AEU Journal Vol. 49 No. 1

Vol 49 I No.1

Official publication of the Australian Education Union (SA Branch)

February 2017

AEUJOURNAL SA

Employment secured!

Two down, hundreds to go as we campaign for permanent jobs.

INSIDE: u Early

Childhood: Ceduna preschool excels

Prefer to read the AEU Journal online? Details on page 22. u CCTV:

Is it being misused in schools?

ATTENTION TAFE members!

The scholarship is aimed at providing the opportunity to a woman member to increase her skills and experience in the union’s work at a state/territory/national or international level and, by extension, supporting the AEU’s women members.

The proposal may include (but is not limited to): n The establishment of a work-shadowing arrangement or a mentoring arrangement; n Research or study experiences; n Formal and/or informal training and development opportunities (e.g. attendance at an appropriate conference); or n The design and implementation of a discrete project.

The scholarship is valued at up to $10,000 per year.

For more information please see the guidelines.

Rosemary Richards was a proud feminist, unionist and educator. She was a respected leader, colleague and friend who played a crucial role in shaping the AEU as an organisation that reflects feminist principles. Sadly, Rosemary passed away in November, 2006 after a long battle with illness.

This scholarship, now in its eleventh year, recognises the significant contribution that Rosemary made to the AEU as an organisation and to all its members, women in particular.

Across the AEU, women’s employment rights and women’s union participation have been steadily advanced due to an active, committed and predominantly female membership, but challenges remain.

APPLYING FOR THE AWARD The guidelines and nomination form can be obtained from Suzanne Lowndes at: email: slowndes@aeufederal.org.au phone: (03) 9693 1800 CLOSING DATE FOR APPLICATIONS FRIDAY

28 APRIL 2017

Start: Tuesday 7 March | 9.00am Conference Dinner: Wednesday 8 March Finishing: Thursday 9 March | 4.00pm What will WIMDOI participants get out of the conference?

WIMDOI conferences have been conducted for over 20 years as an initiative designed by women trade unionists to bring together women working in many different male dominated occupations and industries, to exchange information and experiences, to network, to help support and sustain one another and to develop strategies to increase women’s participation, retention and activism in nontraditional areas of employment and in our Unions.

Many WIMDOI participants have gone on to play invaluable roles as workplace delegates and within their Unions.

TO REGISTER: Contact Jess Rogers Phone: 8234 2130 Mobile: 0408 647 034 Email: JessR@cepusa.com.au Cut-off date for registration 21st February 2017.

FEATURES PRESIDENT’S VIEW

AEU UNION JOURNAL TRAINING

Exceeding the national standard page 10 We profile a preschool excelling in Ceduna.

Employment secured!

Two down, hundreds to go as we campaign for permanent jobs.

Childhood: Ceduna preschool excels

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates Publication Dates #2 March 10 March 29 #3 May 5 May 24 #4 June 9 June 28 #5 July 28 August 16 #6 September 1 September 20 #7 October 20 November 8 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 531629/0025 ISSN 1440-2971 Cover Photo: Karen Jericho Printing: Lane Print

Prefer to read the AEU Journal online? Details on page 22.

INSIDE: u Early

#2

u CCTV:

Is it being misused in schools?

Secure our employment

CCTV

pages 12 – 14 The AEU is campaigning for more permanent jobs to reduce the number of staff on contract.

page 18 Members are concerned about its use in schools.

Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8272 1399 journal@aeusa.asn.au

LE TT E RS TO TH E E DITO R

Dear Editor We’ve heard a lot about Donald Trump in the media lately but not much with respect to his policies on education. My AEU member colleagues may or may not have heard that he has recently appointed billionaire Betsy DeVos as his Education Secretary. DeVos is a long-time critic of public education and supporter of forprofit charter schools, a topic I know has been traversed in the pages of this journal in recent years.

DeVos has admitted to having no education qualifications or any previous experience in managing large budgets or working in government departments.

In a 2016 Detroit News article, DeVos said that public schools should be replaced entirely with a free-market system!

We can only hope that the elevation of blatantly anti-public education campaigners to top positions in the Trump administration has the effect of turning

our policy makers in Australia away from the US as a source of inspiration in n education.

Matt Walker Clare High School

Dear Editor Grateful for the support I am writing this letter to express my thanks for the wonderful support of the Instrumental Music Service sub-branch and all its members. The restructure of the IMS left SSOs out in the cold, with four positions left uncertain. With the help of the AEU and the support of the sub-branch, the SSOs fought to retain their positions and specialised skills specific to IMS. Meetings were set up and consultations and negotiations began between DECD and SSOs. Standing strong and together we won four ongoing permanent positions remaining with IMS. Without the backing of our Union this

would not have occurred. Thank you n AEU and IMS sub-branch!

Nora Thomas, SSO Instrumental Music Service

Dear Editor I write to express my admiration for our Instrumental Music Service AEU sub-branch action on the first day of week zero, this year.

Members attended Instrumental Music Service Offices instead of Music Focus Schools, as a demonstration of their dissatisfaction with DECD HR inaccuracies in appointment slips.

Some members had not even received an appointment slip and were left out in the cold.

It was an incredibly brave thing to do for such a dedicated group of teachers to their subject area, school programs and DECD students. n Anne-Marie Meegan-Turner AEU Sub-Branch Secretary Instrumental Music Service 3

FINANCIAL

Five tax tips for educators *New Educators keep your records 1. Working from home Most teachers will work from home regularly which means you can claim tax deductions for costs incurred, including: • Internet expenses • Costs of computers, printers and other equipment (either immediately or depreciated over time) • Portion of utility bills, such as gas, electricity and water (where a separate home office is maintained)

2. Travel and school excursions Many teachers cover their own travel and other costs associated with accompanying students on excursions, sporting or camping trips and you can

claim a deduction for these. That could include meals, transport and accommodation – but only to the extent you’re not reimbursed by the school. That doesn’t include travel to and from social functions held by the school.

3. Conferences, seminars and training courses You can claim a deduction for these provided there is a connection with your current income-earning activities.

A deduction is allowable for the cost of travel (fares, accommodation and meal expenses), registration and conference material costs incurred in attending work-related conferences or seminars.

4. Any teaching supplies, teaching resources or materials Provided you incurred the cost and weren’t reimbursed by your employer, you can claim it. That could include stationery, art materials, etc. You can even claim your union fees!

5. Keep records The key to maximising your deductions is to keep good records through the year. Even if you’re not sure if you can claim, keep the receipt or invoice and discuss it with your accountant when you prepare your tax return. To claim a deduction in the first place, the ATO insists that you keep substantiation, so it always pays to keep a wellorganised file of receipts, invoices, bank and credit card statements. n Provided to AEU members by H&R Block’s Director of Tax Communications, Mark Chapman.

*This information is not intended to constitute advice and persons should seek professional advice before relying on the information. The AEU disclaims responsibility for any loss or damage of any nature whatsoever which may be suffered by any person directly or indirectly relying upon it.

Contract blow-out means more insecure work The AEU is seriously concerned at the excessively high number of contract teaching positions in preschools and schools.

AEU

SA President Howard Spreadbury told the AEU Journal that the education department released alarming figures in early February showing over 40 percent of teaching vacancies in 2017 will be filled by short-term contract teachers.

The AEU President told the Journal it’s unacceptable that such a high number of positions won’t be filled by permanently employed teachers.

“Schools need staffing certainty in order to deliver high quality education and there’s no reason levels of contract teaching should be so high,” he said.

“Teachers need time to plan for the year ahead to best meet the needs of the students who will be in their class,” said Mr Spreadbury.

4

Mr Spreadbury said the excessive number of contract teaching positions suggests something is going terribly wrong when it comes to staffing processes in DECD. “It indicates that a large number of teachers will be selected from a list at the last minute, meaning schools haven’t had the opportunity to run a proper selection process which matches teachers to positions.”

“If these vacancies had been advertised and filled in a timely manner, teachers wouldn’t be subject to a last minute lottery and would now be employed in permanent positions.

Instead we’re seeing what appears to be complete disorganisation, contributing to the already high number of pre-

school and school teachers in precarious work,” said Spreadbury.

“The Department has previously committed to a permanency rate of 87 percent but this target has never been reached. Currently the data shows that figure is around 75 percent and these figures just released, which don’t even mention the high number of support staff contract positions, are cause for serious concern,” said Mr Spreadbury.

There are a large number of members in schools who have been employed in the same 12 month contract position year after year with no explanation as to why that position isn’t permanent.

This means those people don’t have financial security and each year are subjected to the stress of not knowing whether or not they have a job.

“This isn’t acceptable for schools, their students or our members, especially when the jobs are there but are not being advertised in time.” n The AEU has kicked off its campaign to help DECD achieve their target of 87 percent permanent employment. Go to the AEU website to find out more and see our feature on pages 12 – 14 of this Journal.

PRESIDENT’S VIEW

Getting organised and active AEU President Howard Spreadbury says 2017 will be a year of action.

W

elcome to another year as you set about establishing and implementing your education plans and learning routines for children and students. Every year provides us with both familiar and new challenges as we begin delivering the high standard of education programs that the community has come to expect from our public preschools, schools and TAFE campuses.

This is not an enterprise bargaining year, however 2018 will be, and preparation has already commenced in developing the AEU position which will focus on priority areas for a subsequent enterprise agreement. In the meantime, the current South Australian School and Preschool Education Staff Enterprise Agreement 2016 continues to deliver additional resources to schools and preschools for 2017 which were achieved by the AEU to address leader and teacher workload and in turn create additional positions for teachers and support staff.

These resources include the 0.1 teacher salary to support the work of school principals and preschool directors, an additional $3 million for primary school leader workload, the 27% increase in the Students With Learning Difficulties (SLD) grant to assist the work of teachers in developing individual learning programs and curriculum adaptation to support students with additional needs, $1 million for preschool support programs and $5 million to create additional special options places and specialised settings for students identified with additional needs who have been in mainstream preschools and schools.

These amounts are annual allocations to the Resource Entitlement State-

“Let’s activate our subbranches, recruit new members and ensure in schools that we have effectively functioning PACs.” ment over the life of the enterprise agreement and members should ensure that they are being delivered in your sites to achieve the intended outcomes in relation to workload. In schools, this is most effectively and fairly achieved through implementation by the PAC (Personnel Advisory Committee). Subbranches need to actively ensure that they have an elected AEU PAC rep and that the PAC is functional and consults with members and staff regarding the deployment of these resources. In preschools, the whole staff team should be involved in determining the most appropriate means of allocating resources which, whilst enhancing learning outcomes for children, must also be directed at supporting the work of directors, teachers and support staff.

The TAFE Enterprise Agreement, as well as delivering salary increases, also makes provision for benchmark hours of instruction at 21 hours per week, implementation of a previously reviewed lecturer classification structure and a review of Education Manager positions.

As with a school PAC, these conditions must be implemented through the Education Staff Consultative Committee.

Education workers are professionals and are deserving of employer and community respect. Unfortunately, members don’t always feel this is demonstrated by the state government or DECD and the AEU is working with members to determine what would make the difference and how that might translate into additional resources targeted at supporting the profession of education. In preschools and schools, members need to have the conversations about what is missing and therefore what is needed to support their professionalism.

The AEU has developed a Statement on Collegial Engagement in the Classroom which highlights the significance of peer collaboration among teachers as a means of enhancing one another’s practice and thereby placing professional learning right at the centre of what it is that teachers do in classrooms. Teachers need more time and resources to focus on this self-determined and collaborative means of professional growth to assist them in improving learning outcomes for our students.

An integral part of respect for the education profession is security of employment and current figures from DECD indicate that this is not the experience of a growing number of members in teacher and support staff positions.

These figures show that the rate of permanent employment is as low as it has ever been. Specifically, teacher permanency is sitting at 75% which is more than 10% below the employer’s own target. The figure of 25% contract employment far exceeds that required to enable DECD to have a degree of flexibility when replacing permanent staff who are on leave. The AEU has commenced the year by developing a Secure Employment campaign, the details and actions of which are being conveyed to members through Organiser contacts with sites and at local meetings.

So, 2017 is a year of getting involved in your union. There is much to be done in the campaign for secure employment and preparation for the next round of enterprise bargaining. Let’s activate our sub-branches, recruit new members and ensure in schools that we have effectively functioning PACs. It’s crucial that members in all sectors are receiving the necessary resources which have been delivered through recent enterprise agreements.

Together we can achieve even more for our great profession and for public education in this State. n In unity, Howard Spreadbury 5

GETTING ORGANISED

1 The 2017 AEU Organisers Team! Back row from left: Andrew Gohl, Emma Lowe and Anne Beinke. Middle row from left: Lisa Sigalla, Daniel Pereira, Matthew Coffey, Jill Cavanough, Cindy Boyce, Tony Sutherland, Ken Drury, Meredith Farmer, Tracey Fletcher-Harriss and Ann Clarke. Front: Danny Ellis.

Improving your workplace There’s no substitute for a highly organised union sub-branch. It’s a critical factor in making sure members’ rights are being improved and protected.

I

t might sound like the most obvious mantra in town but there’s only one way to effectively defend and improve your rights and conditions at work – your sub-branch must “get organised”.

AEU Coordinator of Organisers, Andrew Gohl steps out some of the key things sub-branches can do to have success in the workplace.

1. LISTEN. Converse with your colleagues, in staff rooms, meetings, preparation rooms, faculty offices.

Understand what is impacting upon your colleagues’ work and what is affecting student learning.

What’s that one issue that would make a big difference if it was fixed?

2. KNOW YOUR RIGHTS. Become conversant and encourage members’ familiarity with the following industrial ‘tools’: • SA Schools and Preschools Education Staff 2016 Enterprise Agreement (Class size, NIT, workload, PAC operations and decision-making and grievance procedures etc.)

6

• Education Act 1972 and Regulations • Personnel Advisory Committee Handbook (2013 Edition) NB: Updated 2016 version currently under negotiation.

• DECD Merit Selection Policy, Procedures And Merit Instructions (Updated July 2016) • Code of Ethics for the South Australian Public Sector.

See the Popular Links section on the front of the AEU website for links to these documents.

3. ELECT RESPECTED, CREDIBLE, GOOD OPERATORS: • Sub-branch Secretary • AEU PAC Representative • Women’s Contact Officer • SSO Contact Officer • Members should vote together to ensure that the Staff Rep and the Work Health Safety Rep are also AEU members.

4. COLLABORATE. Call a meeting of

“...there’s only one way to effectively defend and improve your rights and conditions at work – your sub-branch must get organised.” members at a time that maximises attendance. Provide an agenda in advance that deals with the issues that affect staff working conditions.

Work together to identify solutions to that one issue. Establish a clear majority position as a sub-branch.

5. PLAN. What’s the best way to resolve the matter? Use site grievance process? Use Clause 3.1 from the 2016 EA? Send a delegation to Governing Council/Local Member of Parliament? The Minister?

6. RECRUIT. We win on issues when we are strong and our position continued over page 3

BRANCH SECRETARY’S REPORT reflects the feelings, hope and aspirations of the majority. Join up staff members who support the subbranch position.

7. ACT. What are members prepared to do to support each other? Talk to others? To parents? To Governing Council? Send an email? Write a letter? Wear a badge, a symbolic colour? Be part of a delegation? Withdraw goodwill? Passively resist?

Stop work?

Campaigns, consultation and compliance New AEU SA Branch Secretary Leah York writes …

8. NEGOTIATE. When you are ready to take action, negotiate. Identify AEU members to present information and members’ position to the site leader/PAC/Governing Council/local Member of Parliament/Minister.

What are the non-negotiables?

9. CELEBRATE. Report progress and successes to the members. Take time to acknowledge the role of members in achieving improvements to your working conditions.

At the beginning of each year in our Term 1 mail-out, the AEU sends its Organising Your Workplace booklet to sub-branches. Sub-branch Secretaries should have a copy of this resource to assist in the running of the sub-branch and it is also accessible on the AEU website at: www.aeusa.asn.au>

Members Area>Reps and Delegates

n

 BACK TO SCHOOL

SUB-BRANCH CHECKLIST

Has your Sub-branch:

3 Held a meeting to elect members to positions and a WOC?

3 Identified potential Branch Council delegates?

3 Agreed on regular meeting times at least once per term and when any union business needs addressing?

3 Made sure your staffroom noticeboard contains up-to-date AEU materials including the 2017 AEU Planner, and campaign and event posters?

3 Identify a member or members to nominate as an AEU Branch Council or TAFE Divisional Council delegate?

3 Identified potential members to have a conversation with about joining the union? n

I am pleased to be taking up the position of SA Branch Secretary following Jack Major’s retirement after his many years of commitment and dedication to the AEU and predecessor SAIT.

Campaigns I look forward to working with members in all sectors to protect and promote the interests of public education, and of course, to protect and improve members’ working conditions and entitlements. AEU officers have developed a number of campaigns in line with our objectives and priorities. One of these is security of employment, across all sectors:

• DECD – Increasing permanent employment across all classifications in line with targets, using industrial and organising strategies in preschools and schools.

• TAFE – Increasing levels of permanency and reducing HPI hours by complying with the modes of employment provisions; and ensuring members are treated with fairness and respect during business reviews and through the redeployment, retraining and redundancy process.

Consultation Ensuring effective consultative processes in all sites is another priority for 2017. This is vitally important to enhance the professional respect that educators deserve, and to have our professional judgement valued.

• Consultation through effective operation of PACs in schools is paramount to ensure resources are used to address workload. Student need and teacher workload are intrinsically linked; resources provided for students with learning difficulties and other identified needs must be so utilised.

• The new TAFE Enterprise Agreement requires the operation of a standing committee for TAFE SA to act as a forum for consultation. The Educational Staff Consultative Committee (ESCC) will be comprised of an equal number of AEU representatives and TAFE SA’s management nominees. An essential part of the work of the ESCC will be to consider the allocation of funds for the up-skilling of staff and to identify workforce development opportunities.

As educators, we know that security of employment and respecting professional judgement through democratic decisionmaking enhances the learning outcomes of children and students in the public education system. I urge all members to get on board and get active in these important campaigns.

Of course, these campaigns are complemented by broader Federal AEU activities such as Gonski funding, Stop TAFE Cuts and Protect Our Preschools.

Compliance Another aspect of my work as Branch Secretary is to ensure compliance with the provisions of the Fair Work legislation, both Federal and South Australian. Rules around the election of members to Branch and Divisional Councils, AEU Committees, financial reporting and keeping membership data are strict and rigorous.

Successive governments have further tightened up on the legislative requirements governing unions, stating this is in response to misappropriation of funds in highly publicised cases; but arguably conservative governments are attempting to frustrate the efficiency of the operations of the union movement.

Interestingly, the onerous reporting requirements of unions far exceed those of other non-profit organisations and publicly listed companies. In any case, members can be confident that AEU staff and Executive are dogged in their execution and meeting of regulatory requirements to ensure that our subscription fees are used efficiently and in line with n our purpose and priorities.

7

TRT/PRT SHORTAGE

No TRTs? Your rights don’t change Members are reporting being overloaded with extra classes and split classes when no TRT is available.

T

he AEU has over the past term been getting a rising number of complaints about the shortage of relief teachers (both TRT and PRT) and the increased workload pressures that classroom teachers then face.

Do I have to take relief lessons if I have a full teaching load?

A teacher cannot be made to teach in excess of the prescribed maximum number of face-to-face teaching hours per week. If you have an agreed arrangement to teach an alternative number of face-to-face hours, you cannot be made to teach in excess of those hours. For example, an agreed arrangement could be a reduced teaching load to undertake a special project or other duty.

Relief teaching lessons are defined as face-to-face teaching in the Enterprise Agreement. It also clearly states that a teacher shall not be required to teach in excess of the maximum number of face-to-face teaching hours per week and that teachers are entitled to the minimum amount of NIT per week.

This means you cannot be given a relief lesson if it means that your weekly 8

“...a teacher shall not be required to teach in excess of the maximum number of face-to-face teaching hours per week.”

face-to-face teaching load exceeds the maximum for that week.

In one school, teachers tell us they are five minutes under the maximum face-to-face teaching load and they have been directed to take one relief lesson per term. This direction is in breach of the Enterprise Agreement.

The taking of a relief lesson of 45 minutes in this situation would result in the teacher being over the face-to-face teaching load for that week by 40 minutes. The teacher would have to agree to this occurring and the procedures for teaching above the maximum face-toface teaching load followed.

Relief lessons above the maximum face-to-face teaching load The enterprise agreement has a provision to protect teachers from working above their maximum load and to ensure that if they do agree to do so they are compensated.

The provision requires that: • Before a teacher can be asked to take a relief lesson above their load the school must make all reasonable endeavours to employ a TRT or PRT • The PAC with the teacher must determine whether working the extra lessons is reasonable or unreasonable.

The Agreement sets out criteria that need to be considered • The teacher must agree. If the teacher does not agree, they cannot be required to work above the maximum face-to-face teaching load • If it is agreed: - The NIT lost must be paid back at a time agreed by the teacher and in any instance within 10 days, or: continued over page 3

STEP 9 - The teacher is paid an additional payment for the relief lesson which includes a 25% loading.

Class splitting Some primary schools are splitting classes when there is no TRT available.

If this occurs, leadership must negotiate this with the teachers involved. If splitting classes results in your class size being unsafe or it exceeds the maximums contained in the Enterprise Agreement, you can say no.

The Enterprise Agreement states that teachers are required to have fair and reasonable conditions. Class sizes must be constructed on the minimum number of students possible and must ensure an environment that is safe and without work, health and safety risks. Where students with learning plans are enrolled, consideration must be given to reduced class sizes based on the criteria in the Enterprise Agreement.

These provisions don’t change even if the school wishes to split classes.

Most importantly your class size cannot exceed the number prescribed in the Agreement unless the teacher, the Principal and the PAC agree, and then only if it is consistent with the equitable distribution of duties between teachers of the school.

We have a shortage, what do we do?

If there is a shortage of TRTs or PRTs in your area, this is the result of inadequate planning by DECD over many years. While teachers and school leaders cover for this shortage and take on additional work, DECD have not put in place measures to address this growing problem.

Previously, the AEU has been very successful in campaigning for additional resources to be provided to areas where there are TRT shortages. Unfortunately once the crisis is over, DECD often removes the provisions.

Such things have included housing for TRTs, payment for travel and accommodation and extra PRTs. n

* If your workplace experiences these issues due to a shortage of TRTs or PRTs, call your AEU Organiser on 8272 1399 to discuss joining the TRT/PRT CAMPAIGN.

Attention Step 8 Teachers Apply for Step 9 and get a pay rise!

A

re you a Step 8 teacher and do you want to increase your salary by $4723 per annum?

If yes, you should investigate applying for Step 9 to receive an increase of 5.15% per annum.

The process is not as hard as many believe and being a Step 9 teacher should not increase your workload. It should be compensation for what you are already doing as a teacher.

What is Step 9 Step 9 is a classification that is available to teachers (including TRTs) who have completed 207 duty days at Step 8 and who agree to commit to strive to undertake professional development or mentoring. This commitment is documented through the completion of a Professional Development Plan which is reviewed annually.

The Step 9 classification is a soft barrier as it is expected that the majority, if not all, eligible teachers should be able to rise to Step 9.

The professional development under Step 9 should have minimal impact upon your overall workload and should be incorporated in your general duties wherever possible. Any costs associated with training and development and release time should be agreed between the teacher and the Principal or Preschool Director.

Applications for Step 9 will be assessed only against Attachment 1 to Schedule 3 of the South Australian School and Preschool Staff Enterprise Agreement 2016.

The Enterprise Agreement does not require any material not specifically identified in the Enterprise Agreement to be provided by a teacher in connection with Step 9. However this does not preclude teachers from choosing to provide additional material to support their application to Step 9.

How do I get there?

You may progress to Step 9 by making an application in the form of a Professional Development Plan to your

school Principal or Preschool Director.

This application can be made from one month before you have completed 207 duty days at Step 8. Once the application is made you should meet with your Principal or Preschool Director to discuss and agree on the PDP.

My school or preschool has different criteria or expectations The application process for Step 9 and the assessment criteria are clearly set out in the Enterprise Agreement.

Local arrangements must be consistent with Schedule 3 and any variations may be a breach of the Enterprise Agreement.

Further information The Step 9 guidelines and AEU information sheet can be found on the AEU website at: www.aeusa.asn.au South Australian School and Preschool Education Staff Enterprise Agreement 2016 Schedule 3 Attachment 1, pages 77 to 103. n

If you have questions please contact the AEU Information Unit : 8272 1399 on:

%

SUB-BRANCH ACTION • Ensure that the Step 9 processes in your school are consistent with the EA 2016 and that local arrangements are not discouraging members from applying for Step 9.

• Encourage all eligible Step 8 members to apply for Step 9 and support them in the process.

• Update AEU membership lists so that they accurately record the number of Step 9 teachers at your school or preschool.

• Ask non-member Step 8 teachers if they would like to join the AEU.

n

9

PRESCHOOLS

Ngura Yadurirn Children and Family Centre excels in Ceduna With early childhood cuts looming, Sue Fenwick reports on a preschool exceeding the national standard.

7 from left: Sonya Halls, Claire Higgs and

Susie Bowden with children at Ngura Yadurirn Children and Family Centre.

S

usie Bowden, Director of Education and Care at Ngura Yadurirn Children and Family Centre in Ceduna, believes she has the best job in the world.

“I am spending my days with the most amazing three and four-year-olds and their families,” she said. “I have the opportunity to make a difference in the lives of children and families.”

Ngura Yadurirn is one of four Aboriginal Children and Family Centres in South Australia that Susie describes as “community-driven hubs that provide high quality early childhood services to Aboriginal children in the community.”

“At the same time we support or connect vulnerable families to access a 10

Photo: Simon Waters

range of integrated services that can have significant impact in improving the safety, health and wellbeing of families and communities,” she said.

A dedicated team from a range of disciplines offer occasional care, preschool, Learning Together programs, playgroups, child and maternal health programs, parenting and family support, visiting specialists, and community activities. They self-fund a bus, driver and two staff to pick up kids for preschool. People are encouraged to gather at the yarning area at pick up and drop off times.

“We are building a hub to ensure Aboriginal children in our community have the best possible start to life,”

said Susie. “By building on the strengths of families and providing support where needed, the children build dispositions for life and can go on to attend, participate, and succeed at life and at school.”

Susie brings 20 years of diverse education experiences to her role. Her involvement in managing Learning Together programs profoundly changed the way she teaches. The Learning Together program helps families with children from birth to four years of age become more involved in their children’s learning. The team at Ngura Yadurirn strive to find out what they can do for the whole family from the very beginning – the birth of a child. Outcomes for all children are increased by connecting family, acknowledging the family’s skills and educating from within the unique culture of the family.

It is no surprise that Ngura Yadurirn were recently rated as Exceeding the National Quality Standard (NQS) following a rigorous NQS assessment. A key component of the National Quality Framework of Early Childhood Education and Care (NQF), the NQS contains 18 standards with 58 elements in total under the seven quality areas: Educational program and practice; Children’s health and safety; Physical environment; Staffing arrangements; Relationships with children; Collaborative partnerships with families and communities; and Leadership and service management. It sets a high, national benchmark for early childhood education and care in Australia. Ngura Yadurirn were rated as Exceeding all seven quality areas and overall.

How did they do it? Community involvement, a plan, and staff that go above and beyond – core business for continued over page 3

8: www.protectourpreschools.com.au

Sign our petition to stop funding cuts:

VICE PRESIDENT’S REPORT

“We are building a hub to ensure Aboriginal children in our community have the best possible start to life.”

Ngura Yadurirn. “The staff, governing council, and community, work collaboratively to develop a quality improvement plan for our Centre each year,” said Susie. “Staff training is planned to optimise our strengths and enhance our service. The staff team work tirelessly each year to be sure that our service is planning and programming for and offering the best possible education and care for children and families.”

“We have built a quality service over four years since we opened in 2013. We didn’t have a need to change anything in preparation for assessment as it was a goal we have been working towards from the beginning.”

The Federal Government are reviewing the Universal Access funding which has enabled all children the right to access a minimum of 15 hours of preschool per week. There is every possibility that funding will be cut at the end of this year. At Ngura Yadurirn, the program is delivered at preschool by a qualified early childhood teacher for 15 hours per week or 600 hours a year, with a focus on participation by Indigenous children, vulnerable and disadvantaged children.

“Participating in a quality, early childhood education program can significantly increase positive educational and life outcomes for children, especially those from more disadvantaged backgrounds,” said Susie. “The Universal Access initiative improves participation in quality early childhood education for children in our community. This is an opportunity for children from vulnerable families to be in sight and on site for 15 hours per week building dispositions for life and learning.”

“It is perplexing to me that with all of the research and the financial investment in early childhood education and the evidence that early intervention is crucial to deliver the best possible outcomes for children, especially those with special needs, that cuts can be justified in any way. It makes no sense at all.’ n

Hello, is there anybody in there?

AEU Vice President Dash Taylor Johnson discusses the way we communicate.

Pink Floyd isn’t referring to how a union connects with its membership but the essence of this lyric is valid. Communication is a core element in building relationships, sharing responsibility and making a difference.

So how do you rate your representative body, the AEU SA Branch?

AEU Branch Executive has been having ongoing discussions about our practices and at our February 6 meeting the working party formed to investigate this further reported back.

You should all be familiar with our staples, human and technological: 12 Organisers who visit sites, support you in campaigning, manage grievances across the state, an industrial team who are critical in shaping and ensuring industrial fairness according to our Enterprise Agreement, officers with legal, workers compensation, women, merit selection expertise, seven issues of our flagship journal a year, daily access to our Information Unit, regular e-News updates, the AEU SA website and a mail-out at the start of each term. For many years, these forms have been common but are they meeting your needs?

As communication modes develop, we need to also and we have made a start.

The AEU facebook page has spawned three more in response to specific areas of our membership: New Educators, Environment Action Group and Teachers for Refugees have open pages managed

by AEU SA officers. Members are encouraged to view and comment on the posts that are presented. And while on the use of social media, did you know that we have a twitter account, @aeusa? We’re also exploring ways an app can be used effectively to provide you with updates and important information.

The Exchange of Letters to be read in conjunction with the EA 2016 identified responding to emails as an area for principals in partnership with the PAC to develop policy regarding scope and reasonable response times. A clogged inbox is all too common and while the AEU does not intend to contribute to this, we

know that we do. However, to enhance relevance for identified sectors, not everyone gets every e-news – of the 68 sent last year, less than half went to all of our 13,000 plus members.

An extension of this is the advent of focussed email ‘chat groups’ where members can exchange ideas, thoughts, experiences and advice in a moderated setting (an AEU officer has to approve any new email prior to release to the group). Our chat groups are: Leaders chat: leaders@members.aeusa.asn.au TAFEcontacts: tafecontacts@members.aeusa.asn.au PAC Chat: pac-chat@members.aeusa.asn.au HSRconnect: hsrconnect@members.aeusa.asn.au PAC Chat is another way for AEU elected PAC and sub-branch secretaries to connect and feel connected. Currently it is a vibrant and active forum, one that supports members to contribute with confidence. We all know that with highly functioning PACs, the levels of disputation on sites is minimised and learning outcomes improve; a happy worker is a good worker and everyone benefits.

Likewise, launched last November, HSR Connect focusses on the wellbeing of workers. With STEM works across 139 schools started in earnest, this is also a forum to share progress and experiences as the learning environment becomes a work site.

If you are a Sub-branch Secretary, AEU PAC representative or Health and Safety Representative and you are not part of this network, please let us know so we can include you.

Of course, any member can contribute via a ‘letter to the editor’ or an article related to your union involvement for publication in our journal. This is after all, your union and it is your thoughts, attitudes and opinions that are important. And a review of communications is a beginning that can be extended to other areas of operation; your voice counts and needs to be heard.

TOGETHER WE ARE STRONG. n 11

COVER STORY: SECURE EMPLOYMENT CAMPAIGN

1 from left: Loxton Primary School staff – Kara Halslam, Merylyn Rowe (Sub-branch Secretary), Katie Wheeldon, Leigh Kruger (AEU PAC Rep).

Photo: Karen Jericho

Secure our employment!

The AEU is campaigning to increase the number of permanent teaching positions in schools.

W

hen the current Recruitment and Selection Policy for schools was implemented in 2011, DECD committed to work toward ensuring 87 percent of positions in schools would be classified as permanent or “ongoing”. This target was supported by the AEU and the Union has been lobbying DECD to achieve it ever since.

Five years later, the permanency figure sits at closer to 75 percent, and the trend is moving in the wrong direction.

While the AEU recognises that a percentage of positions need to be flexible in covering for staff on various types of leave, taking up secondments and the like, in many cases there are no logical 12

reasons for staff being denied job security.

Kara and Katie converted to permanent!

The case of Loxton Primary School teachers Kara Haslam and Katie Wheeldon provides a clear-cut example of where the system is failing. Both teachers have worked at the school for a number of years on consecutive twelve month contracts until a long sub-branch and community campaign culminated in them gaining a commitment from DECD to convert them to permanent. Kara, who is in her fifth year at Loxton Primary School says the decision to make her permanent is a great relief.

“It’s been a long time coming to get permanent employment and the support we’ve had has been fantastic.” future, which is hard when you’re in contract work; it’s very difficult going to a bank and applying for a home loan, for example, when you only have a 12 month contract. I feel so much better now that I can genuinely look at planning my future,” she said. “The possibility of having to work out of the region would also mean my partner would have to find alternative employment. continued over page 3

“I’m 27 and trying to plan for my

8: www.aeusa.asn.au

For info on how your sub-branch can get involved go to

COVER STORY: SECURE EMPLOYMENT CAMPAIGN So, the instability of contract work effects people close to me as well.”

On a professional level Kara says the uncertainty of contract work adds to the stress of the job. “There have been some years where I haven’t found out until January whether I have a job or not, so it doesn’t leave much time to plan for the year level you will be teaching, and you spend a lot of time applying for positions that could have been spent getting prepared to teach your class.”

For Katie Wheeldon, 2017 will be her seventh year at Loxton PS. She says the work done to finally be made permanent has been significant, as has the support both teachers have received from colleagues, the community and the Union, who are all acutely aware of the need to provide secure employment to teachers, especially in country locations. “We’re lucky to have had great support in pursuing this,” said Katie. “It’s been a long time coming to get permanent employment and the support we’ve had has been fantastic. Not only our own subbranch here but sub-branches from other schools in our area have been behind us. Kara and I are both members of netball and football clubs in Loxton and we got support from around 200 people with a petition we circulated at our respective clubs, so that was fantastic. Many of them were very surprised that we were still in contract work after being in the community for so long,” she said.

Loxton Primary School’s AEU PAC rep Leigh Kruger was one of those who supported Katie and Kara in pursuing their conversion. Leigh told the AEU Journal that current DECD policy didn’t allow for automatic conversion to permanency at their site.

“Unfortunately as a Zone 2 school, we didn’t fit the criteria around automatic conversion for long-term contract staff but both Katie and Kara have been here for I think six years and in the past there have been precedents set where other long-term contract staff have been converted. So, the two teachers were asking the question and as the PAC rep I did what I could to make sure they had every opportunity to pursue their line of enquiry,” he said.

Loxton Primary School Sub-branch Secretary Merylyn Rowe was also instrumental in supporting Katie and Kara. She acted as a conduit between the AEU office and staff and says the

decision is a win for many. “It’s a great result for the two girls but also for our school and hopefully other members who will benefit from this into the future. As part of the decision it has been agreed in principle that the policy change so that staff working in Zone 2 country schools will now be considered for conversion to permanency prior to advertisement, which is great,” she said.

“…you spend a lot of time applying for positions that could have been spent getting prepared to teach your class.”

A timeline to permanency – 9 months in the making

Assistant Director, Chief Executive and Education Minister in support of the conversion, citing the lack of equity in the situation and the precedent already set through other conversions. Similar letters of support are also sent from Loxton High School and Renmark High School sub-branches. Letters of support are also sent to DECD from the school’s parent community who want to retain the two teachers at the site.

Letters also sent from a range of community clubs who supported the security of tenure for the members due to their positive contribution to the Loxton community.

7. AEU lodges dispute with the Industrial relations Commission of SA (IRCSA) and goes through process of mediation and then conciliation.

DECD still refuses to convert the two teachers. Members contribute affidavits to the Commission as do PAC reps and two members from the Riverland who had previously been converted to permanent. Members attend Commission and are able to state their case.

8. The Governing Council Chair, Deputy Principal, two members and AEU Organiser Meredith Farmer meet with Local MP Tim Whetstone who was sympathetic about a need for schools to ensure continuity of staff and agreed on the importance of attracting and retaining high quality teachers. Tim Whetstone writes to Minister highlighting effects of lack of permanent teaching positions on regional communities and questions DECD permanency targets.

9. Commissioner is “sympathetic to the proposition that the two members be made permanent” and recommends that if the Principal supported the conversion then it should be considered by the Assistant Director Workforce Management.

What follows is a look at the successful campaign the two members from Loxton Primary School and their supporters ran to get an offer of a conversion to permanency. The AEU is campaigning for an improved process to address the high levels of contract employment in the Department and will be lobbying DECD to this end.

1. PAC declared as ‘ongoing’ the two vacancies which the two members had been re-appointed to for the last six and four years, and recommended that they be converted to permanent to fill the vacancies. This was strongly supported by the AEU PAC rep Leigh Kruger after advice was sought from the AEU. DECD refused the conversion as Loxton PS was not a Category 1/2 or country Zone 3/4/5 site.

2. Members wrote to the PAC asking why the vacancies were to be advertised and why they were not being considered for conversion to permanent.

3. PAC wrote to the Executive Director of Human Resources in DECD requesting that the members be converted.

4. DECD insisted the vacancies be advertised despite PAC support in writing and the fact that other teachers in Riverland in Cat 3 – 7 sites had been converted to permanent in recent years, including one at Loxton PS. 5. AEU lodges clause 3.1 dispute and AEU officers and members meet with DECD staff. Katie and Kara were able to state their case as to why they should be converted to permanent.

DECD again refused the conversion based on the policy, despite acknowledging that there were no employees in the PTR who could be placed into the positions 6. Sub-branch moves motion of support for the conversion and writes to

continued over page 3 13 13

COVER STORY: SECURE EMPLOYMENT CAMPAIGN 10. Loxton Primary School AEU Subbranch meets to move motion of support for Principal to endorse the conversion. Principal confirms support.

11. DECD argue that IRCSA cannot make recommendations on such a matter.

Assistant Director still refuses permanency conversion.

12. Members at Riverland AEU Area Meeting move to take a motion to AEU Branch Council requesting that the Union pursue a change of policy so permanency conversion include sites in Zone 2 country.

13. AEU enters into discussion with DECD regarding changes to procedures and writes to the Chief Executive DECD and Education Minister Susan Close.

14. AEU Industrial and Legal team successfully argues that the matter be referred to the full bench of the IRCSA. This decision is handed down on the last business day before Christmas.

Dispute scheduled to appear before full bench of IRCSA in February.

15. AEU legal team receives a letter

from the Crown outlining that DECD are proposing in principle changes to the policy to include Zone 2 country sites and that in light of this, the Assistant Director of Human Resources has conceded to convert these members to permanency.

With many AEU members in situa-

 SUB-BRANCH ACTION 1. Work with your Organiser to identify who is on contract at your site and for how long (use the AEU Secure Our Employment Contract Audit sheet).

2. Identify those who are members.

3. Discuss campaign with potential members and sign them up.

4. Use the following criteria to identify candidates for conversion: • Candidate has been in the position for more than two years • Is there an expectation of continuing employment?

• Are enrolments stable or growing?

• Will funding be maintained?

What is a permanent or contract position?

U

nder industrial agreements, a vacancy will be described as ongoing or permanent unless the criteria for a temporary position are met.

When vacancies result from teachers winning advertised teaching or leadership positions, or by teachers retiring or resigning it is expected that an ongoing position will be described.

An ongoing or permanent position must be described if the position is vacant and no existing permanent teacher holds right of return to the position or it is a new vacancy that can be funded on an ongoing basis.

A temporary or contract position is a temporary position with a minimum tenure of 20 duty days and a maximum of two years.

A temporary position can only be declared if: • A teacher holds right of return to the 14

tions similar to that of the two Loxton Primary School teachers, AEU Branch Executive has determined to campaign strongly throughout 2017 and beyond on the issue of permanency. It’s the Union’s goal to hold DECD to its agreed target of 87 percent permanent employment. n

• Is the position identified as ongoing (check appointment letters for reason) • Has the teacher shown evidence of satisfactory to strong performance • The teacher matches the vacancy.

5. Call a sub-branch meeting.

6. Move a motion of support for conversion of member to permanent employment.

7. AEU PAC Rep take conversion information to PAC as supported by AEU members.

8. AEU Rep on PAC moves support for conversion of contract teacher to permanent. n

In fulfilling its role under the Recruitment and Selection of Teaching Staff in Schools Policy the PAC must ensure: • Wherever practicable teachers are appointed on a permanent basis; and

school • The school is undergoing defined curriculum or major function change • The school is undergoing enrolment decline and an ongoing position cannot be sustained • A teacher has an approved temporary change in time • There are special short term funding arrangements • A position needs to be maintained behind an acting leadership position of 12 months or less.

• That temporary contract employment is available for genuine operational reasons where permanent employment is unable to be offered.

Schools are required to declare ongoing positions – this is a professional and ethical responsibility.

The PAC is also required to act on and try to resolve grievances raised by teachers and the sub-branch over the mode of employment.

Dodgy vacancy reasons

The PAC has a clearly defined role in this process.

If your temporary appointment letter describes the reasons for the vacancy as unallocated resourcing, newly created position or enrolment variation, you are most likely temporarily filling an ongoing position.

The PAC in partnership with the Principal is responsible for the identification of vacancies and ensuring they are correctly described as either permanent/ongoing or temporary.

Through a number of disputes with DECD on contract employment over the past few years the AEU has identified these vacancy reasons as code for n incorrectly describing positions.

The PAC

8: www.aeusa.asn.au

For info on how your sub-branch can get involved go to

VICE PRESIDENT’S REPORT

Fantastic result – won by AEU members AEU Vice President Jan Murphy says it’s up to AEU members to make sure new funding for special needs students is implemented.

T

here are 25 additional Special Options Pathways for our children and students thanks to AEU members and your campaigning during the most recent round of Enterprise Bargaining.

You may recall that part of the package delivered by the AEU in the Enterprise Agreement is an additional $10 million per year to assist in addressing the workload associated with working with students with disability and additional needs.

Trish Gilbert is one such member.

“After a long and arduous journey of assessments, extra planning and interagency work, there is relief and excitement for staff and two of our most vulnerable children and their families as these students will finally have the opportunity to access a learning environment that best suits their needs – a Special Class program. Both gained eligibility some time ago but were on waiting lists as the special options were full,” she told the AEU Journal.

One aspect of that funding is $5 million per year to provide more places in special classes, units and Inclusive Preschool Programs (IPPs) for those children and students who are eligible but for whom there were no classes or places available. Having students with complex additional needs in mainstream preschools and classes has a significant effect on the workload of educators who are responsible for their learning and wellbeing.

Just over half of the new options are in regional areas. They are spread across preschool, junior primary, primary and secondary education and include ASD focus classes. They will create additional opportunities for teacher, leader, SSO and ECW employment.

Because of the additional funding, 25 new special classes, units and IPPs have already been established and another 10 – 15 more will follow. That means an increase in places for an additional 250 children and students now, with more to come.

The AEU has been contacted by members whose students have been on waiting lists and are finally being offered a special options placement.

Students, their families and those who work with them are excited.

TRISH GILBERT | Teacher Northfield Primary School

STEVE BENNETT | Principal Roxby Downs Area School

Steve says his school has benefitted from the extra funding. “The new funding has been fantastic for our school. Up until now we’ve had kids in mainstream classes who couldn’t be accommodated in our special class; we now have places for those students.

Last year we had one graduate teacher teaching those students but now we have two classes with a teacher each, so the workload has definitely improved.

The funding has come a the right time and is very much appreciated,” he told the AEU Journal.

Another component of the $10 million package is the $4 million per year being allocated to schools to increase the Students with Learning Difficulties

“We need high membership density, active sub-branches and functioning PACs to ensure they are implemented and making a difference.” grant (SLD). No doubt you’ve heard lots about this funding already as it has been a referred to regularly in AEU communications. It’s been great to hear stories about how this funding is making a difference in schools since it was first allocated in 2016.

For some schools the SLD grant has meant smaller classes. For others, the increased funding has been allocated to provide additional SSO hours, specialist support, training and development, and release time for teachers to undertake additional planning and preparation to support students with additional needs.

It’s the PAC that decides how this funding is spent.

The best results for members are happening in schools where subbranches are actively involved in the consultation and decision-making process via the AEU PAC rep. Make sure

you’re having your say!

If you’re not sure how this grant funding is being spent in your school, raise it at your next AEU sub-branch meeting and ask your PAC rep to put it on the agenda for the next PAC meeting as a matter of urgency.

Winning improvements to entitlements and conditions through bargaining is the first step. We need high membership density, active subbranches and functioning PACs to ensure they are implemented and making a difference. n 15

LEADERS

MEMBER PROFILE

High workloads hurting our principals The Australian Principal Occupational Health, Safety and Wellbeing Survey released on 15 February 2017 by Teachers Health Fund has found the main cause of stress was the “sheer quantity of administrative work” principals are required to perform, and the lack of time to focus on teaching and learning.

AEU Federal President Correna Haythorpe said school systems needed to do more to support principals and ensure all schools had the resources they needed for their students.

“This report paints a concerning picture of growing demands on principals, and rising levels of personal stress,” Ms Haythorpe said.

The AEU’s 2016 State of Our Schools Survey found that, 45 per cent of principals said their school is under-resourced or significantly under-resourced, and 48 per cent say they struggle to fill staff vacancies.

“Lifting resources will deliver better results for students, as well as reduce stress on educators,” said Haythorpe.

“This is why we need the Turnbull Government to deliver the full six years of Gonski funding, rather than push ahead with its plan to stop $3.8 billion in extra resources going to schools.”

The Survey findings back up data from the Teaching and Learning International Survey (TALIS) from 2013 which found that 80 per cent of principals reported that inadequate resources impact on their effectiveness as a principal, while 79.8 per cent report that high workloads impacted on their effectiveness.

The research also confirms that principals are being exposed to increasing levels of violent and bullying behaviour, and that this contributes to the stress of the job.

Ms Haythorpe said it was deeply concerning that less than 10 per cent of principals saw their primary support as coming from their employers or education departments.

“If we want teachers to put up their hands to become the next generation of principals, we need to make sure that principals are being supported.” n 16

Active and informed Playford PS teacher and Sub-branch Secretary Karen Roberts speaks about her work as an active union rep …

JOURNAL: You’ve been an AEU member since 1981, why have you maintained your membership all this time?

KAREN: Well I’ve been teaching a long time and I think it’s important to maintain your membership while you’re working, particularly for the benefits you get and the support in protecting and enhancing your rights and conditions.

JOURNAL: How long have you been the Sub-branch Secretary at Playford PS? KAREN: I’ve been the rep here for seven years and was also the rep at my previous school for a couple years before coming to Playford.

JOURNAL: You’ve got quite an active subbranch, what do you put that down to?

KAREN: I think we stay well-informed, we call meetings if there are any issues and the members bring issues to me when they arise so they can be discussed. It’s important that members know that they have a voice and that they will be heard.

JOURNAL: What do you do as Subbranch Secretary to ensure members are informed and active?

KAREN: Well firstly, I regularly attend area meetings and am a delegate to AEU Branch Council. This is important as you need to stay abreast of what’s happening in the union so you can

report back to your members. I read all the AEU e-News that are sent out so I know what campaigns are taking place and where negotiations are up to when we’re bargaining for a new enterprise agreement. Our sub-branch tries to meet at least twice a term and when issue arise unexpectedly. The members here are a fairly close bunch and we often have union conversations in the staff room at lunch time and so on; we just keep in touch.

JOURNAL: You’ve certainly got an active group out there, why do you think that is?

KAREN: I just think they realise they need to keep being involved. Things aren’t just going to happen because it’s written in the EB or because the Union tells you what your rights are. Members need to be active on the ground by using the processes in place to make sure rights and conditions are being protected and then enhanced through campaigning when necessary. You need to have an active PAC (Personnel Advisory Committee) and make sure that the AEU rep on the PAC is the voice of the members in PAC meetings. The union is the members, and we’re most effective when we work together.

JOURNAL: You mentioned the PAC and its importance; has your sub-branch managed to use this process effectively?

KAREN: Absolutely. We’ve had lots of “wins”, we call them. So where there have been clauses in the Enterprise Agreement that aren’t being implemented we’ve taken action around that through the PAC and we’ve seen changes with all of these issues to ensure we’re complying and members’ rights are being enacted.

JOURNAL: What advice would you have for someone who is taking on the role of Sub-branch Secretary for the very first time?

KAREN: I think you just have to be involved. Making sure you read the emails, read the Journal and make sure that you’re aware of what’s happening.

When a new enterprise agreement comes in you need to be aware of the changes so that if members ask you a question or the Principal comes to you about an issue, you know the answer or, if you don’t know, you need to find out. I’m often calling the AEU Information Unit to seek the answers I need for members’ questions. So, it’s about n being active and informed.

* UPCOMING EVENTS

RUNNING HEAD WOMEN’S FOCUS

Wed. 8 March International Women’s Day 2017 (IWD) “BE BOLD FOR CHANGE” IWD is celebrated on 8 MARCH each year when thousands of people all over the world get together in solidarity to celebrate the economic, political and social achievements of women and to make a commitment to advancing gender equality. For information regarding this years march and other IWD events, follow IWD on Facebook. Simply log onto Facebook and search:

“International Women’s Day SA” n

Thurs. 9 March | 6.00pm

Returning to work after maternity leave A flexible return to work arrangement can be the most productive writes AEU Federal Women’s Officer Sally Thompson.

T

he period immediately after maternity leave can be incredibly stressful. For most of our members, it involves organising childcare placements, breaking routines for children and young babies, and coming up to speed on the changes in your workplace that have happened while you were gone. And all this occurs with broken sleep and the ongoing demands of caring for a new baby. Some of our members are happy to go straight from maternity leave back to full-time work but a great many find they need to return part-time for at least a while after maternity leave.

The National Employment Standard legislates “a right to request flexible working arrangements” for employees who have been with the same employer for more than 12 months if they are “the parent, or have responsibility for the care of a child who is school aged or younger”. (There are some other groups who can make this request, such as over 55’s, carers, and people with a disability). The employer can only refuse this request on “reasonable business grounds.”

South Australian teachers have a much stronger right to flexible work for parents of babies and young children.

In 2010 the AEU SA Branch negotiated for, and won, an entitlement to return to work “on a part-time basis until the child’s second birthday at the level of the employee’s regular appointment”.

While this is a vast improvement on the National Employment Standards right to ‘request’ and we find that most returning mums have a much easier time than teachers in other states, some members have had disagreements with school leaders about what constitutes ‘parttime’ and what the site is prepared to accept as a part-time arrangement. The AEU SA hopes to strengthen this entitlement to enable women to have more control over their fraction of part-time on return. An ‘entitlement’ to part-time work lets everyone know what to expect and should cut through disagreements.

Here are just two examples of teachers who haven’t had an entitlement to parttime work as part of their employment.

SUZANNE is a secondary school PE teacher who had worked at her ACT school for over five years. When she

Jean Pavy Award turns 21!

At the AEU: 163 Greenhill Rd, Parkside In 1997, the AEU presented the inaugural Jean Pavy Award to four very deserving students who had achieved a merit in Year 12 Women’s Studies. Since then we have continued to honour all public school students who receive a merit in SACEassessed Women’s Studies II. Students are presented with a certificate of achievement and an award.

This is the 21st year of the award. Two students from Mitcham Girls HS have received a merit in Women’s Studies II in 2016, and both will be honoured at a ceremony at the AEU. All interested members are invited to join us for the award ceremony and supper.

Please RSVP Tish Champion on:

tchampion@aeusa.asn.au

by Monday 6 March.

n

went on maternity leave, a colleague took over her full-time teaching load.

When she returned from leave, she was told by her Principal that her full-time job as a PE teacher had been given to her replacement because the “timetable doesn’t allow for part-time work”.

Suzanne was then offered a part-time position as a Teacher’s Assistant for the rest of the year, effectively a demotion.

This meant leaving the PE Teachers staff room which she found humiliating.

She felt singled out and unwelcome.

MELISSA is a maths teacher at a regional Queensland high school. She took 14 months out of her teaching work when her second child was born continued over page 3 17

WOMENS FOCUS CONT.

SURVEY

to care for him and for her two-year old daughter. She informed her school in writing in March that she intended returning at the beginning of the following school year and was seeking to work three days per week so she could transition her younger son into childcare and her daughter into kindergarten. A few weeks before the end of the school year she was told by the Vice Principal that while the department was obliged under its policies to provide her with part-time work, her school was not under an obligation to find this work for her and that she should seek a transfer to other schools in the area or try to find another teacher willing to job share with her.

Tell us what you think about recorded surveillance at work

In both these instances the AEU was able to intervene to support these teachers to negotiate a fair return to work part-time after maternity leave, but only after both women had been through a lot of unnecessary angst and distress at an already challenging time.

The ACTU is currently running a test case in the Fair Work Commission to try to supplement the current “right to request” in the National Employment Standards with a model clause in each Modern Award that provides a more substantial entitlement, much like that enjoyed by AEU SA members. Despite what some employers tell you, the obstacles to part-time work are based on habit rather than good business practice. In fact, independent research

by Ernst and Young (who are hardly a radical left feminist group) indicates that part-time women workers are the most productive workers. According to their report, women in flexible roles waste only 11.1%, compared to an average of 14.5% for the rest of the working population. n

*We want to share examples with the

ACTU of how return to work after maternity leave is working to support the case for flexible work for all parents. Have you had similar problems to Suzanne or Melissa? Or did you get the support you needed to transition back to work after maternity leave?

We’re looking for the good, the bad and the ugly!

Please contact the AEU SA Women’s Officer, Tish Champion on 8272 1399 or email: tchampion@aeusa.asn.au n 18

AEU members are concerned that in some cases CCTV and other recording equipment is being used inappropriately.

Trish Gilbert and Jackie Bone-George

A

working party of the AEU Branch Executive has been established to develop policy on the use of fixed surveillance cameras primarily installed to monitor and protect assets and other recording devices that are used in classrooms in all sectors, and the use of mobile recording devices such as phones, cameras, and tablets, by students and staff. The Department for Education and Child Development (DECD) has little or no policy in this area.

The use of visual and audio recording devices is inconsistent across worksites. Some evidence suggests that the use of footage recorded by fixed closedcircuit television (CCTV) has been in breach of Tfel (Teaching for effective learning) protocols and performance management policies.

While the Chief Executive of DECD has assured the AEU that the draft Physical Security Procedures document will be ready for consultation in Term 1, the document will primarily deal with the use of CCTV cameras for asset protection. Concerns remain about other uses of the footage. The AEU’s opposition to the use of any form of recording of a teacher’s practice for any purpose without negotiation and consent, has been made explicit to the Chief Executive.

CCTV and other recording devices are now an established part of the education world. It is unrealistic to expect there to be no use of surveillance recording devices around workplace grounds and buildings but it is also unacceptable to

allow free rein, especially in sensitive areas such as classrooms, changing rooms, toilets, and sick rooms. The AEU takes a balanced and reasoned approach and we expect the same from those who introduce and foster its use.

The AEU opposes any streaming or sharing of content (video/audio/still images) from surveillance CCTV or other recording devices from within classrooms and other teaching areas to outside agencies or other parties without consultation and the consent of all parties. This includes use in reporting to parents, performance management, and promotional material. Use of any recorded material must fall within DECD/TAFE policy and protocols, legislative requirements, statutory procedures, and the relevant codes of conduct and ethics.

The working party is keen to receive feedback from members in worksites across all sectors and throughout SA. n

We need your feedback Email your concerns or questions to:

8: feedback@aeusa.asn.au If you would like to contribute feedback on this issue there is a survey you can complete at the link below.5

8: www.surveymonkey.com/r/cctv-survey

Take the survey

UNION TRAINING AND PRFESSIONAL DEVELOPMENT PROGRAM 2017

Union Training

OPEN TO: Financial AEU Members in their first three years of teaching. Priority will be given to members who have not attended AEUSA New Educators State Conference previously.

FOR MEMBERS ONLY

FOR SUB-BRANCH SECRETARIES AND UNION REPRESENTATIVES Workplace Reps Course 1

[Metropolitan Sites]

DAY 1: Thurs 16 Mar 9:15am – 3:30pm DAY 2: Fri 17 Mar

9:15am – 3:30pm

[Term 1 Week 7] [Term 1 Week 7]

A two day course on building the sub-branch and resolving workplace issues. Working to develop a positive workplace culture. Participants are expected to attend both days. Highly recommended two members per site attend with questions from the Sub Branch.

OPEN TO: All AEU school reps who have not attended AEU 2-day union education courses. Strongly recommended for newly elected workplace reps/SBS. SUPPORT: Relief, travel & accommodation.

Further repeat courses will be offered May 17 and 18 and August 1 and 2. Country specific Workplace Reps June 1 and 2.

FOR ELECTED WORK HEALTH AND SAFETY REPRESENTATIVES AND SITE LEADERS

SUPPORT: Relief, travel & accommodation.

Professional Development Safe Schools Workshop Wed 19 Apr

9:30am – 2:30pm

[Holidays]

This practical workshop is organised by the AEUSA and members of the AEUSA Branch Lesbian, Gay, Transgender and Intersex (LGBTI) Consultative Committee to support schools as safe places free from homophobic bullying and harassment.

OPEN TO: AEU Members. Non-members can join the AEUSA which will enable them to attend our professional development program.

Conflict Resolution through Mediation 9:15am – 4:00pm

[Holidays]

WHS Conference -“Safety in the Profession”

DAY 2: Thurs 27 Apr 9:15am – 4:00pm

[Holidays]

DAY 3: Fri 28 Apr

[Holidays]

This conference will provide legal information, inspiration and tools for leaders, HSRs and other workplace activists to equip them to develop leadership in their DECD & TAFE workplaces.

A high demand three day course facilitated by Professor Dale Bagshaw and practising mediators covering the theory and practise of mediation. It is essential that participants attend all three days. Includes fully catered lunch.

Fri 21 Apr

9:15am – 3:30pm

[Holidays]

Open to: AEU financial members, in particular Leaders and elected WHS representatives..

FOR CONTRACT AND RELIEF TEACHERS TRT and Contract Teacher Conference “Respecting the Profession” Fri 28 Apr

9:15am – 3:30pm

SUPPORT: Travel & accommodation.

FOR NEW TEACHERS

DAY 1: Fri 12 May

DAY 2: Sat 13 May

9:15am – 4:00pm 9:15am – 2:00pm

9:15am – 4:00pm

COST: Elected Sub-Branch Secretaries attend at no cost. AEU Members $110.00; Non-members $330.00 incl. GST. OPEN TO: All educators in particular those in a leadership positions.

[Holidays]

A one day conference for TRT and contract teachers with workshops on current issues.

OPEN TO: AEU members who are currently TRT or contract teachers.

AEU New Educators’ Conference “Belonging to the Profession”

DAY 1: Wed 26 Apr

Join the AEU Today!

Among many other benefits, the AEU offers members a range of quality training and professional development opportunities.

All courses are mapped to the Australian Professional Standards for Teachers.

[Term 2 Week 2] [Term 2 Week 2]

A two day conference for new teachers featuring workshops on current issues and classroom management. Some conference content will be repeated from 2016 (for example: Classroom Management workshop)..

To discover the benefits of membership simply ask your Sub-branch Secretary or go to our website link:

8: www.aeusa.asn.au/join.html

Members Get More!

For further info on any of the above events and courses, email Saniya Sidhwani on To register go to : www.aeusa.asn.au>events & courses

8

8: training@aeusa.asn.au 19

SSO: DID YOU KNOW?

AEU ELECTION NOTICE

Australian Education Union | SA Branch

ELECTION NOTICE

Nominations are called to fill the following positions on AEU Committees.

Legal Defence Appeals Committee

Induction

All schools are obliged to provide an organised induction program for SSOs commencing work at a new worksite or undertaking a new role. New employees should learn and become familiar with their school’s policies and procedures during their induction.

This induction should cover such things as:

AEU Information Unit | Weekdays | 10:30am – 5pm |

• The nature of the school • School structure, including line management arrangements • Decision-making processes, including PAC and staff meetings • Key issues which affect the work of SSOs • Complaints and grievance processes • Performance management guidelines and procedures • Who is who in the zoo! And where to find them • Work Health & Safety (WHS) requirements.

Have you been engaged as an SSO on a temporary basis?

Upon engagement, a temporary SSO should be advised of the following: • If a fixed term SSO, the commencement and completion date of the engagement (contract) • If a fixed task SSO, the task or project that is to be undertaken and advice that the completion of the task or project represents the completion of the contract.

• If a replacement SSO, that the engagement is for the purpose of replacing a permanent employee who has a right of return to the position.

SSOs and the PAC!

% 8272 1399

In the Term 1 mail-out, the AEU sent this poster to all schools highlighting the importance of SSOs being involved in schoolbased decisions via the PAC. If this poster isn’t up in your workplace, see your Sub-branch Secretary and arrange n to have it displayed!

SSOs & the PAC AUSTRALIAN EDUCATION UNION | SA BRANCH

School Services Officers

Personnel Advisory Committee

Make sure you know who your elected reps are

There is a position on the PAC elected by non-teaching staff at the school for a NonTeaching Staff Rep. AEU members also have an AEU Rep elected by AEU members at the

school on the PAC. Your reps are your voice in PAC decision-making on human resource matters.

Make sure you have consultative mechanisms established

The job of the reps on the PAC is to consult with and represent staff. You can hold regular meetings, establish email groups or whatever will be most effective at your school to ensure this consultation happens.

Make sure SSO matters get onto the agenda The AEU Rep will be at all PAC meetings.

The non-teaching Rep participates in PAC meetings where the PAC is to deal with matters pertaining to non-teaching staff.

AEU Rep

Non-Teaching Staff Rep

EO Rep

The Principal

Have you considered nominating to be a PAC rep at your school?

The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules.

Four vacancies for a term of office ending March 2018. Nominees must be 2017 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 vacancies for a term of office ending March 2018.

Nominees must be 2017 Branch Council Delegates.

Curriculum and Professional Development Management Committee The Committee is responsible for policy development in relation to curriculum and professional issues and oversights the AEU professional development program.

Two vacancies for a term of office ending March 2019.

STANDING COMMITTEES: Finance: The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis.

Two female position for one year ending December 2017.

One female and two male positions for two years ending December 2018.

Occupational Health Safety and Welfare: The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students.

One male vacancy ending December 2017.

CONSULTATIVE COMMITTEES: Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All positions are for a one year term of office ending December 2017.

Contract and TRT – Five vacancies.

Unemployed, Contract and TRT members.

Early Childhood – Eight vacancies (a majority of whom shall be Children’s Services Act employees). Members working in Early Childhood Education.

School Services Officers – Two vacancies.

School Services Officers in DECD.

Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) – One vacancy. All Membership sectors and classifications.

Leaders – Two vacancies. Leader members in preschools and schools.

Closing Date: Nominations for these Committee vacancies must reach the Returning Officer, 163 Greenhill Road, Parkside 5063, no later than 12.00 noon on Thursday, 30 March 2017. A nomination form is available at: www.aeusa.asn.au/ nomination.pdf and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

Election Procedure: Ballots for contested positions will be conducted at Branch Council on Saturday 1 April 2017.

Authorised by Leah York, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2017

20

Peter Norman, Returning Officer

WHS TRAINING 2017

COUNCIL DATES FOR 2017

SA Unions Health and Safety Rep training 2017

Branch Council Meetings

Health and Safety representatives have an entitlement to HSR training.

TAFE Divisional Council Meetings

The AEU recommends the following DECD specific courses for which will be available in 2017.

They are presented by SA Unions at either SA Unions or the AEU, both on Greenhill Road at Parkside.

The course costs and replacement costs are paid by DECD corporate as a reimbursement to the site.

Travel and accommodation costs are also covered by DECD if relevant.

To register for the following go to:

8: www.saunions.org.au/ hsrtraining/ Level 1 Level 1 Level 1 (split)

Level 1 (split)

Level 2 Level 2 Level 3 Level 3

Mar 6 – 10 Aug 7 – 11 Mar 6 – 7 & April 5 – 7

Aug 7 – 8 & Aug 30 – Sept 1 May 15 – 17

Sept 4 – 6 May 18 – 19

Sept 7 – 8

Re-elected (second and subsequent term of office) Re-elected Mar 27 – 31 Re-elected Aug 21– 25 Re-elected (split)

Oct 23 – 24 & Nov 15 – 17

Re-elected one-day topics: 1. WHS Refresher 2. WHS Safety Interactions 3. WHS Investigations 4. WHS Policy 5. WHS Fitness for Work Also under consideration for those in their second year of re-election in 2017 and subsequent years are industry specific code of practice based continuing training.

If these dates do not suit, please check : www.saunions.org.au for general HSR courses, open to all HSRs, not just those in DECD. If you have any queries contact Jill at

8

8: jcavanough@aeusa.asn.au

Saturday, April 1 Saturday, June 3 Saturday, August 26 Saturday, November 11 Friday, March 24 Three more meetings for 2017 will be confirmed at the March 24 meeting.

Australian Education Union SA Branch ADMINISTRATIVE OFFICER VACANCY

Industrial Officer The term of office is to 31 January 2020 Job and person specifications and details of the selection process for this position are available from: Irene Tam on 8272 1399

or email: jobs@aeusa.asn.au

Applicants must address the requirements of the job and person specification in their application.

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by 5.00pm Wednesday,

22 March 2017.

Australian Education Union SA Branch ELECTION NOTICE BRANCH EXECUTIVE OFFICER

One Casual Female Vacancy One Casual Male Vacancy The term of office for these casual vacancies is until 31 December 2017. Nominations close with the Returning Officer, AEU, 163 Greenhill Road, Parkside 5063 on Thursday 30 March 2017.

In accordance with AEU Branch Rule 48(15) Branch Council will appoint the successful candidates in an election conducted at the Branch Council meeting held on 1 April 2017.

A nomination form is available at: www.aeusa.asn.au/nomination.pdf and from the AEU. Nominations may be accompanied by a 200 word supporting statement which will be distributed to Branch Council Delegates.

Peter Norman Returning Officer

21

SCHOOL VISITS

NOTICE BOARD

Civics and Citizenship Knowledge and Understanding

Muriel Matters aka Frances Bedford Member for Florey

W

hy not organise a visit from South Australia’s very own – Muriel Matters (aka – Frances Bedford Member for Florey)?

As Muriel, Frances is prepared to visit schools and do a presentation for students on: • Democratic Processes • Parliamentary Procedure • Parliamentary Style Debates • Women’s Suffrage.

Frances and her team have tailored a fantastic session for all ages that links brilliantly with the Australian Curriculum Civics and Citizenship Year 6 to 10.

“Students identify the values that underpin Australia’s democracy and identify ways people can participate effectively in groups to achieve shared goals.”

The presentation also provides SACE Curriculum Links to Legal Studies, Politics and Australian History.

Since election in 1997, Frances has had an interest in bringing groups into Parliament House and taking the message of parliament and democracy to the wider public via speaking engagements (often dressed as Muriel Matters) for community groups and more recently, successful visits to schools. Now Deputy Speaker, Frances, has current school and police clearances and a passion for igniting the interest of students in our political history/system.

For bookings contact: Frances Bedford’s Electorate Office Phone: 8263 2666 or Email: florey@parliament.sa.gov.au Visits will need to be outside the parliamentary sitting schedule – dates available on application. n

Lip reading & hearing loss management tutors required

Are there any teachers/readers interested in training to become a lip reading and hearing loss management tutor?

This is an interesting volunteer role for retired teachers. You will use your teaching skills and learn a variety of new skills working with adults who are hearing impaired. The course takes about a year over two hours a week but time taken depends on the individual and circumstances. (No Auslan involved)

To find out more contact:

BETTER HEARING AUSTRALIA ADELAIDE INC. Coordinator: Dr. Mary Allen email: admin@betterhearing adelaide.com.au or Tutor: Shona Fennell Phone: 08 8268 4189

email: msfennell@bigpond.com

Seeking promotion? TAFE SA MEMBERS Aspiring Principals, DPs, Senior Leaders, Coordinators

$135 ONLINE PACKAGE FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance!

Available for immediate download at:

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990.

ABN: 40 833 718 673

22

Subscription rates for AEU members employed by TAFE SA will be adjusted from 1 January 2017 to reflect salary increases in the TAFE SA Educational Staff Enterprise Agreement 2016.

Please advise AEU Membership staff of any change to your classification, fraction of time, workplace or home address by:

email: updates@aeusa.asn.au phone: 8272 1399 fax: 8373 1254

AEU Journal ONLINE If you currently receive a hard copy of the Journal and would prefer to read the Journal online, please let us know by emailing:

journal@aeusa.asn.au The AEU Journal is online at:

www.aeusa.asn.au/ journals.html

Are you up-to-date ONLINE? We need your preferred

email address

8: membership@aeusa.asn.au or call Membership on: 8272 1399 Email to

NOTICE BOARD

Member’s Market In order to cater for extra editorial space, the AEU Members Market now has a reduced space allocation in the Journal.

Advertisements will be printed at the discretion of the Editor and may not run in more than three issues in succession.

KINGSTON NEAR ROBE:

GOOLWA HOLIDAY HOUSE

2-storey on 22 kms of stunning beach stretching down to wineries.

Sleeps 8, 2 bathrooms. Or Balcony Suite, 5 RMs. Special from $70/ double, mid-week, off peak, min.

4-nights. T: 0402 922 445 (Judy)

15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $100 night.

T: 0403 841 031 E: leonday@adam.com.au

SEAGRASS VILLAS AT NORMANVILLE:

2 fully self-contained homes.

Sleeps up to 8. One with private beach/lake! 10% discount to AEU members. T: 0419 868 143 E: foumakis@hotmail.com W: www.victorharborgetaways. com.au

Situated on Jetty Rd, two new 1 BR spacious villas for holiday rental. Luxury accomm. a short stroll to cafes, shops, pub and to the Normanville Beach. Spa in courtyard garden for the perfect getaway, come and treat yourself.

Villa 1 is dog friendly – allowed inside. 5% discount for AEU members.

T: 0409 400 265 (Lynn) E: lynn.wilson22@bigpond.com

VICTOR HARBOR GETAWAYS:

singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location.

T: 0400 303 300 (Ian) E: ir211057@internode.on.net

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

Expert advice and professional experience with: • Mortgages, • Private Contract Transfers, • Strata Plan and Plan of Division Lodgments, • Caveats, Discharges of Mortgages, • 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.

Anne Walker

(: (08) 8410 6788

Simon Willcox

8410 6799 Email: anne@saitconveyancers.com.au SAIT Conveyancers

TEACHING RESOURCES: To give away: Folders hard/soft covered...upper to middle primary ...many topics covered...from retired teacher. Donation to the Smith Family. Interested?

T: 0418 834 174 (Jane)

ROBE HOLIDAY HOUSE: Easy walk to main street with shops, cafes and 2 minute stroll to Mahalia Coffee and secure playground. Sleeps up to 8 with 2 bath. Lovely open plan living with all mod cons, A/C. 10% discount to AEU members. Starting rate: $140 p/night.

T: 0429 358 797 (Robyn)

VICTOR HARBOR HOLIDAY HSE: ANCHORAGE BEACH HOUSE NORMANVILLE: Renovated 4 BR, New, 4 BR, 2 bath, (2 x Qu, 2 x

SAIT Conveyancers

Contact us on:

SECOND VALLEY HOLIDAY HSE: 4 BR brand new 2-story house – sleeps 9 plus 2 fold out couches.

5-min. walk to the jetty. Relax for wkend or longer. T: 0407 654 464 E: arthur1966.dellas@gmail.com

Fax: (08)

located at Credit Union SA

Level 3, 400 King William Street, Adelaide, SA 5000

2 bath holiday home off Jetty Rd. Sleeps 10-12. 5% discount for AEU members. ID; s59 (Marjory St). T: 8558 2900

CAR FOR SALE: Hyundai i30 2012 diesel wagon. 73,000km

plenty of extras $15,900.

T: 0435 489 429 (Bill)

TEACHING RESOURCES: Retired teacher wishes to sell early childhood materials to beginning teachers. Books, literacy, maths games and music materials all in good condition.

Contact Betty on: P: 7329 4272 M: 0413 125 399

TRANSITION COACHING:

Overwhelmed? Frustrated?

Ready for change?

Contact me to arrange no obligation strategy session for clarity and support with career and lifestyle transitions.

Maureen Cochram - Professional Coach, Lifestyle Strategist Accredited Retirement Coach M: 0401 123 095 E: mcochram@bigpond.com

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs Have you retired or are about to retire? Are you seeking opportunities to maintain or increase your level of fitness and want to learn more about your city and surrounding hills and bushland? Are you seeking companionship with other retired teachers and their partners as well as other walkers from a range of backgrounds (not just teaching!)?

Walks are organised at several levels. Rovers walk from 14–18 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms. The R.T.A. Walking Group is a sub-group of the Retired Teachers Association and is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Mt Lofty Ranges and Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban trails. It’s a great way to get to know your city and surroundings! A camp is also organised each year in country areas within SA or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our President, Kym Wenham Tel: (08) 8386 1110 email: wenhams@adam.com.au or John Eaton Tel: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2017 walking season!

23

Introducing our new credit card, exclusively for the education community

$0 annual fee 0% pa introductory rate^ for 6 months 9.99% pa ongoing interest rate Apply online at creditunionsa.com.au, call 8202 7777,

talk to a mobile manager or visit a branch. ^Rate reverts to 9.99% pa variable rate after 6 months on cash advances, purchases and balances transferred. Interest rates are current as at 1 February 2017 and are subject to change at any time. Education Community Banking Benefits are available to any employee of the Australian education community and their partner.

Lending criteria, fees, conditions apply and are available upon request. Before acquiring any financial product you should consider whether or not it is suitable for you.

Credit Union SA Ltd, ABN 36 087 651 232, AFSL/Australian Credit Licence 241066. Credit Union SA Centre, 400 King William Street, Adelaide SA 5000. 170201