AEUJournal05 17 web

Vol 49 I No.5

Official publication of the Australian Education Union (SA Branch)

August 2017

AEUJOURNAL SA

Lock it in!

More permanent jobs secured

INSIDE: u Country

focus: Fighting for preschools

u Inside

story: Teaching at the Youth Education Centre

FPRESIDENT’S E ATU R E S VIEW

#2

AEU UNION JOURNAL TRAINING

Design

Lock it in!

pages 12 – 13 Is snazzy school design worth the money?

More permanent jobs secured

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

Deadline Dates

Publication Dates

#6 September 1

September 20

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

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

INSIDE: u Country

focus: Fighting for preschools

u Inside

story: Teaching at the Youth Education Centre

Cover story

Funding

pages 8 – 9 The AEU has helped members at Parafield Gardens R–7 score permanent jobs and we’re not stopping there.

page 16 Where did the Gonski dust settle?

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

8172 6300 journal@aeusa.asn.au

Become SACE certified in assessment AEU early childhood member scholarship worth $1,050 • Improve your understanding of assessment and use it to boost learning outcomes.

• Course covers principles of assessment, judgement, using data to provide feedback and much more.

• Master’s level study that can be recognised toward postgraduate degrees and for the Australian Professional Standards for Teachers.

How to apply

Previous scholarship winner

“I count myself very lucky to be undertaking this course.

I’m only at the halfway stage but can already feel the impact on my practice and flow-on effects among colleagues.

I recommend it strongly to teachers wanting to improve their use of assessment.”

Nick Cousins, AEU Sub-branch Secretary, Salisbury East HS and Chief Supervisor of the SACE board for Community Studies.

The successful Early Childhood applicant will need to present the following: • their sub-branch endorsement • evidence of shared practice via a list of activities or relevant CV • a commitment to share their learning with the broader membership at a sector based AEU professional development function to be negotiated • a paragraph expressing why you’d like to participate in the CEA course.

Previous scholarship winner

“The course has made me more assessment-literate.

I feel more effective and confident as a teacher and leader. The flexibility around scheduling was very helpful as well.”

Email submissions by 15 September to:

dash.taylorjohnson@aeusa.asn.au

Michelle Smith, Project Officer Primary Learners, Learning Improvement.

8 : www.sace.sa.edu.au/web/iea

More information at:

POSITION VACANT

AEU INFORMATION UNIT

Australian Education Union SA Branch

ADMINISTRATIVE OFFICER VACANCY

1 Information Officer, Cindy Boyce

1 Information Officer, Tracey Fletcher-Harriss

Who You Gonna Call?

Organiser (TAFE Focus)

After more than 50,000 calls, our Information Unit is always there for members.

The term of office for the Organiser (TAFE Focus) is 1 February 2018 to 31 January 2021.

Calls to the AEU information unit have been logged since November 2005 when we introduced new technology.

Earlier this year we logged our 50,000th call.

• SSOs: access to training and devel-

Term 2, 2017 was a particularly busy time, with calls up 20% on last year.

impact of legislative changes and returning to work.

The Officer will be responsible for developing and supporting member activism and providing advice and assistance to members on work related issues.

The job and person specification and details of the selection process for this position are available from Irene Tam on: 8172 6300 or email: jobs@aeusa. asn.au. Applicants must address the requirements of the job and person specification in their application. Leave without pay may be negotiated for AEU members whose employer is a state government agency.

Applications must reach the Branch Secretary, AEU (SA Branch), 163 Greenhill Road, Parkside, SA 5063

by Friday, 15 September 2017.

724 members made 983 calls to the AEU information unit last term. 27% of these were requests for advice and information covering four important issues:

• Merit selection: composition of panels, panel procedures and eligibility to apply for positions.

• PAC: election of reps, gender balance and PAC training.

opment, student free days and changes to duties without consultation.

• Workers compensation:

Two other standout issues in Term 2 were ‘conversions to permanency’ and ‘retention leave’.

In response to the ‘Secure our Jobs’ campaign we are getting heaps of requests for advice about conversion to permanency. We are also able to assist members through the application process with the support of their AEU subn branch and local PAC.

AEU INFORMATION UNIT Monday to Friday, 10:30am – 5:00pm

Phone:

8172 6300

FAQs MEMBER: I have been told my retention days could be taken off me if I don’t use them. Is this right?

SECURE OUR JOBS Henley Beach PS teacher Brooke Landorf, converted to permanent through AEU action.

4

AEU INFORMATION UNIT: Retention leave days lapse five years from the end of the financial year in which the leave accrued if not taken or converted to a monetary payment at the applicable time. Retention leave accumulated in both the 2011/12 and 2012/13 financial years will lapse if not taken by 1 July 2018.

MEMBER: How will I know if retention leave days are at risk of being forfeited?

AEU INFORMATION UNIT: Recently we were advised by DECD that employees who have retention leave at risk of lapsing will be notified via a message on their pay advice from the first pay in the 2017/18 financial year. n

FACTS • 50,000+ calls since 2005 • 2017 calls up 20% on last year • 983 calls from 724 members last term.

n

PRESIDENT’S VIEW

Seize opportunities, build on what we’ve got AEU President Howard Spreadbury writes … view of the AEU that the statement should be referenced by DECD personnel when engaging with leaders and other staff in sites.

Danger and opportunity

D

espite the recent setback regarding amendments passed to the Australian Education Act in the federal parliament, the campaign to achieve improved resources to public education in this country continues.

In SA, the AEU campaign is focused on key areas affecting our preschools, schools and TAFE. We all want the very best for public education and our students. We need to look at what lies ahead in the coming months and force significant commitments from state and federal governments.

Commitment Earlier this year, the SA Government released a statement, Public Education in South Australia, which lays out the foundations, characteristics and benefits of public education.

This document, signed by Minister Susan Close and Chief Executive Rick Persse, is the outcome of the work of the Public Education Advisory Committee, chaired by Professor Alan Reid with representation from key stakeholders, including the AEU. It is designed as a foundation that describes the essence of public education to guide our work. Any strategic plan subsequently developed by DECD must align with and reflect the key principles of this statement.

It must be used to promote public education, form the basis of policy development and be applied in a practical sense by DECD and sites to ensure high quality, consistency and accountability in education delivery. It is the

The most immediate opportunity to further public education in South Australia is provided by the forthcoming state election, due in March next year.

The AEU is currently preparing a position based on our Public Education Charter and the Statement on Public Education, which articulates what it is we want from the next state government.

This will provide Labor and Liberal with our framework and we will ask them to respond to it. Whichever party forms government next March will need to demonstrate respect for our profession and the work of all who strive to deliver high quality education.

1 The 2017 SA Government Statement on Public Education in South Australia can be downloaded from the DECD site. to meet the eligibility requirements.

The AEU will continue to publish good news stories in our journal identifying members who have attained permanent employment.

The other means of delivering for education at the state level is through enterprise agreements. Current agreements for preschools, schools and TAFE are delivering better salaries and conditions. We must ensure additional support enshrined in agreements flows to sites to support members and relieve excessive workload.

“Given these opportunities, I ask you to reflect on your participation in the union.

The AEU is only as strong as its members.”

EBA

Action

For schools and preschools, the opportunity to build on our current conditions will arrive shortly after the state election when the agreement expires on June 30. The TAFE agreement runs until October 2019. Our TAFE Divisional Council has established a committee which is developing a plan to reinforce the national Stop TAFE Cuts campaign at the local level.

Having identified forthcoming opportunities, I ask members to reflect on your participation in the union. As is often stated, our union is only as strong as our membership and we are moving into times when members will be asked to take action to achieve the outcomes we want.

Security of employment remains a key focus as members continue to be identified for conversion to permanency.

Successful outcomes rely on the work of organisers in conjunction with subbranches to identify temporary positions and potential conversions. Individual members need to prepare submissions

I ask you to ensure that these opportunities are the subject of discussion, that potential members are recruited to enhance our power and that all members engage in the actions that will be needed to effect change for us all, our profession and for the good of public education. n In unity, Howard Spreadbury 5

LEADERS FOCUS (SASSLA) membership. It is of course entirely in the interests of SASSLA to perpetuate a negative AEU narrative in order to achieve industrial recognition.

This narrative has been uncontested because leaders are fearful of backlash from anti-AEU DECD officers.

Membership of SASSLA is undeniably seductive. An organisation that purports to wholly and solely represent the interests of leaders without the complexities of representing other classifications seems to make sense on a superficial level. It also suits DECD to hive off leaders from the AEU. The old adage, ‘divide and conquer’ remains true in 2017.

Why and how do unions have power?

Bullied Leaders Andrew Gohl on attempts to divide and conquer South Australian educators.

F

or the past eight years I worked as Year 8 manager and Assistant Principal at a large metro school. My advice to students was that bullying won’t stop if victims remain silent. My experience is that an unchallenged perpetrator just gets worse. Not much changes in the world of adults.

Asked on our leaders’ Chatline what the AEU could do better to support principals, posters were openly critical of how member vs member disputes are managed and our support for members enduring the underperformance process. Consequently, the AEU will consult with members and review these processes.

Curiously, an equal number of leaders emailed me saying they were fearful of commending the AEU for support they’d received, lest their line managers judge them negatively.

So why are AEU leaders fearful of speaking positively about the AEU?

DECD’s bullying culture It is clear that leaders are being bullied by line managers. Many contact us with stories of being told to get their staff to toe the line – or else. More are worried about having their leadership 6

“An unchallenged bully doesn’t go away, they get emboldened. As it is in the playground, so too in the workplace.” discredited if staff merely question DECD rationale.

A recent leader wellbeing survey revealed the amount of non-educational administrative work has increased exponentially amid the lie of autonomy, while control is centralised. Students’ education is being paralysed by data collection.

DECD officers without education backgrounds build paperwork empires to justify their existence. The only way to implement their initiatives, devoid of educational rationale, is to bully and deny the opportunity to question and critique. A bullying culture is easily perpetuated.

Consider the industrial leverage when thousands of AEU members take industrial action. Sites close and leaders can be part of wider industrial action in solidarity with staff.

A smart employer would encourage a split from the AEU and even throw a few initial morsels the way of a group like SASSLA through ‘tough’ negotiations to cement the existence of a fractured and divided workforce. Ultimately though, leaders are education workers, subject to whims and vagaries of the employer just like every other classification. After the SASSLA tidbits and the real issues remain, what then? More negotiations?

Leaders’ work to rule? Leaders’ strike?

If leaders are feeling vulnerable now, how will the employer respond to leaders’ only industrial action? How effective will that action be? Will it disrupt and embarrass or will the employer wait out the actions of a small percentage of employees?

AEU leader members should be wary of SASSLA and look into who makes up the organisation. There are a number of principals’ line managers who are SASSLA members too. How will SASSLA manage disputes among their members, or will there be no disputes because leaders live in fear of being discounted from winning another term?

Bullies, leaders and SASSLA

An industrially divided and weakened workforce is not easily rectified and in the end simply undermines learning, working conditions and public n education.

It’s no secret that some Education Directors are pushing South Australian State School Leaders Association

Andrew Gohl is the AEU’s Organising Coordinator.

COU NTRY FOCU S

A sub-branch getting things done!

Members at Riverland Special School are strong and active, AEU Organiser Meredith Farmer explains.

W

e all know it’s a great thing to be a member of the union, but it is even better being a member of a subbranch that works together to get results.

Members at Riverland Special School in Berri have formed a strong, active workplace organising committee (WOC) and as a result are making gains and recruiting new members.

“Our union committee works together in a number of important ways,” says Sub-branch Secretary Cindy Krause.

“We coordinate conversations with new staff about joining the AEU, look at workload and get feedback from the PAC. AEU members are encouraged to approach members of the WOC when they have issues.”

Win chalked up This consultative approach is bearing fruit with the organising committee’s diligent work paying off for SSOs recently, as Cindy explains.

“We meet as a group to discuss and research issues before taking them to our sub-branch. This is important as these items can then be discussed by the subbranch and taken to our regional meeting. An example is our passing a motion resulting in SSOs employed to work with students for 30 hours a week being paid the full-time toileting allowance.”

It is important to have a balance of teachers and support staff on the WOC as SSOs make up a majority of staff in a special school. Carla Dack is the SSO contact and an active WOC member.

“I believe SSO representation is important as some of us don’t have the confidence to bring up certain topics,” she says. “It also gives the SSO body at our site a say in decision making.”

“Recently the sub-branch identified AEU members eligible for conversion resulting in four teachers and three SSOs securing permanency.”

SECURE OUR JOBS 1 Sub-branch Secretary, Cindy Krause (centre), with AEU PAC Rep, Luke Morrow (left) and James Wilson (right) who have both been converted to permanent.

SECURE OUR JOBS AEU PAC rep Luke Morrow works closely with the broader membership, helping create a sense that people have a voice in decisions that affect them.

Setting up clear and accessible processes for members to raise issues has been the key.

Bearing fruit Principal and AEU member Carolyn Trifonoff is grateful for the role AEU members play in creating and informed and fair workplace.

“I am really appreciative of the genuine and effective role our PAC team play,” she says. “Rather than be a token body, when the PAC meets, I can be sure every staff member has had the opportunity to ask questions or bring up issues they want discussed.”

1 from left: Diane Ooyendyk, Josie Bowden

and Ann-Marie Bradford-Marshall are SSO members who have also recently converted to permanent.

benefited: “Becoming permanent is acknowledgment that my commitment to the school and the training I have undertaken since I began work on contract eight years ago, have been recognised.” n

STAND TOGETHER, FIGHT TOGETHER, WIN TOGETHER

“Similarly, when difficult decisions must be made, the responsibility is shared by a representative group, who also have enough information to see the ‘bigger picture.’ Staff are now more aware of how decisions can affect not just individuals, but often the whole school community”.

Most recently the sub-branch identified members eligible for conversion to permanency and worked with Luke to make this happen. This has resulted in four teachers and three SSOs securing ongoing employment. SSO WOC member Diane Ooyendyk is one who has

SECURE OUR JOBS Barmera PS teacher Peter Fletcher, converted to permanent through AEU action.

7

COVE R STO RY: S ECU R E OU R JOBS

SECURE OUR JOBS 7 From left: Sub-branch Secretary Deana Cuconits with Kirsty Karapas and Bekk Resili who were both successfully converted to permanent. uncertainty took its toll. Planning for the future is difficult without secure employment, whether in your work or personal life.

Kirsty explains that gaining a permanent gig means she can make plans for the future and contribute to long-term projects at school.

“I can now be involved in making decisions at our site and in discussions about the future,” she says, “which is really exciting!”

For Bekk, beyond the security it brings, being made permanent is acknowledgment of her commitment to education.

Lock it in!

Parafield Gardens R–7 is celebrating after securing permanent conversions of two contract teachers, writes AEU Organiser Matt Coffey.

There is no question secure employment means a lot to Bekk Resili and Kirsty Karapas. The true value of secure jobs in public education, however, reaches far beyond the individuals. The benefits flow on to fellow staff, students and the entire school community.

Sub-branch Secretary Deana Cuconits says the conversions are the result of a team effort. AEU members working with the PAC and a supportive principal were all important in securing this win.

Deana, who herself was previously converted to permanent, has been Subbranch Secretary since 2013 and says she is grateful for the support, training and advice provided by the AEU. She is a proud member and, for her, it is about being part of a professional network of passionate educators who aim to improve the outcomes and conditions of their of students, their colleagues and public education.

“Staff have increased certainty with their ongoing positions so they can put greater focus on providing students with quality learning programs.”

“I wanted to give that back and share the opportunities that were available through our union,” she says.

The ‘Secure our Jobs’ campaign provides opportunities for members to stand together in support of each other.

There is no better feeling as a union member than helping a colleague secure their job.

Rollercoaster Bekk and Kirsty had been on rolling contracts for years. Though they appreciated the opportunity it gave them to get started and develop their craft, the

How your sub-branch can support contract staff on conversion to permanent:

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

“It reinforces that the work and effort I put into my teaching and planning hasn’t gone unrecognised.”

Union support Both agree that, without the support from Deana, the AEU and fellow members at Parafield Gardens, this would not have been achievable. Now, they can focus on what really matters in teaching, rather than having to worry about next year’s contract or their ability to pay the bills.

Secure employment provides teachers and the school with stability and continuity. Principal and long-term AEU member Simon Harding says, “It has been great to have the opportunity to convert staff who have shown dedication to the school over a number of years.”

Simon believes that everyone benefits from a secure workforce.

“Staff have increased certainty with their ongoing positions so they can put greater focus on providing students with quality learning programs.

“Teams are built across the school with common knowledge and history over time. Parents have the opportunity to build and maintain quality working relationships with staff.

“Reducing uncertainty among the team supports consistency in teaching and learning.” n continued over page 3

B RA NCH S ECR E TA RY ’S R E PO RT

TRACKING THE WINS 3 Ingle Farm PS (Cat. 2) 1 Elizabeth East PS (Cat. 2) 2 Parafield Gardens R–7 (Cat. 2) 1 Playford PS (Cat. 6) 4 Mark Oliphant College (Cat. 1) 1 1 3 2 3 1 1 3 2 1 1 1 1 1 1 1 1

More to come!

Swallowcliffe PS (Cat. 1) Gawler District College (Cat. 3) Mount Gambier HS (Cat. 5) East Adelaide PS (Cat. 7) Murray Bridge North PS (Cat. 2) Barmera PS (Cat. 2) Kersbrook PS (Cat. 7) Riverland Special School (Cat. 4) plus 3 SSOs Loxton PS (Cat. 7) Henley Beach PS (Cat. 6) Seaford Rise PS (Cat. 5) Prospect PS (Cat. 6) Springton PS (Cat. 6) Pinnaroo PS (Cat. 5) Talem Bend PS (Cat. 2) Karoonda AS (Cat. 5) Murray Bridge Special School (Cat. 3)

With plenty of cases being assessed and even more yet to be presented at the Position Tenure Review Panel, who will be converted to permanent employment next? n

SECURE OUR JOBS When it comes to AEU membership, everyone is on the same page.

By joining your union and getting involved, you can help AEU members at your workplace and across SA in securing significant wins like those of Bekk and Kirsty at Parafield Gardens R–7.

Much more than just a legal fund...

AEU Branch Secretary Leah York explains. to all parties, rather than adversarial and damaging. (As I mentioned in the last Journal, the AEU is currently reviewing its member vs member grievance policy, so feedback is encouraged).

W

e are strong. We are united.

Our strength as a union of education professionals has promoted an excellent public education system in South Australia and delivered modern workplace rights and entitlements. Of course, we will continue to make improvements to both, through sustained organising and campaigning.

Unlike the South Australian State School Leaders Association (SASSLA), which promotes the narrow interests of a comparatively small group of leader classified individuals, the AEU uses its strength to build a better system for our students, our community, and our profession.

Unlike SASSLA, the AEU is part of the Public Education Advisory Committee, chaired by Professor Alan Reid. The Committee recently published its statement on public education. We commit to the stated foundations of ‘Public Education in South Australia’ and strive to deliver its stated characteristics of:

• QUALITY • EQUITY • DIVERSITY AND COHESION • COLLABORATION AND TRUST • COMMUNITY • DEMOCRACY At times there are differences of opinion over the delivery of these. As professionals and as a professional registered association, AEU members and the organisation work through policies and processes, including the AEU’s member vs member grievance policy, to achieve a successful resolution. In the vast majority of cases this is beneficial

Unlike SASSLA, the AEU is part of much larger education and industrial focused organisations that work toward a more just and equitable society.

‘Change The Rules’ Education professionals making a collective stand have incredible power to drive change. The AEU is not affiliated with any political party and is fiercely proud of its political independence.

We stand solely for the rights and entitlements of AEU members and a strong and vibrant public education system. As a federal body, the AEU continues to campaign for better schools funding, universal access to 15 hours of preschool and proper funding and rebuilding of TAFE. The AEU is affiliated with Education International along with 400 other education trade union member organisations in 172 countries, representing over 30 million education workers from preschool to university. The AEU’s Federal Secretary, Susan Hopgood, currently holds the position of President of EI. Read about the important work being undertaken globally at: www.ei-ie.org Unlike SASSLA, the AEU is also an affiliate of the ACTU. Currently building a campaign to ‘Change The Rules’ for working people, the ACTU is encouraging us to tell our stories of inequality and power. The campaign’s themes resonate with South Australian concerns such as insecure work, wage theft and fairer dispute resolution and enterprise bargaining laws.

Information about how you can share your stories has been sent to worksites.

These will form the basis to re-write the rules to protect our rights and turn around inequality. You can also submit your story online as part of the ACTU campaign (link below). n

Support the ACTU’s campaign to ‘Change The Rules’ at:

8: australianunions.org.au/yourstories

9

OB ITUA RY

R ECONCI LIAT ION

Vale Alice (Alitya) Rigney

We make ‘Connections’ throughout our communities

Dr Alice Rigney, the first Aboriginal woman to become a school principal in Australia, was remembered for her commitment, generosity and dedication to education, after her passing on 13 May. As principal of Kaurna Plains School she was recognised for her efforts to preserve the local indigenous language.

The AEU has purchased the painting ‘Connections’ by renowned South Australian Aboriginal artist, Susan Betts to honour the spirit of Reconciliation.

The painting depicts the Rainbow Serpent and Seven Sisters that connect us across South Australia.

Circles represent the different communities across the state, all connecting and communicating, respecting one another.

Rainbow Serpent is part of mother earth and comes down from the stars where the Seven Sisters are.

Her son, Professor Lester-Irabinna Rigney, described his mother as a matriarch of the Kaurna and Narrunga nation.

Seven Sisters represent the universal spirituality that we are all connected to.

“She thought that she could change race relations in Australia through the chalk and the blackboard,” he said.

“We make ‘Connections’ throughout our communities, connecting from the desert inland to the coast and the sea. Our stories, song and dance connect us all back to the stars and the universe as one.”

“There was nothing going to stand in her way to say to her children that all humans are equal and we belong in a democracy that values education.”

He estimated his mother taught more than 5,000 Aboriginal students and said she had “an overwhelming sense of love for everybody. Most people called her ‘Aunty Alice’ because she gave the best hugs.”

Kaurna elder Uncle Lewis O’Brien paid tribute to Dr Rigney for introducing Kaurna language teaching, remarking “Alice always said development of languages is vital if we are going to continue to grow and confirm our Aboriginality.”

Dean of Aboriginal Engagement at the University of South Australia, Professor Peter Buckskin, described Alice Rigney as “a pioneer and a cultural warrior who worked with integrity.”

Dr Rigney was awarded an Australia Day Public Service Medal for services to Indigenous education in 1991 and received an honorary doctorate from the University of South Australia in 1998. n Thanks to Michael Coggan, ABC News.

10

“??????????????????”

1 ‘Connections’

Wiyana (Woman) Spirit

extending and growing, touching and healing everything it encounters.

Philosophy

Susan’s cultural ties are with the Wirangu, Mirning and Kokatha people of the far-west coast of South Australia.

To create, design and express a feminine spirit, a connection to land and people to heal.

The enlightened beauty of love and art can bloom from within one’s heart,

With her Aboriginal cultural heritage and background, Susan blends old and new, a connection to land and people that instils a spirit to heal. n

To honour the spirit of Reconciliation the AEU will be including a launch of the painting at the 2017

AEU Aboriginal Members Conference Friday 17 November Keep a look-out in AEU communications for conference details yet to be confirmed.

8: www.aeusa.asn.au>Events & Courses

VICE PR E S I DE NT ’S R E PO RT

IN DISPUTE

School Support in Crisis Behaviour coaches and special educators are ramping up action to slash red tape and focus on helping students.

T

his is a response to understaffing and management policies that drag them away from the work they love.

Members across the state have met to voice concerns including: • understaffing • unreasonable workload resulting from cuts made when the current model was established

• lack of respect from the Director • delays replacing staff, including those on extended leave for workinduced stress • job insecurity • need for incentives to ensure country vacancies are filled quickly • lack of consultation.

Work bans began at the Para Hills office and sub-branches across the state have now joined in.

Ian Berry is a Behaviour Coach and AEU Sub-branch Secretary at the Para Hills office.

JOURNAL: What is behind the current crisis?

IAN: A new referral system introduced this year created more paperwork and exacerbated problems we already had with understaffing and excessive workloads.

JOURNAL: What action have you taken to force a solution?

IAN: Staff have been conscious that any bans not affect students. We have banned unnecessary paperwork. Students still receive the support they require and in a more timely manner.

We have ceased entering non-essen-

1 Badges were created to help members get the ROC message out.

“We are very proud of our members who are standing strong in the face of pressure.”

Ian Berry

tial information in our database. We are refusing correspondence or requests for information from the Director unless there is a benefit for students.

JOURNAL: Members have introduced a ‘no capacity’ rule? What does this mean?

IAN: We will inform management when we have no capacity to pick up a new case which will just sit on our allocation list to hide the true waiting list, with no real chance of a response.

We will however pick up cases on a student needs basis. Students first, administration second.

JOURNAL: What do members hope to achieve?

IAN: We want consideration of inadequate staffing levels and resourcing.

We are working with the most vulnerable students including those affected by trauma and with high level and violent behaviour who have a major impact on classrooms.

We also want reconsideration of changes making us more deskbound.

These jobs were advertised two years ago as “closer to the classroom” positions. Staff will tell you they have never felt further from students.

If we are serious about the best outcomes for vulnerable students, teachers and ourselves, brave action and courage of conviction is required now. n

AEU Anne Nutt SSO Activism Award March’s journal included a tribute to Anne Nutt, a long standing member and activist who sadly passed away earlier this year.

The AEU and our SSO Consultative Committee wish to acknowledge Anne’s commitment and contribution through an ongoing award to be presented in her name.

The Anne Nutt Activism Award was launched at the SSO Conference in July.

It will recognise a member for their significant contribution to the AEU and the rights of SSOs in particular. The recipient will receive $1,000 for professional development of their choosing in the areas of union activism or their work.

Eligibility and nomination details will be sent to all members so please consider nominating worthy SSOs in your sub-branch. We look forward to receiving your nominations and announcing the inaugural winner at the SSO Conference in 2018.

This is one way the AEU can recognise activists and their contribution to our union. We are currently working to develop guidelines and processes for awarding life membership to recognise outstanding contributions to the union.

We acknowledge we can do better in recognising activists and members who contribute to the AEU, public education, their colleagues and community.

Work continues in this area and your ideas are most welcome as to how we can do this most effectively, inclusively and in meaningful ways. n Jan Murphy, AEU Vice President 11

RU N N I NG H E AD INNOVATIVE LEARNING ENVIRONMENTS

1 ASMS Principal Jayne Heath.

1 The learning commons are open, informal and comfortable.

Education by design Innovative design at the Australian Science and Mathematics School is transforming learning, writes Dan Murphy.

T

hursday 10.45am. Recess has finished (not that you hear a bell) and students are plonking themselves down in lounge chairs around clusters of tables.

A team of teachers prepares to use World War 2 as context for the study of Medical Engineering; specifically the science behind innovations used to treat the maimed.

One holds the attention of half the group around a projector. Others circulate among the scattered desks observing those working in twos and threes or by themselves.

Along a bank of computers one kid catches up on the Oscar winning ‘A Beautiful Life’, a whimsical tale of Nazioccupied Italy. In the ideation studio to the rear, a technician navigates around a 3D human skeleton using the latest in photonic imaging technology.

Welcome to the Australian Science and Mathematics School.

12

“It’s actually the human endeavour of science that we are looking to build and this space really affords us the opportunity to do that.”

Commons people Principal Jayne Heath has steered the ASMS since doors opened in 2003.

She is adamant that the towering glass walls and student lounges are not just for show. Design is integral to the school’s mission of innovation in teaching science, technology, engineering and maths (STEM).

“Back when we started no one talked about STEM,” she recalls. “Science teaching in senior secondary hadn’t changed in decades.

“Now science and mathematical

knowledge requires our young people to work collaboratively and with a sense of inquiry. Students need to be thinking creatively and critically and this space – this whole design – actually nurtures that.”

370 students are split into a Year 12 program and a 10–11 cohort. Entry is via application but is not academically selective. Rather, hopeful year 9s must demonstrate aptitude in the school’s core areas and ability to engage with the innovative learning environment.

Said environment consists of 11 open learning commons, each the size of several typical classrooms. Studios, more akin to traditional classrooms, occupy places around the perimeter, but even some of these have flexible walls enabling different configurations.

Staff spaces – you couldn’t call them rooms – are adjacent to the commons but not sectioned off. The idea being that students can access teachers at the time they need to know something.

Early career educators are located at front desks, allowing them to observe colleagues.

The informal feel transforms how teachers and students think about their roles.

“Students report a sense of autonomy because we are able to let them work independently or in small groups continued over page 3

R E S E A R CH

Does fancy design improve learning?

1 Towering glass walls maximise natural light.

“Teachers are not portrayed as the centre of knowledge but facilitators of learning. This is all helped by the furniture, the open space, and our emphasis on team work.” without having a teacher directing them every second of the lesson,” explains Jayne, who spent much of 2016 helping devise DECD’s new STEM learning strategy. “Teachers are not portrayed as the centre of knowledge but facilitators of learning. This is all helped by the furniture, the open space, and our emphasis on team work.”

A traditionalist might assume all this autonomy leads to problems maintaining order, or at least keeping learners on task. Not so according to their principal.

“The deprivatised nature of the space means students are very open to being watched as well as questioning and listening.”

“But also they get a sense that this is how we do things here. When you enter straight into the learning environment people are working and talking about their work. There is a kind of buzz that this is the expectation and is what I’m going to be doing.”

1 Learning commons.

Indeed, on the day of our visit there is a real hum about the place. Kids in groups of all sizes work on myriad different projects but the overall vibe is of application and enthusiasm.

Jayne Heath is sure they are on to something.“We can show people how this space works because unless you see it you don’t necessarily believe it.

And you can get a sense from being here that it is something worth going after.” n Dan Murphy is a PhD researcher on the Innovative Learning Environments and Teacher Change Project at the University of Melbourne.

THE AUSTRALIAN SCIENCE AND MATHEMATICS SCHOOL, BEDFORD PARK • A joint initiative of DECD and Flinders University • Opened 2003 • 370 students, 43 staff • Architects – Woods Bagot • Selected in the OECD’s third Compendium of Exemplary Education Facilities, 2006. n For more information:

T

his is the question an important research project at the University of Melbourne is set to answer.

Over $16 billion has been spent on school buildings across Australia since 2010 and many of these new facilities incorporate design elements such as flexible seating, reconfigurable walls and breakout spaces.

It may all look good on architects’ websites but does it have an educational benefit?

The Innovative Learning Environments and Teacher Change Project is particularly interested in whether flexible classrooms produce deeper learning outcomes. They will also look at the attributes teachers require to best utilise space and how these can be developed.

Early results suggest these elements are related. These links will now be examined more deeply across a large pool of schools in Australia and New Zealand.

SA is getting in on the act. 139 sites are having STEM facilities refurbished at a total cost of $250 million. The $100 million Botanic High School (pictured above) will feature innovative design to facilitate ‘a contemporary, multidisciplinary approach to learning.’ n

For more information:

8: www.asms.sa.edu.au 8: www.iletc.com.au 13

COU NTRY FOCU S – E A RLY CH I LDHOO D

Your country preschool needs you Emma Lowe fires up over DECD’s forced amalgamations and closures.

W

e often say that a school is the hub of any country town and those of us who have lived in a regional area know this to be true. We also know that this connection begins prior to formal schooling in the local preschool or playgroup where children and families come together.

All this is now under attack from our education department.

For the sake of budget savings our country preschools are threatened with amalgamation, or in other words, closure. This has already happened in a

“This presents a significant workload increase for the teacher and will have impacts across the school.” number of locations. In some it has meant a transition to school-based preschool, in others to an integrated program within the school. In some cases preschool has simply been suspended.

Each situation looks different but is ultimately decided on numbers: current enrolments and the budget savings to

So many questions An amalgamation may be the best option for your community but this is a significant decision and must be a fully informed one. Members, parents, and communities need to consider:

• if the program is to be integrated, what is the likely class structure going to be? Will it include – Preschool + Reception + Year 1 + Year 2 and beyond?

• how will focus on early childhood be maintained?

• how will the provision of 15 hours a week preschool education be managed and scheduled?

• will there be opportunity for dedicated early childhood leadership?

• how will play-based learning be provided?

• is the school setting able to provide a quality outdoor learning environment?

• is the proposal for a school-based preschool or an integrated program?

14

• how will National Quality Standards be met in the school setting?

• as the preschool budget is subsumed into the school’s, what is the guarantee around the funds designated for the children in the preschool reaching their target? n

be gained by closing the stand alone preschool. This is not about the delivery of quality early childhood education whatsoever.

Do it or else These amalgamations are badged as voluntary but are they? When you hear phrases such as ‘it will happen eventually so do it sooner and you will get more resources,’ it all sounds very carrot and stick. Where is the sound pedagogical evidence?

Our state government has signed on to a national partnership agreement to provide every child 15 hours preschool per week in the year prior to school.

Universal means all surely – not just those in Adelaide. Why should there be a difference based on your postcode?

City kids, by and large, can access a stand-alone preschool staffed by a director, teacher, and early childhood worker, all of whom must have formal qualifications. The proposition for many of our country communities is far from this – they may access a teacher and/or a school support officer.

Sure, we can be pragmatic about the funding of stand alone preschools in small communities but surely the least we can expect is a school-based preschool. This means each child will be guaranteed access to an early childhood qualified teacher in a preschool environment.

However, DECD are currently refusing to guarantee this and have instead put forward a model of an ‘integrated program’, which means preschool chilcontinued over page 3

VICE PR E S I DE NT ’S R E PO RT dren are enrolled in a junior primary class. How is this fair to the preschool children? To the school aged children working with the Australian curriculum?

Is it reasonable to expect a teacher to deliver both the Australian curriculum AND the Early Years Learning Framework in a school setting WITHOUT any additional resourcing from DECD? This presents a significant workload increase for the teacher and will have impacts across the school.

Bad precedent Is this the start? If there is a precedent set in regional areas, why not the forced amalgamation of city preschools?

South Australia has a proud history of leading early childhood education. It is worth fighting for. Members need to be informed and have the responsibility of informing their communities. What preschool education will be there for future generations?

Your postcode should not determine your kids’ access to a quality preschool education and, right now, we need to stand up and fight for our country communities. n Emma Lowe is the AEU’s Early Childhood Focus Organiser

COBDOGLA PRIMARY SCHOOL

100 YEARS

CELEBRATIONS Fri. 20 & Sat. 21 October, 2017 Keep in touch on our website, facebook or by contacting the school on:

T: (08) 8588 7131 W: www.cobdoglaps.

sa.edu.au E: dl.0721.info@ schools.sa.edu.au

“I am union” What does that mean?

AEU Vice President Dash Taylor Johnson writes about being a union member in 2017 “The rich get richer, the poor get the picture, the bombs never hit you when you’re down so low” Midnight Oil, ‘Read About It.’ 1982, the year when the internet first came on line, you’d read about it in the daily papers. With the demise of Adelaide’s afternoon daily, The News ten years later we had our first taste of the impact this disruption would have.

Some things change and some stay the same. Some need to change but stay the same. In reality, the gap between ‘the haves’ and ‘the have nots’ is growing and at times this is exponential. In terms of education funding, recent legislative changes at a federal level continue this polarisation.

What we also know is that nothing changes unless someone does something.

Core union business. A phrase that at one time was easily understood to be all about wages and conditions. But that was in a world where you were collared blue or white, the lines of distinction were as clear as the single mindedness of the White Australia policy.

Today’s union is a taste of ‘back to the future’ where one size no longer fits all. Today we embrace difference. Or do we? Is it an Orwellian future where all humans are equal but some are more equal than others? The voice of the disadvantaged is crying out but who is listening? We are.

We were no April fools at our first Branch Council of 2017, reaffirming our priorities for this year. As the respected and effective voice of the public education profession we determined to “advocate for equity principals in relation to human rights, social justice and environmental sustainability.”

This is reflected through policy and practice. Our Environment Action Group

(www.facebook.com/EAGSA/) formed in 2015 and has pushed DECD to create a five year energy plan supported by an environment policy, both to have clear curriculum applicability with a focus on renewable energy. As part of the No Dump Alliance we defeated the proposal to host an international nuclear waste facility and are now focused on possible SA sites for a federal version of the same.

Teachers for Refugees (www.facebook.com/teachers4refugeesAEUSA/) are committed to fighting on behalf of those poor souls on Manus and Nauru who have less rights than convicted criminals.

‘They Cannot Take the Sky - Stories from Detention’ (Allen & Unwin 2017) gives voice to the humanity of prisoners who are prisoners of humanity. In his foreword, Christos Tsiolkas writes, “Unfortunately... the issue of asylum has become inexorably entwined with our security and existential fears arising from the threat of international terrorism... we forget that the asylum seeker and refugee is a real person, with a real body and a real consciousness, that they are as human as we are.”

This October we will again walk together (www.walktogether.com.au/) for freedom and recognition. On August 20 we are hosting the free Asylum Seekers Education Centre workshop open to all.

In 2017 the union movement is about redefining who we are and reclaiming the clarity of the past. We challenge members to reject wage theft and to speak out about motivations of the profiteers; those who exploit for financial gain with little regard for the impact on the community. To reject the notion that it is OK to be ignorant, to accept that disadvantage is ‘just the way it is’.

In 2017 we cannot escape the bombs.

Be bold. Be union. Be human. n

TOGETHER WE ARE STRONG. 15

GON S K I EDUCATION WEEK PUBLIC Body Copy

UPDATE: ENTERPRISE BARGAINING 2008

Heading-2 Intro

Carry on Gonski School funding fever grabbed the national agenda in June but what is the wash up?

1. The AEU’s long march for a fairer deal for public schools has paid off.

This latest round of the funding wars was fought on our turf. The debate was about how much and how soon extra funding would flow to schools on a needs basis.

2. The days when John Howard could shovel money into the private sector then politicise the issue in the Liberals’ favour are over. The Gonski Review has proved a game changer.

3. There is now widespread understanding that private schools have had a good feed out of the system (see graph below) and some balance needs to be restored.

4. The government was moved some way in negotiations. Turnbull’s

‘Gonski 2.0’ package announced alongside the man himself on May 2, would have been a disaster if passed into law. Its major flaw was not insisting that states commit their share of funding to bring all schools up to Gonski’s Schooling Resource Standard (SRS), the minimum amount needed to give every child a quality education.

5. Amendments forced in the Senate mean that states will have to pony up 75% of the SRS for public schools or face penalties. The Feds will contribute 20%. These proportions are roughly in line with the shares paid currently. Holding states to this will be crucial.

6. Other improvements forced on the

Total Government Funding Increase/Decrease, 2009 – 2013 ($ per student adjusted for inflation)

1 Key Players: (from left) Greens Senator Sarah Hanson-Young, AEU Federal President Correna Haythorpe and David Gonski.

Liberals include: • An extra $5 billion to bring forward most schools reaching the SRS in six years not ten (The Gillard Labor ‘Full Gonski’ would have achieved this for most schools in the next two years, although at the cost of entrenching the private school overfunding of the Howard years).

• An independent watchdog tasked with ensuring state governments and private systems meet their obligation to fund schools on a needs basis.

7. The Greens, particularly SA Senator Sarah Hanson-Young, negotiated most of these improvements although the party decided not to vote for the final package after a sweetheart deal for the Catholic sector was inserted at the last minute.

8. Catholic authorities are worried a more consistent approach to how the socio-economic status of their schools is calculated will result in lower funding. They were given $50 million and the promise of a review to stop their supporters in the Liberal Party arcing up.

Bad news The final package will mean slower funding increases to public schools, particularly in the next few years, compared to Labor’s ‘Full Gonski.’

Good news

1 Why Gonski had to happen.

Source: Increasing Inequity in School Funding 2009 – 2013, www.saveourschools.com.au

16

The ALP is promising to restore its funding package if elected.

The view that school funding should be distributed fairly, according to need, is agreed on widely.

The AEU has assumed a leadership position on funding and will use it to push for the best deal for public schools. n

8: tchampion@aeusa.asn.au

RU NMNEIN’S WO NG HFOCU E AD S

Don’t be too polite girls!

AEU Women’s Officer Tish Champion writes...

“Don’t be too polite girls, don’t be too polite.

Show a little fight girls, show a little fight.

Don’t be fearful of offending, in case you get the sack.

Just recognise your value and we won’t look back.”

E

ducation is a feminised profession. Years of feminism have not changed the fact that women gravitate toward occupations traditionally seen as women’s work – education, nursing, caring, secretarial, cleaning, hairdressing and retail. While many young women are starting to forge careers in male dominated industries, the majority are still thinking inside the historical square.

AEU membership is a direct reflection of the education workforce: 74% of our members are women. Women who are educated, dedicated, caring and hard working. Women, who traditionally put others first and are notoriously too polite. Women, who are extremely tired – often burning the candle at both ends doing paid and unpaid work. Women, who fill the majority of low paid, parttime, insecure positions.

Just warming up Women who want and need things to change but just don’t have the time or energy for the battle. Sometimes, women are just too polite to demand things for themselves but won’t tolerate injustice or inequality for others.

“Don’t be too polite girls, don’t be too polite.”

Through member strength, the AEU has achieved significant gains including higher pay and better working conditions, improved family friendly entitlements such as part time, paid maternity, adoption, surrogacy and foster care leave, strengthened consultation processes and more recently increased job security.

The AEU, together with members who are extremely dedicated to their students and oh so polite, has been very successful. The battle is never over though and

“We have to stop thinking about others and being so polite... We need to get louder and prouder!” in fact in the current financial climate, it is just warming up! Women are the backbone of the AEU and are truly stepping up. 78% of AEU positions are held by women members. Those tired, over worked, precariously employed, lower paid and part-time women, are putting their hand up for more than their fair share of AEU responsibilities. They fill the majority of lower paid and precarious positions in education but within the AEU, they are taking on roles such as Sub-branch Secretary, Women’s Contact, SSO Contact, Workplace Rep, Branch Council or Executive Delegate and AEU PAC Representatives.

Tough times The picture for the worker in Australia is anything but rosy: unemployment, underemployment, job insecurity, rising cost of living and salaries capped at ridiculously low rates.

Paul Dales of Capital Economics asserts that recent salary increases have made little or no impact in real

terms for Australian employees given that any increases in income have simply been consumed into the increased cost of living.

Each time we enter a round of enterprise bargaining with the employer or start an across the board campaign such as the Secure Work campaign, we know what our members want and need (usually a balance between economic survival and what’s best for the students).

We do our best to achieve an excellent outcome but we can’t do it alone.

AEU members need to rise up and have a stronger voice. We have to stop thinking about others and being so polite.

“Show a little fight girls, show a little fight.” We need to get louder and prouder!

When Reserve Bank Governor Philip Lowe calls on Australian workers to demand higher pay rises, he’s talking to everyone – including those working in education. It’s getting harder and the union needs more strength and solidarity in numbers to continue to be successful. Strong, committed women members need to get a lot louder and a lot more demanding! AEU women need to stop being so polite.

“Just recognise your value and we won’t look back.” n 17

YOUTH E D U C AT ION CE NTR E

1Staff at the Goldsborough Road site

1Staff at the Flexicentre site

1Staff at the Jonal Road site

Where it’s detention every day Imagine you had to give fingerprints and have a full body scan to get into work every morning, asks Matthew McCurry.

W

ell, for the dedicated teachers and SSOs at the Youth Education Centre, strict security is the least of their

challenges.

The centre comprises three sites.

Two campuses lie within the secure Youth Training Centre at Cavan. The other is the Flexicentre, a non-secure campus located at the old Kilburn Primary School.

Every student is assessed and assigned an individual learning plan.

They range in age from ten to 18. Each campus has its unique features but all are driven by the same goal: to provide a high quality, engaging and individualised learning program for disadvantaged and disaffected young people caught up in the justice system.

In 2016 the Flexicentre held its inaugural formal, in celebration of its first SACE graduates. The staff are to be congratulated for their hard work and dedication, which made this possible.

At the secure care campuses behaviour management and teaching skills are tested each day. The student cohort is ever changing with teachers not knowing who will be in their class until they arrive. Having several new students appear daily is commonplace.

Complex Student ability ranges from non18

“Teaching and learning programs can be disrupted at a moment’s notice if a site goes into lockdown.”

ries a personal alarm at all times.

readers through to age appropriate learners, each of whom must be supported in their individual program.

Many are extremely complex, with multiple factors impacting their learning, including mental health, histories of abuse/neglect, drug addiction, behavioural/emotional disorders and longterm disengagement with education.

An authorised laptop and USB are checked each day on entry and student work remains on site. Although students have laptops and tablets, those within the secure care centres have no internet access.

Establishing positive relationships is a constant challenge due to the rolling intake, as well as the need to compete with multiple services (health providers, the courts/legal professionals, mental health providers and security requirements) for instructional time. Teachers must count and record every pen, pencil, eraser, ruler, whiteboard marker and item given to the students and even remove staples from handouts.

Lockdown It can be a very challenging environment to work in. You can’t just pop out at lunchtime to the bank. Also, you can’t take your mobile phone into the secure sites. Personal items that might identify you and any valuables must be left in a locker. Every staff member car-

Teachers share the learning space with secure care staff who accompany students wherever they go. Of course, we can never forget we are under constant surveillance through the multiple cameras mounted in every room.

With no excursions possible, staff work to source outside providers who must then go through rigorous security screening. Visitors must be accompanied constantly and it can be daunting for the first timer. Teaching and learning programs can be disrupted at a moment’s notice if a site goes into lockdown. The whole thing can be very stressful, trying and downright hard.

Yet the rewards can be worth it.

Knowing you make a real difference in a young person’s life that helps them to disengage with the youth justice system and make positive contributions to society keeps us coming through that n security check every morning.

Matthew McCurry is Coordinator, Student Services and Pathways at the Youth Education Centre, Cavan.

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

Professional Development

Union Training

Middle Schooling Conference – Transitions

MINI Education Modules

Wed 11 Oct

9:15am - 3:30pm

[Holidays]

A one day conference with a focus on student transitions in the classroom and in life. With South Australia soon to be the last state that includes year 7 students in ‘primary’ how do we measure transitions? What works well for students? How do we know?

Hear current research on what partnerships, sites and individuals are creating and using to manage transitions as we look at engagement and achievement in middle school settings.

OPEN TO: Open to all working with years 5-10.

Early Childhood Conference – Becoming Visible Fri 13 Oct

9:15am - 3:30pm

[Holidays]

A one day conference for early childhood educators. This conference will discuss contemporary issues including casualisation of the workforce, inclusive practises and funding uncertainty.

OPEN TO: AEU members working in early childhood settings.

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

These sessions are mapped against the Australian Professional Standards for Teachers.

See Advertisement below 5

For further info on any events and courses, email Saniya Sidhwani on:

8: training@aeusa.asn.au To register go to: 8: www.aeusa.asn.au>events & courses

AEU INFORMATION SESSIONS WE BRING TO YOU! MINI topics include: For AEU members and potential members • CONTEMPORARY LEGAL ISSUES For AEU members ONLY • SSO RECLASSIFICATION: An Introduction • RECRUITMENT & SELECTION for Teachers • Talking to staff about AEU MEMBERSHIP and JOINING THE AEU • PAC INFORMATION SESSION • PROGRESSING TO STEP 9

MINI [Members In Need of Information] are our new education modules designed to upskill your subbranch on a range of relevant and valuable topics. These sessions (60 minutes or less) and are designed to be “bite sized” trainings that come to you. These sessions are mapped against the Australian Professional Standards for Teachers.

To request a session, simply follow this link 5

MINI education modules can be conducted at a long break time (lunch’n’learn), after school or during a student free day.

We will visit you! These modules will be conducted face-to-face in your site. Simply follow the web link (below) to request a session.

Request a MINI today!

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

19

INTERVIEW

Michele Appleton, Moonta Area School Michele, an Aboriginal Community Education Officer, is a proud member who regularly recruits colleagues into the AEU ranks.

JOURNAL: What made you join the AEU? MICHELE: I have always said we need to protect our rights and safety in the workplace. We need to work with people who have the information and knowledge and who can fight for our rights with us and not for us. I also like that there is great training available through the union.

JOURNAL: What difference has being an AEU member made to your working life?

MICHELE: Knowing there is someone who can help support me in my role in regard to my rights. Also, being able to tap into training and development that is relevant to my work.

JOURNAL: How many people have you

continued over page 3 20

signed up to the AEU? MICHELE: Around five or six. I speak to new people every chance I get about why they should join.

JOURNAL: What messages are most effective in getting people to join?

MICHELE: I talk about why I joined the AEU. What the AEU offers in training and development, conferences and support.

My favourite saying is “it’s not what the AEU can do for us, it’s what we can do WITH the AEU, as we are the AEU.” JOURNAL: What piece of advice would you give to a member thinking about approaching someone in their workplace to join?

MICHELE: Speak from your own experience. How we are the AEU. It is us that guide the union and we all need to work together to achieve. As many we can make a difference and bring change.

JOURNAL: Why should every employee in public schools be an AEU member?

MICHELE: We need to stand together to protect our rights and that of our students to a quality education. To support each other in moving education forward and not losing what we have already had to work and fight for. Today there are so many barriers being put up, we need to unite to achieve the best outcomes. n

POWER IN THE PEOPLE!

AEU ELECTIONS 2017

TRTs & CONTRACT T E ACH E RS

AUSTRALIAN EDUCATION UNION - SOUTH AUSTRALIAN BRANCH

AEU resolves dispute with DECD

ELECTION NOTICE - 2017 Fair Work (Registered Organisations) Act 2009

Nominations are called for:

• • • •

BRANCH BRANCH BRANCH BRANCH

PRESIDENT FEMALE VICE-PRESIDENT MALE VICE-PRESIDENT EXECUTIVE OFFICERS [12]

• • • •

SCHOOL SERVICES OFFICER MEMBER OF THE BRANCH EXECUTIVE CHILDREN’S SERVICES MEMBER OF THE BRANCH EXECUTIVE TAFE MEMBER OF THE BRANCH EXECUTIVE ABORIGINAL OR TORRES STRAIT ISLANDER MEMBER OF BRANCH EXECUTIVE

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.

Written Nominations, which comply with the Rules of the Union, may be made at any time from Friday, 18 August 2017 and must reach me not later than 12pm ACST on Friday, 1 September 2017. Nominations cannot be withdrawn after this time.

Nomination Forms are available on request.

How to Lodge Nominations

By Post: Australian Electoral Commission, GPO Box 9867, ADELAIDE SA 5001 or

By Email: A properly completed nomination form including all necessary signatures and attachments may be scanned and submitted as a pdf file to saelections@aec.gov.au or

By Fax: (08) 8237 6581

or

By Hand: Australian Electoral Commission, 9th Floor, 1 King William Street, ADELAIDE SA 5000.

The ballot, if required, will open on Wednesday, 20 September 2017 and close at 10.00am ACST on Wednesday, 18 October 2017.

Changed Address? Advise the Union now.

Colin White Returning Officer

Tel: (08) 8237 6519

Australian Education Union | SA Branch

ELECTION NOTICE BRANCH EXECUTIVE OFFICER

One Casual Female Vacancy The term of office for this casual vacancy is until 31 December 2017.

Nominations close with the Returning Officer, AEU, 163 Greenhill Road, Parkside 5063 on Thursday 24 August 2017.

In accordance with AEU Branch Rule 48(15) Branch Council will appoint the successful candidate in an election conducted at the Branch Council meeting to be held on 26 August 2017.

A nomination form is available at: www.aeusa.asn.au/nomination.pdf and from the AEU. Nominations may be accompanied by a 200 word supporting statement which will be distributed to Branch Council Delegates.

David Smith, Returning Officer

F

ollowing a number of calls to our Information Unit at the start of the year, the AEU contacted DECD on 23 March for an explanation as to why access to Learnlink had been denied to TRTs before they had completed a teaching day.

The AEU argued that this unfairly disadvantaged TRTs in their access to essential employee services, pay information and professional learning opportunities. This correspondence was ignored.

This reflects a poor attitude held by DECD towards TRT members and one the AEU outright rejects. Therefore, after a meeting with the TRT and Contract Teacher Consultative Committee, the AEU lodged a clause 3.1 dispute with DECD arguing they had failed to uphold their industrial obligation to consult with the union and affected members on the matter. The AEU asserted that DECD must intervene to fully restore Learnlink facilities to TRTs and ensure this does not happen again.

As is required, DECD responded within 48 hours and the following advice can be offered: • DECD maintains that it was not a deliberate decision to exclude TRTs but rather a ‘glitch’ that was recognised earlier this year and has now been resolved by ICT. • TRTs seeking approval to teach with DECD are reminded to ensure that their applications are renewed between 31 October and 25 January to avoid any processing delays.

• Members who apply for TRT work and have approved Authority to Teach will have access to Learnlink.

Members will certainly appreciate the clarity provided but this unnecessary and drawn-out process could have been avoided with a prompt DECD response.

You can help to make sure TRTs are supported by asking them to join the AEU and help bring a halt to DECD ignoring on their rights and entitlements. n Matt Coffey AEU Organiser 21

COU NCI L DAT E S FO R 2017

AEU ELECTIONS 2017

Branch Council Meetings

AUSTRALIAN EDUCATION UNION - SOUTH AUSTRALIAN BRANCH

Saturday, August 26 Saturday, November 11

ELECTION NOTICE - E2017/55 Fair Work (Registered Organisations) Act 2009

TAFE Divisional Council Meetings

Nominations are called for:

Friday, August 25 Friday, November 10

Aboriginal and Torres Strait Islander Federal Conference Delegate (1)

BRANCH EXECUTIVE CANDIDATES STATEMENTS

(at least 3 to be filled by female members, if the number of female candidates is less than the

Candidates in the 2017 Branch Executive elections are entitled to a quarter page advertise­ment free of charge in the next edition of the AEU Journal to be pub­lished prior to elections. Statements of not more than 175 words must be lodged with the Editor by 12.00 noon, Friday 1 September 2017. Candidates should provide good quality photo.

Submit either a photo­or a jpeg picture file (size approx. 500KB).

Email:

journal@aeusa.asn.au

Seeking promotion?

Aspiring Principals, DPs, Senior Leaders, Coordinators

$135 ONLINE PACKAGE FOR APPLICATION WRITING AND INTERVIEW for all promotion positions in SA government schools FULL SCHOOL SITE LICENCE $399 Tailored to DECD’s MERIT SELECTION processes, this detailed 65 page booklet and PowerPoint shows you how to develop a dynamic résumé and cover letter, as well as many valuable ideas and hints to help you prepare for a powerful interview performance!

Available for immediate download at:

www.teachers–resumes.com.au WE ALSO PROVIDE INDIVIDUAL ASSISTANCE

Teachers’ Professional Résumés T: 0411 245 415 E: teachers-resumes@bigpond.com Serving Australia’s teachers since 1990.

ABN: 40 833 718 673

(candidates and nominators for this office must be Aboriginal or Torres Strait Islander members)

General Division • Federal Conference Delegate representing the General Division (5)

number of female candidates to be elected the remaining position or positions in question will be filled by a male candidate or candidates).

• Yalukit Yulendj (National Aboriginal & Torres Strait Islander Committee) (General Division) Member (1) (candidates and nominators for this office must be General Division members on the ATSI Members’ Roll)

• National Principals’ Committee (General Division) Member (1) (candidates and nominators for this office must be current Principals}

• National Early Childhood Committee (General Division) Member (1) (candidates and nominators for this office must be from the CS Sub-Division)

TAFE Division

• Federal Conference Delegates representing TAFE Division (1) • Yalukit Yulendj (National Aboriginal & Torres Strait Islander Committee) (TAFE Division) Member (1) (candidates and nominators for this office must be TAFE Division members on the ATSI Members’ Roll)

National TAFE Council

• National TAFE Council Executive Member (1) • National TAFE Council Delegates (2)

(at least 2 to be filfed by female members, if the number of female candidates is fess than the number of female candidates to be elected the remaining position or positions in question will be filled by a male candidate or candidates).

Nominations, which must be in writing and comply with the registered rules of the organisation, may be made at any time from Wednesday 2 August 2017. They must reach my office, postal address or AEC emailbox not later than 12pm (ACST) on Wednesday 23 August 2017.

Nomination Forms are available from me or the office of the Organisation.

Nomination forms are also available on the organisation and AEC websites.

How to Lodge Nominations

By Post: Returning Officer, Australian Electoral Commission, GPO Box 9867, ADELAIDE SA 5001 or

By Hand: Australian Electoral Commission, 9th Floor, 1 King William Street, ADELAIDE SA 5000. or

By Fax: (08) 8237 6581

or

By Email: A properly completed nomination form including all necessary signatures and attachments may be scanned and submitted as a pdf file to saelections@aec.gov.au PLEASE NOTE: Emails to the AEC emailbox that appear to be spam may be blocked. It is the responsibility of senders to ensure that their email reaches the AEC emailbox before the deadline for nominations. You may call the contact number provided to check.

Note: that emails greater than 6 MB size may not be accepted by the AEC’s firewall.

The ballot, if required, will open on Wednesday, 20 September 2017 and close at 10.00am (ACST) on Wednesday, 18 October 2017.

Changed Address? Advise the organisation 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.

Jenny Southall Returning Officer 22

Tel: (08) 8237 6585

NOTICE BOARD

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

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

KINGSTON NEAR ROBE:

GOOLWA HOLIDAY HOUSE

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

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

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

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

SEAGRASS VILLAS AT NORMANVILLE:

VICTOR HARBOR GETAWAYS:

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

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

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

2 fully self-contained homes.

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

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

SAIT Conveyancers

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

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

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

Contact us on:

Anne Walker

(: (08) 8410 6788

Simon Willcox

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

Fax: (08)

located at Credit Union SA

Ground Floor, 400 King William St. Adelaide SA 5000

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

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

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

TRANSITION COACHING:

Overwhelmed? Frustrated?

Ready for change?

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

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

Relax for wkend or longer.

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

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

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

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

T: 0418 834 174 (Jane)

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

Emma Wainwright M: 0433 514 490

Advertise in Members’ Market for FREE!

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

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

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

journal@aeusa.asn.au

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

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

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

23

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