Volume 51.2 February 2022
The State School Teachers’ Union of W.A. (Inc.)
Why we do what we do sstuwa.org.au
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In this edition
Volume 51.2 February 2022
In this edition Correspondence:
The Editor, PO Box 212 West Perth WA 6872 editor@sstuwa.org.au | Ph: 9210 6000
Features
2022 Western Teacher deadlines Edition January
Deadline 29 November
February
31 January
April
8 March
May
26 April
Print post publication 100004470 | $4.95 ABN: 544 780 946 35
June
31 May
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. February 2022.
August
18 July
September
22 August
October
3 October
November
31 October
Member Assist:
Ph: 9210 6060 memberassist@sstuwa.org.au
Cover: SSTUWA members Heather and Luke Riseberry, with daughter Chaya, making a stand for what work conditions are important to them. To access the digital copy of Western Teacher, visit: sstuwa.org.au/westernteacher
Connect with us: @sstuwa
Dates are subject to change
Why we do what we do................................6 Executive directives....................................7 Grace leads push for progress...................8 Why you should elect a safety representative ..........................................10 Members benefit from union wins ..........12 Graduate teacher entitlements................13 Breaking the gender bias.........................14 A simple solution for education................16 The bicycle model of climate change education .....................................20 Changing the nation with a Voice.............23 Labor public school plan a step forward...24 National education and union news.........26
Regulars
From the President.....................................5 From the Senior Vice President..................9 Education and Training.............................28 Member Benefits......................................30 Classifieds.................................................32 Noticeboard...............................................34
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Western Teacher is the official publication of The State School Teachers’ Union of W.A. (Inc.)
Barrie Bennett reference books Effective Group Work BEYOND COOPERATIVE LEARNING n
BARRIE BENNETT
Instructional Intelligence Building Instructional Expertise for the Classroom
An SSTUWA project in collaboration with Barrie Bennett © B. Bennett, The State School Teachers’ Union of W.A. (Inc.)
Instructional Intelligence
Effective Group Work
Classroom Management
Graphic Intelligence
Dr Barrie Bennett is an internationally renowned educational expert and emeritus professor at the University of Toronto. His books cover a range of interrelated topics that support effective teaching and learning. Members can access special pricing on the series.
Place your order at sstuwa.org.au/shop Western Teacher February 2022
3
National education and union news
Securing lasting change for the better
From the President
By Pat Byrne President
The management of COVID-19 with the ever-changing advice and the daily impact on schools and TAFEs threatens to overwhelm every other aspect of our working days. It is incredibly difficult to find a positive from a pandemic that has disrupted life so much over the past two years or so. However, there is one truth COVID-19 underlines, that it is incumbent on us as believers in the public education system to seize and to share wherever and whenever we can; to survive such situations society needs a strong, fully funded, respected and properly staffed public service. It is principals, teachers, lecturers, school support staff, nurses, doctors, orderlies, education assistants, police, quarantine officers, cleaners in public buildings, that have kept Western Australia going during one of the most challenging eras most of us have ever experienced. This is despite our public sector being disparaged for decades – targeted for endless cutbacks and redundancies by people who cared more about surpluses than services. Many of the columnists or commentators who have ranted about the health system being in decay or declaring how vital schools are to the economy have previously applauded every budget cut, every voluntary severance package, every slash and burn exercise conducted in pursuit of a AAA credit rating. Well, the last two years have shown how wrong they were. Those cuts didn’t make life better, they made it worse. They left society vulnerable, short on skills, short on staff and short on investment. It is the consequence of those cuts that we are
seeing now – across the public sector. We need to change that and we need to change that now. We need to restore the role of educator to one that is respected, well paid and fully supported. We need to stop taking easy options and build our own supply of educators, attracting the best intellects to the profession, paying them appropriately and freeing them from unnecessary and excessive workloads to actually teach people.
No wonder we face a teacher shortage – one that pre-dated COVID-19 and will outlast the pandemic. As we struggle through the latest round of ever-changing rules and regulations to battle COVID-19, the workload for those left grows, the stresses increase and the brain drain picks up speed. We all know that while COVID-19 takes the headlines and makes the job even more demanding, even when we return to “normal” we will still be dealing with more and more unmanageable expectations.
With another massive surplus looming the state government needs to sit down and work out what it wants to be remembered for.
It is imperative that governments at every level realise that “normal” won’t do. It is “normal” that has given us the current teacher shortages across the country.
It has the chance to create a legacy of a 100 per cent funded public education system. It can thank teachers for their courage, their dedication and commitment by reducing workloads, giving them more preparation time, reducing class sizes and addressing the stress and well-being issues which are deterring new entrants to the profession.
We need a new paradigm, a fresh approach. Proper investment in people, real consultation with educators about workload, curriculum and myriad other issues.
We heard from a former SSTUWA member recently who has turned their back on a 15-year teaching career. Burned out and stressed, they’d had enough of the workload in their regional school. The lack of system support, the absence of proper housing and decent allowances as well as student behaviour issues saw them pull the pin. Instead, they are undertaking a new career in mining, earning $83,000 a year during the training phase and much more after that for a job with fixed hours and no external stresses.
2022 will see new bi-lateral funding agreements between the state and the federal government. We must ensure that what emerges from these agreements is a commitment to jointly fund at 100 per cent of the SRS. That would mean better support structures, more specialist provision and salaries which genuinely attract high achieving students to the profession.
Read further in this edition: Page 16, A simple solution for education; Page 26, Post COVID-19 funding for schools a critical need.
Western Teacher February 2022
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General Agreement
Why we do what we do Exmouth District High School branch delegate Heather Gerrard has sent this message to the union, fellow members and to all public educators across WA. We agree with Heather’s sentiments and it reiterates why we do what we do for our members and public education in this state.
The Exmouth District High School branch of the SSTUWA recently met to discuss a range of issues and the election of office bearers for 2022. We discussed the importance of solidarity at a time when the union is in discussions, for all teaching staff, to create the new agreement. They have successfully lobbied for the removal of the salary cap and with this should come salary increases for all teaching staff, not just union members. They are seeking an increase in the air conditioning allowance. Again this would be for all teaching staff, not just union members. They are advocating for our health, safety and well-being during the increasing risk of COVID in WA. The work they do is for the collective. Not just the union members.
With this in mind if you are considering becoming a union member then now is the time. This will send a stronger message to the WA Government that teachers are essential and united, and not just important for economic reasons. Membership is partially tax refundable and offers peace of mind should you need legal advice or support whilst undertaking your employment. This support is available to you if you are a union member, but it is not retrospective. If you have any questions, concerns, or comments please don’t hesitate to ask someone who is already a union member. If you aren’t sure who is a member of the SSTUWA please consider asking myself or one of the office bearers for information or at least the direction to head. I believe passionately in the power of the collective and at this turbulent time in teaching it is even more important to stand in solidarity with colleagues. Yours in education, Heather Gerrard, Union delegate, Exmouth District High School
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Western Teacher February 2022
General Agreement
Executive directives Directives to SSTUWA members from the Executive Committee in relation to the 2021 EBA negotiations
No member is to participate in any performance management or performance review processes/meetings. This includes the Principal Professional Review process (PPR). (This refers to performance management only, it does not include sub-standard performance processes.) Members are not to attend any (whole or part of) staff meetings held: • In accordance with clause 9.3 of the General Agreement 2019 (i.e. the five hours per term). • Outside instructional hours (before/after school; during lunch or recess; for school leaders this includes regional, cluster and network meetings). • During DOTT time. This does NOT include meetings called to manage the Education Health Order (Webex, Teams, etc). School leaders are not to complete the School Resourcing System (SRS) monthly budget check.
Join the SSTUWA Scan here
Do you have a colleague who’s not a member? Ask them to join the SSTUWA today so they can get involved in the campaign to achieve change.
Western Teacher February 2022
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From the Vice President
Grace leads push for progress By Sharmila Nagar Vice President
The Australian Trade Union Institute late last year hosted a pre-recorded address by 2021 Australian of the Year Grace Tame as a special online event to mark the International Day for the Elimination of Violence Against Women. The event marked the first day of 16 days of action against gendered violence and was part of the Australian Council of Trade Union’s We Won’t Wait campaign to win 10 days of paid family and domestic violence leave and fight for women’s safety at home, in the workplace and in the community. During the online event we were reminded of the current federal government’s dragging of feet when it came to dealing with violence against women. It was also highlighted that the Australian government had not ratified the International Labour Organisation’s Convention 190 – which aims to eliminate violence and harassment in the world of work. The Australian Government has ratified the Optional Protocol to the Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (OPCAT) but implementation has been slow, according to the Australian Human Rights Commission, and a deadline last month to establish a federated model of National Preventive Mechanisms was not met. Grace, a courageous and outspoken advocate for survivors of sexual assault, spoke about her trauma and the impact it had on her life. She reminded us that it is a great privilege not to be able to relate to trauma. Grace outlined her Pillars of Progress: 1. Hope. Trust in the infinite possibility from the universe. A good example is the #letherspeak campaign in 8
Western Teacher February 2022
Tasmania which led to reforms to abolish sexual victim gag-laws. “My pain has brought a once-taboo subject to the forefront,” Grace said. 2. Action driven by our fear of doing nothing. 3. Acceptance. Owning the past as truth. 4. Taking one step at a time. Break things down into smaller chunks, so as to not get overwhelmed. 5. Communication. Play your part in helping for this change to happen. Reflect, research and rally. Every single voice, every cent and signature counts! There are further steps that need to be taken on a national level. We need to eradicate child trauma. One in 10 children will experience sexual abuse, and it takes a survivor about 23 years to disclose their story. There needs to be a standard set of definitions for sexual consent, grooming, etc. Currently the Commonwealth has nine jurisdictions of different definitions of consent. Language is very important, and this ambiguity is a serious concern. These set of legal definitions then need to be taught in a national and uniform approach. On a side note the federal government released the draft of the National Plan to End Violence Against Women and Children 2022-2032 in mid-January this year, but only gave the public an initial two-week period for consultation and feedback. It prompted widespread criticism that this was not long enough, especially for a draft that took nine months to prepare and will cover the next decade of action to prevent violence against women and children in our country.
“Breathtakingly disrespectful,” tweeted Brittany Higgins. Grace responded to Brittany’s tweet by adding: “A perfect example of the Govt’s consistent approach to dire issues.” “I’m tired of being told we shouldn’t complain because ‘at least they’re making a plan.’ Rubbish,” she continued. “Dig deeper and there’s nothing there. No genuine commitment, no legitimate action, just hollow words.” Jane Caro mused in her own tweet: “Australian Women. A 2 week consultation period for a national plan to stop violence against women & children is derisory! A home renovation would get 4!” The consultation period was ultimately extended to 25 February but this is an example of the challenges we face to remove this scourge from our communities. At the time of writing this column the Australian Parliament had publicly acknowledged and apologised to the victims of sexual assault, harassment and bullying within Parliament. Prime Minister Scott Morrison said Parliament would implement the 28 recommendations from the Jenkins review. Brittany Higgins was present for the apology. Grace Tame called for action, not just words, tweeting: “How about some proactive, preventative measures and not just these performative, last-minute bandaid electioneering stunts?” Let us continue to call out for justice and lobby for change. Grace’s example has shown us the power of making our individual and collective voices heard and not accepting the status quo any longer.
From the Senior Vice President
Responding to COVID-19 in our schools and colleges By Matt Jarman Senior Vice President
The SSTUWA is pleased that members will now be able to access COVID-19 leave immediately if needed, with the requirement to first exhaust other forms of leave now being lifted. This is the direct result of extensive lobbying by UnionsWA and affiliated public sector unions, including the SSTUWA, through meetings and public statements. The union’s consistent position has been that to keep schools open you need to keep teachers safe. The SSTUWA will continue to pursue improvements in a range of areas including provision of personal protective equipment (PPE), a focus on improving air quality and managing access to schools and TAFEs. We reiterate our previous requests for parents and the broader community to recognise the challenges schools and TAFEs face, to understand the inevitability of disruption in coming weeks and to be patient and supportive as staff work to keep students and themselves as safe as possible. School principals across the state have been grappling with how to implement new COVID-19 protocols in schools after receiving very little notice changes were coming into effect. The SSTUWA warns that schools still face extensive disruption and has been grateful for the parental and community support for leaders and staff in keeping teachers safe so schools can stay open. The union welcomes a number of the changes introduced so far, such as access to school grounds only for pick up and drop off in outdoor locations, as we had raised
concerns about unvaccinated volunteers being allowed in school buildings.
teachers and access to rapid antigen tests (RATs).
However, some of these new measures have a major impact on schools. While some of these changes are supported by schools, they are logistically difficult.
The SSTUWA is also aware that TAFE members have serious concerns around the potential impact of Omicron in their workplaces.
For example, staggering breaks and moving assemblies and timetables around adds to an already ridiculous workload for school staff.
The union therefore has been actively seeking clarification over the health advice on a range of issues in TAFEs including:
Principals and teachers need the support of parents in following the drop-off and pick-up rules, by wearing masks at all times on the school site and being patient and understanding when school is inevitably disrupted at some point. We’d like people to remember that school staff are doing their best in a constantly changing environment. Everyone now accepts learning will be disrupted. The union had called for a number of health measures to be implemented in schools before the state government made the decision to reduce COVID-19 isolation requirements from 14 days to seven days. While some of these concerns have been addressed, such as limiting the number of students gathering together, clarification from the Department of Education is still needed on several matters. In particular, the union will seek assurance that all ventilators and CO2 monitors are now operational in schools and will be following occupational safety and health processes to ensure that is the case. The union is further seeking details on the issue of priority access to PCR testing for
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Vaccination requirements for students.
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Ventilation auditing.
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Social distancing.
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Use of RATs in TAFE colleges.
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Supply of PPE, including masks.
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Deep cleaning, including areas where multi-use equipment is in place.
In addition, the union is discussing with colleges issues such as: •
Provision of ICT equipment and support.
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Staff shortages and movements.
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Course delivery especially where multiple modes may be required.
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Lack of consultation.
Please note that there is clear agreement between the Department of Training and Workforce Development, colleges and the union that lecturers will not have to teach mixed modes simultaneously. Colleges have indicated they will be flexible in supporting staff who need to work off-site for health reasons to reduce their risk of exposure to COVID-19. If you have additional concerns, please raise them with your TAFE Committee or branch representatives. Western Teacher February 2022
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Work health and safety
Why you should elect a safety rep By Antony Pearson Work health and safety organiser
Preface: In early 2022 the new WA Work Health and Safety Act will come into effect for workplaces within Western Australia. This will lead to changes in the functions of safety representatives and terminology on the legislation will change. It is important to be aware that at present the OSH Act is still operating. Language will change with the change in legislation and this article will reflect the new terminology. Terminology changes are as follows: Occupational safety and health becomes work health and safety (WHS); employer will become person conducting a business or undertaking (PCBU); employee will become worker; occupational safety and health representative will become health and safety representative (HSR).
They can identify hazards in the workplace that might otherwise go unnoticed – until an accident happens.
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They are elected by workers and therefore workers will feel more comfortable to approach them with their WHS concerns.
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They can bring your workers’ WHS concerns to your attention and help resolve any disputes at an early stage before they become more complex, protracted or someone becomes injured.
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They can help school leaders and managers to meet their duty of care and ensure compliance with the WHS legislation.
Safety representatives can be very beneficial in helping to create a safer workplace and be a source of advice and assistance to the principal or line manager and their colleagues.
Safety representatives and committees can be an effective mechanism for providing participation and improved consultation between the site manager and the staff on matters of work health and safety (WHS).
Managing safety and health well in your workplace, in consultation with your staff, will result in benefits to your school or college. You can expect fewer grievances, less conflict, reduced sickness absence, more efficient working methods and improved productivity.
Safety representatives represent their fellow workers and carry out specific functions related to safety and health matters in the workplace, including identifying hazards, incident and hazard reporting and investigation.
There will be fewer student injuries, more time to focus on core business, a sense of pride amongst parents, students and improved relationships with the community.
One of the keys to good WHS leadership is getting your staff involved and taking ownership of what happens within the workplace.
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Safety representatives can be very beneficial in helping to create a safer workplace and be a source of advice and assistance to the principal or line manager and their colleagues.
The current legislation requires that safety representatives be elected every two years. If you were elected under the OSH Act, once the new legislation (WHS Act) comes into effect, you will serve out the rest of your two-year term if it is less than 12 months. If you have more than 12 months left on your term you will cease to be an HSR 12 months after the new WHS Act comes into effect. There are also rules regarding the formation of a WHS committee, which need to be observed. The position of safety representative is a leadership role and the staff need to consider whether the person they nominate and elect (if election is required) has the required skills to represent them.
WHS management is more likely to succeed if it encourages active involvement of staff and sets up a dialogue between workers and managers. This is best done through safety representatives and committees.
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They can increase participation and constructive discussion about safety and health.
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They encourage workers to use safe work practices.
For safety representatives the key requisite is the time to carry out their functions and a commitment to the role by leadership. It is a voluntary position and undertaken alongside normal duties.
One of the challenges to developing a safe workplace, where staff are not afraid to report issues or accidents, is to create a no blame and positively responsible culture.
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Safety representatives receive excellent training (at no cost to the school) to provide the skills and knowledge to help keep the workplace safe.
There are no examinations that need to be undertaken to qualify as a safety representative but the representative needs to demonstrate the required
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Work health and safety interview with an inspector or their PCBU.
including safe access to and exit from the workplace.
competencies during the compulsory fiveday introductory course. o
A rep must have undertaken the accredited training course in order to be qualified to serve Provisional Improvement Notices (PINs).
The provision and maintenance of plant, structure and systems of work that are safe and do not pose health risks (for example, providing effective guards on machines and regulating the pace and frequency of work).
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Receive information concerning the WHS of the workers they represent.
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Request the establishment of a WHS Committee at their workplace. An HSR does not have to be on the WHS Committee (though the SSTUWA endorses that the HSR be on their committee).
Once elected, a safety rep can commence carrying out all the other functions prescribed by the Act while awaiting training.
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Safety representatives are not civilly liable for anything that is done or omitted to be done in their role. However, they can be disqualified under certain circumstances.
The safe use, handling, storage and transport of plant, structure and substances (for example, toxic chemicals, dusts and fibres.
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The provision of adequate facilities for the welfare of workers at work (for example, access to washrooms, lockers and dining areas).
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Receive sufficient time to undertake the duties of their role.
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Election is for three years, not two as currently.
The provision of information, instruction, training or supervision to workers needed for them to work without risks to their health and safety and that of others around them.
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Issue provisional improvement notices.
It is an offence for an employer to cause disadvantage to a safety representative if the reason is substantially because of their position, or for performing their legislated functions.
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The safety representative is not answerable to the principal or manager for the way in which they carry out their function as long as they comply with the code of conduct and other related policy requirements.
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Safety representatives must be consulted on all matters that might impact on the safety and health of staff and given an opportunity to provide input on such matters.
That the health of workers and the conditions of the workplace are monitored to prevent injury or illness arising out of the conduct of the business or undertaking.
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The maintenance of any accommodation owned or under their management and control to ensure the health and safety of workers occupying the premises.
It is essential that site managers acknowledge the important role safety representatives play in improving safety in the workplace and respect the valuable work that they do in a voluntary capacity.
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New WHS Act update The new WHS Act will come into effect later this year with the current time frame for the end of March (at time of print). The new Act significantly changes the health and safety landscape in Western Australia and will lead to our state harmonising with legislation in other jurisdictions. Key aspects of the new legislation are: •
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A requirement that “officers” exercise “due diligence” to ensure compliance. (The SSTUWA believes the Department of Education corporate executive are officers under this legislation and not school principals.) This duty relates to the strategic, structural, policy and key resourcing decisions – that is, how the place is run. Increased powers and functions of HSRs: o
The right to cease unsafe work in specific circumstances.
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Under the primary duty of care, a PCBU must ensure, so far as is reasonably practicable:
The right to request assistance from a union to assist with an issue – the PCBU must be notified that the union representative will be attending the workplace.
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Give reasonable notice to undertake an inspection.
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Be at interviews of the workers they represent if a worker or workers have to attend an
A primary duty of care requiring PCBUs to, so far as is reasonably practicable, ensure the health and safety of workers and others who may be affected by the carrying out of work.
The provision and maintenance of a working environment that is safe and without risks to health,
One major change in the legislation is the establishment of representation based on workers’ work groups. Different workers at workplaces can consult with their PCBU via HSR(s) specific to their work group. The new legislation also allows such workers in a specific work group to determine the election process of the HSR, and if a majority of workers in such work group concur, they can seek for the election to be conducted with the assistance of a union.
HSR elections While elections for OSH reps would traditionally be held a the start of the school year, at time of publication, proclamation of the new Work Health and Safety Act 2020 (WA) has not yet occurred. This act will change the election process for occupational safety and health reps – who will be referred to as health and safety reps (HSRs). Further information about the act, materials for HSR elections and training course dates will be available at sstuwa.org.au and sent to members via eNews when available.
Source: Department of Mines, Industry Regulation and Safety, 2021, Overview of Western Australia’s Work Health and Safety Act 2020: Department of Mines, Industry Regulation and Safety, Western Australia.
Western Teacher February 2022
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Members’ matters
Members benefit from union wins By Natalie Blewitt Growth Team coordinator
A new school year is well underway and 2022 has started like no other. Uncertainly reigns with COVID-19 concerns and we are five months into negotiations with the Department of Education (DoE). Against the backdrop of EBA negotiations, it is timely to look back and see the critical impact the State School Teachers’ Union of WA has had and the vital seat we hold at the negotiating table. Flicking through the first “little red book”, the certified agreement from 2000, the most obvious difference is the size of the book. The earlier version is a mere shadow compared to our current agreement, which is testament to the numerous gains we have achieved over many years. With so many improvements it is easy to see why teachers, school psychologists, education officers, swimming instructors, school leaders, directors of education and TAFE lecturers join and remain members. Another pronounced difference is the salaries. Back in 2000, if you were a four-year trained teacher, your salary was $34,702 while the top principal salary was $83,278. Fast forward 20 years and the starting teacher salary is now $72,137 and top principal salary is $173,192, even after four years under a state wages policy of capping pay rises at $1,000. This increase over time happened because of lobbying and where necessary, industrial actions from the SSTUWA. We all remember our first teaching position and for many of us, support was limited to resources available at the school. Over the past 20 years, measures have been put in place to assist our early career teachers with a raft of support structures, allowances and a reduced face-to-face teaching load. 12
Western Teacher February 2022
This assistance has proved invaluable to so many teachers across our schools, and the SSTUWA is looking to make improvements to Clause 13 to further support our early career teachers. Gains and improvements across the areas of teaching and leading, system support, attraction and retention and safety have been made and these include wins such as an increase in primary DOTT; a reduction in class sizes; the inclusion of domestic violence leave and cultural leave; improvements to other leave entitlements such as parental leave; sick leave and carer’s leave; an increase in professional learning opportunities; curriculum support and so much more. But these gains have not come about by accident. The collective voice of the SSTUWA membership is the key component to
make the change we want to see happen. We have proved that time and time again over the years and it is time to make your voices heard. Standing together, following the directives, we can achieve great outcomes. Only members will be able to vote on the offer that comes from the DoE. So, if you are not a member, now is the time to join, ensuring you will have a say on your terms and conditions of employment. Members can see the current log of claims through the members homepage at the SSTUWA website. The SSTUWA is the only union recognised to represent the industrial and professional interests of all educators in WA public schools and TAFEs. You are not on your own when you have membership with us.
Graduate teacher entitlements
New educators
By Natalie Blewitt, Growth Team coordinator
The commencement of any school year is always so hectic and the last few weeks may have seemed like a bit of a blur. But now that you are getting into the swing of your classroom routine, it is important to understand what additional support is available for you. In the last issue of Western Teacher, we began to take a closer look at the graduate entitlements. In this edition, we will focus on the graduate teacher allowance, the in-class coaching program and the contingency allocation.
Graduate Teacher Allowance (start-up allowance) Full-time graduate teachers will receive an allowance of $1,600 per year for each of their first two years, while part time teachers will receive this allowance pro-rata. Each annual allowance is paid according to the term of employment and is paid as soon as practicable after commencement of employment. This allowance is paid directly to you through payroll. This allowance is usually paid within the first four weeks of your start date. If you have not received this allocation within this time frame, use the “Raise a support request” link via the IKON portal. You can find this link and additional information by searching “Query your graduate allowance” using the IKON search function. Prior to submitting this online request, remember to check that your principal or deputy principal has submitted an electronic advice in the Department of Education’s (DoE) HRMIS portal. Your manager of corporate services may be able to assist you also. It is also important to remember that as this allowance is paid as a lump sum, tax implications will apply.
In-class coaching program The graduate teacher in-class coaching program (ICCP) is part of the overall graduate teacher induction program provided by the DoE. It is designed to support and challenge graduate teachers beginning their careers in public education. To meet the eligibility criteria, you must have a teaching contract with the DoE for the duration of the program, be in your first 30 months of teaching and have completed graduate module one. This free in-class coaching program is confidential and non-judgemental and will prompt reflection against the Australian Institute for Teaching and School Leadership standards. Apply for this program through IKON by searching for ICCP or contact the team at Statewide Services at inclasscoachingprogram@education. wa.edu.au
Contingency allocation Modules are often held in regional areas to accommodate regionally placed teachers. Contracted graduate teachers required to travel to attend modules are entitled to have their travel and accommodation expenses paid for. This contingency allowance is available for module one and two only. Any unspent
contingency can be used to travel to modules three and four. For metro schools, this allowance equates to 10 per cent of two teacher relief days. While for country schools, the amount is determined by distance from Perth and relative isolation. This allowance covers the cost of the trip to your nearest regional centre to attend the graduate module. Before booking a place at a graduate module, please remember to negotiate this release time with your school leader. Also, speak with your manager of corporate services to find out how your expenses will be reimbursed as money under this allocation is paid directly to the school by Finance Planning and Resourcing. Continuing to build positive relationships with your school leadership team and colleagues is key to your success. Please ask questions and seek support if you are unsure about any of the additional support and entitlements. You can reach our Member Assist Team at memberassist@sstuwa.org.au or by phone on 9210 6060 where a team of staff will answer questions both big and small that you have. And remember, you are never alone when you are a member with the SSTUWA. Western Teacher February 2022
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International Women’s Day
Breaking the gender bias International Women’s Day (IWD) will be marked on 8 March, with people globally being asked to take up the challenge of breaking the gender bias. IWD celebrates the social, economic, cultural and political achievements of women and marks the call to action for accelerating gender parity. The 2022 theme for IWD is #BreakTheBias, with the call to people to: “Imagine a gender equal world. A world free of bias, stereotypes and discrimination. A world that’s diverse, equitable and inclusive. A world where difference is valued and celebrated. Together we can forge women’s equality. Collectively we can all #BreakTheBias.” “Celebrate women’s achievement. Raise awareness against bias. Take action for equality.” In WA, the gender pay gap is 21 per cent, compared to 14.2 per cent across Australia, while Western Australian women have an average superannuation balance of $290,000, compared to the average of $360,000 for men. Western Australian women perform about 75 per cent of unpaid work, including caring for children, housework and volunteering.
Bias has been a barrier for women to move ahead, whether deliberate or unconscious. Being aware of it is not enough anymore, action needs to be taken to level the playing field.
The toolkit contains these suggestions for school events: •
Hold discussions in the classroom relating to the significance of International Women’s Day. Guide the discussion by providing some statistics on women’s issues. Books and resources to assist are available at the website listed at the bottom.
•
Consider hosting a screening of the film Miss Representation (therepresentationproject.org/film/ miss-representation-film) which highlights the role of the media in shaping the lives of young women and girls.
•
Teach a lesson on the history of Australia’s first female parliamentarian, Edith Cowan. A fact sheet is available at: www.communities.wa.gov.au/IWD
•
Invite an inspiring woman from the WA Women’s Hall of Fame to talk about her work at a career forum.
•
Invite parents and the local community to get involved in an activity during International Women’s Day.
•
Hold a mock debate relating to diversity or equality in your local community.
•
Create whole-class or whole-school woman-themed projects, such as school decorations, art displays, dance demonstrations and assembly performances.
•
Incorporate International Women’s Day into regular classes, such as art, language or science, and use the results to further promote International Women’s Day within the school community.
Take action by calling out gender bias, discrimination and stereotyping each time you see it. Show your support for IWD 2022 on social media by striking the Break the Bias pose in a photo and then tagging the image #BreakTheBias when uploading to social media. Just cross your arms in the photo to show solidarity. For examples visit internationalwomensday.com The website also has selfie cards, social media templates and posters you can put up to promote awareness and conversations around gender parity issues. You can also wear the traditional colours of IWD, purple, green and white. The WA government has a range of valuable resources on IWD, including a toolkit for people to use.
Access the toolkit by visiting bit.ly/3suhisv 14
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International Women’s Day
Break the bias 8 March | #BreakTheBias www.communities.wa.gov.au/IWD Western Teacher February 2022
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International education
A simple solution for education By Armand Doucet International educator and author
Armand Doucet is a Canadian awardwinning educator, leader, speaker and author on perspective, innovation and bridging gaps in the classroom and field of education. We celebrated the International Day of Education on 24 January. In these unprecedented times, beginning year three of this pandemic, I am grateful to be a teacher. I am grateful that I have a job that I love and that I make a positive impact on my students’ lives every day. Also, I am aware that I do not have a “right” to a job and that not everyone has been able to work, or to work consistently. I am also aware that not everyone has a job that they are passionate about. It is not everyone’s experience. Apart from the big tech/businesses and large bulk/ grocery chains stores, I cannot think of one age group, one profession, or one socio-economic group that has not been negatively affected by COVID-19. 16
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This new wave is exasperating even the most resilient of us. Some are struggling with grieving. Some are struggling just to make a living. Some are struggling to get through a day. Some are struggling to breathe.
These added stressors have led to an increase in teacher burnouts, which have resulted in an increase in supply teacher shortages which resulted in education departments redefining what a “supply” teacher really is.
Navigating heightened expectations
Yes, I do know that teaching is not the only front-line profession that has been forced to make sacrifices and we are not the only ones seeing a mass exodus out of our profession because of these impossible expectations and guidelines.
The teaching life is no exception. The demands pushed on our profession have been overwhelming. Teacher expectations and workloads have dramatically increased. We are trying to find a balance between educating, with engaging lessons, and protecting our students, ourselves and our families. We are listening to the media for information about our students, our classrooms, our workloads and health protocols, all without the courtesy of being included in the planning and decision making that will impact our students, classrooms and schools.
The expectations on teachers have gotten out of control and it is out of pride, understanding, fear, or sense of duty, we have stayed relatively silent. Pride because we believe that no matter a situation, we can help our students and communities. Understanding because we know everyone is struggling in some way, many worse than we are, so we decide to lead through our actions. Fear because we don’t feel comfortable speaking out of line, we don’t want to be seen as not being “team players”.
International education
Sense of duty because we are there for our students and our communities in the hope that we can build a better future that is inclusive, equitable and sustainable. What we can’t deal with and shouldn’t have to deal with, is the surprise at every turn, every changing guideline, every data collecting initiative that impacts our teaching and kids’ learning. These surprises, which are typically introduced at a press conference, directly impact how, when and where we do our job. And that these changes are decided by people who do not understand the first thing about being a schoolteacher is particularly galling. We are struggling to trust our politicians and system leaders in many jurisdictions which means credibility is in short supply. Sadly, political leaders like the Prime Minister of New Zealand Jacinda Ardern, seem to be the exception not the rule these days. She cancelled her wedding plans after announcing the latest COVID-19 lockdown, and I do believe that she will do it. Compare her to the Prime Minister of Great Britain, who enjoyed garden parties and his birthday party while he imposed a lockdown on the people.
That one made me extremely mad, furious actually, when I think of the number of children that have not been able to celebrate milestones with anyone far too many times, or have to give up their sports, music, social time, or people grieving without being able to see their loved ones one last time. No wonder people are frustrated. Teachers have a strong sense of duty. We have a duty to model the traits like inclusiveness, equity, integrity and honesty that we want to see our students develop. We understand the importance of demonstrating such character to the little eyes watching us everyday. Those students have names, needs, hopes and dreams. So, we quietly go to work, sacrificing our own health, as well as our relationships because we all understand that following the health protocols/guidelines means we and our students are in contact with far too many people. Distancing is impossible in full classes, having 100 per cent of our students wear masks 100 per cent of the time is unrealistic and again demonstrates a complete lack of understanding. Children rely on routine, rituals and structure. They rely on classrooms to
have guidelines and rules that they can navigate, test and live with. In normal times, classroom protocols are created and developed collectively with the students, within the school’s structure. We do this with our students because it is a good lesson in civics, and we know that buy-in from our students is crucial to the smooth running of our classrooms. We create a classroom culture, but now we are often found trying to make excuses for decisions that we did not make and that sometimes, have no rhyme or reason. You would have thought we would have figured it out by the fifth wave that actions matter, words matter, our social contract matters.
A journey towards leadership and empowerment As we celebrate the fourth International Day of Education, I believe that we do have a solution. A solution so simple that it almost doesn’t seem plausible or possible. Just as teachers communicate and empower students by involving them in the development of classroom culture and protocols by giving voice, choice, and autonomy so too should government involve teachers in all elements related to education. (Continues on page 18) Western Teacher February 2022
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International education (Continued from page 17) When I say communication, I mean truly transparent communication, without hidden agendas (i.e. honesty). And by empowerment, I mean treating us like the educated, professional workforce that we are and trust that we know best how do to our jobs without the need for constant data-driven accountability management measures and policies. Teachers work hard to develop the citizens of today and tomorrow. We take that responsibility to heart. We trust that our goals for an inclusive, equitable education system that prepares children to move into and manage a democratic and sustainable world are shared by government. Government and teachers must pull (or push) together, in one direction, if we are to achieve this. We cannot allow this to become a Sisyphean task. And communication is key. Teachers need to be empowered to do our job properly. With the tools and resources to do our job, we can personalise and contextualise our students’ education. The truth of the matter is that even before this pandemic began, communication was done to teachers, to students, to school leaders, to schools. Our job was to check off the boxes. This has created a data-driven system with the perception, when all the boxes are checked off, that it is working, and that learning has happened.
It is not reflective of our students’ realities or of the communities in which they live or the holistic learning happening within our classrooms. UNESCO’s Futures of Education Commission came out with their report in November of 2021, Reimagining our Futures Together: A New Social Contract for Education, in which they say: “Too often, decisions about what happens within schools or classrooms are made by those far outside of them, with little dialogue, interaction, or meaningful feedback loops. For the futures of
education, this will need to change, and teachers must be welcomed as leaders and vital informants in public debate, policy and dialogue on our futures of education. Teacher engagement in these areas needs to be embedded in shared understandings that this constitutes a core function of what it means to be a teacher; they must be seen as key participants in forging a new social contract for education.” I wondered if we had turned a corner at the start of COVID-19 pandemic, and that governments around the world were finally willing to work with teachers to build a better today and tomorrow. But I was for the most part wrong. Only in a few jurisdictions are we seeing true willingness to work and collaborate.
Moving away from status quo as we re-build In the spring of 2020, teachers were doing what they are good at like parking their fears, protecting their classrooms from outside obstacles/challenges and focusing on the students in front of them. It led to a flourish of professional development, online sharing, innovative ideas to bridge these school closures until we could get back into our classrooms. A fire had been lit. But education was finally facing itself in the mirror and it wasn’t pretty. It became apparent that our system was built on the goodwill of teachers to go above and beyond, who were made to feel guilty if they could not be superhuman at every turn. 18
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International education Online learning revealed that inequity was a massive problem in our schools and that teaching was, in fact, a very complex job. The world realised how out of touch some education systems were for local schools. The house of cards, built on the collective goodwill of so many selfless people, was crumbling. This was a shock to many, but not teachers or school leaders. I foolishly believed that the first lockdown of 2020 was going to give us time to reset. I hoped we would realign, reach kids differently, particularly when we had students all over the globe asking, “Why am I doing this if there is no test?” They weren’t engaged for the right reason because the system was built on sorting through standardised testing. Not understanding that education and learning can be more, should be more, they had fallen into a system that rewards only a few. We need to rebuild our social contract with our students and communities everywhere. As a result of the COVID-19 pandemic, I think we will face three crises. The first is an identity and directional crisis within all our education jurisdictions. This has been a long time coming, but we will be facing this crisis head-on, whether we want to or not. This will demand us to rethink the purpose of education, strong public education that is inclusive and equitable for all versus private education for the few, as well as make decisions about what role digital technologies will play. The second is a mental health crisis in both teachers, children and communities, the true impact of which won’t be felt for years to come. The third is a mass exodus of teachers and lack of ability to recruit new teachers because of the unrealistic expectations and the lack of control over the design and implementation of these expectations. This will lead to many jurisdictions putting in half-hearted measures to get warm bodies in front of kids instead of the professionals they need. Sadly, it will be our most dedicated, creative and innovative teachers who will leave. I wonder if our leaders truly understand these repercussions. Do they even care? Do they see education as an investment in our future or as an expense that they can get rid of in exchange for votes?
Or worse, will they privatise education to make their friends money without looking at the impact that will have on our communities and democracies? Every day, I must interact with many people, its unavoidable. The guilt that I felt trying to respect a bubble system, which was not unattainable in the first place, still haunts me and haunts my colleagues around the world. When it came to schools, guidelines were there mostly for the public’s perception of safety and nothing else. We see how that has played out in the USA and elsewhere with many schools now needing to close because they do not have the staff to keep them open. None of us wanted to be the one to catch COVID-19 and pass it on to the people we love, our parents, kids, partners, friends and/or students. But at the same time, we didn’t want to leave our students alone facing the new challenges without anyone to listen to their fears. Every teacher has, at some point over the last two years, been caught between this rock and this hard place and has had to make the tough decisions about how to proceed. This is also true of every school leader, parent, frontline worker and healthcare worker.
We need more than a mere acknowledgement of the unique pressures faced by teachers. We need a true collaboration and communication between our leaders and the members of this profession. Yet, we are seeing a return to the status quo, with more data collection to show how great their decisions are working and how well they are keeping our kids safe. Incidentally, I think that online learning is an oxymoron, worse it has become the panacea, the magic bullet, to which governments all too quickly turn. It is increasing the divide between the haves and have-nots. Radical and transformative changes need to be made in how we make decisions in education, how teachers are led and how the profession is perceived if we are to do our very best for our students, our communities and our future. This will not happen if honest communication and teacher empowerment are only illusions. This article was first published on the Education International (EI) website. The opinions expressed are those of the author and do not necessarily reflect any official policies or positions of the SSTUWA, AEU or EI. Western Teacher February 2022
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Climate change
The bicycle model of climate change education By Dr Essi Aarnio-Linnanvuori and Dr Sakari Tolppanen Tampere University, Finland, and University of Eastern Finland
Climate change is the biggest environmental challenge of our time, which is why it is also a central theme in education. However, in many countries, climate change education is still viewed and implemented from a narrow perspective, the focus being mainly on knowledge development. Though knowledge is important, climate change education is far broader than that. To highlight the diversity and complexity of climate change education, a team of researchers developed a model, called the holistic climate change model, to illustrate what holistic climate change education should look like. The model is drawn in the form of a bicycle, because like a bicycle, climate change education is an entity that needs all of its parts to function. Furthermore, a bicycle is not static – it is in constant movement and needs a user to work. So what does the model consist of and how can the model be put into practice?
Wheels: knowledge and thinking skills In schools around the world, the main focus of climate change education is often on knowledge development and more specifically, on scientific knowledge and historical trends. Though it is clear that the level of knowledge among students tends to be low and that more knowledge on climate change issues is needed, knowledge in itself is not enough. There is abundant research showing that knowledge is only one component that leads to a more sustainable lifestyle. 20
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For this reason, gathering knowledge should not be an end in itself. Rather, students should learn to use knowledge critically and to build new understanding through comparison and analysis of information coming from different sources. Combining knowledge can help develop thinking skills, as well as help increase systems thinking from a climate change perspective. For this, a multidisciplinary approach to education is needed, but even that should only form a part of climate change education.
Frame: values, identity and worldview The learner’s identity, values and worldview form the basis for any learning – and especially learning about climate change. The frame that they form serves as the base for new skills and knowledge. The wickedness of climate change is apparent in the value conflicts related to it.
responsible citizens, they must feel that climate change matters to them and they play a role in solving the climate crisis. Climate change should not be presented as a distant problem or made difficult to understand. On the contrary: educators ought to find connections between the learners’ own life and the issue to be studied. An encouraging tone of voice is to be preferred: There are many ways to slow down climate change. Participation is shown in the actions of individuals and communities.
Chains and pedals: action to curb climate change In the context of climate change education, action means ways to act in everyday life. Even young learners can participate in action to mitigate climate change when they are encouraged and guided towards it. Actions can be divided into personal-life actions and social actions, both of which can be enhanced by taking action in groups.
Therefore, we need value discussion that is diverse, from the standpoints of human dignity and equality.
For personal sphere actions, students can first use a carbon footprint calculator to examine which lifestyles have the biggest emissions and then take impactful actions to reduce those emissions.
In addition, it is crucial to question consumer habits and offer learners ways to act on climate change.
Some actions, such as eating a planetary diet, will have much greater impact than other actions, such as recycling.
In practice, this can mean reflective discussions, debates or other active learning methods. Value and worldview education are essential parts of climate change education.
Students should also be encouraged to take social action, such as joining a climate march or lobbying to local politicians. These actions can help change social norms, affecting how people view climate change issues.
Saddle: motivation and participation The saddle represents a person hopping on a bike. For learners to become climate
Brakes: operational barriers Taking climate action is not easy. To promote environmentally responsible
Climate change
behaviour, it is crucial to understand what is hampering action and stopping people from acting. These obstacles are often humane – such as desire for comfort – but there are also plenty of structural obstacles, which can only be changed gradually. When the internal and external obstacles are recognised, it is easier to recognise what needs to be done to overcome those obstacles.
Light: hope and other emotions We know that many children and young people are extremely worried about climate change. Climate crisis discussion makes many people experience negative emotions, such as concern, fear, sadness, guilt, hatred and hopelessness. In education, these emotions must be recognised, because they affect learning. Instead of negativity, climate change education should spark hope and compassion. This can be achieved through positive actions, for instance.
Handlebar: future orientation Climate change is already here, but it is also very much a question of our future. Education must provide ways to view the future with a critical eye but in a positive light. The aim of education for the future is to practice decision making even in situations where one cannot be totally confident that the decision is right. It is important to remind the learners, that the future has not happened yet, we can still change it.
Putting the model into practice The holistic bicycle model can be used for many purposes. For instance, teachers have used it to assess their own teaching methods, while researchers have used it to assess how holistic climate change education is present in the curricula. As it is a holistic model, it does not bend very well for planning a singular learning session, whereas it can serve as a structure or check list for educational planning in long-term, such as course development, climate change education
programs, learning paths, educational materials and curriculum guidelines. Where would you find it useful? Dr. Essi Aarnio-Linnanvuori is an experienced environmental and climate change education expert and a university lecturer at Tampere university, Finland. Her long-term interest is to develop climate change and environmental education that is interdisciplinary, holistic and considerate of identity, values and worldview of the learner. Dr. Sakari Tolppanen is a researcher at the University of Eastern Finland. His passion is to develop impactful climate change education, currently focusing especially on the role of knowledge, values and worldview on action competence. This article was first published on the Education International (EI) website and is reproduced here with permission. The opinions expressed are those of the authors and do not necessarily reflect any official policies or positions of the SSTUWA, AEU or EI. Western Teacher February 2022
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Indigenous focus
Changing the nation with a Voice By Professor Megan Davis University of New South Wales
We (have passed) the nation’s annual ritual of celebrating the arrivals, while not formally recognising the ancient peoples who were dispossessed.
Voice as both symbolic and substantive recognition – and why a legislated voice is not able to deliver the transformative change communities so desperately need.
Each year the tensions spill over, rendering Australia Day/Invasion Day/ Survival Day a protest as much as a celebration.
The push for a Voice came from the voiceless – those less likely to be afforded a seat at the table in Indigenous affairs – because the regional dialogues privileged their participation.
But there is a quiet process underway, aimed at achieving substantive recognition of the First Nations that has so far eluded Australia.
A new report on an Indigenous Voice This process of constitutional recognition is now in its second decade – yes, it has been 10 years since the process began. In early January, to kick off the second decade, Minister for Indigenous Australians Ken Wyatt released the Indigenous Voice Co-design Process Interim Report. It runs to almost 300 pages and offers First Nations peoples about three months to provide a response. The genesis for the Voice lies in the historic 2017 Uluru Statement from the Heart and First Nations’ preference for a constitutionally enshrined Voice. The report is a solid first run at designing a Voice. It brings Australia a step closer to realising the Uluru Statement. But it falls short of the Voice to Parliament sought by those consulted in the lead up to the Uluru Statement and the statement itself.
A Voice for the voiceless Previously, I have set out the lengthy and complex process that has led us to this point. I have also explained why First Nations people chose a constitutionally protected 22
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It was their view that those who filled the leadership vacuum left by the Aboriginal and Torres Strait Islander Commission (abolished in 2005) were unrepresentative. This includes ever-present and overbearing Commonwealth bureaucracy on Indigenous affairs and other organisations who purport to represent community but are not accountable back to community. In 2018, the joint parliamentary committee on the Recognition of Aboriginal and Torres Strait Island Peoples — chaired by Labor’s Pat Dodson and Liberal MP Julian Leeser — found the Voice was the only viable constitutional option. But it also found the concept required more meat on the bones before Australians could vote at a referendum. It said this should be done through “codesign” with First Nations peoples. The 2019 budget saw $7.3 million for a co-design process for the Voice and $160 million for a future referendum once a model is determined. The Coalition’s 2019 election policy also reflected the twostep approach: “A referendum will be held once a model has been settled, consistent with the recommendations of the [Dodson/ Leeser] Committee.”
which aligns with his worldview as a career public servant. However, the Voice interim report expressly sets out two components for comment: a Voice to government and a Voice to Parliament. The Voice to government component is one for First Nations communities to contemplate. Only First Nations people on the ground can tell the inquiry whether the various local and regional mechanisms function in the way the report suggests they do. Only they can tell the government whether they feel their voices are represented effectively by the structures and entities that exist. This is why their input is so crucial to this report. It is important to note that at the regional dialogues that led to the Uluru Statement, there was not a single existing entity that communities identified as representing their voices. National peak bodies and constituent organisations were expressly singled out in regional dialogues as not representing grassroots voices. They were also criticised for being unaccountable and not reporting back to communities about what they say and do in Canberra. Even so, the interim report has some alignment with the Uluru dialogue’s deliberative method, this includes the proposed transitional arrangements for local and regional entities, allowing communities to conceive of and design new entities.
The interim Voice report is the settling of that model.
However, it is difficult to gauge whether this can give voice to the voiceless.
A Voice to government only?
Voice to Parliament falls short
Mr Wyatt has been clear in the past he is only designing a “Voice to government”,
The Voice to Parliament component of the interim report opens the door to
Indigenous focus
submissions on a constitutional Voice. There is no other way to assess the efficacy of the legislated approach, which unsurprisingly falls short of the voice sought by delegates at the regional dialogues, the national constitutional convention and in the Uluru Statement.
Indigenous Voice to Parliament.
This is because the Uluru Statement sought a mandated place at the table with the force of law. The interim report falls short of this by studiously avoiding power.
This would give our communities the certainty and security they need to make long-term plans for the future.
While the proposal suggests there is an “obligation to consult” on race power matters and “expectation to consult” on broader matters, there is no power that animates an actual obligation. After all, it is based on legislation that can be overridden by subsequent legislation, which is par for the course in Indigenous affairs. Media reports talk of the “obligation to consult” on race power as if it is hard law, but this Voice is mediated by the government of the day and therefore the antithesis of what people sought. It carefully crafts a process that still renders the voice supine to government. This is both in terms of reporting to a parliamentary committee and the transparency mechanisms, where inevitably, the government becomes the
The most prominent misalignment with the dialogues was they wanted a voice protected by the Constitution via a referendum, so it could survive successive governments and avoid being subject to the whim of the government of the day.
First Nations peoples understand our affairs are a political football. And that our working and community lives are subject to a three-year cycle of one government to the next. It is a driver of disadvantage. This is why so many Indigenous organisations are expressing disappointment at this proposal. The “anything is better than nothing” approach does not apply when the change is akin to the status quo; it just looks more officious with more squiggly flow charts.
A path to friendship This is now an opportunity for Australians and First Nations peoples to make their views clearly heard. It is only an interim report, and it requires the feedback of many.
All Australians want to find a way through the annual debates about Captain Cook, the First Fleet and national identity, to a more inclusive and nuanced narrative of who we are. Survey research shows a clear majority of Australians want to recognise a First Nations Voice in the Constitution. The path to friendship offered by the Uluru Statement – an expression of peace – provides a roadmap for Australia. This is not about changing the date but changing the nation.
Megan Davis is a Professor of Law and also Pro Vice-Chancellor Indigenous at the University of NSW. The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of the SSTUWA or AEU. This article was first published at The Conversation website and is reproduced here with permission.
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Issues
Labor public school plan a step forward The Australian Education Union has welcomed Federal Labor’s commitments to invest in education during the COVID-19 recovery, with new targeted funding for public schools.
“This is critically important to cater for the educational needs of all students post COVID-19.”
Federal ALP leader Anthony Albanese outlined some of the party’s education pledges during an address to the National Press Club last month.
Mr Albanese said Labor’s proposed Student Well-being Boost program would mean more funding for school counsellors and psychologists, camps, excursions, sporting and social activities that would improve children’s well-being.
It included funding for student well-being, upgrading schools to improve ventilation and the creation of outdoor learning areas and a review of the impact of COVID-19 on students with a disability. The biggest pledge though, was towards fair funding for schools. “Education is fundamental and essential to the jobs, productivity and prosperity of the future. And education is the biggest and most powerful weapon we have against disadvantage,” Mr Albanese said. “Labor sees education as about creating opportunity. Liberals see it as about entrenching privilege. “It’s why Labor remains committed, working with state and territory governments, to getting every school to 100 per cent of its fair funding level.” AEU Federal President Correna Haythorpe said the policy announcements represented a significant step forward for its members, who have been campaigning long and hard for public school investment.
He said it would fund a free mental health check tool to help identify students who may need extra support. “These children have been among the most vulnerable during this pandemic, and they deserve a government that prioritises their protection along with their education,” Mr Albanese said. “Every Australian school stands to benefit from this investment. And the schools themselves will decide how to use the extra money to best help their students.” Ms Haythorpe said there was clear evidence that COVID-19 has had an impact on students’ well-being.
“The COVID-19 pandemic has exacerbated the deep inequality that has long existed for students across Australia,” she said.
“We welcome Labor’s planned investment in well-being initiatives for schools and students. These measures, such as psychologists, counsellors and specialist staff and programs, will assist schools to help students overcome the challenges of the pandemic,” she said.
“Labor has recognised that education is the most powerful tool we have in addressing systemic inequality and disadvantage for students.
“Our members have been raising the urgent need for air filtration and ventilation in schools for many months now.
“Ensuring public schools have 100 per cent of the Schooling Resource Standard will mean more teachers in classrooms, smaller class sizes, greater individual attention and more support to assist students to achieve to their full potential.
“Labor’s commitment of $50 million for COVID-19 related capital works, including air purifiers, improved ventilation and outdoor classrooms, will help ensure students and staff can be as safe as possible.”
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In 2017, the Turnbull Government abandoned funding for public school capital works. Today, the Morrison Government makes no contribution to capital works for public schools, while providing $1.9 billion for private schools. “Labor’s commitment of $188 million for public school capital works in 2022-23 will start the process of restoring the joint Commonwealth and state responsibility for capital works investment, helping to ensure students can learn in modern, COVID-safe and fit for purpose facilities,” Ms Haythorpe said. “The AEU has been campaigning for fair and proper funding for public schools for many years. Our members are deeply committed to ensuring every school has the resources required to ensure every child has the opportunity to reach their full potential. “Our members have also been calling for a national plan for schools during the pandemic and to ensure schools have the guidelines and resources required for the recovery period. “It is clear that Anthony Albanese and Tanya Plibersek have heard our members’ strong message about the critical need for investment in public schools and for a national plan for recovery from the pandemic.”
HARMONY WEEK 2022 HARMONY WEEK 2022
CELEBRATE WA’S DIVERSITY CELEBRATE WA’S DIVERSITY
Western Australians share a diverse heritage that originates from every part of the world and builds upon our rich share Indigenous culture. Western Australians a diverse heritage that originates from every part of the world and builds upon our rich Indigenous culture. Harmony Week is a time to celebrate our unique community and reflect on the many social, cultural and economic benefits that diversity brings to every Western Australian. Harmony Week is a time to celebrate our unique community and reflect on the many social, cultural and benefits thattodiversity brings to every Australian. Take time outeconomic this Harmony Week join in celebrations with Western your friends, your family, your workplace, andthis ourHarmony remarkable multicultural community!with your friends, your family, your Take time out Week to join in celebrations workplace, and our remarkable multicultural community!
Visit www.omi.wa.gov.au to find out what’s happening in your area. Visit www.omi.wa.gov.au to find out what’s happening in your area.
#WAHarmony #WAHarmony
National education and union news
National education and union news Post COVID-19 funding for schools a critical need An urgent investment in public school funding is required now more than ever to ensure students are not educationally disadvantaged as a result of COVID-19, the AEU has recommended in their prebudget submission. AEU Federal President Correna Haythorpe described the forthcoming federal budget as a critical opportunity for the federal government to ensure all students have the opportunity to overcome any impacts the pandemic may have had on their learning. “Public school principals, teachers and education support staff are still in urgent need of funding to help alleviate the challenges faced by schools and students during COVID-19,” she said. “The pandemic has exacerbated existing inequalities in education, particularly for students with additional needs. The
moment to address those inequalities is now.” Results from the AEU’s State of our Schools Survey, conducted in October 2021, show that public school principals, teachers and education support staff need greater support and resources to support students impacted by the pandemic. •
Eighty per cent of all principals said they lacked necessary ongoing funds to support students who need extra help.
•
Seventy-three per cent of all principals said they need additional funds for ICT equipment for students.
•
Sixty-three per cent of all teachers said that student well-being has declined, with 36 per cent saying it has declined significantly.
•
Sixty-nine per cent of all teachers said student engagement has declined, 25 per cent saying it has declined significantly.
“These statistics demonstrate the urgent need for the federal government to fund public schools to at least 100 per cent of the Schooling Resource Standard, as the AEU has recommended in its pre-budget submission,” Ms Haythorpe said. “Without substantial investment in public school funding, buildings and equipment, education inequities experienced by students, particularly those from disadvantaged backgrounds will continue to exist. “Not only do individual students stand to benefit from increased investment in school funding, but our whole community will benefit through the long term educational and economic gains.”
Majority of workplaces not closing gender pay gap Six in 10 large Australian employers made no progress in closing the gender pay gap over the year to March 2021, with 85 per cent paying men more on average than women, according to the latest Workplace Gender Equality Agency’s Gender Equality Scorecard. WGEA data collected from private sector 26
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employers with over 100 employees shows that the gap in earnings between men and women has barely moved and is sitting at 22.8 per cent, with women earning on average $25,800 less than men.
pay gap, including changes to the Fair Work Act to strengthen equal pay rights, and wage increases for our lowest paid frontline workers, the majority of whom are women.
The Morrison Government has resisted making any legislative or policy changes that could assist in closing the gender
Despite the refusal of the Morrison Government to guarantee 10 days paid family and domestic violence leave for all
National education and union news workers through the National Employment Standards, the data shows that unions have now won some form of paid leave in more than 50 per cent of workplaces. ACTU President Michele O’Neil said the scorecard data showed what had become expected under a government which
refused to lift a finger to close the gender pay gap.
equity in its own ranks, there is a complete lack of action,” she said.
“This government talks about its commitment to women, but when it comes to closing the gender pay gap or acting on the recommendations of the Respect@ Work report, or even ensuring gender
“The legacy of this government is stagnation in the fight for pay equity. It is clear that the Morrison Government likes to talk about listening to women but in practice does nothing to improve their pay.”
Failure to fairly fund public education continues The 2022 Report on Government Services (ROGS) released by the Productivity Commission shows the extent of the Morrison Government’s failure to fairly and adequately resource public education.
•
“The data is yet more proof of the Morrison Government’s ongoing failure in public education,” AEU Federal President Correna Haythorpe said.
“The Morrison Government continues to strip funding from vocational education and training, while their investment in universal access for four-year-old preschool has declined in real terms,” Ms Haythorpe said.
“From preschool to TAFE, Australian children are at risk of being left behind by the Morrison Government. “The facts are clear. Australians cannot trust the Morrison Government to fairly fund public schools. They contribute just 16 per cent of the funding for the education of the majority of Australian students.” On school funding, the data shows: •
Public schools had 2.6 million FTE students enrolled (65.6 per cent of all FTE students) in 2019-20.
•
The Morrison Government provides just 16 per cent of public school funding.
Total recurrent funding for private schools from the Morrison Government has grown at 1.8 times the rate of public schools in the last decade.
On vocational education and training and early childhood education, the data shows: •
Since the Morrison Government was elected in 2013, real terms government expenditure on VET has declined by $1.1 billion (15.9 per cent).
•
This is a decline from the 2012 peak of $7.9 billion.
“We need a federal government that will put public education first.
•
Preschool funding has declined by $77.6 million (14.9 per cent) in real terms since the Coalition took government in 2013, while the number of children attending preschool has remained stable at 268,000 since 2016.
“The coming federal election is an opportunity to elect a government committed to ensuring every student can enjoy the benefits of a fairly and adequately resourced public education system.”
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Western Teacher February 2022
27
Education and Training Centre
Education & Training Centre: Term 1 Due to the evolving situation of COVID-19 community transmission, the following scheduled events are subject to change. Industrial Training Events (TUT) Title
Date
Union Representative Training Level One: Schools
Thursday-Friday, 17-18 March
Women’s Contact Officer Level One: Schools and TAFE
Monday-Tuesday, 21-22 March
Union Representative and Committee Delegate Training: TAFE
Thursday-Friday, 24-25 March
Union Representatives Training: Growth Coaching
Monday-Tuesday, 28-29 March
Work Health and Safety Education - Specific Training for HSRs Title
Date
Education-Specific Five-Day Introductory Course for Health and Safety Reps (HSRs)
Available in Term 2
One-Day Transition Course for Health and Safety Reps (HSRs)
Available in Term 2
Conferences and Forums Title
Date
Early Childhood Afternoon Forum
Wednesday 6 April
Instructional Intelligence Facilitator Zoom Meeting
Friday 1 April
District Council Events Title
Date
Goldfields (Kalgoorlie)
Tuesday 1 March
Goldfields-Roe (Katanning/Narrogin)
Thursday 3 March
Moore (Central Wheatbelt) Northam
Friday 4 March
Butler/Hillarys/Morley/Scarborough
Tuesday 8 March
Fremantle/Jandakot/Perth/Riverton/Victoria Park
Thursday 10 March
Moore-Geraldton
Friday 11 March
Goldfields-Roe (Esperance)
Friday 11 March
Kimberley/Pilbara (Port Hedland)
Tuesday 15 March
Bunbury
Wednesday 16 March
Belmont/Kalamunda/Maylands/Swan
Wednesday 16 March
Stirling-Albany
Wednesday 6 April
Online Professional Learning Events Title
Date
Building Rapport with Students (Secondary)
Wednesday 9 March
Classroom Routines for the New School Year (Primary)
Wednesday 23 March
Introduction to Educational Leadership
Thursday 14 April (3 hours)
Leadership - Building a Team Focused on Quality Instructional Practice
Thursday 14 April (3 hours)
Differentiation for Students with a Learning Disability
Tuesday 19 April (5 hours)
28
Western Teacher February 2022
Education and Training Centre
2021 Women’s Conference highlight: Women of Steel During the 2021 annual SSTUWA Women’s Conference, the union was fortunate to access the Women of Steel movie to use as a stimulus for discussions around how to have a voice, how to work collectively to influence others and how to continue to choose to challenge. Members viewed the film and then participated in some lively discussions around campaign strategies and collective actions viewed within the film. SSTUWA General Secretary Mary Franklyn then provided members with an update on the Public Sector Alliance campaign. Members left feeling inspired and motivated to continue to challenge the important things in their personal and professional lives. Women of Steel, an anti-discrimination film, is available for teachers to use with their students. This exciting and often humorous account of the 1980-1994 Jobs for Women Campaign is a valuable teaching tool for a range of subjects. The documentary raises issues that are current, as well as historical, as it follows the fight by hundreds of migrant women for the right to work in BHP’s Wollongong steelworks. Their struggle plays out against a background of societal changes, where new anti-discrimination legislation and the shifting roles of women intertwine with grass roots campaigning and imaginative direct action. The award-winning Australian documentary Women of Steel will also be coming to ABC TV in early March 2022 and available for study through a range of resource centres. For more information about the film and other methods to view it visit: womenofsteelfilm.com We encourage you to watch and use the film in your teaching. The Education Study Guide (ESG) covers Civics & Citizenship, English, Health and Physical Education, History, General Capabilities of Ethical Understanding and Personal & Social Capability and is also recommended as a supplementary text for Business Studies, Economics, Ethics, History, Legal Studies, Politics and Women’s Studies. You can access the film’s ESG by visiting: womenofsteelfilm.com/education
2022 Women’s Conference Friday 14 October 2022 Western Teacher February 2022
29
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
AutoBahn
Mechanical and electrical services. Members receive $20 off any service or 5% off any repair.
sstuwa.org.au/autobahn
Bayswater Mazda
Exclusive offer including $500 fuel card, 4 years free service and more.
sstuwa.org.au/bayswatermazda
Bob Jane T-Marts
LIFE Financial Planners
$1,200 off your statement of advice fee plus a free financial health check for members.
sstuwa.org.au/lifefinancial
Teacher Tax
$99 tax returns for members.
sstuwa.org.au/teachertax
TIPS Financial Services
$1,100 discount on your TIPS Transition to Retirement strategy or Retirement plan. Exclusive to members.
sstuwa.org.au/tipsfs
Banking ME Bank
Special offers throughout the year for members. A bank built by, and for, union members.
sstuwa.org.au/mebank
Mortgages, Money and Me
Complimentary advice, property reports, finance tools and more for SSTUWA members.
sstuwa.org.au/mmme
OFX Money Transfers
When it matters, OFX it. Save with the experts in international money transfers.
sstuwa.org.au/ofx
Teachers Mutual Bank
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
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.
Possibilities for Assessment and Instruction. By Barrie Bennett.
Motor Market by Union Shopper
You choose the car, then we find you the lowest price.
sstuwa.org.au/motormarket
tyresales.com.au
10% discount on tyres.
Graphic Intelligence
sstuwa.org.au/graphicintelligence
Instructional Intelligence
Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett.
sstuwa.org.au/instructionalintelligence
sstuwa.org.au/tyresales
Teacher Superstore
Western Motor Vehicle Consultants
sstuwa.org.au/teachersuperstore
We’ll find a car you’ll love. Save time and money when sourcing your next vehicle.
sstuwa.org.au/westernmotors
Computers Altronics
sstuwa.org.au/tmbank
Cars
Apple on Campus
Allwest Fleet
sstuwa.org.au/apple
For details visit:
February 2022
sstuwa.org.au/hp
sstuwa.org.au/fleetnetwork
Package your next car and save on tax. Bonus gift with vehicle delivery.
sstuwa.org.au/altronics
Western Teacher
Huge savings for members on laptops, accessories, printers and more.
sstuwa.org.au/effectivegroupwork
Banking exclusively for the education community.
sstuwa.org.au/allwestfleet
HP Computers
Fleet Network
Build it yourself electronics centre. VIP trade discount in store and online.
Vehicle salary packaging – save time, money and tax. Receive a $300 gift card with your new car.
30
Massive discounts on products and services for SSTUWA members
Dell
Save up to 5% off selected items.
sstuwa.org.au/dell
5-10% discount, in store and online.
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 *Terms & conditions apply.
Please visit our website for full details.
For more information visit sstuwa.org.au/benefits and the benefits tab of the SSTUWA App Food and Wine
Insurance and Legal
Campbells
ISinsured
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
Cracka Wines
7.5% off online wine orders.
sstuwa.org.au/cracka
Taste Bud Tours
Swan Valley “Speed Grazing” – 20% discount. Good Food, Wine & Cider (am) or Good Food, Wine & Beer (pm).
Insurance for union members. Home, contents, car, landlords.
sstuwa.org.au/isinsured 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:
Vet Products Direct 10% discount on pet products, plus advice from professionals.
sstuwa.org.au/vetpro
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
sstuwa.org.au/tastebudtours
sstuwa.org.au/travelinsurance
Comfort Hotel Perth City
Health and Wellbeing
Shopping
Goodlife Health Clubs
Dot Mall
Rooms from $145 per night including Light Start Breakfast for two. Located near the WACA in East Perth.
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
BBQs, heaters and backyard kitchens. 5% discount for members.
sstuwa.org.au/comfortperth
sstuwa.org.au/dotmall
Experience Oz
Electrical buying
Save 10% on over 3,000 experiences across Oz + NZ.
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/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/teachersuperstore
sstuwa.org.au/houseboats
The Good Guys Commercial
Rottnest ferry tickets
sstuwa.org.au/thegoodguys
sstuwa.org.au/rottnest
Online access to live discounted pricing on The Good Guys’ full range.
Save up to $15 on Rottnest ferry tickets with WestClub.
Western Teacher
February 2022
31
Classifieds
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 seachange 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
Albany (Free holiday accommodation)
We operate a small guest house in central Albany, overlooking Princess Royal Harbour. Free accommodation available for four weeks in May and August while the guest house is closed. Wifi, kitchen, laundry and parking available. Proof of good character, and past or present employment essential. pkcrogerson@bigpond.com
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
Balingup surrounds
Farm accommodation surrounded by nature and wildlife. Located near Balingup, Nannup and Busselton. Pick your own avocados. Main house (three bedrooms, $300/night) or Quarters (one bedroom, $150/night). info@avodale.com
Cowaramup (Margaret River Region) Private B&B within newly built home. Parkland setting. Private queen bedroom, bathroom and breakfast room. Private entry and dedicated parking. 10 mins to Margaret River, Gracetown, central to wineries/breweries and beaches. $120 per night per couple including breakfast. Lee: 0412 902 932
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 | 9448 5527 a_r_moore@bigpond.com
Dwellingup
Après Huit and Dwell Cottage provide luxury self-contained accommodation set in beautifully landscaped gardens. Can be rented separately or together. Après Huit: 2x2, main house. Dwell Cottage: 1x1, furnished in a French theme. Robert: 0419 954 079 dwellcottage.com.au
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
Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members. 32
Western Teacher February 2022
Classifieds
Classifieds 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
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
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
Learn to social dance
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
Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 2 2022 starts 2 May. Stan: 9330 6737 | stan@stansdancing.com
Retirement coach
MAWA
Marriage celebrant
First aid training for students
Marriage celebrant
Belly Rubs Boarding Kennels
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 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 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
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 St John Ambulance WA offers free first aid training to all school aged students, ranging from Triple 000 Hero for kindergarten students to Road Trauma First Aid for secondary school students. Courses are curriculum mapped. 9334 1259 | youth@stjohnambulance.com.au Personalised approach to boarding your canine companion. $25 per dog – mention you’re a teacher to receive a 10 per cent discount. Located in Southern River. Elisa: 0417 620 766 | FB: @bellyrubsboarding
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
Western Teacher February 2022
33
Noticeboard
Noticeboard Hetty Verolme
Retired Teachers’ Association RTA members are advised that the Annual General Meeting scheduled for Wednesday 23 March 2022 has been put on hold. The State School Teachers’ Union of WA has cancelled all non-essential meetings due to COVID-19. The Omicron outbreak is expected to peak late March or early April.
The RTA choir and literature group will also not be meeting until further notice. The RTA AGM will be rescheduled at a later date.
Harmony Week 2022
Harmony Week runs 15-21 March 2022 and is the state’s weeklong celebration and recognition of our cultural, religious, linguistic and ethnic diversity. A Harmony Week kit is available to give ideas on celebrations for communities, businesses, government organisations, schools and individuals. Web-based educational resources are also available to enable school students and their teachers to do practical classroom activities that explore and raise awareness of issues related to multiculturalism, human rights, racism and discrimination. To access visit harmony.gov.au and bit.ly/2ObzYwq
Items for June 2022 State Council must be received by 5pm Friday 8 April. The event will be held on 10-11 June 2022 at the SSTUWA.
Seen around the SSTUWA
Level 3 Classroom Teachers’ Association: 2022 meeting dates
January Western Teacher
Saturdays, 9.30am at the SSTUWA premises Term 1
Term 2
Term 3
Term 4
26 March
18 June
10 Sept
26 Nov
Our apologies to member Jonelle Rafols for the typo in her name. This has been amended in the digital version.
Venue subject to change. Visit www.l3cta.org.au for venue information and to confirm attendance, or email contact@l3cta.org.au
SSTUWA committee meeting dates: Early Childhood Educators’ TAFE Committee Committee 1 March 26 May
16 August 3 November
New Educator Committee Time: 4.30pm 15 March 14 June
34
6 September 22 November
Western Teacher February 2022
Hetty Verolme has spent the past 18 years visiting schools and colleges to educate students on her experience as a Holocaust survivor. Her story and work was profiled in December 2021’s issue of Western Teacher. Schools wanting to contact Hetty can do so on: (08) 9271 6987 or via email at salan@it.net.au The documentary, produced by a former union member, is available to view for free on Youtube: bit.ly/3HauGaz
State Council Conference
Time: 4pm
Email to editor@sstuwa.org.au
Venue: SSTUWA office | Contact: (08) 9210 6000 or contact@sstuwa.org.au Teleconference facilities are available
International Committee
LGBTIQ Committee
Time: 5pm
Time: 4.30pm
Time: 4pm
2022 dates TBC
2022 dates TBC
2022 dates TBC
Women’s Committee
ATSIE Committee
Time: 3.45pm
Time: 4pm
2022 dates TBC
2022 dates TBC
Transition to Retirement Specialists Financial solutions and advice to help you transition
continue into 2022 & beyond! Please see tipsfs.com.au
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