Agenda: June 2023 State Council Conference

State Council Conference

Friday & Saturday, 9-10 June 2023

We are a strong, independent, democratic union of public educators protecting and improving our industrial and professional rights and promoting quality public education for all.

Our focus areas:

On Education & Democracy

The book On Education & Democracy (2019) by Susan Hopgood and Fred van Leeuwen contains 25 lessons from the teaching profession for educators. These six focus areas were identified by the SSTUWA as key organisational directions following decisions from November State Council Conference 2019.

From the President

In this, the 125th year of the State School Teachers’ Union of Western Australia we are presented with considerable opportunities.

One of the core aims of establishing the Review of Public Education in WA was to inspire a broad community discussion about the current state and – more importantly – the future of public education in Western Australia. This aim has been realised with a significant amount of submissions from members, non-members, community members and peak stakeholder groups. Indeed, it is clear the state government too is aware of that debate. You will hear more about this from the review panel.

In the midst of implementing the gains from the 2021 General Agreement process for both schools and TAFE, your representatives are preparing for the next round of negotiations later this year. Sometimes this process feels never ending, but in 2023 thus far there have been encouraging signs that the message is being received about system shortfalls and educator workloads.

Repeated commitments at the federal level to ensuring schools get 100 per cent of their Schooling Resource Standard funding are most welcome, though it is crucial that delivery eventually matches rhetoric. It has been good to see federal commitments around TAFE being implemented and we can only hope we see the same for the school sector.

In addition to all this there are significant issues afoot to which the SSTUWA is highly committed; notably The Voice referendum and the vital work being done around environmental sustainability.

The SSTUWA has a proud heritage across those 125 years; one we seek to maintain and honour with your support. This is the largest attendance at a State Council in at least a decade. I thank you for your attendance and contribution to the union and the public education sector.

Matt Jarman President, SSTUWA

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

The team

Senior officers

Matt Jarman President

Executive

Bruce Banyard

Natalie Blewitt

Donna Bridge

Kate Bunney

Geoff Holt

Industrial staff

Kevlynn Annandale ETC Coordinator

Janette Bedwell Women's Contact Officer

Cherry Bogunovich ETC Training Officer, Organiser Schools

Liz Carbone Legal Services Advocate

Christina Chabros Growth Team Officer

Ian Daw Organiser Schools

Marina Denn Member Assist Intern

Sally Dennis Organiser Schools

Marie-Louise Earle-Sadler Organiser Schools

Natalie Blewitt Senior Vice President

Sharmila Nagar Vice President

Mary Franklyn General Secretary

Tom James

Matt Jarman

Marie Klein

Jan Lau

Kathryn Mannion

Sharmila Nagar

Heather Riseberry Lincoln Rose

Samantha Schofield

Frank Herzog Member Assist Coordinator, Organiser Schools Kimberley

Chloe Hosking Growth Team Officer

Joe Isaia Organiser Schools

David Lee School Leaders Project Consultant

Ramona Mitussis Organiser TAFE

Sarah Murray Schools – Recruitment Project Officer

Helen Olivieri Legal Services Case Manager

Antony Pearson WHS Organiser

Administrative staff

Leeane Alfano

Toni Bass

Robyn Bloxham

Jenny Case

Gabrielle Clark

Karen Devey

Michelle Devine

Julie Edmiston

Bob Figg

Carole Franklin

Hayley Fretwell

Diane Fry

Jessica Greenwood

Florecil Harris

Beverley Harrison

Heather Henry

Vijitha Kalubowila

Cecilia Kevan

Minh Lam

Oswald Mandl

Sarah Maraglio

Shaun Mattheus

Amelia Murray

Donna Samson

Stacey Scorer

Anne Tumak

Sharon Vertigan

Pauline Winrow

Mario Schmidt

Assistant Legal Services Coordinator, Legal Services Case Manager

Natalie Swinbourn Coordinator, Schools Organiser Team

John Theodorsen Legal Services Consultant

Vicki Turner Organiser Schools

Jessica Wormuth Member Assist Coordinator

Sam Yates Campaign Project Officer

Simona Zachariassen Legal Services Case Manager

Michelle Sherwin

Sheryl Spurway

Noeleen Stewart

Danielle Stitfall

Daniela Van Lendt

Heather Van Lendt

Helen Warnock

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

2023 union committees

Aboriginal and Torres Strait Islander Education

Wayne Bariolo

Susanne Bowles

Donna Bridge

Trisha Chapman

Callan Hegarty

Marie Klein

Maurice Palmer

Jessica Power

Carina Ward

* Sharmila Nagar

^ Simona Zachariassen

Appointments

Bruce Banyard

Natalie Blewitt

Matt Jarman

Marie Klein

Jan Lau

Kathy Mannion

Sharmila Nagar

Pauline Winrow

Sharon Vertigan

Disputes Resolution

Rosemarie de Vries

Sarah Dinan

Geoffrey MacNicol

Niall Mulligan

Jessica Power

Sue Smith

Nicholas Virgona

Early Childhood Education

Janine Bardon

Kristy Howson

Penelope Irvine

Katherine Loader

Justine Moorman

Jessica Power

Stacey Scorer

Sharon Vertigan

Pam Westphal

* Natalie Blewitt

^ Cherry Bogunovich

Education

Nicholas Virgona

Janet Fisher

Jessica Power

* Sharmila Nagar

Emergency

Bruce Banyard

Natalie Blewitt

Matt Jarman

Kathy Mannion

Sharmila Nagar

Finance

Bruce Banyard (Executive representative)

Natalie Blewitt

Ian Daw (Staff representative)

Mary Franklyn

Diane Fry

Matt Jarman

Sharmila Nagar

Frank Sciarrone (Financial advisor)

Helen Warnock

Legal

Natalie Blewitt

Liz Carbone

Mary Franklyn

Matt Jarman

Sharmila Nagar

Mario Schmidt

John Theodorsen

LGBTIQ

Renee Chapple

Sarah Dinan

Alexis Goff

Marie Klein

Kai Griffiths

Simon Joachim

V Williamson

* Sharmila Nagar

Authorised by Mary Franklyn, General Secretary,

New Educators

Zachary Armstrong

Nicola Burkitt

Jane Cannon

Matthew Crock

Marvi Islam

Simon Joachim

Katherine Loader

Brittany Moorman

Aimee Reghupathy

* Natalie Blewitt

^ Chloe Hosking

Rules Review

Matt Jarman

Mary Franklyn

Sharmila Nagar

Pauline Winrow

School Leaders

Chris Brackenreg

John Burke

Matt Burt

Lincoln Day

Belinda Hall

Denise Jeffs

Melissa Kettle

Christian Louis

Geoffrey McNichol

James Milne

Bridget O'Neill

Damian Shuttleworth

Anthony Watson

Pauline Winrow

Julie Woodhouse

* Natalie Blewitt

^ David Lee

TAFE

Pat Burke

Rhonda Coffey

Caroline Constant

Mark England

Vicki Lucas

Michael Nelson

James Paxman

Ferg Roper

Gary Russell

Andrew Samway

Paul Stephenson

Milan Topuzovic

Benjamin Watson

Lucille Wellstead

Craig Wilson

* Matt Jarman

^ Ramona Mitussis

TAFE Committee (proxy)

Frank Natalotto

John Reid

Julian Tennant

UnionsWA Council Delegates

Natalie Blewitt

Elizabeth Carbone

Sally Dennis

Rosemarie de Vries

Sarah Dinan

Mary Franklyn

Alexis Goff

Matt Jarman

Paul Knapton

Antony Pearson

Melissa Peden

Jessica Power

Jonelle Rafols

Natalie Swinbourn

Nicholas Virgona

Women’s

Sharon Bergman

Renee Chapple

Dene Cranwell

Louise Colliver

Isabelle Gillians

Lyla Hall

Jessica Power

Sandra Szopski

Sharon Vertigan

Ashleigh Webb

* Natalie Blewitt

^Janette Bedwell

* Senior officer with portfolio responsibility

^ Organiser with portfolio responsibility

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

2023 SSTUWA State Council delegation

Senior officers

Matt Jarman President

Executive

Bruce Banyard

Natalie Blewitt

Donna Bridge

Kate Bunney

Geoff Holt

Natalie Blewitt

Senior Vice President

Sharmila Nagar

Vice President

Mary Franklyn

General Secretary

Tom James

Matt Jarman

Marie Klein

Jan Lau

Kathryn Mannion

District delegates

District 1: Belmont

Entitlement – 7

David Bravos

Nike Browning

Jason Lowry

Justine Moorman

Jacqueline Varris

District 2: Bunbury

Entitlement – 9

Zachary Armstrong

Craig Bourne

Renee Chapple

James Keillor

Nghia Nguyen

Paul Reynolds

Natasha Schmitt

Ashleigh Webb

District 3: Butler

Entitlement – 9

Wesley Buzza

Sarah Dinan

Kristie Williams

District 4: Fremantle

Entitlement – 8

Anthony Daley

Jade Elvin

Geoffrey Miller

Alexander Robins

Sharmila Nagar

Heather Riseberry

Lincoln Rose

Samantha Schofield

District 5: Goldfields

Entitlement – 7

Marvi Islam

Geoffrey MacNicol

Nicola Rose

Joanna Stuart

Jo-Anne Talbot

Heather Van Den Rydt

District 6: Hillarys

Entitlement – 11

Melinda Carr

Michelle Kingsbury

Louise Loosen

Samantha Marshall

Melanie Moore

Michelle Murphy

Maurice Palmer

Robyn Rochat

Esther Rose

Sean Vagg

District 7: Jandakot

Entitlement – 10

Louise Colliver

Anne Gisborne

Simon Joachim

District 8: Kalamunda

Entitlement – 10

Claire Eden

Matthew Highman

Brendon Hill

Amanda Pettitt

Linda Valdrighi

Reece Young

Stacey Scorer

Anne Tumak

Sharon Vertigan

Pauline Winrow

District 9: KimberleyPilbara

Entitlement – 12

Danielle Boyd

Orin Casey

Sheena Chaplin

Trisha Chapman

Michael Macrae

Peta Mcauliffe

Susan Smith

*Perin Faulkner

*Heather Gerrard

*Anthony Mogan

*Kate Murrihy

*Julie Reed

*Jodie Thompson

*Pending results of election for five vacant positions

District 10: Maylands

Entitlement – 7

James Chandler

Helene Offer

Melissa Peden

Carol Salt

Heidie Vanzetti

Alexander Vatskalis

Grace Willshire

Authorised by Mary Franklyn, General Secretary,

District 11: Moore

Entitlement – 9

Kimberley Annear

Gary Davies

Taree Davies

Grant Dodd

Jennifer Heath

Travis Hooper

Renee Skehan

Lesley Stace

Brenda Wann

District 12: Morley

Entitlement – 7

Kay Chadwick

Stephanie Hughes

District 13: Murray

Entitlement – 8

Lesley Griffiths

Teresa Hill

Sherie Poepjes

Karin Jackson

Ruth Watt

District 14: Perth

Entitlement – 9

Patricia Burke

Peter O'Neill

Rick McMahon

Salvatore Testa

District 15: Riverton

Entitlement – 9

Bradley Carle

Rachel Kealley

Dillon Mason

Jessica Power

Linley Stewart

District 16: Rockingham

Entitlement – 14

Leanne Bartlett

Jason D’Argent

Lyla Hall

Gary Hedger

Aleesha McKenna-Green

Bridget O’Neill

Jonelle Rafols

Andrew Samway

Christie Simpson

Donna Sparke

Clare Topperwien

Vanessa Williamson

*Sarah Bradley

*Tian-De Otto

*Claire Snyders

*Pending results of election for two vacant positions

District 17: Scarborough

Entitlement – 7

Allan Bertram

Ramona Carroll

Andrew Dawson

Cameron Dean

Judith Harrison-Ellis

Carly Keay

District 18: Stirling

Entitlement – 7

Robert Berwick

Kenneth Cornwell

Rasidah Dobbs

Graham Jaeckel

Jasmine Porteous

District 19: Swan

Entitlement – 9

Chloe Bravos

Kayla Chester

Belinda Hall

Brendon Nutt

Shwetha Pillay

Nicola Sorrell

Christopher Spencer

Sandra Szopski

District 20: Victoria Park

Entitlement – 7

Kyle Griffiths

Paul Knapton

Dee McLaren

Anthony Tran

Barbara Van Trigt

Total number of 2023 State Council delegates: 146

Total number of eligible 2023 State Council delegates: 195

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.)

General procedures

Venue

Parmelia Hilton Perth: 14 Mill Street, Perth WA

Car parking options

Parking options are limited, and public transport is recommended. Nearby paid car parks fill up quicklydelegates are advised to arrive early if they require parking.

Nearby paid parking: The nearest City of Perth car park is located approximately 500m away at the Convention Centre. Visit cityofperthparking.com.au for more information. Wilson Parking is also in the vicinity; find out more at wilsonparking.com.au

Sessions

Day 1 – Friday 9 June 2023

Morning: 8.15am to 12.30pm

Lunch: 12.30pm to 1.30pm

Afternoon: 1.30pm to 6pm

Day 2 – Saturday 10 June 2023

Morning: 8.15am to noon

Lunch: noon to 1pm Afternoon: 1pm to 5pm

Morning tea/afternoon tea

Delegates have access to tea and coffee for the duration of State Council Conference.

125 Years of the SSTUWA: Celebration and drinks

Friday 9 June, 3.30-6pm, at the Parmelia Hilton

State Council Conference dinner

Friday 9 June, 6.30-9.30pm, at the Parmelia Hilton

Post State Council Conference drinks

Saturday 10 June, conclusion of State Council Conference, at the Parmelia Hilton

Delegates are requested to hold discussions outside the conference room to ensure that debate can be heard.

Agenda

Executive has appointed a State Council Agenda Committee based on Conference Decision 46 of 1986. The Agenda Committee will deal with agenda matters raised at State Council. State Council delegates are directed to suggest changes to the agenda to committee members by: 8.30am on Friday 12.45pm on Friday 8.30am on Saturday

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.)

General procedure

In the event of a division, each row will appoint two members in the row or industrial staff will act as tellers. When a division is called, all delegates in favour of the motion will stand, until the standing delegates in each row have been counted. This procedure will be followed by delegates against the motion standing until they have been counted by the appointed tellers. The tellers will communicate the numbers to the chairperson in order that the aggregates for and against the motion can be expressed to State Council.

Unless the meeting determines otherwise, speakers will be limited to the following times:

(i) The proposer of a motion: five minutes for initial speech and three minutes for reply.

(ii) The seconder of a motion and the proposer of an amendment, and all other speakers: three minutes.

The chairperson may refuse to accept for submission to the meeting any motion or amendment, which has not been submitted in writing to the chairperson, with the names of the proposer and seconder attached.

No member shall speak twice on the same question unless by permission of the meeting and/or the chairperson.

State Council delegates

Delegates to State Council must be financial members and only financial members will be entitled to nominate as delegates to State Council.

A financial member is defined as a member who has fully paid the account for membership fees.

The State Council is divided into 20 districts. TAFE members are included in these districts and are eligible to nominate and be elected as delegates to State Council.

Once nominations are closed and elections held (if necessary) the resultant list becomes the official roll for delegates and alternate delegates.

State Council delegates’ expenses Country delegates

Union rules permit the reimbursement to delegates from outside the metropolitan area of expenses actually incurred to a sum equivalent to a first class rail fare or public transport fare, whichever is the least. In the case of duly accredited delegates representing branches north of the 26th parallel, airfares for travel on a normal scheduled air service may be refunded.

Where delegates use their own vehicles, they may claim expenses not exceeding the public transport fare, or in the case of duly accredited delegates representing branches north of the 26th parallel, not exceeding airfares, so long as such claim is accompanied by receipts for petrol and oil purchased.

Accommodation: Your allowance is now pre-paid

Delegates travelling more than 50km to attend State Council may claim accommodation expenses not exceeding public service rates for the number of days each delegate must be in Perth to attend the State Council.

Delegates must claim their accommodation costs for State Council prior to the event by completing the Booking and Claim Form for flights and accommodation. Funds will be paid directly to the delegate. Delegates may book accommodation at any venue they wish and are responsible for paying their accommodation fees directly to the provider.

Executive has resolved that State Council expenses be paid on the basis of two nights’ accommodation only, unless the driving distance is further than 500kms for the return trip or the normal mode of transport from the area concerned is by plane and plane schedules do not permit the delegate concerned to fit into the two nights’ accommodation schedule.

Authorised

Metropolitan delegates

Delegates attending State Council from within the metropolitan area may claim expenses at the rate of $20 per session, if they attend all sittings on the day for which expenses are claimed.

Pro rata reimbursement

Travelling, accommodation and metropolitan expenses referred to above will only be paid pro rata to the number of sittings attended by the delegate submitting the claim.

Claim forms

Claim forms will be available at the information desk at State Council or from the union office following State Council. Completed forms may, at the conclusion of State Council, be placed in a box supplied for this purpose, or posted or delivered to the union office.

Childcare

The SSTUWA offers members a choice of payment for childcare:

• The SSTUWA pays the childcare provider, on presentation of a tax invoice, after the member’s attendance at the designated meeting. or

• The member pays the childcare provider, then submits the union expense claim form with supporting receipt, which is then reimbursed by the SSTUWA.

Contact the SSTUWA Accounts Team for further details: (08) 9210 6000 | accounts@sstuwa.org.au

Distribution of literature

Executive has directed that all literature distributed at State Council be endorsed by the author.

Proxy delegates

In the event that a delegate is unable to attend State Council, the alternate delegate becomes eligible to attend. The rules do not provide for proxy delegates.

Members of the media

Executive has resolved that at any major SSTUWA meeting or State Council, members of the press or other news media be required to be members of their relevant union if they wish to cover the conference or seminar.

Authorised by Mary Franklyn, General Secretary, The State

Friday 9 June 2023

Session 1 8.15am – 12.30pm

8.15am – 8.50am Registration and tea/coffee

8.50am – 9am Welcome to Country by Elizabeth Hayden

9am – 9.30am President’s address by Matt Jarman

9.30am – 10.15am

Keynote speaker: Correna Haythorpe

AEU Federal President

10.15am – 11am Morning tea

11am – 11.30am Keynote speaker: Rachel Bos

ACTU, Voice to Parliament

11.30am – 12.30pm

Public Education Review panel

Dr Carmen Lawrence (Chair)

Dr Scott Fitzgerald Colin Pettit

Robyn White

Lunch 12.30pm – 1.30pm

Session 2 1.30pm – 6pm

1.30pm – 2pm Re-registration

2pm – 2.30pm

Keynote speaker: Hon. Sabine Winton, MLA Minister for Early Childhood Education; Child Protection; Prevention of Family and Domestic Violence; Community Services

Representing the Premier

2.30pm – 3pm

Keynote speaker: Meredith Hammat, MLA Parliamentary Secretary to the Minister for Education; Aboriginal Affairs; Citizenship and Multicultural Interests

Representing Hon. Dr Tony Buti, MLA Minister for Education; Aboriginal Affairs; Citizenship and Multicultural Interests

3pm – 3.30pm State Council reports

SC.1 Adoption of standing orders

SC.2 SSTUWA rule amendment

SC.3 International report

SC.4 Education and Training Centre report

3.30pm – 6pm

125 Years of the SSTUWA: Celebration and drinks, including a speech by Sally McManus, ACTU Secretary and reflections from past presidents

Authorised by Mary Franklyn, General Secretary,

SC.1 Adoption of standing orders

Unless the meeting decides otherwise, the following rules of debate shall be observed:

(a) Whenever the chairperson rises during a debate any member standing shall resume his/her seat and the chairperson shall be heard without interruption.

(b) When the chairperson considers it necessary to vacate the chair he/she shall ask one of the vice presidents to act as chairperson unless the meeting decides to elect another member as chairperson.

(c) Every member desiring to speak shall stand and address the chair.

(d) When two or more members stand at the same time to speak the chairperson shall call upon the member s/he first observes.

(e) Unless the meeting determines otherwise, speakers shall be limited to the following times:

(i) The proposer of a motion: five minutes for his/her speech and three minutes for his/her reply.

(ii) The seconder of a motion and the proposer of an amendment, and all other speakers: three minutes.

(f) In his/her reply the proposer of a motion shall introduce no new matter. The proposer of an amendment shall have no right of reply.

(g) A member who has seconded a motion without speaking to it, may speak at a later stage of the debate.

(h) Only the mover of a motion shall speak twice on the same question unless by permission of the chairperson and/or meeting.

(i) Any person proceeding to speak a second time on the same question, unless in accordance with these rules, shall be called to order by the chairperson except when explaining a point of his/ her speech which has been misunderstood and without introducing any new matter, or when speaking to a point of order or in answer to a question directed to him/her through the chair. Such answer shall contain no new matter.

(j) Should the mover of a motion speak to an amendment, he/she shall lose his/her right of reply.

(k) A person who has spoken to a motion may make one speech on each of any subsequent amendments to the motion, but he/she shall not be allowed to move any such amendment.

(l) A motion having been proposed, it may be amended by leaving out, substituting or adding words. During the debate following the first amendment, it shall be competent for delegates to move or second further amendments. A delegate who has moved, seconded or spoken on an original motion or amendment shall not move or second an amendment to it, but may speak on an amendment subsequently moved and seconded by other delegates. Once the mover has replied, the question shall be submitted to the vote, the amendments being put to the State Council in the order of their submission.

(m) The chairperson may refuse to accept any motion or amendment which has not been submitted to him/her in writing, with the names of the proposer and seconder.

(n) When a point of order is raised any person speaking at the time shall resume his/her seat and no discussion other than the point of order shall be held until the point of order is disposed of.

(o) The reply of the mover shall conclude a discussion and on no pretence whatsoever shall a member be allowed to speak on a subject after the reply, or to re-open matter by question.

(p) The chairperson may inquire if any member wishes to oppose a motion, and if no opposition is signified he/she may put the question without debate.

(q) Procedural motions

Debate on a matter may be suspended by a motion:

Authorised by Mary Franklyn, General Secretary,

(i) That the meeting be adjourned.

(ii) That debate on the question be adjourned.

(iii) That the meeting proceed to the next item of business provided such a motion is moved and seconded and carried by a simple majority.

Debate on a matter may be closed by a motion “That the question be now put” provided such a motion is moved and is carried by at least a two-thirds majority. Such a motion shall be put without debate, but no speaker shall be interrupted for the purpose of moving such a motion, nor shall it invalidate the right of reply of the mover of the substantive motion. Such a motion shall not be moved by a person who has spoken to the motion.

Debate on a matter will be suspended whenever a member calls for a quorum.

(r) Every motion shall be put to the vote by a show of hands unless two members call for a division, in which case the meeting shall divide.

(s) If the voting on a motion is equal the President, or the temporary chairperson, shall have a casting vote in addition to his/her deliberative vote.

(t) A member is guilty of a breach of order when a majority vote of members declares that he/she has: used objectionable words and has refused to withdraw them or satisfactorily apologise for them; used offensive words in reference to another member; wilfully disturbed the orderly conduct of the meeting; disobeyed a lawful order from the chair. Should any member be declared guilty of a breach of order the remaining members may, by majority vote, censure that member or suspend him/her from the remainder of the meeting or part thereof.

(u) The chairperson may adjourn a meeting. In such cases the remaining members may elect another chairperson by majority vote and commence a new meeting.

(v) The chairperson shall decide all points of order but any member may move that such ruling be disagreed with. Should such a motion be moved the chairperson shall leave the chair unless he/ she consents to remain on the expressed wish of the majority of members present and voting. The only speakers to such a motion shall be the mover or dissent and the chairperson whose ruling has been disagreed with. There shall be no right of reply. When the motion has been decided, withdrawn or referred, the chairperson whose ruling was disputed, may resume the chair. Effect shall be given to any decision reached on the point of order by a majority of the meeting.

(w) These standing orders may be suspended at any time by a majority vote of members present.

(x) By majority vote State Council may decide to go into committee. These standing orders shall remain in force unless a majority of members decides to suspend them but no press record of the proceedings shall be made until State Council resumes its open sitting.

(y) A decision of the meeting may be re-considered on the vote of a two-thirds majority of the members present and voting.

These standing orders shall apply to meetings of both Executive and State Council.

Recommendation:

1. That the standing orders be adopted.

Authorised by

SC.2 SSTUWA rule amendment

Proposed amendment to Rule 28 – Meetings of Executive:

That Rule 28(c) – Meetings of Executive, be deleted.

Existing rule:

28 - Meetings of Executive

(a) (i) Executive meetings shall be held at least four times in each calendar year at a time and place determined by the Executive but twelve weeks shall not elapse without a meeting of the Executive being called.

(ii) Meetings shall be held

* Whenever the Executive so determine or

* Whenever the President or whoever is acting in that office determines or

* Within seven days of a request in writing signed by not less than four members of the Executive being received by the General Secretary.

(b) Ten members of the Executive shall form a quorum for the conduct of business.

(c) If any member of the Executive is absent without leave from three consecutive meetings, the Executive may declare his/her seat vacant.

Reason for proposed amendment:

Rule 25A deals with the removal from office of senior officers and Executive members. Specifically, rule 25A(b)(v) provides for an Executive member who fails to attend three consecutive Executive meetings without notification, ceases to hold office. Rule 28(c) duplicates this provision and is not required.

Effect of proposed amendment:

28 - Meetings of Executive

(a) (i) Executive meetings shall be held at least four times in each calendar year at a time and place determined by the Executive but twelve weeks shall not elapse without a meeting of the Executive being called.

(ii) Meetings shall be held

* Whenever the Executive so determine or

* Whenever the President or whoever is acting in that office determines or

* Within seven days of a request in writing signed by not less than four members of the Executive being received by the General Secretary.

(b) Ten members of the Executive shall form a quorum for the conduct of business.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.3 International report

While we often, and with justification, highlight the trend of hindering trade unionism in Australia, it is important we recognise the circumstances in which some of our international comrades find themselves. The SSTUWA/AEU stands in solidarity with international educators and continues to play a

Authorised by Mary Franklyn, General Secretary,

pivotal role in international matters through its involvement with Education International (EI), the ACTU International Committee, the International Trade Union Confederation and global partners. The AEU conducts its international activities through Education International, resourcing international and trade union development programs at the global, regional and subregional levels through the International Trust Fund, and involvement with Australian partners including the Australian Council of Trade Unions, and the Australian People for Health, Education and Development Abroad (APHEDA).

The International Trade Union Confederation’s Global Rights Index has found abuse of workers’ rights have reached record highs.

The lowlights, not highlights, include:

• 113 countries exclude workers from their right to establish or join a trade union, up from 106 in 2021. Workers were excluded from workplace representation in Afghanistan, Burkina Faso, Myanmar, Syria and Tunisia.

• 77 per cent of countries denied workers the right to establish and join a trade union.

• Authorities in 74 per cent of countries impeded the registration of unions, up from 59 per cent, with state repression of independent union activity in Afghanistan, Belarus, Egypt, Jordan, Hong Kong, Myanmar and Sudan.

• 50 countries exposed workers to physical violence, up from 45 in 2021, including a rise of 35 per cent to 43 per cent of countries in the Asia-Pacific region and 12 per cent to 26 per cent in Europe.

• 87 per cent of countries violated the right to strike. Strikes in Belarus, Egypt, India, Myanmar, the Philippines and Sudan were met with the arrest of union leaders or with violent repression.

• Four in five countries blocked collective bargaining. This right is being eroded in the public and private sector in every region. In Tunisia, no negotiations can take place with unions without authorisation from the head of government.

The 10 worst countries for working people are Bangladesh, Belarus, Brazil, Colombia, Egypt, Myanmar, the Philippines and Turkey, with Eswatini and Guatemala entering the list for 2022.

• Country ratings improved for El Salvador, Niger and Saudi Arabia, but worsened for Armenia, Afghanistan, Australia, Burkina Faso, Guinea, Jamaica, Lesotho, the Netherlands, Tunisia and Uruguay.

• Trade unionists were killed in 13 countries, 41 per cent of countries denied or constrained freedom of speech and assembly, workers experienced arbitrary arrests and detentions in 69 countries, and 66 per cent of countries denied or restricted workers access to justice, including a rise from 76 per cent to 95 per cent of countries in Africa.

In the USA meanwhile we are seeing an extraordinary push by multiple industries to turn the clock back in regards to child labour.

Against a backdrop of a 37 per cent increase in violation of child labour laws it is astounding to see states such as Arkansas and Iowa not acting to address this but instead actually rolling back child labour protections. In Arkansas these changes have included eliminating age verification and parental permission requirements. Overall, 10 states in the USA have rolled back child labour protections – eight of them doing so in 2023 thus far.

Solidarity with Afghanistan

The EI has strongly supported the establishment of the Afghan Teachers’ Rights Observatory aimed at drawing further attention to the systematic attack on education and the rights of our students and teachers including the many women teachers who have lost their jobs and their livelihoods in Afghanistan. It is EI’s intention to document matters related to:

• Girls’ access to school.

• Women and girls’ safety and well-being.

• Restrictions on women teachers working with boys.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

• Curriculum standards.

• Teachers’ labour and human rights.

Solidarity with Ukraine

Following the first anniversary of the Russian invasion of Ukraine, the world continues to call for the cessation of all hostilities, the restoration of peace and the respect of sovereignty. The AEU condemns attacks against civilians, including sexual violence against women and girls, that have been used as part of the campaign of terror to intimidate the population. Attacks on schools, hospitals and residential areas are heinous acts which warrant specific condemnation as crimes against humanity. Firsthand accounts of the war describe the impossible dilemma facing Ukrainian teachers. In the occupied areas of the Ukraine, the education system is being destroyed. Teachers are forced to work according to the occupier’s curricula and are being threatened with torture and arrest for refusing to cooperate with the occupiers. Parents who do not allow their children to go to school are threatened with having their children taken away to boarding institutions. The Trade Union of Education and Science Workers of Ukraine, as with many other trade unions in Ukraine, are actively supporting internally displaced people, contributing to humanitarian aid and helping its members in need.

Solidarity with Chimm Sithar and Cambodian unionists

The AEU condemns the arrest and detention of Chimm Sithar, president of the Labor Rights Supported Union of Khmer Employees of NagaWorld (LRSU) on Saturday 26 November 2022, when she returned to Cambodia after attending the 5th World Congress of the International Trade Union Confederation (ITUC) held in Melbourne, Australia. LRSU members have been leading a strike since December 2021 after 1,329 union members were sacked by the NagaWorld casino management. Sithar’s arrest represents another escalation in trade union repression in Cambodia by the country’s authoritarian leadership. Not only has the Cambodian government refused to assist in the settlement of the long-running NagaWorld dispute, it has worked with NagaWorld management to ensure the arrest and imprisonment of LRSU trade union leaders back in February 2022 including Sithar, and now again with this recent arrest, Sithar remains in jail. Her latest application for bail was denied and the current speculation is that she’ll likely be kept in prison until after the upcoming national elections on 23 July 2023. The AEU will continue to work with the ACTU, APHEDA and others in the global movement and calls for her immediate release and the dropping of all charges against Sithar.

Solidarity with Myanmar

The AEU again condemns the military coup that took place more than two years ago in Myanmar and the atrocities and crimes against humanity committed by the Myanmar military. In the past two years, the junta has killed at least 2,800 civilians, including more than 50 trade unionists; illegally detained more than 17,000 people; and displaced over 1.2 million people, with 17.6 million in need of humanitarian assistance. The junta has specifically targeted trade unions: declaring 16 labour organisations illegal; raiding trade union offices and homes of unionists; harassing and threatening trade unionists and their families; arresting trade unionists, including the general secretary of the Myanmar Industries Craft and Services Trade Unions Federation (MICS-TUsF), Thet Hnin Aung; and revoking the citizenship of trade unionists including the leader of the Confederation of Trade Unions of Myanmar (CTUM), Maung Maung. The AEU supports the resolution of the Australian Council of Trade Unions in expressing solidarity with the call from the Myanmar trade union movement, and calls upon the Australian Government to use the second anniversary of the Myanmar coup to immediately enact more sanctions against the military regime.

Solidarity with Türkiye/Syria

As the death toll rises beyond 45,000 with 10s of thousands injured after a magnitude 7.8 earthquake struck Türkiye and Syria on 6 February, EI issued an urgent action appeal calling on member organisations to show solidarity and financial support to education unions engaged in relief actions on the ground. The AEU International Trust Fund immediately responded with an allocation of €20,000 to the EI urgent action appeal.

Acceptance and inclusion in Scotland

Scotland is the first country in the world to implement across all school types for the acceptance and inclusion of all students despite a strong conservative voice seeking to impede inclusive debate. Whilst implementation has a long way to go given the gulf between practice and policy. The SSTUWA 2023 Log of Claims Schools seeks member consideration to apply industrial support through the installation of gender transition leave.

As you can see the need for world-wide union solidarity has never been so high. I commend to you the work of organisations such as Union Aid Abroad APHEDA. You can find out more about them at apheda.org.au

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.4 Education and Training Centre report

This report includes the following key areas:

1. An overview of the 2022 Education and Training Centre

2. Term 1 and 2 in the Education and Training Centre

3. Union delegate industrial training in 2023 (TUT)

4. General membership industrial training (TUT)

5. New industrial training courses developed in 2023

6. WHS representative training in 2023

7. Special projects for 2023

8. Conferences and forums

9. Professional learning online learning opportunities

10. Professional learning face-to-face courses

11. Union representative packs go digital in 2023

1. An overview

of 2023 Education and Training Centre

During 2023 the ETC has planned to offer approximately 220 learning events for members throughout the year. Members will attend courses either in the SSTUWA building or online.

It is anticipated that approximately 2,000 members will attend online and face-to-face events through the SSTUWA throughout 2023.

The refined processes and procedures established by the Education and Training Centre staff allow the smooth running and management of multiple courses each week of the year.

The entire training team will continue to strive to ensure pre-course, during-course and post-course communication processes and hospitality with members is of the highest standard of professionalism and efficiency. The team will continue to work to encourage the retention of members and highlight the benefits of the union to non-members through the provision of high-quality learning opportunities. The remainder of the report details key areas of importance over the 2023 year.

2. Term 1 and 2 in the Education and Training Centre

After a successful January 2023 holiday professional learning schedule with 102 members attending events at the SSTUWA, Term 1 in the ETC has been steady.

Authorised by Mary Franklyn, General Secretary,

Training events commenced in Week 4 and continued through to Week 10 where possible. NAPLAN in Term 1 provided some challenges for delegates to leave school and thus events were not scheduled during that two-week period.

Unfortunately, staff shortages in schools and TAFEs during Term 1 resulted in many late cancellations from delegates registered for events. On average the cancellation rate for any one event has been around 25 per cent. The ETC has received a total of 58 cancellations of registrations since January 2023.

It is anticipated this high cancellation rate will continue into Term 2. The maximum number of registrations for courses has been increased for Term 2. This will allow for the anticipated five to six cancellations per course prior to the event. We hope this then results in the regular class average numbers being maintained.

3. Union delegate industrial training in 2023 (TUT)

Approximately 50 industrial training events will be offered over the year for elected delegates and will focus on the needs of delegates at different levels of experience, skills and knowledge including:

• District Industrial Training Forums: Schools (DC).

• Union Representative Training: TAFE.

• Union Representative Training: Level One, Level Two, Level Three: Schools.

• Union Representative Training: Growth Coaching: Schools and TAFE.

• Women’s Contact Officer Training Level One, Level Two: Schools and TAFE.

• Online Zoom Webinar Events: Union Delegates: Schools via Campaigns Officer.

Thus far in 2023 approximately 150 members have registered for delegate training at the SSTUWA, in addition to 110 delegates attending District Council training events in Term 1.

During Semester 2 a review of TAFE delegate training will be initiated to conceptualise a Level One and Level Two Union Representative Training Course.

In Semester 2 a new Aspiring Delegate Training Event for Schools and TAFE will be conceptualised and developed. This course will be offered in 2024.

4. General membership industrial training (TUT)

• Know Your Rights: General Agreement 2021: TAFE.

• Online Zoom Training Events – New General Agreement Schools 2021 – 45 minutes.

5. New industrial training courses developed in 2023

Two new law focused courses have been created this year under the direction of Mario Schmidt (Legal Services case manager and assistant Legal Services Team coordinator) and John Theodorsen (Legal Services consultant).

a. Understanding Employment Law Frameworks for TAFE Lecturers

This course was created for union representatives, JCCs, and committee delegates TAFE members. A total of 16 participants attended this event at the end of Term 1. The course was presented by the SSTUWA Legal Team and covered a range of topics including legal frameworks, TAFE Award and Agreement, the work of the SSTUWA Legal Team, dispute resolution and practical application activities. Feedback from participants during and after the event was positive.

b.

Understanding Employment Law Frameworks for Schools (TUT)

This course is being created for union representatives and women’s contact officers who have completed level one training and have held an elected position in their branch for at least 12 months.

Authorised by Mary Franklyn, General Secretary, The State

The course is being developed and presented under the direction of Mario Schmidt – assistant Legal Services Team coordinator, and in collaboration with Natalie Swinbourn – School Organisers Team coordinator, Antony Pearson – WHS organiser, Janette Bedwell – women’s organiser and a team member from Slater and Gordon.

The course will provide an outstanding opportunity to build delegates’ knowledge and understanding around a range of legal topics that apply to teachers and principals including awards, agreements, policies, dispute resolution processes, duty of care, work health and safety in the workplace, equal opportunity and discrimination laws.

The course is scheduled for Term 3, 27-28 July.

6. WHS representative training in 2023

The Education and Training Centre is pleased to partner with the Department of Education (DoE) and Unity Training to host the newly created Education Specific Five-Day Introductory Course for Health and Safety Representatives. The ETC currently has six of these events scheduled over the year.

This five-day course is highly recommended for all new health and safety representatives (HSRs) elected after 31 March 2022.

The course provides HSRs within the Education Department with the skills and knowledge necessary to effectively perform their functions and powers in protecting and promoting the work, health and safety of those they represent.

This newly developed course has been created based on the new WHS Act 2020 and WHS Regulations 2022. It will provide updated information regarding new definitions related to the legislation and the expanded duties of stakeholders under the new legislative requirements.

A one-day refresher course is also available for HSRs who have previously completed the new five-day course.

A high number of registrations have been received for 2023 with over 90 registrations received to date indicating a 100 per cent increase on the previous year. As a result, two extra five-day events have been scheduled for 2023.

7. Special projects for 2023

As planned two special project forums have been scheduled for Term 2 and Term 3. The agenda has been set and speakers have been arranged for the following two new half-day forums.

a. Climate Action Forum – Schools and TAFE (TUT) 27 June 2023

Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living. It enables individuals and communities to reflect on ways of interpreting and engaging with the world. Sustainability education is future-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. In this forum, participants will consider current practices of their school or college, and discuss resources and teaching approaches that will support climate change and sustainability.

b. LGBTIQ+ Forum - Schools and TAFE (TUT) 25 July 2023

All staff play an important role in creating a space that allows acceptance of the diversity of students. It is a requirement to ensure that all students are protected while in our care. This forum will provide an opportunity for members to expand their understanding about sexual and gender diversity. It will also provide practical strategies to ensure that all staff are equipped with the necessary knowledge and skills to provide a safe and inclusive learning and working environment. This forum will address strategies to support both staff and students. The forum is open to LGBTIQ+ educators and allies.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

8. Conferences and forums in 2023

The following conferences and forums are planned to be offered throughout 2023.

• Early Childhood Educator Conference.

• Women’s Conference.

• School Leaders’ Conference (TBC).

• Early Childhood Educator Forum.

• New Career Teachers Forum.

• New School Leaders Professional Forums.

• LGBTIQ+ Forum Schools and TAFE (TUT) (special project).

• Climate Action Forum - Schools and TAFE (TUT) (special project).

9. Professional learning online learning opportunities

In 2023 the SSTUWA will continue to partner with the Melbourne-based Teacher Learning Network (TLN) to offer over 70 online professional learning events. This is an increase of 70 per cent in the number of events offered in 2022. All events will be live and will vary from 60 minutes, three hours or five hours in duration.

Most 60 minute online events are offered close to the finish of a school-day, dependent on the time difference with the team in Melbourne. The three-hour or five-hour online events are mainly offered during the holiday periods. Selected online topics are varied, are aimed at a range of audiences K-12 and TAFE, and fall into the following categories:

• First Nations Curriculum, Pedagogies and People

• Staff and Student Well-being

• Educational Leadership

• Relationships for Learning (classroom management)

• Learning Diversity

• Instructional Practice and Pedagogy

• Secondary Literacy

• Primary Literacy

• Primary Numeracy

• Professional Identity and Development

Approximately 100 members have participated in online professional events so far this year. It is of interest to note the following events attracted the highest number of participants.

• Five Approaches to Differentiation in Secondary Schools: Live online 60 minutes.

• Differentiation for Students with a Learning Disability (K-8): live online five hours.

• Supporting Students Who Have Experienced Trauma: live online 90 minutes.

See sstuwa.org.au/statecouncil for a detailed list of all online professional learning events.

10. Professional learning face-to-face courses

A range of high-quality professional learning courses will continue to be offered during all holiday periods throughout 2023. These will include both full-day and half- day sessions. Courses will be selected dependent on identified needs and requests of members: A large suite of topics and

presenters have been identified and are available to work with the SSTUWA upon request. New topics and presenters are added continually. Sessions to be offered will fall into the following categories:

• Behaviour Management

• Students with Special Needs

• Education Technology

• Personal Development

• Mental Health and Well-being

• Career Development

• Teaching Literacy and Mathematics

• Financial Planning

The ETC coordinator will continue to maintain strong working relationships with current contract presenters who provide high-quality, powerful professional learning opportunities for members.

In 2023 the ETC coordinator will also continue to identify new presenters to provide learning around newly identified topics of need. The current suite of possible professional courses is around 40 potential topics or sessions. The goal for 2023 will be to offer at least one new course per holiday period, adding approximately five new presenters or topics in 2023.

11. Union representative packs go digital in 2023

In line with the SSTUWA goal to increase sustainable practices, in 2023 the Education and Training Centre will work collaboratively with the Communications Team to deliver union representative packs via email versus via hard copy mailing. Electronic packs will be sent to newly elected and reelected representatives in schools and TAFE colleges. E-packs will provide links to download important information and resources to support the reps in their role. The information and resources provided will replicate those provided via Australia Post in previous years but will be more cost effective, timeefficient and environmentally friendly.

Recommendations:

1. That a senior officer report.

2. That the report be received.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

Saturday 10 June 2023

Session 3 8.15am – noon

8.15am – 9am Registration and tea/coffee

9am – noon

State Council reports and motions

SC.5 General Agreement Schools 2021 report

SC.6 General Agreement Schools 2023 Log of Claims report

SC.7-SC.19 Schools Log of Claims motions

SC.20 State government initiatives report

SC.21 School leaders report

SC.22 New educators report

SC.23 Aboriginal and Torres Strait Islander education report

SC.24 TAFE report

SC.25 General Agreement TAFE 2023 Log of Claims report

Lunch noon – 1pm

Authorised by Mary Franklyn, General Secretary, The State School Teachers’

SC.5 General Agreement Schools 2021 report

Of the 57 different items arising from this agreement to be implemented, 34 are complete with the remainder planned for completion in 2023 by an agreed timeline. Senior officers continue to work through EREC for the finalisation of the remaining items and can report each item is progressing satisfactorily, with the exception of a new schedule for the School of Isolated and Distance Education (SIDE). Others are highlighted in this report.

Both parties acknowledged during negotiations that working conditions and the application of the award/agreement do not meet the needs of SIDE staff. Agreement was reached for a separate schedule for SIDE to be developed for the General Agreement and that consultation for this was to include members and the SSTUWA. At the time of writing this report the SSTUWA has had minimal briefing. Staff at the branch have been engaged in consultation, though there remains considerable work still to be done until the SSTUWA can be satisfied the schedule can be endorsed. The importance of this consultation has been stated through the EREC forum.

The review of the Country Teaching Program is underway and is a significant piece of work; it is focused on the attraction and retention intent of the scheme. System and union leaders have met to discuss the various measures the DoE applies to staffing and financial allocative mechanisms and data analysis to consider replacements for the now irrelevant SEI model. The SSTUWA has placed a priority on completion of this review by the expiry of this agreement, a timeline not agreed to at this point by DoE.

From the survey conducted by the SSTUWA during Term 1 2023 it was revealed approximately 50 per cent of schools had not planned curriculum support on school development days in 2023. Approximately 80 per cent of respondents to this survey had received a half-day at the start of 2023 for classroom preparation time and this was a block of time as stated in the General Agreement. Thank you to all those who supported this survey; these results (deidentified) were shared with DoE to ensure greater compliance.

In the 2019 General Agreement Schools, collegiate principals were introduced. Collegiate principals are a strategic asset to the development of principals and to the system given the removal of other forms of regional and central support since the introduction of the Independent Public School model and the funding cuts to the public education budget. The collegiate principals have proven to be reliable, are much valued by principals and in many cases across the state; they have been important for health, well-being and the retention of leaders. The SSTUWA was consulted on the terms of reference of the review and looks forward to the outcomes due later in 2023.

Early March 2023 the SSTUWA president wrote to the DoE requesting an urgent meeting to discuss district high school (DHS) funding. Of concern was the revelation DHSs in 2023 would only be able to access support from Statewide Services if they engaged in a service for fee model (as tabled to Executive); until the end of 2022 these supports were available in the same fashion other Statewide Services support is available. Consequently DHSs received the following email on 6 April 2023from the service director, Secondary, District High Schools and Post School Pathways, confirming their EBA entitlement:

Dear Principal

As per the current EBA Funding Agreement, a targeted initiative to support strengthening the breadth secondary provision in DHS has been sent to your school on April the 5th for 2023.

• 60k for DHS with 1-29 students in years 7-12; and

• 100k for DHS with 30 or more students in years 7-12.

Authorised

The intended hierarchy for the funding is as follows:

1. Additional FTE for Secondary Schools

2. Building staff capability through professional development

3. School of Isolated and Distance Education

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.6 General Agreement Schools 2023 Log of Claims report

A draft Log of Claims will be presented to State Council for discussion.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.7 Branch motion

The SSEN:D branch request that all CTs are awarded the same allowances and personal leave as their fellow teachers as they work alongside them in the same schools.

Background

SSTUWA have agreed to work with the DOE to review schools that receive country teacher program allowance and other allowances. These allowances are not available to SSEN consulting teachers in an equitable way despite the fact that SSEN teachers work in the same schools with the students who have the highest needs.

School of Special Educational Needs: Disability Branch

SC.8 Branch motion

That Advanced Skill School Psychologists have relative parity in pay and working conditions to Level 3 Teachers.

Background

The SP Branch seek parity for psychologists with Advance Skills School Psychologist (ASSP) status based on the wording in 2021 Agreement Clauses 15.1, 15.4, 15.5 & 15.6 – Level 3 Classroom Teacher. Currently ASSP do not receive any renumeration for the status. Refer to Clause 18.6 2021 Agreement. These changes would address the following inequity.

(no pay increase nor time for ASSP)

DISPARITY

(no pay increment for LSP, ARI –attracting and retention initiative, reviewed annually, not embedded in Agreement.

School Psychology Services Branch

SC.9 Branch motion

To explicitly include School Psychologists in Country and Metropolitan Teaching Programs. Add to the Agreement at Part 9 Country and Metropolitan Teaching programs the words ‘and School Psychologists’.

School Psychology Services Branch

SC.10 Branch motion

Define headquarters so that School Psychologists are able to claim Motor Vehicle Allowance that better reflects their employment related use of personal vehicle.

Background

Clause 55 of the Award - Motor Vehicle Allowance Claims

1. Definition of Headquarters as used by for motor vehicle claims

2. One workplace (per contract) in which the school psychologist negotiates with her lead school psychologist where they carry out primary official business and could be:

a. the location identified for operational requirements such as test borrowing, OR

b. the location from which the School Psychologist is paid, OR

c. the location in which most of the official business for that role occurs (ie regional office or State Wide Services)

(Ikon has the process of claiming MVA via headquarters and this defines headquarters to better reflect the diversity of locations that school psychs work in.)

School Psychology Services Branch

SC.11 Branch motion

Branch and Deputy Branch Representatives to have up to 2 hrs per week paid time for union business each. Times can be negotiated with the Representatives.

Background

FTE for School Psychologists is not allocated by Principals, but by the School Psychology Service in Regional offices or Statewide Services. There are currently about 550 school psychologists employed by the Education Department. This motion creates parity with current paid time for union reps in schools. (There are specifications for Representative to have paid time depending on the size of their school. Maximum is 2 hours per week. See Teacher Award 1993 Section 61 (5). Negotiating of up to 2 hours allows for some flexibility regarding FTE.). See Union Representative Time Allocation Industrial relations Advice Number 5 of 2020.

School Psychology Services Branch

SC.12 Branch motion

In the aftermath of actioning the Level Grievance 2 Concerning Collaborative DOTT, there appears to be some confusion with parts of the definition of “Collaborative DOTT”. This branch of the SSTUWA at Sorrento PS seeks that the SSTUWA in the negotiations for the 2023 Log of Claims to remove the words “Collaborative DOTT” and replace with the words “Common DOTT” in Clause 11.3 of the Teachers Agreement, to alleviate any misunderstandings associated with the term collaborative.

Background

Confusion stems from the requirement of principals to demonstrate that the staff at their respective schools, collaborate. Note: Clause 9.3 can be used for the school’s collaborative purposes.

Sorrento Primary School Branch

SC.13 District Council motion

The SSTUWA negotiate for the 2024 school year and ongoing for the Education Department to include reasonable targeted per student funding for On Entry teacher relief to allow pre-primary classroom teachers to conduct the On Entry Assessment without excessive use of DOTT and classroom time. This funding is to be provided as a targeted initiative.

Background

The Ed department previously funded schools $50 per pre-primary student specifically to provide relief for classroom teachers to conduct the On Entry Assessment. $50 was generally 2 days relief – which allowed for a significant proportion of the assessment to be completed without adding workload or impacting on the classroom program (aside from the teacher being absent) in many schools there is no, or limited relief provided. Many PP teachers are using all their DOTT for 4 or more weeks to complete the assessment, as well as needing to assess during class time as well. The On Entry is recommended by the On Entry Office to be conducted by the classroom teacher to gain maximum benefit from the assessment. We agreed it should be conducted by the class teacher but without targeted and mandated relief the workload is excessive and adds incredible workload and stress to PP teachers each year. Currently investigating if funds are still allocated via 1 line budget. Need to make it clearly identifies as for OEA.

Belmont / Kalamunda / Maylands / Swan District Council

SC.14 District Council motion

That this Kalamunda SHS branch acknowledges the growing workload on all School Administrators. While we recognize that they are given 0.3FTE under clause 17.3 of the current agreement, we also are seeing the roles and responsibilities of these School Administrators grow. Schools themselves are becoming larger and more complex environments than they ever have before. These HOD’s, HOLA’s, Program Coordinators and Level 3 Primary Principals are being asked to do more than what was originally expected. This is accompanied by the growing number of Limited Authority to Teach and Graduate staff that are often trying to mentor and help, the 0.3FTE allowance is running thin.

We seek that this allowance for HOD’s, HOLA’s, Program Coordinators and Level 3 Primary Deputies to be increased to a minimum of 0.4FTE in the next log of claims.

Background

Many high school environments, where more HOD and HOLA roles are present, are set to 5 teaching sets. You teach 5 classes 4 times a week, with 5 DOTT periods if on a 25 grid. This means a 0.3 allowance is a half grid line, making this HOLA or HOD time 0.4 would be a more natural fit in a High School environment. This could be better utilised for them to achieve their administrative duties, meetings, behaviour management, curriculum planning, timetabling and the copious amount of time that it takes reading and reviewing applications in the current teaching environment.

Belmont / Kalamunda / Maylands / Swan District Council

SC.15 District Council motion

That the Kalamunda Senior High school branch are fortunate enough to be surrounded by many great, experienced Educators including many Level 3 Classroom Teachers.

We believe that when the Level 3 Classroom Teacher qualification was introduced, it was to further those that wished to remain in the classroom and allow them to give back to the school community and their fellow educators. This was originally accompanied by a 0.1FTE allocation. With the one-line budget and much of this time being now absorbed into other roles in the school environment.

We seek the reinstatement of the 0.1FTE allowance for Level 3 Classroom Teachers in the upcoming Log of Claims.

Background

Many Level 3 Classroom Teachers are given extra responsibilities in the school and are not given time to carry these duties out. This is resulting in Teachers not willing to get the qualification and many once they have it, not wanting the extra responsibility due to the stress and pressure it places on them. For the financial reward that Level 3 Classroom Teachers get, it is accompanied by equal responsibilities and time constraints that many cannot take on.

Belmont / Kalamunda / Maylands / Swan District Council

SC.16 District Council motion

That this Kalamunda SHS branch, welcomes the commitment to retain the current capacity to allow five days of LSL credit to be available until the next entitlement of LSL is accrued. However, this branch believes that increasing the number of days from 5 to 10 will allow members to have more flexibility around how they choose to use their leave, in then time remaining until the next entitlement is accrued. The Kalamunda Senior High School branch wish the Belmont/Fremantle/ Jandakot/Kalamunda/Maylands/Perth/Riverton/Victoria Park District Council to endorse the proposed motion so that it is passed onto State Council, and for consideration in the 2023 Log of Claims for the new EBA.

Background

Originally people were forced to take their LSL and clear the Leave Debt that the Government was holding. This has now been satisfied though we can still only hold the 5 days that they allowed during this time. The 5 days are difficult for school leaders to administer and tough for teachers to access. 10 days would allow a teacher to be found and contracted, if need be, to cover this leave rather than just having the teacher hold it until the next LSL falls due. This is an aim to give the teacher a break between these times and reduce teacher burnout.

Belmont / Kalamunda / Maylands / Swan District Council

SC.17 District Council motion

That this Kalamunda SHS branch notes that like many occupations, Long Service is due after your first 10 years of service and every 7 years post that date.

Unlike many other departments though, we do not receive the pro-rata payment between the first 7 years and the 10-year mark that your long service falls due. According to the West Australian Department of Industry, if you leave your employment after serving 7 years of service but before 10 years you are to be paid out your proportion of accrued Long Service Leave. If you were to leave after 9 years, you receive none of your entitlement that you have built over the years. This includes people who are taking a career break for medical or family reasons.

We ask that in the 2023 Log of Claims, an amendment be made to the Long Service Leave clause to reflect the standards that are in the Long Service Act of Western Australia.

Background

I have been approached by multiple staff needing to take a couple of years away from the workforce for different reasons, and they have been informed after 8 years of service all their LSL will disappear if they resign. Their intention is to return to the workforce after their time away, but they are reluctant to with many stipulations not working for them. For example, they are looking at the private sector where many institutions offer LSL after 7 years and every 7 after that.

Currently we receive less than what is in the Western Australian legislation due to our award as a branch, we believe we should at leave have the same as others or we are disadvantaging ourselves.

Belmont / Kalamunda / Maylands / Swan District Council

Authorised

SC.18 District Council motion

That this Gilmore College branch recognises the extremely difficult task Teachers have in trying to manage the huge number and variation of disabilities displayed by their students (diagnosed and imputed) and the impact this has on classroom management, differentiation, and delivery of the curriculum. We also acknowledge the restrictions that result in teachers being less skilled and knowledgeable in their ability to best support the many complex behaviours demonstrated by students in their classes. The branch believes that more funding will allow for teachers to be better supported and result in better outcomes for their students. Extra funding will allow for smaller class sizes and more EA time. It will also provide for relief to allow teachers to attend PL, for schools to engage more in formal testing of their students and to provide more targeted resources for students with disabilities. The branch resolves to request SSTUWA consider the issue of high numbers of students with both diagnosed and imputed disability in our schools and negotiate for more funding for a range of supports, with priority given to smaller class sizes and more EA time.

Background

With class sizes of up to 32, Gilmore College has many with a majority of students being unable to access the curriculum, with comparatively few students with a formal diagnosis, the amount funded EA support does not meet the needs of teachers and students; teachers are teaching outside of specialist areas, adding to workload as they try to differentiate a curriculum that is foreign to them, practical lessons across multiple learning areas are being removed from programs to allow teachers more success in individual lessons.

Murray / Rockingham District Council

SC.19 District Council motion

That this Gilmore College branch recognises the impact of support staff on reducing teacher workload, improving efficiency in learning areas and providing learning opportunities for students.

The branch believes that schools will benefit from D&T, PE and Arts learning areas having dedicated technicians providing knowledge, time and support to teachers.

The branch resolves to request SSTUWA to negotiate for the return of D&T, PE and Arts technicians to schools.

Murray / Rockingham District Council

SC.20 State government initiatives report WA Labour Advisory Council

The first WA Labour Advisory Council (WALAC) meeting of 2023 reported the following in relation to public sector wages:

• Wages review confirmed for later this year.

• Unlikely to see any change in the state budget.

• Agreement the review process still needs to be a more transparent process. The process of how to be involved in the dialogue is important and to take place around September/October.

• A framework (the process to be heard) is important – Government Sector Labour Relations (GSLR) to drive the conversation.

• Ministers’ and Premier’s offices to organise a meeting (with WALAC members) to discuss the process.

UnionsWA recently organised a meeting with senior union officials and the Premier and ministers Johnston, McGurk, Sanderson and Ellery to discuss the relationship between unions and the Labor

Authorised by Mary Franklyn, General Secretary, The State School Teachers’

government and its agencies including policies affecting working Western Australians. The focus topics were:

• Identify the most effective ways to raise and resolve matters.

• Improve communication between unions and government decision-makers.

• Reform WALAC to better serve unions and government.

• Ensure a level of engagement with all unions and government, ministers and their officials.

Following the meeting a debrief of the Public Sector Alliance was held with the following outcomes agreed:

• WALAC to be reformed to provide a more consultative space between unions and government leaders.

• Consideration to use of external consultancies by government. Considered to be an unnecessary expense, time delaying and a consultancy avoidance manoeuvre.

• Consideration to reform of the Public Sector Management Act.

• The government to consider an induction package for any new staff to better understand working with unions.

• The Premier recommended:

○ Get the issues early to government.

○ Unions need to be better organised.

Public Sector Wages Policy

Current inflationary pressure across the country is being driven by profiteering, particularly by the largest corporations and is widely known as “greedflation”. Across the globe this is also recognised. For instance, the European Central Bank (ECB) pointed to “opportunistic behaviour by firms” and suggested “producers are exploiting uncertainty to increase margins and raise prices beyond what is necessary to absorb cost increases”.1

Dr. Jim Stanford, director for the Centre for Future Work, stated “for every dollar in labour compensation paid in the economy, the broader business sector collects over 80 cents. It is clearly inappropriate to exclude this large and growing flow of income from the analysis of production costs and their impact on inflation over time, while putting sole focus on labour costs as a potential cause of inflation”.

On 26 April 2023 the March quarter national CPI figures were released showing CPI at seven per cent, having dropped marginally from 7.8 per cent. The WA Treasury released its statement highlighting WA CPI was 5.8 per cent, this was the figure immediately being quoted by WA Government to the media.

The ACTU is calling for the minimum wage to be increased by seven per cent, UnionsWA is calling for the state minimum wage claim to be seven per cent. The revised public sector wage position will be determined and announced following consultation with stakeholders in the mid-year financial review in December. Outside of the SSTUWA, no other public sector union will have entered into EBA negotiations before the new wages position is announced by the WA state government.

WA 2023-24 state budget

The 2023-24 state budget showed no recognition that the state government intends to address fundamental issues in our public education system.

The minimal increase in the public education budget was caused by steady enrolment growth and not due to an improved funding formula being applied to education. Nonetheless the “record investment” headline was once again rolled out. The state government claimed a nine per cent increase in education funding. This only applied against the initial budget estimates for 2022/23. When compared

Authorised

1 Panetta, Fabio. 2023. “Everything Everywhere All at Once: Responding to Multiple Global Shocks.” Speech presented at the ECB and its Watchers XXIII Conference, 22 March.

to the actual expenditure in 2022/23 ($6,294,791,000) the new expenditure of $6.4 billion represents a 2.07 per cent increase overall.

The spend per student increased in 2023/24 by just 1.37 per cent for primary students and 0.83 per cent for secondary students.

The spend on capital works for schools looks to have increased by 16.43 per cent on the previous actuals, but this includes almost $60 million in funding deferred to this financial year, which is not new money.

There was a 285 increase in primary school staff and 229 secondary staff, reflecting student growth but well short of the number of actual teachers needed, estimated to be around 300.

The allocation for Government Officer Regional Housing (GROH) of $61.6 million in additional funding for new and refurbished properties is welcomed as is the GROH rental freeze for another 12 months across the public sector. (The SSTUWA will again be advocating this is applied to all GROH residents; in 2022 the SSTUWA won the position that new graduates were to be included after learning this had not initially been the case.)

What we know from submissions to the review into public education being led by Dr Carmen Lawrence is that there needs to be a far bigger investment in public education. There needs to be consultative change that reduces workload, addresses red tape and unnecessary paperwork and gives teachers the time and space to actually teach.

As the SSTUWA and the federal minister has repeatedly said we need 100 per cent of the Schooling Resource Standard to public schools. In WA, which needs it more than most states thanks to our geography, we get around 91 per cent in 2023. It is comparable to note every private school in WA in 2023 is currently funded at a minimum of 100 per cent through separate agreements.

For TAFE and training initiatives the following was included in the 2023-24 state budget:

• $3 million for a TAFE scholarships program for women in trade and technical occupations.

○ A $5,000 scholarship for up to 400 training places over four years for women to study a range of STEM, technical and building and construction occupations.

• $3.5 million to expand the Heavy Vehicle Driving Operations training program to the Kimberley and Pilbara.

○ North Regional TAFE will be supported to deliver the training to around 350 participants over a four-year period, commencing January 2024.

• $2.9 million work placement and travel assistance for regional nursing students.

○ Eligible regional Diploma of Nursing students will receive a weekly allowance and a travel allowance over two years to offset some of the costs associated with having to travel to undertake clinical work placements not available locally.

• $2.5 million to increase travel and accommodation allowance for regional apprentices.

○ This initiative is to address an increased gap in out-of-pocket expenses for regional students for a two-year period from 1 July 2023.

Recommendations:

1. That a senior officer report.

2. That the report be received.

Authorised by Mary Franklyn, General Secretary,

SC.21 School leaders report

Principal Performance Review

As reported to the November State Council, during Semester 2 2022, the Principal Performance Review (PPR) had shifted from pilot to process with little union or association consultancy. As we headed into 2023, concerns remain.

Between November 2022 and February 2023, an independent review of the PPR was undertaken by dandolopartners. The release of the executive summary was interesting to say the least. This 10 page summary provided a lack of depth and detail.

The final report however, included concerns such as “many principals found the self-reflection process to be time consuming”; and “some of the tools supporting the self-reflection process were not available free of charge, which meant they are less accessible to principals at small schools.”

Comments from the validation meetings included “the validation meeting felt compliance driven and re-affirmed what they already knew, rather than talking through issues in a meaningful way.”

And when it came to gathering of information, the report found that “the system information received was outdated and did not reflect current circumstances” and “many Departmental staff in central and regional offices did not feel there was a comprehensive understanding across the Department of the type of information to include when responding to a system information request, or the importance of ensuring accurate and timely input into the system information scan.”

Furthermore, over 50 per cent of principals said that the process was intrusive to their workloads. The SSTUWA and associations are in receipt of the full final report and will continue to raise concerns and provide feedback about the PPR process.

Collegiate principals

Collegiate principals are an initiative originating from the SSTUWA and won as part of the 2019 Schools General Agreement. This initiative reflects the union’s commitment to build capacity of our schools and provide support for school leaders, enabling them to do their job strategically and develop them into sophisticated leaders.

According to the department, since the collegiate principal initiative was launched in 2021, “485 principals have worked with a collegiate principal, 261 (54 per cent) from regional locations and 224 (46 per cent) from metropolitan schools.” Feedback received from members has been positive.

An external review of the collegiate principal initiative is being undertaken by Ben Calleja – director of Growth Coaching International. This planned evaluation was expected to commence in late 2022 but due to several Covid-related factors, the review was pushed forward into 2023. Ben will be consulting with all key stakeholders and examining ways to strengthen the program.

Compensatory leave

One of the major achievements from the last Schools General Agreement was winning compensatory leave for principals.

The intention of compensatory leave for principals is to provide recognition of work required to be undertaken outside of normal school hours to manage catastrophic emergencies and events. The department will credit directors of education with 320 days of compensatory leave across all regions for principals over two years.

The SSTUWA continues to work with school leaders, ensuring they receive compensatory leave when this entitlement arises. Providing information to school leaders about this right and entitlement is ongoing.

Principal re-classification

Parties agreed at the conclusion of 2022 that the work-value consultancy that has been underway for more than 12 months remained problematic. The primary issue remained reflecting a school’s context in a formulaic response that also delivered equity as seen across a large and diverse system.

In response the SSTUWA provided a written summary of school leader classification suggestions which the DoE agreed to cost and the PFWA (an invited party) endorsed. Whilst awaiting the DoE costings the SSTUWA has added these as school leader items into the 2023 Log of Claims for membership to consider.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.22 New educators report

One of the key focus areas for the Growth Team is to work closely with beginning teachers.

Teachers in their first few years require additional support, information and advice while they are learning their craft. The Growth Team work hard to ensure the recruitment and retention, engagement and support, leadership and activism of early career teachers.

Recruitment and retention

New educators become members with the SSTUWA through a variety of recruitment activities and events. These include graduate modules, conferences, school visits, student conversion project, new starters and via social media through our increased online presence.

After a bumpy couple of years due to Covid, the Growth Team have seen the return of face-to-face graduate modules. The team attend graduate modules one and four. Attendance at these modules ensures early career teachers are aware of the SSTUWA and the work that we do.

Requests to attend conferences has been increasing and it is wonderful to meet so many early career teachers at these types of events. Several conferences the team have attended have been with association members of the Professional Teaching Council of Western Australia. Conversations with both beginning teachers and more experienced teachers have proved valuable for both recruitment and retention.

The student conversion project is a great opportunity for the Growth Team to make an individual connection with newly graduated teachers. Twice a year, this targeted approach involves a recruitment phone call to each student member. Follow up information in a variety of different forms is provided if the team are unable to speak directly to the student. This approach continues to yield positive results.

On a termly basis, the SSTUWA are provided with the names of new employees. Union reps who attend training along with District Council delegates are provided with the names of new starters from their school. This ensures that any new educators have early contact with their reps to assist with recruitment and support. The Growth Team also utilise this data when on school visits.

The continuation of regular articles in the Western Teacher provides new educators with information specific to their needs and circumstances. Articles continue to include the NEN fish, making them more easily identifiable for new educators.

Engagement and support

A targeted social media plan was trialed during 2022. Due to its success, the new educator social media content plan was fully launched from the beginning of the 2023 school year.

Four major themes are published on the New Educator Network private Facebook group, the SSTUWA general Facebook and the SSTUWA Instagram. This content includes:

• Teaching Tip Tuesday – these assist new educators with practical advice and information.

• I Wonder Wednesday – provides new educators with pertinent industrial advice, particularly around graduate allocations, registration, and other common graduate issues.

Authorised by Mary Franklyn, General Secretary,

• Throwback Thursday – shares union history and recent union issues, giving new educators and other members a sense of their place in the wider union movement today and through time.

• Unions 101 – explains key union topics to educate new members, and others, about the processes underpinning the functioning of their union.

Membership numbers and member engagement, including posts, comments, reactions and shares, continues to climb for the New Educator Network group.

Webinars have also proved to be a very welcome addition for new educators. Each term, members of the New Educator Network can tune into sessions that contain information that is relevant to them. Topics covered have included graduate allocations, TRBWA registration, and even 10 tips style sessions based on the Teaching Tip Tuesday theme. The 10 tips webinars are anticipated to be a low-cost way of adding value to student members, while also increasing their engagement with their union.

The Growth Team also curate content for the monthly NeNews. On the first Tuesday of every month, teachers in levels 2.1-2.5 receive an electronic newsletter straight to their inbox. These newsletters are bursting with content specifically designed for beginning teachers.

Leadership and activism

The New Educator Committee comprises a very active group of early career teachers. Several committee members also hold union leadership positions including union reps, District Council and State Council delegates.

The committee meet on a termly basis and the views and ideas presented by this dynamic group continue to shape the direction of the New Educator Network.

The SSTUWA hosted a very successful National New Educator Conference in December 2022. All branches of the AEU were represented among the 67 participants. We also welcomed five representatives from New Zealand, three from the Japanese Teachers’ Union and the COPE participant was from Samoa.

Across the two days of the conference, delegates were treated to speeches from a range of guest speakers including Correna Haythorpe (AEU Federal president) and a special recorded video message from the Federal Education Minister Jason Clare, who was unable to attend in person. Attendees were also involved in workshops focusing on building capacity, LGBTIQ+ progress in education and the Voice Yes! campaign, the path to the referendum.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.23 Aboriginal and Torres Strait Islander education report Aboriginal and Torres Strait Islander Education Committee

2022 concluded with the SSTUWA’s Aboriginal and Torres Strait Islander Education Committee requesting that the union consider a communication strategy around strengthening our language around reconciliation and the processes around cultural responsiveness within the organisation.

SSTUWA’s strategy is to ensure all editions of the Western Teacher and SSTUWA website prioritise an Acknowledgment of Country alongside the artwork design by Wadandi Noongar and Ait Koedal artist Tyrown Waigana. SSTUWA organisers are also in the process of strengthening their knowledge and language of local country and traditional owners for Acknowledgment of Country when on itinerary. Our Aboriginal and Torres Strait Islander Education Committee will continue to guide and provide advice towards the union’s cultural responsiveness.

The committee’s priority for 2023 is the Voice to Parliament, the Log of Claims and ongoing implementation of the Cultural Standards Framework.

Voice to Parliament – Unions for Yes campaign

The Australian Education Union announced at the 2023 National Conference its commitment and support for enshrining a First Nations Voice to the Australian Constitution. AEU Yalukit Yulendj chair Russell Honnery highlighted the importance of this referendum and the momentous step towards reconciliation with Australia’s past.

The SSTUWA committed to support a First Nations Voice to Parliament at June 2022 State Council.

The SSTUWA, in consultation with AEU’s Yalukit Yulendj, the ACTU’s Yes Campaign and with guidance from our Aboriginal and Torres Strait Islander Education committee, have begun campaigning for the Yes vote to enshrine the First Nations Voice to Parliament. The committee has endorsed our campaign plan.

There have been several articles already in the Western Teacher with ongoing input from the committee, including Moving forward with a voice in our affairs, reproduced in full as an attachment to this report. It can also be found in the April 2023 Western Teacher magazine and online at https://bit.ly/3pmTZ5P

The ACTU requested each union to nominate two ambassadors for their campaign, one Aboriginal and Torres Strait Islander member and one ally member. The ACTU will work directly with these ambassadors to be the public face of the campaign’s social media, media, advocacy and activism. The SSTUWA’s ambassadors are Maurice Palmer (Aboriginal ambassador) and Callan Hegarty (ally ambassador).

Making our words and actions meet: Understanding the experiences of Aboriginal and Torres Strait Islander educators in the workforce report

Australian Education Union, 2023

The executive summary of the report says:

The Australian Education Union (AEU) is the federal body for the representation of educators, from schools, TAFE institutions to early childhood centres. The AEU has over 185,000 members nationally and includes associated bodies within the States and Territories.

In 2020, Yalukit Yulendj, the AEU’s National Aboriginal and Torres Strait Islander education committee, committed to a survey of Aboriginal and Torres Strait Islander educators and their experiences of work. The overall question the survey sought to answer is:

‘How do Aboriginal and Torres Strait Islander public education workers in Australia perceive and experience racism in their workplaces and across the system more broadly?’

In congruence to the AEU educator survey, the Jumbunna Institute, in partnership with the Diversity Council of Australia, conducted a national survey of over 1,000 Aboriginal and Torres Strait Islander people and their experiences of work. The report was entitled Gari Yala, meaning ‘Speak the Truth’ in Wiradjuri. The report detailed racism within the workplace, cultural load and identity strain faced by Aboriginal and Torres Strait Islander staff and the impacts of this for Aboriginal and Torres Strait employees and their employers. For the purposes of this report, we have used the Gari Yala report as a national benchmark to compare the AEU survey against.

What we found was consistent across the Gari Yala survey and the AEU survey is how culturally unsafe workplaces are, with 28 per cent of Gari Yala respondents noting this, compared to 25.2 per cent of AEU respondents. 44 per cent of AEU respondents felt that they were responsible for Aboriginal and Torres Strait Islander issues in the workplace, which is higher than the Gari Yala cohort of 39 per cent feeling a high cultural load.

Perhaps the most concerning trends from the AEU results is an inherent finding that other educators provide the most racist burden to their Aboriginal and Torres Strait Islander colleagues, more than students, parents and the community. This is despite 36.4 per cent (strongly agree and agree) of respondents noting that their workplace (and 42.3 per cent for the department) provides access to professional development on Aboriginal and Torres Strait Islander culture to all staff. This suggests that existing training needs to go further to better provide cultural awareness of other educators.

Authorised by Mary Franklyn, General Secretary,

The impacts of racism in the workplace were prevalent when responders were asked about their Aboriginal and Torres Strait Islander colleagues. 48.6 per cent noting poor mental health and 37.2 per cent noting poor physical health, of their co-workers due to racism.

The impacts of racism and culturally unsafe workplaces also mean that Aboriginal and Torres Strait Islander staff are likely to leave the workplace or sector, with 20.8 per cent of AEU respondents having previously left a role because of discrimination. A further 35.6 per cent of respondents were aware of a colleague moving positions due to racism. This is common for staff experiencing racism, who were 2.5 times more likely to leave their current employer in 12 months if they experienced racism in the workplace.

The findings of this report used the Gari Yala 10 truths to frame the required next steps. Significantly, this report recommends that enterprise bargaining clauses must be adopted to better support Aboriginal and Torres Strait Islander staff, with proposed clauses adopted and modified from the Australian Education Union Victorian Branch detailed in Appendix 2.

The recommendations from this report are provided in the table below.

Table 1: Recommendations from AEU Findings, based on Gari Yala 10 truths.

Gari Yala 10 Truths

1. Commit to unearthing and acting on workplace truths – however uncomfortable this might be

2. Ensure any Aboriginal and Torres Strait Islander-related work is Aboriginal and Torres Strait Islander led and informed

3. Develop organisational principles to make it clear how Aboriginal and Torres Strait Islander community engagement and employment should work in practice

Recommendation based on AEU findings

• Commit to engaging with Aboriginal and Torres Strait Islander members across the nation to explore truths in more detail. This should be done on a regional scale.

• Ensure engagement with Aboriginal and Torres Strait Islander members and enterprise bargaining provisions are developed and led by Aboriginal and Torres Strait Islander staff.

• Develop Aboriginal and Torres Strait Islander led enterprise bargaining provisions (Appendix 2) that reflect the needs of Aboriginal and Torres Strait Islander workers and legitimising Aboriginal and Torres Strait Islander people’s needs. This should include leave, anti-racism procedures as enforceable industrial concerns, payment for cultural knowledge and cultural concerns.

4. Focus on workplace readiness (cultural safety) rather than worker readiness

• Advocate for a baseline survey on cultural responsiveness across the sector and enforce training in workplaces with low levels of awareness.

• Build cultural responsiveness across the sector through further training, particularly for nonAboriginal and Torres Strait Islander colleagues.

5. Recognise identity strain and educate non- Aboriginal and Torres Strait Islander staff about how to interact with their Aboriginal and Torres Strait Islander colleagues in ways that reduce this

6. Recognise and remunerate cultural load as part of an employee’s workload

• Build identity strain considerations into workplace cultural responsiveness training.

• Find industrial solutions to address identity strain, where necessary.

• Redevelop Aboriginal and Torres Strait Islander stakeholder role descriptions to include cultural load considerations. These must also be considered in future enterprise bargaining provisions.

Authorised by Mary

7. Consult with Aboriginal and Torres Strait Islander staff on how to minimise cultural load while maintaining organisational activity

8. Focus on sustainable careers and career development, rather than just short-term appointments

• Build cultural load considerations into workplace cultural responsiveness training.

• Find industrial solutions to address cultural load, where necessary.

• Use engaging with Aboriginal and Torres Strait Islander members to listen and develop a real understanding of Aboriginal and Torres Strait Islander staff.

• Develop Aboriginal and Torres Strait Islander led enterprise bargaining clauses.

• Provide Aboriginal and Torres Strait Islander mentors to employees entering the workforce for the first time, remunerated at the appropriate rate.

• Promote and develop career plans for Aboriginal and Torres Strait Islander people to move into leadership roles at a local, state, and federal level.

9. Take action to address workplace racism

• Test and evaluate the effectiveness of racism complaint procedures.

• Redesign complaint procedures to meet the requirements of Aboriginal and Torres Strait Islander staff.

• Ensure racism complaint procedures are regularly tested and evaluated.

• Provide anti-discrimination compliance training for staff.

• Create a positive duty on employers to ensure the workplace is free from racism (built into enterprise bargaining provisions).

• Explore the possibility of workplace anti-racism advocates.

10. Look to high-impact initiatives – those that research shows are linked to better wellbeing and retention for Aboriginal and Torres Strait Islander staff

• Develop formal career development programmes for Aboriginal and Torres Strait Islander employees.

• Develop and test the awareness and effectiveness of racism complaint procedures.

Source: Australian Education Union. 2023. Making Our Words and Actions Meet: Understanding the Experiences of Aboriginal and Torres Strait Islander Educators in the Workforce. University of Technology Sydney, Jumbunna Institute for Indigenous Education and Research.

The SSTUWA’s ongoing actions regarding the report will be guided by AEU’s Yalukit Yulendj and our Aboriginal and Torres Strait Islander Education Committee.

(Background attachment)

Recommendations:

1. That a senior officer report.

2. That the report be received.

3. That State Council endorses SSTUWA’s ongoing commitment to support the Yes Campaign in enshrining Aboriginal and Torres Strait Islander Voice to Parliament and a Makarrata commission of treaty and truth telling.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’

Moving forward with a voice in our affairs

By SSTUWA Aboriginal and Torres Strait Islander Education Committee

On Thursday 23 March, Prime Minister Anthony Albanese announced the wording of what will be proposed in the referendum to change the constitution and recognise Aboriginal and Torres Strait Islanders as the First Peoples of Australia.

In doing so, it recognises our country will be stronger, more productive, fairer and strengthened as a nation by establishing a Voice to Parliament on matters pertaining to us.

We implore you to support this proposal and join us with a Yes vote. The referendum invites you to recognise our unique history and connection to the world’s oldest living culture and allow Aboriginal and Torres Strait Islander peoples to be part of the decision making on matters that pertain to us.

Nothing to us, without us

The proposed amendment to the Australian Constitution to recognise First Peoples and support for a voice for the referendum reads as “A Proposed Law: to alter the Constitution to recognise the First Peoples of Australia by establishing an Aboriginal and Torres Strait Islander Voice. Do you approve this proposed alteration?”

This supports the formation of a body that engages the Aboriginal and Torres Strait Islander voice to have the ability to make representation to Federal Parliament and the government of the day on matters relating to us. The Parliament subject to the constitution will establish its composition, functions, powers and procedures.

The Prime Minister described why it matters and what it will achieve, stating that it is “common courtesy and decency to ask people before you take a decision that will have an impact on them ... because when you reach out and listen to communities you get better results. It won’t take decision making power away from the government or Parliament, but

it will help governments and parliaments make better decisions and achieve better outcomes. And we urgently need better outcomes.”

The Uluru Statement from the Heart was released to the Australian people six years ago, and as the Referendum Working Party stated, this opportunity has been years in the making and represents a big step forward on a long journey of constitutional recognition.

Megan Davies, chair of the Uluru Statement, implores all Australians to unite behind us and walk with us in a movement of the Australian people for a better future.

The final wording was the result of consultation with the Referendum

Working Party and the government and the invitation is extended to all Australian people.

Pat Dodson explains it requires all Australians, “so that we as Australians can arise to a better relationship with our First Peoples”.

As educators we have an important role to ensure we are educating our students and staff in a balanced way.

It is our responsibility to be informed and understand what the referendum is about and what it means for Aboriginal peoples and the kind of relationship with us you want moving forward.

It asks you to understand how past government policies and practices have impacted us intergenerationally in negative ways because we haven’t been part of the decision-making process.

Our voice has been ignored in those arenas, and we are asking you to help us reconcile as a nation and move forward by empowering us to be decisionmakers in policies and programs that target us.

We have always known the power of building positive working relationships with Aboriginal people in our schools. Ensuring that an Aboriginal family’s aspirations are reflected in school directions and students’ achievement have yielded the strongest outcomes. But governments change, and so does the political will.

This is too important to keep changing. As surmised by Thomas Mayo from that referendum working group: “we want this to be above politics, we are tired of having our lives used as a political football.”

Past practices such as ASSPA Committees, School Community Partnership Agreements, Aboriginal Advisory Councils all reflect the journey we have been on in ensuring the voice of our parents is reflected in the priorities and actions of schools and systems, but all have faded away with change of governments.

Enshrining our voice in the constitution is the only way to stop this and ensure we have a voice in our affairs and move forward as a reconciled nation.

We ask our members within the SSTUWA to walk with us and as educators, we are informed and accept the invitation that is at the heart of the Uluru Statement that specifically calls for a voice enshrined in the Australian Constitution.

This request has come after decades of activism by our people who have fought for a fair go and say in our own communities and in our own affairs.

We urge you to vote Yes.

From the SSTUWA Aboriginal and Torres Strait Islander Education Committee.

SC.24 TAFE report

Implementation of the General Agreement TAFE 2021

Agreement in principle for the new agreement was reached in late September 2022, and the agreement was finally registered on 7 December 2022.

The union has since been working on implementing the new agreement in the following areas:

• Averaging – a working group has been established to review averaging arrangements through STERC to identify and assist with resolving systemic issues.

• Workload management – a new clause, which established a process, including the formation of a panel to consider workload concerns, is being implemented with members beginning to use the provisions of this clause.

• Casual wages – STERC is currently reviewing the methodology used determine the casual wage rate.

• Long service leave – some members have begun to receive their calculations for past LSL accrued as a casual. However, members are raising concerns about the calculations.

• Advanced Industry Lecturer (AIL) classifications – guidelines for the classification have been agreed through STERC and colleges have begun the process of advertising for these new classifications.

In addition, the union has been implementing the following items, that were negotiated outside of the formal agreement:

• Review of permanent fractions for part-time lecturers – part-time lecturers working above their fraction for more than four years have had their fraction automatically increased. The union is assisting some members who have not yet received an increase to their fraction, but who believe they should.

• Additional hours for part time lecturers – an agreed process was developed to offer hours to current part time lecturers before engaging new starters. This process has not been implemented well at the college level and concerns have been raised at STERC.

• Implementation guidelines – guidelines have been agreed to that address issues of interpretation and understanding of specific entitlements, with a focused on new entitlement.

• Agreed timetabling principles – these principles have been agreed between the parties and are being implemented at college level.

• Head of Programs JDF – a commitment to review the JDF is being progressed through STERC

• Class sizes – a revised policy has been agreed to, which provides principles for planning and determining class sizes and a review mechanism to manage disputes. The union has begun to work with members to implement this policy at the college level with a focus on raising issues at the beginning of each semester.

• Development work and scoping funding – $3.8 million has been allocated to this initiative and the funds have been distributed to colleges who must account for expenditure separately to usual funding.

• Tertiary teaching qualifications pilot – this matter is being progressed through STERC and the parties to the agreement will be looking at models for using these funds. $1 million has been allocated to the initiative to support lecturers who wish to undertake a tertiary teaching qualification.

• Overtime guidance note – the development of this guidance note is currently being progressed through STERC.

A significant amount of work has been completed in terms of implementing the 2021 Agreement since it was registered in December 2022.

Workload

TAFE Committee has continued to implement the on-going TAFE workload reduction campaign. Now the new Agreement has been registered, the new workload provisions and the workload dispute panels at each college, will become the focus of the campaign.

The union ran a class sizes survey in Week 5 of Semester 1. This survey provided useful data to assist members in raising concerns about class sizes but will need to re-run earlier each semester as the first few weeks of semester is the best time to have class sizes changed.

TAFE Committee is currently planning to re-run the 2019 Work Intensification Survey before the end of the semester and compare the 2019 and 2023 data. Anecdotally members are indicating that workload has further intensified. Excessive class sizes, cuts to student curriculum hours for units, unit development work, scoping of new qualifications, and training package implementation continue to increase lecturers’ workloads.

The Academic Quality System (AQS), designed to help reduce the workload around the development and maintenance of compliance documentation, is still being rolled out to lecturers.

Permanency

The union continues to support members through conversion processes with all colleges to undertake yearly reviews. North Metropolitan TAFE has also been supporting some conversations outside the review process.

STERC

STERC meetings were suspended during negotiations but recommenced in late October. The focus for STERC has been on implementing the 2021 Agreement and other negotiated outcomes.

Other issues dealt with by STERC included: publication of STERC MoUs, calculations of casual hours for the purposes of above base grade applications, return to industry program, the use of course custodians positions, the use of the fixed term contract mode of employment, application of the 160 off teaching hours to undertake the Certificate IV in training and assessment and changes to mandatory reporting legislation and required training.

Joint Consultative Committees

Each TAFE college has a JCC where the union, delegates and management meet to resolve issues, discuss government policy that impacts on TAFE and any other matters the delegates wish to raise.

Delegates have continued to use and build on the changes introduced in the 2017 and 2019 general agreements by placing an increased focus on using the JCCs as a key forum for consultation, change management and issue resolution. This focus is assisting in identifying systemic issues within a college and having them resolved.

Key issues addressed through the JCCs have been: unattached employees (internal redeployment), restructuring processes, accessing counselling services and statistics, changes to college policies, mandatory reporting, above base grade processes, start and end dates of fixed term contracts, workload issues, ICT issues, climate surveys, return to industry programs, use and review of CAVSS and USING programs, and training for casual lecturers.

Membership

Regional colleges were the focus for visits in Term 2, 2023. Recruitment lunches and other events were held with good results.

Branch members continue to be connected to decision making through their TAFE Committee representatives, helping to facilitate engagement, activism as well as recruitment and retention of members at the branch level.

National TAFE AGM

Delegates to the AGM noted that Western Australia is faring very well, in comparison to other states, in terms of TAFE membership levels, the general state of TAFE colleges and their market share, and industrial agreement outcomes. WA is the only state where TAFE membership is growing.

Delegates also noted that TAFE members across Australia are experiencing very similar issues including:

• Difficulty recruiting and retaining lecturers in trade, and other areas, given the lack of wages growth and cost of living pressures.

• Workload pressures including time taken to mark and increased amount of assessment.

• Increased need for delivery hours as training package and qualification developers increase unit requirements.

• Unrealistic compliance requirements particularly with training and assessment matrices and scoping documentation.

• Absence of additional funding to TAFE to deal with increased assessment, increased unit requirements and changes to training packages and compliance documentation requirements.

• Lack of access to professional development, particularly vocational development. The Western Australian return to industry program is the only one of its kind in Australia but is not being implemented consistently due to lack of lecturers for relief.

• Lack of funds to support the fee free places.

• In South Australia and Tasmania, the extra free places went to private providers as their TAFE systems are so run down, they could not take up the offer.

Also of note was that NSW appears to be moving towards a self-compliance regime, but details are not yet available to determine what this might mean for the sector, or the workloads of lecturers. Further, there was recognition that competency-based training is not working and has not achieved what was promised.

Recommendations:

1. That the chair of the TAFE Committee report.

2. That the report be received.

SC.25 General Agreement TAFE 2023 Log of Claims report

A draft Log of Claims will be presented to State Council for discussion.

Recommendations:

1. That a senior officer report.

2. That the report be received.

Saturday 10 June 2023

Session 4 1pm – 5pm

SC.26-SC.32

SC.33

SC.34

SC.36

SC.26 Branch motion

That this Success Primary School (SPS) branch recommends the State Council notifies the DoE to modify the Education Support teachers’ eligibility criteria to allow SPS education support teachers (EST) and other EST to receive the $5000 incentive because it’s discriminatory.

This branch notes:

1. 59 education support centres/schools are eligible including those in the metropolitan area.

2. Only 17 education support centres/schools are not eligible – those embedded in a mainstream school.

This branch believes the EST as SPS and others are being discriminated against as they do the exact same work as those eligible and in many cases, work harder as purpose-built centres like those at SPS are working with students who attract the highest level of funding and it has a greater number of them. SPS also has difficulty in attracting and retaining EST. The branch resolves the State Council ask the DoE to include SPS and like schools in incentive.

Background:

The Success Primary School Branch deplores the Education Support Incentive of $5000 for education support teachers (EST) in certain schools/centres around WA, including the metropolitan area where the school/centre is not embedded with a mainstream school.

We declare this incentive discriminates against those EST who work in a centre which is embedded with a mainstream school.

The branch believes that all EST should receive the incentive but SPS teachers in particular because of the high degree of need the students require at this school.

SPS is a fully-inclusive purpose-built school with a dual enrolment of mainstream and education support students. Our education support students are required to meet the same eligibility criteria as every other support centre but with a higher level of case management.

Our Education Support Program (ESP) disability resourcing levels are the same or exceed those of other education support centres and schools. This is because our ESP has a range of complex cases that attract up to a level 7 disability allocation, the highest that is funded.

Our ESP teachers are employed on the same basis as every other education support teacher in an education support centre or school. They receive the same Education Support Allowance in recognition of the complexities or working in an education support environment, but the incentive has now created an inequality between our ESP teachers and those working in the centres and schools by excluding them.

Given this information, we urge the State Council to ensure the discrimination and inequality does not continue and all EST become eligible for the incentive program.

Success Primary School Branch

SC.27 Branch motion

The Shelley Primary Branch of the SSTUWA request the SSTUWA reduce the membership fees for all elected Branch officers by 20%.

Background:

Understanding Union Rep time is available under Industrial Relations Advice Number 5 of 2020, often this time is not compensable to the actual time work.

Shelley Primary School Branch

SC.28 Branch motion

The Noranda Branch puts forward this motion for action to support students with imputed disabilities in the classroom. These students cannot cope and their behaviour has a negative effect on the classroom, often disrupting learning and this leads to aggressive behaviour. It also places undue stress on teachers and other students. We call on the State Government to make funds available so that schools can allocate this funding to offer support to those students who need it.

Background

Teachers at Noranda find it a daily struggle to accommodate the needs of these children while still adequately attending to the needs of all the other students in their class. Many children go undiagnosed throughout their primary school years. We know this is a system issue and is long overdue on being addressed.

Noranda Primary School Branch

SC.29 Branch motion

A focus area of the SSTUWA strategic direction is ‘Stand Up For Your Rights’. TUT support members to achieve this focus. SSTUWA The Noranda Branch of the SSTUWA request face to face ETC Trade Union Training courses for the general membership, be re-established and be within the workday, as a matter of priority.

Background

Members are entitled to five days Trade Union Training (TUT) Leave Under the Teachers Award. There has been a noticeable decline in the number and variation of TUT courses available for the general membership.

The SSTUWA Education and Training centre has scheduled 2023 TUT for elected Union and Deputy Representative during the working day. 2023 Industrial Training for the general membership has been scheduled as On Line training only and is after the working day.

The ETC has long been regarded for the quality of Industrial training provided to members and we are disappointed to the reduction of this training. General membership are no long able to access TUT leave.

Noranda Primary School Branch

SC.30 Branch motion

That the Department form a working party, with union representation, to actively explore improving the employment conditions of School Psychologists as a response to the difficulty in attracting psychologists to the profession and especially into the country and outer metropolitan regions.”

School Psychology Services Branch

SC.31 Branch motion

For Holland Street School (Education Support School) to receive a full-time school nurse, who has the knowledge and training to enact procedures, update medical plans, and manage a range of chronic and complex medical conditions, as per our metro counterparts (Education Support Schools), and the Department of Education’s statement that:

These (Education Support) schools are separate primary and secondary schools with on-site access to multi-disciplinary teams. This includes nursing and therapy staff, and specialist facilities including therapy rooms, swimming pools and accessible playgrounds. Source: https://www.education.wa.edu. au/education-support-centres-and-schools

Additionally, in the absence of a school nurse, staff ought to receive monetary recognition for the extra duties that they undertake in supporting the medical needs of complex students.

Holland Street School Branch

SC.32 Branch motion

That the SSTUWA trial an Aboriginal and Torres Strait Islander Officer position that would join the Industrial team.

This would be a full-time position on contract as per other officers, like a Women’s Contact Officer.

Background

In 2021, the AEU published “Making our Words and Actions Meet: Report on a survey of Aboriginal and Torres Strait Islander AEU members on their perceptions and experiences of racism in public education workplaces across Australia”. A total of 399 (81%) surveys were completed, meaning that approximately 16% of the AEU’s total Aboriginal and Torres Strait Islander membership completed the whole survey.

Some key findings from this report were:

• Over half (53%) of respondents agree of strongly agree that they feel they have to minimise aspects of their culture (such as language and ways of being, knowing and interacting) in order to be able to ‘fit in’ with their colleagues due to a lack of support.

• 63% of respondents agree or strongly agree they are aware of one or more Aboriginal and / or Torres Strait Islander colleagues who have suffered from poor mental health because of racism in the workplace.

In 2023 the SSTUWA and AEU are campaigning on the Voice to Parliament and committing to supporting an Aboriginal and Torres Strait Islander voice to help inform policy and decisions that impact their lives.

Over many years the SSTUWA has hired a Women’s Contact Officer to represent female members and advise and deal with specific issues relating to gender and equality.

Although the SSTUWA has a long run an Aboriginal and Torres Strait Islander Committee, it has never (to our knowledge) employed a dedicated Aboriginal and Torres Strait Islander officer who can provide specific cultural guidance to members, leadership on issues affecting Aboriginal and Torres Strait Islander members, and offer advice on culturally sensitive issues and matters. Additionally, they would be able to use their knowledge to organise and recruit more Aboriginal and Torres Strait Islander educators to the SSTUWA.

Some recommendations from the Making our Words and Actions Meet Report that a position like this may support include:

• That the AEU re-invigorate a national network of Aboriginal and Torres Strait Islander members with the purpose of growing the pool of educated, politically informed activists who are engaged with the work of the union and empowered to act and influence change.

• That the AEU work with Aboriginal Education Consultative Groups and Indigenous Education Consultative Bodies to advocate for a model of Aboriginal and Torres Strait Islander community engagement in education, in order to ensure there are long-term, stable, effective and representative structures which centre the voices of Aboriginal and Torres Strait Islander people at all levels of the education system.

Caversham Valley Primary School Branch

SC.33 Country matters report

Government Regional Officer Housing (GROH) availability and suitability continues to be a critical matter for country members. Most recently during the community consultation for the public education review in Manjimup it was widely confirmed the area including Bridgetown, Nannup and Pemberton had insufficient GROH.

Locally, the pressure is from a lack of available private leases, insufficient government owned stock and an overseas consortium purchasing from the residential market to meet the needs of the Greenbushes/ Bridgetown lithium mine. Simply yet another area of the state where there is not enough GROH to meet the demands of local schools, or elsewhere across the public sector. In May the president raised GROH with the Premier of WA and other senior ministers during a meeting to discuss improved government consultation with unions as an example of a complex issue in desperate need of clear ministerial ownership.

A summary of member concerns reported to the SSTUWA and also those heard during regional consultations of the independent panel into public education includes:

• The quality of housing negatively impacts recruitment and retention.

• Repairs are not carried out within specified GROH timeframes.

• Principals indicate that if not for the provision of housing from external sources (shire or mining companies), that there would be insufficient housing for all the staff who require it.

• A large percentage of GROH residents experience delays in trying to resolve maintenance issues, whist reporting significant frustration in dealing with GROH officers.

• Quality of housing, delays in maintenance, unsatisfactory maintenance and problematic communications continue to be the biggest challenges for Department of Education employees utilising GROH services.

Whilst the SSTUWA acknowledges the public housing crisis across WA, challenges in the construction industry, disruption to the supply of materials and other related issues, there remain many areas where GROH improvement can be addressed by both DoE and the state government.

Similarly, the state budget relief freezing GROH charges for a further year is also welcome, but the challenges of GROH must be addressed. Safe and acceptable housing of all public sector employees needs greater prioritisation from this government.

The status quo is for government agencies such as the DoE to individually manage their GROH needs. For some time this arrangement has caused frustration within local communities and should be considered by government when proposing a pathway forward.

The SSTUWA has been suggesting solutions to government for some time, such as managing all GROH for public sector workers from a centrally coordinated agency.

This could alleviate inequities, be responsive to the needs of a local community, ensure stock was being utilised and managed efficiently and provide government with the ability to quickly diagnose an important attraction and retention measure for public sector workers across regional WA.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.34 Administration report

1. Governance Elections

• Elections 2022/141 SSTUWA State Council/AEU Branch Council: The Australian Electoral Commission (AEC) has completed the first and second round of elections in addition to a first round contested election for Maylands. The second round of contested elections for Kimberley/ Pilbara and Rockingham are in process at time of the agenda close but will be completed in time for June State Council.

The issues with AEU WA election timelines and the mailout voting system are being identified in other AEU branches. We will seek national representation to the AEC to address the issues.

• SSTUWA committee elections 2023: The procedures were reviewed in late 2022. This ensured actions have been taken to implement sound governance, due diligence and efficient administration for the 2023 committee elections. The team involved are acknowledged and we will continue our improvement plan for 2024.

Committees declared and in place for 2023 are: Aboriginal and Torres Strait Islander Committee, Early Childhood Educators Committee, LGBTIQ+ Committee, New Educators Committee, TAFE Committee, School Leaders Committee and Women’s Committee.

• SSTUWA District Council elections: As the successful growth strategies for our District Council takes effect over the last five/six years the District Council meetings are now transitioning to a union decision-making meeting, as originally intended. This now requires the application of the relevant rules to be embedded in the District Council meeting structures.

Financial matters

Auditors Moore Australia completed annual reports for both SSTUWA and AEUWA. The annual budget was presented and endorsed by the Finance Committee and Executive Committee.

IT Control and Infrastructure Project report:

The SSTUWA Executive endorsed a formal audit and assessment of the union’s IT controls and infrastructure last year. The audit has been conducted by William Buck Consulting (WA) Pty Ltd. The first report has been completed and the final report will be presented to the July Executive meeting for consideration and decision. This will provide an essential governance action plan for the SSTUWA going forward in 2023/2024.

2. Membership

The SSTUWA membership overview on 30 April 2023

Authorised by Mary Franklyn, General Secretary,

3. Recruitment and retention

In considering our growth direction for 2023 we needed to consider and recognise the following in the context of the past few years and the future. Factors included the last EBA/GA campaign actions and outcomes for schools and TAFE membership, the shortage of teachers, the increased retirement/ resignation trend in schools, the cost-of-living pressure on members’ finances, the nature of our communications and service delivery.

Key strategies for growth for 2023 include:

• Continue the Growth Team focus on new educators, student conversion and re-joins. The team have already introduced new communications strategies and activities to best deliver and reach this cohort.

• Campaigning strategies and actions: The appointment of a campaign officer has provided an improved ability to coordinate and manage campaigns. Campaigns, whether member-wide or a discrete member group or a standalone school/college, will work to achieve member outcomes when we have a resourced plan in place and we drive the plan. The last year’s internal planning has ensured this direction.

• Union delegate branch recruitment action plans are now in action as a result of the renewed delegate training program. Adjustments have been made to ensure improved rep support from our growth organiser and school organiser. This strategy will now be implemented in the 2023 TAFE delegate training program currently being developed.

• Marketing union benefits

The union evidence from recruitment in Term 1 2022 identified member benefits as the key reason for new members and re-joins. The union communications unit has worked with the Growth Team to build improved benefit advertising and promotion material resulting in improved exposure and advertising. This action needs to continue to develop.

4. Campaigns

The SSTUWA will continue to use a campaign approach to achieve our objectives of improved conditions for members, improved conditions for public education and to increase our union power and influence as we strive for a better society for all.

These campaigns are in line with our current strategic plan objectives, which are:

SSTUWA 2023 Campaigns

WA Public Sector Alliance Campaign

Schools EBA Campaign 2023/2024

TAFE EBA Campaign 2023/2024

Safety is Our Priority Schools

AEU/SSTUWA Federal School Funding

AEU/SSTUWA Federal TAFE Funding

Voice to Parliament – Unions for Yes

5. Union structures

Workplace branch structures strategy: The schools and TAFE organiser Term 1 plan targets included the maintenance and building of a branch in every school/college. This annual election cycle requires much work (time and resources) from delegates, organisers and membership over a three-month period. The data shows we are not building beyond the above numbers for branch delegates (union rep, deputy union rep, women’s contact officer and District Council delegate). The election of the branch positions is an SSTUWA internal election, not an AEC election. The annual elections are our tradition and matched the annual transfer system movement. The option of a two-year election process is tabled for consideration by State Council. A key success indicator for union industrial, educational and political positive influence and union growth is union presence in every workplace. Our 2020/2021/2022 strategy to build union rep, deputy rep and WCO capacity through a collaborative development education program focused on knowledge and skills is successful. We must now consider other strategies to increase the SSTUWA presence at the front line.

6. Operational matters Member Assist review

The current systems of work were established in 2004 to provide better member support and to better manage the increasing and changing workflow for organisers. A number of the practices and resources have changed over this time. The review has identified specific internal and external issues we need to address to have an up-to-date service for members and staff; one that delivers timely and consistent industrial and legal advice to members and one that ensures staff have procedures, support and training to deliver this service. Implementation of the action plan as endorsed by Executive has commenced.

Retired Teachers’ Association SSTUWA (RTA)

The Retired Teachers’ Association Inc. has operated as a separate organisation to the SSTUWA. They have recently ceased to exist in the same legal entity as it has operated over many years. The SSTUWA has worked with the key members of this group to establish a new retired members group within the SSTUWA structure. Executive has since endorsed the establishment of the new retired members group, established within the SSTUWA member structures under rule 3(i). This moves the former Retired Teachers' Association into the union's membership structure. This is an important positive move for our union. Ensuring continued valued membership in retirement in a way that respects and welcomes experience and commitment from our 500+ members is our goal. These members will provide a mass of expertise and energy within all union directions: industrial, educational, political and social.

Kimberley flood disaster

The SSTUWA Disaster Assistance Fund has been implemented for the Kimberley floods 2023. To date we have been able to support 50 claims from the approximately 80 members known to be affected.

7. Communications

Through the final months of 2022 the communications unit was planning a strategy to deliver a new look and feel to key communications tools such as Western Teacher, eNews and the union website. These were introduced in January 2023.

The intent was to celebrate the 125th anniversary of the SSTUWA and highlight 2023 as an extremely important year for the union – one in which new general agreements would be negotiated, a new National Schools Reform Agreement would be hammered out and in which the Public Education Review would be debated and delivered, offering a rare opportunity to prompt a broad community debate about the future of public education.

A logo celebrating the 125th anniversary has been developed and applied to all materials produced this year.

Western Teacher, eNews, the website and socials presence has been themed with artwork developed by Wandandi Noongar and Ait Koedal artist and designer Tyrown Waigana.

Tyrown is a former public school student and his work features many different colours and patterns to represent the rich diversity of the Western Australian education community, with the connections symbol being reused across the state. Central to the artwork is the shape of Western Australia, within which the state’s diverse communities are connected to form a strong network.

The website has also been fully redesigned to deliver a much better user experience with features such as individual member hubs with all of their workplace details, tax statements, digital membership card, training history and featured benefits all in one place.

Western Teacher articles and issues are available online too, as both PDFs and via Issuu as well as regularly updated news and access to eNews. Members can also access the full ETC training calendar and book online.

Another recently launched initiative is the union rep hub. This offers a one stop shop facility to reps, deputy reps and women’s contact officers. It brings together tools such as Know Your Rights, Red Books, Getting Organised, notice board materials, PowerPoints, access to training events and online presentations such as the union rep webinars.

eNews has been expanded with targeted versions for new educators and for TAFE members when material is available. As directed by State Council, TAFE members no longer receive the general union eNews, but it is accessible to all members via the website.

Open rates continue to be much stronger than the international average with over 30 per cent of messages being opened. Social media also continues to be successful with over 500 followers on Instagram and over 7,500 Facebook followers.

The Communications Team has for several years been conscious of delivering materials in the most sustainable way possible.

Over 6,000 members now access Western Teacher online rather than by mail. Instigated by the team, compostable wrap and the most environmentally friendly styles of paper are used for the hard copy versions.

Know Your Rights is now available exclusively online. Printed numbers of Red Books have been reduced dramatically, with online versions being searchable in both PDF and Issuu format.

The unit has also offered strategic communications support around the review and other issues. The union has had a significant media presence throughout 2023.

Recommendations:

1. That a senior officer report.

2. That the report be received.

3. That the General Secretary investigate the option of a two-year election cycle/term for SSTUWA union branch delegates and provide a report to the November State Council.

4. That State Council acknowledge the work of Ian Springall as the union’s returning officer.

Authorised by Mary Franklyn, General Secretary,

SC.35 SSTUWA financial statements and audited accounts

(Background attachment)

Recommendations:

1. That a senior officer report.

2. That the report be received.

3. That the SSTUWA endorses the engagement of Moore Australia as auditors for the next financial year.

Authorised

T

F

www.moore-australia.com.au

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF THE STATE SCHOOL TEACHERS’ UNION OF W.A.

Opinion

We have audited the financial report of The State School Teachers’ Union of W.A (the Union) which comprises the statement of financial position as at 31 December 2022, the statement of profit or loss and other comprehensive income, statement of changes in equity and statement of cash flows for the year ended 31 December 2022, notes to the financial statements included a summary of significant accounting policies and the executive committee statement.

In our opinion, the accompanying financial report of The State School Teachers’ Union of W.A is in accordance with the Industrial Relations Act 1979, including: giving a true and fair view of the Union’s financial position as at 31 December 2023 and of its performance for the period ended; and

complying with Australian Accounting Standards to the extent described in Note 1

Basis for Opinion

We conducted our audit in accordance with Australian Auditing Standards. Our responsibilities under those standards are further described in the Auditor’s Responsibilities for the Audit of the Financial Report section of our report. We are independent of the Union in accordance with the independence requirements of the Accounting Professional and Ethical Standards Board’s APES 110 Code of Ethics for Professional Accountants (including Independence Standards) (the Code) that are relevant to our audit of the financial report in Australia. We have also fulfilled our other ethical responsibilities with the Code.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.

Responsibility of Executive Committee for the Financial Report

The executive committee are responsible for the preparation of the financial report that gives a true and fair view and have determined that the basis of preparation described in Note 1 of the financial report are appropriate to meet the requirements of the Industrial Relations Act 1979 and to meet the needs of the members. The executive committee’s responsibility also includes such internal controls as the executive committee determine necessary to enable the preparation of a financial report that gives a true and fair view and is free from material misstatement, whether due to fraud or error.

In preparing the financial report, the executive committee is responsible for assessing the Union’s ability to continue as a going concern, disclosing, as applicable, matters relating to going concern and using the going concern basis of accounting unless the executive committee either intend to liquidate the Union or to cease operations, or have no realistic alternative but to do so.

Moore Australia Audit (WA) – ABN 16 874 357 907. An independent member of Moore Global Network Limited - members in principal cities throughout the world. Liability limited by a scheme approved under Professional Standards Legislation.

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF THE STATE SCHOOL TEACHERS’ UNION OF W.A. (CONTINUED)

Auditor’s Responsibility for the Audit of the Financial Report

Our objectives are to obtain reasonable assurance about whether the financial report as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with the Australian Auditing Standards will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to include the economic decisions of the users taken on the basis of this financial report.

A further description of our responsibilities for the audit of the financial report is located at the Auditing and Assurance Standard Board website at http://www.auasb.gov.au/auditors_responsibilities/ar4.pdf This description forms part of our audit report.

Report on Other Legal and Regulatory Requirements

We are not aware of any person contravening or failing to comply with section 74 of the Industrial Relations Act 1979

In our opinion, satisfactory accounting records detailing the sources and nature of the income of the Union (including income from members) and the nature and purpose of expenditure we kept by the Union.

Signed at Perth this 5th day of May 2023.

Authorised by Mary Franklyn, General Secretary,

SHAUN WILLIAMS

MOORE AUSTRALIA AUDIT (WA) PARTNER CHARTERED ACCOUNTANTS REGISTERED COMPANY AUDITOR #469034

COMPILATION REPORT TO THE MEMBERS OF THE STATE SCHOOL TEACHERS’ UNION OF W.A

We have compiled the accompanying detailed income and expenditure account (the special purpose financial statement) of The State School Teachers’ Union of W.A (the Union) for the year ended 31 December 2022 based on the information provided by the Executive Committee

Responsibility of Executive Committee for the Financial Statement

The Executive Committee is solely responsible for the information contained in the special purpose financial statement, the reliability, accuracy, and completeness of the information and for the determination that the basis of accounting used is appropriate to meet their needs and for the purpose that the special purpose financial statement was prepared.

Auditor’s Responsibility for the Financial Statement

On the basis of information provided by the Executive Committee, we have compiled the accompanying special purpose financial statement in accordance with the basis of accounting and APES 315 Compilation of Financial Information

We have applied our professional expertise in accounting and financial reporting to assist the Executive Committee in the preparation and presentation of this special purpose financial statement. We have complied with the relevant ethical requirements of APES 110 Code of Ethics for Professional Accountants (including Independence Standards).

Assurance Disclaimer

Since a compilation engagement is not an assurance engagement, we are not required to verify the reliability, accuracy, or completeness of the information the Executive Committee has provided us to compile the special purpose financial statement. Accordingly, we do not express an opinion on whether this special purpose financial statement is prepared in accordance with the basis of accounting. The special purpose financial statement is prepared and presented on the basis of accounting prescribed by the Executive Committee for the purpose of providing financial information to the Executive Committee. The special purpose financial statement was compiled exclusively for the benefit of the Executive Committee. Accordingly, the special purpose financial statement may not be suitable for any other purpose.

Our compilation report is intended solely for the use of The State School Teachers’ Union of W.A and should not be distributed to other parties without our prior written consent.

SHAUN WILLIAMS

Signed at Perth this 5th day of May 2022.

Moore Australia Audit (WA) – ABN 16 874 357 907. An independent member of Moore Global Network Limited - members in principal cities throughout the world. Liability limited by a scheme approved under Professional Standards Legislation.

MOORE AUSTRALIA AUDIT (WA) PARTNER CHARTERED ACCOUNTANTS

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June

SC.36 Legal services report

Overview

This report includes data and commentary on the following:

• Number and type of cases on hand, cases opened and closed during the year and prior-year comparisons.

• Industrial Relations Commission and court cases.

• Significant industrial matters.

• Services purchased from external legal services providers.

Case statistics

Current cases

As of 30 April 2023:

• The Legal Services Team was dealing with 106 open cases (21 more than this time last year).

• Case managers, who deal mainly with performance management and fitness for work issues, had 64 cases (12 more than this time last year).

• Advocates, who deal mainly with disciplinary matters, unfair dismissals and breaches of industrial instruments, had 42 cases (nine more than this time last year).

In the year ended 30 April 2023:

• There were 210 new cases (compared to 189 cases in the year ended 30 April 2022).

• The Legal Services Team closed 194 cases (compared to 204 in the year ended 30 April 2022).

New cases during the 12-month period ending 30 April 2023

The following table shows the types of new cases received in the 12 months to 30 April 2023, compared with the previous 12-month period:

The most significant increases over the 12 months were in the assessment and entitlements categories. Assessment cases are matters referred by Member Assist where it is unclear if the case should be referred to the Legal Services Team for action. For instance, Member Assist may not be sure from the available information whether there has been a breach of entitlements or if the member has been formally engaged in a disciplinary or fitness-for-work process. By assessing such cases, the Legal Services Team helps Member Assist staff decide whether to refer the matter for case management or advocate support. Most assessments are done quickly (within 24-48 hours), and the increase in numbers reflects greater utilisation of this service by Member Assist.

The increased cases in the entitlements category are primarily due to:

• A number of cases associated with a single alleged breach relating to overtime in a TAFE college.

• Several long service leave matters involving teachers who have worked a mix of casual, fixed-term or ongoing employment and are waiting for confirmation that the department will recognise their service as continuous. We expect these matters will generally resolve in the member’s favour, but the time taken to perform the necessary calculations means that the cases may stay open for some time.

Given the reasons for the increase, we do not believe that the growth in case numbers points to any systemic issues in terms of breaches of employment rights or an increased propensity to take disciplinary action or initiate fitness-for-work processes.

Number of open cases over time

Open cases by type

Authorised by Mary Franklyn, General Secretary,

Year-on-year comparison: Open cases as of 30 April 2023, compared with 30 April 2022

Authorised

Significant Industrial Relations Commission and Court Cases

The union has had one case in the Industrial Relations Commission since the last State Council report and no cases before the courts.

C33 of 2021 — SSTU v Director General, Department of Education

This case concerns the Director General’s decision to dismiss a member for reasons including a finding that the teacher’s negligence caused injury to a student in a design and technology class. Eureka Lawyers is acting for the union. Commissioner Tsang heard the matter on 14-15 September 2022 and reserved her decision.

Given the length of time since the hearing, SSTUWA has approached the commission to ask when we may expect the decision in this case. The commission has advised that the commissioner has been working through a number of pending decisions.

Major industrial issues

Casual employees and long service leave

Due to misinterpretation of the applicable legislation and industrial instruments, many public sector casual employees with long service leave entitlements have not had those entitlements correctly calculated and credited.

The government has acknowledged the error, and public sector employers have been working to recalculate entitlements and make good any shortfalls. Many cases involving TAFE and Department of Education employees have now been rectified.

The outstanding issue is the treatment of members with service as a casual employee as well as periods of fixed-term or ongoing employment. This is primarily an issue for members in schools due to the number of teachers who have substantial amounts of mixed casual, fixed-term and ongoing employment. The union believes all periods of employment should be treated as continuous so long as there is no more than six months break in service with the same employer, regardless of the mode of engagement. Although this position appears to be agreed upon in principle, two issues are delaying the finalisation of such cases.

Firstly, there is a matter currently before the Industrial Relations Commission brought by the United Workers Union and the Health Services Union concerning the interpretation of the long service leave provisions in their industrial agreements. Although the commission’s decision in this matter will not directly apply to SSTUWA members, the Department of Education has delayed finalising the review of long service leave accruals pending the outcome of the case to allow for any changes to the approach to calculating entitlements that might eventuate. The hearing of those matters is scheduled for 21 June 2023, and it could take a few months for the decision to be published.

Secondly, the calculations in these cases must be done manually, as existing HR systems cannot automatically calculate the long service leave entitlement. The large number of outstanding cases and the requirement for manual processing means creates a further delay.

As an interim solution, SSTUWA has reached an agreement with the Department of Education where we can present individual cases for a quicker manual assessment where there are exceptional circumstances, such as the potential for hardship due to delay. For example, we may seek early resolution in circumstances where a member is required to take long-term sick leave and has no paid sick leave remaining but would be able to utilise long service leave if the credits were available.

Industrial agreements

The Industrial Relations Commission registered the following agreements on 7 December 2022:

• School Education Act Employees' (Teachers and Administrators) General Agreement 2021

• Western Australian TAFE Lecturers’ General Agreement 2021.

External legal services providers

SSTUWA has continued its retainer agreement with Slater and Gordon while retaining other legal services providers for specific work. Engagement with several different providers increases the depth and sustainability of the legal services program, enabling us to maximise value for members and engage the most appropriate provider for a particular task.

Currently, the following firms provide legal services to SSTUWA members.

Firm

Slater and Gordon

Services provided

Advice to the union, including:

Commercial law matters

Employment law

Professional registration matters

Workers’ Compensation

Personal injury

Tehan Legal

Eureka Lawyers

Criminal law

Restraining order matters

Employment law

Family law

Wills and probate

Personal injury

MDC Legal Employment law

Cory Fogliani

Workers' compensation

Employment law

Member Assist referred 150 worker’s compensation matters to Slater and Gordon in the year ended 30 April 2023, compared to 130 in the previous 12-month period.

Workers’ compensation matters referred by month

Wills

Eureka Lawyers draft a simple will for SSTUWA members, where such a will is appropriate, at a fixed fee of $200. The union pays the fee directly, so there is no charge to the member. Where a more complex will is required, Eureka Lawyers offers a substantially reduced hourly rate, and the union covers the first $200 of the member’s costs. The service has recently been extended to include retired teacher members.

In the calendar year to 30 April 2023, Eureka Lawyers drafted wills for 126 members, compared to 115 in the previous 12-month period.

Recommendations:

1. That a senior officer report.

2. That the report be received.

SC.37 Public Education Review report

Submissions formally closed on 21 April 2023, with over 130 being received from members, nonmembers, community organisations, schools and school leadership teams. There continues to be positive progress. The Minister for Education Toni Buti will meet personally with the review team ahead of the report being published. Similarly, Dr Lawrence will meet the DoE Director General with the aim of exploring some of the operational barriers the panel may be concerned about that arose during the consultation visits.

Consultation was across Term 1 and across the state. (This table does not include when panel members met with associations or unions.):

Regional Metropolitan Online meetings

Northam

New Norcia

Esperance

Kalgoorlie

Katanning

Albany

Geraldton

Broome

Busselton

Karratha

Manjimup

Mt Lawley

Armadale

Yanchep

Fremantle

Belmont

Meadow Springs

Subiaco

Morley

Hillarys

Atwell

Safety Bay

Darch

Monday 27 March

Wednesday 12 April

It is noted by senior officers the impact of this review and the consultancy sessions held across the state may be related to the DoE opening a new sub-department to be known as System Response and Transformation. This area will “conduct research surrounding reducing workload and red tape for teachers. The objective will be to support schools to create the conditions for WA teachers to focus on their core role of delivering quality teaching and learning and supporting student growth and achievement”.

The SSTUWA has agreed to support participation in the consultation process required of this newly created sub-department whilst emphasising the importance of listening to practicing teachers as well as member school leaders and not to limit engagement to organisational heads only. The timeline given to the SSTUWA for this consultancy was immediate and laden with the expectation it is to be completed by the end of this current school term. It is important to make the connection that this focus is also replicated on the national stage through the National Teacher Workforce Action Plan (specifically Priority Area 3: Keeping the Teachers We Have).

Recommendations:

1. That a senior officer report.

2. That the report be received.

Authorised by Mary Franklyn, General Secretary,

AEU WA Branch Council

Saturday 10 June 2023

2023 AEU WA Branch Council delegation

Senior officers

Matt Jarman President

Executive

Bruce Banyard

Natalie Blewitt

Donna Bridge

Kate Bunney

Geoff Holt

Natalie Blewitt

Senior Vice President

Sharmila Nagar

Vice President

Mary Franklyn

General Secretary

Tom James

Matt Jarman

Marie Klein

Jan Lau

Kathryn Mannion

District delegates

District 1: Belmont

Entitlement – 7

David Bravos

Nike Browning

Jason Lowry

Justine Moorman

Jacqueline Varris

District 2: Bunbury

Entitlement – 9

Zachary Armstrong

Craig Bourne

Renee Chapple

James Keillor

Nghia Nguyen

Paul Reynolds

Natasha Schmitt

Ashleigh Webb

District 3: Butler

Entitlement – 9

Wesley Buzza

Sarah Dinan

Kristie Williams

District 4: Fremantle

Entitlement – 8

Anthony Daley

Jade Elvin

Geoffrey Miller

Alexander Robins

Sharmila Nagar

Heather Riseberry

Lincoln Rose

Samantha Schofield

District 5: Goldfields

Entitlement – 7

Marvi Islam

Geoffrey MacNicol

Nicola Rose

Joanna Stuart

Jo-Anne Talbot

Heather Van Den Rydt

District 6: Hillarys

Entitlement – 11

Melinda Carr

Michelle Kingsbury

Louise Loosen

Samantha Marshall

Melanie Moore

Michelle Murphy

Maurice Palmer

Robyn Rochat

Esther Rose

Sean Vagg

District 7: Jandakot

Entitlement – 10

Louise Colliver

Anne Gisborne

Simon Joachim

District 8: Kalamunda

Entitlement – 10

Claire Eden

Matthew Highman

Brendon Hill

Amanda Pettitt

Linda Valdrighi

Reece Young

Stacey Scorer

Anne Tumak

Sharon Vertigan

Pauline Winrow

District 9: KimberleyPilbara

Entitlement – 12

Danielle Boyd

Orin Casey

Sheena Chaplin

Trisha Chapman

Michael Macrae

Peta Mcauliffe

Susan Smith

*Perin Faulkner

*Heather Gerrard

*Anthony Mogan

*Kate Murrihy

*Julie Reed

*Jodie Thompson

*Pending results of election for five vacant positions

District 10: Maylands

Entitlement – 7

James Chandler

Helene Offer

Melissa Peden

Carol Salt

Heidie Vanzetti

Alexander Vatskalis

Grace Willshire

Authorised by Mary

District 11: Moore

Entitlement – 9

Kimberley Annear

Gary Davies

Taree Davies

Grant Dodd

Jennifer Heath

Travis Hooper

Renee Skehan

Lesley Stace

Brenda Wann

District 12: Morley

Entitlement – 7

Kay Chadwick

Stephanie Hughes

District 13: Murray

Entitlement – 8

Lesley Griffiths

Teresa Hill

Sherie Poepjes

Karin Jackson

Ruth Watt

District 14: Perth

Entitlement – 9

Patricia Burke

Peter O'Neill

Rick McMahon

Salvatore Testa

District 15: Riverton

Entitlement – 9

Bradley Carle

Rachel Kealley

Dillon Mason

Jessica Power

Linley Stewart

District 16: Rockingham

Entitlement – 14

Leanne Bartlett

Jason D’Argent

Lyla Hall

Gary Hedger

Aleesha McKenna-Green

Bridget O’Neill

Jonelle Rafols

Andrew Samway

Christie Simpson

Donna Sparke

Clare Topperwien

Vanessa Williamson

*Sarah Bradley

*Tian-De Otto

*Claire Snyders

*Pending results of election for two vacant positions

District 17: Scarborough

Entitlement – 7

Allan Bertram

Ramona Carroll

Andrew Dawson

Cameron Dean

Judith Harrison-Ellis

Carly Keay

District 18: Stirling

Entitlement – 7

Robert Berwick

Kenneth Cornwell

Rasidah Dobbs

Graham Jaeckel

Jasmine Porteous

District 19: Swan

Entitlement – 9

Chloe Bravos

Kayla Chester

Belinda Hall

Brendon Nutt

Shwetha Pillay

Nicola Sorrell

Christopher Spencer

Sandra Szopski

District 20: Victoria

Park

Entitlement – 7

Kyle Griffiths

Paul Knapton

Dee McLaren

Anthony Tran

Barbara Van Trigt

Total number of 2023 State Council delegates: 146

Total number of eligible 2023 State Council delegates: 195

Authorised by Mary Franklyn, General Secretary, The State School Teachers’

AEUBC01/23 AEU WA Branch Council report

The second federal budget from the Albanese Government included a small but critical allocation of $40 million to ensure each school in the Northern Territory is funded at a minimum of 100 per cent of the Schooling Resource Standard. The ACT is already at 100 per cent whilst the recently elected Minns Labor Government in NSW has made it clear it will also fund public schools at 100 per cent. These important announcements assist to add pressure to other state governments yet to make this commitment to their public school systems , including in WA, with projected surpluses in this current financial year and those in forward estimates.

Also of note, the 2023 federal budgets papers also included a commitment to review the funding agreements of non-government schools.

AEU campaigns

The Yes campaign is a historic opportunity and is prioritised by the AEU in 2023. As of May 2023, according to the AEU, WA polling showed 52 per cent support for the Yes vote. The referendum requires four states or territories or more to have more than 50 per cent for the Yes vote. NSW at this time was 64 per cent, Queensland 49 per cent, Victoria 61 per cent, SA in the range of 51-60 per cent and Tasmania in the range of 38-55 per cent for the Yes vote. Clearly these figures are early in the campaign but nonetheless underline the importance of campaigning throughout 2023 until the final votes are cast. A no vote will potentially lead to greater community divide and almost certainly a significant set back for First Nation members and communities.

The preschool funding campaign

The AEU continues to call upon the federal government to address universal access to two years of public preschool education for all Australian children and to place strong recognition on the need for cultural safety.

The National Productivity Commission inquiry into early childhood education and care closed on 19 May. The AEU focused its submission upon a nationally consistent approach, implementation of a strong and effective workforce strategy prioritising public provision, co-locating preschool activities on school sites, investing in infrastructure and needs-based funding.

As we await the report, what was reported to State Council delegates in June 2022 remains just as relevant:

• Laying a strong foundation for a student’s future starts in the early years with the support of a properly resourced program and a qualified teacher.

• The early childhood industry remains under intense workforce pressure; announcements from the Albanese Government are aiming to address this.

A September parliamentary round table by Ministers Clare, Aly and Rishworth is currently being considered by the AEU as a political follow-up to the submission process.

National School Reform Agreement

The National School Reform Agreement (NSRA) panel has been released and is chaired by Dr Lisa O’Brien who is also chair of the Australian Education Research Organisation and former chief executive officer of the Smith Family. Other members are Lisa Paul, the former secretary of the Department of Education; Professor Stephen from the Centre of International Research on Education Systems at Victoria University and also a current member of the National School Resourcing Board; Dr Jordana Hunter, school education program director at the Grattan Institute; Dyonne Anderson, the president of the National Aboriginal and Torres Strait Islander Principals Association and the principal at Cabbage Tree Island Public School in northern New South Wales; and Professor Pasi Sahlberg, the professor of educational leadership at the University of Melbourne.

The panel’s responsibility is to advise the federal government and all state and territory education ministers on what are the key targets that we should include in the next National School Reform Agreement and what are the real and practical reforms that we should tie future funding to in the bilateral agreements that we negotiate with state and territory governments next year.

Authorised

Currently the Commonwealth supplies 20 per cent and the state government 75 per cent. Instead of the 105 per cent minimum SRS originally designated by Gonski (an amount recognising WA’s unique challenges), schools get only 95 per cent. This shortfall is made worse by what used to be an additional four per cent for items such as depreciation now being rolled into the state government’s 75 per cent contribution.

In reality state schools in WA now get just 91 per cent of the Gonski minimum.

Private schools in WA meanwhile get funded to at least 100 per cent of the recommended SRS and some get even more. This extraordinary imbalance needs to be fixed in the new national agreement

Earlier in 2023 the Federal Greens introduced a bill to have the legislated 20 per cent cap of federal funding to public schools removed, another barrier a previous federal government installed to build an inequity gap between the public and private school sectors that is as divisive as anywhere else in the western world. The bill is due before Parliament, Greens Senator Penny Allman-Payne stated, “Australia now has one of the most privatised school systems in the developed world. This is a critical juncture where the governments of Australia will, in effect, decide whether they are committed to public education or not. It is no exaggeration to say that public education faces an existential threat if we do not turn this around.”

The NSRA review from the perspective of the AEU will include a ministerial reference group, public survey, state and territory roundtables, a national submission and a set report date. Nonetheless campaigning directly to influence the prime minister and the members of the Expenditure Review Committee. WA has four members on this committee and we are seeking meetings.

The AEU has committed to identify and work to resolve any other barriers that discriminate against public school students enshrined in policy or legislation.

Twelve months ago this report provided an update on the disastrously planned Online Formative Assessment Initiative (OFAI). It is pleasing to report in 2023 this project has been dismantled and this is in no small part to the unified voice from across the AEU. We congratulate and thank all of our members who advocated and provided support to this cause. More recently, reports such as the National Productivity Commission (NPC) report released in January 2023 returns the spotlight to teacher workload, red tape and valuing teacher judgement and work.

The NPC released its report on the NSRA on 20 January 2023, just prior to the start of another school year. It examines how well national policy initiatives by the Australian, state and territory governments have achieved the objectives and outcomes set out in the agreement and makes recommendations to inform the design of the next iteration.

The review recommends redesigning the agreement to focus more attention on lifting academic results for all students, supporting quality teaching and school leadership and promoting students’ well-being. The report provided a significant opportunity to begin a conversation on the demands of teacher and school leader workload, including how the IPS model has contributed to that concern in the WA context. It revealed:

• Workload, stress and coping were the top reasons why people considering leaving the profession.

• 40 per cent of the teacher’s time is spent teaching face-to-face.

• 15 per cent of their time planning and preparing.

• 10 per cent of their time on assessment.

• The remaining time on “general admin”, communicating with parents, counselling, supervision and extra-curricular activities of the school.

The National Teacher Workforce Action Plan was released in December 2022 to address the national issue of teacher workforce shortages. It aims to increase the number of people choosing to become teachers and ensure that existing teachers remain in the profession. It includes five priority areas:

1. Improving teacher supply – to increase the number of people choosing teaching as a career.

2. Strengthening initial teacher education – to ensure initial teacher education supports teacher supply and delivers classroom ready graduates.

3. Keeping the teachers we have – to improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload and freeing up teachers to focus on core teaching tasks and collaboration.

4. Elevating the profession – to recognise the value teachers bring to students, communities and the economy.

5. Better understanding future teacher workforce needs – to improve the information available for teacher workforce planning.

Education ministers are regularly meeting to discuss the implementation of the plan. The SSTUWA has been in discussion with the minister since January 2023.

Submissions

The SSTUWA provided a submission to the Review of RTO Standards (January 2023) and the Jobs and Skills Australia – Foundation Skills Discussion Paper into the development of a new national study on adult literacy, numeracy and digital skills (April 2023). In the latter submission the union highlighted the importance of the WA-specific CAVSS and USIQ programs.

The SSTUWA has also contributed to several other AEU federal submissions.

Rebuild with TAFE campaign

The Rebuild with TAFE campaign continues across the country following the federal government’s record announcement late 2022 to inject $1.1 billion into TAFE. The federal Labor Government announced their budget for 2023-24, including significant commitments for Australia’s TAFE institutions; $3.7 billion has been put aside for the next National Skills Agreement.

At the AEU National TAFE Council of May 2023 the union reaffirmed its commitment to campaign for the rebuilding of the public TAFE system, enhancing alliances with social partners and other unions, and to assert the fundamental importance to society of vocational education through TAFE.

To rebuild with TAFE the AEU demands that state, territory and federal governments:

1. Cease the public funding of for-profit private providers of vocational education.

2. Guarantee funding and rebuild TAFE as the anchor institution of vocational education.

3. Develop a national capital investment strategy to rebuild TAFE.

4. Cancel the debts of all students related to the failed student loans experiment.

5. Re-invest in a securely employed TAFE teaching workforce and develop a future-focused TAFE workforce development strategy that:

• Equips all TAFE teachers with an AQF 6 qualification, or higher, in adult or tertiary education.

• Ensures an inclusive and diverse workforce.

• Addresses teacher shortages through attraction and retention strategies.

6. Restore, develop and fund the wraparound support services required to enable accessibility and inclusion for all.

7. Improve Aboriginal and Torres Strait Islander employment in TAFE and provide a culturally safe working environment.

8. Increase Aboriginal and Torres Strait Islander student enrolments and support successful course completions equal to those in mainstream while learning in a culturally safe environment.

9. Empower women to achieve meaningful career progression into leadership positions.

10. Rebuild the further education framework of TAFE to guarantee sound education practice, underpinned by curriculum.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.

In the last 12 months, significant progress has been made in relation to implementation of some of the promises made by the Albanese Labor Government including:

• Jointly funding, with the states and territories, a $5.2 billion increase in funding for TAFE.

• Renegotiating the National Skills Agreement, and negotiating subsequent bilateral agreements with the states and territories, to provide the vehicle to deliver the additional funding to TAFE.

• Guarantee a minimum of 70 per cent of all funds allocated to vocational education and training to TAFE.

• Investing in TAFE infrastructure so that Australia can Rebuild with TAFE.

• Include TAFE in the Higher Education Accord, a high-level review of Australia’s national tertiary education system.

• Place TAFE at the centre of the government’s plan to address the skills crisis that is a legacy of a decade of Coalition governments at the national level.

• Place TAFE at the centre of the government’s plan for a just transition to a sustainable future and to address climate change.

• Include the AEU and its members in national consultative processes on the future of TAFE, tertiary education and critical TAFE policy matters.

Recommendations:

1. That the branch president report.

2. That the report be received.

Authorised by Mary Franklyn, General Secretary,

Teachers’

AEUBC02/23 AEU WA Branch rule amendment

Proposed rule changes to federal branch rules in relation to the Western Australian branch:

That Rule 9 – Election of District Representatives to Branch Council, be amended by the inclusion of a new subrule 5 (iii) to read:

In addition to electing district delegates to Branch Council the members of the district are entitled to elect two alternate delegates. Such alternate delegates, in the order they were elected, shall represent the district in the absence of one of the delegates, subject to notification to the Union’s Returning Officer.

Existing rule:

9 - Election of District Representatives to Branch Council

(1) Each District shall elect representatives to Branch Council annually at the commencement of each school year.

(2) Where sufficient nominations have been received from women financial members, at least fifty per cent of Branch Councillors shall be women.

(3) Where fewer than the number of nominations required to enable subrule (2) above to be complied with are received from women, any woman who so nominated shall be declared elected.

(4) At each election of members of the Branch Council, all financial members of the Union whose place of work is within the relevant District pursuant to sub-rule 2(1) of the Federal Branch Rules and financial as at the close of the roll of voters for the ballot shall be eligible to vote for each candidate in that election.

(5) (i) The term of office of District representatives to Branch Council shall commence on the 20th day of March and expire 12 months after the commencement thereof.

(ii) Where an elected District representative is transferred from that District during his/her term of office, he/she shall continue to hold that office for the remainder of the 12 month term.

(6) All members of Branch Council shall subject to these Rules and the Branch Rules hold office until their successors are elected and shall be eligible for re-election.

(7) In the event of a casual or extraordinary vacancy in the office of a Branch Councillor elected from a District, the Branch Executive may appoint another financial member attached to the District in which the vacancy has occurred to fill that vacancy. Any person so appointed shall hold office for the unexpired portion of the term of the Branch Councillor he or she is elected to replace.

(8) Nominations for election to Branch Council shall be called at least fourteen days prior to the date on which nominations close by placing an advertisement in a branch publication or in a publication of the State School Teachers’ Union of WA (Inc.), provided that the publication in question is circulated to all members of the Branch.

Reason for amendment:

November 2022 Branch Council endorsed a motion providing for the election of up to two alternate delegates to attend Branch Council in the event of an elected Councillor’s absence. This provision currently exists in the SSTUWA rules and the proposed amendment is expressed in identical terms to that contained in the SSTUWA rules.

Effect of proposed amendment:

9 - Election of District Representatives to Branch Council

(1) Each District shall elect representatives to Branch Council annually at the commencement of each school year.

Authorised by Mary Franklyn, General Secretary,

(2) Where sufficient nominations have been received from women financial members, at least fifty per cent of Branch Councillors shall be women.

(3) Where fewer than the number of nominations required to enable subrule (2) above to be complied with are received from women, any woman who so nominated shall be declared elected.

(4) At each election of members of the Branch Council, all financial members of the Union whose place of work is within the relevant District pursuant to sub-rule 2(1) of the Federal Branch Rules and financial as at the close of the roll of voters for the ballot shall be eligible to vote for each candidate in that election.

(5) (i) The term of office of District representatives to Branch Council shall commence on the 20th day of March and expire 12 months after the commencement thereof.

(ii) Where an elected District representative is transferred from that District during his/her term of office, he/she shall continue to hold that office for the remainder of the 12 month term.

(iii) In addition to electing district delegates to Branch Council the members of the district are entitled to elect two alternate delegates. Such alternate delegates, in the order they were elected, shall represent the district in the absence of one of the delegates, subject to notification to the Union’s Returning Officer.

(6) All members of Branch Council shall subject to these Rules and the Branch Rules hold office until their successors are elected and shall be eligible for re-election.

(7) In the event of a casual or extraordinary vacancy in the office of a Branch Councillor elected from a District, the Branch Executive may appoint another financial member attached to the District in which the vacancy has occurred to fill that vacancy. Any person so appointed shall hold office for the unexpired portion of the term of the Branch Councillor he or she is elected to replace.

(8) Nominations for election to Branch Council shall be called at least fourteen days prior to the date on which nominations close by placing an advertisement in a branch publication or in a publication of the State School Teachers’ Union of WA (Inc.), provided that the publication in question is circulated to all members of the Branch.

Recommendations:

1. That the branch president report.

2. That the report be received.

AEUBC03/23 AEU WA Branch Council financial statements and audited accounts

(Background attachment)

Recommendations

1. That the branch secretary report.

2. That the report be received.

3. That the Branch Council resolves:

The AEU WA Branch Council declares that in its opinion:

(a) the financial statements and notes comply with the Australian Accounting Standards;

(b) the financial statements and notes comply with the reporting guidelines of the General Manager;

(c) the financial statements and notes give a true and fair view of the financial performance, financial position and cash flows of the reporting unit for the financial year to which they relate;

(d) there are reasonable grounds to believe that the AEU WA Branch will be able to pay its debts as and when they become due and payable; and

(e) during the financial year to which the general purpose financial report (GPFR) relates and since the end of that year:

(i) meetings of the Branch Council were held in accordance with the rules of the Australian Education Union (AEU) including the rules of the AEU WA Branch; and

(ii) the financial affairs of the AEU WA Branch have been managed in accordance with the rules of the AEU including the rules of the AEU WA Branch; and

(iii) the financial records of the AEU WA Branch have been kept and maintained in accordance with the Fair Work (Registered Organisations) Act 2009 (‘RO Act’); and

(iv) The financial records of the AEU WA Branch have been kept, as far as practicable, in a consistent manner with each of the other Branches of the AEU; and

(v) where information has been sought in any request by a member of the AEU WA Branch or General Manager duly made under section 272 of the RO Act, that information has been provided to the member or General Manager; and

(vi) where any order for inspection of financial records has been made by the Fair Work Commission under section 273 of the RO Act, there has been compliance.

4. That the AEU WA Branch Council endorses the engagement of Moore Australia as auditors for the next financial year.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A.

T

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF AUSTRALIAN EDUCATION UNION WESTERN AUSTRALIAN BRANCH

Opinion

F

www.moore-australia.com.au

I have audited the financial report of Australian Education Union Western Australian Branch (the Branch) which comprises the statement of financial position as at 31 December 2022, the statement of profit or loss and other comprehensive income, statement of changes in equity and statement of cash flows for the year ended 31 December 2022, notes to the financial statements included a summary of significant accounting policies, the branch executive statement, the subsection 255(2A) report and the branch secretary declaration statement.

In my opinion the accompanying financial report presents fairly, in all material aspects, the financial position of Australian Education Union Western Australian Branch as at 31 December 2022, and its financial performance and its cash flows for the year ended on that date in accordance with: the Australian Accounting Standards; and any other requirements imposed by the reporting guidelines or Part 3 of Chapter 8 of the Fair Work (Registered Organisations) Act 2009 (the RO Act)

I declare that management’s use of the going concern basis in the preparation of the financial statements of the branch is appropriate.

Basis for Opinion

I conducted my audit in accordance with Australian Auditing Standards. My responsibilities under those standards are further described in the Auditor’s Responsibilities for the Audit of the Financial Report section of my report. I am independent of the branch in accordance with the independence requirements of the Accounting Professional and Ethical Standards Board’s APES 110 Code of Ethics for Professional Accountants (including Independence Standards) (the Code) that are relevant to my audit of the financial report in Australia. I have also fulfilled my other ethical responsibilities with the Code.

I believe that the audit evidence I have obtained is sufficient and appropriate to provide a basis for my opinion.

Information Other than the Financial Report and Auditor’s Report Thereon

The branch executive is responsible for the other information. The other information obtained at the date of this auditor’s report is in the operating report accompanying the financial report. My opinion on the financial report does not cover the other information and accordingly I do not express any form of assurance conclusion thereon.

In connection with my audit of the financial report, my responsibility is to read the other information and, in doing so, consider whether the other information is materially inconsistent with the financial report or my knowledge obtained in the audit or otherwise appears to be materially misstated. If, based on the work I have performed, I conclude that there is a material misstatement of this other information, I am required to report that fact. I have nothing to report in this regard.

Responsibility of Branch Executive for the Financial Report

The branch executive is responsible for the preparation of the financial report that gives a true and fair view in accordance with Australian Accounting Standards and the RO Act, and for such internal controls as the branch executive determine necessary to enable the preparation of a financial report that gives a true and fair view and is free from material misstatement, whether due to fraud or error.

In preparing the financial report, the branch executive is responsible for assessing the branch’s ability to continue as a going concern, disclosing, as applicable, matters relating to going concern and using the going concern basis of accounting unless the branch executive either intend to liquidate the branch or to cease operations, or have no realistic alternative but to do so.

Authorised

Moore Australia Audit (WA) – ABN 16 874 357 907. An independent member of Moore Global Network Limited - members in principal cities throughout the world. Liability limited by a scheme approved under Professional Standards Legislation.

INDEPENDENT AUDITOR’S REPORT TO THE MEMBERS OF AUSTRALIAN EDUCATION UNION WESTERN AUSTRALIAN BRANCH (CONTINUED)

Auditor’s Responsibility for the Audit of the Financial Report

My objectives are to obtain reasonable assurance about whether the financial report as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor’s report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with the Australian Auditing Standards will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to include the economic decisions of the users taken on the basis of this financial report.

A further description of our responsibilities for the audit of the financial report is located at the Auditing and Assurance Standard Board website at http://www.auasb.gov.au/auditors_responsibilities/ar4.pdf This description forms part of our audit report.

I communicate with the branch executive regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that I identify during my audit.

I declare that I am an auditor registered under the RO Act.

Report on Other Legal and Regulatory Requirements

In accordance with the requirements of section 257(7) of the RO Act, in my opinion there are no deficiencies, failures or shortcomings in respect of the matters referred to in section 252 and 257(2) of the RO Act.

SHAUN WILLIAMS

PARTNER

REGISTERED AUDITOR #AA2017/78 AND APPROVED AUDITOR AND HOLDER OF A CURRENT PUBLIC PRACTICE CERTIFICATE

Signed at Perth this 5th day of May 2023.

MOORE AUSTRALIA AUDIT (WA)

CHARTERED ACCOUNTANTS

AEUBC04/23 Decisions from the SSTUWA June 2023 State Council Conference

Recommendations:

1. That the branch president report.

2. That the report be received.

3. That the decisions from the SSTUWA June 2023 State Council Conference be endorsed.

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) June 2023.