In this edition
Correspondence:
The Editor, PO Box 212, West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000
Member Assist: Ph: 9210 6060 memberassist@sstuwa.org.au
Print post publication 100004470 | $4.95 ABN: 544 780 946 35
Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A., 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. June 2024.
Cover: Delegates at June State Council Conference welcomed the development of a community campaign on class sizes. Read more on pages 10-11.
To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
President’s address to State Council
By Matt Jarman President
This is a transcript of the speech given by SSTUWA President Matt Jarman to June State Council Conference 2024. Live remarks may slightly alter to written text.
Before I begin my address, I would like us to take a stroll back down memory lane –all the way back to 23 April.
The 23rd April 2024 was an extraordinary day. In total some 12,000 members marched not only across the Matagarup Bridge but across Western Australia – in places as far apart as Christmas Island and Esperance.
It was an amazing experience and I would like to thank everyone who made it possible and everyone who joined in.
It was also enormously successful – 20 separate improvements in the third offer, compared to the second – were delivered as a consequence of our action:
• A small, but financially important increase in the salary component.
• A new classification for senior teachers.
• Important concessions on the management of class sizes.
• Three improvements to the way professional learning is managed.
• Access to pro rata long service leave after seven years.
• Internal relief payments for principals and deputy principals.
• Improved classroom support for small group tuition.
• Additional FTEs for complex behaviour management.
• The establishment of a workload taskforce reporting direct to the Minister.
• Access to part-time arrangements for principals.
• An extension of the air conditioning subsidy.
• Additional vacation travel concessions in the Pilbara, Kimberley and Goldfields.
• The right of return for principals appointed to system level positions.
• Improvements for staff at Canning College and SIDE and for advanced skills school psychologists.
[These] all came as a direct result of those actions by members sacrificing half a day’s pay and making their voices heard.
All of these are important improvements and I think we need to put the 2023 General Agreement negotiations process in context.
Public education has been treated appallingly by successive governments at both federal and state level and by both major parties.
Colin Barnett started the rot when he cut hundreds of millions of dollars from public education. You can trace the current teacher shortage back to the appalling decision by Barnett and by Peter Collier, who still runs the Liberal Party, by the way,
to cut 500 education positions and freeze teacher numbers, all the way back in 2013.
When Labor came to power we had high hopes – but remember that very first Christmas gift in 2017 - $64 million in cuts on the back of Labor refusing to roll back the Liberal state government’s damaging IPS (Independent Public Schools) program, despite a damaging Parliamentary Inquiry in 2015 into IPS which the current treasurer was the deputy chair.
Then almost immediately came the $1,000 salary caps and further capped rises as inflation soared, with the public sector workforce being used to solve budget deficits with no thought for the consequences for the people involved.
Through the eyes of many of our members, the education sector became a babysitting service during COVID-19, the economy was the primary concern. School leaders and teachers were suddenly running.
Federally meanwhile, the Gonski funding reforms were sabotaged and we moved into an upside down world where private schools get funded by more than they need while public schools are starved of millions of dollars in funds.
This process was undertaken by a coalition federal government but frankly the dragged-out approach from the current Labor government has been just as hard to take because to be honest we expected so much more than rhetoric not matched by actual action.
And let’s be clear – things could have been far, far worse. The efforts of people like Anne Gisborne and Pat Byrne to fight
heroic rearguard actions prevented far worse damage being done to the public system.
We gave the caps the boot, ensured TAFE in WA was spared the devastation inflicted in the east and fought in the corner of teachers throughout the pandemic, despite enormous public and private pressure.
We must never forget the struggles that set the backdrop to the people in this room helping just a year ago to shape the wishes of our members across WA into a cohesive and comprehensive Log of Claims – 98 items in all.
Some of them were, frankly, ambitious. Many of the claims challenged what seemed to be a system impervious to change, one formed during the tumultuous times to which I have just referred, not in weeks or months, but across years of neglect and, in some cases, active vandalism of the public education system.
It entrenched a system that had created massive workload, that had hugely restricted educators’ ability to transfer their skills to a new location; a system which seemed designed to actively discourage people moving into leadership roles and which completely ignored the reality faced in classrooms presented by trying to deal with the explosion in students with complex needs, often resulting not only in classes which exceeded the maximum numbers, but which contained many pupils who needed extra help – an impossible situation for teachers to deal with.
That same system had allowed the demand for documented plans to run riot
– far exceeding what they were originally designed to address.
It had led to a proliferation of private forprofit professional learning providers who expected teachers to not only use their systems, and theirs alone, but to then provide detailed reports of no relevance or help to teachers, as well as effectively closing off opportunities for teachers who had not used such methods to get employment at those workplaces.
Above all it had driven thousands of people out of the public education system.
The SSTUWA called out IPS when it launched, we called it out again recently and now we have an offer before us that challenges its foundations for the first time in more than a decade.
There are conditions in this agreement in principle that will accelerate making the structural changes to IPS the public system needs.
I know that many in this room, and many of those who were here before us, had all but given up hope of changing that system, despite all the work they had done.
It looked like the door to change had been locked and the key thrown away.
Well, we haven’t broken the door down yet, but we have it hanging off the hinges.
The prospective changes to staff placement to allow teachers and prospective leaders to be working in regional schools whilst retaining their substantive positions for three years are hugely significant, not only for the individuals who will benefit immediately if the agreement is accepted, but for the precedent it sets.
A further response to claim 95 in the Log, on Staff Placement, commits the department to “further discuss merit selection and impact of perceptions and assumptions about the skill sets of applicants from regional areas through EREC.”
Now that is a short paragraph but I know many of you in this room will recognise its significance.
(Continued on page 6)
Australia, plus an improved allowance.
They will have the opportunity if they wish to head to the country and may well end up with a vastly improved allowance.
Those who stay in the metro area for the first few years can then choose a regional option, with the safety net of a return to their substantive position being open to them for three years.
If you are in the system already you might take advantage of the new senior teacher levels, or opt for three years to take up the new Level 3 Classroom Teacher classification at a school in need, or even try a principal role in a regional school with the same security of your substantive position being available for three years.
Sometimes it is easy to see what you don’t get in an agreement – you can focus on what is not addressed rather than what is.
That is completely understandable, but I believe this offer offers substantial real-life improvements across a range of levels, as well paving the way for more improvements down the track.
And yes, I absolutely guarantee you that this union, your union, will continue to work on issues like GROH (Government Regional Officer Housing), the free movement of the workforce around the state in both directions and class sizes.
If I could stand here and tell you that we could undo the damage done in the past decade or so in one general agreement I would be absolutely delighted.
But I can’t. No one could. This agreement is an important stone laid by our hands on the path to where we want to be.
We are making some significant steps in this current AIP but there is no denying there is much, much more to do to build on the work of our predecessors, without whom we might well have had no public system left to defend.
Let me move for a moment to the national stage. At the end of January, the Federal Minister for Education Jason Clare announced an agreement with WA that would see the state’s public schools, in his words, “fully funded”.
Now, this is another case of the door now being ajar, but far from fully open, just as WA schools will be far from fully funded.
The announcement from Minister Clare said the Commonwealth would give WA an extra $777.4 million over five years, boosting its share of public school funding from the long-standing 20 per cent to 22.5 per cent.
The agreement with WA also requires the state to lift its own spending on public schools by at least an equivalent amount.
So, let’s do some maths. Currently WA
chips in 75 per cent and the federal government 20 per cent – getting us to 95 per cent.
The new arrangement would see WA’s contribution rise to 77.5 per cent and the federal government’s to 22.5 per cent. So that’s 100 per cent right? Why would we not welcome that?
Well, any increase in funding is welcome. But back in the day, before the Turnbull Government’s attack on public school funding, there was an additional four per cent in funding from the state government on top of that 75 per cent, which paid for services like SCSA (School Curriculum and Standards Authority), depreciation, school buses and the like.
With the Turnbull changes, the state was able to roll that into its 75 per cent contribution and thus the additional four per cent in funding vanished, but not the extra costs.
Public schools were now paying for SCSA and the like from their contributions.
(Continued on page 8)
findings of Facing the Facts, the report generated by the review into public education, led by Dr Carmen Lawrence.
It is astounding to think that Facing the Facts was formally launched just seven months ago.
One of my abiding memories was of members standing up and speaking at November State Council just a few days later, some in tears, because for the first time in all their years of teaching they felt heard.
We were also cautioned that getting the review done was all well and good but we shouldn’t expect much reaction.
Of course, Facing the Facts had already prompted huge community debate and some action. The Minister had accepted the report personally at the launch. He had already instigated his own red tape taskforce, one which when its report was eventually released reinforced virtually every finding of Facing the Facts
I’d like to remind you of what I said in November: “I suspect the reality is that the thoroughness of the review process and the positive, solution oriented Facing the Facts report has left very little room for it to be dismissed or swept from sight.”
“We will work to make sure the review’s recommendations are acted on. We will seek to ensure that we return democracy into how the public education system works as a connected system.
“We will work to stop the privatisation by stealth of the public education system. We will work to end the situations where a teacher cannot get a role because they didn’t use a particular private provider’s product.
“We will work to return to a fair and transparent recruitment system where it is quality of teaching that matters, not who you know.
“We will work to return to a system that provides full and proper respect, support and statewide services to school leaders, teachers and yes, students where and when it is needed.”
As we discussed the general agreement process, I mentioned the 20 improvements that came in offer three, compared to offer two. Improvements prompted by your actions on 23 April.
I can also tell you that 19 of the recommendations of Facing the Facts stand to be implemented via the
Agreement in Principle, should it be accepted.
Nineteen recommendations implemented within seven months.
If anyone had told me in November when I stood in this room and handed a copy to the Minister that we would achieve such an outcome by now, I would have admired their amazing optimism but perhaps quietly doubted their judgment.
What I described last year as tempered optimism has been more than met.
And we are not satisfied with that. By the way, Lindsay Hale will continue to ensure that Facing the Facts is front and centre in government decision making on issues that affect public education.
There have been many elements leading us to where we now stand.
We have come from $1,000 salary caps through wage rises that though an improvement, were swamped by rampant inflation and rising interest rates.
We have, in tandem with the Public Sector Alliance, given salary caps the boot.
We have had proper bargaining restored.
We have instigated the most comprehensive review of public education in the history of WA and started to see its recommendations acted upon.
We have dramatically raised community awareness of public education issues.
We have campaigned relentlessly on funding and seen significant improvements, though not full funding yet.
We have negotiated an offer which we believe delivers immediate benefits in many areas and kickstarts the process of genuine system reform in others.
These achievements are the result of your hard work and that of those who have gone before you. On Executive, at State Council, at District Councils, in workplaces as reps, in the classrooms and lecture theatres of your workplaces.
They represent years of work. Of integrated strategies, long-term planning, constructive research, reviews and yes of industrial action, too.
There is still much to do. There are still plenty of improvements to be made. There is still much respectful debate to be had. Many issues that need further work.
I can assure you we are ready for those debates, for difficult conversations. We will engage with facts and challenge those who make claims without evidence or substance, or indeed try to piggyback on the work of others or sit outside our movement and snipe while doing nothing themselves to bring about change.
This has been a long road and there is a considerable part of the journey to go.
Thank you for support and hard work as we undertake it.
Reducing workload and class sizes a priority June State Council Conference
A ministerial pledge to tackle workload and renewed union efforts to reduce class sizes through a community campaign headlined June State Council Conference.
State Council is the SSTUWA’s highest decision-making body and a conference is held in June and November each year to discuss, debate and make decisions on the union’s direction and activities.
Education Minister Tony Buti spoke at the conference and announced his support
“I do believe that your time and energy as teachers should be spent on doing what you should be doing and that is teaching our students to succeed”
for a Workforce Ministerial Taskforce.
The taskforce will report to the minister directly and focus on classroom support, complex behaviour management, professional learning compliance and individual student documented plans, as well as support in managing school leader and teacher workloads.
“I do believe that your time and energy as teachers should be spent on doing what you should be doing and that is teaching our students to succeed,” Minister Buti said.
“You want to be in the classroom teaching your students rather than being involved in a lot of extra-curricular or administrative duties.
“The establishment of the workload taskforce reporting directly to the minister demonstrates that we believe that the issues that you have been raising are very important … you now have a mechanism to bring those concerns to the minster.”
SSTUWA President Matt Jarman said:
“This taskforce not only offers a clear way to monitor the new measures that will come in if the agreement is accepted, it will be crucial in bringing about serious reductions in workload.”
“We will be able to take evidence from teachers and from school leaders on whether they are getting the extra support they need and indeed if it is even possible for schools to offer that support within current resources.”
Mr Jarman earlier opened the conference by reviewing the success of the 23 April Stop Work action meeting of members, noting the many improvements gained in the Agreement in Principle (AIP) – which was scheduled for member vote after the conference.
“(These) all came as a direct result of those actions by members sacrificing half a day’s pay and making their voices heard,” he said.
Mr Jarman also spoke about schools
funding, tackling workplace violence and the success of the union-commissioned Facing the Facts report in moving the wheels of change for public education in WA.
“If anyone had told me in November when I stood in this room and handed a copy to the Minister that we would achieve such an outcome by now, I would have admired their amazing optimism but perhaps quietly doubted their judgment,” he said.
“What I described last year as tempered optimism has been more than met.”
For more on Mr Jarman’s speech, you can read a transcript of his address to June State Council Conference on pages 4-9 of this issue.
Mr Jarman also said the union was not giving up the fight when it came to the issue of reducing class sizes, and unveiled a new SSTUWA campaign that will run in the lead up of the 2025 state election.
“Class sizes is a community issue, not just a workplace issue for teachers...We have attracted significant publicity on the issue...”
“Class sizes is a community issue, not just a workplace issue for teachers,” he said.
“We have attracted significant publicity on the issue by including it in our Log of Claims, and, as I have said, the current AIP offers some important first steps on addressing the issue.”
Daniel Smith of ReGen Strategic gave delegates an insight into the political and economic headwinds, which came into play around reducing class sizes. He highlighted the considerable community
support for class size reduction, shown in a recent community survey, but emphasised there was still much work to do.
Delegates then gave feedback on the topic, which will be used to help shape the campaign.
Other keynote speakers to June State Council Conference included Australian Education Union (AEU) deputy federal secretary Nicole Calnan, who spoke about the work of APHEDA (Australian People for Health, Education and Development Abroad: Union Aid-Abroad), the international aid agency of the ACTU; and AEU Victoria senior vice president Justin Mullally, who provided a Victorian TAFE campaign update via videoconferencing.
June State Council Conference this year was held at the Perth Convention and Exhibition Centre, which will also be the venue for November’s conference.
Time for action on gendered violence
By Sharmila Nagar Vice President
When is enough, enough? At the time of writing this report so far, 30 women have been killed in 2024 at the hands of a man.
Recently we saw the killing of a mother and daughter in WA who were trying to protect another female from her abusive ex-partner. While we know that genderbased violence occurs to all genders, we know that it is predominantly women who are most impacted.
Australian anti-domestic violence organisation Our Watch states:
• Almost two in five women (39 per cent) have experienced violence since the age of 15.
• Men are more commonly the perpetrators of physical violence, sexual harassment and sexual violence.
• Women are more likely to experience violence from someone they know than by a stranger (35 per cent vs 11 per cent).
• On average, one woman is killed every nine days by a current or former partner.
• Women with disability in Australia are twice as likely to have experienced sexual violence since the age of 15 years than women without disabilities. The type of disability can intersect with gender and different forms of violence, for example, one in two women with psychological and/or cognitive impairment has experienced sexual violence.
• Aboriginal and Torres Strait Islander women experience disproportionally
high rates of violence and are 31 times more likely to be hospitalised.
• Lesbian, bisexual and queer women experience higher rates of sexual violence than heterosexual women in Australia. Transgender and gender diverse people also experience very high rates of family, domestic and sexual violence.
• Nearly one in three women (31 per cent) have experienced physical violence since the age of 15.
• Twenty-two per cent of women have experienced sexual violence since the age of 15.
• Over half of women (53 per cent) have experienced sexual harassment
in their lifetime. In most incidents of workplace sexual harassment, the harasser was male.
These sobering statistics emphasise the need for us as a society to do better. We know that more needs to be done in communities to get our men to support other men to break this perpetual cycle of violence and educate youth on the violence experienced online and the messaging around this.
Unfortunately, the impact of this is being felt in our schools and TAFE colleges too.
The rise in gender-based violence, in particular sexual harassment of students and teachers, is being reported at the SSTUWA through the Violence: Report It strategy.
In her book Consent Laid Bare, author Chanel Contos discusses how toxic masculinity underpins a lot of the conversation.
Contos emphasises that toxic masculinity is not the same as masculinity, but rather how it oppresses men too:
“Toxic masculinity is a set of attitudes and ways that are expected of men in order to fit the stereotype of a ‘man’ that has a negative impact on men and on everyone else.”
An example of this is the idea that “boys shouldn’t cry” as a form of toxic masculinity. Teaching this to young boys says that emotions are bad and should be suppressed, rather than the importance of learning how to “express emotions in a positive way” and learning “how to vent emotions in a healthy way”.
Unhealthy ways of pent-up anger and frustration could lead to boys punching a wall, or unfortunately a person.
“Even if the ramifications are not violent, the constant social reinforcement telling boys to repel their emotions can result in them feeling a lack of human connection at different points in their life,” the book says.
Contos further explains that in the secondary school context, toxic masculinity can be sometimes considered cool and where a boy/man gains social currency from three main things: physical intimidation, wealth and sexual conquests.
On page 24 you can also read more about how sexual harassment and misogyny is impacting female teachers in schools.
So what is being done and is it enough?
In all WA schools, consent education has been added to the Health and Physical Education (HPE) curriculum, as a way for our students to navigate ways to be respectful.
In Western Australia, the government’s Stronger Together for Gender Equality 10-year plan aims to build and create a safer, more equitable and just community across Western Australia.
On International Women’s Day, the WA government released its progress report on the second action phase of the government’s plan.
A total of 98 actions are in place across WA government agencies to support women across the four priority areas, including safety and justice.
A key action of the 10-year plan is the implementation of the Respectful Relationships Teaching Support Program (RRTSP).
The program aims to give teachers the skills to support students to build relationships characterised by nonviolence, equality, mutual respect and trust.
In 2022, the state government committed to expanding the program with an additional $2.7 million.
One of the actions within this area is the RRTSP, which has been extended to sport and recreation programs. Eight confirmed organisations are participating in this pilot.
While the SSTUWA welcomes the program in schools and supports its expansion to other community-based centres, evaluation of the program is key. The union has provided feedback of its findings to Department of Communities.
The SSTUWA has contacted a range of schools that participated in the RRTSP for feedback. Members who attended the training found it to be valuable and a necessary part of building positive relationships around respect and consent in schools.
The key issue for teachers is the implementation of the program after training. The extent of the implementation of the program and its capacity to successfully drive change is varied and conditional on several factors.
The main concern is that a program’s success is totally dependent on having a properly resourced school, including staff to manage the program that can support its implementation of a whole-school approach.
Currently, every public school student in
WA misses out on $1,807 of the minimum funding they need every year.
This funding shortfall significantly constrains the capacity of a school to implement a consent teaching and learning program. Let alone, a complex and transformative whole-school respectful relationship education model.
With the recent announcement of delivery towards almost 100 per cent funding for public schools in WA, we hope this shortfall will be adjusted, so that programs like RRTSP can be properly resourced.
WA Department of Communities and Department of Education provide some funding to enable a school’s teaching staff to attend the RRTSP workshops and support its implementation at a school level.
Individual schools can also request for further ongoing support in the form of face-to-face workshops, phone support and a school visit.
Furthermore, teachers felt that a follow up professional learning would be beneficial to schools regarding RRTSP, particularly to support schools where staff who did the initial training have moved to another worksite.
We know that Perth-based charity Starick Services will have more staff to support schools this year regarding RRTSP, this is great news.
It would be timely to do an audit on how schools have implemented the program, particularly the pilot schools.
At the start of Term 3, we will be conducting a gender-based violence survey and we would like as many members as possible to participate in this.
We hope the findings from this survey will help us lobby government to target the current issues.
Facing the Facts about Aboriginal education
By Lindsay Hale, School leaders consultant
Facing the Facts calls for positive change, including strengthening Aboriginal education as well as central and regional services and support provided to public schools in a system of connected autonomy.
The review’s commentary, findings and all 46 recommendations go to matters that impact all children and young people, particularly those who are most vulnerable due to disadvantage and complex needs – amongst whom Aboriginal children and young people are grossly overrepresented:
• Support services that are accessible and more responsive to local needs – focused on schools but also on reinvigorated regional education services.
• Joined-up services for children, young people and families across government – schools just can’t continue to be left to do it on their own.
• Face-to-face and culturally responsive professional learning – especially for the most inexperienced teachers and the folks most professionally isolated.
• Good quality school facilities and maintenance no matter where you are in the state – and equivalent support for distance education infrastructure.
• Adequate and equitable school funding that truly takes into account remoteness, the needs of small communities and compounding disadvantage.
• Access to quality early learning opportunities for every child whoever and wherever they are.
In Section Five, Student Achievement and Satisfaction, Facing the Facts goes directly to improving outcomes for Aboriginal students with these additional findings and recommendations:
Recommendation 41: A dedicated Aboriginal Unit should be established as a matter of urgency. It should be well funded with the clear goal of supporting schools to implement the Aboriginal Standards
Framework with appropriate resources and face-to-face support at the local level.
Recommendation 42: An elite Aboriginal Education Team comprised of experienced and highly trained educators should be developed to staff schools with significant numbers of Aboriginal students.
Recommendation 43: Teachers competitively appointed to this team should have extensive cultural and educational training to understand and support local needs prior to taking up their roles.
Recommendation 44: Teachers in this team should be highly paid while in situ and guaranteed placements in preferred locations after three years’ good service or, if they prefer, a return to their previous positions. They should also be provided with well-maintained accommodation and guaranteed regular flights to their usual hometowns or cities.
Aboriginal Community Controlled Organisations (ACCO)
Consistent with the Department of Education’s Aboriginal Cultural Standard Framework and the report’s findings in relation to the lack of investment in its implementation, perhaps it is time to explore the viability of ACCOs being engaged to provide face-to-face placebased cultural responsiveness training to school staff across the state – and possibly other government human services staff.
Perhaps this could not only improve cultural competence but also build relationships, shared understandings and concerted action.
Nearly 10 years on, it is also arguable not only that the Framework’s implementation should be evaluated and barriers to its implementation addressed, but that the Framework itself might be worthy of review, especially given the shift in the system’s approach to school improvement and accountability.
Other unfinished business
The Kimberley Aboriginal Youth Wellbeing Strategy in response to Message Stick and the 13 Deaths of Children and Young Persons in the Kimberley reports has been over two years in the making, yet still has to be agreed upon and commenced. And what about the social and emotional wellbeing of Aboriginal children and young people right across the state?
The Kimberley Schools Project is expected to expand to other regions – yet we still have not seen an evaluation of the program and the outcome of 10s of millions of dollars of investment.
In particular, has there truly been family and community engagement as well as place-based co-design? Are we really impacting connection, attendance, aspiration and achievement?
How could Target 120 (despite its awful name) be improved and expanded?
Why is the Young People with Exceptionally Complex Needs program limited to a handful of young people when so many kids have extremely complex needs and are at dire risk?
What progress is being made to provide better support for Aboriginal children and young people in care – especially residential care – and/or in contact with the justice system?
Where is the dedicated support for schools to best serve these kids and for others to step up and play their part?
And finally, but certainly not least of all, where is the investment in teaching, learning and resources to implement the excellent work the School Curriculum and Standards Authority has done to include Aboriginal history, culture, language, arts and knowledge in the curriculum?
We need everyone to face the fact that these practical and positive measures to close the gap are within our grasp if kids, families, communities, teachers and school leaders are properly supported to take them forward together in a public school system of real connection and real autonomy.
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Urapun Muy by Deb Belyea
SAMUAWGADHALGAL, TORRES STRAIT
‘Urapun Muy’, from the Kalaw Kawaw Ya dialect of the Top Western Islands of the Torres Strait, means ‘One Fire’. The title of this work pays homage to Torres Strait Islanders and Aboriginal people everywhere, as we all have that one fire: our passion for our culture. In this work, I have depicted the hands of our ancestors that have carefully dropped a burning ember on to a fire. This ember burns hot with intensity, stoking the flames, as it combines with the new fire. The linear detail shows the energy and power as cultural knowledge is transferred from our ancestors to us today. Culture is the fire that gives us knowledge, wisdom and purpose. It is our responsibility to maintain, practice, and pass on our fire to our future generations. Afterall, Culture keeps us Blak, Loud and Proud.
Aboriginal Flag designed by Mr Harold Thomas. Torres Strait Islander Flag reproduced by kind permission of the Torres Strait Island Regional Council, designed by the late Mr Bernard Namok
Additionally, we must prepare educators and students for ethical interactions with Gen AI. This involves embedding AI ethics and academic integrity into teacher training, ongoing professional development for the existing workforce and student curricula, thus promoting an environment of informed and responsible technology use.
These considerations, alongside the task of balancing innovative Gen AI applications with tried-and-true educational practices, highlight the need for a careful assessment of Gen AI’s impact on student development and learning.
In navigating this complex landscape, our focus must be on creating an AIaugmented educational era that is not only technologically advanced but also ethically sound and inclusive.
Supporting teachers along the way
Yet, these are not our only concerns with Gen AI. A recent EdWeek survey reveals that “two out of every three educators haven’t used AI-driven tools in their classrooms.” The reasons include preoccupation with more pressing issues, concerns about student dependency and loss of independent thought and a lack of knowledge or support in implementing AI. These concerns, echoed in my discussions with colleagues both locally and internationally, highlight the need for caution. We must avoid past mistakes in adopting new tools and pedagogies and not succumb to misinformation driven by fear.
Indeed, we need comprehensive guidelines, professional development and a communication feedback loop to adjust along our journey. However, we cannot ignore this new reality. From my experience, it’s clear that with welldefined strategies and vision, Gen AI can help us work smarter, not harder.
Our foundation in using these tools should enhance our practices, help us envision our future classrooms, understand the role of Gen AI and consider how it can free up time for more important tasks.
This includes generating ideas for classroom activities, course material, research and transforming our teaching and assessment methods to enhance academic learning. All this requires careful consideration, brainstorming, discussion, debate, planning and time.
While I understand that we have multiple priorities as teachers and that professional development and support
have not arrived quickly, the difference with Gen AI compared to other changes we have seen in education is its inevitability.
Gen AI is everywhere, changing the world of work at an exponential pace and it will similarly transform our professional duties, teaching practices, how our students learn and so much more.
It is not just about teaching AI, which is important, but also how to use Gen AI in all its forms. A true K-20 approach to integrating AI is needed for teachers and students to seize this opportunity in a balanced way.
In rethinking education in the Age of AI, we must confront our historical struggles with change in education. Balance, often forgotten in educational implementation, is key.
Developing and adjusting approaches on-the-go
Often, research in education is too narrowly focused to be implemented without considering its broader impacts, both positive and negative. A new technology arrives and we struggle
to understand how it fits together in our classrooms, schools and the wider system.
Anything implemented can have positive effects but can also cause collateral damage. We often encounter problems when we apply inflexible policies or guidelines that don’t consider varying contexts, and most importantly, when we fail to adjust our approach based on trial and error, or worse, ignore what we, as professionals, observe to be faulty implementation. Education is complex and inherently human; we must be willing to adapt when we realise things aren’t perfect.
Rarely do we see clean-cut and easy implementation of research, new pedagogies, policies, or technologies in education.
Thus, I argue that we must find balance as educators, school leaders and policymakers. We need to be willing to engage in difficult conversations, confronting truths and becoming comfortable with discomfort for a while.
(Continued on page 22.)
(Continued from page 21.)
One of the reasons educators were hesitant in the survey mentioned above is due to a lack of resources and support. However, we are now seeing guidelines and policies being developed by (US) states like California, Oregon, West Virginia, North Carolina, and now Washington. What excites me most is that these are acknowledged as working documents.
As we start, trial, learn, reflect and adjust, we must do so without discarding the strong foundation we have as professionals, which is based on sound pedagogical research.
We cannot simply throw out everything we know to be true in our practice and student learning. The integration of Gen AI in teaching and learning will not and should not look the same across all K-20 education.
In-depth discussions and deliberations are needed to understand what Gen AI can and can’t do, how it should be scaffolded and implemented. This includes how we use Gen AI in all its aspects, as well as teach it, and teach the use of it.
Where to start
Here are five possible steps you can take as a teacher if you are yet to embark on this journey:
1. Reflect on your current practice and professional duties in how you can work smarter and enhance your practice and student learning.
2. Start a conversation with your colleagues or school leadership about the rise of Gen AI, especially if you are feeling uneasy. You are not alone. Approach the conversation with honesty about your comfort level and willingness to learn. Seeking clarity and support is a sign of professional strength, not weakness. We want to develop supportive networks as we all navigate this new territory.
3. Engage in professional development opportunities focused on Gen AI, staying informed and trying things are key to thriving in this new era. If you are engaging in conversations with your school leaders, union, government, let them know you need support and professional development. Remember … balance.
4. Participate in community discussions whether it be forums, unions, webinars, professional learning
communities, etc. Our collective voices matter, your experiences in the classroom matter.
5. Start small but start now. Experiment with Gen AI and as you evolve, think of strategies to use it efficiently and how you want your students to use it. Remember that practical experience is invaluable to observe the outcomes and reflect on how to move forward as you try new tools. AI for Education and Teach AI have some interesting resources to help guide your first steps.
It is extremely early in this Age of AI in education. If we have the right guidelines and environment, coupled with proper professional development to confront these hard conversations, we have proven that we can rise to the challenge. We need to face this challenge together, transparently, communicating with each other so that we and our students succeed.
As teachers, this is a no-brainer. If we’re truly about our students, we owe it to them to learn fast, embrace the undeniable truths and adapt our practices for their wellbeing. Let’s welcome the chaos this will bring because, as Brene Brown says, “the magic is in the mess.”
Panic is not an option; leadership and action are a must. Instead of focusing on what can’t be done, let’s focus on what we can achieve. The future is uncertain, but we have the power to seize the
moment and lead our students where they need to go.
It’s essential that policy development and classroom practice inform each other, that governments and our professional unions work together. As teachers, we don’t give up in the face of challenges in our classrooms.
Let’s find solutions and transform this challenge into that golden opportunity. Together, we can figure out the “how” of Gen AI integration in a way that benefits our entire educational community.
Armand Doucet, a member of the Order of Canada, is a globally recognised thought leader for his innovative contributions to education. With a focus on student engagement and the integration of technology, he has become a prominent figure in shaping progressive teaching methodologies. His commitment to fostering inclusive learning environments and advocacy for positive changes in public education has established him as a leading voice in the field. The opinions expressed in this article are that of the author and does not necessarily reflect any official policies or positions of Education International, the AEU or SSTUWA. This article is the final part in a series, was first published on the Education International website and has been reproduced here with permission.
Find all parts of this series in the 2024 editions of Western Teacher, available at sstuwa.org.au/WesternTeacher
Benefits of student membership
By Chloe Hosking Growth Team coordinator
Membership with the SSTUWA is not just for public school teachers, school leaders and school psychologists, TAFE lecturers or swimming instructors.
Pre-service teachers can also be a part of the SSTUWA. University students who are studying to be teachers are eligible for a special free membership.
This student membership provides pre-service teachers with advice and support from Member Assist and the Growth Team, as well as these other benefits:
• Exclusive discounts and promotions.
• Access to the New Educator Network.
• Training and professional development opportunities, including heavily discounted access to job application writing and interview skills training.
• A subscription to the Western Teacher magazine.
• Other industry-specific information and news.
This level of membership also covers unpaid practical placements. After graduation, students have the opportunity to upgrade to a financial membership.
If someone begins teaching under Limited Authority to Teach while still studying, they are no longer covered by student membership but can access special discounted membership rates.
Do you know anyone studying to be a teacher? A friend, a sibling, or someone on practical placement at your school?
Have a conversation and let them know they are eligible for free membership!
Share the benefits of membership. To join, students can visit sstuwa.org.au/join or scan the QR code below.
Survey paints disturbing picture for female teachers
By Dr Samantha Schulz
Australia is once again grappling with how we can stop gendered violence in our country. Recent protests show there is enormous community anger over the number of women who are dying and National Cabinet has met to specifically discuss the issue.
There is no single solution here. We need to look at the whole of our society when we consider how to make it safer for women.
One huge part of our society is schools, where Australians spend about 13 years of their lives.
As part of an ongoing, broader study into how online worlds are shaping students and teaching, colleagues and I are surveying South Australian teachers about sexist and other anti-social views among the students.
The survey is ongoing, but our results so far paint a disturbing picture where female teachers are subjected to sexist and abusive language and behaviour by male students.
Our research
Since February, we have advertised an anonymous survey on the Teachers of Adelaide Facebook group, which involves teachers from across public and private school sectors and in co-ed and single sex environments.
The survey calls for short answer responses to questions about sexism, racism or homophobia by students at their schools.
To 1 May, the survey has had 132 responses. Almost 80 per cent of the responses are from female teachers,
who come from both primary and high schools.
“Make me a sandwich”
One theme to emerge so far is a heightened use of misogynistic language and behaviours by male students, some as young as five.
A high school teacher reported how when she talks about gender in her classes, some boys got defensive about what female students were saying. The boys call the girls liars and repeat untrue statements they have seen online: “For example, the pay gap doesn’t exist, women lie about rape, men are superior.” Teachers are also reporting a heightened
use of vulgar, sexualised and aggressive language being used primarily by boys/ young men during their interactions with women and girls.
Another teacher told us:
“Boys are increasingly using misogynistic language towards female students and teachers, telling them to ‘make me a sandwich’ [a well-known misogynist meme].”
Other respondents noted the use of terms such as “slut” and describing women as “rapeable”. They also reported male students making animal noises (“meowing or barking”) or making offensive gestures (“grabbing their genitals and making other rude
gestures”) at girls and women in the school.
One primary school teacher described how several students in her Year 1 class have been making “sex sounds” to herself, a co-teacher and other students.
“It turned out that one student had been watching his brother’s YouTube/Tik Tok channels […] We have met with the boys’ parents at least half a dozen times this year and we are slowly seeing it replaced with more prosocial behaviours but honestly, [the students] do it so often that they do it without intention or thought now.”
The behaviour can be physical
A second theme from the survey is how male students are working in groups to physically intimidate their female teachers and peers. This includes corralling girls/women into corners, out of sight of male staff.
As one high school teacher told us, male students will walk “quickly behind female teachers to rush them downstairs”.
Another high school teacher said she had noticed a trend of male students invading her personal space.
“[this includes] entering my classroom at break time/ coming up to my car window and pointing for me to wind it down to just stand there or getting their friends to call out my name when I walk past. They do this when I am alone and there are no witnesses.”
The teacher noted how at face value, they are all “innocuous behaviours” and if challenged, the students would just say they were being friendly.
“But I know these behaviours are intended to be intimidating and to make me uneasy. I find it disconcerting that by the age of 14 or 15 they know how to use their presence to menace […] if they are behaving like this with me, what are they like with young women their own age or the women in their families?”
Most respondents described insufficient or zero school support. Some female teachers in our survey said they plan to leave the profession because they do not feel safe. As one teacher told us:
“I know I shouldn’t let it affect me but it is draining and I have anxiety and dread going to class.”
Why is this happening?
Our broader research has been prompted by conversations with teachers who note the growing influence of people like online “manfluencer” Andrew Tate (currently facing human trafficking charges in Romania) in their schools.
Such influencers champion a style of populism entangled with racism, xenophobia, trans and homophobia, which believes boys and men are victims of feminist gains. Acts of “male supremacy” are therefore needed to restore a supposedly natural gender order.
The findings of our survey so far echo other recent studies in Victoria as well as in the United Kingdom and Canada, which have found a link between Tate’s views and the behaviour and attitudes of male students.
What now?
This growing body of research strongly suggests we need a national response to anti-social language and behaviours in schools.
All schools now have consent and respectful relationships education. This is welcome, but we need more.
We could start by identifying, reporting and responding to gendered or other forms of anti-social violence, abuse and harassment via a nationwide code of conduct and reporting guide.
This would be just one part of the solution. But if we have an understanding of the scope of the problem and clear guidelines to address it, these would be crucial steps towards making our schools and our society safer for everyone.
The research this article is based on is also being done by Daniel Lee, Edward Palmer and Eszter Szenes and the University of Adelaide and Sarah McDonald at the University of South Australia. Dr Samantha Schulz is a senior sociologist of education at The University of Adelaide with expertise in race critical theorising, First Nations Education, culturally responsive schooling, gender equity and decoloniality. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the AEU or SSTUWA. This article was first published on The Conversation website and has been reproduced here with permission.
National education and union news
Budget fails to deliver for public schools
This year’s federal budget fails to deliver the funding that public schools need and will widen a $30 billion capital infrastructure divide between public and private schools, according to the AEU.
AEU Federal President Correna Haythorpe said it was deeply disappointing that this year’s federal budget had failed to increase the Commonwealth share of the Schooling Resource Standard (SRS) to 25 per cent, despite widespread support across the nation for this increase, from principals, teachers, parents, unions, community groups and six state and territory governments.
“This is a missed opportunity to deliver a nation-building investment for our children and our country. The issue of full funding of public schools is unfinished business for the Albanese Government and must be resolved this year,” she said. “We recognise that funding negotiations between the Albanese Government and state and territory governments are still underway, and we are united in our resolve to campaign to achieve full funding.
“Our members know that fully funding public schools is the only way to ensure that every child gets every opportunity to succeed and that teachers and education support staff are backed with the resources they need to deliver high quality education for all.
“The public knows that there is deep inequity in how public schools are funded when compared with private schools in Australia. If the government can find $2.5 billion to overfund 40 per cent of private schools they can find the money to meet their election commitment to end the underfunding of public schools. This commitment will only be realised when the Albanese Government puts the dollars on the table.
“Right now, only 1.3 per cent of public schools are funded at 100 per cent of the SRS, which is the minimum level governments agreed a decade ago was required to meet the needs of students.”
Ms Haythorpe said the government’s decision to not continue with capital works funding for public schools beyond this year, while giving private schools $1 billion in funding for new buildings and facilities over four years is unacceptable and must be reconsidered.
“By failing to even continue the modest capital funding it is providing this year for public schools, the Albanese Government will only worsen the $30 billion capital spending divide that exists between the sectors,” she said.
“Public schools have had one year of dedicated capital funding since 2017, worth $216 million. For schools which have benefitted from this funding, it has meant new facilities such as toilets and outdoor learning areas.
“At the same time private schools have raked in $1.25 billion, some of which went to the richest schools in the nation. Private schools will now get an additional $1 billion over four years and public schools will get nothing.”
Ms Haythorpe said the positives in the budget were paid practicums for students studying to become teachers, funding for the second round of teaching scholarships and the First Nations Teacher Strategy.
There is also a $600 million investment in skills and training as part of the 20242025 federal budget.
“This commitment will be welcomed by our members in TAFE across Australia as it will provide the much-needed funding we have been campaigning for as part of the rebuild of TAFE,” Ms Haythorpe said.
The AEU also welcomed a commitment to provisional funding for increased wages for all early childhood teachers and educators.
“Early Childhood Education and Care has an undervalued and feminised workforce which is providing extraordinary care and education for children in preschools and early learning settings. However, there is unfinished business in the sector and we reiterate our call for funding for two years of universal access to preschool for all three and four year-olds,” Ms Haythorpe said.
Workers should be front and centre of AI regulations
Unions have called for a worker-centred approach to the adoption and regulation of AI across the economy at a Senate Select Committee hearing on Adopting Artificial Intelligence (AI).
AI is already present in every industry from retail, to transport, to education, and will continue to impact workplaces and individuals who are already at risk
of having their creative outputs stolen by companies and being subjected to unreasonable surveillance.
The ACTU, the SDA, the Transport Workers’ Union (TWU) and the National Tertiary Education Union (NTEU) gave evidence to Senators last month on the breadth of the impact of AI on workers.
The Senate Select Committee was
established to inquire into and report on the opportunities and impacts for Australia arising out of the uptake of AI technologies in Australia, including consideration of:
• Recent trends and opportunities in the development and adoption of AI technologies in Australia and overseas, in particular regarding generative AI.
Conferences and Forums
LGBTIQ+ Forum - Schools and TAFE (TUT)
Establishing safe and supportive educational spaces
Wednesday 24 July 2024, noon – 3.30pm
Join Alana Hunt and Maddison Whittle from Sexual Health Quarters (SHQ) to expand your understanding about LGBTIQ+ terminology and how to navigate the use of preferred names in the school/TAFE context.
Alana and Maddison will also provide information on how to establish a rainbow club or a LGBTIQ+ support group in your school or TAFE. What could this look like and how might it work?
SHQ is passionate about inclusivity and diversity and are happy to answer any questions you may have. Join us after the forum for drinks and nibbles and chat with the team.
This forum is open to all educators K-TAFE including LGBTIQ+ staff and all allies. Come along and learn how all school and college staff can promote a culture of inclusivity and pride.
ECE Conference: K-2 (TUT)
Unleash creativity and empower learners in your ECE classroom
Friday 9 August 2024, 9am – 3.30pm
Keynote speakers
Dr Amie Fabry PhD, The Learning Future
The SSTUWA Early Childhood Educator (ECE) Conference is an opportunity for early childhood educators within our union to come together. The focus for this conference is to promote the importance of movement, music, drama, play and inquiry as powerful tools in all learning opportunities.
Infusing these into your lessons fosters creative expression, critical thinking, social skills and emotional awareness and supports the principles and practices of the EYLF and NQF. Join your fellow ECE educators for a day of learning and development. Ignite your energy and ideas to implement activities to bring about inspired, engaged, creative and empowered learners.
Register at sstuwa.org.au/training
Jarman President, SSTUWA
Matt
Hilary Price-Keegan Musical Heartbeats Alethea Dreyer Into the Mask Theatre
Member benefits
Accountants and Financial Advisers
Aston Accountants
10% discount on personal income tax returns for members.
sstuwa.org.au/aston
Industry Fund Services
Specialist financial products for union members.
sstuwa.org.au/ifs
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs
Banking
ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
Banking exclusively for the education community.
sstuwa.org.au/tmbank
Massive discounts on products and services for SSTUWA members
Cars
AutoBahn
Mechanical and electrical services.
Members receive 10% off any AutoBahn service or repair, capped at $100. sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including fuel card, servicing and more.
sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
National fleet pricing on a range of products and services. sstuwa.org.au/bobjane
easifleet
$250 Magic Hand Carwash voucher with any easifleet procured novated lease. sstuwa.org.au/easifleet
Europcar
10% discount on vehicle hire in Australia. sstuwa.org.au/europcar
Fleet Network
Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/fleetnetwork
Motor Market by Union Shopper
You choose the car, then we find you the lowest price. sstuwa.org.au/motormarket
Western Motor Vehicle
Consultants
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors
Computers
Altronics
Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics
Apple on Campus
For details visit: sstuwa.org.au/apple
Dell
Save up to 5% off selected items. sstuwa.org.au/dell
HP Computers
Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp
PLE Computers
Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple
The Good Guys Commercial
Online access to live discounted pricing on The Good Guys’ range. sstuwa.org.au/thegoodguys
Educational Resources
Effective Group Work
Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork
Graphic Intelligence
Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
Entertainment
Movie tickets
Discounts on physical tickets (greater savings) and instant digital tickets. sstuwa.org.au/movietickets
Outback Splash
Featuring both water and year-round attractions. Discounted tickets for members.
sstuwa.org.au/outbacksplash
Rockface
Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App
Food and Wine
Campbells
Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells
Cellar d’Or
Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm). sstuwa.org.au/tastebudtours
Health and Wellbeing
St John
First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn
WA Opticians
20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians
Housing
Houspect
Buy, build and invest with confidence. $50 discount on prepurchase building inspections. sstuwa.org.au/houspect
Johns Building Supplies
Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs
SkylightsWA
Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa
Wattyl
15% off Wattyl paints, stains and accessories at Wattyl Paint Centres in WA.
sstuwa.org.au/wattyl
Insurance and Legal
Journey Cover insurance
For details visit: sstuwa.org.au/journeycover
SSTUWA Legal Services
Access to quality legal services for both work-related and personal matters. sstuwa.org.au/legal
Teachers Health Fund
Join the thousands of teachers who have already made the switch. sstuwa.org.au/teachershealth
Teachers Health – Travel
For details visit: sstuwa.org.au/travelinsurance
Wills for members
Members can access a complimentary simple will, where appropriate. For more information or details about a complex will, visit: sstuwa.org.au/wills
Shopping
Dot Mall
BBQs, heaters and backyard kitchens. 5% discount for members. sstuwa.org.au/dotmall
Electrical buying
Let Union Shopper find the best deal on your electrical purchases. sstuwa.org.au/electricalbuying
isubscribe
Up to an extra 10% off any print and digital magazine subscription; over 4,000 titles. sstuwa.org.au/isubscribe
Jackson’s Drawing Supplies
10% discount in Jackson’s 12 shops and online.
sstuwa.org.au/jacksons
Petals Flowers & Gifts
20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals
Teacher Superstore
5-10% discount, in store and online. sstuwa.org.au/teachersuperstore
The Good Guys Commercial
Online access to live discounted pricing on The Good Guys’ full range. sstuwa.org.au/thegoodguys
Travel and Accommodation
Accor Hotels
Great savings for teachers at Accor Hotels in the Asia Pacific region. sstuwa.org.au/accorhotels
Choice Hotels
Choice Hotels welcomes SSTUWA members with exclusive rates at locations in Australia and NZ. sstuwa.org.au/choicehotels
Experience Oz
Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz
Inn the Tuarts Guest Lodge
Forest retreat, 4-star, with indoor pool, Jacuzzi, sauna and BBQ. Adults (12 years+) only. Five minutes to Busselton. Studios and rooms. 22.5% off rack rate or best available rate. sstuwa.org.au/innthetuarts
Jarrah Grove Forest Retreat
Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove
Mandurah Houseboats
10% discount on houseboat holidays. sstuwa.org.au/houseboats
Metro Hotel Perth City
15% discount on the best available rate. Located in East Perth near the WACA and Gloucester Park. sstuwa.org.au/metroperth
Rottnest ferry tickets
Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest
Classifieds
Block for sale: Jurien Bay
700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or sea-change locale. $108,000 (negotiable).
Peter: 0437 377 361 | westside@tower.net.au
Augusta
3x1 spacious holiday rental. One double, one queen, five singles. 200m from the river and town. Magnificent river views. One large living area, three sided veranda and BBQ. Provide own linen and towels. $150 per night plus $50 cleaning fee. gregrowl@iinet.net.au
Dunsborough (Quindalup)
Large 4x2 holiday home on Geographe Bay Rd. Swimming beach 30m away. Free use of private boat mooring. Room to park boats with boat ramp a minute away. Slow combustion wood heater and reverse-cycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203 a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
Dwellingup
In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people. Shani: 0402 615 235 shanivore@hotmail.com
Frankland River
Private secluded retreat. Choose from three different types of separate accommodation. Three bedroom homestead: two king beds, two single beds – sleeps six (no pets). Two adults $195/night, children under 13 $25/night, extra adult guests $50/night. One bedroom chalet: one queen bed – sleeps two. $139/night, adults only. One bedroom cabin: one queen bed – sleeps two. $169/night, adults only. franklandriver.com.au
Jade: 0430 450 093 | Sam: 0413 160 093
Fremantle
Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized bedrooms plus provision for two singles.
Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au
Fremantle
Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 admin@smartstaywa.com.au
Kallaroo
Serenity Escape is a 2x1 apartment with full kitchen, offering comfort and convenience. 20 min walk to beach, 5 min drive to train station, walking distance to Whitfords Brewing Co, cinema and shops. Toiletries, slippers and coffee machine provided. Min two nights. Sleeps four, or five with mattress. No pets. $125/night for 3 people; $10/night per extra person. Molly: 0428 166 559 mollysletters@gmail.com
Kalbarri
Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps eight: two x queen beds and two x bunk beds. Close to Blue Holes Beach, 15 min walk to town. kalbarriwa.net.au | 0435 845 504
Lancelin
Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/eating and bbq. Heaps of parking for boats or quads. $45/night/person (min six). Min two nights. SMS: 0412 804 345
Margaret River
Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night. Russell: 0418 933 270
Nannup
Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details.
seraphimretreatnannup.com SMS 0420 832 510
Safety Bay
Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change).
cnjn@aapt.net.au
Trigg
Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook.
Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.
Classifieds
Yallingup
Rammed earth cottage, 2x1, nestled amongst bushland. Well located, short walk to Studio Gallery Bistro, two-minute drive to Caves House. Beaches, galleries, wineries and restaurants close by. Sleeps six. No dogs. stayz.com.au (property 136151)
Kirsty: 0419 927 660
Tranquillity Counselling, Psychotherapy and Career Development
I provide holistic, confidential practical counselling to help you deal with an array of issues, some being: general relationship, mental health, anger issues/management, anxiety, depression, self-harm, grief and trauma, addiction, abuse, palliative care. Milica Robinson, MCnsig&Psychthpy, GradCertCareerDev, BEd. 0422 358 187
Retirement coach
Are you recently retired or retiring soon? You probably have a financial plan in place but developing a plan for the non-financial side of retirement can be as important as preparing financially. I offer support and guidance for the transition from work to retirement, helping you to find purpose and meaning in retirement. Contact me to arrange an obligation free chat. retirementcoaching01@gmail.com
Marriage celebrant
Marriage celebrant with 12 years of experience, working in the Peel, South West and Perth areas. Specialising in creating personalised ceremonies for couples at their chosen wedding location. I’d love to help you plan your special day!
Meridith: 0400 312 535 meri.lake4@gmail.com
Marriage celebrant
Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.
Lee: 0404 655 567 leehalligancelebrant.com.au
Marriage celebrant
Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.
Mary: 0418 906 391 maryburke40@hotmail.com
Funeral celebrant
I am an experienced funeral celebrant. It will be my honour to assist you in the cocreation and presentation of a ceremony that serves to honour your loved one, by revealing their essence through a uniquely constructed and presented combination of spoken word, rituals, symbols, audio and visual displays.
0449 075 001
Kc.fcelebrant@gmail.com
Learn to social dance
Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 3 starts 22 July. Stan: 9330 6737 | stan@stansdancing.com
First aid training for students
St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for Kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. (08) 9334 1259 youth@stjohnambulance.com.au
Free dairy excursions
Brownes Dairy invites your classroom to join a free curriculum-linked tour of the dairy in Balcatta. Students from Kindergarten to Year 6 get a unique hands-on experience and see how our dairy operates and produces award
winning dairy products enjoyed in WA for 130 years. school.tours@brownesdairy.com.au
Road safety education for schools
RAC offers free curriculum aligned road safety workshops and online resources for primary schools (pre-primary to Year 6) and secondary schools (Years 10 to 12), covering a range of road safety topics designed to keep young people safe on and around the roads. (08) 9436 4471 | rac.com.au/education communityeducation@rac.com.au
MAWA
The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au
Macramé is the new yoga
I'm a teacher running small group macramé classes in a cosy home studio. Join me and discover the power of mindfulness as you learn to engage your mind and your hands in a fun supportive environment. It's a powerful way to calm a busy mind. marcia@knotinlove.com.au
Rainbow Reading
Are you running support groups for ESL, special needs or reading? Do you tutor adolescents or adult reading? Using proven techniques we enhance results. Our innovative reading pen assists with learning, while motivating the hard-toengage student. Available for all our books. rainbowreading.com.au Di: 0407 490 253
Free: Graduation gowns
Twenty black graduation gowns available, assorted adult sizes. Excellent used condition. Pick up from West Perth. editor@sstuwa.org.au
Noticeboard
Retired teachers
The next meeting of the Retired Teachers’ Association is Wednesday 7 August at the SSTUWA premises from 10am. All retired members are welcome.
Video conferencing facilities are available for those who cannot attend in person. Email contact@sstuwa.org.au for the link.
Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.
International Day of the World’s Indigenous Peoples: 9 August
The International Day of the World’s Indigenous Peoples is organised by the United Nations on 9 August to focus on the rights of the indigenous population groups globally. It also celebrates the way of life and culture of more than 370 million indigenous people worldwide, as well as raise awareness of each group’s needs. Visit un.org/en/events/indigenousday for more.
State Council Conference
November 2024 State Council Conference will be held on 15-16 November.
Agenda items must be received by 20 September.
SSTUWA scholarship program
Applications are now open for the SSTUWA scholarship program, designed to assist members to undertake industrial and/or professional learning that is aligned with the union’s key objectives. The deadline for applications is Monday 22 July.
More info: sstuwa.org.au/scholarships
Level 3 Classroom Teachers’ Association: 2024 meeting dates
Term 3
Thurs 5 Sept
SSTUWA and online, 4.30pm
Term 4
AGM: Sat 30 Nov Online, 10.30am
Venue: SSTUWA, 1 West St, West Perth and/or online via Zoom More info: www.l3cta.org.au | contact@l3cta.org.au
SSTUWA committee meeting dates: Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au
New Educators Committee
Time: 4pm
13 August 3 December
Women’s Committee
2024 dates TBC
Videoconference facilities are available
Early Childhood Educators Committee
Time: 4pm 6 August 7 November
Aboriginal and Torres Strait Islander Committee
2024 dates TBC LGBTIQ+ Committee
2024 dates TBC
School Leaders Committee
2024 dates TBC
TAFE Committee
2024 dates TBC
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