Volume 49 No. 4 June 2017

Vol 49 I No.4

Official publication of the Australian Education Union (SA Branch)

June 2017

AEUJOURNAL SA

NATIONAL TAFE DAY 2017!

Education Minister SUSAN CLOSE

Greens MP MARK PARNELL

AEU SA President HOWARD SPREADBURY

Dignity Party MP KELLY VINCENT

AEU SA Secretary LEAH YORK

We celebrate the quality and excellence of our public TAFE system!

INSIDE: u Secure

Our Jobs: More members converted as campaign continues.

u GONSKI

Funding: Members vow to fight back against cuts.

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

‘Secure Our Jobs’

NATIONAL TAFE DAY 2017!

Education Minister SUSAN CLOSE

Greens MP MARK PARNELL

AEU SA President HOWARD SPREADBURY

Dignity Party MP KELLY VINCENT

pages 4 – 5 Permanency conversion wins for contract members as campaign continues.

AEU SA Secretary LEAH YORK

We celebrate the quality and excellence of our public TAFE system!

Our Jobs: More members converted as campaign continues.

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300 Facsimile: 8172 6390 Email: journal@aeusa.asn.au Branch President: Howard Spreadbury Branch Secretary: Leah York AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates

Publication Dates

#5 July 28

August 16

#6 September 1

September 20

#7 October 20 November 8 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 531629/0025 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Cover Photos: Jo Frost Printing: Lane Print

INSIDE: u Secure

#2

u GONSKI

Funding: Members vow to fight back against cuts.

National TAFE Day 2017!

GONSKI Funding

pages 6 – 7 Hundreds of members turned up to support and celebrate the excellence of our public TAFE system.

page 16 Members vow to fight back against cuts.

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

8172 6300 journal@aeusa.asn.au

LE TT E R TO TH E E DITO R

Wine tasting not enough for contract teachers “At this stage we do not have a contract for you.” With this simple phrase in an email, my six years of continuous contracts at school came to an abrupt end on January 23, one day before the start of the school year. No farewell, no thanks, no good byes from any of those in leadership roles.

It is a great school. Its diversity and multiculturalism add much vibrancy to the school. It was one of the best workplaces where I had been employed.

I assumed I would get another contract for 2017 and possibly retire in 2019. But this didn’t happen.

Student numbers were given as the reason. However, new teachers were employed for classes I could have been teaching. So I concluded that the school leadership simply didn’t want me anymore.

Now, that in itself is not outrageous.

However, I had put a lot of energy into

the school. I had organised: five Language festivals, presentations by our students, an exhibition at the Migration Museum and many other events including: Ride to School Days, Harmony Days and Peace Days – all in some way, above and beyond the required job of teaching.

Obviously, I must have done something to get onto the wrong side and naturally I racked my brain for what it could have been.

We tell students and student teachers half-way through the course, that they are in danger of failing. I believe that those in leadership roles should talk to teachers and point out any errors that they see in their teaching methods and styles. Here are just some lines from the DECD Performance and Development Review: • The exchange of authentic feedback among colleagues, • Observing the professional practice of employees and providing authentic feedback openly and respectfully with employees,

• Recognising and celebrating employees contributions and addressing unsatisfactory performance.

None of this happened in my case.

Also, as soon as “they” have decided not to extend a contract, it might save a teacher a lot of worry if they are told in November or December. Why act in such a cowardly and thoughtless way, stringing us along and only letting us know we are not needed the very day before school recommences in January?

And for me this short and terse email only reached me after I had enquired – ie after those in leadership roles were prompted. This did not only happen to me, but to at least one other colleague that I know of.

Our current two-tier system of permanent and contract teachers creates a lot of anxiety, hardship, and stress amongst contract teachers.

Every semester/year, contract teachers have to face the anxiety, the uncertainty, the financial worries of not getcontinued over page 3 3

LETTER TO THE EDITOR CONT. ting another contract.

The current system of employing contract teachers seems to give the leadership total control over who they employ and whose contract does or does not get extended. They don’t need to give any reason or justification.

The majority of contract teachers would be extremely reluctant to point out this unreasonable situation, let alone challenge it.

We, as teachers, often get long talks

‘S ECU R E OU R JOBS’

SECURE OUR JOBS

or presentations and surveys about teachers’ wellbeing. Well, …wine tasting, playing a few fun games on the oval or having a dinner together are nice, but they do very little to increase the wellbeing of contract teachers who have to go through the cycle of anxiety every semester/year.

Again, I had six great years teaching at this school. I got along with just about all the staff, including the leaders.

That is why the abrupt and uncere-

CONVERT CONTRACT STAFF TO PERMANENT!

Adelaide East PS teacher Adriana Sougleris, converted to permanent through AEU sub-branch action.

Take Action

Sub-branch action leads to permanency conversion The AEU Journal speaks with Adriana Sougleris from East Adelaide Primary School about her recent conversion to permanency.

JOURNAL: Adriana, how long have you been on contract and where have you worked during that time?

ADRIANA: I began my teaching career as a TRT in 2010 and have been employed as a contract teacher within the Early Years at East Adelaide School for the last six years. I have had consecutive, full time contracts since taking the Term 2 intake of receptions in 2012.

JOURNAL: What are the main challenges to being on a contract?

ADRIANA: While I have always appreciated being employed in a contract position, it has been difficult towards the end of the year, not knowing if I would have a position the following year.

There has always been some stress and anxiety for my family and me not having job security. It was stressful when committing to a mortgage and even more so since falling pregnant. My husband and I are expecting our first child in July and 4

it was an added stress not having a job to go back to after maternity leave.

JOURNAL: How did the conversion to permanency happen?

ADRIANA: I wasn’t even aware that conversion to permanency was possible until it was brought to my attention by the AEU last year. I then made some enquiries with the union representative for our region at the time, Ann and followed up with Lisa earlier this year.

My conversion to permanency was only made possible through the support I received from the AEU. They went through my information and options and were there to support at every stage. Knowing there were no guarantees, I felt confident I was doing all that I could to explore this avenue to gain permanency. A letter, drawn up by the AEU was sent on my behalf to DECD to express my interest in applying to be converted. I then wrote up evidence to

monious ending after six years hurt so much. How can schools be places of respect, excellence, innovation and sustainability, when a large minority of the staff are too scared to speak their mind and have to fear for their contract renewal every semester/year?

Those in leadership roles need to make fair and transparent decisions regarding contract teachers. There must be a better way. n Name supplied

give to the Tenure Review panel, expressing why I should be converted and chose to have a meeting to sit in front of the panel to state my case and again was supported by the AEU throughout the process.

JOURNAL: How does it feel knowing that you are a permanent employee as of 2018? Has it changed your life?

ADRIANA: Knowing I am now a permanent employee as of next year has changed my life incredibly. It is such a relief to know I have a job to come back to after maternity leave, without having to worry about trying to work around relief work or finding a part-time contract. My family and I now have a sense of financial security that we didn’t have before. Knowing I have ongoing employment is incredibly satisfying and to be returning to a school that I have already been a part of for so long, where I have built relationships and am now officially part of the community.

JOURNAL: What advice would you give to fellow colleagues who are on contract BUT not an AEU member?

ADRIANA: I would advise all my colleagues to become an AEU member.

While you may feel you don’t need it often or are not in a situation that requires the union, they are a source of information and support that you wouldn’t have otherwise, and it is worthwhile knowing they are there if and when you do need them. n The AEU’s SECURE OUR JOBS campaign is working toward increasing the number of permanent positions in DECD and we’re doing this through sub-branch action at the local level. * Keep watch on our Journals and website for further interviews with successful applicants!

To find out how your sub-branch can support contract staff in being converted to permanent, go to

PRESIDENT’S VIEW

UNION TRAINING

Securing members’ jobs for the future AEU President Howard Spreadbury writes …

I

nsecure or precarious employment is a long-term issue for workers across a range of industries and professions. Unfortunately this is the experience of too many education workers in the South Australian public system. In a highly feminised workforce, it is problematic that so many employees in our state preschools, schools and TAFE campuses have been employed in a temporary capacity for long periods of time. Categories of employment cover the entire range of classifications.

When filling positions in DECD and TAFE on a temporary contract basis, the employer will argue consideration of the needs of the system. While the AEU accepts the need for a level of contract employment to enable back-filling of positions when a staff member is on leave, there are many examples where this is not the circumstance and the reason for the temporary appointment is unclear or unjustified.

This year the AEU is implementing a campaign designed to “Secure Our Jobs”. In schools, organisers have been meeting with members, including PAC representatives, to discuss current staffing configurations and to analyse contract teacher positions in terms of how long an individual teacher has been employed on a contract basis and why the vacant position they currently occupy has not been identified and declared for an on-going appointment.

In many of these cases, it has been determined that in fact the vacancy should be declared and a process for appointing a teacher on a permanent basis be initiated. Through the DECD recruitment and selection policy for

teachers, a Position Tenure Review Panel has been established. The panel has AEU representation and has the capacity to convert a contract teacher to permanency once it is established that the position is identified as on-going. The teacher, having met eligibility requirements, is then able to be converted to permanency to that position.

The AEU campaign will progress next term to the identification of SSOs who meet eligibility requirements and working with PACs to recommend individuals to DECD for conversion to permanency.

In the event that this is unsuccessful, SSO members have access to a similar Position Tenure Review Panel where the AEU is able to argue their case.

Already this year, a number of AEU teacher members have been successfully converted to permanency, either though a strong, well organised campaign such as the Riverland example featured in an earlier Journal or through the Position Tenure Review Panel process.

School leaders are not always immune from insecure employment provisions as a number in promotion positions do not have a guaranteed fallback to a permanent classification at the conclusion of their tenure.

AEU organisers continue to work with members in schools and this term have extended this work into preschools where historically there have been high levels of temporary contract employment for teachers, including many directors, and early childhood workers.

It is unacceptable that higher than average levels of temporary and casual employment in our preschools have become the norm.

SECURE OUR JOBS

There is also a process of conversion for Aboriginal Education Workers. This year the AEU has been in negotiation with DECD officers who have undertaken a comprehensive process of identification of eligible AEWs on the APY Lands with 21 employees converted to permanency. A further 33 current employees will be assessed for eligibility early in 2018.

The TAFE sector has a history of pockets of insecure employment depending upon classification and program areas. One problem arises when TAFE declares a permanent employee excess to the needs of the system and subsequently maintains the role by placing a contract employee into that position.

The AEU is currently fighting for conditions of members in Swimming and Aquatics programs whose employment, by virtue of its seasonal nature, leads to breaks in service which has a detrimental effect on accrual of entitlements such as long service leave.

Insecure employment has obvious adverse effects on an employee’s personal circumstances. Managing family responsibilities and making financial commitments such as purchasing a home are just two of the long-term consequences of years of contract work.

DECD falls far short of their own target of 87% permanent employment which in fact, the AEU asserts, provides far more flexibility than is necessary. The AEU is progressing the “Secure Our Jobs” campaign in an active way by working with current permanent members to support and facilitate processes for conversions of temporary members to permanency. This is not only in the interests of individual members but our public education system and the students we educate. n In unity, Howard Spreadbury

*Please note new AEU Phone and Fax numbers:

Phone:

8172 6300 Fax: 8172 6390

8: www.aeusa.asn.au >Issues>Secure Our Jobs

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TAF E FOCU S

National TAFE Day 2017 On Tuesday 13 June, hundreds of members showed up to support and celebrate the excellence of our public TAFE system and to hear invited guest speakers.

T

he TAFE City Campus Atrium was transformed into a sea of blue – bustling with hundreds of students and teachers in their lunch break. Tables adorned with cupcakes topped with chocolate buttons read ‘TAFE Too Good to Lose’ made by the Cookery students at Regency Campus. Organised by the TAFE Campaign Committee for National TAFE Day 2017 invited guest speakers included: Education Minister Susan Close, Greens’ MP Mark Parnell, Dignity Party MP Kelly Vincent, AEU SA President Howard Spreadbury and AEU SA Secretary Leah York.

TAFE Sub-branch Secretary and Convenor of the TAFE Campaign Committee Nadine Schoen opened the event. “TAFE is incredibly important! TAFE really is Too Good to Lose! I know it, you know it ... so you need to also stand up for your rights to have a public education at TAFE and that means actually going out

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“And as long as I have breath in my body, there will be a strong public provider in this state!

TAFE will stay!”

Minister Susan Close

and doing something about it! We are here for you on National TAFE Day – its about the students and about the teachers and its about TAFE as an institution that we need to be supported by our Government.” She then introduced Minister Susan Close to the podium.

Minister Close said: “The TAFE system is strong because the students are outstanding and the teachers are fantastic and I would like you to give a big round of cheer to thank all those teachers for the work they do for all of you

every single day. When I look around I see a bright South Australia that is multicultural, that is looking forward to the future and values education, know that education is the key to our future’s success and that you as students and as teachers and lecturers are backing your future through education.

“What really matters is that we have a strong public system – whether it’s a strong public system in our schools, or whether its in our universities or whether, today, its about our strong public provider – TAFE. “And as long as I have breath in my body, there will be a strong public provider in this state! TAFE will stay!”

Howard Spreadbury, AEU SA President spoke about his personal attachment to TAFE. Eight years ago, his son studied Restaurant Management at the Regency TAFE Campus. For the last six years he has been Restaurant Manager of ‘Noma’. TAFE gave him the skills and confidence to chase his dream.

“The Australian Education Union is a great campaigning union and TAFE is no exception. Our TAFE campaign will take us right up to the State Election as we campaign vigorously to get the Government to commit to funding and we will continue to support the provision of the courses that we know deliver great quality vocational training for our students in South Australia.” continued over page 3

R EVI EW

National TAFE Day Reception

Leah York, AEU SA Branch Secretary began with: “What a great day – TAFE too Good to Lose – and we can’t lose it!

Successive governments both Federal and State, the Coalition and Labor, are responsible for vocational education funding model policies that have undermined the very essence and survival of our world-class TAFE system.

“For years our TAFE system has been attacked – millions ripped out of the most trusted training provider and siphoned into private for-profit colleges many of them leaving students without the skills to get work. We need to move into the future with funding for TAFE guaranteed. In South Australia, the State Labor Government has effectively cut funding to TAFE particularly over the last five years and has closed campuses which has made a significant impact on our regional and country areas.

“So as we celebrate TAFE’s excellence, today also marks the commencement of our campaign in the lead-up to the March 2018 State Election. We will be lobbying State Government politicians and candidates in order to secure a commitment to the AEU’s 2017 priorities which include campaigning for the security of TAFE funding in the immediate and long-term to ensure it is delivering a majority of vocational education and training through stable quality programs. Proper resourcing must be a

“Now it’s our turn at the State level to lobby politicians and candidates and to campaign for a strong public TAFE system that delivers real and sustained benefits for South Australians.”

Leah York guaranteed percentage of Government funding for VET at a level at least equivalent to all pre-Skills for All amounts at an indexed level.

“Malcolm Turnbull’s plan for the public TAFE system includes a $177 million cut to TAFE funding which equates to a 15% decline in funding over the last ten years. That’s another shame!

“The AEU’s “Stop TAFE Cuts” campaign has been effective as evidenced by the Federal Labor Opposition’s commitment to increased funding for TAFE and TAFE facilities. Now it’s our turn at the State level to lobby politicians and candidates and to campaign for a strong public TAFE system that delivers real and sustained benefits for South Australians. So you will see a bit more of us between now and March 2018!”

The event ended with loud cheers and chanting by all “TAFE ROCKS!!!” n

TAFE has been building communities and supporting individuals to achieve their potential for a productive working career since the early 1970s. Since then TAFE has contributed to the economic, social and cultural lives of regional, rural and metropolitan communities.

In celebrating the important contribution that TAFE makes to the Nation and joining with TAFE students, teachers and communities the AEU, AMWU & ETU held a reception in Parliament house Canberra on National TAFE Day Tuesday 13 June.

Federal Opposition Leader Bill Shorten addressed the event stating: “Australia needs to invest in education, skills and training more than ever.”

In this year’s budget, Malcolm Turnbull is cutting another $600 million from TAFE and apprentices, $3.8 billion from universities and $22 billion from schools.

Labor will reverse Malcolm Turnbull’s $600 million cuts to skills and training and invest in TAFE and will include: • Investing an additional $637.6 million into TAFE and vocational education – reversing the Government’s 2017 budget cuts in full.

• Guaranteeing at least two thirds of public vocational education funding for TAFE. • Investing in a new $100 million Building TAFE for the Future Fund – to reestablish TAFE facilities in regional communities, meet local industry needs and support teaching for the digital economy.

Cath Fisher (mother of two TAFE students) and Cassie-Ann Egan (apprentice) both addressed the reception telling the audience about the huge positive influence TAFE had made to their lives and why funding is so critical to ensure that TAFE will always be there.

We must remember that National TAFE Day is a day to celebrate TAFE’s successes which will continue to motivate and drive the fight for an equitable system. n Tony Sutherland AEU Organiser – TAFE Focus 7

CO MM E NT

1 Remember this! On June 17, 2008 thousands of AEU members descend on Parliament House to protest the State Government’s failure to offer South Australian educators a nationally competitive salary and we won with a 3.5% pay rise!

PHOTO: PHILIP GRIFFIN

Activism and Professionalism go hand-in-hand Activism is as much a part of public education as planning, assessing and reporting, AEU Organiser Matt Coffey explains.

I

was in my second year of teaching in Sydney’s South-West in September 2011 when, before a bottle of Penfold’s Grange saw to the demise of his political career, former NSW Premier, Barry O’Farrell, announced a 2.5% pay cap on the entire NSW public sector.

Immediate outrage from unions and public sector workers followed as the gravity of a government undermining Enterprise Bargaining with a relative pay cut loomed. Public sector union members including teachers, school support staff, nurses and firefighters decided to hit back hard, calling a sector-wide, technically ‘illegal’, 24 hour strike. This manifested in a 60,000 strong rally that met in ‘the Domain’ and marched upon NSW Parliament.

Standing alongside 60,000 union members in Sydney’s Domain that day

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“...our union is strongest

when members ask not what their union can do for them, but rather, what they can do for their union.” taught me two powerful, life-long lessons: 1. the only real power we have as working people is in being part of a collective, and 2. activism is an essential part of working in public education.

Public education is vital and worth fighting for. It is essential in contributing to a fair, equitable and diverse society. More than 80% of Australian stu-

dents attend public schools and, as educators, we clearly do the ‘heavy lifting’ in terms of supporting, engaging and catering for this country’s most disadvantaged children.

Activism is as much a part of public education as planning, assessing and reporting. As educators, our role is not limited to the day-to-day responsibilities of the classroom. We have a professional and social obligation to ensure that our profession and the educational opportunities afforded to young people are continually improving. However, it is not through planning, assessing and reporting that this is achieved. These are achieved through activism.

This is our profession and we must continue to have a strong voice in policy, funding and curriculum. If we are not active or willing to act, there are other continued over page 3

RU N N I NG H E AD interests that will and it will certainly be to our detriment and to that of our students.

The way we perform our duties, the ways in which we are remunerated and our ability to affect positive change is directly determined by our strength as a union and in our preparedness to mobilise and act.

Being an activist does not make you less professional. When I started teaching in Sydney, my union Organiser, Leeanda Smith, would always tell me that: “A good activist is a good teacher is a good activist.”

Strong and dedicated teachers, support staff and leaders are respected because they are motivated by what is best for the profession, their workplace and their students and, therefore, make the strongest activists. In short, activists must be professional and committed.

Many people have reservations or aversions in associating themselves as ‘activists’. This is largely based on a negative image driven mostly by conservative media and politics but nothing could be further from the truth. There are many ways that you can be active in your workplace and being a union activist in public education is more likely to mean: • bringing colleagues along to a subbranch or area meeting • signing and circulating a petition • supporting and sharing a campaign on social media • organising and holding a morning tea to raise money and/or awareness for an important issue • wearing a Gonski or Public and Proud badge • Standing up for colleagues as an effective PAC representative • attending a rally and proudly waving an AEU flag • encouraging new and established staff members to join the AEU to build strength and power.

Activists are the doers, those amongst us who inspire and encourage us to work towards change. The AEU and public education need strong activists now more than ever. Feel confident in being a proud and active AEU member because our union is strongest when members ask not what their union can do for them, but rather, what they can do for their union. n

B RA NCH S ECR E TA RY ’S R E PO RT

Strength in one Union AEU involvement in resolving grievances ensures the rights of all members are protected writes AEU Branch Secretary Leah York. “... the AEU continues to

ensure that all members involved are afforded procedural fairness and professional respect.”

T

he strength of our union lies in our collectivism and activism for public education. The fact that the AEU is the only registered association that covers all classifications of education workers makes us stronger.

At times the AEU is asked how we can represent leaders when they act as ‘the employer’ when disputes arise.

At times, leaders feel uncertain about how the AEU represents them. The AEU believes that disputes in sites are resolved in a far more efficient and effective manner when all parties are members of the AEU. AEU policy defines a ‘Member vs Member Grievance’ as any dispute or conflict between two or more AEU members who have co-professional or collegiate status.

Principals and members in management positions, such as Educational Managers in TAFE and Preschool Directors in preschools, have responsibilities which may put them in conflict with other members. In any such conflict the AEU will support both parties provided they are acting in accordance with Union policy and agreed Departmental polices and procedures. In the absence of specific policy and procedures, decisions and directives must be fair and reasonable. The aim of the AEU is to facilitate resolution so that professional and working relationships are productive, and restored when conflict has occurred.

AEU Officers currently will, if agreed by the complainant, seek viewpoints from other parties to the grievance, and recommend strategies for achieving a

resolution. If a resolution cannot be achieved, the AEU Officer will assist in setting up a process within Departmental policy and procedures.

The role of an AEU Officer in meetings facilitated or arbitrated by a Departmental Officer is to ensure that due process is observed, that the rights of all members are protected, and that an acceptable resolution or compromise is achieved.

Support is made simple when it is demonstrated that all parties are following agreed policies and procedures.

Generally, problems only arise when people depart from these policy and procedures.

Interestingly, resolution of grievances seems to have become more difficult since departmental officers, particularly those with investigatory, industrial and human resource roles, and senior and chief executives, are less likely to have an educational background. Whilst this has had the effect of more matters being referred to an independent Tribunal, such as the Industrial Relations Commission of South Australia or the Teachers Appeal Board, the AEU continues to ensure that all members involved are afforded procedural fairness and professional respect.

Whilst the AEU’s ‘Member vs Member Grievance Policy and Procedures’ has served members well in most cases, it has been in place for over a decade.

In the near future, the AEU will be conducting a review of these procedures through consultation and analysis of n members’ experiences.

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N EW E D U C ATO RS

WM G R E PO RT

NIT for Beginning Teachers

Workload Management Group [WMG]

The definition of Beginning Teacher has changed.

The EA 2016 established a Workload Management Group [WMG] to examine and report on workload concerns of staff in schools and preschools.

Do you qualify for extra NIT? “… the additional non-instruction time [NIT] applies for a maximum total of four terms to Beginning Teachers employed for any period of one full term contract or more at any stage in the first two years following completion of their initial teaching qualifications.”

[Source: Exchange of Letters - PAC Handbook]

What the …?

So, if you are in your first two years of teaching (immediately after graduating), you are entitled to four term’s worth of extra NIT over the first two years of your work. How quickly you use it up, will depend on how much contract work (of at least a full term at a time) you get.

A

s you could imagine the list of concerns referred to the group is long and growing.

At the last meeting of the WMG two issues were discussed in detail: 1. The workload associated with the total number of students and classes for which a teacher has responsibility for preparation of lessons, report writing and assessment of student work.

Check the table below to see how much NIT you should be getting.

2. Increased workload due to reporting requirements prescribed in the new procedure: “Reporting on Australian Curriculum in DECD schools reception to Year 10 V1.0”.

Secondary Beginning Teacher

The WMG heard submissions from:

F2F Teaching NIT

18hr 54min / week 7hr 46min / week

• Mr Genaro Marino, Branch Council Delegate and Sub-branch Secretary at Glenunga International HS

Secondary Beginning ATSI Teacher

• Ms Merry Whelan, joint Sub-branch Secretary at Woodend PS

F2F Teaching

• Mr Don Zampogna, joint Sub-branch Secretary at Woodend PS.

NIT

16hr 48min / week 9hr 52min / week

Primary Beginning Teacher F2F Teaching NIT

20hr 15min / week 6hr 25min / week

Primary Beginning ATSI Teacher F2F Teaching NIT

18hr / week 8hr 40min / week

NEW EDUCATORS INFO Join us and have your voice on FACEBOOK for info, updates, tips and tidbits!

www.facebook.com/ groups/NEN.AEU.SA

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Mr Marino spoke about the work that teachers and leaders in secondary schools do to ensure that their schools and students are performing at the highest level. He described how staff are developing a growth mind-set amongst students and personalising/individualising the curriculum. To ensure that students achieve excellence and their personal best and that their wellbeing is looked after, teachers have to build positive relationships. Schools and teachers are reviewing and evolving their pedological frameworks and reflecting on their practices.

The work with students, caregivers and other staff takes time. If DECD wants all schools to be high performing, they need to be resourced to a level that

“If DECD wants all schools to be high performing, they need to be resourced to a level that enables teachers and leaders to have the time they need to achieve this goal.” enables teachers and leaders to have the time they need to achieve this goal.

Is the model of a teacher who teaches between 156 to 174 students per week sustainable? And can each individual student get the individualised support that they need to achieve their best?

Mr Marino was advocating for increased support for secondary schools, and provisions to address the number of students that a secondary teacher has to teach.

Ms Whelan and Mr Zampogna spoke about what they do as primary school teachers and conveyed to the group the experiences and concerns of teachers in their school.

Class sizes are high and student needs are complex. Each student with special needs plans must be written to.

They work and meet regularly with parents on their students’ learning.

Interviews, parent meetings and electronic communications mean that they are regularly reporting to parents.

A highlight of the presentation was a clip which demonstrated the constructivist methodology being used in the classroom, through a Fringe Arts Event.

The following questions were put to DECD: continued over page 3

• If it is taking many teacher hours to write every student’s report, and in reality much longer given all the work to be done prior to the actual writing, and there are 30 children in the class, what gives?

• Does extensive planning and preparation for valued learning stop while reports are written?

• Do we resort to generic comments just to manage the workload and within a reasonable timeframe or should the priority be the learning programs and support of students?

The new requirements for reporting were not agreed with the AEU and were only communicated to schools at the end of Term 1 2017. The lack of consultation with schools and the AEU is a concern. The lack of notice given to school leaders has added to their

The problem at a glance • Secondary teachers get 340 minutes of NIT per week.

• They often teach five subject lines and have a care/home group.

• This means they are teaching between 156 to 174 students per week.

• This equates to one minute and 52 seconds per student to complete tasks including but not limited to marking work, individualising programs, preparing lessons, writing reports, communicating with parents and being available to students.

• Primary teachers teach 30 students per class.

• The new reporting format is taking teachers two hours to complete for each student, and doesn’t include the work done in preparation.

• Primary teachers get 250 minutes NIT per week.

• If reports were written just in NIT (and not after hours and on weekends} they would take 14 weeks to complete.

• Primary NIT teachers face additional complexities which are not addressed by specific workload regulation pron visions.

workload and put them in an awkward position with their staff.

Despite the excessive and unreasonable workload of teachers, we heard about two excellent schools providing wonderful, positive and innovative learning opportunities for their students

and school communities. DECD Officers in attendance also acknowledged the work being done and outstanding learning environments being created by these teachers and their colleagues. It made us proud to be associated with Public Schools. n

VICE PR E S I DE NT ’S R E PO RT

More members’ voice at Branch Council AEU Vice President Jan Murphy reports.

The first two Branch Council meetings of 2017 have seen much greater input from delegates. Area Meetings are developing motions that are put to council to provide direction for the AEU on issues most current and important for members in schools, preschools and TAFE – which is as it should be. As members, it is you who set the agenda.

Last Branch Council on Saturday 3 June saw many motions from the floor on issues such as country housing, Support Services, SSO supplementation, recognition of AEU members, allocations of TRT funding, employment on the APY Lands and Performance Development requirements in schools.

If you want to be part of this process, head to your Area Meeting and have your say. Seek the support of your member colleagues in putting up a motion to be debated and considered at Council. That’s where decisions about the direction of your Union are made by the delegates who you elect to represent you.

Branch Council is also an opportunity to hear about current campaigns and receive updates on important issues that delegates have raised previously.

It’s important that Council is active and delegates who are there to represent you are well informed and acting on your behalf. They can only do this is you get active. Delegates attend on Saturdays once a term and need your support and input so they can represent you. n

Members attend the Workload Management Group [WMG] The last meeting of the WMG saw three members attend to put their case about increasing workloads for teachers.

The first was Genaro from Glenunga International School. Genaro spoke about the workload impact of having responsibility for over 150 students, as is the case for many secondary teachers. Individualising learning, electronic communications, innovative practices, providing increased support for students with complex needs and high aspirations, all take considerable time and doing the best for every individual student when taking responsibility for so many, is extremely challenging.

Genaro put this case to the WMG. Merry and Don from Woodend Primary spoke abut the latest expectation of DECD that in addition to A – E grades, teachers complete written comments for all learning areas in student reports.

They spoke about the innovative ways in which they engage and support their students to strive for excellence. They brought with them testimonials from colleagues and provided evidence of the impact of this new requirement.

Another case clearly put by AEU members.

For more detail on the WMG, see article here, left on page 10.

n 11

h t a

n o i t ec

t h g e n c i h r a e

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AEU SSO CONFERENCE 2017

N e t w o r k Le g a l p r o t R e c l a s s i f c a t i o n

W e

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n s e g

it o b J s e r u c e S

g n i e b le l W C A P r u o ’s

Application Writing for SSOs

I:00pm - 3:30pm

The Earl of Leicester Hotel, 85 Leicester St. Parkside

6.00pm Dinner:

Thursday 20 July

Friday 2I July 9:I5am to 3: 30pm

or email Lisa Sigalla on: lsigalla@aeusa.asn.au

Australian Education Union | SA Branch For further info or to register8: www.aeusa.asn.au>events&courses

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COU NTRY CON DIT IONWEEK S PUBLIC EDUCATION

N EW E D U C ATO RS

Be kind to yourself AEU New Educators continue to indicate that Behaviour ManageA shortage of TRTs in regional areas is increas- ment is a critical skill ing workload and resulting in members missing as they start teaching, writes Sue Fenwick. out on valuable Training and Development.

Splitting Classes

M

any schools, particularly in country areas are facing a shortages of TRT/PRTs.

This shortage is impacting upon: 1. The workload of members in country schools when teachers need to take unplanned leave.

2. The ability to access Training and development.

It has been reported that some regional schools are denying access to Training and Development, outside of student free days based on a financial decision. A decision partly driven by the employer’s increase to the costs of TRTs by 17.52%. This increase does not go to the TRT but is paid to DECD. The AEU has launched a TRT/PRT campaign to put pressure on DECD and Government to address these shortages.

In primary schools when a TRT/PRT is unavailable some schools are splitting classes. This means that the students of an absent teacher are placed into another class for the period of the absence and a replacement teacher is not employed.

The AEU has received a number of complaints from primary teachers about this process, as it increases workload and negatively impacts on learning programs.

The decision to split classes also means that teachers are not compensated for the additional work unlike if they take a relief lesson above their load.

So what are your rights when classes are split?

1. The decision to split classes and the process of reorganizing and redeploying can only be done by the school principal in partnership with the PAC.

In making this decision teachers must be consulted.

2. The organisation of the classes must be safe and without risk to health. If a class is to be split, the increased class size must not create a foreseeable risk to work health safety.

3. Class sizes must be planned on the minimum number of students possible. This includes taking into consideration students with extra needs.

To comply with this provision splitting classes should be a last resort, and only when TRTs or PRTs are not available.

4. Class size maximums still apply if a decision to split classes is decided.

This means clause 5.3.6 applies: “If the teacher, the principal and the PAC agree, the class size in any particular class may be greater than that specified in clauses 5.3.4 and 5.3.5 if the increased average class size is consistent with the equitable distribution of duties between teachers of the school.”

So, if your class size is to increase above 16 in R–2, 30 in years 3–7, 29 in years 8–10 and 26 in years 11 and 12 the teacher and PAC must agree to this increase.

If you are a classroom teacher you can not agree to an increase above that prescribed in the Enterprise Agreement.

Special consideration must also be given if students with individual plans are to be placed into the class. The PAC must consider the 11 factors outlined in the Enterprise Agreement at clause n 5.3.10 For further information contact the AEU Information Unit 5

AEU Information Unit | Weekdays | 10:30am – 5pm | 14

% 8172 6300

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idday on a Saturday on Day two of the 2017 New Educators Conference and far from itching to get home, the room full of new educators was pumping with energy and expectation.

Billed as real life behaviour management and engagement techniques you can use, develop and practise every day, Lara Golding and Caroline Bey’s ‘Classroom Management and Instructional Strategies’ workshop engaged the full room of educators as participants in effective classroom management techniques.

They learnt about new research, shared stories – including some highly challenging student behaviours – and were challenged to practise one new thing in their own class in the days that follow. At times, even this room of model students demonstrated classroom behaviour that was inconsistent with their teacher’s instructions.

Humans like to share with others.

Silent, thinking time was a bit tricky for some on occasion. Although I didn’t see any ‘meerkats’ pop up their heads to signal to others to join them in creating chaos, this image comes from just one of the tips that etched itself on my mind along with what Lara calls ‘Numbered and Lettered Heads’ and the ‘Placemat’ technique. “It was practical, relevant, and easy to follow,” said Emma Furler from Arbury Park Outdoor School. “The learning was embedded in all the activities.”

Interweaving current research with experiences, stories and memories of ineffective and effective teaching, it was clear that this introductory workshop met participants’ needs. “I would absocontinued over page 3

VICE PR E S I DE NT ’S R E PO RT

Where is Year 7 learning best placed?

New Educators

lutely encourage people to come to this session,” said Emma. “Even though an outdoor school is different than the usual classroom setting, the ‘Placemat’ and ‘Numbering and Lettering’ techniques in particular will be very useful as we see new groups of people all the time.”

“Be kind to yourself” says Lara, more than once. It is the message Alexander Brindal from Marden Senior College and Open Access College wants to be sure to take away. “Remembering to look after yourself is so important,” he said.

“Getting together with other teachers to talk and share stories really helps and having high school and primary school educators in the same discussions shows that our teaching experience is not that different!”

Abby Stevens from Playford Primary School agreed. “The workshop was very valuable,” she said. “We were able to compare experiences, talk in groups, and have great technique demonstrated to us. Some of the techniques were new to me but I can see how valuable they will be. They set up an expectation that every member of the group will be required to do something.” Prevention is better than cure but that takes an investment in building strong relationships, planning and practise. “A culture of classroom behaviour that is conducive to learning does not come by magic.

While discipline may look invisible, it is far from it,” said Lara. “We need to plan for every action and reaction, be prepared and practise so that we are moving from an emotional response to an intellectual one. It’s no wonder we are exhausted by the end of the day! Every action has so many potential reactions. Staying true to who you are, recognising you are human, but always pushing towards effective teaching,” she said. “That is where we all want to be.” n Lara Golding and Caroline Bey are teachers at Seaton High School. Their workshop is based on ‘Classroom Management and Instructional Strategies’

by Barry Bennett & Peter Smilanich.

Further workshops are available.

AEU Vice President Dash Taylor Johnson profiles the Curriculum and Professional Development Management Committee.

“The core of all learning is the provision of a well-resourced curriculum delivered by highly trained teachers with appropriate levels of qualification and experience. When organisational structures, facilities, support and delivery align, the best outcomes are achievable.” [Learning Environments for Band 7–8 Students Policy endorsed Branch Council November 19, 2016]

South Australia is the only state that delays the secondary experience to Year 8 and this point of difference is lauded by our State Liberal party as a key indicator of how we are not meeting the needs of our young people. Some in the non-government sector have moved Year 7 from primary to secondary school, but as yet there is no definitive call from our Education Minister.

Why not? To date, there is no clear evidence that the educational outcomes for Year 7 students are dependent on the physical location of where this learning takes place. Primary educators can quite rightly feel devalued if their sites are automatically considered to not be meeting the needs of the Band 7 Curriculum which we know is not the case. What we also know is that there is an identified ‘dip’ in learning outcomes post transition from one site to another, regardless of when this occurs and SA public schools are quite varied in this regard.

DECD sites feature a range of structures: B–7, B–12, Area Schools, 7–12, 8–12 all with well-developed transition programs that support the emotional wellbeing of students as they adjust to physical change. But, as our policy reflects, it is the curriculum delivery and transition support that are also critical. Investigations so far have established that high quality practice is on offer with partnerships providing the mechanism of shared learning design/delivery by Year 7–8 educators. Now the challenge is to see what other strategies are being utilised in this area to enhance continuity of learning outcomes.

AEU Curriculum and Professional Development Management Committee The committee has representatives from all sectors. Due to the recent retirements of Lynn Hall (servicing officer) and Nigel Howard (former principal) the 2017 Committee members are: • Sam Lisle-Menzel (AEU T&D Coordinator - Servicing Officer) • Briony Monahan (Plympton International College) • Pat Cavanagh (Woodcroft PS) • David Coulter (Darlington Children’s Centre) • Katrina Hanlin (Pt Augusta West PS) • Tammie Iacopetta (Elizabeth Education Centre) • Marika Marlow (Mt Barker PS).

The industrial and educational implications of Year 7 placement is just one of the many areas of responsibility in this group’s brief that meet twice a term.

School zoning, reporting requirement expectations, the pre-service teacher professional experience and improved recognition of member activism are all discussion points. It is these voices that guide professional learning opportunities such as “Members In Need of Information” [MINI].

Ultimately it is your needs that drive us and all members are invited to talk with Organisers and AEU Officers about what is going to be valuable for you. Subbranches, area meetings, committees, branch executive and branch council are our democratic decision making structures where your voice can be heard.

While we call on you to inform us, the last words are for our employer from the Learning Environments Policy: “We call on DECD to develop and fund an appropriate model in order to support the growth and attainment of Year 7 students, their teachers and the educational communities that nurture them within a middle school setting.” n TOGETHER WE ARE STRONG. 15

GON S K I

1 Ashleigh Foreman (pictured left) with colleagues from Salisbury Downs PS. PHOTO: MATT COFFEY

AEU members vow to fight back against cuts to school funding AEU Organisers Matt Coffey and Emma Lowe explain.

W

e know that the recent announcement from the Federal Government, with regards to school funding, means that South Australian public schools will experience a funding shortfall of $265m over the next two years. Schools in the Northern/North West Urban Areas will be hit hard, losing more than $13.3m or over $1,000 per student on average.

Members met for their local area meeting on Thursday 25 May to discuss what this would mean for their schools.

They traded stories about the positive improvements that Gonski has allowed in their schools so far and how their students could not afford to take such a 16

funding reduction. This discussion resulted in a motion being moved to Branch Council, to intensify and reinvigorate the campaign to secure school funding.

Ashleigh Foreman (pictured above) is a teacher at Salisbury Downs Primary School and Branch Council Delegate for the North West Urban Area. At Branch Council on Saturday 3 June, she spoke passionately as she endorsed the motion and made it clear that we must stand together and fight these cuts. The motion asserted that, to achieve this, we must engage our members, parents and Governing Councils in putting pressure on cross-bench senators to block Turnbull’s plans to short-change South

Australian kids.

Ashleigh’s school is one of 518 South Australian public schools whose funding will fall well short of what was promised in the original Gonski Agreement. The resources made available through Gonski has meant that Salisbury Downs Primary School has been able to employ six additional SSOs with a heavy focus on literacy and numeracy as well as implement programs to support teacher professional learning and development.

So, on Monday 19 June, as part of the Gonski National Day of Action, Northern/North West Urban AEU members stepped up their fight to send a clear message to our politicians: “Hands off School Funding!”

Across Adelaide, many members made calls to senators and campaigned on social media which helped spread our message to the public and political domain. With the Liberal party desperately scrounging to secure votes to pass the legislative changes necessary for their school funding model, crossbench senators, like Nick Xenophon, are incredibly important to get on side.

To date, Seaford Secondary College has been able to employ an additional teacher and SSOs to support students with learning difficulties and disabilities, whilst also supporting students in the transition to post-school life. Subbranch Secretary, Jade Spencer, along with seven other members took the opportunity after school to contact Nick Xenophon to take a stand against the $940,053 cut to their school and convince him to support SA public schools.

As a union, profession and community, we have reached a critical point in the campaign for fair and equitable funding to schools. At the time this article goes to print, parliament will be sitting for the final week before rising and Education Minister, Simon Birmingham is determined to get these changes through before that happens.

By the time you read this article, the funding situation for our schools may be entirely different. The specific details of this funding model remain unclear but we know it will disadvantage public schools. Should these changes pass in the Senate, we must be prepared to act because when school funding is under attack we must stand up and we must fight back! n

RU NMNEIN’S WO NG HFOCU E AD S

8: tchampion@aeusa.asn.au

To care or not to care?

teacher working for DECD, her salary increments take longer to progress through, her Superannuation contributions and growth slow down or even halt, her training and development opportunities become harder to access and her professional growth is stunted, resulting in less career move opportunities. All of these things have a financial ramification that ultimately results in less financial security in retirement for women. We want/need/demand equality but, quite frankly, the structures currently in place prevent it.

Why do women play the game and follow the “gender based expectations” of society? Why don’t more men take on caring responsibilities? Basically, government policies continue to lock women into and men out of the role of carer.

part-time policy and the maternity/ adoption/surrogacy leave policy. Both prevent women from having choice and, in fact, force their hand when it comes to caring. Just this year I have supported several women who decided it was easier to just take more unpaid leave than try to negotiate reasonable parttime work – particularly in the secondary sector. Unpaid leave halts their progression through the incremental steps and freezes superannuation contributions but the part-time policy and school structures sometimes make it too difficult for a woman to return to work part-time.

Recent announcements by AGL and Microsoft highlight the way current government policies undermine any claim for equality for women when it comes to carer responsibility. Both companies acknowledge the need for a fairer distribution of caring responsibilities by simply providing paid parental leave to the primary carer of a child. AGL offer 20 weeks and Microsoft provides 26 weeks of paid leave to any employer taking on primary care of a new born child.

AGL Managing Director and CEO Andy Vesey said that paid parental leave may have begun as a way to help women access the workplace more easily as a mother, but AGL has found that ‘‘increasing numbers of our men have the same needs. We want to make sure we’re making a very strong statement

I’m talking about policies such as the

continued over page 3

AEU Women’s Officer Tish Champion explains why current policies and procedures are hindering gender equality.

T

here is clearly a historical social expectation that women will be the predominant carers and gatherers and men will be the hunters. I am sure there is a far reaching and significant reason for this. Why, in the 21st century though, is this legacy still haunting us?

Clearly, work place structures and community expectations are such that women are expected to take on the primary caring responsibility for children and aging parents. No matter where this gender based social construct started, it has to stop. We keep calling for equality – whether it’s about salaries, distribution of power and leadership, employment opportunities, caring responsibilities or house work – but we do nothing about the fundamental policies, processes and practices that prevent it from ever truly becoming a reality.

Every time a woman takes time out of the workforce, or reduces to part-time work to have and raise a child, her career opportunities and financial situation are impacted. In terms of a female

“...government policies continue to lock women into and men out of the role of carer.”

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ter t the pos urnal u o l l u P * this Jo iddle of ite. in the m y at your works la and disp

AEU SSO Conference 2017 is now open!

Places do fill fast so don’t delay – register today!

T

his year’s conference theme is

“Weathering the Challenges!”

Its about getting the support and skills to gain strength in order to conquer life’s challenges.

For further information: • visit the AEU website:

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

• Contact the AEU Organiser, Lisa Sigalla on: 8172 6300

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

SSO: DID YOU KNOW?

Additional Hours Register Permanent part-time SSOs who are looking to top up their hours need to fill in an Additional Hours Register VL 207 (follow this link to download form). www.decd.sa.gov.au/docs/documents/ 1/Vl207AdditionalHoursRegis.pdf

% 8172 6300

This form needs to be given to your Principal and will be used by the panel when looking at filling positions that are 15 hours a week or less. You can also take this form and hand it to nearby schools if you are interested in doing some hours at another site. If your circumstances change, make sure you keep your details updated.

Where more than one SSO is eligible for the additional hours, as part of a merit process, referees must be contacted by the panel to make the selection.

For short term positions of less than 12 months, the panel consists of a chairperson and a staff rep. For ancillary vacancies it is appropriate to have an ancillary staff rep on the panel wherever possible.

Once the positions are filled, the outcome and process will be reported back to the PAC as per normal staffing processes. n 18

WOMEN’S FOCUS CONT. about how important we think this is not only for bonding, but also for the ability of men who may need to step out of the workplace to provide care in balance with their partner.’’

At the last round of Enterprise Bargaining, the AEU argued strongly that the department should adopt a “Primary Carer” approach to paid parental leave.

This would allow women who work outside of DECD to continue to work if they want/need to because their DECD employed partner would be able to assume the ‘paid’ caring responsibility.

It would allow men who work for DECD who have a desire/need to become the primary carer for their new born child to do so free of financial penalty. It ensures that a new born baby has at least one primary carer to look after them. It provides a same sex couple with the same entitlements as other DECD employees without having to argue for it on a case-by-case basis.

Currently paid parenting leave can be shared between two parents if they both work for DECD but this doesn’t help a woman who doesn’t work for DECD and who has no access to any paid leave. It is undeniable that a child will thrive and do better with at least one primary carer to nurture them in their first months of life.

Winning a change to the Enterprise Agreement and securing changes to DECD policies will go a long way to providing women with genuine choice. It will break the cycle of women having to

become the primary carer and carrying the financial disadvantaged associated with it. We need to break the chains of expectation and policy that have locked women to inequality for too long.

Bring on EB 2018!!

Anna Stewart Memorial Project [ASMP] In Week 4 of this term, two AEU members took part in week one of the Anna Stewart Memorial Project run by SA Unions.

This is an annual training opportunity run over two separate weeks. This year the two AEU participants were Maryanne Herdegen from Hallett Cove School and Angela Dean from TAFE, Elizabeth Campus.

While they have only experienced the first week of the program so far; both members were very positive about the experience; which included two training days, two in union observation days, a tour of Parliament House and lunch with several prominent political women – Hon Jennifer Rankine and MP’s Katrine Hildyard and Frances Bedford.

This cross-union training is a wonderful opportunity for union women to learn more about the interconnection of unions in SA and the history of unionism in Australia. n

ASMP 2017 Participants – back row from left: Linda Lai (PSA), Michelle Sanders (AMWU), Helen Adams (SA Unions), Rebecca Reed (UV). Middle from left: Angela Dean (AEU), Xenia McGivern (CFMEU – Forest Division), Kimberley (Kim) Bennett (UV), Maryanne Herdegen (AEU). Front from left: Frances Bedford (MP), Antonella Foot (CFMEU Construction), Claire Holmes (CPSU), Peta Dickson (CPSU), Lesley Donnelly (ASU), Fiona Sheehan (PSA).

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

Union Training

course is facilitated by experienced teachers, and is recommended as an extremely practical way to develop new teachers’ skills in the classroom.

OPEN TO: AEU full financial members who are in their first 3 years of teaching.

FOR MEMBERS ONLY FOR SSOs

Student Engagement Workshop

AEU SSO Conference “Weathering the Challenges” Fri 21 July

DAY 1: Wed 12 July

9:15am – 3:30pm

[Holidays]

A one-day conference with dinner the night before for SSOs. This day will include topics as selected by the SSO Consultative Committee, including an update on reclassification information.

OPEN TO: AEU SSO financial members.

SUPPORT: Travel & accommodation.

FOR SUB-BRANCH SECRETARIES AND UNION REPRESENTATIVES Workplace Reps Course 3 DAY 1: Tues 1 Aug DAY 2: Wed 2 Aug

[Metropolitan Sites]

9:15am – 3:30pm 9:15am – 3:30pm

[Term 3 Week 2] [Term 3 Week 2]

A two day course on building the sub-branch and resolving workplace issues effectively through various decision making structures and processes and developing a positive workplace culture. Participants will also apply the Agreement and the PAC procedures to their work situations..

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

Professional Development Application Writing

[for student members]

Wed 5 July

11:00am - 1:00pm

[Term 2 Week 10]

Wed 5 July

4:30pm - 6:30pm

[Term 2 Week 10]

Thurs 20 July

10:00am - 12:00pm

Application Writing for Teaching Positions

[Holidays]

A 2-hour practical workshop to assist in applying for DECD teaching positions. This workshop will provide information regarding the writing of your personal statement for teacher positions.

OPEN TO: AEU full financial members.

Classroom Management for New Educators [CITY]

DAY 1: Tues 11 July

DAY 2: Tues 3 Oct

[PORT AUGUSTA] DAY 1: Mon 10 July

DAY 2: Tues 3 Oct

9:15am – 3:30pm

[Holidays]

9:30am – 3:30pm

[Holidays]

9:15am – 3:30pm

9:30am – 3:30pm

[Holidays]

[Holidays]

Highly recommended by new teachers, this 2-day practical course builds on the workshop run at the AEU New Educators’ Conference. Participants must attend for the two days. The

DAY 2: Wed 4 Oct

[CITY]

9:15am – 3:30pm

[Holidays]

9:15am – 3:30pm

[Holidays]

More students! More engagement! More of the time! Participants must attend for the two days. This course is facilitated by experienced teachers who will develop teachers’ skills in creating ‘rigorous learning conditions’ (TfEL) which support active participation and increase student engagement and accountability for their own learning using strategies including cooperative learning.

OPEN TO: AEU full financial members.

Safe Schools Workshop Mon 17 July

9:30am – 2:30pm

[BAROSSA]

[Holidays]

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

OPEN TO: AEU full financial members.

Environment Action EdCamp! [BRIDGEWATER] Wed 19 July

10:00am – 4:00pm [Holidays]

What environmental action do we use, want and need?

EdCamp is an unconference! Edcamp uses the knowledge and passion of participants to call the shots about what you want on the day. The program is developed using the passion and knowledge of participants. There are no long PowerPoints, no lectures – just conversations and shared passion. You don’t even need to stay in the session if it turns out it wasn’t what you expected!

You just need yourself and you thirst for knowledge about environmental action. If you are participating in environmental action in your community, with your students or you have some ideas (or want some ideas) this is for you!

OPEN TO: AEU full financial members.

Application Writing for SSOs Thurs 20 July

1:00pm - 3:30pm

[Holidays]

Leadership Team Development

[WHYALLA]

A half day practical workshop to assist SSOs applying for DECD positions. This session will include types of applications, writing to criteria, interview ideas and using examples, plus referee info.

OPEN TO: AEU financial members in non-teaching positions.

SESSION 1: Thurs 10 Aug

SESSION 2: Thurs 14 Sept

4:30pm –7:30pm

[Term 3 Week 3]

4:30pm – 7:30pm

[Term 3 Week 8]

This program will support leadership teams in developing their understandings of successful leadership and the characteristics of leaders, for ongoing collaborative application at the school level. It will provide leadership teams with the opportunity and impetus to collectively lift their eyes above the daily grind and to link their broader understandings with daily practice.

OPEN TO: Whole leadership teams. Teams must commit to attend both sessions and actively reflect on content between sessions.

8

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

8

19

N EW U N ION T&D MO D U LE S

S UPE RA N N UAT ION

Members In Need of Information

Retired or Retiring?

Join SA Superannuants

MINI education modules available for your sub-branch development.

Request one today!

In Term 3, 2017 the AEU SA launch our MINI (Members In Need of Information) education modules available to upskill sub-branches around particular topics. These sessions are 60 minutes or less and are designed to be “bite sized” trainings that come to you. These sessions are mapped against the Australian Professional Standards for Teachers.

MINI topics you can request for your sub-branch include: [FOR AEU MEMBERS AND POTENTIAL MEMBERS] • Contemporary legal issues [FOR AEU MEMBERS ONLY] • SSO Reclassification: An Introduction • Recruitment and Selection for Teachers • Talking to staff about AEU membership and joining the AEU • PAC information session • Progressing to Step 9.

These MINI education modules can be conducted at a long break time (lunch’n’learn), after school or during a student free day. In most cases these modules will be conducted face-to-face in your site but may be negotiated to be delivered electronically if necessary.

To request a session head to the AEU website : www.aeusa.asn.au

8 >events & courses

Further sessions are currently in development – I’d love to hear what your sub branch needs information on for more MINI education modules! n Email me your suggestions at:

8: training@aeusa.asn.au

%: 8172 6300

or call me on

Sam Lisle-Menzel, AEU T&D Coordinator

SA Superannuants, established in 1927, has over 1600 members, all receiving a pension from the SA Government Superannuation fund.

SA Superannuants, established in 1927, has over 1600 members, all of whom receive a pension from the SA Government Superannuation fund.

The Association keeps a very close eye on upcoming State and Federal legislation which may impinge upon superannuation matters.

During the past year the Association has made submissions on pensions, taxation and the Commonwealth Seniors Health Care card. The Association meets regularly with State Members of Parliament to ensure they are kept up to date with the Association’s concerns.

The Association also lobbies Federal MPs and recently has met with Tony Zappia (ALP) and Senator Fawcett (Liberal Party). We meet once or twice a year with representatives of the major political parties.

The Association belongs to the Superannuation Federation as do unions whose members belong to the SA Superannuation Funds. The Federation is the point of contact for the Government when there are proposed changes to the superannuation legislation and regulations.

Interstate the Association is a member of ACPSRO (the Australian Council of Public Sector Retirement Organisations) which represents eleven organisations.

and results of meetings with parliamentary representatives give members a comprehensive overview. Then at 1.30pm a guest speaker provides members with information on a wide variety of topics. Some recent topics have been about prostate cancer, consumer price index, Australian orangutan project, cyber crime, hearing loss and aids, estates and trusts etc.

Members receive a comprehensive newsletter The Superannuant three times a year. Members can opt to have the newsletter emailed.

Membership fees are very reasonable Annual fee $15 For life (once only fee) under age 60 – $270 60 to 65 – $220 65 to 70 – $160 Over 70 – $130 Partner members pay $5 annual fee with all rights but the partner does not n receive a newsletter.

TO JOIN Visit the association’s website on:

www.sasuperannuants.org.au

CONTACT SA SUPERANNUANTS President

SA Superannuants meet on the last Monday of the month (February to November inclusive) at the central location of the Pilgrim Centre, 12 Flinders Street, Adelaide at 1.00pm.

Peter Fleming Ph: 8295 7852 email: peterfleming8@bigpond.au

Reports on the latest developments on the superannuation front, proposed government legislation, taxation, CPI

Membership Officer

Secretary Christine Venning Ph: 8339 4871 email: venncm@gmail.com Max Jahn Ph: 8522 6885 email: pmjahn@bigpond.com

To join or for further information visit our website:

8: www.superannuants.org.au

OBITUARY

Elsie Jackson: a humble trailblazer in Aboriginal Education and Reconciliation Recently the Aboriginal community and reconciliation movement of South Australia lost one of its great champions writes Bill Hignett.

South Australia and the focus of her work was on culture and engagement with the students. She also taught writing. She stayed at the Nepabunna School for a number of years and then moved to Port Augusta. In 1981 Aboriginal Teacher Aides and Aboriginal School Assistants were renamed AEWs.

O

n Monday 12 June, I heard the sad news that Elsie Jackson had passed away on Friday 9 June 2017.

Elsie was a proud Adnyamathanha woman who grew up on the Nepabunna Mission in the northern Flinders Ranges of South Australia.

After finishing her schooling at the Nepabunna and Copley Schools she soon returned to the Nepabunna School to work on a voluntary basis.

Although she had been working voluntarily at the Nepabunna School since 1962, in 1966 the then new Head Teacher, David Amery recognised the value of Elsie’s work and attempted to get the Education Department to place her on the payroll. At the time there were no Aboriginal Teacher Aides or Aboriginal Teacher Assistants or Aboriginal Education Workers (AEWs) employed in South Australian state schools and the Department found this request too challenging. David’s request was refused and as a result David paid her personally from his own pocket for most of the 1966 school year.

The following year Elsie was placed on the department’s payroll.

Elsie was the first Aboriginal Teacher Aide to be employed in a state school in

From the research Pat Buckskin and I did as part of the Ara Kuwartija Kutu (towards a new way) Project in 1994 we believe Elsie was also the first AEW employed in a state school in Australia.

I first met Elsie in 1979 when I visited the Nepabunna School as an Organiser and visited her classroom. She had a magnificent rapport with the kids and I remember her meticulous copperplate writing. I also remember our introduction when she asked me who I was and I told her I was from the union. She never called me Bill after that when I met her many times after my first visit to Nepabunna. She just called me ‘the union man’.

When we were developing the new Industrial Award for AEWs in the 1980s, there were a few AEWs whose role we analysed and modelled to develop a

new classification structure and Elsie was one of those we used to develop the new award.

She kept us on our toes making sure that the prior learning and expertise of older AEWs was recognised in the new award alongside those younger AEWs with formal qualifications.

She also stressed that the new AEW Award should make AEWs better AEWs who engaged with their community rather than training to become a teacher.

Elsie retired as an AEW some years ago, but she was still committed to her community and reconciliation and I often used to see her at events organised by Reconciliation SA. I was thrilled as a member of the Reconciliation SA Board when Elsie was appointed a Reconciliation Ambassador.

This was a role she practised everyday and she told me she was very proud of this appointment.

Elsie was one of those people you do not hear much about but she made a magnificent contribution to her community and education. Rest in peace Aunty Elsie. n Bill Hignett OAM is a former Organiser and Coordinator at the Australian Education Union SA Branch and was a Reconciliation SA board member from 2007 –2014.

Vale Aunty Elsie Jackson Aunty Elsie Jackson lived and breathed reconciliation. She broke down barriers in this town, where racism is still very much an issue in our town. But she just didn’t see colour, she just saw people.

There isn’t a family in Port Augusta who would not have been influenced

by Aunty Elsie. She taught her culture to students and teachers alike and any other community group who would listen.

In her 50’s she did Year 12 Aboriginal studies and got 20 out of 20. She was made an official Reconciliation Ambassador for the state.

She was always there at Sorry times, for Aboriginal and non-Aboriginal families and would turn up with freshly baked scones and generally support and take care of the families no matter who they were. n Gayle Mather Umeewarra Aboriginal Radio

COU NCI L DAT E S FO R 2017

Branch Council Meetings Saturday, August 26 Saturday, November 11

TAFE Divisional Council Meetings Friday, August 25 Friday, November 10

*ATTENTION! Attending a full day of DECD Merit Selection training?

The AEU does not provide TRT cover for this training.

The AEU provides TRT release for AEU conferences and training ONLY! This is Department training which is co-presented with the AEU and does not come with AEU funded release.

NOT ICE BOA R D

Rest Reflect Restore Retreat

UNION SUBS ARE TAX DEDUCTIBLE

Are you living life on the run?

A tax statement confirming membership subscriptions received by the Union from 1 July 2016 to 30 June 2017 will be forwarded to all members.

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

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 your details and contact the AEU Membership section by email at: membership@aeusa.asn.au or phone: 8172 6300 to advise us of any changes or additional information.

Do you often crave for some time to yourself, free from the stress of being responsible for everyone and everything?

Is it time to put on your own oxygen mask, or to fill up your own cup?

Treat yourself to a day of Self-Care, an opportunity to be restored and rejuvenated.

The day aims to nourish your Body Mind and Spirit and is based on the 5 ancient Healing Salves: Silence, Nature, Movement, Music and Storytelling.

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

To find out more contact:

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

email: msfennell@bigpond.com 22

Early Bird Special $90 investment $75 concession

by Friday 7th July

E: mandyjprice02@gmail.com P: 0415 253 169

http://twitter.com/aeusa

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

$100 investment $85 concession includes nourishing food

Mandy Price has been a teacher in the Health and Personal Development area for 33 years. She is passionate about reminding women of the need to prioritise one’s health, in order to cope with the stresses of today’s lifestyle and to enhance one’s enjoyment of life. The day allows you to slow down, experience calmness and learn strategies for self-care. I encourage you to treat yourself to being nurtured and nourished.

follow the AEU at:

Lip reading & hearing loss management tutors required

30th July and 15th October Sophie Centre, Cumberland Park

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

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

www.aeusa.asn.au/ journals.html

Join Union Aid Abroad

APHEDA

With over 40 training projects, working through 30 separate project partners in 15 countries, APHEDA assists dozens of communities in Southeast Asia, the Pacific, the Middle East, Southern Africa and the Caribbean. You can support their work by joining up at:

W: apheda.org.au

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

email address

8: membership@aeusa.asn.au or call Membership on: 8172 6300

Email to

NOTICE BOARD

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

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

KINGSTON NEAR ROBE:

GOOLWA HOLIDAY HOUSE

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

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

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

15-mins from beach, shops and river. Sleeps 9, in-ground pool, decking with BBQ, fully equipped, A/C, etc. $120 for up to 4 people, $30 per head after that. Up to 9 guests. T: 0403 841 031 E: leonday@adam.com.au

SEAGRASS VILLAS AT NORMANVILLE:

VICTOR HARBOR GETAWAYS:

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

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

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

2 fully self-contained homes.

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

TEACHING RESOURCES: Retired teacher giving away Literacy & Maths stencil books. Suit Years 3–4 Ring Pauline T: 0400 083 069 E: pnicholson52@hotmail.com

SAIT Conveyancers

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

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

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact us on:

Anne Walker

(: (08) 8410 6788

Simon Willcox

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

Fax: (08)

located at Credit Union SA

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

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

VICTOR HARBOR HOLIDAY HOUSE: New, 4 BR, 2 bath, (2 x Qu, 2 x singles, 1 dble bunk), sleeps 8, 3 living areas, 2 balconies, views of hills & Granite Island, A/C, D/W, BBQ, C’pt, 2-storey, quiet location.

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

TRANSITION COACHING:

Overwhelmed? Frustrated?

Ready for change?

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

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

Relax for wkend or longer.

T: 0407 654 464 E: arthur1966.dellas@gmail.com

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

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

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

T: 0418 834 174 (Jane)

MARRIAGE CELEBRANT in the Limestone Coast Committed, Caring, Friendly!

Emma Wainwright M: 0433 514 490

Advertise in Members’ Market for FREE!

SECOND VALLEY HOLIDAY HOUSE: 4 BR brand new 2-story

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

house – sleeps 9 plus 2 fold out couches. 5-min. walk to the jetty.

journal@aeusa.asn.au

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

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

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

23

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