Public Education Voice June 2013

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40 Brisbane Ave Barton ACT 2600 • P (02) 6272 7900 • F (02) 6273 1828 •


Public Education Week Official Launch: Page 11

From the Secretary


Stop Press


Branch Secretary - May Day Rally Speech


President’s Report


2013 Branch Council Meeting Dates


New Position of Lead Organiser


Sub-Branch News


National Reconciliation Week

Public Education Awards Ceremony Dinner: Page 14

NSWTF Women’s Conference: Page 18


2013 AEU Reconciliation Awards


Update for School Assistant Members


Are you taking Leave?


AEU CPSU School Assistants Accord


Public Education Week Official Launch


Art and Performances


2013 Public Education Awards Evening


TAFE Works


NSWTF Women’s Conference


Member Profile




Life in our schools and TAFE colleges - and in your union office - is never dull. Teachers in schools probably feel like their heads are spinning with the constantly evolving landscape of teacher standards and appraisal. We have the so-called Rewards for Great Teachers (which dies in its current form when a jurisdiction signs up to Gonski), TQI Highly Accomplished and Lead Teacher Certification, Accelerated Incremental Progression (coming to you very soon), and Executive Teacher Professional Practice. All this on top of TQI registration and Working with Vulnerable People (WWVP) registration. If you’d like me to come out to your SubBranch and navigate you through this landscape, please get in touch. Anything I write on the progress of the Gonski reforms could be out of date by the time I add the fullstop. Stay tuned for email updates as we move towards the all-important signup date of 30 June. I recently addressed a rally at the ANU for the “Uni Cuts = Dumb Cuts” campaign. I called on the Federal Government to reconsider its cuts to the tertiary sector, arguing that public education of the highest quality at all levels should be a national priority. I’m pleased to report that our colleagues and students in this sector are not, despite temptation, “anti Gonski” and, like us, seriously question the link that the government has drawn between increased funding for schools and decreased funding to universities. We will stand shoulder to shoulder with our tertiary sector colleagues. We await the ACT budget to find out how many of Labor’s election promises will come to fruition. And we continue to push the ACT Government to review the Education Act, now that the process of providing in-principle approval for non-government schools appears to have morphed into a rubber stamp. When the advent of MySchool paved the way for crude league tables back in 2010, we suspected it would take several years

to undo the damage. I’m pleased to say that whilst The Canberra Times is the only newspaper in the country that still bothers with unreliable league tables, this paper’s reporting of this issue became much more nuanced in 2013. In fact, many of the AEU’s warnings have become accepted wisdom and the momentum is shifting our way. The community’s understanding that NAPLAN is far from the be-all-and-end-all is growing and indeed many parents are now exercising their right to withdraw their children from the tests if they are worried about them suffering under the “test heat” conditions. As I write, a senate inquiry into NAPLAN has been announced to examine “unintended consequences” of these supposedly diagnostic tests. A big thank you to members who continue to share their concerns about the financial element of the Empowerment trial. The AEU understands that significant problems remain with the average cost budget model and continues to ask many questions of ETD and the Minister. Probably the biggest question is “Why are we doing it?” If any evidence exists to show that moves to further devolve budgets to school level will help our students, then the proponents of this approach are asked to produce it. Significantly, on 14 May, the Coalitiondominated Senate education committee released its report on teaching and learning, saying that “ is unclear whether school autonomy ultimately improves student outcomes” and has asked the COAG Standing Council to examine this. CIT remains somewhat insulated from the carnage being wrought on the TAFE system by Liberal Premiers in the three most populous states. However, there is much work to be done in helping governments of all persuasions to fully appreciate the value of investment in TAFE. CIT members, like our School Assistants, are on the cusp of bargaining for their next EA.

After a period of flux, we now have a strong settled team in the AEU office. Sue Amundsen returns to us and has been appointed Schools Organiser until at least the end of 2015. Kate Reynolds won the other Schools Organiser position and is with us until at least the end of 2014. Mike Fitzgerald remains our TAFE Organiser. Garrett Purtill is with us as Industrial Officer until at least 2015, and Sascha Colley has won the Professional/Women’s Officer position for that period also. As of 6 May, they are all led by new Lead Organiser Chris Hodgson. Whilst not a teacher, Chris offers a very impressive skill set and a wealth of experience in building a union and leading teams of organisers. His full bio appears later in this issue. Principal members note: a key facet of Chris’s duties is his support for principal members, so please don’t hesitate to give him a call. Previous AEU Assistant to the Secretary and now consultant Peter Malone is working with Branch Executive and Council to finalise an updated set of rules and policies to satisfy new expectations around union governance emanating from the HSU debacle. As I said to Council, this work will take our Branch from “squeaky clean” to “holier than thou”. Peter’s work has been characteristically meticulous and as members you can be greatly reassured by this process. By the time you read this, I will have celebrated with more than 200 of you at our Public Education Centenary Dinner featuring a keynote address by Michael Kirby and of course the presentation of our two prestigious awards. We will have also held our Reconciliation Award ceremony at Narrabundah Early Childhood School. These are challenging and busy, but certainly very exciting times for public education.

Glenn Fowler - Branch Secretary

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 1

STOP PRESS By Glenn fowler

The AEU’s three-year School Funding/‘I give a Gonski’ campaign has finally borne fruit. The announcement on 30 May by ACT Chief Minister Katy Gallagher is an important step towards the crucial structural reform which Australia desperately needs. We continue to support the Gonski funding principles which will see investment gradually shift to the students who need it the most. Public schools continue to do the heavy lifting in educating students from disadvantaged backgrounds. We need all state leaders to sign up over coming weeks. When Gonski becomes law, we will see an end to the rot brought about by the current broken funding arrangements. We will see the breaking of the nexus created by the flawed AGSRC Index which sees government money follow the children who need it the least.

Governments which sign up will see their Education Ministers, like ACT Education Minister Joy Burch, presiding over growth education budgets into the future. We welcome the additional investment and additional resources that will flow to ACT schools over the six-year transition period. Of the $190 million in additional funding and guaranteed indexation, the majority of it (more than $100 million) will go to public schools. We now turn our attention to assisting our colleagues in thousands of public schools across the remaining six jurisdictions to secure funding reform. Thank you all for your support throughout this campaign.

BRANCH SECRETARY’S SPEECH- MAY DAY RALLY Win or lose on September 14, the Coalition is challenged to secure the future of the nation’s children, particularly the most disadvantaged and vulnerable: students with disabilities, Indigenous students, students from nonEnglish speaking background and students from low socio-economic backgrounds, all of which exist in ACT schools. The way to do this is not to cut. For the playbook on cutting, we can look to the Liberal government in Victoria - hundreds of millions ripped out of public education, TAFE singing for its supper, promises cynically broken, and teachers, principals and support staff forced into a street campaign for 2 years. Or we can look to the current leader in the neoliberal race to the bottom, Campbell Newman - a raft of cuts and closures of TAFE campuses and schools, and proposals in the pipeline that are at the extreme end of extreme. He takes advice from an academic who thinks we need to do away with public

education altogether – this would be a true “world first” for Queensland. But perhaps there is hope. Barry O’Farrell recently went from vandal to moderate. Almost 1.7 billion stripped from public education last year – now the first Gonski signatory, securing the future of NSW public schools which do the bulk of the heavy lifting and, logically, are set to gain the vast majority of additional money with guaranteed indexation to follow. Perhaps Tony Abbott and Christopher Pyne will see the light too. The signs are not good. The Coalition is incoherent and mischievous on the issue of school funding, defending the indefensible in the current broken model. The Coalition is disturbingly silent on the importance of TAFE, perhaps because the overzealous premiers are doing their dirty work. We hear of imminent cuts. Without even reading

the Gonski report, 20 mins after its release, Pyne bagged it. Gonski’s recommendations have since earned the support of unions, community groups, business groups and 90% of Australian voters. John Howard wanted public education to be no more than a “reasonable safety net” – a sort of educational Newstart perhaps. We call on Abbott and Pyne to reject this offensive notion. Public education is a foundation stone of our democracy - it is the great enabler and it must be given what it needs to set the standard for education. We call on Coalition MPS to back Gonski and to protect and enhance TAFE. We call on them to push for investment, not cuts. We ask that they represent all Australian children and families, and not merely the privileged ones. We demand that they give school communities hope and not neglect. The result of them coming to their senses is entirely predictable – greater productivity and prosperity, fewer social problems, greater social cohesion, and a fairer go all round.

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May has been a busy and exciting month for Public Education, with many reminders of why we have so much to be proud of, as a system. For example, public school art displays, choirs singing, and the announcement of the winners of the Public Education and Reconciliation Awards. On behalf of all members, I’d like to thank our AEU staff members, for the tireless work they do for us, and acknowledge exactly how extra busy they have been recently. I’d also like to welcome Chris Hodgson, to the role of Lead Organiser. We are very lucky to have him on our team. Like our colleagues in the AEU office, it seems that the life of an educator is perpetually busy. Gone are the ‘good old days’ where one term may be lighter on workload than any others, or when downtime in a classroom was even remotely acceptable.... our calendars fill up quickly with school events, camps, report writing, parent interviews and national testing. The list truly is never-ending. Terms fly by and before we know it, we’re preparing end of year celebrations. In my roles within education, I am fortunate to be able to meet with and talk to teachers and other educators across a wide range of settings, locally, and nationally, and the story is the same everywhere. Sometimes it seems there is just too much to fit into any given day, week, term or semester. So, the questions must be asked....why, and how do we do it? I believe the former is the easier part of that question to answer. We do ‘it’ because we have a strong sense of moral purpose. We believe that our students have the right to the best education we can provide: regardless of their socio-economic background, race, religion, ability or social and emotional needs. We do ‘it’ because we know that the quality of the teacher, and their absolute belief that every child can achieve success, when given the right support, is the key to the outcomes our students achieve. We do ‘it’ because we truly care. We know that as educators in the public education system, we

carry the hopes and dreams, indeed the futures, of the majority of children and families in our society. And definitely the futures of our most needy and vulnerable. We should be incredibly proud of ourselves collectively and celebrate the united approach we have in developing the future of our nation. Our passion and dedication to equity and opportunity is undeniably inspirational. How we do ‘it” is the more complex question. With all of the pressures of teaching, work life balance seems to get harder and harder to achieve, as levels of accountability increase and external demands grow. We are asked to provide pre and post assessment, evidence of growth, evidence of improved outcomes and evidence of the quality of our own teaching. Is that okay? I say yes, absolutely. In this world of growing accountability, and this profession of such great responsibility, we owe it to those we service, to be 100% transparent and accountable. Should we work together to find ways of making this easier, less stressful...also, a big yes! I won’t pretend, even for a minute, to have all the answers, but I know you do...collectively. There is no doubt,that as demands on our roles increase, collaboration and cooperation amongst teachers, across schools, and across the directorate, is paramount. We should all be working with our school leaders, and colleagues across the system, to make our jobs easier. For you personally, as a busy (extremely busy) educator, with the array of complex personal circumstances that you bring to the table, daily, remember your ‘circle of influence’ and the ‘urgent vs important’ organizer. Work hard on the things you must do, then get to the things you should do, and respectfully challenge the things you believe should change. Most importantly, don’t sweat the small stuff.


2013 BRANCH COUNCIL MEETING DATES: Branch Council meets on the following Saturdays in 2012 at J Block Theatre, Reid Campus CIT from 9:00am - 12 noon. Please arrive by 9:00am as a quorum must be present by 9:30am or the meeting lapses. Papers are available from 8:45am. Tea and coffee is also provided but please bring a mug. • 22 June • 17 August • 21 September • 26 October • 23 November For the information of new Councillors, Business Papers are forwarded through the Union’s maildrop via Sub-Branch Secretaries at least 1 week prior to the meeting. This is your chance to have your say!

CIL COUN ER ND REMI urday t a S 9am ne 22 Ju eid CIT R

Next Journal Deadline:

27 September 2013. Contributions to the journal can be sent to:

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 3


LEAD ORGANISER As some of you may be aware we have recently redesigned the structure in the AEU office to ensure we are well placed going forward. One change was the introduction of the new position of Lead Organiser. Chris Hodgson’s first became involved with the union movement as a delegate for the Australian Workers Union in the mid eighties before commencing a full time role with Unions ACT in 1991. In 1996 Chris moved to the Community and Public

Sector Union for five years. Since then he has worked in various senior management roles in ACT and QLD Governments. Most recently Chris spent five years as the Executive Director, People and Culture for the Darling Downs West Moreton Health Service based in Ipswich just outside of Brisbane. When there was a change of Government in Queensland and the Campbell Newman led Liberal Government commenced an aggressive downsizing exercise Chris

decided not to renew his contract and jumped at the opportunity to return to the union movement and work with the AEU. Chris will have a number of priorities while working with us in the AEU office. Firstly he will be leading the organising team in continuing to grow the membership and developing our activist base. Secondly Chris will be a dedicated resource for our Principal members to support them with the variety of issues they face on a daily basis.

Chris Hodgson (Lead Organiser) gets down to business.

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NEWS By Schools Organisers

AEU Organisers worked with teachers and schools across the ACT to ensure that the community had opportunities, during Public Education Week, to view the high quality art work and musical performances being produced in public schools. The Organisers would like to give special thanks to the continued support we receive from our members at this time each year. There have been a number of misunderstandings regarding the training required for classroom teacher panels. It is mandatory for all staff on classroom teacher panels to be trained. There have been two sessions this term for classroom teacher panel training held at Hedley Beare Centre of Teaching and Learning. These training sessions provide an opportunity for classroom teachers to be involved in panels. Future training sessions will be posted on the ETD website. It is that time of year again when school staff are expected to enter into an Annual Professional Discussion. These discussions are a supportive process that provides staff with an opportunity to discuss their career plans with their principal. Please ensure that you have a time booked with your principal before the end of Term 2. [R3 p 90 of the EA] Beginning teachers across the system should be using the additional 60 hours ( primary) and 40 hours ( secondary) to assist them with time to work with their mentors, develop their portfolios and class programs, observe other teachers and gather information on the National Curriculum, school programs and other upcoming events that they may be involved in. This reduction of face to face teaching time can be allocated on a weekly basis eg. 20 hours face to face for primary and 18 hours face to face for secondary teachers or a flexible arrangement can be negotiated

with your principal. You are also entitled to 15 days over the first 3 years of your teaching career: 6 days in your first year, 5 days in your second year and 4 days in your third year. You should negotiate with your school principal how you would like to use these days. You are entitled to these days and should take advantage of them to support you throughout your career. There is flexibility in how the days can be used and when they can be taken, refer to clause RF, p 91 of the EA for further information. Workload continues to be a concern across the system. It is important that members remain vigilant and question any changes in their workplace that create additional workload. When face to face hours are increased, for whatever reason, they should be offset with additional release time or time in lieu. The maximum face to face hours for primary teachers is 21 hrs 30 mins and the maximum for secondary teachers is 19 hours. If you feel that there are inequities in workload or that there are areas that can be changed to alleviate workload stress for staff than contact your school REDCO, your Health and Safety Representative and your Sub Branch executive to discuss the issues. [Section E.4.1 p19 of the EA] ‘ Peak workload periods may necessitate some extra hours..... this should be regarded as the exception rather than the rule.’ Where excessive hours are occurring over significant periods these steps should be considered by the supervisor:

Be aware that physical interaction with students, no matter how minor, can lead to allegations of misconduct (H5, pg 76 of the EA). Human Resources are obligated to investigate these reports. This can often lead to a full scale investigation which can take some time and can take its toll physically and mentally on the people who are involved. Members continue to have the right to discuss issues of contention, professional and industrial, in their workplace with their colleagues without fear or favour. Members also retain the right to be supported by the AEU without fear of disadvantage or discrimination. The employer has an obligation to consult with employees and the employees have an expectation that they or their representatives will be participants in decisions that affect their work practices. [Section G6 p. 50 of the EA]

Chris Hodgson (Lead Organiser) Sue Amundsen Kate Reynolds Schools Organisers

• review of workload / priorities • re allocation of resources • a ppropriate arrangements for time off in lieu or other recompenses • r eview of staffing levels/classifications within the work group

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 5



Over the past twelve months a dedicated team of AEU members have been working on developing an AEU ACT Branch Reconciliation Action Plan (RAP). Peter Curtis (Namadgi School), Theresa Carrol (Charles Conder School), Trish McEwan (Canberra High School), Narelle Tait (Gilmore Primary) and Vicki Lucas (Southern Cross Early Childhood School) look forward to seeing their hard work come to fruition when this RAP is launched. The ultimate goal of reconciliation is to build strong and trusting relationships between Aboriginal and Torres Strait Islander peoples and other Australians, as foundations for success and to enhance our national well-being. National Reconciliation Week is an ideal time for schools to join the reconciliation conversation. During the week of 27 May to 3 June National Reconciliation Week celebrates and builds on the respectful relationships

shared by Aboriginal and Torres Strait Islander peoples and other Australians. The week-long celebration is an ideal opportunity for all Australians to explore ways to join the national reconciliation effort. Did you know? May 27 and June 3 are important dates in Australia’s history. May 27 marks the anniversary of the 1967 referendum when Australians voted to remove clauses in the Australian Constitution that discriminated against Aboriginal and Torres Strait Islander peoples. The day before National Reconciliation Week, 26 May, is National Sorry Day, which was first held in Sydney in 1998 and is now commemorated nationally to remember and honour the Stolen Generations. June 3 marks the historic 1992 Mabo decision in which the High Court of Australia recognised native title – the recognition that Aboriginal and

Torres Strait Islander peoples’ rights over their lands did survive British colonisation. 2012 marked the 20th anniversary of the Mabo decision and the 45th anniversary of the 1967 referendum. Visit the Reconciliation Australia website for more information and to discover what activities and events are taking place in your local area during National Reconciliation Week and throughout the year at . As the AEU ACT Branch RAP nears completion and publication we would like to encourage ALL schools to develop their own Reconciliation Action Plans. The process has been informing and a welcome opportunity for AEU members involved to develop our Branch’s focus and plan for the future directions of the AEU, as we continue our journey towards reconciliation.

A Narrabundah Early Childhood School student’s work includes what they imagine an Aboriginal’s perspective might have been when the first boats arrived from England.

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The AEU 2013 Reconciliation Awards were held on May 29 at Narrabundah Early Childhood School. This year’s winner, teacher librarian Jennifer Holland from Palmerston primary school was recognised for undertaking the additional role of Aboriginal and Torres Strait Islander Education Officer. Within this role she has developed teaching programs, initiated and reviewed school policy, supported the engagement of Aboriginal and Torres Strait Islander students in their learning, mentored beginning teachers and established open communication with parents, carers and the community. Jennifer conducted action research on improving the outcomes of Aboriginal and Torres Strait Islander students. The focus of this research was on personalised learning strategies for students which embraced new directions in Aboriginal and Torres Strait Islander education and supported an inclusive school culture at Palmerston. Jennifer was recently one of two primary school teachers in Australia to be invited

to Melbourne by Reconciliation Australia and Education Services Australia to develop online learning paths of teacher and student resources and lessons aligned to the Australian Curriculum and Aboriginal and Torres Strait Islander perspectives. Minister for Education Joy Burch presented Jennifer with her award. Branch Secretary Glenn Fowler presented certificates of commendation to the following nominees who have also worked hard towards continuing our reconciliation journey: • AEU RAP working group members, Peter Curtis (Namadgi School), Vicki Lucas (Southern Cross Early Childhood School),Trish McEwan (Canberra High School), Theresa Carrol (Charles Conder School), Narelle Tait (Gilmore Primary, absent) for their hard work on our first ever AEU ACT Reconciliation Action Plan. • Vicki Lucas was also nominated for her continual leadership in all areas of

Brian Jones (Teachers Heath Fund) Vicki Lucas, Trish McEwan, Paul Adcock, Theresa Carrol, Belinda Bartlett, Peter Curtis.

reconciliation within her school and community. • Belinda Bartlett and staff at (Alfred Deakin High School) for their commitment to the three domains of reconciliation. • Paul Adcock and Jenni Marinello (absent) from CIT for the development of their Regional and Remote Area Program (RARAP). A big thank you to all of the staff at Narrabundah Early Childhood School for their hard work and dedication to making this an impressive event, particularly to Principal Robyn McLean and 2012 award winner Meredith Regan. Meredith kindly hosted refreshments in her classroom where guests were able to view the children’s learning about reconciliation and were entertained by an enthusiastic group of children performing with clapsticks, the dance of ‘the kangaroo’, ‘the flight of the bird’ and ‘the emu’

Brian Jones, Reconciliation Award winner Jennifer Holland, Sascha Colley.

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 7



During week 10 of Term One the Australian Education Union held four meetings across Canberra for School Assistants to discuss the draft log of claims that will be put forward on the behalf of School Assistants for the 2013 Enterprise Agreement. Over 70 school staff attended these meetings and we thank all of our members and their colleagues for attending and for their valuable input. One item which we have now acted upon was a claim by School Assistants for an enterprise Agreement of their own. The AEU has met with the CPSU and United Voice, and the three Unions agreed with that claim and accordingly we have passed that claim on to the ACT Government bargaining representatives.

However, the Education & Training Directorate have already rejected our claim. They prefer to lump School Assistants in with the proposed ACT Public Service wide’ Administration & Clerical Officers’ enterprise agreement. Needless to say, the AEU has rejected this proposition for two reasons: it is not the preference of our members; and School Assistants will be a minority in such a proposal and would be outvoted by a majority who do not work in schools. The AEU will continue to advocate and organise to change the Directorate’s mind. School Assistants have earned the right to an agreement of their own.

for service on the Education and Training Directorate, and the AEU log discussed in the meetings will be a part of that process. We expect to be meeting with the Education and Training Directorate Representatives in coming weeks and we will keep you posted on progress made. Thank you again for your interest and attendance and we look forward to meeting with you in the near future. Remember to talk to other members and colleagues about the Enterprise Bargaining negotiations and your School Assistants campaign.

The AEU & CPSU, who have joint coverage of School Assistants will be meeting soon to agree upon a combined log of claims

DON’T JUST TEACH - INSPIRE WITH COOL AUSTRALIA Cool Australia brings sustainability into Australian classrooms by providing teachers with engaging, fun and informative resource material on a whole range of environmental topics. Gain access to learning activities, videos, images, digital worksheet, news and units of work across the entire Australian Curriculum. Check it out Cool Australia’s Enviroweek, 25 - 31 August 2013, inspires students to take positive action to raise awareness and a gold coin for a sustainable future. Students take on a simple, fun and measurable Enviroweek challenge. Enviroweek shows students that everyday lifestyle choices make a big difference. There’s an early-bird sign up pack for teachers, plus competitions and

prizes worth more than $80,000 available to whole schools, classes and students. The new Enviroweek website will be live in June but make sure to log-in to sign up and be part of empowering a generation of eco-solutionaries!

Register for Schools Tree Day at treeday. Check out Cool Australia’s School Tree Day resources

This year Cool Australia has partnered the with the largest nature-care event in Australian schools, Planet Ark’s Schools Tree Day! You can turn your tree planting actions into valuable lessons on land use, ecosystems, biodiversity, habitat and many other environmental understandings. You’ll be joining thousands of amazing teachers in making a difference, fostering a child’s love of nature and creating positive environmental change. So, get growing!

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So you’ve planned your Long Service Leave, or you’re on maternity leave? Now what happens with your AEU membership fees? As many have discovered, in some instances while on leave teachers still require the support and assistance of AEU Schools Organisers and staff. Negotiating returning to work after the birth of your baby, organising part-time work, navigating leave systems, managing defamatory comments on social media sites, providing witness statements, needing legal assistance and/or problems with salary

payments, are just a few of the issues we have found our AEU members have required our support with while on leave.

leave (paid or unpaid) and start and end dates for each type of leave (for example: 23/1/13 – 20/9/13 half pay maternity leave).

Only financial members of the AEU are eligible for our support during these times. It makes sense to keep your dues up to date. A simple phone call to our membership staff will provide you with all of the information you need. Depending on the type and duration of leave you are taking, your AEU fees may be reduced or put on hold as long as you notify us by email or in writing, detailing the type of

The following table provides further information and a quick reference to determine your AEU fees while on various types of leave. If you are unsure please call us and have someone in membership talk you through your individual circumstances. This will ensure you are eligible for full support and can enjoy your leave time with full peace of mind.



Unpaid leave for less than three months

Full dues are payable

Unpaid leave for between three and 12 months

Your dues can be put on hold until you return to paid work – you will remain a financial member. You need to notify the AEU office when you return to work. If member requires voting rights or copy of the journal, then lowest relief rate of $66.85 is payable.

Full-pay maternity leave or full-pay Long Service Leave

Full dues are payable

Half-pay maternity leave or half-pay Long Service Leave

Your fees are calculated on a percentage of what you are earning. AEU fees will be half of your full pay fees.

Ever wondered what happens in our AEU ACT Branch Office? Here is an opportunity for AEU Women members to find out! 2013 Anna Stewart Officer program. Each year the AEU ACT Branch invites our women AEU members to step out of their school or workplace and participate in a work shadowing program in our AEU office. This year we will offer two women the opportunity to join us for one week each. The Anna Stewart Program seeks to give AEU women members a better understanding of the structure and operation of the AEU. Anna Stewart Officers are encouraged to pursue a range of activities over the period of one week, which could include: • shadowing union officers in their day to day work • assisting with union activities, campaigns and policy development • attending meetings with ETD

• attending school/sub-branch/Executive/Council/ UnionsACT meetings • preparing journal articles • researching issues of concern to women • conducting a project that would benefit AEU women Will you be paid? Yes! The current DET and CIT Enterprise Agreements enable AEU members to access up to 10 days Industrial Leave per year to engage in AEU training. If you are permanent, permanent part-time or working in a temporary position then the Department of Education or TAFE will continue to pay you and the AEU will pay the cost of casual relief. If you are working as a day-to-day casual relief teacher then the AEU will pay for any work that you were booked to do but were unable to take up due to your participation in this program. Please contact Sascha on 62727900 or for more details. Applications close Friday June 28.

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 9


ASSISTANTS ACCORD In 2006, the Australian Education Union (AEU) and Community and Public Sector Union (CPSU) reached a national agreement regarding coverage of nonteacher school based staff. As a result, the school assistants became a group of employees over whom the two unions shared coverage; that is, school assistants could join either union. Recently both unions in the ACT jointly decided it was time to reinvigorate their efforts to recruit and organise school assistants. This means going out and listening to school assistants, hearing what they have to say and providing advice and information about issues and concerns. Such activity commenced in earnest in the lead up to the negotiation of the next Enterprise Agreement for school assistants and will now continue with increasing vigour.

So that the two unions can cooperate and collaborate in the best interests of school assistants, they have signed an Accord which will guide the work of their organisers in the field. Both unions agree that the priority is for all employees in schools to be unionised for the betterment of all. School assistants in the classroom have many demands made upon them, both from inside and outside the school boundary. They are working in partnership with teachers inside and outside the classroom. And they are acquiring new formal skills, often at their own expense. It is time school assistants were better recognised for the work and skills they contribute to the education and wellbeing of students.

The school assistants classifications include: • • • • • • • • • • • •

General Assistants; Home Science Assistants echnology Assistants; Preschool Assistants; ICT Assistants; Library Assistants; Home Science Assistants; Learning Support Assistants; Vision and Hearing Support Assistants; Bilingual Assistants Laboratory Assistants; Aboriginal and Torres Strait Islander Education Officers; & • Youth Support Workers.

Vince McDevitt (CPSU) and Glenn Fowler (AEU) sign the School Assistants Accord.

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OFFICIAL LAUNCH The official launch for Public Education Week was held on Monday the 6th of May at Civic Library. Guests at the launch included ACT Education Minister Joy Burch, Steve Doszpot MLA, Shane Rattenbury MLA, Jarrah Robins (Greens) and Maria Stewart, Executive Producer for Limelight. They were welcomed onto the mezzanine floor and into the art exhibition by students from Black Mountain School. Xingyue Mou, a year three student from the Belconnen Primary Introductory English Centre played a bawu ( Chinese flute ) for the guests who were lulled into quiet by the haunting sound of the bamboo flute and the classical Chinese music pieces. Glenn Fowler in his opening speech spoke of the quality education that ACT Public Schools provide and of education staff and teachers that work tirelessly to ensure that this happens. He gave special thanks to those that support Public Education Week by providing contributions to the art exhibitions and performances each year. Phil Robson and Allen Mawer from the ‘Friends of the Hall School Museum’ spoke about the earliest public schools of the region. They announced their online data base where teachers, students and community members can access information and provide information on early schools and teachers going back to 1911. At the conclusion of the speeches the sixty plus attendees were provided with light refreshments and music by Xingyue Mou. The guests, including students and teachers from Black Mountain School and from the Adult Migrant Education Program at Canberra Institute of Technology, school executive, parents and community members mingled among the art works. The launch set the scene for the Public Education Week events for 2013.

Sue Amundsen - Schools’ Organiser

Minister for Education Joy Burch is welcomed by Black Mountain School students and Belconnen Primary Introduction English Centre student Xingue Mou who performed on the Bawu (Chinese flute) at the event.

Public Education Voice • Official Journal of the Australian Education Union • PAGE 11

PUBLIC EDUCATION WEEK / We thank all of our ACT Public Schools for their art work and performances throughout this week.

PAGE 12 • Official Journal of the AEU - ACT Branch • Public Education Voice


Public Education Voice • Official Journal of the Australian Education Union • PAGE 13

PUBLIC EDUCATION AWARDS CEREMONY DINNER The AEU’s Public Education Centenary Dinner was held on Friday 24 May 2013. The Honourable Michael Kirby enthralled the 280 diners throughout his keynote address, reflecting upon the enormous impact his public school teachers had upon his life and the importance of public education in the creation and maintenance of a just and prosperous society. MC Corinne Grant, a passionate unionist herself, kept the night humming along and shared a number of entertaining stories regarding

her positive experiences of public education. The Public Education Award for 2013 was jointly won by CIT members Janet Harris, Andrew Blanckensee and Moir Holmes for their dedication to enhancing the working lives of CIT teachers and, in turn, the capacity of CIT to provide a high quality education to ACT students. The Friend of Public Education Award was jointly won by Wiradjuri man and local artist/musician Duncan Smith, and nationally renowned education researcher

and Canberra resident Barbara Preston. We celebrated the sharing of cultural understanding that Duncan’s dance workshops promote, as well as his close connections with public schools. Barbara Preston’s recent research had a significant impact on the Gonski Report, as she was able to meticulously demonstrate the stratification (socio-economic and other) across schooling sectors that the current funding arrangements produce. Our award recipients for 2013 are heartily congratulated.

AEU members enjoy the Public Education Awards dinner and celebrations.

PAGE 14 • Official Journal of the AEU - ACT Branch • Public Education Voice


Friends of Public Education Award winners Barbara Preston and Duncan Smith.

Kevin King (Teachers Mutual Bank) presents winners of the 2013 AEU Public Education Award - Andrew Blackensee, Janet Harris and Moir Holmes (absent) with their award - Also pictured AEU ACT Branch President Lara Read.

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 15

enterprise bargaining

The CIT Teachers’ Enterprise Agreement (EA) expires on 30th June 2013 and the negotiation process for a new EA commenced on Wednesday 22nd May with the AEU and CIT exchanging logs of claims. An EA duration of 4 years is agreed between the parties while the quantum of salary rises remains to be negotiated. At present, the ACT government has indicated that 1st July is an agreed date for commencement of a new EA and for agreed pay increments.

• E stablishment of a joint AEU / CIT Workload Committee to oversee and arbitrate on the scope and extent of individual teacher workloads.

Key themes in the AEU’s log of claims focus on the establishment of sustainable, consistent and manageable workloads for teachers. The body of the AEU teacher log of claims centres on:

• T he provision to CIT students with high needs, including disadvantaged groups, with appropriate teaching support and administrative resources to meet their needs.


• T he AEU also seeks that CIT provide teaching staff with access to a computer/Ipad, plus home computer connection to CIT, to facilitate home based work.

• A djustment of remuneration of the Advanced Skills Teacher classification to the same rate as that for the Senior Teaching Post. • T he reinstatement of Band 4 Teacher positions in new “clusters’ • A ppropriate adjustment of both vehicle lease subsidies and the Overseas Commercial Allowance to be extended to cover interstate work. • A mended provisions for accessing teacher’s Individual Professional Development Allowance to be expended in any manner, subject to agreement between the teacher and their education manager and consistent with the teacher’s approved PMP.

Workloads • T eacher working excess of the 36.75 hour / week working contribution

must be recognised and recompensed. In addition, a joint annual workload survey should be conducted by CIT and AEU which will identify and quantify teaching workloads and additional work of technical and administrative tasks completed by teachers.

Skills Enhancement • T he AEU seeks to conclude descriptions, definitions and delineations of teaching duties, roles and responsibilities according to teacher classifications. In addition, the AEU seeks establishment of clarity and definition of the requirements for industry experience for appointment to teaching positions. • I n relation to the appropriation and accountability of teacher related professional development funding the AEU seeks the re-establishment of the PD clauses and provisions from the previous EA. • T he AEU seeks the provision of training, with teacher release, in

emotional intelligence, learning organisation management, communications and coaching to all staff.

Security of Employment • T o enhance teacher job security at CIT the AEU seeks the implementation of streamlining of precariously employed teachers to permanency such that movement from casual to contract and from contract to permanent are both ‘opt out’ processes. • T he AEU seeks the deletion of Teaching Only contracts and the grandfathering of existing arrangements.

Terms & Conditions • T he AEU seeks the guarantee of teacher access to leave entitlements through a fair and reasonable process and that the term ‘operational requirements’ be defined and restricted to reflect exceptional circumstances, not the norm. • T he AEU seeks the establishment of a central CIT pool of leave funds rather than leave costs being appropriated against Centres. • T hat an AEU & CIT Enterprise Agreement Implementation Committee be formed to oversee the implementation of clauses agreed in the negotiations. CIT’s own log of claims mentions some of these AEU claims which are recognised as ‘hot spots’ in the teaching industrial arena at CIT. In light of the current national TAFE industrial landscape the ACT AEU Branch is looking forward to

PAGE 16 • Official Journal of the AEU - ACT Branch • Public Education Voice

maintaining a competitive combination of TAFE teacher pay and conditions. Members are asked to encourage and enlist non-members into the AEU fold and to take active interest in the progress of the EA negotiations which will commence in earnest in June 2013. Please ensure that your views are made clear to your representative on TAFE Council which is the body advising the AEU EA negotiating team of Chris Hodgson (AEU Lead Organiser), Garrett Purtill (AEU Industrial Officer), TAFE Vice President and Mike Fitzgerald (AEU TAFE Organiser).

National TAFE Day

findings of the investigations. The AEU is committed to working with CIT and government to ensure CIT is a safe and supportive place to work..

CIT Structural Alignment On 22nd May, CIT released a document for consultation which outlines a radical realignment of the structure of CIT. This process is consequential to the provision of federal government funding of National Partnerships and Structural Realignment of TAFEs. The document identifies that CIT aims to realign the Institute to more appropriately and

effectively respond to an ever changing market and an increasingly commercial and contestable public education and training environment. Success of this realignment will be dependent on the efficacy of CIT’s consultation processes. CIT teachers represent CIT’s most valuable asset as they have extensive experience in managing businesses within their industries and have wide ranging industry networks. CIT would benefit from drawing on this knowledge and experience during the realignment process.

The AEU Federal body has designated 3rd June 2013 as National TAFE Day. The ACT Branch will celebrate this event with a lunch time sausage sizzle and music by CIT students at CIT Bruce campus. The monumental achievements of TAFE and its contribution to the ACT community are well worthy of celebration and will be espoused at the event. In addition, a delegation of senior AEU representatives will meet Commonwealth Ministers and politicians for a celebratory dinner and function at Parliament House on the evening of the 3rd June.

CIT Workplace Culture The AEU understands that the CIT has been provided with the opportunity to respond to the findings of a significant number of investigations into alleged bullying and harassment and other complaints from CIT staff. While some findings and consequences of these investigations will remain confidential the AEU is anticipating a public report from the office of the Commissioner for Public Administration summarising the collective

Tafe teacher Jane Cottee catches up with former CIT student Ella Donney at the AEU Public Education Awards.

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 17


On the weekend of April 5 - 7 a selected group of AEU ACT Branch women delegates travelled to Sydney to attend the annual New South Wales Teachers Federation Women’s Conference. This year’s conference, “Women campaigning for change” focused on engaging women in campaigning for change, whether to secure a fairer funding model for public education, protect the learning conditions of students in public schools and TAFE colleges, or creating a more equal and just society. These conferences are important opportunities for women unionists to come together to focus on the purpose of unions and unionism and to engage in professional conversations and learning. We do not often have this opportunity throughout our busy lives as teachers. However, our work as educators and unionists go hand in hand. In both roles we constantly strive to improve the lives of the children and families we work with and create a better society. Theresa Carroll, Sandy Francios, Evie Kollas and Alison Moore took time out of their busy lives to stop and join with union women from New South Wales and focus on national and local debates and issues. They write and share their experiences:

Theresa Carroll – Caroline Chisholm P-10 School The women’s conference weekend was a complete pleasure to attend. To be in a large auditorium surrounded by highly achieving women was a very stimulating experience. The realisation

of the important and undeniable role that women have played in Australian history made me extremely proud to be a woman. Events such as this make it that bit easier for women to continue their battle for human justice within the international, domestic and work place arenas. The workshops that I attended were superb. The level of knowledge of the presenters was exceptional and the amount of genuine experience of the participants in the workshop lead to memorable discussions of real and pertinent issues that affect all women and education union members. The information booklets and brochures that I took home with me to present to my fellow staff members were an absolute treasure. I would urge all female members to attend such conferences as it is truly a worthwhile experience.

Sandy Francios – School Counsellor (Psychologist) It seems like an age since our trip to Sydney to the NSWTF Women’s Conference. Thank you so much for giving me an opportunity to be a part of such vibrant and dedicated group. There is so much that I take away from the experience. Some of the highlights from the weekend included meeting and getting to know four amazing women, sharing the common life/work experiences in ACT’s public schools and tackling issues around meeting the complex needs of our students and school communities. The collegiality and solidarity in which the members embraced the conference and the

passion with which the presenters delivered their speeches was motivating. I learnt about new concepts and their impact on education “Devolution” for example in schools and TAFE colleges. The workshops offered were of high relevance and standard, I wish I could have attended all of them. Thank you very much Sascha for your leadership and commitment to the AEU ACT and to the group.

Alison Moore – Harrison P-10 The NSWTF women’s conference had many interesting presentations, my favourite of which was a workshop on Indigenous rights and Referendum change, the discussion ranged from how to best access accurate local indigenous resources to the implications of how Aboriginal and Torres Strait Islander peoples are referred to in the constitution. Many of the Indigenous people present discussed how they have been personally affected by racism and one person in particular discussed the implications of being lighter skinned and receiving racist comments from all directions. This session confirmed my belief in the need for local high quality resources that can be easily accessed something that the NSW department is currently working on. The other workshop I attended was on teacher rights and involved discussions about the NSW Enterprise Agreement and teacher rights and responsibilities in general. One highlight from this was learning about the provision of leave in cases of spousal/domestic abuse. In NSW you are eligible for up to 5 days of

PAGE 18 • Official Journal of the AEU - ACT Branch • Public Education Voice

CAMPAIGNING FOR CHANGE leave that does not affect your personal leave. Currently in the ACT if somebody is experiencing domestic violence any leave they take would come out of their personal leave. I hope this will change in our next Enterprise Agreement. I thoroughly enjoyed the time spent with the other ACT representatives and look forward to continuing my experiences as a woman within the union into the future.

opportunity to meet and spend time with other inspiring Women Unionists from Canberra. The workshop on using Social Media for lobbying was one I would love to see repeated in the ACT for our local members. The influence on journalists and politicians is crucial and it is access to these people that has been slowly removed to date under the guise of security. Social Media allows that access to decision makers and those that influence decisions through media to be opened up again.

one such story. She retold her story as a way of encouraging others to stand up regardless of how intimidating it may feel. She stood before angry doctors demanding beds to be opened and she was threatened with losing her job. Ged responded in a very quiet voice “I don’t think so,” and she said however quietly and however humbly she was able to stand her ground and reinforce the strike as she stood in solidarity with other nurses.

Evie Kollas – Dickson College

It is always the personal stories that you leave a conference remembering, and ACTU President Ged Kearney’s story about facing angry Doctors during a nurses strike in her early union days was

I would like to thank the members and executive for making it possible for me to attend this meeting and it has been an inspiring beginning for my role as SubBranch President of Dickson College.

The trip to Sydney for the NSWTF Women’s conference was personally a wonderful experience for me. I had the

L-R Evie Kollas, Sandy Francios, Theresa Carrol and Alison Moore.

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 19


PROFILE Mirsad Ramic

Mirsad Ramic is a Carpentry teacher at CIT. He is also an AEU rep on the CIT/AEU workload working committee. Mirsad took the time to answer our questions and shares with us his diversity of skills and educational experiences. Mirsad is pictured here in a chair of his own design made in Copenhagen, a result of his study of Scandinavian furniture design through a CIT funded fellowship in 2005.

Tell us about your pathway into teaching. I came to Australia already trained in Electro Engineering. In 1981 overseas qualifications were not easily recognised here. I tried myself in a range of jobs such as: taxi driving, contract painting, handy man and abattoir work. Since an early age I have been carving and sculpting wood which led me to further study and opting for a profession easily transferable across continents and one exploring my interest in wood as a material. I went back to study at ANU as a Furniture Designer Maker. By the time I graduated, New Parliament House was nearing completion and naturally my skills were in great demand. From there, my career took a commercial turn. My industry experience ranged from working in manufacturing, domestic and commercial fit out, traditional joinery to running my own Designer Maker furniture studio. Combined with the knowledge gained through training at School of Art I was becoming equipped with a unique mix of skills and abilities. This combination does not happily coexist in Australia. Trade, design and art often refuse to recognise the need for greater collaboration and cross pollination. What attracted me to teaching was a need to share this thinking, my years of industry experience and desire to pass on a range of traditional and contemporary woodworking skills back to young learners. Breaking this barrier between disciplines has become my personal and professional

I am very keen to blend in online learning where appropriate. A good part of my role outside of teaching revolves around program and curriculum design, online (eLearn) course development and maintenance, industry contacts and the course promotion.

goal. My search for successful examples of this practice led to a study of Scandinavian Furniture Design in Copenhagan, Denmark in 2005. This was funded through CIT Fellowship Program and strongly supported by the AEU. It further supported my conviction that our manufacturing and design practitioners and learners should seek prosperity in a more collaborative and mutually inclusive environment.

What does your current role involve? What would be the single biggest change you would like to see made at TAFE for teachers? My teaching role is as versatile as my previous work experiences. I coordinate and teach Stage III Cabinet Making (final year) apprentices. I teach advanced skills and lead them through Design Projects where they develop and manufacture their own designs for a piece of furniture. Since 2005, I have been promoting and coordinating an annual exhibition of selected design work and Industry Awards Event. Our workshop is run, maintained and managed very much as a commercial operation. Scheduling activities, maintenance, ordering materials, machinery and tooling purchases, student and staff safety are just some of the daily tasks in my work. We are well equipped to deliver training on traditional and contemporary CNC equipment. We teach in a simulated work environment and increasingly more online.

It would be great if the focus of education and training shifted back from economical to an educational sphere. Newspapers are full of stories about the shortage of skills, deskilling of Australian labour and the manufacturing sector moving offshore while funding to TAFE slowly diminishes. This dollar driven strategy is very demoralising for teachers while destroying the capacity of the Australian labour force to reinvent itself in a more competitive global market. Investment into knowledge and skill would surely make me a happier teacher.

What do you most enjoy about teaching at TAFE? I enjoy the fact that I have maintained my skills as a Furniture Designer Maker and that I am in a position to teach this combined set of skills to young industry participants. I love the mix of practical and office based work, as well as the new technologies I have learnt since becoming a teacher. Computer technology in all of its manifestations: office, online learning, manufacturing, drawing and design makes my work at CIT very exciting and challenging.

What does AEU membership mean to you? AEU membership gives me a sense of protected space for independent discussion and thinking. The cross section of membership on TAFE Council provides an insider view on issues and challenges across the Institute. It is also a true reflection of democratic principles and I enjoy taking a proactive role in exploring its possibilities.

PAGE 20 • Official Journal of the AEU - ACT Branch • Public Education Voice

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 21

Paramedic, nose wiper, fundraiser, tour guide,

team coach, computer whiz, playground peacekeeper,

administrator, child psychologist, audio-visual technician, musician, accountant,

curriculum co-ordinator, walking encyclopaedia,

stage director, public relations officer, surrogate parent,

education department directive interpreter‌. But you can call me a

TEACHER! And I’m proud of it.

Adapted from National Union of Teachers, United Kingdom.

AEU Membership Application

ACT Branch

PO Box 3042 Manuka ACT 2603 Ph: 02 6272-7900

Application for Membership I hereby apply for membership of the ACT Branch of the Australian Education Union and if admitted agree to abide by the Rules of the Union. AEU Rules can be found at /about-us/ I agree to pay to the AEU fees owing in accordance with the Union’s schedule of subscriptions. I understand that my fees will be adjusted automatically in line with salary movements. I recognise that I must inform the Union of any other salary or status adjustments otherwise I will not be a fully financial member and may not be eligible for the full range of services. I understand that the Union’s Rules require me to give written notice of resignation.

PERSONAL DETAILS (Please complete all sections) Surname



CIT Centre & Campus

Given Names Home address

Current level


Gross Salary

Home phone

[Go to for the salary steps]

Mobile number Work Email

 Do you identify as Aboriginal or Torres Strait Islander?

 Do you identify as being from a Culturally or Linguistically Diverse Background?

SECTOR  Primary  Preschool  Secondary  TAFE  Associate* (Retired/Student Teachers) * Associate Members need only sign, date, attach payment or complete credit card details. Go straight to signature box.


 Permanent OR Contract   Permanent OR Contract  Load


 CASUAL (Schools) – Average days per week [tick ONE]  0-1  2-3  3+  CASUAL (TAFE) – Average hours per week [tick ONE]  0-6  7-14  15-20

CLASSIFICATION  Teacher  Assistant  Youth Worker  Aboriginal & Torres Strait Islander Education Officer  Aboriginal & Torres Strait Islander Education Worker  Other (please specify)_____________ I hereby authorise the Australian Education Union (ACT Branch) to access my salary and other employment details from the Education and Training Directorate for the purpose of updating AEU Membership records. Signature Date of application

Public Education Voice • Official Journal of the AEU - ACT Branch • PAGE 19 PLEASE MAKE SURE PAYMENT DETAILS ARE COMPLETED OVER PAGE

AEU Membership Application


 Monthly Direct Debit [Bank/Credit Union]

The AEU will not sell or provide any information regarding AEU – ACT Branch members to third parties. The AEU’s Privacy Policy may be viewed at and a copy is available from the AEU Office on request.

11th of each month or next business day I have completed the DDR Authority below to have my subscription deducted from my bank or credit union account. Direct Debit Request Form and Service Agreement Request for debiting amounts to accounts by the Bulk Electronic Clearing System (BECS)

Payment Details Please select ONE of the following: I am paying by… 

Fortnightly Payroll Deduction

(not available to Casual/Relief Teachers)

I authorise the AEU to contact ETD to commence fortnightly deductions at the appropriate rate as soon as possible. Name Signature AGS No

OR 

Monthly Credit Card 11th of each month or next business day

Please debit my credit card automatically Visa 

Bankcard 

I/We [Insert your name in full] [Surname or Company/Business Name] [Given Names or ACN/ARBN] request you, until further notice by me in writing, to debit my/our account described in the schedule below, any amounts which the Australian Education Union – ACT Branch [User ID No. 066127] may debit or charge me/us through the Bulk Electronic Clearing System. I/We understand and acknowledge that: 1. The Financial Institution may in its absolute discretion, determine the order of priority of payment by it of any moneys pursuant to this Request or any authority or mandate. 2. The Financial Institution may in its absolute discretion, at any time by notice in writing to me/us, terminate this Request as to future debits. 3. The User may, by prior arrangement and advice to me/us, vary the amount or frequency of future debits. 4. Any queries to be directed to the Debit User in the first instance. 5. It is the responsibility of the customer to have sufficient funds in the account by the due date to permit the payment by BECS or bank charges may apply. 6. I/We understand the information supplied will not be used for another purpose. 7. Statements will be issued upon request. Customer Signatures [joint signatures may be required]

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Refer a friend to join and you’ll both have a reason to smile.

Pass on the good word about the benefits of being a member to a friend1, and if they join us before 31 August 20132 we’ll thank you with a $50 deposit into your Teachers Mutual Bank account. Plus if your friend starts transacting3 on their account4 within 28 days of joining, we’ll deposit $50 into their account to help get them started as well.

Refer a friend and start smiling today. Visit Unit 2/19-27 Trenerry Street, Weston, call 13 12 21 or go to Conditions of offer: 1Your friend must be eligible to become a member of Teachers Mutual Bank Limited ABN 30 087 650 459 AFSL/Australian Credit Licence 238981 (TMB). 2The offer period runs from Tuesday, 30 April to Saturday, 31 August 2013 (inclusive) unless terminated earlier. The offer is open to persons who are or become members during the offer period. The offer is not available to directors of TMB, members of the Members Committee and staff (as well as their families), bodies corporate and existing members as at 29 April 2013 who resign and rejoin within the offer period. To be valid, a referral must be made by a person who is at the time an existing member of TMB. The referring member’s name and membership number must be provided to the prospective member so that we can process any payment to the referring member’s account. The referring member’s name and membership number must be provided to TMB on the online membership application form or on the Referral voucher by the prospective member at the time they make their application to join TMB during the offer period. Members who join during the offer period, then resign and rejoin are eligible only for one payment of $50 (and that is subject to them transacting as required under these conditions). There is no limit on the number of payments that may be paid to a referring member under this offer, but they cannot refer the same person more than once. 3A transaction is any deposit or withdrawal excluding the $10 transactions for the member’s shareholding. 4Your friend must open one of the following – S1 Everyday or Everyday direct account, S2 Bill paying account, S3 Online Savings account, S6 Reward Saver, S10 Cash Management account, S13 Online savings account, S25 Christmas Savings account, S55 Cash Management Account, S30 Deeming account or S99 Under 18 Saving account.Information about TMB products and services (including Conditions of Use) is available at Teachers Mutual Bank Limited ABN 30 087 650 459 AFSL/Australian Credit Licence 238981 | 00584P-MEM-0413-MGM-PEV