that salary settlements similar to those achieved in the remaining EPIA colleges can be achieved.

Negotiations have recently commenced at Embassy English in Darlinghurst, and Navitas English Services (formerly known as ACE), and it is hoped that settlements will be reached at those colleges by Christmas.

The Fair Work Act 2009 contains provisions that allow for “good faith bargaining”, and where a majority of staff (or section of staff, such as teachers) wish to bargain for an agreement, the employer must negotiate. To find out how this could work in your college, get in contact.

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In October, the IEU held its Annual General Meeting (AGM), and the Union was able to report that membership in the sector had increased slightly, with just shy of 400 members in the private post-secondary sector. The biggest area of growth occurred at Navitas English, reflecting the ongoing tensions around the enterprise bargaining negotiations.

Members are aware that the Union is able to get the best outcomes for members at workplaces with high union density.

All members are encouraged to talk to their colleagues, and if they are not IEU members, advise them to join. There is, after all, strength in numbers and in unity.

If you would like to know more contact kendall@ieu.asn.au. newsmonth - Vol 33 #7 2013

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www.ieu.asn.au on the ground

Salutary lesson from UK Deregulation timeline • 1988 British Prime Minister Margaret Thatcher introduces Local Management of Schools – each school is able to manage its own budget.

• 1995 NASUWT ‘Let Teachers Teach’ campaign to ‘re professionalise’ teaching, including calling for support staff to do tasks like duties, photocopying and extras.

John Quessy and Mick Lyons Teachers in Australia have many things to be thankful for when considering the situation of their colleagues overseas, including in the UK. National Association of Schoolmasters Union of Women Teachers (NASUWT) President Mick Lyons recently visited the IEU to study the school system in Australia.

NASUWT is the UK’s biggest teacher union, with 295,000 members. The other large union is the National Union of Teachers. In 2012 the two unions signed a historic agreement committing to work together.

There are two smaller unions – one is called Voice and was established during the Thatcher era – and avoids industrial action.

“Traditionally we did not have many state funded independent schools in the UK, but that’s changing.

That’s part of the reason for this trip, to see how independent schools work here and how the IEU works,” Mick says.

While the Australian system is different to the UK’s, the Australian Government’s interest in the

After working 38 years as a full time classroom teacher, Gerard Crichton is not quite ready to retire. But he is glad to be making the transition via an extended job share arrangement, he tells Newsmonth Journalist Tara de Boehmler.

The St Therese’s Catholic Primary School New Lambton Teacher decided he would ask his Principal about working in a job-share arrangement after observing others doing the same.

It’s not unusual for parents with young children to request job-share arrangements at the school, but Gerard felt that after giving decades of full-time service, it was time to see if it could work for him.

“At this stage I don’t have a retirement date in sight, but I turned 60 this year and have taught for almost 40 years full time in the Maitland Newcastle Diocese.

“I successfully applied to my Principal and at the CSO for a trial in 2013 and it has been extended to 2014.”

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deregulation of schools mirrors many of the ideals of the UK Coalition, Mick says.

The quest for deregulation in the UK has led to a situation where a retail chain called Harris Carpets now owns 27 schools in London, all called Harris Academies.

At the moment, schools remains fee-free, apart from the elites like Eton and Harrow. However, since the 2011 Education Act, Mick says school could start charging for electives like music, sport and art.

But he says the real reason so many business interests are running schools is that they get the school land and buildings for free.

“In the future they could put a block of flats on them, who knows.”

The Australian Board of Studies and Institute of Teachers provide a welcome block between government and schools in Australia at the moment.

However, Mick says Australian teachers need to be on guard to protect their own rights and ultimately those of their students.

More details: www.nasuwt.org.uk.

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1997 Following detailed negotiations, the British Labour Government introduces a National Agreement which adopts Let Teachers Teach goals, including 10% of the teaching week being allotted for Planning, Preparation and Assessment (PPA) and the formation of social partnership in 2003.

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2010 Conservative Liberal Democrat Coalition Government passes Academies Bill. Schools can opt out of council control and receive money from central government. Anyone can run a school, including chains like Harris Carpets. School land and buildings are given to a trust for free. Budget cuts and curriculum changes lead to a loss of over 10,000 teachers in the first year of the Coalition Government.

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2013 Teachers’ compulsory super payments increase from 6.8% to 9.8%, but there has been no pay rise for three years, so teachers’ wages effectively drop.

Support staff employed as a result of changes following social partnership are sacked, and teachers are threatened with the prospect of once more being asked to undertake non-teaching-related tasks and potentially lose PPA time. Incremental pay scales are effectively scrapped, with no portability of pay rates between schools. Teachers no longer need a degree. Schools can set their own holidays. No requirement for a six-week summer break. Teachers can be trained on the job rather than at university. Schools are allowed to charge parents for non-elective subjects.

Making the transition

One of the benefits of the arrangement is that Gerard gets to keep his full-time permanency, which allows him to easily return to full-time work if he elects to.

He says the process of moving to a job share arrangement has been smooth, and he’s not the only one who will reap the benefits.

“A younger teacher was appointed as my job share partner, which I was happy about as it would give her greater experience than as a casual teacher.

“The students also benefit. They get the experience of one teacher and the energy and enthusiasm of the other.”

Gerard says their working relationship has been excellent.

“Over a fortnightly period we both attend one staff meeting and one school assembly.

“We plan and program together, cooperating so the students get a settled timetable with consistent rules and expectations, and we make joint decisions on testing and reporting.”

Gerard says he was lucky to get such a good job-share partner because he was not involved in the selection process.

He would like to see future applicants for job-share arrangements have some input in selection.

He also recommends more mature age teachers try transitioning to retirement.

“I would recommend anyone in these circumstances to try this if you can.”

IEU Organiser Therese Fitzgibbon says the inclusion of a Transition to Retirement clause in the the Diocesan Flexible Work Arrangements policy is something that the Union has been lobbying for for some time.

“Under the proposal members approaching retirement would be able to reduce their FTE via a job share arrangement for a period of up to two years without relinquishing the security of their full-time position,” she says.

“This would relieve some of the pressures associated with the decision to retire as members can ‘trial’ retirement on a part-time basis. It is

also an excellent opportunity for the transfer of many years of knowledge and experience to a teacher at the beginning of their career.

“The Union is seeking the right for members approaching retirement to be able to access their long service leave while working part time so they continue to receive a full-time income.

Negotiations are continuing around this but we are hopeful that our claim will be successful,” Therese says.

Many members have considerable amounts of long service leave, so being able to access it in this way provides benefits for both employer and employee.

On July 1 2013 the Fair Work Act was amended to extend the right to request flexible work arrangements to employees over 55 years. Under the legislation employers must genuinely consider the request and can only reject it on certain grounds. This amendment will support the Union’s claim for a transition to retirement scheme.

www.ieu.asn.au on the ground

Accreditation for all?

Recently the NSW Institute of Teachers released a consultation paper regarding Recommendation 10.1 in the NSW Government’s Great Teaching Inspired Learning document, Amy Cotton Professional Development Officer writes.

The 10.1 proposal refers to accreditation for all NSW teachers (primary and secondary) and seeks input from stakeholders regarding how and when this process happens.

The IEU conducted an online survey on this to which some 1221 members responded.

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Key findings were: 71.6% of respondents indicated the Australian Teacher Performance and Development Framework must be absolutely separate from improvement/grievance processes 89.6% of respondents indicated the provision of high quality Professional Development to support the implementation of the Australian Teacher Performance and Development Framework was critical, and 83.2% of respondents indicated that it was extremely important that employers develop clear structures and provide training on creating a culture of fair and supportive feedback on teacher performance.

Some 67% of respondents indicated that they are not accredited with the Institute. The IEU has clear expectations as to how the processes will incorporate pre-October 2004 teachers. Two and three year (originally trained) teachers will have their qualifications recognised.

All teachers pre-October 2004 (with no break in service of more than five years) will be considered ‘proficient’ after meeting the processes devised by their employer. These processes should be in line with the Australian Teacher Performance and Development Framework (ATPDF) developed by the Australian Institute of Teaching and School Leadership (AITSL).

The IEU will be seeking to have agreements with employers that contain clear understandings. The following points were endorsed by the Union's recent AGM as our policy for negotiations:

Teacher Performance and Development means a process that does not include a disciplinary process as a possible outcome (such issues should be dealt with pursuant to existing policies relating to performance management and unsatisfactory performance). Similarly, ATPDF should not be used for promotion selection.

Teacher Performance and Development will be negotiated with the Union on a diocesan basis.

A process will be developed which is agreed with the Union. Where there are existing agreements or policies dealing with Teacher Performance and Development, these will be reviewed in consultation with the Union in light of the new requirements under the AITSL Framework.

Teacher Performance and Development review should occur no more than once a year but may be on a longer cycle of three years where some of the following elements (such as planning of professional development and goal setting) occur on a more regular basis.

A brief history of the Institute: • NSW Institute of Teachers accreditation commenced from 1 October 2004 • All primary and secondary teachers starting in NSW for the first time from 1 October 2004 onwards, or returning after a five year gap from teaching BOS syllabus, are New Scheme Teachers, and • NSW Teachers with qualifications who were teaching before 1 October 2004 and did not have a five year gap are existing scheme teachers.

Teacher Performance and Development should involve: • self-reflection • goal setting by the individual teacher based on the school plan and in consultation with colleagues and/or supervisors • planning of professional development, and • supportive feedback on performance (not including parent/student surveys), and • release time must be provided for all staff participating in Teacher Performance Development, including those leading the process at the school level, in the particular diocesan policies which apply and consistent with the claim. High quality professional development of staff in Teacher Performance and Development principles is essential.

Any new policies should be trialed in a small number of schools and at all stages there should be a dispute process to allow the Union and employers to identify any implementation issues.

Currently NSW teachers do not have a portable accreditation that is recognised across Australia. This is because NSW is the only state/territory not to: • have full accreditation/registration of its entire teaching force (primary and secondary), and • regulate the Working with Children Check Clearances (WWCC) through its accreditation/registration body.

Reasons why NSW has an Institute (NSW Government’s perspective): • Unlike other professions, previous to 2004 teachers in NSW did not have a regulatory body • Accreditation requirements have required many employers to create proper induction and mentoring processes for beginning teachers, and • Accreditation levels are the same across sectors – this means if a teacher moves from systemic to independent or DEC, their accreditation is portable.

NSW accepted Federal Government education funds on the proviso that 100% accreditation will occur. Catholic systemic and independent schools are dependent on this federal money.

What we know: • all primary and secondary teachers, including teaching executive, are required to become accredited by December 2018, probably before that in line with WWCC timelines, and • the accreditation process of existing teachers (pre-October 2004) should occur in line with the ATPDF’s requirements.

While the current education agenda is broad, the focus in NSW will be the ‘how’ of implementing the AITSL requirements. Planning is advanced across sectors. The key driver will be the provision of professional learning to support the outcomes being sought by the federal and state governments.

Energetic members create lively forums

IEU women's forums in Tamworth (top) and Gosford (below).

The regional centres of Port Macquarie, Tamworth, Ballina and Gosford have all recently hosted well attended IEU women’s gatherings, with more to come in Term 4 in Canberra, Albury, Dubbo and Penrith.

Earlier in 2013 women’s forums were also held in Bathurst, Wollongong and Newcastle. The Newcastle forum and dinner, with over 100 women in attendance, was addressed by Dr Rae Cooper from Sydney University, who is currently involved with the IEU and Wollongong CEO in research on the ‘right to request’ flexible work arrangements under the Fair Work Act. IEU Women in Education Committee Convenor Pam Smith says the success of the Union’s regional forums is a tribute to the energy of local members and to

securing strong community activists as speakers who can engage with participants on significant education and equity issues.

The fact that IEU women’s forums are registered with the NSW Institute of Teachers is also a plus for those members seeking to maintain Institute accreditation.

Speakers at recent IEU regional events have included: Port Macquarie: Dr Muyesser Durur, Campus Director of Charles Sturt University, and Julie Proud from Habitat for Humanity Tamworth: Dr Yvonne Masters from the University of New England, and Helen Westward MLC Ballina: Belinda Keech, Parent Educator, YWCA, and Felcia Collyer, Northern Rivers Women and Children’s Services Inc, and Gosford: Deborah O’Neill, former MP for Robertson and Julie Terry, Foundation Principal of St

Brigid’s Catholic College, Lake Munmorah.

Dr Meredith Burgmann, past President of the NSW Legislative Council and Sydney City Councillor, will address the Canberra and Albury women’s forums on 12 and 13 November, with Maria Bennet, from Charles Sturt University, as the guest speaker in Dubbo on 15 November.

A presentation from ‘Asian Women at Work’ on the ethical clothing industry will be a focus of the Penrith forum on 20 November, at the which IEUA Assistant Secretary Christine Cooper will also provide a national and international perspective.

Planning is already underway for the 2014 IEU Women’s Conference on 15 August with a proposed theme of ‘Balancing Work, Life and Care – current issues and challenges'.

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www.ieu.asn.au on the ground

The IEU continues to honour its loyal and long-serving members in workplaces all over NSW and the ACT with 30-year badges. The badge presentations are often cause for celebrations among staff.

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www.ieu.asn.au on the ground

Clare Axman

Living social justice IEU Member Clare Axman thought she was socially aware until she took up a teaching job in Sydney’s inner west. The shock of city life spurred a string of social justice initiatives and a passion for providing eye-opening experiences for others, Newsmonth Journalist Tara de Boehmler writes.

“I grew up in country NSW and my parents were very social justice aware,” Clare says. “They were very involved in charity organisations, as was I when I was a child and teenager.”

“But when I first started my teaching career I was in the inner west in Sydney in a Catholic boys school and I saw the reality that these students were faced with every day.

“It was not something I was used to,” Clare says. “It was beyond my comprehension at the time and it made me very aware of how sheltered my life had been even around little things – like some students hadn’t eaten before they came to school.”

Clare started addressing students’ needs with “baby steps”.

“I did simple things like getting a breakfast club up and running, working with families after school and offering student support.

“I ran extra curricular music activities after school that didn’t have financial implications for the students or their families, so they were able to participate

and achieve and feel good about themselves. It didn’t matter what their background was.

“That’s how it all started.”

Since then, Clare has moved on to “bigger things”. As a Music Teacher and Assistant Head of Religious Formation (RE) at Trinity Catholic College Lismore, Clare is in her element being part of the drive to get students living social justice rather than just talking about it.

The College arranges immersion trips which see groups of Year 11 students and staff going anywhere from Central Australia, to a boarding school in the Solomon Islands, to Cambodia where the boys build homes for two weeks, or to India where the girls spend a fortnight working in schools with Tamil students, in after school care and in a women’s health clinic.

“The girls who visit India see the reality for women outside the western world and the boys visiting Cambodia see the importance of having your own space and being able to provide a place for your family,” Clare says.

During Ministry Week all Trinity Catholic College Year 11 students spend it doing some form of ministry in the community. This year they took a group of

12 girls to Cana Community (a charitable organisation), in particular Cana Farm to work with the students there. They also spent a day in the city at one of the Cana homes.

Clare says the girls were outside their comfort zone and it was an ideal opportunity for them to become critically aware of what is going on in Australian society.

“It’s one thing to talk about social justice. It’s another think entirely to sit down and share a meal with people who are in the situations that we often talk about.”

During their immersion the girls spoke with a former prisoner, a refugee, a priest who worked in prisons and many others.

“They heard that when you are released from jail you get given $140 dollars and told ‘off you go, head to Centrelink and fill out the paperwork’. But filling out the forms takes time, and then you have to wait six weeks before you actually get paid.

“When this was explained to them by someone who had come out of jail, it was a real eye opener for them. They asked whether he relied on their family and he said he didn’t have one. He said it was no wonder so many people re-offend because

“It’s one thing to stand up and sprout social justice. It’s another thing to live it.”

there just aren’t support systems there for them to be able to function on $140 without employment access. The prison system is a much safer option than living on the streets for six weeks.

“They also met with an asylum seeker whose application for asylum has been approved and he is now a refugee. He’d arrived by boat a few years ago but was trying to get some qualifications through TAFE. He spoke to them in a really practical, relevant way and it made them critically aware of the situation - that when you take away the media perception the reality is this man and the world he now lives in.

“While the girls had been in contact with refugees before, they’d heard about it from a child’s point of view. Speaking with this adult about his family situation and how he came to Australia made the girls students aware, in practical terms, how he became an asylum seeker.”

Clare says the girls were “incredibly engaged” with the whole process but in their reflections, the thing they spoke about was the impact of the people.

“There are systems in place but those systems don’t always work,” Clare says.

It was very thought provoking for the girls and for the staff that were accompanying them.

“It’s one thing to stand up and sprout social justice. It’s another thing entirely to live it.” newsmonth - Vol 33 #6 2013

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www.ieu.asn.au overview

Shorts Read2Remember Read2Remember is a National Youtube Video Clip Competition saluting the courage and resilience of our service personnel and highlighting the courage and resilience of young people in our communities. Children from across Australia are encouraged to submit a video that reflects what courage means to them and how the courage of our servicemen and women inspires them to be the best they can.

The Read2Remember campaign, which aims to improve literacy skills and wellbeing among children, is free for all schools to register.

Details: www.read2remember.org.au Snapshot of a typical student The Australian Bureau of Statistics (ABS) has released national data from its 2013 CensusAtSchool 5 to 12 questionnaire. “This year’s data has revealed that reducing bullying and

having healthy eating habits are the two leading social issues highlighted by students,” ABS spokesperson Frances Mawdsley says. “We found that in 2013, female students most often used the internet for the purpose of social networking, whereas males used it for playing games. Environmental issues, such as conserving water, continue to be a concern for the majority of students across all states and territories.”

leave or upon their return to work following parental leave, as well as from community organisations that work with women who have experienced discrimination,” Commissioner Broderick said. Submissions will be accepted until 16 December and can be made at www.humanrights.gov.au/ supporting-working-parents-pregnancyand-return-work-national-revieworganisations.

fully qualified and currently practicing teachers who have donated their time and expertise to develop lesson plans that respond to a variety of syllabus areas including HSIE, PDHPE, English and NAPLAN. If you would like to get a free copy of Amnesty’s Write for Rights lesson plans or find out more about Amnesty’s schools network go to amnesty.org.au or contact youth@ amnesty.org.au

Return to work review Sex Discrimination Commissioner Elizabeth Broderick has urged people across Australia to make online submissions to the Australian Human Rights Commission’s Pregnancy and Return to Work National Review which has begun its consultation process.

“In particular, the Commission invites online submissions from women and men who have experienced discrimination while on parental

Amnesty lesson plans Write for Rights is an annual global campaign of persuasive communications that focuses on a small number of compelling cases of human rights abuse and individuals taking action to protect those whose rights are being denied.

Amnesty International has produced teaching resources, available free to schools, that assist teachers to integrate Write for Rights into their teaching.

These resources have been prepared by

Working life website The Australian Council of Trade Unions (ACTU) has launched a new website to provide a voice for workers and other members of the community not represented in mainstream media.

Working Life (www.workinglife.org.au) is a daily source of news, views and information from throughout the union movement. It’s interactive, so workers can contribute to it.

Support for bushfire victims

There are many ways to make a contribution to those impacted by bushfires around NSW. Unions NSW has pledged its support for bushfire victims through the assistance of local community groups.

A range of charity appeals are already operating on the ground to assist victims as quickly as possible.

These include the Salvation Army, the Red Cross and the St Vincent de Paul Society, all of whom could benefit from your generosity at this critical time. A number of schools are also providing counselling and financial assistance At the 2013 AGM, the Union pledged its deepest sympathy and full support for members and others experiencing devastation and loss at this time.

The devastation from the bushfires, which ravaged large portions of greater western Sydney, the Blue Mountains and regional NSW, continues to be a strain on members who have rushed to protect property, while balancing their professional responsibilities in the classroom.

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In the event of fire emergency procedures, some members have informed the Union of school ‘lockdowns’ in their suburb. Blue Mountains schools experienced closure.

St Thomas Aquinas Primary advised all staff and students, on the instructions of fire fighters and police, to leave school grounds to reach safety because the fires had come too close to the school and surrounding residential neighbourhood.

The Sydney Morning Herald profiled the story of IEU member Principal Sergio Rosato, who instead of rushing to save his own home from the fires, accompanied staff and students to safety at the Springwood Sports Club and stayed there with children until the late evening.

The IEU commends Parramatta CEO for providing staff with flexible leave arrangements during the crisis.

The Union urges other employers to do the same.

Any members affected by the fires should get in touch with the Union if their employers are not providing

sufficient leave. Finally, to protect your health from the effects of smoke, there are a few preventative measures you can take. According to Asthma Australia, unless ordered to evacuate, stay indoors and close all windows and doors.

If you have an air conditioner, switch it to recycle or recirculate. Avoid physical activity outdoors when there’s smoke around.

More activity means deeper breaths, so the particles can be drawn further into the lungs.

Keep safe out there. Out thoughts are with all of you.

Ways to assist Support the local Penrith Valley Community Unions and the Blue Mountains Unions Council Appeal by donating gift cards from KMart/ Coles, BigW/Woollies, Bunnings, OfficeWorks etc. These gift cards will be provided to the families who have been directly affected. The gift cards can be sent directly to Mary O’Donoghue at Unions NSW. Unions NSW will also

be liaising with the local community and groups to see how they can assist with the rebuilding of community infrastructure: www.unionsnsw.org.au, (02) 9881 5999 or mail@unionsnsw.org.au.

Donate directly to the charities who are providing local support on the ground:

• The Salvation Army Bushfire Relief Appeal at salvos.org.au or phone 13 72 58

• Red Cross Disaster Relief and Recovery at redcross.org.au or phone 1800 811 700

• St Vincent de Paul Society NSW Bushfire Appeal at vinnies.org.auor phone 13 18 12

• SchoolAid is organising a Bushfire Fund Appeal so schools can raise money for communities affected by the NSW bushfires. To find out more see www.schoolaid.org.au/projects/ schoolaid-bushfire-fund-appeal.aspx

www.ieu.asn.au overview

PD and Training Calendar Term 4 Wk 5: 4 Nov – 8 Nov 5 Nov: PIP – Camps and Excursions, Blacktown 7 Nov: PIP – An Indigenous Perspective, Bathurst

Wk 6: 11 Nov – 15 Nov 12 Nov: Women in Education Forum, Yarralumla, ACT 13 Nov: Women in Education Forum, Albury 13 Nov: PIP – Work, Health and Safety (WHS) in the Workplace, Ultimo 14 Nov: PIP – Your Rights (and Obligations) at Work, Castle Hill 15 Nov: Women in Education Forum, Dubbo

Wk 7: 18 Nov – 22 Nov

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You must register for all IEU courses.

Please contact Kayla Skorupan on 02 8202 8900 (1800 467 943) to register and to get updated information on venues and dates.

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

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

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

Key:

19 Nov: PIP – Work Hoarse – Voice Care, Corowa 20 Nov: Women in Education Forum, Penrith

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

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

Start thinking about your retirement now Superannuation is a topic that becomes increasingly interesting with each passing birthday, Geoff Ryan, NGS Super Industry Liaison Manager writes.

It changes from being both a vague, abstract concept and incidental figure on your salary advice slip when you commence working in your early 20s to an all-consuming topic of interest with every birthday after your 50th.

The reason for this increasing preoccupation with superannuation is of course the dawning realisation that once you make the transition from full-time work to retirement, the material quality of your post-work life depends largely on the amount of superannuation you have accumulated to that point of time.

Apart from superannuation or selling or borrowing against other nonsuperannuation assets, the only other alternative is to rely on the age pension.

Over the next five years a large number of baby boomers will leave the full-time workforce and find themselves in precisely this situation. Having stopped full-time work three years ago, I offer the following advice based on my own experience in the hope that it may help your thinking and planning for your retirement.

Start thinking about your retirement now. Spend some time thinking carefully about the kind of life you want to live once you stop full-time work. Where will you live? Is your present home suitable for you as you get older? Can/should you downsize to make life easier and perhaps free up capital that can be used to add to your superannuation capital? Will you

want to continue with some part-time work? Do you wish to travel? How you plan to spend your retirement needs to be carefully thought out before you begin to make detailed plans or consult a financial planner.

Seek expert advice. Get advice on the best strategy to help you achieve the post-work lifestyle that you desire. I strongly suggest paying for the services of an independent, registered financial planner to assist with this process. Good superannuation funds frequently can assist in this area. NGS Super, for example, can put you in touch with an adviser and cover the cost of the initial consultation. There is plenty of ‘free’ advice out there in the market place, however be cautious, as this type of advice is sometimes provided with a hidden agenda in the form of steering you towards an investment vehicle for which the adviser receives a hefty commission. Paying for independent advice is, in my experience, the better way to go as it focuses on strategies that suit your needs and objectives, rather than advice on specific investment products or vehicles.

Maximise your contributions. Use every strategy that is available to you to contribute the maximum amount allowable to your superannuation fund over the final decade of your

working life. Utilise strategies such as the Transition to Retirement Pension and salary sacrifice to ensure that you contribute the maximum allowed under current regulations. Superannuation is still the most tax effective investment option available to working Australians.

As Albert Einstein famously observed, “Compound interest is the eighth wonder of the world. He who understands it, earns it ... he who doesn’t ... pays it.”

Superannuation is a form of saving for retirement which utilises the power of compound investment earnings to the maximum.

The longer your money is in superannuation earning compounding investment returns the better, however a lot can still be achieved over the final decade of your full-time working life.

Retirement and semi-retirement is nothing to fear; take it from one who has happily made the transition. It is, however, something that needs to be planned for.

“Compound interest is the eighth wonder of the world. He who understands it, earns it ... he who doesn’t ... pays it.”

Albert Einstein

NGS Financial Planning Pty Ltd ABN 89 134 620 518 (NGS Financial Planning) is a corporate authorised representative #394909 of Mercer Financial Advice (Australia) Pty Ltd ABN 76 153 168 293 AFSL #411766.

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www.ieu.asn.au overview

Indigenous rights anniversary

Diat Callope and Heidi Yeates (ACT Human Rights Commission)

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newsmonth - Vol 33 #6 2013

IEU Officers Diat Callope and Jackie Groom attended an ACT Human Rights Commission Seminar to celebrate the anniversary of the UN Declaration on the Rights of Indigenous peoples.

This Declaration took over 20 years of hard work by people like Lowitja O’Donaghue, Les Malezer, Mick Dodson and Megan Davis to come to fruition.

There are approximately 370 million Indigenous people spanning 70 countries, worldwide. Historically they have often been dispossessed of their lands, or in the centre of conflict for access to valuable resources because of where they live, or, in yet other cases, struggling to live the way they would like. Indeed, Indigenous people are often among the most disadvantaged people in the world.

The United Nations Declaration on Human Rights of Indigenous Peoples was adopted by the United Nations General Assembly in New York on 13 September 2007.

Recently IEU Indigenous Advisor, Diat Callope attended the Global Preparatory Conference for the World

Conference on Indigenous Peoples in Alta, Norway as part of the Australian delegation. More than 600 Indigenous peoples, delegates and observers were in attendance, including Members of the Permanent Forum on Indigenous Issues.

Diat hopes to be part of the Australian delegation to attend the World Conference on Indigenous Peoples in New York next year. It is Diat’s belief that education is the key to achieving the objectives of the Declaration for Aboriginal people.

The theme for the Conference in New York is ‘Principles of good governance consistent with the United Nations Declaration on the Rights of Indigenous Peoples: articles 3 to 6 and 46 (3)’.

As a signatory to this Declaration it is incumbent on the Government to consider and implement the articles enshrined in this Declaration when formulating policy and enacting legislation which affects the lives of our Aboriginal and Torres Strait Islander peoples.

www.ieu.asn.au overview

Daniel Long

IT Wizard times a charm?

Labor has handed the NBN/ communications portfolio to another minister. Jason Clare has been given the reins of what may be one of the most prominent shadow ministries for the newly minted Opposition cabinet line-up. Stephen Conroy’s departure to the Defence portfolio has given Clare an opportunity to make his mark as Labor’s NBN spokesperson.

Clare has no background in IT (he holds degrees in Arts and Laws). He will be assisted by Greenway MP Michelle Rowland, who also does not have an IT background. While this should be no obstacle to a shadow ministry post, there is likely to be a steep learning curve.

Rowland has been previously active in Parliament opposing the Coalition’s NBN policy, calling Malcolm Turnbull “the shadow minister for dial-up’ on one occasion.

Given the factional machinations of the recent leadership ballot, Kate Lundy, who hails from the socialist left and has experience with the NBN (she has assisted in this area before as Minister Assisting to the Digital Economy), has not been selected to any shadow ministry portfolio.

This is Labor’s third Minister For Communications since 2007, after Stephen Conroy gave the job away under a resurgent Rudd, and the position was occupied for a short period

by Anthony Albanese and Ed Husic.

Clare may find the battle to protect Labor’s NBN legacy quite the fight, given Malcolm Turnbull now presides over the Communications portfolio for the Government and has made no attempts to hide his displeasure with the current NBN structure.

Boards have been sacked, Telstra has been told to get back to the negotiation table and copper, the 100-year-old technology that won’t go away, is back in vogue once more. Copper is shaping up as the key component in the Coalition’s plan for fibre to the neighbourhood nodes that piggyback on the copper infrastructure, which is

fed directly into the home.

The fight for fibre, its mechanism of delivery and how soon we get it is going to come to play out across Parliament over the next three years.

Wireless broadband breaks new records Breakthroughs in broadband technologies can sometimes muddy the waters of the broadband debate, instead of providing clarity.

Recently, a joint team from the Franuhofer Institute For Applied Solid State Physics (IAF) and the Karlsruhe Institute of Technology (KIT) used high-frequency signals that allowed the team to transmit 100Gb/s or two dual-layer Blu-ray discs of data in just one second. But while the record is noteworthy, it is not intended to replace physical broadband infrastructure such as the NBN fibre.

The problem with wireless is that it can’t serve a critical mass of users all logging on the same time without experiencing lag and markedly decreased downloads and uploads.

So while the figure of 100Gb/s may appear incredible, the figure is best taken with a healthy dose of reality; wireless is best used as a middle-man technology to link us from fibre point A to fibre point B. In real terms, the speed you’re likely to encounter from the best-case scenario will never likely match the advertised speeds.

To put this all in perspective, French telecoms company Alcatel-Lucent recently claimed the world record for a fibre transmission of 31Tb/s (Terabits per second) in June of this year over a single long-haul fibre optic cable that measured 7200km.

That’s 38.75 times faster than the current wireless record per second.

It certainly puts the wireless Vs. fibre debate in to perspective. * Wizard of IT covered much of the Coalition's NBN alternative previously in Newsmonth. But under their Government, the future of the network is still being debated.

Labour Bites

The IEU website at www.ieu.asn.au carries regular updates of local and international news with a trade union flavour. IEU General Secretary John Quessy reproduces below some recent items.

Rapped up Rappers in Tunisia have formed a union in the face of a crackdown on using lyrics that criticise the authorities.

The National Rap Union will be linked to the General Confederation of Tunisian Workers and Secretary General Wajdi Bouzaidi is quoted as saying that the group aimed to defend the rights of hip-hop artists.

Last month, rapper Klay BBJ was jailed for six months for insulting the police at a concert in the resort of Hammamet. His co-performer on that occasion, Weld El 15, is on the run. He’d only just been given early release, thanks to public protest, from a two-year sentence for performing his song The Police Are Dogs. Meanwhile, rappers Mustapha Fakhfakh and Aymen El-Fikih will stand trial for “insulting public officials” and “affronting morals” during protests surrounding his trial. Tunisian authorities have been increasingly taking action against artists as Islamist influence grows.

(Source: BBC)

Jumbo handlers won’t be gagged In Canada, plans are afoot to move the Toronto Zoo’s three elephants to California, according to the zookeepers’ union, but it’s still unclear whether any zoo staff will accompany or monitor the animals past the US border crossing.

That’s because staff were asked by the company managing the move to sign a non-disclosure agreement vowing they wouldn’t reveal anything about what might happen on the US portion of the trip, says Matthew Berridge, a zookeeper and vicepresident of the zoo workers’ union, CUPE Local 1600.

“As of this morning, when we were informed that we were moving forward with the transport, there was no clarification that any zoo people would be going with the elephants. And after some discussion we managed to get our keepers... to follow the convoy,” Berridge said in an interview with CBC News.

“Then at the border they asked that our keepers sign a disclosure agreement and not reveal anything about the transport beyond that point.

So nobody could agree to that, so they at this point aren’t going to be following past the border.”

(Source: CBC News)

Private probation officers Probation officers in England will strike over government plans to privatise services which would see payment-by-results contracts offered to charities and private security firms.

The Ministry of Justice has said that more than 700 organisations around the world had expressed interest in the government contracts, which will cover the supervision of 225,000 low and medium-risk offenders each year.

The UK Government says existing services fail to provide value for money, but union leaders warn the reforms could increase reoffending levels and line the pockets of private companies.

Serco and G4S, two of the country’s biggest providers of public security services, will be free to bid for the contracts, even after it emerged that both firms overcharged the government for criminal-tagging contracts. (Source: AFP)

Cost of bullying Depression costs Australian employers about $8billion each year and $693million of that sum is due to job strain and bullying.

The statistic was revealed by Safe Work Australia director Julia Collins at a seminar in the Hunter Valley while talking about the work the federal agency was doing to bring about national reform to counter the costly and growing problem of workplace bullying.

Safe Work Australia is proposing a draft guide for preventing and responding to workplace bullying, which defines bullying as repeated and unreasonable behaviour directed towards a worker or group of workers that creates a risk to health and safety.

The definition has been included in amendments to the Fair Work Act introduced by the former Labor Government and passed by Parliament in June. It will come into effect from January.

The changes will allow any worker, with some exceptions including government employees, who reasonably believe they have been bullied to apply to the Fair Work Commission and have their case heard before the national industrial tribunal.

(Source: Newcastle Herald). newsmonth - Vol 33 #6 2013

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www.ieu.asn.au overview

IEU Exchange Conference

Worth the wait

Among this year’s crop of 12 lucky teachers from NSW and the ACT off on exchange, a few have had to wait a long time for the privilege.

The group got together to swap stories and prepare for their year overseas at the Teacher Exchange Conference at the Education Department building in Sydney recently.

Some first applied to go on exchange several years ago, and it has taken lots of assiduous work by IEU Exchange Coordinator Helen Gregory to find them a suitable posting.

Garry Seary and his wife Janice first applied to go on exchange in 2010. Their first match was in an isolated rural area of Canada did not suit their needs. The second one fell through at the last minute at the Canadian end.

Now finally Garry is leaving behind St Mary Mackillop College in Tuggeranong in the ACT to spend a year at Milton District High School in Ontario.

He’ll be teaching his regular subjects, building and furniture construction, design and CAD, in Canada.

“I’m almost a perfect match with Malcolm, my exchange partner,” Garry says.

“I can hardly believe it’s finally happening. Helen only contacted us with the match eight weeks ago and now here we are.”

Garry’s wife Janice says the couple are “pinching themselves” at the moment.

Janice recently left her teaching career in the government sector to begin consulting as a trainer for professionals wanting to increase their efficiency.

Luckily her employer has a branch in Canada so she can keep working.

Previously a plumber and teacher of apprentices at TAFE, Garry has been a school teacher for 14 years and says he is going on exchange to challenge himself professionally.

“I wanted to get myself out of my comfort zone and put myself in front of a completely different bunch of students.

“I want to see how I can employ my craft in another setting.”

Catherine Winter, Food Technology Teacher at St Paul’s College Manly is off to teach the same subject at AN Myer Secondary School at Niagara Falls.

Husband Andrew reckons one of their activities will be going down the Falls in a barrel, but Catherine says after 18 years at St Paul’s she’s ready for a change and she’ll be exploring how an overseas school operates.

“I’ve heard the curriculum is quite good in Canada and they have a lot of fresh ideas and new developments, so I’m looking forward to it.”

Catherine’s 14-year-old son is looking forward to the experience too. He will be attending the same school as mum, but not taking her classes.

“He’ll be in Year 9, and I’ll be teaching Years 10-12 only.”

The family intends to explore North and South America as well as Canada and spend a white Christmas with friends over from Australia.

Andrew will be able to continue his engineering work online a couple of days a week, and may find work locally.

Fiona Shand is no stranger to exchange.

Her forthcoming odyssey to Frank Hurt Secondary School as a science teacher is her second exchange. She spent a year in Vancouver in 2008.

She is still at the same school in Australia, Oakhill College, in Castle Hill.

“I loved it the first time so I thought I’d do it again. I love being able to do the job I enjoy but each day brings something new.

“I did so much last time I was there that I’m not planning anything in particular this time, I’m just going with the flow.”

PE Teacher Tony Burgess from Hunter Valley Grammar School is looking forward to learning a lot of new sports during his stint at Robert F Hall Secondary School in Ontario.

“As well as learning all about sports I’ve never played before, I’m looking forward to seeing how a new system and structure works.

“I’ve been a Head of Department and Director of Sports in recent years, so I’m looking forward to just being a teacher with only me and my kids to worry about for a while.

“I wanted to experience a different way of life in a part of the world I’ve never been to before, and give that experience to my family too.”

Tony will be travelling with his wife and children aged four, six and eight.

“I want to see how I can employ my craft in another setting.”

Boys living with cancer need male role models to help with their development and confidence at camps which involve everything from rolling in mud to laser tag.

Can you help? or know someone who can? campquality.org.au/volunteer or 1300 662 267

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Andrew and Catherine Winter (above), this year's exchange group (left), Janice and Garry Seary (below), Tony Burgess (bottom left) and Fiona Shand (bottom right).

www.ieu.asn.au overview

Heroic acts

Contract concerns Sidonie Coffey Principals’ Branch President

Chris Wilkinson President What a month we have had.

Extreme temperatures, no rain in sight and absolutely terrible bushfires. My thoughts and prayers go out to all who have lost homes, property and belongings as a result of these fires.

I especially convey my thoughts to our colleagues in the Blue Mountains region who lost their own homes, property and belongings while saving their schools and students from the fires. They have been hailed as heroes by parents and students and rightfully so. They led their students to safety, keeping them calm and out of danger as the fires raged around them.

Tributes also go to our students in the schools who have had their HSC exams disrupted, while many of them have been out fighting the fires themselves.

Hopefully the weather will change for the better and life can get back to normality. As I write this report, new fires have started in the Newcastle area. Recently the upper Central Coast was also devastated by uncontrollable blazes.

On a happier note, I attended the first Central Coast Women’s Forum last Thursday night at the Golf Club and it was a huge success. Thank you to our two guest speakers, Julie Terry and former MP Deb O’Neill, who spoke about how they manage a work/life

balance and the challenges of living with children with disabilities. Inspiring and moving stories. Also joining us on the night were two Canadian exchange teachers who were welcomed along with 35 other women participants from Lake Munmorah in the north to Woy Woy in the south. A great night was had by all and my thanks go to Pam Smith, Kevin Phillips, Carlo Rendina and Veronica Edwards in the Newcastle office for their organisation.

The Annual General Meeting was held on 19 October and was well attended by delegates from branches around the State. Chris Watt our Federal Secretary spoke about the Gonski funding and how it will affect schools in our sectors.

Debate and discussion was lively. A huge thank you to all delegates who attend Councils and AGMs and give up their own time to represent members. They are also usually the Reps in the schools, who attend branch meetings too.

Thank you.

The year is quickly drawing to a close and for most of us it’s a busy time with exams, report writing and planning for next year.

Keep cool and smiling as there is a light at the end of the tunnel.

Thank you once again for your continued support.

Catholic Care Agreement Louise Glase South Coast Branch President was lodged but will now not proceed due to technical reasons. Despite the complexities of the overall List D EA vote, the St Greg’s members are opposed to being subsumed in the List D agreement and maintain their resolve.

Anne Rogers celebrating World Teachers’ Day After extensive negotiations a new Catholic Care agreement has been reached. This will provide counsellors with a 3% pay rise per year over three years with improved leave entitlements. The South Coast branch congratulates the CatholicCare counsellor members who persevered for two years to achieve their first wholeof-service agreement.

St Gregory’s College update Industrial action by St Greg’s members continues in their pursuit of a fair pay rise for teachers. An AEC ballot to place a work ban on Year 11 report writing

Conferences The “Awakening the Spirit” Indigenous Conference with 150 participants in Wollongong was held on 4-5 September (attended by IEU Indigenous Advisor Diat Callope and IEU Officers Les Porter and Pam Smith).

The ‘rebrand launch’ of the Wollongong Diocese Workplace Gender Equality Committee on 11 October was also attended by Pam. The committee is replacing the former Equal Opportunity Committee under the 2012 Workplace Gender Equality Act and will focus on the needs of both women and men as employees, parents and carers.

The ‘Quality Education: What We Do: Who We Are Conference’ on 3 and 4 October in Canberra was attended by South Coast Executive members Ann Rogers, Carolyn Collins, Bernadette Baker and Louise Glase.

The next branch meeting is on Wednesday, 13 November at Bulli/ Woonoona RSL Club, 6pm for dinner, 6.45pm for the meeting.

Recent principals’ gatherings have included an afternoon tea hosted by Parramatta Diocese principal representatives Marian Bell and Margery Jackman on 12 September at Rydalmere, at which two principal members received 30-year badges. The IEU supported the 2013 Wollongong Diocese Leadership Conference and was represented at the Diocesan Mass and dinner on 22 August.

Forthcoming diocesan events at which the IEU will be present include the Canberra Archdiocesan Principals’ Conference on 23-25 October, Bathurst on 24 October, Forbes on 28 October, Wagga Wagga on 30 October and Armidale on 22 November.

A number of retired IEU principal members eligible for 30-year badges have been invited to join the Term 4 Branch meeting for morning tea on 2 November at the IEU Parramatta office. Other principals who have not yet received their badges are also welcome to join with the Branch on that occasion.

Also on the agenda for the 2 November meeting is an update from Aspect principal members on their sector, noting the previous challenges of negotiating a salaries and conditions settlement for this group of members and the current context in the special needs education sector.

At this stage of the year, some principals in Catholic and independent schools are experiencing concerns in

regard to renewal of contracts and have been called to meetings with employers.

The IEU has provided representation and other support on these occasions and is in ongoing discussion with some Catholic and independent employers in relation to contract renewal, ‘performance plans’, and the management of staff and parent conflict issues.

It is of note that some employers are now referring to the AITSL ‘National Principal Standard’ as a reference point for principals’ performance, while others are indicating that the Standard will not be used prior to consultation with principals and the IEU. In the Parramatta Diocese, some concern has been expressed by principals about a letter from the Executive Director indicating a new process of principal appointment whereby the CEO directly appoints or moves principals rather than the usual selection process, with the rationale for this new ‘direct intervention’ approach being the retirement of a number of principals over the next two years.

Appreciation is expressed to IEU principal members for their active support for a range of Union activities, including the inaugural IEU Student Teacher Forum on 10 August, as well as conferences, PIPs and regional women’s forums. Julie Terry, founding principal of the new St Brigid’s College at Lake Munmorah in the Broken Bay Diocese, kindly agreed to share her reflections on career and family at the IEU women’s forum at Gosford on 17 October. newsmonth - Vol 33 #7 2013

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www.ieu.asn.au overview

How will teachers get pay they deserve?

Let’s not accept the status quo

Gabrielle Connell Vice President Early Childhood Services

Bernadette Baker Vice President Systemic Schools

The new Assistant Minister for Education, Sussan Ley, has called for a review of the Early Years Quality Fund (EYQF) and has confirmed that she will be meeting with the states and territories about the National Quality Framework and it’s future implementation.

The review of the EYQF is to “examine the EYQF’s implementation process, taking into account allegations it was used to push childcare centres into enterprise bargaining agreements and boost union membership”.

The Early Years Quality Fund was to deliver $300 million of educator wage increases. The independent review, which the Minister has asked the Department of Education to organise, will consider:

Minister” which was “a slap in the face for hard-working early childhood educators”.

The Department of Education has advised that “in all cases organisations should do nothing to commit to wage increases in the expectation that EYQF funding will be made available for wage increases”.

Services have now been sent letters to providers advising them that funding offers under the fund have now been revoked.

It would appear the letters sent to services have been sent before the outcomes of the review are known.

Ms Ellis said “the Productivity Commission has made it clear that wages will need to rise if we are to attract and retain qualified early childhood educators”.

If this money is to be withdrawn, then what does the Government intend to put in place to ensure teachers receive the wages they deserve?

In a letter sent to the NSW Children’s Services Forum in the last few days, Adrian Piccoli, NSW Minister for Education, said: He understands that proposed changes to funding are causing concerns for services Preschools will have time to adjust to the new funding arrangements The proposed model will see more funding to community based preschools overall and increases to the per-child base rates Many preschools will receive an increase in their funding allocation and others will be provided with transition funding, and No final decision has been made about long day care funding, however it is important to ensure that funding to long day care services “aligns with our objectives for early childhood education”.

• The process by which the EYQF was established, including legislative and governance arrangements • The experience of the early childhood education and care sector, and • The views of the EYQF Advisory Board.

The Minister also confirmed that she has “written to each of the state and territory governments to find practical ways to improve the implementation of the NQF reforms, without compromising the standard of care provided to children”.

One of the issues will be whether there is a need to extend the deadline for staff training in light of a severe shortage of qualified personnel and whether the implementation of staffto-child ratios can be slowed. Shadow Minister for Childcare and Early Childhood Kate Ellis said the Coalition’s election promise was to honour funds contracted from the EYQF. She said this was a “backflip by the Assistant

Rebrand reflects move to gender equality Changes that have seen the Equal Opportunity for Women in the Workplace Agency (EOWA) rebranded as the Workplace Gender Equality Agency (WGEA), reflect a move from promoting equal opportunity for ‘women’ to one that promotes ‘gender equality’.

As a result Wollongong CEO’s Head of Human Resource Services, Carolyn Hadley, relaunched that organisation’s Workplace Gender Equality Committee, previously the Equal Opportunity for Women in the Workplace Committee, on 11 October at Good Samaritan Catholic Primary School, Fairy Meadow.

Invited guests and speakers included the CEO’s Leadership Team, current and preceding Committee Members, Rev Ron Peters, Susan Greenhalgh representing Wollongong MP Noreen Hay and IEU Officer Pam Smith.

The future focus of the WGE Committee includes the attainment of Employer of Choice Citation, the new reporting requirements, WGE training opportunities, bullying legislative changes, continued strategies for increasing women’s entry into senior leadership positions and support staff training and workload support.

Details: www.dow.catholic. edu.au/eow/index.html

Imperial China with Tibet

13 DAYS

At the IEU AGM, delegates from NSW Catholic systemic schools strongly put the case that teachers in systemic schools deserved a better salary outcome than the artificial 2.5% imposed by the NSW Government.

A cost of living increase is not satisfactory as it does not reflect the work and quality of teachers. Teachers in systemic schools are effectively falling behind their colleagues in independent schools (up to 9% in 2014), with an ever increasing gap for graduate teachers.

Councillors also emphasised that the continuing dialogue and expectations around teacher performance and development, implementation of Australian Curriculum, the supervision of Institute teachers and programs for school improvement all have an impact on the teaching workload, with no sense of appropriate remuneration.

The quality and dedication of teachers is not in question, however the ever increasing responsibilities highlights

the complexity and diversity of teachers’ work. Catholic schools cater for students across all educational and academic needs, including Indigenous and socially disadvantaged students, all needing higher student teacher ratios.

Several aspects of teachers’ work are nebulous and rely on the goodwill of individuals. Councillors were forthright in their opinion that stronger frameworks and clear expectations be built around these issues, incorporating them into the award.

RFF in primary schools was hard fought for over many years with full implementation across NSW only recently. There is growing evidence that some employers are trying to claw back those entitlements.

The overall consensus of the AGM was that teachers in Catholic systemic schools deserve better than the forgone conclusion of 2.5% in 2014 and beyond.

We will have to be determined and fight hard not to accept the status quo.

Recruiting new members Michelle Omeros Vice President, Non-Systemic Schools IEU Representatives have an important role to play recruiting new members into their chapters. Sometimes this can be a challenging task for an IEU Rep, when a prospective new member does not know the full extent of the services provided by the IEU. Therefore, it is necessary for the IEU Rep to be able to inform these staff members of what the IEU can do for them.

It is important to let prospective members know that the IEU will represent them on both industrial and educational matters as long as they are members.

Union training is provided for IEU Reps to expand their knowledge in new areas such as Work Health and Safety. New Scheme Teachers and those that have been accredited can take advantage of courses that can be counted towards their accreditation.

Reps should have IEU publications such as Newsmonth, IE and Bedrock available for members to glance over and see for themselves the work of the IEU. For those that would like a change of environment and have at least five

Essential Vietnam & Cambodia

years teaching experience, the IEU can arrange teacher exchange programs with teachers in the United Kingdom, Canada, USA and international schools in Europe.

Make them aware that they can join the Teachers Health Fund and be part of a service that truly cares about teachers and that they can provide other services such as dental, physiotherapy and remedial massage. NGS super will also provide high quality service that benefits its members in independent schools.

Many prospective members may not be aware of Union Shopper, a free shopping service available to financial members. This service will save time and money when buying electrical items and white goods, cars, furniture, cameras, pharmacy products, insurance, travel and accommodation, carpets, tyres, car batteries and many more items.

These are just a few of the benefits of being an IEU member. Let your prospective members know of the many others that will assist them with their welfare rights, tax, legal issues, credit and home loans.

11 DAYS

BEIJING • XIAN • SHANGHAI & TIBET INCLUDING THE QINGHAI – TIBET RAILWAY

HO CHI MINH CITY • HOI AN • HANOI • SIEM REAP

The very best highlights of China and mysterious Tibet. From the bustling city of Beijing, venture deep into the heart of Tibet on a fascinating rail journey.

Depart from Sydney and fully inclusive: Tour price per person: 13 –26 April 2014 • 29 June –12 July 2014 $3,995.00 twin share

On this exceptional value tour through Vietnam and Cambodia, experience the history, culture and natural beauty of Indochina’s most evocative places.

Depart from Sydney and fully inclusive: Tour price per person: 16 – 27 January 2014 • 30 June –11 July 2014 $3,330.00 twin share

For a more detailed itinerary on these tours, please contact Imperial China Tours • Ph: 1300 303 101 • Email to: enquiries@imperialchinatours.com 18

newsmonth - Vol 33 #7 2013

www.ieu.asn.au overview

Bernard O’Connor NGS Super

Down under at the top again

The Melbourne Mercer Global Pension Index for the last financial year has been published with pleasing results for the Australian superannuation/pension system as reported by the ACFS (Australian Centre for Financial Studies) which is a not-forprofit consortium of Monash University, RMIT University and the Financial Services Institute of Australia.

All up 20 countries with ‘mature’ or at least ‘developed’ pension systems were included in the survey such as the UK, USA, Denmark, France, Netherlands and, from Asia, China, South Korea, Japan, India, Indonesia and Singapore. An index value was ascribed to each country and a grade was provided from ‘A’ described as “a first class and robust retirement income system that delivers good benefits, is sustainable and has a high level of integrity” to ‘E’ which was considered “a poor system that may be in the early stages of development or a non-existent system”.

The criteria used for the rating included: adequacy (40%), sustainability (35%) and integrity (25%). Adequacy is fundamental to any retirement system as the basic purpose of it is to provide adequate income in retirement. Elements such as government encouragement via tax incentives for member voluntary contributions and minimum access age are considered in this section of the index. In addition, long-term investment returns and a requirement to take part of the benefit as an income stream are integral to the adequacy of the final savings amount.

Australia’s score in terms of adequacy was a strong 75.6%.

In terms of long-term sustainability elements such as the labour force

participation of older workers, the government pension age, the contribution rates and the level of government debt were contributing factors. Obviously high levels of government debt can become a threat to any government-backed retirement system (consider the USA and in particular the city of Chicago). Again Australia scored well at 73% with the comment “a system that has a sound structure, with many good features, but has some areas for improvement”.

The integrity element considered the role of governance and regulation and the protection or risk mitigation provided to participants through ‘good value’ and relevant legislation.

Community confidence in the ability of the private system to provide retirement income is fundamental.

The Australian system came first on this heading with a score of 88.1% indicating the prudential regulation of the private sector providers of superannuation is the best in the world.

The final result was that Australia finished in the top three nations with an overall index value of 77.8% (B+) behind Denmark at 80.2% (A) and the Netherlands at 78.3% (B+).

A very pleasing result for a compulsory system which has been in place for less than 25 years with scores well above developed systems such as that of the USA (58.2%), the UK (65.4%), Germany (58.5%) and Japan (44.4%) and the index average (60.0%).

Although there is still room for improvement, we can thank the boy from Bankstown and his team for this national achievement! Let’s hope future governments respect the system by supporting it with prudent legislation and tax structures to encourage our national savings.

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.

Managing Editor: Tara de Boehmler Journalists: Tara de Boehmler, Sue Osborne and Daniel Long.

Graphic Design: Chris Ruddle Contributions and letters from members are welcome. These do not reflect endorsement if printed, and may be edited for size and style at the Editor's discretion. They should be forwarded to: Newsmonth 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.

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

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 Emmaus Catholic College, Kemps Creek Michael Hagan Mater Maria College, Warriewood Louise Glase St Patrick's College, Campbelltown James Jenkins-Flint St Brigid's Primary School Marrickville

Leah Godfrey Vice President, ACT St Jude’s Primary School, Holder Peter Moore Financial Officer De La Salle College, Cronulla

(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 any 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.)

Marie MacTavish Financial Officer St Joseph’s Primary School East Maitland

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www.ieu.asn.au giveaways

Giveaway 1

Giveaway 2

Giveaway 3 T E AC H E R

The Boy on the Wooden Box:

The 100+ Club

Three DVDs to give away flickchicks.com.au The world’s only social club for centenarians, the 100+ Club, has some remarkable members on its books. At a time in their lives when most people have long given up on chasing dreams, Ruth (101), Olive (103) and Dexter (a spring chicken at 100) are on a mission to complete some unfinished business. Ruth – the planet’s oldest competing athlete – is out to break her own world throwing records. All-round entertainer Olive is determined to stage one last performance, while outback author Dexter hopes to finish his fifth and quite possibly last book. Most centenarians insist they’re not terribly special (“age is just a couple of numbers on a piece of paper”) but as The 100+ Club reveals, there’s nothing at all ordinary about this group of Australians.

How the Impossible became Possible on Schindler’s List Three books to give away Author: Leon Leyson Publisher: Simon and Schuster ISBN: 978-1-4711-1967-5

Leon Leyson (born Leib Lezjon) was only 10 years old when the Nazis invaded Poland and his family was forced to relocate to the Krakow ghetto. With incredible luck, perseverance and grit, Leyson was able to survive the sadism of the Nazis, including that of the demonic Amon Goeth, commandant of Plaszow, the concentration camp outside Krakow.

Ultimately, it was the generosity and cunning of one man, Oskar Schindler, who saved Leon’s life, and the lives of his mother, his father, and two of his four siblings, by adding their names to his list of workers in his factory – a list that became world renowned: Schindler’s List. This, the only memoir published by a former Schindler’s List child, captures the innocence of a small boy who goes through the unthinkable. Most notable is the lack of rancor and the abundance of dignity in Mr Leyson’s telling. The Boy on the Wooden Box is a legacy of hope, a memoir unlike anything you’ve ever read.

PR E N E U R S ERS V E T E AC H I N N OVAT I AV E DON’T LE T U B D A E WHO L

B E R RY BARNETT R AN WIEDE L A D R ANN BY

Teacherpreneurs:

Innovative Teachers Who Lead But Don’t Leave Three books to give away

Author: Barnett Berry, Ann Byrd and Alan Wieder Publisher: Jossey-Bass, A Wiley Brand ISBN: 978-1-118-45619-4 Teacherpreneurs makes a simple, well-grounded claim. For the students of today and tomorrow to meet 21st century learning standards, teachers must be transformative leaders. Enter the ‘teacherpreneur’.

This book follows eight US ‘teacherpreneurs’, observing their journeys toward becoming teacher leaders whose work is defined not by administrative procedures, but by their knowledge of students and drive to influence policies and practices. These personal narratives tell us much about innovative teachers who lead in bold ways but do not leave their classrooms. Teacherpreneurs shows how teachers can be connected, readied and mobilised to drive the transformation of their profession.

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 are entering.

Address it to Newsmonth, GPO Box 116, Sydney, NSW 2001 by Friday 22 November.

Do you want to make the most of your hard-earned money?

At NGS Financial Planning we can look at your personal financial situation and recommend a strategy to help you achieve your goals.

Call 1300 133 177 to make an appointment today! www.ngssuper.com.au/advice NGS Super Pty Limited ABN 46 003 491 487 The NGS Financial Planning Service is offered to members of NGS Super (ABN 73 549 180 515) through an arrangement with Mercer Financial Advice (Australia) Pty Ltd (MFA) (ABN 76 153 168 293) which holds an Australian Financial Services Licence No. 411766.

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