Volume 45 No. 5

Official publication of the Australian Education Union (SA Branch)

Vol 45 I No.5

August 2013

AEUJOURNAL SA Don’t just hope for Gonski.

Vote for it. on 7! t p Se

The future funding of our schools will be determined at the election.

Don’t let our schools miss out on the Gonski funding we deserve.

Find out where the parties stand at: www.igiveagonski.com.au f facebook.com/giveagonski

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That’s one of the highest return rates in the industry, and means better value for you and your family.

Join the club at teachershealth.com.au Over 110,000 teachers and their families are enjoying the benefits with Teachers Health Fund.

Could you be getting a better deal on your health insurance? Call us today on 1300 728 188 and compare your existing fund to ours. ^Waiting periods, limits and excesses may apply. *Per person, yearly limits on Top Extras cover (sub limits may apply).

See General Product Guide for details at teachershealth.com.au.

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Teachers Federation Health Ltd. ABN 86 097 030 414 trading as Teachers Health Fund. THF-U-2013

Features President’s View

AEU Union Journal Training

Don’t just hope for Gonski.

Vote for it.

Australian Education Union | SA Branch 163 Greenhill Road, Parkside SA 5063 Telephone: 8272 1399

on 7! t Sep

Principal Survey page 7 Report says threats of violence are contributing to a slide in health and wellbeing of principals

The future funding of our schools will be determined at the election.

Facsimile:

8373 1254

Email:

journal@aeusa.asn.au

Editor: Craig Greer AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union.

Deadline Dates

Don’t let our schools miss out on the Gonski funding we deserve.

Publication Dates

#6 August 30

September 18

#7 October 18

November 6

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 531629/0025

Find out where the parties stand at: www.igiveagonski.com.au f facebook.com/giveagonski

ISSN 1440-2971 Printing: Lane Print

Federal Election

School Profile

pages 11 – 14 Education funding is one of the key issues at the September 7 Federal Election

page 20 Carlton R–9 school moves beyond the classroom

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

8272 1399 journal@aeusa.asn.au

Spread the word in your local community about the need to vote for improved schools funding.

Mid-North Teachers Golf Day Kapunda Golf Club Friday 11 October 2013 9:30am for 10:00am Hit-Off Two Person Ambrose event Fantastic Trophies on offer Delicious Lunch after 9 holes

KGC Member: $20.00 Non-Members: $30.00 Contact: Brett.Cummins224@schools.sa.edu.au

August 31 & September 3

August 31 – September 3

3

DECD TEACHER EXCHANGE PROGRAM

Roald Dahl’s Little Red Riding Hood

CANADA, UNITED KINGDOM, USA Applications are invited from permanent DECD employees interested in a teacher exchange overseas in 2015

Adelaide Symphony Orchestra We are excited to bring you Roald Dahl’s wonderful retelling of this classic fairy tale, with an excellent full-orchestra score by composer Paul Patterson. Dandi Productions and the Adelaide Symphony Orchestra will bring Dahl’s bizarre imagination to life using a variety of life-sized puppets.

For more details check www.aso.com.au/learning

PROFESSIONAL DEVELOPMENT – OPPORTUNITIES UNLIMITED Travel, refresh, and renew your commitment, passion & dedication Applicants must: • be a permanent employee of the Department for Education and Child Development, • and have been working in South Australia for five full years, if applying for a first exchange position, • or on application, must be in the second year of employment since return from an exchange position.

When 22 October 2013, 10.00am & 11.30am Where Her Majesty’s Theatre Ages Years 1 – 6

Registration of interest and questions are welcome.

Curriculum Particularly suitable for English, Music, Drama and Art studies. FREE education pack available for download in September.

Applications due date Friday 6 December 2013 For further information contact Rebecca Fuss, Manager International Exchanges and Accreditation

Email:

Cost $10 per student via BASS on 82052432

rebecca.fuss@sa.gov.au Ph: 8226 2978

Bookings & Emily Gann enquiries ASO Learning Coordinator ganne@aso.com.au 8233 6253

Or go to the SAETL website:

www.saetl.sa.edu.au/ enviroweek2013_poster1_high.pdf

AEU EARLY CHILDHOOD CONFERENCE

C

M

Y

CM

MY

CY

CMY

K

When:

Friday 11 October 9.15am – 3.30pm

Keynote Address: Dr Sue Emmett, University of Ballarat “Well-being in Early Childhood: Myths, Ideals and Realities” Open to: AEU members working in early childhood settings

Australian Education Union | SA Branch To register go to: www.aeusa.asn.au>events

& courses

or for further information email: training@aeusa.asn.au

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14/06/13

11:28 AM

President’s View

Vote for a Gonski Guarantee on September 7 AEU SA President Correna Haythorpe says the Federal Election provides an opportunity to boost public education funding like never before.

Public Education and the Federal Election

J

udging by the number of phone calls and emails from AEU members, many people were surprised by the news that Keith Bartley had resigned as DECD Chief Executive.

The resignation was followed by the swift appointment of new CE Tony Harrison, who comes from a police and community safety background.

Whilst we have our strong opinions regarding the need for DECD leadership to have education credentials, Tony Harrison has certainly hit the ground running over the past few weeks. The AEU has had frank discussions with the new CE and have briefed him on a number of key issues which are impacting on our members.

Indeed, I was heartened to see that the CE had written a letter to the Advertiser on Monday August 4 in support of our teachers and schools, setting the record straight about the relentless negative media around the Debelle Inquiry.

There’s no doubt the Department has its challenges at the moment, however, let’s not forget that we are all working for our students and for public education, including the staff at 31 Flinders Street, many of whom have come from an education background. We must face these challenges together and so the AEU welcomes Tony Harrison to the position and also congratulates Garry Costello, a respected educational leader, on his appointment to Chief Education Officer.

The AEU has hit the campaign trail with the announcement that the Federal Election will take place on September 7.

Over the past few years AEU members have raised the profile of public education in the community and at all levels of politics. For the first time in many years, the future resourcing of education is one of the top issues being debated in the lead up to the election. This is a result of your commitment to campaigns such as I give a Gonski and Stop TAFE Cuts.

Please continue to have conversations about the importance of improved public education funding with your colleagues, family and friends in the lead up to the September 7 poll.

Guarantee Gonski In June, the major parties had very different views about how schools should be run and resourced.

The South Australian government negotiated a Gonski agreement with the federal government, which will deliver $656 million over the next six years.

The federal government has passed legislation to ensure that school funding reform occurs and they have continued to negotiate with other states.

The AEU welcomes the news that Victoria has joined NSW, Tasmania, the ACT and South Australia in signing up to the Gonski legislation. The Catholic and Independent school sectors have also signed the agreement, which leaves public school students in Queensland, Western Australia and the Northern Territory high and dry, with no Gonski funding. If federal Labor is re-elected the expectation is that these agreements will be finalised.

Three days before the announcement of the Federal Election, the Coalition announced that they would keep Gonski

funding arrangements in place for four years. This came after three years of public commentary from Mr. Pyne and Mr. Abbott about why they don’t support the Gonski schools funding reform. For South Australian public schools, however, it means that only $194 million would be contributed federally if the Coalition is elected – a massive drop in funding which will leave our schools and students without the resources needed to really make a difference.

The Greens have committed to investing in the education of our children and delivering the Gonski funding that will provide resources to schools. Your vote in the Senate will be very important to ensure that we have a balance of representation and senators who are prepared to speak up on behalf of Public Education.

As educators, you know the difference that this resourcing will bring to our schools. More teachers, more one on one support for our students, specialist literacy and numeracy programs for those children who need it and greater assistance for Indigenous children, children with disabilities and those who live in rural and remote locations.

You also know that there are other challenges for people working in the TAFE sector and in Early Childhood and we will continue to campaign for improvements in these areas.

So finally, we ask you to get involved in this campaign – sign up as a volunteer, call local radio talkback, write letters to the editor, hand out leaflets at school, Do your Block for a Gonski Guarantee and go to the polling booth ready to use your vote wisely for education. Colleagues, this is our moment in the spotlight and we must take action for our students and their families. See you on the campaign trail! n 5

Vice President’s Public EducationReport Week

Update: Enterprise Bargaining 2008

Equity and increasing permanency high on the AEU agenda AEU Vice President Jan Murphy provides an update on recruitment and selection matters Thanks and congratulations to the Category 1 & 2 Reference Group and all members who supported their campaign.

The Reference Group was established in 2012 after an Area Meeting where members expressed their concern at the difficulty some had experienced in gaining transfers through the Permanent Teachers Register (PTR). The group ran a campaign that included petitions to Minister Rankine, and an email lobby and member delegation to DECD. Members felt that changes to the policy in 2011 meant that any ‘preferential consideration’ they were entitled to under the policy, having done four or five years at their Category 1 or 2 schools, no longer existed. DECD data showed that these teachers were not gaining transfers through the new PTR system.

This group of members also felt disadvantaged when applying for advertised positions – saying they didn’t feel they were getting a fair go due to being “pigeon-holed” as only having skills suitable for other Category 1 and 2 schools.

While we will continue to pursue a guaranteed right to transfer for these members, the recent policy changes arising from the AEU campaign will improve opportunities to move to alternative schools.

Under the new policy: • When teachers from Category 1 & 2 schools who are eligible for the PTR apply for advertised positions, they are guaranteed short-listing and the panel must contact a referee

• Teachers from Category 1 & 2 schools who do not gain a transfer when they apply through the PTR, can request individual case management from a Senior HR Consultant in DECD for future applications • If a teacher from a Category 1 or 2 school applies or intends to apply for a compassionate/special placement, they will be individually case-managed by a DECD senior HR consultant.

A further change in the policy that will benefit contract teachers in Category 1 & 2 schools is the introduction of a new round of conversions to permanency. This round will happen prior to the first rounds of advertising and will apply to teachers who meet set criteria and are in Category 1 & 2 and country zone 3, 4 & 5 schools, as well as those in agreed specialist areas.

Full details are available in the new policy which can be accessed through the AEU website. See link below.

The AEU has permanent teacher members who have the right to be placed into ongoing positions prior to any other placements or conversions.

It’s important that the entitlements of permanent members are protected too – these entitlements, and of course job security, are why permanency is so important for members!

What about increasing permanency?

Thanks to the 150 AEU sub-branches that responded to the recent contract teacher survey. The results have been collated and will go to the AEU TRT & Contract Teacher Consultative Committee to develop a campaign plan.

Permanency for members is a priority

for the AEU. There are legitimate reasons that some members are offered temporary work but maximising secure employment is vital. We need active sub-branches, and strong representation on the PAC. Unless there is a legitimate reason as per the DECD policy that a vacancy cannot be advertised as ongoing, then it must be!

We’ve all heard the stories where positions are not declared and then offered as contracts to avoid placements by DECD or because schools think it’s the best way to ensure a particular teacher can be offered work in the school.

Isn’t this denying an entitlement to a permanent teacher who needs to be placed? It’s a furphy and unfair to assume that all teachers needing to be placed by DECD are not up to scratch and won’t be fantastic assets to our schools. Whether they are PATs, teachers transferring from the country or coming out of leadership positions, or they’ve had to move due to declining enrolments in their schools, permanent teachers are entitled to ongoing placements and a fair go.

Of course, schools want to be able to keep their contract teachers, this is understandable as they are doing a fantastic job and are valued members of their school communities. But is it fair to deny them the opportunity to apply for a permanent position? Isn’t it ensuring they stay insecurely employed year after year? It’s always a heated debate.

During the review of the policy, among other changes, the AEU proposed a series of rounds of conversions to permanency that would have continued until permanency targets were met.

We will keep analysing data on placements and permanency levels and work with members to keep pushing for policy changes that will raise the number of members employed in ongoing positions. n

Full details of the new policy can be accessed at:

8: www.aeusa.asn.au>Issues>Recruitment and Selection Policy 6

Leaders Focus

Survey reveals Principal wellbeing crisis The health and wellbeing of Australia’s principals is in doubt after a new report released in July.

Monash University’s Philip Riley reports.

S

chool principals are five times more likely to face threats of violence than the general population, and seven times more likely to face physical violence, according to a new report released today.

The first independent study into the occupational health, safety and wellbeing of Australia’s school principals paints a pretty grim picture about the current work conditions for Australia’s school leadership.

The survey of 2,049 principals found that along with threats and acts of violence, school principals are also more likely to be bullied and are dealing with ever-increasing volumes of work and health problems due to stress.

The report found that these problems are reported in every state and territory and every school sector. It highlights a phenomenon that every minister and shadow minister of education across the country will need to grapple with.

So why is this happening? And more importantly, what can be done about it?

This, in turn, fueled offensive behaviour by parents.

Those who see how much stress principals face are increasingly choosing not to apply for the top job. The Principals’ Australia Institute estimates that as many as 70% of Australia’s 10,000 school principals will reach retirement age within the next five years. There is up to an 80% reduction in “genuine” applications for principal vacancies (although this figure has been difficult to verify).

Principals and teachers deal daily with parents’ greatest hopes and deepest fears: the lives and potential futures of their children. Literacy and numeracy are now the proxy measures for the whole of school education. Tests such as NAPLAN are now clearly high stakes with funding and parent anxiety riding on the results.

Economists see this as unproblematic, even aspirational – you only have to look at Grattan Institute reports for example.

Recently the dean of education at Melbourne University Field Rickards

presciently warned about the implications of eroding teacher trust. The high levels of offensive behaviour by adults reported in The Australian Principal Health and Wellbeing Survey confirm his warning.

Facing the crisis But what can we do about it? The report recommends several solutions designed to improve both working conditions for educators and learning conditions for students – the two should be seen as inseparable.

The first is the most urgent: the need to reduce the level of adult-to-adult bullying, threats and actual violence through the establishment of an independent task force with powers to interview all stakeholder groups, examine governance structures, information flow, and external influences on school functioning. n

Too much pressure

Principals 2.64 37.76 26.98 34.16 Population 2.90 7.80 3.90 8.30

Gossip and Slander

Conflicts and Quarrels

Unpleasant Teasing

Bullying by a Colleague or Superior

Actual Physical Violence

school principals compared to general population

Threats of Violence

The reasons for these conditions are complex but it’s true that with greater accountability measures, like NAPLAN testing for example, came unintended consequences. It sent a not-so-subtle message to parents that educators’ should be doing more for their children.

Prevalence rates for Offensive Behaviour subscales of the COPSOQ-11

Sexual Harrassment

Table 1 (right) shows, in part at least, what school principals are increasingly having to deal with when they go to work.

Table 1:

Prevalence (%)

Unfortunately to those working in schools and education research, the findings of this report may not come as much of a surprise. There is a looming crisis in school leadership in Australia that should not be underestimated.

6.83 61.55 46.43 8.30 51.20 38.90

1 This article was first published at the The Conversation: www.theconversation.com 7

Running INTERNATIONAL Head

South African tour brings cultures together The tour of ten South African teachers and leaders to South Australia was a great experience for all.

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hanks to AEU member and supporter donations, funding from Minister Rankine, homestay volunteers and a lot of hard work from the “SA2SA” committee led by former teacher Sybil Wakefield, ten South African teachers and leaders spent three weeks in South Australian schools between June 14 and July 7.

The tour, which kicked off with a fantastic welcome dinner at the AEU on Saturday June 8, took the teachers to a range of schools and sites including Northfield Primary, Klemzig Primary, Basket Range Primary, Linden Park Primary, Kilkenny Primary, Glenelg Primary, Modbury Special School, Seaton High, Ocean View College, Woodville High, Banksia Park International High, Australian School of Maths and Science, Urrbrae TAFE, and David Unaipon College at UniSA. The delegation also experienced something of our culture with trips to an AFL game, the SA Museum, 8

Port River, the Murray River at Mannum, Cleland Wildlife Park and more.

The primary objective of the tour, however, was to provide the South African teachers with an understanding of how public education is delivered in our State and to provide them with opportunities to gather ideas and resources for use in their own classrooms and to establish professional connections that will hopefully last into the future.

Was the tour a success?

Western Cape Circuit Manager Robin Botas lead the team of ten and said the tour exceeded their expectations.

“We knew that South Australia had best practices so we knew what we were looking for. We prepared ourselves about what to expect. I have to say though that it surpassed all our expectations.

Firstly the warmth of the people as we were received at their airport, then we went into the schools and found that teachers are passionate and committed,

1 Members of the SA2SA delegation and supporters

they are knowledgeable about their subjects and about their schools, about their children, and the systems in their schools. The union members were visible and active in their sites, knowledgable about the politics of the country and also about the rights of the child. That was paramount to them and it was obvious to us, we didn’t have to dig very deep.”

Mr Botas also noted that children in our schools present as confident and eager to learn.

“The confidence of children in the schools – the way they were speaking to adults, the way they delivered their presentations and questioned in class, the way they engaged with us about our country and why we were here, was fantastic. We have learned a lot about leadership. We looked carefully at literacy and numeracy and what struck us was that your literacy is so focused, especially in the Northern region where we learned that comprehension is the big focus; that’s what we’re taking home. Our group is really aware of the fact that we are just individuals and some of them will be going back into their schools alone. So we have agreed to take the things we have learned in South Australia and start small, start in our own context and not to expect everyone to be as excited about Australia as

Vice President’s Report

“The union members were visible and active in their sites, knowledgable about the politics of the country and also about the rights of the child.” Robin Botas we are. They will present what they have learned to staff and encourage colleagues to come along with them, one or two at a time. Small changes, rather than big ones.”

Fund established As Principal at Noluthando School for the Deaf, Thandeka Mavuka spent extra time at Klemzig Primary School’s Centre for the Hearing Impaired. She says in her school they have 184 deaf learners who are using hearing aids and 90 percent of her learners’ parents are unemployed.

“The school provides nutrition for the students also. My learners are from very low socio-economic backgrounds so we were very happy when staff at Klemzig school for the deaf told me that they would set up a small fund to cover the costs of transporting one boy and one girl to and from school and to help with the cost of uniforms – our school organises all the transport for our students and we don’t have enough funding to cover the costs.”

Sue Nickson from Klemzig Primary said the staff have undertaken to fundraise and make donations as an act of solidarity. “There’s a really strong bond between not only deaf people but people who work with the deaf. We realise we are really lucky and that we can help some students who might find themselves incredibly isolated if they can’t get to school due to lack of transport,” she said.

The relationship struck between Thandeka, Sue and staff at Klemzig is merely one example of a number of great outcomes from the tour, which provided AEU members and others involved with a better understanding of the South African culture – a more than adequate reward for their involvement.

The AEU would like to sincerely thank all the staff at schools that hosted the South African delegation, the volunteers who opened their homes to our visitors and those who contributed financially to the tour. n

Beyond confusing AEU Vice President David Smith says answers are needed on Brighter Futures, and fast.

AEU members’ renowned tolerance is being stretched to the limit by the continued shenanigans of the ‘roll out’ of the DECD Brighter Futures scheme.

There has to date simply been no real consistency or clarity in DECD public utterances and announcements.

What in February was confusion is turning in August to widespread deep dismay, suspicion and anger as the days and months pass. We ask question after question but to little effect. The answers have at times been vague and at others just misleading.

Consider the confusing names given to elements of the scheme. Let’s begin with its odd over-riding moniker. What is patently a response to a State Budget cut to Education of around $75 million is given the misleading name Brighter Futures, a term redolent with hope and promise of better things to come. Sows ears and silk purses spring immediately to mind. Why not come clean? The debate would be clearer, and the grounds better understood.

Then, in the proposed post-Regional division of DECD into smaller units, there has been a raft of ever-changing terms to contend with. Groupings of schools around the State were at first called Federations. That was a strong early favourite, no doubt stemming from similar bureaucratic units of that name in England, home of the erstwhile Chief Executive and several of the consultants brought in to see us safely through all this. After its early bloom, the term lost favour and we have heard of several others until the most recent – Partnerships. What next?

At the very end of last term there was a circular sent to Regional Office staff, outlining the intention to ‘roll over’ some selected Regional jobs for all of 2014.

Other significant jobs were not. Why? The rationale was opaque to say the least, and rather than reassuring staff in those offices, it has caused greater anxiety and alarm. The process is piecemeal.

These are instructive examples, but the concerns go further. The AEU has formed a reference group to examine and respond to the proposed departmental restructure. Through that group we are raising some critical questions with the Department. Many of our members in DECD’s Central Office, Regional Offices, schools and preschools are worried about important as yet unexplained elements.

They are based on the grave lack of detail in the explanations and the apparent selective, slow drip-feeding of information to one party or another.

Some of our central questions: What educational benefits will Brighter Futures bring? Where is the high level educational leadership in the model?

How will effective decision-making function in central office? What is the benefit in a greater separation between sites and central office? How will this model provide greater support and resources to schools and preschools? Where is the legally required risk assessment for these proposed changes?

We pose these critical questions to the Department as a matter of great urgency. After all, this scheme is to commence in 2014. Seriously?

The scheme’s real purpose is either carefully concealed, or the thinking is so poorly developed that there is as yet no rational answer to any of our concerns. Either way, it doesn’t bode well for the project’s success.

We need the answers and soon. The absence of clarity is deeply affecting the morale of departmental employees and does nothing to reassure the parents, students and educators of the State.

Brighter Futures seems to be poorly conceived, inadequately explained and very rushed. With the resignation of the chief architect of the scheme, and the appointment of a new Chief Executive, it’s time to take serious stock of the situation. For everyone’s sake, the Brighter Futures project, at the very least, needs to be held up until someone can explain what’s really going on. n 9

Step 9

Completed 207 duty days?

Apply for Step 9

R

ecently the AEU has received a number of calls querying Step 9 materials that have been provided to teachers. Some of these documents were printed from the DECD website.

Members are advised that the rules relating to Step 9 are contained in the Enterprise Agreement 2012 at Schedule 3 and this should be the starting point for all Step 9 applicants.

Other material should be treated with care and any additional requirements, particularly onerous ones, should be ignored.

The AEU has written to the Department asking for all Step 9 materials that do not comply with the Enterprise Agreement 2012 to be removed from the DECD website.

There also seems to be some misinformation circulating about TRTs and their eligibility for Step 9. TRTs are able to access Step 9 and this is clearly stated in clause 1.3 of Schedule 3 of the Enterprise Agreement 2012.

Members are reminded that the Schedule at clause 3.4 states: “Professional development and mentoring should be planned so as to have minimal impact upon the teacher’s overall workload.”

ACTION: All Step 8 teachers (including TRTs) who have completed 207 duty days at that level are encouraged to apply for Step 9.

Information on Step 9 can be found in Schedule 3 of the Enterprise Agreement 2012 and the AEU Information Unit can

answer key questions. Sub-branches are asked to encourage and support members in achieving this goal.

Current Pay Rates for Step 8 and 9 are as follows: Step 8

$82,248

Step 9

$85,999

Better in your pocket or theirs?

Important: Applications for Step 9 will be assessed only against Attachment 1 to Schedule 3 of the South Australian School and Preschool Education Staff Enterprise Agreement 2012.

The Enterprise Agreement does not require any material not specifically identified in the Enterprise Agreement to be provided by a teacher in connection with Step 9. However, this does not preclude teachers from choosing to provide additional material to support their application to Step 9.

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

Pay dispute

AEU members are losing pay Despite a decision in the recent State Wage Case, DECD is failing to pass on significant pay increases to HPIs and Swimming and Aquatics Instructors.

In previous AEU Journals we have reported that the Industrial Relations Commission had determined that the casual loading paid to instructors should increase from 20% to 25%, phased in.

Unfortunately, DECD have refused to pay the increase in the loading to HPIs and Swimming and Aquatics Instructors.

This makes them the only class of casual employees in the public sector who have not received the increase, which was supported by the Industrial Rela10

tions minister.

It appears that the employer wants to have its cake and eat it too; they want to call employees casual but not compensate them for it.

The AEU believes DECD has not been transparent and has acted unfairly in not applying the loading.

All Instructors whether HPIs or Swimming and Aquatics Instructors deserve better. Among public servants they are the only group that is yet to receive the

increase in casual loading handed down in the state wage case back in 2011.

Swimming and Aquatics Instructor Mary-Anne Stacey says she feels let down by the Department.

“Most of us work only Term 4 to Term 1, which means we are looking for other work in the off-season. The Department obviously doesn’t realise how insecure workers like Instructors are marginalised, and if they do, making sure we’re paid fairly doesn’t seem to be a priority. Unfortunately, because of the casual nature of our work, a lot instructors don’t seem to know their rights and the ones that do are often reluctant to complain in the event they lose hours,” she said.

In order to have this matter conciliated, the AEU has lodged an industrial dispute in the Industrial Relations Commission of South Australia.

Hearings before Commissioner McMahon have commenced and members will be updated on the outcome. n

Federal Election

Can we believe the Coalition on Gonski?

Tony Abbott and Christopher Pyne’s statements on school funding reform speak for themselves

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n August 2, in an about-face that makes Julia Gillard’s carbon-tax “backflip” look amateur, the Coalition announced a “unity ticket” on education funding reform, saying that it now supports the Gonski school funding model, well, a distorted and diluted one at least.

What better way to put the veracity of this announcement to the test than to take a look back at some of the Coalition’s more recent public comments on school funding reform.

“No. The fundamental problem with Australia’s education system is that we don’t have the quality teaching that we need in Australia, which starts at the very earliest time that a person decides to be a teacher. We don’t have the correct training. We don’t have principal autonomy. We have far too much centralised bureaucracy and control from the centre rather than control locally.

And we don’t have a robust curriculum.

Christopher Pyne responding to ABC reporter Sabra Lane’s assertion that the current funding system is broken, 21 December 2012.

“I can promise that no school would be worse off under the Coalition. We will continue the existing system for one or two years, we won’t be holding a gun at the head of the states. We certainly don’t believe that an adult government just makes a unilateral announcement then says to people, sign up or else. So, we can guarantee that no school will be worse off under us because we will continue the existing system until such time as we are confident that any replacement is an actual improvement and is affordable.”

Tony Abbott, Press Conference, 15 July 2013.

“Well we’ve said that we believe the current model is better. That it delivers more funds to schools in the next four years, that it’s certain; people know

what they are dealing with and it doesn’t involve a massive new federal interference and a huge new federal bureaucracy and regulation. So, we’ve said we’ll keep the current model for a year and sort out Labor’s chaos.”

Christopher Pyne, Radio National, 12 July 2013.

“In the absence of anything which is clearly, dramatically better and affordably, dramatically better, I think we are better fine-tuning the existing system rather than trying to turn the whole thing on its head,” Tony Abbott, Sydney Morning Herald, 21 April 2013.

“If we are elected, we will approach the education system on the basis that how do we make government schools more like non-government schools.”

Christopher Pyne, Committee for Economic Development forum, Adelaide, 8 May 2013.

And finally, this: “The funding announcement isn’t part of a real education strategy it is part of a desperate Labor Government’s election strategy … this is not Gonski – it is a Conski. This is not an education strategy – this is an election strategy.” Christopher Pyne, Press Release, 14 April 2013.

The Coalition’s opposition to school funding reform predates the commissioning of the Gonski review. It has consistently stated that the current SES funding system isn’t broken, despite significant evidence to the contrary.

Worryingly, the Coalition’s education policy is built around the shift to independent public schools and so-called Principal autonomy, making it difficult to believe that their version of Gonski would be rolled out with “no strings attached”.

But hasn’t the Coalition committed to the funding?

In short, the answer is no. The Coalition has said they will commit to the first four years of the Gonski funding at a cost of $2.8 billion. This sounds promising until one realises that the Federal Government’s policy includes funding growth over the six year commitment leaving schools over $7 billion shortchanged. The Coalition won’t even require the states to index their funding, further impacting on the actual amount schools will receive if they are n elected on September 7.

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Federal Election

Vote for a Gonski Guarantee!

With the federal election announced for September 7, members have a once-in-a-lifetime chance to make a significant difference to the way schools are funded.

T

here’s never been a time when education, and more specifically, education funding, played such a pivotal role in a federal election campaign. Listening to the media, one might be forgiven for thinking the Federal Government has achieved this feat on its own, after all, they commissioned the Gonski review of school funding in

2010 and then, introduced legislation to enact its recommendations earlier this year. But this only tells part of the story.

The reason education is featuring so prominently in this election is simple – AEU members, their families and communities, and thousands more supporters of public education have told the government that the current inequitable funding model must be replaced, that

we need a model that gives every child an equal chance to succeed.

The evidence clearly shows that the former Howard Government’s SES funding model has exacerbated inequity in our system. For too long now our public schools have been starved of the resources they need to provide a high quality education to every child. While Tony Abbott and Christopher Pyne have recently back-flipped on schools funding, telling the media on August 2 that they won’t overturn the ALP’s Gonski legislation, if elected, their piecemeal approach to Gonski would significantly short-change public schools.

In May the Labor Federal Government, thanks to AEU members’ campaigning, introduced legislation that will see $10 billion injected into schools over six years. Compare that with the Coalition’s last minute deal to invest only $2.8 billion and it’s clear which of the two parties is more committed to properly funding public schools.

Indeed, the Coalition’s professed support for Gonski seems hard to take seriously when one looks back at recent public statements made by both Tony Abbott and Opposition Education Spokesperson Christopher Pyne (see page 11).

What will Gonski mean for South Australia?

On June 14, the South Australian State Government signed up to the Gonski reforms, effectively agreeing to a cash injection of $655 million and a commitment to index education funding by 3% per annum over the course of the deal. Speaking to the media at the time, continued over page 3 12

Running Head

“These additional funds will make a very real difference in our schools and classrooms – our students will have access to a greater level of support to help them achieve their best. In the classroom, these extra funds may translate as more one-on-one time with a literacy teacher for a child struggling with their reading, or smaller class sizes to give every child more individual attention from their teacher,” she said.

The Coalition has consistently stated that the current funding model works well. ”If it’s not broken, don’t fix it,” Christopher Pyne has said on more than one occasion. They claim that schools don’t need more money, or a fairer share of the funding pie, what they really need are better teachers, principal autonomy and to be freed from the control of central bureaucracies. This is still their message, despite the lastminute u-turn on what is clearly a key election issue.

What can you do?

AEU members have a chance to vote for historic changes to the way public education is funded. It’s an opportunity we can’t afford to miss. The Coalition has had their chance to match or better the ALP on schools funding but instead they’ve repeatedly rejected the recommendations of the Gonski report with a view to maintaining the current inequitable system.

Let’s ensure every child has the chance to achieve their hopes and dreams, let’s n get a Gonski Guarantee.

AEU members are voting for Gonski The AEU Journal asked members why they will be voting for a Gonski Guarantee at the Federal Election.

Crystal Henderson | Teacher

Graham Wood | Principal

Kangaroo Island Community Education “Gonski is all about improving our education system and providing access to quality education for all. We need more resources in our schools and more staff. Every kid deserves to have access to the best possible education and I think the Gonski school funding model will provide equity where the previous funding model didn’t.”

Brahma Lodge Primary School “I think Gonski is great for our schools and it’s good to see that the Coalition has eventually had to agree. However, I’m worried that they’re not expecting the states to increase their funding in order to roll out the reforms; that’s a big concern. I also think that the current Federal Government is more trustworthy when it comes to promises on public education funding. That’s what matters most to me. I’ll be voting for the party that I think has the needs of kids in public schools at heart and I encourage other members to do the same.” continued over page 3

Sue Gaskin | SSO Roma Mitchell Secondary College “I’m voting for Gonski because it will provide more resourcing for students with disabilities.

Traditionally some kids who have special needs miss out on the support they need because they don’t qualify for support.

The extra funding provided by Gonski will ensure that there are more resources available to assist not only severly disabled kids but those who just need that extra bit of support with literacy, numeracy and so on.”

TAKE Action

• Tell your colleagues, family and friends you’ll be voting for Gonski and what it means for South Australian schools. Tell them to look up the Gonski campaign online (link below).

• Distribute flyers at your school, calling on parents to put improved funding for public education at the top of their election wish list.

• Use email and social media, particularly Facebook, to distribute information about the Gonski reforms and why it’s important to vote for them.

Volunteer for our Election Campaign • We need AEU members to assist with leafleting, handing out how-to-vote for Gonski cards on polling day and more.

• If you want to help us achieve a Gonski Guarantee please email: campaigns@aeusa.asn.au and join the AEU election campaign team.

Spring 2013

issue 79 $4.40

Skills and know ledge Free global reso urces for teachers

School autonom y Proof that it’s not delivering on its promises

My favourite apps Learning beyo nd the classroom

Election 2013

The choice is clear.

Print Post APProved 1000081 82

AEU President Correna Haythorpe said our schools would benefit substantially as a result of the new money.

Federal Election

Tony Ab A better edbuoctt or for our nation ation ’s kids

Full Federal Election analysis in The Educator The Federal Election edition of the Australian Educator will be mailed to all members’ homes.

Inside you will find a full analysis of the major parties’ education policies.

We encourage all members to read this carefully and to vote for a Gonski Guarantee on September 7.

8: igiveagonski.com.au

Register or check out the campaign at:

13

Federal Election

Maria Miranda | Teacher Salisbury North Primary School “We need extra resources. Without proper funding we can’t support our students to the level we would like.

Working in a Category 2 school our kids miss out on a lot of opportunities. I’ll be voting for Gonski and I hope that my colleagues and other teachers are thinking about what we need for our schools when they vote at the election.”

Stewart Rhodes | Principal Murputja Anangu School “I’m in favour of Gonski – I think it’s a huge step forward and it’s good to see that other states are signing on. And that some of those are states with Liberal Governments speaks volumes about the value of the Gonski reforms. Public education policies like the Gonski reforms will certainly be at the forefront of my thinking when I go to vote at the Federal Election.” n

AEU election comment – in the interests of public education.

As members are aware, the AEU is not affiliated with any political party, nor does it make financial contributions to any political party. The AEU’s mandate is to represent members in public preschools, schools and TAFE and to advocate for a strong, high quality public education system. Election comment in the AEU Journal and elsewhere will, however, make clear the Union’s view on which policies best serve the interests of public education, its staff, students and communities. We encourage members to give strong consideration to the interests of public education when voting on September 7. n

14

Marginal seats – what the candidates are saying Two of the key marginal seats at the upcoming election are in the South Australian electorates of Boothby and Hindmarsh.

Boothby Annabel Digance | ALP Ms Digance supplied the AEU with the following statement: “I’m so lucky that my three girls have had a great education. It’s set them up for the future and given them a strong foundation for their lives ahead. All children should get a great education, in great schools, learning from great teachers. Every child should get individual attention. Teachers and schools should get the funding they need to do the work they are passionately committed to.

I’m proud to stand as a Labor candidate, to be part of the team that commissioned the Gonski report and will deliver the National Plan for School Improvement.”

Stephen Thomas | The Greens The Greens advocate that funding for schools should be based on need and equity. Funding should prioritise public education to ensure public schools can set national educational standards.

As long-term advocates of public education and equitable, needs-based funding for schools, the Australian Greens will vote to keep the Gonski funding reforms after the federal election.

Stephen Thomas’ website says: “I am frustrated by the increasing inequity

between the rich and poor in Australian society. Cost of living pressures can make life pretty tough and I’d like to see a more equitable distribution of funding to schools and services to make sure individuals and families can live a decent life.”

Andrew Southcott | Liberal A press release from Mr Southcott’s website includes the following statements.

The Coalition will: • ensure Commonwealth schools funding committed

by Labor for school year 2014 will flow to all states and territories irrespective of whether they have signed a deal with the Gillard or Rudd Government.

• match the Commonwealth funding for schools committed by Labor over the forward estimates.

• deliver better quality education through better teaching, better teachers, more community engagement, and more principal autonomy as well as through fair funding.

Hindmarsh Steve Georganas | ALP Steve Georganas has supported the AEU campaign for a new schools funding model from the outset, receiving numerous representations from continued over page 3

For up-to-the-minute Federal Election information and analysis go to:

Running Head AEU members and making a speech on behalf of members in support of the Gonski funding reforms in Parliament.

“I want our teachers have the support they deserve to ensure all South Australian students receive the best education possible.

As elected Members of Parliament, we have an absolute duty to deliver a better future for our next generation of Australians, the Better Schools Plan will do just that.”

Matt Williams | Liberal Matt Williams campaign office hadn’t provide a statement from the candidate prior to our print deadline. No public statements on education policy were located. The Liberal Party’s “Our Plan” includes the following statements: • We will provide better schools, encourage better teachers and pro-

Federal Election vide more choice for parents by giving communities and parents greater control over schools.

• We will put parents, principals and school communities, not unaccountable bureaucrats, in charge of determining how their school will be run to improve performance – by instilling a ‘students come first’ culture amongst staff and ensuring the delivery of better education outcomes at the local school level.

• We will work with the States and Territories to encourage State schools to choose to become independent schools, providing simpler budgeting and resources allocation and more autonomy in decision making.

• We will continue current levels of funding for schools, indexed to deal with real increases in costs and we will ensure that money is targeted based on the social and economic status of the community.

For a Gonski guarantee, the Senate is the key!

Members who feel strongly about improved public education funding should take particular care when voting in the Senate. If the Coalition wins government, the Senate may play a crucial role in determining the long-term future of the Gonski funding legislation. While the Coalition has made a pre-election promise to match the ALP’s Gonski commitment in the first four years, they have made many more statements in recent weeks and months suggesting they will repeal the legislation if they succeed at the election.

The AEU calls on members to study the policy positions below and use them to vote for Gonski in the Senate.

Independent Nick Xenophon: Nick Xenophon has told the AEU: “I support additional funding for schools on the proviso that it is linked to improved student outcomes. If the Gonski funding model remains the best way of advancing this goal, then I will of course support it.”

Australian Greens:

Support the Gonski model.

Sarah Hanson-Young has told the AEU: “As long term advocates of public education and equitable, needs-based funding for schools, the Australian Greens will vote to keep the Gonski funding reforms after the federal election.”

AUstralian Labor Party:

Liberal Party:

The ALP initiated the Gonski Review of School Funding and will implement it under the National School Improvement Plan.

The Liberal Party favours the existing funding model but says it will honour the Gonski funding changes for the first four years if “an overwhelming majority” of States and Territories sign it. n

8: www.abc.net.au/news/federal-election-2013

Andrew Payne | The Greens The Greens advocate that funding for schools should be based on need and equity. Funding should prioritise public education to ensure public schools can set national educational standards.

As long-term advocates of public education and equitable, needs-based funding for schools, the Australian Greens will vote to keep the Gonski funding reforms after the federal election.

Andrew Payne’s website says: “Andrew has built his life in Hindmarsh as a teacher, carer, business owner and family man. He feels a strong connection with the community and cares about the people who live in the area … as a teacher, Andrew gained insights to the challenges facing students from non-English speaking backgrounds.” n

Do your block for Gonski Can you “Do your block” to distribute information on why a vote for Gonski is important to our schools and the nation’s future?

It’s important that our local communities are aware of the need for a new and improved schools funding model that provides equity for all kids.

Let us know if you are able to contribute to leafleting this important information in the lead up to the Federal Election.

Email:

campaigns@aeusa.asn.au to register your interest or call the AEU on:

8272 1399 to join hundreds of AEU members in taking action on schools funding!

15

SSO: FAQs

Report: SSO Conference 2013

SSO: did you know?

Super SSO conference packed with learning, fun

Study Leave At the discretion of the Chief Executive or delegate, departmental employees may be provided with support to enable full or part-time study to improve their qualifications and/or the performance of their current or likely future responsibilities within the department.

This support may be provided in a number of ways, including: 1. a period of Special Leave with or without pay, e.g. for a month, school term, year, or consecutive days or weeks 2. approved absence from the work place to attend lectures, tutorials, courses etc which occur during the person’s working hours 3. flexibility in the management of working hours so that the employee can attend lectures, tutorials, courses etc which occur during their normal working hours 4. participation in an official retraining or scholarship scheme.

In addition, employees may seek a temporary reduction in time as an alternative to Special Leave for study purposes.

In normal circumstances, Special Leave for study purposes will be granted as leave without pay.

For more information about eligibility please refer to the Special Leave Policy via the DECD website. n

AEU SSO Focus Organiser Lisa Sigalla reports It was fantastic to see so many SSO members at the AEU for the annual SSO Conference in the holidays. It was a cold and wet day outside but inside it was warm and welcoming with many SSOs reconnecting with country colleagues and developing new friendships.

The day was jam-packed full of learning and fun, which began with an update from Vice-President Jan Murphy on the ongoing issues relating to the top level increment and why the AEU has had to pursue a ruling in the Industrial Relations Commission. The proposed changes to the recruitment & selection of SSOs (Transfer Exercise) and how pay over 52 weeks will be implemented. More information will be available to members as soon as it comes to hand.

Keynote speaker Jo Mason (pictured above) was inspiring. Jo, who represents Principals Australia Institute, discussed how important it is to look after number one – to get off that chair and go outside, have a life outside of work and create some balance. SSOs said Jo’s presentation was among the best they had heard for many years.

The conference also included a selection of exciting workshops tackling sub-

SUPER SSOs!

Celebrate SSO Week

1. Hold a morning tea in your site 2. Take part in AEU activities (TBA) 3. Send us your photos for publication in the AEU Journal

Happy SSO Week 19 - 23 August 2013 16

jects such as the PAC, work health and safety, the power of positive thinking and industrial rights and conditions.

Phil Datson from the SSO Consultative Committee co-ran the session on workplace rights and said “it felt good to be able to share with other SSOs the things I have done to communicate important industrial information to members at my site.”

He also stated that, “It was evident some SSOs were not familiar with the current Enterprise Agreement and SSO Award, nor did they know where to locate these documents. Hopefully this session helped with that.”

It was great to see many SSOs who were attending the conference for the first time. Sue and Di from Nuriootpa High School said they got a lot out of the conference.

“This was the first time we have attended the SSO Conference and thoroughly enjoyed every aspect of it. We found the sessions very informative and enjoyed the company of other SSOs throughout the day.”

SSO Consultative Committee Chairperson Katrina Hanlin summed up the day. “The final activity for the day had everyone decorating, meditating or moving to the belly dancing rhythm – no super human effort required! What a super day for our super SSOs.” Thank you to the SSO Consultative Committee for their great work in organising the conference and to everyone who made the day a super success. See n you next year!

Women’s Focus

AEU Information Unit

Every $ counts!

Questions from the Workplace

Company’s improved super deal for female staff should be rolled out universally says AEU Women’s Officer Tish Champion It was announced recently that Rice Warner Actuaries, a Sydney-based company has gained approval from the Australian Human Rights Commission (AHRC) to put in place significant changes to the entitlements of women employees in a bid to bridge the growing gap in retirement savings between women and men.

This company has actually been in talks with the AHRC for almost a year in an effort to improve the retirement outlook for its women employees.

Historically women live approximately 6 years longer than men. Financial experts across Australia all agree that to have a moderate lifestyle in retirement we will require approximately $41,000 per year. If women live for approximately six years longer than men they clearly cannot afford to be retiring with less than half as much superannuation.

It is wonderful that companies such as Rice Warner Actuaries are determined to help narrow this gender gap by paying women an extra 2% superannuation, granting them 18 weeks parental leave at full pay, and paying full superannuation during parental leave, including unpaid leave, for up to 12 months.

These are major improvements and they should be applauded.

Now, I do not profess to be a superannuation guru but with a simple Google search, (“How much Super do I need to live comfortably in retirement in Aus-

Now we just need to put pressure on how many other companies, and dare I say government departments, jump on board this affirmative action train. n

Check out our Women’s Focus online:

8: www.aeusa.asn.au/interest_women.html

Q A

What evidence do I need to give my Line Manager to be signed off for the 37.5 hrs of PD? You need to provide your Principal or PSD a signed declaration which states that you have undertaken the hours. The “Training and Professional Support Strategy Guidelines” declaration and guidelines are on the DECD website.

Q A

Can the AEU help resolve an issue I have regarding my NIT allocation?

Possibly, but has your issue been raised with the sub-branch or the AEU PAC rep? While AEU officers are able to assist members with a range of issues, it’s important that all other avenues have been exhausted before contacting the union office. AEU members in positions are elected to represent their colleagues at the work site and can probably assist with most issues. If all official channels at the workplace have been exhausted with no resolution, the AEU Information Unit is your next port of call.

Q A • • •

• •

What can I do if I am being cyber-bullied?

If you are subjected to any form of online bullying you should: Take a screenshot or photo of the posting or image.

Report the matter to their site leader.

If on facebook, report the matter to facebook so the page can be shut down.

Lodge an ED155 (Injury Report Form).

Report the matter to the police. n 17

% 8272 1399

tralia?”), I found that the same figures keep coming up. A couple retiring with one million dollars in a lump sum superfund will have approximately $50,000 per year to live on compared to a single person with one million dollars who will have only $39,000 per year. This is based on their lump sum returns and access to part pensions and government entitlements. If women are retiring with one third the superannuation that men have then they are clearly going to be no where near the one million dollar mark on retirement.

What can I be expected to do at my workplace when completing the Annual Review of Step 9?

As clearly stated in the Enterprise Agreement 2012, you need to meet with your Principal or PSD (or their delegate) to conduct the review. Together you will consider your performance and PD in the previous year and develop further targets and PD for the coming year.

That’s all. You can use the ‘Step 9 Annual Review’ form on the DECD website if you choose to. You cannot be required to take on extra leadership roles or special projects. The EA 2012 also outlines the grievance procedures if you need them.

AEU Information Unit | Mon – Fri | 10:30am – 5pm |

Current statistics show that women will retire with far less superannuation than their male counterparts. The average superannuation payout for women is a third of the payout for men. This difference is the result of many factors including the time women take out of paid employment to have and raise children, the high proportion who then return to work in a part time capacity and the fact that on average, women working full-time still earn approximately 16% less than men. Compounding the issue, women tend to live longer than men and will therefore require more superannuation.

Q A

Campaign

LGBTI Focus

Preschool workload campaign to continue

Coming Out of the Woodwork

AEU Early Childhood Consultative Committee met recently to discuss the preschool workload campaign Leave on Time, Leave it Behind which members took up during the last three weeks of last term.

The discussion focussed on feedback from members which the AEU had gathered through a survey and Organiser visits.

Elisa Resce from Booleroo Centre says even today, revealing one’s sexual orientation isn’t easy

Some of the positive effects identified by members included a sense of collegiality and the knowledge that others are more aware of the workload of all staff in preschool centres. This included feeling supported by parents as many members displayed their “clock-off” time in the centre and discussed the campaign with their Governing Councils. The survey also highlighted the benefits of making the effort to leave work on time summed up in the comment “for three weeks I had a life”.

Members were also asked to provide suggestions for future actions to assist the Committee in planning subsequent stages of the campaign. There were strong messages that members should continue to leave work behind and that the basis of prioritising tasks be what’s important for children and families.

The Committee has determined the next course of action in order to reinforce the importance of maintaining well-being among members and to apply pressure on DECD and the government. It is clear that the first phase of the campaign, whilst often difficult to implement and sustain, has been embraced by members on the understanding that collective action is the most effective way to effect change.

Members will be informed in due course of the next phase in this all important campaign to address the everincreasing complexity of the work of our committed staff teams in early childhood settings. n

Howard Spreadbury Organiser, Early Childhood Focus 18

We’ve all experienced it – that awkward moment when we realise we have revealed too much about ourselves; exposed our secrets. Perhaps it was when you were watching the footy with your colleagues, and a goal was scored and you cheered loudly…for the wrong team. Or that moment when someone mistook “Star Wars” for “Star Trek” and you launched into a passionate explanation of the differences between The Force and Live Long and Prosper, until you noticed everyone was staring at you, shocked.

The consequences of these types of revelations are, mostly, fairly minor – depending on how passionate your coworkers are about their football team, of course. But what would it be like if you had a secret that might seriously change the way your community views you?

Even though we have come very far as a society, for many LGBTI people, the consequences of revealing their sexual identity and orientation still causes a great amount of fear. It is still in recent memory that educators could be fired for being gay, and “homosexual” was linked with “promiscuity” and “pedophilia”. Society may be changing, but some of these attitudes still remain, and many LGBTI educators are hesitant to reveal as much about themselves as their heterosexual colleagues do as a matter of course. In regional areas, where LGBTI issues are less visible and it may feel like one is the “only gay” – let alone “the only trans” – in the village, it can be particularly difficult.

This was the theme of the workshop, Coming Out of the Woodwork, organised by the recently formed, but already very active, LGBTI Consultative Committee. The workshop comprised three sessions, where

Schools for all).

Check out our web link 3

* Upcoming Events

FEAST Festival 9 – 24 November

various locations in Adelaide FEAST is a major event on the festival calendar in South Australia.

An international event, it brings performers from all over the world, attracting visitors from near and far.

The AEU has been involved in the FEAST festival since 2011.

FEAST Picnic Sunday 24 November Bonython Park

The AEU will again have a presence at the FEAST picnic and we encourage members and supporters to come and say hello.

For further info go to:

8:www.feast.org.au

8: www.aeusa.asn.au>Your AEU>Interest Groups>GLBTI

Over 60 responses were received to the survey with varying feedback in relation to the effectiveness of the campaign and members’ ability to participate. Members identified tasks which they had been able to set aside including responding to emails and other administrative tasks which are not directly related to children.

guest speakers formed panels and spoke about being “out” in public life, describing a variety of experiences, issues and stories.

The purpose of the workshop was also to help build community, because isolation and fear continues to be a major issue facing LGBTI people in the workplace. Since last year’s workshop that was run as part of the FEAST festival, participant numbers have doubled, and it was fantastic to see straight colleagues attend in order to show support and learn about the issues facing their LGBTI co-workers.

The LGBTI Consultative Committee also identified the need for a more visible space on the AEU website, and the site now boasts forum via a secure email network for LGBTI members and a page listing upcoming events, support and teacher resources. It’s just another way to build community and stay connected, so please help us spread the word! (See upcoming event on next page SPEAK UP! Safe

AEU Training and Development Program 2013

U ni o n E ducati o n C o urses | T e r m 3 + H o l i d a y s Mon 19 – Fri 23 August

Mon 30 Sept (hols) 9.15am – 12.30pm

Thurs 10 Oct

Level 1 Health & Safety Representative Training

Curriculum Organiser Online – Intro Workshops

SSO Applying for Positions Workshop

A 5-day SA Unions course at which participants will gain an understanding of the principles of the WHS Legislation; including the role of the Health and Safety Representative and the Health and Safety Committee. The course has an education focus.

A short introduction to the AEU’s Curriculum Organiser Online (COO) and how it can help members teaching Foundation - Year 10 to plan and program based on the Australian Curriculum.

A half day practical workshop to assist SSOs applying for DECD promotion positions.

Open to: Only financial AEU members in non-teaching positions.

Open to: : Elected Health and Safety Representatives in DECD sites.

Thurs 22 August

4.30pm – 6.30pm

AEU Leaders Discussion Circles The leader’s discussion circles provide opportunities to share and explore with colleagues how to deal with the pressing issues involved in leading a school.

Open to: AEU members particularly in leadership positions.

Thurs 12 Sept [Pt Pirie] Thurs 26 Sept [City]

State WHS Act - Bridging Health and Safety Representative Course A HSR who has completed a course of training under the current ‘Occupational Health, Safety and Welfare Act 1986 (SA)’ will be taken to have completed the five day training required under the new WHS Act (Schedule 6, section 19), once they have undertaken this one day Bridging Course (Regulation 706).

Open to: Elected Health and Safety Representatives in DECD sites.

‘13

* Upcoming Event Tues. 20 Aug

10.00am – 2.00pm

Safe Schools for ALL:

Open to: Everyone interested in finding out how COO can help them in their Australian Curriculum preparation.

Mon 30 Sept (hols)

8.45am – 4.00pm

Responding to Abuse & Neglect The AEU provides full-day Responding to Abuse & Neglect Education and Care Focus training as a service for members.

Open to: AEU Members only.

Wed 2 Oct (hols)

9.15am – 3.00pm

Cooperative Learning and Instructional Strategies Workshop This is a hands-on workshop covering theory and practical advice on structuring group work effectively. It incorporates other instructional strategies to maximise student engagement at any year level.

Open to: AEU Members only. Cost: $55

‘13

* Upcoming Ev ent

Sun. 8 September

1.00pm – 9.00pm Mon. 9 September

9.15am – 2.30pm

Regional New Educators’ Conference

2.00pm - 4.30pm

‘13

* Upcoming Event Thurs 10 October

10.00am – 2.30pm

Wellbeing Day 2012 An Interactive Expo, Lunch and Networking, Bean Bag Cinema, Make and Taste cooking demos, Free massages, health advice, wellbeing information sessions and displays.

A holiday ‘drop in day’ of activities designed to inform attendees about how to care for their wellbeing and health.

Open to: Everyone.

To register or for further info, follow the links below 5

* Upcoming Event Climate Science Conference and Public Forum

This workshop is for secondary students and teachers on creating schools as safe places supportive of sexual and gender diversity and free from homophobic bullying and harassment.

Open to: Teachers and secondary student leaders years 9-12

Venue: The Barn, Mount Gambier An afternoon and full day residential mini-conference for early career teachers featuring workshops on current educational and professional issues, including the Australian Curriculum.

Open to: Only financial AEU members from the South East in their first 5-years of teaching.

Featuring: eminent scientists latest research on global warming, implications for local communities and the Australian Curriculum.

To register or for further info, follow the links below 5

To register or for further info, follow the links below 5

To register or for further info, follow the links below 5

For further info on any of the above events and courses email Saniya Sidhwani on

Public Forum: Wed 2 Oct | 6:00pm – 8:00pm Conference: Thurs 3 Oct | 9:15am –4:30pm

8: training@aeusa.asn.au

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

or to register go to

19

Indigenous Focus

1 Staff and students from Carlton R-9 school on the hallowed turf of the MCG for the Dreamtime at the G game in May. 1 Sticker designs for NAIDOC Week

Connecting to Community: Carlton moves beyond the classroom What makes a successful school experience? Teacher Elisa Resce of the Booleroo Centre District School explains

A

t Carlton R-9 School, Aboriginal culture and values are an important part of teaching and learning. 2013 has seen Carlton students learn through music, mentoring…and Melbourne!

Like many schools with predominantly Aboriginal students, many for whom English is a second language, Carlton R-9 School has found itself a target of mainstream media stories on transience, attendance rates and NAPLAN scores.

However, what ranking data and comparative statistics will not reveal are the successes Carlton have had in increasing school attendance, student confidence and connection to community by moving beyond the classroom.

Carlton R-9 School is situated in Port Augusta, where one fifth of the population identify as Aboriginal. Over 30 Aboriginal language groups are represented there.

For the past two years, Carlton students have visited other primary schools and spent time listening to the Receptions and Year 1s read. The kids have commented that they enjoy helping oth20

ers, and it has greatly improved their confidence. On the other end of the spectrum are the weekly visits to Wami Kata, an Aboriginal aged care facility in the Davenport community. Every Monday, staff Linda Ritchie and Graham McGrath head to the home with some eager students to play games, have a yarn, do some gardening and even make jewelry with the residents. Building on their respect for elders, the visits also provide students with an opportunity to observe different career paths as they watch carers, chefs, grounds people and activity organisers in action.

The AFL’s Dreamtime Round, also known as Dreamtime at the G, is held every year to celebrate the contribution of indigenous players to the AFL. Graham McGrath, the school’s music teacher, takes his guitar and plays and sings for the residents, which is always a hit. His music talent also extends to the ukulele, and he is often joined by the The Uke Group – a team of students who perform at a variety of events, including the opening of the Fringe, Reconciliation Week, and various conferences. The Uke Group have also travelled to other schools,

not only performing, but teaching other students some basic skills.

This year, Carlton students experienced the trip of a lifetime when they participated in the AFL’s Dreamtime Round, culminating in the Long Walk

continued over page 3

The Long Walk Home is an annual event started in 2004, when former Essendon player Michael Long walked from his home in Melbourne all the way to Canberra – a journey of over 650 miles.

His goal was to meet with then Prime Minister John Howard; after returning from yet another Indigenous funeral, Long wanted Indigenous issues put back onto the national agenda.

Since this event, the Long Walk Home precedes the AFL Dreamtime Round and its many participants gather to celebrate and promote reconciliation.

AEU Elections 2013 Home. Students were selected to participate in the trip based on meeting achievable but challenging goals which focused on attendance to school (90% or above), learning and behaviour. The lucky group visited the Essendon Football Club and had the opportunity to meet, watch and chat with Indigenous AFL superstars Patrick Ryder, Courtenay Dempsey, Leroy Jetta and current coach James Hird. Participating in the Long Walk Home was a fantastic opportunity to be involved in positive social action, and the busy Melbourne location was a certainly an exciting experience for the group.

NAIDOC Week Approximately one fifth of Port Augusta’s 14,000 residents are Aboriginal, and NAIDOC Week is always supported in the community by local businesses and organisations that contribute to the week-long festivities with live music, barbecues, art and craft days, cultural ceremonies and a celebration march. This year, Port Augusta’s Family Relationship Centre asked the Carlton Year 4-7 class to design stickers that could be used on their “goodie” and info bags to be given out throughout the week. The class designed, made and appraised their products before scanning them and printing them onto stickers. Working with the Centre also gave students an awareness of the resources that are available to support health and wellbeing in Port Augusta. The students took great pride in presenting their finished products to the Centre and even more pride when they saw them in the streets!

It is said that it takes a village to raise a child, and Carlton R-9 School’s innovative partnerships with “the village” – or in this context, local Aboriginal groups and organisations – are ensuring the students have the opportunity to both benefit from and participate in the rich culture and community around them. n

The name “NAIDOC Week” originates from the ‘National Aborigines and Islanders Day Observance Committee’, who were once responsible for organising national activities to celebrate Australia’s Indigenous culture. Its acronym is now used to represent the weeklong celebrations held across the nation every July.

Australian Education Union,

South Australian Branch

ELECTION NOTICE Fair Work (Registered Organisations) Act 2009 Nominations are called for:

Branch President BRANCH SECRETARY Branch Female Vice-President Branch Male Vice-President Ordinary Branch Executive Officers [12]

In accordance with Branch Rule 7(5) “the 12 Branch Executive Officers shall include at least 6 women”. Further, Branch Rule 54(2)(b) states, “if the number of women candidates is less than the number of women to be elected, the remaining position or positions in question will be filled by a male candidate or candidates”.

In accordance with Branch Rule 48(14)(b), “in respect of the voting papers for the 12 Branch Executive Officers positions, candidates may request to have their names grouped and ordered within a group on the voting paper”. Each of the candidates must notify me not later than the close of nominations that they wish to have their name included in a group. Forms for this purpose are available from me.

Ordinary Branch Executive OfficeR (School Services Officers Member) Ordinary Branch Executive Officer (CHildren’S Services Member) Ordinary Branch Executive OfficeR (TAFE Member) Ordinary Branch Executive OfficeR (ABORIGINAL OR TORRES STRAIT ISLANDER Member) Federal Conference Delegates representing the General Division [6]

In accordance with Federal Rule 24(3A), these 6 positions shall include at least 3 women.

Further, Federal Rule 25(4) states, “In the event that the number of female candidates is less than the minimum number of female delegates, the position shall be filled by a male candidate”.

Federal Conference Delegate representing the TAFE Division Aboriginal and Torres Strait Islander Federal Conference Delegate National TAFE Council Executive Member National TAFE Council Delegates [2]

In accordance with Federal Rule 47(3), these 2 positions shall include at least 1 woman.

Further, Federal Rule 47A(3) states, “in the event that the number of female candidates is fewer than the minimum number of female delegates, vacant positions shall be filled by male candidates”.

National Aboriginal and Torres Strait Islander Education Committee (General Division) Member National Aboriginal and Torres Strait Islander Education Committee (TAFE Division) Member

National Principals’ Committee (General Division) Member National Early Childhood Committee (General Division) Member

Written Nominations, which comply with the Rules of the Union, may be made at any time from Friday, 23 August 2013 and must reach me not later than 12.00 noon on Friday, 6 September 2013. Nominations cannot be withdrawn after this time.

Nomination Forms are available on request.

How to Lodge Nominations

By Post: GPO Box 344, Adelaide, SA 5001 By Fax: (08) 8237 6584

By Hand: Australian Electoral Commission, 9th Floor, Origin Energy House, 1 King William Street, Adelaide, SA

The ballot, if required, will open on Monday, 14 October 2013 and close at 10.00am on Friday, 1 November 2013.

Changed Address? Advise the Union now.

Note: A copy of the AEC’s election report can be obtained from the organisation or from me after the completion of the election.

Murray Hutchinson Returning Officer

Tel: (08) 8237 6533 21 August 2013 21

Council Dates for 2013

Branch Council Meetings Upcoming dates for 2013 are:

Saturday, August 24 Saturday, November 23

TAFE Divisional Council Meetings Upcoming dates for 2013 are:

Friday, August 23 Friday, November 15

NOTICE BOARD

A D m i n i s t r at i v e o f f i c e r v a c a n c i e s

Australian Education Union | SA Branch The term of office of the positions is from 1 February 2014 to 31 January 2017

Communications Coordinator The officer will coordinate production of print and online materials, and be responsible for developing effective strategies for communication with members and the wider community.

Industrial Officer The Officer will plan and implement industrial strategies and advocate AEU claims in appropriate tribunals.

Organiser (Three positions; two Regional Focus) Organiser (Early Childhood Focus) The Officers will be responsible for developing member activism and providing advice and assistance to members on work related issues.

REGISTERED TEACHERS Have you changed your name and/or address?

Please notify the Teachers Registration Board of any change of name or address by providing the updated address details by post or email:

Women’s Officer The Officer will encourage women union members’ activism, and advise the union on equity issues.

Union Training and Professional Development Coordinator The Officer will identify and implement union training and professional development activities for members.

Email: renewal@trb.sa.edu.au Post: PO Box 3649, Rundle Mall, SA 5000

Job and person specifications and details of the selection process for these positions are available from:

Change of name details require a certified copy of documentation to be posted to:

Applicants must address the requirements of the job and person specification in their application.

Irene Tam on 8272 1399 (email - aeusa@aeusa.asn.au)

Post: PO Box 3649, Rundle Mall, SA 5000

Leave without pay may be negotiated for AEU members whose employer is a state government agency.

Faxed copies of change of name will not be accepted.

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063 by Friday, 6 September 2013.

These positions will be filled by appointment at Branch Council on 23 November 2013.

AEU Journal is carbon neutral 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

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email address

8: membership@aeusa.asn.au

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or call Membership on: 8272

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NOTICE BOARD

Member’s 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 will not run in more than three issues in succession.

ALDINGA BEACH HOUSE: Fully equipped, BBQ, aircon, TV, double bed & 4 singles. 2 mins from beach, near Aldinga Scrub.

Beach, restaurants, cafes, wineries all close. Relax for weekend or longer. Avail. wkdays, wkends, Easter and school hols.

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Kensington Town House: Quiet, private, comfortable 2 BR with QB’s. 5-min stroll to historic Rising Sun, Robin Hood, short walk to Parade and great parks.

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OUTBACK TAGALONG TOURS Guided tours in your 4 wheel drive, with your gear loaded on the ‘Big Red Truck’. Hassle Free Outback

Touring. Book now for our Spring Tour – Innaminka Races, Coward Springs, Warren Gorge.

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STREAKY BAY HOLIDAY HSE:

for sale: Crows premiership

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Australian certified organic products: Keep

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The long break is looming, I’ll come to you – and setup/repair, restring your guitar/bass and even tackle simple amp maintenance.

This new service is also available for school music rooms.

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ALDINGA BEACH RETREAT:

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Wkends from $290. Email for pamphlet. T: 0418 843 711 (Mike) E: acaciahouse@optusnet.com.au

Lifestyle of Choices: Retirement can give us more time to do the things we love, but do we have enough energy and money to really enjoy it? Easy to achieve with no extra cost.

T: (Linda) 0410 654 657 E: lindanew@tpg.com.au

ling, NLP, Relationships, Career, Smoking, Anxiety, Performance, etc. 15% Discount AEU Members.

Reg Chapman: T: 0419 829 378 E: nlpchanges.com.au Wanted: Primary class sets of readers for developing world education. Best if as relevant as possible to non urban, non western students (Bougainville).

Contact Ian on: T: 0400 303 300 E: ir211057@bigpond.net.au for sale: House on Esplanade at Elliston - great town on west coast. T: 0435 489 429

captain Mark Bickley signed new sherrin football - $300.

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Victor Harbor Holiday Hse: 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.

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Children’s Book Sale Hundreds of novels to suit 6-16 non-fiction books, picture books, a complete Wildlife Fact File set & more. Most titles are advertised on Gumtree, or will be soon (located at Marino).

For more information call Chris T: 0408 689 235

Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

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.

l campaign at: Support the nationa Contact us on:

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