AEU Journal August 2018

Vol 50 I No.5

Official publication of the Australian Education Union (SA Branch)

August 2018

AEUJOURNAL SA

100% AEU All good at Long St Primary!

INSIDE: u Fair

Funding Now: Gonski is on life support as private lobby heavies Canberra.

u More

permanent jobs: AEU representation helps members win secure employment.

RU N N I NG H E AD

The AEU is now on INSTAGRAM! Follow us at:

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

email address

8: membership@aeusa.asn.au

or call Membership on:

8172 6300

New AEU Phone and Fax numbers

Phone: 8172 6300 Fax: 8172 6390

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?

Our walks are organised at several levels.

Rovers walk from 14–16 kms, Walkers from 8–10 kms, Ramblers from 6–7 kms and Amblers up to 5 kms.

The Retired Teachers Walking Group is affiliated with Walking SA – the peak walking body in SA. We walk in conservation parks, national parks and forestry reserves within the Adelaide Hills and Mount Lofty Ranges, Fleurieu Peninsula, suburban beaches and along the six creeks of the Adelaide Plains, the River Torrens Linear Park and other suburban, historic and country trails. It’s a great way to get to know your city and surroundings – as well as maintaining fitness! A camp is also organised each year in country areas within South Australia or Victoria.

If you are interested in finding out more about our walking group, you are invited to contact: our Convener, David Fallon Mob: 0429 022 052 email: dave.fallon@bigpond.com our Walking SA Rep, John Eaton Mob: 0419 176 713 email: joneaton@bigpond.net.au We hope you will join us for the 2018 walking season!

MINI [Members In Need of Information] AEU Information sessions we bring to you!

Our new education modules are designed to upskill your sub-branch on a range of relevant and valuable topics.

These sessions (60 minutes or less) are designed as “bite sized” training that comes to you.

Topics include: • Legal Issues • Understanding your PAC • SSO Entitlements.

We will visit you! These modules will be conducted face-to-face in your site and can be held at a long break time (lunch’n’learn), after school or during a student free day.

To request a session, simply follow this link 5 2

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

FPRESIDENT’S E ATU R E S VIEW

AEU UNION JOURNAL TRAINING

Respect Country

Educators

Country discomfort

100% AEU

pages 12 – 13 Those who put their hand up to work in rural schools deserve better than they are getting at present.

All good at Long St Primary!

INSIDE: u Fair

Funding Now: Gonski is on life support as private lobby heavies Canberra.

u More

permanent jobs: AEU representation helps members win secure employment.

Cover story

#2

We

support staff

pages 16 – 18 page 6 More and more, recruitment into the AEU is being done Support staff deserve at the local level. Hear from a couple of success stories. respect.

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 August 31 September 19 #7 October 29 November 7 Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year.

Print Post approved PP 100000753 Print: ISSN 1440-2971 Digital: ISSN 2207-9092 Editor: Dan Murphy Cover Photo: Greg Sketcher Printing: Lane Print Advertise in the AEU Journal. Reach over 13,500 members across South Australia.

8172 6300 journal@aeusa.asn.au

‘S ECU R E OU R JOBS’

AEU Win! More permanent jobs

A

nother 44 AEU members have won permanency thanks to AEU advocacy.

Department Assistant Director Anne Kibble wrote to the union on August 3 confirming the decision to convert the teachers’ employment status.

Pathways to permanency are laid out in the department’s recruitment and selection policies. Where staff have been employed on contract for more than two years and a position is supported on an ongoing basis (i.e. no decline in enrolments) permanency should be offered. The existing enterprise agreement states “permanent…is the preferred form of engagement.”

In reality, the employer is happy to let the level of contract work blow out to record levels (see box) and conversions only occur as a result of the AEU’s efforts.

The AEU already has another list of members before the department and will be advocating furiously for their conversion.

Crucial issue Secure work is addressed in the AEU’s EB claim. We are demanding • A large scale one-off conversion for all eligible staff across all classifications.

• Clearer processes for conversion after 12 months on contract.

Out of control – contract work levels in DfE Preschool Directors

26%

Early Childhood Workers

81%

Preschool Teachers

54%

School Leaders

10%

School Teachers

33%

SSOs

56%

Aboriginal Education Workers 51% DfE target level

13%

Naplan Online Leaders, teachers and ICT support staff please complete our survey so we can represent your views about NAPLAN online. Go to:

8: www.surveymonkey.com/r/AEUnaplanonline 3

M E M B E R I N FO RM AT ION

Running HOT! Complexity hotline taps frustrations.

AEU

staff and executive members were kept busy on August 2 as people called in to share their stories of challenging classrooms.

Over 100 teachers, leaders and SSOs took a few minutes to explain the demands placed on them. The top three concerns raised were • students with additional needs

81%

support more professional time for teachers and leaders to support each other and develop their skills

85% 90%

want more support for student wellbeing

Y T I X E P E M CO TLIN HO

think more SSO support would help. n

• administrative requirements • behaviour management.

The demanding data demon (aka DfE) was cited often, as was the lack of support for students with additional needs (verified and not).

85%

of callers said complexity had increased over the past decade. Many called out of concern for students in their care, rather than their own workload or wellbeing.

Callers also nominated policies they believe would address complexity and improve student learning.

96%

support smaller classes

4

Stay up-to-date with our campaigns and EB Updates.

Follow us and Like us on

Facebook To see more check our posts at:

facebook.com/aeusa

PRESIDENT’S VIEW RU N N I NG H E AD

We are the voice of the teaching profession AEU President Howard Spreadbury explains. of time in industrial agreements for educators to establish teams to determine structured classroom observations. This is complemented by subsequent reflection time when feedback is provided on practice and plans established for resourcing of further professional development.

O

When our Chief Executive poses to South Australian educators that they ‘raise the bar’ in order that we become a ‘world-class system,’ what’s missing is identification of the resourcing the employer is prepared to commit to such a vision.

It identifies leaders as having “a responsibility to develop a positive culture within the school community and a shared responsibility for collegial engagement, encouraging staff to work together.”

The AEU bargaining framework for a new enterprise agreement for schools and preschools includes a call on government to respect the profession through the provision of additional dedicated time for employees’ professional growth. Leaders need time to provide educational leadership, teachers need time to teach and reflect on their practice and support staff need time to develop their skills in an everchanging education environment.

ur Branch Council endorsed the AEU Statement on Collegial Engagement in the Classroom In 2014.

This important document provides our profession with: Supportive guidelines in relation to the general area of Performance and Development where classroom observation provides a constructive component of the enhancement of classroom practice as part of a teacher’s ongoing professional development.

In many sites, this approach to professional growth is working well but what is needed is a comprehensive commitment from government to support the profession in its ambition for continuous self-improvement, regardless of the length of time individual educators have been in the job. Such a commitment should be reflected in time; on-the-job dedicated time for educators to hone their craft.

Best practice Systems worldwide have invested in such a commitment for many years.

These include the Nordic countries where teaching is one of the most highly regarded professions.

One of the key elements of the acclaimed Finnish system is provision

A world-class system requires a highly competent and skilled workforce which has access to ongoing development throughout every educator’s career. This will truly deliver for our students in our public education settings.

Outrageous attack At the same time, the profession faces threats from the federal government in the latest form of Teach for Australia. In fact, what Education Minister Birmingham proposes is even worse, seeking to place unqualified people in front of our students.

The plan is to allow ‘high achievers’ without university degrees into our classrooms. Tender documents state that the purpose of the program is to provide an employment-based pathway into teaching for people with ‘profes-

“Leaders need time to provide educational leadership, teachers need time to teach and reflect on their practice and support staff need time to develop their skills” sional or academic experience gained outside of teaching.’

As a profession, we must stand up and oppose such a blatant attack. This is not only bad for us but detrimental to the education of students. Would the medical profession allow such encroachment by politicians? Would the community accept such an ill-informed decision? No other country, even the USA, would tolerate such an attack on our profession and a blatant compromise of their children’s education.

The AEU will oppose this proposition on every front as it is an insult to our profession, our students and to public education.

I urge members to have conversations with colleagues about what matters to you in terms of your own professionalism. Do you want more systemdriven professional development activities, or do you want to reclaim control over your professional status?

The AEU is mounting the argument for dedicated time for you to establish structures with your colleagues which will support everyone’s professional growth and, in turn, enhance our system for the good of our students and public education in this great state. n

TOGETHER WE WILL WIN ...

In unity, Howard Spreadbury 5

CO M PE T IT ION W I N N E RS

1 Members of the Long Street PS sub-branch

1 Sub-branch Secretary, Helen Whyte (holding certificate) with staff members of Long St Primary,

AEU Branch President, Howard Spreadbury (pictured 5th from right) and AEU Organiser Anne Beinke (pictured right).

Member power in June The AEU thanks all sub-branch secretaries and members who signed up colleagues during our ‘Join 1 in June’ membership drive.

T

he most effective unions are those that create a culture of membership and in which recruitment is seen as a collective responsibility.

With enterprise bargaining upon us, two realities are brought in to focus: • What we can achieve will be largely determined by our membership strength across the preschool and school workforce, • The unfairness of some people receiving the benefits of AEU advocacy in EB negotiations while not contributing as members.

Generally, people are receptive to conversations about how we are better 6

off if we are all in the union and that all who benefit should contribute.

AEU training for sub-branch secretaries now places greater emphasis on recruitment conversations and tactics.

Organisers are available to support recruitment activities.

Keep up the great work!

Long may it continue A celebratory morning tea was held at Long St Primary School, Whyalla, on August 2 in recognition of reaching

100% AEU membership.

The achievement is largely down to the efforts of Sub-branch Secretary of ten years, Helen Whyte.

“I make sure people are aware of the benefits and how our conditions have been gained by the actions of union members who have gone before us,” she tells AEU Journal.

“I also stress that strong membership gives us the best chance of keeping what we’ve got and making improvements. If we all work together we have more of a voice.”

100% membership contributes to Long St being a good place to work with what Helen describes a “united, family” feeling. Looking ahead to enterprise bargaining she believes continuing to grow our membership is the best way to let the employer know “we’re here to be heard and we won’t be bowing down.”

Congratulations Long St PS! n continued over page 3

B RA NCH S ECR E TA RY ’S R E PO RT

The future of our union AEU Branch Secretary Leah York explains.

1 Members of the Williamstown Primary

School sub-branch with Secretary Angus Bugeja (pictured right).

Talking it up Angus Bugeja, Sub-branch Secretary at Williamstown Primary, reckons the sense of support that comes with being an AEU member is our best selling point.

And he should know. He won an iPad as our top recruiter during the ‘Join 1 in June’ membership drive.

Priorities

He says members sharing positive experiences with the AEU legal team help build the union’s profile in the workplace and conversations are all important.

“The first time I signed up a new member, I talked over the benefits with them and explained the great support that can be provided by the AEU. They happily completed the membership form and were able to access the fantastic support from the AEU immediately in relation to a salary query. This person is now a happy and active union member.”

Congratulations Angus!

A

t the end of July, Paul Goulter, former Secretary of NZEI Te Riu Roa, our sister organisation across the Tasman, presented his organisational review of the AEUSA to Branch Executive and staff.

Titled ‘Stuck!’, Paul’s report is aptly named given his findings and recommendations. Whilst recognising that we have been working towards becoming a more powerful organising and campaigning union, we’ve become ‘stuck’, neither going forwards or backwards.

Paul commended Executive for seeking recommendations on how to move forward, and advised: “This will require change. Just as ‘stuck’ is uncomfortable, so is change.”

n

“The first time I signed up a new member, I talked over the benefits with them and explained the great support that can be provided by the AEU.”

To maximise our potential to grow and build power, we need to hone our priorities and ensure we are disciplined in directing the AEU’s resources toward these. We need to ensure the work we do aligns with the union’s strategic directions.

To this end, Executive has determined to undertake a process of transformative change, including: • Strengthening our professional voice and focus. It is critical that we are always the respected and effective voice of the public education profession, and that this is based on extensive member engagement. We must be goal-driven, not necessarily meeting-driven.

As stated in our position paper Respect: Public education priorities 2018 and beyond, the words of Andreas Schleicher, Director of Education for the OECD and PISA, are pertinent: “Teacher engagement in the development and implementation of educational reform and school reform will not work unless it is supported from the bottom up. This requires those

responsible for the change to both communicate their aims well and involve the stakeholders who are affected. But it also requires teachers to contribute as the architects of change, not just its implementers.

Some of the most successful reforms are those supported by strong unions rather than those that keep the union role weak.”

• Meeting the needs of leaders as both union members and educational leaders by regaining and retaining relevance. Our union is stronger with the active engagement of leaders. The AEU has recently appointed Steve Marshall as Project Officer (Leaders Focus) to concentrate on this work (see page 8).

• Development of a Member Services Centre (MSC) to replace the current Information Unit and provide a more coherent experience. This will require redesigning job roles and the way some staff are employed to refine skill development and specialisation. The crux of this is to improve our service to members whilst maximising our capacity to campaign on professional and industrial matters.

• Committing to a digital future, in member services, communications and in projects and campaigns. Digital pilots need to be identified and implemented to inform future digitallybased change projects.

Some of these recommendations will require changes to the AEU’s Rules.

Others can occur through consultation with members and staff and decisions of Executive.

As the report points out, this is just the start. And whilst change can be uncomfortable, it can also be exciting and invigorating.

More information will be provided at Branch Council. As Branch Secretary, I’m accountable to ensure that the union is working in the most efficient and effective way to deliver the best possible outcomes for members as professionals n working in public education.

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

8: lyork@aeusa.asn.au

7

RU JOINNNTH I NG E AE H EUAD

LE ADE RS

Most common reasons for joining the AEU

29%

I want to support the union fighting for improvements to my pay and conditions. “The management side, particularly around data and accountability, over takes their job. ” I agree with the union 1 Experienced principal Steve Marshall is on a listening tour of SA schools. movement’s goals.

20%

20%

I had a particular issue I wanted assistance with.

9%

Most of my colleagues are AEU members.

Source: AEU new members survey, June 2018

Join the AEU

ONLINE!

Leaders in focus The AEU reaffirms its commitment to leader members with the appointment of Steve Marshall as Project Officer (Leaders Focus).

I

n 40 years on the job, Steve has seen lots of change but reckons one constant remains: schools function better when staff and leaders are members of one union.

the sheer quantity of work. Leaders want to impact learning in the best way for their kids but find the management side, particularly around data and accountability, overtakes their job.

“As an AEU member and leader I’ve always found this to be a massive advantage,” he reflects. “Staff know you are part of a team and you’re not working against that.”

“There is also the issue of more intense parent expectations as they focus more on the needs of their own child at the expense of the class as a learning community.”

“Things like your personnel advisory committee work much better because the leader understands why and how issues arise. The trust factor is enormous in keeping a workplace running smoothly. Unity among everyone helps you manage things so much better.”

Initially, Steve’s role will entail a listening brief, sitting down with leaders across SA for frank discussions about what they need. These will inform an AEU charter promoting the interests and wellbeing of leader members.

Steve’s career has taken him all over SA and even involved a stint as general manager of schools in Darwin and Katherine.

He observes that the ideal of devolution – sold as passing educational leadership to the local level – has floundered as departments use it as an excuse to pile more work on leaders.

www.aeusa.asn.au 8

“Research repeatedly shows that the biggest sources of stress on leaders are the lack of time to focus on learning and

The union is also reviewing its guidelines to ensure it can provide support to all members, including leaders, in the resolution of site level issues.

“I want all leaders to know that the AEU values and supports them as members,” declares Steve.

“I would like to see all leaders as members of the union and working as a united team for the betterment of public education in SA.” n Email Steve on:

8: steve.marshall@aeusa.asn.au

VICE PR E S I DE NT ’S R E PO RT

To dis or not to dis, that is the question AEU Vice President Dash Taylor Johnson on professional respect, or the lack of it. dis•re•spect

n.

1. lack of respect; discourtesy; rudeness. v.t.

2. to regard or treat with contempt or rudeness; insult.

Unfortunately, this is how many of us feel when interacting with our employer.

The ongoing challenge to justify our work, comply with system expectations and meet key indicators is not right and certainly isn’t fair.

Every teacher is qualified and registered. Through this process we reaffirm our professionalism and are validated as educators. Other professions have their own QA systems so why the reluctance to embrace the quality of our practice?

A good fight can certainly get the blood flowing but is an adversarial approach productive? Not necessarily, which is why stealth seems to be the strategy of choice.

What does this look like?

Take enterprise bargaining for starters.

AEU Branch Executive voted on July 30 to cease negotiations with the Office of the Public Sector (OPS) and the Department. Why? Because we were not negotiating!

Significant change takes time and you respect the contributions of stakeholders by allowing for dialogue. Recent changes have not seen this demonstrated and appear to be driven by staffing timelines and corporate agendas.

Data collection has become the antithesis of the learning environment we want to nurture. Collation and reporting are the bane of many lives and often generated to meet system needs under the guise of improvement and accountability.

Why, when data sets are established is there so often an interpretive impasse?

Take permanency in the teaching workforce. The AEU says the Department is not meeting its own targets and they agree. However, rather than addressing this, it becomes an argument over how far below the 87% target the real figure is. The point is that permanent jobs are thousands below where they should be!

Professional respect is also shown

through acknowledgement and I don’t mean certificates for years of service, a relatively recent initiative.

Opportunity lost The Workload Management Group comprising AEU and Department representatives monitors “excessive, unreasonable or unsustainable” workloads.

The Workload Assessment Tool was agreed on June 22 (12 months late).

This risk review of new programs (like One Plan) and systems of work is designed to help PACs support change.

Sounds like a great idea but now that we have a document agreed by both parties, how was this acknowledged

by DfE? With a significant lack of respect in my view. In an announcement on EdLink, July 30, nowhere is the role of the AEU acknowledged. Our logo appears on the document but the opportunity to demonstrate genuine collaborative practice with the key education union has not been taken.

Professional respect is our right and it is time that we were treated accordingly.

n

“Together we can make a change. Together we are strong!”

STOP PRESS As AEU Journal was going to print the union received a letter from the employer’s chief negotiator addressing our claim.

In light of this, AEU officers decided to return to EB negotiations on August 9.

Instead, since meetings began in May there have been no ‘instructions’ from the government, so those opposite have simply been listening to us present elements of our 7-point bargaining framework. It makes no sense to continue such a one-sided affair. And how does the employer report on this? According to them, they have been negotiating.

Fake news!

What about consultation? How much professional respect is shown?

9

EB NCAMPAIGN RU N I NG H E AD

Seeing RED On June 30 members across SA wore red to mark the expiry of the 2016 enterprise agreement.

It is well understood that a new agreement must be negotiated that delivers salary growth and addresses problems such as the explosion in contract work.

The AEU has presented our 7-point plan to the employer (see p.14). Talks

are ongoing but delayed responses to our proposals have slowed progress.

This cannot continue indefinitely.

Cleve Area School

Until a new agreement is reached, the 2016 EA must be observed.

Check these posts and see more on Facebook at:

facebook.com/aeusa

Millicent High School

Westbourne Park Primary

Hawker Area School

Playford Primary School

Modbury High School

Lucindale Area School

Moonta Area School

Nuriootpa Primary School

Mulga St Primary School

Grant High School

Williamstown Primary School

Loxton Primary School

10

AEU FB POSTINGS: MATT COFFEY

Edwardstown Primary School

National Support Staff Week 2018 August 13–17 AGE W G N LIVI SECURE EMPLOYMENT AND THE LIVING WAGE /wk

5 hrs

31 AEW /wk 5 hrs 1 2 SSO /wk 5 hrs 1 1 ECW

VICE PR E S I DE NT ’S R E PO RT

Support staff growing in number and strength Vice President Lara Golding pays respect.

As enterprise bargaining gears up we are calling on our support staff members to use their huge power and influence to demand RESPECT for their work.

The level and importance of support staff employed in schools is growing.

Numbers increased 37% over the past decade. By 2020, over 100,000 will be employed in Australian schools.

We know the numbers of students in mainstream schools with a disability or learning difficulty has also risen. At the same time, the demand for places in special classes has expanded, and the work requirements become more complex.

As schools increase their reliance on technology, more SSOs are needed and their work gets more advanced. A big factor is the incessant demand for more data collection and reporting. Again, this work often falls on SSOs. Essentially, schools cannot keep going without hardworking, knowledgeable support staff - and this gives them enormous power.

Now, I am not asking anyone to down tools tomorrow, but just imagine what would happen if all IT SSOs turned off their computers for a day? What if SSOs refused to record data for the department or answer the phones? How would schools cope if ECWs, SSOs and AEWs weren’t there to calm down and bring out the best in our students? What would hap-

pen if they could get everyone they spoke to in a day to join our union and take collective action?

EB talks In our presentations to the Government we demanded more quality jobs that are secure and safe. This must include the right to a living wage – one that can support a family.

We know many of our members are not earning a living wage, despite having crucial roles in schools. We hear endless stories of insufficient hours, incorrect classification and non-existent job security.

Our response is entirely reasonable.

WE DEMAND: • all additional hours made permanent after a year • all SSO1s audited to see if they should be SSO2s • more permanent positions created • more conversions to permanent employment.

We have also talked about unreasonable workloads. We want all employees to have the right to state they are at workload capacity.

We have demanded the Government address the gender pay gap as education workers are paid less than workers in male dominated industries and argued that employment practises that increase inequality be changed.

1 WEAR YOUR STICKERS!

During National Support Staff Week, show solidarity with your AEW, SSO and ECW colleagues.

We are also demanding pay rises for all employees that respect us as professionals.

To make the Government listen, we will need to be active, loud and engaged with our communities. We will need to be one strong, united and powerful union.

As the fastest growing segment of the AEU, support staff have a huge role to play. A big shout out to all the brilliant recruiters who talk to their colleagues and encourage them to join the team.

KEEP UP THE GREAT WORK! Thank you to all support staff for the amazing work you do in our classrooms and libraries. We salute you for not giving up on our most challenging kids; for stretching tight budgets to ensure schools keep running; for keeping our IT systems going and putting up with stressed teachers and students when an underfunded system doesn’t work.

Thank you for keeping students and teachers safe in our schools and preschools, especially in our science laboratories and providing much needed first aid and counselling when accidents happen.

Thank you for the incredible work you do with our families and school communities.

Lastly, thank you for being in the AEU. We are the one union that stands up for public education in SA and our strength lies in the diversity of our members. n

*ACTION: Calling all AEWs, SSOs & ECWs! Take the survey at: 8 www.surveymonkey.com/r/respectsupportstaff 11

COU NTRY FOCU S: E B 2018

No country for new teachers

P

roviding every child across South Australia with a quality education is only possible thanks to teachers who make the leap of faith to take up a country post.

At present, this commitment is not honoured by the Department, which places unfair demands on teachers outside Adelaide.

These include: • the inconvenience and cost of travel to undertake PD, leaving teachers heavily out of pocket • multi-year level classrooms common • lack of relief teachers and specialist support • excess yard duties.

In addition to challenging work conditions, there are issues finding satisfactory housing and employment opportunities for partners.

Country schools employ a high proportion of beginning teachers who deserve better support.

Children in country schools are entitled to the same quality of education as those in the metropolitan area. This must begin with providing conditions of employment that will attract and retain educators. The AEU’s enterprise bargaining claim addresses this. n

“Poor quality educational services are crippling rural schools.

Technology is unreliable and subject choice limited for students. Teachers are making sacrifices to work in the country but face extra costs for transport and accommodation when they undertake PD.” Morgan Randall, Lameroo Regional Community School 12

Respect Countr • Extending country incentive allowance beyond five years.

• An individual PD allowance – no more financial penalties for attending PD.

• Country incentives paid to support staff and TRTs.

Let’s get behind our claim!

ry Educators • More teachers to address the explosion in multiyear level classes.

• Improved non-metro leave and locality allowances.

8: www.aeusa.asn.au/join

Join the AEU today

Late last term I represented our country caucus in talks over the new enterprise bargaining agreement.

I had to take part over a phone line but got the distinct impression there wasn’t much genuine negotiation taking place.

There was no engagement with our constructive proposals for attracting and retaining staff in regional SA. We were told by employer reps that it’s not the loss of incentive payments after five years that make people leave country schools. They also argued schools could avoid multi-year level classes by using the Open Access College.

Even though I wasn’t in the room, I could picture the eyes roll when we asked for five days and $5,500 per person for PD. At one point a department employee declared it would be a “big ask” for them to raise the per capita allocation for students in country areas as “that would come at a large cost.”

To say this didn’t sit well with me would be an understatement! I made a note in big red letters and hoped there was time for one more comment… I was shaking when I finally got my chance.

I reminded them it was a “big ask” to make teachers take classes with up to eight year levels in a room; it’s a “big ask” to put graduates in our toughest classrooms; it’s a “big ask” to make teachers work outside subject areas and prevent them accessing appropriate PD. This meeting was definitely an eye opener.

To win respect for country educators we need to spread the word that the AEU is in there fighting to improve conditions and get everyone behind our EBA campaign. n

“A big ask? It’s a big ask to make teachers take classes with eight year levels in one room!”

Sasha Anderson, Hawker Area School 13

RU COU NN NTRY I NG FOCU H E ADS: E B 2018

“

Multiyear classes were a big challenge during my first few years teaching.

While the class only had 20 students, the preparation to organise a curriculum for six different Year 10 and 11 maths programs in one room was exhausting.

“Often it was impossible to provide every student with the support required to be successful. At times I felt I was letting the students down.

“

Dylan Milton, Glossop High School

Respect COUNTRY EDUCATORS

R E S PECT: E B 2018

The AEU 7-Point Plan for Public Education 2018 and Beyond The principles driving our enterprise bargaining strategy.

• Better remuneration • Increased quality jobs that are secure and safe • More teachers • Addressing gender inequality • Improved country provisions to attract and retain staff • Workloads that are reasonable, sustainable and not excessive • Fair treatment at work.

8: www.aeusa.asn.au

For more info see

PUBLIC EDUCATION Email: respect@aeusa.asn.au to order your RESPECT bumper stickers.

14

AE U F E DE RA L C A M PAIG N

Gonski on life support But we can save it.

F

or the Liberals, doling out evermore dollars to private schools is a hard habit to break.

While paying lip service to Gonski when legislating new funding arrangements last year, the Turnbull Government continues to cut special deals for its preferred sector.

Talk that private schools funded above Gonski’s schooling resource standard would be subject to some overdue redistribution has turned out to be just that.

Figures obtained by the AEU under Freedom of Information show a $7.1 million ‘transition fund’ is being used for a cash splash on 102 elite colleges (see box – below right).

And there’s more. The Turnbull Government has set aside $40 million in an ‘adjustment assistance fund’ with eligibility carefully worded to ensure overfunded private schools can get a cut in coming years.

A further $1.9 billion in federal capital works funding is only available to private schools.

“Public education supporters need to show they can play politics just as well as the cynical operators of the private school lobby.”

The government also appears poised to cave in to the political blackmail of the Catholic school lobby. Historic overfunding in their system was to be wound

OUR DEMANDS: 1.

2.

back through slower growth over the decade to 2027. There would be no real funding loss with allocations rising 3.6% annually in line with costs.

Exaggerated threats of school closures and interventions in recent by-elections appear to have spooked Turnbull and he is set to cut yet another deal to preserve unfair advantages the Catholic system has long enjoyed.

Added to other shortcomings of the Liberals’ funding model (box) these special deals and backflips mean Gonski is effectively dead under Turnbull.

Dogged campaigning by the AEU over more than a decade made fair school funding a national priority and forced the Gonski Review. We have come a long way but now need to redouble our efforts to make sure fair funding is front and centre at the coming federal election. n

EXAMPLE – ELITE SCHOOLS

3. Scrap the limit on the Commonwealth paying only 20% of public schools’ needs while they pay 80% of private schools.’

4. A $300 million p.a. capital fund for public schools.

5. Reversal of cuts to disability funding in five states.

8: www.fairfundingnow.org.au

For updates go to

In 2018 Loreto Kirribilli on Sydney’s exclusive lower north shore should have seen its recurrent funding drop from $6.7 million to $6.5m. However, the school actually increased its year-on-year funding by more than $200,000 due to the $381,274 in transition money it received from the federal government.

This extra cash will help bankroll the school’s new five-storey ‘innovation centre’ complete with outdoor rooftop learning terraces and two n ‘vertical connection pods.’

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N AT ION A L S UPPO RT STAF F W E E K 2018

Early childhood workers deserve security Despite shocking levels of insecure employment, early childhood workers (ECWs) display inspiring commitment to their job.

KYLIE HEINRICH – ECW Solomontown Kindergarten

on and someone to have a laugh with.

Even after their children leave some still come back to visit.”

SECURE OUR JOBS

DISGRACEFUL DATA!

81% of early childhood workers

do not have permanent work.

SUE HILL – ECW Bains Road Preschool

Kylie’s dedication is valued by Solomontown Director Marg Wright, who says uncertainty over funding weighs on the minds of all involved in the centre.

Kylie perseveres knowing she is making a difference and hopeful the state government will soon recognise her efforts and provide some welldeserved security.

“Permanency would be awesome,” she reckons. “Peace of mind. Not just for myself but if the IPP had ongoing funding it would be good for families in this community.”

Kylie Heinrich has been on contract as an ECW at Solomontown Kindergarten in Port Pirie for the past ten years. For the last six she has worked in the Inclusive Preschool Program (IPP) see box.

For a single mother working parttime, it has been a difficult journey, but Kylie remains committed. She has undertaken training in autism, sensory deprivation and complex behaviours, mostly in her own time and at her expense. Currently she is studying sign language and completing her Certificate 3 in Children’s Services.

She is passionate about her role and strongly committed to the children and families she works with.

“The kids can drive you crazy but I love them all,” she says. “The job is mentally and physically draining but they’re our little people.

“We build strong relations with parents. They see you as a friend, a counsellor (although I direct them to the relevant professional), a shoulder to cry

The AEU calls on the department to respect employees like Kylie and give them secure employment and decent pay and provide certainty for muchneeded programs like the IPP at Solomontown. n Anne Beinke, AEU Organiser – Country Focus

CLOUD OVER INCLUSION The Inclusive Preschool Program (IPP) caters for children with high learning and developmental needs, similar to a special options class in a school.

Solomontown runs the only IPP in the Port Pirie area. Due to a bureaucratic aberration, funding for six IPPs in SA, including Solomontown, is SUE – Federal ECW Government’s linkedHILL to the Bains Road Preschool 15 hours universal access scheme.

This is not guaranteed past the end of 2018.

All other IPP programs in SA get recurrent funding from the State Government. Why not Solomontown? n

8: www.aeusa.asn.au>Secure Our Jobs 16

If we were to seek out the record holder for years on rolling contracts, Sue Hill would make the shortlist.

An ECW at Bains Road Preschool in Morphett Vale, Sue spent 17 years on short term appointments before being offered permanency in 2016.

Throughout that time she worked consistently in excess of 25 hours a week.

She credits her involvement with the AEU, particularly her position on our Early Childhood Consultative Committee, with helping bring about her overdue conversion to permanency. In this role Sue champions workers facing the uncertainty and financial penalties she knows all too well.

“A lot of contract workers will be without pay for the six weeks of the summer holidays,” she explains. ‘Or, they might be permanent for 0.5 hours and although they actually work fulltime, topping up their hours, receive half pay over the break.” continued over page 3

S SO AW A R D

“What we put into early childhood education will determine the future of the state.”

How sad that, decades after the union movement won leave loading to give workers a little more in their pocket on holiday, the DfE contrives to send thousands of support staff on their summer break with reduced pay or nothing at all.

With most preschools and kindergartens at capacity, uncertainty over future numbers doesn’t wash as an excuse for maintaining such high levels of temporary staff.

For Sue it demonstrates lack of investment in the future.

“A lot of people leave because they don’t want to put up with it. What does that say? What we put into early childhood education will determine the future of the state. How can you say you value that if you don’t value those doing this vital work?” n

ACTION! PHOTO: PHOEBE GUNN

Anne Nutt SSO Activism Award 2018 • WEAR YOUR STICKERS during National Support Staff Week to show solidarity with your AEW, SSO and ECW colleagues and the great work they do at your site.

• Calling all AEWs, SSOs & ECWs! We need your help to achieve job security and a living wage. Help us help you!

Take the survey at: www.surveymonkey.com/r/ respectsupportstaff

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Helen Whyte is presented with the inaugural Anne Nutt SSO Activism Award at the annual AEU SSO Conference on July 20.

Pictured with Helen (centre) are AEU SSO Focus Organiser, Lisa Sigalla (left), and Sammy Nutt, daughter of Anne (right).

Anne Nutt was a longstanding AEU member and activist who championed the interests of support staff. Following her passing in 2017, the union established the award in Anne’s name to recognise the efforts of an SSO who displays similar commitment.

Helen was nominated by colleagues

“Like Anne, Helen will stand up and make sure SSOs’ voices are heard in the union’s structures and beyond.” at Long St Primary School in Whyalla, who noted her commitment to keeping members informed and willingness to sign new staff to the AEU. Lisa says, “Like Anne, Helen will stand up and make sure SSOs’ voices are heard in the union’s structures and beyond.” n 17

S SO FOCU S

SECURE OUR JOBS 7 SSO Mahnoosh Rudd delighted after securing a permanent position with help from the AEU. approached AEU Organiser (SSO Focus) Lisa Sigalla, a regular visitor to the site.

Together they formalised an application to the school’s Personnel Advisory Committee (PAC).

“Lisa coming out and talking to the PAC about how the process works made a big difference,” Mahnoosh says. “I was also lucky to have the strong support of colleagues and fellow union members.”

“My advice to anyone lodging an application is to build good relations with teachers and get as many recommendations off them as you can.”

She also credits her persistence – she kept asking how her application was proceeding – as contributing to the result.

With the cloud of uncertainty lifted, Mahnoosh felt the time was right to start a family. She and her husband are now expecting their first child early in 2019.

It can happen

Long march

PHOTO: LISA SIGALLA

It can happen

F

rustrated with seven years of short term contracts, SSO Mahnoosh Rudd took matters into her own hands…and secured a permanent job.

Over a series of contracts in her first years at Adelaide East Education Centre, Mahnoosh assumed ongoing employment was something that would just happen at some stage.

How wrong she was. The Department for Education’s own statistics show they are happy to leave staff hanging on a series of endless contracts. Currently 56% of SSOs are temporary.

“After seven years I really wanted to have peace of mind,” Mahnoosh says, explaining what spurred her to apply.

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“It wasn’t really about money. I was fed up applying for my own job every year.”

Her role involves working closely with secondary students with an intellectual disability, some with high learning needs.

Mahnoosh didn’t see why the relationships she builds with children and their families were at risk of being severed every December while she waited for confirmation of a contract.

Returning to work in 2018, Mahnoosh decided she’d had enough and

Lisa Sigalla believes there is potential for plenty more success stories like this and people can learn from it. “There are proper processes for conversion to permanency, but they are not widely advertised.

Mahnoosh got a result because she got the AEU involved, had the support of fellow members and stuck at it.”

For Lisa, little victories like this are satisfying but represent small steps in a longer march towards better recognition of SSOs’ work.

“The work SSOs do is vital to maintaining a successful and smooth running site,” she says. “They deserve respect and to be valued for what they do.” n

DISGRACEFUL DATA!

• Currently 56% of SSOs are temporary.

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 2018

Union Training

Aboriginal Members Conference Thursday, 4 October

MINI [Members In Need of Information]

DETAILS: AEU Information sessions we bring to you!

Our new education modules are designed to upskill your sub-branch on a range of relevant and valuable topics.

These sessions (60 minutes or less) are designed as “bite sized” training that comes to you.

Topics include: • Legal Issues • Understanding your PAC • SSO Entitlements.

OPEN TO: AEU Aboriginal and Torres Straight Islander members.

COST: Free.

AEU SA 2018 new series of workshops for TRTs WORKSHOP 4: ‘Mindfulness for TRTs’

4.30pm – 6.30pm

DETAILS: Keeping up to date with current professional learning developments for dedicated relief teachers can come with challenges. In 2018, the AEU SA launch a new series of TRT specific workshops looking at industrial and professional matters for teachers who are choosing to work as casual relief teachers.

Professional Development Application Writing for Teaching Positions Thursday, 6 September

DETAILS: A one-day conference for Aboriginal members on current educational issues of interest. Using feedback from the Aboriginal Members Consultative Committee we will curate a program of contemporary education issues.

Tuesday 6 November

OPEN TO: AEU SA Members. COST: Free.

See Ad on Page 2.

9.15am – 3.30pm

4.30pm – 6.30pm

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

OPEN TO: AEU members and potential members. You may join the AEU to attend these sessions.

OPEN TO: AEU TRT members and potential members. You may join the AEU to attend these sessions.

COST: AEU members: $11 per workshop. Potential members: $66 per workshop.

*Upcoming Event: 31 August 2018 W E A R I T P U R P L E is about letting young people everywhere know they have the right to be proud of who they are! Sex, sexuality or gender identity does not change this.

W E A R I T P U R P L E D AY

is simple… Wear purple on Friday 31 August to show your support. Take photos of your school, preschool or TAFE celebrations and post them to the facebook.com/aeusa or email to: aeusa@aeusa.asn.au AEU SA Branch Facebook

COST: AEU SA Members – $22 per session and Potential Members – $66 per session.

Application Process for Leadership Positions Thursday 13 September

4.00pm – 7.00pm

DETAILS: This session will focus on the process of the merit selection system, written application and annotated CV, working with referees and interview techniques. Principals and Chairpersons provide advice regarding the application process, standing out via written application, what panels look for and interview tips.

This session is interactive and does not focus on handouts, as such we encourage members to attend in person.

OPEN TO: AEU SA members. COST: $22 per session.

Mental Health Conference Tuesday, 2 October

9.15am – 3.30pm

DETAILS: We look at issues of mental health for students and staff in a contemporary setting. Find programs that are working, see current data and research and ask questions to improve your own knowledge in relation to mental health improvement in others.

OPEN TO: Financial members and potential members.

COST: AEU SA Members – $55 and Potential Members – $165.

Authorised by Leah York, AEU Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2018

Australian Education Union | SA Branch

8: www.wearitpurple.org

For further information: Wear It Purple Poster - A3 PR.indd 1

2/05/2018 12:36:51 PM

8: training@aeusa.asn.au

Further info on any events and courses, email Sam Lisle-Menzel at:

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

To register go to:

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AEU UNIT RU N NINFORMATION I NG H E AD

Empowering all school staff members Staff meetings: These are the most significant decision-making opportunities available to school staff. They are the only times all staff members are required to attend outside of programmed teaching and they must not be wasted.

The agenda must be open and facilitate freedom of speech and differing opinions. Resolutions and minutes need to be published and available to all.

Site decision-making policy: This

R

Chris Leaver

eviewing notes from the past four years in the AEU Information Unit, I was struck by the concern over empowerment and authentic engagement (or lack thereof) among members.

Grievances are regularly raised over decisions made without consultation affecting: • the loss of NIT (non-instruction time) to initiatives like team meetings, T&D and performance management • timing of school closures, pupil free days, sports days, parent information nights etc.

• changes to NIT subjects and replacing subjects like LOTE and PE with others • changes to leadership configuration • the agenda and poor time management of staff meetings • opaque decision-making processes • use of student free days, including the two at the start of the year • lack of consistent behaviour management processes.

Consultation is a right enshrined in our enterprise agreement. There are a number of key elements in the administration and staff structure of schools which impact staff ‘voice’ and decision making. The quality of them varies widely.

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needs to be a clear statement of what decisions are to be made and by whom, and what level of negotiation staff can expect. Proper functioning of staff meetings and the PAC are fundamental to effective decision making. When leaders’ actions are mandated by a department regulation or non-negotiable directive, they should make this clear.

Consultation on the Personnel Advisory Committee: The PAC was granted a much greater role in the past two enterprise agreements. Most staff changes require discussion by the PAC. A full list is found on page 6 of the PAC Handbook. A PAC report should be a standing item for all staff meetings although privacy must be observed for some matters.

Work health and safety (WHS) representatives: The WHS rep is a conduit between staff and school leaders. It is with them that individuals raise matters affecting their physical or psychological health and welfare at work. Do you have a trained, elected WHS rep?

Behaviour management policy: This is a very important day-to-day working document for any school. Rules and consequences need to be negotiated with staff and students. Consequences that will follow when infractions occur need to be clearly articulated and published.

Where consequences progress to administrator ‘office’ level, who initiates and attends the return-to-class meeting must be specified. Teachers need to be involved in this re-entry process.

“An effective school regularly reflects on its practices. This ensures the welfare and effectiveness of its teachers, SSOs and leaders.”

How healthy is your AEU subbranch? The Sub-branch Secretary’s prime responsibility is maintaining communication and consultation. They are the link between the AEU and our members at their site. They must respond to issues raised by members. A key to this will be the establishment of a trusting, professional working relationship with the school leadership. The role of the SBS is outlined in the Sub-branch Handbook – copies are available through the AEU.

What can members do to make their school more collaborative?

Union members should aim to develop a productive, professional and democratic workplace. It is useful to recognise the difficult role of school leaders, who at times have to support decisions made by their partnerships and the DfE.

What can we expect of our leaders? They should recognise that a high degree of professional empowerment is conducive to a committed, hardworking team. To this end, the school needs to establish school/staff protocols that are democratic and transparent.

What will improve consultation processes at your site?

An effective school regularly reflects on its practices. This ensures the welfare and effectiveness of its teachers, SSOs and leaders. n Chris Leaver AEU Information Unit

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

)8172 6300

8: tchampion@aeusa.asn.au

WO M E N’S FOCU S

“While the hardest thing about leaving a DV situation is actually making that decision, the second hardest thing is making it happen.” is making it happen. How does someone pick themselves and their children up to leave a violent situation when they have nowhere to go and no paid leave?

We won’t (& can’t) wait ...says AEU Women’s Officer Tish Champion.

T

his year the Australian union movement joined forces to create the ‘We Won’t Wait’ campaign, to put paid domestic violence leave on the national agenda. Our principal demand is ten days paid domestic violence leave in the National Employment Standards.

Australia has ever increasing rates of domestic violence, with a woman killed every week at the hands of a partner or trusted family member.

From 2003 to 2015 the financial cost of violence against women and their children rose from $4.6 billion to $21.7 billion per year.

The story is very similar in New Zealand, where police respond to a family violence incident every four minutes.

Recently, the NZ government passed legislation granting victims of domestic violence ten days paid leave to allow them to leave their partners, find new homes and protect themselves and their children.

This leave does not require the victims to provide proof of their situation and allows for flexible work conditions to ensure they remain safe. NZ and the

Most community services supporting those experiencing violence are only available during business hours. Without the ability to access paid leave, people in violent relationships simply don’t have the time or resources to find a safe place to stay.

AEU leading the way Philippines are the only countries to have passed such a law at the national level.

Unpaid leave not good enough I have often heard people ask the question, “Why doesn’t she just leave.”

There are many reasons women don’t or more importantly ‘can’t’ leave, but perhaps the hardest is financial. To leave successfully a person will most likely need to move house, seek legal advice, meet with police regarding restraining orders and move children to alternative schools…all of which take time.

For many, the only access to the leave needed to successfully get away is unpaid and therefore impossible. In March, the Australian Government announced legislation entitling workers experiencing family violence to five days unpaid leave. If one of the barriers to leaving a violent situation is money, unpaid leave is not the solution.

While the hardest thing about leaving a DV situation is actually making that decision, the second hardest thing

Recent years saw the AEUSA lobby for domestic violence leave entitlements, with great success.

Special Leave Policy 4.4.2.1 Domestic Relationship Violence (page 10) provides for 15 days of paid domestic/family violence leave. This is not considered part of the general 15 days special leave for individual needs and responsibilities.

It is in addition to any other existing leave entitlements and may be taken as consecutive or single days.

Thanks to the efforts of the AEU and other unions, government employees in South Australia are fortunate to have access to paid leave to escape a violent relationship. The vast majority of workers in the private sector are still waiting and a concerted push is needed to make this vital support available to all. Join the union fight by visiting the ACTU – We Won’t Wait website (link below). n If you or someone you know is experiencing domestic/family violence call the AEU for advice: 8172 6300.

)

8: www.australianunions.org.au/wewontwaitdv 21

COU NCI L DAT E S FO R 2018

U N ION R E PS ON S E LECT ION PA N E LS

Branch Council Meeting

Let’s not ask WHY, let’s ask WHY NOT!

Saturday, 25 August Saturday, 17 November

TAFE Divisional Council Meeting Friday, 24 August Friday, 16 November

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

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

There has been a lot said about WHY AEU representation on Merit Selection Panels needs to remain an industrial entitlement following changes proposed to the Education and Children’s Services Act by the state government.

The horror and disbelief have been captured in comments like:

“We must be represented because we offer the independent umpire.”

“We are very well trained with panellist retraining required every five years.”

http://twitter.com/aeusa

“We provide the guarantee that the panel has not been manipulated or stacked by a chairperson with ulterior motives.”

“We ensure the process is fair with particular attention to equity of opportunity.”

I believe we should be asking WHY NOT? and demanding the Libs justify removing AEU representation from Merit Selection Panels. What is wrong with the current composition?

Are AEU representatives letting the process down or acting unethically?

Are processes not being successful because of AEU representation? No. Where is the evidence that AEU representation is a problem or a hindrance

to fair, equitable and professional selection based of merit? Where is the data to suggest that processes that have gone wrong and required investigation have been linked back to poor process on the part of the AEU representative? There is none.

“If it ain’t broke, don’t fix it.”

We are not promoting complacency.

We would simply argue that if no better alternative is being offered then there must be a hidden reason behind this change.

The Government is not proposing a more reliable or professional alternative. They have tabled a change that only makes one difference to the status quo: an AEU rep replaced with a staff member.

The underlying motivation? To remove union power in the workplace, take the watchdog out of the process and open the door for chairpersons to manipulate the process.

It’s simple…we sit on our hands, do nothing and allow the government to undermine us or we stand up and say no! n Tish Champion AEU Women’s Officer

“We need to act quickly to protect our rights as union members!”

ACTION!

• Email the Upper House cross-benchers telling them why your representation in Merit Selection Panels is important and urge them to vote against the Bill in the Upper House.

– Independent MLC Hon. John Darley

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: john.darley@parliament.sa.gov.au – SA Best MLC Hon. Frank Pangallo : frank.pangallo@parliament.sa.gov. au – SA Best MLC Hon. Connie Bonaros : connie.bonaros@parliament.sa.gov.au • When you send your email, let us know on: : aeusa@aeusa.asn.au

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Enquire now

(08) 8285 6900

enquiries@busesrus.com.au

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LE S E RVICE RUGNANLI NG H E ADS – CU LS HAW M I LLE R L AWYE RS

Family law help Free initial consultation for AEU members.

W

hen someone mentions family law, most people think divorce and all of the negative aspects that at times can be part of any relationship breakdown.

However family law is in reality a sub-set of estate planning law or private law and encompasses a broad range of legal concepts, obligations and jurisdictions.

Family law certainly does encompass relationship breakdown and the broad questions associated with working out legally what happens when a relationship breaks down: • Who do the children live with?

• How much child support do I pay or receive?

• What division of the assets and liabilities will I get?

• How and when can I get divorced?

The complexities of family law and what it involves has grown exponentially over the last 25 years and will often include the following issues: • Relationships now encompass both marriages and de-facto relationships (both heterosexual and same sex) • The requirement to attend mediation and family dispute resolution • Superannuation is considered an asset and can be split between the member funds of the parties • Taxation consequences related to property settlements particularly in the area of capital gains tax, stamp duty, and associated superannuation rollover relief • The status of whether parties are actually in a de-facto relationship (as opposed to a marriage) pursuant to the definition in the Family Law Act is

often a vexed question that needs to be determined • Since 2000 we have had the ability to deal with the “once bitten twice shy set” – persons who seek to enter into a new relationship and wish to protect assets. These financial agreements, or BFAs as they are often referred, can also now be used in an “intact” relationship to protect and quarantine inheritances or gifts received during the relationship in the event of a breakdown • Valuations of family entities including SMEs, and interests in family trusts, unit trusts and partnerships • Wills and estate planning issues • Surrogacy and adoption.

CM Lawyers have the experience and accredited expertise to provide assistance in all aspects of Family Law. n

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For your free, side-by-side comparison, and our latest offers, visit teachershealth.com.au or call 1300 764 288 Eligibility criteria and conditions apply. Teachers Federation Health Ltd ABN 86 097 030 414 trading as Teachers Health.

A Registered Private Health Insurer. THF-AEU/SA-08/18