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ACT EDUCATOR TERM 3 2020


ACT EDUCATOR | TERM 3 | 2020

ON THE COVER

Telopea Park School teacher Micky Thomas was one of the attendees at our New Educator Conference in Term 1.

OUR STORIES

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DON'T KILL THE MAGIC: THE PERILS OF NAPLAN

Author and teacher Gabbie Stroud writes to parents about how NAPLAN is killing the magic of learning.

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MEET THE MINISTER

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TURNING POINT

We asked Minister Chris Steel about the future of CIT as part of his new portfolio.

EDUCATING AUSTRALIA ON THE CLIMATE CRISIS

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LIFE SPACE CRISIS INTERVENTION

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Despite its obvious benefits, governments are neglecting climate learning in the school curriculum, writes researcher Annette Gough. This TQI accredited training course gives educators a new way of looking at challenging behaviour in students.

Back to back crises in 2020 have laid bare the dangerous inequalities of Australia's school funding.

THE REGULARS

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LEADING CHANGE: WOMEN IN TEACHER UNIONISM

Unionism has come a long way since Bob Hawke's all-male ACTU Executive.

DISCLAIMER: The assertions and opinions expressed in articles reflect the views of the author(s) and do not necessarily represent the views of the AEU. We do, however, think that these issues are worthy of discussion in our union.

PRESIDENT'S REPORT

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UPCOMING EVENTS

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SECRETARY'S REPORT

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The ACT Educator is your magazine, so if there's a story or a feature you'd like to see included, let us know! Email us at aeuact@aeuact.org.au


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President's Report

I

t was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter

of despair… A Tale of Two Cities, Charles Dickens, 1859)

It was these words that became an ‘earworm’ as I drove home towards the end of term 1 for an unexpectedly long stay with a car full of work equipment and resources. Amid catastrophic conditions that were unfolding throughout the world, our agile and dynamic members have become national leaders in public education. The productive working relationship our union has with our minister and our employer has enabled us to lead the nation when it comes to being treated professionally and reasonably. I refer to the expectation that staff can work from home if they wish, negotiated by our branch well in advance of other education jurisdictions. Of most significance, however, was the decent amount of time and support staff have been given to make the adjustment to moving to alternative forms of educational delivery. I know first-hand that the minister and the directorate’s corporate executive staff are genuinely concerned about the health and welfare of our staff and students. As unionists, we can take comfort from the fact that we have a strong voice and that we are listened to, that we are working in partnership to navigate these uncertain times. In the fading weeks of term 1, like many thousands of members, I participated in numerous online training courses. During this time and since, I have felt so proud to be a teacher unionist. What I’ve seen and experienced is staff pulling together, looking after each other, sharing expertise, forgoing ego, working for the betterment of everyone. As conditions improved in the ACT more quickly than initially anticipated, we again adapted with agility and support for each other. Solidarity in action is the ethos of unionism. Sure, there have been times of robust conversation as you would expect in any ‘family’ whose members sometimes hold competing views. Our membership includes teachers, school leaders and learning support assistants. We proudly support all members. And we proudly support a membership that is growing at a record rate. Returning to my Dickens earworm, how will we mark this time? What will the future hold in terms of the ongoing work expectations for our profession? How ever this unfolds, your voice through our union will be part of that conversation. Stay safe, stay sane, be kind to yourself and others.

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2020 TERM 3 Upcoming Events

WEEK 1

BRANCH EXECUTIVE Wednesday 22 July 5.00pm - 8.30pm AEU Office, 40 Brisbane Ave, Barton

WEEK 4

BRANCH EXECUTIVE Wednesday 12 August 5.00pm - 8.30pm AEU Office, 40 Brisbane Ave, Barton BRANCH COUNCIL Saturday 15 August 9.00am - 12.00pm J Block Theatre, CIT Reid

WEEK 6

SCHOOL ASSISTANT NETWORK MEETING (North side) Wednesday 26 August 3.30pm - 4.00pm Online

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WEEK 7 SCHOOL ASSISTANT NETWORK MEETING (South side) Wednesday 2 September 3.30pm - 4.00pm Online

WEEK 8

BRANCH EXECUTIVE Wednesday 9 September 5.00pm - 8.30pm AEU Office, 40 Brisbane Ave, Barton

WEEK 9

BRANCH COUNCIL Saturday 19 September 9.00am - 12.00pm J Block Theatre, CIT Reid


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This ACT Election, we’ll be asking candidates to sign our Public Education Pledge. Put public education first Fair funding for public education Temperature-controlled classrooms Ditch NAPLAN

Cap class sizes with no exceptions Great school libraries Bring CIT into the Education Portfolio


Secretary's Report We build a strong union so we can look after each other when things are tough. In many ways, 2020 has felt near apocalyptic: bushfires, smoke, hailstorms and then the unprecedented challenges of a global pandemic. The ACT is not exactly a nirvana, but as I looked at the situation facing communities and educators around the world as a result of COVID-19, I thought many times that we are lucky to be in the ACT and to be a part of this union. A starting point for us was that not one of our members could be financially disadvantaged during the pandemic as the situation caused was not of their doing. Further, it is madness to shrink people’s incomes at a time when you are trying to keep businesses afloat. Very early in the piece, we were able to assure all of our members, including casuals, that they would have income maintenance as the situation unfolded. Our leave balances remained intact, and a new form of leave, COVID leave, has provided additional coverage for many of our members. One of our proudest moments as a union in recent times was our decisive action on 25 March, after consultation with numerous members, including principals, to guarantee the right of our school-based members to work from home if they so chose, after the government declared schools predominantly pupil-free from 24 March. From that point on, our members served the community with distinction by rapidly transforming student learning to the online environment at a pace that few could have imagined, and by staffing 13 hub schools to serve the relatively small number of students who could not learn at home. Our CIT members, already working from home, continued to provide continuity and support to their students in unprecedented circumstances. We will ensure that the community and policymakers never forget the contribution made by educators at this time, not only to the education of children and young people, but to the containing of the pandemic in this city. As conservative commentators eventually began to ignore the needs of our members and demand schools be reopened overnight, they conveniently forgot the work done to keep us all safe throughout April and May.

Once again, our members showed their mettle during the transition back to on-campus learning. We have invested much time working with the employer to ensure that workloads have been manageable during this period, though we know there have been significant pressure points. Our organisers and industrial team have been engaging with you frequently to iron out any issues as they have arisen. An enormous amount has been asked of school leaders in particular with regard to agility and quick thinking. A recent body of work has been to reinstate transfer processes for classroom teachers that had earlier been significantly modified when we believed the virus would have schools closed until potentially term 4. Term 3 will not look entirely normal, but it will look more normal than we had previously thought. As I write this, I understand the Directorate has potentially made inroads into the problem of teacher shortage, which has, among other factors, made school operations extra challenging this year. We are committed to working with the employer to ensure all schools are fully staffed. As we work to normalise schooling for terms 3 and 4, whilst guarding against any further outbreaks of the virus, we know that we can rely on your professionalism and solidarity. This year, we have been tested like never before, and we have prevailed. We are bigger and stronger than ever. We have significant influence, and the community is on our side. This holds us in good stead for future challenges. More than ever, I’m proud to be union.

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Setting the benchmark What is quality teaching? A new global standard spells it out.

Education unions have taken the lead to set benchmarks for quality teaching worldwide in a move to promote quality education for all. Education International (EI), the global federation of education unions, and UNESCO launched a joint framework that defines quality teaching to encourage all countries to either review their own standards or develop new ones. EI president and AEU federal secretary Susan Hopgood says the Global Framework of Professional Teaching Standards is based on teachers’ experience of what constitutes effective and ethical practice in the profession. “[Teachers] care deeply about the status of our profession and about the quality of the education provided to our students,” Hopgood said at the launch in Paris late last year, adding that it was essential educators were provided a seat at the table when policy decisions were made. The framework aims to improve teacher quality, teaching and learning, and support the monitoring and implementation of the teacher target in the Education 2030 Agenda for Sustainable Development.

Raising the bar

Hopgood says that, apart from raising the teaching and learning bar in many countries, schools and classrooms, the new standards would also help strengthen teacher education and development programs. But the framework should not be seen as a “managerial tool for controlling or punishing teachers”, says Hopgood. “It’s a fireguard against deprofessionalisation and a catalyst for improving teacher professionalism and practice,” she says. Educators in Africa and AsiaPacific countries have warned about the “pressing need” to fight deprofessionalisation, EI general secretary David Edwards and UNESCO assistant director general for education Stefania Giannini write in a foreword to the framework.

No quick-fixes

“Quality education depends on quality teachers with high qualifications and expertise, not some quick-fix, fast-track system designed to get teachers in and out of the classroom in short bursts, creating system churn and failing to provide clear career pathways that lead to a fulfilling lifetime in teaching,” they write.

The authors say it is therefore critical to address not only teacher pay and conditions, but to “empower and support teachers to stand at the centre of what they do – the teaching and learning process.” The framework – which has 10 standards across the three domains of knowledge and understanding, practice (pedagogy) and teaching relations (professional relationships) – has already been adopted by the EI World Congress, held last July in Bangkok. There, discussions again centred on the importance of teachers and unions working with governments and other education stakeholders on decisions that critically affect them. “Professional teaching standards designed with the aim to define what quality teaching means for delivering quality education are a powerful instrument in the hands of educators,” said Giannini at the framework launch. Edwards and Giannini added that the development of a global framework of standards would mean that “teachers and their unions stand over their profession as guardians of ethics and the defenders of standards that work for teachers and their students.”  This article first appeared in the Autumn 2020 issue of the Australian Educator magazine.

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Direct Instruction: a failed intervention A new paper evaluating the impact of Direct Instruction in remote schools has found that not only did the program not work, it actually harmed the students it was meant to help. A recent paper in The Australian Journal of Indigenous Education evaluated the impact of the Direct Instruction (DI) program in remote schools. Paper co-author John Guenther, a senior researcher at the Batchelor Institute spoke to AEU NT President Jarvis Ryan about his findings. I looked at the schools classified as “very remote” on My School. They are the ones that struggle the most, particularly those very remote schools that have lots of Aboriginal and Torres Strait Islander students. I wanted to see whether or not the introduction of Direct Instruction in some of those schools led to those students doing any better, or similar or worse than schools with a similar student cohort where they hadn’t received that intervention. I looked at the data three years before the Intervention (20122014) and three years after DI was introduced (2015-2017). What I tried to do was establish if the schools that received the Direct Instruction intervention had an improvement in literacy. I limited my study to those schools that had more than 80% Aboriginal kids in their student population and only in very remote schools. We are not comparing schools that were in more urban areas which had fewer Aboriginal kids.

I chose [the reading component of literacy in DI as a measure] because it is a measure used by other national reports, and governments tend to take a view that reading is a good proxy for English literacy generally. What we found was the schools with DI intervention actually did worse post-2015 compared to the 2012-2014 period and worse overall than the nonDI comparison schools. That is a worry for a few reasons. Firstly, because this program was funded significantly by government and then renewed even though the early signs were that it didn’t work, so there is an accountability issue.

I think it is something about the method that is fundamentally flawed, not just the intervention or a program... The second concern is that you are putting money into a program that is doing harm to kids, it is not actually benefitting them. Not only did DI not achieve its goals of improved literacy, but the outcomes from the schools involved were worse than the comparative schools. The third finding is also worrying: schools with a DI intervention had a faster rate of decline in attendance than the comparison schools. Average attendance declined quite rapidly for the DI schools. The earlier evaluations treated poor attendance as a factor that contributed to outcomes, but I am not sure that is necessarily right.

I think it is more likely the other way around, that because of Direct Instruction and what it does in the classroom, and what it does to the kids, they are less likely to want to attend and their parents probably see that as well. There were a whole lot of worries that weren’t captured in the evaluation report, and that needed to be addressed. To be honest, after the first round of funding that was effectively a trial for two years, the program should have been stopped. It wasn’t achieving results then. I think it is something about the method that is fundamentally flawed, not just the intervention or a program. It dumbs down teaching so that everything has to be to the formula, you have to follow the script all the time and that takes away the teacher’s professional ability to be able to respond to where their class is at, where the individual children are at and work with them at a student level, not just for a program. That is possibly what is going on with the teachers getting disenchanted with it, because it takes away their professional ability, their pride and their ability to do what is best for their children and their class. It leaves it up to a scripted program. 

This is an edited version of an interview that originally appeared in the Term 2 2020 edition of the Territory Educator magazine.

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Decide who gets your super

How your super is distributed after your death is a bit different to other financial assets. Even if you have set out your wishes in a will, your superannuation fund needs a valid beneficiary nomination to release your super in the way you want. As part of your estate planning, it’s a good idea to make your wishes are known by completing a beneficiary nomination form, and there’s two types of beneficiaries you need to be aware of. Binding vs non-binding nominations

There are many benefits to having a ‘binding’ nomination over a ‘non-binding’ one. With a binding nomination, your superannuation fund must pay your benefit exactly as you have requested. A binding nomination, because it is legally binding, requires you to physically sign the document as well as have a witness sign the document. Importantly, this witness can not be a person you are nominating. With a non-binding nomination, your nomination is taken into consideration, but the final decision lies with your super fund. While we are sure your superannuation fund will have your best interests at heart, it’s better if you decide for yourself. A non-binding nomination is easier to complete and depending on your fund it can be completed online. It’s also important to understand who can receive your super.

Who can receive your super?

Your super can only be paid out to a dependent or your legal representative (the executor or administrator of your estate). Dependents can include your spouse or de facto partner, your children (biological, adopted and ex-nuptial), or someone with whom you have an interdependency relationship. You can also leave your super to a financial dependent, which may include someone who relies on you to meet daily living expenses such as rent, utilities and household outgoings. This also covers anyone who shares your major financial commitments such as mortgage repayments and loans.

What they will receive

If you have completed a binding beneficiary nomination, your super will be paid out as a death benefit. This consists of your account balance and any death cover paid by the insurer, less any applicable fees and taxes. Your money doesn’t have to go to one person. You can provide your super fund with a percentage breakdown of how the money should be distributed to the people you would like to leave your money to.

Lapsing vs non-lapsing nominations

In general, your nomination, whether it’s binding or non-binding, will expire in 3 years. This is because it is a lapsing nomination. This is designed to ensure your super goes to the right person in the case of relationship changes. You have the option to make your binding nomination a non-lapsing nomination, which means it will remain valid until you choose to make a change. The positive of this is that you won’t need to submit the nomination forms again after three years, but it does mean you need to update your nomination if there is a change in who you want to receive your super.

Update to a binding beneficiary

Taking a few moments now to update your beneficiaries using the ‘binding’ nomination form could save your family and loved ones significant time and stress down the line. If you’re a First State Super member you can find out more and download the binding nomination form at firststatesuper.com.au/nominate. This is general information only and does not take into account your specific objectives, financial situation or needs. Seek professional financial advice, consider your own circumstances and read our product disclosure statement before making a decision about First State Super. Call us or visit our website for a copy. Issued by FSS Trustee Corporation ABN 11 118 202 672, AFSL 293340, the trustee of the First State Superannuation Scheme ABN 53 226 460 365. Financial planning services are provided by our financial planning business State Super Financial Services Australia Limited, trading as StatePlus, ABN 86 003 742 756, AFSL No. 238430. StatePlus is wholly owned by First State Super. 12


Workers' rights are human rights PATRICK JUDGE, Senior Industrial Officer

A bill passed earlier this year means that workers' rights are now enshrined in the ACT Human Rights Act. Teachers and school assistants spend their days (and sometimes nights) working to ensure the provision of arguably the greatest human right there is: the right to an education. This right has long been enshrined in the ACT Human Rights Act as the only economic, social and cultural right. However, in early 2020, a bill to amend the Act saw the right to an education joined by the right to work and other workrelated rights. Economic, social and cultural rights represent the government’s commitment to its citizens that it will deliver some public good. In providing the right to an education, the ACT Government commits itself to the provision of things like public schools and the staff who work in them. In enshrining work-related rights, the government has made a similar commitment to workers that they will be provided: •

• •

the right to work, including the right to choose their occupation or profession freely and the right to the enjoyment of just and favourable conditions of work; the right to form or join a work‐ related organisation, including a trade union; protection against acts of antiunion discrimination in relation to their employment; and that these rights will be provided without discrimination.

It is only fair that governments recognise the workplace rights of educators. Without the commitment and dedication of teachers and school assistants to their work, governments would not be able to fulfil their duty to provide young people with an education. Unfortunately, there are plenty of examples that demonstrate the need for workers’ rights to be protected, even in the ACT. As Bec Cody MLA noted in presenting the bill: "Today, Australia has stagnant wages, falling job security, and an increasingly punitive workplace culture. The best force for the advancement of workers' economic and social interests, trade unionism, faces one of the most hostile organising environments in Australia's history." While the creation of a specific workers’ rights protection in the ACT is welcome, there remains much to do. In recent years, the International Labour Organisation has maintained concerns about whether industrial laws in Australia adequately protect workers’ rights, including the right to freedom of association.

Protecting workers rights is also an important influence on social progress. As Ms Cody noted in introducing the bill, the history of workers rights in Australia is also the history of social progress: "...when I think of the proudest moments, social interests join the lists: the green bans of Sydney; the refusal of the wharfies to load the pig iron that was destined to make bombs for imperial Japan; the moratoriums opposing conscription during the Vietnam War; the great strike of 1917; and the coordinated effort to disrupt trade with South Africa which long preceded the official sanctions that ended apartheid." Many of the union actions that led to progress on these social issues would be unlawful today. This should serve as a reminder that workers rights are not just human rights, but that they are essential to the furtherance of a just and equitable society. 

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Don't kill the magic: The perils of NAPLAN In March,we were thrilled to have GABBIE STROUD deliver the keynote address at our New Educator Conference. In her latest book, Dear Parents, Gabbie has written a series of funny, honest and heartfelt letters to the parents and caregivers of her students, which serve to highlight the intense pressure on teachers and fundamental problems within our education system.

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PHOTO: ANGI HIGH


Dear Parents & Caregivers, Thanks for all your emails asking me questions and reminding me that I need to be preparing the students for NAPLAN. Let it be known that I am painfully aware of this testing regime – I haven’t forgotten as some of you have suggested and I haven’t neglected it as others have implied. I am deliberate and strategic in the way I approach NAPLAN. Preparation actually started last term. We navigated the online testing space and established our logins and so on. We have completed some practice papers both as a group and under test conditions. I’m confident we have covered an acceptable amount of syllabus content up to this point. I have reassured the students that the tests are simply a way of capturing the things they know, and can demonstrate, at a specific point in time. I have also told the kids that they should try their best, because trying your best – no matter the task – is a basic value I strive to instil in all my learners. There are two things I no longer tell my students when NAPLAN season rolls around: 1. That government departments are using these tests to collect data. When I gave this explanation to a Year 3 class a few years back, one of my students with highfunctioning autism got it into his head that the Prime Minister would be marking the papers. On the day of testing he got himself so worked up that he vomited all over the exams. I was tempted to bundle the entire mess into an envelope and post it directly to the PM, but instead I settled the student and called his mum.

This is the magic of learning. This is the Magic Moment! It’s organic, it takes time, and it’s different for every teacher and for every learner. Many things impact upon this phenomenal exchange, but fundamental to it all is the relationship between the learner and the teacher. There needs to be trust, support, encouragement and a space to fall. There needs to be room for feedback and practice. There needs to be praise and direction. So, we • • • • • •

what happens to this magic experience of learning when start asking questions like: Who learned that best? Who learned that fastest? Who learned that in time for the NAPLAN test? Who can express that best on an exam paper? Who can give the single, correct answer? Who can’t be tricked by this question, designed to produce results that will fit a bell curve?

Let me tell you what happens: enemies of learning creep in and the foundations of learning fall away. Teachers become shackled to time-pressured outcomes and learners disengage.

For me, learning is priceless - too valuable to be measured and weighed and quantified.

2. That NAPLAN ‘doesn’t matter’, because when I’ve done that in the past I’ve felt like a liar. These tests do matter – they just don’t matter to me. I am not a fan of NAPLAN. I think it’s unnecessary. I think we lose sight of something incredibly valuable with the regime of NAPLAN testing: the value of learning. The value of learning. For me, learning is priceless – too valuable to be measured and weighed and quantified. I wish I could capture ‘learning’ and show it to you the way I experience it in the classroom. But I don’t know if I can do it with words; it’s like trying to explain something divine. Watching children learn is a powerful thing – it’s the elixir of teaching, the phenomenal drug that keeps teachers coming back to the classroom day after day after day, even when they’re exhausted, even when they’re frustrated, even when they think they want to quit… Learning is a kind of magic. Learning is literally the movement of ideas, and yet it’s even more remarkable than that because when I share my idea or understanding, my own bank of knowledge is not diminished. It’s like I’ve taken a cutting from my own garden of wisdom and transplanted it into my learner’s mind where they can tend to it until it flourishes. After the new idea has been shared, the learner attempts to engage with it, perhaps through a task or a problem or an activity. At this point, the learner either succeeds and is guided by the teacher to develop mastery, or the learner misses the mark and the teacher sends out further ideas and concepts and understandings. The process continues like an endless, beautiful cycle until, eventually, the learner succeeds and takes ownership of the concept and embeds it deep within their own mind. At this point, this moment of ‘learning’, the learner will always look to their teacher and their shining eyes will ask: Did you see me do that? And beside them their teacher will smile or nod and their heart will sing: Yes! I saw you do that. I taught you.

Magic Moments become fewer and fewer until, eventually, the Magic Moment is lost. What you’re left with is a system that survives on competition and data and accountability, and these are things that should play only a small role in education. They should not be the fuel that feeds it. Thinking about this actually upsets me. I have tears in my eyes as I write this because it truly feels like a tragedy. I know that some of you will say I’m being dramatic, but I want you to understand that I have very real moral and ethical concerns about NAPLAN and the farreaching impact that it has.

I spent the better part of last year contemplating whether I would return to teaching. I do not like the feeling of being complicit in the myth that is NAPLAN. We’ve got to stop thinking about learning in Australia as winners and losers, and ‘Band 3’ and ‘Band 6’, and ‘schools operating to standards’, and an economically driven business model. This competitive idea of teaching and learning has no place in education. We need to shift the belief we currently have that testing and standards and measures and accountability somehow equates to learning. They don’t – and, ironically, all the data we’ve accumulated from that business model shows us that it simply isn’t working. We need to return to the Magic Moment and have faith in that.

Gabbie Gabbie Stroud is a writer, speaker and former teacher from NSW. This is an extract from her latest book, Dear Parents (Allen & Unwin, 2020). Her previous publication was Teacher: One Woman’s Struggle to Keep the Heart in Teaching.

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MEET the MINISTER

CHRIS STEEL

Appointed in March, Chris Steel is the new Minister for Tertiary Education including vocational education. We talked to him about what's in store for CIT as part of his portfolio. Can you tell us a little bit about your background?

Immediately prior to entering politics, I worked at Early Childhood Australia advocating for young children 0-8 years of age, and I have previously worked in the Federal and ACT Governments with focus on early childhood policy and a range of other social policy areas. My work in the early childhood sector reinforced to me the critical role of quality VET providers in achieving policy outcomes, in this case by training early childhood professionals that have the skills to profoundly influence children’s development. As well as Tertiary Education, my ministerial portfolios include Transport, City Services, Roads and Active Travel, Multicultural Affairs and Recycling and Waste Reduction. I am the Member for Murrumbidgee in the ACT Legislative Assembly, representing Woden, Weston Creek, the Molonglo Valley and Kambah.

Why were you interested in taking on the VET portfolio?

Investing in VET is an investment in our community’s future and the social fabric of Canberra. Quality vocational education is not only vital for a wellfunctioning economy, but VET can also have a transformational effect for people, particularly for those from disadvantaged backgrounds. 16

Taking this portfolio in the economic recovery from the COVID-19 pandemic, I want to make sure that the vocational education and training that is delivered in the ACT is meeting the needs of learners, industry and the economy, and makes the ACT the jurisdiction of choice for those looking to take up a qualification, reskill and upskill. We’re also at a critical time when the federal Coalition government is intent on reforming the VET sector and pushing down a national efficient price on training providers regardless of the local context. I will be fighting with you to retain a well-funded CIT and ensure it has an enhanced, and not diminished, role in the future VET system.

What do you see as the role for the public provider in the VET landscape? I believe public provision of VET through CIT is central to the delivery of quality and relevant vocational education and training in the ACT.

The ACT VET landscape is unique and calls for a strong public provider at the centre of the VET system. A strong public provider ensures that access to vocational education is prioritised and that those from economically and socially disadvantaged backgrounds have the opportunity to enhance their skills and participate in our economy and community.


Our vision is for CIT to remain the leading vocational education institution and our government’s investment in a new, state-of-the-art CIT campus in Woden is one example of this.

Can you explain the ACT Government’s position on CIT funding?

The ACT Labor Government’s position on VET funding is that a minimum of 70% of the ACT’s total VET budget must directly fund CIT. This commitment cements CIT’s place as the primary provider of high-quality vocational education and training in the ACT. Over the past decade, the ACT Government has increased our funding to the VET sector by $24 million, or 28%. In contrast the Federal Government’s contribution to VET in the ACT has largely remained stagnant. This is despite demand surging during this time. We are committed to providing the funding necessary to ensure CIT can continue to provide the high quality training Canberrans expect.

How do you think the AEU’s role at CIT might be enhanced in the future?

I recognise and respect the AEU’s role as the democratic representative of CIT staff. In response to feedback from the AEU around its engagement with CIT management, the government is exploring ways the voice of AEU members can be better heard by decision makers at CIT.

This includes exploring a role for AEU representation in CIT’s governance structures, and other ways the AEU can input into decisions that affect CIT staff. I look forward to continuing to explore these matters with the AEU and its members at CIT.

What do you see as the future for CIT in, say, five years’ time?

The Government’s ambition for CIT is for the Institute to be a major contributor to the Canberra economy, for it to demonstrate excellence in teaching and learning where essential skills are delivered and future training needs are met. The new Woden campus will be absolutely vital for that ambition to be fulfilled. Canberra is a knowledge city and CIT is one of the central planks of the government’s strategy to enhance that reputation. The achievement of those goals requires strong investment in the institute and its staff. The new campus at Woden will provide state of the art facilities for teachers and their students, and better enable collaboration with industry to ensure CIT’s courses are at the cutting edge of training delivery. I am looking forward to hearing from CIT staff on what the Woden campus should look like, and what their priorities are for CIT into the future. 

We’ve made a promise. To be a champion for our teachers - the way they’re champions for our kids. So that even on days that feel a little tougher than usual, you can be sure someone’s there to care for your health and wellbeing.

Lisa, THF member

We’re for teachers – that’s our promise. To find out more about what we can do for you, head to teachershealth.com.au/promise

Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. Health Insurer. THF-AEU-01/19

A Registered Private Health Insurer. THF-AEU/ACT- 04/20

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Turning point

Back to back crises in 2020 have laid bare the dangerous inequalities of Australia's school funding. But could they at last provide the provide the springboard for levelling up?

From bushfire repairs to pandemic preparations, Australia’s unbalanced school funding system has been found desperately wanting – even as educators rise to the challenge of multiple crises. The response to the COVID-19 pandemic proved once again that teachers and educators are frontline staff, essential workers in the Australian economy. In just weeks, schools instigated a completely new method of curriculum delivery – remote learning – while grappling with tough, but vital, health and safety measures.

Inequality highlighted

The crisis has underlined that government schools educate most disadvantaged or vulnerable students – children without access to laptops or internet, or with complex needs that require strong systemic support, time and resources that schools struggle to provide. “COVID-19 has really highlighted the inequality in our schools, the lack of infrastructure and resources,” AEU federal secretary Correna Haythorpe says. “That’s a story that has to be told.”

That pivot came as many schools, particularly in regional and remote communities, were grappling with the aftermath of a devastating bushfire season that affected students and teachers in every state and territory.

“While we’ve seen some short-term funding from state and territory governments to deal with these issues, it doesn’t deal with the long-term reality of the inequality in resources.”

But the crises again exposed the underfunding of our public schools and the heavy lifting they do in providing education for most of Australia’s vulnerable and disadvantaged children.

Haythorpe says clear messaging, extra cleaning regimes in schools and immediate support for staff with health concerns were the best government responses to the crisis. “Some states have unfortunately left it to individual schools and said it’s their problem. That has put a lot of pressure on principals and teachers.

Some schools lacked the IT equipment to switch quickly to remote learning. Some lacked even the necessary hand sanitiser, soap and cleaning equipment to keep their workplaces safe. Essendon Kellor College principal David Adamson says he raided the camp and excursion budget to fund laptops and internet plans for students at the school in Melbourne’s north west who needed them. But, he says, a bigger concern was student welfare. “I’ve got some Year 9 students who were already pretty disengaged from education. [During remote learning], they’re not doing much at all. To get them back on track will be a challenge. That’s a bigger cost – how do we provide welfare support for those kids? The risk is that they won’t complete school.” John Schuh, executive principal of Ferry Grove State High in Brisbane, says his school was “just managing” to balance remote learning with social distancing measures for the 10 per cent of students on campus. Even so, electives for Year 7 to 9 had been dropped and, with a critical shortage of relief teachers, they knew something would have to give if more students returned. Secondary schools are often large enough to shuffle budgets around for a few weeks, Schuh says. But his primary school colleagues were struggling to supply laptops or iPads to students in need: some had resorted to photocopies and Australia Post to get teaching materials out. “They don’t have the capacity to do things online,” he says. “We’re very good at solving these problems for the government, but funding would be a huge advantage for everybody.”

“The reality is that many state and territory governments have had to put in extra laptops and computer support – not only to support children from disadvantaged backgrounds that don’t have computers or internet at home, but even schools that don’t have enough equipment,” she says. “Some schools were actually dealing with shortages of soap and hand sanitiser, which they were required by their state’s chief medical officers to have. If schools are to operate under a whole new set of requirements that say you have to have sanitiser at the front of every classroom, extra cleaning services for the laptops, iPads, tablets, chairs, playgrounds – whose responsibility is that? “It all requires extra resources from government.”

No togetherness here

The crisis has demonstrated that when it comes to education, we’re not all in it together, says Haythorpe. “Private schools were among the first to close in term 1, in defiance of federal government requests for them to remain open. They followed that with a plea for extra funding,” she says. “But the sector is used to special treatment. The Liberals in Canberra responded to the prolonged drought and bushfires with a $50 million relief fund – for private schools only.” This was followed by a $3 billion funding advance offered to non-government schools to get students back into classrooms following the COVID-19 lockdown, plus a $10 million fund for hygiene measures - again, only in private schools,


Haythorpe says the Coalition’s view is that public school infrastructure is a problem solely for the states and refuses to contribute to capital works funding. “The coronavirus crisis has again shown the unsustainability of that position.” Private schools massively outspend government schools on capital works – Catholic schools spent more than twice as much per student in 2017 and independent schools doubled that again. Despite that, the Morrison Government has promised the sector $1.9 billion in infrastructure funding over the next decade. But it’s mostly government schools that have been coping with surging enrolments as Australia experiences a new baby boom. The Grattan Institute estimates an extra 650,000 school places will be needed over the decade to 2026. Private schools are also the only sector expected to be fully funded by 2023 under the new Schooling Resource Standard (SRS), with inequalities baked into the Liberals' and Nationals' vision of equity. While every private school will get 100 per cent of its SRS, the target for public schools is to reach just 95 per cent by 2023. For the hundreds of private schools overfunded under the formula, the transition will stretch to 2029 – although that hasn’t been enough to prevent squeals of pain from the sector, which has asked for even longer. Meanwhile private schools get access to $3.4 billion to ease the introduction of Direct Measures of Income – the assessment of parents’ ability to pay fees which underpins the SRS for private schools – and a further $1.2 billion “Choice and Affordability” fund, intended to reduce fees, despite the fact that two decades of everincreasing government subsidies have not stopped fees outstripping inflation. Together they make a mockery of then-treasurer Scott Morrison’s claim in 2017, in an interview with journalist Laurie Oakes, that “there shouldn’t be special deals”. “There should be one deal and it should be based on the needs of every single student,” Morrison said.

“This is in the Liberal Party’s DNA,” Haythorpe says. “Their version of needs-based funding is simply not needs-based.” As always, government schools are rising to the occasion. Adamson says his staff have been “outstanding”. “They’ve taken it on with a passion because they really do care about their kids. “We take all comers, and we don’t get the support our (private school) competitors do in the community.”

The growing gap

Schuh says he expects the gap to widen. His school spends “nearly $800,000 a year just to make our school function,” and this is made possible only by voluntary parental contributions. “We will see a real financial struggle when we come back (from the COVID-19 lockdown). Parents aren’t going to be able to pay voluntary fees, pay for excursions, and we won’t have that income stream that we budgeted for. “Many of the things that parents expect from schools will be a challenge – the value-adding experiences like music programs, excursions and camps,” Schuh says. Haythorpe says that when the crisis is over, the federal government must address the underlying issue of poor resourcing – giving every public school its full SRS and pulling its weight on capital spending. “If we had been provided with the necessary capital works and infrastructure investment, that would have minimised a lot of the trauma of dealing with social distancing or remote learning requirements,” she says. “And if schools had been allocated fair funding, they might have had more capacity to organise the necessary resources, run the professional development needed and to work through a pandemic with less stress. COVID-19 has highlighted the funding issues – and we can’t afford to lose momentum.”  This is an edited version of an article that first appeared in the Winter 20220 issue of the Australian Educator magazine.

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AEU ACT HISTORY PROJECT

Former AEU ACT Secretary CLIVE HAGGAR is compiling a history of our branch in the leadup to its 50th anniversary.

Leading Change Women in teacher unionism 20


Pictured: All-female ACT Teachers Federation delegation to ATF Conference in 1983. From L-R: Audrey Duke, Cassandra Parkinson, Joan Corbett, Cathy Robertson, Christine Miller

Close your eyes and think about someone in a school leadership position — in fact, think of as many people as you can — who inspired you or supported you at any stage in your work as an ACT public school educator. Who do you see? In 2020, if you ask most educators this question, their lists will certainly contain both men and women. But this would not have been the case in 1956, when Val Baker joined the staff at Telopea Park High School as a beginning teacher. Systemic practices and regulations, and attitudinal barriers, meant that men and women were treated — and paid — differently and had different expectations of what their pathways in the teaching profession would look like. (To give you a measure of this, it was not until the late 1980s that a woman held a principal’s position in a secondary school.) Leadership in the education unions was not much different. While its membership was largely female, teacher union leadership was almost exclusively male. In 1973, with the establishment of the Commonwealth Teachers Federation (ACT), the union mirrored much of the structures of its much larger parent, the NSWTF and of the union movement generally. With only a couple of early exceptions, senior fulltime and honorary positions in the ACTTF were held by males, irrespective of the primary or secondary sector from which they came.

Exclusion from debate and policy-setting

Many women felt excluded from debate and from policysetting — not only because elected leadership positions were held by men, but because many policy positions and alliances were formed in informal settings from which women were excluded. Lyn Harasimiew began teaching in 1966. Remembering her time as a young classroom teacher and single parent with two small children, Lyn describes how attitudes and the behaviour of male colleagues made it difficult to get a women’s voice heard and issues addressed during the 1960’s and 1970’s. At the Annual Conference of the NSWTF’s Secondary Teachers Association in the ACT, she recalls: "I was the only female there. We went for lunch and we all adjourned in the Worker’s Club, which used to be the Civic then, and to a bar. And all the boys went into the public bar, from which I was (legally) excluded, so I sat in the ladies’ bar. Very clear message then about what was going on."

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Tackling the hard questions

As we will see in future chapters of the AEU history project, there have been many moments when teacher union members have been divided over issues being debated — and actively tackled — by the wider Australian and international union movements. Should an education union even have a position in support of workers in other fields, or overseas? Should it have a position on uranium mining? On abortion? On Iraq? On the environment? Many male members, according to Lyn, felt particularly uncomfortable with the issues pushed by women colleagues. She recognised that the union, like other workplaces, needed to debate: "How much of women’s experience is relevant to unionism? Should a union look at the question of women’s broken service and the impact that has on their superannuation? Should unions look at the fact that women had primary childcare responsibilities — and often needed support to get to team meetings? Should abortion [or] access to safe contraception —that kind of stuff — should that be part of a union program?"

Making the invisible visible

One of the most important legacies of policy change and advocacy — undertaken by unions and by individual activists and formal and informal advocacy groups—is that they begin by making the invisible visible. With the benefit of hindsight, we can now confidently answer these three questions: • What are we losing by not seeking more diversity in our leaders and influencers? • What are the attitudes and unchallenged assumptions that allow discrimination? • What are the structural barriers that must be dismantled? It was no accident that teaching had a male-dominated hierarchical structure in which women were denied opportunities for promotion and other forms of professional advancement: legal, structural and attitudinal barriers, including the ‘marriage bar’ and ideas about ‘the breadwinner’, entrenched over generations, had defined and restricted the role of women in society and in the workforce.

‘The breadwinner’

In the 1950s through to the early 1980s, much public and private discourse about gender roles and leadership pathways was underpinned by unchallenged assumptions and fear of change. The long battles over equal pay, and over married women’s right to work at all, were bound up with ideas about why women work, and about who was the ‘breadwinner’.

Val Baker was single at the time of her recruitment to teaching as an employee of the NSW government, which supplied teachers to ACT schools. Had she been married, she would not have been allowed to apply for a position, as NSW did not recruit married women. In other states and in the commonwealth, female public servants and teachers had to resign when they married. These ideas about ‘the breadwinner’ also underpinned the debate about equal pay. For decades, women doing the same work as men were paid just a fraction of their salary. In line with the societal norms of 1907, Justice Higgins, in establishing the Basic Wage, ruled that a man’s wage must be enough to feed and clothe his wife and family. A woman’s wage was to pay only for herself. An important lesson for union leaders and other activists has been that changes in pay, working conditions, access to leadership positions and other policy can often create a sense of competition—the perception that advancement of one group may entail loss for another. Val Baker remembers the concerns expressed by male colleagues on the announcement that equal pay would be introduced into the NSW public service in 1958: "My infuriating memory was [of doing] as much teaching… and these male members sitting round in the staff room discussing how terrible it would be if there was equal pay. The reason was that it would reduce their pay if the women had to be paid more…"

Changing ‘what leaders look like’

Until the 1980s, many male teachers and public servants (and some women) saw it as ‘natural’ that men held the leadership positions in organisations; that the femaledominated primary school sector, for example, was so often led by male principals. In 1985, many male members of the union raised concerns when the Schools Authority and the ACTTF cooperated in supporting a temporary affirmative action initiative in which access to short-term HDA would be given to women in the first instance, to give them the opportunity for experience and to build profile and a stronger CV — all important prerequisites for later promotion. The six-month affirmative action was designed to change our ideas about ‘what a leader looks like’, and to give women — and men — confidence that women could perform leadership roles well. One of the two young (male) ACTTF organisers of that time, circulating through school staffrooms across the ACT to promote the HDA initiative and to explain the ACTTF’s support for it, was surprised to be confronted by an angry female primary school teacher who told him: ‘We don’t want petticoat government!’

Pictured: A meeting of the all-male ACTU Executive in 1980.

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Pictured: 1993 Women's Conference

Women leading change through and with their unions

With the social and attitudinal changes of the 1960s and 70s, and with the rapid growth of the teaching workforce in the ACT, it became clear that women would no longer tolerate the second class citizen role that they had experienced for so long. Women’s organisations, such as the Canberra Women’s Liberation Group (formed in 1970) and the Women’s Electoral Lobby, were established in Canberra, along with informal networks in which female teachers participated. Female members of the ACTTF and later the AEU ACT began to organise informal gatherings to support each other in their work and to encourage female colleagues to apply for promotions positions in the system and for leadership roles in the Federation. An important initiative in this period, jointly funded by the ACTTF and the ACT Schools Authority, helped lay the foundations for change in policy and practice: the appointment of Rosemary Richards (a future President and Secretary of the ACTTF) to a position in the Schools Authority to target gender discrimination in the system. Breakthrough moments came with the election of women into positions of influence in the union, which both reinforced the union’s capacity to develop policy on women’s issues and to pursue change, and gave greater profile to capable women who chose to go into leadership work, most significantly: • Cathy Robertson, elected as the ACTTF’s first full-time female Secretary (following on from her earlier election as Deputy President), and then as its first female President • Joan Corbett, elected as the ACTTF’s second female Secretary • Audrey Duke, elected as an ACTTF Vice President and who later took up the ACTTF’s new position as Women’s Officer. These women were all classroom teachers and activists who had been involved in the informal networking as well as in committees set up to pursue issues of vital interest to them as members—such as the women’s committee that ran the annual Women’s Conference and the Permanent Part-time Work Committee.

Other activist female members benefitted from vacancies that occurred when the ACT school system separated from the NSW system in 1973 and from the removal of former barriers to advancement. Several of these women combined their union activities with their new roles as school principals and deputy principals, including: • Margaret Dempster, who became both a primary principal and an ACTTF Vice President • the late Julie Biles AO, who held positions as an ACTTF Vice President, Schools Authority Council member and President of the Primary Principal Association • Cheryl O’Connor, a primary school principal, who served as an ACTTF Vice President and a Schools Authority Council member, and who became one of the first two female Directors of Schools in the ACT before re-joining the NSW system as a Regional Director. While these exceptional women were in the forefront of change as both union and professional leaders, other colleagues chose not to pursue elected office or promotion but worked to break down barriers and to support colleagues other ways — putting their energies into being change agents in education, community and society, while still connecting with the union as councillors and workplace representatives. These activists included Julia Ryan and Biff Ward, who established the School Without Walls, the late Liz Dawson through her social justice and gender equity work, and so many more. Other female classroom teachers and teacher unionists from interstate became friends and mentors for ACTTF colleagues. Notable among these were: • Jenni George AO, the first female president of the Australian Teachers’ Federation (1986–89) and first female president of the ACTU (1996–2000) • Sharan Burrow AC, the second female president of AEU (1992–2000); the second female president of the ACTU (2000–2010); and, since 2010, Secretary of the International Trade Union Confederation, representing 175 million workers in 153 countries and territories. Unionism, and particularly teacher unionism, has come a long way since Bob Hawke’s all male ACTU Executive!  23


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INTERNATIONAL WOMEN’S DAY

Trivia night

We didn't know it at the time, but our second annual International Women's Day Trivia Night would be our last hurrah before social distancing wiped the rest of our events off the calendar! More than 100 members and their guests joined us to test their knowledge over three brain-busting rounds.

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Educating Australia on the climate crisis Despite its obvious benefits, governments are neglecting climate learning in the school curriculum, writes ANNETTE GOUGH

In December 2019, as large areas of New South Wales burned and cities were choked with smoke, and while the Australian government delegation at the United Nations Climate Change Conference in Madrid was subverting international efforts to address climate change, Australia’s education ministers were convened in Alice Springs, launching the Alice Springs (Mparntwe) Education Declaration. This Declaration removed the references to climate change and integrating sustainability across the curriculum that had been in the 2008 Melbourne Declaration on Education Goals for Young Australians. In doing so, it shut down recognition of the importance of discussing climate change as a complex environmental, social, and economic issues in schools. This silencing of discussions about climate change and sustainability is particularly concerning, as Australia is a signatory to the United Nations 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs), which include goals for both action on climate change and education.

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However, it is also not surprising given that Australia’s 2018 voluntary national review report on progress towards the SDGs does not mention climate change, and education is only mentioned in an omnibus of areas where Australia provides development assistance, not in relation to Australian schools. The need for Australian school students to learn about the environment was included in the first national education declaration, the 1989 Hobart Declaration on Schooling. This included as one of the 10 goals, “an understanding of, and concern for, balanced development and the global environment and complex environmental and social challenges”. The 1989 Declaration also launched Mathematics, Science, Technology, and English Literacy as the key areas of a national curriculum. The 1999 Adelaide Declaration on National Goals for Schooling in the Twenty-First Century moved recognition of complex environmental and social challenges to the preamble, and added a new goal, that students should have “an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development”.

The 2008 Melbourne Declaration on Education Goals for Young Australians expanded on the environmental content of the Adelaide Declaration and recognised the unprecedented challenges posed by climate change. Here, the preamble noted new demands on Australian education, including “Complex environmental, social and economic pressures such as climate change that extend beyond national borders pose unprecedented challenges, requiring countries to work together in new ways. “ The goal to accompany this statement was for students to become “active and informed members of the community who…have empathy for the circumstances of others and work for the common good, in particular sustaining and improving natural and social environments”, and the associated action was a resolution that “a focus on environmental sustainability will be integrated across the curriculum”.


Although sustainability was included as a cross-curriculum priority in the Australian Curriculum, its place within the curriculum is haphazard, and generally develops a shallow understanding of sustainability, if it is covered at all. Specific climate change education is also absent. As Hilary Whitehouse and Larraine Larri recently commented, “We can find no explicit mention of climate change in the primary curriculum, though students learn related topics on endangered species, renewable energy, and natural disasters”. There are some mentions in Years 7 to 10 in the humanities, geography, and science, but some are in optional subjects. The Alice Springs (Mparntwe) Education Declaration, which replaced the Melbourne Declaration in December 2019, however, simply sees education as preparing “young people to thrive in a time of rapid social and technological change, and complex environmental, social and economic challenges”, and repeats the goal from the Melbourne Declaration. It is silent on climate change, and reduces consideration of sustainability in the curriculum to encouraging students to “engage with complex ethical issues and concepts such as sustainability”.

The environment has long been treated by policymakers and politicians as a political priority rather than an educational one, but at a time when the climate emergency is upon us, and Australia is a signatory, not just to the SDGs but also the Paris Agreement, which included climate change education as an action area in the associated work program, it would seem time for climate change education to become an education priority in Australia. Indeed, in that Paris Agreement work program, Australia agreed to develop extensive climate change education policies. Instead, climate change has been ignored in our national education agenda at a time when it is most desperately needed.

The government is not prioritising their needs by ignoring climate change. The new Declaration’s silence on climate change means that students will have to rely on their principals, teachers, parents, and peers for their learning about the climate emergency and what they can do. It is no wonder then that they are taking to the streets while the government ignores the obvious.  Professor Annette Gough is a researcher in the Centre for Urban Research, School of Global, Urban and Social Studies, and the School of Education at RMIT University, Melbourne

Education Minister Dan Tehan claims that the Mparntwe Declaration is “prioritising the needs of our First Nations children and Australia’s remote and regional students”, but, in the same week, the Mparntwe people were telling The Guardian that climate change is a threat to their survival.

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Life Space Crisis Intervention This TQI-accredited training course gives educators a new way of looking at challenging behaviours in students, writes senior trainer DAVE BROMHEAD Life Space Crisis Intervention (LSCI) is a brainbased, trauma-informed, relationship-building verbal strategy that turns crisis situations into learning opportunities for young people who exhibit challenging behaviours. LSCI views problems or stressful incidents as opportunities for learning, growth, insight, and change. LSCI provides teachers, counsellors, social workers, psychologists, child and youth care workers, parents, and other caring adults with a systematic, six-stage process to move from stress and conflict to insight and long-term behavioural change. LSCI teaches professionals and parents the therapeutic talking strategies they need to help young people during stressful moments, as well as the self-awareness and skills to manage their own feelings and counter-aggressive tendencies when intervening with aggressive or out-of-control behaviours.

While this relationship is undeniable, it also is true that during stressful times, a troubled youth can shape staff behaviour by recreating dysfunctional feelings in the adult. If staff are not trained in understanding the dynamics of the Conflict Cycle, they will end up mirroring the student’s behaviour and escalating the student’s conflict. (Long et al 1998, p9). LSCI helps staff understand and avoid the cycle. A conflict cycle is often a key ingredient to critical incidences in schools. This circular interaction between a troubled student and a staff member is presented in Figure 1 below.

Professionals learn what to do when a young person: • Acts out in stress toward unsuspecting helpers, sparking explosive and endless power struggles • Makes poor decisions based on distorted thought patterns and perceptual errors • Has the right intentions and motivation but lacks the social skills to be successful • Is purposefully aggressive and exploits others with little conscience • Acts in self-damaging ways due to being burdened with shame and inadequacy • Becomes entangled in destructive peer relationships and is vulnerable to manipulation A key concept in LSCI is the Conflict Cycle. The Conflict Cycle is a basic paradigm that explains why normal, healthy, reasonable staff can behave in ways that are significantly different from their personalities. For many years, the literature on staff/student interactions documented only how staff behaviour impacted on student behaviour. 28

Figure 1: The LSCI Conflict Cycle


LSCI teaches staff how to identify and respond to six common selfdefeating patterns of behaviour that young people typically engage in. These patterns are: • Imported problems: The Red Flag Intervention. This pattern involves students who carry in a home/community problem and displace it on the staff. •

Errors in perception: The Reality Rub Intervention. This intervention is used when the private logic of the student in stress makes it hard to understand what happened and why they engaged in the inappropriate behaviour. Delinquent pride: The Symptom Estrangement Intervention. This intervention involves students who are purposely aggressive and exploitive toward others while justifying their actions and even casting themselves in the role of the victim. Impulsivity and guilt: The Massaging Numb Values Intervention. This pattern involves students who experience high levels of shame and guilt which then overwhelms them if they engage in some inappropriate behaviour, often due to impulsivity. Limited social skills: The New Tools Intervention. This pattern involves students who may have the right motivation (eg I want to make friends) but lack the social skills to be successful (eg engages in hurtful teasing). Vulnerability to peer influence: The Manipulation of Body Boundaries Intervention. This pattern involves a student who is exploitative who i. manipulates a lonely/isolated student into a ‘friendship’ so they can do their bidding, or ii. manipulates a reactive aggressive student into fighting another student.

Figure 2: Cognitive Map of the Six Stages of LSCI

To support a student in crisis, LSCI uses a six stage approach to support the student to develop insight into and change self-defeating patterns of behaviour. Figure 2 (above) outlines this process. Participants are provided intensive support to learn how to conduct the six stages of intervention through didactic outlines, role plays, video examples, modelling from the senior trainer, a participant manual including articles outlining each intervention and a text book. The training is accredited with TQI for 20 hours. LSCI has a strong research underpinning, including research conducted in Australia. LSCI is rated as a Promising intervention by the California Evidence Based Clearinghouse. The next 4 day LSCI training well be held on 3, 4, 11 & 18 September 2020. To book in or seek additional information please go to: wellbeingedvantage.com/products/lsci-training A one day refresher training will be held 28 August 2020 for staff who have completed the 5 or 4 day LSCI certified training in past years. To book in or seek additional information please go to: wellbeingedvantage.com/products/lsci-1day-refresher

Reference Long, N.J., Frank A. Fecser, F.A., and Brendtro, L.K.. (1998) Life Space Crisis Intervention: new skills for reclaiming students showing patterns of self-defeating behavior. Healing Magazine, Volume 3, No. 2 . 29


Welcome to our union.

Congratulations to our recently joined and re-joined members! By joining your union, you're standing in solidarity with more than 4200 of your colleagues to fight for the best conditions for

ACT public educators.

Aaron Harding, Abbey Peacock, Aidan Beiboer, Aimee Palmer, Akiko Barkle, Alanah Nuttall, Aleisha Judge, Alessandra Gattuso, Alexander van de Rhee, Alexandra George, Alexandria Nicholls, Alice Ferrari, Alicia Hourigan, Alicia Norris, Alison Fleming, Alison Nilon, Alison O'Neill, Alison Tammen, Alyssa Audsley, Amanda Bruhn, Amanda Dale, Amanda Ferris, Amanda Maxwell, Amanda McLaughlin, Amandeep Chahal, Amelia Doering, Amelia Lim, Amelia Macafee, Amelia Whymark, Amy Crowe, Amy Dean, Amy Murphy, Amy Shoesmith, Anais Bonnet, Andrea Concepcion, Andrew Gibson, Andrew Kay, Andrew “Mr Handsome� Zeylemaker, Angela Edwards-Wells, Angela Kouparitsas, Angela Owen, Angela Rea, Angelica Pahina, Anita Santos, Anna Buesnel, Anna Gault, Anna Mahendra, Anna Newton-Walters, Anne Lemcke, Annette Walker, Annie Brill, Anthony Crowe, Anthony Dimoski, Anthony Duncan, Anupma Lall, April Croft, Ashlea Anderson, Ashleigh Keating, Ashley Whild, Baba Alhadji, Belinda Kowalski, Benjamin Solly, Benjamin Williams, Bessie Nunes, Beth Ivanoff, Bethany Poyser, Bilal Brahim, Brecon Grafton, Brenton Cleaves, Bright Lai, Brittany Champion, Bronte Lalor, Bronwen Jones, Bronwyn Collins, Brooke Astle, Brooke McMahon, Bruce Clarke, Bruce Willett, Caitlin George, Caitlin Taylor, Caitlyn Mansfield, Callum Beaumont, Callum Joce, Callum Taylor, Cameron James, Cameron Steer, Carrie Liddle, Casey Johnson, Caspian Jacobsen, Cassandra Hoolihan, Catherine Butler, Catherine Griffin, Catherine Piani, Cathryn Whelband, Cathy Robertson, Celeste Cook, Chantelle Stewart, Chelsea McKenzie, Chen-Ying Chen, Cherie Dryburgh, Cheryl Cassella, Cheryl Radford, Chlodagh Sutherland, Chloe Tsekenis, Christie Hartfiel, Christina Braun, Christina Starr, Christine Elliott, Christine Lloyd, Christine Murdock, Christine O'Brien, Christopher Anthony, Claudia Schiliro, Claudia Spence, Connor Crisp, Coreen Sauriol, Corey Kettmann, Courtney Blanch, Courtney Newnham, Crystal Hillier, Dale Larsen, Damien McGrath, Daniel Boyle, Daniel Paull, Daniel Tuddenham, Danielle Bopping, Danielle Farthing, Danielle Gould, Danijela Salihovic, Danny Temple, Darcy Martin, David Hicks, David Parissi-Smyth, David Sheldrick, Deanne Bowman, Deborah Gilbert, Denis Davey, Denise Sheehan, Dian Sari, Diem Phuong Naing, Donna Funnell, Edward Jenkins, Edwin Leask, Eleanor Filler, Eleanore Brotchie, Elen Laaring, Eleni Velanis, Elise Paull, Eliza Potts, Eliza Savage, Elizabeth Crawford, Elizabeth Holdsworth, Ella Webster, Ellie Sasse, Elliot Davis, Elouyze NuciforaRyan, Emily Di-Salvatore, Emily Hardy, Emily Howland, Emily Lawrence, Emily Minto, Emily Mitchell, Emma Bradstock, Emma Filer, Emma Micallef, Emma Murphy, Emma Reid, Erin Barry, Errol Price, Ethan Wilson, Eva Reynolds, Fiona Nicholson, Francis Vega, Gabriella Farmer, Gemma Prunster, Gennene Driver, Georgia Coxhead, Georgia McCall, Georgia Stephinson, Georgia Wemyss, Gideon Afemui, Goonlaor Sibunruang, Grace Emery, Grace Johnson, Grace Tranter-Ings, Gracy Singh, Gwilym Lucas, Halla Salem, Hamid Bin Saad, Hannah Lakatos, Hannah Lutze, Hannah Rawlins, Hannah Skinner, Hayden Styman, Hayley Gannon, Hayley Van Davey, Heather Lobb, Hedyeh Albohamal, Henry Bowyer, Hollie Williams, Holly Betts, Holly Brown, Ian Williams , Ilhaam Soeker-Jadwat, Imogen Johnson, Indira Sapkota, Ingrid Moore, Insook Cho, Iona Smith, Iravati Patkar, Iryna Halas, Isabella D'Ambrosio, Isabella Lucchesi, Isabelle Carpenter, Isabelle Lance, Isabelle Mackay-Sim, Jacinta Lee, Jacinta Palmer, Jack Edwards, Jackson St George, Jacque Mengel, Jacqueline Campbell, Jacqueline Collins, Jacqueline Day, Jacqueline Deacon, Jacqueline Ward, James Achilleos, James Connah, James Hamilton, James Keeley, James Plowman, James Priest, Jane Baillie, Jane Plenty, Jane Sandeman, Janine Inggs, Jarrod Bradbury, Jarrod Fenwick, Jarrod Phillips, Jason Vaggs, Jaspreet Kaur, Jayden Boege, Jayne Holmes, Jennifer Blaylock, Jennifer Chatkeo, Jennifer Jackson, Jennifer Jenkins, Jessica Duffey, Jessica Engele, Jessica Hewitt,

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Jessica Pickering, Jessica Simpkins, Jessica Will, Joanne Watt, Jodie Arrow, John Parson, Jolene Mifsud, Jonathan Baird, Jonathan Hartley, Jordan Chapman, Jordan Muench, Jordan Munnings, Jorge Kapeen, Joseph Harrison, Joshua Ross, Joshua Smith, Julie Ahmad, Julie Kendal-Rowe, Julie Mayhew, Julien French, Juliet Griffiths, Kaari Toivonen, Kacey Sturt, Kaitlyn Campbell, Kalara Gilbert, Kamini Junankar, Karen Green, Karen Leach, Karen Mansfield, Karen McQuellin, Karin Tamsett, Kassem Saikal, Kate Cummins, Kate Rankine, Kate Turner, Katherine Duncan, Katherine Jolly, Katheryn Elliot, Kathleen French, Kathryn Croker, Kathryn Johnston, Kathryn Varela, Katrina Livanes, Kayla Gifford, Kelly Dunstan, Kelly Perrett, Kerrie Rendell, Kerry Burgess, Kerry-Anne Kwong, Kevin Kirton, Kiah Ducie, Kieran Angel, Kieran Sibley, Kim Werner, Kimmel Reid, Kirt Bauer, Kristel Shelley, Kristen Noble, Kristie Sligar, Kristina Charman, Kristle Cross, Kristy Riddell, Kristy Watt, Kunjal Mehta, Kylie Chapman, Kylie Dorsett, Kylie Martin, Kylie Reid, Kylie Watson, Lainie Morgan, Lara Wilson, Larissa Barritt, Larry Stevenson, Laura Wolfson, Lauren Brandley, Lauren Eager, Lauren Gartside, Lauren , Green, Lauren Haley, Lauren Lutton, Lauren Quilter, Lauren Ritchie, Lauren Thomas, Lee Brown, Leigh Andreatta, Leigh Franks, Leonie MacDonald, Li Xue Mann, Liae Tuilagi, Lindsay Nailer, Lisa Denney, Lisa McGruer, Lisa O'Halloran, Lu Yu, Lucy Gordon, Lucy Nicol, Luke Burger, Luke Ryan, Lydia Bell, Lynette Yeaman, Maddison Brown, Maddison Mielens, Maddison Pointon, Madeeha Iftikhar, Madelyn Love, Madison Smith, Manpreet Kaur Aulakh, Margaret Ziolkowski, Maria Falconer, Maria Giannini, Marion Elizabeth Gerner, Martha Patricia Butron Guillen, Mary Campbell, Mary-Caitlin Cox, Matali Nicholas Puteho, Matthew Adams, Matthew Kelly, Maxwell De Kievith, Meg Signor, Megan Evans, Megan Ryan, Megan Sievers, Megumi Noble, Melanie Rees, Melissa McKee, Melissa Moore, Melissa Nisbet, Melissa Whitehouse, Melody Horne, Merin Rayner, Michael Maloney, Michael Playford, Michele Conyngham, Michele Davis, Michelle Ashworth, Michelle Di Maria, Michelle Eggleton, Michelle Markezic, Michelle Murphy, Michelle Pehar, Michelle Ryall, Mimosa Forsyth, Mitchell Burden, Mohanjeet Kaur Anand, Morven Downie, Naomi Smidt, Natalie Mazouin, Natasha Ellis, Natasha Monger, Natasha Sparke, Nathan Rollings, Nazia Shirin, Neil Evans, Ngoc Thuy Nguyen, Nicholas Crean, Nicola Toms, Nicolle Jones, Nigel James, Noni See, Nor Idris, Orion Lethbridge, Owen Gilmore, Patricia Bond, Patricia Caldwell, Patrick Delfs, Paul Leins, Paul McGregor, Peggy Halas, Penelope Metcalfe, Peter Eddowes, Peter Lawson, Petra-Jade Rinyrose, Phillipa McIntyre, Priya Sangani, Purnima Thankappan, Rachael Bellwood, Rachel Dwyer, Rachel Honner, Rachel Minnican, Rachel Percival, Rachel Powell, Rachel Van Audenaerde, Rashmi Paneswar, Ravineel Nath, Rebecca Flux, Rebecca Kimber, Rebecca Marr, Rebecca Pain, Rebecca Pashley, Rebecca Thompson, Rebecca Van Der Stap, Rebekah Evans, Renee Payne, Rhiannon Call, Robert Kibble, Ro-Berta Mende, Robyn Neumann, Rochelle Mandelson, Rosemary Kingelty, Rubina Naeem, Ruth Davis, Ryan McDermott, Ryan Page, Sally Makin, Sally Rojahn, Sally-Lee Hill, Sam Hancox, Samantha Hood, Samantha Merryfull, Samantha Way, Samuel De Sousa, Samuel Delaney, Samuel Richards, Sandra Stavrinos, Sara Rapp, Sarah Abbott, Sarah Dodge, Sarah Dorrough, Sarah Drinkell, Sarah Hubbard, Sarah Kavanagh, Sarah Morris, Sarah O'Rourke, Sarah Painter, Sargam Malhotra, Sascha Zsigmond, Scott Montoya Val, Sebastian Cox, Selina Davill, Serena Wahome, Shannon Brennan, Shannon Murray, Sharlot Holmes, Shivani Dhir, Siani Swarbrick, Simon Foxhill, Simon Nunney, Simon Wansink, Simon Yan-Kit Sher, Skye Eddi, Sobia Zahid, Sofia Rodrigues, Sonia Howarth, Stacey Howard, Stacey Naden, Stefanie Gorter, Stephanie Garratt, Stephanie Hoffmann, Stephen Woods, Susan Deards, Susan Redstone, Susan Taylor, Suvarna Pillay, Tammie Edwards, Taneal Proctor, Tara Durnin, Tara Hall, Taylor Walther, Teagan Ashworth, Tegan Martin, Teresa Ang, Tess Jones, Tikarra Looke, Tim Evans, Timothy Allen, Timothy Dobson, Timothy Walshe, Todd Henry, Toni Brammall, Toni Whyte, Tracey Franks, Tracey Scarlett, Traci Chatfield, Trudy Thornton, Ty Hamilton, Uma Ramiah, Vanessa Ackland, Vanessa Olsen, Vernetta Rolls, Vicky Donaldson, Vicky Magee, Victoria Gonzales, Wei Wei, Wendy Garbutt, Will Anderson, William Davies, Xueyan Zhai, Yasmin Hassan, Yi Liu, Young Lee, Yue Yang, Yvette Kirby, Zed Simandl, Zoe Green

31


GLENN FOWLER

Branch Secretary

PATRICK JUDGE

ANTOINETTE GARSIDE

VINCE MCDEVITT

Senior Industrial Officer

Business Manager

Lead Organiser

JACOB DUNNE

MEAGAN PEARCE

MALISA LENGYEL

Industrial Officer

Communications Officer

Southside Organiser

ELIZABETH LOMAS

TAYLAH KOLARIC

SEAN van der HEIDE

Industrial Support Officer

Membership Coordinator

Northside Organiser

ANEETA SAMANI

GERARD DWYER

Administration Assistant

LUCY BARRETT

Administration Assistant

YOUR AEU OFFICE TEAM

CIT Organiser

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(02) 6272 7900

KAYTE FLANAGAN

Organiser Support Officer

Profile for Australian Education Union ACT

ACT Educator Term 3 2020  

ACT Educator Term 3 2020  

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