EdU (October 2009) by Independent Education Union (SA)

Vol 24 Issue 3 Oct 2009

EdU

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Contents Secretorial Good faith bargaining

Professional Portfolio School reporting

Wage gap widens for SA teachers

MOU for the Islamic College of South Australia

Frankly Speaking 2,500 petition Catholic employers for new EA

SACE implementation concerns

Meet the Principal

Absolutely Super: Take my advice… Help is on the way!

2009 AGM Report

Ark Tribe rally snaps

2009 AGM snaps

Balancing Act EO Bill 2008 passed

Lutheran Digest

AIS issues – Enterprise bargaining is back

2009 Mitchell Oration: Freedom of speech and its limits

Conference Report – German Summer School

ISSN 1448-3637 Published by Independent Education Union (South Australia) Inc. 213-215 Currie Street, Adelaide SA 5000 Phone: (08) 8410 0122 Fax: (08) 8410 0282 Country Callers: 1800 634 815 Email: enquiries@ieusa.org.au EdU is published 4 times a year and has a circulation of approximately 4000. Enquiries regarding circulation should be directed to the Communications Coordinator, 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.

Indigenous Matters

Boys and Literacy – Rory Harris

Open letter to colleagues from an IEU(SA) member

Catholic reps’ meeting snaps

OHS project – Health and safety reps do make a difference

IEU(SA) representative education program

Equal Pay Day

IEU snaps – Alison’s farewell

Noel Karcher (Christian Brothers College)

APHEDA

Marlene Maney (Cardijn College)

Organising Rights, Delegates’ Rights

IEU(SA) Executive Members Margaret Sansom (Retired) (President) Glen Seidel (Secretary) John Blackwell (Retired) (Vice President) Jenny Gilchrist (Prince Alfred College) (Vice President) Val Reinke (Nazareth College) (Treasurer) Christopher Burrows (Cardijn College) Sheryl Hoffmann (Concordia College)

Stephanie Margitich (Gleeson College) Shirley Schubert (Cornerstone College)

DON’T FORGET TO ADVISE IEU(SA) IF: • You have changed address • You have changed your name • You have changed schools • Your employment status has changed (eg now working part-time) • You are going on unpaid leave • You are retiring or leaving employment – you can remain a member at a reduced rate • Resignation from IEU(SA) must be in writing Details can be forwarded by email to carlyd@ieusa.org.au, by fax on (08) 8410 0282, or by post.

EdU July 2009 IEU(SA)

Secretorial

Good faith bargaining

Glen Seidel Secretary Is it reasonable to attend a meeting, but not discuss details and reasons for claims, or for denying claims? No. It is a requirement to fully participate and justify decisions to endorse or deny claims. Is a flat “not negotiable” without explanation or discussion considered good faith? No. Genuine consideration and reasons are required. Is it OK to make offers or provide incentives outside of the bargaining process? No, and particularly not if they are considered capricious and intended to weaken the negotiations. Is it OK to not send related papers to the union reps? No. The bargaining reps’ roles in negotiations must be recognised, and that includes reasonable provision of all documents distributed to other parties to the negotiations.

Whilst the Fair Work Act has not delivered everything unions had hoped for, some aspects are a vast improvement on the now defunct Workchoices legislation. Employers can now be required to bargain with employees collectively, and that bargaining must be conducted in “good faith”. The concept of good faith has long been a part of American IR and there is much case law to inform Australian practitioners. Fair Work Australia (which has essentially replaced the Australian Industrial Relations Commission) is being asked to put its mind to what is good faith, what is bad faith, and what is just normal argy-bargy. The relevant section of the Fair Work Act is quite clear. 228 Bargaining representatives must meet the good faith bargaining requirements: (1) The following are the good faith bargaining requirements that a bargaining representative for a proposed enterprise agreement must meet: (a) attending, and participating in, meetings at reasonable times; (b) disclosing relevant information (other than confidential or commercially sensitive information) in a timely manner; (c) responding to proposals made by other bargaining representatives for the agreement in a timely manner; (d) giving genuine consideration to the proposals of other bargaining representatives for the agreement, and giving reasons for the bargaining representative’s responses to those proposals; (e) refraining from capricious or unfair conduct that undermines freedom of association or collective bargaining; (f) recognising and bargaining with the other bargaining representatives for the agreement. (2) The good faith bargaining requirements do not require: (a) a bargaining representative to make concessions during bargaining for the agreement; or (b) a bargaining representative to reach agreement on the terms that are to be included in the agreement. Following are some hypothetical applications of Clause 228 to familiar scenarios: Is 7.30am or 7.30pm a “reasonable time” to hold negotiations? No. I am not comfortable asking IEU organisers to work outside of their normal hours.

Is it sufficient to simply say that the claim is unaffordable? No. The employer can be required to open their books to prove such claims. (All negotiators must maintain strict confidentiality of any information provided.) Can an employer refuse to negotiate for a collective agreement but insist on an in-house unregistered document? Not if there is majority support among employees for a collective agreement. Is an employer able to treat employee negotiators less favorably than others? No. This would breach the “general protections” of the Act to have an “adverse action” because one participated in bargaining or any of a large range of activities or rights. Is the employer able to insist on who is covered by the EA? No. Scope orders are available from Fair Work Australia if necessary. Does good faith require either party to compromise? No. Agreement is not mandated, only the sincerity of negotiations. Can the employer threaten to put everyone on the basic award if they don’t agree? No. That isn’t possible and to maintain so would be misrepresentation. What can employees do if the employer is not bargaining in good faith? FWA have a range of orders that can be invoked if necessary, up to the eventual arbitration of the matter. Can industrial action be taken whilst good faith bargaining is underway? Yes. An order for a protected action ballot is not predicated on negotiations having stalled or on bad faith bargaining by the employer. It is simply an available option to increase the employees’ bargaining position. The employees will need to demonstrate that they have been bargaining in good faith, but taking industrial action is not considered to be acting in bad faith. An interesting cultural change has been delivered with the Fair Work Act. Collective bargaining is designed to be the main method of regulating wages and conditions. Taking industrial action is not as quick or easy as it was under SA law, under which unions could just go out “on the grass”. Ballots must now be authorised by Fair Work Australia and conducted by the Australian Electoral Commission. But that is a minor inconvenience when one considers employees’ ability to now insist on genuine, good faith bargaining at every site.

EdU October 2009 IEU(SA)

Professional Portfolio School reporting

Julie Lundberg Assistant Secretary The best, most rewarding support and development comes from professional learning where teachers learn together, reflecting upon new learning, current practice and planning future practice. This demanding work requires material and intellectual resources for a focus on learning and developing a culture of sharing the best in teaching practice across schools, between schools, and across the profession.

Assessment and reporting

The teaching profession is defined by achieving the highest standards possible for every student, and the pursuit of individual excellence by each student. When we forget that the purpose of assessment and reporting is to improve student learning, the quality of education suffers. There are current pressures to narrow the curriculum and focus not on the individual child, but on the attainment of a school rank. Whereby, tests would become the curriculum. We have all read the stories of the New York model of ranking students and of the problems of educators trying to teach in a flawed system. In the UK, former chief executive of the Qualifications and Curriculum Authority, Ken Boston, has reported that, “It is disappointing in England that no minister has ever come out with the public strident criticism the league tables deserve, and that the government has allowed the landscape of schools and schooling to be shaped so crudely… As a result the school curriculum is narrower and poorer than it was when the tests were introduced in 1997. In many schools, the time spent on areas of the curriculum which are not externally assessed has contracted sharply.” School and teacher accountability is essential. Parents, students and the public have a right to know that schools and teachers are competent, professional, and engaged in high-quality teaching. Parents have an absolute right to know how well their child is doing at school. The introduction of genuine, national accountability processes, aligned with accountability at the school level, to deliver support and development for schools and individual teachers is essential. Processes must be driven by a shared vision of schools as learning communities where the primacy of teaching and learning is understood and embraced. The development of a shared culture of constant evaluation and the progressive refinement of teaching and learning is central to school improvement and quality teaching. This requires everyone – teachers, parents, students (especially older students) and governments – to accept and fulfil their responsibilities.Student outcomes are directly related to the quality of the teacher in the classroom. Therefore, improved student outcomes will be evident where effective support is provided at all levels from government to classroom, to ensure the constant and successful development of new and experienced teachers.

Effective assessment and feedback is at the heart of successful teaching and learning. It provides information on student progress to students and their parents and important diagnostic evidence that assists teachers in planning for ongoing improvement. It is the right of all parents to access relevant information on their child’s progress in school. Ethically, information about student performance belongs to students, their parents and their school. School-wide evidence can also be meaningfully reported to each school’s community in ways which will enable parents and prospective parents to make an informed judgement about the effectiveness of the school and its programs. As a profession, we have a responsibility to collect, interrogate and effectively use evidence. Similarly, schools and systems have a responsibility and an obligation to aggregate, interrogate and act upon evidence. It is the analysis of evidence that then informs the development and implementation of educationally sound government policy. Governments have a responsibility to provide resources to enable their enacted policies to lift student performance and achievement. The IEU nationally has been collaborating with key stakeholders and lobbying the Minister about the need for rich and appropriate information to be available rather than narrow, simplistic snap-shot figures. This is, of course, a live and developing debate. The IEU(SA)’s current position is that it: • supports comparative assessments of schools of like circumstances and objectives, not simplistic leagues tables • believes parents ought to be informed about school outcomes to make the best decisions for their children • commits to working with stakeholders and communities to ensure data collection and reporting is relevant and effective for parents and educators alike • will endeavour to ensure that standardized testing and reporting frameworks do not lead to a narrowed curriculum, andbelieves that governments must commit resources required to address poor outcomes. The IEU will continue to engage all stakeholders in this debate. If you would like to be part of that process, please contact Julie Lundberg at juliel@ieusa.org.au

EdU October 2009 IEU(SA)

Wage gap

widens for SA teachers

Julie Lundberg Assistant Secretary

It’s not just the water that dries up on its way west and south into SA through the Murray-Darling basin. For most school teachers making the journey from NSW and Victoria, their wage increases evaporate, too.

that they have not been able to secure the favourable funding deal enjoyed by the Catholic sector in order to avoid paying modest wage rises. For some reason, however, the Catholic sector is not capitalising on its advantage and demonstrating that it values its staff and their commitment through a remuneration level that acknowledges SA’s position in the national picture.

Disparity with wages interstate is widening, and it is not because resources are being plundered interstate. The pay rates for teachers in public and Catholic schools in SA remain a blight on the national picture, and make a mockery of state and national moves to acknowledge and value the profession. Together with a few independent schools paying well below market rates, these teachers make up 85% of teachers in SA and over 7% nationally. It is a mystery as to what is so complicated about both state and Catholic finances that this situation needs to continue so far into 2009. Equally puzzling is why parents of students attending some independent schools can enjoy receiving funding at a comparable rate to like schools, but leave staff to, in effect, heavily subsidise school fees through lower wages. Surely, if their school board members were prepared to contribute at the same rate from their own income as they demand of their staff through low wages, they would make the tough decision to collect fees at an appropriate level from the parent body. All Lutheran schools, regardless of size, location and other factors have paid wage increases despite receiving less federal funding, on average, than their Catholic counterparts. The Lutheran sector has not used the excuse

Most independent-sector schools are paying regular increases. Those meeting the $75,500 benchmark for salaries are shown in Table 1.

National wage trends The position in SA is a unique one. All the other states and territories have or are addressing wage and salary issues. The disparity within SA and across borders is compounding. Federal funding is the major source of external support for schools and is a national figure. The dollars are not reduced because salaries are low in most non-government schools in SA compared to the rest of Australia; yet a large component of school operating costs that underpin that recurrent grant money is based on national salary levels. How much lower would federal funding be if the salary component reflected salaries actually paid in SA? At present, most non-government schools continue to enjoy the benefits their ‘interstate cousins’ bring, but do not pay comparable salaries to staff. See Table 2.

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EdU October 2009 IEU(SA)

Table 1: SA schools reaching the $75,500 benchmark in agreements during 2009, 2010 or 2011.

Step 10 Teacher Pay in Extended and Varied PSAs, MOU’s or CAs in SA 2009 – 2011 Schools

Feb-09

St Peter’s Boys (Feb, Jul) Prince Alfred College (Jan) Scotch College Walford School Pembroke School Eynesbury College Lutheran Schools (33) Annesley College Woodcroft College St Andrews School Pulteney (Feb, Aug, May, May) Tyndale (end Jan & Jul)

$77,844 $76,944* $74,892 $73,601 $74,347 $74,923 $72,694 $72,697 $72,516 $72,210 $72,345 $70,509

Aug-09

$76,390 $75,745 $75,734

$74,148 $74,765 $73,938 $73,971 $74,097 $71,920

Feb-10

Aug-10

Feb-11

Aug-11

$77,531   $78,490 $76,372 $76,144 $76,071 $75,732   $74,078

$81,736*

$81,104   $82,057       $79,254

$82,890           $81,015 $80,769*

$79,317

$77,493 $77,433* $75,560

*Note: Pay increase dates other than Feb and Aug are listed beside school name

Table 2: Public Sector Teacher Salary Rates, Australia

Top Incremental Step 2009

2010

2011

Increment Date

NSW

$78,667

$81,657

$84,760

1-Jan

VIC

$77,546

$79,648

$81,806

1-Jan

$73,280

$78,521

1-Jan, 1-Feb

$76,944

$84,863

5-Oct, 1-Oct

$76,351

$78,500

TAS

$75,322

and Eynesbury College $82,057 in February 2011. St Andrew’s School will exceed the $81,000 mark in August 2011. Pulteney Grammar will approach the mark with $80,769 in May 2011.

Regular increases to reel in the gap

Independent schools set benchmarks

A strong and consistent characteristic of wage offers in independent schools has been a steady rate of 5% p.a., which is key to reducing the widened gap between SA and interstate wage and salary rates. It will take more than one three-year agreement to bring SA pay rates back in touch with national rates; however, continued practice of 5% p.a. rises can address the disparity over time and balance out the effect of large pay-rate rises in the first-year Victorian and Western Australian government and Catholic agreements.

Four independent schools in SA have agreed to pay rises around the $81,000 benchmark for 2011. St Peter’s Boys is first at present with a step-10 teacher salary of $81,736 from July 2010. Walford School has offered the highest in a formal agreement to date, reaching $82,890 in August 2011

If a substantial proportion of independent schools in SA, including the Lutheran group, can move ahead with pay rates on a plan that is doable and sustainable for all, then the question remains as to why the majority of non-government schools in SA have not followed suit.

ACT

($74,279 July ‘08)

QLD

$75,236

$70,987

18-Mar negs started $78,245

$81,255

offer 31-Jan

*Note: Qld rates are a soft barrier pay rate, dates to be agreed

MOU

for the Islamic College of South Australia Louise Firrell Organiser/Educator The Islamic College of South Australia signed a memorandum of understanding in August to secure conditions for staff at the school. This was an historic moment for the school and its staff because it is the first time that the college has entered into a formal agreement about salary and conditions.

Louise Firrell (IEUSA), Robert Mayse, College Principal, and Reps Dimi Galantomas and Vanessa Genrich at the signing.

Members have worked together over many months to achieve this outcome and should be very proud of their collective efforts. Particular recognition must be given to Jennette Hand, who was the IEU rep at the college until

her retirement this year. Jennette played a pivotal role in organising staff to begin the process, and provided support and leadership to her successors, Dimi Galantomas and Vanessa Genrich, who saw the process to its conclusion.

EdU October 2009 IEU(SA)

Frankly Speaking Frank Bernardi Organiser to their non-government education sectors. Traditionally, Catholic school fees in South Australia have been the highest in the country to offset this relative shortfall.

2,500 petition Catholic employers for new EA “We, the undersigned employees, call on the employer to make a pay offer without waiting for the outcome of the DECS dispute. After nine months of negotiations without a salary offer, we call on our employers to negotiate the salary component of our claim with reference to interstate benchmarks, as is done for management employees. The rest of the employee claim must then be addressed in good faith as a matter of urgency.” These words from the IEU’s Catholic EA petition present a clear and succinct message to the Catholic employers. It is an unprecedented move to petition during enterprise agreement negotiations, but the employers’ obstinate position with respect to pay – offering a pay policy instead of a pay rise – leaves few options. So history has been created and a petition with over 2,500 Catholic school employee signatures was presented to the CEO by a delegation of IEU negotiators.

By refusing to make a pay offer, the employers have chosen to direct us all down a path that leads to a predictable outcome. We will follow in the footsteps of interstate colleagues who have taken industrial action, or are intending to strike to force a fair pay deal. Collective action will win the day here, as it has in other states. The IEU and its members will not shy away from the struggle to be appropriately paid as professionals. As a Queensland IEU article recently put it,“Professional rates of pay are the real parity.” Regretfully, the presentation of the petition falls awfully close to the first birthday of the IEU log of claims served 25 September 2008. But there will be no presents, nor a rendition of Happy Birthday; only an employer group singing its mantra:“Parity with DECS.” Perhaps, for the employers, the real joy of the occasion lies in the fact that every day they hold this line, the more of your money they are saving! The saddest part, though, is in the fight to win just a pay offer, we overlook the fact that the most important parts of the claim – workload issues for teachers and classification issues for ESOs – still await resolution.

Importantly, the message also highlights the hypocritical stance of the employer, insisting that one set of employees within the system – teachers and ESOs – accept an offer based upon state benchmarks. Actually, it’s not even that; it’s based upon one employer’s pay rates, while a different model that takes into account interstate benchmarks is used for management employees – deputies and principals. It’s difficult to understand how such a glaring double standard as this can sit comfortably with a group purporting to be guided by gospel values. The employers continue to put their relationship with the state government before their own employees, despite the fact that the state government funding has historically been poor by comparison with other state governments’ contributions

EdU October 2009 IEU(SA)

Concerns as the new SACE moves to stage-one implementation in 2010 Concern is cropping up regularly about the implementation of the new SACE. The new administrative procedures are showing signs of a workload shift, putting everything possible onto teachers. There is concern about the workload that will be demanded of teachers if they are required to hold student work and results, particularly for incomplete semester units that may be resumed later. The means required to teach students over a longer period than the listed course duration has workload implications regardless of how it is handled. There is also significant concern about the curriculum and assessment development work necessary to meet the new requirements. Many assumptions are being made by the bureaucracy about the readiness and availability of teachers to undertake substantial administrative work. Many teachers are scarcely aware of the details of some parts of the new SACE, even though a teacher or ‘middle manager’ from their school has undertaken the related professional development or trial implementation arrangements.

Not-for-profits outperform over five and 10 years Backing up AIST’s research undertaken by Sydney University this year, Rainmaker data on end-of-financialyear returns has confirmed the sustained outperformance of the not-for-profit super sector and reinforced that low fees, strong governance, and diversified asset allocation are paying off for members.

According to the data, not-forprofit funds outperformed retail master trust funds by more than 2.3 per cent a year for the past 10 years.

The IEU pushed very hard for practising teachers to be well represented on the SACE Board and won a significant re-write of that part of the SACE Act. Unfortunately, somehow the Minister has approved a board composition that falls short on that very point. The introduction of new arrangements should not be increasing your workload. Schools may be reworking timetables to adjust load for senior secondary teachers next year so that there is time to work on new arrangements. Timetables should not be reset to increase direct teaching load; nor is it the time for any senior secondary school to be seeking IB or quality-assurance accreditations, nor applying to join a cohort of like schools. Take the time to work sustainably and raise issues in forums where they can be addressed. Make a plan and act with a collective voice. Contact Julie Lundberg, Assistant Secretary, at juliel@ieusa.org.au or on (08) 8410 0122 with issues, and join others in raising and addressing concerns about implementation arrangements at SACE and school levels.

ATTENTION TEACHERS RENEWAL OF TEACHER REGISTRATION

31 DECEMBER Level 6, 70 Pirie Street, Adelaide SA 5000

2009

If your registration expires in January 2010 you must renew your registration by 31 DECEMBER 2009 Applications to renew registration will be posted to you late October 2009. Please contact the Teachers Registration Board if you have not received your application to renew by early November. Non receipt of your renewal application is not an excuse for failing to renew.

Change of name and/or Address Remember to notify the Board in writing of any change of name or address. PO Box 3649 Rundle Mall SA 5000 Tel: (08) 8226 2666 Fax: (08) 8226 2667 Email: info@trb.sa.edu.au Website: www.trb.sa.edu.au

The figures also highlight that despite the impact of the global financial crisis on superannuation returns, not-forprofit funds have delivered average growth of more than 5 per cent per annum over the past 10 years, compared to annual average growth of retail funds of just 3.1 per cent.

EdU October 2009 IEU(SA)

Meet the Principal Bruno Sartoretto Organiser

Early in term three, students and graduate teachers gathered to meet with principals at Scotch College. The objective of the session was to give students and beginning teachers an insight into what principals in the independent, Catholic and Lutheran schools are looking for in applications for advertised positions. Thanks are extended to Mr Tim Oughton, Principal of Scotch College, for hosting the session in the magnificent facilities there; to Mr John Konopka, Acting Principal of St Aloysious College; to Mr Peter Howes, Primary School Coordinator at St Dominic’s Priory College; and to Mr Daryl Trigg, Principal of Golden Grove Lutheran Primary School. The genuine comments and frank discussions generated were appreciated by all who participated in the session. Among the topics covered were: • how the job advertisement was structured and how to respond appropriately • how long a covering letter should be • the importance of referees and who to include • the pros and cons of attaching a photo to an application • when to get the application in, and • personal presentation and interview strategies, to mention but a few. It was soon discovered that the participants’ perceived do’s and don’ts regarding the application process were not as effective as they may have thought. Mr Trigg revealed that getting an application in either in the first few days following an advertisement, or on the deadline, may not necessarily bode best for the applicant. The applications that he received about a week after the advertisement tended to spend more time on his desk, and as such were often handled and looked at more frequently. Feedback from the session proved very positive as participants were able to ask pertinent questions. “I didn’t

know what to expect, but the session was well structured, and having Bruno chair the session allowed it to flow well,” said participant David Cole. “The session covered all the important information, and it was different to the uni sessions. It was actually nice to hear from the principals instead of the usual uni presenters. I really found it quite relaxed and had ample opportunity to ask questions,” said participant Danielle Kirkbride. Asked if the information at the session was useful, Danielle said, “This session put me ahead of a lot of people and the information was genuine, honest and open. It was refreshingly professional and the principals gave a real perspective in what they are looking for in applicants.” “I told my friends that they should have been at the session,” offered Danielle when asked about the session’s relevance. “[The] timing was perfect as it was revealed that many schools start to advertise for the following year as early as September.” David went one step further: “The session was very relevant, and on the information I got from the session, I went straight out to visit some schools close to where I live and have already put my name down as TRT for 2010.” A recurring point that struck a chord with the participants was that the advice offered at university is somewhat different to what happens in ‘real life’. “Simple things like driving to the school and having a look around, even if its only from the road, visiting the school’s web site and knowing who you are addressing the application to, could be the difference between being successful or not,” said Daniel. “At the end of the day it’s the tiny things that matter and it’s evident that at least these four principals are looking at applicants as a whole package. They want to know what you are good at, but also what you do to relax,” said Danielle.

EdU October 2009 IEU(SA)

Comments from Jenny Stedman Format of the evening

Relevance to you

A panel evening was organised by the IEU(SA) where education students from the various universities and programs could meet with a group of school principals. The principals were representative of primary, secondary and R-12 independent schools. Some of the schools were affiliated with a specific religious group, and some were co-educational.

I have worked in a variety of fields previously, and whereas the interview process is not new to me, I was able to gain a better understanding of the types of questions that would be posed to me during an interview, and the tips given to me by the principals have helped me to better plan my entrance into a school environment. I am ensuring that I spend time now, before I graduate, volunteering in relevant areas so that I can use the experience I gain as a volunteer as a stepping stone for more permanent employment in the future. I am also taking more careful note of the approaches taken by different staff that I work with.

I felt that the principals were representative of the types of schools that I would wish to be employed in, but would also have appreciated the opportunity to speak with a female principal, as I wonder if expectations would be the same of a woman from a woman’s perspective. I appreciate that this is what had been originally organised, but that circumstances had changed.

Information delivered The principals spoke about the schools that they represent, and how they need to be always planning for succession, so that all teachers on the staff come from a variety of experiences and backgrounds. The principals were all interested in having new graduates on their staff, but they also ensured that a new graduate would be able to be supported by a more experienced staff member initially. Each principal gave information about how they like to have applications presented to them. As a group they suggested that the covering letter needs to be succinct, but still show interest in the position on offer. They also felt that an application needs to be specific to the position advertised, with relevant information about experience and interests, that the referees need to be aware of an applicant’s interest in a position, that the contact details for the referees need to be current and also have the possibility of being contacted after hours.

One thing that struck a chord with you As I have children who are already settled in school and social groups I am not interested in moving to the country for employment. Before Meet the Principal, I was expecting not to be employed unless I moved. After speaking with the principals, I feel I am better able to manage my employment prospects. I plan to take control of my future employment by being available to do TRT work within schools that meet my expectations and philosophies, as well as gaining experience through different working environments. I feel more positive about the ways in which I can approach future employers, which will benefit school environments and enhance the skills and knowledge I have developed during my university course.

Next Meet the Principal Monday 19 October 2009 at 4:00pm St Mary’s College, 253 Franklin Street, Adelaide Come and hear from current principals about what they are looking for in prospective applicants. Places are limited and registration is essential, so register now by sending your name and phone number to Bruno Sartoretto by email at brunos@ieusa.org.au, or by SMS on 0416 217 248

Feedback from participants of the recent Meet the Principal session at Scotch College: “I went straight out to visit some schools close to where I live and have already put my name down as TRT for 2010.” David Cole “I am ensuring that I spend time now, before I graduate, volunteering in relevant areas so that I can use the experience I gain as a volunteer as a stepping stone for more permanent employment in the future.” Jenny Stedman

“I told my friends that they should have been at the session. Timing was perfect as it was revealed that many schools start to advertise for the following year as early as September.” Danielle Kirkbride “Before Meet the Principal I was expecting not to be employed unless I moved. After speaking with the principals I feel I am better able to manage my employment prospects.” Jenny Stedman “It was actually nice to hear from the principals instead of the usual uni presenters. I really found it quite relaxed and had ample opportunity to ask questions.” Danielle Kirkbride

EdU October 2009 IEU(SA)

Absolutely Super:

Take my advice… Help is on the way! Bernard O’Connor NGS Super

The Australian superannuation industry is regulated by, among others, APRA, ASIC, and the ATO, with the Corporations Act 2001 and the Superannuation Industry (Supervision) Act (1993) carrying the main provisions which superannuation funds have to follow. The provision of limited advice to superannuation fund members has always been problematic in that many funds were restricted to providing “general product advice” rather than the “personal advice” which most members sought. This regulation was a result of conditions imposed with the granting of an Australian Financial Services Licence (AFSL). Basic questions such as, “How much do I need to retire comfortably?” or “How much should I be salary sacrificing?” or “What’s the best investment option for me?” were often left unanswered by the staff of industry funds because of the limitations on their AFSL. At last, common sense has prevailed and ASIC has launched Regulatory Guide 200 on “Advice to Super Fund Members” and “Class Order Relief 09/210”, which are both directed at allowing super funds to provide limited superannuation-related financial advice to existing members once a licence modification is obtained from ASIC. This may save members time and money if they have a straightforward question regarding their existing super account. So, you will be able to talk to your superannuation fund representative about your choice of investment, contribution levels, insurance and the government co-contribution once the Trustee’s licence is modified to include personal advice. They will be able to provide you with basic advice on these topics. This initiative was strongly supported by industry funds which produced submissions to the government in favour of the provision of simple financial planning advice on superannuation to existing members. Needless to say, the retail financial planning industry opposed this change.

In line with the increasing demand for financial planning advice, NGS Super has recently established a financial planning service which will assist members with low-cost financial planning. NGS Financial Planning will be in place for members who require financial planning information, including free single-issue advice (such as insurance or investment) or a full, personal financial plan. Experienced planners have been hired and will be working on a feefor-service basis with no ongoing commissions. The fee structure is competitive and will be based on the hours taken to produce the member’s plan, with the initial consultation free in line with the industry fund ethos of not for profit. Details of the fees and names of the planners will be made available shortly to NGS members as the new service will be up and running by mid-August, 2009. It has been said that the need for financial literacy was thrust upon the nation with the advent of compulsory superannuation. Every Australian worker became an investor through his or her super fund. However, financial literacy comes neither easily nor quickly and it is clear that both informal “limited advice” and professional financial planning advice are necessary to help members make the appropriate decisions regarding their retirement savings. The recent global financial crisis has shown that two consecutive years of negative growth can impinge on retirement plans and that the share market travels in two directions. So, good financial planning advice is essential and will now be easier to access. Call Administration on 1300 133 177 to speak to an NGS financial planner after 18 August, 2009. (Disclaimer: 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 and consider seeking independent advice from a licensed or appropriately authorised financial adviser.)

EdU October 2009 IEU(SA)

NGS financial planning service At NGS Super we want our members to make the most of their money by providing specialist, easy-to-understand financial advice.

The NGS financial planning service offers: 3 free advice on single issues relating to NGS Super 3 free one-hour consultation for a financial plan 3 low fixed fees for financial plans â&#x20AC;&#x201C; no hidden costs or commissions 3 specialists in retirement, super pensions and income streams, investment, tax, insurance and redundancy issues For further information or to make an appointment please call 1300 133 177.

www.ngssuper.com.au

G 1300 133 177

Non-Government Schools Superannuation Fund ABN 73 549 180 515

2009 IEU(SA) AGM Report Glen Seidel Secretary

Tonight I wish to publicly record the organisation’s appreciation for her 14 years’ dedicated work with us and to wish her all the best for the next phase of her life.

2009 Report I welcome members to the 2009 AGM of the IEU(SA) Inc. and IEU(SA) Branch – the SA Branch of the IEUA. A particular welcome is extended to Federal IEUA Secretary Chris Watt, who has agreed to join us for the council meeting and this joint AGM. I also welcome life-members Bernie Donnelley and Barry Morrison, and many of our “old contemptibles” – the founding mothers and fathers of 1984.

Life membership: Val Reinke This award is perhaps long overdue, but it gives me great pleasure to recommend this motion on our 25th birthday. Val Reinke is one of the original founding mothers and fathers of 1984. In the founding father category, of course. Val’s steadfast commitment to the union – as ATIS, Angee, and IEU – is readily demonstrated by his continuous election to the seat of Treasurer for our entire 25 years. This must be a rarity in any organisation – yet alone a union where politics and alignments tend to be more fluid. Most people have a “tombstone” comment by which they will be remembered. For Val it will be “We ain’t broke.” Val has overseen the books of the IEU for a quarter of a century and it is a testament to his diligence that we, in fact, ain’t broke. Val has a passion for righting wrongs and we often have long discussions about the best tactics for bringing about our version of justice. What I resent about Val is that he often forces me to take the position of considered moderation – something which goes against the grain. If Val’s revolution comes, some employers should be very worried if they are judged to be hiding bastardry behind obfuscation.

Farewelling Alison Walker It is with regret that I recognise Alison’s premature retirement from the IEU after 14 years. If Alison was to retire in 10 years’ time, I would still call it premature. Alison has been instrumental in building the presence of ANGEE and the IEU as a professionally-run outfit. The job description that I put out for applications was a very broad one. It involved organising the logistics for events such as this, notices, attendees, rooms, catering... and packing up. She was our home-grown IT guru and enthusiastically, almost obsessively, conquered all siliconand carbon-based issues along the way. She knew she was up for another challenge whenever a sheepish, whiney voice would start “Alison...” Alison oversaw our web site; a new version of which will go live as she leaves us. Alison oversaw our publications and EdU is a monument to her attention to detail and her ability to herd cats and extract copy from already busy people.

I will miss her supportive, open and professional approach to everything. Alison has been an immense help to me in my role as Secretary and I always valued and respected her input.

This year I will gloss over the traditional components of an annual report so we can indulge in a bit of self-congratulatory reflection on our 25th anniversary. We are working in a time of substantial structural change in Australia. I am not talking about the GFC or swine flu but the continued push for federalism in so many areas that affect the IEU and its members. This push is independent of the political party in power. The concept of federal “harmonisation” will be applied to many aspects of society. We are in nation-building mode – not state building. Of particular significance for us as a union is the role of the state branches in the federal union structure. The role of IEU(SA) Inc. versus IEU(SA) Branch will become a technically important issue. How the federal IEUA supports the work of state-based branches is currently under discussion. It is important to note that we are operating from a federal union model rather than a national union model. The autonomy and independence of the state branches is central to our federal strategies. Non- government schooling is likely to come under increasing fire from the nouveau-DOGS. Expect to not only be challenged as enclaves of privilege, but also as promoters of ethno-religious division. Accordingly, the IEU will be taking a proactive stand to promote the value of members’ work in the non-government sector. The professional teaching debate grinds on as the quick-fix populist positions are countered with professionally-based responses. For the non-teaching staff, a significant outcome of the award-modernisation process is that the work of people who work in schools is officially distinct from similar positions in other industries. The school environment utilises professionals – those who teach and those who don’t – in a unique way. The union movement through the Your Rights at Work campaign was instrumental in bringing down the Howard government over Workchoices. The Rudd government has replaced Workchoices with the Fair Work Act and we have survived a year of transitioning from Workchoices to the Fair Work Act through the use of MoUs, extended PSAs and union collective agreements. We look forward to operating in a stable and more benign IR landscape. The biggest campaign on foot at the moment is the Catholicsector EA campaign. We are ramping up pressure on employers in order to achieve some realistic wage outcomes while DECS and the AEU are locked in arbitration. The IEU(SA) has had another frantic year promoting the interests of members. The staff has been brilliant at handling this. I do thank the staff and the executive for their efforts and support during the last year. The reps, of course, are the lynch pin for success at the branch level. I thank all the reps who have acted as the conduit between members and organisers. We have decided to mark our 25th with the presentation of small mementos to recognise our stalwarts. Tonight we recognise those who have committed 20-plus years to the IEU and are still active in a formal sense; either as reps, delegates, executives or staff members.

Happy birthday to all of us! EdU October 2009 IEU(SA)

Minutes of the Annual General Meeting

Treasurer’s Report

The Treasurer, Mr V Reinke, presented the Income and Expenditure Statement prepared by the firm of AS Accounting Services and the letters of comfort from internal auditor Margaret Devichand (St John Bosco School).

After discussion and a question from the floor the Treasurer moved acceptance of the report.

Moved: V Reinke (Treasurer and Nazareth School)/ J Gilchrist (Vice President and Prince Alfred College.

Sonya Flynn was thanked and congratulated on her work as IEU(SA) Finance Officer.

Election: Internal Auditors

Nominated: Maria Goodchild and Ray Ham.

Election: External Auditor

The meeting was informed that the executive had decided to not make a recommendation to the AGM for the appointment of an auditor for 2009-10, but wished to review the provision of audit services and engage an auditor at a later date.

Moved: V Reinke (Treasurer and Nazareth School)/ Kathleen Meyers (Gleeson College).

“That, the executive conduct a review of audit services and appoint the auditor for 2009-10 at a later date.”

Moved: M Sansom (President) /B Bourne (Nazareth Catholic College) “That the Minutes of the 2008 Annual General Meeting be accepted.” CARRIED

State Report

Business Arising – The President advised that all motions carried at the previous meeting had been completed through the appropriate channels.

The State Report was given by Secretary, Glen Seidel.

Moved: G Seidel (Secretary)/Shirley Schubert (Cornerstone College & IEU(SA) Executive)

“That the State Report be accepted.”

of both the South Australian Union, Independent Education Union (South Australia) Inc and the South Australian Branch of the IEU of Australia, Independent Education Union (South Australia) Branch held at 6.25pm on Wednesday 24 June 2009 1.

Welcome

President Marg Sansom welcomed members, and in particular Life Members Bernie Donnelly and Barry Morrison to the 2009 Annual General Meeting and advised that the meeting was quorate with 42 members present.

Apologies: In addition to the 39 apologies recorded prior to the meeting, 2 further apologies were recorded from the floor.

Minutes of Previous AGM

The President advised that the Minutes of the 2008 Annual General Meeting held on 28 May 2008 were published as required in “EdU”, Issue No 2 July 2008 and were confirmed as an accurate record at the June 2008 Executive Meeting.

Motions on Notice –

5.1 Life Membership Nomination

Moved: Glen Seidel, Secretary

Seconded: Margaret Sansom President

“That in recognition of his role in the formation of this Union and 25 years of continuous service to the Union (including holding the position of Treasurer for the entire history of the Union), Evaldas Reinke be granted Life Membership of the IEU(SA).”

CARRIED BY ACCLAMATION

Chris Watt (Federal IEU Secretary) presented Val with a glass plaque and invited him to say a few words.

Val spoke of how proud he was to accept the honour.

5.1 Farewell to Staff member Alison Walker

Glen Seidel thanked Alison Walker for her efforts over the past 14 years and presented her with a gift on behalf of the Union on her retirement. Alison responded with a gracious speech.

CARRIED

ELECTED UNOPPOSED

CARRIED

10. Federal Branch Report

The Federal Branch Report was given by Secretary, Glen Seidel.

Moved: G Seidel (Secretary)/Shirley Schubert (Cornerstone College & IEU(SA) Executive)

“That the Federal Report be accepted.”

CARRIED

11. 25th Anniversary Celebration

Chris Watt (Federal IEU Secretary) presented longstanding, active members with mementos of the occasion. Evaldas Reinke (Treasurer and Life Member) was invited to cut the cake.

Before closing the meeting the President expressed her thanks to delegates for their attendance and participation and closed the meeting at 7.15pm.

EdU October 2009 IEU(SA)

Ark Tribe Rally

On 11 July, IEU(SA) staff joined union colleagues en masse at Elizabeth Magistrates’ Court to support construction worker Ark Tribe and to call for the abolition of the Australian Building and Construction Commission (ABCC). Tribe was charged by the ABCC with failing to attend a compulsory ABCC interrogation, and faces six months’ imprisonment or a $22,000 fine. Follow Ark’s case at http://arkstribe.blogspot.com/

EdU October 2009 IEU(SA)

2009 AGM

Members of the IEU(SA) Council and Executive met at the Education Development Centre on 24 June for the IEU(SA) annual general meeting. It was also an occasion to celebrate the unionâ&#x20AC;&#x2122;s 25th birthday and the presentation of a life membership to long-standing treasurer Val Reinke.

EdU October 2009 IEU(SA)

Balancing Act Equal Opportunity (Miscellaneous) Amendment Bill 2008 finally passed by the South Australian Parliament

Louise Firrell Organiser/Educator

After three years of debate and negotiation, the amendments to the Equal Opportunity (Miscellaneous) Amendment Bill 2008 were finally passed through the parliament. While many are disappointed that the amendments have been ‘watered down’, they are an improvement on the original act passed fifteen years ago, and bring the act into line with federal anti-discrimination legislation. In summary, the main changes are:

Association with a child. It will be unlawful to discriminate against a person in the provision of goods, services or accommodation on the grounds that the person is accompanied by a child. For example, if a single father applies for a rental premises, it will be unlawful to refuse the accommodation because of his children.

Caring responsibilities. Although there is some protection for carers under the Commonwealth Sex Discrimination Act, this has not been covered in South Australian law to date. The new law will protect people who provide voluntary care to family members. Disability. The definition of disability now includes people with mental illness, learning difficulties, or who have been infected with HIV, Hepatitis C or other organisms that can cause disease. This broader recognition of disability replaces the previous ground of impairment and mirrors the Commonwealth law. Breast-feeding. It will be unlawful to refuse to sell goods or services to a woman, or to offer them on less favourable terms, because she is nursing a baby. It will also be unlawful for schools and colleges to deny or limit access by nursing mothers to educational services. Complaints from breast-feeding mothers were previously lodged on the ground of sex discrimination. The new law creates a clear ground for breast-feeding women. Identity of spouse. At the moment, the law covers marital status, which is the status of being single, married, widowed, divorced or living together de facto. You cannot, for example, be refused a job because you are divorced. You can, however, be refused a job because of who your spouse is, or was. That will change under the new law.

Complaints. The commissioner will have more extensive powers to decline a complaint if conciliation has not resolved it. The commissioner will be able to decline a complaint if there is no reasonable prospect of success or if the complainant is unlikely to receive better than an offer made in conciliation. The commissioner will have broader discretion about funding the representation of a complainant and will be able to fund a respondent. The time limit for lodging a complaint is doubled, from six months to twelve months, in line with most other Australian jurisdictions. Schools and universities must have sexual harassment policies. And students and staff are able to lodge a complaint about sexual harassment by any student aged sixteen or over. Sexuality. Clubs and associations can not turn away homosexual members, small partnerships may not refuse to admit new members to partnership on the ground of their sexuality, and church-run hospitals, aged-care homes and welfare agencies may not discriminate on sexuality. Religious schools, however, have maintained the right to discriminate on this ground. All the changes are outlined in detail on the EO website, www.eoc.sa.gov.au

Religious appearance or dress. Some people express their religious beliefs by dressing or presenting themselves in a particular way. Examples are the turban worn by Sikh men or the headscarf worn by Muslim women. Under the new law, it will be unlawful for educational institutions or employers to require students or workers to dispense with their religious dress, unless wearing the dress would create a danger or hinder appropriate emergency action. Women whose faces are covered will be able to be asked to show their faces for identification purposes.

EdU October 2009 IEU(SA)

Guide to changes in the 2008 Equal Opportunity Bill This guide outlines what’s new, what’s being changed, and what’s staying the same.

On 26 November 2008, the South Australian Government introduced a Bill into Parliament to update our 1984 Equal Opportunity Act. The Equal Opportunity (Miscellaneous) Amendment Bill 2008 was passed on 14 July 2009.

Quick Reference Chart +

what’s new

what’s changing

what’s staying the same

PLACES Employment

Goods & Services

Education

Clubs

Housing

Age

Disability

Marital status

Pregnancy

Race

Sex

Sexuality

Sexual harassment

Victimisation

Whistleblower

Caring responsibility

Chosen gender

Identity of spouse

Existing grounds of discrimination

TYPES

New limited grounds

New major grounds

Association with child

Breastfeeding

Religious dress

= = +

(Boxes that are greyed out indicated issues that are not covered by discrimination laws)

EdU October 2009 IEU(SA)

Last updated on 16 July 2009

Lutheran Digest Louise Firrell Organiser/Educator The long-awaited draft of the Lutheran School Officer’s classification matrix and indicative duties should be in schools for consultation in term four. All LSO members are strongly encouraged to give the draft careful consideration, both individually and collectively, through branch meetings, and to provide feedback to the IEU(SA) or individual committee members. The process has been lengthy and difficult and it is important that the document receives careful and critical review to ensure it will be a useful and worthwhile improvement to the current structure.

Staff of Grace Lutheran College The new Lutheran Agreement (an extended preserved state agreement) has been certified. The process was delayed when Deputy President O’Callaghan of the Australian Industrial Relations Commission requested further evidence that the new POR structure would be more beneficial to employees than the Teacher’s NonGovernment Schools Award. Fortunately, a carefully crafted submission from the LSA’s legal counsel, under instruction from the IEU and the LSA, was all that was required to clarify the matter.

Employees of South Australian schools are always mindful of the interstate salary benchmarks when it comes time to negotiate new agreements because eastern-state salaries are generally higher. Local employers strongly resist these comparisons, claiming that the disparity has something to do with higher house prices in eastern states. It probably has a lot more to do with the level of engagement of employees in the process of enterprise bargaining. Lutheran negotiations in Queensland have not been progressing in the way that members would like. The staff of Grace Lutheran College has rallied recently to express disapproval of the employer’s push to make staff available for duties during term breaks.

AIS issues

Enterprise bargaining is back Julie Lundberg Assistant Secretary New federal arrangements now available have many similarities with the former state enterprise bargaining arrangements. However, schools are finding themselves with a few different agreement documents since 2006. Please check your school’s agreement and ensure that (a) you have an enterprise agreement, (b) that it is current, and (c) when you need to prepare to negotiate a new one (not less than three months before the expiry date of your current one). Where there has been an inhouse agreement to tide you over until the arrival of the new system now largely in place, it is important to get back to a formal document.

Transition arrangements Some schools are still finalising agreements under federal transition arrangements. That is their ‘old’ formal enterprise agreement, originally lodged with the SA Industrial Relations Commission, is being extended and amended and lodged under the federal Fair Work Act transition arrangements.

No formal agreement

negotiate one. Your school is receiving Commonwealth and state funding the same as other Independent and Catholic schools in SA, and there is no reason at all for you to feel pressured to work for less than market pay and conditions. The federal government is encouraging staff of all workplaces to negotiate a collective agreement to cover their employment arrangement.

Be well advised All members are welcome to get in touch with the IEU for assistance with negotiating a first formal agreement or renegotiating an agreement, and for advice about claim content and technical matters.

Other issues When negotiating a new agreement, there is often an intense focus on that work. IEU Officers are available to provide support and advice and represent you on a range of professional issues, and branch-level and individual industrial matters. We have a particular focus on ESO needs, OHS&W issues, equity and some career PD matters. There are also significant member benefits such as access to Teachers Health, Members Equity, Union Shopper and NGS Super. Members are welcome to call or email with quick queries or larger matters.

If you are in an independent school without a formal, current enterprise agreement, you are able to ask to

EdU October 2009 IEU(SA)

2009 Mitchell Oration Freedom of speech and its limits Sonya Flynn Every two years, the Adelaide Festival of Ideas presents the Mitchell Oration. Named after Dame Roma Mitchell, each edition aims to continue Mitchell’s work by fostering debate on issues of human rights and equity. The speaker for 2009 was Katharine Gelber, an Associate Professor of the Faculty of Arts and Social Sciences at the University of New South Wales, and the author of Powerscape: Contemporary Australian Politics and Hate Speech and Freedom of Speech in Australia.

incitement to racial hatred”. She had called for an amendment to the Racial Discrimination Act 1975 for the introduction of legislation prohibiting racial hatred, which eventually came into play in 1995. The International Covenant on Civil and Political Rights (Article 19) protects freedom of expression in international law. It simultaneously recognises that for legitimate purposes it may be restricted. Finding a good balance between freedom of speech and appropriate limits is not easy, but in Australia we are striving for a balance based on values such as equality. The full speech can be found at: www.unsw.edu.au/news/pad/articles/ 2009/jul/kath_gelber.html

Katherine first explored freedom of speech as a value. In several surveys Australians have shown that they believe the right to freedom of speech is something that they should have, though there is no mention of freedom of speech in the Australian Constitution. Since 1992, the High Court has held that the Constitution implies a freedom from government restraint on political communication. However, laws that restrict political speech are still permitted if they bring about something such as public safety, for example. Freedom of speech has a role in society if it is for the good of everyone. There are benefits to democracies where people are able to participate and engage in free speech. Australian politicians have described free speech as central to Australian political and legal culture. The Prime Minister, Kevin Rudd, includes on his website that Australia’s system of government is “based on the liberal tradition, which includes religious tolerance and freedom of speech and association”. One of Katherine’s concerns for free speech in Australia came with the passing of the Howard government’s antiterrorism legislation in 2005, which revived the offense of sedition. Sedition laws are designed to protect the state, but Katherine believes the state should be strong enough to tolerate expression directed against it. Another of her concerns is speech that crosses the line – vilification. Vilification undermines the abilities of the targeted people to participate meaningfully in the processes required to self-govern. As Katherine explained, “One person’s freedom to express messages of hate constitutes a fundamental injustice being perpetrated against the targets of that hate.” This was seen in the 2005 Cronulla race riots against youths with a Lebanese background. Anti-vilification laws are there to protect members of marginalised and vulnerable groups. Katherine referred to the inaugural Mitchell Oration in 1989, in which Dame Roma Mitchell said that there “should be legislation to outlaw statements which constitute

Redress

The Journal of the Association of Women Educators The IEU(SA) subscribes to Redress and, as with other subscriptions, copies of articles can be requested by members. The theme of the April issue is girls and education. It contains a number of topical articles, including: Well-being and girls education: Issues and challenges Ask the children: Overview of children’s understandings of well-being, and An assault on our future: The impact of violence on young people and their relationships.

EdU October 2009 IEU(SA)

Conference Report

German Summer School Jan Zivkow, Good Shepherd Lutheran School, Angaston In order to upgrade my language skills, I took advantage of the ten-day German Summer School in January this year. Essentially, it’s a holiday school in Queensland for adults, under the guidance of a group of native German-speaking teachers from the Goethe Institute. I saw it as the chance to experience more of the magic of the German language, which I love and teach at Good Shepherd Lutheran School, Angaston. It was a chance to practise my spoken language and written skills, to read and listen to it more closely. It astounded me just how easily one can learn when immersed in the atmosphere of a primary language. At the end of the course, we were able to do the Goethe Exam, offered free, to officially confirm our improvement and level of expertise. People from all occupations participated in the tuition. Of the forty or so people in the course wanting to further their skills, I conversed in German with a psychologist, a retired paediatrician, many primary and secondary school teachers, a town planner, first-year university students, an IT consultant, and many others from many and varied walks of life. On arrival at Duchene College, I found that most of the students had registered and settled in and were heading off to the college dining room for tea. It seemed we were all to board, eat and learn in the same general building. Wonderful! Such an arrangement makes for the closer environment needed for total immersion and to pick up the language speedily. Most participants were making initial

Indigenous Matters Louise Firrell

attempts to socialize with spoken German – quite a difficult thing when you haven’t had a lot of practice in your local environment. Since we’d completed an aptitude test beforehand, our morning get-together consisted of two sessions of language and grammar, catering for our particular levels of proficiency. Some students were good speakers, but weak in written language, and others concentrated their talent in the written form and were not confident speakers in a group setting. My spoken German was good, but hearing the language needed improvement. Activities were undertaken in pairs, small groups and classes, especially concentrating on using new language and a grammatical point for the day – a most effective method of teaching. It wasn’t ‘all work and no play’ as the Goethe team of teachers thoughtfully planned social activities, including: • a trip to Stradbroke Island • an outing to South Bank, the cultural hub of Brisbane • after-tea activities including a quiz, a German poetry evening, a dance night, documentary screenings, a visit to a local German restaurant, and the final presentation and party. For me, the highlight of the ten days was the final presentation, when we all presented what we’d been busy doing in the afternoons. My group had concentrated on dramatic ways of presenting the language, and so we carried large cardboard rolls and large paper representations boldly onto the stage yelling out our spontaneous roleplay for the audience to enjoy. The humorous side of the puppets were a great hit and reaffirmed to me the importance of spontaneity, drama and humour when teaching a language to primary school children. In conclusion, I’d have to say immersing oneself in a second language is arguably the best way to learn, other than actually visiting the country of origin. Moments after spending ten whole minutes standing before a group explaining, in German, the top tourist spots of South Australia, I realized how my German had progressed in only a week at the school. From that moment on, everything seemed to gel, and I could hear myself prattling away happily in the language. Definitely, the German Summer School had been ten days well spent!

The IEUA’s indigenous advisor, Diat Callope, provides advice to the IEUA executive and committees on indigenous matters, and support to indigenous members. Diat visited Adelaide this term, meeting with the Catholic Education Office’s Jane Swift, Director of Catholic Education, and Veena Gollan, Indigenous Education Officer, and accompanying the Lutheran Schools Association’s Christine Reid to Unity College at Murray Bridge. Diat also spent a day at Crossways Lutheran School at Ceduna, talking to the indigenous education workers about their roles and challenges, and the ways that the IEU can provide both personal and professional support. The IEUA has created the national Indigenous Advisory Committee to provide a broad base of advice on policy and practical matters to other national committees. Veena Gollan has been nominated as the South Australian representative.

Diat Callope

EdU October 2009 IEU(SA)

Wattle Park Teachers’ College 40th Reunion

Boys and literacy Rory Harris straight creased grey shorts

The class of 1970 is invited to a reunion lunch

the last week of January an elastic tattoo in the afternoon

On Sunday 27 December 2009

just below the sun tan line

Venue Strathmore Hotel, North Terrace, Adelaide

where they slip like a summer

Time 12:30pm

oiled bicycle chains, riding

Please RSVP to Louise on (08) 8379 4348, or to Margaret on (08) 8377 1724

behind mum on the footpath Feb.’08

Don’t risk being out of pocket! Teachers Health provides extensive cover for private hospitals in South Australia. When it comes to health insurance, we’re the pick of the pack. SAIEU 0809

www.teachershealth.com.au 1300 728 188

To find out more, visit or call

EdU October 2009 IEU(SA)

Open letter to colleagues from an IEU(SA) member

“I don’t need to join the IEU. They can’t really do anything if I have a problem. It’s a waste of money.” I have heard statements like this many times during my nineteen years as a teacher in independent schools in Adelaide, but I always thought, for a variety of reasons, it is important to be a member of the IEU. Until last year, I never had a problem.

This is my story. For five years, I was employed on annual contracts as a teacher in a small secondary college in Adelaide. I was the first trained teacher in my areas of speciality to be employed by the college. During my employment, I expanded the program from year eight and nine to include years ten, eleven and twelve. I worked hard, was committed to my students’ learning, and had an excellent rapport with staff, parents and the students I taught. I fully supported the religious philosophy and ethos of the college. During one of my lessons, I overhead a student discussing an incident that had occurred on a school camp. I was extremely concerned about the nature of the comments and decided to report it to the college administration. From this moment on, my situation at the college changed. I was ignored by the deputy principal and the principal. I was not invited to attend meetings where staff members voted on disciplinary actions for students involved in the camp incident. I wrote a letter to the deputy principal requesting to be included in the next meeting and my reasons. This letter was then read out to staff and voted up without my knowledge and certainly without my consent. Two weeks later, I was called to the principal’s office for my annual appraisal. For the first time in five years, the deputy principal was present. The meeting commenced with the principal stating that my position had changed from part-time and would increase to full-time. Both the deputy and the principal wanted an answer from me immediately regarding the full-time offer. They were not happy when I stated that I wished to discuss their offer with my husband. I felt that they were urging me to decline the offer. A few days later the principal asked me at recess time to come to his office at the end of the day and he didn’t provide me with any reason for the meeting. I felt very anxious about this, spoke to several staff members and voiced my concerns. They told me not to worry, but I was worried. I asked one teacher to support me in the meeting, if I required their assistance and they agreed to this.

When I entered the principal’s office after school, the director of education for the college was also present, and they asked that I close the door. I requested the support of a teacher and I was told that it wasn’t necessary, but I persevered and asked the teacher to join me. I was informed that my subject allocation at the college had changed and now included religion. I suggested that was fine and I was willing and able to teach religion. The principal then said that there was not a position for me at the college, because I was not of their religion. What I didn’t know at that stage was that the principal had already employed someone else in my position and had advertised their welcome to the college on their website, to which I was not permitted access. Other staff, however, did have access to the information and were aware of the new appointment. I felt humiliated, upset and powerless. I hadn’t done anything wrong, other than raise what I considered to be a sensitive issue that was a mandatory report. To then be treated in this manner was unfair, unjust especially as the incident involved the son of the principal. I relayed the story to my doctor and he suggested I contact my union representative at the IEU. This was the beginning of many meetings with workplace health organiser Wendy Evans, who has provided me with excellent advice through the entire ordeal. Without Wendy and the support of the IEU, I would have had limited knowledge of my industrial rights or the direction to take.Wendy’s professionalism and understanding was enormously beneficial to me during a very stressful time. My journey culminated a year later at a conciliation meeting through the Human Rights and Equal Opportunity Commission after I had lodged my complaint for religious discrimination in employment. The outcome for me was the College apologised to me and agreed to have their policy and employment practices reviewed. If you haven’t already, I urge you to join the IEU. If you know of others at your school, who are not members, direct them to this article and ask them to join. You never know what is around the corner. Name withheld

EdU October 2009 IEU(SA)

Catholic reps’ meeting IEU(SA) reps in Catholic schools gathered at Marcellina’s pizzeria on 8 July to discuss the ongoing campaign for an EA for Catholic education employees. For the latest information, see organiser Frank Bernardi’s article on page 8 and www.ieusa.org.au

EdU October 2009 IEU(SA)

OHS Project Gerry Conley OHS Project Officer

Health and safety reps do make a difference Most schools that I visit to present the OHS Awareness session have an existing health and safety structure. This could be a health and safety committee, which includes employee representatives, and/or a health and safety officer or coordinator, appointed by management, who has the ongoing responsibility for managing health and safety in the school. Is there a need then to have another person in the school with a health and safety role? Does an elected health and safety rep (HSR) improve the health and safety culture of a workplace? Some years ago the SA Government, through the WorkCover Corporation, held a review of how OHSW legislation operated in South Australian workplaces. Called Working Together, the review found that in workplaces with HSRs and effective health and safety committees, the cost of injuries was lower than in those without such arrangements. It also found that the reporting of hazards, incidents and injuries was much higher in these workplaces, demonstrating the greater awareness an effective health and safety structure provides for management and employees. Preventative mechanisms were found to be more effective and injuries and illnesses were likely to be reported early and acted upon before they became intractable. “Employees in organisations with formal consultative processes in place tend to believe that they have someone to go to and that reporting injuries and illnesses is acceptable and non-threatening,” said the report. The important words here are “having someone to go to”. A HSR is someone who is selected by the employees to represent their health and safety needs. HSRs don’t have a responsibility for managing health and safety in the workplace, but they have legislated powers to ensure that health and safety matters are addressed by the school

management that no other person – the health and safety coordinator or a health and safety committee member – has. HSRs have the right to carry out their own inspections, to investigate incidents and accidents, and to request and obtain information on health and safety issues from management. They also have the right to be consulted on any changes in the workplace that might affect the health and safety of employees. They have the power to call in a Safework inspector to investigate a disputed OHSW matter, and are also able to use a Safework-approved consultant free of charge. HSRs are also protected from intimidation, threats or harassment by management in exercising any of their powers. It is unlikely that a HSR would need to use all these powers in resolving a workplace OHSW issue. But it is important that the employees they represent know what powers can be used, and for management to acknowledge that they have a responsibility to respond to issues raised by the HSR and to consult them on OHSW matters. The Working Together review made particular reference to what is effective OHSW consultation in health and safety committees and between management and HSRs. Some of the factors outlined were:

• Respect. When consultation is effective, parties are assertive not aggressive. It is the role of employee representatives to bring employees’ concerns to the table. This means they may have to ask difficult questions or pose unpalatable suggestions. When consultation is effective the parties can discuss sensitive and controversial matters in a manner that respects other people, even if they hold opposing views. • Willingness to participate. Consultation is effective when all parties are willing to participate in the process, listen to others and present their own views in a reasoned and reasonable manner. • Shared power. Effective consultation requires both parties to acknowledge power differences and steps to equalise them. When power is shared, the parties to consultation can feel confident and be comfortable dealing with each other. • Shared information. The parties to consultation are on a more equal footing if they have the same information. These factors help in establishing a good culture of health and safety in the workplace; an environment where employees feel cared for. But they need someone who has the power to work with management to make this happen. A HSR can make that difference.

EdU October 2009 IEU(SA)

Teachers’ Professional Résumés,

Richard provides a range of services including:

a Queensland-based company run by former school principal Rick Bowman, specialises in providing support for school teachers and administrators who are seeking promotion. As the only company in Australia that works exclusively with school-based professionals, TPR is now expanding to enable South Australia’s Rick Bowman – educators to take advantage of the Director of TPR services provided.

• Online Packages for Application Writing and Interview. These packages are delivered via email and comprise a printable booklet and PowerPoint. They are pitched at various promotional levels from principal through senior administrator to head of department. Prices range from $135 for single user purchasers to $399 for a full school site licence with all products.

Rick specialises in assisting aspiring educational leaders in developing their written application and preparing for the all-important interview. These days, the most effective applications are those that are succinct and which not only describe the applicant’s experiences and achievements, but also provide a snapshot of their likely potential for the new role. For this reason, it is critical that applicants are prepared to sell themselves by highlighting their significant achievements and responding in a manner that reflects the needs of the school and characteristics of the position to which they aspire. A further key to success is the ability to make oneself stand out from the rest of the field – this is achieved by ensuring there is a good balance of “value-addeds” – those achievements or involvements that are unique and interesting to the reader.

• Individual assistance, in which the applicant’s raw data are transformed into an application to reflect their unique experiences and accomplishments, and which also respond to the school’s specific requirements, such as selection criteria. The “tyranny of distance” is easily overcome via telephone and email consultation. • Workshops. One-day workshops comprise segments on application writing and interviewing, with participants gaining a thorough understanding of every aspect of the process. These workshops are very highly acclaimed, with a key feature being the small-group mock interview, in which every participant gets the opportunity to respond to a question uniquely and individually styled to suit them. Aspiring leaders can contact Rick on 0411 245 415, or by email at rbowman@bigpond.net.au. His website is www.professional-resume.com.au and there is a facility on the website for ordering the online packages.

IEU(SA) Representative

Education Program

Workplace bullying and conflict resolution – Friday 6 November If you have any enquiries about union training, please contact your organiser, membership officer Carly Dale, or training officer Gerry Conley on (08) 8410 0122. Reimbursement of travel is available for country reps travelling to Adelaide, but you must contact IEU(SA) for approval prior to making travel arrangements.

The IEU offers a range of specialised courses to suit all representatives and delegates; no matter how long they have been active in the union. Our Representative Development Program gives reps the knowledge, skills and confidence needed to deal with a wide range of issues, including:

Health and Safety Representative Training

• • • • • •

The courses they have scheduled for the rest of the year are:

Understanding agreements and awards Communicating members’ concerns Advocating members’ issues Negotiating positive outcomes Resolving local workplace problems Building the union in the workplace

Rep Training New reps can attend the Introductory Rep course and continuing reps can choose which course they want to attend from a range of modules. The program now provides courses during the school holidays for those reps who find it difficult to attend during term time.

The next dates for the Introductory Rep course are: Tuesday 29 September (school holidays), Monday 19 October, and Monday 16 November Other courses currently available to continuing reps are: Representing members and resolving workplace problems – Thursday 8 October, and

SA Unions is our recommended provider of HSR training and you can either contact IEU(SA) or enrol directly at www.saunions.org.au/hsrtraining

HSR Level 1 26-30 October (Adelaide), 16-20 November (Adelaide), and 23-27 November (Mount Gambier) HSR Level 2 9-13 November (Adelaide)

Safework Month 4 to 30 October 2009 Safework Month is South Australia’s major occupational health, safety and welfare event, offering workers and employers the opportunity to attend free OHSW workshops across the state. It includes a full week of events in each regional district, with the last week of events in metropolitan Adelaide. The full program is available from Safework SA at www.safeworksa.sa.gov.au As part of Safework Month, SA Unions is holding a one-day conference for HSRs on Friday 23 October. For further information, contact Gerry Conley on (08) 8410 0122 or at gerryc@ieusa.org.au

EdU October 2009 IEU(SA)

On average, it takes women 14 months to earn the same amount that men earn in 12 months. Starting from the new financial year on 1st July, Equal Pay Day will occur on September 1 to signify the point into a year that a woman must work to earn what a man made in the previous year. The ACTU Women’s Committee has proposed to promote an alliance of women’s organizations around Australia to continue to influence the community and policy makers

Dear

The following open letter will be sent to a number of key personnel and agencies on September 1 as a first step of a range of activities to maintain awareness and promote action.

We write to you to inform you of a new Equal Pay Alliance we have formed in order to promote equal pay and equal employment opportunities for all Australians. As you know, many people in Australia believe women won equal pay in the 70s, but they are wrong. It’s almost 40 years since women were officially granted equal pay for equal work by the Australian Industrial Relations Commission. Yet, a significant gender pay gap in Australia persists. • Women in full-time paid work still earn 17% less than men or one million dollars less over a lifetime; • While women are now more likely to have a tertiary qualification than men, women graduates will earn $2,000 less than male graduates and $7,400 less by the fifth year after graduation; • Fewer than 2% of ASX 200 companies have a female chief executive officer and only 1 in 12 board directors are women; and • Women retire with less than half the amount of savings in their superannuation accounts compared with men. Our labour market and social structures continue to discriminate against women in employment. On one hand, women have access to unprecedented levels of education and employment. On the other, women continue to shoulder most of the unpaid housework, care of children and care of other dependents with a critical lack of access to childcare services and flexible work arrangements, to enable them to balance those two roles. A lack of access to flexible work arrangements also presents a barrier for men to take on a greater share of caring responsibilities. This maintains the status quo of women being disproportionately responsible for caring responsibilities and consequently disadvantaged in the workplace. We believe this inequity is not acceptable in modern Australia. We have formed this Equal Pay Alliance to promote equal pay and employment opportunity for all individuals in Australia.

to consider ways to narrow and eventually limit the gender pay gap. The matter is more complex than equal pay for equal work. Teachers regardless of gender are paid at the same rates, but for a range of social, cultural and economic reasons female teachers on average continue to earn less than their male counterparts over time.

Today, September 1st, is Equal Pay Day. On average, it takes women 14 months to earn the same amount that men earn in 12 months. Starting from the new financial year on 1st July, Equal Pay Day commemorates the day when women’s earnings “catch up” to men’s. With your support, we pledge to work towards the eradication of unequal pay through the provision of genuine choices and opportunities for women. In particular we will campaign for: • Better regulation of flexible work arrangements for women and men with caring responsibilities and increased protection from discrimination on the grounds of family and carer responsibilities • Improved quality, accessible and affordable childcare including after school hours and vacation care • Improved equal employment opportunity practices in workplaces • Meaningful reporting by employers of equal pay and employment opportunities • Regular independent monitoring and reporting to the Australian Parliament of progress to achieve gender equality, including progress towards achieving equal pay • A greater role for government agencies in auditing, promoting and implementing equal pay and employment opportunity programs in workplaces • Proper valuation and funding of wages and conditions for work traditionally carried out by women We look forward to the support of the Rudd government, employers and the community to achieve these reforms so our daughters won’t need to work an extra two months to earn as much as their brothers. Yours sincerely, Members of the Equal Pay Alliance We have been working on this for a while! Miss Equal Pay Day 1967

EdU October 2009 IEU(SA)

Alisonâ&#x20AC;&#x2122;s Farewell

Staff gathered on 24 June to farewell retiring office manager Alison Walker and to celebrate her 14-year commitment to the IEU(SA) and its members.

EdU October 2009 IEU(SA)

Microfinance

Report to Donors 2008-2009

thousands of would-be entrepreneurs. Excluded from the formal economy due to financial poverty and lack of opportunity, Laos’ poorest are forced to put aside great business ideas which, with out of poverty. For some, their difficult circumstances drive them to take their chances with informal money lenders. These loan sharks charge exorbitant interest rates – entrapping them further this, Union Aid Abroad – APHEDA runs a small microfinance program which is having a big impact in some of Laos’ most

A recent graduate in the salon she has set up with help from a microfinance loan.

Working in Laos, this program is paired with branches of the Laos Women’s Union Prabang Province. The project enables poor and unemployed women to learn skills such as massage, food processing, tailoring, hairdressing and beauty treatments, to enable them to expand their income. When a graduate of the program makes the decision to go into business for themselves, small microfinance loan. For many, the expensive start-up costs of beginning a small business is the only thing stopping them from realising their dream of financial independence. Graduates are provided with financial literacy training which

then apply to purchase equipment that will boost their income in the short to medium graduates may buy things such as sewing machines, food dehydrators or equipment for salons such as hair straighteners. A typical loan is for between US$100 to US$200. The entrepreneurs are charged a monthly interest rate of 1%, and take out their loan for an average of 18 months. Each loan term includes a six-month interest rate hiatus, to allow the trainees a chance to get their businesses up and running. The financial year 2008-09 saw twenty loans through the APHEDA program. No new loans were issued as consolidate, allowing the finances to accumulate to enable a more integrated program to be delivered with the Laos Women’s Union in financial year 2009-10. It is

This ex-trainee received a loan to start her micro-enterprise at home.

it will be possible to issue between 50-75 new loans to trainees. As the older loans become due from trainees who begun their businesses in the past years, new loans can be offered with the returned money.

APHEDA and the Laos Women’s training for women in Laos. Thank you for your support of opportunity a microfinance loan is greatly valued.

Union Aid Abroad–APHEDA is the overseas humanitarian aid arm of the Australian Council of Trade Unions. We assist projects in South East Asia, the Pacific, the Middle East and southern Africa, working through partners to deliver training in voca onal skills, health and workers’ rights so women and men may have decent work which provides a living wage, reasonable condi ons and a safe workplace. Our interna onal program seeks to empower women and men in developing countries so they and their families might live with their human rights respected, both in their workplace and in their society.

www.apheda.org.au

Level 3, 377-383 Sussex Street Sydney NSW 2000 t: 02 9264 9343 or 1800 888 674 f: 02 9261 1118 e: office@apheda.org.au

EdU October 2009 IEU(SA)

Organising Rights, Delegates’ Rights

Strong, effective and representative Unions are essential to building a fair and just society. Unions provide the democratic organisation for working people to have a say in their workplace.

f) the right to reasonable paid time during normal working hours to consult with Union members;

Organising Rights

h) the right to reasonable paid time off to attend Union education;

All Australian workers have the right to join a Union, to meaningful Union representation, to participate collectively in workplace issues, and to collectively bargaining through their Union.

i) the right to address new employees about the benefits of Union membership at the time that they enter employment;

In order for these rights to be meaningful employers must respect them and take steps to give them practical effect. Organising rights should be available to all Australian workers and should be supported by employers. These rights include: a) the right to join a Union, free of employer harassment or intimidation; b) the right to collective bargaining and collective participation in workplace issues; c) the right to meet with Union officials and fellow members at work; d) the right to consultation on change and representation by the Union; e) the right to the provision of information about the workplace and workforce; and f) protections and recognition for Delegates.

Charter of Delegates’ Rights Workplace Union delegates hold a vital position in the Union. The Union delegate has the key role of representing the collective and individual hopes, aspirations and needs of their work colleagues. They are critical to the improvement of pay, employment conditions and health and safety. Accordingly, Union delegates shall have: a) the right to be treated fairly and to perform their role as Union delegate without any discrimination in their employment; b) the right to formal recognition by the employer that endorsed Union delegates speak on behalf of Union members in the workplace; c) the right to bargain collectively on behalf of those they represent; d) the right to consultation, and access to reasonable information about the workplace and the business; e) the right to paid time to represent the interests of members to the employer and industrial tribunals;

g) the right to reasonable paid time off to participate in the operation of the Union;

j) the right to reasonable access to telephone, facsimile, photocopying, internet and e-mail facilities for the purpose of carrying out work as a delegate and consulting with workplace colleagues and the Union; k) the right to place Union information on a notice board in a prominent location in the workplace; l) the right to take reasonable leave to work with the Union.

Union Education Recognising the important role education plays in creating fair workplaces, Unions will: a) review their education activity to ensure that it is appropriate, flexible and suited to the needs of delegates and activists. Education programs must continue to be an integral part of organising activity within Unions; b) continue to make education programs an integral part of organising activity within Unions; c) encourage Union organisers to recognise the integral role they have in developing and educating activists; d) share initiatives in the development of new techniques and curriculum with the ACTU Organising Centre so that the whole movement can benefit from these improvements; e) encourage educators to reinvent their role so that they become a resource to organising as well as the person delivering training; f) consider ways to increase the number of members who receive Union education, including internal training of activists; g) allocate significant resources to Union education; h) review members’ access to Union training leave. Where possible, insert and strengthen these provisions in industrial instruments. Extracts from ACTU Organising Rights, Charter of Delegates’ Rights & Workplace Education Policy, as presented to 2009 Congress

EdU October 2009 IEU(SA)

Independent Education Union South Australia 213-215 Currie Street Adelaide SA 5000 Phone (08) 8410 0122 Country caller 1800 634 815 Fax (08) 8410 0282 enquiries@ieusa.org.au www.ieusa.org.au