AEU Journal November 2018

Official publication of the Australian Education Union (SA Branch)

Vol 50 I No.7

November 2018

AEUJOURNAL SA While government plays games…

Educators demand Respect!

All out on

NOVEMBER 29

RU N N I NG H E AD

G IVE AW AYS Designed and printed in Australia

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To win an Aussie Unions tea towel be one of the first five members to email:

journal@aeusa.asn.au on Friday November 16.

2

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FPRESIDENT’S E ATU R E S VIEW

#2

AEU UNION JOURNAL TRAINING

Australian Education Union | SA Branch

While government plays games…

Educators demand Respect!

163 Greenhill Road, Parkside SA 5063 Telephone: 8172 6300

Respect our AEWs page 8 The achievements of Aboriginal support staff deserve greater recognition.

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.

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

All out on

Editor: Dan Murphy Graphic Designer: Jo Frost

NOVEMBER 29 We demand Respect!

Secure TAFE jobs

pages 5 – 6 and 11 – 14 Anger is growing at the government’s refusal to bargain in good faith.

pages 16 – 17 AEU members hang tough for great result.

AE U CO MM U N IC AT ION S

Communication that won’t let you down This trial digital-only issue of AEU Journal heralds an era of change in the union’s communications strategy.

It is 14 years since AEU Journal last underwent an overhaul. In that time our website and e-newsletters have become important information channels. Mark Zuckerberg was still in short pants in 2004 and the possibilities of social media had barely been considered.

We need to know what will work best for you so please complete THE SURVEY to be circulated to all members in the near future.

The AEU is committed to accountability through high quality communications.

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

8172 6300 journal@aeusa.asn.au

TAF E We strive to be the voice of the teaching profession and of public education.

Over the past 12 months union membership has grown and we have helped hundreds of members secure permanent jobs.

To continue this progress and win improvements in enterprise bargaining our communications need to be attractive and engaging. We are committed to delivering on this.

We have just appointed Victoria Goodyear as Communications Coordinator. She comes with extensive experience in public relations, video directing and digital media and will oversee the changes. n

TAFE lecturer Kathleen Larwood won permanency in an AEU court case. She started teaching ESL to Vietnamese mothers and babies at the Parks Community Centre in 2004 with her own baby on her hip. Her baby has just turned 15! A good indicator of how long it has taken and how sweet it is! See pages 16 –17

SECURE OUR JOBS 3

CHA NG E TH E RU LE S ADE L AI DE RA LLY

7 MUA secretary Jamie Newlyn gets the crowd revved up

1 from left, Joe Szakacs (SA Unions Secretary), Michele O’Neil (ACTU President), Natasha Brown (PSA Assistant General Secretary) and Dave Noonan (CFMEU National Secretary).

‘Australia needs a pay rise’ was the resounding message as the AEU joined thousands of workers on Parliament steps, October 25.

The rally was part of the ACTU’s “Change the Rules” campaign. Unions are demanding fairer laws to allow workers to bargain with employers.

Low wage growth in Australia is the result of a system that puts too much power in the hands of employers.

ACTU President Michele O’Neil said despite a rise in basic costs of living the wages of most Australians are “going backwards”.

“We need to bring back balance to the system so working people get fair pay rises,” she declared. “It is not right that profits are up, CEO bonuses are up, but our pay is not.” n 4

PRESIDENT’S VIEW RU N N I NG H E AD

Stand up now AEU President Howard Spreadbury on the failure of EB talks and the government’s attack.

Lucas says salary increases are dependent on demonstrated “efficiencies and effectiveness.”

O

n World Teachers’ Day, October 26, members and our supporters gathered outside the DfE head office and in 12 regional locations to protest the government’s refusal to accept most of our proposals for a new enterprise agreement. We also expressed our anger at the delay in achieving true bargaining for so many months.

The list of matters to which we have received a ‘no’ is long, including:

What’s at stake?

The list is long but here’s some of the big spend items: • the Student Centred Funding Model including Flexible Initiatives Resourcing • additional 0.1 leadership administration time for schools and TRT days for preschools • the Students with Learning Difficulties grant • special schools and units

• more teachers for smaller class sizes

• Intensive English Language Centres

• time for professional collegial engagement

• ICT support

• Learning Centres

• reduced face-to-face time for standalone preschool teachers

• special needs and special project tier 2 funding

• increased allowances for support staff, and,

• Open Access College

• removal of a teaching component for all principals.

Ignoring your requests for improved conditions is one matter, however just before our rally things took a turn for the worse.

Attached to our current enterprise agreement is something titled ‘The Commitment.’ Many members may not be aware of what is contained in this or the history of how significant funding matters came to be included.

It is, exactly as the title suggests, a commitment by government and department to provide levels of funding, much of it indexed, to support the delivery of education.

They want to remove it from our next agreement because they believe it has outlived its original intent.

• Resource Allocation Adjustment Panel.

Resourcing of these vital aspects of our system is currently secured in a registered agreement. If they are removed, any security of funding into the future cannot be guaranteed. When they tell us they have no intention of reducing funding to the system, this is a huge ask of trust.

In addition, proposed changes to the Personnel Advisory Committee would see an AEU representative replaced with a second staff member and the capacity for schools to determine an alternate decision-making structure.

This is a reflection of the government’s intent to remove AEU representation from merit selection panels and school amalgamation and closure review committees.

In relation to the recruitment and selection of teaching staff, the department wants to remove the clause that requires agreement between the DfE and the AEU to any changes to the existing policy.

No pay rise At this time we have received no salary proposal from the government.

However, Treasurer Lucas has stated that increases would be dependent on demonstrated “efficiencies and effectiveness.” The AEU is awaiting a response as to how exactly members are to be more efficient and effective.

It is deeply concerning that their agenda is to strip back hard-fought conditions dating back to our first enterprise agreement in 1996. This can only be seen as taking public education in South Australia backwards by at least two decades. This is unacceptable for members and for the students with whom we strive to achieve the best outcomes.

Since the state election in March, we have an education minister who is not engaged in enterprise bargaining but rather has handed responsibility to the Treasurer and Minister for Industrial Relations, Rob Lucas.

All members of this government need to receive a very clear message that the profession will not stand by and witness its demise. We must stand together and take all action needed to ensure we achieve an outcome that demonstrates respect for our great profession and our students.

To this end, members are urged to support the halfday stop work action on the morning of Thursday 29 November.

Now, more than ever, we all need to stand up for public education in this state. Because if we don’t, who will? n

TOGETHER WE WILL WIN ...

In unity, Howard Spreadbury 5

The right environment gets the best results Your child deserves the best learning environment so they can reach their potential.

Their future depends on what they can learn today. Our educators work hard to get the best conditions to make that possible.

Bargaining with the Marshall Government about conditions has raised the alarm. We cannot compromise any further.

We need more not less. The learning environment needs to improve with: • Smaller class sizes • More funding and support for every child • Letting leaders focus on leading, not on administration tasks for government • Support for professional development for our educators.

Improved conditions will nurture your child’s potential even more. Together we can be the best.

Please support our half day STOP WORK RALLY later this month and join us as we send a strong message to the Marshall Government.

We need your support to grow your child’s future 1 AEU flyer encouraging parents and the community to get involved.

Find out more via the AEU (SA Branch) social media Authorised by Leah York, Branch Secretary, Australian Education Union | SA Branch, 163 Greenhill Road, Parkside SA 5063 © 2018

Time for Action!

Vote YES for stop work action Attend your rally on

NOVEMBER 29

T

he state government, led

by Treasurer Rob Lucas, has disrespected educators and threatened funding to public schools.

After six months of empty enterprise bargaining negotiations, Lucas wrote to the AEU saying if you want a salary outcome you are going to have ‘demonstrate efficiencies.’ This is an insult to public school staff overburdened with duties and drowning in paperwork.

6

We have given them plenty of ‘efficiencies’ over the past decade and enough is enough.

Worryingly, Lucas wants to tear up ‘The Commitment’ attachment to our enterprise agreement. This is the only thing that guarantees • The per capita allocation for the student-centred funding model • The ICT allocation • Students with learning difficulties grant

• Preschool allocation, and much more.

Stripping these out of the agreement means funding that schools rely on can be cut at any moment.

‘The Commitment’ stays!

They also want to remove union representation from the PAC and merit selection processes. This is an attack on fair and accountable n process.

B RA NCH S ECR E TA RY ’S R E PO RT

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

Insecure work out of control “DfE has not met its permanency target of 87%.

In fact, secure work is at an all-time low of 59%.”

What the international research says “Among countries whose per capita GDP is more than US$20,000 (including Australia), systems that pay teachers more relative to the national average incomes tend to perform better.”

PISA (2013) ‘What makes schools successful?’ Results Volume IV, p.43.

As I’ve written in the last three Journals, Branch Executive has undertaken a review of our structures and processes with a view to: • building union power, • campaigning more effectively, • providing improved support to members, and • making more prominent the union’s professional voice.

Following Paul Goulter’s ‘Stuck!’ report in July, the union has begun a process of transformative change.

Executive and staff have undertaken a PMI analysis of the report with Executive endorsing in principle all 57 recommendations.

Weekly consultation with staff is addressing the practical implications of the report. In order to give effect to the intent of the report, Executive has agreed to an interim transitional structure for operation in 2019. This will enable a review of the interim structure prior to any necessary AEU rule changes being considered by Branch Council in 2019 for implementation in 2020.

Interim structure 2019

You can’t Rob our schools rob/rob/, v 1. to steal from (a house, school etc.)

2. To leave without something.

3. To practise robbery.

Member Services: In 2019, we will build on our information unit to create a comprehensive Member Services Centre. This will minimise the number of officers a member deals with while resolving a matter.

Of course, specialised industrial and legal support will continue to be available to members as part of the normal operations of the Centre. To better meet the needs of members, we will trial keeping the phonelines open longer from 8.30am – 5.00pm.

Campaigning: A strength of the new model is its enabling nine organisers in two teams to focus on supporting and developing members and driving campaigns to win improvements.

Campaign plans will be developed by the union’s leadership group, in consultation with members, Executive and Divisional/Branch Councils. This structure will be enhanced by union training and education, industrial expertise, and communication and digital strategies in order to align with the strategic direction of the AEU.

Strategic priorities Principal Officers of the AEU have been working with Executive and staff to build a new strategic framework to describe the union that we need to be in order to win. A draft will be presented to November Branch Council for endorsement. Further planning will be undertaken to inform the strategic direction for the next three years. This will be considered at April’s Branch Council.

Committees and Focus Areas Consultative Committees will meet prior to November Branch Council to discuss the report’s recommendations and how members’ interests will be best addressed. Feedback will be provided to Branch Executive for analysis and reporting to Branch Council for consideration in support of any recommended rule changes.

Focus areas will also be reviewed and priorities developed based on a work program and alignment with the union’s strategic directions. Principal Officers will take leadership of the priority focus areas and resourcing will be based on pre-determined work plans.

In doing so, it is clear that Principal Officers take responsibility for not only the leadership of the priority focus areas, but also the leadership of the professional voice of the AEU. n If you have any queries or comments please email me at:

8: lyork@aeusa.asn.au

7

OB ITUA RY

VALE Michael Braham Mick Braham born 19 March 1954 in North Adelaide was an extraordinary person. He possessed a superb intellect and was an amazing family man, teacher, leader, communicator and unionist. Mick passed away suddenly on 25 October 2018 aged 64 and will be very sorely missed by his family, friends and colleagues.

Mick was a scholarship holder at Sacred Heart College and a high achiever as a student. He was a gifted sports-person in football and athletics and more recently rekindled his love of cycling.

He excelled at everything he put his mind to. He was a keen musician and music played a large role in his life. He possessed a large collection of records and often spent time talking about the meaning behind the song lyrics.

Mick was a teacher in Port Augusta then Murray Bridge for many years and was a deputy principal at a number of schools. Mick was a well respected principal at Cleve Area School for a number of years. He also worked at the Department for Education in personnel, the strategic reform unit and in workforce reform.

Mick also worked at the AEU SA branch and pushed tirelessly for better conditions for teachers and educators.

His work in the Arbitration Commission in 2010 was instrumental in the Union securing a better deal for members.

Throughout his career and into his recent retirement years, Mick was a committed unionist and always promoted the values of the union.

Rest in peace Mick. Your work as an educator and strong union advocate will always be remembered. n

Steve Marshall, AEU Organiser – Leaders Focus 8

I N DIG E NOU S FOCU S

Get results, need respect Those supporting Aboriginal students in our schools achieve great things.

“I don’t really like my job,” says Elaine Magias. “I love it.”

Dividing her week as an Aboriginal Community Education Officer (ACEO) between Flinders Park and Torrensville Primary Schools, she does a job she believes in.

Her role involves support and mentoring but also engaging indigenous kids with education. This is much more successful when Aboriginal perspectives are included in curriculum.

“When I go into classes to support teachers or even take a class myself, I can see in the Aboriginal kids that it gives them a sense of belonging,” she explains, adding, “as it does for me. It’s about our culture being recognised.”

“There are a lot of AEWs out there barely making ends meet who need more hours and security.”

“Some principals have a good understanding of our role but others think we’re just there for behaviour management. I see us more as doorways for Aboriginal students and parents to come into the school. We’re there to build connection with our community.”

Success There are over 400 Aboriginal Education Workers (AEWs) in South Australian schools and they are getting results by

Aboriginal student enrolments in SA schools 2008 – 2017 13,000 12,000 11,000 10,000 9,000 8,000 7,000 2008 2009 2010 2011

2012 2013 2014 2015

1 Continuing strong growth in Aboriginal enrolment is largely down to the work of AEWs. Source: ABS.

2016 2017

VICE PR E S I DE NT ’S R E PO RT 7 AEU Organiser Aboriginal Focus, Danny Ellis with Elaine Magias who loves supporting Aboriginal students but wants greater recognition of the work she and her colleagues do.

whatever metric you choose. Over the past decade Aboriginal school enrolment in SA has boomed from 8,634 to 12,429, a 44 per cent increase.

SACE completions among Aboriginal students rose 20 per cent every year from 2011-2015.

AEU Organiser Danny Ellis comes from the ranks of AEWs and knows the value of their work.

“These roles are vital to helping indigenous kids stay on track and stay in school,” he says. “But we need greater recognition of this.”

Danny identifies a lack of hours for part-time staff and an outdated classification structure as needing attention.

“The classification structure doesn’t reflect the work and isn’t applied properly. Too many people with big responsibility and experience are trapped at the bottom. We have members who’ve been an AEW1 for 25 years.”

The AEU is proposing a change to the student-staff ratio that currently requires 50 indigenous student enrolments to support one full-time position.

“This would create more full-time jobs,” says Danny, “and we wouldn’t need people working across two schools chasing extra hours just to get by.”

“These jobs are hugely important but the department will have trouble attracting people into them without these changes.”

Elaine supports these proposals.

Having been made permanent in 2015 after five years as a casual, she knows the anxieties of guessing if work will be there next year, or even what hours you will work next month. Too many of her colleagues face this stark reality.

“Petrol, living costs: our expenses and our wages don’t line up. There are a lot of AEWs out there barely making ends meet who need more hours and security.”

Enterprise Bargaining is an opportunity for the Department and State Government to recognise the great work AEWs are doing. n

We are the professional voice of education AEU Vice President Dash Taylor Johnson Make no mistake, the voice of the Australian Education Union is more important than ever.

With the goal of supporting educators across the whole learning journey, we provide the informed perspective on how to improve outcomes for all.

‘Educators leading education’ is our catch cry and in a turbulent time of political grandstanding, our voice for public education is essential.

The DfE is moving away from experienced educators and relying increasingly on bureaucrats to make decisions that impact our ability to do our job.

Outcomes are driven not by what will best help learners reach their potential, but rather by constructed literacy and numeracy targets, media scrutiny and SA’s own version of ‘Make America Great Again,’ a projected “world class system.”

Tell me, what world class system doesn’t have world’s best practice as a key facilitator? Ours it seems.

And what does world best practice look like? Respect. By this I mean the humility to recognise that maybe our Department doesn’t have all the answers.

Consultation is a simple concept. It doesn’t mean consensus, but it does mean talking with those who have knowledge and experience to contribute.

World class systems do this and include review processes to monitor change and, in the case of criticism, accept that things could be better and do something about it.

Consultation is highly valued by the Department for Education, right? Let’s look at the evidence.

Since the start of this year, this critical element of the change process has been under review. However, this has taken place without reference to any active policy or procedure, nor standards to reference beyond the WHS Act.

“Educators leading education is our catch cry.”

This is either an unfortunate oversight or a sophisticated strategy to minimise our professional voice and, however you view it, by no means world class.

Our current enterprise agreement, at clause 3.3 NOTIFICATION OF CHANGE, acknowledges the importance of consultation: “For the purpose of this clause, discussion involves the sharing of information and the exchange of views between DECD and the employees and genuine opportunities for employees to contribute effectively to the decision making process and a bona fide opportunity to influence the decision making.”

And now, in a context where consultation is not enacted in the spirit of clause 3.3 and the union uses its industrial right to challenge this through a grievance process, the Department seeks to attack this agreed right in enterprise bargaining.

We now have a potential ‘perfect storm’ for the employer. This could provide unfettered ‘flexibility’ for them to do what they want, when they want with whatever resources they want!

Elements of the Department hold 3.3 with the respect it warrants and act accordingly but as a system, it is disregard and a belief that the employer knows best that is the default position.

Not being invited to have the conversation – to contribute an informed view – is not the respectful behaviour we expect. Educators leading education should be the norm, not the exception if you are seeking exceptional outcomes.

We are the professional voice of education.

Be loud. Be proud.

Be heard.

n

TOGETHER WE ARE STRONG. 9

VICE PR E S I DE NT ’S R E PO RT

The economic imperative for industrial action Vice President Lara Golding explains.

It took time, but following that action we won protections for our student funding, reduced contact time and a fair pay rise.

In the years since, our wages have barely kept up with inflation, workloads have increased and our job has become more complex. Now our school funding protections are under threat.

We have a professional responsibility to stand up not just for ourselves, but for the community’s right to high quality public education. We need to use our collective power to demand better pay and conditions, for us and all workers in Australia.

We are not alone. Workers right across Australia need a pay rise.

Wages have stagnated to the point where the Governor of the Reserve Bank, Philip Lowe, has called on workers to demand pay rises to drive economic growth. What Lowe call’s Australia’s ‘crisis of low pay’ is depressing the economy.

Millions are struggling to pay the bills. Many of our own members are not earning a living wage.

All AEU members must stand together to secure pay rises for all educators, particularly the lowest paid among us.

By standing up for our own pay rise, we can lead the way for other industries and workers.

According to Economist Jim Stanford of the Australia Institute, the reason for wage stagnation is lack of industrial action. He found a statistically significant correlation between the level of industrial action and the growth in wages over time (see graph).

As a branch of one of Australia’s

“We have a professional responsibility to stand up for high quality public education. ” largest unions, we should show leadership. Our collective power ensures our individual rights and by exercising our right to stop work, we ensure that this right is maintained for all.

This Government is keen on evidence-based practice, yet argues the economy can’t afford better wages or conditions. I disagree. The economy

On Solid Ground Helpful facts for discussing our stop work action with parents, colleagues, in-laws etc.

• Nearly one in two teachers leave the profession in the first five years due to job insecurity, classroom behaviour and workload. This represents massive wasted investment.

• Principals experience stress and burnout significantly higher than the general population with many not completing their tenure. This costs the education and health systems.

Avg. Annual increase Avg, Weekly Earnings

I remember taking part in our last strike action in 2008. It felt incredible to be part of a powerful movement alongside 10,000 colleagues.

can’t afford not to invest in public education (see box).

So far, we have been asking politely for better pay and conditions. Now the Marshall Government has expressed its desire to cut union power and worsen our working conditions, I am feeling ready to stand with members from across the state.

As ACTU President Sally McManus says: “If employers don’t give pay rises when workers ask nicely, the only thing workers have left is to exercise their ability to withdraw their labour” We have been asking nicely. It’s time to withdraw our labour. n • 40% of public education staff are on contracts, wasting time and resources in recruitment, selection and training new staff every year.

• The benefit to the economy from investing in early childhood education has been calculated to be at least $2 and up to $17 for every dollar spent.

• There is a clear correlation between level of education and income as an adult. Spending on school resources, including smaller class sizes and individual support, are positively associated with student outcomes. n

14%

1970s

12% 10%

1950s

8%

1980s

6%

2000s

1960s

4%

2010s

2%

1990s

0% 0

100 200 300 400 500 Avg. Annual Days lost to Industrial Disputes per 1000 Workers

600

1 Source: Source: Jim Stanford/Centre for the Future of Work.

10

WO RLD T E ACH E RS’ DAY M E TRO RA LLY – 26 OCTOB E R

Seeing Red on World Teachers’ Day 2018 11

WO RLD T E ACH E RS’ DAY M E TRO RA LLY – 26 OCTOB E R

“They give us more work, load more on us, and then say we have to be more efficient to get a pay rise. No way!”

Howard Spreadbury, AEU SA President

“We must use our collective power to ensure that teaching and learning conditions are determined by the education profession NOT politicians and bean counters.”

Leah York, AEU SA Branch Secretary

Show of strength Flinders St was a sea of red on World Teachers’ Day October 26, as AEU members rocked the foundations of DfE HQ. There was passion aplenty as speakers denounced six months of pointless enterprise bargaining talks that have not produced a pay offer.

Insecure contract employment, which is out of control in public education, was also in the crowd’s sights.

Given the government and department’s refusal to take our legitimate concerns seriously, members voted for

12

a half day stop-work on November 29.

Country members turned out in good numbers for events in 12 regional towns – see page 14.

All up it was a strong demonstration that AEU members cannot be ignored and will take action to get our due respect.

Got a bite Seems our statewide rallies rattled Government axeman Rob Lucas. “(We won’t) be dictated to by mass shows of protest and unrest,” he gruffly snapped to The Advertiser. LOL.

“Regional schools do have great teachers, but if they are not given the professional development they require or they feel like they themselves are being disadvantaged, who can blame them for moving to the city.

“The state government needs to invest in education where it makes the most difference and that is in teachers.”

The Port Lincoln Times - 29/10/2018 Further info:

8: www.aeusa.asn.au

“Why can’t the department see that until they improve the conditions of our country colleagues, they will struggle to retain high quality teachers?”

“I call on the government to instruct the department to listen, respond and bargain for a fair and equitable enterprise agreement.”

Trish Gilbert, Teacher, Northfield Primary and Executive member

Jenni Marie Gorman, Principal, Sheidow Park Primary

schools and pre TA , ols

rs a leade nd sup p rs, to

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WORLD TEACHERS DAY 2018 ts or

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Follow the campaign at:

www.facebook.com/aeusa 13

RU SA NCOU N I NG NTRY H E AD RA LLI E S ON WO RLD T E ACH E RS’ DAY – 26 OCTOB E R

MURRAYLANDS

RIVERLAND 1 Riverland AEU members rally outside the office of Tim Whetstone – Member for Chaffey in Berri.

1 Murraylands Sub-branches unite for Respect!

KANGAROO ISLAND 1 Barossa AEU members rally for Respect.

BAROSSA

1 Kangaroo Island members support Respect!

BURRA & WATERVALE

SOUTH EAST 1 South East AEU members rally outside Tony Pasin MP’s office in Mt Gambier

PORT AUGUSTA

1 Burra CS & Watervale PS united for RESPECT.

SWAN REACH

14

1 Port Augusta members rallied at the Education Office and gave strong support to the motions.

1 Swan Reach AS shows support for RESPECT.

RU FAINRNFU I NG N DI H NG E ADNOW!

Fair Funding Now! Public schools need a change of government. This one ...

• cut $1.9 billion from public schools 2018 – 2019 • will only fund 20% of public school needs, while guaranteeing 80% of private school budgets • just gave an extra $4.6 billion to private schools to buy votes.

Q & A

• Why focus on Boothby?

Everyone should push Fair Funding Now! in their communities but with a margin of 2.8%, Boothby is in play.

Getting rid of this anti-public education government means swinging the outcome in seats like this.

• Are we campaigning for Labor?

No. We are campaigning against a government that doesn’t care about public education.

1 Do Your Block - pamphlet to be letterboxed on November 17–18 in your area.

Get involved

Do Your Block!

On November 17-18 campaign in your local area.

Make sure your school has a sign up

Hold a school gate conversation

AEU FFN organiser Owen Gale : owen.gale@aeusa.asn.au

8 Follow Fair

Funding Now on social media and share posts Join the campaign at:8: www.fairfundingnow.org.au 15

TAF E FOCU S

SECURE OUR JOBS

A great win in anyone’s language A massive increase in permanent TAFE jobs was won through members’ commitment and solidarity, writes Nadine Schoen.

English as a second language (ESL) lecturers are some of the most highly qualified, yet marginalised staff in TAFE. The majority are women, many are single mothers and from countries where being in the union might be unthinkable or even unsafe.

This all changed in the winter of 2017 following a union meeting of workers across TAFE’s various ESL departments.

As people opened up about their circumstances, it became screamingly apparent how many had been employed up to 10 years or more as an hourly paid instructor (HPI) or on a contract.

Sub-branch Secretaries, Ashley Smith, Stephen Griffiths and myself got cracking gathering details. These were filed by 16

programme area making it easier for AEU TAFE Organiser Tony Sutherland and Industrial Officer Ed Grue to navigate. A list of 50 contract staff was created as the main focus of the campaign.

Hardball Our first meeting with TAFE was a joke. Myself, Ashley and temporary TAFE Organiser Paul Petit faced off against HR and senior management, including Director of Foundation Skills, Anne Beacham. Within the first minute we were made highly unwelcome. We were bluntly informed that if teaching staff were present, there would be no discussion of details pertaining to secure employment. We had no choice but to leave.

The meeting went ahead but achieved little. TAFE were not interested in nego-

1 AEU support is riding high among TAFE English language lecturers following their remarkable victory on permanent jobs. tiating over secure jobs and we were not prepared to back down. The fight was on!

It was clear that we would have to take our cause to the courts.

On 31 October 2017, the SA Employment Tribunal recommended: 1. A minimum of 15 individuals currently employed as temporary lecturers become permanent.

2. Of the remaining temporary lecturer positions, 70% be tenured for three years with the remaining 30% for one year.

In discussions with TAFE, it had been agreed that the deal would cover lecturers in Adelaide, Salisbury and Elizabeth.

The very next day, TAFE sent an email to all staff in the state asking for applications for permanent positions. This was not what had been agreed. At an emergency meeting all members agreed the deal was off and we would see TAFE back in court.

At this point TAFE produced a list of 10 contract staff it had earmarked for permanency. Despite this, a vote to accept or reject TAFE offering positions statewide (which included permanency for the 10) returned a unanimous NO. I continued over page 3

THA N K YOU RU NAE N IU! NG H E AD

think this was the most moving moment of our entire campaign. It showed absolute solidarity from those on the list for those who were not. They refused to take what was rightfully theirs until everyone got their fair dues.

Back to the courts and this time we needed people to go on the stand and tell their story. This was intimidating but the professionalism of the union and its lawyers kept nerves in check.

Merry Christmas – not!

Fast forward to the Friday before Christmas. As people prepared to go on leave, an email from Anne Beacham hit inboxes. She claimed that, as TAFE and the AEU were in arbitration, to keep programmes going everyone had to reapply for their own position by January 5!

Shock and confusion reigned and this could have been the moment everyone cracked. I was highly stressed, taking calls from panicked colleagues all through Christmas. Most gut wrenching were those from single mothers, fearful if they lost their jobs they would be homeless.

Management tried all sorts of scare tactics. They spread rumours the union

TAFE

“Many times we could have cracked, but we didn’t.”

was causing delays while TAFE was trying to do the right thing. They told us that the programmes had precarious funding and that it was unaffordable to make people secure.

Submissions for jobs went in although no interviews were held.

On January 8, Deputy President Judge Hannon decreed he would allow the process to go ahead provided no employee was disadvantaged.

Petulant

Big sigh of relief. Everyone got their job back but in the most bizarre fashion.

Teachers who had been employed for similar periods of time, with similar fractions of time and similar qualifications, were suddenly given very different contracts. Some got six months, others 18.

HPIs were suddenly given 18-month contracts, longer than those offered to existing contract staff. It was a display of ‘if you want to fight with us, this is what happens’.

Finally, at the end of Term 2 this year, the Judge handed down his final decision. We had won the substantive fight. We had won permanency for all 48 ESL teaching staff.

What makes this really insane is that we went from agreeing to 17 permanent positions to getting around 50. All because we didn’t crack. n Nadine Schoen is an ESL Lecturer at TAFE SA

Fighting TAFE closures The AEU is allying with fellow unions, industry and community groups against the short-sighted closure of seven TAFE colleges.

Particular attention has fallen on Port Adelaide and Urrbrae campuses.

Port Adelaide is surrounded by defence industry worksites set to boom with government investment in the submarines. This will require massive amounts of training. Shutting the local TAFE makes no sense.

A rally against the closure will be held on November 21 Urrbrae TAFE is the centre of horticulture learning for SA. Agricultural industries are also set to boom as the raft of free trade agreements Australia

TAFE testimonials

“I just wanted to say a huge thank you to all at the union who have been working on behalf of TAFESA employees.

Today I received an unexpected and very welcome contract making my role permanent!

“My future is secure and I can confidently get on with work without the worry of an uncertain future.”

Kate McEwen

“Just advising I have just signed my contract for permanency! A big thank you for all the work you guys did to get this over the line!”

Fiona Stacey

“I was offered permanency at full time. Against the background of constant union bashing and suffocating legislation, this is an extraordinary achievement!

Thank you.”

Ragnhild Duske Since the decision, over 100 lecturers all across TAFE SA have been made permanent with more to come before the end of the year.

has signed favour farmers over local manufacturers.

Why are TAFE colleges vital to SA’s economic future facing closure?

Because the Liberals will hand these training functions to their mates in the for-profit sector.

Expansion of private VET has been a disaster over the past decade. Young Australians have been ripped off and given useless training while providers have been caught repeatedly rorting the system. n

Union organisation gets results in TAFE Get a workmate to join the AEU today.

Join online at: 8 www.aeusa.asn.au 17

UPDAT E

NZ teachers fight rolls on

• August strike forced revised pay offer • Regional rolling strikes looming The dispute over wages and conditions in public schools across the Tasman bubbles along.

Last issue we reported that primary school teachers walked off the job for the first time in 24 years in August. The main issues are salaries that have fallen behind inflation and excessive workloads.

Poor conditions have made teaching unattractive to young New Zealanders contributing to what our sister union, New Zealand Education Institute Te Riu Roa, calls an ‘education crisis.’

The August strike day forced the NZ Government to increase its pay offer from 6.1% over three years to 9.3%.

This was rejected by members who then voted in an online ballot for a week of rolling strikes around the country to take place November 12– 16, although talks are ongoing. n

T E ACH E RS R E G I STRAT ION

Amendments to Teachers Registration Act On Tuesday 6 October, the Teachers Registration and Standards (Miscellaneous) Amendment Bill 2018 passed the SA House of Assembly.

The key amendment provides the interim power to suspend a teacher’s registration in “prescribed” circumstances (see below). This change is in accordance with new child safety and prohibited persons legislation.

Interim suspensions and/or applicable conditions may financially impact affected members because of their registration being restricted pending finalisation of the substantive matters (e.g. criminal offence and Department for Education misconduct investigation).

The AEUSA will continue to support members affected by this provision with applicable legal advice and assistance as necessary.

The power to suspend or impose conditions pending investigation of criminal law and misconduct matters is generally consistent with other professional bodies such as the Australian 18

Health Practitioner Regulation Authority which has had similar processes in effect since 2010 for doctors and nurses.

Further changes allowing for the board to consider “spent criminal convictions” in assessing criminal records and histories will occur in line with other professions.

The following information is provided about the changes.

Power to impose an interim suspension or conditions 1. The TRBSA Registrar “by notice in writing” can now suspend and impose/vary conditions with respect to a teacher’s registration if the teacher is charged with a “prescribed offence” pending resolution of the professional and criminal law matters.

Prescribed offences include murder, manslaughter, rape and other certain types of sexual offences and not less serious offences unless within the definition.

2. The Board must meet within 60 days to confirm the suspension or varia-

tion to conditions or cancel the suspension or varied conditions. This process is subject to the principles of procedural fairness for the affected teacher (e.g. right to be heard and provided relevant information etc).

A suspension has effect until it has been determined if disciplinary action is to be imposed or not, following the applicable processes pursuant to section 35 of the Teachers Registration and Standards Act 2004 (SA) or determination of the criminal offences in court.

The provision is retrospective meaning it applies to “conduct occurring before or after the commencement of the section” or “whether the teacher was charged with the relevant prescribed offence before of after the commencement” of the section.

The power to impose an interim suspension means the Registrar can accurately reflect restrictions on a teacher’s ability to work pending finalisation of the relevant matters. n

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 Christmas Crafting Circle Monday 17 December

DETAILS: craft, catch up and debrief

Professional Development 1:00pm – 4:00pm

At the end of a busy year join us to craft, chat about the year that was and connect with fellow AEU members.

We can share triumphs, talk about the best parts of the year and have a collegiate chat about the hard but rewarding work of being in public education.

Get some Christmas inspiration, consider what to do with your students next year or bring your own craft work and let’s have some fun!

There will be craft demonstrations, activism activity tables and Christmas treats.

You can let us know if you’d like to participate via the AEU SA website on: www.aeusa.asn.au OPEN TO: AEU SA members. COST: Free.

SCHOLARSHIP OPPORTUNITY for AEU members

Want to develop expertise in classroom management and engagement? Are you passionate about helping other teachers improve their student engagement? If so we’d love to hear from you. As the voice of the teaching profession, the AEU is expanding our successful classroom management and engagement strategies program to members across SA. An exciting opportunity has arisen and we are calling for expressions of interest to complete an AEUSA Certificate of Classroom Management and Engagement Strategies (CMES).

For successful applicants this course will be free and graduates will go on to run CMES courses for AEU members.

Applicants will be selected from preschool through to senior school settings. Successful applicants will be trained in CMES theory and practice and work towards delivery in a variety of settings for AEU members.

Benefits for scholarship winners:

• explicit training in classroom management and engagement strategies (multiple modules) • adult education module (including peer conferencing) • public speaking module • union values module • peer conference training and support in situ • training delivery experience with colleague support • travel and accommodation if required • AEU SA Certificate of Classroom Management and Engagement Strategies.

Requirements of successful applicants:

• availability to attend seven face-to-face training days during 2019 plus reading time (dates are predetermined and available on request) • completed CMES introduction course via AEU or 5+ years teaching experience • a commitment to upskilling in current CMES practice • open to financial AEU members only.

*Certificate of Classroom Management and Engagement Strategies Trainer Applications close: Friday

November 30.

Expressions of interest of maximum 500 words must be submitted via email to: training@aeusa.asn.au

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:

19

8: tchampion@aeusa.asn.au

WO M E N’S FOCU S

Pitfalls in taking maternity leave? You bet!

DfE refuses to address the break-in-service trap, writes Women’s Officer Tish Champion.

1 Cheryl Harris (front left) with conference

delegates who attended the Aboriginal caucus.

AEU Federal Women’s Conference, 5 – 6 October I am grateful for the amazing opportunity to attend the AEU’s federal Women’s Conference in Melbourne as an SA Aboriginal delegate.

After an inspirational opening panel on paths to leadership, we broke into caucus groups. We looked at the conference statement and made adjustments we felt important to Aboriginal Women.

We discussed how we, as Aboriginal women, fit into the ranks of feminist women in the 21st Century.

We had listened to so many strong women during the morning session, with messages of taking the opportunities afforded to women and ensuring we always uplift and encourage women to bring their skills to the table. Each speaker gave the message that women need to be strong, look inside themselves and bring out their voice as we all have the ability to equalise the playing field.

Members of the Aboriginal education caucus fed back our discussion and told our own stories, which were very emotional, powerful and came from the heart of each speaker.

We asked others to stand with us, support and encourage Aboriginal, Torres Strait and Women of Colour to take up opportunities to be at the table of power. This was met with silence, respect and quite an emotional response.

On the final day we discussed the importance of ATSI women having their own conference or a day attached to this one. At the very least there should be strong Aboriginal influence when planning the next federal women’s conference so that all participants hear the voices of ATSI members. n Cheryl Harris, AECC Member Port Lincoln Primary School 20

During enterprise bargaining, the AEU has proposed several improvements that would have a significant impact on gender equality. These include: • superannuation paid on entire maternity leave including the 18 weeks of federal paid parental leave • an increase to the break-in-service rule for women who have taken paid or unpaid maternity leave.

Our claim to extend the current break-in-service rule of three months for women who have taken any form of maternity leave was completely rejected by the department.

The AEU believes these are relatively low cost but effective measures that could help address the persistent gender gap in earnings and retirement income for women in education.

Currently, department policy states that a contract or casual employee who does not work at least one day within a three month period is deemed to have broken their employment.

For a casual or contract employee, this break-in-service has huge ramifications, including the loss of any accrued sick leave and time served towards long service leave. This is predominately an issue for women taking DfE paid maternity leave followed by the 18 weeks of federal paid parental leave and top up leave without pay.

Outrageous!

Heartbreakingly, I receive emails and calls every week from women who have just realised that, not only has their career stalled by not being able to accept contracts or TRT days, the unpaid portion of leave and time out of work due to the birth of their child has resulted in them losing all accrued sick leave.

Further, their years of service toward the accrual of long service leave have been lost and they are back to zero.

With a new baby, these leave entitle-

“These low cost measures would address the gender gap in retirement income.” ments are so valuable. One woman recently discovered that her six and a half years of service were now void and her 52 days of sick leave have been wiped!

While the department has rejected all AEU claims designed to address the gender pay gap, there are ways women can avoid a break-in-service: • Take DfE paid maternity leave at half pay; this doubles the time that is counted as service – 20 weeks becomes 40 and 16 weeks becomes 32.

• Lay the federal Paid Parental Leave on top of the half pay DfE maternity leave. Taking the 18 weeks of basic minimum wage (approx. $650/wk) after the paid DfE leave results in a break-in-service of four and a half months.

• Ensure that if you still remain on leave or don’t manage to secure a contract within three months of finishing all paid department leave, do at least one TRT day every 5 – 10 weeks.

If the department is not prepared to ‘Change the Rules’ to reduce inequality, make sure you are not disadvantaged by policies that specifically harm women taking maternity leave. n

A RT ICLE

English teacher Lamont Shillinger and wife Barb outside the Aberdeen house they let young Kurt Cobain call home for 10 months.

Photo: Jaime Gonzalez/BBC

The teacher who let Kurt Cobain couchsurf for 10 months Dan Murphy tracks down the generous family who sheltered the troubled teen musician.

Aberdeen, Washington, USA, October 1985 As cold creeps into the remote northwest logging town, 18-year-old Kurt Cobain is sleeping in the kombi van of music buddy and future Nirvana bassist Krist Novoselic.

Facing a freezing winter without a place to call home, Kurt has friend Steve ask his dad, the local high school English teacher, for help. Despite having six children of their own, Lamont and Barb Shillinger agree. For the next ten months the future grunge rocker sleeps on a camp bed in their living room.

Childhood Highschool sweethearts Wendy and Don Cobain welcomed their first child into the world on February 20, 1967.

Marrying young and struggling to get by on Don’s motor mechanic wage, they fell out and split when Kurt was nine, affecting him profoundly.

“He was a happy-go-lucky kid,” his Uncle Jim told an interviewer shortly after Kurt’s death in 1994. “And then he changed from the divorce. He became kind of introverted and into himself.”

Kurt’s living arrangements never settled through his early teens, alternating between parents, grandparents and uncles. This instability affected his education. He was often truant and took up drinking and smoking weed early in high school. When informed, two months before the end of his senior year, he

had insufficient credits to graduate, Kurt dropped out.

Kicked out of the house his mother shared with an abusive boyfriend, he found shelter with the born again Christian family of friend Jesse Reed. Initially Kurt enjoyed the nurturing environment, even writing a song to express his admiration for Jesse’s father. However, in time Kurt became difficult and withdrawn and was given his marching orders after deliberately breaking a window.

Jesse followed Kurt out of the Reed house, the two renting an apartment.

Kurt blew up this arrangement as well.

The two parted acrimoniously after Jesse returned home to find his high school year book cut to pieces with pictures of classmates stuck to the walls and written over.

Evicted shortly after, Kurt found himself sleeping rough and leaning on Steve for help.

Family Kurt’s time at the Shillingers’ took a familiar arc. Initially, he cherished the family environment. Each morning he would pack away the camp bed, stash his sleeping bag behind the couch and help with chores.

Barb Shillinger says Kurt was a quiet presence around the house. He practiced drawing, at which he was also skilled, more than his music during his stay.

Over time his difficult side emerged.

Arrested one evening for underage

drinking and trespass, Kurt used his phone call to beg Lamont to bail him out. He refused, believing at 19, it was time Kurt grew up. He did however visit him in the cells the next morning with a carton of cigarettes.

In August 1986 Kurt came to blows with Steve’s brother Eric over a frozen pizza. The fight was serious with Kurt copping two black eyes and giving Eric one. His stay was over and he had to sleep in rehearsal space rented by local grunge pioneers, The Melvins, who acted as alternative music scene mentors to Kurt and Krist.

Generous Reflecting years later, Lamont said many parents in Aberdeen provided a roof for children in difficulty. Usually it would only last a few days before a concerned parent would call but Kurt’s case was different. Lamont recalling “I don’t believe his father or mother attempted to contact us the entire time he was here.”

Lamont and Barb still call the small coastal town two hours south of Seattle home. Division exists over how Aberdeen should honour its most famous son.

Some have resisted naming the bridge Kurt sang about in ‘Something in the Way’ after him, believing the association with drug use and suicide will attract negative publicity.

Lamont has a more forgiving attitude, telling the BBC in 2014, “Having a Kurt Cobain celebration is a good thing.” n Dan Murphy is a PhD researcher on the Innovative Learning Environments and Teacher Change Project at the University of Melbourne.

21

I S S UE I N FOCU S

Year 7 at high school Moving Year 7 to high school from 2022 will be the biggest change in decades.

T

he Department must learn from the successes and challenges of similar recent transitions in Queensland and Western Australia. The Queensland experience reinforced the importance of extensive consultation and trialling but also the need for a supportive middle school environment that recognises young teens have different learning and social needs as they transition to high school.

While the SA Government claims educational grounds for its move, there is no evidence that structural reforms of this nature, in isolation, make a difference to outcomes. DfE’s Chief Executive has acknowledged this, stating “There isn’t a clear body of evidence that it’s necessarily better, is going to improve NAPLAN results or anything like that, but if you talk to principals, particularly secondary principals, they believe it’s going to be a better outcome.”

What the research does emphasise is the importance of school-based factors including pedagogy, curriculum, and the teacher-learner relationship.

A high-quality transition process from primary to secondary must include: • strategies for students identified as 22

at risk of unsuccessful transition • local transition strategies • developing skills of educators to meet the needs of diverse learners in the middle years, especially adolescent developmental needs • a detailed pedagogy-based strategy for quality professional learning and collaboration • support for school leaders to foster best practice in middle years learning • engagement of families and communities.

Guarantees sought by the AEU • Student and staff well-being and the improvement of learning outcomes are at the heart of the process.

• Respect for the professional knowledge and judgement of educators in developing curriculum and assessment.

• A well-resourced implementation plan addressing: – the demographic impact on enrolments, staffing, school structures and zones – total capital and recurrent costs, including all infrastructure and workforce requirements – implementation strategies, including trialling and evaluation and timeframes for all aspects of the transition.

• Meaningful consultation with the AEU, especially members affected by the transition.

• Resourcing that meets the infrastructure and recurrent costs of the transition across all communities and that ensures smaller primary schools remain viable.

• Provision of quality professional learning to improve outcomes for adolescent learners including retraining where necessary.

• Maintenance of industrial conditions and entitlements; Year 7 teachers to have the same conditions as other secondary teachers including class sizes, face-to-face teaching time and NIT entitlements.

The AEU will oppose measures which are not consistent with the above, such as forcing primary teachers to relocate to high schools, the closure of schools, loss of primary school facilities such as libraries, counsellors and NIT teachers, salary cuts for primary school principals, unreasonable workloads for secondary school leaders, overcrowding in secondary schools or excessive class sizes in any school. n

Are we missing anything?

To let us know your ideas and concerns, or to join our Year 7 at High School Working Group, email: lara.golding@aeusa.sa.edu.au Read the full report at:

8: www.aeusa.asn.au/AEUSA/News

“After all is said and done, it is the engagement between teachers, students and knowledge that produces learning.

No amount of restructuring or reculturing that is not driven by a concern for this pedagogical relationship will make a sustainable difference.” Hattam and Prosser, 2008

NOMINATIONS RU N N I NG H E ADFOR AEU COMMITTEES

COU NCI L DAT E S FO R 2018

Australian Education Union | SA Branch

Branch Council Meeting

Nominations are called to fill vacancies on the following AEU Committees:

TAFE Divisional Council Meeting

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

One male and two female positions for 2 years ending December 2020.

FINANCE The Committee is chaired by the Treasurer and prepares the AEU budget and reviews expenditure on a quarterly basis.

One male and two female positions for 2 years ending December 2020.

One male position for one year ending December 2019.

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

Saturday, 17 November Friday, 16 November

TAFE SA SALARY INCREASE & SUBSCRIPTION ADJUSTMENT AEU subscription rates for TAFE SA members will be adjusted from 1 October 2018 to reflect salary increases of the TAFE SA Enterprise Agreement.

Please advise AEU Membership of any change to your classification, fraction of time, workplace or home address by email: membership@aeusa.asn.au phone: 8172 6300 or fax: 8172 6390

One male and two female positions for 2 years ending December 2020.

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

December 2019.

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

HOLIDAY HOUSE – ROBE Holiday house for rent at Longbeach, Robe. Accommodates 8. Member discounts apply.

Phone Brett on: 0439 566 523 for further information/photos.

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

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

Leaders Consultative Committee – 9 positions. School leader members in all sectors of schooling.

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

School Services Officers – 9 positions. School Services Officers in DfE. Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) – 9 positions. All membership sectors and classifications. One position reserved for an ATSI member.

Early Childhood – up to 15 positions, a majority of whom shall be Children’s Services Act employees. Members working in Early Childhood Education.

CLOSING DATE: Nominations for these Committee vacancies must reach the: Returning Officer, 163 Greenhill Road, Parkside SA 5063, no later than 5.00pm on Thursday, 15 November 2018.

A nomination form is available at: https://www.aeusa.asn.au/NominationForm and from the AEU. Nominations may be accompanied by a supporting statement of not more than 200 words.

ELECTION PROCEDURE: Ballots for contested positions will be conducted at Branch Council on Saturday, 17 November 2018.

David Smith Returning Officer

Enquire now

(08) 8285 6900

enquiries@busesrus.com.au 23

NOT ICE BOA R D

Teachers Registration

Renewal of Teacher Registration Does your teacher registration expire in January 2019? If so you will need to lodge an application to renew your registration by 31 December 2018.

To be registered as a teacher in South Australia you must apply to renew your registration by the due date. If you have not received an application to renew your registration by 30 November 2018, contact the Teachers Registration Board at info@trb.sa.edu.au as non-receipt of an application to renew is not an acceptable reason for allowing your registration to expire.

Renewal is to be carried out online on the Teacher Registration portal of the TRB website: www.trb.sa.edu.au If you have any questions about your registration, email the TRB at:

Email: info@trb.sa.edu.au

teachers retreats relax recharge restore

Nourish your mind, body and spirit on our luxury retreats in Bali Everything has been taken care of for you so all you have to do is enjoy

Register your interest for 2019 www.teachersretreats.com teachersretreats@gmail.com PD hours accrued 24

Book Week A jaded English teacher and frustrated novelist nears his dream in a heart-warming Aussie comedy.

Nicholas Cutler, 44, is a self-described ‘undiscovered literary genius’ cruelly forced to teach ungrateful high school students the finer points of Shakespeare.

However, just when it looks like he may have to accept a life of unfilled ambition, his sixth manuscript – a cheesy teen horror romance titled “World War V” – garners the interest of a respected publishing house. He simply has to be on his best behaviour for a week so as to not mess it up.

Resigning recklessly from his teaching post, Cutler (played by Alan Dukes) endures a rollercoaster seven days as his gravely ill brother in law needs a kidney, his clucky girlfriend and boss, Lee, demands a commitment, his troubled star basketball player Tyrell is incarcerated, while a misguided student teacher named Sarah requires his leadership.

If the narcissistic and opportunistic Nicholas character sounds plausible, that’s probably because writer-director Heath Davis drew on his own experience teaching literature while trying to get his first feature film off the ground.

“So adamant was I that my life’s pur-

pose and subsequent happiness would be determined by whether or not I made my film that I refused to acknowledge an alternative or silver lining if the dream wasn’t to come to fruition,” he says.

Davis aims for authenticity on screen and took care to shoot something that looks like a slice of everyday life.

“Book Week takes place in the most common of suburban settings: bedrooms, back yards, classrooms, dive bars – locales where dreams are squashed not harvested,” he muses.

“This is a must on a film like this. It has to feel immediate and honest.”

With a quality cast including Rhys Muldoon and Tiriel Mora, this endearing film balances laughs with poignant moments in distinctly Aussie fashion.

IN CINEMAS NOW.

n

NOT RU NICE N I NG BOA H ERAD D

AN INVITATION TO RETIRED OR RETIRING TEACHERS & SSOs

AEU INFORMATION UNIT Monday to Friday 10.30am – 5.00pm

)8172 6300 • Qualified AEU Officers standing by to answer your enquiry • All AEU Officials are required to do regular shifts in the information unit • A quality service for AEU members only.

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: 0417 001 766 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 2019 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

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

25

Created by teachers, for teachers. We cover the lives of over 330,000 teachers, education staff and their families. As the largest industry-based health fund, we exist for our members.

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-10/18