Western Teacher - Volume 49.2 - February 2020 by SSTUWA

Volume 49.2 February 2020

The State School Teachersâ&#x20AC;&#x2122; Union of W.A. (Inc.)

Key things beginning teachers should know pg 10, 29

sstuwa.org.au

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Features

Volume 49.2 February 2020

In this edition Correspondence:

The Editor, PO Box 212 West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000

2020 Publishing Dates Deadline Distributed 25 November 17 January 28 January

21 February

3 March

27 March

28 April

22 May

Print post publication 100004470 | $4.95 ABN: 544 780 946 35

2 June

26 June

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 James Street, Northbridge WA. February 2020.

6 July

31 July

10 August

4 September

7 September

2 October

2 November

27 November

Member Assist:

Ph: 9210 6060 memberassist@sstuwa.org.au

Cover: Beginning teachers Phoebe Crofts, Tiana Samuels and Shannon Murray. For more key things new educators should know, see pages 10 and 29. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher

Find us on Facebook facebook.com/sstuwa

In this edition

Dates are subject to change

Private school funding triples public schools'.......................................................6 Aboriginal and Torres Strait Islander preschool enrolments fall..........................8 TAFE essential for a strong economy.........9 Key things beginning teachers should know..........................................................10 Keeping you covered to and from work....12 Beyond the bushfires: what can teachers do?.............................................13 Know your rights: Teachers' working day...14 A breath of fresh air..................................18 OECD says three in four Australian students do not try on PISA tests.............20 International Women's Day and Harmony Week 2020.................................24

Regulars

From the President.....................................5 From the General Secretary.......................7 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34

Advertisements in Western Teacher are the responsibility of advertisers. While Western Teacher makes reasonable efforts to ensure that no misleading claims are made by advertisers, responsibility is not accepted by The State School Teachers’ Union of W.A. (Inc.) for statements made or the failure of any product or service to give satisfaction. Inclusion of a product or service should not be construed as an endorsement or recommendation by The State School Teachers’ Union of W.A. (Inc.)

Western Teacher is the official publication of The State School Teachers’ Union of W.A. (Inc.)

Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n

BARRIE BENNETT

Instructional Intelligence Building Instructional Expertise for the Classroom

An SSTUWA project in collaboration with Barrie Bennett © B. Bennett, The State School Teachers’ Union of W.A. (Inc.)

Instructional Intelligence

Effective Group Work

Classroom Management

Graphic Intelligence

Dr Barrie Bennett is an internationally renowned educational expert and emeritus professor at the University of Toronto. His books cover a range of interrelated topics that support effective teaching and learning. Members can access special pricing on the series.

Place your order at sstuwa.org.au/shop Western Teacher February 2020

From the President

Increased funding and fee cuts benefit students By Pat Byrne President

GA 2019 update The SSTUWA has received a second offer from the department, which is under consideration by Executive. The department is seeking a formal response from the union by 28 February. While some significant in-principle progress has been made, concerns remain. Executive has requested SSTUWA negotiators to continue negotiations to resolve these concerns. These include the use of DOTT time, the definition of the school day, ICT issues and union rep time.

Funds DO matter Yet again the PISA results from 2018 are being used to push various barrows and agendas about education in Australia. Especially prevalent is a comparison to Estonia. Now Estonia (population 1.3 million) has one quality with which the SSTUWA heartily agrees – a free education is actually free. Estonian students also complete a large percentage of their assignments online. Some of our schools will be envious about that when they can’t even get an IT upgrade to make use of additional bandwidth they are being promised. While here in Australia companies are trying to scare parents into paying for extra books to get better NAPLAN results, there are no costs for text books in Estonia. While under our Commonwealth-state funding agreements politicians are sneaking school bus costs into the school budget instead of funding them separately, there are no such costs in Estonia.

The federal education Minister Dan Tehan tries to claim PISA results show funding isn’t the issue. Conveniently he ignores the fact that, as AEU President Correna Haythorpe recently said: “Western Australia and the ACT, the jurisdictions at the top of Australia’s PISA 2018 table for all three domains – reading, maths and science, are also the only jurisdictions in Australia where public schools were fully funded at or above 100 per cent of the SRS for 2018.” As those examples demonstrate school funding most certainly IS the issue. Needs-based funding is the way forward. Australia should simply not be directing immense amounts of taxpayer money to private schools. What do they do in Estonia? Well, there are no private schools, so all the funding goes to the state system. As this article (bit.ly/2u4sEJv) says, there are many reasons to question the value placed upon PISA results. What should most definitely not happen are policies being developed based on those results that fail to recognise the true problem with education in Australia – far too much funding for private schools that don’t need more money, and not enough for state schools that do.

Keep cutting TAFE fees Students flocking to TAFE courses which have had fees cut shows the way forward for the state government to deliver on its promise to create jobs and strengthen WA’s economy – keep cutting TAFE fees;

in fact get rid of some fees altogether. The SSTUWA lobbied long and hard for the state government to cut TAFE fees and welcomed those fee reductions. Now people have voted with their feet to sign up for courses – that should inspire a new round of fee cuts. Indeed, the SSTUWA urges the government to go one step further and remove fees altogether for some courses. Industry wants a properly trained workforce and students want real skills to get real jobs. This is the way forward for WA. The SSTUWA also urges the state government to ensure TAFE has the funding required to ensure lecturers are secure in their jobs, are freed from red tape and able to get into classrooms, workshops and lecture theatres to share their knowledge with students.

In memoriam As this issue of Western Teacher went to press, the SSTUWA received the sad news of the passing of a much respected friend and former union colleague, Ann-Marie Heine. Ann-Marie was the first woman to hold the position of SSTUWA general secretary, which she did from 1984-87. The SSTUWA staff and its members would like to pass on our condolences to AnnMarie’s friends and family. A more detailed article on Ann-Marie and her involvement with the SSTUWA will appear in the next issue of Western Teacher. Western Teacher February 2020

Issues

Private school funding triples public schools' The Productivity Commission’s annual Report into Government Services (ROGS) into childcare, education and training has shown that per-student total government recurrent funding to private schools has grown at 3.3 times the rate of public school funding over the last decade. The report showed that annual perstudent growth in total government funding for private schools in 2017/18 was 3.4 per cent, compared with only 1.5 per cent for public schools. According to ROGS, non-government school funding per student has grown 3.3 times faster than public school funding per student in the last decade, a gap that has widened further in the last year. In the 10 years to 2017-18, government funding for non-government schools rose by 35.2 per cent. Per-student government funding for public schools was only increased by 10.6 per cent in the same period. Australian Education Union Federal President Correna Haythorpe said the policies of the Morrison Government had entrenched the gap in funding growth between public and private schools. She said that under the Federal Coalition, 99 per cent of public schools would be funded at less than the Schooling Resource Standard (SRS) by 2023, while 100 per cent of private schools would be funded at or above this benchmark.

“Public school student enrolments are soaring, yet the Morrison Government is ignoring the needs of two thirds of Australia’s school students by refusing to provide equitable funding for public schools. “This is patently unfair to Australia’s 2.6 million public school students, who deserve a high-quality and well-resourced education.” Ms Haythorpe said the report was further evidence that the Morrison Government’s school funding legislation entrenched inequality, favoured private schools and denied public schools the vital resources needed for Australian students. “ROGS clearly shows that while government funding of private schools grows year after year, growth in government funding of public schools has actually gone backwards in relation to that of private schools,” she said. “This is an appalling situation. Where is the equity? “Public school funding has been growing at a slower rate than that of private schools for a decade.” According to ROGS, in 2017-18 total government expenditure on VET fell by $252 million to a total of $6.02 billion, a decline of four per cent from the previous year.

“ROGS shows once again that perstudent growth in government funding for private schools last year was more than three times greater than that for public schools,” Ms Haythorpe said.

This is the lowest real terms spend in any year of the last decade. Additionally, total annual hours of training provided by government expenditure continued to fall to $36.4 million, a decline of 6.4 per cent from last year and of 30.6 per cent from the 2012 peak.

“It also showed government funding for public schools has grown by only 11 per cent over the last 10 years, whereas government funding for private schools has grown by 35 per cent.

“This report demonstrates yet again that the Morrison Government’s agenda is to strip funding from TAFE and privatise vocational education in Australia,” Ms Haythorpe said.

Western Teacher February 2020

“The Morrison Government has been nothing short of a disaster for TAFE and for vocational education. TAFE funding cuts have had a devastating impact on our students, our communities and TAFE staff. “In addition to these cuts to TAFE and VET, in October 2019 the Morrison Government stripped $4 billion from the Education Investment Fund, and failed to spend nearly $1 billion in funding allocated for TAFE and training programs. “It is clear that the Morrison Government fails to appreciate the vital role that TAFE graduates play in keeping the Australian economy operating, especially in tough economic times. TAFE is instrumental in providing high quality vocational education for students and must be prioritised as the strong public provider. “This report shows that in 2018 Mr Morrison cut more than a quarter of a billion dollars in funding from TAFE and VET budgets, and that hours of provision funded by the government are now at an all-time low. “The Morrison Government must commit to providing preschools, schools and TAFE with the funding and resources they need to provide a high quality education for all students.”

Getting organised for a new year

From the General Secretary

By Mary Franklyn General Secretary

New legal services With every new year there can be new challenges and when times get tough, we’ve got you covered and so does Eureka. The SSTUWA is proud to be partnering with Eureka Lawyers, a firm dedicated to fighting for workers, their families and the unions who represent them. As a member of the SSTUWA, you have access to a wide range of legal services, including: wills – $150 covered; estate planning, probate and administration – initial appointment free, further fees below standard rate. To arrange a consultation contact Member Assist on (08) 9210 6060, 1800 106 683 or email memberassist@sstuwa.org.au

Workers' comp top up One of the great SSTUWA benefits for school leader members is workers' compensation payments that are topped up to match your actual salary. Just one reason that being a member when you are leader makes great sense. For example: Principal X, SHS level 6.4, injured at work Weekly salary $3,292.15 Government workers' comp (WC) payment, public sector Max weekly WC payment $2,619.70 SSTUWA WC insurance top up Weekly payment

$672.45

This example would be for a large metro school and doesn’t include any allowances. The top up does cover allowances, too, if part of normal salary.

Safe workplaces School safety continues to be on the forefront of our agenda for 2020. Ensuring

violence has no place in our schools and keeping schools safe sanctuaries of learning, remains our priority. As we enter the beginning of a new school year, we must continue to strive to be vigilant and look out for the wellbeing of our students and colleagues. Remember to report, record and resolve workplace incidences. Find your enclosed copy of our Safety is Our Priority poster in this edition of Western Teacher.

Getting organised As we start the year afresh it’s time union members at your worksite gather to establish and organise your SSTUWA school/college branch. Getting Organised 2020, our support pack for electing union and OSH representatives, establishing branches, joining union committees and nominating State Council delegates, has been sent to every relevant worksite in our WA schools. Print and digital versions of these packs were included in the January edition of Western Teacher.

clauses from the Agreement and Award. They are a great refresher when we start to feel a little vague about our teaching privileges. We cover face to face teaching, DOTT time, professional development, staff meeting requirements, parent meetings, internal relief and more.

We’ve got you covered Our Journey Cover policy not only covers you if you have an accident whilst travelling to or from work, but our insurance now goes one step further. We now also provide members with cover during lunch breaks, should an injury fall outside of workers’ compensation cover. With Journey Cover, you may be entitled to a benefit for lost income. For more information about our Journey Cover policy, turn to page 12.

Education and Training Centre Continuing your professional development journey in teaching is imperative to staying current and focused throughout the year.

You can also find more information and relevant forms at sstuwa.org.au/GO20

Here at the SSTUWA we’re proud to provide high quality industrial and professional training.

In numbers we grow in strength, and in strength we can achieve anything.

This year the ETC is running the Top 100 Tips in 10 Hours for early career teachers.

Teachers' working day As a new school term commences it can be easy for us to focus on our commitment to students in our day to day teaching and forget about our rights and entitlements. Prioritise your time for your health and safety. Pages 14-16 of Western Teacher feature our Know Your Rights spread, covering

It covers all the vital aspects from what to expect in your first year, from instructional strategies to how to use data in your classroom. This online learning opportunity will run throughout the year and is ideal for both primary and secondary educators. Turn to page 28 to find out more information and book your sessions today. Western Teacher February 2020

Issues

Aboriginal and Torres Strait Islander preschool enrolments fall The lack of commitment by the Morrison Government to address the serious issues of inequality apparent between Aboriginal and Torres Strait Islander people and other Australians has been highlighted yet again by the most recent Closing the Gap report.

“We know that when Aboriginal and Torres Strait Islander children attend high quality preschool and early childhood education programs, they are more likely to thrive at school and later on life,” Ms Haythorpe said.

The most concerning example of this lack of commitment is the drop in the Early Childhood Education (ECE) enrolment target.

“This regression against the ECE enrolment target is particularly concerning because of the impacts lack of access to and attendance in high quality ECE programs will have on people’s lives well into the future.

The target of having 95 per cent of Aboriginal and Torres Strait Islander fouryear-old children enrolled in ECE by 2025 was achieved in 2017, yet fell to only 86.4 per cent in 2018. This compares with the 91.3 per cent attendance rate for other children.

“The skills and abilities children develop in preschool lead to stronger academic performance through school, a greater likelihood of undertaking further education.

Australian Education Union Federal President Correna Haythorpe said that education had a transformative effect in children’s lives by addressing inequality.

“Preschool also improves cognitive, social and emotional outcomes, and is important in providing a strong foundation for learning.”

She said that falling Aboriginal and Torres Strait Islander ECE enrolment rates were of particular concern, as preschool was such a fundamental foundation for future achievement.

Ms Haythorpe said that it was essential that the Morrison Government commit to guaranteeing ongoing funding for Universal Access to preschool for all three- and four-year-old children.

She said that Australia was only one of 11 countries in the world that did not fund two years of ECE for children in the years before school. “The Morrison Government’s significant under-investment and lack of strategic direction in ECE will impact Aboriginal and Torres Strait Islander children the most,” Ms Haythorpe said. “The 2020 Closing the Gap report to Parliament highlights almost a decade of Federal Coalition Government apathy and failure in the area of Aboriginal and Torres Strait Islander policy. Four of the original seven targets expired in 2018 – and five of those targets are not on track. “Programs initiated by this government, such as the failed Remote School Attendance Strategy, have had no impact on school attendance.” Ms Haythorpe said programs such as the Vocational Education Training and Employment Centres also had no impact on Aboriginal and Torres Strait Islander employment. “Further, the Morrison Government’s bilateral school funding agreements, which cap its contribution to public school funding to the states and territories, have ensured continued under-resourcing in areas that need it most,” she said. “Whilst we recognise Minister Wyatt’s commitment to shaping a new approach to engaging with Aboriginal and Torres Strait Islander organisations through the Closing the Gap Refresh process, we call on the Minister to work closely with Aboriginal and Torres Strait Islander education leaders, communities and their representative bodies in the education sector, to ensure the process is informed by their expertise.”

Western Teacher February 2020

TAFE essential for a strong economy

TAFE

The Morrison Government’s policy objectives, which strip funding from TAFE and privatise vocational education, are causing lasting damage to the Australian economy which will take decades to fix. A recent Mitchell Institute analysis of vocational education funding has shown that investment in the sector has dropped to its lowest level since 2008, leaving Australia short of qualified workers in fields including aged care, childcare, mental health and nursing workers. Since being in government the Federal Coalition has: • Overseen 140,000 fewer apprentices now than when it was elected, and cut $3 billion from vocational education funding. • Slashed $3.9 billion (in October last year) from the Education Investment Fund, money intended to be invested in desperately-needed infrastructure improvements in the TAFE and higher education sector. • Failed to spend nearly $1 billion budgeted for a series of TAFE apprenticeship, skills and training initiatives between 2014-15 and 201819, as revealed early last year. Australian Education Union Federal President Correna Haythorpe said that the Morrison Government’s political agenda and funding cuts to TAFE was directly responsible for this pressure on the sector. “The Morrison Government has been nothing short of a disaster for TAFE and for vocational education. TAFE funding cuts have had a devastating impact on our students, our communities and our TAFE staff,” she said. “Recently we have seen the prime minister strip $4 billion from the Education Investment Fund, and fail to spend nearly $1 billion in funding allocated for TAFE and training programs. “Last year Mr Morrison cut $325.8 million in funding from TAFE budgets, equivalent

to almost 11 per cent of total federal funding to the sector. The Morrison Government is determined to execute its agenda which deprioritises TAFE. “This is a shameful record of neglect of TAFE, the public vocational training institution which has proudly given generations of Australians their chance at a career or an opportunity to retrain. “Despite the clear and undisputed benefits that a fully funded high quality public TAFE sector provides our economy and our society, there has been a concerted and continual drive from the Morrison Government to marginalise vocational education and deprioritise TAFE. “The Australian economy needs all the help it can get to break out of its current doldrums. The road back to economic prosperity and opportunity is dependent on TAFE being at the heart of a strong, public vocational education sector. “Mr Morrison must immediately reverse course and invest in TAFE as the primary public provider of high-quality vocational education in Australia." Ms Haythorpe said that TAFE must remain a strong public provider of vocational education in Australia. She called upon the Morrison Government to:

• Guarantee a minimum of 70 per cent government funding for the sector to the public TAFE system. In addition, no public funding should go to private forprofit providers, consistent with other education sectors. • Restore funding and rebuild the TAFE system, to restore confidence in the quality of the courses and qualifications and the institution. • Abandon the failed student loans experiment, and cancel the debts of all students caught up in private for-profit provider scams. • Re-invest in the TAFE teaching workforce and develop a futurefocused TAFE workforce development strategy in collaboration with the profession and unions. • Develop a capital investment strategy in consultation with state governments, to address the deplorable state of TAFE facilities around the country. • Support a comprehensive independent inquiry into TAFE. “All governments have a fundamental responsibility to Australian students to ensure that TAFE remains public, strong, vibrant and fully funded,” Ms Haythorpe said. Western Teacher February 2020

New educators

Key things beginning teachers should know By Natalie Blewitt Growth Team coordinator

The SSTUWA has early career teachers covered. From support, journey cover, professional development to entitlements, the SSTUWA has worked hard to ensure a range of rights and entitlements are available for beginning teachers. Your rights, entitlements and responsibilities as a public school teacher in Western Australia are laid out in the School Education Act Employees’ (Teachers and Administrators) General Agreement 2017 and the Teachers (Public Sector Primary and Secondary) Award 1993. Both the General Agreement and the Award are documents negotiated between the SSTUWA and the Department of Education (DoE), and are registered in the Western Australia Industrial Relations Commission. These documents apply across all Western Australian public schools irrespective of Independent Public School status.

Graduate teacher curriculum materials allowance A curriculum materials allowance is available to support contracted first year graduate teachers in acquiring personal curriculum materials. Primary and district high school graduate teachers have access to $150 and secondary graduate teachers have access to $78. You should use your own professional judgement to choose the materials suited to your needs and the materials purchased will belong to you. You will need to produce receipts to your school to be reimbursed. Funding for the graduate teacher curriculum materials allowance is allocated directly to your school once the department is notified of your appointment.

Graduate Teacher Allowance Full time graduate teachers will receive an allowance of $1,600 per year for each of their first two years. Part time teachers 10

Western Teacher February 2020

will receive this allowance pro rata. Each annual allowance is paid according to the term of employment and is paid as soon as practicable after commencement of employment. This allowance is paid directly to you through payroll.

Graduate release time Graduate teachers in their first year are entitled to 0.05 FTE (full-time equivalent) per week of additional non-contact time. While it is expected that this time allocation is available to graduates on a regular basis, up to 2.5 days a term can be accumulated to accommodate different contexts and needs.

Graduate teacher professional learning program Over the first two years of teaching (or longer if working casual or part-time),

graduate teachers are required to participate in structured professional learning designed to build skills, effectiveness and confidence. Seize these opportunities to sharpen and refine skills, network and advance in your career. These modules comprise of four two-day professional learning sessions. Modules one, two and three are completed sequentially while the fourth module may be accessed at any time within the first 30 months of teaching. All graduate module participation by contracted teachers is entitled to be paid; funding for two days per module is allocated to your school. This includes modules completed online, on weekends and during school holidays. All contracted graduate teachers – including those completing graduate modules in regional areas on Friday afternoons and Saturdays – should be paid for two days per module completed.

New educators

Graduate teacher contingency allowance

Student killed in wheelchair incident

Modules are often held in regional areas to accommodate regionally placed teachers. Contracted graduate teachers required to travel to attend modules are entitled to have their travel and accommodation expenses paid for. This allowance covers the cost of the trip to your nearest regional centre to attend the graduate module.

By Joy Barrett OSH organiser

A seven-year-old student from Warringa Park School in Hoppers Crossing, Victoria was killed in late 2019 when his wheelchair toppled over the base of a ramp designed to give him safe access and egress.

Graduate teacher collegial support program The free in-class coaching program is one model of collegial support provided by Statewide Services. Graduates may engage with a trained graduate teacher coach for one semester of individualised support (if in their first or second year of teaching). This program is confidential and non-evaluative and will prompt reflection against the Australian Institute for Teaching and School Leadership standards. If you are having difficulty accessing any of your rights and entitlements, donâ&#x20AC;&#x2122;t forget to speak to your union representative. Further advice can also be accessed through our friendly team at Member Assist. You may also wish to connect with other early career teachers through the New Educator Network. This group provides the advice, support and networking

He suffered severe head injuries and sadly died four days later. The school caters for students with intellectual disabilities.

opportunities new educators need at the early stages of their careers. To find out more, contact the team at neweducator@sstuwa.org.au or find us on Facebook.

New Educator Network - WA

Following a lengthy investigation, WorkSafe Victoria has charged the Victorian Department of Education and Training with breaching Duties of employers to other persons, section 23 of the Victorian OSH Act. WorkSafe Victoria alleges that the department failed to maintain the ramp, failed to document the appropriate risk management strategies for the mobility requirements and supervision of its students. Additionally, they failed to properly train teachers in the documented supervision of children. The matter was due to be heard in the Melbourne Magistrate Court earlier this month.

Recommended action for WA schools The SSTUWA advises that schools must contact the Department of Education if they have any concerns about the condition or suitability of any ramps, steps, stairways or other means of access and egress within their school for urgent inspection and attention. There are legal requirements for the dimensions and gradients of access ramps designed for persons with mobility issues. Some of our older public schools may well have noncompliant wheelchair access ramps which could give rise to student, staff or visitor injuries.

Western Teacher â&#x20AC;&#x192;â&#x20AC;&#x192; February 2020

Member benefits

Keeping you covered to and from work By Natalie Blewitt Growth Team Coordinator

There are a number of reasons why people join and remain a member of the SSTUWA. During the year, we will be highlighting some of the reasons why SSTUWA membership is so important. In this edition, we will be taking a closer look at Journey Cover. If you have an accident whilst travelling to, or from, work that results in your inability to work, you may be entitled to a benefit for lost income. Journey Cover Insurance is provided to all financial members of the SSTUWA. The SSTUWA Journey Cover insurance policy has been designed to provide cover for members during their commute between work and home. Workers’ Compensation does not cover accidents to and from work. This covers the gap in Workers’ Compensation cover, giving peace of mind that in the event of an injury, members can expect income protection.

the use of motor vehicles, bicycles, motorcycles, trains and walking. Journey Cover insurance now goes a step further to provide members with cover during lunch breaks, should an injury fall outside of Workers’ Compensation cover. It is important to note that members are not required to firstly exhaust their annual leave or sick leave before receiving weekly benefit payments under the Journey Cover policy. The SSTUWA Journey Cover policy has a nil excess period, allowing payments to start immediately following the acceptance of a claim. Should a member take sick leave or other paid leave and entitlements until the claim is accepted, Journey Cover will reimburse the employer so the leave entitlements are reinstated.

Cover can apply to a variety of commuting methods including, but not limited to,

Members are advised to contact SSTUWA Member Assist as soon as possible

Rosemary Richards was a proud feminist, unionist and educator. A trailblazing leader, she was committed to advancing gender equality across the AEU.

project, research or study experience that will increase her skills and experience in the union’s work at a state/territory, national or international level. By extension, it should also support the AEU’s women members.

following a potential claim – and before electing to take annual leave or sick leave – for additional information and advice. Journey Cover is another example of how the SSTUWA has got you covered! This information is a general summary and is not part of the insurance agreement. This material is to be read in conjunction with, and does not override the current policy wording and/or schedule.

Rosemary Richards Scholarship 2020 In her memory, the Rosemary Richards Scholarship continues her legacy by building the capacity of women as activists and leaders. Applications are now open for the 2020 Rosemary Richards Scholarship, of which SSTUWA women members are eligible for. This is an opportunity for an AEU woman member with an idea for an innovative 12

Western Teacher February 2020

The scholarship is valued at $10,000 and is intended to cover all project expenses including, but not limited to, travel, attendance at conferences, workplace visits, training and developmental opportunities, work-shadowing, research, project design and implementation.

All women AEU branch or associated body members are strongly encouraged to apply. All applications are to be sent to the SSTUWA office and will be considered against the selection criteria. One application from WA will be endorsed by the SSTUWA selection panel and forwarded to the AEU Federal Office. Application forms and further information are available by visiting bit.ly/2UiDPce The submission deadline for application forms is 1 May 2020.

Professional

Beyond the bushfires: what can teachers do? By now more than three million Australian students will have returned to school, ready to start a new year. But, amid the packed lunches and book bags, many may have also returned with a sense of anxiety and confusion in the aftermath of Australia’s devastating bushfires. With fires affecting Australia’s mainland states – South Australia, New South Wales, Victoria, Queensland and Western Australia – teachers around the nation may be seeking support to help them care for children who have been affected by the disaster. University of South Australia’s Professor Marjory Ebbeck, an expert in early childhood education, said the role of teachers was critical for children, especially in times of uncertainty or trauma. Professor Ebbeck said teachers are one of the most trusted, reliable and safe adult figures to a child, beyond their immediate family. With the school term just underway, many teachers could be feeling underprepared. “Some families will have suffered major loss and trauma – lives, homes and communities have been destroyed – in these instances, children’s trauma reactions may be presenting in disrupted sleep, loss of appetite, withdrawal from activities, and even aggression,” Professor Ebbeck said. “In times of stress, children look to their significant adults – which includes teachers – to guide them, so having the right information on hand is imperative.”

child. Regular contact with the family and about how their child is doing will also be important; teaching often extends beyond helping the child, to helping the family. • Check that children are drinking and eating. Children affected by the fires or other trauma may not feel like eating, and they can become dehydrated if they do not drink enough fluids. • Continue to observe children closely and work out an individual learning and support plan if needed. Children will differ in their responses to the fires and an adjusted plan may be beneficial for a time. • Encourage children to talk about their emotions. When children feel safe, they’re more likely to express emotions. Understand that avoiding talking about a stressful topic is also normal for children. • Show sensitivity to the needs of individual children. Help them understand that it is okay to feel frightened or angry. Follow the lead of the child and listen to them if they talk about their emotions. • Give children opportunities to express their emotions through drawing, painting and other art forms such as modelling and collage work. Similarly, children may choose to play out their fears through dramatic play.

• For young children, this should be undirected with the child spontaneously playing out what is important to them. Privacy is important and creating makeshift cubby houses could help. • For younger children, include books that deal with emotions in story time, then discuss the acceptance of emotions and ask whether the children have felt this way. • Encourage children to play freely with their friends as this can help them create a sense of normalcy to release emotions and enjoy needed friendship. Professor Ebbeck said a child suffering trauma could take a long time to return to some form of well-being and optimism and would need ongoing care. “Sustained support is going to be essential for children and their families,” she said. “Teachers have a unique role in that they can provide stability and routine when other aspects of a child’s life are tenuous. “Australia’s teachers must be commended for the work that they do now, and in times of stress. “These days, our teachers are so much more than an educator – they’re educarers, and so often a haven for children in an increasingly unpredictable world.”

For children who are struggling in the aftermath of the fires, Professor Ebbeck recommended teachers: • Contact families to assess what their individual situation is, how they can be supported and what may help their Western Teacher February 2020

Industrial

Know your rights: Teachers' working day Teachers – Face to face teaching Teachers Award 1993 Clause 13 13(1)

A teacher shall not be required to teach in excess of the maximum standard number of hours per week of face to face teaching.

General Agreement 2017 Clause 10 10

Teachers – Face to Face Teaching

For the purpose of internal relief, nothing in Clause 13 – Teachers – Face to Face Teaching of the Award prevents a teacher from agreeing to teach hours that exceed the weekly maximum.

Current face to face hours

Teachers – Duties other than teaching (DOTT) time

13(4)

Teachers Award 1993 Clause 14

Effective from the commencement of the 2011 school year, the maximum number of hours of face to face teaching is as follows: (a) Secondary 21 hours and 20 minutes per week (b) Primary 21 hours and 50 minutes per week (c) Pre-Primary 21 hours and 20 minutes per week

13(5)

All contact/form classes will be considered face to face teaching time for the purpose of calculating teachers’ hours.

Western Teacher February 2020

Current DOTT time 14(2) (b) Effective from the commencement of the 2011 school year and in addition to face to face teaching hours, the following periods of time (exclusive to recess and lunchtime) are provided to teachers: i.

Secondary – 320 minutes

ii. Primary – 240 minutes iii. Pre-Primary – 320 minutes 14(3)

It is recognised that the purpose of DOTT time is to undertake duties as provided in clause 12(1) of this Award. The priority use of DOTT time is for teachers to focus on teaching, learning and assessment.

Industrial

Teachers – Duties, responsibilities and attendance hours Teachers Award 1993 Clause 12 12(1)

Consistent with clause 6(3), the Parties acknowledge that the duties and responsibilities of teachers consist of a number of elements, including: (a) instruction of students; (b) supervision of students; (c) preparation of lessons; (d) marking of students’ work; (e) reporting to parents; and (f) other activities and duties undertaken to enrich the educational experiences of students or to ensure the efficient management of the school.

Union position It is the union’s position that DOTT is the teacher’s time to carry out any activities they deem necessary to prepare for their classes, for example: Preparing materials.

Primary teachers Time (in tenths)

Teaching (mins/week)

DOTT (mins/week)

Total (mins/week)

1.0

1310

240

1550

1179

216

1395

1048

192

1240

917

168

1085

786

144

930

655

120

775

524

620

393

465

262

310

131

155

Planning lessons. Finding resources.

Before school

Professional reading.

The 1928 Education Act said “teachers need to be present at school 15 minutes before the commencement of the school day.” This regulation remains the union position as it reflects good custom and practice.

Setting up for lessons. Record keeping/report writing. Activities like curriculum and policy writing, parent meetings, working with individual or small groups of children, coordinating special programs and in-servicing workshops should be allocated additional time. Custom and practice dictates that DOTT must occur within the school day which is determined by the student instructional day.

Teaching and DOTT time Kindergarten/Pre-Primary/Secondary teachers Time (in tenths)

Teaching (mins/week)

DOTT (mins/week)

Total (mins/week)

1.0

1280

320

1600

1152

288

1440

1024

256

1280

896

224

1120

768

192

960

640

160

800

512

128

640

384

480

256

320

128

160

Refer to the SSTUWA before school: duty of care and requirement to open classrooms information sheet.

Yard duty The SSTUWA position is that yard duty be shared by all teaching staff including administrators in a fair and equitable manner. If members feel that this is not occurring please refer to the grievance resolution procedure (Clause 43 in the General Agreement 2017). Duty in Kindergarten and Pre-primary should be shared amongst all teaching staff.

Rest breaks The SSTUWA recognises that the employer, under occupational safety and health legislation, is obliged to provide a safe and healthy workplace, including safe systems of work. Failure to provide reasonable breaks may cause fatigue, soft tissue injuries, stress and other health problems such as bladder infections. It may also make other health conditions such as diabetes harder to manage. Disputes about breaks can be dealt with as an occupational safety and health issue. The principal has a duty to ensure all staff are able to have a reasonable break during the day. Other school staff such as education assistants, cleaners, gardeners and office staff do have designated time for breaks which are detailed in their awards. (Continued on page 16) Western Teacher February 2020

Industrial not ordinarily work, and the teacher agrees, the teacher will be paid for the time they are required to attend.

(Continued from page 15)

Professional development (PD) SSTUWA advice There is no requirement to do PD outside of school time and outside of the required staff meeting time (five hours per term). Where an educator chooses to do PD outside of school time and outside staff meeting time, then they should be paid (at the external relief rate) or provided with time off in lieu (TOIL).

Averaging The averaging of class sizes, DOTT, internal relief, face-to-face teaching, etc is totally unacceptable. It is an attempt to reduce members’ hard won rights and working conditions. If you are facing this situation contact Member Assist immediately.

Staff meetings

Parent interviews/parent meetings/camps/music and drama festivals General Agreement 2017 Clauses 9.5 to 9.6 9.5 (a) Teachers are required to conduct up to two formal interviews/meetings with parent/carers outside the normal school day or normal operating hours each year to discuss students’ progress. (b) The agenda, venue and timing of these meetings will be determined in full and proper consultation with staff. The final responsibility to ensure meetings occur rests with the Principal. 9.6

General Agreement 2017 Clauses 9.3 and 9.4 9.3 (a) The Principal can require teachers to attend whole of staff meetings outside student instruction time totalling five hours per term. These meetings will be used for collaborative purposes to improve the school’s performance. Whole of staff meetings may include meetings of groups of teachers working in phases of learning or learning areas. (b) The agenda, venue, frequency and timing of scheduled meetings convened under this clause will be determined in full and proper consultation with staff. Equity considerations such as family responsibilities, professional and personal development commitments and the flexible hours arrangements will be considered in the decision making process. (c) The responsibility to ensure whole of staff meetings occur rests with the principal. (d) Staff who cannot attend a scheduled whole of staff meeting will be provided with access to agendas, minutes and tabled documents. 9.4

A part-time teacher cannot be required to attend a staff meeting or School Development Day on a day the teacher would not ordinarily work. Where the principal requests a part-time teacher to attend on a day the teacher would

Payment or time off in lieu (TOIL) may be considered for agreed work undertaken outside of official student instruction time for such activities as school camps, music and drama festivals and performances; and parent interviews in excess of those specified in clause 9.5.

Internal relief General Agreement 2017 Clause 24 24.1

If a permanent or fixed-term contract employee is required to undertake internal relief face to face teaching duties in excess of the weekly maximum – identified in Clause 13 – Teachers Face to Face Teaching of the Award, the applicable rates of pay in Schedule A – Salaries of this Agreement will apply.

24.2

The internal relief rates are an additional payment to compensate for a corresponding decrease in the weekly allocation of DOTT time as provided for in Clause 14 – Teachers – Duties Other Than Teaching (DOTT) Time of the Award.

24.3

Internal relief rates are calculated in accordance with the formula prescribed in Clause 23 – Payment of Salaries, subclause (5) of the Award.

Union position If a school has made every effort to obtain external relief without success, relief duties undertaken by teachers must be distributed equitably.

How can we help you? Have an industrial, legal or workers’ compensation issue? The team in Member Assist is ready to answer your question, assist with your issue, or refer you to a specialist.

You can also visit the members tab at sstuwa.org.au to access the full series of Know Your Rights information sheets detailing your rights and entitlements and offering union advice. You’ll also find the Little Red eBook here.

Member Assist 9210 6060 | 1800 106 683 memberassist@sstuwa.org.au 16

Western Teacher February 2020

SSTUWA Member Assist Prompt, professional advice

SSTUWA app

Download the SSTUWA app

Access Know Your Rights, your membership card, training history and more in the palm of your hand. Available now in the App Store and Google Play. Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) ABN: 544 780 946 35. 2017.

Western Teacher February 2020

Lynette Virgona Scholarship

A breath of fresh air By Kristy Brown

TAFE lecturer and SSTUWA member Kristy Brown was the 2018 recipient of the Lynette Virgona Memorial Scholarship. Here Kristy writes about what she learnt about herself and teaching from the professional development she undertook last year as part of the scholarship. When I tell people I’m a TAFE lecturer, I always get the same response: “The holidays must be great.” Yes, the holidays are great. Without them, I wouldn’t have the time to pick up the crumbling remains of my mental and physical health to rebuild to face another year of teaching! I think it is fair to say that a majority of teachers give everything to their jobs and receive very little gratitude in return. But teachers don’t teach to receive gratitude, I hear you say. And that is why a half-day of professional development (PD) with Marg Pontin (pictured right, standing left of Kristy) in Non-Violent Communication (NVC) was a breath of fresh air for me and nine of my colleagues. During the busiest time of the year, when we were all feeling burnt out and trying to make it to Christmas before collapsing into a heap, Marg told us it was okay to want to be appreciated.

manipulated, let down, taken for granted, unappreciated and pressured are all unclear in meaning and can cause or increase disagreement or conflict with others. Marg called these words faux feelings and, if I’m honest, I may be a tiny bit guilty of using some of those words in the workplace and my personal life (apologies to my husband!). Now that I had the words to communicate clearly, I could move to the next step of NVC: taking the time to think about my feelings, and the feelings of others, and identifying the needs not being met for both. This step naturally promotes empathy rather than anger. Once I was able to identify the needs of both parties, I could then focus on making a connection and finding a compromise or a solution that was acceptable and fair for both. Wow, both simple and clear! But in reality, it isn’t. Especially when my teacher brain is full of so many different ideas, thoughts, stories, methods, content, student needs, time constraints, meetings, emails, events and deadlines … and that’s before I even consider my family or personal life.

Then, I will always have the words with me to clearly communicate in a more empathetic way to find a compromise or solution.

Recent studies have shown that the human brain is wired to look for what isn’t working, rather than what is.

Or, maybe I should make a lanyard and hang it around my neck and take it with me to every class and every meeting. It’s a good start, and the lanyard probably won’t hurt as much.

Marg suggested that teachers need to take time to thank ourselves and each other for the work we do.

The second PD opportunity I attended was a four-day course in Tribes at Murdoch University with Dr Rebecca Saunders.

All of these words have a clear meaning, and when we tell someone this is what we need they usually understand us.

Imagine how inviting a staff meeting would be if we talked about what we did well, rather than what needs to be fixed.

Also, clearly defined in NVC are feelings. Feelings include being tired, confused, tense, sad, angry, energetic, excited, engaged, pleased and much more.

So, what will I do, now with this understanding of NVC, that will help find a better way when disagreements or conflicts occur?

Tribes aims to build community in the classroom and empathy in the individual by following strategies, processes, theory and courses of action.

But do not get these feelings confused with interpretations posing as feelings. Words like abandoned, bullied, overworked,

Well, I could get the feelings list tattooed on my left arm and the needs list tattooed on my right.

After all, gratitude is a need for people, just as understanding, cooperation, support, pleasure, sleep, empathy, protection, trust, choice and freedom are needs.

Western Teacher February 2020

I’m sure that all teachers think that their classrooms are a community and their students have empathy. But do they really? To be honest, I don’t think a teacher can answer that question until they experience Tribes.

Lynette Virgona Scholarship

For me, Tribes was like being a contestant on the TV show Survivor. Not the Australian version, the American version, because it was so much harder. From the minute I stepped through the door I ran through all the raw emotions our students may experience when building a community. Via the many challenging cooperative energisers, activities, tactics and strategies we (40 participants) completed throughout the PD, I was forced to face my insecurities of meeting and working with new people, finding others like me or those who made me feel safe and accepted, finding ways to have my voice heard in a collaborative environment without causing conflict and dealing with competition as it arose in the classroom. During the PD, I noticed other participants struggling with the Tribes process too, as we questioned ourselves, each other and our choices. Triggered by collaboration, I experienced how not having a deeper understanding of the impact of diversity and difference in the classroom (including personality types, beliefs, background, race, gender,

religion, hunger, tiredness, sadness, etc) can affect the community, the individual and ultimately the learning experience.

I am sure all who attended Tribes will be much more compassionate teachers because of it.

This was a huge wakeup call for me, a teacher who often asks students perhaps flippantly to work collaboratively and expects a successful and equal outcome for all.

I want to say a huge thank you to the SSTUWA for the opportunities afforded through the Lynette Virgona Scholarship.

Before this PD, I didn’t spend enough time thinking about students’ emotional safety and inclusion in the classroom and incorporating practical cooperative strategies to target this. By the end of day three of the PD, the emotions in our community settled as people understood each other and the Tribes process better, displayed empathy and repaired relationships. On day four we reflected and celebrated our Tribes journey proudly. I fully believe that Tribes should be compulsory PD for all teachers, as it develops a deeper understanding of community and collaboration by experiencing all the highs and lows firsthand as well as providing an extensive amount of practical cooperative strategies to target this.

Without this scholarship the PD opportunities I have experienced would not have been available to me and my colleagues. The Lynette Virgona Memorial Scholarship is awarded to an SSTUWA member to assist in training or professional development of their own skills and abilities in the areas of student behaviour and instructional strategies. It was named after Lynette, an SSTUWA Executive member, branch, District and State Council representative, who passed away in 2013 from cancer. The 12-month scholarship is open to SSTUWA members and the recipient is named at November State Council annually for the following year. For more information about applications for this year’s scholarship visit sstuwa.org.au/scholarships.

Western Teacher February 2020

Issues

OECD says three in four Australian students do not try on PISA tests By Trevor Cobbold Save Our Schools

One factor not considered in the commotion over the continuing decline in Australia’s Programme for International Student Assessment (PISA) results is whether students try their best on the tests. The Organisation for Economic Cooperation and Development’s (OECD) own report on PISA 2018 shows that about three in four Australian students and twothirds of students in OECD countries did not try their hardest on the tests. There are also wide differences between countries. It has potentially explosive implications for the validity of

international comparisons of student achievement based on PISA. The PISA data also shows increasing student dissatisfaction with school which likely contributes to lack of effort on tests and is a factor, among others, behind Australia’s declining results.

In contrast, Year 12 outcomes affect the life chances of students and even students dissatisfied with school have greater incentive to try harder. The fact that Australia’s Year 12 results have improved significantly since the early 2000s raises further questions about the reliability of the PISA results.

There is also a perplexing contradiction between Australia’s declining PISA results and its improving Year 12 results.

The OECD report on PISA 2018 shows that 68 per cent of students across the OECD did not fully try (Chart 1).

Lack of effort in PISA may partly explain this because performance on PISA has no consequences for students as they don’t even get their individual results.

In Australia, 73 per cent of students did not make full effort. This was the 14th highest proportion out of 36 OECD countries.

Source: OECD, PISA 2018 Results (Vol 1): What Students Know and Can Do, Online Table I.A8.1.

Western Teacher February 2020

Issues The report also shows large variation in student effort across countries. Around 80 per cent of students in Germany, Denmark and Canada did not fully try compared to 60 per cent in Japan and 46 per cent in Korea. The relatively high proportion of Australian students not fully trying may be contributing to its lower results amongst high achieving OECD countries. Five of the six OECD countries with significantly higher reading results than Australia and six out of seven with higher science results had a lower proportion of students not fully trying. These countries included Estonia, Finland, Korea and Poland. However, many countries with significantly higher mathematics results than Australia also had a larger proportion of students not fully trying, including Germany, Denmark, Canada and Switzerland. The report adds to extensive research evidence on student effort in standardised tests. Many overseas studies over the past 20 years have found that students make less effort in tests that have no or few consequences for them. For example, a study published last year by the US National Bureau of Economic Research (NBER) based on data from PISA 2015 found that a relatively high proportion of students in Australia and

other countries did not take the test seriously. There is also anecdotal evidence to indicate that low student effort is a factor in Australia’s PISA results. For example, one 15-year-old who participated in PISA 2015 said:“My peers who took part in this test were unanimous in that they did not, to the best of their ability, attempt the exam.” I have heard many similar anecdotes from students in Canberra. Less effort in tests leads to lower results. As the OECD report on PISA 2018 states: “differences in countries’ and economies’ mean scores in PISA may reflect differences not only in what students know and can do, but also in their motivation to do their best” (p.198). There is little direct evidence of declining student effort in PISA as a factor behind the large decline in Australia’s PISA results since 2000. However, there is evidence of increasing student dissatisfaction at school which might show up in reduced effort and lower results. Student dissatisfaction at school amongst 15-year-olds in Australia has increased significantly since 2003. The proportion of students who feel unconnected at school increased by 24 percentage points from eight to 32 per

cent between PISA 2003 and 2018. This was the third largest increase in the OECD behind France and the Slovak Republic (Chart 2). In PISA 2018, Australia had the equal fourth largest proportion of students who feel unconnected with school in the OECD. The large increase in student dissatisfaction at school in Australia may have led to lower motivation and effort in PISA over time. The OECD says that the relationship between a feeling of belonging at school and performance in PISA is strong for those students with the least sense of belonging (OECD 2016, p. 122). Students who feel they do not belong at school have significantly lower levels of achievement in PISA than those who do feel they belong. However, the evidence that declining effort on PISA is a factor behind the declining results is only suggestive. An issue with the OECD data on student effort in PISA is that it is based on student self-reporting. There are well-known problems with selfreporting such as how truthful students are about their effort and the extent to which answers provided on subjective (continued on page 22)

Source: OECD, PISA 2015 Results (Volume III): Students’ WellBeing. Tables III 7.4 & III 7.5; OECD, PISA 2018 Results (Volume II): Where All Students Can Succeed, Table II B 1.3.4. Note: The change is from 2012 for Chile, Estonia, Slovenia and USA.

Western Teacher February 2020

Issues (continued from page 21) response scales can be compared across students and across countries. The OECD report also draws on other methods to measure student effort based on student behaviour in computer-based tests including measures of “responsetime effort”, “test endurance” and the proportion of items not reached in the tests. It found significant inconsistencies between country rankings of effort based on response-time effort and those based on the share of students who reported they would have worked harder on the test if it had counted towards their grades. It suggests that students made more effort on PISA than indicated by self-reports. Nevertheless, there are also problems with these other measures. For example, the response-time effort measure makes the arbitrary assumption that students who spend more than five seconds on a test item are making a genuine effort. However, this is not necessarily the case as students who spend more time on an item could be just killing time or “switching off” rather than trying to answer. For this reason, reliance on the responsetime measure of student effort could well under-estimate the extent to which students do not fully try. The OECD report is inconclusive about the extent of the effect of student effort on test results and country rankings. However, it does acknowledge that differences in student effort across countries will affect country results and rankings and this is supported by other recent research evidence.

It rated 23 per cent of Australian students as non-serious compared to 15 to 18 per cent in high achieving countries such as Finland (15 per cent), Japan (18 per cent), Korea (14 per cent) and Singapore (17 per cent). Even these lower proportions of students not fully trying in PISA 2015 had a large impact on the rankings for several countries. For example, the study estimated that Portugal’s ranking in science in PISA 2015 would have improved by 15 places from 31st to 16th if students had fully tried. Sweden’s ranking would have improved 11 places from 33rd to 22nd and Australia’s ranking by four places from 16th to 12th. If the proportions not fully trying are higher than indicated by the NBER report and more like those self-reported to PISA, there are massive implications for PISA scores in many countries, including Australia. Actual scores are likely to be significantly under-estimated, the declines in scores over-estimated and country rankings on PISA will be massively distorted. It calls into question the validity of PISA as an accurate representation of student achievement within and across countries. The possibility that student effort on PISA has declined helps explain the contradiction between Australia’s PISA and Year 12 results. Some 75-80 per cent of Australian students participating in PISA are in Year 10. It is perplexing that the PISA results for these students have declined since 2000 while results for students two years later in Year 12 have improved significantly.

The NBER study noted above also used response time as the measure of student effort and found much lower levels of students not fully trying in PISA 2015 than the self-reporting in 2018.

The percentage of the estimated Year 12 population that completed Year 12 increased from 68 per cent in 2001 to 79 per cent in 2017 (Report on Government Services 2007, Table 3A.122 & 2019, Table 4A.58).

It found that the proportion of non-serious students varies enormously by country, from 14 per cent in Korea, to 67 per cent in Brazil.

In 2018, 90 per cent of 20 to 24-year-olds had attained Year 12 or Certificate II, up from 79 per cent in 2001 (ABS, Education and Work, 2011, Table 1.1 & 2019, Table 30).

In addition, the Report on Government Services shows that a larger proportion of disadvantaged students now complete Year 12. For example, the percentage of low socioeconomic status students who completed Year 12 increased from 64 per cent in 2001 to 76 per cent in 2017. OECD data also shows that Australia had one of the larger increases in the OECD in the proportion of 25 to 34-year-olds who attained an upper secondary education. It increased by 18 percentage points from 71 per cent in 2001 to 89 per cent in 2018 compared to the OECD average increase of 11 percentage points (Education at a Glance 2002, Table A1.2 & 2019.Table A1.2). These are indicators of an improving education system, not a deteriorating one. Part of the explanation for the differing results in PISA and Year 12 is that PISA is a low stakes assessment with no consequences for students or their schools while Year 12 is a high stakes assessment for even disconnected students because it has a major influence on future careers and lives. Thus, there is credible evidence that at least a significant proportion, if not a large proportion, of Australian students did not fully try on PISA 2018. It is likely to be a factor contributing to Australia’s relatively poor performance compared to other high achieving countries. It is also possible that increasing student dissatisfaction since 2003 has led to an increasing proportion of students not fully trying, thereby contributing to the decline in Australia’s results. It suggests that the doom and gloom about Australia’s latest PISA results are misplaced and any policy responses should be based on a more comprehensive analysis of the factors behind these results. This article was first published on the Save our Schools Australia website. It has been edited for clarity and brevity.

Did you know we have an extensive collection of research and studies on our website? To view these, visit sstuwa.org.au/research

Western Teacher February 2020

Members’ matters

This summer we’ve got you covered Expert advice at your fingertips | Access to Teachers Health Fund Support when you need it | Journey Accident Cover insurance Huge savings on professional development | Member benefit discounts

Tell a friend and win! Encourage a colleague to join the SSTUWA during Term 1 and you’ll both go into the prize draw when they sign up. Join at sstuwa.org.au/join First prize

$500 each

Second prize

$300 each

Third prize

$200 each

Fourth prize

Choice of Barrie

Bennett book

Ts & Cs apply. Visit sstuwa.org.au/joincomp for full details.

We’ve made a promise.

To be there for the educators, the inspirers and the nurturers.

To find out more about what we can do for you, head to teachershealth.com.au/promise

Western Teacher February 2020

Issues

International Women’s Day #EachforEqual International Women’s Day is a time for everyone, regardless of gender or gender identity, to celebrate the progress women have made towards equality and remember how much further there is to go.

paid less – particularly in non-unionised industries– unpaid parental leave in different industries, cultural barriers, and family and domestic violence.

This 2020 International Women’s Day campaign has set its sights even higher with their #EachforEqual crusade.

It’s our individual actions that can make a huge impact throughout the world to cultivate change.

Celebrated on 8 March, the year-long campaign is about celebrating women and bringing the issue of equality to the forefront of everyone’s agenda.

Let’s use the opportunity to take action, organise, unite, network and mobilise for meaningful change to achieve gender equality and human rights of all women and girls.

Each and every one of us can help to create a gender equal world – businesses, politicians, media organisations and the like can all play a part. This year’s mantra: an equal world is an enabled world, is one where economies and communities can thrive. One in which we celebrate women’s achievements, challenge stereotypes, fight against bias and broaden perceptions. There are many obstacles that remain for women and girls including being undervalued, working more and being

Everyone can take action in various ways including: using social media to promote an #EachforEqual pledge and message, hosting an event at your school or workplace, or collecting and donating to a group working for gender equality and women’s rights, such as Ishar (www.ishar.org.au), or others near you. Visit bit.ly/2SBeqJt for school resources and unwomen.org.au/internationalwomens-day/about/ for more information.

How will you help forge a more gender equal world? Some ideas, from internationalwomensday.com: I'll call it out when I see or hear gender stereotypes or bias. I'll reflect on how fair and equal my actions and comments are. I'll respect and embrace difference. I'll reflect more on how my actions are perceived. I'll boycott products where advertising stereotypes women. I'll take children or friends to women's sporting matches. I'll donate time or resources to a women's charity or initiative. I'll question and challenge all-male speaker panels. I'll mentor a woman and help her build her networks. #EachforEqual

Harmony Week 2020 Harmony Week is a chance to celebrate our vibrant multicultural state and to promote the core values of inclusiveness, respect and acceptance where everyone belongs. The state government initiative runs from 15-21 March and is an opportunity to celebrate our wealth of cultural, religious, linguistic and ethnic diversity whilst recognising and breaking down barriers. 24

Western Teacher February 2020

Without our diverse community Australia wouldn’t be the prosperous nation it is today. From job creation to building new skills and networks, multiculturalism has amplified our global presence. It’s brought a plethora of cultural and linguistic gains and will continue to help shape our young people of tomorrow in a positive way.

School education is crucial for Harmony Week and is an opportunity for children to be exposed to, learn about and celebrate the variety of people and cultures that make up our communities. To access a diverse range of resources and curriculum aligned school kits for a range of subject areas and year levels, as well as ideas for school activities and events, visit bit.ly/2ObY6fO.

HARMONY WEEK 2020

CELEBRATE WAâ&#x20AC;&#x2122;S DIVERSITY Western Australians share a diverse heritage that originates from every part of the world and builds upon our rich Indigenous culture. Harmony Week is a time to celebrate our unique community and reflect on the many social, cultural and economic benefits that diversity brings to every Western Australian. Take time out this Harmony Week to join in celebrations with your friends, your family, your workplace, and our remarkable multicultural community!

Visit www.omi.wa.gov.au to find out whatâ&#x20AC;&#x2122;s happening in your area.

#WAHarmony

National education and union news

Laws must adapt to keep workers safe in changing climate Occupational health and safety (OHS) laws which are designed to keep workers safe at work need to be updated to deal with the reality of climate change, which will mean hotter days and more bushfires, resulting in conditions which are hazardous to workers, especially those who work outside. Nearly one in four Australian workers spend part of their day outside, and they need national standards to ensure that they are not forced to work in dangerous heat or when the air quality is dangerous to human health, as it has been frequently over the past year. The ACTU has released two safety alerts, one regarding smoke and one regarding heat, and has called on the Morrison Government to act urgently to implement

new regulations to protect workers from these hazards. ACTU Secretary Sally McManus said all workers were entitled to be safe and healthy at work. “Global warming will mean hotter temperatures as well as more bushfires. This is already affecting working people, especially those who work outside,” she said. “The Morrison Government has been missing in action as the current bushfire emergency has developed, but action is needed now to make sure that our workplace health and safety regulations are fit for purpose in a changing Australian climate. “The levels of smoke we have seen on the east coast in recent weeks has been

more than 10 times the hazardous level, but we have seen reports of workers being ordered to keep working. This is completely unacceptable. No worker should be forced to work in dangerous conditions, regardless of what industry they are in or what work they do. “We have distributed new OHS advice relating to heat and smoke exposure to all Australian unions and Trade and Labour Councils, but we need action from the Morrison Government to ensure that all Australian workers are safe at work. “The government could move immediately to include these new regulations in OHS law, protecting Australian workers from the damaging effects of global warming.”

Call for private schools to pay local government rates Private schools should pay rates, according to the Municipal Association of Victoria. It claims that local councils are missing out on millions of dollars in revenue because private schools are exempted from paying rates. It says the exemptions are unfair and inequitable as other ratepayers must pay more to cover the revenue loss. The call by the Municipal Association was made in a submission last November 26

Western Teacher February 2020

to an inquiry into Victoria’s Local Government Rating System. It said that the rate exemptions amount to several million dollars in subsidies for private schools. For example, there are 69 rates exempt private school properties owned by 30 private schools in the Boroondara Local Government Area (LGA) which includes the suburbs of Balwyn, Camberwell, Canterbury, Kew and Hawthorn.

These are some of the most expensive suburbs in Melbourne. The private school properties have a capital improved value of $969 million and the revenue loss from the rate exemption will amount to $1.4 million in 2019-20. The association said that the exemptions mean that private schools are subsidised by other ratepayers in an LGA. Other ratepayers must pay the costs of providing roads, footpaths, drains, traffic measures,

National education and union news car park works and school crossing supervision around exempted schools. These costs are considerable because the volume of vehicle and pedestrian activity is often very high in a school precinct. Other costs include the use of public open spaces and sportsgrounds maintained by the local council. Under Victoria’s Local Government Act, land used exclusively for a charitable purpose is exempted from paying rates. Private schools are recognised as charities. The submission also called for exemptions for a range of other organisations to be also revoked, including universities and religious property holdings used for commercial purposes.

Private schools are charities because they are considered to provide a public benefit by advancing education. Under existing legislation, a charity whose purpose is the advancement of education is presumed to be of public benefit and does not have to demonstrate this.

as a charity should be more rigorously defined. The public education advocacy organisation says it is insufficient for private schools to say that they provide education to gain charity status, especially in the case of exclusive wealthy private schools.

On this basis, the Commonwealth and state governments grant a range of benefits including exemptions from income tax, GST, payroll tax and land tax as well as local government rates. These exemptions are not entitlements of charities but are decisions of governments.

“Private schools must be required to show that they deliver a real public benefit before being granted charity status and the tax benefits that come with it,” SOS states.

Save Our Schools (SOS) Australia believes the public benefit criteria for registration

“Schools that do not provide a net public benefit should not be given charity status.” To read more visit: bit.ly/3b8y6vk

ACTU welcomes greater access to parental leave but more to be done The Australian Council for Trade Unions (ACTU) has welcomed the announcement by Industrial Relations Minister Christian Porter that families coping with stillbirths, infant deaths and premature births will be able to access an entitlement of up to 12 months of unpaid leave. The ACTU has called for appropriate monitoring and safe guards for the additional announcement that parents will be able to stop and restart parental leave if an infant requires hospitalisation. The ACTU stresses that employers should not put undue pressure on parents to

stop their leave, and be away from their child, if they wish to be with them during a hospitalisation.

ACTU Secretary Sally McManus said:

The call by The Australian Labor Party to additionally equalise the payment for parents who experience a stillbirth with other bereavement payments is also supported by the ACTU.

the complications of a still or premature

The announcement has led to the ACTU renewing its call for the establishment of a right to 26 weeks paid parental leave in the national employment standards as a shareable family entitlement.

to return to work while their child is in

“Supporting families dealing with the tragedy of losing an infant or coping with birth is something that should be part of our workplace relations system." “Ensuring that families are not subject to undue pressure from their employer hospital or financial stress must be part of how we support working families. “ To read more visit: bit.ly/31uYfjR

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Western Teacher February 2020

Education and Training Centre

Education & Training Centre Online learning opportunities

The SSTUWA is proud to continue to partner with the Teacher Learning Network in Melbourne to offer members a wide range of online learning events across a range of topics. Benefit from interacting with teachers from across Australia as you participate in live events. For more info and to register, visit sstuwa.org.au/training Course Title

Audience

Date

Time

Numeracy in the Primary Classroom – Three Problem Solving Ideas for Cross Curriculum Projects

Primary

Tues 3 March

3.30-4.30pm

Creating Inviting Play Places for Young Children

ECE

Wed 11 March

2-3pm

Creating Warm Relationships with ECE Families

ECE

Wed 11 March

5-6pm

Numeracy in the Primary Classroom – Five Games to Improve Numeracy Skills

Primary

Tues 17 March

3.30-4.30pm

Literacy in the Classroom – Incorporating Student Conferencing into the Literacy Program

Primary

Tues 17 March

5-6pm

Classroom Management – Dealing with Distracting Classroom Behaviours

Secondary/TAFE

Tues 5 May

4-5pm

Students with Additional Learning Needs – Understanding ADHD

All

Tues 19 May

6-7pm

Trauma Aware Teaching at our School – Panel

All

Tues 19 May

5-6pm

Students with Additional Learning Needs – Understanding Autism Spectrum Disorder

All

Tues 19 May

4.30-5.30pm

Emotional Regulation and Early Childhood Learning

ECE

Wed 27 May

6-7pm

My Career – Women in Teaching: Building a Career in Education

Women educators

Tues 2 June

4-5pm

My Wellbeing – Learning how to say NO in a Professional Manner

All

Tues 2 June

4.30-5.30pm

Literacy in the Classroom – Strategies to Support Struggling Readers

TBC

Tues 2 June

6-7pm

Literacy in the Secondary Classroom – Strategies for Improving Reading and Writing

Secondary/TAFE

Tues 16 June

3-4pm

Including and Developing Knowledge of Aboriginal Perspectives in Daily Practice

All

Tues 16 June

3-4pm

Students with Additional Learning Needs – Engaging Students with ADHD All

Tues 28 July

6-7pm

Students with Additional Learning Needs – Engaging Students with Autism Spectrum Disorder

All

Tues 28 July

4.30-5.30pm

My Wellbeing – Time Management Strategies

All

Tues 28 July

3-4pm

Promoting Peer Feedback from Teachers to Students

TBC

Tues 28 July

4-5pm

Getting a Class Back on Track

Secondary/TAFE

Tues 11 August

6-7pm

Unlocking Collaborative Learning in the Classroom

TBC – All

Tues 11 August

4.30-5.30pm

Supporting Students with Challenging Behaviours in ECE

ECE

Wed 19 August

6-7pm

Understanding Treaty within the Education Community

Secondary

Tues 8 September

3-4pm

Utilising Differentiation in the Classroom

TBC – All

Tues 8 September

3-4pm

Managing Critical Incidents in the Classroom

Secondary/TAFE

Tues 8 September

4.30-5.30pm

Coding Skills for Educators

All

Tues 29 September 8-9am

Communicating as a Leader – Challenging Conversations with Students

New/aspirant leaders Wed 30 September

8-9.30am

Communicating as a Leader – Challenging Conversations with Colleagues

New/aspirant leaders Wed 30 September

10-11.30am

Communicating as a Leader – Challenging Conversations with Parents

New/aspirant leaders Wed 30 September

12-1.30pm

Mental Health in Early Childhood

ECE

3.30-4.30pm

Western Teacher February 2020

Wed 14 October

Education and Training Centre

The Top 100 Tips in 10 Hours For Early Career Teachers Don't miss the opportunity to participate in 10 hours of online learning for just $50. The 10 hour-long sessions will be spread out over the year. All events are conducted LIVE with a range of outstanding presenters. You will enjoy interacting with new educators from across Australia. On completion of the package you will also receive an e-copy of a journal containing all 100 tips covered across the sessions. This package is designed for both primary and secondary teachers in their first two years of teaching.

Ten 60-minute live sessions. Commencing in March 2020. Register for the whole package! Visit www.sstuwa.org.au/training If you miss participating in a live scheduled session you can access a recorded copy of any event.

Top 10 Moments in Your First Year What to Expect

Top 10 Tips for Minimising Off-Task Behaviour

The teaching year can be like riding wild rapids. There are moments of calm and then a wild flurry of twists and turns. The better you understand the cycle of the teaching year, the more likely you are to avoid plunging over a waterfall.

This session will explore 10 strategies to manage students' behaviour to encourage engagement, increase student productivity and develop a classroom environment that everyone can enjoy.

Top 10 Tips on Formative Assessment

Top 10 Tips to Cater for Different Ability Levels

In this session the presenter will explore the top 10 assessment techniques he uses and how you can translate these techniques to your own classroom.

In this session the presenter will outline the top 10 techniques she uses to differentiate the learning program for her students, covering ideas for struggling students and highly capable students (and everywhere in between).

Top 10 Tips for Developing Students’ Literacy Skills

In this session the presenter will share 10 tips for improving literacy skills in your classroom. The focus will be on routines, respect and relationships.

Top 10 Conversation Starters for Parent Teacher Meetings

Top 10 Instructional Strategies

Top 10 Tips for Using Data in Your Classroom

Top 10 Tips for Difficult Conversations with Your Principal

You will learn 10 conversation starters for parent teacher meetings and how you might manage the responses. This is about a conversation, not an interview.

Explore 10 highly-effective instructional strategies that work and how you can transfer these to your own setting.

What are the 10 tips to use data productively and effectively? It's a short cut to becoming a data expert (like a cheat sheet).

Two experienced principals will share their top 10 tips with you.

Top 10 Tips for Job Interviews

Top 10 tips for job interviews. As you look to secure employment for the following year take this toolkit of skills into every job interview with you. “I really enjoyed the accessibility, the subject matter and the expert opinions. It was also helpful to have the experience of additional teachers from all over Australia who worked in many diverse environments. The Adobe Connect site is easy and accessible to use.” Gail Barton, SSTUWA member, 2019

Western Teacher February 2020

Member benefits

Member benefits Accountants and Financial Advisers Aston Accountants

10% discount on personal income tax returns for members.

sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members.

sstuwa.org.au/ifs

LIFE Financial Planners

$1,200 off your statement of advice fee plus a free financial health check for members.

sstuwa.org.au/lifefinancial

Teacher Tax

$99 tax returns for members.

sstuwa.org.au/teachertax

TIPS Financial Services

$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members.

sstuwa.org.au/tipsfs

Banking ME Bank

Special offers throughout the year for members. A bank built by, and for, union members.

sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members.

sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers.

sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community.

AutoBahn

Mechanical and electrical services. Members receive $20 off any service or 5% off any repair.

sstuwa.org.au/autobahn

Bayswater Mazda

Exclusive offer including $500 fuel card, 4 years free service and more.

sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

National fleet pricing on a range of products and services.

sstuwa.org.au/bobjane

easifleet

Bose headphones or Bluetooth speaker, or a year’s worth of Magic Hand car washes with any easifleet procured novated lease.

sstuwa.org.au/easifleet

Fleet Network

Package your next car and save on tax. Bonus Samsung 8” tablet or Dash Cam with vehicle delivery.

sstuwa.org.au/fleetnetwork

Hertz

Save up to 15% off selected items.

sstuwa.org.au/hp

Longroad Website Development

Discounted website development and hosting.

sstuwa.org.au/longroad

PLE Computers

Save on your IT with access to the PLE Computers academic portal.

sstuwa.org.au/ple

Educational Resources Classroom Management

A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich.

sstuwa.org.au/classroommgmt

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett.

sstuwa.org.au/effectivegroupwork

5-10% discount on vehicle hire in Australia, NZ, USA and Canada.

Graphic Intelligence

Motor Market by Union Shopper

sstuwa.org.au/graphicintelligence

sstuwa.org.au/hertz

You choose the car, then we find you the lowest price.

Possibilities for Assessment and Instruction. By Barrie Bennett.

Instructional Intelligence

10% discount on vehicle hire in Australia.

Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.

sstuwa.org.au/thrifty

sstuwa.org.au/instructionalintelligence

tyresales.com.au

Teacher Superstore

sstuwa.org.au/motormarket

Thrifty Car and Truck Rental

10% discount on tyres.

sstuwa.org.au/tyresales

Western Motor Vehicle Consultants

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.

sstuwa.org.au/westernmotors

Computers Altronics

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

Entertainment Adventure World

Save up to $14.50 on Adventure World tickets with Westclub.

sstuwa.org.au/adventureworld

sstuwa.org.au/tmbank

Build it yourself electronics centre. VIP trade discount in store and online.

Movie tickets

Cars

Apple on Campus

sstuwa.org.au/movietickets

Allwest Fleet

Vehicle salary packaging – save time, money and tax. Receive a $300 gift card with your new car.

sstuwa.org.au/allwestfleet

Massive discounts on products and services for SSTUWA members

Western Teacher February 2020

sstuwa.org.au/altronics For details visit:

sstuwa.org.au/apple

Dell

Save up to 15% off selected items.

sstuwa.org.au/dell

Discounts on physical tickets (greater savings) and instant digital tickets.

Rockface

Indoor rock climbing in Northbridge. $14 all day climbing pass with harness hire.

sstuwa.org.au/rockface

Member benefits *Terms & conditions apply.

Please visit our website for full details.

For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine Campbells

Complimentary day pass to access wholesale prices on groceries and other goods.

sstuwa.org.au/campbells

Cellar d’Or

Best value winery tour in the Margaret RIver Region. 10% discount for members.

sstuwa.org.au/cellardor

Cracka Wines

Teachers Health Fund

Join the thousands of teachers who have already made the switch.

sstuwa.org.au/teachershealth

Teachers Health – Travel

10% discount on travel insurance.

sstuwa.org.au/travelinsurance

STA Travel Insurance

$20 discount for members.

sstuwa.org.au/statravelinsurance

7.5% off online wine orders.

Shopping

Taste Bud Tours

10% discount, in store and online.

sstuwa.org.au/cracka

Abacus Educational Supplies

Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm).

sstuwa.org.au/abacus

Health and Wellbeing

sstuwa.org.au/dotmall

sstuwa.org.au/tastebudtours

Dot Mall

BBQs, heaters and backyard kitchens. 5% discount for members.

St John

Electrical buying

sstuwa.org.au/stjohn

sstuwa.org.au/electricalbuying

First aid saves lives. Discounted first aid courses and kits for members.

Let Union Shopper find the best deal on your electrical purchases.

WA Opticians

isubscribe

sstuwa.org.au/waopticians

sstuwa.org.au/isubscribe

20% discount on spectacle frames and lenses. Perth and East Perth.

Housing Houspect

Buy, build and invest with confidence. $50 discount on building inspections.

sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines.

sstuwa.org.au/jbs

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products.

sstuwa.org.au/skylightswa

Insurance and Legal ISinsured

Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles.

Jackson’s Drawing Supplies

10% discount in Jackson’s 12 shops and online.

sstuwa.org.au/jacksons

Petals Flowers & Gifts

20% off flowers and gifts. World-wide delivery available.

sstuwa.org.au/petals

sstuwa.org.au/accorhotels

Choice Hotels

Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ.

sstuwa.org.au/choicehotels

Comfort Hotel Perth City

Rooms from $145 per night including Light Start Breakfast for two. Located near the WACA in East Perth.

sstuwa.org.au/comfortperth

Experience Oz

Save 10% on over 3,000 experiences across Oz + NZ.

sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate.

sstuwa.org.au/innthetuarts

International Teacher Identity Card (ITIC)

Discounts on flights, restaurants, movies, shopping, groceries and more. $10 off ITIC for members.

sstuwa.org.au/itic

sstuwa.org.au/retravision

sstuwa.org.au/jarrahgrove

Cost plus 5% on all products. Osborne Park location only; in store or via phone. Nation-wide delivery available.

Luxurious, self-contained accommodation in Margaret River. Discounted rates for members.

Teacher Superstore

Mandurah Houseboats

5-10% discount, in store and online.

sstuwa.org.au/teachersuperstore

The Good Guys Commercial

SSTUWA Legal Services

Vet Products Direct

sstuwa.org.au/legal

Great savings for teachers at Accor Hotels in the Asia Pacific region.

Jarrah Grove Forest Retreat

Online access to live discounted pricing on The Good Guys’ full range.

Access to quality legal services for both work-related and personal matters.

Accor Hotels

Retravision

Insurance for union members. Home, contents, car, landlords.

sstuwa.org.au/isinsured

Travel and Accommodation

sstuwa.org.au/thegoodguys

10% discount on pet products, plus advice from professionals.

sstuwa.org.au/vetpro

10% discount on houseboat holidays.

sstuwa.org.au/houseboats

Rottnest ferry tickets

Save up to $18 on Rottnest ferry tickets with WestClub.

sstuwa.org.au/rottnest

STA Travel

Exclusive discounts for members.

sstuwa.org.au/statravel

Western Teacher February 2020

Classifieds

Classifieds Block for sale: Kalbarri

Large 770sqm block, ready to build on, two streets from the beach. 22m frontage with north facing winter aspect. Walking distance to all facilities. Be quick as seller will negotiate. All offers considered. 0402 349 203

For sale: Cooloongup

3x2 plus large utility room, fully powered workshop set amongst a quiet street and bushland. Large patio area and backyard for entertaining and family time. Offers from $350,000. EOI: 0401 847 317

Albany (Little Grove)

Silent Grove Cottage. Self-contained two bedroom (queen/two singles) on two hectares of bushland. Undercover parking. Close to yacht club, walking/ bike trails, national park and beaches. Teachers’ rate: $150 per night. Stay seven, get one free. www.silentgrove.iinet.net.au 9844 4950 | merron@iinet.net

Albany

“Wywurry Holidays” in 2x1 fully furnished cottage. Min 2 nights, max 6 weeks. Sleeps 4, more with camp beds. Pet friendly. 20 min walk to Middleton Beach. $100/night for 4 people; $10/night per extra person. $550/week. $2,000/month. Linen fee optional $50 per visit/week. Sara: 0499 057 647 saralindsay41@gmail.com

Dunsborough (Quindalup)

Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reversecycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 | 9448 5527 a_r_moore@bigpond.com

Dwellingup

Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au

Falcon

Shady two bedroom beach cottage 300 metres from surf beach and protected Falcon Bay. Located on a grassy, peppermint gum 1012 sq metre block. Sleeps eight. Well-equipped including BBQ. Close to Miami Village and all amenities, great for crabbing and fishing. Less than one hour from Perth’s CBD along Forrest Hwy. $150 per night for Western Teacher readers. 0415 035 390 | richard.wright@iinet.net.au

Floreat

3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au

Studio B&B. New, stylish single room. Fridge, kitchenette, TV, aircon in lovely peaceful Floreat house and garden. Linen, tea/coffee, continental/cooked breakfast ingredients supplied. Suit mature person wishing to enjoy quiet accommodation. Close to city, buses, shops, hospitals and beaches. $85 per night, min two nights. Weekly and monthly rates available. SMS: 0422 333 057

Cowaramup (Margaret River Region)

France (South)

Augusta

Private B&B within newly built home. Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast. Lee: 0412 902 932

Denmark

The Rise is a modern, comfortable, 3x2 fully equipped house close to town with elevated views. Located close to Scotsdale and Mt Shadforth drives and their many tourist attractions. Stay for 7 nights and pay for 6 nights. Bookings.denmark.com.au (property The Rise) (08) 9848 2055, 9am to 5pm

3x2 house located in quaint village adjacent to Canal du Midi - noted for having 300 days of sunshine per year and hence lots of vineyards. Spain is 1hr drive; Barcelona is 2hr drive. $700 per week. 0407 368 511 | craigrebecca@bigpond.com

Fremantle

Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au

Kallaroo

Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min 2 nights. Sleeps 4, or 5 with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com

Mt Lawley/Dianella

Newly built 1x1 self-contained extension, furnished, with laundry, dining, lounge, kitchen and one undercover parking bay. Aircon, TV, fridge, washing machine and microwave included. Quiet residential area close to city, buses, Galleria Morley, Mt Lawley cafe strip and Northbridge. 10 min walk to Terry Tyzack Aquatic Centre; golf course across the road. $80 per night, min two nights. $50 per night for weekly and monthly rentals. 0439 964 239 | cymbie.burgoyne@gmail.com

Northam

Renovated, self-contained 30s-style three bedroom house with beautiful river views. Short walk across the bridges to town. Sleeps six-eight. Kevin: 0414 446 431

Prevelly

One bedroom private spa apartment in quiet Prevelly cul-de-sac. Two minute walk from beach. Suits couples. $165 per night for Western Teacher readers. Lucy: lcartell@iinet.net.au

Trigg

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out

Email 50 words or fewer to editor@sstuwa.org.au with your phone and union membership numbers. Free for members. 32

Western Teacher February 2020

Classifieds

Classifieds double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook. Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Yallingup

Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151) Kirsty: 0419 927 660

Victoria (Jan Juc Beach)

Planning a holiday to Victoria? Stay on the beautiful Surf Coast, in between Torquay and the famous Bells Beach. Sleeps eight comfortably. Walking distance to the beach, golf club, shops and river mouth. Everything you need is already there. Large entertaining areas. Discount for Western Teacher readers. 0403 803 064

Discover the best of India

Bespoke guided tours. Choose: your itinerary; your dates; your inclusions; your ayurvedic/yoga retreat; your festivals; your budget. Your holiday, your way! Personalised information sessions – we come to you. H&M Luxury Tours ...creating memories! 0409 554 702 | support@luxetoursindia.com luxetoursindia.com

Tranquillity Counselling, Psychotherapy and Career Development

I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management; anxiety; depression; self-harm; grief and trauma; addiction; abuse; palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187

Retirement coach

Are you recently retired or retiring soon?

You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com

Marriage celebrant

Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day! Meridith: 0400 312 535 meri.lake4@gmail.com

Marriage celebrant

Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount. Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony. Mary: 0418 906 391 maryburke40@hotmail.com

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 2 starts 4 May. Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

St John Ambulance WA offers free first

aid training to all school aged students, ranging from Triple 000 Hero for kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. 9334 1259 | youth@stjohnambulance.com.au

Calling all retired teachers!

Are you a retired teacher with a spirit of adventure and time to spare? Would you like to assist families in remote areas of WA? You may like to join REVISE WA as a tutor. For more info, visit www.revisewa.com.au

Wanted: Teacher resources

Wanted: Your unwanted teacher resources and materials. Declutter and make some extra cash at the same time. If you have unused and unwanted resources cluttering up your classroom or home, call Kris. Kris: 0401 263 070

Belly Rubs Boarding Kennels

Personalised approach to boarding your canine companion. $25 per dog – mention you’re a teacher to receive a 10 per cent discount. Located in Southern River. Elisa: 0417 620 766 | bellyrubsboarding.com

Macramé is the new yoga

I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind. marcia@knotinlove.com.au

Wanted: School supplies

I have worked for 20 years sending containers to Africa, Indonesia, Fiji, Sri Lanka and now Timor Leste. If anyone is able to donate any of the following, please contact me: chairs and desks, white boards, laminators, musical instruments, sound system mixers, projectors, bulletin boards, cube/block toys, science lab equipment. Greg: 0433 130 056

Western Teacher February 2020

Noticeboard

Email to editor@sstuwa.org.au

State Council Conference

Retired Teachers’ Association We began choir practice on Monday 10 February at 10am. It was followed by morning tea and a committee meeting at 12.10pm. Molly Worsnop, age 98, was present at the Christmas morning tea in December.

published in The West newspaper on 21 January. She had continued her membership of the RTA although unable to attend for many years. Vale Mollie Dinham.

Members/branches wishing to submit motions for June State Council must do so by 5pm Thursday 9 April.

Literature will begin on 6 April at noon.

We also noted the passing of member Mollie Dinham, whose obituary was

Items for November State Council must be received by 5pm Friday 25 September.

Ann Strauss: 9387 2906

Rosemary Richards scholarship – call for nominations Rosemary Richards was a proud feminist, unionist and educator. A trailblazing leader, she was committed to advancing gender equality across the AEU. In her memory, the Rosemary Richards Scholarship – valued at $10,000 – continues her legacy by building the capacity of women as activist and leaders.

Do you enjoy singing?

Applications must be received by 1 May.

Level 3 Classroom Teachers’ Association

2020 meeting dates: Saturdays, 10.30am-12.30pm at the SSTUWA premises

If so, Working Voices Choir would like you to join us. We sing songs of social justice, union and environmental songs. No auditions needed. For more information, visit workingvoiceschoir.org.au

For more information, visit sstuwa.org.au/scholarships or contact the SSTUWA women and equity officer, Colleen Mack on cmack@sstuwa.org.au or (08) 9210 6000.

Term 1

Term 2

Term 3

Term 4

7 March

23 May

22 August

28 November

Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au

SSTUWA committee meeting dates:

Early Childhood Educators’ Committee

TAFE Committee

Time: 4.15pm

International Committee

LGBTIQ Committee

Time: 5pm

Time: 4.30pm

Time: 4pm

Dates to be confirmed

New Educator Committee

Women’s Committee

Psych Services Committee

ATSIE Committee

Time: 4.30pm

Time: 4.15pm

Time: 4.45pm

Time: 4pm

Dates to be confirmed

31 March 19 May

26 February 19 May

24 March 16 June

Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Teleconference facilities are available

6 August 21 October

8 September 17 November

Western Teacher February 2020

13 August 5 November

We’ve made a promise. To be a champion for our teachers - the way they’re champions for our kids. So that even on days that feel a little tougher than usual, you can be sure someone’s there to care for your health and wellbeing.

Lisa, THF member

We’re for teachers – that’s our promise. To find out more about what we can do for you, head to teachershealth.com.au/promise

Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-SSTUWA-01/20

Transition to Retirement Specialists

Financial solutions and advice to help you transition

TTR and Tax benefits will continue into 2020 & beyond! Please see tipsfs.com.au

Are You Retiring or Reducing Hours in 2020? What you will need to consider … • • • •

Can I afford to drop a day? How much will be enough to retire on? How can I maximize my income & reduce tax? When is it best to pay off my mortgage?

Western Teacher - Volume 49.2 - February 2020

Articles inside

Noticeboard

Education and Training

Member Benefits

Classifieds

International Women's Day and Harmony Week 2020

OECD says three in four Australian students do not try on PISA tests

A breath of fresh air

Keeping you covered to and from work

Aboriginal and Torres Strait Islander preschool enrolments fall

TAFE essential for a strong economy

Key things beginning teachers should know

From the General Secretary

Beyond the bushfires: what can teachers do?

From the President

Private school funding triples public schools