September 2023 Western Teacher

Volume 52.7 September 2023

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. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. September 2023.

Cover: Members gather to show their support for the For Every Child campaign to secure full funding in our schools. Read more on page 10.

To access the digital copy of Western Teacher visit: sstuwa.org.au/westernteacher

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2023 Western Teacher deadlines

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

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

Acknowledgement of Country: We wish to acknowledge the traditional custodians of the land on which we live and work. We wish to pay respect to their Elders – past, present and future – and acknowledge the important role all Aboriginal and Torres Strait Islander people continue to play within Australia. We stand in solidarity.

Artwork: This design was created for the SSTUWA by Tyrown Waigana, a Wandandi Noongar and Ait Koedal artist/designer and former WA public school student. Read more about the artist and the artwork at sstuwa.org.au/connections

Trust is the key to leadership

By Matt Jarman President

As a primary school leader for most of my career in country and metropolitan schools, I am often asked about the key lessons I have learned about leadership and how it applies to my current role.

There are a number of experiences that have shaped how I feel about leadership but at the top of the list is trust – you need to trust your staff and they need to be able to trust you.

Trust and staff, or member, buy-in comes with, in my experience, how you choose to lead. I think that applies to organisations like the State School Teachers’ Union of Western Australia too.

Any organisation that wants to successfully represent a very diverse group of members should be clear what it stands for, offer only what it can deliver and be clear about its decision-making processes.

So, let’s be clear what the SSTUWA stands for – we stand for a fully-funded public education system.

We stand for a culture of respect for everyone who works in public education –be they our members or not.

We stand for school leaders, teachers and lecturers to be safe at work, to not be harassed by students or parents either physically, verbally or online.

We stand for a work culture that has the solid structure of properly negotiated agreements that set the rules by which the workplace operates.

We stand for making difficult decisions, sometimes unpopular ones, that deliver the best outcomes for as many of our members as possible.

Above all we try to stand for integrity – to

involve our members in the decisionmaking, to be guided by their views and to have a structure that allows members a voice.

We instigated a review into public education to identify the core issues that are having an impact on our public education system – a system that is under enormous strain from teacher shortages, a system which is bleeding experienced teachers, struggling to attract new leaders and that is cripplingly short of full funding.

The review attracted thoughtful submissions from every major peer group in the sector, as well as many individual educators, parents and former teachers and leaders.

The review panel will deliver its report in the coming weeks.

At the same time the SSTUWA, through a process that began in November last year at State Council Conference, has delivered a complex Log of Claims for both the schools and TAFE sector.

The schools log contains 98 different claims. Issues raised cover salaries, the work of teaching and leading, system support, attraction and retention, developing a safety culture in schools and general issues.

School members have just finished voting on that log and negotiations are getting underway. At the same time a TAFE Log of Claims with 52 different items to be addressed has also been developed and served upon the employers.

These processes take time, commitment and passion.

It is the fundamental role of unions – the very essence of representing members on

the everyday issues they encounter and want to see addressed.

A union isn’t a shopfront to draw in the unwary to part with fees that go to people in other states, a shadowy set-up that has no voting processes in place and no structure or oversight of their operations; one set up to pursue niche issues that have nothing to do with education.

You can’t claim to represent your members when you exclude yourself from the negotiating table because of a setback or two, or when your absolute core aim is to take the teaching experience out of school leadership and impose a quasi-business model which could see anyone with a business degree trying to manage schools.

Education is more than ever in need of strong leadership and united representation. You have to wonder what the true motives are of people who spend their time not spruiking their own solutions but instead denigrating the hard work of others.

As I learned in every school I worked in, it is a united effort that delivers success. It is proper consultation, it is management by consensus, a team effort that understands the value of each and every level of the system and every person on the team.

We won’t get every decision right; we won’t win every fight – but I am proud that the SSTUWA delivers suggestions and solutions. We will continue to do so.

Thank you to all members who took time to vote on the Schools Log of Claims 2023. With 97 per cent of voting members supporting the Log this will now be served on the employer.

Hearing the concerns of regional educators

By Natalie Blewitt Senior Vice President

The Rural and Remote Education Advisory Council (RREAC) was established in 1997 and fulfils an important role, reporting directly to the Minister for Education. It is responsible for providing strategic advice on education and training issues and development in rural and remote areas of Western Australia.

Being a member of the council is by ministerial appointment and I am honoured to be representing the SSTUWA on the council, providing a voice for public education.

Every year, the RREAC (pictured below) undertakes a regional itinerary and this year, members of council visited several sites in Albany and participated in a community forum to capture the accomplishments and challenges in the region, focusing on the areas of secondary (Years 10-11) and postsecondary student transitions.

Sites visited included WA College of Agriculture in Denmark, North Albany Senior High School, South Regional TAFE and Albany Residential College. Opportunities were afforded at each site to explore, ask questions and speak with students.

The community forum saw representatives from schools and organisations outlining what currently was working well, what were challenges and what additional support was needed. Some common themes included:

• A lack of equity of opportunity for

regional schools and TAFE (when compared to students in the metropolitan area).

• The need to better support diversity.

• Improvement in conditions to attract and retain school and TAFE staff.

• Additional financial assistance for the region.

• Concerns for the mental health and wellbeing of students.

• Schools work for those students who fit the model pathway. Those who don’t, disengage easily.

• Improvements in public transport being needed.

• The Online Literacy and Numeracy Assessment and WA Certificate of Education are barriers.

A formal report for the education minister is being prepared. The key observations and themes as determined by the members of the RREAC were: mental health/wrap around support services and wellbeing; partnerships are keys to success; equity and opportunity (including choice, options and resources; regional barriers).

Reignite Your Passion

Almost 70 early childhood educators (ECE) were invited to reignite their passion when they attended the annual SSTUWA Early Childhood Educators Conference in early August. This event provided our ECE members with the opportunity to learn,

listen, share ideas and refresh their minds.

The Hon. Dr Anne Aly, Federal Minister for Early Childhood Education, opened the conference. SSTUWA President Matt Jarman addressed the conference, providing a valuable update to members in the ECE space. Attendees found his presentation to be “very honest and insightful,” “engaging and informative,” and “very in touch with the reality and real world.”

The always energetic Tammy-Anne Caldwell from Above and Beyond Education was the featured speaker. Tammy-Anne spoke about why a brainbased holistic approach to wellbeing, teaching and learning makes sense.

Our breakout workshops were very well received and presented by Edith Cowan University early childhood studies lecturer Dr Kay Ayre and Tammy-Anne, who continued to explore the brain. Our final workshop presenter, Hilary Keegan, Director of School of Musical Heartbeats, had attendees actively participating in a hands-on dynamic workshop.

Participants later heard on topics including the Voice to Parliament (facilitated by union vice president Sharmila Nagar); climate change/ sustainability (hosted by Growth Team officer Chloe Hosking); and violence in schools (facilitated by WHS organiser Antony Pearson). I had the privilege of presenting information about the 2023 proposed Log of Claims.

It was wonderful to see so many engaged ECE members and as one attendee put it – “lovely to have the opportunity to spend a day with like-minded people”.

Such an event would not be possible without our outstanding Education and Training Centre team. Thanks to them for another simply brilliant event, as well as to all participants and presenters.

Creating safe and supportive spaces

By Sharmila Nagar Vice President

The SSTUWA recently held its inaugural LGBTIQ+ forum on How to Create a Safe and Supportive Space for LGBTIQ+ Staff and Students in Schools and TAFEs

This forum was an opportunity to help our members understand and navigate strategies around sexual and gender diversity to support staff and students in schools and TAFEs, while also learning about how to tackle discrimination in this area.

Presenters at the forum included LGBTIQ+ Committee members Kai Griffiths (they/ them) and Lexi Goff (she/her), Rowan Richardson (he/him) from the AEU Tasmania branch and John Theodorsen (he/him) and Mario Schmidt (he/him) from SSTUWA’s Legal Services Team.

Lexi Goff discussed how to create a safe queer space in an educational setting for students. Lexi shared the rationale she created for her school leadership team to consider addressing the needs of a growing number of LGBTIQ+ students at her school.

The rationale outlined the overarching goals for the school in education, visibility and advocacy and stated the requirements needed to fulfil this role.

Kai Griffiths’ presentation aimed to equip members with an understanding of the resources and tools already available and how to use them to build and protect inclusive environments. They also provided useful strategies when dealing with counter arguments towards inclusivity in educational settings.

Kai shared their school’s same sex attracted, intersex and gender diverse policy which was well received by all. The first line of the policy reads: “All students benefit, academically and socially, when provided with a high quality, inclusive education.”

The key outcomes from Rowan’s workshop were to identify the unique challenges LGBTIQ+ educators face

and actions that can be taken back to workplaces.

He focused on how diverse and inclusive spaces often do not support staff. Rowan used Bronfenbrenner’s Ecological Model to uncover the complex layers within human development and how they shape individual growth.

Rowan utilised this to map out the experiences faced by many LGBTIQ+ educators and what small actions we can all take to improve their lives.

Bigger changes could include making our agreement more inclusive. Currently SSTUWA’s LGBTIQ+ Committee has included gender transition leave, which was endorsed at June 2023 State Council. This has been added in both the schools and TAFE Log of Claims.

The final session of the day was with staff from SSTUWA’s Legal Services Team. Both John and Mario helped members understand and tackle discrimination.

The key message of support being that in the case of discrimination, the union will support, advise and represent members. This includes, but not limited to, assisting with internal resolution options at a workplace/department level and/or assisting with an application to the Equal Opportunity Commission.

Our first forum was undoubtedly successful, as highlighted in the feedback received:

• “Practical and applicable advice - particularly for [working] with colleagues/parents and setting up clubs.”

• “This was a great presentation on the avenues available to staff facing discrimination.”

• “This presentation was extremely informative and I look forward to reviewing this information with my executive team.”

• “Great to hear a lived experience that is positive and fulfilling.”

• “Clear and effective strategies for teachers to action and establish in their schools.”

• “I would love to see all schools/ educators attend a forum like this, not just those with a particular interest.”

As always, a day like this is impossible with our tremendous staff at the SSTUWA. Thank you to the Education and Training Centre staff and Marie-Louise EarleSadler for making sure the day ran smoothly. Thanks also to our fantastic presenters for their time and preparation.

LGBTIQ+ Committee’s input in the current Log of Claims

The proposed Log of Claims includes gender transition leave that has been worked through by the committee, with research assistance from Dr Sean Mulcahay from La Trobe University. The claim reads: A staff member who is affirming their gender is entitled to 30 days paid leave per annum if they are undergoing gender transition or require time to define their gender. The leave may be used for, but is not limited to:

• Attending medical appointments.

• Medical procedures and recovery.

• Attending to any legal matters.

• Any other activity related to the staff member’s gender affirmation.

This leave is provided in addition to any other leave entitlements that may be available to the staff member.

Disclaimer: In this article inclusive/ inclusivity refers to all within our communities receiving equal respect and opportunities regardless of their gender identity or sexual orientation.

Support for smaller class sizes

By Minh Lam

Teachers are overwhelmingly supporting smaller class sizes as many of them contemplate leaving the profession due to issues such as increased workload, burnout and a lack of respect for the teaching profession, according to a new survey conducted by the SSTUWA.

The 2023 WA State of our Schools survey reveals that about 93 per cent of respondents believe smaller class sizes would benefit them and their students through better learning outcomes, improved classroom behaviour and more one-on-one time with students.

“Smaller class sizes mean higher participation and engagement. Less (bad) behaviour and more opportunities for feedback,” one teacher said.

Another respondent said: “It would mean I have less marking and less follow up on behaviour, giving me more time to plan meaningful lessons and fun and engaging activities for my lessons.”

One teacher commented that: “Students

at my school are keen to learn but get disheartened when I cannot help them as others have questions to ask too.”

And this feedback from another respondent to the survey: “I constantly worry about the students who fly under my radar due to others with greater behavioural/academic/social/emotional needs that take time from them. If I were to spend equal time with every child in my class, it would still be less than two minutes an hour.”

The 2023 SSTUWA State of our Schools survey polled teacher and school leader union members across the state.

About 90 per cent said their workload was high or very high currently, with about 32 per cent working more than 40 hours and just over 30 per cent working over 50 hours a week; 10.5 per cent of respondents reported working more than 60 hours a week.

“I was planning and prepping every night and every weekend and my family was

suffering. And I still was never ahead at work,” one teacher commented.

For principals, 39 per cent reported working more than 50 hours a week and 23 per cent said they worked more than 60 hours a week. For school leaders, 40 per cent reported working over 40 hours a week; 37 per cent over 50 hours a week and almost 16 per cent working over 60 hours a week.

Stress levels are high, with about 89 per cent of all respondents reporting their stress was at either a high or very high level.

All of these factors and more, led 86 per cent of respondents to state that they have thought at some point in the past four years about leaving the teaching profession.

“I am burnt out and tired of being undervalued, overworked and having data thrown at us when there are so many environmental factors that affect results,” a teacher surveyed said.

“I love teaching and always have; however, the life is being sucked out of us along with the joy. We are continually asked to do more and more, yet there is no money and no additional time to do it.”

Another teacher said: “When I started teaching, this was our main purpose. Not developing policies and implementing private paid teaching programs. The curriculum has become so crowded and the basics are not covered properly.”

This from another survey respondent: “I have noticed a significant shift in the way schools deal with parents. It has become a situation where I’m constantly being reminded about how a parent might view or respond to a situation. I regularly question my own professional and ethical perspectives, despite being in the

profession for over 30 years and always maintaining a highly moral, caring and responsible approach.”

Other major issues of concern reported by respondents revolved around teacher shortages, workplace violence and salaries.

About 73 per cent of respondents reported teacher shortages at their school.

Respondents said teacher shortages impacted on staff morale and student behaviour, with specialists’ classes such as art and music being reduced.

ATAR course offerings were also being reduced and teachers are losing DOTT time, instructing out of their area and taking on more work in order for their schools to cover shortages.

This has resulted in increased class disruption or distractions and less time to focus on individual students. More than half of respondents said there were negative changes in student behaviours.

In terms of violence in schools, about 47 per cent said a violent incident involving a parent or guardian had occurred at their school at least once a term.

Just over 90 per cent said incidents of violent behaviour from students happened at their school at least once a term, with about 31 per cent reporting that they had been the victim of physical violence at least once in the school year.

An additional 55 per cent of teachers reported they had been the victim of verbal assaults at least once in the school year, with almost nine per cent believing violent issues had been gendered.

Just over 27 per cent stated salary levels as an issue, which is a rise from the previous survey, while more than half (58 per cent) of respondents said they had not been offered professional learning on the SCSA curriculum support materials.

“The level of responsibility, the workload, the paperwork and constant stress with decision making isn’t reflected in my wages,” one teacher surveyed said.

The State of Our Schools survey received 1,431 responses, with separate sections for school leaders, principals and teachers.

Regional focus

By Gabrielle Clark

WA State of our Schools survey respondents who are currently teaching, or have taught, in regional areas have identified several issues for those working in the country.

High staff turnover was the biggest issue, with 71.98 per cent of respondents reporting this to be a problem.

Teacher shortages were highlighted by 64.30 per cent of respondents and the shortage of specialist teachers by 52.59 per cent.

The condition, cost or complete lack of Government Regional Officer Housing (GROH) were serious issues for many respondents.

A lack of opportunity to transfer to the metropolitan area was another shared issue with 46.26 per cent experiencing this problem.

Other issues facing regional and remote area teachers were violence in the community and violence in the workplace.

While there are significant issues facing teachers in regional and remote parts of Western Australia the survey also found that some teachers saw several benefits to teaching in rural areas.

When asked about the benefits of teaching in regional areas one teacher said they experienced “lovely students, supportive colleagues, community support” while another said, “staff were very supportive, especially when you are alone.”

Another teacher said “As a young teacher, I took advantage of the transfer system to travel the entire state. I worked in some fantastic places and met terrific people. There were some hard times (not being paid for more than a month in an isolated Mid-West town for example), but these led to me becoming very good at my craft - innovative and resourceful. These opportunities facilitated my growth as a teacher and built my confidence.”

One teacher said “Developing my capacity as a culturally responsive practitioner. I am forever changed by my

3.5 year (so far!) stint in the Kimberley; I have met some of the most amazing cultural leaders and learned so much. In my experience, there are boundless professional development opportunities and opportunities to take on leadership roles early in your teacher career if that is what you wish.”

Some other positive comments in the survey about teaching in a regional school included:

• “Everyone was so welcoming, staff and students, and treated me incredibly well.”

• “Connection to country, culture and building positive relationships with students.”

• “A more forgiving environment as a beginner teacher! Generally not large class sizes. Less distractions to cope with.”

• “Better lifestyle. Ability to be out on country. Relationships with First Nations colleagues, friends and community members.”

• “Affordable housing, access to wonderful locations (beaches, forests etc), no traffic jams, quick commutes to work, extra pay for some regional schools. GROH housing if available.”

• “Experiencing a different lifestyle and therefore children with different outlooks. I think every teacher should do a country stint.”

Overall, the survey found that there was around a third of respondents that are teaching, or have taught during their tenure, in regional areas. The most common area that teachers worked in was the Wheatbelt, followed by the South West.

While there is an alarming number of issues facing teachers in regional areas from high staff turnover to violence in schools, there were several benefits to teaching regionally too, the survey found, from smaller class sizes to living a different lifestyle when compared to metropolitan teaching.

Push for full funding of public schools

A new national campaign to secure full funding for public schools has been launched in WA as new evidence shows the importance of the additional investment.

The For Every Child campaign aims to secure full funding by 2028 to allow public schools to cut class sizes, increase the one-on-one support for students with additional needs and provide more time and classroom assistance for teachers.

The WA launch of the campaign was held recently at Carine Senior High School, with AEU Federal President Correna Haythorpe joining SSTUWA President Matt Jarman, staff and members.

Ms Haythorpe said WA public schools are funded below the Schooling Resource Standard (SRS), which is the minimum level that governments have agreed is necessary to meet the needs of all students.

“Funding public school systems at 100 per cent of the SRS across Australia is the only way to ensure every child gets every opportunity to succeed and we have the teachers we need for the future,” she said.

“The needs of our children are growing but the funding from governments hasn’t kept up. Principals and teachers are delivering a great education for students in WA public schools, but they are being asked to do too much with too little.”

An AEU survey of 752 WA teachers and principals reveals:

• Teacher workloads are at unsustainable levels with 73 per cent of teachers reporting the hours they worked increased in the last year.

• Over 40 per cent of principals report an increase in the number of teachers leaving before retirement in the last year and 86 per cent said they had experienced teacher shortages in the last year.

• There are growing wellbeing issues in WA schools with 73 per cent of

teachers reporting a decline in student wellbeing in the last year and 90 per cent of teachers reporting a decline in teacher wellbeing.

• Over 95 per cent of teachers believe there are four key investments that would help them improve student outcomes: additional support for students with a disability or behavioural issues, more time for lesson planning, more classroom assistance and smaller class sizes.

Ms Haythorpe said WA public schools are currently resourced at 95 per cent of the SRS, but four per cent of the state’s 75 per cent SRS share was taken up by

non-school spending, making the actual proportion 91 per cent.

She said the WA government needed to fund a full 75 per cent of the SRS, with the Albanese Government lifting its contribution from 20 per cent to 25 per cent of the SRS by 2028.

“The Albanese Government must take the lead in negotiations with the states and territories in the next 12 months and ensure all public schools are fully funded by 2028,” Ms Haythorpe said.

“By increasing its share from 20 per cent to 25 per cent of the SRS by 2028 the Albanese Government would be providing

funding also means we can give teachers more time for lesson planning and collaboration and make their workloads more sustainable. That will help lift results and ensure we can attract and retain the teachers we need for the future.”

Ms Haythorpe said the For Every Child campaign includes targeted advertising, events and activities in WA school communities.

To read the For Every Child comprehensive plan visit bit.ly/3qUeA2I

Scan the QR code below for more info and to join the campaign.

an additional $1 billion that could be spent cutting class sizes and improving the oneon-one support for students in WA.”

Mr Jarman said WA teachers and students were giving 100 per cent and it was time for the politicians to do the same.

“We have fantastic principals and teachers in WA public schools and full funding will allow them to increase the individual attention and support each child receives,” he said.

“Smaller class sizes will make a huge difference to children across WA. Full

Close resource gap to close achievement gap

The release of the 2023 NAPLAN results, showing significant numbers of students across Australia require additional support in literacy and numeracy, reinforces the need for full funding of public schools.

“NAPLAN is just one measure of student achievement, and its importance should not be overrated, but the overall pattern of these results add to the evidence about the unacceptable achievement gaps between students from different backgrounds and locations,” said Australian Education Union Federal President Correna Haythorpe.

“While nationally one in 10 students are identified as needing additional support in literacy and numeracy, that proportion rises to as high as nine out of 10 for Aboriginal and Torres Strait Islander students in very remote parts of the NT.

“What we need is real action from the politicians to ensure public schools are funded to deliver the additional support to the children who need it.

“We can’t close the achievement gaps without closing the resources gaps.

“Public schools educate most of the students with higher needs and yet only 1.3 per cent are funded to the Schooling Resource Standard (SRS), which is the minimum level governments agree they need.

“In the NT where student needs are highest, the public schools are the most underfunded in the nation, receiving only 80 per cent of the SRS. That effectively means there is no funding for one in five students, which is scandalous.

“Funding public school systems at 100 per cent of the SRS across Australia is the

only way to ensure every child gets every opportunity to succeed and we have the teachers we need for the future. This has to happen by 2028.

“The needs of our children are growing but the funding from governments hasn’t kept up. Government funding for private schools has been increasing at twice the rate of public school funding and 98 per cent of private schools are resourced at or above the SRS.

“As part of the For Every Child campaign we have released a national plan setting out the top priorities for additional investment, which include smaller class sizes, a permanent small group or individual tutoring program in every public school and additional support for students with a disability or behavioural issues.”

Call to stop public sector pay decline

Key WA public sector unions in the education, health, community safety, service and other fields have co-signed a formal agreement to campaign for wage rises at a recent mass meeting of elected workplace representatives.

That agreement, through the Public Sector Alliance (PSA), will guide joint negotiation and related action seeking to reverse the real decline in public sector workforce pay since 2017 as the state government reviews its State Wages Policy in the latter part of 2023.

The SSTUWA is part of the PSA and a delegation from the union attended the signing, where union member Sarah Dinan (pictured left, page 13) spoke at the meeting about the impact public sector salaries were having on morale and service delivery.

UnionsWA Secretary Owen Whittle said the meeting endorsed a joint agreement between unions to campaign for a pay claim of seven per cent and five per cent in 2024 and 2025 through the government’s State Wages Policy process due to begin in late 2023.

“The harm caused by high and rising costs of living that are not matched by wage increases are felt acutely by working families,” he said.

“When considering the impact of real wage decline across WA’s public sector, we also need to assess the impact on local schools, hospitals, child protection, firefighting, policing and other services.

“The impact of declining real wages is a failure to attract and retain staff in key services.”

On behalf of the PSA, UnionsWA has released a new analysis of real pay declines across the key public sector occupations.

“This analysis shows that real wages have declined significantly in real terms during the term of the state government,” Mr Whittle said.

“This puts at risk the need to attract and retain skilled workers and entice newly qualified teachers, health workers, firefighters and police into key public sector roles.

“The public relies on a capable and wellresourced public sector to keep services running and our community safe.

“A deliberate policy of wage suppression by the state government has created a pressure cooker in the public sector which

can’t retain the skills it needs to deliver for the community.

“Whether it’s delays in our hospitals, waiting lists for community services or government lacking the capacity to deliver on reforms, this can all be linked to pay and a lack of capacity in the public sector.

“Public sector workers face a dilemma of continuing to deliver for the community in the face of wage decline and increasing costs of living or seek opportunities elsewhere.

“For many of the occupations that the public sector desperately needs, like those who lead and set the standards in our schools, hospitals and policing, we have seen real wages decline by $10,000 or more since 2017, or around a 10 per cent decline in real terms.

“In the face of this decline, a joint Public Sector Alliance claim of seven per cent and five per cent is needed to ensure that those who we trust to deliver key services in our community receive the investment and recognition of the important role they play in our community.”

About the Public Sector Alliance

The membership of the Public Sector Alliance represents enterprise bargaining agreements covering over 100,000 working people in the WA public sector and comprises of coordination by UnionsWA and membership of several affiliated unions including United Workers Union, CPSU/CSA, United Professional Firefighters Union, WA Police Union, SSTUWA, Health Services Union WA, Professionals Australia and the Rail Tram and Bus Union.

Source: ABS, Consumer Price Index, Australia June Quarter 2023. Note: In the calculations presented below percentage CPI is not compounded i.e. the estimates of real pay decline are lower than in reality as inflation compounds on top of earlier inflation.

WA Teachers

Annual salaries

Sources: WA Industrial Relations Commission; School Education Act Employees’ (Teachers and Administrators) General Agreements 2017 and 2021.

A simple and enduring idea with a promise

By Laurel Fox, Dani Larkin and Graeme Orr

The Voice is a simple idea. The proposed amendment to Australia’s Constitution is short and sweet.

Yet the referendum debate is at risk of inundation, and too often misses the point. While there are many things the Voice cannot do, there is one thing it can do.

It offers a permanent, public and culturally distinct way forward for Indigenous consensuses to develop and find their rightful place in national politics.

The past as prologue to the present

The Voice is rehearsed rather than radical. National Indigenous representative bodies have been on and off the agenda for 50 years. Australia has had three formalised national Indigenous representative bodies between 1973 and 2005. The history of this is significant.

Colonialism radically disrupted traditional governance. While country and culture remain a bedrock of Indigenous identities, from the 1920s an

Indigenous-led movement developed an agenda that favoured Commonwealth over state power and lobbied for input at the national level.

This occurred alongside the Commonwealth’s increasing involvement in Indigenous affairs, a dynamic entrenched by the 1967 referendum. By 1967, the Commonwealth could not be seen to countenance the formulation of law and policy without Indigenous input.

National governments needed a way to obtain advice from Indigenous peoples.

Liberal Prime Ministers Holt, Gorton and McMahon all acknowledged this.

But it was Gough Whitlam who established the first such representative body: the National Aboriginal Consultative Committee (1973–1977).

Malcolm Fraser replaced this with the National Aboriginal Conference (1977–1985) and Bob Hawke legislated the Aboriginal and Torres Strait Islander Commission (1989–2005).

At their core, these bodies involved Aboriginal and Torres Strait Islanders choosing their own representatives to proffer advice to the Commonwealth. While the first two bodies were clipped, each collected Indigenous viewpoints and formulated national agendas.

A smattering of topics covered from the 1970s include land rights, treaty, recognition of colonisation without consent, police brutality, and the forced removal of children from their families.

Yet as much as government needed Indigenous input and advice, without constitutional entrenchment these bodies could be (and were) terminated for political expediency.

This insecurity was not just existential; it inhibited the potential of these bodies.

The Voice as constructive

Much debate about the Voice has focused on either party politics, or the desirability of the Voice in improving tangible outcomes. This has come at the expense of considering its potential to construct a “national” Indigenous politics, out of regional and sectoral voices.

Politics is protean. But, at its root, democratic politics is about governing society through representation and compromise. This means a representative Voice is also about constructing a system where mainstream government – executive and parliament – and wider society listens to Indigenous concerns.

John Howard’s recent comments against the Voice unwittingly highlight how it can be positively differentiated from previous representative bodies. He argued the Voice would not “produce anything other than regular stand-offs between what the Voice is asking for and what the government of the day is willing to do”.

Leaving aside disingenuous phrasing (the Voice we are voting on can only

offer advice, there is no power to “stand off” against governments), the telling words are “what the government of the day is willing to do”.

Compromise is the essence of politics. If a government or parliament is not willing to accommodate reasonable positions of a representative Voice, then that is a failure of our politics. Not of the Voice.

A core no argument is a reason to vote yes

The official “no” case also unwittingly highlights a key reason to support the referendum, come October. In a classic conservative move, the absence of detail about the internal structure of the Voice is taken to be a reason to be cautious and vote “no”.

But that detail is not important to the principle of a national representative Indigenous body. Excess detail at this point would contradict the principle of parliamentary supremacy, of which conservatives are most protective.

Worse, it would pre-empt the right of Indigenous peoples to hammer out the balance between regional and urban voices or established Indigenous structures and an elective principle.

That is significant, given the 1970s bodies mentioned above were very much constructs of executive governments. Each of the three earlier bodies became, if anything, unduly sensitive to regionalism. Such diversity is important; but a “national” Voice cannot be just a confederation of local concerns.

The Voice proposal does not undercut or establish a body to talk over local voices.

These voices were central to its drafting, through consultation processes.

On the contrary, the 2021 Indigenous Voice Co-Design Report (which consulted widely to assay aspirations and models) plumps for two-way interaction between local, state and territory, and the national Voices.

An enduring idea

The Voice proposal is simple. There are a thousand things it cannot do, and one significant thing that it promises to be.

As an embedded but flexible institution, it would channel an evolving national Indigenous politics, as a representative conduit of many voices speaking up to the behemoth that is the Commonwealth of Australia.

Importantly, it would also put an end to a long political process that has always intended to constitutionally recognise Aboriginal and Torres Strait Islander people in a way that is meaningful to them – through a constitutionally enshrined Voice.

Laurel Fox is a PhD candidate at the University of Queensland. Dani Larkin is Senior Lecturer in Law at the University of Queensland. Graeme Orr is Professor of Law at The University of Queensland. The opinions expressed in this article are those of the authors 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.

Reaching an Agreement

By Chloe Hosking Growth Team officer

As public school teachers, our working conditions, from class sizes to wages to DOTT time, are determined by the Schools General Agreement and Award. This Agreement is negotiated between your union and your employer – the SSTUWA and the Department of Education (DoE). This is a lengthy process, and it starts with members like yourself!

Compiling the Log of Claims

Around 18 months before our current Agreement expires, it’s time to start compiling a Log of Claims. The Log of Claims is a list of “asks”, submitted from workplace branches, District Councils, State Council, committees and Executive, all aiming to improve existing conditions for the public school system.

Approximately six months before the Agreement expires, State Council examines a draft Log of Claims. State Council may propose amendments and is ultimately responsible for rejecting or endorsing the draft.

Once the draft Log of Claims has been endorsed by State Council, it is known as the Proposed Log of Claims and is provided to the entire membership for ballot.

Members vote on whether they are happy with the Log. If the majority vote no the compilation process starts again. In the case of a yes vote, the Log of Claims is served on the DoE.

Bargaining with the employer

During bargaining, the SSTUWA and department negotiators meet on a

regular basis. Not every item in the Log of Claims will be won during negotiations –this process is about bargaining in good faith to reach an agreed outcome.

If the existing Agreement expires while negotiations are ongoing, it remains in force until the new Agreement is in place.

When the SSTUWA negotiators believe they’ve achieved the best possible outcome they are likely to achieve, an Agreement in Principle is reached and may be endorsed by Executive.

If endorsed by Executive, the Agreement In Principle is provided to the entire membership for ballot. Members vote in branches or individually online; if the majority vote no, negotiations resume.

Registration and implementation of the new Agreement

In the case of a yes vote, the new Agreement must be registered in the WA Industrial Relations Commission. This part of the process may take up to a month.

But that’s just the start ... the changes in the new Agreement must still be implemented.

Depending on the complexity of these changes, it can take some time before department processes have caught up.

The SSTUWA has a role in overseeing this implementation process. Before the implementation phase is over, it is often time to begin compiling the next Log of Claims, and the process begins again.

The NSRA at a glance

The National School Reform Agreement, between the federal and state governments, sets out how schools are funded

Authorised by Mary Franklyn, General Secretary,

What is the NSRA?

The National School Reform Agreement

Bilateral agreements between the Commonwealth government and states/territories set out minimum state/territory school funding contribution requirements, as a condition of receiving federal government school funding.

The federal government contributes 20 per cent of the Schooling Resource Standard (SRS) for public schools, leaving the remaining 80 per cent up to individual states/territories

However, the minimum public school funding required of states/territories is only 75 per cent of the SRS This means public schools in WA receive only 95 per cent (20+75) of the minimum level of funding required to educate a student in Australia. And it gets worse.

States/territories can now count four per cent of their funding (within their 75 per cent) for costs such as depreciation. This used to be funded separately, so in effect is a further four per cent funding cut for public schools

This leaves public schools getting, at best, just 91 per cent of the minimum funding they need

The Australian Education Union estimates the shortfall works out to about $1,800 every year for every student in every public school

Most private schools are funded – by federal and state governments –to at least 100 per cent of the SRS, with many over This is before funding received from private school tuition fees.

This argument is not about taking funds from private schools It is about ensuring public schools – which educate 66 per cent of secondary students and 72 per cent of primary students – get 100 per cent of the minimum funding they require.

What is the SRS?

The Schooling Resource Standard

The Schooling Resource Standard (SRS) is an estimate of how much total funding a school needs to meet every student’s educational needs and is based on recommendations from the 2011 review of funding for schooling (the Gonski review).

It is a base per-student funding level supplemented by additional

Table: Share of SRS that is publicly funded, by sector and year

Innovation needed to tackle climate change

There is growing support across our schools and TAFEs to address the climate emergency and embed sustainable practices across all aspects of public education.

Your union is committed to progressing action on the climate emergency and its impact on individual members, their workplaces and public education more broadly.

While we fight for system-wide change, we also recognise the abundance of highquality work already being undertaken by passionate public educators.

At Manea Secondary College, Michele Watson (innovation and community links coordinator) and Lynette Hillier (biological sciences teacher) have spent years integrating education for sustainability into their practice.

This year, they co-founded the Innovation Academy (IA), bringing students and industry together to solve real-world problems through the lens of the United Nations Sustainable Development Goals.

The IA brings together students in Years 10 to 12 from seven different local schools. After a grounding in the Sustainable

Development Goals, students meet with representatives from 17 different industries. Each industry presents a real-world challenge that is impacting their work, and students elect to work on a challenge that interests them.

Students often work with peers from different schools, and their focus varies widely. They may engage with an international company looking at windfarming, or work with a local shire to develop a makerspace.

Using the Design Thinking Process,

each group develops a sustainable solution for the problem, liaising with their industry representative to ensure their solutions are realistic and effective. Michele and Lynette see clear benefits to the program, not just for students but also industry and local community.

“We feel that education should not be in isolation... it’s about engaging youth with their community and teaching them to be good citizens,” Michelle said.

In addition to the IA, students at Manea Secondary College engage with realworld sustainability learning in curricular and extra-curricular programs.

From working with schools and community groups in “growing for purpose” for Foodbank, to restoration and rehabilitation of the Mallokup Wetlands, both industry and students benefit from meaningful, experiential learning opportunities.

To learn more about the work your union is undertaking to address the climate emergency, visit bit.ly/3qG8faP

Celebrating 125 years

125 Years: SSTUWA members rally outside Parliament House to demand arbitration over changes to school holiday dates, September 1978.

125 Years: SSTUWA members pack the Perth Entertainment Centre in July 1981.

125 Years: The completed SSTUWA building on Adelaide Terrace, which was officially opened in 1981.

125 Years: Executive meets inside the new Adelaide Terrace union building.

125 Years: Construction of the new SSTUWA building on Adelaide Terrace, 1980.

125 Years: Union material gets posted to branches statewide.

125 Years: A union rally at the WACA Ground in April 1976 as teachers demand more say in public education decisions.

125 Years: An SSTUWA meeting at Mirrabooka SHS (now Dianella Secondary College) in March 1977.

125 Years: Union representatives to the Beazley Committee (from left to right) David Balfour, Senior Vice President Ann-Marie Heine and Ed Harken (far right), with committee chair Kim Beazley Senior (third from left). The committee conducted an inquiry into education in WA and produced a report of its findings in 1984.

125 Years: The WA Primary Schools Band at union headquarters in May 1983.

125 Years: SSTUWA Annual Conference delegates convene in 1986.

125 Years: A mass meeting of SSTUWA members in July 1989.

125 Years: SSTUWA Vice President Nennie Harken, President John Negus and Senior Vice President Jeff Bateman.

Seen around the SSTUWA

The LGBTIQ+ and Allies Forum was held recently at the SSTUWA.

This forum provided an opportunity for attendees to expand their understanding about sexual and gender diversity.

It also provided attendees with strategies to ensure that all staff are equipped with the necessary knowledge to provide a safe and inclusive learning and working environment for both LGBTIQ+ staff and students.

There were two breakout workshops, including one which focused on practical strategies school staff can use to support LGBTIQ+ students and the second workshop, which had a focus on LGBTIQ+ staff.

This forum was open to all educators K-TAFE, including LGBTIQ+ staff and all allies. You can read more on page 7 of this Western Teacher

The annual SSTUWA Early Childhood

Educator Conference was also held recently and saw early childhood educators from public schools across the state come together for a one-day event. You can read more on page 6.

Guest speakers included Hon. Dr Anne Aly MP (Minister for Early Childhood Education and Minister for Youth); Dr Kay Ayre from Edith Cowan University; Tammy-Anne Caldwell and Todd Budden from Above and Beyond Education and Hilary Keegan from School of Musical Heartbeats.

LGBTIQ: Nike Browning, Dianne Heinrich, Renee Chapple and Sharmila Nagar.

LGBTIQ: Jamie Petrides and Lillian De La Poer Beresford.

ECE Conference: Tammy-Anne Caldwell.

LGBTIQ: Kai Griffiths, Lexi Goff, Rowan Richardson.

ECE Conference: Monika Mihalj, Marsha Ross, Penny Nind, Ann McGill and Emina Keighran (Hillcrest Primary School).

ECE Conference: Tanya Maddalena, Justine Duncan and Tracey Reed.

ECE Conference: Hon. Dr Anne Aly MP.

ECE Conference: Katie Hannah and Janine Barndon.

ECE Conference: Kate Skane, Jo Cawood and Tamara Bromley.

National education and union news

Fully funded public schools more than pay for themselves

A new report published by The Australia Institute’s Centre for Future Work reveals the economic payoff of fully funding public schools would be two to four times the annual cost.

The report says that funding public schools to 100 per cent of the Schooling Resource Standard (SRS) requires an additional $6.6 billion per year but would deliver long term economic and fiscal benefits of between $17.8 billion and $24.7 billion a year.

The returns would come from a combination of factors: lifting Year 12 completion rates with the financial and social benefits that brings to individuals and the economy, along with higher direct employment levels and increased economic activity.

The additional costs to governments would be entirely offset by higher revenue and reduced social spending with the benefits increasing over time.

The report concludes that funding schools to 100 per cent of the SRS, which is the minimum level governments say they need, must be “seen as a longrun investment, that will drive improved economic, social and fiscal performance for all sectors of the economy - including government”.

AEU Federal President Correna Haythorpe said public schools should be fully funded by 2028.

“This research shows fully funding public schools will payoff for our kids and our country,” she said.

“Fully funding public schools is the only way to ensure that every child has every opportunity to succeed.

“Right now, only 1.3 per cent of public

schools are funded to the SRS and this must change when the Albanese Government negotiates new school funding agreements with state and territory governments in the next 12 months.”

The report also found Year 12 graduates earn $10,000 a year more than early school leavers, a 21 per cent wage premium that to leads to over $400,000 in additional lifetime income.

School graduates are more employable and productive in the modern economy along with being healthier and less likely to rely on income supports and other social programs.

It states that the primary motivation for fully funding public schools should be to enhance the life chances of students, reduce economic inequality and segregation and break the link between disadvantage and poor outcomes. But governments must also consider the “significant and far-reaching benefits of stronger public education for economic activity, future productivity and earnings and the long-run health and wellbeing of our communities.”

The report adds that “hard economic arguments for improving public school funding and meeting the minimal benchmarks for school resourcing established in the SRS, should cement the

case for providing adequate resources to Australian public schools”.

Ms Haythorpe said that as part of the new For Every Child campaign, the AEU released a national plan setting out the case for full funding and the top priorities for additional investment, including smaller class sizes, a permanent small group or individual tutoring program in every public school and additional support for students with a disability or behavioural issues. You can read more on page 10.

SA educators take control of excessive workloads

During Term 3, the AEU South Australia Branch have encouraged public educators to stop doing tasks that did not directly relate to the teaching and learning of students.

“While we wait for the state government to put forward solutions to fix the escalating staffing crisis in public education, we’re encouraging educators to take control of their workload,” said AEU SA Branch President Andrew Gohl.

“Educators are papering over the cracks with their unpaid goodwill, and the government is taking advantage of it.

“Parents probably don’t realise their

child’s teacher is working 50 hours to keep a broken system running, working late into the night and on weekends to fulfil data and admin requirements.

“If the government expects these tasks, they can provide adequate time and resources for them to be done. Until then, we’re asking educators to stop doing them.”

The AEU SA has been negotiating a new enterprise with the government for over six months. With research from the University of South Australia indicating half of teachers plan to leave the profession, the union is pursuing a bold platform focused on reducing workload

and increasing student support.

“It is clear from negotiations that the department does not understand the crisis before them,” said Mr Gohl.

“The minister says workload is the number one issue, but his department has no solutions.

“By the government’s count, we’ve put forward over 20 constructive proposals based on extensive consultation and backed by academic research. All the minister needs to do is agree to them.

“Until then, educators will be taking back control and focusing on the job they came to do.”

Strong public support for workplace changes

The ACTU has released polling by Essential Research showing very strong support for the federal government to act on wages, wage theft and closing loopholes to stop labour hire being used to drive down wages and conditions.

In a warning to the business lobby the polling has also found that the majority of Australians think big business have too much power.

The research was conducted in marginal seats in Queensland and Western Australia and found strong support for government to act to help workers:

• Seventy per cent agree government should act to protect workers from wage theft.

• Sixty-five per cent agree government should act to increase minimum wage.

• Sixty per cent agree government should act to increase wages for workers in general.

• Fifty-six per cent agree government should close labour hire loopholes.

The research also found that Australians would be more likely to vote for the Labor government if they move on workplace legislation:

On issues of trust, unions are clearly more favourable that big business. Twice as many people believe big business has too much power compared to unions with a massive 59 per cent saying big business had too much power, while 30 per cent said unions had too much power.

“This research shows that the big money spent by the business lobby across TV, radio and print trying to discredit

government plans to improve workers’ job security and wages is failing and a waste,” ACTU President Michele O’Neil said.

“Australians do not trust big business and will not accept being harangued by the business lobby about what is good for the nation.

“Perhaps the business lobby should pay attention and realise that attacking workers’ rights to secure jobs and better pay and a government that is trying to do something about these issues is against the wishes and interests of the Australian public.

“They need to rebuild their relationship with the Australian public, tackle wage theft and insecure work and behave in the national interest, not their own.”

Education & Training Centre

Industrial training events for Term 4

TAFE

Union Reps, Deputy Reps and Women’s Contact Officers Training: Level One (TUT)

Monday–Tuesday, 16–17 October

This newly created training will provide essential knowledge and skills to support representatives in their important role of providing union leadership in colleges. Learn the roles and responsibilities of this position and build confidence to succeed in this role.

Union Representative Training - Growth Coaching: Schools (TUT)

Thursday 9 November

The course and conversations are designed to empower active union representatives who are able to resolve issues at the local level and create effective collaborative environments within their school.

The course will also help union representatives to build their own capacity and a positive perception of the SSTUWA within the school context.

Union Representative Training Level Two: Schools (TUT)

Thursday–Friday, 23–24 November

If you have completed union representative training level one last year, we invite you to register to participate in this next level training event. In this course, you will explore effective leadership with a focus on the legal principles of consultation and applying negotiation skills to a range of education context scenarios.

Understanding Employment Law Frameworks for Schools (TUT)

Thursday–Friday, 19–20 October

This newly developed course is designed for all elected union delegates, including State Council and District Council delegates, in schools.

The course will provide an outstanding opportunity to build your 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.

Understanding Employment Law Frameworks for TAFE Lecturers (TUT)

Tuesday–Wednesday, 14–15 November

This newly developed course is designed for all TAFE members, including elected TAFE representatives, deputy representatives and elected TAFE Committee members. The course will outline the employment law framework and will include information around common law, legislation, Awards and Agreements and where TAFE sits in the industrial relations system.

Union Representative Training Level One: Schools (TUT)

Tuesday–Wednesday, 28–29 November

This two-day course is designed for both union representatives and deputy representatives.

The training will provide essential knowledge and skills to support representatives in their important role of providing union leadership in schools. Learn the roles and responsibilities of this position and build confidence to succeed in this role.

2023 Women’s Conference Strong Women, Strong Voices

Friday 27 October

Register to be part of this opportunity for women educators to share, connect, learn and be inspired by each other. You will work with strong women members and staff from our union (K-TAFE), from other workplaces and within the community who will share their stories about having a strong voice that resulted in dramatic change. The opening and closing keynote speakers will demonstrate how a strong voice can command attention, show confidence and inspire others to follow. Powerful workshop opportunities will help you refine your skills and abilities to stand up for yourself, find your voice and know that what you feel is worth sharing.

Opening keynote speaker:

Mahboba Rawi OAM, Founder of Mahboba’s Promise

The Audacious Afghanistan Rescue Mission

Breakout workshops:

Closing keynote speaker: Michelle Cowan – Mother, AFL Coach

• Managing Anger and Stress for Women - Tina Grafton, Relationships Australia

• Practical Mindfulness: Peace in a Frantic World - Karen Binning, Consulting WA

• Building Better Boundaries - Jenny Cole, Positively Beaming

Floral Bras and Footy Boots Register

SSTUWA Annual Women's Conference Strong Women, Strong Voices

Keynote speakers

Mahboba Rawi | OAM and founder of Mahboba's Promise |

The Audacious Afghanistan Rescue Mission

Michelle Cowan | Mother and AFL Coach | Floral Bras and Footy Boots

Friday 27 October

Member Benefits

Member benefits

Accountants and Financial Advisers

Aston Accountants

10% discount on personal income tax returns for members. sstuwa.org.au/aston

Industry Fund Services

Specialist financial products for union members. sstuwa.org.au/ifs

LIFE Financial Planners

$1,200 off your statement of advice fee plus a free financial health check for members. sstuwa.org.au/lifefinancial

Teacher Tax

$110 tax returns for members. sstuwa.org.au/teachertax

TIPS Financial Services

$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members. sstuwa.org.au/tipsfs

Banking

ME Bank

Special offers throughout the year for members. A bank built by, and for, union members. sstuwa.org.au/mebank

Mortgages, Money and Me

Complimentary advice, property reports, finance tools and more for SSTUWA members. sstuwa.org.au/mmme

OFX Money Transfers

When it matters, OFX it. Save with the experts in international money transfers. sstuwa.org.au/ofx

Teachers Mutual Bank

Banking exclusively for the education community. sstuwa.org.au/tmbank

Cars

Allwest Fleet

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

Massive discounts on products and services for SSTUWA members

AutoBahn

Mechanical and electrical services. Members receive $20 off any service or 5% off any repair. sstuwa.org.au/autobahn

Bayswater Mazda

Exclusive offer including 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

Classroom Management

A Thinking and Caring Approach. By Barrie Bennett and Peter Smilanich. sstuwa.org.au/classroommgmt

Effective Group Work

Beyond Cooperative Learning. By Barrie Bennett. sstuwa.org.au/effectivegroupwork

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

Member Benefits

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 Well-being

Goodlife Health Clubs

20% discount on platinum 12 month memberships. Includes access to all Goodlife Health Clubs in WA. sstuwa.org.au/goodlife

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 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

*Terms & conditions apply. Please visit our website for full details.

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

Albany (Little Grove)

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

9844 4950 | merron@iinet.net

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

Floreat

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

Frankland River

Escape to the country. Imagine waking up to uninterrupted views of paddocks and trees with peace, quiet and tranquility. Choose a 3 bedroom house or a cosy cabin set on picturesque 83 acres. A great place to relax and unwind. 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 2 nights. Sleeps 4, or 5 with mattress. No pets. $125/night for 3 people; $10/night per extra person.

Molly: 0428 166 559 mollysletters@gmail.com

Kalbarri

Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps 8: 2 x queen beds and 2 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 6). Min 2 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

Classifieds

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

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 4 starts 16 October.

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

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

Retired teachers

Next meeting: The next meeting of retired teacher members is Wednesday 8 November at 10.30am, at the SSTUWA premises. The guest speaker will be Alex Illich of Eureka Lawyers, who will speak about the will service available to members. Zoom facilities are available. All retired teacher members are invited.

Double celebration: We invite all RTA members to keep Monday 11 December free for a combined Christmas and union 125th anniversary celebration.

Stay in touch: Join the RTA Facebook Group – search “Retired Teachers’ Association of the SSTUWA”.

Anti-Poverty Week: 15-21 Oct

Anti-Poverty Week supports the Australian community to have an increased understanding of poverty and to take action collectively to end it. Poverty exists. Poverty hurts us all. We can all do something about it. In 2023, Anti-Poverty Week will be held from 15-21 October. It runs to coincide with the United Nations Day for the Eradication of Poverty on 17 October. For more information visit: antipovertyweek.org.au

Kojonup DHS 160th anniversary celebration 17 November,

Noon-4pm

Join us for an afternoon of fun to celebrate our great school’s 160th anniversary. The day will include guided tours, games and activities, and a shared lunch. Please bring a plate of finger food to share.

All welcome. RSVP: 9831 3300.

State Council Conference

Items for November 2023 State Council must be received by 5pm Friday 22 September.

The event will be held on 10-11 November.

Arthur Hamilton Award

Presented annually to an educator/group of educators who demonstrate a commitment to the provision of high quality education to Aboriginal and Torres Strait Islander students.

Deadline: 6 November 2023

https://bit.ly/45dvY0N

2023 World Mental Health Day and WA Mental Health Week

World Mental Health Day on 10 October raises awareness of mental health issues around the world and to mobilise efforts in support of mental health. The theme for World Mental Health Day 2023 is: Mental health is a universal right. WA Mental Health Week runs 7-14 October and is timed to coincide with World Mental Health Day. The theme for this year’s events is: Mind. Body. Environment. For more information and resources visit: who.int/campaigns/world-mental-health-day/2023 and mentalhealthweek.org.au

SSTUWA for Yes info sessions

Join us via Zoom to learn more about the Voice to Parliament.

Upcoming sessions: 18 Sept, 28 Sept, 3 Oct, 5 Oct.

Register today: sstuwa.org.au/YesZoom

Level 3 Classroom Teachers’ Association: 2023 meeting dates

Venue: SSTUWA, 1 West St, West Perth Time: 4.30pm | Zoom option available

Term 4

Thurs 30 Nov (AGM)

Week 8

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 Educator Committee

Time: 4.30pm

28 November

Women’s Committee Time: 4pm

31 October

Teleconference facilities are available

LGBTIQ+ Committee Time: 3.30pm 17 October

Aboriginal and Torres Strait Islander Education Committee

Time: 4pm

26 October

Early Childhood Educators’ Committee

Time: 4pm

2 November