AEU Journal April 2022

Official publication of the Australian Education Union (SA Branch)

Vol 54 I No 1

April 2022

AEUJOURNAL SA Give more than thanks Securing your rights and safety in a pandemic.

INSIDE: u Union

power at work: Collective action in 2022.

u TAFE

bargaining: Members won’t roll over.

u Still

more work: Gender equity and the Federal election.

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2 | AEU SA Journal – April 2022

Call for 2022 nominations Rosemary Richards was a proud feminist, unionist and educator. The Rosemary Richards Scholarship continues her legacy by building the capacity of women as activists and leaders, and is valued at $10,000. This is an opportunity for an AEU woman member with an idea for an innovative project, research or study experience.

Application forms and further information are available on the AEU website:

www.aeufederal.org.au/noticeboard

The submission deadline is

6 May 2022

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?

Our walks are organised at several levels. Rovers walk from 14-16 kms.

Walkers- 8-10 kms, and Ramblers from 6-7 kms.

The Retired Teachers Walking Group Inc. is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Adelaide Hills & Mount Lofty Ranges, Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban, historic and country trails. It’s a great way to get to know your city and surroundings – as well as maintaining fitness! A camp is also organised each year in country areas within South Australia or Victoria.

If you are interested in finding out more about our walking group, you are invited to email us – or phone us on our mobiles – as we’ll probably be out walking!

INTERESTED? PLEASE CONTACT: Co-ordinator: Carol Fallon: p: 0417 001 766. e: dave.fallon@bigpond.com Secretary: Kym Wenham p: 0412 408 568 e: wenhams@adam.com.au Walking SA Rep: John Eaton p: 8431 5460 e: joneaton@bigpond.net.au

We hope you will join us for the 2022 walking season!

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: Give more than thanks. Members are under additional pressure as COVID adds to existing staff shortages.

Collective action is needed to secure your industrial rights and workplace safety in these times.

Phote: lightspeedshutter/iStock

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Andrew Gohl looks at union power at work in 2022.

No closer to needs-based funding?

“The SACE Board has your back.”

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CHAOS AND COMMITMENT

Australian Education Union [SA Branch] Kaurna Country 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300 Facsimile: 8172 6390 Email: journal@aeusa.asn.au Editor: Jonathan Goodfield Graphic Designer: Jo Frost AEU Journal is published once per term by the South Australian Branch of the Australian Education Union.

Deadline Dates Publication Dates #2

13 May

1 June

#3

15 July

3 August

#4

16 September

5 October

Subscriptions: Free for AEU members.

Non-members may subscribe for $33 per year.

Print Post approved PP 100000753 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Printing: Lane Print AEU(SA) acknowledges the Australian Aboriginal and Torres Strait Islander peoples as the first inhabitants of the nation and the traditional custodians of the lands where we live, learn and work.

www.aeusa.asn.au

GONSKI: A DECADE ON

TAFE UNDER LABOR Will SA Labor commit to rebuild?

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TIME FOR AUTHENTIC CURRICULUM

AEU, SACE & COVID

STILL MORE WORK TO BE DONE Gender and the Federal election.

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WOMEN’S FOCUS

What’s behind ‘world class’?

International Women’s Day and Jean Pavy Awards.

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POTENTIAL FOR REDEVELOPMENT Leah York reports on the next stage for Greenhill Road.

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BARGAINING IN GOOD FAITH?

DISPUTE UPDATES Teacher hours of work and Step 9 process.

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PROFESSIONAL LEARNING Upcoming opportunities for valuesbased PD and Union Training.

TAFE members won’t roll over easily.

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GIVE MORE THAN THANKS Focus on the necessary in schools and preschools.

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STUDENTS’ CLIMATE ACTION Ways educators can show support.

PLUS: 04 PROPOSED RULE CHANGE 19 VALE CINDY BOYCE AEU SA Journal – April 2022 | 3

PROPOS E D RU LE CHANG E

Proposed rule change: Male Vice President

22 March 2022

In accordance with AEU SA Branch Rule 42 (3), Branch Executive recommends to August Branch Council the following set of rule changes to amend Branch Rule 7(1), Branch Rule 48(14)(k) and Branch Rule 54(1). The proposed changes are published for the consideration of members.

Proposed change

An amendment to SA Branch Rule 7(1) deleting 7(1)(b) and 7(1)(c): (b) the Branch Female Vice-President; (c) the Branch Male Vice-President; and replace with (b) Two Branch Vice-Presidents, at least one Female.

Proposed change

An amendment to SA Branch Rule 48(14)(k): Delete Male and Female (k) The Branch Returning Officer shall next count the votes for the positions of Male and Female Vice-President and declare the successful candidates elected.

Proposed change

An amendment to SA Branch Rule 54(1) – Conduct of Election Where a Minimum Number of Women are Required to be Elected Insert new (f)The Branch Vice-Presidents

4 | AEU SA Journal – April 2022

Current Branch Rule

New Branch Rule

(1) The Branch Executive shall be comprised of: (a) the Branch President; (b) the Branch Female Vice-President; (c) the Branch Male Vice-President; (d) the Branch Secretary; (e) one member who is elected by and from SSO Sub-Division members of the Branch (the SSO member); (f) one member who is elected by and from CS Sub-Division members of the Branch (the CS member); (g) one TAFE member elected by and from TAFE Division members in the Branch (the TAFE member); (h) 12 Branch Executive Officers; and (i) one Aboriginal or Torres Strait Islander member elected by all members of the Branch.

(1) The Branch Executive shall be comprised of: (a) the Branch President; (b) Two Branch Vice-Presidents, at least one Female; (c) Deleted; (d) the Branch Secretary; (e) one member who is elected by and from SSO Sub-Division members of the Branch (the SSO member); (f) one member who is elected by and from CS Sub-Division members of the Branch (the CS member); (g) one TAFE member elected by and from TAFE Division members in the Branch (the TAFE member); (h) 12 Branch Executive Officers; and (i) one Aboriginal or Torres Strait Islander member elected by all members of the Branch.

7 COMPOSITION OF BRANCH EXECUTIVE

7 COMPOSITION OF BRANCH EXECUTIVE

Current Branch Rule

New Branch Rule

(14) (k) The Branch Returning Officer shall next count the votes for the positions of Male and Female Vice-President and declare the successful candidates elected.

(14) (k) The Branch Returning Officer shall next count the votes for the positions of Vice-President and declare the successful candidates elected.

48 ELECTION OF BRANCH EXECUTIVE OFFICERS

48 ELECTION OF BRANCH EXECUTIVE OFFICERS

Current Branch Rule

New Branch Rule

(1) This rule shall operate in conjunction with other Federal Branch Rules in relation to the election of persons to fill the positions of: (a) the 12 Branch Executive Officers (b) Federal Conference delegates representing the General Division (c) National TAFE Council Delegates (d) General Division Delegates and Alternate Delegates to Branch Council (e) Branch Council Delegates and Alternate Delegates elected by and from members of the TAFE Divisional Council Provided that where there is any inconsistency, this rule shall prevail over any inconsistent provision in any other Federal Branch Rules.

(1) This rule shall operate in conjunction with other Federal Branch Rules in relation to the election of persons to fill the positions of: (a) the 12 Branch Executive Officers (b) Federal Conference delegates representing the General Division (c) National TAFE Council Delegates (d) General Division Delegates and Alternate Delegates to Branch Council (e) Branch Council Delegates and Alternate Delegates elected by and from members of the TAFE Divisional Council (f) The Branch Vice-Presidents Provided that where there is any inconsistency, this rule shall prevail over any inconsistent provision in any other Federal Branch Rules.

54 CONDUCT OF ELECTION WHERE A MINIMUM NUMBER OF WOMEN ARE REQUIRED TO BE ELECTED

54 CONDUCT OF ELECTION WHERE A MINIMUM NUMBER OF WOMEN ARE REQUIRED TO BE ELECTED

PRESIDENT’S VIEW RU N N I NG H E AD

COVID chaos and our commitment to students Andrew Gohl reflects on his first months as incoming AEU Branch President, and the chaotic start of the 2022 education year.

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n late February AEU Campaign Organiser Kieran O’Dea and I met with members at the brand-new Whyalla Secondary College. Their commitment to their students and to establishing a new school in the face of COVID staffing shortages was moving and indicative of the commitment of all educators in SA to make the best of a tough situation.

However, the message from members at Whyalla was that this herculean effort wasn’t sustainable.

The Department for Education (DfE) is pressuring leaders and staff to keep sites open at any cost, and that cost is to the health and safety of all staff.

Members are fatigued because industrial entitlements are being eroded to ensure cover for absent staff, and in response the AEU has provided advice to members about managing the industrial implications of the DfE strategy at a sub-branch level.

UNION PO WER 1 Health, safety & Omicron Congratulations to AEU members whose strong commitment to take action in the first week of school term sharpened the minds and opened the ears of the Department and Government.

The Omicron variant of COVID became apparent overseas in November 2021. It was evident by early January that preparations needed to commence for the school year. Premier Marshall’s staggered start with the potential for individual teachers being responsible for hybrid delivery underscored the issues that occur when educators’ working lives are controlled by those with no understanding of the work of teaching. This and the stream of contradictions that followed have made the

“Member strength is a potent force. Now that power must be utilised by members and subbranches to ensure safe workplaces.” work of leaders, teachers and support staff difficult.

More than 2000 members responded to a survey identifying what was needed for a safe workplace. On 6 January, I messaged the Minister and Chief Executive asking them to meet to discuss workplace safety for students and staff.

One week later that meeting was convened, and we were frustrated at what seemed to be a dismissive response.

The support for industrial action in the member ballot in January was overwhelming and certainly succeeded in bringing DfE to the table to implement mitigation measures in schools and preschools. For a couple of weeks the AEU and the Department worked quite closely.

Let’s be clear – without members’ strong call to action, schools and preschools would’ve commenced the year without the necessary measures in place. Member strength is a potent force and now that power must be utilised by members and sub-branches at sites to ensure a safe workplace with industrial entitlements being maintained.

WER 2 UNION PO Greens & Labor commit to Every School Every Child AEU members participated last year in the Every School Every Child campaign for improved resourcing for students

who need learning support – some of whom have waited up to two years for support. More than 10,000 petition signatures will also see the establishment of a Parliamentary Inquiry into student support.

Members of Parliament received delegations and the AEU sought education platforms from each of the major parties. Every School Every Child radio advertisements that reached over a million people have aired for most of last year and in the lead up to the state election.

This campaign has been very effective, and members should celebrate those extra resources for student support continued over page 3 AEU SA Journal – April 2022 | 5

PRESIDENT’S VIEW CONT. committed to by the Greens and the Labor party. In addition, both the Greens and Labor have committed to address the Schooling Resource Standard inequity. The AEU wrote to members in each electorate appraising each of the main parties’ responses prior to the 19 March election.

UNION P

OWER 3

TAFE members hold Government to account Despite a letter of offer that indicated a TAFE SA commitment to roll over the existing Enterprise Agreement into a new agreement with some updating of some clauses, analysis revealed that there were some significant clause changes that had not been explained by the employer.

1TAFE members and supporters rally at Parliament House on 17 March 2022.

PHOTO: KRISTIE WILLIAMS

TAFE AEU members were furious and felt betrayed. TAFE members voted down an employer attempt to sideline the AEU by conducting a ballot that would see the Agreement signed off by three non-union Education Managers who had been hand-picked by the employer.

The rally attended by 100 TAFE members on the steps of Parliament House voted that more action was to follow should the employer fail to adhere to the rollover of the Enterprise Agreement as set out in their letter of offer.

issues and concerns.

Thank you for your support

Industrial action – the first supported

by TAFE members in a decade – brought the employer to the table and negotiations about the reworded clauses have commenced.

Finally, thank you to members for your support in the recent AEU elections.

It’s an honour to be elected as SA Branch President. I’m looking forward to meeting members and listening to

More than ever, workers need strong unions and strong unions need active members. Engage with your union and take control of your working life. Your students need that. Your n family needs that.

Gonski: A decade on The fight for equitable, needs-based funding continues.

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n mid-February I attended a conference convened by the Centre for Public Education Research. Ten years on from the first launch of Gonski and it’s hard not to be disappointed that funding on the basis of need and equity remains subject to political capitulation of Liberal and Labor at state and federal level. Private school lobbyists have been successful in maintaining their sector’s funding largesse, while the public sector is underfunded.

Public schools do the heavy lifting in

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“Public schools do the heavy lifting in our education system.” our education system. Over 90% of the most disadvantaged schools are public.

Enrolled are 80% or more of disadvantaged students, 80% of low socio-economic status (SES), 84% of Indigenous, 86% of extensive disability and 82% of remote area students. The results of these students are two to four years behind high SES students.

I want to congratulate newly elected Vice President Matthew Cherry and the ongoing Vice President Jan Murphy and Branch Secretary Leah York. Despite a hectic start, we’ve already gelled as an effective leadership team.

The Schooling Resource Standard (SRS) is the measure of how much each school needs to address learning needs.

Researcher Trevor Cobbald has identified that by 2029 in South Australia public schools will be funded at 90.5% of the SRS, while private schools will receive 101% of the SRS. There are similar figures in other states. This is a national disgrace.

The Alice Springs (Mparntwe) Education Declaration in December 2019, signed by every state and territory Education minister committed to two goals: • The Australian education system promotes excellence and equity.

• All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community. continued over page 3

GON S K I If we don’t measure it – it’s not important. Educators and the public system are flat out measuring ‘excellence’, including NAPLAN and a growing range of standardised tests including a proposal to formalise ‘formative assessment’. We have performance metrics on literacy and numeracy, and Year 12 completion. We have schools plotted on a ‘maturity model’ that examines student performance and trajectory data to identify groups of schools at different stages of development.

World-class and excellence, it seems, is discussed, measured and ‘dashboarded.’ The uncomfortable question really is, is this world-class funding for public schools? How is equity being measured?

between the public and private system entrench disadvantage? Why aren’t we hearing from leaders of the Department for Education or from state and federal governments about structural funding n inequity?

How can we ever be world class when structural funding inequities

Andrew Gohl, AEU SA Branch President

And we know that excessively narrow focus on numeracy and literacy tests outcomes is skewing the curriculum and reducing the autonomy of teachers to develop meaningful and relevant learning experiences for students.

The Department’s CE Rick Persse is quoted as saying: “We look each other in the eye and say, is that going to be a world-class appointment? Is that going to be a world-class website? Is that going to be a world-class workforce strategy? Is that going to be a worldclass professional-learning academy?”

R E B U I LDI NG TAF E

Time to rebuild with TAFE in SA

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ur Stop Marshall’s TAFE Cuts campaign needs a new focus with Labor’s success at this year’s state election.

However, there still is no firm funding commitment for TAFE SA from SA Labor, and it has failed to match the federal commitment with guaranteed funding to TAFE of any kind.

Their vocational education and training (VET) policy is centered in building five new Technical Colleges, although part of their plan allows for these Colleges to work in association with a TAFE campus.

In the lead up to the state election, Peter Malinauskas stated their party “has a commitment to support TAFE”.

But there’s not clear indication in how they are planning to do so.

The AEU is seeking a meeting with our new Education Minister Blair Boyer.

The AEU will be seeking the immediate restoration of TAFE SA’s ability to offer to

all publicly funded courses outlined on the government’s Subsidised Training list in the next financial year.

This initial commitment from our new government would strengthen TAFE SA, by giving it the opportunity fully compete in the ‘fully contestable’ VET market for the first time since October 2020.

A strong TAFE sector is the only way to provide the necessary VET at a scale

A D D YO U R VO I C E AT

that fills workforce shortages across our state. n Angela Dean, AEU TAFE Organiser

ACTION

Sign up to help support our call to rebuild with TAFE at:

www.rebuildwithtafe.org.au

for students for teachers for the community for the economy

© AEU 2021 Authorised by Susan Hopgood, Federal Secretary, Australian Education Union 120 Clarendon Street, Southbank, Victoria, Australia 3006

AEU SA Journal – April 2022 | 7

Flinders University CEPSW Educational Leadership Industry Report #2

WRONG DI R ECT ION

It’s Time to Reflect: What is the cost of the South Australian Education Department’s pursuit of becoming a “World Class” Education System by 2028?

set about creating a World Class system controlled by bureaucrats enamoured with the McKinsey formulaic recipe.

“World Class works against schooling innovation, most felt by teachers and leaders in disadvantaged schools who are working in shackles when making the necessary schooling adjustments to help their students to learn.”

The report found that the Education Department is unwittingly incentivising school exclusion because low NAPLAN performing students figure as problematic for principal career aspirations in the World Class policy agenda.

Having “Freedom and Authority” enables learning to be holistic and meaningful

It’s time for authentic curriculum Learning at NGUTU COLLEGE in Adelaide is meaningful and long-lasting and happens because:

· Education is holistic, bringing together the emotional, physical, social, cultural, spiritual, creative and cognitive selves in connected ways.

In pursuing a world-class education system so closely tied to NAPLAN results, the DfE is unfairly impacting poor and disadvantaged students and schools, according to a new Flinders University report. · Learners are trusted and empowered to have agency in their learning.

· Engaging and meaningful experiences are real-life, hands-on and playful.

Principal in the Flinders University CEPSW “Growing NGUTU” Project.

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eport authors Dr Andrew Bills and Nigel Howard say, “It’s time to rethink the world-class aspiration that is currently based on narrow NAPLAN growth metrics and instead pursue a high equity inclusive education system”.

The report – It’s Time to Reflect – was published prior to the State election and called for schools to be given back the authority to create and deliver more authentic curriculum through culturally responsive pedagogies that enable all young people to thrive in learning and life, rather than a diminished agenda that measures schooling success according to results on a standardised test.

“Over the last 30 years we’ve seen a number of policy changes by the Education Department that have signifi8 | AEU SA Journal – April 2022

Photo: LeManna/Shutterstock.com

“It is time to rethink ‘World Class’ as an aspiration to become a high equity education system rather than just a NAPLAN growth system.” cantly impacted the professional work of principals and teachers and their authority to shape their schools according to student and community needs,” says Dr Bills from Flinders University’s College of Education, Psychology and Social Work.

“Enamoured with a system presented to them by global consultants McKinsey, which proposed education couldn’t simply be left to teachers, the Department

The authors have called for South Australia’s World Class educational aspiration to be reconfigured, making 10 recommendations including calling for schools to be given back the authority to approach schooling for the betterment of their students and communities, that local problems need local solutions, and returning systemic trust to teachers and educational leaders.

“It is time to rethink ‘World Class’ as an aspiration to become a high equity education system rather than just a NAPLAN growth system,” says Dr Bills.

“Our research has shown that Catholic and independent schools have the freedom and authority to be leaders in change. We need to give this same freedom back to our public school leaders and teachers as well.

“Given the gap between the educational outcomes of students from high- and low-socioeconomic backgrounds continues to increase, change is needed and is now more urgent than ever.”

Flinders University CEPSW Educational Leadership Industry Report #2

n

It’s Time to Reflect: What is the cost of the pursuit of becoming South Australian Education Department’s a “World Class” Education System by 2028?

CEPSW Educational

Leadership Industry

IT’S TIME TO REFLECT

ACTION

‘It’s Time to Reflect: What is the cost of the South Australian Education Department’s pursuit of becoming a “World Class” Education System by 2028?’ is available at:

What is the cost pursuit of becom of the South Australian Educa ing a “World Class” tion Depart Education System ment’s by 2028?

1

Dr Andrew Bills

& Nigel Howard

8: bit.ly/itstimetoreflect.

Report #2

B RA NCH S ECR E TA RY ’S R E PO RT

Potential redevelopment progresses Branch Secretary Leah York reports on Branch Council’s endorsement of the ongoing project to maximise our property’s value to members.

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ranch Executive continues its work on securing our Union’s future income, in order to fund the pursuit and achievement of our strategic goals. This involves working with consultants and advisers to work through options, analyses and reports.

And of course, this is only possible due to the foresight of our predecessor unionists to invest in property ownership. It is now time to build on that legacy for the benefit of our successor comrades.

At the meeting of Branch Council on 26 March 2022, delegates determined to proceed to the Development Application stage for the potential redevelopment of the AEU SA’s property assets. The following motion was carried: 1. Branch Council notes the Consultant’s Report and accompanying detailed analysis of Options for the Development of the AEU SA’s Property at Greenhill Road.

2. Branch Council endorses the option to secure an appropriate Statutory Works Approval (Development Application) that would: 2.1. Develop the site by way of joint venture with a funding partner to be agreed and approved by Branch Executive

“Branch Executive continues its work on securing our Union’s future income, in order to fund the pursuit and achievement of our strategic goals.”

2.2. Maximise the returns and benefits to the AEU SA commensurate with its inputs and appetite for risk 2.3. Secure an enhanced office and facilities for the Union, in the first instance within the proposed development if financially prudent, but in any case, such facilities for the longer term.

3. Branch Council authorises Branch Executive to engage a Development Manager, Project Manager via an appropriate contract and agreed budget to achieve these objectives (including any relocation/s that may be necessary to achieve the outcomes of these resolutions) within a budget of $1.5 million.

4. Branch Council notes and endorses the concept of affordability, environmental sustainability, accessibility and social outcomes as important deliverables in any potential Development and recognises that both Public Art and Recognition of Our First Nations Peoples are also key deliverables of the Project/ Development benefit assessment.

A Development Control Group, made up of AEU Executive members and staff, will continue to work with consultants and advisers, and will report back to Branch Council with further recommendations in due course. n

1The current AEU SA Branch premises on Greenhill Road are in need of upgrade.

If you have any queries, please contact Branch Secretary Leah York:

8: leah.york@aeusa.asn.au or

: 0417 894 085

Thank you, Jo This is our Graphic Designer Jo Frost’s last Journal. The AEU SA Branch thanks Jo for her work for the past 18+ years.

Her work has included the graphic design and layout of the Journal, modernising it from a tabloid broadsheet to a glossy magazine format, as well as numerous AEU SA posters, publications and campaign paraphernalia, all produced in her distinctive and professional style. We wish Jo all the best in her future pursuits. n

BUILDING OUR UNION… one new member at a time It’s important that we all contribute to building our union. Please ask your colleagues to join and to ensure their continuity of membership of the AEU community comprising almost 200,000 educators across Australia.

Join online at:

8: www.aeusa.asn.au/join AEU SA Journal – April 2022 | 9

TAF E E NT E R PR I S E AG R E E M E NT

1TAFE members and supporters rally at

What happened to bargaining in good faith?

Parliament House on 17 March 2022.

PHOTO: KRISTIE WILLIAMS

When the AEU commenced the enterprise bargaining process for TAFE SA members in May 2019, little did we know that we would be still be at it in 2022, writes Angela Dean, AEU TAFE Organiser.

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argaining negotiations for a new TAFE Enterprise Agreement began in October 2019, with initial discussions promising. But in February 2020 this was derailed when TAFE SA moved to replace Educational Managers with Senior Business Managers employed under the Public Sector Act.

The AEU immediately lodged a dispute in the South Australian Employment Tribunal (SAET) to prevent these unlawful changes to educational staff classifications outside of the bargaining process.

The employer’s insistence on continuing to fight the legal case over the past two years stalled our enterprise bargaining negotiations.

When, in October 2021, the AEU contacted the employer to seek an interim 1 0 | AEU SA Journal – April 2022

pay rise for members, the response from the employer was an offer for a rollover enterprise agreement.

The Letter of Offer proposed: • A three-year agreement from date of approval by SAET; • Four 1.5% per annum general increases with the first being from the full pay period commencing on or after the date of approval by SAET and subsequently annually; • One-off payment of $1000 (subject to conditions and criteria – pro-rata for part time and temporary/term contract employees, and excluding casual employees and Hourly Paid Instructors); and • Changes to terms of the current agreement limited to removal of

“This union-busting ballot was the final straw for our members in this bargaining debacle.” obsolete provisions and necessary updating (e.g., definitions, lecturer classification structure).

The AEU protested that the pay offer was not sufficient to meet with the cost of inflation, let alone make up for two years with no pay rise for our members.

However, the employer said they were no longer willing to bargain and would be taking this offer to employees in early 2022.

The AEU’s TAFE Divisional Council continued over page 3

VICE PR E S I DE NT ’S VI EW recommended that members accept the offer, and the AEU conducted a ballot in which a majority of members supported the recommendation.

However, the AEU’s review of the first draft of the proposed TAFE SA Educational Staff Enterprise Agreement 2022 noted inconsistencies in the pay scales and excessive changes to the terms and conditions. The employer fixed initial errors that the AEU had found and indicated that they were willing to work with the AEU to help rectify other inconsistences prior to signing off on the new agreement.

With the members’ support for the rollover offer, and an understanding that the employer would address the errors in the draft agreement, the AEU supported a Yes vote in the employer’s ballot of educational staff However, after the Yes from staff, the employer was less willing to address the AEU’s concerns, and the AEU chose not to sign off on the draft Agreement.

The employer chose to hold a second ballot of all educational staff to appoint three non-union TAFE employees to act as signatories to a flawed agreement.

This union-busting ballot was the final straw for our members in this bargaining debacle. Not only did the AEU promote a No vote on this ballot, but also conducted its own ballot of TAFE members to support stopwork action on 17 March.

A world-class education system in 2022 is one that acknowledges the extraordinary contributions of education staff in these unprecedented times, argues Jan Murphy, AEU Branch Vice President.

Staff have and continue to go above and beyond to ensure the best possible outcomes for children and students and their families, and the broader community.

We are all aware that while many of these outcomes relate to student achievement, others have been to provide supervision of children and students in support of families and communities to ensure that other workers can attend to their essential roles.

The campaign by TAFE members achieved a clear rejection of the employer’s ballot.

Members also committed to a fullday stopwork, marked by a rally at Parliament House, where members in attendance committed to take further industrial action if the employer was unwilling to ensure the preservation of all current employment conditions in a new agreement.

The No vote in the employer ballot, and TAFE members’ willingness to take industrial action, forced the employer back to the negotiating table with the AEU, and subsequently they provided a proposal that addresses the majority of our concerns and reverses changes to the original wording from the 2016 agreement.

A final review of the newest agreement was under way at time of publication.

Give more than thanks

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Teachers, leaders and support staff have put the needs of their colleagues, young people and families they work with before their own, and in some cases, before those of their own families.

Many are exhausted and there is likely more to come.

We have heard political, education department and community leaders acknowledge, praise and thank educators for their extraordinary efforts and the abundance of professionalism and goodwill they have shown since the

start of 2020.

We are calling on political and department leadership to give more than thanks.

Rather than ‘business as usual’ it’s time to focus on the necessary and the immediate. We are asking that education workers are shown due respect as professionals. We are seeking actions that demonstrate acknowledgement of their tireless efforts. Actions that will make a tangible difference to their workload and wellbeing and support them to continue to do all they can for their children, students and communities in these exhausting and unpredictable times.

The department stopped the requirement for staff to complete a number of tasks for the first few weeks of the year and while that was welcome, most have now been put back on the ‘to do’ list.

AEU officers will be calling for reductions in the number of administrative, bureaucratic and compliance tasks that educators endure every year and to trust you, the professionals, to do what’s needed in your school and preschool communities. n AEU SA Journal – April 2022 | 1 1

S UPPO RT FO R CL I M AT E STR I KE

I’M IN!

Finding ways to support students’ climate action The School Strike 4 Climate was held again on 25 March, and students and their supporters gathered for a #ClimateStrike to demand that our leaders prioritise #PeopleNotProfit. Matthew Cherry looks at how educators might show their support for such inititatives.

M

any members want to support their students as they take important civic actions such as the School Strike 4 Climate. If you are one of the members that sees value in this action and wants to participate with your students, we encourage you to work with your colleagues to highlight this as an important and unique educational opportunity.

While your employer remains noncommittal in its support for you and your students to participate in such actions, we believe that if you work with your colleagues at your site that you will be able to find some meaningful way of engaging with your students’ sense of civic duty.

If your students are planning to take action, consider the following actions.

Communicate your support to take action with your students to the appropriate leaders at your site.

These leaders may be your subject or learning area coordinator, daily planner, or other key support. Explain the impor1 2 | AEU SA Journal – April 2022

tance of standing up for your students’ future. Explain your vision and belief in the learning opportunities for those students who participate.

Potential staffing issues aside (a very real concern due to the current status of the pandemic in our state), it would be difficult for any educator to argue against the importance of these types of initiatives, particularly considering that a recent ruling in the Federal Court highlighted the Federal Environment Minister’s duty of care to children over climate change.

and strategies for addressing potential issues that can go to your site’s PAC can demonstrate a solution-focused approach that highlights the collective professionalism of the membership.

Take action in an alternative, COVID-safe way.

Work with your sub-branch to develop a plan for any potential staffing issues.

It is important to continue acting in a COVID-safe manner, regardless of the importance of this initiative or the passion of the students and staff that want to be involved. Working with your sub-branch and colleagues to develop a local method of action can help to ensure that you are showing support for your students while ensuring that they and the members of your site’s community remain as safe as possible.

This type of initiative is a great discussion point that doesn’t have to feature the same tone that shapes so much of our sub-branch business. It’s also a great opportunity for the subbranch to come together to help students and staff to work together.

Some members have suggested that they might call off all non-climate focused learning for a period of time on the date of a Climate Strike. This can allow that time to be used to educate others about the importance of these issues.

If staffing is a potential problem at your site, limiting your ability to go out and take action with the students, developing a roster for covering lessons

No matter what, your Union encourages you to work collectively with your colleagues to take action in a manner continued over page 3

VICE PR E S I DE NT ’S R E PO RT

Your Union, the SACE, and COVID Matthew Cherry, Branch Vice President, looks at how the AEU is working with the SACE Board on behalf of members dealing with the additional challenges of the pandemic.

1 SS4CC Rally: Parliament House Adelaide in March 2019. PHOTO: JO FROST that suits your site’s local context while supporting the needs of those students who want to engage their civic duty.

It might be worth your sub-branch considering passing motions such as: The members of the (name of site) Sub-Branch recognise the importance of taking immediate action to both call attention to and curb the effects of climate change. We stand with the students of (name of site) who wish to take civic action through the School Strike 4 Climate.

The members of the (name of site) Sub-Branch recognise that due to issues raised by the current situation presented by the pandemic that supporting students who wish to take civic action through the School Strike 4 Climate may prove difficult. To help mitigate those issues, the members of the (name of site) Sub-Branch propose to support students taking civic action by (describe Sub-Branch’s proposal).

Your Sub-Branch Secretary or the AEU PAC Representative can present the motions to your site leader or PAC to discuss and to action further.

No matter how or when you choose to answer the call, remember that your Union stands with you. In solidarity. n

CALL TO ACTION At a Federal and Branch level, the AEU has strong policies supporting meaningful action on climate change.

The SA Branch policy adopted in 2020 is at:

8: https://bit.ly/aeusaclimate

The stress associated with teaching and learning during the pandemic that is experienced by our members has not been lost on us. We know that during this frantic start of the school year that many of you are wondering how you will navigate the myriad issues that will surely arise as attendance for both staff and students affects content knowledge and understanding, assessment dates and deadlines, drafting, and content progression. We understand that this compounds the responsibilities that come with teaching and learning at the SACE level.

The AEU has met with the SACE Board throughout the beginning of the school year in a collaborative effort to help mitigate the pandemic-related stressors that both SACE teachers and students will surely face throughout the year. Both your Union and the SACE Board are aware of the difficulties that you are managing and are committed to working together to ensure that you are positioned to tackle, with confidence, any obstacles that you encounter.

The work between your Union and the SACE Board is predicated on an important, fundamental principle: “You are a respected professional whose judgements are to be trusted because you act in the best interests of students and their learning.”

To put it simpler terms: “The SACE Board has your back.”

You will likely face unforeseen circumstances that require your professional judgement to effectively continue

the learning as the year progresses.

For example, you could use your professional judgement by adopting flexibilities within subjects, adjusting school-set deadlines and accessing Special Provisions, depending on the circumstances. The SACE Board trusts that teachers will use their judgement to determine the right approach for each circumstance, to continue the learning and maintain academic integrity.

Again, the work between your Union and the SACE Board has been a collaborative venture. We will continue to communicate with you as we work together to support the needs of both SACE teachers and students throughout the school year.

Keep an eye on future e-News or Journal articles for ideas or insight into how to address potential situations and to stay informed on the continued work between the AEU and SACE Board. n

SACE ASSESSMENT PANELS

You should seriously consider participating in SACE Board assessment panels. It is vital that we ensure that public educators are appropriately and proportionally represented. We know that working in a school is hard work and that the pandemic has exacerbated your stress, but the professional learning and opportunity to share your voice on panels such as these is well worth the time and effort.

Register at:

8: https://bit.ly/SACEpanels

AEU SA Journal – April 2022 | 1 3

G E N DE R EQU ITY

Still more work to be done Meredith Farmer, AEU Women’s Officer, surveys the state of gender equity in the workplace in the lead-up to the Federal election.

Whilst there are many wins to celebrate over the past few decades, we all know there is still much which needs to change to achieve equality and respect for working women.

issues which demonstrate that women are yet to achieve equal status in the workplace. We may have equal pay for equal work but overall a woman’s experience across her working life is still far from equal to that of our male counterparts.

A lack of secure work, underemployment, lower wages for workers in highly feminised industries, lack of employer paid superannuation on parental leave and the lack of women in high level leadership positions, all compound to mean that on average women retire with 42% less superannuation than men.

When Brittany Higgins spoke about her experience and called out the lack of safety for women working in Parliament in 2021, a spotlight was shone on the situation working women find themselves in.

Check the scorecard

Respect has been the word. Whilst respect in terms of safety at work has been the focus, there are a raft of other

In February of this year the Workplace Gender Equity Agency (WGEA) released their key findings from the

1 4 | AEU SA Journal – April 2022

annual national employer census.

The 2020–21 gender equality score card demonstrates that despite some improvements the factors contributing to the gender pay gap in favour of men still persist.

• The total remuneration gap sits at 22.8%.

• Men are twice as likely to earn upwards of $120,000 p.a. whereas women are 50% more likely to earn $60,000 or less p.a.

• Only 2 out of 5 full-time employees are women.

• Women account for 88% of all primary carer’s leave taken.

• Whilst the majority of employers continued over page 3

have sex-based discrimination policies and training in place, reports of sex-based harassment continue to persist.

We need wages and conditions that respect and reflect the important work that women do.

Whilst highly feminised industries such as health, care and education have held the frontlines providing essential services throughout the pandemic, the widening of the gender pay gap continues.

The report found that in education and training where women account for 60% of the workforce the gender pay gap is 10.5%.

The WGEA scorecard also demonstrated that in highly feminised industries such as education, employers are less likely to undertake gender pay gap audits, let alone take action to address the pay gap.

Morrison missing In the lead up to the Federal election, the ACTU have published a paper on the Morrison Government’s failure for working women. The report highlights six key failings: • Women on average earn $483 less per week than men.

• Women retire with about half the amount of superannuation.

• Women have less control over hours of work, job security and more likely to have lost hours or their job during the pandemic.

• Women have a 2-in-3 chance of experiencing sexual harassment in the workplace.

• Most women have no right to paid family domestic violence leave.

• Australians face some of the most expensive childcare in the world, and the second worst paid parental leave scheme.

To address these matters some of the actions the ACTU are calling for are: • The Fair Work Commission to proactively tackle gender inequity across all of its functions.

• Superannuation to be paid on all paid and unpaid parental leave and care related absences.

• Laws to be changed to address insecure work.

• All 55 recommendations of the

Respect@Work report to be implemented.

• Legislate into the National Employment Standards for at least 10 days of paid family and domestic violence leave.

• Free, universal accessible and high quality early childhood education and care delivered by properly paid, securely employed educators.

Cultural change needed Whilst women in public education have access to paid maternity leave and domestic violence leave, the employer still fails to pay superannuation whilst on unpaid parenting leave which for many women can mean years of no superannuation contributions. In addition, many of our preschool teachers and ancillary staff are part-time even though they seek full-time work.

Under our current Agreement both parents, if employees of the Department for Education, can share the paid maternity leave, but when sharing the leave they are each required to take at least 4 weeks, meaning if the birthing parent is able and wants to return to work prior to 4 weeks after the birth they would need to use their personal leave.

Employees of any gender can also access the Commonwealth Government paid parental leave in addition to the employer paid maternity leave. Whilst this is less restrictive to enable males or the co-parent to take on more of the parenting role superannuation is not paid on this leave.

Both our Federal and State governments need to take responsibility to provide entitlements that are not going to create a long-term disadvantage for those taking parenting leave and are equally accessible to both parents.

Our governments need to promote the benefits of men (and co-parents) taking parenting leave rather than continuing to perpetuate the norm of women being the ones to take time out to care for family.

Using our voice is how we create change As a union the AEU has always placed the conditions of working women and girls in education at the fore. Never has it been more important to continue to use our collective power to improve

“We need wages and conditions that respect and reflect the important work that women do.” the rights and lives of working women and our girls in public education.

With a federal election just around the corner all members will have an opportunity to elect a government that stands up for working women.

As I write we are about to go to a State Election. Labor have promised to reintroduce aged care, disability care, child protection and child-care courses in TAFE which have been cut, and we need to hold them to account on this promise.

Additionally, for members in schools and preschools with an Enterprise Bargaining period approaching we need to begin to turn our collective minds to what we want the employer to prioritise for the women who make up most of its n workforce.

CALL TO ACTION

Australia’s gen equality scorecder ard

Key results from the 2020-21 employer Workplace Gender Equality Agency’s census

February 2022

The WGEA report can be found here:

https://bit.ly/wgeascorecard

For the full ACTU report go to:

https://bit.ly/morrisonmissing

Sign the petition calling for employers to take reasonable action to eliminate sexual harassment at work, and to provide 10 days’ paid family and domestic violence leave for all workers:

https://bit.ly/tellmorrison

AEU SA Journal – April 2022 | 1 5

I N D U STR IAL

WO M E N’S FOCU S – IWD 2022

The teacher hours furphy The Department is falsely claiming a right to set your hours, warns Mika Tippins, AEU Industrial/ Research Officer.

The Department for Education (DfE) released a document mid last year, the Principals’ Guide to Industrial Matters, in which it claimed a right to set hours of work for teachers under Regulation 72 of the Education and Children’s Services Regulations 2020.

Regulation 72 is the same as its predecessor Regulation 42 of the Education Regulations 2012. There is no legal precedent to support the DfE’s made-up position since there is no case law and only the vaguest of justification in the regulations.

To protect your interests the AEU lodged a statewide industrial dispute on 12 November triggering the status quo clause in the 2020 Enterprise Agreement preventing any other site after that date from bringing in hours of work.

Teachers are, and always have been, free to come and go as they please provided they attend to their duties in recognition of the countless hours of unpaid overtime they perform. The Enterprise Agreement is based on this principle, which has been established for decades.

The DfE is seeking to undermine your rights, take away this industrial entitlement and treat you like an hourly paid worker – but of course with no discussion of paying you for the overtime you work.

Some schools are seeking to keep teachers on site from 8:30am to 4:30pm under the flimsiest of pretexts such as ‘collaboration time’. It does not matter if your site has voted on and agreed to this. If your site has done this then contact the AEU and let us know.

If your site has or is trying to unlawfully do this since 12 November 2021 then contact us urgently as your AEU is mounting a challenge to the DfE’s underhanded actions to defend your rights at law. n 1 6 | AEU SA Journal – April 2022

1Meng Liu

1Rosemary Wanganeen

1United Workers Union members

1AEU staff and members in sites gathered on Friday 11 March to be part of the Adelaide IWD Breakfast, which was an online event again this year.

March for Working Women International Women’s Day 2022 was celebrated in Adelaide in many ways, including a march on 8 March.

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he first International Women’s Day (IWD) was held in 1911 following a decision by the International Conference of Working Women held in 1910 in Copenhagen.

Conference delegates determined that there should be a celebration on the same day every year in every country to press for the demands of working women.

On the eve of World War I it was agreed that IWD would be marked on 8 March, and the date has stuck. The United Nations first officially recognised IWD in 1975 and each year since a theme has served to focus events. #BreakTheBias was this year’s theme.

In Australia the Day has been informally celebrated since the early 1920s.

In South Australia the first committee was formed in 1938 although it wasn’t until 1946 that the first celebrations were held.

The first IWD March was held in Adelaide in 1972. Since then, women have gathered almost every year on 8 March to march through the city raising their voices (always with much noise) to highlight the work that still needs to be done for women’s equality.

This year was no exception. Gathering at Mukata (Hindmarsh Square) we were welcomed to country by Rosemary Wanganeen whose ancestral links are Kaurna and Wirringu (West Coast).

Members of the United Workers Union, representing aged care, disability support and farm workers, spoke of the lack of respect for women in their industries, workers who have kept running essential services throughout the pandemic. They spoke of the appallingly low wages – as low as $40 per day for farm workers – chronic staff shortages and poor safety at work.

Meng Liu, Advocacy Officer at the Working Women’s Centre, encouraged us on IWD to think of the most vulnerable women of the world.

Other speakers included Leah Watkins, Secretary of the Ambulance Employees Association, and Sarah Andrews, Professionals Australia.

The march travelled to Tarntanyangga (Victoria Square). n

 SAVE THE DATE

AEU Women’s Conference

Saturday 2 July

WO M E N’S FOCU S – J E A N PAVY AW A R DS 2022

ST E P 9

Recognising excellence in Women’s Studies

Step 9 dispute resolved

The annual Jean Pavy Award ceremony was held on the evening of 10 March at the AEU office.

Correcting the Department’s Step 9 misinformation was not simple for the AEU, writes Mika Tippins, AEU Industrial/Research Officer.

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he Jean Pavy Award is a prize awarded to public school students who receive a Merit in Stage 2 Women’s Studies.

It recognises the important work of the then South Australian Institute of Teachers (SAIT) activist and feminist Jean Pavy (1906–1995). Jean held the office of both Vice President and President of the Women’s Branch of SAIT and led the campaign for equal pay for equal work.

Equal pay for female teachers was finally achieved in 1970.

The recipients of this year’s award were Shamiama Shahid of Roma Mitchell Secondary College and Nicolas Newman Bergoc of Brighton Secondary School.

Guests were privileged to hear these amazing young people articulate their experience of Women’s Studies, the impact it has had on their understand-

1Jean Pavy 2022 recipient Nicolas Newman

Bergoc of Brighton Secondary School with his teacher and AEU Member, Rikki Hill.

ing of how gender shapes experience in society, and their perspective and understanding of feminism.

It was also an evening to acknowledge the hard work and expertise of their teachers, members Rachel Wood and Rikki Hill. Both attested to their student’s passion for the subject and their outstanding ability to analyse opinion and produce written text of a high level. n Jean Pavy was a committed activist.

She was a member of the Equal Pay Council of Australia and a founder of the SAIT Equal Pay Committee. Through her efforts, women teachers in South Australia finally won the right to equal pay for equal work in 1970.

For more detail go to our website at:

www.aeusa.asn.au/ women

1Jean Pavy 2022 recipient Shamiama Shahid of Roma Mitchell Secondary College with her teacher and AEU Member, Rachel Wood.

We noticed late last year that the Department for Education’s (DfE) intranet pages regarding progression to and maintenance of Step 9 teacher classification were in breach of the 2020 Schools and Preschools Enterprise Agreement.

In reading the pages it was easy to form the view that to progress to Step 9 a teacher required the normal Step 9 Professional Development Plan (PDP), a DfE PDP and a comprehensive statement of service. Furthermore, it was easy to be led to believe that principals or delegates could withhold or remove Step 9 from teachers if they formed the opinion that the teacher was no longer at that standard.

This is wrong. A teacher only has to fill out one form, being the form contained in Schedule 3, Attachment 1, of the 2016 Enterprise Agreement, the form that we have always filled out.

The principal or delegate then arranges a meeting with the teacher where agreement is reached regarding the teacher demonstrating their Step 9 proficiency.

If the form needs a little more work then the teacher and the delegate work that out and reapply. In rare circumstances an application can be refused with reasons given in writing.

Step 9 progression is a soft barrier and cannot be removed once won. The teacher can choose any professional development goals they want.

DfE vigorously resisted obeying the law in multiple meetings necessitating an industrial dispute, tribunal appearances, negotiation with Department of Treasury lawyers and then, when clearly dragging its feet to comply, a further tribunal appearance was threatened until the DfE was dragged kicking and screaming to finally obey the law and correct the offending intranet pages.

If you have trouble progressing to or maintaining Step 9 contact the AEU for help and to know your rights. n AEU SA Journal – April 2022 | 1 7

8: www.aeusa.asn.au>events & courses

U N ION TRAI N I NG 2022

Professional Learning

Narragunnawali: Reconciliation in Education

As a bonus of your AEU SA membership, you have access to values-based professional learning sessions that help to develop your practical skills.

The sessions are in real time and allow you to work with other professionals to gain insight and grow as an educator. All sessions are either highly discounted or free for AEU members.

Thursday 19 May

Differentiation for Students with a Learning Disability (Online) Tuesday 19 April

9.30am – 2.30pm

OPEN TO: AEU members. COST: $132.00.

All teachers need the opportunity to increase their knowledge about the major learning disabilities and to broaden their teaching strategies to differentiate to meet the needs of all students in the classroom.

In this full day program one of Australia’s leading teachers on working with students with learning disabilities will outline approaches to self-regulation, sensory processing, behavioural issues and knowledge.

The teaching strategies are tried and tested, used by the presenter in her own classroom. You will also have the opportunity to develop and share your own resources, programs and behaviour plans during the session.

Classroom Management and Engagement Strategies (in-person) Wednesday 27 April & Thursday 28 April

9.15am – 3.30pm

OPEN TO: AEU members. COST: $99.00.

Our CMES course is great for members who would like to refresh and refine their skills in the classroom while diversifying methodology. Our aim is to develop the knowledge and skills of classroom teachers in direct relation to classroom management and student engagement practices.

Strategies for Teaching Students with Dyslexia (Online)

Tuesday 10 May

1:30pm – 2:30pm

OPEN TO: AEU members. COST: $33.00.

Engaging with the curriculum can be difficult for a student when they experience challenges with literacy skills. For students with dyslexia this is not something that is addressed by simply doing more work. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia. This session will focus on strategies that a teacher can use to create that positive learning environment. It will also be helpful for Education Support Staff who may be working one to one or with small groups.

Understanding the Impact of Trauma on Student Learning (Online) Thursday 12 May

6:00pm – 7:00pm

OPEN TO: AEU members. COST: $33.00.

Students who have experienced trauma will have disrupted learning patterns. These students benefit from a trauma informed approach to teaching. This session will focus on supporting teachers to implement strategies that will help manage the behaviours that result from trauma and bring a focus back on to learning. Understanding the principles of traumaaware teaching can lead to healthier engagement with individual students.

1 8 | AEU SA Journal – April 2022

(Online)

4.30pm – 6.00pm

OPEN TO: AEU members.

A Reconciliation Action Plan (RAP) is a formal statement of commitment to reconciliation. We know that AEU members are committed to developing networks, building relationships and promoting Reconciliation – a Reconciliation Action Plan brings all of this together. A school or early learning service can develop a RAP using the Narragunnawali platform.

Join us to hear about how you take the first step, the next step or step it out together. Natalie from Reconciliation SA will lead us through Narragunnawali.

Differentiation - Curriculum, Instruction & Assessment (Online) Wednesday 8 June

5.30pm – 6.30pm

OPEN TO: AEU members. COST: $33.00.

Teachers should be constantly engaged in adjusting their teaching to create meaningful and engaging learning experiences for all students. This is frequently described as the need to ‘differentiate teaching’.

In this session the presenter will identify the three areas within a teacher’s control where differentiation can be introduced curriculum planning, your approach to classroom instruction (or teaching strategies) and the assessment tasks that you ask students to complete.

Sensory Regulation and Processing for Students with ASD (Online) Thursday 9 June

4.30pm – 5.30pm

OPEN TO: AEU members. COST: $33.00.

Students with ASD frequently have sensory processing issues, meaning that they have difficulty managing sensory input such as sound and touch.

The session will include practical examples of the teaching techniques, adaptations to the classroom environment and the resources that can be used to assist students and enhance learning for all.

TRT Session 2: Winning Over Hints and Tips for TRTs (Online) Tuesday 14 June

OPEN TO: AEU TRT Members.

4.30pm – 6.00pm

Band B Leader’s Spotlight (Online) Thursday 16 June

OPEN TO: AEU Band B Members

4.30pm – 6.00pm

Other training offered RRHAN-EC Training Tuesday 5 April

9.00am – 1.30pm (in-person)

There are 2 elements to Responding to Risks of Harm, Abuse and Neglect – Education and Care training (RRHAN-EC training): Foundation (online only via PLINK) and Masterclass (online and in-person, depending on course selected).

The AEU SA Branch is an approved provider for the Masterclass.

Registrations for RRHAN-EC will be taken through plink.

COST: Student members first one free, full financial members $55 and $166 for non-members.

OB ITUA RY

Union Training Merit Selection Retraining (Online)

TERM 1 dates are currently booked out – look out for upcoming dates in TERM 2.

If you completed Merit Selection Training in 2017 you must attend a retraining session before the end of January 2023, when your training will expire.

Merit Selection Supplementary Training (Online) Friday 29 April

11.00am – 12.00pm

OPEN TO: AEU Members who have recently completed the online DfE Merit Selection Training.

In order to be an AEU representative on DfE Merit Selection panel processes, AEU members must complete both the DfE online training and a supplementary one-hour session with the AEU. Once both sessions have been completed, you will be added to our database of trained members. The AEU training covers your role and responsibility as the AEU representative on a panel and the requirement to uphold fairness and equity through ethical practices.

Vale Cindy Boyce

Friday 8 April

Cindy Boyce commenced service with the precursor to the AEU in South Australia, the SA Institute of Teachers (SAIT), in October 1985, aged 16, as Junior Clerical Assistant.

TAFE Workplace Reps Training (in-person)

10.00am – 5.00pm

OPEN TO: TAFE sub-branch secretaries.

This day will focus on the purpose and responsibilities of TAFE sub-branch secretaries, growing your sub-branch, and campaigning on Federal and State TAFE issues.

Union Financial Governance Training (Online) Wednesday 20 April

9.15am – 5.00pm

OPEN TO: Elected AEU SA Branch Council delegates including alternate delegates.

You must hold an elected position prior to registering for this course. This is compulsory training for elected delegates.

SBS Huddle Term 2: Holding elections and merit selection. Are we on the right track? (Online) Thursday 5 May

4:30pm – 5:30pm

AEU staff and former staff were deeply saddened at the passing of our dearest colleague and friend on 14 March.

A condition of employment was “you join and remain in good standing in an appropriate Union”. This was something that Cindy remained true to as she was first and foremost a strong unionist and a staff union rep for many years.

In 1988 Cindy enrolled in an 8-week evening TAFE course on Computer Awareness and in the ensuing years took on the unofficial role as “Supervisor of SAIT’s Computer Facility” as we slowly commenced the introduction of new technology.

During her 36 years of service Cindy worked in a range of roles in the union including the administration of Standing and Ad Hoc Committees, Government Clerk, Organisers Assistant and Publications Officer.

OPEN TO: All AEU sub-branch secretaries and workplace reps.

Do you want to make sure you are doing things right as a union rep? Have you got ideas about how to improve things at your site and need to talk them out with people in the same boat?

Join this short session to hear directly from the AEU President on current critical union matters for member representatives and build your skills.

Hear from other union reps about how they bring union culture to their sites and work through issues.

In recent years, as Member Services Centre Coordinator, she helped manage the AEU’s Information Unit, and her role coordinating and updating resources and providing advice and support to both staff and members was invaluable.

Many members would have spoken to Cindy over the years and received timely and reliable assistance from her.

Thursday 12 May & Friday 13 May

She was regarded by staff as the ‘quiet achiever’ who always considered all sectors of the membership in her deliberations. Her extensive skills, experience and depth of knowledge are a great loss to the union.

New Workplace Representatives (in-person) Thursday 16 June & Friday 17 June

9.15am – 3.30pm 9:15am – 3:30pm

OPEN TO: Elected AEU Reps who have not attended any AEU union education courses.

This 2-day hands on course works with you to ensure you know your rights and responsibilities as a union representative.

Check the AEU SA website regularly for more dates and courses at:

8: www.aeusa.asn.au/upcoming

Cindy was a much-loved member of staff who was highly regarded and respected by all her peers. Her considered contributions and interactions with staff and members were delivered with deep respect, empathy and kindness.

Outside of the AEU, Cindy’s life was epitomised by her commitment to her family. She leaves behind husband Shane and children Jasmine and Harrison.

We will miss her expertise, her cheeky sense of humour and contagious giggle.

Our deepest condolences go to Cindy’s family and friends and those she loved. n AEU SA Journal – April 2022 | 1 9

AEU SA Journal – December 2021 | 2 0