SHAPING A SUPPORTIVE CULTURE
It's time for a comprehensive change to how we value SSOs
TIME TO RECLASSIFY? RECOGNISING THE WORK OF AEWS You deserve to be recognised for the vital work you do ADVOCATING FOR COUNTRY EDUCATORS
Holding the Department and government to account
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For advice and assistance, please phone 08 8172 6300 or email info@aeusa.asn.au
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Jennie-Marie
I've been a country teacher for many years, and I’m proud to carry on advocating for country and remote educators in my role of Branch Secretary. But in spite of our consistent and clear advocacy, country and remote educators continue to work in challenging conditions - understaffed, without enough TRTs or PRTs, and increasingly reliant on special authority teachers who themselves need extra support.
We’ve been working closely this year with Port Augusta Secondary School (PASS) to seek support from the Department and government to try to remedy the escalating health and safety concerns that arise when staffing is stretched unreasonably thin. Members from PASS have written to the Chief Executive and Minister for Education calling for resources that would help alleviate some of that risk. During this collaboration, I was struck by how nearly all the concerns flagged by PASS members were first raised two years ago during the Country Educators Roundtable. The Department and government have had two years to action the recommendations of these Roundtables, but little has changed. More than perhaps any other group, our country and remote educators need the funding, infrastructure, and support required to retain great educators and give kids and students the same chances they’d have at a metro site.
I’m proud of the wins we had for country members, like ongoing CIZA for all country teachers, paid public holidays for our amazing term time SSOs, and a minimum 13% pay rise for all educators – but that doesn’t replace the role the Department plays in nurturing country sites. We need to activate at the sub-branch level to hold the Department accountable for providing country and remote educators and students with what they need to thrive. If you’re in a country or remote site, I encourage you to get in touch with your AEU Organiser. They’re highly skilled in coaching members through the process of raising concerns and proposing reasonable solutions. If you haven’t met them yet, give us a call. In addition to your site’s Organiser, we now have a dedicated Country and Remote
What you need to know
+ Many of the concerns raised by country and remote educators at our Roundtable two years ago remain unaddressed by the government and the Department
+ We must organise at a sub-branch level to hold the government and Department accountable for supporting country and remote sites
+ The AEU are working with educators to help make taking action more accessible and manageable
Specialist who will work alongside our Lead Organiser, the Country Conditions Standing Committee, and myself to ensure your voice is heard.
I know from experience how busy country educators are, so remember that we’re here to help you advocate for yourselves and the students you work with. Because no matter where you work in public education, you have the right to a safe, well-funded, and supportive workplace.
MATTHEW CHERRY, BRANCH SECRETARY
As someone who’s spent much of my career in schools – including many years as a primary school principal – I know just how vital support staff are to the everyday work of our education system. Whether it's a classroom SSO working one-on-one with a student, an ECW supporting a group of curious preschoolers, or an admin officer keeping the school running smoothly, these workers are the heartbeat of our schools and preschools.
Support staff build strong, trusting relationships not just with students, but with their families, too. They’re often the first to notice when a child is struggling, and they’re always among the first to step in and help. But too often, their work goes unseen and underappreciated. These are roles that carry significant responsibility, yet the pay, training, and career opportunities rarely reflect just how important they are.
It’s not uncommon to see support staff working closely with students who have complex learning or behavioural needs, sometimes without access to the specialised training needed to manage those challenges.
Insecure employment is another ongoing concern. Many support staff, especially SSOs working in classrooms, are employed on unsustainable contracts. Many aren’t paid during school holidays and have to look for other work just to get by. It forces support staff to treat what should be a valued career as a side job, even though the work demands expertise, dedication, and consistency. It makes it harder to plan a future, pay rent, or raise a family.
Even where roles are more stable, such as in school administration, real opportunities for career progression are few and far between. We see skilled, committed workers stuck in the same roles for years, without recognition or pathways to move forward.
As we near the 2026 state election, your union is calling on the South Australian Government to take a serious look at how support staff are employed, and how we can do better. Every school and preschool staff member deserves secure, meaningful work, with fair pay and real opportunities to grow. When that happens, outcomes improve for everyone: students, staff, and families alike.
If you’re a support staff member affected by these issues, we’d like to hear from you. Your experiences are powerful and help shape the case we take to the government. Together, we can create a future where every school and preschool is a truly respectful, wellresourced, and flourishing workplace for our amazing support staff.
JENNIE-MARIE
GORMAN, PRESIDENT
What you need to know
+ Every educator knows how vital support staff are to our preschools and schools
+ Despite this, support staff continue to be underpaid, under classified, and under employed
+ As we move toward the state election, we’re increasing pressure on the South Australian Government to make support staff careers sustainable
Just an SSO. Just an ECW. Just an AEW.
We hear these words far too often in our schools and preschools, sometimes from leaders, sometimes from colleagues, and sometimes from support staff themselves. It’s often said without thinking. But language matters. If we want all staff to feel genuinely valued and recognised, we need to be conscious of the way we speak. Words shape culture, and so do our actions.
What would it look like to challenge that culture on a day-to-day basis? What if we responded, ‘I don’t think they’re just anything. We couldn’t function without support staff'?
Beyond language, we also hear stories where support staff aren’t treated as staff at all. At all-staff meetings they find themselves excluded, or expected to attend without being paid, or sometimes not invited at all.
We know of support staff working without a Job and Person Specification, or well beyond what their classification covers. As responsibilities grow and complexity increases, recognition, especially financial recognition, doesn’t always follow. That’s how inequality becomes embedded.
Valuing support staff isn’t just about morale; it’s about building stronger school and preschool communities. When everyone feels respected and supported, collaboration improves, trust grows, and students benefit.
What you need to know
+ The language we use to talk about support staff work has an impact
+ We need to ensure we're respectful and inclusive of their vital work
+ Let's stand together this year to help support staff build respected and sustainable careers
To support staff: your voice matters. Your expertise matters. And we want to work with you to improve your working conditions and build a sustainable career path.
To all members: if you notice practices at your site that don’t value support staff, there are practical steps we can take across our sub-branches and worksites.
Start by asking:
+ Are sub-branch meetings scheduled so support staff can attend?
+ Are support staff included in decision-making bodies and committees?
+ Can they contribute to all-staff meetings and be paid to do so?
+ Do they have opportunities to meet and discuss their work?
+ Is there time set aside to build relationships across staff groups?
+ Do support staff get a proper tea break?
+ Do you celebrate Support Staff Week of Action?
These small actions help shift culture. Because building a sustainable and flourishing profession for public educators means valuing support staff for what they’re worth.
SADIE GENT VICE PRESIDENT
Support staff week of action takes place in term three, week five
For too long, vital support staff have not been valued for what they're worth.
Too often, the goodwill of support staff members is taken advantage of, and their professional skills go unrecognised. The Department has made savings by allowing support staff to remain under-classified.
This year, it’s time to ensure every SSO, ECW and AEW is classified accurately. That starts with understanding the value of the work they do.
This year, we’re asking sub-branches to conduct a PAC-led audit of all support staff Job and Person Specifications (J&P).
How to take this action:
This term, call a sub-branch meeting with Support Staff Week of Action on the agenda.
+ Pass a motion requesting that the PAC conduct an audit of J&Ps to ensure they are up to date and accurate. Have your AEU PAC Rep bring the motion to their next PAC meeting. The audit should answer the following questions:
1. Are the support staff J&Ps current and accurate?
2. Do they reflect the actual work being done?
3. Are support staff correctly classified?
4. Do all staff understand and value each other’s roles?
+ The AEU PAC Rep should report back on the audit findings to the sub-branch.
This audit must be done with support staff. Their insights are central.
If the audit reveals a need, support staff can begin the reclassification process. The AEU has resources available to support members who are looking to transition from SSO1 to SSO2. Taking time to ensure all support staff have accurate, up-to-date J&Ps are a step toward fairness, transparency, and recognition. It sends a powerful message to support staff letting them know how vital they are to public education.
Don’t forget to plan some fun celebrations as part of Support Staff Week of Action, too. Host a morning tea, a barbecue, or a ‘thank you wall’ where staff can pin up notes expressing why they love working with the support staff at their site.
Aboriginal Education Workers (AEWs) are a vital part of our public schools. Your work makes a real difference to the lives of Aboriginal children, young people, and their families and community. With new funding and stronger support now in place, your union is encouraging all AEWs to think about whether their current classification matches the work they do.
WHAT'S CHANGED?
From 2024, schools with 10 or more Aboriginal students receive AEW funding based on a fraction of time, not a set amount of money. This gives schools more flexibility to increase hours or support reclassification. Funding is listed in your school’s Resource Entitlement Statement and must only be used to employ Aboriginal people.
+ The new funding model supports AEWs to reclassify to a higher level as ACEO and ASETO positions are funded based on a fraction of time, not a fixed dollar amount
+ ACEOs have common position descriptions. These can be used to help you demonstrate that you are a suitable candidate for reclassification
+ Training entitlements are available to AEWs and protected within the Aboriginal Education Worker Award
COULD YOU BE LEVEL 3?
If you are already an ACEO at Level 2 and your work includes leadership, planning, or supporting students as they move through school or into jobs, you may be ready for Level 3. The Level 3 ACEO position description is a great tool to help you check this. It outlines the responsibilities of someone working at this level and can help you prepare your case.
GETTING READY TO TALK WITH YOUR PRINCIPAL
+ Write it down: keep track of your duties and examples of your work. This includes reports, cultural events, or planning meetings you’ve helped with
+ Use the J&P: look at the job descriptions for Levels 2 and 3 to see how your work lines up
+ Book a meeting: ask your Principal for time to talk about your classification
+ Know your rights: AEWs have the right to access training under the AEW Award. This can support your development and help with reclassification
In 2024, there were about 344 AEWs employed in school-based positions. Of those, 163 (almost half!) across South Australia were classified at Level 1. Many of those AEWs are already doing Level 2 or even Level 3 work. If you’re working as an Aboriginal Community Education Officer (ACEO) or Aboriginal Secondary Education Transition Officer (ASETO), your duties may involve leading programs, supporting student learning, building relationships with families, or advising on cultural matters.
If this sounds like your work, it may be time to ask: Am I classified at the right level?
+ Talk to the union: your sub-branch Rep or Organiser can help you prepare and support you in the conversation.
You deserve to be recognised for the important work you do. Reclassification is about respect, fairness, and making sure your role is valued properly.
than ever
Level 1 roles have consistently made up the largest portion of the workforce.
The total AEW headcount has grown from 299 in 2014 to 381 in 2024—an increase of 82 positions (27%) over a decade.
The most substantial increases occurred from 2021 onwards, coinciding with wider state government commitments to First Nations education and workforce expansion.
KENDALL PROUD VICE PRESIDENT, AEU SA
In 2024, Level 1 accounts for 43% of the workforce, suggesting most AEWs remain in entry-level classifications, even as they gain experience.
Progressing throughout your career
Level 4 and 5 numbers remain consistently low (under 30 across the state!), despite overall workforce growth.
This indicates:
• Barriers to progressing beyond Level 3
• A possible mismatch between classification descriptors and the actual work being done
• A need to interrogate how career progression, recognition, and reclassification are managed by the employer.
Over the past decade, the professional role of Early Childhood Workers (ECWs) has changed significantly: and it's time our classifications caught up. Despite a noticeable increase in recognition of the advanced skills, deep knowledge, and the meaningful contribution to preschool education they bring, most ECWs remain classified at Level 1.
Reclassification from ECW Level 1 to Level 2 isn’t just about a new title; it’s a step toward proper recognition, improved pay, and greater professional agency. The 2024 Early Childhood Workforce Strategy aims to grow South Australia's early childhood workforce by 1000 additional support staff. With increased demand, the value of experienced ECWs is rising. Level 2 ECWs now make up nearly 40% of the workforce, nearly doubling their share since 2014. There has never been a better time to consider reclassification.
If you're contributing to curriculum planning, using initiative in your day-to-day work, or adapting learning programs to suit individual children's needs, chances are you're already working at a Level 2 standard. The difference between Level 1 and Level 2 isn’t about your job title, but about the work you actually do, and whether that work involves discretion, professional judgment, and para-professional responsibility.
+ Over the last 10 years, more ECWs have been recognised for their high levels of skills, knowledge and professional practice
+ With a new workforce strategy released in June 2024 and the wider ECEC workforce set to expand by up to 1000 EC support staff, now is the time to think about reclassification
+ Up to $7000 is available to South Australian residents who enrol in a Diploma of Early Childhood Education and Care at TAFESA
Document your contributions: keep examples of when you’ve planned or adapted learning programs, supported transitions, led small groups, mentored colleagues, or independently solved challenges.
Link your practice to the ECW2 criteria: use the ECW1/ECW2 comparison document to map your current duties against Level 2 definitions.
Initiate a professional conversation: meet with your Preschool Director to present your case, supported by clear, written evidence. Be prepared to explain how your role meets ECW2 expectations.
Get support: Contact your AEU Organiser or Workplace Rep to assist in preparing your application or reviewing your documentation.
If you don’t have a Diploma qualification yet, financial assistance is now available. Eligible South Australian ECWs can access up to $7000 to complete a Diploma of Early Childhood Education and Care at TAFE SA. This includes up to $1000 for your employer, which can be used to help cover the cost of backfilling while you undertake placement or study commitments. It’s a win for you, and a win for your site.
Your experience matters. Your work matters. It’s time to be recognised for it. Talk to your colleagues, your union, and your site leadership. Let's lift the status of ECWs together.
KENDALL PROUD VICE PRESIDENT, AEU SA
Works under close direction, with limited discretion in decision-making
Assists with the implementation of curriculum activities
Developing basic administrative, communication, and interpersonal skills
Works under general direction, problem-solves, and uses discretion
Contribute to curriculum planning and adapt activities
Demonstrates para-professional skills, acquired through training and/or experience, and applies principles and practices relevant to early childhood education
Supports communication with families
No mentorship or training responsibilities
Requires or is working toward Certificate III
Actively supports parent engagement, including communication, providing resources, and helping navigate transitions
May support on-the-job training of new staff or ECW1s
May require Diploma-level qualification (especially in Occasional Care or Rural Care roles)
NEW UNION REPS: LEVEL 1
In term two, we proudly celebrated two outstanding South Australian public school students at this year's Jean Pavy Award ceremony, recognising their exceptional Merit achievements in SACE Stage II Women's Studies.
Emma Smith and Stella Tomaque were honoured for their academic excellence, joining the distinguished group of students who have received this prestigious award since its establishment in 1996. The award, named after pioneering union president and equal pay advocate Jean Pavy, recognises student achievement and the dedication of the teachers who inspire and guide their success.
Behind these accomplished students stand two exceptional educators whose commitment to Women's Studies continues to yield remarkable results. Karen Zilm and Pene Robertson, both experienced teachers in the field, were acknowledged at the ceremony for their outstanding contributions to their students' success. Their consistent record of producing Jean Pavy Award recipients speaks volumes about their teaching excellence and passion for the subject.
The legacy of Jean Pavy, who fought tirelessly for equal pay and educational equality in the 1960s, lives on through these achievements. Her groundbreaking work, securing wage parity for women teachers by 1970, paved the way for generations of educators.
This year's awards ceremony celebrated not just individual academic achievement, but the continuing importance of Women's Studies education in fostering critical thinking about gender equality, values that Jean Pavy championed throughout her remarkable career in South Australian education.
Support staff keep our preschools and schools running smoothly every day. Yet, their contributions are overlooked and undervalued at a system level. Unsurprisingly, these vital roles are also disproportionately held by women.
Support staff roles include 1:1 support, finance administration, lab assistance, and resource development. These professionals handle student support, admin, facilities, and community engagement, directly impacting student outcomes, teacher effectiveness, and overall school and preschool operations.
The predominance of women in support roles reflects broader patterns in education and care work. Women statistically take up positions involving nurturing, supporting, and maintaining communities, values essential to education, but frequently undervalued in traditional workplace hierarchies. This gender concentration creates vulnerabilities around pay equity and career advancement.
Research consistently shows that femaledominated professions tend to be undervalued and underpaid compared to male-dominated roles requiring similar skills and qualifications. Support positions are no exception, despite requiring complex problem-solving abilities, interpersonal skills, crisis management capabilities, and often specialised training.
Many support staff perform duties well beyond their classification, such as counselling students, managing behaviour, liaising with external agencies, and handling financial management and policy. This ‘classification creep’ occurs gradually and often goes unnoticed. Women, who are socialised to be accommodating and helpful, may take on additional responsibilities without questioning whether their compensation reflects their expanded role.
Reclassification isn’t just about pay; it’s about professional recognition and systemic change. When support staff successfully argue for higher classifications, they set precedents that benefit colleagues facing similar situations. This collective advancement helps address the historical undervaluation of support roles in education.
Thinking about applying for reclassification?
Here are our helpful tips:
+ Engage with the AEU so we can help guide you through the process
+ Start documenting the actual duties you perform and comparing them to your classification description
+ Gather evidence of your skills and qualifications
+ Seek feedback from supervisors
+ Don’t hesitate to articulate your value
+ Pursue professional development
+ Consider initiating a reclassification review.
Start today! Accurate classification is worth advocating for.
JAKI HEIM WOMEN'S OFFICER
As a union educator, you know that strength in numbers is what gives you and your colleagues real power. Power to win better conditions, push back against unreasonable workloads, and secure fair funding and respect for public education. That’s why we’ve created a dedicated Growth Team who are here for one reason: to help you grow your sub-branch and build union strength at your site.
In every classroom, front office, tech lab and support space across South Australia, public educators are doing vital work. You teach, nurture, guide, and enable students to reach their potential. But as demand grows, it’s more important than ever to stand together and make sure your voice is heard. AEU membership is more than individual support and benefits. It’s a collective commitment to a better future for all educators and every student in public education. Since the start of 2025, the Growth Team has visited over 102 schools and supported more than 620 teachers, support staff, leaders, and student
+ Since the beginning of 2025, our new Growth Team has been focused on increasing union membership across the state
+ The higher our membership numbers, the stronger our influence on the future of our profession and public education overall
+ If you’re looking to grow membership at your site, contact our Growth Team today
teachers to join, rejoin or update their membership to stay connected. Every conversation we have, every new member who joins, helps strengthen our voice in bargaining, lobbying and public advocacy.
Whether you're facing challenges in your workplace, preparing for the next enterprise bargaining campaign, or keen to ensure education is front and centre in the next election, the answer is always to grow our union. The more members we have, the stronger our voice.
“Union membership is a powerful declaration that your work matters, your rights count, and your profession deserves respect.”
It ensures that more educators can access expert advice, protection, and representation when they need it most. It means teachers, leaders, and support staff are backed, valued, and not alone.
If you're a Sub-Branch Secretary, a Rep, or just someone passionate about union values, you don’t have to do it all yourself. We can come to your site, meet with your team, run a membership drive and help you build the confidence and capacity to grow union power where you are.
Young people today are deeply engaged in issues of social justice, climate action, gender equity, and human rights. Yet educators often report that while their students are passionate about making change, they lack an understanding of how unions have historically been, and continue to be, powerful vehicles for collective action.
This gap in knowledge is often reinforced by curriculum frameworks that silo social movements. Students might study the women’s liberation movement, peace activism, or LGBTIQA+ rights, but rarely is the workers’ movement given the same attention or seen as interconnected with these struggles. Too often, union history is framed as the story of blue-collar, male-dominated workforces, sidelining the diverse and transformative roles played by others.
A new book, No Power Greater: A History of Union Action in Australia, seeks to challenge and expand this narrow view. Written by historian Dr Liam Byrne and published by Melbourne University Press (May 2025), the book is essential reading for educators wanting to bring the full complexity of unionism into the classroom.
Dr Byrne, who specialises in the history of the Australian labour movement, presents a compelling and inclusive narrative of union action across Australia’s history. While acknowledging the origins of unions
in 19th-century colonial society, where they were often formed by white, male skilled workers seeking living wages and reasonable hours, the book does not shy away from confronting the racism and sexism embedded in those early formations.
Crucially, No Power Greater centres the stories of those historically excluded from mainstream unionism: women workers, First Nations workers, migrant communities, and LGBTIQA+ workers. Byrne shows that these groups were not merely recipients of change, but active agents in driving it.
From the 1882 strike of the Melbourne Tailoresses, who challenged sweatshop conditions and demanded a voice in the union movement, to more recent struggles led by diverse workers, the book foregrounds unionism as a dynamic and evolving force.
By bringing these often-overlooked stories to light, No Power Greater offers students a richer and more
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relevant picture of unionism. It invites them to see themselves in the history of collective action and to recognise unions not as relics of the past, but as living instruments of social progress.
For any educator looking to deepen their own understanding of unionism and provide students with tools to explore how ordinary people have changed the world together, this book is a powerful and timely resource.
LIAM BYRNE AUTHOR
Psychological health and work safety are critical concerns for South Australian educators. These issues impact both staff and the students and families they serve; many of whom are dealing with complex mental health issues and trauma.
A 2023 Monash University survey found over 80% of teachers had supported a student affected by trauma*. The Black Dog Institute reported 70% of teachers felt overwhelmed by workload and admin pressure, and 77% pointed to staff shortages as a key source of stress**.
Support programs like the Employee Assistance Program offer short-term help. Many educators pay for private psychological care, which can lead to burnout or leaving the profession.
While schools promote peer support, serious mental health issues need more than informal help. Many staff do not feel safe admitting they are struggling. Mental health remains stigmatised, and psychological injury is often misunderstood, especially in Workcover processes.
Leadership often only steps in after crisis moments, such as a breakdown in front of students. These events are traumatic for everyone involved.
If educator wellbeing is a genuine priority, psychological safety must be treated as seriously as physical safety. Clause 3.4 of the Enterprise Agreement includes commitments to reduce burnout, improve planning, and uphold WHS obligations, but these require real action.
Mental Health First Aid training is still not compulsory. Programs like SMART and Head-Start build awareness, but we need to go further.
A trauma-responsive system should include:
+ Mandatory Mental Health First Aid training
+ Basic counselling and interpersonal skills
+ Self-regulation strategies informed by brain science
+ Practices drawn from educational neuroscience.
Educators face the impact of trauma every day but often lack the tools to respond. Real investment in training and support will prevent burnout and reduce long-term costs.
The wellbeing of educators underpins a strong public education system. It is time to move from words to action.
* Supporting students dealing with trauma taking a heavy toll on teachers’ wellbeing, Monash University, 2023
** National Teacher Survey – Summary (Preliminary Data), Black Dog Institute, 2023
DR SIMON FULLER MEMBER
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ANSWERS
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ALREADY WITH US?
You may gain fresh insights. And anything that helps you get the most from your cover is a plus.
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SUPPORTING EDUCATION UNION MEMBERS IN WAYS YOU MAY NOT HAVE THOUGHT OF
In an ideal world, we wouldn’t hesitate to prioritise health and wellbeing over expenses, work, and other commitments. But the reality is rarely that simple.
Cost-of-living concerns, caring responsibilities and the impact of unplanned leave on colleagues and students are just a few potential blockers.
As insurance for education union members, Teachers Health can help. Let’s skip the standard spiel and explore how private health insurance can benefit you.
1. HOSPITAL TREATMENT: ON YOUR SCHEDULE
Hospital cover doesn’t just enable you to skip public waitlists and choose a specialist doctor. You can also schedule (non-urgent) elective treatment at the least disruptive time. This can be a game-changer for anyone working in education, and their families.
2. MENTAL HEALTH SUPPORT: ON YOUR TERMS
Challenging days are a given, but ongoing distress warrants attention. Again, flexibility may equal accessibility. Eligible Teachers Health members can receive valuable support online, via telehealth (phone or video) or in person.
3. EXTRAS: FOR THRIVING (OR AT LEAST SURVIVING A WORKDAY)
While not technically lifesaving, services like dental and physio can sure feel like it in the moment. Ask anyone tormented by toothache or the exquisite pain of ‘their back going’. When working from home isn’t an option, these may provide much-needed relief.
4. LESS TAX: WHO WANTS TO PAY MORE?
The Medicare Levy Surcharge (extra tax for higher earners without hospital cover) is based on your income. Your living expenses don’t come into it. And key workers can find themselves on the wrong side of the threshold while still feeling the pinch. Any level of hospital cover equals no surcharge for you.
5. CASHBACK: WHO WANTS LESS?
Okay, this one isn’t industry-specific. If easy money isn’t your thing, feel free to look away! Otherwise, know that it takes seconds to join the canny consumers earning cashback via Teachers Health Member Rewards. Register your payment details, shop at selected retailers and the money drops into your bank account. No-brainer.
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Find out how Teachers Health cover can support you. No hard sell, just facts to inform key decisions.
ADVERTISE WITH US:
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SUBMIT A PIECE:
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+ Articles: maximum 400 words
+ Letters to the editor: maximum 200 words
All submissions should be signed with name, membership status, and role description. If you would prefer to remain anonymous, please indicate this in your submission.
Editorial policy: Not all articles submitted will be published. Articles, letters to the editor, and advertising do not necessarily represent the views of the AEU. Submissions may be edited for publication.
EDITORIAL DEADLINES:
AEU SA Journal Deadlines
+ Term 4: 27 August 2025
+ Term 1: 1 Dec 2025
+ Term 2: 13 March 2026
Each day brings new challenges. Cost-of-living pressures and political debates over essentials like power bills have become part of everyday life. In the face of this uncertainty, one thing remains clear: the strength of your union, and the power of standing together. Now’s the time to take control where you can.
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+ Fuel: Access discounted Ampol and 7-Eleven fuel cards
+ Home upgrades: Get exclusive member pricing at The Good Guys Commercial and JB Hi-Fi Business
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+ Getaways: Discounts on Hertz car hire, hotels and attractions
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+ Dining out: Discounted and 2-for-1 offers across Australia
+ Family fun: Cheaper movies, experiences and more
WE’RE HERE TO HELP YOU SAVE
Your AEU membership gives you access to a huge range of Union Shopper services. Whether it’s groceries, fuel, holidays, homewares or tyres, you’ll find savings on almost everything you already spend money on.
Need a better deal on your mortgage, a personal loan, or help planning a long-awaited trip? We’ve got you covered.
Looking for a specific appliance? Let us know and we’ll help you get the best deal. Thinking about a new car? Our Motor
Market team will negotiate on your behalf to find you a great price.
By using Union Shopper, you're not just saving money. You’re helping grow our collective buying power. The more members who use the service, the more we can negotiate even better deals for everyone.
Union Shopper is owned by unions like yours, and we’re proud to stand with you. Our commitment is simple: to help your dollar go further. So, make sure your family, friends and workmates are all making the most of it.
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ANDREW TAIT, EXECUTIVE OFFICER UNION SHOPPER
The enterprise bargaining process for TAFE SA educators is well underway, and your union is fighting to secure strong, fair, and sustainable conditions for all members. Our priorities are clear: preserve hard-won entitlements, reduce excessive workloads, improve working conditions, and ensure long-term security for the TAFE workforce.
Informed by extensive member consultation, the AEU’s bargaining position is centred on four core priorities:
+ Preserving existing entitlements: No conditions will be lost in this agreement. We’re focused on retaining what members have fought hard to secure
+ Ending excessive workloads: This includes clearly defined instructional duties, reduced Instruction and Assessment hours, less admin, stronger benchmarks, better overtime provisions, and smaller class sizes
+ Improving conditions and securing the workforce: We’re pushing for flexible work, expanded leave entitlements, safer workplaces, more support for professional development, stronger pathways to permanency, and fairer remuneration
+ Supporting regional educators: Regional incentive payments have entered the conversation as a way to address recruitment and retention challenges.
Since bargaining commenced in December 2024, the AEU has participated in regular meetings with representatives from TAFE SA and the Attorney-General’s Department. Here’s a summary of progress:
+ Workload regulation: This has been a recurring focus, with the employer proposing changes that include an expanded span of hours, paid loadings for out-of-hours work, and modifications to unscheduled hours. The AEU has taken these proposals on notice and is seeking further clarity and justification before responding in full
+ Lecturer duties and progression: The employer has tabled changes to lecturer appointment processes and progression pathways. These proposals are under review by the AEU, with our team working to ensure any changes uphold transparency, fairness, and career progression opportunities
+ Right to disconnect and flexible work: Across multiple meetings, the AEU has advocated for model clauses that give educators the right to switch off outside work hours and greater access to flexible working arrangements.
While the employer has acknowledged these concerns, we continue to press for formal commitments in the agreement
+ Gender equity and family support: Early sessions focused on improvements to paid parental leave, reproductive health leave, and access to childcare. These proposals were well received, and the AEU is working on finalising model clauses with a strong emphasis on practical implementation
+ Good faith and member voice: While there has been some frustration with the pace and structure of negotiations, the AEU has remained committed to a transparent and good-faith process. We’ve made it clear that no further clauses will be tabled until the employer presents their full proposal. We have asked members to provide written stories to be shared in bargaining meetings and taken to politicians
+ A comprehensive log of claims: Late in term two, we sent a comprehensive log of claims to the employer for their consideration. This log of claims was guided by your TAFE Divisional Council members. You can find the full log of claims, including our proposed pay rise, on our MemberOnly Hub.
Our goal remains unchanged: an enterprise agreement that reflects the expertise, dedication, and value of TAFE SA educators. We are holding the employer to account and ensuring that members’ voices and experiences drive the direction of these negotiations. Stronger conditions, secure jobs, and a sustainable future aren’t just slogans – they're the foundation of a thriving TAFE system. Thank you to all members who have contributed their insights so far. Your voice is shaping the outcome.
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Head to our Member-only hub for more updates as negotiations progress.
ANGELA DEAN ORGANISER TAFE FOCUS
Access a wide range of values-based professional learning to develop your practical skills and grow as an educator.
The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator.
AEU SA PAC training
+ Thur 24 Jul, 2:00pm - 5:00pm
+ Wed 1 Oct, 10:00am - 1:00pm
+ Cost: Free for members
+ For: Members only
AEU member PAC training is offered to ensure all members with an interest or responsibility in school human resource matters can access, investigate and discuss elements of the enterprise agreement and other documents in relation to PAC decisions.
AEU SA PAC training
+ Wed 8 Oct, 10:00am - 1:00pm
+ Cost: Free for members
+ For: Members only
AEU member PAC training is offered to ensure all members with an interest or responsibility in school human resource matters can access, investigate and discuss elements of the enterprise agreement and other documents in relation to PAC decisions.
Beyond NAIDOC: Creating meaningful change
+ Thur 24 Jul, 4:30pm - 6:00pm
+ Cost: Free for members
+ For: Members only
Al Fricker will highlight the importance of change and explore strategies to implement deep, long-lasting change towards reconciliation.
New union representatives training (Level 1)
+ Thur 31 Jul, 9:15am - 3:30pm
+ Fri 1 Aug, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Members only
+ Travel, accommodation, and replacement support available
This two-day, hands-on course works with you to ensure you know what your rights and responsibilities are as a union representative.
Key Online/ Virtual In Person
Check out the AEU SA website regularly for more dates and courses at aeusa.asn.au/upcoming
AEU SA merit selection training and retraining
+ Tuesday 5 Aug, 4:00pm - 6:00pm
+ Thur 11 Sep, 4:00pm - 6:00pm
+ Wed 8 Oct, 2:00pm - 4:00pm
+ Cost: Free for members
+ For: Members only
AEU SA Policy requires AEU members to complete Merit Selection Retraining every five years to be eligible to be an AEU Representative on Merit Selection Panels.
Women's Contact Officer training
+ Thur 7 Aug, 9:15am - 3:30pm
+ Fri 8 Aug, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Elected Women’s Contact Officers
+ Travel, accommodation, and replacement support available
This two-day course looks at the responsibilities of and possibilities for Women’s Contact Officers within their sub-branch.
Women in Leadership: The glass ceiling and calls 2 (national)
+ Thur 7 Aug, 6:00pm - 7:00pm
+ Cost: Free for members
+ For: Members only
In the Glass Ceiling and Walls series, current and former school leaders share their experiences in education, the challenges they faced in attaining leadership positions, and the strategies they used to overcome them.
HSR Connect: Professional learning
+ Mon 11 Aug, 4:15am - 5:00pm
+ Cost: Free for members
+ For: Members only
This event is for AEU-Trained HSRs and members interested in health and safety.
Women in Leadership: The glass ceiling and walls 3 (national)
+ Thur 21 Aug, 4:30pm - 6:00pm
+ Cost: Free for members
+ For: Members only
In the Glass Ceiling and Walls series, current and former school leaders share their experiences in education, the challenges they faced in attaining leadership positions, and the strategies they used to overcome them.
Middle Years Wellbeing: Panel discussion and Q&A
+ Thur 4 Sep, 4:30pm - 5:30pm
+ Cost: Free for members
+ For: Members only
Challenges like social media, COVID, bullying, peer pressure, social hierarchies, influencers and the media all impact students’ wellbeing and learning. This session will include a panel discussion with three experts, as well as discussion time.
Leadership: Building effective teams
+ Thur 11 Sep, 4:30pm - 6:00pm
+ Cost: Free for members
+ For: Members only
Speaker Michelle will draw on her experience as a leader in schools and share strategies to build teams that are efficient and effective.
SSO Conference
+ Tue 30 Sep, 9:15am - 3:30pm
+ Cost: Free for members
+ For: SSO Members only
+ Travel, accommodation, and replacement support available
Join our annual SSO Conference and connect with passionate and talented support staff from across SA.
Flinders University Aboriginal Teachers and Leaders Professional Learning Conference
+ Wed 1 Oct, 9:00am - 5:00pm
+ Thur 2 Oct, 9:00am - 5:00pm
+ Cost: Free for members
+ For: Aboriginal and Torres Strait Islander teachers and leaders
Flinders University present a two-day professional learning conference for Aboriginal Teachers and Leaders.
Aboriginal Members' Conference
+ Fri 10 Oct, 9:15am - 3:30pm
+ Cost: Free for members
+ For: Aboriginal and Torres Strait Islander members
+ Travel, accommodation, and replacement support available
Build community and learn about your rights at our annual conference for Aboriginal and Torres Straight Island members working in public education.
