IEUSA EdU Magazine April 2015

EdU

Independent Education Union South Australia Working with members in non-government schools

Vol 30 Issue 1 Apr 2015

Contents Secretorial Back to Basics The 3Rs Recognise, Respect, Reward 4 Lutheran Digest - At the Table at Last 5 Catholic Schools Enterprise Agreement IEU Log of Claims 6 International Women’s Day Challenging the reality for women 8 Australian Women’s Realities of Violence 9 UNIFEM Breakfast 2015 10 Older Workers Work, Caring and Welfare 12 Balancing Act Australia’s Gender Equity Scorecard 13 Health & Wellbeing Principal Health & Wellbeing Survey 14 Industrial Matters Who’s who at the negotiating table - NERRs 15 Family Violence Leave ACTU President speaks to IEU Council 16 Reps Conference 2015 “Contemporary Challenges” 17 Conference Pictorial 18 Meet the Rep 20 Professional Learning for TRT 23 Notice of Annual General Meeting 24 Reps Tenure 24 Safe@Work Your rights to raise health and safety issues 25

ISSN 1448–3637 Published by Independent Education Union South Australia EdU is published four times a year and has a circulation of approximately 4000.

Enquiries regarding circulation should be directed to the Communications Officer on (08) 8410 0122.

Editorial comment is the responsibility of Glen Seidel, Secretary.

Advertising Disclaimer Advertising is carried in EdU in order to minimise costs to members. Members are advised that advertising that appears in EdU does not in any way reflect any endorsement or otherwise of the advertised products and/or services by the Independent Education Union (SA).

Intending advertisers should phone (08) 8410 0122.

IEU(SA) Executive Members President, Jenny Gilchrist (Prince Alfred College) Secretary, Glen Seidel Vice President, Noel Karcher (Christian Brothers College) Vice President, Anthony Haskell (Saint Ignatius’ College) Treasurer, Val Reinke (Nazareth College) Priscilla Corbell (Pedare Christian College) John Coop (Rostrevor College) Michael Francis (Mercedes College) David Freeman (Walford Anglican School for Girls) Anthony Haskell (Saint Ignatius’ College) Sheryl Hoffmann (Concordia College) Fil Isles (Our Lady of the Sacred Heart College) Marlene Maney (Cardijn College)

Professional Learning and Teacher Registration The requirements for renewal of registration have changed for 2015 26 ELC Early Learning Centres - News from ACECQA 28 IEU Training 2015 Schedule of training 29 Simply Super Income Generator Launched 30 ask Dorothy...

TRB Professional Learning requirements 32 New Islamic School Garden College, Parafield Gardens 34 Member Information 34 Member Update Form 35

Independent Education Union South Australia 213–215 Currie Street Adelaide SA 5000 Phone (08) 8410 0122 Fax (08) 8410 0282 enquiries@ieusa.org.au www.ieusa.org.au www.facebook.com/IEUSA www.twitter.com/IEU_SA

EdU Apr 2015 IEU(SA)

3

Secretorial Back to Basics The 3Rs Recognise, Respect, Reward As 2015 sees the alignment of the Catholic, Lutheran and many Independent EA negotiations it is timely to articulate what employees need from their enterprise agreements.

As much as the 200 various non-government schools serve their own individual communities, they work within the same general policy and industrial framework. IEU organisers find they are arguing for (and often winning) the same conditions at each worksite as if it was all brand new. The Organisers recognise it is “groundhog day” but to the schoolbased participants it is all bright shiny new.

Brian Cohen, reluctant hero of “The Life of Brian” speaks to us 2000 years into his future as he tells us that we are all individuals. The lived IEU experience is that of the lone man in the crowd retorting “I’m not”.

There is much commonality between the IEU claims in all worksites. We all negotiate within the same technical environment set by the Fair Work Act, the NES, modern awards and the legacy of agreements past.

Common claims will centre around family friendly conditions such as paid parental and family violence leave. The struggle to codify and quantify teacher workload and non-teacher classification structures is ongoing.

There is a level of efficiency bargaining for detailed agreements in the Catholic and Lutheran sectors.

The other third of the non-government sector in the AIS are followers of Brian – insisting they are all individuals, when a simple comparison of their agreements would reflect a common core. Such a core could easily be negotiated between the IEU and AIS, but for some reason the AIS is reluctant.

The commonality between all of our EAs is the 3 Rs.

Glen Seidel Secretary We want employers to Recognise, Respect and Reward our work and one of the most critical ways of achieving all is with the provision of Time. Time to properly prepare. Time to reflect, evaluate, innovate.

Time to individualise learning. Time to recuperate.

Time for a decent work-life balance.

The details of claims and outcomes may vary from place to place, but the commonality is the call for: Recognition of increasing workloads of teaching and non-teaching staff. The demands of externally imposed requirements such as National Curriculum, National Teacher Standards, Registration requirements, NAPLAN and data collection. Increased workload due to internally imposed criteria such as centralised learning and assessment systems, the intensity of parent communication with emails etc.

Respect for the professional commitment to the present and future generations of students. Respecting our rights to a work-life balance and a safe and healthy workplace.

Reward via sustainable workloads and appropriate salaries. Reward with the time and the money to do the job to the best of peoples’ ability without having to cut corners and without the risks of burning out or of withdrawing from family and social life.

IEU negotiators will work with members to ensure that negotiating technicalities are complied with, existing conditions are protected and improved and that the local Branch is empowered to deal with local issues.

Yes we are all individuals, but the variability is nowhere near as significant as some would have us believe.

Gird your loins siblings. This is going to be a fullon EA year and you are going to have to be “union” more than ever before.

“Why not start by putting the poster on the back page up on notice boards or in work areas.”

4

EdU Apr 2015 IEU(SA)

Lutheran Digest Lutheran Schools At the Table at Last Louise Firrell Assistant Secretary After a vigorous campaign by the IEU last year to press the LSA to ‘make a date to negotiate’ we had our first meeting to discuss the parties’ logs of claims on 26 February.

All in all the LSA’s shopping list, if it were to be agreed, would see a reduction in conditions for almost all staff as well as an overall reduction in salary relativities.

While it is positive that we did finally ‘make a date’ it shows a lack of good will on the part of the LSA as we served them with the members’ original log of claims in November 2013, anticipating the current EA’s expiry date in May 2014.

We will need the solid support of members to pursue our claims and send a clear message to the LSA that reducing conditions and salaries is not acceptable.

The members’ claim contains, in addition to an initial 3% pay increase for 2015, an increase for paid parenting leave (to bring employees’ entitlement similar to DECD) and a decrease in student contact time for secondary teachers to provide equity across schools (and similarly a closer alignment to teachers in DECD). It will be interesting to see how these claims are received, particularly as the LSA is very keen to align salaries with DECD rather than the independent sector.

“Teachers who are currently classified as AST Holding are set to loose pay by mid May”

The LSA has provided us with a lengthy ‘shopping list’ of claims, some of which are ‘tidying up’ of the current EA, but others clearly driven by a desire to increase teacher workloads, not reduce it and to keep a lid on salaries. For example they want to •

increase the length of the school year from 203 to 205 days,

•

average the 100 hour co-curricular cap per semester to 200 per year and increase it to 230 hours for small schools,

•

reduce the 17.5 hour contribution of overnight camps to 12 hours of co curricular,

•

not increase paid maternity leave and

•

not guarantee return to a tenured position at the completion of leave.

Teachers who are currently classified as AST Holding are set to loose pay by mid May unless we can negotiate some additional transition arrangements.

There are other implications for LSOs overtime, leave without pay and short leave.

EdU Apr 2015 IEU(SA)

5

Catholic Schools Enterprise Agre IEU Log of Claims

After distribution to IEU Reps and then members the draft IEU Log of Claims for SA Catholic Schools’ enterprise agreement was endorsed at the recently held annual Rep’s Conference.

The claim is not extravagant by any stretch of the imagination. It is a small suite of pragmatic and sensible responses to an increasingly demanding workplace.

reduced workload. The details are dependent upon the amount of LSL the employee has accrued and how big a reduction in load the employee seeks.

The claim is badged under the title of the 3 Rs and Time

As an example a Full Time employee wants to retire in one year’s time. The employee has 40 days of LSL accrued. Under the proposal the employee may choose to work the 40 weeks of the school year at 4 days a week (.8) and yet receive a Full Time wage with the fifth day’s salary being made up from what is accrued in LSL until it runs out. Alternatively the employee could reduce the time frame to 20 weeks and reduce their workload to .6.

Time to Recognise Time to Respect Time to Reward The claims collectively relate to better working conditions which result in better educational outcomes for students.

This is as much about the students and their families as it is about the staff employed in Catholic schools.

Many features are reoccurring and well understood, for example •

3% salary increases and

•

drafting reviews to improve wording and clarity

Other claims are self – explanatory; for example the review of the newly embedded ESO classification matrix to ensure it has achieved its purpose of easier and more accurate classification of employees.

Another claim is to expand the group of employees covered. The push for schools to capture ‘market share’ to ensure viability, and growth where possible, means there has been and will continue to be an increase in the number of Catholic schools with dedicated Early Learning Centres (ELC) as part of the cradle to Yr 12 approach to education. Such centres are staffed by teachers and co-educators (formerly known as childcare workers).

Hence a claim to incorporate these co-educators under the scope of this enterprise agreement. That will mean negotiating appropriate conditions for this specific and unique group.

6

Updating of the various types of leave is a very important focus of the 2015 negotiations. The IEU seeks to have adjustments made to Long Service Leave (LSL) so employees have the opportunity to use it when nearing retirement. The aim being for employees to reduce from the substantive load to a lesser fraction but continue to receive the same wage. Long Service Leave is used to top up the gap between the substantive load and new EdU Apr 2015 IEU(SA)

This means the LSL is paid and attracts Superannuation.

It also means the LSL is counted as time worked and attracts further LSL. If the Employee chose to work Full Time for the year and ‘cash out’ the LSL at retirement the LSL wouldn’t attract superannuation payments and wouldn’t be counted as time worked and therefore fails to attract more LSL. The salient point is employees can “graduate” to retirement. Rather than go from Full Time, for example, to nothing, a graduated retirement assists with transitioning into a new phase of one’s life.

An important claim for ESOs is to seek clearer boundaries around when they are required to supervise students. There is growing concern that the number of students ESOs can be responsible for, the times when they can be responsible for them and what they can be responsible for is too fluid and at the discretion of their line manager or employer. Clear guidelines are needed to ensure appropriate supervision and or quality educational outcomes are achieved while also protecting the ESO. A case in point is the ESO Grade 2, engaged under the Resources stream, working in the library. The school expects the library to remain open at lunchtime. The person on duty for this period is the ESO. Anywhere from 10 students to 50 students may be present at any one time. Is this appropriate? The answer may lie in making adjustments to the ESO classification matrix.

ement

Anne Edwards Organiser Teachers have reacted very positively to the claim proposing reinstatement of AST (Advanced Skill Teacher) to allow ongoing accreditation and new applications.

The current Enterprise Agreement placed the AST classification band in a holding pattern while the new categories of Highly Accomplished Teacher (HAT) and Lead Teacher (LT) were introduced. The failure of these positions to attract support from the teaching population means one of two things:- either the approval process to win classification is so onerous almost nobody is bothering to apply or conversely the remuneration is so inadequate it fails to motivate almost all eligible teachers to undertake the approval process. They are two sides of the same coin but in any event teachers are voting with their feet and walking away from it.

While the existing AST band had minor flaws, a revised model of the band was developed by the IEU and CESA in preparation for the previous EA negotiations. That was put on ice with the advent of the Gillard governments’ proposed ‘Rewards for Great Teachers’ bonus scheme.

Now we know its fate it is time to thaw out the revised AST model and place it within the new Enterprise Agreement.

To replace one classification band held by 200 to 300 AST holders with one held by 1% of that figure isn’t creditable.

Clearly meaningful adjustments to workload to accommodate increased demands is a very broad claim.

However it is designed as such to give negotiators the flexibility to seek accommodations within a range of approved possibilities. As one answer may not fit all, this is a prudent approach to take. Feedback to date confirms unregulated workload is driving this claim. Well known factors such as – • programming and the introduction of new curricula in new formats, • the requirement to individualise these programmes and cater to greater and more complex student needs combined with • expanded and more intricate assessment and reporting • peer professional reviews

Frank Bernardi Industrial Officer

are only just ahead of the growing concerns that IT has expanded the role of teaching to a 24/7 job.

Quality programming, delivery of lessons and assessment of work require time.

Meaningful adjustments more than likely will result in one of two things. Either 1. Regulated work (SCT, OPA & CEA) is reduced to dedicate more time to unregulated work or 2. Unregulated work (programming, assessment, reporting, etc) becomes regulated to better control it.

It is also possible the answer may be a combination of the two.

The introduction of a POR classification matrix is also a timely and important claim. Not unlike the classification matrix used by ESOs, a tool such as this is deemed necessary as more and more teachers seek advice and direction from the IEU office about POR positions •

being reduced in grade with a resultant reduction in remuneration and or release time yet no corresponding drop in duties or

•

new duties assigned to a POR position without acknowledgement or a corresponding reduction or removal of other duties or the position conversely being reclassified upward.

Finally one drafting change sought is the inclusion of a clause that clarifies payment to teachers who mentor student teachers. It is deemed a desirable drafting change to ensure all are clear that is expected practice. The allowance provided by Universities is to the responsible teacher and does not go to the school or is not shared with the school.

For a complete copy of the Log of Claims please logon to the members’ section of the website or ask your Branch Rep for a copy.

EdU Apr 2015 IEU(SA)

7

International

Women’s Day 2015 Challenging the Reality for Women International Women’s Day provides women, often divided by national boundaries and cultural, economic and political differences, with an opportunity to come together to celebrate.

However, more importantly, it is also a day which challenges all Australians to consider the current realities for Australian women and decide what legacy will be passed onto future generations.

Australian Women’s Realities as Caregivers and Workers.

Research has shown that there are 4.1 million Australian employees who undertake unpaid carers’ responsibilities, 70% of whom are women. While men also provide assistance, female caregivers may spend as much as 50% more time providing care than male caregivers.

It is a reality that women cannot abandon their caregiving responsibilities when in employment. Yet, caregiving poses great financial challenges through the loss of wages from reduced hours, part time employment, time out of the workforce, family leave or early retirement.

The statistics speak for themselves: •

66% of employed women with children aged under 6 years worked part time compared to 7% of employed men with children of this age.

•

Only one in five female primary carers of people with disability, illness or fragility is able to work full time.

•

35% of mothers with children under 12 years are employed casually and have no paid sick leave or carers’ leave, and

Australian Women’s Realities of Workplace Discrimination.

The Supporting Working Parents: Pregnancy and Return to Work National Review 2014 (AHRC) found evidence that pregnancy and return to work discrimination is widespread.

In particular, 49% of mothers reported experiencing discrimination at some point during pregnancy, parental leave or on return to work. Yet, only 9% of mothers who experienced discrimination made a formal complaint (with either their organisation or to a government agency);

The Review also identified that women with family or caring responsibilities were often unreasonably denied access to flexible working arrangements. This situation is exacerbated by the fact that current industrial legislation does not provide avenues for appeal against any unreasonable refusals.

Australian Women’s Realities of Retirement

The Accumulating Poverty: Women’s Experience of Inequality Over a Life Cycle Report (AHRC 2009) has shown that the average superannuation payouts to women are just over half (57%) that of men with many women having little or no superannuation.

This is despite more women participating in the paid workforce than ever before.

There are significant implications arising from this entrenched gender pay inequality. The failure to redress the financial disadvantage of women will result in ongoing dependence on the aged pension. As women live longer than men and are more likely to rely on the aged pension as their sole source of income in retirement, the need for effective policy solutions is pressing.

8

EdU Apr 2015 IEU(SA)

Australian Women’s Realities of Violence Every week in Australia, at least one woman is killed by her current or former partner, often after a history of domestic violence. The Australian Bureau of Statistics (2006) records: •

40% of women have experienced violence at some time in their adult life;

•

17% of women have experienced sexual assault;

• • •

29% women have experienced physical assault;

16% have experienced violence by a current or previous partner in their lifetime; and

Since the age of 15, one third of women (33%) have experienced inappropriate comments about their body or sex life, one quarter (25%) have experienced unwanted sexual touching, and one in five (19%) have been stalked.

Why is the Reality for Australian Women Still a Challenge?

Several factors have been found that limit progress for women on all key areas: •

•

•

Women continue to be responsible for most domestic and care giving work. This unequal sharing of responsibilities negatively impacts their educational and employment opportunities.

Women’s under-representation in decision-making positions in all sectors limits the incorporation of gender perspectives in policies and programmes The prevalence of negative gender stereotypes based on societal beliefs and attitudes affects women and men and constrains their opportunities and choices. Stereotypical assumptions about women in the labour market lead to occupational segregation and a gender wage gap;

• Limited involvement on the part of men and boys restrains advances towards gender equality in all areas.

Focusing attention on gender issues and building support for social change can only be achieved when

men and boys are engaged, for instance, in measures to eliminate violence against women and overcome stereotypes; What Is Needed To Progress Change?

To bring about change, a good starting point is the development of comprehensive legal and industrial frameworks which protect and enhance the positions of women.

The IEU through its work with the ACTU is actively campaigning for industrial rights and protections around domestic violence workplace leave and greater access to flexible working arrangements.

Yet, the development of legislation and policies alone are not enough. Legislation must be effectively implemented, monitored and resourced. This includes the effective education of both men and women which raises awareness of the rights and issues affecting women.

EdU Apr 2015 IEU(SA)

9

International Women’s Day UNIFEM Breakfast 2015

IWD Breakfast featuring Susan Carland.

Sunday 8th March was International Women’s Day. The theme for 2015 is ‘Let’s not wait another 20 years to achieve gender equality’. Why 20 years?

In 1995, the Beijing Platform for action was agreed to by 189 countries. It was seen as the most progressive blueprint ever for achieving gender equality and advancing women’s rights. Since then, the Platform has influenced governments and civil societies the world over, into making concrete changes. There are more women serving in political offices, laws have been enacted which protect against gender based violence and we have seen the inclusion of gender equality in constitutions.

However, we still have a long way to go : •

Women are still paid 10 – 30% less than men.

•

1 in 3 women and girls will be beaten, raped, abused or mutilated in their lifetimes.

•

Just 1 in 5 parliamentarians are women.

Let’s take a moment to let that sink in. These statistics are a part of the improved model for women in our world today.

With this theme in mind and a retrospective view of the Beijing Platform, the UN Women – National Committee Australia, held its’ IWD Breakfast in Adelaide on March 6, 2015. It was hosted by Senator the Hon Penny Wong, MC’d by Sonja Feldhoff from 891ABC and featured Susan Carland as Guest Speaker.

Susan Carland is a PHD candidate at Monash University where she works as a lecturer in the School of Political and Social Inquiry. In researching the way Muslim women fight sexism within their communities, she has presented in depth insights into the intersection of feminism and Islam. Her feminist ideals and her work within communities at the local, national and international level, has gained her much attention.

10

In 2012, she was listed in the top 20 Most Influential Australian Female Voices by The Age. She has been listed in the 500 Most Influential Muslims in the World and as a ‘Muslim Leader of Tomorrow’ by the UN Alliance of Civilizations. Apart from her many impressive contributions to and articles for international newspapers and academic journals, appearances on Q&A, Compass and The Einstein Factor, some of you may remember her as a regular presenter on SBS’s EdU Apr 2015 IEU(SA)

Audio of Susan Carland’s speech available on our Facebook page. www.facebook.com/ieusa

Salam Café of which she was a co-creator with her husband Waleed Aly. Susan Carland’s is an interesting story – then and now. She became a Muslim at the age of 19 after a journey of spiritual discovery, (she is 34 years of age) and has since worn her hijab for reasons of modesty.

But, she emphasises, that was her personal choice, and no man (or woman for that matter) has any say in her choices, not even her husband. It’s no surprise, since converting to a religion whose women are so visibly identifiable, she has sadly become aware of and been subject to the narrow stereotypes and prejudices regarding the Muslim culture and religion. This set her on a path which has seen her both celebrated as a progressive and modern voice of reason and reviled by the traditionalists within her own community and surprisingly by those outside of her culture and religion.

People form opinions of Muslims (men and women) from the media. Whenever there is a spike of media reporting on extremist activities, unfortunately it is Muslim women who bear the brunt of negative public reactions.

In interviewing many Muslim women for her PhD, Susan came across an interesting phenomenon which she refers to as the ‘double bind’. Due to the media perpetuated negative view of Muslims, the women expressed a fear of speaking openly about sexism and their struggle for gender equality within their culture, as it simply reinforced the prejudices and stereotypes that people have and in fact the amount of abuse that women experienced inside and outside of their culture, increased. This in turn silences the women who find themselves in a perpetual cycle of abuse. However, all women interviewed expressed that rather than seeing their culture, religion or community as a cause or hindrance to their emancipation, they saw it as a tool.

The lesson for the rest of us, is our own prejudices or opinions that raise the barriers to those seeking help.

“We need to listen” says Susan for when we do, we will be able to “tap in to their needs”. By no means do we tiptoe around oppressive behaviour, but by gaining insights into the community, we can then discover how best to fight sexism.

Vesna Jadresic Organiser Susan’s overarching message to the 2,360 in attendance at the IWD breakfast is that the ‘saviour mentality’ that many of us adopt is a threat, not a help. There is no ‘one size fits all’ where fighting sexism is concerned. There is no single model of equality for women, be they muslim, LGBT, indigenous or disabled. The fight for gender equality and against sexism is hard enough, without women being their own worst enemies. We are in this together.

IEUSA’s Marion Ryan, Vesna Jadresic & Wendy Evans

Susan Carland speaks about tackling sexism in Muslim communities

Feminism has fought no wars.

It has killed no opponents.

for child care, for social welfare... for rape crisis centers, women’s refuges, reforms in the law.

It has set up no concentration camps, starved no enemies, practiced no cruelties.

If someone says, “Oh, I’m not a feminist,” I ask, “Why, what’s your problem?”

Its battles have been for education, for the vote, for better working conditions... for safety on the streets...

Dale Spender Blue Nation Review.com EdU Apr 2015 IEU(SA)

11

Older Workers

Work, Caring and Welfare

Zoe Gray Project Officer for the Centre for Work + Life

Australian workers struggle to juggle paid work with unpaid care responsibilities and current legislation does little to protect the most vulnerable in the workforce.

The current generation of Australians will stay in the paid workforce for longer than any before, thanks to the rising retirement age and uncertainty around the future of the aged pension.

More women are in the paid labour market than in previous generations. Finding affordable, quality childcare is a major issue for many.

At the same time as the cost of living is rising, the Federal Government is cutting spending on social services and payments.

These economic realities and societal factors are placing many Australian workers under significant pressure, particularly when it comes to juggling paid work and unpaid care responsibilities.

The modern 21st century workforce is diverse and includes many with caring responsibilities for children, elders or people with disabilities.

New research by the University of South Australia’s Centre for Work + Life reveals that most Australian workers aged over 45 are caring for an elderly person.

Around 85 percent of women and 70 percent of men aged over 45 in the paid labour market are also undertaking this unpaid, and largely unrecognised, care work.

The latest Australian Work and Life Index (AWALI) survey interviewed more than 2,600 working Australians.

The findings are published by the UniSA Centre for Work + Life: The Persistent Challenge: Living, Working and Caring in Australia in 2014.

The 2014 AWALI survey shows that combining paid work with caring for others - such as an elderly person or someone with a chronic illness or disability - has an equivalent negative effect on work-life outcomes as combining paid work with caring for children.

Dr Natalie Skinner, Senior Research Fellow at the Centre for Work + Life and co-author of the report, says more needs to be done to support those workers.

‘Our research shows that workers combining paid work, childcare and another type of care have the highest worklife interference,’ Dr Skinner says.

12

EdU Apr 2015 IEU(SA)

The National Employment Standards in the Fair Work Act 2009 gave working Australians, who are parents of preschool or children aged under 18 with a disabiliity, a Right to Request (RTR) flexible work arrangements.

Eligibility of the RTR was broadened in 2013 to include all carers; that is all parents or guardians of a school aged or younger child, as well as carers of those with a disability or someone aged 55 years or older.

‘That was an important step. However it lacks an effective mechanism to appeal an employer’s unreasonable refusal,’ Dr Skinner said.

“Most workers over 45 are also carers: they need more support”

Australia lags behind other Organisation for Economic Co-operation and Development (OECD) countries in supporting working carers.

According to the OECD 2014 Better Life Index, Australia rates poorly on work-life balance, despite performing well on other lifestyle measures. We work longer hours and spend less time on personal care and leisure.

Other OECD countries have introduced stronger employee entitlements for requesting flexible working arrangements.

In the UK the right to request flexibility extends to all employees regardless of their caring responsibilities.

We need to find more ways to support working Australians so that they can participate in paid work and meet their caring responsibilities, without the high cost on work-life balance and productivity.

Policies that encourage and protect workplace flexibility and help change attitudes towards working carers are an important first step.

Strengthening the RTR to include all workers, and introducing an appeal mechanism for employees, would be significant progress.

This article originally appeared in Challenge Magazine Summer 2014-2015

Balancing Act

Australia’s Gender Equity Scorecard What the Workplace Gender Equity Agency’s data collected in 2013-14 tells us about gender equity in Australia.

Non public sector employers with 100 or more employees need to report to the Agency under six gender equality indicators.

•

gender composition of the workforce,

•

representation of women by industry: managers, nonmanagers and all employees,

•

women on governing bodies or boards,

•

equal remuneration between women and men,

•

flexible working and support for employees with family or caring responsibilities,

•

consultation with employees on issues concerning gender equality in the workplace and prevention of sex based harassment and discrimination in the workplace.

Louise Firrell Assistant Secretary

In 2013-14, 4,354 organisations reported which represented 3,891,900 employees, 48% of whom are women. 491 of those are involved in education and training representing 381,484 employees, 62.5% of whom are women.

The collection of data by the agency is to provide baseline data to identify areas where change is needed because ‘what gets measured gets managed’ and because lifting female participation through all levels of the workforce is a national productivity imperative.

Overall the data shows that the representation of women in organisations steadily declines as you move up management levels and one third of employers have no key management employees who are women. Less than one in ten organisations have targets to lift the number of women at board level, only 13.6% of employers have a strategy for flexible working arrangements, and despite the gender pay gap widening to 24.7% of total full time remuneration, less than one in four employers have conducted a gender remuneration gap analysis to check for potential pay equity issues.

In education and training the pay gap is better than the average at 9.6% and education also fares better than the average with 48% of reporting organisations with all female management. Across the reporting organisations women comprise only 35% of full time employees, 75% of part-time employees and 57% of casuals.

With regard to family friendly policies and strategies 45% of employers have a policy in place but only 13% have a strategy for flexible working arrangements. Education and

training again does better with paid parental leave with 86% of employers providing some amount compared with 48% across all industries. 32% of all reporting employers have either a policy or strategy in place to support employees experiencing family or domestic violence.

Most employers provide training for their management staff in the prevention of sex based harassment but only 7% have a strategy in place for prevention.

The report card highlights a difference in the level at which these benchmarks are being met depending on the size of the workforce with larger organisations generally performing better on a number of indicators. It also highlights a mis-match between having a policy in place and having a strategy to implement it.

The full report card is available at www.wgea.gov.au with other useful resources such as the Gender Strategy Toolkit and the Gender Target-setting Toolkit.

EdU Apr 2015 IEU(SA)

13

Health & Wellbeing Principal Health & Wellbeing Survey

The Australian Principal Occupational Health, Safety & Wellbeing Survey is ongoing research that began in 2011. It is being conducted in response to findings of research in the UK that were driven by changes to the education system.

This research found adverse health outcomes for principals and their deputies/assistants. Work related stress was higher in education than across all other industries, with work related mental ill-health almost double the rate for all industry. Prior research found adverse health outcomes that indicated younger people appear to be at greater risk of coronary heart disease than older colleagues.

Teachers Health Fund along with Australian Catholic University and several Principals’ Associations enlisted chief investigator Associate Professor Phillip Riley who had conducted the Irish survey to conduct a similar survey in Australia.

The research is a longitudinal study monitoring school principals and deputy/assistant principals’ health and wellbeing annually and tracking this over time. Principals and deputy/assistant principals’ health and wellbeing in differing school types, levels and size is monitored along with lifestyle choices such as exercise and diet and the professional and personal social support networks available to individuals. The turnover of principals and deputy/assistant principals within schools will allow investigations of moderator effects, such as years of experience prior to taking up the role.

Participants received a report drawn from their own responses and were given a comparative score against the general population and other principals. A secure website also gave feedback on their health and wellbeing that was tailored to their work context. Plans are also in place to expand the feedback with ‘like group comparisons’.

The guiding research questions in the initial survey asked if recognisable occupational health, safety and wellbeing subgroups of principals and deputy/assistant principals could be identified through the survey.

With four years of survey data to look back on the snapshot has produced interesting results.

• • •

14

Particpants had an average age of 51-53 years

Their experience was 12 or more years of teaching and 13 years in leadership roles and had been in their current role for an average of 5 years.

Around half of them work upwards of 56 hours a week with a similar number working upwards of 25

EdU Apr 2015 IEU(SA)

• • • •

hours during holidays. Whilst 13% were recording upwards of 66 hours per week during term.

The survey group had a disproportionate number of women in lower paid roles.

49% have a diagnosed condition requiring prescription medication

The leading source of stress is the sheer quantity of workload. This is matched by lack of time to focus on teaching and learning Offensive behavior is experienced at higher levels than the rest of the general population, with actual violence, threats of violence and adult-adult bullying prevalent.

Finally, in spite of the surveyed group having the right attributes to obtain high rates of health wellbeing and quality of life, the results point to the opposite. Principals and deputy/assistant principals are exhibiting lower rates of self-rated health, happiness, mental health, coping, relationships, self worth and personal wellbeing. They also exhibit higher rates of burnout, stress, sleeping troubles, depressive symptoms as well as somatic and cognitive stress symptoms when compared to the general population.

From these findings the research team formulated recommendations to aid policy makers improve outcomes for not only the Principals and deputy/assistants but also the wider educational workforce and students.

Recommendations fell into four categories.

1. A – Professional support

2. B – Professional learning

3. C – Review of work practices 4. D – Bullying and violence

In-service provision of education on the emotional aspects of teaching, learning, organizational function, emotional labour, dealing with difficulties and conflicts in the workplace, employee assistance programs, debriefing self and others appears to be urgently needed.

The recommendations use supporting evidence from similar research that shows such professional support leads to improved student learning outcomes.

For more information visit, www.principalhealth.org

Industrial Matters

Who’s who at the negotiating table - NERRs The best agreement negotiated under the most harmonious conditions may be refused approval by FWC if some simple steps aren’t followed at the very start of the process.

Frank Bernardi Industrial Officer

Employers must give each employee a notice of employee representational rights (NERR) as soon as possible after notifying employees of the intention to bargain. (s.173)

The content of the NERR is strictly defined by regulation (reg 2.04) to be as per Schedule 2.1 and, as of Jan 1st 2013, to not contain any other content than the content prescribed by the regulation.

The NERR specifies the employer, the employees to be covered, the name of the agreement and outlines how employees may be represented.

Union members will be represented by their Union unless they rescind representation. Non-members may represent themselves or nominate another individual and must notify the employer in writing. Employees need not be represented and do not have to notify the employer of their choice.

Some employers have fallen foul of the Act by including extra material within or attached to the standard NERR. The Commission has not been able to approve otherwise sound, compliant agreements because the employer stapled the NERR to a covering letter or added extra explanation.

The IEU has had cause to take the Lutheran Schools Association to task over their NERR being page 2 of a longer letter to employees. The LSA did reluctantly reissue the NERR in a compliant format.

AIS employers are sometimes falling foul of the notification of representation process by insisting that all employees notify how they will be represented (or even if they do not wish to be represented). It is inappropriate to insist on Union members notifying the employer that they will be represented by the Union as it is in effect a requirement to declare Union membership. There is no requirement to notify if you do not wish to take part in the bargaining process. People are also free to change their representation at any stage.

It is important to stress that informal groupings of employees such as staff associations or the recently formed non-union union “EB Voice” in the Lutheran sector have no standing in the bargaining process and cannot be taken to represent groups of un-named employees.

It is also essential that the employer doesn’t try to be too helpful in organising the non-unionised employees out of either a sense of fairness, or in an attempt to stack negotiations with employer-friendly voices.

Reg 2.06 specifies that bargaining representatives must be free from control or improper influence from the employer or another bargaining rep. The Lutheran negotiations are currently pre-occupied with determining not only if “EB Voice” is properly authorised, but if it is truly independent of the employer. The funding of its consultant and the use of the employers’ email system to contact all staff are arguably not truly at arms-length from the employer.

Individual employees must give written authorisation to named individuals in order to have them recognised as their bargaining reps. A group which is not a registered Union cannot automatically assume the role of bargaining rep. Such a group would have no idea of its representational base as it could be assuming that it represents the Union members on site who are already perfectly well represented by their Union.

In general the IEU has no problem with people becoming involved with their own EA process, but representation must be clearly sorted out for bargaining to be efficient and compliant.

The IEU bargaining representatives will assist members formulate a log of claims independently of any other bargaining reps at the table. The IEU does not allow for non-members to determine the progress of members’ claims. It is all very well being collegial, but when it comes to such formal industrial processes those who don’t join, don’t participate and are left to their own devices.

EdU Apr 2015 IEU(SA)

15

Family Violence Leave ACTU President speaks to IEU Council ACTU President, Ged Kearney addressed the IEUSA Council Meeting in March to talk about national issues of significance for trade unions.

One of the most pressing issues on the agenda is domestic violence. Domestic violence is not only physical violence towards a family member or someone with whom an intimate relationship is or has been shared, but it includes sexual abuse, verbal abuse, emotional abuse, social abuse, spiritual and economic abuse.

Statistically, using the narrower definition of physical abuse, over 70,000 women experienced violence by a current or former partner in the past year and intimate partner homicide accounts for one fifth of all homicides in Australia. It is an issue that is not confined to social or economic boundaries. It effects predominately, but not only women and children.

Ged explained that domestic violence is very much Union business because it affects employees and workplaces. One of the most serious consequences of domestic violence is on the victim’s ability to remain in the workforce and therefore maintain a level of economic independence.

Louise Firrell Assistant Secretary

It is all too easy for an employee in this situation to become vulnerable when personal leave is exhausted.

It raises many challenges for both the employer and the employee, but fundamentally employers need to try to maintain a safe and supportive environment for their employees and impacted employees need non-judgemental support in navigating such traumatic episodes without the anxiety of not being able to explain why they need more personal leave.

This leave may be needed to move house, attend medical appointments, counselling, court and related matters.

The ACTU as part of the Modern Award Review has prepared a case for the Fair Work Commission to argue for the inclusion of 10 days family violence leave and the right to part-time return from maternity leave.

Even if there are changes to the Modern Awards, there will be no automatic flow-on to our workplaces as most have Enterprise Agreements which over-ride (rather than incorporate) award conditions. If we are to have these provisions as a right, rather than being reliant on individual approaches to individual employers, we need to have similar Family Violence Leave provisions inserted into our agreements.

The IEU(SA) Council adopted as policy that Family Violence Leave clauses should be claimed in all of our agreements. That then requires negotiators at each and every table to argue for clauses which meaningfully address this important issue.

16

EdU Apr 2015 IEU(SA)

Reps Conference 2015 “Contemporary Challenges” It’s called “Mad March”, so much is happening in Adelaide to enjoy, to watch, to listen to and to be part of and the 2015 IEU Reps Conference “Contemporary Challenges” proved to be a worthy additional attraction for the 82 Reps who made their way to the Education Development Centre on Monday 2 March.

There are many challenges facing workers in education in 2015, too many to be covered in one day but with a program which involved 10 specialist speakers in their fields, this year’s Conference made a worthy attempt at addressing a fair proportion of them. The Conference also included the 2015 IEUSA Council meeting which was addressed by ACTU President, Ged Kearney.

The Conference was opened by the Minister for Education and Child Development, Dr. Susan Close, who complimented the Reps on taking up this important role in the Union, the value of education and the crucial role all Union members play in the education of South Australian students.

The first speaker of the day was Doctor Peter Lind, Registrar, Teacher’s Registration Board of SA (TRB).

Peter provided participants with an overview of the role and future direction of the TRB, spoke of the purposes and process of registration, that education can not be improved through alienating the profession that carries it out, and that student motivation is central to education – “lighting the fire rather than filling the bucket”. Peter also provided important information on how to meet the professional learning requirements for registration and the TRB’s audit process.

Anne Walker, Legal Officer with the Australian Education Union (SA Branch) then provided the Conference with a summary of the outcome of the Debelle Royal Commission and the implications for education employees. Anne reminded us of the media focus on the small number of convictions compared with the total number of teachers in the State, the investigation process in the State, system and disturbing trends in the presumption of innocence and provided food for thought as to what the process is in our own systems and schools.

After the morning break, Diat Callope, Indigenous Adviser with IEU NSW/ACT Branch, spoke of her work in the struggle to have indigenous teaching and learning needs recognised and taken seriously, the need for more indigenous teachers, particularly in early learning years to counter the of lack of confidence that young indigenous students have at school.

The Conference then adjourned for the 2015 IEU Council meeting. ACTU President Ged Kearney inspired delegates

Gerry Conley Training Officer with background information on the ACTU’s campaign to have domestic or family violence clauses included in Awards and Enterprise Agreements. Currently because of this campaign, approximately 1.6 million Australian workers are now covered by domestic violence leave clauses. Council subsequently passed a motion to have the IEU pursue leave for family violence when negotiating enterprise agreements.

Three concurrent workshops for ESO and LSO Reps; primary school teacher Reps; and secondary school teacher Reps occupied the first session after lunch.

ESOs and LSOs - Mandy Czescato and Michael Lincoln from Catholic Education SA walked the non-teacher group through the implications of the Protective Practices guide with reference to areas not specifically related to teaching.

Primary teachers – Fil Isles, Mark Manuel and Dr Yvonne Zeegers unpacked examples of how specialist teaching and the national curriculum could be applied in a primary setting.

Secondary teachers – Dr Neil McGoran Chief Executive of SACE Board highlighted the essential tension in the system between SACE being a certification of completion or a passport to university entrance. Lively discussion ensued around how that played out on the ground.

For the last session of the day Reps were separated into three groups: Catholic , Lutheran and Independent school groups, to discuss organising around Enterprise Agreements. IEU Catholic EA negotiation leaders, Frank Bernardi and Anne Edwards, took Reps through the conceptual EA claim which was then endorsed for presentation to the employers; Louise Firrell and Vesna Jadresic outlined the process to get Lutheran employers to the table and explained the revised Lutheran claim; and Glen Seidel, Bruno Sartoretto and Tim Oosterbaan gave independent school reps an introduction to the process and technicalities of bargaining and how to organise a claim for membership growth and involvement.

So another successful Reps Conference concluded. Most Reps have indicated that they will share information on contemporary challenges with Union members in their Branch and use it to encourage non-members to join. And we hope to see as many Reps at the 2016 Conference.

EdU Apr 2015 IEU(SA)

17

Monday 2nd March 2015

Reps Confe

rence 2015

at the Education Development Centre

. . . p e R e h t t e e M During our 2015 Rep Conference we pulled aside a few of our Reps to ask them a few serious questions and some silly ones too. a.

What are the ‘contemporary challenges’ in education 2015?

c.

How do you order your steak?

b.

Why did you become a Rep?

d.

If you could sing one song on Australian Idol, what would it be?

e.

If there was a movie produced about your life, who would play you?

Zoe Spearman Holy Family Catholic School a. Change in schools. Time restraints, trying to fit the curriculum in the time given is very big challenge at the moment. b. To be a voice for our staff, and to help out. c. Medium Rare

d. Maybe a Taylor Swift song, Shake it off. e. Julia Roberts

Loana Liew Blackfriars Priory a.

b.

Contemporary Challenges is a deep question. I really think a lot of want we heard this morning summarises the challenges that teachers face with their behaviour. How they present themselves with disgruntled students and parents and how easy it is to become a victim of something unpleasant even when there is nothing there to answer to.

And I think that would be something to consider and think about when you are choosing to become a teacher. I think it does scare some people off particularly for male teaches in Primary schools and we need more male teachers in Primary schools and it’s a bit sad really.

I think Bruno twisted my arm a little bit and he convinced me that I could actually be of some use because I had a positive experience, a very positive experience with the Union’s assistance and I just thought if I had the chance to do that for someone else that is fantastic.

c. Medium Rare. I’ll have medium rare anytime

d. I never watch Australian Idol. Hallelujah, I could sing that. e. Gina Lollobrigida

20

EdU Apr 2015 IEU(SA)

David Freeman Walford Anglican School for Girls a. Keep up with the bureaucracy, paper work and information that is coming out especially teaching Year 12. b. I have always been involved in Union activities since University days and I wanted to help the staff. c. How do I what? Oh right, Medium.

d. I don’t sing, I never sing. That is a very good question. e. Tom Hanks

Mark Furnell Sacred Heart College Senior a. Work life balance, stuff comes in and nothing taken away.

b. Another staff member left and we didn’t have a rep for a year and I felt we needed to fill the gap. c. Cook it! Well Done

d. Bohemian Rhapsody by Queen e. Arnold Schwarzenegger

Leon Deng Cardijn College a.

b.

I think in 2015 because of the various technologies, I am a ICT teacher I can see there has been fragmentation of resources. At our school we have a handful of different digital systems that we use for student management, contact with parents, for teacher’s own use, to store information, access information, communicating and sharing resources.

This year at my school I have taken on the role of digital resources in that way looking at some tools to help teachers be able to make use of those resources more efficiently and those teachers where they are maybe so confident in their digital abilities to have confidence.

Well it was kind of a number of different incidents that lead to where I am now. I guess it was because there wasn’t one initially, the previous Rep had left the school so there was a vacuum of that position and also at the time I was quite vocal in terms of communicating with the management about consultation and those sort of matters. I seem to fit the bill so I was tapped on the shoulder by the other ESO Representative, Marlene Maney who had been a Rep for a long time and it came naturally together.

c. A Japanese Wagu – Medium Rare definitely.

d. Some sort of lip syncing, the Voice by John Farnham

e. A lot of people say I look like a famous Korean actor even though I’m Chinese. But I can not remember his name.

Maybe a K-pop star.

EdU Apr 2015 IEU(SA)

21

ep...

Meet the RCatherine Randell

St Ignatius College Junior - Norwood a.

In my opinion the Contemporary challenges are digital technologies, access to internet and things like cyber bullying. How students can access information safely in a school setting. For me as an educator, probably that level of accountability and meeting professional standards. That we do a good job of teaching as well as addressing a students needs and being accountable for what we do.

b. I became a Rep because of a lack of other volunteers to a certain degree but also because I had joined the Union.

I had faced issues returning to work from mat leave and wanting to return to a part time role and having that made quite difficult. And because I had faced changes that I felt shouldn’t have happened in a particular work place because I know of many other people who had been able to return to work part time after maternity & parenting leave.

I felt passionate about the support I had received from the IEU. c. Medium – Well

d. I dreamed a dream from Les Misérables e. Sarah Michelle Geller

Kathleen Melis St Joseph’s School - Hindmarsh a. Work/home balance and keeping abreast of all the professional expectations

b. I was asked many years ago and I have an interest in supporting people and what the Union stands for. c. Medium Rare

d. I sing along to the radio and I don’t know what half the songs are. And if you listen to my husband I get half the words wrong anyway. No, I wouldn’t sing on Australian Idol. e. Rebecca Gibney, I suppose because of the Australian accent.

Mick Francis Mercedes College a. Work load, unregulated time within work load

b.

There was a vacancy, I was a part of three people doing the job. The other two people left so I became full time at it.

And it’s a way to help support my collegues and learn more professionally about my job.

c. Always Medium Rare

d. Paradise City by Guns ‘n’ Roses

22

e. Anthony Field from the Wiggles EdU Apr 2015 IEU(SA)

Professional Learning for TRT members 6 July 2015.

9:00am sharp and concludes at 5:00pm IEU Offices, 213-215 Currie Street, Adelaide TRTs typically miss out on school based professional learning.

This holiday event is designed to meet the need of TRT members in a relaxed format.

This event can be logged against your professional learning requirements for Teacher Registration.

A certificate of participation aligned with the Professional Standards will be supplied on the completion of the day. It is planned to be a whole day event and count for 7 hours of PD. Refreshments and lunch will be supplied.

Topics to be covered in this event are: • School TRT policies • Enterprise Agreement requirements for TRT • Your industrial rights as a TRT • TRB requirements for TRTs • Dealing with difficult classes / students • Workers Compensation – what happens if you get hurt at the school • Reporting hazards, incidents and near misses • Networking with other TRT employees Places are limited and pre-registration for this event is essential Register by emailing enquiries@ieusa.org.au or call Ph: 8410 0122

EdU Apr 2015 IEU(SA)

23

Notice of Annual General meeting of Independent Education Union (South Australia) Inc and Independent Education Union (South Australia) Branch Date: Thursday 25th June Time: 4.30 – 5.30pm Venue: Marcellina’s Pizza Bar and Restaurant – 273 Hindley Street, Adelaide All financial members are invited to attend the AGMs of both the state registered and federal registered Unions.

Any motions which members wish to have put to the meeting must be in the Secretary’s possession at least 6 weeks before the AGM (that is by Wednesday May 13th 2015) Notices of motions need to be in writing, attention Glen Seidel Secretary IEU(SA) Mail: 213 Currie St, Adelaide, 5000 Email: enquiries@ieusa.org.au The agenda with motions on notice will be sent to members at least 3 weeks before the AGM. The agenda will include the standard items of the Secretary and Treasurer reports and the acceptance of the audited financial statements and operational report and the election of internal and external auditors Light food and refreshments will be served at the end of the AGM. Please register your attendance by phone: 8410 0122 or email: enquiries@ieusa.org.au

All Reps’ 2 year tenure to start 2015 At a special conference of 22 November 2012, a rule change was passed that “5.5.3 Members of the Union at each Branch must elect, from amongst themselves, one or more Union Branch representatives biennially. Upon a/the position becoming vacant during a term of office the position/s shall be filled by election for the remainder of the original term” And “5.5.7 The Union Branch Representative shall also be the Branch’s Delegates to Council to represent the Branch at meetings of Council” The practical effect of this is that at the expiry of the annual term of office for Reps at the end of 2012, Reps were elected for the 2013-14 school years with elections due to be held ahead of each odd numbered year.

If a Rep leaves the school, stands down or ceases to be a member then the replacement Rep is only elected for the rest of the two year term, with full elections back in synch ahead of the next odd numbered school year.

All current Reps should have been popularly elected ahead of the 2015 Reps Conference and Council Meeting. Reps need to face the electorate every two years to give the members the opportunity to modify or confirm their Branch leaders.

The election process may have been as simple as a call for nominations by a member who is not nominating and if no more than the required number of nominations are received, then that/those people are duly elected unopposed.

A contested election needs to be conducted in a procedurally fair and accountable fashion, but the rules do not dictate the format. Members should contact their Organiser for assistance if difficulties arise.

Any irregularities should be corrected as soon as possible and the names of the Reps for your Branch notified to the IEU. Reps provide a valuable conduit between the Branch and the office and with the position comes some formal rights and responsibilities under the rules. The IEU Rep may have rights to membership of the school’s Consultative Committee or to paid training leave and all Reps have voting rights at the IEU(SA) Council.

To leave your legitimacy open to challenge can be a tedious distraction to the serious business of representing members’ interests at the workplace. If you are not sure if your process stacks up, contact your Organiser.

24

EdU Apr 2015 IEU(SA)

Safe@Work Your rights to raise health and safety issues.

Gerry Conley WHS Project Officer A disturbing recent comment from a school’s health and safety rep (HSR) was that staff in her school were concerned to approach her on work health and safety (WHS) issues for fear that there may be repercussions for them but they were also concerned that her role of HSR would have implications for her own job.

The worrying issues here are: one, that staff at any school in 2015 should be concerned about raising WHS issues with their HSR or with management, or be reluctant to complete incident or hazard reports because there may be repercussions; and two, that taking on the role of HSR and using the powers that come with that role could impact on a worker’s career.

The Work Health and Safety Act is absolutely clear on worker’s rights to raise health and safety issues with whomever they feel is the appropriate person to help resolve the issue AND the right for a HSR to exercise his or her powers under the Act to hear workers’ complaints and act on them.

Let’s have a look at how the legislation confirms this.

Firstly in Section 104 it states that no person must engage in discriminatory conduct

“104—Prohibition of discriminatory conduct

(1)

A person must not engage in discriminatory conduct for a prohibited reason.

Maximum penalty: (a) in the case of an individual $100,000 (b) in the case of a body corporate $500,000.”

It then describes what discriminatory conduct is in Section 105 (1)

“105—What is discriminatory conduct

(1) For the purposes of this Part, a person engages

in discriminatory conduct if (a) the person (i) dismisses a worker; or (ii) terminates a contract for services with a

worker; or (iii) puts a worker to his or her detriment in

the engagement of the worker; or (iv) alters the position of a worker to the

worker’s detriment; and goes further

(2)

For the purposes of this Part, a person also engages in discriminatory conduct if the person organises to take any action referred to in subsection (1) or threatens to organise or take that action.

Even threats or hints of repercussions or to a person’s position are deemed to be discriminatory conduct.

So what are the prohibited reasons for discriminatory conduct? These are set out in Section 106 and cover the following; if a person • is, or has been or proposes to be a HSR; • exercises power or performs a function as a HSR or as a member of a Health and Safety Committee (HSC) ; • exercises, proposes or assists to perform a function under the WHS Act; • raises, has raised or proposes to raise an issue of concern about health and safety with the employer; a HSR; a WHS entry permit holder (that is, any IEU Officer or Organiser); a member of the HSC; or another worker; • takes action in relation to a work health and safety issue.

So it is illegal for any school management to adversely react to or threaten to take action against a worker for becoming a HSR and using the powers that they have in that role or to threaten any other worker for raising health and safety issues. This includes being discouraged in any way from submitting a hazard or health and safety incident report form or harassing you after you’ve submitted it. If this happens to you or the environment at your school sounds like this then you should contact your IEU Organiser. In the first instance we can remind the perpetrator that they are breaking the law and if this doesn’t work, report the conduct to Safework SA or depending on the severity, instigate proceedings in the Industrial Relations Court. Union Organisers can also use their Right of Entry to visit the school and inform staff of their right to raise and report health and safety issues that affect them.

EdU Apr 2015 IEU(SA)

25

Professional Learning and Teac The requirements for renewal of registration have changed for 2015 The requirements for renewal of registration have changed for 2015. If you are due to renew by 31 December 2015, these changes will affect you.

Within your current term of registration, you need to have: • •

•

completed an appropriate Mandatory Notification Training course completed 60 hours of professional learning referenced to the Australian Professional Standards for Teachers, and kept a summary record and supporting evidence for your professional learning activities completed 60 Days of professional practice.

If you declare on your renewal application that you have not been able to undertake the 60 days employment as described and you meet all other application requirements including professional learning (PL), you may be granted (full) Registration for a further term of three years with a notation; ‘60 days employment as a teacher under Part 5 of the Act to be verified’.

PL is a mandatory requirement for all teachers for renewal of (full) Registration and Provisional Registration.

If you are a Temporary Relief Teacher (TRT), residing interstate or overseas, on leave from employment, or not currently working as a teacher, you still need to meet the PL requirement.

An audit of a randomly selected number of applications will take place to ensure the declarations made by teachers are supported by the original records and evidence. Teachers who are selected will be asked to provide their records and supporting evidence to the Board within 28 days.

The Board may refuse an application for renewal which does not satisfy the PL requirement. If you are unsure about any aspect of the PL requirements for renewal of registration please contact TRB by phone (08) 8226 2666 or email (professional.standards@trb.sa.edu.au).

There are many ways to access PL, and it doesn’t have to be face-to-face training in a school, site, or workplace and can include activities to suit your circumstances and learning needs; such as professional reading, conferences, online learning, research, and more. PL includes the many planned and unplanned learning opportunities, processes and experiences in which teachers engage both within their work time and their own time to continually build their capacities as professionals.

26

EdU Apr 2015 IEU(SA)

PL claimed for registration purposes must be over and above the normal expectations of a teacher’s role and responsibilities (including preparation, planning, programming, assessment and reporting) and must be referenced to the Australian Professional Standards for Teachers (APST). The Board respects a teacher’s decision to choose from a broad range of PL opportunities that support their individual plans for professional growth, meet the needs of the profession or equip them to support the learning of children and students now or in the future, including sufficient flexibility to be inclusive of the range of employment and geographic contexts.

Employing authorities may require a teacher to complete specific types of PL. Such PL will be recognised for registration purposes as long as it is referenced to the APST. You do not submit evidence on application for renewal.

In the applications teachers will self-declare whether they have: •

engaged in a minimum of 60 hours PL undertaken within the three years prior to renewal (i.e. within their current term of registration) and referenced against the APST • kept a record of the PL undertaken • retained supporting evidence to verify that they have met the PL requirement Examples of PL opportunities when the focus is on the PL for you as the registered teacher and is clearly connected to the standards: • •

Employer required training Mentoring and coaching or being mentored e.g. pre-service teacher education students, registered teachers who are new to a role etc.

• Facilitation or delivery of PL opportunities.

• Working with the community to improve public understanding of educational topics or issues.

• Involvement in site-based PL, e.g. student free days, school development days, PL workshops during staff meeting times.

Activities NOT accepted as part of your professional learning •

Administrative, business or day-to-day aspects of participating in networks, associations or staff meetings/sessions, are not recognised

h er Registration Extracted from www.trb.sa.edu.au/

•

Any reading, listening or viewing considered core to a teachers’ work, e.g. curriculum documents or information for use with learners as part of preparation and planning Keeping a PL Record

It is important that you keep a summary record of your PL. You can access the Teachers’ Portal website and record and track your PL online or you can download and complete a Professional Learning Summary Record template.

You will need to include the following information:

Online Learning • •

•

the year of the PL within your term of registration

• •

•

description or title of the PL

• •

• • • • •

dates on/over which the PL took place

time commitment for each opportunity i.e. number of hours the evidence held by you

the APST against which the PL is referenced reflection notes/annotations/explanations if appropriate.

Remember! Keep all supporting evidence of the PL that you list in your summary record to verify your participation.

Examples of evidence you should keep

The supporting evidence that you should keep will vary for each PL activity. Each piece of evidence retained by you should be dated and signed. Here are some examples: Research activities centred on education issues •

• • •

research portfolio/materials, which may include: − summaries of outcomes − records of the process − summaries or analysis of readings − annotated evidence of applying research findings. reports and articles written about the research diaries or reflective journals validations from research partners

•

annotated logs, journals or diaries of online learning records of involvement i.e. registration confirmations or ‘certificates’ of involvement reports/summaries/ commentaries annotated records of discussion groups certificates of participation in professional reading/ listening/viewing networks Face-to-face learning opportunities notes relating to reflections, readings, presentations, workshops, group activities, follow-up, evaluations attendance or participation certificates

Opportunities provided by Communities of Practice certificates • • • •

notes/diaries/reflective journals records of the nature of your involvement written commentary on the learning or reflections on reading verification from facilitators

Formal and Informal Study/Training centred on education issues • • • • •

documentary evidence of engagement in the study transcripts/certificates records of the nature of your involvement reports, summaries, copies of presentations re scholarship outcomes verification of training by provider/facilitator

Teachers’ Portal website https://online.trb.sa.edu.au/default.aspx

National Professional Standards for Teachers http://www.teacherstandards.aitsl.edu.au/Standards/ Standards/AllStandards EdU Apr 2015 IEU(SA)

27

ELC Early Learning Centres – News from ACECQA

28

Assessment and ratings Children’s education and care services covered under the Education and Care Services National Law are assessed and rated against the National Quality Standards (NQS). The process reflects a uniform approach to assessment and reporting across the range of service settings. The relevant regulatory authority in each state and territory undertakes the assessment and rating process. It is also the point of contact for any questions services may have about the assessment and rating process.

The National Quality Standard ratings Ratings promote transparency and accountability and help parents assess the quality of education and care services available. Every service receives a rating for each quality area and an overall rating. These ratings must be displayed by each service and are published on the ACECQA (http://www.acecqa.gov.au/) and the MyChild (http://www.mychild.gov.au/sites/ mychild) websites.

There are five rating levels within the national quality rating and assessment process: • Excellent rating, awarded by ACECQA • Exceeding National Quality Standard • Meeting National Quality Standard • Working Towards National Quality Standard • Significant Improvement Required Excellent rating Under the National Quality Framework, the Excellent rating can only be awarded by ACECQA. Providers with a service rated Exceeding the National Quality Standard, and which meet the criteria for excellence, are eligible to apply.

Paperwork for services reducing over time Education and care services have reported a small reduction in the level of administrative burden or paperwork experienced during the second year of the NQF. The second report from ACECQA’s longitudinal study into regulatory burden, The Report on National Quality Framework and Regulatory Burden – Wave II,shows: • centre-based services report lower overall burden in 2014 than in 2013 • the perception of burden is lower around supervisor certificates and displaying information than reported in the first survey • a greater proportion of not-for-profit services agree that administrative requirements are simpler now than under previous licensing and accreditation systems.

EdU Apr 2015 IEU(SA)

The report was sent to Ministers in late 2014 and the Education Council has now agreed to its publication.

ACECQA started annual surveys of administrative burden in 2013 to examine, over time, whether paperwork under the NQF is reducing.

The second wave of surveys, completed in February and March 2014, show that administrative burden is reducing as processes are streamlined and the sector adapts to the NQF. The third stage of the study will be undertaken in the first half of 2015.

Snapshot shows the NQF continues to drive improvement More than half of Australia’s children’s education and care services have received a quality rating according to the latest National Quality Framework (NQF) Snapshot. Australian Children’s Education and Quality Care Authority (ACECQA) Board Chair Rachel Hunter said with 52 per cent of services assessed and rated, more families were able to get information about the quality of their local services.

Q4 2014 shows the number of services with a quality rating has increased by 69 per cent over the past 12 months. In the same period, the proportion of assessed services Meeting or Exceeding the National Quality Standard (NQS) has risen from 59 per cent to 65 per cent.

About 35 per cent of services have been rated as Working Towards indicating the NQS has struck the right balance between being enough of a stretch for most providers while not being so much of a stretch that no one can reach the top rung of the ladder.”

Highlights from the Snapshot include: • 14 577 children’s education and care services operating under the NQF across Australia • 7637 or 52 per cent of services have received a quality rating • 65 per cent of assessed services are Exceeding or Meeting NQS. The ratings for the 7637 services already quality rated are available in the national registers, with more ratings added each week. Families are encouraged to check the online registers when choosing a service for their child.

The NQF Snapshot Q4 2014 is compiled by ACECQA. It is the eighth report on the NQF and can be downloaded at http://files.acecqa.gov.au

IEU Professional Learning 2015 Professional learning for all IEU(SA) members

After school professional learning 4.30pm – 6.00pm at the IEU, 213 Currie St., Adelaide.

Presented by Christine Reid Wednesday 25 March – Dealing with Challenging Parents.

Tuesday 5 May – Managing challenging behavior in the classroom.

Wednesday 10 June – We all stand on Sacred Ground: Learn, Respect and Celebrate.

Presented by educators from the Muslim Women’s Association Wednesday 6 May – Introduction to Islam.

Wednesday 20 May – Cultural diversity of Muslims and myths and misconceptions.

Wednesday 3 June – Inclusive strategies for Muslim students in an educational environment.

Presented by consultants from ACCESS Programs Wednesday 1 April – Look after your mates – supporting a workmate with depression.

Wednesday 13 May – Sweet dreams – tips for maintaining good sleep while you are under stress.

Thursday 28 May – Molly, Charlie, Eckies…. what the? Understanding popular drugs and their impact on health, safety and performance of students.

Wednesday 17 June – Loss and grief at work. Dealing with loss and grief at work and how to support workmates, friends and family.

Professional learning for IEU(SA) Representatives In your role as an IEU Branch Representative it is an expectation that you participate in the Union’s Representative Education Program. If you haven’t claimed any Union training this year, you may be entitled to paid Union training leave under your enterprise agreement. Check your enterprise agreement or contact the IEU(SA) for more information. If you believe you have used your Union training entitlement, contact your IEU(SA) Organiser as TRT or replacement cost may be available.

All Representatives - Online Training - Two modules are currently available.

Module 1 – Organising and recruiting.

Module 2 – Representational rights and handling grievances.

A third module – Enterprise Bargaining will be available during Term2.

Courses for new representatives or those still to receive training.

Introductory Representatives Friday 15 May & Tuesday 23 June

To register for any of the above courses, please contact us on (08) 8410 0122 or at enquiries@ieusa.org.au at your earliest convenience.

Your registration will be acknowledged soon after. Seven days prior to the course you will receive • Confirmation (or otherwise) that the course will proceed as planned and • Information on car parking, lunch and arranging travel (for country participants) If you do not receive this, please contact us as soon as possible.

Country participants must contact the Office BEFORE making travel arrangements.

FOR MORE INFORMATION PLEASE VISIT OUR WEBSITE www.ieusa.org.au/professional-learning-schedule-2015 All IEU(SA) training is referenced to the relevant Australian Professional Standards for Teachers (APST), where applicable, and can be used to meet the Professional Learning requirements for renewal of registration.

For ESOs, training may be used for RPL for certain Certificate courses. Information on APST references and competencies will appear on your training certificate.

EdU Apr 2015 IEU(SA)

29

Simply Super Income Generator Launched Bernard O’Connor NGS Super NGS Super has launched a new income stream (pension) product designed to produce income which incrementally grows over the retirement period with a focus on the preservation of capital and a reduction of the risk that members will outlive their retirement money. Assets are selected to generate a reliable income flow and sophisticated risk management processes are in place to protect members’ capital during periods of high volatility.

The Income Generator’s core equity strategy is to target high quality companies, property, fixed interest and cash with dependable, repeatable dividends and rent. It seeks to produce investment income rather than capital depletion or asset sales to fund retirement. It also seeks to reduce the sequencing risk that occurs for retirees when they are drawing down units or switching into Cash during periods of high market volatility with the result of locking-in their loss. Managed equity volatility strategies with targeted triggers aim to adjust the equity risk of the portfolio in various market conditions. It rejects the idea of static asset allocation (set and forget) whereby pensioners are drawing down their capital (units) rather than receiving income produced by the underlying assets.

Its focus is on both wealth accumulation and wealth preservation.

How does the Income Generator Work?

The Income Generator works in conjunction with the Cash and Term Deposits Option and investors in this option will need to have both options in their investment portfolio. Quarterly earnings from the Income Generator will be paid into the Cash and Term Deposits option and members should draw down from this option rather than the Income Generator itself if the returns meet the required quantum of payment.

In this way the capital is preserved longer and the income stream provides the funding for the pension member. Capital appreciation of the underlying assets is also a target of the Income Generator. Although it is a sophisticated investment vehicle, it actually mirrors what Australians have been doing for many years to fund their retirement – living from their dividends, rental income and term deposits.

30

EdU Apr 2015 IEU(SA)

The underlying investment classes for the Income Generator include selected Australian and International shares, Cash and Fixed Interest, Australian and International property as well as Defensive and Growth Alternatives.

It is clear that life expectancy is increasing thanks to the benefits of medical science, but this also increases “longevity risk” or the possibility that members will outlive their superannuation savings. The conventional asset allocation for income streams, which is built on long term economic and asset class assumptions, exposes the pensioner to sequencing risk as there are no adjustments made for changing market regimes. It is a straight draw down of assets over a finite period of time. The Income Generator aims to reduce the sequencing risk by using managed equity strategies triggering adjustments to the portfolio depending on various market conditions.

NGS Super launched the Income Generator on 30 July 2014 after extensive consultation and work on developing this new product specifically designed for pension division members. It encompasses actuarial assumptions which indicate that dividend volatility is less than half of share price volatility making it attractive for retirees who are mainly looking for yield (income) rather than total shareholder return.

Important information: The information in this article is general information only and does not take into account your objectives, financial situation or needs. Before making a financial decision, please assess the appropriateness of the information to your individual circumstances, read the Product Disclosure Statement for any product you may be thinking of acquiring and consider seeking professional advice.

IT’S HARD TO BEAT THE RETURNS ON SOME INVESTMENTS.

We are a super fund. It’s our job to help build your wealth. However we believe that doing well is also about doing good. As a teacher, school or community worker, you couldn’t set a better example. So while we are proud of our track record as a high performing, low cost industry super fund, we know that’s not all you care about.

You could say we’ve learnt from our 103,000 members who have dedicated their lives to helping others.

We’re dedicated to educating our members and providing peace of mind.

We’re invested in being responsible corporate citizens committed to helping the community and the environment.

As any good superannuation fund should tell you, it’s all about giving a little to get a whole lot back.

For more information visit ngssuper.com.au or call 1300 133 177.

Issued by NGS Super Pty Limited ABN 46 003 491 487 AFSL No 233 154 the Trustee of NGS Super ABN 73 549 180 515

EdU Apr 2015 IEU(SA)

31

If you have a question about your employment conditions that requires a prompt response, call the office on 8410 0122 and ask to speak to your school’s Organiser.

Q.

Dear Dorothy,

A.

Dear Disgruntled,

I am fully supportive of reflective practice and ongoing professional learning and I know that when I renew my teacher registration I will be able to more than meet the TRB’s requirement for 60 hours of professional learning aligned with the standards.

However, we are getting oppressive messages from management about the compulsory nature of in-house PL. The Australian Professional Standards for Teachers are being used to whip us into compliance and the TRB is being held up as the bogey-man who will remove our livelihoods if we don’t comply with local PL requirements.

We are being told that the school is insisting on certain styles of PL and that it be recorded on our whizz-bang centralized computer system because of a TRB requirement.

I was under the impression that the choice of PL, and how it was documented, was up to the teacher and the school had no authority over this. Is what the school is saying, better for fertilising the garden beds than my career?

Sincerely Disgruntled

Although PL for TRB registration purposes must be referenced against the AITSL Australian Professional Standards for Teachers, the standards have much broader application. This is why the standards are set at 4 levels – Graduate, Proficient, Highly Accomplished and Lead.

Beginning teachers need to be at the Graduate level.

Ongoing teachers (full registration) need to be at the Proficient level.

Highly Accomplished and Lead are used for applications for HAT and LT status.

The school may use the standards for periodic professional review and promotion processes, but it would be most inappropriate to use standards higher than Proficient when looking to place a teacher on a performance improvement program or for termination due to incompetence.

The TRB requires PL to be referenced at least at the proficient level. A fuller article on TRB PL requirements can be found in this edition of EdU, but the key pieces of advice I would offer are that for TRB purposes • • • •

32

The teacher makes the professional judgment as to which areas of PL are most appropriate.

Not all standards need to be addressed Standards need only be addressed at the proficient level as a minimum A wide range of PL opportunities will count towards the PL requirement eg reading, inhouse PL, online courses & research as long as it is referenced to the standards.

EdU Apr 2015 IEU(SA)

•

Union meetings, conferences, seminars, online learning and reading EdU would comfortably fit within standard 7 “Engage professionally with colleagues, parents/carers and the community” (7.1, 7.2 & 7.4). IEU PL is certified against the standards.

The school may require certain forms of PL for its own purposes. Some have tried (with varying degrees of compliance & success) to insist on certain courses or research be undertaken. First aid training may be a school requirement and it will count towards TRB requirements (standard 4.4) but it is NOT a requirement for TRB registration. The forms of PL required by a school are as much an industrial matter as a professional one and are best determined by consultation rather than by dictate. The requirements must be reasonable, relevant and readily accessible for all.

The TRB makes no requirement for schools to offer particular forms of PL (or any PL for that matter) but it does recognise PL done within work time and within the school setting.

I cannot emphasis strongly enough the need for teachers to keep their own records independently of the school and its systems. Frequently when staff find themselves sacked or suspended they have computer access terminated and they are prohibited from entering the workplace. If they have all of their CV, lesson plans, assessment items, PL records and certificates, exemplars of student work etc physically at work or on the work computer they may have great difficulty in retrieving it.

Regards,

Celebrating 30 years of Union Aid Abroad In 1983, a young Australian nurse named Helen McCue, a committed member of the Australian Nursing Federation, was working as a nurse educator in the Middle East.

Upon her return to Australia, she took a proposal inspired by her experience to the then ACTU President Cliff Dolan.

H

elen’s proposal was for the establishment of an international solidarity organisation in Australia. She had been inspired while working in the Palestinian refugee camps alongside nurses from Norwegian People’s Aid, the overseas aid arm of the Norwegian union movement. Impressed by their focus on skills training, Helen felt that the Australian union movement could also make a difference in the lives of workers and marginalised people around the world.

With Cliff’s support, Union Aid AbroadAPHEDA was established in 1984.

anti-apartheid activists in South Africa, and contribute to the rebuilding of Cambodia, devastated by three decades of conflict, including the killing of two million people by the Khmer Rouge Union Aid Abroad-APHEDA’s current program has grown to over 60 projects in 16 countries including partnerships with Burmese refugees on the Thai Burma border, agricultural skills training with Palestinian refugees, supporting the rural poor in Vietnam and Cambodia, vocational education in the Solomon Islands, union-building in TimorLeste and Indonesia, women’s development throughout the world, and advocating for the protection of South East Asian workers from asbestos.

30

I want to do more.

I want to join Union Aid Abroad-APHEDA I PLEDGE THE FOLLOWING EACH MONTH: $25

$50

$100

Other $_____ ( min.$10 )

YES, I would like free membership of Union Aid Abroad (for the life of my donation) and agree to be bound by the rules of the Association.

Title Ms Mr Mrs Miss Dr (please circle)

Other

Last name Address Postcode (h/m)

a] Credit Card

Card no |

|

|

|

|–|

MasterCard

|

|

|

|–|

|

Visa

|

|

|–|

|

|

|

Expiry Date | m | m |–| y | y | Card holder name Signature OR

Date b] Direct Debit

Fin. Inst. Branch BSB no |

|

|

|–|

Acc No |

|

|

|

Signature

| |

| |

| |

|

|

| Date

By signing this Direct Debit request you acknowledge having read and endorsed the terms and conditions governing the debit arrangements between you and APHEDA Inc. as set out at http://www.apheda.org.au/ site/privacy.html.

Donations to Union Aid Abroad-APHEDA are tax deductible.

Email Your Union

PAYMENT:

Name on account

First name

Phone: (w)

— particularly refugees, migrant workers and other marginalised groups — are a fundamental building-block of our work to improve women’s standard of living and increase their social and economic power.

Join us - Help workers everywhere improve their lives & defend their rights For 30 years, Union Aid Abroad-APHEDA, on behalf of the Australian union movement, has played a crucial role in fighting for global Fair wages and safe work for all social justice — for human rights, workers’ Union Aid Abroad-APHEDA is unique rights, self-determination, equality, freedom because we place workers’ rights at the and democracy. centre of all our work. It is only when working Join the thousands of Australians who women and men have education and skills, are already standing with workers around and can organise collectively to ensure safe the world striving for justice and safe and workplaces and fair wages, that they will have decent work and make a regular donation by the dignity of being able to feed, clothe and returning the form below, freecall 1800 888 shelter their family and educate their children.

674 or visiting www.apheda.org.au.

Decent work with a fair, living wage is crucial to lifting living standards around the world.

Kate Lee is the Executive Union Aid Abroad-APHEDA also believes UnionOfficer Aid Abroad of UnionAPHEDA Aid years humanitarian aid agency of the ACTU of solidarity that the equality of women is essential The overseas Abroad-APHEDA. Since 1984 for lasting change. The rights of women

Workers reaching out to the world Union Aid Abroad-APHEDA’s first projects worked in partnership with refugee communities in war-torn Eritrea in the Horn of Africa, and Lebanon, training local community members as ‘bare-foot doctors’ able to provide the basic healthcare which can save thousands of lives of infants and nursing mothers.

These early projects underlined Union Aid Abroad-APHEDA’s commitment to a decent life for all and international solidarity through education and training, working in partnership with those whose rights to decent work, education, health and justice are restricted or denied.

It is this commitment that saw Union Aid Abroad-APHEDA move quickly to support

$10

Helen McCue with two of the Palestinian nurses she worked with in the refugee camps.

Contact us: FREECALL 1800 888 674 | Fax 02 9261 1118 | office@apheda.org.au

D.O.B

Please complete this form and post/fax to Union Aid Abroad-APHEDA, Level 3, 377-383 Sussex St, Sydney NSW 2000

|

New Islamic School opened this year

Garden College is a new Islamic school which opened in in first term this year at Parafield Gardens. Its current enrolment is 160 students from Reception to year 6 with the plan to extend to year 12. Glen and Louise were made very welcome by the Principal, Yusuf Kirca when they visited in February.

DIRECT DEBIT REQUEST SERVICE AGREEMENT User ID: 077399 updated: 24/10/11 Independent Education Union South Australia, 213–215 Currie Street, Adelaide SA You have entered or are about to enter into an arrangement under which you make payments to us. You want to make those payments by use of the Direct Debit System. This agreement sets out the terms on which we accept and act under a Direct Debit Request (“your Direct Debit Request”) you give us to debit amounts from your account under the Direct Debit System.

It is additional to the arrangement under which you make payments to us.

Please ensure you keep a copy of this agreement as it sets out certain rights you have against us and certain obligations you have to us due to giving us your Direct Debit request.

Our Agreement: 1. We agree to be bound by this agreement when we receive your Direct Debit Request complete with the particulars we need to draw an amount under it.

2. We agree only to draw money out of your account in accordance with the terms of your Direct Debit Request.

What we can do: 3. On giving you at least 14 days notice, we may: (a) change our procedures in this agreement; (b) change the terms of our Direct Debit Request; or (c) cancel your Direct Debit Request.

You may ask us to: 4. (a) alter the terms of your Direct Debit Request; (b) defer a payment to be made under your Direct Debit Request; or (c) stop a drawing under your Direct Debit Request. Or you may cancel your Direct Debit Request by forwarding a request in writing clearly stating your membership number, name, address, contact telephone number and the action you wish IEU(SA) to take on your behalf.

5. You may dispute any amount we draw under your Direct Debit Request by contacting the IEU(SA) office and discussing your concern with the appropriate officer. Should your dispute not be resolved in this manner, you are requested to forward a signed statement to the Secretary by post or fax (Fax: 8410 0282) outlining your dispute along with what action has already been taken.

How we will handle a dispute: 6. We deal with any dispute under clause 5 of this agreement as follows: (a) check that we have your IEU(SA) subscription details recorded correctly;

34

EdU Apr 2015 IEU(SA)

(b) correct any inaccuracy and notify you accordingly by telephone or post; (c) if our records are correct, contact you by telephone or in writing within 14 days outlining the prescribed fees; (d) if you are not satisfied with the action taken, we will advise you of further action available under the IEU(SA) Constitution.

General information: 7. We draw on your account under your Direct Debit Request on or after the first Wednesday of the month.

8. If your financial institution rejects any of our attempt/s to draw an amount in accordance with your Direct Debit Request, we will make contact with you by telephone or in writing to ascertain: (a) if the bank details provided to us are correct; (b) if you wish to change your method of payment or (c) if there is any other reason why your financial institution has rejected our attempt to draw the required amount.

9. We will not disclose to any person any information you give us on your Direct Debit Request, which is not generally available, unless (a) you dispute any amount we draw under your Direct Debit Request and we need to disclose any information relating to your Direct Debit Request or to any amount we draw under it to the financial institution at which your account is held or the financial institution which sponsors our use of the Direct Debit System or both of them; (b) you consent to that disclosure, or (c) we are required to disclose that information by law.

10. Not all accounts held with a financial institution are available to be drawn on under the Direct Debit System.

11. Before you complete your Direct Debit Request, it is best to check account details against a recent statement from your financial institution to ensure the details on your Direct Debit Request are completed correctly.

Your responsibility: 12. It is your responsibility to ensure there are sufficient clear funds available in your account by the due date on which we draw any amount under your Direct Debit Request, to enable us to obtain payment in accordance with your Direct Debit Request.

13. We request you to direct all requests to stop or cancel your Direct Debit Request and all enquiries relating to any dispute under Clause 4 of this agreement to us initially.

Member Update Form

"

Please update your details on a yearly basis and when details change. Forward completed form to: 213 Currie Street, Adelaide SA, 5000, fax 8410 0282, email to enquiries@ieusa.org.au or complete online at www.ieusa.org.au/members-only/update-details/ If you have any queries regarding your membership details or wish to update over the phone please call the office on 8410 0122.

IEU(SA) Fee Schedule - 1 February 2015 Please tick appropriate category

Gross annual salary for 2015 (before tax & salary sacrifice)

Category

Member No.__________________ DOB:________/________/________

Yearly

Monthly

B

Less than $20,000 pa

$175

$14.60

C

$20,001 - $25,000 pa

$220

$18.35

D

$25,001 - $30,000 pa

$265

$22.10

E

$30,001 - $35,000 pa

$310

$25.85

F

$35,001 - $40,000 pa

$355

$29.60

Name: ______________________________________________________

G

$40,001 - $45,000 pa

$400

$33.35

Postal Address:________________________________________________

H

$45,001 - $50,000 pa

$445

$37.10

I

$50,001 - $55,000 pa

$490

$40.85

J

$55,001 - $60,000 pa

$535

$44.60

K

$60,001 - $65,000 pa

$580

$48.35

L

$65,001 - $70,000 pa

$625

$52.10

M

$70,001 - $75,000 pa

$670

$55.85

N

$75,001 - $80,000 pa

$715

$59.60

O

$80,001 - $85,000 pa

$760

$63.35

P

$85,001 - $90,000 pa

$805

$67.10

Q

$90,001 pa and above

$850

$70.85

(if known)

Suburb/Town:_______________________________ P/C:_____________ Home phone:_______________________________ Mobile:____________________________________ Work email:___________________________________________________ Home email:___________________________________________________ Preferred email for contact:

work

home

Would you like to receive your EdU journal via

email or

post

School / Organisation:___________________________________________

Campus / Suburb:___________________________________________

start date:______/______/______ Teacher

Principal

Deputy Principal

TRT

$10 $10

Retired not working in the sector

$50

N/A

If you would like to change payment method or account details please complete the relevant section below.

Monthly payments will be taken on the first Wednesday of each month.

On receipt of details payment method will be altered as requested and arrears will be deducted.

Parental leave

end date:______/______/______

$120 $120

TRT: Please estimate your current annual earnings to determine your category

Planned extended leave (one month or more) for 2015: LWOP

Student studying not working in the sector LWOP / Not employed in sector / Parental leave

Credit Card debit request Please debit the card below:

on an ongoing monthly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time.

If first year graduate date of 1st appointment: ______/______/______

on an ongoing yearly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time.

Non-Teaching staff

Type:

Point time:__________

Step/PT/GT:__________

POR/PAR:__________

VISA

MasterCard

Admin and Finance

Curriculum / classroom

Resources / ICT

Credit Card Number: |__|__|__|__| |__|__|__|__| |__|__|__|__| |__|__|__|__|

Other services

Other professionals

Instructional

Expiry Date (mm/yy): ____ / ____

Boarding House

Trade Trainer

Early Childhood / OSHC

Name on card: ______________________________________________

Other:__________________________________________

Card holders Signature:_______________________________________

Grade:________________

Date: ____/____/____

Year Level:_______________

Hours Worked Per week:__________

& Weeks worked per year:___________

or

Point time:_____________

Student

Graduation date:______/______/______

Retiring?

Retirement date:______/______/______

Resignation of your membership must be in writing and will take effect 30 days from receipt of your letter, with fees payable until the date of effect.

Monthly Direct Debit request By signing this document, I/We authorise The Independent Education Union (South Australia) (IEU(SA)), ABN 37 581 749 503, the Debit User, (No. 077399), to debit the account, detailed below, through the Direct Debit System, on an ongoing monthly basis until further notice, with the appropriate IEU(SA) membership fee as adjusted from time to time. Service agreement on reverse..

Financial Institution Name: _____________________________________ Name/s on account: __________________________________________ BSB Number |__|__|__| - |__|__|__| Account Number |__|__|__|__|__|__|__|__|__|

Personal information is collected for the purpose of assisting and communicating with members. Information is handled in accordance with the Account holder Signature:______________________________________ IEUSA Privacy Policy available at www.ieusa.org.au/about/privacy-policy/ Date: ____/____/____ EdU Apr 2015 IEU(SA)

35

36

EdU Apr 2015 IEU(SA)

www.ieusa.org.au

36