AEU Journal August 2021

Vol 53 I No 3

Official publication of the Australian Education Union (SA Branch)

August 2021

AEUJOURNAL SA

INSIDE: u Big

asks for public education: What politicians need to deliver for schools, preschools and TAFE.

u The

corporate culture: How your professional voice is being sidelined.

AEU SA SUPPORT STAFF WEEK

16 – 20 August 2021

SUPPORT STAFF:

Essential Part of the Education Team

Wear it Purple is about showing LGBTI+ young people that they have the right to be proud of who they are. It’s about creating safe spaces in schools, workplaces and public spaces to show LGBTI+ young people that they are seen and supported.

Celebrate the fantastic work of the SSOs, ECWs and AEWs at your school and preschool. For ways to acknowledge your Support Staff colleagues, go to

www.aeusa.asn.au/supportstaffweek

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

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

We work to support movementbuilding through unions and social justice movements. Our key areas of work are: trade union development and workers rights, climate justice and energy democracy, migrant labour rights and feminist movement-building. We are building a membership of unionists who want to campaign for global justice.

Join APHEDA and be part of the global struggle.

Together we build global justice.

The Union way.

www.apheda.org.au/join 2 | AEU SA Journal – August 2021

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: Rikki Iversen, an AEU member and AEW from Kadina Education Office, gets behind an Every School Every Child campaign slogan. “Additional Student Needs = Additional Funding Needs” is a particular focus of the South Australian actions.

Photo: Tony Lewis

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A HURRICANE THEY CAN’T IGNORE

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A PLATFORM FOR STUDENT SUPPORT

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Lara Golding on making public education an election priority.

The AEU brings stakeholders together to demand proper funding.

Access anytime, anywhere… beware.

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WHAT WE WANT FOR TAFE Australian Education Union [SA Branch]

Rebuilding TAFE SA needs political commitments.

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

Deadline Dates Publication Dates

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#4 September 17 October 6 Subject to AEC union election timelines 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

PRESCHOOL FUNDING WIN Joining up, being heard and acting collectively.

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HAVE YOUR SAY Your vote in union ballots is important, writes Leah York.

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SEEN AND NOT HEARD Why the Department doesn’t get the point.

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WHAT HAPPENED TO STAFF MEETINGS? They have a purpose.

Time to reclaim them!

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WHERE ARE THE TEACHERS? The crisis in relief staffing affects all.

DATA DANGERS FOR EDUCATORS

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FENCE THE CLIFF EDGE! Psychological health gains recognition nationally.

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STEP CAREFULLY! The minefield of maternity leave information.

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SIX MINUTES How a community campaign in Jordan can inspire us.

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VALE JAN LEE A great teacher, unionist and comrade is remembered.

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ANNE NUTT AWARD 2021 Decades of SSO activism honoured.

PLUS: 04 SUPPORT STAFF WEEK 08 STUDENT SUPPORT PETITION 08 RENAMING UPDATE 15 COUNTRY SURVEY 19 UNION & PROFESSIONAL LEARNING 22 UNION NOTICES AEU SA Journal – August 2021 | 3

UPCOMING WEEK OF ACTION

Support Staff Week of Action 16 – 20 August 2021

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he AEU’s Support Staff Week of Action, celebrating and acknowledging the work of all education support workers including SSOs, ECWs and AEWs.

employment opportunities and more secure employment for ECWs, AEWs and SSOs.

This year the member action is all about the national ‘Every School Every Child’ campaign. For us in SA that means ‘Every Preschool’ too.

As with previous years, it’s about acknowledgement and appreciation, cake and flowers, but it’s much more.

Respect and appreciation of a person’s work also means taking action to improve the working lives of support staff.

In this campaign AEU and community members are standing together and demanding proper funding so that every child receives the support they need, when they need it. Support staff know all too well how important this is.

Let’s blitz Facebook every day of the Week with images to celebrate support staff and to help build the campaign for more support for the young people we work with. Email your photos to: ssw@aeusa.asn.au n

Increased funding will not only mean improved support for all our children and students to be successful in our schools and preschools, but also more

For more ideas for action and to download the AEU certificate of appreciation, visit www.aeusa.asn.au/

supportstaffweek

SAVE THE DATE

National TAFE Day 11 August 2021

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ational TAFE Day is on Wednesday 11 August! But all month long we will be highlighting the fantastic contribution that TAFE makes to the vocational education and skills development of students in our state, as well as nationally and internationally.

We will be celebrating across our campuses on the Day in a variety of ways, with the main celebration taking place in Light Square.

Many in the community prefer TAFE as the provider of vocational education and training, and we will be asking them to share their stories and appreciation through a social media campaign.

We would love to hear from our members, industry members, and 4 | AEU SA Journal – August 2021

students past and present, as well as the wider community.

TAFE not only helps change people’s lives, but it also benefits the economy.

Investing in TAFE a sound investment to help rebuild our economy post COVID-19. However, to help us rebuild with TAFE in SA we need to stop n Marshall’s TAFE cuts first.

To share your story with us, you can email us directly at:

tafe@aeusa.asn.au Or you can share you story via social media, with the tags:

#StopMarshallsTAFECuts and #RebuildWithTAFE anytime in August!

PRESIDENT’S VIEW RU N N I NG H E AD

A hurricane they can’t ignore How can we make public education a priority for our state and federal politicians? AEU members can lead the campaigns which will make a difference, writes Lara Golding Branch President. performance theatres and indoor pools, while many great public schools struggle to fix leaky roofs or install proper air conditioning.

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overnments choose their priorities. A government that can afford to build a $600 million basketball stadium in the centre of Adelaide surely can afford to properly and fairly fund public education. Yet, while stadiums are promised and hydrogen power is debated, educators in public schools, preschools and TAFE continue to work excessive hours to make up shortfalls in government funding.

In the lead-up to the state and federal elections I’m sure we will hear a lot of politicians telling us the government can’t afford to increase funding to public education.

What they are really saying is that it isn’t a priority for them.

Public education is critically important to our state and our country, and it is our job, as a union of thousands of members across the state, to ensure that politicians prioritise it. In the lead-up to the upcoming elections, we’re calling on all sides of politics in the state and federal parliaments to make South Australian public education one of their top priorities.

Politicians respond to public sentiment. They are supposed to constantly put their finger in the air to see which way the wind is blowing. More than ever, this year it’s our job to shift that wind.

At a federal level, the Morrison Government continues to provide supposedly scarce public funds to some wealthy private schools to build

June’s State Budget again failed to provide any real additional support to students or children. Funds were promised to enable the movement of Year 7s to high school, but there were no additional Support Services staff.

More checks were introduced as part of an expanded Blue Book program for the early years, but support and intervention is still to be provided within existing resources, which we know to be woefully inadequate.

We all know that education is about the one-on-one relationship that teachers have with their students – and that’s under more strain than ever before.

Too many children are missing out on the extra support they need to learn.

Classrooms are crowded. Students with additional needs aren’t being supported the way they should be and teachers are trying to cope with excessive workloads to make up the shortfall.

With both state and federal elections due in the next 12 months, we are determined to show our politicians that educators and communities care about public education.

We need more teachers, more support for kids who are struggling, more support staff, and smaller classes.

Every child, in every school and preschool, deserves fantastic facilities and the support they need to be successful.

This can be achieved if state and federal governments work together to prioritise public education and agree to properly and fairly fund public schools and preschools.

When it comes to TAFE, we continue to call for the Government to guarantee that 70% of funding for vocational education would go to TAFE. Surely guaranteeing that the majority of public

“With both state and federal elections in the next 12 months, we are determined to show our politicians that educators and communities care about public education.” funds go to the public provider would be a no-brainer. The Marshall Government has instead demonstrated that they prioritise the profits of private training businesses above high quality education provided by TAFE. We are calling on all political parties to reinvest in TAFE for the benefit of students and communities. We need to rebuild the economy with TAFE instead of handing over public money to private training businesses.

For schools, preschools and TAFE, the power of our campaigning lies with our members. We need all our members out talking to their networks, collecting signatures for petitions and postcards, and talking to their local members of parliament.

Public education can be and should be a priority – but our political leaders will tend to follow whichever way the wind is blowing. If all AEU members join together in a strong campaign for public education, we will create a hurricane of support too strong to ignore! n In unity Lara Our campaign goals, as endorsed by Branch Council for schools and preschools and for TAFE, are set out in the following articles, as well as details for some of the campaign actions members can take. I welcome your feedback – email me at:

8: lara.golding@aeusa.asn.au AEU SA Journal – August 2021 | 5

SA C A M PAIG N E S EC #EverySchoolEveryChild campaign slogans are on the road and larger than life! Members at Mark Oliphant College display our new corflutes.5

A platform for student support What are our asks of politicians for schools and preschools in upcoming state and federal elections? Lara Golding outlines the goals.

to support for students and children.

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As endorsed by our Branch Council in June, the goal of our state campaign is to convince all political parties to commit to:

our AEU has developed a community platform on student support in schools and preschools. We developed this platform in consultation with our members and a wide range of organisations and experts to ensure the platform was informed by those who currently use the system to access support for students and children.

Our platform development was underpinned by the establishment of a public education roundtable including principals’ associations, the Preschool Directors Association, parent groups, NDIS providers, non-government organisations, University of South Australia academics, the Commissioner for Children and Young People, and a Commissioner for Mental Health.

The key message from our members and these community groups has been the urgent need for additional support for children and students. We will be campaigning at a state and national level for more funding and policy improvements for schools and preschools to provide that support.

Our key ‘asks’ for schools and preschools would require a considerable investment – one that is long overdue.

6 | AEU SA Journal – August 2021

“We will need both state and federal political parties to commit to fairly fund our public schools and preschools.”

The costs of these ‘asks’ is estimated to be in the order of $170 million – or about a 6% increase in funding compared to a current expenditure of $3 billion on public schools and preschools.

By agreement between State and Federal Governments, public schools are currently funded at only 93% of the Schooling Resource Standard (SRS) – a funding shortfall of 7% each year.

To achieve these improvements, we will need state and federal political parties to commit to properly and fairly funded public schools and preschools.

We are seeking assurance that an elected State Government negotiate with the Federal Government to ensure that South Australian schools receive 100% of the SRS, and a commitment to addressing the urgent concerns relating

Our campaign can make a huge difference to the level of support available to students and children and your workload.

• Increased and ongoing funding for public schools and preschools in South Australia to permanently employ at least 1,000 additional teachers and support staff, providing support and intervention for students with additional needs; • At least 150 additional specialists and allied health professionals employed across the system to assess and support learning needs and mental health concerns; • High quality, sustained professional development for teachers and support staff on inclusion, differentiation and challenging behaviours; and • A reduction of ASETO/ACEO ratio from 1:50 to 1:30 to provide more support for Aboriginal and Torres Strait Islander children and their families.

The investment in these urgent priorities will cost the State Government about a quarter of the money the Marshall Government is planning to spend on the new sports stadium. n

You can read our community platform at:

8: www.aeusa.asn.au/EverySchoolEveryChild

TAF E C A M PAIG N

What we want for TAFE Angela Dean, Campaign Organiser (TAFE Focus), sets out the AEU’s key demands for TAFE SA going into the state election.

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he new financial year saw the next step in the Marshall Government’s plan to privatise vocational education and training (VET) in our state, with the release of updated Subsidised Training Lists from the Department of Innovation and Skills.

It included the second round of courses added to Minister Pisoni’s VET Commissioning Project. Phase 2 of the Project listed 206 courses and 5 skill sets across Agriculture, Horticulture, Land Conservation, and Management and Trades areas. This adds to the 37 courses and 45 skill sets in Phase 1 last year, which saw courses in Business Administration, Community Services and Early Childhood Education and Care cut from delivery at all metropolitan TAFE SA campuses.

Phase 1 has already caused a significant reduction in new student intake at metropolitan campuses, prompting complaints from students and industry, and the loss of lecturing jobs. We can be sure that the Marshall Government’s next phase will have a devastating impact on the future of TAFE SA.

“It is time for our state politicians to stop directing public money into private for-profit training organisations.”

Election demands Course cuts are just one of the threats addressed by a set of key demands recommended by TAFE Divisional Council, which will frame our campaign leading up the March 2022 state election.

The AEU’s Branch Council has endorsed these demands, and calls on all political parties to ensure that everyone in South Australia has access to high quality vocational education through TAFE SA. The AEU calls on politicians to commit to the following actions: 1. Stop the ongoing course cuts and re-instate the courses that were cut as part of the VET Commissioning Project.

2. Guarantee 70% of public funding for vocational education to TAFE. 3. Re-instate the Small Regional Communities Funding to allow equity of opportunity for regional students.

4. Return TAFE to public management and public ownership.

5. Improve working conditions for TAFE staff to enable quality vocational education including reasonable workloads and secure work.

6. Fund equipment and facility updates to meet current and future industry needs.

7. Be explicit about when public money is being used for private profit.

It is time for our state politicians to stop directing public money into private for-profit training organisations.

It is time for TAFE to return to public management and focus on the delivery of high-quality vocational education in all metropolitan and regional campuses.

It is time for the community to join our call to Stop Marshall’s TAFE Cuts.

Without their support, our campaign to prevent the privatisation of the VET sector will fall on deaf ears. We need our members’ help to call upon the wider community to take part in our upcoming community and industry forums to ensure their voice is heard in the lead-up to our state election. n Sign up to support our campaign at:

8: www.aeusa.asn.au/

stopTAFEcuts

AEU SA Journal – August 2021 | 7

I N S HO RT

10,000 signatures needed!

Preschool funding campaign win Jan Murphy, Branch Vice President, celebrates a win on Universal Access funding and looks at what more can be done.

After 8 years of AEU member and community campaigning, the federal budget in May guaranteed Universal Access funding for another 4 years, to provide 15 hours of preschool in the year prior to starting school. Congratulations – if you signed a postcard, visited an MP, signed up to the website or Facebook page and helped to spread the word – this is your win.

As part of the ‘Every School Every Child’ campaign, we are circulating a petition urging the Marshall State Government to increase funding to schools and preschools, providing immediate support and intervention for children and students with additional learning needs through the employment of more support staff, specialists and allied health (including mental health) professionals, and teachers.

While the announcement guarantees another 4 years of funding, and many are using the word ‘ongoing’, we are yet to see the fine print on funding agreements with the states. Members have expressed concern at any agreements with caveats around funding

Renaming update

A minimum of 10,000 signatures will trigger a Parliamentary committee inquiry into the levels of support and intervention available for children and students with additional learning needs.

Tabling the petition in Parliament will also help us to focus political and public attention on the critical issue of support for students and children.

We need every member to get active in collecting signatures for this petition so that we can reach 10,000 and demonstrate to politicians that the community cares about support for students and children. Anyone can sign it including members, non-members, support staff, parents and family members.

If you can’t find a copy in your workplace, visit www.aeusa.asn.au/ EverySchoolEveryChild to download a petition. n 8 | AEU SA Journal – August 2021

In the first Journal of this year, we asked you for nominations of past and present Aboriginal members to be recognised in the naming of rooms at the AEU Parkside office.

Thank you for all of the nominations received. The Aboriginal Education Consultative Committee (AECC) has been considering your submissions, and in this process we have: • realised that more voices need to be heard and reviewed our timelines;

being tied to outcomes.

There are many AEU members in preschools with contracts or temporary hours because of previous Universal Access funding uncertainty. Even with this latest announcement, Minister Gardner and the Department have refused to proceed with the conversions to permanency and increases in permanent hours we are seeking. This is extremely disappointing and another example of lack of willingness by this government and department to increase job security. Permanency rates in preschools are some of the worst in Education.

Two years of preschool is the international standard and is strongly supported by research, so the campaign continues. Some preschools are already struggling for staff and others are bursting at the seams. To move to 2 years of preschool will require significant additional funding in SA to provide the necessary infrastructure and staffing. Keep an eye out for the next stage in the Preschool Funding Now campaign. n • learnt more about Wilf A White, our first full-time President; • achieved Branch Executive endorsement for exploring using Kaurna language and recognition of ‘Kaurna Country’ in the 163 Greenhill Road building signage and AEU communications such as letterhead, emails and website; • achieved Executive endorsement for creating an information feature to highlight our nominees and their achievements; and n • met with Kaurna Elders.

*SAVE THE DATE! Aboriginal Members Conference Friday 8 October This will include consultation about nominees, recognition options and celebration events, with program development one of the topics discussed at the AECC planning day held in early July.

B RA NCH S ECR E TA RY ’S R E PO RT

Branch Executive elections… have your say Leah York, Branch Secretary, discusses the upcoming elections for the AEU’s governing bodies.

“Check out the candidates who nominate and determine who you think will best represent you.”

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s I have previously written in this Journal, democratic processes and structures are central to our Union’s success as a strong and representative voice to protect, promote and enhance an inclusive public education for all South Australians.

It is our democratic structure that provides the process for the determining of our values, strategic direction and goals of the Union through the development of policy, strategic framework and decision making on professional and industrial issues.

Branch Council is the supreme governing authority of our Union.

At the commencement of each year, elections for Branch Council delegates are held. 2021 delegates are now in place, although vacancies remain in a number of Areas. Nominations maybe called by the Australian Electoral Commission (AEC) at a yet to be determined date.

This year, elections for Branch Executive are being conducted (except the position of Branch Secretary, the term of which is three years). Branch Executive is the committee of management of our Union and has the power to conduct and manage the affairs of the Branch between meetings of the Branch Council.

Nominations will be called via a Union Notice sent to all members in August for the positions of Branch President, Branch Vice Presidents,

an SSO member, a Children’s Services member, a TAFE member, an Aboriginal or Torres Strait Islander member and 12 Branch Executive Officers – of which shall include at least 6 women.

Branch Executive is required to meet at least 10 times per year, and currently meets 3 times each term. Backfill is provided, and travel and accommodation costs are met for country members.

You may wish to consider nominating for a position. Most of all, it is important to vote in any ballot. Check out the candidates who nominate and determine who you think will best represent you.

The AEU SA Branch is part of a federal union of Branches and Associated Bodies, and many policy decisions, especially in relation to Commonwealth issues, are made at this level by delegates elected from each State and Territory. Nominations will be called in August for Federal Conference delegates and positions on several Federal sector-based committees, and, again, you are encouraged to consider nominating and to vote in any ballot.

The AEC runs our elections in line with the requirements of the AEU Rules, and therefore we can only advise on some matters such as the timing and length of ballot period. However, we are keen to hear from members about what barriers they feel they face in participating in elections, and what processes or communication we could put in place to better engage members to participate in Union elections.

If you have any suggestions, com-

ments or input you would like to make, please email me your feedback at:

8: leah.york@aeusa.asn.au

Union Shopper Union Shopper is a 100% union owned organisation that provides members and their families with deals and benefits on a large range of products and services, such as electrical goods, vehicle purchases, rental cars, cameras, computers, accommodation, entertainment including movie tickets, wine, and gift cards. It is a small cost to the Union but provides free benefits to all members if we choose to participate.

Check out more at:

8: www.unionshopper.com.au

If you have a view about the Union joining this service for members, please email me your feedback to: : leah.york@aeusa.asn.au n

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Your Secretary As Branch Secretary, I’m accountable to all members to ensure that the union is working in the most efficient and effective way to deliver the best possible outcomes for members as professionals working in public education.

If you have any queries or comments, please email me at:

8: leah.york@aeusa.asn.au

AEU SA Journal – August 2021 | 9

DE PA RTM E NT CU LTU R E

Seen and not heard AEU Campaign Director Andrew Gohl reflects on the changes in the Department for Education’s culture and the stifling of professional debate.

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ecently, I was part of a meeting to discuss the Year 7 transition, and employment and placement, with AEU Officers Lara Golding and Jan Murphy, and Laura Schonfeldt and Mark Schultz, executives of the Department for Education’s People and Culture Division.

“... the right to critique the way we work and the way students learn is now seen as challenging authority.”

The meeting was collaborative, but at some point during the meeting I pointed.

Laura and Mark were seated, in an inclusive gesture to indicate a cooperative way forward. Imagine my horror when I was called out by Laura, then Mark, for ‘pointing’.

Now there’s pointing and there’s pointing. I’m sure we’ve all experienced the angry person who delivers a palmdown fist with intrusive index finger.

Mine was palm-up, unclenched fingers with a loose but extended index finger.

There was no heated exchange.

I pointed at Lara and Jan and to the opposite side of the room where 1 0 | AEU SA Journal – August 2021

I have reflected on this – partly for my ‘pointing’ – but mostly for what this revealed about a change in departmental culture. I was after all in the same room as the two people leading the rather Orwellian titled ‘People and Culture’.

Which people? What culture?

Common understanding lost With the passing of time the ‘oldschool’ heads of Human Resources have retired. They were tough yet empathetic and, while we used to bemoan how long these bureaucrats had been out of the classroom, discussions started with common understanding of what it’s like to teach children and the work and goodwill it takes to sustain that every day.

These days you’d be hard pressed to find anyone in People and Culture (P&C) who has ever had to take responsibility for teaching 30 kids. I hope I’m wrong and happy to be corrected.

If you’ve never had to teach in the country, or give your all to a tough class, experience the joy of young children learning or support a class of Year 12s to success, it’s unlikely you’ll understand teaching. From that fundamental lack of experience stems an attitude that somehow corporate experience or even a background in another government department has greater value than educational experience. continued over page 3

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“If education experience isn’t important at the very top what does that mean for the regard given to the educator’s professional judgement?”

It starts at the top. The first Director General of Education, Alfred Williams, supported children centered learning, salaries for teachers, better-designed schools, smaller classes and medical inspection of children. The last two Chief Executives include Tony Harrison, a former Assistant Police Commissioner, and Rick Persse, appointed in June 2016, moving from the role of Chief Executive of the Attorney-General’s Department where he was “central to delivery of the government’s program of criminal, civil and administrative justice reforms.”

If education experience isn’t important at the very top what does that mean for the regard given to the educator’s professional judgement? What of that culture and how does it impact upon student learning?

Fitting the school culture It’s been interesting listening to the corporate narrative develop around teacher recruitment and placement.

“Exceptional circumstances” precipitated

by Year 7s to high school enabled the temporary(?) implementation of a new recruitment process that included a short audiovisual presentation. According to P&C this was to enable panels to determine “who best fits the school culture”.

What is that exactly? It’s vague and in reality may serve to appoint teachers meeting undeclared criteria. At best, unconscious biases are at play; at worst, there is conscious discrimination based on age, gender, race, sexuality and so on.

Kids are diverse and the strength of the public system has been one which values diversity in its employees. Is creating a school culture about homogeneity and unquestioning conformity?

Is a school’s culture always a positive

thing for staff and students?

Regulation 72 1 (k) & (l) of the Education and Children’s Services Regulations, 2020, and the Code of Ethics, are clear that staff should be participating in developing policies and resolving problems. Many members report that staff meetings have morphed into T&D and professional learning groups. It’s a cultural change where educators are seen and not heard. The opportunity to have genuine input into the policy that informs teaching and student learning has been diminished.

Fear of retribution Places of learning are losing the capacity to engage educators in professional debate. What used to be a fundamental centerpiece of workplace democracy – the right to critique the way we work and the way students learn – is now seen as challenging authority. Many members (support staff, teachers and leaders alike) feel unsafe in raising concerns for fear of retribution. It’s a culture that sees non-educator leaders in Flinders Street out of touch with what is happening in classrooms.

And what’s happening in classrooms is that many students are struggling to engage in learning because their wellbeing and learning support needs are not being met when they need it most.

Instead students are waiting up to two years and in some cases those who previously received support have been denied it.

This situation is creating highly complex classrooms with teachers sacrificing out-of-hours personal lives to ensure they do their best for every child in their care. The department isn’t

Sign up at:

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WH ENT O SU R A

listening because their corporate ears don’t want to hear our professional concerns.

Our professional opinion is that the lack of support for students with needs is appalling. Our professional opinion is that publicly educated children deserve facilities at least as good as the private sector.

What can we do?

Our campaign, Every School Every Child, is about AEU members educating parents and the broader community about the educational challenges and disadvantage brought about by poor funding. This not about a lack of government funds but about how politicians prioritise government spending.

Together we can pressure for commitments from individual politicians and their parties to address the complexity issues that are faced in our preschool learning spaces and classrooms in schools.

Let’s the change the culture and assert the right for our professional voice to be heard and exert our collective strength on behalf of the children we teach.

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ACTION

What AEU members can do right now is: 1. Sign up to Every School Every Child at: www.everyschooleverychild.org.au

2. Educate parents and the community about the campaign through school gate conversations.

3. Encourage everyone to sign the petition – we need 10,000 signatures for a parliamentary enquiry into student support.

4. Volunteer to be part of a delegation to your local MP.

8: www.aeusa.asn.au

8: www.everyschooleverychild.org.au AEU SA Journal – August 2021 | 1 1

STAF F M E E T I NGS debating and defining the elements of a successful school in your context, training and development has come to dominate the time allocated for staff meetings.

Teachers are unable to raise legitimate questions about school policy or procedure. Contract teachers worry that asking questions that challenge the status quo diminishes their chances of being re-employed at the end of the contract.

In many settings the voice that raises the problem has become the problem.

What happened to staff meetings?

It’s time to restore staff meetings to their rightful place, argues Graham Wood, AEU Campaign Organiser (Leaders Focus).

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he purpose of staff meetings is defined in the Education and Children’s Services Regulations 2020 as “an integral part of decision making and communication within the school and preschool”.

Let’s be clear about this. The Education Regulations were reviewed and amended last year. The views of politicians, bureaucrats, educators and the public were sought and the government had the opportunity to redefine the purpose of staff meetings. The purpose did not change.

Staff meetings are supposed to be an essential part of decision making in your school or preschool. The Department for Education requires schools to comply with the Education Regulations.

It’s the law.

Staff meetings were once a forum where teachers had the opportunity to contribute to decision making. Through staff meetings, teachers influenced the development and review of policy and procedure at the local level. Genuine consultation occurred, policy was jointly created and debate was encouraged.

1 2 | AEU SA Journal – August 2021

“In many settings the voice that raises the problem has become the problem.”

Staff meetings promoted a culture of inclusion and teacher voice was valued in the decision-making process. Teachers saw it as part of their role to contribute ideas and felt safe to ask questions that challenged the status quo.

Managerialism – a reliance on the use of professional managers in administering or planning an activity.

Over the last ten years the creeping tide of managerialism has changed what occurs in staff meetings. Within this culture the professional voice of teachers is diminished. It is easier to run schools and preschools without using staff meetings as an integral part of decision making.

Staff meetings become a forum for sharing information (mostly top down) about decisions that have been made by others. Rather than discussing,

Many schools and preschools have many meetings, but staff meetings as defined by the Education Regulations appear to be becoming rare. Many sites report that whole staff meetings occur once or twice a term and in some large schools as little as twice a year.

What is the fundamental purpose of staff meetings at your site? How are teachers consulted and how do they influence the decision-making process?

What opportunities do you have through staff meetings at your school or preschool to contribute to the development of local policy and procedure? If staff meetings are not being used as an integral part of decision making, where are the decisions being made and by whom?

If the staff meetings you attend are not an integral part of decision making in your school or preschool your site is in breach of the Education Regulations.

If you would like to improve the current situation you can work with your colleagues to return staff meetings to their rightful place in schools and preschools. Here are two actions to begin the journey of returning staff meetings to what they are intended for: • Put the purpose of staff meetings on your staff meeting agenda and have a discussion about what your school or preschool can do to make them an integral part of decision making.

• Put staff meetings on the PAC agenda and ask that group to determine how staff meetings can be used to develop and review local policy and procedure.

If you collaborate with your colleagues and work as a collective you have the ability to improve what is occurring in staff meetings at your site and to re-establish staff meetings as a forum where teacher ideas and views n shape local policy and procedure.

R E LI E F STAF F CR I S I S

Where are the teachers?

“How do you provide a quality educational program when you don’t have enough teachers?” asks Anne Beinke, AEU Lead Organiser.

A

ll the data collection and external reviews in the world will not make any difference if children and students are constantly having their learning programs disrupted by unfilled vacancies and split classes.

Already complex classes are being made more so.

Certificate III in Children’s Services.

Teachers are hampered in their work by missing valuable preparation and assessment time, and by suddenly having extra students in their class. They are turning up when they should be staying home sick because they feel guilty about letting their colleagues down. They are not being able to access valuable professional development because they can’t be released.

In one regional centre this year there have been 212 teaching days so far where no relief staff was available. In another regional centre they had 70 unfilled days in Term 1 and Term 2 has been worse. These are only the days by the booking schools, as leaders often give up trying when they know the answer is going to be that there is no teacher available.

In preschools the issue of staffing has been exacerbated by the requirement to have only Early Childhood trained teachers as temporary relief teachers (TRTs) and Early Childhood Workers (ECWs) who must have a

The Department for Education has advertised some extra ‘permanent’ relief teacher positions for Terms 3 and 4 this year and have once again put up a scheme to entice metropolitan TRTs to consider taking on up to 15-day relief

There are many country centres where it is sometimes impossible to get relief staff and fill ECW vacancies. The AEU is hearing that many schools and preschools in the metropolitan area are also having problems.

No relief available

“Band-aid solutions are not good enough!

Over recent years the number of permanent relief teachers has been cut by about 30%.” teacher stints in country areas. If they are successful in attracting people this may provide a temporary reprieve in some sites.

Band-aid solutions are not good enough! Over recent years the number of permanent relief teachers (PRTs) has been cut by about 30%. A number of the schools I visit have unfilled positions. Often a PRT will be placed into the unfilled position to fill the gap, further reducing the relief staff available. continued over page 3 AEU SA Journal – August 2021 | 1 3

CONT I N UE D...

All staff affected One remote principal told me that making sure classes have teachers each day is the most stressful part of his job.

Preschool directors and their staff are run off their feet trying to ‘manage’ when they just can’t get the staff.

The pressure on all staff is enormous and it is impacting on people’s health and well-being as well as children and students’ access to quality learning programs. The employer must come up with appropriate long-term solutions to this problem.

So what can be done?

If you are in a school, Clauses 5.2.23 and 5.2.24 of the 2020 Enterprise Agreement outline the processes for making claims for overtime payments for ‘Relief lessons above Maximum Face to Face Teaching Load’ and ‘Requirement to work in Excess of Maximum Face to Face Teaching Load.’ The claim forms can be found on the Department’s website. You should be claiming what you are entitled. This doesn’t solve the actual problem. It will, however, highlight it to the employer.

Also, if you work in a standalone preschool, this does not apply.

Take collective action Members need to stand collectively on this issue. Decide as a sub-branch what action you will take. Work together to say “enough is enough”. Whilst you keep missing NIT, taking split classes or going to work sick the problem is not given the credence it should be by the employer.

Take a stand! Who benefits by schools and preschools absorbing the problem? Not the children and students and certainly not the staff. Let’s do something about it! n

TAKE ACTION • Decide as a sub-branch what action you will take.

• Work together to say “enough is enough”.

• Think about getting parents on side.

• Decide what you are prepared to do and contact the union for advice on appropriate action.

8: www.aeusa.asn.au

1 4 | AEU SA Journal – August 2021

DATA FO R E D U C ATO RS

Protective practices

Data (dangers) for Educators

for staff in their with children interactions and young people

Guidelines for staff workin g or in education and care setting volunteering (2nd Edition s 2017 , revised 2019)

Making student data available anytime, on any device raises a number of workload and professional issues for members, writes Lauren Power, AEU Legal Officer.

T

he Department for Education (DfE) has launched its ‘Data for Educators’ project which “will progressively release data apps and processes throughout 2021 and 2022.” The purpose of the implementation is “to help teachers access information about their students. The insights provided by the data will support decision making and planning to improve student incomes”.

Apps such the Achievement Profiles app effectively consolidate data which is currently available on multiple platforms, for example, achievement data and behaviour incidents.

Significantly, “the apps will be available anytime, anywhere and on any device (computer, tablet and mobile)”. Whilst the AEU supports any improvements which assist our members, we are concerned about the workplace health and safety implications, as well as the management of professional boundaries and requirements in accordance with the mandatory guidelines set out in the ‘Protective Practices for staff in their interactions with children and young people’.

The AEU is concerned that there was inadequate and/or no consultation by DfE with health and safety representatives (HSRs) about the implementation of the data apps and processes. Our Branch Council in June resolved to ensure AEU members are aware of these concerns.

Teachers as salaried professionals do not have prescribed hours of work.

We acknowledge that members often spend significant amounts of time outside of normal working hours completing school-related work. However, without genuine consultation with HSRs and without clear guidelines, apps available “anytime, anywhere and on any device”

may further prevent members achieving a suitable work-life balance and appropriately managing professional boundaries.

The AEU does not support members using their personal devices for the apps developed within the ‘Data for Educators’ project. As well as risks to well-being, the use of personal devices for the ‘apps and processes’ may have legal and professional implications including disciplinary consequences for members.

The Department needs to establish reasonable guidelines with respect to the Project which clearly promote worklife balance and maintain professional boundaries in accordance with the ‘Protective Practices’.

The AEU is engaging with the Department regarding the concerns raised by members via our WHS Committee and Branch Council, and will update members on DfE’s responses.

We encourage members to engage with their HSRs and with their PAC and sub-branches with respect to the implementation of the Project. As always members can contact the AEU Information Unit for further advice. n For further information, see the Department for Education intranet, “Improving access to student data” and “Protective practices guidelines”.

PSYCHOLO G IC A L H E A LTH

COU NTRY CON DIT ION S

Put a fence around the cliff edge!

Working in the Country: what you think

Changes to workplace safety laws promoting psychological health are welcomed by Branch Vice President Dash Taylor Johnson.

Risk is a part of life and it is part of every choice, every decision we make. Being able to identify and manage risk well keeps us safer and healthier for longer. Physical risks are commonly understood but when it comes to our psychological health, it is not as clear as it should be.

On 20 May 2021, this nation’s Work Health and Safety (WHS) Ministers met to consider the 34 recommendations that Marie Boland presented in 2018 after Safe Work Australia commissioned her to conduct an independent review of national WHS laws.

That psychological injury be treated the same as physical injury was a key recommendation that was supported by at least 6 of the 9 Ministers. (Allegedly, it was not supported by South Australia).

The drafting of regulations has begun and unions are part of this process. This could take another 6 months and will need WHS Minister approval, but it will compel employers to assess and reduce psycho-social hazards.

These hazards include bullying, unrealistic work demands, sexual harassment, poor change management and fatigue due to long work hours.

Familiar? With 20 regulations relating to physical injury in existence and none for psychological injury the adoption of this recommendation has been welcomed by workers Australia-wide.

Now we recognise the problems, what about prevention?

The Employee Assistance Program (EAP) is a regular go-to for the Department for Education, described to me by a mental health professional as the help you get once you’ve fallen off the

cliff. So how about putting a fence around the edge of the cliff?

And that’s where risk assessments come in. Identify the hazard and then make some changes to reduce that risk and hopefully eliminate it. The risks, as clearly identified in the Department’s ‘Employee Mental Health and Wellbeing Procedure’, are known, but is the frequency, duration and impact of exposure to these risks, being considered like it should?

“We’ve got your back – you report and we’ll support.” So says the DfE intranet page on workplace violence.

And for those psychologically injured, are you being supported as outlined in the procedure? Reporting any hazards or injuries is critical (no pun intended), and essential if support is to be provided. This procedure is very clear on where responsibility lies and for whom, powerful in print.

As a worker, you have responsibilities too in the SA WHS Act, to “take reasonable care of his or her health and safety”. Knowing what your rights are is a good place to start. You don’t know what you don’t know.

The ‘Employee Mental Health and Wellbeing Procedure’, available on the Department intranet, is one procedure that you should be familiar with. Open it. Read it. Use it. Safety is union business. Mind your head. n For more information on psycho-social hazards visit:

8: www.mindyourhead.org.au

Hundreds of members have shared their experiences about what has attracted them to the country, why they’ve stayed and why they have left. These stories are invaluable as part reviewing the incentives offered for educators working away from the metropolitan area.

Here is a snapshot of what members have said:

What attracts you?

• Permanency • Right of return • Lifestyle • Sense of adventure.

Why do you stay?

• Relationships • Leadership opportunities • For the students •Transfer rights

Why do you leave?

• Lack of professional support •Isolation • Access to specialists •Lack of care/recognition from the employer • To be closer to family.

Many members have also provided detailed responses and contact details for follow-up, which are much appreciated. As part of our consultative process, targeted visits to country regions are set for the first part of Term 3 to continue this conversation.

You can also contact our Country Conditions Standing Committee members directly, via www.aeusa.asn.

au/CountryConditions

AEU members are ready, now we need the Department to listen.

n

AEU SA Journal – August 2021 | 1 5

WO M E N’S FOCU S

Step carefully!

16-18 weeks paid maternity/adoption leave was achieved, and in 2014, 16-20 weeks, depending on length of service.

Current entitlements

Meredith Farmer, AEU Industrial Organiser, surveys the minefield of information and misinformation about parental leave.

Maternity, adoption and surrogacy leave entitlements are outlined in clause 4.5 of the SA School and Preschool Staff Enterprise Agreement 2020 and clause 4.6 of the TAFE SA Education Staff Enterprise Agreement 2016.

A

A permanent employee of the Department for Education (DfE), who has been continuously employed for a 12-month period prior to the birth of a child, is eligible for paid maternity, adoption or surrogacy leave.

sk any colleague who has recently taken leave associated with parenting a child and they will attest to how complex and confusing it can be. In the AEU Information Unit we regularly hear from members who have been given inaccurate, out of date information by the employer on such entitlements.

But believe it or not, people are still having babies!

Much of the misunderstanding, particularly in regards to paid and unpaid maternity leave, relates to the many changes in entitlements over the years, many bought about by our union winning improved entitlements through enterprise bargaining.

The first (unpaid) accouchement 1 6 | AEU SA Journal – August 2021

“But believe it or not, people are still having babies!” leave provisions were included in the Education Act (Regulations) in 1968, over 50 years ago. Since then, particularly in the last 20 years members and their families have enjoyed the benefits of increased entitlements to paid maternity, adoption and surrogacy leave.

In 2000, paid maternity/adoption leave for women was two weeks.

Through enterprise bargaining, members won 6 weeks by 2002, 12 weeks by 2005, and 14 weeks by 2009, plus a number of improvements to the eligibility and conditions around that leave, including the right to return part-time. In 2012,

A contract employee, who has been continuously employed for a 12-month period prior to the birth of the child, is also eligible. However, the employee must be currently in a contract.

The tenure of a contract appointment will be extended by an employee’s entitlement to any paid maternity/ adoption/surrogacy leave A TAFE employee (other than a casual employee) who has completed 12 months continuous service immediately prior to the birth or adoption is entitled to paid maternity leave. continued over page 3

“Members are encouraged to contact the AEU Information Unit on 8172 6300 for further assistance if they feel they are being unfairly disadvantaged.”

An eligible employee with more than five years of service is entitled to 20 weeks of paid maternity leave. An employee with five years’ service or less is entitled to 16 weeks paid maternity leave.

In the case of DfE employees the total amount of paid/unpaid leave cannot exceed 104 weeks. The total amount of paid/unpaid leave for TAFE employees cannot exceed 52 weeks.

Paid maternity leave can be taken in any combination of full and half pay.

Paid maternity leave will be at the employee’s ordinary rate of pay. Parttime employees are eligible for this entitlement on a pro-rata basis.

Paid maternity leave is extended by both the school vacation periods and by the Professional Support Strategy for Week 10 of Term 4 for eligible DfE employees.

Contract teachers, be aware Contract teachers should consider the following when planning their maternity leave: • Avoid a break in service – if your paid leave ends and you do not work for DfE at all for three months, excluding school vacation periods, you will be considered as having a break in service and may lose any accrued sick leave and service toward long service leave. A day’s TRT can prevent the break in service.

• The 18 weeks’ federal government paid parental leave prevents an employee from working while in receipt of the payments. Consider taking this at the same time as your DfE paid leave.

What about holiday pay?

For DfE employees maternity leave ceases during school holiday periods.

Only those who would usually be paid for holidays (permanent, full year contract and long-term contract employees) will be paid, but the amount you will be paid during vacation periods will vary from the ‘usual’ depending on a range of factors.

Members should contact the AEU Information Unit for advice in regards to school vacation pay, and TAFE members in regards to how other types of leave interact with paid maternity leave.

Don’t forget about the PPL! Employees may also be eligible for the Federal Government’s Paid Parental Leave (PPL) scheme.

The federally funded PPL does not impact on or alter any of your existing leave entitlements with DfE or TAFE. The PPL scheme can be split in to a continuous leave period of up to 12 weeks (60 days) plus 30 flexible leave days at a later date or in a continuous 18-week block.

For further information visit the Commonwealth PPL site.

Partner leave If both prospective parents/spouse or partner are employees of DfE or TAFE the paid maternity/adoption leave can be shared as long as it doesn’t exceed the total entitlement of paid leave.

Both TAFE and DfE Enterprise Agreements provide an entitlement of 5 days paid partner leave which is to be debited from accrued sick leave.

Both TAFE and DfE employees have access to up to 15 days under Special Leave – Partner Leave to support their partner attending medical appointments and treatments related to pregnancy, including attendance at the birth of a child.

Support staff entitlements This is a broad summary of the entitlements. If you are a contract SSO, ECW or AEW your circumstances may be different. For further detail contact the AEU Information Unit to clarify your situation.

Returning to work part-time?

When returning from maternity leave, an employee is entitled to return to work on a part-time basis up until the child’s second birthday. The fraction of time needs to be a negotiated with the employer.

As many members would be aware DfE have, after consultation with the AEU, recently updated the Part-time Teachers Procedure. The change which we expect to have most impact on members is the change which limits the temporary reduction in time to 3 years after which any request for reduction in time will need to be on a permanent basis, except in exceptional circumstances where a further temporary period may be approved.

However the procedure states, “A request to return to work on a part-time basis until a teacher’s child is of school age following a period of parental leave is an example of a request to temporarily reduce time that can be approved for longer than 3 years. Where this request is not able to be accommodated due to the operational needs of the school, this will be outlined clearly to the teacher.”

The procedure also asserts that a request for a temporary change in time of more than 3 years due to family caring responsibilities will also be positively considered.

In recent communications with the AEU the Department has indicated that they intend to apply this procedure retrospectively. The AEU has asserted that this should not be the case and remain concerned that some members maybe disadvantaged by the employer’s application of the new procedure.

Members are encouraged to contact the AEU Information Unit for further assistance if they feel they are being unfairly disadvantaged. n Meredith Farmer was acting in the Women’s Officer role in Term 2, while Tish Champion took some well-deserved leave.

SAVE THE DATE!

AEU Women’s Conference 2021

Saturday 28 August

Details on page 19. For further info email Tish Champion on:

8: tchampion@aeusa.asn.au AEU SA Journal – August 2021 | 1 7

S IX M I N UT E C A M PAIG N This core team was comprised of mothers, female and male teachers, librarians, and youth. Once established this core team collaboratively developed the strategic objectives of the campaign, designed the structure to deliver on it, and essentially created the shared narrative of why the campaign mattered.

And from there this team developed its theory of change for its campaign: that for children to be motivated to read, parents themselves should read, thereby becoming role models.

Each family in Jabal Al Natheef would commit to read for 6 minutes each day.

Their goal was 5,000 pledges.

Six minutes If we worked together, what could get done in 6 minutes? Emma Lowe, AEU Campaign Organiser, shares some inspiration.

E

ach day you will see something that is not fair. There are problems everywhere in public education – IESP applications knocked back, TAFE courses closing, and passionate educators denied permanent employment. We face significant challenges, and we are not the only community to do so – in South Australia, Australia, and all over the world.

“Many of our struggles focus on who holds power over us and pressures them to be a bit better. How about our own power?“

A few years ago I had the privilege of listening to two organisers tell the story of wanting something better for their community, and how they went about this by building a collective that transformed the power structures within that constituency and moved the community members from object to subject.

literacy rates, such as reading competitions, new libraries, and new books for schools. Even with all this effort and resourcing, the improvement in literacy rates was nil.

NIsreen Haj Ahmad and Samar Dudin knew the deep and widespread social issues in their own community in Jabel Al Natheef, an urban community in Jordan: lack of play spaces for children, high rates of youth unemployment, extremely low literacy levels, and a 17% school dropout rate. They lived this.

Over the years multiple initiatives by governments and non-government agencies had been attempted to resolve these issues, particularly around the 1 8 | AEU SA Journal – August 2021

And it continued a tradition of the community being reliant on a service model. They were passive recipients of the initiatives.

Haj Ahmad and Dudin could see this was not working and after researching social movements around the world, they committed themselves to launching a community organising campaign.

This required a core leadership team, and they went about recruiting leaders by asking “who are the people in pain?”

This embedded the core team in their own constituency, rather than paid professionals.

After participating in organising training, each team was charged with collaboratively developing their own sub-campaign: what would it take for reading to be part of the daily life and culture of our community in Jabal Al Natheef? The mothers team used coffee reading meetings in homes. The youth held events with celebrities, used social media and marketing, but found the greatest success from Saturday morning ‘reading walks’.

There was a big celebration event when the 5,000 pledges were achieved.

The improvement in literacy levels was measurable in the school data. Harder to measure was the feelings in the community: pride, love, and loyalty. The team members at every level saw themselves as change makers, as organisers.

Those without a voice, now had one, particularly the women and children.

And when asked if the community could come together again and create change, 96% of the 500 team members said yes.

When I first heard this story it gave me hope. The context may be different to ours, but it teaches us how we can build our power. Many of our struggles focus on who holds power over us and pressures them to be a bit better. How about our own power? If we come together in creative and resourceful ways, what could we achieve? What can we realise with our own vast aggregated potential? As Marshall Ganz reminds us, “turning what you have into what you need to get what you want.”

What would your 6-minute campaign be? What change could you achieve with your AEU sub-branch by using 6 minutes each day? n

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

U N ION TRAI N I NG 2021

Professional Development

Leader’s Spotlight (online)

TEACHERS LEARNING NETWORK

Join us to discuss courage, decisiveness, timing and tough decisions as a leader through the eyes of John Bell (founder of the Bell Shakespeare theatre group), his leadership lessons and reflections on Shakespeare’s leadership lessons!

Thursday 26 August

(online courses)

OPEN TO: AEU members. COST: $33.00.

Combatting Toxic Masculinity in Secondary School

Tuesday 3 August

4.00pm – 5.00pm

Schools are essential community hubs that bring people together from a wide range of demographics. Interactions often reflect the issues that are occurring in the wider community.

There has been an increase in the scrutiny of examples of toxic masculinity throughout society and still remains an issue that underlies some behaviours that teachers have to face.

Identifying and Supporting Students with Anxiety

Tuesday 3 August

5.30pm – 6.30pm

Increasing numbers of students are suffering from anxiety and depression in today’s classrooms, particularly during the COVID-19 restrictions.

These issues often create a barrier for students to learn or achieve their full potential, and can often lead to the student further isolating from the school community.

Managing Complex Workloads

Tuesday 31 August

4.00pm – 5.00pm

This session will encourage you to be active in managing workload expectations at an industry level by working.

Tuesday 28 September

12.30pm – 3.30pm

There are many different ways to progress in a career in education.

In this session the presenter will encourage you to identify your strengths and weaknesses as a leader and to set yourself a professional development plan to build upon your leadership skills and knowledge.

Song and Music That I Use In My Programs

Tuesday 31 August

So often we are caught in the day-to-day work of our leadership journey – these sessions allow us to stop, reflect, hear alternative opinions and form our own.

OPEN TO: AEU members in Band A and Band B.

AEU Women’s Conference

See Ad below 5

Saturday 28 August

8.45pm – 3.00pm

OUR TRUTHS:

Our way forward in Work and Life

A not to be missed live event with a thought provoking line up of guest speakers, activities, entertainment and networking to inform and guide you through “our way forward”.

Preceding the conference on the Friday evening 27 August from 7.00pm – 10.00pm empower yourselves with the film viewing of “I am Woman” – includes supper.

For further info or to register go to:

www.aeusa.asn.au>events&courses or email Tish Champion on: tchampion@aeusa.asn.au continued over page 3

AEU WOMEN’S CONFERENCE 2021

OUR TRUTHS Guest Speakers:

Developing boundaries for your professional workload is an essential skill to become an effective tea cher whilst still enjoying a social and family life.

From Teacher to Principal – Mapping a Pathway

4.30pm – 6.00pm

6.00pm – 7.00pm

Songs are a great way to engage students in group time and teach students a range of concepts.

In this session, the presenter will share 20 songs that can be used to teach students literacy, numeracy and other concepts, and look at what materials can be used to engage students, such as books, puppets, colouring or craft activities and other props.

Abbey Kendall, Director Working Womens Centre.

Darcel Russell, Federal AEU Aboriginal Education Officer.

Lara Watson, Indigenous Officer ACTU.

Correna Haythorpe, Federal AEU President.

Lara Golding AEU SA President.

Our way forward in Work and Life

Saturday 28 August 8.45am – 3.00pm

Friday 27 August 7.00pm – 10.00pm Film viewing + supper

“I Am Woman”

The empowering story of 1970s musician and activist Helen Reddy, starring South Australian actress Tilda Cobham-Hervey.

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

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

AEU SA Journal – August 2021 | 1 9

U N ION TRAI N I NG 2021

TRT Professional Learning Series (online)

FREE TO: AEU TRT members. Designed specifically for members who are working as relief teachers in South Australia.

TERM 3: Tuesday 31 August 4.30pm – 6.00pm Working in High Schools as a TRT (part of the Year 7 to High School transition series).

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

4.30pm – 6.00pm

Merit Selection Supplementary Training (online) Thursday 5 August

4.00pm – 5.00pm

Wednesday 6 October

11.00am – 12.00pm

Wednesday 8 September

4.00pm – 5.00pm

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.

Union Training

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.

Responding to Risks of Harm, Abuse and Neglect (RRHAN-EC) has now launched

Sub-Branch Secretary and Workplace Representative Huddle (online)

Wednesday 28 July

9.00am – 1.30pm (in-person)

Monday 9 August

9.00am – 1.30pm (in-person)

Monday 20 September

9.00am – 1.30pm (online)

Wednesday 13 October

9.00am – 1.30pm (online)

Monday 13 December

9.00am – 1.30pm (in-person)

There are 2 elements to the new training, which replaces Responding to Abuse and Neglect (RAN): • Foundation (online only via PLINK) • Masterclass (online or in-person).

The AEU is an approved provider for the Masterclass.

AEU Student members can attend one class as part of their student membership fee.

Financial full members can register for $55, and non-members are charged $166.

Registrations for RRHAN-EC will be taken through PLINK. NonDepartment staff will be able to make a guest account on the Department for Education website.

Merit Selection Retraining (online)

4.00pm – 6.00pm

Monday 16 August

4.00pm – 6.00pm

Monday 20 September

4.00pm – 6.00pm

Thursday 7 October

11.00am – 1.00pm

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.

New Workplace Reps Training (Level 1) (in person)

9.15am – 3.30pm

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

OPEN TO: sub-branch secretaries and workplace reps who have not attended any AEU Union education courses.

2 0 | AEU SA Journal – August 2021

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.

TAFE Workplace Reps Training (in-person) Friday 6 August

9.15am – 4.00pm

This day will orient TAFE members as sub branch secretaries within our campaigning union.

OPEN TO: TAFE sub-branch secretaries.

PAC Chat LIVE (online)

Thursday 2 September

5.00pm – 6.00pm

On PAC Chat, PAC reps post questions and members of the group share their experiences, answer each other’s questions and share the challenges and excitements that come with being a PAC rep.

OPEN TO: AEU members on PAC.

Wednesday 28 July

Thursday 29 & Friday 30 July

TERM 3: Thursday 5 August

PAC Information Session (online) Thursday 16 September

5.00pm – 6.00pm

AEU members who hold positions on PAC have up to date information regarding the Enterprise Agreement and PAC consultative processes.

This session explores the fundamentals of the PAC and critical work that the PAC achieves, including consultation, decisionmaking and examples of effective PACs. OPEN TO: AEU members on PAC.

*SAVE THE DATES!

Preschool members event

Monday 27 September

Kaurna Cultural Centre: AEU members events

Wednesday 6 October

Aboriginal Members Conference

Friday 8 October

OB ITUA RY

Vale Jan Lee David Tonkin recalls the life of his friend Jan Lee, former SAIT General Secretary, who passed away earlier this year.

J

an Lee was a teacher, unionist and comrade of great courage, commitment and competence.

After returning to Australia in the midseventies after a stint in the UK, she took on the special class at Mawson High School. In that role, she was both firm and compassionate. She set high expectations of attitude, behaviour and learning. She was adamant that her students could and would learn successfully, and must have access to the same range of experiences and opportunities as other students – a rather revolutionary attitude at that time.

She became actively involved in the Mawson Staff Association, a sub-branch of the SA Institute of Teachers (SAIT), as the AEU was called at the time. She was elected to the SAIT Executive, and in 1982 was appointed as the SAIT General Secretary.

She immediately marked herself out not only as a very capable administrator of staff and resources, but also as a strong contributor to the collective political leadership of the union. She loved a challenge, and involved herself

in the creative and proactive thinking, planning and action of the heady days of the 1980s – several rounds of massive campaigns and strike action for better conditions for teachers and SSOs, and improved resources for public education.

Her effectiveness as a progressive voice and activist can be measured by the action of a new Executive of the union in dismissing her on completely spurious, factional grounds in 1985.

She had the overwhelming support of the staff and the SAIT Council, and was ultimately successful in winning reinstatement after a court decision.

And while all this was going on, during her time as General Secretary, she completed a law degree. Later she worked at Thebarton Senior College, where she became Assistant Principal, and then, after retirement, a highly successful Latin student at the University of Adelaide. She did love a challenge.

She lived her life on a broad canvas.

She was cricketer and hockey player.

She loved opera, music, art and literature. She was bushwalker, camper

and inveterate Kombi owner. She loved children and they enjoyed playing (especially cricket) with her.

Jan was always considered, industrious, conscientious, fair and insightful.

She possessed great moral courage and intellectual honesty.

She was loyal, and a valuable critical friend. She certainly pulled me up a few times when she thought I was wrong or about to do something stupid. Thankfully. And she was great fun.

She rounded out her life with a loving relationship with her partner, Jane, and capped it all off as a mother to a wonderful daughter, Phoebe. n David Tonkin served as Vice-President and President of SAIT during the “heady” 1980s.

WiLD turns 10!

In early July, the AEU ran our Women in Leadership Development (WiLD) program for members for the tenth year.

This year’s was special as it was our first “WiLD & Deadly” program specifically for Aboriginal women. 12 members (note: Karen, Natalie and Sheryl are missing from this photo) took part in the 3-day training and networking course.

With a focus on developing your own leadership style through conditions of uncertainty, exploring the Department for Education’s Merit based system for leadership jobs and visiting other unions to see their work for Aboriginal and women members we worked together to learn from one another and to support one another as leaders. n AEU SA Journal – August 2021 | 2 1

NOTICEBOARD

Australian Education Union [SA Branch]

Australian Education Union | SA Branch

ELECTION NOTICE

Legal Defence Appeals Committee: 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.

Branch Council Delegate – Fleurieu (General Division) One Casual Vacancy (Female) Nominations are called from General Division members in the Fleurieu Area for one female to fill a casual 2021 Branch Council Delegate (General Division) vacancy.

In accordance with AEU Branch Rule 50(10) Branch Council will appoint the successful candidate in an election to be conducted at the Branch Council meeting on 21 August 2021.

Nominations must reach the Returning Officer, 163 Greenhill Road, Parkside 5063 no later than 5.00pm on Wednesday, 18 August 2021.

A nomination form is available at: https://www.aeusa.asn.au/ NominationForm and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

David Smith, Returning Officer 19 July 2021

NEW POLICIES TO SUPPORT MEMBERS At the meeting of Branch Council in June, two important AEU polices were endorsed: ‘Classroom Observation of Teachers’ and ‘Data Collection, Assessment and Reporting’.

The AEU Curriculum and Professional Development committee were called on to review previous policy in light of growing expectations of members, increasing workloads, and decision making that didn’t include the members and the sub-branch.

The new policies are available on the AEU website (link below) and provide the basis for members to develop site-based policies.

Having good local policy is a key factor in taking control of your workload and stopping the ‘more on top’ expectations. To achieve this, decision-making processes in your site must be based on consultation and active member involvement.

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: www.aeusa.asn.au/policies

2 2 | AEU SA Journal – August 2021

Nominations are called to fill vacancies on the following AEU Committees

Administrative Officer Review Committees: Administrative Officer Review 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.

One general vacancy exists, 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

female position for 2 years ending December 2022.

Finance:

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

December 2021.

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

Early Childhood: Up to two 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, 18 August 2021.

A nomination form is available at: https://www.aeusa.asn.au/NominationForm and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

ELECTION PROCEDURE: Ballots for contested positions will be conducted

at Branch Council on Saturday, 21 August 2021.

David Smith, Returning Officer

A N N E N UTT 2021

A staunch advocate for SSOs The 2021 Anne Nutt Award was announced at the SSO Conference on 15 July The Anne Nutt SSO Activism Award is chosen annually by the AEU from nominations of School Services Officers (SSOs) who have made a significant contribution to the advancement of SSOs in the union and in the workplace.

The award, which includes $1000 for professional development, was given this year to Matoula Potiris (pictured), an SSO at Marden Senior College, who has had a long and active involvement in the AEU spanning nearly several decades. As well as being a valued member of the SSO Consultative Committee (SSOCC), Matoula has also held the

position of SSO representative on Branch Executive.

According to her nominator and fellow SSOCC member Katrina Hanlin, “she has always been a staunch advocate for SSO issues and has never been afraid to stick up for fairness and equity.”

“She has brought issues that concern bi-lingual SSOs to the attention of the SSOCC. lf it weren’t for Matoula, this small cohort of SSOs may not have a voice at the table.”

Matoula provided leadership to the many SSOs she has mentored, as well as the students and their families that she supports in her role. As she wrote in the book Can you eat paint? published by the SSOCC several years ago: “My job at Marden Senior College is

important because I am able to promote the benefits of education to the wider community and assist students to achieve their goals. I do this work because I believe that education is the key to success and enables people to develop their knowledge and skills through a range of experiences.”

She has provided valuable input in the many campaigns over the years.

Kathrina recalls, “She was there during the very first industrial action the SA Branch took around SSO conditions!”

“Matoula has never been intimidated into not speaking up when other SSOs have been unfairly treated by principals, or if there seems to be bias or nepotism at play – in much the same way as Anne n Nutt would do!”

BOO K R EVI EW

Vietnam Moratorium, 50 years on...

Moratorium Now! Memories of protest against the Vietnam War in South Australia, 1965–1972.

T

he Vietnam War was perhaps the most divisive issue in Australian history. As a study of political and social conflict, it is both relevant in its own right, and also in relation to the current “beating of the drums of war” and advocacy of “sending off, yet again, our warriors to fight”.

On 20 September 2020, around 70 people gathered at the Box Factory in Adelaide to commemorate the 50th anniversary of the Vietnam Moratorium Campaign (VMC) in South Australia.

Principal speaker was former State Premier and VMC Chair Lynn Arnold who recounted the events leading up to the violent police actions and mass arrests at the corner of North Terrace and King William Street on 18 September 1970. This event led to the creation of a Royal Commission by then Premier

Don Dunstan.

Retired teacher and former AEU Research Officer Mike Williss spoke of the actions of the militant Worker-Student Alliance and of the Draft Resisters Union, both of which he was active in.

Among several other speakers was former teacher and school principal, Judy Gillet-Ferguson, who spoke of her involvement with woman’s groups opposed to conscription and the war.

In addition to the main speakers, comments from the floor were recorded and are all available in this informative and important book. It is a valuable resource about an important period in our history for students and teachers. n Derek Burke is a retired AEU member who taught at Woodville Primary School.

Copies are available for $15. Contact ipansouthaustralia@yahoo.com or Derek Burke at: 0412 652 227.

AEU SA Journal – August 2021 | 2 3

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AEU SA Journal – August 2021 | 2 4