AEU Journal October 2020

Vol 52 I No 4

Official publication of the Australian Education Union (SA Branch)

October 2020

AEUJOURNAL SA One staff

Supporting each other

INSIDE: u Preschool

power: Building on Enterprise Agreement outcomes.

u TAFE

in spotlight: Sector critical to post-COVID recovery.

RU N N I NG H E AD

Recognising and rewarding Nominations are open for the

Arthur Hamilton Award Get nominating!

Your chance to celebrate AEU members who are making an outstanding contribution to Aboriginal and Torres Strait Islander education.

Download your nomination form at: w: aeufederal.org.au/our-work/indigenous Or contact Suzanne Lowndes t: (03) 9693 1800 e: slowndes@aeufederal.org.au Closing date for nominations is:

Friday 6 November 2020 naidoc.org.au

NAIDOC Week 8-15 nov 2020 #NAIDOC2020 #AlwaysWasAlwaysWillBe

Artwork: Shape of Land by Tyrown Waigana

The Rainbow Serpent came out of the Dreamtime to create this land. It is represented by the snake and it forms the shape of Australia, which symbolises how it created our lands.

The colour from the Rainbow Serpent is reflected on to the figure to display our connection to the Rainbow Serpent, thus our connection to country. The overlapping colours on the outside is the Dreamtime. The figure inside the shape of Australia is a representation of Indigenous Australians showing that this country - since the dawn of time - always was, and always will be Aboriginal land. facebook.com/NAIDOC

@naidocweek

@naidocweek

Picnic Park Accepting

DIVERSITY and BUILDING RESILIENCE

in the

HINDMARSH SQUARE

•Local artists •Free entry

SUNDAY, 29TH NOVEMBER, 11am–4pm MEMORIAL PARK, PORT PIRIE Featuring

THE BOY WONDER FROM BERLIN

11:30AM - 1:00PM

• Best dressed teddy competition • Food vendors and stalls including LGBTI stalls • Bring a blanket to sit on

ALCOHOL-FREE EVENT – OPEN TO ALL Save time on the day by pre‐registering your COVID tracing details on EVENTBRITE ticketing system – search ‘Port Pirie Picnic in the Park’.

DI

VERSITY

Picnic Park •

•

in the

•

RE

SILIENCE

•

Organised by SOS Copper Coast Suicide Prevention Network & Copper Coast Gay Straight Alliance in collaboration with Port Pirie Bouncing Back Suicide Prevention Network & Port Pirie LGBTIQ+ Community with assistance from Mid North Suicide Prevention Network. Supported by CSAphn, SA Health & Port Pirie Regional Council Community Assistance Funding.

2 | AEU SA Journal – October 2020

CONT E NTS PRESIDENT’S VIEW

UNION TRAINING

COVER: The 2020 Anne Nutt SSO Activism Award was presented to Kerry Bertram at Adelaide West Special Education Centre by AEU Branch President Lara Golding during the AEU’s Support Staff Week. See article on pages 12-13.

Photo: Tony Lewis

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WE NEED YOU!

AN UNCOMFORTABLE TRUTH

Engage in decision-making in public education, and in your union.

The Uluru Statement from the Heart speaks to us all.

SUPPORTING SSOs SUPPORTING STUDENTS

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

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.

What preschool members have won, and how to build on it.

08 WHY AFFIRMATIVE ACTION

Introducing the 2020 Anne Nutt Award recipient.

14 NATIONAL TAFE DAY Celebrating TAFE, and highlighting its critical role post-COVID.

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THE IMPORTANCE OF ALLIES

Our commitment to redressing systemic discrimination.

How we can better support LGBTIQ students and colleagues.

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IN YOUR BEST INTERESTS

NUCLEAR WASTE DUMP FOR KIMBA!

Union governance is about accountability and listening.

10 ARE YOU WORLD-CLASS?

There’s still time to stop your voice being extinguished.

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Public education needs to deliver for all students.

THE COST OF WORK-LIFE BALANCE

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Working part-time is a necessity, not a choice, for many.

COMPLEXITY FUNDING BELONGS TO YOU Ensure what you won is used as intended.

21 TERM 4 TRAINING Upcoming professional learning opportunities.

www.aeusa.asn.au AEU SA Journal – October 2020 | 3

PRESIDENT’S VIEW

We need you!

Members should be at the heart of decisionmaking in the public education system – and in our union structures, writes Branch President Lara Golding.

“Our union relies on strong engagement from our members. Put simply, we need you!” lack of commitment to preschool, threatening support for children with additional needs.

D

ecisions in public education are best made by professionals who understand student needs and what is happening in classrooms.

Our union is the voice of the profession and it is the direct involvement of members at all levels of our union that is the key to our relevance and credibility.

Right now we need that voice to be as loud and strong as possible.

Public education is under continued pressure to produce politically determined outcomes without adequate funding.

Subjected to a privatisation agenda, TAFE is being undermined by mismanagement, restructures, budget cuts, campus closures and a move to online delivery, creating additional barriers to access vocation education and training for our community’s disadvantaged.

Preschools need certainty. The Federal Government’s unwillingness to guarantee Universal Access demonstrates its

4 | AEU SA Journal – October 2020

Our schools are expected to ‘educate’ within a narrow, standardised, datadriven framework, diminishing professional autonomy and leaving our most vulnerable students behind.

We all understand the critical importance of a great public education system that has educators at the heart of decision-making. This means the strength of our union is more important than ever.

Our union relies on strong engagement from our members. Put simply, we need you! We need you to shape our decisions and strengthen our actions. We need all our members to take the time to read union communications and check our social media.

We need some of our members to take it further. Next year, like every year, positions will be open for members to increase their activism. I encourage you to get involved.

Nominate for Branch Council As a school teacher I really enjoyed attending Branch Council meetings. It was really interesting to hear what was happening in education across the state, and to be part of the AEU’s peak decision-making body. Stepping outside the orderly chaos of running from lesson

to lesson to think about public education at a broader level was motivating and reminded me why we work so hard doing what we do – because public education matters.

Now, as Chair of Branch Council, I see it from a different perspective.

Branch Council is crucially important to our union. Convened four times a year, it is how we determine priorities and our collective position on issues, enabling me as your President to understand your work and represent members’ democratically determined position.

If you are interested in participating in Branch Council next year, check for an election notice at the start of Term 1.

We will be holding Area meetings at the start of term to encourage nominations from each Area and we can assist you with questions about the process.

Our TAFE members are encouraged to nominate for TAFE Divisional Council.

Representatives from this Council are elected to join Branch Council.

Join a committee If Branch Council doesn’t appeal, you might like to get involved with our committees or reference groups. Our committees form part of our formal decision-making structure and provide advice to Branch Council and Executive.

AEU Committees include Work Health Safety, SSOs, Status of Women, Early Childhood, Country Conditions, Special Education, Aboriginal Education, Reconciliation, Curriculum and Professional Development, LGBTIQ+, and SACE Reference Group.

While some committees are elected for a period of two years, most are for one year. Committees are a great way of meeting members from different parts of the State who have similar interests and to ensure our union is relevant to its members.

(Nominations are called for most committee positions in Term 4.

See election notice on page 22 of this Journal.) continued over page 3

VOICE TREATY TRUTH

Get active in your workplace While it is important to have members taking an active role in the decision-making of our union, it would be meaningless without active committed members in every workplace – our sub-branch secretaries and workplace representatives. AEU representatives are the face of our union in every workplace. They do a phenomenal job of supporting their colleagues, encouraging workplace democracy and connecting members with union actions.

If you are new to taking on the role, we can support you with training and support from our organisers.

I know that it is hard to find more time to devote to our union due to the workloads. How do we make it more fun for you? What drives you to get more involved? What can we work together to call for change that will improve the lives of your students and lead to better learning outcomes? How can we work together to call for change in a way that can never be ignored?

If you have suggestions or ideas on how we can make our union activities more enjoyable, more relevant and more easily accessible, I’d love to hear from you. Please email me at the address below.

Decisions are made by those who show up. Stand up for your community, stand up for your colleagues, stand up for your students. Let’s stand up together for public education. n In solidarity Lara

8: lara.golding@aeusa.asn.au

MEMBER FEEDBACK Another way you can assist is by providing feedback through surveys.

The AEU is currently conducting a survey for school and preschool members regarding the Respect Enterprise Bargaining campaign.

If you haven’t had a chance to complete it yet, please do so at: https://www.surveymonkey.com/r/ RespectCampaign

An uncomfortable Truth Dash Taylor Johnson, AEU Branch Vice President, examines our role as individuals and as members of a union in facing up to truths from the past.

I am a white middle-class privileged Australian. I am a brother, son, father, husband, teacher and union leader, and I am ashamed. Ashamed that as an active member of society, my ignorance and inaction has meant I have been complicit in disenfranchising the most significant cultural group in our nation’s history.

I am proud to be an Australian but I am not proud when our elected leaders act for the benefit of some Australians over others. For over 200 years the voice of one significant group of Australia’s peoples has not been listened to.

I am not proud when I reflect on my own school experiences where I would happily play on the oval with my Aboriginal friends and then happily accept the stereotypical depictions of their culture as our real history.

I am not proud that I was content with knowing what a didgeridoo and a corrobboree were, to believe that beyond our country town there were communities scantily clad and hunting

“It is time for us to acknowledge and accept a past that I am not proud of.” with sticks, eating witchetty grubs and goanna. I am not proud that English was the only language that I considered had a place in Australia or that there might be more than one Aboriginal cultural group (there are over 500).

As a student in the 1970s and ’80s you might think that was just the way it was, but when you look at how the same limitations of understanding can be promulgated today, and outcomes for Aboriginal people are statically poor, then inaction is hard to discount.

I am proud to support the Uluru Statement from the Heart because our First Nations peoples, as the oldest living indigenous culture of the world, in this statement provide a way for their voice to be heard. continued on page 7 3 AEU SA Journal – October 2020 | 5

PRESCHOOLS

iStockphoto

The power of preschool membership Jan Murphy, AEU Vice President, looks at what preschool members have achieved in recent Enterprise Agreements, and how you can build a stronger preschool sector.

As AEU members, we often work together to defend and support all sectors of public education, but our strength in each sector is important too. Preschools are a great example.

The more powerful the AEU is in preschools, the better the outcomes in enterprise bargaining, policy and other matters that impact on your rights and entitlements and on learning conditions for preschool children.

The AEU is the only union in South Australia that preschool directors, teachers and Early Childhood Workers (ECWs) can all belong to. Standing together in one union means we can work together to achieve better outcomes for all members and all preschools.

6 | AEU SA Journal – October 2020

“Networks will provide the opportunity to discuss what’s important to you and how we can work together to build a stronger AEU voice in preschools.”

A strong preschool sector is not just about membership numbers. Strength also comes from you knowing about your rights and entitlements and knowing how to work collectively with union colleagues and communities to bring about change. It means being active and engaging in union activities, campaigns and actions.

AEU members have won significant improvements to the entitlements of all preschool directors, teachers and ECWs, and to funding in preschools, in each round of enterprise bargaining.

An additional $1 million per year in Preschool Support funding has been delivered every year since the 2016 Enterprise Agreement (EA) and maintained in the 2020 EA. As a result of AEU pressure, this funding is now allocated to preschools for the whole year at the start of each year, allowing better support for children and fewer term-by-term contracts for ECWs. A strong AEU preschool sector will continue to fight for further funding increases.

Leadership Administration time of at least 12 days allocated to each director.

This was originally won by the AEU and has now been secured. Do you think governments just hand over the equivalent of millions of dollars in staffing without you fighting for it?

This funding was at risk when the ‘Commitment’ section was to be removed from the EA in the last round of bargaining. AEU members took to the streets and this element of funding was secured in the 2020 EA. Release time to write One Plans must now be provided for all preschool teachers. At the time of writing, we were seeking details about the implementation and funding from the Department continued over page 3

VOICE TREATY TRUTH for Education (DfE), but it is now your entitlement.

A maximum face-to-face teaching time and a minimum non-instruction time are workload protections already a right for preschool teachers in schools, and AEU members have now won these for teachers in stand-alone centres. The entitlement is not equal across all preschools yet, but this is an important win and must be implemented as soon as ‘administratively possible’.

An uncomfortable Truth continued from page 5 3

The AEU held a workshop with preschool directors from across the State to look at the implications and implementation of this new entitlement, and met with the DfE project team to discuss our concerns and raise members’ questions. We look forward to its full implementation.

In 1900 the Constitution didn’t consider that the inclusion of Aboriginal people as citizens of Australia was necessary as they were considered a dying race. Circumstances certainly show that they haven’t fared well but they do make up approximately 3% of our population today.

Eligible ECW1s can be reclassified to level 2 by your preschool director. If you think this is you, contact the AEU for further information.

Constitutional recognition of the need for Aboriginal voice to be listened to about matters that affect them is a basic human right. It is what we all expect.

Yes, we can vote in a Federal election but unless we have a First Nations’ voice in the Constitution, it will be more of the same.

The AEU continues to pressure DfE to improve the permanency rate for ECWs and DfE have committed to convert eligible contract ECWs to permanency wherever possible. So far this year, more than 50 ECWs have been converted to permanency and the Department has established a project officer to ensure this work continues. If you think you may be eligible, contact the AEU for further information.

AEU Campaign Organisers are trialling the establishment of preschool member networks in selected areas across the State to bring members together, with the intent of expanding to more areas once we know what will work best for members. Networks will provide the opportunity to discuss what’s important to you and how we can work together to build a stronger AEU voice in preschools.

As a union our commitment to social justice and racial equality is well established – in 2020 this has been consolidated. February’s AEU Federal Conference stated:

Reconciliation is important to us and it starts with learning. Our Innovate Reconciliation Action Plan (RAP) expires at the end of this year. Our Reconciliation Standing Committee is in discussions with Reconciliation Australia and will soon commence work on the next iteration.

Over 270 public education sites are engaged in their own RAPs with the Narragunnawali team providing plenty of support to get these published.

It is time for us to acknowledge and accept a past that I am not proud of.

It is time for a referendum.

It is time for fairness.

It is time for justice.

It is time to walk together. n Walk with me.

Resources: Uluru Statement from the Heart: https://ulurustatement.org Innovate Reconciliation Action Plan (RAP): https://www.aeusa.asn.au/RAP Narragunnawali team: https://www.narragunnawali.org.au

The AEU will continue to implement our Aboriginal and Torres Strait Islander Engagement Plan – which embraces the themes of Voice, Treaty, Truth – to underpin the process of engagement with and support for Aboriginal and Torres Strait Islander members.

The Uluru Statement from the Heart extended this sincere invitation to Australians: “In 1967 we were counted, in 2017 we seek to be heard.

“We leave base camp and start our trek across this vast country.

If you want to be part of your local AEU preschool network, contact the Organiser who works in your area to find out about your closest network, or how you can be involved in establishing one. Not sure who to contact? Call the AEU Information Unit on: 8172 6300.

It is an invitation the AEU will proudly accept.

You can speak up for your union.

Talk with your colleagues – let them know what’s been won and how they can be part of ensuring the next wins.

Imagine how much more we will achieve together when we have a stronger preschool AEU membership. n

In August, AEU SA Branch officers started their journey by participating in the Voice. Treaty. Truth. advocacy course facilitated by the ACTU. Aboriginal members will have an opportunity to participate in this course in early October.

“We invite you to walk with us in a movement of the Australian people for a better future.”

1Our Innovate Reconciliation Action Plan (RAP). Work on the next iteration will commence soon.

AEU SA Journal – October 2020 | 7

AF F I RM AT IVE ACT ION on the value of such strategies when applied to education and employment.

Many of us will never agree on whether attempts to ‘level the playing field’ are appropriate, fair or even effective.

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Why affirmative action is needed We are steadfast in our commitment to redressing the systemic disadvantage experienced by groups based on gender, race or other characteristics, write Lara Golding and Tish Champion.

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ffirmative action is an important feature of many of our union’s election rules, staffing procedures, and policies, and regularly we are challenged for what some see as ‘discrimination’.

Friday 28 August was Equal Pay Day. It marked the extra 59 days after the end of the financial year that women on average have to work to earn the same as a man in the same field.

Broadly, across Australia, women earn 14% less than men.

“Some groups have been subjected to long-term systemic discrimination and disadvantage that has cemented their place in society for far too long.” caused by a range of societal factors including: • conscious and unconscious systemic sexism;

The gender pay gap is the difference between women’s and men’s average weekly full-time equivalent earnings, expressed as a percentage of men’s earnings. It is a measure of women’s overall position in the paid workforce and does not compare like roles. Some industries are doing better than others, but no industry has achieved full pay parity. In the South Australian public education system, the gender pay gap is estimated to be approximately 5%.

• women’s disproportionate share of unpaid caring and domestic work;

We have written in the Journal about the gender pay gap many times. It is not a straightforward concept and is

All of us have heard the term ‘affirmative action’ bandied around for years and many of us have an opinion

8 | AEU SA Journal – October 2020

• women’s greater time out of the workforce for caring responsibilities impacting career progression and opportunities; and • lack of workplace flexibility to accommodate caring and other responsibilities, especially in senior roles.

Affirmative action is a key step in addressing the gender pay gap.

Affirmative action helps compensate for the fact that, due to many years of oppression or discrimination, some people start late in the race of life. The definition of ‘affirmative action’ according to the Oxford Dictionary is “the practice or policy of favouring individuals belonging to groups known to have been discriminated against previously”.

Basically, positive discrimination.

So in effect groups, organisations, employers and schools implement affirmative action practices in an attempt to equalise the opportunities provided to those who have been impacted by systemic and longterm disadvantage. They do this by explicitly taking into account the defining characteristic – such as gender or race – which is considered to have been the basis for discrimination against that group in the past. Therefore, affirmative action can be described as a positive measure taken by employers or organisations to remedy past discrimination against a particular group of individuals that share a common characteristic.

When people or organisations favour one particular group or individual it doesn’t automatically translate to discrimination against or hindering of other groups or individuals.

Undeniably, some groups have been subjected to longterm systemic discrimination and disadvantage that has cemented their place in society for far too long. It has resulted in some groups and individuals having fewer career opportunities, lower incomes, less superannuation and a lack of employment and financial security. Affirmative action, positive discrimination, reverse discrimination – whatever you want to call it – threatens the status quo and sometimes this is uncomfortable.

The AEU is a union that values diversity and promotes equity and therefore embraces affirmative action strategies. For centuries, women and various cultural groups the world over have experienced oppression and discrimination. The AEU will steadfastly and unashamedly continue to challenge discrimination and advocate for equity and fairness for all. n

B RA NCH S ECR E TA RY ’S R E PO RT

In the best interests of members

Direct ballots: Members are directly balloted on industrial action and other campaigning activity, and on the acceptance or rejection of Enterprise Bargaining offers from the employer, following extensive consultation and reporting.

Branch Secretary Leah York sets out the framework that ensures your Union is well managed and representative.

Member surveys: The Secretariat (the people who work at Greenhill Road) undertake surveys of members to inform a position being developed for recommendation to either Executive or Council, on matters that affect all members or a class of members.

the budget with regard to recommendations and reports from the Finance Committee on matters affecting the finances of the Branch.

‘In the best interests of members’ is a phrase that underpins the operations and good governance of our Union. As required under Registered Organisations legislation, Officers of Branch Executive and more recently, Branch Council delegates, have undertaken formal Union Governance training that relates to the financial management of the AEU SA Branch.

Whilst some may question the value of this regulatory requirement and the time impost on Officers and delegates to complete it, good financial governance is imperative to the democratic functioning of our Union and accountability of Officers and delegates to members.

Pursuant to AEU Rules that govern our Union, Branch Council is the supreme governing authority of the Branch that determines policy and direction, albeit subject to the express powers set out in those Rules. For example, whilst Branch Council determines policy, Branch Executive gives effect to decisions of Branch Council through administering and controlling the Branch Funds, employing persons to carry out the functions of the Branch (including determining the duties, terms and conditions of employees), and generally managing the affairs of the Branch between meetings of Branch Council.

Whilst Branch Council determines the subscription fees payable by members, thus largely setting the income of the Branch, Executive sets and administers

Branch Council delegates of the General Division (preschools and schools) are elected directly by members from the geographical areas they represent, and delegates of TAFE Divisional Council are elected directly by members in TAFE sub-branches. Branch Executive Officers are elected directly by members in each Division and Sub-division.

In addition to being representative of our Union’s membership, how does Executive determine what is in the best interests of members and therefore how members’ subscriptions are spent, and how do we act in the interests of members?

Committee and Council advice: As outlined in the President’s column in this Journal, our Union operates a number of standing and consultative committees and TAFE Divisional Council (in addition to the General Division which comprises members in the school and preschool sectors). Committees and Councils make recommendations and provide advice to Executive within the terms of reference determined by Branch Council. Taking these recommendations into consideration, Executive endorses an annual plan, in line with the Strategic Framework as endorsed by Branch Council, which is then accompanied by a budget.

Officer input: AEU Officers work closely with sub-branches of our Union, and input into the development of annual planning and other campaigning, organising and servicing work of our Union.

Policy formation: Branch Council determines the policy of our Union, following consultation and direct member input. A priority of our Union is to revise and update current policy.

Financial reporting: The Union’s financial reporting is transparent and complies with rigorous regulatory requirements which are underpinned by requiring the Union to act in the best interests of members, and to operate in line with our Union’s values of: • equity; • democracy; • quality; • professional autonomy; • safety; • collaboration; • community; • distributive leadership; • diversity; • sustainability; and • recognition.

Research: In the future, to further enhance our work in the best interests of members, increase member recruitment and improve member experience, we will be undertaking qualitative and quantitative research, including an online forum, focus groups and case studies and involving present, potential and past members. n If you would like to be involved or make comment about the future direction of our Union, please email me at:

8: leah.york@aeusa.asn.au KEEP IT CURRENT!

Please ensure that your Union membership is current. The AEU SA Branch may only provide advice, assistance and advocacy to financial members of the union on professional, industrial and legal matters.

Assistance will not be provided to non-members. If your membership lapses due to becoming unfinancial, you are not covered by the benefits of Union membership. For advice and info call membership on: 8172 6300

AEU SA Journal – October 2020 | 9

OPI N ION 7 Class setting in Finland. Finland’s education system has greater equity than Australia’s.

Are you world-class?

AEU Campaign Organiser (Leaders Focus) Graham Wood informs us what our system needs to do to improve the education outcomes of all of our students.

Each February the Department for Education (DfE) organises an Education Leaders Day to provide ‘professional learning’ related to the Department’s improvement agenda.

At the 2019 Leaders Day, Dr Jim Watterson (University of Melbourne), in his plenary address, provided the assembled leaders from across South Australia with a profound insight. South Australia already has many world-class public schools and preschools.

When we disaggregate the DfE achievement data set we learn that educational outcomes are predominantly influenced by where you live, the language that you speak at home, your parents’ income, and the educational achievement of your parents. There is a large and persistent gap in education outcomes between students from advantaged and disadvantaged backgrounds.

If you attend a school or preschool within 10 km of the centre of Adelaide it 1 0 | AEU SA Journal – October 2020

“If you attend a school or preschool within 10 km of the centre of Adelaide it is likely that you are already receiving a world-class education.” is likely that you are already receiving a world-class education. The further you move away from the centre of Adelaide into the regions and then into rural and remote South Australia the greater the impact of disadvantage on your learning.

Equity is the issue that needs to be addressed in South Australia for all students to receive a world-class education. Public schools educate more than 80% of the children from low socioeconomic families, over 85% of indigenous students, 82% of students in remote and rural areas, 78% of students with a funded disability, and 66% of students with English as a second language.

To enable disadvantaged students to close the educational achievement gap we need to provide these students with additional resources. Giving students who come to preschool and school with learning gaps (due to factors outside of their control) the exact same resources as students in higher income preschools and schools will not close the achievement gap. Providing disadvantaged students with access to appropriately qualified teachers and ensuring that their preschools and schools have the funding to provide them with the highquality education they need to succeed will enable us to close the gap.

UNICEF has found that Australia’s education system is among the most unequal of the wealthier countries across the world. They report that Australia ranks in the bottom third of countries for ensuring equity at the preschool, primary and secondary stages of schooling.

We have governments that are making no serious attempt to address inequity and a Department with the primary goal of raising student literacy and numeracy scores in NAPLAN. To obtain a world-class education for everyone we need to make significant social and funding reforms so quality education is accessible to all children, whatever their background.

Finland and Canada both have education systems with greater equity and higher student learning achievement than Australia. A teacher’s professional judgement is valued, they have efficacy over the design of the learning, and both systems emphasise student wellbeing as much as academic achievement. Schools develop their curricula to formulate values and goals with equity, inclusion and fairness as central principles of the declared work of the school.

The public education system in South Australia will not achieve worldclass status until we acknowledge and address the equity issues that are impacting many of the students in our schools and preschools. n

COMPLEXITY is essential. Members must determine how best to utilise this funding to address teacher workloads. (In the August Journal, ‘How far does your complexity dollar go?’, page 6, Dash Taylor Johnson discusses some of the practicalities of the use of the funding.)

Call a sub-branch meeting, discuss the ways the funding could be used and reach a formal agreement as AEU members. Ensure the AEU PAC Rep understands the members’ position on funding use and that position is put to the Personnel Advisory Committee (PAC).

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Complexity funding belongs to those who struggled for it Complexity funding to tackle teachers’ workload was hard won, and members need to ensure its purpose is not diluted. AEU Campaign Director Andrew Gohl explains.

In the years leading up to the 2020 Schools and Preschools Enterprise Agreement no issue was voiced more persistently by AEU members than the workloads associated with increasing classroom complexity.

Members sacrificed pay in industrial actions during enterprise bargaining to reinforce the need to address workload and complexity.

As a direct result of their struggle AEU officers were successful in negotiating a significant allocation to schools of $15 million per annum for Complexity.

This funding was not some sort of magnanimous gesture from the employer – it was won by AEU members.

Complexity funding is enshrined within the Enterprise Agreement. There is no ambiguity about the intent to “assist teachers in managing their

“The role of an active AEU sub-branch is essential.” workload related to complexity.”

But the fight to ensure this funding is allocated to address complexity and teacher workloads is not over. Already the Department’s messaging on Complexity funding seeks to dilute the original focus and broaden the way the funding is to be used.

For example, a number of members are reporting that without consultation Complexity funding is being siphoned off to provide time to complete One Plans, a Department for Education (DfE) initiative. If One Plans are a DfE priority, then DfE should allocate funding specifically for their completion.

The role of an active AEU sub-branch

The PAC is pivotal in determining how best to allocate funds at school to ensure it addresses teacher workloads.

Longstanding consultative processes are maintained in the Enterprise Agreement (Clause 3.5) and the principal’s decision regarding funding use must be underpinned by consultation with AEU members, teaching staff and non teaching staff (Clause 3.5.2).

A decision to allocate Complexity funding without consultation would be a clear breach of that Agreement, and members could rightfully take action to achieve reasonable workloads and lodge a dispute to have that decision formally reviewed if not overturned.

Similarly, following consultation, a decision to allocate Complexity funding to items not connected to teachers’ workloads could equally be considered a breach and worthy of lodging a dispute. n

TAKE ACTION NOW! 1. Familiarise yourself with: • SA Schools and Preschools Education Staff Enterprise Agreement 2020 (Clause 3.5 Personnel Advisory Committee.)

• Exchange of Letters to Be Read in Conjunction with SA School and Preschool Education Staff Enterprise Agreement 2020 (p.3) and Complexity Funding Model (Attachment A, p.7) 2. Meet with AEU members and formally determine the best use of the funding to address complexity and workload.

3. Ensure you school’s PAC agrees to the AEU sub-branch position on Complexity funding use.

AEU SA Journal – October 2020 | 1 1

COVE R STO RY

Supporting SSOs supporting students

1Winner of the 2020 Anne Nutt SSO Activism Award, Kerry Bertram with staff and sub-branch members at Adelaide West Special Education Centre. Photo: Tony Lewis.

The AEU awards a prize each year to an active SSO member to support their professional development. We profile the 2020 recipient, Kerry Bertram.

nomination, Lorna described Kerry’s role as elected Health and Safety rep:

A

willingness to help your workmates, an ability to share skills and to listen and advise, imagination and resourcefulness to find better ways of working – these are all desirable qualities in both education support staff and union reps. This year’s recipient of the Anne Nutt SSO Activism Award, Kerry Bertram, demonstrates these qualities.

Kerry, a long-term and active mem1 2 | AEU SA Journal – October 2020

ber of the AEU, is an SSO at Adelaide West Special Education Centre. She was presented with the award by SA Branch President Lara Golding (cover) at an special afternoon tea at the site held to celebrate the AEU Support Staff Week in August.

Ensuring staff safety Kerry was nominated by Lorna Fenech, Principal at Adelaide West, and endorsed by Jennifer Young, the AEU Sub-branch Secretary. As part of the

“Kerry provides support to all of the staff at Adelaide West to ensure they follow correct procedures to keep themselves and the students safe whilst supporting student learning and providing personal care to students living with disability.

“The students enrolled at Adelaide West have complex communication needs and a range of different disabilities... Many of our students therefore require assistance with mobility and have transfer and positioning plans that require staff to follow specific procedures when assisting them to move from wheelchairs to chairs, toilets, change tables, walkers or continued over page 3

AE U S UPPO RT STAF F W E E K 2020 ESSENTIAL FOR LEARNING

standing frames.

“Kerry has a good understanding of manual handling techniques that relate to supporting individuals with physical disabilities. At the beginning of every school year, she works in collaboration with other SSOs to run professional learning sessions for all staff to refresh everyone's memory of appropriate practice before students come back to school.”

Updating training resources The Award includes a sum of $1000 for professional development of the recipient’s choosing. Kerry already knows how she wants to use the money – to provide better support for manual handling training.

Kerry is one of the SSOs at the site who regularly provides induction to new SSOs and relief staff. She shares the knowledge that she has gained over many years of working with students living with disability, supporting new SSOs to develop the skills required to support the students successfully.

“I’ve been training staff since 1998, and we used a 1974 video of a person squatting, picking up a box. We still have that!”

She wants to produce a video demonstrating the particular techniques they use to assist their students, which can then be used at her site in training new SSOs, and also shared with the many other schools with similar needs.

“We’ve looked online. There’s nothing there. It’s mostly aged care. There’s nothing for schools,” she says. She is already exploring additional funding sources to stretch the $1000 prize for a professional production.

The Anne Nutt Award The Anne Nutt SSO Activism Award is an annual award given to an SSO who has made a significant contribution to SSOs. It was

Support staff celebrated

“Kerry is supportive of all SSOs at the site in her roles as Health and Safety rep and as a mentor for new SSOs...”

1Moonta Area School SSOs launched in 2018 to acknowledge the significant commitment and contribution of Anne Nutt.

Anne was an SSO and the IT Manager at Booleroo District School in the Mid North region of SA. She had a strong belief in fairness, equity and transparency and ensuring that members benefited from hard-won entitlements. She was very active in representing SSOs on various committees within her school, local area, on the SSO Consultative Committee and on the AEU Executive.

Kerry Bertram is a worthy recipient of this Award. She is an active member in her sub-branch, taking on various roles, providing support to Jennifer as sub-branch secretary and other members of the union, and promoting engagement in AEU activities, such as attending rallies and SSO conferences.

SSOs outnumber teaching staff at Adelaide West, and union representation is very good. Kerry is supportive of all SSOs at the site in her roles as Health and Safety rep and as a mentor for new SSOs, but also takes time to encourage relief and contract staff to join the union, highlighting the support and training that is available to SSO members, and payment options that avoid union deductions in school holidays.

Jennifer and Kerry recently attended the AEU’s New Workplace Reps course, and found the experience valuable in expanding their knowledge of how the union worked. Like many AEU activists, they are not “New”, but may have many years’ experience as reps before they find the time for union training! n

1SSOs at One Tree Hill Primary School

1Celebrating SSOs at Mt Gambier North PS ‘Essential for Learning’ was the theme of the AEU’s Support Staff Week from 24 to 28 August.

It was a week for sub-branches and staff to acknowledge and celebrate the vital work of our SSO, ECW and AEW/ ACEO members.

And for all AEU members, Support Staff Week was a week of action. It’s about more than coffee and cake – it’s about building our Union and building our activism.

Check out the August edition of the Journal for information on what AEU members won for support staff in the 2020 Enterprise Agreement and make sure you know your entitlements.

Remember, every week can be a week of action to improve the working lives and conditions of our support staff members. n AEU SA Journal – October 2020 | 1 3

TAFE FOCUS

Federal politicians hold 'I Support TAFE' placards during visits to TAFE campuses and delegations with AEU members and officers: Clockwise: Amanda Rishworth MP, Mark Butler MP, Nicole Flint MP, Senator Rex Patrick, Steve Georganas MP.

National TAFE Day 2020 AEU TAFE Organiser Angela Dean looks at how National TAFE Day was marked this year, and how it served to highlight the critical role of TAFE in the post-COVID economic recovery.

With staff and students facing a variety of restrictions across the nation due to the pandemic, this year’s National TAFE Day on Thursday 13 August was predominantly online. However, across South Australia, TAFE staff and students celebrated the day in a variety of COVID-safe events, with some sharing their messages and pictures of their support for TAFE via social media.

Amanda Rishworth, Labor MP, was joined by AEU Branch President Lara Golding, TAFE Divisional Council Chairperson Mark Dibdin and myself to tour the TAFE SA Noarlunga Campus. She spoke with students and staff from a variety of vocational programs about the importance of access to TAFE courses on campus in their local community.

Nicole Flint, Liberal MP, visited Tonsley Campus where she met AEU members who highlighted the difficulties of students regaining access to onsite training with current pandemic restrictions in place. They also spoke of the 1 4 | AEU SA Journal – August 2020

“We called on our federal politicians to act to ensure that TAFE is returned to the forefront as the anchor public institute.”

negative impact of this year’s State budget cuts and how TAFE SA’s continued push to online delivery is impacting its responsiveness to industry training needs.

Additionally, AEU members met with federal parliamentarians Mark Butler (Labor), Nick Champion (Labor), Steve Georganas (Labor) and Tony Pasin (Liberal) to increase their awareness of how ongoing budget cuts and privatisation of the public vocational education and training system has impacted their communities. In these meetings, our members highlighted how current State Government policies forcing TAFE SA to

operate in a competitive market have been extremely detrimental to skills development.

Our members and the community are suffering from skill shortages due to the continued cuts to TAFE across the State, which has seen numerous campus closures, course closures and an ongoing push to permanently move up to 50% of TAFE courses to online delivery only.

We called on our federal politicians to act to ensure that TAFE is returned to the forefront as the anchor public institute, providing quality vocational education and training. TAFE must play a critical role in reconstruction of the national economy after COVID-19.

This is highlighted in research by the Centre for Future Work at the Australia Institute that explores the economic and social benefits of the public TAFE system. The report was presented in a webinar on National TAFE Day by senior economist and report author, Alison Pennington. Additional commentary continued over page 3

was also provided by ACTU President Michele O’Neil, and AEU Federal President Correna Haythorpe.

According to the report, TAFE: • creates $84.9 billion in annual productivity benefits, including $25 billion in taxation revenue which alone is more than four times its annual funding; • has a $6.1 billion economic footprint, including purchases of goods and services, supply chain inputs and employment supporting 48,000 jobs; • is responsible for $1.5 billion in reduced social expenses annually, lowering unemployment and sup-

porting a healthier workforce and society; and • has created an increase in employment of around 486,000 positions.

Despite chronic underfunding, the historic investment still generates enormous and ongoing dividends to the Australian economy, with the economic benefit of seeing a $5.6 billion investment in the annual delivery costs of TAFE nationwide produce a $92.5 billion financial benefit to Australia.

For more information about the report, and to view the recording of the webinar, visit the Centre for Future Work website. n

TAFE Enterprising Bargaining Update

E

nterprise Bargaining continues with the employer’s push to drastically increase workloads of all staff and strip away hard fought for entitlements in our current agreement.

The dispute before the South Australian Employment Tribunal regarding the future of Educational Managers will have flow on implications for AEU workload proposals, amongst other things.

Therefore is it unlikely a new agreement can be formed until this matter is resolved.

Due to this, the TAFE Divisional Council held a special meeting to reaffirm the AEU bargaining position and recommend proposals for a new Enterprise Agreement, summarised below:

Proposals for a new Enterprise Agreement 2020

• enhance overtime provisions;

TAFE Divisional Council seeks provisions that ensure workload is reasonable, sustainable and not excessive.

• address the impact of excessive travel requirements.

This could include, but is not limited to, clauses that: • take into account program coordination, educational leadership and educational management functions for each classification; • substantially reduce administrative workload; • increase the provision of in class support; • enhance instruction and assessment definitions;

• reduce class sizes; and

TAFE Divisional Council is also seeking improvement in provisions to provide: • better remuneration; • increased quality jobs that are safe and secure; and • measures to address gender inequality.

n

To provide feedback on TAFE matters of interest to you, email us on:

TAFE@aeusa.asn.au AEU SA Journal – August 2020 | 1 5

W E A R IT PU R PLE

C

The importance of allies

ongratulations to all our members who participated in Wear It Purple Day on Friday 28 August! It was great to see members across the State wearing purple and organising activities with their students to celebrate diversity and inclusion.

Meredith Farmer and Lara Golding look at how we can educate ourselves and better support our LGBTIQ youth and colleagues.

In 2010, in response to the alarming statistics around LGBTIQ youth suicide, Wear it Purple was established to show

Let’s get educated!

Gender expression: Refers to the way in which a person externally expresses their gender or how they are perceived by others.

L

ast year our LGBTIQ Committee ran a workshop for Wear It Purple Day. Participants in the workshop really appreciated learning about the ‘Genderbread person’ and having a greater understanding of accurate terminology.

Using words and definitions accurately is an important part of valuing and understanding everyone in our community. The following definitions are adapted from the Australian Human Rights Commission website.

Gender: Refers to the way in which a person identifies or expresses their masculine or feminine characteristics.

A person’s gender identity or gender expression is not always exclusively male or female and may change over time.

1 6 | AEU SA Journal – October 2020

continued over page 3

Gender identity: Refers to a person’s deeply held internal and individual feeling of gender.

Intersex: Refers to people who are born with genetic, hormonal or physical sex characteristics that do not conform to medical norms for ‘male’ or ‘female’ bodies. Intersex people have a diversity of bodies and identities.

LGBTIQ: An abbreviation which is used to describe lesbian, gay, bisexual, trans, intersex and queer people collectively. Many sub-groups form part of the broader LGBTIQ movement.

Sex characteristics: Refers to a person’s primary and secondary sex characteristics, for example, an individcontinued over page 3

#WeAreTheChange

RU N N I NG H E AD

young people across the globe that there was hope, that there were people who did support and accept them, and that they have the right to be proud of who they are.

Whilst we celebrated the winning of marriage equality, amid the ugly debates around the Same Sex Marriage vote we forgot that there were young people listening and hearing the message that they are not normal, accepted, or safe.

This type of messaging is part of the

ual’s sex chromosomes, hormones, reproductive organs, genitals, and breast and hair development.

Sexual orientation: Refers to a person’s romantic or sexual attraction to another person, including, amongst others, the following: heterosexual, gay, lesbian, bisexual, pansexual, asexual or same-sex attracted.

Transgender: The term ‘transgender’ or ‘trans and gender diverse’ is an umbrella term for people whose gender identity is different to that which was legally assigned to them at birth. Trans and gender diverse people may take steps to live in their nominated sex with or without medical treatment.

Throughout different cultural contexts transgender identities have specific terms. For example in some Aboriginal and Torres Strait Islander communities some Sistergirls and Brotherboys are also trans people. n

reason why LGBTIQ youth and those who don’t ‘fit in’ with rigid social ideas about gender are much more likely than their heterosexual peers to attempt suicide, to self-harm and to develop anxiety, depression and substance abuse issues. The reasons for this boil down to what psychologists call ‘minority stress’ – the experience of rejection, bullying, discrimination and prejudice.

When simply being you becomes a cause of potential harm from others, young LGBTIQ people turn to risky means to cope or to give up altogether.

It shouldn’t be surprising to learn that family acceptance and inclusive school and work environments have the power to save lives. Allies of all forms, shapes and sizes are important for not only young people in our schools, preschools and TAFE, but also for our LGBTIQ colleagues in our workplaces.

Whilst our focus during events such as Wear It Purple Day is often on ensuring the young people we educate feel safe, supported, empowered and celebrated we need to remember it is just as important to make sure our LGBTIQ colleagues feel accepted and supported in their work environment. As union members we are ideal allies for our colleagues. As a union we uphold the value that “Equality is Union Business”.

your understanding of LGBTIQ+. Develop an awareness of issues faced by LGBTIQ individuals and families.

SHINE SA has some great workshops which they offer to individuals and worksites and our training and development team at the AEU supported by our LGBTIQ Consultative Committee offer Gender Diversity and LGBTIQ awareness workshops from time to time.

• Simple acts like wearing a rainbow wrist band, pin or lanyard can send a silent message that you are a supporter.

• Be aware of and use your colleague’s preferred pronouns (he/him/his; she/her/hers; they/them/theirs).

• Be inclusive and considerate of your colleague’s same sex partners, LGBTIQ families and households.

• Encourage your worksite to recognise and celebrate LGBTIQ events such as Wear It Purple, IDAHOBIT and FEAST Festival.

How can I be an ally?

Remember, you don’t know what you don’t know. Maybe you don’t know your co-worker is part of the LGBTIQ community because, for whatever reason, they haven’t shared. Assuming they are heterosexual or cisgender and not making space for other possibilities can have harmful effects.

Together #WeAreTheChange n

Get educated! Do some reading.

Websites such as Wear it Purple, IDAHOBIT, Minus18, and Beyond Blue are great starting points to increase

Meredith Farmer is an AEU Industrial Organiser. Lara Golding is SA Branch President.

AEU SA Journal – October 2020 | 1 7

N U C LE A R D U M P

A national nuclear waste facility is everyone’s business!

The Morrison Government is moving on legislation to prevent a challenge to a nuclear waste dump at Kimba. Dash Taylor Johnson says it’s time to act.

1. We recognise and reject the flawed process in identifying Napandee (Kimba) as the site for a nuclear waste facility.

2. We demand the process is halted and that genuine consultation with SA peoples is undertaken.

3. We urge our state government and elected members to uphold SA law and respect the views of First Nations peoples.

K

imba. Halfway across Australia, a significant wheat producer, community of the Napandee property which was identified early this year as the site for all of Australia’s nuclear waste storage.

Kimba. Population of 1224 and where 452 ‘Yes’ votes have been cast, spurred on by the Federal Government’s financial incentives. “It’s like they’re here to sell a car,” said one resident. This is touted as broad community support (62%).

The definition of what constitutes community support is open for conjecture, however, with only registered ratepayers having access to the ballot.

Connection with land it seems is variable though, with the Barngarla peoples, who after 20 years were granted native title to a significant area of the Eyre Peninsula, denied their voice being heard.

Premier Marshall congratulated them at the official acknowledgement ceremony in June of 2018. “Despite their challenges, they were patient and persevered to secure the recognition that they have always known to be theirs, that this is their land.” Something doesn’t seem right.

“Do you support the proposed National Radioactive Waste Management Facility being located at one of the 1 8 | AEU SA Journal – October 2020

nominated sites in the community of Kimba?” was asked of the Kimba constituents.

The Barngarla peoples conducted their own ballot. The result was unequivocal. Of 209 eligible voters (all of whom are Barngarla native title holders), 83 cast valid ‘No’ votes. Zero ‘Yes’ votes were returned.

Regardless of your views on the validity of this Westernised process, the fact that one community can determine such a significant relocation of such volatile materials is simply unfair when the outcome has far broader implications. Intermediate level waste can take up to 10,000 years to break down to safe levels.

Do State laws matter? A nuclear waste dump near Kimba would require SA law to be broken. Legislation was passed in 2000 by the Olsen Liberal government – the Nuclear Waste Storage Facility (Prohibition) Act. It also is against AEU’s Nuclear Energy policy (2015) that rejects any change to our management of all things nuclear.

And this position by our Branch Council is based on real concerns –health, culture and environment all entwined. Our Country Conditions, Occupational Health Safety and Welfare and Aboriginal Education Committees all declare that:

So, what next? And why now? The Morrison Federal Coalition is moving.

They have selected Kimba and are in the process of changing Federal law to allow them to pursue this without any legal challenge – this in itself an attack on democratic process.

As a member of the No Dump Alliance since its founding year in 2016, the AEU has been advocating for an independent inquiry to explore the full range of options to deal with radioactive waste.

This should include consideration of the option of keeping waste at ANSTO’s Lucas Heights site in NSW where it can remain for another 30 or so years before needing relocation. Plenty of time to consult with all South Australian and Australian peoples.

Proposed changes to Federal law already passed in the Lower House, if supported by the Senate in October, will mean that what the Federal Government says, goes. This extinguishes the voice of Australian people and now is the time to if you haven’t already, to email all SA non-government Senators: http://bit.ly/AEUnodump The conversation needs to shift from ‘Where do we put the waste?’ to ‘How can we best manage the waste?’

Let’s start talking. n References and links to further information can be found on our website: www.aeusa.asn.au/nodump

8: tchampion@aeusa.asn.au

RU I NG E AD WO RU NMNNEIN N’S NG HFOCU EHAD S

Counting the cost of a work-life balance For many of us, going part-time seems to be the only option to achieve a semblance of balance between our work and our life, reflects AEU Women’s Officer Tish Champion

R

educing our working week and calling it ‘working parttime’ implies that by doing so, we somehow achieve this utopia of balance between working and living. Huh!!! I prefer to call it balance between working and surviving.

After having my first child in 2001, when I returned to work I only had a ‘right to request’ part-time, and my request was denied. This was also at a time when we would lose our right of return if we took more unpaid leave.

My hands were tied, so I returned to fulltime teaching and spent the next 12 months desperately trying to maintain my sanity, my home and my health.

Fast forward to 2005 when, thanks to a change of principal, I returned to work part-time following the birth of my second son. Finally I got to experience this work-life balance that people speak of.

Suddenly I had all the time in the world!

I could take my time at the supermarket looking for healthier and cheaper options (necessity-driven with a reduction in income) and cook more balanced meals. I could wash clothes with care and actually fold them as they came off the line – with the occasional load of ironing done as well. I could clean the house properly, including making the beds each day. I could take my children to playgroup, swimming lessons and kindergym. I could swap days when the children were sick rather than taking Family Carer’s Leave. I got fewer speeding fines as I had more time to get from one spot to the other and most importantly, I could spend more quality time with my children.

Yep – I certainly had work-work balance!

“What it does do is provide a balance between paid and unpaid work.”

Work-life balance means something like ‘balancing the amount of time you spend doing your job compared with the amount of time you spend with your family and doing things you enjoy”.

Everyone would agree that being able to spend more quality time with our children is fabulous and unbelievably beneficial to tem and the community as they grow and learn. But this idea that it somehow provides the primary carer with a balance between work and life is naïve.

What it does do is provide a balance between paid and unpaid work. I hate to think of it that way because raising my children is not something I think of as ‘work’ but all the other ‘stuff’ done while working part-time is basically unpaid work.

Work that doesn’t come with a salary, attract incremental progression or contribute to superannuation. Work that doesn’t come with holiday pay, sick leave or long service leave. It is hard work with long hours, that we do for love not money!

We know from our membership data and surveys that it is predominantly female education workers who reduce their time to manage family life and caring. It is predominantly women with lower super balances, women taking longer to progress through the teaching tiers, and women making a financial sacrifice that will impact them financially for years.

iStockphoto

The government must acknowledge the huge social contribution those providing unpaid care make to the economy and adequately compensate them for that contribution which is estimated to be worth approximately $650 billion a year. This compensation could be in the form of an allowance, superannuation top up contributions or increased tax benefits. n

Don’t fall short!

Pregnant? Thinking about getting pregnant? On contract?

If you are not a permanent Department for Education (DfE) employee you need to plan your paid and unpaid maternity leave carefully in order to avoid a break in service which will result in loss of all accrued entitlements.

A break in service only occurs if you are contract and casual, and you do not engage in work for DfE at all for three continued over page 3 AEU SA Journal – October 2020 | 1 9

WO M E N’S FOCU S

CL A S SROO M M A N AG E M E NT

months during term time (holidays and paid maternity leave don’t count).

Be kind to yourself

A break in service effectively re-sets you as a new employee so all previous service is wiped, along with all accrued entitlements (sick leave and years towards long service leave). If you have worked for less than seven years you will come back to work with zero years of service and zero sick leave days and have to start again. It will be seven years until you reach pro rata long service leave.

How can you avoid a break in service following paid maternity leave?

• Maximise the time you can have off without incurring a break in service by taking any entitlement to paid maternity leave at half pay (32 or 40 weeks).

• Lay the federal Paid Parental Leave (PPL) entitlement on top of your DfE entitlement so it finishes less than three term time months after your DfE payments. (Taking it at the end of your DfE entitlement will make it almost impossible to avoid a break in service).

• Get a contract or at least one TRT day within 3 months of your DfE paid maternity leave finishing. (Note, however, that a TRT day within three term time months will only save your years of service toward long service leave. To also retain any accrued sick leave days you will need to start a new contract within three term time months of your paid maternity leave finishing.)

• Fully understand the July 1 changes to the Federal PPL and how these changes can help. (You can now take 12 of the 18 weeks up front and save 30 days for use later within two years of the baby being born. This can be done by accessing leave without pay from DfE as single or multiple days).

• Always do your homework by actually asking HR and Shared Services when you would incur a break in service following the conclusion of your paid entitlement to maternity leave and get their answer in writing. n AEU Women's Officer Tish Champion 2 0 | AEU SA Journal – October 2020

Remember face-to-face professional development?

As we tentatively schedule our Classroom Management two day course in January, we reprise a 2017 Journal article by Sue Fenwick.

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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 absolutely 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!”

Prevention is better than cure but that takes an investment in building strong relationships, planning and practice. “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 The workshop is based on ‘Classroom Management and Instructional Strategies’ by Barry Bennett and Peter Smilanich. Details of the upcoming course are on page 21 opposite.

M E M B E R E D U C AT ION PRO G RA M – T E RM 4

Professional Development Voice. Treaty. Truth advocacy course Thursday 8 October Friday 9 October

9.30am – 12.30pm

9.30am – 12.30pm

Exclusive training and yarning sessions for Aboriginal members.

Voice. Treaty. Truth. were three key elements to the reforms set out in the Uluru Statement from the Heart.

OPEN TO: AEU SA Aboriginal and Torres Strait Islander members COST: Free.

AEWs: Learn about the top increment Tuesday 20 October

4.30pm – 6.00pm

Did you know that with qualifications you can get paid more within your classification?

OPEN TO: AEU SA AEW members. COST: Free.

Proactive leadership in challenging situations Thursday 29 October

4.30pm – 6.00pm

Finding proactive solutions is a hallmark of many Band B leaders.

Challenging situations, and even challenging people, can present many opportunities to hone your leadership skills in the worksite.

Join our short skill development Zoom session to explore dealing with challenging situations and one-on-one conversations.

OPEN TO: AEU Band B members COST: Free.

TRT Professional Learning Series

Tuesday 24 November 4.30pm – 6.30pm WORKSHOP 4: Dealing with difficult people.

AIM: These sessions focus on issues faced by TRTs in the workplace and in their professional career.

OPEN TO: AEU TRT members. COST: Free in 2020.

Classroom Management and Engagement Strategies Thursday 14 January 2021 Friday 15 January 2021

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

by Lara Golding and trained AEU members.

on a panel. To be an AEU panellist you will need to ensure you have completed a short AEU supplementary training that focuses on your responsibilities and ethical decision making as an AEU panel representative.

Merit Selection Retraining

If you were trained in 2015, you need to attend a retraining session before the end of January 2021, otherwise your training will be removed from the AEU system as it will no longer be valid.

The AEU Policy is to only accredit training attended on our system and therefore we cannot recognise “sitting on a panel” as being equivalent to attending a training or retraining session.

Check our website for dates for Merit Selection Retraining and AEU Supplementary Training.

Teachers Learning Network Online Workshops OPEN TO: AEU SA Members. COST: $33.00 per session (Incl. GST).

Leadership Series [Communicating as a Leader]

Wednesday 30 September SESSION 1: 9.30am – 11.00am Challenging conversations with students.

SESSION 2: 11.30am – 1.00pm Challenging conversations with colleagues.

SESSION 3: 1.30pm – 3.00pm Challenging conversations with parents.

Mental health in early childhood Wednesday 14 October

6.00pm – 7.00pm

Theories about the importance of attachment in early childhood are long-established, however practice with young children has not always reflected this. Attention to the mental health needs of young children.

Presented by Kathy Eyre, an experienced Senior Occupational Therapist and Mental Health Clinician with over 25 years’ experience in public mental health. *At this stage some events may be in-person or online depending on circumstances. Check our eNews and website for updates.

OPEN TO: AEU members and potential members.

Teacher Registration – are you due to renew?

Merit Selection Training

If you are a teacher due to renew this year, your Application for Renewal of Registration will be available on the Teachers Portal on 12 October 2020.

Since your last renewal new mandatory requirements have been introduced. In order to renew you will need: • a current Working with Children Check.

• one proof of identity document, photocopied, certified and linked on a Linkage Verification form by an authorised witness.

For further info or to register: phone: 8172 6300 email: training@aeusa.asn.au website: www.aeusa.asn.au>events & courses

Find out more on the Renewal Requirements page on the TRB website: www.trb.sa.edu.au/ renewal-requirements

COST: Member rate: $99 for 2 days (optional third day to be held during the year). Potential member working in public education: $333 for 2 days.

Merit selection training is now offered by the Department as online only training. This training is required for panellists but does not automatically qualify you to be an AEU representative

AEU SA Journal – October 2020 | 2 1

NN I NG H E AD IRU N FO RM AT ION FO R M E M B E RS

Question from the workplace

Q

NOMINATIONS FOR AEU COMMITTEES

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

STANDING COMMITTEES

I have been asked to use my personal device to download ClassDojo to use for my students and families. Can I be expected to use my own private device?

Reconciliation Standing Committee

No, you cannot be required to use your own private device for any applications such as ClassDojo. In fact, to do so could see you breaching a number of important policies and procedures such as the ‘Code of Ethics for the South Australian Public Sector’ and ‘Protective Practices’ guidelines.

Country Conditions

If a site requires you to use such applications for communicating with parents and children/students away from the site then the employer must provide the equipment to you. Your personal device is private and there should not be any overlap of use.

Occupational Health, Safety & Welfare

A

This avoids any confusion of boundaries between ‘public’ and private use.

You should not take photos of students at sports day on your personal device, for example, for use later on. n

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.

Two female and one male position for 2 years ending December 2022.

The Committee monitors country working conditions and makes recommendations to Branch Executive on appropriate policy and action..

Two female and one male 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.

Two male and one female position for 2 years ending December 2022.

The Committee monitors OHS&W issues and advises on matters relating to the working environment and health of members and students.

Two female and one male position for 2 years ending December 2022.

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

December 2021.

Contract and TRT – 9 positions. Employable, Contract and TRT members.

Special Education – 9 positions. Teachers and School Services Officers involved in Special Education.

Status of Women – 9 positions. Women members from all membership sectors and classifications.

Leaders Consultative Committee – 9 positions. School leader members in

all sectors of schooling.

Aboriginal Education – 9 positions. Indigenous members from all membership sectors and classifications.

School Services Officers – 9 positions. School Services Officers in DfE. Lesbian, Gay, Bisexual, Transgender & Intersex (LGBTI)

– 9 positions. All membership sectors and classifications. One position reserved for

AEU INFORMATION UNIT

an ATSI member.

Early Childhood – up to 15 positions, 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,

Mondays: 8.15am – 5.00pm Tuesday to Friday: 10.30am – 5.00pm

no later than 5.00pm on Thursday, 19 November 2020.

)8172 6300

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.

• Qualified AEU Officers standing by to answer your enquiry

ELECTION PROCEDURE

• A service for AEU members only

Saturday, 21 November 2020.

David Smith Returning Officer

• For advice and assistance call us or

email: info@aeusa.asn.au

2 2 | AEU SA Journal – October 2020

Ballots for contested positions will be conducted at Branch Council on

PEEACE XCHA RU NG LEEST E ACH I NG

UPCO M I NG EVE NT

Peace Rules Film Focus 2020 The schools were: • Blackwood High School; • Caritas College (Port Augusta); • Charles Campbell College; • Henley High School; and • Para Hills High School.

T

he AEU SA Branch is a proud sponsor of the Peace Rules Film Focus, an initiative of the Graham F Smith Peace Foundation in partnership with Dance Hub SA and Ausdance SA. When the Foundation’s Peace Rules Showcase was cancelled in 2020 due to COVID restrictions, it was offered a great opportunity to join with Dance.

Focus 20.20, a project designed for choreographers and secondary school students to engage with arts in film.

Five school groups were selected and each received $500 to create an original film of 2–10 minutes with all contributing artists and students credited within the film.

The selection criteria were based on encompassing South Australian content, and a well-conceived idea made especially for digital presentation and in accordance with the principles of the Peace Foundation, which include respect for cultural diversity, Indigenous culture and the environment.

In the environment which has been created by COVID-19, this was a wonderful opportunity to develop students’ skills in innovative ways observing disn tancing rules.

The films premiered online during September 2020, and are now available on YouTube. Search for “Peace Rules” or go to link: http://bit.ly/peacerulesfilms

Proposed Rule Change In accordance with AEU SA Branch Rule 42 (3), the following proposed rule change to amend Branch Rule 42 (3) is published for the consideration of members.

World Teachers Day 2020 Friday 30 October Held annually on 5 October since 1994, World Teachers Day commemorates the anniversary of the adoption of the 1966 ILO/UNESCO ‘Recommendation concerning the Status of Teachers’, which sets benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions. In Australia it is celebrated later in the month, this year on Friday 30 October.

World Teachers Day will celebrate teachers with the theme ‘Teachers: Leading in crisis, reimagining the future’.

The day provides the occasion to celebrate the teaching profession worldwide, take stock of achievements, and draw attention to the voices of teachers, who are at the heart of efforts to attain the global education target of leaving no one behind. The COVID-19 pandemic has significantly added to the challenges faced by already overextended education systems throughout the world. n

Current Rule 42 (3): (3) The Branch Secretary shall publish proposals to make, add to, amend or rescind or otherwise alter the Federal Branch Rules in the Branch Journal two months prior to the relevant Branch Council meeting.

Proposed Amendment: Branch Executive recommends to November Branch Council an amendment to SA Branch Rule 42 (3) by inserting “or by the publication or transmission by other means to all members” after “Branch Journal”.

New Rule 42 (3): (3) The Branch Secretary shall publish proposals to make, add to, amend or rescind or otherwise alter the Federal Branch Rules in the Branch Journal or by the publication or transmission by other means to all members two months prior to the relevant Branch Council meeting.

Authorised by Leah York, Branch Secretary, Australian Education Union SA Branch

AEU SA Journal – October 2020 | 2 3

We’ve made a promise.

To be a champion for our teachers - the way they’re champions for our kids.

So that even on days that feel a little tougher than usual, you can be sure someone’s there to care for your health and wellbeing.

Allana, Guy and Parker - THF members

We’re for teachers – that’s our promise.

To find out more about what we can do for you, head to teachershealth.com.au/promise

Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health. A Registered Private Health Insurer. THF-AEU/SA-09/20

AEU SA Journal – October 2020 | 2 4