November 2022 Western Teacher and Candidate Statements

State Council report

In this edition

Correspondence:

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

Member Assist: Ph: 9210 6060 memberassist@sstuwa.org.au Print post publication 100004470 | $4.95 ABN: 544 780 946 35

Authorised by Mary Franklyn, General Secretary, The State School Teachers’ Union of W.A. (Inc.) 1 West Street, West Perth WA. Printed by Vanguard Press, 26 John Street, Northbridge WA. November 2022.

Cover: Delegates and new educator guests gathered on 11-12 November for the biannual State Council Conference. Read more on page 9.

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

Connect with us: @sstuwa

Features

State Council rounds out big year 9

When well-being, workload and work-life balance is the focus 10 Draft teacher workforce action plan released 12

Alkimos College: WHS, HSRs and SSTUWA 14

Becoming a Level 3 Classroom Teacher 16 Review says Australian schools fall short on quality and equity 18

Indigenous ways of teaching could be beneficial for all children 22 The unheard impact: technology and the teaching profession 24

Regulars

From

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

Layers of turmoil offer challenges

By Pat Byrne President

The following is an excerpt of the President’s Address to State Council Conference.

Welcome to State Council Conference

We are at the end of yet another year which brought far more turmoil than we could have ever expected. We thought that we’d seen the worst of COVID-19 in 2020 and 2021 and that we were pretty well prepared - vaccinations mostly done – for the beginning of the year.

That bubble burst in Week 1 of Term 1.

The turmoil hasn’t been confined to COVID-19 or to Australia. We look around and see democracy in a fragile state in many parts of the world. This week’s mid-term US elections saw several candidates saying openly, even before polling day that they would refuse to accept a result which didn’t go their way; statements based not on legitimate concerns about a faulty voting system but on a simple refusal to respect the outcome of a democratic process.

In Italy we saw the election of a government openly aligned to Mussolini – running with almost identical slogans; in France, Marine Le Pen’s party of the hard right secured 89 seats in parliament; the UK is a laughing stock; and the Philippines has returned to the Marcos family.

In all of this, the outcome in Brazil gives us hope, particularly for the rainforest which has been subject to unprecedented levels of destruction over the last five years and also for the saving of public education in Brazil, which has been undergoing an administrative and

pedagogical transition from public management to that of the armed forces. This has been encouraged by linking funding to the establishment of 180 civilian-military schools in every state of the Brazilian federation – a goal which was to have been achieved by 2023.

While in Australia we haven’t seen anything quite as extreme, the political environment is shifting as the hard right becomes bolder. The Robodebt Royal Commission is showing us every day the willingness of the previous government to ignore legal and agency advice and plough ahead in the expectation that people will put up with it.

The past nine years, it is fair to say, have provided some challenges, coinciding as they have with the presence of a federal government contemptuous of public education at best and at worst, openly hostile to its very existence.

The Abbott, Turnbull and Morrison governments demonstrated this hostility through their shameful, inequitable funding policy, through openly partisan efforts to repeatedly disrupt and slant the curriculum to reflect their own political bias and through repeated attacks on the calibre of public school teachers.

The demonstrations of obscene levels of wealth have become progressively worse over the last decade. In the last five years in NSW alone, building programs for private schools have cost $1.5 billion. Cranbrook School recently announced a five-storey upgrade costing $125 million.

No longer content with a mere water polo pool, this upgrade is touted as finally

overcoming the educational disadvantage of having only a “25 metre pool that wasn’t very good for water polo”. The swimming pool there looks like it belongs in the Australian Institute of Sport!

In the space of a few months two members of the LNP cabinet, both of whom were occupying the position of federal education minister at the time, publicly undermined public education in Australia.

In March of this year, Stuart Robert, while filling in for Alan Tudge, labelled 10 percent of public school teachers as duds and actually said that private schools would not have them even “for a second”. His ill-informed speech yet again focused on portraying teachers as the problem, giving government license to reassert control over teachers’ work through greater accountability measures which, in turn, further reduce teacher professionalism.

These comments followed those of Alan Tudge, whose interference in the review of the Australian Curriculum this time last year extended to comments about the then draft national curriculum. According to him, it presented a negative, miserable view of Australia.

He said, “We should expect our young people leaving school to have an understanding of our liberal democracy and how it is that we are one of the wealthiest, most free, most tolerant and most egalitarian countries, which millions have immigrated to. If they don’t learn this, they won’t defend it as previous generations did”.

Politicising teachers and their work in this way influences who comes into the teaching profession – why would high achieving students aspire to teaching as a profession when it is publicly denigrated by the very people who should be our champions and consistently put down by major media outlets over decades?

A study by Associate Professor Nicole Mockler, at the University of Sydney, of media coverage of teachers and the teaching profession in Australia over the last 25 years found it to be overwhelmingly negative.

Assoc. Prof Mockler looked at more than 65,000 articles in the print media and came up with three key findings:

• The articles charted the rise of notions of teacher quality from 2006 – the Rudd-Gillard education revolution –to 2019 – the onset of COVID-19 saw a change in focus. Over that period of time the focus on quality was far more on teachers themselves rather than on teaching approaches, schools, systems, etc.

• Blame was effectively placed on individuals – no system responsibility.

• Media consistently talks about teaching as simple and common sense, implying that all decisions made by teachers are either right or wrong. “Teachers should” is a widely used phrase. No understanding of the

number of decisions made by teachers every day (about 1,500) and the range of complexity of those decisions.

• Media stories were disproportionally negative; good news stories easily outnumbered by negative ones about how teachers, individually and collectively, don’t measure up. Add to that the fact that much of the criticism over a long period of time has come from the top – ministers of education – Brendan Nelson, Julie Bishop, Christopher Pyne, Simon Birmingham, the very people charged with supporting the profession instead engaging in teacher bashing. While the research didn’t say so, in my view it’s not a big step to link the change in parent attitudes towards teachers and principals to that sort of public disparagement.

The West Australian reported a few weeks ago the extent of the teacher shortage in WA – 175 secondary school vacancies in September; three times the number for last year and the highest number since 2006.

Primary schools had 141 vacancies compared with 19 this time last year. Vacancies for school principals were 126 in September, compared with 11 last year at the same time. Principal vacancies have been mostly single digit figures since 2006.

We have reports of student teachers in their second and third years of initial teacher education (ITE) filling in in schools – especially regional schools.

Everyone in this room knows the consequences of these statistics; the stress being experienced by those whose job it is to get someone in front of a class; those who have to repeatedly pick up classes because there are no teachers; everyone who has to deal with disengaged students who are getting increasingly difficult because of constant changes to their routines.

Teachers also know this is not a temporary situation with an easy fix. Consider this quote from a member in response to a recent SSTUWA survey regarding teacher relief:

“We are unable to fill permanent job roles and the load is simply being shared amongst staff as internal relief. Specialist teachers are leaving without replacements, allowing whole programs to end in this country town.”

Or, indeed, this one:

“The teacher shortage (and subsequent flow on of workload) has simply reduced the passion for teaching for myself and many colleagues like myself with decades of service. Burn out has increased at an unprecedented level in an attempt at maintaining the system we once had.”

Continued at sstuwa.org.au/SCaddress Read

Executive Members

Further needed to boost country teaching

By Matt Jarman Senior Vice President

During the 2021 EBA the SSTUWA won the claim to review part of the Country Teaching Program, an incentives package to assist with the attraction and retention of teachers, school leaders and school psychologists to country schools.

This work is about to progress and has now received unexpected stimulation following the recent announcement from Education Minister Sue Ellery to staff some country schools with a one year only additional incentive; in fact, just 48 schools.

Whilst any measure to incentivise working and living in country schools should be welcomed, here are some of the obvious concerns arising from this recent announcement:

• Equity within the same town is impacted. Primary teachers working in Kalgoorlie, Port Hedland and Broome will not receive the same financial incentives as their secondary colleagues. There are no primary schools on the list.

• This is the second time in as many months the state government has built financial inequity into pay packets. (The first was the introduction of the $104,000 threshold impacting higher salary grades.)

• There are more than 50 district high schools in the state, they have all suffered with staffing attraction and retention challenges over the last few years as the staffing shortage

has come into effect. Most have been ignored from this package.

• Housing issues are not addressed and prevalent in most of these locations. A reduced supply of Government Regional Officer Housing (GROH) across the state now exists, security for members and their property remains a big concern in many areas, and the stories of poor maintenance and support continue. Whilst the state budget has committed funds to GROH, there appears to be little impact and no evidence of improvement at the time of writing.

• There is a rental crisis in the metropolitan area. The announcement is in part hoping Perth-based teachers in rental accommodation will leave their jobs and their homes and then try to find something in 12 months when they return. Teachers who are currently buying their own homes in Perth may have tax implications if they choose to rent it out, or if they chose not to rent it out, they will have both a mortgage and rent to pay. Either option diminishes financial incentive.

• If a teacher is currently Perth-based and thinking of leaving to take up this offer the right of return may not exist; it is left to a principal to make that decision which could create an unwanted and difficult position in midNovember for their own school.

The total cost of this package is $12.4 million, although there is no guaranteed long-term return to country-based members nor the communities they commit their lives to.

If the government wishes to address the staffing crisis and the inequities our country teachers and students face, a review of all schools with an appropriate budget is needed and this must be built into the agreement so that the issues are genuinely addressed.

The staffing crisis in our schools is global and may well be worse elsewhere across Australia, but this is just a comparative reference, of little value to our own situation.

Our focus must be on what we are doing for our staff and their country communities. To suggest it is worse elsewhere is just a diversion to minimise our own set of problems. We have known of the building staffing crisis facing our country and metropolitan public schools for a number of years.

The public education review the SSTUWA Executive has commissioned aims to articulate systemic issues government has allowed to build over successive years.

Hopefully this package indicates the state government is aware and now willing to do something to address the needs of the big issues facing the bush, such as staff attraction and retention, housing, workload and equity for students.

State Council rounds out big year

November State Council Conference has capped off a year of intense union activity which has included the launch of an independent review into public education in WA, the registering of two General Agreements and the start of the process for a next Log of Claims.

The conference, which also serves as the SSTUWA’s highest decision-making body, was held once again at the Hyatt Hotel in the city to accommodate another large cohort of delegates.

Over two days delegates discussed and voted on motions relating to union activities, while receiving professional development and hearing from keynote speaker AEU Federal President Correna Haythorpe and the panel comprising the SSTUWA’s public education review.

Ms Haythorpe said the election of a new federal government brought hope for public education but campaign objectives, such as full funding for public schools, were far from being achieved.

“While we have a commitment from Labor to the ‘promise of a pathway’ to ensure this funding is restored, what we don’t have yet is a detailed timelime for that funding to be restored,” she said.

“Negotiations between the federal government and the state and territories governments on a new five-year public funding school agreement are due to begin at the end of this year and will take place across next year.

“The next 12 months are going to be critical; we have to really keep the campaign alive.”

SSTUWA President Pat Byrne said the union’s review into public education was a big opportunity for the WA community, including educators, to have its say on the state of public education for the past decade.

“This will be a review tasked with delivering workable solutions,” she said.

“The public system educates two-thirds of children across Australia and those children deserve the very best from our elected leaders – a strong, viable and quality system.

“There is a very strong sense of that mission having faltered in recent years, that the voice of teachers and principals has been lost with the imposition of business and market models of education.

“It’s really important that union members have a very strong say in this review.”

November State Council Conference was the last to be presided over by union

president Pat Byrne, who will step down from the position at the end of this year.

Ms Byrne has been the SSTUWA president since 2014 in this stint – her second as the union president. She also served in the role from 2000-2003.

Delegates showed their appreciation of Pat’s commitment to unionism and the SSTUWA with a special celebratory toast and tribute from Ms Haythorpe.

“Pat has been an outstanding leader for public education, a dedicated and committed fighter, someone who has done this with a very calm dignity,” she said.

At time of press an election for the new SSTUWA president, senior officers and Executive Committee was underway.

Also at State Council Conference, South Kalgoorlie Primary School teacher Amanda Sambo was named as the 2022 recipient of the SSTUWA Reconciliation in Action award.

Panel gets review process underway

Delegates to November State Council Conference were introduced to the panel members of the SSTUWA review into public education and had an opportunity to engage with them via a consultation workshop on opening day.

The panel also met with the SSTUWA school leaders reference group prior to State Council Conference for a productive time of discussion and fact gathering.

The review panel comprises of chair Dr Carmen Lawrence, Curtin University’s Dr Scott Fitzgerald, former Commissioner for Children and Young People Colin Pettit and former Perth Modern Senior High School principal Robyn White. Pamela Pollard, retired primary principal, is the panel’s executive officer.

“The single most important thing that we can do in a democracy is to have a

well-educated population, and we can only achieve that if the people who are delivering that education enjoy their work,” Dr Lawrence said.

A timeframe has been set for the consultation period for the review. For full details and to make a submission, visit sstuwa.org.au/review22

When well-being, workload and work-life balance is the focus

By Sharmila Nagar Vice President

Close to 80 early childhood educators (ECE) attended this year’s SSTUWA ECE Conference, aptly titled Well-being, Workload and Work-Life Balance.

With the current teacher shortage crisis on the forefront of people’s minds, an increase in burnout and the ongoing impact of funding constraints being felt for many years, this theme couldn’t have come at a more relevant time.

In a recent Organisation for Economic Co-operation and Development (OECD) report on early childhood education and care (ECEC) workforce development: A foundation for process quality, a number of the key points made for working conditions for early childhood educators included:

• To “consider both extremes in terms of work hours: excessive hours that can compromise attention to process quality and limited and inconsistent hours that can compromise ECEC staff members’ sense of job security or ability to attend to all relevant activities”.

• To have set time for “professional development; time to plan for activities with children; time for communication with other staff members and parents; and time for cleaning and preparation of the physical environment (the importance of which is highlighted by the COVID-19 pandemic)”.

So, for our early childhood educators in particular, the conference meant spending

a day with experts on how to find some sort of work-life balance, managing their workloads, while taking care of their own personal needs.

The keynote address was delivered by Peta Slocombe, a practicing psychologist with over 25 years of experience across clinical, organisational and consulting settings.

Peta’s passion lies in changing the way we think about and manage wellness at work. She was creator of Australia’s Biggest Mental Health Check-in and co-founder of the One Million Lives initiative.

In her address, Peta talked about how our biology, the personality variables most common to the profession and the complexities of the last few years, have significantly impacted on teachers’ mental health and well-being.

She highlighted how we all think we should live to our fullest potential at all times, but that we are not designed for that. Her key tip for high performance was about being present when necessary, thus our deliberate attention would be given to the task.

Peta stressed how multi-tasking is not something which we should do or strive to do. Also, downtime was not to be seen as being lazy, but rather a way to be refreshed and ready for the tasks ahead.

Her top practical tips to support each other, return balance to life and to stay well were informative and well received.

Kylie Bice (pictured above) was the featured speaker for the conference. Her topic: Their chaos my calm, focused on how to stay well and professional when the behaviour around us was challenging.

She gave relevant ECE examples and ways to look at individual triggers, symptoms or changes experienced when stressed, as well as the factors in managing behaviour at different levels within a school.

Kylie provided all early childhood educators with a handy booklet, which included methods for restoring balance and how to manage stress and prevent burnout.

The afternoon workshops were delivered by Vanessa Herbert and Ian Crosby (pictured bottom right). They focused on getting the balance right with assertiveness, mindfulness and resilience. Both workshops provided useful strategies for our early childhood educators to use. We also delivered a workshop on member rights and entitlements and understanding the new agreement.

The day ended with a lot of energy and excitement as David Koutsoukis was back by popular demand.

His topic: Why you click with some people and others drive you crazy engaged the members with music, movement and information around how individual personality traits can influence behaviour and outcome.

In true David style, the session ended with a song.

I would like to thank the SSTUWA Education and Training Centre Team for the conference’s success.

At the day’s conclusion the early childhood educators who I spoke to all enjoyed their day and got a lot out of it.

However, I couldn’t help but reflect on the conversations I had heard earlier about how overworked and tired they were.

It is a reminder that we need to keep fighting on workload reduction though our bargaining processes.

We need to end the equity issues around funding to allow our public schools to function in spaces that are well considered, thus reducing the burden placed on our educators.

Finally, we need to regain the value of the profession by raising its status.

Without passionate educators from ECE to TAFE, we know our future generations will be severely impacted.

Draft teacher workforce action plan released

The Australian Education Union will consult with members across the country on the recommendations of the draft National Teacher Workforce Action Plan, released earlier this month.

AEU Deputy Federal President Meredith Peace said it was the first time a plan about teachers and their profession had gone to broad consultation for teachers to contribute to.

She described it as an important initial step towards addressing the teacher shortage crisis currently impacting Australian public schools.

“However, a draft National Plan alone will not fix the shortages being experienced in public schools across the nation,” Ms Peace said.

“AEU members have been reporting high levels of stress and burnout arising from low levels of professional recognition and respect, poor pay and conditions, unsustainably high workloads and inequitable funding for many, many years.

“The shortages we are seeing across the country are a direct result of 10 years of neglect of public education by the previous federal government and their failure to recognise these concerns.”

Ultimately, this has made it harder for public school teachers, principals and education support staff to deliver the teaching and learning programs our students rely on to reach their full potential.

“We welcome the recognition of these issues by Federal Education Minister Jason Clare and the allocation of Commonwealth funding to address the workforce crisis, including for bursaries to attract new students and mid-career professionals to undertake initial teacher education,” Ms Peace said.

“We also welcome federal government funding to pilot new approaches to reduce teacher workloads.

“We are also pleased to see the draft National Plan propose new measures for early career mentoring, additional Commonwealth supported university places in education and to include a teacher workload impact assessment as part of the next round of school funding agreements.

“Teachers, principals and education support staff are the heart of our public education system. Without them, there is no public education. But when they are supported and funded appropriately, it is students who benefit the most.

“All governments must now make strong investments in measures to attract new teachers to the profession, encourage teachers who are no longer working in schools to return and retain teachers currently in the classroom.

“We must also see a pathway to full funding for public schools from the Commonwealth and state and territory governments.”

Ms Peace also cautioned against short term fixes that would undermine quality in initial teacher education.

“The teaching profession has fought long and hard to create comprehensive

and rigorous teaching qualifications and standards and defended this against short-term fixes and short cuts that undermine quality in those qualifications,” she said.

“These measures must not be rolled back.”

The AEU expects its members will now have the opportunity to engage with the draft National Teacher Workforce Action Plan and be consulted on the recommendations.

Get to know your WCO

By Janette Bedwell Women’s contact officer

I bring passion and a lifetime of experience to the women’s contact officer (WCO) role within the SSTUWA.

My educational qualifications are varied, having studied at Murdoch University obtaining a degree in politics and international studies as a mature student.

I also studied online at Charles Stuart University to gain my graduate diploma in adult and vocational education. But my initial qualifications were in registered nursing in the days of hospital-based training.

This path led me to teach in the TAFE system, and I’ve been lecturing in the Diploma of Nursing course since 2009.

I really enjoyed the privilege of teaching students who wished to pursue their desire to hold a qualification in the important field of health.

I delighted in watching students blossom as their passion for their career led them to being more successful academically than they might have been in the secondary school system.

I began as a branch representative in 2017, serving on the SSTUWA TAFE Committee, and have been involved with three rounds of EBA negotiations.

Since beginning this important WCO position in January, I have become aware of the increase in violence in our educational facilities and how being a parent is often viewed as an encumbrance to returning to a position post parental leave.

I have endeavoured to increase members’ knowledge around both Agreements (Schools and TAFE), along with legislation, equal employment opportunities and the new work health and safety laws that empower women to remain in their chosen profession.

I am learning about the challenges our teachers face in all educational arenas. Many of the industrial challenges are greatest for women who are often juggling multiple caring roles, as well as their paid employment.

My aim is to make this juggling less onerous by highlighting how industrial knowledge, via familiarisation with the Agreements and legislation, can empower

our members to achieve working conditions that fit with their demands and lifestyle whilst still upholding their working requirements.

I had a great time with many members (seen below) at our Women’s Conference on 13 October and encourage all members to become more active in their union. A great place to start is by getting to know your Agreement and attending Know Your Rights training.

Find the schools and TAFE Agreements, and more information on Know Your Rights training, at sstuwa.org.au

Alkimos College: WHS, HSRs and SSTUWA

By Hazel Doran

In a desire to bolster Alkimos College’s work health and safety (WHS) systems, the college recently held an election to appoint health and safety representatives (HSRs) for all staff throughout the school.

This seemingly commonplace process was, in fact, the first of its kind, due to new provisions and improved structures within WA’s WHS legislation that empower workers to decide how the HSR election takes place and how much union involvement they would like.

Active union involvement is encouraged, with union organisers allowed in the room during meetings with the person conducting a business or undertaking (PCBU).

Alkimos College was the first Department of Education (DoE) school to have active involvement of the SSTUWA WHS organiser throughout every stage. Here’s how it happened:

Stage one: initiation

The SSTUWA representative for Alkimos Sarah Dinan got the ball rolling,

contacting the union for guidance on how to begin the HSR election process.

SSTUWA’s WHS organiser provided Ms Dinan with information on what was required by the school, to be shared with the school’s principal, Nancy McNally.

The school then made a request to the DoE to begin negotiations over work groups. Once this request is made, as per the prescribed process outlined in the WHS Act, the DoE must begin negotiations within 14 days (if reasonably practicable to do so).

A work group generally consists of workers who perform similar roles within the workplace, with similar health and safety concerns, to be represented by one or more HSRs.

Stage two: negotiations

At Alkimos College, a meeting was held with SSTUWA and United Workers Union (UWU) WHS organisers, union worksite representatives and the school’s principal to negotiate the number and types of work groups within the school and how many HSRs each group would require.

Three separate work groups were identified during this meeting. They were:

• Teaching and administrative staff covered by the School Education Act 1999 (the Act).

• Non-teaching staff.

• After-hours workers.

It was decided that one HSR would be required for the staff covered by the Act, one for the after-hours work group and two HSRs required for the non-teaching staff group.

UWU facilitated separate elections for the non-teaching and after-hours work groups, while it was agreed that the SSTUWA organiser would conduct the election process for the teaching work group.

This was made possible by the new features of the HSR process, wherein workers may decide, via majority rule, how the election takes place and seek relevant union direction and supervision.

Once work group negotiations have finished and relevant groups determined the PCBU (in this case, the DoE) must notify all workers on the worksite of the outcome of such negotiations.

Stage three: nominations

As Alkimos College had requested the union oversee the HSR election process, the SSTUWA WHS organiser sent out a request for nominations via email. Within five days, three members of the teaching work group put themselves forward for the position.

This healthy competition encouraged candidates to take a more engaged role in the election and consider the roles and duties of an HSR in depth.

To be eligible for the position of HSR of a work group, a worker must:

• Be a member of that work group.

• Not be disqualified from being an HSR under section 65 of the WHS Act.

If the number of HSR candidates equals the number of vacancies in the work group, the election of an HSR does not need to be held and each candidate is taken to have been elected as an HSR for the work group.

Stage four: elections

Once the nomination period closed, the SSTUWA WHS organiser contacted all staff within the teaching work group, detailing the three HSR nominees and calling for staff to vote on their preferred candidate.

Voting was non-compulsory, open to all members in the work group and took place over a full calendar week. As per WA’s new WHS legislation, the nominee with the highest number of votes won the election and could accept the position of HSR. To ensure transparency, the WHS organiser liaised with the school’s principal throughout the entire voting process and had a senior officer of the SSTUWA check the votes.

For those who balk at the thought of having to set up an online ballot for an HSR election, never fear; the election callout and e-voting were conducted entirely over email – no need for complicated programs or systems.

And, while this email voting was the preferred method of the workers in the teaching group, this is by no means a prescribed process. For example, UWU ran physical ballots for the HSR elections they oversaw, on the direction of the members of those work groups.

From the initial meeting calling for nominations, to the voting period and then communications of the outcome to the work group, the HSR election at Alkimos was just over two weeks long.

Ms McNally found the process, as facilitated by the SSTUWA, to be efficient and timely, with input from the WHS organiser ensuring that Alkimos staff were clear on the steps involved and kept in the loop the entire time. “I would definitely recommend to other principals that they consider the involvement of union officials in the HSR election process – it certainly made the process a lot easier,” she commented.

Post-election

Once an HSR has been elected, duties begin immediately, though some powers cannot be enacted until they are properly trained. In the case of DoE schools, SSTUWA runs five-day education-specific training courses for HSRs.

An HSR for a work group holds office for three years unless they:

• Resign from the HSR role by giving the PCBU written notice.

• Stop being a worker in the work group.

• Are disqualified under section 65 of the WHS Act.

• Are removed from the position by a majority of the members of the work group.

For more information on educationspecific WHS training for HSRs, visit sstuwa.org.au/training

Becoming a Level 3 Classroom Teacher

By Natalie Blewitt, Growth Team coordinator

Early in the 1990s, the SSTUWA and Department of Education (DoE) began discussions around how to create a meaningful pathway for teachers who wished to remain in the classroom and not move into school leadership positions. At the time, no other state or territory had a process or position established to recognise exemplary classroom teachers in this way.

From those discussions, the Level 3 Classroom Teacher (L3CT) status was established and continues to be a sustained career path option for public school teachers, one which is enshrined in the Schools General Agreement. It is strategic in giving status and recognition to the commitment of teachers in the development of their colleagues and school communities, as well as their own ongoing professional learning.

The primary role of the L3CT is of an instructional nature, modelling high standards of teaching in the classroom and continually improving professional teaching practice. This status allows for formal recognition of your work by your peers, school and the DoE.

Application for L3CT status is open to permanent or fixed-term teachers and applicants must be employees of the DoE at the time of lodging an application. You need to meet each of the following requirements to be eligible to apply. You must:

• Be an Australian or New Zealand citizen or have a permanent residency visa.

• Have full registration with the Teacher Registration Board of Western Australia.

• Be employed by the DoE.

• Be employed for a minimum of 0.4 full-time equivalent (FTE), which is four days a fortnight.

You do not have to be a senior teacher to apply and there is no limit on the number of people who can become a L3CT.

Applying for L3CT status: Stage One

Stage One is a written portfolio of statements and evidence to show that you meet the L3CT competencies. There are five competencies, and each competency is divided into four or five indicators. Applicants need to achieve ratings of three or four for each indicator and at least one indicator must have a score of four. Each competency must have a mean average score of at least 3.2.

You can find the competencies and indicators in the L3CT assessment rubric section on Ikon.

Applying for L3CT status: Stage Two

In Stage Two, you will prepare and lead a 45-minute reflective practice session in a school context. You will also take part in the sessions of three or four other applicants. A reflective practice session includes an oral presentation and facilitated discussion.

During the reflective practice session, you need to address competencies three and four, as well as either competency one, two or five. You will need to demonstrate how you:

• Facilitate a discussion on pedagogy with your colleagues which enhances their professional knowledge and practice.

• Engage colleagues in collaborative conversations and reflection.

• Critically reflect on your own practice.

• Facilitate effective professional development strategies used with peers during the reflective practice.

Once again, you need to achieve ratings of three or four for each indicator presented and at least one indicator must have a score of four. Each presented competency must have a mean score of at least 3.2.

Timeline

It is important to remember that there is only one opportunity each year to submit a written portfolio for Stage One. The cut-off date is around mid-May, with late applications not accepted. Check the submission date each year on Ikon to ensure you have time to get your application in.

For those who successfully pass Stage One, the reflective practice sessions take place during the Term 3 school vacation. To complete Stage Two, you need to be available to attend one day of sessions during this period.

The SSTUWA Education and Training Centre (ETC) facilitate excellent professional learning for anyone who is interested in applying for L3CT status. Stage One training is offered in January of each year while Stage Two training occurs after the release of the State One results. Please contact our ETC team to find out more at training@sstuwa.org.au

The Level 3 Classroom Teacher Association also supports L3CTs and aspirants and can be contacted via email: contact@l3cta.org.au

If you are an existing L3CT, you can, and are encouraged to, become an association member.

To find out more, visit www.l3cta.org.au

If you have ever toyed with the idea of becoming a L3CT, now is a great time to commence your journey. Utilise the remainder of this year by collecting evidence to support your written competencies; start working on your

written statements and commence discussions with others who are familiar with the L3CT process and rubrics to act as critical friends.

The L3CT application process has been

designed to be robust and rigorous. Undertaking this journey is thoroughly rewarding, reflective and acknowledges the work done by the exemplary teachers in our public schools.

Teacher education expert panel welcomed

The Australian Education Union has welcomed the formation of a new Teacher Education Expert Panel, announced by Education Minister Jason Clare.

The panel will review how teaching is taught at universities.

It will make recommendations on:

• Strengthening the link between performance and funding of initial teacher education.

• Strengthening initial teacher education programs to deliver effective classroom ready graduates.

• Improving the quality of practical experience in teaching.

• Improving postgraduate initial teacher education for mid-career entrants.

“There aren’t many jobs more important than being a teacher and we don’t have enough of them,” Minister Clare said.

“One of the key issues raised at the Teacher Workforce Shortage Roundtable I convened (in August) was the need to improve initial teacher education to boost graduation rates and ensure graduating teachers are better prepared for the classroom.”

Professor Mark Scott, from the University of Sydney, will chair the panel, and will be joined by University of WA Emeritus Professor Bill Loudon; 2021 Australian Global Teacher Prize finalist Rebecca West; Australia Council of the Deans of Education president Michele Simons; 2021 School Principal of the Year Andrew Peach and Australian Education Research Organisation chief executive Dr Jenny Donovan.

AEU Deputy Federal President Meredith Peace said ensuring a secure and consistent supply of well-prepared, classroom ready teaching graduates would not only help alleviate the education workforce shortage over the medium

to long term, but it would also ensure students continued to benefit from high quality teaching programs delivered by high quality teachers.

“We welcome the federal government’s focus on strengthening and funding initial teacher education, improving practicum experiences for education students and improving postgraduate initial teacher education for mid-career entrants,” she said.

“The teaching profession has fought long and hard to create comprehensive and rigorous teacher education and defended it against short-term fixes and short cuts that undermine quality in teaching qualifications.

“We look forward to working with the Expert Panel to continue to strengthen teacher education in Australia.”

A report, including recommendations, will be provided to Minister Clare before 30 June 2023.

Level 3 Classroom Teachers 2021. Photo courtesy of Fotoworks.

Review says Australian schools fall short on quality and equity

By Jenny Gore, University of Newcastle

The Productivity Commission has just released a review of school standards in Australia. It finds we “persistently fall short” when it comes to providing a high quality and equitable education for all students.

Coming in at 253 pages, there is a lot to read. And a lot we already know.

But this report comes at a crucial time for Australian education. Outcomes are slipping, despite repeated attempts to improve them. And teacher shortages mean we need urgent measures as well as long-term changes.

Why do we have this review?

In April this year, former Treasurer Josh Frydenberg asked the Productivity Commission to review the National School Reform Agreement. This sets out nationally agreed initiatives for the next five years between the federal government, states and territories.

It is focused on three main areas: supporting students, supporting teaching and improving the data we have on schools in Australia. The next agreement is due to be signed in late 2023.

Last month, the commission released its interim findings ahead of the final report to be delivered in December, when education ministers will begin hashing out a new agreement for the next five years.

What’s in the report?

There is little in this report we have not seen before. But the interim report certainly raises many key issues.

The report found too many students are falling behind. Every year, between five and nine per cent of Australian students do not meet year-level expectations in literacy or numeracy.

Student well-being is of significant concern, with one in five young people aged 11-17 reporting high levels of psychological distress, even before the pandemic.

Despite talk about improving results for Aboriginal students and those in rural and remote areas, and students with disabilities, it says, “governments are yet to demonstrate results in improving equity”.

It calls for new strategies, developed with students, parents and communities, to support students from disadvantaged backgrounds.

We already know teacher shortages are an issue – and state and federal governments are working separately on a new workforce plan for teachers, also due in December.

Additionally, the report found teachers are overworked with “low-value tasks” and are burned out. Work-life balance and well-being were the key reasons why teachers wanted to leave the profession. What can we do?

There are no quick or easy fixes. But here are three practical solutions government can adopt now to improve the school system for teachers and students.

1. Quality teaching rounds

The commission’s report says quality teaching is key to improving student outcomes. It recommends teachers are given more time for planning and professional development.

The report also highlighted my work with colleagues on “quality teaching rounds” professional development. This approach brings teachers together to learn from each other, improve their teaching and lift student outcomes.

It is centred on three big ideas: a deep understanding of important knowledge, positive classrooms that boost learning and connecting learning to students’ lives and the wider world.

Our evidence shows this approach has positive effects on teaching quality, teacher morale and student achievement, with greater impact in disadvantaged schools.

This shows clear potential to narrow equity gaps and genuinely support teachers.

2. Support throughout teaching careers

The report acknowledges that school leadership roles are becoming more complex and demanding. It calls for the creation of a specific stream for aspiring school leaders.

This would see potential principals and other leaders (such as year-level and subject leaders) identified early in their careers and given specific support.

We also need a clear pathway from teaching degrees at university to induction in schools and ongoing development throughout teachers’ careers.

This would mean teachers and school leaders are better equipped to do their jobs – and want to stay in the profession.

3. More funding for research

The report highlights the need for more evidence about what is working and what is not. It points out that previously agreed reforms for national data systems have stalled.

More than just creating systems of data, true reform requires rigorous research into all aspects of education.

Yet education does not receive the research dollars it deserves. For example, in the most recent round of the Australian Research Council’s discovery project grants, education received less than one

per cent of approved funds – some A$2.5 million of the A$258 million allocated.

If the government wants change, investing in educational research must be part of the next agreement.

What happens now?

Education in Australia has a history of reviews, reports, plans and great intentions.

But we are constantly let down by implementation of recommendations. Partly it’s due to organisational complexity.

Not only do the federal and state governments have different responsibilities in education, but there is a gap between policy and what happens on

the ground in classrooms.

But with a new government and universal attention to the problem of teacher shortages, there is a rare opportunity now for Australian schools.

We have a chance to make changes that genuinely support teachers and lift student outcomes.

Jenny Gore is Laureate Professor of Education and Director of the Teachers and Teaching Research Centre at the University of Newcastle. This article was first published at The Conversation website and is reproduced here with permission. The opinions expressed in this article are that of the author and do not wholly or necessarily reflect any official policies or positions of the AEU or SSTUWA.

Inequitable school funding creates inequitable outcomes

The Australian Education Union (AEU) is calling for a renewed focus on increasing public school funding, following the release of the interim report of the Productivity Commission’s review of the National Schools Reform Agreement (NSRA).

“The Review finds the current NSRA has weaknesses that undermine its effectiveness in lifting student outcomes and that promoting equity in Australian schools remains a key challenge,” AEU Federal Deputy President Meredith Peace said.

“While the Review was prevented from considering funding, there can be no doubt. The current NSRA is failing to meet its goals because of the deliberate underfunding of Australia’s public schools by the previous federal government.

“Currently, every public school student in Australia is missing out on an average $1,800 in funding every year. An overwhelming majority of public schools across the country have been left without the minimum funding required

by the standard set under the Australian Education Act.

“It is no surprise that Australian students are struggling and that there are problems delivering an equitable education system when inequity was deliberately baked into the arrangements.

“We agree with the Review’s suggested focus for the next agreement, including addressing education workforce shortages, the unsustainably high workloads experienced by teachers, principals and education support staff, and student well-being support and student equity.

“However, these outcomes can only be delivered if public schools are funded to do so.”

The NSRA is the foundation for bilateral agreements between the Commonwealth and the states and territories, setting out goals for improved student outcomes and minimum funding contributions.

The Productivity Commission recently completed a review of the existing NSRA, which is due to expire at the end of 2023. Negotiations for new school funding arrangements between the states and territories and the Commonwealth are expected to commence before the end of the year.

We need to define what equity means for schools

Dr Pasi Sahlberg Southern Cross University

The Productivity Commission has released a major report on how to improve Australia’s school and university sectors. “Education is ripe for disruption,” deputy chair Alex Robson said.

The commission suggests longer school days, online classes taught by qualified teachers and streaming students into ability groups to improve Australia’s educational performance.

But while these ideas may work well for some students, they won’t necessarily work for all.

If Australia is serious about improving its education system, we need to look at improving the whole system, for all students. This means we need a clear definition of what equity means for schools.

Why we need to focus on equity

About three years ago, all state and territory governments made a commitment to promote “excellence” and “equity” in Australian education in the Alice Springs (Mparntwe) Declaration. This sets out a “vision for a world class education system” and is supposed to guide education policy-making and related education reforms in states, territories and the whole country.

The “excellence” component is easy to understand. It normally refers to the quality of measured student learning outcomes in school. But “equity” remains poorly defined and inadequately included and monitored in current education policies.

Educational equity is often described using terms such as fairness, inclusion, social justice, non-discrimination and equal opportunity. These are worthy principles but do not provide a guide for what equity means in practice, how it should be monitored and how progress should be measured.

Without a commonly shared definition of educational equity, it is impossible to make progress. It allows governments to scapegoat schools for widening achievement gaps and growing learning inequalities, while nobody else is held accountable for improving equity.

The next National School Reform Agreement

Australian states and territories are about to begin negotiations for the next National School Reform Agreement, which sets out

how to lift student outcomes and improve education systems performance from 2024.

As part of this process, the Productivity Commission’s review of the existing agreement was published in September.

This interim report (the final report is due in December) correctly states equity is one of four major policy challenges facing Australia’s school system. But when trying to explain what equity means, it does not clearly address what equity targets would look like and how they would be monitored.

The interim report claims equity is already defined in the 2008 Melbourne Declaration on Education and its successor, the Mparntwe Declaration. But there is no clear, useful definition written in any of these declarations.

Instead, the report says equity “can be thought of as recognising that some students may have different educational needs and desired outcomes”. These are hardly insightful or practical guides to education policy, let alone school improvement.

Without a definition, the next agreement will not be able to make Australian school education more equitable.

How should we define equity

Our submission to the Productivity Commission’s school agreement inquiry proposes a clear definition of educational equity.

We argue equity has two dimensions: individual and social. That is, equity should involve a minimum level educational attainment for all students, and similar education outcomes for different social groups.

An individual dimension of equity in education means that all children receive an education that enables them to fully participate in adult society in a way of their choosing.

Today in Australia and other Organisation for Economic Co-operation and Development (OECD) countries, this requires that all children should complete Year 12 or its equivalent amount of education (for example TAFE).

We are far from that goal. The Year 7/8 to Year 12 full-time apparent retention rates in 2021 were 83 per cent for all students, and 59 per cent for Aboriginal and Torres Strait Islander students. The existing schools agreement says 96 per cent of students should complete Year 12 by 2031.

A social dimension of equity in education means students from different social

groups achieve similar average outcomes, and a similar distribution range of these outcomes.

The benchmark for educational equity is the achievement and attainment of the most successful social group of students. The OECD’s PISA (international student assessment) results, our own NAPLAN data and Year 12 examination results show this benchmark is students from high socio-economic status (SES) families.

For example, the PISA 2018 results showed 15-year-old Australian students from the highest SES quartile were nearly three years ahead of students from the lowest SES quartile in reading, and four years ahead of Aboriginal and Torres Strait Islander students.

An analysis published recently by former principal and author Chris Bonnor found 60 per cent of the highest achieving students in Year 12 in NSW’s Higher School Certificate exams are concentrated in the most advantaged schools.

Equitable education would set up the expectation Indigenous, socioeconomically disadvantaged, rural and remote students achieve similar education outcomes to affluent students.

There is no reason to consider, for example, that some groups of students are innately less intelligent than their peers from well-off privileged families.

Why we need equity

Equity in education is fundamental to an egalitarian, democratic nation.

Inability to define equity in education clearly will ensure we will continue to make little or no progress in keeping the promise of equitable education for every child.

So, defining equity well is the first step towards achieving it. The existing inequities in education are also a measure of the potential to increase productivity and economic prosperity. Investing in reducing inequity promises a way to overcome the current shortage of workforce skills and prepare the nation for uncertainty.

Dr Pasi Sahlberg is an internationally renowned Finish educator and author. He is currently Professor of Education at Southern Cross University in New South Wales. This article was published at The Conversation website and is reproduced here with permission. The opinions expressed in this article are that of the author and do not necessarily reflect any official policies or positions of the SSTUWA or AEU.

of your financial future

Indigenous ways of teaching could be beneficial for all children

By Benjamin Wilson and David Spillman University of Canberra

The authors are cultural men who have undertaken learning on and through Country with Elders in NSW, Queensland and the Northern Territory. This piece is the product of their own experience and understanding and is not intended to represent the views of all Indigenous people.

As we acknowledge National Aboriginal and Torres Strait Islander Children’s Day (4 August) for another year, it’s important to recognise Indigenous knowledge as vital to all children’s education.

When old Aboriginal people, like Kakadu Man Bill Neidjie and our cultural grandfather Damu Paul Gordon, say “I am Country, Country is me”, they are not speaking metaphorically.

Our people have known for tens of thousands of years we come from the land, with our bodies composed of earth and water.

The land is our big mother or Gunni Thakun, “Mother Earth” in the Ngemba language spoken by Damu Paul. If we damage her, we damage ourselves.

Environmentalist and academic David Suzuki reminds us modern science has also held evidence to support this narrative for more than 100 years.

In The Sacred Balance: Rediscovering our Place in Nature, he points out 60-70 per cent of our body weight is made up by water.

Furthermore, every four to six weeks every one of these trillions of water molecules is replaced. The remainder of our physical being is composed of

molecules that come from the earth, through the food we consume. Essentially, we are all Country with a little stream running through us.

Country as teacher

For three years, we have been working through the Centre for Sustainable Communities (University of Canberra), to reinvigorate this Country-centric approach to education within ACT schools.

Through the Affiliated Schools program, a partnership between the ACT Education Directorate and the Faculty of Education at the University of Canberra, we have been privileged to work with 24 teachers from four schools to pilot and explore this “Country as teacher” approach in their classes.

This approach involved the students spending time on Country and focusing on sensory experiences. Preliminary findings (due to be published in late 2022) indicate early childhood and primary teachers find young children are taking to a Countrycentric education quickly.

They are able to sit, look and listen for long periods of time, and talk meaningfully with each other and their teachers about their experiences.

Focusing on sensory experiences invariably led to curiosity about insects, birds, trees, weather and seasons. This also strengthened their connection to each other and culminated in further inquiry-based learning in the classroom.

Teachers report the children are highly motivated to get back outside each day to continue their in-Country practice.

Largely, it is the students who lead this aspect of their learning, with teachers operating as facilitators or guides.

First Nations people reminded us for generations that children are born into their bodies deeply connected and curious, hungering to develop a relationship with Country.

The project concludes in December 2022, but there are plans to grow the research through more ACT schools with a broader and deeper Country as teacher research project through 2023 and beyond.

First Nations ways of learning for our young ones

For tens of thousands of years, Aboriginal children were born into knowledge systems based on Country – a Countrycentric knowledge system.

This involved learning about their connections to their respective Countries and Earth-kin (animals, plants and geographical features that shared their place) in processes facilitated by their old people.

These educational processes focused on cultural practices of looking and listening to Country to come to know, understand and care for the places they inhabited.

Palyku academic Jill Milroy and her mother, Palyku Elder Gladys Milroy refer to this knowledge system as the “right story” and believe it to be the birthright of all Aboriginal children.

They propose this story must become the birthright of all children born in Australia, as these connections to Country lie within us all.

This is not to say all children are immediately welcome to sacred Indigenous knowledge, but First Nations peoples’ ethic of caring for Country is one all children, indeed, all people, must adopt if we are to meet the looming and omnipresent ecological, social and environmental challenges of our future.

The Dreaming Path by Damu Paul Gordon and Uncle Paul Callaghan argues the more children come to know about the places they inhabit, the more they will come to love Gunni Thakun and want to care for her.

As their knowledge of connections with their Earth-kin expands and deepens, these connections become obligations.

An ongoing learning journey

Most teachers in the Country as teacher project with upper primary, secondary and college classes have reported greater difficulty in incorporating “relating with Country” practices in an already overcrowded curriculum.

Despite this, they have nevertheless reported significant shifts in students’ mood and engagement, especially with previously disengaged students. There is still significant work to be undertaken to truly “Indigenise” school curricula. However, this will require the full engagement of an entire school.

The project shows what is possible when teachers question mainstream methods and understand the value of First Nations knowledges to help improve students’ lives.

We are beginning to see what happens when people take the lessons of Bill Neidjie and our old people to heart.

What happens when we accept ourselves as Country – with a little stream running through us?

Benjamin Wilson is an Associate Professor at the University of Canberra, while David Spillman is Assistant Professor, Teacher Education at the University of Canberra. This article was first published at The Conversation website and is reproduced here with permission. The opinions expressed in this article are that of the authors and do not wholly or necessarily reflect any official policies or positions of the AEU or SSTUWA.

The unheard impact: technology and the teaching profession

By Lainie Keper, Education International

Education International (EI) recently hosted a consultation event to provide feedback into the 2023 Global Education Monitoring Report on technology and education.

EI members from across the world made it clear that technology is being woven into education in ways beyond a piece of equipment in a classroom.

It shapes curricula, pedagogy, teacher management systems and the nature of the profession itself. Technology is not only changing how we teach, but what we teach, who teaches and, as the pandemic has shown, where we teach, as schools and teachers implemented and led an almost overnight shift in the delivery of teaching and learning.

While it enables access to education during school closures, technology also creates a new context that both teachers and learners need to adapt to and navigate, with new challenges and consequences. However, the ways in which technology in education is impacting the teaching profession itself are often overlooked.

To provide a more holistic perspective on working with technology in education, the consultation centred around the working lives of teachers.

The consultation generated some lively discussion and identified three salient takeaways on the ways technology in education impacts the teaching profession.

Working conditions

The implementation of technology and the move to teleworking has had a profound

impact on the working conditions and well-being of teachers and education service personnel.

EI’s Global Report on the Status of Teachers 2021 demonstrated a concern that technological advances and policy changes are contributing to increased teacher workload and a decrease in teacher well-being. As the accessibility of the teachers has become greater, the lines between work and home have become blurred, as the right to disconnect has been challenged.

Teachers expressed how technology, which should in theory reduce the administrative load, is increasing the administrative burden in practice and

raising concerns around digital privacy rights, not only regarding students’ data, but teachers as well.

For instance, the input of teacher management systems to track teacher attendance can often lead to repercussions for the teacher, while failing to address the root causes of teacher absenteeism.

The ease of data capture, storage and surveillance in digital spaces requires robust regulation, oversight and regular auditing by teachers and their unions.

Curriculum and assessment

The curriculum and pedagogy are also transforming due to technology in

education. As digital skills become a priority, teachers are seeing a prioritising of STEM (science, technology, engineering and mathematics) subjects and a deprioritisation of those which can be more easily digitised, at the expense of breadth of learning opportunities.

Similarly, as systems switch to digital assessments, curriculum is narrowing to be shaped by the test. Teachers are also concerned over the ways in which inequity can be exacerbated when using digital tests (typing speed, familiarity with the device, navigating the testing browser, etc).

There were serious concerns raised around who owns and develops the curriculum. As teachers are placing more of their content onto digital platforms such as Google Schools, teacher ownership of the curriculum, resources and content that they developed, which can include worksheets, readings, videos, audio files and lectures, is unclear.

Once the content has been uploaded onto the platform, it becomes the employers’ (when it goes onto the platform), but then is also accessed by the tech company and mined for data.

At the same time, an increasing amount of edtech companies are moving into the curriculum development space, selling it in accompaniment to the devices.

New forms of shadow education through online courses, digitally enhanced private tutoring and even social media platforms, means schools will be increasingly dependent on digital infrastructure provided by giant technology corporations and on resources, tools and platforms provided by the edtech industry.

EI affiliates expressed concerns over the lack of information on how much money and data is being exchanged in contracts between education systems and these companies.

This raises questions about who is creating and delivering free, high-quality content being presented in schools: teachers with professional expertise and experience or tech giants?

Nothing about teachers, without teachers

Decisions around the planning, implementation, regulation and evaluating of technology includes the training, curricula, pedagogy and materials or equipment being used.

Teachers, school leaders and education service personnel must be included in these decisions.

In a 2020 EI study, Teaching with Tech, we found that 45 per cent of respondents were not at all consulted with regards to the introduction of new digital technologies, while 29 per cent were consulted on “only a few aspects”.

Unilateral top-down decision-making means that teachers have no preimplementation opportunity to raise questions or flag concern. This also holds true for monitoring and evaluation of the technology.

Union leaders shared examples of how the quick switch to online assessments, with little input from unions, led to rocky implementation.

Social dialogue is a key step forward, particularly in collective bargaining spaces, albeit in a limited capacity.

This digital transformation of, and in, education ought to be reflected in collective agreements. In the beginning of the pandemic, EI’s member organisation in Argentina, CTERA, reached an important collective agreement with the government, aimed at restructuring work in education during the lockdown and combating the work overload imposed by teleworking.

The agreement set out the first-ever defined concept of the right to disconnect,

and it required the Ministry of Education to invest in providing technological resources for distance education.

Technology is not going to disappear from schools, and many of the challenges we face with regards to edtech around equity, access and quality, existed pre-pandemic.

However, it is urgent to learn through these experiences, evaluate impact and measure positive and negative effects of the new ways of working with technology in education.

The ways we use technology should stem from deliberate choices and should not just move forward, blindly accepted as the new normal for the teaching profession with no questions asked.

A report summarising the key takeaways from this event is available at: bit.ly/3QObpAg

Lainie Keper is a Research, Policy and Advocacy Coordinator for Education International. She is a former secondary history and civics teacher. Lainie holds a joint master’s in Education Policy for Global Development (GLOBED) from the Autonomous University of Barcelona, the University of Glasgow and the University of Cyprus. The opinions expressed in this article are those of the author and do not necessarily reflect any official policies or positions of EI, the AEU or the SSTUWA. This article was first published on the EI website and has been reproduced here with permission.

New educators: Guide to Term 4

By Natalie Blewitt Growth Team coordinator

Term 4 is one of the busiest of the school year. There are so many to-do list items that need to be checked off. It is easy to get lost in the frenetic pace of the term, so planning your time is very important.

For many of you, one of the nonnegotiables this term will have been completing your reports.

If you write comments for the students you teach, remember to look back on what you wrote for Semester 1 and write them in parent-friendly language. Using wording from the judging standards may also assist. Log into the School Curriculum and Standards Authority website (scsa.wa.edu.au) to access the extranet. While you’re there, don’t forget to check out the curriculum support materials. These are being added to all the time.

There are several events that happen during this term. You may be interested in covering one or two with your students. Some of the more common ones include:

• White Ribbon Day: 18 November.

• World Children’s Day: 20 November.

• Human Rights Day: 10 December.

For those of you who teach the little ones (and the not so little ones), Christmas is also a very exciting time of the term. If you are looking for free Christmas craft and activity ideas, great resources can be found at: https://bit.ly/3lpyYlc There are also plenty of other free resources that can be found online with a simple Google search.

If you are looking to purchase some resources to see your year out, don’t forget to check out our range of member benefits, including a five to 10 per cent discount at the Teacher Superstore or 10 per cent discount (off retail prices) at Jackson’s Drawing Supplies. For more details, visit: sstuwa.org.au/benefits or tap on the benefits tab in the SSTUWA app.

While you are searching for great member benefits via the SSTUWA app, don’t forget to scroll through the other important information.

In the app, you will find all the answers to your questions, training options and Know Your Rights sheets just to name a few. Why not update your details while you are there, letting us know if anything specific requires changing?

If you have some great ideas or want to share the wonderful work you are doing with your students, get in contact with the New Educator Network via Facebook.

Scan the QR code at the bottom of this article to join this great online community. You can also email the team at neweducator@sstuwa.org.au

If you have a “Teachergram” or “TeacherTok”, please share your handle with us so others can follow and share the great work that is happening by new educators from across the state.

Seen around the SSTUWA

The SSTUWA recently recognised people who have been union members for 40 years at a ceremony at the SSTUWA building in West Perth. The ceremony is an annual fixture and mirrors similar events held for members in regional areas.

The SSTUWA would like to thank our 40-year members for their long-standing commitment to public education

and bettering work conditions in the profession.

Also recently, women members gathered at the SSTUWA for the 2022 Women’s Conference.

The theme for this year’s conference was Break the Bias: Women Empowering Women.

It was an opportunity for women educators to hear from, and connect with,

women from our union, workplaces and community. They received insights into how women empowering each other could create change.

Keynote speakers included Australian criminal and human rights lawyer and retired British Army officer, former terrorism and war crimes prosecutor and hostage survivor Rabia Siddique; and antisexual harassment and bullying speaker Becky Felstead.

40-year member: SSTUWA 40-year members with union president Pat Byrne.

Women’s Conference: Charlotte Donovan and Jess Silva.

Women’s Conference: Jeanette Williams and Sarah Jefferson.

40-year member: SSTUWA president Pat Byrne with member Juliette Page.

40-year member: Keith Herne.

Women’s Conference: Rabia Siddique.

Women’s Conference: General Secretary Mary Franklyn and Becky Felstead.

Education & Training Centre

With thanks for 2022

There were many challenges and factors in schools and TAFE colleges that made it difficult for educators to attend training events in 2022. The Education and Training Centre was delighted to provide a range of learning opportunities for approximately 1,300 participants this year. We welcomed members to the SSTUWA building for over 30 industrial training opportunities for elected delegates, two major conferences, four work health and safety courses for representatives and close to 40 face-to-face professional learning events.

Online learning event registrations skyrocketed.

Maylands Peninsula PS

There were 35 online professional learning events on offer, with approximately 300 people participating in live 60-minute, three-hour or five-hour sessions. Each online event provided SSTUWA members with an opportunity to interact and learn with teachers from all across Australia.

Kiara College

Thanks to all those members who attended training with us in 2022. We look forward to welcoming you back to the building or joining you online for some further powerful learning opportunities in 2023. We welcome any members who have not yet joined us for some learning and encourage you to visit our website regularly to see what’s on offer.

Happy holidays, Kevlynn Annandale Education and Training Centre Coordinator

“Thank you so much SSTUWA for such an amazing day. I have left feeling inspired.”

“Thank you for the opportunity to reflect, revive and re-invigorate. Always a fantastic experience.”

January 2023 Professional learning opportunities - register today!

The Education and Training Centre invites you to join us midJanuary for some powerful learning opportunities commencing Friday 13 January – Monday 23 January. Register at sstuwa.org.au/training

Friday 13 January 2023

9am - 3pm

Behaviour Education in K-6 Play is the Way® Workshop One

This active workshop gives you the opportunity to experience the Play is the Way games just as you would deliver it to your students – by doing it!

You will participate in a range of activities that address the social and emotional capabilities of self-awareness, selfmanagement, social awareness and social management. An outstanding, practical, hands-on course. Don’t miss this one.

Monday 16 January 2023

9am - 3pm

An Introduction to Restorative Practice for Years 1-10

A restorative approach is a philosophy, not a program or strategy. Restorative practice philosophy is based on a foundation of healthy relationship building. If you are looking to find out more about this and how to create a classroom based around restorative practice, then join this one-day event. You will learn how to use the framework of a restorative approach including: the questioning techniques, the principles of fair process and shame theory.

Tuesday 17 January 2023

9am - 4pm

Brain-based Strategies for Effective Teaching and Learning (K-12)

Education is enhanced when teachers have a clearer understanding of how the brain works. Join Tammy and Todd to learn some more cutting-edge brain science and how to apply it in the classroom.

This workshop will provide you with the confidence to easily adapt lessons that lead to less-stressed and betterbehaved students, based on brain-science. Allow your students’ brains to learn more successfully and improve your own and your students’ well-being.

Thursday 19 January 2023

9am - 3pm

Applying for Level 3 Classroom Teacher: Stage One (K-12)

Applications for Level 3 Classroom Teacher status are open to permanent or fixed-term teachers. Applicants must be employees of the department at the time of lodging the application. If you are in this position and thinking about applying for Level 3 in 2023, then take advantage of some expert guidance to assist you through the process. This course is designed to support participants through Stage One of the application process.

Level 3 Classroom Teacher Stage Two Course is also available through the SSTUWA and is offered in Term 3.

Friday 20 January 2023

9am - 12.30pm Writing Competitive Job Applications for Teaching Positions (K-12)

In this half-day event you will gain an understanding of the current requirements for demonstrating competitiveness when applying to specific schools via a covering letter and curriculum vitae (CV)/resume. You will explore the importance of reflecting individual school context when demonstrating skills and experience in relation to the three domains of teaching.

Monday

23 January

2023 9am

-

3pm

Understanding Behaviour through the Lens of Self-Regulation (Y1-8)

During this course you will learn how to distinguish between maladaptive and growth-promoting modes of managing stress; between misbehaviour and stressbehaviour; between laziness and processes deep inside the brain that impede learning or effort. Most importantly, you will explore what to do about it in the classroom –language and classroom strategies.

Member benefits

Accountants and Financial Advisers

Aston Accountants

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

Industry Fund Services

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

LIFE Financial Planners

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

Teacher Tax

$99 tax returns for members. sstuwa.org.au/teachertax

TIPS Financial Services

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

Banking

ME Bank

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

Mortgages, Money and Me

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

OFX Money Transfers

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

Teachers Mutual Bank

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

Cars

Allwest Fleet

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

Massive discounts on products and services for SSTUWA members

AutoBahn

Mechanical and electrical services.

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

Bayswater Mazda

Exclusive offer including $500 fuel card, 4 years free service and more. sstuwa.org.au/bayswatermazda

Bob Jane T-Marts

National fleet pricing on a range of products and services. sstuwa.org.au/bobjane

easifleet

$250 Magic Hand Carwash voucher with any easifleet procured novated lease. sstuwa.org.au/easifleet

Europcar

10% discount on vehicle hire in Australia. sstuwa.org.au/europcar

Fleet Network

Package your next car and save on tax. Bonus gift with vehicle delivery. sstuwa.org.au/fleetnetwork

Motor Market by Union Shopper

You choose the car, then we find you the lowest price. sstuwa.org.au/motormarket

tyresales.com.au 10% discount on tyres. sstuwa.org.au/tyresales

Western Motor Vehicle Consultants

We’ll find a car you’ll love. Save time and money when sourcing your next vehicle. sstuwa.org.au/westernmotors

Computers

Altronics

Build it yourself electronics centre. VIP trade discount in store and online. sstuwa.org.au/altronics

Apple on Campus

For details visit: sstuwa.org.au/apple

Dell

Save up to 5% off selected items. sstuwa.org.au/dell

HP Computers

Huge savings for members on laptops, accessories, printers and more. sstuwa.org.au/hp

PLE Computers

Save on your IT with access to the PLE Computers academic portal. sstuwa.org.au/ple

The Good Guys Commercial

Online access to live discounted pricing on The Good Guys’ range. sstuwa.org.au/thegoodguys

Educational Resources

Classroom Management

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

Effective Group Work

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

Graphic Intelligence

Possibilities for Assessment and Instruction. By Barrie Bennett. sstuwa.org.au/graphicintelligence

Instructional Intelligence

Building Instructional Expertise for the Classroom. An SSTUWA project in collaboration with Barrie Bennett. sstuwa.org.au/instructionalintelligence

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

Entertainment

Movie

tickets

Discounts on physical tickets (greater savings) and instant digital tickets. sstuwa.org.au/movietickets

Outback Splash

Featuring both water and year-round attractions. Discounted tickets for members. sstuwa.org.au/outbacksplash

Rockface

Indoor rock climbing in Balcatta. $15 all day climbing pass with harness hire. sstuwa.org.au/rockface

For

Food and Wine

Campbells

Access wholesale prices with a complimentary day pass. sstuwa.org.au/campbells

Cellar d’Or

Best value winery tour in the Margaret River Region. 10% discount for members. sstuwa.org.au/cellardor

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). sstuwa.org.au/tastebudtours

Health and Wellbeing

Goodlife Health Clubs

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

St John

First aid saves lives. Discounted first aid courses and kits for members. sstuwa.org.au/stjohn

WA Opticians

20% discount on spectacle frames and lenses. Perth and East Perth. sstuwa.org.au/waopticians

Housing

Houspect

Buy, build and invest with confidence. $50 discount on building inspections. sstuwa.org.au/houspect

Johns Building Supplies

Trade prices on paint and painters’ hardware. Builders prices on all other hardware lines. sstuwa.org.au/jbs

SkylightsWA

Specialising in skylights and roof ventilation, servicing all regions of WA. 7% discount off selected products. sstuwa.org.au/skylightswa

Insurance and Legal

ISinsured

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: sstuwa.org.au/travelinsurance

Shopping

Dot Mall

BBQs, heaters and backyard kitchens. 5% discount for members. sstuwa.org.au/dotmall

Electrical buying

Let Union Shopper find the best deal on your electrical purchases. sstuwa.org.au/electricalbuying isubscribe

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

Jackson’s

Drawing Supplies

10% discount in Jackson’s 12 shops and online. sstuwa.org.au/jacksons

Petals Flowers & Gifts

20% off flowers and gifts. World-wide delivery available. sstuwa.org.au/petals

Teacher Superstore

5-10% discount, in store and online. sstuwa.org.au/teachersuperstore

The Good Guys Commercial

Online access to live discounted pricing on The Good Guys’ full range. sstuwa.org.au/thegoodguys

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

Comfort Hotel Perth City

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

Experience Oz

Save 10% on over 3,000 experiences across Oz + NZ. sstuwa.org.au/experienceoz

Inn the Tuarts Guest Lodge

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

sstuwa.org.au/innthetuarts

Jarrah Grove Forest Retreat

Luxurious, self-contained accommodation in Margaret River. Discounted rates for members. sstuwa.org.au/jarrahgrove

Mandurah Houseboats

10% discount on houseboat holidays. sstuwa.org.au/houseboats

Rottnest ferry tickets

Save up to $15 on Rottnest ferry tickets with WestClub. sstuwa.org.au/rottnest

Classifieds

Block for sale: Jurien Bay

700sqm fully serviced, ready to build on, one block back from beach. Close to schools, town centre, marina and recreational water activities. Perfect holiday, retiree or seachange locale. $108,000 (negotiable).

Peter: 0437 377 361 | westside@tower.net.au

Block for sale: Singleton

806sqm (cleared) quiet street, easy walking distance to beach, shops, schools and ovals. $315,000 (negotiable).

Jenny: 0435 257 124

Albany (Little Grove)

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

Augusta

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

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 reversecycle air-con. Available all year except for leavers’ vacation. No pets. 0419 943 203

a_r_moore@bigpond.com

Dwellingup

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

Dwellingup

In need of a tree change? Time out to reconnect with nature? Time for a vacation in Dwellingup’s Jarrah forest, 90 minutes from Perth. Chuditch Holiday Home is perfect for couples, groups and families. It’s centrally located and sleeps up to eight people. Shani: 0402 615 235 shanivore@hotmail.com

Floreat

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

Frankland River

Escape to the country. Imagine waking up to uninterrupted views of paddocks and trees with peace, quiet and tranquility. Choose a 3 bedroom house or a cosy cabin set on picturesque 83 acres. A great place to relax and unwind. franklandriver.com.au

Jade: 0430 450 093 | Sam: 0413 160 093

Fremantle

Short term accommodation in central Fremantle. Recently refurbished with all conveniences for modern living. Townhouse has three queen-sized

bedrooms plus provision for two singles. Enjoy time in the rear garden, complete with BBQ. Secure parking for two cars, access controlled by electric gates. 9430 4458 | 0407 083 174 info@westerley.com.au

Fremantle

Staycation? Attending a function? Cosmopolitan getaway? Fremantle is the place. Cafes, restaurants and breweries. Markets, beach, art galleries, museums, theatre, events, shopping, skate park, Ferris wheel, whale watching... What more could you want? Eco-Gallery Apartment is stylish, centrally located, sleeps three and has secure parking. (08) 6323 2339 | admin@smartstaywa.com.au

Kallaroo

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

Molly: 0428 166 559 | mollysletters@gmail.com

Kalbarri

Clean, tidy, self-contained family-friendly 3x1 brick house at the top end of a quiet cul-de-sac. Sleeps 8: 2 x queen beds and 2 x bunk beds. Close to Blue Holes Beach, 15 min walk to town.

kalbarriwa.net.au | 0435 845 504

Lancelin

Large 5x2 holiday home. Everything within walking distance, close to beaches and town centre. Sleeps 14. Large wrap around verandah with outdoor seating/ eating and bbq. Heaps of parking for boats or quads. $45/night/person (min 6). Min 2 nights.

SMS: 0412 804 345

Email 50 words or fewer to editor@sstuwa.org.au along with your union membership number. Free for members.

Classifieds

Margaret River

Two bedrooms, private, comfortable, fully equipped stone cottage with fireplace, located amongst the forest opposite Boranup National Park, 17km south of Margaret River on Caves Road. Close to beaches, wineries, caves and galleries. $150 per night for two people, or provide own linen and towels for $120 per night.

Russell: 0418 933 270

Nannup

Seraphim Retreat is a pet friendly 3x1 character farm cottage, five minutes from friendly Nannup. Set in acreage, with established gardens and stunning valley views. Air conditioned and wood heater. Horse riders can bring their horses to access our arena and trails. Teacher discount: $159 weekends, $149 midweek. See website for details. seraphimretreatnannup.com SMS 0420 832 510

Safety Bay

Very clean and tidy, traditional style 3x1 duplex in Safety Bay. Fully furnished and equipped. One street from beach. Presently a minimum stay requirement (this may change). cnjn@aapt.net.au

Trigg

Self contained accommodation. Kitchen, laundry, queen sized bed plus fold out double couch in lounge. Free WiFi and Netflix. Own entrance. Find us on Facebook. Kerry: 0409 884 330 | FB: @justriggin 67justriggin@gmail.com

Yallingup

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

Kirsty: 0419 927 660

Tranquillity Counselling, Psychotherapy and Career Development

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

Retirement coach

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

Marriage celebrant

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

Marriage celebrant Heart Centered Ceremonies for couples wanting a personalised wedding. Lee will help you design your dream wedding – a memorable occasion. Mention this ad to receive a discount.

Lee: 0404 655 567 leehalligancelebrant.com.au

Marriage celebrant

Experienced professional celebrant available, all areas. Formal or informal, large or small weddings. A Beautiful Ceremony will help you design an unforgettable and uniquely personal ceremony.

Mary: 0418 906 391 maryburke40@hotmail.com

Learn to social dance

Learn jive, waltz, rumba, samba, tango and other dances for social events (ball, wedding, cruise, etc). A fun and easy course with quality instruction. Join with or without a partner. Melville (LeisureFit) Recreation Centre. Mondays 7.30-9pm. $118/8 weeks. Beginners’ course held every term. Term 1 2023 starts 13 February.

Stan: 9330 6737 | stan@stansdancing.com

First aid training for students

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

MAWA

The Mathematical Association of Western Australia offers professional learning opportunities, conferences and consultancy services to teachers and schools and networks. MAWA members receive 10 per cent discount on MAWA shop resources. For more information: mawainc.org.au 9345 0388 | eo@mawainc.org.au

Macramé

is the new yoga

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

Reading books

Our school has had a big clean up of resources and we have many reading books to donate to a school or charity in need. There are approximately 3,000 varying from class readers to novel sets. If this is of interest, email: claire.barbosa@education.wa.edu.au

Retired Teachers’ Association

We will have our annual Christmas morning tea provided by the union on Monday 28 November from 1011.30am. All past and present members are encouraged to attend. To ensure appropriate catering please ring reception at the union on 9210 6000 if attending.

There were not enough members present for a quorum at our September AGM.

Members present voted unanimously to close down the Retired Teachers’ Association of WA Inc in its current form. The SSTUWA is assisting us in this process and then the re-establishment of the RTA under the umbrella of the union, as we have been discussing for several years. Hopefully we can begin the new chapter in our lives early next year.

Wishing you a happy holiday season.

International Day for the Elimination of Violence against Women

This day falls on 25 November and is preceded by White Ribbon Day in Australia on 18 November. Violence against women and girls is one of the most pervasive and widespread human rights violations globally and the fight against it must remain steadfast. For more information on what you can do visit un.org/en/events/ endviolenceday and whiteribbon.org.au

Human Rights Day

Human Rights Day is observed every year on 10 December — the day the United Nations General Assembly adopted, in 1948, the Universal Declaration of Human Rights (UDHR). Human Rights Day is an opportunity to reaffirm the importance of human rights in re-building the world we want, the need for global solidarity, as well as our interconnectedness and shared humanity. Visit un.org/en/observances/humanrights-day for more information.

Email

Festive season office

International Day of People with a Disability

Held annually on 3 December, the day aims to increase public awareness, understanding and acceptance of people with disability, all the while celebrating their achievements and contributions. For more information visit: idpwd. com.au and idpwd.org

You’re the champions of putting others first.

So when it comes to health insurance, let Teachers Health be the champion for you.

Trusted by over 370,000 teachers, education staff and their families across Australia.

Matthew Jarman

for Branch President

I am standing for election as SSTUWA/AEU President for 2023-25. I am currently the SSTUWA Senior Vice President.

Along with Mary Franklyn, Natalie Blewitt and Sharmila Nagar and the Unity Executive Team, I am committed to lead our union in working with the broader community to take on the political and industrial fight against some of the never-before-seen challenges that are before us; many created by government itself.

Public education in Western Australia is at a critical point. In my 30 years of public education (14 years in country schools and 22 as a school leader) I have not seen the workforce nor our system in such a state. We are experiencing major workforce retention challenges in part thanks to poorly regulated workload and declining work satisfaction. Our schools and TAFE colleges are underfunded. It is time for action.

The WA government continues to underfund its resource commitment of 80% whilst budget forecasts for the next three years reveal this will continue unless challenged. With new enterprise bargaining agreements due next year, the McGowan government will continue to push an agenda of minimal conditions and pay ceilings. Whilst the Public Sector Alliance remains strong, our members have had enough of the McGowan government’s austerity measures whilst awash with surplus after surplus. The Jarman Unity Team will be a strong, uncompromising voice in future negotiations.

In TAFE, the government is demanding more and more from its lecturers. The adjustment to fees has significantly affected our TAFE members.

The Jarman Unity Team offers the right combination, with primary, secondary, TAFE and Education Support candidates in country and metropolitan areas.

For a strong voice and strong action, vote the Jarman Unity Team 1 and follow the Jarman “How to Vote” card.

Natalie Blewitt

for Branch Senior Vice President

I am standing for election as SSTUWA/AEU Senior Vice President. Working alongside Matthew Jarman, Sharmila Nagar, Mary Franklyn and the Jarman Unity Executive team, I am committed to working with and for members.

Since commencing as a classroom teacher in 1999, I have effectively held several branch positions including branch representative and District Council delegate. I have also been elected as a State Council delegate, Executive Committee member, acting Vice President and most recently, Growth Team Coordinator.

I am a strong advocate for public education and believe it is essential to protect education for the common good. I believe in the right of every child to access high quality public education, irrespective of background, circumstance, or location. But teachers are being asked to do more with less and workload is having a major impact across our schools and TAFE campuses. It is essential we continue to reduce teacher workload, ensuring we can get on with teaching and learning.

Our union is only as strong as its members and across the various roles I have undertaken, I have ensured that members industrial and professional rights are my key priority. My knowledge and understanding of issues is extensive and I am passionate about many aspects of our profession, including the development of and support for beginning teachers and Level 3 Classroom Teachers.

Our teachers and school leaders deserve better and to attract and retain high quality teachers, I will continue to stand in solidarity with the Public Sector Alliance. Working together, calling for a return to negotiating percentage rate wage increases, we can turn things around.

The Jarman Unity Team offers a combination of experience and new ideas, with primary, secondary, TAFE and Education Support candidates in country and metropolitan areas. We are a strong voice and will deliver strong action.

Matthew Jarman is the only nominee for this position.

Natalie Blewitt is the only nominee for this position.

Sharmila Nagar

for Branch Vice President

I am standing for election as SSTUWA/AEU Vice President as part of the Jarman Unity Team. I am the current Vice President. I have also held positions on the SSTUWA Executive (2019-2021), branch union representative, women’s contact officer, State Council delegate, a member of the union’s Women’s Committee and was a union member in the UK.

With over twenty years’ experience in public education, equity in our public schools has always been one of my key priorities. The state of public education is in crisis, with excessive workload, teacher shortages and constraints of funding being at the forefront. As your Vice President, I will continue to advocate for fair funding, a return to proper salary bargaining, a reduction of workload in our schools and TAFEs, safety in our educational settings and continue to work on the housing issues in our regional schools.

Over the past year, I have held and supported several portfolios, including LGBTIQ+, Early Childhood Education, Education for Sustainability (Climate action), Education and Women’s Committee. With the world around us changing, I will use my position as a conduit to combat some of the challenges faced by the climate crisis while also emphasising the need to make educational settings a safe place for our LGBTIQ+ staff and students, deal with the crises of universal funding within our ECE sector and continue to highlight the issues faced by women members.

I have always enjoyed working collaboratively with my colleagues and members of the wider educational community. This has been one of my strengths that I hope to continue doing whilst listening to our member concerns and working with them.

Finally, alongside Matthew, Natalie, Mary and the Executive team, the Jarman Unity Team is your choice to ensure our education system will support our public schools and TAFE.

Anthony Walker

for Branch Vice President

Having 20 years teaching and policy experience in both public and private systems in WA, as well as interstate, I believe I have an appreciation of the needs of education staff. I currently teach at Willetton Senior High in the HaSS Department.

Workloads, poor management, and an uncaring system has stifled education, created anxiety, and led to the social degradation of education in WA. Pressures from constant change, expectations and demands are impacting on the education professions.

Having spent 5 years as President of the IEUWA- I have significant Union experience and understand we need to both grow the Union and invigorate our membership. Put simply, we need new ideas and energy to improve the system.

Mary Franklyn

for Branch Secretary

I stand for the General Secretary position with Matt Jarman, Natalie Blewitt, Sharmila Nagar and an Executive team that is representative of our broad membership.

As your current General Secretary, I am committed to ensuring the union’s operations and service delivery to members continues to improve with high standards of governance, sustainability and environmental responsibility.

The state of schools and TAFE public education is at cross roads as we come out of the COVID 19 pandemic and into a global economic downturn. Every school/college member is confronted every day with a challenge to deliver the quality education we are committed to.

Our campaign against wages constraint will continue to be won and broken down through the 10 Union Public Sector Alliance, the next 2023/2024 Industrial Agreement campaign and our National ACTU/AEU Alliance.

Through our work in the industrial, political and professional fields we are and will continue to bargain and negotiate for action to address those factors blocking and diverting school leaders and school staff being able to get on with teaching and learning job in safe, resourced, respectful workplaces across the whole system.

The big issues for school and TAFE are matters on the table as we move into the next EBA round and State and Federal Funding campaigns: wages, work overload, staff shortages, staff wellbeing, violence and complex behaviours, system directions and support and FUNDING.

Our union has built services and support to members that now ensure high individual and collective protection and service: call centre, Journey Cover, legal protection, Legal Case Management, Teachers Health, training and professional learning and will service. Our membership is at a record level.

I seek your support for my nomination for SSTUWA General Secretary/AEUWA Branch Secretary.

Jonelle Rafols

for Branch Secretary

Jonelle-Rafols.com

Thank you for taking the time to read this. I am standing for election as the new Branch Secretary for SSTUWA (AEUWA). Today, unions are having to fight even harder for members rights and who you choose to represent you is more important than ever.

I have been a TAFE Lecturer since 2004, currently working as a language, literacy, and numeracy specialist.

My current roles with SSTUWA are:

• Branch Representative

• State Councillor

• Women’s Committee Representative

• Joint Consultative Council Representative

• SSTUWA negotiator, for the current TAFE Lecturers’ Agreement

I undertook these roles because I believe in fairness and advocating for our members rights.

I was also a part of the working teams that negotiated recent working conditions wins for TAFE members. These included paid outstanding backpay, paid overtime for women, improved permanency, and casual-contract eligibility.

If elected, the challenges I will address are:

• Consulting with all members about strategies to combat workload issues.

• Alternatives to unpaid overtime currently being forced on members.

• Advocating for fair expectations with regards to administrative duties currently expected of members.

•

Strengthening our alliance for better wages

I am happily married to my husband of 27 years and have two adult children. In my spare time, I volunteer for the Empoweraid Charity whose programs teach vulnerable women knowledge and skills, to empower themselves, their families, and their communities to achieve a life of dignity and opportunity.

Volunteering in Bangladesh, Timor Leste, and remote Western Australia.

With recent staffing shortages in the education sector, our members’ health and well-being are suffering more than ever. I believe those who currently teach, truly know what the issues on the ground in education are. I would like to be a strategic voice for members who are struggling with these ongoing challenges.

Vote Jonelle Rafols number 1 for Branch Secretary.

Bruce Banyard

for Ordinary Executive Member

I am again standing for the position as an Executive member of the SSTUWA/AEU (WA Branch) as part of the Jarman Unity Team. Our team brings a broad range of backgrounds, experience, awareness and understanding of members’ issues.

I have been a union member for 58 years and look forward to many more. During this time, I have been active at branch, conference, State Council and Executive levels. I am currently a member of the Appointment and Finance Committees. Currently I am a Head of Department – Science in a metropolitan school.

I have spent over 24 years in country schools and have developed excellent understanding of country members’ concerns.

Having spent nearly 54 years in teaching and teaching administrator positions, I have developed a vast range of experiences in most promotional positions through senior and district high schools.

Working in schools, universities, district office and TAFE, I bring a broad understanding and perspective of issues that occur in every sector of education in WA.

My integrity along with a sound understanding of a wide range of issues allows me to effectively hear and represent your views. I will continue to support, advise, and defend the conditions and salaries of members. Vote for the Jarman Unity team with proven track record.

Do not compromise your rights, support my nomination, and vote Jarman Unity Team.

Kate Bunney

for Ordinary Executive Member

I am nominating for Executive as part of the Jarman Unity Team. I am a classroom teacher at Yakamia Primary School in Albany and am a certified Tribes Trainer.

I believe that it is essential for Executive and Senior Officers to work together to actively pursue and protect members’ rights industrially and professionally and I am proud to stand beside the Unity Team yet again at a time when a strong voice and strong action is critical for the profession. The cuts to school staffing and school funds mean cuts to student programs and major workload implications for teachers. Schools will have no flexibility to adjust staffing configurations to take account of students with behavioural or learning problems.

As a country teacher, it is vital for country members views to be represented. I am a strong advocate for quality professional development, which continues to be provided by the Education and Training Centre, an initiative under the Unity Team leadership.

In supporting the Jarman Unity Team you will be supporting a team which has created a financially secure union, established Member Assist and modernised communications with E-News and website. We have also introduced initiatives in agreements such as the Graduate Allowances, Metropolitan Teaching Allowance, Behaviour Management and Discipline clauses and Senior Teacher and School Psychologists conditions.

It is vital we continue to actively work for members conditions. I will continue to oppose high stakes testing and continue to voice my opposition to publishing league tables. Support the Jarman Unity Team to represent your concerns and provide the best negotiators for your conditions and salaries.

Geoff Holt

for Ordinary Executive Member

I have been a highly active branch and district rep for over twenty years. I joined the SSTUWA Executive last year and have been leading calls for increased teacher autonomy and respect for our professionalism in how and what we teach so as to meet the needs of our students.

We are living in a climate emergency; it is vital that the form and content of education reflects this reality in line with our Paris Agreement undertakings. An obsession with pedagogical orthodoxy, business values pervading our school plans, teaching to the test and a fixation with data has led to increased workload, disenchantment, and burnout.

With the SSTUWA, I have made written submissions and face to face testimony to the WA parliament on the urgent need to introduce reform into schools to address climate change and encourage action on the environment through Education for Sustainable Development (ESD) at school and system level with commensurate staffing, resourcing, and professional development for teachers.

Our students need agency to develop skills and competencies around sustainability, caring for country, reducing inequalities, as well as addressing a myriad social and environmental challenges in diverse contexts. The SSTUWA is in the vanguard of public education, we must rid the system of unaccountable private sector interests and influences seeking to pervade it, informing our school plans, and stripping our PD budgets. We must actively resist extraneous workload impositions and restore integrity and autonomy to our members so we can focus squarely on our kids.

Under the assured leadership of Matthew Jarman and the Jarman Unity Team, we will fight for improved pay and conditions, ensure that our workplaces are safe and inclusive, and we will continue to build the capacity of our branches such that our industrial rights are strengthened and adhered to.

Thomas James

for Ordinary Executive Member

I am standing for an Executive position in the SSTUWA/AEU elections as part of the Jarman Unity team.

I am currently a State and District Council delegate for the Moore region (Wheatbelt) and have been the SSTUWA representative in Merredin for the last few years. In that time, I have supported staff with individual issues and protected hard earned rights from both a primary and secondary perspective.

As a country teacher, I understand the complexities of rural teaching and the challenges presented through limited staff appointments, GROH housing, and the one line budget. We are currently experiencing a teaching staff shortage across the country that is not only more concentrated in country areas but exacerbated by inconsistent incentives that do not address the fundamental problems. The notion that all West Australian children deserve a quality public education is somewhat hampered by the lack of qualified teachers and the old buildings that are literally falling down around them.

I am no stranger to raising my voice to be heard. With the help of the SSTUWA, I have tirelessly campaigned to ensure that CTP is still equitable across the state, leading to the promise of a review in the current EBA. I worked with the former Commissioner for Children and Young people, Colin Pettit, to ensure that country students had a platform and a voice during the peak of the COVID outbreak. I have reached out to the local member, Mia Davies MLA, for support when the Department were unwilling to remediate an asbestos dump on school grounds or repair a gym floor that sunk and become unsafe.

I will continue to raise my voice for public education as part of the Jarman Unity Team.

Marie Klein for Ordinary Executive Member

I am standing for an Executive position as part of the Jarman Unity Team. As a current Executive member and part of the Byrne Unity Team 2014-2016, I have a thorough understanding of the role and want to continue representing teachers and administrators of WA. I am also on numerous SSTUWA committees, was a founding member of the SSTUWA New Educator Network and was a District and State Council delegate and branch representative in schools across WA and Queensland. I have represented the AEUWA branch as a Federal Council delegate, and at ACTU Congress.

I have held teaching and administration positions in rural and remote schools in WA and Qld. Now as a teacher in the MidWest, I continue my passion for making sure staff and students are provided with the support they need, especially in rural and remote contexts. I have worked with people across all facets of our schools and to ascertain issues affecting them in a variety of roles and contexts. The need to maintain positive working conditions in our schools is paramount, particularly with increasing pressures on staff in schools, and the staffing shortage currently faced.

Government changes over the past decade have had a huge impact on our public education system. We need to continue to take action to stop the breakdown and under-resourcing of our public education system in WA.

As part of the Jarman Unity Team I believe we can continue to build on the successes of the past and support members of the SSTUWA. The diverse range of people and the positions they hold within our schools means we have strong representation across the board to support our members. A vote for Jarman Unity team is a vote for strong representation and working for support and strength in our public schools.

Jan Lau

for Ordinary Executive Member

I am a TAFE Lecturer at South Metro TAFE based on our Thornlie campus. My career in TAFE has spanned 28 years working for several Colleges across different locations.

I became active in working for rights at a local level from the early 2000s after joining in 1996.

My activism has grown in breadth and strength since 2005 when I really felt driven to stand up for our rights and the future of TAFE. I was fortunate to be elected to Executive in 2017 which has enabled me to bring a TAFE voice to this level in our union. In other roles I have been a TAFE Committee representative since 2005, a National TAFE delegate and a State Council delegate. I have participated in training provided by the union and have utilised the skills developed when working as an activist at branch, state and federal levels. I am a member of STERC, have participated in agreement negotiations and am a Joint Consultative Committee representative.

It is wonderful to be active now when there seems to be hope for the future of TAFE and I will continue to energetically work with our members to bring about a brighter future for individuals and the sector.

As a member of the Jarman Unity Team and as a TAFE teacher, I will focus on working to:

• Be an effective voice for public education – schools and TAFE

• Enforce agreements

• Reduce the workload that grows insidiously and unchecked

• Support members at a local and broader level

• Develop a better culture in our workplaces so that cooperation and consultation are truly valued

I ask you and fellow members to support me as a member of the Jarman Unity Team to the position of Executive member.

Geoff MacNicol

for Ordinary Executive Member

No profile received

Kathryn Mannion

for Ordinary Executive Member

I am proud to be standing for an Executive position with the Jarman Unity Team.

I have worked in metropolitan, regional, and remote schools, as a visiting/consulting teacher with SSENBE and am currently working at Meekatharra School of the Air, based in Geraldton. As a primary teacher with eighteen years’ experience in the classroom and in non-mainstream settings, the breadth of my experience in many varied contexts has allowed me to develop a deep understanding of the public education system and a greater appreciation of the many challenges and pressures that teachers face.

I have been an active union member for my entire teaching career. I have undertaken branch roles including union representative in several different schools, been a District delegate, had the honour of representing Moore at State Council, and since 2013, a member of Executive. I have actively participated in industrial actions, spoken at rallies, organised and helped to coordinate marchers and assisted in the coordination of the Moore District industrial action over several agreements.

As a district representative, state councillor, and Executive committee member I have always and will continue to represent the views of the members passionately and accurately in my branch, district and profession. As a member of the Jarman Unity Team, I will continue to work with the Executive team to vigorously pursue breaches of our Agreement, our Award, and fight for adequate support and resources for our members, as well as maintaining the continued good governance of our union.

The Unity Team has a proven record in delivering the best salaries and working conditions possible for members and will continue to deliver for public school teachers in Western Australia. I am proud to stand with the Jarman Unity Team, having a strong voice and taking strong action to improve teacher pay and conditions.

No photo received

Heather Riseberry

for Ordinary Executive Member

I am standing for an Executive position as part of the Jarman Unity Team.

I am a passionate unionist who has been a SSTUWA member for 17 years. I am currently a State Council delegate and branch representative. As a primary school teacher who has taught in the Goldfields for my whole teaching career, attraction and retention of country school teachers is one of my key interests. I have lobbied with local MPs about issues country teachers face, particularly their living conditions. I was a former member of the Country Working Party and campaigned for an inquiry into the conditions, maintenance and availability of GROH housing.

I was fortunate enough to speak during the 2021 Public Sector Alliance rally in November 2021. I stood up for all our public sector comrades who had to endure the $1000 pay cap for four years. The Give The Cap The Boot campaign was successful in lifting the $1000 pay increase cap, however there is more work to be done. The recent pay increase, while welcomed, is not bargaining in good faith. It is yet another cap placed on our hard-working teachers.

I will continue the work of the Unity Team in protecting education for the common good and work towards keeping our schools and TAFEs safe sanctuaries of learning. I want to be a part of defending and extending our collective bargaining rights, thus ensuring our rights as educators are being advocated for.

I want the teaching profession to be seen by all as a career path that everyone is proud of. Lifting the status of teaching is essential for improved student outcomes.

It is important to have a union that is strong, committed and united. A union that will build a better future for public education in Western Australia.

Lincoln Rose

for Ordinary Executive Member

I am nominating for Executive as part of the Jarman Unity Team. I have been heavily involved with the union for 20 years as a member, branch convenor, WHS rep, Campaigns Organiser, District and State Council delegate, Executive member and as a SSTUWA Senior Officer. Currently, as the union rep at Tapping Primary School, I stand up for members in a variety of issues many of us face in school like workload and safety issues.

Since doing two stints with the Department of Education in the country, I am passionate about regional issues like housing, country allowances and regional staff mobility. On Executive, I will continue to advocate for better living conditions for teachers and school leaders in our regions – from improved housing availability, lower GROH rents and improved funding for utility bills and travel.

Having held a variety of leadership positions both in schools and in the union, I understand the sometimes complex nature of relationships between teachers and the school leadership. I am 100% behind Matthew Jarman to be the next president of our proud union. As both a principal and a teacher in our public school system, he understands this need for staff to work together in a respectful, collaborative way to maintain positive working conditions set out in our General Agreement.

With my experience in schools and in the union, I look forward to continuing to be a strong advocate for you in my role on Executive. I am proud to stand with the Jarman Unity Team who have a strong and proven record of leadership and delivering gains for members. Vote for the Jarman Unity Team who will continue to pursue breaches of Agreements and Awards, building on and improving your current conditions and salaries.

Samantha Schofield

for Ordinary Executive Member

I am nominating as an Executive member for the Jarman Unity Team.

After serving as your SSTUWA Vice President since 2014, I stepped down in 2021 and returned this year to the classroom, working in a difficult to staff metropolitan high school.

During my time as Vice President, I have represented members in DOE meetings, with politicians and at state and federal parliamentary inquiries.

I am a passionate advocate in supporting and promoting public education and the role that our teachers, school leaders and TAFE lecturers play in developing the skills and knowledge of students. To do our roles, the funding, policies and procedures of DOE and state and federal governments must reflect the needs of our staff and students now and into the future.

While some movement has been gained following the savage budget cuts in 2014, we are still dealing with the compounding impact of reduced school budgets, staffing shortages, challenging student behaviours and what is undoubtedly a long lasting legacy of educational deficit following COVID disruptions. It is critical for us to have a dedicated and experienced team to continue to counter infringements on our working conditions. Members need the knowledge and swift action taken by the Unity leadership team to continue to ensure members rights and entitlements are upheld, respected and progressed.

It has been and continues to be a privilege to serve members and I am committed to having a strong voice and taking strong action on behalf of all our membership under the leadership of the Jarman Unity Team. I urge you to support the Jarman Unity Team as we tackle the teacher shortage, the complexities of our working environments and working in a post pandemic world.

Stacey Scorer

for Ordinary Executive Member

I am standing for a position as an Executive Member as part of the Jarman Unity Team to work with and on behalf of the membership.

I am a level 3 teacher at Broome Primary School in the Kimberley and have been a Curriculum Support Teacher, introducing the new Curriculum Support Materials in 2021. I am a State Councillor and branch representative. I am interested in socially and ecologically sustainable practices in the workplace and home.

Attending State Council, I have come to appreciate the mechanisms that lead to change and the democratic processes that drive our union. I am passionate about promoting active union participation and celebrating the results that are achieved through collective action. The Unity Team offers a proven track record of delivering improved conditions and negotiating for the membership.

I understand the issues faced by remote living and teaching and will vigorously represent member concerns. Current housing and retention policies fail to deliver the stability our education system needs. I will be a strong voice for the delivery of regional-based support structures and resources that consider country and remote contexts.

There are pressing issues that need action. Lack of support and resources are leading to staff shortages and workplace cultures and workloads that are untenable. Leadership positions go unfilled as job demands and community expectations are recognised as impossible to fulfil. Government wage policies fall short of adequate remuneration and it is a travesty that public schools do not receive the full SRS. The IPS experiment has failed to deliver and I want to do my part to turn the tide.

A vote for the Jarman Unity Team is a vote for strong representation and continuing professional gains. I am committed to representing you and ask you to support the Jarman Unity Team.

Anne Tumak for Ordinary

Executive Member

I am standing for an Executive position as part of the Jarman Unity Team.

TEACHING

I have been teaching HaSS for over 30 years. During this period, I have been in school leadership positions such as Head of Department and Deputy Principal.

Sharon Vertigan

for Ordinary Executive Member

I am once again standing for a position on the SSTUWA Executive committee. It has been an honour and privilege to be part of the Executive Team and I am proud to be part of a group who represents and supports all our members.

UNION

Since 1991, I have been an active union member, holding various positions such as women’s contact officer, Junior Vice President, branch union representative, State Council delegate, Executive member and SSTUWA Dispute Resolution Committee member.

CONCEPT/ETHOS

My strong professional obligation to our educational system is not just about supporting pre-service teachers but also ensuring that my professional experience is shared within the profession itself through my contribution to professional associations over many years both nationally and state wide. Giving back to the profession is an important cornerstone of my philosophy as being a mature age student joining the teaching profession wanting to make a difference in the classroom.

I support a fair and equitable workplace in our government school system for both teachers and students. I believe that we should pledge to reduce face to face contact for teachers giving them more preparation & planning time.

I have been an Executive member for several years, campaigning on many issues, particularly in early childhood. Being the representative on numerous early childhood education committees has given me the opportunity to be the union voice whilst maintaining strong action with regards to the substantial changes that have and are taking place in this sector over recent years.

I am a passionate early childhood education teacher who has been teaching kindy since 1999 and I do not see myself doing anything else. I take every opportunity to undertake professional learning in this area and do everything within my power to halt (and even reverse) the “push down” of academic curriculum into kindy and pre- primary. The push down is linked to high stakes testing which I oppose, continuing to voice my opposition to publishing league tables.

As a classroom teacher with 30+ years’ experience, including 3 years as a School Development Officer, and my experience as an Executive member of our union, I have been privileged to work with and on behalf of our members. During that time, I have been a State Council delegate, District Council delegate, branch representative, women’s representative, work health and safety representative and Equal Opportunity Officer. I have also been a member on the SSTUWA’s Country Matters Working Party, Women’s Committee, Early Childhood Education Committee, Appointments Committee and Campaign Committee.

As part of the Jarman Unity Team I believe we can continue to build on the successes of the past and support members of the SSTUWA.

Pauline Winrow

for Ordinary Executive Member

I am standing as an Executive Member for the Jarman Unity Team to share my skills and knowledge with and on behalf of members.

Having taught in rural and metropolitan schools, my extensive background in education extends from school and regional to central levels and I have been a principal for many years. I have utilised my specialist skills in Education Support across the sector as a teacher, visiting teacher and administrator. I also undertake mentoring roles and enjoy being an assessor within the L3CT program.

I am an active member of the SSTUWA School Leaders Committee, the Education Support Committee and member of State Council. Policy, Behaviour, Curriculum reform and promoting the needs of students with disabilities and HSN are key areas of interest.

I am fully aware of issues facing mainstream and special educators coping with diverse classrooms. It is now more important for teachers to have effective support and advocates who take strong action. My input into the last EBA saw several changes for those in this sector and I hope to continue to influence.

My passion for reform led to roles in several associations, networks, and union groups. I have a history of advocating for the rights of others from university as Guild President to working for federal politicians. I am a member of the Ed Support Principals Association and was a Network Principal.

My knowledge in the SEN sector brings a rounded insight to Executive for which I have been a member for over 8 years. I believe we are a progressive team who will continue to build on our strong, stable leadership.

I am committed to ensuring equity and fairness are paramount in workplaces. I believe the Jarman Unity Team will continue to provide the best support, advocacy, and conditions for our members.

Donna Bridge

for Aboriginal and Torres Strait Islander Executive Member

No profile received

No photo received

Donna Bridge is the only nominee for this position.