AEU Journal Vol. 49 No. 2

Vol 49 I No.2

Official publication of the Australian Education Union (SA Branch)

March 2017

AEUJOURNAL SA

FOCUS ON NEW EDUCATORS INSIDE: u Penalty

Rates cut: Why educators should be concerned.

u Gonski:

Campaign bus travels through SA.

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

Gonski pages 3 – 4 Our campaign bus travelled through SA in early March, spreading our “No Gonski Cuts” message far and wide.

FOCUS ON NEW EDUCATORS INSIDE: u Penalty

Rates cut: Why educators should be concerned.

u Gonski:

Campaign bus travels through SA.

Printing: Lane Print

Penalty Rates cut

pages 10 – 11, 14 & 15 We profile some New Educator members and the must-have resource to support them at work.

pages 8 – 9 Why educators should be concerned.

Dear Editor Where is the common sense?

The recent article regarding TRT availability seems to be arguing in favour of a rigid and narrow work to rule, particularly with regard to not averaging face-to-face teaching time across a term to enable more flexibility in the coverage of classes.

Where staff are under the weekly face-to-face teaching load, is it really unreasonable for them to catch up some of that gap during the term?

The idea that one person on the site can “opt out” of this agreement is not collegial, collaborative or professional.

Rights and responsibilities are tied together and should not lose sight of the fact that we make the biggest difference when we all work together. n Stuart Kitto, Principal Murray Bridge South Primary School

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 #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: Jo Frost Pictured: New Educators Daniel McCauley, Taylor Venables & Billie Stockbridge.

Focus on New Educators

LE TT E R TO TH E E DITO R

#2

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

8272 1399 journal@aeusa.asn.au

GON S K I

We can’t afford to lose Gonski years five and six AEU Federal President Correna Haythorpe recounts the SA leg of the recent Gonski bus trip

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onski is Getting Results. That’s the message on the side of the Gonski bus, and the message that we heard loud and clear from SA schools during our national Gonski bus tour.

Howard Spreadbury, President AEU SA, and I spent a week on the SA leg of the tour, rolling through Adelaide, Murray Bridge, Keith, Naracoorte and Mount Gambier. We met with local schools and communities to listen to their stories of how Gonski needs-based funding is being used and why we need it to be funded in full.

Travelling down the dusty highways of our state, visiting schools and seeing the commitment of educators, who do

their best for their students on tight budgets, was another strong reminder to me of the importance of funding our schools properly.

The bus tour was part of the AEU’s campaign against Malcolm Turnbull’s attempt to scrap Gonski funding after 2017, a move that would see SA schools miss out on $335 million in extra funding promised under the Gonski Agreements.

We are fighting hard on this because Mr Turnbull says he wants an agreement to be signed by the States in the first half of this year. Fortunately state Premiers are fighting back and saying continued over page 3 3

GONSKI CONT.

they will not sign a deal that ends needsbased funding.

SA Premier Jay Weatherill is at the forefront of this and has been a longterm supporter of Gonski funding. He and Education Minister Susan Close launched the bus tour at Adelaide High School on March 1 – sending a strong message that education is vital for the future of South Australia, and that he won’t compromise on school funding.

When I visit schools doing amazing things with their Gonski resources, and hear what they could do with the last two years of increased funding, I know that this funding is worth fighting for.

At Mt Gambier North Primary School, which has a high number of students from a disadvantaged background, two

students took us on a tour of the school’s bush garden land care project. The school has built this garden over the past twelve years as a space for students to connect with nature, to build cubby houses, to climb trees, to run in the creek barefoot and to learn about the diversity of plants and wildlife for the region.

It’s a peaceful haven where students feel safe and welcome. It’s also a fantastic learning environment for students with multiple opportunities to engage in cross curricular programs.

This kind of creativity and passion from educators can achieve a lot on its own but it needs to be backed with resources. The school’s Principal, Jane Turner, says that Gonski funding is a vital resource for the school community.

The school has been able to implement wellbeing programs for students and families, including running a community hub, breakfast programs and early intervention support for children who have a high level of need.

In 2018 and 2019 the school is due to receive $421,000 in Gonski funding.

That’s funding they want to use to increase SSO hours and classroom support, increase counselling services and provide state-of-the-art robotics to enhance learning.

Why would Malcolm Turnbull want students, many from low-SES backgrounds, in a country town to miss out on this?

At Cowandilla Primary School in Adelaide I saw how targeted investment in numeracy programs can lift student confidence and achievement. I also met a great group of parents, led by Stacey Capuano, who have become advocates for Gonski because they understand it’s the best way for them to secure the education their children deserve.

These are two examples of the thousands of positive Gonski stories from across Australia. The bus tour also visited Victoria, NSW and Queensland before arriving at Parliament House on March 22 to take the message straight to Malcolm Turnbull and his government that he must invest in the future of this country by making sure every child has the supn port they need at school.

2017 NEW EDUCATORS’ STATE CONFERENCE

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

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28 APRIL 2017

Respect

Find out what it means to me

FRIDAY 12 MAY SATURDAY 13 MAY 9.15am – 4.00pm

9.15am – 2.00pm

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

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Ann Clarke on: aclarke@aeusa.asn.au

PRESIDENT’S VIEW

EDITORIAL

Pride, in the name of the Union

We’re with Sally!

AEU President Howard Spreadbury writes …

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ast week I attended parts of the first new Sub-branch Secretary training session for the year. I was pleased to see a room packed with over forty participants, each eager to learn about the role they have taken on in their sub-branch and how they can best be the conduit between their members and those who support them in their different roles in the Branch office.

Over the course of their two-day training program I became aware of the increasing energy in the room as input from our training officer and organisers progressed to group conversation around key issues and the sharing of those discussions. At the conclusion of the second day, I was invited to participate in a brief session where each member made a brief statement about their first self-identified task they would undertake on returning to their worksite.

The development of this group of members in terms of their knowledge, enthusiasm, confidence and commitment over a short period of time was impressive – it gave me great assurance that their sub-branches are about to be stimulated in a range of ways as a result. I also felt a great sense of pride in the commitment of this group of members to bring about change in their sub-branches. I am also proud of the dedication of the AEU officers who are supporting these members as I am of all officers who work to support members in a broad range of industrial and professional matters.

As educators, we are rightly proud of our profession and the differences we make to the learning and lives of children and students on a daily basis. We should also be proud to be union –

proud to be part of the collective which, when united in a common cause, brings about positive change to our profession and the students to whom we are strongly committed.

In the last AEU Journal I wrote about the importance of employer and community respect for the profession of education. There is much that we do in providing high quality public education that instills pride in all of us, whatever our position in our preschools, schools and TAFE campuses.

We have a shared pride in our history, in our professional and industrial achievements, in our diversity and our inclusivity. By way of example, public schools educate the vast majority of students from low socio-economic and disadvantaged backgrounds, as well as students with a range of additional learning, social and developmental needs. Whilst this diversity of student enrolment creates challenges which form the basis of claims for additional resources from governments, it also enhances our sense of pride in our work, especially when we observe real progression in outcomes for our students.

As union members we should also look to our history and share our sense of pride in our long-term achievements with those who are newer to the profession. Recently joined members may not be aware of just how important those hard-won industrial entitlements are.

An understanding and appreciation of even the most recent AEU wins can assist in engaging newer educators in the battles that lie ahead.

Our collective power in the AEU has just been enhanced as a result of forty members who are currently returning to their sites with renewed passion and commitment to make our union even stronger. In 2017 and beyond, we need to replicate this enthusiasm for what it is to be Union across all sites. It is something of which we can be proud. n In unity, Howard Spreadbury

The conservative media and their political allies were up in arms when, on March 15, recently elected ACTU Secretary Sally McManus told ABC’s 730 that unions may have to break unjust laws from time to time. “Anarcho-Marxist claptrap” cried Christopher Pyne. “Sally McManus is not Rosa Parks,” screamed The Australian. And various other wild assertions were made about the potential impact of a union leader telling the nation we may have to break the law.

Social media was also abuzz with people worried banks would be robbed and speeding would increase – anarchy was clearly about to reign, and it was all Sally’s fault.

Almost completely missing in all of the furore and hyperbole was a considered analysis of the context in which Sally McManus made her comments.

That context is a Federal workplace relations environment where taking industrial action is effectively illegal outside of an enterprise bargaining period. McManus released a statement the following day which said this: “Working people only take these measures when the issue is one of justice, like ensuring workers’ safety on worksites, a fair day’s pay for a fair day’s work or to uphold and improve rights for working people.”

The following weekend McManus addressed the NSW Teachers Federation State Council meeting, and she made a point that shines a light on the hypocrisy of those expressing indignation about so-called union law breaking: “Our two wealthiest billionaires earn more than the poorest six million of us … they have an armada of lawyers who will find loopholes so they don’t have to pay their fair share of tax, those laws clearly aren’t working and clearly aren’t strong enough.” While some are up in arms about unions taking illegal strike action over things like workplace deaths, funding cuts, cuts to penalty rates and so on, by not paying their taxes the elite are stealing from our schools, our hospitals and myriad other public services. n Craig Greer, Editor 5

ST E P 9: FAQs

Step 9: your questions answered With many eligible teachers yet to apply for Step 9, we address some of the barriers that may be holding people back.

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pplications for Step 9 will be assessed only against Attachment 1 to Schedule 3 of the South Australian School and Preschool Education 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 when applying for Step 9. However, this does not preclude teachers from choosing to provide additional material to support their application to Step 9.

The following information is intended to assist with the application process but does not impose requirements which must be adhered to in order to apply for and achieve Step 9.

It’s not as hard as you think When Step 9 was introduced it was intended to be a soft barrier. The expectation is that most, if not all eligible teachers should progress to Step 9.

Feedback from members who have completed the Step 9 process is that it is not difficult to complete.

The process involves the completion of a Professional Development Plan (PDP) and a meeting with the Principal or Preschool Director.

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This should not take a large amount of time and the meeting should be held within 14 days of requesting the meeting. Approval should be within seven days of the PDP being lodged.

Once completed you remain on the Step 9 classification level. There is continuity of appointment to Step 9 just like if you were on Step 8 on the salary scale.

Is the workload expectation of Step 9 teachers any higher than that of Step 8 teachers?

The professional development and mentoring (if undertaken) for Step 9 should be planned so as to have minimal impact upon your overall workload and be incorporated into your general duties where possible The workload of Step 9 should not be greater than that of other teachers and should be no greater than the workload of a Step 8 teacher.

The key component of the PDP is identifying the professional development that you will strive to complete.

If you want, this can be the normal PD that the school provides through student free days. The professional development should be consistent with the specific teacher’s role and must be

negotiated.

Do I need to mentor others?

Mentoring only needs to occur where such opportunities are available and then how it occurs must be agreed with the teacher. It should be noted that Step 9 is not a leadership position and Step 9 teachers do not take on the role of line management or performance support. PDPs often do not include mentoring.

If mentoring is included in the PDP then it must not impact on upon your overall workload.

Who can apply for Step 9?

Step 9 is available to any teacher on Step 8 who has completed 207 duty days. You can apply one month before you have completed 207 days at Step 8.

The progression though will not occur until you have completed 207 days at Step 8.

As Step 9 is available to all Step 8 teachers this includes: • Part-time teachers • PRTs and Itinerant teachers • TRTs • Contract teachers • Teachers on maternity leave. continued over page 3

B RA NCH S ECR E TA RY ’S R E PO RT Can my school develop its own processes for Step 9 and have different expectations and criteria for Step 9?

No. The procedures for progression to Step 9 are contained in the Enterprise Agreement. Schools and preschools must follow these procedures and cannot develop alternative processes.

The Step 9 process does not require any material not specifically identified in the Enterprise Agreement to be provided by a teacher.

The teacher cannot be required to provide additional material or undertake other activities not specifically identified in the Enterprise Agreement.

As a contract/TRT teacher will I get less work if I am on Step 9 as I will cost the school more?

Schools and preschools are charged the same rate for teachers no matter what step they are on. A teacher’s salary step is not a consideration for schools or preschools in the selection or engagement of staff.

Do Step 9 teachers have to complete a new PDP annually?

No. However, the Principal or PSD or their delegate will meet with the teacher to conduct an annual review of the PDP. This should be by way of a professional conversation as part of normal performance and development discussions.

Do I have to participate in the ‘Step 9 annual review’ as outlined in the Enterprise Agreement if I am on Step 9 due to fallback from a leadership position?

No. The annual review is only for those who applied for Step 9.

A teacher who is paid at Step 9 due to fallback from a leadership position prior to October 2010 is classified as a Key Teacher Fallback and paid a salary equivalent to Step 9.

An eligible teacher who has fallen back from a leadership position since October 2010 is classified as a Key Teacher Fallback and paid a salary equivalent to AST2.

If the Principal/Director denies my Step 9 application can I appeal?

Yes. There is a grievance process for issues surrounding Step 9. The AEU has a separate information sheet on this matter which can be obtained by calling our Information Unit on: 8272 1399 between 10.30am and 5.00pm, Monday to Friday. n

Collectivism is at the heart of professionalism AEU Branch Secretary Leah York says we improve our profession and our working conditions by acting together.

• Guaranteed levels of Non-Instruction Time in schools.

“The success of the public education system depends on our professional and industrial collectivism …”

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ollectivism is at the core of our union and is the means through which we fight for fair pay and conditions, and secure resources that improve the outcomes for public education.

Clearly our collective bargaining power has resulted in improvements in salary and working conditions – through enterprise bargaining negotiations, dispute resolution processes and by taking industrial action.

Although an enterprise agreement does not always include everything we seek, many entitlements and improvements have been gained through our collective action. We may take these for granted, but the following are basic examples of our collective successes: • Salary levels that are significantly higher than the safety net awards that underpin our negotiated enterprise agreements • Paid maternity leave of up to 20 weeks • Allowances and incentives • Workload protections through increased resourcing in preschools and schools • Improved benchmark hours of instruction and assessment in TAFE • More leadership time for preschools and schools • Enhanced provisions for meal breaks

However, as we are acutely aware, our profession has more at stake than our salaries and working conditions. The success of the public education system depends on our professional and industrial collectivism, which directly improves and benefits the learning conditions and educational outcomes of children and students.

At a national level, we are fighting for Universal Access to 15 hours of preschool, Gonski needs-based funding and proper funding for a quality TAFE. Our collective campaigning on a national level is imperative to their success, and the resultant enhancement of our social capital.

At a DECD systems level, we have achieved improved resourcing to sites such as increased Students With Learning Difficulties (SWD) grants, increased leadership time, preschool admin time, indexed ICT funding and strengthened consultative practices. In TAFE, we have ensured that Instruction and Assessment hours are properly benchmarked to enable quality delivery and that modes of employment are clearly defined. These wins directly impact on students’ learning experiences and outcomes.

At a site level, our collectivism is imperative in ensuring our professionalism is respected. In sites where AEU subbranch secretaries and AEU reps are valued and provided with an adequate time allocation to properly consult and negotiate, industrial disputation is reduced because the professional opinion of educators is respected and acted upon.

The research of Professor Howard Stevenson (University of Nottingham) focuses on ‘Unionateness’ as central to professional identity. His work, across several continents, demonstrates that industrial and professional rights and responsibilities are intrinsically linked, and are strongest when all classifications of educators – practitioners, support staff and leaders – work together.

Essentially, being a unionist is at the n core of being a professional.

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PE N A LTY RAT E S CUT

1SA Unions President Jamie Newlyn from the MUA prepares to address members from at least ten unions who protested cuts to penalty rates on March 9.

Photo: Craig Greer

Wages attack affects us all AEU Organiser Matt Coffey says education workers should be as concerned as anybody about the recent decision to cut weekend penalty rates.

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s most members will now be aware, as a result of the Fair Work Commission’s decision to slash Sunday and public holiday penalty rates, 700,000 people working in retail, hospitality, fast food and pharmacy will be faced with a significant cut to their pay as of July 1 this year. In the face of widespread public disapproval, why should we be concerned? How will it affect those of us working in education and what makes us immune from similar decisions?

Why should we care?

At some stage in most of our lives, we’ve had to scrape through. Most of us know what it’s like to live week-to-week and have our food, entertainment and lifestyle choices dictated by what money we do or do not have coming in. Whether it is about trying to get yourself through university or supporting a young family, our income is clearly fundamental to how we live our lives.

Depending on which sector you work in and your classification within that sector, the Fair Work Commission deci8

“The very principles of Gonski needs-based funding have been undermined by the decision to cut penalty rates.” sion reduces Sunday and public holiday penalty rates closer to those paid on a Saturday and Sunday respectively. This cut means thousands of Australia’s lowest paid workers will now have even less to get by. This will impact on our friends and family, but also the parents of the students we teach and support.

As teachers, leaders, SSOs and AEWs, we are all too aware of the significance that socio-economic disadvantage plays in the classroom. Cutting the take-home pay of our lowest paid workers will only serve to deepen this social inequity, ensuring it is more difficult for families to engage within school communities, cover the costs of education, and send kids to school with their basic needs met.

How can we expect parents to ensure their kids are well-fed, well-rested and receiving the love and extra learning support at home, if they have had to take on a second or third job just to get the bills paid?

The very principles of Gonski needsbased funding have been undermined by the decision to cut penalty rates. It will serve to further entrench disadvantage and limit our ability to adequately cater for the needs of the students we teach.

How will it affect us?

Clearly, the education community does not receive penalty rates. We are not directly affected, but our kids working at Coles on the weekend might be.

Our part-time members and colleagues with a second job might be as well.

Many AEU student members working in hospitality and retail in order to sustain their studies will also be at risk.

Cuts to wages present risks to all of us, both professionally and as citizens.

The argument from the employer continued over page 3

OBITUARY groups pushing the cuts has been on baseless assertions that it will allow for greater opportunities for employment.

The member for NSW seat of Gilmore, Ann Sudmalis, even praised these cuts as ‘a gift’ for young people (Illawarra Mercury, Feb 2017). However, basic economic theory suggests that when we earn less and our disposable income decreases, in relative terms, we are forced to spend less; the effect on local economies and businesses could be devastating. Ironically, this would in fact result in those employers, no longer required to pay penalty rates, being able to offer fewer employment opportunities rather than more. In a recent news.com.au poll (March 2017), 57% of respondents believed that cuts to penalty rates would result in increased profits, while a mere 24% said it would contribute to greater employment opportunities.

So, with that in mind, what is stopping further cuts to wages, especially for the remainder of the 4.6 million workers in this country who currently benefit from penalty rates? And, what about us?

How is the education community immune?

We’re not. Obviously, moves to wind back our workplace rights won’t be in the form of reductions to penalty rates but we should remind ourselves about the considerable gains to conditions and entitlements that AEU members have fought for and won in the past.

What happens should they come under attack? The vast improvements to our conditions, in such areas as face-to-face teaching time, class sizes, conversions to permanency and salaries, could be at risk in the future.

To ignore what’s happening in other industries and let ourselves think that this war on workers will stop at penalty rates, would be foolhardy. Make no mistake, the only way we can beat these attacks is by standing together as active members of our Union, just as we’ve done for the past century.

Despite our success as a strong, effective, campaigning union we must continually remind ourselves that this is an attack on some of our lowest paid and most vulnerable workers. It is a decision that disproportionately affects young people and women. We should be outraged. n

Farewell to an SSO champion AEU Lead Organiser Anne Beinke and SSO Consultative Committee members pay homage to Anne Nutt, who recently passed away after a long illness.

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n Friday March 3, a valued member of the AEU was buried. Anne Nutt was the Sub-branch Secretary at Booleroo Centre District School and had been on extended sick leave whilst battling what sadly turned out to be a terminal illness. Anne faced this battle as she approached life – with courage, tenacity and passion.

Anne was an IT Manager (SSO3) at Booleroo and I had the privilege of working with her as the country-based Organiser for the area. She was inspiring! She had a strong belief in fairness, equity and transparency and ensuring that hard-won entitlements were not lost because proper processes were not followed at the school. She had a couple of quite difficult situations to work through over the years but she never gave in until the situation was resolved, always checking her facts and working through due process. She would ring for support and advice but she was the warrior at the coal face, urging her fellow members to stay strong. Anne was a champion, and a shining example to others.

Anne became a member of the SSO Consultative Committee in 2008 and then in 2014 she became the SSO representative on Branch Executive. She was tireless in her efforts to get the best for SSO members. She was also a delegate on Branch Council for many years, a WHS and PAC rep. At her funeral, her daughter described Anne’s delight when she told her she had finally joined the union. She will be sadly missed by her husband Keith, daughter Sam and son-in-law Josh.

She will also be sadly missed by her large number of friends and work colleagues, and me! Rest in peace my dear friend.

Anne Beinke, AEU Country Organiser “Anne was a passionate debater, who would always speak her mind during discussions. Although her work had led her to an IT focus, she was keenly aware of issues affecting SSOs working in classrooms, Special Ed, Finance and particularly around involvement with the PAC. Anne also became the SSO Representative on AEU Executive where she upheld the values of democratic decision-mak-

ing. I’d like to describe Anne’s tenacity as that of a little Fox Terrier – small, but determined; once she got her teeth into an issue, she would never let go. We will all miss her friendship and her valuable contribution to all SSOs through her efforts.”

Katrina Hanlin, Pt. Augusta West PS “Anne Nutt was a passionate advocate for the rights of SSOs. Anne firmly believed that representing the SSOs on various committees within her school, local area, on the SSO Consultative Committee and on the AEU Executive was imperative to dispelling myths about the value of this group and in fighting for equal rights within our education sector.

The successes that SSOs have enjoyed were hard fought by Anne who voiced the concerns and inequities until they were addressed. Committees are only as strong as the people who serve on them – Anne at her school site as well as on various committees epitomised the value of having SSO personnel raising matters of concern. The SSO Committee acknowledges the contribution that Anne has made to improved conditions for nonteaching personnel in South Australia.

The lively discussions that Anne engendered on SSO matters will be sorely missed. We thank Anne for having the courage to raise SSOs issues and to campaign until they were resolved.

Anne will not be forgotten.”

Matoula Potiris, Marden Senior College n 9

N EW E D U C ATO RS

I’m going to Conference!

The AEU Journal’s Sue Fenwick recently caught up with members who are attending the New Educators’ State Conference on May 12 & 13.

Respect

Find out what it means to me

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t books out quickly every year, and it’s no wonder. The AEU New Educators’ State Conference is a fantastic event for anyone in their first three years of teaching.

FERN HUDSON Windsor Gardens B-12 School JOURNAL: When did you graduate?

FERN: I graduated in 2015 and have been working at Windsor Gardens B – 12 since the beginning of 2016.

This year I’m teaching Home Economics and Media Arts to senior students.

JOURNAL: What are you looking forward to at the conference?

FERN: I want to network with other new graduates and I am hoping to get some extra ideas about classroom management.

JOURNAL: Why did you join the AEU and why is union membership important?

FERN: I have been a member since I was a student. I believe in unions and come from a union family. I believe in the power of the people. If you are not part of it you can’t then complain about your working conditions.

SARAH EDWARDS Roxby Downs Area School JOURNAL: When did you graduate?

SARAH: I graduated at the end of 2016 and have been working at Roxby Downs since the beginning of the year. I am teaching senior Science, Chemistry, Physics and Maths and have my own home group.

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2017 NEW EDUCATORS’ STATE CONFERENCE

JOURNAL: What are you looking forward to at the conference?

SARAH: I have heard it’s a great conference. It will be good to know that I’m not the only one dealing with new educator issues. I’m looking forward to being in the same room with people experiencing the same things and picking up some new strategies.

JOURNAL: Why did you join the AEU? Why is union membership important?

SARAH: Initially I joined as a student to get access to training and other benefits. Now that I am a full member, I can see how useful the union will be in representing the different needs of remote area educators.

GREG DUNN Fisk St Primary School Whyalla Norrie JOURNAL: When did you graduate?

GREG: I graduated at the end of 2015 and was lucky enough to have a job to go to the following year here in Whyalla. I’m teaching a Year 3/4 class this year.

JOURNAL: What are you looking forward to at the conference?

GREG: I went last year! It was an amazing experience and this time I want to be able to dig deeper. The speakers were inspirational – I felt like I was in the right place.

JOURNAL: Why did you join the AEU? Why is union membership important?

GREG: The union is vital in keeping the balance between the worker and the government. It’s great to be part of a union in case anything goes wrong, and it’s tax deductible!

FRIDAY 12 MAY SATURDAY 13 MAY 9.15am – 4.00pm

9.15am – 2.00pm

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

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses or email Ann Clarke on: aclarke@aeusa.asn.au

ELLIE BALDWIN Watervale Primary School Clare JOURNAL: When did you graduate?

ELLIE: I graduated in 2015 and worked as an Early Childhood Teacher in childcare in Port Pirie last year. I now have my own Reception – Year 1 class in Clare.

JOURNAL: What are you looking forward to at the conference?

ELLIE: It is valuable to go to anything on offer. There is so much to learn – especially so early in my career. I’m sure whatever is presented will be of great value.

JOURNAL: Why did you join the AEU? Why is union membership important?

ELLIE: I joined as a student with many of my friends. I have kept up my membership because of the support the AEU provides. It’s a great way to keep up-todate with new things – courses, news and information. continued over page 3

E A RLY CH I LDHOO D

SARAH GOODE Lucindale Area School JOURNAL: When did you graduate?

SARAH: I graduated in 2014 and started my first position in the second part of that year. I teach Year 5 students.

JOURNAL: What are you looking forward to at the conference?

SARAH: I went to the conference last year and loved it! I learnt so much. It was great networking with people from all over SA and to be with like-minded people who are all in the same boat. It is very well organised.

JOURNAL: Why did you join the AEU? Why is union membership important?

SARAH: It is important to know that there is support. I can always call on the people at the AEU. It also offers a lot of courses that are actually linked to what we need to know and don’t necessarily learn at university.

MADDIE HUNTER Memorial Oval Primary School Whyalla Playford JOURNAL: When did you graduate?

MADDIE: I graduated at the end of 2015 and was lucky enough to get a job here after my last placement in my degree and moved to Whyalla from Adelaide in 2016. I’m teaching a Year 4/5 class this year.

JOURNAL: What are you looking forward to at the conference?

MADDIE: Other teachers have told me how amazing the conference is. I missed out on going last year so got my application in early this time. I’m looking forward to learning more about behaviour management strategies.

JOURNAL: Why did you join the AEU? Why is union membership important?

MADDIE: After learning about the history of union work in a recent PD in the Pub, I want to support the union who supports us. I come from a family of teachers who all encourage me to participate. It also offers so many good professional development programs. n

Permanency in preschools? You bet!

AEU Early Childhood Organiser Emma Lowe outlines how permanency can be a reality for preschool staff.

S

ecure employment matters. It matters for the preschool trying to plan for lasting improvement and growth. It matters for the children we teach that deserve consistency and the opportunity to build genuine relationships with their educators. It matters for the individual trying to plan a life and build a career. As a teacher in a preschool, you have access to permanency.

In 2014, the AEU successfully negotiated a new policy for the Recruitment and Selection of Teaching Staff in Preschools. This policy allows preschools to declare and advertise permanent vacancies. It was a significant change from the previous longstanding closed policy in which almost all vacancies were only accessible to existing permanent teachers. The new policy was an AEU win for employable teachers working in the early childhood sector.

So, how does it work?

1. Site (preschool workgroup) identifies and describes an ongoing vacancy.

• Centrally managed appointments occur • Eligible country preschools convert eligible teachers to permanent.

Stay informed • Attend an upcoming DECD Recruitment and Selection Information Session • Check DECD Jobs in Term 3 for the advertised vacancies and apply for jobs • If you’re on contract, why is it the case? Could the position be made permanent? Ask the question • Is your teaching position fully or partially funded via Universal Access?

This is tricky as this funding source is due to expire at the end of 2017.

But do not give up!

Permanency is a possibility for teachers working in preschools, but it does not happen automatically. Members need to understand the staffing processes. Be an active participant in declaring and applying for vacancies.

And continue to campaign for secure n funding for preschools.

EVERY CHILD DESERVES 15 HOURS OF PRESCHOOL

2. Vacancy is advertised on DECD Jobs.

3. A panel is formed and makes recommendations.

4. Successful applicant is appointed.

This is a general summary of the process. Members are encouraged to access the full policy and procedure documents from the DECD website or contact the AEU Information Unit Weekdays, 10:30am – 5:00pm on:

8272 1399

Participate in the AEU campaign to ensure Universal Access funding becomes permanent. This will help create many permanent jobs across the sector. Go to our campaign page (link below 5)

AEU078 ProtectPreschool Postcard 100x140 v3.indd 1

13/01/2017 9:46 PM

Sign our petition to stop funding cuts:

8: www.protectourpreschools.com.au 11

I N FO G RA M: S ECU R E E M PLOYM E NT C A M PAIG N

SECURE OUR JOBS

CONVERSION PROCE

This flow chart describes the process for conversion of contract teachers to permanent employment as part of the AEU’s Secure Our Jobs campaign. This process is described in the DECD Policy for the Recruitment and Selection of Teaching Staff in Schools, 2013, p.6 Conversion to permanency.

APPLY PERMANENCY CRITERIA SIGN UP NEW MEMBERS

IDENTIFY ALL STAFF ON CONTRACT COMPLETE AEU “TEACHING STAFF AUDIT SHEET”

Background photo: Loxton Primary School teachers Kara Haslam and Katie Wheeldon with staff who supported their conversion to permanency. Article from AEU Journal 01/2017 pp 12–14. Photo: Karen Jericho

IDENTIFY AEU MEMBERS ON CONTRACT (Recruit non-member contract teachers)

• Position identified as ongoing.

• Incumbent appointed through established recruitment process.

• Occupied position for two years.

• No PTR teachers who match vacancy.

• Incumbent shows satisfactory to strong performance.

COMPLETE AEU “INDIVIDUAL CRITERIA CHECKLIST SHEET” FOR EACH CONTRACT TEACHER

SS TO PERMANENT EMPLOYMENT Further similar reference is made to this process in the DECD Procedures for the Recruitment and Selection of Teaching Staff in Schools, 2013, p.6 Conversion to permanency. Members are encouraged to work with their sub-branch and AEU PAC Rep. For further information and support, call the AEU Information Unit: 8272 1399 | 10:30am – 5:00pm weekdays.

CATEGORY 3 – 7 SCHOOLS MAY REFER ENDORSEMENT TO “POSITION TENURE REVIEW PANEL” HOLD A SUBBRANCH MEETING AND ENDORSE CANDIDATE FOR PERMANENCY

AEU PAC REP PUTS SUB-BRANCH ENDORSEMENT TO THE PAC FOR RATIFICATION

“THIS SUB-BRANCH ENDORSES:

“THIS PAC AGREES THAT:

(Name)

FOR CONVERSION TO PERMANENCY” • Moved • Seconded • Carried

PRINCIPAL RECOMMENDS PERMANENCY TO DIRECTOR WORKFORCE MANAGEMENT

(Name)

MEETS CRITERIA FOR IMMEDIATE CONVERSION TO PERMANENCY”

SECURE OUR JOBS

8: www.aeusa.asn.au

For further info on how you can get involved go to

UPDATE: ENTERPRISE BARGAINING 2008

Teaching a new and exciting challenge Recent graduate Alex Brindal tells the AEU Journal about life as a new educator.

JOURNAL: Alex, this is your first year of teaching, how is it going so far?

ALEX: I think I’ve got my head above water; it’s been a big learning curve.

Getting to know two schools and their processes, reading and implementing SACE curricula and VET training … there have been times I’ve felt overwhelmed, but supportive staff have brought me to where I am now – having enough time to do an interview.

JOURNAL: When did you decide you wanted to be a teacher, has it been something you grew up thinking about or is it a more recent decision?

ALEX: Teaching is a family profession, I’ve seen how hard it is, and I’ve seen the positive impact it can have on students; my parents are still in contact with students decades after teaching them. In my previous profession I would create many digital and non-digital things, they might get awards, but would ultimately be lost to the ether of ‘once pretty’ or ‘once useful’. While I enjoyed the work, the positive impact I made on society was at times barely visible. When it came to ‘move up the ladder’, rather than managing up to 10 awkward unchanging ‘adults’, I decided I’d rather manage a class of 30, awkward changing young adults.

JOURNAL: It’s a pretty tough gig, you could have done anything – got a paper run, made coffees for Peel Street hipsters, or gone into politics… so why teaching?

ALEX: The political landscape in 2014 with Masters requirement and potentially impossible debts for higher education gave me a bump to start my transition. I already have done pretty much anything – from being a kitchen-hand to working for an international advertising agency over the top of those hipster cafes in Leigh Street! However, education has always been part of my life, 14

“I know great educators can make big money in other jobs ... offering permanency is the best way to successfully retain those great teachers.” and until I ‘became’ a teacher, I’ve done mentoring and tutorial writing for a university, I’ve trained many junior web developers, and worked with countless clients on everything from turning on their computer, to making an awesome glutinous rice cake. The transition has been very natural for me – all I’ve done is formalise my work as an educator.

JOURNAL: The statistics show that too many beginning teachers, particularly those who lack support networks, are leaving the profession within the first five years. What do you think beginning teachers need in order to be successful?

ALEX: Depends how you measure success. I took a significant pay cut coming into this profession. I know great educators can make big money in other jobs, so I would say offering permanency is the best way to successfully retain those great teachers. Five years of back-to-back contracts make it easy to be lured elsewhere. In addition, it’s important to find a good, positive and realistic mentor to remind early career teachers that we can’t do everything, and to support us when we are asked to do everything.

JOURNAL: You’ve got some impressive skills you can pass on to students, can you tell our readers a little about what you teach?

ALEX: I call myself an ‘other subjects’ teacher. This year I’m teaching Media Stage 2 and a VET course, Stage 2

Design and Technology, 9-10s with 3D printing and VET Design courses – it’s a complicated load, but variety is the spice of life! I believe my skills reflect my experience and interests, which are a result of being an older early career teacher. I look forward to teaching more coding, cooking, woodwork, textiles and art in future!

JOURNAL: Why did you join the AEU? Let’s face it, some people join up because their friends do, or because they want the legal protection, or to get access to the wide range of professional development on offer, what inspired you to join and get involved?

ALEX: I’ve worked in private industry where I could only access generic and very expensive unions which didn’t understand my job. It was tough; I had to get a new job to get a pay rise, and if things were tough the advice would be “get another job”. It’s nice to be part of something bigger, with people who are passionate about their profession and want to make it better together. The PD, events, getting a trip to the Young Educators Conference in Perth last year, are all awesome too! I’ve joined some AEU committees and helped out where I can as well, because “unions need ‘u’”.

JOURNAL: Alex, thanks for chatting and best of luck with your teaching career.

ALEX: Thanks for giving an early career teacher a soapbox! n

New Educators

NPUBLIC EW E D UEDUCATION C ATO RS - PROF I LE WEEK

New Educators

N EW E D U C ATO RS

REDBOOK: the AEU survival guide for New Educators AEU New Educators Organiser Ann Clarke says you should get a copy.

S

tarting out as a New Educator can be pretty rough.

From trying to find work to setting up a classroom for the first time to knowing you actually have some rights. It’s a lot!

What if I told you the AEU has something that could help? That’d be awesome, right? Well guess what, the AEU has something that can help.

REDBOOK!

Back in 2010, a group of New Educator AEU members approached the AEU with the idea of creating a resource for New Educators, by New Educators. As you might have already worked out, there’s a whole bunch of ‘stuff’ that no one really tells you about, or if they do they may as well be speaking another language for all the sense it makes.

This enterprising group were fed up with their friends and colleagues not being able to access the information they needed, so they set about creating the first Redbook.

Since then, Redbook has undergone a couple of revisions, the most recent of which encompasses the changes in the 2016 Enterprise Agreement. New Educators have always been the drivers of Redbook, participating in the latest revision with the ‘here and now’ understanding that fades away as you become a more experienced teacher.

So what exactly is in REDBOOK? You’d probably get a shorter answer if you asked what isn’t in there. It covers industrial, professional and wellbeing topics from NIT, class size and leave entitlements, to hints on setting up classrooms and writing NEPs right through to looking after your mental health.

Here’s a teaser: STOP! COLLABORATE AND LISTEN Are you going to spend all your precious downtime planning and programming when you could be spending it with friends and family or doing something you love? Hell no!

Look after your wellbeing – after all you wouldn’t leave a child to muddle on with work on their own so don’t do that to yourself. No one wants to waste time re-inventing the wheel. You are not super-human and neither is anyone else.

A teaching mentor (or buddy) is a wonderful support for beginning teachers or experienced teachers new to a site. A mentor teacher can answer all of those questions that you may be afraid or unable to ask those higher up the leadership ladder.

Experienced teachers have gone through being the ‘newbie’ and survived – ask them how they coped and where they found their inspiration.

• Seek out friendly faces in your workplace and ask them how they manage to be so organised (flattery really opens hearts) • Express enthusiasm for your colleagues classroom layouts, the quality of the students’ work they display and ask their opinion on what you have planned or need to plan • Seek a buddy to plan and program with by sharing your ideas and suggesting you make it a regular social event to reduce everyone’s workload.

Shared planning can ensure holidays are real holidays.

So, does Redbook sound like something that could be useful to you or

“A teaching mentor (or buddy) is a wonderful support for beginning teachers or experienced teachers new to a site.” someone you know?

First things first, to get you hands on a copy, you need to be an AEU member.

Obviously you already are (hey, you’re reading the AEU Journal after all) but are all your New Educator friends?

1. They are? Awesome! You can all flick a quick email to:

ann.clarke@aeusa.asn.au and request a copy.

2. They’re not? Less awesome, but not insurmountable. Let them know how amazing Redbook (and the AEU in general) is, hand them a membership form and make sure they send it in.

Once they do, they can request their very own copy of Redbook.

It’s really that simple!

n 15

SCHOOLS FUNDING

VICE PR E S I DE NT ’S R E PO RT

Australian schools underresourced

Safe to Teach – Safe to Learn?

More than half of Australian students are in schools where maths and science teaching are affected by resource shortages, the latest international data shows.

The PISA and TIMSS data released on March 15 also confirms that resourcing makes a difference, with Year 8 maths and science students in adequately-resourced schools performing significantly better than those in under-resourced schools.

The data also showed that staff shortages are six times more likely to impact students from disadvantaged backgrounds, and these students are three times more likely to be at a school where poor infrastructure impacts on learning.

AEU Federal President Correna Haythorpe said that the findings were more evidence for Gonski needs-based funding to ensure all schools had the resources they needed.

“Australian schools are significantly under-resourced and that is affecting student performance. Malcolm Turnbull’s plan to scrap Gonski needs-based funding after 2017 means that many schools will never reach the resource standard they need for their students,” Ms Haythorpe said.

“We need to know which students Malcolm Turnbull wants to miss out on the support and extra programs Gonski funding is already providing.”

The data confirms that the gap in results between students from advantaged and disadvantaged backgrounds in Australia is the equivalent of around three years of schooling.

Ms Haythorpe said the data also shows the dramatic gaps in resources that are contributing to this.

“This is a stunning demonstration of how under-resourced our schools are and how these shortages add to the barriers facing disadvantaged students.

Gonski funding is making a difference in thousands of schools, but two-thirds of the extra funding in the Gonski agreements is due to be delivered in 2018 and 2019.”

“We need this investment to address past distortions in funding which saw the biggest increases in resources go to the schools which needed them the least.”

Between 2009 and 2014 total recurrent government funding per student to public schools rose by 14.6%, while funding to private schools rose by 30%. n 16

AEU Vice President Dash Taylor Johnson discusses workplace health and safety Physical, emotional, psychological – our wellbeing is challenged every day simply by being alive. We identify risks, assess risks and act accordingly but how important is your safety at work? Where on a scale of 1 – 10 do you place it? What about your colleagues?

What about our employer?

The main object of the WHS Act 2012 is to provide for a balanced and nationally consistent framework to secure the health and safety of workers and workplaces by: “Protecting workers and other persons against harm to their health, safety and welfare through the elimination or minimisation of risks arising from work.”

And we have health and safety representatives (HSRs) in every site to observe, listen, discuss and act on your behalf.

But they can’t be everywhere, and they rely on you to support them in this role.

Every site will have a process for reporting ‘near misses’ and every site will have a committee that meets each term. But what systems do you have in place for your HSR to be aware of what’s going on (or not). The EA 2016 Clause 3.6 is solely dedicated to WHS with 3.6.10 all about release time as determined by the PAC. Federally, our stance is clear: The AEU is committed to ensuring that public education environments are safe for our members and free of violence. The AEU will advocate for the resources that teachers and principals need to support students who display challenging behaviours including support networks and strategies for teachers working in challenging environments. The AEU will vigorously respond to disrespect for public education and the teaching profession, which underpins many instances of occupational violence. (Defending and Enhancing the Profession across the Sectors – AEU Federal Conference Report February 2017) But what does this mean for us? In 2016, there were several indicators that our health and safety was being recognised as an area for greater investment but the pace of change is slow. In April, all HSRs were invited to be part of a day

long Learning Exchange, led by an independent facilitator; a follow up session was scheduled and subsequently cancelled. The Learning Exchange did produce a report with many recommendations and by the end of the school year these were shared for comment. One potential outcome is an enhanced consultative structure, and we look forward to being a part of it.

At a systems level, an employer WHS peak advisory group has been established with union representation and like the site based HSR, the challenge of doing this as authentically as possible relies on our own structures. Along with our WHS Standing Committee, the recently launched HSRconnect@aeusa.asn.au are two important communication mechanisms.

Members had an opportunity to be a part of a new consultative structure and risk review teams, with the first based on Assaults and Threats of Violence. Over three sessions, participants identified causes, consequences and controls designed to minimise or mitigate the risks; a series of ‘treatments’ have been developed and we now have another opportunity to provide feedback prior to implementation.

To complement this, regular meetings with our employer have begun solely with a WHS focus. Issues are discussed and some resolved but again, this takes more time than we would like. Consultation, however, isn’t a fast-tracked process and what is important is that it does occur. Another indicator of the increased recognition of worker safety is the ability to individually report an incident online.

Significantly, the AEU SA Branch has been developing a collection of resources that support the safety of your work.

Safe to Teach – Safe to Learn is an online resource that is guided by your needs. At our AEU WHS conference on April 21, this will be unpacked in detail and there is no doubt that safety and security can not be compromised. Your workplace as a building site? Professional bullying? Anxiety?

There’s far more to WHS than physical injuries. See you there.

TOGETHER WE ARE STRONG.

n

8: tchampion@aeusa.asn.au

RU NMNEIN’S WO NG HFOCU E AD S

International Women’s Day 2017 #BoldForChange AEU Women’s Officer Tish Champion writes ...

B

y the time you read this journal, the dust will well and truly have settled on Week 6, Term 1. For many AEU members this is International Women’s Day (IWD) week. A week to celebrate: Women! Life! Achievements!

Balance! Hope! Praise! Support! Gratitude! A week to challenge: Fairness!

Equity! Violence! Stereotypes! Injustice!

Discrimination!

During this week the WIMDOI (Women in Male Dominate Organisations and Industries) conference was held at the CEPU and it began IWD with a wonderful breakfast that I attended. At this breakfast we heard guest speaker Pam Gurner-Hall speak about the death of her life partner on the site of the new RAH in 2014 and her struggle ever since to get justice for him, for herself and for

all who have lost their lives on worksites. Pam is definitely being #BoldForChange as she continues to demand answers and fight the system that let her partner Jorge Castillo-Riffo and many others down.

We are surrounded by strong women every day but strong women cannot do it alone. IWD is a reminder for us that while it may appear that we have it pretty good here in Australia, scratch the surface and we find that we are still a long way from true gender equality and until we all put our hand up and be #BoldForChange we will never truly get there. n

7 From left: AEU Women’s Officer Tish Champion, recipient Lily Atkinson, Hon Steph Key, recipient Lydia French and teacher Colleen Tomlian.

AEU honours inspirational woman – JEAN PAVY AWARD

E

ach year, the AEU chooses the week of IWD to hold the annual Jean Pavy Award ceremony. Jean was a courageous AEU woman who fought many battles but is remembered mostly for her Equal Pay campaign in the late 1950s. After overcoming opposition from within her own union, Jean and her team finally won equal pay for teachers in South Australia in the mid 1960s. Imagine living in a time when women teachers, young teachers and the Arts and Crafts teachers earned less than others for absolutely no justifiable

reason. Thanks to Jean and women like her, this is not our reality. Step outside of education, however, and women all over Australia are still experiencing this level of discrimination in the form of their weekly pay.

This year, on March 9, the day after IWD, Lily Atkinson and Lydia French from Mitcham Girls High School were presented with the Jean Pavy Award in a ceremony held at the AEU. This is the 21st year that the AEU has acknowledged the achievements of public school students and teachers with this Award.

Guest speaker, the Honourable Steph Key, spoke about her journey as a woman working in male dominated organisations and industries and how she was treated differently for just being a woman. She spoke about the importance of those who have a voice being Bold For Change. She presented the two Jean Pavy recipients with their awards, commending them on their achievement in a very worthy subject.

LYDIA FRENCH said in her speech, “Women’s Studies for me, was not just another school subject, not facts to remember, not stories to analyse and not names to forget. These were women who made the opportunities in my life possible ... I am currently undertaking a Bachelor of Arts degree under the High Achievers program at Flinders University where I am majoring in both Women’s Studies and History.”

LILY ATKINSON shared, “I walked away from Women’s Studies with a far broader knowledge of women throughout history, and my own place in that world...

Women’s studies isn’t just about the study of legal inequalities and the history of women’s rights, but on a broader scale it taught me to critically examine the world around me, and understand the various privileges and systems of oppression that exist to ensure the subordination of many, based on gender, race, disability, sexuality…” n 17

WOMENS FOCUS CONT.

“We cannot all succeed when half of us are held back.”

Malala Yousafzai

IWD March AEU staff and members took part in the IWD march on Wednesday March 8.

There was an excellent crowd this year, with a particularly high number of United Voice members wearing their pale green t-shirts after walking off the job that very day demanding fairer pay. It was a privilege to walk with these brave women and men who just that day had been #BoldForChange.

An article in the Sydney Morning Herald on IWD indicated that the male dominated industry of metal fitters and machinists who have a Certificate III qualification earn about $37/hour while a childcare worker with a Certificate III earns as little as $20/hour. Further to that, the annual Gender Equity Insights report announced that the Pay Gap in Australia fell during 2016 by 0.8%. However, Australia continues to slide down the global gender index of countries compiled each year by the World Economic Forum. In 2006, Australia was ranked 15th but has since fallen to 46th out of 144 countries. In 2016 we are behind Rwanda, Philippines, n Nicaragua and Slovenia.

UNWomen IWD Breakfast International Women’s Day has been celebrated around the world for over 100 years. This was not a “humble beginnings” story with the very first IWD held in 1911 attracting over one

DID YOU KNOW? ... what the women’s colours of white, purple and green represent:

n WHITE for purity n PURPLE for dignity, self-reverence and self-respect n GREEN for hope and new life

18

1 WILD Women 2017!: Back from left: Bec Prior, Mandy Dempsey, AEU Coordinator Training & PD Sam Lisle-Menzel, Di Whitaker-Lockwood, Karen McFarlane, AEU Women’s Officer Tish Champion, Dana Cooke. Front from left: Jenna Campbell, Hannah Schuback, Sinead Peters and Deb Coad. million people in just four countries.

Since those early years, IWD has continued to inspire women in developed and developing countries alike to celebrate women, their achievements, and their right to equality.

Senator Penny Wong again hosted the largest IWD breakfast in Australia at the Convention Centre on Friday March 10 with over 2,700 seats filled. Eighteen AEU members attended the breakfast, including nine members who are taking part in the 2017 AEU Women In Leadership Development [WILD] program. Keynote speaker Julia Gillard shared her vision for creating gender equality by ensuring all girls receive an excellent education through the work of Global Partnership for Education. n

WILD 2017 This year, the AEU launched the 7th Women in Leadership Development [WILD] Course on Friday March 10 at the IWD UNWomen’s breakfast followed by day one of a four-day course at the AEU. The 2017 participants all agreed that starting the first day of WILD by attending the IWD breakfast was a fantastic way to begin a course about women stepping up into leadership. There are ten women taking part in the course this year and it was exciting on the first day to be surrounded by so many inspiring women who are all ready to be #BoldForChange by taking the next step in their leadership journey.

If you would like to know more about WILD or to register your interest for the 2018 course, please contact: Tish Champion or Sam Lisle-Menzel on 8272 1399.

“A feminist is anyone who recognises the equality and full humanity of women and men.”

Gloria Steinem

GENDER EQUALITY achieved at oldest golf club in the world!

Perhaps as a gesture of good will around IWD or perhaps in an effort to once again be allowed to host the British Open, Muirfield Private Golf Club in Scotland, which having been founded in 1744 is the oldest golf club in the world, recently held a successful ballot of its ‘men only’ members to allow women to join the club. This follows a previous ballot in 2016 which was voted down by members. Until now, women have only been able to play on the links course and visit the clubhouse as guests and visitors. n

U N ION TRAI N I NG A N D PRF E S S ION A L DEVE LOPM E NT PRO G RA M 2017

Union Training FOR MEMBERS ONLY

FOR ELECTED WORK HEALTH AND SAFETY REPRESENTATIVES AND SITE LEADERS

WHS Conference -“Safety in the Profession” Fri 21 Apr

9:15am – 3:30pm

[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.

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

[Holidays]

A one day conference for TRT and contract teachers with workshops on current issues including developing an AEU TRT Charter and applivation writing for teaching positions.

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

SUPPORT: Travel & accommodation.

FOR NEW TEACHERS

AEU New Educators’ Conference “Belonging to the Profession” DAY 1: Fri 12 May

DAY 2: Sat 13 May

9:15am – 4:00pm 9:15am – 2:00pm

[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)..

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.

SUPPORT: Relief, travel & accommodation.

FOR SUB-BRANCH SECRETARIES AND UNION REPRESENTATIVES

Workplace Reps Course 2 [repeat] [Metro Sites] DAY 1: Wed 17 May

9:15am – 3:30pm

DAY 2: Thurs 18 May 9:15am – 3:30pm

[Term 2 Week 3] [Term 2 Week 3

Country Workplace Reps Course [repeat] DAY 1: Thurs 1 June 9:15am – 3:30pm DAY 2: Fri 2 June

9:15am – 3:30pm

[Term 2 Week 5] [Term 2 Week 5]

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 recommend two members attend per site (who have not previously attended this training) 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.

Professional Development Safe Schools Workshop Wed 19 Apr

9:30am – 2:30pm

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 DAY 1: Wed 26 Apr

9:15am – 4:00pm

[Holidays]

DAY 2: Thurs 27 Apr 9:15am – 4:00pm

[Holidays]

DAY 3: Fri 28 Apr

[Holidays]

9:15am – 4:00pm

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.

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.

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.

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

[Holidays]

8: training@aeusa.asn.au 19

WO RKE RS’ CO M P E N SAT ION

W H S TRAI N I NG 2017

Loss of selfinsurance a major blow

SA Unions Health and Safety Rep training 2017

Following on from the slashing of workers’ compensation entitlement for injured workers and leaving SA with arguably the worst system in Australia, the State Government is now planning to give up its “selfinsured” status from 1 July 2017. All new claims by all public sector employees would be managed by Return to Work SA and its claims agents EML and Gallagher Bassett.

There are intriguing questions about why government would give up all the advantages of self-insurance and the connection between this decision and its future plans for Return to Work SA. It is widely speculated the government wants to make Return to Work SA more attractive to potential buyers and maximise any future sale price by including the public sector. That aside, the big question is what will be the impacts on public preschools, schools and TAFE? Clearly there will be a loss of experienced claims management staff who are familiar with public education in South Australia. There will be an increase in the cost of managing claims, less flexibility and control of HR outcomes, poorer return to work outcomes, additional accountability, workload and costs for sites, and greater disputation.

There is still no indication of how this decision will be implemented. For example, will sites be expected to pay a premium/levy based on their claims history?

Will sites have to fund the salaries of workers returning to suitable duties or undertaking “work hardening”? DECD has already indicated sites are likely to be “incentivised” (i.e. there will be financial penalties) around things such as meeting claim notification deadlines, and that there will be greater responsibility and accountability for site leaders.

Government decisions aimed at boosting Return to Work SA’s bottom line and making it more attractive to private buyers should not be allowed to impact negatively on sites. The AEU will be consulting with members and working with them to ensure the adverse impacts of this decision are kept to a minimum. n

Ed Grue AEU WorkCover Officer 20

Health and Safety representatives have an entitlement to HSR training.

The AEU recommends the following DECD specific courses 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 (split) Level 1 (split)

Level 2 Level 2 Level 3 Level 3

Aug 7 – 11 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 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

Australian Education Union SA Branch ELECTION NOTICE BRANCH EXECUTIVE OFFICER – SSO MEMBER

One Casual Female Vacancy The term of office for the Casual Vacancy for SSO Member of Branch Executive is until 31 December 2017. Nominations close with the Returning Officer, AEU, 163 Greenhill Road, Parkside 5063 at 5.00pm on Thursday, 1 June 2017.

In accordance with AEU Branch Rule 48(15) Branch Council will appoint the successful candidate in an election to be conducted at the Branch Council meeting on 3 June 2017.

Financial members in the SSO Sub-Division are eligible to nominate. 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

VICE PR E S I DE NT ’S R E PO RT Jan Murphy

Katrina Hanlin

Matoula Potiris

Libby Clift

SSO SPECIAL

AEU Vice President Jan Murphy and AEU members set the record straight on SSO conditions.

Myth: The AEU only supports teachers and leaders, not SSOs Mythbuster: KATRINA HANLIN SSO, Port Augusta West PS “I had hoped that this view was no longer the case, and that we had moved away from this notion. But I suppose if we don’t keep reinforcing this message, it will get lost as people retire or transfer. We really need active AEU SSO Reps (sub-branch reps) to bring home that message at site a level.

As a Sub-branch Secretary I was able to have regular conversations about what the AEU was doing, how it continued to fight for improvements for SSO wages and entitlements, what an empowering thing it is to belong to the AEU, and managed to get almost every SSO signed up as a member. We must keep informing members about AEU campaigns around SSO conditions as they are constantly being improved.”

The AEU has an SSO Consultative Committee for which any financial SSO member can nominate. The Committee plays a key role in developing our claims for Enterprise Bargaining, planning and running the annual SSO Conference and Support Staff Week actions and activities. The AEU employs an SSO focus Organiser and the SSO Handbook is produced to provide members with important information about your rights and entitlements as an SSO. Much has been achieved by the AEU and its members for SSOs, more recently the list includes pay over 52 weeks, access to Special Leave, permanency

conversions, a new recruitment & selection policy that provides for greater opportunities for permanency, support in reclassification appeals, an additional criteria based increment, and a new toileting allowance, to name a few.

Myth: SSOs aren’t included in decision making; they don’t have a voice on the PAC

Mythbuster: MATOULA POTIRIS SSO, Marden Senior College “Most decisions that are made and voted on in a school environment all impact on SSOs, therefore, it is important that the SSO voice is heard and their vote is also counted. The only way to ensure this happens is to raise these matters as an agenda item on the PAC. At a meeting at the beginning of the year, nominations are called for interested non-teaching staff members to serve on the PAC. This PAC rep acts as a conduit for SSO concerns to be raised in an appropriate, safe environment. Furthermore, any matters raised must be minuted and a written response given to the individual who initially raised the concern. Matters raised at our school via the PAC have included: • SSOs wishing to work on “school closure days” – SSOs are offered the opportunity to work in the District Office or at another school nearby (possibly in the same cluster). This was achieved after the matter was raised at a PAC meeting • Opportunities for upskilling existing personnel – training existing SSOs in

various areas of the school. This has now been seen as an essential need and SSOs are being given the opportunity to work a half day in another area of their choice on a fortnightly basis for one term.”

There is a position on your PAC for a non-teaching staff rep, an AEU rep and a staff/equal opportunity rep. SSOs can fill any of these positions. You can be very well represented in decision-making processes – make sure you get your voice heard. The AEU sent out an SSOs and the PAC poster to all sites at the start of the school year. Make sure yours is on display for SSO members to see!

Myth: SSOs don’t get a paid recess/morning tea break Mythbuster: LIBBY CLIFT Principal, Evanston Gardens PS “SSOs at our school are given a paid break at recess or lunch, depending on when they are working. If an SSO is on duty or has responsibility for an individual student and needs a break, we arrange for them to be relieved by another staff person, or sometimes I might need to relieve them so they can get lunch.”

Tea breaks are not an Award provision for any DECD school staff employees. However, it is expected that schools, in terms of long-standing custom and practice, will make arrangements to provide staff, including SSOs, the opportunity to have a tea break.

Tea breaks are paid breaks and therefore SSOs are not required to make up n the time.

21

COU NCI L DAT E S FO R 2017

NOT ICE BOA R D

Branch Council Meetings

Muriel Matters aka

Saturday, April 1 Saturday, June 3 Saturday, August 26 Saturday, November 11

TAFE Divisional Council Meetings Friday, March 24 Three more meetings for 2017 will be confirmed at the March 24 meeting.

MOUNT BARKER Eco-friendly Haven: Conveniently located, Contemporary design, Security Systems. 3–4 brms, 2 bthrms, 2 car garage, quality appliances, separate living areas, entertaining options. Solar system, filtered & rainwater tanks, garden shed. Built 2010.

T: 0413 050 227 (Kent) E: Kent@SextonGloverWatts.com.au

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 22

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.

Civics and Citizenship Knowledge and Understanding “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

TAFE SA MEMBERS 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

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

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

Members’ 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:

New, 4 BR, 2 bath, (2 x Qu, 2 x 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

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

ANCHORAGE BEACH HOUSE NORMANVILLE: Renovated 4 BR, 2 bath holiday home off Jetty Rd. Sleeps 10-12. 5% discount for AEU members. ID; s59 (Marjory St). T: 8558 2900

TEACHING RESOURCES: Retired teacher giving away Literacy &

VICTOR HARBOR HOLIDAY HSE: Maths stencil books. Suit Years

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

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

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)

3–4 Ring Pauline T: 0400 083 069 E: pnicholson52@hotmail.com

Advertise in Members’ Market for FREE!

TEACHING RESOURCES:

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

Retired teacher wishes to sell early childhood materials to beginning teachers. Books,

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