AEU Journal May 2021

Vol 53 I No 2

Official publication of the Australian Education Union (SA Branch)

May 2021

AEUJOURNAL SA

A voice for all Join up, join in and get active INSIDE: u Every

School Every Child: Commonwealth funding bias is core.

u Enough

is enough: Facing up to workplace sexual harassment.

AEU SA Journal – May 2021 | 1

20 years of Reconciliation Australia

National Reconciliation Week 2021 27 May – 3 June nrw.reconciliation.org.au #MoreThanAWord #NRW2021

PORT OF ADELAIDE NATIONAL TRUST PRESENTS

INTERNATIONAL DAY AGAINST HOMOPHOBIA, BIPHOBIA, INTERSEXISM & TRANSPHOBIA

MARCHING FOR JUSTICE A free public exhibition of trade union banners: old & new

10AM – 4PM SATURDAYS & SUNDAYS MAY 1 & 2; 8 & 9; 15 & 16 MARITIME UNION MEETING HALL 65 St Vincent St Port Adelaide Exhibition entrance Hare Street, between St Vincent and Nile Streets

PoANT MAY IN THE PORT

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DOWNLOAD THE SCHOOLS TOOLKIT

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: New educators, new AEU members at Reynella East College. See story page 8.

Photos: Tony Lewis

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The SSO Conference and Handbook are back.

The qualities teachers should aim to nurture.

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SSO NOTICEBOARD

Australian Education Union [SA Branch] 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 #3 July 2

July 21

#4 September 17

October 6

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

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EVERY CHILD IN EVERY SCHOOL

POWERFUL LEARNERS

COUNTRY REVIEW MISSES REALITY

Lara Golding links our federal and state campaign priorities.

What’s needed to live and work in the country?

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CAMPAIGN ROLLS OUT The public/private funding gap and how it impacts our classrooms.

SUCCESS IN WOMEN’S STUDIES Merit students honoured in Jean Pavy Awards.

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A VOICE FOR ALL Joining up, being heard and acting collectively.

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BUILDING UNION POWER New approaches in 2021 to growing the AEU.

ENOUGH IS ENOUGH

PLUS: 13 TAFE COURSE CUTS 13 AEU PANEL REPS 17 UNION TRAINING AND

The March4Justice rallies and initiatives to continue the struggle.

18 AN EFFECTIVE PAC 19 UNION NOTICES

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PROFESSIONAL LEARNING

AEU SA Journal – May 2021 | 3

S SO FOCU S

SSO Noticeboard Branch Vice-President Jan Murphy pins up a collection of items of interest to SSO members.

Huge win for SSO member

SSO Consultative Committee

Anne Nutt SSO Activism Award

The AEU recently supported an SSO member in a claim regarding her application for the criteria based increment.

She had requested it in 2015 but the additional salary level had not been applied. After working with an AEU officer to pursue this with the Department, the SSO was successful and awarded backpay to the time of application.

Your SSO Consultative Committee represents SSO members in your union.

We work together to plan events, to discuss training needs and campaigns, and to ensure a strong SSO voice in AEU decision-making. There are only two vacancies remaining for the 2021 committee.

For details of how to nominate, see the Committee ad on page 19 of this Journal.

Deadline for nominations:

If you want information about the criteria based increment won by the AEU for SSOs in enterprise bargaining, speak with our officers at the the AEU Information Unit.

World ESP Day in May Sunday 16 May

Conversion to permanency

Secure employment is a priority for the AEU. We have worked with members to ensure processes are in place and we support members seeking conversion.

Over 600 SSOs were converted to permanency during 2020.

If you are seeking further information about your eligibility for conversion to permanency, or support from your union in the process, please contact your AEU workplace rep, AEU PAC rep, AEU SSO Contact or the AEU Information Unit.

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The annual award named in honour of

AEU SSO activist, Anne Nutt, will be

presented for the fourth year at the

SSO Conference. Details of eligibility,

the nomination process and the $1000 prize for professional development can be found on our website (details listed below). Deadline for nominations is: Friday 11 June.

SSO1 to SSO2 site-based reclassification The AEU continues to support members seeking reclassification from level 1 to level 2 through the Assurance Process.

This site-based process, which came about as a result of the work of the AEU, has seen over 560 SSOs reclassified. That is a fantastic result but we know there are more SSO1s who undertake work at a higher level who should be reclassified to level 2. For further information contact the AEU Information Unit.

Friday 11 June

The role of Education Support Personnel and their vital contribution to public education will be acknowledged in schools across the globe on Sunday 16 May. While we will also celebrate Support Staff Week here in SA in August, we encourage schools and preschools to acknowledge and celebrate the amazing work of support staff around ESP Day in May.

*SAVE THE DATE!

2021 AEU SSO Conference Thursday 15 July We are excited to announce that early planning is under way for the 2021 AEU SSO Conference. Your SSO Consultative Committee will work with AEU officers to develop the program for a conference to be held at the AEU in Parkside on Thursday 15 July. Save the date! Watch your eNews or website for further details.

SSO handbook updated

AEU SSO HANDBOOK

A GUIDE FOR AEU SSO MEMBERS

The fourth edition of the AEU’s popular SSO Handbook, 40 pages of advice and information on your rights and conditions, will be launched early in Term 2, and will be distributed to all SSO members.

AEU Information Unit: 8: info@aeusa.asn.au Phone: 8172 6300 AEU Website: 8: www.aeusa.asn.au Anne Nutt SSO Activism Award: 8: www.aeusa.asn.au/annenutt

PRESIDENT’S VIEW RU N N I NG H E AD

Every child in every school As Branch President Lara Golding notes, proper funding for public education is at the core of issues preventing our students from thriving, and our campaign straddles both state and federal domains. ing requirement to give every child, regardless of their background, the greatest opportunity to achieve their full potential.

This means public schools in South Australia are – by design – currently underfunded by 7%.

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very child in every school deserves to receive the support they need to be successful.

Funding is at the heart of support in our school system.

With proper funding our classrooms are not overcrowded, complex needs are supported, and our students can thrive.

But right now too many children and young people are missing out on this support. Not only is this unfair on them, it also leads to excessive workloads for teachers, leaders and support staff in schools and preschools.

Tragically this is not an accident or somehow due to circumstance. Under current agreements between state and federal governments, South Australian public schools are only funded at 93% of the independently determined benchmark Schooling Resource Standard. The SRS is recognised as the minimum fund-

Teachers, leaders and support staff are doing their best to make up the multi-million-dollar shortfall, trying desperately to give students and children the support they need. But without funding, students and children are missing out.

This year we will campaign for all schools and preschools to be properly and fairly funded by state and federal governments. It is far beyond time to address the inadequacies with support funding and we need more teachers, more support staff and smaller classes that take into account complexity.

Twin elections due over the next 12 months give us an opportunity to achieve positive change but it won’t be easy. Our task now is to show political leaders that educators and communities care about quality public education and that it is an electiondefining issue.

“Teachers, leaders and support staff are doing their best to make up the multi-million-dollar shortfall.”

We will be calling on all Federal politicians to commit to: • funding public schools to a minimum of 100% of the SRS including fully funded loadings for students with disabilities, Aboriginal and Torres Strait Islander students, students from low socioeconomic status backgrounds, rural and remote students, and students requiring English language support; • removing the legislated 20% cap on the Commonwealth share of the SRS for public schools; • removing the 4% capital depreciation tax in school funding bilateral agreements; and • establishing a capital fund for public schools to help meet rising enrolment growth and infrastructure needs. continued over page 3 AEU SA Journal – May 2021 | 5

PR E S I DE NT ’S VI EW Leading economist Adam Rorris has calculated the national funding shortfall for public schools at $27 billion over the next 4 years. His report has also shown that the cumulative capital investment gap between public and private schools was $21.5 billion from 2013 to 2018, and that the 4% depreciation tax applied to public education will cost public schools $8 billion nationally over the next 4 years.

At the same time, we are working with community groups and other associations to mount a community campaign aimed at state politicians and decision-makers to fix the Inclusive Education Support Program (IESP) process, increase the base allocation to schools and preschools and provide more specialist support staff to schools including behaviour coaches and psychologists.

Meanwhile, public preschools continue to be subjected to funding uncertainty.

To fight for fair funding of preschools, the AEU is supporting the Thrive By Five campaign and calling for ongoing Universal Access funding.

We will be campaigning to:

The funding for public schools and preschools has a huge impact on the support funding available to students and workloads of teachers, leaders and support staff. We need to be loud, proud, and public to pressure Federal and State politicians to fix the chronic underfunding issues.

• Increase government spending to ensure that learning, behaviour and wellbeing support for children/ students is timely, responsive and sustained; • Reduce class sizes in a way that takes into account class complexity; • Reduce workloads that impact upon wellbeing and personal time; • Increase permanent employment across all classifications and sectors; and

• Stop TAFE course cuts and increase funding for TAFE. n In unity Lara I welcome your feedback on our campaigning – email me at:

8: lara.golding@aeusa.asn.au

ACTION • Join the federal campaign to make sure public schools and preschools are funded properly and fairly to give every child the opportunity for a bright future.

Register at: www.everyschooleverychild.org.au • To join the federal TAFE campaign register at: www.rebuildwithTAFE.org.au • Read more about the Thrive By Five campaign at: www.thrivebyfive.org.au

C A M PAIG N

Every School Every Child campaign to roll out Andrew Gohl, AEU Campaign Director, looks at the bias in Commonwealth/State school funding agreements.

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hether it’s specific support needed by a child to improve learning or rebuilding and refurbishing public schools and preschools to a standard other systems enjoy, the fundamental hurdle is a lack of funding. The current funding arrangements between the Commonwealth and State/Territory governments have now locked in funding which discriminates against public schools.

The Schooling Resource Standard (SRS) is an estimate of how much total 6 | AEU SA Journal – May 2021

public funding a school needs to meet its students’ educational needs, and is based on recommendations from the 2011 Review of Funding for Schooling, led by Mr David Gonski AC. Findings from a recent report by economist Adam Rorris show the cumulative capital investment gap between private and public sectors was $21.5 billion between 2013 and 2018.

The Commonwealth has agreed to deliver up to 20% of SRS funding for public schools by 2023. No public school system (except Northern Territory) receives their mandated

“This disgraceful bias impacts every South Australian teacher who has to manage in the classroom.”

Commonwealth funding until 2023.

The Commonwealth adopts a ceiling to its funding of public schools, in contrast to the floor in funding for private schools.

By 2023 South Australian public schools will be funded at 95% of the SRS while South Australian private schools will be funded at 102.3% above the SRS. For the five or more hours it takes continued over page 3

C A M PAIG N to complete an application for student support and the 77% of applications that are knocked back, and the problems this creates in providing support to students who really need learning assistance in already complex classes, think about the disgraceful bias against public school students perpetuated by the federal government’s funding model. This disgraceful bias impacts every South Australian teacher who has to manage in the classroom.

This is why the AEU has been meeting with parent groups, leader associations and student support organisations from the South Australian education community during Term 1 so that collectively we can pressure governments at state and federal levels to improving the resources available to support students with learning, social and emotional needs. A ‘world class’ education system doesn’t leave these students behind.

This term the AEU will roll out the Every School Every Child campaign.

We will be asking members to work with governing councils, Parents and Friends, and potential members to join the campaign and demand support for our students when they need it – rather than waiting 6 months to 3 years, or not being supported at all.

We are here for children and students. It is time governments’ rhetoric matched their commitment. Be part of the movement that calls them to account.

Keep your eye out for the Every School Every Child campaign kit. n

1 AEU representatives from around Australia gather with politicians at Parliament House in Canberra on 23 March 2021 to launch Every School Every Child. 5 Resources available on the website below.

RY E V E E GIV D THE CHIL TUNITY OPPORBRIGHT FOR A TURE FU Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon St, Southbank 3006

ACTION Adam Rorris’s full report ‘The Schooling Resource Standard in Australia: Impact on Public Schools’ is available at:

http://bit.ly/rorrisreport

The Schooling Resource Standard in Australia I M PA C T S O N P U B L I C S C H O O L S Adam Rorris

R& E P O R P NG I D N U FAIR F EVERY FOR OL & SCHO CHILD EVERY Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon St, Southbank 3006

2020-23

Check out the website:

FUNDC PUBLI LS SCHOO LY R E P O PR IRLY & FA Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon St, Southbank 3006

R PROPEIR & FA NG FUNDIIGHT = A BR RE FUTU

Authorised by Susan Hopgood, Federal Secretary, Australian Education Union, 120 Clarendon St, Southbank 3006

8: www.everyschooleverychild.org.au AEU SA Journal – May 2021 | 7

COVE R STO RY

PHOTO: TONY LEWIS

A voice for all It’s not always about yelling, but working for change is always about collective action, argues Jan Murphy, Branch Vice President.

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hink back to the best AEU actions you were part of.

What made them successful and memorable? Was it the outcome – like winning the right for SSOs to spread their pay across the year in the AEU ‘Our Pay Our Way’ campaign? Or the collegiality, the noise and the numbers – like standing with thousands demanding a fair go in enterprise bargaining?

Whatever it was, every union action is also about building a more powerful union. Potential members join because of AEU campaigns. They see what we’re fighting for and they want to be part of it. Who wouldn’t want to be part of fighting for something that is aligned with their values?

If you have work colleagues and friends who are not AEU members (yet) you know that by getting them to join, you’re doing them a favour and a ‘union values’ conversation is a great way to start. You may need to unpick some of 8 | AEU SA Journal – May 2021

the media hype about ‘union bosses’ and ‘union thugs’ first but I’m sure you’re up for it.

Ask a colleague who’s concerned about the current IESP application process if they think the system should respect the professional voice of educators, and then suggest they join the AEU and help us fight for a process that listens to educators and provides the funding that’s needed.

If they think people deserve the dignity of a living wage and secure employment - join the AEU and help fight for increased levels of permanency for all and a living wage for some of the most casualised and lowest paid education workers, our ECWs, SSOs and AEWs. If they believe in equity and social justice, they should join our union and fight with us for fairer funding and support where it’s most needed.

If they value collegiality and fair

decision making – join the AEU to help us fight for a voice for all.

We need to be heard but it’s not always about yelling.

“Enough is Enough!” we did yell, and we turned out in our thousands to march. We did it for ourselves, our colleagues, friends and families and we did it because we still have to. The AEU flags flew proudly in Adelaide and at other marches across the country.

There was frustration and anger but hope and determination too. Like all successful collective actions these marches needed a widely and deeply felt purpose and the voices of many. It also took organising, planning and structure. Well done to all involved – great job. We showed we can be loud.

Were we loud enough? Will we keep being loud for as long as we need to?

Time will tell.

Members are reporting concerns about gender-based harassment in our schools – your workplaces. Your employer needs to have policies, training and systems in place to ensure that your workplace is safe and this behaviour needs to be called out for what it continued over page 3

B RA NCH S ECR E TA RY ’S R E PO RT

7 Reynella East College new members from

left: Izzy Blaess, Danny Cummins, Ella Janes, Jonathon Lagonik and Claudia Richards, with the school’s AEU Sub-branch Secretary, Michael Stoetzer. Michael is also a member of the AEU’s Branch Executive.

is. This can be done with the support of your health and safety rep, AEU rep or sub-branch, and you can contact the AEU office for more assistance.

Building our power 2021 brings fresh opportunities to become a stronger, more active union, writes Leah York, AEU Branch Secretary.

“Branch Executive has budgeted significantly to release sub-branch secretaries and other reps in targeted sites…”

Get it on the agenda in your school and stand together to ensure that strong policy is in place and enforced.

Nothing else is acceptable.

Activating our committees Maybe we don’t always yell but we need to find a way to be heard. We need to be organised and work collectively, both within our sectors and across the membership and our education communities. That’s the power to create change.

I’ve worked with many fabulous AEU sector groups and committees, and we are strengthening and activating our member committees. We need to build our committees and sector networks, and empower members to work together to access and influence AEU decision making structures to build a stronger, more powerful union. We held a training day for committee members in April as part of this process.

AEU staff are here to empower, support, organise and provide the structure. Members set the direction.

Members write the plan. n

ACTION AEU officers are always on the recruitment trail but studies have shown that the best person to recruit a union member is another union member.

Reynella East College is one site where AEU members have been successful in encouraging new educators at the school this year to join the union. If you want to know more about recruiting, get in touch with your AEU rep and the Organiser who works with your site to find out more about how you can be part of building a bigger, more powerful AEU.

8: www.aeusa.asn.au/join

COVID-19 continues to impact us in different ways, but we hope that 2021 will become progressively more ‘normal’ and productive.

Our March 2021 Branch Council was successfully conducted as a hybrid – in person (the first since November 2019) and with a Zoom option – signalling a new flexibility for participation in the union’s governing body. Personally, it was fabulous to connect with Branch Councillors again, and to participate in the pre-Council Women’s Breakfast.

We continue from 2020 our increased online engagement through meetings and information sessions, allowing us to reach many members who were excluded due to geographical distance or caring responsibilities.

We want to build connections through a range of methods with as many members and potential members as possible.

We are investing in new technology and seeking feedback on what works best to facilitate access to union services and decision-making structures.

2021 also marks the commencement of a new way of working with our subbranches to meet our strategic goals of becoming a more powerful voice for public education. Recognising that time pressures and excessive workloads impact on the effectiveness of the sub-branches, Branch Executive has budgeted significantly to release subbranch secretaries and other reps in targeted sites to work directly with an AEU Campaign Organiser or to undertake Union training.

It won’t be the answer in every subbranch, but it is one of the ways that

AEU Executive is focussing on increasing member density and participation, and supporting workplace union leadership and activism.

Sub-branches with a high level of union membership are best placed to ensure the delivery of the workload protections as set out in industrial agreements and awards. Trained workplace reps provide the expertise at the local level to determine the sub-branch positions on workplace conditions and professional issues, and steer those through consultative structures.

And if a dispute arises, the AEU Office is better placed to assist and advocate on behalf of a sub-branch that represents the majority of staff.

More broadly, we know that campaigning and activism across our Union and our communities wins results. We know that over 10,000 signatures on a petition are powerful. We know that a sea of red-clad educators on the steps of Parliament is powerful. We know that lobbying politicians on professional issues that affect our children, students and communities is powerful.

We know that in the lead-up to looming State and Federal elections, we need to use our professional and industrial power to deliver better results for public education.

If you know of any colleagues who have not yet joined the union, have a chat and suggest that they do – it means being part of the strongest state and national voices for public n education.

Your Branch Secretary, Leah York:

8: leah.york@aeusa.asn.au AEU SA Journal – May 2021 | 9

M A R CH4J U ST ICE

Enough is 2020: COVID 19! 2021: Enough is enough! Years will now be remembered in events and 2021 will undoubtedly being remembered as the year the people of Australia screamed “Enough is Enough”, writes AEU Women’s Officer Tish Champion.

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Higgins, who came forward with her own story of having been sexually assaulted in the rooms of Minister Linda Reynolds in 2019. Ms Higgins reminded those at the rally, “if it can happen in Parliament House, it can truly happen anywhere.”

In Adelaide the crowd, estimated to have been almost 5000, gathered in Victoria Square/Tarntanyangga and marched down King William Street to North Terrace and back. In Canberra the crowd were addressed by Brittany

For those who have followed the Brittany Higgins story, the Christian Porter allegation and the wave of other examples that have surfaced since Higgins bravely came forward, it is hard to fathom the depths to which parliamentary privilege seems to have gone. Men seem to have taken advantage of their positions of power in their interactions with staff, particularly

ollowing a wave of sexual harassment and assault accusations involving Parliament House and Federal politicians and staffers, men and women took to the streets on Monday 15 March to protest against the pervasive and persistent sexual assault and harassment of women. Their hashtag was #enoughisenough.

1 0 | AEU SA Journal – May 2021

female staff.

Even more concerning and difficult to comprehend is the reaction from both men and women in public positions.

Minister Reynolds described Higgins as a “lying cow” and Morrison stated that Higgins was “confused”. Then there was the shameful comments by 5AA radio commentator Jeremy Courdeaux that Higgins “is a silly little girl” who needs her “bottom spanked”. His shock jock comments resulted in his sacking.

In the wake of the current #enoughisenough campaign, the government has continued over page 3

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

enough! accepted nearly all of the 55 recommendations handed down in the Respect@ Work report by Sex Discrimination Commissioner Kate Jenkins from March 2020.

While the government has ruled out legislation that would force private employers to take affirmative steps to eradicate sexual discrimination in the workplace, they have announced a significant change to the Sex Discrimination Act to include previously exempt MPs, judges and public servants. They have also announced provisions in workplace law to include sexual harassment as a valid reason to dismiss an employee.

The Enough is Enough joint statement On Saturday 20 March 2021, the AEU SA Branch Council endorsed the Fair Agenda joint statement ‘Enough is Enough’, which was signed by almost 60 Australian organisations. It states:

“We should all be safe to live, work and learn free from violence.

But for too long, a culture of male entitlement, gender inequality and disrespect has enabled men to perpetrate horrific gendered violence against women and girls across their life span. And for many, this injustice is compounded by intersecting discriminations.

“There are clear pathways to a safer future. We demand the action from leaders needed to make it happen.

“We must believe, support and listen to survivors, hold perpetrators accountable, and properly resource solutions to prevent gendered violence from occurring in the first place.”

The full Joint Statement can be found here: https://www.fairagenda.org/ jointstatement

PHOTOS: PHOEBE GUNN

Recent events, where men in positions of power have abused their privilege, and the media scrutiny that followed, have highlighted the need to ensure that all educational sites have updated harassment policies and grievance processes in place.

It is also crucial the comprehensive SHINE Respectful Relationships program is reintroduced to South Australian schools so that all students understand and appreciate why respectful relationships are so important.

Branch Council endorsed the following motion: “Branch Council demands that the Marshall Government restore and fully fund the SHINE program for all schools and all students to address issues such as healthy, respectful relationships, consent, safety and diversity.” continued over page 3 AEU SA Journal – May 2021 | 1 1

M A R CH4J U ST ICE

Sexual assault in the workplace In 2018, more than 9,600 people participated in an Australian Unions sexual harassment in the workplace survey.

This comprehensive survey revealed some startling statistics but in the light of recent events they were predictable.

We have a serious problem in Australia when it comes to harassment and assault of a sexual nature in workplaces.

• Of the 9,600 respondents, 68% were women.

• Almost 55% had experienced sexual harassment at their current or previous employment.

• 64% had witnessed sexual harassment or assault of a colleague.

• Almost 40% reported that it was their direct line manager or supervisor who had been the perpetrator of the harassment.

• Only 27% of those who experienced sexual harassment ever made a formal complaint. Just over 40% told no one at all.

One of the most alarming statistics from the survey was the fact that less than half of the workplaces had adequate preventative measures in place.

Obviously steps taken to deter, monitor and address harassment of any form are not a magic fix, but when implemented in a comprehensive manner they can dramatically change culture.

The impacts of sexual assault or violence vary and can be long-lasting.

Women can experience physical and psychological trauma that leads to social and emotional issues. There can be financial ramifications when women need to leave a job due to ongoing harassment or are unable to work due to ongoing trauma.

The AEU Information Unit receives calls from members that indicate educational settings are not immune to gender based workplace assault and violence.

The Australian Unions’ survey found that: “The most common forms of harassment were crude or offensive behaviour and unwanted sexual attention.

“A significant number of people reported inappropriate touching, receiv1 2 | AEU SA Journal – May 2021

ing sexually explicit texts and receiving explicit texts, emails or messages.

“Nearly 8% of respondents said they’d faced sexual coercion.”

The survey report revealed the 9,600 survey participants reported experiencing one or more of the following forms of sexual harassment:

“We should all be safe to live, work and learn free from violence.”

• access to workplace health and safety processes; • protection from victimisation;

• Unwanted sexual attention 47.7%

• a quick and responsive complaint process;

• Inappropriate physical contact of a sexual nature 34.3%

• information and support for those experiencing sexual harassment; and

• Sexually suggestive or explicit texts, emails or messages via social media 18.4%

• fair and transparent remedies when complaints arise.

• Crude or offensive behaviour 68.9%

• Sexual coercion 7.9%

What we want from our employers Branch Council called on all subbranches and worksites to “review local harassment policies to facilitate and encourage reporting of any incidents of sexual harassment or violence, address the prevalence of gender-based harassment and to promote a safe and positive culture in education communities”.

To this end it is essential that all TAFE campuses, schools and preschools provide: • mandatory training for all employees in identifying and dealing with workplace harassment; • a clear regularly reviewed workplace harassment policy; • an effective complaints mechanism;

Branch Council also called on the Department for Education and TAFE SA to act to ensure that “employees experiencing domestic violence are fully supported through adequate access to leave, HR consideration/support and n other entitlements.”

If any of this content has caused you distress or concerns please contact:

LIFELINE: 13 11 14 1800 RESPECT: 1800 737 732

TAF E FOCU S

T I PS FO R T E ACH E RS

Cherry-picking TAFE must stop

Did you know?

So far this year, the Marshall Government’s continued push to privatise vocational education and training in South Australia has seen a reduction in access to courses at TAFE SA and a reduction of educational staff in a variety of program areas.

In what the Department of Innovation and Skills (DIS) called Tranche 1, launched in October 2020, 24 courses in the Business Administration and Community Services programs at metro campuses were cut from TAFE SA. DIS has will no longer allow TAFE SA to deliver courses which private training providers have cherry-picked under any funding model.

In DIS’s Tranche 2 there are rumoured to be up to 39 courses that may also be removed in the new financial year.

Reports from our members suggest that up to 79 courses have been cut from TAFE SA over the past 18 months. n

ACTION To stop Premier Marshall’s TAFE cuts we need all our members and their friends, colleagues and family - to sign postcards and join our campaign. To request your set of postcards contact:

tafe@aeusa.asn.au

STOP

all’s h s r a M ts TAFE cu

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

Authorised by Nev Kitchin, General Secretary, Public Service Association of SA Inc. 122 Pirie Street, Adelaide SA 5000.

www.aeusa.asn.au/stopTAFEcuts TAFE_Postcard_DL_2020.indd 1

12/11/20 3:37 pm

AE U PA N E LLI STS

AEU panel reps more important than ever Members will be aware of the Department’s new processes used in phase 1 of recruitment of primary teachers to high schools. Elements such as the engagement of a private provider and use of videos have caused concern among members. AEU officers have continued to raise these concerns with DfE and to suggest strategies to mitigate foreseeable risks.

The Department has extended these new processes to all advertised permanent teaching positions in high schools for 2022, and permanent primary and high school teaching positions in new schools opening in 2022.

Application packages, including a generic written statement and video, captured by the private provider, and a written statement specific to the advertised vacancy, will be provided to local

selection panels.

If you are representing the AEU Branch President on a panel – yes, that’s your role as the AEU representative – your union and your colleagues who are applying are relying on you to uphold a fair and equitable process.

AEU merit training will continue to include information on discrimination and unconscious bias, and DfE has given a commitment to offer unconscious bias training.

As always, AEU reps must be prepared to speak up if the correct panel process is not being followed, or they have a concern about the use of the new elements of the application package.

Please contact the AEU Information Unit if you have any concerns about a panel process. n

Maternity leave Since 2008, thanks to the AEU, a permanent teacher on paid maternity leave followed by unpaid caring leave no longer has to return to work to be eligible for a second or even third round of paid maternity leave. They can claim a further entitlement to paid leave without returning to work.

Foster care special leave A foster carer can access up to 15 days of special leave to help with arrangements and settling of a child.

Further, anyone who has been granted a court ordered long-term guardianship of a foster child could be eligible for 16 or 20 weeks of paid foster carer’s leave. Contact the AEU if you think you may be eligible.

Breaks in service A contract teacher should take any entitlement to paid maternity leave at half pay in order to double the time they can take off before incurring a three month break in service.

A break in service applies to any contract teacher who does not work for or is not on paid leave from the Department at all for more than three months (not counting holiday periods).

When a break in service occurs all accrued sick leave and years of service are lost. If the employee has reached long service leave or pro rata long service leave, they will be paid out any accrued entitlement when they have a break in service.

TRTs Doing TRT work can help to preserve a teacher’s years of service and long service leave entitlements but will not protect any accrued sick leave. Sick leave can only be preserved if the teacher is employed in a contract before the three month break in service occurs. n The AEU Information Unit is available to members to answer your questions on leave matters.

8: info@aeusa.asn.au

Phone: 8172 6300

AEU SA Journal – May 2021 | 1 3

OPI N ION

What is a Powerful Learner?

Graham Wood, AEU Campaign Organiser, explores the qualities that educators should develop in our students.

I

am surprised at the amount of education jargon I am exposed to as a teacher. I often read and hear corporate education managers communicate in language that I don’t understand. A recent example comes from the Department for Education (DfE) official who said, “Historically, we decided that the department wasn’t going to have views on what to teach and how to teach it. Now we are going to have those views, but we’re mindful that we’re doing it in an invitational way.”

A few years ago I began to hear educators use the term ‘powerful learners’. When I asked questions of the people using it they were usually unable to explain the term beyond the notion that being powerful is better than not being powerful.

I read a book by Professor Guy Claxton who developed his thinking around the ‘Magnificent Eight of Powerful Learners’ and used his work to assist the teachers at the school where I worked to think about how we could develop the qualities and dispositions that would enable our students to succeed in learning and in life.

I would like to help you think about 1 4 | AEU SA Journal – May 2021

what you could to assist the children and students that you teach to develop the qualities and dispositions that will help them to improve as learners and as people.

A powerful learner is a person who has developed the temperament to cope confidently with the difficulty and uncertainty of real-life learning.

In a recent speech to leaders the DfE Chief Executive told his audience that “our kids are going to be known for inclusiveness, confidence, kindness, and a sense of community and citizenship”. Rick Persse is talking about developing in our students the qualities and dispositions of a powerful learner.

What are the qualities and dispositions of a powerful learner?

1. Powerful learners are curious.

Curious people like to get below the surface of ideas: they want to attain a deeper understanding of ideas, skills and knowledge. Curious people ask pertinent and productive questions.

2. Powerful learners have courage.

Courageous learners are not afraid of uncertainty and complexity. They have

the confidence to say, “I don’t know”.

They are willing to take risks in their learning and they like to be challenged as learners. They are determined and understand that mistakes are part of the learning process.

3. Powerful learners are good at exploration and investigation.

They like to find things out. They are good at seeking and gathering information. They are enthusiastic researchers.

They know how to concentrate and are unlikely to jump to conclusions. They have the ability to see and to take learning opportunities as they arise.

4. Powerful learners understand that learning requires experimentation.

They like to try things out to see what happens. They enjoy tuning their skills and looking for small improvements.

They know how to do good practice.

They say, “let’s try” and “what if”.

They are happy to make mistakes if they are informative.

5. Powerful learners have imagination.

They understand the value of mental rehearsal and of running mental simulations. They enjoy finding links and making connections in their own mind. They can see other people’s perspective. They are able to use reverie to let ideas come to them. continued over page 3

COU NTRY CON DIT ION S

6. Powerful learners apply reason and discipline in their thinking.

They have the ability to think carefully, rigorously and methodically. They are able to analyse and to evaluate. They have the ability and disposition to spot the weaknesses in their own argument as well as other people’s. They are organised and willing to change their plans if needed.

7. Powerful learners have the virtue of sociability.

They are happy collaborating and good at sharing ideas and resources. They help groups of people become problemsolving teams. They are able to express their opinion whilst remaining openminded. They can give and receive feedback graciously. They are keen to learn from others.

8. Powerful learners are reflective.

They think carefully about the object of their learning and are able to step back and take stock of the process. They are self-aware and routinely consider alternative strategies and possibilities. They are not over-reflective or too self-critical.

They have a rich vocabulary for talking about the process of learning. They see themselves as continually growing as learners.

Effective teachers understand that quality learning is as much about developing qualities and dispositions as it is about skills and knowledge. Designing learning that develops the humanity of our students is inspiring work.

I encourage you to think about the ‘Magnificent Eight of Powerful Learners’ and to remember that your students will benefit from learning programs that develop these qualities and dispositions.

Developing students with the temperament to cope confidently with the difficulty and uncertainty of real-life learning is work every teacher could be proud of. n More information and resources can be found on the Building Learning Power website: www.buildinglearningpower.com including links to Professor Claxton’s publications. The ‘mindmap’ image is taken from that site.

Review misses the reality of country teaching What does it mean to live and work in the country. Branch Vice President Dash Taylor Johnson explains why your experiences need to be heard.

The letter signed by the Chief Executive on 30 April 2020 confirmed that a review of country teachers’ country incentives would be undertaken, including consideration of the range, effectiveness and targeted use of incentives. And yes, a process has begun, the AEU seeking consultative plans, reporting timelines – a review roadmap, so to speak. Meetings have taken place and letters have gone back and forth.

First the review was framed within a ‘Strengthening Country Workforce Profile’ project document, corporate value-adding. This interpretation of how to meet industrial obligations reflects a broader agenda.

Now our entitlement is being subsumed by a whole-of-Department Workforce Strategy. Outlined in four chapters, the vision is “to enable every person in our workforce to perform at their best so together we achieve growth for every child, in every class, in every school and preschool.” The rhetoric has merit and in principle is sound, but it is disquieting the lack of correlation with reality – the ‘how’ to achieve the vision.

The review of country teachers’ country incentives has become a desktop analysis, citing identifiable data that acknowledges the inequity of country versus city outcomes. And at the same time, while touting this data as evidence, the criticism of lack of action on this evidence has been dismissed. Our voice is discounted.

The use of spurious language and assertions clouds the narrative which is

“The review of country teachers’ country incentives has become a desktop analysis...

Our voice is discounted.” full of aspiration. But words are not the same as reality, and evidence that it is making a difference is essential. So too is understanding just who is defining what quality, expertise and world class really are.

So what are we doing?

Being in the second year of this Enterprise Agreement, our Country Conditions Standing Committee are conducting their own process, collecting the data and experiences of members who are working in the country, or have worked in the country, or are considering working in the country.

The first phase is an invitation for all members to complete our survey which will be followed by a series of visits to regional areas for follow-up conversations with members.

The six Committee members represent 3 of the 15 country areas and AEU Organisers will be direct contact for the other 12. We also want to talk with those studying to be teachers and other unions about their workers’ experiences.

Your stories are what the Department needs to hear and if they are not going to start the conversation, we will. n

Complete the survey at:

8: http://bit.ly/ctcireview AEU SA Journal – May 2021 | 1 5

8: tchampion@aeusa.asn.au

J E A N PAVY AW A R DS 2020

7 From left: Recipients Olivia Smith-Munro, Annie Fewster and (insert) Christine Biju.

There are so many more teachers, friends and family members who have helped me, but I must single out Ms Wood. I genuinely don’t know how I could have survived Year 12 without this incredible woman. Her classroom provided me with refuge from the overwhelming stress of Year 12, and her drafting, suggestions, endless supply of feminist literature, and well-planned lessons were the reason I could achieve so much in Stage 2 Women’s Studies.

ANNIE FEWSTER Marden Senior College

Success in Women’s Studies The AEU’s Jean Pavy Awards continue to recognise student – and teacher – achievement says AEU Women’s Officer Tish Champion.

I

n March 1997, the AEU presented the first Jean Pavy Awards to four students who had achieved a merit in Women’s Studies in 1996.

Twenty-four years later, at the Jean Pavy Awards Night on 4 March, students Olivia Smith-Munro from Roma Mitchell Secondary College and Annie Fewster and Christine Biju from Marden Senior College were presented with this important award, taking the total number of recipients to 74.

Jean Pavy, who was president of the Women’s Branch of the SA Institute of Teachers (the predecessor to the AEU in this state), is remembered through this award. She was an inspirational and committed campaigner for equality with her most significant achievement coming in 1970 when women working in education finally received equal pay.

Below, the 2021 recipients reflect on their studies.

1 6 | AEU SA Journal – May 2021

OLIVIA MUNRO-SMITH Roma Mitchell Secondary College In achieving a merit in Stage 2 Women’s Studies I want to thank my family, from my sister who sat through awkward conversations about menstruation to my grandparents who sat for hours as I deliberated my Year 12 subject selection. I want to thank my father for teaching me that men can cry, and dismantling gender household labour divisions.

I’d also like to thank my Women’s Studies teachers. Thank you Ms Securo for finding the time to mark my extremely long assignments, because 16-year-old me didn’t like to abide by word counts. And Ms McCormack for teaching me the importance of standing up for what is right. I would also like to thank Principal Ms Carellas for the positive change she has and will make for Roma Mitchell.

This award is truly an honour which recognises not only the admirable work of Jean Pavy, but also the teachers and students of Women’s Studies who continue to grow from her legacy. It was inspiring being able to relive Jean’s story as she endeavoured to achieve gender equality within a system inherently built against women.

The wise and powerful words of Anne Bourke revealed the importance of Women’s Studies as a SACE subject, asserting the need for improved education and awareness of feminism and other under-represented areas including Aboriginal cultural understanding and diversity. Women’s Studies, for me, significantly re-shaped the way I saw the world, and even the way I saw myself, as a strong, empowered young woman.

CHRISTINE BIJU Marden Senior College Stage 2 Women’s Studies is a subject I would recommend to any student.

Within the first week, I instantly found a passion for the subject.

I was able to relate my learning back to my experiences as a young woman and to understand the adversities faced by older women to get to where we are today. The assignments allowed me to recognise and critique the subtle, disempowering influences of patriarchy present in everyday things, such as advertisements, artwork, fairy tales and movies.

It has inspired me to educate others in the hope of creating a more equitable society. n

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

U N ION TRAI N I NG 2021

Professional Development

Union Training

TEACHERS LEARNING NETWORK

Merit Selection Retraining (online)

OPEN TO: AEU members. COST: $33.00.

Monday 10 May

4.00pm – 6.00pm

Wednesday 2 June

4.00pm – 6.00pm

Monday 21 June

4.00pm – 6.00pm

Thursday 8 July

11.00am – 1.00pm

online courses

Improving Assessment Strategies in the Primary Classroom Tuesday 4 May

4.00pm – 5.00pm

Assessing students accurately is essential when teaching students in a way that caters for their needs. Incorporating assessment into the routines of the classroom to make them more engaging and less tedious can create a culture of reflection learning.

This session explores ways to design formative assessments that allow a teacher to monitor student progress and assess student achievement accurately.

Improving Assessment Strategies in the Secondary Classroom Tuesday 4 May

5.30pm – 6.30pm

Formative assessment and continuous assessment of student learning can be perceived as time consuming when it is seen as an added on task. However, when it is done well and with careful planning it will lead to more effective teaching and improved student outcomes.

Strategies for remote learning put into place during COVID-19 lockdowns also provide useful adjustments to incorporate into mainstream classroom practices.

Encouraging Positive Mental Health Practices in Classrooms Tuesday 4 May

7.00pm – 8.00pm

Positive mental health is a critical component to developing student’s wellbeing. Teachers have been asked to broaden their practice to include student wellbeing as part of the teacher and learning in class.

In the current COVID-19 normal environment schools need to be aware of the wellbeing not only of students but also ourselves and our colleagues.

TRT Professional Learning Series (online)

TERM 2: Tuesday 8 June 4.30pm – 6.00pm Classroom Management Tips for Relief Teachers.

TERM 3: Tuesday 31 August Working in High Schools as a TRT.

4.30pm – 6.00pm

TERM 4: Tuesday 23 November Hot Curriculum Topics for TRTs.

4.30pm – 6.00pm

COST: Free to AEU TRT members working (or seeking work) in schools or preschools.

SAVE THE DATE! AEU SSO Members Conference Thursday 15 July

9.00am – 3.00pm

In Week 2 of the holidays our popular SSO Conference returns after a COVID break. Watch the website or eNews for further details.

If you completed Merit Selection training in 2016 you must attend a retraining session before the end of January 2022​when your training will expire.

Merit Selection Supplementary Training (online) Thursday 20 May

4.00pm – 5.00pm

Thursday 17 June

4.00pm – 5.00pm

Tuesday 6 July

11.00am – 12.00pm

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.

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

Sub-Branch Secretary and Workplace Representative Huddle (online) TERM 2: Thursday 13 May

4.30pm – 5.30pm

TERM 3: Thursday 5 August

4.30pm – 5.30pm

TERM 4: Thursday 28 October

4.30pm – 5.30pm

A short interactive session to update AEU Reps on important Union information for elected representatives.

OPEN TO: All AEU Sub-Branch Secretaries and workplace reps.

Sub-Branch Secretary Refresher course (Level 2) (in person) Friday 21 May

9.15am – 4.00pm

A one day skills and knowledge update course for Union Workplace Representatives who have been in the role for a few years.

OPEN TO: elected AEU Sub-branch Secretaries (Workplace Reps in small sites) who have been performing the role for a few years and have previously completed the Level 1 New Rep training.

Travel and accommodation provided for TRT country members.

New Workplace Reps Training (Level 1) (in person) Thursday 24 & Friday 25 June

9.15am – 3.30pm

Participants are expected to attend both days. This course aims to develop the knowledge and skills of Union representatives both in terms of industrial and practical information, consultation methods and processes.

OPEN TO: elected AEU Reps who have not attend an AEU Rep education course before.

Travel and accommodation provided for TRT country members.

AEU SA Journal – May 2021 | 1 7

IT ’S YOU R PAC

Making your PAC effective

accordance with the PAC Handbook, which is available to download from the AEU website.

Most sub-branches in schools will be electing their AEU representatives on the Personnel Advisory Committee (PAC) this term. Ideally, sub-branches should also consider endorsing members for the positions of teaching and non-teaching staff representatives on the PAC.

It’s crucial that PAC members attend training which can be accessed via the department’s Plink site. Members may register for the face-to-face training once they have completed the online PAC training. AEU members can attend the new AEU PAC Rep training by registering on the AEU website:

Your PAC ensures consultation within a democratic decision-making framework and the sharing of responsibilities. It is also a very practical means of ensuring that schools operate effectively in a climate of equity and respect for all staff.

PACs operate well when: • Representatives are provided with time to do the work (as set out in the 2020 Enterprise Agreement).

• There are regular scheduled PAC meetings. PACs are required to meet at least twice per term but may need to meet more often at busy times to determine the allocation of resources,

develop leadership structures and describe staffing vacancies. (All staffing vacancies of any sort are to be discussed by the PAC.) • An agenda is distributed to staff before PAC meetings to allow for meaningful consultation with members, and outcomes of meetings are regularly reported to staff. PAC business is not confidential except for consideration of personal issues.

• The AEU rep communicates regularly with a strong and active sub-branch.

• There is a sense of goodwill and trust between participants.

• Members of the PAC have ready access to relevant documents including the Resource Entitlement Statement and the Human Resources Profile.

Clause 3.5 of the 2020 Enterprise Agreement provides for genuine consultation, working in partnership, and decision-making. The PAC must act in

www.aeusa.asn.au

Please advise our Membership section of your newly elected PAC Reps.

AEU PAC representatives and subbranch secretaries are added to the AEU’s ‘PAC-Chat’, an email list to support each other in our work by sharing thoughts, ideas and information with PAC implications. n

ACTION

We’d love to hear member stories of how your PAC has worked effectively. Please email us at:

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?

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 2021 walking season!

1 8 | AEU SA Journal – May 2021

NOTICEBOARD

Australian Education Union | SA Branch Nominations are called to fill vacancies on the following AEU Committees

UNION SUBSCRIPTIONS ARE TAX DEDUCTIBLE

The Legal Defence Appeals Committee determines appeals arising from the Union’s Legal Defence Rules. Four vacancies for a term ending March 2022. Nominees must be 2021 Branch Council Delegates who are not members of Branch Executive.

A statement confirming membership subscriptions received by the union from 1 July 2020 to 30 June 2021 will be forwarded to all members after the end of the financial year.

Administrative Officer Review Committees: Administrative Officer Review

Members who have advised their email address will have the statement emailed.

Legal Defence Appeals Committee:

Committees consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment. Three female and one male vacancies for a term ending March 2022. Nominees must be 2021 Branch Council Delegates.

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

Two general vacancies exist, one TAFE vacancy and one Aboriginal Member vacancy nominated by AECC for a term ending 31 March 2023.

STANDING COMMITTEES Reconciliation: The Reconciliation Standing Committee ensures through Branch Council, support of future Reconciliation work and RAPs. The Committee will seek cultural advice and guidance from the AEU Aboriginal Education Consultative Committee. One male position for one year ending December 2021 and one

The statement is a summary of subscriptions received by the union for the financial year and is not a request for payment.

The statement includes your personal and employment details. Please check these details and advise AEU Membership if there are any changes or additional information.

You can reply to the emailed statement, update through our website https://

www.aeusa.asn.au/YourMembership, email AEU Membership on membership@ aeusa.asn.au or phone 8172 6300.

female position for 2 years ending December 2022.

Advice from the Tax Office

Finance:

You can usually claim a deduction for union and professional association fees you pay. For more information, see the ATO website or ask your tax accountant.

The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis. One female position for one year

ending December 2021 and two male positions for 2 years ending December 2022.

Occupational Health, Safety & Welfare: The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students. One male position for one year ending December 2021

and one female position for 2 years ending December 2022.

CONSULTATIVE COMMITTEES

The Australian Tax Office has specific information for teachers and other education professionals to assist with the preparation of your tax return. Check out ato.gov.au/teacher21 for a handy one-page guide to allowable deductions.

Consultative Committees provide advice to Branch Executive on matters affecting their membership sector. All vacancies are for a one-year term of office ending

Your pay rise and AEU subscriptions

Status of Women: Two vacancies. Women members from all membership

Members covered by the 2020 Enterprise Agreement for Schools and Preschools receive salary increases from the first full pay fortnight in May 2021.

December 2021.

sectors and classifications.

Contract and TRT: Six vacancies. Employable, Contract and TRT members.

Special Education: Two vacancies. Teachers and School Services Officers involved in Special Education.

Aboriginal Education: Three vacancies. Aboriginal and Torres Strait Islander members from all membership sectors and classifications.

School Services Officers: Two vacancies. School Services Officers in DfE. Lesbian, Gay, Bisexual, Transgender & Intersex (LGBTI): Three vacancies. All membership sectors and classifications.

For members whose AEU subscription is based on their salary (mainly permanent employees) we have applied the new salary rates to your subscription. For the majority of members your subscription rate will not increase, as a simpler fee structure with wider salary bands was adopted by Branch Council last November.

You can find new salary rates and member subscription tables on our website. n

Early Childhood: Up to five vacancies, a majority of whom shall be Children’s Services Act employees. Members working in Early Childhood Education.

CLOSING DATE: Nominations for these Committee vacancies must reach the:

Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 5.00pm on Wednesday, 2 June 2021.

A nomination form is available at: https://www.aeusa.asn.au/NominationForm and

NOT AN AEU MEMBER YET?

from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

Or encourage a colleague to join.

Join TODAY and have your say!

ELECTION PROCEDURE: Ballots for contested positions will be conducted

Join online at:

David Smith, Returning Officer

8: www.aeusa.asn.au/join

at Branch Council on Saturday, 5 June 2021.

AEU SA Journal – May 2021 | 1 9

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AEU SA Journal – May 2021 | 2 0 A Registered Private Health Insurer. THF-AEU-SA-04/21