AEU Journal Vol. 40 No. 1 | February 2008

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Official publication of the Australian Education Union (SA Branch)

Vol 40 I No.1

February 2008

AEUJOURNAL SA

INSIDE THIS ISSUE N

New Educators: It’s Party Time!

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EB2008: Discussions commence

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Aboriginal Education: Pearson’s controversial plan

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Finland: Number One with No League Tables

10 th

Anniversary

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FPERAT E SUI D RE N ST’S VIEW

AEU JOURNAL

Teach for Australia page 8 – 9 Noel Pearson’s plan for improving Indigenous education.

New Educators

Murphy on Finland

pages 10 – 11

page 16 – 17

The New Educators Network turns ten this year and the future is brighter than ever. The upcoming conference will be a festival of celebration!

Former AEU Editor Dan Murphy tells us why the Finns are a step ahead.

Australian Education Union | SA Branch Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer Graphic Designer: Jo Frost AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

AEU Journal 2008 Dates Deadline Publication date #2 March 7 March 26 #3 May 2 May 21 #4 June 6 June 25 #5 July 25 August 13 #6 August 29 September 17 #7 October 17 November 5 Subscriptions: Non-members may subscribe for $33 per year.

Print Post approved PP 531629/0025 ISSN 1440-2971 Printing: Finsbury Green Printing Cover Photo: Angela Smallacombe Illustrations: Simon Kneebone Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

L E T T E R S TO T H E E D I TO R

*Winner of TOP LETTER!

TOP LETTER

Federal Funding: Pork barrelling in our Schools

So, when it comes to direct Commonwealth spending on particular schools at the Bottom End of Yorke Peninsular it’s to be tit-for-tat across the private and public sectors. We know this because there are at least two school signs down there that, in effect, say so.

At about this time last year I drew attention in the AEU Journal to a sign-posted declaration that the Southern Yorke Peninsular Christian College located on the outskirts of Edithburgh is partly funded by the Commonweath of Australia. In that article I questioned whether this funding was in the best interests of the local community there, given the threat it poses to state school enrolments in the area.

I was down that way again in the last school holidays and was fascinated to see a sign on the front fence of Edithburgh Primary that wasn’t there early last year.

The Australian Government, the sign says, ‘has provided $51,815 to Edithburgh Primary School for… shade structures.’ The punctuation and layout seem to suggest the start of a list of expenditure items to be added as they occur. A sort of tally of the Commonwealth’s good works so far at this particular school.

The sign has a distinctly pre-election feel to it. It draws attention to the fact this funding project was opened by – surprise, surprise – Mr. Barry Wakelin, the local (Liberal) federal member.

So there we have it. Unashamed pork barrelling on the school’s doorstep. Federal funding for the state school to counteract the view that the nation is pouring a disproportionate amount of its resources into private schools. Schools like the local Christian college. Commonwealth school funding for particular schools as the bait to woo voters in this, and god only knows how many other, localities across the nation.

Of course, the not-so-subtle politicisation of schools and schooling in this way is not new. Late in 1997 – a national election year – Federal Liberal Member for Sturt, Christopher Pyne, sent every year 12 student at Glenunga International High school an official federal parliamentary letter extending his “good wishes” to them for their “upcoming final year exams”. The same letter offered this captive audience (and their voting parents) a specially prepared “school leavers kit with information on training, career assistance and financial support.”

No doubt this same communication was sent to other schools within his electorate.

In terms of maintaining political balance and objectivity in the school environment,

our politicians have long been treading a fine line – especially around election time.

AEU members may well wonder at the fairness in us giving out materials at the school gate in the way we do in order not to tendentiously influence young minds when federal politicians can effectively campaign on school premises and get away with it.

Of course the question now is how much, and in what way, all this will change as we go from the old to the new federal regime.

At present we are all waiting to see if the Rudd-Gillard Government can come up with the educational goods in practice.

For now the question is not so much the ethical campaigning one – the next federal election is a fair way down the track – but rather whether the new government will do the right thing and strongly support state education in the face of strong competing demands to spend the resources elsewhere.

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Terrance Hewton

The AEU Journal welcomes all letters. Top letter each issue WINS two bottles of wine.

journal@aeusa.asn.au 3

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NEW ORGANISER

P U B L I C P R I VAT E PA RT N E R S H I PS ( P P P ) SC H O O L S

Welcome Daniel Daniel Pereira is a former Branch Executive member and the newest member of the Organising team at the AEU. Daniel began his involvement in public education when he took up a job as a secondary teacher at Naracoorte High School teaching music and English.

He has always recognised the value and importance of union membership, so soon after arriving at the school he became involved in the New Educators Network where he worked with colleagues in contributing to the 2005 EB Claim.

Daniel became secretary of his local subbranch in 2005, representing the Upper South-East area on AEU Branch Council and he was an active member of the PAC. Daniel is passionate about public education and is committed to helping AEU members in the workplace. Daniel says he is excited about the year ahead: “I’m looking forward to visiting schools and helping members with campaigns on the ground. The EB is obviously a big focus for us this year and our members will play an important role in ensuring outcomes are good, not only for them as educators but for students and the wider community.”

Congratulations Daniel and welcome to the team!

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EdPod examines new education ideas, and asks whether things could or should be done differently. From the classroom to the staff room and to the home EdPod brings you the latest ideas about learning.

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See How They Run… How will the six new ‘super schools’ – built by private investors on public land as Public Private Partnerships (PPPs) – run?

And will they really be value for money, as State Treasurer Kevin Foley promises.

The invitation to private investors to make money out of public infrastructure took off some ten or fifteen years ago in the UK, where they are known as Private Finance Initiatives (PFIs). In Canada, they are called P3s. There’s nothing in the name, though, as all share the same commitment to creating new opportunities for businesses to deploy their spare capital. And there may be some advantages, for principals at least, in having private consortiums operating the super schools.

Kellyville Ridge Public School is one of two completed PPP schools in NSW. Principal Debra Edwards says that removal of school maintenance from the principal’s list of duties is the key difference between a PPP school and one built under traditional funding methods.

The school has a full-time, on-site maintenance and grounds manager – employed by Spotless – one of the companies involved in the Axiom Education consortium which built, and now maintains, her school.

However, the PPP contract allows the consortium to hire out school buildings for commercial use. Russell Turner, Principal of Glenwood High, the state’s other PPP school, defends the arrangement, saying that “school use takes priority.”

Both principals are pleased with their new facilities and Turner claims to have taken back around 40 enrolments from private schools.

However, Scotland’s public sector union UNISON claims that PPP schools there have been beset with design and maintenance problems and that promises that schools would be built on time and to cost have proved worthless.

Their views have been endorsed by Malcolm Fraser, former vice-chairman of Architecture and Design Scotland, who has

described PPP schools as a disaster: “The best of them are not good enough, the worst fill me with despair for the generation of young lives that will be blighted by their dark classrooms, poor facilities and playgrounds.”

And the claim that PPP schools represent value for money is widely contested, but difficult to argue one way or the other because of ‘commercial confidentiality’.

The AEU has asked for the Public Sector Comparator (PSC – an assessment of the cost based on government funding) for the SA PPP schools but has been told by DECS CE Chris Robinson that it “cannot be released as it is the State’s determination of the cost of the project and could affect the contract negotiations.” The PSC is the benchmark that governments use to assure the taxpaying public that private investors can do the job more cheaply than governments. If commercial confidentiality prevents its release during contract negotiations, then it must certainly be released after the contract has been finalised.

The PSC in any case has been described as “a rubber ruler that can be stretched to ensure the desired result” by Age economics writer Kenneth Davidson. He claims that PPP projects are invariably more expensive in the long run because “even the least creditworthy government could borrow money more cheaply than Australia’s most credit-worthy corporate borrower.”

Rather than saving the taxpayer money, Davidson says “On the contrary, money will be extracted from education to pay the economic rents to the lucky private partners.”

The proof of the pudding may be in the eating, but access to the PSC is our way of checking the recipe.

The Government must table the PSCs in parliament as soon as possible and open them up to independent assessment.

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Mike Williss AEU Research Officer

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PRESIDENT’S VIEW

U PCO M I N G W O M E N ’ S E V E N T S

Welcome to 2008

International Women’s Day 2008

Time to set the EB agenda. New AEU President Correna Haythorpe writes...

Recently a journalist asked me the following question: “When you first started teaching, did you want to be President of the AEU?” My response: “Heck no!”

As a beginning contract teacher in the northern suburbs, I was just focussed on survival, not missing the next lesson, keeping the kids under control, my next contract and feeding a late night chocolate and caffeine habit as I stayed up to mark books and prepare for the next day.

I had become a member of SAIT straight away but was yet to learn how relevant it would become for me.

When I decided to teach in the country I was offered a job in Port Pirie and that’s where my AEU activism really began to develop.

There was a strong union community amongst education workers and this became my support network as a new educator. At my school, it was the work of two fabulous union women that inspired me to become a sub-branch secretary.

The sub-branch was active and we worked together as a team to promote public education and to uphold union policies.

I soon discovered that solidarity with your colleagues was empowering and built lasting friendships, that strong unions are effective unions and, most importantly, I learnt that when times are tough, it is the relationship that you have with your subbranch members and your union that helps you through each day.

Every three years, the AEU negotiates our next Enterprise Agreement with the State Government. It is often a ‘tough’ time for members, however it’s the collective strength of our members and our union that always carries us through the campaign.

At a time when our colleagues interstate are facing teacher shortages, when workloads are sucking the lifeblood out of the education workforce, when graduates are choosing to work interstate or overseas for better pay and conditions, and class sizes are spiralling out of control, AEU members need to be involved in setting the EB2008 agenda for SA. We will make no apology for seeking nationally competitive salaries (to 21 percent) to ensure that SA attracts and retains education staff.

We recognise that current workload levels have to change for all members whether in preschools, schools or the TAFE sector. The

IN BRIEF • What do you want for your working conditions in SA? • What outcomes do you want for your students?

• Will you stand up and be counted with your AEU colleagues? way to achieve this is by seeking reduced contact time, smaller class sizes and student groups and limitations on after hours work commitments which erode life and work balance for all education workers.

The AEU negotiating team will bargain for the best possible outcomes but there will come a time where you will need to make a decision about the State Government offer.

My questions to you are: What do you want for your working conditions in SA? What outcomes do you want for your students? And, will you stand up and be counted with your AEU colleagues?

Elect your sub-branch secretary, invite an AEU Organiser to your site to talk about the campaign, strengthen your sub branches by recruiting new members, read AEU EB updates and be prepared to dust off your banners and your ‘Public and Proud’ attitude.

EB2008 is not only about our salaries and conditions; it is about recognizing the skills and experience of all education workers in Preschools, Schools and TAFE and it is about retaining a strong, viable public education system for our children and students.

Surely the ‘Education Premier’ Mike Rann will want that too!

I look forward to the challenges and the opportunities that this year will bring for our union and to working with you in your sub-branches.

I

In solidarity,

Correna Haythorpe AEU President

4 Tickets to Win! The AEU has four tickets to be won by members to attend the UNIFEM Breakfast on Wedneday 5 March (see right), with President Correna Haythorpe and Vice President Anne Crawford.

Send an email request to:

aeusa@aeusa.asn.au

Names will be drawn out of a hat and winners notified by Wednesday 27 February. Competition closes

Monday 25 February.

International Women’s Day has a long history with the labour and trade union movement. In 1908, women in the US led large demonstrations calling for the vote and the political and economic rights of women.

20,000 – 30,000 shirt waist makers, the majority of whom were women, went on strike for 13 weeks to gain better pay and working conditions. They were supported by the Womens’ Trade Union League and their strike has been historically linked to the mobilisation of women around IWD. In Australia, the first IWD rally took place in Sydney in 1928. It was organised around the demands of equal pay for equal work, an 8 hour day for shop girls, no piece work, and the basic wage for the unemployed and annual holidays on full pay.

International Women’s Day Twilight March When: Thursday 6 March 5.30pm Tardanyangga (Victoria Sq) What: March to Leigh Street (Sarah’s Café) What else?: Performers and the creation of a collective art piece that commemorates the 100-year anniversary of the textile workers strike in New York.

This year, the International Women’s Day Twilight March will commemorate the 100year anniversary of the garment workers strike.

Come and meet us at 5:30pm under the AEU banner and march to Sarah’s Café in Leigh Street for a celebration!

UNIFEM Breakfast Wednesday 5 March 2008, Adelaide Convention Centre 6:30am for a 7:00am start This event is hosted by Senator Penny Wong and will feature Guest Speaker Margaret Pomeranz, ABC Presenter - At the Movies.

Women in Trade Unions Breakfast Friday 7 March | 7.30am - 9am Australian Services Union (ASU) 5 Rundle Street Kent Town Gold Coin donation for APHEDA. The breakfast will celebrate the great involvement and achievement of women in creating a new Government through the YRAW campaign.

For information about IWD activities: Women’s Information Service:

www.wis.sa.gov.au 5

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E D U C AT I O N R E VO LU T I O N 7 Facilities and grounds of the elite King’s School in New South Wales.

listeners. “We’ve committed to the current system. The current system is about assessing the background, the social and economic status of children in schools.”

Things have come a long way since 2004 when Labor was determined to change the formula choking public schools and poorer independent and parish schools. Jenny Macklin (the education spokesperson of the day) was unapologetic about cutting funds to mega-rich schools. “Labor will be reducing funding to the King’s School, and other schools like that, because we don’t think that they need the extra millions of dollars they’ve got from the Howard Government,” she said when she fronted ABC Radio.

Elites safe from ‘Education Revolution’ While teachers await Rudd’s revolution, wealthy private schools continue to live it up writes Giles Goldsmith.

It’s just over a year since the then Opposition Leader Kevin Rudd launched the ALP’s New Directions Paper – a big picture document promising an ‘education revolution’ or third wave of nation-building reform to rival that of previous Labor governments in the areas of finance, industrial relations and competition policy. According to Rudd, our nation’s very survival depended on major investment at all levels of education to ensure equity and to produce the sheer numbers of skilled workers Australia will need in very short order.

Howard’s years of neglect had pushed Australia down the OECD rankings for commitment to education, created a skills shortage and widened the gap between elite private schools and the rest of us to a scandalous degree. Across the country, public education was crumbling. Urgent action was called for and voters responded favourably to Labor’s message. Research conducted by the AEU prior to the election found that two thirds of voters believed that investment in public education should be the government’s top priority. Parents’ expectations for improvement would have been high after November 24.

But as Rudd and his colleagues settle into their new spots on the government benches in Parliament and the kids head off to start another school year, there is less and less talk of a ‘revolution’. The most pressing issue facing the country is no longer how to safe-

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guard our place in the global economy through education. It is the national ‘war on inflation’. Julia Gillard – the Minister for Education, Employment and Workplace Relations and Social Inclusion – has warned of a “very restrained budget in May” in a recent interview with ABC Radio’s Steve Cannane.

And rather than hitting the ground running to tackle the injustices in the education system inherited from the Howard era, the talk is now of “negotiating… with our State and Territory colleagues through the COAG working group for resources for schools in the future.”

It is odd to think that in this desperate national war on inflation, and given the concern expressed for the funding of public education, the Federal Government is not looking in some of the more obvious places to make spending cuts. Even in the current circumstances, where working families are being urged to tighten the belt and keep the lid on hopes for improved living standards, Gillard says she will not revisit Labor’s pledge to maintain existing levels of funding to wealthier private schools; not even to the elite schools exempted by Howard from changes to the SES funding model made in 2004.

Like her recent predecessors, the current education minister doesn’t want to see any ‘losers’ in the struggle for funding. “We’re not in the business of taking resources away from any school,” Gillard told Cannane’s

Parents from schools like King’s (with its 15 playing fields, 50-metre swimming pool, indoor rifle range and $22,062 a year fees) clearly have political clout. During last year’s election build-up, Rudd made the decision to include private school funding in the safe ‘me too’ approach. There was much talk of the damage caused to Latham by the ‘hit list’ tag and memories of the state aid issue – held by some to be a major factor in Labor’s 23-year political exile in the 50s and 60s – were revived.

To put matters straight – the current system is not about the social and economic status of the children attending schools. It is a complex and inscrutable mish-mash of models and mechanisms that, in the final analysis, takes from public education and delivers for the already privileged parts of the private sector. It doesn’t take into account the many extra tasks shouldered by public schools, which (at the same time) are battling with teacher shortages.

AEU Federal President-elect Angelo Gavrielatos describes the current funding system as ‘discredited and inequitable’: “Funding levels for private schools are indexed to the cost of educating children in public schools. Because public schools enrol approximately 90 percent of students with disabilities, Aboriginal students and those from isolated and remote settings, the average cost of this public education provision is higher than in private schools.”

The AEU President is not the only one saying these things. A recent report from the independent (and reputedly conservative) Australian Council for Education Research agrees that the current Commonwealth funding arrangements deliver a disproportionate benefit to private schools. The AEU is standing by its demand for an additional $2.9 billion per year from the Commonwealth to meet the present funding shortfall before we can start talking about a revolution.

I Giles Goldsmith is a freelance journalist living and working in Adelaide.

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R E PO RT I N TO I N D I G E N O U S E D U C AT I O N

The AEU Releases Report $1.6 Billion Short! Funding for Aboriginal Education must be a Federal Government priority.

While the recently defeated Howard Government was deviously using the now well-known Little Children Are Sacred report to justify its controversial intervention into Aboriginal communities in the Northern Territory, the AEU was putting it to much better use. In early September the AEU released its report into Indigenous Education in the Northern Territory. Authored by AEU Federal Research Officer Michaela Kronemann, Education is the Key: An education future for Indigenous communities in the Northern Territory makes the following recommendations:

1. That the Commonwealth and Northern Territory governments give an ongoing commitment to resourcing the provision of high quality education from two years of preschool for all Indigenous children through to Year 12 and beyond.

2. That the Federal Government commit to providing an additional $1.6 billion to the Northern Territory over five years for the provision of teachers and other staff and support services and for the development of necessary infrastructure such as classrooms and teacher housing.

“Governments must consult and negotiate with all communities about sharing of resposnsibilities” 6. That governments consult and negotiate partnerships with all communities about the sharing of responsibilities, to ensure that all children can participate successfully in a quality education, and the best structure of education and other services to meet community needs.

Education is the Key concludes by calling on the Federal Government to commit to the delivery of quality education for all children in the NT. It emphasises that families and communities need to do their part to ensure that their children participate fully in education, as it will provide them with the opportunities for a successful future.

The AEU has called on the Federal and Territory Governments must consult and build partnerships with Indigenous communities in order to provide its citizens with their fundamental right to access high quality education.

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Craig Greer Editor

3. That the Northern Territory Government commit to providing at least an additional $100 million over five years for the provision of support services, the employment and training support of additional Indigenous teachers and the recruitment, training and induction of additional teachers from within and outside the Territory, the professional development of existing staff, the lowering of class sizes, provision of Aboriginal Islander Education Workers (AIEWs) and home liaison officers in every school and the review of curricula and pedagogy.

4. That all the education recommendations contained within the Little Children are Sacred report be implemented.

5. That the resourcing model for Northern Territory preschools and schools be restructured to focus on success, with the initial step to be the staffing of preschools and schools on the basis of enrolments, not on attendance.

To view the AEU’s Education is the Key report in full go to:

www.aeufederal.org.au

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Art Costa and Robert Garmston have pioneered this work around the world, which is now being introduced to Australia through the Australian National Schools Network.

Thousands of educational leaders around the world recommend Cognitive Coaching as their most powerful professional tool.

As a result of the training, participants will: I Develop knowledge of the Cognitive Coaching model — a model of human interaction that promotes self-directed learning.

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“The Cognitive Coaching course would rate as the best professional learning experience that I have undertaken in my professional career. I would unconditionally recommend this program to any system or school focussed on improved teaching and learning”.

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This is an intensive 8-day course offered in two 4-day segments.

Melbourne dates: 7–10 April and 4–7 August, 2008 Adelaide dates: 2–5 April and 28–31 July, 2008 For more information about the course, costs and registration: Web: www.ansn.edu.au Web: www.cognitivecoaching.com Phone: (03) 9898 3376 Email: cognitive_coaching@ansn.edu.au The ANSN also runs Hubs around Interactive Whiteboards, Teaching our Digital Kids, Dimensions of Learning, Authentic Assessment, Curriculum Planning Support & Habits of Mind (see Habits ad).

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I N D I G E N O U S VO I CE S Macquarie University, focusing on literacy and numeracy, and to conduct monthly literacy and numeracy tests. ‘Fellows’ and ‘associates’ whose students do not meet mandated standards will not be reappointed the following year.

As has been the case in the United States since the Bush Government withdrew its funding for the TFAm program, finance for the TFA program will be sourced primarily from private enterprise.

Teach for America

Just Graduated? Why not Teach for Australia Pearson’s education models are substantially flawed writes Mike Williss.

AEU Journal: “Adam, I imagine the challenges for teachers working in the Territory are incredibly diverse, what about for new educators, what would you say to young teachers who have just graduated and are thinking about ‘going bush’ to teach in Aboriginal communities?”

AL: “I’d say get some experience somewhere else first. When people come to remote communities from interstate they’re just not prepared for it. The weather, the poverty, the health issues are all very confronting.

Graduate teachers really need to get some experience behind them before they take on such a challenge. In the long run, it is best for both the teacher and the students.

Teaching in Aboriginal communities, especially those with severe social and economic problems, requires experience, maturity, cultural understanding, a willingness to ‘go the distance’ and, as one Aboriginal educator put it, you need a bloody thick skin!”

That was part of a transcript from a recent AEU Journal interview with Northern Territory AEU Branch Secretary Adam Lampe. Mr Lampe is an experienced teacher and is highly critical of Howard’s intervention into Aboriginal lands. He says that is was poorly planned and nothing more than a political stunt that was unpopular in the Territory and which ultimately backfired.

Quick fixes to ingrained social problems, like Howard’s intervention into Aboriginal

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communities, have proven time and time again to be disastrous. But it appears some people never learn.

As Director of the Cape York Institute for Policy and Leadership, Noel Pearson played a significant role in bringing John Howard’s reactionary intervention plans to life. Now he’s come up with yet another ill-conceived proposal. It’s called ‘Teach for Australia’ (TFAu) and has been developed in conjunction with the Macquarie University in New South Wales.

The scheme is based on ‘Teach for America’ (TFAm) in the US, and ‘Teach First’ (TF) in Britain. While TFAu addresses some of the obvious problems with TFAm and TF it remains a flawed scheme in its own right.

The Grand Plan TFAu proposes that 500 experienced teachers be paid a $50,000 tax-free fellowship for each of four years that they agree to work in remote Indigenous schools. In addition to their own teaching load, they will be expected to mentor ‘associate teachers’ who will be recruited from those university students in the top ten per cent of Tertiary Entry Score recipients. The latter will not be expected to have teaching qualifications, but will undertake six to eight weeks of pre-service training. They will be paid an additional $20,000 per annum (presumably on top of a starting teacher’s salary).

‘Fellows’ and ‘associates’ will be required to teach packaged programs developed by

TFAm was founded in 1990 as a non-profit venture aiming to supply teachers to disadvantaged schools in the US. It sees itself as the equivalent of the Peace Corps, utilising the idealism of college graduates prepared to spend several years in service to the poor.

TFAm recruits academically gifted graduates – who do not have teaching qualifications – for two years as a teacher. Initially the funding came from the Federal Government, and Bush frequently held up TFAm as a model.

However, promised funds were unexpectedly cut in the early 90s, forcing founder Wendy Kopp to turn to the private sector and charitable foundations for the shortfall.

During the first year of their placement, TFAm teachers are encouraged to complete ‘alternative certification’ in teaching, although many opt instead for business management courses with a view to future employment prospects.

TFAm advocates quote research that shows that TFAm teachers “produced comparable results or slightly better in reading and maths” compared to other teachers.

U.S. Research Not surprisingly, the research is divided.

A study from Mathematica Policy Research Inc says that TFAm teachers “had a positive impact on the math achievement of their students…. (but) did not have an impact on reading achievement.”

Referring to the teachers against whom TFAm teachers’ maths achievements were measured, this study cautioned that: “Many control teachers in these schools, like their TFAm counterparts, did not have education degrees; and many were not fully certified and did not have extensive student teaching experience prior to entering the classroom.

This finding reflects the situation in the schools in low-income communities where TFAm places teachers rather than the situation in all schools across the country”.

It also added: “TFAm teachers were more likely than control teachers to report having had problems with student disruptions and physical conflicts”. However, another study led by Linda Darling-Hammond, a professor at Stanford’s School of Education, concludes that: “Certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFAm recruits as well as others...uncertified TFAm recruits are less effective than certified teachers, and perform about as well as other uncertified teachers.”

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2 0 07 J A M E S U N A I PO N AWA R D

“One of the concerns with TFAu is that funding will be sought largely from the private sector.”

Critics of TFAm argue that there is an “underlying question of whether TFA members stay around long enough to make a real difference.” The two-year tenure and the high burn-out rate (some suggest as many as 30 percent don’t complete their tenure) mean that any gains are transitory and fail to spread across the system.

Across the Atlantic Given that the UK does not have a Peace Corps tradition on which to base its version of TFAm, its originators went straight to the heart of Gen Y aspirations and named their scheme Teach First. The idea is unashamedly that if you are bright, white and upwardly mobile, then a two-year stint in an inner-city slum school will be good for your resume and will enable you to provide evidence of your leadership skills and ability to reach or exceed performance targets.

The TF website explains: “Teach First supporters consistently identify communication skills as being the greatest weakness of the graduates they hire. As a result of a rigorous recruitment process and their time in the classroom, Teach First participants demonstrate strong communication skills, as well as planning, organisation and creativity. In addition, they have all excelled academically.

The results show that they are making an (sic!) significant impact in England schools.

What could they achieve in your business?”

Wessex Scene Online adds: “Teach First hopes to demonstrate to applicants how the skills they gain while teaching will enhance their careers in the long-term, as well as offering fast-track recruitment from the sponsors of the project.”

TF shares the same flaws as TFAm: its recruits are not qualified, they are there for the short term, whatever altruism they possess is tempered by a preoccupation with later corporate employment, and they just don’t perform as well as experienced and qualified teachers.

On the Home Front Pearson’s proposal recognises some of the flaws of the TFAm and TF models: it proposes a mentoring relationship of up to four years between ‘fellow’ and ‘associate’ teachers.

However, it remains flawed in its own right.

Its emphasis is on placing unqualified ‘associate teachers’ into difficult teaching placements where inequality and disadvantage are arguably more entrenched than even the poorest US and British schools.

Its offer of a 6-8 week course for ‘associates’ covering “effective teaching practice, particularly literacy and numeracy… a curriculum overview, classroom management

techniques and issues associated with remote settings,” is simply setting our young bright and whites up for failure and is, more importantly, an insult to Indigenous communities.

Why are Aboriginal and Torres Strait Islander children in remote communities less deserving of qualified and experienced teachers than their urban counterparts?

Pearson’s scheme completely contradicts the recommendations of the Little Children Are Sacred report, particularly recommendations 50-56, and crucially, on cross-cultural practice, recommendations 91-92. The latter called for both a “comprehensive Aboriginal culture induction program” and “training in Aboriginal language concepts” for teachers in remote schools. For many of these children, English is a second or third language and pre-packaged and commodified literacy and numeracy packages that are imposed on remote communities without taking into account the characteristics of the learners just do not work.

Pearson apparently does not understand this. Writing in The Weekend Australian last month he asks: “Will this mean that the fellows will simply ‘teach to the test’? Quite possibly, but if the tests are well constructed and properly assess the knowledge that students are supposed to learn, then ‘teaching to the test’ presents no difficulties.”

Pearson’s proposal may lead to the employment of ‘associate teachers’ more widely than he envisages. Social Ventures Australia, which is already making an impact through its ‘Big Picture’ schools scheme, is interested in a “broader model for disadvantaged communities in urban, regional and remote areas across the nation.”

One of the concerns with TFAu is that “funding will be sought largely from the private sector”. No doubt this will include mining companies, equity funds with shares in mining companies and private foundations not known for their activism in support of land rights. How their interests will be defined and served through the scheme will be interesting to see.

The merit of Pearson’s proposal is that it indicates quite clearly a level of financial remuneration that is appropriate for teachers making a commitment to work in remote Indigenous communities for a specified period of time. Indeed, the level of remuneration might be sufficient to ensure that ‘fellows’ and ‘associates’ would be willing to learn about – and develop a basic fluency in – an Aboriginal language specific to the community into which they would be placed, and that they would be prepared to seek accreditation in Aboriginal cultural awareness as well.

The answer to the Indigenous education question, however, will remain fundamentally incomplete so long as Aboriginal people themselves are denied opportunities to achieve teacher qualifications and – due to structural inequality – are kept at the bottom rung of the educational employment ladder as clerical staff and community workers. I

1 AEU Organiser Nola Foster presenting Danny Ellis with his winning James Unaipon Award certificate at Ross Smith Secondary School.

Danny Ellis Wins Award!

Since its inception in 1993, the AEU’s James Unaipon Award (named after the first Aboriginal man to work in a South Australian school setting) recognises a branch member’s achievement in the area of Aboriginal Education. Since 1993 there have been many worthy winners and the 2007 recipient is no exception.

Danny Ellis is an active member of the South Australian Branch of the AEU and former member of the Branch Executive.

Danny has worked as an Aboriginal Education Worker (AEW) for over ten years, the last eight in service at Ross Smith Secondary School. Danny sees his work as an opportunity to give every Aboriginal student the best possible chance to succeed in life.

The AEU congratulates Danny for his great work with Indigenous students.

U PCO M I N G E V E N T

Monday, 17 March 9.15am – 3.30pm

New Aboriginal Graduates Induction Day A one day session to support ALL new Aboriginal employees starting their career in education.

Who can attend: Open only to new Aboriginal employees.

For further info: Nola Foster P: 8272 1399 E: nfoster@aeusa.asn.au

9

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N E W E D U C ATO R S

Life on the Circle Line Making the transition from study to teaching can be difficult writes Craig Greer.

Is that the alarm? Shit… must have set it wrong. I’m sure I’ve only just fallen asleep… it can’t be six yet. Where’s my phone? Oh god, it is six. I need more sleep, someone please tell me I’m dreaming…

Sorry. No can do. Life has changed forever – most of your days rush by like a high-speed train which eventually drops you back at the station, ready for a quick bite and a late night marking students’ work and planning

U PCO M I N G E V E N T S

Fri. 7 March 9.15am – 4.00pm

Workshop Design for NEN Fri. 4 – Sat. 5 April 9.15am – 4pm

New Educators State Conference Thurs. 10 April

“...most new teachers say it’s the support from their fellow New Educators that helps get them through the hard times.” the next day’s lessons. And you can hear it coming – the 7.27am to oblivion is just round the corner.

You pull back the curtains to reveal a part of the day you haven’t seen for quite a while (at least on a regular basis). It’s barely daylight and you’re splashing water on your face in the hope that you’ll navigate the house without knocking yourself out. Until now this shocking imposition on your beauty sleep only occurred when some crazy, hardcore course coordinator decided to pass round an attendance sheet at your Monday morning English lecture. What on earth was she thinking?

NEN in the City

But it’s all good – you’ve finally arrived.

Four years of cramming for exams and crashing at 3am has paid off – you’ve landed a teaching job and, like you had always hoped, you’re now a successful, hard-working professional.

For further info contact: Sam Lisle-Menzel: 8272 1399 E: slisle-menzel@aeusa.asn.au

As most teachers will know and understand, the first few years in the job can be a bit of a culture shock. It is often a daunting time that throws up a host of challenges and

4.30pm – 6.30pm

10

1From left: Matt Gale, Daniel Seidel, Kate Seidel & Son, Kate Greenhaigh and Rachel Gray. These country New Educators are all AEU members and teachers at the John Pirie High School. learning experiences. Finally getting the chance to put your ideas to the test in your own classroom and to make a difference in the lives of the kids in your care is rewarding and exciting but it’s no walk in the park – as a beginning teacher you need support and the best support comes from your peers.

Research shows that when most beginning teachers are asked what it is that gets them through the hard times they respond by saying it’s the support from their fellow new educators that makes the difference.

The AEU’s New Educator Network was set up for precisely this reason. Every member says it’s a great feeling to meet other new educators and know that they are going through the same experiences and facing similar challenges. Meeting for a casual drink at the local pub, attending the New Educators Conference and other events in town, and taking part in the union subbranch are all great ways to make friends, get support, hear new ideas and to get stuff off your chest.

It’s the collective of the NEN that makes it special. It’s a supportive group that empowers each member by giving them a chance to contribute to important decisions through discussions around both professional and personal issues. Many beginning teachers feel that their voices are often disregarded in the workplace because they are young and/or inexperienced. Becoming part of the NEN is the best way to counteract this.

Remember, the teaching community is there for you. There is much to be gained by stepping out of the school gate to meet your fellow teachers.

I

to te w to te w to te w to te w to te

2n s f

cC

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N E W E D U C ATO R S N E T W O R K

N E W E D U C ATO R S CO N F E R E N CE

Have your Say: Join the NEN!

Come help us Celebrate!

In 1998 former AEU President Andrew Gohl – then an Organiser – was instrumental in setting up the New Educators Network (NEN) in South Australia: “The original intention was to set up a group to campaign around industrial rights for New Educators and to include them in AEU decision making structures. This effectively gave a voice to a previously unrepresented demographic.”

Ten years on and the NEN has increased in size and has diversified to actively support new educators in wide range of areas in their first three years of teaching. New AEU Organiser Daniel Pereira is a former teacher member of the NEN: “The NEN has come a long way since its inception and we are continuing to find ways to help new educators in what is a difficult period in their career. As well as giving members an outlet socially, the NEN has achieved improvements in working conditions such as the 0.1 NIT for all permanent country teachers and our new EB Claim is pushing for this for all teachers in their first three years.”

“...a great thing about the NEN is that it gives members a chance to socialise with other beginning teachers in a non-work environment.”

Educators Conference, free attendance at AEU training and development courses, free advice via the AEU Information Unit, legal representation, great healthcare deals for Teachers Federation Health and a range of other useful services.”

Daniel goes on to say that importantly, the NEN gives members a chance to socialise with other beginning teachers in a non-work environment. He says members will often talk about everything but work.

However, what brings them together is a mutual understanding of the situations they find themselves in. “It’s a good feeling to hang out with people who pretty much know exactly how you’re feeling.”

I

There’s no better time to become a member of the AEU! Once you’ve joined you’ll be eligible to attend the New Educators Conference on the 4th and 5th of April. You’ll meet other New Educators from your district and around the state, get some tips on behaviour management from Lynette Virgona (WA Teaching Consultant), and take part in two days of interesting and fun activities.

You’ll be mixing with a great group of people and you’re bound to have a good time. Hope to see you there!

Discuss your attendance at the Conference with your Principal and arrange for AEU sponsored TRT by filling out one of our forms on the web.

I

For further Information contact: Sam Lisle-Menzel: P: 8272 1399 To Register:

10 10 celebrate “The AEU is committed to supporting new educators; we provide entry to the New

www.aeusa.asn.au/events

together we teachEducation together we Union teach together we teach together we Australian teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together fri.4-sat.5 April we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we teach together we Further info contact: Sam Lisle-Menzel on 8272 1399 Register: www.aeusa.asn.au/events teach together we teachTotogether we teach together we teach together

2008 2008 new NEW educators EDUCATORS’

th th state STATE conference CONFERENCE nniversary fri4 sa5 april Anniversary

Celebrate 11

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REVIEW

Summer Heights – a high?

Many teachers didn’t watch Summer Heights High. They couldn’t bear to see a school culture they battled with all day in their home at night. Titled a ‘mockumentary’, it was so well and acutely observed that it looked and sounded painfully like the real thing.

Student teachers seized upon it with both hilarity and dreadful anxiety in anticipation of what was before them. They too, relatively fresh from high schools, found it utterly convincing, so much so that one thought she saw the Special Ed teacher in the series in the corridor while at Uni one day. She followed her to say thankyou for her work with Jonah, a particularly difficult student, but she turned out to be a look-alike!

Secondary students themselves liked the series enough to form Summer Heights High supporters’ groups and on at least two occasions the crowds that gathered in shopping centres during the school holidays to get Chris Lilley’s autograph or signed DVD were so massive that they had to be curtailed by the police after several hours of signing.

The University education academics marshalled to offer opinions on both psychological and sociological aspects of Summer Heights High in an ABC Radio National programme did so earnestly, not only about the youth audience but also

about the actual characters.

These strong reactions make it clear that the series works as a mockumentary and a comedy but what may not be realised is that it is also satire.

Summer Heights High gives us the variety of voices and registers of today’s school students; their particular ways of wearing or subverting their school uniform; the centrality of the mobile phone and the Internet to their lives – in particular text messaging and interactive web use. The dress, manner and behaviour of the teachers, School Counsellor and Principal are also faultless.

The shocks that emerge from this reality include the mentoring of younger students by older problematic ones to encourage responsible behaviour ending up as an almost Mafia type organisation victimising the young ones; the counselling of a group of girls harassing another girl by way of an enactment and semi restorative justice session ending with apparent consensus but actually no change of attitude whatever from the harasser; the confident discussion between mother and student Ja’mie, on exchange from a private school, with the Principal in which they offer to buy their way out of a tricky situation at the school; the drama teacher confiding to a colleague that he really cannot accept students with disabilities who failed the auditions into his performances, “I don’t need bloody Special Ed. nightmares. I don’t want them in

my show. They’ve had a life of not being good enough. Surely they know it by now.”

When the shocks come and you laugh at the audacity and outrageousness of them, as befits satire, you confront at the same time, the seriousness of these actions and situations.

Unusually, as only some satire has managed to do, there is also a poignancy and compassion in some of the characters and situations. One memorable incident is the stressed teacher on a Friday afternoon in an unwinnable classroom situation who just breaks. Another is in the final episode where, through the patient and skilled work of the teacher, thirteen-year-old Jonah finally learns to read (rather than identify single words) on the very day that he is finally expelled from the school. This is the very moment when he can perhaps begin to think, reflect and achieve in a quite different way from before. As he leaves, he graffitis everything is sight!

The issues that are satirised in the series are certainly AEU issues. They are all concerns of most school staff and are part of our professional lives and working conditions.

Since satire’s bite is usually associated with taking action against injustice or oppression, perhaps watching and discussing Summer Heights High will help to bring about increased understanding of, and better learning and teaching conditions for educators, especially through the Enterprise Bargaining campaign this year.

I

Clare McCarty

We are promised an educational revolution, but does our government know want we want? Educating Fronnie is a play about competing views of what our education system is supposed to be doing. It gives the audience the opportunity to hear the arguments, barrack for the good ones, reject the wrong headed, vote in winners, send a message to politicians, and be much entertained in the process.

This witty and topical theatrical satire engages the audience who thereby send a message to politicians, bureaucrats and teachers. If education is a political football, we all want a kick!

SEE IT AT THE ADELAIDE FRINGE! 8.00pm

Paul Jewell researches and lectures in the philosophy of education at Flinders University.

He will publish the results of the audience vote.

One hour duration approximately.

Directed by Clare McCarty

South Australian Folk Centre

Starring:

TWO SHOWS ONLY

Thursday, 28 February & Wednesday, 5 March 2008

Corner George St & South Road, Thebarton TICKETS FROM:

adelaidefringe.com.au P: 1300 374 643 12

Josh Coldwell as Francis Fronesis Jarrod Chave as Rex Richard Potter as Peter Pastor Emma Maguire as Libby Brianna Stratford as Chris Childs James Reed as Siggy Sykes

“IF EDUCATION IS A POLITICAL FOOTBALL, WE ALL WANT A KICK!”

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F R O M T H E E D I TO R

A E U STAT E M E N T 2 0 0 8

Communications on the Move

AEU Federal Conference Statement ’08

or to read the Journal cover-to-cover.

With this in mind, we’ll be uploading audio and video podcasts to keep you informed around the EB and other AEU issues. Although the blog is designed as a one-stop-shop for updates around the EB, we will also post photos of member activities, interesting articles and competitions.

When you go to the site you will find instructions on how to subscribe to the updates by email or RSS feed. If you have limited time (or access) at work to get online, please consider entering your personal email so that you can view the material at home.

So once again, welcome to the new year, the EB negotiations will no doubt require a lot of member involvement and we hope that you find our expansion into online technology informative and worthwhile.

I

Craig Greer Communications Coordinator

Check out the new EB blog for updates and news at:

www.2008eba.org

W O R KCOV E R

AEU members need to know, particularly new members, that their Union can provide expert advice and support to members when they suffer a work related injury or illness.

As the AEU officer responsible for helping members with workers’ compensation claims, I often assist members with advice about the claims process and their entitlements. In some cases, members might even need to be referred for legal representation and the AEU can assist with a contribution towards these legal expenses.

Potential members also need to know that the AEU is committed to helping members whose health is seriously impacted in the workplace. The one stipulation is that you must have been a member at the time of injury or illness. The workers’ compensation system can sometimes seem very complicated but with the AEU’s advice and support you can concentrate on making your rehabilitation and return to work successful.

One example of how the workers’ compensation system can be complicated is the way it deals with claims related to psychiatric injuries/illnesses. Many members often refer to ‘stress leave’ and even doctors may refer to a person as suffering from ‘stress’ but it is important to recognise that ‘stress’ is not a medical condition or a diagnosis. So before considering making a claim an individual

must be diagnosed with a psychiatric illness.

The second consideration is that your employment must have contributed significantly to the development of the psychiatric condition.

Even if you meet this criteria i.e. you’ve been formally diagnosed with a psychiatric illness, you may still be denied compensation if one of the exclusionary provisions applies, including: • reasonable action taken in a reasonable manner by the employer to transfer, demote, discipline, counsel, retrench or dismiss the worker.

• a decision of the employer, based on reasonable grounds, not to award or provide a promotion, transfer, or benefit in connection with the worker’s employment.

• reasonable administrative action taken in a reasonable manner by the employer in connection with the worker’s employment.

• reasonable action taken in a reasonable manner under the Act affecting the worker.

As you can see from the above, claims in relation to psychiatric injuries/illnesses are not simple. But when you’re in the AEU you’re not alone.

I

Conference calls for:

Schools: A curriculum guarantee for all students which provides access to a rigorous, rich and rewarding curriculum aimed at equipping them with the knowledge and skills required to be successful in the 21st century.

The reduction of class sizes to enable teachers to increase individual attention for all students – including gifted and talented students and those with special learning needs.

Competitive, professional teacher salaries to ensure a highly qualified, well paid education workforce.

The provision of 21st Century learning environments. Governments must urgently redress the continuing underfunding of public education infrastructure, its buildings, facilities and equipment.

A national strategy for Indigenous education. A dramatic investment is needed to put an end to the national disgrace which continues to see many of our Indigenous students denied basic access to education.

At least 20 hours of free high quality public preschool education per week. Access for Indigenous children must be a priority.

TAFE: A dramatic increase in funding for the TAFE system to address the Howard government cuts in funding by 26 percent in real terms.

The dismantling of Australian Technical Colleges and rolling them into existing public education structures.

A broad and comprehensive vocational education experience for all students rather than the drift towards the teaching of narrow instrumentalist employer-driven skills.

I

Public Education: Australia’s Future

Ed Grue Industrial Officer

13

www.aeufederal.org.au/Conference2008

Just Another Reason to be an AEU Member.

As we embark on 2008, the education landscape for the AEU and members has significantly changed.

We have a new Federal Government with Prime Minister Rudd and Deputy Prime Minister Gillard moving forward with plans for an Education Revolution. This presents the opportunity for change in policy direction.

Research has shown that $2.79 billion annually is needed to meet the shortfalls in funding for Public Education from the decade of neglect during the Howard years.

For copies of full statement go to:

Firstly, I would like to thank Dan Murphy for his excellent work at the AEU and wish him all the best with his studies and work in Finland. As you may know, Dan was given brief to adapt the AEU Journal from a textheavy, tabloid-style publication to what we have now – a glossy, colour magazine that is content rich and visually more pleasing. Dan and Jo Frost (AEU Graphic Designer) worked hard to transform the Journal into its current form, which I believe is a great improvement on the previous style.

The AEU must keep moving with the times if we are to keep up with the current trends in communication and technology. With this in mind we have set out to enhance our member communications by extending on the work done by Dan and Jo on both the Journal and the website by trying some new things in the area of blogging and podcasting.

We have set up a new blog (short for weblog – a one page electronic newsletter) in order to maximise communication around the EB negotiations. We know that teachers and support staff are very busy and may not always be able to attend every AEU meeting

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OPINION YO U R R I G H T S @ W O R K 7 Left: Geoff Hastwell wrote and performed a song for the event.

77 Far left: AEU member participants and guests celebrate at Tiffins.

Recognising AEU Activists The ‘Your Rights at Work’ campaign has been hailed as one of the most successful in the history of the Australian union movement. Its success is measured not only by the November 24 election outcome and its implications for a fairer industrial relations system, but also by the engagement of union members with and within their local communities.

AEU members played a significant role in the community based activities organised through the ACTU in the three former mar-

14

ginal electorates of Kingston, Makin and Wakefield and it was fitting that their efforts be acknowledged and celebrated.

On Tuesday 22 January, the AEU members involved in those campaigns were invited to lunch at Tiffins on the Park where praise and appreciation were provided in the form of speeches by new AEU SA President Correna Haythorpe and SA Unions Secretary Janet Giles who expressed sincere thanks to our members for the difference they had made in what was a ‘must win’ campaign for workers on the ground. Tim Palmer, the community campaign coordinator for Makin, was also present and our members were issued with

certificates of appreciation from the AEU. Recognition was given for participation in activities which included rallying outside the Australian Technical College at Christies Beach, leafletting at transport interchanges in Noarlunga, Salisbury and the O-Bahn and fundraising in Clare. Many members took part in training for house-to-house doorknocking where their skills in articulating the message about the effects of the WorkChoices laws on working families were put to the test.

A key feature of the campaign success was union members coming together in their local communities to jointly build momentum towards Election Day. AEU members, like all unionists, enjoyed the experience of playing an active part in achieving the goals of the ‘Your Rights at Work’ campaign. It is anticipated that the skills developed and lessons learnt through this campaign will put our members in good stead for future campaign activities, like those which will be required as we move into enterprise bargaining for our next collective agreement.

I Howard Spreadbury

Lead Organiser

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U P DAT E : E N T E R P R I S E BA R G A I N I N G 2 0 0 8

I N F O R M AT I O N U N I T

EB at a Glance

Questions from the Workplace

A brief summary of the key bargaining areas, from AEU Industrial Officer Dan Farmer.

Nationally Competitive Salaries • 21% cumulative salary increase over 3 years.

• Increases and improvement in application of a range of allowances such as special class, protective clothing, work related travel, locality allowance and nonmetro.

• A better classification structure for teachers, leaders, SSOs, AEWs, ECWs, Seconded Teachers, Swimming and Aquatics Instructors and TAFE Lecturers.

Attraction, Retention and Support Improved packages of conditions and entitlements designed to attract and retain employees in the public education system.

This includes: • Increased country incentives.

• Incentives to attract staff to ‘hard to staff’ preschools and schools.

• Mentoring, support and professional development for leaders and aspiring leaders.

• TRT shortages addressed through incentive packages.

• Strategies to ensure DECS meets the Aboriginal Employment Plan.

• Beginning teacher support such as additional release time. (0.1 ) • Transition to retirement.

Workload The claim addresses the increased and often excessive workloads of employees.

This includes: • Limitations on new initiatives.

• Improved formula for SSOs.

Q Fever During Enterprise Bargaining consultations, members working in the Middle North raised concerns over DECS’ lack of provision for vaccinations against Q Fever.

A clause was included in the AEU Log of Claims to ensure that vaccinations were provided to employees working in agricultural programs, employees working in areas known to have Q Fever, and in sites in close proximity to sale yards or slaughter houses.

The South Australian Department of Health website states that “Q Fever is a vaccine preventable disease which is an occupational hazard for those working with cattle, sheep, goats and kangaroos” It lists a range of occupations and groups who might be at risk. It includes: farmers,

• Prescribed contact time of 18 hours max for teachers, improved NIT, limits on after hours work, yard duties and meetings.

• Increased administration time for band 2 and band 3.

• Resources to address student wellbeing.

• Increased ICT support.

Class Size • Reduced class/group size for all levels.

• Development of a pupil complexity index to provide a weighting system for students and children with special needs in mainstream classes and groups.

• 1:4 staffing ratio for students with autism spectrum disorder and students with violent and challenging behaviours.

Work/Life Balance • 24 weeks paid maternity and adoption leave.

• 3 weeks partner leave to meet caring responsibilities at birth of child.

• Improved leave conditions for palliative care, grand parenting, foster carers and cultural leave.

• Greater flexibility to access up to 15 days special leave.

• Improvements to part time employment conditions.

Professional Development • Removal of the 37.5 hours ‘shorter school year’ policy.

• Reduction of teacher duty days from 207 to 202.

• Increase in the number of student free days.

• Quarantined professional development fund for sites.

I farm hands, shearers, abattoir workers and visitors to high-risk environments.

The AEU advises members who believe that there may be a risk of exposure to Q Fever to follow these steps: • Undertake a risk assessment to determine whether any person working at your site may be at risk of infection from Q fever: Agriculture Teachers, SSO Farm Hand, VET Coordinator that visits local meat works, for example.

• If a potential risk is identified then a Q Fever vaccination provider should be contacted and those at risk vaccinated.

• The invoice for the cost of the vaccination should be sent to the Manager of Injury Prevention DECS. Further information: Department of Health

www.dh.sa.gov.au/pehs/qfever.htm

Q A

Has the Locality Allowance been increased this year?

Yes, both school and TAFE Awards have this year been varied to include State wage case increases and CPI movements, back-dated from July 2007.

The up to date locality allowance can be accessed on the AEU Website.

Q A

Are travel and accommodation expenses available for country teachers for medical and dental treatment?

Reimbursement for travel and accommodation costs incurred as a result of obtaining medical or dental assistance in Adelaide or a larger city or town can be claimed for the first 10 years of appointment in country locations. (This has been increased from 7 years previously). Please note that local recruits are not eligible.

Claims can be made on form ED185 retrospectively.

Q A

Are PAC Reps entitled to see or be given a copy of the SEA1056 staffing entitlement document?

As a PAC member it is essential that you are provided with a copy of the SEA1056 document. It is also a public document and can be posted up for all staff to view. Most Principals place the document on a staff notice board. It is one way to ensure that staffing decisions in a school are open and transparent.

I

For all your questions contact the

AEU Information Unit Monday to Friday 10:30am - 5pm

8272 1399

EB Resources 3 Check out our new blog for updates on the EB process at:

www.2008eba.org 3 The full EB Claim can be downloaded from the AEU Website on:

www.aeusa.asn.au 3 Details of times and location of AEU area meetings for EB discussion can be found at:

www.aeusa.asn.au/ getinvolved 15

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T E AC H I N G OV E R S E A S

I N T E R N AT I O N A L I SS U E S

Experiencing the Difference Talking to teachers who have worked inside and outside.

Marja Peedo, 43, a sixth grade teacher at Oulu International School was born in Finland but grew up in South Australia. Her own children started school in Mount Isa and she completed her practical training in Brisbane.

“Students are given all their pencils and books and that gives an equal basis for everybody. So, someone who isn’t well off or can’t afford the books isn’t disadvantaged.

“The one free meal a day also puts people on an equal basis. I know of schools in Australia trying to teach children whose parents don’t supply them lunch. How can you learn when you’re hungry?”

Kelvey Marden, 35, has been working in Finland for seven years after starting his career in British schools.

“In England, as the teacher I’m in charge and it’s more formal. Here it’s Kelvey, not Mr Marden. I can dress casually and there’s not the same power difference.

Of course I’m still in charge and have discipline problems but it’s a lot more relaxed.”

“Also, the status of a teacher is a lot higher here and although the salary is lower, my money goes further so I’m better off.”

Finland’s superior social welfare system provides teachers with many benefits, including 12 months maternity leave.

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Dan Murphy recently moved to Finland to study a masters in education and globalisation. He is also a freelance journalist for local and international print media.

Everybody Wants a PISA Finland’s Action Former AEU Journal editor Dan Murphy reports from Oulu, just below the Arctic Circle.

PISA, the Programme for International Student Assessment, uses common tests to rank the proficiency of 15 year old students in 58 countries, with an emphasis on applying knowledge in practical situations.

The launch of its latest results in December was met by the usual media hype focussing on international ‘league tables’. When this died down, the real story was the same as it had been after the two previous rounds: the outstanding performance of Finnish students.

They recorded the highest science competency, setting a record score in the process, and came second in literacy and maths.

Australian students continue to demonstrate significantly above average proficiency in all three areas although literacy performance declined between 2003 and 2006.

Finland’s success is attracting great interest. Visiting teachers and policy makers

are now a common sight in the hallways of the country’s schools. Notable features of the Finnish system include: • A relatively late starting age of seven.

• All teachers educated to Masters Degree level, requiring five years university study.

• All students receive a hot meal daily, free health and dental care and all learning materials (pens, books etc.).

• No private schools; children receive the same free, compulsory comprehensive schooling lasting nine years before nearly all proceed to upper secondary or vocational college.

Professor of Global Education at the University of Oulu, Rauni Rasanen, emphasises the importance of the common comprehensive school to the Finnish system. “There is a clear value basis which is equity,” she

Students’ Science Proficiency as measured by PISA 2006 and Education Expenditure, Selected Countries Students’ Science Score, PISA 2006

Education Spending Private School (% of GDP) Expenditure OECD Avg: 6.2% (% of all school spending)

Finland

563

6.1%

0.8%

Australia

527

5.9%

16.8%

United Kingdom

515

5.9%

13.4%

USA

489

7.4%

8.7%

Source: OECD PISA 2006 & Education at a Glance 2007

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SS O AWA R D S

“Ninety-six percent of Finnish teachers are members of the union which has a seat on education policy making bodies.”

explains. “This shows in the PISA results.

One reason Finland is so high is there is very little difference between schools and areas.”

Moreover, the relationship between parents’ socio-economic status and student achievement is one of the weakest of all countries.

Another interesting aspect of Finland’s success is that is achieved while rejecting education policies fashionable in many parts of the globe.

Standardised Testing and School League Tables Despite topping international test scores, Finland has rejected all moves to conduct national tests and rank schools against each other.

Increased Measures of Teacher Performance Rather than being judged - or even paid based on student performance, Finnish teachers enjoy high levels of public support and trust. Ninety-six percent are members of the union which has a seat on education policy making bodies.

Greater School Diversity and Choice Those lobbying for parents to be able to choose from a greater variety of public ‘charter’ schools controlled by business and ‘community groups’ won’t find much to back up their arguments in Finland where consistently high rates of satisfaction are recorded with high quality local comprehensive schools.

Finland’s ongoing success in Education is not just about increased funding – it’s just reward for allocating almost all of it’s education budget (99.2 percent) to public schools.

Those studying Finland’s achievements have to determine what can be adapted to their own context and what is distinctively Finnish. Of course cultural factors play a part. Education is held in high regard as one of the values – along with hard work – responsible for helping the country rebuild from ruins after WW2. Finns also borrow more books from libraries than anyone else.

Finland’s current success developing a knowledge based economy powered by exports of mobile communications and software is integrally linked to its commitment to education.

I

SSOs Recognised at DECS Awards Congratulations to the following AEU members who were nominated for Awards in the DECS Recognition of Achievement Awards in 2007. AEU members were nominated in each of the seven award categories.

Melinda Kershaw | Tumby Bay Area School.

Meredith Slape | Marden Senior College.

Trisha Tomlinson | Elliston Area School.

Outstanding Achievement in Business Practices or Systems:

Work group nominees in this category were: Karene Bell, Elvie Christophers, Sue Merchant and Mia Vickery | Kangaroo Island Kingscote Campus.

Carol Miller | Salisbury High School.

Quiet Achiever:

Outstanding Commitment to Supporting Children and Students:

Audrey Cusselli | Whyalla Stuart Primary and Junior Primary Schools, who was awarded the Certificate of Excellence in this category.

Amanda Beckel | Kapunda Primary, who was awarded the Certificate of Excellence in this category.

Other AEU members who were nominated in this category were: Katrina Hanlin | Port Augusta West Primary.

Liz Sylvester | Salisbury North West Schools.

Judy Krake | Salisbury Park Childhood Services Centre.

Roz McCord | Gawler East Preschool.

Providing Leadership in the Workplace: Judith Kernahan | Para Hills High School.

Roxanne Richardson | Tumby Bay Area School.

Outstanding Commitment to Supporting Children and Students with Disabilities: Individual nominees in this category were Heather Baker | Berri Community Preschool.

Lyndall Williams | Ellendale Kindergarten.

Other AEU members who were nominated in this category were: Annette Smyth | Regency Park School.

Valerie Trowbridge | Regency Park School.

Chris Vine | Gawler Primary.

Debbie Richter | Ceduna Area School.

Jacquie Hazelwood | Salisbury Primary.

Joanne Kovacic | Win Newby Kindergarten.

Mary Leraye | Wharminda Primary.

Excellence and Innovation in Working with Communities: Julie Fischer, Carolyn Birkin and Roxanne Richardson | Tumby Bay Area School, who were awarded the Certificate of Recognition in this category for their work in bridging the gap between school and community.

Congratualions to all AEU Members who were recognised by DECS. I

‘08

Australian Education Union

SSO Conference Tuesday, 15 April 9.15am – 4.00pm

Conference Dinner: Monday, 13 April | 6.00pm Accommodation and travel assistance available for country members.

Further Information Phone Irene Tam: 8272 1399 To Register: aeusa.asn.au/events 17

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N OT I CE B OA R D

Australian Education Union | SA Branch 29 February Nominations are called to fill vacancies on the following positions on AEU Committees: Legal Defence Appeals Committee Contract and TRT Consultative The Legal Defence Appeals Committee Committee determines appeals arising from the Union’s Legal Defence Rules. Four positions for a

term of office ending March 2009.

Nominees must be 2008 Branch Council Delegates who are not members of Branch Executive.

Administrative Officer Review Committees Administrative Officer Review Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Four female

and four male positions for a term of office ending March 2009. Nominees must be 2008 Branch Council Delegates.

Curriculum and Professional Development Management Committee

The Committee provides advice to Branch Executive on matters relating to employable teachers. Nine positions for a term of

office ending November 2008.

Closing Date Nominations for these Committee vacancies must reach the:

Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 12:00 Noon Thursday, 27 March 2008.

Nomination forms are available from the AEU. Nominations may be accompanied by a 200 word supporting statement.

Election Procedure Ballots for contested positions will be conducted at Branch Council on

Saturday, 29 March 2008.

The Committee is responsible for policy development in relation to curriculum and professional issues and oversights the AEU professional development program. One DECS

Further information on these positions is available from Jack Major - Ph: 82721399 or

teacher member and one SSO member for a term of office ending March 2010.

Peter Norman Returning Officer

Email: aeusa@aeusa.asn.au

Schools Clean Up Day Half a million kids across Australia removed the equivalent of 2,750 ute-loads of rubbish during the Schools Clean Up Day 2007.

Nearly all the rubbish collected can be recycled and this helps to reduce greenhouse gas emissions.

2008 Schools Clean Up Day registrations are now open. Schools are urged to register for Schools Clean Up Day on 29 February.

I

www.cleanup.org.au P: 1800 282 329

adelaide

fringe2008 22 february-16 march adelaidefringe.com.au

SAIT Conveyancers Art Costa’s Habits of Mind In Australian Schools Professional Learning Opportunity 2008 Memberships to the Australian National Schools Network Habits of Mind Hub are now invited. The Habits of Mind Hub supports primary and secondary teachers already working with the Habits, as well as those seeking to infuse the Habits into their school culture and curriculum.

The Hub provides 5 days of professional learning and collaboration with other teachers, an opportunity to draw on the years of experience of Hub schools, nationally and internationally, as well as a rich collection of resources developed by Hub members. These include hundreds of activities, lessons and units of work.

Hub leader James Anderson has extensive experience working with the Habits of Mind as a classroom teacher, curriculum leader and in teacher professional development.

He regularly works and presents with Habits of Mind founder, Prof Art Costa.

Applications are now open, with workshops commencing during Term 1.

For more information: Phone: (03) 9898 3376 Web: www.ansn.edu.au Email: james.anderson@ansn.edu.au The ANSN also runs Hubs around Interactive Whiteboards, Teaching Our Digital Kids, Dimensions of Learning, Authentic Assessment, Cognitive Coaching and Curriculum Planning Support.

18

We offer AEU members: • Free advice on real estate queries.

• 25% off the Statutory or Land Brokers Society recommended fee structure.

• Expert and experienced professional work with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, all facets of conveyancing work.

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC •151 South Terrace • Adelaide SA 5000

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N OT I CE B OA R D

Members’ Market Members Market Victor Harbor Holiday House Enjoy a Break at ‘Southern Escape’! A beautifully renovated 3 bedroom house within walking distance of the beach, skate park, shops, restaurants and the city centre. A ‘Home away from Home’ with all facilities. Large yard, great for relaxing and enjoying a BBQ and wine under the Pergola. T: 0413 920 554

For Rent: Week(s) accommodation in resorts in Australia, NZ, Asia, South Africa for $400 to $700pw, sleeping up to 2, 4 or 6. Ideal for family.

Contact John on: T: (08) 8295 3181 or email: sterzlej@iprimus.com.au

France-South: Lovely Village House. $700 pw. www.hermes.net.au/villeneuve Contact Julie on: 0403314928

For Rent: f.f. private apartment in Glenelg for Xmas holiday or weekend rental. Heated pool, spa, steam-room, sauna, gym

etc. Plasma TV, 100m to beach.

T: 8376 3747 or 0403 606 052

2. All Seasons Lakeside Getaway

Canvas Manufacture and Repairs

For Rent: Black Point, Yorke Peninsula

Stunning self-contained luxury colonial home in the picturesque and peaceful surrounds of Encounter Lakes, Victor Harbor.

Private secluded sandy beach and lake at your back door! 4 bedrooms. Sleeps 8 comfortably.

2 spacious and comfortable living areas. 2nd bathroom, 3 toilets & laundry. Large alfresco undercover entertaining area.

Huge lawned backyard which leads to secluded sandy beach and lake. Enquiries and Bookings: Steale Foumakis T: 8344 7921 or 0419 868 143 email: foumakis@hotmail.com

All canvas and general repairs.

For a free measure and quote contract A-Grade Canvas.

T: 8293 6967 or 0413 738 008

Absolute beachfront, 3BR, sleeps 6 - 8, available incl. school holidays & L/Weekends.

T: 0428 780684 or (o8) 8449 8626

Victor Harbor Holiday Getaways 1. Lakeside Getaway Stunning modern villa at ENCOUNTER LAKES, VICTOR HARBOR. Only 100 metres to clean, sandy beach and lovely reserve. 5-minute walk to scenic Esplanade, walking, bike trail, cafes, restaurants and local general store. 3 bedrooms with built in robes. Sleeps 6. Spacious and comfortable Lounge/Family/ Dining Room. 2 way bathroom, separate toilet & laundry.

Enquiries and Bookings: Steale Foumakis T: 8344 7921 or T: 0419 868 143 email: foumakis@hotmail.com

For Sale: BMX Bike As new, top condition freestyle pegs, a bargain at $150.

T: 0413 408 772

Certified Organics: organic cosmetics & personal products. www.bodytune.mionegroup.com

AEU MEMBERS: Advertise in Members’ Market for FREE! The AEU Journal welcomes all classifieds from members.

Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

19

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We’re striking GOLD! We’re celebrating with a host of promotions where members could win $1000’s in prizes...

Open a Satisfac membership today and you could win too!

It’s Satisfac’s Golden Anniversary in 2008 and we’re inviting you to share in the celebrations.

Some of us suspect that time

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advancement, we’ve never

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help their colleagues get

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opened its doors.

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every few terms.

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the education sector has

50!

This was boosted in 1986 by a merger with Adelaide Savings Credit Union and in 1993

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by the absorption of Marine

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Credit Union. Today, of course

traced back to the mid-1950s,

– now called Satisfac Direct

when a small but inspired

Credit Union – we’re stronger

group of South Australian

than ever, with a thriving

teachers scribbled a noble

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We look forward to continuing that legacy of service for you in our Golden Anniversary year.

Phone 8202 7777 Satisfac Direct Credit Union Ltd. ABN 36 087 651 232 AFS Lic. 241066 151 South Terrace Adelaide 5000.

• JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY • JOIN TODAY •